That was how it used to be. If you wanted a domain, you could register at Network Solutions and pay $35/year. I'm generally happier with the state of affairs now, though I wish people would go after squatters and domain snatchers.
If nerves used sound, I'd expect that an electrical current would not be *sufficient* to cause the legs to twitch, unless the current was somehow producing the appropriate sound (which is possible, but was not mentioned in the article).
If nerves responded to both electricity and sound, it could be a sufficient condition but not a necessary one, but that wasn't the article's hypothesis.
We never controlled it from the beginning. The fundamental assumption of a republic is that the representatives will represent the rights of the populace - something that is no longer happening (I hope).
A direct democracy probably does not work well either, as it is easy to sway the masses (though I would prefer the tyranny of the majority to the tyranny of 100 people any day), but at least the issues, rather than the representatives, would receive attention.
The optimal solution that does not require a radical change (which would likely entail a revolution) is probably a hybrid of the two. Abolishing the party system and requiring voters to write a sentence or two explaining their rationale for their decision (even if unread) would probably cause an immediate improvement with comparatively little effort.
I bought the Gamecube version of the game and can attest that the game still has plenty of "life" without the Wiimote. This would make sense, considering that the game was originally designed for the Gamecube.
You assume that we would be capable of building an intelligent system while simultaneously asserting a biased opinion as truth in the agent's knowledge base. At the very least, you're going to have an agent with very distorted perceptions of the world.
While it's easy finding mean salaries, there's another important piece of information that I feel is missing - standard deviation. When I choose to accept an organization's offer, I usually have an idea of where my skills fall in the organization in the sense of a percentile of other people with my title. It's nice that I can see the 25th, 75th, and 90th percentiles on some sites (and thus estimate the SD if I had to), but with the SD, I could calculate any percentile I liked, assuming that salaries are normally distributed.
Median would be nice too, since there are always outliers that may bias the mean when it comes to salary.
Heck, give us skew and kurtosis as well. The more statistics we're given about salary ranges, the better. These sites have the salary data required to compute these statistics; it's just a matter of doing so or giving the raw data away so we may do so.
In my undergraduate university, education majors were required to declare a secondary major. While it was true in general that the math/ed majors were less adept with mathematics than the pure math majors, they certainly had the passion, conviction, and skill required to teach mathematics in secondary education. I believe that they were required to take the same mathematics curriculum and they had to pass the Math Praxis before they could teach. These people were not "one lesson ahead" of grade school, but skilled in calculus, linear algebra, number theory, topology, and modern algebra - in other words, I can see some of them making excellent teaching professors at the university level (though none had the passion for research that characterized the pure math majors) if they weren't so focused on teaching in primary and secondary education.
The fact that the two groups tended to be segregated suggests that raising the pay may not necessarily attract different people to the profession (perhaps some potential professors who are more interested in teaching than research would choose K-12 instead with higher pay), but it should certainly increase motivation and perhaps encourage more dedication and creativity as a result.
I think teachers on all levels should be paid more. I don't look forward to getting my Ph. D. and becoming a professor for less than I could have made with only a BS myself (I'm a Ph. D. student in CS).
"I used to play the cello -- and regret that I gave it up so entirely in pursuit of science and math"
I would say this is good advice for others doing intense study in science and math: don't give up everything else that you love or you will regret it for the rest of your life, even if you do become famous in your field.
Your experience mirrors mine. In 5th grade (after moving away from a gifted elementary school, which I consider the apex of my childhood education in many ways, into a normal classroom), I became so fed up with the nature of the assignments I was being given that I stopped doing them altogether (for the most part) and instead took up programming. That I was still able to outperform other students on the tests should have told the teachers that I was learning the material without doing their assignments, but their concern seemed less for learning or progress than instilling obedience (or perhaps simply adhering to tradition; either way, a lack of free thought on their part).
It turned out well in spite of them. The magnum opus of my childhood followed a couple of years later, and it's all been a use of momentum from there:)
I resumed doing homework in college, graduated first in my class last year, and am now pursuing a Ph. D. in Computer Science. The interests that led me down this path germinated when I stopped working on other people's contrivances. My high school transcript isn't even on the record anymore, but the accomplishments that I achieved during that time live on (actually, one of my projects led to a very nice job offer this year which I may accept over the summer, and the others can at least fill a portfolio and collect accolades from users).
I think the bottom line is that schools need to tailor the length, amount, and type of assignments to more closely model the student's interests and aptitudes, with significant projects of the student's own choosing (approve them if you must) counting for credit as well.
One minor thing I would contest is that your art homework did not help you draw. Drawing is not a purely mental endeavor; there is a physical component to it as well, and this must be practiced by doing.
