Zelda 25th Anniversary by Ag+
(via lolyuyu)
Amon: This sport would be great if it wasn’t for the benders.
By: KaiserNeko
Bayesian networks (and probabilistic graphical models more generally) are cool. We computer geeks can love ‘em because we’re used to thinking of big problems modularly and using data structures. But better than being cool, they’re useful. Especially if you have the kind of problem that involves…
Vygotsky’s sociocultural theory states that learning is the result of interaction between the learner and a knowledgeable member of society and the adoption of culturally formed tool kits, and other processes, all of which, depend on social behavior. The central mechanism for learning according to Vygotsky, is language. Language serves as a tool and gate keeper to the cultural tools an individual will draw from when learning. Vygotsky also dealt with the role of intimacy and something he called “Zone of Proximal Development” (ZPD) and how it affects learning and instruction.
First, language is a tool for transmitting knowledge and can limit or expand the amount of cultural tools available for a student. English is the lingua franca of international relations, business, science, and law. In developing nations, learning English is seen as an opportunity for upward social mobility and it also allows the individual to learn new approaches and tools for solving problems; one example is a TED talk of an African boy who learned how to build a windmill by reading engineering books (in English).
Second, Vygostky also focused on the relationship between intimacy and learning. It is argued that without engaging with the learners in such a way that the instructor gains their trust and is able to connect, then the learners will not fully engage in the lesson. The lack of engagement from the learner happens for two reasons, the student has no vested interested and the impersonal approach of the lecturer distracts from the learning. If a student and a teacher are not able to connect it will prevent both individuals from being vested in each other’s success; the teacher will care very little for the disengaged student, and the student will care even less for the failing educator. As it is often depicted in inspirational movies about teachers and their pupils, the disciplined-yet-caring teacher always tries to engage with each student individually and becomes very aware of their troubles, needs, strengths and weaknesses. Further more, if an instructor is seen as extremely aloof and impersonal then the student will dismiss the instructor as uncaring and thus, as unimportant. Meanwhile, if the instructor is engaging, trustworthy, and develops a familiarity with the student, then the ZPD will come into effect.
Third, the ZPD is Vygotsky’s attempt at a qualitative approach to instruction and learning. The measurement of instructional quality at various points of learning is related to the quality of interpersonal relationship between the learner and instructor; if an instructor is not engaged with the student and not familiar with the challenges, subjects in need of clarification, and past accomplishments then an instructor will try (and fail) to teach the student while disregarding the ZPD. This is equivalent to shooting darts while blindfolded. It follows, that if an instructor is well-aware of said factors, then the learning will be efficient and successful; in this case, an instructor well-aware of the student’s needs will teach within the area that requires assistance, the ZPD.
In conclusion, Vygostky’s theory of sociocultural learning is a significant move forward towards understanding how we learn. The use of language and cultural tools as central mechanisms for learning are important factors we must consider when explaining the advantages and disadvantages in a society and how it affects them. Vygotsky’s approach to qualitative measurement of the student-teacher relations in regard to intimacy and trust and its correlation with success are a significant step forward from the old Prussian model of education. And the consideration of intimacy as a factor in determining the learner’s ZPD also significantly affects how instructors ought to approach educating the learner.
Although I love tumblr, I am currently in the process of tweaking my new wordpress blog (also named themanuacademy). I will update both blogs simultaneously, but if you also have a wordpress account don’t be shy and friend me.
Except the douches that send me spam. Ya’ll can DIAF.
