For the past four years, Google has sponsored an initiative called Computer Science for High School (CS4HS). The mission of this aptly named collaboration is simple: to bring computer science professional development to educators through hands-on workshops. In collaboration with universities, colleges and technical schools, we have helped K-12 educators bring CS into their classrooms around the world; to date, we have helped train more than 6,000 teachers worldwide—from Canada to China, Germany to New Zealand, our programs reach more and more countries with every iteration.
Today, we are pleased to announce the recipients of the 5th annual CS4HS Google grant. (To see the full list, visit our site.) As our program grows, we are working to engage as many teachers as possible in our CS efforts. To that end, this year we are offering four free MOOC courses for educators who may not be physically close to one of our workshops, but who are eager to learn the basics of computer science. In addition, we are launching our new CS4HS Community page; join the conversation and help shape the next generation of computer scientists!
Showing posts with label education and research. Show all posts
Showing posts with label education and research. Show all posts
Wednesday, March 27, 2013
Thursday, February 21, 2013
Doodle 4 Google: A stately competition
Are you a young artist from California? Alabama? Or Indiana (like me!)? Well, get doodling with the topic “My Best Day Ever…” for a chance to see your very own artwork on the Google homepage—and help represent your piece of the union.
Today marks the 30-day countdown to the March 22 submission deadline for the U.S. Doodle 4 Google competition. And in the spirit of friendly competition, we’re inviting you to rally fellow students and teachers in your state to take part in Doodle 4 Google’s 30-day Race to the Finish with an interactive map that shows the top submitting states. States are ranked in order of submissions relative to student population size.
Whether your state tops the submissions race or not, you still have the chance to become the individual state winner. The 50 state winners will win an all-expenses paid trip to New York City in May for the final awards ceremony, where we’ll reveal the winning doodle. The national winner will see his or her doodle on the Google homepage, win a $30,000 college scholarship and a $50,000 technology grant for his or her school. Download an entry form today to get doodling!
Fun fact for those of you who can’t get enough doodles: we run Doodle 4 Google competitions in many countries worldwide, year-round. Vote for your Irish favorites now—the winner will appear on www.google.ie on April 16.
As always, happy doodling!
Today marks the 30-day countdown to the March 22 submission deadline for the U.S. Doodle 4 Google competition. And in the spirit of friendly competition, we’re inviting you to rally fellow students and teachers in your state to take part in Doodle 4 Google’s 30-day Race to the Finish with an interactive map that shows the top submitting states. States are ranked in order of submissions relative to student population size.
Whether your state tops the submissions race or not, you still have the chance to become the individual state winner. The 50 state winners will win an all-expenses paid trip to New York City in May for the final awards ceremony, where we’ll reveal the winning doodle. The national winner will see his or her doodle on the Google homepage, win a $30,000 college scholarship and a $50,000 technology grant for his or her school. Download an entry form today to get doodling!
Fun fact for those of you who can’t get enough doodles: we run Doodle 4 Google competitions in many countries worldwide, year-round. Vote for your Irish favorites now—the winner will appear on www.google.ie on April 16.
As always, happy doodling!
Thursday, February 14, 2013
RISE Awards 2013: A global effort
“I am standing in a partial enclosure made of sticks and plant fronds. This is the school for roughly 35 students, ranging in age from three to about 20 years old. There are no desks. There is only a single shared chalkboard, and it has gaping holes.” — David Rathmann-Bloch from the 21st Century Chalkboard Project, writing from rural Haiti.These are just some of the many challenges faced by education organizations who applied for this year’s Google RISE Awards. The RISE (Roots in Science and Engineering) Awards program funds and supports organizations around the world that provide science and technology education at a grassroots level.
This year we’re delighted to give awards to 30 new organizations from 18 different countries. Combined they will reach more than 90,000 children in 2013, helping inspire and teach the scientists and engineers of the future.
- Some, such as Haiti’s 21st Century Chalkboard Project and the Uniristii Association (site in Romanian) in Romania, help those from underserved communities gain access to computing resources.
- Others, like the U.K.’s Code Club and the U.S.’s CodeNow, offer extracurricular activities that help interested children, especially those from underrepresented minority backgrounds, to learn programming.
- A few, such as the Middle East’s MEET and iLab Liberia, seek to use technology education as a platform to bridge wider social and cultural divides.
- Some, like Girlstart in the U.S. and New Zealand’s Programming Challenge 4 Girls, aim to empower girls to study science, technology, engineering and mathematics.
In addition to receiving funding and support to continue their outreach, RISE Award recipients will be brought together for a global summit this June in London.
To paraphrase an old saying, from small seeds, great things can grow. The recipients of the 2013 RISE Awards have already made a difference. Connecting with other like-minded organizations will help spread valuable and practical expertise, and spark opportunities for global collaboration and expansion.
Wednesday, January 30, 2013
Google Science Fair: Looking for the next generation of scientists and engineers to change the world
At age 16, Louis Braille invented an alphabet for the blind. When she was 13, Ada Lovelace became fascinated with math and went on to write the first computer program. And at 18, Alexander Graham Bell started experimenting with sound and went on to invent the telephone. Throughout history many great scientists developed their curiosity for science at an early age and went on to make groundbreaking discoveries that changed the way we live.
Today, we’re launching the third annual Google Science Fair in partnership with CERN, the LEGO Group, National Geographic and Scientific American to find the next generation of scientists and engineers. We’re inviting students ages 13-18 to participate in the largest online science competition and submit their ideas to change the world.
For the past two years, thousands of students from more than 90 countries have submitted research projects that address some of the most challenging problems we face today. Previous winners tackled issues such as the early diagnosis of breast cancer, improving the experience of listening to music for people with hearing loss and cataloguing the ecosystem found in water. This year we hope to once again inspire scientific exploration among young people and receive even more entries for our third competition.
Here’s some key information for this year’s Science Fair:
Visit www.googlesciencefair.com to get started now—your idea might just change the world.
Today, we’re launching the third annual Google Science Fair in partnership with CERN, the LEGO Group, National Geographic and Scientific American to find the next generation of scientists and engineers. We’re inviting students ages 13-18 to participate in the largest online science competition and submit their ideas to change the world.
For the past two years, thousands of students from more than 90 countries have submitted research projects that address some of the most challenging problems we face today. Previous winners tackled issues such as the early diagnosis of breast cancer, improving the experience of listening to music for people with hearing loss and cataloguing the ecosystem found in water. This year we hope to once again inspire scientific exploration among young people and receive even more entries for our third competition.
Here’s some key information for this year’s Science Fair:
- Students can enter the Science Fair in 13 languages.
- The deadline for submissions is April 30, 2013 at 11:59 pm PDT.
- In June, we’ll recognize 90 regional finalists (30 from the Americas, 30 from Asia Pacific and 30 from Europe/Middle East/Africa).
- Judges will then select the top 15 finalists, who will be flown to Google headquarters in Mountain View, Calif. for our live, final event on September 23, 2013.
- At the finals, a panel of distinguished international judges consisting of renowned scientists and tech innovators will select top winners in each age category (13-14, 15-16, 17-18). One will be selected as the Grand Prize winner.
- In August, the public will have the opportunity to get to know our 15 finalists through a series of Google+ Hangouts on Air and will then vote for the Inspired Idea Award—an award selected by the public for the project with the greatest potential to change the world.
