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    <title>Pinboard (Taryn)</title>
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    <description>recent bookmarks from Taryn</description>
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  </channel><item rdf:about="https://www.techdirt.com/2025/04/17/the-de-in-decentralization-stands-for-democracy/">
    <title>The “De” In “Decentralization” Stands For “Democracy” | Techdirt</title>
    <dc:date>2025-05-05T15:52:15+00:00</dc:date>
    <link>https://www.techdirt.com/2025/04/17/the-de-in-decentralization-stands-for-democracy/</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[that moment in 1993 when AOL connected its users to the wider internet and forever changed its culture.

Internet old timers will point out the internet was never the same after that. Prior to that moment in 1993, as new users got on the internet, it was in a small enough group that old timers could impart some basic cultural knowledge, so even as newbies joined (often in a decent batch in September as entering college freshmen received their first internet access), they would make a mess of things for a few weeks, but the existing community could quickly help them acclimate and understand how to deal with things appropriately.

But as more and more people joined the internet, that cultural aspect became more and more difficult to maintain [...]

I’m so concerned that so many are focused on either appealing to “friendly” billionaires on their side to help, or to politicians to simply “regulate” away the bad stuff. The problem with either of those is that it still is asking for power-hungry people to control the power of the internet. And hoping they won’t abuse it and shift it to their own interests.

This is why decentralization isn’t just a technical preference — it’s a democratic imperative [...]

entire ecosystems designed to resist capture by those who would centralize power [...]

Decentralization isn’t the end goal any more than a constitutional system is the end goal of democracy. Both are architectural choices that enable something more fundamental: human autonomy and collective self-determination. ]]></description>
<dc:subject>internet history 1990s .remake decentralize power regulation democracy inequity</dc:subject>
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    <title>What’s Wrong with the Internet and How to Fix It (Lori Emerson &amp; John Day)</title>
    <dc:date>2016-02-25T19:16:04+00:00</dc:date>
    <link>https://notes.pinboard.in/u:taryn1221/a2b27dc552b24a7a54fe</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[Without [the middle, networking layer] the Internet group put congestion control in TCP, which is about the worse place to put it and thwarts any attempt to provide Quality of Service for voice and video, which must be done in the Network Layer, and ultimately precipitated a completely unnecessary debate over net neutrality.

Emerson: Do you mean that a more sensible structure to handle network congestion would have made the issue of net neutrality beside the point? Can you say anything more about this? I’m assuming others besides you have pointed this out before?

Day: Yes, this is my point, and I am not sure that anyone else has pointed it out, at least not clearly. It is a little hard to see clearly when you’re ‘inside the Internet’. There are several points of confusion in the net neutrality issue. One is that most non-technical people think that bandwidth is a measure of speed when it is more a measure of capacity. Bits move at the speed of light (or close to it) and they don’t go any faster or slower. The only aspect of speed in bandwidth is how long it takes to move a fixed number of bits, and whatever that is consumes the capacity of a link. If a link has a capacity of 100Mb/sec and I send a movie at 50Mb/sec, I only have another 50Mb/sec I can use for other traffic. So to some extent, talk of a ‘fast lane’ doesn’t make any sense. Again, bandwidth is a measure of capacity [...]

