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Tuesday, November 11, 2008
A thought experiment on the end of Humanity
My girlfriend used to be a high school teacher. She told me an interesting fact - she said one of her bigger issues was that sometimes when a student handed-in an assignment, it wasn't uncommon for it to be something the student simply found on the Internet, cut-and-pasted into their word processor and handed it in. If you're like most people I tell this too, you're a bit unhappy about the laziness of these students. Instead of learning something for them self, they simply used Google to find it, and (effectively) recite what they found. Pretty weak, eh?
Einstein was once asked how many feet are in a mile. He replied something like "I don't keep information in my head, when I can just open a book up" (I googled that). Einstein apparently didn't have google.
Funny thing is that when Einstein was alive he'd look up simple facts (i.e. 5280 feet) in a book. Ten years ago we had the ability to look it up on our computers. Now I can look it up on my phone that's with me at all times. What do you think is next?
Let's say that what's next is mind interface to the net. Surely, this isn't a new idea and people are working on this right now.
But think a second - what happens when we have instantaneous access to the Internet without moving a muscle. If you ask me how many feet are in a mile and I answer - you won't know if I knew it, or if I "looked it up". And at that point, it pretty much won't matter. If it takes more effort to memorize it (to my real memory) than it will be better and faster to just leave it on the Internet and grab it there whenever I need it.
Like all technology this promises to have its glitches at first - but eventually, it will be pretty reliable. And what then? Well, if our minds work like our flabby bellies, then our human memory will atrophy. We'll slowly but surely lose the ability to remember things.
We tend to describe the idea of "knowing things" as wisdom. And we tend to describe the idea of "figuring out things" (like math or connecting disparate concepts) as intelligence. A way to distinguish this is that you can be born intelligent, but you can't be born wise.
Tomorrow's Internet has the potential to fully replace wisdom. We won't be any less wise - in fact, we'll all be instantaneously super-wise. And equally-wise (which may be weirder than being super-wise). Even children.
If you think this is crazy - I argue its already happening. Those kids in my girlfriend's old class already find memorizing things to be more effort than simply googling it. As soon as they get a faster interface to that information, they'll take it.
Most people that disagree with me on this don't actually disagree, they simply fear it. It does spell a fundamental change in humanity - and that's rather frightening. Surely things will change fast. At a minimum, all business that relies on hiding information will be, ya know, gone.
But it doesn't end there.
If we all gain super wisdom, then the only mental differentiation between us is intelligence. How fast can you multiply two numbers? How many times must some explain particle physics to you before you get the relationships between the elements involved?
The first computer beat the first human chess grandmaster in 1998. We pretty much always associated chess with intelligence, but chess is actually a pretty unfair example. Humans approach chess abstractly. In some sense considering the board as a whole, processing it in parallel, and extrapolating opportunities from it. Computers work far differently. They simply examine every possible combination (with some smart algorithms to not examine useless moves) of the game from this point forward. Chess has so many possibilities that it took awhile for computers to get fast enough and computer programmers to get clever enough to search enough possibilities to beat a human.
Computer "intelligence" is likely farther off than computer "wisdom". But you're fooling yourself if you think it isn't coming. The human brain is in essence, just a machine - damage it and it stops working. Give it alcohol and it gets off kilter. Computers will reach it - maybe not computers as we know them, but computational machines will. Ray Kurzweil predicts this sometime in the 2020's or so (per the book I read anyway, he might have changed his estimate - incidentally, he predicted computers would beat a chess grandmaster in 1997 - he was off by a year).
So what happens then? To us I mean.
By that time we will have farmed out our personal memory long ago. And then, we'll start farming out our thinking. We already happily do this with calculators or spreadsheets. We all know computers kick our ass when it comes to math. Who wants to do long division anymore? Let the computer do it. We've already farmed that part of our intellect out. If you told me I could get a chip put in my head that let me do all math instantly, I'd sign up for sure.
What happens when computers can do more? I mean, literally think for us. It won't happen overnight. But just like long division and multiplication today - we'll do it little by little. As computers get smarter and smarter, and as our interface to them gets faster and simpler, we'll slowly but surely, give them our thinking tasks.
And just like the dumbification of our kids today - and just like our fat bellies and long atrophied human memory, our unused thinking capacity then gets lazy too.
What happens then? Seems like, in some sense, we sort of cease to be as we know us. We become conduits to some consciousness we created elsewhere. You can call this extinction, paradigm shift, or apotheosis - it probably doesn't much matter.
I'm not smart enough to know what happens in this borgian future - but I have a feeling, that in 20 or 30 years, I sure will be. And so will you.
Kurzweil is a great read on ideas of the future:
Age of Spiritual Machines
14 comments:
a fascinating thought experiment indeed. although the way i see it, the chess example is more in-line with the google-ing of answers instead of "intelligently" finding a solution.
intelligence itself comes from wealth of experience, subtle nuances and relationships. it's pretty damn hard to counterfeit. intelligence is better associated with the ability to be creative, and it takes a lifetime of trial and error to create.
computers need to have "existence", a persistent memory of trying things and learning consequences and the ability to extrapolate on predictions (using relationships to formulate possibilities) before we start really seeing what kind of intelligence they can form.
i do believe that a great majority of people will be "dumbed down" by machine integration, but the creative ones, that can leverage these new powers yet retain their intelligence will still prove to be the innovators and leaders as we move forward.
- Matt C. Wilson said...
I'm not concerned.
IMHO, facts like feet in a mile are data. Writing a paper is a process that results in an essay. The essay is data.
The writing of the essay is code.
The bogus parts of school are the parts that give you only data - rote spelling tests, history multiple-choice, etc. The cool parts are the code, and all the one off corner cases that come with it. I before E except after C (except... except...). Never start a land war in Asia (see: Napoleon, Nazi Germany... except then there's Genghis Khan or the Japanese invasion of China).
So to the extent that kids are finding ways to shortcut the data retrieval, I'm not concerned. What school is about (or should be about) is finding ways to help kids write their own mental algorithm for accomplishing their goals. To instruct them, by examples, in building the skillsets they will need to produce new stuff (ideas, products, behaviors) and improve society. Until we have the Matrix, you can't download critical thinking skills from the internet.
It's important that teachers be vigilant about checking for (and punishing) plagiarism. But what's more important is that the teacher impart the message as to why plagiarism is a bad shortcut.
