Product Review: Math Tutor DVD

I received two DVDs from Math Tutor, Young Minds: Numbers and Counting and The Basic Math Word Problem Tutor. Let me tell you a little about each.

The Young Minds video is a montage of beautiful scenes set to classical music. It teaches counting by using pictures that represent each number, 1-10. There are bonus features that include puzzles and games.

What We Thought
Because the intended audience is preschoolers, this DVD was not age-appropriate for any member of our household. However, I thought it was beautifully done and enjoyed watching it. This is a DVD that I would have watched over and over again with my boys when they were little, particularly during those times that we needed a quiet, sit-down moment. I give Young Minds two thumbs up.

The Basic Math Word Problem Tutor is approximately 8 hours in length and covers 15 different "types" of word problems- addition, subtraction, multiplication, and division, for example. Each session teaches students how to dissect the word problem. They are instructed to consider the question being asked and key words contained within. They are also given strategies for solving each type of problem.

What We Thought
Okay, you need to know that the Olive Plants family loves math. Solving word problems is something we would do for fun. So… unfortunately I cannot say that this DVD "worked for us". There were no a-ha moments.

However,! the methods the tutor uses are excellent. He breaks everything down into manageable chunks and gives his students an effective way to approach each problem. If you and yours are not math geeks like us, this DVD could be very helpful. I give it two perpendicular bisectors and a piece of pi!

The Young Minds DVD sells for $24.99, and The Basic Math Word Problems Tutor sells for $26.99. You can purchase them here.

I received both DVDs mentioned in this review for free. I have received no other compensation and have provided my honest opinion.

You can read more MathTutor reviews at the TOS Homeschool Crew blog.

solve math word problem

Why Do We Study Quadratic Equation?

In maths class, we are hammered with expressions after expressions of quadratic equations. We are taught how to solve for its roots. We are taught all the necessary methods or mathematical techniques to handle quadratic equations.

But after all these, what is the purpose?

This is the question many students of maths studies ask.

Do we need this "quadratic" knowledge in working life?

See the diagrams and photos below. They will enlighten you.



The communication dish is parabolic in shape. Parabolic is the equivalent to quadratic mathematically. Engineers need to understand quadratic equation to! design this beautiful profile.

This wok is designed using quadratic expression. With this, food can be fried to our liking!

Without quadratic equation, who knows how a wok would look like.

.

.




Here you see that eye-glass lens are constructed wit! h curves matching that of the quadratic equation.

L! ight is thus controlled to give good image to our eyes.

Quadratic equations to the rescue, right?

.

.

.

.

.

.

Other examples are:

1) Distance travelled given by the quadratic equation s = ut + (1/2) a t²

2) Electrical characteristics of a MOSFET (Transistor device)
i = k [(Vg - Vt)VD - (1/2)Vd²]

So now do you still wonder why you study quadratic equations?

Maths do have a purpose in our daily life. Rest assure that you are studying maths for a good cause.

:-)

quadratic equations calculator

ECO 509 - Spring Quarter 2008

Next quarter (Spring 2008) I'll be taking ECO 509 - Business Conditions Analysis (aka Macroeconomics) with Professor Jaejoon Woo (Wed night section).

You can find the blog for ECO 509 at http://eco509.blogspot.com.

prediction interval calculator

My letter to the prime minister - have you written yours?

Subject: Censorship
Comment:
Dear Prime Minister,

I remain concerned about the government's plans to introduce further
censorship of the internet, and about the issues of censorship and freedom of
expression more generally. In particular, I remain angry about the highly
unhelpful response by the former prime minister to the attacks on Bill
Henson, and on the arts community in general, only two years ago.

In my view, there is no issue more important than the long-term protection
and extension of liberal freedoms. There has been far too much retreat from
strict application of the Millian harm principle and the principle of freedom
of speech and expression. This has affected many areas of government policy
under Prime Ministers Howard and Rudd. The current proposals to censor the
internet are of particular concern, given the endless possibility to use the
proposed mechanisms to censor expression that goes far beyond what is claimed
to be the main target: i.e., child pornography.

If child pornography is operating at a level that is causing genuine anxiety
within the government - and this is not just a matter of moral panic - then
more funding should be devoted to ordinary law enforcement to attack the
problem. However, the concept of child pornography must be kept within fairly
narrow limits, so that it can never attach to legitimate artistic images,
such as those created by Henson or the image of Olympia Papapetrou that was
used on the cover of a 2008 issue of Arts Monthly. In any event, it is likely
that child pornography is not spread mainly via publicly-accessible websites,
and that internet censorship will have little effect on it. If so, the
government's current proposals are a dangerous waste of resources.

We need to be confident that whatever steps are taken by the new government
will enhance, rather than further reduce, freedom of speech and expression.
If any measures are introduced, they must be protected from scope creep.
Restrictions on speech relating to such issues as euthanasia must be
liberalised, not hardened up. Importantly, Senator Conroy must stop attacking
free speech advocates as friends of pedophiles - this repeated slur has
caused enormous ill-will towards the government, to the extent where many of
us have lost all confidence in Senator Conroy and hope that he will be
removed from his current portfolio. That is obviously not possible during the
election period, but the signals from both him and yourself during the coming
weeks will be watched closely.

I hope that you will continue to give serious consideration to these matters
as 21 August approaches. Frankly, I am not eager to vote for the Opposition,
and will likely give my first preference to a minor party. Exactly how I vote
will, however, depend heavily on the responses of the major parties to free
speech issues. I need to know that these issues are taken seriously and that
I can look forward to further extension of our liberal freedoms, not to a
retreat into the mentality of censorship.

