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« Fêtes des voisins - vendredi 01 juin 2012
Par Lavinia Fournier le mercredi 20 juin 2012, 20:54 - Réunions de travail - Lien permanent
L'assemblée générale ordinaire annuelle de l'ALCK, qui se tiendra le 27 juin 2012 à 19h30, dans la cour de la Résidence.
Les points suivants seront à l'ordre du jour : - Émargement de la liste des présents et vérification des procurations, - Rapport moral du président, - Rapport financier du Trésorier, - Élection des membres du conseil d'administration, - Point sur les dernières démarches de l'association, - Adhésion à la CLCV, - Questions diverses.
Vous trouverez ici la convocation à l'AGO 2012 convocation_ago_2012.pdf
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Perspiration and Inspiration: Lessons for TeachersPresident's Commentary
Harvey S. Leff
January 15, 2008
As I near completion of my term as AAPT President and prepare for a year serving as Past President, I've been ruminating on my career as a physics teacher. I have no reason to believe that anyone is interested in my own personal history. On the other hand, my long years of experience have taught me some lessons that might be useful to other teachers.
I have no recollection of science exposure prior to my high school days. I do recall being fascinated by my high school physical science course because it dealt with familiar things such as weather and temperature in ways that I did not know existed. In contrast, I found my subsequent physics course less than fascinating, with its initial focus on levers, motion, and forces. The teacher tended to face the chalk board as he talked—actually, it was more of a mumble. Although I knew little about teaching then, it was clear that Mr. B. was not doing it well.
We also studied electricity and each student was asked to make an electric motor. We had not studied the physics needed to understandhow a motor works, and I simply searched for a book containing a recipe for constructing a motor. I bought wire at a hardware store, borrowed some magnets, gathered miscellaneous parts from around my house, carefully followed the directions, and put it all together. In retrospect, my motor was so large and friction laden, that the armature couldn't possibly have turned when connected to one or two D batteries. Indeed, it did notwork. I fearfully expected to get a failing grade on this project when I brought the motor to class. I explained to Mr. B. how I had followed the recipe, but could not get the motor to work. I had even tried using five batteries in series to see if that would work. But no go. Mr. B. examined the motor and said, "Well, let's just see," and proceeded to connect the motor to a 12-volt car battery. I was amazed to see the armature immediately start whirling at high speed. Mr. B. gave me a high grade for that project, which not only relieved me, but really made me hungry to learn about electromagnetism in college. Remarkably, I still remember my motor project more than 50 years later! So although Mr. B.'s lectures were not very helpful, the motor project he assigned had a lasting impact on me.
Lesson #1: If you want students to remember your course, have them construct something or do an independent project, preferably hands on, that requires a significant commitment of time and energy.
After high school, I moved from Chicago to Los Angeles and enrolled in a community college where I studied physics and introductory calculus during the first semester. I always loved math and the calculus was a breeze. But the physics instructor's problem sheets were much tougher than those in our Sears and Zemansky textbook, and posed quite a challenge. The teacher was far from inspirational, and I recall the course as being an enormous amount of work, but very little fun. It was largely perspiration, with very little inspiration. I never thought I'd end up majoring in physics.
I decided to return to Chicago. Suffering from a massive dose of naiveté and ignorance, I had no idea what major to declare. Because I had always enjoyed math and also really liked high school chemistry, a friend suggested that I major in chemical engineering. On the basis of that miniscule information, I decided to do just that.
Lesson #2: Students often choose their majors in college with insufficient information. Teachers should ask students how they have chosen (or plan to choose) a major, what they're good at, and what they enjoy the most. Students should be aware that their choices could shape how they will be spending 40 or more hours weekly for the next 50 years or so. This usually gets their attention.
In Chicago, I continued with calculus, but did not take physics for a year. When I attempted to register in the second physics course at the Illinois Institute of Technology, I was told to retake the introductory class because it covered both mechanics and heat, whereas my previous course was solely on mechanics. Retaking introductory physics turned out to change the course of my life. This was because the teacher, Robert Estin, was a human dynamo whose love for physics was abundantly clear and contagious. Although he used no modern interactive techniques to supplement his lectures, his style inspiredme to learn. Coupled with my prior study of mechanics, this inspirationled me to achieve the highest grade in the class. I enjoyed that class so much that I decided to change my major to physics.
