Sixth Sense – Turning the Physical World into a Computer Interface

September 16, 2009 by Thomas / 0 Comments

So you are at the supermarket. You are standing in the aisle that features a gazillion different types of toilet paper wondering which product you should buy.

If you were home, you could Google-search each brand to see which one might be the most ecologically sound to purchase. Of course, if you were so inclined, you could also whip out your cell phone, get online and start the process right at the store.

But as amazing as Google is as a search engine and as amazing as the world wide web is as a data storage system, the idea of researching which toilet paper is the most ecologically-sound purchase is currently far too cumbersome to enact while standing in the aisle.

However, not too surprisingly, some folks have begun asking, is there a way we could make such information available to the purchaser, a process that might allow us to access the available data via that cell phone without ever taking the device out of our pocket? And could there be a way to transfer the data stored on the web via the cell phone so as to appear on the very package you are considering purchasing?

Sixth Sense

As far-fetched as that might sound, the idea forms the basis for the work of two cutting edge researchers, Pattie Maes and Pranav Mistry.

Maes is well known for her contributions related to media work having been a key architect behind the concept called “collaborative filtering” (the principles used to generate music at Pandora.com). An associate professor in MIT’s Program in Media Arts and Sciences, Maes founded and currently directs the Media Lab’s Fluid Interfaces group. Mistry, a PhD student within the Fluid Interfaces Group, is deemed the genius behind this new concept called Sixth Sense.

Combining two electronic devices already readily available to most people, a camera and a cell phone, with two not currently as ‘en vogue,’ a portable projector and a mirror, these researchers have built a prototype device that plugs into the net in an entirely new way. The ingenious, not-so-chic, wearable device truly allows one to rethink the ways in which humans and computers interact.

With Sixth Sense, “the computer is no longer a distinct object, but a source of intelligence that’s embedded in our environment.” Then “by outfitting ourselves with digital accessories,” we are able to “continually learn from (and teach) our surroundings.”

The concept essentially turns your entire world into a computer, a step that allows us to build upon the use of our five natural senses to evaluate our surroundings. In doing so, it adds the most powerful element possible as the data stored on the world-wide web becomes available to provide one more evaluator.

Digital World Meets the Physical World

Most noticeably, the device is the first attempt to link connected digital devices directly to the physical world. Instead of information being confined to paper or to a screen connected to a computer, every physical object has the potential to become a computer interface.

The projector and the camera are both connected to whatever mobile computing device might be in the user’s pocket. The projector projects the visual information onto whatever surface is available: a wall, a table, even your hand.

But the real genius lies in the ability to use natural hand gestures and arm movements to interact with the information being made available. The camera is able to recognize a user’s hand gestures through computer-vision based techniques.

Imagine using your finger to sketch the @ symbol in the air and immediately having your email projected upon the wall in front of you? How about placing your fingers and hands into a framing gesture and having the camera snap a picture? Or drawing a circle on your wrist to have the device project an analog watch onto your arm?

Perhaps, with the right gesture, even helping you decide which toilet paper to purchase.

College Students and Social Media – Take Action Now on MySpace and Facebook Profiles

September 7, 2009 by Thomas / 2 Comments

We have cautioned students on more than one occasion to think very carefully about the items they post on their social networking profile. The stories of Stacy Snyder and Kevin Colvin provide great examples of why one must carefully guard their personal online brand.

Of course, many current students as well as adults in their twenties and thirties have cried foul over what they deem an invasion into their private worlds. They argue that doing something on their own time, whether it be in poor taste or not, should play no role in their everyday world of work.

Prospective and current college students with such a mindset need to think again – even those who understand the need for student privacy note that using social networking profiles for admissions or job-placement is reasonable.

S. Craig Watkins

To get a sense of the thresholds for using profiles, we turn to the Wired Campus blog at the Chronicle of Higher Education and the recent Q & A with S. Craig Watkins, an associate professor of radio, TV, and film at the University of Texas at Austin. Watkins recently penned “The Young and the Digital: What the Migration to Social Network Sites, Games, and Anytime, Anywhere Media Means for Our Future” and is deemed an expert in matters related to the “new age of social networking and media.”

Indeed, Professor Watkins seems to have a great sense as to what the current crop of college students bring to their respective campuses. He rightly acknowledges that we digital natives are tired of the lecture format and therefore want a more engaging learning environment.

He also notes that we prefer a classroom that actively utilizes the vast world of technology and all its elements (laptops, netbooks, pda’s and cell phones) to enhance the learning environment.

Given his stature and understanding of current culture, students must carefully consider his insight into the whole Facebook and MySpace privacy discussion.

Online Profiles and Digital Monitoring

Watkins is clear about one trend he is not in favor of, that of colleges policing material on social networking sites, specifically to determine if the postings represent facets of campus life. When asked if it is a college administrator’s responsibility to be checking up on students through online profiles, Watkins states:

“I would encourage universities not to use technologies in that way — as a surveillance mechanism or tool. I would be reluctant to agree with or believe that’s an appropriate use of the tool.”

But while Watkins sees the monitoring of such sites as off limits for policing students, he offers a very different view when it comes to college admissions officers looking through student profiles when screening applicants.

“I don’t necessarily have a problem with that,” states Watkins. “The problem becomes if they start fishing for unflattering or potentially damaging kind of content — pictures or wall posts — sort of deliberately using it to hunt for that kind of content, as opposed to simply trying to make maybe a better informed, insightful admission decision about a student. It is an opportunity to learn about people’s interest, the kinds of things they are engaged in, in terms of community-related issues and social issues. In that sense, it does provide a window into a person’s life, and into a person’s interests that can be a value to an admissions committee.”

And as for employers looking, Watkins insists it is now a permanent part of the hiring landscape.

“That’s becoming more and more of a common practice. Graduating students, one of the things that they indicated is that when they went out for interviews for jobs, one of the first thing they were asked is, ‘Are you on MySpace?’ or, ‘Are you on Facebook?’ Their potential employers wanted to get access to their profiles.”

Clearly, when it comes to selecting a new employee businesses want to be certain they are making the right choice. And because of the importance to them in making the right hire, students can expect potential employers to do some digging to see if they turn up anything negative.

