classroom in Afghanistan.]] classroom in Mexico.]] in New York City.]]

Education in the largest sense is any act or experience that has a formative effect on the mind, character or physical ability of an individual. In its technical sense, education is the process by which society deliberately transmits its accumulated knowledge, skills and values from one generation to another.

Etymologically, the word education is derived from educare (Latin) "bring up", which is related to educere "bring out", "bring forth what is within", "bring out potential" and ducere, "to lead".

Teachers in educational institutions direct the education of students and might draw on many subjects, including reading, writing, mathematics, science and history. This process is sometimes called schooling when referring to the education of teaching only a certain subject, usually as professors at institutions of higher learning. There is also education in fields for those who want specific vocational skills, such as those required to be a pilot. In addition there is an array of education possible at the informal level, such as in museums and libraries, with the Internet and in life experience. Many non-traditional education options are now available and continue to evolve.

A right to education has been created and recognized by some jurisdictions: since 1952, Article 2 of the first Protocol to the European Convention on Human Rights obliges all signatory parties to guarantee the right to education. At world level, the United Nations' International Covenant on Economic, Social and Cultural Rights of 1966 guarantees this right under its Article 13.

Systems of formal education

Education is the process by which people learn:

Instruction refers to the facilitating of learning, usually by a teacher.

Teaching refers to the actions of a real live instructor to impart learning to the student.

Learning refers to learning with a view toward preparing learners with specific knowledge, skills, or abilities that can be applied immediately upon completion.

Preschool education

Primary education

, around 1842.]] Primary (or elementary) education consists of the first 5–7 years of formal, structured education. In general, primary education consists of six or eight years of schooling starting at the age of five or six, although this varies between, and sometimes within, countries. Globally, around 89% of primary-age children are enrolled in primary education, and this proportion is rising. Under the Education for All programs driven by UNESCO, most countries have committed to achieving universal enrollment in primary education by 2015, and in many countries, it is compulsory for children to receive primary education. The division between primary and secondary education is somewhat arbitrary, but it generally occurs at about eleven or twelve years of age. Some education systems have separate middle schools, with the transition to the final stage of secondary education taking place at around the age of fourteen. Schools that provide primary education, are mostly referred to as primary schools. Primary schools in these countries are often subdivided into infant schools and junior school.

Secondary education

In most contemporary educational systems of the world, secondary education comprises the formal education that occurs during adolescence. It is characterized by transition from the typically compulsory, comprehensive primary education for minors, to the optional, selective tertiary, "post-secondary", or "higher" education (e.g., university, vocational school for adults. Depending on the system, schools for this period, or a part of it, may be called secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational schools. The exact meaning of any of these terms varies from one system to another. The exact boundary between primary and secondary education also varies from country to country and even within them, but is generally around the seventh to the tenth year of schooling. Secondary education occurs mainly during the teenage years. In the United States, Canada and Australia primary and secondary education together are sometimes referred to as K-12 education, and in New Zealand Year 1-13 is used. The purpose of secondary education can be to give common knowledge, to prepare for higher education or to train directly in a profession.

The emergence of secondary education in the United States did not happen until 1910, caused by the rise in big businesses and technological advances in factories (for instance, the emergence of electrification), that required skilled workers. In order to meet this new job demand, high schools were created and the curriculum focused on practical job skills that would better prepare students for white collar or skilled blue collar work. This proved to be beneficial for both the employer and the employee, because this improvement in human capital caused employees to become more efficient, which lowered costs for the employer, and skilled employees received a higher wage than employees with just primary educational attainment.

In Europe, the grammar school or academy existed from as early as the 16th century; public schools or fee-paying schools, or charitable educational foundations have an even longer history.

Higher education

is an institute of higher learning.]] Higher education, also called tertiary, third stage, or post secondary education, is the non-compulsory educational level that follows the completion of a school providing a secondary education, such as a high school, secondary school. Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training. Colleges and universities are the main institutions that provide tertiary education. Collectively, these are sometimes known as tertiary institutions. Tertiary education generally results in the receipt of certificates, diplomas, or academic degrees.

Higher education includes teaching, research and social services activities of universities, and within the realm of teaching, it includes both the undergraduate level (sometimes referred to as tertiary education) and the graduate (or postgraduate) level (sometimes referred to as graduate school). Higher education generally involves work towards a degree-level or foundation degree qualification. In most developed countries a high proportion of the population (up to 50%) now enter higher education at some time in their lives. Higher education is therefore very important to national economies, both as a significant industry in its own right, and as a source of trained and educated personnel for the rest of the economy.

Adult education

Adult education has become common in many countries. It takes on many forms, ranging from formal class-based learning to self-directed learning and e-learning. A number of career specific courses such as veterinary assisting, medical billing and coding, real estate license, bookkeeping and many more are now available to students through the Internet.

Alternative education

Alternative education, also known as non-traditional education or educational alternative, is a broad term that may be used to refer to all forms of education outside of traditional education (for all age groups and levels of education). This may include not only forms of education designed for students with special needs (ranging from teenage pregnancy to intellectual disability), but also forms of education designed for a general audience and employing alternative educational philosophies and methods.

Alternatives of the latter type are often the result of education reform and are rooted in various philosophies that are commonly fundamentally different from those of traditional compulsory education. While some have strong political, scholarly, or philosophical orientations, others are more informal associations of teachers and students dissatisfied with certain aspects of traditional education. These alternatives, which include charter schools, alternative schools, independent schools, and home-based learning vary widely, but often emphasize the value of small class size, close relationships between students and teachers, and a sense of community.

Indigenous education

Increasingly, the inclusion of indigenous models of education (methods and content) as an alternative within the scope of formal and non-formal education systems, has come to represent a significant factor contributing to the success of those members of indigenous communities who choose to access these systems, both as students/learners and as teachers/instructors.

Process

Curriculum

An academic discipline is a branch of knowledge which is formally taught, either at the university, or via some other such method. Each discipline usually has several sub-disciplines or branches, and distinguishing lines are often both arbitrary and ambiguous. Examples of broad areas of academic disciplines include the natural sciences, mathematics, computer science, social sciences, humanities and applied sciences.

Learning modalities

There has been work on learning styles over the last two decades. Dunn and Dunn focused on identifying relevant stimuli that may influence learning and manipulating the school environment, at about the same time as Joseph Renzulli recommended varying teaching strategies. Howard Gardner identified individual talents or aptitudes in his Multiple Intelligences theories. Based on the works of Jung, the Myers-Briggs Type Indicator and Keirsey Temperament Sorter focused on understanding how people's personality affects the way they interact personally, and how this affects the way individuals respond to each other within the learning environment. The work of David Kolb and Anthony Gregorc's Type Delineator follows a similar but more simplified approach.

It is currently fashionable to divide education into different learning "modes". The learning modalities are probably the most common:

* Visual: learning based on observation and seeing what is being learned.

Auditory: learning based on listening to instructions/information.

Kinesthetic: learning based on hands-on work and engaging in activities.

Although it is claimed that, depending on their preferred learning modality, different teaching techniques have different levels of effectiveness, recent research has argued "there is no adequate evidence base to justify incorporating learning styles assessments into general educational practice."

