Chris Frederick – The Stanford Daily https://stanforddaily.com Breaking news from the Farm since 1892 Thu, 08 Mar 2012 06:51:12 +0000 en-US hourly 1 https://wordpress.org/?v=6.4.3 https://stanforddaily.com/wp-content/uploads/2019/03/cropped-DailyIcon-CardinalRed.png?w=32 Chris Frederick – The Stanford Daily https://stanforddaily.com 32 32 204779320 Off the beaten path https://stanforddaily.com/2012/03/08/off-the-beaten-path/ https://stanforddaily.com/2012/03/08/off-the-beaten-path/#respond Thu, 08 Mar 2012 11:02:15 +0000 https://stanforddaily.com/?p=1060780 Approximately 20 to 30 students defer their admission to Stanford every year, an option commonly known as taking a gap year.

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Gap years provide adventure, insight for small number of Stanford admits

While most freshmen sit — or snooze — through IHUM lecture, some of their fellow admits are learning Mandarin in China, working for a nonprofit in their home state or following their passions around the globe.

 

Approximately 20 to 30 students defer their admission to Stanford every year, an option commonly known as taking a gap year, according to Assistant Director of Admissions David Lazo.

 

“Common gap year plans include language immersion programs through the U.S. State Department, professional participation in the fine and performing arts and nonprofit work,” wrote Lazo in an email to The Daily.

 

He noted that a few students defer their admission in order to complete national military service — for instance, international students from countries such as Singapore, which has a two-year national service requirement for all male citizens.

Off the beaten path
(SERENITY NGUYEN/The Stanford Daily)

Although national news sources have stated that universities are reporting increasingly popularity of gap years, Lazo said that this is not the case at Stanford.

 

“The number of students requesting a gap year has remained relatively stable for the past several years,” he said.

 

During her gap year, Caroline Hodge ’13 apprenticed at an organic farm in Connecticut, interned as a reporter for the Palo Alto Daily News, volunteered and traveled in South America and worked as a counselor at a summer camp focused on social and environmental justice.

 

“I learned a lot about myself,” Hodge said. “I had space from the frenetic pace of high school. I had the time and space to remember why I liked learning.”

 

Hodge added that she appreciated the unique opportunity to live in a different environment when traveling in South America.

 

“I would meet people who had no idea what it meant that I was from California, or that I was going to Stanford next year or that I was taking a year off,” she said.

 

Taking a year off also helped Hodge discover new interests.

 

“My whole interest in sustainable agriculture, which has been such a big part of my college experience — that all came from working on a farm [during my gap year],” she said. “I didn’t think it would make a lasting impression on me, [but] it really did.”

 

Unlike Hodge, some gap year students, such as British national George Burgess ’15, choose to devote themselves to a single project. Burgess used his year off to expand EducationApps, an educational mobile app business he started while in high school. He noted that being a young entrepreneur was difficult at times.

 

“It gets sort of lonely running your own business at some points,” Burgess said. “For a long time, it was just me working alone the entire day, but it was definitely worthwhile.”

 

Burgess added that many of his peers took gap years, a popular option for high school graduates in England, according to the Wall Street Journal.

 

“It seems like in the U.S. fewer people are even familiar with this idea,” Burgess said. “I don’t know why because I think it’s a fantastic experience.”

 

“It’s the only chance you really have to take an entire year off, and not have any commitments, any worries, work a bit, travel [or do] whatever you’re going to do. I just think that sort of freedom doesn’t come too often in life,” he added.

 

For Olympian Rachael Flatt ’15, a gap year was a chance to spend time honing her skill as a figure skater. After a hectic senior year, which included training for the 2010 Winter Olympics and taking four AP classes, Flatt said she was “busy and exhausted.”

 

“I needed a little bit more time to sort everything out, and I really wanted to give skating a good shot, just focusing on training,” she said.

 

While Flatt’s gap year provided a respite from academic pressures, the intense focus on athletics was draining at times.

 

“The hardest part about my gap year was knowing that it was solely about skating,” Flatt said. “For me, I need a balance, and school was that good distraction from skating.”

 

Due to overtraining, Flatt suffered injuries during the year, including a stress fracture. Nevertheless, she said the time allowed her “to grow up quite a bit.”

