2016年3月31日 星期四

沒有所謂標準答案 1995;一則氣壓計的故事;楊照:思考 與答案





教育人行道 7號 On Educating, No. 7
2008/1/12 (創刊: 2008/01/05) 主編:鍾漢清
Quote from W. Edwards Deming:
The process is not just the sum of its parts.
Quote from W. Edwards Deming:
Without theory, there are no questions.




沒有所謂標準答案
在國內,老師或家長,甚至學生們,大概都對所謂「標準答案」習以為常,所以很難容忍沒有所謂「正確解答」的問題。

譬如,有位老師問道:「光速多快?」如果你讀過相關的科學史,大概會發現,近百年來,它的測量值至少有幾十組,而每組都不同,這要看當時測量系統的精密、準確程度而定。換句話說,世界上沒有所謂的「真值(TRUE VALUE)」。


看了美國電機電子工程學會(IEEE)刊物上有篇文章,才曉得美國曾經有道考題:「何謂歐姆三定律?」
其「標準答案」是:EI×RIE/RRE/I
其實,很多人會認為,如果分母不為零的話,上面所謂三大定律,不過是同義,即,應是同一定律的不同表示法。雖然,有些老師會說,其中每一式子的解釋能力,甚至應用場合,都是不同的。
目前,許多考試都用複選題方式出題,以便利閱卷。其實,這是很偷懶,不負責任的方法,因為高品質的複選題,幾乎是很難「設計」出來的。

所以,最有彈性、深度的問題,應該是開放式申論題,即使考題是科學科目,也是如此。
我不妨用英國某大學作法為例說明:
不管學生選修的組別為何,假設共分三組,那麼各科出一百分,所以採不分組別方式會考,每張試卷的總分為三百分,學生考試時可以不論其主修,任選題回答--如果你有本事或膽量,大可跨組作答。這種方式,每題甚至可依難易再分為三道小題,分數則用幾何級數加權,即,每題的子題,愈難者加權愈重,鼓勵學生深入答題,而非蜻蜓點水,只知道一些表面的東西。

由於是申論題,對同一組考題,對於考核研究生與大學生,標準嚴格就不一(這完全由教授自由心證)。合格基準對於研究生為五十分,大學生為四十分。
其實,這種考題是考「真功夫」,也才能測出學生了解的深度。可惜,這種考法,對於出題者很吃力,更何況要他們「自由心證」來給分(當然,考生要匿名),所以在台灣很不受歡迎。

中學畢業三十年後,再回頭看看理化等科學教科書,一來聽說有老師是用「三讀通過法」(即念三次就交差了事),二來看看大部份教的,多是很獨斷、很天真的東西,不禁令人悵然若失。事實上,在實際的研究或應用領域中,每個人對於簡單的問題,也得大費周章、小心從頭(最基本)求解,不會有所謂的標準解答。

有人說:「科學家的任務並不是尋求最後答案,而是盡力去取得最好的部份答案,使別人因此可以懷存信心去研討未知的事情,從而得到更好的答案。」說得不錯,對於許多書本的標準答案,太快就相信它們,這算是迷信吧!

所以,很多時候,「品質」要從探索過程中去追求,而不是找標準答案。李政道博士在諾貝爾物理獎頒發致答謝辭時說過:「在追求知識過程中,可能進步迅速,像西遊記中的孫行者,但是我們必須記住,即使我們翻到如來佛的手指根上,距離真理仍極遙遠。」(鍾漢清--19951020--)
2008/1/12 




