education

The real digital divide: knowing how to use what you have & not knowing

business, education, social software / /

From Howard Rheingold’s interview in “Howard Rheingold’s Latest Connection” (Business Week: 11 August 2004):

Here’s where Wikipedia fits in. It used to be if you were a kid in a village in India or a village in northern Canada in the winter, maybe you could get to a place where they have a few books once in a while. Now, if you have a telephone, you can get a free encyclopedia. You have access to the world’s knowledge. Knowing how to use that is a barrier. The divide increasingly is not so much between those who have and those who don’t, but those who know how to use what they have and those who don’t.

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Shelby Foote on how the Civil War changed the gender of the teaching profession

business, education, history, teaching / /

From Carter Coleman, Donald Faulkner, & William Kennedy’s interview of Shelby Foote in “The Art of Fiction No. 158” (The Paris Review: Summer 1999, No. 151):

About the time that war started I think roughly eighty-five or ninety percent of the teachers in this country were men. After the war was over something like eighty-five to ninety percent of teachers were women.

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Kurt Vonnegut on using our talents

art, commonplace book, education, language & literature, on writing / /

From David Hayman, David Michaelis, George Plimpton, & Richard Rhodes’s interview of Kurt Vonnegut in “The Art of Fiction No. 64” (The Paris Review: Spring 1977, No. 69):

I bawled [my daughter] out one time for not doing more with the talents she had. She replied that having talent doesn’t carry with it the obligation that something has to be done with it. This was startling news to me. I thought people were supposed to grab their talents and run as far and fast as they could.

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A summary of Galbraith’s The Affluent Society

business, education, history, law, politics, science, technology / /

From a summary of John Kenneth Galbraith’s The Affluent Society (Abridge Me: 1 June 2010):

The Concept of the Conventional Wisdom

The paradigms on which society’s perception of reality are based are highly conservative. People invest heavily in these ideas, and so are heavily resistant to changing them. They are only finally overturned by new ideas when new events occur which make the conventional wisdom appear so absurd as to be impalpable. Then the conventional wisdom quietly dies with its most staunch proponents, to be replaced with a new conventional wisdom. …

Economic Security

… Economics professors argue that the threat of unemployment is necessary to maintain incentives to high productivity, and simultaneously that established professors require life tenure in order to do their best work. …

The Paramount Position of Production

… Another irrationality persists (more in America than elsewhere?): the prestigious usefulness of private-sector output, compared to the burdensome annoyance of public expenditure. Somehow public expenditure can never quite be viewed as a productive and enriching element of national output; it is forever something to be avoided, at best a necessary encumbrance. Cars are important, roads are not. An expansion in telephone services improves the general well-being, cuts in postal services are a necessary economy. Vacuum cleaners to ensure clean houses boast our standard of living, street cleaners are an unfortunate expense. Thus we end up with clean houses and filthy streets. …

[W]e have wants at the margin only so far as they are synthesised. We do not manufacture wants for goods we do not produce. …

The Dependence Effect

… Modern consumer demand, at the margin, does not originate from within the individual, but is a consequence of production. It has two origins:

  1. Emulation: the desire to keep abreast of, or ahead of one’s peer group — demand originating from this motivation is created indirectly by production. Every effort to increase production to satiate want brings with it a general raising of the level of consumption, which itself increases want.
  2. Advertising: the direct influence of advertising and salesmanship create new wants which the consumer did not previously possess. Any student of business has by now come to view marketing as fundamental a business activity as production. Any want that can be significantly moulded by advertising cannot possibly have been strongly felt in the absence of that advertising — advertising is powerless to persuade a man that he is or is not hungry.

