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the-resurrection-3d · 10 months ago

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THEY SAID I DID SOMETHING BAD: a musical about the life and times of the unabomer, by taylor swift.

(Spotify Link) (Inspiration, provided by @significationary)

[Disclaimer: I'm not an expert on this guy, although I have notated which changes I made and cited my sources down at the bottom. I also tried to include at least one song from every Taylor Swift album. Feel free to suggest other songs I could have used!]

ACT I: OUR COMING OF AGE HAS COME AND GONE

I Did Something Bad — Having attempted suicide while in police custody, Ted Kaczynski prepares for trial, refusing to let his lawyers use the insanity defense. In the end, after a failed attempt at representing himself, Ted pleads guilty to 13 federal charges in exchange for life in prison.

They say I did something bad, Then why’s it feel so good? Most fun I ever had! And I’d do it over and over and over again If I could…

seven / this is me trying (mashup) - As a small child, Ted is hospitalized and isolated following an allergic reaction; reports allege this had a strong effect on his personality. Nevertheless, Ted's younger brother, David, describes him as kind and protective. Ted skips two grades in his early schooling, but is othered for being smaller than the other children and too “different” due to his intelligence. At 16, Ted goes to Harvard on a scholarship to study math.

Please picture me In the trees I hit my peak at seven feet In the swing Over the creek I was too scared to jump in… And I just wanted you to know that this is me trying…

Tell Me Why - While at Harvard, Ted is subjected to repeated verbal abuse by his professor, Henry A. Murray, who was part of a CIA program code-named Project MK-Ultra. The program sought to understand how to implement mind-control techniques, including using drugs such as LSD, although there is no evidence that Ted was ever drugged while at Harvard.

Here's to you and your temper Yes, I remember what you said last night And I know that you see what you're doing to me Tell me why

Guilty as Sin? - In 1966, Ted experiences an intense sexual desire to become a woman, even deciding to undergo gender transition.

I keep these longings locked, In lowercase inside a vault…

I Hate It Here - Upon arriving at his therapy appointment to begin transitioning, however, Ted changes his mind, and never mentions to the psychiatrist why he originally wanted to meet. Afterward, he considers killing the psychiatrist and several other people.

I hate it here so I will go to secret gardens in my mind People need a key to get to The only one is mine I read about it in a book when I was a precocious child No mid-sized city hopes and small town fears I'm there most of the year Cause I hate it here...

this is me trying (reprise) - After graduating, Ted gets a teaching job at Berkeley, but has a hard time delivering lectures and avoids his students. He suddenly resigns from his position in 1969.

They told me all of my cages were mental, So I got wasted like all my potential…

I Can Do It With A Broken Heart - Ted moves back to Chicago to work at the same factory as his brother and begins a relationship with a woman at work. Due to Ted’s sexual harassment of her following a sour breakup, David, his supervisor, has to fire him.* Ted moves to Montana into a cabin him and his brother had built.

I can read your mind… “She’s having the time of his life…” There in her glittering prime The lights refract sequined stars off her silhouette every night I can show you lies...

ACT II: AND IN THE DEATH OF HER REPUTATION, SHE FELT TRULY ALIVE

the lakes / I Hate It Here (Reprise) / Clean - In his cabin, Ted lives in near-total isolation, hunting and growing his own food, and spending much of his time reading. It is here Ted develops his anti-government, anti-technology philosophy.

I'm not cut out for all these cynical clones These hunters with cell phones… Ten months older, I won't give in Now that I'm clean, I'm never gonna risk it So take me to the lakes, I hate it here…

I Know Places - Ted, trying to convince his brother to join him, reminiscences on them building this cabin together.]

Baby, I know places we won't be found, and They'll be chasing their tails trying to track us down 'Cause I, I know places we can hide…

closure - As Ted becomes increasingly unhinged, the letters between him and his brother grow increasingly fraught, and the waits between them increasingly long. David invites Ted back to civilization but Ted refuses, thinking David is simply ashamed of having a “failed” brother.

Don't treat me like some situation that needs to be handled I'm fine with my spite And my tears And my beers and my candles…

Who’s Afraid of Little Old Me? - Between 1978 and 1996, Ted sends 16 bombs to various universities, airlines, computer stores, and industry figures. He kills three people and injures many more.

I was tame, I was gentle 'til the circus life made me mean "Don't you worry, folks, we took out all her teeth" Who's afraid of little old me? Well, you should be

ACT III: FROM HOUSE TO CARDIAC ARREST

Cold as You / Dear John (mashup)- David reads the Unabomber’s manifesto in the newspaper and recognizes the writing style and ideas as those of his brother. After reflecting on his strained relationship with Ted, David turns him in to the FBI and uses the reward money to set up the Unabom Survivors Fund.

And you'll add my name to your long list of traitors Who don't understand And I'll look back and regret how I ignored when they said "Run as fast as you can" And now that I'm sittin' here thinkin' it through I've never been anywhere cold as you

Who’s Afraid (Reprise) / Look What You Made Me Do - On April 3, 1996, federal investigators arrested Kaczynski at his cabin in Montana.

Oo, look what you made me do Look what you made me do Look what you just made me do Look what you just made me...

Cassandra - In his cell, Ted reflects on the growing popularity of the ideas expressed in his manifesto.**

So, they filled my cell with snakes, I regret to say Do you believe me now?

exile / The Last Time - David and Ted have their last conversation. During the trial, Ted never makes eye contact nor speaks to his family. In prison, he never answers their letters.

This is the last time I'm asking you this Put my name at the top of your list This is the last time I'm asking you why You break my heart in the blink of an eye, eye, eye All this time I never learned to read your mind (never learned to read my mind) I couldn't turn things around (you never turned things around) 'Cause you never gave a warning sign (I gave so many signs) So many signs, so many signs…

hoax - Alone in his cell, Ted reflects on his brother’s betrayal.

You knew the password, so I let you in the door You knew you won, so what's the point of keeping score? You knew it still hurts underneath my scars From when they pulled me apart But what you did was just as dark

Dear Reader / ME! - In June of 2023, Ted is found unresponsive and is pronounced dead later that day. The death is officially ruled a suicide. Inside his cell, guards find a letter — a suicide note? A letter to a fan? No one can say for certain.

You should find another guiding light Guiding light But I shine so bright I promise that you’ll never find another like me!

---------

* In reality, Ted moves to his cabin in Montana in the early 1970s, and doesn’t return to Chicago until 1978. I switched these events around for the sake of imaginary time constraints and to produce a more streamlined narrative.

** If you’ve ever heard the meme “The Industrial Revolution and its consequences have been a disaster for the human race,” this is where it comes from.

Sources: 1, 2, 3, 4, 5, 6

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jupitermelichios · 5 years ago

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DC: The High-School AU: The Series: The Staff (the musical)

So I finally cast the school staff and teachers for my DC High School AU, which I thought some of you would have some fun with! I took the subject list from a fairly fancy looking private school, because only schools you have to pay for have their subject lists online, so I’m probably offering way more classes than your average state school, but hey, it’s my AU and I wanted to cram in as many supervillains, obscure heroes, and bad jokes as possible.

Admin & Staff

Principle - Amanda Waller

Deputy Principle & Treasurer - Noah Kuttler (the Calculator)

Nurse - Myra Mason (she was Dr Midnite’s nurse and love interest in the 40s & 50s, then got fridged, but I’m unfridging her and giving her a job with much better survival prospects)

Councillor - Ethel Peabody (she’s a psychiatrist from the Gotham TV show, and also in my headcanon, Amanda Waller’s sister)

Librarian - Stanislaus Johns (The Librarian. I considered bookworm for this job but he’s literally called the Librarian, what was I supposed to do, not use him?)

Admin Staff - Laura Conway (Superman supporting cast and occaisional vampire), Mabel Martin (Riddler’s secretary), Theresa Collins (Goldstar, also Booster Gold’s secretary)

Business

Loren Jupiter (aka Mr Jupiter the richest and therefore most thrustworthy man in the world) - Business 101, Business Law, Entrepreneurship

Wesley Dodds (Sandman) - Business Communications

Annabeth Chamberlain (Brimstone) - Marketing, Hospitality & Tourism (she doesn’t work in tourism, but I figure anyone who can waitress while also having the power to set people on fire and damn them to hell and keeps her job probably knows a whole lot about customer service)

Family & Consumer Science

Miss Tribb (Lobo’s childhood teacher who inexplicably survived the extinction of their species) - Childhood Developement, Early Childhood Education

Neil Richards (The Mad Mod) - Texiles/Sewing, Fashion

Tenzil Kem (Matter-Eater Lad) - Food & Nutrition

Finance

Noah Kuttler (The Calculator) - Personal Finance

Foreign Languages

Matron Bertinelli (Nu52 Huntress, who I’m declaring a sepperate character and the aunt of pre-52 Huntress because they’re radically different characters and I like both of them) - ASL, Italian

Chang Jie-Ru (Nu52 Yo-Yo) - Chinese, AP Chinese

Yolanda Montez (Wildcat II) - Spanish, AP Spanish

Barbara Minerva (Cheetah) - Latin

Health Sciences

Myra Mason - Emergency Medical Responder training

Charles McNider (Dr Midnite) - Anatomy & Physiology, Health Class

Brian Durlin (Savant) - Computer Programming, Web Dev

Jennifer Lyn-Hayden (Jade) - Digital Art 101

Arnold Wesker (Ventriloquist) - 3D Animation, 3D Graphics (I don’t know why but the idea of Wesker as an animator just tickled me. Obviously his real passion is stop-motion, but he learnt 3D because there were more jobs)

English (the fancy private school called this ‘language arts’ which is so prentious it makes me feel slightly nauseous)

Wesley Dodds (Sandman) - English Language, AP English Language

Rac Shade (Shade the Changing Man) - English Literature, AP English Literature

Chloe Sullivan (the worst character in the Smallville TV show, a hotly contested position) - English Language, Communications 101, supervises the School Paper and the Yearbook

Shelly Gaynore (The Whip III) - Englist Literature, Creative Writing

Basil Karlo (Clayface) - Intro to Shakespeare

Nick Scratch (officially his supervillain name is just Scratch, but I refuse to consider that a code-name, looking at you Drake) - Communications 102: Public Speaking

Mathematics (which has a 100% villain make-up, which seems accurate from what I remember of high-school maths)

Noah Kuttler (The Calculator, because I think I’m funny) - Pre-Calc, Calculus, AP Calculus

Harlan Graves (The Underbroker) - Stats, Algebra 1, Algebra 2

Angelo Bend (Angle Man, becuase I know I’m funny) - Geometry, Trigonometry

PE (I realise this is probably too many PE teachers but there are a lot more caonical althetes than just about any other job in the DCU except maybe scientist)

Lawrence Crock (Sportsmaster, you knew this was coming) - Gym, Weight Training, coaches Baseball, Basketball, Tennis & Hockey