培養有思考能力的學生:問題不在答案是什麼?而在思考能不能展開四方。
核子物理學之父歐尼斯特‧拉瑟福當他在擔任英國皇家學院校長時,有一天接到一位教授打來的電話:「校長大人,我有個不情之請,要拜託你幫忙。」
「大家都是老同事,幹嘛這麼客氣?」
「是這樣的,我出了一道物理學的考題,給了一個學生零分,但這個學生堅持他應該得到滿分。
我和學生同意找一個公平的仲裁人,想來想去就閣下你最合適…… 」
「你出的是什麼題目?」
「題目是:如何利用氣壓計測量一座大樓的高度?」
「校長大人如果是你怎麼回答?」
「還不簡單,用氣壓計測出地面的氣壓,再到頂樓測出樓頂的氣壓,兩壓相差換算回來,答案就出來了。當然也可以先上樓頂量氣壓,再下到地面量氣壓。只要是本校的學生都應該答得出來。」
「對,你猜這個學生怎麼答?他答說:先把氣壓計拿到頂樓,然後綁上一根繩子,再把氣壓計垂到一樓,在繩子上做好記號,把氣壓計拉上來,測量繩子的長度,繩子有多長,大樓就有多高。」
「哈,這傢夥挺滑頭的。不過,他確實是用氣壓計測出大樓的高度,不應該得到零分吧?」
「他是答出一個答案,但是這個答案不是物理學上的答案,沒辦法表示他可以合格升等到下一個進階的課程啊!」
拉瑟福第二天把學生找到辦公室,給學生六分鐘的時間,請他就同樣的問題,再作答一次。拉瑟福特別提醒答案要能顯示物理學的程度。
一分,兩分,三分,四分,五分鐘過去了,拉瑟福看學生的紙上仍然一片空白,便問:「你是想放棄嗎?」
「噢!不,拉瑟福校長,我沒有要放棄。這個題目的答案很多,我在想用哪一個來作答比較好,你跟我講話的同時,我正好想到一個挺合適的答案呢!」
「對不起,打擾你作答,我會把問話的時間扣除,請繼續。」
學生聽完,迅速在白紙上寫下答案:把氣壓計拿到頂樓,丟下去,用碼錶計算氣壓計落下的時間,用x = 0.5 × a × t2 的公式,就可以算出大樓的高度。
拉瑟福轉頭問他的同事,說:「你看怎樣?」
「我同意給他九十九分。」
「同學,我看事情就等你同意,便可以圓滿解決。」
「校長,教授,我接受這個分數。」
「同學,我很好奇,你說有很多答案,可不可以說幾個來聽聽?」
「答案太多了,」學生說:「你可以在晴天時,把氣壓計放在地上,看它的影子有多長,再量出氣壓計有多高,然後去量大樓的影子長度,同比例就算出大樓的高度。」
「還有一種非常基本的方法,你帶著氣壓計爬樓梯,一邊爬一邊用氣壓計做標記,最後走到頂樓,你做了幾個標記,大樓就是幾個氣壓計的高度。」
「還有複雜的辦法,你可以把氣壓計綁在一根繩子的末端,把它像鐘擺一樣擺動透過重力在樓頂和樓底的差別,來計算大樓的高度。或者把氣壓計垂到即將落地的位置,一樣像鐘擺來擺動它,再根據『徑動』的時間長短來計算大樓的高度。」
「好孩子,這才像上過皇家學院物理課的學生。」
「當然,方法是很多,或許最好的方法就是把氣壓計帶到地下室找管理員,跟他說:先生,這是一根很棒的氣壓計,價錢不便宜,如果你告訴我大樓有多高,我就把這個氣壓計送給你。」
「我問你,你真的不知道這個問題傳統的標準答案嗎?」
「我當然知道,校長。」學生說:「我不是沒事愛搗蛋。從小到大,我已經厭倦老師不斷教導我們如何去思考,如何去使用『科學的方法』,而不是教導我們去認識事物的構造與本質。因此,我才以這種玩笑的方式來表達我的抗議。」
拉瑟福遇到的這位敢於挑戰老師固有思維方式的學生是誰呢?
他就是大名鼎鼎的尼爾斯‧波爾﹝Niels Bohr﹞,丹麥人,他後來成為著名的物理學家,在1922年得到諾貝爾獎。
PS:這個故事是拉塞福在1908年領取諾貝爾獎(化學獎)時說的故事。根據考證,波耳(N. Bohr,1885~1962)是丹麥人,1903~1907年期間在丹麥哥本哈根大學大學部就讀。他在拿到哥本哈根大學的博士學位後,於1911年赴英 國劍橋大學卡文迪西實驗室學習和工作,1912年到曼徹斯特大學拉塞福的實驗室裡工作了四個月。
因此,根據推測,拉塞福所提到的這位學生很可能不是波耳。
這一個廣為流傳的故事,第一次是出現在1958年的讀者文摘(Reader's Digest),故事可能是真的,但主角應該不是拉塞福和波耳


