Today's Message Index:
----------------------
1. 04:50 AM - Re: Source for Bakelite - 1/32" thick (Alfio)
2. 07:24 AM - Re: Re: Expanded horizons for the List?Marketing suggestion (Robert L. Nuckolls, III)
3. 07:25 AM - Re: Re: Source for Bakelite - 1/32" thick (Robert L. Nuckolls, III)
4. 09:12 AM - Re: Source for Bakelite - 1/32" thick (Alfio)
5. 09:58 AM - Re: Re: Expanded horizons for the List?Marketing suggestion (Bill)
6. 01:53 PM - Re: Re: Expanded horizons for the List?Marketing suggestion (rayj)
7. 02:40 PM - Re: Re: Expanded horizons for the List?Marketing suggestion (Terry Watson)
8. 03:05 PM - Re: Re: Expanded horizons for the List?Marketing suggestion (Robert L. Nuckolls, III)
9. 04:51 PM - Re: Re: Expanded horizons for the List?Marketing suggestion (David)
10. 04:52 PM - Re: Re: Expanded horizons for the List?Marketing suggestion (David)
11. 05:04 PM - Re: Re: Expanded horizons for the List?Marketing suggestion (rayj)
12. 06:20 PM - Latest Revision of Z-13/8 ??? (idleup)
13. 07:05 PM - Re: Re: Source for Bakelite - 1/32" thick (Robert L. Nuckolls, III)
14. 07:05 PM - Re: Re: Expanded horizons for the List?Marketing suggestion (Robert L. Nuckolls, III)
15. 07:20 PM - Re: Latest Revision of Z-13/8 ??? (Robert L. Nuckolls, III)
16. 08:08 PM - Re: Re: Expanded horizons for the List?Marketing suggestion (Robert L. Nuckolls, III)
17. 09:09 PM - Re: Re: Expanded horizons for the List?Marketing suggestion (David)
18. 09:14 PM - HID lighting observations (Robert L. Nuckolls, III)
19. 09:54 PM - Re: Re: Source for Bakelite - 1/32" thick (Robert L. Nuckolls, III)
Message 1
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| Subject: | Re: Source for Bakelite - 1/32" thick |
harrismarkr(at)hotmail.co wrote:
> Hi Alfio
>
> I am planning on doing the same do you have a drawing with the required dimensions
on.The drawing I have dose not have the dimensions.
>
> Thanks
>
> Mark
>
Here are some dimensions (enclosed jpg), though some dimension information is still
missing for the gamma match. I will probably just borrow an SWR meter and
'play'.
Thanks for all that responded. I'll be looking for paper phenolic xxx since it
has low dielectric loss at high frequencies.
Read this topic online here:
http://forums.matronics.com/viewtopic.php?p=369400#369400
Attachments:
http://forums.matronics.com//files/plans24bit_304.jpg
Message 2
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| Subject: | Re: Expanded horizons for the List?Marketing |
suggestion
At 12:06 AM 3/27/2012, you wrote:
The point is to keep it from becoming a Big Deal
no fancy productions just Bob Nuckolls
telling us about electronics in five to ten minute bites.
Exactly. When discussing this with professional college level
teachers, I often get what appears to be some degree of skepticism
in their response, "Yeah, but what about 'quality' of the
education?"
My answer is, "The presentations are for simple-ideas. Deduction
of presentation of fact. Any one item taken by itself can be
explained by a willing presenter of any degree or credential.
The information being offered can be taken up by any willing
and able listener. The study and sharing of simple ideas has
no rigorous demand upon what we often call 'quality'. It needs
only to be true and well explained.
If one considers legacy offerings for traditional institutions
of learning, success for their endeavors is measured by how well
simple-ideas have be taken up by students in a manner that makes
them potential ingredients that go into recipes for success.
Sadly, I think the institutions of learning have built a sort
of firewall between themselves as disseminators of ingredients
(books and calculators) and the chefs (hammers-n-saws) who
turn those ideas into useful products.
