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Tuesday, September 18, 2012

Red cross 09-19

150th anniversary of Clara Barton's very bad day
the day after Antietam

I'm not sure how many of the 23,000 casualties of Antietam died on September 17th, 1862 or in the days following.  But Clara Barton, the founder of the Red Cross, was there tending to the wounded.

She was in her early 40s, what would have been called a "spinster" in those days.  Images of her show a determined woman with an intense intelligent face.  

She had her first experience with nursing a boy to health at eleven, when her brother fell off a barn roof, and the local doctor declared he would eventually die of it.  Clara nursed him back to health.  She seemed to have a taste for impossible things.

In her early 30s, in 1854, she had been the first woman to hold a clerkship in federal offices -- at the Patent Office -- with duty and pay equal to a man, in which post she was reported to do equal or distinguished work.  But later administrations had demoted her, and then stripped all women from offices higher than truly menial work.

But in the early 1860s in the growing war she used her familiarity with the federal government and with medical work to set up, essentially, emergency civil medical aid for the front, and traveled with supplies by rail to the worst war zones of the grim Civil War.

This brought her to the bloodiest battle ever fought on American soil, Antietam.  About 23,000 died, north and south, of over 600,000 of the official casualties of the war (many more died of starvation, collateral damage, lack of medicines, and so on -- in all about 2-3% of the population over perhaps 4-5 years from all causes, conservatively -- some estimate 4% or more from indirect causes, including pandemic disease due to combined illness, low food supply, sanitation, and so on -- it was often characterized in apocalyptic terms.

 Based on 1860 census figures, 8% of all white males aged 13 to 43 died in the war, including 6% in the North and 18% in the South. About 56,000 soldiers died in prisons during the Civil War. An estimated 60,000 men lost limbs in the war.

But in this one day, 23,000 died.  What we rarely ponder is the day after, when amid the piles of corpses, Lee mournfully retreated across the Potomac (to be followed "tomorrow" by an successfully repelled raid by the Union Army), and the Union, in shock, regrouped on the bloody field -- all within sight of their enemies and within earshot of the screams of those losing limbs, either side, in the attempt to save their lives, often in vain.  And of course listening to the weeping of their own, soldiers dying, wounded, or wounded in spirit, or weary to the bone from battle, still laboring to save their friends and brothers.

In the midst of this, Clara Barton, one woman, brought medical supplies and her own trained hands from the capital to help the wounded men, into a world which no longer cared that she wore a gown and apron.  This is how action changes minds.  Later, the Red Cross would grant limited immunity to medical personnel, but it would always be dangerous.  There is a story that once on the field a bullet tore through the sleeve of her dress and killed the man she was tending to.

When we hear these numbers we let our minds float in an area where history lives on a blackboard, on a piece of paper with a multiple choice test.  It is vitally important that we remember that history lives on very bad days for people who lived lives that were flawed and difficult, who persevered -- military, civilians, women, men.  Some who asked for their troubles and some who had troubles thrust upon them.  

Every day we make our own choices that can make it more or less likely that somewhere in the world there will or will not be another battle.  A battle for some better or worse reason -- to save a people from ethnic cleansing, or to satisfy some nation's or corporation's interest in territory or mineral rights.

One of the great ideas of the Enlightenment -- which led to the great democracies, republics, and constitutional monarchies -- is about how these choices all add up, not simply at the ballot box, but in the actions of every individual's influence in entire systems.  We are all incredibly powerful, if we exercise that power -- and individually even if we do not, we simply act without knowing in aggregate.  

It's our duty to take the reins of our own lives and exercise that power consciously -- as Americans, as the Jeffersonian Citizen, the steward of the Republic who must understand policy, diplomacy, and all sciences required to supervise our delegated elected representatives -- and if required take a stint in public service, just as one would in military service.  Otherwise, wars, economic disasters, bad policies, educational trainwrecks, patronage -- all these things will happen to us, not despite us.

When we make these choices, even in inaction -- voting or not voting, consuming, or even confirming a neighbor's opinion with our silence -- we need to remember that we are part of these currents of history, part of the flow of the waters that will change how all of the joy and pain will shape the epic music for generations forward.

I imagine for myself that Clara Barton didn't set out to be a woman who changed history.  She set out to be the girl who would not believe the doctor who told her that her brother would die.  After that, nothing else anyone told her was impossible was to be taken for granted.  She set out to do what came before her, as it came up, as it seemed right -- without regard to what the people around her told her was proper.  In many cases, it seemed, she aimed to misbehave, if that seemed like the proper thing to help people.

