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Javier E

Among the Disrupted - NYTimes.com - 0 views

  • Writers hover between a decent poverty and an indecent one; they are expected to render the fruits of their labors for little and even for nothing, and all the miracles of electronic dissemination somehow do not suffice for compensation, either of the fiscal or the spiritual kind.
  • Journalistic institutions slowly transform themselves into silent sweatshops in which words cannot wait for thoughts, and first responses are promoted into best responses, and patience is a professional liability.
  • the discussion of culture is being steadily absorbed into the discussion of business. There are “metrics” for phenomena that cannot be metrically measured. Numerical values are assigned to things that cannot be captured by numbers. Economic concepts go rampaging through noneconomic realms:
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  • Quantification is the most overwhelming influence upon the contemporary American understanding of, well, everything. It is enabled by the idolatry of data, which has itself been enabled by the almost unimaginable data-generating capabilities of the new technology
  • The distinction between knowledge and information is a thing of the past, and there is no greater disgrace than to be a thing of the past.
  • even as technologism, which is not the same as technology, asserts itself over more and more precincts of human life, so too does scientism, which is not the same as science.
  • The notion that the nonmaterial dimensions of life must be explained in terms of the material dimensions, and that nonscientific understandings must be translated into scientific understandings if they are to qualify as knowledge, is increasingly popular inside and outside the university
  • The contrary insistence that the glories of art and thought are not evolutionary adaptations, or that the mind is not the brain, or that love is not just biology’s bait for sex, now amounts to a kind of heresy.
  • So, too, does the view that the strongest defense of the humanities lies not in the appeal to their utility — that literature majors may find good jobs, that theaters may economically revitalize neighborhoods — but rather in the appeal to their defiantly nonutilitarian character, so that individuals can know more than how things work, and develop their powers of discernment and judgment, their competence in matters of truth and goodness and beauty, to equip themselves adequately for the choices and the crucibles of private and public life.
  • are we becoming posthumanists?
  • In American culture right now, as I say, the worldview that is ascendant may be described as posthumanism.
  • The posthumanism of the 1970s and 1980s was more insular, an academic affair of “theory,” an insurgency of professors; our posthumanism is a way of life, a social fate.
  • In “The Age of the Crisis of Man: Thought and Fiction in America, 1933-1973,” the gifted essayist Mark Greif, who reveals himself to be also a skillful historian of ideas, charts the history of the 20th-century reckonings with the definition of “man.”
kushnerha

The Arithmetic of Compassion - The New York Times - 1 views

  • WE all can relate to the saying “One death is a tragedy; a million deaths is a statistic.” Our sympathy for suffering and loss declines precipitously when we are presented with increasing numbers of victims.
  • studied survivors of the atomic bombs dropped on Hiroshima and Nagasaki and discovered that a condition he labeled “psychic numbing” enabled them to withstand the psychological trauma of this experience.
  • concept of psychic numbing has implications in many other situations, such as our response to information about refugee crises, mass extinctions and climate change. This information can be deadening in its abstractness. We struggle to care when the numbers get big. The poet Zbigniew Herbert called this “the arithmetic of compassion.”
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  • How big do the numbers have to be for insensitivity to begin? Not very, it turns out.
  • The image of Aylan lying face down on the beach captivated the world’s attention and even, in short order, resulted in refugee policy changes in countries as far away as the United States. But 14 Syrian children drowned in the Aegean Sea the next day. Did you notice? Did you care?
  • demonstrated that “compassion fade” can occur when an incident involving a single person expands to as few as two people
  • In addition to psychic numbing, there is another psychological disposition at work, called “pseudoinefficacy.”
  • We found that people might be inclined to send money to an individual person in need, but that if they heard that a second person also required aid but could not be helped, they were less inclined to donate to the first person. Meeting that need no longer felt as satisfying. Similarly, when the need for assistance was described as part of a large-scale relief effort, potential donors would experience a demotivating sense of inefficacy arising from the thought that the help they could provide was but “a drop in the bucket.”
  • It seems that we are psychologically wired to help only one person at a time. And we don’t even care to do that if we sense that there are others we cannot help.
  • In addition, we believe that yet another psychological tendency, the “prominence effect,” explains why genuinely well-meaning people (and their governments) so often fail to intervene to prevent genocides and other large-scale abuses. “Prominent” actions or objectives are those that are easily justified, though they may not match our stated social values.
  • Decisions that protect national security or satisfy our attachment to near-term comforts and conveniences are easily justified. Such choices, as Paul Slovic explains in a recent University of Illinois Law Review article, are likely to trump decisions to protect people or the environment, especially when the humans in need or the environmental phenomena in jeopardy (species, habitats, the planet’s climate) are so vast in scale as to seem distant and abstract.
  • argued decades ago, in their book “New World New Mind,” that our minds had failed to keep up with the times — that we were, in a sense, cave men and cave women, struggling to deal with modern problems, like nuclear annihilation, to which our minds were not suited. They called for a “conscious evolution” in how we processed information about the modern world, meaning an intentional change in our cognitive habits.
  • We need to be alert to how psychic numbing, pseudoinefficacy and the prominence effect lead us to act in ways contrary to our values. Doing so can help us to improve our reactions to information about a complex and often upsetting world
Javier E

