True or False
 

On Thu, 31 Aug 2006 10:40:57 GMT, Shortwave Sportfishing
wrote:

"As Sommers understood, it is boys’ aggressive and rationalist nature
- redefined by educators as a behavioral disorder - that’s getting so
many of them in trouble in the feminized schools. Their problem: they
don’t want to be girls."

False. Too many boys think it's cool to be a fool, and the girls are
realizing they're much more capable than they were given credit for several
years ago.
--
******************************************
***** Hope your day is great! *****
******************************************

John

True or False
 

On Thu, 31 Aug 2006 14:10:18 GMT, Gene Kearns
wrote:

On Thu, 31 Aug 2006 09:47:09 -0400, JohnH penned the following well
considered thoughts to the readers of rec.boats:

On Thu, 31 Aug 2006 10:40:57 GMT, Shortwave Sportfishing
wrote:

"As Sommers understood, it is boys’ aggressive and rationalist nature
- redefined by educators as a behavioral disorder - that’s getting so
many of them in trouble in the feminized schools. Their problem: they
don’t want to be girls."

False. Too many boys think it's cool to be a fool, and the girls are
realizing they're much more capable than they were given credit for several
years ago.

Bull****. Boys and girls both play the fool..... and the statement
that, "...girls are realizing they're much more capable than they were
given credit for... " is just feminazi psychobabble.

Brandon was due his answer, as was I, when I asked the same thing
nearly 50 years ago..... and I'm still waiting for a better answer
than, well... you'll need it next year, or in Junior High, or
College... or whatever crappy excuse I was given when the teacher had
no rational explanation and the inability to teach the usefulness of a
concept that I *must* learn....

For context read:
http://www.manhattan-institute.org/h...d_american.htm

Bull****, bull****.

It's my experience that the ones constantly asking the 'why' question are
simply trying to disrupt and start an argument. When provided a reasonable
answer, their response is invariably, "Well, I'm never going to be doing
that."

Wouldn't it be nice if every math teacher could provide the perfect answer
to every 'why' question for ever topic in all thirteen chapters of every
high school math book!


--
******************************************
***** Hope your day is great! *****
******************************************

John

True or False
 

On Thu, 31 Aug 2006 16:17:05 -0400, Gene Kearns wrote:

On Thu, 31 Aug 2006 10:44:05 -0400, JohnH wrote:


It's my experience that the ones constantly asking the 'why' question are
simply trying to disrupt and start an argument. When provided a reasonable
answer, their response is invariably, "Well, I'm never going to be doing
that."

In 32 years in the classroom, both public and corporate, I haven't
found this to be the case.... In fact, I tell my students that if I
can't explain why they should learn something, we probably should move
on to the next subject.... I've never had to do that.


Wouldn't it be nice if every math teacher could provide the perfect answer
to every 'why' question for ever topic in all thirteen chapters of every
high school math book!

If a math teacher can't show the reason for using math, they shouldn't
be teaching math.

I do think, however, that if a student has no interest in school and
is a repetitive troublemaker, there should be an option available for
them.... something that would make the teachers job a lot easier and
the would be student a lot wiser.....
--


Grady-White Gulfstream, out of Southport, NC. http://myworkshop.idleplay.net/
-----------------
www.Newsgroup-Binaries.com - *Completion*Retention*Speed*
Access your favorite newsgroups from home or on the road
-----------------

I didn't use the phrase 'teaching math', I referred to each of the 120 or
so topics in a typical Algebra text. "Why do I need to know how to solve
simultaneous equations in two variables?"

Yes, I can provide an answer. Then the student says, "Well, I'll never do
that." The student won. I'm glad you've never had that situation presented.
You're probably just a superb teacher who had all the answers at your
fingertips and could afford the time to go off on a tangent every time some
smartass asked the 'why' question.
--
******************************************
***** Hope your day is great! *****
******************************************

John

True or False
 

On Fri, 01 Sep 2006 10:35:39 GMT, Shortwave Sportfishing
wrote:

On Thu, 31 Aug 2006 10:44:05 -0400, JohnH wrote:

On Thu, 31 Aug 2006 14:10:18 GMT, Gene Kearns
wrote:

On Thu, 31 Aug 2006 09:47:09 -0400, JohnH penned the following well
considered thoughts to the readers of rec.boats:

On Thu, 31 Aug 2006 10:40:57 GMT, Shortwave Sportfishing
wrote:

"As Sommers understood, it is boys’ aggressive and rationalist nature
- redefined by educators as a behavioral disorder - that’s getting so
many of them in trouble in the feminized schools. Their problem: they
don’t want to be girls."