You assume that the more work gets done, the more learning gets done, which I would argue is not always the case for grade-school homework, especially in mathematics and spelling. Most of the tasks assigned are repetitious beyond what most students require. Why write words down hundreds of times if you can spell them correctly after 10? Mathematics is even worse, because once you discover the pattern that an arithmetic operator takes, all of the problems being asked become special cases. More than once I simply wrote "I KNOW HOW TO MULTIPLY" on my assignments, wrote down and solved 844*730 (or something similarly impressive in elementary school), and left the rest blank. Needless to say, my teachers did not approve.
Perhaps homework assignments should be individually tailored?
(You need not list your educational credentials for your point to be taken seriously)
If most researchers are anything like me, the first thing they'll do after publishing is post the full text of their research on their own websites for dissemination, copyright infringement or no. We want research to be free; anyone truly devoted to advancing the state of human knowledge has a duty to make their research available.
Not to mention that a copyright infringement case on one's own work, whatever the outcome, would probably be the fastest way to accelerate and publicize the open research movement.
Unless the community has changed since I left, don't even bother applying unless you have thousands of edits. Quality doesn't matter as much as quantity.
A discrete math course, if offered, will also help prepare people planning on going into CS tremendously for college. AP Calculus is useful too because it helps students think about limits and asymptotic analysis.
This seems to be the rationale of the elite grad. schools. Maybe they have a point, since those from other elite schools have shown that they can survive that sort of culture, though I believe that they rob themselves of much opportunity by giving graduates of other elites preference.
In industry, however, this is ludicrous. You are wrongly assuming that students in less prestigious schools are inherently less capable, motivated, and/or intelligent than those in the elite universities, when even the elites themselves acknowledge that many of the students they do not accept would likely be capable of performing well. Not only are you severely limiting your talent pool by doing this, but you are also ensuring that the students you do hire will cost you more.
And what about achievements that aren't restricted to a single university? Your argument falls apart when you consider more widespread accomplishments, such as publication of research or victories in professional competitions.
Apophis is not a doomsday asteroid. It will cause a major disaster for a large area if it hits, but it should not be a threat to the survival of humanity to the extent that we need to build space colonies to avoid eradication.
"They" refers to "many of the former gatekeepers of knowledge" in the post I replied to. Neither my post nor the parent refer to Britannica.
Also, the change in question is not the Internet, but the general trend towards freeing previously proprietary content.
I suspect that a different post appeared over mine due to your threshold settings, since the top level post in this thread was modded down to -1, creating the confusion.
Slashdot Mirror
Yep.
Sure you can. Cheap to register one domain, progressively more expensive to register additional ones.
That was how it used to be. If you wanted a domain, you could register at Network Solutions and pay $35/year. I'm generally happier with the state of affairs now, though I wish people would go after squatters and domain snatchers.
What's wrong with gdb?
There is actually some fascinating research that can be done in game design (graphics, computer music, discrete math, HCI, modeling, etc.)
Whether these companies will allow employees to pursue that research is another question entirely.
Like grad. school? :)
A military that does not learn from combat will not survive for very long.
If nerves used sound, I'd expect that an electrical current would not be *sufficient* to cause the legs to twitch, unless the current was somehow producing the appropriate sound (which is possible, but was not mentioned in the article).
If nerves responded to both electricity and sound, it could be a sufficient condition but not a necessary one, but that wasn't the article's hypothesis.
If it is sound, why did Galvani's experiments with electricity and frogs' legs work?
We never controlled it from the beginning. The fundamental assumption of a republic is that the representatives will represent the rights of the populace - something that is no longer happening (I hope).
A direct democracy probably does not work well either, as it is easy to sway the masses (though I would prefer the tyranny of the majority to the tyranny of 100 people any day), but at least the issues, rather than the representatives, would receive attention.
The optimal solution that does not require a radical change (which would likely entail a revolution) is probably a hybrid of the two. Abolishing the party system and requiring voters to write a sentence or two explaining their rationale for their decision (even if unread) would probably cause an immediate improvement with comparatively little effort.
I bought the Gamecube version of the game and can attest that the game still has plenty of "life" without the Wiimote. This would make sense, considering that the game was originally designed for the Gamecube.
You assume that we would be capable of building an intelligent system while simultaneously asserting a biased opinion as truth in the agent's knowledge base. At the very least, you're going to have an agent with very distorted perceptions of the world.
I think it's funny that they used the VB operator for inequality: "P <> NP"
While it's easy finding mean salaries, there's another important piece of information that I feel is missing - standard deviation. When I choose to accept an organization's offer, I usually have an idea of where my skills fall in the organization in the sense of a percentile of other people with my title. It's nice that I can see the 25th, 75th, and 90th percentiles on some sites (and thus estimate the SD if I had to), but with the SD, I could calculate any percentile I liked, assuming that salaries are normally distributed.
Median would be nice too, since there are always outliers that may bias the mean when it comes to salary.
Heck, give us skew and kurtosis as well. The more statistics we're given about salary ranges, the better. These sites have the salary data required to compute these statistics; it's just a matter of doing so or giving the raw data away so we may do so.