A consequence of this theory is that effective teaching should present a variety of teaching methods which cover all three learning modalities so that different students have equal opportunities to learn in a way that is effective for them. Guy Claxton has questioned the extent that learning styles such as VAK are helpful, particularly as they can have a tendency to label children and therefore restrict learning.

Teaching

Teachers need to understand a subject enough to convey its essence to students. While traditionally this has involved lecturing on the part of the teacher, new instructional strategies put the teacher more into the role of course designer, discussion facilitator, and coach and the student more into the role of active learner, discovering the subject of the course. In any case, the goal is to establish a sound knowledge base and skill set on which students will be able to build as they are exposed to different life experiences. Good teachers can translate information, good judgment, experience and wisdom into relevant knowledge that a student can understand, retain and pass to others. Studies from the US suggest that the quality of teachers is the single most important factor affecting student performance, and that countries which score highly on international tests have multiple policies in place to ensure that the teachers they employ are as effective as possible. With the passing of NCLB in the United States (No Child Left Behind), teachers must be highly qualified.

Technology

Technology is an increasingly influential factor in education. Computers and mobile phones are used in developed countries both to complement established education practices and develop new ways of learning such as online education (a type of distance education). This gives students the opportunity to choose what they are interested in learning. The proliferation of computers also means the increase of programming and blogging. Technology offers powerful learning tools that demand new skills and understandings of students, including Multimedia, and provides new ways to engage students, such as Virtual learning environments. One such tool are virtual manipulatives, which are an "interactive, Web-based visual representation of a dynamic object that presents opportunities for constructing mathematical knowledge" (Moyer, Bolyard, & Spikell, 2002). In short, virtual manipulatives are dynamic visual/pictorial replicas of physical mathematical manipulatives, which have long been used to demonstrate and teach various mathematical concepts. Virtual manipulatives can be easily accessed on the Internet as stand-alone applets, allowing for easy access and use in a variety of educational settings. Emerging research into the effectiveness of virtual manipulatives as a teaching tool have yielded promising results, suggesting comparable, and in many cases superior overall concept-teaching effectiveness compared to standard teaching methods. Technology is being used more not only in administrative duties in education but also in the instruction of students. The use of technologies such as PowerPoint and interactive whiteboard is capturing the attention of students in the classroom. Technology is also being used in the assessment of students. One example is the Audience Response System (ARS), which allows immediate feedback tests and classroom discussions.

Information and communication technologies (ICTs) are a “diverse set of tools and resources used to communicate, create, disseminate, store, and manage information.” These technologies include computers, the Internet, broadcasting technologies (radio and television), and telephony. There is increasing interest in how computers and the Internet can improve education at all levels, in both formal and non-formal settings. Older ICT technologies, such as radio and television, have for over forty years been used for open and distance learning, although print remains the cheapest, most accessible and therefore most dominant delivery mechanism in both developed and developing countries. In addition to classroom application and growth of e-learning opportunities for knowledge attainment, educators involved in student affairs programming have recognized the increasing importance of computer usage with data generation for and about students. Motivation and retention counselors, along with faculty and administrators, can impact the potential academic success of students by provision of technology based experiences in the University setting.

The use of computers and the Internet is in its infancy in developing countries, if these are used at all, due to limited infrastructure and the attendant high costs of access. Usually, various technologies are used in combination rather than as the sole delivery mechanism. For example, the Kothmale Community Radio Internet uses both radio broadcasts and computer and Internet technologies to facilitate the sharing of information and provide educational opportunities in a rural community in Sri Lanka. The Open University of the United Kingdom (UKOU), established in 1969 as the first educational institution in the world wholly dedicated to open and distance learning, still relies heavily on print-based materials supplemented by radio, television and, in recent years, online programming. Similarly, the Indira Gandhi National Open University in India combines the use of print, recorded audio and video, broadcast radio and television, and audio conferencing technologies.

The term "computer-assisted learning" (CAL) has been increasingly used to describe the use of technology in teaching.

Educational theory

Education theory is the theory of the purpose, application and interpretation of education and learning. Its history begins with classical Greek educationalists and sophists and includes, since the 18th century, pedagogy and andragogy. In the 20th century, "theory" has become an umbrella term for a variety of scholarly approaches to teaching, assessment and education law, most of which are informed by various academic fields, which can be seen in the below sections.

Economics

It has been argued that high rates of education are essential for countries to be able to achieve high levels of economic growth. Empirical analyses tend to support the theoretical prediction that poor countries should grow faster than rich countries because they can adopt cutting edge technologies already tried and tested by rich countries. However, technology transfer requires knowledgeable managers and engineers who are able to operate new machines or production practices borrowed from the leader in order to close the gap through imitation. Therefore, a country's ability to learn from the leader is a function of its stock of "human capital". Recent study of the determinants of aggregate economic growth have stressed the importance of fundamental economic institutions and the role of cognitive skills.

At the individual level, there is a large literature, generally related back to the work of Jacob Mincer, on how earnings are related to the schooling and other human capital of the individual. This work has motivated a large number of studies, but is also controversial. The chief controversies revolve around how to interpret the impact of schooling.

Economists Samuel Bowles and Herbert Gintis famously argued in 1976 that there was a fundamental conflict in American schooling between the egalitarian goal of democratic participation and the inequalities implied by the continued profitability of capitalist production on the other.

History

, Italy]] The history of education according to Dieter Lenzen, president of the Freie Universität Berlin 1994, "began either millions of years ago or at the end of 1770". Education as a science cannot be separated from the educational traditions that existed before. Adults trained the young of their society in the knowledge and skills they would need to master and eventually pass on. The evolution of culture, and human beings as a species depended on this practice of transmitting knowledge. In pre-literate societies this was achieved orally and through imitation. Story-telling continued from one generation to the next. Oral language developed into written symbols and letters. The depth and breadth of knowledge that could be preserved and passed soon increased exponentially. When cultures began to extend their knowledge beyond the basic skills of communicating, trading, gathering food, religious practices, etc., formal education, and schooling, eventually followed. Schooling in this sense was already in place in Egypt between 3000 and 500BC.The history of education is the history of man as since its the main occupation of man to pass knowledge, skills and attitude from one generation to the other so is education.

Nowadays some kind of education is compulsory to all people in most countries. Due to population growth and the proliferation of compulsory education, UNESCO has calculated that in the next 30 years more people will receive formal education than in all of human history thus far.

Philosophy

's work Some Thoughts Concerning Education was written in 1693 and still reflects traditional education priorities in the Western world]] As an academic field, philosophy of education is a "the philosophical study of education and its problems...its central subject matter is education, and its methods are those of philosophy". "The philosophy of education may be either the philosophy of the process of education or the philosophy of the discipline of education. That is, it may be part of the discipline in the sense of being concerned with the aims, forms, methods, or results of the process of educating or being educated; or it may be metadisciplinary in the sense of being concerned with the concepts, aims, and methods of the discipline." As such, it is both part of the field of education and a field of applied philosophy, drawing from fields of metaphysics, epistemology, axiology and the philosophical approaches (speculative, prescriptive, and/or analytic) to address questions in and about pedagogy, education policy, and curriculum, as well as the process of learning, to name a few. For example, it might study what constitutes upbringing and education, the values and norms revealed through upbringing and educational practices, the limits and legitimization of education as an academic discipline, and the relation between educational theory and practice.

