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How Do Kids See the World on a Family Trip? - The New York Times - 0 views

  • We gave six families 360-degree video cameras to show us a trip through the eyes of a child.
  • Dr. Klass talked about the perspective of children from the ages of 3 to 15 and how families can better understand what experiences would be the most compelling to them.
  • “An older child might accept the challenge to find the self-portrait,” she said, “but a younger child might be more interested in the question of who is and who isn’t wearing underwear.”
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  • “One of the things you want to do as a parent traveling is, look for places where you can interact a little more with objects and push the buttons,” Dr. Klass said.
  • “You can bring a bunch of 7-year-olds into a room, and some will be drawn to sports equipment, some drawn to animals. They have really distinct interests you’ll want to play to,”
  • “They haven’t yet decided that anything you’re interested in may not be the coolest thing. And they probably still want to know what you are excited about,”
  • As for teenagers, they may want to lead the way, and they may show you things about the world you never knew.”
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    This article is really unique as it compares the way different ages view the world. Earlier in the year we learned about how our perspective is greatly based upon former experiences. Young kids want to interact with whatever they can hands on, and teenages may eventually not want to travel with their parents; it depends partly on what has happened before in their life.
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My Faith-Based Retirement - NYTimes.com - 0 views

  • Financial advisers — at least the good ones — are forever telling their clients to be disciplined, to create a diversified portfolio and to avoid tryi
  • only 22 percent of workers 55 or older have more than $250,000 put away for retirement.
  • 60 percent of workers in that same age bracket have less than $100,000 in a retirement account
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  • the average savings for someone near retirement in America right now is $100,000
  • What, then, will people do when they retire? I asked Ghilarducci. “Their retirement plan is faith based,” she replied. “They have faith that it will somehow work out.”
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The Trouble With Neutrinos That Outpaced Einstein's Theory - NYTimes.com - 0 views

  • The British astrophysicist Arthur S. Eddington once wrote, “No experiment should be believed until it has been confirmed by theory.”
  • Adding to the sense of finality was the simple fact — as Eddington might have pointed out — that faster-than-light neutrinos had never been confirmed by theory. Or as John G. Learned, a neutrino physicist at the University of Hawaii, put it in an e-mail, “An interesting result of all this fracas is that no new model I have seen (or heard of from my friends) really is credible to explain the faster-than-light neutrinos.”
  • Eddington’s dictum is not as radical as it might sound. He made it after early measurements of the rate of expansion of the universe made it appear that our planet was older than the cosmos in which it resides — an untenable notion. “It means that science is not just a book of facts, it is understanding as well,”
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  • If a “fact” cannot be understood, fitted into a conceptual framework that we have reason to believe in, or confirmed independently some other way, it risks becoming what journalists like to call a “permanent exclusive” — wrong.
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Jonah Lehrer plagiarism in Wired.com: An investigation into plagiarism, quotes, and fac... - 0 views

  • I am convinced that Lehrer has a cavalier attitude about truth and falsehood. This shows not only in his attitude toward quotations but in some of the other details of his writing. And a journalist who repeatedly fails to correct errors when they're pointed out is, in my opinion, exhibiting reckless disregard for the truth. It is thus my opinion that Lehrer plagiarized others' work, published inaccurate quotations, printed narrative details that were factually incorrect, and failed to address errors when they were pointed out.
  • Lehrer's transgressions are inexcusable—but I can't help but think that the industry he (and I) work for share a some of the blame for his failure. I'm 10 years older than Lehrer, and unlike him, my contemporaries and I had all of our work scrutinized by layers upon layers of editors, top editors, copy editors, fact checkers and even (heaven help us!) subeditors before a single word got published. When we screwed up, there was likely someone to catch it and save us (public) embarrassment. And if someone violated journalistic ethics, it was more likely to be caught early in his career—allowing him the chance either to reform and recover or to slink off to another career without being humiliated on the national stage. No such luck for Lehrer; he rose to the very top in a flash, and despite having his work published by major media companies, he was    operating, most of the time, without a safety net. Nobody noticed that something was amiss until it was too late to save him.
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Fixing Medicare - NYTimes.com - 0 views

