Friday Links

The Centers for Disease Control and Prevention recommends that everyone at colleges and universities wear masks indoors, even if they are fully vaccinated, in locales with substantial or high transmission of the coronavirus. Most of the country meets that standard at this point. The CDC also recommends that colleges offer and promote covid vaccines.

A series of influential articles published in the 1970s would argue that for a few decades after the Scopes trial, biology textbooks would become “less scientific.” According to these historians, textbook writers and publishers deleted sections about evolution, removed pictures of Darwin, softened “controversial” discussions by weaving in religious quotations, and moved the topic evolution to the last chapter of the textbooks, where it could easily be cut out (sometimes literally, with scissors).

Scholar Ron Ladouceur refers to this popular narrative as the “myth of Scopes,” which he defines as “the conventional belief that the theory of evolution…was fairly presented in high school textbooks prior to the Scopes trial, but that references to the topic were systematically removed by authors and publishers under pressure from Christian fundamentalists over the next 35 years.”

Orca will likely soon be dwarfed by competing projects in the US and Scotland that are expected to come online in the next two years. But even then, without much more public and private investment, the industry will be far from the 10 million tons per year that the International Energy Agency says are needed by 2030.

Like many pandemic-induced changes to American society, what remains to be seen is whether homeschooling is having a moment, or whether it is establishing itself as a permanent feature among educational options in the US. There are reasons to suspect it could be the latter.

Specifically, the researchers found that for every additional $50,000 of net worth accumulated at midlife, the risk of death later in life dropped by 5%.

Judging from the media coverage of the work from home (WFH) phenomenon, you’d think it’s become near universal. It’s not. In July, only about one in eight workers were teleworking—the Bureau of Labor Statistics’ (BLS) preferred term—and those are heavily concentrated in a few sectors and occupations, and among the highly credentialed.

According to BLS stats, in July 2021, just 13% of workers are doing so remotely because of the pandemic, down from 35% in May 2020, the first month the numbers were collected. (See graph below.) And that initial 35% number was inflated by the fact that so many workers who couldn’t work from home, like those in retail and hospitality, had been laid off. Since that peak, the share has declined in twelve of the subsequent fourteen months.

But most jobs just can’t be done remotely. Those who can work remotely have to be served by the majority of lower-status, lower-paid workers who make things and move them around. If they were paid not to work, money would quickly become worthless because there’d be nothing to buy with it—no food, no electricity, no appliances, no medical equipment, nothing.

We present a set of computing tools and techniques that every researcher can and should consider adopting. These recommendations synthesize inspiration from our own work, from the experiences of the thousands of people who have taken part in Software Carpentry and Data Carpentry workshops over the past 6 years, and from a variety of other guides. Our recommendations are aimed specifically at people who are new to research computing.

We all know of college students who are pre-med one minute and pursuing an architectural degree the next. A lot of those changes will be occurring early on, during the fall semester. We need to ensure that students, especially diverse students, don’t see this as a failure or setback but rather as an opportunity to help them find their way. Hopefully, some will take a path toward professions where their perspective and presence are critically needed.

Friday Links

With a background in indexing, I like to compare the index of a book with the taxonomy-enhanced search capabilities of a website, whereas the table of contents of a book is like the navigation scheme. A table of contents or navigation scheme is a higher-level, pre-defined structure of content, that guides users to the general organization of content and tasks. It helps users understand the scope of the content available, provides guidance on where and what content to find, and aids in exploration. An index or search feature, including faceted search, on the other hand, enables to user to find specific information or content items of interest. A taxonomy, regardless of its display type, serves the function of an index, not the table of contents.

The people we see are, by definition, those who are outdoors and thus who are disproportionately likely to be breaching the lockdown. What Mr Hannan isn’t seeing are the countless thousands of us staying indoors and observing the lockdown.

The social sciences are, as Jon Elster said, fundamentally a collection of mechanisms. But many of these are unseen. It is the role of social science to expose these mechanisms, and to show us that what we see is not all there is. As Marx said: "If there were no difference between essence and appearance, there would be no need for science."

On June 20, 1917, Lucy Burns, co-founder of the National Woman’s Party (NWP), and Dora Lewis gathered with other suffragists in front of the White House. They held a banner criticizing President Wilson’s opposition to women’s suffrage: “We, the Women of America, tell you that America is not a democracy…. President Wilson is the chief opponent of their national enfranchisement.”

Friday Links

With several universities now coming to grips with the fact that they will still be online in the Summer (and most likely the Fall), several are turning to how to quickly train their entire faculty in online teaching in a hurry.

