from the world's big
10 great minds we lost in 2018
Renowned scientists and technologists who've passed away in 2018.
- We lost a great deal of internet pioneers and geniuses of physics in 2018.
- Creations of fiber optic cables, men on the moon and the unsung heroes of the life sciences made their mark on the scientific enterprise.
- The loss of men like Stephen Hawking leaves a hole in the sciences, but his work and many others will continue to inspire the generations to come.
Death is an inevitability every passing year. As time marches on to the eternal beyond, we look to some of the great minds we lost in 2018. Many celebrities, musicians and politicians have graced the grave's ledger. Their praises have been sung far and wide. Here we remember and reflect upon the great accomplishments of a few notable titans of science and technology.
Paul G. Allen
Paul G. Allen was many things to many people. He had a long list of pursuits, talents and genius through his lifetime. From revolutionizing the world in the age of the PC as one of the founders of Microsoft, to running the scientific philanthropist outfit known as the Allen Institute. He had an unflinching curiosity to dig deep into the genome and the neurological centers of humankind itself.
Allen succumbed to cancer earlier this year on October 15th. Throughout his life he amassed a large fortune from Microsoft, which he put to use in the most noble of ways until the very end. His legacy will continue on in the research coming out of the Allen institute for Artificial Intelligence and the many other great things he left behind.
Kuen Charles Kao
Underpinning the entirety of our interconnected world are miles of fiber-optic cables. The man responsible for the first kernel of this idea was Kuen Charles Kao. In 1966 he proposed the use of optical fibers as the major infrastructure for communication. During his heyday, telecommunications used either coaxial electronic cables or broadcast radio signals. Kao among a few others wrote a largely unnoticed paper that would go on to influence and change the course of the world. For this eventual work he set out to do, he'd go on to win the Nobel Prize in Physics in 2009. He died in Hong Kong on September 23rd.
Born in 1928 in the town of Fukuchiyama, during the height of Japanese expansion, Osamu Shimomura lived through dark and perilous times. Against all odds he went through school and the hardships of his upbringing to eventually discover a crucial component for the biomedical sciences. He discovered the green fluorescent protein (GFP,) which would be the fundamental tool used by researchers to code and confirm the insertion of genes. He shared the Nobel Prize in Chemistry in 2008 with chemist Roger Tsien and neurobiologist Martin Chalfie.
Shimomura died in Nagasaki, Japan on October 19th, He was the first to show that a protein could be fluorescent and contain a light-emitting function in its own protein peptide chain. His pioneering research has allowed this discovery to be used as a tool for inserting genes into other organisms. Until the aequorin, which he discovered and named, was able to be genetically engineered – he freely shared his massive stock he'd collected to laboratories around the world.
Thomas A. Steitz
Carrying on the work of what Francis Crick called the central dogma of biology - the genes - Thomas A. Steitz would go on to discover the secrets of the ribosome. In 2009 he received a Nobel Prize in Chemistry for his work that contributed to solving the structure of the ribosome, the component responsible for translating genetic information into proteins from the cell. Steitz was a crystallographer who came from a humble background and continued to push forth the important work up until the day he died on October 9th. A colleague of his, Peter Moore, once called him: "the most accomplished structural biologist of his generation."
Stephen W. Hawking
One of the most famous physicists of our time, Stephen W. Hawking roused the public's attention for his deep pursuit into the mysteries of the universe. Theoretical physicist Michio Kaku said of Hawking after his death:
"Not since Albert Einstein has a scientist so captured the public imagination and endeared himself to tens of millions of people around the world."
A unique figure who's adversity against total paralysis became a symbol of human determination and strength, Hawking didn't let his long-running physical ailments stop his triumph for truth. He'd go onto become our leading voice on the strange physics of black holes and quantum theory.
Alan Bean was the fourth man to step foot and walk on the moon. In his later years he turned to painting as he told the grand story of one of our most important achievements of mankind. Alan Bean stepped onto the Lunar surface after the Apollo 12 flight some four months after Neil Armstrong and Buzz Aldrin had first landed on the moon. Although not the first flight or given as much fanfare as Apollo 11, this mission resulted in a more thorough exploration of the moon. Bean would go on to command a flight to the orbiting space station Skylab and set a record for being in space for 59 consecutive days.