Net neutrality basically confuses two things: traffic engineering versus discriminating against certain sources of traffic. The confusion is created because of the flaws introduced fairly early and then what that forced the makers of Internet equipment to do to try to work around those flaws. Internet applications don’t tell the network what kind of service they need from the Net. So when customers started to demand better quality for voice and video traffic, the providers had two basic choices: over provision their networks to run at about 20% efficiency (you can imagine how well that went over) or push the manufacturers of routers to provide better traffic engineering. Because of the problems in the Internet, about the only option open to manufacturers was for them to look deeper into the packet rather than just making sure they routed the packet to its destination. However, looking deeper into a packet also means being able to tell who sent it. (If applications start encrypting everything, this will no longer work.) This of course not only makes it possible to know which traffic needs special handling, but makes it tempting to slow down a competitor’s traffic. Had the Net been properly structured to begin with (and in ways we knew about at the time), then these two things would be completely distinct: one would have been able to determine what kind of packet was being relayed without also learning who was sending it and net neutrality would only be about discriminating between different sources of data so that traffic engineering would not be part of the problem at all.]]></description>
<dc:subject>networks government regulation decentralize internet .remake tutto_sbagliato .make_public</dc:subject>
<dc:identifier>https://pinboard.in/u:Taryn/b:7ee3618d507c/</dc:identifier>
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    <title>PLOS Computational Biology: Inferring Regulatory Networks from Experimental Morphological Phenotypes: A Computational Method Reverse-Engineers Planarian Regeneration</title>
    <dc:date>2015-06-14T00:38:28+00:00</dc:date>
    <link>http://journals.plos.org/ploscompbiol/article?id=10.1371/journal.pcbi.1004295</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[[summary: modules are integrated into a workflow designed to help human scientists discover mechanistic, constructivist models that optimally match the ever-growing dataset]

[method:] During the first stage, the product concentrations are initialized and the system of partial differential equations with this initial condition is numerically solved for a constant time interval. Phenotypic products are initialized to match the morphological regions pattern (head-trunk-tail) of the formalized wild-type morphology, while the signaling products are set to a continuous parameter value automatically found by the inferring method for each product. The second stage proceeds by applying the surgical manipulations and pharmacological treatments. Surgical manipulations change the system boundaries, while genetic and pharmacological treatments alter specific parameters of the differential equations corresponding to the perturbed products. Next, the new system of partial differential equations with the new initial condition and boundary is numerically solved for an additional constant time interval. The final state represents the resultant phenotype corresponding to the simulated experiment [...] the method is capable of identifying the necessary biochemical products and their regulations and parameters that form a system of partial differential equations explaining the resultant phenotypes from the dataset. The networks discovered by our system represent immediately testable hypotheses for the control algorithms [...]

without any prior knowledge of genetic expression patterns or regulatory interactions among genes, but using only the pharmacological, genetic, and surgical experimental perturbations and the position, shape, and proportions of their morphological outcomes (encoded as head, trunk, and tail regions), the algorithm discovered the correct known regulatory pathways of several signaling mechanisms [...]

The initial random regulatory networks (generation 0) usually cannot reproduce any of the resultant phenotypes in the dataset, neither maintain the wild type morphology pattern. New candidate regulatory networks are generated by randomly combining previous networks and performing random changes, additions, and deletions [...]

Our approach is broadly applicable to any model system whose experimental procedures and anatomical outcomes can be formalized]]></description>
<dc:subject>creativity regulation networks science_is_a_method constructivism complexity prediction data model artificial_intelligence learning .research</dc:subject>
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<item rdf:about="https://www.youtube.com/watch?v=9qKoaQo9GTw">
    <title>Big Data Lessons from Our Cybernetic Past - Eden Medina</title>
    <dc:date>2015-02-23T16:30:53+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=9qKoaQo9GTw</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[@0:28 we rarely look to older technologies for inspiration. Rarer still do we look to the experiences of less-industrialized nations for how to approach the technological challenges of today.

@8:25 sophisticated, even futuristic systems can be built using simple technologies. Older technologies can be re-envisioned [...] especially if we think about combining technologies with other forms of organizational and social innovation

Esta lógica de obsolescencia programada, justifica de modo implacable la destrucción de cualquier tradición y de cualquier novedad, de cualquier convención y de cualquier innovación, lo que beneficia indudablemente a los frenéticos e incansables ritmos de explotación propios del capital financiero ]

