Engineering Student Quotes

You need mountains, long staircases don't make good hikers.

What grinds me the most is we're sending kids out into the world who don't know how to balance a checkbook, don't know how to apply for a loan, don't even know how to properly fill out a job application, but because they know the quadratic formula we consider them prepared for the world` With that said, I'll admit even I can see how looking at the equation x -3 = 19 and knowing x =22 can be useful. I'll even say knowing x =7 and y= 8 in a problem like 9x - 6y= 15 can be helpful. But seriously, do we all need to know how to simplify (x-3)(x-3i)?? And the joke is, no one can continue their education unless they do. A student living in California cannot get into a four-year college unless they pass Algebra 2 in high school. A future psychologist can't become a psychologist, a future lawyer can't become a lawyer, and I can't become a journalist unless each of us has a basic understanding of engineering. Of course, engineers and scientists use this shit all the time, and I applaud them! But they don't take years of theater arts appreciation courses, because a scientist or an engineer doesn't need to know that 'The Phantom of the Opoera' was the longest-running Broadway musical of all time. Get my point?

The ideal architect should be a man of letters, a skillful draftsman, a mathematician, familiar with historical studies, a diligent student of philosophy, acquainted with music, not ignorant of medicine, learned in the responses of jurisconsults, familiar with astronomy and astronomical calculations.

No one expected a first year engineering student to build the perfect bridge.

Travelling the road will tell you more about the road than the google will tell you about the road.

On the first day of a college you will worry about how will you do inside the college? and at the last day of a college you will wonder what will you do outside the college?

In engineering colleges, they have seating plans...And Students have cheating plans.

I want students to engage the way a clutch on a car gets engaged: an engine can be running, making appropriate noises, burning fuel and creating exhaust fumes, but unless the clutch is engaged, nothing moves. It's all sound and smoke, and nobody gets anywhere.

Students of public speaking continually ask, "How can I overcome self-consciousness and the fear that paralyzes me before an audience?" Did you ever notice in looking from a train window that some horses feed near the track and never even pause to look up at the thundering cars, while just ahead at the next railroad crossing a farmer's wife will be nervously trying to quiet her scared horse as the train goes by? How would you cure a horse that is afraid of cars—graze him in a back-woods lot where he would never see steam-engines or automobiles, or drive or pasture him where he would frequently see the machines? Apply horse-sense to ridding yourself of self-consciousness and fear: face an audience as frequently as you can, and you will soon stop shying. You can never attain freedom from stage-fright by reading a treatise. A book may give you excellent suggestions on how best to conduct yourself in the water, but sooner or later you must get wet, perhaps even strangle and be "half scared to death." There are a great many "wetless" bathing suits worn at the seashore, but no one ever learns to swim in them. To plunge is the only way.

My story—the story of the son of Jainulabdeen, who lived for over a hundred years on Mosque Street in Rameswaram island and died there; the story of a lad who sold newspapers to help his brother; the story of a pupil reared by Sivasubramania Iyer and Iyadurai Solomon; the story of a student taught by teachers like Pandalai; the story of an engineer spotted by MGK Menon and groomed by the legendary Prof. Sarabhai; the story of a scientist tested by failures and setbacks; the story of a leader supported by a large team of brilliant and dedicated professionals. This story will end with me, for I have no belongings in the worldly sense. I have acquired nothing, built nothing, possess nothing—no family, sons, daughters.

If you’re a teacher, enjoy your gregarious and participatory students. But don’t forget to cultivate the shy, the gentle, the autonomous, the ones with single-minded enthusiasms for chemistry sets or parrot taxonomy or nineteenth-century art. They are the artists, engineers, and thinkers of tomorrow.

Motivation of this sort, once it catches hold, is a ferocious force, and in the gradeless, degreeless institution where our student would find himself, he wouldn’t stop with rote engineering information.

Be a true traveller, don't be a temporary tourist.

One fall day in Boston, a tall mechanical engineering student named Joe entered the student union at Harvard University. He was all ambition and acne

But the Turing test cuts both ways. You can't tell if a machine has gotten smarter or if you've just lowered your own standards of intelligence to such a degree that the machine seems smart. If you can have a conversation with a simulated person presented by an AI program, can you tell how far you've let your sense of personhood degrade in order to make the illusion work for you? People degrade themselves in order to make machines seem smart all the time. Before the crash, bankers believed in supposedly intelligent algorithms that could calculate credit risks before making bad loans. We ask teachers to teach to standardized tests so a student will look good to an algorithm. We have repeatedly demonstrated our species' bottomless ability to lower our standards to make information technology look good. Every instance of intelligence in a machine is ambiguous. The same ambiguity that motivated dubious academic AI projects in the past has been repackaged as mass culture today. Did that search engine really know what you want, or are you playing along, lowering your standards to make it seem clever? While it's to be expected that the human perspective will be changed by encounters with profound new technologies, the exercise of treating machine intelligence as real requires people to reduce their mooring to reality.

There was no room for dust devils in the laws of physics, as least in the rigid form in which they were usually taught. There is a kind of unspoken collusion going on in mainstream science education: you get your competent but bored, insecure and hence stodgy teacher talking to an audience divided between engineering students, who are going to be responsible for making bridges that won’t fall down or airplanes that won’t suddenly plunge vertically into the ground at six hundred miles an hour, and who by definition get sweaty palms and vindictive attitudes when their teacher suddenly veers off track and begins raving about wild and completely nonintuitive phenomena; and physics students, who derive much of their self-esteem from knowing that they are smarter and morally purer than the engineering students, and who by definition don’t want to hear about anything that makes no fucking sense. This collusion results in the professor saying: (something along the lines of) dust is heavier than air, therefore it falls until it hits the ground. That’s all there is to know about dust. The engineers love it because they like their issues dead and crucified like butterflies under glass. The physicists love it because they want to think they understand everything. No one asks difficult questions. And outside the windows, the dust devils continue to gambol across the campus.

Life is more than a job; jobs are more than a paycheck; and a country is more than its wealth. Education is more than the acquisition of marketable skills, and you are more than your ability to contribute to your employer’s bottom line or the nation’s GDP, no matter what the rhetoric of politicians or executives would have you think. To ask what college is for is to ask what life is for, what society is for—what people are for. Do students ever hear this? What they hear is a constant drumbeat, in the public discourse, that seeks to march them in the opposite direction. When policy makers talk about higher education, from the president all the way down, they talk exclusively in terms of math and science. Journalists and pundits—some of whom were humanities majors and none of whom are nurses or engineers—never tire of lecturing the young about the necessity of thinking prudently when choosing a course of study, the naïveté of wanting to learn things just because you’re curious about them.

At Yale Law School, I felt like my spaceship had crashed in Oz. People would say with a straight face that a surgeon mother and engineer father were middle-class. In Middletown, $160,000 is an unfathomable salary; at Yale Law School, students expect to earn that amount in the first year after law school. Many of them are already worried that it won’t be enough.

When our children are old enough, and if we can afford to, we send them to college, where despite the recent proliferation of courses on 'happiness' and 'positive psychology,' the point is to acquire the skills not of positive thinking but of *critical* thinking, and critical thinking is inherently skeptical. The best students -- and in good colleges, also the most successful -- are the ones who raise sharp questions, even at the risk of making a professor momentarily uncomfortable. Whether the subject is literature or engineering, graduates should be capable of challenging authority figures, going against the views of their classmates, and defending novel points of view.

Careers are not defined by age or employment status. Careers are defined by consistent value creation. So if you're 12 years old and you consistently create engineering value, you are an engineer.

