Achcha, pls try to download and save...
http://www.jyu.fi/ipho/problems.html
thanks/rgds
--Vasudha
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Thursday, January 31, 2013
Monday, January 28, 2013
Egg-Bot... draw on eggs
Hobby stuff, repurposable h/w and s/w robot
to draw on eggs or anything!
==> http://www.egg-bot.com/
to draw on eggs or anything!
==> http://www.egg-bot.com/
Thursday, January 24, 2013
kuto vidhyaarthinaha sukham ?
"She could not control her emotions and burst into tears when she heard
the news of her CA results. "I was happy for me, my family and for the
new life that I will enter," said Prema Jayakumar, daughter of an
autorickshaw driver from Tamil Nadu, who lives in a chawl in Malad,
Mumbai.
Prema has topped the nationwide Chartered Accountancy examination in her
first attempt.
The tenement that she calls home is all of 280 sq. ft. where she and her
family live. But she is excited by the sudden elevation of her social
status, which will be soon be followed by financial uplift.
Not only was she happy for her, but also for her younger brother, who
along with her cracked the same examination. "We both can take care of
our family very easily. It's a matter of few months now, till I get a
job. I hope I shouldn't face much difficulty in that now," Ms. Jayakumar
told The Hindu."
--
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the news of her CA results. "I was happy for me, my family and for the
new life that I will enter," said Prema Jayakumar, daughter of an
autorickshaw driver from Tamil Nadu, who lives in a chawl in Malad,
Mumbai.
Prema has topped the nationwide Chartered Accountancy examination in her
first attempt.
The tenement that she calls home is all of 280 sq. ft. where she and her
family live. But she is excited by the sudden elevation of her social
status, which will be soon be followed by financial uplift.
Not only was she happy for her, but also for her younger brother, who
along with her cracked the same examination. "We both can take care of
our family very easily. It's a matter of few months now, till I get a
job. I hope I shouldn't face much difficulty in that now," Ms. Jayakumar
told The Hindu."
--
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Friday, January 11, 2013
Take a test
Taking a test is not just a passive mechanism for assessing how much
people know, according to new research. It actually helps people learn,
and it works better than a number of other studying techniques.
The research, published online Thursday in the journal Science, found
that students who read a passage, then took a test asking them to recall
what they had read, retained about 50 percent more of the information a
week later than students who used two other methods.
One of those methods — repeatedly studying the material — is familiar to
legions of students who cram before exams. The other — having students
draw detailed diagrams documenting what they are learning — is prized by
many teachers because it forces students to make connections among
facts.
These other methods not only are popular, the researchers reported; they
also seem to give students the illusion that they know material better
than they do.
In the experiments, the students were asked to predict how much they
would remember a week after using one of the methods to learn the
material. Those who took the test after reading the passage predicted
they would remember less than the other students predicted — but the
results were just the opposite.
"I think that learning is all about retrieving, all about reconstructing our knowledge," said the lead author, Jeffrey Karpicke, an assistant professor of psychology at Purdue University. "I think that we're tapping into something fundamental about how the mind works when we talk about retrieval."
Several cognitive scientists and education experts said the results were
striking.
The students who took the recall tests may "recognize some gaps in their
knowledge," said Marcia Linn, an education professor at the University
of California, Berkeley, "and they might revisit the ideas in the back
of their mind or the front of their mind."
When they are later asked what they have learned, she went on, they can
more easily "retrieve it and organize the knowledge that they have in a
way that makes sense to them."
The researchers engaged 200 college students in two experiments,
assigning them to read several paragraphs about a scientific subject —
how the digestive system works, for example, or the different types of
vertebrate muscle tissue.
In the first experiment, the students were divided into four groups. One
did nothing more than read the text for five minutes. Another studied
the passage in four consecutive five-minute sessions.
A third group engaged in "concept mapping," in which, with the passage
in front of them, they arranged information from the passage into a kind
of diagram, writing details and ideas in hand-drawn bubbles and linking
the bubbles in an organized way.
The final group took a "retrieval practice" test. Without the passage in
front of them, they wrote what they remembered in a free-form essay for
10 minutes. Then they reread the passage and took another retrieval
practice test.
