Quotulatiousness

March 21, 2012

Learn another language to boost your intelligence

Filed under: Cancon, Health — Tags: , , — Nicholas @ 09:32

My son bitterly resented being sent to French Immersion after kindergarten (many of his friends were not entering FI and he wanted to stay with them), but recent studies back up our decision:

Most people would already describe someone who knows multiple languages as a smart person, but there’s new research that shows learning and knowing more than one language can have a deeper impact on the way your brain works than previously believed. In reality, people who know multiple languages are able to monitor their surroundings better and switch between mental tasks faster, and those benefits extend from the early years to old age — and you can harness them even later in life by picking up a new language.

In its examination of the topic, the New York Times points to a trio of studies, one from 2004 and published in the journal Developmental Science from researchers at the York University Department of Psychology that indicated bilingual individuals are more adept at certain mental challenges and tasks than people who only know one language.

However, it’s still true that the best time to learn a second language is early in life.

Converting teachers into pre-grief counsellors

Filed under: Britain, Health, Randomness — Tags: , , , , — Nicholas @ 08:51

Dennis Hayes on the recent trend in teaching: preventing children from having “best friends” because the emotional pain of losing a best friend is too much for kids to bear.

In some English schools, having best friends can now get you in serious trouble with teacher. At the weekend, it was reported that primary school children in certain areas are being discouraged from having best friends to avoid the ‘pain of falling out’. Gaynor Sbuttoni, an educational psychologist working with schools in south-west London, told The Sunday Times, ‘I have noticed that teachers tell children they shouldn’t have a best friend and that everyone should play together… They’re doing it because they want to save the child the pain of splitting up from their best friend.’ Sbuttoni is not the first to speak out against this trend in the UK, and ‘no best friend’ policies have been in place in some US schools for quite a while.

Reading the reports, it might seem like this is just a silly intervention by meddling teachers, which simply needs to be stamped out. But that underestimates what is going on in our schools. The teaching profession is being reformed as a therapeutic profession, often prioritising the delivery of therapy over education to ‘vulnerable’ children and young people. As this new therapeutic profession develops, more and more interventions like ‘no best friends’ will arise, either spontaneously in classrooms or as a result of conscious intervention by school heads, local authorities, government and, of course, Ofsted, which runs with every fad and fashion.

Meddling in young children’s emotional lives is the worst feature of contemporary schooling. Children are now trained to have ‘appropriate’ emotions through emotional literacy classes and so-called subjects like SEAL — the ‘Social and Emotional Aspects of Learning’. The training on offer in such sessions is nothing short of emotional manipulation. Children are taught to be moderate; empathy is good, anger is bad. They are taught to be emotionally dead, out of touch with all the emotions that make up human relationships, passion, anger, jealousy, hatred and even love, which is sentimentalised and sanitised. This is the anodyne therapeutic ethos that now dominates education at all levels.

March 18, 2012

The ever-expanding role for women in the military

Filed under: Bureaucracy, Economics, History, Military, Technology — Tags: , , , , , — Nicholas @ 11:22

An interesting article at Strategy Page:

The growing number of women in the military is largely driven by the need for people with scarce skills. Since most (over 80 percent) of military jobs have little, or nothing, to do with combat, if you can’t find enough qualified men, you can recruit women. This is especially true in the West, where females tend to be better educated than males. Thus women comprise about ten percent of the troops in Western armed forces. In the United States this is 15 percent for active duty troops, and 18 percent for the reserves. Civilian contractors, who are taking back some of the military jobs they performed for thousands of years, have an even higher percentage of females.

All this reflects growing female participation in the post-agricultural economy. We tend to forget that as recently as the 19th century, 90 percent of humanity were engaged in agriculture. It had been that way for thousands of years. With industrialization, women began to stay at home with the kids, and no longer work the same jobs (as they did in agriculture) with their husbands. But in the last sixty years, women have returned to their traditional place in the economy.

