Quotulatiousness

April 17, 2011

Academic short cuts: group projects

Filed under: Education, Randomness — Tags: — Nicholas @ 10:27

I always hated group project when I was in school, especially the couple of times where I had to depend on the expertise of other students to help me get through. Professors, however, still seem very fond of assigning group work in certain academic areas:

Group work is largely an academic joke, a process where the weaker members of the group rely almost exclusively on the stronger, more conscientious students to carry them all to the grade they want. (Of course, the same “weak rely on the strong” dynamic prevails in real-world group work as well.) Group work serves lazy students and professors quite well — the low-performing students can relax while their peers complete the task, and the professors have fewer papers or projects to grade.

While easy classes and group assignments may do little to further the students’ actual education, that’s not the point, is it? After all, the real purpose of many second-tier (and even some first-tier) public- and private-university business degrees is to provide the mandatory credential required by employers, who then do the actual, on-the-job training the position requires. Recent marketing, accounting, or management grads enter the workplace (with rare exceptions) as essentially glorified interns, and they’ll sink or swim based on their performance in a job they learn as they go. While’s there nothing inherently wrong with starting low and working your way up through determination, creativity, and discipline, why must these new employees spend four years and tens of thousands of dollars before they can start their real training?

April 13, 2011

“Using the principle of ‘demonstrated preference,’ this music video ranks as the most popular in human history”

Filed under: Economics, Education, Liberty, Media — Tags: , , — Nicholas @ 10:22

Jon sent me this article by Jeffrey Tucker which re-interprets Rebecca Black’s “Friday” as a libertarian allegory:

Far more significant is the underlying celebration of liberation that the day Friday represents. The kids featured in the video are of junior-high age, a time when adulthood is beginning to dawn and, with it, the realization of the captive state that the public school represents.

From the time that children are first institutionalized in these tax-funded cement structures, they are told the rules. Show up, obey the rules, accept the grades you are given, and never even think of escaping until you hear the bell. If you do escape, even peacefully of your own choice, you will be declared “truant,” which is the intentional and unauthorized absence from compulsory school.

This prison-like environment runs from Monday through Friday, from 8 a.m. to late afternoon, for at least ten years of every child’s life. It’s been called the “twelve-year sentence” for good reason. At some point, every kid in public school gains consciousness of the strange reality. You can acquiesce as the civic order demands, or you can protest and be declared a bum and a loser by society.

“Friday” beautifully illustrates the sheer banality of a life spent in this prison-like system, and the prospect of liberation that the weekend means. Partying, in this case, is just another word for freedom from state authority.

The largest segment of the video then deals with what this window of liberty, the weekend, means in the life of someone otherwise ensnared in a thicket of statism. Keep in mind here that the celebration of Friday in this context means more than it would for a worker in a factory, for example: for the worker is free to come and go, to apply for a job or quit, to negotiate terms of a contract, or whatever. All of this is denied to the kid in public school.

April 11, 2011

Wormme mashes up Theodore Sturgeon and Frederick Winslow Taylor

Filed under: Bureaucracy, Economics, Education, Government, Media — Tags: , — Nicholas @ 09:46

wormme read an older Atlantic article linked from Instapundit and had this to say:

Via Insty, this is one of the best things I’ve ever read. It eviscerates the myth of management competence the way that Joe Biden destroys the idea of government competence. But let’s take a step back from the specifics of business management. Look at all the other occupations that share management’s main trait.

Because in reality they’re all the same thing.

Here’s some fields in which competence is assumed, all evidence to the contrary: government, law, management, education, economics, scholarship, and all journalistic media.

Notice what they all have in common? As a primary feature?

Jaw flappin’, tongue waggin’, hot air spewin’ talkety talk talk words blah blah blah.

“Them that can, do. Them that can’t, teach.” And manage and report and govern. But you don’t hear that adage anymore, do you? The Talkers have brainwashed people into thinking they’re Doers as well.

I expect this is the thing that actually brings down Western Civilization. The Doers letting the Talkers take over the Doings.

