Incoming links: Principal investigator
This technique has managed to determine protein 3D structures for proteins that people were not able to crystallize for X-ray crystallography.
It is said however that cryoEM is even fiddlier than X-ray crystallography, so it is mostly attempted if crystallization attempts fail.
By looking at Figure 1. "A cryoEM image", you can easily understand the basics of cryoEM.
We just put a gazillion copies of our molecule of interest in a solution, and then image all of them in the frozen water.
Each one of them appears in the image in a random rotated view, so given enough of those point of view images, we can deduce the entire 3D structure of the molecule.
Ciro Santilli once watched a talk by Richard Henderson about cryoEM circa 2020, where he mentioned that he witnessed some students in the 1980's going to Germany, and coming into contact with early cryoEM. And when they came back, they just told their principal investigator: "I'm going to drop my PhD theme and focus exclusively on cryoEM". That's how hot the cryo thing was! So cool.
Exams as a prerequisite for a degree are useless. Exams as part of a degree must be abolished. And degrees must be abolished. Ultimately the only metrics that really matter are money and fame. See also: motivation.
The only thing exams should matter for is as a screening tool to select people with specific abilities that you care about as an employer or principal investigator. If:then exams are useless for your purposes. then might as well just go by interviews (basically what all employers do already, though not PIs). Degrees are too course grained to mean anything to anybody. Employers and PIs likely only care about very few specific subjects.
- you have no idea about what the content of specific exams are (and you don't because they are all ad-hoc university secrets)
- or don't have a way to machine learn what grades correlate with your desired performance (you don't because where's the data?)
Once the question of an exam has been formulated, the usefulness of the problem is already been completely destroyed, because formulating the problem that matters is the most important part of things. And any problem with an answer, is useless to put effort into: give answers.
Furthermore, preventing people from searching for answers while answering an exam, AKA preventing "cheating", also makes absolutely no sense. In the real world, we want people to find answers as quickly as possible! We should be teaching people how to "cheat"! What we should teach them instead is what a fucking license is, and what you have to do to comply with it.
And if you must absolutely have exams, they must be open to anyone who wants to applies. Then people have to pay to take the exam, with subsidies for "official course takers", who are spending 100x more anyways due to not living with their parents.
And if you pass the exam, you pass the course, without any further time requirements.
And those exams must be applied by professional test application companies to ensure no cheating and to factor out the anti-cheat work, while still making the tests available to people anywhere.
A quote from Richard Feynman present in the book Surely You're Joking, Mr. Feynman chapter O Americano, Outra Vez!:
You cannot get educated by this self-propagating system in which people study to pass exams, and teach others to pass exams, but nobody knows anything.You learn something by doing it yourself, by asking questions, by thinking, and by experimenting.
The only metric that matters is "to feel that you've satisfied youre curiosity". When one studies for that, it can take a lot more time to actually learn everything, because it is sometimes not as clear when you should stop. But it is the only way to go deeper.
A person's understanding is the most illiquid asset that exists, to judge that based only on standardized exams, is a certain way to fail to identify top talent.
www.gvgai.net (dead as of 2023)
The project kind of died circa 2020 it seems, a shame. Likely they funding ran out. The domain is dead as of 2023, last archive from 2022: web.archive.org/web/20220331022932/http://gvgai.net/. Marks as funded by DeepMind. Researchers really should use university/GitHub domain names!
Similar goals to Ciro's 2D reinforcement learning games, but they were focusing mostly on discrete games.
They have some source at: github.com/GAIGResearch/GVGAI TODO review
A published book at: gaigresearch.github.io/gvgaibook/
From QMUL Game AI Research Group:From other universities:TODO check:
- Simon M. Lucas: gaigresearch.github.io/members/Simon-Lucas, principal investigator
- Diego Perez Liebana www.linkedin.com/in/diegoperezliebana/
- Raluca D. Gaina: www.linkedin.com/in/raluca-gaina-347518114/ from Queen Mary
- Ahmed Khalifa
- Jialin Liu
Principal investigator: Simon M. Lucas.
The only reason for universities to exist should be the laboratories Updated 2024-12-15 +Created 1970-01-01
Besides of course sexual selection, considering in this section only "formal learning" activities.
Consider e.g. the 2020 University of Oxford, where many many people are taking courses without any laboratory work (and also without much use at all) like literature and history, and they are paying about 9k pounds/year for it: how much it costs to study at the University of Oxford?.
Basically all of this could be done online from books.
Laboratories are impossible however, because expendables of every experiment you do cost from hundreds to thousands of dollars, not to mention crazy upfront equipment costs.
For this reason, the brick and mortar aspect universities should focus exclusively on laboratories, and ensuring that the students with the most relevant knowledge (which can be readily obtained online) get access to those laboratories. Students should of course fully master every aspect of theory pertinent to their experiments. principal investigators should hand pick whichever criteria they want to select their students, possibly based partly on exam as a service if they find it a useful metric.
Furthermore, the use of laboratories should put great focus on novel research. A lot of laboratory instruction could be done from video of an experiments. As much as possible, we should use laboratories for novel research. Related: Section "Videos of all key physics experiments".