Information freedom for open source users.

pspahn writes “I am currently enrolled at a very well-known online school. I was hesitant when I enrolled; now more than a year has gone by, and I am regretting my decision. The main problem is that I am not learning anything. I have several years’ experience with Web design, yet I was not allowed to bypass Intro to Web Design 1. Similarly, there are other classes on my list that will teach me very little I don’t already know, yet will cost me money all the same. Now, I do have a great desire to learn and to further myself academically, but I just don’t see much value in continuing to take classes I could have aced in ninth grade. It is also difficult when fellow classmates clearly have very little intelligent input to offer and our online discussions are reminiscent of an AOL chat room. While it is possible simply to attend a local school in person, I would much prefer an online environment as it seems to be a more natural medium considering the content of my studies. I am interested specifically in Information Security programs. What online education programs have Slashdot readers been happy with and considered successful?”

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rollcall writes “The Livingston, Louisiana public school district is considering introducing intelligent design into its science curriculum. During the board’s meeting Thursday, several board members expressed an interest in the teaching of creationism. “Benton said that under provisions of the Science Education Act enacted last year by the Louisiana Legislature, schools can present what she termed ‘critical thinking and creationism’ in science classes. Board Member David Tate quickly responded: ‘We let them teach evolution to our children, but I think all of us sitting up here on this School Board believe in creationism. Why can’t we get someone with religious beliefs to teach creationism?’ Fellow board member Clint Mitchell responded, ‘I agree…you don’t have to be afraid to point out some of the fallacies with the theory of evolution. Teachers should have the freedom to look at creationism and find a way to get it into the classroom.’”"

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Zenna Atkins, the chairman of the Office for Standards in Education (Ofsted), has raised some eyebrows by saying that, “every school should have a useless teacher.” She stresses that schools shouldn’t seek out or tolerate bad teaching, but thinks bad teachers provide a valuable life-lesson. From the article: “… on Sunday Ms Atkins told the BBC that schools needed to reflect society, especially at primary level. ‘In society there are people you don’t like, there are people who are incompetent and there are often people above you in authority who you think are incompetent, and learning that ability to deal with that and, actually surviving that environment can be an advantage.’”

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An anonymous reader writes with this quote from an article at Newsweek:
“For the first time, research shows that American creativity is declining. … Like intelligence tests, Torrance’s test — a 90-minute series of discrete tasks, administered by a psychologist — has been taken by millions worldwide in 50 languages. Yet there is one crucial difference between IQ and CQ scores. With intelligence, there is a phenomenon called the Flynn effect — each generation, scores go up about 10 points. Enriched environments are making kids smarter. With creativity, a reverse trend has just been identified and is being reported for the first time here: American creativity scores are falling. Kyung Hee Kim at the College of William & Mary discovered this in May, after analyzing almost 300,000 Torrance scores of children and adults. Kim found creativity scores had been steadily rising, just like IQ scores, until 1990. Since then, creativity scores have consistently inched downward. ‘It’s very clear, and the decrease is very significant,’ Kim says. It is the scores of younger children in America — from kindergarten through sixth grade — for whom the decline is ‘most serious.’”

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Bruce Schneier’s blog highlights a New York Times piece on high-tech methods for detecting student cheating. Schneier notes, “The measures used to prevent cheating during tests remind me of casino security measures.” “No gum is allowed during an exam: chewing could disguise a student’s speaking into a hands-free cellphone to an accomplice outside. The 228 computers that students use are recessed into desk tops so that anyone trying to photograph the screen — using, say, a pen with a hidden camera, in order to help a friend who will take the test later — is easy to spot. Scratch paper is allowed — but it is stamped with the date and must be turned in later. When a proctor sees something suspicious, he records the student’s real-time work at the computer and directs an overhead camera to zoom in, and both sets of images are burned onto a CD for evidence.” The Times article quotes from research published a few months back suggesting that the more you copy homework, the lower your grades.

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bsomerville writes “As an aspiring social scientist preparing to apply to Ph.D. programs, I’m keen to find a faculty mentor somewhere in North America who shares my research interests. This is more difficult than I thought it would be. While links to program websites are readily available, I’m surprised to find no comprehensive collection of faculty research interests in my field (clinical psychology). Instead this information is buried several levels down in each university website. Is this a common problem across all fields? Is there some inherent reason why no wiki-type Web resource exists to meet this need? It seems like a text-searchable database could be built fairly quickly and maintained by users, saving countless aspiring grad students thousands of clicks through university websites.”