- We also recognize that behind every great student there’s often a great teacher and a supportive school, so this year we’ll award a $10,000 cash grant from Google and an exclusive Google+ Hangout with CERN to the Grand Prize winner’s school.
Visit www.googlesciencefair.com to get started now—your idea might just change the world.
Monday, December 10, 2012
Chromebooks for classrooms: $99 for the holidays
For many students and teachers, the hassles of traditional computing often prevent them from making the most of technology in the classroom. Schools that have adopted Chromebooks, however, have been able to bring the web’s vast educational resources—whether it’s conducting real-time research or collaborating on group projects—right into the classroom. Chromebooks are fast, easily sharable, and require almost no maintenance. Today more than 1,000 schools have adopted Chromebooks in classrooms, including some school districts like Richland School District Two (S.C.), Leyden High School District (Ill.), and Council Bluffs Community School District (Iowa) who have deployed Chromebooks to tens of thousands of students.
To help budget-strapped classrooms across the country, we’re working with DonorsChoose.org, an online charity that connects donors directly to public school classroom needs. For the holiday season, teachers can request the Samsung Series 5 Chromebook—the most widely deployed Chromebook in schools—at a special, discounted price of $99 including hardware, management and support.
If you’re a full-time public school teacher in the U.S., visit DonorsChoose.org and follow the instructions to take advantage of this opportunity by December 21, 2012. Your request will be posted on DonorsChoose.org where anyone can make a donation to support your classroom. When you reach your funding goal, you’ll receive your Chromebooks from Lakeshore Learning, DonorsChoose.org’s exclusive fulfillment partner for this program.
If you’re not a teacher, please share this opportunity with the teachers who have made a difference in your life! Or if you’re interested in supporting a classroom directly, read through the list of Chromebook projects and donate what you can. Be sure to check back often for new projects.
Thank you for your support in giving the gift of hassle-free technology to teachers and students. Working together, we can ensure “The virus ate my homework” is never uttered in a classroom again, and we can help classrooms get off to a strong start in the New Year!
Happy holidays.
Update Dec 11: We’ve seen a tremendous response—thanks to all the teachers who have applied so far! Please check DonorsChoose.org for the latest status of the program.
To help budget-strapped classrooms across the country, we’re working with DonorsChoose.org, an online charity that connects donors directly to public school classroom needs. For the holiday season, teachers can request the Samsung Series 5 Chromebook—the most widely deployed Chromebook in schools—at a special, discounted price of $99 including hardware, management and support.
If you’re a full-time public school teacher in the U.S., visit DonorsChoose.org and follow the instructions to take advantage of this opportunity by December 21, 2012. Your request will be posted on DonorsChoose.org where anyone can make a donation to support your classroom. When you reach your funding goal, you’ll receive your Chromebooks from Lakeshore Learning, DonorsChoose.org’s exclusive fulfillment partner for this program.
If you’re not a teacher, please share this opportunity with the teachers who have made a difference in your life! Or if you’re interested in supporting a classroom directly, read through the list of Chromebook projects and donate what you can. Be sure to check back often for new projects.
Thank you for your support in giving the gift of hassle-free technology to teachers and students. Working together, we can ensure “The virus ate my homework” is never uttered in a classroom again, and we can help classrooms get off to a strong start in the New Year!
Happy holidays.
Update Dec 11: We’ve seen a tremendous response—thanks to all the teachers who have applied so far! Please check DonorsChoose.org for the latest status of the program.
Monday, December 3, 2012
Help train the next generation of computer scientists with a CS4HS grant from Google
It’s that time of year: school is in full swing, the holidays are just around the corner, and we’re once again accepting proposals for our Computer Science for High School (CS4HS) grants. CS4HS is a “train the trainer” program that aims to give teachers the tools they need in order to bring computer science and computational thinking into the classroom.
With a grant from Google, university, college and technical college faculty develop these three to five day workshops—hands-on, interactive opportunities for K-12 teachers to learn how to teach CS to their students. Some programs are geared toward CS teachers, while others are for non-CS teachers who want to incorporate computer science into their curriculum. No two programs are exactly alike, and it is the creative and passionate material that organizers develop which makes this program so unique—and successful.
2013 marks the fifth consecutive year for our CS4HS program, and we’ve grown significantly. Hundreds of students and thousands of teachers have been through these workshops to date, and our program has spread to include places in Africa, Australia, Canada, China, Europe, the Middle East, New Zealand and the U.S. Our alumni are connected to each other, other educators and organizers through our teacher’s forum, which also enables K-12 teachers interested in CS education to join the discussion and ask questions.
We’re accepting applications on our website from now until February 16, 2013. To qualify, you must work for an accredited university, college or technical school in one of the qualifying regions. Each region has a slightly different application process, so make sure to read up on your area at www.cs4hs.com.
If you’re not a university faculty member, but still want to be involved, reach out to a local area university and encourage the CS Chairperson to apply; peruse information on our K-12 educators page to start bringing CS into your classroom; and check for updates on our website starting in March to find a program near you.
We’re excited to help even more educators learn how to bring computer science to their students, whether they’re teaching CS, math, history, or any other subject. Together, we can start the next generation of CS professionals on their way.
With a grant from Google, university, college and technical college faculty develop these three to five day workshops—hands-on, interactive opportunities for K-12 teachers to learn how to teach CS to their students. Some programs are geared toward CS teachers, while others are for non-CS teachers who want to incorporate computer science into their curriculum. No two programs are exactly alike, and it is the creative and passionate material that organizers develop which makes this program so unique—and successful.
2013 marks the fifth consecutive year for our CS4HS program, and we’ve grown significantly. Hundreds of students and thousands of teachers have been through these workshops to date, and our program has spread to include places in Africa, Australia, Canada, China, Europe, the Middle East, New Zealand and the U.S. Our alumni are connected to each other, other educators and organizers through our teacher’s forum, which also enables K-12 teachers interested in CS education to join the discussion and ask questions.
We’re accepting applications on our website from now until February 16, 2013. To qualify, you must work for an accredited university, college or technical school in one of the qualifying regions. Each region has a slightly different application process, so make sure to read up on your area at www.cs4hs.com.
If you’re not a university faculty member, but still want to be involved, reach out to a local area university and encourage the CS Chairperson to apply; peruse information on our K-12 educators page to start bringing CS into your classroom; and check for updates on our website starting in March to find a program near you.
We’re excited to help even more educators learn how to bring computer science to their students, whether they’re teaching CS, math, history, or any other subject. Together, we can start the next generation of CS professionals on their way.
Monday, October 1, 2012
Celebrating teachers who make a difference with Google
For most of us, there’s at least one teacher whose name we will never forget—that favorite teacher who made a difference in our education, whether they were our first grade art teacher or a professor in college. For me, that teacher was Ms. Taylor, my 8th grade science teacher. Ms. Taylor didn't just foster my love of science—she understood that 8th grade can be a tough time for students as they try to navigate social cliques and prepare for the pressure of high school. Ms. Taylor knew that taking the time to ask us if we were feeling okay was just as important as teaching us about geological formations. She didn’t just care about teaching us—she genuinely cared about us as people.
