Education – Page 15 – artdiamondblog.com

Excite Rejected Google Because It Was too Good

(p. 28) Maybe the closest Page and Brin came to a deal was with Excite, a search-based company that had begun– just like Yahoo– with a bunch of sharp Stanford kids whose company was called Architext before the venture capitalists (VCs) got their hands on it and degeekified the name. Terry Winograd, Sergey’s adviser, accompanied them to a meeting with Vinod Khosla, the venture capitalist who had funded Excite.
. . .
(p. 29) Khosla made a tentative counteroffer of $ 750,000 total. But the deal never happened. Hassan recalls a key meeting that might have sunk it. Though Excite had been started by a group of Stanford geeks very much like Larry and Sergey, its venture capital funders had demanded they hire “adult supervision,” the condescending term used when brainy geeks are pushed aside as top executives and replaced by someone more experienced and mature, someone who could wear a suit without looking as though he were attending his Bar Mitzvah. The new CEO was George Bell, a former Times Mirror magazine executive. Years later, Hassan would still laugh when he described the meeting between the BackRub team and Bell. When the team got to Bell’s office, it fired up BackRub in one window and Excite in the other for a bake-off.
The first query they tested was “Internet.” According to Hassan, Excite’s first results were Chinese web pages where the English word “Internet” stood out among a jumble of Chinese characters. Then the team typed “Internet” into BackRub. The first two results delivered pages that told you how to use browsers. It was exactly the kind of helpful result that would most likely satisfy someone who made the query.
Bell was visibly upset. The Stanford product was too good. If Excite were to host a search engine that instantly gave people information they sought, he explained, the users would leave the site instantly. Since his ad revenue came from people staying on the site–” stickiness” was the most desired metric in websites at the time– using BackRub’s technology would be (p. 30) counterproductive. “He told us he wanted Excite’s search engine to be 80 percent as good as the other search engines,” says Hassan. And we were like, “Wow, these guys don’t know what they’re talking about.”
Hassan says that he urged Larry and Sergey right then, in early 1997, to leave Stanford and start a company. “Everybody else was doing it,” he says. “I saw Hotmail and Netscape doing really well. Money was flowing into the Valley. So I said to them, ‘The search engine is the idea. We should do this.’ They didn’t think so. Larry and Sergey were both very adamant that they could build this search engine at Stanford.”
“We weren’t … in an entrepreneurial frame of mind back then,” Sergey later said.

Source:
Levy, Steven. In the Plex: How Google Thinks, Works, and Shapes Our Lives. New York: Simon & Schuster, 2011.
(Note: ellipsis between paragraphs added; ellipsis in last sentence, in original.)

Students Learn More in Air Conditioning

(p. 5) My first year as a public school teacher, I taught at Manhattan’s P.S. 98, which did not have air-conditioning. From mid-May until June’s end — roughly 17 percent of the school year — the temperature in my classroom hovered in the 80s and often topped 90 degrees.
Students wilted over desks. Academic gains evaporated. Even restless pencil tappers and toe wigglers grew lethargic. Absenteeism increased as children sought relief at home or outdoors. By day’s end, my hair was plastered to my face with perspiration.
It seems obvious: schools need to be cool. It’s absurd to talk about inculcating 21st-century skills in classrooms that resemble 19th-century sweatshops.
. . .
Cool schools are critical if we are to boost achievement. Studies show that concentration and cognitive abilities decline substantially after a room reaches 77 or 78 degrees. This is a lesson American businesses learned long ago. . . . A pleasant atmosphere leads to more productive employees.
. . .
It isn’t just white-collar laborers who work in cool climates. Amazon announced last year that it was spending $52 million to upgrade its warehouses with air-conditioning. Yet we can’t seem to do the same for vulnerable children, though some of the achievement gap is most likely owing to a lack of air-conditioning. One Oregon study found that students working in three different temperature settings had strikingly different results on exams, suggesting that sweating a test actually undermines performance.
Students who enjoy the luxury of air-conditioning may enjoy an unfair advantage over their hotter peers.
We are also investing enormous sums to extend the school day and school year in many locales. But these investments won’t be effective if schools are ovens.

For the full commentary, see:
SARA MOSLE. “SCHOOLING; Schools Are Not Cool.” The New York Times, SundayReview Section (Sun., June 2, 2013): 5.
(Note: ellipses added.)
(Note: the online version of the commentary has the date June 1, 2013.)