 

According to Lazo, newly admitted students are often curious about gap years when they come to Admit Weekend, but ultimately, few choose to take time off.

 

“ Most students who request and are granted a gap year have plans in place well before they learn of their admission decision,” he said.

 

He warned students wishing to pursue a gap year that they should be able to present a “fully formed and researched plan” to the admissions office.

 

While the experience is not for everyone, students who take gap years can continue to benefit even after they arrive at the Farm.

 

“Pursuing a gap year is a personal decision,” Lazo added. “Applicants who take a gap year often report to us that they are invigorated and ready to fully immerse themselves in the Stanford experience.”

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Sparks of creativity https://stanforddaily.com/2012/03/06/1060574/ https://stanforddaily.com/2012/03/06/1060574/#respond Tue, 06 Mar 2012 11:02:56 +0000 https://stanforddaily.com/?p=1060574 The students' plan is straightforward: Buy a red truck, fill it with tools and drive it to schools. The team -- Jason Chua ’11 M.S. ’12, Prat Ganapathy M.S. ’12, Kathayoon Khalil Ph.D. ’14, Eugene Korsunskiy M.F.A. ’12, Diane Lee ’12 and Aaron Peck ’12 -- calls itself SparkLab and hopes to deliver hands-on learning to Bay Area students.

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In a crowded garage at the Hasso Plattner Institute of Design at Stanford (d.school), a group of students lounge on red couches, fiddle with Legos and rethink education. The students’ plan is straightforward: Buy a red truck, fill it with tools and drive it to schools. The team — Jason Chua ’11 M.S. ’12, Prat Ganapathy M.S. ’12, Kathayoon Khalil Ph.D. ’14, Eugene Korsunskiy M.F.A. ’12, Diane Lee ’12 and Aaron Peck ’12 — calls itself SparkLab and hopes to deliver hands-on learning to Bay Area students.

Sparks of creativity
(Courtesy of SparkLab)

 

SparkLab was developed as part of a mechanical engineering class known informally as “Design Garage.” Other teams in the class are tackling projects rethinking journalism and redesigning the wheelchair. The teams are advised by prominent figures, such as IDEO founder David Kelly.

 

“Our whole point is that manipulating matter with your hands is how you get a sense of empowerment that you can change the world around you,” Korsunskiy said of his team’s vision.

 

Korsunskiy said he realized, reflecting on his own experience in school, that “tinkering opportunities” tended to diminish as he advanced through the grade levels. The team saw a problem with hands-on work in the current education system.

 

“There’s a lot of high-level education policymakers who in theory claim to agree that the future of the country depends on a workforce that’s creative…but no one’s doing anything about it,” Korsunskiy said. “As [they]’re talking about how creativity needs to be expanded, shop classes are being cut…so we decided: ‘We are going to do something about this.’”

 

When the SparkLab team talked to working teachers, they learned that many lacked the time and space to emphasize creativity in the classroom.

 

“We came up with the idea that maybe we can be this mobile-tinkering field trip that comes to you,” Korsunskiy said.

 

SparkLab plans to target middle school students initially. Inside the truck, the team will guide students through the process of creating their own product.

 

Take the example of middle school students building a homemade lamp. First, they would choose their favorite lamp designs. Then, they would create a rough version using materials such as Popsicle sticks and twist ties before building a clay prototype. At that point, the SparkLab team would use software called Autodesk 123D to photograph the clay prototype from multiple angles, generating a three-dimensional model of the lamp. Finally, a 3D printer would spit out layers of hot glue to produce a physical copy of the lamp.

 

While the technology itself is impressive, “the most important part is for kids to have an artifact that they can take home and show their parents,” Peck said.

 

The SparkLab team also aims to balance the expensive tools with plenty of low-tech items of the sort that might be found in a shop class.

 

The truck’s physical location outside of schools is key to the project’s effectiveness. Khalil described the classroom as a “psychological barrier” for some kids.

 

“It’s not just a physical, outside space, it’s psychological space,” Chua said. “Once students step out of the classroom, it frees them to be more creative.”

