So...I guess the point is that they were racial profiling? Do you know that for a fact; that there wasn't something else going on? The points made so far that the police somehow should have prevented the second set of murders seems a little simplistic to me. The campus is huge. There are 26 thousand students. How exactly are you supposed to "secure" a campus so large with any typical, even larger than average, size police force? Lock down all students and faculty? Detain all stragglers? For how long? Until the suspect is caught? What if he's not caught? How do you ID the suspect given a typically vague description among a 26,000 population? Anyone familiar with memory theory will tell you the likelihood of an eye witness to a stressful event having anything approaching a complete, much lless accurate, description is low. Asian, hispanic, black or white, big (always) -- about all you're likely to get, and that will probably not be accurate. How may hispanics are confused with asian and vice versa? Police work is complex, inexact, and not always efficent enough to prevent crimes. There's never enough, and they can only do so much. However, I'm not sure I want to live somewhere where it is enough and they have broader latitude. That's called a police state. Sometimes bad things just happen, and it's sad -- but it's just reality.
Completely concur, if you can't make it here you can't make it anywhere.
However, people do need to realize that by Washington DC, the article really must mean Northern Virginia and Maryland.
Washington D.C. per se is just the ~400K population mid-size town in set in the middle of the 6 million population metro area. I would doubt that D.C itself has any significant industry.
Our bug juice tasted like jet fuel (JP5), like it's supposed to. Sounds like Saipan had a training problem...or maybe it was an just amenity for the Marines on board?
When I was in the Navy, most of our critical systems, especially combat system computers, consoles, and the like, were water cooled. What the heck, we were generally surrounded by the stuff. Then again on a warship we had the plumbing, back-up systems, and the personnel to handle everything from routine maintenance to casualty repair. I'd hate to see the effects of an earthquake, pipe freeze/burst, or an electrical outage. Did this guy say he lives in California?
My experience is different. I use my laptop (IBM T41) for business travel as well as in my current Masters Program (Information Assurance). Although I had some Unix user experience from my military days, I had used DOS, then Windows, from the beginning of PC's (I was an early adapter with my first 8088 in early 80's). After being introduced to *Nix forensics tools in my studies, I decided to try an Ubuntu Live CD that I got at a trade fair. Then a few months later I went cold turkey with a back-up and full Ubuntu 6.06 load over a reformatted HD with all MS wiped completely. I have used GNU/Linux with all open source apps exclusively now for over 9 months in a highly stressing interoperability environment with absolutely no major troubles. Also, I have college kids and a high schooler on other family computers. Popular teen/undergrad college sites are cesspools of malware, and kids are extremely easy "social engineering" targets. I used to average reloading their computers from their rescue discs about every 6 months +/- 3 months or so, when their Windows XP system crashed and burned regularly from spy-ware or viruses (usually killing their Norton as a precursor). Microsoft begins questioning the "authenticity" after about the 3rd reload of the OEM and stops supporting updates without major hassle on the support line. Also, try hassling with Symantec repeatedly explaining that you need another download because the last attack mangled Norton first. Now I have 3 of my home computers on Linux and have been trouble free. The kids gripped at first. Now they're fine. My wife doesn't know the difference -- its "whatever" to her as long as email and internet works. In my view Linux on the desktop is ready now.
Ripping off "Classic Windows GUI"...hmm...
I'm sure you didn't mean it this way, but I've on a number of occasions engaged in conversations with co-workers and friends who, when noticing my GNU/Linux (Ubuntu 6.10) desktop on my IBM T-41, suggest how well it "sort of copies Windows."
I then kindly remind them of, and invite them to look up, the timelines for X-Windows, MOTIF, LISA, MacIntosh and others relative to MS Windows 1.0.
I even still have my first 8088 with pre-windows IBM DOS and a beautiful MOTIF based windowing overlay called GeoWorks. Every once in a while I even take it out of my storage room, dust it off, put it together and boot it up. The MOTIF functionality and controls now, in retrospect, even look "Windows-ish" to me -- even though it pre-dated Windows. I guess when you're ubiquitous like MS you get to rewrite history.
