This is my dumping ground for quotes and other stuff relating to the wonderful world of digital & communications.
In other words, “South America” is not a variable to be assigned, or an object or class to be instantiated. It’s a phrase that is known and understood, with significance and meaning and connections that can be pulled into your program with very little effort…
“Just as we curate knowledge, we also curate APIs, devices, and digital information,” says Wolfram. …
It changes the economics of building applications, because what used to take hours or days or weeks to do, can now take minutes. …
It also changes who can program, because instead of programs being tens of thousands of lines of code, they’re 20 or 200. And that means kids can code or novice programmers can get started
Cecilia H. Payne-Gaposchkin is recognized today as a founder of modern astrophysics. But in 1923, Harvard’s physics department rejected her as a graduate student because women were not allowed to be doctoral candidates.
Fortunately she had a mentor, Harlow Shapley, the director of the Harvard College Observatory, who took her on as a student. Within two years she had published six papers and completed a doctoral thesis that a leading astronomer of the day called the most brilliant ever in the field.
But Harvard treated her shabbily. She taught graduate courses and advised Ph.D. students, but was paid a pittance and denied a real faculty position, despite Shapley’s lobbying on her behalf.
She was not made a professor until 1956, when she also became head of the astronomy department — the first chairwoman of any department at Harvard.
Hertha Ayrton, born in Britain in 1854, who as a teenager dropped her given name, Phoebe, to adopt that of a goddess.
She became an electrical engineer specializing in electric arcs and lighting systems, and published a series of papers and a textbook about them. But at a meeting of the Royal Society of London in 1902, she was not allowed to present her own work; her paper had to be read to the gathering by a man. The Royal Society also declared her ineligible for membership, and did not accept a woman until 1945.
297 girls sat the Computing A level in 2012 compared to 3512 boys: http://bit.ly/14gGWjm
Last year only 375 students in London took computing A Level
Code Club, a Google-backed London organisation founded last year, is helping Camden become the first local authority in England to introduce volunteer-led afterschool computer programming clubs across all its 41 maintained primary schools from September.
Code Club has signed up Google and UCL’s Faculty of Engineering Sciences to provide staff and student to teach the classes, with 16 already committed from Google
Devised, designed and now built in the UK, the Raspberry Pi is a global success story. Envisaged as a niche educational product, its creators hoped it might reach sales of 10,000 units. In fact, it sold a million before its first anniversary in February. Though created to teach kids about coding, such is its openness that it has been used — among other things — to operate a tweeting toy chicken, create a cocktail-pouring robot, and send pictures of a mini Tardis from the edge of space.
The Raspberry Pi may not be slick, but it has managed to stir something not seen in British computing for a generation: it has inspired a culture of making things — not just experiencing things — with computers.
The 10,000 boards sold out within hours of going on sale in February last year, with an incredible 100,000 boards ordered on that first day.
Today more than 700,000 Raspberry Pi computers have been shipped to modders who are fitting them to robotic drones in the sky and underwater, to hobbyists designing home automation systems, and to wannabe coders looking to build their first programs
“Most of the female students were unwilling to go on in computer science because of the stereotypes they had grown up with,” said Zachary Dodds, a computer scientist at Mudd. “We realized we were helping perpetuate that by teaching such a standard course.”
To reduce the intimidation factor, the course was divided into two sections — “gold,” for those with no prior experience, and “black” for everyone else. Java, a notoriously opaque programming language, was replaced by a more accessible language called Python. And the focus of the course changed to computational approaches to solving problems across science.
“We realized that we needed to show students computer science is not all about programming,” said Ran Libeskind-Hadas, chairman of the department. “It has intellectual depth and connections to other disciplines.”
When he is not volunteering as a computer science instructor four days a week, Mr. Edouard works at Microsoft. He is one of 110 engineers from high-tech companies who are part of a Microsoft program aimed at getting high school students hooked on computer science
The Tiger Leap Foundation in Estonia has launched a program … which allows Estonian students from grades 1 to 12 to learn computer programming at school…. The first programming classes will be for primary schools, and are set to start after their teachers go through training this month. Next year, secondary level courses will be added for middle schools and some high schools.Study materials for all levels of training are already under construction. The program is only for pilot schools right now, but in the years to come all public schools will be able to join ProgeTiiger.
of the more than 100,000 students who first signed up for CS101, just 30,000 completed the first lesson, and even fewer, 10,000, hacked their way through the final exam. A 90 per cent drop-out rate doesn’t look great on paper, but then, Udacity’s only admission requirement is an email address…. two-thirds of our students are from outside the United States,” Stavens, now the CEO of Udacity, said. “It’s about a third US, a third from ten other countries you might expect—western Europe, Brazil, east Asia, Canada—and then about a third from 185 other countries. We have 500 students in Latvia. Now that doesn’t sound like a lot, but it actually means more students take our classes in Latvia than take them on Stanford’s campus.
there’s a strong case to be made for the study and debate of digital media to be a compulsory part of the world’s education systems, alongside literacy, numeracy and science. This doesn’t mean the kind of all-too-basic ‘how to’ guides that leave media-savvy students cold, but rather a combination of digital history with opportunities to debate the realities and limitations of everything from social-media services and search engines to avatars and World of Warcraft.