Inflation

… In 1942 a grateful and very anxious citizenry rewarded its soldiers, sailors, and airmen with a substantial increase in pay. In the teeming city of Honolulu, in prompt response to this advance in wage income, the prostitutes raised the prices of their services. This was at a time when, if anything, increased volume was causing a reduction in their average unit costs. However, in this instance the high military authorities, deeply angered by what they deemed improper, immoral, and indecent profiteering, ordered a return to the previous scale. …

The Theory of Social Balance

The final problem of the affluent society is the balance of goods it produces. Private goods: TVs, cars, cigarettes, drugs and alcohol are overproduced; public goods: education, healthcare, police services, park provision, mass transport and refuse disposal are underproduced. The consequences are extremely severe for the wellbeing of society. The balance between private and public consumption will be referred to as ‘the social balance’. The main reason for this imbalance is relatively straightforward. The forces we have identified which increase consumer demand as production rises (advertising and emulation) act almost entirely on the private sector. …

It is arguable that emulation acts on public services to an extent: a new school in one district may encourage neighbouring districts to ‘keep up’, but the effect is relatively miniscule.

Thus, private demand is artificially inflated and public demand is not, and the voter-consumer decides how to split his income between the two at the ballot box: inevitably public expenditure is grossly underrepresented. …

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What Google’s book settlement means

art, business, language & literature, law, politics, tech in changing society / /
Google Book Search
Image via Wikipedia

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, with its successor from the end of the eighteenth century, the Encyclopédie méthodique, which divided knowledge into fields that we can recognize today: chemistry, physics, history, mathematics, and the rest. In the nineteenth century, those fields turned into professions, certified by Ph.D.s and guarded by professional associations. They metamorphosed into departments of universities, and by the twentieth century they had left their mark on campuses…

Along the way, professional journals sprouted throughout the fields, subfields, and sub-subfields. The learned societies produced them, and the libraries bought them. This system worked well for about a hundred years. Then commercial publishers discovered that they could make a fortune by selling subscriptions to the journals. Once a university library subscribed, the students and professors came to expect an uninterrupted flow of issues. The price could be ratcheted up without causing cancellations, because the libraries paid for the subscriptions and the professors did not. Best of all, the professors provided free or nearly free labor. They wrote the articles, refereed submissions, and served on editorial boards, partly to spread knowledge in the Enlightenment fashion, but mainly to advance their own careers.

The result stands out on the acquisitions budget of every research library: the Journal of Comparative Neurology now costs $25,910 for a year’s subscription; Tetrahedron costs $17,969 (or $39,739, if bundled with related publications as a Tetrahedron package); the average price of a chemistry journal is $3,490; and the ripple effects have damaged intellectual life throughout the world of learning. Owing to the skyrocketing cost of serials, libraries that used to spend 50 percent of their acquisitions budget on monographs now spend 25 percent or less. University presses, which depend on sales to libraries, cannot cover their costs by publishing monographs. And young scholars who depend on publishing to advance their careers are now in danger of perishing.

…

The eighteenth-century Republic of Letters had been transformed into a professional Republic of Learning, and it is now open to amateurs—amateurs in the best sense of the word, lovers of learning among the general citizenry. Openness is operating everywhere, thanks to “open access” repositories of digitized articles available free of charge, the Open Content Alliance, the Open Knowledge Commons, OpenCourseWare, the Internet Archive, and openly amateur enterprises like Wikipedia. The democratization of knowledge now seems to be at our fingertips. We can make the Enlightenment ideal come to life in reality.

…

What provoked these jeremianic- utopian reflections? Google. Four years ago, Google began digitizing books from research libraries, providing full-text searching and making books in the public domain available on the Internet at no cost to the viewer. For example, it is now possible for anyone, anywhere to view and download a digital copy of the 1871 first edition of Middlemarch that is in the collection of the Bodleian Library at Oxford. Everyone profited, including Google, which collected revenue from some discreet advertising attached to the service, Google Book Search. Google also digitized an ever-increasing number of library books that were protected by copyright in order to provide search services that displayed small snippets of the text. In September and October 2005, a group of authors and publishers brought a class action suit against Google, alleging violation of copyright. Last October 28, after lengthy negotiations, the opposing parties announced agreement on a settlement, which is subject to approval by the US District Court for the Southern District of New York.[2]