Psychology

graduation rates of students from low income families.]] Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms "educational psychology" and "school psychology" are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. Educational psychology is concerned with the processes of educational attainment in the general population and in sub-populations such as gifted children and those with specific disabilities.

Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology. Educational psychology in turn informs a wide range of specialities within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology both draws from and contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks (Lucas, Blazek, & Raley, 2006).

Sociology

The sociology of education is the study of how social institutions and forces affect educational processes and outcomes, and vice versa. By many, education is understood to be a means of overcoming handicaps, achieving greater equality and acquiring wealth and status for all (Sargent 1994). Learners may be motivated by aspirations for progress and betterment. Education is perceived as a place where children can develop according to their unique needs and potentialities. The purpose of education can be to develop every individual to their full potential. The understanding of the goals and means of educational socialization processes differs according to the sociological paradigm used.

Education in the Developing World

(according to 2007/2008 Human Development Report)]]

In developing countries, the number and seriousness of the problems faced are naturally greater. People in more remote or agrarian areas are sometimes unaware of the importance of education. However, many countries have an active Ministry of Education, and in many subjects, such as foreign language learning, the degree of education is actually much higher than in industrialized countries; for example, it is not at all uncommon for students in many developing countries to be reasonably fluent in multiple foreign languages, whereas this is much more of a rarity in the supposedly "more educated" countries where much of the population is in fact monolingual.

Universal primary education is one of the eight Millennium Development Goals and great improvements have been achieved in the past decade, yet a great deal remains to be done. Researchers at the Overseas Development Institute indicate the main obstacles to greater funding from donors include: donor priorities, aid architecture, and the lack of evidence and advocacy. Furthermore, demand in the developing world for improved educational access is not as high as one would expect as governments avoid the recurrent costs involved and there is economic pressure on those parents who prefer their children making money in the short term over any long-term benefits of education. Recent studies on child labor and poverty have suggested that when poor families reach a certain economic threshold where families are able to provide for their basic needs, parents return their children to school. This has been found to be true, once the threshold has been breached, even if the potential economic value of the children's work has increased since their return to school.

But without capacity, there is no development. A study conducted by the UNESCO International Institute for Educational Planning indicates that stronger capacities in educational planning and management may have an important spill-over effect on the system as a whole. Sustainable capacity development requires complex interventions at the institutional, organizational and individual levels that could be based on some foundational principles:

national leadership and ownership should be the touchstone of any intervention;

strategies must be context relevant and context specific;

they should embrace an integrated set of complementary interventions, though implementation may need to proceed in steps;

partners should commit to a long-term investment in capacity development, while working towards some short-term achievements;

outside intervention should be conditional on an impact assessment of national capacities at various levels.

has more academic graduates than any other country in Europe.]] A lack of good universities, and a low acceptance rate for good universities, is evident in countries with a high population density. In some countries, there are uniform, over structured, inflexible centralized programs from a central agency that regulates all aspects of education.

* Due to globalization, increased pressure on students in curricular activities

Removal of a certain percentage of students for improvisation of academics (usually practised in schools, after 10th grade)

India is now developing technologies that will skip land based phone and internet lines. Instead, India launched EDUSAT, an education satellite that can reach more of the country at a greatly reduced cost. There is also an initiative started by the OLPC foundation, a group out of MIT Media Lab and supported by several major corporations to develop a $100 laptop to deliver educational software. The laptops are widely available as of 2008. The laptops are sold at cost or given away based on donations. These will enable developing countries to give their children a digital education, and help close the digital divide across the world.

In Africa, NEPAD has launched an "e-school programme" to provide all 600,000 primary and high schools with computer equipment, learning materials and internet access within 10 years. Private groups, like The Church of Jesus Christ of Latter-day Saints, are working to give more individuals opportunities to receive education in developing countries through such programs as the Perpetual Education Fund. An International Development Agency project called nabuur.com, started with the support of former American President Bill Clinton, uses the Internet to allow co-operation by individuals on issues of social development.

Internationalization

Education is becoming increasingly international. Not only are the materials becoming more influenced by the rich international environment, but exchanges among students at all levels are also playing an increasingly important role. In Europe, for example, the Socrates-Erasmus Programme stimulates exchanges across European universities. Also, the Soros Foundation provides many opportunities for students from central Asia and eastern Europe. Programmes such as the International Baccalaureate have contributed to the internationalisation of education. Some scholars argue that, regardless of whether one system is considered better or worse than another, experiencing a different way of education can often be considered to be the most important, enriching element of an international learning experience.

See also

Academic dishonesty

Behavior modification

Collaborative learning

Dropping out

Educational animation

Educational research

Indoctrination

Learning 2.0

Learning community

Lifelong education

Online learning community

Over-education

Remedial education

Residential education

Single-sex education

Synchronous learning

Taxonomy of Educational Objectives

Traditional knowledge

Tutoring

Virtual education

References

External links

Educational Resources from UCB Libraries GovPubs

UNESCO Institute for Statistics: International comparable statistics on education systems

OECD education statistics

Planipolis: a portal on education plans and policies

IIEP Publications on Education Systems

Category:Knowledge sharing Category:Philosophy of education

Name	The Basics
Background	group_or_band
Origin	Melbourne, Australia
Genre	Rock
Years active	2002 – (present)
Label	Independent, Albert Records
Associated acts	Gotye, Down Hills Home, Dog With Wheels, Blood Red Bird
Url	Basics Official Website
Current members	Wally De Backer Tim Heath Kris Schroeder
Past members	Michael Hubbard
Notable instruments	Lead guitar, drums, bass guitar.

The Basics ( ) are a three-piece band from Melbourne, Australia, formed by Wally De Backer and Kris Schroeder in 2002. Their style has been described as anything from 'indie-pop' to 'rock'n'roll' to 'pop-rock', though their records show them span a wide range of genres including reggae, ska, country, and electro-pop. They are "recognised as one of Australia's hardest-working bands".

With close to 1000 shows in their eight-year career, their live performances are well-known for their sense of humour and energy.

Formation

The Basics were formed after Kris met Wally at a party in Melbourne. They were mutual friends of Chris 'TEK' O'Ryan (Chris and Kris went to The Peninsula School together, Wally had met him through another friend Lucas Taranto). The event was to see off the young aspiring producer, who was about to depart for Los Angeles, and together with a number of musician friends, the two jammed on some blues-rock standards. Later that night, they bonded over a mutual love of The Beatles, 70s & 80s cartoon theme songs and old Sierra adventure games.

Initially they played around Melbourne as an acoustic guitar/drums combo, starting at The Opposition in Frankston and the House of Fools in Footscray, where in late 2002 they met and later invited Michael Hubbard to join them on electric guitar. Though lacking any real experience with the instrument, Kris willingly purchased his first bass guitar and the trio was born. During this time the group start performing songs with more complicated three-part harmony.

During late 2002 and early 2003 The Basics recorded and released an album called Get Back through MGM Distribution. They began what was to become regular tours of the East and West coasts of Australia.