[. . .]

This current trend in using women and contractors are actually a return to the past, when many of the “non-combat” troops were civilians. Another problem is the shrinking proportion of troops who actually fight. A century ago, most armies comprised over 80 percent fighters and the rest “camp followers (support troops) in uniform.” Today the ratio is reversed, and therein resides a major problem. Way back in the day, the support troops were called “camp followers,” and they took care of supply, support, medical care, maintenance and “entertainment” (that’s where the term “camp follower” got a bad name). The majority of these people were men, and some of them were armed, mainly for defending the camp if the combat troops got beat real bad and needed somewhere to retreat to.

[. . .]

One of the great revolutions in military operations in this century has been in the enormous increase in support troops. This came after a sharp drop in the proportion of camp followers in the 18th and 19th centuries. Before that it was common for an army on the march to consist of 10-20 percent soldiers and the rest camp followers. There was a reason for this. Armies “in the field” were camping out and living rough could be unhealthy and arduous if you didn’t have a lot of servants along to take care of the camping equipment and help out with the chores. Generals usually had to allow a lot of camp followers in order to get the soldiers to go along with the idea of campaigning.

Only the most disciplined armies could do away with all those camp followers and get the troops to do their own housekeeping. The Romans had such an army, with less than half the “troops” being camp followers. But the Romans system was not re-invented until the 18th century, when many European armies trained their troops to do their own chores in the field, just as the Romans had. In the 19th century, steamships and railroads came along and made supplying the troops even less labor intensive, and more dependent on civilian support “troops.” The widespread introduction of conscription in the 19th century also made it possible to get your “camp followers” cheap by drafting them and putting them in uniform.

February 21, 2012

UK Catholic sex-ed includes materials plagiarized from John Norman’s Gor series

Filed under: Britain, Humour, Media — Tags: , , , , — Nicholas @ 10:33

Really, it’s another of those stories that are “so weird that it’s too good to verify“:

As The Guardian reports today, Catholic faith schools in Lancashire have been handing out copies of a booklet called “Pure Manhood: How to become the man God wants you to be”, written by an American fundamentalist preacher. The booklet includes statements like this: “the homosexual act is disordered, much like contraceptive sex between heterosexuals. Both acts are directed against God’s natural purpose for sex — babies and bonding.” It also insists that, “scientifically speaking, safe sex is a joke”.

[. . .]

Weird ideas about sex, however, are not the only strange things in the booklet. All sorts of aspects of macho-ness are explored, including the need for real men to kill animals to prove their virility. There is a particularly bizarre passage about how to kill a wolf by sacrificing a goat. I won’t go into the gory details. The important point is that, as this blog post reveals, that piece of text was lifted from the book Beasts of Gor by John Norman.

February 18, 2012

The North Carolina school lunch story continues

Filed under: Bureaucracy, Health, USA — Tags: , , , — Nicholas @ 12:17

Remember the original story from a few days ago that lots of conservative and libertarian bloggers jumped on right away: the child whose packed lunch was deemed unhealthy so she had to eat cafeteria chicken nuggets and the bill sent home to the parents? That story was denied and several sources insisted it was a deliberate reframing of an innocent situation. However, there’s now a second parent form that school who says the same thing happened to her child:

Diane Zambrano says her 4-year-old daughter, Jazlyn, is in the same West Hoke Elementary School class as the little girl whose lunch gained national attention earlier this week. When Zambrano picked Jazlyn up from school late last month, she was told by Jazlyn’s teacher that the lunch she had packed that day did not meet the necessary guidelines and that Jazlyn had been sent to the cafeteria.

The lunch Zambrano packed for her daughter? A cheese and salami sandwich on a wheat bun with apple juice. The lunch she got in the cafeteria? Chicken nuggets, a sweet potato, bread and milk.

[. . .]

