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Comment: Re:Stop wasting water on California... (Score 1) 329

by darthium (#48617295) Attached to: 11 Trillion Gallons of Water Needed To End California Drought

Yawn. I've worked and studied at both. Have you *compered*

Given the poor spelling, I assume you worked as a janitor and you studied urinal cake dissipation?

Apart from poor spelling, the dude doesn't have an idea that Caltech main strenght is PURE SCIENCE, not technology (APPLIED science). Besides, MIT is several times the size of Caltech (tiny in comparisons to other universities, so, raw volumen of papers and citations wouldn't be fair).

I seriously doubt anyone from MIT or Caltech would ignore these basic facts, so perhaps you're closer to the truth with your joke .

Comment: Re:Stop wasting water on California... (Score 1) 329

by darthium (#48614395) Attached to: 11 Trillion Gallons of Water Needed To End California Drought

Save it for real people doing real things, California can just fall into the ocean for all I care. It would effectively end the MPAA and RIAA, and the world would be much better off for it.

Are you aware that CALTECH is in California? (and it's not just this ranking who says this, any real scientist knows that Caltech is better than MIT and the Ivy League colleges, regarding science). http://www.timeshighereducatio...

Comment: Re:It makes you uneasy? (Score 5, Insightful) 1007

by darthium (#48242347) Attached to: Creationism Conference at Michigan State University Stirs Unease

Again, so what? I do not have to agree with everything that goes on around me. And they don't have to agree with me either. Now...if they lied about the purpose of this conference, that's a whole different story.

There is no place for PSEUDOCIENCE in universities. Not for Homeopathy, not for creationism, not for astrology. They can be discussed as curiosities or historical analysis (like when you analyse Greek mythology), but can not be presented as scientifically proven facts. If you want to promote irrational beliefs, the place is in the church, not in the university.

Comment: Re:The elephant in the room. (Score 1) 227

by darthium (#47647969) Attached to: About Half of Kids' Learning Ability Is In Their DNA

The evidence and data on racial differences of IQ are pretty well established. In the scientific community, there is virtually no question that there are major differences in IQ between races, with Orientals and Caucasians at the high end and Negros, Mesoamericans, etc at the lower end. There are massive differences in biochemistry, physiology and neurology in almost every area between racial groups, including brain size, skeletal structure, biochemistry, genetics, eye color, skin color, and so on, for instance Caucasians are the only racial group where most adults can digest Lactose, and this is clearly due to tens of thousands of years of divergent evolution that caused some races in cold climates to develop higher IQ and larger brain capacity. A strong and compelling scientific argument has been made by many, such as J.P. Rushton, et al that racial genetics is the cause, for instance, the fact that IQ differences show up by age 3 before education has had a large effect, the MRI studies that have shown that Caucasians have a larger brain that the Negro, and as well the strong predictor that IQs are of SAT scores. Studies of black children living with adoptive white parents show that blacks still have the same IQ as black children living with black parents. The study found that even that where white children and black children were living with the same adoptive parents, the white children still scored 20% higher despite growing up with the same parents. The higher IQ of caucasians likely developed due to the cold, temperate climate of Northern Europe which required more long term planning and skilled crafts to develop technologies to survive the cold winters. The cold winters heavily selected for higher IQ, whilst the tropical environment, where the fruit hangs on the true all year, does not. SAT scores and IQ scores are accurate predictors of life outcomes a well, showing that IQs are a very accurate measurement of a persons intelligence occupational capabilities. As in the book, IQ and the Wealth of Nations, the success of countries is tightly coupled to the average IQ levels, and since IQ levels is the result of the racial makeup of the population, it reflects the racial groups. This is why you can very easily predict GDP of different countries with the racial demographics of the countries, as well a predict a vast number of other things from test scores to rates of homicides. Some have also looked at the fact that Caucasians have a larger frontal lobe than even orientals, where impulse control and creativity is based, which could explain why Caucasian majority countries have had longer lived, healthier democracies, especially the US. Orientals have excellent math skills, but seem to have a totalitarian streak. Caucasians and Orientals have been shown easily beat the average Negro in mathematical tests.