The settlement creates an enterprise known as the Book Rights Registry to represent the interests of the copyright holders. Google will sell access to a gigantic data bank composed primarily of copyrighted, out-of-print books digitized from the research libraries. Colleges, universities, and other organizations will be able to subscribe by paying for an “institutional license” providing access to the data bank. A “public access license” will make this material available to public libraries, where Google will provide free viewing of the digitized books on one computer terminal. And individuals also will be able to access and print out digitized versions of the books by purchasing a “consumer license” from Google, which will cooperate with the registry for the distribution of all the revenue to copyright holders. Google will retain 37 percent, and the registry will distribute 63 percent among the rightsholders.

Meanwhile, Google will continue to make books in the public domain available for users to read, download, and print, free of charge. Of the seven million books that Google reportedly had digitized by November 2008, one million are works in the public domain; one million are in copyright and in print; and five million are in copyright but out of print. It is this last category that will furnish the bulk of the books to be made available through the institutional license.

Many of the in-copyright and in-print books will not be available in the data bank unless the copyright owners opt to include them. They will continue to be sold in the normal fashion as printed books and also could be marketed to individual customers as digitized copies, accessible through the consumer license for downloading and reading, perhaps eventually on e-book readers such as Amazon’s Kindle.

After reading the settlement and letting its terms sink in—no easy task, as it runs to 134 pages and 15 appendices of legalese—one is likely to be dumbfounded: here is a proposal that could result in the world’s largest library. It would, to be sure, be a digital library, but it could dwarf the Library of Congress and all the national libraries of Europe. Moreover, in pursuing the terms of the settlement with the authors and publishers, Google could also become the world’s largest book business—not a chain of stores but an electronic supply service that could out-Amazon Amazon.

An enterprise on such a scale is bound to elicit reactions of the two kinds that I have been discussing: on the one hand, utopian enthusiasm; on the other, jeremiads about the danger of concentrating power to control access to information.

…

Google is not a guild, and it did not set out to create a monopoly. On the contrary, it has pursued a laudable goal: promoting access to information. But the class action character of the settlement makes Google invulnerable to competition. Most book authors and publishers who own US copyrights are automatically covered by the settlement. They can opt out of it; but whatever they do, no new digitizing enterprise can get off the ground without winning their assent one by one, a practical impossibility, or without becoming mired down in another class action suit. If approved by the court—a process that could take as much as two years—the settlement will give Google control over the digitizing of virtually all books covered by copyright in the United States.

…

Google alone has the wealth to digitize on a massive scale. And having settled with the authors and publishers, it can exploit its financial power from within a protective legal barrier; for the class action suit covers the entire class of authors and publishers. No new entrepreneurs will be able to digitize books within that fenced-off territory, even if they could afford it, because they would have to fight the copyright battles all over again. If the settlement is upheld by the court, only Google will be protected from copyright liability.

Google’s record suggests that it will not abuse its double-barreled fiscal-legal power. But what will happen if its current leaders sell the company or retire? The public will discover the answer from the prices that the future Google charges, especially the price of the institutional subscription licenses. The settlement leaves Google free to negotiate deals with each of its clients, although it announces two guiding principles: “(1) the realization of revenue at market rates for each Book and license on behalf of the Rightsholders and (2) the realization of broad access to the Books by the public, including institutions of higher education.”

What will happen if Google favors profitability over access? Nothing, if I read the terms of the settlement correctly. Only the registry, acting for the copyright holders, has the power to force a change in the subscription prices charged by Google, and there is no reason to expect the registry to object if the prices are too high. Google may choose to be generous in it pricing, and I have reason to hope it may do so; but it could also employ a strategy comparable to the one that proved to be so effective in pushing up the price of scholarly journals: first, entice subscribers with low initial rates, and then, once they are hooked, ratchet up the rates as high as the traffic will bear.