We need an engineering friend.” She points a finger at Carin. “Go back to Briar and hook up with an engineering student.” “Okay, but I’ll need to actually have sex with him beforehand, so I won’t be back until,” she pretends to check the time, “ten or so.” “We’re all college graduates,” I proclaim. “We can put this together ourselves.” Clapping my hands, I motion for everyone to get on the floor with me. After three tries of trying to lower myself to the ground and making Hope and Carin nearly pee their pants laughing in the process, D’Andre takes pity on all of us and helps me onto my knees. Which is where Tucker finds us. “Is this some new fertility ritual?” he drawls from the doorway, one shoulder propped against the frame. “Because she’s already pregnant, you know.” “Get yo ass in here, white boy, and put this thing together,” D’Andre snaps. “This is ridiculous.” “What’s ridiculous?” Tucker stops next to me, and I take the opportunity to lean against his legs. Even kneeling is hard when you’re toting around an extra thirty pounds. “We took it apart. How can you not know how to put it back together?” D’Andre repeats his earlier excuse. “I’m an accounting major.” Tucker rolls his eyes. “You got an Allen wrench?” “Are you mocking us right now?” I grumble. “I don’t have any wrenches, let alone ones with names.” He grins. “Leave this to me, darlin’. I’ll get it fixed up.” “I want to help,” Hope volunteers. “This is like surgery, except with wood and not people.” “Lord help us,” D’Andre mutters.

They're trying to breed a nation of techno-peasants. Educated just enough to keep things going, but not enough to ask tough questions. They encourage any meme that downplays thoughtful analysis or encourages docility or self indulgence or uniformity. In what other society do people use "smart" and "wise" as insults? We tell people "don't get smart." Those who try, those who really like to learn, we call "nerds." Look at television or the press or the trivia that passes for political debate. When a candidate DOES try to talk about the issues, the newspapers talk about his sex life. Look at Saturday morning cartoon shows. Peasants, whether they're tilling fields or stuffing circuit boards, are easier to manipulate. Don't question; just believe. Turn off your computer and Trust the Force. Or turn your computer on and treat it like the Oracle of Delphi. That's right. They've made education superficial and specialized. Science classes for art majors? Forget it! And how many business or engineering students get a really good grounding in the humanities? When did universities become little more than white collar vocational schools?

In choosing to be a Psychology major, I decided to learn for the joy of learning for the first time in my life. I'd always been fascinated by human nature. What makes us act the way we do? Why do we make the same mistakes over and over? But I guess my interest is purely theoretical. I'm a Psychology major who has no desire to work with people. This was poor planning on my part, I suppose. My parents definitely think so. But choosing passion over practicality seemed so honorable when I was a first-year student and graduation seemed so very, very far away . . . But now, a semester away from unemployment, I realize how much better off those Engineering students really are. Sure, they're boring conversationalists that make you want to kill yourself because every story begins, “The other day? In the lab?” But people become a whole helluva lot more interesting when they're pulling down six figures, don't they? If I'm going to drag my friends out to my cardboard box, the pressure's on to provide some pretty goddamned sparkling conversation once they get there. And even with all my noble knowledge for knowledge's sake, I'm not sure I can.

Not long after the book came out I found myself being driven to a meeting by a professor of electrical engineering in the graduate school I of MIT. He said that after reading the book he realized that his graduate students were using on him, and had used for the ten years and more he had been teaching there, all the evasive strategies I described in the book — mumble, guess-and-look, take a wild guess and see what happens, get the teacher to answer his own questions, etc. But as I later realized, these are the games that all humans play when others are sitting in judgment on them.

Students engaged in direct experience with materials, unforeseen obstacles, and serendipitous discoveries may result in understanding never anticipated by the teacher.

Change flows organically from the students themselves.

[Olin] formed a culture of student ownership and engagement…students are not consumers but rather are partners in their education.

The teacher’s job is not to transmit knowledge, nor to facilitate learning. It is to engineer effective learning environments for the students. The key features of effective learning environments are that they create student engagement and allow teachers, learners, and their peers to ensure that the learning is proceeding in the intended direction. The only way we can do this is through assessment. That is why assessment is, indeed, the bridge between teaching and learning.

Policy makers and politicians want more STEM; educators want more STEAM. Both, in ways that are eerily similar, are engaging in social engineering to support an ideology. At the macro-level, in both worlds, it’s all about teaching a point of view, rather than teaching students to learn. We seem hell bent on an arbitrarily linear approach to engineering a “useful” or job-securing education, from which we continue to get mixed results.

The emotional transformation of engineering education…is based on a philosophy of education that is grounded in the real world and in the lives of the students we serve…In the right atmosphere, the change flows organically from the students themselves.

This Land is mostly white space on the map...which is how it should be; I'll leave more detailed map making to those graduate students and English teachers who feel that every goose which lays gold must be dissected so that all of its quite ordinary guts can be labelled; to those figurative engineers of the imagination who cannot feel comfortable with the comfortably overgrown (and possible dangerous) literary wilderness until they have built a freeway composed of Cliff's Notes through it - and listen to me, you people: every English teacher who ever did a Monarch or Cliff's Notes ought to be dragged out to his or her quad, drawn and quartered, then cut up into tiny pieces, said pieces to be dried and shrunk in the sun and then sold in the college bookstore as bookmarks.

Like so many other would-be students of the mind, I had gone to sea to see the world, only to discover that all I was seeing was sea. Not even that: I was down below decks, studying the engine room of mental life, with no clear sense of where the ship was steering.

The teacher was asking her students what their parents did for a living, and Timmy stood up and said, “My daddy’s a doctor and my mommy’s a doctor too.” And little Sarah stood up and said, “My mommy’s an engineer and my daddy’s an accountant.” And then little Billy stands up and says, “My mommy’s a writer and my daddy plays the piano in a whorehouse.” The teacher was horrified and later she called Billy’s father, and said, “Why would you ever tell your child a thing like that?” And the father said, “Well, actually I’m a defense lawyer. But how do you explain a thing like that to a seven-year-old?

Owing to the shape of a bell curve, the education system is geared to the mean. Unfortunately, that kind of education is virtually calculated to bore and alienate gifted minds. But instead of making exceptions where it would do the most good, the educational bureaucracy often prefers not to be bothered. In my case, for example, much of the schooling to which I was subjected was probably worse than nothing. It consisted not of real education, but of repetition and oppressive socialization (entirely superfluous given the dose of oppression I was getting away from school). Had I been left alone, preferably with access to a good library and a minimal amount of high-quality instruction, I would at least have been free to learn without useless distractions and gratuitous indoctrination. But alas, no such luck. Let’s try to break the problem down a bit. The education system […] is committed to a warm and fuzzy but scientifically counterfactual form of egalitarianism which attributes all intellectual differences to environmental factors rather than biology, implying that the so-called 'gifted' are just pampered brats who, unless their parents can afford private schooling, should atone for their undeserved good fortune by staying behind and enriching the classroom environments of less privileged students. This approach may appear admirable, but its effects on our educational and intellectual standards, and all that depends on them, have already proven to be overwhelmingly negative. This clearly betrays an ulterior motive, suggesting that it has more to do with social engineering than education. There is an obvious difference between saying that poor students have all of the human dignity and basic rights of better students, and saying that there are no inherent educationally and socially relevant differences among students. The first statement makes sense, while the second does not. The gifted population accounts for a very large part of the world’s intellectual resources. As such, they can obviously be put to better use than smoothing the ruffled feathers of average or below-average students and their parents by decorating classroom environments which prevent the gifted from learning at their natural pace. The higher we go on the scale of intellectual brilliance – and we’re not necessarily talking just about IQ – the less support is offered by the education system, yet the more likely are conceptual syntheses and grand intellectual achievements of the kind seldom produced by any group of markedly less intelligent people. In some cases, the education system is discouraging or blocking such achievements, and thus cheating humanity of their benefits.

Today I am more convinced than ever. Conceptual integrity is central to product quality. Having a system architect is the most important single step toward conceptual integrity. These principles are by no means limited to software systems, but to the design of any complex construct, whether a computer, an airplane, a Strategic Defense Initiative, a Global Positioning System. After teaching a software engineering laboratory more than 20 times, I came to insist that student teams as small as four people choose a manager and a separate architect. Defining distinct roles in such small teams may be a little extreme, but I have observed it to work well and to contribute to design success even for small teams.