False. Too many boys think it's cool to be a fool, and the girls are
realizing they're much more capable than they were given credit for several
years ago.

Bull****. Boys and girls both play the fool..... and the statement
that, "...girls are realizing they're much more capable than they were
given credit for... " is just feminazi psychobabble.

Brandon was due his answer, as was I, when I asked the same thing
nearly 50 years ago..... and I'm still waiting for a better answer
than, well... you'll need it next year, or in Junior High, or
College... or whatever crappy excuse I was given when the teacher had
no rational explanation and the inability to teach the usefulness of a
concept that I *must* learn....

For context read:
http://www.manhattan-institute.org/h...d_american.htm

Bull****, bull****.

It's my experience that the ones constantly asking the 'why' question are
simply trying to disrupt and start an argument. When provided a reasonable
answer, their response is invariably, "Well, I'm never going to be doing
that."

Sorry John, your on the wrong side of this one. Hopefully you're
having some fun poking the ferret.

Wouldn't it be nice if every math teacher could provide the perfect answer
to every 'why' question for ever topic in all thirteen chapters of every
high school math book!

I can- why can't you?

Then again, I'm not a "pure" engineer. :)

Bull****!
--
******************************************
***** Hope your day is great! *****
******************************************

John

True or False
 

On Fri, 01 Sep 2006 15:13:19 GMT, Shortwave Sportfishing
wrote:

On Fri, 01 Sep 2006 07:31:53 -0400, JohnH wrote:

On Fri, 01 Sep 2006 10:35:39 GMT, Shortwave Sportfishing
wrote:

On Thu, 31 Aug 2006 10:44:05 -0400, JohnH wrote:

On Thu, 31 Aug 2006 14:10:18 GMT, Gene Kearns
wrote:

On Thu, 31 Aug 2006 09:47:09 -0400, JohnH penned the following well
considered thoughts to the readers of rec.boats:

On Thu, 31 Aug 2006 10:40:57 GMT, Shortwave Sportfishing
wrote:

"As Sommers understood, it is boys’ aggressive and rationalist nature
- redefined by educators as a behavioral disorder - that’s getting so
many of them in trouble in the feminized schools. Their problem: they
don’t want to be girls."

False. Too many boys think it's cool to be a fool, and the girls are
realizing they're much more capable than they were given credit for several
years ago.

Bull****. Boys and girls both play the fool..... and the statement
that, "...girls are realizing they're much more capable than they were
given credit for... " is just feminazi psychobabble.

Brandon was due his answer, as was I, when I asked the same thing
nearly 50 years ago..... and I'm still waiting for a better answer
than, well... you'll need it next year, or in Junior High, or
College... or whatever crappy excuse I was given when the teacher had
no rational explanation and the inability to teach the usefulness of a
concept that I *must* learn....

For context read:
http://www.manhattan-institute.org/h...d_american.htm

Bull****, bull****.

It's my experience that the ones constantly asking the 'why' question are
simply trying to disrupt and start an argument. When provided a reasonable
answer, their response is invariably, "Well, I'm never going to be doing
that."

Sorry John, your on the wrong side of this one. Hopefully you're
having some fun poking the ferret.

Wouldn't it be nice if every math teacher could provide the perfect answer
to every 'why' question for ever topic in all thirteen chapters of every
high school math book!

I can- why can't you?

Then again, I'm not a "pure" engineer. :)

Bull****!

Not at all.

Truth.

Tom, please tell me why I need to know how to simplify -

[(sinx + cosx)(sinx - cosx) + 1] / sin^2x

Now remember, you're a math teacher, not an engineer.