Lesson #3: Learning is perhaps 90% perspiration and 10% inspiration, and the former is more likely to occur when the latter exists. An effective teacher exudes a passion for his/her subject, and inspires and guides students to do their best. This can have profound effects on student learning.
When I told my father about my decision to major in physics, he advised against it because he thought physics was "too difficult." Fortunately, this was one time that I shunned his advice. In fact, one of the reasons I loved (and still love) physics is that it offers continual challenge, regardless of how much of it you learn. The fact that physics was "too difficult" was a reason to choose it as a major, rather than a reason to reject it! Fortunately, my decision was a good one, which I am very glad I made. I enjoyed my undergraduate studies in physics immensely.
As I neared graduation, I was unsure what to do next. The department chair advised me to go to graduate school to learn more physics. My extreme naiveté led me to wonder why I would do that. After all, I had spent several years studying classical and modern physics, and thought there wasn't much more to learn! This was a good example of the adage that Education teaches you what you do not know.I followed the chair's advice and applied to several graduate schools, in the Chicago area and elsewhere. Almost all the schools sent me large envelopes with application materials, and I proceeded to complete and return these. The one exception was Northwestern University. I received a phone call from the secretary of the Northwestern physics department, inviting me to an interview with the department chair, Professor Max Dresden.
I recall walking into his large office and seeing him with a desk full of papers on which there were hand-written, complicated looking equations. I later learned that he was preparing notes on quantum field theory. Professor Dresden was an intense man, with penetrating eyes and an ultra quick mind. I was immediately impressed by his demeanor. He asked me a set of questions, which I answered as well as I could. He listened carefully, and surprised me by saying that I would be accepted to graduate school in physics at Northwestern University. He promised me paid work as a research assistant in Professor Edson Peck's optical interferometry laboratory. I was aware of Professor Peck's textbook, Electricity and Magnetism,and was eager to work with him. My exhilarating meeting with Max Dresden convinced me to attend Northwestern University.
I became a teaching assistant, and underwent a short course on how to be a good teacher. The professor of this course was Clarence J. Overbeck, an obviously highly dedicated teacher. I learned some useful pointers in that short course, at least one of which has stayed with me for 48 years, namely,
Lesson #4: Never embarrass a student in the classroom.
That short course and many years of evaluating the teaching of college faculty leads me to another lesson.
Lesson #5: Every graduate teaching assistant and more generally, every physics teacher should undergo instruction on how to teach prior to teaching a class.
In 2007, while examining AAPT's photo gallery of presidents at the American Center for Physics, I was surprised and delighted to find a photo of Clarence J. Overbeck. I learned that he served as AAPT president in 1958, just one year before he taught me how to teach. What a story. An AAPT president teaches a student how to teach, and that student later becomes president of AAPT!
During my first year in graduate school, I took an advanced laboratory course, classical mechanics, quantum mechanics, and statistical mechanics. The latter was taught by Arnold J. F. Siegert, a student of Werner Heisenberg. Siegert was extraordinarily knowledgeable and a person who lectured at a steady pace that seemed too slow during the easier material and too fast during the more difficult parts. But as with Robert Estin and Max Dresden, he inspiredme to develop an understanding of the subject, both its philosophy and mathematics. I wanted Professor Siegert to supervise my Ph.D. work in statistical mechanics, but he was about to embark on a two-year leave of absence.
I had heard that Max Dresden did his Ph.D. work in statistical mechanics, and asked him if he would accept me as a student. He said yes, but informed me that he would be leaving Northwestern to take a position at the University of Iowa. If I moved to Iowa City, I could work with him. This double exit by statistical mechanics people illustrated to me the probabilistic nature of things: even remarkably unlikely, but not impossible, events have nonzero probabilities!