It is said that the brightest stars burn the fastest. And Venezuela was nothing short of the brightest star in South America. The prosperity that we enjoyed during the 1950s through 1970s was a clear contrast to our neighboring countries and their instability. Venezuela was once the land European and Latin American immigrants would travel to seek refuge from oppressive regimes. This was more poignant right after World War II. Therefore it is depressing to see such promise be mired in the failed policies of foolish men. Venezuela’s disastrous turn should be a cautionary tale for any country in the world. The tragic tale of a prosperous populace too complacent in their own success to prevent their leaders from tearing the country apart. There are many lessons to be drawn from Venezuela’s economic and political history. First, The growth of “21st Century” Socialism did not start in the 21st century. The roots for the current situation in Venezuela today were laid out, I believe, in 1948. Socialism has fully penetrated Venezuelan civil society, only after laying out its ruinous foundations throughout the 63 years of historical events. The problem with these circumstances is that the slow take over of civil life -to which I refer, political and economic freedom- has kept people unaware of the consequences until it was too late. Another factor for the complacency found within Venezuelans until the late 1980s was due to the boom in oil prices. The nationalization of the leading industries in Venezuela and subsidized prices is what kept the people anesthetized from the political and economic upheaval, like a blood-gorged mosquito whose bite is not felt until he withdraws; the government devalued the currency and created inflation, then decided to remove price controls (at the wrong time). The slow take over allowed for demagogues to incite hate against capitalists, bourgeoisie, and class distinctions. Ultimately, the economic crisis that came about from these policies are what allowed Hugo Chavez, in an example of cosmic alignment, to become the ruling leader of Venezuela. Second, the rise of Venezuela’s economy is easy to understand, but the fall of Venezuela seemed a lot more confusing. How could such a rich vibrant nation fall into such destitution? It turns out that every Venezuelan leaders had taken it upon themselves to plan the economy of Venezuela. While also enacting paternalistic legislation, an example is the Perez’s interview with Hugo J. Faira; “I asked for his opinion about a possible privatization of PDVSA, the state owned oil company. He answered that such a privatization would be equivalent to selling his own home”(Faria, Hugo J., pg525). Venezuela’s leaders valued order and control over the freedom of individuals. The only advantage that the government had was the distortion of economic reality by high oil prices, although that wouldn’t last for long. Once reality crashed down on the Venezuelan Government’s head, the severe situation which they found themselves in was ultimately too difficult for these men to admit. The total failure of the two major parties in Venezuela left them wide open for justly earned antagonism that led to riots in 1989. The folly of the Venezuelan government was to ignore economics. F.A Hayek wrote in the Fatal Conceit “The curious task of economics is to demonstrate to men how little they really know about what they imagine they can design”. The Caracazo was the result of ignoring economics at the expense of the Venezuelan people. Chavez built his candidacy, not on a call for socialism, but on the idea of free enterprise, self-determination, and democratic rule. When accused of communist sympathies, in a 1998 interview with Jose Ramoz from Univision, Chavez states “If for example, after two years I end up being a fiasco, a failure, or a criminal, or corrupted or I do something that justifies my exit from power before 5 years, I would be willing to leave office”. On matters of nationalization and economic principles he says “I have the best relations with the rest of the stations, they must remain private…we are willing to assist international private capital even more so they can come here and invest in the most diverse areas: agriculture, agro-industry, petrochemical, gas industry, everything regarding the development of our country”. If I did not know any better and I was watching that in the year 1998 I would have voted for him. Nine years later we are instead left disappointed by speeches like the one he gave on the first day of classes: “Society cannot allow the private sector to do whatever it wants… All schools will be bound to “subordinate themselves to the constitution” and comply with the “new Bolivarian educational system… They taught us to admire Christopher Columbus and Superman… education based on capitalist ideology had destroyed “the values of children.”” The profound change in ideology started the moment he took office, which leads any observer to think that he based his candidacy on lies, rather than having a sudden change of heart. The ultimate failure of his socialist policies are clear and evident to any observer, but one can take little pleasure from such failures, because they cost the lives of innocent people. The quote also shows the fallacy of Chavez’s thinking. He fails to understand that private individuals come before society. It is the individual that dictates collective action, without his voluntary collaboration, the society collapses. This is seen by the discontent from teachers, parents and even kids, who are forced, at Chavez’s orders, to be reeducated or prohibited from choosing what to learn in school. The shortcoming of all central planners is their inability to control every thought, action, and decision of an individual living within their country. Ignoring this principle is the equivalent of jumping off a roof thinking you are immune to gravity; the situation in Venezuela is the collection of multiple failed policies and the obsession of Venezuelan leaders to obtain ever more power over the economy. The destruction of the currency to offset government debt has brought about misery and destroyed any desire to save money by the Venezuelan people. All money earned has to be spent or accept the loss of its value. Chavez rails against the “irrational” consumerist behavior of the typical Venezuelan, when in fact, the only rational option for a Venezuelan worker is to exchange the depreciating Bolivar for stuff: food, Gucci purses, LCD TVs, Nike shoes, etc are the only way to stop the inflation from burning a hole in their pocket. The shame of central planners is that they will never take blame for the repercussion of their actions. The authors of The Perfect Guide for the Latin American Idiot have a detailed chronicle about the fallacious arguments they unabashedly preach from the political pulpit. The idiot’s ignorance, were it not so dangerous, borders on the caricature; their