It is pretty clear that entire civilizations are nothing more than the reflection of microscopic DNA that constructs the neurological system and constructs human behaviour. Cultural interactions can share information and influences, but the more of the high IQ racial groups you have, the most of such sharing and origination occurs. The population tends to take on the characteristics of the average individual rather than the outlier. For Einstein to do his work required a country that had a well established industrial base, faciliitated by a high IQ, highly capable population that could provide the environment stable enough that things could move a bit past basic sustenance level of existance, that there was enough industrial base to provide for labatory equipment for instance. Einstien was building on previous work, of others as well, so these things do not come about as a result of the lone genius but require a country that is well populated with High IQ genetics. If Einstien had been born in Nigeria, no matter how intelligent or smart he was, he wouldnt have gotten very far for the lack of everything that he would have needed. Indeed, there is a feedback effect, the high IQ population caucasian and oriental countries are most fertile for science because of the general nature of the population being favorable, and the larger number of contributions by many.

IQ differences most visibly show up when doing math studies, and math tests and such intellectual work that requires high level computation and processing. The effects that become blatantly visible in a regular or mundane conversational interaction below an IQ of 80 or so.

Even when the IQs are corrected for the Flynn effect, large IQ gaps remain. Negros seem to have a pre-flynn IQ level of about 70 in subsaharan Africa, with an 85 post flynn IQ in the USA. Causasians seem to have an 85 pre-flynn iQ and a 105 post flynn IQ in the USA. It seems as though higher level brain functions need a little training to be used. It is quite possible that lower IQ groups have a less variable and less moveable IQ. For instance, a racial group that has a maximum potential IQ of 105, can score anywhere from 0 to 105 on an IQ test, if they wished, but, a population that has a maximum potential average IQ of 85 could score less only a very short distance before reaching a level of profound mental retardation, that is, with a maximum IQ level of 85 you have much of a shorter distance downward before reaching a level of mental retardation than the 105 maximum IQ races. An IQ of 85 is marginal intellectual functioning while 70 is the line of mental retardation. The Subsaharan African groups do score borderline metal retardation, and the general negro population in the USA scores marginal, mediocre functioning. It may be that for a racial group that has a 105 maximum IQ average, that it takes a little effort to reach that, while reaching an 85 IQ level for those races is effortless. For a negro to try to reach higher IQ levels would take vastly more effort, dozens of times more effort, if they can reach it at all. So for a Caucasian or Oriental, with a little work they an get to 105, with a Negro, it can be dozens of times more difficult or impossible.

Here is a synopsis of some evidence from the Rushton study:

"Race differences show up by 3 years of age, even after matching on maternal education and other variables," said Rushton. "Therefore they cannot be due to poor education since this has not yet begun to exert an effect. That's why Jensen and I looked at the genetic hypothesis in detail. We examined 10 categories of evidence."

The Worldwide Pattern of IQ Scores. East Asians average higher on IQ tests than Whites, both in the U. S. and in Asia, even though IQ tests were developed for use in the Euro-American culture. Around the world, the average IQ for East Asians centers around 106; for Whites, about 100; and for Blacks about 85 in the U.S. and 70 in sub-Saharan Africa.

Race Differences are Most Pronounced on Tests that Best Measure the General Intelligence Factor (g). Black-White differences, for example, are larger on the Backward Digit Span test than on the less g loaded Forward Digit Span test.

The Gene-Environment Architecture of IQ is the Same in all Races, and Race Differences are Most Pronounced on More Heritable Abilities. Studies of Black, White, and East Asian twins, for example, show the heritability of IQ is 50% or higher in all races.

Brain Size Differences. Studies using magnetic resonance imaging (MRI) find a correlation of brain size with IQ of about 0.40. Larger brains contain more neurons and synapses and process information faster. Race differences in brain size are present at birth. By adulthood, East Asians average 1 cubic inch more cranial capacity than Whites who average 5 cubic inches more than Blacks.

Trans-Racial Adoption Studies. Race differences in IQ remain following adoption by White middle class parents. East Asians grow to average higher IQs than Whites while Blacks score lower. The Minnesota Trans-Racial Adoption Study followed children to age 17 and found race differences were even greater than at age 7: White children, 106; Mixed-Race children, 99; and Black children, 89.

