Fellow steampunks, please don’t mind this interruption of coal-fired fun. Yes, it’s another blog talking about what is happening in Libya, Bahrain, Egypt, Tunisia, and elsewhere.
Things are going down in certain areas of the world, and while your dash has probably been filled to the brim with heartwrenching videos of protesters in Bahrain being shot down, and burned bodies in Libya, I’m here asking you to please reblog this list of things that you can do to actually help protesters.
I was involved during the issues that took place in Iran a couple of years back, and you would be surprised at how much good one can do with passing around resources like how to treat wounds and ways to get unmonitored internet access.
Fellow Coders, please don’t mind .. I also want to focus your attention for a short moment to ask you for help. Because you are programmers, coders and hackers, and this is partly a revolution in technical means, we depends on your support, the support of the people all over the world. Create Tor-Nodes, join be anonymous, mirror websites and videos, create dial-in nodes .. and non-technical: send aid, donate money, inform the peoples (open above link for more infos).
We are the global youth, we can change the world of tommorow, the world we want to live in. We are hackers, we understand systems in a large scale. We are Programmers, we can build new things to spread informations, organize and connect peoples.
Spread the message, take action and help the peoples, to achieve a free and open world, everywhere, on every level. Support the Lybyan Peoples. The world is changing, now!
While working on an article for the Monad.Reader, I’ve had the opportunity to think about how people learn and gain intuition for abstraction, and the implications for pedagogy. The heart of the matter is that people begin with the concrete, and move to the abstract. Humans are very good at pattern recognition, so this is a natural progression. By examining concrete objects in detail, one begins to notice similarities and patterns, until one comes to understand on a more abstract, intuitive level. This is why it’s such good pedagogical practice to demonstrate examples of concepts you are trying to teach. It’s particularly important to note that this process doesn’t change even when one is presented with the abstraction up front! For example, when presented with a mathematical definition for the first time, most people (me included) don’t “get it” immediately: it is only after examining some specific instances of the definition, and working through the implications of the definition in detail, that one begins to appreciate the definition and gain an understanding of what it “really says.”
Abstract. Is meaningful communication possible between two intelligent parties who share no common language or background? We propose that this problem can be rigorously addressed by explicitly focusing on the goals of the communication. We propose a theoretical framework in which we can address when and to what extent such semantic communication is possible.
Our starting point is a mathematical definition of a generic goal for communication, that is pursued by agents of bounded computational complexity. We then model a “lack of common language or background” by considering a class of potential partners for communication; in general, this formalism is rich enough to handle varying degrees of common language and backgrounds, but the complete lack of knowledge is modeled by simply considering the class of all partners with which some agent of similar power could achieve our goal. In this formalism, we will find that for many goals (but not all), communication without any common language or background is possible. We call the strategies for achieving goals without relying on such background universal protocols.
adnota Illud Cribrum Eratothenis maximum tum val inquementum tum biguttam tum stadium egresso scribe. vestibulo perlegementum da meo maximo. maximum tum novumversum egresso scribe. da II tum maximum conscribementa meis listis. dum damentum nexto listis decapitamentum fac sic lista sic hoc tum nextum recidementum cis vannementa da listis. next tum biguttam tum stadium tum nextum tum novumversum scribe egresso. cis
A UNIX wizard hears cries of torment from his apprentice’s computer room where the apprentice is studying, and goes to investigate.
He finds the apprentice in obvious distress, nearly on the verge of tears. “What’s the problem?” he asks. “Why did you cry out?”
"It’s terrible using this system. I must use four editors each day to get my studies done, because not one of them does everything."
The wizard nods sagely, and asks, “And what would you propose that will solve this obvious dilemma?”
The student thinks carefully for several minutes, and his face then lights up in delight. Excitedly, he says, “Well, it’s obvious. I will write the best editor ever. It will do everything that the existing four editors do, but do their jobs better, and faster. And because of my new editor, the world will be a better place.”
The wizard quickly raises his hand and smacks the apprentice on the side of his head. The wizard is old and frail, and the apprentice isn’t physically hurt, but is shocked by what has happened. He turns his head to face the wizard. “What have I done wrong?” he asks.
"Fool!" says the wizard. "Do you think I want to learn yet another editor?"