Pros: An excellent preparatory guide for those studying to take the Graduate Reentrance Exam. Reflecting now--after taking the "old" GRE CAT (ComputerPros: An excellent preparatory guide for those studying to take the Graduate Reentrance Exam. Reflecting now--after taking the "old" GRE CAT (Computer Adaptive Test)--I'm pleased that the book covered all major topics present in the exam via both thorough explanatory passages and ample practice problems.
Cons: The electronic version lacks links in the problem/solution sections, which proves irritating and distracting as you cannot quickly "thumb" back and forth between problem and solution pages. Secondly, the rendering of some problem/solution content is.. funky. The intended presentation is usually clear, but nevertheless distracting.
Overall: Great value purchase with drawbacks common to most electronic conversions. Highly recommended for soon-to-be test takers looking for an electronic copy of a respectable study aid....more
"In the United States, the number of graphic designers has increased tenfold in a decade; graphic designers outnumber chemical engineers by four to on"In the United States, the number of graphic designers has increased tenfold in a decade; graphic designers outnumber chemical engineers by four to one. Since 1970, the United States has 30 percent more people earning a living as writers and 50 percent more earning a living by composing or performing music. Some 240 U.S. universities have established creative writing MFA programs, up from fewer than twenty two decades ago. More Americans today work in arts, entertainment, and design than work as lawyers, accountants, and auditors."
In A Whole New Mind, Daniel Pink delivers well grounded, lucid predictions of how the industrialized, factory-oriented United States will--if not must--become one of innovation, creativity and design. Pink explores the historical motives driving traditional American emphasis on left-brained logical, analytical thinking--deemed "high concept" thought--and differentiates this from right-brained "high touch" thought, typically associated with abstract, holistic, intuitive skill sets.
As low-paying factory jobs and increasing numbers of high-tech left-brained tasks gradually move oversees to our cousins willing to perform the same work for a fraction of American salaries, we shouldn't focus on preserving those jobs as much as *changing* our current ones: blending beauty, aesthetic and harmonious systemic thinking to create a culture of invention that cannot simply be outsourced to the lowest bidder.
Question: If I complete my general physics and mathematics studies using freely available MIT OpenCourseWare content on my own time, computer scienceQuestion: If I complete my general physics and mathematics studies using freely available MIT OpenCourseWare content on my own time, computer science study on campus at ASU Polytechnic, and general education requirements at UoP, all for a degree program at Berkeley, what’s wrong with that? After all, as long as I can demonstrate the competancies outlined in its program of study, isn’t this effectively more-or-less the equivalent of the Berkeley-delivered version costing possibly 10x more in total? Good for me… right? And if so, who cares?
Answer: Hundreds of years of authoritative people vetted in an aggrandizing aristocracy of exclusionary education. That’s who.
Universities best interests are not necessarily aligned with those of students, and as DIY U explores, the differences can be disheartening to the point of infuriating. Given a long-established tradition of prestigue through extreme selectivity and absurd financial requirements, it is understandable that many universities are struggling to find their way in the Information age.
I enjoy looking at political issues though numbers, statistics, historical analysis, and really any sort of empirical evidence lending insight to the world around us. With regards to education, it is obvious that we have yet to fully realize how Internet-enabled technologies fundamentally change how we should perceive learning, and due to the explosive growth of exploratory online systems it is critical we define realistic paths to evolve traditional, costly, centralized, campus-oriented, course-based university programs to the increasingly decentralized, affordable, online, multi-national, outcome-based demands being pushed by current generations of students. DIY U investigates this gap using historical evidence, anecdote, current statistics, and critical analysis: exactly the type of writing I look for in subject matter of high debate.
Of particular interest to me are the many statistics on past, current, and projected future costs of higher education. Not that this should be shocking, but the gist is that the current model just isn’t going to work if we really want to positively improve the general education level of the American population. (And I think the whole world would nod in violent support of this goal.) Simply using federal subsidies to (attempt to) expand an already antiquated model of education would be outright foolish.
I also particularly enjoyed the sections on different paradigms actively being used to varying degrees of success, specifically outcome and competency assessment-based learning. I’ve attended four higher-ed schools to date, and find the requirements of having to take specific course line numbers at a specific college for a specific degree program within a single university in the 21st century to be unacceptably, and quite literally, “old school”. As someone who’s said “I could have tested out of that class” numerous times, the concept makes sense to me.
If you find these topics interesting, by all means pick up copy of DIY U: Edupunks, Edupreneurs, and the Coming Transformation of Higher Education. I purchased my Kindle version for about $10 on Amazon....more