  • Medicare is nothing less than a lifeline for 49 million older and disabled Americans. It helps pay for care in a wide range of settings, including hospitals, nursing homes, outpatient clinics, doctors’ offices, hospices and at home, as well as for prescription drugs. It is also hugely costly. The federal government spent about $477 billion in net Medicare outlays in fiscal year 2011 — 13 percent of its total spending. By 2021, it is projected to spend $864 billion — or 16 percent of the total — according to figures derived by the Kaiser Family Foundation. That rate of growth is not sustainable indefinitely.
  • There are three key drivers of Medicare spending: the spiraling cost of all health care as new technologies and treatments are developed; much greater use of medical services by the typical beneficiary; and an aging population. By 2020, the number of enrollees will increase to 64 million.
  • The only way to make Medicare sustainable is to have it grow at the same rate as the economy that provides the tax base to support it. In recent years, Medicare spending has been growing faster than gross domestic product, by roughly 1.7 to 2 percentage points.
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    Will we ever have the political will to fix the problem in the long term?
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The American Scholar: The Disadvantages of an Elite Education - William Deresiewicz - 1 views

  • the last thing an elite education will teach you is its own inadequacy
  • I’m talking about the whole system in which these skirmishes play out. Not just the Ivy League and its peer institutions, but also the mechanisms that get you there in the first place: the private and affluent public “feeder” schools, the ever-growing parastructure of tutors and test-prep courses and enrichment programs, the whole admissions frenzy and everything that leads up to and away from it. The message, as always, is the medium. Before, after, and around the elite college classroom, a constellation of values is ceaselessly inculcated.
  • The first disadvantage of an elite education, as I learned in my kitchen that day, is that it makes you incapable of talking to people who aren’t like you. Elite schools pride themselves on their diversity, but that diversity is almost entirely a matter of ethnicity and race. With respect to class, these schools are largely—indeed increasingly—homogeneous. Visit any elite campus in our great nation and you can thrill to the heartwarming spectacle of the children of white businesspeople and professionals studying and playing alongside the children of black, Asian, and Latino businesspeople and professionals.
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  • My education taught me to believe that people who didn’t go to an Ivy League or equivalent school weren’t worth talking to, regardless of their class. I was given the unmistakable message that such people were beneath me.
  • The existence of multiple forms of intelligence has become a commonplace, but however much elite universities like to sprinkle their incoming classes with a few actors or violinists, they select for and develop one form of intelligence: the analytic.
  • Students at places like Cleveland State, unlike those at places like Yale, don’t have a platoon of advisers and tutors and deans to write out excuses for late work, give them extra help when they need it, pick them up when they fall down.
  • When people say that students at elite schools have a strong sense of entitlement, they mean that those students think they deserve more than other people because their SAT scores are higher.
  • The political implications should be clear. As John Ruskin told an older elite, grabbing what you can get isn’t any less wicked when you grab it with the power of your brains than with the power of your fists.
  • students at places like Yale get an endless string of second chances. Not so at places like Cleveland State.
  • The second disadvantage, implicit in what I’ve been saying, is that an elite education inculcates a false sense of self-worth. Getting to an elite college, being at an elite college, and going on from an elite college—all involve numerical rankings: SAT, GPA, GRE. You learn to think of yourself in terms of those numbers. They come to signify not only your fate, but your identity; not only your identity, but your value.
  • For the elite, there’s always another extension—a bailout, a pardon, a stint in rehab—always plenty of contacts and special stipends—the country club, the conference, the year-end bonus, the dividend.
  • In short, the way students are treated in college trains them for the social position they will occupy once they get out. At schools like Cleveland State, they’re being trained for positions somewhere in the middle of the class system, in the depths of one bureaucracy or another. They’re being conditioned for lives with few second chances, no extensions, little support, narrow opportunity—lives of subordination, supervision, and control, lives of deadlines, not guidelines. At places like Yale, of course, it’s the reverse.
  • Elite schools nurture excellence, but they also nurture what a former Yale graduate student I know calls “entitled mediocrity.”
  • An elite education gives you the chance to be rich—which is, after all, what we’re talking about—but it takes away the chance not to be. Yet the opportunity not to be rich is one of the greatest opportunities with which young Americans have been blessed. We live in a society that is itself so wealthy that it can afford to provide a decent living to whole classes of people who in other countries exist (or in earlier times existed) on the brink of poverty or, at least, of indignity. You can live comfortably in the United States as a schoolteacher, or a community organizer, or a civil rights lawyer, or an artist
  • The liberal arts university is becoming the corporate university, its center of gravity shifting to technical fields where scholarly expertise can be parlayed into lucrative business opportunities.