rage against high prices, scarcity, and revolt is unjustly misplaced on the Venezuelan entrepreneur, the Gringos and the bourgeoisie. Chavez fails to acknowledge that prices have been fixed, farms have been seized by the government, tariffs on imports have been enacted, and many corporations have been nationalized; yet, somehow, the blame belongs to the businessman; who has stopped producing at low prices, or has yet to yield to the State’s boot. The ultimate cost to Venezuela’s social and economic life is unfortunately unknown. The brain drain of the professional class will set back the country for decades, while the attempt to devalue money will have the rest of Venezuelans worse off than monkeys. Chavez has even lost the support of “true” socialists- an occurrence well-documented by Hayek’s Road to Serfdom- the left-leaning intelligentsia will preach for egalitarianism, equality, and freedom from want. But they will balk at the amount of force required to enact compliance, the lack of economic freedom will bother them very little, but as the Government violates their privacy (to ensure they are following the law), censors the press, enacts ideological indoctrination upon College Professors (often times, the main proponents of socialism), forces schools to follow guidelines created by government bureaucrats, uses the police to raid the houses of opposition members, uses violence to put down any peaceful protests by the people, and ignores worker’s unions, they will claim the government is not a true socialist government; but by that point it will be too late. The harm is already done and any symbolic abandonment of their leader will be useless; their leader will have already allied himself with the old guard of politicians that existed before socialism was imposed, the sycophants, sociopaths, and psychopaths will have moved up the ranks left open by the symbolic resignations. The result of all this central planning is imposed inefficiency on the markets; the destruction of all wealth; and the violation of freedom, particularly, freedom of choice. Every year that Chavez has remained in power, he has increased his belligerency, violent speeches, accusations, and disregard towards the opposition. The slogan often shouted in his public events is “socialismo, patria, o muerte” (socialism, homeland, or death). This exemplifies his positions in all aspects of governing. Socialism as the ruling ideology; Loyalty to the Country regardless of its state; and ultimately, he requires any follower to die for the communist cause, while calling for the death of traitors that might dare criticize his plans. This mantra does not allow for an individual’s pursuit of happiness; it does not allow for both economic and political freedoms; the Venezuelan government is considered more important than its citizens, disregarding any calls of illegitimacy of Chavez’s government. Because the government has taken over the means of productions in the majority of businesses and enacted price controls, citizens are left hungry and destitute. Their power as a consumer is worthless within the “authorized” market; their Bolivar is worthless and producers have stopped supplying products at below marginal cost. In addition, a person who could previously afford a week’s worth of groceries and rely on a bit of charity from kind-hearted Venezuelans, now finds himself in a much tougher situation; he struggles to afford the week’s worth of food, but now has to wait in line for hours to obtain said food; And the voluntary charity from fellow citizens? Gone, now everyone is as miserable and poor while waiting on the same line. The desire by the poor to have equality and justice is understandable and a desire-able goal. But it must be achieved by improving efficiency, increasing production, raising capital, encouraging success; Instead, they have succeeded in forcing everyone to be as miserable as the poor and destitute themselves. The supply of goods has decreased, the cost of living has increased. And the result is increased civil discord and crime. The question still remains, what can be done by the Venezuelan people? The Venezuelan people have the responsibility to educate themselves and others about the failures of the government regime. They ought to challenge the Socialists both intellectually and politically. The people need to embrace the idea of individual freedom as the beneficiary of the country as a whole, and be educated enough to avoid falling in the traps that government and interventionist alike promote. If Venezuelans were taught to think in terms of economics and saw themselves as consumers (not as different classes), the whole debate would shift to different discussions. The key objective in the years ahead will be to campaign within the local and state level, influence must be built from the ground up, a true democratic campaign should come from the desire of the Venezuelan people. To the contrary of popular belief in countries outside of Venezuela. The opposition to Chavez is not actually pro-capitalism. In fact, they advocate some of the same policies. The problem with those candidates is that they are a) less charismatic than Hugo Chavez, and b) the Venezuelan people would rather vote for the Devil They Know. We need actual contrast between the two candidates. Show the difference in thinking, and campaign not just on the idea of free market and business, but putting an end to the corrupt oligarch policies currently being enforced. It will be critical to explain to the people that you can be pro-capitalism without being pro-big business. Once Chavez and his party is voted (or forced) out of the government, the greatest challenge will be to realign the country with a Capitalist policy. The only way for Venezuela to turn around is to dethrone Hugo Chavez Frias and avoid electing another socialist into office. This is easier said than done, it will require revolutionary thinking. An admiration for individualism and success, rather than striving for a collectivist utopia. That’s something the Venezuelan people have failed to understand; their constant partisanship and ever changing alliance for politicians that will enact more welfare is the result of a system rotten to the core. Venezuela’s communist regime will not change until enough people are fed up with the system. It also won’t change as long as the economy totters on the brink of collapse. I do believe that as hyperinflation sets in, the producers stop all the manufacturing, the milk, the eggs, the rice, the meat, and everything of value disappears, then Venezuelans might be pushed to further action, particularly, the Army. Centrally planned economies do not work; the end result is violence, starvation, crime, and a crumbling infrastructure. The belief by socialists all over the world that “this is not true socialism”, causes them to ignore every failure of socialism until their own country is in ruins.