Geology's Timekeepers Are Feuding - The Atlantic - 0 views

  • , in 2000, the Nobel Prize-winning chemist Paul Crutzen won permanent fame for stratigraphy. He proposed that humans had so throughly altered the fundamental processes of the planet—through agriculture, climate change, and nuclear testing, and other phenomena—that a new geological epoch had commenced: the Anthropocene, the age of humans.
  • Zalasiewicz should know. He is the chair of the Anthropocene working group, which the ICS established in 2009 to investigate whether the new epoch deserved a place in stratigraphic time.
  • In 2015, the group announced that the Anthropocene was a plausible new layer and that it should likely follow the Holocene. But the team has yet to propose a “golden spike” for the epoch: a boundary in the sedimentary rock record where the Anthropocene clearly begins.
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  • Officially, the Holocene is still running today. You have lived your entire life in the Holocene, and the Holocene has constituted the geological “present” for as long as there have been geologists.But if we now live in a new epoch, the Anthropocene, then the ICS will have to chop the Holocene somewhere. It will have to choose when the Holocene ended, and it will move some amount of time out of the purview of the Holocene working group and into that of the Anthropocene working group.
  • This is politically difficult. And right now, the Anthropocene working group seems intent on not carving too deep into the Holocene. In a paper published earlier this year in Earth-Science Reviews, the Anthropocene working group’s members strongly imply that they will propose starting the new epoch in the mid-20th century.
  • Some geologists argue that the Anthropocene started even earlier: perhaps 4,000 or 6,000 years ago, as farmers began to remake the land surface.“Most of the world’s forests that were going to be converted to cropland and agriculture were already cleared well before 1950,” says Bill Ruddiman, a geology professor at the University of Virginia and an advocate of this extremely early Anthropocene.
  • “Most of the world’s prairies and steppes that were going to be cleared for crops were already gone, by then. How can you argue the Anthropocene started in 1950 when all of the major things that affect Earth’s surface were already over?”Van der Pluijm agreed that the Anthropocene working group was picking 1950 for “not very good reasons.”“Agriculture was the revolution that allowed society to develop,” he said. “That was really when people started to force the land to work for them. That massive land movement—it’s like a landslide, except it’s a humanslide. And it is not, of course, as dramatic as today’s motion of land, but it starts the clock.”
  • This muddle had to stop. The Holocene comes up constantly in discussions of modern global warming. Geologists and climate scientists did not make their jobs any easier by slicing it in different ways and telling contradictory stories about it.
  • This process started almost 10 years ago. For this reason, Zalasiewicz, the chair of the Anthropocene working group, said he wasn’t blindsided by the new subdivisions at all. In fact, he voted to adopt them as a member of the Quaternary working group.“Whether the Anthropocene works with a unified Holocene or one that’s in three parts makes for very little difference,” he told me.In fact, it had made the Anthropocene group’s work easier. “It has been useful to compare the scale of the two climate events that mark the new boundaries [within the Holocene] with the kind of changes that we’re assessing in the Anthropocene. It has been quite useful to have the compare and contrast,” he said. “Our view is that some of the changes in the Anthropocene are rather bigger.”
  • Zalasiewicz said that he and his colleagues were going as fast as they could. When the working group group began its work in 2009, it was “really starting from scratch,” he told me.While other working groups have a large body of stratigraphic research to consider, the Anthropocene working group had nothing. “We had to spend a fair bit of time deciding whether the Anthropocene was geology at all,” he said. Then they had to decide where its signal could show up. Now, they’re looking for evidence that shows it.
  • This cycle of “glacials” and “interglacials” has played out about 50 times over the last several million years. When the Holocene began, it was only another interglacial—albeit the one we live in. Until recently, glaciers were still on schedule to descend in another 30,000 years or so.Yet geologists still call the Holocene an epoch, even though they do not bestow this term on any of the previous 49 interglacials. It get special treatment because we live in it.
  • Much of this science is now moot. Humanity’s vast emissions of greenhouse gas have now so warmed the climate that they have offset the next glaciation. They may even knock us out of the ongoing cycle of Ice Ages, sending the Earth hurtling back toward a “greenhouse” climate after the more amenable “icehouse” climate during which humans evolved.For this reason, van der Pluijm wants the Anthropocene to supplant the Holocene entirely. Humans made their first great change to the environment at the close of the last glaciation, when they seem to have hunted the world’s largest mammals—the wooly mammoth, the saber-toothed tiger—to extinction. Why not start the Anthropocene then?He would even rename the pre-1800 period “the Holocene Age” as a consolation prize:
  • Zalasiewicz said he would not start the Anthropocene too early in time, as it would be too work-intensive for the field to rename such a vast swath of time. “The early-Anthropocene idea would crosscut against the Holocene as it’s seen by Holocene workers,” he said. If other academics didn’t like this, they could create their own timescales and start the Anthropocene Epoch where they choose. “We have no jurisdiction over the word Anthropocene,” he said.
  • Ruddiman, the University of Virginia professor who first argued for a very early Anthropocene, now makes an even broader case. He’s not sure it makes sense to formally define the Anthropocene at all. In a paper published this week, he objects to designating the Anthropocene as starting in the 1950s—and then he objects to delineating the Anthropocene, or indeed any new geological epoch, by name. “Keep the use of the term informal,” he told me. “Don’t make it rigid. Keep it informal so people can say the early-agricultural Anthropocene, or the industrial-era Anthropocene.”
  • “This is the age of geochemical dating,” he said. Geologists have stopped looking to the ICS to place each rock sample into the rock sequence. Instead, field geologists use laboratory techniques to get a precise year or century of origin for each rock sample. “The community just doesn’t care about these definitions,” he said.
Javier E

Mis-Educating the Young - The New York Times - 0 views

  • While in school, her thinking was station to station: take that test, apply to that college, aim for a degree. But in young adulthood, there are no more stations. Everything is open seas. Your main problems are not about the assignment right in front of you; they are about the horizon far away. What should you be steering toward? It requires an entirely different set of navigational skills.
  • one of the oddest phenomena of modern life. Childhood is more structured than it has ever been. But then the great engine of the meritocracy spits people out into a young adulthood that is less structured than it has ever been.
  • There used to be certain milestones that young adults were directed toward by age 27: leaving home, becoming financially independent, getting married, buying a house, having a child. But the information economy has scrambled those timetables. Current 20-somethings are much less likely to do any of those things by 30. They are less likely to be anchored in a political party, church or some other creedal community.
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  • When I graduated from college there was a finite number of career ladders in front of me: teacher, lawyer, doctor, business. Now college graduates enter a world with four million footstools. There are many more places to perch (a start-up, an NGO, a coffee shop, a consultancy) but few of the footstools pay a sustaining wage, seem connected with the others or lead to a clear ladder of rungs to climb upward.
  • People in their 20s seem to be compelled to bounce around more, popping up here and there, quantumlike, with different jobs, living arrangements and partners while hoping that all these diverse experiences magically add up to something.
  • Naturally enough, their descriptions of their lives are rife with uncertainty and anxiety
  • All the while social media makes the comparison game more intrusive than ever, and nearly everybody feels as if he or she is falling behind.
  • And how do we as a society prepare young people for this uncertain phase? We pump them full of vapid but haunting praise about how talented they are and how their future is limitless
  • we preach a gospel of autonomy that says all the answers to the deeper questions in life are found by getting in touch with your “true self,” whatever the heck that is.
  • Now I think that laissez-faire attitude trivializes the experiences of young adulthood and condescends to the people going through them.
  • telling people “30 is the new 20” is completely counterproductive.
  • colleges have to do much more to put certain questions on the table, to help students grapple with the coming decade of uncertainty: What does it mean to be an adult today? What are seven or 10 ways people have found purpose in life? How big should I dream or how realistic should I be? What are the criteria we should think about before shacking up? What is the cure for sadness? What do I want and what is truly worth wanting?
  • Before, there were social structures that could guide young adults as they gradually figured out the big questions of life. Now, those structures are gone. Young people are confronted by the existential questions right away. They’re going to feel lost if they have no sense of what they’re pointing toward, if they have no vision of the holy grails on the distant shore.
katedriscoll

