Quotulatiousness

October 2, 2012

Why (some) business experience is valuable for politicians

Filed under: Bureaucracy, Business, Education, Government — Tags: , , , — Nicholas @ 09:34

Megan McArdle writes about the worsening problem of government officials who have never spent any time in the business world, but have huge power over the business environment:

Of course, we’ve had many good presidents with no business experience. But Obama’s whole administration tends to be light on people from outside the academia — NGO — government triangle. It’s something that’s increasingly true of Washington in general — and, I think, increasingly problematic.

[. . .]

The increasingly mandarin elite, hygienically removed from the grubby business of scrounging for customers, frequently seems to have no idea at all what goes on in companies. Stop grinning, Republicans; I mean you too. Yes, too many liberals seem to believe that all infelicitous market outcomes can be cured by appointing a commission composed of really top-notch academics — during the debate over health care reform, the words “peer reviewed study” were invoked by supporters with no less touching a faith than an Italian grandmother performing a rosary for the salvation of the godless Communists. On the other hand, here comes the GOP claiming that entrepreneurship can be started or stopped with small changes in marginal tax rates, as if one were turning on and off a light. This is no less of a technocratic fallacy, even if, as with many technocratic fallacies, there is a grain of sound theory buried somewhere under that towering mountain of unwarranted assumptions.

The result is that companies usually get treated as a rather simple variable in a model rather than the complex organizations they are. For example, you see people reasoning from corporate behavior to efficacy: if fast food companies spend a lot of money on advertising, then said advertising must make kids eat more fast food; if hiring managers demand a college degree for positions that didn’t used to require one, there must be a good business reason. “They wouldn’t do it,” says the argument, “if it didn’t work.”

If you’ve actually worked at a company, this is a ludicrous statement. Companies do stuff that doesn’t work all the time, and it can take decades to unwind even the stupidest expenditures and rules. More importantly, when they do have good reasons, they are often not the reasons that outsiders think. The elite projects their own concerns onto the company, instead of asking the company what it’s worried about.

[. . .]

The flip side of this is the people who think that companies don’t do anything at all that couldn’t be done better by government or academia … except sit back and rake the money in. This is particularly prevalent in discussions of health care, but it frequently pops up elsewhere. My favorite in this genre is Jerry Avorn, the professor of pharmacoeconomics who told Ezra Klein that we didn’t really need drug companies because now academics with good drug prospects could simply go straight to the capital markets and raise money to fund their own projects.

This is simply breathtakingly wrong. For one thing, venture capitalists want an exit strategy before they will put money in, and in biotech, exit is often a sale to a big pharmaceutical firm; no Big Pharma, no VC funds. And second, few newly hatched biotech firms have the complementary capacities to bring a drug to market by themselves. Forget the sales force; I’m talking about the expertise to get the thing through the FDA approval process and produce it in massive quantities. How do they acquire those capacities? They partner with Big Pharma, or license to them.

September 26, 2012

Virginia Postrel on the faulty notion of “secure jobs”

Filed under: Economics, Education, USA — Tags: , — Nicholas @ 11:24

Along with proving that no American politician ever deliberately angers the “middle class” (because literally 89% of Americans consider themselves to be middle class), Virginia Postrel points out the impossibility of creating “secure jobs”:

Imagine a career in which once you had worked somewhere for a long time — say, seven years — and you couldn’t be fired unless you did something really horrible. To make the picture even more appealing, imagine further that your industry was largely immune from foreign competition, had been enjoying increasing consumer demand, was subsidized by the state and federal governments, and rarely experienced any bankruptcies.

As you have probably realized, this career exists. It’s the professoriate. But while outsiders imagine higher education as a sheltered enclave of secure jobs, the actual state of American faculty members is much more uncertain. Tenure-track employment is no longer the norm. Part-time work is.

About 30 percent of faculty members are either tenured or on the tenure track, compared with about 57 percent in 1975. The rest are “contingent faculty”: About 19 percent work full time, usually on contracts lasting one to three years, and more than half work part time. (These figures omit graduate students who also teach classes.) Along with a lack of job security, contingent faculty members receive lower pay and fewer, or no, benefits. They frequently don’t have offices and may not even get library cards.