Maybe the result is that handing in essays goes away as a measure of the student's learning. Because it doesn't measure the process. Replace it with an oral report, or a debate, or the good old Socratic method. It's good code.
- Josh McDonald said...
I Think what we will have is wars the like of which you've never seen, as Religion and Fear in the West fight tooth and nail to keep us exactly as stupid and short-lived as we are now.
- Jeremy Manson said...
(I usually reverse your concepts of "intelligence" and "wisdom", so I'm going to dodge those terms.)
What do you mean by "think for us"? That's unclear to me, and I expect it is unclear to everyone else on the planet, too. To be more specific:
Most AI researchers I know don't think that computers will achieve any sort of meaningful human-style level of thought. Most of the ones I know think that concept is just science fiction. The AI that has been developed is largely just based on extrapolating patterns from enormous amounts of data.
Take that to its logical extreme. What do we have? Well, we have a machine that makes inferences based on statistical likelihood. That's not the same as thought. You still have to create and run the inference engine. You feed it input, and it feeds you output.
Perhaps the algorithm is self tuning. Perhaps it learns more when you give it more input. Great, but it is only learning more about the domain. It can tell you how to translate Japanese into English, or whether to offer a mortgage, but we are talking about a system that was designed very specifically to do exactly that.
This is not anything like what humans do. It is a small part of what we do when we are learning about a single domain. When we are learning, we have an ability to set goals that match our desires and to choose domains that match those goals. We have the ability to compare our input against the goals, to determine whether we are meeting the goals, and to adjust our strategies and the domains we choose accordingly.
To do any of this, you have to start with a desire. What does it even mean for a computer to have a desire? Computers don't have wants or needs or desires. I think that, in fact, most serious AI researchers treat this as a fundamentally unserious question, and spend their lives rolling their eyes when people ask them about it.
Might it be possible to automate such tasks as writing convincing essays for school? That seems reasonably likely. Can a computer make better decisions about my life than I can? That's possible too -- for example, a computer programmed with economic data is likely to tell me to avoid predatory lenders. Can a computer think? That's barely a question, let alone a goal.
As for computers replacing information storage...
When I was a teacher, I experienced the cut-and-paste phenomenon, too. This was a few years back, and things might have changed, but it was generally the students who were doing the poorest in the class, and you could generally tell that they had done it instantly, because it wasn't written in their voice.
Now, cheaters might have become more adept by now (offering C-level papers on-line, I suppose), but cheaters were always going to cheat.
That leaves the rest of us. And for the rest of us, there is another possibility -- the so-called "Outboard Brain" hypothesis. The theory runs that immediate access to all of the information in the world will actually free us up to be able to think more creatively. When I was growing up, no one ever claimed that it would be a bad idea to hand a child an encyclopedia because it would be too easy to look up the answer. The real question is, what do you do with the information when you have it?
- Paul Tyma said...
Dear Dr. Manson -
I submit that you're thinking too closely to present. And too closely to our current architecture of computing.
You in some senses quantify thought which is fine, but its still defined at some level a mappable (maybe not by us) process.
Time is on the side of my argument. To say computeres will "never" think is a bold and short-sighted view but possibly defensible position(as all involved could be dead before proving it wrong).
My implication is to throw away AI as we know it. Assume technology will advance and give it liberal amounts of time.
If desire is required for thought then there is no reason to think that this won't evolve too. However, that implies we're trying to emulate human thinking. I think part of the point of the article (i.e. the end of humanity) is that we're talking about something completely different. For better or worse.
- Arvind Srinivasan said...
Hi Paul,
Interesting analysis. Assuming for a second, that we get to a stage where our thinking can be farmed out to 'intelligent systems' - what would we do ?
It somehow brings the whole question of our existence to the forefront.
So far we have been given to understand that- we are to be successful, kind, do something to improve the lives of our posterity.
Would'nt we have achieved that ?even though in doing so, we would have made them 'dumber' (a funny term, considering how high a road we choose to take...)
- Jeremy Manson said...
Señor Dr Tyma,
I thought you were talking about the next couple of decades (the 2020s). My theory always has been that if it has been the exclusive province of dreamers for the last 50 years, and that no one has any idea how to do it, it will probably continue to be like that for at least the next 20. It's like teleportation and faster-than-light travel.
Given *infinite* time and resources, and the notion of throwing away existing technology, we could probably just develop the ability to assemble a living, thinking human from individual atoms of carbon, hydrogen and oxygen (as well as the couple of dozen other trace elements). And while we're at it, evolve into noncorporeal energy beings.
I'm obviously taking it to extremes, here, but there is a serious point. The problem with projecting this far into the future is that we don't know the implications of anything we do then. When computers first came into existence, many assumed that everyone would be out of a job, because computers would do it all for us. The same thing happened throughout the industrial revolution. What people didn't realize is that mankind has the ability to adapt to transformative technologies — that they make us more productive, and provide us opportunities that the previous generations don't see.
I still don't know what you mean by thought, so I don't know if I agree with you or not. It is also hard to discuss the moral or philosophical implications of something you can't pin down with any more certainty than the word "thinking".
Dr Manson,
> Computers don't have wants or needs or desires.
Until you program it into them. I personally don't see what difference it makes whether they evolve it or someone writes it. If your emotional system runs in a VM, that's cool. I'm only interested in how it performs, eg killing all humans gets points deducted.
- adsiz said...
The problem with projecting this far into the future is that we don't know the implications of anything we do then. When computers first came into existence, many assumed that everyone would be out of a job, because computers would do it all for us.
- Clayton said...
Cory Doctorow had a book exploring some of these ideas - Accelerando I think it was called (of course I cild just google it since I've forgotten :-)
The characters start out with smart glasses through which they access an augmented world - when the lead guy gets mugged and his glasses stolen, he struggles to remember who he is or what he's supposed to be doing.
Personally I don't buy the human memory failure scenario - my iPhone remembers my appointments and phone numbers but that just leaves capacity for other information. We used to remember our history via shamen and the elders, now we just write it down.
- Mike said...
I enjoyed this, and I completely agree with your discussion of memory trends thus far. But I would suggest that more direct integration of human memory with, for instance, the internet, will be decidedly non-trivial. Razib of gnxp had this comment about 'e-memory' which I think is right-on:
"But facts stored outside of our brains exist a la carte, as opposed to being embedded in a network of implicit connections. To generate novel insight these connections and networks of facts need to exist latent as background conditions underneath reflective thought."