Remedial Ed Does Not Remediate

(p. C4) Two economists looked at the achievements of 453,000 students who took a basic-skills test upon entering both two- and four-year public colleges in Texas in the 1990s. . . .
. . . the authors focused on the 93,000 students who either barely passed or barely failed the test. Those students, with nearly identical skills, got treated very differently: Most who barely failed took remedial courses; most who barely passed took college-level courses.
But there was no difference in subsequent achievement between those two groups. In fact, students who got remedial help were slightly less likely to finish one year of college. The study found no effects of remediation on income seven years after starting college.

For the full story, see:
CHRISTOPHER SHEA. “Week in Ideas; Education; Remedial Ed Needs Help.” The Wall Street Journal (Sat., February 5, 2011): C4.
(Note: ellipses added.)

The article summarized in the passages quoted above, is:
Martorell, Paco, and Isaac McFarlin, Jr. “Help or Hindrance? The Effects of College Remediation on Academic and Labor Market Outcomes.” Review of Economics and Statistics 93, no. 2 (May 2011): 436-54.

Self-Taught Ovshinsky Created New Field in Physics and Licensed His Patents

“Stanford Ovshinsky helped to establish a new field of physics.” Source of caption and photo: online version of the WSJ obituary quoted and cited below.

(p. B5) Inspired by the structure of the brain, Stanford Ovshinsky created a new class of semiconductors that helped lead to flat-panel displays, solar cells and nickel-metal hydride batteries for cars, laptops and cameras.

Mr. Ovshinsky, who died Wednesday [October 17, 2012] at age 89, was an industrialist and self-taught scientific prodigy who helped found a new field of physics that studies the electronics of amorphous materials resembling glass.
. . .
“It was like discovering a new continent, like discovering America,” said Hellmut Fritzsche, former chairman of physics department at the University of Chicago who worked with Mr. Ovshinsky. “Nobody in the past 50-60 years has created such a revolution in science.”
The new materials–dubbed ovonics–were switches like transistors but worked better for many applications.
Mr. Ovshinsky used his discovery to fund a publicly traded research laboratory that teamed up with companies such as 3M Co., Atlantic Richfield Oil Corp. and General Motors, for which he developed the battery that powered the EV1, GM’s electric car.
Companies around the world license his patents.
What made Mr. Ovshinsky’s work particularly remarkable was that he had little connection to mainstream physics.
His education stopped after high school, . . .

For the full obituary, see:
STEPHEN MILLER. “Stanford Ovshinsky 1922-2012; An Inventor of Chips and Batteries.” The Wall Street Journal (Fri., October 19, 2012): B5.
(Note: ellipses, and bracketed date, added.)
(Note: the online version of the obituary has the date October 18, 2012.)

Federal Food Regs Drive Sharon Penner to Stop Baking for Nebraska Children

“Sharon Penner slices fresh bread, which she bakes a few times a week for Hampton, Neb., students. Penner, who has fed the town’s schoolchildren for 43 years, saw new school nutrition rules that cut many of her goodies as a sign it was time to retire. With her in the school kitchen is assistant Judy Hitzemann.” Source of caption and photo: online version of the Omaha World-Herald article quoted and cited below.

Have we gone too far when the preferences of Michelle Obama rule over the preferences of the parents of Hampton, Nebraska? And is it clear that the parents are wrong in thinking that fresh-baked bread (see photo above) and a timely pat on the shoulder (see photo below), are worth some extra calories?

(p. 1A) HAMPTON, Neb. — Blame the broccoli. Blame the mandarin oranges. Blame all their cousins, from apples to yams, for removing Mrs. Penner’s butter bars from the school lunch counter.

Then blame Mrs. Obama for removing Mrs. Penner.
So goes the thinking in this no-stoplight village of 423 people about 20 minutes northwest of York.
When the new federal school nutrition mandates went into effect this year, championed by first lady Michelle Obama, fresh-baked brownies, cookies and other sugary goodies disappeared from the school menu. And Sharon Penner, who has been feeding schoolchildren here for 43 years, decided it was a sign from above to retire.
Friday [May 17, 2013] will be the last school lunch the 70-year-old prepares for the Hampton Hawks.
Mrs. Penner is hanging up her apron.
“She is?” asked an incredulous sixth-grader named Treavar Pekar. (p. 2A) He stopped cold from scrubbing some of the six tables in the small cafeteria when I broke the news after lunch.
“NOOOOO!!!!!”
That about sums up the community response.

For the full story, see:
Grace, Erin. “Time to Hang Up Her Purple Apron.” Omaha World-Herald (FRIDAY, MAY 17, 2013): 1A-2A.
(Note: ellipses, and bracketed date, added.)
(Note: the online version of the article has the title “Grace: Hampton lunch lady ready to hang up apron.”)

“Sharon Penner with Bryce Joseph, who needed some help after dropping his breakfast tray.” Source of caption and photo: online version of the Omaha World-Herald article quoted and cited above.

