Not considering homosexuality a "problem" that needs to be "cured"? That's the approach we've used for republicanism --- though perhaps not the best example of "success."
the horrible evil twin one, where national security quantum communications researchers use *Microsoft Word* to prepare documents. Unfortunately, I seem to have woken up on the side of the bed that collapsed the universe's wavefunction into that state this morning.
Yep, if the nodes at the end are compromised, no amount of quantum kerfluffery will prevent you from being screwed. The specific application described in the paper referenced in the summary is secure communication between industrial controllers in critical infrastructure. One would hope this was an area where infrastructure builders would be better at security than "hey, let's make all our nuclear power plant controllers visible on the general internet, with default passwords, running an outdated version of the software riddled with exploitable holes" --- ideally, such devices would already be on a very restricted network, with minimal and tightly controlled links to the outside world, and abundant physical security at the endpoints. Of course, in the real world, a lot of critical industrial control computers actually are *incredibly stupidly exposed to the general internet with trivial or no security precautions* --- obviously, this is most important to fix first. But, once you do have a not completely stupidly vulnerable system , it might be useful to also fend off more advanced attackers who might actually splice into fiber links (even though the fact that today, with all the exposed vulnerabilities, factories aren't already blowing up left and right, indicates that even poor security is good enough against the general lack of attackers).
Given that their posted paper was typed in Microsoft Word (with correspondingly *really terrible* typesetting), it looks like this branch of the labs is likely to be running 100% compromised systems.
Why do you think it took them two and a half years to report this? They had to make dead cat versions of every cat video on YouTube just so they could properly distribute them over the quantum network. That's a lot of dead cat videos. Your tax dollars at work.
Unfortunately, when you take away the unions, the lazy, self-serving, money-grubbing, too-useless-for-a-real-job, petty authoritarian teachers are probably the ones who will *stay* (and suck up to whatever teach-to-the-test nonsense that management makes pay raises ride on, or just outright cheat like the "incentivized" teachers in Michelle Rhee's DC schools). The great teachers, who have plenty of skills to get a much higher paying job elsewhere, but teach because they live for making a positive impact on their students' lives, will burn out and leave when management succeeds in sabotaging their ability to teach (I've seen this happen to a few of my best teachers).
There's certainly some of both; however, I'd say even the specific knowledge learned in college should be done to provide a broader basis for figuring other things out, rather than learning how to use Corporate Software Tool v.3.8.71 (that will be completely obsoleted by Corporate Software Tool v.4.1.18 by the time you graduate). And, speaking as a person who was at the top of smart highschool kids --- learned calculus by seventh grade, worked in physics labs as a summer job, valedictorian at the city's top academic magnet school, highest number of aced AP exams in the state --- I *did* get *even better* at the "learning how to learn" stuff with four extra years of practice at a good university, while taking many classes with no "directly applicable" knowledge for anything I'll do. Yes, as a high school whiz kid, I would have been perfectly competent to leap right into doing mid-level technical work --- but, at least in my own experience, I'm a heck of a lot smarter (thanks to continuing educational work) now than I was then.
I'm talking about the value proposition to the consumer for a particular good or service. Price AND quality.
Yeah, I know what you're talking about. Unfortunately, there's little evidence that "marketplace" approaches are actually good at doing this. Instead, they tend towards consolidation, monopolization, advertising/branding over actual quality. You do know that the Walton heirs are some of the biggest investors behind the push for privatizing education, along with the Gates? A megacorporate monopolized approach is exactly what they're going for, and exactly what markets tend towards.
Remember that at one point, McDonalds actually sold real food
yet now they're bigger and doing better than ever selling McDonald's "food" (as is Wal*Mart selling their crap) --- I don't want to live in, or have my children grow up in, a country where the majority of citizens get a McDonalds/Wal*Mart education, and unbreakable addiction to corporate propaganda, even if I could afford to send my own kids to a higher grade place.
As opposed to our current public education system with crappy quality at high and steadily increasing prices?
There's more than one solution to the problems with the current educational system (which are exacerbated by increasing poverty and wealth gaps, created by the Wal*Marts of the world, along with "run education like a business" management-heavy test-and-metrics models).
In every other market things get better and/or cheaper, or at the very worst, keep a constant value.