Trekking means a travelling experience with a thrilling excitement.

Rich People are students throughout their life. Poor People’s learning stops after formal education.

Making across the curriculum means students as novelists, mathematicians, historians, composers, artists, engineers—rather than being the recipients of instruction.

The emotional transformation of engineering education…is grounded in the real world and in the lives of the students we serve.

Horniness is a human constant, the engine that drives the world, and even back then, in the dark age of the mid-twentieth century, students were fucking like rabbits.

Carnot’s theorem: The most efficient heat engine is one that operates reversibly.

As teachers, we often promote the idea that process is more important than the end product, yet it is often the product itself that provides context and motivates students to learn.

There is a frequent tendency in the presentation of mechaincs to use problems mainly as a vehicle to illustrate theory rather than to develop theory for the purpose of solving problems. When the first view is allowed to predominate, problems tend to become overly idealized and unrelated to engineering with the result that the exercise becomes dull, academic, and uninteresting. This approach deprives the students of valuable experience in formulating problems and thus of discovering the need for and meaning of theory. The second view provides by far the stronger motive for learning theory and leads to a better balance between theory and application. The crucial role played by interest and purpose in providing the strongest possible motive for learning cannot be overemphasized." Glenn Kraige, from Merriam & Kraige's Dynamics text, 7th Edition.

Students mismatched with institutions whose standards they did not meet would either fail to graduate as often as others or would manage to graduate only by avoiding difficult subjects like science, technology, engineering, and mathematics.

One of my greatest fears is family decline.There’s an old Chinese saying that “prosperity can never last for three generations.” I’ll bet that if someone with empirical skills conducted a longitudinal survey about intergenerational performance, they’d find a remarkably common pattern among Chinese immigrants fortunate enough to have come to the United States as graduate students or skilled workers over the last fifty years. The pattern would go something like this: • The immigrant generation (like my parents) is the hardest-working. Many will have started off in the United States almost penniless, but they will work nonstop until they become successful engineers, scientists, doctors, academics, or businesspeople. As parents, they will be extremely strict and rabidly thrifty. (“Don’t throw out those leftovers! Why are you using so much dishwasher liquid?You don’t need a beauty salon—I can cut your hair even nicer.”) They will invest in real estate. They will not drink much. Everything they do and earn will go toward their children’s education and future. • The next generation (mine), the first to be born in America, will typically be high-achieving. They will usually play the piano and/or violin.They will attend an Ivy League or Top Ten university. They will tend to be professionals—lawyers, doctors, bankers, television anchors—and surpass their parents in income, but that’s partly because they started off with more money and because their parents invested so much in them. They will be less frugal than their parents. They will enjoy cocktails. If they are female, they will often marry a white person. Whether male or female, they will not be as strict with their children as their parents were with them. • The next generation (Sophia and Lulu’s) is the one I spend nights lying awake worrying about. Because of the hard work of their parents and grandparents, this generation will be born into the great comforts of the upper middle class. Even as children they will own many hardcover books (an almost criminal luxury from the point of view of immigrant parents). They will have wealthy friends who get paid for B-pluses.They may or may not attend private schools, but in either case they will expect expensive, brand-name clothes. Finally and most problematically, they will feel that they have individual rights guaranteed by the U.S. Constitution and therefore be much more likely to disobey their parents and ignore career advice. In short, all factors point to this generation

Many of today’s students who are training to be traditional professionals will, in due course, be engaged as knowledge engineers. These new professionals will specialize in designing certain kinds of online service—we call this the ‘knowledge engineering’ model (section 5.7).

As a student of Tony Robbins, Matt had been using affirmations and incantations for years to create extraordinary levels of success. Owning five homes and one of the top network engineers in the country (all by age 25), I should have figured Matt knew what he was doing. After all, I was the one renting a room in his house.

It’s a miracle, she tells her students, photosynthesis: a feat of chemical engineering underpinning creation’s entire cathedral. All the razzmatazz of life on Earth is a free-rider on that mind-boggling magic act. The secret of life: plants eat light and air and water, and the stored energy goes on to make and do all things.

The emotional transformation of engineering education isn’t magical thinking. Nor is it a vague abstraction or a series of touchy-feely practices. It is based on a philosophy of education that is grounded in the real world and in the lives of the students we serve. It’s available to everyone. It isn’t expensive. It can’t be accomplished in the old paradigm under the old assumptions about how education change happens, but in the right atmosphere, the change flows organically from the students themselves. That atmosphere requires systematic language change, culture change, and personal change by students, faculty, and all the stakeholders in education.

The more time I spent in Finland, the more I started to worry that the reforms sweeping across the United States had the equation backwards. We were trying to reverse engineer a high-performance teaching culture through dazzlingly complex performance evaluations and value-added data analysis. It made sense to reward, train, and dismiss more teachers based on their performance, but that approach assumed that the worst teachers would be replaced with much better ones, and that the mediocre teachers would improve enough to give students the kind of education they deserved. However, there was not much evidence that either scenario was happening in reality.

A fellow undergraduate student, majoring in history, as was I, who didn't care about the advanced aerodynamic principles of things like boundary layer separation during stalls and exactly why you might get detonation within the cylinders of the engine if the mixture was grossly improperly adjusted for a given power setting at a given altitude.

This book will take you into a world far more wonderful than the world of work and entertainment. At university I try to make converts by assigning works of literature that shed light on human psychology, history or philosophy. Some students respond by asking me to give them lists of books. Well, here is your list. But I also want to make converts of those who have not yet gone or will never go to university. The educational establishment may ignore you but I will not. I remember my own family and how they educated themselves. Many in my running club have never been to university. Some of them are among the most intelligent and intellectually curious people I know. Some of them are better informed than university students about almost everything, except the narrow knowledge a graduate gets from majoring in physics or commerce or engineering. Some of my running companions know who Hitler was. As for my students, I once set an exam question about tyranny in the twentieth century. Only a few students could volunteer Hitler’s name.

In my classes, we read great fiction obsessively, and then attempt to see how a writer managed to affect us. We try to understand which elements—diction, syntax, point of view and so forth—made us feel that way. After we spend several weeks reading this way, wondering how the author made us shiver like that, we try our own hand. I ask students to begin with ‘green lines,’ to isolate writing so good it makes one writer envious of another. Which parts do they wish they had written themselves? Students start to understand how their own writing works, where it ripples with energy… What they really want is to have some kind of firsthand, visceral relationship with a book—to see what it’s like to take a work apart and put it back together—using great stories as structural models, just the way the kids I grew up with in Detroit fell in love with cars by spending weekends trying to make derelict Ford Mustangs run again. When the engine finally starts, when you figure out how to make it fire, it’s an incredibly powerful learning experience.

Why did so many smart people believe these laissez-fairey tales? It’s a good question. Some of the blame surely goes to the excessive faith in free markets that was the elixir of the day. Some goes to economists who believed and extolled the efficient markets hypothesis—and taught it to their students, many of whom wound up as financial engineers on Wall Street.

What happens when you attempt to mix half-baked Freudianism with an older, incompatible philosophy is that you wind up with a potentially explosive chemical reaction. The demiurge of superego gets its “liberation,” but the devil of the id is denied its due. And when the id starts to rumble and grumble, there's a corresponding clampdown from the superego. As the darker impulses take over, over time, sexual abuse becomes part of the unofficial curriculum. And since sexual abuse leads to trauma, is it any real surprise if trauma is reframed—whether by early Fabian “evolutionary socialists” or by today's spiritual spokes-people (such as Esalen-biographer Jeffrey Kripal or LSE-student Whitley Strieber2)—as a means to access the divine and accelerate evolution?

