Somewhere else, part 72

This week, I read a very interesting post, on a question I keep asking myself,

“If you’re a regular reader of this blog (or, you know, attentive at all to the world around you), you will have noticed that scientific knowledge is built by human beings, creatures that, even on the job, resemble other humans more closely than they do Mr. Spock or his Vulcan conspecifics. When an experiment yields really informative results, most human scientists don’t cooly raise an eyebrow and murmur “Fascinating.” Instead, you’re likely to see a reactions somewhere on the continuum between big smiles, shouts of delight, and full-on end zone happy-dance. You can observe human scientists displaying similar emotional responses in other kinds of scientific situations, too — say, for example, when they find the fatal flaw in a competitor’s conclusion or experimental strategy.” (to be continued…)

a great cartoon,

  • ah ah, awesome! RT ritholtz “No, but…”

and as usual, a series of writings worth reading,

I don’t like doing this, but I need to for tenure. I can’t fight the good fight for change if I don’t have tenure. Once I have tenure, things will be different.” (to be continued…)

There’s something we can all agree on: school sucks. Kids don’t like to go. But parents also think schools suck. Most parents aren’t happy with their kids’ school. Most parents think the state of schools at large is deteriorating. If there’s one thing everyone agrees on, it’s that there are problems in education. And you know what? We’re right.” (to be continueed….)

“When we go to the cinema, we expect certain things of big-screen scientists. Most of us will get annoyed if a film gets its basic facts wrong, for example. Directors are aware of this, so generally try to avoid schoolboy errors. After all, nobody wants to get pulled up on accuracy by a young child. Yet according to David Kirby, in his book Lab Coats in Hollywood, filmmakers believe that some inaccuracies are necessary. They think that without certain (incorrect) stereotypes – like bubbling test tubes in a lab – the audience won’t buy into the story. The “inaccurate-but-necessary stereotype” crops up in other media too.” (to be continued…)

With its early focus on algorithms, computational economics seemed well-suited for a relatively small group of graduate students and unlikely to have much impact on undergraduates. However, that is changing as we are discovering that computational economics provides an opportunity to move away from too much use of the lecture-exam paradigm and more use of a laboratory-paper paradigm in teaching undergraduate economics. This opens the door for more creative activity on the part of the students by giving them models developed by previous generations and challenging them to modify those models. The modifications can be altering the models to make them applicable to the student’s interest or finding weaknesses in the model that can be strengthened by changes in the structure of the model. In the process the students become much more involved in their own education.” (to be continued…)

and just to make it even “The Penis Size Worldwide”… see

et quelques articles en francais,

Did I miss something?

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