Algebra develops pure critical thinking, much more so than statistics, and the two are not interchangeable. You might as well substitute wood shop. College may be a job ticket, but it is also supposed to educate. In my opinion, intermediate algebra is passable by any committed and moderately intelligent student, and it should remain as a prerequisite. You should put your efforts into motivating students to do the hard work necessary to reach their chosen goals, rather than into watering down the college curriculum.
Algebra II expands one’s ability to reason. Reasoning and critical thinking are so lacking in America today. Need help, get a tutor.
This article is groundshaking.
I am having this same problem.
Who wrote the math problem you presented? The question is to “Expand this polynomial…” and then presents an equation, not a polynomial.
To solve the equation for y, take plus or minus the square root of the left side, no expansion necessary. Expansion of the left side uses FOIL, an Algebra I skill, but it plays no role in solving the equation.
I think it is a bit misleading to say that if a student is not able to do a specific type of algebra problem, then that student does not deserve a college degree. If a student is not able to pass the Algebra course, then it means the student is not able to do a lot of problems. We focus so much on pass/fail that it is easy to forget that the point of pursuing … Read More
I think it is a bit misleading to say that if a student is not able to do a specific type of algebra problem, then that student does not deserve a college degree. If a student is not able to pass the Algebra course, then it means the student is not able to do a lot of problems.
We focus so much on pass/fail that it is easy to forget that the point of pursuing an education is for the students to have an opportunity to develop skills that they don’t have. One of the most important skills that students will learn to develop in the Algebra course is to learn how to correct their own mistakes. It seems trivial for most of us but it’s not as natural as we may think. Wouldn’t it be better to push for more resources to go into helping these students pass the class instead of pushing to get rid of the class?
This is bunk. Dumbing down of a BS Degree especially a STEM program. What’s next? Calculus? Trig? The professor knows that the logic skills used in algebra are fundamental in developing evaluative skills in life. Intermediate algebra develops logic skills and constructs for any Bachelor of science degree.
Unless I misread, the author states that many majors do not require the skills of Algebra, that statistics can be completed successfully without it. Additionally, if it's just logic and decision making, there is argumentation, philosophy, and dozens of other general education courses that cover this. While I have solved for X many many times since college, I have never needed other Algebra skills, not for my MBA, nor as a data … Read More
This document outlines the specifics training features and the practicalities of how to use them in DeepLearning4J. This document assumes some familiarity with recurrent neural networks and their use - it is not an introduction to recurrent neural networks, and assumes some familiarity with their both their use and terminology. If you are new to RNNs, read A Beginner’s Guide to Recurrent Networks and LSTMs before proceeding with this page.
Contents
DL4J currently supports the following types of recurrent neural network
Java documentation for each is available,
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,
BidirectionalGravesLSTM
,
BaseRecurrent
Consider for the moment a standard feed-forward network (a multi-layer perceptron or ‘DenseLayer’ in DL4J). These networks expect input and output data that is two-dimensional: that is, data with “shape” [numExamples,inputSize]. This means that the data into a feed-forward network has ‘numExamples’ rows/examples, where each row consists of ‘inputSize’ columns. A single example would have shape [1,inputSize], though in practice we generally use multiple examples for computational and optimization efficiency. Similarly, output data for a standard feed-forward network is also two dimensional, with shape [numExamples,outputSize].
Conversely, data for RNNs are time series. Thus, they have 3 dimensions: one additional dimension for time. Input data thus has shape [numExamples,inputSize,timeSeriesLength], and output data has shape [numExamples,outputSize,timeSeriesLength]. This means that the data in our INDArray is laid out such that the value at position (i,j,k) is the jth value at the kth time step of the ith example in the minibatch. This data layout is shown below.
When importing time series data using the class CSVSequenceRecordReader each line in the data files represents one time step with the earliest time series observation in the first row (or first row after header if present) and the most recent observation in the last row of the csv. Each feature time series is a separate column of the of the csv file. For example if you have five features in time series, each with 120 observations, and a training test set of size 53 then there will be 106 input csv files(53 input, 53 labels). The 53 input csv files will each have five columns and 120 rows. The label csv files will have one column (the label) and one row.
RnnOutputLayer is a type of layer used as the final layer with many recurrent neural network systems (for both regression and classification tasks). RnnOutputLayer handles things like score calculation, and error calculation (of prediction vs. actual) given a loss function etc. Functionally, it is very similar to the ‘standard’ OutputLayer class (which is used with feed-forward networks); however it both outputs (and expects as labels/targets) 3d time series data sets.
Comments Off on How ‘Demonstrated Interest’ Can Help Your College Admissions Chances 29 August 2017
Just as students worry about finding the right college and getting into it, college admissions offices worry about finding the right students. Even if a student is a good match, some colleges might not admit them if they are unlikely to enroll. College admissions offices use demonstrated interest to try to predict the likelihood that an applicant will enroll if admitted.
The use of demonstrated interest is not just about colleges trying to increase their yield, which is the percentage of admitted students who enroll. Sure, a college’s yield can influence the college’s rank in the U.S. News World Report’s list of the best colleges. But, more importantly, it makes the number of students who enroll more predictable. Getting too many students to enroll can be almost as bad as having too few students enroll.
If you don’t play the demonstrated interest game right, it can affect whether you get into your dream college.
Demonstrated interest is one of the top 10 college admission criteria, favored by about one in six college admissions offices.
Unfortunately, first-generation college students don’t have the experience to know how to increase their odds of getting in. Low-income students might not be able to afford to visit every college of interest to them, which might be misinterpreted by the colleges as a lack of commitment to enrolling at the college if they are admitted.
You might think that applying for admission clearly demonstrates that you are interested in the college. But, a student can enroll in only one college. If you’ve applied to more colleges, the odds of your enrolling in any one college are lower. The colleges want to see signs of strong interest in their institution.
Here’s how to show the colleges that you really, really like them. Give them the reassurance they need and they will be more likely to admit you.
The most important form of demonstrated interest is whether you visit the campus . Visit the college, go on a campus tour, schedule an in-person interview with an admissions officer, sit in on a class, eat the cafeteria food and stay overnight with a student. Let the admissions office know in advance when you’ll be visiting.
visit the campus
Some colleges recognize that low-income, first-generation and underrepresented students cannot afford to visit every college. These colleges sponsor
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, where the college admissions office covers the cost of your visit.
If the college doesn’t offer a fly-in program and you can’t afford to visit, but really like the college, tell them. Some colleges that don’t have formal fly-in programs will nevertheless reimburse travel costs for students who can’t afford to travel to the college. Others will note this in your file, so that your admissions chances aren’t affected by the lack of a college visit.
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