What do we want "general education" students who aren't going to be scientists to come away from their college science classes able to do? Certainly some content knowledge is important, but more

"Life after Google", by George Gilder, is one of the more interesting books I have purchased by-sight from a bookstore recently. In it, Gilder speculates about how things will change as we move

(We talked about this in class recently, thought I'd share.) The speed of sound in air is around 760 mph, or 1200 kph - that's fast, but it's not terribly fast. It's fast enough so that face-to-face human

Polaris, friend of sailors, really does stick out in the right conditions. Was surprised how much I could see (Traverse City is a small town, but still a town). Thirty second exposure, I believe you are

1. Know what peer-review is, and isn't. Peer-review is a good thing, peer-review is not a perfect thing.  Most importantly, peer-review does NOT mean that someone repeated your experiment and verified

Was reminded today of some of G.K. Chesterton's comments about science in Orthodoxy - especially the way we like to fool ourselves. I'm rephrasing a bit but - I drop a ball, it falls to the ground. I do

"A public-school system, in itself, is indeed of enormous benefit to the race. But it is of benefit only if it is kept healthy every moment by the absolutely free possibility of the competition of

"... But every man feels in his heart that none of these three paper plans is like life; that none of these worlds is one in which he can live. Something tells him that the ultimate idea of the world

"No two things could possibly be more different than the death of Socrates and the death of Christ. We are meant to feel that the death of Socrates was, from the point of view of his friends at least,

First photo is a Guam Kingfisher, one of only about 200 left in the world, period, all of them in captivity. Second is their snow leopard, actually out and about, which I almost never see.