A few days ago, my family and I went on vacation. On the way back, my family and I were discussing various things including some matters of politics. One thing that came up was some of New York City mayor Michael Bloomberg's recent actions. I expressed the view that the ban on soft drinks larger than 16 ounces seemed rather heavy-handed. (After reading a little more about the exceptions for fruit drinks along with sales at grocery stores, I'm a little more happy to see that, but I still feel the ban was heavy-handed.) I then heard the argument that even if it is heavy-handed, it does help combat the obesity crisis by reducing access to drinking 16 ounces of soda at a time, because even if it is still technically possible for someone to fill up an 8-ounce cup twice, human psychology is such that said person would only fill up once, because for many people the convenience of filling up once trumps the desire to have as much as possible. I then wondered what other alternatives could be considered. The simplest alternative would seem to be a tax akin to taxes on cigarettes; if the large sodas are taxed heavily at such venues, people would naturally be discouraged from drinking as much. I have taken the class 14.03 — Microeconomic Theory and Public Policy, though, so I have seen that in many cases a Pigovian tax scheme like that may not achieve the most efficient outcome because it is difficult to adjust tax rates to control quantities precisely. Then I also remembered learning about cap and trade schemes to control quantities. Would that work? Let's take a look after the jump.
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Showing posts with label education. Show all posts
Showing posts with label education. Show all posts
Thursday, 22 August 2013
Saturday, 2 February 2013
This IAP was a ton of fun, and I was also able to get quite a bit done. The highlight was in my UROP, which is a continuation of what I was doing in the past semester. In late November, there was a power outage that reintroduced a previously-fixed bug into the computing cluster that I used, which caused various issues for my photonic crystal calculations. After trying several different workarounds, it wasn't until two weeks ago that I figured out how to properly route around the issue; when that happened, I was quite happy to have sensible, working flux spectrum calculations. Some people from the main UROP office also came to chat with me about what I am doing for my UROP, which was cool. At the same time, I was able to start wrapping up my project from the 2011 fall semester by creating more proper figures for the work I did then.
On the side, I worked on a video for the MIT-K12 initiative, which is a partnership between MIT and the Khan Academy. I was able to create a video about friction aimed at middle school students, and I'm fairly pleased with how it turned out. It should become official in a few weeks, at which point I will have either an update to this post or a separate follow-up post to include links to that and the result of the UROP chat (whenever that gets finalized).
I was also able to start typesetting lecture notes for 8.04 — Quantum Physics I for use by MIT OCW. I'm working with two other friends on that as well to get it done more efficiently.
The last week of IAP was particularly hectic. Along with the UROP chat, I was able to participate at the Diversity Summit as part of a panel of students with disabilities. Also, I helped to organize the SPS and UWIP joint Physics Lightning Lectures event.
There were a few things I was not able to do, but those can be done later, and I am glad that I gave myself enough time to rest and take life at a more relaxed pace compared to that of the semester. That said, this blog will likely reenter a sort of hibernation once the semester starts next Tuesday (and another post on that will likely occur on Monday or Tuesday of this coming week). Anyway, for this weekend, I am just going to relax and enjoy the large televised football game tomorrow!
On the side, I worked on a video for the MIT-K12 initiative, which is a partnership between MIT and the Khan Academy. I was able to create a video about friction aimed at middle school students, and I'm fairly pleased with how it turned out. It should become official in a few weeks, at which point I will have either an update to this post or a separate follow-up post to include links to that and the result of the UROP chat (whenever that gets finalized).
I was also able to start typesetting lecture notes for 8.04 — Quantum Physics I for use by MIT OCW. I'm working with two other friends on that as well to get it done more efficiently.
The last week of IAP was particularly hectic. Along with the UROP chat, I was able to participate at the Diversity Summit as part of a panel of students with disabilities. Also, I helped to organize the SPS and UWIP joint Physics Lightning Lectures event.
There were a few things I was not able to do, but those can be done later, and I am glad that I gave myself enough time to rest and take life at a more relaxed pace compared to that of the semester. That said, this blog will likely reenter a sort of hibernation once the semester starts next Tuesday (and another post on that will likely occur on Monday or Tuesday of this coming week). Anyway, for this weekend, I am just going to relax and enjoy the large televised football game tomorrow!
Monday, 24 September 2012
I haven't gotten a good time to write this until now, despite how short this will be. Anyway, before the semester got busy, I remember browsing around some YouTube videos, and before one of them started, I saw a longer version of the television advertisement for the show "Here Comes Honey Boo Boo".
Like most people, I thought the show represented yet another new low in yet another new dimension of reality television. But then I also realized that this family is perfectly happy doing their own thing, while the TLC show executives are essentially manipulating them to gain viewers, and the family is doing this for TV only because they need the money that badly. That's worse!
So then I wondered about two economic possibilities. Given the multiplier effects present from consumption and investment in the economy, how would the growth of the US economy change if instead of spending as much money as they are on filming the antics of this family, the TLC show executives were to spend that much to help give this family and many others like it a decent education and steady jobs? Or, what would happen to the economy if instead of making a show that essentially mocks this family, TLC were to make a show specifically following this family in getting them a decent education and steady jobs? This way, when the show ends, even if the family ends up squandering all their money, they will still have steady paychecks coming in.
What do you think? Let me know in the comments below. Anyway, I'm going to get back to...uh...my own education (i.e. the never-ending stream of problem sets and other classwork).
Like most people, I thought the show represented yet another new low in yet another new dimension of reality television. But then I also realized that this family is perfectly happy doing their own thing, while the TLC show executives are essentially manipulating them to gain viewers, and the family is doing this for TV only because they need the money that badly. That's worse!
So then I wondered about two economic possibilities. Given the multiplier effects present from consumption and investment in the economy, how would the growth of the US economy change if instead of spending as much money as they are on filming the antics of this family, the TLC show executives were to spend that much to help give this family and many others like it a decent education and steady jobs? Or, what would happen to the economy if instead of making a show that essentially mocks this family, TLC were to make a show specifically following this family in getting them a decent education and steady jobs? This way, when the show ends, even if the family ends up squandering all their money, they will still have steady paychecks coming in.
What do you think? Let me know in the comments below. Anyway, I'm going to get back to...uh...my own education (i.e. the never-ending stream of problem sets and other classwork).
Saturday, 30 April 2011
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| JAVA Session Welcome Screen |
Why Edubuntu, and not Ubuntu? As mentioned earlier, one reason will become apparent when I publish the review of Ubuntu. The other main reason is that I haven't really seen Edubuntu reviews on the Internet; that could be because of its specific target audience, but in any case, I think it deserves a review, especially given that it is an official Canonical product. For those who don't know, Edubuntu, as you might be able to guess from the name, is a packaging of Ubuntu with lots of education-related software included out-of-the-box.
Thanks to Canonical's efforts in this regard, I was able to test it in two ways: I was able to try it out online from the comfort of my current Linux Mint system, and then I tried it through a live USB made with UnetBootin. Follow the jump to see what it's like.
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