Dorothy L. Cheney changed the dynamics of we view the primate life and social structure. With her husband and research partner, Professor Robert M. Seyfarth, they did some of the most important field work with baboons. In a comment about her life in the New York Times it was said:
"Along with Robert Seyfarth, she did wonderfully clever, elegant field experiments that revealed how other primates think about the world — showing that they think in far more sophisticated and interesting ways than people anticipated."Much of their research was put into the book: How Monkeys See the World: Inside the Mind of Another Species "The most human features of monkeys and apes lie not in their physical appearance but in their social relationships." Cheney helped change and usher in a new way of research to view and understand our primate cousins, by existing in their home territory and seeing their lives in natural action.
Frank Heart was the engineer who oversaw the first development of a routing computer for the famous Arpanet, the government's precursor to the internet. In 1969, he led a small team of engineers that would go on to build something called the Interface Message Processor (I.M.P.) The computer's main function was to switch data among other computers connected on the Arpanet. Much of what Heart was doing made it a necessity for him to invent while he went along, things that are fundamental to the internet like error resistance. Mr. Heart invented much of the technology that would go on to be the basis for the router systems we use today.
Leon Lederman was a physicist that delved into a wide range of new areas of fundamental physics. He would go on to discover things such as the muon neutrino, neutral kaon meson and learned about something called bottom quarks which make up the fundamental parts of neutrons and protons. Born in 1922 to Jewish Russian emigrants, he lived in a time when Jewish scientists were fleeing Europe en masse. He was part of a cadre of genius physicists who'd help revolutionize the field in the early 20th century.
He shared the 1988 Nobel Prize in physics for his work on the discovery that fundamental particles require symmetry as an intrinsic part of the natural order of things. His scientific legacy lives on as there are continued efforts to explore the many particles he discovered.
Aaron Klug was responsible for mapping the structure of viruses. He discovered the geometrical rules and eventual form of the poliovirus. Klug invented electron tomography, which resulted in the three dimensional image of a virus. This won him the Nobel Prize in Chemistry in 1982. Other components of his work would go on to allow him and the many scientists that came after him, the ability to initiate the transcription of RNA, which would become the basis for gene therapy. Klug was knighted in 1988. Throughout his life we went on to lead the Medical Researcher Council and Laboratory of Molecular Biology in the Royal Society.
Higher education faces challenges that are unlike any other industry. What path will ASU, and universities like ASU, take in a post-COVID world?
- Everywhere you turn, the idea that coronavirus has brought on a "new normal" is present and true. But for higher education, COVID-19 exposes a long list of pernicious old problems more than it presents new problems.
- It was widely known, yet ignored, that digital instruction must be embraced. When combined with traditional, in-person teaching, it can enhance student learning outcomes at scale.
- COVID-19 has forced institutions to understand that far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted.
What conditions of the new normal were already appreciated widely?<p>First, we understand that higher education is unique among industries. Some industries are governed by markets. Others are run by governments. Most operate under the influence of both markets and governments. And then there's higher education. Higher education as an "industry" involves public, private, and for-profit universities operating at small, medium, large, and now massive scales. Some higher education industry actors are intense specialists; others are adept generalists. Some are fantastically wealthy; others are tragically poor. Some are embedded in large cities; others are carefully situated near farms and frontiers.</p> <p>These differences demonstrate just some of the complexities that shape higher education. Still, we understand that change in the industry is underway, and we must be active in directing it. Yet because of higher education's unique (and sometimes vexing) operational and structural conditions, many of the lessons from change management and the science of industrial transformation are only applicable in limited or highly modified ways. For evidence of this, one can look at various perspectives, including those that we have offered, on such topics as <a href="https://www.insidehighered.com/digital-learning/blogs/rethinking-higher-education/lessons-disruption" target="_blank">disruption</a>, <a href="https://www.nytimes.com/2020/02/20/education/learning/education-technology.html" target="_blank">technology management</a>, and so-called "<a href="https://www.insidehighered.com/sites/default/server_files/media/Excerpt_IHESpecialReport_Growing-Role-of-Mergers-in-Higher-Ed.pdf" target="_blank">mergers and acquisitions</a>" in higher education. In each of these spaces, the "market forces" and "market rules" for higher education are different than they are in business, or even in government. This has always been the case and it is made more obvious by COVID-19.</p> <p>Second, with so much excitement about innovation in higher education, we sometimes lose sight of the fact that students are—and should remain—the core cause for innovation. Higher education's capacity to absorb new ideas is strong. But the ideas that endure are those designed to benefit students, and therefore society. This is important to remember because not all innovations are designed with students in mind. The recent history of innovation in higher education includes several cautionary tales of what can happen when institutional interests—or worse, <a href="https://www.insidehighered.com/news/2016/02/09/apollos-new-owners-seek-fresh-start-beleaguered-company" target="_blank">shareholder</a> interests—are placed above student well-being.</p>