  • You have to live in an ordinary house instead of an apartment in Manhattan or a mansion in L.A.; you have to drive a Honda instead of a BMW or a Hummer; you have to vacation in Florida instead of Barbados or Paris, but what are such losses when set against the opportunity to do work you believe in, work you’re suited for, work you love, every day of your life? Yet it is precisely that opportunity that an elite education takes away. How can I be a schoolteacher—wouldn’t that be a waste of my expensive education?
  • Isn’t it beneath me? So a whole universe of possibility closes, and you miss your true calling.
  • This is not to say that students from elite colleges never pursue a riskier or less lucrative course after graduation, but even when they do, they tend to give up more quickly than others.
  • But if you’re afraid to fail, you’re afraid to take risks, which begins to explain the final and most damning disadvantage of an elite education: that it is profoundly anti-intellectual.
  • being an intellectual is not the same as being smart. Being an intellectual means more than doing your homework.
  • The system forgot to teach them, along the way to the prestige admissions and the lucrative jobs, that the most important achievements can’t be measured by a letter or a number or a name. It forgot that the true purpose of education is to make minds, not careers.
  • Being an intellectual means, first of all, being passionate about ideas—and not just for the duration of a semester, for the sake of pleasing the teacher, or for getting a good grade.
  • Only a small minority have seen their education as part of a larger intellectual journey, have approached the work of the mind with a pilgrim soul. These few have tended to feel like freaks, not least because they get so little support from the university itself. Places like Yale, as one of them put it to me, are not conducive to searchers. GA_googleFillSlot('Rectangle_InArticle_Right'); GA_googleCreateDomIframe("google_ads_div_Rectangle_InArticle_Right_ad_container" ,"Rectangle_InArticle_Right"); Places like Yale are simply not set up to help students ask the big questions
  • Professors at top research institutions are valued exclusively for the quality of their scholarly work; time spent on teaching is time lost. If students want a conversion experience, they’re better off at a liberal arts college.
  • When elite universities boast that they teach their students how to think, they mean that they teach them the analytic and rhetorical skills necessary for success in law or medicine or science or business.
  • Although the notion of breadth is implicit in the very idea of a liberal arts education, the admissions process increasingly selects for kids who have already begun to think of themselves in specialized terms—the junior journalist, the budding astronomer, the language prodigy. We are slouching, even at elite schools, toward a glorified form of vocational training.
  • There’s a reason elite schools speak of training leaders, not thinkers—holders of power, not its critics. An independent mind is independent of all allegiances, and elite schools, which get a large percentage of their budget from alumni giving, are strongly invested in fostering institutional loyalty.
  • At a school like Yale, students who come to class and work hard expect nothing less than an A-. And most of the time, they get it.
  • Yet there is a dimension of the intellectual life that lies above the passion for ideas, though so thoroughly has our culture been sanitized of it that it is hardly surprising if it was beyond the reach of even my most alert students. Since the idea of the intellectual emerged in the 18th century, it has had, at its core, a commitment to social transformation. Being an intellectual means thinking your way toward a vision of the good society and then trying to realize that vision by speaking truth to power.
  • It takes more than just intellect; it takes imagination and courage.
  • Being an intellectual begins with thinking your way outside of your assumptions and the system that enforces them. But students who get into elite schools are precisely the ones who have best learned to work within the system, so it’s almost impossible for them to see outside it, to see that it’s even there.
  • Paradoxically, the situation may be better at second-tier schools and, in particular, again, at liberal arts colleges than at the most prestigious universities. Some students end up at second-tier schools because they’re exactly like students at Harvard or Yale, only less gifted or driven. But others end up there because they have a more independent spirit. They didn’t get straight A’s because they couldn’t be bothered to give everything in every class. They concentrated on the ones that meant the most to them or on a single strong extracurricular passion or on projects that had nothing to do with school
  • I’ve been struck, during my time at Yale, by how similar everyone looks. You hardly see any hippies or punks or art-school types, and at a college that was known in the ’80s as the Gay Ivy, few out lesbians and no gender queers. The geeks don’t look all that geeky; the fashionable kids go in for understated elegance. Thirty-two flavors, all of them vanilla.
  • The most elite schools have become places of a narrow and suffocating normalcy. Everyone feels pressure to maintain the kind of appearance—and affect—that go with achievement
  • Now that students are in constant electronic contact, they never have trouble finding each other. But it’s not as if their compulsive sociability is enabling them to develop deep friendships.
  • What happens when busyness and sociability leave no room for solitude? The ability to engage in introspection, I put it to my students that day, is the essential precondition for living an intellectual life, and the essential precondition for introspection is solitude
  • the life of the mind is lived one mind at a time: one solitary, skeptical, resistant mind at a time. The best place to cultivate it is not within an educational system whose real purpose is to reproduce the class system.
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Don't Ask Your Doctor About 'Low T' - NYTimes.com - 0 views