--
******************************************
***** Hope your day is great! *****
******************************************

John

True or False
 

"JohnH" wrote in message
...
On Fri, 01 Sep 2006 15:13:19 GMT, Shortwave Sportfishing
wrote:

On Fri, 01 Sep 2006 07:31:53 -0400, JohnH wrote:

On Fri, 01 Sep 2006 10:35:39 GMT, Shortwave Sportfishing
wrote:

On Thu, 31 Aug 2006 10:44:05 -0400, JohnH wrote:

On Thu, 31 Aug 2006 14:10:18 GMT, Gene Kearns
wrote:

On Thu, 31 Aug 2006 09:47:09 -0400, JohnH penned the following well
considered thoughts to the readers of rec.boats:

On Thu, 31 Aug 2006 10:40:57 GMT, Shortwave Sportfishing
wrote:

"As Sommers understood, it is boys' aggressive and rationalist
nature
- redefined by educators as a behavioral disorder - that's getting
so
many of them in trouble in the feminized schools. Their problem:
they
don't want to be girls."

False. Too many boys think it's cool to be a fool, and the girls are
realizing they're much more capable than they were given credit for
several
years ago.

Bull****. Boys and girls both play the fool..... and the statement
that, "...girls are realizing they're much more capable than they were
given credit for... " is just feminazi psychobabble.

Brandon was due his answer, as was I, when I asked the same thing
nearly 50 years ago..... and I'm still waiting for a better answer
than, well... you'll need it next year, or in Junior High, or
College... or whatever crappy excuse I was given when the teacher had
no rational explanation and the inability to teach the usefulness of a
concept that I *must* learn....

For context read:
http://www.manhattan-institute.org/h...d_american.htm

Bull****, bull****.

It's my experience that the ones constantly asking the 'why' question
are
simply trying to disrupt and start an argument. When provided a
reasonable
answer, their response is invariably, "Well, I'm never going to be
doing
that."

Sorry John, your on the wrong side of this one. Hopefully you're
having some fun poking the ferret.

Wouldn't it be nice if every math teacher could provide the perfect
answer
to every 'why' question for ever topic in all thirteen chapters of
every
high school math book!

I can- why can't you?

Then again, I'm not a "pure" engineer. :)

Bull****!

Not at all.

Truth.

Tom, please tell me why I need to know how to simplify -

[(sinx + cosx)(sinx - cosx) + 1] / sin^2x

Now remember, you're a math teacher, not an engineer.


--
******************************************
***** Hope your day is great! *****
******************************************

John

The question should be why do I need to know " [(sinx + cosx)(sinx - cosx)
+ 1] / sin^2x" Simplifying is only to solve the problem. A valid question
would be: What is the use of [Sin**2+cos**2=1]?

A have a patent using this equation.

True or False
 

On Fri, 01 Sep 2006 20:18:09 GMT, "Calif Bill"
wrote:


"JohnH" wrote in message
.. .
On Fri, 01 Sep 2006 15:13:19 GMT, Shortwave Sportfishing
wrote:

On Fri, 01 Sep 2006 07:31:53 -0400, JohnH wrote:

On Fri, 01 Sep 2006 10:35:39 GMT, Shortwave Sportfishing
wrote:

On Thu, 31 Aug 2006 10:44:05 -0400, JohnH wrote:

On Thu, 31 Aug 2006 14:10:18 GMT, Gene Kearns
wrote:

On Thu, 31 Aug 2006 09:47:09 -0400, JohnH penned the following well
considered thoughts to the readers of rec.boats:

On Thu, 31 Aug 2006 10:40:57 GMT, Shortwave Sportfishing
wrote:

"As Sommers understood, it is boys' aggressive and rationalist
nature
- redefined by educators as a behavioral disorder - that's getting
so
many of them in trouble in the feminized schools. Their problem:
they
don't want to be girls."

False. Too many boys think it's cool to be a fool, and the girls are
realizing they're much more capable than they were given credit for
several
years ago.

Bull****. Boys and girls both play the fool..... and the statement
that, "...girls are realizing they're much more capable than they were
given credit for... " is just feminazi psychobabble.

Brandon was due his answer, as was I, when I asked the same thing
nearly 50 years ago..... and I'm still waiting for a better answer
than, well... you'll need it next year, or in Junior High, or
College... or whatever crappy excuse I was given when the teacher had
no rational explanation and the inability to teach the usefulness of a
concept that I *must* learn....