Not too surprisingly, Watkins notes that such questions routinely cause a certain amount of panic among the group of students who have failed to consider the importance of their personal brand. In a flurry of activity, they attempt to undo any damage that has been years in the making.

Don’t be one of the foolish ones – carefully think about everything you post online. While it is possible, sometimes, to take down questionable materials prior to the wrong person seeing them, the chance that you will miss something is very high.

And don’t try to convince yourself that decision-makers looking at such profiles is somehow an invasion of privacy. If something should truly be kept private, then don’t post it online.

Flickr photo courtesy of Stabilo Boss.

Seven First-Semester Freshman Mistakes to Avoid

August 30, 2009 by Thomas / One Comment

My first semester of college was an enormous wake-up call. For starters, the academic expectations were easily a shelf above those I had seen in high school.

But the greatest difference involved what I now call the level of hand-holding. As opposed to those wonderful and understanding high school teachers, my professors made only casual reminders of long-term assignments and they never postponed an exam simply because some students did not understand the material.

Simply stated, I made some mistakes my first semester that cost me dearly – by the time Christmas rolled around there wasn’t a single A to be found on my grade report and in at least two cases, classes that should have resulted in B’s had turned to C’s.

Fortunately, I had greater expectations for myself. I also was a relatively fast-learner – I say relatively fast because it did take me one full semester to figure things out.

Established students will likely find my missteps obvious but perhaps those of you starting your first semester can learn from my “Seven First-Semester Mistakes.”

Mistake 1. Failing to Realize You Are on Your Own

This one of course is one of those obvious ones for established students but it permeated my first semester of school.

The best thing about going to college is you finally are on your own. There will be no one nagging you about getting to bed at a certain hour or about spending too much time at the gym. No one, not even your resident assistant, will be hovering over you, asking you about whether or not your homework is done or when your next test is coming.

At the same time, the academic expectations begin with the very first class. Add to that fact that semesters are short on class time (much less frequent than in high school) and you soon learn that you have much greater work expectations between class sessions than you ever did in high school.

Still, the academics pale next to the expectation that you are, and will be, a responsible young adult. Ultimately, the nagging is replaced with a basic assumption that you are old enough to handle responsibilities without being reminded of them daily.

Mistake 2. Being Unorganized

Another major mistake I made was the failure to create a master schedule of my courses and the assignments for the semester. Though I did create a notebook with separate sections with each syllabus, I never synthesized the materials on one master calendar.

The bottom line was that many times I got caught not looking far enough ahead. On more than one occasion I found myself running out of time as materials became due or test dates arrived.

That first semester I learned the importance of taking the entire syllabus for each course and plotting all daily assignments, major projects/papers and exams on one master calendar. Doing so in future semesters helped me to understand that while this Tuesday I might have had little to do, next Tuesday the expectations might be so great I would need to be up half the night to complete all that was expected.

Every Sunday night I would review the upcoming week in detail, then scan the expectations for the following two weeks to see what I should begin working on ahead of time. Of course, creating such a calendar is a time-consuming first task – but it was a life-saver in future semesters.

Mistake 3. Being Unorganized – Redux

The second organizational aspect related to retaining all materials for the semester in their appropriate notebook. Those materials included all the original handouts, the additional ones provided during the semester and all returned assignments, quizzes and tests.

On many occasions I spent five, ten or even fifteen minutes searching for a certain document that was on my desk somewhere. On other occasions, I actually lost some graded materials, papers I could have definitely used in preparation for final exams.

I learned that first semester that I would receive and produce more materials than I ever did in high school and that taking care of those materials when I received them saved countless hours of time over the course of a semester.

Mistake 4. Multiple Course Sections Are Available

Another element I learned the hard way was that at college you had choices as to which courses and sections you opted to take. You can pick classes according to your learning style as well as quality of teaching.

For example, lecture-based classes were not my forte and taking them on Tuesday and Thursday meant longer class periods and an even greater test of my attention span. Such classes were far more manageable for me following a Monday-Wednesday-Friday format.

Perhaps even more importantly, the multiple sections of courses means you do not have to put up with a low quality instructor. That first semester I mistakenly sucked it up and stuck out two such classes, both to my detriment.

College is difficult enough without having to try to deal with poor quality instruction or a disorganized professor. In such cases, even first semester freshman can seek another section of the course immediately.

Mistake 5. Thinking Your Dorm Room Is a Great Place to Study

The need for a quiet place to do some real studying is essential. Yes, most times you can work in your dorm room or the lounge, but no matter how good your roommates or dorm-mates are, even at the quietest moments there will be distractions.

To get some real focused time you must find a place where you can truly disappear. I have heard some say you must find a cave somewhere on campus.

They exist – I found mine in the back stacks of the library. And you must use your place whenever you need to find some real quiet time.

Most importantly, you and only you, the young adult, can determine when such a time is needed.

Mistake 6. Asking for or Accepting Extensions

Because of my somewhat lackluster organizational skills, I remember struggling to complete one major paper for my Economics class. As I stated earlier, I simply had not plotted out an overview of the semester and all of sudden I seemed to be struggling to find the time to meet a group of expectations as final exams approached.

Naively, as the deadline for that major assignment drew near, I overheard a classmate discussing a possible extension with the professor. The professor offered some simple extension terms, one-third of a letter grade per class period (one period late, a B+ would drop to a B, two periods late that B+ would drop to a B-, etc.).

I convinced myself that the extension terms were reasonable and would help me. Given I had decent writing skills, I foolishly decided to take one additional week (three class sessions) to turn the paper in.

At the time I assumed my final product would earn an A or A- meaning at worst I would take home a B- or C+ for the paper, a good enough score to maintain the B average I had worked all semester for.

Evidently I wasn’t quite the writer I thought I was – remember the point about increased expectations earlier? The professor scored my original paper a B-, with the docking it became a C-, and because of the grading weight of the paper, my B average for the semester fell to a C+.

I learned the hard way to get my work done when it was due.

Mistake 7. Not Limiting the Social Scene

At college, social events occur virtually every night of the week. From athletic events to open-mic nights to movies there is always something available to do that seems more enticing than your studies.

Add to that the Thursday night party group, the students taking a less demanding academic program (and content with earning Cs in those courses) and you always have someone trying to get you to take a few hours off for some social activity.

