Sunday, March 29, 2009
Apologies
Sorry for not posting much this past week--Spring break relaxation and a trip to Santa Barbara have taken my time up.
Wednesday, March 25, 2009
Fox apologizes
Greg Gutfeld, on his show Red Eye with Greg Gutfeld mocked Canada's Chief of the Land Staff's suggestion that Canada may need a break from involvement in Afghanistan due to shortages. This prompted Canada to demand him to apologize, which he did:
Via globeandmail
It was not my intent to disrespect the brave men, women and families of the Canadian military, and for that I apologize.
Via globeandmail
Saturday, March 21, 2009
What makes a good teacher?
Two days ago, a friend and I got into a discussion over good teachers at our school that got me thinking. Although most are decent, there are some that are mediocre and a few that are excellent. From these, I have seen a few qualities I feel make an exemplary (public school) teacher:
Depth of knowledge: Obviously, a teacher has to know the subject well. Those that have gone over the material enough understand the intricacies and subtleties of the subject. They have seen enough to not need to check back on resources to clarify for themselves but are a walking encyclopedia for their subject. They have studied their subject so intensively that they can explain it with clarity and simplicity. At this point, a teacher is an expert in the subject and serves as a fallback for students' questions and problems.
Breadth of knowledge: There is a point where the teacher knows the material so well that he views the subject in its entirety: breadth of knowledge. Usually, when you study something, you break it into pieces do make a daunting task less so. In school, a teacher does this by splitting the material into units of related material. Although this can cover the material in depth, it severs the connections between units that otherwise would be kept if the subject were viewed as a whole. A good teacher understands not only a unit as a standalone but how it is connected to the overall spirit of the course. He can make connections between not only different units but also other subjects.
My chemistry teacher explained equilibrium and solubility with analogies based on non-chemistry subjects, connecting it with visible phenomena my class and I could easily understand.
Humility: A good teacher knows the limits of his knowledge. He understand that his students may have other interests at heart or priorities over the material he is teaching and that he is not the center of their world.
I have a teacher who is a doctorate in chemistry, and although she of all my teachers probably knows the most about the subject, she is the most humble. She's one of the few teachers I have had that actually says "I don't know" when a student asks a stumping question. She is willing to admit when she is wrong and correct her error.
Humility is not solely personality-dependent. Generally, the more a person knows about something, the more aware they are about their lack of knowledge. So humility not only indicates a better personality but it points to greater knowledge.
Reasonableness: A good teacher understands the limits of his students to challenge but not exceed their capabilities to not squeeze interest out of them.
My math teacher this year, although the smartest I have ever had, has turned me off from math because of the exactness she expected on tests. Nowhere else besides my math tests do single-digit errors drop my grade by over 5%.
Understanding: A good teacher understands how his students think and view the world so that he can tailor his lessons to them. He knows his students' workload and adapts accordingly because the best work is not done without the time constraints of other classes.
Consistency: A good teacher is consistent in grading and attitude. He should be depended upon when it comes to fairness and justice.
Depth of knowledge: Obviously, a teacher has to know the subject well. Those that have gone over the material enough understand the intricacies and subtleties of the subject. They have seen enough to not need to check back on resources to clarify for themselves but are a walking encyclopedia for their subject. They have studied their subject so intensively that they can explain it with clarity and simplicity. At this point, a teacher is an expert in the subject and serves as a fallback for students' questions and problems.
Breadth of knowledge: There is a point where the teacher knows the material so well that he views the subject in its entirety: breadth of knowledge. Usually, when you study something, you break it into pieces do make a daunting task less so. In school, a teacher does this by splitting the material into units of related material. Although this can cover the material in depth, it severs the connections between units that otherwise would be kept if the subject were viewed as a whole. A good teacher understands not only a unit as a standalone but how it is connected to the overall spirit of the course. He can make connections between not only different units but also other subjects.