This Friday is World Teachers' Day, and we want to honor the teachers like Ms. Taylor who helped make us the people we are today. We’ve long supported education through technology, offering free tools like YouTube Edu and Google Apps for Education, and by developing cost-efficient devices like Chromebooks. But it’s the teachers who really make the difference by creatively incorporating that technology into their classrooms. As technology usage in schools increases, we hear even more amazing stories about how teachers and students are using our products to foster collaborative learning.
And that usage is growing quickly. As of today, more than 20 million students, faculty and staff worldwide use Google Apps for Education. In addition, in the last year we announced that:
To all the Ms. Taylors and Ms. Kornowskis out there—thank you, both for the positive impact you have on your students and for letting Google be a part of that experience.
This Friday is World Teachers' Day, and we want to honor the teachers like Ms. Taylor who helped make us the people we are today. We’ve long supported education through technology, offering free tools like YouTube Edu and Google Apps for Education, and by developing cost-efficient devices like Chromebooks. But it’s the teachers who really make the difference by creatively incorporating that technology into their classrooms. As technology usage in schools increases, we hear even more amazing stories about how teachers and students are using our products to foster collaborative learning.
And that usage is growing quickly. As of today, more than 20 million students, faculty and staff worldwide use Google Apps for Education. In addition, in the last year we announced that:
- 400+ universities are posting lectures and/or full courses online using YouTube Edu
- 600,000 staff from the Philippines Department of Education will now be using Google Apps
- Universities across the continents are signing up for Apps, including schools in Poland, Spain, the Netherlands and Africa
- More than 500 schools and districts went back to school with Chromebooks this fall
- Seven of the eight Ivy League universities and 72 of this year’s top 100 U.S. universities (as determined by 2013 U.S. News and World Report’s ranking) have gone Google with Google Apps for Education
To all the Ms. Taylors and Ms. Kornowskis out there—thank you, both for the positive impact you have on your students and for letting Google be a part of that experience.
Thursday, August 2, 2012
Our roots go global: Apply for a RISE Award today
The application for the 2013 Google RISE (Roots in Science and Engineering) Awards is now open. Given once a year, Google RISE Awards are designed to promote and support education initiatives in two key areas: Science, Technology, Engineering, Mathematics (STEM) and Computer Science (CS). Google grants awards of $5,000 - $25,000 USD to organizations around the world working with K-12 and university students in these fields.
This year, our community welcomed more than two dozen organizations from around the world, from Denmark to Uganda and California to Romania. The RISE grants have helped these groups to scale their reach by allowing for more scholarship recipients, to deepen their impact by providing hands on robotics kits, and to ultimately inspire their students by creating a community for CS outreach.
Now, the RISE Awards have expanded to include applicants from Latin America and the Asia Pacific region, bringing our total to six continents and 243 countries. All eligible nations are listed on our website.
The growth of technology is undoubtable, and the impact technology will have on our future is equally undeniable. We believe it’s our duty to support students who have the uncanny ability not only to consume technology, but also to create it. We believe that inspiring the next generation of computer scientists will enrich the lives of not only individual students, but also the communities and countries they live in.
Show us what you can do to get students excited about STEM and CS! Submit your application by September 30, 2012. Awardees will be announced by January 2013.
This year, our community welcomed more than two dozen organizations from around the world, from Denmark to Uganda and California to Romania. The RISE grants have helped these groups to scale their reach by allowing for more scholarship recipients, to deepen their impact by providing hands on robotics kits, and to ultimately inspire their students by creating a community for CS outreach.
Now, the RISE Awards have expanded to include applicants from Latin America and the Asia Pacific region, bringing our total to six continents and 243 countries. All eligible nations are listed on our website.
The growth of technology is undoubtable, and the impact technology will have on our future is equally undeniable. We believe it’s our duty to support students who have the uncanny ability not only to consume technology, but also to create it. We believe that inspiring the next generation of computer scientists will enrich the lives of not only individual students, but also the communities and countries they live in.
Show us what you can do to get students excited about STEM and CS! Submit your application by September 30, 2012. Awardees will be announced by January 2013.
Monday, July 23, 2012
The winners of the 2012 Google Science Fair
Twenty-one of the world’s brightest young scientists gathered at Google’s headquarters in Mountain View today to celebrate their achievements and present their projects to a panel of renowned judges at the Google Science Fair finals.
Chosen from thousands of projects from more than 100 countries, these top 15 projects impressed the judges and public with their breadth of topics: from cancer research to vertical farming, 3D electronics to dementia. It was a tough decision, but we’re proud to name these three projects the winners of this year’s Google Science Fair:
Each of the winners will receive prizes from Google and our Science Fair partners: CERN, LEGO, National Geographic and Scientific American. This evening, we also recognized Sakhiwe Shongwe and Bonkhe Mahlalela, from Swaziland, the winners of the Scientific American Science in Action award.
The judges were impressed with the quality of all the projects this year—and by the ingenuity, dedication and passion of the young scientists who created them. We applaud every contestant who submitted a project to the 2012 Google Science Fair and look forward to seeing the innovations, inventions and discoveries of young scientists in the years to come.
Chosen from thousands of projects from more than 100 countries, these top 15 projects impressed the judges and public with their breadth of topics: from cancer research to vertical farming, 3D electronics to dementia. It was a tough decision, but we’re proud to name these three projects the winners of this year’s Google Science Fair:
- 13-14 age category: Jonah Kohn (USA)—“Good Vibrations: Improving the Music Experience for People with Hearing Loss Using Multi-Frequency Tactile Sound.” By creating a device that converts sound into tactile vibrations, Jonah’s project attempts to provide the hearing impaired with an improved experience of music.
- 15-16 age category: Iván HervÃas RodrÃguez, Marcos Ochoa and Sergio Pascual (Spain)—“La Vida Oculta del Agua (The Secret Life of Water).” Iván, Marcos and Sergio studied hidden microscopic life in fresh water, documenting the organisms that exist in a drop of water, and how those organisms influence our environment.
- 17-18 age category AND Grand Prize Winner: Brittany Wenger (USA)—“Global Neural Network Cloud Service for Breast Cancer.” Brittany’s project harnesses the power of the cloud to help doctors accurately diagnose breast cancer. Brittany built an application that compares individual test results to an extensive dataset stored in the cloud, allowing doctors to assess tumors using a minimally-invasive procedure.
Each of the winners will receive prizes from Google and our Science Fair partners: CERN, LEGO, National Geographic and Scientific American. This evening, we also recognized Sakhiwe Shongwe and Bonkhe Mahlalela, from Swaziland, the winners of the Scientific American Science in Action award.
The judges were impressed with the quality of all the projects this year—and by the ingenuity, dedication and passion of the young scientists who created them. We applaud every contestant who submitted a project to the 2012 Google Science Fair and look forward to seeing the innovations, inventions and discoveries of young scientists in the years to come.
Monday, July 2, 2012
Our unique approach to research
Google started as a research project—and research has remained a core part of our culture. But we also do research differently than many other places. To shed more light on Google’s unique approach to research, Peter Norvig (Director of Research), Slav Petrov (Senior Research Scientist) and I recently published a paper, “Google’s Hybrid Approach to Research,” in the July issue of Communications of the ACM.
In the paper, we describe our hybrid approach to research, which integrates research and development to maximize our impact on users and the speed at which we make progress. Our model allows us to work at unparalleled scale and conduct research in vivo on real systems with millions of users, rather than on artificial prototypes. This yields not only innovative research results and new technologies, but valuable new capabilities for the company—think of MapReduce, Voice Search or open source projects such as Android and Chrome.
