When you have a business, keeping track of income and expenditures can sometimes be challenging. Normally, people with background knowledge in accounting are responsible for this portion of a business' activity. In accounting, the Cash and Accrual basis are two principle methods of keeping track of a business' income and expenses. Below is a Vialogue illustrating how the two methods work. The cash basis method is the commonly used method as many companies prefer to know where cash is going and coming from. That is, the cash basis states that income is only recognized when actual cash is received, and expenses are recognized when cash is paid. On the contrary, accrual basis states that income is recognized when sale is made, and expenses are recognized when services are provided. Please feel free to ask me any question.
Since I'm on a roll...
DSV teams are gearing up for a big fall, cooking up many new elements for our education program, and rethinking recurring ones. If you've missed all of our weekly DSV workshops (held every Tuesday at 11am, of course), this post is for you! Here’s the lowdown:
- We're teeing off a new year full of musical performances, book talks, and other events. Keep up to date with our monthly newsletter (if you're at TC, you should be getting this via email).
- We're working on creating a workshop series around the new 'Maker Kit' curriculum collection.
- We're kicking off a new video series in partnership with TC's Admissions team featuring TC professors who are "Change Makers" (debuting in September).
- We'll be developing 6 Vialogues-based episodes featuring our Socratic Conversations (debuting in September).
- We're creating an exhibition to highlight the Seen in New York video series, and aim to host and end-of-September "Ed Ventures" event (especially catered to new TC students who may also be new to New York City).
- Artist Mark Reigelman will build a nest in our second floor collaboration space in October.
- And other things I am certainly (and unjustly) forgetting!
Here's the front side of our orientation postcard that incoming TC students will receive:
See you in the library in September!
I just finished Jaron Lanier's 'Who Owns the Future?' and wrote a short reflection over on my Pressible site.
If anyone else has read it, I'd love to discuss it further!
Graeme Wood's Future of College? piece in the Atlantic about the Minerva Project poses some thought-provoking questions.
Minerva is not a MOOC, but founder Ben Nelson makes the case that something like Minerva (small and selective) can only exist because MOOCs already provide content and coursework in a broader way. The idea that MOOCs are essentially publishing ventures, not classes, and therefore exist as something to exploit rather than compete is an interesting perspective.
Minerva is too new to have a lot of real-world feedback, but I'm definitely interested to hear from Minerva-enrolled students after a few years.
Economic theory is often about figures and curves that may not mean very much to certain students. To make things worse, economists often disagree on the theory of it all and the graphs can quickly become meaningless lines. The Vialogue below does a good job of contextualizing some of the principles behind the study of economics, from the invisible hands of Adam Smith's markets to ideal government behavior in Keynesian economic models.
Before you redouble your efforts to be creative, check out this piece in the NYT on the impact of resetting your brain.
Algebra 2/Trigonometry is a very challenging course for most high school freshmen. Most of them struggle with it after taking Algebra in middle school, especially the synthetic division. Students often ignore or forget the tricks involved in the process of dividing polynomials using synthetic division. This is very important to master before moving on to higher-level math courses such as Calculus. This video helps students understand the concept of dividing synthetic divisions.
Imagine a school with no teachers, no curriculum or lesson plans? Does it even warrant been called a school? This is the goal of Ecole 42, a “school” in Paris that focuses on preparing the next generation of programmers, entrepreneurs and innovators. At Ecole 42, students are drivers of their education. They dictate the pace and the projects. Though the school is not accredited and awards no degree, it is very selective and accepts about 800 students per year.
Can this model be replicated elsewhere? What are the pros and cons of such a radical idea?
It is very important to know the cultures around us. For most, other people's cultures might not be very important to them but knowing at least the components of some cultures around you might be very beneficial. Last semester, I took a sociology course and the instructor talked about gestures and how they differ depending on the society and its importance in the culture as a whole. I have learned new and interesting gestures from just watching this video.
This recent Bloomberg Businessweek article makes another case for the continued dominance of Silicon Valley and perhaps most interestingly, for the infamous "brogrammer." While exploring unique aspects of Si Valley and its tech-savvy denizens and explaining the origin of the "Google protests," the article also points-out an important distinction, Angel Investment. Silicon Valley entrepreneurs are more focused on building equity and gaining capital to reinvest in other startups as an "angel" than NYC-based founders and investors who are largely focused on a large, quick exit that doesn't necessarily translate into as much reinvestment in the ecosystem.
This focus on feeding the ecosystem with capital, instead of striving to amass personal wealth not necessarily tied to reinvestment, seems like an important element of the mystery: why hasn't the "Alley" with its easy access to creative talent and investment capital, surpassed the "Valley." Another big reason, is still Stanford's continued focus on innovation and support of the tech community.