Your point is well taken, and sometimes in the interest of brevity our (in this case, my) points become overly simplistic. One dimensional thinking leads to one dimensional policy. My point was that there are first principals which lead to a rational prioritizing of requirements. The first is that to teach, one must know the subject themselves at least to a little greater depth than the course requires as a necessary but insufficient condition. Secondly, one must have some knowledge in the art (some science, but more art) of pedagogy. Third, abilities and skills should increase with experience, which requires time.
Accordingly, maybe the emphasis is what needs to shift: first a major in a discipline, then a minor or additional instruction in teaching, enabled by some practice regimen and mentoring, and supported with a system of incentives for good teachers to stick around. I successfully raised five children through multiple schools in North America and Europe, which makes me not an expert but someone in a position to have gleaned a number of observations points: 1) Excellent teachers are worth many times their weight in gold; they in fact produce gold through their students over time; 2) the awful teachers, however, always seemed to have outnumbered the excellent, and the mediocre were overall acceptable substitutes for the good who were likewise outnumbered -- just like the workplace, I guess. Life is complicated, I know, but there must be a better way. This one works, but not equitably.
Reminds me of a political debate that I frequently found myself engaging to defend my funding when I ran a military technical school back in the 90's. The story went something like this: "Kids today are born knowing about computers! Classroom training is expensive and redundant! Computer based training is more efficient and cost effective!" The fallacy, of course is the opening gamut. Kids then and today (first hand experience -- I put three of my own kids through college) mostly know about how to manipulate a mouse and navigate basic menus -- not the same as "knowing about computers," as in, understanding architectures, languages, logic, etc.. Trial and error in redoing questions until "Thats right!" appears does not critical thinking make or even promote. Another problem is that kids often have trouble maintaining focus on text of length greater than about a half-web page. At least a good instructor can detect a confused look as s/he pans the classroom, ask a focused question to check for comprehension, and recursively present examples, anecdotes, and analogies that eventually may wear away the confusion. I concur completely with the need to reemphasize critical thinking in the schools -- first step is to get rid of the idea of the education major and have CS majors teach CS, math majors teach math, engineers teach...
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The quote, from Harry S Truman is "If a man can't stand the heat, he ought to stay out of the kitchen," in an interview with Edward R Murrow in 1957.
Ah, that's what I was trying to say, but there -- you said it with so much more eloquence...
So...I guess the point is that they were racial profiling? Do you know that for a fact; that there wasn't something else going on? The points made so far that the police somehow should have prevented the second set of murders seems a little simplistic to me. The campus is huge. There are 26 thousand students. How exactly are you supposed to "secure" a campus so large with any typical, even larger than average, size police force? Lock down all students and faculty? Detain all stragglers? For how long? Until the suspect is caught? What if he's not caught? How do you ID the suspect given a typically vague description among a 26,000 population? Anyone familiar with memory theory will tell you the likelihood of an eye witness to a stressful event having anything approaching a complete, much lless accurate, description is low. Asian, hispanic, black or white, big (always) -- about all you're likely to get, and that will probably not be accurate. How may hispanics are confused with asian and vice versa? Police work is complex, inexact, and not always efficent enough to prevent crimes. There's never enough, and they can only do so much. However, I'm not sure I want to live somewhere where it is enough and they have broader latitude. That's called a police state. Sometimes bad things just happen, and it's sad -- but it's just reality.
Completely concur, if you can't make it here you can't make it anywhere. However, people do need to realize that by Washington DC, the article really must mean Northern Virginia and Maryland. Washington D.C. per se is just the ~400K population mid-size town in set in the middle of the 6 million population metro area. I would doubt that D.C itself has any significant industry.
Our bug juice tasted like jet fuel (JP5), like it's supposed to. Sounds like Saipan had a training problem...or maybe it was an just amenity for the Marines on board?
When I was in the Navy, most of our critical systems, especially combat system computers, consoles, and the like, were water cooled. What the heck, we were generally surrounded by the stuff. Then again on a warship we had the plumbing, back-up systems, and the personnel to handle everything from routine maintenance to casualty repair. I'd hate to see the effects of an earthquake, pipe freeze/burst, or an electrical outage. Did this guy say he lives in California?