Racial Admixture Studies. Black children with lighter skin, for example, average higher IQ scores. In South Africa, the IQ of the mixed-race "Colored" population averages 85, intermediate to the African 70 and White 100.

IQ Scores of Blacks and Whites Regress toward the Averages of Their Race. Parents pass on only some exceptional genes to offspring so parents with very high IQs tend to have more average children. Black and White children with parents of IQ 115 move to different averages--Blacks toward 85 and Whites to 100.

Race Differences in Other "Life-History" Traits. East Asians and Blacks consistently fall at two ends of a continuum with Whites intermediate on 60 measures of maturation, personality, reproduction, and social organization. For example, Black children sit, crawl, walk, and put on their clothes earlier than Whites or East Asians.

Race Differences and the Out-of-Africa theory of Human Origins. East Asian-White-Black differences fit the theory that modern humans arose in Africa about 100,000 years ago and expanded northward. During prolonged winters there was evolutionary selection for higher IQ created by problems of raising children, gathering and storing food, gaining shelter, and making clothes.

Do Culture-Only Theories Explain the Data? Culture-only theories do not explain the highly consistent pattern of race differences in IQ, especially the East Asian data. No interventions such as ending segregation, introducing school busing, or "Head Start" programs have reduced the gaps as culture-only theory would predict.

Here is an interesting debate

In the comments section, there are examples of south american indigenous people with outstanding intellectual achievements, despite extreme poverty in childhood (the excuse used with blacks), Julio Granda and Jorge Cori can be used as axamples.

There is also something you can verufy easily. Non-black athletes, no matter how top-notch is their training, would never compete against Usain Bolt, Asafah Powell or other elite black athletes. And the opposite happens in the Nobel laureates, fields medalists or Chess super-GM arena. If it's accepted that race can determine biological differences (lactose intolerance, hair and skin color, etc), I don't understand why they insist so strongly that race can't determine intelligence average difference.

Comment: Re:That's not news (Score 2) 393

by darthium (#44413851) Attached to: Every Public School Student In LA Will Get an iPad In 2014

Class size has one of the largest impacts on quality of education.

Actually, no. There is a wide spread belief that class size improves education, but there is shockingly little evidence to support that belief. The biggest controlled study was the STAR Study done in Tennessee during the 1980s. It found the benefits to be minimal and uneven. Other studies have generally found even less benefit. Kids in early grades benefit most, with little to no benefit from smaller classes beyond grade 3. Most of the improvement goes to the underperformers. In some cases, the smarter kids actually do worse with small classes. This may be because they are forced to follow along with the class instead of reading ahead or learning on their own.

Much of the benefit from "smaller classes" may actually be from "quieter classes". Many young children have difficulty filtering out distracting noise. Good sound proofing, and reduction in disruptive behavior, can often bring as much benefit as smaller classes. Interesting, improving student/teacher ratios by adding teaching assistants has been found to provide no benefit.

If correctly targeted, smaller classes have their place, but they are far from a panacea.


Smaller classes with careless teachers are a waste, for sure. But I suspect that the lack of results regarding smaller classes is because lack of teacher's competence and willingness..

In other cases, the effort goes into the bottom students (the slogan "no child left behind" meaning really "no bright child is allowed to advance at a better pace than the mediocres", leaving no impact in the gifted and brightests.

However, no matter how many studies (fail to find such studies with clear results) supposedly exist, the issue is plain common sense, in a smaller class, the teacher has more time to nurture students in a customized way..

If you get smaller classes, you have to implement policies to ensure that the teacher will use such time advantage, to really improve customized teaching, and not focusing only in the ones with problems, but also in the brilliant students.

Comment: Re:Nice (Score 1) 719

by darthium (#44296067) Attached to: Edward Snowden Nominated For Nobel Peace Prize

Going to an atheist president won't help either. Officially atheist regimes were some of the biggest killers in the last century.