The chin-waggin’ industries want “ex cathedra” status for their every mumble. How do they repay? By finding nothing but fault in the Doers: industries, energy production, “big box” stores, etc., all the way down to the evil of the Happy Meal.

This still wouldn’t have spelled civilization’s doom, had the Talkies remained apart. Journalism in particular is supposed to report on lies and wrongdoing. And they do so with gusto, when investigating Doers. Do you ever see them going after fellow Talkers like that? They’re in cahoots. Total…cahoots.

April 6, 2011

India’s educational triumphs and hidden flaws

Filed under: Economics, Education, India — Tags: , — Nicholas @ 11:00

India has vastly increased the numbers of students who go on to post-secondary education, and strives to keep tuition low and entry open to as many prospective students as possible. This great success in enrollment hides some pretty nasty deficiencies in the actual quality of education being offered:

Call-center company 24/7 Customer Pvt. Ltd. is desperate to find new recruits who can answer questions by phone and email. It wants to hire 3,000 people this year. Yet in this country of 1.2 billion people, that is beginning to look like an impossible goal.

So few of the high school and college graduates who come through the door can communicate effectively in English, and so many lack a grasp of educational basics such as reading comprehension, that the company can hire just three out of every 100 applicants.

[. . .]

Business executives say schools are hampered by overbearing bureaucracy and a focus on rote learning rather than critical thinking and comprehension. Government keeps tuition low, which makes schools accessible to more students, but also keeps teacher salaries and budgets low. What’s more, say educators and business leaders, the curriculum in most places is outdated and disconnected from the real world.

[. . .]

Muddying the picture is that on the surface, India appears to have met the demand for more educated workers with a quantum leap in graduates. Engineering colleges in India now have seats for 1.5 million students, nearly four times the 390,000 available in 2000, according to the National Association of Software and Services Companies, a trade group.

But 75% of technical graduates and more than 85% of general graduates are unemployable by India’s high-growth global industries, including information technology and call centers, according to results from assessment tests administered by the group.

There’s no easy solution to this problem: by lowering educational standards, you reduce the employability of your existing graduates. If you raise standards, you increase the cost of education, both to students and to the government. Privatization may be the answer, but it won’t come cheap, and therefore will be politically dangerous to implement.

March 16, 2011

The American “Pledge of Allegiance”

Filed under: Education, History, Liberty, Religion, USA — Tags: , , , , — Nicholas @ 00:09

Not being an American, I’ve always wondered why a country that always talked so much about being the “home of the free” had such an odd quasi-religious thing like the Pledge of Allegiance. It seemed to be such a contradiction to the notions of freedom of speech and freedom of thought, having such an authoritarian ritual being performed every day by school children.

Now, L. Neil Smith explains where it came from, and why it seems such an incongruous part of the American cultural expression:

The so-called “Pledge of Allegiance” is an oath of unquestioning fealty of a kind that Americans rightly junked when they kicked the King’s backside out in 1776.

It was written in 1892 — when the Republic was already more than a century old — by a socialist, Francis Bellamy, a preacher who got fired by his congregation for using the pulpit to preach socialism rather than whatever he’d been hired to preach.

Bellamy’s cousin and best friend was Edward Bellamy, who wrote America’s best-known socialist propaganda novel, the impossibly boring and stupid Looking Backward (which became my standard for how not to write a political novel when I started my first book, The Probability Broach in 1977).

Francis Bellamy recommended that children taking the pledge face the flag in a worshipful manner and offer it a salute which was later self-consciously copied by the Nazis.

The phrase “under God” was only added in the 1950s, in blatant violation of the First Amendment, by self-righteous twits in the Eisenhower Administration. If you want your rights respected, you must respect the rights of others, If you want the Second Amendment enforced to the letter, you must insist that the First Amendment be enforced to the letter, as well.

It is the government that owes its unquestioning fealty to Americans, not the other way around. That’s what makes America different from every other country in the world, from every other civilization in history. To paraphrase the immortal Alfonso Bedoya, “We don’ need no stinkin’ loyalty oath — especially one written by a stinkin’ socialist!”

