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From Robert Darnton’s “Google & the Future of Books” (The New York Review of Books: 12 February 2009):
As the Enlightenment faded in the early nineteenth century, professionalization set in. You can follow the process by comparing the Encyclopédie of Diderot, which organized knowledge into an organic whole dominated by the faculty of reason, [...]
Posted on July 15th, 2009 by Scott Granneman
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From Bruce Schneier’s “Second SHB Workshop Liveblogging (4)” (Schneier on Security: 11 June 2009):
Diana Smetters, Palo Alto Research Center …, started with these premises: you can teach users, but you can’t teach them very much, so you’d better carefully design systems so that you 1) minimize what they have to learn, 2) make it easier [...]
Posted on June 13th, 2009 by Scott Granneman
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From Steven Weinberg’s “Without God” (The New York Review of Books: 25 September 2008):
Contradictions between scripture and scientific knowledge have occurred again and again, and have generally been accommodated by the more enlightened among the religious. For instance, there are verses in both the Old and New Testament that seem to show that the earth [...]
Posted on April 18th, 2009 by Scott Granneman
Filed under: history, law, religion, science | No Comments »
From danah boyd’s “Viewing American class divisions through Facebook and MySpace” (danah boyd: 24 June 2007):
When MySpace launched in 2003, it was primarily used by 20/30-somethings (just like Friendster before it). The bands began populating the site by early 2004 and throughout 2004, the average age slowly declined. It wasn’t until late 2004 that teens [...]
Posted on February 12th, 2009 by Scott Granneman
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From Marcus Wohlsen’s “Amateurs are trying genetic engineering at home” (AP: 25 December 2008):
Now, tinkerers are working at home with the basic building blocks of life itself.
Using homemade lab equipment and the wealth of scientific knowledge available online, these hobbyists are trying to create new life forms through genetic engineering — a field long dominated [...]
Posted on January 4th, 2009 by Scott Granneman
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Posted on November 30th, 2008 by Scott Granneman
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Posted on November 30th, 2008 by Scott Granneman
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Posted on November 30th, 2008 by Scott Granneman
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From Richard Stallman’s “Transcript of Richard Stallman at the 4th international GPLv3 conference; 23rd August 2006” (FSF Europe: 23 August 2006):
Specifically, this refers to four essential freedoms, which are the definition of Free Software.
Freedom zero is the freedom to run the program, as you wish, for any purpose.
Freedom one is the freedom to study the [...]
Posted on November 28th, 2008 by Scott Granneman
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From Mark Townsend and Anushka Asthana’s “Put young children on DNA list, urge police” (The Guardian: 16 March 2008):
Primary school children should be eligible for the DNA database if they exhibit behaviour indicating they may become criminals in later life, according to Britain’s most senior police forensics expert.
Gary Pugh, director of forensic sciences at Scotland [...]
Posted on November 22nd, 2008 by Scott Granneman
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From Malcolm Gladwell’s “A gift or hard graft?” (The Guardian: 15 November 2008):
This idea – that excellence at a complex task requires a critical, minimum level of practice – surfaces again and again in studies of expertise. In fact, researchers have settled on what they believe is a magic number for true expertise: [...]
Posted on November 15th, 2008 by Scott Granneman
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From Jonathan M. Gitlin’s “Does ideology trump facts? Studies say it often does” (Ars Technica: 24 September 2008):
We like to think that people will be well informed before making important decisions, such as who to vote for, but the truth is that’s not always the case. Being uninformed is one thing, but having a population [...]
Posted on October 6th, 2008 by Scott Granneman
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From Laura Miller’s “The heretic” (Salon: 25 August 2008):
Still, the mental powers of Bruno and his fellow memory artists seem almost superhuman today. The basic principle, Rowland explains, is simple enough, “to link words with images.” Nevertheless, the structures employed were mind-boggling: vast, elaborate patterns and nested wheels within wheels (like the color wheels used [...]
Posted on September 29th, 2008 by Scott Granneman
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From Russell L. Ackoff & Daniel Greenberg’s Turning Learning Right Side Up: Putting Education Back on Track (2008):
A classic story illustrates very well the potential cost of placing a problem in a disciplinary box. It involves a multistoried office building in New York. Occupants began complaining about the poor elevator service provided in [...]
Posted on September 18th, 2008 by Scott Granneman
Filed under: commonplace book, science, true stories | No Comments »
From Lisa Vaas’ “Are Campuses Flooded with Zombified Student PCs?” (eWeek: 22 October 2007):
Rather, bot herders have sophisticated technology in place that can detect how fast a bot’s connection is. If that connection changes over time – if, say, a student is poking around at her parent’s house with dial-up all summer and then comes [...]
Posted on March 31st, 2008 by Scott Granneman
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From Peter Norvig’s “Teach Yourself Programming in Ten Years” (2001):
Researchers ([John R. Hayes, Complete Problem Solver (Lawrence Erlbaum) 1989.], [Benjamin Bloom (ed.), Developing Talent in Young People (Ballantine) 1985.]) have shown it takes about ten years to develop expertise in any of a wide variety of areas, including chess playing, music composition, painting, piano playing, [...]
Posted on September 30th, 2006 by Scott Granneman
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From Clifton Leaf’s “The Law of Unintended Consequences” (Fortune: 19 September 2005):
The Supreme Court’s decision in 1980 to allow for the patenting of living organisms opened the spigots to individual claims of ownership over everything from genes and protein receptors to biochemical pathways and processes. Soon, research scientists were swooping into patent offices around the [...]
Posted on July 30th, 2006 by Scott Granneman
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From Clifton Leaf’s “The Law of Unintended Consequences” (Fortune: 19 September 2005):
For a century or more, the white-hot core of American innovation has been basic science. And the foundation of basic science has been the fluid exchange of ideas at the nation’s research universities. It has always been a surprisingly simple equation: Let scientists do [...]
Posted on July 30th, 2006 by Scott Granneman
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From John Taylor Gatto’s “Against School” (Harper’s Magazine: September 2003):
Mass schooling of a compulsory nature really got its teeth into the United States between 1905 and 1915, though it was conceived of much earlier and pushed for throughout most of the nineteenth century. The reason given for this enormous upheaval of family life and cultural [...]
Posted on July 28th, 2006 by Scott Granneman
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From Paul Graham’s “Undergraduation” (March 2005):
The social sciences are also fairly bogus, because they’re so much influenced by intellectual fashions. If a physicist met a colleague from 100 years ago, he could teach him some new things; if a psychologist met a colleague from 100 years ago, they’d just get into an ideological argument. Yes, [...]
Posted on July 13th, 2006 by Scott Granneman
Filed under: education | Comments Off