Taking time from studies is critical to maintain an emotional balance. But if you are not careful, it is all too easy to get pulled away by your roommate or other dorm-mates at times when you really should be getting some much needed work done.

Remember there is always something social to do and someone you know will be doing it – that simply means you can skip specific social opportunities when work demands prevail as there will always be another fun thing to do tomorrow.

College Sports Programs – Of Memphis, John Calipari, and Why the Model Must Change

August 27, 2009 by Thomas / 0 Comments

Generally speaking, I love attending college sporting events. The atmosphere can be electric and the games certainly provide an opportunity for students to get a little rowdy with friends.

In sum total they can serve as a much needed-alternative to the stress of papers and tests.

But unfortunately, the college athletic model has succumbed to the same pressure that drives the professional sports world: money. The quest for the almighty dollar can lead to shameful behaviors, greed being what it is, and to situations like the recent one involving the Memphis men’s basketball program.

At the same time, the Memphis situation reveals the perverse world of college athletics, one where the two people most responsible for a problem, the student-athlete and the coach, somehow manage to earn greater sums after the incident, while the people least responsible, the player’s teammates, become victims of the greedy system.

Using an Improper Player

Under the current model, college coaches recruit gifted players, many who would not academically qualify for admission if not for their athletic talents. Even the best schools today adjust their admission standards so as to be able to compete in the financially lucrative world of college athletics.

The recent Memphis situation involved the immensely talented Derek Rose (in what amounts to the biggest sham going, Rose is not actually named as the culprit), a young man who had failed to reach the minimal ACT score for college eligibility during his first three efforts. Given that a college scholarship was on the line and a new professional basketball policy that prevented teams from drafting players directly out of high school, Mr. Rose apparently engaged a surrogate student to take and pass the SAT test.

As but one sign that the coach recruiting Derek Rose might think something was amiss, Rose lived in Chicago. But the passing SAT score was obtained in Detroit, some 283 miles from Rose’s home city.

That did not deter John Calipari from signing the marginal student. Thus, for the second time in Coach John Calipari’s career he took a team to college basketball’s biggest stage, the Final Four, using an ineligible player.

In both cases, the issues were revealed after the fact, and as a result the governing body of college athletics, the NCAA, expunged the team performances from the record books. In the case of Memphis, the team’s 38 wins were forfeited and the Tigers name removed from being a final four participant.

Rich Get Richer

While the school and the other players who were part of the team have seen their performance vacated, Rose and Calipari have simply shrugged their shoulders and moved on to mounds of cash. Rose of course became a first round pick of the NBA after his one tainted season at Memphis. The rookie earned a little more than $5 million in his first season with the Chicago Bulls.

Meanwhile Calipari has managed to secure a brand new position in Lexington where he will coach another legendary basketball program, the Kentucky Wildcats. His salary comes in just under that of Rose, in the four-million dollar a year range.

A few outside Kentucky have asked a rather simple question: was Calipari in a position to know better? One would think the answer was yes, that a prudent person would have had significant doubts about how Rose managed to pass his exam.

But the money involved in high-profile college athletics tends to make some coaches hesitate. In this case, Calipari did more than hesitate, he ignored the obvious.

In essence, it would also seem the NCAA felt likewise. Why else would it eventually rule that Memphis had to vacate its entire season including their Final Four Appearance?

But in yet another head-scratcher, a sign of all that is wrong, the folks who hired Calipari at Kentucky continue to stand by their choice despite the developments at Memphis. They insist that Calipari was not responsible for the issues related to Rose.

Indirectly, they also are conveniently ignoring that Calipari is now the only college coach in history to have two Final Four teams stripped of their accomplishments by the NCAA.

A Model Governed by Money

As with all legal cases that have huge financial ramifications, the ruling is being appealed by Memphis. Pending that appeal, Calipari has indicated he will not discuss the issue.

But he will start coaching at Kentucky irrespective of that appeal. That certainly has the folks at Kentucky hoping that what “happened in Memphis will stay in Memphis.” But as one more sign as to the flaws in the current model, consider the incentives, above and beyond the $4 million base salary, that Kentucky has placed in the Calipari contract:

• Reaching the NCAA Sweet Sixteen ($100,000).
• Reaching the Final Four ($175,000).
• Winning the NCAA title ($375,000).

College sports and money – how the model must change.

The College Search Process – WhatWillTheyLearn.com Takes Different Approach

August 24, 2009 by Thomas / 2 Comments

Students searching for the right college have a variety of sources available that help provide advice during the selection process. In recent years, a good many individuals have come to rely upon the U.S. News and World Report for its well-known college ratings guide.

However, incidents involving questionable reporting by the University of Southern California and the suggestion by folks at Clemson that the U.S. News data can be manipulated have raised concerns with the accuracy of the information provided by this publication.

So it is not too surprising to see the launch of a new site, WhatWillTheyLearn.com, which seeks to provide some additional information about the college landscape.

Interesting Focus

Touted as a guide to provide insight that other rankings and college guides fail to address, WhatWillTheyLearn attempts to determine the schools that “are making sure their students learn what they need to know.” Suggesting that most colleges and universities are using a do-it-yourself curriculum approach, a process leading to graduates “with a thin and patchy education,” the free website is designed to help parents and students determine which “colleges are preparing their graduates to succeed.”

To determine which universities are making sure their students learn what they need to know, institutions are rated on seven key areas of knowledge.

Former Harvard Dean Harry Lewis represents the public face of the site. He notes that the requirements that colleges impose, though specifically designed to make sure students receive a well-rounded education, are actually very misleading.

Lewis notes: these requirements “often simply call for one course in the humanities, one course in social science, and so on.” Unfortunately, according to Lewis, “On some campuses, it doesn’t matter at all what courses are chosen, as long as they are in the right categories. Other schools limit the courses so that they meet some special criteria, but there is little sense of how each individual course relates to the others.”

Lewis is not pleased with this development and goes on to add, “This is deplorable … at its best, general education is about the unity of knowledge, not about distributed knowledge. Not about spreading courses around, but about making connections between different ideas. Not about the freedom to combine random ingredients, but about joining an ancient lineage of the learned and wise. And it has a goal, too: producing an enlightened, self-reliant citizenry, pluralistic and diverse but united by democratic values.”