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How to deal with the fact that users can’t learn much about security

security / /

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 for them to learn it, and 3) maximize the benefit from what they learn. Too often, security is at odds with getting the job done. “As long as configuration errors (false alarms) are common, any technology that requires users to observe security indicators and react to them will fail as attacks can simply masquerade as errors, and users will rationally ignore them.” She recommends meeting the user halfway by building new security models that actually fit the users’ needs.

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Intelligent Design? How about a flat earth?

history, law, religion, science / /

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 is flat, and as noted by Copernicus (quoted by Galileo in the same letter to Christina) these verses led some early Church fathers like Lactantius to reject the Greek understanding that the earth is a sphere, but educated Christians long before the voyages of Columbus and Magellan had come to accept the spherical shape of the earth. Dante found the interior of the spherical earth a convenient place to store sinners.

What was briefly a serious issue in the early Church has today become a parody. The astrophysicist Adrian Melott of the University of Kansas, in a fight with zealots who wanted equal time for creationism in the Kansas public schools, founded an organization called FLAT (Families for Learning Accurate Theories). His society parodied creationists by demanding equal time for flat earth geography, arguing that children should be exposed to both sides of the controversy over the shape of the earth.

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Socioeconomic analysis of MySpace & Facebook

business, education, politics, social software, tech in changing society / /

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 really started appearing en masse on MySpace and 2005 was the year that MySpace became the “in thing” for teens.

Facebook launched in 2004 as a Harvard-only site. It slowly expanded to welcome people with .edu accounts from a variety of different universities. In mid-2005, Facebook opened its doors to high school students, but it wasn’t that easy to get an account because you needed to be invited. As a result, those who were in college tended to invite those high school students that they liked. Facebook was strongly framed as the “cool” thing that college students did.

…

In addition to the college framing, the press coverage of MySpace as dangerous and sketchy alienated “good” kids. Facebook seemed to provide an ideal alternative. Parents weren’t nearly as terrified of Facebook because it seemed “safe” thanks to the network-driven structure.

…

She argues that class divisions in the United States have more to do with lifestyle and social stratification than with income. In other words, all of my anti-capitalist college friends who work in cafes and read Engels are not working class just because they make $14K a year and have no benefits. Class divisions in the United States have more to do with social networks (the real ones, not FB/MS), social capital, cultural capital, and attitudes than income. Not surprisingly, other demographics typically discussed in class terms are also a part of this lifestyle division. Social networks are strongly connected to geography, race, and religion; these are also huge factors in lifestyle divisions and thus “class.”

…

The goodie two shoes, jocks, athletes, or other “good” kids are now going to Facebook. These kids tend to come from families who emphasize education and going to college. They are part of what we’d call hegemonic society. They are primarily white, but not exclusively. They are in honors classes, looking forward to the prom, and live in a world dictated by after school activities.

MySpace is still home for Latino/Hispanic teens, immigrant teens, “burnouts,” “alternative kids,” “art fags,” punks, emos, goths, gangstas, queer kids, and other kids who didn’t play into the dominant high school popularity paradigm. These are kids whose parents didn’t go to college, who are expected to get a job when they finish high school. These are the teens who plan to go into the military immediately after schools. Teens who are really into music or in a band are also on MySpace. MySpace has most of the kids who are socially ostracized at school because they are geeks, freaks, or queers.

In order to demarcate these two groups, let’s call the first group of teens “hegemonic teens” and the second group “subaltern teens.”

…

Most teens who exclusively use Facebook are familiar with and have an opinion about MySpace. These teens are very aware of MySpace and they often have a negative opinion about it. They see it as gaudy, immature, and “so middle school.” They prefer the “clean” look of Facebook, noting that it is more mature and that MySpace is “so lame.” What hegemonic teens call gaudy can also be labeled as “glitzy” or “bling” or “fly” (or what my generation would call “phat”) by subaltern teens. Terms like “bling” come out of hip-hop culture where showy, sparkly, brash visual displays are acceptable and valued. The look and feel of MySpace resonates far better with subaltern communities than it does with the upwardly mobile hegemonic teens. … That “clean” or “modern” look of Facebook is akin to West Elm or Pottery Barn or any poshy Scandinavian design house (that I admit I’m drawn to) while the more flashy look of MySpace resembles the Las Vegas imagery that attracts millions every year. I suspect that lifestyles have aesthetic values and that these are being reproduced on MySpace and Facebook.