In this, I hold her to be a model.  I image, 150 years ago today, she was having the worst day of her life, and if you think going to a public meeting and listening to someone drone is going to be bad?  Remember that a lot of other folks end up in worse scenarios, maybe it won't seem so awful.  

Or, just imagine teleporting the droning, self-involved speaker to the day after Antietam, if it gives you some guilty pleasure.  It's close enough to hell.

http://en.wikipedia.org/wiki/Clara_Barton

Monday, September 17, 2012

Standford online courses starting in August,September 09-18


Stanford’s Free Online Courses

Stanford's free online courses are taught by regular Stanford faculty and are highly interactive. Enrollees do not get Stanford credit for their work, but they do receive a statement of accomplishment if they successfully complete a course. The classes are delivered on a number of different platforms.




Title
Instructor
Dates
Platform
Andrew Ng
Began August 20
Dan Boneh
Began August 27
Keith Devlin
Begins September 17
Kristin Sainani
Begins September 24
Scott Klemmer
Begins September 24
Daniel McFarland
Begins September 24
Michael Genesereth
Begins September 24
Daphne Koller
Begins September 24
Philip Levis and Nick McKeown
Begins Fall 2012
Bruce Clemens
Begins Fall 2012
Chuck Eesley
Begins October 15
Paul Kim
Begins October 15
Kay Giesecke
Begins October 15
Clint Korver
Begins October 15
Tina Seelig
Begins October 17
Tim Roughgarden
Begins October 2012
Dan Boneh
Begins January 21

Friday, September 14, 2012

Stanford launches Class2Go, an open-source platform for online classes 09-14




Stanford launches Class2Go, an open-source platform for online classes

The platform, called Class2Go, allows professors the flexibility to incorporate other online tools and to conduct research as they teach.
The newest member of the family of platforms hosting online university courses was formally presented in society last week. Its name is Class2Go, and its proud parents are a team of eight engineers at Stanford's Computer Science Department.
Class2Go stands out for a variety of reasons. It is open-source, it is nonprofit, it is portable and it is designed not only for teaching but also for research, so Stanford professors will be able to learn about learning as they teach.
Two of the 16 free online classes offered by Stanford this fall will be available on the Class2Go platform: "An Introduction to Computer Networks," taught by Nick McKeown, professor of electrical engineering and computer science and Philip Levis, associate professor of computer science and electrical engineering, and "Solar Cells, Fuel Cells and Batteries," taught by Bruce Clemens a professor in the Materials Science and Engineering. Several more online classes will be offered on Class2Go in winter and spring; early likely candidates include nanotechnology and a class at the Center for Computer Research in Music and Acoustics. Class2Go also is being used for portions of courses taught on-campus to Stanford students.
Class2Go was conceived in spring. Stanford already had a course-hosting platform called Courseware, which was developed by a team under the direction of John Mitchell, recently appointed to be Stanford's first vice provost for online learning. The plan was to develop a mobile add-on to Courseware (hence the Class2Go name). So some of the engineers worked on improving Courseware, while others worked on the new product. But by June, the engineers realized they had a problem: The client-side mobile add-on would meet some immediate needs but would not be a strong base to build on. They decided that it would be more productive to start from scratch and rebuild the whole thing.
According to Engineering Manager Sef Kloninger, three decisions were made at the start: They would get rid of Courseware, the new platform would have a back end (meaning professors could collect data and keep track of student use) and they would incorporate several existing tools into the new platform. These include Khan Academy's exercise framework, YouTube's video service and a discussion forum tool created by a local company called Piazza.

Space to experiment

"We are huge supporters of free, public online classes and we're eager to learn from our first experience," McKeown said. He and Levis said they opted to go with Class2Go rather than with, say, Coursera – which they both praised highly for doing so much for online learning in such a short time – because they liked the idea of a variety of platforms, some open and some closed.
"While we're all learning about all the different features and capabilities we need," said Levis, "this allows us space to experiment and explore. We do think that, in the long term, it's important that universities have the choice of free and open platforms in addition to commercial ones."
McKeown, a well-known entrepreneur in addition to being a professor, recently sold his networking startup, Nicira. He also recently received the Lifetime Contribution Award from the international Association of Computer Machinery.
The non-proprietary format of Class2Go means that course assets – videos, reading assignments, slides, tests, etc. – belong to the professor, not to the platform. In other words, professors will not be tied to Class2Go.
"We wanted to make it as non-sticky as possible," Kloninger said. "If you want to leave, that's OK. In that way, we're unique. That's big. So using Khan Academy is our attempt to make it movable. And we advocate that others do this as well. That's our pledge to our customers."
That, too, appealed to McKeown and Levis. "Ideally," said Levis, "we'd like a practical, low-effort way to make our class material available on any platform." Their computer networks class starts on Oct. 8.