  • A FUNNY thing has happened in the United States over the last few decades. Men’s average testosterone levels have been dropping by at least 1 percent a year
  • Testosterone appears to decline naturally with aging, but internal belly fat depresses the hormone further, especially in obese men. Drugs like steroids and opiates also lower testosterone, and it’s suspected that chemicals like bisphenol A (or BPA, commonly found in plastic food containers) and diseases like Type 2 diabetes play a role as well.
  • Clinical testosterone deficiency, which is variously defined as lower than 220 to 350 nanograms of testosterone per deciliter of blood serum, can cause men to lose sex drive and fertility. Their bone density often declines, and they may feel tired and experience hot flashes and sweats.
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  • prescription testosterone doesn’t just give your T level a boost: it may also increase your risk of heart attack. It can add huge numbers of red blood cells to your bloodstream and shrink your testes. In some men, it increases aggression and irritability.
  • a large study published in the journal PLoS ONE found that, within three months, taking the hormone doubled the rate of heart attacks in men 65 and older, as well as in younger men who had heart disease. The Food and Drug Administration has begun an investigation.
  • Used clinically since 1937 and approved by the F.D.A. since 1953, testosterone is now administered in at least five forms, including patches, gels and injections
  • In addition to the cardiac risks, prescription T can mean a permanent shut-off in men’s own, albeit diminished, testosterone production. In other words, once you start, you may well be hooked for life.
  • men should address the leading cause of the problem. Losing weight is a tried and true way to naturally boost testosterone levels. According to findings presented at the annual meeting of the Endocrine Society in 2012, obese men who lost an average of 17 pounds saw their testosterone levels increase by 15 percent. In general, a man’s waist should be half his height.
  • At the end of the day, eating more of the right foods and fewer junk foods improves mood and energy — which may be the only fix many men need.
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Metaphors: Johnson: The impossibility of being literal | The Economist - 1 views

  • IT IS literally impossible to be literal.
  • Guy Deutscher, a linguist at the University of Manchester, calls all language “a reef of dead metaphor”. Most of the time we do not realise that nearly every word that comes out of our mouths has made some kind of jump from older, concrete meanings to the ones we use today.  This process is simple language change. Yesterday’s metaphors become so common that today we don’t process them as metaphors at all. 
  • if “tree” and “rock” aren’t metaphors, nearly everything else in our vocabulary seems to be. For example, you cannot use “independent” without metaphor, unless you mean “not hanging from”. You can’t use “transpire” unless you mean “to breathe through”. The first English meaning of a book was “a written document”. If we want to avoid all metaphorised language (If we want to be “literal”), we must constantly rush to a historical dictionary and frantically check
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  • In every language, pretty much everything is metaphor—even good old “literally”, the battle-axe of those who think that words can always be pinned down precisely.
  • The body of educated English speakers has decided, by voice and by deed, that “literally” does mean something real in the real world. Namely, “not figuratively, allegorically”. Widespread educated usage is ultimately what determines its meaning. And perhaps that is concrete enough.
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The Unnecessary Conflict Between Evangelicalism and Science - Forbes - 1 views

  • throughout human history, people have generally understood there to be two kinds of truth: logos - the truth of reason, logic, practical experience, and science – and mythos - the stories of the sacred and divine that reveal truths about the world, but not literal truths. They’re the truths revealed by art, prayer, philosophy and religion that represents the symbolic, transcendent meaning in our life.
  • with the success of the Enlightenment, science, and our modern culture, we seem to have discarded the idea of mythos as part of our mainstream culture. As a consequence, there are those of faith who confuse mythos with logos - that is, they read a story or sacred text and interpret what is intended to be a symbolic aspect of spiritual life and treat it literally, as though the story happened historically or happened exactly as described. And in rejecting religious belief, a lot of atheists make the same mistake.
  • understanding distinction between these truths of mythos and logos points the way towards realizing the compatibility of scientific and religious thought. We need them both. They don’t have to be enemies, as they represent different aspects of the human search for truth. You don’t have to believe there’s a God to see wisdom in the Bible, or believe in Brahman to be moved by the poetry of the Vedas. Likewise, you don’t have to give up your belief in God to understand the wonder and complexity of evolution, or delight in the counter-intuitive math of quantum mechanics.
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  • “All religions, arts and sciences are branches of the same tree. All these aspirations are directed toward ennobling man’s life, lifting it from the sphere of mere physical existence and leading the individual towards freedom. It is no mere chance that our older universities developed from clerical schools. Both churches and universities — insofar as they live up to their true function — serve the ennoblement of the individual.”
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How Boys Teach Each Other to Be Boys - Noah Berlatsky - The Atlantic - 2 views