It’s a two-tiered system that depends heavily on people whose main jobs are doing something else. And it is what you get when you guarantee permanent employment but need flexibility as conditions change. How well it works for academia depends on whom you ask. But it certainly doesn’t deliver secure jobs.

September 11, 2012

QotD: Degrees of elitism

Filed under: Bureaucracy, Education, History, Quotations — Tags: — Nicholas @ 00:01

Over the last thirty years, the university has replaced the labor union as the most important institution, after the corporation, in American political and economic life. As union jobs have disappeared, participation in the labor force, the political system, and cultural affairs is increasingly regulated by professional guilds that require their members to spend the best years of life paying exorbitant tolls and kissing patrician rings. Whatever modest benefits accreditation offers in signaling attainment of skills, as a ranking mechanism it’s zero-sum: the result is to enrich the accreditors and to discredit those who lack equivalent credentials.

Jean Baudrillard once suggested an important correction to classical Marxism: exchange value is not, as Marx had it, a distortion of a commodity’s underlying use value; use value, instead, is a fiction created by exchange value. In the same way, systems of accreditation do not assess merit; merit is a fiction created by systems of accreditation. Like the market for skin care products, the market for credentials is inexhaustible: as the bachelor’s degree becomes democratized, the master’s degree becomes mandatory for advancement. Our elaborate, expensive system of higher education is first and foremost a system of stratification, and only secondly — and very dimly — a system for imparting knowledge.

The original universities in the Western world organized themselves as guilds, either of students, as in Bologna, or of masters, as in Paris. From the first, their chief mission was to produce not learning but graduates, with teaching subordinated to the process of certification — much as artisans would impose long and wasteful periods of apprenticeship, under the guise of “training,” to keep their numbers scarce and their services expensive. For the contemporary bachelor or master or doctor of this or that, as for the Ming-era scholar–bureaucrat or the medieval European guildsman, income and social position are acquired through affiliation with a cartel. Those who want to join have to pay to play, and many never recover from the entry fee.

The Editors, “Death by Degrees”, n+1, 2012-06-19

September 6, 2012

Esperanto: the easiest way to introduce a second language to children

Filed under: Education, Randomness — Tags: , — Nicholas @ 08:58

I got interested in learning Esperanto in my early 20’s … and even though I never needed to speak the language in ordinary life, it was a very positive experience and I would recommend it to anyone as an easy way to limber up the brain for other learning tasks. It’s easy to learn, and success in learning helps to make the next learning experience a bit easier and more enjoyable.

August 19, 2012

UK girls did better than the boys in annual examinations

Filed under: Britain, Bureaucracy, Education — Tags: , , — Nicholas @ 11:39

Tim Worstall explains how it was engineered and why it’s not the wonderful accomplishment that some have been exulting about:

As a general rule one of the things that we know about education is that girls do better under a system of continuous assessment and boys under a system of competitive examination. This is of course not necessarily true of any one individual: but it is on average across any particular age cohort of children. If you want the girls to do better than the boys then skew the testing system to course work. Want the boys to appear to do better then bugger the homework and see what they can regurgitate in two three hour periods in the summertime.

That we really do know that this is true comes from the way that a few years back the system of examinations in England and Wales was deliberately changed to reflect this very point. GCSEs, A Levels, are now more based upon coursework than they used to be. The actual exams themselves now have less importance in the system than they used to. The stated objective of this change was to lessen the skew in favour of boys that a purely examination based system entailed.

So it is possible to exult about the girls outdoing the boys these days if that’s what you want to do. For it would be an example of a government policy, a very rare one indeed, actually achieving the goal originally set out. The educationalists wished to reduce the achievement gap between boys and girls. They did so.

August 9, 2012

Reason.tv: The Quebec student protests

Filed under: Cancon, Education, Government, Liberty, Media — Tags: , , — Nicholas @ 00:03

July 14, 2012

Ontario’s latest headache in the education ministry

Filed under: Cancon, Education, Government, Humour — Tags: , , , , — Nicholas @ 09:29

Mark Schatzker explains the new disaster unfolding in the Ontario government’s education file:

According to reports, a number of large unions, including CUPE, IATSE and the United Steelworkers, are already courting prominent Toronto-area student leaders. It is expected that any negotiation will include a list of long-standing student grievances. Top among them is the issue of merit based marking.

