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Sure, it's not a gorgeous next-gen startupesque web design, but I think it's more than visually appealing enough.


BMW is a for-profit business. MIT is a non-profit educational institution.

I'll agree that copyright in the digital era is a mess, but the line in this case is fairly clear. Yes, fair use (regarding parodies/satires) is convoluted, but the general rule makes intuitive sense to me: unless your parody is blatantly for-profit/self-advancement, you're covered.


So, what if BMW kicked the BMWCCA a few bills to make a "parody" video of their own?


It's up to judges to decide if they have broken the law and if it's an actual commercial.

You can't just claim an advert is a parody and get away with it, it has to be an actual parody.


A non-profit with $15b in total assets and endowments.

http://web.mit.edu/newsoffice/2012/institute-endowment-figur...


And yet still a non-profit in actuality and intent.


Very true. But if a non-profit with $15b asked to license some of my IP for free I think I'd ask for some cash.


Very sorry to hear this. Wikipedia informs me Crispin was born in 1956, which would put him at 55 or 56 years old. Far too young.


Agreed, it's a terribly ambiguous name. Rather than "Google Free-Zone" (which is read as "Google-Free Zone"), it should be a "Free Google Zone."


In the linked page all references are "Free Zone powered by Google".


Ah, that just got updated.


There is a better alternative: surveying students. Standardized tests attempt to assign one number to teacher performance by quantifying student performance on one three-hour test. The survey examines dozens of metrics while allowing students to capture their over 100 hours of experience in the classroom watching their teacher.

We're discarding some of our most valuable data. In most schools, student evaluations of teachers aren't even administered, let alone analyzed and weighted in teacher assessment. Skeptical? See the research below. Properly-constructed surveys yield very accurate results; students are surprisingly honest in their responses, and students truly value a hard, fair teacher who actually teaches his students over an "easy A" teacher.

Take a look at Ronald Ferguson's work and the MET Project [1]. I can't find the original article, but this New York Times article [2] is a decent summary.

[1] http://www.metproject.org/downloads/met-framing-paper.pdf [2] http://www.nytimes.com/2010/12/11/education/11education.html


Student surveys could certainly contribute to the evaluation of teachers, but I doubt its a viable replacement for academic tests. We must also note that they are being compared to current test-based methods. They claim to get "good agreement" but without a real publication its hard to tell what that means. Does it mean that in most cases the students are honest? (i.e. that the disagreement is caused by dishonesty) Does it mean that in most cases students appreciate teachers that make them learn? (i.e. that the disagreement is caused by students who like their teachers even though the students themselves are not learning) Or is the disagreement inherent in the fact that one measure is better than the other at gauging teacher performance?


"Its founder and CEO Jeffrey Bezos is a computer whiz-kid from Bankers Trust, not a bookseller."

Might've been a negative in '97, but no investor today wishes Bezos were a diehard bookseller.


You can also click the black areas to the left and right of the slide.


The idea is that much of the code from Tapbot's mature Twitter client (Tweetbot) was reused.


There are several. Cheeaun's is fantastic: http://cheeaun.github.com/hnmobile/landing/


Commits are by no means an accurate measure of developer contribution.

ripley's lead is probably undeniable, but the differences in commits between the next four could be developer preference of code per commit.


For the questions about relative ranking of contributions, sure. But the entropy results seem reasonable, since it might average over a large number per-developer preferences.


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