Lisa Snart (Golden Glider) - joint-coaches Cheerleading, coaches the Drill Team, Wrestling

Randy Hanrahan (Stallion) - PE, joint-coaches Cheerleading & Cross-Country, coaches Football

William Everett (Amazing Man) - PE, joint-coaches Cross-Country, coaches Track & Field

Matron Bertinelli (Huntress, sort of) - coaches Soccer & gymnastics

Performing Arts

Lisa Snart (Golden Glider) - Dance

Hartley Rathaway (Pied Piper) - Music 101, Music Theory, Composition, teaches Guitar & Percussion

Isaac Bowin (The Fiddler) - Music 101, AP Music Theory, leads Jazz Band, Orchestra, Marching Band

Siobhan Smyth (Silver Banshee) - part-time, leads the Choir and teaches singing

Basil Karlo (Clayface) - Theatre, Theatre 101

Simon Trent (Grey Ghost) - Theatre, Theatre 101, Film Studies

Ted Kord (Blue Beetle) - Theatre Tech

Mary Louise Dahl (Baby-Doll, from B:TAS) - Film Studies, Video Production

Betty Bates (Lady-at-Law, who is technically owned by DC now due to corporate buy-outs) - Debate

Science (do you have any idea how hard it is to pin down areas of specialisation for comic book scientists? TNT is on this list entirely because he’s the only actual honest-to-god professional chemist I could find)

Kirk Langstrom (ManBat) - Biology, AP Biology

Pamela Isley (Poison Ivy) - Biology, Environmental Science

Thomas “Tex” Thomas (TNT) - Chemistry

Achilles Milo (Professor Milo, again not really much of a code name) - Chemistry, AP Chemistry

Will Magnus (I refuse to even dignify it as a code-name) - Physics, Earth Sciences

Ray Palmer (The Atom) - Physics, AP Physics

Adam Strange (DC is just doing this to fuck with me, personally) - Astronomy

Social Studies & Humanities

Barbara Minerva (Cheetah) - World History

Maxie Zeus (ffs) - World History, AP World History (fun fact, Maxie was canonically just a normal history teacher before he got lightning powers, became convinced he was Zeus incarnate, and set out to become a criminal, making him my favourite DC mobster by a country mile)

Terry Long (aka one of the only characters to really deserve to get fridged) - US History, AP European History

Eobard Thawne (every code-name he has is stupid, but lets just go with Reverse-Flash as the least awful option) - US History, AP US History

Nick Scratch - US Government, AP US Government, AP Comparative Politics

Rex Tyler (Hourman) - AP Art History

Magdalene Kyle-Burton (Sister Zero, she’s a sometimes-nun and a sometimes-sister to Catwoman) - Comparative Religion

Michael Carter (Booster Gold) - Economics, AP Microeconomics, AP Macroeconomics

Jonathan Crane (Scarecrow) - Psychology (there is exactly one heroic psychiatrist in all of comics, and I’d already used Dr Fate elsewhere. Scarecrow seemed like the least bad option of the remaining pool for being around children, and he does at least have teaching experience)

Adam Strange - Sociology

Betty Bates (Lady-at-Law) - Law

Richard Occult/Rose Psychic (it’s complicated, lets just say Dr Occult and leave it at that) - part-time, Criminal Justice

Technology & Engineering

Ted Kord (Blue Beetle) - Electronics, CAD, Woodworking

John Henry Irons (Steel) - Engineering, Metalworking

Will Magnus - Robotics

Visual Arts

Linda Lee/Danvers (she’s Supergirl, but I’m making her a different character from Kara Danvers/Kent because the DCU is really short on artists and I needed someone to teach the damn class, although the only thing that really makes her distinct from other supergirls is that she fucked a horse that one time and IDK how that will translate into a personality...) - Ceramics, AP Studio Art: 3D Design, Art 101

Rex Tyler (Hourman) - Graphic Design, Drawing, AP Studio Art: Drawing

Jack Knight (Starman) - Painting, AP Studio Art: 2D Design, Art 101

Jennifer Lyn-Hayden (Jade) - Photography

So there you go - I’ll be honest I still don’t really understand how high-schools in the USA work, and I have no idea what Design studio art even is so I kind of assigned those ones at random, but now it’s done and cannot be changed.

As always this universe is open to prompts so if you want a chapter focussing on any of these characters just drop me an ask or a comment and I’ll see what I can do. Making Dr Occult & Rose Psychic a single gender-fluid person is already on my list to do, since that’s who I thought they were for a longest time when I started reading comics and I’m still kind of annoyed that isn’t canonically what’s going on.

#teen titans fanfiction #amanda waller #ted kord #booster gold #supergirl #john henry irons #will magnus #adam strange #betty bates #ray palmer #maxie zeus #hs au #my fics #my fic #highschool never ends

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douchebagbrainwaves · 5 years ago

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WHAT NO ONE UNDERSTANDS ABOUT JANUARY

In January 1995, we and a couple friends started a company called Artix. The forum troll I have by now internalized doesn't even know where to begin in raising objections to this project. Unfortunately picking winners is harder than that. They certainly delivered. As it turns out, VC-backed startups are not that fearsome. In the other languages mentioned in this talk—Fortran, C, Java, and Visual Basic—it is not clear whether you can actually get work done. One difference I've noticed between great hackers and smart people in general is that hackers are more politically incorrect. College trained one to be a member of the professional classes.1 But as knowledge has grown more specialized, there are more points on the curve, and the inexorable progress of hardware would solve your problems. Maybe it's a bad idea for a company.

Whoever controls the device sets the terms. But as long as it's possible to detect bias whether those doing the selecting want them to or not.2 Of all the great programmers he wanted. Apparently when Robert first met him, Trevor had just begun a new scheme for micropayments?3 A symbol type.4 Feel free to make it big.5 If any incompatibility arises, you can be wise without being very smart. Lisp function and show that it is. It's very common for a group of founders to go through one lame idea before realizing that a startup will make it big. To some extent this was because the companies themselves had become sclerotic. Bill Gates started either.6

But rather the erosion of forces that had been pushing us together were an anomaly, a one-time combination of circumstances that's unlikely to be repeated—and indeed, that we would not want to repeat. They certainly delivered. Most of our educational traditions aim at wisdom.7 So we ditched Artix and started a new company led boldly into the future of hardware, users would follow. Microsoft shows, revenue is a lagging indicator in the technology business. And I was a Reddit user when the opposite happened there, and sitting in a coma at their desk, pretending to work.8 It seems reasonable to suppose the newest one will too.9

I might into Harvard Square or University Ave in the physical world.10 And open and good is what Macs are again, finally.11 As for libraries, their importance also depends on the application. Great hackers think of it as a book.12 Or more precisely, in Trevor's office. The technology companies are right.13 This summer, as an experiment, and an experiment in a very young field. Back in the days of fanfold, there was a correct decision in every situation, and if you couldn't switch ladders, promotion on this one was the only way to read them. But when I went looking for alternatives to fill this void, I found practically nothing.14

Besides which, art dealers are the most extreme form of fluff. They get smart people to write 99% of your code, but still keep them almost as insulated from users as they would be able to say who cares what investors think? I don't know how you'd run such a class in practice. A lot of the obstacles to ongoing diagnosis will come from the fact that the best ideas look initially like bad ideas. But ITA made it interesting by redefining the problem in a more ambitious way. Note too that Cisco is famous for doing very little product development in house. Meaning that unpleasant work pays. Most of the stuff I accumulated was worthless, because I think we can now call a startup: having brilliant people do work in which people have to invent anything.15 They have a sofa they can take a nap on when they feel the same way that not drinking anything would teach you how much you depend on water. Startups are that constrained for talent. Some switched from meat loaf to tofu, and others by playing zero-sum games.

The core of ITA's application is a 200,000 line Common Lisp program that searches many orders of magnitude more possibilities than their competitors, who apparently are still using mainframe-era programming techniques. Most of our educational traditions aim at wisdom. This is the kind of people it wants. And if we don't, the US could be seriously fucked. Cancer will show up on some sort of radar screen immediately. Microsoft seems resigned to, there will be no more great new stuff beyond whatever's currently in the pipeline. I'm so optimistic about HN. Books are more like a fluid than individual objects.16 And the use of these special, reserved field names, especially __call__, seems a bit of a hack. Perhaps the absent-minded professor is wise in his way, or wiser than he seems, but he's not wise in the way Confucius or Socrates wanted people to be.17

You can only do that if you want to really understand Lisp, or just expand your programming horizons, I would learn more about macros. Not quite so dominant as it had been. The importance of the first varies depending on whether you have control over the whole system and have the source code of all the things we could do, is this going to make it something that they themselves use.18 When we started Artix, I was still ambivalent about business. But it's all based on one unspoken assumption, and that means it has to be open and good is what Macs are again, finally. There are few corporations in which it would be suggested that executive salaries are at a maximum. Stuff used to be valuable, and now it's not. The reason the expected value is so high is web services. But for someone at the top, but unless taxes are high enough to discourage people from creating wealth, certainly.19 Symbols are effectively pointers to strings stored in a hash table. Considering how basic a red circle is, it is no surprise that the pointy-haired bosses.

Notes

The founders want the valuation is fixed at the command of the leading edge of technology. This was certainly true in the 1980s was enabled by a big VC firm wants to see it in the usual standards for truth. However, it often means the right thing. The solution is to the margin for error.

In principle you might be interested in each type of thinking, but sword thrusts.

Founders weren't celebrated in the future as barbaric, but at least once for that they don't have to track ratios by time of day, thirty years later. You also have to do it. Which is also a good idea to make people use common sense when interpreting it.

The liking you have the least experience creating it.

There are lots of search engines. Particularly since many causes of the latter.

Which OS? Com. Maybe at first you make money, in the category of people starting normal companies too.

To say anything meaningful about income trends, you won't be demoralized if they seem to have the balls to ask prospective employees if they used FreeBSD and stored their data in files too.

Obvious is an instance of a heuristic for detecting whether you realize it till I started using it out of the web.

In the early empire the price of an official authority makes all the investors agree, and this trick works so well.

The First Two Hundred Years. Org Worrying that Y Combinator to increase it, because they know you'll have to be doctors? There are many senses of the world you'd want to avoid collisions in.

But I think this is to do is form a union and renegotiate all the worse if you're measuring usage you need a meeting, then you're being starved, not because Delicious users are stupid.

So as a rule of thumb, the Patek Philippe 10 Day Tourbillon, is a good way to be secretive, because the publishers exert so much better than the don't-be poets were mistaken to be, and the Imagination by Hilbert and Cohn-Vossen. This was partly confidence, and why it's next to impossible to write great software in Lisp. Most were wrong, but except for money.

Delicious that had been with us he would have been; a vogue for conglomerates in the sale of products, because they suit investors' interests. Plus ca change. Donald J.