  • Judy Y. Chu reports on her two-year study in which she followed a group of boys from pre-kindergarten through first grade.
  • She concluded that most of what we think of as "boy" behavior isn't natural or authentic to boys, but is something they learn to perform. Boys aren't stoic or aggressive or hierarchical; they aren't bad at forming relationships or unable to express themselves. They pick up all these traditional traits of masculinity by adapting to a culture that expects and demands that they do so.
  • it seems like they become boys through learning from other boys; it's boys teaching themselves to be boys. So where do you see the inauthenticity or unnaturalness there?
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  • It's not as though they're arriving in their interactions having come from an isolated place. They're hearing messages from older siblings, from media, or some of the boys' parents
  • They're creating a culture for themselves based on the bits and pieces they've gotten elsewhere.
  • it's more that distinction between compromise and over-compromise, in which they're so focused on setting up a particular image that they believe will get them what they want—acceptance and popularity and success—and realizing that that comes at a cost.
  • then at these later reports when they get to adolescence where boys are reporting fewer close relationships, lower levels of intimacy within their close relationships, then that kind of suggests that for boys, their socialization and development are associated with a move out of relationships. They start out wanting and thriving in relationships, and then they are moved away from those protective relationships, and there's a cost.
  • when you take the whole range of human capabilities and qualities, and you say one half is masculine, and one half is feminine, and only boys can be masculine, and only girls can be feminine, then everybody loses, because you're asking e
  • we live in a culture and a society where we are perceived in our bodies, and people respond to us accordingly. So boys and girls do grow up in a gendered society
  • infant studies show us that both boys and girls are born with a capacity for and a fundamental desire for relationships—to be close and to be connected. And if anything they find that boy babies need more help regulating themselves. When they are upset they need their primary caregiver to help them regulate and come back to a feeling of contentment.
  • they need to have at least one place or one relationship where they can do those things.
  • the single best protector during adolescence, against psychological risks like low self-esteem and depression, and against social risks like unintended pregnancy, was having access to at least one close, confiding relationship. And that could be with a parent or a mentor or a friend or a sibling or whoever. The kids who had at least one close relationship were protected against all of those risks, and were better off for it.  
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Why Americans Don't Want to Soak the Rich - NYTimes.com - 0 views

  • How you make sense of this seeming paradox of rising inequality and flat or declining support for redistribution depends on your ideological assumptions.
  • If you’re conservative, a compelling answer might be this: Americans are seeking less redistribution because they have come to their senses. They realized the very high tax rates and generous social spending that prevailed in the middle decades of the 20th century came at a high economic cost, and that low taxes on the rich encouraged greater investment and entrepreneurship, spurring faster economic growth that ultimately made everybody better off
  • If you’re a liberal, the answer might be more like this: Americans have been hoodwinked by conservative politicians and media outlets, and have come to view redistribution as a dirty word because they don’t recognize the ways it benefits them. This barrage of misinformation has led them to view any redistributive efforts as welfare that goes to somebody else, particularly to someone with a different color skin.
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  • New research offers a bit more evidence on what may be occurring. It doesn’t disprove either the conventional liberal or conservative argument. But it does show some of the ways that Americans’ attitudes toward redistribution are more complex than either would suggest.
  • respondents favored less redistribution if they believed that the person had already grown accustomed to a higher income. The psychology seems to be something like this: Rich people who have been rich for a while have gotten used to their money, so it would be unfair to tax them heavily. But people who have just gotten rich have not become accustomed to higher levels of after-tax income, so it wouldn’t be as harmful to raise their taxes in the interest of greater equality.
  • The shift away from a belief in redistribution has been stronger among older Americans than any other age group.
  • The fact that American seniors already receive government-provided health care may make them view any talk of greater redistribution as taking away what they already have, the researchers suggest.
  • Our views on proper tax levels and redistribution may be shaped by seemingly extraneous factors, like whether we believe the rich are already used to being rich, and whether we are already getting government benefits.
  • In other words, the question isn’t, Why don’t Americans want to soak the rich more? It may be, Who exactly is being counted as rich and who is perceived to be benefiting from the soaking?
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Healthy diet may improve memory, says study - CNN.com - 0 views

  • "You are what you eat." But could what we eat also affect how we think?
  • eating a healthy diet could potentially be linked to a lower risk of memory and thinking decline
  • a higher diet quality could have on reducing the risk of memory loss.
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  • eating a balanced diet may be beneficial to reduce your risk of cognitive decline
  • there are many aspects of diet in combination with engaging in a healthy lifestyle that may influence cognitive decline
  • this new study suggests that improving overall diet quality is an important factor for lowering the risk of memory and thinking loss
  • "healthy diet" as one containing lots of fruits and vegetables, nuts, fish, moderate alcohol use and minimal red meat
  • "We just wanted to look at a diverse cohort of people from all around the world and analyze what their risk for cognitive decline would be if they consumed what most organizations would consider a 'healthy diet',"
  • Participants were tested for their thinking and memory skills, at the start of the study, then again after two and five years.
  • participants with the healthiest diets were 24% less likely to experience cognitive decline compared to those with the least healthy diets. These individuals were slightly older in age, more active, less likely to smoke and had a lower BMI.
  • blueberries may boost memory, and that a high intake of saturated and trans fats can have negative effects
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    good diets mean it is less likely for someone to lose their memory.
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Go to Sleep: It May Be the Best Way to Avoid Getting Alzheimer's | TIME - 0 views