Yours sincerely,

Russell Blackford

prime expression

Mcat & being physci, neurosci

The great part about being a physiological science major and neuroscience minor is that you dont have to freak out about the following topics on the mcat bio section:

Eukaryotic cells

Enzymes

Nerve cells/neural tissue

Muscle cells/contractile mechanisms & processes

Other specialized cell types

Endocrine system: hormones & their action mechanisms

Nervous system: structure, function, sensory reception & processing

Circulatory system

Lymphatic system

Immune system: innate & adaptive systems

Digestive & excretory systems

Muscle system: function, structure, nervous control

Skeletal system

Respiratory system: structure, function, breathing mechanisms

Skin system: thermo, osmo regulation, structure, function

Reproductive system

embryogenesis

And a bunch of other things

mcat question of the day

How to Graphing Inequalities in the Coordinate Plane.

Objective:

• Graph inequalities in a xy coordinate graph.
  

Assumptions:!

• Ability to graph a line using the slope-intercept form (y = mx + b)

Concepts:

• The shaded area of a graph represents all of the coordinates that will work in a given equation.
  
• A solid edge of the shaded area means that the e! dge is part of the solutions to the equation.
• A dashed edge of the shaded area means that the edge of the graph is not part of the solutions.
  

Directions:

Graph the equation

Step 1: Draw the graph just as you would y = x . This equations in slope intercept form would look like this . The 0 means that you will go through the origin, place a point there. Now use the slope to draw the rest of t! he line. From the origin go up one and to the right one and pl! ace anot her point. Repeat until you have several points.

Now draw a solid line because the equation to be graphed is greater than or equal to. Your graph should now look like this:

Step 2: Next shade everywhere above the line because the equation states that the y values are greater than or equal to the line for any given x value.

Now check your answer by inserting a couple of points from the shaded area and non-shaded area.

Shaded

Does the point ( 1, 2) work in the equation? yes

Does the point ( -1, 0) work in the equation? yes

Non-shaded

Does the point ( 1, 0) work in the equation? no

Does the point ( 2, 1) work in the e! quation? no

Lets try another one.

Graph graph y > 2x + 3

Remember the steps: plot some points, draw the line (solid if equal to, dashed if greater than or less than), shade above with greater than, shade below with less than.

The line will cross the y axis as 3 then go up 2 and over 1 for the slope. Start by placing a point at 3 on the y axis. Next use the slope to place 2 more dots, then make a dashed line through the dots.

The equation uses the greater than inequality so it should be shaded above the line.

Now that we have the common ones out of the way lets look at the ones that may trip you up such as the ones with only one variable like y > 2 and x < -3.

Graph y > 2

Remember that is just a horizontal line. This is just a horizontal line that is shaded above the line and dashed because it is not equal to the line it is only greater than the line.

Graph x < -3

Remember that is just a vertical line. This is just a vertical line that is shaded to the left of the line and dashed because it is not equal to the line it is only less than the line. The x values on the left are less than the line.

---

Things to remember when graphing inequalities:

≥ Solid line and shaded above the line.

≤ Solid line and shaded below the line

> Dashed line and shaded above the line

y > # Horizontal line and shaded above the line

y < # Horizontal! line an d shaded below the line

x > # Vertical line and shaded on the right side of the line

x < # Vertical line and shaded on the left side of the line.

line graph generator

Kinds of set

1. Finite set – countable
Example: Sets A, B, C, D are finite sets

2. Infinite set – uncountable
Example: Set E is an infinite set

3. Empty or null set – has no element
Example: A = { }

4. Equal set – set A and set B are equal set if the elements of set A is exactly the element of set B.
Example:
A = {set of an even counting number of one digit} = {2,4,6,8}
B = {set of an integral multiples of two having one digit = {2,4,6,8}

5. Equivalent set – two sets are equivalent if there exists a one-to-one correspondence between elements of the two sets.
Example:
A = {1, 2, 3, 4,5} - x coordinate
B = {6, 7, 8, 9, 10} – y coordinate

then &! #8220;A” is equivalent to B. We can construct the relation of set A and set B.

{ (1,6}, (2,7), (3,8), (4,4), (5,10) }

6. Subset – set whose elements are members of the given set A = {1,2,3,4,5,8}, B = {2,4,8}

7. Universal Set – totality of the given set with consideration. The set from which we select elements to form A given set is called universal.
Example:
Set A = {1, 2, 3, 4, 5, 8} is a universal set
Set B = {2, 4, 8} is a subset of set A

8. Disjoint Set – sets that has no common element ; if two sets have no element in common, the sets are called disjoint sets.

kind of sets

Polynomial Division 3: Applications To Arithmetic Division

This post is, once again, a summary of a longer post authored by me on my own blog. My blog covers a lot of areas, including Vedic Mathematics. If you are interested in reading my thoughts on other topics, please feel free to visit my blog and post comments on the other articles you find there also! Thank you!

In the previous lesson, we saw how we can extend the method we developed for polynomial division by linear divisors in this earlier lesson to divisors of higher degree. In this lesson, we will now look at some applications of this methodology for arithmetic division.

Before we proceed, we need to be clear that arithmetic division is a messy problem. We have dealt with arithmetic division using different ! methods in some previous lessons (here, here and here). Using polynomial division techniques for arithmetic division is just one more tool to tackle division that we can add to our arsenal. It is not a magic bullet that is going to make division trivial. But, the more tools we have in our arsenal, the better off we are.

As in this earlier lesson, using polynomial division techniques for arithmetic division relies on our ability to express numbers as polynomials. There is not a single way to express numbers as polynomials, but a multitude of them. In fact, each numeric ba! se will result in a different polynomial expression of a numb! er. The most common numeric base, of course, is 10. Most of this lesson will therefore rely on using 10 as a base in converting numbers to polynomials, but there is no rule that says the base has to be 10. We can use any other power of 10 or any random number such as 2, 3, 14 or whatever else we think will make the problem easier to tackle.