Works cited:
“Glimpsing a Democratic Venezuela After Chavez: Enrique Krauze - Bloomberg.”Bloomberg - Business & Financial News, Breaking News Headlines. N.p., n.d. Web. 5 Aug. 2011. <http://www.bloomberg.com/news/2011-08-04/glimpsing-a-democratic-venezuela-after-chavez-enrique-krauze.html>.
Hayek, Friedrich A. von. The road to serfdom . 50th anniversary ed. Chicago: University of Chicago Press, 1994. Print.
Faira, Hugo J. . “Hugo Chávez Against the Backdrop of Venezuelan Economic and Political History.” www.independent.org. www.independent.org/pdf/tir/tir_12_04_2_faria.pdf (accessed June 26, 2011).
Lawson, Robert A. , and J.R. Clark. “Examining the Hayek-Friedman Hypothesis on Economic and Political Freedom.” Journal of Economic Behavior & Organization. Accessed June 27, 2011.
Video of Chavez 1998
http://www.youtube.com/watch?v=cvbdMg-X5GQ
Speech by Chavez 2007
http://www.liveleak.com/view?i=657_1190053391
“Hugo Chavez is Scaring Away Talent - The Daily Beast.” The Daily Beast. N.p., n.d. Web. 22 Aug. 2011. <http://www.thedailybeast.com/newsweek/2009/06/30/the-bolivarian-brain-drain.html>.
I still remember the day that I heard Ron Paul speak. It was the first Republican debate in 2007. I was following the elections for my government and politics class. Because I was liberal, my goal wasn’t to listen to the Republican candidates, but to be outraged at their disconnection with the American people, the ignorance to the violation of civil liberties, the war-making rhetoric and lies that they would spout to the people. I was reading while the Debate droned on in the background. And then I heard him. Ron Paul was at the left corner, his answer to a question I no longer remember perked my ears up. I immediately looked up and saw an old man standing next to all those plastic politicians, speaking about the constitution; about a policy of peace; about the injustice; about the violations of civil liberties; about our bad financial policies. Somehow, I picked up the belief that Republicans were cronies and Democrats were the good guys. I watched too much Daily Show and kept hearing Bush and Fox News spouting insane rhetoric. I could tell the wars were based on lies, and I didn’t like violence. I saw democrats arguing against Bush. I saw liberals in the street protesting; so I thought, Liberals might be the good guys. But the night of the debate everything changed. What I thought I knew was flipped upside down. A Republican criticizing George W. Bush? A Republican talking about a peaceful foreign policy? A Republican talking about civil and economic freedoms? What madness was this? Was he in the wrong debate? And then he mentioned the Founding Fathers, Robert Taft and the Republican tradition (I remembered hearing about him in school), and the U.S involvement in the Middle East prior to our engagement. He had evidence, the CIA supported the theory of blowback. I was changed. No longer satisfied with supporting whatever Democrat Candidate that made it through the Primary.
I started studying Ron Paul’s views on the issues. I googled Ron Paul, I listened to his speeches on YouTube. I bought his book Revolution: A manifesto, which caused my dad to do a double take when I came home from the bookstore (the only manifesto he was familiar with was Communist). I kept asking questions in Government and Politics class about Ron Paul, what was his belief, what did he think of each and every issue. When the teacher stopped giving me satisfactory answers, I embraced the internet for anything and everything Ron Paul. Soon enough, his youtube videos led to “related videos” that included Milton Friedman, I was amazed! I picked up Friedman’s books and started reading those; I finished them in one summer while working as a lifeguard. Then I read about Hayek, by now, I was already a libertarian. I picked up Road to Serfdom and took my time to finish it. I discovered stumbleupon and I proudly marked “Libertarian” news and sites as one of my favorite topics. One day, I ended up at the Mises Institute. I read their articles and I couldn’t agree more. By early 2008, Ron Paul had already stepped out the race, but my admiration for his ideas did not die with his presidential run. I kept watching his videos, while studying more and more libertarian philosophy. I’ve picked up Human Action, Economics in One Lesson, and Bastiat’s collection from the Mises bookstore. I am still reading them, but their ideas have already taken root in my brain.