Frontiers | A Neural Network Framework for Cognitive Bias | Psychology - 0 views

  • Human decision-making shows systematic simplifications and deviations from the tenets of rationality (‘heuristics’) that may lead to suboptimal decisional outcomes (‘cognitive biases’). There are currently three prevailing theoretical perspectives on the origin of heuristics and cognitive biases: a cognitive-psychological, an ecological and an evolutionary perspective. However, these perspectives are mainly descriptive and none of them provides an overall explanatory framework for
  • the underlying mechanisms of cognitive biases. To enhance our understanding of cognitive heuristics and biases we propose a neural network framework for cognitive biases, which explains why our brain systematically tends to default to heuristic (‘Type 1’) decision making. We argue that many cognitive biases arise from intrinsic brain mechanisms that are fundamental for the working of biological neural networks. To substantiate our viewpoint, we discern and explain four basic neural network principles: (1) Association, (2) Compatibility, (3) Retainment, and (4) Focus. These principles are inherent to (all) neural networks which were originally optimized to perform concrete biological, perceptual, and motor functions. They form the basis for our inclinations to associate and combine (unrelated) information, to prioritize information that is compatible with our present state (such as knowledge, opinions, and expectations), to retain given information that sometimes could better be ignored, and to focus on dominant information while ignoring relevant information that is not directly activated. The supposed mechanisms are complementary and not mutually exclusive. For different cognitive biases they may all contribute in varying degrees to distortion of information. The present viewpoint not only complements the earlier three viewpoints, but also provides a unifying and binding framework for many cognitive bias phenomena.
  • The cognitive-psychological (or heuristics and biases) perspective (Evans, 2008; Kahneman and Klein, 2009) attributes cognitive biases to limitations in the available data and in the human information processing capacity (Simon, 1955; Broadbent, 1958; Kahneman, 1973, 2003; Norman and Bobrow, 1975)
caelengrubb

The COVID-19 Paradigm Shift-From Values To Careers To Whole Economies - 0 views

  • Paradigm shifts come along maybe once in a generation. They create a profound realignment across the globe, across industries, across economies and across populations.
  • “Paradigm shifts arise when the dominant paradigm under which normal science operates is rendered incompatible with new phenomena, facilitating the adoption of a new theory or paradigm.”
  • COVID-19 is creating a paradigm shift that is realigning every system in every industry across the global at once – in an instant.
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  • Our 21st century tools and technologies that seem to work miracles and make us feel invincible and powerful, are practically defenseless in the face of COVID-19. We are left with only the primitive weapons of cloth masks and keeping our distance.
  • Where we once dismissed people who bag our groceries, or drive our kids’ school buses, for example, now we realize they are “essential workers.” 
  • “There is enough.” As Buckminster Fuller, futurist, famed architect, and creator of the geodesic dome said, there is enough of every resource for everyone on the planet; it’s just a matter of distribution.
  • Competitors were in their corners, battling out for marketshare or geopolitical power and dominance.
  • We are experiencing that now, watching sharing be taken to an entirely new level to manage COVID-19.  
  • With literally everyone working from home and only “seeing” each other on Zoom or Skype, how we look, what we wear, and the usual vanity concerns are out the window.
  • The way women lead was (still) being undervalued and dismissed as “too soft” or second-rate in many powerful circles.
  • Women are the majority force in the healthcare battalions keeping us and our loved ones alive and giving comfort to those who lose their battles in our absence. 
  • There are many more shifts occurring from COVID-19 – from a greater appreciation for nature, to more kindness and compassion, a clearer sense of how we spend our time, to careers and businesses.
caelengrubb

How Galileo Changed Your Life - Biography - 0 views

  • Galileo’s contributions to the fields of astronomy, physics, mathematics, and philosophy have led many to call him the father of modern science.
  • But his controversial theories, which impacted how we see and understand the solar system and our place within it, led to serious conflict with the Catholic Church and the long-time suppression of his achievements
  • Galileo developed one of the first telescopesGalileo didn’t invent the telescope — it was invented by Dutch eyeglass makers — but he made significant improvements to it.
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  • His innovations brought him both professional and financial success. He was given a lifetime tenure position at the University of Padua, where he had been teaching for several years, at double his salary.
  • And he received a contract to produce his telescopes for a group of Venetian merchants, eager to use them as a navigational tool.
  • He helped created modern astronomyGalileo turned his new, high-powered telescope to the sky. In early 1610, he made the first in a remarkable series of discoveries.
  • While the scientific doctrine of the day held that space was perfect, unchanging environments created by God, Galileo’s telescope helped change that view
  • His studies and drawings showed the Moon had a rough, uneven surface that was pockmarked in some places, and was actually an imperfect sphere
  • He was also one of the first people to observe the phenomena known as sunspots, thanks to his telescope which allowed him to view the sun for extended periods of time without damaging the eye.
  • Galileo helped prove that the Earth revolved around the sunIn 1610, Galileo published his new findings in the book Sidereus Nuncius, or Starry Messenger, which was an instant success
  • The following year, the Church banned all works that supported Copernicus’ theories and forbade Galileo from publicly discussing his works.
  • Kepler’s experiments had led him to support the idea that the planets, Earth included, revolved around the sun. This heliocentric theory, as well as the idea of Earth’s daily rotational turning, had been developed by Polish astronomer Nicolaus Copernicus half a century earlier
  • Their belief that the Sun, and not the Earth, was the gravitational center of the universe, upended almost 2,000 years of scientific thinking, dating back to theories about the fixed, unchanging universe put forth by the Greek philosopher and scientist Aristotle.
  • Galileo had been testing Aristotle’s theories for years, including an experiment in the late 16th century in which he dropped two items of different masses from the Leaning Tower of Pisa, disproving Aristotle’s belief that objects would fall at differing speeds based on their weight (Newton later improved upon this work).
  • Galileo paid a high price for his contributionsBut challenging the Aristotelian or Ptolemaic theories about the Earth’s role in the universe was dangerous stuff.
  • Geocentrism was, in part, a theoretical underpinning of the Roman Catholic Church. Galileo’s work brought him to the attention of Church authorities, and in 1615, he was called before the Roman Inquisition, accused of heresy for beliefs which contradicted Catholic scripture.
  • He became close with a number of other leading scientists, including Johannes Kepler. A German astronomer and mathematician, Kepler’s work helped lay the foundations for the later discoveries of Isaac Newton and others.
  • In 1632, after the election of a new pope who he considered more liberal, he published another book, Dialogue on the Two Chief World Systems, Ptolemaic and Copernican, which argued both sides of the scientific (and religious) debate but fell squarely on the side of Copernicus’ heliocentrism.
  • Galileo was once again summoned to Rome. In 1633, following a trial, he was found guilty of suspected heresy, forced to recant his views and sentenced to house arrest until his death in 1642.
  • It took nearly 200 years after Galileo’s death for the Catholic Church to drop its opposition to heliocentrism.
  • In 1992, after a decade-long process and 359 years after his heresy conviction, Pope John Paul II formally expressed the Church’s regret over Galileo’s treatment.
caelengrubb