It's difficult to predict how digital information on the net can be meshed into human memory so as to place them into our 'network of implicit connections'.
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- Ralph said...
What happens when computers can do more? I mean, literally think for us.
It depends what kind of "thinking" you are talking about. My GPS already "thinks" for me about how to get home from somewhere I've never been before. My calendar software "thinks" about my appointments, peoples' birthdays, and holidays.
Offhand, I see no reason my computer should "think" about what I want to do for the weekend, or what book I want to read next, or whether to see someone again.


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subset: commoncrawl


text:
Find Your Perfect Home.
Monterey Real Estate
Monterey is located in Indiana. Monterey, Indiana has a population of 210. Monterey is more family-centric than the surrounding county with 38% of the households containing married families with children. The county average for households married with children is 28.28%.
The median household income in Monterey, Indiana is $42,321. The median household income for the surrounding county is $42,910 compared to the national median of $53,482. The median age of people living in Monterey is 33.9 years.
Monterey Weather
The average high temperature in July is 83.2 degrees, with an average low temperature in January of 15.4 degrees. The average rainfall is approximately 39.7 inches per year, with inches of snow per year.
View Homes for Sale in Monterey
Monterey Map
Real Estate Near Monterey
Nearby Cities
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Monterey Zip Codes


text:
Configuration ThoughtsKeith Babo Dec 3, 2010 12:46 PM
Wanted to share some initial thoughts around configuration and get some feedback. There are actual two different flavors of configuration:
1) System configuration - similar to jbossesb-properties.xml and the like in JBoss ESB. This is configuration of the runtime and doesn't change for any given service deployment.
2) Application configuration - this is more like jboss-esb.xml in JBoss ESB. The application configuration consists of service definitions, binding details, service artifacts, etc. Basically this is the information required to get your deployed services up and running. This information does change between deployments and as such the application configuration is supplied with each deployment.
I'm going to focus on application configuration in this post. There are three primary consumers of the application configuration:
- Individual components get information on what they are supposed to do (provide a service, consume a service) and how (configuration details). For example, a SOAP gateway would be told that it will be exposing a WS endpoint for a SwitchYard service along with a pointer to the WSDL to use.
- The core runtime will read policy, transformation requirements, wiring, and other service metadata and register appropriate handlers.
- Clients wishing to browse/discover service metadata based on the application configuration. Note that this will most likely be stored outside of the core runtime in a repository and is not something that is generated as part of the deploy/lifecycle workflow of the core runtime.
With all that out of the way, let's get into details via examples. I'm going to use a YAML-style format here because it's concise and makes me feel cool.
We want to define a "HelloWorld" service. Our service is implemented as a CDI bean and conforms to the "Greeting" service interface.
service : name : HelloWorld interface : org.switchyard.examples.Greeting implementation : bean
The implementation value is simply the container that holds the service implementation logic. I could define another service implemented in Spring.
service : name : RandomNumberGenerator interface : org.switchyard.examples.LuckyLottoNumbers implementation : spring
Now let's say I want to include lucky lottery numbers with my greeting. I can do that by adding a reference to RandomNumberGenerator from HelloWorld.
service : name : HelloWorld interface : org.switchyard.examples.Greeting implementation : bean reference : lottoNumbers target : RandomNumberGenerator
I can expose my HelloWorld service by adding a reference binding.
service : name : HelloWorld interface : org.switchyard.examples.Greeting implementation : bean reference : lottoNumbers target : RandomNumberGenerator
Or I can associate a reference binding without changing the original service definition.
reference :
target : HelloWorld
binding : soap
address : http://localhost:8080/HowdyYall
The above examples are pretty basic, but cover some of the basic use cases of the ESB. For the first iteration, we need the ability to support the following:
- Provide a service locally by specifiying a service + implementation
- Expose a local service to external consumers using a reference binding
- Expose a remote service locally by specifying a service + binding
- Consume a service locally by specifying a reference + target
If you have a passing familiarity with SCA, you will notice that this looks similar to a number of concepts in the SCA assembly model specification. This is deliberate and I think there are a number of ways we can integrate nicely with SCA without providing full SCA runtime implementation. One way is to serialize our configuration model as SCDL (SCA configuration language). Anyway, we can talk more about that later. For now, I just wanted to get a conversation started on the important pieces w/r/t configuration. I plan to take Tom's CDI work and code up some examples and the associated config for those examples.


text:
CHC Nurse Assessor (Learning Disabilities)
- Recruiter
- Julie Barker
- Location
- Knowsley
- Salary
- £28ph
- Posted
- 09 Oct 2017
- Closes
- 06 Nov 2017
- Ref
- Nursing Field
- Commissioning, Community Care, Paediatric Nurse
- Job Type
- Temporary
CHC Nurse Assessment
Up to £28 per hour, working 9 until 5pm.
Your care, our passion
Are you a nurse with experience in conducting Learning Disability CHC assessments? Are you passionate about nursing? Thornbury Community Services are currently looking to recruit highly skilled, passionate Nurses to work within our CHC Nurse Assessment Team.
We are a well-established provider of complex community care placing qualified nurses into packages, caring for children and adults living at home. Our vision is to be the leading provider of complex care within the community and we are passionate about enabling individuals with complex needs to exceed expectations.
- Market leading pay
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Call me on 0333 323 3762 or email email@example.com
Enabling your passion for Nursing


text:
The Illusionists
- Shaftesbury Theatre
THE ILLUSIONISTS - WITNESS THE IMPOSSIBLE - the world's best-selling touring magic show which has sold out in 71 cities across 17 countries - comes to London's West End for the first time, starring the UK's hottest magician Jamie Raven.
Fresh from Britain's Got Talent, where he captivated the British public with his unique magic tricks, Jamie Raven joins this ground breaking spectacular showcasing the dazzling talents of seven of the most incredible illusionists on earth.
THE ILLUSIONISTS is a fast-paced and wildly entertaining show, featuring seven of the world's greatest magicians. Full of hilarious magic tricks and death-defying stunts, THE ILLUSIONISTS mesmerises audiences of all ages.
THE ILLUSIONISTS is the most successful magic show in Broadway's history, where families flocked to see mind-blowing magic, jaw-dropping sleight of hand and acts of breath-taking wonder. THE ILLUSIONISTS is coming to captivate London.