Let us first tackle the simple case of dividing 32895 by 123. It is easy to see that this can be rewritten as dividing 3x^4 + 2x^3 + 8x^2 + 9x + 5 by x^2 + 2x + 3, where x = 10 (thus we have used a base of 10 to convert the numbers into polynomials). Since the divisor contains 3 terms, we need to arrange our dividend into groups of three terms. We also notice that the ratio of coefficients in the divisor is 1:2:3. So, the ratio of coefficients in each of the groups of three terms in the dividend has to 1:2:3 also. Based on this, we see that the following expression of the dividend will work:

3x^4 + 6x^3 ! + 9x^2
- 4x^3 - 8x^2 - 12x
+ 7x^2 + 14x + 21
+ 7x - 16

This will then lead to the following factorization:

3x^2(x^2 + 2x + 3) - 4x(x^2 + 2x + 3) + 7(x^2 + 2x + 3) + 7x - 16

We can then collect the terms and conclude that the quotient is 3x^2 - 4x + 7, which is simply 300 - 40 + 7 = 267. Similarly the remainder is 7x - 16, which is simply 70 - 16 = 54. We can easily check to make sure that 267*123 + 54 = 32895, so we have performed the division correctly.

Consider another problem, 38979 divided by 132. Using x = 10 as our base, we can express this as the polynomial division of 3x^4 + 8x^3 + 9x^2 + 7x + 9 by x^2 + 3x + 2. We need to express the dividend as groups of three terms, with the coefficients within each group being in the ration 1:3:2. We then write the dividend as below for factorization:

3x^4 + 9x^3 + 6x^2
- x^3 - 3x^2 - 2x
+ 6x^2 + 18x + 12
- 9x - 3

Fa! ctorization of the dividend gives us:

3x^2(x^2 + 3! x + 2) - x(x^2 + 3x + 2) + 6(x^2 + 3x + 2) - 9x - 3

This will give us a quotient of 3x^2 - x + 6, which is 300 - 10 + 6 = 296. We get a remainder of -9x - 3 = -93. We see that the remainder is negative. This is not the standard way in which the results of a division problem are presented. But the way around it is quite simple. We simply have subtract one from the quotient, and add the divisor to the remainder. Repeat this process until the remainder becomes positive. This procedure then gives us a final quotient of 295, and a final remainder of 39. I encourage you to verify that the answer derived here is indeed correct.

Now consider the division of 56424 by 1421. We can express this as the division of 5x^4 + 6x^3 + 4x^2 + 2x + 4 by x^3 + 4x^2 + 2x + 1. This will require the expression of the dividend in the form of groups of 4 terms, whose coefficients are in the ratio 1:4:2:1. This can be accomplished by expressing the dividend as belo! w:

5x^4 + 20x^3 + 10x^2 + 5x
- 14x^3 - 56x^2 - 28x - 14
+ 50x^2 + 25x + 18

This can be factorized as:

5x(x^3 + 4x^2 + 2x + 1) -14(x^3 + 4x^2 + 2x + 1) + 50x^2 + 25x + 18. This yields us a quotient of 5x - 14, which is 36 when x = 10. We also get a remainder of 50x^2 + 25x + 18, which is 5268 when x = 10. Obviously, this is not the answer expressed in standard form since the remainder is much higher than the divisor. However, the situation is easy to correct. All we have to do is subtract the divisor from the remainder and add 1 to the quotient. Repeat until the remainder becomes smaller than the divisor. Following that procedure, we get a final quotient of 39, and a final remainder of 1005. You can verify that this indeed the correct answer.

Now, let us consider 435323 divided by 212. Once again, we can express this as 4x^5 + 3x^4 + 5x^3 + 3x^2 + 2x + 3 divided by 2x^2 + x + 2, where x = 10. We on! ce again have to arrange the dividend in groups of 3, and the ! coeffic ients within each group have to be in the ratio 2:1:2. Based on this, we rewrite the dividend as below:

4x^5 + 2x^4 + 4x^3
+ x^4 + 0.5x^3 + x^2
+ 0.5x^3 + 0.25x^2 + 0.5x
+ 1.75x^2 + 0.875x + 1.75
+ 0.625x + 1.25

As you can see this is getting a little messy, but let us proceed with the factorization as below:

2x^3(2x^2 + x + 2) + 0.5x^2(2x^2 + x + 2) + 0.25x(2x^2 + x + 2) + 0.875(2x^2 + x + 2) + 0.625x + 1.25

This then gives us a quotient of 2x^3 + 0.5x^2 + 0.25x + 0.875. Substituting x = 10 in this expression gives us 2000 + 50 + 2.5 + 0.875 = 2053.375. The remainder is 0.625x + 1.25, which is 6.25 + 1.25 = 7.5, when x = 10. This answer is correct, but it is obviously not in standard form, where we expect our quotients and remainders to be whole numbers. To get rid of the fractional part from the quotient, let us take the fractional part, 0.375 (which is 3/8), multiply it by our divisor, 212, ! and add it to our remainder. This then gives us a final quotient of 2053, and final remainder of 7.5 + 212*3/8 = 87. We can verify that 2053*212 + 87 = 435323. So, not only was the division performed correctly, but we also managed to get the results into standard form without much difficulty.

Now, let us see how we can use polynomial division techniques to perform the division of 369670 by 1212. There are actually two ways to tackle this problem. The more traditional way is to consider this to be the division of 3x^5 + 6x^4 + 9x^3 + 6x^2 + 7x by x^3 + 2x^2 + x + 2. This would necessitate the expression of the dividend as groups of 4 terms, whose coefficients are in the ratio 1:2:1:2. This is accomplished by writing the dividend as below:

3x^5 + 6x^4 + 3x^3 + 6x^2
+ 0x^4 + 0x^3 + 0x^2 + 0x (note that this line can be skipped entirely)
+ 6x^3 + 12x^2 + 6x + 12
- 12x^2 + x - 12

This can be factorized as:
!
3x^2(x^3 + 2x^2 + x + 2) + 6(x^3 + 2x^2 + x + 2) - 12x^! 2 + x - 12

This gives us a quotient of 3x^2 + 6, which is 300 + 6 = 306, and a remainder of -12x^2 + x - 12, which is -1200 + 10 - 12 = -1202. Since the remainder is negative, we add the divisor to it and subtract 1 from the quotient. This gives us a quotient of 305, and a remainder of 10. One can verify that this is the correct answer.