Ron Paul resonated with me at age 18, I was born in Venezuela and saw the destruction of wealth caused by socialism and government intervention. The idea of big government has shed blood on the streets of my country, distanced me (physically) from my friends, threatened my family, at one point, robbed me of hope for the human race. That’s why Ron Paul has already won. He is only a messenger of ideas that can’t die. The message of peace and non-aggression is a powerful one. The message of individual liberty and voluntary exchange won’t die. More and more people will hear him and as the warnings he expresses become reality. The people will listen more intently; they will educate themselves, and they will support him. Ron Paul gave me HOPE, that the future can be a bright one. He now has a supporter who is only 21 years old, that will never stop supporting the free market, liberty, and individual freedom. I’ve pledged for the money bomb on August 20th, I write my own blog based on the belief of freedom and individual liberty. I am now more politically active than I’d ever thought I’d be. I am studying Economics at the University, and at the Mises Academy. I’ve convinced my father to vote for him. I will become an American Citizen in a week and the brightest aspect of my swearing in, will be the right to vote for Ron Paul on 2012. No matter what happens this election, Ron Paul has already won. He will win the heart of the people, or at least get some sense into them. Ron Paul is a man, but his message is immortal.
The Venezuelan Overview Part 3 will be posted as soon as it is done. I am currently swamped with a lot of other activities. Once that’s done, I have a few more things dealing with current events and lots more to write about.
I would also like to thank Dr. Auburn for her contribution. The previous blog post was about what ails the education system; and there’s still plenty to cover about that subject.
Written by Pamela Auburn, Ph.D.
There is broad recognition of the need to improve the science and math literacy of American students. The U.S is ranked 21st in science literacy among the survey’s 30 participating countries that are a part of the Organization for Economic Cooperation and Development. In math the situation is even more dire; the U.S. ranks 25th among the participating countries. We hear daily that this situation threatens American competitiveness and it does, but not in the way most pundits believe. America is still the post powerful and technologically advanced nation on earth. We are home to more of the world’s best graduate schools and high tech businesses than any other country on earth. But while the U.S. has maintained the best engines of innovation, our engines of implementation are faltering. And they are faltering precisely because of our failure in broad based science and math education. The best American minds continue to produce at the forefront on science and technology, but are increasingly dependent on foreign implementation. Why; because American education is failing to produce workers who can implement cutting edge innovation in science and technology. This failure is reflected in the increasing number of American companies building research facilities overseas. While the ideas fueling the research done at these facilities emanates from American universities and businesses, the implementation is being executed by foreign workers. One cannot judge the productivity of a nation by the productivity of the top 10%. Without American workers who can implement the ideas of our best scientists and engineers, this work will be exported to workers who can, in countries that do a better job educating all students, not just the top few, in math and science. We do not need more PhDs. The American Chemical Society recently commented on a glut on PhDs. What we do need are more workers who can transform the ideas generated by America’s best scientific minds into tangible products and processes. To be competitive takes an entire workforce of well educated workers. Our educational system must meet this challenge.
Fifty or even twenty years ago a high school graduate could get a good manufacturing job; not today. The nature of manufacturing and production has fundamentally changed. Twenty years ago, most manufacturing relied on manual control systems; a worker turned individual knobs and read individual gauges. Today manufacturing is largely controlled by integrated digital control systems. Workers need to make decisions based on complex computer output. To do this requires an understanding of statistical process control, quality design, and other skills firmly grounded in science and mathematics. Twenty years ago a plant worked needed more brawn than brains, today the opposite is true. As a consequence what we do need to accomplish in American classrooms has likewise fundamentally changed. It is incorrect to think that American education is now failing where it once succeeded. Never in history have we needed to educate all students to a high level of proficiency in math and science. Traditional educational models that have been, and continue to be effective, for our best students, must expand and incorporate new more inclusive models if we are to effectively meet this challenge.
No matter how good high school education alone will not lead to effective employment in today’s marketplace. High school, however, must provide a solid foundation for further workforce preparation (education and training). The role of community colleges is already evolving to include paths to both the workforce and four year institutions. Likewise four yr schools must embrace both workforce and educational goals. The tiered approach exemplified in nursing is especially attractive; RN (2yr program), BsN (4 yr program), nurse practioner, NP, (6 yr program), PhD in nursing (8 yr program). Each stage is both an effective entry point to the job market and preparation to higher level attainment. New programs are need that integrate across traditional academic disciplines. Environmental management, for example draws from geology, chemistry, biology as well as business and law. Because today’s society is so dependent on science and technology, the principles and concepts of STEM education must be accessible to students in other disciplines, and STEM majors must understand the broader societal implications of science and technology. All this will require greater cooperation, collaboration and integration across institutions; public and private, academic and business. All must work together for a competitive American future.

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