*****

張忠樸先生有本文集: 【人生的不標準答案】等

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2016.3.31

有人問我「思考」到底是什麼?為什麼我指控台灣的教育使得孩子不會「思考」?
卑之無甚高論,「思考」不過就是「多想一點」的意願與習慣。我女兒三、四歲的時候,聽到我和她媽媽談話中說到了「沒有錢了」,她理所當然地反應:「那去提款機領啊!」我們都笑了,一方面是笑她怎麼會知道可以從提款機裡領出錢來,二方面也是笑:唉,真是孩子,她以為沒有錢了只要去提款機領,就一定會有錢。
因為她是個孩子,她看到的、她熟悉的,就是我們每次沒錢了,都去提款機領錢,而且每次都能領到錢。所以她知道的,就是提款機可以領錢。
「思考」不過就是不停留在「去提款機領錢」,而進一步想:為什麼提款機裡會有錢?為什麼我們可以從提款機裡拿到錢?提款機裡的錢到底是誰的?這個道理很簡單,然而難的是讓這樣的道理變成習慣。總是不滿意於表面的答案,總是進一步問,要嘛問:「為什麼這樣?」不然就問:「那再來呢?」
不幸的事實是,我們的教育非但不教孩子問:「為什麼這樣?」「那再來呢?」,而且建立了徹底僵硬的機制,阻止他們這樣問。這項恐怖的機制,就是永遠都要有標準答案的考試。標準答案是思考最大的敵人。人一旦啟動了思考,就必定呈現差異,必然從不同方向、不同層次去問問題、找答案,也就必然有個人的選擇。為什麼提款機裡可以領錢?這麼簡單的問題,一路問下去,可以牽連出多少相關問題來,願意問到多深、多廣,每個人的好奇與選擇,一定不一樣。
那麻煩就來了,有不同的方向、不同的選擇,就沒辦法考試。或者更關鍵的,就沒辦法統一打分數。因而我們的教育中絕對不能問孩子:「一個人沒有錢了怎麼辦?」讓他們去思考、去探究。有孩子會從技術面去看錢放在哪裡、如何領出來;有孩子會從收入面去看人究竟如何賺到錢;有孩子會從支出面好奇人到底怎麼把錢花掉了;有孩子會從社會公平面好奇那為什麼有人總是有錢有人總是沒有錢...唉,這樣就沒辦法考試了。
所以我們的教育體系中,就永遠都只能停留在要孩子記得,沒有錢了,第一,去提款機領;第二,去銀行櫃檯領;第三,找找抽屜裡有沒有忘掉的零錢...我們一定要列出標準答案來。沒有標準答案的,就被排除在教育範圍以外,這樣的教育,和思考絕對是徹底相反的!
於是,這種教育教出來的人,面對任何事情,也就都以為可以有簡單的標準答案,固執地認為大家都應該接受這個標準答案,而且拒絕去多想一點,想得更多更深些。從一個角度看,他們和三、四歲的小孩沒有兩樣,沒錢了就去提款機領嘛,有壞人就趕快把他殺掉嘛!他們拒絕問:「把他殺了,然後呢?」他們拒絕去想:「為什麼把他殺了就能解決問題?」「為什麼會有人跟我們不一樣,能夠對完全無辜的孩子下手?」「如果這種人和我們有完全不一樣的價值觀、生命觀,那為什麼對我們有效的嚇阻手段,也會對他們有效?」「發洩強烈的集體暴力殺人衝動,會讓這個社會更安全,還是更危險?」...
他們拒絕去想,而且痛罵不接受他們的標準答案的人,但沒辦法,就像不想為什麼提款機會有錢不會讓人可以永遠能領到錢一樣,不思考、阻止別人思考,無法讓這些根本的問題,就此消失。