Open-source and nonprofit

So that's the portable part. The open-source part is equally important. It means the code is available for view as it is being developed and can be used by anyone capable of knowing what to do with it. It's a way of spreading knowledge and of attracting the best engineering talent. If a brilliant programmer is sitting at home watching Kloninger's team build Class2Go, she might want to join. She might even fix a bug. Of course, the competition might be doing that as well, but that's the price of living up to one's principles.
"I'm motivated by the technology, and because we have a great team," Kloninger said. "But I wouldn't be as excited if it were closed. This is a platform supporting education, so it shouldn't be about making a profit."
And then there's the back end, or the ability for professors to track student use. Class2Go exists to serve Stanford faculty. The data is theirs; they don't have to ask for it. Many professors venturing out into uncharted online waters might want to know, for example, if their tens of thousands of students are watching the videos in real time or speeded up, if they prefer email to forum postings, at what point they drop the course (if they do) and if they respond better to videos or to slides.
Dan McFarland, an associate professor of education who is teaching "Organizational Analysis," a massive open online course, or MOOC, cross-listed in Education and Sociology, is keenly interested in educational research. Class2Go was not available in early summer when he began preparing his course (which will be offered on Coursera in fall), but he said the possibility of conducting research as he taught was a strong incentive to use Class2Go in the future.
"It's really hard to get good conditions for educational research," McFarland said, "and the online class offers great conditions, really exciting potential for generating knowledge."

The long summer

As the summer weeks passed, Class2Go slowly came together. The team included three Stanford staff engineers, three graduate students and two undergraduates who received research funds for the summer. Each week (in software engineering parlance each cycle is called a sprint) brought new challenges as old bugs were fixed and new ones appeared.
How to guide users from one page to the next? How to ease email communication between professor and students? How to register for classes? How to integrate videos and discussion forums? How to indicate that an assignment is ready for students? How to make it look like what it is? How to do more than one thing at a time?
By Aug. 30, there was light at the end of the tunnel. The past sprint had been very productive, Kloninger reported. The landing pages were coming together, the authentication and registration flow had been straightened out, email had been worked out. A method for extracting frames from videos to help professors and students find their way through the videos had been devised, a nifty trick invented by one of the two undergraduates, Kelvin Do. In his honor it was called the Kelvinator.
Around 70 nasty bugs had been squashed, but – bugs being bugs – more had appeared. Everyone present at the weekly demonstration meeting – team members or not – should go after them, Kloninger said. "It's open season, so go in there, mess with it, and if you see something, let us know."
Labor Day weekend was no holiday for the engineers. The honor code was one of the remaining tasks; just a couple of weeks earlier it emerged that students had plagiarized assignments in Coursera classes, so Coursera and everyone else was rushing to include a page on which students pledge to play by the rules.
The long weekend also was a time for the professors to make sure their classes were ready for fall quarter. Clemens – one of whose TAs was a regular attendee at the team's weekly meetings to make sure the platform met Clemens' needs – explained why he had decided to go with Class2Go rather than with other options for his online class.
"We chose Class2Go because of the strong in-house assistance and expertise," said Clemens. He has taught "Solar Cells, Fuel Cells and Batteries" for several years to students ranging from sophomores to advanced graduate students, he said, and he realized that that variety necessitated a more flexible approach.
"The opportunity to offer the course in a flipped classroom," i.e., with students watching the lectures on video and spending their time in class on more interactive, creative activities, "gives the chance for different students to pace themselves differently." Also, he noted, Class2Go affords him the opportunity to broadcast the course to interested students around the world. Hisonline class also starts Oct. 8.
"This is a Stanford course," he said, "and it seems right to offer it on the Stanford platform."

