Cerstin Mahlow @CerstinMahlow@social.cleverlibre.org

What does thawing #permafrost look like? Here's an example from a palsa mire in northern Norway: The permafrost in these peat mounds is thawing, due to #climate change, at which point they collapse. The peat gets submerged, and microorganisms convert soil carbon into #methane – a powerful greenhouse gas. But also: mosses and sedges begin to grow, which again store #carbon. At the University of Oslo, we are studying how this may act as a potential climate tipping point.

#fisch

Hier im Wohngebiet hat jemand einige Hühner. Eine Henne büxt immer aus. Und die hat eine kleine Warnweste damit sie nicht umgefahren wird. Die läuft dann immer durch die Hood mit ihrer kleinen Weste und alle wissen: Aha Hennriette ist wieder on Tour.

Oh, die ersten 1.000 Verfolgerinnen und Verfolger sind erreicht 😊 Ein klein wenig Bedarf an Blöedsinn gibt es also auch im Fediverse. Wir können zwar keine $44 Milliarden öffentlich verbrennen, aber guter Blöedsinn ist ja auch deutlich günstiger zu haben 😉

Postdoc-Stelle bei uns am IDS in Mannheim, zunächst auf 3 Jahre befristet, aber potentiell entfristbar.

Sprachforschung und #CitizenScience

#jobs #lingustik #linguistics

Schaut rein unter https://www.ids-mannheim.de/fileadmin/org/Karriere/stellenausschreibung/Stellenausschreibung_Z4_P2_MitarbeiterIn_v5-2.pdf

Interesting explanation from a decently large Twitter advertiser on why they've paused their ad budget on Twitter after keeping it running for the past couple of weeks. https://www.teamblind.com/post/i-told-my-team-to-pause-our-750kmonth-twitter-ads-budget-last-week-4dnbo1Ft

Babbage Patch Finds--a daily deep dive into CBI's vast computing/software archivces

PLATO

In 1982 at the World's Fair, two boys are enthralled with the onscreen graphics of PLATO.

PLATO was an educational computing and software system developed in the early 1960s at Univ. of Illinois and purchased and expanded by Minneapolis-HQ'd Control Data Corp

#PLATO #Children #Computing #Games #Education #Graphics #HCI #CompSci #HIstory #Histodons #Sociology #Anthropology #AI #STS #videogames #Commodon

Elende Feiglinge. #DFB: rückgratloser Haufen. Kein Arsch in der Hose, aber ständig von Haltung faseln. Erbärmlich.. ("#OneLove war schon peinlich, denn eigentlich braucht es 🏳️‍🌈" - @hhoeppe )

#BoycottQatar2022

Totally by accident. I just clicked on some dot, @firefoxx66. 🤣

#MastodonScience #ScienceMastodon #MastodonAcademia #MedMastodon

@firefoxx66 Hi Emma, that cloud is a representation of the Twitter followers/follows of scientists including the ORCID ID. If you don't know it, than you maybe did not add yourself and the visible connections are from others to you.

https://twitter.com/OpenCheckNet/status/1591847350397734912

You can add yourself to the list:
https://opencheck.is/scitwitter

And the cloud is from @LeonDLotter

https://www.leonlotter.de/twittergraph/graph.html

Life in the #DDR: #Halle in smog, ca 1987. Courtyard of the Francke Foundation. Gorgeously atmospheric photo © Barb Holtz

9/ This is the problem with "language" discussions. We need *curriculum* discussions. If someone asks you "what language should I use", please don't provide answers. Please ask questions. Good questions. The right questions.

10/ A lot of people reading this are techies who are sometimes asked to help out in schools. I beg you, please watch at least until 8m30s into this talk, "Curriculum Design as an Engineering Problem". You'll get it. It's written for you.

https://www.youtube.com/watch?v=5c0BvOlR5gs

7/ For a long time, educators found curricula like SICP hard. (Now, they've just stopped talking about it.) This got translated to "Scheme is hard", because people can only see things through the overly simplistic lens of programming. But:

8/ What they missed is that SICP and other curricula, typically coming out of FP, had gone well past the "rubbing two rocks to get sparks" to the "igniting boosters" stage. It was blub all over again, at the level of curriculum, not language features. ↵

5/ The real problem in CS Ed is we don't think enough about how we can relax constraints, widen the space of methods, future-proof goals, etc. So we go from one blub language to another per decade: Pascal, C, C++, Java, Python…

6/ Here is my highly scientific visualization of the progress we've made in computing education. Whatever languages make easy become the default & determine lot other things. What languages make hard get ignored because folks are afraid to make CS hard for students. ↵

3/ Also, constraints. The constraints dictate what the admissible set of solutions is. Constraints vary across both space (different places) and time (different years). Without stating constraints, finding solutions is meaningless.

4/ Also, methods. Whereas, programming languages are a solution-space artifact. You don't *start* with them, you *end* with them, relative to everything else. So starting with the "which PL" question is guaranteed to lead to talking at cross-purposes. ↵

1/ "What programming language should I teach?" is the least productive question to ask in computing. There's a good reason: it's the wrong question to ask. The reason language wars feel pointless is that they're a symptom of this problem. Here's why:

2/ Curricula are never designed in isolation. All curricula, for anything, have to consider at least two things. First: goals. These include learning objectives, but often go farther (like "students must eventually get jobs"). ↵