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World City Populations Interactive Map 1950-2035
"The Global Urban Transformation

This map visualises the radical transformation that has occurred across the globe in the last 60 years, from a 30% urban world in 1950, to a 54% urban world in 2015 and a predicted 68% urban world in 2050. In 1950 there were 740m people living in cities; there are now 4 billion, rising to a predicted 6.6b by 2050. The circles on the map are proportional to city populations in 1950, 1990, 2015 and 2035. Move your mouse over cities to explore their detailed dynamics. Data is from the UN World Urban Propospects 2018.

Industrialisation and urban growth in the 19th and early 20th centuries were powered by Western Europe and the North-Eastern USA, but the urban population of these regions has been relatively static since 1950. Recent growth is instead the result of rapid urbanisation in China, India, Latin America and increasingly Africa. Over half of the world's urban population is now is Asia, with China alone comprising 20% of the global total. Asia and Africa will together account for 90% of the additional 2.3b urban dwellers predicted between 2015 and 2050.

The pace of recent change at the city level is unprecedented in human history. Shanghai (click on the city link to focus the map) gained 16 million people between 1990 and 2015, Beijing 13.6 million, Dhaka 11 million. Delhi gained 16 million residents between 1990-2015 and is now the world’s second largest city of 26m. Delhi is predicted to overtake Tokyo to become the world's largest city by 2030, with a predicted 43m residents by 2035.

Small towns like Shenzhen, Xiamen and Dubai have become cities of several million in little over two decades. While the proportion of urban residents living in large cities is increasing, it is important to realise that 50% of the global urban population live in settlements of less than 0.5m. The minimum population threshold for cities included in this map is 0.4m.

Our increasingly urban world now frames many of society’s greatest challenges. From global equality to health, education, prosperity and, not least, sustainability, solutions need to be interwoven with fostering liveable, efficient and inclusive cities.

Waves of Growth
We can see distinct waves of urban growth and stagnation over time. In the 1960s and 1970s, economic growth in Japan, Mexico, Brazil and later South Korea produced rapid urban growth. This growth peaked in 1990 in Japan, in 2000 in South Korea, and city populations are now peaking in Latin America. This is the typical urbanisation cycle of population stabilisation following development.

China and India’s rapid growth has been much more recent, accelerating in the 1990s and 2000s. China’s growth is predicted to slow over the next two decades, with its total population peaking around 2025, although it's rate of urbanisation will continue to rise towards 70% in 2030. India’s population growth will continue much longer to around 2060. There remains a huge rural Indian population of 800 million people, a significant proportion of which will urbanise in coming decades.

Meanwhile many sub-Saharan African countries are just beginning their rapid urban expansion. Lagos is set to gain 12 million residents between 2015 and 2035, Kinshasa 15 million, Dar es Salaam 8 million, Luanda 7.5 million. Urbanisation in Africa will ideally bring the scale of poverty reduction achieved in countries like China, though clearly there are many challenges and huge diversity across the region."
maps  mapping  population  cities  comparison  1990  1950  2015  2035  urban  urbanization 
yesterday by robertogreco
Speed Up an Old Mac By Disabling These Animations
“Disabling animations makes OS X feel a bit faster, though it also makes it a little less fun to use. Still, if you’re sick of everything being slow, you can dig into the command line to fix things up. These are verified to work in OS X El Capitan, though they should also work in Yosemite.”
lifehacker  2015  mac  macos  osx  terminal  shell  defaults  animation 
3 days ago by handcoding
Thunderbird hangs with high constant CPU load (25%) and increasing memory usage (1GB+) · Issue #326 · Ericsson/exchangecalendar
“I had the same problem with TB (25% CPU load and almost 4GB memory). I fixed this problem deleting the file ‘global-messages-db.sqlite’ located in the C:.default directory. This rebuilt the Global Database. See https://support.mozilla.org/en-US/kb/rebuilding-global-database for more info.”
thunderbird  cpu  mac  2015 
4 days ago by handcoding
If you have a meeting in Ethiopia, you better doublecheck the time
"Because Ethiopia is close to the Equator, daylight is pretty consistent throughout the year. So many Ethiopians use a 12-hour clock, with one cycle of 1 to 12 — from dawn to dusk — and the other cycle from dusk to dawn.

Most countries start the day at midnight. So 7:00 a.m. in East Africa Time, Ethiopia's time zone, is 1:00 in daylight hours in local Ethiopian time. At 7:00 p.m., East Africa Time, Ethiopians start over again, so it's 1:00 on their 12-hour clock."
time  ethiopia  africa  culture  protocol  standards  2015 
10 days ago by robertogreco
[Easy Chair] | Abolish High School, by Rebecca Solnit | Harper's Magazine
"I didn’t go to high school. This I think of as one of my proudest accomplishments and one of my greatest escapes, because everyone who grows up in the United States goes to high school. It’s such an inevitable experience that people often mishear me and think I dropped out.