March 3, 2011

“Where have the good men gone?” and the women who chase after jerks

Filed under: Economics, Education, Health — Tags: , , , — Nicholas @ 07:53

As I predicted a few weeks back, this topic appears to be a growing concern (at least in certain key urban media markets): “why are men so juvenile and why won’t they settle down?”

First up is Mark Regnerus:

We keep hearing that young men are failing to adapt to contemporary life. Their financial prospects are impaired — earnings for 25- to 34-year-old men have fallen by 20 percent since 1971. Their college enrollment numbers trail women’s: Only 43 percent of American undergraduates today are men. Last year, women made up the majority of the work force for the first time. And yet there is one area in which men are very much in charge: premarital heterosexual relationships.

First, it’s not at all a bad thing that women are catching up and in some cases surpassing their male classmates. Along with the good, however, are some wrenching changes to the society in which this change is taking place — especially to sexual relationships:

When attractive women will still bed you, life for young men, even those who are floundering, just isn’t so bad. This isn’t to say that all men direct the course of their relationships. Plenty don’t. But what many young men wish for — access to sex without too many complications or commitments — carries the day. If women were more fully in charge of how their relationships transpired, we’d be seeing, on average, more impressive wooing efforts, longer relationships, fewer premarital sexual partners, shorter cohabitations, and more marrying going on. Instead, according to the National Longitudinal Study of Adolescent Health (which collects data well into adulthood), none of these things is occurring. Not one. The terms of contemporary sexual relationships favor men and what they want in relationships, not just despite the fact that what they have to offer has diminished, but in part because of it. And it’s all thanks to supply and demand.

It’s not just raw numbers: the sexual balance hasn’t been significantly changed just because of the shift in the proportion of men and women going on to higher education. What has been impacted is something that doesn’t yield readily to slogans or seminars: women have strong preferences for men of higher status than themselves. This isn’t a social preference that can be talked around: it has much more to do with biology.

Women prefer to “date up” or “marry up”, and the pool of males that fit that criteria is getting smaller (fewer men are going on to university). This forces women to compete for the limited number of alpha males: instead of being pursued by eager men, (some) men are now being pursued by many women. Resulting, at least for that group of men, in copious supplies of women willing to exchange sex for attention.

Kay S. Hymowitz sees the extended adolescence for men as a new stage of life, pre-adulthood:

So where did these pre-adults come from? You might assume that their appearance is a result of spoiled 24-year-olds trying to prolong the campus drinking and hook-up scene while exploiting the largesse of mom and dad. But the causes run deeper than that. Beginning in the 1980s, the economic advantage of higher education — the “college premium” — began to increase dramatically. Between 1960 and 2000, the percentage of younger adults enrolled in college or graduate school more than doubled. In the “knowledge economy,” good jobs go to those with degrees. And degrees take years.

[. . .]

In his disregard for domestic life, the playboy was prologue for today’s pre-adult male. Unlike the playboy with his jazz and art-filled pad, however, our boy rebel is a creature of the animal house. In the 1990s, Maxim, the rude, lewd and hugely popular “lad” magazine arrived from England. Its philosophy and tone were so juvenile, so entirely undomesticated, that it made Playboy look like Camus.

At the same time, young men were tuning in to cable channels like Comedy Central, the Cartoon Network and Spike, whose shows reflected the adolescent male preferences of its targeted male audiences. They watched movies with overgrown boy actors like Steve Carell, Luke and Owen Wilson, Jim Carrey, Adam Sandler, Will Farrell and Seth Rogen, cheering their awesome car crashes, fart jokes, breast and crotch shots, beer pong competitions and other frat-boy pranks. Americans had always struck foreigners as youthful, even childlike, in their energy and optimism. But this was too much.

Given all of that, is it any surprise that fewer men are willing to exchange their pre-adult lifestyle with all its juvenile attraction combined with the adult trappings (cars, booze, drugs, etc.) for the “real” adult lifestyle?

Single men have never been civilization’s most responsible actors; they continue to be more troubled and less successful than men who deliberately choose to become husbands and fathers. So we can be disgusted if some of them continue to live in rooms decorated with “Star Wars” posters and crushed beer cans and to treat women like disposable estrogen toys, but we shouldn’t be surprised.

