Education – Page 26 – artdiamondblog.com

“Professors Have Lost the Courage of Their Own Passions, Depriving Their Students of the Fire of Inspiration”

Source of book image: online version of the NYT review quoted and cited below.

(p. C4) Mr. Edmundson loves to teach, but he hates the conditions under which much teaching takes place today, even at an elite university like Virginia.
. . .
He knows the studies showing that students spend less time than ever on their classwork, and he writes of an implicit pact between undergraduates and professors in which teachers give high grades and thin assignments, and students reward them with positive evaluations. After all, given all the other amenities available through the university, the idea that “the courses you take should be the primary objective of going to college is tacitly considered absurd.”
. . .
Mr. Edmundson worries that too many professors have lost the courage of their own passions, depriving their students of the fire of inspiration.

For the full review, see:
MICHAEL S. ROTH. “BOOKS OF THE TIMES; How Four Years Can (and Should) Transform You.” The New York Times (Weds., August 21, 2013): C4.
(Note: ellipses added.)
(Note: the online version of the review has the date August 20, 2013.)

The book under review is:
Edmundson, Mark. Why Teach?: In Defense of a Real Education. New York: Bloomsbury USA, 2013.

Former Economics of Entrepreneurship and Economics of Technology Student Luis López Voted Crowd Favorite at Straight Shot Startup Accelerator Demo Day

“Luis López pitches his startup, CardioSys, to investors during Demo Day at Aksarben Cinema this week. The event was the culmination of a 90-day Straight Shot startup accelerator program that offered new companies networking opportunities, advisers and investment dollars. Seven startups were in the inaugural accelerator class.” Source of caption and photo: online version of the Omaha World-Herald article quoted and cited below.

Luis López, the entrepreneur who is featured in the article quoted below, was a student of mine in both my Economics of Entrepreneurship and my Economics of Technology seminars (and before that, in micro principles). I cannot say that I taught him everything he knows, but it appears that I did not do him much harm.

(p. 1D) The same day Luis López and his brother, Danny, were accepted into Omaha’s Straight Shot startup accelerator for their new company, corporate America called.

The 25-year-old Central High grad had received a job offer from Gallup. But he turned it down, choosing to take an entrepreneurial risk over a predictable salary and benefits.
“I can always apply for a job in the corporate world,” he said, but it’s not every day that one’s company is accepted into an accelerator program that offers $20,000 in investment, more than 300 mentors and more than $75,000 in in-kind services.
The risk paid off, López said last week as the 90-day program wrapped up. The López brothers’ startup, CardioSys — which uses predictive analytics to calculate a person’s risk of developing conditions like heart disease and diabetes based on factors such as age, blood pressure and lipid profiles — came out of the program with a group of nine advisers.
. . .
(p. 2D) Luis López said CardioSys is hoping to land some investment in the next month or two, and is now looking at applying for a short-term health industry-focused incubator program in California, which the founders were connected with via Straight Shot.
In the long term, however, López said that with its strong community of medical and insurance providers, Omaha is CardioSys’ home. At Demo Day, the startup was voted crowd favorite. “I was surprised. It’s an honor to have people excited about what we’re doing,” he said.

For the full story, see:
Paige Yowell. “Straight Shot at Success; Accelerator’s First Startups Make Their Pitches.” Omaha World-Herald (SATURDAY, OCTOBER 5, 2013): 1D & 2D.
(Note: ellipses added.)
(Note: the online version of the story has the title “Straight Shot Accelerator’s First Startups Make Their Pitches.”)

“Luis Lopez, who with his brother Danny Lopez, created CardioSys, gives his pitch at Demo Day.” Source of caption and photo: online version of the Omaha World-Herald article quoted and cited above.

Montessori Taught Larry Page and Sergey Brin to Always Ask Questions

(p. 122) “Their attitude is just like, ‘We’re Montessori kids,'” said Mayer. “We’ve been trained and programmed to question authority.”
Thus it wasn’t surprising to see that attitude as the foundation of Google’s culture. “Why aren’t there dogs at work?” asked Marissa, parroting the never-ending Nerdish Inquisition conducted by her bosses. “Why aren’t there toys at work? Why aren’t snacks free? Why? Why? Why?”
“I think there’s some truth to that,” says Larry Page, who spent his preschool and first elementary school years at Okemos Montessori Radmoor School in Michigan. “I’m always asking questions, and Sergey and I both have this.”
Brin wound up in Montessori almost by chance. When he was six, recently emigrated from the Soviet Union, the Paint Branch Montessori (p. 123) School in Adelphi, Maryland, was the closest private school. “We wanted to place Sergey in a private school to ease up his adaptation to the new life, new language, new friends,” wrote his mother, Eugenia Brin, in 2009. “We did not know much about the Montessori method, but it turned out to be rather crucial for Sergey’s development. It provided a basis for independent thinking and a hands-on approach to life.”
“Montessori really teaches you to do things kind of on your own at your own pace and schedule,” says Brin. “It was a pretty fun, playful environment– as is this.”