Breaking up long-term research projects into shorter-term, measurable components is another aspect of our integrated model. This is not to say our model precludes longer-term objectives, but we try to achieve these in stages. For example, Google Translate is a multi-year project characterized by the need for both research and complex systems, but we’ve achieved many small objectives along the way—such as adding languages over time for a current total of 64, developing features like two-step translation functionality, enabling users to make corrections, and consideration of syntactic structure.
Overall, our success in the areas of systems, speech recognition, language translation, machine learning, market algorithms, computer vision and many other areas has stemmed from our hybrid research approach. While there are risks associated with the close integration of research and development activities—namely the concern that research will take a back seat in favor of shorter-term projects—we mitigate those by focusing on the user and empirical data, maintaining a flexible organizational structure, and engaging with the academic community. We have a portfolio of timescales, with some researchers working with engineers to rapidly iterate on existing products, and others working on forward-looking projects that will benefit people in the future.
We hope “Google’s Hybrid Approach to Research” helps explain our method. We feel it will bring some clarification and transparency to our approach, and perhaps merit consideration by other technology companies and academic labs that organize research differently.
To learn more about what we do and see see real-time applications of our hybrid research model, add Research at Google to your circles on Google+.
Posted by Alfred Spector, Vice President of Research and Special Initiatives
In the paper, we describe our hybrid approach to research, which integrates research and development to maximize our impact on users and the speed at which we make progress. Our model allows us to work at unparalleled scale and conduct research in vivo on real systems with millions of users, rather than on artificial prototypes. This yields not only innovative research results and new technologies, but valuable new capabilities for the company—think of MapReduce, Voice Search or open source projects such as Android and Chrome.
Breaking up long-term research projects into shorter-term, measurable components is another aspect of our integrated model. This is not to say our model precludes longer-term objectives, but we try to achieve these in stages. For example, Google Translate is a multi-year project characterized by the need for both research and complex systems, but we’ve achieved many small objectives along the way—such as adding languages over time for a current total of 64, developing features like two-step translation functionality, enabling users to make corrections, and consideration of syntactic structure.
Overall, our success in the areas of systems, speech recognition, language translation, machine learning, market algorithms, computer vision and many other areas has stemmed from our hybrid research approach. While there are risks associated with the close integration of research and development activities—namely the concern that research will take a back seat in favor of shorter-term projects—we mitigate those by focusing on the user and empirical data, maintaining a flexible organizational structure, and engaging with the academic community. We have a portfolio of timescales, with some researchers working with engineers to rapidly iterate on existing products, and others working on forward-looking projects that will benefit people in the future.
We hope “Google’s Hybrid Approach to Research” helps explain our method. We feel it will bring some clarification and transparency to our approach, and perhaps merit consideration by other technology companies and academic labs that organize research differently.
To learn more about what we do and see see real-time applications of our hybrid research model, add Research at Google to your circles on Google+.
Posted by Alfred Spector, Vice President of Research and Special Initiatives
Tuesday, June 26, 2012
Using large-scale brain simulations for machine learning and A.I.
You probably use machine learning technology dozens of times a day without knowing it—it’s a way of training computers on real-world data, and it enables high-quality speech recognition, practical computer vision, email spam blocking and even self-driving cars. But it’s far from perfect—you’ve probably chuckled at poorly transcribed text, a bad translation or a misidentified image. We believe machine learning could be far more accurate, and that smarter computers could make everyday tasks much easier. So our research team has been working on some new approaches to large-scale machine learning.
Today’s machine learning technology takes significant work to adapt to new uses. For example, say we’re trying to build a system that can distinguish between pictures of cars and motorcycles. In the standard machine learning approach, we first have to collect tens of thousands of pictures that have already been labeled as “car” or “motorcycle”—what we call labeled data—to train the system. But labeling takes a lot of work, and there’s comparatively little labeled data out there.
Fortunately, recent research on self-taught learning (PDF) and deep learning suggests we might be able to rely instead on unlabeled data—such as random images fetched off the web or out of YouTube videos. These algorithms work by building artificial neural networks, which loosely simulate neuronal (i.e., the brain’s) learning processes.
Neural networks are very computationally costly, so to date, most networks used in machine learning have used only 1 to 10 million connections. But we suspected that by training much larger networks, we might achieve significantly better accuracy. So we developed a distributed computing infrastructure for training large-scale neural networks. Then, we took an artificial neural network and spread the computation across 16,000 of our CPU cores (in our data centers), and trained models with more than 1 billion connections.
We then ran experiments that asked, informally: If we think of our neural network as simulating a very small-scale “newborn brain,” and show it YouTube video for a week, what will it learn? Our hypothesis was that it would learn to recognize common objects in those videos. Indeed, to our amusement, one of our artificial neurons learned to respond strongly to pictures of... cats. Remember that this network had never been told what a cat was, nor was it given even a single image labeled as a cat. Instead, it “discovered” what a cat looked like by itself from only unlabeled YouTube stills. That’s what we mean by self-taught learning.
Using this large-scale neural network, we also significantly improved the state of the art on a standard image classification test—in fact, we saw a 70 percent relative improvement in accuracy. We achieved that by taking advantage of the vast amounts of unlabeled data available on the web, and using it to augment a much more limited set of labeled data. This is something we’re really focused on—how to develop machine learning systems that scale well, so that we can take advantage of vast sets of unlabeled training data.
We’re reporting on these experiments, led by Quoc Le, at ICML this week. You can get more details in our Google+ post or read the full paper (PDF).
We’re actively working on scaling our systems to train even larger models. To give you a sense of what we mean by “larger”—while there’s no accepted way to compare artificial neural networks to biological brains, as a very rough comparison an adult human brain has around 100 trillion connections. So we still have lots of room to grow.
And this isn’t just about images—we’re actively working with other groups within Google on applying this artificial neural network approach to other areas such as speech recognition and natural language modeling. Someday this could make the tools you use every day work better, faster and smarter.
Today’s machine learning technology takes significant work to adapt to new uses. For example, say we’re trying to build a system that can distinguish between pictures of cars and motorcycles. In the standard machine learning approach, we first have to collect tens of thousands of pictures that have already been labeled as “car” or “motorcycle”—what we call labeled data—to train the system. But labeling takes a lot of work, and there’s comparatively little labeled data out there.
Fortunately, recent research on self-taught learning (PDF) and deep learning suggests we might be able to rely instead on unlabeled data—such as random images fetched off the web or out of YouTube videos. These algorithms work by building artificial neural networks, which loosely simulate neuronal (i.e., the brain’s) learning processes.
Neural networks are very computationally costly, so to date, most networks used in machine learning have used only 1 to 10 million connections. But we suspected that by training much larger networks, we might achieve significantly better accuracy. So we developed a distributed computing infrastructure for training large-scale neural networks. Then, we took an artificial neural network and spread the computation across 16,000 of our CPU cores (in our data centers), and trained models with more than 1 billion connections.
