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"Time for Everyone" is a unique opportunity to learn about the origins, evolution, and future of public time from some of the foremost authorities in many branches of time measurement.

"In recent years, Mr. Perl said, his father traveled in India and Japan lecturing about creativity and his concern that science education was becoming too rigid. He urged students to keep a journal and write down crazy ideas. But he also urged them and his colleagues not to get too far ahead of the fundamental truth of experiment in science. In a blog post last year he wrote: "The time scale for physics progress is a century not a decade. There are no decade-scale solutions to worries about the rate of progress of fundamental physics knowledge. My advice is (a) study calculus and machine shop in high school and (b) have a long life as advised in the old song by buttoning up your overcoat and eating an apple every day. "On the other hand," he continued, "occasional scanning of the obituaries in The New York Times indicates that financiers live longer than physicists, so perhaps start a hedge fund in high school.""

NY Times article. "These days, the comments section of any engaging article is almost as necessary a read as the piece itself - if you want to know how insider experts received the article and how those outsiders processed the news"

Among the first to sound the alarm, in 1677, was Anthony Wood, an Oxford academic. "Why doth solid and serious learning decline, and few or none follow it now in the University?" he asked. "Answer: Because of Coffea Houses, where they spend all their time."

"You are told: use policies that work. And you are told: RCTs - randomized controlled trials - will show you what these are. That's not so. RCTs are great, but they do not do that for you. They cannot alone support the expectation that a policy will work for you" [i.e., here, not there where the RCT was done].