Actually, in just about every other market in this country, things get increasingly unequal (larger divide between the "haves" and "have nots,") with the vast majority being subjected to a race-to-the-bottom for crappy quality at low prices. As McDonalds is to quality nutritious food and Wal*Mart is to high-quality, durable goods, so too will privatized corporate education be for the masses. We'll get empty-calories education, all corn syrup and hydrogenated soybean oil, with the lasting durability of a made-in-China plastic widget --- and maybe somehow the quantity will make up for the quality? Well, at least it will make the owners very, very rich.
No more crossing your fingers that this eager young face in front of you can really pick up those skills
On the contrary, this is exactly what a college level education *should* mean:
We threw fifty different areas of subject matter at the graduate, and she managed to think her way through figuring out all of them. Literature courses, history courses, math courses, physics courses, art courses, chemistry courses, sociology courses --- by now, she's figured out how to take any problem thrown at her, and become highly proficient in four months, and an expert in a year. Whatever specific new skills your job requires, this graduate will pick them up and be pushing the boundaries in no time flat.
The problem with a simple "tiered" model is that it assumes all kids are either uniformly brilliant, average, or dumb. While there are a few who simply fall into such categories, many more will be great at some things and poor at others. Should the kid who's a math whiz, but reads below grade level (or vice versa), be shuffled into the dumb kids school, or the medium (and in either case, suffer incredibly boring work in their area of skill)? I agree on separating subject-matter specific classes by ability level, but when you track whole humans into dumb/normal/smart (with corresponding buildings for each), you're going to badly screw the majority of people over (who might turn out to be brilliant at some class of endeavors, if they weren't locked in a soul-crushing prison to be taught that they are a dumb kid, whose only career prospects are janitorial work or fry chef).
I enjoyed the benefits of going to a public magnet school segregated for the smart kids --- but I very nearly ended up in the regular zoned school (because there weren't nearly enough magnet school spots, handed out by lottery, for all the qualified students). The short time I spent at the regular zoned school (geared towards "normal" students; even the "honors track" classes were dull) was mostly miserable --- and I wouldn't wish that experience on anyone who either "lost the lottery" for magnet-school placement, or wasn't up-to-snuff in one particular subject area. Ideally, you need a system where you can offer a variety of paces in different subject areas in one place, rather than lump everyone into "overall smartness" categories.
(3) Stop teaching to the test. I understand (at least where I live anyway) that school budgets are tied to SOL test scores, but it screws things up, and makes it worse, not better. (4) Dump the teacher's union. Give teachers the authority to make the changes needed in education.
How is "dump the teacher's union" supposed to fit in with the rest of this? Despite failings, the teachers' unions are the *only* thing giving teachers any sway over the educational system. Without that, it'd be entirely up to management types --- who've been trained from birth to absolutely love making everything into shallow numerical metrics (teach to the test!) to prove how important management is. Yes, I had to suffer through some bad teachers kept around by the unions --- but all the *very best* teachers I had would have been first to go if management had their way, because sticking up for smart students puts you on the wrong side of management priorities.
I bet the people who buy $6,000 tickets to see TED talks in person won't be sending their kids to the new model of schools they're proposing. The rich will still go to fancy prep schools, with small class sizes, highly qualified teachers, individual tutoring, beautiful facilities, broad-ranging curricula --- and where even the dumbest kids will be groomed to be multimillionaire managers (no one there being prepared for the "janitor" career track). Meanwhile, they want to tell the rest of us to stick our kids on the "obedient peon" track, herded and managed to be profitable slaves for the kids of the super-wealthy (and make them a nice return on investment from new for-profit schools).
Your time dilation factor is gamma = 1/sqrt(1-v^2/c^2). Thus, to go from 1 frame per hour to 24 fps, you need gamma = 3600*24 = 86400. This means a velocity v/c = sqrt(1-1/gamma^2) = sqrt(1-1/86400^2) ~ 1 - 1/(2*86400^2) ~ 1-6.7*10^-11. As a percentage, that's about 99.9999999933% of the speed of light.
Time flattens out short term fluctuations and leaves the trend.
The moving people aren't "smoothed out" by time --- so something odd is happening if their world is time-averaged differently than their bodies.
Not knowing. Questioning. Researching. Something that takes a lot of time.
I don't know what Randall has planned; however, if the result of the characters' research/exploration endeavors turns out to be a simple elementary-school picture of the terrestrial hydrological cycle (rather than something more of a philosophical/metaphysical allegory), I'd be a bit surprised.
Did Dorothy leave Kansas? Or was she at home all the time. Those faces looked awfully familiar didn't they.