Faculty Unions Oppose MOOCs that Might Cost Them Their Jobs in Five to Seven Years

“Sebastian Thrun, a research professor at Stanford, is Udacity’s chief executive officer.” Source of caption and photo: online version of the NYT article quoted and cited below.

(p. A1) SAN JOSE, Calif. — Dazzled by the potential of free online college classes, educators are now turning to the gritty task of harnessing online materials to meet the toughest challenges in American higher education: giving more students access to college, and helping them graduate on time.
. . .
Here at San Jose State, . . . , two pilot programs weave material from the online classes into the instructional mix and allow students to earn credit for them.
“We’re in Silicon Valley, we (p. A3) breathe that entrepreneurial air, so it makes sense that we are the first university to try this,” said Mohammad Qayoumi, the university’s president. “In academia, people are scared to fail, but we know that innovation always comes with the possibility of failure. And if it doesn’t work the first time, we’ll figure out what went wrong and do better.”
. . .
Dr. Qayoumi favors the blended model for upper-level courses, but fully online courses like Udacity’s for lower-level classes, which could be expanded to serve many more students at low cost. Traditional teaching will be disappearing in five to seven years, he predicts, as more professors come to realize that lectures are not the best route to student engagement, and cash-strapped universities continue to seek cheaper instruction.
“There may still be face-to-face classes, but they would not be in lecture halls,” he said. “And they will have not only course material developed by the instructor, but MOOC materials and labs, and content from public broadcasting or corporate sources. But just as faculty currently decide what textbook to use, they will still have the autonomy to choose what materials to include.”
. . .
Any wholesale online expansion raises the specter of professors being laid off, turned into glorified teaching assistants or relegated to second-tier status, with only academic stars giving the lectures. Indeed, the faculty unions at all three California higher education systems oppose the legislation requiring credit for MOOCs for students shut out of on-campus classes.
. . .
“Our ego always runs ahead of us, making us think we can do it better than anyone else in the world,” Dr. Ghadiri said. “But why should we invent the wheel 10,000 times? This is M.I.T., No. 1 school in the nation — why would we not want to use their material?”
There are, he said, two ways of thinking about what the MOOC revolution portends: “One is me, me, me — me comes first. The other is, we are not in this business for ourselves, we are here to educate students.”

For the full story, see:
TAMAR LEWIN. “Colleges Adapt Online Courses to Ease Burden.” The New York Times (Tues., April 30, 2013): A1 & A3.
(Note: ellipses added.)
(Note: the online version of the story has the date April 29, 2013.)

“Katie Kormanik preparing to record a statistics course at Udacity, an online classroom instruction provider in Mountain View, Calif.” Source of caption and photo: online version of the NYT article quoted and cited above.

MOOCs “Will Really Scale” Once Credible Credentialing Process Is Mastered

A “MOOC” is a “massive open online course.”

(p. 1) Last May I wrote about Coursera — co-founded by the Stanford computer scientists Daphne Koller and Andrew Ng — just after it opened. Two weeks ago, I went back out to Palo Alto to check in on them. When I visited last May, about 300,000 people were taking 38 courses taught by Stanford professors and a few other elite universities. Today, they have 2.4 million students, taking 214 courses from 33 universities, including eight international ones.

Anant Agarwal, the former director of M.I.T.’s artificial intelligence lab, is now president of edX, a nonprofit MOOC that M.I.T. and Harvard are jointly building. Agarwal told me that since May, some 155,000 students from around the world have taken edX’s first course: an M.I.T. intro class on circuits. “That is greater than the total number of M.I.T. alumni in its 150-year history,” he said.
. . .
(p. 11) As we look to the future of higher education, said the M.I.T. president, L. Rafael Reif, something that we now call a “degree” will be a concept “connected with bricks and mortar” — and traditional on-campus experiences that will increasingly leverage technology and the Internet to enhance classroom and laboratory work. Alongside that, though, said Reif, many universities will offer online courses to students anywhere in the world, in which they will earn “credentials” — certificates that testify that they have done the work and passed all the exams. The process of developing credible credentials that verify that the student has adequately mastered the subject — and did not cheat — and can be counted on by employers is still being perfected by all the MOOCs. But once it is, this phenomenon will really scale.
I can see a day soon where you’ll create your own college degree by taking the best online courses from the best professors from around the world — some computing from Stanford, some entrepreneurship from Wharton, some ethics from Brandeis, some literature from Edinburgh — paying only the nominal fee for the certificates of completion. It will change teaching, learning and the pathway to employment. “There is a new world unfolding,” said Reif, “and everyone will have to adapt.”