A week later all four groups were given a short-answer test that
assessed their ability to recall facts and draw logical conclusions
based on the facts.
The second experiment focused only on concept mapping and retrieval
practice testing, with each student doing an exercise using each method.
In this initial phase, researchers reported, students who made diagrams
while consulting the passage included more detail than students asked to
recall what they had just read in an essay.
But when they were evaluated a week later, the students in the testing
group did much better than the concept mappers. They even did better
when they were evaluated not with a short-answer test but with a test
requiring them to draw a concept map from memory.
Why retrieval testing helps is still unknown. Perhaps it is because by
remembering information we are organizing it and creating cues and
connections that our brains later recognize.
"When you're retrieving something out of a computer's memory, you don't change anything — it's simple playback," said Robert Bjork, a psychologist at the University of California, Los Angeles, who was not involved with the study.
But "when we use our memories by retrieving things, we change our
access" to that information, Dr. Bjork said. "What we recall becomes
more recallable in the future. In a sense you are practicing what you
are going to need to do later."
It may also be that the struggle involved in recalling something helps
reinforce it in our brains.
Maybe that is also why students who took retrieval practice tests were
less confident about how they would perform a week later.
"The struggle helps you learn, but it makes you feel like you're not learning," said Nate Kornell, a psychologist at Williams College. "You feel like: 'I don't know it that well. This is hard and I'm having trouble coming up with this information.' "
By contrast, he said, when rereading texts and possibly even drawing
diagrams, "you say: 'Oh, this is easier. I read this already.' "
The Purdue study supports findings of a recent spate of research showing
learning benefits from testing, including benefits when students get
questions wrong. But by comparing testing with other methods, the study
goes further.
"It really bumps it up a level of importance by contrasting it with concept mapping, which many educators think of as sort of the gold standard," said Daniel Willingham, a psychology professor at the University of Virginia. Although "it's not totally obvious that this is shovel-ready — put it in the classroom and it's good to go — for educators this ought to be a big deal."
Howard Gardner, an education professor at Harvard who advocates
constructivism — the idea that children should discover their own
approach to learning, emphasizing reasoning over memorization — said in
an e-mail that the results "throw down the gauntlet to those progressive
educators, myself included."
"Educators who embrace seemingly more active approaches, like concept mapping," he continued, "are challenged to devise outcome measures that can demonstrate the superiority of such constructivist approaches."
Testing, of course, is a highly charged issue in education, drawing
criticism that too much promotes rote learning, swallows valuable time
for learning new things and causes excessive student anxiety.
"More testing isn't necessarily better," said Dr. Linn, who said her work with California school districts had found that asking students to explain what they did in a science experiment rather than having them simply conduct the hands-on experiment — a version of retrieval practice testing — was beneficial. "Some tests are just not learning opportunities. We need a different kind of testing than we currently have."
Dr. Kornell said that "even though in the short term it may seem like a
waste of time," retrieval practice appears to "make things stick in a
way that may not be used in the classroom.
"It's going to last for the rest of their schooling, and potentially for the rest of their lives."
A version of this article appeared in print on January 21, 2011, on page
A14 of the New York edition.
--
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people know, according to new research. It actually helps people learn,
and it works better than a number of other studying techniques.
The research, published online Thursday in the journal Science, found
that students who read a passage, then took a test asking them to recall
what they had read, retained about 50 percent more of the information a
week later than students who used two other methods.
One of those methods — repeatedly studying the material — is familiar to
legions of students who cram before exams. The other — having students
draw detailed diagrams documenting what they are learning — is prized by
many teachers because it forces students to make connections among
facts.
These other methods not only are popular, the researchers reported; they
also seem to give students the illusion that they know material better
than they do.
In the experiments, the students were asked to predict how much they
would remember a week after using one of the methods to learn the
material. Those who took the test after reading the passage predicted
they would remember less than the other students predicted — but the
results were just the opposite.
"I think that learning is all about retrieving, all about reconstructing our knowledge," said the lead author, Jeffrey Karpicke, an assistant professor of psychology at Purdue University. "I think that we're tapping into something fundamental about how the mind works when we talk about retrieval."
Several cognitive scientists and education experts said the results were
striking.
