Monday, April 08, 2013
prohibition scuttles promising medical science...,
By CNu at April 08, 2013 6 comments
Labels: alkahest , narcoterror , neuromancy
views from the borders of mental illness...,
By CNu at April 08, 2013 0 comments
Labels: neuromancy
autistic brains organized differently (neandertals)
By CNu at April 08, 2013 0 comments
Labels: neuromancy
Sunday, April 07, 2013
characteristics of nde memories as compared to real and imagined events memories
By CNu at April 07, 2013 1 comments
Labels: high strangeness
human breath analysis and individual metabolic phenotypes
By CNu at April 07, 2013 23 comments
Labels: microcosmos , symbiosis , What IT DO Shawty...
Saturday, April 06, 2013
cancer pandemic: reaping the seeds of nuclear testing
By CNu at April 06, 2013 19 comments
Labels: Living Memory , unspeakable
Arkansas Nuclear One Reactor and ExxonMobil Pipeline Both Suffer Major Accidents
By CNu at April 06, 2013 2 comments
Labels: unintended consequences , unspeakable
fukushima fallout sickens u.s. babies...,
By CNu at April 06, 2013 1 comments
Labels: unspeakable , What IT DO Shawty...
Friday, April 05, 2013
what is the alternative to the war on the poor?
By CNu at April 05, 2013 10 comments
Labels: global system of 1% supremacy
some of the "Top" about to get outed?
By CNu at April 05, 2013 1 comments
Labels: global system of 1% supremacy
Thursday, April 04, 2013
online video instruction makes another quantum leap
The online version of 2.002 offers video lectures searchable by keyword, and organized as a tree of basic concepts that branch into related subtopics. |
By CNu at April 04, 2013 20 comments
Labels: edumackation , tactical evolution
Wednesday, April 03, 2013
the prisoner's dilemma: trust as a negative survival value...,
By CNu at April 03, 2013 2 comments
Labels: Livestock Management , psychopathocracy
the counterproductivity of targets
Fear (2013), wrote:
I first heard Frans Leeuw talk about the "Performance Paradox" in relation to evaluation. Unfortunately I don't think he wrote about it other than a thesis by one of his students.
However, quite by chance I found some of the roots of it today.It seems that MarilynStrathern was one of the first to articulate this phenomenon in recent times. I like her quote for it's brevity.
1. "When a measure becomes a target, it ceases to be a good measure."
- Marilyn Strathern (1997)
2. Goodhart's Law "Any observed statistical regularity will tend to collapse once pressure is placed upon it for control purposes." Also: "Once a social or economic indicator or other surrogate measure is made a target for the purpose of conducting social or economic policy, then it will lose the information content that would qualify it to play such a role."
- Charles Goodhart (1981).
3. The Lucas critique "It is naïve to try to predict the effects of a change in economic policy entirely on the basis of relationships observed in historical data, especially highly aggregated historical data."
- Robert Lucas (1976)
4. "A risk model breaks down when used for regulatory purposes."- Jon Danželsson (2002)
5. Campbell's Law: "The more any quantitative social indicator is used for social decision-making, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor."
- Donald Campbell (1976)
By CNu at April 03, 2013 2 comments
Labels: edumackation
Tuesday, April 02, 2013
the child, the tablet, and the developing mind...,
By CNu at April 02, 2013 4 comments
Labels: cognitive infiltration , edumackation
inquiry science rocks, or does it?
I am not alone in suggesting that common practices in physics education may have scant empirical support. Several years ago Handelsman, et al.1 asked: " … why do outstanding scientists who demand rigorous proof for scientific assertions in their research continue to use and, indeed, defend on the basis of their intuition alone, teaching methods that are not the most effective?" (p. 521) The specific lament in Handelsman et al. is the claim that much science education is based on a traditional form of didactic lecturing. However, one could just as well use that very same critique about the lack of "rigorous proof" to challenge the current enthusiasm for "inquiry approaches" to science education.