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Rogerborg writes “The BBC reports that in the UK, computer science graduates are now the least employable of students leaving with a degree, 17% of them being unable to find a job within six months of graduation. Unsurprisingly, medics, educators and lawyers do better, but even much mocked communications and creative arts graduates are finding work more easily.”

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theodp writes “When it comes to tech academic credentials, Zoho CEO Sridhar Vembu has The Right Stuff, a PhD in EE from Princeton. But Vembu has eschewed Google’s Army-of-PhDs approach to software development in favor of tapping into the ranks of high school grads who would not normally go to college for Zoho. Seeing his youngest brother succeed at programming without a college degree convinced Vembu that others could follow that example with the proper training and guidance. And studying the best employees in his own company led to another epiphany: ‘What if the college degree itself is not really that useful?’ thought Vembu. ‘What if we took kids after high school, train them ourselves?’”

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eldavojohn writes “Ugaritic has been deciphered by an unaided computer program that relied only on four basic assumptions present in many languages. The paper (PDF) may aid researchers in deciphering eight undecipherable languages (Ugaritic has already been deciphered and proved their system worked) as well as increase the number of languages automated translation sites offer. The researchers claim ‘orders of magnitude’ speedups in deciphering languages with their new system.”

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Reader eldavojohn tips the news of a researcher in the UK, Jay Kennedy, who has uncovered a hidden code in the writings of Plato. From the University of Manchester press release: “[Dr. Kennedy said] ‘I have shown rigorously that the books do contain codes and symbols and that unraveling them reveals the hidden philosophy of Plato. This is a true discovery, not simply reinterpretation.’ … The hidden codes show that Plato anticipated the Scientific Revolution 2,000 years before Isaac Newton, discovering its most important idea — the book of nature is written in the language of mathematics. … Plato did not design his secret patterns purely for pleasure — it was for his own safety. Plato’s ideas were a dangerous threat to Greek religion. He said that mathematical laws and not the gods controlled the universe. Plato’s own teacher [Aristotle] had been executed for heresy. Secrecy was normal in ancient times, especially for esoteric and religious knowledge, but for Plato it was a matter of life and death.” Here is the paper (PDF), which was published in the journal Apeiron: A Journal of Ancient Philosophy and Science.

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eldavojohn writes “Working from the comfort of his home, Salman Kahn has made available over fifteen hundred mini-lectures to educate the world. Subjects range from math and physics to finance, biology, and current economics. Kahn Academy amounts to little more than a YouTube channel and one very, very devoted man. He is trying to provide education in the way he wished he had been taught. With over 100,000 video views a day, the man is definitely making a measurable difference for many students young and old. In his FAQ he explains how he knows he is being effective. What will probably ensure his popularity (and provide a legacy surpassing that of the most highly-paid educators) is that everything is licensed under Creative Commons 3.0. He only needs his time, a $200 Camtasia Recorder, an $80 Wacom Bamboo Tablet, and a free copy of SmoothDraw3. While the lecturing may not be quite up to the Feynman level, it’s a great augmenter for advanced learners, and a lifeline for those without much access to learning resources.”

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An anonymous reader writes “Politicians and education activists have long sought to eliminate the ‘digital divide’ by guaranteeing universal access to home computers, and in some cases to high-speed Internet service. But a Duke University study finds these efforts would actually widen the achievement gap in math and reading scores. Students in grades five through eight, particularly those from disadvantaged families, tend to post lower scores once these technologies arrive in their homes.”

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RackinFrackin writes “Publishers Weekly has a story about a copyright lawsuit lodged against several faculty members and a librarian at Georgia State University. The case, Cambridge University Press, et al. v. Patton et al., involves e-reserves, a practice of making electronic copies of articles available to students. From the article: ‘Rather than make multiple physical copies, faculty now scan or download chapters or articles, create a single copy, and place that copy on a server where students can access it (and in some cases print, download, or share). Since the practice relies on fair use (creating a single digital copy, usually from a resource already paid for, for educational purposes), permission generally isn’t sought, and thus permission fees aren’t paid, making the price right for students strapped by the high cost of tuition and textbooks, as well as for libraries with budgets stretched thinner every year.’”