 

Unlike a conventional startup, SparkLab does not expect to generate any revenue. Instead, the project will rely on funding from an online Kickstarter campaign — thus far, SparkLab has raised over $7,500 toward a target of $25,000. Team members hope to persuade tool companies to donate expensive items such as laser cutters or 3D printers.

 

Despite its promise, SparkLab faces some obstacles. With $25,000, the team would only be able to afford a single truck, limiting the number of students who could benefit from the project. However, as Chua emphasized, “right now, we’re concentrating on focused impact, rather than super-scaled impact.”

 

In this stage of their project, the SparkLab team has also been busy holding workshops and attending interviews, and they’ve found it hard to find time for introspection, according to Korsunskiy. Nevertheless, the SparkLab team has been able to meet important Bay Area contacts at events such as Maker Faire, a two-day festival celebrating creativity and hands-on making.

 

“It seems like we’ve struck a nerve somewhere, where this idea resonates with a lot of people,” Chua said.

 

Among other local figures, the group met the founder of Make, a magazine focused on do-it-yourself (DIY) projects, as well as officials from the San Francisco Exploratorium, design software company Autodesk and San Jose-based nonprofit Resource Area For Teaching (RAFT). Responses to the project have been positive.

 

“This is an incredibly cool idea — getting these tools into the hands of kids!” wrote Carl Bass, CEO of Autodesk, on SparkLab’s Kickstarter page.

 

“I love the truck. This is a great way to bring the tools and materials for making to more young makers,” wrote Dale Dougherty, founding editor of MAKE magazine, on the same page.

 

The SparkLab team tested out their idea on campus last year by running design workshops at Splash!, a program that brings middle school, high school and underserved students to Stanford’s campus for two days. Working with sixth graders and Yahoo! executives, the team was surprised to find that the younger students were more creative.

 

“It’s really sad to see what happens between those ages that really squashes any semblance of fearless, creative endeavors,” Korsunskiy said.

 

With a hectic schedule, the team members say that it is important to beat stress and maintain their enthusiasm. Their team dynamic reflects this ethos.

 

“We believe that the team that has the most fun together comes up with the best ideas,” Korsunskiy said.

 

“We basically spend our waking lives together, so we’d better have fun, or our lives will suck,” Chua added. “Some of us are to the point where we communicate in blinks and grunts.”

 

Despite all the support, developing a unique education project has not been easy.

 

“Every person has an opinion on education…We have trouble figuring out what’s new,” Khalil said. “But we decided, it doesn’t matter if the solution is new — the problems are still here, and they don’t go away.”

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Searching the stacks https://stanforddaily.com/2012/02/02/searching-the-stacks-2/ https://stanforddaily.com/2012/02/02/searching-the-stacks-2/#comments Thu, 02 Feb 2012 09:00:27 +0000 https://stanforddaily.com/?p=1056529 SearchWorks debuted in the fall of 2010. It took three years and a team of about 16 people to produce a replacement for the previous catalog, Socrates. While developing SearchWorks, the team made a special effort to consider the unique needs of the Stanford community. For example, Chris Bourg, assistant University librarian for public services, drew from her experience working with undergraduates while a graduate student at Stanford.

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Picture yourself in a library. As you walk down row after row of books, panic begins to set in. If this were the moment for a casual stroll through  the stacks, breathing in the smell of weathered pages and perusing an intriguingly titled volume, perhaps you would enjoy the sight of such grandeur, but at this moment, all you can think about is the 10-page paper you have due tomorrow and how you have no idea where to find your next source.

 

This is where SearchWorks enters the picture.

 

“One of the primary functions of a library is to enable people to discover information that might be useful,” said Tom Cramer ’94, associate director of digital library systems and services at Stanford.

Searching the stacks
(SERENITY NGUYEN/The Stanford Daily)

 

This is an especially demanding job at Stanford, a university with collections made of 6,825,821 information resources. To organize such a vast quantity of information, librarians have needed to collaborate and think creatively. The result is SearchWorks, Stanford’s next-generation library catalog.

 

At the heart of SearchWorks is Blacklight, a software project developed at the University of Virginia. Blacklight is powered by Apache Solr and Apache Lucene, the same open-source search engine software used by Netflix and Ticketmaster. While Stanford was the first university outside of Virginia to adopt Blacklight, about eight other universities, including Columbia, Johns Hopkins and the University of Wisconsin, now use the project.