When Jazlyn said she didn’t eat what her mother had made her, Zambrano went to her teacher and demanded to know what happened. She said the teacher told her an official had come through that day to inspect students’ lunches and that those who were lacking certain food groups were sent to the cafeteria. After she received her cafeteria food, the teacher told Zambrano, Jazlyn was told to put her homemade lunch back in her lunchbox and set it on the floor.

Zambrano said the teacher told her it was not the first time student lunches have been inspected, and that officials come “every so often.”

[. . .]

The memo Jazlyn brought from the school outlines the necessary nutritional requirements students’ homemade lunches must contain: two servings of fruit or vegetables, one serving of dairy, one serving of grain and one serving of meat or meat substitute. Included with the memo was a separate sheet, this one a bill for the cafeteria food Jazlyn was served.

The memo, dated Jan. 27 with the subject line “RE: Healthy Lunches,” was signed by school principal Jackie Samuels and said, while “we welcome students to bring lunches from home … it must be a nutritious, balanced meal with the above requirements. Students, who do not bring a healthy lunch, will be offered the missing portions which may result in a fee from the cafeteria.”

February 5, 2012

This is where all the manufacturing jobs have gone

Filed under: Britain, Economics, History, Technology — Tags: , , — Nicholas @ 11:44

Jackart explains that they’ve not so much been “outsourced” as they’ve been compressed, optimized, economized, and made more efficient. Fewer workers are now required to produced more things, and this is unequivocally a good thing:

A small cadre of highly skilled professionals do the jobs with enormous machines once done by vast armies of peasant labourers; which is what’s happening to manufacturing. British industrial production is rising barring recessionary glitches, UK industrial production has kept rising for most of the last 100 years. We are still producing lots of things that can be dropped on a foot. It’s just it’s no longer done by the descendants of those peasants who left the land during the industrial revolution to seek work in factories. Those factories still exist, but they employ a small number of highly paid people to operate machines which do the riveting, welding, assembling and polishing. Each machine takes does the job of hundreds of people.

That’s what happened in Agriculture, and is happening in Manufacturing. And THIS IS A GOOD THING. Because all those people not employed in riveting in Tyneside shipyards or Scything Lincolnshire corn fields are employed doing something else for someone else. All that productive labour has been freed, but we’re still getting the food produced, in abundance the Lincolnshire harvestman would have thought impossible.

The majority of Western economies are now services. Even the Germans, who’ve a niche in Machine tools and Automobiles have only 21% of their economy in making things they can drop on their feet.

And this reflects another point. Manufactured products are getting cheaper, so to have material wealth unimaginable to our Lincolnshire harvestman requires far fewer hours of Labour to achieve. Thus cars, the most expensive manufactured products most of us buy, are getting cheaper relative to average earnings, decade by decade. A reliable runaround would have been beyond the means of a WW2 factory worker, but is available to a cleaning lady now. So the same car forms a smaller part of the economy. Having spent less on the car, we can spend more on clothes, shoes, music, computers, kitchen appliances etc, and in so doing provide jobs to people supplying those things. Above all we can pay for people do do things for us – cut our hair, serve us food in restaurants, mediate for us legally, invest our surplus production into other productive activities, heal our illnesses and so on.

[. . .]

The next challenge is to banish stress and misery from our lives. I suspect this will be harder. The only caveat is that I have a great deal more faith in Adam Smith’s “invisible hand” (a much maligned and misunderstood idea) than the idiotic ideas of politicians. Politicians still seem to think manufacturing jobs are special, which suggests they don’t understand why we’re rich. The only limitless resource is man’s ingenuity. Markets aren’t an ideology, they’re simply what works in the absence of one, by deploying that one limitless resource to everyone’s benefit.

