Every generation needs an intellectual hero... Ours was Steven P. Jobs
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.
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.
New JonesBlog update. Lockheed Martin C-5M Super Galaxy
That I am old enough to remember where my current
Ok, ok, you're too lazy to google it, so here's the link: Son of Hexadecimal Kid
New JonesBlog update. Louisville, Kentucky
We are starting out on a new collaboration on retinal research. Fun stuff.
Jonesblog has finally made the transition to modern underpinnings. It is now running on Wordpress... Huzzah.
According to the Center for Automotive Embedded Systems Security, there are serious security flaws in the existing technology. Not necessarily a big deal, for now, as they observe that the risks are low at the current time. Emphasis on "current". They also state that no crackers have been observed to use the required level of sophistication. Again, emphasis needs to be on "observed". Yes, it may well be a while before automotive networks reach the point where this is exploited in the wild (at least to any scale), but I would remind you that it took Microsoft from Windows 3.0 through to Windows XP Service Pack 2 to take security even remotely seriously. That's a long, long time. And Microsoft had nothing like the install-base of the car industry. Further, the qualifications required by most companies to be a system administrator were a good deal steeper than the requirements for a car mechanic, so systems administrators were likely far more familiar with the issues involved. Also, said systems administrators are far more accountable for security issues, since there are plenty of third-party tools that novice users can use to spot malicious software.
The first question is why this even matters. It doesn't affect anyone today. No, but it's guaranteed to affect at least some current Slashdot readers in their lifetime and, depending on how rapidly car networks develop, may affect a significant fraction surprisingly fast. Technology doesn't move at Stone Age speeds any more. Technology advances rapidly and you can't use obsolete notions of progress to determine what will happen next year or over the next decade.
The second question is what anyone could seriously do, even if it was an issue. Not too many Slashdotters own automotive companies. In fact, I doubt if ANY Slashdotters own automotive companies. Well, the validation tools are Open Source. MISRA has a fair few links to members and software packages. In fact, even if developers just developed an understanding of MISRA's C and C++ specifications it might be quite valuable as it would allow people to understand what is being done (if anything) to improve reliability and to understand how (if at all) this impacts security. You don't get reliability for free, there will be some compromises made elsewhere.
I've been having problems with Enterprise DB. This company maintains the Windows port of Postgres, but I have been finding their customer service.... less than satisfactory. This is the second time in, oh, 21 years that I've actually been infuriated by a company. However, to be entirely fair to the business and indeed the sales person, it is entirely possible this was a completely freak incident with no relationship to normal experience. There were all kinds of factors involved, so it's a messy situation all round, but the hard-sell aggressiveness and verbal abuse went way beyond what I have ever experienced from a professional organization in two DECADES. What I want to know from other Slashdotters is whether this is about on-par with the tales of meteorites landing on someone's sofa (which is my personal suspicion) or whether it's a more insidious issue. Please, please, please, do not take one incident as a general rule. I've not seen any article on Slashdot or LWN reporting wider issues with them, which you know perfectly well would have happened had there been a serious, widespread problem. Especially with all of the reporting on database issues over recent times and the search for alternatives to MySQL once leading developers defected and major forks arose.
This is, however, a major question. Like it or not, we need databases we can rely on and trust, which means that when they are backed by companies, we need the companies that back them to be honorable. (PostgreSQL itself isn't owned, so I trust the engine itself just fine. The development team is very impressive - and, yes, I do monitor the mailing lists.) Value-added only has any added value if it's valuable.
What is worse, from my perspective, is that my current boss is now treating it like this is how companies work when reselling Open Source products. His practical experience was being on the receiving end of all this. If we're to take advantage of the freedom (and bloody high quality) provided in the Open Source world, I need to deprogram him of the notion that they give hassle and sell grief. Does anyone have any experience doing this?
New JonesBlog update. Experiments
A petition calling for the return of perhaps the most important television show since The Great Egg Race is currently running but isn't exactly getting anywhere fast. It is vitally important that intellectually-stimulating shows be encouraged -- the consequence of failure (24 hours of Jersey Shore on all channels) is too horrible to contemplate. Unfortunately, as things stand, that's exactly what we are heading towards. Save your television and your mind before it's too late!
I had checked out... The environment was so complete that for a discrete moment I had completely forgotten that we were still in the continental United States. Perhaps it was the smell of kebabs cooking or the sound of Nusrat Fateh Ali Khan playing from the electronics shop that also sold pirated Western DVDs or the afternoon call to prayer coming from the tops of the minarets in the local mosque. It could have been the women selling bread, fruits or flowers by the side of the road or the Arabic men playing backgammon in the cafe with shisha pipes. Toyota trucks or bicycles being repaired in the roadside repair shops under Iraqi flags added to the realism along with a tangle of wires on poles carrying telephone and electricity around town with satellite dishes for television on rooftops were added elements. But the thing that completed it was the sound of Baghdadi Arabic from a gentleman greeting us as we drove through town.
Read all about it here. Medina Wasl with the 3rd Special Forces Group
New JonesBlog update. Sundance New Frontier 2010 and a Banksy sighting
I ran up to Park City for the Sundance Festival and to photograph an art installation, the Cloud Mirror by Eric Gradman. The point of the Cloud Mirror is to search out information on the Internet about visitors and merge that information with a real time image of the person on an LCD screen in front of them using computer vision to augment reality. You see yourself reflected back live, in person on the LCD screen in front of you with a thought bubble out of a comic book superimposed next to your head displaying all sorts of information that can be dug up through the Internet. The Cloud Mirror searches Facebook, Twitter, Flickr, IMDB, sex offenders databases and displays activities, relationship status, your favorite movies, books, music, any status updates you post etc...etc...etc... along with snarky comments.
Machines certainly can solve problems, store information, correlate, and play games -- but not with pleasure. -- Leo Rosten