As for one very specific example of the hodge podge nature of college curricula on college campuses, Lewis touts the studies that reveal many “college graduates are ignorant of the basic principles on which our government runs.” According to Lewis, it is easy to understand why “most cannot identify the purpose of the First Amendment, what Reconstruction was, or the historical context of the Voting Rights Act.

“The vast majority of our colleges have made a course on the broad themes of U.S. history or government optional. This is especially dangerous in America, where nothing holds us together except our democratic principles.”

Grading System Used

WhatWillTheyLearn focuses on a couple of pieces of information often provided in other catalogs including how much schools will be charging and how many of their students earn a degree. But the site also provides information on what a college will expect graduates to study outside their majors.

Essentially, to determine the state of a respective school’s general education program, WhatWillTheyLearn examines whether or not a school requires seven key subjects: English composition, literature, foreign language, U.S. government or history, economics, mathematics, and science. These are subjects, according to the website, that have become “mere options on far too many campuses.”

To provide a rating for a school, WhatWillTheyLearn looks at very specific course elements. For example, in Composition, the expectation is an introductory college writing class focusing on grammar, style, clarity, and argument. For Literature, the expectation is a course featuring a broad comprehensive literature survey and cannot be simply “narrow, single-author, or esoteric courses.” In the area of Foreign Language, there is a demand for demonstrated “competency at the intermediate level, defined as at least three semesters of college-level study in any foreign language.”

For U.S. Government or History, the expectation is a “survey course in either U.S. government or history, with enough chronological and topical breadth to expose students to the sweep of American history and institutions” while “narrow, niche courses do not count for the requirement, nor do courses that only focus on a narrow chronological period or a specific state or region.” In the field of Economics, the requirement is an introductory course covering basic economic principles in micro- or macroeconomics and to be valid it must be taught by faculty from the economics or business departments.

In Mathematics, the requirement is for a college-level course (advanced algebra, trigonometry, calculus, computer programming, statistics/probability, or mathematical reasoning at or above the intermediate level). And in the Natural or Physical Science field, the expectation is a college-level course in “astronomy, biology, chemistry, geology, physics, or environmental science, preferably with a laboratory component” (and must be taught by faculty from within the school’s science department).

Using these criteria, a school is assigned a grade based on how many of these seven subjects students are required to complete while earning their diploma (A: 6-7 core subjects required, B: 4-5 core subjects required, C: 3 core subjects required, D: 2 core subjects required, and F: 0-1 core subjects required).

Liberal Arts Proponent

Some may see the site as having a specific bias as it is sponsored by the American Council of Trustees and Alumni (ACTA), an independent, non-profit organization that was launched in 1995. According to their website, ACTA is “committed to academic freedom, excellence, and accountability at America’s colleges and universities” and to ensuring “that the next generation receives a philosophically rich, high-quality college education at an affordable price.”

That said, it must be noted that ACTA is a huge supporter of the liberal arts education model. Yet it is interesting to see a proposed model that does not demand a full liberal arts approach, just a more focused curriculum in the general education courses.

Since one can never have too much information, we suggest students check to see how the schools they are considering stack up on this new site. Again, this is not your U.S. News and World Report version (it was astonishing to see Bowdoin College receive an F). Just be forewarned, the site is still in the early stages with only 125 or so schools rated.

A Bachelor’s Degree But No Job – Shouldn’t Colleges Stand Behind their Product?

August 3, 2009 by Thomas / 27 Comments

We see where a New York woman has taken the extraordinary step of suing the college where she earned her bachelor’s degree. Trina Thompson, 27, recently filed a lawsuit against Monroe College seeking to recover the $70,000 she spent on tuition.

Thompson was awarded a degree last April in information technology. She is suing the school based on her failure to attain employment in her field of study, insisting that the college’s Office of Career Advancement did not provide her with the leads and career advice the school had promised.

According to her mother, Thompson is “very angry at her current situation.” Indeed, being without work and with student loans now coming due, Thompson finds herself in a real predicament.

Expected Response

Not too surprisingly, Monroe College took strong exception to being sued on such grounds. College spokesman Gary Axelbank used very strong language in responding to the claim, stating that suit was “completely without merit” and did not deserve further consideration.

We suspect that the response of many other school spokespeople would be similar if their school were to be served with such a legal claim. We also have to say that Axelbank is essentially right on legal grounds.

Certainly a college cannot be held liable simply because one of its graduates cannot find employment. Even if the student successfully completed her academic program and was awarded a diploma, a degree is not a job guarantee, certainly not in this job market.

But while Monroe’s response might be expected, it is interesting to note that there are colleges who take this matter to heart. In fact, one small college in Maine, Thomas College, has what it calls its “Thomas Promise.”

Yes, this school stands behind the education it provides and insists that it will help graduates find a job in their profession. And the school backs it up with real dollars.

The Promise

Thomas College is in Waterville, Maine, sharing the town with one of the nation’s top small liberal arts schools, Colby College. For ten years now Thomas has made a special promise to its graduates: a guaranteed job after graduation.

And we are not talking about summer fill in, part-time work. We mean a real job in the student’s chosen field of study.

If a student is unable to find a job by graduation, he or she continues to meet with a college career advisor to find a permanent job. If the student does not find such a job within six months of graduation, then Thomas College will pay the first year of the student’s subsidized federal loans or until they find employment, whichever comes first.

Perhaps even more amazingly, if a graduate finds employment but does not like their chosen profession, he or she may return to Thomas to study tuition-free. The offer includes the costs of up to two additional undergraduate years to take more courses or half of the graduate courses required to complete a Master’s degree program.

The school does set forth two criteria that students must meet to be eligible. You do have to earn at least a 2.75 grade point average and you must, during your undergraduate years at school, do an internship.

Both requirements make sense. You cannot simply skate by, you need to show decent academic progress. And doing an internship just might be one of the most valuable aspects of any college program as it gives students first hand experience working in their chosen field.

Colleges Should Deliver the Goods

The promise represents an amazing commitment but clearly the school works hard on behalf of graduates. Thomas has a placement rate of better than 90% for the ten years of the program. In 2008, in a normal job market year, the school’s placement rate was 96 percent.