2004-2005: Current lineup

Tim Heath joined the group in June 2004, after Michael decided to pursue his solo career, which has included being one half of Down Hills Home. Riding on the wave of this tour, Schroeder, De Backer and Heath departed on their first overseas tour which saw them performing 26 shows around Japan, Norway and the United Kingdom. They also toured twice more up the East Coast, one of which was with popular Japanese band The Bawdies. Their song 'Rattle My Chain' was used in a series of commercials for Volvo Australia. The song 'Hey There!' featured in the British film The Bank Job - starring Jason Statham - and was used as the backing for a February 2007 short film directed by Tim Longhurst called The Rip. Their song 'Better' was featured in a surfing documentary about the invention of the shortboard in 1967.

In 2008, the band appeared on Australia's Channel 9 for Australia Day celebrations, performing two of their songs - 'Just Hold On' and 'Hey There!' - to an estimated audience of 2 million. Securing an Australian Government grant, they embarked on a two-month tour of Australia, specifically targeting "culturally underprivileged groups" in rural and regional schoolchildren and Indigenous communities. The programme had them holding masterclasses and performing alongside Indigenous groups in the remote Northern Territory and Queensland. Their initiative also had them raising money for the charity Lifeline, their contribution to which was recognised with a plaque at the end of the tour. Season two of Californication starring David Duchovny featured their cover of the classic 'Have Love, Will Travel', most famously covered by 'The Sonics'.

In 2009, The Basics for the first time enjoyed the support of Australian radio network Triple J, which had reportedly snubbed the band's previous material. The singles 'With This Ship' and 'Like A Brother' were added to the station's playlist, and momentum carried The Basics overseas for a second tour of the United Kingdom and Norway, and also a series of shows in Dublin, Ireland. They were joined by the longtime front-of-house engineer Stuart Padbury who had been mixing them since 2005. The band was often seen in the Grafton Street Mall in Dublin busking to promote their concerts there. Their second show in Oslo, Norway saw the band perform with Hot Tub, one of the members of the Norwegian boy band "Boyzvoice", in his first performance for several years. Season Eight of Scrubs featured the song 'Lookin' Over My Shoulder'.

Despite all this promise, the band's album Keep Your Friends Close - produced and part-recorded by Peter Cobbin at London's Abbey Road Studios - though enjoying many favourable reviews, failed to impress Richard Kingsmill, music director of Triple J. This effectively ended the band's apparent upward spiral and the resulting album launch tour was reportedly "trying".

2010: Hiatus and live album

In 2010, following the band's fourth stint at the Tamworth Country Music Festival, and the recording of a yet-unreleased live album, an indefinite hiatus was announced on the band's websites. This was in part due to the impending release of a new album produced by Wally for his Gotye project, and also to reported tensions within the band following the previous year's disappointments.

However, this hiatus was soon broken with a two-month residency at the Northcote Social Club in Melbourne, which saw an apparent return to form. The band's EP "Wait For You" enjoys airplay on Triple J. The Basics also played a one-off show at Sydney's Oxford Art Factory.

On August 20, 2010, The Basics released their fourth LP , available free online and exclusively from *[www.FreeBasicsAlbum.com]. The band had reportedly moved to expand their listenership through this free giveaway, though 300 "Deluxe" CD/Vinyl versions have been printed. was recorded at the Northcote Social Club on February 6, "in front of a live studio audience", and like the previous record was mixed by Peter Cobbin at Abbey Road Studios. Technically a self-titled album, the phonetics spell out the accurate pronunciation of the band’s name. Kris Schroeder: "For years we’ve worked at bringing our live energy into the studio and thus far it’s been a bit hit-and-miss. Our trick this time was to pull a switcheroo and bring the studio to us instead; the result is the best and closest to us we’ve sounded yet."

Melbourne thespian and Dog With Wheels bassist David Bramble - friends with Heath from university days - has occasionally joined the band on tour, playing keys, often while sporting a large moustache. Other guests have included Jake Mason (saxophone), also of Cookin' on 3 Burners and The Bamboos, Gideon Brazil (saxophone, flute), Simon Imrei (guitar and vocals) and Monty MacKenzie (saxophone).

Covers have often made an appearance from various sources: to date, some of the bands covered have been Cream, The Kinks, The Rolling Stones, The Police, Neil Young, Bob Dylan, New Kids on the Block, Richard Berry, Sonny Curtis and The Crickets, JJ Cale, Harry Nilsson, Bill Scott, Ryan Adams and The Coasters (via The Beatles for their cover of Three Cool Cats).

Members

Kris Schroeder: Bass, Vocals

Wally De Backer: Drums, Vocals

Tim Heath: Guitar, Vocals

Discography

Albums

Get Back (January 15, 2004)

Stand Out/Fit In (May 5, 2007)

Keep Your Friends Close (September 25, 2009)

(August 20, 2010)

EP

For Girls Like You (July 11, 2005)

Lookin' Over My Shoulder (February 10, 2007)

Like A Brother (June 5, 2009)

Wait For You (May 21, 2010)

Singles

Call It Rhythm & Blues (August 20, 2004)

Just Hold On

With This Ship (February 22, 2009)

Upcoming projects

The band are taking a two year hiatus, set to return to the stage together in 2012. Wally De Backer will be launching a new album under his Gotye act in early 2011, and Kris Schroeder and Tim Heath have solo plans.

References

External links

Official Website

Myspace Website

Category:Victoria (Australia) musical groups

Prof. Sugata Mitra is currently (2010), Professor of Educational Technology at the School of Education, Communication and Language Sciences at Newcastle University, UK. He is also Chief Scientist, Emeritus, at NIIT. He is the instigator of the Hole in the Wall (HIW) experiment, where in the year 1999 a computer was placed in a kiosk created within a wall in an Indian slum at Kalkaji, Delhi and children were allowed to freely use it. The experiment aimed at proving that kids could be taught by computers very easily without any formal training. Sugata termed this as Minimally Invasive Education (MIE). The experiment has since been repeated at many places, HIW has more than 23 kiosks in rural India. In 2004 the experiment was also carried on in Cambodia. His interests include Education, Remote Presence, Self-organising systems, Cognitive Systems, Physics and Consciousness.

Professor Mitra is one of the most invited keynote speakers on education in the world. See www.sugatam.wikispaces.com

The Hole in the Wall experiment has left a mark on popular culture. Indian diplomat Vikas Swarup read about Mitra's experiment and was inspired to write his debut novel Q & A - this subsequently went on to become the movie Slumdog Millionaire.

Prof. Mitra is a leading proponent of MIE. He has a PhD in Physics and is credited with more that 25 inventions in the area of cognitive science and education technology. He was conferred the prestigious Dewang Mehta Award for Innovation in Information Technology in the year 2005.

Professor Mitra was recently described as a polymath by the University of London and his 30 years of research spans a wide range of disciplines.

Starting with molecular orbital computation in the 1970s, Mitra discovered that the structure of organic molecules determine their function more than the constituent atoms (Crystal structure sensitivity of the band structure of organic semiconductors. S.C. Mathur and S. Mitra, Journal of Phys.C Solid State, 12, (2) (1979) UK).

After a Ph.D. in Solid State Physics from the IIT, Delhi, he went on to research energy storage systems, first at the Centre for Energy Studies in the IIT and then at the Technische Universität, Vienna, Austria. This resulted in a new design for Zinc-Chlorine batteries that is now in use by the military (A design for zinc-chlorine batteries. S. Mitra, Journal of Power Sources, 8, 359-367 (1982) USA).