The other 13 books in Baum's Oz series indicate a separate existence and continuity for Oz outside of Dorothy's mind.
Well, their oceans and rivers (and general hydrological cycle) seems to have something going on that the characters (and us viewers) don't understand --- and might not be quite like our world. A monotonically rising ocean (with no waves)? Uncertainty about whether rivers are "broken"? Unknown gigantic rivers within a relatively short walk of where they live? Something tells me we're not in Kansas anymore.
If you can figure out how to predict the next hash (each frame is named [random hash].png, with the website pointing to a new one every hour --- so there are probably a bunch of not-yet-released frames on the server, if you could crack the random sequence generator), you will win at least three internets of nerd credit (and perhaps a job "offer you can't refuse" from the NSA).
I bet this makes the people who look at it think a bit more than they would during the first two minutes of Fantasia. If your own mind is a barren wasteland, then I guess moving slowly is a waste --- but if you can bring something of your own mind to the work, so you don't need to be force-fed sound and color full-blast to make up for your own lack of creativity, the comic gets more interesting.
Yes. Not so much of an issue for, e.g., 12-point type, but one of the really nice things about retina displays is that you can display *really tiny* type, such as full-page documents scaled down to a tiny onscreen preview size, and still have perfectly legible (assuming your own vision is up to the task) 4-pt fonts. Not comfortable for extended reading, but useful for quickly seeing if you've got the right page/document.
Looks like you have your dupe post skills down pat; now just work on your spelling and grammar (you'll need a lot more errors for Slashdot front-page copy).
"electron volt" is a unit of energy --- specifically, the energy required to move one electron charge across one volt of electrical potential. 1 joule is ~6.2*10^18 electron volts. And no, all photons aren't "equal" --- they have different energies (equivalently, different wavelengths, frequencies, momenta, or colors for visible-range photons). For comparison, visible light photons are ~2 electron volts energy.
What amazing telepathic skills you've got there, to know that the poster is *thinking* the wrong thing despite an apparently sensible use of the word "orthogonal." Can you tell what number I'm thinking of now, too?
Slashdot Mirror
Not considering homosexuality a "problem" that needs to be "cured"? That's the approach we've used for republicanism --- though perhaps not the best example of "success."
Crimes against typography are no laughing matter. Do you know how many orphans and widows are made by bad layout engines?
the horrible evil twin one, where national security quantum communications researchers use *Microsoft Word* to prepare documents. Unfortunately, I seem to have woken up on the side of the bed that collapsed the universe's wavefunction into that state this morning.
Yep, if the nodes at the end are compromised, no amount of quantum kerfluffery will prevent you from being screwed. The specific application described in the paper referenced in the summary is secure communication between industrial controllers in critical infrastructure. One would hope this was an area where infrastructure builders would be better at security than "hey, let's make all our nuclear power plant controllers visible on the general internet, with default passwords, running an outdated version of the software riddled with exploitable holes" --- ideally, such devices would already be on a very restricted network, with minimal and tightly controlled links to the outside world, and abundant physical security at the endpoints. Of course, in the real world, a lot of critical industrial control computers actually are *incredibly stupidly exposed to the general internet with trivial or no security precautions* --- obviously, this is most important to fix first. But, once you do have a not completely stupidly vulnerable system , it might be useful to also fend off more advanced attackers who might actually splice into fiber links (even though the fact that today, with all the exposed vulnerabilities, factories aren't already blowing up left and right, indicates that even poor security is good enough against the general lack of attackers).
Given that their posted paper was typed in Microsoft Word (with correspondingly *really terrible* typesetting), it looks like this branch of the labs is likely to be running 100% compromised systems.
Why do you think it took them two and a half years to report this? They had to make dead cat versions of every cat video on YouTube just so they could properly distribute them over the quantum network. That's a lot of dead cat videos. Your tax dollars at work.
Unfortunately, when you take away the unions, the lazy, self-serving, money-grubbing, too-useless-for-a-real-job, petty authoritarian teachers are probably the ones who will *stay* (and suck up to whatever teach-to-the-test nonsense that management makes pay raises ride on, or just outright cheat like the "incentivized" teachers in Michelle Rhee's DC schools). The great teachers, who have plenty of skills to get a much higher paying job elsewhere, but teach because they live for making a positive impact on their students' lives, will burn out and leave when management succeeds in sabotaging their ability to teach (I've seen this happen to a few of my best teachers).