Source:
Levy, Steven. In the Plex: How Google Thinks, Works, and Shapes Our Lives. New York: Simon & Schuster, 2011.
(Note: italics in original.)

Key to Google: “Both Larry and Sergey Were Montessori Kids”

(p. 121) [Marissa Mayer] conceded that to an outsider, Google’s new-business process might indeed look strange. Google spun out projects like buckshot, blasting a spray and using tools and measurements to see what it hit. And sometimes it did try ideas that seemed ill suited or just plain odd. Finally she burst out with her version of the corporate Rosebud. “You can’t understand Google,” she said, “unless you know that both Larry and Sergey were Montessori kids.”
“Montessori” refers to schools based on the educational philosophy of Maria Montessori, an Italian physician born in 1870 who believed that children should be allowed the freedom to pursue what interested them.
(p. 122) “It’s really ingrained in their personalities,” she said. “To ask their own questions, do their own things. To disrespect authority. Do something because it makes sense, not because some authority figure told you. In Montessori school you go paint because you have something to express or you just want to do it that afternoon, not because the teacher said so. This is really baked into how Larry and Sergey approach problems. They’re always asking ‘Why should it be like that?’ It’s the way their brains were programmed early on.”

Source:
Levy, Steven. In the Plex: How Google Thinks, Works, and Shapes Our Lives. New York: Simon & Schuster, 2011.
(Note: bracketed name added.)

Jeb Bush Reads Clayton Christensen on His Kindle

Jeb Bush. Source of caricature: online version of the WSJ article quoted and cited below.

Clayton Christensen is a kindred spirit: he cares about making the world a better place through innovation in free markets. He research is almost always thought-provoking, and sometimes highly illuminating. So it speaks well of Jeb Bush that he has the good judgement to be reading one of Christensen’s books on education.

(p. A11) Currently [Bush is] reading “Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns” — on his Kindle electronic reader.

For the full interview, see:
FRED BARNES. “THE WEEKEND INTERVIEW with JEB BUSH; Republicans Must Be a National Party Florida’s former governor on immigration, school choice, and the GOP’s limited-government foundation.” The Wall Street Journal (Sat., February 14, 2009): A11.
(Note: words in brackets added.)

The Christensen book mentioned on education, is:
Christensen, Clayton M., Curtis W. Johnson, and Michael B. Horn. Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns. New York: NY: McGraw-Hill, 2008.
(Note: a revised edition of the book appeared in 2011.)

“We Just Begged and Borrowed” for Equipment

(p. 32) Google was handling as many as 10,000 queries a day. At times it was consuming half of Stanford’s Internet capacity. Its appetite for equipment and bandwidth was voracious. “We just begged and borrowed,” says Page. “There were tons of computers around, and we managed to get some.” Page’s dorm room was essentially Google’s operations center, with a motley assortment of computers from various manufacturers stuffed into a homemade version of a server rack– a storage cabinet made of Legos. Larry and Sergey would hang around the loading dock to see who on campus was getting computers– companies like Intel and Sun gave lots of free machines to Stanford to curry favor with employees of the future– (p. 33) and then the pair would ask the recipients if they could share some of the bounty.
That still wasn’t enough. To store the millions of pages they had crawled, the pair had to buy their own high-capacity disk drives. Page, who had a talent for squeezing the most out of a buck, found a place that sold refurbished disks at prices so low– a tenth of the original cost– that something was clearly wrong with them. “I did the research and figured out that they were okay as long as you replaced the [disk] operating system,” he says. “We got 120 drives, about nine gigs each. So it was about a terabyte of space.” It was an approach that Google would later adopt in building infrastructure at low cost.
Larry and Sergey would be sitting by the monitor, watching the queries– at peak times, there would be a new one every second– and it would be clear that they’d need even more equipment. What next? they’d ask themselves. Maybe this is real.

Source:
Levy, Steven. In the Plex: How Google Thinks, Works, and Shapes Our Lives. New York: Simon & Schuster, 2011.
(Note: italics in original.)