But there is another way to approach this problem using the principle of polynomial division. We can also express it as the division of 36x^2 + 96x + 70 by 12x + 12, where x = 100. Now, we see that the divisor terms are in the ratio 1:1, and the divisor terms have a common factor of 12. We can choose to take care of the common factor in two different ways.

In the first case, let us divide by the dividend terms by the common factor before we factorize. This gives us:

3x^2 + 8x + 70/12

We then express the dividend in groups of two terms, with the coefficients in each group bein! g the ratio 1:1. This gives us:

3x^2 + 3x
+ 5x + 5
+ 10/12

This can be factorized as:

3x(x + 1) + 5(x + 1) + 10/12

This gives us a quotient of 3x + 5, and remainder of (10/12)*12 = 10 (remember that in this method, the remainder has to be multiplied by the common factor to get the final remainder as explained this earlier lesson). Substituting x = 100 in the quotient expression, we see that we once again get a quotient of 305 and a remainder of 10.

The other way to handle the common factor is to ignore it initially, and divide the quotient by 12 after the factorization (remember not to divide the remainder by the common factor if you do it this way, again as explained in this earlier lesson). Using this te! chnique, we can rewrite the dividend as below:

36x! ^2 + 36x
+ 60x + 60
+ 10

This then factorizes out as below:

36x(x + 1) + 60(x + 1) + 10

This then gives us a quotient of 36x + 60 and a remainder of 10. We divide this quotient by the common factor, 12, to get a final quotient of 3x + 5, which is equal to 305 when x = 100. The final remainder is 10, as before.

The example above is a demonstration of how changing the base in which we do our calculations can sometimes lead to shorter, easier and quicker calculations.

For an example of how to use vinculums (dealt with in this earlier lesson) to make some division problems easier than they would be otherwise, please read my full lesson here. The use of such creative techniques is sometimes necessary to solve division probl! ems if we don't want to use brute force. Keeping these various techniques in mind and applying them at the correct time under the right conditions is essential when you want to solve problems mentally, and the first technique that comes to mind is not the ideal method to tackle the problem with.

Hope this lesson has provided you with a wide variety of examples of solving arithmetic problems using polynomial division techniques. As mentioned at the beginning of this lesson, division is never a trivial problem, and it is impossible to make it universally easy in any system of mathematics. However, having a large arsenal of tools to rely on and using the right tool at the right time is the secret to tackling them effectively. Good luck, and happy computing!

how to do polynomials

Tessellation in Grasshopper (Beijing Watercube revisited)

I've started enabling the tessellation (polygon packing) routines in Grasshopper, and the Bejing Watercube is such a great example of using this geometry I thought I'd post the grasshopper version.

Rhino file from here.

Grasshopper definition here.

I've also started implementing some spline variable cell filleting, I'm still looking at options for generating best results.  An improvement on constant radius results.