All of this is good but great teachers engineer learning experiences that maneuver the students into the driver's seat and then the teachers get out of the way. Students learn best by personally experiencing learning that is physical, emotional, intellectual and spiritual. John Dewey had it right in 1935 when he espoused his theories on experiential learning. Today we call this constructivism.

What’s more, attempting to score a teacher’s effectiveness by analyzing the test results of only twenty-five or thirty students is statistically unsound, even laughable. The numbers are far too small given all the things that could go wrong. Indeed, if we were to analyze teachers with the statistical rigor of a search engine, we’d have to test them on thousands or even millions of randomly selected students.

In this age, which believes that there is a short cut to everything, the greatest lesson to be learned is that the most difficult way is, in the long run, the easiest. All that is set forth in books, all that seems so terribly vital and significant, is but an iota of that from which it stems and which it is within everyone’s power to tap. Our whole theory of education is based on the absurd notion that we must learn to swim on land before tackling the water. It applies to the pursuit of the arts as well as to the pursuit of knowledge. Men are still being taught to create by studying other men’s works or by making plans and sketches never intended to materialize. The art of writing is taught in the classroom instead of in the thick of life. Students are still being handed models which are supposed to fit all temperaments, all kinds of intelligence. No wonder we produce better engineers than writers, better industrial experts than painters. My encounters with books I regard very much as my encounters with other phenomena of life or thought. All encounters are configurate, not isolate. In this sense, and in this sense only, books are as much a part of life as trees, stars or dung. I have no reverence for them per se. Nor do I put authors in any special, privileged category. They are like other men, no better, no worse. They exploit the powers given them, just as any other order of human being. If I defend them now and then — as a class — it is because I believe that, in our society at least, they have never achieved the status and the consideration they merit. The great ones, especially, have almost always been treated as scapegoats.

Like here it was that I entered that stage when a child overcomes naivite enough to realize an adult's emotional reaction as somethimes freakish for its inconsistencies, so can, on his own reasoning canvas, paint those early pale colors of judgement, resulting from initial moments of ability to critically examine life's perplexities, in tentative little brain-engine stirrings, before they faded to quickly join that train of remembered experience carrying signals indicating existence which itself far outweighs traction effort by thinking's soon slipping drivers to effectively resist any slack-action advantage, for starting so necessitates continual cuts on the hauler - performed as if governed lifelong by the tagwork of a student-green foreman who, crushed under on rushing time always building against his excessive load of emotional contents, is forever a lost ball in the high weeds of personal developments - until, with ever changing emphasis through a whole series of grades of consciousness (leading up from root-beginnings of obscure childish inconscious soul within a world), early lack - for what child sustains logic? - reaches a point of late fossilization, resultant of repeated wrong moves in endless switching of dark significances crammed inside the cranium, where, through such hindering habits, there no longer is the flexibility for thought transfer and unloading of dead freight that a standard gauge would afford and thus, as Faustian Destiny dictates, is an inept mink, limited, being in existence firmly tracked just above the constant "T" biased ballast supporting wherever space yearnings lead the worn rails of civilized comprehension, so henceforth is restricted to mere pickups and setouts of drab distortion, while traveling wearily along its familiar Western Thinking right-of-way. But choo-choo nonsense aside, ...

There is a kind of unspoken collusion going on in mainstream science education: you get your competent but bored, insecure and hence stodgy teacher talking to an audience divided between engineering students, who are going to be responsible for making bridges that won’t fall down or airplanes that won’t suddenly plunge vertically into the ground at six hundred miles an hour, and who by definition get sweaty palms and vindictive attitudes when their teacher suddenly veers off track and begins raving about wild and completely nonintuitive phenomena; and physics students, who derive much of their self-esteem from knowing that they are smarter and morally purer than the engineering students, and who by definition don’t want to hear about anything that makes no fucking sense. This collusion results in the professor saying: (something along the lines of) dust is heavier than air, therefore it falls until it hits the ground. That’s all there is to know about dust. The engineers love it because they like their issues dead and crucified like butterflies under glass. The physicists love it because they want to think they understand everything. No one asks difficult questions. And outside the windows, the dust devils continue to gambol across the campus.

Most people think that it is more difficult to fly a helicopter than an airplane. This is a myth. The myth survives because when a student pilot takes his or her first lesson in a small, single engine airplane, at the end of the hour of instruction the student can imagine that some day, way—way off in the future maybe, but someday—he will learn to fly the aircraft all by himself. When student pilots have their first hour of instruction in a small, single engine helicopter, they know that if they live to be one hundred they will never learn to fly it. They also believe this after their second lesson and into the third. The problem is the hover.

Making, tinkering, and engineering are ways of knowing that should be visible in every classroom, regardless of the subject or age of the students. In a makerspace these processes may be defined loosely: Making is about the active role construction plays in learning. The maker has a product in mind when working with tools and materials. Tinkering is a mindset – a playful way to approach and solve problems through direct experience, experimentation, and discovery. Engineering extracts principles from direct experience. It builds a bridge between intuition and the formal aspects of science by being able to better explain, measure, and predict the world around us.

For nearly eight centuries, under her Mohammedan rulers, Spain set to all Europe a shining example of a civilized and enlightened State. Her fertile provinces, rendered doubly prolific by the industry and engineering skill of her conquerors, bore fruit an hundredfold. Cities innumerable sprang up in the rich valleys of the Guadelquivir and the Guadiana, whose names, and names only, still commemorate the vanished glories of their past. Art, literature, and science prospered, as they then prospered nowhere else in Europe. Students flocked from France and Germany and England to drink from the fountain of learning which flowed only in the cities of the Moors. The surgeons and doctors of Andalusia were in the van of science: women were encouraged to devote themselves to serious study, and the lady doctor was not unknown among the people of Cordova. Mathematics, astronomy and botany, history, philosophy and jurisprudence were to be mastered in Spain, and Spain alone. The practical work of the field, the scientific methods of irrigation, the arts of fortification and shipbuilding, the highest and most elaborate products of the loom, the graver and the hammer, the potter's wheel and the mason's trowel, were brought to perfection by the Spanish Moors. In the practice of war no less than in the arts of peace they long stood supreme.

Instead of educating college students for jobs that are about to disappear under the rising tide of technology, twenty-first-century universities should liberate them from outdated career models and give them ownership of their own futures. They should equip them with the literacies and skills they need to thrive in this new economy defined by technology, as well as continue providing them with access to the learning they need to face the challenges of life in a diverse, global environment. Higher education needs a new model and a new orientation away from its dual focus on undergraduate and graduate students. Universities must broaden their reach to become engines for lifelong learning.

Finance is concerned with the relations between the values of securities and their risk, and with the behavior of those values. It aspires to be a practical, like physics or chemistry or electrical engineering. As John Maynard Keynes once remarked about economics, “If economists could manage to get themselves thought of as humble, competent people on a level with dentists, that would be splendid.” Dentists rely on science, engineering, empirical knowledge, and heuristics, and there are no theorems in dentistry. Similarly, one would hope that nance would be concerned with laws rather than theorems, with behavior rather than assumptions. One doesn’t seriously describe the behavior of a market with theorems.

It’s easy to raise graduation rates, for example, by lowering standards. Many students struggle with math and science prerequisites and foreign languages. Water down those requirements, and more students will graduate. But if one goal of our educational system is to produce more scientists and technologists for a global economy, how smart is that? It would also be a cinch to pump up the income numbers for graduates. All colleges would have to do is shrink their liberal arts programs, and get rid of education departments and social work departments while they’re at it, since teachers and social workers make less money than engineers, chemists, and computer scientists. But they’re no less valuable to society.

