Quotulatiousness

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, Education, 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: Books, Education, 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, Education, Liberty, Media — Tags: , , , , — Nicholas @ 00:05

December 29, 2011

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

Filed under: Britain, Education, 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.

December 22, 2011

Why Nazis?

Filed under: Books, Britain, Education, Europe, Germany, History, Media, WW2 — Tags: , — Nicholas @ 09:56

A British MP is being investigated for attending a “Nazi-themed” party. A member of the royal family is photographed wearing Nazi regalia to a costume party. World War 2 fiction about Nazi Germany vastly outsells similar fiction about Fascist Italy or Imperial Japan. What is it about the Nazis that Brits find so fascinating? In a Spectator article from 2002, Guy Walters tracks the onset of the Nazi fascination in young Brits:

In some Englishmen this interest has mutated into a not-so-guilty admiration for the Nazis and their uniforms, their pageantry, their military brilliance and — this is the really terrible part — their brutality. It is emphatically not a condoning of the Holocaust; rather, a fetish that exists despite it. In its advanced state the fetish will have evolved into a secret yearning to march up and down a bedroom in the togs of a Hauptsturmführer, riding-boots shining, the red swastika armband set smartly against the blackness of the tunic, the silver death’s-head badge glinting on the peaked cap. Of course, the Beevor reader is a far cry from a Nazi fetishist; but I wonder whether Beevor would enjoy such staggering sales figures if he had written only about the war in the Far East.

[. . .]

At the end of term, the flu now conveniently in remission, Mr Priestley unearths the projector and makes a selection from the school’s extensive range of films. The product of a broad mind, the library consists of just two works, The Guns of Navarone and Force 10 from Navarone. Our nascent fetishist will be particularly drawn by the stylish ease with which David Niven carries off the wearing of an SS officer’s uniform. He will be less than impressed, however, with Edward Fox’s absurdly pukka sergeant in the latter film.

His small head brimming with Nazis, our subject goes home for four solid weeks of constructing Airfix Messerschmitts, Stukas, Heinkels and Dorniers. He will know that the correct colour of the underside of most Luftwaffe aircraft corresponds to Humbrol’s ‘duck-egg blue’. If his condition is particularly advanced, the subject’s mother will be asked to purchase a Tamiya Jagdpanther tank, which he will place in a ‘diorama’, a word he will use in no other context. By now, he should be showing further classic early symptoms of a Nazi fetish: Allied aircraft and armour will hold little or no interest. Most of the young fetishist’s exercise books will be adorned with thousands of tiny swastikas.

[. . .]

By puberty, the fetishist will have repeatedly watched every war film available, including A Bridge Too Far, The Night of the Generals, The Dirty Dozen, The Eagle Has Landed, The Boys from Brazil, Cross of Iron and, for a younger generation, Saving Private Ryan and Band of Brothers. He will have read Pat Reid’s Escape from Colditz and Airey Neave’s They Have Their Exits.

When our subject starts in the sixth form, it is here that the fetish can be incorporated into, and disguised by, his academic studies. Naturally he chooses modern history for one of his A-levels, and his special topic will, of course, be Nazi Germany. He will now be introduced to the diaries of Nazi bigwigs such as Albert Speer, which will breathe life into sinister figures such as Himmler and Goering. In fact, the widespread predilection for Nazi Germany as an A-level subject has angered many university tutors, who have complained recently that it is the only period of history about which undergraduates have any real knowledge.

December 14, 2011

Your disturbing chart of the week

Filed under: Bureaucracy, Economics, Education, USA — Tags: , , , — Nicholas @ 09:18

Source: Cato Institute.

December 9, 2011

Basic rule of political economics: subsidies result in higher costs

Filed under: Economics, Education, Government, USA — Tags: , , , — Nicholas @ 00:03

Virginia Postrel explains how federal funding to university students has created price inflation among universities:

As veteran education-policy consultant Arthur M. Hauptman notes in a recent essay: “There is a strong correlation over time between student and parent loan availability and rapidly rising tuitions. Common sense suggests that growing availability of student loans at reasonable rates has made it easier for many institutions to raise their prices, just as the mortgage interest deduction contributes to higher housing prices.”

