Some say the most powerful chick in the Cheese empire today :
https://nl.linkedin.com/pub/marike-van-lier-lels/a/b64/195
Worked a US shipyard at age 18, will out-sail, out-math, and out-cash each and everyone of you.
https://nl.linkedin.com/pub/marike-van-lier-lels/a/b64/195
Worked a US shipyard at age 18, will out-sail, out-math, and out-cash each and everyone of you.
Seattle boatyard, and the lady is a dyke.
(I have a thing with dykes, some of my best friends are)
You have to excuse me, I too resided in Seattle for a year.
(I have a thing with dykes, some of my best friends are)
You have to excuse me, I too resided in Seattle for a year.
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Sure, I'd do her front and back anytime, even sideways, but not you.
https://www.youtube.com/watch?v=C_GNFQk-_Ss
https://www.youtube.com/watch?v=C_GNFQk-_Ss
My daughter is in "4th grade VWO", no idea how that translates to international school systems but she's 15, turning 16, that should give you an idea. VWO is the highest form of pre-university schooling there is in NL (for the duchies: yeah, ok, Gymnasium and Athenaeum, but the difference is only one or two additional classical languages, ancient greek and latin)
At her school, for the past three years, "teaching" (for math, biology, chemistry etc) apparently mostly consisted of a "teacher" being present in class while students read from their textbooks and, whenever necessary, are given the opportunity to ask questions whenever the book is unclear about something.
Although she gets good grades, during those three years I've never (*ever*) see her do "homework", i.e. calculus or chemistry stuff you have to do at home. Studying for an exam, yes. Homework, no. Apparently, the kids do their homework in class (and again, get the opportunity to ask questions).
So I asked her what the teachers actually did in class. Her answer was something like "well, answer our questions ofcourse". The rest of our conversation went something like:
"No teaching?" I asked.
"What do you mean?" she said.
"Well, I mean 'teaching', you know, a teacher talking or someone who explains how it works and how you can solve X^2 = 9 and what ions are, what electrons are and how light is diffracted in a prisma and stuff"
"ehh no. That;s all the books."
"And you actually read the books?"
"no, of course not"
"So, how do you get your homework done then"
"in class"
"That;s 'where', not 'how'"
"you're boring"
"I know, that;s what parenting is all about. I'm just that old idiot who always knows everything better and tells you not to do stupid things" (and I'm not even that old, 37 🙂 )
"exactly"
"So how do you get your homework done then, ask everything?"
"i never ask anything"
(break: she *never, ever* asks anything, true)
"But how does that work then, you don't do your homework?"
"no, I do. But i just look up the answers online or in the 'sleutel'"
(Sleutel is dutch for "key", in this case a booklet with the answers and explanations)
"Ah, so you just do the stuff you know you can do, and the hard stuff you just look up?"
"basically, yeah"
(do note that i'm the one talking and she's the one giving very short answers 🙂 )
"So what do the teachers do in class then?"
"I dunno, they're just there".
"And no one really asks any questions?"
"well, sometimes"
"Like how often, every 5 minutes? 10? 30?"
"like one or two per class"
"And the rest of the time?"
"Dunno"
This 'conversation' went on for some time, after which I just gave up.
Apparently, with some exceptions of course (classes and teachers my daughter really likes) most of the teachers at her school aren;t even remotely interested in inspiring their students for their respective subjects.
Now, I ask you, how are students inspired and motivated to actually *think* ?
At her school, for the past three years, "teaching" (for math, biology, chemistry etc) apparently mostly consisted of a "teacher" being present in class while students read from their textbooks and, whenever necessary, are given the opportunity to ask questions whenever the book is unclear about something.
Although she gets good grades, during those three years I've never (*ever*) see her do "homework", i.e. calculus or chemistry stuff you have to do at home. Studying for an exam, yes. Homework, no. Apparently, the kids do their homework in class (and again, get the opportunity to ask questions).
So I asked her what the teachers actually did in class. Her answer was something like "well, answer our questions ofcourse". The rest of our conversation went something like:
"No teaching?" I asked.
"What do you mean?" she said.
"Well, I mean 'teaching', you know, a teacher talking or someone who explains how it works and how you can solve X^2 = 9 and what ions are, what electrons are and how light is diffracted in a prisma and stuff"
"ehh no. That;s all the books."
"And you actually read the books?"
"no, of course not"
"So, how do you get your homework done then"
"in class"
"That;s 'where', not 'how'"
"you're boring"
"I know, that;s what parenting is all about. I'm just that old idiot who always knows everything better and tells you not to do stupid things" (and I'm not even that old, 37 🙂 )
"exactly"
"So how do you get your homework done then, ask everything?"
"i never ask anything"
(break: she *never, ever* asks anything, true)
"But how does that work then, you don't do your homework?"
"no, I do. But i just look up the answers online or in the 'sleutel'"
(Sleutel is dutch for "key", in this case a booklet with the answers and explanations)
"Ah, so you just do the stuff you know you can do, and the hard stuff you just look up?"