We then ran experiments that asked, informally: If we think of our neural network as simulating a very small-scale “newborn brain,” and show it YouTube video for a week, what will it learn? Our hypothesis was that it would learn to recognize common objects in those videos. Indeed, to our amusement, one of our artificial neurons learned to respond strongly to pictures of... cats. Remember that this network had never been told what a cat was, nor was it given even a single image labeled as a cat. Instead, it “discovered” what a cat looked like by itself from only unlabeled YouTube stills. That’s what we mean by self-taught learning.
One of the neurons in the artificial neural network, trained from still frames from unlabeled YouTube videos, learned to detect cats.
Using this large-scale neural network, we also significantly improved the state of the art on a standard image classification test—in fact, we saw a 70 percent relative improvement in accuracy. We achieved that by taking advantage of the vast amounts of unlabeled data available on the web, and using it to augment a much more limited set of labeled data. This is something we’re really focused on—how to develop machine learning systems that scale well, so that we can take advantage of vast sets of unlabeled training data.
We’re reporting on these experiments, led by Quoc Le, at ICML this week. You can get more details in our Google+ post or read the full paper (PDF).
We’re actively working on scaling our systems to train even larger models. To give you a sense of what we mean by “larger”—while there’s no accepted way to compare artificial neural networks to biological brains, as a very rough comparison an adult human brain has around 100 trillion connections. So we still have lots of room to grow.
And this isn’t just about images—we’re actively working with other groups within Google on applying this artificial neural network approach to other areas such as speech recognition and natural language modeling. Someday this could make the tools you use every day work better, faster and smarter.
Become a Google power searcher
You may already be familiar with some shortcuts for Google Search, like using the search box as a calculator or finding local movie showtimes by typing [movies] and your zip code. But there are many more tips, tricks and tactics you can use to find exactly what you’re looking for, when you most need it.
Today, we’ve opened registration for Power Searching with Google, a free, online, community-based course showcasing these techniques and how you can use them to solve everyday problems. Our course is aimed at empowering you to find what you need faster, no matter how you currently use search. For example, did you know that you can search for and read pages written in languages you’ve never even studied? Identify the location of a picture your friend took during his vacation a few months ago? How about finally identifying that green-covered book about gardening that you’ve been trying to track down for years? You can learn all this and more over six 50-minute classes.
Lessons will be released daily starting on July 10, 2012, and you can take them according to your own schedule during a two-week window, alongside a worldwide community. The lessons include interactive activities to practice new skills, and many opportunities to connect with others using Google tools such as Google Groups, Moderator and Google+, including Hangouts on Air, where world-renowned search experts will answer your questions on how search works. Googlers will also be on hand during the course period to help and answer your questions in case you get stuck.
Power Searching with Google blends the MOOC (Massive Open Online Course) learning format pioneered by Stanford and MIT with our social and communication tools to create what we hope is a true community learning experience.
Visit the course homepage to learn more. By the end of this course, you'll know several new techniques that will make you a Google Power Searcher and help you find out information about whatever you can imagine—from how to prepare for a new family pet to where moss grows on Stonehenge or how to grow katniss in your garden. Sign up now!
Today, we’ve opened registration for Power Searching with Google, a free, online, community-based course showcasing these techniques and how you can use them to solve everyday problems. Our course is aimed at empowering you to find what you need faster, no matter how you currently use search. For example, did you know that you can search for and read pages written in languages you’ve never even studied? Identify the location of a picture your friend took during his vacation a few months ago? How about finally identifying that green-covered book about gardening that you’ve been trying to track down for years? You can learn all this and more over six 50-minute classes.
Lessons will be released daily starting on July 10, 2012, and you can take them according to your own schedule during a two-week window, alongside a worldwide community. The lessons include interactive activities to practice new skills, and many opportunities to connect with others using Google tools such as Google Groups, Moderator and Google+, including Hangouts on Air, where world-renowned search experts will answer your questions on how search works. Googlers will also be on hand during the course period to help and answer your questions in case you get stuck.
Power Searching with Google blends the MOOC (Massive Open Online Course) learning format pioneered by Stanford and MIT with our social and communication tools to create what we hope is a true community learning experience.
Visit the course homepage to learn more. By the end of this course, you'll know several new techniques that will make you a Google Power Searcher and help you find out information about whatever you can imagine—from how to prepare for a new family pet to where moss grows on Stonehenge or how to grow katniss in your garden. Sign up now!
Monday, June 25, 2012
In schools, all you need is web
While students in the northern hemisphere say goodbye to each other and another school year, we’re in sunny San Diego meeting with thousands of educators and administrators at the International Society for Technology in Education (ISTE) conference. While on break from teaching, these folks are here to teach others how they’re bringing innovation into their classrooms—a lot of which centers around the web.
While the web was developed well before today’s students were born, it’s come a long way even since a year ago. Today you can access the web on any device, use the web offline and take advantage of amazing graphics. For example, you can get a powerful graphing calculator on the web today, for free.
It’s been really amazing to see how the web is impacting schools. We’ve heard great real-world stories about Google Apps for Education, but lately we’re hearing more and more about schools extending the functionality of Google Apps with educational apps available on the Chrome Web Store. There are tens of thousands of apps in the Chrome Web Store, and today we’re adding some new ones: ST Math, VoiceThread and Acheive3000.
To give you an idea of what’s possible on the web: Leyden High School District from Illinois is rolling out Chromebooks to their 3,500 students and are using apps like WeVideo, EasyBib, Vernier Labquest2, SlideRocket, Geogebra and Pearson’s OpenClass as part of their 1-to-1 learning initiative.
Chromebooks as a tool for 1-to-1 learning
It’s great to see that many schools are choosing Chromebooks as an effective and affordable 1-to-1 education tool. There are more than 500 districts in the U.S. and Europe actively using Chromebooks, and today we’re pleased to welcome a few more to the community, including Rockingham Country Schools, N.C., Transylvania County Schools, N.C., and Fond du Lac School District, Wis.
Chromebooks are always new—just last month we announced new devices, an updated, app-centric user interface and new pricing for schools. Chromebooks also make it just as easy for administrators to distribute 10, 100 or 1,000 Chromebooks, saving precious summer vacation time previously spent installing software and policies on computers. And great news for schools looking to make hardware purchases: the PARCC and Smarter Balanced Assessment Consortia confirmed Chromebooks meet hardware and operating system requirements for student assessments in the 2014-2015 school year.
Applications for education
Today at ISTE, we are introducing some new features for schools using Chromebooks that make it even easier to find, use, install and manage web apps for your entire school:
We’ve enjoyed being a part of ISTE the past several years, and always look forward to hearing about new ways that students and teachers are using the web to do amazing things. (If you’re at the conference, come see us at booth 2603 and listen to or share a story!)
While the web was developed well before today’s students were born, it’s come a long way even since a year ago. Today you can access the web on any device, use the web offline and take advantage of amazing graphics. For example, you can get a powerful graphing calculator on the web today, for free.
It’s been really amazing to see how the web is impacting schools. We’ve heard great real-world stories about Google Apps for Education, but lately we’re hearing more and more about schools extending the functionality of Google Apps with educational apps available on the Chrome Web Store. There are tens of thousands of apps in the Chrome Web Store, and today we’re adding some new ones: ST Math, VoiceThread and Acheive3000.
To give you an idea of what’s possible on the web: Leyden High School District from Illinois is rolling out Chromebooks to their 3,500 students and are using apps like WeVideo, EasyBib, Vernier Labquest2, SlideRocket, Geogebra and Pearson’s OpenClass as part of their 1-to-1 learning initiative.