Excite Rejected Google Because It Was too Good

(p. 28) Maybe the closest Page and Brin came to a deal was with Excite, a search-based company that had begun– just like Yahoo– with a bunch of sharp Stanford kids whose company was called Architext before the venture capitalists (VCs) got their hands on it and degeekified the name. Terry Winograd, Sergey’s adviser, accompanied them to a meeting with Vinod Khosla, the venture capitalist who had funded Excite.
. . .
(p. 29) Khosla made a tentative counteroffer of $ 750,000 total. But the deal never happened. Hassan recalls a key meeting that might have sunk it. Though Excite had been started by a group of Stanford geeks very much like Larry and Sergey, its venture capital funders had demanded they hire “adult supervision,” the condescending term used when brainy geeks are pushed aside as top executives and replaced by someone more experienced and mature, someone who could wear a suit without looking as though he were attending his Bar Mitzvah. The new CEO was George Bell, a former Times Mirror magazine executive. Years later, Hassan would still laugh when he described the meeting between the BackRub team and Bell. When the team got to Bell’s office, it fired up BackRub in one window and Excite in the other for a bake-off.
The first query they tested was “Internet.” According to Hassan, Excite’s first results were Chinese web pages where the English word “Internet” stood out among a jumble of Chinese characters. Then the team typed “Internet” into BackRub. The first two results delivered pages that told you how to use browsers. It was exactly the kind of helpful result that would most likely satisfy someone who made the query.
Bell was visibly upset. The Stanford product was too good. If Excite were to host a search engine that instantly gave people information they sought, he explained, the users would leave the site instantly. Since his ad revenue came from people staying on the site–” stickiness” was the most desired metric in websites at the time– using BackRub’s technology would be (p. 30) counterproductive. “He told us he wanted Excite’s search engine to be 80 percent as good as the other search engines,” says Hassan. And we were like, “Wow, these guys don’t know what they’re talking about.”
Hassan says that he urged Larry and Sergey right then, in early 1997, to leave Stanford and start a company. “Everybody else was doing it,” he says. “I saw Hotmail and Netscape doing really well. Money was flowing into the Valley. So I said to them, ‘The search engine is the idea. We should do this.’ They didn’t think so. Larry and Sergey were both very adamant that they could build this search engine at Stanford.”
“We weren’t … in an entrepreneurial frame of mind back then,” Sergey later said.

Source:
Levy, Steven. In the Plex: How Google Thinks, Works, and Shapes Our Lives. New York: Simon & Schuster, 2011.
(Note: ellipsis between paragraphs added; ellipsis in last sentence, in original.)

Students Learn More in Air Conditioning

(p. 5) My first year as a public school teacher, I taught at Manhattan’s P.S. 98, which did not have air-conditioning. From mid-May until June’s end — roughly 17 percent of the school year — the temperature in my classroom hovered in the 80s and often topped 90 degrees.
Students wilted over desks. Academic gains evaporated. Even restless pencil tappers and toe wigglers grew lethargic. Absenteeism increased as children sought relief at home or outdoors. By day’s end, my hair was plastered to my face with perspiration.
It seems obvious: schools need to be cool. It’s absurd to talk about inculcating 21st-century skills in classrooms that resemble 19th-century sweatshops.
. . .
Cool schools are critical if we are to boost achievement. Studies show that concentration and cognitive abilities decline substantially after a room reaches 77 or 78 degrees. This is a lesson American businesses learned long ago. . . . A pleasant atmosphere leads to more productive employees.
. . .
It isn’t just white-collar laborers who work in cool climates. Amazon announced last year that it was spending $52 million to upgrade its warehouses with air-conditioning. Yet we can’t seem to do the same for vulnerable children, though some of the achievement gap is most likely owing to a lack of air-conditioning. One Oregon study found that students working in three different temperature settings had strikingly different results on exams, suggesting that sweating a test actually undermines performance.
Students who enjoy the luxury of air-conditioning may enjoy an unfair advantage over their hotter peers.
We are also investing enormous sums to extend the school day and school year in many locales. But these investments won’t be effective if schools are ovens.

For the full commentary, see:
SARA MOSLE. “SCHOOLING; Schools Are Not Cool.” The New York Times, SundayReview Section (Sun., June 2, 2013): 5.
(Note: ellipses added.)
(Note: the online version of the commentary has the date June 1, 2013.)

Remedial Ed Does Not Remediate

(p. C4) Two economists looked at the achievements of 453,000 students who took a basic-skills test upon entering both two- and four-year public colleges in Texas in the 1990s. . . .
. . . the authors focused on the 93,000 students who either barely passed or barely failed the test. Those students, with nearly identical skills, got treated very differently: Most who barely failed took remedial courses; most who barely passed took college-level courses.
But there was no difference in subsequent achievement between those two groups. In fact, students who got remedial help were slightly less likely to finish one year of college. The study found no effects of remediation on income seven years after starting college.

