Every generation needs an intellectual hero... Ours was Steven P. Jobs
Every generation needs an intellectual hero... Ours was Steven P. Jobs
Android phones may have overtaken Apple's iPhones in the marketplace. Then again, maybe they haven't. And to you, as a developer, what may matter most is which smart phone OS is going to be the biggest player a year or two from now, and fellow IT Knowledge Exchange writer Ron Miller (no relation) thinks Google may have hurt future Android adoption badly by buying Motorola's mobile phone unit. Still, it's probably prudent to put at least as much effort into Android app development as into developing iOS apps. Read the Rest .
When I was a kid our school textbooks and the general societal belief (what we would now call a âoememeâ) led us to believe in a future where machines would do the heavy manufacturing and agricultural tasks, which meant humans would be freed to do fulfilling tasks instead of drudgery. We were all going to work 20 hours a week and spend the rest of our time choreographing ballets or writing poetry or something, and lots of serious think-papers were written about how weâ(TM)d use our growing leisure time. -- Read the Rest.
New JonesBlog update. STS-135 Landing photos and my visit to Kennedy Space Center
A Photographic Study of The Fly with anatomical details and discussion of potential applications in unmanned aerial vehicles here.
On June 27, the IT Ladder headline was, Tired of IT? Become a Private Investigator. Today weâ(TM)ll look at a few other responses to my âoepanel of expertsâ question, which was, âoeWhat new fields should IT professionals consider?â Read the rest.
Ok, here's an odd request. Maybe someone out there has an answer for me.
I know we've been making huge advances in mapping distant celestial bodies, their speed either across our field of view or relative direction (to or from us) with red/blue shift, etc. I was curious to if there has been any publicly available project which creates a 3 dimensional representation of that data, and allows for adjustment of time.
The way I understand it, in theory with enough data, the known universe could be collapsed (virtually) to the time of the big bang.
I've had an idea for a (fictional) story, which I'd like to be able to back up with at least something resembling factual information. For example, the Earth takes roughly 250 million years to make an orbit all the way around our galaxy (one "Galactic year"). If you were looking at Galaxy X and Galaxy Y, and for particular intervals. Imagine a line drawn from a fixed point in each Galaxy. Would it be possible to determine if the Earth (or at least a close part of our galaxy) would intersect that line, or look back to when that did happen?
I know a guy, Lee Drake, who has an IT business in Rochester, New York, called OS-Cubed. He's also part of a chamber of commerce-type group that touts Rochester as a great place to start and run a high-tech business. Why Rochester? Why not? And why not look at a lot of places besides Silicon Valley if you want to be involved with exciting, cutting edge technology? Read the rest...
The best thing about trolling APK? Sometimes I want to read an article a few days later when more discussion has occurred. If I put a reply in it, APK will helpfully respond to it. Next time I login, there is a convenient reminder in my message list.
I've noticed a trend lately (like in the last couple years). Comment thread lifespans are becoming shorter and shorter. I'm usually good about going back to my messages, and keeping up conversations in the thread. It seems not everyone else is.
If anyone who programs here reads this, do your own research against the database, and see what mean life expectancy of comment threads is. I almost guarantee if you run it against all stories from the beginning, you'll see it's tapering off.
What I have observed with my comments, even the occasional first post, is that the thread will die off at about 2 to 3 days, regardless of how interesting the conversation is getting. It seems people just aren't interested in going to older stories, which isn't surprising since it's a pain to get to older stories. Look for a story from two weeks ago. Type in some keywords in the search? No way.. Pointy-clicky through the More buttons, good luck there.
Still, it's easy enough for people to keep up with running conversations. Well, I assume so. When we were forced into the new theme, I had to be sure my messages box was at the top left. Maybe I'm one of the few who actually set up for that, or most people are set for no notifications. Either way, it's becoming disappointing where conversations don't run their course. I don't think it's me... I have week and month long conversation threads going with friends and colleagues, even if every 3rd message (for colleagues at least) is "you are dumb, now send what we asked for".
So back to the topic... I wish more of you would keep up your ends of the conversation. It's hard talking about interesting subjects, and when I've written a well thought out reply, it's just exceeded the MTTL (mean time to live) for a thread, and it's abandon. Well, except for the random troll who goes back through old threads and writes TL;DR, but he barely counts as anything.
Maybe Slashdot can gear up something more conducive to actual conversations, rather than a few hundred drive-by comments that are dead end conversations. I really miss the intellectual (or quasi-intellectual, sometimes) conversations, now replaced by a short thread lifespan and high churn of stories.
Thanks go out to Dr. Bob. Usually when I'm bored with mod points, I'll go and split them between marking Barbie 'Troll' and 'Insightful'. Or I'll go dump fifteen on pudge. But tonight, Dr. Bob gets five points of mod bombing. If only all quackopractors were modbombed out of business.
Iâ(TM)ve had a couple of management consultants tell me that if you want to move into management, itâ(TM)s better to change jobs or change where you work within your current company than to stay where you are. What if you have to fire one of your old friends? Not cool. Or are you better off starting your management career surrounded by peope who know and (hopefully) like you? Read the rest .