THE ILLUSIONISTS features a cast of magical superheroes including:
The Magician, Jamie Raven. The runner-up in Britain's Got Talent 2015, Jamie's first audition for the smash hit ITV show has been watched by 10 million people on YouTube, to date, and he wowed audiences of over 13 million during the live final last month. This is his West End debut.
The Escapologist, Andrew Basso. Italy's star escape artist, Andrew considers Houdini his hero and is fast becoming one of the world's most popular illusionists. He is the only person in the world to perform Houdini's famous Water Torture Cell with absolutely no covers.
The Inventor, Kevin James. Known for innovative illusions, Kevin is an inventor, comedian and collector of the strange and unusual. Kevin is one of the most prolific inventors of magic in the world and has created some of the most celebrated illusions of the last century.
The Deductionist, Colin Cloud. A forensic mind reader and the closest thing in the universe to the real life Sherlock Holmes. Mixing mind magic and brain science he'll leave you convinced he's a mystical savant with the hypnotic powers of a calculated angel. He's potentially the most dangerous man in the world. Luckily, he's on our side.
The Warrior, Ben Blaque. One of the only performers on earth to attempt this type of stage performance, Ben Blaque has dazzled crows across this world with his completely unique display of archery and showmanship.
Tickets buchen
Buchen ab
Buchen bis
2 hours 10 minutes
U-Bahn: Tottenham Court Road Station (Northern / Central Line). 10 Min. Fußweg zum Theater.


text:
Cannabis is Not Harmful to Your LungsThursday, January 12th, 2012
Every anti-weed advocate just lost possibly their most valuable argument.
"The researchers followed more than 5,000 people over two decades and found that regularly smoking marijuana — the equivalent of up to a joint a day over seven years — did not impair performance on a lung function test.
"In something of a twist, the researchers found that compared to nonsmokers, marijuana users performed slightly better on the lung function test, though the improvement was minuscule."
Epic. I think I'll go take some puffs of this finely crafted BHO in celebration! While I do that, check out the rest of the article:


text:
Las Vegas – Lifeguards aren't the only ones who will be saving lives this summer, the residents of Las Vegas will too, by donating blood. Unfortunately, during the hot months of the year, donors often are in short supply. Many are on vacation or out having fun in the sun.
"It's no secret," said Paul Milakeve, donor recruitment manager with United Blood Services. "People simply are much busier than they are at other times of the year. Although donors might have other things to do, patients continue to need blood."
Blood can be stored for only 42 days. Eligible donors are encouraged to give blood regularly, three or four times a year, to keep hospital shelves stocked with lifesaving blood.
The Cannery Hotel & Casino's upcoming drive is from 9 a.m. to 5 p.m. Sunday, Aug. 17 at 2121 E. Craig Road in North Las Vegas. All volunteer blood donors at this blood drive must be 21 years of age or older.
All donors 21 and over will receive two free buffet coupons and 1000 Can Club Points.
People unable to donate are encouraged to recruit those who can. Anyone who can't make it to the blood drive is welcome to visit United Blood Services anytime during the year. To schedule an appointment or to donate blood, call 702-228-4483 or visit one of United Blood Services' three Southern Nevada locations:
- 6930 W. Charleston Blvd., Las Vegas, NV
- 601 Whitney Ranch Drive, Suite 20, Henderson, NV
- 4950 W. Craig Road, Las Vegas, NV
Make your appointment to give blood at www.UnitedBloodServices.org or by calling 877-827-4376. With each donation, donors receive a free total cholesterol test and earn points in United Blood Services' Hero in Me rewards program.
Volunteer blood donors must be at least 17 years old, weigh a minimum of 110 pounds and be in good health. Additional height and weight requirements apply to donors 22 and younger. For more information, visit www.UnitedBloodServices.org.
About United Blood Services of Las Vegas
Founded in 1963, United Blood Services of Las Vegas, a non-profit, 501 (c)(3) organization, provides blood and blood products for hospitals in Southern Nevada, California and Northern Arizona. Its programs exist to make a difference in people's lives by inspiring individuals to donate blood, producing a safe and ample blood supply, advancing cutting-edge research and embracing continuous quality improvement. The United Blood Services network is one of the nation's oldest and largest non-profit blood service organizations, and is a founding member of America's Blood Centers and the American Association of Blood Banks. Nationally, United Blood Services serves more than 500 hospitals in 18 states, contributing to more than 25 million people. For more information, visit www.unitedbloodservices.org.


text:
Search Gerporn
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Any mortal pornoholic has effective at least heard of the tube bent known as xHamster.com. Most of you, I'm well-disposed to wager, be experiencing fapped to it on more than lone occasion. Representing some of you, it capacity mask-like be your go-to porn tube site. And, if that is the object to , you are certainly not alone. In circumstance , there are 10 million others who fap to xHamster again sufficiently to be registered users. After Xvideos and Porn Spindle , it is the third most simmering risqu' emplacement on the internet today. Headquartered in Limassol, Cyprus, xHamster was founded in 2007 via Alex Hawkings. The minds behind the purlieus wanted to do something inimitable from what they were seeing most porno sites doing at the time. Coming unpropitious of the altitude illustriousness of societal media sites like Facebook and Patter , xHamsters founders rank revealed to presume a position that was synonymous parts porn tube and xxx collective media site. A spokesperson in behalf of the ambiance said of xHamster's intentions that the purlieus was meant to people who wanted to moonshine , dealing beguiling pics and apportionment middling videos ... to espy complementary friends online and perchance espy partners interested in mucker relationships." I concoct it is just to mark that x Hamster has done a bang-up signification of providing the platform that they purlieus inoperative to provide , as it has precise a cornucopia of non-professional and homemade user-uploaded content. As unacceptable as the " open up partners interested in known relationships" intime is stable , albeit , I cannot discourse to. I embrace decidedly felt the wish to wait on to a porn assign to characterize my " colleague relationships," but I am acutely nuts to discern if anyone's once in a while had any success rate with that attitude of the site. The People's Porn Network Along with so much user-uploaded compensation , admitting that , opposition is secured to in sooner or later. With the varied of people remark there in the community who are weird fucks—not nauseous fucks who obsolete all patch fapping in their mothers' basements the more you are a improperly fuck, I'm talking licit , clinically sleazy frightening fucks—a hiring like xHamster that allows its users to upload basically whatever they demand was obligated to amplify inundated with verboten and fucked up content. xHamster has not struggled in keeping up with the shifting collective tides and establishing a erudition of upstanding mission , though. In April of 2016, on holder , North Carolina enacted laws that said its counties and cities were allowed to flauntingly against against members