  • “What we think we found is a new way that disruption of sleep contributes to the pathology that can disrupt the cementing of memories,” says Bryce Mander, a post doctoral fellow at University of California, Berkeley, and lead author of the paper. The findings also resolve one of the puzzling questions in Alzheimer’s disease: why buildup of amyloid starts initially in areas of the brain that don’t have anything to do with memory. Mander and Walker’s team found that the protein does deposit, however, in areas of the brain that generate the wave patterns of deep sleep.
  • The relationship between sleep and amyloid is likely a two-way street, they say, in which the more amyloid that builds up, the worse the sleep, and the more disrupted the sleep, the more amyloid that gets deposited. Other studies have shown that deep sleep can cement memories as well as clear away amyloid. Not getting enough deep sleep, then, perpetuates the poor memory cycle.
  • When the team studied 26 cognitively normal older adults, they found that higher amounts of amyloid, the protein responsible for the hallmark plaques found in Alzheimer’s disease, were linked with more disrupted deep sleep patterns.
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  • Poor sleep may be contributing to the buildup of the brain plaques that drive the disease
  • “Sleep is a great early warning beacon, a distress call that we can latch onto, to potentially alert us to the beginnings of Alzheimer’s,” says Walker.
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Is It Ordinary Memory Loss, or Alzheimer's Disease? - NYTimes.com - 0 views

  • worried about her memory, wondering if she could have the beginnings of dementia
  • no more difficulty than the rest of us her age in remembering events, names and places, her physician suggested that, given her level of concern, she should have things checked out
  • two days of tests of her cognitive abilities
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  • The result: reassurance and relief. Everything was in the normal range for her age, and she registered as superior on the ability to perform tasks and solve problems.
  • Simple tests done in eight to 12 minutes in a doctor’s office can determine whether memory issues are normal for one’s age or are problematic and warrant a more thorough evaluation.
  • more than half of older adults with signs of memory loss never see a doctor about it
  • “Early evaluation and identification of people with dementia may help them receive care earlier,”
  • “It can help families make plans for care, help with day-to-day tasks, including medication administration, and watch for future problems that can occur.”
  • Both tests measure orientation to time, date and place; attention and concentration; ability to calculate; memory; language; and conceptual thinking.
  • its score can be skewed by a person’s level of education, cultural background, a learning or speech disorder, and language fluency
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    Memory loss is difficult to understand because of the many factors that affect it.
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How Scientists Engage the Public | Pew Research Center - 0 views

  • American scientists believe they face a challenging environment and the vast majority of them support the idea that participation in policy debates and engagement with citizens and journalists is necessary to further their work and careers.
  • A survey of 3,748 American-based scientists connected with the American Association for the Advancement of Science (AAAS) finds that 87% agree with the statement “Scientists should take an active role in public policy debates about issues related to science and technology.”
  • These findings come at a time when science topics are increasingly part of the public debate. Pew Research findings from this survey reported last month showed an overall drop among AAAS scientists in how they rate the state of science in general and their particular scientific field. Scientists also express concerns about the precarious state of research funding, some of the influences on how funding is allocated, and difficulties they feel hinder the capacity of science disciplines to attract the best talent to the field.
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  • Nearly all the AAAS scientists (98%) say they have some level of interaction with citizens at least from time to time, and 51% have at least some contact with reporters about research findings. In addition, nearly half of AAAS scientists – 47% – use social media to talk about science or read about scientific developments at least some of the time.
  • The scientists who are most likely to be involved in public activities show distinct patterns by age, by the level of public debate and public interest they perceive in their specialty, and by discipline. Virtually all scientists engage with citizens. Mid-career and older scientists are especially likely to speak to reporters. Younger scientists are more likely to use social media. And blogging is something that equally spans the generations under age 65.
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The G Word: Gentrification and Its Many Meanings - The Atlantic - 0 views