For example, an influential report from the NAS on inquiry approaches to science education2 states that "…studies of inquiry-oriented curriculum programs … demonstrated significant positive effects on various quantitative measures, including cognitive achievement, process skills, and attitudes toward science." This would seem to be clear evidence in support of inquiry-approaches to science instruction, except that the report goes on to note, parenthetically, that "there was essentially no correlation between positive results and expert ratings of the degree of inquiry in the materials (p. 125)." Thus we have an argument for the benefits of a particular pedagogy, but no consensus from experts about the "dose response", i.e., the extent to which different "degrees of inquiry" lead to different types or amounts of learning.
One wonders about the evidential basis for the wide-spread enthusiasm for inquiry science, given the lack of operational definitions of what constitutes an "inquiry-based" lesson–or entire curriculum–and what specific features distinguish it from other types of instruction. There is a particular irony here in that the very field that has developed extraordinarily clear norms and conventions for talking about methods, theories, instrumentation, measurement, underlying mechanisms, etc. often abandons them when engaging in research on science education.
By CNu at April 02, 2013 8 comments
Labels: edumackation
Monday, April 01, 2013
the love of money IS the root of all kinds of evil...,
By CNu at April 01, 2013 1 comments
Labels: ethology , History's Mysteries , Living Memory
Sunday, March 31, 2013
social glue and world-changing?
By CNu at March 31, 2013 0 comments
Labels: not gonna happen...
does science make you moral?
By CNu at March 31, 2013 0 comments
Labels: culture of competence
game recognize game..,
By CNu at March 31, 2013 2 comments
Labels: deceiver , ethology , What IT DO Shawty...
Saturday, March 30, 2013
your grandma's favorite drug songs...,
For better or worse, drugs and popular culture are irrevocably entangled. Nowhere is the link more pronounced than in popular music, an art form that has an almost symbiotic relationship with substances. Whether drugs influence music or vice versa is a subject for debate—but few would argue that the Beatles would have transformed popular culture as they did without the influence of psychedelics; that house music would have become the behemoth it did without ecstasy culture; or that punk would have been quite the same without the relentless energy of speed and the nihilistic black hole of heroin as the twin engines that drove it.
Many might lazily assume that drug culture started in the 1960s—the era when supposedly everybody started turning on, tuning in and dropping out. But the truth is, just as human beings have been getting high since practically the dawn of time, popular musicians have been recording songs about getting high since they first started pressing 78s. To prove it, here's my selection of amazing pre-rock 'n' roll tracks about shooting smack, snorting coke, getting blitzed on booze and dancing all night on speed. Ladies and gentlemen, we present your grandmothers’ favorite drug songs:
By CNu at March 30, 2013 0 comments
Labels: American Original , Living Memory
Friday, March 29, 2013
something other than "adaptation" driving evolution...,
A computational model of greenish warbler evolution (left) fits real-world patterns of the species (right). Color corresponds to degrees of genetic difference. Image: Martins et al./PNAS |
wired | What explains the incredible variety of life on Earth? It seems obvious. Evolution, of course! But perhaps not the evolution most people grew up with.
Some ecologists say the theory needs an update. They’ve proposed a new dynamic driving the emergence of new species, one that doesn’t involve adaptations or survival of the fittest.
Give evolution enough time and space, they say, and new species can just happen. Speciation might not only be an evolutionary consequence of fitness differences and natural selection, but a property intrinsic to evolution, just as all matter has gravity.
“Our work shows that evolution wants to be diverse,” said Yaneer Bar-Yam, president of the New England Complex Systems Institute. “It’s enough for organisms to be spread out in space and time.”
In a March 13 Proceedings of the National Academy of Sciences paper, Bar-Yam and his co-authors, Brazilian ecologists Ayana Martins at the University of Sao Paulo and Marcus Aguiar at the University of Campinas, modeled the evolution of greenish warblers living around the Tibetan plateau.
The warblers are what’s known as a ring species, a rare phenomenon that occurs when species inhabit a horseshoe-shaped range. Genes flow around the ring, passing between neighboring populations — yet at the ring’s tips, the animals no longer interbreed with one another.
