First b notice template

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Refer to the Support section or get in touch with our Support staff in the event that you've got any concerns. Video instructions and help with filling out and completing B Notice Template Form Find a suitable template on the Internet. Instructions and help about first b notice template. FAQs irs b notice sample letter Here is a list of the most common customer questions. Is it compulsory to fill out the iVerify form for Wipro before getting a joining letter?

Yes, you should definitely will the form as you require it for your Background verification else the HR would mail and call every time unless you fill it. No form has to be filled for u to get your call-up letter. A student who memorizes the entire physics curriculum is no more a physicist than one who memorizes the dictionary is a writer.

Studying physics is about building skills, specifically the skills of modeling novel situations and solving difficult problems. The results in your textbook are just the raw material. You're a builder. Don't spend all your time collecting more materials. Collect a few, then build things. Here's how. The Cathedral and the StonesWhile delivering his famous set of freshman lectures on physics, Richard Feynman held a few special review sessions.

In the first of these, he discussed the problem of trying to memorize all the physics you've learned:It will not do to memorize the formulas, and to say to yourself, "I know all the formulas; all I gotta do is figure out how to put 'em in the problem! You might say, "I'm not gonna believe him, because I've always been successful: that's the way I've always done it; I'm always gonna do it that way. It's impossible to remember all the formulas - it's impossible!

And the great thing that you're ignoring, the powerful machine that you're not using, is this: suppose Figure 1 - 19 is a map of all the physics formulas, all the relations in physics. It should have more than two dimensions, but let's suppose it's like that.

Now, suppose that something happened to your mind, that somehow all the material in some region was erased, and there was a little spot of missing goo in there. The relations of nature are so nice that it is possible, by logic, to "triangulate" from what is known to what's in the hole. See Fig. And you can re-create the things that you've forgotten perpetually - if you don't forget too much, and if you know enough.

In other words, there comes a time - which you haven't quite got to, yet - where you'll know so many things that as you forget them, you can reconstruct them from the pieces that you can still remember. It is therefore of first-rate importance that you know how to "triangulate" - that is, to know how to figure something out from what you already know.

It is absolutely necessary. You might say, "Ah, I don't care; I'm a good memorizer! In fact, I took a course in memory! Because the real utility of physicists - both to discover new laws of nature, and to develop new things in industry, and so on - is not to talk about what's already known, but to do something new - and so they triangulate out from the known things: they make a "triangulation" that no one has ever made before.

In order to learn how to do that, you've got to forget the memorizing of formulas, and to try to learn to understand the interrelationships of nature. That's very much more difficult at the beginning, but it's the only successful way. Feynman's advice is a common theme in learning. Beginners want to memorize the details, while experts want to communicate a gestalt. Foreign language students talk about how many words they've memorized, but teachers see this as the most trivial component of fluency.

Novice musicians try to get the notes and rhythms right, while experts want to find their own interpretation of the piece's aesthetic. Math students want to memorize theorems while mathematicians seek a way of thinking instead. History students see lists of dates and facts while professors see personality, context, and narrative.

In each case, the beginner is too overwhelmed by details to see the whole. They look at a cathedral and see a pile of , stones. One particularly clear description of the difference between the experts' and beginners' minds comes from George Miller's study "The magical number seven, plus or minus two. He found that the masters could memorize an entire board in just five seconds, whereas the novices were hopeless, getting just a few pieces.

However, this was only true when the participants were memorizing positions from real chess games. When Miller instead scattered the pieces at random, he found the masters' advantage disappeared. They, like the novices, could only remember a small portion of what they'd seen. The reason is that master-level chess players have "chunked" chess information. They no longer have to remember where each pawn is; they can instead remember where the weak point in the structure lies.

Once they know that, the rest is inevitable and easily reconstructed. I played some chess in high school, never making it to a high level. At a tournament, I met a master who told me about how every square on the chess board was meaningful to him.

Whereas, when writing down my move, I would have to count the rows and columns to figure out where I had put my knight "A-B-C, , knight to C4" he would know instantaneously because the target square felt like C4, with all the attendant chess knowledge about control of the center or protection of the king that a knight on C4 entails.

To see this same principle working in yourself right now, memorize the following. Well, it would be if you were literate in Chinese.