It’s a phenomenon familiar to economists. If you offer people a subsidy to pursue some activity requiring an input that’s in more-or-less fixed supply, the price of that input goes up. Much of the value of the subsidy will go not to the intended recipients but to whoever owns the input. The classic example is farm subsidies, which increase the price of farmland.

[. . .]

This doesn’t mean that colleges capture all the aid in higher tuition charges, any more than capital-equipment companies get all the benefit of investment tax credits. But it does set up problems for two groups of students in particular. The first includes those who don’t qualify for aid and who therefore have to pay the full, aid-inflated list price. The second encompasses those who load up on loans to fill the gaps not covered by grants or tax credits only to discover that the financial value they expected from their education doesn’t materialize upon graduation.

That’s the situation many young people find themselves in today, which is one reason for their anger. The other is a widespread feeling, which the recession has intensified, that higher education is unfairly insulated from the everyday competitive pressures most people have to cope with. Instead of having to find ways to operate more efficiently and deliver ever-more value without raising costs, the way private-sector managers do, college administrators seem able to pass higher and higher bills on to their customers and the public.

December 3, 2011

Steve Jones: The problem with belief

Filed under: Britain, Education, Religion, Science — Tags: , , , — Nicholas @ 11:06

In the Telegraph, Steve Jones talks about the growing problem that many British students have when the science conflicts with their religious beliefs:

I have tried asking students at quite what point they find my lectures unacceptable: is it the laws of inheritance, mutation, the genes that protect against malaria or cancer, the global shifts in human skin colour, Neanderthal DNA, or the inherited differences between apes and men? Each point is, they say, very interesting — but when I point out that they have just accepted the whole truth of Darwin’s theory they deny that frightful thought. Some take instant umbrage, although a few, thank goodness, do leave the room with a pensive look.

The problem is not with any particular belief system but with belief itself. Sir Francis Bacon once said that: “If a man will begin with certainties, he shall end in doubts; but if he will be content to begin with doubts, he shall end in certainties.” In other words, if you are absolutely sure that you are right whatever the evidence, you will end up in trouble; but if you are always willing to change your mind when the facts change you will emerge with a robust view of how the world works.

I sometimes wonder how many of those who pour their inane opinions about creationism into their young pupils’ ears ever consider the damage they are doing; not to my science, but to their religion. Why, when a student begins to learn the simple and convincing facts, rather than the fantasies, about how life emerged, should he believe anything else that his pastor, his rabbi or his imam has told him? Why build a philosophy based on fixed untruths, when we have so many truths, and so many things still to find out?

It’s one thing to be unhappy when the facts change, and quite another to refuse the facts because they conflict with your beliefs.

November 27, 2011

China to address the surplus of unemployable university graduates

Filed under: Bureaucracy, China, Education, Government — Tags: , — Nicholas @ 11:47

No, not the old fashioned way of “re-education”, but by reviewing the university programs and eliminating the ones that produce the largest number of graduates who cannot find jobs:

Much like the U.S., China is aiming to address a problematic demographic that has recently emerged: a generation of jobless graduates. China’s solution to that problem, however, has some in the country scratching their heads.

China’s Ministry of Education announced this week plans to phase out majors producing unemployable graduates, according to state-run media Xinhua. The government will soon start evaluating college majors by their employment rates, downsizing or cutting those studies in which less than 60% of graduates fail for two consecutive years to find work.

The move is meant to solve a problem that has surfaced as the number of China’s university educated have jumped to 8,930 people per every 100,000 in 2010, up nearly 150% from 2000, according to China’s 2010 Census. The surge of college grads, while an accomplishment for the country, has contributed to an overflow of workers whose skillsets don’t match with the needs of the export-led, manufacturing-based economy.

