Following the lead of France and Ontario, the Victorian Labor government has decided to ban mobile phones in government classes. One stated reason is to combat cyberbullying, but they’re probably lying. The good and blatantly obvious reason is that smart phones destroy concentration.
Still, any change, no matter how compelling, will have its detractors. There is the idiotic argument that the ban is unenforceable; the claim is almost certainly false, but if true points to such a profound loss of authority that schools may as well just give up entirely. And, there is the argument – one in a stream of tendentious half-truths – that occasionally the internet is down, meaning a lesson can only continue aided by a mobile’s hotspot. The argument is based upon a falsehood but in any case is much worse than wrong; any teacher so addicted to the internet for their teaching may first wish to heal thyself. They may also wish to consider a new profession. Please.
And of course there is discussion of the suggested educational benefits of smart phones, proving only that there is no idea so idiotic that some educational hack cannot be found to support it.
Luckily, it would appear that the Labor government is holding firm, and students will be able to get back to the intended lessons. On their fucking iPads.
It would appear that the Ramsey Centre‘s Degree in Western Civilisation will now be a thing. This comes after the ANU rejected the idea out of concerns about Ramsey’s autocratic meddling. And, it comes after Sydney University shot itself in the foot by censoring its own academics. But, the University of Wollongong is hellbent on offering Ramsey’s Bachelor of Arts in Western Civilisation. This comes with the news that the University Council overruled Wollongong’s academic senate because, after all, what would those silly academics know about academic integrity?
Jillian Broadbent, UoW’s chancellor, claimed that the council had “full respect for the university’s academic process”. If only Broadbent had a modicum of respect for the meaning of English words.
Underlying all of this is the question of the meaning of “Western civilisation”. UoW advertises that in Ramsey’s degree a student will:
Learn how to think critically and creatively as you examine topics in ethics, aesthetics, epistemology, metaphysics, philosophy of religion and political philosophy.”
The irony is palpable. But, at least it makes clear what is meant by “Western civilisation”. It means the power of a business-bloated gang to use Orwellian language while ramming through the selling out of a public institution to rich bigots.
We intend these words, of course, with the fullest of respect.
The WitCHfest is coming to an end. Our final WitCH is, once again, from Cambridge’s Specialist Mathematics 3 & 4 (2019). The section establishes the compound angle formulas, the first proof of which is our WitCH.
This WitCH comes from one of our favourites, the Complex Numbers chapter from Cambridge’s Specialist Mathematics 3 & 4 (2019). It is not as deep or as beWitCHing as other aspects of the chapter. But, it’s still an impressive WitCH.
OK, playtime is over. This one, like the still unresolved WitCH 8, will take some work. It comes from Cambridge’s Mathematical Methods 3 & 4 (2019). It is the introduction to “When is a function differentiable?”, the final section of the chapter “Differentiation”.
The easy WitCH below comes courtesy of the Evil Mathologer. It is a worked example from Cambridge’s Essential Mathematics Year 9 (2019), in a section introducing parabolic graphs.
The WitCH below is courtesy of a clever Year 11 student. It is a worked example from Jacaranda’s Maths Quest 11 Specialist Mathematics (2019):
This PoSWW comes courtesy of our friend Alison. (Alison is the feistiest Christian since Jesus Christ.) The PoSSW was from a worksheet inflicted upon Alison’s Year 8-9 daughter. We don’t know the publisher of the worksheet.
The following exercise and, um, solution come from Cambridge’s Mathematical Methods 3 & 4 (2019):
Reflecting on the comments below, it was a mistake to characterise this exercise as a PoSWW; the exercise had a point that we had missed. The point was to reinforce the Magrittesque lunacy inherent in Methods, and the exercise has done so admirably. The fact that the suggested tangents to the pictured graphs are not parallel adds a special Methodsy charm.