You can remember the equivalent English phrase no problem, but probably don't remember the Chinese characters at all unless you know Chinese, of course. This is because you automatically process English to an extreme level. Your brain transforms the various loops and lines and spaces displayed on your screen into letters, then words, then a familiar sandwich-related maxim, all without any effort.

It's only this highest-level abstraction that you remember. Using it, you could reproduce the detail of the phrase "first the peanut butter, then the jelly" fairly accurately, but you would likely forget something like whether I capitalized the first letter or whether the font had serifs. Remembering an equally-long list of randomly-chosen English words would be harder, a random list of letters harder still, and the seemingly-random characters of Chinese almost impossible without great effort.

At each step, we lose more and more ability to abstract the raw data with our installed cognitive firmware, and this makes it harder and harder to extract meaning. That is why you have such a hard time memorizing equations and derivations from your physics classes. They aren't yet meaningful to you. They don't fit into a grand framework you've constructed.

So after you turn in the final, they all start slipping away. Don't worry. Those details will become more memorable with time. In tutoring beginning students, I used to be surprised at how bad their memories were. We would work a problem in basic physics over the course of 20 minutes. The next time we met, I'd ask them about it as review.

Personally, I could remember what the problem was, what the answer was, how to solve it, and even details such as the minor mistakes the student made along the way and the similar problems to which we'd compared it last week. Often, I found that the student remembered none of this - not even what the problem was asking!

What had happened was, while I had been thinking about how this problem fit into their understanding of physics and wondering what their mistakes told me about which concepts they were still shaky on, they had been stressed out by what the sine of thirty degrees is and the difference between "centrifugal" and "centripetal".

Imagine an athlete trying to play soccer, but just yesterday they learned about things like "running" and "kicking". They'd be so distracted by making sure they moved their legs in the right order that they'd have no concept of making a feint, much less things like how the movement pattern of their midfielder was opening a hole in the opponent's defense.

The result is that the player does poorly and the coach gets frustrated. Much of a technical education works this way. You are trying to understand continuum mechanics when Newton's Laws are still not cemented in your mind, or quantum mechanics when you still haven't grasped linear algebra.

Inevitably, you'll need to learn subjects more than once - the first time to grapple with the details, the second to see through to what's going on beyond. Once you start to see the big picture, you'll find the details become meaningful and you'll manipulate and remember them more easily.

Randall Knight's Five Easy Lessons describes research on expert vs. Both groups were given the same physics problems and asked to narrate their thoughts aloud in stream-of-consciousness while they solved them or failed to do so. Knight cites the following summary from Reif and Heller Observations by Larkin and Reif and ourselves indicate that experts rapidly redescribe the problems presented to them, often use qualitative arguments to plan solutions before elaborating them in greater mathematical detail, and make many decisions by first exploring their consequences.

Furthermore, the underlying knowledge of such experts appears to be tightly structured in hierarchical fashion. By contrast, novice students commonly encounter difficulties because they fail to describe problems adequately.

They usually do little prior planning or qualitative description. Instead of proceeding by successive refinements, they try to assemble solutions by stringing together miscellaneous mathematical formulas from their repertoire.

Furthermore, their underlying knowledge consists largely of a loosely connected collection of such formulas. Experts see the cathedral first, then the stones. Novices grab desperately at every stone in sight and hope one of them is worth at least partial credit. In another experiment, subjects were given a bunch of physics problems and asked to invent categories for the problems, then put the problems in whatever category they belonged.

Knight writes:Experts sort the problems into relatively few categories, such as "Problems that can be solved by using Newton's second law" or "Problems that can be solved using conservation of energy. The "Aha! As you do, details will get easier. Eventually, many details will become effortless. But how do you get there? In the Mathoverflow question I linked about memorizing theorems, Timothy Gowers wroteAs far as possible, you should turn yourself into the kind of person who does not have to remember the theorem in question.

To get to that stage, the best way I know is simply to attempt to prove the theorem yourself. If you've tried sufficiently hard at that and got stuck, then have a quick look at the proof -- just enough to find out what the point is that you are missing. That should give you an Aha! Feynman approached the same questionThe problem of how to deduce new things from old, and how to solve problems, is really very difficult to teach, and I don't really know how to do it.

