Slide 2 130: Fill & Download for Free

Oh dear lord, YES.I gripe about this problem more than anything else in my life, partially because my life is so good that I have nothing else to gripe about, but also because it's a constant issue for me. Even in subject areas that interest me, I have a very difficult time with routine learning, not necessarily because the subject matter is too easy, but because I feel the need to learn at my own pace.In my discrete mathematics class this past semester, for example, the teacher was explaining divisibility proofs by induction. This is certainly difficult enough subject matter to engage me, but as soon as she demonstrated the first intuitive leap of the problem, I disengaged. I could see how the rest of the proof would be laid out, and I grew bored. The teacher was explaining things too slowly for my taste, and because I felt like I was no longer controlling my learning, I lost my sense of investment in it.This problem is only exacerbated when the material is dull to start with.In my sophomore year of high school, we were forced to take a Health class that was so inane as to be anger-inducing. I decided to compensate by reading books in class, and since my love at the time was chess, I was reading a book of chess opening routines. Now, if people had doubted before that I was a nerd, it was made certain the day that our Health teacher stopped her STD powerpoint mid-slide to speak incredulously,"Will... Is that a chess book?"She threatened me with detention if she caught me reading again in class. So I doodled, or wrote long, angry passages about why I hated STD's, nutrition, and my horrible teacher. This time, the problem was that the subject matter was not relevant to me.These, as I see them, are the two problems in traditional schooling. We do not teach to students' interests, and we remove their agency and control from the learning process. Not to sound elitist, but with students whose IQ's are under 130 (or probably lower, really) these problems come up less because it's more likely that the routine learning is a challenge and/or fits their desired pace of learning.No matter the student's supposed intelligence, though, I say we have to start giving power back to the them. When much is demanded of them, they will rise to our expectations. I guarantee it.My favorite readings on the subject:[1] Page on Berkeley[2] Against School - John Taylor Gatto[3] Constructivism (philosophy of education)

I will assume you mean 170°C, which is WAY too cold (plus you’re baking it WAY too long). My electric oven goes up to 300°C, and that’s what I preheat it to. Set and preheat your oven to the highest possible temperature.Dough: your proportion water : flour should be around 1.3 : 2, (130 ml water for 200 gr flour). Add a pinch of salt, a pinch of sugar (to kick-start the fermentation) and a drop of olive oil. The wetter your dough is, the better. Dry dough takes longer to cook and will come out compact and hard. A wetter dough will yield a lighter and crunchier end result. Try to make the dough in advance so that it can proof (ferment) a few hours, which will make your dough more flavorful. If you can’t (or forgot) to make it in advance, then let your dough proof at least 10–15 minutes, but remember: the longer your dough proofs, the better. Even better would be to make it 1–3 days in advance (store in your fridge in an air-tight container to keep it from drying out). Store it for as long as up to a week (no longer than that) to get an even more flavorful and crunchier end result.Go light on sauce and toppings. More isn’t better; just wetter, which means soggy dough, which means your dough won’t cook properly. I’d recommend not putting more than 5 different toppings on your pizza. Don’t put on too much cheese, either, seeing that that, too, will make your base soggy and lead to a bad end result.I suspect that your problem lies in the dough, so try the 1.3 : 2 proportion I suggested, and make sure to set your oven to the highest possible temperature. Keep in mind that this will cook your pizza in less than 5 minutes, so stay close and keep an eye on it.Important: how do you get your pizza in and out of the oven? I use one of these babies:Which cost me less than 10 bucks. Obviously, I only use the removable bottom. Works perfectly! Remember to liberally dust your work surface with flour; better too much than too little. After you’ve composed your masterpiece, slide this baby underneath and drop it like it’s hot. The magic word to remember when you do that is “inertia”. If you move the pie bottom (or whatever else you use) quickly enough and with what I can only call “a loose wrist”, you’ll be fine. Slide it under slowly and you’ll mess up your pizza. It’s about quick, rather “sudden” movements.Good luck and happy baking!

Definitely not the craziest one, but mine.The course was Algorithms 2 (core CS, compulsory course for CS grads). The instructor was Dr. SK Mehta (SKM for short, as he is popularly known in the campus). SKM sir also taught our batch (Y10) Algorithms in 2nd year, and he literally hated the batch (atleast that’s what we thought), as many students cheated during assignment submissions (thanks Moodle!). Fast forward to 3rd year, SKM sir is teaching us Algo 2. The course is incredibly hard (I still find theoretical CS pretty hard), and hence nobody attended classes. Typically, there were about 3–5 students in the class (with 100+ registered students, and in a room to seat 140 people). SKM sir is agitated, and he announces that everyone who doesn’t get 25% in the course (4 days before endsem) won’t pass. The course was important, being a compulsory course this might mean that you couldn’t sit for placements next year (that’s another complicated question lol ;) ). Most of the students were counting on endsems (as expected), ki bhai ab toh phod denge. Being a tough course, quite a few students were at a total of 7–10% until then. Endsems happened, I guess I did well, and scored about 13% (lol). When sir was distributing answer sheets, I stand up in front of the batch and ask “What precision will you be using to evaluate grades?”. SKM sir asks, “What? Why?”. I say (in front of 130 students), “Sir, if you take 3 digit precision, I have scored 25% but if you take 2 digit precision, I am at 24.9 percent.” Everybody burst into laughter.Finally, SKM sir passed even everyone who had even 10% (total score!) and there were only 2–3 F (fail) grades in that course that semester. :DAnother incident, I was in my 3rd year. It was the last compulsory HSS (Humanities and Social Sciences) course and we got to know that a chilled, very old professor has joined IITK from Canada and he is taking a course. Obviously, I signed up (I think the course was “Sociology”). The general consensus for the course was “Write 2 page long answers, you’ll score an A” (I did! ;)). Anyways, for the group assignment, I once mailed a batchmate (from my group) “Saale, pehli slide toh change kar deta”, but I sent the mail to the entire course mailing list instead of him (thank you Mozilla Thunderbird!). Imagine, doing this in 3rd year (not first year mistakes lol). The professor replies to the entire course mailing list, “I expected you guys to be more respectful to the professors”. It was then I realized that I attached the prof’s teaching slide and also sent the mail to the course mailing list. Double fuck up. Good thing, I still scored an ‘A’. Thanks to IITK and it’s focus on meritocracy, the grades are decided on how you perform and not on one-off incidents or personal bias! :)Love you IITK. IITK ka tempo high hai!