Students at East Leyden High School work together on their Chromebooks. Photo credit: East Leyden Art Teacher Anna Reed.
Chromebooks as a tool for 1-to-1 learning
It’s great to see that many schools are choosing Chromebooks as an effective and affordable 1-to-1 education tool. There are more than 500 districts in the U.S. and Europe actively using Chromebooks, and today we’re pleased to welcome a few more to the community, including Rockingham Country Schools, N.C., Transylvania County Schools, N.C., and Fond du Lac School District, Wis.
Chromebooks are always new—just last month we announced new devices, an updated, app-centric user interface and new pricing for schools. Chromebooks also make it just as easy for administrators to distribute 10, 100 or 1,000 Chromebooks, saving precious summer vacation time previously spent installing software and policies on computers. And great news for schools looking to make hardware purchases: the PARCC and Smarter Balanced Assessment Consortia confirmed Chromebooks meet hardware and operating system requirements for student assessments in the 2014-2015 school year.
Applications for education
Today at ISTE, we are introducing some new features for schools using Chromebooks that make it even easier to find, use, install and manage web apps for your entire school:
- Grade-level application packs are groups of Chrome Web Store apps that integrate tightly with Google’s suite of Apps for Education, divided by grade levels to meet different classroom needs. These packs are installable from the Chromebook management console. Many of them are free and we’ve worked with the app makers to offer discounts for bulk purchases.
- Organization-specific web app collections in the Chrome Web Store give administrators the ability to recommend apps to students, teachers and staff. The collection is visible only to the school, and admins can curate apps from the Chrome Web Store, application packs and web apps purchased elsewhere or private apps developed by the school. (This feature is also available to Chromebooks for Business customers from the control panel.)
Wednesday, June 6, 2012
15 Google Science Fair Finalists and the Science in Action winners are off to Mountain View
It’s been a fascinating two weeks for our Google Science Fair judges. They’ve been reviewing projects which try to solve myriad problems—from helping people with hearing loss enjoy music to saving water with vacuflush toilets—and they’ve been blown away by the inventiveness of the world’s young scientists. Today, they’ve selected 15 finalists from our top 90 regional finalists. All of these students asked interesting questions; many focused on real-world problems and some produced groundbreaking science that challenged current conventions.
In July, these finalists will be coming to Google headquarters in Mountain View, Calif., to present their projects to our international panel of finalist judges and compete for prizes that include $100,000 in scholarship funds, a trip to the Galapagos Islands and more. The winners will be announced at our celebration gala beginning at 7:00 p.m. PDT July 23 and the event will be streamed live on our YouTube channel, so make sure to tune in.
In addition, this year one of our partners, Scientific American, is awarding a special Science in Action prize to a project that addresses a social, environmental, ethical, health or welfare issue to make a practical difference to the lives of a group or community. After careful deliberation by Scientific American’s independent judging panel, we are thrilled to announce that Sakhiwe Shongwe and Bonkhe Mahlalela from Swaziland are the winners of this award for their project, which explores an affordable way to provide hydroponics to poor subsistence farmers. In addition to the $50,000 in prize funds, Shongwe and Bonkhe will have access to a year’s mentorship to explore how their project can help the lives of subsistence farmers in Swaziland and around the world. They are also still in the running for their age category prize and the grand prize.
Congratulations to all the finalists and the Scientific American Science in Action winners. We look forward to meeting you all at Google in July.
In July, these finalists will be coming to Google headquarters in Mountain View, Calif., to present their projects to our international panel of finalist judges and compete for prizes that include $100,000 in scholarship funds, a trip to the Galapagos Islands and more. The winners will be announced at our celebration gala beginning at 7:00 p.m. PDT July 23 and the event will be streamed live on our YouTube channel, so make sure to tune in.
In addition, this year one of our partners, Scientific American, is awarding a special Science in Action prize to a project that addresses a social, environmental, ethical, health or welfare issue to make a practical difference to the lives of a group or community. After careful deliberation by Scientific American’s independent judging panel, we are thrilled to announce that Sakhiwe Shongwe and Bonkhe Mahlalela from Swaziland are the winners of this award for their project, which explores an affordable way to provide hydroponics to poor subsistence farmers. In addition to the $50,000 in prize funds, Shongwe and Bonkhe will have access to a year’s mentorship to explore how their project can help the lives of subsistence farmers in Swaziland and around the world. They are also still in the running for their age category prize and the grand prize.
Congratulations to all the finalists and the Scientific American Science in Action winners. We look forward to meeting you all at Google in July.
Thursday, May 17, 2012
Helping students fish for a better future in the land of 10,000 lakes
Minnesota has long been a state that’s prided itself on its commitment to education. Now the state has taken on the mission of becoming a technology hub as well, setting the goal to become one of the country’s top five technology states by 2020. Last week, we travelled to Minnesota to pilot two new programs designed to help students with an interest in technology get a jump on the job market, and learn directly from Google engineers over Google+ Hangout.
First, we partnered with Teach for America on a classroom mentorship project that pairs Google engineers with middle school science and math classes via Google+ Hangouts. A dozen Googlers paired up with classrooms in Minneapolis/St. Paul last week to introduce a curriculum modelled after Solve for X, Google’s initiative that celebrates technology-based moonshot thinking to solve real-world problems. In the coming weeks, each classroom will chose a big problem to tackle (world hunger, homelessness, climate change, etc.) and develop an innovative technology solution to address it—with help from the Google mentor who will join the classroom via Google+ Hangout for coaching sessions. We think hangouts are a great way to connect Googlers with classrooms far away, and are looking to expand this pilot to other states in the fall.
We also kicked off our first-ever youth entrepreneurship training as part of our Google for Entrepreneurs programs. The summit brought together 60 high school students from the Minneapolis STEP-UP program, an effort designed to place students from lower-income communities as interns at Minnesota businesses over the summer. Our goal was to give these students some basic training in Google tools like Docs, Apps, YouTube and Google+ so that they can enter their internships with a better understanding of how technology and the Internet can be of help to them, as well as spark these students with an entrepreneurial drive that will serve them well in these opportunities. After a morning of learning about Google tools, the students broke out into teams to pitch their own business ideas to solve challenges in education, government, transportation and the music industry. A number of mentors from the Minneapolis tech community joined us to help coach the students, and Minneapolis Mayor R.T. Rybak was on hand himself to help get the students started.
Science and technology disciplines are projected to add 70,000 jobs to the Minnesota job market by 2019. We hope by partnering with local organizations, we can help give students the inspiration and skills to enter that job market ready to excel.
First, we partnered with Teach for America on a classroom mentorship project that pairs Google engineers with middle school science and math classes via Google+ Hangouts. A dozen Googlers paired up with classrooms in Minneapolis/St. Paul last week to introduce a curriculum modelled after Solve for X, Google’s initiative that celebrates technology-based moonshot thinking to solve real-world problems. In the coming weeks, each classroom will chose a big problem to tackle (world hunger, homelessness, climate change, etc.) and develop an innovative technology solution to address it—with help from the Google mentor who will join the classroom via Google+ Hangout for coaching sessions. We think hangouts are a great way to connect Googlers with classrooms far away, and are looking to expand this pilot to other states in the fall.