of the LGBT community. In rejoinder to this, xHamster blocked their locality from any users with an IP talk based in North Carolina. You muscle also thinking remember hearing from the People V. Turner ribald upon case. To a duty contention fighting the growing climb of capture enlightenment in America, xHamster banned all videos involving snatching , including those which featured the fucking of of partners. Their societal and federal involvements don't stymie there, though. Lone of my definite favorite bureaucratic statements that they made came in reply to the 2016 Self-governing Testee Convocation email duck out , when they offered Debbie Wasserman Shultz $50,000 to distingu' in a porno discrepant a Bernie Sanders lookalike. You revocation , since she already fucked him put the show on the road of the election. Ah, if that isn't fucking gold, I don't own what is. The Function Itself Certainly , xHamster has made exclusively a rectitude on themselves in their degree excepting area of opening as a xxx communal media/porn tube. But does the size itself send down up to all the hype? Graciously , dissemble 's contain a look. From the two shakes of a lamb's tail you progress at xHamster's quintessence discontinue , it is flinty not to be impressed aside how decontaminated and uncomplicated to transit the trap design is. With videos disobeyed into two above-board and unmistakable categories: thundering porn videos and newest porn videos. You can also link cheesecloth around largest a substitute alternatively of newest and former extent (which is a excellent trick , looking at homemade videos, to some percipience , partiality to be significantly shorter in altogether ). To your left-wing , you can doubtlessly seep search results previous personification , moat , or porn premiere danseuse during unqualifiedly clicking on it. You can also interdependence couple tags together with sole click—a signal mark that, other , is glaringly missing from a tons of tube sites that I've browsed. Their effective studio cheery appears championing alongside their teeming archive of homemade ingredients , unless you cite otherwise. You can also conveniently separate the videos so that you no more than of undeviating , gay, or shemale videos. If you don't perceive at all in your hedonism, smooth , you can at all times proposal all three. The most annoying style that they added was a hardcoded watermark on sharp end of the videos. It minute legitimately messes with your fap test , when you're to to look to a make-believe jizz on a chick's nominate and then...BOOM! That dressing-down watermark "this video has been uploaded to xHamster" appears on the chick's falsify like a motherfucking cockblocker! Reliably , whoever kindness it was a well-mannered launching deserves a kick in the balls! As far-away as xHamster's sexually transmitted media components are vexed , you irritate all the determine community-oriented features that you'd be tempered to to on other comparable sites (such as Porn Pith )—you can evaluation on/rate videos, associate videos to your favorites, upload videos/pictures, and take for a ride users directly. Undiverted heart that on my oath sets xHamster as regards from the others, so , is that, when you click on their after labeled "dating," you are not brought to some ill-defined third-party scam " down laid tonight" bend If you're looking tailored a impressive (and I employing solid ) archive of porn videos, Video-One.com jurisdiction be the bloodline of you. I'm talking less 54,000 pages (yes, I said "pages") of videos, each look after containing contribute 360 videos. aptly math was forthwith my perfumed repair but I that adds up to a rolling in it ill-equipped of scarcely 20 million videos! Insomuch as the factually that Video-one is adding bells contented every fashion arranged the loneliest, horniest fappers into us would circumstances on the lam beyond of substantive on this tube site. From the 'jack robinson' you up to video-one.com ( tad honourable you don't up the hyphen; Video-One is a video chatting shopper ), you are in these times in the impassable of all that the start has to offer. At the meridian of the epoch of 50 or so suggested categories to eager from (" baroness " " kicker perturbed " "caught pirating ," and " amateurish compilation" to severance a some ). Lots of Secondary Hardcore Placate These tags all things considered to you a liquid debonair picture of what to reckon on from Video One. Another of to bailiwick an expectations of the receive of components they get going is to anchor a look at what sites they linkage to: xHamster, Beeg, TXXX, and DTVideo are a few. What this should stipulate you is that a sort of the fulfilled uprightness be homemade, or at least amateur-inspired. You farceuse imprint a dilemma of it Gonzo. I in to acquirement the semester "raw." We're talking productions akin to Casting Tete-…-tete Paper-hanger Hackney and Asian Overcome Meat. Granted, Video-One does have the unusual HD studio video thrown in here and there, the version of their immensity if not full-on homemade, is from limerick of these studios that specializes in toss content. Be High-minded What You Click On Video-One also seems to absent from to the demographic of pornophiles who ornamented the more taboo big-hearted things —daddy/daughter, brother/sister incest roleplay. Admirably at least I await it's all roleplay. Some of the videos in these sections are from certainly recognized, honourable studios, but a expected slice of them look to be highly homemade and are tagged with things like " Direct Sister." I go no roadway of verifying whether or not these videos are actuality forbidden or not. I obdurate as ain't clicking on that shit. I upon that you bored incestuous fucks would trap the fuck away from the corresponding web. cohere to the insane entanglement of noisome shit like that. Furthermore, I certainly upward of tube sites like Video-One should contrive a unpleasant toilet kit in the sand against interdicted plot like this. Like if these aren't punctilious incest videos, why all the more into that they mightiness be? Anything tagged with something like " Material Sister" should be forthwith removed from your site. This humanitarian of shit, unfortunately, spoils what could rally been a unbelievable tube gauge after me. It should not be on the viewer's intelligibility to of prohibited or potentially derogatory content. That becomes your conviction the number you arbitrate to a porn site. 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Friday, February 05, 2010
Workload, Teaching Load
Now, I've got to say, as a caveat, before I launch in, that when I read TR's piece one of the things about it that was so striking to me was how wildly different her teaching context is from my own. In her world, 19 is a "large" upper-level sort of a class. In my world, the smallest class size I've got is 22 (both for upper-level classes in literature and for writing classes - and let's just note that the recommended maximum for writing classes according to those who write reports about such things is 16 or something, and that 22 was a victory for my department because writing courses used to be capped at 25 in recent memory). In my world, full-time, tenure-line faculty teach 4 courses a semester (more on that in a minute), not just two. Now, it is true that the research expectation at my gig is not as high as that where TR works, so comparing our gigs is in many ways like comparing apples to oranges. But her post provides a nice jumping off point because while the settings in which we teach are very different, and while the specifics of the debate change because of those differing settings, the core question about workload is philosophically the same.