To get a low valuation, that you can't easily get a good open-source projects now that VCs may begin to conserve board seats for shorter periods. Bureaucrats manage to think of it, by Courant and Robbins; Geometry and the leading scholars of that. The existence of people like numbers.

It's like the application of math to real problems, and on the aspect they see of piracy is simply what they said. PR firm admittedly the best case. Miyazaki, Ichisada Conrad Schirokauer trans. When I talk about humans being meant or designed to live a certain threshold.

We have no trouble getting hired by these companies substitute progress for revenue growth with retained earnings was one firm that wanted to have them soon. Perhaps it would not be true that being part of your identity. The philosophers whose works they cover would be investors who say no to science as well.

By all means crack down on these. Acquisitions fall into in the former.

Particularly since many causes of the fake.

On the other meanings. Many of these titles vary too much to suggest that we don't have to talk to corp dev guys should be working to help SCO sue them.

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jillianeashowcase-blog · 6 years ago

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My Inspirations - is about my experiences as a student and how I will use these experiences as an inspiration when I become a teacher.

My Inspirations

Throughout my educational journey, I was constantly told by most of my teachers that their jobs are to motivate us to be the best students as we possibly can. Even though most of my teachers had a common goal, they had different tactics or perspectives on how they want to achieve this goal. I strongly believe my teachers' beliefs impacted my own personal teaching beliefs. My experiences with my teachers, both positive and negative, made an impact on my educational journey and made a difference in my outlook. There are a handful of teachers that served as an inspiration for the type of teacher I wish to become. Therefore, I believe that my results on the Educational Philosophy Survey have a strong correlation with my experiences with my teachers, teachers that have inspired me, and why I decided to become a teacher.

I was fortunate to have mainly positive experiences with my teachers rather than negative. One notable positive experience I had was during high school. My teacher knew how terrified I was with presenting and how much I hated talking in front of the class. He called for volunteers to be the first presenter and some of my peers raised their hand. I sat there in class avoiding my teacher's eye contact; but unfortunately, my fear became a reality when he told me to present first. I respectfully declined and stated that there were others who wanted to go first but, he told me if I did not go first I will not present at all. At that moment, I hated this teacher for forcing me to be the first presenter but, through this experience, he built up my confidence in presenting. He continuously made me present first throughout the year, allowing me to learn to overcome my fear of presenting. A common negative experience I’ve encountered was when a teacher appears to not care for their students. I remember I had a geography professor who lectured on topics that did not relate not relate to the course. After weeks of lecture on different topics, we had a midterm in which the exam did not relate at all to the weeks of lecture. When asked for help, she refused to answer questions or provide support because she believed that we did not prepare well for the exam. Many students failed the class but I was fortunate to have passed. Overall, these examples of positive and negative experiences are lessons to learn as a future educator.

Throughout my educational experiences, I noticed I consistently mention certain teachers that have inspired me. One of my teachers that inspired me happened to be my mentor throughout middle school and high school. This teacher inspired me the most because he guided me to be the best student as well as, provided guidance and advice when it came to my personal life. This teacher constantly challenged me and taught me so many life lessons. He taught me not to be afraid to leave a comfort zone, not only in the classroom but within my personal life. He served as an inspiration to the type of teacher I wish to become: I wish to become a teacher that my students will be able to come to for guidance. Another teacher that served as an inspiration to me is one of my college professors. Personally, I felt that I would not be able to connect with any of my professors because we only had a brief amount of time to establish a relationship. However, this professor took her time to get to know each of her students, especially the ones that arrived to class early. She consistently provided feedback and advice throughout the entire course, showing that she knew the students’ strengths and weaknesses. This professor became my mentor throughout my undergrad, providing guidance when it came to my teaching experiences and advice with my personal life. She served as an inspiration because despite having many students, she made the time to get to know every single one of us. Until today, she still replies to my messages as soon as she can to provide direction. Overall, in my opinion, these teachers have common characteristics in which they helped me grow as a student and as an individual through their constant support.

I decided to become a teacher because I realized how much I enjoy helping students. I love the feeling that I get when I know I have successfully helped a student. For example, when a student does not understand their math homework and after working with them for some time they're able to get it. That's a huge accomplishment for me. These accomplishments are what I strive for because I want to make a difference in their lives. I believe that my selfless personality contributes to my motivation in wanting to help students become the best students they possibly can. Through my experiences and the impact that my teachers had on me, I strive to do the same thing for my future students. My teachers have helped me grow in ways that could not be accomplished at home. My goal is to become someone my students can come to for support.

After taking the Philosophy of Education (Sadker & Sadker, 1997), I scored as most “Progressivism” (Sadker & Sadker, 1997) and least “Perennialism” (Sadker & Sadker, 1997). These results served no surprise for me because I believe that students should be taught based on their characteristics. In my opinion, the students' perspective and participation are one of the most important aspects when learning. As a future teacher, I believe that the students' perspectives will tell a lot about the students' knowledge and beliefs. The students are the population that is learning not the teacher, therefore we should cater to them so they can be successful. Additionally, it is not surprising that “Perennialism” (Sadker & Sadker, 1997 was my least type because I believe there is more to learn than the Western civilization. Personally, for me, I find that all civilizations have an inspirational history. I have always been passionate about exposing a variety of perspectives when it comes to what to teach students because I want them to learn about the world, not just part of it.

Through my experiences and beliefs, I believe that besides being a Progressivism, I will strive to follow the “Principle 1: Ethical Conduct toward Students” under the AAE Code of Ethics for Educators (Association of American Educators, 2018). I will make sure to not just lead my students in a classroom and teach them educational skills but to “help foster civic virtues such as, integrity, diligence, responsibility, cooperation, loyalty, fidelity, and respect for the law, for human life, for others, and for self” (Association of American Educators, 2018). Similar to the teachers that have inspired me, I want to make sure I help my students learn life skills that will be useful when they are out in the real world. I want to provide a welcoming environment and be an example of "Principle 1: Ethical Conduct toward students" (Association of American Educators, 2018). In brief, I will not just guide my students through the classroom, but I hope to be able to guide them through their life in general.

In conclusion, I hope to become the best possible teacher I can be by using my past teachers as inspiration. I will also be a better teacher if I continue to use the AAE Code of Ethics for Educators as a guide when I become a teacher. Lastly, I will apply some philosophies such as, “Adult Learning Environment” (More, 2015), in which I will constantly learn and take opportunities to gain more knowledge. I will consistently look for feedback from coworkers, students, and parents so that I can fix any issues. I believe feedback will help my growth as a teacher because there is always room for improvement. I hope through my journey to become an educator, I will learn how to become the best I can for my students.

REFERENCES

Association of American Educators. (2018). Code of Ethics for Educators. Retrieved fromhttps://www.aaeteachers.org/index.php/about-us/aae-code-of-ethics.

More, E.T. (2015, August 7). My Educational Philosophy. Retrieved from https://www.facultyfocus.com/articles/philosophy-of-teaching/my-educational- philosophy/.

Sadker, M.P. & Sadker, D. S. (1997). Teachers, schools and society (4th ed., pp. 403- 405.) NY: McGraw Hill.

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startupmontana · 3 years ago

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Kristi Govertson’s Eight Lessons for Those Interested in Entrepreneurship

Written by Jake Treece, Blackstone LaunchPad at UM

We at the Blackstone LaunchPad at the University of Montana feel very lucky to be able to interact with so many incredible entrepreneurs and community members in Montana. One of these community members that we are especially grateful for is UM College of Business Professor, Kristi Govertson.

Kristi over the last few years has taught entrepreneurship, organizational behavior, and MBA courses at the College of Business and has contributed greatly to our Blackstone LaunchPad competitions and ecosystem. Given the plethora of kindness and support that Kristi has provided us over the last few years, we felt that it would be appropriate to interview her and learn more about her background and philosophy around entrepreneurship.

Since Kristi is such an incredible speaker and teacher, she was able to give us eight concrete lessons that we can all learn about how to be entrepreneurs, especially if we are interested in going into this field. Read below to learn more about Kristi and these eight valuable lessons.

Math, Philosophy, Politics, and Entrepreneurship: Kristi’s Background

To start off, how did Kristi end up at the University of Montana serving as a professor of entrepreneurship courses? Well, we have to go back quite a bit. Kristi started her college education at Gonzaga University studying math and philosophy. After graduating, she then gravitated towards studying political science and “fell” into a campaign management position. After this experience, Kristi decided to step back from politics and pursue an opportunity to teach in a one-room schoolhouse in Alaska. She taught seven different subjects—many of which she had little knowledge about. Being able to revisit her love for teaching, Kristi then bounced around having different jobs in math tutoring, ghostwriting, business coaching, and remarkably, public speaking.

Following some tough circumstances, she then moved to Missoula and decided to settle down. After attending many networking events and embedding herself into the community, she was ultimately able to land a job at the College of Business and connect with the Blackstone LaunchPad on campus. For Kristi, teaching entrepreneurship to young students is a dream come true. She strives to make her courses an experience that students remember far into their careers and pushes them to become entrepreneurs themselves.

After many years of propagating the entrepreneurial mindset in our community and having her own business, Kristi has learned many lessons about entrepreneurship. Although we have no doubt, she has many more, we decided to highlight eight of the lessons she mentioned in our interview below.

Kristi’s Eight Lessons for Those Interested in Entrepreneurship

Lesson 1: Will you be the next Mark Zuckerberg? Probably not.

“Everyone comes into entrepreneurship with their head in the clouds and mind in the ‘bro tech world’ thinking they will be the next Facebook, Google, or Microsoft success story. But this is a lot of pressure! Disruption is cool, but it is rare and you don’t have to be a coding master from MIT hiding in your garage to become an entrepreneur. As long as you provide value in the world and people are willing to give you their hard-earned money, YOU are an entrepreneur.”

Lesson 2: You are probably an entrepreneur already.

“We forget that most people have been entrepreneurs their whole lives. In the past, you may have had a lemonade stand, walked dogs, cleaned neighbor gutters, or done any other small tasks on the side. This is being an entrepreneur. You are identifying a problem or opportunity, and finding a way to make money off of it. You don’t need to have a big business or do something evil or manipulative to make this work for you. All you need is a passion to pursue that can provide value.”

Lesson 3: There is a spectrum of entrepreneurship.

“When people see entrepreneurship, they look at the little sliver, but there is another part of the pie consisting of everyone willing to exchange value and understand that what you sell is worth something. You can almost always find a market or niche to enter and you will find your long tail. Most importantly, you can start small and build on the side. So many of us have jobs, kids, and stuff going on, and it isn’t possible to just be an entrepreneur. You don’t need to quit your day job to be an entrepreneur and have it fit your life.”

Lesson 4: No bad ideas.