League of Militant Atheists The Black Book of Communism The Black Book of Communism - (book review) by Daniel J. Mahoney

The Black Book of Communism is one of those rare books that really matters. It is the first systematic and comparative analysis of the "crimes, terror and repression" that accompanied Communism everywhere and that seemed to define its "genetic code." The book's centerpiece is a relentlessly documented narrative of political violence and repression in the Soviet Union under Lenin and Stalin, drawing on extensive archival materials made available to researchers since the collapse of Communist rule in 1991. But The Black Book also contains absorbing accounts of Communist repression in Eastern Europe, Asia, and the Third World.

The Soviet Story (2008)

That's why it must be explained to everyone the DIFFERENCE between ATHEIST AND FREETHINKER.

The strict definition of atheism, only imply you must not believe in god. That's why you can find atheist that are superstitious and/or irrational, atheist who believe in homeopathy, or in Bach flowers, in gods. that's why Stalin is a good example of an irrational, superstitious&cruel atheist.

OTOH, a freethinker rejects irrationality and dogma by principle. A freethinker doesn't believe in god, because of its irrationality needed to believe the absurd religious scenarios, but he also can't be superstitious or irrational at all, in any other area, not only in subjects regarding to religion.

Comment: Re:The only thing missing... (Score 1) 136

by darthium (#44206995) Attached to: LXDE Previews Port From Gtk+ 2 to Qt

I had a click on the Velneo link... it might be awesome, but its in spanish(?) so that would put most people off it immediately.

You can change the language in the Velneo components easily (and Velneo v7 also enable you to build multi-language apps for your customers in a RAD way), check the image.

You can also contact them, AFAIK, most of the staff is fluent in English.

Comment: Re:The only thing missing... (Score 4, Informative) 136

by darthium (#44202023) Attached to: LXDE Previews Port From Gtk+ 2 to Qt

I don't have anything against Qt, but what makes you think that it "won"? Off the top of my head, I can't think of any major open source desktop applications that use Qt (other than those bundled with KDE). They all use GTK+: Firefox, LibreOffice, Chrome(ium), Gimp, Gnome, Eclipse and every Java app that uses SWT (and every Java app that uses Swing emulates GTK+ not Qt).

VLC media player is qt-based

And this other is less known but even more impressive, Velneo: It's a RAD tool, where the awesome productivity is cross platform.

Check a full-fledged ERP, running i Android The very exact set of advanced corporate features are available in Windows, MacOSX, Linux and Android. In the video, it is shown accessing a remote database in realtime. I tested it on my own, you develop once, and you don't have to know anything advanced about Windows, Android, MacOSX or Linux, to run the software you developed in such OS.

The power of Qt is noticeable in Velneo, and I talk after a decade and half of experience in software development, including using mainstream development tools.

Comment: Animal supremacists are sick people (Score 5, Interesting) 285

by darthium (#43526605) Attached to: Protesting Animal Testing, Intruders Vandalize Italian Lab

Hah.... Problem is, for the nuts that do this it doesn't matter if the animals live or die. Either they're "saved from a worse fate" in the lab, or it's "the scientists who made them like this" so their existence is already unnatural or they're even "martyrs to the cause", but it's a flimsy justification for wanting to bust up someone's workplace without running into the level of security to be found in the average factory or office complex.

Ultimately, it's not that they like animals. It's that they hate people.

And I'm not exagerating, last year, in a spanish 'animal lovers' facebook group named F.R.A (you can verify it by yourself), a girl told the rest how 'good person'was an old lady, who beat up his grandson (who was just learning to walk) after being bitten by the house's dog, she produly told the group that 'no question was asked' and she inmediatly figured out that the dog was innocent.

And many cheered it up!

Even in youtube videos, where little children got severely injured (look for instance, "perros atacan niño", there are comments accusing the victim that 'the kid must have provoked the dog, dog's won't attack without being provoked', and when I ask them to watch videos in youtube, like "Dog attacks Police Officer Taser Full News Report" they get angry, and many of them say I'm a nasty person, and that they refuse to watch the video.

FWIW, they openly say they prefer animals than humans, they don't bother to deny it.

Would you feel well, if you realize some of these individuals, is near your children on daily basis? Shouldn't PSYCHIATRY already have noticed them? Or are there studies of this mental illness that Im not aware of?