"basically, yeah"
(do note that i'm the one talking and she's the one giving very short answers 🙂 )
"So what do the teachers do in class then?"
"I dunno, they're just there".
"And no one really asks any questions?"
"well, sometimes"
"Like how often, every 5 minutes? 10? 30?"
"like one or two per class"
"And the rest of the time?"
"Dunno"
This 'conversation' went on for some time, after which I just gave up.
Apparently, with some exceptions of course (classes and teachers my daughter really likes) most of the teachers at her school aren;t even remotely interested in inspiring their students for their respective subjects.
Now, I ask you, how are students inspired and motivated to actually *think* ?
Speedskater:
Sum of 1 to N = N x ( N + 1 ) /2
For sum of 1 to 100:
Sum = 100x101/2 = 50x101 = 5x1010 = 5050.
Now: Prove the formula using Induction -- it is one of the simplest proofs around, and I daresay, the formula for the sum of 1 to N is one of the first formulas used to introduce mathematical induction......
Sum of 1 to N = N x ( N + 1 ) /2
For sum of 1 to 100:
Sum = 100x101/2 = 50x101 = 5x1010 = 5050.
Now: Prove the formula using Induction -- it is one of the simplest proofs around, and I daresay, the formula for the sum of 1 to N is one of the first formulas used to introduce mathematical induction......
https://en.wikipedia.org/wiki/Maryam_Mirzakhani
An externally hosted image should be here but it was not working when we last tested it.
I was trained to teach in England and taught down there as well for a short time, before moving back to Scotland.
In my experience female teachers outnumber male teachers. BUT I don't exclude primary teachers. Don't you consider Primary teachers as "teachers"?
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I finished school in Germany in 1997. "Thinking" was neither encouraged nor taught. The schools I visited were busy upholding a status quo. Memorizing machines are able to get good to excellent grades in that system. Ability to transfer knowledge was not trained or rewarded.
In my 13 years of school I had two teachers that were able to give reasonable explanations, answer questions (asking questions also wasn't happening much) and actually teach the kids instead of just loading off a bunch of stuff to remember.
Something has been puzzling me about the crocodile question. I couldn't quite put my finger on it. Now I know: in my day the first part of the question would have asked us to derive the formula.
"A predator is on one bank of a straight river of constant width W metres. On the other bank, P metres downstream, there is a prey animal. The predator can move at speed Vw in water, and Vb on the bank. It knows that it can minimise the time to arrive at the prey by travelling diagonally across the river, to arrive on the far bank at a point x metres downstream, from where it started.
Assuming that the river flow rate can be neglected, and that the prey animal does not move, derive an expression for the time take for the predator to reach the prey. Demonstrate that under certain circumstances the predator is correct to swim diagonally.
Discuss what might change in your answer if the river flow rate was a significant fraction of the predator's swimming speed, and if the prey started running away along the bank."
Then the final part of the question would throw a few marks at people who can't do algebra by giving the formula for specific values of speeds and distances, and ask them to plug a few numbers in.
Far from being difficult, the question is actually far too easy.
"A predator is on one bank of a straight river of constant width W metres. On the other bank, P metres downstream, there is a prey animal. The predator can move at speed Vw in water, and Vb on the bank. It knows that it can minimise the time to arrive at the prey by travelling diagonally across the river, to arrive on the far bank at a point x metres downstream, from where it started.
Assuming that the river flow rate can be neglected, and that the prey animal does not move, derive an expression for the time take for the predator to reach the prey. Demonstrate that under certain circumstances the predator is correct to swim diagonally.
Discuss what might change in your answer if the river flow rate was a significant fraction of the predator's swimming speed, and if the prey started running away along the bank."
Then the final part of the question would throw a few marks at people who can't do algebra by giving the formula for specific values of speeds and distances, and ask them to plug a few numbers in.
Far from being difficult, the question is actually far too easy.
I finished my schooling in Neukölln/West Berlin as it was in '84 and my experience was very different from the above.
A memorising machine would have been able to pass with decent grades but to get very good to excellent grades transfer of knowledge and individual thinking were absolutely essential. All my teachers except one would go out of there way to give correct explanations and welcomed constructive criticisms. Asking good and pertinent questions was expected and counted towards your final grade.
I left Germany in '87, what happened and where/why did they go so wrong?
I envy you for that education. Unfortunately I have no idea what happened but don't get me started on the catastrophies that were introduced since...
No I consider primary teachers as teachers, I just didn't think it was relevant.
Come to think (its difficult I admit) most of my primary teachers were female, and I was taught basic electrical theory in primary by a male.
(switch battery bulb kind of basic)
Seems also one of their domain of excellency...
Among other my maths, chemistry, biology, history/geography (and English!) professors were women during those three years at the Lycée (15-18 year age), and all had their Aggregation, the grade required to teach up to the university second year.
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