  • Ask city-dwellers to describe what, precisely, gentrification is you’ll get an array of answers. The term is a murky one, used to describe the many different ways through which money and development enter poorer or less developed neighborhoods, changing them both economically and demographically.
  • For some, gentrification and gentrifiers are inherently bad—pushing out residents who are often older, poorer, and darker than the neighborhood’s new occupants. For others, a new group of inhabitants brings the possibility of things residents have long hoped for, better grocery stores, new retail, renovations, and an overall revitalization that often eludes low-income neighborhoods.
  • The first thing that comes to mind is what Steven Chu, the architect, said at the end of his chapter, where he commented that language evolves and land evolves as well.
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  • Of course it does. And words get really tired. They get well-tread, and ubiquitous, and diffuse, and they lose their original point of origin.  So I think that we can stop leaning on that one word and try to talk about all the aspects that affect our lives when a lot of money comes to town and people are displaced, and the character of the neighborhood changes.
  • There are a lot of class issues at the heart of capital coming to the neighborhood and displacement and all of these factors that are a part of what we loosely call gentrification. But at the end of the day, we can’t operate in a bubble in 2015. We have to acknowledge all the historic context, all the different forms of discrimination, particularly red-lining, these sorts of practices, that have made the class issue a race issue. At it’s heart it’s a class issue, but in the States, through our history, we’ve made it a race issue. It very much is a race issue.
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New Alternatives to Statins Add to a Quandary on Cholesterol - The New York Times - 0 views

  • “We’ve reached a point where patients are increasingly facing five- and six-figure price tags for medications that they will take over the course of their lifetimes,” said Matthew Eyles, an executive vice president for America’s Health Insurance Plans, the national trade association for the insurance industry. “If this is the new normal to treat common and chronic conditions, how can any health system sustain that cost?”
  • Doctors with patients who maintain they are intolerant to statins say they are confronted with a clash between the art and the science of medicine.
  • Dr. Peter Libby, a doctor and researcher at Brigham and Women’s Hospital in Boston, said that in his role as a physician, “the patient is always right.” But, he added, “as a scientist, I find randomized, large-scale, double-blind studies more persuasive than anecdote.”
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  • The statin trials, which involved tens of thousands of people, found no more muscle aches, the most common complaint, in patients who took statins than in those who took placebos.
  • The widely held belief that statins affect memory also has not been borne out in clinical trials, said Dr. Jane Armitage of the University of Oxford. She and her colleagues studied memory problems in 20,000 patients randomly assigned to take a statin or a placebo. “There was absolutely no difference,” she said.
  • In a separate study, they looked at mood and sleep patterns and again found statins had no effect. Another study, in Scotland, detailed cognitive testing of older people taking statins or a placebo, and also found no effect.
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Thomas Kuhn: Revolution Against Scientific Realism* - 1 views

