Plan to be "in the moment" with people.
"God willing, I will do each lesson of the two we
Plan to be "in the moment" with people.
"God willing, I will do each lesson of the two weeks".
Get more details of each class -- what book and what pages will I need to look at in the first 2 weeks.
Obtain past exam papers for EACH class.
PCB + associated work, e.g. working with metal; cooking; sewing
PLAN FOR THE CLASS: we work together on sample answers. Practice so you can be confident of doing it in the exam.
What can we do with maths? Collect some ideas.
Ask teachers whether they have successful discussion in class, and if so, how often do they do this?
My job at TAFE included detailed preparation, e.g. learning computer languages -- this takes many, even hundreds, or even many hundreds, of hours practice for each language.
I know the maths as well or better than the people who wrote the books.
"logic model" DISCUSSION. Develop reasons to explain why things are as they are.
For me to look at a school maths book, especially years 7-10: is like looking at a language that I learnt very well 40 years ago.
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Added: 2 weeks ago
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Reading from a web page which suggested that developers develop a voice application in 12
Reading from a web page which suggested that developers develop a voice application in 12 "programmer hours", with a client sign-off of 30 minutes or more.
In the sign-off, "Try to sit down with your client face-to-face and observe them going through all the nooks and crannies of your VoiceXML interface".
Write down the client's answers to the following questions: * How useful do you think the voice interface that you just tried will be? * What extra information should we make available via voice? * What are the most crucial tasks that users would like to be able to accomplish from a standard phone using only touch tones and voice?
I think the above is problematic. If you have not already been paid for your work, how will you get the client to sign off before you have completed the (never ending?) list of new things you have invited him to suggest.
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If the work can be done in "12 programmer hours", why not work on developing tools which can reduce this time so that the client can do the work themselves in 12 minutes rather than 12 hours.
In the same way, it is possible to go to an internet kiosk and design one's own business cards or birthday invitation cards, in five minutes, without needing to call on "developers".
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Added: 2 weeks ago
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chart of accounts is an "accounting concept"
accounts are presented in a tree structure
chart of accounts is an "accounting concept"
accounts are presented in a tree structure, so that an account can have 0 or more sub accounts, and each sub account can have zero or more sub accounts.
The hierarchy may be limited to, say, 5 levels. However, it is probably just as easy, or easier, to write code which works for any number of levels. C.J. Date in his books on SQL, discussed using an SQL table to represent arbitrary tree structures.
We could also have MULTIPLE charts of accounts.
In traditional accounting, the cost of the accounting system itself did not need to be cost-justified. This can hardly be the case for computerised systems, where the cost of the system could be very high.
The question arises: is the "chart of accounts" sufficiently general to be of use in other areas, such as theory of computing, and grammar of natural languages? In fact, tree structures are very widely used in theory of computing, and grammar. For example the VDL interpreter model for formal languages used trees.
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Added: 2 weeks ago
Views: 31
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what does maths offer us?
suggest using the class as a platform for discussion. The tea
what does maths offer us?
suggest using the class as a platform for discussion. The teacher can introduce some examples to look at, every couple of weeks. However, students can propose alternatives.
Let us assume there are 19 students in the class, and that classes go for 50 minutes, and that there are 4 classes a week. This would give the average person in the class (20 people) up to 10 minutes talking time per week). But the teacher will be more familiar with the material and hence tend to dominate all discussion. If we want students to be able to speak more, and speak withat least minimal fluency, we might try small group discussion as a way of developing their ideas before putting them to the class. IN FACT, the syllabus is cyclical, each year building on what has been done before - this means that some students will know the material well, and be able to solve problems as well as the teacher can (and perhaps faster than the teacher can). We want all students to be able to contribute, but it is ok to have a system which allows the more advanced students and the teacher, to talk more than the less advanced students. But equally, we could use socratic dialogue where we elicit ideas from the less advanced students, so that they do much of the talking.
Whatever examples we do, we can adopt this approach:
use a minimal example to illustrate a point.
(elicit the method from a student, or give our own explanation). The audience can ask questions.
Let other students do similar examples. The audience can ask questions.
We then note what examples have been covered.
As a record of this, we might get students to write up a sample answer in their book.
WHEREVER POSSIBLE, relate the above to past exam paper. (The only reason for not doing this is if I don't have past exam papers, and haven't had time to get them from the school).
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Added: 3 weeks ago
Views: 24
There are too many maths books for us to read them all. This doesn't mean that we should r
There are too many maths books for us to read them all. This doesn't mean that we should read nothing. Even reading half a page per week of a maths book, and doing exercises, will give immense benefits.
Everything in the maths syllabus could appear in other courses. For example, maths is part of oour cultural heritage, and could be learnt by learning the history of particular maths problems.
Classical: Euclid, Archimedes. Pythagoras' theorem.
A new approach in more modern times:
Cardano found the formula to solve a cubic equation in about 1300.
Descartes solved the quartic equation in about 1640.
Fermat's last theorem remained unsolved for more than 300 years. Many people thought that perhaps it was true but could not be proved. Then it was proved in about 1993.
"In about 1820, Galois proved that there was no general solution to the quintic equation". This is not quite correct.
Reading Encyclopedia Britannica, someone used elliptic functions to give a solution to the quintic equation, and then "Fuchsian" functions were used to solutions to the general equation of order n.