2016年3月30日 星期三

臉書facebook 甲骨文Oracle 辦高中 遭質疑禍留公校

https://en.wikipedia.org/wiki/Mark_Zuckerberg




Design Tech High School at Oracle

https://www.oracle.com/d-tech/
Design Tech High School at Oracle. Oracle Announces Plans to Build New ...

Oracle CEO Safra Catz Unveils Plans to Build a Public High ...

https://www.oracle.com/corporate/pressrelease/dtech-102715.html
Oct 27, 2015 - Slated to be completed in the fall of 2017, Design Tech High School (d.tech) is a free, innovative charter school that incorporates technology, ...


http://www.appledaily.com.tw/appledaily/article/international/20160330/37135741

臉書甲骨文辦高中 遭質疑禍留公校


【唐芷瑩╱舊金山報導】全球最大型數據庫軟體公司之一甲骨文(Oracle),去年底宣布在矽谷紅木城(Redwood City)的總部,撥地興建一所特許高中「設計技術高中」(d.Tech),免費供低收入學生就讀。該校辦學理念讓不少人士感到認同與期待,但這所學校週 一遭到反對聲音。一批示威者到甲骨文外抗議,質疑由財力雄厚的企業建校,是搶奪公校的資源。

d.Tech於2014年已經在臨時校舍開始營運,但位於甲骨文的新校園將於2017年落成,佔地 6.4萬平方呎,可容納600名師生,供加州低收入幼稚園到中學生,以抽籤形式入讀。 

去年底,甲骨文CEO Safra Catz表示,「17年前(公司創辦人)艾利森(Larry Ellison)告訴我,希望能有間讓學生學習思考的學校。我們贊助興建的d.Tech正是以這些理念建校:創新、創意、問題解決以及以設計為出發點的思維。」 

Catz當時受媒體訪問曾說,「為了美國的競爭力,提升學校品質極其重要,尤其是數學跟理工科。我很高興看到(臉書創辦人)祖克伯夫妻(Mark Zuckerberg)也在辦學,這種事情越多人做越好。」 

不 過,週一的十多名示威者持反對意見。他們手持標語,到甲骨文的會議中心外抗議,質疑艾利森作為身家在全球數一數二,達400多億美元的富豪,卻於私人地皮 申請公帑建校。d.Tech將會以公立特許學校(Charter School)的方式營運,意即該校可申請政府資助和募款,但校務獨立運作。 

示 威者之一是任教13年的教師亞當奇科娃(Arreme Adamcikova)。他在d.Tech預計建校的聖馬刁(San Mateo)聯合高中學區教書,認為大企業和科技公司營運的特許學校有如私校一樣,令平民家長一窩蜂讓子女入讀。他痛批,雖然這種特許學校一開始可能經營 得不錯,「但近年這些學校的管理和師資每況愈下,卻搶走不少公立學校的學生和教學資源,留下一批新移民和水平較低的學生,面對公立學校的財政困難,如大班 教學。」 

去年,祖克伯因捐贈了1.25億美元(約41億臺幣)給特許學校,也引發民眾到他的大宅外控訴他摧毀美國的公立教育體制。 

面對質疑,甲骨文公司派代表到公司門外,透過派發聲明回應稱,d.Tech建校後,會回饋社區,如開放校園給公眾人士使用等,亦會定期舉辦免費課程,受惠社區其他青年。 


2016年3月24日 星期四

BBC gives children Micro:bit in Make it Digital scheme

這款口袋微型電腦 Micro:bit,可幫助年輕學生學習基本程式編寫。英國廣播公司 BBC 原預計於去年秋季開始,免費發送百萬台 Micro:bit 供全英國11-12歲的七年級學童電腦教學使用。計畫延遲了半年,現在眾所期待的 BBC Micro:bit 終於正式推出。
圖片來自BBC Micro:bit 英國廣播公司 BBC 與微軟、A
BNEXT.COM.TW