Rhino file

Grasshopper definition

geometry shape definitions

hw: 4/23

hw: ws 11.1

factoring by grouping calculator

Materi Pembelajaran MODERNISASI PENDIDIKAN PESANTREN

KEBERADAAN pesantren yang tetap survive sampai sekarang tentu menjadi kebanggaan tersendiri
bagi umat Islam. Di tengah arus globalisasi, individualisme, dan pola hidup materialistik yang kian
mengental, pesantren masih konsisten menyuguhkan kitab kuning dan sistem pendidikan yang oleh
sebagian orang dianggap tradisional. Pengajaran kitab-kitab kuning (klasik) adalah salah satu elemen
dasar dari tradisi pesantren di samping kiai, pondok, masjid, dan santri.
Doktrin-doktrin dalam kitab kuning, yang senantiasa merujuk Al Quran dan Sunah Nabi sebagai
sumber utama, merupakan salah satu roh yang menjiwai kehidupan pesantren. Seluruh sisi kehidupan
pesantren bersifat religius-teosentris, sehingga semua aktivitas pendidikan dipandang sebagai ibadah
an sich kepada Tuhan. Aktivitas belajar, misalnya, bukan hanya diposisikan sebagai media (alat), tetapi
sekaligus sebagai tujuan. Karena itu, proses belajar-mengajar di pesantren sering kali! tidak mengalami
dinamika dan tidak memperhitungkan waktu, strategi, dan metode yang lebih kontekstual dengan
perkembangan zaman.
Padahal, seiring pergeseran zaman, santri membutuhkan formalitas-sebutlah seperti ijazah serta
penguasaan bidang keahlian (keterampilan) tertentu-yang dapat mengantarkannya agar mampu
menjalani kehidupan. Di era modern santri tidak cukup hanya berbekal nilai dan norma moral saja,
tetapi perlu pula dilengkapi dengan keahlian dan skills yang relevan dengan kebutuhan dunia kerja
modern.
Berkaitan dengan hal tersebut, pada dekade terakhir sebagian kaum santri memperlihatkan
kecenderungan untuk mempelajari sains dan teknologi di lembaga-lembaga pendidikan formal di luar
pesantren. Namun, pada saat yang sama mereka juga enggan meninggalkan pesantren sebagai
wahana untuk mendalami agama dan memperteguh nilai-nilai moral. Gejala ini menyiratkan adanya
kegelisahan sebagian kaum santri dalam meres! pons tuntutan modernisasi yang tak mungkin dielakkan.
Ken! yataan d i atas seharusnya dapat melecut mereka yang berkompeten dalam pengembangan
pesantren agar melakukan langkah-langkah transformatif, bila pesantren akan dijadikan sebagai
institusi pendidikan yang menjanjikan pada era modern. Kini saatnya bagi pesantren untuk melakukan
reorientasi tata nilai dan tata operasional pendidikannya, agar lebih relevan dengan dinamika
kemodernan, tanpa meninggalkan nilai-nilai tradisional yang telah lama mengakar kuat di pesantren.
uuu
DI antara sekian persoalan dalam sistem pendidikan pesantren, masalah metodologi belajar-mengajar,
visi dan kerangka dasar kurikulum pendidikan sangat penting untuk dikaji ulang dan disempurnakan.
Misalnya, fokus utama metode halaqah sebagai metode bersama antarsantri untuk memahami ajaran
kiai (ustad) dan isi kitab, selama ini masih mengacu pada pertanyaan dari sisi ''apa'' dan guna
''memiliki'' ilmu-ilmu yang diajarkan kepada santri. Dalam praktiknya, metode ini lebih! menekankan cara
menghafal tanpa disertai sikap kritis.
Metode halaqah perlu ditingkatkan menjadi forum dialog. Melalui dialog akan berkembang bukan saja
pertanyaan dari segi ''apa'' dan ''memiliki'', tapi juga pertanyaan dan pemahaman tentang ''mengapa''
dan ''bagaimana'' perspektif atau perkembangan ilmu-ilmu tersebut di masa mendatang. Dengan begitu
santri akan memandang ilmu bukan hanya sebagai sesuatu yang harus dimiliki sebagaimana adanya,
tetapi juga memaknainya sebagai sesuatu yang harus dikembangkan, sekaligus sebagai sarana untuk
mengembangkan kepribadian intelektualnya.
Masih berkenaan dengan metode belajar-mengajar, yang tak kalah penting adalah mengenai masa
belajar di pesantren yang relatif panjang. Padahal, prinsip masyarakat modern cenderung
praktis-pragmatis. Prinsip ini tidak hanya berlaku di sektor ekonomi saja, tetapi juga mulai merambah
dunia pendidikan. Masalah ini akan dapat diatasi kalau pesantre! n mampu melakukan transformasi
terhadap metode belajar-me! ngajar, kerangka dasar kurikulum, dan visi pendidikannya.
Di banyak pesantren tradisional, pengajaran kitab-kitab kuning berbahasa Arab, baik secara
''bandongan'' dan ''sorogan'', memiliki kelemahan metodologis yang memprihatinkan, karena para
santri tidak dibekali terlebih dahulu dengan keterampilan berbahasa Arab yang memadai. Akibatnya,
santri hanya mampu menguasai kitab yang pernah diajarkan saja, serta lemah dalam mengkaji secara
mandiri kitab-kitab yang belum pernah dipelajari. Kelemahan metodologis ini juga menyebabkan masa
belajar yang ditempuh santri menjadi lebih lama.
Dalam melakukan usaha-usaha transformatif-antisipatoris terhadap sistem pendidikan yang
dijalankan, pesantren perlu mempertimbangkan aspek-aspek substansial. Di antaranya, selayaknya
santri tidak hanya diposisikan sebagai subyek pasif, tetapi harus diperlakukan sebagai subyek yang
aktif-kritis. Di samping itu, salah satu jalan yang bisa dilakukan guna mendoro! ng kreativitas santri
adalah dengan membudayakan tradisi membaca dan menulis. Dengan ini diharapkan mereka menjadi
individu yang dinamis dan responsif terhadap dinamika perubahan sosial, budaya dan politik, tanpa
kehilangan prinsip-prinsip keagamaan sebagai pegangan hidup.
SUMBER TERKAIT :
NIHAYATUL WAFIROH
Editor majalah Iftitah PPP Darussalam Banyuwangi dan alumnus PPP
Al Fathimiyyah Tambakberas Jombang
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Why ALEKS Provides "the Best" Math Software

Many different online programs for math instruction/assessment exist.  ALEKS stands out.  If teachers or administrators misunderstand its design, their choice of other programs will be arbitrary.  They will be merely victims of marketing, not arbiters of what's best for student learning.

The internal research conducted by ALEKS on its software appears to be extensive.  Every topic network is constantly and automatically checked.  If less than 90% of students pass any topic, then the network to the question is re-verified.  In other words, after a decade of iteration, the learning progression in ALEKS is second-to-none.  However, to satisfy the various state standards, additional topics are introduced into standard curricula like Algebra 1 for coverage.  These additional standards add redundancy to the network at a price of increased time (more topics) to master a course.

ALEKS uses time more efficiently than any other math program.  This is easy to show.  First, ALEKS uses constructed responses only, not multiple choice. Fewer correct answers are needed to show mastery; since multiple choice inherently requires more questions to cope with  false positives due to random guessing.  Second, the ALEKS web of topics and intentional time delay in verifying mastery drive efficiency.  No topic is offered until the student has a 90% chance of "passing it" due to completing a network of prerequisites.  Also, while usually only four correct answers are necessary to complete a topic, one more topic question is presented days or weeks later to verify mastery.  A wrong answer brings the topic back.  Third, its artificial intelligence engine further separates ALEKS from most other programs.  It appears to use the time-to-answer a sequence of questions correctly to determine how many q! uestions are needed.  Sometimes a student only needs to answer two questions to complete a topic (Mastery verification is later.). In short, there is no faster method than ALEKS to develop procedural math mastery.

