#Not just an Institute, EG is an Emotion...

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 Elites Grid Academy
#Not just an Institute, EG is an Emotion...

DETAILS
Words :- 1,397

Paragraphs :- 9

Reading Level :-College Student , 66 % Reach

Subvocalization Reading Time (Reading in mind) :- 7 min 15 sec

Uttering Reading Time( Reading with voice) :- 10 min 40 sec

Keywords:- Search Engines Google School Student Machine learning

Taken From :- Time

The most famous dictum of the science fiction writer and futurist Arthur C. Clarke
may be his Third Law: “Any technology sufficiently advanced is indistinguishable
from magic.” And for most of us, the efficiency of 21st-century search engines —
Google, Bing, Yahoo and others — can be uncannily accurate. But when it comes to
learning, instant gratification can be as much a bug as a feature.

Take high school students today. They have grown up using search engines and
other web resources; they don’t need to understand how these tools work in order
to use them. In fact, thanks to what’s called machine learning, search engines, and
other software can become more accurate — and even those who write the code
for them may not be able to explain why.

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 Elites Grid Academy
#Not just an Institute, EG is an Emotion...

What’s the problem with tools that become so natural to the generation has grown
up using them? It is that, just as a stage magician may use elaborately concealed
machinery to accomplish a trick, there are hidden mechanisms in search engines
that people need to know about, just as they may have learned to play sports
“naturally” but need coaching to avoid wasted effort and injuries. Searching needs
to be taught — to everyone, but in schools particularly. The very strength of
modern search engines — the promotion of sources being cited by other frequently
cited sources — can’t always filter out bad, even fake information that is popular
enough. Of course, newspapers, magazines and books have always passed
inaccuracies to each other; the former standard biography of the inspirational
novelist Horatio Alger still influences some reference books, even though its author
admitted fabricating sources decades ago. The difference is that we once were
more likely to turn to trusted sources — from newspapers to massive
encyclopedias — and had some recognition of their biases.

Now, the rankings of search engines are the result of inscrutable and anonymous
yet authoritative-seeming processes that can sometimes hide falsity and bias. Part
of the reason is that search engines are designed to appeal to what they perceive
or predict as your values. For example, a search for information about alternative
medicine will yield different pages in different nations depending on the attitudes
of medical elites and of patients. If your previous queries have suggested an
attitude, pro or con, search results may be biased to give you more of the same
rather than to find the most scientifically rigorous conclusions. Other search results
are elevated in search ranking not by geographic inference or personal search
history but by techniques called search engine optimization, which can be
legitimate and useful but also can give an advantage to sites skilled at gaming the
algorithm. This might make them more prominent, even if their information is
incorrect or manipulative. Even without conscious intervention, search engine
results can reflect racist attitudes. There is an old computer saying, “garbage in,
garbage out.” If racists and sexists use a phrase often, the search engine may
mindlessly reflect their attitudes. For instance, in 2004, the year Google went
public, searching for the word “Jew” on the site called up anti-Semitic sites. While
both of Google’s founders have Jewish or partly Jewish family backgrounds, the

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 Elites Grid Academy
#Not just an Institute, EG is an Emotion...

company on principle resisted any attempt to suppress what it considered the

objective results of its programming. Organized hate groups can also
manipulate rankings with social media campaigns.

Extremist tinkering with results can be especially dangerous because search

engines and many other apps are designed to inspire a flattering feeling of mastery.
Psychologists call this tendency the illusion of control. Think of casino bettors who
believe their technique can affect a roll of the dice. The Dunning-Kruger effect, a
related pitfall, is the tendency for people who are ignorant of a subject to be
unaware of how little they know. This may have always been a problem for some
students, but the web seems to make it unnecessary to know facts because they
are so easy to look up — a problem that compounds itself again and again when
the information a person may find is faulty.

The Dunning-Kruger effect, in turn, points to another challenge: to choose among

a number of alternative sites yielded by a search, it’s often necessary to know a lot
about the subject already. High school students, for instance, may be highly
knowledgeable about some things but not necessarily about academic subjects.
Wikipedia articles often rank highly in searches, and Wikipedia editors are usually
quick to catch vandalism and to correct misinformation like, say, false Horatio Alger
documents. But the very strength of Wikipedia — that so many editors add to,
delete from and modify each other’s work — makes it more difficult for one of its
pages to achieve the kind of systematic, clear contextualization required to teach
complex and unfamiliar ideas. The reason is a paradox called the curse of
knowledge, defined by the psychologist Steven Pinker as “the failure to understand
that other people don’t know what we know.”