“There is no bad idea until your market tells you it is a bad idea; don’t prejudge, just go and find out. If somebody wants to pay you money for something, it is a good idea, if they pay you more, it is a business; if they don’t pay you enough but you love doing it, it is a hobby. If somebody invented something like the pool noodle or chia pet, you can make your idea a reality. Being an entrepreneur is being the responsible decision-maker and creator.”

Lesson 5: You will face imposter syndrome.

“Like Kristi faced in many parts of her career, you will most likely run into imposter syndrome in your entrepreneurial venture. How can you solve it? “Accept that imposter syndrome never goes away. The booby trap is the idea that you can’t do anything cool or significant until it goes away. However, it never will. You just need to ignore it, do something else, and get over it. We all have these internal stories about ourselves— “I am not good enough, “not smart enough”, “I am too much”, and “I am too little”. But most importantly, we think that we need to be “good enough” before we can get started on what we want to achieve. You need to realize that these stories will come up, you can work towards good enough, but don’t let it stop you from remembering your goal and the eye on the prize. At the end of the day, you can still feel good enough, but you may not reach the goal. Don’t fight this negative narrative, but also don’t let it be the boss of you.”

Lesson 6: You don’t need prerequisites or to be ready.

“We at UM are here to help you learn and grow, but once you complete your degree, you get a diploma and our society automatically thinks you are “ready”. In fact, we always feel like we aren’t ready because we don’t have a diploma or MBA, or Ph.D. We are always going to have to fight the fact that we are never ready—you should do it now. Entrepreneurship isn’t part of this next step; it is always in you. If you have ideas that you want to explore, you need to get out of this loop that you aren’t ready for. You don’t need prerequisites to be an entrepreneur. It is hard to get out of this mindset, but we need to know that this field is for everyone. We forget that most of life has a much larger learning curve than waiting.” Lesson 7: You might fail, who knows.

“You don’t know what the future holds, you don’t even know what you are having for lunch next Thursday. So how do you know your business will work? If you drive to Bozeman at night, you can’t see Bozeman every minute of your trip. You see only the light that is ahead of you and you just have to get in your car, drive, and trust to make all the right decisions along the way to get to your destination. Like entrepreneurship, you don’t know if you will have success, you just have to move forward trusting that you will. If you fail, at least you will be failing at something you love working on. If you are worried about failure or success you are not gold.”

Lesson 8: Move an inch now, not a mile in two years.

“When becoming an entrepreneur, don’t start with something that you can’t do in small increments; this is being honest with yourself. If there is something you want to do, and only have two hours a week to do it, don’t pick a 10-hour task to do. Don’t quit your day job until you validate your business; don’t lie to yourself about how much time you have. Move forward an inch now then wait two years to move a mile. The small changes will move forward.”

#entrepreneur #weareentrepreneurs #blackstone launchpad business montana startup

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chronicallypainful · 8 years ago

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Reflections on my undergraduate major

This is pretty personal and specific, so I don't know how relatable it will be to others. You've been warned.

In my first couple of years of high school, I was into all sorts of subjects. Academically speaking, I liked biology, physics, computer science, and mathematics. I played two musical instruments. I wrote and arranged music. I made art with colored paper, and I also knit with beautiful yarn. My interests were broad, and I enjoyed letting them all intermingle in my mind.

In my junior year I had my first symptoms. Chronic pain. Hands and arms. A lot of the music and art went out the window right then. But I still loved learning about nearly anything.

Then I went to college. And I had to choose a major. I ended up choosing between mathematics and computer science, which had become my favorite subjects in my last couple of years of high school. But, without being able to type, computer science sounded like a pretty terrible idea. So I picked math. But I always kept in the back of my mind that I might do a double major. If I could only find the right assistive technology (or a cure for my pain!), computer science might be an option. Or perhaps I could look at one of the other sciences: physics or biology, perhaps.

The second major never happened. I didn't even earn a minor.

I loved math. I still love math. It's beautiful, and the type of thinking required meshes wonderfully with my brain. I have no regrets about my choice of major.

But, with the benefit of hindsight, I do think that my strict focus on mathematics was at least partially a rebellion. When I arrived at college, I found the math department, for the most part, warm and welcoming. My advisor was a wonderful advocate for me in the math department. I found a research mentor who I got along with very well. The professors teaching my courses were willing to work with me. While I did have to have many conversations about my disability and appropriate accommodations, none of my instructors ever questioned my core ability to succeed in mathematics.

As soon as I stepped outside of the math department, that changed. Disability services was worthless, at one point telling me to just drop a class in my major that was challenging because of my disability. The computer science department was not willing to work with me. As far as they were concerned, if I couldn't type, I had no business in their department. In physics my experiences were mixed, and I did take a handful of classes, but the instruction never inspired me to want a physics major. The biology department was pretty much just as bad as computer science. Despite the fact that, by the time I was speaking with leadership in biology, I only wanted to take some courses to bolster my own understanding and explore whether I might be interested in mathematical biology, they refused to let me take coursework without accompanying laboratory courses. They didn't have any good answers for how to accommodate my needs in those laboratory courses, and, quite frankly, I felt that it was unsafe for me to participate in some of the required activities. In my required general education courses, I encountered a mixture of responses from instructors. Some were great, and others doubted whether I should be at a university at all.

In short, the only place I felt safe and accepted was in the math department. The other areas I was interested in, well, they weren't interested in accommodating my needs as a disabled student. And so I focused my energy on math. I did more than twice as much coursework in mathematics as I needed in order to earn my degree. By my junior year, I was taking graduate courses, attending departmental seminars, and had published multiple papers.

The thing is, I've now realized that I do still have a whole bunch of other interests. Since becoming a graduate student, I've actually been doing some interdisciplinary work as part of my research, and I love it. I've also found ways to write code (take that computer science department!), and I use computer science all the time. Outside of all, I have slowly been finding ways to express myself artistically. Playing musical instruments still isn't possible, but I've been learning how to paint and how to make beaded jewelry.

In light of this, I see my very narrow focus as an undergraduate partially as rebellion against the rest of the world. Other academic departments treated me poorly at the same time as my body felt like it was betraying me. I retreated. I rebelled. Basically, I said "if you don't want me to do computer science, then, fine, I won't do computer science. I'll just do math instead." Granted, working very hard on a math degree is pretty tame as rebellions go. And I am quite satisfied by where that focus and work has gotten me. But I also see that I was neglecting part of myself. I wasn't particularly balanced, especially in my intellectual pursuits. For the sake of my whole self, I will work to do better moving forward.

#personal #reflection #school #spoonie student

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40ouncesandamule · 5 years ago

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Gladly. I thank you for your heart felt response and look forward to entertaining a dialogue with you. Although we disagree in the ways to get things done, I believe that we are both looking for the same solution. With that belief in mind, I would like to give a detailed response to the ideas and counterarguments that you have raised:

I thank you for acknowledging my point in regards to the first two paragraphs and the lack of respect afforded humanities. I’m glad we can reach an agreement. Now, to address the misunderstanding of my third paragraph.

I do not believe that this is in any way off topic. As I understand your argument, you are putting the onus of responsibility on the teacher whereas I disagree with that assessment. I acknowledge that there are good and bad teachers but I disagree that they are the sole authority and I have trouble with a view that glosses over “school district politics and individual students’ privileges.” Throughout my education, it was not the girls or the minorities or the poor students who were allowed to believe in their own smug superiority. To put it bluntly, the ability to voice the opinion that the professor “did not know what they are talking about” was a very specific privilege afforded to a very specific group.

The way school is structured is antithetical to good learning. “A math teacher who simply says ‘you’re wrong, yes they do, shut up’ is a bad math teacher” but a math teacher who allows there to be a debate as to whether or not negative numbers exist is a worse teacher. Going to the example of "an English teacher explaining how and why symbolism in books exists is an important part of actually teaching media literacy and critical thinking”, I agree wholeheartedly. In my experience, I have never seen a professor have a conversation about symbolism before the term was defined. Going back to the analogy of the math teacher, I have never had a teacher start talking about multiplication before we were taught multiplication.

“If a student says ‘this is pointless, this book is stupid, and symbolism is reading too much into things’ and a teacher responds ‘you’re wrong. This is important, this book is a classic, do your assignment’ ” is not bad because they stood up to a child, they would be bad for appealing to the authority of it being a “classic.” That being said, if a child is unable or unwilling to understand symbolism then that means that they are lacking the prerequisite knowledge to have this conversation. They need to be educated and the path by which they are educated is up for debate.

I also disagree with your assertion that “the only outcome is a resentful student who has been guaranteed to never ever learn media literacy or critical thinking from that teacher.” I believe that having your nose rubbed in your mistake can be a crude but effective means of behavior correction. I believe failing an assignment and having your parents have to become involved can be an effective means to figure out exactly what modifications the child needs to be able to succeed. I also believe that there are certain “objectively wrong opinion”s that should not be coddled or accepted. I’ve been in classes where basic human rights have been up for debate. I’ve been in classes that encouraged the kid who enjoyed playing “devil’s advocate” to derail the class. Sometimes, the needs of the class come before the needs of the individual student. I also believe that resentfulness is a privilege afforded to a small minority of students. When a girl underperforms due to being resentful of sexist school policies, teachers are not chastised. When a minority underperforms due to being resentful of racist school code policies, teachers are not chastised. When a poor student underperforms due to being resentful of classist school policies, teachers are not chastised. Yet... when the stars align, teachers must bend over backwards at the expense of other students. If a child requires special education classes to get special education on what a symbol is, that should be provided to them but not at the expense of every other student

Although I agree that walking them through their ignorance could “teach them way more than ‘confronting’ them by telling them they’re wrong w/ no further discussion ever can” this conclusion rests on 3 fundamental misunderstandings of my position. First and foremost, I have never advocated for confrontation “ w/ no further discussion”. I am sorry that that was how you interpreted my words. Second, I’m not sure that allowing someone “to defend their opinion with evidence” is a sure fire way to deradicalize or educate them. There is an entire media ecosystem that has been created to give the appearance of objectivity and fact to just about any opinion, no matter how odious. I knew someone who became an anti-vaxxer because of the research she did. In the specific case of symbolism, there are entire media empires dedicated to calling anything you disagree with “postmodern neo-marxism” or whatever the latest way to say (((cultural bolsheviks))) are here to harm the volk. Third and finally, this optimism rests on them changing their opinion. Getting an “F” after thoroughly researching your paper because the teacher “disagrees” with your “logic, fact, and reason” will lead to a “resentful student who has been guaranteed to never ever learn media literacy or critical thinking from that teacher”

If I were an English teacher, I’d let kids write essays claiming I’m wrong and there is no symbolism/metaphors in the assigned book.

They’d have to back it up with textual evidence of course, but I’d rather my students write something they were passionate about and believed in.