I was a withdrawn, bookish kid all through elementary school, but the difficulty of being a misfit intensified when I started seventh grade. As I left campus at the end of my first day, people shouted insults that ensured I knew my clothes didn’t cut it. Then there was P.E., where I had to don a horrendous turquoise-striped polyester garment that looked like a baby’s onesie and follow orders to run or jump or play ball — which is hard to do when you’re deeply withdrawn — after which I had to get naked, in all my late-bloomer puniness, and take showers in front of strangers. In science class we were graded on crafting notebooks with many colors of pen; in home economics, which was only for girls — boys had shop — we learned to make a new kind of cake by combining pudding mix with cake mix; even in English class I can remember reading only one book: Dickens’s flattest novel, Hard Times. At least the old history teacher in the plaid mohair sweaters let me doze in the front row, so long as I knew the answers when asked.

In junior high, everything became a little more dangerous. Most of my peers seemed to be learning the elaborate dance between the sexes, sometimes literally, at school dances I never dreamed of attending, or in the form of the routines through which girls with pompoms ritually celebrated boys whose own role in that rite consisted of slamming into one another on the field.

I skipped my last year of traditional junior high school, detouring for ninth and tenth grade into a newly created alternative junior high. (The existing alternative high school only took eleventh and twelfth graders.) The district used this new school as a dumping ground for its most insubordinate kids, so I shared two adjoining classrooms with hard-partying teenage girls who dated adult drug dealers, boys who reeked of pot smoke, and other misfits like me. The wild kids impressed me because, unlike the timorous high achievers I’d often been grouped with at the mainstream school, they seemed fearless and free, skeptical about the systems around them.

There were only a few dozen students, and the adults treated us like colleagues. There was friendship and mild scorn but little cruelty, nothing that pitted us against one another or humiliated us, no violence, no clearly inculcated hierarchy. I didn’t gain much conventional knowledge, but I read voraciously and had good conversations. You can learn a lot that way. Besides, I hadn’t been gaining much in regular school either.

I was ravenous to learn. I’d waited for years for a proper chance at it, and the high school in my town didn’t seem like a place where I was going to get it. I passed the G.E.D. test at fifteen, started community college the following fall, and transferred after two semesters to a four-year college, where I began, at last, to get an education commensurate with my appetite.

What was it, I sometimes wonder, that I was supposed to have learned in the years of high school that I avoided? High school is often considered a definitive American experience, in two senses: an experience that nearly everyone shares, and one that can define who you are, for better or worse, for the rest of your life. I’m grateful I escaped the particular definition that high school would have imposed on me, and I wish everyone else who suffered could have escaped it, too.

For a long time I’ve thought that high school should be abolished. I don’t mean that people in their teens should not be educated at public expense. The question is what they are educated in. An abolitionist proposal should begin by acknowledging all the excellent schools and teachers and educations out there; the people who have a pleasant, useful time in high school; and the changes being wrought in the nature of secondary education today. It should also recognize the tremendous variety of schools, including charter and magnet schools in the public system and the private schools — religious, single-sex, military, and prep — that about 10 percent of American students attend, in which the values and pedagogical systems may be radically different. But despite the caveats and anomalies, the good schools and the students who thrive (or at least survive), high school is hell for too many Americans. If this is so, I wonder why people should be automatically consigned to it.

In 2010, Dan Savage began the It Gets Better Project, which has gathered and posted video testimonials from gay and lesbian adults and queer-positive supporters (tens of thousands of them, eventually, including professional sports stars and the president) to address the rash of suicides by young queer people. The testimonials reassure teenagers that there is life after high school, that before long they’ll be able to be who they are without persecution — able to find love, able to live with dignity, and able to get through each day without facing intense harassment. It’s a worthy project, but it implicitly accepts that non-straight kids must spend their formative years passing through a homophobic gauntlet before arriving at a less hostile adult world. Why should they have to wait?

Suicide is the third leading cause of death for teens, responsible for some 4,600 deaths per year. Federal studies report that for every suicide there are at least a hundred attempts — nearly half a million a year. Eight percent of high school students have attempted to kill themselves, and 16 percent have considered trying. That’s a lot of people crying out for something to change.

We tend to think that adolescence is inherently ridden with angst, but much of the misery comes from the cruelty of one’s peers. Twenty-eight percent of public school students and 21 percent of private school students report being bullied, and though inner-city kids are routinely portrayed in the press as menaces, the highest levels of bullying are reported among white kids and in nonurban areas. Victims of bullying are, according to a Yale study, somewhere between two and nine times more likely to attempt suicide. Why should children be confined to institutions in which these experiences are so common?

