matrimc wrote:New Call For Turing Pardon
Wow! I never knew Alan Turing was convicted for homosexuality and committed suicide.
matrimc wrote:New Call For Turing Pardon
nachiket wrote:matrimc wrote:New Call For Turing Pardon
Wow! I never knew Alan Turing was convicted for homosexuality and committed suicide.
matrimc wrote:Lalmohan ji, the suicide seems to be in doubt, but as you observed, his incarceration for two years and the treatment meted out to him were a tragedy. But a pardon would send the wrong message that he did commit a "crime".
It is the collective responsibility of the British society to accept what had been done to all (not only just to geniuses) in the past. In that particular case there no amount of redress can help the victims. The case of the brutal treatment of the colonized can be redressed though in the same vein as the Germans - "Never again" promise, unilaterally demilitarize and de-nuke (what do they nukes for anyways? to bomb France?), stop lionizing people like Churchill, stop demonizing India and Hindu, give up their permanent seat in UN sec. council in favor of India, and large monetary compensation to India - in essence self-castrationone can dream. While the British are very clever they are also very self-righteous lecturing "moral upper hand" bunch and I doubt they are humane enough to be receptive to the idea that some of their leaders were as bad as Nazis.
matrimc wrote:^^^ I hope the next gen British lose their superciliousness. In general their scientists, mathematicians, philosophers are top-notch. Their text books are miles ahead in clarity vis-a-vis US and Indian ones. The people I have come in contact with professionally are nice also. I am not sure where the real problem lies - with British elite, Indian polticos (AKA elite) or both.
Philip wrote:Marx said that "religion is the opium of the people".I say that "malls are the opium of the masses" today! From my years of travelling ,esp. what I've seen in the British isles,malls and fanatic membership of football clubs have replaced religion in Britain.More youngsters trawl the media for the latest mouthings of their fav. football managers on the past or upcoming matches,than listening to the "word of God" being preached in church. Walk into any old church in Britain today and you will almost surely find a cosy coffee bar and shop selling souvenirs-to garner funds for the upkeep of the magnificent structures of old,unable to be maintained properly today because of the perilous state of state finances.A sprinkling of devotees will be found when services are taken,outnumbered bu tourists and those who find solitude and sanctuary in ecclesiastical surroundings.
Aren't you all excited about the Champion's League draw,with such mouthwatering matches to come like the one between Man. Utd. and Real Madrid? What a fest for the Gods!!! Ronaldo and Benzema vs Rooney and Van-the-Man Persie,Yipeee!
brihaspati wrote:The British educational system is in shambles.
Billions of pounds spent on state education is making “not a blind bit of difference” to the life chances of up to half of schoolchildren, claims David Starkey. And he said Ministers may as well “burn” much of the money pumped into schools and colleges because it has failed to make any impact on pupils’ long-term development. Starkey, the author and broadcaster, said it was our “greatest national crisis” that almost 50 per cent of teenagers currently finish compulsory education without five decent GCSEs, including the key subjects of English and mathematics.
In a speech to a headmasters’ conference, he suggested money was being wasted on expensive facilities, teaching materials and staff pay without a corresponding improvement in standards.
Government spending on education soared from £35.8billion in 2000 to £71billion in 2009. But Dr Starkey said students often simply needed strong discipline to achieve better results. The comments come just weeks after he appeared as a celebrity teacher on Jamie Oliver’s Dream School programme.
In the Channel 4 series, Mr Oliver enlisted TV personalities, academics, actors and musicians to teach 20 struggling schoolchildren. All the pupils had recently finished school without five decent GCSEs after complaining they were turned off mainstream education. But the show quickly descended into farce as the high-profile staff failed to control them. The head teacher, John d’Abbro, a professional school leader, was also unable to improve pupils’ behaviour.
Dr Starkey, author of books including Elizabeth and The Private Life of Henry VIII, said the programme was able to call on lavish facilities but it made no difference. “This has been much of the argument about education; the need for more resources, the need for better qualified staff, the need for improved pay – all it demonstrated was that it made not a blind bit of difference by itself, none whatsoever,” he said.
“It seems to me that with those kinds of children in that kind of school the great missing ingredient is simply what we call discipline.
“For somebody to learn somebody has got to allow them to learn. There cannot be this indulgence of individual misbehaviour, whatever the reasons for it, however deprived the background.”
Speaking at a conference staged by fee-paying Brighton College, Dr Starkey pointed to statistics showing that half of children currently leave school without decent GCSE grades.
“It is arguably our greatest national crisis that half of the population of state schools emerges wholly unqualified and wholly unable to work,” he said.
“If you think what it costs to educate a child in the state system – £100,000, £200,000, it must be in that order in the period of compulsory education – you might as well have taken that money and burned it for all the impact it made.”
He also criticised academies – the Government’s flagship state schools. Many have been opened in new multi-million pound buildings in recent years.