There's certainly some of both; however, I'd say even the specific knowledge learned in college should be done to provide a broader basis for figuring other things out, rather than learning how to use Corporate Software Tool v.3.8.71 (that will be completely obsoleted by Corporate Software Tool v.4.1.18 by the time you graduate). And, speaking as a person who was at the top of smart highschool kids --- learned calculus by seventh grade, worked in physics labs as a summer job, valedictorian at the city's top academic magnet school, highest number of aced AP exams in the state --- I *did* get *even better* at the "learning how to learn" stuff with four extra years of practice at a good university, while taking many classes with no "directly applicable" knowledge for anything I'll do. Yes, as a high school whiz kid, I would have been perfectly competent to leap right into doing mid-level technical work --- but, at least in my own experience, I'm a heck of a lot smarter (thanks to continuing educational work) now than I was then.
I'm talking about the value proposition to the consumer for a particular good or service. Price AND quality.
Yeah, I know what you're talking about. Unfortunately, there's little evidence that "marketplace" approaches are actually good at doing this. Instead, they tend towards consolidation, monopolization, advertising/branding over actual quality. You do know that the Walton heirs are some of the biggest investors behind the push for privatizing education, along with the Gates? A megacorporate monopolized approach is exactly what they're going for, and exactly what markets tend towards.
Remember that at one point, McDonalds actually sold real food
yet now they're bigger and doing better than ever selling McDonald's "food" (as is Wal*Mart selling their crap) --- I don't want to live in, or have my children grow up in, a country where the majority of citizens get a McDonalds/Wal*Mart education, and unbreakable addiction to corporate propaganda, even if I could afford to send my own kids to a higher grade place.
As opposed to our current public education system with crappy quality at high and steadily increasing prices?
There's more than one solution to the problems with the current educational system (which are exacerbated by increasing poverty and wealth gaps, created by the Wal*Marts of the world, along with "run education like a business" management-heavy test-and-metrics models).
In every other market things get better and/or cheaper, or at the very worst, keep a constant value.
Actually, in just about every other market in this country, things get increasingly unequal (larger divide between the "haves" and "have nots,") with the vast majority being subjected to a race-to-the-bottom for crappy quality at low prices. As McDonalds is to quality nutritious food and Wal*Mart is to high-quality, durable goods, so too will privatized corporate education be for the masses. We'll get empty-calories education, all corn syrup and hydrogenated soybean oil, with the lasting durability of a made-in-China plastic widget --- and maybe somehow the quantity will make up for the quality? Well, at least it will make the owners very, very rich.
^^^ THIS. ^^^
No more crossing your fingers that this eager young face in front of you can really pick up those skills
On the contrary, this is exactly what a college level education *should* mean:
We threw fifty different areas of subject matter at the graduate, and she managed to think her way through figuring out all of them. Literature courses, history courses, math courses, physics courses, art courses, chemistry courses, sociology courses --- by now, she's figured out how to take any problem thrown at her, and become highly proficient in four months, and an expert in a year. Whatever specific new skills your job requires, this graduate will pick them up and be pushing the boundaries in no time flat.
The problem with a simple "tiered" model is that it assumes all kids are either uniformly brilliant, average, or dumb. While there are a few who simply fall into such categories, many more will be great at some things and poor at others. Should the kid who's a math whiz, but reads below grade level (or vice versa), be shuffled into the dumb kids school, or the medium (and in either case, suffer incredibly boring work in their area of skill)? I agree on separating subject-matter specific classes by ability level, but when you track whole humans into dumb/normal/smart (with corresponding buildings for each), you're going to badly screw the majority of people over (who might turn out to be brilliant at some class of endeavors, if they weren't locked in a soul-crushing prison to be taught that they are a dumb kid, whose only career prospects are janitorial work or fry chef).
I enjoyed the benefits of going to a public magnet school segregated for the smart kids --- but I very nearly ended up in the regular zoned school (because there weren't nearly enough magnet school spots, handed out by lottery, for all the qualified students). The short time I spent at the regular zoned school (geared towards "normal" students; even the "honors track" classes were dull) was mostly miserable --- and I wouldn't wish that experience on anyone who either "lost the lottery" for magnet-school placement, or wasn't up-to-snuff in one particular subject area. Ideally, you need a system where you can offer a variety of paces in different subject areas in one place, rather than lump everyone into "overall smartness" categories.
(3) Stop teaching to the test. I understand (at least where I live anyway) that school budgets are tied to SOL test scores, but it screws things up, and makes it worse, not better.
