Data Enrichment Quotes

Throughout this book we have repeatedly asked what makes humans superior to other animals. Dataism has a new and simple answer. In themselves, human experiences are not superior at all to the experiences of wolves or elephants. One bit of data is as good as another. However, a human can write a poem about his experience and post it online, thereby enriching the global data-processing system. That makes his bits count. A wolf cannot do this.

In themselves human experiences are not superior at all to the experiences of wolves or elephants. One bit of data is as good as another. However, humans can write poems and blogs about their experiences and post them online, thereby enriching the global data-processing system. That makes their bits count. Wolves cannot do this. Hence all the experiences of wolves – as deep and complex as they may be – are worthless. No wonder we are so busy converting our experiences into data. It isn’t a question of trendiness. It is a question of survival. We must prove to ourselves and to the system that we still have value. And value lies not in having experiences, but in turning these experiences into free-flowing data.

The data we generate just by living—or just by letting ourselves be surveilled while living—would enrich private enterprise and impoverish our private existence in equal measure. If government surveillance was having the effect of turning the citizen into a subject, at the mercy of state power, then corporate surveillance was turning the consumer into a product, which corporations sold to other corporations, data brokers, and advertisers.

The US traded its manufacturing sector’s health for its entertainment industry, hoping that Police Academy sequels could take the place of the rustbelt. The US bet wrong. But like a losing gambler who keeps on doubling down, the US doesn’t know when to quit. It keeps meeting with its entertainment giants, asking how US foreign and domestic policy can preserve its business-model. Criminalize 70 million American file-sharers? Check. Turn the world’s copyright laws upside down? Check. Cream the IT industry by criminalizing attempted infringement? Check. It’ll never work. It can never work. There will always be an entertainment industry, but not one based on excluding access to published digital works. Once it’s in the world, it’ll be copied. This is why I give away digital copies of my books and make money on the printed editions: I’m not going to stop people from copying the electronic editions, so I might as well treat them as an enticement to buy the printed objects. But there is an information economy. You don’t even need a computer to participate. My barber, an avowed technophobe who rebuilds antique motorcycles and doesn’t own a PC, benefited from the information economy when I found him by googling for barbershops in my neighborhood. Teachers benefit from the information economy when they share lesson plans with their colleagues around the world by email. Doctors benefit from the information economy when they move their patient files to efficient digital formats. Insurance companies benefit from the information economy through better access to fresh data used in the preparation of actuarial tables. Marinas benefit from the information economy when office-slaves look up the weekend’s weather online and decide to skip out on Friday for a weekend’s sailing. Families of migrant workers benefit from the information economy when their sons and daughters wire cash home from a convenience store Western Union terminal. This stuff generates wealth for those who practice it. It enriches the country and improves our lives. And it can peacefully co-exist with movies, music and microcode, but not if Hollywood gets to call the shots. Where IT managers are expected to police their networks and systems for unauthorized copying – no matter what that does to productivity – they cannot co-exist. Where our operating systems are rendered inoperable by “copy protection,” they cannot co-exist. Where our educational institutions are turned into conscript enforcers for the record industry, they cannot co-exist. The information economy is all around us. The countries that embrace it will emerge as global economic superpowers. The countries that stubbornly hold to the simplistic idea that the information economy is about selling information will end up at the bottom of the pile. What country do you want to live in?

The popular image of a scientist is a disinterested and objective observer who dispassionately studies empirical data. But in reality, science is marked by fads, trends, paradigms, fashions, feuds, warring camps, petty jealousies, and die-hard beliefs. Conventional science usually reacts to new findings with disparagement. When confronted with the evidence for energy healing, one skeptic exclaimed, “I wouldn’t believe it, even if it were true!” Innovation faces daunting headwinds. The opposition to new therapies has unfortunate side effects. A group of distinguished colleagues and I analyzed US government reports on health-care innovation. We found that the average medical breakthrough takes 17 years to get from lab to patient. Even more startling, only 20% of new treatments jump this “translational gap.” The other 80% are lost forever. The result is that when we seek treatment, we are getting only one fifth of 17-year-old medicine. We would be outraged if we were forced to use a cell phone that was 17 years old, with 80% of its features disabled. But as a society, we treat this paradigm as perfectly reasonable when it comes to taking care of our precious and irreplaceable bodies. The neuroscience establishment fought the idea of neural plasticity tooth and nail. Yet eventually the evidence became too overwhelming to deny, and the weight of scientific opinion began to change. The rats that Marian Diamond studied had either an enriched or an impoverished environment. That changed their brain state. If you’re surrounded by a nurturing physical, emotional, mental, and spiritual environment, you’re in one brain state. If you’re surrounded by danger, uncertainty, and hostility, you’re in a quite different brain state.

Layering and Separation 53C O N F U S I ON and clutter are failures of design, not attributes of information. And so the point is to find design strategies that reveal detail and complexity — rather than to fault the data for an excess of complication.Or, worse, to fault viewers for a lack of understanding. Among the most powerful devices for reducing noise and enriching the content of displays is the technique of layering and separation, visually stratifying various aspects of the data.