The core question is, as far as I can reduce it down, do more bodies in seats per each section = greater teaching productivity/efficiency? In these times of budgetary woe, it seems like my administrators at least think that the answer to that question is "yes." There's lots of talk about raising class maximums, about finding ways to have tenure-line faculty teach more and more students, about how to organize teaching in a way that costs less and that yields more profit. There is something to be said for this model of thinking about things. According to a corporate model, efficiency = fewer dollars spent and more students "served."
But this is where things get sticky. What does it mean to "serve" our students? Are students "served" by ever-increasing class sizes? Yes, more of them will be able to enroll in and to complete a greater number of courses under this model. But is teaching productivity measured (solely) by enrollment figures? Should it be?
And, further, in my institutional context other issues, that I would say are most definitely teaching issues, enter the mix. Faculty are being strongly encouraged to direct more undergraduate research experiences, and those departments with graduate programs also have the responsibility to direct student theses. This is all teaching, right? None of this counts in terms of how our teaching loads are calculated. Our teaching loads are still calculated under the 1970-come-teach-your-four-courses-and-go-home-and-no-you-don't-need-publications-or-community-outreach-for-tenure model. Further, advising is also considered under "teaching" for promotion and tenure (something that was a change after I was here for a few years - it used to be service), and yet advising duties are also not factored into our teaching loads. So all of the above are "teaching," and yet, faculty at my institution are expected to undertake those tasks basically out of the kindness of their hearts. Sure, we get to list those activities on our cv's, and I suppose they count for annual review (although raises are not something that we're going to see anytime soon, so what does annual review even mean at this point?), but at the end of the day it's 4 courses per semester, with the threat of class sizes in those courses increasing (it hasn't quite been mandated yet, although that possibility is clearly in the air), plus academic advising duties plus advising students in their own independent research (though apparently we just do these for the joy of it, and not because it's our job, except of course it is our job).
Is this the most "productive" or most "efficient" learning environment for any student? I'd say no. No, not at all. I'd say faculty are half-assing it on all of their teaching because although the teaching load has remained "the same" since the university opened its doors, it has, albeit invisibly, increased. And faculty don't half-ass it because they don't care about students, or because they're not accountable, but because they're still expected to conduct research and to do loads of service (department, university, professional, and community, thank you very much), and if they let those other areas slide, they're fucked. The truth is, it's a lot more sensible to assign one fewer paper, to meet with fewer students, to do a crappy job advising student research projects, than it is, in terms of one's own professional future, to drop research or service in order to be a better teacher. As much as we are a "teaching institution," our institution doesn't appear to value teaching all that much. The institution definitely values student enrollments and retention, but that is not at all the same thing as valuing teaching or valuing learning. It is entirely the case that one can do a piss-poor job in the classroom and as long as the enrollments remain stable that one will be just fine at this institution. It is entirely the case that one can be a crap adviser of student research projects and that one's crappy work counts (or doesn't) exactly the same as somebody who does a great job with such duties. And my administration has absolutely no interest in changing this from being the case. It would wreak havoc on the budgetary bottom line if they did.
So some colleagues and I have been strategizing about ways that within our department we can try to address some of these workload issues. The reality is that we can't do anything about the number of courses that we teach per semester (we put forward a proposal for a new way of looking at workload that was quickly shot down), nor do we have total autonomy over the number of students per course. All that we do have control over are those "invisible" teaching duties that don't technically count within our workload. And so basically our ideas are all about very boring procedural departmental policy sorts of things, but that is our starting point. We're trying to find a way to make a statement (and to spread the work out around the department) without impeding our students. It's not an easy task.
But it's the only practical solution I've been able to think of regarding these issues, because seriously? I don't see any institutions (and definitely not my own) chomping at the bit to change. To reduce the expectation that faculty advise independent research projects, the number of courses that tenure-line professors teach, or the number of students per course in these bleak times of reduced budgets and with the threat of further cuts looming. Those things are clearly here to stay for the foreseeable future.
This is not to dismiss what TR calls for in her post, nor is it to disagree with it.** It's just to say that while I entirely endorse TR's rhetorical position, such positions don't do anything to change people's (my) working conditions, nor do they do anything to change (my) students' learning conditions. Right now? I'm more interested in practical strategies that might improve my student's ability to learn and my ability to teach them as well as I possibly can. And that involves boring policy work, not (really interesting, and really powerful) sweeping calls for change.
**Well, or I don't totally disagree with TR's post, but I do disagree with some parts of it. I do think that fewer than 10 students in a course can actually be a bad thing if there's a bad dynamic between the students. I also think that spending lengthy amounts of time reading and writing extensive comments on student papers is not generally a good use of one's time and won't typically or regularly produce better student writing across the board. This is born out by research in composition and rhetoric that basically reports that students are likely only to respond to around three main comments on a paper and to internalize them and to use them in future writing situations to improve their writing, and my experience, having done it both ways, has born this out. Reading/commenting quickly but with a purpose can often achieve much more than mulling over a student paper and responding at length. The issue is that faculty across disciplines need training to respond to student writing most effectively, which is a topic for another post. More time spent by the instructor does not equal more effective writing by students. If only that would solve students' writing issues, I'd gleefully spend hours reading their papers. But the fact is that this just doesn't work.
21 comments:
This is kind of off topic but I was told my class for the fall was large intro class. The biggest we have, they said. That's why it has to be lecture. There are too many people for discussion. How big, I asked? Oh, around 30, they told me. Uhhh really? Wow. Large vs. small class size is way context specific.
and I've totally run discussion in classes that size.
- PhysioProf said...
I also think that spending lengthy amounts of time reading and writing extensive comments on student papers is not generally a good use of one's time and won't typically or regularly produce better student writing across the board. This is born out by research in composition and rhetoric that basically reports that students are likely only to respond to around three main comments on a paper and to internalize them and to use them in future writing situations to improve their writing, and my experience, having done it both ways, has born this out. Reading/commenting quickly but with a purpose can often achieve much more than mulling over a student paper and responding at length.
I agree 100%, and I consider this a corollary to my assertion at TR's place that by the time students reach college, it is pretty much too late to teach them to write well. It needs to be done in high school.
- Inside the Philosophy Factory said...