How Einstein Challenged Newtonian Physics - 0 views

  • Any discussion of Einstein should begin with what is probably his single greatest contribution to physics—the theory of relativity.
  • Between the late 1600s and the beginning of the 20th century, the field of physics was dominated by the ideas of Isaac Newton. The Newtonian laws of motion and gravitation had, up to that point in time, been the most successful scientific theory in all of history.
  • Newton’s ideas were, of course, challenged from time to time during those two centuries, but these ideas always seemed to hold up
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  • There were many new phenomena that were discovered and that came to be understood in the centuries that followed Newton’s era. Take electricity and magnetism, for example. Until the 19th century, we didn’t really know what electricity or magnetism were, or how they worked. Isaac Newton certainly didn’t have a clue.
  • To many physicists around the turn of the 20th century, the state of physics seemed very settled. The Newtonian worldview had been very successful, and for a very long time.
  • In 1905, however, a revolution in physics did come. And perhaps even more surprising than the revolution itself was where that revolution came from. In 1905, Albert Einstein was not working as a professor at some prestigious university. He was not famous, or even well-known among other physicists.
  • Things didn’t stay this way for long, however. In 1905, Einstein wrote not one or two, but four absolutely groundbreaking papers. Any one of these four papers would have made him a star within the field of physics, and would have certainly secured him a position of prominence in the history of science.
  • It seems that having so many breakthroughs of this magnitude in such a short period of time had never happened before, and has never happened since. In the first of Einstein’s 1905 papers, he proposed that light doesn’t only behave like a wave, but that it is also made up of individual pieces or particles.
  • But Einstein’s paper provided concrete empirical evidence that atoms were, in fact, real and tangible objects. He was even able to use these arguments to make a pretty good estimate for the size and mass of atoms and molecules. It was a huge step forward.
  • The equations that physicists use to describe the propagation of light waves—what are known as Maxwell’s equations—predict that light should move through space at a speed of about 670 million miles per hour. And more interestingly, these equations don’t make any reference to any medium that the light waves propagate through.
  • Although no experiment had ever detected this aether, they argued that it must fill virtually all of space. After all, they argued, the light from a distant star could only reach us if there was a continuous path filled with aether, extending all the way from the star to us.
  • ventually, though, physicists discovered that there was no aether. It would be Einstein who would come up with an equation to explain this conundrum.
katedriscoll

The Problem of Perception (Stanford Encyclopedia of Philosophy) - 0 views

  • Sense-perception has long been a preoccupation of philosophers. One pervasive and traditional problem, sometimes called “the Problem of Perception”, is created by the phenomena of perceptual illusion and hallucination: if these kinds of error are possible, how can perception be what we ordinarily understand it to be, an openness to and awareness of the world? The present entry is about how these possibilities of error challenge the intelligibility of the phenomenon of perception, and how the major theories of experience in the last century are best understood as responses to this challenge.
  • According to Awareness, we are sometimes perceptually aware of ordinary mind-independent objects in perceptual experience. Such awareness can come from veridical experiences—cases in which one perceives an object for what it is. But it can also come from illusory experiences. For we think of an illusion as “any perceptual situation in which a physical object is actually perceived, but in which that object perceptually appears other than it really is” Smith (2002: 23). For example, a white wall seen in yellow light can look yellow to one. (In such cases it is not necessary that one is deceived into believing that things are other than they are). The argument from illusion, in a radical form, aims to show that we are never perceptually aware of ordinary objects. Many things have been called “the argument from illusion”
huffem4

Dual Process Theory - Explanation and examples - Conceptually - 1 views

  • When we’re making decisions, we use two different systems of thinking. System 1 is our intuition or gut-feeling: fast, automatic, emotional, and subconscious. System 2 is slower and more deliberate: consciously working through different considerations, applying different concepts and models and weighing them all up.
  • One takeaway from the psychological research on dual process theory is that our System 1 (intuition) is more accurate in areas where we’ve gathered a lot of data with reliable and fast feedback, like social dynamics.
  • our System 2 tends to be better for decisions where we don’t have a lot of experience; involving numbers, statistics, logic, abstractions, or models; and phenomena our ancestors never dealt with.
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  • You can also use both systems, acknowledging that you have an intuition, and feeding it into your System 2 model.
anonymous

Human Brain: facts and information - 0 views

  • The human brain is more complex than any other known structure in the universe.
  • Weighing in at three pounds, on average, this spongy mass of fat and protein is made up of two overarching types of cells—called glia and neurons—and it contains many billions of each.
  • The cerebrum is the largest part of the brain, accounting for 85 percent of the organ's weight. The distinctive, deeply wrinkled outer surface is the cerebral cortex. It's the cerebrum that makes the human brain—and therefore humans—so formidable. Animals such as elephants, dolphins, and whales actually have larger brains, but humans have the most developed cerebrum. It's packed to capacity inside our skulls, with deep folds that cleverly maximize the total surface area of the cortex.
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  • The cerebrum has two halves, or hemispheres, that are further divided into four regions, or lobes. The frontal lobes, located behind the forehead, are involved with speech, thought, learning, emotion, and movement.
  • Behind them are the parietal lobes, which process sensory information such as touch, temperature, and pain.
  • At the rear of the brain are the occipital lobes, dealing with vision
  • Lastly, there are the temporal lobes, near the temples, which are involved with hearing and memory.
  • The second-largest part of the brain is the cerebellum, which sits beneath the back of the cerebrum.
  • diencephalon, located in the core of the brain. A complex of structures roughly the size of an apricot, its two major sections are the thalamus and hypothalamus
  • The brain is extremely sensitive and delicate, and so it requires maximum protection, which is provided by the hard bone of the skull and three tough membranes called meninges.
  • Want more proof that the brain is extraordinary? Look no further than the blood-brain barrier.
  • This led scientists to learn that the brain has an ingenious, protective layer. Called the blood-brain barrier, it’s made up of special, tightly bound cells that together function as a kind of semi-permeable gate throughout most of the organ. It keeps the brain environment safe and stable by preventing some toxins, pathogens, and other harmful substances from entering the brain through the bloodstream, while simultaneously allowing oxygen and vital nutrients to pass through.
  • One in five Americans suffers from some form of neurological damage, a wide-ranging list that includes stroke, epilepsy, and cerebral palsy, as well as dementia.
  • Alzheimer’s disease, which is characterized in part by a gradual progression of short-term memory loss, disorientation, and mood swings, is the most common cause of dementia. It is the sixth leading cause of death in the United States
  • 50 million people suffer from Alzheimer’s or some form of dementia. While there are a handful of drugs available to mitigate Alzheimer’s symptoms, there is no cure.
  • Unfortunately, negative attitudes toward people who suffer from mental illness are widespread. The stigma attached to mental illness can create feelings of shame, embarrassment, and rejection, causing many people to suffer in silence.
  • In the United States, where anxiety disorders are the most common forms of mental illness, only about 40 percent of sufferers receive treatment. Anxiety disorders often stem from abnormalities in the brain’s hippocampus and prefrontal cortex.
  • Attention-deficit/hyperactivity disorder, or ADHD, is a mental health condition that also affects adults but is far more often diagnosed in children.
  • ADHD is characterized by hyperactivity and an inability to stay focused.
  • Depression is another common mental health condition. It is the leading cause of disability worldwide and is often accompanied by anxiety. Depression can be marked by an array of symptoms, including persistent sadness, irritability, and changes in appetite.
  • The good news is that in general, anxiety and depression are highly treatable through various medications—which help the brain use certain chemicals more efficiently—and through forms of therapy
  •  
    Here is some anatomy of the brain and descriptions of diseases like Alzheimer's and conditions like ADHD, depression, anxiety.
caelengrubb