Of course, Maine is a bit unusual as only one in three Mainers has a college degree. So, graduates certainly have enormous advantages when it comes to applying for work.

Though the school is the only one we know of making such promise, the steps taken by Thomas are definitely more in line with what one would expect if colleges were to operate within the business sector. Standing behind a product is something we have come to expect especially if that product represents a significant purchase dollar-wise.

Monroe might be okay with its response in a legal sense. And it may be a bit unfair to pass any judgment on the suit; certainly it must be a collaborative effort between the student and the school when it comes to the job search process and we cannot fairly comment on the efforts made by the plaintiff.

But given the cost of a college education, the overall matter deserves serious thought. In fact, we think that it is time that every school stands behind the product it delivers.

‘Teacher Man’ Frank McCourt – Role Model for those Entering Education Profession

July 31, 2009 by Thomas / 0 Comments

The latest Internet spin-off site, The Awl, has noted that 2009 is well on its way to being a record year for a few mythical figures: the Rain Gods and the Grim Reaper.

Here in the northeast we cannot quibble. It has been a phenomenal year for the Rain Gods.

And nationally the death toll seems to be matching serve. Without a doubt, after the recent passings of Michael Jackson, Walter Cronkite and Frank McCourt, it would seem that 2009 is shaping up to be an phenomenal year for the Grim Reaper as well.

Pulitzer Prize Winning Author and Teacher

While the deaths of Jackson and Cronkite have dominated the news cycles, the passing of McCourt surely ranks as another noteworthy loss. The author of Angela’s Ashes earned literary stardom late in life, receiving the Pulitzer Prize for his heartfelt memoir of his Irish-Catholic upbringing.

The author was also a teacher who plied his trade in New York. McCourt later revealed some great tales regarding that time in his life in yet another strong work, Teacher Man.

One of the most referred to stories in the book features the true brilliance that embodies McCourt and the best of the teaching profession: the ability to make a relevant lesson plan. In this instance, McCourt returns to his students some of the excuse notices that he has received, the very notes they forged in an effort to pull the wool over the old man’s eyes.

Understanding that following up on such notes would require near 24-hour-a-day vigilance, he instead collects the notes before one day he has an epiphany. Though forged, the notes represented a piece of creative writing from his charges, a treasure trove of fiction and fantasy that could serve as a catalyst to some great writing.

Teacher Extraordinaire

One day, McCourt typed out roughly a dozen of the notes he had received and distributed them to his senior classes. After the students read them silently, McCourt informed them they were about to become the first class to “study the art of the excuse note.”

He tells them one day they may well need to construct excuse notes for their own children. McCourt instructs them:

“Imagine you have a 15-year-old who needs an excuse for falling behind in English. Let it rip.”

The results were so astonishing, a “rhapsody of excuses” so brilliant, so creative, and so exciting that even the students liked what they were doing. They wanted more. McCourt was able to deliver once again.

He asked them to write excuse notes of mythical proportions: ‘An Excuse Note from Adam to God’ or ‘An Excuse Note from Eve to God.’ Not only did students come to class the next day with their homework done, they had taken the lead, one bringing in Lucifer and another young lady who simply claimed she was tired of God sticking his nose into other people’s business.

Those notes promptly created heated discussions of guilt and sinfulness and that perhaps God could “have been more understanding of the plight of the first man and woman.” So enthralled were the students that McCourt kept going, throwing other names up on the blackboard, and asking the students to write a good excuse note for some historical figures: Eva Braun, Judas, Attila the Hun, Lee Harvey Oswald and Al Capone.

Not too surprisingly, at that point one student wanted to know if McCourt could put the names of certain teachers on the board.

If You Are Thinking of Teaching

The story reveals a special trait that great teachers embody: a full understanding that to get students interested, one first has to first reach them where they are at.

If he could, he had the chance to do great things, to then take them someplace they would never have gone on their own. Ultimately, McCourt doesn’t just get these kids to review the notes they forged (oh my, what lessons were never discussed), he takes them on the creative journey of a lifetime.

For those considering teaching as a profession, Teacher Man is a must read. The author certainly was someone to emulate.

And with McCourt’s passing, one can’t help but wonder how his charges might handle this news, what they might pen for a note these days. No doubt, many would seek to chastise the Grim Reaper for taking their ‘teacher man’ so soon.

Swearing, Make that Good Old-Fashioned Cussin’, Can Be Good Therapy

July 15, 2009 by Thomas / 0 Comments

At long last the folks at LiveScience have confirmed what many of us have known for a long time. Swearing, if not good for the soul, at least makes our pain and suffering more tolerable.

But unlike what I was taught, that instead of keeping those colorful no-nos locked up and in its place you should utter some other more appropriate phrase, something like, OH FUDGE or CHRISTOPHER COLUMBUS, well that was just plain wrong. It seems that it takes the real thing, one of those down and dirty expletives that your mother best never hear to make the pain and suffering truly more tolerable.

Universal Human Linguistic Trait

Yes, it seems that when one stubs their toe, it matters not if we are American, British or some other nationality. It is essentially a reflexive matter – the pain causes us to promptly mutter a curse word that instinctively makes it easier to withstand the pain we have been so blessed to receive.

In connecting the uttering of a cuss word to the actual physical experience of pain, the researchers noted that the reactive phrase emerges from our emotional brain center. Whereas most language production occurs in the left cerebral hemisphere of the brain, a truly blistering expletive comes forth from the right side of the brain.

The researchers began with a supposition that did prove false. The initial idea was that swearing was more of an exaggerating effect that sought to overstate the severity of the pain striking the recipient. Because of that assumption, the researchers thought that swearing would lessen a person’s tolerance.

Not so.

The Experiment

According to LiveScience, the results were based on the following experiment:

The researchers enlisted 64 undergraduate volunteers and had them submerge their hand in a tub of ice water for as long as possible while repeating a swear word of their choice. The experiment was then repeated with the volunteer repeating a more common word that they would use to describe a table.

The surprising result?

Contrary to what the researcher expected, the volunteers kept their hands submerged longer while repeating the swear word.