比Raspberry Pi更小更簡潔的BBC Micro Bit,將會用在英國學生的程式課程

英國近年開始在學校提供程式課程,讓學生可以提早學習這個在資訊科技世代十分有用的技能,也發揮邏輯思考。現在 BBC 也繼續提供協助,贈送大量微型電腦幫助教學。 這個名爲 BBC Micro Bit 可算是 BBC Micro...
TECHNEWS.TW


現在的mini-computer用法與30年前的不一樣。

BBC gives children mini-computers in Make it Digital scheme


Media captionRory Cellan-Jones explains what Make it Digital is all about
The BBC will be giving away mini-computers to 11-year-olds across the country as part of its push to make the UK more digital.
One million Micro Bits - a stripped-down computer similar to a Raspberry Pi - will be given to all pupils starting secondary school in the autumn term.
The BBC is also launching a season of coding-based programmes and activities.
It will include a new drama based on Grand Theft Auto and a documentary on Bletchley Park.

Digital visionaries

The initiative is part of a wider push to increase digital skills among young people and help to fill the digital skills gap.
The UK is facing a significant skills shortage, with 1.4 million "digital professionals" estimated to be needed over the next five years.
The BBC is joining a range of organisations including Microsoft, BT, Google, Code Club, TeenTech and Young Rewired State to address the shortfall.
At the launch of the Make it Digital initiative in London, director-general Tony Hall explained why the BBC was getting involved.

Children coding
One of the BBC's 50 partners, Barclays, already runs coding sessions in its branches

"This is exactly what the BBC is all about - bringing the industry together on an unprecedented scale and making a difference to millions," he said.
"Just as we did with the BBC Micro in the 1980s, we want to inspire the digital visionaries of the future. Only the BBC can bring partners together to attempt something this ambitious, this important to Britain's future on the world stage."
It is hoped that the Micro Bit will encourage children to get involved in coding and programming.
The BBC Micro, launched in the 1980s, played a big role in making computing mainstream but it was not without controversy.
The broadcaster's decision to link up with Acorn Computers angered Sir Clive Sinclair as he prepared to launch a rival machine, the ZX Spectrum.

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Meet the Micro Bit


Micro Bit

The BBC does not see Micro Bit as a rival to similar computing devices such as Raspberry Pi, Arduino, Galileo and Kano, but rather hopes it will act as a "springboard" to these more complex machines.
The tiny programmable machine is still a prototype and the BBC is working with several partners, including chip-designer Arm, Microsoft and Samsung, to get the end product right.
When it launches in September it will be compatible with three coding languages - Touch Develop, Python and C++.
The device is tiny - fitting easily into the palm of a hand. Children will be able to create text via a series of LED lights and they will also be able to use it to create basic games.
The final version will have a Bluetooth link enabling it to be hooked up to other devices such as a Raspberry Pi.
The Raspberry Pi Foundation is helping to develop learning resources for it and the BBC is being careful not to repeat the mistakes of the BBC Microcomputer launch, which angered rivals such as Sinclair.

BBC Micro
Sir Clive Sinclair was angered by the BBC's support for a rival computer to his ZX Spectrum

BBC Learning's Gareth Stockdale, who is developing the device, said: "The BBC's role is to bring focus to the issue, and then we will withdraw from the market."
After the first million Micro Bits go out to schools, there will be no more.
One day they might become a museum piece like the BBC Micro, which is now housed at the National Museum of Computing at Bletchley.

