It’s long, and too much there to pick out a quote, but worth the read.
As I’ve noted before, Marxism is not a discipline, or even an ideology, really. It’s an attitude founded in envy and a grasping for power. Simply put, if you believe your judgment of someone else’s need to be superior to their own, and are willing to enforce it at the point of a gun, you are a Marxist. And that attitude describes a large majority of Democrats, and far too many Republicans.
Add fraud:
It sounds like the systems that are supposed to check identity, immigration status and income simply aren’t working at all; the system just assumes that you are who you say you are.
Gosh, it’s almost like they don’t care.
Of course, I’m not sure that “add” is the right word. The whole thing has always been pretty much fraud all the way down.
Announcing tools to utilize ISS. Ardulab, is an Arduino modified with features to work on the station. Developed with NASA and Nanoracks. Enabled an 8th-grade class to do a plant-growth experiment for different light conditions in space, ready to fly. Takes up only ten percent of allowed volume, leaving remainder for experiments. Completely open source, hardware and software. Will be opening web site right after talk today.
Need competition in space industry, and known prices, to allow non-insiders to enter and put together business plans. #NewSpaceCon
Citing Arthur Clarke’s suggestion that vehicles need to be reusable fo make space affordable, from 45 years ago as Apollo 11 went to the moon.
Skeptics in the industry have scoffed at SpaceX goal of retroburning, entering, flying back to site and reflying. Both attempts would have been fine if they’d been on land, instead of in the ocean. Most amazing things was that it worked the first time, demonstrating the power of modern simulations.
When you start with a founding vision so far beyond the industry you have to invent a lot of new things (e.g., vertical landing on a planet, manufacturing propellant on another planet). Challenge is to see what is necessary to achieve vision, but come up with intermediate solutions that generate revenue. If you’re an incumbent not being disrupted, you’ll just incrementally improve, not go after revolutionary solution.
[Update a few minutes later]
For other info on the talk, follow @jeff_foust.
No, it is not international customary law.
[Update a few minutes later]
I should note that Matt and I had an extensive discussion at the reception this evening. He wrote that blog post after he went back to his room. I also came up with a good way to stake a claim to an entire asteroid under the OST that we thrashed out somewhat.
Art Dula just made some news at the New Space 2014 Conference. The Heinlein Prize committee hasn’t been able to come up with a winner this year, but they just announced a new prize, called the Heinlein Technology Prize. It’s a $10,000 award for a technology that has been tested in space, and shows significant promise to help commercial space activities. Winner will be announced in September.
…one block at a time, through crowdsourcing.
My thoughts on what we haven’t done and where we haven’t been in forty-five years.
A great analogy.
Congress has no authority to grant bureaucrats such discretion either way. It cannot simply hand over its powers to another branch of the government. That is the subject of a recent book by Columbia Law School professor Philip Hamburger, Is Administrative Law Unlawful? Hamburger’s thesis is that federal agencies are under the control of the executive branch and, by definition, have no power to create regulations that legally bind anyone. That is, of course, precisely what HHS attempted when it drew up its list of “must cover” contraceptives.
During oral arguments in Burwell v Hobby Lobby, Justice Kennedy was obviously interested in this issue and its implications for the separation of powers. Among his questions to the government lawyers was the following: “Now, what kind of constitutional structure do we have if the Congress can give an agency the power to grant or not grant a religious exemption based on what the agency determined?” According to Hamburger, it gives us a structure more like that which England’s James I presided over than anything envisioned by the framers.
The latter favored a very weak executive branch. In fact, according to Hamburger, they didn’t want it “bringing matters to the courts or … physically carrying out their binding acts.” This is why the Constitution is so specific about the separation of powers. The framers must have been spinning in their graves when the government lawyers were arguing Burwell v. Hobby Lobby and Halbig v. Burwell. But shady deals like the cornhusker kickback and violations of the separation of powers doctrine are but two of the birth defects with which Obamacare was born.
And, as he notes, the Origination problem will be potentially fatal as well.
Why Americans suck at it:
American institutions charged with training teachers in new approaches to math have proved largely unable to do it. At most education schools, the professors with the research budgets and deanships have little interest in the science of teaching. Indeed, when Lampert attended Harvard’s Graduate School of Education in the 1970s, she could find only one listing in the entire course catalog that used the word “teaching” in its title. (Today only 19 out of 231 courses include it.) Methods courses, meanwhile, are usually taught by the lowest ranks of professors — chronically underpaid, overworked and, ultimately, ineffective.
Without the right training, most teachers do not understand math well enough to teach it the way Lampert does. “Remember,” Lampert says, “American teachers are only a subset of Americans.” As graduates of American schools, they are no more likely to display numeracy than the rest of us. “I’m just not a math person,” Lampert says her education students would say with an apologetic shrug.
Consequently, the most powerful influence on teachers is the one most beyond our control. The sociologist Dan Lortie calls the phenomenon the apprenticeship of observation. Teachers learn to teach primarily by recalling their memories of having been taught, an average of 13,000 hours of instruction over a typical childhood. The apprenticeship of observation exacerbates what the education scholar Suzanne Wilson calls education reform’s double bind. The very people who embody the problem — teachers — are also the ones charged with solving it.
…Left to their own devices, teachers are once again trying to incorporate new ideas into old scripts, often botching them in the process. One especially nonsensical result stems from the Common Core’s suggestion that students not just find answers but also “illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.” The idea of utilizing arrays of dots makes sense in the hands of a skilled teacher, who can use them to help a student understand how multiplication actually works. For example, a teacher trying to explain multiplication might ask a student to first draw three rows of dots with two dots in each row and then imagine what the picture would look like with three or four or five dots in each row. Guiding the student through the exercise, the teacher could help her see that each march up the times table (3×2, 3×3, 3×4) just means adding another dot per row. But if a teacher doesn’t use the dots to illustrate bigger ideas, they become just another meaningless exercise. Instead of memorizing familiar steps, students now practice even stranger rituals, like drawing dots only to count them or breaking simple addition problems into complicated forms (62+26, for example, must become 60+2+20+6) without understanding why. This can make for even poorer math students. “In the hands of unprepared teachers,” Lampert says, “alternative algorithms are worse than just teaching them standard algorithms.”
No wonder parents and some mathematicians denigrate the reforms as “fuzzy math.” In the warped way untrained teachers interpret them, they are fuzzy.
It’s a long, but interesting, and depressing article.
I should note that I was one of the kids who suffered from the “New Math” in the sixties, but I had a great algebra teacher in junior high (I forget her name, but she was a black woman), and good ones in high school as well. We actually learned calculus and analytic geometry from Mr. Troyer.
[Update a while later]
The more I think about this, the more furious I get that we have these worthless schools of “education” that don’t even teach teachers to teach.