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" ... Apple makes great computers. I’ve been using Macs for 25 years now and there’s no way I’d ever go back to using a Windows PC. However, that doesn’t mean I’m totally uncritical of the guys at Cupertino. Whether it’s forcing me to buy expensive soldered RAM when I order a laptop or making it impossible to replace or upgrade my SSD, Apple tries my patience at times. ... "
" ... However, uncritical faith in aggregate data can lead to a distorted view of reality. The term "ecological fallacy" was coined more than half a century ago, but it has never been more important than in today's world of big data, aggregate analysis and quick decision-making. ... "
" ... Regular readers will know that I am a long-time Mac user. I have been for the past 25 years and I doubt I will change now. However, that’s not to say that I am entirely uncritical of Apple and its rather expensive devices. Unlike earlier Macs, most iMacs made in recent years are not easily upgradable and key internal components like storage and memory can’t be simply upgraded except on one or two iMac Pro models. ... "
" ... The first failure pattern that plagues many well-intentioned organizations is confusing diversity with inclusion. They are not the same. Diversity is a matter of makeup and composition, while inclusion is a matter of belief and behavior. Many organizations have made great strides in creating diverse organizations, but little progress in becoming more inclusive. I see numerous examples of organizations that work hard to achieve representation of the full range of human differences and then congratulate themselves as if they had created an inclusive workplace. It didn’t work. People still feel marginalized. The organization simply partitions itself based on demographics and natural affinity groups. Ironically, although diversity is not a proxy for inclusion, we see uncritical celebrations of diversity everywhere. In the end, diversity produces nothing and blesses no one unless its value can be drawn out through inclusive behavior. ... "
" ... This type of disciplinary approach provides teachers with the allure of a behavioural quick fix while appealing to a broadly accepted, uncritical, common-sense logic that rewards are an effective and efficient means to get children to do what they are told. This is despite a strong body of research demonstrating that rewards undermine intrinsic motivation and the development of self-regulation, questioning their use as a strategy to achieve long-lasting behaviour change. Such behaviour control strategies offer teachers practical means to produce obedient students, but ignore the lessons of educational research on effective approaches to discipline. ... "