But Avril had gotten former M.I.T. #1 Men's Singles Corbett Throp to drive Mario down to V.F. Rickey's Rickey's cerebral Student Union thing, where Thorp used his old student I.D. (thumb over expiration date) to get them past the Security lady at the Rectus Bulbi and down to the YYY studio's freezing pink, where the only person who didn't talk like an angry cartoon character, a severely carbuncular man at the engineer's board, would by way of comment point only at a tripartite onionskin screen that stood folded beneath a handless wall-clock, possibly signifying that no hiatus could be that long if the absent party hadn't taken her trusty screen. Mario hadn't had any idea M.P.'d used a screen, on-air. That's when he'd gotten agitated.

Another father, K.T. Dutschmann, a telephone engineer, a student of this course, couldn’t get his three-year old daughter to eat breakfast food. The usual scolding, pleading, coaxing methods had all ended in futility. So the parents asked themselves: “How can we make her want to do it?” The little girl loved to imitate her mother, to feel big and grown up; so one morning they put her on a chair and let her make the breakfast food. At just the psychological moment, Father drifted into the kitchen while she was stirring the cereal and she said: “Oh, look, Daddy, I am making the cereal this morning.” She ate two helpings of the cereal without any coaxing, because she was interested in it. She had achieved a feeling of importance; she had found in making the cereal an avenue of self-expression.

If you’re a teacher, enjoy your gregarious and participatory students. But don’t forget to cultivate the shy, the gentle, the autonomous, the ones with single-minded enthusiasms for chemistry sets or parrot taxonomy or nineteenth-century art. They are the artists, engineers, and thinkers of tomorrow. If you’re a manager, remember that one third to one half of your workforce is probably introverted, whether they appear that way or not. Think twice about how you design your organization’s office space. Don’t expect introverts to get jazzed up about open office plans or, for that matter, lunchtime birthday parties or team-building retreats. Make the most of introverts’ strengths—these are the people who can help you think deeply, strategize, solve complex problems, and spot canaries in your coal mine.

hotbed of radicalism in the capital, the campus and its adjacent streets were jammed with students. Just finished with their midday prayers, they were now chanting and marching. Some were firing machine guns into the air. Charlie could feel the same violent spirit that had pervaded the scene around the embassy, and he immediately slammed on the brakes and screeched to a halt. Jamming the car into reverse, he gunned the engine and began to back up but was cut off by a VW van filled with students that had come up behind them. The VW’s driver suddenly began screaming something about their American car, and six young men jumped out, carrying wooden sticks and metal pipes. “Lock your doors, Claire,” Charlie ordered, doing the same on his side. Wild-eyed, the students surrounded the Buick, taunting and cursing them.

For it is true historically that those who have shown the greatest subtlety with language have shown the greatest power to understand (this does not exclude Sophists, for Plato made the point that one must be able to see the truth accurately in order to judge one’s distance from it if he is practicing deception). To take a contemporary example which has statistical support: American universities have found that with few exceptions students who display the greatest mastery of words, as evidenced by vocabulary tests and exercises in writing, make the best scholastic records regardless of the department of study they enter. For physics, for chemistry, for engineering—it matters not how superficially unrelated to language the branch of study may be—command of language will prognosticate aptitude. Facility with words bespeaks a capacity to learn relations and grasp concepts; it is a means of access to the complex reality. Evidently

The current narrative we seem to tell ourselves about our privacy is that it is a sort of currency we trade to corporations in return for innovation. But the corporation has an insatiable appetite for our most personal data in order to drive us to consume during our every waking moment. I think this is critical, because in some ways social networks are powerful engines of conformity. The ability for students to develop their own ideas, identities, and political affiliations should take place outside of the panopticon view of Facebook, but whether this is any longer possible is an open question. My own memory is that the development of my political and cultural persona between the ages of fifteen and twenty-one had a lot to do with being outside the zone of judgment of my parents, their conservative peers from my hometown, Cleveland, and maybe even from my siblings. I’m not sure that it could happen if we were all on Facebook together.

Anti-voting lawmakers perhaps weren’t intending to make it harder for married white women to vote, but that’s exactly what they did by requiring an exact name match across all forms of identification in many states in recent years. Birth certificates list people’s original surnames, but if they change their names upon marriage, their more recent forms of ID usually show their married names. Sandra Watts is a married white judge in the state of Texas who was forced to use a provisional ballot in 2013 under the state’s voter ID law. She was outraged at the imposition: “Why would I want to vote provisional ballot when I’ve been voting regular ballot for the last forty-nine years?” Like many women, she included her maiden name as her middle name when she took her husband’s last name—and that’s what her driver’s license showed. But on the voter rolls, her middle name was the one her parents gave her at birth, which she no longer used. And like that, she lost her vote—all because of a law intended to suppress people like Judge Watts’s fellow Texan Anthony Settles, a Black septuagenarian and retired engineer. Anthony Settles was in possession of his Social Security card, an expired Texas identification card, and his old University of Houston student ID, but he couldn’t get a new photo ID to vote in 2016 because his mother had changed his name when she remarried in 1964. Several lawyers tried to help him track down the name-change certificate in courthouses, to no avail; his only recourse was to go to court for a new one, at a cost of $250. Elderly, rural, and low-income voters are more likely not to have birth certificates or to have documents containing clerical errors. Hargie Randell, a legally blind Black Texan who couldn’t drive but who had a current voter registration card used before the new Texas law, had to arrange for people to drive him to the Department of Public Safety office three times, and once to the county clerk’s office an hour away, only to end up with a birth certificate that spelled his name wrong by one letter.

The second arena is vocation, that powerful, often ignored intersection of faith and calling. Millions of Christ-following teens and young adults are interested in serving in mainstream professions, such as science, law, media, technology, education, law enforcement, military, the arts, business, marketing and advertising, health care, accounting, psychology, and dozens of others. Yet most receive little guidance from their church communities for how to connect these vocational dreams deeply with their faith in Christ. This is especially true for the majority of students who are drawn to careers in the fields of science, including health care, engineering, education, research, computer programming, and so on. These young Christians learn very little in their faith communities about how to live honestly and faithfully in a world dominated by science—much less how to excel in their chosen scientific vocation. Can the Christian community summon the courage to prepare a new generation of professionals to be excellent in their calling and craft, yet humble and faithful where God has asked them to serve?

As I became older, I was given many masks to wear. I could be a laborer laying railroad tracks across the continent, with long hair in a queue to be pulled by pranksters; a gardener trimming the shrubs while secretly planting a bomb; a saboteur before the day of infamy at Pearl Harbor, signaling the Imperial Fleet; a kamikaze pilot donning his headband somberly, screaming 'Banzai' on my way to my death; a peasant with a broad-brimmed straw hat in a rice paddy on the other side of the world, stooped over to toil in the water; an obedient servant in the parlor, a houseboy too dignified for my own good; a washerman in the basement laundry, removing stains using an ancient secret; a tyrant intent on imposing my despotism on the democratic world, opposed by the free and the brave; a party cadre alongside many others, all of us clad in coordinated Mao jackets; a sniper camouflaged in the trees of the jungle, training my gunsights on G.I. Joe; a child running with a body burning from napalm, captured in an unforgettable photo; an enemy shot in the head or slaughtered by the villageful; one of the grooms in a mass wedding of couples, having met my mate the day before through our cult leader; an orphan in the last airlift out of a collapsed capital, ready to be adopted into the good life; a black belt martial artist breaking cinderblocks with his head, in an advertisement for Ginsu brand knives with the slogan 'but wait--there's more' as the commercial segued to show another free gift; a chef serving up dog stew, a trick on the unsuspecting diner; a bad driver swerving into the next lane, exactly as could be expected; a horny exchange student here for a year, eager to date the blonde cheerleader; a tourist visiting, clicking away with his camera, posing my family in front of the monuments and statues; a ping pong champion, wearing white tube socks pulled up too high and batting the ball with a wicked spin; a violin prodigy impressing the audience at Carnegie Hall, before taking a polite bow; a teen computer scientist, ready to make millions on an initial public offering before the company stock crashes; a gangster in sunglasses and a tight suit, embroiled in a turf war with the Sicilian mob; an urban greengrocer selling lunch by the pound, rudely returning change over the counter to the black patrons; a businessman with a briefcase of cash bribing a congressman, a corrupting influence on the electoral process; a salaryman on my way to work, crammed into the commuter train and loyal to the company; a shady doctor, trained in a foreign tradition with anatomical diagrams of the human body mapping the flow of life energy through a multitude of colored points; a calculus graduate student with thick glasses and a bad haircut, serving as a teaching assistant with an incomprehensible accent, scribbling on the chalkboard; an automobile enthusiast who customizes an imported car with a supercharged engine and Japanese decals in the rear window, cruising the boulevard looking for a drag race; a illegal alien crowded into the cargo hold of a smuggler's ship, defying death only to crowd into a New York City tenement and work as a slave in a sweatshop. My mother and my girl cousins were Madame Butterfly from the mail order bride catalog, dying in their service to the masculinity of the West, and the dragon lady in a kimono, taking vengeance for her sisters. They became the television newscaster, look-alikes with their flawlessly permed hair. Through these indelible images, I grew up. But when I looked in the mirror, I could not believe my own reflection because it was not like what I saw around me. Over the years, the world opened up. It has become a dizzying kaleidoscope of cultural fragments, arranged and rearranged without plan or order.