But Dr Starkey said: “I am very sceptical of whole aspects of the current Government’s programme with education or indeed the previous Government’s programme with academies which seemed to me to be grossly and unnecessarily expensive. Do we have to spend these sums?”
brihaspati wrote:What a great job the Brit masters have done. They can produce hagiographers long after they are gone from their ex-colonies willing to do their bit in brushing up and defending their ex-master's image..
brihaspati wrote:In one such Brit uni [will not name the one] considered "top", where I visit regularly - the entire maths group is almost 60% German, 25% American, 20% Russian, 2% Italian.
Mahendra wrote:AoA onlee, while some universities may be top notch, it is the bottom that is rotten, the schools and colleges are churning out monkeys onlee. The universities can run on money from furrin students, however the not so fortunate universities admit monkeys and discharge chimpanzees onlee
This is 400% true, the education system is certainly in shambles
brihaspati wrote:My respects for the players of 1911. There was a UP connection to the team too. I feel most proud to be connected to that occasion too - in a very long winded way.
eklavya wrote:brihaspati wrote:What a great job the Brit masters have done. They can produce hagiographers long after they are gone from their ex-colonies willing to do their bit in brushing up and defending their ex-master's image..
Poor brihaspati. Can't cope with facts so trys to turn it into an issue of colonialism. So pathetic
brihaspati wrote:In one such Brit uni [will not name the one] considered "top", where I visit regularly - the entire maths group is almost 60% German, 25% American, 20% Russian, 2% Italian.
Why so bashful about naming the "top" university you visit regularly. Afraid of offending your hosts / masters?
Hari Seldon wrote:^^No Indians in Briturd academia, Bji? Just curious only.
When Katharine Birbalsingh addressed last year's Conservative party conference she drew more publicity than any non-politician had managed since William Hague gave his famous speech in 1977 as a precociously middle-aged 16-year-old. As a deputy head of an inner London comprehensive, the author of a new book titled To Miss With Love painted a picture of urban secondary education that was shaped by violence, intimidation, chaotic classrooms, poor discipline and systemically low educational standards.
It was lapped up by the Tory faithful and, equally naturally, rejected by the Labour party, which in the previous decade had overseen record investment in education. But beyond the sectarian point-scoring, her words also articulated a sense of frustration and despair felt by many people across the political spectrum at the variable and frequently poor quality of state education in our large cities and towns.
Despite years of reform, capital investment, targets, increased assessments and testing, a great deal of comprehensive education languishes far behind that offered by the independent sector and, indeed, other European nations. The manner in which private-school students dominate the elites of politics, law, business and media, not to mention Oxbridge colleges, is sobering enough for middle-class parents who have the resources and ability to add value to state education, but it leaves the vast majority of working-class children, especially those with minimal parental back-up, with little to no chance of bridging an ever-widening divide.
This is not how it was meant to be with comprehensive education. Yet those who choose to focus on its shortcomings, rather than on the distorting privileges of the independent sector, are typically accused of undermining the system. The idea is that perception shapes reality, and if state schools are seen to be underperforming then they will decline further as they are abandoned by middle-class parents. There is clearly some truth in this, as witnessed by the bright flight from inner cities to suburban, faith and independent schools.
But the situation has obtained for many decades, and the same argument was used to stifle criticism in the 1970s. Many of the shibboleths from that period – no streaming, no provisions for gifted students – have now been largely discarded, although questioning them at the time tended to be seen as an attack on the very principles of comprehensive education. In other words, any practical discussion of improving standards is inevitably freighted with ideological and, therefore, divisive significance.
So when Birbalsingh made her speech she thrust herself into an argument that is rarely verbalised by anyone directly involved in education. The fact that she was young, not-white and a woman lent her comments a kudos and credibility that, in our identity-obsessed times, would not have been granted to a white middle-aged man. What really made the story, however, is that her school, St Michaels and All Angels academy in Camberwell, south London, subsequently asked her to work from home (she has since left the school). Not only had she given voice to a cause, her employers ensured that she became its martyr.
brihaspati wrote:Specifically avoided employment head hunting at the ebginning of academic career to avoid virtually acknowledging the servitude of the crown. It would have been an insult to my ancestors.
Hari Seldon wrote:^^No Indians in Briturd academia, Bji? Just curious only.
brihaspati wrote:virtually acknowledging the servitude of the crown
Hari Seldon wrote:^^No Indians in Briturd academia, Bji? Just curious only.
eklavya wrote:brihaspati wrote:Specifically avoided employment head hunting at the ebginning of academic career to avoid virtually acknowledging the servitude of the crown. It would have been an insult to my ancestors.
How sad. Looks like Lahori-arithmetic is the least of your problems. And reduced to quoting David Starkey ...
eklavya wrote:brihaspati wrote:Specifically avoided employment head hunting at the ebginning of academic career to avoid virtually acknowledging the servitude of the crown. It would have been an insult to my ancestors.
How sad. Looks like Lahori-arithmetic is the least of your problems. And reduced to quoting David Starkey ...
brihaspati wrote:Hari and Devesh ji,
Indians figure more prominently in biological sciences basic research, quite well represented in computing sciences, [computer science or theoretical computer science].
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