@14:28 the challenges that Cybersyn's protagonists faced were not unique to their era [...] We have a lot to learn from our Cybernetic past, and that past is global.]]></description>
<dc:subject>software design decision power gender class bias chile networks regulation data .video .hwhvg</dc:subject>
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    <title>Safe-Fail, NOT Fail-Safe – Dr. Alicia Juarrero (pdf)</title>
    <dc:date>2014-06-08T22:51:57+00:00</dc:date>
    <link>https://aliciajuarrerodotcom1.files.wordpress.com/2012/02/fail-safe-or-safe-fail.pdf</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[https://vimeo.com/95646156

We have been ignorant to the  limits of the applicability of Newtonian mechanics. In the history of philosophy, rigidity and permanence and stability won and becoming and process lost. What happens when the background is not equilibrium, but turbulence?  You need to be able to adapt and modify, teamwork, a resilience model (assume there will be perturbations, design to withstand perturbations from outside or fluctuations from within, then adapt and evolve) to displace the stability model. Science 1.0=fail-safe mindset, ie: create a structure that will not fail. Economics: aim for perfection, discover an ideal structure, try to implement it by removing defects. Protect it from degradation, isolate it, create silos and moats and utopias. There is an assumption of linear, deterministic universe, no context-dependency. mechanistic mindset does not allow for radical emergence, creativity or novelty,  just "development" - the unfolding of pre-established potentialities. Complexity is uncertain, it's unpredictable - @15:30 how on earth do you make a living off of this?  @18:35 non-linear, context-dependent processes change the boundary conditions and parameters of the dynamics of the system. Complex adaptive systems select for resilience (evolving toward greater evolvability), not stability. CASs are open, self-organized, require enabling constraints at the beginning to propitiate self-organization, catalysts and feedback mechanisms. At the beginning of any evolving ecosystem,  you're just surviving, replicating what you do well over and over. But you want to achieve autonomy (ie: be self-sustaining): close dynamical constraints so your endogenous dynamics produce the boundary conditions within which you can survive. At the beginning, these constraints were being imported from outside. Macro system stability is a meta-stability owing to regulation and modulation. Microdiversity allows a system to survive by allowing exploration of the state-space.]]></description>
<dc:subject>philosophy science_is_a_method evolution diversity development identity emergence complexity prediction hierarchy open regulation .conference .video borders .remake .pdf .hwhvg .hello-world</dc:subject>
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    <title>NY Times Schools for Tomorrow Conference 17 Sept 2013 NYC</title>
    <dc:date>2013-09-19T15:42:56+00:00</dc:date>
    <link>http://www.nytimes.com/marketing/conferences/schoolsfortomorrow/2013-09-17/index.html</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[** Sal Kahn keynote **

volume as unit cubes - "This is something you could have never done with a traditional textbook or [...] chalkboard!"

hints to solve problem = "interactivity"

pot pourri of problems = "mastery challenge"

tweaks to gamification tools to coerce behavior = "experimentation"

orphan girls in Mongolia! Her English was quite good, she had access to the Internet so I assumed she was middle class or upper middle class. Now she's a "creator of content".

crowd-generated translation = "remove language as barrier to learning"

Q: Computers can't replace teachers, yet the cost of elite education [thanks to technology] will approach zero? 
A: No, everyone needs access to a live teacher; KA is a "basal resource" available to everyone in a model where learning is a "layering on of resources". Student working solo at her own pace to allow for more engagement with teachers in labs = "opening up curriculum".

re:privacy - data is valuable and could "determine where someone goes in life"

"pre-assessment review" as KA "sweet spot" re: community colleges

** Dealbook panel **

In-school "innovation" = "better, faster, cheaper" = "transformative"

"real" expansion through software

wild learning fantasy is Echo360, "TiVo classroom": record, sync, cloud storage to change "distribution model" of lectures

"personalization" = navigating one's way through "remedial" courses made "adaptive" and "engaging" via feedback as to "where [learners] sit in terms of competency" in order to "advance rapidly"

Q re: accessibility: What about people who can't afford higher ed? 
A: There are already infrastructure budgets of $10s of billions.