By definition, conspiracy theories imply a coordinated plot by a hostile group. But the most successful conspiracy theories also imply the existence of another group: victims. Theorists become more devout when they identify as part of population under attack, the researchers noted. The more a person identifies with a persecuted "ingroup," the more likely they are to suspect evil deeds by a threatening "outgroup" with which they do not identify. In a 2015 study, for example, Indonesian students were more likely to believe conspiracy theories about Western countries staging terror attacks if researchers first emphasized the students' Muslim faith and described the West as a threat to Muslims. Americans are no more immune than Indonesians. In the 1980s, the Soviet Union's KGB spread rumors throughout the United States that the CIA had engineered the HIV virus to wipe out the country's Black and gay populations. Often, groups that have been dealt a bad hand can be more likely to perceive the world in a conspiratorial light due to past suffering, be it the result of a deliberate conspiracy or passive societal failings. So while the anti-Black HIV rumors were false, the theory took off with some Black Americans who remembered the country's history of documented medical plots against people of color.

Innovation and disruption are ideas that originated in the arena of business but which have since been applied to arenas whose values and goals are remote from the values and goals of business. People aren’t disk drives. Public schools, colleges and universities, churches, museums, and many hospitals, all of which have been subjected to disruptive innovation, have revenues and expenses and infrastructures, but they aren’t industries in the same way that manufacturers of hard-disk drives or truck engines or drygoods are industries. Journalism isn’t an industry in that sense, either. Doctors have obligations to their patients, teachers to their students, pastors to their congregations, curators to the public, and journalists to their readers--obligations that lie outside the realm of earnings, and are fundamentally different from the obligations that a business executive has to employees, partners, and investors. Historically, institutions like museums, hospitals, schools, and universities have been supported by patronage, donations made by individuals or funding from church or state. The press has generally supported itself by charging subscribers and selling advertising. (Underwriting by corporations and foundations is a funding source of more recent vintage.) Charging for admission, membership, subscriptions and, for some, earning profits are similarities these institutions have with businesses. Still, that doesn’t make them industries, which turn things into commodities and sell them for gain.

Patton had been a reflective man, an extraordinarily well-read student of wars and military leaders, ancient and modern, with a curiosity about his war to match his energy. No detail had been too minor or too dull for him, nor any task too humble. Everything from infantry squad tactics to tank armor plate and chassis and engines had interested him. To keep his mind occupied while he was driving through a countryside, he would study the terrain and imagine how he might attack this hill or defend that ridge. He would stop at an infantry position and look down the barrel of a machine gun to see whether the weapon was properly sited to kill counterattacking Germans. If it was not, he would give the officers and men a lesson in how to emplace the gun. He had been a military tailor’s delight of creased cloth and shined leather, and he had worn an ivory-handled pistol too because he thought he was a cavalier who needed these trappings for panache. But if he came upon a truck stuck in the mud with soldiers shirking in the back, he would jump from his jeep, berate the men for their laziness, and then help them push their truck free and move them forward again to battle. By dint of such lesson and example, Patton had formed his Third Army into his ideal of a fighting force. In the process he had come to understand the capabilities of his troops and he had become more knowledgeable about the German enemy than any other Allied general on the Western Front. Patton had been able to command with certainty, overcoming the mistakes that are inevitable in the practice of the deadly art as well as personal eccentricities and public gaffes that would have ruined a lesser general, because he had always stayed in touch with the realities of his war.

If you are a great warrior, you are supposed to be prepared to humble yourself before the lowest opponent. If you are a great general, you are supposed to be prepared to humble yourself before the lowest soldier. If you are a great politician, you are supposed to be prepared to humble yourself before for the lowest constituent. If you are a great governor, you are supposed to be prepared to humble yourself before for the lowest peasant. If you are a great president, you are supposed to be prepared to humble yourself before the lowest citizen. If you are a great leader, you are supposed to be prepared to humble yourself before for the lowest servant. If you are a great pastor, you are supposed to be prepared to humble yourself before the lowest parishioner. If you are a great prophet, you are supposed to be prepared to humble yourself before the lowest seer. If you are a great pope, you are supposed to be prepared to humble yourself before the lowest priest. If you are a great teacher, you are supposed to be prepared to humble yourself before for the lowest student. If you are a great guru, you are supposed to be prepared to humble yourself before for the lowest disciple. If you are a great architect, you are supposed to be prepared to humble yourself before the lowest mason. If you are a great engineer, you are supposed to be prepared to humble yourself before the lowest mechanic. If you are a great inventor, you are supposed to be prepared to humble yourself before for the lowest scientist. If you are a great doctor, you are supposed to be prepared to humble yourself before for the lowest nurse. If you are a great judge, you are supposed to be prepared to humble yourself before the lowest lawyer. If you are a great artist, you are supposed to be prepared to humble yourself before the lowest apprentice. If you are a great coach, you are supposed to be prepared to humble yourself before for the lowest athlete. If you are a great genius, you are supposed to be prepared to humble yourself before for the lowest talent. If you are a great philanthropist, you are supposed to be prepared to humble yourself before for the lowest beggar. In the school of patience, it is the long suffering who graduate. In the school of generosity, it is the kind who graduate. In the school of activism, it is the devoted who graduate. In the school of honor, it is the noble who graduate. In the school of wisdom, it is the prudent who graduate. In the school of knowledge, it is the curious who graduate. In the school of insight, it is the observant who graduate. In the school of understanding, it is the intelligent who graduate. In the school of success, it is the excellent who graduate. In the school of eminence, it is the influential who graduate. In the school of conquest, it is the fearless who graduate. In the school of enlightenment, it is the humble who graduate. In the school of courage, it is the hopeful who graduate. In the school of fortitude, it is the determined who graduate. In the school of leadership, it is servants who graduate. In the school of talent, it is the skilled who graduate. In the school of genius, it is the brilliant who graduate. In the school of greatness, it is the persevering who graduate. In the school of transcendence, it is the fearless who graduate. In the school of innovation, it is the creative who graduate.

Making the jump from a previous company or university, while changing job roles (from traditional software engineer or traditional systems administrator) to this nebulous Site Reliability Engineer role is often enough to knock students’ confidence down several times. For more introspective personalities (especially regarding questions #2 and #3), the uncertainties incurred by nebulous or less-than-clear answers can lead to slower development or retention problems.

Radically better software robustness and productivity are to be had only by moving up a level, and making programs by the composition of modules, or objects. An especially promising trend is the use of mass-market packages as the platforms on which richer and more customized products are built. A truck-tracking system is built on a shrink-wrapped database and communications package; so is a student information system. The want ads in computer magazines offer hundreds of Hypercard stacks and customized templates for Excel, dozens of special functions in Pascal for MiniCad or functions in AutoLisp for AutoCad.