My chemistry teacher explained equilibrium and solubility with analogies based on non-chemistry subjects, connecting it with visible phenomena my class and I could easily understand.
Humility: A good teacher knows the limits of his knowledge. He understand that his students may have other interests at heart or priorities over the material he is teaching and that he is not the center of their world.
I have a teacher who is a doctorate in chemistry, and although she of all my teachers probably knows the most about the subject, she is the most humble. She's one of the few teachers I have had that actually says "I don't know" when a student asks a stumping question. She is willing to admit when she is wrong and correct her error.
Humility is not solely personality-dependent. Generally, the more a person knows about something, the more aware they are about their lack of knowledge. So humility not only indicates a better personality but it points to greater knowledge.
Reasonableness: A good teacher understands the limits of his students to challenge but not exceed their capabilities to not squeeze interest out of them.
My math teacher this year, although the smartest I have ever had, has turned me off from math because of the exactness she expected on tests. Nowhere else besides my math tests do single-digit errors drop my grade by over 5%.
Understanding: A good teacher understands how his students think and view the world so that he can tailor his lessons to them. He knows his students' workload and adapts accordingly because the best work is not done without the time constraints of other classes.
Consistency: A good teacher is consistent in grading and attitude. He should be depended upon when it comes to fairness and justice.
Wednesday, March 18, 2009
Pope: Condoms don't help stop the spread of AIDS
As reported by a BBC piece, Pope Benedict XVI has said that
This is essentially a power struggle between church and science. Clearly, science triumphs in trully saving souls and lives. Religion, in this case represented by the Pope, is reluctant to let go of the masses that it has held in unquestioning loyalty for so long. Now, with the advent of more open usage of science against traditional dogma, religion is striking back, tieing science to social ills such as divorce, abortion, and prostitution which itself can not solve. It is pointing the finger at science instead of confronting its own deficiencies in solving these problems.
What's at stake here is not the lives of those currently of age. The children and those too young to understand the battle between modernism and traditionalism are going to be affected the most. As they are brainwashed by church and anti-science propoganda, they develop a mindset against using science to prevent disease and unwanted pregnancies. Instead of moving into the future, they return to the past. The past decades of HIV and other STD prevention and treatment will have gone to waste as the people forsake science for doctrine.
Instead of acting on behalf of the people, the Pope is acting for himself and his church only.
The traditional teaching of the church has proven to be the only failsafe way to prevent the spread of HIV/Aids.and that
It is of great concern that the fabric of African life, its very source of hope and stability, is threatened by divorce, abortion, prostitution, human trafficking and a contraception mentality.Here lies the most obvious difference between science and religion: the intoleration and unwillingness to change that traditionalists teach. In keeping populations healthy and in check, science has proven itself more than able with its extensive health care and birth control. Contraception too has proven itself in preventing unwanted children and stopping much STD transmission.
This is essentially a power struggle between church and science. Clearly, science triumphs in trully saving souls and lives. Religion, in this case represented by the Pope, is reluctant to let go of the masses that it has held in unquestioning loyalty for so long. Now, with the advent of more open usage of science against traditional dogma, religion is striking back, tieing science to social ills such as divorce, abortion, and prostitution which itself can not solve. It is pointing the finger at science instead of confronting its own deficiencies in solving these problems.
What's at stake here is not the lives of those currently of age. The children and those too young to understand the battle between modernism and traditionalism are going to be affected the most. As they are brainwashed by church and anti-science propoganda, they develop a mindset against using science to prevent disease and unwanted pregnancies. Instead of moving into the future, they return to the past. The past decades of HIV and other STD prevention and treatment will have gone to waste as the people forsake science for doctrine.
Instead of acting on behalf of the people, the Pope is acting for himself and his church only.
Sunday, March 15, 2009
Self-esteem boosting?
Brought to my attention by a BBC article.