I should note here that aesthetics do divide MySpace users. The look and feel that is acceptable amongst average Latino users is quite different from what you see the subculturally-identified outcasts using. Amongst the emo teens, there’s a push for simple black/white/grey backgrounds and simplistic layouts. While I’m using the term “subaltern teens” to lump together non-hegemonic teens, the lifestyle divisions amongst the subalterns are quite visible on MySpace through the aesthetic choices of the backgrounds. The aesthetics issue is also one of the forces that drives some longer-term users away from MySpace.

…

Teens from poorer backgrounds who are on MySpace are less likely to know people who go to universities. They are more likely to know people who are older than them, but most of their older friends, cousins, and co-workers are on MySpace. It’s the cool working class thing and it’s the dominant SNS at community colleges. These teens are more likely to be interested in activities like shows and clubs and they find out about them through MySpace. The subaltern teens who are better identified as “outsiders” in a hegemonic community tend to be very aware of Facebook. Their choice to use MySpace instead of Facebook is a rejection of the hegemonic values (and a lack of desire to hang out with the preps and jocks even online).

Class divisions in military use

A month ago, the military banned MySpace but not Facebook. This was a very interesting move because the division in the military reflects the division in high schools. Soldiers are on MySpace; officers are on Facebook. Facebook is extremely popular in the military, but it’s not the SNS of choice for 18-year old soldiers, a group that is primarily from poorer, less educated communities. They are using MySpace. The officers, many of whom have already received college training, are using Facebook. The military ban appears to replicate the class divisions that exist throughout the military. …

MySpace is the primary way that young soldiers communicate with their peers. When I first started tracking soldiers’ MySpace profiles, I had to take a long deep breath. Many of them were extremely pro-war, pro-guns, anti-Arab, anti-Muslim, pro-killing, and xenophobic as hell. Over the last year, I’ve watched more and more profiles emerge from soldiers who aren’t quite sure what they are doing in Iraq. I don’t have the data to confirm whether or not a significant shift has occurred but it was one of those observations that just made me think. And then the ban happened. I can’t help but wonder if part of the goal is to cut off communication between current soldiers and the group that the military hopes to recruit.

…

Thoughts and meta thoughts

…

People often ask me if I’m worried about teens today. The answer is yes, but it’s not because of social network sites. With the hegemonic teens, I’m very worried about the stress that they’re under, the lack of mobility and healthy opportunities for play and socialization, and the hyper-scheduling and surveillance. I’m worried about their unrealistic expectations for becoming rich and famous, their lack of work ethic after being pampered for so long, and the lack of opportunities that many of them have to even be economically stable let alone better off than their parents. I’m worried about how locking teens indoors coupled with a fast food/junk food advertising machine has resulted in a decrease in health levels across the board which will just get messy as they are increasingly unable to afford health insurance. When it comes to ostracized teens, I’m worried about the reasons why society has ostracized them and how they will react to ongoing criticism from hegemonic peers. I cringe every time I hear of another Columbine, another Virgina Tech, another site of horror when an outcast teen lashes back at the hegemonic values of society.

I worry about the lack of opportunities available to poor teens from uneducated backgrounds. I’m worried about how Wal-Mart Nation has destroyed many of the opportunities for meaningful working class labor as these youth enter the workforce. I’m worried about what a prolonged war will mean for them. I’m worried about how they’ve been told that to succeed, they must be a famous musician or sports player. I’m worried about how gangs provide the only meaningful sense of community that many of these teens will ever know.