As the story goes, the manuscript that formed the outlines of Wiener’s contributions to information theory was nearly lost to humanity. Wiener had entrusted the manuscript to Walter Pitts, a graduate student, who had checked it as baggage for a trip from New York’s Grand Central Terminal to Boston. Pitts forgot to retrieve the baggage. Realizing his mistake, he asked two friends to pick up the bag. They either ignored or forgot the request. Only five months later was the manuscript finally tracked down; it had been labeled “unclaimed property” and cast aside in a coatroom. Wiener was, understandably, blind with rage. “Under these circumstances please consider me as completely dissociated from your future career,” he wrote to Pitts. He complained to one administrator of the “total irresponsibleness of the boys” and to another faculty member that the missing parcel meant that he had “lost priority on some important work.” “One of my competitors, Shannon of the Bell Telephone Company, is coming out with a paper before mine,” he fumed. Wiener wasn’t being needlessly paranoid: Shannon had, by that point, previewed his still-unpublished work at 1947 conferences at Harvard and Columbia. In April 1947, Wiener and Shannon shared the same stage, and both had the opportunity to present early versions of their thoughts. Wiener, in a moment of excessive self-regard, would write to a colleague, “The Bell people are fully accepting my thesis concerning statistics and communications engineering.

When your muscles are hungry for fuel, they don’t care where the energy comes from, says Brent Ruby, the University of Montana scientist who supervised the cyclists study, done by his then-graduate student Michael Cramer. The fast food in this experiment may not represent the healthiest everyday food choices, but neither are those engineered recovery foods, which are highly processed and laden with additives, he says. Regardless, any of these foods work. “The muscle could care less. If you’re dumping in carbohydrates, the muscle is going to be satisfied.

Dr. Adam Grant, professor of organizational psychology at the Wharton School of the University of Pennsylvania, says this is because J. J. Abrams is “a giver,” a rarity in an industry full of takers. No good TV show or film is made by one person, but whereas Hollywood bigshots are known for being credit-hogs, J. J. Abrams is a fantastic collaborator. Grant would know. He wrote the book on the subject. In his bestseller, Give and Take, he presents rigorous research showing that a disproportionate number of the most successful people in a given industry are extremely generous. From medical students to engineers to salespeople, his studies find givers at the top of the ladder. “Being a giver doesn’t require extraordinary acts of sacrifice,” Grant writes in Give and Take. “It just involves a focus on acting in the interests of others, such as by giving help, providing mentoring, sharing credit, or making connections for others.” Abrams is known, acquaintances tell me, for his kindness and lack of ego, in addition to his penchant for mystery. That’s how he attracts the best people to his staff. And that’s how he’s managed to climb so far so fast.* Staffers with whom I e-mailed and met at the “typewriter shop” were eager to keep Abrams away from me because, according to his reputation, he’d probably spend way too much time helping this shaggy-haired writer out when he ought to be, you know, filming Star Wars. Initially, Abrams helped out better-connected people than himself, and doing so helped him superconnect. But once he was the superconnector, he still helped people. That’s how to tell if someone is a giver, or a taker in giver’s clothing. “If you do it only to succeed,” Grant says, in the long run, “it probably won’t work.

Any impatient student of mathematics or science or engineering who is irked by having algebraic symbolism thrust on him should try to get on without it for a week.

Today’s equivalent is probably ‘get an engineering degree’, but it will not necessarily be as lucrative. A third of Americans who graduated in STEM subjects (science, technology, engineering and maths) are in jobs that do not require any such qualification.52 They must still pay off their student debts. Up and down America there are programmers working as office temps and even fast-food servers. In the age of artificial intelligence, more and more will drift into obsolescence. On the evidence so far, this latest technological revolution is different in its dynamics from earlier ones. In contrast to earlier disruptions, which affected particular sectors of the economy, the effects of today’s revolution are general-purpose. From janitors to surgeons, virtually no jobs will be immune. Whether you are training to be an airline pilot, a retail assistant, a lawyer or a financial trader, labour-saving technology is whittling down your numbers – in some cases drastically so. In 2000, financial services employed 150,000 people in New York. By 2013 that had dropped to 100,000. Over the same period, Wall Street’s profits have soared. Up to 70 per cent of all equity trades are now executed by algorithms.53 Or take social media. In 2006, Google bought YouTube for $1.65 billion. It had sixty-five employees, so the price amounted to $25 million per employee. In 2012 Facebook bought Instagram, which had thirteen employees, for $1 billion. That came to $77 million per employee. In 2014, it bought WhatsApp, with fifty-five employees, for $19 billion, at a staggering $345 million per employee.54 Such riches are little comfort to the thousands of engineers who cannot find work. Facebook’s data servers are now managed by Cyborg, a software program. It requires one human technician for every twenty thousand computers.

Except for practices that incorporate design as the way they practice—for example, architecture and engineering—the art of design is not incorporated into students’ experiences in schools, despite its superiority in many situations, even to such analytical problem solving as scientists employ. The power of design as an instrument of learning is almost completely overlooked by the educational system. For example, the best way to learn how an automobile (or any other mechanism) works and to gain understanding of why it works the way it does is to design one. Moreover, it is in design that people learn what they want.

Good disciplemaking requires both intentionality and relationality. It means being strategic and being social. Most of us are bent one way or the other. We’re naturally relational, but lacking in intentionality. Or we find it easy to be intentional, but not relational. We typically tip (or sometimes lean) one way or the other as we begin the disciplemaking process. But tipping and leaning won’t cover the full picture of what life-on-life disciplemaking requires. It’s not just friend-to-friend, and it’s not just teacher-to-student. It’s both. There is the sharing of ordinary life (relationship) and seeking to initiate and make the most of teachable moments (intentionality). There are the long walks through Galilee and the sermons on the mount. Disciplemaking is both organic and engineered, relational and intentional, with shared context and shared content, quality and quantity time.

During World War II, rationing in Russia had made vinyl prohibitively expensive, and cheap X-ray film became the bootleg music industry’s substitute. After purchasing a used X-ray plate for a ruble or two from a medical facility, music lovers could cut the plate into a disk with scissors or a knife before having it etched with their favorite tunes. Students studying engineering, I was told, particularly excelled in this bootlegging process. But even a thawed Khrushchev regime had its standards to uphold, and in 1959 the government began a crackdown on this illicit music market. One government tactic was to flood record shops with unplayable records, many intended to damage record players. Some of these records included threatening vocals placed in the middle of a recording, which screamed at the unsuspecting listener, “You like rock and roll? Fuck you, anti-Soviet slime!” Eventually the use of bone records declined as replacement technologies, such as magnetic reel-to-reel tape, took over. But until then, bone-record makers were hunted down and sent to the Gulags. Particularly offensive to the Soviet government were bootleggers who reproduced American jazz records, music Stalin had declared a “threat to civilization.” Despite

Swami Devi Dyal Institute of Pharmacy The Institute is approved by AICTE & Pharmacy Council of India and is affiliated to Pt. B.D. Sharma University of Health Sciences, Rohtak. Courses Offered: Bachelor in Pharmacy A Bachelor of Pharmacy (Abbreviated B Pharma) is a graduate education degree in the field of pharmacy. The degree is the basic condition for practicing in many countries as a pharmacist and it is about developing necessary skills for counseling patients about understanding and using the properties of medicines. Bachelor of Pharmacy (B.Pharm) is an undergraduate degree course in the field of Pharmacy education. The students those are interested in the medical field (except to become a doctor) can choose this course after the completion of class 12th. After the completion of this degree, the students can practice as a Pharmacist. Pharmacists can work in a range of industries related to the prescription, manufacture & provision of medicines. The duration of this course is 4 years. The B.Pharm is one of the popular job oriented course among the science students after class 12th. In this course the students study about the drugs and medicines, Pharmaceutical Engineering, Medicinal Chemistry etc. This course provides a large no. of job opportunities in both the public and private sector. There are various career options available for the science students after the completion of B.Pharm degree. The students can go for higher studies in the Pharmacy i.e. Master of Pharmacy (M.Pharm). This field is one of the evergreen fields in the medical sector, with the increasing demand of Pharma professional every year. B.Pharm programme covers the syllabus including biochemical science & health care. The Pharmacy Courses are approved by the All India Council of Technical Education (AICTE) & Pharmacy Council of India (PCI). B.Pharma – Bachelor in Pharmacy Program Mode Regular Duration 4 Years No. of Seats 60 Eligibility Passed 10+2 examination with Physics and Chemistry as compulsory subjects along with any one of the Mathematics/ Biotechnology/ Biology. Obtained at least 47% marks in the above subjects taken together. Lateral Entry to Second Year: Candidate must have passed Diploma in Pharmacy course of a minimum duration of 2 years or more from Haryana Board of Technical Education or its equivalent with at least 50% marks in aggregate of all semesters/ years.