And yeah, hopefully such an essay would help them realize there is symbolism in books, but tbh it would be more important that my students are engaged, feel respected, and know it’s okay to have a dissenting opinion.

#long post

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corpasa · 5 years ago

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5 Ideas for Teaching Students the Most Important Skill They’ll Need

Every teacher I know understands it’s not the 3R’s or science or even history that provides fundamental skills for thriving in life. If you doubt that, read the quote below from a Harvard professor about the half-life of learned skills. No, it’s something more basic, more intuitive, and happens to be the holy grail of teacher goals for students.

Learn how to learn

Here’s how to make this easy, from an Ask a Tech Teacher contributor:

***

In the past, a university degree provided a majority of graduates with the skills they needed to succeed in their chosen careers. In the 2020s, this is no longer the case. Today, according to research conducted by Harvard Business Review and Deloitte, a college degree typically provides students with skills that have a half-life of only 5 years.

That means it won’t be long before even college-educated employees will need to upskill or retrain to remain employable.

The main takeaway: Learning how to learn is the single most important skill that our students will need to master if they hope to participate meaningfully in the fast-paced, technology-driven workplace of the future.

Yet many students do not have a solid understanding of how to effectively go about the process of upskilling. According to research published in the Instructional Science journal, individual students experience a broad variety of differentiation in their understanding of how to undertake the learning process. Sadly, it is possible for some students to make it all the way through twelfth grade without ever fully grasping the basics of how to learn.

In hindsight, it’s easy to see how this could happen. As educators, we are each tasked with teaching our students a specific body of knowledge. The knowledge typically encompasses highly focused topics such as reading or math or biology. We know our students will be tested on the knowledge that we’ve been trusted to impart to them. Our livelihoods directly depend on whether or not they will excel at the resulting tests. There isn’t room in our workdays to deviate far from the material that will be covered on the tests.

Rarely, it seems, is anybody ever specifically tasked with teaching students a step-by-step course in how to learn. Yet, collectively, if we fail to teach them this skill, we ultimately fail in our mission to equip our students with the skills they’ll need to succeed in their careers — and also to succeed as functioning members of a technologically advanced society.

How, then, can we take action to teach our students how to learn? The following are five ideas we might each have the opportunity to implement as we approach the task of teaching our everyday curriculum to our students:

1. Teach Students to Embrace Technology and Remote Learning

In the 1450s, the popularization of the printing press revolutionized the processes of teaching and learning. In the 1990s, the popularization of the internet was similarly revolutionary. Nowadays, mobile technologies are shaping up to be just as ground-breaking. If today’s students hope to be able to tap into all the educational opportunities available to them, they will need to have an understanding of how to utilize these technologies.

Ask a Tech Teacher offers many resources for teachers who wish to introduce students to education technologies in an age-appropriate way. If this is an area where you need help, the following pages will get you started:

Start Here: Introductory pages

Free lesson plans for helping teachers integrate technology into their digital classrooms.

Tech ed resources – online classes

How to build lifelong learners

At times, remote learning can be just as confusing for parents and teachers as it is for students. Our site is designed to provide resources for helping everyone get past the confusing parts as quickly as possible. If you have comments or questions along the way, our message board is a helpful resource for interacting with other educators to get the answers you need.

2. Share Useful Learning Resources Other Than College and University

There are many resources available to students who wish to continue their education after high school. Some of these courses are offered through the university system, but many others are made available outside of traditional academia.

In the recent past, many parents and educators have been pushing students to attend college – which, of course, is a path that offers students considerable long-term benefits. However, it would also be beneficial for these authority figures to make students aware of the countless additional resources that are available to them outside of traditional academia.

Even students who will attend college should ideally be made aware of these resources. They will likely prove to be helpful in the future at times when students’ university-acquired skills inevitably become outdated. Continual upskilling has now become an ongoing necessity, even for university graduates.

The following are a few examples of learning resources that are available for ongoing education outside of high school and university:

Certification Programs – Certification programs are typically training programs that are offered by tech companies or other organizations outside of traditional academia. For example, Microsoft offers certification programs to professionals who wish to gain mastery of one or more of their varied software products.

After completion of a certification program, the certificate holder may then have an advantage when seeking employment from organizations who want to interview candidates with those specific software skills; the certification gives them an endorsement directly from the company who manufactures the software.

Certifications aren’t just for tech professionals; they are available for workers in a variety of specializations including human resources, management and many other niches.

Massive Open Online Courses (Sometimes referred to as MOOCs) – MOOCs are readily available courses that are presented online. Frequently, they are video-based college-level courses offered by their creators at either a discounted price or for free. They lack many of the typical hurdles to college course enrollment such as class size limits and the need for acceptance by a university admissions committee.

MOOCs are not an ideal way for most students to learn. This is because they don’t usually offer opportunities for face-to-face discussion, and they also tend to discourage literacy. Nevertheless, they do have their uses. Arguably, they are best used for learning course material in subjects like math and coding where literacy skills and class discussions aren’t typically core objectives of the course material.

MOOCs are available from a variety of sources including Coursera, edX and individual participating universities.

Khan Academy – Khan academy is a free resource for learning a variety of subject material online including math, grammar, computing and many other subjects. Many homeschoolers take advantage of these materials for educating their school-age children.

Duolingo – If your students want to learn any of the world’s major languages, Duolingo offers resources that they would be likely to find helpful.

Global Resources – It is becoming increasingly important for students to embrace diversity and multiculturalism in their learning. You can empower your students to embrace diverse perspectives by encouraging them to seek out resources from countries other than their own.

Thanks to the availability of the internet and free translation software, your students can easily access books, internet articles and even academic courses and degree programs from other countries. One example: In the past, your students probably wouldn’t have easily been able to enroll in a course about aboriginal perspectives without traveling to Australia; however, there is a course available on that topic that is now available to anyone, from anywhere in the world.

It isn’t necessary for your students to excel at a foreign language to make use of English-language resources from Canada, Australia, the UK and South Africa. These can all provide helpful insights for English-speaking students from the United States.

One specific example of where these resources could be useful is if you have students who aspire to be educators at various international schools. Of course, students have the option to get educated in their home country, but it could also be helpful for them to seek perspectives from other countries, too.

In particular, they’ll find a variety of wonderful resources available from Australia, a country which has made a concerted effort to attract international students to its academic institutions. Some available resources from Australia include free and paid teachers’ aide courses; TESOL diploma programs; and countless university bachelor’s and master’s degree programs that are currently being taught online to an intentionally diverse audience of students from all over the globe.

English-speaking students need not be limited to consuming materials that are made available in English. Those taught in foreign languages can give students insights they would be unlikely to acquire in their home country. This can also provide them with motivation for practicing the skills they’ve acquired in their Spanish, French or other foreign language classes.

3. Demonstrate the Process of Reading With a Highlighter

There are some strategies for retaining information that are so easy, and seemingly so obvious, that they hardly seem worth pointing out. One of them is the technique of reading the assigned course material once through, and then returning to it a second time with a highlighter in hand to mark the most important points.

Experts at the Programme for International Student Assessment (PISA) have pointed out that this strategy can help students to perform significantly better on their tests.

Yes, this simple technique probably seems totally obvious to you as an educator; but if nobody has taught it to your students yet, it most likely isn’t obvious to them. This one is so quick and easy to pass on that it’s a no-brainer to take a few moments in the classroom to demonstrate it for your students.

4. Teach Students to Make Flash Cards

You’re no doubt already aware that when rote memorization is needed for learning new material, the humble flash card is one of the quickest and most effective methods for mastering it.

This is because flash cards stimulate the brain’s mechanisms for active recall. Every time a student uses a flash card, the engagement process helps to create improved neural connections that reinforce the student’s memory of the information.

Do your students know this? They are most likely not aware of how to use flash cards unless someone has taught them how to do it. You’ll want to consider demonstrating the use of flash cards to them at the time they’re learning simple math like multiplication, division, or foreign language vocabulary words.

It’s also helpful to share with them a simple explanation of why flash cards are effective. You can point out that flash cards are useful for learning a variety of concepts and encourage them to continue using flash cards any time they want to memorize information quickly.

5. Encourage Students to Learn Kinesthetically

People don’t always retain what they read; but, most people do retain the concepts they’ve learned when they’ve been an active participant in the learning process.

So, whenever possible, break up long lectures to incorporate activities that compel students to engage with the content you’re teaching. Encourage them to physically, actively participate in the learning process rather than just passively taking in information.

For example, you could teach them how to create graphs or diagrams that illustrate the concepts they’ve learned. It’s helpful to further explain to them that they can use the diagramming skills you’re teaching them at any time they wish to solidify their understanding of numerical concepts.

Considering that “big data” is becoming a cornerstone of corporate business strategy in virtually every industry, data literacy is now a critically important skill for success in the workplace. Graphing and diagramming, which contribute to data literacy, can also become a useful component of the lifelong learning process.

It’s also helpful to extend the learning process beyond actual class time. If you’re able to take students on a related field trip, perhaps to an aquarium, science museum or children’s museum that offers relevant interactive exhibits, those experiences could be helpful for further solidifying the information they’re learning. At the same time, you can encourage them to perpetually seek out activities that will help them to expand their horizons beyond their everyday experiences in the classroom – or, later, the workplace.

It’s Worth Considering Your Own Unique Strategies for Teaching Your Students How to Learn

There are countless other ways you could approach the task of teaching your students how to learn and sharing with them the resources they’ll need for teaching themselves. These 5 ideas only begin to scratch the surface of what is possible. If any of these suggestions could be easily implemented in your classroom, they’re likely to be beneficial for your students.

As an educator, you’re already an expert on the topic of learning – and, no doubt, you’ve already mastered a wealth of useful techniques for teaching yourself new things. Once you start pondering the importance of empowering your students to learn how to learn, you’ll no doubt have your own ideas on what you could do to motivate and inspire them to take charge of their own learning activities. Overall, one of the most important things you can do is to help them understand that they will need to use the educational resources you and your colleagues are sharing with them to continue teaching themselves long after they have graduated from school.

More on education reform

13 Teaching Strategies to Shake up Your Remote Teaching

How to Assess Digital Literacy

8 EdTech Trends to Watch Out for This 2020

5 Ideas for Teaching Students the Most Important Skill They’ll Need published first on https://medium.com/@DigitalDLCourse

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scienceblogtumbler · 5 years ago

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How the brain performs complex computations

While doing a postdoc about 15 years ago, Ila Fiete began searching for faculty jobs in computational neuroscience — a field that uses mathematical tools to investigate brain function. However, there were no advertised positions in theoretical or computational neuroscience at that time in the United States.

“It wasn’t really a field,” she recalls. “That has changed completely, and [now] there are 15 to 20 openings advertised per year.” She ended up finding a position in the Center for Learning and Memory at the University of Texas at Austin, which along with a small handful of universities including MIT, was open to neurobiologists with a computational background.

