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Comment Re:Why bother? (Score 1) 847

The amount of effort being exercised to get a guy accused of rape by women that later changed their story to 'he lied about wrapping it up' and then further to the prosecution dropping the suit because their clients recanted.

I don't know if he committed a crime in Sweden, but he is on the hook for some political persecution from what I can see and their is zero possibility of a fair trial. Ecuador sees it my way and grants him asylum. Good for them I think, and shame on the UK for being part of this political crap, they don't care about some extradition.

Comment waaaay over head (Score 4, Insightful) 234

What is the point of 30 second boot on a file server? If this is on the list of 'requirements', then the 'plan' is 1/4 baked. 1/2 baked for buying hardware without a plan, then 1/2 again for not having a clue.

unioning filesystem? what is the use scenario? how about automounting the drives on hot-plug and sharing the /mnt directory?

Now, 500GB/day in 12 drive sleds....so 6TB a day? do the workers get a fresh drive each day or is the data only available for a few hours before it gets sent back out or are they rotated? I suspect that mounting these drives for sharing really isnt what is necessary, more like pull contents to 'local' storage. Then, why talk about unioning at all, just put the contents of each drive in a separate folder.

Is the data 100% new each day? Are you really storing 6TB a day from a sensor network? 120TB+ a month?

Are you really transporting 500GB of data by hand to local storage and expecting the disks to last? reading or writing 500GB isn't a problem, but constant power cycling and then physically moving/shaking the drives around each day to transport is going to put the MTBF of these drives in months not years.

dumb

Comment Re:Caching? (Score 1) 292

I don't argue that the fundamentals of +|-|/|x are essential, and that multiplication and division tables up to 12 are critical to core math skills.

As someone who has actually taught high school math, including trying to teach algebra II students who could not do basic arithmetic (I'm talking things like 12 minus 5), I dare you to try to think of ways to get students to actually understand how algebra works, what its applications are, etc. when they can't manipulate even the most basic equation without a calculator to tell them that 12 - 5 is 7.

If it wasn't clear by my statement that fundamentals are essential, that is what I meant. I think that 12 -5 = 7 certainly falls below the high water mark of multiplication and division tables. In other words, you are beginning to argue a point that needs not be argued

Is it possible? Yeah, I managed to do it with some kids. But these kids mostly had a fundamental barrier preventing them from doing just about anything in higher level math, because they simply couldn't manipulate even small numbers on a basic level.

And these kids should probably have extra effort put towards then understanding the critical math that is required in day-to-day life and not be pressed into more advanced mathematics studies. Subjects that are hard for students to learn (hard in the sense that they fall behind the other students) is likely to be nearly impossible to retain or recall. These kids skill set may be in another subject. Don't waste any time on the more advanced stuff that they will not learn or retain.

Knowing basic arithmetic is not just memorization -- with it should come some more intuitive understanding about how numbers relate to each other, and elementary schools should try to convey that information along with any memorization task. The issue isn't so much that a particular student doesn't happen to know the exact fact of 12 - 7 as much as that the student has no intuitive grasp of what the relationships between "12," "-," and "7" are, which should at least give him an intuitive sense of what the answer to that relationship might be.

I agree. My point was that memorizing formulas and functions rarely benefits the average student/adult. Understanding the methods is what should be taught. The basics still apply though and swiftly solving any addition or subtraction well into the hundreds is very manageable with very little memorization. Beyond that, the average person will not have the memory when they reach 21 years old to do in their head anyway (some say as little as 7 digits are easily remembered and available for doing mental math). Techniques to overcome these limits would be a good part of the curriculum.

Massive amounts of memorization interferes with cognitive learning.

Not true, unless it becomes too dominant in the curriculum that it doesn't allow time for anything else. I'm not a huge fan of lots of memorization in schools, but actually having some knowledge in your brain is not only incredibly useful for solving problems that require that information, but it also makes it much, much, much more likely that you'll ever meditate upon that information and make higher-level connections within it.

I believe it has been stated, with various degrees of truth and accuracy, that most people do not memorize well in school settings. I believe that interest in a subject matter is the only way students or adults pursue higher level mathematics (or any subject). Those students with aptitude and interest should definitely be moved into classes that challenge them, while disinterested students should probably be guided to subjects they are more apt too (again, not ignoring the basics)

Memorization does not contribute to higher skill sets beyond the basics, cognitive learning allows people to do advanced work with minimal research.

I have no clue how one can do "cognitive learning" without knowing any facts about anything. I've heard hundreds of hours of educational theory BS yammered at me in numerous pedagogy classes and conferences, but the reality is that critical thinking requires something to think about. If your brain is empty, you can never make connections beyond whatever is on the page or the website in front of you, which improverishes your ability to think with any breadth.

Maybe you misunderstand. facts and equations are not the same thing. I consider myself to be exceptionally able to learn and apply that learning to problems. My skills and capabilities were earned through my being interested in the subject matter, being challenged with problems that others were not able to solve, and through a lot of my own learning outside of school. The school system provided my with very little beyond the basics, and rationed that knowledge out over a excruciatingly long time frame. I easily outpaced the average in school, so I sat in the classroom with people that I considered intelligent and capable, that were not able to do the same work as I was. I know that this statement has more than a slight stench of arrogance, but I don't mean it too.

My point is that I excelled in subjects and the schools that I went to, in 5 states, all failed to challenge me in those subjects. Kids that excelled in other subjects sat bored in those classes or caused trouble.