November 21, 2011

Lessons learned

Filed under: Bureaucracy, Education, Humour — Tags: — Nicholas @ 09:12

Group projects are one of the first workplace-like things that kids are exposed to in school. The eager ones jump right in, enjoying the challenge of working with others. The sensible ones only do as much as they have to. By the time you enter the workplace, you should have come to this conclusion based on your school work:

November 19, 2011

Three reasons not to bail out student loan borrowers

Filed under: Economics, Education, Government, USA — Tags: , , — Nicholas @ 11:16

November 16, 2011

Will Penn State cancel its football program?

Filed under: Education, Football, Law, Media — Tags: , , , , , — Nicholas @ 12:11

Given that they generated $50 million in profits from a $70 million revenue stream, the “smart money” is betting against:

If the Allegations Are True, Penn State Should End Its Football Program: Next week, Penn State plays Ohio State in a battle of scandal-plagued programs. The thought of these two facing off ought to send chills through the NCAA, any alum of either school, and anyone who loves college sports. Penn State and Ohio State seem determined to convince America that big-college athletics is beyond redemption. Just bear in mind: What Penn State is accused of is 10,000 times worse than what Ohio State did.

At Penn State, one of two must be the case: Either the accusations are false or they are true. If false, then Penn State, Joe Paterno and all others implicated deserve their honor back. If the grand jury presentment is true, we have barely scratched the surface of Penn State’s disgrace.

If the charges are true, not only did the Penn State football program allow its facilities to be used for the abuse of children, Penn State athletic officials and academic administrators were more concerned with preserving their money and power than with stopping future molestation. (The grand jury found the Penn State administrators’ explanations for inaction “not credible.”) If the charges are true, the phrases “Penn State” and “Joe Paterno” forever will be synonymous with the word “shame.”

[. . .]

Joe Nocera of The New York Times notes, “In 2009, Penn State football generated a staggering $50 million in profit on $70 million in revenue, according to figures compiled by the Department of Education. Protecting those profits is the real core value of college football.”

If Penn State’s trustees and new administration really cared about shame at the school, the remainder of the football season would have been canceled. Their actions suggest that what Penn State’s trustees and new administration really care about is making the public think honor has been restored, in order to keep the money flowing.

If the charges are shown to be true, the way Penn State could prove contrition, and recover perspective, would be to end its football program. Penn State is talking about contrition, but talk is cheap. Ending the Nittany Lions’ football program would prove contrition.

November 10, 2011

John Scalzi on the Penn State child rape cover-up

Filed under: Bureaucracy, Education, Football, Law — Tags: , , , , , — Nicholas @ 12:02

In four points, John Scalzi walks us through what should have happened at Penn State when the first incident was discovered:

1. When, as an adult, you come come across another adult raping a small child, you should a) do everything in your power to rescue that child from the rapist, b) call the police the moment it is practicable.

2. If your adult son calls you to tell you that he just saw another adult raping a small child, but then left that small child with the rapist, and then asks you what he should do, you should a) tell him to get off the phone with you and call the police immediately, b) call the police yourself and make a report, c) at the appropriate time in the future ask your adult son why the fuck he did not try to save that kid.

3. If your underling comes to you to report that he saw another man, also your underling, raping a small child, but then left that small child with the rapist, you should a) call the police immediately, b) alert your own superiors, c) immediately suspend the alleged rapist underling from his job responsibilities pending a full investigation, d) at the appropriate time in the future ask that first underling why the fuck he did not try to save that kid.

4. When, as the officials of an organization, you are approached by an underling who tells you that one of his people saw another of his people raping a small child at the organization, in organization property, you should a) call the police immediately, b) immediately suspend the alleged rapist from his job responsibilities if the immediate supervisor has not already done so, c) when called to a grand jury to testify on the matter, avoid perjuring yourself. At no time should you decide that the best way to handle the situation is to simply tell the alleged rapist not to bring small children onto organization property anymore.