How Do Optical Illusions Work? - 0 views

  • Due to the arrangement of images, the effect of colors, the impact of light source or other variables, a wide range of misleading visual effects can be seen.
  • These phenomena demonstrate a very important principle of perception: we don't always see what's really there
  • When the viewer focused his or her attention on a specific dot, it is obvious that it is white. But as soon as attention is shifted away, the dot shifts to a gray color.
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    • caelengrubb
       
      inattention blindness
  • the illusion was mistakenly referred to as a scientific personality test of right brain/left brain dominance by numerous websites and blogs. In reality, the spinning dancer illusion is related to a bistable perception in which an ambiguous 2-dimensional figure can be seen from two different perspectives.
  • According to this principle, objects that are grouped together tend to be seen as being part of a whole. We tend to ignore gaps and perceive the contour lines in order to make the image appear as a cohesive whole.
runlai_jiang

8 Infinity Facts That Will Blow Your Mind - 0 views

  • Infinity has its own special symbol: ∞. The symbol, sometimes called the lemniscate, was introduced by clergyman and mathematician John Wallis in 1655. The word "lemniscate" comes from the Latin word lemniscus, which means "ribbon," while the word "infinity" comes from the Latin word infinitas, which means "boundless."
  • Of all Zeno's paradoxes, the most famous is his paradox of the Tortoise and Achilles. In the paradox, a tortoise challenges the Greek hero Achilles to a race, providing the tortoise is given a small head start. The tortoise argues he will win the race because as Achilles catches up to him, the tortoise will have gone a bit further, adding to the distance.
  • Pi as an Example of Infinity Pi is a number consisting of an infinite number of digits. Jeffrey Coolidge / Getty Images Another good example of infinity is the number π or pi. Mathematicians use a symbol for pi because it's impossible to write the number down. Pi consists of an infinite number of digits. It's often rounded to 3.14 or even 3.14159, yet no matter how many digits you write, it's impossible to get to the end.
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  • Fractals and Infinity A fractal may be magnified over and over, to infinity, always revealing more detail. PhotoviewPlus / Getty Images A fractal is an abstract mathematical object, used in art and to simulate natural phenomena. Written as a mathematical equation, most fractals are nowhere differentiable. When viewing an image of a fractal, this means you could zoom in and see new detail. In other words, a fractal is infinitely magnifiable.The Koch snowflake is an interesting example of a fractal. The snowflake starts as an equilateral triangle. For each iteration of the fractal:Each line segment is divided into three equal segments.
  • Cosmology and Infinity Even if the universe is finite, it might be one of an infinite number of "bubbles.". Detlev van Ravenswaay / Getty Images Cosmologists study the universe and ponder infinity. Does space go on and on without end? This remains an open question. Even if the physical universe as we know it has a boundary, there is still the multiverse theory to consider. Our universe may be but one in an infinite number of them.
tongoscar

Emotion Is Not the Enemy of Reason - 0 views

  • The idea that emotion impedes logic is pervasive and wrong. (Actually, it’s not even wrong.)
  • “Yet our criminal justice system is designed to establish a forum for unimpaired reason, not emotional reaction. Evidence which only appeals to sympathies, conveys a sense of horror, or engenders an instinct to punish should be excluded.”
  • emotions can bias our thinking. What’s not true is that the best thinking comes from a lack of emotion. “Emotion helps us screen, organize and prioritize the information that bombards us,” Bandes and Salerno write. “It influences what information we find salient, relevant, convincing or memorable.”
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  • let’s all ditch that vague notion that “emotion” is the enemy of reason.
katherineharron

A blob of hot ocean water killed a million seabirds, scientists say - CNN - 0 views

  • As many as one million seabirds died at sea in less than 12 months in one of the largest mass die-offs in recorded history -- and researchers say warm ocean waters are to blame.
  • The birds, a fish-eating species called the common murre, were severely emaciated and appeared to have died of starvation between the summer of 2015 and the spring of 2016, washing up along North America's west coast, from California to Alaska.
  • The heat wave created the Blob -- a 1,000-mile (1,600 km) stretch of ocean that was warmed by 3 to 6 degrees Celsius (5.4 to 10.8 Fahrenheit). A high-pressure ridge calmed the ocean waters -- meaning heat stays in the water, without storms to help cool it down.
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  • Other animals that experienced mass die-offs include sea lions, tufted puffins, and baleen whales. But none of them compared to the murres in scale.
  • The murres likely starved to death because the Blob caused more competition for fewer small prey. The warming increased the metabolism of predatory fish like salmon, cod, and halibut -- meaning they were eating more than usual. These fish eat the same small fish as the murres, and there simply wasn't enough to go around.
  • During the 2015 breeding season, three colonies didn't produce a single chick. That number went up to 12 colonies in the 2016 season -- and in reality it could be even higher, since researchers only monitor a quarter of all colonies.
  • It's especially rare to see a patch of warm ocean water over such a large area, but scientists say global climate change is making these phenomena more common. From 1982 to 2016, there was an 82% rise in the number of heat wave days on the global ocean surface, according to a 2018 study. That's because heat waves are increasing in both frequency and duration, with the highest level of maritime heat wave activity occurring in the North Atlantic
tongoscar

Climate change threatens lives and futures of over 19 million children in Bangladesh - 0 views

  • “Climate change is deepening the environmental threat faced by families in Bangladesh’s poorest communities, leaving them unable to keep their children properly housed, fed, healthy and educated,” said UNICEF Executive Director Henrietta Fore, who visited Bangladesh in early March 2019. “In Bangladesh and around the world, climate change has the potential to reverse many of the gains that countries have achieved in child survival and development.”
  • Climate change clouds the future of children in Bangladesh, points out that Bangladesh’s flat topography, dense population and weak infrastructure make it uniquely vulnerable to the powerful and unpredictable forces that climate change is compounding.
  • The threat is felt from the flood and drought-prone lowlands in the country’s north to its storm-ravaged coastline along the Bay of Bengal.
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  • UNICEF says that a combination of extreme weather events – such as flooding, storm surges, cyclones and droughts – and longer-term phenomena directly related to climate change – such as sea level rise and salt water intrusion – are forcing families deeper into poverty and displacement. In the process, children’s access to education and health services is severely disrupted.
  • Around 12 million of the children most affected live in and around the powerful river systems which flow through Bangladesh and regularly burst their banks.
krystalxu

Journal of Economic Psychology - Elsevier - 0 views

  • The Journal aims to present research that will improve understanding of behavioral, in particular psychological, aspects of economic phenomena and processes.
Javier E