The requirements of a degree in a STEM field (science, technology, engineering, mathematics), a demanding foreign language, or a rigorous degree in the humanities can be a different matter than a major in communications or visual arts or—as much as it pains me to say it—political science. Every campus has “default majors,” chosen when a student has no real idea what to do, some of which are off-ramps from more demanding programs after students learn the limits of their abilities. At

AS A KID GROWING UP IN A RURAL PENNSYLVANIA COAL COUNTRY in the 1930s and 1940s, Bill McGowan never dreamed of a career as a businessman, unaware that such a profession even existed. The son of a railroad engineer and a schoolteacher, McGowan got his first glimpse of the wider world during a three-year stint in the U.S. Army in postwar Europe, after which he returned home to complete an undergraduate degree in chemistry at King’s College in Wilkes-Barre, Pennsylvania. McGowan excelled at chemistry, thanks to his talent for comprehending the rules of complex systems, but found little joy in the subject. His plans for a career in medicine left him similarly lukewarm. One King’s College professor surmised the gregarious, hyper-analytical student’s true calling and suggested he apply for a seat in Harvard Business School’s class of 1954.

Many people think that designers are lone geniuses, working in solitude and waiting for a flash of inspiration to show them the solution to their design problem. Nothing could be further from the truth. There may be some problems, such as the design of a stool or a new set of children’s blocks, that are simple enough to be tackled by an individual, but in today’s highly technical world, almost every problem requires a design team. Design thinking takes this idea even further and suggests that the best results come from radical collaboration. Radical collaboration works on the principle that people with very different backgrounds will bring their idiosyncratic technical and human experiences to the team. This increases the chance that the team will have empathy for those who will use what they are designing, and that the collision of different backgrounds will generate truly unique solutions. This is proved over and over again in d.school classes at Stanford, where graduate students create teams of business, law, engineering, education, and medical students that come up with breakthrough innovations all the time. The glue that holds these teams together is design thinking, the human-centered approach to design that takes advantage of their different backgrounds to spur collaboration and creativity. Typically, none of the students have any design background when they enroll in our classes, and all of the teams struggle at first to be productive. They have to learn the mind-sets of a designer—especially radical collaboration and being mindful of process. But once that happens, they discover that their abilities as a team far exceed what any individual can do, and their creative confidence explodes.

I’m reminded reading Dear Science, that in the world of teaching I’ve inhabited and made most of my living from for three decades, the kinds of students I prefer to teach above all have been artists, athletes, and engineers. The first two—artists and athletes—understand that practice makes different. They understand that repetition is differentiation. They understand, they understand, they understand. And the third group—engineers—aren’t perplexed but rather energized by thinking the interrelations of system and structure in multiple convolutions and extensions, whatever the scale may be.

The next generation of engineers and scientists are not going to be the ones who are the best “students” who memorize a given week’s lists of tables and equations before heading off to history class where they do the same with historical figures and dates. In fact, it will be a failing graduate school that draws from this lot. The next generation of engineers and scientists will be the ones who are skipping the class but painfully and meticulously gathering the building blocks in their secret workshop and putting together something unprecedented.

To test that prediction, we needed empirical examples. They weren’t easy to find. Any candidate had to be fully characterized, its wiring diagram known down to the last detail, every node and link documented, or we couldn’t calculate the clustering and average path length. Then I remembered that Koeunyi Bae, a student in my chaos course the year before, had done a project about the Western States power grid, a collection of about 5,000 electric power plants tied together by high-voltage transmission lines across the states west of the Rocky Mountains and into the western provinces of Canada. Koeunyi and her adviser Jim Thorp provided the data to Duncan. It contained a great deal of detailed information that an engineer would find crucial—the voltage capacity of the transmission lines, the classification of the nodes as transformers, substations, or generators—but we ignored everything except the connectivity. The grid became an abstract pattern of dots connected by lines. To check whether it was a small-world network, we compared its clustering and average path length to the corresponding values for a random network with the same number of nodes and links. As predicted, the real network was almost as small as a random one, but much more highly clustered. Specifically, the path length was only 1.5 times larger than random, whereas the clustering was 16 times larger.

After the CCP gained power, it sealed China off from information beyond its borders, and imposed a wholesale negation of China’s traditional moral standards. The government’s monopoly on information gave it a monopoly on truth. As the center of power, the party Center was also the heart of truth and information. All social science research organs endorsed the validity of the Communist regime; every cultural and arts group lavished praise on the CCP, while news organs daily verified its wisdom and might. From nursery school to university, the chief mission was to inculcate a Communist worldview in the minds of all students. The social science research institutes, cultural groups, news organs, and schools all became tools for the party’s monopoly on thought, spirit, and opinion, and were continuously engaged in molding China’s youth. People employed in this work were proud to be considered “engineers of the human soul.

After the CCP gained power, it sealed China off from information beyond its borders, and imposed a wholesale negation of China’s traditional moral standards. The government’s monopoly on information gave it a monopoly on truth. As the center of power, the party Center was also the heart of truth and information. All social science research organs endorsed the validity of the Communist regime; every cultural and arts group lavished praise on the CCP, while news organs daily verified its wisdom and might. From nursery school to university, the chief mission was to inculcate a Communist worldview in the minds of all students. The social science research institutes, cultural groups, news organs, and schools all became tools for the party’s monopoly on thought, spirit, and opinion, and were continuously engaged in molding China’s youth. People employed in this work were proud to be considered “engineers of the human soul.” In this thought and information vacuum, the central government used its monopoly apparatus to instill Communist values while criticizing and eradicating all other values. In this way, young people developed distinct and intense feelings of right and wrong, love and hate, which took the shape of a violent longing to realize Communist ideals. Any words or deeds that diverged from these ideals would be met with a concerted attack. The party organization was even more effective at instilling values than the social science research institutes, news and cultural organs, and schools. Each level of the party had a core surrounded by a group of stalwarts, with each layer controlling the one below it and loyal to the one above. Successive political movements, hundreds and thousands of large and small group meetings, commendation ceremonies and struggle sessions, rewards and penalties, all served to draw young people onto a single trajectory. All views diverging from those of the party were nipped in the bud.

I am a scientist, but don't make the mistake of thinking of me as yet another shaky scientist. Before I was a scientist, I was a monk - before I was a monk, I was an engineering student – and even before that I was a martial artist. So be very careful, for there's nothing more dangerous than a wounded scientist. Science is literally the only super power in the world. And I’ve been playing with science, before I could speak english. When my teenage peers were obsessing over getting high, I was obsessed with building circuits. I gave it all up, because society has plenty innovators, but zero reformer scientist.

A visiting student in La Palma was working with astronomical detector engineer and routinely breathing nitrogen gas. He later unexpectedly fainted, collapsed to the ground and went to hospital.