The five subsequent volumes, as planned by the author, will consist primarily of source material, that is, they will contain the transliterated texts of the restored Sumerian compositions, together with a translation and commentary as well as the autograph copies of all the pertinent uncopied material in the University Museum utilized for the reconstruction of the texts. Each of these five volumes will be devoted to a particular class of Sumerian composition: (1) epics; (2) myths; (3) hymns; (4) lamentations; (5) "wisdom." It cannot be too strongly stressed that on the day this task is completed and Sumerian literature is restored and made available to scholar and layman, the humanities will be enriched by one of the most magnificent groups of documents ever brought to light. As the earliest creative writings, these documents hold a unique position in the history of civilization. Moreover, because of their profound and enduring influence on the spiritual and religious development of the entire Near East, they are veritable untapped mines and treasure-houses of significant source material and invaluable data ready for exploitation by all the relevant humanities.

In April 2012, The New York Times published a heart-wrenching essay by Claire Needell Hollander, a middle school English teacher in the New York City public schools. Under the headline “Teach the Books, Touch the Heart,” she began with an anecdote about teaching John Steinbeck’s Of Mice and Men. As her class read the end together out loud in class, her “toughest boy,” she wrote, “wept a little, and so did I.” A girl in the class edged out of her chair to get a closer look and asked Hollander if she was crying. “I am,” she said, “and the funny thing is I’ve read it many times.” Hollander, a reading enrichment teacher, shaped her lessons around robust literature—her classes met in small groups and talked informally about what they had read. Her students did not “read from the expected perspective,” as she described it. They concluded (not unreasonably) that Holden Caulfield “was a punk, unfairly dismissive of parents who had given him every advantage.” One student read Lady Macbeth’s soliloquies as raps. Another, having been inspired by Of Mice and Men, went on to read The Grapes of Wrath on his own and told Hollander how amazed he was that “all these people hate each other, and they’re all white.” She knew that these classes were enhancing her students’ reading levels, their understanding of the world, their souls. But she had to stop offering them to all but her highest-achieving eighth-graders. Everyone else had to take instruction specifically targeted to boost their standardized test scores. Hollander felt she had no choice. Reading scores on standardized tests in her school had gone up in the years she maintained her reading group, but not consistently enough. “Until recently, given the students’ enthusiasm for the reading groups, I was able to play down that data,” she wrote. “But last year, for the first time since I can remember, our test scores declined in relation to comparable schools in the city. Because I play a leadership role in the English department, I felt increased pressure to bring this year’s scores up. All the teachers are increasing their number of test-preparation sessions and practice tests, so I have done the same, cutting two of my three classic book groups and replacing them with a test preparation tutorial program.” Instead of Steinbeck and Shakespeare, her students read “watered-down news articles or biographies, bastardized novels, memos or brochures.” They studied vocabulary words, drilled on how to write sentences, and practiced taking multiple-choice tests. The overall impact of such instruction, Hollander said, is to “bleed our English classes dry.” So

We conducted research on the competencies and development requirements of each state. The required information was collected from the Planning Commission, government departments—both central and state—national and international assessments of the state and other relevant documents. The data was analysed and put in a presentable form using graphics and multimedia. At the meetings, PowerPoint presentations were made to the MPs with an emphasis on three areas: 1) the vision for a developed India; 2) the heritage of the particular states or union territory; and 3) their core competencies. The objective was to stress the point that to achieve the development of the nation, it was vital to achieve the development of each of these areas. Hence a fourth aspect was also prepared—selected development indicators for each of them. And what an enrichment I got by way of preparation and by the contributions of the members of Parliament, who hailed from all parties. Meeting them helped me to understand the richness of the diverse parts of the country.

Although baseball, basketball, football, and hockey teams are all privately held, they disclose limited information about their finances. From that data, one crucial fact can be distilled: while some teams are profitable, overall the sports-team industry does not earn any profit from the market. Industry profits all come from the taxpayers. In a market economy, the team owners would have to adjust or cover the losses out of their own deep pockets. Instead they rely on the kindness of taxpayers to enrich themselves at the expense of the vast majority who never attend these sporting events.

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The Coaching Bookends: How to Start Fast & Finish Strong With this question, you now complete the pair of questions known as the Coaching Bookends. You start with the Kickstart Question: What’s on your mind? That takes you quickly into a conversation that matters, rather than meandering through small talk or spinning your wheels on data that’s more distracting than it is useful. As you look to complete your conversation, before everyone rushes for the door, you ask the Learning Question: What was most useful for you about this conversation? Answering that question extracts what was useful, shares the wisdom and embeds the learning. If you want to enrich the conversation even further—and build a stronger relationship, too—tell people what you found to be most useful about the exchange. That equal exchange of information strengthens the social contract.

Enrichment. In chapter 1, I mentioned Lewis Terman's classic longitudinal study of over a thousand intellectually gifted children. Among the mounds of data he collected about these high-IQ children was information on the quality of their home environments. Their parents tended to have higher than average levels of formal education, and at least one parent tended to work at an intellectual profession, such as a doctor or lawyer. The homes of these bright children were also likely to contain private libraries well stocked with books of all kinds. Other studies of the gifted have found similar results. The parents highly value learning and supply their homes with intellectually and culturally stimulating magazines, games, and similar materials. Family outings will often include visits to museums, exhibits, galleries, libraries, and other places that stimulate intellectual development. Moreover, studies of eminent creators report similar findings of geniuses originating from such enriched family environments.

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