Using the KhanProcess to augment the classroom presentation
increases likelihood of acquisition and retention of ingredients
by students of every learning-rate which gives the teacher
more time to talk about recipes. I had only the most rudimentary
grasp of this process when I started the 'Connection . . . but
intuitively I knew that it was insufficient to put out a simple
cookbook, Wire it up like this and trust me . . . it will work".
That's why the 'Connection is mostly ingredients topped off with
only one chapter of recipes at the back of the book.
Further, issues of 'quality' are easier to address. Throughout
our formal education experience, we're offered x-thousand simple-
ideas. Your PhD is awarded when you demonstrate a mastery of those
ideas. The really neat thing about the KhanProcess is that the
source of those ideas can be any willing/able presenter or
teacher without having an deleterious impact on legacy notions
of 'quality'. Some teachers I've talked to get that far away look of
appreciative contemplation, others remain skeptical. Given the
apparent value and rate of growth for the KhanProcess, even skeptics
might do well to consider exploitation of these new tools.
Another neat feature of productions by KhanProcess is that one's
students might revisit the 'classroom' years hence for a review
and the teacher might never know it. But the fact that a student
remembers where they were introduced to those ingredients before
can come back for a memory jump-start is a huge asset to that
individual's successes later.
I've suggested to some college administrators that these presentations
could be a real adjunct marketing tool for their school struggling to
bring in and retain students. Suppose learning requirements for say
10% of their total credit hours could be achieved on line at no
cost other than the student's performance. Further, they could take
the course as many times as they wanted to raise the grade. But
credit for those courses would not be awarded until the other 90%
was completed at the usual tariff and expenditure of time in the
classroom. This seems to be a good way to get a student invested in
achieving the desired outcome for graduation. Having semester
worth of high level achievement to capstone their transcript seems like
pretty powerful incentive to get-er-done.
Over time, there would become a library of these.
When someone asked a question that lent itself to
the format, your answer would become another
lesson that could be located by a search of the
data base of lessons. You seem to have become
highly successful giving away your knowledge, but
there is a value here that is worth paying for.
But my guess is that when you think of a kid in
Pakistan or Fiji or China who has dreamed of
flying ever since he saw his first small
airplane, you will want him to have whatever knowledge you can give him.
That's the idea . . . or at least I think it is. It's coming
together in a plan for a series of activities that sure
make sense to me today. Nothing ventured, nothing gained.
I'm going to stir the pot see if it still makes sense a few
years from now.
Bob . . .
Message 3
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| Subject: | Re: Source for Bakelite - 1/32" thick |
>Here are some dimensions (enclosed jpg), though some dimension
>information is still missing for the gamma match. I will probably
>just borrow an SWR meter and 'play'.
>
>Thanks for all that responded. I'll be looking for paper phenolic
>xxx since it has low dielectric loss at high frequencies.
Here's a little clearer image that I think is
adequately dimensioned.
http://www.matronics.com/forums/viewtopic.php?t=89235
Bob . . .
Message 4
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| Subject: | Re: Source for Bakelite - 1/32" thick |
Thanks Bob. I have that one as well. I am still looking for some dimensions on
the gamma match though. The gap is identified, but not how far it is from the
wingtip support for instance.
Read this topic online here:
http://forums.matronics.com/viewtopic.php?p=369417#369417
Message 5
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| Subject: | Re: Expanded horizons for the List?Marketing suggestion |
> At 12:06 AM 3/27/2012, you wrote:
>
> The point is to keep it from becoming a Big Deal ' no fancy productions
'
> just Bob Nuckolls telling us about electronics in five to ten minute bite
s.
>
Annie Leonard's "Story Of Stuff" is a fine example of brevity and VERY
simple production values.
Note: Pay attention to the method, the message may be strong medicine for
some.
http://www.storyofstuff.org/movies-all/story-of-stuff/
Bill
SF bay area
Message 6
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| Subject: | Re: Expanded horizons for the List?Marketing |
suggestion
On 03/27/2012 09:21 AM, Robert L. Nuckolls, III wrote:
> <nuckolls.bob@aeroelectric.com>
>
> At 12:06 AM 3/27/2012, you wrote:
>
> The point is to keep it from becoming a Big Deal no fancy productions
> just Bob Nuckolls telling us about electronics in five to ten minute
> bites.