February 1, 2012

University tuition and lower-income student access

Filed under: Bureaucracy, Cancon, Economics — Tags: , — Nicholas @ 10:40

In the Globe and Mail (which seems to be having web authentication issues lately), Stephen Gordon points out that lowering university tuition costs won’t actually address the problem it’s supposed to:

There is a well-documented correlation between family income and university participation rates: people from the top quarter of the income distribution are roughly twice as likely to go to university as those from the bottom quarter. An implication of this imbalance is that the population of people who are attending university is far from being representative of the population as a whole: university students from the top quartile outnumber those from the bottom by a factor of 2 to 1. This imbalance is both the problem and the reason why the problem is so hard to solve.

Reducing tuition fees will do very little to close the gap between university participation rates in people from the higher and lower ends of the income distribution. The direct costs of university — tuition and books — account for only a quarter of the total costs (source), and financial considerations explain roughly 12 per cent of the gap between PSE participation rates of youths from upper- and lower-income households.

[. . .]

A far cheaper, more equitable and more effective way of increasing access to universities is to concentrate public funds on providing support to students in financial need (this group also includes those who have debt problems). But these measures would benefit only a minority of students who are already going to university, while tuition cuts would benefit all students.

Student lobby groups such as the CFS have a mandate to represent the interests of all current students, and this group does not include those who might have gone to university if more financial support were available. They have little interest in targeted programs — see, for example, the CFS’ reaction to the Ontario government’s tuition rebate for students from families earning less than $160,000/year.

January 26, 2012

A good soundbite, but a very bad idea

Filed under: Bureaucracy, Government, Liberty, Politics, USA — Tags: , , , — Nicholas @ 00:08

Here is one of the proposals President Barack Obama mentioned in the State of the Union speech that must have played well in the White House, but would be a terrible idea if it really was implemented:

Many soundbites sound good, but have very harmful consequences in the real world. That’s the case for President Obama’s proposal in his State of the Union Address to not allow anyone to leave school until age 18 or graduation. This proposal originated with “the National Education Association, which stands to gain from the idea a measurable boost to its dues-paying ranks, and which has in fact proposed mandatory schooling for nongraduates up to age 21.” This proposal could result in an increase in school violence by bored and frustrated 17-year-olds who hate school but are forced to attend. It would also make it even harder for teachers to maintain order in dangerous schools, contributing to an exodus of talented teachers who would rather teach than be babysitters or policemen. And it could result in truancy charges and arrests for parents who fail to get their stubborn, fully-grown offspring to attend school.

As one commenter notes, “If the union is really pushing something like this, I wonder how many of the members actually welcome it. How many teachers really want to deal with a 17 year old who doesn’t want to be in school? The type that drop out can’t be a joy to teach.” Commenting on the NEA’s ultimate desire to keep people in school until age 21 (Obama wants every American to attend college or at least get “more than a high-school diploma”), another commenter notes, “I suppose Obama would send the cops after those notoriously unproductive dropouts Bill Gates and Mark Zuckerberg.”

January 25, 2012

The Cato Institute response to the State of the Union 2012

January 21, 2012

Robert Johnson: How to save Economics

Filed under: Economics, History, Media — Tags: , , , , — Nicholas @ 11:10

Writing in Time, Robert Johnson has a few recommendations to rescue the field of economics from its current state:

First, economists should resist overstating what they actually know. The quest for certainty, as philosopher John Dewey called it in 1929, is a dangerous temptress. In anxious times like the present, experts can gain great favor in society by offering a false resolution of uncertainty. Of course when the falseness is later unmasked as snake oil, the heroic reputation of the expert is shattered. But that tends to happen only after the damage is done.

Second, economists have to recognize the shortcomings of high-powered mathematical models, which are not substitutes for vigilant observation. Nobel laureate Kenneth Arrow saw this danger years ago when he exclaimed, “The math takes on a life of its own because the mathematics pushed toward a tendency to prove theories of mathematical, rather than scientific, interest.”

[. . .]

The third remedy for repairing economics is to reintroduce context. More research on economic history and evidence-based studies are needed to understand the economy and overcome the mechanistic bare-bones models the students at Harvard objected to being taught.

