I read a post by Jacob Santos in which he lists a few reasons why he will not switch to Habari.
First, let me say that I'm glad you have reasons for your decision, and that you've chosen something you believe in. I think a lot of people pick their tools because it's what the next guy uses, without really thinking about whether its best. Now... Let me try to change your mind. ;)
1. Given that Habari does a bit more to organize things, I think it's fair to find a few more directories. If you look in detail at Habari's directory structure you'll see that even though there are more directories, they all make sense when you know what they're for. /system is for core files. /user is for your files. /3rdparty is for things you've installed that other people have written. ...
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When I was little, my brother and I would play in the basement in the dark. The basement was our spaceship. We drew ship controls on paper in markers and crayons and used masking tape to tape them onto work tables in the basement. We'd pretend we were going to far away places, pushing the buttons of our controls to operate our space ship.
I have a memory of receiving my first telescope. We were at my uncle's house and there was snow on the ground. We set it up in the frigid air and looked at the craters in the surface of the full moon. It was awesome.
My grandfather used to teach me constellations that he learned while manning ships in the US Navy. I never learned them as well as I should have, but I looked for them whenever there was enough night to see stars. I knew that if I kept at it, I would get closer to them one day, even if it was on a derelict battleship converted into a spacecraft with a giant energy weapon carving a hole through its center, or perhaps even inside of a spaceship shaped like a lion....
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Skippy wrote some of this thoughts on what amounts to No Child Left Behind - our public schools' proclivity for teaching to the standards set by the government for testing, and not teaching to practical life skills.
I have two thoughts on this topic:
Thought one:
In India, students (as many who are in physical proximity to their schools) are instructed in about 6th grade to decide on their future career, thus educational path. They are taught a minimum of what they need to know to move on to specialized areas of study. When they begin their lessons in their field of choice, they learn nothing outside of that field. For this reason, they excell in their areas of expertise, but can't answer cross-vocational questions.
A prime example of this behavior was in one of the Indian software development contractors I worked with very briefly (before he ran off from his employer without a green card). He was a decent programmer, but he had to be instructed explicitly what to do. He was unable to make intuitive leaps in his functional coding because the matter of the project was completely outside of his scope of knowledge. My experience with this one contractor has been my general experience with off-shore contracting in India, where their affectation for specifications seems admirable at first, but then you come to realize that without that explicit and thorough direction, they can make no judgement of their own.
You might think waiting for input from the employer to be a virtue at first, but in an organization that stops working entirely when they can't make an intuitive guess of what their employer might want - to be sorted out later - the half-planet time delay becomes a significant factor. "You did not work today because you could not take a guess as to what we would like for a UI and decided to wait for our input?" Yeah, no.
Without a well-rounded education, like that which American universities provide, schools that provide career directed or core-proficiency directed instruction will result in less proficient workers. more
Skippy wrote some of this thoughts on what amounts to No Child Left Behind - our public schools' proclivity for teaching to the standards set by the government for testing, and not teaching to practical life skills.
I have two thoughts on this topic:
Thought one:
In India, students (as many who are in physical proximity to their schools) are instructed in about 6th grade to decide on their future career, thus educational path. They are taught a minimum of what they need to know to move on to specialized areas of study. When they begin their lessons in their field of choice, they learn nothing outside of that field. For this reason, they excell in their areas of expertise, but can't answer cross-vocational questions.
A prime example of this behavior was in one of the Indian software development contractors I worked with very briefly (before he ran off from his employer without a green card). He was a decent programmer, but he had to be instructed explicitly what to do. He was unable to make intuitive leaps in his functional coding because the matter of the project was completely outside of his scope of knowledge. My experience with this one contractor has been my general experience with off-shore contracting in India, where their affectation for specifications seems admirable at first, but then you come to realize that without that explicit and thorough direction, they can make no judgement of their own.
You might think waiting for input from the employer to be a virtue at first, but in an organization that stops working entirely when they can't make an intuitive guess of what their employer might want - to be sorted out later - the half-planet time delay becomes a significant factor. "You did not work today because you could not take a guess as to what we would like for a UI and decided to wait for our input?" Yeah, no.
Without a well-rounded education, like that which American universities provide, schools that provide career directed or core-proficiency directed instruction will result in less proficient workers. more