>
> Exactly. When discussing this with professional college level
> teachers, I often get what appears to be some degree of skepticism
> in their response, "Yeah, but what about 'quality' of the
> education?"
---------------------SNIP---------------------------------------
------ RANT = ON --------------------------
A wise person somewhere, sometime, said something like: " A school is a
log with a student on one end and a teacher on the other, everything
added is vanity".
It is easy to confuse the quality of the presentation, which can be
easily be shown to and judged by others and the quality of the knowledge
transfer, which is not as easily judged.
College professors are as prone to be attracted to shiny things as
anyone else.
I think to try to engage with the formal educational system during the
startup of your endeavor will add nothing and present addition problems.
Create the mechanism to transfer the knowledge from you to the motivated
learner, and the knowledge will be spread. If academia finds it useful
and not a threat to it's paradigm, perhaps they will use it.
For me the value of resources like Kahn Academy is access to the
knowledge without being subjected to foibles academia.
I am currently watching the Calculus presentations. They are a good
example of the simple tools that are necessary to convey profound knowledge.
----------RANT = OFF -------------------------------------
do not archive
Raymond Julian
Kettle River, MN
"And you know that I could have me a million more friends,
and all I'd have to lose is my point of view." - John Prine
Message 7
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| Subject: | Re: Expanded horizons for the List?Marketing |
suggestion
History is being made faster than I had realized. Here is an article on Wired Magazine's website about a couple of Stanford professors opening up their course on artificial intelligence to all comers by way of the web. The result: 160,000 students from 190 countries signed up. Just think of what all that brainpower is going to do to our future.: http://www.wired.com/wiredscience/2012/03/ff_aiclass/all/1
Terry
-----Original Message-----
From: owner-aeroelectric-list-server@matronics.com [mailto:owner-aeroelectric-list-server@matronics.com] On Behalf Of rayj
Sent: Tuesday, March 27, 2012 1:51 PM
Subject: Re: AeroElectric-List: Re: Expanded horizons for the List?Marketing suggestion
On 03/27/2012 09:21 AM, Robert L. Nuckolls, III wrote:
> <nuckolls.bob@aeroelectric.com>
>
> At 12:06 AM 3/27/2012, you wrote:
>
> The point is to keep it from becoming a Big Deal no fancy
> productions just Bob Nuckolls telling us about electronics in five
> to ten minute bites.
>
> Exactly. When discussing this with professional college level
> teachers, I often get what appears to be some degree of skepticism in
> their response, "Yeah, but what about 'quality' of the education?"
---------------------SNIP---------------------------------------
------ RANT = ON -------------------------- A wise person somewhere, sometime,
said something like: " A school is a log with a student on one end and a teacher
on the other, everything added is vanity".
It is easy to confuse the quality of the presentation, which can be easily be shown
to and judged by others and the quality of the knowledge transfer, which
is not as easily judged.
College professors are as prone to be attracted to shiny things as anyone else.
I think to try to engage with the formal educational system during the startup
of your endeavor will add nothing and present addition problems.
Create the mechanism to transfer the knowledge from you to the motivated learner,
and the knowledge will be spread. If academia finds it useful and not a threat
to it's paradigm, perhaps they will use it.
For me the value of resources like Kahn Academy is access to the knowledge without
being subjected to foibles academia.
I am currently watching the Calculus presentations. They are a good example of
the simple tools that are necessary to convey profound knowledge.
----------RANT = OFF -------------------------------------
do not archive
Raymond Julian
Kettle River, MN
"And you know that I could have me a million more friends, and all I'd have to
lose is my point of view." - John Prine
Message 8
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| Subject: | Re: Expanded horizons for the List?Marketing |
suggestion
>It is easy to confuse the quality of the presentation, which can be
>easily be shown to and judged by others and the quality of the
>knowledge transfer, which is not as easily judged.
But who is the ultimate arbiter of quality? If I
enroll in some formal class, is my grade in that
class the true reflection of value or 'quality'.
As student, I think I have to be the final judge
as to the value received (knowledge) for value
given ($time$ and $tuition$).
There have been hundreds of studies on retention
rates for material offered in the legacy student-
classroom-professor setting. For the time and dollars
it costs to go to college, one is prompted to re-assess
return on investment.
But when you sit down with a well crafted KhanProcess
presentation, what demands are made of the investor?
Who is to decide whether the efforts 'invested' have
a satisfactory return? Certainly the instructor is
completely out of the loop.
Of 1500 or so folks who receive the List messages
every day, there are only a few dozens of 'active'
participants . . . but I would think that the remainder
would un-subscribe if they did not find value in
watching those conversations go by.
>College professors are as prone to be attracted to shiny things as
>anyone else.
Sure, but this isn't about professors of any stripe, it's about packaging
useful information into formats that are free of intimidation,
expenses bordering on predatory and a pedantic focus
on getting a grade/sheepskin.
>I think to try to engage with the formal educational system during
>the startup of your endeavor will add nothing and present addition problems.
I haven't the least interest in engaging the formal
education system. I've offered some observations and
links to what appears to be a bright educational star
coming over the horizon . . . but whether or not 'they'
take the process any further has no implications for
anything I propose to do. I DO have an interest in seeing
my wife's employer do well . . . for obvious reasons.
She will be experimenting with these tools for her own
purposes and then promoting them to the rest of the
faculty. Any risk for "presenting additional problems"
is not a clear. I think problems burdening most institutions
are generated from within and perhaps too deeply entrenched.
>Create the mechanism to transfer the knowledge from you to the
>motivated learner, and the knowledge will be spread. If academia
>finds it useful and not a threat to it's paradigm, perhaps they will use it.
Exactly!
>For me the value of resources like Kahn Academy is access to the
>knowledge without being subjected to foibles academia.
Right on again . . . which goes to my assertion of
problems being mostly generated from within.
>I am currently watching the Calculus presentations. They are a good
>example of the simple tools that are necessary to convey profound knowledge.
Yes . . . yet nobody has made any demands upon you
nor taken it upon themselves to assess the 'quality'
of your outcome. If you're not happy with your experience,
no doubt you'll discontinue the activity. If you
are pleased with the outcome then the return on
investment can be nothing but good. Talk about win-win.
Bob . . .
Message 9
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| Subject: | Re: Expanded horizons for the List?Marketing |
suggestion
Thank you, Terry! Midway through the first paragraph I was salivating!
I've got to find out how to take that course!
David M.
Terry Watson wrote:
> --> AeroElectric-List message posted by: "Terry Watson"<terry@tcwatson.com>
>
> History is being made faster than I had realized. Here is an article on Wired Magazine's website about a couple of Stanford professors opening up their course on artificial intelligence to all comers by way of the web. The result: 160,000 students from 190 countries signed up. Just think of what all that brainpower is going to do to our future.: http://www.wired.com/wiredscience/2012/03/ff_aiclass/all/1
>
> Terry
>
>
> -----Original Message-----
> From: owner-aeroelectric-list-server@matronics.com [mailto:owner-aeroelectric-list-server@matronics.com] On Behalf Of rayj
> Sent: Tuesday, March 27, 2012 1:51 PM
> To: aeroelectric-list@matronics.com
> Subject: Re: AeroElectric-List: Re: Expanded horizons for the List?Marketing
suggestion
>
> --> AeroElectric-List message posted by: rayj<raymondj@frontiernet.net>
>
> On 03/27/2012 09:21 AM, Robert L. Nuckolls, III wrote:
>
>> --> AeroElectric-List message posted by: "Robert L. Nuckolls, III"
>> <nuckolls.bob@aeroelectric.com>
>>
>> At 12:06 AM 3/27/2012, you wrote:
>>
>> The point is to keep it from becoming a Big Deal no fancy
>> productions just Bob Nuckolls telling us about electronics in five
>> to ten minute bites.
>>
>> Exactly. When discussing this with professional college level
>> teachers, I often get what appears to be some degree of skepticism in
>> their response, "Yeah, but what about 'quality' of the education?"
>>
> ---------------------SNIP---------------------------------------
>
> ------ RANT = ON -------------------------- A wise person somewhere, sometime,
said something like: " A school is a log with a student on one end and a teacher
on the other, everything added is vanity".
>
> It is easy to confuse the quality of the presentation, which can be easily be
shown to and judged by others and the quality of the knowledge transfer, which
is not as easily judged.
>
> College professors are as prone to be attracted to shiny things as anyone else.
>
> I think to try to engage with the formal educational system during the startup
of your endeavor will add nothing and present addition problems.
>
> Create the mechanism to transfer the knowledge from you to the motivated learner,
and the knowledge will be spread. If academia finds it useful and not a
threat to it's paradigm, perhaps they will use it.
>
> For me the value of resources like Kahn Academy is access to the knowledge without
being subjected to foibles academia.
>
> I am currently watching the Calculus presentations. They are a good example
of the simple tools that are necessary to convey profound knowledge.
>
> ----------RANT = OFF -------------------------------------
>
> do not archive
>
>
> Raymond Julian
> Kettle River, MN
>
> "And you know that I could have me a million more friends, and all I'd have to
lose is my point of view." - John Prine
>
>
>
--
Tell the truth. Be honest. Be responsible to and for yourself.
I DO have a reasonable expectation of privacy in my cell phone and everywhere else.
In fact, gubmnt,I insist upon it.
We want our freedoms back. Strike the illegal legislations called: 1) obamacare,
2) "Patriot (HA!) Act", and 3) 'presidential orders' that affect anyone besides
gubmnt worker bees.
Every gram of cocaine you buy from elsewhere contributes to an innocent being murdered
in Central and South America. Grow your own or Stop taking it.
Message 10
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| Subject: | Re: Expanded horizons for the List?Marketing |
suggestion
Mr. Nuckolls, don't forget curiosity and the sheer joy of learning.
David M.
Robert L. Nuckolls, III wrote:
> <nuckolls.bob@aeroelectric.com>
>
>
>> It is easy to confuse the quality of the presentation, which can be
>> easily be shown to and judged by others and the quality of the
>> knowledge transfer, which is not as easily judged.
>
> But who is the ultimate arbiter of quality? If I
> enroll in some formal class, is my grade in that
> class the true reflection of value or 'quality'.
> As student, I think I have to be the final judge
> as to the value received (knowledge) for value
> given ($time$ and $tuition$).
>
> There have been hundreds of studies on retention
> rates for material offered in the legacy student-
> classroom-professor setting. For the time and dollars
> it costs to go to college, one is prompted to re-assess
> return on investment.
<<<snip>>>
Message 11
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| Subject: | Re: Expanded horizons for the List?Marketing |
suggestion
Greetings Bob,
I think we have mixed 2 distinct discussions in to one thread. There
are 2 systems that I think merit discussing. One is the teacher/learner
system as described by the 2 people on a log. The second is the
university/student system which goes beyond the scope of any discussion
about knowledge transfer and involves money, politics, and ego. The one
thing to keep in mind about the university/student system is that
transferring knowledge is not the primary, nor do I think based on my
experience one of the top 10, reasons for it's existence. This is what
lead me to advocate for you avoiding academia.
In the teacher/learner system both judge the quality by the transfer of
knowledge.
In the university/student system the student is the product and the
quality of anything implemented in the university system 1s judged by
it's cost, the amount of time it requires from the staff when being used
to prepare the student to pass the tests required to make them
employable, and any number of other criteria which may or may not have a
bearing on if or how knowledge is acquired by the student. The student
invests $time$ based on the premise that the credential will yield a
better quality of life in the future, regardless of whether or not the
knowledge is acquired or retained.
A discussion of possible changes and their consequences to the
university/student system would be a list unto it's self.
I question whether defining it as "your wife's employer" rather than as
"the formal education system" changes whether or not it's a duck.
I hope however you choose to develop your knowledge transfer
methodology, you will keep the teacher/learner system as a viable part.
"Look, look, them electrons are heading up that draw. We'll have to
round them up and drive 'em on into Kansas City. :)
do not archive
Raymond Julian
Kettle River, MN
"And you know that I could have me a million more friends,
and all I'd have to lose is my point of view." - John Prine
On 03/27/2012 05:04 PM, Robert L. Nuckolls, III wrote:
> <nuckolls.bob@aeroelectric.com>
>
>
>> It is easy to confuse the quality of the presentation, which can be
>> easily be shown to and judged by others and the quality of the
>> knowledge transfer, which is not as easily judged.
>
> But who is the ultimate arbiter of quality? If I
> enroll in some formal class, is my grade in that
> class the true reflection of value or 'quality'.
> As student, I think I have to be the final judge
> as to the value received (knowledge) for value
> given ($time$ and $tuition$).
>
> There have been hundreds of studies on retention
> rates for material offered in the legacy student-
> classroom-professor setting. For the time and dollars
> it costs to go to college, one is prompted to re-assess
> return on investment.
>
> But when you sit down with a well crafted KhanProcess
> presentation, what demands are made of the investor?
> Who is to decide whether the efforts 'invested' have
> a satisfactory return? Certainly the instructor is
> completely out of the loop.
>
> Of 1500 or so folks who receive the List messages
> every day, there are only a few dozens of 'active'
> participants . . . but I would think that the remainder
> would un-subscribe if they did not find value in
> watching those conversations go by.
>
>> College professors are as prone to be attracted to shiny things as
>> anyone else.
>
> Sure, but this isn't about professors of any stripe, it's about packaging
> useful information into formats that are free of intimidation,
> expenses bordering on predatory and a pedantic focus
> on getting a grade/sheepskin.
>
>> I think to try to engage with the formal educational system during the
>> startup of your endeavor will add nothing and present addition problems.
>
> I haven't the least interest in engaging the formal
> education system. I've offered some observations and
> links to what appears to be a bright educational star
> coming over the horizon . . . but whether or not 'they'
> take the process any further has no implications for
> anything I propose to do. I DO have an interest in seeing
> my wife's employer do well . . . for obvious reasons.
>
> She will be experimenting with these tools for her own
> purposes and then promoting them to the rest of the
> faculty. Any risk for "presenting additional problems"
> is not a clear. I think problems burdening most institutions
> are generated from within and perhaps too deeply entrenched.
>
>
>> Create the mechanism to transfer the knowledge from you to the
>> motivated learner, and the knowledge will be spread. If academia finds
>> it useful and not a threat to it's paradigm, perhaps they will use it.
>
> Exactly!
>
>> For me the value of resources like Kahn Academy is access to the
>> knowledge without being subjected to foibles academia.
>
> Right on again . . . which goes to my assertion of
> problems being mostly generated from within.
>
>> I am currently watching the Calculus presentations. They are a good
>> example of the simple tools that are necessary to convey profound
>> knowledge.
>
> Yes . . . yet nobody has made any demands upon you
> nor taken it upon themselves to assess the 'quality'
> of your outcome. If you're not happy with your experience,
> no doubt you'll discontinue the activity. If you
> are pleased with the outcome then the return on
> investment can be nothing but good. Talk about win-win.
>
>
> Bob . . .
>
Message 12
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| Subject: | Latest Revision of Z-13/8 ??? |
What is the latest revision of Z drawing 13/8? I found one Rev. Q which I know
is old, and another Rev. R that is dated 11/18/10 but it is watermarked with the
word "PRELIMINARY". Is that the latest version? if not, where do I get it?
Thanks,
Matt
Read this topic online here:
http://forums.matronics.com/viewtopic.php?p=369442#369442
Message 13
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| Subject: | Re: Source for Bakelite - 1/32" thick |
At 11:09 AM 3/27/2012, you wrote:
>
>Thanks Bob. I have that one as well. I am still looking for some
>dimensions on the gamma match though. The gap is identified, but not
>how far it is from the wingtip support for instance.
>
>
Did a little autocad layout and found that the top
capacitor plate doesn't come all the way to the end
of the capacitor di-electric. Given that it's
a 60-60-60 triangle with an inside dim of 5.00
inches, the details come out something like this:
http://tinyurl.com/7jatp88
Bob . . .
Message 14
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| Subject: | Re: Expanded horizons for the List?Marketing |
suggestion
At 06:45 PM 3/27/2012, you wrote:
>
>Mr. Nuckolls, don't forget curiosity and the sheer joy of learning.