Q: Would you ever invest in for-profit school? 
A: Consider 2 things: how much money are they really going to make and how might government regulation muck things up

** The disruption of higher education (w/ Michael B. Horn) **

Q: Is measuring outcomes pointless? 
A: I don't know; wait and see before scaling.

MOOCs as "talent management tool"

Q: We know our schools are filled with motivational problems. How do we make confident online learners? 
A: make school community-based, dissolve walls; teach low-income kids how to navigate entitlements; ask kids where they want to go [to college] and what it's going to take to get there, then show them how they're lining up. "Digitally we can tell students everything they have to do."

John Palfrey: teach cultural competencies w/ residential education; tap into informal learning 

** Bill Keller talks to Bob Kerrey about the Minerva Project **

We [in the US are] not dealing w/ failure [when it comes to higher ed]. We have a large number of international students, a substantial comparative advantage owing to regulation by peer review (which needs to take more chances). Our research institutions lead the rest of the world and have added social value. Creation of knowledge is not "scalable". Innovation IS happening, technology is being applied very aggressively. I don't see a broken system.

Minerva (will operate in San Francisco) to put out a "unique curriculum", teach critical thinking by using content (as cost of knowledge dissemination is being driven to zero). It is easier to start from scratch, without Title IV. "I don't want Arne Duncan telling me what to do. There's a tendency when somebody makes a mistake to screw up everything trying to correct that little mistake. You can see it with No Child Left Behind. My God am I glad I'm not a high school teacher. Look at the regulatory burden made worse by Common Core."

The classroom in a lot of ways is going to go away.

Q: What's your metric for successfully educating a student?
A: Let the students decide! Do they have a job, are they happy - who the hell cares? One of the things I worry about in higher ed - we're not putting enough emphasis on the students' need to work.

Q: measure of critical thinking? techniques? (no answer)

** David Leonhardt and Arne Duncan **

"Access" will mitigate differential advantages of technology. "Maximum transparency" allows us to "take to scale" what is working quickly, share "best practices".

School ratings to address "inefficient marketplace", help parents and students make more informed school choices, ie: "What is the school's graduation rate for students like ME?"

"accountability" is about "raising standards"

"Dummying down standards" is a state's right, but we can set a "high bar" for all schools without "arrogantly" suggesting we know how to reach that bar

"personalized" is "moving at your own pace". [Arne makes little sense: "everyone learning the same thing at the same time" is "mind-boggling" and stupid, yet he talks about need for "catch up" and "remediation".]

Q: As a sociologist and mom of a Harvard graduate, I'm not sure we can assess "competency".  
A: "Because it's hard doesn't mean we shouldn't try" and "hopefully 5-10 years from now we'll be in a much better spot".

** Is online education the great equalizer? [good stuff from CANDACE THILLE and KAREN CATOR] **

Laying materials in front of everyone doesn't work; must provide access to people.

There are multiple digital divides: access, infrastructure; affordability; participation; kind of use (analysis v. assessment)

What can we learn about how people learn? What do we know about how people learn that can inform how online courses are designed? What are the learning goals, knowledge state, affordances of technology? We can know something about the learner by their interaction with the environment and then shape the environment to better meet the learner's need. The cognitive part of learning is one part of a complex profile. What happens in the social context of learning and what impact do environmental cues have on the learner's identity?

OPEN silos: educators-researchers-entrepreneurs [**omit: artists! always**]; integrate research and process

The value of technology is that it allows us to "manage" the complexity rather than try to reduce it like we used to.

Caveat to "personalization": It opens the door to tracking, and DAVID WILEY is nervous about descending into "algorithmic hell" (recommendations are good, computers making choices is bad).

** How will online education revolutionize what we know and understand about learning? **

Alec Ross [wants to just tinker around the edges]: Instead of resumes, "broad partnerships" and "standardization" to create "networked certification programs" that meaningfully "inform the hiring process"; certification brought into "supplemental learning".

Daphne Koller [wants to stick with knowns]: University of Phoenix etc use Internet as a communication medium whereas Coursera uses Internet to change the way education is provided (computer grading, feedback, social network).