His interests in the flow of electricity through biological systems, a consequence of his Ph.D. research on exciton dissociation in organic semiconductors, led on to a seminally speculative paper on why the human sense organs are located where they are (A correlation between the location and sensitivity of human sense organs. A.K. Banerjee and S. Mitra, Spec. Science and Technology, 5, (2), 141 (1982) Australia).

His interest in computer networking led him towards the emerging systems in printing in the 1980s. He set up India’s first local area network based newspaper publishing system in 1984 and went on to predict the desktop publishing industry (Compositors that compute, S. Mitra, Computers Today, May 1985, India). This in turn led to the invention of LAN based database publishing and he created the “Yellow Pages” industry in India and Bangladesh.

His interest in the human mind once again led him into the areas of learning and memory and he was amongst the first in the world to show that simulated neural networks can help decipher the mechanisms of Alzheimer’s disease (The effect of synaptic disconnection on bi-directional associative recall. S. Mitra , Proc. IEEE/SMC Conf., Vol.1, 989, 1994 USA).

He was amongst the first people in the world to invent Voluntary Perception Recording (a continuously variable voting machine) and a hyperlinked computing environment, several years ahead of the Internet. (Voluntary perception analysis - a new measurement device. S. Mitra, Media and Technology for Human Resources Development, Oct. 1989, India and Imaginet - An associative, non-linear, multimedia storage and retrieval system. S. Mitra and Ajay Magon, Multimedia Computer and Communications (INFOCOM ’92), Tata McGraw Hill pp20-30, (1992), Bombay, India).

Professor Mitra’s work at NIIT created the first curricula and pedagogy for that organisation, followed by years of research on learning styles, learning devices, several of them now patented, multimedia and new methods of learning. Culminating and, perhaps, towering over his previous work, are his “hole in the wall” experiments with children’s learning. Since 1999, he has convincingly demonstrated that groups of children, irrespective of who or where they are, can learn to use computers and the Internet on their own using public computers in open spaces such as roads and playgrounds (Mitra, Sugata, Ritu Dangwal, Shiffon Chatterjee, Swati Jha, Ravinder S. Bisht and Preeti Kapur (2005), Acquisition of Computer Literacy on Shared Public Computers: Children and the “Hole in the wall”, Australasian Journal of Educational Technology, 21(3), 407-426. http://www.ascilite.org.au/ajet/ajet21/mitra.html). His publication was judged the best open access publication in the world for 2005 and he was awarded the Diwang Mehta award for innovation in IT in the same year.

Since the 1970s, Professor Mitra’s publications and work has resulted in training and development of perhaps a million young Indians, amongst them some of the poorest children in the world. The resultant changes in the lives of people and the economy of the country can only be guessed at.

External links

Hole in the wall official website

Presentation of Hole in the Wall at Lift Conference

Presentation of Hole in the Wall on TED Talks

The Hole in the Wall, a documentary about the experiment

Press release about Dewang Mehta Award

HIW: Kids learn computer by themselves: An interview with Dr Mitra published in a Hindi webzine.

Personal profile at Newcastle University

Wiki referenced during Ted Talks

References

Category:Indian computer scientists Category:Living people Category:Academics of Newcastle University Category:Indian Institute of Technology Delhi alumni

Name	Stephen William Hawking
Caption	Stephen Hawking at NASA, 1980's.
Birth name	Stephen William Hawking
Birth date	January 08, 1942
Birth place	Oxford, England
Residence	England
Nationality	British
Religion	Agnostic
Fields	Applied mathematics Theoretical physics Cosmology
Workplaces	University of Cambridge California Institute of Technology Perimeter Institute for Theoretical Physics
Alma mater	University of Oxford University of Cambridge
Doctoral advisor	Dennis Sciama
Academic advisors	Robert Berman
Doctoral students	Bruce Allen Raphael Bousso Fay Dowker Malcolm Perry Bernard Carr Gary Gibbons Harvey Reall Don Page Tim Prestidge Raymond Laflamme Julian Luttrell
Known for	Black holes Theoretical cosmology Quantum gravity Hawking radiation
Influences	Dikran Tahta
Awards
Spouse	Jane Hawking

Stephen William Hawking, CH, CBE, FRS, FRSA (born 8 January 1942) is an English theoretical physicist and cosmologist, whose scientific books and public appearances have made him an academic celebrity. He is an Honorary Fellow of the Royal Society of Arts, a lifetime member of the Pontifical Academy of Sciences, and in 2009 was awarded the Presidential Medal of Freedom, the highest civilian award in the United States.

Hawking was the Lucasian Professor of Mathematics at the University of Cambridge for thirty years, taking up the post in 1979 and retiring on 1 October 2009. He is also a Fellow of Gonville and Caius College, Cambridge and a Distinguished Research Chair at the Perimeter Institute for Theoretical Physics in Waterloo, Ontario. He is known for his contributions to the fields of cosmology and quantum gravity, especially in the context of black holes. He has also achieved success with works of popular science in which he discusses his own theories and cosmology in general; these include the runaway best seller A Brief History of Time, which stayed on the British Sunday Times bestsellers list for a record-breaking 237 weeks.

Hawking's key scientific works to date have included providing, with Roger Penrose, theorems regarding gravitational singularities in the framework of general relativity, and the theoretical prediction that black holes should emit radiation, which is today known as Hawking radiation (or sometimes as Bekenstein–Hawking radiation).

Hawking has a neuro-muscular dystrophy that is related to amyotrophic lateral sclerosis, a condition that has progressed over the years and has left him almost completely paralysed.

Early life and education

Stephen Hawking was born on 8 January 1942 to Dr. Frank Hawking, a research biologist, and Isobel Hawking. He had two younger sisters, Philippa and Mary, and an adopted brother, Edward. Though Hawking's parents were living in North London, they moved to Oxford while his mother was pregnant with Stephen, desiring a safer location for the birth of their first child. (London was under attack at the time by the Luftwaffe.) According to Hawking, a German V-2 missile struck only a few streets away.

After Hawking was born, the family moved back to London, where his father headed the division of parasitology at the National Institute for Medical Research. From the age of eleven, he attended St Albans School, where he was a good, but not exceptional, student. He maintains his connection with the school, giving his name to one of the four houses and to an extracurricular science lecture series. He has visited it to deliver one of the lectures and has also granted a lengthy interview to pupils working on the school magazine, The Albanian.

Hawking was always interested in science. resulted in a final examination score on the borderline between first and second class honours, making an "oral examination" necessary. Berman said of the oral examination:

After receiving his B.A. degree at Oxford in 1962, he stayed to study astronomy. He decided to leave when he found that studying sunspots, which was all the observatory was equipped for, did not appeal to him and that he was more interested in theory than in observation. He continues to have ties with Caltech, spending a month each year there after 1992.

Hawking's achievements were made despite the increasing paralysis caused by the ALS. By 1974, he was unable to feed himself or get out of bed. His speech became slurred so that he could be understood only by people who knew him well. In 1985, he caught pneumonia and had to have a tracheotomy, which made him unable to speak at all. A Cambridge scientist built a device that enables Hawking to write onto a computer with small movements of his body, and then have a voice synthesizer speak what he has typed.