Oh . . . yeah . . . their IS that!
Bob . . .
Message 15
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| Subject: | Re: Latest Revision of Z-13/8 ??? |
At 08:19 PM 3/27/2012, you wrote:
>
>What is the latest revision of Z drawing 13/8? I found one Rev. Q
>which I know is old, and another Rev. R that is dated 11/18/10 but
>it is watermarked with the word "PRELIMINARY". Is that the latest
>version? if not, where do I get it?
OOPS! You caught me! The preliminary tag should
have been removed from the .pdf a long time ago.
I've updated both the .dwg and .pdf files to
revision R.
Thanks for the heads up!
Bob . . .
Message 16
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| Subject: | Re: Expanded horizons for the List?Marketing |
suggestion
At 07:03 PM 3/27/2012, you wrote:
Greetings Bob,
<snip>
. . . this is what lead me to advocate for you avoiding academia.
Understand and agree . . . not hoping to develop
any institutional alliances. But I do have a personal
interest in Dr. Dee's endeavors as well.
In the teacher/learner system both judge the quality by the transfer
of knowledge.
<snip>
The student invests $time$ based on the premise that the credential
will yield a better quality of life in the future, regardless of
whether or not the knowledge is acquired or retained.
A discussion of possible changes and their consequences to the
university/student system would be a list unto it's self.
You got that right!
I question whether defining it as "your wife's employer" rather than
as "the formal education system" changes whether or not it's a duck.
Understand . . . but even the most disciplined
skeptic can suffer hope. And she is a dedicated
teacher who puts her students first.
I hope however you choose to develop your knowledge transfer
methodology, you will keep the teacher/learner system as a viable part.
Absolutely. I think it has worked for me and
noteworthy individuals have exploited the tools
to take the concept to new heights. Pretty exciting
stuff.
I think we are in agreement my friend.
Bob . . .
Message 17
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| Subject: | Re: Expanded horizons for the List?Marketing |
suggestion
It's the only reason I still go to school at age 57.
David M.
Robert L. Nuckolls, III wrote:
> <nuckolls.bob@aeroelectric.com>
>
> At 06:45 PM 3/27/2012, you wrote:
>>
>> Mr. Nuckolls, don't forget curiosity and the sheer joy of learning.
>
> Oh . . . yeah . . . their IS that!
>
>
> Bob . . .
>
>
--
I DO have a reasonable expectation of privacy in my cell phone and everywhere else.
In fact, gubmnt,I insist upon it.
Message 18
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| Subject: | HID lighting observations |
I'm still waiting to get into the lab to do some
quantitative testing on some HID light kits. In
the mean time, I've installed a pair on my Kia
mini-van. I've observed the following:
The lights generate noticeable but not overwhelming
noise in the AM broadcast band during the warm up
phase. About 30 seconds. Don't hear it after the
lamps are warmed up.
The kits I have generate a strong transient of some
variety onto the bus when first turned on. If I have
the cruise control engaged at the time, it drops off
line. I have to shut the engine off completely to
get the cruise control to reset and wake up.
This sort of event isn't even watched for under DO-160
explorations. I'll have to set up on the bench to capture
and quantify this characteristic.
But in the mean time, be aware that a turn-on transient
MIGHT manifest in erratic behavior of some micro-processor
based electro-whizzies in your airplane. If any such events
are identified and repeatable, I'd like to know about them.
Bob . . .
Message 19
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| Subject: | Re: Source for Bakelite - 1/32" thick |
At 11:09 AM 3/27/2012, you wrote:
Thanks Bob. I have that one as well. I am still looking for some
dimensions on the gamma match though. The gap is identified, but not
how far it is from the wingtip support for instance.
Did a little Autocad layout and found that the top
capacitor plate doesn't come all the way to the end
of the capacitor di-electric. Given that it's
a 60-60-60 triangle with an inside dim of 5.00
inches, the details come out something like this:
Just discovered that I had the elements of the gamma-match
swapped end for end in the drawing. Here's the corrected
version.
http://tinyurl.com/7wol3jx
Bob . . .
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