Re: Calculating v[t], x[t], and t'[t] for an constant accelerated object.



*** rD wrote:
> "Dirk Van de moortel" <dirkvandemoortel@xxxxxxxxxxxxxxxxxxxxxxxxxxx> wrote
> in message news:p8Dpe.6702$OP.504@xxxxxxxxxxxxxxxxxxx
> |
> | "Sue..." <suzysewnshow@xxxxxxxxxxxx> wrote in message
> news:1118130196.430100.67420@xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
> | > <<
> | > I am currently studying
> |
> | You are too stupid for that.
> |
> | Dirk Vdm
> |
>
> Thanks Dirk but surely the amount of gain you get from study is inversely
> proportional to your level of stupidity so I will only had to study a very
> small amount to gain a massive amount of stupidity and be equal to you ?
> --
> D & R *** E-field = Electric field, M-field =Magnetic field, two unbound
> field effects
> http://home.freeuk.com/paulps/
> Maybe updates. The spuds, beans and onions are coming up nicely. Ooh
> ah.{:-)

I think I heard a study that said that people learn the fastest when
they already know 80% of what they are being told. In high school, I
found that they spent about 80% of each year in math classes repeating
what they did the year before. In getting my Master's degree in
Physics, on the other hand, I had some classes where I had heard
perhaps 20% of information before. I found I learned faster this way,
but it was difficult to assimilate.

Up until I was working on my Master's degree, I didn't realize quite
how much difference the competence and personality of the professor
made. When you already know 80% of the information, you gain just as
much by independent study. If you only know 20% you're just as
unlikely to move toward competency as the original discoverers.

When these original discoverers discovered an idea, it generally
involved a lot of their own presumptions fitting into place, luckily or
by design. It involved a series of questions they asked themselves
over time, throughout their lives, and found answers to, whether
documented or not--answers led to more questions, each more specialized
and less connected to our mundane existence.

Each person is naturally compelled to be curious about certain
subjects, and they may develop their own jargon and mode of thinking
about those subjects. If they get their higher education in those
subjects, they will appear to be very intelligent because they will
already have an infrastructure to place the ideas they hear at school.
If they get their higher education in subjects they have not thought so
much about, they may appear to be stupid, because they are attempting
to memorize ideas which bear no relation to themselves.

.

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