(4) Dump the teacher's union. Give teachers the authority to make the changes needed in education.
How is "dump the teacher's union" supposed to fit in with the rest of this? Despite failings, the teachers' unions are the *only* thing giving teachers any sway over the educational system. Without that, it'd be entirely up to management types --- who've been trained from birth to absolutely love making everything into shallow numerical metrics (teach to the test!) to prove how important management is. Yes, I had to suffer through some bad teachers kept around by the unions --- but all the *very best* teachers I had would have been first to go if management had their way, because sticking up for smart students puts you on the wrong side of management priorities.
I bet the people who buy $6,000 tickets to see TED talks in person won't be sending their kids to the new model of schools they're proposing. The rich will still go to fancy prep schools, with small class sizes, highly qualified teachers, individual tutoring, beautiful facilities, broad-ranging curricula --- and where even the dumbest kids will be groomed to be multimillionaire managers (no one there being prepared for the "janitor" career track). Meanwhile, they want to tell the rest of us to stick our kids on the "obedient peon" track, herded and managed to be profitable slaves for the kids of the super-wealthy (and make them a nice return on investment from new for-profit schools).
Your time dilation factor is gamma = 1/sqrt(1-v^2/c^2). Thus, to go from 1 frame per hour to 24 fps, you need gamma = 3600*24 = 86400. This means a velocity v/c = sqrt(1-1/gamma^2) = sqrt(1-1/86400^2) ~ 1 - 1/(2*86400^2) ~ 1-6.7*10^-11. As a percentage, that's about 99.9999999933% of the speed of light.
Time flattens out short term fluctuations and leaves the trend.
The moving people aren't "smoothed out" by time --- so something odd is happening if their world is time-averaged differently than their bodies.
Not knowing. Questioning. Researching. Something that takes a lot of time.
I don't know what Randall has planned; however, if the result of the characters' research/exploration endeavors turns out to be a simple elementary-school picture of the terrestrial hydrological cycle (rather than something more of a philosophical/metaphysical allegory), I'd be a bit surprised.
Did Dorothy leave Kansas? Or was she at home all the time. Those faces looked awfully familiar didn't they.
The other 13 books in Baum's Oz series indicate a separate existence and continuity for Oz outside of Dorothy's mind.
Well, their oceans and rivers (and general hydrological cycle) seems to have something going on that the characters (and us viewers) don't understand --- and might not be quite like our world. A monotonically rising ocean (with no waves)? Uncertainty about whether rivers are "broken"? Unknown gigantic rivers within a relatively short walk of where they live? Something tells me we're not in Kansas anymore.
or it's The Most Boring Movie Ever Made
C'mon, the pacing isn't that different from a Tarkovsky flick.
If you can figure out how to predict the next hash (each frame is named [random hash].png, with the website pointing to a new one every hour --- so there are probably a bunch of not-yet-released frames on the server, if you could crack the random sequence generator), you will win at least three internets of nerd credit (and perhaps a job "offer you can't refuse" from the NSA).
I bet this makes the people who look at it think a bit more than they would during the first two minutes of Fantasia. If your own mind is a barren wasteland, then I guess moving slowly is a waste --- but if you can bring something of your own mind to the work, so you don't need to be force-fed sound and color full-blast to make up for your own lack of creativity, the comic gets more interesting.
Yes. Not so much of an issue for, e.g., 12-point type, but one of the really nice things about retina displays is that you can display *really tiny* type, such as full-page documents scaled down to a tiny onscreen preview size, and still have perfectly legible (assuming your own vision is up to the task) 4-pt fonts. Not comfortable for extended reading, but useful for quickly seeing if you've got the right page/document.
So you are saying only rich people should be allowed to file lawsuits?
That would be different from the current system... how?
Looks like you have your dupe post skills down pat; now just work on your spelling and grammar (you'll need a lot more errors for Slashdot front-page copy).
"electron volt" is a unit of energy --- specifically, the energy required to move one electron charge across one volt of electrical potential. 1 joule is ~6.2*10^18 electron volts. And no, all photons aren't "equal" --- they have different energies (equivalently, different wavelengths, frequencies, momenta, or colors for visible-range photons). For comparison, visible light photons are ~2 electron volts energy.
What amazing telepathic skills you've got there, to know that the poster is *thinking* the wrong thing despite an apparently sensible use of the word "orthogonal." Can you tell what number I'm thinking of now, too?