Photo: Getty Images<p>Third, it is abundantly apparent that universities must leverage technology to increase educational quality and access. The rapid shift to delivering an education that complies with social distancing guidelines speaks volumes about the adaptability of higher education institutions, but this transition has also posed unique difficulties for colleges and universities that had been slow to adopt digital education. The last decade has shown that online education, implemented effectively, can meet or even surpass the quality of in-person <a href="https://link-springer-com.ezproxy1.lib.asu.edu/article/10.1007/s10639-019-10027-z" target="_blank">instruction</a>.</p><p>Digital instruction, broadly defined, leverages online capabilities and integrates adaptive learning methodologies, predictive analytics, and innovations in instructional design to enable increased student engagement, personalized learning experiences, and improved learning outcomes. The ability of these technologies to transcend geographic barriers and to shrink the marginal cost of educating additional students makes them essential for delivering education at scale.</p><p>As a bonus, and it is no small thing given that they are the core cause for innovation, students embrace and enjoy digital instruction. It is their preference to learn in a format that leverages technology. This should not be a surprise; it is now how we live in all facets of life.</p><p>Still, we have only barely begun to conceive of the impact digital education will have. For example, emerging virtual and augmented reality technologies that facilitate interactive, hands-on learning will transform the way that learners acquire and apply new knowledge. Technology-enabled learning cannot replace the traditional college experience or ensure the survival of any specific college, but it can enhance student learning outcomes at scale. This has always been the case, and it is made more obvious by COVID-19.</p>
What conditions of the new normal were emerging suspicions?<p>Our collective thinking about the role of institutional or university-to-university collaboration and networking has benefitted from a new clarity in light of COVID-19. We now recognize more than ever that colleges and universities must work together to ensure that the American higher education system is resilient and sufficiently robust to meet the needs of students and their families.</p> <p>In recent weeks, various commentators have suggested that higher education will face a wave of institutional <a href="https://www.businessinsider.com/scott-galloway-predicts-colleges-will-close-due-to-pandemic-2020-5" target="_blank">closures</a> and consolidations and that large institutions with significant online instruction capacity will become dominant.</p> <p>While ASU is the largest public university in the United States by enrollment and among the most well-equipped in online education, we strongly oppose "let them fail" mindsets. The strength of American higher education relies on its institutional diversity, and on the ability of colleges and universities to meet the needs of their local communities and educate local students. The needs of learners are highly individualized, demanding a wide range of options to accommodate the aspirations and learning styles of every kind of student. Education will become less relevant and meaningful to students, and less responsive to local needs, if institutions of higher learning are allowed to fail. </p> <p>Preventing this outcome demands that colleges and universities work together to establish greater capacity for remote, distributed education. This will help institutions with fewer resources adapt to our new normal and continue to fulfill their mission of serving students, their families, and their communities. Many had suspected that collaboration and networking were preferable over letting vulnerable colleges fail. COVID-19's new normal seems to be confirming this.</p>
President Barack Obama delivers the commencement address during the Arizona State University graduation ceremony at Sun Devil Stadium May 13, 2009 in Tempe, Arizona. Over 65,000 people attended the graduation.
Photo by Joshua Lott/Getty Images<p>A second condition of the new normal that many had suspected to be true in recent years is the limited role that any one university or type of university can play as an exemplar to universities more broadly. For decades, the evolution of higher education has been shaped by the widespread imitation of a small number of elite universities. Most public research universities could benefit from replicating Berkeley or Michigan. Most small private colleges did well by replicating Williams or Swarthmore. And all universities paid close attention to Harvard, Princeton, MIT, Stanford, and Yale. It is not an exaggeration to say that the logic of replication has guided the evolution of higher education for centuries, both in the US and abroad.</p><p>Only recently have we been able to move beyond replication to new strategies of change, and COVID-19 has confirmed the legitimacy of doing so. For example, cases such as <a href="https://www.washingtonpost.com/education/2020/03/10/harvard-moves-classes-online-advises-students-stay-home-after-spring-break-response-covid-19/" target="_blank">Harvard's</a> eviction of students over the course of less than one week or <a href="https://www.nhregister.com/news/coronavirus/article/Mayor-New-Haven-asks-for-coronavirus-help-Yale-15162606.php" target="_blank">Yale's apparent reluctance</a> to work with the city of New Haven, highlight that even higher education's legacy gold standards have limits and weaknesses. We are hopeful that the new normal will include a more active and earnest recognition that we need many types of universities. We think the new normal invites us to rethink the very nature of "gold standards" for higher education.</p>
A graduate student protests MIT's rejection of some evacuation exemption requests.