 

At first, libraries relied on commercial software, which often simply replicated the traditional card catalog in an online form. These commercial solutions proved inadequate, however, so libraries decided to collaborate and create new software for themselves. This approach matches the historical behavior of libraries, according to Cramer.

 

“There are more books than librarians in the world, and labor is expensive, so libraries have been very good about figuring out how to share and cooperate with each other for centuries,” he said.

 

“I represent the scholar’s point of view, the student’s point of view,” Bourg M.A. ’98 Ph.D. ’03 said.

 

A feature SearchWorks has that Socrates lacked is relevancy ranking, which makes results appear in order of their relevance to a search. Because SearchWorks is open-source, librarians can tweak the ranking to suit an academic environment.

 

“For example, journal titles show up higher in the list than they would otherwise; they get a little boost,” Bourg said.

 

A student who runs a search using the keyword “science,” therefore, will find the journal “Science” included near the top of the results.

 

Faceted search, another important feature, allows users to limit their search to particular kinds of items. For example, a user can search only for videos located in the music library.

 

“If you look at the interface, it has a similar feel to Amazon or Zappos, or other kinds of online shopping,” Bourg said. “We’re making the library catalog experience similar to other experiences that people have online.”

 

Features particularly useful to students include the “cite this” button, which produces a bibliographic citation in MLA, APA or Chicago format. Users with smart phones can also store information about a book by taking a photo of its QR code or sending an automatically generated text message to their cell phone.

 

Some may argue that the efficiency of SearchWorks takes away from the library browsing experience.

 

“There’s this [lost] notion of serendipity, where if I’m walking down the library stacks I can find a book just by looking at the books to the left or the right,” Cramer said, highlighting the “spark of discovery.”

 

However, the reception from users of the new catalog has been positive, as students usually need to find sources immediately for projects.

 

SearchWorks is not a one-time project but rather an ongoing program. One new aspect of the SearchWorks team is the addition of more images to the catalog.

 

“By the end of this year, there will be something like 50,000 [digitized images] in there,” Cramer said.

 

Another area of future development would enable users to search in non-Roman scripts, such as Chinese, Japanese and Korean. This addition would benefit speakers of foreign languages and allow the catalog to be more user-inclusive. The key to the continued improvement of SearchWorks, according to Cramer and Bourg, is feedback from users.

 

“What I hope students and faculty know, is that [SearchWorks] evolves based on what’s needed by students and faculty,” Bourg said.

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Flying the co-op https://stanforddaily.com/2012/01/25/flying-the-co-op/ https://stanforddaily.com/2012/01/25/flying-the-co-op/#comments Wed, 25 Jan 2012 11:02:47 +0000 https://stanforddaily.com/?p=1055494 While each co-op has a unique reputation, they all offer what the Office of Residential Education calls “an alternative to Stanford dorm life.” On campus, there are seven of them: Columbae, Synergy, Hammarskjöld, Terra, Chi Theta Chi (XOX), Kairos and Enchanted Broccoli Forest (EBF).

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Nicole Heinl ’13 was turned off by what she heard about co-ops as a freshman.

 

“Something about communal showering and excessive drug use,” she wrote in an email to The Daily.

 

Now, as co-op manager of Hammarskjöld House, Heinl has a different perspective.

 

Flying the co-op
(LUIS AGUILAR/The Stanford Daily)

“In no other place on campus have I found a group of people so willing to have a conversation about anything or go do wacky things,” she said.

 

While each co-op has a unique reputation, they all offer what the Office of Residential Education calls “an alternative to Stanford dorm life.” On campus, there are seven of them: Columbae, Synergy, Hammarskjöld, Terra, Chi Theta Chi (XOX), Kairos and Enchanted Broccoli Forest (EBF).

 

One of the first co-ops, Columbae, was named after the Latin word for “dove” and was founded in 1970 to promote nonviolence and counter the turbulent temperament that helped spawn massive protests and violence on campus.

 

“Non-violence is more a style of life than a theme,” Dave DeWolf ’71 said to The Daily in May 1970.

 

“The central idea of the house is to live at a materially simple level; to reflect beliefs that people shouldn’t exploit each other and the natural environment,” DeWolf said. “We don’t want to live off of other people’s backs.”