For context read:
http://www.manhattan-institute.org/h...d_american.htm

Bull****, bull****.

It's my experience that the ones constantly asking the 'why' question
are
simply trying to disrupt and start an argument. When provided a
reasonable
answer, their response is invariably, "Well, I'm never going to be
doing
that."

Sorry John, your on the wrong side of this one. Hopefully you're
having some fun poking the ferret.

Wouldn't it be nice if every math teacher could provide the perfect
answer
to every 'why' question for ever topic in all thirteen chapters of
every
high school math book!

I can- why can't you?

Then again, I'm not a "pure" engineer. :)

Bull****!

Not at all.

Truth.

Tom, please tell me why I need to know how to simplify -

[(sinx + cosx)(sinx - cosx) + 1] / sin^2x

Now remember, you're a math teacher, not an engineer.


--
******************************************
***** Hope your day is great! *****
******************************************

John

The question should be why do I need to know " [(sinx + cosx)(sinx - cosx)
+ 1] / sin^2x" Simplifying is only to solve the problem. A valid question
would be: What is the use of [Sin**2+cos**2=1]?

A have a patent using this equation.


Not the point. The question stands. A math teacher in high school couldn't
be expected to know of your patent. Your equation is just a restatement of
the Pythagorean Theorem, for which there are many uses.

True or False
 

"JohnH" wrote in message
...
On Fri, 01 Sep 2006 20:18:09 GMT, "Calif Bill"
wrote:


"JohnH" wrote in message
. ..
On Fri, 01 Sep 2006 15:13:19 GMT, Shortwave Sportfishing
wrote:

On Fri, 01 Sep 2006 07:31:53 -0400, JohnH wrote:

On Fri, 01 Sep 2006 10:35:39 GMT, Shortwave Sportfishing
wrote:

On Thu, 31 Aug 2006 10:44:05 -0400, JohnH wrote:

On Thu, 31 Aug 2006 14:10:18 GMT, Gene Kearns
wrote:

On Thu, 31 Aug 2006 09:47:09 -0400, JohnH penned the following well
considered thoughts to the readers of rec.boats:

On Thu, 31 Aug 2006 10:40:57 GMT, Shortwave Sportfishing
wrote:

"As Sommers understood, it is boys' aggressive and rationalist
nature
- redefined by educators as a behavioral disorder - that's getting
so
many of them in trouble in the feminized schools. Their problem:
they
don't want to be girls."

False. Too many boys think it's cool to be a fool, and the girls
are
realizing they're much more capable than they were given credit for
several
years ago.

Bull****. Boys and girls both play the fool..... and the statement
that, "...girls are realizing they're much more capable than they
were
given credit for... " is just feminazi psychobabble.

Brandon was due his answer, as was I, when I asked the same thing
nearly 50 years ago..... and I'm still waiting for a better answer
than, well... you'll need it next year, or in Junior High, or
College... or whatever crappy excuse I was given when the teacher
had
no rational explanation and the inability to teach the usefulness of
a
concept that I *must* learn....

For context read:
http://www.manhattan-institute.org/h...d_american.htm

Bull****, bull****.

It's my experience that the ones constantly asking the 'why' question
are
simply trying to disrupt and start an argument. When provided a
reasonable
answer, their response is invariably, "Well, I'm never going to be
doing
that."

Sorry John, your on the wrong side of this one. Hopefully you're
having some fun poking the ferret.

Wouldn't it be nice if every math teacher could provide the perfect
answer
to every 'why' question for ever topic in all thirteen chapters of
every
high school math book!

I can- why can't you?

Then again, I'm not a "pure" engineer. :)

Bull****!

Not at all.

Truth.

Tom, please tell me why I need to know how to simplify -

[(sinx + cosx)(sinx - cosx) + 1] / sin^2x

Now remember, you're a math teacher, not an engineer.


--
******************************************
***** Hope your day is great! *****
******************************************

John

The question should be why do I need to know " [(sinx + cosx)(sinx -
cosx)
+ 1] / sin^2x" Simplifying is only to solve the problem. A valid
question
would be: What is the use of [Sin**2+cos**2=1]?