As part of its interface design, ALEKS doesn't display information that the student doesn't need.  For example, neither the time on the question nor the menus of topics is displayed; although ALEKS does record time, when the student is working on a problem.  ALEKS wants students focused on the question without distraction.  There is research behind this decision. Additionally, ALEKS chose to use Java extensions to provide online protractors, rulers, etc to produce its online manipulatives.  This standard software can either be automatically retrieved (www.aleks.com/plugin) or installed.  Most other companies use Flash for interactions.  These work well, but are losing their position of being an Internet standard.  In addition, ALEKS uses natural display of answers and allows for variations in the answer of questions.  These features relax students and minimize their frustration - not a small issue.

The last two paragraphs covered Assessment & Interface Design. of the six main aspects of online math software.

ALEKS receives the most criticism on its Instructional Design.  In general, the criticisms are ill-considered. First, instruction is offered only when students request it.  There are no hints, and students know that they will have to do more work, if they ask for instruction.  This motivates students to try to solve problems first and, if unsuccessful, to pay close attention to solutions because they don't want to learn more than once.  Second, the instruction is simply text with graphics, no videos. While unappealing initially, they fit how most students actually do math.  For example, few students read math textbooks.  They attempt problems, then look for examples on how to do them as quickly as possible. ALEKS's instructions quickly suffice.  From another perspective, video with sound appears wonderful, but it can distract and requires computers with headphones. ALEKS works quickly and quietly even in dial-up environments.  M! ore importantly, videos frequently waste time.  Students just look at them in a daze. The low density of information in a video is rarely worth the time to most students.  One exception exists.  Buzzmath has annotated videos, which allows students to skip sections they don't want to see so that they can go to what they want quickly.  ALEKS could offer such a service as an upgrade. 

Intermixed with Assessment Design is Database Design.  ALEKS satisfies the main math problem criterion:  whether through randomization or question quantity, the number of questions per topic is far more than what can be shared between students.  In short, cheating by having shared question/answer lists is squelched by ALEKS and several other programs.  Another subtle feature is the speed of the database when reports are being generated.  ALEKS is so fast, that the browser refresh rate appears slower.  Other programs, such as APEX, have slow to generate reports. From a teacher usage perspective, fast reports are critical.

The bars and circle charts in ALEKS's reports are easy to understand.  Many have hyperlinks to other reports which greatly saves time.  The only program with better reports may be Daskala, which is limited to simple sequences of multiple choice questions.  ALEKS reporting could be improved by an all student-class report. This is a small issue, but teachers who have students spread between many classes, have to remember what class a student is in to find the student's status.  It would be valuable to have a list report of students and their classes with hyperlinks to the student's report.

The one area in which ALEKS can improve, or at least freshen, is account management.  ALEKS works with active licenses, which is the best method, but ALEKS lacks ease in both enrolling students and also in identifying unenrolled users.  The information is there, but it is tedious to use.  On the other hand, unlike many other active license software vendors, it doesn't lose data on previous students. A simple list with fields would resolve the enrollment issue.

The great issue with ALEKS is that it intentionally rejects rich problems - problems that require strong student insight and drawing from multiple sources to find solutions.  This is contentious.  Research by ALEKS probably shows what I see in the classroom: many, perhaps the majority, of independent students simply stall out when confronted with problems that stretch them too much.  This is sad, but it may just indicate that the desire for math software to do everything - no classroom needed - is a false dream, not research-based.  The 90% rule really means a great deal to ALEKS's programmers.  Mastery of procedural skills is the goal. The subtleties of applications are left to classroom instruction.

A superb product with richer problems is Carnegie Tutor, CT.  Since questions are rich, each question has many objectives built into it.  When student cannot solve a problem, the instructional help to get through it; including the teacher, requires considerable time, and is inherently different for each student!  CT does have underlying artificial intelligence, but it is results are still linear.  If a student is stuck, they must stop.  This is a prescription for failure in many computer environments, but CT offers  appealing instruction. Another program with rich questions is StudyIsland. Good students are attracted to it. If a student struggles, StudyIsland, like ALEKS, allows students to work on other topics.  In short, students stay working - the great benefit of student choice.  StudyIsland even incorporates some simple AI to g! ive students easier questions in a topic, if the grade level questions are causing failure.  This appears wise, but the ALEKS approach of moving the student through a network of topics, not a flow of topics within the same top-level topic shows far more sophistication in improving the transferable skills of each student.

The more problems that students complete as practice, not experience, each hour, the better!  In my observations, only SmartMath and IXL, have higher problem completion rates, with SmartMath having more concentrated practice, but these are K-6 programs!  Student choice - for whatever reason, like fatigue or boredom - should be allowed.  It keeps students working.  Also, in years of ALEKS and SmartMath usage, not one question mistake has been found by me.  APEX is riddled with errors, iPass has problems, and StudyIsland has a software link to report mistakes, to which StudyIsland responds promptly.  IXL only has a few errors.  This issue is missed in software evaluations.  Maintaining confidence in the software is an important issue in the value of the software.

In summary, ALEKS does its jobs exceptionally well on three of six categories: Assessment, Interface, and Database.  On the two categories Account Management and Reports, ALEKS is very good.  Yet, strangely, in Instructional Design, ALEKS is either the best or inadequate, depending on a reviewer's knowledge and/or desires.  ALEKS Corporation has decided to focus its software on what they believe works best in software, from a research basis.  Others want a full, rich instructional system which is a desirable goal.  This may be an example of the best being the enemy of the better.  More may be desired in instructional capabilities and in rich problems, but it is not clear whether or not this is valid with more than a few students.  ALEKS thinks not; and ALEKS could easily deliver additional features.  In the years I've used ALEKS, the company has grown from 20 to 120 employees.  More importantly, ALEKS retains its earnings and pour! s it into development.  It is not a cash cow. ALEKS provides the fastest pathway to procedural fluency.  Asking software to do more may be unwise or self-delusional.