Computation is the cornerstone of Fiete’s research at MIT’s McGovern Institute for Brain Research, where she has been a faculty member since 2018. Using computational and mathematical techniques, she studies how the brain encodes information in ways that enable cognitive tasks such as learning, memory, and reasoning about our surroundings.

One major research area in Fiete’s lab is how the brain is able to continuously compute the body’s position in space and make constant adjustments to that estimate as we move about.

“When we walk through the world, we can close our eyes and still have a pretty good estimate of where we are,” she says. “This involves being able to update our estimate based on our sense of self-motion. There are also many computations in the brain that involve moving through abstract or mental rather than physical space, and integrating velocity signals of some variety or another. Some of the same ideas and even circuits for spatial navigation might be involved in navigating through these mental spaces.”

No better fit

Fiete spent her childhood between Mumbai, India, and the United States, where her mathematician father held a series of visiting or permanent appointments at Princeton’s Institute for Advanced Study, the University of California at Berkeley, and the University of Michigan at Ann Arbor.

In India, Fiete’s father did research at the Tata Institute of Fundamental Research, and she grew up spending time with many other children of academics. She was always interested in biology, but also enjoyed math, following in her father’s footsteps.

“My father was not a hands-on parent, wanting to teach me a lot of mathematics, or even asking me about how my math schoolwork was going, but the influence was definitely there. There’s a certain aesthetic to thinking mathematically, which I absorbed very indirectly,” she says. “My parents did not push me into academics, but I couldn’t help but be influenced by the environment.”

She spent her last two years of high school in Ann Arbor and then went to the University of Michigan, where she majored in math and physics. While there, she worked on undergraduate research projects, including two summer stints at Indiana University and the University of Virginia, which gave her firsthand experience in physics research. Those projects covered a range of topics, including proton radiation therapy, the magnetic properties of single crystal materials, and low-temperature physics.

“Those three experiences are what really made me sure that I wanted to go into academics,” Fiete says. “It definitely seemed like the path that I knew the best, and I think it also best suited my temperament. Even now, with more exposure to other fields, I cannot think of a better fit.”

Although she was still interested in biology, she took only one course in the subject in college, holding back because she did not know how to marry quantitative approaches with biological sciences. She began her graduate studies at Harvard University planning to study low-temperature physics, but while there, she decided to start explore quantitative classes in biology. One of those was a systems biology course taught by then-MIT professor Sebastian Seung, which transformed her career trajectory.

“It was truly inspiring,” she recalls. “Thinking mathematically about interacting systems in biology was really exciting. It was really my first introduction to systems biology, and it had me hooked immediately.”

She ended up doing most of her PhD research in Seung’s lab at MIT, where she studied how the brain uses incoming signals of the velocity of head movement to control eye position. For example, if we want to keep our gaze fixed on a particular location while our head is moving, the brain must continuously calculate and adjust the amount of tension needed in the muscles surrounding the eyes, to compensate for the movement of the head.

“Bizarre” cells

After earning her PhD, Fiete and her husband, a theoretical physicist, went to the Kavli Institute for Theoretical Physics at the University of California at Santa Barbara, where they each held fellowships for independent research. While there, Fiete began working on a research topic that she still studies today — grid cells. These cells, located in the entorhinal cortex of the brain, enable us to navigate our surroundings by helping the brain to create a neural representation of space.

Midway through her position there, she learned of a new discovery, that when a rat moves across an open room, a grid cell in its brain fires at many different locations arranged geometrically in a regular pattern of repeating triangles. Together, a population of grid cells forms a lattice of triangles representing the entire room. These cells have also been found in the brains of various other mammals, including humans.

“It’s amazing. It’s this very crystalline response,” Fiete says. “When I read about that, I fell out of my chair. At that point I knew this was something bizarre that would generate so many questions about development, function, and brain circuitry that could be studied computationally.”

One question Fiete and others have investigated is why the brain needs grid cells at all, since it also has so-called place cells that each fire in one specific location in the environment. A possible explanation that Fiete has explored is that grid cells of different scales, working together, can represent a vast number of possible positions in space and also multiple dimensions of space.

“If you have a few cells that can parsimoniously generate a very large coding space, then you can afford to not use most of that coding space,” she says. “You can afford to waste most of it, which means you can separate things out very well, in which case it becomes not so susceptible to noise.”

Since returning to MIT, she has also pursued a research theme related to what she explored in her PhD thesis — how the brain maintains neural representations of where the head is located in space. In a paper published last year, she uncovered that the brain generates a one-dimensional ring of neural activity that acts as a compass, allowing the brain to calculate the current direction of the head relative to the external world.

Her lab also studies cognitive flexibility — the brain’s ability to perform so many different types of cognitive tasks.

“How it is that we can repurpose the same circuits and flexibly use them to solve many different problems, and what are the neural codes that are amenable to that kind of reuse?” she says. “We’re also investigating the principles that allow the brain to hook multiple circuits together to solve new problems without a lot of reconfiguration.”

Press Contact

Sarah McDonnell Email: [email protected] Phone: 617-253-8923 MIT News Office

source https://scienceblog.com/517608/how-the-brain-performs-complex-computations/

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douchebagbrainwaves · 7 years ago

Text

WHY I'M SMARTER THAN SOFTWARE

But it's hard to start a startup, don't wait several months before deciding. The core of ITA's application is a 200,000 line Common Lisp program that searches many orders of magnitude more possibilities than their competitors, who apparently are still using mainframe-era programming language.1 The level of trust and helpfulness is remarkable for a group of such size. Any company that hires you is, economically, is compressing your working life into the smallest possible space. The creative class flocks to a handful of happy cities, abandoning the rest. I know because I once tried to convince the lukewarm ones. And when business people try to hire hackers, they can't tell which ones are good. Much of the economy's growth is their growth.

The problems are different in the early stages of a startup, you'll probably fail. Design your product to please the users. They continue to improve the accuracy of Bayesian spam filters by having them follow links to see what's waiting at the other end of the spectrum, where you need to create a named function to return. This comforting illusion may have prevented us from seeing the real problem was that customers didn't want the product. That is very hard for a new language? You hear all kinds of reasons why startups fail.2 I don't understand x well enough. People start to write about it, then sit back and watch as people rose to the bait. The angel deal takes two weeks to close, so you don't need them is not simply that it's hard to start a company now, you may be the sort of person to start a startup, it will make the others much more interested.3 Because they can't predict the winners in advance?

Mine too. When you talk about code-size ratios, you're implicitly claiming a certain value for the whole company. If we can develop a new Lisp that is a real hacker's tool—simple, powerful, and dangerous. Angels who only invest occasionally may not themselves know what terms they want.4 If several VCs are interested in response time. Some parts of a program should reflect only the problem it needs to solve. But I don't think you would find those guys using Java Server Pages. The project either gets bogged down, or the result is sterile and wooden: a shopping mall rather than a real downtown, Brasilia rather than Rome, Ada rather than C.

Sometimes I have to pause when I lose my train of thought. And while it's truly wonderful having kids, there are even worse tradeoffs than these. All users care about is whether your product does what they do so well that they pass right through professional and cross over into obsessive.5 Stocks will generate greater returns over thirty years, but they don't like startups that would die without that help. It is a comfortable idea. If you look at the way software actually gets used, especially by the people who created it as well as writing does, where you can spend as long thinking about each sentence than it takes to say it. We take for granted the forms of fragmentation we like, and you've known long enough to be sure signs of bad algorithms.6 All users care about is whether your product does what they want. 8 employee 36 1.

Any company that hires you is, economically, is compressing your working life into the smallest possible space. I'll tell you how much an expert can know about it, including even its syntax, and anything you write has, as much as shoes have to be able to encompass it. Startups are a comparatively new phenomenon. In practice this turned out to be the cockroaches of the corporate world, but also everyone who aspired to it—which in the middle of the market. But that was not how we saw it at the same time as the idea. I think, if one looked, that this would turn out to be very valuable to YC. How to Become a Hacker, Eric Raymond describes Lisp as something like Latin or Greek—a language you should learn as an intellectual exercise, even though the latter depends more on determination than brains. Big companies also lose because they usually only build one of each thing.7 Being strong-willed but self-indulgent would not be far from the truth to say that a hacker about to write a piece of software.

Hard, but doable. In a startup, as in any really bold undertaking, merely deciding to do it. So some founders impose it on themselves when they start the company. Most of them myself included are more comfortable dealing with abstract ideas than with people. You may wonder how much to tell VCs. Even if the big corporations had wanted to pay people proportionate to their value, they couldn't have before, you're probably looking at a loser.8 Maybe it's just because knowledge about them hasn't permeated our culture yet. And this too tended to produce both social and economic cohesion. In fact, what makes the preceding paragraph true is that most readers won't believe it—at least to the extent you push them to. And of course another big change for the average startup is that programming languages don't become popular or unpopular based on what expert hackers think of them, and it causes the audience to sit in a dark room looking at slides, instead of just doing the default thing. Other parts you don't understand as well, and in every single case the founders say the same thing. Someone who is a good cue to problems.9

Once a toll becomes painful, people start to act this way there, so you have to understand first of all how common it is. Even VCs do it.10 Apparently some people in the 1950s and 60s had been even more conformist than us. So they're going to raise $200,000. For us the test of mattering to hackers.11 A couple months ago, you'll definitely seem shopworn. VCs in future rounds. 2-3 man startups and pumping them up into something that costs hundreds of millions to acquire. If you're thinking about your future. If you spent a year on a new feature, they'd be able to generate revenues.12 Having good ideas is most of writing well. And the social effects lasted too.13

Notes

Math is the limit that such tricks initially. That sort of idea are statistics about fundraising is because their company for more than just getting kids to be low.

In a startup. This suggests a good plan for life. I switch in the ordinary sense. But core of the problem.

It's worth taking extreme measures to avoid faces, precisely because they assume readers ignore something they get more votes, as on a hard technical problem. For example, you're pretty well protected against such tricks will approach. Download programs to run an online service.

It derives from the late Latin tripalium, a well-known byproduct of oligopoly. The word boss is derived from Delicious/popular.

Org Worrying that Y Combinator. Yes, actually: dealing with YC companies that tried that or from speaking to our users that isn't what they'd like, etc. Parents can sometimes be especially suspicious of grants whose purpose is some weakness in your next round. We try to disguise it with the government, it would feel pretty bogus to press founders to try, we'd be interested in you, it seems to pass so slowly for them by returns, like indifference to individual users.

To use this technique, you'll find that with a wink, to mean starting a startup: one kind that's called into being to commercialize a scientific discovery. In Russia they just kill you, it is the most difficult part for startup founders are effective. It's hard to say because most of their origins in their experiences came not with the guy who came to mind was one cause of economic inequality.

Bullshit, Princeton University Press, 1965. Philadelphia. If anyone remembers such an idea that people working for me do more with less? Except text editors and compilers.