Accordingly, the researchers surmise that swearing triggers the body’s natural “fight-or-flight” response and therefore allows for an increase in pain tolerance. Ultimately, the belief is that swearing may increase aggression (seen in accelerated heart rates) and downplays weakness to appear stronger or more macho.

Just Let It Fly

So if you stub that toe or more to the point, if you have to stick your hands in ice cold water for a really long time, don’t utter some ordinary word like fudge or table. Not if you want to reduce your pain and suffering.

Instead, just let those cuss words roll off, hard and fast and as nasty you can fire them. It seems, it is in fact, good therapy.

Just as long as your mother doesn’t hear you.

MIT’s Charles Guan on Constructing the LOLrioKart and Electric Vehicle Technology

July 8, 2009 by Thomas / 0 Comments

Regular readers of “The Digital Student Blog” know first hand our fondness for technology. That is why we were so smitten with Charles Guan’s LOLrioKart, the electric powered shopping cart that has been seen tooling over the asphalt in Cambridge.

After learning about the cart at Gizmodo, we had to call our readers’ attention to Guan’s whimsical attempt to strap a set of large nickel cadmium batteries and a massive brushless motor to a derelict shopping cart. But our own fascination with technology and moving vehicles had us yearning for more – we simply had to hear firsthand from the creator himself.

So we spent some time with Charles, he of the web site Equals Zero with URL etotheipiplusone.net (yes, that’s Euler’s Identity buried in his call letters), discussing his recent fame, the MIT campus culture and his desire to construct something, anything when given such wonderful parts. We think you will enjoy some of the lessons Charles has learned from constructing the LOLrioKart including dealing with steering slop, his Fred Flinstone braking system and the initial construction of a vehicle featuring only two speeds, zero and fast.

The folks at Gizmodo gave you some great publicity but they also called you a nerd on their site (seeing a motorized shopping cart with a nerd inside tooling around on the street). Are you OK with that, I mean their site is read by somewhere near a gazillion readers?

Pop culture comes up with new ways to describe “someone smarter or craftier than you” every once in a while, but the classics seem to be ‘nerd’ and ‘geek’. Besides the occasional (and inevitable) grade school hijinks, I don’t recall ever really being victimized or shunned when referred to in that fashion. Part of getting over that is acknowledging the reality of the game – that what you do or who you are is not what the majority of people are used to. It’s useless to be sensitive about every descriptive term that comes your way, especially since they evolve so quickly, and people are multifaceted enough that anyone could come up with a word and pretend it’s derogatory or obscene. I mean, just take a look at the sheer number words that we have turned into sexual slang.

Speaking of which, just make sure you’re careful to not call someone a dork. In reality, you are indicating that they are a whale penis. Whales tend to be larger than you in every single way. I’ve been unwittingly complimented in this fashion many times.

Just so we know, what in your eyes is the difference between a geek and a nerd – does it have anything to do with the desire to strap technology to something that moves?

I have never really discerned between ‘geek’ and ‘nerd’. The running joke between my friends years ago was that a geek was someone skilled or passionate in a specific, tangible field of interest or hobby – computer geek, band geek, robot geek, etc. the list goes on. We sort of chose to designate “nerds” as being the underclass – those who are incredibly, almost frighteningly smart, but in a purely academic sense.

This definition is clearly not the universal one, some may argue it’s the exact reverse, but you know what? I don’t really care. Labeling me as one thing or another doesn’t really impact how I do things, and it shouldn’t affect you either.

Can you talk a bit about your first “attempt to strap a massive brushless motor to something?” I believe you called the electric vehicle: Snuffles the First?

Back in the summer of 2007, I came back from a trip to China with what I considered at the time to be “exotic equipment” – that is, brushless motors, precision-made actuators, lithium batteries, etc. The stuff that R/C hobbyists used to drop big money on but is now incredibly affordable, except my version of “affordable” was an order of magnitude or two lower. Keep in mind that for years before this I’d been hacking together robots with cordless drill, remote control toy, appliance, and other random parts, so this was pretty damned exciting.

One of these “exotic” parts was a large model airplane electric motor. Better-made equivalents from the depths of Germany and Switzerland are used to fly electric models with wingspans of 20 or more feet. Absolutely enormous. I didn’t really have anything that large (or really anything) to fly, so I sort of mulled over it wondering what I should do.

I frequented an area flea market, naturally to search for prospective robot parts. One of the usual toy vendors that day had a small electric scooter – the Sharper Image ElectricX2, roughly Razor scooter sized. Needless to say, when I saw this thing, the proverbial light bulb probably went off with enough intensity to start fusing hydrogen. It was totally trashed, the batteries were gone (and the guy had no charger, manual, or other support equipment), so I got it for a few bucks.

The first thing I did when I got home was tear everything down for inspection. When I discovered that the airplane motor could swap into the stock scooter motor’s place with minimal modification, it was pretty much on.

I kept all the build reports for that scooter on my website if you want to browse through it.

How successful would you categorize that endeavor?

While the execution was shaky – literally, because I didn’t have access to machine tools like I do now, it was absolutely a success in how much it taught me about Electric Vehicle technology. Stuff like what batteries would work the best, what motor controllers, and places to mount components. Spec-ing out these things for an EV is a lot different than for a combat robot. It was what threw me into the world of EV and hybrid technology that I’m sort of pursuing now.

Since the scooter was actually wired up and finished a few days before I moved to Massachusetts, I brought it along with me to campus. It was hilarious, and a big hit with the other frosh. People never really expected an electric scooter to kick them off like that.

The other way it was a success was that it landed me my first (and still ongoing) on-campus job as an undergraduate research assistant for Smart Cities. They posted an opening for a team that will be designing and building a light electric vehicle, a (street-legal, Vespa-style) electric scooter. Vespa…Razor… close enough, right?

Part of what I enjoy about engineering is the degree to which you can engage yourself in learning a new skill. You HAVE to DO it. It’s not something that can be read out of a book and repeated. If you measure success by how much you have improved your condition, then Snuffles the First was one hell of an accomplishment in that it taught me things which I can’t get from just sitting in class.

From your site I gathered the Nickel Cadmium batteries powering the LOLrioKart are not your ordinary flashlight batteries. How powerful are these?