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Jamie noticed a NYT story saying “To compete in a global economy, some school districts are offering engineering lessons to students in kindergarten. ” The story is about 5th graders working on a new experimental curriculum that is well beyond the egg drop of old.

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Marian the Librarian writes “Nature Publishing Group (NPG), which publishes the prestigious journal Nature along with 67 affiliated journals, has proposed a 400% increase in the price of its license to the University of California. UC is poised to just say no to exorbitant price gouging. If UC walks, the faculty are willing to stage a boycott; they could, potentially, decline to submit papers to NPG journals, decline to review for them and resign from their editorial boards.”

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Marian the Librarian writes “Nature Publishing Group (NPG), which publishes the prestigious journal Nature along with 67 affiliated journals, has proposed a 400% increase in the price of its license to the University of California. UC is poised to just say no to exorbitant price gouging. If UC walks, the faculty are willing to stage a boycott; they could, potentially, decline to submit papers to NPG journals, decline to review for them and resign from their editorial boards.”

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JoshuaInNippon writes “Those who have studied Japanese know how imposing kanji, or Chinese characters, can be in learning the language. There is an official list of 1,945 characters that one is expected to understand to graduate from a Japanese high school or be considered fluent. For the first time in 29 years, that list is set to change — increasing by nearly 10% to 2,136 characters. 196 are being added, and five deleted. The added characters are ones believed to be found commonly in life use, but are considered to be harder to write by hand and therefore overlooked in previous editions of the official list. Japanese officials seem to have recognized that with the advent and spread of computers in daily life, writing in Japanese has simplified dramatically. Changing the phonetic spelling of a word to its correct kanji only requires a couple of presses of a button, rather than memorizing an elaborate series of brush strokes. At the same time, the barrage of words that people see has increased, thereby increasing the necessity to understand them. Computers have simplified the task of writing in Japanese, but inadvertently now complicated the lives of Japanese language learners. (If you read Japanese and are interested in more details on specific changes, Slashdot.jp has some information!)”

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theodp writes “Slate’s Ben Paynter looks into why Indian kids dominate the Scripps National Spelling Bee, and concludes it’s because they have their own minor-league spelling bee circuit (having the discipline to spell 7,000 to 8,000 words a day probably helps too!). Indian-Americans make up about 1% of the US population, notes Paynter, but this year an estimated 11% of the competitors at Scripps will hail from regional contests run by the North South Foundation. The NSF competitions function as a kind of nerd Olympiad for Indian-Americans — there are separate divisions for math, science, vocabulary, geography, essay writing, and even public speaking — and a way to raise money for college scholarships for underprivileged students in India. BTW, Strollerderby has the scoop on Whatever Happened to the Spellbound Kids? (RIP, Ted Brigham).”

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eldavojohn writes “Oh if only we could identify the bubble markets as they appear, but with all the random variables, it would take some sort of econophysicist to build predictions for that! Well, a team has released a definition of a ‘bubble index’ that led them to make predictions of bubbles sixth months ago that would pop between then and now. The four bubbles they selected were the IBOVESPA Index of 50 Brazilian stocks, a Merrill Lynch Corporate Bond Index, the spot price of gold, and cotton futures. Two out of the four were bubbles, with Merrill Lynch being a bubble already popping and cotton continuing to soar into even bubblier status. Still, for your first try, 50% isn’t bad. The team learned a lot of new things from the first run, revised their method, selected their predictions for the next sixth months, and sealed them. Only time will tell if they are truly onto predicting crashes.”

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MotorMachineMercenar writes “Several news sources report that today’s college students show a precipitous drop in empathy (here’s MSNBC’s take). The study of 14,000 students shows that students since the year 2000 had 40% less empathy than those 20 and 30 years before them. The article lays out a laundry list of culprits, from child-rearing practices and the self-help movement, to video games and social media, to a free-market economy and income inequality. There’s also a link so you can test your very own level of narcissism. Let’s hope the Slashdot crowd doesn’t break the empathy counter on the downside.”

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