More Humor
I am watching Syracuse vs. Notre Dame; aside from one good Orange drive and about 40 seconds and the end of the first half when the Irish burned the Orange with a touchdown bomb, this appears to be a game that neither team wants to win.

A fumbled punt gave ND its first field goal, and a bad punt snap followed by a partial block has set ND up close, again. But ND doesn’t seem to want to take advantage. They just botched a field goal snap and missed a field goal.
Notre Dame. Does. Not. Belong. In. A. Bowl. Period.
Update: ND scored on another bomb play, got an interception but only could get 3 more. It is now 23-10; from two blocked punts and two fumbles ND got a grand total of two field goals.
On the other hand, the Orange act as if they are a 2-8 team playing out the season under a lame-duck coach who was fired will not be retained after the season ends.
But they did have a long drive (mostly running up the middle) to cut it to 23-17 with a ton of time to play.
So we’ll see: which team wants to lose win more? Sorry….I am still grumpy about having to miss the Tech-OU game tonight.
Update: ND’s latest drive stalled and they barely missed a 49 yard field goal attempt (just inches short). The Orange started a drive (mostly running) and now have it on the ND 10 with 2:00 left in the game. A holding call set the Orange back; that hurts them because they have been making their yardage on the ground. They are now back at the 20 with 1:29 to go; perhaps they’ll have to pass.
Pass: complete, back to the 11 yard line and now it is 3rd and 8 yards to go; the Orange could still run it given that they have two time outs.
OMG!!!!! TD, Syracuse, with 42 seconds to go; it is tied 23-23 with the extra point try to follow. They have had trouble with snaps though: this snap is low but the holder does a good job and now it is 24-23.
The kick-off return takes it back to the 26 so ND has 35 seconds to get into field goal range. One incomplete pass; 29 seconds to go.
ND tries a bomb; in and out of the receiver’s hands (while he was twisting and falling; it would have been a circus catch. Another long bomb; off one hand of the receiver and 14 seconds are left.
Bomb is complete with 7 seconds left; ball at the 35 yard line!
So, try another bomb or a 52 yard field goal? There are 5 seconds left.
The kick is just short; ND loses to a 3-8 team at home.
Notre Dame. Does. Not. Belong. In. A. Bowl.
But I have to give the Orange credit: they played hard.
Now ND faces USC next. If the Trojans are at all interested in the game, they may well win 63-0, provided they decide to send in their substitutes.
One good thing though:


These photos (New Hampshire vs. Maine) remind me that the local weather could always be worse. Or get worse.
Other games: Ohio State’s 42-7 destruction of Michigan wasn’t a surprise. That Penn State is handling Michigan State so easily (28-0 in the second quarter) is a surprise to me; I expected Penn State to win but not so easily. Update: it is now 49-7, Penn State, in the3′th quarter.
That Florida hung 70 points on The Citadel didn’t surprise me. But NC State’s blowout of ranked NC (41-10) did surprise me.
That Illinois is stinking it up against Northwestern at the half (13-0) doesn’t surprise me.

Update: Northwestern is up 24-10 and just recovered a forced fumble (on a quarterback sack). A long run plus a face mask penalty puts Northwestern in business at the Illinois 13.
Illinois. Does. Not. Belong. In. A. Bowl.
Northwestern does though.
The Wildcats have the ball at about the 13 with 4′th and 3 with 2:49 to go. Since they are up by 14, do they kick it to go up by 3 scores, thereby all but icing the game? Or do they go for it; if they make it they can run out the clock (or score) and if they don’t, Illinois has 87 yards to go and would still be down by 2 scores.
They kick it; make it and now it is 27-10 lead with 2:44. Now Illinois needs three scores.
Illinois completes a long pass; the receiver catches the ball and gets positively BLASTED. This is the player that talked trash. The next pass is dropped; this Illinois receiver really didn’t want to catch the ball. Now U of I gets a delay of game penalty???
First down at the Wildcat 46. Can Illinois pretty it up a bit?
Sack; 53 seconds to go. 25 seconds to go; Illinois will finish with a whimper (5-7). Northwestern finishes 9-3.
Now they switch to Cal-Poly versus Wisconsin; Cal-Poly is almost in field goal range with under 20 seconds to go. Can the Big Ten get yet another black eye?
Wisconsin attempts to ice the kicker.
The kick misses; overtime is probable as there are only 12 seconds left. Last pass gets intercepted; overtime!
Play one in overtime; Cal-Poly scores a TD via a pass. They miss the PAT; third miss of the PAT. Three missed PATs.
So, it is very likely that this will not go into a second overtime. First and goal at the 10. The Badgers run it to the 6; second down. Touchdown, Badgers! Three runs and a score. Now the PAT attempt….anything can happen and Cal-Poly attempts to ice the kicker. The kick is good; the Big Ten avoids a black eye.
But Cal-Poly still has their play-offs (they are ranked number 3 in what used to be known as I-AA).
Some humor
Intentional humor
This is one funny prank.
Unintentional humor
Shoot. Me. Now.
I admit that my gut twists a bit when I find that I have “brief calculus” on my teaching schedule.
For the uninitiated: this is a course which teaches the superficial rudiments of computational calculus to those students who need a light conceptual understanding of the subject (e. g., business majors, the weaker chemistry students, biology majors, etc.)
There is nothing wrong with that; in every class I get a mix of really good students, solid students and, well, those whose aptitude for mathematics approaches my aptitude for, say, music or art.
I find that if I work at it, I can show patience in the classroom, even in situations such as this one:
we were working a “integration by substitution” problem and we came to the following (on the board):
And I get this question from a diligent student who attends without fail and sits at the front of the class: “where did the come from?”
Mind you, this student isn’t even close to the bottom of the class; she is one who is honest enough to speak up when she gets lost.
So I can grin and bear it, even if I mutter “this is what you get for not writing a better thesis” under my breath.
I suppose this is some sort of cosmic justice for what I put my foreign language professors though when I was an undergraduate.
But here is what really torques me off about this course: the textbooks that we use. Yes, we try to choose a “good” book but for the most part, the books are poorly written. I’ll give you two examples from the one that we are using. First, we had this problem in our set of exercises:
This enabled me to give an “extra credit” problem where I asked the students to find an integral that was not defined. One did it (the student who has a 97 average; surprised?
)
Note that we have not covered improper integrals as yet, though we have noted that our Fundamental Theorem of Calculus required that the function be continuous on the interval on which we were integrating.
But worse came the following example from the text: we are going to discuss the “present value” of a continuous stream of revenue given what we can obtain continuously compounded interest.
So the basic formula (which is correct) is:
where
is usually taken to be a constant revenue stream (to allow for ease of integration). So far, so good.
But now we turn to annuities. Suppose we get, say, payments per year of
dollars per payment. So what do they do? They give the following formula:
while saying that these discrete payments constitute a continuous stream; example, 12 payments of 100 dollars a month would be put in as 1200 dollars a year as a steady stream.
No, they didn’t say that this was a “good enough” approximation but they said that this was “a formula” without any further discussion or even saying “discussing the reason this works is beyond our scope” or anything like that.
Here is a demonstration, assuming 3 percent interest (annual) compounded continuously.
We have three situations.
Situation one: two payments of 100 dollars; the payments are at the beginning of the month:
Situation two: two payments of 100 dollars; the payments are at the end of the month:
Situation three: the book’s formula:
Again, I don’t fault them for using an approximation; I do fault them for not admitting that is what they are doing.
But that happens with this course: the text books tend to be bad.
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