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Last modified: 2025-05-11

161. Jackson on Jackson (score: 13)

Author: PHRP@FHSUVM.FHSU.EDU (Roger A. Pruitt)

Date: Fri, 15 Nov 1996 16:43:18 -0600

Not all capable students have the interest nor desire to become physics majors. I had no interest in becoming a physician, a lawyer, or a multitude of other professional people even though I was capa

/archives/1996/11_1996/msg00275.html (14,458 bytes)

162. forces (score: 13)

Author: "Dewey Dykstra, Jr." <dykstrad@varney.idbsu.edu>

Date: Thu, 31 Oct 1996 12:07:44 -0600

To all: A couple of comments on Roger Pruitt's notes from yesterday: 1. You say "To a physicist, both acceleration and force are real observable quantities." Yet, with the exception of forces on one'

/archives/1996/10_1996/msg00380.html (10,122 bytes)

163. physics profs in math (score: 13)

Author: "Rauber, Joel Phys" <RAUBERJ@mg.sdstate.edu>

Date: Wed, 25 Sep 96 12:53:00 PDT

This was mentioned on the list ________________________ I'd suggest that you and the math department go for a theoretical physicist. I know of at least one who is a fulltime math professor at a unive

/archives/1996/09_1996/msg00349.html (4,050 bytes)

164. profs (score: 13)

Author: "Rauber, Joel Phys" <RAUBERJ@mg.sdstate.edu>

Date: Wed, 25 Sep 96 16:27:00 PDT

Richard Tarara said: Better to have the theoretical physicist teach math than to try and teach physics! ;-) An interesting thought, and I'm not telling which group I belong into. Does this mean we sh

/archives/1996/09_1996/msg00357.html (3,623 bytes)

165. profs (score: 13)

Author: trappe@PHYSICS.UTEXAS.EDU (Trappe)

Date: Thu, 26 Sep 1996 04:59:24 +0000

Joel's suggestion of using Enginering profs to teach physics is closer to reality than our smirks may allow us to consider. I suggested at this summer's Professional Concerns Committee meeting of AAP

/archives/1996/09_1996/msg00367.html (6,457 bytes)

166. profs (score: 13)

Author: "Paul Camp" <pjcamp@coastal.edu>

Date: Thu, 26 Sep 1996 09:07:40 EST

Richard Tarara said: Better to have the theoretical physicist teach math than to try and teach physics! ;-) An interesting thought, and I'm not telling which group I belong into. Does this mean we sh

/archives/1996/09_1996/msg00371.html (4,219 bytes)

167. population growth & physics ed (score: 13)

Author: palmer@sfu.ca (Leigh Palmer)

Date: Thu, 18 Jul 1996 08:10:38 -0700

Let's assume that the production of atmospheric C-14 has remained constant for the past several hundred years. [Increases in methane and whether or not more wood is burned today--worldwide--than in t

/archives/1996/07_1996/msg00319.html (8,323 bytes)

168. Help w/ Euler Cromer algo. (score: 13)

Author: John Denker <jsd@av8n.com>

Date: Sun, 21 Sep 2014 14:34:32 -0700

That might not be the easiest path to understanding the physics. Rationale: When explaining the result to others, you would need to explain why you fudged the period. They are not guaranteed to like

/archives/2014/9_2014/msg00057.html (6,025 bytes)

169. "Climate science is not settled" (score: 13)

Author: brian whatcott <betwys1@sbcglobal.net>

Date: Tue, 30 Sep 2014 09:07:26 -0500

Since you ask, David, I will offer an opinion. I recall this as the second topic brought to life on this list by a person with a scientific background and strong governmental/political affiliations.

/archives/2014/9_2014/msg00090.html (7,593 bytes)

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