“tips”

Why do people use Google Maps? Because it’s just so nice to use. Microsoft’s Terraserver gave users access to high resolution satellite images many years before Google Maps did the same. (In fact, while attempting to be clever, I inadvertently terrified my to-be roommate: I used the service to view an aerial photograph of his home and asked him some leading questions about the stuff in his backyard. It took until the second quarter of college before he even talked to me, and then only warily.) But, it wasn’t until Google rethought online maps that the security and privacy issues of such a service came into the national conscience. Why? Because whereas Microsoft had given access to satellite imagery, Google made them accessible.

[Bracket Notation for Editing is] simply three sets of square brackets. The first set denotes deletion, the second set denotes addition, and the third set denotes a comment. It’s easiest to explain by example. Let’s start with a simple sentence plagued by two typical errors:

An editor might revise the sentence to:

A big intellectual move in my work and my teaching came together in Envisioning Information, which I think is the most original of the books, the most theoretical. It essentially opened the entire world of visual evidence up so evidence was no longer statistical graphics—it was the whole world of seeing and thinking, bringing together how seeing and therefore thinking could be intensified.

Excellence in visual design is largely realized through the creation of graphics that correspond with the mental tasks they are meant to support.

The commonality between science and art is in trying to see profoundly—to develop strategies of seeing and showing. This seeing is not about “Aren’t these pictures of molecules beautiful?” Rather, the point is to recognize the tightness between seeing and thinking on an intellectual level not just a metaphorical level. That tightness is expressed in the very physiology of the eye: the retina is made from brain cells; the brain begins at the back of the eye. Seeing turns into thinking right there.

The purpose of analytical displays of evidence is to assist thinking. Consequently, in constructing displays of evidence, the first question is, “What are the thinking tasks that these displays are supposed to serve?”

My wife and I took our extended honeymoon in Japan in 1985 and lived there for a little while. The intellectual idea was to go to the farthest away, highest resolution, technically advanced culture— that is, to increase the variance of our seeing.

My view on self-publishing was to go all out, to make the best and most elegant and wonderful book possible, without compromise. Otherwise, why do it?

Robert Merton, the great sociologist,.. taught me a great deal about scholarship. It began when he looked over a manuscript of what ultimately became my book on political economy, Political Control of the Economy. Bob did a lot of editorial commenting and was a wonderful editor and kind critic, one-on-one. Near a completely undistinguished paragraph I had written, Bob wrote “an echo of Veblen,” a distinguished social theorist. What this said to me was not that the paragraph was good, but rather “Why don’t you try playing in the big leagues?”—that is, to do work that might last for a long time.

I like to give every student every day lots of pieces of paper, many handouts. For years I had a Xerox machine in my living room, running away the night before my lecture.

Along with thirty-two years of being a professor at Princeton and Yale, I also greatly enjoy teaching out on the road. I go about one week a month on tour and give a one-day course. This has been going on now for twelve years; 120,000 people have attended the one-day course. This does get the word out.

When most people begin their advice about communication, their first grand principle is “know your audience.” In practice, that statement too often leads toward underestimating the quality and interests of the audience. The know-your-audience philosophy can be a big step down the road to pandering to the audience. I think sometimes if we anticipate too much the characteristics of the reader, we are going to censor ourselves or change our work—and I think all too often wrongly.

Having grown up a bit, I try to get out of first-person singular when giving advice. It can be dangerous to listen to authors about how to write or establish communication; they can only say what has worked for them or how they work. With an N of 1, a sample size of 1, the variance is infinite.

In my work, there is an effort to raise standards-—by admiring excellence, saying that there are things that are good and there are things that are bad, so get out and tell the world about it.

A curious consequence [of my work] is that I have become a minor celebrity. I have a hint of what a real celebrity must go through every day—a flood of interesting, encouraging, importuning, angry, weird, scary communications. I am not sure quite how to respond to all this. Now and then I ungratefully mutter Bob Dylan’s remark: “Just because you like my stuff doesn’t mean I owe you anything.”

For those going into the corporate world, the key choice point is where you go to work. You had better, for example, see what clients the company has. Once you start working for the company it is probably too late. The socialization is strong, and the masking of responsibility is strong, so that it is probably a little bit late and a bit hard to ask people to change jobs because we don’t think the companies they work for are doing the right thing.

It is straightforward for me to be ethical, responsible, and kind-hearted because I have the resources to support that. I have a lot of privilege and plenty of resources that enable me to try to do good. I admire President Kennedy’s thought: “To whom much is given, much is expected.”

Probably the only generalization about the Internet is that there is none, which is to say that users can have nearly any experience they desire. Internet users are not prisoners—they are responsible for their experience since they can generate nearly any experience they wish (other than an in-depth historical analysis).

One problem from the user’s point of view is that any given manual may be perfectly fine, but most of us are confronted with a multiplicity of interfaces. Just start to add up all the interfaces: that stove, this dishwasher, that microwave, those cameras, that cell phone, this and that computer, and so on. All the differences among those interfaces make a difference. While all the interfaces can be perfectly good when viewed individually, in aggregate it is hard to have much retained learning. For example, when I get a new camera, I take it with me on a trip and dutifully work through the manual. I am the master of that camera in two to three hours and take a few good pictures. I put the camera down and come back a month later, and there is little that has been retained. Somehow we need to have interfaces and explanatory explanations of interfaces that lead to retention and avoid interference from the multiplicity of interfaces.

The top level of most product interfaces is quite good these days. The lower-down levels, where the featuritis fungus thrives, are too often jungles.

The && operator is commonly called logical and. It can also be called guard. If the first operand is false, null, undefined, ”” (the empty string), or the number 0 then it returns the first operand. Otherwise, it returns the second operand. This provides a convenient way to write a null-check:

The || operator is commonly called logical or. It can also be called default. If the first operand is false, null, undefined, ”” (the empty string), or the number 0, then it returns the second operand. Otherwise, it returns the first operand. This provides a convenient way to specify default values:

As observers, we judge behavior according to whether, as actors, we could or would do the same thing. If I take a basketball shot from the outer key (and make it), I am looked at as though I took a risk. What that means is that my perceived competence exceeded someone else’s estimates of her own competence. It does not mean that I took more of a risk than someone else would have, had she felt as confident as I. I took the shot because I believed I could make it. However, since the observer would not have risked the shot and does not know my perceived level of competence, she presumes that I’m a risk taker. Enjoying the compliment, I do not argue. But being aware of all these elements is in the nature of mindfulness.