For “organization”, feel free to substitute “Catholic church” for “Penn State University” as required.

Teachers in the US are not underpaid

Filed under: Economics, Education — Tags: — Nicholas @ 09:41

An article in the Wall Street Journal examines the facts over the common belief that public school teachers are underpaid:

A common story line in American education policy is that public school teachers are underpaid — “desperately underpaid,” according to Education Secretary Arne Duncan in a recent speech. As former first lady Laura Bush put it: “Salaries are too low. We all know that. We need to figure out a way to pay teachers more.”

Good teachers are crucial to a strong economy and a healthy civil society, and they should be paid at a level commensurate with their skills. But the evidence shows that public school teachers’ total compensation amounts to roughly $1.50 for every $1 that their skills could garner in a private sector job.

[. . .]

Education is widely regarded by researchers and college students alike as one of the easiest fields of study, and one that features substantially higher average grades than most other college majors. On objective tests of cognitive ability such as the SAT, ACT, GRE (Graduate Record Examination) and Armed Forces Qualification Test, teachers score only around the 40th percentile of college graduates. If we compare teachers and non-teachers with similar AFQT scores, the teacher salary penalty disappears.

While salaries are about even, fringe benefits push teacher compensation well ahead of comparable employees in the private economy. The trouble is that many of these benefits are hidden, meaning that lawmakers, taxpayers and even teachers themselves are sometimes unaware of them.

[. . .]

One important caveat: Our research is in terms of averages. The best public school teachers — especially those teaching difficult subjects such as math and science — may well be underpaid compared to counterparts in the private sector.

H/T to Monty, who writes:

Spiking another myth: public school teachers are not underpaid. Public-sector employees tend to assume that private-sector workers get paid a lot more than they actually do. Public-sector employees also tend to undervalue their own (expensive) benefit packages, and don’t include them in their base salaries. Career public-sector workers would be shocked at how little money comparable private-sector workers actually make, especially when private-sector benefits are compared to public-sector benefit packages.

Common resumé mistakes from hopeful IT graduates

Filed under: Education, Randomness, Technology — Tags: — Nicholas @ 08:54

Dominic Connor reads a lot of resumés from recent graduates. He’s offering some simple tips to help yours avoid the short trip to the shredder:

Does Ferrari say it makes “reelly good carrrs”? No, it bloody doesn’t. So why do you spell the name of your degree subject wrong? Why do you use slightly different fonts in each paragraph that screw with my ancient pimp’s eyes?

Why in the name of God do you think I care that you did OS/2 v1.1 in 1989? You may have just finished a PhD in Physics from Cambridge or Stanford, but your astonishing lack of any clue is demonstrated by the fact that more space is given over to the summer job you had in Starbucks than describing why you might actually be of use to the investment banks I recruit for.

Sometimes, just to wind me up, you send me a blue CV. Yes, black text on a blue background. Not only does the motivation for this leave me dumbfounded but when I blogged that this was silly several people somehow interpreted “please don’t send blue CVs” as “please do”.

Why do you send your CV to me with no mobile phone number? Do you not have one? Nor a landline? Why do you think your religion means you are a great match for my requirement of hardcore C++ skills?

I already know you want to leave your current job or else we wouldn’t be talking. So why are you listing the defects of your employer? Do you think it makes you look good?

Why did you send the file as a Word document? That may not sound too bad until you realise that every damned word you spelled wrong is underlined in red on my screen and your grammar is also ridiculed by a £70 bit of software that is apparently smarter than you.

I’ve been on the hiring side of the desk a few times, and I’ve seen almost all of these errors on resumés. I had one candidate who must have “borrowed” someone else’s resumé and just changed the name and address, because he knew far too little about the jobs he was supposed to have held. I’ve also had a candidate arrive for her interview on the way back from the gym, still in her gym clothes (not having showered). But my favourite interview subject was one who presented me with samples of his work . . . that I had written for a previous employer.

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