This is my stab at resolving the puzzle of the mutual inductance of the pair of wire loops posed last night by Andy Rundquist.
1-Subject Notebook 1 p. 71
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I hope Prof. Rundquist doesn't mind one more screencast to watch.
"Rembrandt had one foreign patron, a Sicilian nobleman, who asked him to paint a philosopher. The request came at a time when Rembrandt had become embroiled in serious financial trouble, and this commission seems to have sparked off some deep inner response. The combination of his personal anxieties and the idea of philosophy drew from Rembrandt one of his greatest masterpieces, in which he contrasts two ways of being a genius.
"He ponders visually the importance in life of material success, fame, and power, compared with being true to art. He does so by confronting the greatest Greek philosopher, Aristotle, with the greatest Greek poet, Homer. In the 4th century B.C., philosophy included the whole of science, and Aristotle understood it, integrated and systemized it. He was dazzlingly successful. We see his rich, wide, silken sleeves - those of a man who does not need to work - and, above all, his thick gold chain. The chain was a gift from Aristotle's most prestigious pupil, Alexander the Great, who had left Aristotle an enormous fortune, but whom the philosopher had failed to influence spiritually.
"Rembrandt imagines Aristotle in all his fame and wealth, looking at a bust of the great blind poet Homer. From the meagerness of the bust, we can see that Homer was poor. He wandered around Greece with his harp, playing at evening parties, and earning a pittance. Homer was true to his genius: he made no money from his art, and he did not care. With the medallion, representing both his great material success and his great teaching failure, swinging between them, Aristotle ponders - and Rembrandt with him: What matters most? How can one be certain that one is not selling out? Of course, I can say nothing about Aristotle, but I am certain that Rembrandt never sold out. Perhaps it was precisely these moments of profound self-questioning that kept him pure."(Sister Wendy Beckett is a Consecrated Virgin and an expert in art history.)
I believe that many people (you know who you are) either treat significant figures as some fundamental truth, or they haven’t thought about them one way or the other. This is a huge problem when you are sig-fig-stickler.I'm not (I hope!) a sig-fig stickler. I want my students to be able to follow the general guidelines for using significant figures, but also have the critical thinking skills to be able to break the guidelines, where appropriate.
How teachers put a growth mindset into practice is the topic of a later chapter, but here's a preview of how Marva Collins, the renowned teacher, did it. On the first day of class, she approached Freddie, a left-back second grader, who wanted no part of school. "Come on, peach," she said to him, cupping his face in her hands, "we have work to do. You can't just sit in a street and grown smart....I promise, you are going to do, and you are going to produce. I am not going to let you fail."
Renae brought home sushi for dinner tonight
I tapped a new keg tonight after cleaning the lines. It's still really foamy, although not as bad as the last keg.
Where did you think great teachers come from? That they spring fully formed from the head of Zeus? Just about everybody who’s an accomplished teacher used to be an ineffective teacher, and as the maker of a documentary about first year teachers, I’m totally confused that you don’t seem to understand this. If you want to talk about great teachers, but don’t have anything to say about the conditions under which teachers become great, you are at a different stadium than where the game is happening.
(Hint, by the way: in order to become great, teachers need to make and then learn from their mistakes. What kind of environment fosters making and learning from your mistakes? Fear that you will lose your job over your kids’ test scores? Or maybe transparent, non-defensive collegiality? Okay, good job on that one, now the followup: what kind of education policies are going to create the environment that fosters growth?)
So we want to excite a new generation of kids—every generation—about the passion, beauty and joy—the PB&J—of science.