Wow. Bigoted and illegal in the US. And everyone says the USA is privacy invasive. If someone did that in the USA they would be sued for violation of medical privacy law.

I saw silicon (and FPGA) built around NN in the mid 1990's. The first NN's used for computation were published in the 1960's.

The only novel part of this is the "true to biology" part of the topology.

I would be impressed if it could make a better video card - if the paradigm of "neuromorphic" was competitive vs. the current material implemented in silicon.

I was thinking about the movie where the NSA could spread a virus through the power supply.
I was also jus thinking how security researchers just found a virus that could spread by sound over disconnencted systems.
I then also realized that certain types of power supplies have consistent bad acoustic behavior - I can hear their caps.

Putting this together makes for a worm that on the PC checks the nature of the power supply, and can spread to phones/tablets/other PC by the power supply.

[1] http://www.extremetech.com/com...
[2] http://www.imdb.com/title/tt02...
[3] http://en.wikipedia.org/wiki/D...

One or two good EMP's and 99.95% of the e-books are gone forever. Floppy discs and CD-rom's last a few decades, perhaps. Paper lasts ~500 years or so.
One of these three is much more resilient to disaster than the other two.

I could see this being useful for a high-school variation on the Johns Hopkins undergraduate spaghetti bridge contest.
http://www.jhu.edu/virtlab/spa...

Yes this is pre-secondary education, but these kids could make a bridge of popsicle sticks and elmers - they get the fundamentals.

They should be given a budget of "plastic weight" for a makerbot fabricated bridge. This would add things like "dispense speed" and such to the overall bridge, but the manufacturing would be consistent across all bridges. It would also allow something a spaghetti bridge contest could not allow: measurement of uncertainty by replication. You could exactly replicate a bridge and determine not only a single sample of its performance but its mean and variance.

I think statistical design of experiments is amazingly accessible - I could have understood it in 3rd grade - but it is not taught there. It is the (THE) fundamental course for science ... all of science. Nobody is teaching it to third graders and they should be. A maker-space in a public school, especially accessible to science teachers - would be highly valuable for hands-on practice in something like statistical design of experiments.

Ideas like "central tendency" and "spreading tendency" are accessible to a kid with a slingshot. If they can shoot a slingshot they can understand the idea. If they can be made to practice the idea early, that can be very empowering for STEM careers later.

Yes, I am commenting on my comment. I just really am inspired by the utility of this idea.

I could imagine a knex (or make-it-yourself *nex) being very common in such a place. Also glues. And tapes. Not just scotch - there are dozens of breeds of tapes because they each do something important well.

Maker spaces are inexpensive. Their capital cost is low. Given your audience, it can be lower than conventional, because you might use less resources.
Maker spaces are about self-teaching, and research. How do you do .
Maker spaces engage the community, and are about people in different "groups" interacting. Diversity in action - not about institutionalized anything, just those who can do no matter what they look like - its about making, not race/age/social-status/et cetera.

Maker spaces are about teaching. Those who can, both do and teach. Peers mastering and teaching others one on one, or in a larger quasi-formal setting. How do I do x? How do I do it safely? How do I do it in a way that stages me to be able to do the next thing? Don't just stand me on the shoulders of a giant, let me walk a ramp between shoulders of successively larger giants until one day I find that I am one of them and I have somehow, by doing what I love, been a giant whose shoulders others have walked.

Making is several things at once. Software, programming, electronics prototyping, CAD, hardware ...

Books are critical. How do I program in Python, Javascript, assembler, or on this particular widget.
How do I solder, sew, or saw this piece of stuff into the shape that I wanted? What software does it take to make the STL file, to put into the makerbot to make a cutie mark for Twilight Sparkle? What if I want to make a 3d picture of myself - how do I do that? What about making my own mini-strandbeest?

I see arduino, robotics, computer programming, makerbots, origami, kits, knitting/macrame/quilting, kites rockets and LED lights as very "typically makerspace" materials. Books on all of those subject are welcome.

How to make your own notebook is important. Teaching documentation of the process is important for makers/inventors/engineers. We learn more when we capture what we did and we think about how to make it better.

Engaging the modern "buzz" is a common past-time. Deconstruct the new i-thing and make one yourself, even if it has 1% of the actual function and 1% of the cost. What will I find if I take this apart? How do I put this valuable thing together, or make my own that does a passable job?