Technopoly-Chs. 9,10--Scientism, the great symbol drain - 0 views

  • By Scientism, I mean three interrelated ideas that, taken together, stand as one of the pillars of Technopoly.
  • The first and indispensable idea is, as noted, that the methods of the natural sciences can be applied to the study of human behavior. This idea is the backbone of much of psychology and sociology as practiced at least in America, and largely accounts for the fact that social science, to quote F. A. Hayek, "has cont~ibuted scarcely anything to our understanding of social phenomena." 2
  • The second idea is, as also noted, that social science generates specific principles which can be used to organize society on a rational and humane basis. This implies that technical meansmostly "invisible technologies" supervised by experts-can be designed to control human behavior and set it on the proper course.
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  • The third idea is that faith in science can serve as a comprehensive belief system that gives meaning to life, as well. as a sense of well-being, morality, and even immortality.
  • the spirit behind this scientific ideal inspired several men to believe that the reliable and predictable knowledge that could be obtained about stars and atoms could also be obtained about human behavior.
  • Among the best known of these early "social scientists" were Claude-Henri de Saint-Simon, Prosper Enfantin, and, of course, Auguste Comte.
  • They held in common two beliefs to which T echnopoly is deeply indebted: that the natural sciences provide a method to unlock the secrets of both the human heart and the direction of social life; that society can be rationally and humanely reorganized according to principles that social science will uncover. It is with these men that the idea of "social engineering" begins and the seeds of Scientism are planted.
  • Information produced by counting may sometimes be valuable in helping a person get an idea, or, even more so, in providing support for an idea. But the mere activity of counting does not make science.
  • Nor does observing th_ings, though it is sometimes said that if one is empirical, one is scientific. To be empirical means to look at things before drawing conclusions. Everyone, therefore, is an empiricist, with the possible exception of paranoid schizophrenics.
  • What we may call science, then, is the quest to find the immutable and universal laws that govern processes, presuming that there are cause-and-effect relations among these processes. It follows that the quest to understand human behavior and feeling can in no sense except the most trivial be called science.
  • Scientists do strive to be empirical and where possible precise, but it is also basic to their enterprise that they maintain a high degree of objectivity, which means that they study things independently of what people think or do about them.
  • I do not say, incidentally, that the Oedipus complex and God do not exist. Nor do I say that to believe in them is harmful-far from it. I say only that, there being no tests that could, in principle, show them to be false, they fall outside the purview Scientism 151 of science, as do almost all theories that make up the content of "social science."
  • in the nineteenth centu~, novelists provided us with most of the powerful metaphors and images of our culture.
  • This fact relieves the scientist of inquiring into their values and motivations and for this reason alone separates science from what is called social science, consigning the methodology of the latter (to quote Gunnar Myrdal) to the status of the "metaphysical and pseudo-objective." 3
  • The status of social-science methods is further reduced by the fact that there are almost no experiments that will reveal a social-science theory to be false.
  • et us further suppose that Milgram had found that 100 percent of his 1 subjecl:s did what they were told, with or without Hannah Arendt. And now let us suppose that I tell you a story of a Scientism 153 group of people who in some real situation refused to comply with the orders of a legitimate authority-let us say, the Danes who in the face of Nazi occupation helped nine thousand Jews escape to Sweden. Would you say to me that this cannot be so because Milgram' s study proves otherwise? Or would you say that this overturns Milgram's work? Perhaps you would say that the Danish response is not relevant, since the Danes did not regard the Nazi occupation as constituting legitimate autho!ity. But then, how would we explain the cooperative response to Nazi authority of the French, the Poles, and the Lithuanians? I think you would say none of these things, because Milgram' s experiment qoes not confirm or falsify any theory that might be said to postulate a law of human nature. His study-which, incidentally, I find both fascinating and terrifying-is not science. It is something else entirely.
  • Freud, could not imagine how the book could be judged exemplary: it was science or it was nothing. Well, of course, Freud was wrong. His work is exemplary-indeed, monumental-but scarcely anyone believes today that Freud was doing science, any more than educated people believe that Marx was doing science, or Max Weber or Lewis Mumford or Bruno Bettelheim or Carl Jung or Margaret Mead or Arnold Toynbee. What these people were doing-and Stanley Milgram was doing-is documenting the behavior and feelings of people as they confront problems posed by their culture.
  • the stories of social r~searchers are much closer in structure and purpose to what is called imaginative literature; that is to say, both a social researcher and a novelist give unique interpretations to a set of human events and support their interpretations with examples in various forms. Their interpretations cannot be proved or disproved but will draw their appeal from the power of their language, the depth of their explanations, the relevance of their examples, and the credibility of their themes.
  • And all of this has, in both cases, an identifiable moral purpose.
  • The words "true" and "false" do not apply here in the sense that they are used in mathematics or science. For there is nothing universally and irrevocably true or false about these interpretations. There are no critical tests to confirm or falsify them. There are no natural laws from which they are derived. They are bound by time, by situation, and above all by the cultural prejudices of the researcher or writer.
  • Both the novelist and the social researcher construct their stories by the use of archetypes and metaphors.
  • Cervantes, for example, gave us the enduring archetype of the incurable dreamer and idealist in Don Quixote. The social historian Marx gave us the archetype of the ruthless and conspiring, though nameless, capitalist. Flaubert gave us the repressed b~urgeois romantic in Emma Bovary. And Margaret Mead gave us the carefree, guiltless Samoan adolescent. Kafka gave us the alienated urbanite driven to self-loathing. And Max Weber gave us hardworking men driven by a mythology he called the Protestant Ethic. Dostoevsky gave us the egomaniac redeemed by love and religious fervor. And B. F. Skinner gave us the automaton redeemed by a benign technology.
  • Why do such social researchers tell their stories? Essentially for didactic and moralistic purposes. These men and women tell their stories for the same reason the Buddha, Confucius, Hillel, and Jesus told their stories (and for the same reason D. H. Lawrence told his).
  • Moreover, in their quest for objectivity, scientists proceed on the assumption that the objects they study are indifferent to the fact that they are being studied.
  • If, indeed, the price of civilization is repressed sexuality, it was not Sigmund Freud who discovered it. If the consciousness of people is formed by their material circumstances, it was not Marx who discovered it. If the medium is the message, it was not McLuhan who discovered it. They have merely retold ancient stories in a modem style.
  • Unlike science, social research never discovers anything. It only rediscovers what people once were told and need to be told again.
  • Only in knowing ~omething of the reasons why they advocated education can we make sense of the means they suggest. But to understand their reas.ons we must also understand the narratives that governed their view of the world. By narrative, I mean a story of human history that gives meaning to the past, explains the present, and provides guidance for the future.
  • In Technopoly, it is not Scientism 159 enough to say, it is immoral and degrading to allow people to be homeless. You cannot get anywhere by asking a judge, a politician, or a bureaucrat to r~ad Les Miserables or Nana or, indeed, the New Testament. Y 01.i must show that statistics have produced data revealing the homeless to be unhappy and to be a drain on the economy. Neither Dostoevsky nor Freud, Dickens nor Weber, Twain nor Marx, is now a dispenser of legitimate knowledge. They are interesting; they are ''.worth reading"; they are artifacts of our past. But as for "truth," we must tum to "science."
  • In Technopoly, it is not enough for social research to rediscover ancient truths or to comment on and criticize the moral behavior of people. In T echnopoly, it is an insult to call someone a "moralizer." Nor is it sufficient for social research to put forward metaphors, images, and ideas that can help people live with some measure of understanding and dignity.
  • Such a program lacks the aura of certain knowledge that only science can provide. It becomes necessary, then, to transform psychology, sociology, and anthropology into "sciences," in which humanity itself becomes an object, much like plants, planets, or ice cubes.
  • That is why the commonplaces that people fear death and that children who come from stable families valuing scholarship will do well in school must be announced as "discoveries" of scientific enterprise. In this way, social resear~hers can see themselves, and can be seen, as scientists, researchers without bias or values, unburdened by mere opinion. In this way, social policies can be claimed to rest on objectively determined facts.
  • given the psychological, social, and material benefits that attach to the label "scientist," it is not hard to see why social researchers should find it hard to give it up.
  • Our social "s'cientists" have from the beginning been less tender of conscience, or less rigorous in their views of science, or perhaps just more confused about the questions their procedures can answer and those they cannot. In any case, they have not been squeamish about imputing to their "discoveries" and the rigor of their procedures the power to direct us in how we ought rightly to behave.
  • It is less easy to see why the rest of us have so willingly, even eagerly, cooperated in perpetuating the same illusion.