I don't know how to tell you something that will transform you from a person who can't analyze new situations or solve problems, to a person who can. In the case of the mathematics, I can transform you from somebody who can't differentiate to somebody who can, by giving you all the rules.

But in the case of the physics, I can't transform you from somebody who can't to somebody who can, so I don't know what to do. Because I intuitively understand what's going on physically, I find it difficult to communicate: I can only do it by showing you examples.

Therefore, the rest of this lecture, as well as the next one, will consist of doing a whole lot of little examples - of applications, of phenomena in the physical world or in the industrial world, of applications of physics in different places - to show you how what you already know will permit you to understand or to analyze what's going on. Only from examples will you be able to catch on. This sounds horribly inefficient to me. Feynman and Gowers both signNowed the highest level of achievement in their domains, and both are renowned as superb communicators.

Despite this, neither has any better advice than "do it a lot and eventually expertise will just sort of happen.

They're essential to moving past the most basic level, but it seems that no one knows quite where they come from. Circular ReasoningThere are certainly attempts to be more systematic than Feynman or Gowers, but before we get to that, let's take a case study. The ball's velocity changed, which means it accelerated. If you already understand calculus, this is a silly and obvious mistake. But for me it took quite some time - weeks, I think - until I understood that I had found the average acceleration, but the formula I was trying to derive was the instantaneous acceleration.

I only recognized this now because I remembered encountering Viete's formula. So memory certainly has its place in allowing you to make connections. It's just not as central as beginners typically believe. How do you do that "infinitesimal fraction of the way around" thing? As I walk through it now, I can see there are many concepts involved, and in fact if you're a beginning student it's likely that the argument isn't clear because I skipped some steps.

The main idea in that argument is calculus - we're looking at an infinitesimal displacement of the ball. That's a lot of mental exercise. It's no wonder that working all this out for yourself is both harder and more effective than reading it in the book.

Just reading it, you'll skip over or fail to appreciate how much goes into the derivation. The next time you try to understand something, you want those previously-mastered ideas about geometry and calculus already there in your mind, ready to be called up. They won't be if you let a book do all the work. Today, I can solve this problem in other ways.

I also see aspects of the problem that I didn't back then, such as that this isn't really a physics problem. There are no physical laws involved. It would become a physics problem if we included that the ball is circling due to gravitational forces and used Newton's gravitational law, for example, but as it stands this problem is just a little math. So yes, I can easily memorize this result and provide a derivation for it.

I can do that for most of the undergrad physics curriculum, including the pendulum and Doppler formulas you mentioned, and I think I could ace, or at least beat the class average, on the final in any undergraduate physics course at my university without extra preparation.

But I can do that because I built up a general understanding of physics, not because I remember huge lists of equations and techniques. How to Chunk ItI can do these things now because of years' of accumulated experience. Somehow, my mind built chunks for thinking about elementary physics the same way chess players do for chess. I've taught classes, worked advanced problems, listened to people, discussed with people, tutored, written about physics on the internet, etc.

It's a hodgepodge of activities and approaches, and there's no way for me to tease from my own experience what was most important to the learning process. Fortunately, people from various fields have made contributions to understanding how we create the cognitive machinery of expertise.

Here is a quick hit list. When you do need to memorize things, spaced repetition software like Anki takes an algorithmic, research-backed approach to helping you remember facts with the minimum of time and effort. Anders Ericsson has tried to find the key factors that make some forms of practice better than others - things like getting feedback as you go and having clear goals.

He refined these into the concept of Deliberate Practice. He also believes there is no shortcut. Even if you practice effectively, it usually takes around 10, hours of hard work to signNow the highest levels in complex fields like physics or music. Chunking and assigning meaning are your mind's ways of dealing with the information overload of the minutiae that inevitably pop up in any field.

Another approach, though, is to try to expand your mind's ability to handle those minutiae. If you can push your "magical number" from seven to ten, you'll be able to remember and understand more of your physics work because it takes a bit longer to fill your cognitive buffer. Dual N-Back exercises are the most popular method of working on this.

Nootropic drugs may also provide benefits to some people. Low-hanging fruit first, though. If you aren't sleeping hours a day, getting a few hours of exercise a week, and eating healthy food for most meals, you're probably giving up some of your mind's potential power already. There is individual variation, though. Howard Gardner is one champion of the idea of multiple intelligences, or different learning types. You might also like.

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