My wife Ellen and I decided to move to Iowa, and my Ph.D. mentor there was Max Dresden. He was a student of George Uhlenbeck, who, with Samuel Goudsmit, introduced the concept of electron spin in 1926. Uhlenbeck was a student of Paul Ehrenfest, who was a student of none other than Ludwig Boltzmann. What a scientific lineage this was!
Max Dresden was a first-rate lecturer, who made his subject seem easier than it really was. As with my former teachers, Robert Estin and Arnold Siegert, Max inspiredme to dig in, fill in the details, and learn what he was teaching. As a doctoral advisor, he would point me in a direction, and ask me to research it and report back on what further research could be done. This was exasperating at first, because to a fledgling learner it is typically not obvious how to extend what was just learned. I did this with several different topics, the last of which led me to some promising paths, and ultimately a successful thesis.
I would meet with Max Dresden weekly and report my progress or lack thereof. Often, when I was stuck, talking with him would somehow give me renewed energy—even if he provided no substantive help. I never understood how or why, but I certainly appreciated this phenomenon. In retrospect, I believe it was inspirationfrom a man whom I deeply respected. Max Dresden sometimes deviated from physics and shared his life philosophy. When Ellen gave birth to our first child, he told me that the two greatest traumas in a man's life were the birth of his first child and the death of a parent. I found the former to be accurate at the time, and the latter to be right on target when my father died five years later.
Lesson #6: A good mentor provides students with inspiration, guidance, wisdom, and a touch of humanity.
I will close this commentary with lessons learned through my association with AAPT. Although I joined AAPT in the 1960's, my involvement was for almost 20 years solely through reading and writing articles for the American Journal of Physics. In 1983, I joined the Southern California section (SCAAPT). I enjoyed its meetings so much, I decided to attend a national summer meeting, and was immediately "hooked." I have attended the vast majority of summer and winter meetings ever since. At these meetings, I learned much about teaching, presented contributed talks, and developed a network of friends.
At one SCAAPT meeting, I won as a door prize a copy of Eric Mazur's Peer Instruction,which had recently been published. I recall that Ellen picked me up after that meeting and we drove directly to a pizza restaurant to order a pizza for dinner. In the 20 minutes that it took to prepare and bake that pizza, I read enough of Mazur's book to become inspired with the relatively simple, but very powerful teaching approach he espoused. Soon thereafter, I began to introduce concept tests into my lectures. I also decided to learn more about what had been discovered by physics education researchers on what "works." A student, Hany Tawadrous, who planned to become a high school physics teacher, did a senior thesis in PER with me, with an emphasis on peer instruction.
Prior to my involvement with AAPT, I had based my teaching style on the styles of Robert Estin, Arnold Siegert, and Max Dresden, because those styles worked well for me. I know they were all great teachers for me. However, learning about what education researchers have observed—coupled with my own less than satisfactory results teaching general physics—made me realize that what worked for me and many physicists when we were students does not necessarily work for the vast majority of students. They take physics either to fulfill a requirement or simply because of curiosity. I went from thinking I knew a lot about teaching to the realization that we are only scratching the surface of understanding how physics can be most effectively taught to students with varying interests and abilities.
Lesson #7: Teaching requires a linkage, a connection, between teacher and students that provides effective guidance and practice, and timely feedback to correct misunderstandings. For some students, sufficient linkage can be achieved via inspirational lectures, well-written textbooks, well-constructed homework problems, challenging laboratory exercises, and instructor availability during office hours. For others, interactive techniques such as Peer Instruction, Cooperative Problem Solving, Physics By Inquiry, Workshop Physics, RealTime Physics, The Physics Studio, Just In Time Teaching, Interactive Lecture Demos, and the like can be more effective.
Finally, here is perhaps the most important lesson of all.
Lesson #8: Without AAPT, its journals, meetings, special topics conferences, and other opportunities for physics teachers to share their knowledge, we physics teachers would be much more poorly informed and less able to serve our students well.
Long live AAPT!

