Taiwanese design student Kaylene Kau created this motorized prosthetic tentacle for a class project: "For this project we were pushed by our Professor to push the boundaries of current upper-limb prosthetic design. Through extensive research I found that the prosthetic functioned as an assistant to the dominant functioning hand. The prosthetic needed to be both flexible and adjustable in order to accommodate a variety of different grips."

PROSTHETIC ARM (via Kadrey)

Mark writes,

The University of California, San Diego and the Arthur C. Clarke Foundation are launching a major center to better understand, enhance and enact the gift of human imagination. Sir Arthur C. Clarke created extraordinary visions of the future that continue to provide insight into the human condition. He transformed our lives by developing the ideas of GPS and satellite communication. We are inspired by this legacy and want to continue it by focusing on Sir Arthur's greatest gift: imagination.

We will bring together thinkers and doers in the arts and information technology, in neuroscience, cognitive science and the physical sciences to help us understand the nature of imagination and to build tools and develop methods that will extend imagination. We have developed our initial approach with a cross-disciplinary team of some of UCSD's world famous scientists, artists and scholars, linking them with a group of award-winning science fiction authors birthed at UCSD.

Uh, birthed? As in, born in the university hospital? I honestly have no idea what they mean here. Maybe "berthed" (sleeping on campus)? Or maybe metaphorically "birthed" by graduating from UCSD?

Center for Human Imagination

Matt Novak hits some highlights from Joanne Brown's 1988 Journal of American History paper A is for Atom, B is for Bomb (paywalled link), which discusses the weird, grim stuff that America contemplated at the height of the cold war, and worried about how it would identify the charred corpses of children after a nuclear blast:

In February of 1952 the city of New York bought 2.5 million dog tags. By April of that year, just about every kid in the city from kindergarten to fourth grade had a tag with their name on it. Kids in many other cities like San Francisco, Seattle, Las Veagas and Philadelphia also got dog tags, allowing for easy identification should the unthinkable occur.

But educators weren't considering just dog tags to identify the scores of dead and injured children that would result if the cold war suddenly turned hot. They also considered tattoos.

That Time American School Kids Were Given Dog Tags Because Nukes

Michael Gove is the UK Secretary of State for Education, the subject of a vote of no confidence from the nation's head teacher's conference that ran 99% opposed to his ideas for educational reform. The major motif of Gove's reforms is an emphasis on rote memorisation and linear learning. Gove insists that he loves creativity, but says that creativity is only possible once you've mastered the basics ("You cannot be creative unless you understand how sentences are constructed, what words mean and how to use grammar.")

Writing in the Guardian, Ken Robinson thoroughly and blazingly rebuts this proposition, and presents a stirring manifesto for embracing creativity in education:

First, creativity, like learning in general, is a highly personal process. We all have different talents and aptitudes and different ways of getting to understand things. Raising achievement in schools means leaving room for these differences and not prescribing a standard steeplechase for everyone to complete at the same time and in the same way.

Second, creativity is not a linear process, in which you have to learn all the necessary skills before you get started. It is true that creative work in any field involves a growing mastery of skills and concepts. It is not true that they have to be mastered before the creative work can begin. Focusing on skills in isolation can kill interest in any discipline. Many people have been put off mathematics for life by endless rote tasks that did nothing to inspire them with the beauty of numbers. Many have spent years grudgingly practicing scales for music examinations only to abandon the instrument altogether once they've made the grade.

The real driver of creativity is an appetite for discovery and a passion for the work itself. When students are motivated to learn, they naturally acquire the skills they need to get the work done. Their mastery of them grows as their creative ambitions expand. You'll find evidence of this process in great teaching in every discipline from football to chemistry.

Third, facilitating this process takes connoisseurship, judgment – and, yes, creativity, on the part of teachers. One concern about the revised national curriculum is that it will be too linear and prescriptive. For creativity to flourish, schools have to feel free to innovate without the constant fear of being penalised for not keeping with the programme. Too much prescription is a dead hand on the creative pulse of teachers and students alike.

To encourage creativity, Mr Gove, you must first understand what it is (via Dan Hon)

Here's a clip from an upcoming documentary by a fourth grader who snuck a camera into school to document his horrible school lunches and the vast distance between the food that the school claims to serve and food he and his friends end up eating.

Zachary is a fourth grader at a large New York City public elementary school. Each day he reads the Department of Education lunch menu online to see what is being served. The menu describes delicious and nutritious cuisine that reads as if it came from the finest restaurants. However, when Zachary gets to school, he finds a very different reality. Armed with a concealed video camera and a healthy dose of rebellious courage, Zachary embarks on a six month covert mission to collect video footage of his lunch and expose the truth about the City's school food service program.

Yuck: A 4th Grader's Short Documentary About School Lunch (via Reddit)

Good to see America's educational priorities on such sound footing:

You may have heard that the highest-paid state employee in each state is usually the football coach at the largest state school. This is actually a gross mischaracterization: Sometimes it is the basketball coach.

Based on data drawn from media reports and state salary databases, the ranks of the highest-paid active public employees include 27 football coaches, 13 basketball coaches, one hockey coach, and 10 dorks who aren't even in charge of a team.

...Coaches don't generate revenue on their own; you could make the exact same case for the student-athletes who actually play the game and score the points and fracture their legs.

It can be tough to attribute this revenue directly to the performance of the head coach. In 2011-2012, Mack Brown was paid $5 million to lead a mediocre 8-5 Texas team to the Holiday Bowl. The team still generated $103.8 million in revenue, the most in college football. You don't have to pay someone $5 million to make college football profitable in Texas.

Infographic: Is Your State's Highest-Paid Employee A Coach? (Probably) [Reuben Fischer-Baum/Deadspin]

(via JWZ)