Now, one of the most strongly emphasized "skills" in a young child is self-esteem. A young student is supposed to believe and trust himself. Educators and parents are emphasizing this, telling young children that they are always right or at least in the right direction. Instead of scolding their children, parents are pampering them. All of this was done in the interest of a child's emotional security and mental confidence. However, the problem is that children are taking what they constantly hear to heart and truly believe themselves to be the center of the universe.
Before, a child actually had to own up to his mistakes. Now, he can just cower behind and let his parents do the brunt work. He can do low-quality, slow work and still be praised for it. Children feel entitled to things: praise, good grades, attention, and later in life, a job or promotion. The problem is, not everybody deserves these. Not every person is special and worthy of special acclaim.
Asking a child to change is too hard and would take away their self esteem, they say. A child needs to be confident in his own abilities to succeed in life, they claim. The problem is, the result of this is a generation of students who are told to be themselves, even when they produce bad work. They aren't compelled to change for the better, just continue in the incorrect way.
This form of teaching turns out bad students. It is the the opposite of strict traditionalist teaching methods and for that reason is too lenient. The best way is with moderate strictness.
Now, one of the most strongly emphasized "skills" in a young child is self-esteem. A young student is supposed to believe and trust himself. Educators and parents are emphasizing this, telling young children that they are always right or at least in the right direction. Instead of scolding their children, parents are pampering them. All of this was done in the interest of a child's emotional security and mental confidence. However, the problem is that children are taking what they constantly hear to heart and truly believe themselves to be the center of the universe.
Before, a child actually had to own up to his mistakes. Now, he can just cower behind and let his parents do the brunt work. He can do low-quality, slow work and still be praised for it. Children feel entitled to things: praise, good grades, attention, and later in life, a job or promotion. The problem is, not everybody deserves these. Not every person is special and worthy of special acclaim.
Asking a child to change is too hard and would take away their self esteem, they say. A child needs to be confident in his own abilities to succeed in life, they claim. The problem is, the result of this is a generation of students who are told to be themselves, even when they produce bad work. They aren't compelled to change for the better, just continue in the incorrect way.
This form of teaching turns out bad students. It is the the opposite of strict traditionalist teaching methods and for that reason is too lenient. The best way is with moderate strictness.
Thursday, March 12, 2009
Suicide bombing photo
An amazing photo of the instant of a suicide bomber detonating during a Sri Lankan religious holiday.
It wasn't pure luck--it taken from a videotape of the event.
Via Sydney Morning Herald.
It wasn't pure luck--it taken from a videotape of the event.
Via Sydney Morning Herald.
Tuesday, March 10, 2009
Engine technology
The opposed piston opposed cylinder engine is a new piston cylinder design. It is purported to have a 90% scavenging efficiency, which describes how well it cycles fresh and depleted air. Because there is a split stroke, the engine runs at twice normal speed.
This isn't new stuff, but still looks cool.
Via Engineering TV.
This isn't new stuff, but still looks cool.
Via Engineering TV.
Sunday, March 8, 2009
Green light for stem cell research?
Obama is expected to announce tomorrow a reversal on Bush's ban on embryonic stem cell research. Instead of the Bush plan that restricted federal funding to existing lines, his plan will allow scientists who work with new lines to apply for government money.
Thank you Obama for realizing the necessity for more science and better medicine. In my view, there is no ethical dilemma. Either use unfertilized balls of cells to heal otherwise incurable diseases or throw the embryonic cells away. The religious right who purport a violation of ethics should look into their own hypocrisy when it comes to denying relief to the sick.
Via Newsday.
Thank you Obama for realizing the necessity for more science and better medicine. In my view, there is no ethical dilemma. Either use unfertilized balls of cells to heal otherwise incurable diseases or throw the embryonic cells away. The religious right who purport a violation of ethics should look into their own hypocrisy when it comes to denying relief to the sick.
Via Newsday.
Saturday, March 7, 2009
Spring forward
Clocks forward one hour at 2AM.
Interestingly, Hawaii and Arizona don't use DST. Indiana was like this too before 2006. Parts of Canada and Australia most of southeast Asia doesn't use DST either
Interestingly, Hawaii and Arizona don't use DST. Indiana was like this too before 2006. Parts of Canada and Australia most of southeast Asia doesn't use DST either
Thursday, March 5, 2009
Thanks for lying, Ann
Ann Coulter claimed on her blog that:
Cornell University itself lists the College of Agriculture and Life Sciences as part of the Cornell University and, thus the college is still in the Ivy League. As is common, there are several colleges within the greater university, which in this case all falls under the Cornell title. She should know this but intentionally misleads to prove her point.
Which is what? I don't get what defaming Olbermann does to improve her status. His school from over 30 years ago does not matter now. If he did go to a "lesser" school, that should not change how he is looked upon because how a person acts now not his school defines him. That she is willing to pull out this piece of history shows her conceitedness. She, also Cornell grad, wants to elevate herself above him, a "lesser Cornelian." Her ad hominem attacks do not prove she is better than Olbermann is--they show she is willing to throw scum and sink lower.
She is bending the truth and lying to suit her devices. She is a hypocrite, attempting to tout her morals and righteousness when instead she blatantly trample on her own values.
Shame on you, Ann. Shame on you.
Except Keith didn't go to the Ivy League Cornell; he went to the Old MacDonald Cornell.But wait...? Keith Olbermann did go to Cornell. It says he went to the "real" Cornell on his IMDB bio and he is mentioned in the Cornell University newspaper indicating that his peers considered him a Cornell student. Contrary to what she is trying to imply, Olbermann was actually a brilliant student--he graduated from Cornell at 20.
The real Cornell, the School of Arts and Sciences (average SAT: 1,325; acceptance rate: 1 in 6 applicants), is the only Ivy League school at Cornell and the only one that grants a Bachelor of Arts degree.
Keith went to an affiliated state college at Cornell, the College of Agriculture and Life Sciences (average SAT: about that of pulling guards at the University of South Carolina; acceptance rate: 1 of every 1 applicants).
Olbermann's incessant lying about having an "Ivy League education" when he went to the non-Ivy League ag school at Cornell would be like a graduate of the Yale locksmithing school boasting about being a "Yale man."
Cornell University itself lists the College of Agriculture and Life Sciences as part of the Cornell University and, thus the college is still in the Ivy League. As is common, there are several colleges within the greater university, which in this case all falls under the Cornell title. She should know this but intentionally misleads to prove her point.
Which is what? I don't get what defaming Olbermann does to improve her status. His school from over 30 years ago does not matter now. If he did go to a "lesser" school, that should not change how he is looked upon because how a person acts now not his school defines him. That she is willing to pull out this piece of history shows her conceitedness. She, also Cornell grad, wants to elevate herself above him, a "lesser Cornelian." Her ad hominem attacks do not prove she is better than Olbermann is--they show she is willing to throw scum and sink lower.
She is bending the truth and lying to suit her devices. She is a hypocrite, attempting to tout her morals and righteousness when instead she blatantly trample on her own values.
Shame on you, Ann. Shame on you.
Wednesday, March 4, 2009
Printer Easter egg
The HP Scanjet 5P can play Beethoven's "Ode to Joy" when the right buttons are pressed:
Sunday, March 1, 2009
College application triangle
The bottom level is the core and absolutely necessary for an application. These need to be solid before moving on to the next tier of application necessities. The second level allows a student to stand out and express individuality. The top demonstrates excellence and stands out the most.
The bottom left includes all the Collegeboard/ACT testing. These show preparedness for the test, but not much else. The problem with these is that once you are in the range, you look exactly the same to an admissions officer as any other applicant in this area.
SAT I: 2200-2400
SAT II: 720-800 for most, although there are some where nothing but an 800 cuts it
ACT: 30-36
AP: 4-5 gives credits for most schools
The middle section, school, includes grades and the like. Your transcript basically consists of this. It is unreliable in a college's eyes because the difficulty of the courses offered in a school vary by region and within a school teachers vary. However, it still needs to be solid to look good in a college's eyes.
