Flowingly

"A mind stretched to a new idea can never go back to its original dimension"

Archive for the ‘Economics’ Category

WALL-E’s “Day At Work” – Robotic garbage sorters and recyclers

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Hope someday
-before we drown in our own garbage-
we’ll unleash Wall-Es over the waste we produced
and stop producing more of it.

Robotic garbage sorters & recyclers = great idea

Written by flowingly

January 15, 2012 at 18:26

Bill Gates – how do you make education better?

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Bill Gates, philantropist :)

“A goal I had there was to draw more people in to work on those problems, because I think there are some very important problems that don’t get worked on naturally. That is, the market does not drive the scientists, the communicators, the thinkers, the governments to do the right things. And only by paying attention to these things and having brilliant people who care and draw other people in can we make as much progress as we need to.
[…]
So, how do you make education better?

A top quartile (top 25%) teacher will increase the performance of their class — based on test scores — by over 10 percent in a single year. What does that mean? That means that if the entire U.S., for two years, had top quartile teachers, the entire difference between us and Asia would go away. Within four years we would be blowing everyone in the world away.

What are the characteristics of this top quartile? What do they look like?”

They’re not old and they donn’t have masters, which is what the educational system rewards.
They simply have students with good test results, and the teacher’s syndicates made the records of this tests unavailable. By law.

“You might say, “Do the good teachers stay and the bad teacher’s leave?” The answer is, on average, the slightly better teachers leave the system. And it’s a system with very high turnover.

Now, there are a few places — very few — where great teachers are being made. A good example of one is a set of charter schools called KIPP. They take the poorest kids, and over 96 percent of their high school graduates go to four-year colleges. And the whole spirit and attitude in those schools is very different than in the normal public schools. They’re team teaching. They’re constantly improving their teachers. They’re taking data, the test scores, and saying to a teacher, “Hey, you caused this amount of increase.” They’re deeply engaged in making teaching better.

When you actually go and sit in one of these classrooms, at first it’s very bizarre. I sat down and I thought, “What is going on?” The teacher was running around, and the energy level was high. I thought, “I’m in the sports rally or something. What’s going on?” And the teacher was constantly scanning to see which kids weren’t paying attention, which kids were bored, and calling kids rapidly, putting things up on the board. It was a very dynamic environment, because particularly in those middle school years — fifth through eighth grade — keeping people engaged and setting the tone that everybody in the classroom needs to pay attention, nobody gets to make fun of it or have the position of the kid who doesn’t want to be there. Everybody needs to be involved. And so KIPP is doing it.

How does that compare to a normal school? Well, in a normal school teachers aren’t told how good they are. The data isn’t gathered. In the teacher’s contract, it will limit the number of times the principal can come into the classroom — sometimes to once per year. And they need advanced notice to do that. So imagine running a factory where you’ve got these workers, some of them just making crap and the management is told, “Hey, you can only come down here once a year, but you need to let us know, because we might actually fool you, and try and do a good job in that one brief moment.”
Even a teacher who wants to improve doesn’t have the tools to do it. They don’t have the test scores, and there’s a whole thing of trying to block the data. For example, New York passed a law that said that the teacher improvement data could not be made available and used in the tenure decision for the teachers. And so that’s sort of working in the opposite direction. But I’m optimistic about this, I think there are some clear things we can do.
First of all, there’s a lot more testing going on, and that’s given us the picture of where we are. And that allows us to understand who’s doing it well, and call them out, and find out what those techniques are. Of course, digital video is cheap now. Putting a few cameras in the classroom and saying that things are being recorded on an ongoing basis is very practical in all public schools. And so every few weeks teachers could sit down and say, “OK, here’s a little clip of something I thought I did well. Here’s a little clip of something I think I did poorly. Advise me — when this kid acted up, how should I have dealt with that?” And they could all sit and work together on those problems. You can take the very best teachers and kind of annotate it, have it so everyone sees who is the very best at teaching this stuff.

Now there’s a book actually, about KIPP — the place that this is going on — that Jay Matthews, a news reporter, wrote — called, “Work Hard, Be Nice.” And I thought it was so fantastic. It gave you a sense of what a good teacher does.”

Written by flowingly

September 19, 2009 at 05:05

Barry Schwartz on our loss of wisdom on TED.com

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Barry Schwartz: “And, perhaps most important, as teachers, we should strive to be the ordinary heroes, the moral exemplars, to the people we mentor. And there are a few things that we have to remember as teachers.

  • One is that we are always teaching. Someone is always watching. The camera is always on.
  • […]they have come to the realization that the single most important thing kids need to learn is character.
  1. They need to learn to respect themselves.
  2. They need to learn to respect their schoolmates.
  3. They need to learn to respect their teachers. And, most important,
  4. they need to learn to respect learning.

That’s the principle objective. If you do that, the rest is just pretty much a coast downhill.
And the teachers: the way you teach these things to the kids is by having the teachers and all the other staff embody it every minute of every day. ”

Written by flowingly

July 10, 2009 at 15:53

Why Do Drug Dealers Still Live with Their Moms?

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“This chapter offers a detailed glimpse into the economics of a drug-dealing street gang. The authors follow the research efforts of sociologist Sudhir Venkatesh, whose years conducting field studies in the housing projects of Chicago granted him unprecedented access to the inner workings of the gang. Venkatesh befriended many of his research subjects, one of whom gave him several years of financial records kept by the gang, which Venkatesh later provided to Levitt.

With extensive analysis of the data, Levitt was able to debunk the common perception that crack dealers are all very wealthy individuals. He found that although a few participants profit mightily from their involvement, these are usually the higher-ups who lead the organization, rather than the large numbers of street dealers who form the lower ranks of the group. Levitt compares the organizational structure of the gang to McDonalds, in which a comparatively few executives and managers prosper from the labor of thousands of low-wage workers. This comparison proved to be particularly apt when he found that most street dealers made less than minimum wage, while also bearing a 1-in-4 risk of death.” (from wikisummaries.org, Freakonomics entry)

Well, it seems like even a thief needs to do some competent work in order to achieve success, dear Watson… :)


Written by flowingly

September 8, 2007 at 10:09

Why shouldn’t I work for the N.S.A.?

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August 6, 2007 at 06:02

15 ways stores trick you into spending

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July 15, 2007 at 14:03

Evil International Bankers are Running The World

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Written by flowingly

July 12, 2007 at 19:44