[. . .]

Fourth, we must acknowledge the intimate, inseparable relationship between politics and economics. Modern debates about who caused the financial crisis — ­government or the private financial sector — are almost ­nonsensical. We are living in an era of money politics and large powerful interests that influence the laws and regulations and their enforcement. In order to catalyze the evolution of economics, research teams would benefit from multidisciplinary interaction with politics, psychology, anthropology, sociology and history.

H/T to Tim Harford for the link.

January 14, 2012

QotD: In praise of memorization

Filed under: Britain, History, Quotations — Tags: , , — Nicholas @ 11:17

I didn’t mean only memorising poetry or prose passages, but anything that requires memorisation.

Two instances to chew on.

1. To me the most crippling side-effect of “modularisation” in education — i.e. self-contained courses, no terminal examinations etc. — is that it obviates what is actually a principle purpose of exams based on several years’ work, forcing the transfer of information from short- to long-term memory. Students who take only end-of-semester course exams or write final papers retain far less of the data than those who undergo old-fashioned final exams. Methodological competence can certainly be learned in modularised systems, but detailed memory is not fostered.

2. I will never forget the candidate for Cambridge admission (15+ years ago) who had done O-level modules (9th and 10th grade) on the English Civil War and the Industrial Revolution but did not know which came first. Honest to Betsy; didn’t have a clue and couldn’t work it out either. Even before that I made my own undergrads learn a regnal list, from at least Richard III to Elizabeth II with dates, so that they had at least one continuous historical frame to which they could attach other dates they learned or came across. I wasn’t bigoted about it — it could be a list of popes, archbishops of Canterbury, or Dalai Lamas (Dalais Lama?) if they wanted, though English monarchs are more useful in English literature — but they had to know something that gave accurate chronological depth to their grasps of history, not just sit grinning ignorance on a jumble of impressions and quasi-factual fragments. They used to moan about it loudly … for a while and then start being grateful. Heh.

Memorising poems is dandy, and there’s no reason it has to be the saccharine and long-line stuff that was the pedagogic legacy of late C19 tastes and pieties — lots of good strong stuff out there that anyone’s better off knowing than not knowing — but there are bigger issues at stake.

(Excerpt from a much longer discussion on the Lois McMaster Bujold mailing list)

John Lennard, MA DPhil. (Oxon.), MA (WU)
General editor, Humanities-E-Books Genre Fiction Sightlines and Monographs

January 11, 2012

“I don’t know how these kids do it, how they go to school every day without breaking these laws”

Filed under: Bureaucracy, Law, Liberty, USA — Tags: , , , , — Nicholas @ 00:07

The further criminalization of what used to be ordinary childhood behaviour:

Each day, hundreds of schoolchildren appear before courts in Texas charged with offences such as swearing, misbehaving on the school bus or getting in to a punch-up in the playground. Children have been arrested for possessing cigarettes, wearing “inappropriate” clothes and being late for school.

In 2010, the police gave close to 300,000 “Class C misdemeanour” tickets to children as young as six in Texas for offences in and out of school, which result in fines, community service and even prison time. What was once handled with a telling-off by the teacher or a call to parents can now result in arrest and a record that may cost a young person a place in college or a job years later.

“We’ve taken childhood behaviour and made it criminal,” said Kady Simpkins, a lawyer who represented Sarah Bustamantes. “They’re kids. Disruption of class? Every time I look at this law I think: good lord, I never would have made it in school in the US. I grew up in Australia and it’s just rowdy there. I don’t know how these kids do it, how they go to school every day without breaking these laws.”