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'Get creative'


Doctor Who game action
Players use computer commands to help the Dalek complete tasks in a coding-based game already released

As part of its Make it Digital programme, the BBC has also launched an apprenticeship scheme for 5,000 young unemployed people to boost their digital skills.
The scheme is the first of its kind to be developed in partnership with the Department for Work and Pensions.
Radio 1, which is closely involved in the initiative, will offer top-performing trainees the opportunity to go on to an apprenticeship at the station.
The nine-week traineeship, which will include training from the BBC Academy, aims to teach basic digital skills such as creating websites and short videos for the web.
The BBC is also drawing on its vast vault of content to bring digital content into shows such as Doctor Who, EastEnders and the One Show. Radio 4 will have a series of programmes that look at the history of coding, digital content and future technologies.
"With a dedicated season of programming on the BBC, 5,000 digital trainees, one million children who take their first steps with a Micro Bit, and a host of educational activity, we hope to inspire a new generation to get creative with digital," said Jessica Cecil, controller of Make it Digital.

2016年3月8日 星期二

President Elizabeth Garrett died last night at Weill Cornell Medicine康乃爾大學6個月的選校長過程和第13任校長的誕生: Cornell President-elect Elizabeth Garrett


Today we mourn the loss of a member of the Trojan Family, former Provost Elizabeth Garrett. She passed away last night after a fight with cancer at the age of 52.

The Cornell Daily Sun
BREAKING: President Elizabeth Garrett died last night at Weill Cornell Medicine after receiving treatment for colon cancer, Cornell University announced this morning. The 13th Cornell president and first female president was 52.

This story is breaking. Please check back for more updates. President…
CORNELLSUN.COM



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Sept. 30, 2014

Choice for president follows thoughtful, inclusive search
ByAnne Ju

Robert Barker/University Photography
Jan Rock Zubrow ’77, chair of the Executive Committee of the Cornell Board of Trustees and chair of the Presidential Search Committee, speaks about the presidential search process during a luncheon on campus Sept. 30.

The choice for Cornell’s 13th president, Elizabeth Garrett, followed a thoughtful, inclusive six-month search process that welcomed input from faculty, staff, students and alumni. Garrett, provost and senior vice president for academic affairs at the University of Southern California (USC), will become president of Cornell on July 1, 2015, and she will be Cornell’s first female president.

“We had a very hard-working committee,” said Jan Rock Zubrow ’77, chair of the Executive Committee of the Cornell Board of Trustees and chair of the Presidential Search Committee. “I think having broad representation from different constituencies really made the process an outstanding one. We worked together to find the best president of our university; everyone [on the committee] was a university citizen.”

Formed in March after President David Skorton announced he would be leaving Cornell on June 30, 2015, the 19-member Presidential Search Committee included faculty, students, employees, trustees and alumni from both Cornell in Ithaca and Weill Cornell Medical College in New York City. The committee was advised by two former chairmen of the board of trustees, and also engaged the services of the search firm Spencer Stuart. The search was international, Zubrow said, and the candidate pool was a “truly world-class group,” from top institutions around the country and world.

Shortly after the committee was appointed, they launched what Zubrow called a “listening tour”: engaging various Cornell constituencies in Ithaca and New York City with the goal of creating a shared vision for the key issues facing Cornell and the qualities for the next president. The committee’s efforts included open forums with faculty, students and staff in Ithaca and Weill Cornell, alumni surveys and webinars.

The Presidential Search Statement, which reflected the Cornell community’s input, outlined the need for the new president to be a visionary and inspirational leader; someone with academic stature and breadth; a person with demonstrated success managing a large, complex, multi-stakeholder organization; someone with experience in fundraising and communication; and an individual who could represent Cornell well on state, national and international levels. Garrett emerged as the clear choice – she possesses all of these attributes, “and so much more,” Zubrow said.

Zubrow called Garrett an “extraordinary leader” with a track record for advancing the academic stature of USC, particularly by creating a number of interdisciplinary and cross-college initiatives that brought elements of a complex university together. The committee was extremely impressed by her ability to build bridges between various colleges and programs, recruit top talent, and excite people to think bigger and bolder, Zubrow said.