Google Engineer Selim Onal talks with students at the Minneapolis KIPP Academy about Solve for X
We also kicked off our first-ever youth entrepreneurship training as part of our Google for Entrepreneurs programs. The summit brought together 60 high school students from the Minneapolis STEP-UP program, an effort designed to place students from lower-income communities as interns at Minnesota businesses over the summer. Our goal was to give these students some basic training in Google tools like Docs, Apps, YouTube and Google+ so that they can enter their internships with a better understanding of how technology and the Internet can be of help to them, as well as spark these students with an entrepreneurial drive that will serve them well in these opportunities. After a morning of learning about Google tools, the students broke out into teams to pitch their own business ideas to solve challenges in education, government, transportation and the music industry. A number of mentors from the Minneapolis tech community joined us to help coach the students, and Minneapolis Mayor R.T. Rybak was on hand himself to help get the students started.
Minneapolis STEP-UP students pitch their start-up ideas to address a series of real-world challenges
Science and technology disciplines are projected to add 70,000 jobs to the Minnesota job market by 2019. We hope by partnering with local organizations, we can help give students the inspiration and skills to enter that job market ready to excel.
Tuesday, May 8, 2012
Celebrating teachers on National Teacher Day
One of the best parts of my job working on the Google Education team has been hearing inspiring stories time and again of great teachers who build strong relationships with and bring out the best in their students. We recognize that there are many factors that can impact a student's ability to learn, and that technology can be a valuable assistant in overcoming educational barriers, but that it’s really teachers, not technology, who help students realize their full potential. In honor of National Teacher Day today in the U.S., we wanted to showcase a few amazing stories of dedicated teachers who have shown us how they used technology to make learning magical for their students.
At Eastfield Global Magnet School in North Carolina, seventh-grade teacher Elaine Waters was looking for a way to help a student of hers named Malachi, who struggled when it came to putting pen to paper. Elaine decided to have Malachi try using a Chromebook to write—watch what happened below:
Across the country at Xavier College Prep in Arizona, beloved history teacher Gina Nunez had to take a medical leave of absence. With her students panicking over their final exam, Gina found a way to help them study from afar:
We'll be posting more of these stories on our Google in Education +page and encourage you to share your stories in the comments. We’re always eager to hear about excellent educators who have used technology in ways small and large to make a difference in the lives of students. If you're interested in learning about more ways to integrate technology in school, you can watch recordings from our first Education On Air conference, a free education technology conference held entirely online from our Google in Education page last week. Watch the sessions on our YouTube channel.
Thanks to all the creative teachers out there who find a way to spark each student’s passion—we hope to hear more stories from you soon.
At Eastfield Global Magnet School in North Carolina, seventh-grade teacher Elaine Waters was looking for a way to help a student of hers named Malachi, who struggled when it came to putting pen to paper. Elaine decided to have Malachi try using a Chromebook to write—watch what happened below:
Across the country at Xavier College Prep in Arizona, beloved history teacher Gina Nunez had to take a medical leave of absence. With her students panicking over their final exam, Gina found a way to help them study from afar:
We'll be posting more of these stories on our Google in Education +page and encourage you to share your stories in the comments. We’re always eager to hear about excellent educators who have used technology in ways small and large to make a difference in the lives of students. If you're interested in learning about more ways to integrate technology in school, you can watch recordings from our first Education On Air conference, a free education technology conference held entirely online from our Google in Education page last week. Watch the sessions on our YouTube channel.
Thanks to all the creative teachers out there who find a way to spark each student’s passion—we hope to hear more stories from you soon.
Monday, March 26, 2012
A new kind of summer job: open source coding with Google Summer of Code
It's only Spring Break for most college students, but summer vacation will be here before you know it. Instead of getting stuck babysitting your little sister or mowing your neighbor's lawn, apply for Google Summer of Code and spend the summer of 2012 earning money writing code for open source projects.
Google Summer of Code is a global program that gives university students a stipend to write code for open source projects over a three month period. Accepted students are paired with a mentor from the participating projects, gaining exposure to real-world software development and the opportunity for future employment in areas related to their academic pursuits. Best of all, more source code is created and released for the use and benefit of all.
For the past ten days, interested students have had the opportunity to review the ideas pages for this year’s 180 accepted projects and research which projects they would like to contribute to this year. We hope all interested students will apply! Submit your proposal to the mentoring organizations via the Google Summer of Code program website from today through Friday, April 6 at 19:00 UTC.
Google Summer of Code is a highly competitive program with a limited number of spots. Students should consult the Google Summer of Code student manual for suggestions on how to write a quality proposal that will grab the attention of the mentoring organizations. Multiple proposals are allowed but we highly recommend focusing on quality over quantity. The mentoring organizations have many proposals to review, so it is important to follow each organization’s specific guidelines or templates and we advise you to submit your proposal early so you can receive timely feedback.
For more tips, see a list of some helpful dos and don’ts for successful student participation written by a group of experienced Google Summer of Code administrators, our user’s guide for the program site, Frequently Asked Questions and timeline. You can also stay up-to-date on all things Google Summer of Code on our Google Open Source blog, mailing lists or on Internet relay chat at #gsoc on Freenode.
To learn more about Google Summer of Code, tune in to the Google Students page on Google+ next Monday, April 2 at 3:30pm PT for a Hangout on Air with open source programs manager Chris DiBona. He'll be talking about Google Summer of Code with other members of the open source team at Google. Submit your questions about the program between now and next Monday using the hashtag #gsochangout, and Chris and the open source team will answer them live during the Hangout On Air.
Good luck to all the open source coders out there, and remember to submit your proposals early—you only have until April 6!
Google Summer of Code is a global program that gives university students a stipend to write code for open source projects over a three month period. Accepted students are paired with a mentor from the participating projects, gaining exposure to real-world software development and the opportunity for future employment in areas related to their academic pursuits. Best of all, more source code is created and released for the use and benefit of all.
For the past ten days, interested students have had the opportunity to review the ideas pages for this year’s 180 accepted projects and research which projects they would like to contribute to this year. We hope all interested students will apply! Submit your proposal to the mentoring organizations via the Google Summer of Code program website from today through Friday, April 6 at 19:00 UTC.
Google Summer of Code is a highly competitive program with a limited number of spots. Students should consult the Google Summer of Code student manual for suggestions on how to write a quality proposal that will grab the attention of the mentoring organizations. Multiple proposals are allowed but we highly recommend focusing on quality over quantity. The mentoring organizations have many proposals to review, so it is important to follow each organization’s specific guidelines or templates and we advise you to submit your proposal early so you can receive timely feedback.
For more tips, see a list of some helpful dos and don’ts for successful student participation written by a group of experienced Google Summer of Code administrators, our user’s guide for the program site, Frequently Asked Questions and timeline. You can also stay up-to-date on all things Google Summer of Code on our Google Open Source blog, mailing lists or on Internet relay chat at #gsoc on Freenode.
To learn more about Google Summer of Code, tune in to the Google Students page on Google+ next Monday, April 2 at 3:30pm PT for a Hangout on Air with open source programs manager Chris DiBona. He'll be talking about Google Summer of Code with other members of the open source team at Google. Submit your questions about the program between now and next Monday using the hashtag #gsochangout, and Chris and the open source team will answer them live during the Hangout On Air.
Good luck to all the open source coders out there, and remember to submit your proposals early—you only have until April 6!