Antibullying programs have proliferated to such an extent that even the Southern Poverty Law Center has gotten involved, as though high school had joined its list of hate groups. An educational video produced by the S.P.L.C. focuses on the case of Jamie Nabozny, who successfully sued the administrators of his small-town Wisconsin school district for doing nothing to stop — and sometimes even blaming him for — the years of persecution he had suffered, including an attack that ruptured his spleen. As Catherine A. Lugg, an education scholar specializing in public school issues, later wrote, “The Nabozny case clearly illustrates the public school’s historic power as the enforcer of expected norms regarding gender, heteronormativity, and homophobia.”

I once heard Helena Norberg-Hodge, an economic analyst and linguist who studies the impact of globalization on nonindustrialized societies, say that generational segregation was one of the worst kinds of segregation in the United States. The remark made a lasting impression: that segregation was what I escaped all those years ago. My first friends were much older than I was, and then a little older; these days they are all ages. We think it’s natural to sort children into single-year age cohorts and then process them like Fords on an assembly line, but that may be a reflection of the industrialization that long ago sent parents to work away from their children for several hours every day.

Since the 1970s, Norberg-Hodge has been visiting the northern Indian region of Ladakh. When she first arrived such age segregation was unknown there. “Now children are split into different age groups at school,” Norberg-Hodge has written. “This sort of leveling has a very destructive effect. By artificially creating social units in which everyone is the same age, the ability of children to help and to learn from each other is greatly reduced.” Such units automatically create the conditions for competition, pressuring children to be as good as their peers. “In a group of ten children of quite different ages,” Norberg-Hodge argues, “there will naturally be much more cooperation than in a group of ten twelve-year-olds.”

When you are a teenager, your peers judge you by exacting and narrow criteria. But those going through the same life experiences at the same time often have little to teach one another about life. Most of us are safer in our youth in mixed-age groups, and the more time we spend outside our age cohort, the broader our sense of self. It’s not just that adults and children are good for adolescents. The reverse is also true. The freshness, inquisitiveness, and fierce idealism of a wide-awake teenager can be exhilarating, just as the stony apathy of a shut-down teenager can be dismal.

A teenager can act very differently outside his or her peer group than inside it. A large majority of hate crimes and gang rapes are committed by groups of boys and young men, and studies suggest that the perpetrators are more concerned with impressing one another and conforming to their group’s codes than with actual hatred toward outsiders. Attempts to address this issue usually focus on changing the social values to which such groups adhere, but dispersing or diluting these groups seems worth consideration, too.

High school in America is too often a place where one learns to conform or take punishment — and conformity is itself a kind of punishment, one that can flatten out your soul or estrange you from it.

High school, particularly the suburban and small-town varieties, can … [more]
rebeccasolnit  2015  highschool  education  schools  schooling  adolescence  unschooling  deschooling  oppression  teens  youth  hierarchy  agesegregation  internships  apprenticeships  mentoring  mentors  popularity  jockocracies  sports  rapeculture  us  society  peers  hatecrime  conformity  values  helenanorberg-hodge  lcproject  openstudioproject  cooperation  competition  segregation  bullying  bullies  splc  persecution  gender  sexuality  heteronormativity  homophobia  angst  cruelty  suicide  dances  prom  misfits  friendship  learning  howwelearn  srg  glvo  edg 
11 days ago by robertogreco
spotify/luigi: Luigi is a Python module that helps you build complex pipelines of batch jobs. It handles dependency resolution, workflow management, visualization etc. It also comes with Hadoop support built in.
https://marcobonzanini.com/2015/10/24/building-data-pipelines-with-python-and-luigi/
According to wikipedia: flow-based programming (FBP) is a programming paradigm that defines applications as networks of "black box" processes, which exchange data across predefined connections by message passing, where the connections are specified externally to the processes. These black box processes can be reconnected endlessly to form different applications without having to be changed internally. FBP is thus naturally component-oriented.
data  python  workflow  batch  pipeline  distributed  spotify  tools  github  library  via:python_wiki  2015  active_development 
12 days ago by Spark
How Upcoming 'Modern Family' Episode Was Shot Entirely on iPhone and iPad Cameras - Mac Rumors
Last week, it was announced that the February 25 episode of Emmy-winning sitcom "Modern Family" would take place solely on a MacBook screen and only be shot with cameras from iPhones and iPads. BuzzFeed News got in touch with the episode's director and series co-creator Steven Levitan to find out how they shot the episode.
2015  TV  iPhone  Messages  Apple  MacRumors 
12 days ago by jmello
The UNIX Philosophy and a Fear of Pixels
"There have been some tantalizing attempts at making graphical UI development as easy as working with text. I don't mean tools like Delphi or the iOS UIKit framework, where you write a bunch of classes that inherit from a core set of classes, then use visual layout packages to design the front-end. I mean tools that let you quickly write a description of what you want UI-wise, and then there it is on the screen. No OOP. No code generators. If you've ever used the Tk toolkit for Tcl, then you've got a small taste of what's possible."
gui  ui  2015  programming  inspiration 
15 days ago by mechazoidal

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