Cornell President-elect Elizabeth Garrett chats with a student on campus Sunday afternoon during Charter Day Weekend activities.‪#‎Cornell150‬
Photo by Joe Wilensky


New Cornell President-Elect Leaves Legacy at USC

OCTOBER 1, 2014 3:03 AM1 COMMENT
By ANNIE BUI
Before Elizabeth Garrett assumes her post as Cornell’s 13th president next July, she will continue to serve as the provost and senior vice president for academic affairs at the University of Southern California — a position that involves overseeing the school’s Dana and David Dornsife College of Letters, Arts and Sciences as well as 17 other graduate and professional schools.
Throughout her term at USC, Garrett has directed efforts to hire new faculty from a broad range of academic disciplines, including cognitive bioscience, arts and the humanities as well as the quantitative social sciences, according to the University.
Elizabeth Garrett speaks at the University of Southern California, where she has worked since 2003. (Courtesy of Cornell University)
Elizabeth Garrett speaks at the University of Southern California, where she has worked since 2003. (Courtesy of Cornell University)
She also spearheaded the creation of several new postdoctoral programs, among them the Provost Postdoctoral Scholars Program in the Humanities and Provost Clinical Resident Fellows at USC.
“Provost Garrett has helped maintain the university’s volume and quality of externally funded research and expanded the university’s postdoctoral programs, strategically focusing on priorities such as the humanities, diversity in the digital realm, and clinical fellows,” said USC President C. L. Max Nikias in a letter to the USC community.
Garrett “has served the USC community with exceptional dedication since 2003,” Nikias said. Before becoming provost and senior vice president for academic affairs in October 2010, she served as vice provost and vice president for academic planning and budget at USC.
In 2005, she was appointed by former president George W. Bush to serve on the nine-member bipartisan Tax Reform Panel, according to her biography.
Garrett was also nominated by President Barack Obama to serve as assistant Treasury secretary for tax policy in 2009, but cited aspects of her “personal family situation” as the reason for her withdrawal, according to Bloomberg.
During a press conference Tuesday morning, Garrett said that prior to entering the world of academia, she clerked for a number of judges — among them former associate justice of the Supreme Court Thurgood Marshall.
“My own research is informed a lot by my background,” she said. “I clerked for … Justice Thurgood Marshall and then I worked in the United States Senate working with [former] Senator David Boren from Oklahoma, where I served as his legislative director in his tax and budget council.”
Garrett added that the work she has done as a lawyer in the legislative realm was “something [she] wanted to write and teach students about.”
“I was [an] unusual law professor in that I focused more on what happens in legislature and administrative agencies than what happens in courts,” she said.
Garrett also served as a professor of law at the University of Chicago, where she acted as deputy dean for academic affairs, according to her biography.
She has also been a visiting professor at several academic institutions, including Harvard Law School, the University of Virginia School of Law, Central European University in Budapest and the Interdisciplinary Center Law School in Israel.
Garrett graduated from the University of Oklahoma with a bachelor’s degree in history in 1985, subsequently receiving her J.D. from the University of Virginia School of Law.

2016年3月7日 星期一

"微積分vs 統計學思考等"之學習,都不可偏

Statistics, linear algebra and algorithmic thinking are more valuable in the digital age,大數據Big Data處理的局限 / The Risks of Big Data for Companies: Numbers never speak for themselveshttp://demingcircle.blogspot.tw/2013/03/big-data.html


以W. Edwards Deming 的著作和經歷而言,這兩大類的數學 ----微積分vs 統計學思考等---都不可偏。



Statistics, linear algebra and algorithmic thinking are more valuable in the digital age, Tianhui Michael Li and Allison Bishop write for WSJ Opinion
 They are becoming vital to the way we think about manufacturing, finance, public health, politics and even journalism.
Tianhui Michael Li and Allison Bishop write about the overemphasis on calculus in high school and college math courses.
WSJ.COM|由 TIANHUI MICHAEL LI AND ALLISON BISHOP 上傳