Comment: Re:France was always top notch (Score 1) 139

by darthium (#41538743) Attached to: French Science and Higher Education Programs Avoid Austerity

Believe it or not, the US spends more per capita on student education than France. I tend to think part of the US problem is that we do not target our money well, instead spending a disproportionate amount on those who don't want to learn. I do think we need to help those in lower income brackets, but I think it would be better to spend the money inside of that bracket on those families clearly trying to improve their situation.

My wife teaches in inner city schools and there are programs that focus on high achieving students. But programs for those with disciplinary problems, behavioral issues or developmental problems seem to get funded much better. One program, for example, for children with severe disabilities is really just a day care program with a teacher and an aide for 6 children. The ratio is so low because the kids need constant care to keep them from hurting themselves. Is this a role for an educational system or for a welfare program? I want these kids to be safe, but I also want our educational system focusing on those who will lead our future. Do we really need Master's degree teachers in a role that is probably better suited to nursing. These kids will never learn what four plus four is yet we spend money on a teacher that could be used elsewhere in the inner city.

Please mod the former up.

The Politically correct BS prevent people from saying the obvious. There is far more attention to 'disadvantaged' than to GIFTED KIDS.

Isn't it tru that 'no child left behind' somehow became 'no child allowed ahead'

In times of severe crisis, is it wise to invest mainly in the bottom, wasting the talent pool of a nation?

The inventions and innovations that make mankind progress, have come from such bottom pool, or from the bright people?

Shouldn't at least be a fair similar budget between 'disadvantaged programs' and 'gifted programs'?

Why would that be wrong?

Comment: France was always top notch (Score 2) 139

by darthium (#41538455) Attached to: French Science and Higher Education Programs Avoid Austerity
Since Piaget et al times, France always gave priority to education and science. One example is the AEFE network of French Schools abroad (For instance, check here for an insight), with their trademark of academic excellence. No other country have such kind of networked schools abroad. Illegal immigration from Africa, unskilled immigrants mainly, supposed them a lot of problems, but investing in education and science, is the best possible bet to face problems with long term vision. It's amazing how other first world goverments lack such basic common sense.

Comment: Re:Prog rock is not 'complex' :-) (Score 2) 576

by darthium (#40823451) Attached to: Study Finds New Pop Music <em>Does</em> All Sound the Same

You can't compare rolling stones and beethoven. Beethoven's works are much more complex than anything rolling stones made.

Rolling stones is simple, beethoven is complex.

Most progressive rock is complex and that's because it IS complex though it tends to make more of a show of it than Beethoven.

You're mixing up quality and complexity.

Rolling stones are non-complex and good. Beethoven is complex and good. Progressive rock is complex and everything from good to crap.

Prog. Rock can't be compared to Beethoven, Bach, Mozart or Debussy, etc. work, not in complexity, neither in quality.

Comment: Re:Prog rock is not 'complex' :-) (Score 2) 576

by darthium (#40823435) Attached to: Study Finds New Pop Music <em>Does</em> All Sound the Same

Rolling stones is simple? You've never tried to play a Keith Richards fill have you ?

Rolling Stones' music is very simple, compared to classical music. Even one of the stones would admit it.

The most complex music of the stones, is child's play compared to any decent classical piece.

Check this for instance, achieving something like this (complexity and perfection of execution) would mean a brain collapse to a popular musician.

Comment: French universities get underrated in rankings (Score 2) 147

by darthium (#40406531) Attached to: Fastest Growing US Export To China: Education

The grade school system is terrible and needs improvement. Luckily they do not run the university system. The US consistently has more top universities than any other country.

US News and World Report: ARWU (compiled by Shanghai Jiao Tong University): QS World Rankings (compiled by a London corp):

One Small example, Stanford, who is #3 in several rankings, has 8 Nobel laureates and 1 Fields Medal among its alumni, pretty good isn't it?

However, this example is completed with the École normale supérieure - Paris (usually out of the top30), despite being very small (compared to the number of Stanford students), it has 12 Nobel laureates and 10 Fields medal.

In France, research isn't as strictly linked to the university (due to the way legal setting is there), as it is in the US, I guess that makes such universities decrease their ratings, and gives US unviersities an advantege in the evaluation (papers and citations generated from the university are evaluated and have weight).

"Any excuse will serve a tyrant." -- Aesop