“Someone has to do something about all these losers who hog all the best marks,” said Stu, a grade 11 student at Central Etobicoke High School who did “brutal” in Functions and Applications this year.

His friend and co-organizer Luke says a union will be able to push for a “marks tax” on the top one per cent of students. “You have these total nerds who get, like 98 in Bio,” Luke explained. “We think they should give five or ten per cent of those marks to the students who get 45.”

“We have to stop rewarding greed,” Stu said.

Over at Parkside Elementary School in Scarborough, Isabelle, who is in grade seven, is also taking up the fight to make Toronto schools a closed shop. At the top of her grievance list: “geographism.”

“The way it works right now,” Isabelle explained, “is that you have to go to whatever school is closest to your house. But what if your best friend from music camp goes to a different school? How is that, like, fair?”

Sources in the Ministry of Education say the province is already close to signing a deal with elementary students with a benefits package that includes: cupcake Fridays, a ban on quinoa, and a 5.7 per cent increase in recess every year for the next four years, raising it to 20.9 minutes by 2017. (It is presently 15 minutes.)

July 12, 2012

The newest literary subgenre: the stream of unconsciousness

Filed under: Education, Humour, Media, USA — Tags: , — Nicholas @ 00:02

James Courter in the Wall Street Journal:

Is it true that college students today are unprepared and unmotivated? That generalization does injustice to the numerous bright exceptions I saw in my 25 years of teaching composition to university freshmen. But in other cases the characterization is all too accurate.

One big problem is that so few students are readers. As an unfortunate result, they have erroneous, and sometimes hilarious, notions of how the written language represents what they hear. What emerged in their papers and emails was a sort of literary subgenre that I’ve come to think of as stream of unconsciousness.

Some of their most creative thinking was devoted to fashioning excuses for tardiness, skipping class entirely, and failure to complete assignments. One guy admitted that he had trouble getting into “the proper frame of mime” for an 8 a.m. class.

Then there were the two young men who missed class for having gotten on the wrong side of the law. They both emailed me, one to say that he had been charged with a “mister meaner,” the other with a “misdeminor.”

July 3, 2012

Ontario government considering “streamlining” universities, reducing from four-year to three-year degree programs

Filed under: Cancon, Education, Government — Tags: , , — Nicholas @ 12:09

I rarely find anything interesting in Heather Mallick’s Toronto Star writings, but her Sunday article on possible Ontario government changes to the university system raises some valid concerns:

The Ontario government has run a hasty educational reform plan up a flagpole and is hoping you’ll salute it. Don’t.

The discussion paper, titled “Strengthening Ontario’s Centres of Creativity, Innovation and Knowledge,” is as mystifying as the gentlewomen’s pompous, verbose porn novel Fifty Shades of Grey, which reads to me as if it were written by a small weird girl-child, or perhaps Conrad Black.

Without Star education reporter Kristin Rushowy to translate the jargon — which curses the education sector more than any other — I would not have known that basically the McGuinty government wants to cut four-year university degrees to three and “support flexible degree structures that provide new learning options made possible by advancements in technology,” which means online degrees.

[. . .]

This report heralds bad things for Ontario students.

I opposed ending Grade 13 and was proved right, universities frantically offering catch-up courses for students who couldn’t spell or add. I opposed the “30% Off Ontario Tuition Grant for students from middle-income families” that the report boasts of, because the $160,000 cut-off is far too high. I opposed turning colleges into universities because a diploma is just as valuable as a degree, but they are not interchangeable.

And I oppose cutting degrees to three years, not just because other provinces and countries won’t accept this, but because fourth year is when you come into your own intellectually. The report refers repeatedly to the unfortunately titled Bologna Declaration aimed at harmonizing EU higher education — trans. “Yurp does it so we can too” — although I note that there has been talk in Britain of “accelerated” two-year degrees, at which point I despair.