Lastly, pricing matters.  It's easy to forget that software providers are businesses that pay not only for programmers, but also for salespeople, customer service representatives, clerks, brochures, trade shows, etc.  Years ago, in a private conversation with an ALEKS executive, I was told that to go below $42 average per user would kill R&D over time.  Obviously, large school districts could bargain for a better price and home users, with their many customer service interactions, would have to pay more, but to maintain the average was vital. I never forget this when purchasing other software at 5 -10$ per user, which I frequently do.  These programs may not be able to keep improving without venture investments, and programs that cost over $100 per year - many do - may not maintain steady users.  ALEKS's pricing allows sustainability and improvement year after year.

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Dennis Ashendorf has extensively used the following:

• ALEKS
• APEX
• iPass
• IXL
• RevolutionPrep
• SmartMath
• XLPrep

Dennis Ashendorf has lightly used

• Carnegie Tutor
• STMath

apex learning answers

Mr. Giraffe Solves Your Linear Algebra Problems

Please Note: If I made any mistakes in this test, perhaps this picture of a giraffe will convince otherwise.

answer to algebra problems

Algebra is an area of mathematics that use alphabetic characters in place of numbers to derive results for a given situation.

Algebra – Studying for Real Life

source


http://www.math-worksheets.co.uk/

What is Algebra?

It is an area of mathematics that use alphabetic characters in place of numbers to derive results for a given situation. This abstraction is the very reason why most people find algebra scary and too difficult to handle and it is the same reasons why some students find it fun to play around with. Algebra topics extend by working through simple tasks such as factoring binomials and eventually progressing on to finding the product of matrices. Most individuals begin to learn Algebra by adding, subtracting, reducing and simplifying algebraic expressions. They then move on to understanding equivalent fractions, finding Least Common Multiples (LCM) and converting fractions to decimals.

Oh no! It’s Exponents, Radicals and Graphing

There are many higher level themes. First there are powers. A power is the little number placed to the right and slightly above a number or algebraic expression. An example is (x + y)³ where the 3 is the power and denotes the power to which that number is raised. The above algebraic expression is expressed as, x plus y to the third power. In working with powers you can add, subtract, multiple or divide them . You can work with rational and negative exponents. If that isn’t enough to make your head spin, then you can move on to radicals. A radical, in simple terms, is the reversing of an power. Radical expressions ! are deno ted by the symbol “V” and when placed beside number 4, it is read as square root of 4, which is equal to 2. The opposite exponential equation is 2^2 which is read, 2 to the 2nd power, and equals 4. Equally with exponents, radical expressions can be added, subtracted, multiplied and divided. Radicals can be converted into exponents and exponents back into radicals. If exponents and radicals aren’t enough, there is always graphing. Start with graphing straight lines and determining if the line is horizontal or vertical or something else. Another question to ask is whether the line has an x-intercept or a y-intercept Can you find the slope of the line? you master the mathematical art of graphing, you will come across a whole new world filled with parabolas and hyperbolas.

Help is Out There

While you are learning algebra if the terms and concepts seem too much to handle, relax and take a break. There are many reso! urces out there that can help you master quadratic systems of equations, quadratic formulas and polynomials. Look for math tutors or software systems that will walk you through gradual process on how to solve any problem. You can also use algebra calculators or algebra solvers. any of these tools can assist you become an algebra expert in no time.

radicals and exponents

Polynomial Division: Long and Synthetic

Rather than explaining in lots of detail how to divide polynomials either using the long method or the synthetic method, I am sending my students to the following site. This PowerPoint is very brief, but it is very informative and shows every step of each process. Once the presentation is open, just press F5 to begin the slide show. A space bar or enter will move the slide show forward. The backspace key will back up if you need to see something again.

Problems on Quadratic Forms

It's Geometry! Parallel and Perpendicular lines.

It's Geometry Monday!

parallel and perpendicular lines

J7-Number 30 Bus, Tavistock Square

J7 Incident Analysis: Number 30 Bus, Tavistock Square

 

9.47am Tavistock Square, Number 30 Bus Explosion

At 9.47am on 7 July 2005, almost an hour after the events underground, an incident occurred on a number 30 bus outside the offices of the British Medical Association in Upper Woburn Place/Tavistock Square. The number 30 bus explosion is perhaps the single most important of all the incidents that occurred on 7 July 2005, simply because it was the only one to occur above ground. Without the number 30 bus explosion there would have been no 'iconic' images to demonstrate an attack on London. By virtue of its prominence as the only incident to occur above ground it is central to the maintenance of the official conspiracy theory about what happened and warrants detailed investigation and critical analysis, insofar as such analysis is possible given the paucity of evidential material that ex! ists in the public domain.

On the day of 7 July 2005, rolling TV news coverage of the number 30 bus incident consisted of nothing more than still photographs of the bus, short clips of looped traffic camera footage and, eventually, a short clip of low-quality mobile phone footage that appeared to show the immediate aftermath of the bus explosion. Over time, precious little other material has emerged into the public domain and much of the media that existed has since disappeared. That such a tiny amount of photographic and video material was produced after an event of such huge proportions, from an incident in the heart of the UK's media capital, should itself be of some concern.

This article presents a summary and analysis of the events that occurred in Tavistock Square on 7 July 2005.