The students who took the recall tests may "recognize some gaps in their
knowledge," said Marcia Linn, an education professor at the University
of California, Berkeley, "and they might revisit the ideas in the back
of their mind or the front of their mind."
When they are later asked what they have learned, she went on, they can
more easily "retrieve it and organize the knowledge that they have in a
way that makes sense to them."
The researchers engaged 200 college students in two experiments,
assigning them to read several paragraphs about a scientific subject —
how the digestive system works, for example, or the different types of
vertebrate muscle tissue.
In the first experiment, the students were divided into four groups. One
did nothing more than read the text for five minutes. Another studied
the passage in four consecutive five-minute sessions.
A third group engaged in "concept mapping," in which, with the passage
in front of them, they arranged information from the passage into a kind
of diagram, writing details and ideas in hand-drawn bubbles and linking
the bubbles in an organized way.
The final group took a "retrieval practice" test. Without the passage in
front of them, they wrote what they remembered in a free-form essay for
10 minutes. Then they reread the passage and took another retrieval
practice test.
A week later all four groups were given a short-answer test that
assessed their ability to recall facts and draw logical conclusions
based on the facts.
The second experiment focused only on concept mapping and retrieval
practice testing, with each student doing an exercise using each method.
In this initial phase, researchers reported, students who made diagrams
while consulting the passage included more detail than students asked to
recall what they had just read in an essay.
But when they were evaluated a week later, the students in the testing
group did much better than the concept mappers. They even did better
when they were evaluated not with a short-answer test but with a test
requiring them to draw a concept map from memory.
Why retrieval testing helps is still unknown. Perhaps it is because by
remembering information we are organizing it and creating cues and
connections that our brains later recognize.
"When you're retrieving something out of a computer's memory, you don't change anything — it's simple playback," said Robert Bjork, a psychologist at the University of California, Los Angeles, who was not involved with the study.
But "when we use our memories by retrieving things, we change our
access" to that information, Dr. Bjork said. "What we recall becomes
more recallable in the future. In a sense you are practicing what you
are going to need to do later."
It may also be that the struggle involved in recalling something helps
reinforce it in our brains.
Maybe that is also why students who took retrieval practice tests were
less confident about how they would perform a week later.
"The struggle helps you learn, but it makes you feel like you're not learning," said Nate Kornell, a psychologist at Williams College. "You feel like: 'I don't know it that well. This is hard and I'm having trouble coming up with this information.' "
By contrast, he said, when rereading texts and possibly even drawing
diagrams, "you say: 'Oh, this is easier. I read this already.' "
The Purdue study supports findings of a recent spate of research showing
learning benefits from testing, including benefits when students get
questions wrong. But by comparing testing with other methods, the study
goes further.
"It really bumps it up a level of importance by contrasting it with concept mapping, which many educators think of as sort of the gold standard," said Daniel Willingham, a psychology professor at the University of Virginia. Although "it's not totally obvious that this is shovel-ready — put it in the classroom and it's good to go — for educators this ought to be a big deal."
Howard Gardner, an education professor at Harvard who advocates
constructivism — the idea that children should discover their own
approach to learning, emphasizing reasoning over memorization — said in
an e-mail that the results "throw down the gauntlet to those progressive
educators, myself included."
"Educators who embrace seemingly more active approaches, like concept mapping," he continued, "are challenged to devise outcome measures that can demonstrate the superiority of such constructivist approaches."
Testing, of course, is a highly charged issue in education, drawing
criticism that too much promotes rote learning, swallows valuable time
for learning new things and causes excessive student anxiety.
"More testing isn't necessarily better," said Dr. Linn, who said her work with California school districts had found that asking students to explain what they did in a science experiment rather than having them simply conduct the hands-on experiment — a version of retrieval practice testing — was beneficial. "Some tests are just not learning opportunities. We need a different kind of testing than we currently have."
Dr. Kornell said that "even though in the short term it may seem like a
waste of time," retrieval practice appears to "make things stick in a
way that may not be used in the classroom.
"It's going to last for the rest of their schooling, and potentially for the rest of their lives."
A version of this article appeared in print on January 21, 2011, on page
A14 of the New York edition.
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Tuesday, January 8, 2013
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