Here are some links.
http://makerspace.com/
http://www.heatsynclabs.org/
http://gangplankhq.com/labs/
https://www.youtube.com/watch?...
http://3dprintingindustry.com/...

It is a requirement for any large matrix inversion to run efficiently, and large matrix inversion is the fundamentals behind all big science computes including what goes on at national labs. Though I do not know what the code is, I strongly suspect that this is the single code, likely from a Fortran library, that has run most on the biggest supercomputers on the planet.

You didn't just tell Russia that it can't use international law, did you. Are you really daring Lawyers to not be able to do something using the law??

First post in Rot13? Not entirely informative. Also not first.

The dump is going to be where folks of the future mine to find out about our daily lives. Such information would be a virtual treasure-trove for posterity. We just need to properly wrap it to give it the best chance of survival.

It is not like folks today are using it.

Would be better if the data was actually online, though it isn't.

The dump is going to be where folks of the future mine to find out about our daily lives. Such information would be a virtual treasure-trove for posterity. We just need to properly wrap it to give it the best chance of survival.

It is not like folks today are using it.

Would be better if the data was actually online, though it isn't.

Firing based on pointing out illegal or unethical behavior is called "retaliation" and has substantial penalties associated with the lawsuits. Being unethical to someone who calls you to be ethical - that is a higher-order unethical behavior.

Examine the H1b visa process. It makes HR become customized to "virtual slavery" and devaluing workers. I would be surprised if all companies who use the H1b visa as aggressively as google/microsoft/cisco/etc... are not as discriminatory. You are talking about the people who authored the engineering price fixing that is currently under class-action lawsuit. If they are going to price-fix the wages of "white American counterparts" then it is unsurprising that they also are wage fixing their Indian counterparts.

http://www.lieffcabraser.com/Case-Center/Apple-Google-Silicon-Valley-No-Cold-Calling-Anti-Poaching-Lawsuit.shtml

Education is like building a skyscraper. The floor never moves upward, but the roof can be set so high up. The rest of the world lives for the high roof, and we Americans tie a rope between the ceiling and the floor and say "you cannot be taller than one story", and it can only be made of simple materials. All that rope does is hold the world down. It does not move the anything up.

The modern American education system is a few swans tied to a herd of deer, trying to get the deer to fly. The deer don't want to fly - they are heavy. They are not built for flight. They are built for something else. They want to run around in the woods and eat plants. The swans were made to fly.

This is the ideal case - to differentiate the best and worst. Make a school for the deer that teaches to deer , and make one for swans that lets them fly. Don't chain the ceiling down. Academically and intellectually our nation clearly demonstrates the consequences of forcing EVERYONE to live in these mud-huts. Foisting education on the children of uninvolved parents, and upon children who do not want to learn, should not be required. Allowing truly great students to be as great as they can - this is a good thing. We shouldn't tie them to the floor. They carry the world of tomorrow on their backs and they are going to make it good - lets help them to make it amazingly great.

The efficiency of capitalism requires multiple, independent vendors who compete against each other for sales. The current education system is clearly a state-owned and sponsored monopoly. This monopoly has failed badly by every measure. Dollars may be the inefficient measure - but they exist as hours of the lives of citizens taken by force. We take the most hours out of tax-paying citizens lives in order to pay for this state-instituted monopoly, and by every measure we are at the bottom level of outcome for the free world.

Reason suggests that we should be able to say to Taiwan, bring your education system here, and run it with your people in your ways, but using English, and we will send a statistically relevant sample of students there. Corporal discipline - whatever. If you can have better educational outcomes than our schools then we will move our federal dollars to pay you to do a better job at teaching our youth then our current failed federal monopoly can.

Things like charter schools - they are not actual competition. They are the beginning of actual competition, but they don't really count as a functional replacement. An actual replacement would take away dollars and students that would otherwise go to the state-monopoly. The pro-monopolists are whining that they don't like "eau de competition" but they aren't talking actual value. There are tangible, critical, internationally significant consequences that come from raising generations of children to be stupid and underperforming.

Here is a perspective on actual value: http://go.worldbank.org/GOBJ17VV90
Read where it says "Why focus on learning outcomes".