 

Index of Sections

• Introduction
• The official version of events
• 30 bus explosion - the first sign of terrorism
• Which way was the bus travelling?
• The bus driver: George Psaradakis
• The number 30 bus, diversions, meetings and ambulance-buses
• Buses used for transporting the injured to the Royal London Hospital
• CICA, London Recovers, King's Cross United - Bus Survivors Abandoned
• The number of deaths - 2, 12, 13, 14?
• The non-existent, non-working CCTV?
• Other events on 7/7, meetings and coincidences
  
  • An "extraordinary piece of luck" at the Royal London Hospital
  • The suicide bomber book launch
  • The Underground evacuation simulation
  • Abu Hamza in the dock
  • The ITV film crew and 'The Tube' documentary
• Richmal Marie Oates Whitehead, rookie cops and the second bus explosion
• Eye witness accounts
• Bus Survivors & Eye Witness Accounts
  
  • Richard Jones
  
  
  • Louise Barry
  • Daniel Oba Chike / Obachike & the fourth bomb
  • Other eye-witness accounts
• The Victims
• Number 30 bus / Tavistock Square photographs & an examination of the scenes

Introduction

"No, as I said earlier on... there is absolutely nothing to suggest this was a suicide bomb. There is nothing to suggest that. We can't rule it out. It may have been that. But it may also have been a bomb that was left on a seat. It may also be a bomb that went off in transit. These things are still open to the investigation. And I think the continuous reference to suicide bombing is unhelpful, because it's completely unproven."

Sir Ian Blair, Metropolian Police Commissioner
8th July 2005

"If London could survive the Blitz, it can survive four miserable bombers like this....I'm not saying there are four bombers.... four miserable events like this."

Sir Ian Blair, Metropolian Police Commissioner
8th July 2005

My conscience, however, was pricking me and, of course, my partner was also doing exactly the same thing. At my partner’s insistence, I called the police line anonymously, and requested that there might be a connection between the bomb outside our offices and our involvement in the Olympic bid, as the upper level of the bus was at exactly the same level as our boardroom where the bomb went off. I did not leave my name and I did not comment any further. As far as that goes, I feel that perhaps I could have assisted a little bit further in mentioning more of my involvement but, because we were told not to speak, I was fearing for my job.

- Piccadilly Line survivor / 30 Bus witness Beverli Rhodes
Source: 7 July Review Committee hearing, 23 March 2006 [PDF]

The official version of events

The entire 38 page Home Office report, the Report of the Official Account of the London Bombings on 7th July 2005 [PDF], has just this to say about the only above ground incident on 7/7:

At 9.47am, there was a fourth explosion on the upper deck of a no 30 bus in Tavistock Square (page 2)

09.19: Hussain is seen on Grays Inn Road. Around this time, a man fitting Hussain’s description was seen on the no 91 bus travelling from King’s Cross to Euston Station, looking nervous and pushing past people. It was almost certainly at Euston that Hussain switched to the no 30 bus travelling eastwards from Marble Arch. The bus was crowded following the closures on the underground. Hussain sat on the upper deck, towards the back. Forensic evidence suggests the bomb was next to him in the aisle or between his feet on the floor. A man fitting Hussain’s description was seen on the lower deck earlier, fiddling repeatedly with his rucksack.

09.47: The bomb goes off, killing 14 people, including Hussain, and injuring over 110. It remains unclear why the bomb did not go off at 08.50am alongside the others. It may be that Hussain was intending to go north from King’s Cross but was frustrated by delays on the Northern Line. Another possibility, as he seems to have bought a new battery, is that he was unable to ! detonate his device with the original battery. But we have no! further evidence on this at this stage.

"A man fitting Hussain’s description was seen" is used twice in Home Office description of what happened to the number 30 bus. Was it Hussain, or was it not? If it was just someone fitting his description, there is barely any point in mentioning it. The use of the terms, "almost certainly", "suggests", "seems", and "possibility" are so far from being anywhere near conclusive that the report's description of events would be almost farcical if they did not relate to such a serious event.

Further, the man referred to as "seen on the lower deck earlier, fiddling repeatedly with his rucksack" categorically was not Hasib Hussain. The eye witness on whose report this statement is based, and who epitomises the full gamut of increasingly well-documented problems with the validity of eye witness testimonies, is covered in detail later ! in this article under the section heading Eye Witness: Richard Jones.

The general non-specific nature of the Home Office report and the incredible lack of detail might perhaps lead to wondering about the nature of the evidence on which it is based, and the validity of the evidence. The statement "But we have no further evidence on this at this stage," was an incredible statement given that the report was the result of 10 months of what Metropolian Police Commissioner, Sir Ian Blair, had termed "the largest criminal inquiry in English history". To date, no further information or detail about the bus incident has been made available by the police or government.

As part of J7's ongoing attempts to obtain the release of evidence into the public domain, we were unbelievably referred by a police representative to seek out additiona! l information on the BBC web site, as if there were some para! llel bet ween original source material released by the police and BBC news reports. The BBC version of what happened on the number 30 bus is as follows:

Note how the BBC mention that "the bomb" was "placed on a seat or the floor at the back of the upper deck." The official Home Office narrative suggests that all explosions occurred on the floors of the trains and this fact was later confirmed in an open court as part of a related prosecution attempt. If the device was to be left on the seat or floor of the bus, there would have been no need for whomever was carrying the device to have died in the incident. Furthermore, given that the Official Account of the London bombings states of the cars at Luton, "One car contained explosive devices of a different and smaller kind from those in the rucksacks" it would be reasonable to assume that whomever left those explosive devices of a different and smaller kind had intended to return to them, else there would be little point carry! ing them around. According to an article in the Independent, Police hunt 'mercenary' terror gang recruited by al-Qa'ida, there may be some truth in this:

Police and intelligence agents are investigating the theory that a gang of white "mercenary terrorists" was hired by al-Qa'ida to carry out last week's devastating attacks on London. || There was also alarm at the sophisticated nature of the explosives. || The Met said they now had new evidence which clearly indicated that the blasts on the Tube trains had happened "almost simultaneously".

Deputy Assistant Commissioner Brian Paddick said this indicated that the terrorists would have used timing devices to trigger the bombs. Mr Paddick said, "We are not looking for any specific individuals at this stage. We are pursuing a whole series of investigative lines."

Source: The Independent