H/T to the Phantom Observer for the link, who twittered:

https://twitter.com/PhantomObserver/statuses/220178327166648321

June 15, 2012

The Never Seconds flap reveals highly selective anti-authoritarian reactions

Filed under: Bureaucracy, Education, Food, Liberty, Media — Tags: , , , , — Nicholas @ 12:52

Brendan O’Neill is happy that the petty authoritarians at the Argyll and Bute council have rescinded their ban on young Martha Payne’s school lunch blog, but points out that the Twitstorm that helped publicize her plight is remarkably selective in which kinds of official bullying they will oppose:

But what a shame that these decent folks’ opposition to council heavy-handedness in relation to school lunches is so spectacularly partial. What a shame, for example, that they haven’t offered solidarity to those millions of children who have been banned from bringing sweets and crisps into schools, which, as I once reported for the BBC, has given rise to a black market in junk food in school playgrounds. What a shame they didn’t speak out when councils, behaving like a Tuckshop Taliban, stormed into schools and shut down tuckshops and vending machines that sold chocolate or Coke. What a shame they didn’t have anything to say when mothers in Yorkshire who passed chips through the schoolgates to their children were slated in the media and depicted as Viz-style “Fat Slags” in The Sun. What a shame they didn’t complain when it was revealed that some schools are taking it upon themselves to raid children’s lunchboxes — made for them by their parents! — in order to confiscate anything “unhealthy”.

What a shame, in other words, that only one kind of authoritarianism in relation to school dinners is criticised — namely that which censors people from revealing how crap such dinners are — while other forms of authoritarianism, which control both what children can eat and even what their parents can provide them with, are tolerated. Like stern headmasters, it seems concerned hacks will only give their nod of approval to nice, polite, healthy schoolchildren, while withholding it from the rabble, from kids who eat chips and cake with the blessing of their stupid parents. Those kids, it seems, can be censored and censured and controlled as much as is necessary.

June 9, 2012

QotD: Counteracting those irritating “nudgers”

Filed under: Economics, Education, Liberty, Media, Quotations — Tags: , , — Nicholas @ 00:09

In the wake of Mayor Bloomberg’s proposes big soda ban, I have some suggestions for paternalistic nudges for economists who advocate such paternalism. One idea is when they go to a restaurant, by default they should be seated at the table that places them in the most proximity to people near the median income level. Or when they turn on their TVs, have them by default turn to awful TV shows popular with the median household, like America’s Got Talent, Dancing with the Stars, or some poorly written show about cops. Of course they will need a nudge so that when they rent an apartment or house it comes by default with a TV and cable. Perhaps if we want to escalate from nudge to shove, we could have them signed up to teach one class a semester at a local community college or technical school, so they get exposure to students much closer to the median ability and future income level than they’ll find at the top departments they normally teach at. They can opt out of this, of course, but have them enrolled to teach as a default upon completing their doctorates.

You see, paternalists clearly have a problem with reasoning from their own preferences, and so giving them exposure to the median consumer might help them learn valuable lessons. Paternalist economists, it seems, simply cannot imagine how a “nudge” or a “shove” like buying only 16 ounce sodas or smaller would be any kind of inconvenience to someone. What they don’t understand is that as Ivy League economists with IQs north of 140 their preferences tend to be very far from the median consumer’s, so it should be no surprise that they can’t imagine it being an inconvenience. After all, they also probably can’t imagine wanting to drink a lot of soda in the first place. In the same way, the median consumer probably could not imagine letting their kid not eat birthday cake. So from the start they should be aware that their imaginations and preferences aren’t useful guides

Adam Ozimek, “Nudges for Paternalist Economists”, Forbes, 2012-06-05

June 1, 2012

QotD: Debunking the notion that today’s students face “unprecedented” challenges

Filed under: Economics, Education, History, Liberty, Quotations — Tags: , , — Nicholas @ 00:08

Far from being penalized, this generation may be the most privileged ever. Every generation lives through challenges. Our grandparents or great-grandparents lived in a society of gross social inequality and endured a world war that consumed 35 million lives. Their children came of age in the Great Depression, followed by six years of war in which another 60 million died. Their own children, the Baby Boomers, were without question a pampered generation, yet even they lived through long stretches of high unemployment and deep economic uncertainty. The oil shock of the 1970s ushered in a decade of stagflation — high inflation accompanied by stagnant growth and high unemployment — that made decent jobs no easier to nail down than they are today. The 20 years since the end of the 1980s has been a cycle of boom and bust that has seen millions of people lose homes, careers and life savings they spent decades building, often watching them vanish overnight through circumstances far beyond their control.