Research fields

Hawking's principal fields of research are theoretical cosmology and quantum gravity.

In the late 1960s, he and his Cambridge friend and colleague, Roger Penrose, applied a new, complex mathematical model they had created from Albert Einstein's theory of general relativity. This led, in 1970, to Hawking proving the first of many singularity theorems; such theorems provide a set of sufficient conditions for the existence of a gravitational singularity in space-time. This work showed that, far from being mathematical curiosities which appear only in special cases, singularities are a fairly generic feature of general relativity.

He supplied a mathematical proof, along with Brandon Carter, Werner Israel and D. Robinson, of John Wheeler's no-hair theorem – namely, that any black hole is fully described by the three properties of mass, angular momentum, and electric charge.

Hawking also suggested upon analysis of gamma ray emissions that after the Big Bang, primordial mini black holes were formed. With Bardeen and Carter, he proposed the four laws of black hole mechanics, drawing an analogy with thermodynamics. In 1974, he calculated that black holes should thermally create and emit subatomic particles, known today as Bekenstein-Hawking radiation, until they exhaust their energy and evaporate.

In collaboration with Jim Hartle, Hawking developed a model in which the universe had no boundary in space-time, replacing the initial singularity of the classical Big Bang models with a region akin to the North Pole: one cannot travel north of the North Pole, as there is no boundary. While originally the no-boundary proposal predicted a closed universe, discussions with Neil Turok led to the realisation that the no-boundary proposal is also consistent with a universe which is not closed.

Along with Thomas Hertog at CERN, in 2006 Hawking proposed a theory of "top-down cosmology," which says that the universe had no unique initial state, and therefore it is inappropriate for physicists to attempt to formulate a theory that predicts the universe's current configuration from one particular initial state. Top-down cosmology posits that in some sense, the present "selects" the past from a superposition of many possible histories. In doing so, the theory suggests a possible resolution of the fine-tuning question: It is inevitable that we find our universe's present physical constants, as the current universe "selects" only those past histories that led to the present conditions. In this way, top-down cosmology provides an anthropic explanation for why we find ourselves in a universe that allows matter and life, without invoking an ensemble of multiple universes.

Hawking's many other scientific investigations have included the study of quantum cosmology, cosmic inflation, helium production in anisotropic Big Bang universes, large N cosmology, the density matrix of the universe, topology and structure of the universe, baby universes, Yang-Mills instantons and the S matrix, anti de Sitter space, quantum entanglement and entropy, the nature of space and time, including the arrow of time, spacetime foam, string theory, supergravity, Euclidean quantum gravity, the gravitational Hamiltonian, Brans-Dicke and Hoyle-Narlikar theories of gravitation, gravitational radiation, and wormholes.

At a George Washington University lecture in honour of NASA's fiftieth anniversary, Hawking theorised on the existence of extraterrestrial life, believing that "primitive life is very common and intelligent life is fairly rare."

Losing an old bet

talks with Stephen Hawking in the Blue Room of the White House before a ceremony presenting him and fifteen others the Presidential Medal of Freedom on 12 August 2009. The Medal of Freedom is the nation's highest civilian honour.]]

Hawking was in the news in July 2004 for presenting a new theory about black holes which goes against his own long-held belief about their behaviour, thus losing a bet he made with Kip Thorne and John Preskill of Caltech. Classically, it can be shown that information crossing the event horizon of a black hole is lost to our universe, and that thus all black holes are identical beyond their mass, electrical charge and angular velocity (the "no hair theorem"). The problem with this theorem is that it implies the black hole will emit the same radiation regardless of what goes into it, and as a consequence that if a pure quantum state is thrown into a black hole, an "ordinary" mixed state will be returned. This runs counter to the rules of quantum mechanics and is known as the black hole information paradox.

Human spaceflight

At the fiftieth anniversary of NASA in 2008, Hawking gave a keynote speech on the final frontier exhorting and inspiring the space technology community on why we (the human race) explore space.

At the celebration of his sixty-fifth birthday on 8 January 2007, Hawking announced his plan to take a zero-gravity flight in 2007 to prepare for a sub-orbital spaceflight in 2009 on Virgin Galactic's space service. Billionaire Richard Branson pledged to pay all expenses for the latter, costing an estimated £100,000. Stephen Hawking's zero-gravity flight in a "Vomit Comet" of Zero Gravity Corporation, during which he experienced weightlessness eight times, took place on 26 April 2007. He became the first quadriplegic to float in zero-gravity. This was the first time in forty years that he moved freely, without his wheelchair. The fee is normally US$3,750 for 10–15 plunges, but Hawking was not required to pay the fee. A bit of a futurist, Hawking was quoted before the flight saying: }} In an interview with The Daily Telegraph, he suggested that space was the Earth's long term hope. He continued this theme at a 2008 Charlie Rose interview.

Existence and nature of extraterrestrial life

Hawking has indicated that he is almost certain that alien life exists in other parts of the universe and uses a mathematical basis for his assumptions. "To my mathematical brain, the numbers alone make thinking about aliens perfectly rational. The real challenge is to work out what aliens might actually be like." He believes alien life not only certainly exists on planets but perhaps even in other places, like within stars or even floating in outer space. He also warns that a few of these species might be intelligent and threaten Earth. Contact with such species might be devastating for humanity. "If aliens visit us, the outcome would be much as when Columbus landed in America, which didn't turn out well for the Native Americans," he said. He advocated that, rather than try to establish contact, man should try to avoid contact with alien life forms.

Illness

to inaugurate the Laboratory of Astronomy and Particles in Paris and the French release of his work God Created the Integers]]

Stephen Hawking is severely disabled by a motor neurone disease known as amyotrophic lateral sclerosis (ALS). Hawking's illness is markedly different from typical ALS in that his form of ALS would make for the most protracted case ever documented. A survival for more than ten years after diagnosis is uncommon for ALS; the longest documented durations are thirty-two and thirty-nine years and these cases were termed benign because of the lack of the typical progressive course.

When he was young, he enjoyed riding horses and playing with other children. At Oxford, he coxed a rowing team, which, he stated, helped relieve his immense boredom at the university. Symptoms of the disorder first appeared while he was enrolled at University of Cambridge; he lost his balance and fell down a flight of stairs, hitting his head. Worried that he would lose his genius, he took the Mensa test to verify that his intellectual abilities were intact. The diagnosis of motor neurone disease came when Hawking was 21, shortly before his first marriage, and doctors said he would not survive more than two or three years. Hawking gradually lost the use of his arms, legs, and voice, and as of 2009 has been almost completely paralysed.

During a visit to the research centre CERN in Geneva in 1985, Hawking contracted pneumonia, which in his condition was life-threatening as it further restricted his already limited respiratory capacity. He had an emergency tracheotomy, and as a result lost what remained of his ability to speak. He has since used an electronic voice synthesizer to communicate.

The DECtalk DTC01 voice synthesizer he uses, which has an American English accent, is no longer being produced. Asked why he has still kept it after so many years, Hawking mentioned that he has not heard a voice he likes better and that he identifies with it. Hawking is said to be looking for a replacement since, aside from being obsolete, the synthesizer is both large and fragile by current standards. As of mid 2009, he was said to be using NeoSpeech's VoiceText speech synthesizer.