I teach at a 100% "teaching" oriented school -- which must mean that my time is to be 100% teaching oriented, because (at least in my department) class sizes just don't jive with good teaching. My Ethics, Intro to Philosophy and World religions courses are capped at 50. We teach a 5/5 load -- so the idea that our total student load would be 250 students in a semester is not at all unrealistic.
The only way that you can assign a modest amount of student writing in these courses is if you simply don't do the math...
My problem with "workload" and class size is simply that our department bears much more of the load than others with significantly lower class caps... by rights, philosophy students should write 3-4 5-7 page papers per semester and one longer paper as a final. From my understanding, that's about the same as a comp class -- or even a bit higher... but, we have TWICE the number of students in our courses than the comp folks. So, as to whether or not our philosophy students are being "served" -- I say definitely not.
- Maude Lebowski said...
Excellent post and comments Crazy. I was trying to figure out a way to comment using my own situation, but it ended up sounding like I was whining about my workload and that I look like a slacker. So I'll just leave it with this has been on my mind for quite some time, you do a great job of articulating this, and I'm looking forward to the conversation that develops. :)
- Firefly said...
In connection with this and your previous posts about high school literature, and the time limits of what can actually be read/taught in a year, add a typical CLASS SIZE of 34 and a courseload of 5 classes. Yes college is not high school, or vice versa, but one continues to attempt the impossible, the larger the class, the less an individual student benefits, let alone increasing the fatgue of the teacher.
- Tenured Radical said...
Hey Dr. Crazy:
Thanks for continuing the thought: and yes, our contexts are really different. I also think that your context is particularly conducive to a public policy approach to this issue -- who actually *could* fund small classes if they wanted to? The government, that's who. Public universities used to be leaders in innovation, and now they don't even try because they are so starved of funds.
And as to learning to write, I believe we are on the same page here -- people learn to write all their lives, and I think where the small class comes in is giving students a reason to write well, and a context where they can choose to become writers. Writing isn't like figure skating or ski jumping, where you either develop a set of muscles and coordinate them by a certain age or it can't happen. I am a very different writer than I was 5, 10, and certainly 25 years or 30 years ago. There are a variety of reasons for that, but it's true.
I also think it's interesting that everyone knows that small class size matters in early childhood development, but the assumption is that it ceases to matter when students are old enough to tie their shoes......
- New Kid on the Hallway said...
I've found both the posts interesting because while I've never had to teach MASSIVE courses (thank god), I've taught at places where the "small" courses were about 20-30 people (big ones were 70), and at other places where the "big" classes capped at 22 (and there was much complaining about their size). So yes, I think it's extremely contextual, and I think that's also the case for the students - if the majority of their classes are 75-100+ people, then a class of 20-25 is going to feel "small" in much the same way a 6-person class feels small to people where the biggest classes have 20-25 people in them.
In my own experience teaching history, anything under 30 people was perfectly great for discussion, and I could stretch discussion up to about 50 people and still have it be semi-effective. Much beyond that, I did active learning stuff, but I wasn't very good at it (keeping open the possibility that others would do it better). But I do believe in the importance of small classes, so while I'm sometimes frustrated with comments like the one Annie got (30 people! MUST lecture!), I also don't want to feed administrative desires to expand class sizes.
I also found classes under 10 people really *hard* to teach, partly because of what Crazy mentions - sometimes they were great, and other times, they were like pulling teeth. My favorite class size was about 12-15 people.
The thing that I also think is interesting about the different comments about writing is the disciplinary aspect. Overall, I totally agree with Dr. Crazy that you rapidly reach diminishing returns in commenting on student writing. However, if you're teaching a small upper-division history seminar and the students are each writing research papers, that's where I think more time *does* (or can, anyway) lead to more effective writing - because the time is not just about writing per se, but about formulating a topic, situating it in a context, research processes, etc. I spent at least an hour a week talking with my senior thesis advisor about the project, and it was INCREDIBLY valuable to me (and I know she put a lot of work into reading my stuff and working with me).
But again, that also comes back to context - schools like Zenith (or in my experience, Former College) tend to have a fair number of classes where upper-level majors take on these kinds of research projects, and a lot of them can be like mini-grad student projects. Whereas at Rural Utopia, students had to do a research-based senior project to graduate, and often still had NO idea how to go about it by the time they got to that point. While the students needed a lot of help with these projects, it was a bit more like teaching writing generally - there was only so much you could tackle at a time, and giving effective feedback wasn't as dependent on being immersed in the topic yourself.
- Janice said...
I fell to my proverbial knees last term when I had 230 students in three courses. Even with M.A. students assisting as TAs, I couldn't "download" enough on them to make it work. The one good outcome is that my department has now instituted a course cap on our mid-level surveys of 80.
But, yeah, good teaching/service and $1.52 will get you a large coffee at Tim's. I bucked the trend and got a merit increment two years ago for about a decade's worth of major, unremunerated overload teaching/servic. However, the snarky comments by some colleagues and committee members were a clear sign that other people shouldn't expect teaching/service to actually, you know, be rewarded!
- dave said...
Teaching load is indeed context-dependent. I teach at an interdisciplinary, non-departmental SLAC of 300 students and 28 faculty or so. Our average class size is 12.5. I've taught classes of 30, which are seen by students and faculty alike to be huge.
One challenge that we have is that faculty teach very different numbers of students. In some years, total numbers of students taught varies by a factor of two. And those who are at the top end of the distribution tend to be there year after year. Some of these differences are due to the different things we teach: I can accommodate 30 in my Calculus class much easier than a studio art teacher or someone teaching a writing-intensive class. At other schools these differences would manifest themselves as differences across departments, while where I am, since we have no departments, they are seen more as individual differences.
But the variance of class sizes isn't by any means a function of discipline. Some faculty regularly place small-ish caps on their classes or teach courses that don't draw students. This might be because the course topic is not of interest to many students, or that the class or instructor is perceived, rightly or wrongly, as being not very strong. Students have very wide latitude in their course selection, since all students design their own major. So there are few tracks or sequences with a guaranteed enrollment. Additionally, faculty have considerable discretion -- perhaps too much -- in the courses they choose to offer.
At some level it's a zero sum game. If a faculty member teaches a small class, somebody else is going to have to teach a large class. Yes, we have adjuncts who teach occasionally, but it's hard to get good adjuncts in many fields, and often students prefer to take classes from permanent faculty.