subset: commoncrawl


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|December 20, 2012, 07:47 PM
Senior Member
Join Date: June 23, 2011
Location: asheville north carolina
Posts: 556
Hey bowhunters
My buddy got a crossbow and I was very impressed, so much so that I got a bow. But I'm very new to bows. What kind of broadheads do you use? I have absolutely no preference and I'm open to suggestion. Also what do you like to do stalk, ground blindn or a treestand?
Also what are your pins set at? I was thinking 10 20 and 30 yards seeing as I'm new. Any thoughts? Thanks for reading.
|December 20, 2012, 09:05 PM
Senior Member
Join Date: September 6, 2008
Location: Virginia
Posts: 534
A word of advice, you'll find that many bow hunters are very opinionated about their equipment, to put it mildly lol.
I've used Rage 2-blade broadheads on a few deer with very good results, and am now (eagerly) waiting to try out some Slick Trick Magnums. Really the biggest thing about broadheads for me is how well they fly compared to practice tips. The truth is that there are a LOT of perfectly functional broadheads out there, so there are a lot of choices that you can try. Make sure they're accurate, make sure they're sharp, and make sure you can put them where they need to go.
I've tried all three methods you asked about, but only had success with the bow out of a tree stand. Getting up high makes it less likely that the deer will see you draw the bow. The ground blind sort of accomplishes this as well, but I just don't spend much time inside of one. Personal preference.
Lastly, I only use 2 pins on my bows. One set up for close range shots, which basically means point blank out to about 35 yards or so; and one set up for long range shots, which for me is anything outside of 35 yards. I've never needed my long range pin while hunting, I'm patient enough to wait for the closer range shots. Many people prefer the multiple pin set-up, I just find it a little cluttered personally.
What ever you choose to do, make sure you practice, practice, and practice some more. Good luck and have fun
---Perfection is achieved, not when there is nothing more to add, but when there is nothing left to take away.---
---Enlightenment is the ability to take infinite pains---
|December 21, 2012, 04:19 AM
Senior Member
Join Date: May 5, 2012
Location: Pennsylvania
Posts: 172
Yea what he said!! We do tend to be very opinionated 'bout our "stuff" For me, I really like the Montec G5. What got me started on those was several friends of mine used them to bag a few elk. After shooting them, their report was that they could have used them om another right away; no nicks and sharp as ever.
For sights, I shoot a single pin adjustable sight made by HHA. I also do not like a bunch of pins, and since I am addicted to shooting rather long distances, a single pin makes more sense than stacking 7 pins! I enjoy shooting far because after shooting quite a bit at 80 yards, 40 seems like you can reach out and touch your target Plus it gives me a good feeling to shoot a 4-6 inch group at 80!
When I archery hunt, I hunt in stands exclusively. I like the way it lets me see more deer. I use a climber, and like to be 25+ feet up. One thing to keep in mind if you are this high, you might want to aim slightly high if a deer is close. My brother shot a buck this year; he was 25 ft up and the deer was 15 yards out. He forgot to hold a bit high, and made a poor shot. Took 6 + hours to find that deer
Last of all, shooting a bow is like a lot of other things! What sets the great apart from the average, is 10,000 hrs of practice! I enjoy the practice almost as much as the hunt!
|December 21, 2012, 08:42 AM
Senior Member
Join Date: August 9, 2009
Location: Central Florida
Posts: 510
I still use vintage Bodkins and the same recurve I've had for 35 years.
God bless the U.S. Cavalry
|December 21, 2012, 10:31 AM
Moderator Emeritus
Join Date: June 25, 2008
Location: Austin, CO
Posts: 19,324
Just like with a gun, what matters is what you hit, not how big of a hole you cut.
Accuracy matters, nothing else.
The most accurate broadhead on the market is the Slick Trick.
Cutting diameter is misunderstood and manipulated. Measure the total cutting area of a Slick Trick against the supposed "massive" cut of a Rage or similar 2 blade.... you'll be surprised.
Nobody plans to screw up their lives...
...they just don't plan not to.