The large-format NiCd cells I ended up using in LOLrioKart were donations to our club from the Solar Electric Vehicle Team years ago. They were pretty tired batteries. Each pack comprises 11 cells, for a nameplate voltage of 13.2 volts. Problem is that nickel batteries are prone to developing internal crystalline parasitic structures that cause quick self-discharge, so many of the cells were just plain dead. I used a procedure called “zapping” to revive them. It pretty much boils down to injecting a massive high voltage and current spike into the battery in an instant, such that the crystals just vaporize.

Kind of like a heart defibrillator, except the “vaporize” part.

When new, big NiCds like this can easily dump a thousand amps in an instant and maybe a hundred or two amps for a while. For the uninitiated, 1,000 amps at 54 volts (the voltage of LOLrioKart’s 4 packs when charged), is 54,000 watts, which is very roughly the same power consumption as a thousand 60 watt household light bulbs, or about 72 electrical HP, if it were actually doing something useful.

Note that “instantaneous” is the key here. It takes only about 500 watts to keep the kart cruising at a constant speed. It only takes about 6-10 horsepower to keep a *real car* cruising at a constant highway speed, on flat ground.

Realistically, I think the cells have deteriorated to the point of only being able to burst-discharge a few hundred amps. Still not something you want to drop a wrench across. I really don’t have proper facilities to take care of batteries this large (chargers and battery managing equipment get very expensive at this scale), so all I’ve been able to do is charge and discharge them slowly – which doesn’t really help with reviving them all the way, since fast charge and discharge cycling is what helps batteries stop being stale. Regardless, the rest of my electrical system will not handle the cells at full flow.

So, if Ahmadinejad had access to these Iran probably still could not go nuclear?

Ahmadinejad could probably use one or two to power his lights in case he has to go hide somewhere, but he’ll need a few hundred thousand more if he actually wants to kick a reactor into shape with them.

What was the impetus for the name, LOLrioKart? Where there any other names that you seriously considered?

It was incredibly spontaneous. I had no idea how the project even spawned, but the name ‘LOLrioKart’ was the first and only name, inspired of course by the MarioKart games. Adding the scrambled syllable takes after the classic internet meme of “lollifying” things. You may have heard of “LOLlerskates”, “ROFLcopter”, “LMAOplane”, et al. from a few years back. That, too, was sort of
spur-of-the-moment.

How much practice did it take to be able to drive that puppy? In the video you make it look easy. Isn’t the center of gravity a tad high with you inside?

When you’re the builder and overseer of something, you kind of naturally get used to it due to being constantly with the construction and testing of the project. Piloting the kart during test runs wasn’t all that difficult when it was under control, but there were definitely a few moments where I thought somebody else was going to have to call home.

The kart’s center of gravity is actually very close to the ground. The battery pack in total weighs about 120 pounds, and it is all in a solid mass that is 3 inches above the ground. The motor and transmission in the back add another 30 pounds that isn’t much higher. I am not a heavy person, so sitting on top of all that probably raises the CoG only a few inches above the wheels. The kart does have substantial tilt when cornering at high speed due to the tires compressing, which amplifies the “I am about to roll over and die” effect.

How about the steering mechanism?

The kart steering is a simple “drag link” system commonly used on go-karts, except more aluminum-y. There’s no rack and pinion or hydraulics. It’s a simple mechanical linkage that transmits steering wheel movement one-for-one to the wheels. This means it’s very squirrely on the handling, and I had a pretty bad problem with slop in the whole steering shaft on an earlier build of the front end. This slop would cause the front wheels to not match the steering wheel angle often up to +/- 5 degrees. That doesn’t sound like much, but now just driving your car pretty fast and suddenly twitching the steering wheel a quarter turn. Then a quarter turn back. Not something you’d want on a busy street.

How do you actually stop the kart?

The short answer is that I stop it by willpower alone. Originally, I designed in a set of mechanical, cable-actuated band brakes for the front wheels. Electric motors have this cool feature that you can use them as electric brakes, and at the same time capture power back into your batteries. This is known as “regenerative braking”, and all the cool electric trains and hybrid cars do it. Because of this, I already had a really big brake on the rear axle – the drive motor. Adding a regular “sprocket brake” on it, like most simple karts have, was just redundant.

Problem was that these band brakes I spec’d out were for children’s toy electric scooters. The kind that go about 5 miles per hour. Long story short, they sort of vaporized on the first stop. I now know that you can get disc brake packages for mountain bikes and larger electric scooters. Guess what is coming in the mail soon?

So firing this baby up was truly a walk on the wild side?

The culmination of all of these safety non-features is that at one point in time I had a brakeless kart with a completely loose and sloppy steering linkage that was capable of exactly two speeds – zero and fast. I had recently blown a custom motor controller that I had built, and out of frustration, put the kart on “contactor control”. That’s just a very fancy way of saying “touch the battery wires to the motor.” On all 54 volts, the thing would kick up and wheelie on start and hold the front end in the air for two seconds, reaching some absurd speed in the meantime. After which, of course, I couldn’t really *STOP* the thing, and it would occasionally take off in a only slightly tangential path due to the steering slop. To slow that version, I would either just Flintstone it or perform an analogous maneuver that airliners use when approaching a runway and need to burn off speed – make little S-turns.

But no major crashes to this point?

The closest that I ever came to a real crash was when I made the mistake of closing the circuit making a turn. When the front end of the kart is off the ground, the steering is mysteriously missing. As soon as it crashes back down, of course, I am still attempting to be in the apex of a turn. The combination is that I sort of take a path midway between the two, which conveniently led to a curbside. It was a very elastic collision and I was certain the kart was going to catapult me out onto the ground, but somehow I landed back in.

That impact took out the right wheel and bent the 1/2″ hardened steel bolt that was the axle stub for it. The upward force of jumping the curb pretty much trashed the steering linkage and steering wheel mount. That’s when I finally had a good reason to rebuild it – the new setup includes a right-angle transmission that one, got rid of the slop and two, allowed me to add a gear ratio to the steering. It wasn’t much – only half a turn of the wheel from lock to lock, but oh boy was it a godsend compared to a quarter turn plus or minus an eighth.

I am still alive. Not sure how, but it feels okay. The two videos that I shot were well after these incidents, after the (variable speed) controller was refinished and the steering linkage made more solid.

