"they compensate by making it more cumbersome so that the skilled, but not so disciplined, will get bored and not perform as well"
I couldn't have put it better, that's exactly what I feel too! It would be so cool if the educational system were designed to help under-disciplined people to perform to their best rather than weed out the ones who can't adapt.
unnecessary, because
1) generally you need to carry some baseline amount of cash and a credit card. the credit card is not really a burden in the wallet.
2) "which credit card" to take is hardly a problem, you don't generally spend above the limit of your credit card in a single day
3) the iphone can get stolen just as easily as a credit card, and in such cases it is more expensive to replace than simply locking up the card and getting a new one.
exclusive because, the app is just designed for the iPhone, there are many users without iPhone, android, or blackberry. they should be given the same ease of use.
The UI looks good, but I have a hard time imagining it in use. Isn't the iPhone screen tiny for this purpose? Why not make a general laptop app or web app?
Oh, nice. Is this research in the pipeline or are you incubating the idea for the future? I am also thinking about this as a research topic - independent summer study, to be more specific. I am hoping to give the matter some serious thought - why negative data is not considered valuable, what sorts of conditions would make it valuable, and how the framework of publishing should be, so that others can easily access, understand, and reason about the data.
Are you interested in a subset of these? Do you know any resources on where to start thinking? I know there's the Journal of Negative Results in Biomedicine, but I don't know of other efforts or perhaps societies/groups for this cause.
Oh, I meant #2, inconclusive results. I believe that this research is extremely valuable. Scientific contribution occurs not just by finding a story and some supporting data - another source of great contribution could be saving time of many researchers by saying "this is exactly what i did. this is why i did it. and look, nothing came up." another researcher can look at it and think about improving the methodology. if published, this search to get it right becomes a-lot-of-people mission instead of a one-phd-student venture to do all the mistakes that everyone else did, and then start doing things right.
and to echo the above comments - arxiv is not prestigious. you wouldn't write a job market paper or pride yourself in terms of 10 publications in arxiv rather than 2 publications in Nature. i havent thought about the 'how', but i am convinced that the prejudice against negative data has to disappear for this whole thing to work.
this conversation depicts exactly the type of professor I hope I never become.
1) the classroom != business meetings-----------
in meetings, other people rely on you being there. in lecture, professor just talks - he can give the same lecture to an empty room or to a full room. it doesn't matter
2) student is not responsible to the professor. -----
because the student's presence is not needed to make an effective lecture, the student has no responsibility to check with the TA or something. his presence is for his benefit alone, his absence is to his damage alone.
3) lecture is not affected by walk-ins and walk-outs ----
no student tries to "make a statement" by walking in late to class. it is not disruptive, if they walk in,find a spot, and sit down, quietly. the lecture is not affected, if they are focused, people hardly notice the door opening. it's like somebody coughing in lecture - who hears it, who remembers it? nobody.
4) professor is wrong to interpret this as deliberate action---
there are a million and one reasons to be late for class or go early. in a large class, a small subset will always have some kind of priority over lecture, be it conflict exams,interviews, small accidents on the way,or lecture sampling. this is completely understandable, the students' lives don't revolve around the lecture.
5) policies should become "strict" after 1st week ----
even if the professor decides to exercise his snobbiness by power of being a lecturer, he should have done so not in the first lecture, but made it clear to the entire class, multiple times during the first week, and started implementing it next week. dismissing the student is such a shallow, "i got the power", type of behavior. extremely disappointing display of insecurity of an NYU MBA professor.
6) urinating? ----
wow the professor goes over his head with his outrageous analogies. no logical sense.
I couldn't have put it better, that's exactly what I feel too! It would be so cool if the educational system were designed to help under-disciplined people to perform to their best rather than weed out the ones who can't adapt.