In Hawking's many media appearances, he appears to speak fluently through his synthesizer, but in reality, it is a tedious drawn-out process. Hawking's setup uses a predictive text entry system, which requires only the first few characters in order to auto-complete the word, but as he is only able to use his cheek for data entry, constructing complete sentences takes time. His speeches are prepared in advance, but having a live conversation with him provides insight as to the complexity and work involved. During a Technology, Entertainment, & Design Conference talk, it took him seven minutes to answer a question.

He describes himself as lucky despite his disease. Its slow progression has allowed him time to make influential discoveries and has not hindered him from having, in his own words, "a very attractive family." When his wife, Jane, was asked why she decided to marry a man with a three-year life expectancy, she responded, "Those were the days of atomic gloom and doom, so we all had a rather short life expectancy." On 20 April 2009, Cambridge University released a statement saying that Hawking was "very ill" with a chest infection, and was admitted to Addenbrooke's Hospital. The following day, it was reported that his new condition is "comfortable" and he should make a full recovery from the infection.

As popular science advocate

Hawking has played himself on numerous television shows and has been portrayed in many more. He has played himself on a Red Dwarf anniversary special, played a hologram of himself on the episode "" of , appeared in a skit on Late Night with Conan O'Brien, and appeared on the Discovery Channel special Alien Planet. He has also played himself in several episodes of The Simpsons and Futurama, and has had an action figure made of his Simpsons likeness. When he was portrayed on episodes of Family Guy, the voice was actually done by a speech synthesizer on a Macintosh computer, according to DVD commentary. In The Fairly OddParents, it is mentioned that he was Denzel Croker's college roommate. He has also appeared in an episode of the Dilbert cartoon. His actual synthesizer voice was used on parts of the Pink Floyd song "Keep Talking" from the 1994 album The Division Bell, as well as on Turbonegro's "Intro: The Party Zone" on their 2005 album Party Animals, Wolfsheim's "Kein Zurück (Oliver Pinelli Mix)". As well as being fictionalised as nerdcore hip hop artist MC Hawking, he was impersonated in duet with Richard Cheese on a cover of "The Girl Is Mine". In 2008, Hawking was the subject of and featured in the documentary series Stephen Hawking, Master of the Universe for Channel 4. He was also portrayed in the movie Superhero Movie by Robert Joy. In the TV series Dark Angel Logan's technology savvy colleague is characterised with many similarities to the actual physicist. In September 2008, Hawking presided over the unveiling of the 'Chronophage' (time-eating) Corpus Clock at Corpus Christi College Cambridge.

Recognition

Acclaim

On 19 December 2007, a statue of Hawking by renowned late artist Ian Walters was unveiled at the Centre for Theoretical Cosmology, University of Cambridge. In May 2008, the statue of Hawking was unveiled at the African Institute for Mathematical Sciences in Cape Town. The Stephen W. Hawking Science Museum in San Salvador, El Salvador is named in honour of Stephen Hawking, citing his scientific distinction and perseverance in dealing with adversity. Stephen Hawking Building in Cambridge opened on 17 April 2007. The building belongs to Gonville and Caius College and is used as an undergraduate accommodation and conference facility.

Distinctions

Hawking's belief that the lay person should have access to his work led him to write a series of popular science books in addition to his academic work. The first of these, A Brief History of Time, was published on 1 April 1988 by Hawking, his family and friends, and some leading physicists. It surprisingly became a best-seller and was followed by The Universe in a Nutshell (2001). Both books have remained highly popular all over the world. A collection of essays titled Black Holes and Baby Universes (1993) was also popular. His book, A Briefer History of Time (2005), co-written by Leonard Mlodinow, aims to update his earlier works and make them accessible to an even wider audience. He and his daughter, Lucy Hawking, have recently published a children's book focusing on science that has been described to be "like Harry Potter, but without the magic." This book is called George's Secret Key to the Universe and includes information on Hawking radiation.

Hawking is also known for his wit; he is famous for his oft-made statement, "When I hear of Schrödinger's cat, I reach for my pistol." This was a deliberately ironic paraphrase of "Whenever I hear the word culture... I release the safety-catch of my Browning", from the play Schlageter (Act 1, Scene 1) by German playwright and Nazi Poet Laureate Hanns Johst. His wit has both entertained the non-specialist public and helped them to understand complex questions. Asked in October 2005 on the British daytime chat show Richard & Judy, to explain his assertion that the question "What came before the Big Bang?" was meaningless, he compared it to asking "What lies north of the North Pole?"

Hawking has generally avoided talking about politics at length, but he has appeared on a political broadcast for the United Kingdom's Labour Party. He supports the children's charity SOS Children's Villages UK.

Awards and honours

1975 Eddington Medal

1976 Hughes Medal of the Royal Society

1979 Albert Einstein Medal

1981 Franklin Medal

1982 Order of the British Empire (Commander)

1985 Gold Medal of the Royal Astronomical Society

1986 Member of the Pontifical Academy of Sciences

1988 Wolf Prize in Physics

1989 Prince of Asturias Awards in Concord

1989 Companion of Honour

1999 Julius Edgar Lilienfeld Prize of the American Physical Society

2003 Michelson Morley Award of Case Western Reserve University

2006 Copley Medal of the Royal Society 2008 Fonseca Price of the University of Santiago de Compostela 2009 Presidential Medal of Freedom, the highest civilian honour in the United States amid claims by former nurses that she had abused him.

In 1999, Jane Hawking published a memoir, Music to Move the Stars, detailing her own long-term relationship with a family friend whom she later married. Hawking's daughter, Lucy, is a novelist. Their oldest son, Robert, emigrated to the United States, married, and has one child, George Edward Hawking. Reportedly, Hawking and his first family were reconciled in 2007.

Hawking was asked about his IQ in a 2004 newspaper interview, and replied, "I have no idea. People who boast about their I.Q. are losers."

Religious views

In his early work, Hawking spoke of "God" in a metaphorical sense, such as in A Brief History of Time: "If we discover a complete theory, it would be the ultimate triumph of human reason — for then we should know the mind of God." In the same book he suggested the existence of God was unnecessary to explain the origin of the universe. His 2010 book The Grand Design and interviews with the Telegraph and the Channel 4 documentary Genius of Britain, clarify that he does "not believe in a personal God". Hawking writes, "The question is: is the way the universe began chosen by God for reasons we can't understand, or was it determined by a law of science? I believe the second." He adds, "Because there is a law such as gravity, the Universe can and will create itself from nothing."

His ex-wife, Jane said during their divorce proceedings that he was an atheist. Hawking has stated that he is "not religious in the normal sense" and he believes that "the universe is governed by the laws of science. The laws may have been decreed by God, but God does not intervene to break the laws." Hawking compared religion and science in 2010, saying: "There is a fundamental difference between religion, which is based on authority [imposed dogma, faith], [as opposed to] science, which is based on observation and reason. Science will win because it works."