Out of all the different ways to approach learning theory, I like focus on power dynamics first when it comes to designing a course. So think about the overall power dynamic you want to see happening in your course. This can change from week to week, but in general most courses stick to one for the most part. The question is: who determines what learners will learn in your course, and who directs how it is learned?

This is such a strange and necessary time to talk about education technology, to take a class about education technology, to get a degree in education technology because what, in the past, was so often framed as optional or aspirational is now compulsory — and compulsory under some of the worst possible circumstances

One of the reasons that I am less than sanguine about most education technology is because I don't consider it this autonomous, context-free entity. Ed-tech is not a tool that exists only in the service of improving teaching and learning, although that's very much how it gets talked about. There's much more to think about than the pedagogy too, than whether ed-tech makes that better or worse or about the same just more expensive. Pedagogy doesn't occur in a vacuum. It has an institutional history; pedagogies have politics. Tools have politics. They have histories. They're developed and funded and adopted and rejected for a variety of reasons other than "what works." Even the notion of "what works" should prompt us to ask all sorts of questions about "for whom," "in what way," and "why."

Surveillance is not prevalent simply because that's the technology that's being sold to schools. Rather, in many ways, surveillance reflects the values we have prioritized: control, compulsion, efficiency.

Independent learning is a skill, and like most skills, you need to start slowly and carefully. Suddenly being thrown into ten courses online is not the best way to go. Many will sink, although some will certainly swim. However, experience tells us that graduate, older and lifelong learners all do much better in online learning than undergraduates. Blended learning – a mix of face-to-face and online – though is a very good way to ease gently into online learning. Introducing online or digital learning gradually in first year, supported by face-to-face classes, is a much better strategy.

As the author of a book on opportunity cost, I might be expected to be enthusiastic about the idea that trade-offs are always important in economic and policy choices. This idea is summed up in the acryonymic slogan TANSTAAFL (There Ain’t No Such Thing As A Free Lunch). In fact, however, a crucial section of Economics in Two Lessons is devoted to showing that There Is Such A Thing As A Free Lunch. It is only when all free lunches have been taken off the table that we reach a position described, in the standard jargon, as Pareto-optimal.

To me, this is an example (and there are many right now) of the extent to which the fairness of the legal system may turn less on the words we use in a law than on the discretion of those who have the power to enforce it.

This evolved into an entire subcultural practice, called Grangerization. Hobbyists used printed books as the basis for a multidimensional media project. They pasted prints, as well as pages of text from other books, into the original volume, making connections between related topics.

In some cases, the resulting work smacked of obsessive fandom. One collector expanded a copy of an 1828 biography of Lord Byron from two volumes to five, rebinding the pages to accommodate 184 illustrations and 14 letters and autographs. Another turned a three-volume 1872 biography of Charles Dickens into nine oversized books packed with broadsides for performances, actor portraits, letters, and images taken from illustrated editions of the author’s books.

Grangerization reached its height of popularity in the first half of the nineteenth century. But not everyone saw it as an innovative, creative hobby. The idea of removing pages from one book to create something new infuriated some critics. One called Grangerization a “monstrous practice” of “hungry and rapacious book-collectors.” Another diagnosed its practitioners with “a vehement passion, a furious perturbation to be closely observed and radically treated wherever it appears, for it is a contagious and delirious mania.”

One advantage of today’s digital media is that we can freely copy material without tearing up precious original work. Of course, today’s Grangerizers have their own ethical questions, like plagiarism, to consider.

"The variation being meant as an evident one, accordingly as presenting in pure intuition the possibilities themselves as possibilities, its correlate is an intuitive and apodictic consciousness of something universal. The eidos itself is a beheld or beholdable universal, one that is pure, 'unconditioned,' that is to say according to its own intuition sense, a universal not conditioned by any fact."

A little-known Democratic senator from Missouri rides the public anger, consequently emerging as a national leader. “Their greed knows no limit,” said Harry Truman in February 1942 in talking about military contractors accused of gouging the government at such a critical time.

The public agreed. A Gallup Poll noted that 69 percent of Americans wanted the government to exert controls on the profits earned by contractors during the war.

Private sector partnership in the face of community need is nothing new, and has long been integral in national response and rebuilding. Take, for example, the case of the Waffle House Index.

Waffle Houses are what they sound like: homey diners that dominate the southern part of the United States, serving up staple favorites like pies and iced tea. With that in mind, the index sounds like a whimsical measurement, but it actually refers to a serious, though informal, measurement of a crisis’s severity. The Federal Emergency Management Agency (FEMA) uses the restaurant chain to gauge how badly an area is affected. As a former FEMA official told NPR, “If the Waffle House is open, everything’s good.”

About Me

Developer at Brown University Library specializing in instructional design and technology, Python-based data science, and XML-driven web development.