Foundry’s WTF (25-March-2017)

The Foundry’s Weekly Technology Fix (WTF) is a curated list of articles/posts/etc. we found interesting. The Foundry @ Cornell Tech transforms research and ideas into products.

Send your suggestions to wtf-digest@cornelltech.io .

Department of 🎮 💉 (Digital Addictions)

Escaping to alternate reality instead of getting a job; AR pets (Black Mirror style); AR for e-commerce; data science for the art world; and a scientific explanation for fake-news.

Department of 💡🏙 (Smarter Cities)

New York City new .edu transformation; "optical illusion" for self-driving cars; U-shaped skyscraper; noise-in-the-city; and the solution for internet access.

Department of 🤑 🔌 (Shameless Plugs)

More Lego; a new form of association; a safety bracelet for swimmers.

Department of 🌈🎆(Silver Linings)

A sponge for oil spill; innovation for aging people; and a must-read report about problems and solutions for refugees.

http://hultprizesix.com/pdfs/17_Challenge_draft.pdf

Department of 🎬 📖 (worthy quotes)


« It’s sometimes said that politicians campaign in poetry and govern in prose. Trump campaigns in braggadocio and governs in bombast. » — New York Times.

« You want to know how super-intelligent cyborgs might treat ordinary flesh-and-blood humans? Better start by investigating how humans treat their less intelligent animal cousins. » — Yuval Noah Harari, Homo Deus: A Brief History of Tomorrow.

« Ideas are like children, there are none so wonderful as your own. » — Chinese Fortune Cookie (2005), quoted in Quiet Leadership: Six Steps to Transforming Performance at Work.

I feel that traditional CS education has things backwards and can learn a few things from the progression of education in some of the other sciences. Take Physics, for example. The first things taught in most physics classes are traditional Newtonian mechanics and kinematics. As students progress, they discover that the concepts they learned are not true representations of reality, but are actually approximations. Students then learn about how things really work with more advanced concepts like quantum mechanics and relativity. I don’t hear professional physicists complaining that their field is being overtaken by posers because high school students aren’t learning these topics first. I feel the same thing should be true of Computer Science, and just because students start with approachable programming languages that abstract away low-level concepts doesn’t mean that they can’t go back and learn these things later. Starting with languages like Ruby and JavaScript makes junior developers more immediately productive on the job, makes learning more approachable, and makes the process more fun. » – Doug Mill.

Send your suggestions to wtf-digest@cornelltech.io .

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