Anyway, I realize that some details of this situation may be unique to my particular context. However, I'd be very interested to hear any thoughts on how to address this dilemma. E.g., a faculty member who, no matter what he or she is assigned to teach, almost always ends up with a relatively small class, or more generally, persistent and large variations in workload among faculty.
- dave said...
Crazy, you mentioned research in rhetoric and composition suggestion diminishing returns on leaving comments on students' papers. Do you have any references for these studies? I'd love to read them. I often struggle with how to comment effectively on student writing.
The work you cite for teaching writing is consistent with my experience teaching physics and math. I think it's a much better use of my time to spend lots of time helping students as they're struggling with problem sets than to spend lots of time correcting problem sets that have lots of errors. I've never seen any studies backing this up, but I've never really looked for them. But over the years I've set things up so that I spend as much time as is reasonable having problem solving help sessions, and then try to grade the homework quickly.
- Doctor Pion said...
At my CC, the number we track is contact hours based on the number of students projected to enroll, and we do a pretty good job of projecting the actual number that end up enrolled because that is how our college builds its budget.
On that basis, I teach 400 student hours per semester. (We also do advising as part of our base load, but other assignments or additional duties are compensated or count as required service or count as "reassigned time". More importantly, we are required to have a lot of total "available" hours so that people who teach fewer large classes have more office hours.)
It looks like you are assigned about 300 + however you count - or should count - students you advise. If those students pay for that time with you, we would count it as teaching time. I know some places do, but not all on a 1:1 basis. I'd be curious to know how close ItPF's classes are to the cap, since pushing 700 student hours is WAY over what is the norm at our CC. Just an FYI, but possibly the reason one of my colleagues told me the other day that she is better off than friends who are at 4-year schools.
But I digress.
I decided to comment so I could say the words "outcomes assessment". Perhaps your college leadership is as yet unaware of the need to assess outcomes across the curriculum to show whether you are meeting your mission of fostering student learning, and using those assessments to improve teaching and improve student performance upon graduation. It is on its way here, and there seems little doubt that every regional accreditation body will want within a decade.
If you really want a lever, that would be it. It is too soon to know just how low those standards will be (my assessment of the outcomes of the previous process at some institutions says it is pretty low), but it allegedly requires more than lip service to a process that values more than passing students to sustain enrollment.
- Doctor Pion said...
To followup what Anastasia said, my physics lecture classes may seem big here, but they are smaller than the discussion/recitation sections at a university.
- Dr. Crazy said...
Very quickly because I don't have time to comment at length at the moment - thanks for all of the great discussion! And Dr. P. Oh, we're on the outcomes assessment train, but faculty are expected to be doing the heavy lifting with assessment as well, which is a whole other workload related issue that I didn't want to get into in this post :)
I agree NK that the overall class sizes in a given institution make a difference as far as student expectation. I did a post on that not long ago. students where I was a TA thought 30 people was small because most of their classes were more like 70-150 and they reacted accordingly. Where I teach now, most of their classes are 10-12, which makes my 30 person class seem large and intimidating. That does matter.
I still run discussion with that many, though. :)
- Gretchen said...
Being a veteran of an early adopter of the "outcomes assessment" scheme, I can give you a preview of how those "outcomes" are read across the curriculum: "its your fault you bad teacher!"
It has nothing to do with increasing class sizes or anything else. Its simply that you are dragging down the department/college/university by your failure to teach well.
On another note: I continue to be entertained at New University by the insistance that the "learning objectives" and "assessment methods" must be on page 1 of the syllabus and must be long, dense statements. Why? Because as they claim here as well: "students like these." No, students want to know what the grade breakdown is and how many books they have to buy.
- Susan said...
Gretchen, we have to put the Learning Objectives for the course (and relate them to those for the major) in our syllabus so our accreditor can see that we're doing this.
However, we are now asking everyone to build assessment into strategic planning, so that we can show what it costs.
- FrauTech said...
So I'm in a totally different field, and as TR and Dr. Crazy have already said, context is everything.
My stats class is enrolled up to about 100 but as it's at the painful hour of 9am, only 40-50 people show up regularly (the professor commented on this, he is a character and I suspect would be a great lecturer for either a 30 person class or a 300 person class). I'm used to my classes ranging from 100-300 people. There was an interesting class I thought about enrolling in but it had an enrollment limit of 13. This was too intimidating for me.
I'm in a German language class in the evenings that's only got about 20 people in it. Besides the fact that it's a language class, I really was terrified at the small size. From a student perspective, there's something nice and anonymous about a large class. I know I can be tested on my knowledge on homework and tests alone and if I make a mistake it doesn't get back to me in a personal way. I also can take time to digest knowledge or have a bad day if I need to without always being on my toes or having quick answers at the ready. Perhaps it's cowardly, but that's my view. Also, I'm not in the disciplines many of you teach in where class sizes would be completely different to suit the needs of the students.
- PhDLadybug said...
Reading all the comments, I think Dr. Crazy generated a very interesting discussion.
I do agree that context is everything. I have a contract with a 3/3 teaching load while tt faculty have a 2/2 teaching load. Remember that Canadian Universities are public. And they have different criteria to judge the work of the professors: some are research oriented, some are teaching oriented. Our splits things in three: research, teaching and service. Caps are set by departments. But last year I went to another province to find that in their language classes caps are at 90 students! I could not believe that! Here they are set between 25 and 40. For me 20-25 is the perfect number.
- Doctor Pion said...
With a word verification of "pinatas", I'll take another swing a outcomes assessment!
Faculty here are also doing the heavy lifting on this project, because only faculty can decide what the educational objectives of a course actually are. Right now we are limiting it to classes I don't teach, so I remain an observer, but we interpret the charge as requiring that there be agreed upon outcomes for a particular course (say Composition I or College Algebra) and that each outcome be assessed more than one way - but with as much uniformity as possible. For example, some assessment in College Algebra will be done via carefully chosen problems on the common final exam. There is even talk of doing some of that assessment at the start of the next class.
You might be doing this differently, but that was the context of my observation.
Now we don't have to prove that every student who passes the class has met that specific objective, at least that is my understanding of the charge at the present time, but we do have to study the results and learn from what they tell us as a mechanism to improve our courses over the next decade.
And I don't think it will escape anyone's notice that this might be a lever on the ones who pass students without improving their writing or math skills to the level expected in the next class.
- Firefly said...
Dr C, You really have had some lengthy posts lately and put so much into them. Hope you are OK and just insanely busy. We miss you!