Given the state of what I see in all sorts of neighborhoods, I’m amazed at how well teens are coping and I think that technology has a lot to do with that. Teens are using social network sites to build community and connect with their peers. They are creating publics for socialization. And through it, they are showcasing all of the good, bad, and ugly of today’s teen life.

…

In the 70s, Paul Willis analyzed British working class youth and he wrote a book called Learning to Labor: How Working Class Kids Get Working Class Jobs. He argued that working class teens will reject hegemonic values because it’s the only way to continue to be a part of the community that they live in. In other words, if you don’t know that you will succeed if you make a run at jumping class, don’t bother – you’ll lose all of your friends and community in the process. His analysis has such strong resonance in American society today. I just wish I knew how to fix it.

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DIY genetic engineering

business, education, science, tech in changing society, technology / /

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 by Ph.D.s toiling in university and corporate laboratories.

In her San Francisco dining room lab, for example, 31-year-old computer programmer Meredith L. Patterson is trying to develop genetically altered yogurt bacteria that will glow green to signal the presence of melamine, the chemical that turned Chinese-made baby formula and pet food deadly.

…

Many of these amateurs may have studied biology in college but have no advanced degrees and are not earning a living in the biotechnology field. Some proudly call themselves “biohackers” — innovators who push technological boundaries and put the spread of knowledge before profits.

In Cambridge, Mass., a group called DIYbio is setting up a community lab where the public could use chemicals and lab equipment, including a used freezer, scored for free off Craigslist, that drops to 80 degrees below zero, the temperature needed to keep many kinds of bacteria alive.

…

Patterson, the computer programmer, wants to insert the gene for fluorescence into yogurt bacteria, applying techniques developed in the 1970s.

She learned about genetic engineering by reading scientific papers and getting tips from online forums. She ordered jellyfish DNA for a green fluorescent protein from a biological supply company for less than $100. And she built her own lab equipment, including a gel electrophoresis chamber, or DNA analyzer, which she constructed for less than $25, versus more than $200 for a low-end off-the-shelf model.

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Richard Stallman on the 4 freedoms

business, education, politics, science, tech in changing society, technology / /

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 source code and then change it so that it does what you wish.

Freedom two is the freedom to help your neighbour, which is the freedom to distribute, including publication, copies of the program to others when you wish.

Freedom three is the freedom to help build your community, which is the freedom to distribute, including publication, your modified versions, when you wish.

These four freedoms make it possible for users to live an upright, ethical life as a member of a community and enable us individually and collectively to have control over what our software does and thus to have control over our computing.

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Tracking children who might commit a crime later

education, law, politics, science, security, tech in changing society / /

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 Yard and the new DNA spokesman for the Association of Chief Police Officers (Acpo), said a debate was needed on how far Britain should go in identifying potential offenders, given that some experts believe it is possible to identify future offending traits in children as young as five.

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10,000 hours to reach expertise

art, education, science / /

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: 10,000 hours.

“In study after study, of composers, basketball players, fiction writers, ice-skaters, concert pianists, chess players, master criminals,” writes the neurologist Daniel Levitin, “this number comes up again and again. Ten thousand hours is equivalent to roughly three hours a day, or 20 hours a week, of practice over 10 years… No one has yet found a case in which true world-class expertise was accomplished in less time. It seems that it takes the brain this long to assimilate all that it needs to know to achieve true mastery.”

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Correcting wrong info reinforces false beliefs

education, history, politics, science / /

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 that’s actively misinformed presents problems when it comes to participating in the national debate, or the democratic process. If the findings of some political scientists are right, attempting to correct misinformation might do nothing more than reinforce the false belief.

This sort of misinformation isn’t hypothetical; in 2003 a study found that viewers of Fox News were significantly more misinformed about the Iraq war, with far greater percentages of viewers erroneously believing that Iraq possessed WMDs or that there was a credible link between the 9/11 attack and Saddam Hussein than those who got their news from other outlets like NPR and PBS. This has led to the rise of websites like FactCheck and SourceWatch.

