Introduction. The title of this book is the punch line of an old joke that goes like this: Joe is a very nice fellow, but has always been a little slow. He goes into a. Homepage for "But How Do It Know". This is the book that for the first time fully explains what is actually happening inside of computers with no technical. Finally, this brand new book exposes the secrets of computers for everyone to see. Its humorous title begins with the punch line of a classic joke about someone .
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Author: J Clark Scott Pages: Publication Date Release Date: ISBN: Product Group:Book Ebook download any format But. Download Download But How Do It Know? - The Basic Principles of Computers for Everyone | PDF books PDF Online Download Here. [J_Clark_Scott]_But_How_Do_It_Know_-_The_Basic_Pr(medical-site.info).pdf Finally he blurts out his burning question "But how do it know?" You may or may not.
The first is that other people are more aware than you are of your weaknesses, and that the best way to help you, therefore, is for them to show you what you cannot see for yourself. We can call this our theory of the source of truth.
The second belief is that the process of learning is like filling up an empty vessel: You lack certain abilities you need to acquire, so your colleagues should teach them to you. We can call this our theory of learning. And the third belief is that great performance is universal, analyzable, and describable, and that once defined, it can be transferred from one person to another, regardless of who each individual is.
Hence you can, with feedback about what excellence looks like, understand where you fall short of this ideal and then strive to remedy your shortcomings.
We can call this our theory of excellence. If you aspire to lead, your firm might use a degree feedback tool to measure you against its predefined leadership competencies and then suggest various courses or experiences that will enable you to acquire the competencies that your results indicate you lack. But as it turns out, in extrapolating from what creates our own performance to what might create performance in others, we overreach. Research reveals that none of these theories is true.
The more we depend on them, and the more technology we base on them, the less learning and productivity we will get from others. The Source of Truth The first problem with feedback is that humans are unreliable raters of other humans.
In other words, the research shows that feedback is more distortion than truth. And because your feedback to others is always more you than them, it leads to systematic error, which is magnified when ratings are considered in aggregate.
Unfortunately, we all seem to have left math class remembering the former and not the latter. Consider color blindness. Our inability to rate others on them is predictable and explainable—it is systematic.
We cannot remove the error by adding more data inputs and averaging them out, and doing that actually makes the error bigger.
When a feedback instrument surveys eight colleagues about your business acumen, your score of 3. The only realm in which humans are an unimpeachable source of truth is that of their own feelings and experiences.
Doctors have long known this. Instead, she can be confident that you are the best judge of your pain and that all she can know for sure is that you will be feeling better when you rate your pain lower. Your rating is yours, not hers. You may read that workers today—especially Millennials—want to know where they stand. You may occasionally have team members ask you to tell them where they stand, objectively. We may not be able to tell him where he stands, but we can tell him where he stands with us.
Those are our truths, not his. Again, the research points in the opposite direction. There are two reasons for this. The first is that, neurologically, we grow more in our areas of greater ability our strengths are our development areas.
Some parts of it have tight thickets of synaptic connections, while others are far less dense, and these patterns are different from one person to the next. According to brain science, people grow far more neurons and synaptic connections where they already have the most neurons and synaptic connections. Second, getting attention to our strengths from others catalyzes learning, whereas attention to our weaknesses smothers it.
In one experiment scientists split students into two groups. The scientists probed the other group about homework and what the students thought they were doing wrong and needed to fix. While those conversations were happening, the scientists hooked each student up to a functional magnetic resonance imaging machine to see which parts of the brain were most activated in response to these different sorts of attention.
In the brains of the students asked about what they needed to correct, the sympathetic nervous system lit up. Your brain responds to critical feedback as a threat and narrows its activity. It impairs it. In the students who focused on their dreams and how they might achieve them, the sympathetic nervous system was not activated.
Excellence We spend the bulk of our working lives pursuing excellence in the belief that while defining it is easy, the really hard part is codifying how we and everyone else on our team should get there.
Excellence is idiosyncratic. Take funniness—the ability to make others laugh. Excellence seems to be inextricably and wonderfully intertwined with whoever demonstrates it.
Which means that, for each of us, excellence is easy, in that it is a natural, fluid, and intelligent expression of our best extremes. Excellence is also not the opposite of failure. But in virtually all aspects of human endeavor, people assume that it is and that if they study what leads to pathological functioning and do the reverse—or replace what they found missing—they can create optimal functioning.
That assumption is flawed. Study disease and you will learn a lot about disease and precious little about health. Eradicating depression will get you no closer to joy.
Divorce is mute on the topic of happy marriage. Exit interviews with employees who leave tell you nothing about why others stay. Excellence has its own pattern. Excellence and failure often have a lot in common. So if you study ineffective leaders and observe that they have big egos, and then argue that good leaders should not have big egos, you will lead people astray.
Because when you do personality assessments with highly effective leaders, you discover that they have very strong egos as well. Telling someone that you must lose your ego to be a good leader is flawed advice. Likewise, if you study poor salespeople, discover that they take rejection personally, and then tell a budding salesperson to avoid doing the same, your advice will be misguided.
Because rigorous studies of the best salespeople reveal that they take rejection deeply personally, too. As it happens, you find that effective leaders put their egos in the service of others, not themselves, and that effective salespeople take rejection personally because they are personally invested in the sale—but the point is that you will never find these things out by studying ineffective performance. All rights reserved. But How Do It Know? Completely and exactly explains: What is a bit?
What is a byte? What is RAM?
What is a CPU? What is a clock? What is a computer? What is a program? How do the parts work together? And much much more The mysteries will be gone, you will understand.
Scott's book should be the standard first textbook on computers for everyone from now on. Scott's approach is ideal for everyone. It illustrates many of the ideas that are found in the pages this book. It is a very enjoyable 20 minute tour through the mysterious innards of the computer.