 

Synergy came next, in 1972, inspired by a class on alternative lifestyles.

 

Bringing alternative housing to Stanford wasn’t easy, however, and not all attempts were successful. One early co-op organizer complained to The Daily in May 1970, “It has been a long and drawn-out process to get University approval for the house and to hassle out subsequent red tape.”

 

Of course, there has always been more to co-ops than peace and love. From the beginning, co-ops were motivated by a more mundane concern: money. Early co-op organizers sought to “save money” as much as to achieve “a sense of community living by having everyone work together,” according to Dan Kent ’73, M.A. ’74, P.D. ’81, one of the first co-op organizers.

 

Today, those savings can be considerable. At UCLA, for example, students save $6,700 on room and board by choosing a co-op over a dorm, according to a 2007 U.S. News article. Co-ops have gained popularity among college students in the wake of the economic crisis, and today there are at least 240 cooperative houses near at least 51 United States campuses. However, by the numbers, UC-Berkeley remains the indisputable champion, with 1,300 students housed in the Berkeley Student Cooperative system.

Flying the co-op
(Stanford Daily File Photo)

 

“It’s tough starting things from scratch,” wrote Penn junior Meghna Chandra in an email to The Daily.

 

To get some help, Chandra attended the annual North American Students of Cooperation (NASCO) Institute in Ann Arbor, Mich. The Institute runs dozens of workshops for co-op organizers, including a series called “From Roots to Shoots: Developing New Co-ops,” which, according to their website, aspires to “walk future co-op founders through the process of starting a new housing co-op.”

 

Students tend to have similar motivations for joining a co-op.

 

“I wanted to cook my own food,” wrote Synergy resident Brittany Rymer ’13 in an email to The Daily. “Clean my own space. Feel independent. You can’t really get that in a self-op or a dorm.”

 

Steven Crane ’12, a Synergy resident and cooperative living peer advisor, described a similar experience.

 

“I actually had no idea [co-ops] existed until my drawmate really wanted to live in EBF sophomore year,” he said. “Now I thrive on the freedom and unconventionality that’s possible when you live in a co-op.”

 

Although students must perform chores such as cooking and cleaning, the time commitment is relatively small — about four to five hours per week. Indeed, most residents find chores to be an enjoyable part of the co-op experience.

 

“They’re actually a really good way to make friends and a nice break from class and studying,” Rymer said.

 

“There’s something truly satisfying about watching a huge pile of grimy pots and dishes transform into sparkling clean before your eyes,” Heinl added.

 

While most Stanford students live on campus, where all seven official co-ops are located, some students seek similar arrangements off campus. For them, the Dead Houses are one option. Rob Levitsky, a wealthy electrical engineer, owns 10 houses in Palo Alto that he rents to Stanford students at below-market rates. Each house is named after a song by the Grateful Dead.

 

“As my electronics business was successful, I put money into buying more houses,” Levitsky said to Palo Alto Online. “It’s not necessarily the best investment, but it’s something I enjoy.”

 

Stanford’s co-op community members find clear value in the cooperative lifestyle, just as then-freshman Martin Keogh ’80 did in 1977, when his co-op, Columbae, was at risk of termination. Keoghwrote a letter to the editor of this paper, expressing his strong opinion.

 

“Columbae offers me all the things this school cannot; thus I hereby state that if Columbae is dropped I will resign from the University to find another such community elsewhere,” he said.

 

Today, Columbae and its fellow cooperatives still stand. On an average evening in Heinl’s Hammarskjöld House, student chefs bustle out of the kitchen with trays of hot food. As an aproned cook announces the menu, students waiting to eat cut conversations short. After the meal begins, the room bursts into applause, speaking to co-op community members’ devotion to preserving the alternative lifestyle and sense of community that first thrived at Stanford in the 1970s.

 

Read “Co-ops over time” (Jan. 25, 2012) to see a timeline and additional details about the history of co-ops at Stanford.