Selected publications

Technical

Singularities in Collapsing Stars and Expanding Universes with Dennis William Sciama, 1969 Comments on Astrophysics and Space Physics Vol 1 #1

The Large Scale Structure of Spacetime with George Ellis, 1973 ISBN 0521099064

The Nature of Space and Time with Roger Penrose, foreword by Michael Atiyah, New Jersey: Princeton University Press, 1996, ISBN 0-691-05084-8

The Large, the Small, and the Human Mind, (with Abner Shimony, Nancy Cartwright, and Roger Penrose), Cambridge University Press, 1997, ISBN 0-521-56330-5 (hardback), ISBN 0-521-65538-2 (paperback), Canto edition: ISBN 0-521-78572-3

Information Loss in Black Holes, Cambridge University Press, 2005

God Created the Integers: The Mathematical Breakthroughs That Changed History, Running Press, 2005 ISBN 0762419229

Popular

A Brief History of Time, (Bantam Press 1988) ISBN 055305340X

Black Holes and Baby Universes and Other Essays, (Bantam Books 1993) ISBN 0553374117

The Universe in a Nutshell, (Bantam Press 2001) ISBN 055380202X

On The Shoulders of Giants. The Great Works of Physics and Astronomy, (Running Press 2002) ISBN 076241698X

A Briefer History of Time, coauthored with Leonard Mlodinow, (Bantam Books 2005) ISBN 0553804367

The Grand Design, coauthored with Leonard Mlodinow, (Bantam Press 2010) ISBN 0553805371

Footnote: On Hawking's website, he denounces the unauthorised publication of The Theory of Everything and asks consumers to be aware that he was not involved in its creation.

Children's fiction

These are co-written with his daughter Lucy.

George's Secret Key to the Universe, (Random House, 2007) ISBN 9780385612708

George's Cosmic Treasure Hunt, (Simon & Schuster, 2009) ISBN 9781416986713

Films and series

A Brief History of Time (1991)

Stephen Hawking's Universe (1997)

Horizon: The Hawking Paradox (2005)

Masters of Science Fiction (2007)

Stephen Hawking: Master of the Universe (2008)

Into The Universe with Stephen Hawking (2010) A list of Hawking's publications through the year 2002 is available on his website.

See also

Basic concepts of quantum mechanics

George Ellis

Gravitational singularity

Many-worlds interpretation, or flexiverse

Stephen Hawking in popular culture

Susskind–Hawking battle

Sydney Selwyn, another distinguished British scientist who suffered from a progressively debilitating illness

References

Further reading

A layman's guide to Stephen Hawking.

Ferguson, Kitty (1991). Stephen Hawking: Quest For A Theory of Everything. Franklin Watts. ISBN 0-553-29895-X.

. Highly influential in the field. . A much cited centennial survey.

Pickover, Clifford, Archimedes to Hawking: Laws of Science and the Great Minds Behind Them, Oxford University Press, 2008, ISBN 978-0195336115

External links

Stephen Hawking's web site

Stephen Hawking's page on Academia.edu

TED profile Talks: 2008: Stephen Hawking asks big questions about the universe

Video: Stephen Hawking – discussion of two views of the universe

Videos: Stephen Hawking's concept of God, The role of God within the no boundary cosmology and Imaginary time

The Life of Stephen Hawking - slideshow by The First Post

;Dated

Stephen Hawking says universe not created by God

Public Lectures, including debate with Roger Penrose 1996-2006

Hawking celebrates own brief history, 7 January 2002, BBC

"Leaping the Abyss", interview in Reason by Gregory Benford 2002-04-01

2002-03-24

, 22 July 2004, BBC">Black holes turned "inside out", 22 July 2004, BBC

Return of the time lord, Interview about "A Brief History of Time", 27 September 2005, The Guardian.

Stephen Hawking touches on God and science – Physicist says Pope John Paul told scientists not to study universe's origins msnbc. com 15 June 2006

Transcript of Stephen Hawking's lecture "The Origin Of The Universe" in the Hebrew University In Jerusalem, 14 December 2006

Press Release from the Catholic League on misquote of Pope by Hawking 2006-06-16

BBC interview 2008-12-05

Category:1942 births Category:Academics of the University of Cambridge Category:Adams Prize recipients Category:Albert Einstein Medal recipients Category:Alumni of Trinity Hall, Cambridge Category:Alumni of University College, Oxford Category:Calculating prodigies Category:Commanders of the Order of the British Empire Category:Cosmologists Category:English astronomers Category:English physicists Category:English science writers Category:Fellows of Gonville and Caius College, Cambridge Category:Fellows of the Royal Society of Arts Category:Fellows of the Royal Society Category:Former pupils of St Albans School, Hertfordshire Category:Honorary Fellows of University College, Oxford Category:Lucasian Professors of Mathematics Category:Members of the Department of Applied Mathematics and Theoretical Physics Category:Members of the United States National Academy of Sciences Category:Members of the Order of the Companions of Honour Category:Members of the Pontifical Academy of Sciences Category:People from Oxford Category:People from St Albans Category:People with motor neurone disease Category:Presidential Medal of Freedom recipients Category:Recipients of the Copley Medal Category:Recipients of the Gold Medal of the Royal Astronomical Society Category:Religious skeptics Category:Theoretical physicists Category:20th-century philosophers Category:21st-century philosophers Category:Wolf Prize in Physics laureates Category:Living people Category:English atheists

Name	Conrad Wolfram
Caption	Conrad Wolfram in transmediale 10 talking about Wolfram Alpha.
Birth date	June 10, 1970
Residence	UK
Nationality	British
Occupation	Strategic and International Director Wolfram Research
Alma mater	Cambridge University

Conrad Wolfram (born 1970) is a British technologist and businessman known for his work in information technology and its application.

Work

Conrad Wolfram founded Wolfram Research Europe Ltd. in 1991 and remains its managing director. In 1996 he additionally became Strategic and International Director of Wolfram Research, Inc., making him also responsible for Wolfram Research Asia Ltd, and communications such as the wolfram.com website.

Wolfram Research was founded by his brother Stephen Wolfram, the maker of Mathematica software and the Wolfram Alpha knowledge engine.

Conrad Wolfram has led the effort to move the use of Mathematica from pure computation system to development and deployment engine, instigating technology such as the Mathematica Player family and web Mathematica and by pushing greater automation within the system. He has also lead the focus on interactive publishing technology with the stated aim of "making new applications as everyday as new documents" claiming that "If a picture is worth a thousand words, an interactive document is worth a thousand pictures."

Wolfram was on the founding committee of the IMS conferences.

Politics

Wolfram has been a prominent proponent of the reform of maths education by greater use of information technology. The UK's Channel 4 news quotes him saying "There are a few cases where it is important to do calculations by hand, but these are small fractions of cases. The rest of the time you should assume that students should use a computer just like everyone does in the real world.". In an interview with the Guardian he described the replacement of hand calculation by computer use as "democratising expertise".

In 2009 he spoke about education reform at the TEDx Conference at the EU Parliament. and again at TED Global 2010 where he argued that "Maths should be more practical and more conceptual, but less mechanical," and that "Calculating is the machinery of math -- a means to an end."

He serves on the Computer science committee Advisory Board at Kings College London.

Biography

Born in Oxford in 1970, Wolfram was educated at Dragon School, Eton College, Pembroke College, Cambridge University UK from which he holds an MA in Natural Sciences and Maths.

References

External links

Conrad Wolfram's personal website

Wolfram Research blog to which Conrad Wolfram contributes

Category:1970 births Category:Old Dragons Category:Living people Category:Old Etonians Category:Wolfram Research