My experience is different. I use my laptop (IBM T41) for business travel as well as in my current Masters Program (Information Assurance). Although I had some Unix user experience from my military days, I had used DOS, then Windows, from the beginning of PC's (I was an early adapter with my first 8088 in early 80's). After being introduced to *Nix forensics tools in my studies, I decided to try an Ubuntu Live CD that I got at a trade fair. Then a few months later I went cold turkey with a back-up and full Ubuntu 6.06 load over a reformatted HD with all MS wiped completely. I have used GNU/Linux with all open source apps exclusively now for over 9 months in a highly stressing interoperability environment with absolutely no major troubles. Also, I have college kids and a high schooler on other family computers. Popular teen/undergrad college sites are cesspools of malware, and kids are extremely easy "social engineering" targets. I used to average reloading their computers from their rescue discs about every 6 months +/- 3 months or so, when their Windows XP system crashed and burned regularly from spy-ware or viruses (usually killing their Norton as a precursor). Microsoft begins questioning the "authenticity" after about the 3rd reload of the OEM and stops supporting updates without major hassle on the support line. Also, try hassling with Symantec repeatedly explaining that you need another download because the last attack mangled Norton first. Now I have 3 of my home computers on Linux and have been trouble free. The kids gripped at first. Now they're fine. My wife doesn't know the difference -- its "whatever" to her as long as email and internet works. In my view Linux on the desktop is ready now.
Ripping off "Classic Windows GUI"...hmm... I'm sure you didn't mean it this way, but I've on a number of occasions engaged in conversations with co-workers and friends who, when noticing my GNU/Linux (Ubuntu 6.10) desktop on my IBM T-41, suggest how well it "sort of copies Windows." I then kindly remind them of, and invite them to look up, the timelines for X-Windows, MOTIF, LISA, MacIntosh and others relative to MS Windows 1.0. I even still have my first 8088 with pre-windows IBM DOS and a beautiful MOTIF based windowing overlay called GeoWorks. Every once in a while I even take it out of my storage room, dust it off, put it together and boot it up. The MOTIF functionality and controls now, in retrospect, even look "Windows-ish" to me -- even though it pre-dated Windows. I guess when you're ubiquitous like MS you get to rewrite history.
Your point is well taken, and sometimes in the interest of brevity our (in this case, my) points become overly simplistic. One dimensional thinking leads to one dimensional policy. My point was that there are first principals which lead to a rational prioritizing of requirements. The first is that to teach, one must know the subject themselves at least to a little greater depth than the course requires as a necessary but insufficient condition. Secondly, one must have some knowledge in the art (some science, but more art) of pedagogy. Third, abilities and skills should increase with experience, which requires time. Accordingly, maybe the emphasis is what needs to shift: first a major in a discipline, then a minor or additional instruction in teaching, enabled by some practice regimen and mentoring, and supported with a system of incentives for good teachers to stick around. I successfully raised five children through multiple schools in North America and Europe, which makes me not an expert but someone in a position to have gleaned a number of observations points: 1) Excellent teachers are worth many times their weight in gold; they in fact produce gold through their students over time; 2) the awful teachers, however, always seemed to have outnumbered the excellent, and the mediocre were overall acceptable substitutes for the good who were likewise outnumbered -- just like the workplace, I guess. Life is complicated, I know, but there must be a better way. This one works, but not equitably.
...ah so desu...he bigger problem than the software may be the wetware. "Social engineering" is still the most reliable attack vector.
Reminds me of a political debate that I frequently found myself engaging to defend my funding when I ran a military technical school back in the 90's. The story went something like this: "Kids today are born knowing about computers! Classroom training is expensive and redundant! Computer based training is more efficient and cost effective!" The fallacy, of course is the opening gamut. Kids then and today (first hand experience -- I put three of my own kids through college) mostly know about how to manipulate a mouse and navigate basic menus -- not the same as "knowing about computers," as in, understanding architectures, languages, logic, etc.. Trial and error in redoing questions until "Thats right!" appears does not critical thinking make or even promote. Another problem is that kids often have trouble maintaining focus on text of length greater than about a half-web page. At least a good instructor can detect a confused look as s/he pans the classroom, ask a focused question to check for comprehension, and recursively present examples, anecdotes, and analogies that eventually may wear away the confusion. I concur completely with the need to reemphasize critical thinking in the schools -- first step is to get rid of the idea of the education major and have CS majors teach CS, math majors teach math, engineers teach...