-Andy Stanley
|December 21, 2012, 10:37 AM
Senior Member
Join Date: December 13, 2009
Location: central Wisconsin
Posts: 2,324
I used to shoot target archery for well over 20 years. Two state championships, a few 3rds and 4ths. Won first flight of the Great Lakes Sectional. Took 17th at the nationals (was 7th after the first day but mis-set my sight on an 80 yard walkup). Shot 41 perfect 300's (avg 55 x's) one winter and shot pro for Bear archery one year (only won one money shoot). Taught 3 state champions.
#1 get that bow tuned with a good arrow rest. Shoot through paper to get a round hole.
#2 learn how to shoot with back tension (not arms) and squeezing the release trigger if you use one. Relaxed hands a must.
#3 Practice practice practice practice and then practice some more. I see too many wounded deer running around with arrows stuck in their butt.
|December 21, 2012, 12:03 PM
Senior Member
Join Date: May 19, 2012
Location: Western, Ny
Posts: 190
I use crimson talon,100 grain broadheads and a 3 pin sight set at 15,25, and 35 yards. I use both treestands and groundblinds,(both natural and manmade) and have had good success with both. Most important thing, is to PRACTICE WITH THE BROADHEADS YOU WILL HUNT WITH! I have seen far too many people practice with field tips and then just choose broadheads without actually shooting them in there bow. Good luck to you.
Ps. I am sure you will come to love bowhunting.
"Si vis pacem, para bellum". If you want peace, Prepare for war!!!!
|December 21, 2012, 12:53 PM
Senior Member
Join Date: November 19, 2005
Location: southwestern va
Posts: 787
did you get a bow or a crossbow?
"i got the most powerful gun in the world........an .88 magnum. It shoots thru schools......"
|December 21, 2012, 01:49 PM
Senior Member
Join Date: June 23, 2011
Location: asheville north carolina
Posts: 556
I got a bow. I have a 3 pin sight from fuse, a whisker bisket rest and a truglo release. The bow shop I bought my bow from has a 20 yard range and a have 4 free range trips so im thinking about setting up at 10 and 20 while I'm at the range and setting up at 30 once I feel I am proficient at 20.
|December 21, 2012, 03:24 PM
Senior Member
Join Date: December 15, 2010
Location: East Central Ohio
Posts: 143
First it's pretty tires, then it's pretty guns and bows...next thing you know, you're shavin' your beard and wearin' capri pants
|December 21, 2012, 03:57 PM
Senior Member
Join Date: April 18, 2011
Location: The Woods
Posts: 1,197
I'll second the Montec G5 broad-head. I prefer fixed to mechanical just for simplicity, and the G5's seem to work great; they're extremely durable, and are relatively easy to resharpen when they need it. Also, they have almost exactly the same poi as a field point, so I don't really have to re sight my bow in for hunting season.
I also personally prefer a single pin sight. All my shots are within 35-40yds, so I zero it at 30, and just aim a little high or low.
Lastly, I greatly prefer a "hindsight" rear sight to a peep in the string. It never wanders up or down, and - for me - it allows a much faster sight picture. Apparently people who've used a peep for a long time can have some trouble adjusting, but if you're just starting I think it might be the best $35 you put into your set up.
si vis pacem para bellum
|December 21, 2012, 07:06 PM
Senior Member
Join Date: June 23, 2011
Location: asheville north carolina
Posts: 556
Well I went and shot. Ive decided that I need a longer range.
|December 21, 2012, 10:48 PM
Senior Member
Join Date: June 11, 2007
Posts: 1,679
This is broadhead I use
Sights 5 pin
Bow not the long draw model
Learned lot the last couple years. Haven't taken anything with bow closest got to elk was 124yds. this next year 2013 hope I get draw for buck tag also get elk tag and we plan on full 30 days archery season.
I agree with warbirdlover getting bow tuned right is first thing to do and good shop will handle adjustment that you may need as you gain more experience. I sure didn't start out shooting the Pro Hunter arrows and when I got the matrix this year I start seeing what a better bow and arrows can help with accuracy and I move from 50yd to 60yd real quick and been doing little at 70yds
It's all about practice and yardage and I was pretty good at 20yd before I got serious shooting further and maybe I shot one two arrow at 30yd got back to 20 than move back to 30 and I did that to 60yds took about year and 1/2 do that. I sure won't pass on good 60yd shot if I had the chance. My wife got her deer at 53yd thru heart this year she is shoot shuttle T 100gr broadhead.