For the full commentary, see:
THOMAS L. FRIEDMAN. “Revolution Hits the Universities.” The New York Times, SundayReview Section (Sun., January 27, 2013): 1 & 11.
(Note: ellipsis added.)
(Note: the online version of the commentary has the date January 26, 2013.)

Missouri Teachers Trained to Defend School with Guns

“Aaron Sydow, the principal of Fairview School in West Plains, Mo., monitoring the halls. After the Newtown, Conn., shooting, the Fairview school board authorized paid training for staff members so that they could be armed.” Source of caption: print version of the NYT article quoted and cited below. Source of photo: online version of the NYT article quoted and cited below.

(p. A10) WEST PLAINS, Mo. — At 8:30 on a cloudy, frigid morning late last month in this folksy Ozark town, the superintendent of an area school strolled through the glass doors of the local newspaper office to deliver a news release.

Hours later, the content of that release produced a front-page headline in The West Plains Daily Quill that caught residents off guard: “At Fairview School Some Employees Now Carry Concealed Weapons.”
That was how most parents of Fairview students learned that the school had trained some of its staff members to carry weapons, and the reaction was loud — and mostly gleeful.
“Sooo very glad to hear this,” a woman whose grandchildren attend Fairview posted on the Facebook page of The Quill, adding, “All schools in America should do this.”

For the full story, see:
JOHN ELIGON. “Rat Kidneys Made in Lab Point to Aid for Humans.” The New York Times (Mon., April 15, 2013): A10.
(Note: the online version of the story has the date April 14, 2013.)

Chagnon Enraged Cultural Anthropologists By Showing Tribal Violence

Source of book image: http://media.npr.org/assets/bakertaylor/covers/n/noble-savages/9780684855103_custom-4deac679a847f1d6e7d64424b01d0be54b54e3a7-s6-c10.jpg

(p. C) In the 1960s, cultural anthropologists led by Marvin Harris argued that conflict among prestate people was mostly over access to scarce protein. Dr. Chagnon disputed this, arguing that Yanomamo Indians’ chief motive for raiding and fighting–which they did a great deal–seemed to be to abduct, recover or avenge the abduction of women. He even claimed that Indian men who had killed people (“unokais”) had more wives and more children than men who had not killed, thus gaining a Darwinian advantage.

Such claims could not have been more calculated to enrage the presiding high priests of cultural anthropology, slaughtering as it did at least three sacred cows of the discipline: that uncontacted tribal people were peaceful, that Darwinism had nothing to say about human behavior and culture, and that material resources were the cause of conflict.
. . .
Meanwhile the science has been going Dr. Chagnon’s way. Recent studies have confirmed that mortality from violence is very common in small-scale societies today and in the past. Almost one-third of such people die in raids and fights, and the death rate is twice as high among men as among women. This is a far higher death rate than experienced even in countries worst hit by World War II. Thomas Hobbes’s “war of each against all” looks more accurate for humanity in a state of nature than Jean-Jacques Rousseau’s “noble savage,” though anthropologists today prefer to see a continuum between these extremes.

For the full commentary, see:
MATT RIDLEY. “MIND & MATTER; Farewell to the Myth of the Noble Savage.” The Wall Street Journal (Sat., January 26, 2013): C4.
(Note: the online version of the review has the date January 25, 2013.)
(Note: ellipsis added.)

The Chagnon book that Ridley is discussing:
Chagnon, Napoleon. Noble Savages: My Life among Two Dangerous Tribes — the Yanomamo and the Anthropologists. New York: Simon & Schuster, 2013.

Academia Rejected Maslow’s Humanistic Psychology

Source of book image: http://www.harpercollins.com/harperimages/isbn/large/9/9780061834769.jpg

(p. 23) Abraham Maslow, humanistic psychology’s founding father, rejected the atomistic approaches of psychoanalysis and behaviorism that dominated the first half of the 20th century. He strove to develop a psychology that provided “a fuller, though still scientific, treatment of the individual” and understood the potential for growth as innate. His ideas got their most welcome reception from industrial management, to which Maslow retreated when academia failed to roll out the red carpet. But Grogan eloquently insists that humanistic psychology subtly revolutionized Americans’ conception of the self and the role of therapy, and asserts that current trends in the field, like positive psychology, owe the theory a debt they have been reluctant to pay.

For the full review, see:
MEGAN BUSKEY. “Nonfiction Chronicle.” The New York Times Book Review (Sun., March 31, 2013): 23.
(Note: the online version of the review has the date March 29, 2013.)

The book under review:
Grogan, Jessica. Encountering America: Humanistic Psychology, Sixties Culture, and the Shaping of the Modern Self. New York: Harper Perennial, 2012.