Saying that correcting misinformation does little more than reinforce a false belief is a pretty controversial proposal, but the claim is based on a number of studies that examine the effect of political or ideological bias on fact correction. In the studies, volunteers were shown news items or political adverts that contained misinformation, followed by a correction. For example, a study by John Bullock of Yale showed volunteers a political ad created by NARAL that linked Justice John Roberts to a violent anti-abortion group, followed by news that the ad had been withdrawn. Interestingly, Democratic participants had a worse opinion of Roberts after being shown the ad, even after they were told it was false.

Over half (56 percent) of Democratic subjects disapproved of Roberts before the misinformation. That rose to 80 percent afterward, but even after correcting the misinformation, 72 percent of Democratic subjects still had a negative opinion. Republican volunteers, on the other hand, only showed a small increase in disapproval after watching the misinformation (11 percent vs 14 percent).

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Bruno’s memory structures

education, history / /

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 by visual designers) that could be used to juxtapose and rearrange huge quantities of information without recourse to any extra-mental form of storage (like writing). This ability makes the minds of Renaissance intellectuals radically different from our own, almost incomprehensibly so.

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To solve a problem, you first have to figure out the problem

commonplace book, science, true stories / /

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 the building. Waiting times for elevators at peak hours, they said, were excessively long. Several of the tenants threatened to break their leases and move out of the building because of this…

Management authorized a study to determine what would be the best solution. The study revealed that because of the age of the building no engineering solution could be justified economically. The engineers said that management would just have to live with the problem permanently.

The desperate manager called a meeting of his staff, which included a young recently hired graduate in personnel psychology…The young man had not focused on elevator performance but on the fact that people complained about waiting only a few minutes. Why, he asked himself, were they complaining about waiting for only a very short time? He concluded that the complaints were a consequence of boredom. Therefore, he took the problem to be one of giving those waiting something to occupy their time pleasantly. He suggested installing mirrors in the elevator boarding areas so that those waiting could look at each other or themselves without appearing to do so. The manager took up his suggestion. The installation of mirrors was made quickly and at a relatively low cost. The complaints about waiting stopped.

Today, mirrors in elevator lobbies and even on elevators in tall buildings are commonplace.

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Bots on campus!

education, security / /

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 back to school and the campus network’s zippy broadband – the herder detects the increased bandwidth, and that zombie PC suddenly becomes a much more useful tool for sending spam or engaging in other nefarious activities, as pointed out by SecureWorks Director of Development Wayne Haber …

“The more significant factor is to take a machine that was the only system, or one of two to three, on a home network, and to move it to an environment of hundreds or thousands of machines on a network in different states of being patched and of running security software,” [Craig Schmugar, threat research manager for McAfee’s Avert Labs] said. “The new students coming in, there’s a greater chance of having new computers, and those might not have firewalls. It’s a more diverse network environment, with a greater opportunity for machines to be attacked. Maybe not successfully, but at least there’s more traffic thrown at machines.”

Another helpful thing about campuses, of course, is that they have loads of systems left on around the clock in their labs. Universities also have the added stickiness of trying to administer security policies for a constantly shifting population, with visiting scholars coming and going and a variable range of access rights necessary for staff and students.

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It takes 10 years to develop expertise

business, commonplace book, education, teaching, technology / /

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, swimming, tennis, and research in neuropsychology and topology. There appear to be no real shortcuts: even Mozart, who was a musical prodigy at age 4, took 13 more years before he began to produce world-class music. In another genre, the Beatles seemed to burst onto the scene with a string of #1 hits and an appearance on the Ed Sullivan show in 1964. But they had been playing small clubs in Liverpool and Hamburg since 1957, and while they had mass appeal early on, their first great critical success, Sgt. Peppers, was released in 1967. Samuel Johnson thought it took longer than ten years: “Excellence in any department can be attained only by the labor of a lifetime; it is not to be purchased at a lesser price.” And Chaucer complained “the lyf so short, the craft so long to lerne.”

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