A have a patent using this equation.


Not the point. The question stands. A math teacher in high school couldn't
be expected to know of your patent. Your equation is just a restatement of
the Pythagorean Theorem, for which there are many uses.

Used missed the point. I asked why the question should not be what is the
equation good for?. Simplifying is only to get a solution easier, but you
then have to answer the question with why the Pythagorean Theorem is useful.
As to the patent, partner wrote his math teacher and said I finally found a
use for [Sin**2+cos**2=1]. Used is Quadrature in communications. The
question is still why is the equation useful, not just why I should simplify
it.

True or False
 

On Fri, 01 Sep 2006 22:49:54 GMT, "Calif Bill"
wrote:


"JohnH" wrote in message
.. .
On Fri, 01 Sep 2006 20:18:09 GMT, "Calif Bill"
wrote:


"JohnH" wrote in message
...
On Fri, 01 Sep 2006 15:13:19 GMT, Shortwave Sportfishing
wrote:

On Fri, 01 Sep 2006 07:31:53 -0400, JohnH wrote:

On Fri, 01 Sep 2006 10:35:39 GMT, Shortwave Sportfishing
wrote:

On Thu, 31 Aug 2006 10:44:05 -0400, JohnH wrote:

On Thu, 31 Aug 2006 14:10:18 GMT, Gene Kearns
wrote:

On Thu, 31 Aug 2006 09:47:09 -0400, JohnH penned the following well
considered thoughts to the readers of rec.boats:

On Thu, 31 Aug 2006 10:40:57 GMT, Shortwave Sportfishing
wrote:

"As Sommers understood, it is boys' aggressive and rationalist
nature
- redefined by educators as a behavioral disorder - that's getting
so
many of them in trouble in the feminized schools. Their problem:
they
don't want to be girls."

False. Too many boys think it's cool to be a fool, and the girls
are
realizing they're much more capable than they were given credit for
several
years ago.

Bull****. Boys and girls both play the fool..... and the statement
that, "...girls are realizing they're much more capable than they
were
given credit for... " is just feminazi psychobabble.

Brandon was due his answer, as was I, when I asked the same thing
nearly 50 years ago..... and I'm still waiting for a better answer
than, well... you'll need it next year, or in Junior High, or
College... or whatever crappy excuse I was given when the teacher
had
no rational explanation and the inability to teach the usefulness of
a
concept that I *must* learn....

For context read:
http://www.manhattan-institute.org/h...d_american.htm

Bull****, bull****.

It's my experience that the ones constantly asking the 'why' question
are
simply trying to disrupt and start an argument. When provided a
reasonable
answer, their response is invariably, "Well, I'm never going to be
doing
that."

Sorry John, your on the wrong side of this one. Hopefully you're
having some fun poking the ferret.

Wouldn't it be nice if every math teacher could provide the perfect
answer
to every 'why' question for ever topic in all thirteen chapters of
every
high school math book!

I can- why can't you?

Then again, I'm not a "pure" engineer. :)

Bull****!

Not at all.

Truth.

Tom, please tell me why I need to know how to simplify -

[(sinx + cosx)(sinx - cosx) + 1] / sin^2x

Now remember, you're a math teacher, not an engineer.


--
******************************************
***** Hope your day is great! *****
******************************************

John

The question should be why do I need to know " [(sinx + cosx)(sinx -
cosx)
+ 1] / sin^2x" Simplifying is only to solve the problem. A valid
question
would be: What is the use of [Sin**2+cos**2=1]?

A have a patent using this equation.


Not the point. The question stands. A math teacher in high school couldn't
be expected to know of your patent. Your equation is just a restatement of
the Pythagorean Theorem, for which there are many uses.

Used missed the point. I asked why the question should not be what is the
equation good for?. Simplifying is only to get a solution easier, but you
then have to answer the question with why the Pythagorean Theorem is useful.
As to the patent, partner wrote his math teacher and said I finally found a
use for [Sin**2+cos**2=1]. Used is Quadrature in communications. The
question is still why is the equation useful, not just why I should simplify
it.


