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|#4953||Illiterate? Write today, for free help!|
|#4954|| In a forest a fox bumps into a little rabbit, and says, "Hi,|
Junior, what are you up to?"
"I'm writing a dissertation on how rabbits eat foxes," said the
"Come now, friend rabbit, you know that's impossible! No one
will publish such rubbish!"
"Well, follow me and I'll show you."
They both go into the rabbit's dwelling and after a while the
rabbit emerges with a satisfied expression on his face. Comes along a
wolf. "Hello, little buddy, what are we doing these days?"
"I'm writing the 2'nd chapter of my thesis, on how rabbits devour
"Are you crazy? Where's your academic honesty?"
"Come with me and I'll show you."
As before, the rabbit comes out with a satisfied look on his face
and a diploma in his paw. Finally, the camera pans into the rabbit's cave
and, as everybody should have guessed by now, we see a mean-looking, huge
lion, sitting, picking his teeth and belching, next to some furry, bloody
remnants of the wolf and the fox.
The moral: It's not the contents of your thesis that are
important -- it's your PhD advisor that really counts.
|#4955||In California, Bill Honig, the Superintendent of Public Instruction, said he|
thought the general public should have a voice in defining what an excellent
teacher should know. "I would not leave the definition of math," Dr. Honig
said, "up to the mathematicians."
-- The New York Times, October 22, 1985
|#4956||Instead of giving money to found colleges to promote learning, why don't|
they pass a constitutional amendment prohibiting anybody from learning
anything? If it works as good as the Prohibition one did, why, in five
years we would have the smartest race of people on earth.
-- The Best of Will Rogers
|#4957||Iowa State -- the high school after high school!|
-- Crow T. Robot
|#4958||It has been said [by Anatole France], "it is not by amusing oneself|
that one learns," and, in reply: "it is *____only* by amusing oneself that
one can learn."
-- Edward Kasner and James R. Newman
|#4959||It has long been an article of our folklore that too much knowledge or skill,|
or especially consummate expertise, is a bad thing. It dehumanizes those who
achieve it, and makes difficult their commerce with just plain folks, in whom
good old common sense has not been obliterated by mere book learning or fancy
notions. This popular delusion flourishes now more than ever, for we are all
infected with it in the schools, where educationists have elevated it from
folklore to Article of Belief. It enhances their self-esteem and lightens
their labors by providing theoretical justification for deciding that
appreciation, or even simple awareness, is more to be prized than knowledge,
and relating (to self and others), more than skill, in which minimum
competence will be quite enough.
-- The Underground Grammarian
|#4960|| It is a profoundly erroneous truism, repeated by all copy-books and|
by eminent people when they are making speeches, that we should cultivate
the habit of thinking about what we are doing. The precise opposite is the
case. Civilization advances by extending the numbers of important operations
which we can perform without thinking about them. Operations of thought are
like cavalry charges in battle -- they are strictly limited in number, they
require fresh horses, and must only be made at decisive moments.
-- Alfred North Whitehead
|#4961|| It's grad exam time...|
Inside your desk you'll find a listing of the DEC/VMS operating
system in IBM 1710 machine code. Show what changes are necessary to convert
this code into a UNIX Berkeley 7 operating system. Prove that these fixes are
bug free and run correctly. You should gain at least 150% efficiency in the
new system. (You should take no more than 10 minutes on this question.)
If X equals PI times R^2, construct a formula showing how long
it would take a fire ant to drill a hole through a dill pickle, if the
length-girth ratio of the ant to the pickle were 98.17:1.
Describe the Universe. Give three examples.
|#4962|| It's grad exam time...|
You have been provided with a razor blade, a piece of gauze, and a
bottle of Scotch. Remove your appendix. Do not suture until your work has
been inspected. (You have 15 minutes.)
Describe the history of the papacy from its origins to the present
day, concentrating especially, but not exclusively, on its social, political,
economic, religious and philisophical impact upon Europe, Asia, America, and
Africa. Be brief, concise, and specific.
Create life. Estimate the differences in subsequent human culture
if this form of life had been created 500 million years ago or earlier, with
special attention to its probable effect on the English parliamentary system.
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