Go no go

On Sept. 5, it was do or die. A tired but excited group of engineers gathered in the open meeting space in the Gates Computer Science Building to take stock of what they had. Should they launch the next day as planned?
Jane Manning, production manager for Stanford Online and a participant in the platform's development, gave the thumbs up. The day before, she reported, she had worked closely with university lawyers to get the website's terms of service worked out.
Yes, there were still some issues. Perhaps there might be a load problem at first, "but nothing we couldn't throw some more hardware at," Kloninger said. It didn't feel fast enough to some of the engineers – "it's not as snappy as we'd like" Manning said – but others said that, really, the longest wait was just a few seconds. There were little glitches here and there with browser compatibility, but nothing one couldn't work around.
Manning had written a user manual for professors; it meant going through every screen of the administrative interface, which was tedious, but it was an opportunity to double check and triple check everything. By meeting time, Kloninger said, there were just three urgent bugs remaining, and they could be dealt with in the coming hours.
Class2Go was ready, they agreed. It was a go.

Stanford's professional schools commit to online learning 09-14



Stanford's professional schools commit to online learning

Stanford's engineering, medical and business schools appoint associate deans to lead curriculum innovations and broaden their reach.
Peter DeMarzo, business, Bernd Girod, engineering, and Charles Prober, medicine.
From left, Peter DeMarzo, business, Bernd Girod, engineering, and Charles Prober, medicine.
Three of Stanford's schools – engineering, medicine and business – have announced appointments of associate deans to lead their respective online education initiatives. The appointments will complement the university's continuing commitment to online learning.

School of Engineering

Bernd Girod, professor of electrical engineering and a key figure in the type of multimedia technology that has revolutionized online education, has been named to the new position of senior associate dean for online learning and professional development in the School of Engineering.
"Bernd's appointment recognizes the rapidly growing importance of online learning in engineering education," said Dean James D. Plummer, who announced Girod's appointment.

School of Medicine

At the School of Medicine, Charles Prober, senior associate dean for medical education, will take the lead in the school's commitment to interactive education. A professor of pediatrics, microbiology and immunology, Prober is a champion of what he calls interactive education, or the classroom experience that is made possible once lectures are put on video. He also is the driving force behind Stanford Medicine Interactive Learning Initiatives, which will guide the Medical School toward a new era in medical pedagogy.
"I have yet to meet a student who doesn't think classroom education has to change," Prober said. "Pushing facts at people isn't learning. The learning is the embedding of the facts to create rich, interactive sessions." Prober and a team of education technology specialists, physicians, faculty members and students are working to adapt the existing medical curriculum to new formats and to explore partnerships with other institutions of medical learning.

Graduate School of Business

At the Graduate School of Business (GSB), meanwhile, Dean Garth Saloner appointed Peter DeMarzo, senior associate dean for academic affairs, to lead the initiative there. Like his colleagues at the other schools, DeMarzo, the Mizuho Financial Group Professor of Finance, is working with faculty to re-envision their courses with a full suite of educational technology solutions. At the Business School, these include a new Real-Time Analysis and Investment Lab (RAIL), which allows students to work with market data in real time.
For the time being, GSB online courses are aimed at enrolled students, but the school aspires to share modules of management content with a broader audience in the future, Saloner said.
"The GSB provides a personalized, transformational experience for our students," said Saloner. "Educational technology is a crucial factor in our ability to further deepen the learning that happens here on campus. It will also enable us to reach high-potential and high-achieving people around the world, many of whom would not otherwise have the opportunity to study under GSB faculty on campus."
Girod, Prober and DeMarzo all were members of President John Hennessy's Advisory Committee on Technology in Higher Education.
The School of Engineering has long been a pioneer in the field of distance learning. In 1969, the school launched the Stanford Instructional Television Network (SITN) with 12 graduate engineering courses. In the 1990s, course delivery moved to video streaming over the Internet, and SITN became the Stanford Center for Professional Development (SCPD). SCPD is now one of the top professional development centers among U.S. institutions of higher education, with 420 member companies and 45 staff members.
The GSB this month announced a partnership with SCPD to develop the first online Innovation and Entrepreneurship certificate program. The GSB also has established an instructional technology group to support the school's online education effort on campus and beyond.
John Mitchell, who recently was appointed to the newly created position of vice provost for online learning, has said he looks forward to meeting regularly with Girod, Prober and DeMarzo to coordinate each school's program with the overall university online learning initiative, calledStanford Online.

Please also read

Scheduled online courses for August,September2012

Stanford launches Class2Go, an open-source platform for online classes