The notion that there was a time when anyone could coast through high school and land a nice secure career with minimal effort is sheer fantasy. Yes, a university degree carried more weight, because there were fewer of them, but that same scarcity limited the advantage to a relatively small group. The majority scratched out positions in competition with one another just as they do today. There was never, in my recollection, a bull market in sociologists, psych specialists or arts majors. A BA didn’t help you sell anything, build anything or invent anything. Entrepreneurs and self-starters never needed a university degree, and they don’t now.

[. . .]

If the 1960s and 1970s was a golden age of easy work and high pay, I missed it. If people skipped from school directly into secure jobs, happy families and a home of their own, it’s news to me. The challenges faced by youth are daunting, but no more daunting than they ever were. If Montreal’s graduates have been deprived of anything, it would appear to be lessons in history. Because they seem to have no clue how much tougher they’d have had it in almost any earlier generation they would care to choose.

Kelly McParland, “Quebec students are big on delusion, short on history”, National Post, 2012-05-31

May 30, 2012

Boomers versus Millennials

Filed under: Economics, Education, Politics — Tags: , , , — Nicholas @ 09:09

Barbara Kay on an insight into the generational conflict triggered after a waiter dumps a glass of water into her lap:

We were dining at a good bistro. The waiter — early 20s — accidentally knocked a glass of water onto my lap. Suppressing annoyance, I was summoning a gracious smile to acknowledge his forthcoming apology when instead he chirped, “It’s okay, stuff happens.” Stung, I responded, “You’re unclear on the concept. You’re supposed to say ‘I’m sorry,’ and I’m supposed to say ‘It’s okay, stuff happens.’ ”

Our narrowed eyes locked: the Senior and the Millennial (a.k.a Gen Y or Echo Boomers). I was thinking: Your teflon complacency comes from a lifetime of helicopter parents and teachers ensuring you were failure-proofed to protect your precious self-esteem. He was probably thinking: Why aren’t you dead yet so I can get a decent job and afford the meal I’m serving you.

He would have a point.

We’re witnessing an unprecedented generational social tussle. In 1950, people my age were doddering retirees. Today, we’re healthier longer, enjoying still-productive lives. By clinging to our jobs, or starting new ones, we’re blocking the natural economic pipeline. Yet we’re also hanging on to our untenably expensive government benefits, because politicians genuflect before our massive voting numbers, not to mention our tendency to vote in higher proportions than the already far less numerous 18-34s.

But I have a point too. Cossetted, self-satisfied millennials lack humility and competitive drive. They think real life will echo their easy ride through high school and the artificially inflated grades they got for their dumbed-down university courses. An October 2011 National Report Card on Youth Financial Literacy polled 3,000 recent high school grads on their expectations. More than 70% erroneously assumed they’d own their own home in 10 years. The average respondent over-estimated his future earnings by 300%.

May 19, 2012

The politics of the school lunch

Filed under: Bureaucracy, Education, Food, Government, Health, USA — Tags: , , , — Nicholas @ 10:41

Baylen Linnekin examines the school lunch issue, and finds yet another example of experts and government officials trying to override parental input and childrens’ own wishes “for the children”, of course:

School food is always a hot topic, and is perhaps more so now than it’s ever been. From a publicity standpoint, school food has taken off as an issue largely due to the efforts of [British chef and food nuisance Jamie] Oliver and First Lady Michelle Obama. But viewed from the standpoint of edibility, cost, and healthiness, food served by public schools via the USDA’s National School Lunch Program was already an issue because that program and its food have a decades-long track record of sucking. And in spite of the best efforts of Oliver and Mrs. Obama, along with new rules set to take effect in the coming months, I’m not optimistic that the quality of school food is likely to change anytime soon. Why?