  • When the new technologies and techniques and spirit of men like Galileo, Newton, and Bacon laid the foundations of natural science, they also discredited the authority of earlier accounts of the physical world, as found, for example, in the great tale of Genesis. By calling into question the truth of such accounts in one realm, science undermined the whole edifice of belief in sacred stories and ultimately swept away with it the source to which most humans had looked for moral authority. It is not too much to say, I think, that the desacralized world has been searching for an alternative source of moral authority ever since.
  • We welcome them gladly, and the claim explicitly made or implied, because we need so desperately to find some source outside the frail and shaky judgments of mortals like ourselves to authorize our moral decisions and behavior. And outside of the authority of brute force, which can scarcely be called moral, we seem to have little left but the authority of procedures.
  • It is not merely the misapplication of techniques such as quantification to questions where numbers have nothing to say; not merely the confusion of the material and social realms of human experience; not merely the claim of social researchers to be applying the aims and procedures of natural scien\:e to the human world.
  • This, then, is what I mean by Scientism.
  • It is the desperate hope, and wish, and ultimately the illusory belief that some standardized set of procedures called "science" can provide us with an unimpeachable source of moral authority, a suprahuman basis for answers to questions like "What is life, and when, and why?" "Why is death, and suffering?" 'What is right and wrong to do?" "What are good and evil ends?" "How ought we to think and feel and behave?
  • Science can tell us when a heart begins to beat, or movement begins, or what are the statistics on the survival of neonates of different gestational ages outside the womb. But science has no more authority than you do or I do to establish such criteria as the "true" definition of "life" or of human state or of personhood.
  • Social research can tell us how some people behave in the presence of what they believe to be legitimate authority. But it cannot tell us when authority is "legitimate" and when not, or how we must decide, or when it may be right or wrong to obey.
  • To ask of science, or expect of science, or accept unchallenged from science the answers to such questions is Scientism. And it is Technopoly's grand illusion.
  • In the institutional form it has taken in the United States, advertising is a symptom of a world-view 'that sees tradition as an obstacle to its claims. There can, of course, be no functioning sense of tradition without a measure of respect for symbols. Tradition is, in fact, nothing but the acknowledgment of the authority of symbols and the relevance of the narratives that gave birth to them. With the erosion of symbols there follows a loss of narrative, which is one of the most debilitating consequences of Technopoly' s power.
  • What the advertiser needs to know is not what is right about the product but what is wrong about the buyer. And so the balance of business expenditures shifts from product research to market research, which meahs orienting business away from making products of value and toward making consumers feel valuable. The business of business becomes pseudo-therapy; the consumer, a patient reassl.,lred by psychodramas.
  • At the moment, 1t 1s considered necessary to introduce computers to the classroom, as it once was thought necessary to bring closed-circuit television and film to the classroom. To the question "Why should we do this?" the answer is: "To make learning more efficient and more interesting." Such an answer is considered entirely adequate, since in T ~chnopoly efficiency and interest need no justification. It is, therefore, usually not noticed that this answer does not address the question "What is learning for?"
  • What this means is that somewhere near the core of Technopoly is a vast industry with license to use all available symbols to further the interests of commerce, by devouring the psyches of consumers.
  • In the twentieth century, such metaphors and images have come largely from the pens of social historians and researchers. ·Think of John Dewey, William James, Erik Erikson, Alfred Kinsey, Thorstein Veblen, Margaret Mead, Lewis Mumford, B. F. Skinner, Carl Rogers, Marshall McLuhan, Barbara Tuchman, Noam Chomsky, Robert Coles, even Stanley Milgram, and you must acknowledge that our ideas of what we are like and what kind of country we live in come from their stories to a far greater extent than from the stories of our most renowned novelists.
  • social idea that must be advanced through education.
  • Confucius advocated teaching "the Way" because in tradition he saw the best hope for social order. As our first systematic fascist, Plato wished education to produce philosopher kings. Cicero argued that education must free the student from the tyranny of the present. Jefferson thought the purpose of education is to teach the young how to protect their liberties. Rousseau wished education to free the young from the unnatural constraints of a wicked and arbitrary social order. And among John Dewey's aims was to help the student function without certainty in a world of constant change and puzzling· ambiguities.
  • The point is that cultures must have narratives and will find them where they will, even if they lead to catastrophe. The alternative is to live without meaning, the ultimate negation of life itself.
  • It is also to the point to say that each narrative is given its form and its emotional texture through a cluster of symbols that call for respect and allegiance, even devotion.
  • by definition, there can be no education philosophy that does not address what learning is for. Confucius, Plato, Quintilian, Cicero, Comenius, Erasmus, Locke, Rousseau, Jefferson, Russell, Montessori, Whitehead, and Dewey--each believed that there was some transcendent political, spiritual, or
  • The importance of the American Constitution is largely in its function as a symbol of the story of our origins. It is our political equivalent of Genesis. To mock it, to• ignore it, to circwnvent it is to declare the irrelevance of the story of the United States as a moral light unto the world. In like fashion, the Statue of Liberty is the key symbol of the story of America as the natural home of the teeming masses, from anywhere, yearning to be free.
  • There are those who believe--as did the great historian Arnold Toynbee-that without a comprehensive religious narrative at its center a culture must decline. Perhaps. There are, after all, other sources-mythology, politics, philosophy, and science; for example--but it is certain that no culture can flourish without narratives of transcendent orjgin and power.
  • This does not mean that the mere existence of such a narrative ensures a culture's stability and strength. There are destructive narratives. A narrative provides meaning, not necessarily survival-as, for example, the story provided by Adolf Hitler to the German nation in t:he 1930s.
  • What story does American education wish to tell now? In a growing Technopoly, what do we believe education is for?
  • The answers are discouraging, and one of. them can be inferred from any television commercial urging the young to stay in school. The commercial will either imply or state explicitly that education will help the persevering student to get a ·good job. And that's it. Well, not quite. There is also the idea that we educate ourselves to compete with the Japanese or the Germans in an economic struggle to be number one.
  • Young men, for example, will learn how to make lay-up shots when they play basketball. To be able to make them is part of the The Great Symbol Drain 177 definition of what good players are. But they do not play basketball for that purpose. There is usually a broader, deeper, and more meaningful reason for wanting to play-to assert their manhood, to please their fathers, to be acceptable to their peers, even for the sheer aesthetic pleasure of the game itself. What you have to do to be a success must be addressed only after you have found a reason to be successful.
  • Bloom's solution is that we go back to the basics of Western thought.
  • He wants us to teach our students what Plato, Aristotle, Cicero, Saint Augustine, and other luminaries have had to say on the great ethical and epistemological questions. He believes that by acquainting themselves with great books our students will acquire a moral and intellectual foundation that will give meaning and texture to their lives.
  • Hirsch's encyclopedic list is not a solution but a description of the problem of information glut. It is therefore essentially incoherent. But it also confuses a consequence of education with a purpose. Hirsch attempted to answer the question "What is an educated person?" He left unanswered the question "What is an education for?"
  • Those who reject Bloom's idea have offered several arguments against it. The first is that such a purpose for education is elitist: the mass of students would not find the great story of
  • Western civilization inspiring, are too deeply alienated from the past to find it so, and would therefore have difficulty connecting the "best that has been thought and said" to their own struggles to find q1eaning in their lives.
  • A second argument, coming from what is called a "leftist" perspective, is even more discouraging. In a sense, it offers a definition of what is meant by elitism. It asserts that the "story of Western civilization" is a partial, biased, and even oppressive one. It is not the story of blacks, American Indians, Hispanics, women, homosexuals-of any people who are not white heterosexual males of Judea-Christian heritage. This claim denies that there is or can be a national culture, a narrative of organizing power and inspiring symbols which all citizens can identify with and draw sustenance from. If this is true, it means nothing less than that our national symbols have been drained of their power to unite, and that education must become a tribal affair; that is, each subculture must find its own story and symbols, and use them as the moral basis of education.
  • nto this void comes the Technopoly story, with its emphasis on progress without limits, rights without responsibilities, and technology without cost. The T echnopoly story is without a moral center. It puts in its place efficiency, interest, and economic advance. It promises heaven on earth through the conveniences of technological progress. It casts aside all traditional narratives and symbols that· suggest stability and orderliness, and tells, instead, of a life of skills, technical expertise, and the ecstasy of consumption. Its purpose is to produce functionaries for an ongoing Technopoly.
  • It answers Bloom by saying that the story of Western civilization is irrelevant; it answers the political left by saying there is indeed a common culture whose name is T echnopoly and whose key symbol is now the computer, toward which there must be neither irreverence nor blasphemy. It even answers Hirsch by saying that there are items on his list that, if thought about too deeply and taken too seriously, will interfere with the progress of technology.
Javier E