In my undergraduate university, education majors were required to declare a secondary major. While it was true in general that the math/ed majors were less adept with mathematics than the pure math majors, they certainly had the passion, conviction, and skill required to teach mathematics in secondary education. I believe that they were required to take the same mathematics curriculum and they had to pass the Math Praxis before they could teach. These people were not "one lesson ahead" of grade school, but skilled in calculus, linear algebra, number theory, topology, and modern algebra - in other words, I can see some of them making excellent teaching professors at the university level (though none had the passion for research that characterized the pure math majors) if they weren't so focused on teaching in primary and secondary education.
The fact that the two groups tended to be segregated suggests that raising the pay may not necessarily attract different people to the profession (perhaps some potential professors who are more interested in teaching than research would choose K-12 instead with higher pay), but it should certainly increase motivation and perhaps encourage more dedication and creativity as a result.
I think teachers on all levels should be paid more. I don't look forward to getting my Ph. D. and becoming a professor for less than I could have made with only a BS myself (I'm a Ph. D. student in CS).
Your experience mirrors mine. In 5th grade (after moving away from a gifted elementary school, which I consider the apex of my childhood education in many ways, into a normal classroom), I became so fed up with the nature of the assignments I was being given that I stopped doing them altogether (for the most part) and instead took up programming. That I was still able to outperform other students on the tests should have told the teachers that I was learning the material without doing their assignments, but their concern seemed less for learning or progress than instilling obedience (or perhaps simply adhering to tradition; either way, a lack of free thought on their part).
:)
It turned out well in spite of them. The magnum opus of my childhood followed a couple of years later, and it's all been a use of momentum from there
I resumed doing homework in college, graduated first in my class last year, and am now pursuing a Ph. D. in Computer Science. The interests that led me down this path germinated when I stopped working on other people's contrivances. My high school transcript isn't even on the record anymore, but the accomplishments that I achieved during that time live on (actually, one of my projects led to a very nice job offer this year which I may accept over the summer, and the others can at least fill a portfolio and collect accolades from users).
I think the bottom line is that schools need to tailor the length, amount, and type of assignments to more closely model the student's interests and aptitudes, with significant projects of the student's own choosing (approve them if you must) counting for credit as well.
One minor thing I would contest is that your art homework did not help you draw. Drawing is not a purely mental endeavor; there is a physical component to it as well, and this must be practiced by doing.
You assume that the more work gets done, the more learning gets done, which I would argue is not always the case for grade-school homework, especially in mathematics and spelling. Most of the tasks assigned are repetitious beyond what most students require. Why write words down hundreds of times if you can spell them correctly after 10? Mathematics is even worse, because once you discover the pattern that an arithmetic operator takes, all of the problems being asked become special cases. More than once I simply wrote "I KNOW HOW TO MULTIPLY" on my assignments, wrote down and solved 844*730 (or something similarly impressive in elementary school), and left the rest blank. Needless to say, my teachers did not approve.
Perhaps homework assignments should be individually tailored?
(You need not list your educational credentials for your point to be taken seriously)
If most researchers are anything like me, the first thing they'll do after publishing is post the full text of their research on their own websites for dissemination, copyright infringement or no. We want research to be free; anyone truly devoted to advancing the state of human knowledge has a duty to make their research available.
Not to mention that a copyright infringement case on one's own work, whatever the outcome, would probably be the fastest way to accelerate and publicize the open research movement.
Unless the community has changed since I left, don't even bother applying unless you have thousands of edits. Quality doesn't matter as much as quantity.
A discrete math course, if offered, will also help prepare people planning on going into CS tremendously for college. AP Calculus is useful too because it helps students think about limits and asymptotic analysis.
This seems to be the rationale of the elite grad. schools. Maybe they have a point, since those from other elite schools have shown that they can survive that sort of culture, though I believe that they rob themselves of much opportunity by giving graduates of other elites preference.
In industry, however, this is ludicrous. You are wrongly assuming that students in less prestigious schools are inherently less capable, motivated, and/or intelligent than those in the elite universities, when even the elites themselves acknowledge that many of the students they do not accept would likely be capable of performing well. Not only are you severely limiting your talent pool by doing this, but you are also ensuring that the students you do hire will cost you more.
And what about achievements that aren't restricted to a single university? Your argument falls apart when you consider more widespread accomplishments, such as publication of research or victories in professional competitions.
They drive and you collect while the whole world goes to pot.
Yep, that pretty much summarizes the situation.
Apophis is not a doomsday asteroid. It will cause a major disaster for a large area if it hits, but it should not be a threat to the survival of humanity to the extent that we need to build space colonies to avoid eradication.
Who said anything about Britannica?
"They" refers to "many of the former gatekeepers of knowledge" in the post I replied to. Neither my post nor the parent refer to Britannica.
Also, the change in question is not the Internet, but the general trend towards freeing previously proprietary content.
I suspect that a different post appeared over mine due to your threshold settings, since the top level post in this thread was modded down to -1, creating the confusion.