Social and computer scientists have discovered in the last ten years or so that the
result of those four struggles is that young people who have grown up with the web
— the so-called “digital natives” — are no more skilled than older people at using
electronic technology. Search engine companies themselves acknowledge the need
for education. Dan Russell, who studies user behavior for Google, found that only

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 Elite Grid Academy
#Not just an Institute, EG is an Emotion...

of users know how to find a word in a web page or document using the Control-F 10%
command. While many teachers are aware of the challenge of teaching search literacy,
it’s unlikely that secondary schools — many woefully underfunded — will be able to
make time for yet another subject. Fortunately, search engine companies are aware of
the pedagogical problems they have inadvertently created, and Google and Microsoft
offer online resources for teachers and students. The right way to teach search skills
isn’t to add yet another required subject, as legislators and administrators often do.
Although some formal instruction will be necessary, we really need to make search a
natural part of lessons and even vocational and on-the-job training, encouraging
students of all kinds to collaborate in their searches, enlisting librarians — the search
.-professionals — as coache
Search skills are the key not only to learning, but to learning how to learn. They can
enable you to explore make discoveries of all sorts — including those that seem
-both silly and profound. For instance, years ago, I bought a rare set of nineteenth
century lithographed posters at an auction in Chicago. Almost nothing about the
artist or his company appeared in library catalogs or periodical indexes. The Chicago
history museum had no file. Then a fascinating story emerged from dozens of
,digitized newspapers and other sites searchable through Google. I traced the artist
,named John McGreer, from his youth in the Mississippi river town of Muscatine
Iowa, to Chicago, where he witnessed the great fire of 1871 and co-founded a
thriving business, the Cartoon Publishing Company, that churned out crude but
attention-getting novelties. My posters, I discovered, were intended to be
displayed in store windows to attract customers. The artist’s work also helped
promote the dime museums that flourished in American cities after P.T. Barnum’s
American Museum became the talk of New York City. The searching led me to
further oddities: McGreer had a gift for weird legal trouble, including federal
criminal prosecution for counterfeiting nickels. (Another search revealed the
existence of a thriving nickel-counterfeiting scene in the 1890s and led me to
articles about the phenomenon in numismatic magazines.) And through digitized
newspapers online, I discovered his sad end in 1907, drowned by the wake of a
steamer while painting on a barge moored on the Hudson River in 1908. This was a
.special sort of history that had been unavailable in the print resources around me
Now I am planning an exhibition around my once-inscrutable posters, and expect
.that search will reveal a lot more about the vanished world of dime-museum art

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 Elite Grid Academy
#Not just an Institute, EG is an Emotion...

Search engines don’t deliver truth on a platter. They are more like shop assistants
who may have to go back to the stockroom again and again until they find what
you are looking for. We, customers, must learn to ask the right questions in the
right way. And the more we learn, the more useful the questions we will be able to
ask.

Link - https://time.com/5318918/search-results-engine-google-bias-trusted-sources/

Scroll down to check today article summary

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Student Feedback

What our
2021 Student say

Sourav Mishra
Converted IIM L
 Elite Grid Academy
#Not just an Institute, EG is an Emotion...

Title:- Search Engines May Seem All-Knowing, But They’re Not.

Here’s How to Get More Trustworthy Results

Genres:-Technology

SUMMARY
This article discusses search engines and how to maximize your results from them.
The rapidity with which we receive search results has created a culture of quick
pleasure that causes people to be short-sighted. The urge to enjoy pleasures or
fulfillment immediately, without delay or postponement, is known as instant
gratification. Although most of us are familiar with how to use search engines, we
do not fully comprehend how they operate.

The speed of search engines is simply one benefit, but it compromises their
trustworthiness since they sometimes fail to weed out false or even harmful content
that is sufficiently well- liked. We have discussed biases and genuineness. It has
gotten more challenging to navigate searches since search engines are guided by
what they believe to be our ideals. If a pattern has emerged from your prior
searches, your search results can be biased toward returning more of the same
information rather than new entries. The purpose of the author's focus on search
literacy is to expose us to a range of viewpoints and help us overcome our
biases in order to effectively use search engines.

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 Elite Grid Academy
#Not just an Institute, EG is an Emotion...

#EG Root-word of the day

Thei- meaning god/religion
Ist - meaning follower
Now adding different words
 Theist meaning the one who believes in god
 Atheist meaning the one who don’t believe in god.
 Monotheist mono+theist mono(only one) so monotheist means the one who
believes in one god.
 Polytheist Ploy means many so polytheists means the one who believe in many
gods.
 Pantheist Pan mean all over so pantheist is one who believe in all gods across
all religion.

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 CAT 2023- Action Plan
Class Structure | Mock Schedules

Process Before June July-Aug-Sept

Foundation Building phase Mock strategy building phase

VARC LRDI QA July August September

( 75 Hours ) ( 90 Hours ) ( 165 Hours ) ( 5 Mocks + ( 7 Mocks + ( 9 Mocks +
15 Sectionals ) 15 Sectionals ) 15 Sectionals )

1 Foundation building for all 1 Revision

subjects
2 Books & Articles to read
3 Topic & Section wise tests
4 Timer & Without timer tests
5 Complete schedules for Classes,
Assignment, test etc will be available
2 Mock Discussions
3 Strategy building
4 OMETs Preparation
5 A to Z scheduls regarding Mocks,
self-study , Analysis, Sectional etc.
6 Individual Mock analysis session

We will have 330 hours of We will have 200 hour's of

classes in this phase classes in this phase

Dec Oct-Nov

XAT IIFT NMAT & October November

SNAP ( 10 Mocks + ( 12Mocks +
15 Sectionals ) 15 Sectionals )
1 QA Revision for XAT & OMETS
2 VARC Revision for XAT OMETS 1 Booster classes
3 Past Year paper discussion & 2 Mock Discussions
strategy session for OMETs. 3 Revision
4 Live mocks
5 10-12 hours daily workshop
6 All past year paper discussion

We will have 60 hour's of We will have 150-200 hours

classes in this phase Of classes in this phase