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A Renaissance man’s wayward path https://stanforddaily.com/2011/11/17/a-renaissance-mans-wayward-path/ https://stanforddaily.com/2011/11/17/a-renaissance-mans-wayward-path/#comments Thu, 17 Nov 2011 10:02:33 +0000 https://stanforddaily.com/?p=1051865 With his tweed jacket and tinted Ray-Ban glasses, Patrick Hunt makes a strong impression. An archaeologist by training, Hunt has traveled to digs around the world to deepen our understanding of the past. Still, his pursuits defy easy categorization -- when he's not excavating or teaching, Hunt keeps busy as a writer, composer, poet and art historian.

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A Renaissance man's wayward path
(Courtesy of Patrick Hunt)

With his tweed jacket and tinted Ray-Ban glasses, Patrick Hunt makes a strong impression. An archaeologist by training, Hunt has traveled to digs around the world to deepen our understanding of the past. Still, his pursuits defy easy categorization — when he’s not excavating or teaching, Hunt keeps busy as a writer, composer, poet and art historian.

At Stanford, Hunt is a lecturer in the Structured Liberal Education (SLE) program. Besides teaching classes in the anthropology and classics departments, Hunt is also the director of the Stanford Alpine Archaeology Project, a research program that specializes in high-altitude excavations. Each summer, Hunt takes a group of Stanford students to Europe to retrace Hannibal’s crossing of the Alps.

Even in his early years, Hunt had a strong passion for academia, even if it didn’t translate into being a model student. As a boy in San Diego, Hunt had a complicated relationship with school.

“I was truant a lot,” he said. “But they always knew where to find me: in the library.”

A love for the written word inspired Hunt to write poetry and even invent several languages as a teenager.

Hunt was introduced to archaeology when a family friend invited him to participate in a dig at the San Diego Museum of Man.

“That was where I first saw the disjunction between looking at a site today and imagining what it must have looked like 300 years ago,” Hunt said. “And that contrast really fired up my mind.”

“I had these wild dreams about finding buried stuff,” he added. “These were literal dreams about a burial of a unit of Roman soldiers in my backyard. It was so real. I would jump out [of bed] in my bathrobe and go get a shovel to check.”

Music was another major influence in Hunt’s life, especially since his mother was a concert pianist.

“My brothers and I ended up being an a cappella singing group, and we did this quite a bit around Southern California,” Hunt said.

In high school, Hunt fell in love with the music of Johann Sebastian Bach.

“It was like wax plugs fell out of my ears,” he said. “I would lie for hours in the dark, surrounded by Bach [in] stereo sound, and it was just incredible.”

Hunt briefly attended a music conservatory, but rebelled against the compositional rules that limited his creative freedom. Hunt recounted a time when one of his professors rejected a manuscript he had composed.

“He told me, ‘Patrick, this is nothing but melody!’” Hunt said. “And I just said, ‘Thank you.’”

Hunt’s compositions have been widely performed by professional ensembles in the United States and Europe.

Hunt arrived at Stanford by an unconventional path. After finishing his Ph.D. at the University College London Institute of Archaeology, Hunt moved to Berkeley, where he was involved in Near Eastern studies research.

On a whim, Hunt wrote a letter to Stanford asking about open positions. Religious studies professor Lee Yearley forwarded the letter to the head of the Classics Department. Hunt was then invited to be a visiting lecturer, and he has been here ever since.

“That was complete luck, that somebody didn’t put [my letter] in the trash pile,” he said. “These people [were] very open, kindhearted, really formidable scholars.”

Hunt’s enthusiasm for the humanities has also attracted attention outside academia: PBS and The History Channel have featured Hunt as an expert in their television documentaries. Recently, Hunt was filmed in Italy for a National Geographic special, “Iceman Murder Mystery,” which aired on Oct. 26.

Hunt also maintains an active presence online. A few years ago, venture capitalists encouraged him to found Electrum Magazine, an online publication guided by the slogan “Why the Past Matters.” Now, his Silicon Valley patrons are seeking to expand the magazine.

To Hunt, new technologies like the Internet enhance the humanities, rather than threatening them.

“[The Internet is] paperless, and it doesn’t provide instant gratification, but it does provide instant dissemination,” he said.

Throughout his life, Hunt has never been afraid to defy convention.

“There have to be people willing to take the boundaries out and do something independent,” he said. “They have to be fearless — or at least less fearful.”

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