Photo: Maddie Meyer/Getty Images<p>Finally, and perhaps most importantly, we had started to suspect and now understand that America's colleges and universities are among the many institutions of democracy and civil society that are, by their very design, incapable of being sufficiently responsive to the full spectrum of modern challenges and opportunities they face. Far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted. And without new designs, we can expect postsecondary success for these same students to be as elusive in the new normal, as it was in the <a href="http://pellinstitute.org/indicators/reports_2019.shtml" target="_blank">old normal</a>. This is not just because some universities fail to sufficiently recognize and engage the promise of diversity, this is because few universities have been designed from the outset to effectively serve the unique needs of lower-income students, first-generation students and students of color.</p>
Where can the new normal take us?<p>As colleges and universities face the difficult realities of adapting to COVID-19, they also face an opportunity to rethink their operations and designs in order to respond to social needs with greater agility, adopt technology that enables education to be delivered at scale, and collaborate with each other in order to maintain the dynamism and resilience of the American higher education system.</p> <p>COVID-19 raises questions about the relevance, the quality, and the accessibility of higher education—and these are the same challenges higher education has been grappling with for years. </p> <p>ASU has been able to rapidly adapt to the present circumstances because we have spent nearly two decades not just anticipating but <em>driving</em> innovation in higher education. We have adopted a <a href="https://www.asu.edu/about/charter-mission-and-values" target="_blank">charter</a> that formalizes our definition of success in terms of "who we include and how they succeed" rather than "<a href="https://www.washingtonpost.com/opinions/2019/10/17/forget-varsity-blues-madness-lets-talk-about-students-who-cant-afford-college/" target="_blank">who we exclude</a>." We adopted an entrepreneurial <a href="https://president.asu.edu/read/higher-logic" target="_blank">operating model</a> that moves at the speed of technological and social change. We have launched initiatives such as <a href="https://www.instride.com/how-it-works/" target="_blank">InStride</a>, a platform for delivering continuing education to learners already in the workforce. We developed our own robust technological capabilities in ASU <a href="https://edplus.asu.edu/" target="_blank">EdPlus</a>, a hub for research and development in digital learning that, even before the current crisis, allowed us to serve more than 45,000 fully online students. We have also created partnerships with other forward-thinking institutions in order to mutually strengthen our capabilities for educational accessibility and quality; this includes our role in co-founding the <a href="https://theuia.org/" target="_blank">University Innovation Alliance</a>, a consortium of 11 public research universities that share data and resources to serve students at scale. </p> <p>For ASU, and universities like ASU, the "new normal" of a post-COVID world looks surprisingly like the world we already knew was necessary. Our record breaking summer 2020 <a href="https://asunow.asu.edu/20200519-sun-devil-life-summer-enrollment-sets-asu-record" target="_blank">enrollment</a> speaks to this. What COVID demonstrates is that we were already headed in the right direction and necessitates that we continue forward with new intensity and, we hope, with more partners. In fact, rather than "new normal" we might just say, it's "go time." </p>
Most marriages end in resentment. Why should longevity be the sole marker of a successful marriage?
In November 1891, the British sexologist Havelock Ellis married the writer and lesbian Edith Lees. He was 32 and a virgin. And since he was impotent, they never consummated their union. After their honeymoon, the two lived separately in what he called an open marriage. The union lasted until Lees’ death in 1916.
Sallie Krawcheck and Bob Kulhan will be talking money, jobs, and how the pandemic will disproportionally affect women's finances.
Scientists uncovered the secrets of what drove some of the world's last remaining woolly mammoths to extinction.
Every summer, children on the Alaskan island of St Paul cool down in Lake Hill, a crater lake in an extinct volcano – unaware of the mysteries that lie beneath.