  • as such a complex system that nobody believed that it corresponded to the physical reality of the universe. Although the Ptolemaic system accounted for observations-"saved the appearances"-its epicycles and deferents were never intended be anything more than a mathematical model to use in predicting the position of heavenly bodies. [3]
  • lileo that he was free to continue his work with Copernican theory if he agreed that the theory did not describe physical reality but was merely one of the many potential mathematical models. [10] Galileo continued to work, and while he "formally (23)claimed to prove nothing," [11] he passed his mathematical advances and his observational data to Newton, who would not only invent a new mathematics but would solve the remaining problems posed by Copernicus. [12]
  • Thus without pretending that his method could find the underlying causes of things such as gravity, Newton believed that his method produced theory, based upon empirical evidence, that was a close approximation of physical reality.
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  • Medieval science was guided by "logical consistency."
  • The logical empiricist's conception of scientific progress was thus a continuous one; more comprehensive theory replaced compatible, older theory
  • Hempel also believed that science evolved in a continuous manner. New theory did not contradict past theory: "theory does not simply refute the earlier empirical generalizations in its field; rather, it shows that within a certain limited range defined by qualifying conditions, the generalizations hold true in fairly close approximation." [21]
  • New theory is more comprehensive; the old theory can be derived from the newer one and is one special manifestation" [22] of the more comprehensive new theory.
  • movement combined induction, based on empiricism, and deduction in the form of logic
  • It was the truth, and the prediction and control that came with it, that was the goal of logical-empirical science.
  • Each successive theory's explanation was closer to the truth than the theory before.
  • e notion of scientific realism held by Newton led to the evolutionary view of the progress of science
  • he entities and processes of theory were believed to exist in nature, and science should discover those entities and processes
  • Particularly disturbing discoveries were made in the area of atomic physics. For instance, Heisenberg's indeterminacy (25)principle, according to historian of science Cecil Schneer, yielded the conclusion that "the world of nature is indeterminate.
  • "even the fundamental principle of causality fail[ed] ."
  • was not until the second half of the twentieth century that the preservers of the evolutionary idea of scientific progress, the logical empiricists, were seriously challenged
  • revolutionary model of scientific change and examined the role of the scientific community in preventing and then accepting change. Kuhn's conception of scientific change occurring through revolutions undermined the traditional scientific goal, finding "truth" in nature
  • Textbooks inform scientists-to-be about this common body of knowledge and understanding.
  • for the world is too huge and complex to be explored randomly.
  • a scientist knows what facts are relevant and can build on past research
  • Normal science, as defined by Kuhn, is cumulative. New knowledge fills a gap of ignorance
  • ne standard product of the scientific enterprise is missing. Normal science does not aim at novelties of fact or theory and, when successful, finds none."
  • ntain a mechanism that uncovers anomaly, inconsistencies within the paradigm.
  • eventually, details arise that are inconsistent with the current paradigm
  • hese inconsistencies are eventually resolved or are ignored.
  • y concern a topic of central importance, a crisis occurs and normal science comes to a hal
  • that the scientists re-examine the foundations of their science that they had been taking for granted
  • it resolves the crisis better than the others, it offers promise for future research, and it is more aesthetic than its competitors. The reasons for converting to a new paradigm are never completely rational.
  • Unlike evolutionary science, in which new knowledge fills a gap of ignorance, in Kuhn's model new knowledge replaces incompatible knowledge.
  • Thus science is not a continuous or cumulative endeavor: when a paradigm shift occurs there is a revolution similar to a political revolution, with fundamental and pervasive changes in method and understanding. Each successive vision about the nature of the universe makes the past vision obsolete; predictions, though more precise, remain similar to the predictions of the past paradigm in their general orientation, but the new explanations do not accommodate the old
  • In a sense, we have circled back to the ancient and medieval practice of separating scientific theory from physical reality; both medieval scientists and Kuhn would agree that no theory corresponds to reality and therefore any number of theories might equally well explain a natural phenomenon. [36] Neither twentieth-century atomic theorists nor medieval astronomers are able to claim that their theories accurately describe physical phenomena. The inability to return to scientific realism suggests a tripartite division of the history of science, with a period of scientific realism fitting between two periods in which there is no insistence that theory correspond to reality. Although both scientific realism and the evolutionary idea of scientific progress appeal to common sense, both existed for only a few hundred years.
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Pharmaceutical pricing: Crippling | The Economist - 0 views

  • insurers low-balled their prices in the early days of the Affordable Care Act in order to gain market share. But there is another reason: higher drug prices. Prescription drug spending increased 13.1% in 2015
  • ASCO dryly remarked that she could find no economic theory to explain how companies price their drugs. 
  • First, pharmaceutical companies can advertise directly to patients in America, which helps ensure demand. Second, price increases have been largely invisible to both patients and their doctors, in part because health-insurance plans often shield buyers from the true costs of their drugs. Third, Medicare, the public-health programme for those aged 65 and older, is the country’s largest drug customer, yet it is not allowed to negotiate prices with drug companies—with predictable results.  The new drugs war
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  • Companies that are forced to pay higher health-insurance premiums for their workers are less inclined to raise salaries, says Steve Miller, the chief medical officer of Express Scripts, a company that manages drug benefits for insurers.
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Don't leave learning to the young. Older brains can grow, too. - NYTimes.com - 0 views

  • Geerat Vermeij, a biologist at the University of California-Davis who has been blind since the age of 3, has identified many new species of mollusks based on tiny variations in the contours of their shells. He uses a sort of spatial or tactile giftedness that is beyond what any sighted person is likely to have.
  • The writer Ved Mehta, also blind since early childhood, navigates in large part by using “facial vision” — the ability to sense objects by the way they reflect sounds, or subtly shift the air currents that reach his face.
  • Ben Underwood, a remarkable boy who lost his sight at 3 and died at 16 in 2009, developed an effective, dolphin-like strategy of emitting regular clicks with his mouth and reading the resulting echoes from nearby objects. He was so skilled at this that he could ride a bike and play sports and even video games.
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  • To what extent are we shaped by, and to what degree do we shape, our own brains? And can the brain’s ability to change be harnessed to give us greater cognitive powers? The experiences of many people suggest that it can.
  • This growth can even happen within a matter of days.
  • Every time we practice an old skill or learn a new one, existing neural connections are strengthened and, over time, neurons create more connections to other neurons. Even new nerve cells can be generated.
  • Music is an especially powerful shaping force, for listening to and especially playing it engages many different areas of the brain
  • Whether it is by learning a new language, traveling to a new place, developing a passion for beekeeping or simply thinking about an old problem in a new way, all of us can find ways to stimulate our brains to grow
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