The British government is studying the American experience in dealing with gangs, unruly young people and juvenile justice in the wake of the riots in England. The UK’s justice minister, Crispin Blunt, visited Texas last September to study juvenile courts and prisons, youth gangs and police outreach in schools, among other things. But his trip came at a time when Texas is reassessing its own reaction to fears of feral youth that critics say has created a “school-to-prison pipeline”. The Texas supreme court chief justice, Wallace Jefferson, has warned that “charging kids with criminal offences for low-level behavioural issues” is helping to drive many of them to a life in jail.

January 8, 2012

The complete knowledge fallacy

Filed under: History, Media, Technology — Tags: , , — Nicholas @ 10:29

Another thumb-sucker about how we’re been overwhelmed with data and it’s all Google’s fault (well, not really):

Today, any young reader of JK Rowling’s The Philosopher’s Stone would be bound to ask, turning the pages with bated-breath expectation as Harry Potter comes close to being discovered in the out-of-bounds section of the library: “Why didn’t he just Google it?”

As so often, however, our sense of living in an age which is particularly vulnerable to being overwhelmed by too much information turns out to be misplaced.

Even before the invention of the printing press — when the distribution of information depended upon teams of scribes working with pen and ink in monastery libraries — the fear of too much to know, too much material too widely and swiftly disseminated, was already threatening to overwhelm our orderly sense of understanding.

Once books proliferated in printed form from the 16th Century onwards — “too many books, too little time” was the complaint of scholars like Erasmus and Descartes. Knowledge-gatherers scrambled to develop ever more-complicated ways of assembling, organising and distributing knowledge drawn from as wide as possible a range of erudite and unfamiliar sources for easy retrieval.

[. . .]

Of course I am labouring the point here to remind us that there has never been a time when mastering the sum of human knowledge has not been felt to be an impossible task. And historically there was the additional fear that the precious store of knowledge accumulating as the world grew in wisdom might be lost by natural or man-made disaster. Early modern compilers of information feared that without care for its safekeeping, information might run through their fingers like sand, lost forever.

A strong theme in the surprisingly large early modern literature bewailing the effect of too many books is not just worry at not being able to keep hold of everything a person is required to know, but this fear of loss. To 15th and 16th Century scholars, the period following antiquity — the so-called “dark ages” — had almost succeeded in obliterating classical learning forever. In the 17th Century, Europe-wide wars, civil wars and unrest had resulted in the destruction of entire archives of precious administrative documents.

Hence the potent theme of knowledge rescued from near-oblivion, which runs through early modern discussions of how to store and retrieve information reliably.

December 31, 2011

Don’t mess with Firefly (or the right to free speech)

Filed under: Bureaucracy, Liberty, Media — Tags: , , , , — Nicholas @ 00:05

December 29, 2011

Girls from single-parent homes “more resilient” at school than boys

Filed under: Britain, Health, USA — Tags: , , — Nicholas @ 10:55

An article in the Guardian summarizes a recent study’s findings:

Girls appear to be more resilient than boys in preventing problems at home from affecting their behaviour in school, according to a study which aims to explain the educational achievement gap between the genders.

The tendency for girls to perform better in the later years of school has become increasingly pronounced in the UK in the past two decades. In 2011 the percentage point gap between the proportion of girls gaining A* or A grades in GCSE subjects and that for boys hit a record 6.7, up from just 1.5 percentage points in 1989.

Educational researchers have sought to explain the difference through a variety of factors connected to both physiology and environment, including theorising that boys are inherently more resistant to a formal educational system.

But the new study, based on detailed data from 20,000 US children over a decade, found no particular evidence of school-based factors being significant. Instead, it discovered that boys raised outside a traditional two-parent family were more likely to display behavioural and self-control problems in school and were suspended more often. The data ended when the children were about 14, but suspensions are seen as a strong indicator of subsequent poorer educational performance.

This finding, if validated by other studies, implies that the gender gap will continue to widen as more children are being raised in single-parent households now than ever before. Girls’ increasing share of university entrance will continue to grow — although the system will still likely consider girls and young women “more vulnerable” and in need of more systemic support.

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