For the full story, see:
CHRISTOPHER SHEA. “Week in Ideas; Education; Remedial Ed Needs Help.” The Wall Street Journal (Sat., February 5, 2011): C4.
(Note: ellipses added.)

The article summarized in the passages quoted above, is:
Martorell, Paco, and Isaac McFarlin, Jr. “Help or Hindrance? The Effects of College Remediation on Academic and Labor Market Outcomes.” Review of Economics and Statistics 93, no. 2 (May 2011): 436-54.

Self-Taught Ovshinsky Created New Field in Physics and Licensed His Patents

“Stanford Ovshinsky helped to establish a new field of physics.” Source of caption and photo: online version of the WSJ obituary quoted and cited below.

(p. B5) Inspired by the structure of the brain, Stanford Ovshinsky created a new class of semiconductors that helped lead to flat-panel displays, solar cells and nickel-metal hydride batteries for cars, laptops and cameras.

Mr. Ovshinsky, who died Wednesday [October 17, 2012] at age 89, was an industrialist and self-taught scientific prodigy who helped found a new field of physics that studies the electronics of amorphous materials resembling glass.
. . .
“It was like discovering a new continent, like discovering America,” said Hellmut Fritzsche, former chairman of physics department at the University of Chicago who worked with Mr. Ovshinsky. “Nobody in the past 50-60 years has created such a revolution in science.”
The new materials–dubbed ovonics–were switches like transistors but worked better for many applications.
Mr. Ovshinsky used his discovery to fund a publicly traded research laboratory that teamed up with companies such as 3M Co., Atlantic Richfield Oil Corp. and General Motors, for which he developed the battery that powered the EV1, GM’s electric car.
Companies around the world license his patents.
What made Mr. Ovshinsky’s work particularly remarkable was that he had little connection to mainstream physics.
His education stopped after high school, . . .

For the full obituary, see:
STEPHEN MILLER. “Stanford Ovshinsky 1922-2012; An Inventor of Chips and Batteries.” The Wall Street Journal (Fri., October 19, 2012): B5.
(Note: ellipses, and bracketed date, added.)
(Note: the online version of the obituary has the date October 18, 2012.)

Federal Food Regs Drive Sharon Penner to Stop Baking for Nebraska Children

“Sharon Penner slices fresh bread, which she bakes a few times a week for Hampton, Neb., students. Penner, who has fed the town’s schoolchildren for 43 years, saw new school nutrition rules that cut many of her goodies as a sign it was time to retire. With her in the school kitchen is assistant Judy Hitzemann.” Source of caption and photo: online version of the Omaha World-Herald article quoted and cited below.

Have we gone too far when the preferences of Michelle Obama rule over the preferences of the parents of Hampton, Nebraska? And is it clear that the parents are wrong in thinking that fresh-baked bread (see photo above) and a timely pat on the shoulder (see photo below), are worth some extra calories?

(p. 1A) HAMPTON, Neb. — Blame the broccoli. Blame the mandarin oranges. Blame all their cousins, from apples to yams, for removing Mrs. Penner’s butter bars from the school lunch counter.

Then blame Mrs. Obama for removing Mrs. Penner.
So goes the thinking in this no-stoplight village of 423 people about 20 minutes northwest of York.
When the new federal school nutrition mandates went into effect this year, championed by first lady Michelle Obama, fresh-baked brownies, cookies and other sugary goodies disappeared from the school menu. And Sharon Penner, who has been feeding schoolchildren here for 43 years, decided it was a sign from above to retire.
Friday [May 17, 2013] will be the last school lunch the 70-year-old prepares for the Hampton Hawks.
Mrs. Penner is hanging up her apron.
“She is?” asked an incredulous sixth-grader named Treavar Pekar. (p. 2A) He stopped cold from scrubbing some of the six tables in the small cafeteria when I broke the news after lunch.
“NOOOOO!!!!!”
That about sums up the community response.

For the full story, see:
Grace, Erin. “Time to Hang Up Her Purple Apron.” Omaha World-Herald (FRIDAY, MAY 17, 2013): 1A-2A.
(Note: ellipses, and bracketed date, added.)
(Note: the online version of the article has the title “Grace: Hampton lunch lady ready to hang up apron.”)

“Sharon Penner with Bryce Joseph, who needed some help after dropping his breakfast tray.” Source of caption and photo: online version of the Omaha World-Herald article quoted and cited above.