I would add that many hours spend memorizing things in school went unused. I can still remember the periodic table, no use in real life. I can still remember how a frog is put together and comes apart, no use in the real world. The labs were good, learning about elements, electrons, etc etc was all good. But memorizing the data was of such minimal value that it could have been skipped altogether.

I'm sorry, but you assertions are a load of crap.

In your opinion, which you can enjoy without my criticism.

My point of view is based on my experience and America's schools poor testing vs other 1st world nations. If all is well, then everyone else must be doing the same thing and their people are just smarter. I don't believe that for a second.

Comment Re:Caching? (Score 1) 292

It is broken, America's schools underperform vs other 1st world countries. That is a real problem, in fact it will be the core problem in our country in the near future.

I don't argue that the fundamentals of +|-|/|x are essential, and that multiplication and division tables up to 12 are critical to core math skills. Massive amounts of memorization interferes with cognitive learning. Memorization does not contribute to higher skill sets beyond the basics, cognitive learning allows people to do advanced work with minimal research. Children do not need to memorize hundreds of equations, only to fundamentally understand how the equations work so that they can solve problems with ANY equation, for which they can discover quickly will all the data available to us.

maybe the core issue is the lowest common denominator education. maybe trying to find new, novel ways to teach every kid to be a math wiz is time that should have been spend identifying and elevating kids with potential in that subject matter.

Comment language and culture influences ancient texts (Score 1) 1226

I am a devout agnostic ;)

I suspect that if there was indeed a God that spoke to men in biblical days, man's primitive culture and language would over simplify the statements. Purhaps the universe up to the point of the bible was created in 6 units of time measurement that were beyond the scope of man at that time. A perfect example that is testable today is '40 days and 40 nights'. We know that this was a common statement in biblical times to say 'a long time'. You may or may not believe the literal 40 days and 40 nights, but there is good supporting, believable evidence that the language frequently used idioms to describe time.

Very sophisticated thoughts can be described in English that simply cannot be described in Piraha for instance (http://en.wikipedia.org/wiki/Pirah%C3%A3_language). Purhaps the language spoken by 'God' or 'gods' or whatever is beyond our ancestors language skills, and possibly beyond our language skills.

I do tend to be on the athiest side because I haven't seen evidence of 'God' etc etc, though I don't crusade that there can't be a God.

Comment ipv4 is dead, long live ipv4! (Score 0) 460

I don't anticipate that ipv4 dies off as slowly as many people suggest. ipv4 is easy to understand, and addresses fit within the average technicians short term memory. Just try to remember ipv6 addresses, you brain will melt!

Soo many services are now becoming NAT compatible, and many ISPs are now NATing their customers and handing out private ipv4 addresses.

I do expect enterprise networks to migrate first. Microsoft has done a good job at making ipv6 a desirable thing in it's enterprise environment. Each computer gets a public ipv6 address and ipsec encrypts any domain related traffic for a VPN-free anywhere corporate network.

At home? probably ipv4 for a very long time and some 4to6 NATing either on the router side or way up at the ISP side as the server world goes ipv6..

just my thoughts.

Comment Re:*THIS* is exploration (Score 1) 97

I'll agree with 'good', but stand by the 'clean','tested', and 'reliable'

IMHO, 'good' in this situation is a measurement against a specific target and in this instance that is a human. Food might be lower quality food as measured by how safe it is or how long it lasts or how consistent it is. Food born illness has been around forever but now food born illness is typically more mild. The only increase danger I see is in distribution, specifically, that so much feed goes through bottlenecks so an illness can cross-contaminate shipments.

Comment Re:*THIS* is exploration (Score 2) 97

I have to agree with both parent and grandparent. Parent seems to be trying to make a counterpoint but doesn't. Our current food sources are cleaner, more tested, more reliable, and more nutritious. That doesnt mean that they are 'clean' or completely safe, just that they are safer than the food sources of the past.

Comment Re:*THIS* is exploration (Score 1) 97

Water is cheaper than soda and juice.

I eat near-paleo within the same budget as I ate mcdonnalds in the past. In fact, my crossfit membership + my diet is roughly equal to my old food expense so I am healthier and in shape for less money. 'expense' is an excuse in most of the western world.

Also, I eat very little lettuce.

Comment Re:what is wrong with this? (Score 1) 138

[quote]No, and they won't because they don't understand how they're being screwed.[/quote]
hmmm, that doesn't really sound like they are being screwed.

[quote]New carriers can't crop up due to spectrum constraints and all existing carriers match pricing and features extremely closely[/quote]
This is only partially true, WiMax is/was seen as a viable alternative to LTE and it can run in spectrum that is available in most markets.

[quote]Bull. They're among the highest, coupled with ridiculous data rates and stupidly inflexible plans.[/quote]

uh, no. go to europe and find a comparable plan. even with the 'inflated' service rates to compensate for heavily subsidized phones US plans are cheaper.

Comment what is wrong with this? (Score 0) 138

What is wrong with this? AT&T (Verizon/Sprint/etc/etc) are running a business and have a significant investment in the hardware to provide the service. Cell towers cost big bucks, and upgrading cell towers costs big bucks. That money has to come from sales.

Here is a very simple metric to determine if the pricing model is fair and reasonable. Are people dumping their smart phones? Is another vendor reaching into the market with 'fair' prices?

Clearly the market can bear the cost. I would add that the US' cell phone providers are some of the least expensive in the world.

If there is a fraud here, it is the statement of 'unlimited' data plans with 5GB caps, though all the vendors have done away with that now.

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