But don’t mention the brakes.

Don’t know if you saw the results of the British study regarding the importance of what a man drives when it comes to impressing the ladies? What kind of reaction do you get from folks when you buzz by them in the rio? Is it attracting looks from members of the opposite sex?

One of the more depressing misconceptions about MIT is that, like many tech universities, it has an unbalanced gender ratio. This is patently untrue, and I am personally glad, since the actual ratio is near parity. The kart gets its fair share of attention from engineering women, but then again, I haven’t really tried using it as a chick magnet. I would attribute more of those reactions to novelty and “what on earth…” than anything else, though. Pretty much all of my female peers know about its existence and construction. A majority of them actually want to try driving it themselves, but due to the, ahem, health concerns, I have yet to let anyone else try.

General reactions to the kart have been diverse. If you’ve seen the videos, you have clearly seen people who don’t seem to notice it. Quite a few comments on other places where the kart has been featured seem to say that MIT students are jaded or ‘used to’ weird things flying/driving/crusing around. I would say that this is at least partially the truth, since there are many projects here which move around, and therefore the kart, while funny, isn’t really that weird.

For comparison, the DARPA Challenge guys occasionally take their autonomous forklift for a test spin. This is a 10-foot tall full-size pallet lift with dozens of sensor boxes, computers, spinning LIDAR rangefinders, cameras, and green underbody lighting hanging off it. Let me emphasize the fact that it is AUTONOMOUS. You don’t want to piss it off.

How about if you take it off-campus?

The reactions on the streets of Cambridge are much more varied. This is unsurprising, really, since outside of Harvard and MIT, Cambridge is just a suburb of Boston. I had more interested looks and people trying to catch the kart on their cell phone cameras when I wandered off the confines of the campus buildings.

The whole thing sort of reinforces my feeling that colleges in general tend to be little idyllic bubbles. The problem comes when people try to extrapolate the knowledge they gain in this bubble to the world at large, some times recklessly, in my opinion. I have gotten the impression that adults often think that college students are idealistic and naive, and I guess I can’t blame them. However, that
gets into politics of a completely different subject matter.

Any issues with the campus or Cambridge police? I wondered if someone might have been a bit unnerved at you bombing by them in this puppy and decided to call security?

At the end of the day, the campus police are around to maintain order and to make sure we don’t mire ourselves too deeply in the legal quicksand. Keeping people in line and enforcing every rule? Not so much. They’re pretty much all chill folk from my experience, and I’d conjecture that little oddities here and there make the workday all that more interesting. I have never yet had a problem with the CP with any of the club’s shenanigans.

I haven’t had enough encounters with Cambridge Police to really give an opinion, but have yet to get flagged or pulled over. My older peers tell me that they don’t mind unless you get really egregious (e.g. I start blowing red lights or driving the kart to work every day), because the history of being around MIT means It Can Happen Here™.

I tried to stick to every traffic rule that I could on the test runs. Not having turn signals, I used motorist hand signals. I did stop on red lights, and went on green ones. I would think at least part of the reason nobody ever called it in was because of this visage of sanity – instead of, you know, flying around at random.

So no speeding tickets? Hey can the cart really do 45 mph?

Nah, speeding was never a problem, since the kart maxed out at around 30 mph. Originally, yes, it was geared for the full 45, but I switched to a smaller sprocket on the motor because it… was, well, too suicidal.

I like my projects only *somewhat* suicidal.

What’s on the horizon for the LOLrioKart? Any other ideas about strapping brushless motors to other objects or other ideas percolating that we should be looking for down the road?

Up until now I considered LOLrioKart a terminal project – finished and done, time to move on. However, with the attention it has gotten, and the encouragement I’ve received from professors and peers, I’m going to see what part of my research I can integrate into it.

Remember that the work I do with the Media Lab is centered around electric vehicle technology. Part of what we are working on is a small, “foldable” compact urban vehicle. It features a lot of cutting-edge goodies, such as integrated in-wheel electric motor modules, steer-by-wire, lithium nanophosphate batteries, one-piece passenger shell, etc.

One of the ideas I had for the kart was constructing four wheel modules – each with their own internal motor – and mounting them to an updated subframe that has a suspension. The biggest shortcoming of the kart is that it’s a solid frame, which means every pothole they pave the streets here with goes straight into me. Not very fun.

While this would just be a go-kart with independent suspension, I also want to incorporate steer-by-wire into the wheel modules. The innovative feature in the car project is that each wheel can actually swivel up to 120 degrees, controlled by electronics. This is best explained with a picture.

Anyway, the bottom line is that I want to have a kart with four independently suspended, driven, and steered wheel modules. Fortunately, all the knowledge and experience I’ve been able to pick up because I work for them has gotten me to the point of being able to fabricate my own 3-phase brushless DC motors for the wheel modules, given some starting material (e.g. the hard-to-make-and-expensive-to-have-made laminated iron core that resides in most motors).

I’m pounding on the electronics side pretty hard now to learn how to make a functioning AC inverter for driving those motors. What this entails is essentially three of my custom DC motor drivers back-to-back, all controlled in a fancy cycle by one microprocessor such that I can do what amounts to moving something with my mind. Then I need to make four, then network them all.

Pretty freakin’ tall order, eh? Hell, I might even try to get this graded or something.

The Power to Create: Studying Science More Interesting at the University of Copenhagen?

July 6, 2009 by Thomas / 0 Comments

A liberal arts education may sell itself but science, well sometimes you just might need to use the age-old college staples: gorgeous young ladies and that drink of choice.

Such seems to be the case for ScienceCopenhagen, the new YouTube channel from the Videoer fra Det Naturvidenskabelige Fakultet, Københavns Universitet (translation, the Faculty of Science, the University of Copenhagen).

I suppose we should be offended when sex is used to sell education – but we could not help but smile when we first saw this little gem:

And how about those lyrics:

Do you want a piece of me, my creator, I am your creation??

We couldn’t get a specific translation for cafeen but this sure looks like the classic beer bottle domino line – oh, the lengths a student will go through when he is too tired to hoist his own:

And defying the laws of physics, times three. Yes, we did say times three. And the music, another killer track!

Yep, with the right efforts, it seems you can even sell science. Is anybody in America paying attention?: