Listing /Thir!? ...
#959168 SIG HEADER: /Thir!? SIG-Op: Johnz Created: 23-AUG-97 13:50
SIG Topic: School, HSC, Uni, TAFE, last minute cramming, etc.
/Thir!? is a SIG where you can ask any questions you like, no matter how
trivial, and hope for some sort of intelligent response from Someone Who
Knows.
The main idea is that you can use the SIG to help you in those last
minute "revision" situations before an exam, when you suddenly realised
that you've been studying the wrong topics all along.
Good luck!
Message Lifetime: 90 days
Thoughts of the day:
Mario: Thir, how do I change channelth on my microwath thir?
Thir: Mario, I dont think you're in the right course mate.
Public Msg #962916 *Thir!?* 17:47 05-SEP-97 *EXEMPT*
From: Dinn (Awarded 4496 Credits)
To: ** ALL **
Subj: macros
Copy by Spychoo, Reply to #962817, *
> But lately there have been a few questions about sin() and cos() things
> and I am just wodnering what practical use I can use these things for
> and what do they actually do?
>
> I think they have something to do with frequencies or defining
> waves/freq.s or something.
ésine and cosines - a short lesson by Dinn R.
y
³1
__--Å--__
- ³ -
/ ³ X P(x,y)
/ ³ / \
/ ³ / \
| ³ / |
[ O³ /é ]
ÄÄÄÄ[ÄÄÄÄÄÄÄÄÄÅÄÄÄÄÄÄÄÄÄ]ÄÄÄÄx
-1[ ³0 ]1
| ³ |
\ ³ /
\ ³ /
\ ³ /
-__ ³ __-
--Å--
³-1
Here you have a circle, with centre O, and a radius of 1.
The point P is any point on the circumference.
The line OP is at an angle of é to the x-axis.
You can use the sin/cos functions to determine the coordinates
of P, so P(x,y) is the same as P(cosé,siné).
That's one use for sine and cosine.
A sine wave is when you plot the value of siné over é, and
will end up looking something like:
siné
³
__ ³ __
- - ³ - -
- - ³ - -
/ \ ³/ \
ÄÄÄÄÄÄÄÄÄ\ÄÄÄÄÄÄÄÄÅÄÄÄÄÄÄÄÄ\ÄÄÄÄÄÄÄÄÄ>é
\ /³ \ /
- - ³ - -
-__- ³ -__-
³
³
Things tend to oscillate in the same way as a sine wave, so
the purest musical tone you'll hear will be a sinusoidal wave.
I think that any wave can be broken down to the addition of a
number of sinusoidal waves, using fourier analysis, which is
what those computer frequency spectrum-o-meters do on things
like Cubik Player, etc.
sin/cos/etc are also used for working out lengths of sides
and sizes of angles when dealing with triangles, as well as
predicting the location/velocity/accelleration,etc of things
obeying simple harmonic motion, etc.
As far as programming goes - you can make some fairly groovy
effects with sinusoidal waves on screen; just vary the colour
according to sin(x) or similar.. But if you're going to be
coding nice demo effects, you'll need a good base in maths.
Dinn
Public Msg #967958 *Thir!?* 04:23 24-SEP-97 *EXEMPT*
From: Nickz (Awarded 15700 Credits)
To: ** ALL **
FILE: problems.txt
I found an interesting web page that contained 36 different Unsolved
Maths Problems!!!
So, I went to each page and cut-paste them into a text file to upload
in /Thir!?
For those maths fanatics out there, some of them are quite interesting.
It's just a text file so you can ASCII download it to the screen if
you prefer.
...NickZ.
Public Msg #1214344 *Thir!?* 11:24 10-JAN-00 *EXEMPT*
From: Jedd (1 Reply) (Awarded 1200 Credits)
To: Jylz
Subj: Studying..
Reply to #1214330, Reply to #121426*
> I've been involved with Microsoft OS's for my entire IT Career (Er ..
> all of a year and a half now :)) so I don't mind Microsoft. The only
Wow - I would have thought the last year and a half would have
brought us more converts than ever before. Brought, not bought,
I say again.
> which is a combination of Windows 98 technology and Windows NT 4
Well, mostly NT with DirectX 6, I guess. Or 7. It's hard to keep
up with the DX releases. There's very little in 9x that can be
retro-fitted to NT, due to the 'security model' of NT and the
particularly retro nature of 9x. [shrug] A bit like how Intel
have to continue to make 8088's on their new CPU's, I guess. Serves
them [both] right for doing a dodgy design in the first place.
> Do you have any helpfull tips for studying? Regardless about what I'm
> studying for. :)
The first (and perhaps last) trick is to want to study. This
isn't as self-referential as it may first sound - since, akin
to the way the egg does come first, the desire to study should
pre-empt the study itself. For my own part - I can't study
something, in any great degree, formally or otherwise, if I don't
want to - and to want to normally implies that I'm enjoying it.
(I keep meeting people who assert that I'm very fortunate, but
I remain unconvinced by them, in the sense that I can make that
choice, etc. Damn fools. More on that later, maybe.)
A guy I knew at UTS managed to get through his degree (com-sci)
and a year of honours, all with excellent grades (he was nabbed
by a company in Canada, f.e.) - but pretty much disliked the
entire experience, mostly because it was out of date, partly because
it was taught badly, partly because it was designed horribly. But
he got through <quote> because of sheer bloody-mindedness <unquote>.
As he says, he wouldn't recommend that method to anyone else, and
in fact doesn't know anyone else that could keep up such an attitude
for four years anyway. His point being, as far as I can tell, the
same as mine - if you don't like something, don't bother with it.
On a more pragmatic note ... I find writing down stuff that I have
learnt is useful to reinforce it - but even better is to try to teach
it to someone else. Having someone else that can be bothered to listen
to you crap on .. is unlikely, though hugely useful. Hence writing
things down as a kind of tutorial for an 'unspecified third person'
may be beneficial.
Teaching someone else is definitely one of the more effective
ways of ensuring you know something, no matter how you look at it.
Having lots of different input methods is also useful. But this
probably ties back to individual's preferences for learning - whether
you're a literal, spoken, interactive, iconic (or laconic?) learner.
I know that I have trouble accepting anything uttered by someone
who has proven themselves (in my eyes) already to be in the slightest
way ill-informed. I take stuff well from a written medium, but find
I need that reinforced soon after, or I'll lose it. (That is - I need
to explain / talk-about it to someone, or see a practical example of
the concept or system, that kind of thing.) I know some friends, and
it seems to be typical of the 'nerd' character, that can read entire
volumes, none of it connected properly in their brain, until they've
finished the thing and spent some time thinking about it / using bits
of it. It's fascinating to watch, and I'd love to know how they do
it (I could even do it myself, to an extent, in the mid / late 80's),
but it's definitely a lost art now. Bugger. :)
Jedd.
Public Msg #1214531 *Thir!?* 10:40 11-JAN-00 *EXEMPT*
From: Johnz
To: Jylz
Subj: Studying..
Reply to #1214162
> So what's a good way of studying? What helps you remember the content
> of a text book that you need to learn? Writing it down, reading it
> twice? What sort of things do you do that you could pass on to me?
You have obviously come to the right place, and this has been debated
numerous times in the past, but here's another summary.
Theory of learning:
There are two ways to take in info, passively and actively. Passive
involves things like reading, listening and watching. That is, you take
it in and the brain hopefully stores some of it. But this is highly
ineffective. It's ineffective because the brain is not PROCESSING the
info in any way.
Effective learning only takes place when the brain is actively involved
in the learning. Do things that make you think like asking yourself key
questions (to answer), coming up with your own models and principles
etc, writing your own summaries of course notes and so on. Another way
is to highlight topics and use sub-headings etc to structure the
material and group it in chunks (not the dog!). Review each chunck and
make sure you understand the similarities and differences between "like"
material. This aids not only recall, but transfer of knowledge and
problem solving and deep understanding.
So in terms of the practical stuff, reading and listening alone are poor
techniques.
I'm sure others here will (or have) offered tips on what they do and how
they manage their time.
¯ JohnZ ®
Public Msg #1214615 *Thir!?* 18:55 11-JAN-00 *EXEMPT*
From: Odo (Awarded 1000 Credits)
To: Jylz
Subj: Studying..
Reply to #1214162
> So what's a good way of studying? What helps you remember the content
> of a text book that you need to learn? Writing it down, reading it
> twice? What sort of things do you do that you could pass on to me?
Firstly - be committed.
This means that you should allow ample time from when you get the
materials, till when you do the test, and work through it a bit at a
time. Even if you are too busy to spend copious amounts of time
studying, small amounts of time daily, is a very good start.
Definetley study every day...an hour a day, as opposed to cramming
would do wonders.
Look up the syllabus, and try and get past papers, get an assesment
sheet, and see if you can break seperate the total syllabus into its
components. Break it down into bite sized chunks.
If you haven't studied for a while, it might take you a while to get
into the swing of things. But a lot of it is also in the mind. You need
to be interested in your course material, or see its relevance to other
more important things, so that you are motivated, and you need to feel
confident.
As for techniques, it depends on the subject material. Its probably a
good idea to ease into the material by simply reading through it, and
doing computer tutorials first. You might find that you already know a
great deal of it. Maybe a list of what you are good at, and where you
need to really focus is a start.
Reading materials from different authors on topics that you aren't that
comfortable wth might be the way to go, sometimes oneperson's insight
can open things up a lot.
As other people have mentioned, explaining the material to other
people, both informed in the topic and uninformed (relos? :), will allow
you to formulate ways of expressing the subject at different levels.
Getting past papers if available, or working through supplied typical
questions and work sets, is good because you get the psyche benifit of
doing well (if you do these well), and because you can get feedback to
yourself on where you need help.
Its probably a good idea to write notes..some people seem to do well
typing onto the computer..but I tend to just type without really paying
attention. So writing down notes as you read through a book can be good.
Most likely, it will be harder, seeing as you have to teach
yourself..there's no teachers to push you with assesments and so forth,
so if you can somehow find a study routine in your life, that you can
stick too...this is probably a good thing.
That's all I can think of for now..unfortunately there aren't class
memebers and study groups and lecturers to hassle in your case, so none
of that advise would be relevant. :( But asking people who've already
done the course, maybe at your work place etc, might be a good idea.
Most people tend to be a fountain of advice when they are approached,
mainly because people like to brag about themselves and their
experiences. Use this to your advantage. :)
Prior to the exam, spend lots of time doing as many tute etc questions
as you have access to (u should be doing this all throughout), but the
ending weeks before the exam should be spent more being comfortable with
all the knowledge rather than learning new stuff. And DON'T BE
NERVOUS..whether you are or aren't comfortable with what you've learnt,
its all going to wasted if you are severly stressing out, and unable to
think properly. :)
Good luck!!
úùodoùú
Public Msg #1215050 *Thir!?* 22:57 13-JAN-00 *EXEMPT*
From: Slashr (Awarded 800 Credits)
To: Jylz
Subj: Studying..
Reply to #1214162
> So what's a good way of studying? What helps you remember the content
> of a text book that you need to learn? Writing it down, reading it
> twice? What sort of things do you do that you could pass on to me?
I don't know how your course is structured, but one excellent method of
learning is to study for short periods every day, rather than for long
periods every week/month/year. At the end of the day, spend 15 minutes
and summarise everything that you learned whilst it is still fresh in
your mind, and then have a quick browse over what you'll be doing the
next day. At the end of the week (or the start of the week) go over
your summaries, and once again summarise what you've learned, and do
sample problems/situations/essays/whatever. Then, again, have a browse
of what you'll be doing the next week.
At the end of each topic or month, make sure that you've learned
everything by doing a few sample questions.
That way you ensure that you have learned something whilst what has been
taught is still fresh in your memory (note the distinction), and you
also know what to expect from the next day. When it comes to exam time
there will be no surprises since you have gone over everything you've
studied and ensured you can do it with the sample questions. You wont
have to cram study, and all you'll need is to go over old notes to once
again refresh your mind.
This may or may not be appropriate to your MCSE. :)
/r
Public Msg #1228542 *Thir!?* 23:35 02-MAY-00 *EXEMPT*
From: Johnz
To: Odo
Subj: Teacher Performance Review
Reply to #1228538, Reply to #1228522
> You're the expert John...are their standard methods based on very
> defined characteristics? Like by observing the teachers interactions? Or
> is there still no reliable method for assesing teaching?
There are lots of criteria for good teachers:
þ Explains purpose and application of the material and structure the
lesson logically and in manageable chunks and builds a theme that
dvelops the major concepts in a structured and logical fashion.
þ Teacher constantly monitors and manages student learning. Their main
thought should be "I have to get students from A to B tonight - How am I
best going to do that?".
þ Teacher makes lesson interactive by involving students not just
talking. Draws lesson content from the group. Engages students and makes
them think about and apply the info. The most common way is to use deep
and engaging questioning technique.
þ Teacher is sensitive to student learning needs, different learning
styles, is accommodating etc. Does not put students down or rubishes
them. Involves them in the learning and gives them skills to help them
learn and "own" the learning.
þ Develops assessment events that are valid and reliable, do not use
trick questions, cover the content learned, are free from ambiguity, and
reasonably challenge students (to the level of the sylaabus).
Anyone who does all of these I would class a superior teacher. It's
frightfull how many don't.
¯ JohnZ ®