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Trump On Bullying Ford-"Doesn't Matter, We Won"

newtboy says...

Merrimack Garland was often right leaning and above reproach, and in your words, "his entire life was ruined" by dickheaded obstructionist republicans that wouldn't allow the unAmerican Muslim black activist to impact the supreme court if they could obstruct it, only they get to do that in their favor by any underhanded means necessary. Recall, they were proud of their pure obstructionist position from day one of Obama, pretty infantile to complain now that Trump doesn't get cooperation with his disastrous hyper partisan divisive plans and nominations.

Really, no republican argued against them? Sotomayor 68-31, Kagen 63-37, barely confirmed with 3 votes to spare, that's not no republican argument, and not confirmed with ease. You are such a blatant revisionist or so authoritatively ignorant it's astonishing and makes any discussion a chore, requiring I teach you actual history before replying to your always incorrect claims. Try googling before spouting more easily debunked nonsense, have some pride. Only trolls don't care that 98% of their claims are dead wrong and easily proven so.

bobknight33 said:

Merrick Garland was sidelined due to political blocking. Politics is mean and he lost. If it was a like for like (Sotomayor , Kagan) no one would argue and no Republican did. Republican let these go to the SCOTUS with ease.




Kavanaugh replaced a moderate ( Kennedy ), which tilts the supreme court to the right for once in a long time.

Next might be Ginsburg. At 85 and looking frail. A hard liberal stepping down and being replace by a moderate would make replacing Kavanaugh look G rated.

Replacing with a conservative would be an XXX storm by the left.

Fantomas (Member Profile)

ChaosEngine (Member Profile)

Inject your way to flavor

So dumb...

Zawash (Member Profile)

Mordhaus (Member Profile)

Mordhaus (Member Profile)

Toothpick Sculpture - COOLEST THING I'VE EVER MADE: EP4

lv_hunter (Member Profile)

United States Military Power 2018 U S Armed Forces

newtboy says...

Kinda sad that, even with 37% of the planet's military budget and by far the most advanced equipment and techniques, we still can't defeat a militia or two after well over a decade of trying.

lurgee (Member Profile)

"Alternative Math" - The confusing times we live in

bcglorf says...

I went through and can't find the grading example that they had when I was dealing with this with my kids. If I can get the spacing right they showed the student's work as below, with the proper pen marks for 'carrying' if you were doing long hand multiplication:

37
*23
------
111
740
------
851

The marking guidelines stated that this was to be marked as INCORRECT, because the student was falling back and using the algorithm and the correct answer was to formulate multiple different strategies for solving the 'problem'.

A better answer would have been 10 times 37 is 370, so 20 times 37 is 740, then 3 times 37 is 111. So 740 plus 111 makes 851.

Even that though was NOT a good enough answer. No, the BEST answer was the above and then a second method like calculating 25 times 37 and subtracting 37 twice as an alternative solution.

dannym3141 said:

@bcglorf

I'll have to take your word for how they're marked on this, because you've talked to the teachers and whatnot, and i've spent 20 mins looking at the document without finding any regulations on it. I spent most of my time reading the examples. The rest was chock full of text and a bit hard to digest so like a true scientist i gave up.

I can't defend that, i think in essence they've got a very good idea. I've always been good with maths, and i remember when i was learning what i thought were hard bits, i'd find shortcuts a lot like they suggest. And by luck that helped me a lot with more advanced maths. I think these methods are great to set people up for algebra, infinitesimals and therefore calculus. But it's also a very top heavy burden to place on a learning mind, and you're presuming they'd have a use for it, or have the knack for it. And then if you test them on it, you're testing their ability to do stuff they don't need yet.

The way you say it, it's like it was designed by someone with a bit of a gift for maths but no idea about teaching, or kids, or how other people think. These are great ideas for pushing kids to better understanding though. Could easily confuse people.

"Alternative Math" - The confusing times we live in

bcglorf says...

Har har har.

I went through every calculus class my uni offered, so not so much.

Mayhaps I didn't explain the example given in enough length. The simple operations of addition, subtraction, multiplication, division all have a single correct answer. Insisting that students find multiple methods of performing those operations and demonstrate multiple different learning methods for them is mental masturbation. You could spend that same time actually moving on to the more advanced stuff that is supposed to 'in theory' prepare them for.

Another example was solving a double digit multiplication problem like 37*86. The marking example showed a student using the old school vertical method and showing their work to arrive at the correct answer. The provincial grading system declared that as WRONG. The student was 'falling back' on the algorithm and should have demonstrated the use of multiple methods of solving the problem. That is idiocy.

Basic add/subtract/multiply/division isn't MATH it's arithmetic and it's a basic operation with a single answer and so long as you use a correct method to arrive at the correct answer you are good to go. Teach students that foundation and then move on to teaching them actual MATH. Read through our provincial curriculum, they are STILL teaching add/subtract/multiply/division at the Grade 11 level in the curriculum on the premise that students are still 'mastering' something that should've been a given by junior high.

newtboy said:

What you describe is called a "proof" (a pretty simplistic one). It is not a new concept, it's an integral part of doing math. I learned that in the early 80's, right before trig/pre calculus.
Maybe it just seems insane because it's more advanced than your last math class? It's absolutely not institutionalized stupidity....it's standard math.

Near Miss

blutruth says...

OK, a few things.

60 km/h is about 37 mph and although I don't know the exact speed limit on that street, it's not unreasonable to assume it's 50 or 60 km/h.

In the video, the light turns yellow approximately 1.5 seconds before he enters the intersection. He is going 54 km/h at that time. This means he is approximately 23 m from the intersection when the light turns yellow.

According to nacta.org, the safe stopping distance for an average driver at 35 mph is 136 ft or around 41 m.

From the Ontario Highway Traffic Act: Every driver approaching a traffic control signal showing a circular amber indication and facing the indication shall stop his or her vehicle if he or she can do so safely, otherwise he or she may proceed with caution. R.S.O. 1990, c. H.8, s. 144 (15).

Also from the Ontario Highway Act: No driver or operator of a vehicle in an intersection shall turn left across the path of a vehicle approaching from the opposite direction unless he or she has afforded a reasonable opportunity to the driver or operator of the approaching vehicle to avoid a collision. R.S.O. 1990, c. H.8, s. 141 (5).

Drachen_Jager said:

Or when you're on a motorcycle actually follow the rules of the damn road?

Yellow means stop if it's safe. He had tons of room to stop and decided to hit the gas instead. LOS doesn't matter, he was the one breaking the law, yellow light is the left turner's chance to turn.

Guy was being a prick and then complains about the other guy's driving.

There's a reason the majority of organ donations come from motorcyclists.

Also, missed this the first time round. He's in an urban area doing 60. So on top of running the light, he's speeding!



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