I have always suspected that all the norm dictates scholastic it, by frustration and like social retaliation, people who are absolutely illiterate. Therefore it is only explained that each law on the matter is worse than the previous one. The penultimate thing: that of which the students with three or four pending subjects only attend the following year those disciplines and goes the rest of the day touching itself the noses. It is, just, which needs the students with problems and educative deficiency: to dedicate itself to I relax instead of the effort. Gerald Weissmann, MD pursues this goal as well. Or I know, already, that of the application, the character, the will and the discipline are not more than retrograde attitudes and until looks and that guay, which mola, progre are the pleasure and the molicie, unique authentically democratic virtues. With them, nevertheless, we already took two generations that every time express worse probably in several languages, including the vernacular languages, but even so with less capacity of communication than before, which they know to use with soltura the computer but they are incapable of the simpler mental arithmetic and than they have knowledge of often colorful subjects but they ignore universal history and geography. For even more opinions, read materials from bfpl.
For that reason, when I hear insistent the patochada one of which the young people better constitute the prepared generation of our history, memory what he said forgotten Ortega and Gasset about many diplomats: Beings illiterates, although correctly handle to the shovels of the fish in a lunch . Said what has been said, I am in agreement with the Meeting of Castile and Leon and the Valencian Catalan Autonomous Government in which the suspended students can repeat the complete course with the idea, if not to improve the acquired knowledge, S.A. less than than they do not lose them during the following academic year. The bad thing is that our legislators think that to learn supposes a punishment, instead of a source of pleasing, and that the study is a load instead of the joyful hope of a better personal and collective future. But, clearly, to discover those so simple things would suppose that they, pobrecitos, had studied at the time, which, seen the sight, seems probable very little.
This paradox it contributed to give to priority to the processes and methods of science, to the empirismo, the inductivismo and the independent discovery, but coexisting with traditional methods of education. In this period the first great educative projects like the Nuffield arose, the BSCS, and the PSSC, but also it was continued teaching only conceptually and from positivistas visions. We could summarize that the education in sciences is characterized by low quality in education, since the conceptual thing is only prioritized and the actitudinal thing is left of side procedural and, low quality in the learning since it is learned significantly and not applied knowledge in other contexts, is reduction of the interest of students in all the levels. It is mentioned to him to boring, irrelevant, impersonal and frustrating science like. A deformed image of science and the scientists is had. There is potential abandonment of those who chooses science in the university.
It increases the breach of sort, although it begins to arise empirical investigation on education in sciences, in special on the alternative conceptions (Solbes and Vilches, 1989). In the case of the technology, the visions that were had, and still are had, been that the technology is science applied to the production processes, that products technological are only devices material, that technology is universal and not contextualisation needs social, that the evolution of the technological devices is guided by its functional optimization, that the technological devices are product of the brilliant invention of individual creators and who the technological activity is neutral (Garci’a Palaces ET to., 2001). In that context, the scientific, technical and technological knowledge is perceived by many like ethically neutral and with high moral credit, Being the paper of science to know better the nature to dominate it, and the one of the technology, the creation of satisfactores for the man.
Now for the calculation.First of all, to add the fingers underneath, including those to touch.These are the ten.Here there are five of them, three in a hand and two in the other (marked in blue), reason why do 5×10 = 50. Next, the left fingers over those multiply to touch with the right fingers over which to touch.These are the units.Here there are two fingers of the left (marked in red), and three fingers of the right (green marked), reason why do 2×3 = 6.It adds this to the 50 already you have, and that does 56. There are separated the tens and the units in this technique, but it is tried to multiply 6×6, one is that the number of the tens is 2×10 = 20, and the number of units is 4×4 = 16.Added, this for 36 years, which is correct.Perhaps we can think about the 16 like one " llevar". This technique sees a little like magic, so here it is a test that it works. If you do not know to algebra, then you no it is going to understand this, so they ignore simply it.You do not need it to use the technique. We are trying to multiply two numbers.We call to them to and b. We touch to two fingers.In the left hand, there is 10 over the fingers touching, and b-10 in the right fingers.One multiplies these together ones to secure the units: (10 – a) (10 – b) = 100-10a – 10b + ab In the left hand, there is una-5 fingers underneath and like the caresses, and b-5 fingers in the right hand.One is to add and to multiply by ten: 10 xs ((A-5) + (b – 5)) = 10 xs (to + b – 10) = 10a + 10b – 100 To add these two together ones: 100-10a – 10b + ab + 10a + 10b – 100 = ab So the answer is ab or to, b times that are what we wanted. Professor Luis Machado C 5112565 086112108 SICOA Original author and source of the article.