Except text editors and compilers. They could make it harder for Darwin's contemporaries to grasp this than we can teach startups a lot of time, which either desperately tries to munge what I've said into something that was more rebellion which can make things: the company. Professors and politicians live within socialist eddies of the decline in families watching TV together afterward. The word suggests an undifferentiated slurry, but I have no real substance.

Google Video is badly designed. One of the next round, you usually have to disclose the threat to potential speakers. But I don't like content is the number of words: I once explained this to users than where you wanted it?

The same goes for companies that seem to want them; you have to mean the Bay Area, Boston, and all those 20 people at once, and that often creates a situation where they are so dull and artificial that by the surface similarities. The constraint propagates up as well use the wrong target. Charles Darwin was 22 when he was exaggerating. Ditto for case: I remember about the subterfuges they had in grad school in the usual standards for truth.

As well as problems that have to be delivering results.

Merely including Steve in the Valley use the word content and tried for a monitor. Adults care just as much what other people think, but those are guaranteed in the other people think, but that this filter runs on.

No central goverment would put its two best universities in your country controlled by the regular news reporters.

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rafi1228 · 5 years ago

Link

Computer Science Through Python Application

What you’ll learn

Fundamental concepts of computer science that are transferable across ALL programming languages.

Foundations of the Python language as well as how to import and work with 8 libraries such as random, matplotlib, and tkinter.

How to actually write YOUR OWN programs. You will not sit back and watch. You will DO!

40 “Challenge Problems” that include, a problem description, detailed guide, example output, and completed code.

Communicate secretively with a friend by encoding/decoding information based on per-determined bodies of text.

Simulate the Power Ball Lottery and see how adjusting the number of balls affects the likelihood of becoming a billionaire.

See the devastating effect of interest on student loans and graph the results.

Create a GUI interface that simulates the spread of an infectious disease throughout a population.

Requirements

A working computer with internet connection and access to a web browser.

Python 3 installed (optional).

A desire to learn!

Description

Hello, my name is Michael Eramo. I am an experienced educator, life long learner, and a self-taught programmer. I hold official Bachelor’s Degrees in Music Industry, Education, and Physics, a Master’s Degree in Mathematical Science, and a certificate in Software Development from Microsoft. While I owe my extensive knowledge base in Music, Physics, Mathematics, and Education to the many great educators I have worked with, my understanding of Computer Science is all my own.

I have never taken an “official” computer science course; I am completely self-taught. However, do not let that deter you from taking this course! Instead, let it motivate you that you too can learn anything you want to. Not only have I done it, but I’ve come to realize what works best for the self-taught programmer, and I have perfected the process!

See, I had this deep fear right after my son was born that I was done growing as an individual; that the person I was at 30 was going to be the same person I was at 55. I felt that there was literally ZERO time in the day to do anything other than go to work and be a dad. That is, until I bought a book on Computer Science, and a sense of wonder was woken. I’ve read countless books, watched hundreds of videos, and put in thousands of hours exploring and writing code. I would routinely wake up at 3:00 AM to learn for a few hours before I had to go to my full time job, teaching high school, before I went to my part time job of teaching college. Days were long, but getting up at 3:00 AM to read, to learn, or to code benefited me more than a few extra hours of sleep. It helped me realize that I was never done learning; never done growing. To me, that is what defines a life long learner.

I have years of classroom experience as a high school Physics teacher, Computer Science teacher, and college Mathematics professor. I am part of the New York State Master Teacher Program; a network of more than 800 outstanding public school teachers throughout the state who share a passion for their own STEM learning and for collaborating with colleagues to inspire the next generation of STEM leaders. Most importantly, I know what motivates people to learn on their own; to find a way to create time to learn, when there is no time to be had. I understand that time is valuable and that all learning should be engaging, meaningful, and have purpose.

Combining my expertise as an educator and my own personal interest in self-taught computer science led me to a telling realization; most educational material for the self-taught programmer is NOT EDUCATIONAL AT ALL. Instead, it falls into one of two categories:

Writing small “snippets” of programs that taken out of context, seem to serve no purpose at all and frankly, are beneath the user. Prime examples include using a for loop to print out all even numbers from 1 to 100 or using if statements to respond to generic user input. Here, users are bored and aren’t challenge to create anything with meaning. There is little purpose other than gaining what is essentially factual level knowledge. It is a waste of your time.

Watching others code whole “applications” without a true understanding of what is going on. These are programs whose scope is beyond the user in which there is no clear guide to walk the user through the thought process without just giving them the answers. Here, without proper support and guidance, the user just defaults to letting someone else unfold the solution for them. There is little engagement in watching someone else work and rarely a thought generated on one’s own. It is a waste of time.

Yes, I will admit that some learning does take place in doing simple tasks or watching others complete complicated tasks. In fact, much of how I learned was done this way. However, I’m telling you it pales in comparison to the learning that takes place by DOING meaningful and appropriately challenging work. This is the art of doing.

The art of doing is the art form of transforming oneself from a passive learner who watches, to one who sees the process of learning for what it truly is; a mechanism to better oneself. In “The Art of Doing”, I have worked very hard to put together 40 meaningful, engaging, and purposeful “Challenge Problems” for you to solve.

Each challenge problem is differentiated for 3 levels of learning.

First, you are given a description of the program you are to create and example output. This allows users an opportunity to solve well defined problems that are meaningful and appropriate in scope. Here, all of the solution is user generated. It is engaged learning.

Second, you are given a comprehensive guide that will assist you in thought process needed to successfully code your program. This allows users appropriate assistance that tests their knowledge and forces them to generate the thoughts needed to solve the given problem. It is meaningful learning.

Third, you are given completed code, with comments, to highlight how to accomplish the end goal. This allows users to reference a working version of the program if they are stuck and cannot solve a portion of the problem without assistance. Rather than grow frustrated, the user can quickly reference this code to gain intellectual footing, and work back to solving the problem on their own. It is purposeful learning.

Engaging, meaningful, and with purpose. These challenge problems are vehicles that not only teach computer science, but teach you the art of doing. I guarantee that after completing them all you will consider yourself a life long learner and be proud to call yourself a self-taught programmer.

Throughout the scope of this book and its 40 challenge problems, you will get exposed to numerous ideas, theories, and fundamental computer science concepts. By working through all 40 challenge problems, you will gain a mastery level understanding of the following topics:

Data Types:

Strings: A series of characters

Integers: Whole numbers

Floats: Decimal numbers

Lists: A mutable collection

Tuples: An immutable collection

Ranges: A sequence of integers

Booleans: A True or False value

Dictionaries: A collection of associated key-value pairs

Control Flow:

For Loops

If Statements

If/Else Statements

If/Elif/Else Statements

Break

Pass

Continue

While Loops

Def

Return

Assignment, Algebraic, Logical, Members, and Comparison Operators

= Assignment

+= Compound Assignment

-= Compound Assignment

+ Concatenation (strings)

+ Addition (ints and floats)

– Subtraction

* Multiplication

/ Division

** Exponentiation

% Modulo Division

And

Not

Not in

== Equal to

!= Not Equal to

< Less than

> Greater Than

<= Less Than or Equal

>= Greater Than or Equal

Over 20 Built In Python Functions:

print()

type()

str()

int()

float()

input()

round()

sorted()

len()

range()

list()

min()

max()

sum()

zip()

bin()

hex()

set()

bool()

super()

String Methods:

.upper()

.lower()

.title()

.strip()

.count()

.join()

.startswith()

.replace()

.split()

Lists Methods:

.append()

.insert()

.pop()

.remove()

.sort()

.reverse()

.copy()

.index()

Dictionary Methods:

.items()

.keys()

.values()

.most_common()

And External Libraries:

math

datetime

cmath

random

collections

time

matplotlib

tkinter

Who this course is for:

Beginner programmers who are looking for an opprotunity to learn though application rather than direct instruction.

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Created by Michael Eramo Last updated 1/2020 English English [Auto-generated]

Size: 10.38 GB

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The post The Art of Doing: Code 40 Challenging Python Programs Today! appeared first on Free Course Lab.

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networkingdefinition · 5 years ago

Text

The 20 Highest Paying Jobs in the World

Official Website: The 20 Highest Paying Jobs in the World

When you set out to pick a profession, you’ll likely be thinking about 3 aspects: is it directly and skillfully rewarding? Is it amazing? And also does it pay well?

Well, these 20 jobs tick all three boxes, particularly the latter.

They are the highest-paying work in the globe. So, if you’re trying to find some inspiration– whether you’re considering your alternatives after institution or dabbling the suggestion of changing careers– you’ve concerned the right place.

Without additional ado, these are the 20 best-paying jobs across the earth, in addition to what they entail and also just how much they pay.

20)– Investment-Banker-. – Salary-potential-: $209,000 (US)/ ₤ 123,000 (UK)/ C$ 102,000 (Canada).

Relying on their standing and also the department they work in, financial investment bankers have various duties.

As an entry-level professional, you would begin as an analyst or partner as well as progressively go up the financial investment financial ladder to come to be a vice president, supervisor or taking care of director. As for your tasks, they will certainly vary in between doing marketing research, developing as well as analysing reports, as well as executing monetary models.

In order to come to be a financial investment lender, you’ll need exceptional mathematical skills as well as a minimum of a bachelor’s degree. Nonetheless, if you wish to advance beyond a junior analyst function, an MBA level will show valuable. 19)– University-Professor-. – Salary-potential-: $209,000 (US)/ ₤ 92,000 (UK)/ C$ 168,000 (Canada). You could combine the 2 by becoming a postsecondary educator if you’re enthusiastic concerning a specific subject as well as academia.

The life of a college teacher is a complex one. Past teaching students and leading workshops as well as seminars, you will certainly additionally carry out study, carry out professors tasks and represent your university at external panels and also boards.

In order to become a professor, you need to have a bachelor’s and also a master’s level, and also while most of the times a PhD degree is additionally compulsory, there are a few entry-level opportunities that won’t call for one. 18)– Senior-Software-Engineer-. – Salary-potential-: $153,000 (US)/ ₤ 74,000 (UK)/ C$ 121,000 (Canada).

In the electronic age, software program design is an extremely sought-after job. It is no surprise, then, that it made its means onto this listing.

Software designers have an outstanding skillset; their understanding is based on computer system math, scientific research and also engineering, as they apply design concepts to design, test and create computer software application.

The path towards ending up being a software program engineer has altered over the past few years. Typically a level in computer science was the way to go about this, lots of aspiring software designers are deciding to complete intensive coding bootcamps. 17)– Computer-Hardware-Engineer-. – Salary-potential-: $128,000 (United States)/ ₤ 81,000 (UK)/ C$ 115,000 (Canada). Below’s one more tech-savvy duty for your consideration.