WIth computers (e.g. the pocket calculator contains a computer) we can more easily find answers that are not practical to solve by hand. (e.g. adding and multiplying millions of numbers).
We don't need to know maths to operate a camera, but we could use maths in designing a camera.
mp3 is a code - it stores pictures and sound using numbers. We don't need to know this code in order to use it.
A virtual reality world on a computer screen - maths is used to calculate every point in the pictures we see on the screen.
High school maths gives us a cultural background. It gives us tools to think about concepts in all areas, not just in a subject called "maths".
What is a "canon" of mathematics that we need to know in high school?
Don't try to do all the examples in the book. Instead, why not aim to look at say 20% of the examples in 20% of the book. This would mean we only need to look at 1/25 of the examples.
By doing exercises, we learn the subject.
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Added: 3 weeks ago
Views: 80
Work on PHP and STAGE2 is suspended. My immediate goal is to be ready for classes which I
Work on PHP and STAGE2 is suspended. My immediate goal is to be ready for classes which I start to teach in two weeks. I might read some toastmaster notes for some ideas on how to conduct meetings. I hope the classes can consist of discussion between stakeholders, and nothing else. (e.g. any requirement to demonstrate a sample worked answer for a problem, can be handled as part of a meeting).
Students can decide on what will be looked at in the next 2 weeks.
Perhaps after 2 weeks, SOME people could give a little demonstration.
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Added: 4 weeks ago
Views: 15
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A report is a document created using a database of information. The report could be the sa
A report is a document created using a database of information. The report could be the same as information that is presented on a computer screen. Assuming that the computer screen is too small to show the whole report at once, we could use scrolling or other means, to view parts of the report.
The user may wish to generate a report by selecting values in certain fields. These fields could be in the report itself, or could be also appear as fields in a data entry window outside the report. A "macro" language appears to be suitable for the above. We could for example have a code #xyz which appears in the report. The system interprets this to prompt the system for the value of a field called "xyz" - this value could be obtained from a database, or possibly supplied by the user.
Since HTML is a standard (or XML or whatever it is called today) we could arrange for our screen designs to be automatically translated to and from HTML.
Perhaps we could define a MACHINE consisting of an arbitrary number of software processes, and use this machine to implement a particular screen or report as a network of connected subsystems.
Perhaps what what we should be doing is talking about our needs for screens, and allowing this discussion to continue until usasble methods emerge?
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Suggest we implement a grammar processor as a theorem prover.
Perhaps an approach to a general method for designing a user interface, is to use a theorem prover. Perhaps a theorem can be such as:
If we type something new into field a, then within .1 s the system will react.
Here I need to add more statements to define whatis meant by react.
IS IT POSSIBLE that the problem of building a user interface is the same as the problem of discovering English grammar. Isn't a practical example of discovering English grammar involved in interpreting a phrase Or sentence. By interpreting the systems, we discover what the meaning is, i.e. isn't this close to "discovering the grammar"?
We can make statements about a user interface, as a way of defining it
Can we easily state a TG grammar, using a suitable theorem prover. For example, couldn't we set up the theorem prover to accept TG rules.
Is it possible to define a theorem prover by using TG rules. By this I mean, can I write down a particular set of TG rules so this grammar operates as a theorem prover. How do we define a grammar so that it operates as a theorem prover.
COMMENT. The grammar, if run, will tell us if an utterance is in the grammar or not. So this means it can prove theorems (at least theorems of the form Utterance 156 is in the grammar).
A tool to create the trees we need. A tool to build screens with XML.
AT last, my justification for using HTML and XML - it is a Pidgin (simplified) form of English.
Build up a library of pre-used screens.
How will we translate between "operating systems".
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Added: 1 month ago
Views: 32
A bowl contains 16 chips - 6 red, 7 white, 3 blue. If 4 chips are taken at random and with
A bowl contains 16 chips - 6 red, 7 white, 3 blue. If 4 chips are taken at random and without replacement, find the prob. that there is at least one chip of each colour.
This could be solved by running simulation experiments and then inspecting the results.
I am too bored to do this. But I also too bored to work out the problem manually.
here is an attempt:
The answer = P(2 red + 1 white + 1 blue) + P(1 red + 2 white + 1 blue) + P(1 red + 1 white + 2 blue)
6C2 * 7C1 * 3C1 + 6C1*7C2*3C1 + 6C1*7C1*3C2, all divided by 16C4
(This is the method explained on page 42)
= 9/20
(I don't know if this is right - the book does not give an answer for this question).
It would be more interesting to have a system where we could run experiments easily and observe the results.
Any computer language would allow us to device and run experiments of this nature.
But for ease of use, we would like to interact with the system using natural language. This could allow us to handle a much wider range of problems, but it could cost millions or even billions to set up such a system.
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Added: 1 month ago
Views: 22
To derive the semantics of English, do we need computation to work out things that might h
To derive the semantics of English, do we need computation to work out things that might happen?
"The meaning of life is that it ends" - this has been attributed to Kafka.
Maybe we can expand this idea a bit. One way to define something is to say how it is used. From Kafka's definition, I take the idea that we can include in the meaning, how something might be used. This could include, for example, how something might be used as a metaphor. This suggests that for a more complete semantics, we need to be able to prove theorems (or otherwise do calculations, e.g. by simulation experiements) about what might happen in the world, including how a particular concept might be used.
In fact, I think all this has been looked at before, e.g. by writers on possible world theory.
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Added: 1 month ago
Views: 37
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