The topic on Woz inspired me to post something about the ideas I've been percolating for some time. These are based on personal teaching experience, teaching experience by siblings and father at University level and by my grandfather at secondary school, 6th form college and military acadamy. (There's been a lot of academics in the family.)
Anyways, I'll break this down into sections. Section 1 deals with the issues of class size and difference in ability. It is simply not possible to teach to any kind of meaningful standard a group of kids of wildly differing ability. Each subject should be streamed, such that people of similar ability are grouped together -- with one and only one exception: you cannot neglect the social aspect of education. Some people function well together, some people dysfunction well together. You really want to maintain the former of those two groups as much as possible, even if that means having a person moved up or down one stream.
Further, not everyone who learns at the same pace learns in the same way. Streams should be segmented according to student perspective, at least to some degree, to maximize the student's ability to fully process what they are learning. A different perspective will almost certainly result in a different stream. Obviously, you want students to be in the perspective that leads them to be in the fastest stream they can be in.
There should be sufficient divisions such that any given stream progresses with the least turbulence possible. Laminar flow is good. There should also be no fewer than one instructor per ten students at a secondary school level. You probably want more instructors in primary education, less at college/university, with 1:10 being the average across all three.
Section 2: What to teach. I argue that the absolute fundamental skills deal in how to learn, how to research, how to find data, how to question, how to evaluate, how to apply reasoning tools such as deduction, inference, lateral thinking, etc, in constructive and useful ways. Without these skills, education is just a bunch of disconnected facts and figures. These skills do not have to be taught directly from day 1, but they do have to be a part of how things are taught and must become second-nature before secondary education starts.
Since neurologists now believe that what is learned alters the wiring of the brain, the flexibility of the brain and the adult size of the brain, it makes sense that the material taught should seek to optimize things a bit. Languages seem to boost mental capacity and the brain's capacity to be fault-tolerant. It would seem to follow that teaching multiple languages of different language families would be a Good Thing in terms of architecturing a good brain. Memorization/rote-learning seems to boost other parts of the brain. It's not clear what balance should be struck, or what other brain-enhancing skills there might be, but some start is better than no start at all.
Section 3: How to test. If it's essential to have exams (which I doubt), the exam should be longer than could be completed by anyone - however good - within the allowed time, with a gradual increase in the difficulty of the questions. Multiple guess choice should be banned. The mean and median score should be 50% and follow a normal distribution. Giving the same test to an expert system given the same level of instruction as the students should result in a failing grade, which I'd put at anything under 20% on this scale. (You are not testing their ability to be a computer. Not in this system.)
Each test should produce two scores - the raw score (showing current ability) and the score after adjusting for the anticipated score based on previous test results (which show the ability to learn and therefore what should have been learned this time - you want the third-order differential and therefore the first three tests cannot be examined this way). The adjusted score should be on the range of -1 (learned nothing new, consider moving across to a different perspective in the same stream) to 0 (learned at expected rate) to +1 (learning too fast for the stream, consider moving up). Students should not be moved downstream on a test result, only ever on a neutral evaluation of some kind.
Section 4: Fundamentals within any given craft, study or profession should be taught as deeply and thoroughly as possible. Those change the least and will apply even as the details they are intertwined with move in and out of fashion. "Concrete" skills should be taught broadly enough that there is never a serious risk of unemployability, but also deeply enough that the skills have serious market value.
Section 5: Absolutely NO homework. It's either going to be rushed, plagarized or paid-for. It's never going to be done well and it serves no useful purpose. Year-long projects are far more sensible as they achieve the repetitious use of a skill that homework tries to do but in a way that is immediately practical and immediately necessary.
Lab work should likewise not demonstrate trivial stuff, but through repetition and variation lead to the memorization of the theory and its association with practical problems of the appropriate class.
Section 6: James Oliver's advice on diet should be followed within reason - and the "within reason" bit has more to do with what food scientists and cookery scientists discover than with any complaints.
Section 7: Go bankrupt. This is where this whole scheme falls over -- to do what I'm proposing seriously would require multiplying the costs of maintaining and running a school by 25-30 with no additional income. If it had a few billion in starting capital and bought stocks in businesses likely to be boosted by a high-intensity K-PhD educational program, it is just possible you could reduce the bleeding to manageable proportions. What you can never do in this system is turn a profit, although all who are taught will make very substantial profits from such a system.
Have you heard about Walker, Wisconsin Ranger? He's busily busting unions and making sure those awful people who work for the state don't make hardly any money. Except...
Just in his mid-20s, Brian Deschane has no college degree, very little management experience and two drunken-driving convictions.
Yet he has landed an $81,500-per-year job in Gov. Scott Walker's administration overseeing environmental and regulatory matters and dozens of employees at the Department of Commerce. Even though Walker says the state is broke and public employees are overpaid, Deschane already has earned a promotion and a 26% pay raise in just two months with the state.
The Milwaukee Journal Sentinel has the rest of the story.
Of course, here in Florida, this wouldn't be news, would it? Our Republicans have been pulling this kind of crap for decades and still manage to con morons into voting for them.
Read other inflammatory articles at Roblimo.com.
Chairman of the Bored.