The essay, recommendations, and possible interview give the college insight into how you act and express yourself. In the essay, you get to express your voice and experiences from your point of view. The recommendations give the college a look at who you are from other people's perspectives. The interview allows you to just be yourself.
The activities you do show your passions to the school. Leadership is better than participation; being a member of 5 clubs < style="font-style: italic;">Sports: Not just the common interscholastic sports, but uncommon sports such as archery, sailing, and rowing
Speaking: Speech and Debate, Junior Statesmen of America, Slam Poetry, Model UN
Writing: School newspaper, yearbook, and literary publications
Internships/jobs: The harder the position is to get, the better
Summer experiences: Stuff like AMIGOS and other volunteer abroad opportunities cost money but are fun
Volunteering: I personally despise volunteer clubs (because many people at my school join them just for the mindless community service), but they serve the purpose of appearing dedicated to helping society
Music: Either in a school or community symphony/orchestra/band/ensemble or privately. For a symphony, generally all wind instruments except the flute and clarinet as well as violas and double bass are in demand.
Awards show excellence and dedication. These are what make a student stand out above the rest as these awards are very difficult to attain and hard to attain a lot of.
Science: There are the Science, Bio, Chem, and Physics Olympiads as well as others
Math: There are many math and computing contests
English: There are numerous essay and poetry-writing contests
History: The National Geographic Bee as well as other historical competitions
Music: There are many music competitions available, more so for the piano than any other instrument
Collegeboard: There are AP-based awards, the PSAT National Merit Scholarship, and a few others
Language: There are many English and foreign language competitions
The bottom left includes all the Collegeboard/ACT testing. These show preparedness for the test, but not much else. The problem with these is that once you are in the range, you look exactly the same to an admissions officer as any other applicant in this area.
SAT I: 2200-2400
SAT II: 720-800 for most, although there are some where nothing but an 800 cuts it
ACT: 30-36
AP: 4-5 gives credits for most schools
The middle section, school, includes grades and the like. Your transcript basically consists of this. It is unreliable in a college's eyes because the difficulty of the courses offered in a school vary by region and within a school teachers vary. However, it still needs to be solid to look good in a college's eyes.
The essay, recommendations, and possible interview give the college insight into how you act and express yourself. In the essay, you get to express your voice and experiences from your point of view. The recommendations give the college a look at who you are from other people's perspectives. The interview allows you to just be yourself.
The activities you do show your passions to the school. Leadership is better than participation; being a member of 5 clubs < style="font-style: italic;">Sports: Not just the common interscholastic sports, but uncommon sports such as archery, sailing, and rowing
Speaking: Speech and Debate, Junior Statesmen of America, Slam Poetry, Model UN
Writing: School newspaper, yearbook, and literary publications
Internships/jobs: The harder the position is to get, the better
Summer experiences: Stuff like AMIGOS and other volunteer abroad opportunities cost money but are fun
Volunteering: I personally despise volunteer clubs (because many people at my school join them just for the mindless community service), but they serve the purpose of appearing dedicated to helping society
Music: Either in a school or community symphony/orchestra/band/ensemble or privately. For a symphony, generally all wind instruments except the flute and clarinet as well as violas and double bass are in demand.
Awards show excellence and dedication. These are what make a student stand out above the rest as these awards are very difficult to attain and hard to attain a lot of.
Science: There are the Science, Bio, Chem, and Physics Olympiads as well as others
Math: There are many math and computing contests
English: There are numerous essay and poetry-writing contests
History: The National Geographic Bee as well as other historical competitions
Music: There are many music competitions available, more so for the piano than any other instrument
Collegeboard: There are AP-based awards, the PSAT National Merit Scholarship, and a few others
Language: There are many English and foreign language competitions