Sorry. I was presenting a question a kid would ask in the classroom. I
doubt if many math teachers would know what a Quadrature in Communications
was either! (This one doesn't.)

Imagine a math teacher answering a kid's question with, "You'll use this in
a quadrature in communications."

True or False
 

"JohnH" wrote in message
...
On Fri, 01 Sep 2006 22:49:54 GMT, "Calif Bill"
wrote:


"JohnH" wrote in message
. ..
On Fri, 01 Sep 2006 20:18:09 GMT, "Calif Bill"

wrote:


"JohnH" wrote in message
m...
On Fri, 01 Sep 2006 15:13:19 GMT, Shortwave Sportfishing
wrote:

On Fri, 01 Sep 2006 07:31:53 -0400, JohnH wrote:

On Fri, 01 Sep 2006 10:35:39 GMT, Shortwave Sportfishing
wrote:

On Thu, 31 Aug 2006 10:44:05 -0400, JohnH
wrote:

On Thu, 31 Aug 2006 14:10:18 GMT, Gene Kearns
wrote:

On Thu, 31 Aug 2006 09:47:09 -0400, JohnH penned the following
well
considered thoughts to the readers of rec.boats:

On Thu, 31 Aug 2006 10:40:57 GMT, Shortwave Sportfishing
wrote:

"As Sommers understood, it is boys' aggressive and rationalist
nature
- redefined by educators as a behavioral disorder - that's
getting
so
many of them in trouble in the feminized schools. Their problem:
they
don't want to be girls."

False. Too many boys think it's cool to be a fool, and the girls
are
realizing they're much more capable than they were given credit
for
several
years ago.

Bull****. Boys and girls both play the fool..... and the
statement
that, "...girls are realizing they're much more capable than they
were
given credit for... " is just feminazi psychobabble.

Brandon was due his answer, as was I, when I asked the same thing
nearly 50 years ago..... and I'm still waiting for a better answer
than, well... you'll need it next year, or in Junior High, or
College... or whatever crappy excuse I was given when the teacher
had
no rational explanation and the inability to teach the usefulness
of
a
concept that I *must* learn....

For context read:
http://www.manhattan-institute.org/h...d_american.htm

Bull****, bull****.

It's my experience that the ones constantly asking the 'why'
question
are
simply trying to disrupt and start an argument. When provided a
reasonable
answer, their response is invariably, "Well, I'm never going to be
doing
that."

Sorry John, your on the wrong side of this one. Hopefully you're
having some fun poking the ferret.

Wouldn't it be nice if every math teacher could provide the perfect
answer
to every 'why' question for ever topic in all thirteen chapters of
every
high school math book!

I can- why can't you?

Then again, I'm not a "pure" engineer. :)

Bull****!

Not at all.

Truth.

Tom, please tell me why I need to know how to simplify -

[(sinx + cosx)(sinx - cosx) + 1] / sin^2x

Now remember, you're a math teacher, not an engineer.


--
******************************************
***** Hope your day is great! *****
******************************************

John

The question should be why do I need to know " [(sinx + cosx)(sinx -
cosx)
+ 1] / sin^2x" Simplifying is only to solve the problem. A valid
question
would be: What is the use of [Sin**2+cos**2=1]?

A have a patent using this equation.


Not the point. The question stands. A math teacher in high school
couldn't
be expected to know of your patent. Your equation is just a restatement
of
the Pythagorean Theorem, for which there are many uses.

Used missed the point. I asked why the question should not be what is the
equation good for?. Simplifying is only to get a solution easier, but
you
then have to answer the question with why the Pythagorean Theorem is
useful.
As to the patent, partner wrote his math teacher and said I finally found
a
use for [Sin**2+cos**2=1]. Used is Quadrature in communications. The
question is still why is the equation useful, not just why I should
simplify
it.


Sorry. I was presenting a question a kid would ask in the classroom. I
doubt if many math teachers would know what a Quadrature in Communications
was either! (This one doesn't.)

Imagine a math teacher answering a kid's question with, "You'll use this
in
a quadrature in communications."

The kid would ask what good is the equation. Not why should I simplify it.

And quadrature is how you get 50k baud on a modem with a much lower
frequency. HAs to do with phase of the signals.