Climate Change Data Deluge Has Scientists Scrambling for Solutions - WSJ - 0 views

  • For decades, scientists working to predict changes in the climate relied mostly on calculations involving simple laws of physics and chemistry but little data from the real world. But with temperatures world-wide continuing to rise—and with data-collection techniques and technologies continuing to advance—scientists now rely on meticulous measurements of temperatures, ocean currents, soil moisture, air quality, cloud cover and hundreds of other phenomena on Earth and in its atmosphere.
  • “Now we can truly do climate studies because now we have observations to precisely say how weather trends have changed and are changing,
  • “When you are trying to develop long-term environmental records, including climate records, consistent measurement is incredibly valuable,” says Kevin Murphy, who as NASA’s chief science data officer oversees an archive of Earth observation data used by 3.9 million people last year. “It’s irreplaceable data.”
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  • Over the next decade, officials managing the main U.S. repositories of climate-related information expect their archives’ total volume to grow from about 83 petabytes today to more than 650 petabytes.
  • One petabyte of digital memory can hold thousands of feature-length movies, with 650 enough to hold the contents of the Library of Congress 30 times over.
  • All that information, though, is more than conventional data storage can handle and more than any human mind can readily assimilate,
  • To accommodate it all, the federal workers tasked with managing the data are moving it into the cloud, which offers almost unlimited memory storage while eliminating the need for scientists to maintain their own on-site archive
  • archive managers are devising new analytical techniques and adapting a standard format for the data no matter who collected it and who wants to study it.
  • In essence, they are reinventing climate science from the ground up.
  • “We are in the midst of a technology evolution,
  • As of last September, government agencies and private companies had about 900 Earth-orbiting satellites gathering data about our planet, according to the Union of Concerned Scientists. That is almost three times as many as were aloft in 2008. More are being readied for launch.
  • ASA’s $1 billion Surface Water and Ocean Topography mission will measure Earth’s lakes, rivers and oceans in the first detailed global survey of the planet’s surface water.
  • That is a drop in the data bucket compared with the space agency’s $1.5 billion Nisar radar imaging satellite, which is scheduled for launch in January 2023. Its sensors will detect movements of the planet’s land, ice sheets and sea ice as small as 0.4 inches, transmitting 80 terabytes of data every day.
  • With current data handling systems and typical internet connections, it would take a climate researcher about a year to download just four days’ worth of Nisar dat
  • NASA and NOAA are working with Amazon Web Services, Google Cloud and Microsoft Corp. to move their climate databases into the cloud.
  • Earlier this year, the United Nations Intergovernmental Panel on Climate Change for the first time used data on past climate behavior to gauge the reliability of climate models for policy makers.
peterconnelly

Why pilots are seeing UFOs | CNN - 0 views

  • For centuries, people have witnessed unexplained lights in the sky and thought that perhaps they might be ghosts or angels. However, it was in the summer of 1947 when a different explanation became popular. Following a widely reported incident over Mt. Rainier in Washington state, people began to believe that these unidentified flying objects (UFOs) are actually alien spacecraft prowling the Earth.
  • Over the past 70 years, more than ten thousand similar reports have been made.
  • The problem is that many people jump directly from the “unidentified” in “UFO” to “flying saucer.” And that’s just too large a jump to be reasonable. There is simply no credible evidence that the Earth is being visited by aliens. There are no artifacts, no clear photographs, no captured aliens, no alien bodies – nothing.
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  • In 2004, Navy fighter jet pilots operating from the USS Nimitz aircraft carrier reported seeing UFOs off the coast of San Diego. And, more recently, other military pilots flying with the USS Theodore Roosevelt in the Atlantic made similar claims. The news of those accounts became public knowledge from a story in the New York Times and a new miniseries on the History Channel.
  • Some accounts simply arose from nothing more than the fevered imaginations of UFO enthusiasts.
  • An eyewitness can be an unreliable source of information and, in the case of something as extraordinary as the observation of alien spacecraft, pedestrian evidence simply won’t do. As Carl Sagan often said, extraordinary claims require extraordinary evidence.
  • Even though there were multiple observations of multiple phenomena, what is missing is multiple reports of the same phenomenon. It would be hasty to link these independent observations together.
  • But I’m going to need much better evidence than what we have so far. In the meantime, let’s keep an eye on these reports. You know… just in case.
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