If you’re one of those who thought all this talk about the National School Lunch Program had translated into better food, think again. Contrary to any visions you may have of expensive reforms leading to school kitchens serving as virtual clearinghouses for fresh fruits and vegetables, that just isn’t the case. Expensive reforms? You bet. They crop up every few years. But schools are still serving kids nachos. And sometimes — as happened last week at a public school in Ohio — those nachos are full of ants.

Issues like ants in food are hardly rare. And other systemic problems persist.

I remember what kind of crap my middle and high school cafeterias offered … and if I’d forgotten to bring a sandwich with me that day, going hungry always seemed like the better choice. The food on offer always seemed to manage the difficult stunt of being visually unappealing (sometimes being actually disgusting to look at), nutritionally inadequate, and either utterly flavourless (the better choice) or actively nasty. No wonder the best sellers in the cafeteria were the milk cartons (especially the chocolate milk), pop cans, potato chips, chocolate bars, and Vachon cakes (all of which were pre-packaged and relatively invulnerable to further processing).

As a 12-year-old army cadet, my first experience of army cooking was a huge shock: it was actually good! I didn’t know that cafeteria-style cooking didn’t have to be bland, boring, or nauseating. Schools couldn’t seem to manage the trick, but the army could.

School lunches also neuter the ability of families to make dietary choices their children. Consider the pink slime controversy earlier this year. Whether you were up in arms over chemically treated meat or thought it was completely fine to eat, the truth is if you’re a public school parent whose child eats a school lunch you still have little say over whether or not your child eats pink slime — or genetically-modified foods, sugars, starches, and a whole host of other foods about which decent parents (and experts) disagree.

Another good example of how school lunches usurp family decision-making took place in Chicago last year, where a seventh grader named Fernando Dominguez helped lead a revolt against his school’s six-year-old policy that banned students from taking their own lunch to school. According to the Chicago Tribune, the principal argued that the policy was put in place “to protect students from their own unhealthful food choices.”

[. . .]

These anecdotes help illustrate the point that food served in public school cafeterias has — along with prison food — long been one of the best arguments against the singular notion that big, mean corporations are responsible for all of the food problems we face in America. After all, public-school lunches are government creations. They’re subsidized by government, provided by government, served by government, and paid for by government. And they’re often gross, unhealthy, and wasteful.

But supporters of the National School Lunch Program, not surprisingly, argue that what’s needed are reforms, improvements, rejiggering, and — of course — more money.

May 17, 2012

This month’s prize-winner for bureaucratic over-reaction goes to…

Filed under: Bureaucracy, Education, USA — Tags: , , — Nicholas @ 00:01

… Indiana’s Dr. Patrick Spray, superintendent of Mill Creek Schools for his breathtaking performance of over-reactor in an educational role:

So here’s the story: Five high school seniors in Indiana went into their school after hours, when it was officially off-limits, and decorated it with 10,000 Post-It notes. They used the notes to create a big, cheery “2012″ on the gym floor, for instance. They made bright patterns on the doors, and another big “2012″ on some windows. And for this, they were suspended for two days (during finals) and the janitor who supervised them got fired.

What kills me most, though, is how the superintendent described the event: “It was just Post-It notes: no damage, thank goodness, occurred. Nobody was injured, thank goodness. It’s the unintended stuff that sometimes causes issues…”

The five kids who were suspended got vocal support from their classmates, so another over-reaction was called for … and delivered:

Here’s an update on today’s story about the five seniors suspended from Indiana’s Cascade High School for decorating it, at night, with Post-It Notes. Now a whopping 67 students have been suspended, because they were protesting the suspension of the Cascade Five.

As you can hear in the TV report — presented by the stations “Crime Beat” reporter (making you wonder what exactly constitutes crime in Indiana) — the kids who did the “prank” got permission from a school board member and the head custodian. And even if they didn’t, I agree with one of the commenters on my original post: While it’s being labeled a “‘prank” it could just as easily have been labeled a beautification effort, or a morale booster.

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