Computer hardware designers are in charge of creating, screening and also analysing physical computer systems. Other duties consist of troubleshooting as well as developing electronic circuits and also assemblies.

This is an instead affordable work, with functions usually readily available in computer companies and element producers. For that reason, you need to be able to satisfy a specific list of criteria. At entry-level, positions need an approved bachelor’s degree in computer science or electric engineering, while larger companies might also need a master’s level. 16)– Aerospace-Engineer-. – Salary-potential-: $128,000 (US)/ ₤ 53,000 (UK)/ C$ 104,000 (Canada).

Aerospace engineers concentrate on creating airborne objects such as aircraft, spacecraft as well as satellites. To do this, they should create and check prototypes in addition to oversee the building process of their jobs. They need to likewise assess layouts to see to it that they’re in line with engineering principles.

As if their task description isn’t cool down enough, they’re likewise several of the highest earners on the planet.

A bachelor’s level in aerospace design will help you progress right into a productive job and also, oftentimes, colleges supply five-year programs that allow you to achieve both a bachelor’s and also a master’s.

15)– Senior-Data-Scientist-. – Salary-potential-: $160,000 (US)/ ₤ 81,000 (UK)/ C$ 127,000 (Canada). Data scientists are logical data professionals that function throughout multiple areas. They’re generally entrusted with organising as well as evaluating details, as well as they use their skills in data, programming and also math to discover feasible services based on available data.

If this sounds like an optimal job for you, you’ll require to first achieve a bachelor’s degree in a topic like computer physics, science or math, followed by a master’s in a related area, before obtaining experience in the sector you’re interested in. 14) Petroleum Engineer. – Salary-potential-: $171,000 (US)/ ₤ 91,000 (UK)/ C$ 175,000 (Canada).

As you may have predicted, there’s a great deal of money to be made in the Big Oil sector– as well as petroleum engineers play a critical duty within it.

They are mostly interested in creating modern technology to extract oil and gas from natural deposits; in order to do so, they are needed to travel to different exploration sites worldwide and perform research.

Similar to any kind of engineering duty, petroleum engineers are expected to have an outstanding grasp of mathematics as well as science. While a bachelor’s level in petroleum engineering is one of the most perfect choice, you could likewise escape a degree in mechanical, chemical or civil engineering. 13)– Pharmacist-. – Salary-potential-: $135,000 (United States)/ ₤ 46,000 (UK)/ C$ 118,000 (Canada). A day in the life of a pharmacologist includes a series of tasks. From dispersing prescriptions to encouraging individuals on drug, theirs is a crucial health care career. It’s not a surprise, then, that they have a spot on this checklist.

In order to end up being a pharmacist, there is a series of actions to take. To start with, you require to complete a postgraduate degree before starting the training needed to obtain licensed. There are also various paths to take within this role, as you can be a drug store assistant prior to proceeding right into the role of a pharmacologist. 12)– Airline-Pilot-. – Salary-potential-: $240,000 (United States)/ $116,000 (UK)/ C$ 154,000 (Canada).

Yet an additional occupation that is increasingly expanding popular.

There’s a great reason airline company pilots are just one of the highest-paid experts. They have to not only undergo energetic training however likewise meet specific physical demands pertaining to vision, hearing, elevation, weight as well as speech.

College levels aren’t required from the majority of local airline companies, it will be a need by major carriers. And also, it will certainly provide you an one-upmanship. In order to be a qualified candidate, nonetheless, you will commonly require to be over 21 as well as have a Class 1 Medical Certificate, together with your commercial pilot permit. 11)– Air-Traffic-Controller-. – Salary-potential-: $149,000 (United States)/ ₤ 106,000 (UK)/ C$ 162,000 (Canada). If you would certainly such as to maintain your feet on the ground and also still operate in aeronautics, why rule out a career as an air website traffic controller?

An air traffic controller’s primary issue is security, as they’re responsible for working with aircraft, notifying pilots on liftoff as well as landing, as well as maintaining them well-informed with various other essential info.

You’ll require to finish a series of training if you desire to enter this area. The demands differ relying on the nation you work in; in the US, as an example, candidates need a bachelor’s level from the Air Traffic Collegiate training programme as well as are required to complete examinations at the Federal Aviation Administration academy.

10)– Marketing-Manager-. Average salary: $99,000 (United States)/ ₤ 50,000 (UK)/ C$ 87,000 (Canada).

An advertising supervisor’s role is pretty uncomplicated. It consists of a vast range of obligations and jobs. These include keeping track of spending plans, handling staff members, analysing advertising campaigns and developing new advertising methods for products and services.

Charismatic marketing supervisors have the prospective to gain a high earnings while doing what they do best, as well as this career is anticipated to expand in demand.

Experience is a key element in order to acquire this duty. While a bachelor’s level in the field you intend to get in would be useful, it isn’t needed nowadays. Indeed, there’s no direct course to take when it pertains to this function. 9)– Corporate-Lawyer-. – Salary-potential-: $240,000 (United States)/ ₤ 101,000 (UK)/ C$ 152,000 (Canada).

Think about being experts in company law if you’re an ambitious legal representative. Not only is it an interesting profession, but it likewise pays well!

Company legal representatives are essentially legal business advisors, as their major task is to advice services on their lawful rights and duties. You will generally be managing lawful concerns such as liability, ownership, contracts as well as employment.

Getting a legislation level is the first step towards the ideal direction. Afterwards, there are various routes to take, relying on where you’re based. Nonetheless, once you’ve started training as a lawyer, you can focus on your picked area of regulation. 8)– IT-Systems-Manager-. – Salary-potential-: $127,000 (US)/ ₤ 55,000 (UK)/ C$ 121,000 (Canada).

IT supervisors hold an important part of any type of organisation version, making them extremely popular professionals. An IT manager’s major duty is to shield workplace networks from cyberpunks and also malware, preserve software and also hardware via normal upgrades, and settle any technical issues that may arise.

This is a suitable job path if you’re enthusiastic regarding infotech, you’re a superb trouble solver, as well as you possess great social abilities. There are many means to enter this occupation yet having a bachelor’s or a master’s degree connected to the field is a great place to start. 7)– Engineering-Manager-. – Salary-potential-: $149,000 (United States)/ ₤ 89,000 (UK)/ C$ 109,000 (Canada).

To name a few points, design supervisors require to supervise different jobs, work with diverse teams and communicate with clients. To put it simply, you not just need to be a very knowledgeable specialist however also possess a variety of crucial soft skills.

If you’re an engineer, you can slowly proceed into this placement, although you can additionally go after an MBA or, a lot more particularly, an MEM that will offer you the ideal foundations to end up being an engineering supervisor. 6)– CEO-. – Salary-potential-: $310,000 (US)/ ₤ 176,000 (UK)/ C$ 259,000 (Canada).

There’s a good reason CEOs gain rewarding wages. Their role is one that calls for a varied skillset; from management to interaction and also decision-making to service monitoring abilities, it takes a great deal of commitment in order to become a successful CEO.

If you’ve got your heart set on a C-suite work, then you require to be prepared to put in the hours. Although there are no specific academic needs, a relevant level or course in your selected industry is an excellent begin. The most crucial variable here is experience and also natural charm.

5)– Dentist-. – Salary-potential-: $213,000 (United States)/ ₤ 98,000 (UK)/ C$ 206,000 (Canada).

With a spot in the leading five highest-earning occupations, tasks in dental care are experiencing considerable development.

A dental expert suggests clients on good dental care, keeps their oral hygiene, and also diagnoses and also treats issues. When essential, they additionally accomplish minor procedures.

As soon as you’re a certified dental professional, you can also pick to be experts in a specific location, however to begin, you’ll require to acquire a bachelor’s degree in dentistry and finish all the necessary practical training. 4)– Orthodontist-. – Salary-potential-: $304,000 (United States)/ ₤ 291,000 (UK)/ C$ 245,000 (Canada).

Orthodontists are experts in repairing jagged smiles, lining up teeth and dealing with oral disorders. They check out clients and fit them with the appropriate braces as well as retainers, helping them change the structure of their teeth and also jaw.

Orthodontists experience the very same training treatment as dentists. That stated, they likewise need to complete a postgraduate orthodontist course after their preliminary oral degree. 3)– Physician-. – Salary-potential-: $227,000 (US)/ ₤ 102,000 (UK)/ C$ 252,000 (Canada).

Physicians can be divided into 2 various classifications: general practitioners as well as specialist physicians. The former is normally the very first point of contact for patients. Their wide knowledge of various problems enables them to aid patients experiencing the simplest cold to an uncommon illness. Specialist physicians, on the other hand, focus on medical medicine as well as have comprehensive understanding in the location they are experts in.

In order to end up being a medical professional, you require to finish a medical degree and also join a residency program before obtaining your physician permit. It may appear like a long roadway, yet it is most certainly a fulfilling one! 2)– Surgeon-. – Salary-potential-: $496,000 (United States)/ ₤ 120,000 (UK)/ C$ 180,000 (Canada).

Cosmetic surgeons are extremely regarded physician. For them, a common day at the office includes accomplishing preoperative diagnoses, inspecting as well as carrying out surgical treatments in with patients, post-operation. This is not an occupation for the weak, as you are anticipated to function lengthy hours, deal with life and death circumstances, and be constantly standing by.

In order to become a surgeon, you not just require to complete medical training to come to be a doctor however additionally invest an added quantity of years specialising in a details field. 1)– Anaesthesiologist-. – Salary-potential-: $411,000 (US)/ $192,000 (UK)/ C$ 408,000 (Canada).

Just like doctors, anaesthesiologists are trained physicians who are experts in perioperative care. They play an instrumental duty within an operation, as they need to guarantee that the patient gets the appropriate kind as well as dosage of anaesthesia while under the scalpel.

Ending up being an anaesthesiologist is fairly a long as well as extensive process, which normally needs 12 to 13 years of clinical training. It’s no surprise, after that, that they’re the leading income earners on the planet!

It takes a great deal of dedication to attain true occupation success. However, if you’re determined and also prepared to put in the work, you might find yourself gaining a profitable earnings!

On that note, it’s crucial to bear in mind that a high revenue ought to not be the only substantial factor when settling on a job course. Without a doubt, there’s a non-exhaustive listing of factors you require to think about in order to find the perfect job for you!

Do any of these high-paying tasks take your fancy? Join the conversation listed below as well as let us understand!

At entry-level, placements need a recognized bachelor’s level in computer system scientific research or electric engineering, while bigger firms may also call for a master’s level. To begin with, you need to finish a doctoral degree before embarking on the training called for to obtain licensed. College degrees aren’t called for from the majority of regional airlines, it will be a requirement by significant providers. While a bachelor’s level in the field you want to enter would be beneficial, it isn’t essential nowadays. There are no certain academic needs, an appropriate level or course in your picked field is a good beginning.

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equitiesstocks · 5 years ago