פרסומים אחרונים במדור "חינוך והשכלה"

Been there, done that.

'The Weizman INstitute Key Locating Engine'

In the Technion, at least, one can get a four-year Computer Science degree. That is, in fact, the international standard for a Bachelor's degree in Computer Science. The three-year program seems to me as an anachronism, left from the time that Computer Science was, in most places, just a specialization in Mathematics. (While the more hardware-oriented bipart, Computer Engineering, was usually a specialization in Electrical Engineering)

A. CIS has become a seperate major, requiring a seperate sign-up procedure. So has Computer Science Education, by
the way.

C. Technically, the coursework is built so that one can finish the degree a semester sooner than the formal time-frame. I could, for example, opt to finish the three-year CS degree in two and a half years, quite easily. (Or in two years and a hefty summer schedule, which became a non-option due to certain summer military activities.)

Like I had said, if you're willing to study about 23-25 hours a week every semester, on the average, you can finish a Computer Science Bachelor of Arts degree in two and a half years, without breaking much of a sweat. If you wish to use the last year for your projects, and taking it easy, you can have about 10-13 hours a week that year.

What gave it away?

Yes, indeed, my professional life is more-or-less cut out for me, for the six years or so after my graduation.

C. I was referring to the three-year, BA degree. The four year degree would require at least three years.

And I do know my Logic stuff. I do! ;-b

How many times must I repeat: it was some kind of submission/processing error. I wrote the correct version originally, the slash just disappeared.

In any case, it's clear from context that I'm criticizing the logic in the previous post, which resembled the incorrect version.

Downloading gigabytes-worth of pornography?
Hacking military satellites and holding them hostage for unimaginably huge sums of money?
Spamming Satan?

Why are we anywhere near a computer at this time of day, when we could be outside, sacrificing small kittens, while chanting: "Ph'nglui mglw'nafh Cthulhu R'lyeh wgah'nagl fhtagn?"

Dear Mr. Lamm, allow me to disagree with you on this point (and on many other points, that have only been criticized in previous responses of the other readers). Intervention programs have proven to be highly efficient, even in the high school level (you can look at the current research on CES schools in the United States, for example). The economic look at education is invalid, for qualitative reasons raised above (use of welfare services, kids per family, etc). Even if I assume that your look at education from a purely economic point of view is not out of personal agreement, but more out of a realization that every investor seeks returns (political votes, that is), your concluding recommendations are not grounded. If I was to make recommendations to the government, not kindergarten nor advanced research students would be the chosen populations. Since in the Israeli education system, the point of failure is in graduating high school (this is where students are being sorted to those who will enter higher education and those who will enter the labor market as unskilled workers), the best returns would be for resources allocated to high schools. Over 90% of students reach high school, but only about 60% will graduate it (I don't have the exact numbers, can anyone help?). Whether it be a reform in graduation requirements or a reform in high school teachers sallaries/instruction/retention, this is an option that was not even attended to in your article.

Got the exact numbers - in Israel, by the end of high school, 80% of the age group are still in school, but only 50% of them will be entitled for a high school diploma.

Research has shown us that it is not necessarily so. Student disengagement is, indeed, believed to begin at an early age (but not kindergarten, more like 3rd grade), and it reaches its pick in high school. However, a high-performing elementary school student may end up being a low-performing high schooler, and vice versa. If middle and high schools are poorly organized, even the best lower-grade program will not improve graduation rates.
Traditionally, public moneys have been allocated to the lower grades, and look where we stand as far as high school graduation goes. I think that this is the main reason to my objection - it is highly popular to focus on the lower grades, and the system ends up with a neglected middle/high school system and rediculous graduation exams.

Dear Ehud,

It's been a while since your article has been published. Multiple messages have been posted, opposing some of your arguments and asking for your elaboration on others. I'm personally interested in hearing from you in this (dead) discussion, surely many others feel the same.

Regards,
Lior.

(From Linux farm, sorry)