Michael Horn [ !-> this actually matters but only gets mentioned in passing in between all the tinkering and credentialing-speak] "Map [learning] competencies to real-world outcomes and allow for different ways to meet them. This might begin to attack those parts of the economy that are left behind in the Silicon Valley conversation."]]></description>
<dc:subject>education_reform technology common_core NCLB prediction assessment government regulation transparency language data .video .conference .from-Brooklyn ass_from_a_hole_in_the_ground .hwhvg</dc:subject>
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</item>
<item rdf:about="http://blogs.edweek.org/teachers/living-in-dialogue/2011/05/california_governor_puts_the_t.html">
    <title>California Governor Puts the Testing Juggernaut On Ice (@AnthonyCody)</title>
    <dc:date>2011-05-19T04:59:46+00:00</dc:date>
    <link>http://blogs.edweek.org/teachers/living-in-dialogue/2011/05/california_governor_puts_the_t.html</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[The basic assumption of your draft regulations appears to be that top down, Washington driven standardization is best. This is a "one size fit all" approach that ignores the vast diversity of our federal system and the creativity inherent in local communities. What we have at stake are the impressionable minds of the children of America. You are not collecting data or devising standards for operating machines or establishing a credit score. You are funding teaching interventions or changes to the learning environment that promise to make public education better, i.e. greater mastery of what it takes to become an effective citizen and a productive member of society. In the draft you have circulated, I sense a pervasive technocratic bias and an uncritical faith in the power of social science.]]></description>
<dc:subject>california government regulation education_reform</dc:subject>
<dc:identifier>https://pinboard.in/u:Taryn/b:c6cdcdd57820/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:california"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:government"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:regulation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:education_reform"/>
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</item>
<item rdf:about="http://trueslant.com/johnmcquaid/2010/05/12/753/">
    <title>What Facebook and BP have in common</title>
    <dc:date>2010-05-14T16:46:58+00:00</dc:date>
    <link>http://trueslant.com/johnmcquaid/2010/05/12/753/</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[The other 21st-century wrinkle: technological systems are often too complex, their functioning not fully understood even by the people who build and run them. In the case of oil, it’s a drilling rig measuring nearly five miles from top to bottom, reaching into crushing, cold depths where bizarre chemical reactions are the norm. The equipment is just part of a complex hierarchical system – with responsibility dispersed between different locations and companies. Facebook is constantly growing and changing. And you, of course, don’t know how your privacy settings are supposed to work. Neither does Facebook – and they like it that way!

The thing is, we don’t know where all this is going. The federal government cannot be relied upon to oversee any of this. Its reach is too short, its capabilities diminished by long stretches of anti-government stewardship and outpaced by the challenges it faces. Oil drilling is geographically remote and done by international corporations with powerful lobbying arms. Social networking is, for government agencies, a new frontier and one that doesn’t seem, on the face of it, like a good target for traditional forms of consumer regulation.]]></description>
<dc:subject>oil_rig_explosion government regulation complexity facebook networks</dc:subject>
<dc:identifier>https://pinboard.in/u:Taryn/b:645147da7f3a/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:oil_rig_explosion"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:government"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:regulation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:complexity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:facebook"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:networks"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://speedchange.blogspot.com/2009/01/why-standards-based-and-accountability.html">
    <title>SpeEdChange: Why &quot;Standards-Based&quot; and &quot;Accountability&quot; are dirty words</title>
    <dc:date>2009-01-15T23:07:01+00:00</dc:date>
    <link>http://speedchange.blogspot.com/2009/01/why-standards-based-and-accountability.html</link>
    <dc:creator>Taryn</dc:creator><dc:subject>regulation schools education_reform .disability .ira_socol</dc:subject>
<dc:identifier>https://pinboard.in/u:Taryn/b:ad32b2c09b44/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:education_reform"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:.disability"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:.ira_socol"/>
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