the ur-CyberPunk author (more)

Ben Hunt: This is the Great Ravine. This is all going to get much worse before it gets any better....In The Dark Forest, volume 2 of the Three-Body Problem science fiction trilogy, Cixin Liu mentions almost in passing a 50-year period of immense social upheaval, destruction and (ultimately) recovery across the globe. He never goes into the details of this period that he calls the Great Ravine. (more)

Maurits Cornelis Escher (Dutch pronunciation: [ˈmʌurɪt͡s kɔrˈneːlɪs ˈɛʃər]; 17 June 1898 – 27 March 1972) was a Dutch graphic artist who made woodcuts, lithographs, and mezzotints, many of which were inspired by mathematics. Despite wide popular interest, for most of his life Escher was neglected in the art world, even in his native Netherlands. He was 70 before a retrospective exhibition was held. In the late twentieth century, he became more widely appreciated, and in the twenty-first century he has been celebrated in exhibitions around the world. His work features mathematical objects and operations including impossible objects, explorations of infinity, reflection, symmetry, perspective, truncated and stellated polyhedra, hyperbolic geometry, and tessellations. Although Escher believed he had no mathematical ability, he interacted with the mathematicians George Pólya, Roger Penrose, and Donald Coxeter, and the crystallographer Friedrich Haag, and conducted his own research into tessellation. https://en.wikipedia.org/wiki/M._C._Escher (more)

I like it as a battle cry, equivalent to Hack The Planet. (more)

Emo Philips: The best God joke ever - and it's mine! This morning I received thrilling news: a joke I wrote more than 20 years ago has been voted the funniest religious joke of all time! In case you've missed it, here it is: Once I saw this guy on a bridge about to jump. I said, "Don't do it!" He said, "Nobody loves me." I said, "God loves you. Do you believe in God?" He said, "Yes." I said, "Are you a Christian or a Jew?" He said, "A Christian." I said, "Me, too! Protestant or Catholic?".... (more)

formal/legal group entity (more)

Douglas Murray McGregor (September 6, 1906 – October 1, 1964) was an American management professor at the MIT Sloan School of Management and president of Antioch College from 1948 to 1954.[1] He also taught at the Indian Institute of Management Calcutta. His 1960 book The Human Side of Enterprise had a profound influence on education practices. McGregor was a student of Abraham Maslow. He has contributed much to the development of the management and motivational theory, and is best known for his Theory X and Theory Y as presented in his book 'The Human Side of Enterprise' (1960), which proposed that manager's individual assumptions about human nature and behavior determined how individual manages their employees. https://en.wikipedia.org/wiki/Douglas_McGregor

William G. "Bill" Ouchi (born 1943) is an American professor and author in the field of business management. He is the Distinguished Professor of Management and Organizations, Sanford and Betty Sigoloff Chair in Corporate Renewal at the UCLA Anderson School of Management.. Ouchi first came to prominence for his studies of the differences between Japanese and American companies and management styles. His first book in 1981 summarized his observations. Theory Z: How American Management Can Meet the Japanese Challenge and was a New York Times best-seller for over five months. https://en.wikipedia.org/wiki/William_Ouchi

I moved FluxGarden to DigitalOcean, but nothing else at LiNode. So webseitz is still running from there... (more)

Finally following the advice from (2023-03-27) BiteCode on Python installation and packaging esp on Mac. (more)

a multi-layer-iterative Product Management process of Thinking in Bets (more)

In doing Agile Product Development, there can be a tension between a "top-down" (I don't mean exec-driven, I mean mental-stack) Product Vision/Product Strategy/Conceptual Integrity and an incremental/iterative process of Thinking In Bets. (more)

update: see Quadruple-Loop Product Management (more)

Know-how is a term for practical knowledge on how to accomplish something, as opposed to “KnowWhat” (facts), “KnowWhy” (science), or “KnowWho” (communication). Know-how is often Tacit Knowledge, which means that it is difficult to transfer to another person by means of writing it down or verbalising it. The opposite of tacit knowledge is Explicit Knowledge. http://en.wikipedia.org/wiki/Know-how (cf ill-structured)

In contrast to well-structured problems, ill-structured problems have no initial clear or spelled out goals, set of operations, end states, or constraints. In fact ISPs often times have unstated goals and constraints that must be determined by those solving the problem. ISPs present uncertainty about which concepts, rules, and principles are necessary for the solution and how these should be organized. They require learners to make judgments about the problem and to defend their judgments by expressing personal opinions or beliefs. ISPs possess multiple solutions and solution paths, or may possess no solutions at all. They offer no general rules or principles for describing or predicting the outcome of most cases and require multiple criteria for evaluating solutions. Examples of ISPs include redesigning a work process, designing a new product, or creating a new marketing strategy. https://en.wikiversity.org/wiki/Introduction_to_Ill-Structured_Problems (more)

a system which includes at least one human, ergo a Complex System; cf cynefin

VUCA is an acronym used to describe or reflect on the Volatility, UnCertainty, Complexity and Ambiguity of general conditions and situations. The common usage of the term VUCA began in the late 1990s and derives from military vocabulary[1] and has been subsequently used in emerging ideas in strategic leadership that apply in a wide range of organizations, including everything from for-profit corporations[2] to education... (more)

Cedric Chin: Ill-Structured Domains Aren't Necessarily Wicked. Two weeks ago we discussed Cognitive Flexibility Theory (CFT), a theory of adaptive expertise in ill-structured domains. (more)

thinking about thinking, thinking at the Meta Level (more)

Cognitive flexibility is an intrinsic property of a cognitive system often associated with the mental ability to adjust its activity and content, switch between different task rules and corresponding behavioral responses, maintain multiple concepts simultaneously and shift internal attention between them.[1] The term cognitive flexibility is traditionally used to refer to one of the executive functions.[2] In this sense, it can be seen as neural underpinnings of adaptive and flexible behavior. Most flexibility tests were developed under this assumption several decades ago. Nowadays, cognitive flexibility can also be referred to as a set of properties of the brain that facilitate flexible yet relevant switching between functional brain states... An alternative educational approach informed by cognitive flexibility is hypertext, which is frequently computer-supported instruction. Computers allow for complex data to be presented in a multidimensional and coherent format, allowing users to access that data as needed. The most widely used example of hypertext is the Internet, which dynamically presents information in terms of interconnection (e.g. hyperlinks). Hypertext documents, therefore, include nodes – bits of information – and links, the pathways between these nodes. Applications for teacher education have involved teacher-training sessions based on video instruction, whereby novice teachers viewed footage of master teachers conducting a literacy workshop. In this example, the novice teachers received a laserdisc of the course content, a hypertext document that allowed the learners to access content in a self-directed manner. These cognitive flexibility hypertexts (CFH) provide a "three-dimensional" and "open-ended" representation of material for learners, enabling them to incorporate new information and form connections with preexisting knowledge.[39] While further research is needed to determine the efficacy of CFH as an instructional tool, classrooms where cognitive flexibility theory (CFT) is applied in this manner are hypothesized to result in students more capable of transferring knowledge across domains. https://en.wikipedia.org/wiki/Cognitive_flexibility (more)