We go fishing up high country shoot blocks and bows got with us and I'm lucky got range as house and got 3D deer targets and I'm expanding yardage to 80yd now not that I take a shot hunting.
We've met lot of nice friendly bow hunters and target shooters been very encouraging but we've shown pretty good interest also in wanting to learn. Couple guy who work at the shop are pro staff for Hoyt also Mathews and some are very active in Colorado Bowhunters Assn and some put on match like Vegas 450 league and 3D also have some National ranking shooter that shoot in some of the leagues. Hoyt been pretty active in the wounded warrior program and archery shop given teams free access to practice and other things.
We plan on going to a senior match in Utah this spring and maybe to Louisville,KY and maybe to Las Vegas in Feb for a match. I have no illusion at 70 that I be national ranking archery match shooter but we enjoying it.
Semper Fi
Vietnam 1965
VFW Life member
NRA Life Member
|December 23, 2012, 01:00 AM
Senior Member
Join Date: October 9, 2009
Location: North Alabama
Posts: 6,450
here goes
broadheads- I am not a fan of the various expandable heads. If something "has to happen" before the head cuts its best, I don't want it. Why? One less thing to go wrong. The new wave expndable heads are pushed heavily, and some of the videos show awesome wounds, but I'm still not buying.
I like a vintage, fixed blade, resharpenable head, but I am a relic. The various 3 and 4 blade replaceable models on the market allow anybody to hunt with supersharp heads that have good reputations for toughness and accuracy. Consider the Thunderhead and the Muzzy as good examples. Oh I shoot a Bear Razorhead, but hardly anybody else does these days.
Treestands- I am a tree stand hunter, mostly from climbers. I have killed exactly one deer from the ground on a stalk. During tornado conditions and a howling wind. And I missed the first time. The deer ran closer (the little buck heard the arrow hit beyond him and ran away from it, back towards me!) and second shot I did not miss. I have had very poor luck with deer and ground blinds, and got picked off enough I stopped using one.
Pins- Depends alot on how fast and flat your bow is shooting. A slow rig may need 10-20-30 yd pins. A faster rig may do well with 20-30-40 as mentioned. I hunted my Dads bow for a while with a very light draw weight, as that's how he had it. That set up needed 10-20-30 as the arrow trajectory was pretty arched. Currently both my hunting bows (whitetails only) are using single pins set at 20 yds. They shoot hard enough that I can hold under or over a bit for ranges either side and I am still good.
My average kill shot is 14 yds. THis years deer (we're still hunting, no the only one I hope) was a 8 yds.
I find I do not really need long range pins for my location and style of hunting.
Finally, I think the Biscuit is a great hunting rest. Tough and consistent, no moving parts, again, less to go wrong. My only complaint against the Bsicuit was that it could be loud on the draw with aluminum arrows. I finally switched to very slick finished carbon arrows (told you I was a relic!) and carbon seems to draw very quietly.
I love rifles and shooting in general, but bowhunting whitetails is an absolute passion of mine. I hope you enjoy it as much.
BTW a great vintage bowhuntng video was "Bowhunting October Whitetails" and some of it was likely shot in NC. Barry Wensell and Rick Blase.
|January 14, 2013, 12:32 AM
Senior Member
Join Date: October 23, 2009
Location: Dallas
Posts: 496
I talked to a guy online that hunts squirrels during the off season. He figures that if he can nail that size of a target at 20 yards consistently, 30 yards shots on deer are easy. But, as has been said, practice, practice, practice. Buck fever will still be a factor though!
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Editor, the Record:
Editor, the Record:
It is almost time for Sen. John Blake to run for re-election; but, on what merit can he run?
His close friendship with convicted felon, former Sen. Bob Mellow?
His stellar record in Harrisburg, where he has done nothing in his first three years?
Mr. Blake is hoping that he can skate by as the incumbent.
I hope the voters of Barrett, Coolbaugh and Price townships see through this paper senator.