All entries for June 2005
June 07, 2005
There were about 8 posts last night whinging about Applied Analysis and it got me thinking about how these blogs could be used by the university and in particular, all of the departments.
I think it would be really interesting if someone did some kind of case study on how many people from each course moaned about their exams (or even just each module within a course) to see if there is any significant difference between courses (or modules).
I am curious to see if there is much difference between things like Maths and English. Do a higher proportion of people moan about the sheer volume of stuff they need to know for the 7–8 maths or chemistry modules they have to do compared to the 3 that english or history people have.
Are people from one degree subject finding it much harder than people from another? If so what is it people are finding so hard? … Why is there such a difference?
I have noticed that one of my lecturers from this year has a blog and has occasionly commented on some of my friends blogs and this got me thinking about whether each lecturer uses this kind of forum for feedback on their module. I mean if I were to write something alone of the lines of Modelling Nature's Non-Linearity is really badly taught and the notes we have bear absolutely no relevence to the assessments we were set then Dr Dave Wood could possibly find that entry and if enough people have mentioned it, then maybe there is a problem.
From what people have been writing last night about Applied Analysis, there clearly appears to be a problem with the module. I have heard all the rumours about previous year's results and I am yet to find someone who has said that Applied Analysis was remotely easy so why is nothing being done about it? I don't expect any module to be easy as such but surely it should be do-able. From what people have written and said to me it appears that it simply contains far too much information, the lecturer doesn't explain things well and exams are completely differnent from year to year.
Is the current way of assessing modules not working? Surely these complaints have gotten back to the Maths department but nothing seems to have been about them as the exact same problems appear to occur the next year. When you think about it how many of you actually fill in the forms we get during and near the end of module properly. Most people just take about 2 seconds to tick the few boxes and from what I gather few people take the time to write down many (if any) comments. I also think some people are also put off by the fact that they know the lecturer is probably going to read about they say and are therefore not likely to say exactly how they feel.
Blogs are different though. Granted things can be written in the spur of a moment and therefore things are probably over-exaggerated a little but people do feel more free to write what they really feel as it is easier because there is always that feeling in the back of your head that no one ever bothers to read the crap that I rant about here.
So yeah, maybe lecturers should be encouraged to read some of the entries of people that have taken their module to get a better understanding of what problems people have been having. Just my 2 pennies worth.
Disclaimer: Modelling Nature's Non-Linearity is an extremely well taught module and the notes are extremely useful for the assessments. I was merely using the above as a possible example :)
June 03, 2005
First we state girls require time and money:
Girls = Time x Money
As we all know "Time is money":
Time = Money
so Girls = Money x Money = (Money)2
And because "Money is the root of all evil"
Money = √evil
so Girls = (√evil)2
And we are forced to conclude that:
Girls = Evil
I found this whilst searching for some maths thing on the internet … It cheered me up whilst I was revising today :)