By the usual standards, these end populations have become new species. According to the researchers’ model of the process, no special adaptations or differences in reproductive fitness are needed to explain — or at least to computationally replicate — the greenish warblers’ divergence. Fist tap Dale.
By CNu at March 29, 2013 3 comments
de novo originated genes
evolution and function of de novo originated genes |
By CNu at March 29, 2013 0 comments
"junk" be busy...,
By CNu at March 29, 2013 1 comments
Labels: Genetic Omni Determinism GOD
Thursday, March 28, 2013
energetic costs of cellular computations
By CNu at March 28, 2013 0 comments
Labels: agency , microcosmos , What IT DO Shawty...
swarm "intelligence"?
By CNu at March 28, 2013 0 comments
Labels: stigmergy , What IT DO Shawty...
Wednesday, March 27, 2013
"nones" growth at record levels...,
the real ichthys |
By CNu at March 27, 2013 1 comments
Labels: American Original , Bibtardism , theoconservatism
Tuesday, March 26, 2013
species arise from relatively sudden changes in the supply of nutrients...,
By CNu at March 26, 2013 0 comments
review: the moral molecule, source of love and prosperity
By CNu at March 26, 2013 1 comments
Labels: dopamine , ethology , hegemony , killer-ape
Monday, March 25, 2013
censoring the future
By CNu at March 25, 2013 1 comments
Labels: cognitive infiltration , governance , legalization
why the education system is ripe for disruption
When I think of all the tremendous, seemingly impossible feats made possible by entrepreneurs, I am amazed that more has not been done to reinvent our education system. I want all entrepreneurs to take notice that this is a multi-hundred billion dollar opportunity that’s ripe for disruption.
Our collective belief is that our education system is broken so we spend tremendous energy in trying to fix it. We conveniently place the blame on problems that stem from budget cuts, teacher layoffs, inadequate technology in our schools and our education policies. We need to recognize the fact that our education system is NOT BROKEN but has simply become OBSOLETE. It no longer meets the needs of the present and future generation.
Our education system was developed for an industrial era where we could teach certain skills to our children and they were able to use these skills for the rest of their lives working productively in an industry. We are now living in a fast paced technological era where every skill that we teach our children becomes obsolete in the 10 to 15 years due to exponentially growing technological advances. Meanwhile, new categories of jobs are being created because of these technological advances. It’s hard to imagine that half of the jobs that exist today didn’t exist 25 years ago.
Our education system today uses the mass production style manufacturing process of standardization. This process requires raw material that is grouped together based on a specific criteria. Those raw materials are then moved from one station to another station where an expert makes a small modification given the small amount of time given to complete their task. At the end of the assembly line, these assembled goods are standardized tested to see if they meet certain criteria before they are moved to the next advanced assembly line.
We are using the same process to teach our kids today, grouping them by their date of manufacturing (age). We put them on an education assembly line every day, starting with one station that teaches them a certain subject before automatically moving them to the next class after a certain period of time. Once a year we use standardized testing to see if they are ready to move to the next grade of an education advanced assembly line.
Rethinking education starts with embracing our individuality.
By CNu at March 25, 2013 4 comments
Labels: edumackation , What Now?
TED censored Hancock's War on Consciousness talk...,
"The massive backlash against TED indicates something else of great importance. People are getting smarter" TED has permitted the debate after having removed the video.
By CNu at March 25, 2013 8 comments
Labels: alkahest , Livestock Management
Sean Epstein Combs In Big Trubble
nbcnewyork | An unsealed federal indictment revealed criminal charges against Sean "Diddy" Combs on Tuesday, a day after th...
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theatlantic | The Ku Klux Klan, Ronald Reagan, and, for most of its history, the NRA all worked to control guns. The Founding Fathers...
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Video - John Marco Allegro in an interview with Van Kooten & De Bie. TSMATC | Describing the growth of the mushroom ( boletos), P...
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dailybeast | Of all the problems in America today, none is both as obvious and as overlooked as the colossal human catastrophe that is our...