Thursday, March 22, 2012
Ideas worthy of space travel: The YouTube Space Lab global winners
Can you teach an old spider new tricks? Could better understanding alien superbugs cure diseases on Earth? These are the questions that will be asked by the two winning experiments of YouTube Space Lab, the science competition that challenged students from 14 to 18 years old to design a science experiment that could be performed in space. Your votes and our expert judges chose the winners from thousands of entries from around the world. Experiments submitted by Dorothy and Sara, from Troy, Mich., U.S. (winners in the 14-16-year-old age group) and Amr from Alexandria, Egypt (winner in the 17-18-year-old age group) will be performed aboard the International Space Station and live streamed to the world on YouTube.
Sunita Williams—the NASA astronaut who’ll fly to the International Space Station later this year and perform the winning experiments live on YouTube—announced the global winners at a special ceremony in Washington, D.C., where the six regional winning teams were gathered. While in Washington, all the teams also took a ZERO-G weightless flight and a private tour of the the Udvar-Hazy Air & Space Museum.
In addition to having their experiments performed in space, Amr, Dorothy and Sara get to choose between one of two awesome space adventures: a trip to Japan to watch their experiment blast off in a rocket bound for the ISS or, once they’re 18 years old, a week-long astronaut course in Star City, Russia, the training center for Russian cosmonauts.
Subscribe to the YouTube Space Lab channel for all the best space playlists and to check out video of the winners on their ZERO-G flight. Stay tuned for the live stream from space, which will take place later this year.
Meet Amr from Alexandria, Egypt
Global Winner, 17-18-year-old age group:
Watch his entry: “Can you teach an old spider new tricks?”
Meet Dorothy and Sara from Troy, Mich., U.S.
Global Winners, 14-16-year-old age group:
Watch their entry: “Could alien superbugs cure diseases on Earth?”
Sunita Williams—the NASA astronaut who’ll fly to the International Space Station later this year and perform the winning experiments live on YouTube—announced the global winners at a special ceremony in Washington, D.C., where the six regional winning teams were gathered. While in Washington, all the teams also took a ZERO-G weightless flight and a private tour of the the Udvar-Hazy Air & Space Museum.
In addition to having their experiments performed in space, Amr, Dorothy and Sara get to choose between one of two awesome space adventures: a trip to Japan to watch their experiment blast off in a rocket bound for the ISS or, once they’re 18 years old, a week-long astronaut course in Star City, Russia, the training center for Russian cosmonauts.
Subscribe to the YouTube Space Lab channel for all the best space playlists and to check out video of the winners on their ZERO-G flight. Stay tuned for the live stream from space, which will take place later this year.
Thursday, February 9, 2012
Congratulations to Amit Singhal on his election to NAE
This morning, the National Academy of Engineering (NAE) announced the election of 66 new members, including our very own Amit Singhal, Google Fellow and lead on Google Search. Amit joins a list of nine of us Googlers who have previously been recognized by the NAE: Sergey Brin, Vint Cerf, Jeff Dean, Sanjay Ghemawat, Larry Page, Eric Schmidt, Dick Sites, Ken Thompson and myself.
Election to the NAE is among the highest professional distinctions accorded to an engineer. The Academy recognized Amit for his contributions to information retrieval and search, where Amit has creatively applied and extended the science of information retrieval to new heights that were almost unthinkable when the field was founded. In so doing, he has had a tremendous and beneficial impact on the world with sustained excellence of Google’s search.
Amit was similarly recognized by the Association of Computing Machinery two months ago. I encourage you to read more about his important contributions in our blog post from December. Congratulations to Amit!
Election to the NAE is among the highest professional distinctions accorded to an engineer. The Academy recognized Amit for his contributions to information retrieval and search, where Amit has creatively applied and extended the science of information retrieval to new heights that were almost unthinkable when the field was founded. In so doing, he has had a tremendous and beneficial impact on the world with sustained excellence of Google’s search.
Amit was similarly recognized by the Association of Computing Machinery two months ago. I encourage you to read more about his important contributions in our blog post from December. Congratulations to Amit!
Monday, February 6, 2012
Supporting U.S. student veterans with a new scholarship
The newest addition to the Google scholarships family is the Google Student Veterans of America (SVA) Scholarship. We’re partnering with the nonprofit Student Veterans of America (SVA) to support their mission of providing veterans with the resources, support and advocacy they need to succeed in higher education and throughout their careers. The Google SVA Scholarship is available to student veterans who are pursuing degrees in computer science and related fields in the U.S. for the 2012-2013 academic year. In addition to the financial award, recipients will be invited to attend the annual all-expenses-paid scholars’ retreat at the Googleplex in Mountain View, Calif. in the summer of 2012.
We have a long history of helping university students pursue computer science education with scholarship and internship opportunities. Since our first scholarships were awarded in 2004, we’ve provided over $8.8 million dollars of financial support to 2,100 students from historically underrepresented groups worldwide. Our academic scholarship programs are just one part of our global effort to increase the diversity of the technology industry and invest in the next generation of computer scientists. This mission includes ensuring that student veterans in the U.S. have the support they need to pursue technology education and careers.
Google’s commitment to military veterans extends beyond our educational outreach efforts. The Google Veterans Network, one of our 18 employee groups dedicated to supporting diversity and inclusion at Google, fosters a community of support for our military veterans, reservists, guardsmen, family members and friends. In 2011, we introduced a customized job search engine called the Veterans Job Bank in partnership with the Department of Veterans Affairs. Members of our veterans’ community also partnered with the Google Creative Lab to launch Chrome for Wounded, Ill and Injured Warriors and to create Google for Veterans and Families, a new online resource that brings together our free products and platforms for service members and their families. As a Google engineer and a Marine veteran, I’m proud of our commitment to diversity and of our efforts to bring other veterans into the world of technology and computer science.
The deadline to apply for the Google SVA Scholarship is March 15, 2012.
For complete scholarship details, visit our scholarship programs page.
(Cross-posted from the Google Student blog)
We have a long history of helping university students pursue computer science education with scholarship and internship opportunities. Since our first scholarships were awarded in 2004, we’ve provided over $8.8 million dollars of financial support to 2,100 students from historically underrepresented groups worldwide. Our academic scholarship programs are just one part of our global effort to increase the diversity of the technology industry and invest in the next generation of computer scientists. This mission includes ensuring that student veterans in the U.S. have the support they need to pursue technology education and careers.
Google’s commitment to military veterans extends beyond our educational outreach efforts. The Google Veterans Network, one of our 18 employee groups dedicated to supporting diversity and inclusion at Google, fosters a community of support for our military veterans, reservists, guardsmen, family members and friends. In 2011, we introduced a customized job search engine called the Veterans Job Bank in partnership with the Department of Veterans Affairs. Members of our veterans’ community also partnered with the Google Creative Lab to launch Chrome for Wounded, Ill and Injured Warriors and to create Google for Veterans and Families, a new online resource that brings together our free products and platforms for service members and their families. As a Google engineer and a Marine veteran, I’m proud of our commitment to diversity and of our efforts to bring other veterans into the world of technology and computer science.
The deadline to apply for the Google SVA Scholarship is March 15, 2012.
For complete scholarship details, visit our scholarship programs page.
(Cross-posted from the Google Student blog)
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