Relatively affluent, free of family responsibilities, and entertained by an array of media devoted to his every pleasure, the single young man can live in pig heaven — and often does. Women put up with him for a while, but then in fear and disgust either give up on any idea of a husband and kids or just go to a sperm bank and get the DNA without the troublesome man. But these rational choices on the part of women only serve to legitimize men’s attachment to the sand box. Why should they grow up? No one needs them anyway. There’s nothing they have to do.

Over at Ace of Spades HQ, the Regnerus article got Ace thinking:

A related thought I’ve had concerns feminists’ religious doctrine that social restraints on sexual behavior is all caused by grubby, oppressive, vagina-shackling men. This doesn’t make sense at all, and never has made sense, and is an unchallenged meme in the Grrls Rule, Boys Drool leftist feminist culture not because it makes a lick of sense but only because it hangs all the evils of the world on the Designated Sexual Villains in the feminist morality play. Men, of course.

If one accepts the hard-to-dispute premise that, between the sexes, women prefer a higher-sexual-cost regime in which men are supposed to “work for it,” as it were, and men prefer a lower-sexual-cost regime in which their sexual needs can be gratified with almost no work whatsoever (compare and contrast female wish-fulfillment romcoms with male wish-fulfillment pornos, or even James Bond movies, actually), then of course it makes sense that women, rather than men, have a sound motive for increasing the sexual penalties for promiscuous sex whereas men have stronger motive for decreasing them.

[. . .]

Leftist feminists of the younger, sillier generation similarly attempt to claim that it is evil, controlling men who use the word whore to not merely brand actual prostitutes but to control the sexual expressions of everyday women. That is, they assert (and these extremely silly third-generation feminists seem to write about little else but this) feel that social disapproval of female promiscuity is almost entirely a male invention, because men, you see, want to keep women from having sex with other men, so we invent the usage of the word “whore” to describe a sexually-liberated woman and by infecting the culture with this disease of whore-branding, make sexually-promiscuous women feel badly about their sexual choices and force them to conform to a male, Christian-fundamentalist (of course) regime of female chastity.

To the extent that women participate in this oppressive regime of whore-deeming, it’s only because a false conscience has been imposed upon them by male-dominated media. Women call other women “whores” not because women wish to wound other women (their sexual competition) but because men have hypnotized them to think this way.

To control their scary vaginas.

It nicely illustrates the confusion brought on by the social and sexual mores in flux:

As has been noted many, many times (not that lefty feminists ever notice), we did in fact have a Sexual Revolution, and men won. And the strangest thing about this is that lefty feminists, while claiming (and falsely believing) themselves to be liberating women, have in fact been eagerly liberating men, liberating men from the need of offering any kind of satisfactory trade-in-kind to women for sexual favors.

In their strange inversion of reality, it’s men who have the means, motive, and opportunity to increase the costs of obtaining sex and it’s women, on the other hand, who have the strong interest in a promiscuity and commitment-free (or even dinner-date free) sex.

And men, who, in this role-reversed alternate reality feminists have concocted, desperately want women to keep their vaginas chaste, can only be “beaten” by giving it all away for free.

And of course keeping abortion not only legal but socially praiseworthy because, again in this comic-book “What If?” issue of reality feminists have concocted, men only want to have sex to produce children and women, of course, are far less game for procreation, viewing sex as primarily a vehicle for erotic gratification. But that’s a dementia for another day.

Also interested enough to comment on the article was Monty:

. . . this cultural trend has left many men unsure about their place in the new order of things. The traditional role as primary breadwinner and head of the household has been removed, but nothing has come along to replace it. The predominantly-liberal media and entertainment complexes have spent decades denigrating men as hapless buffoons or abusive troglodytes. Modern Hollywood heart-throbs are not square-jawed heroes in the Gary Cooper mode, but rather thin, indolent, androgynous, and (most importantly) non-threatening. And while some women often wonder out loud “Where are all the decent men?”, there’s plenty of evidence at hand that given a choice, they’re still more attracted to the moneyed jerks of the world.

Monty also points out that there’s not just a strong set of hedonistic reasons pushing young men to stay in that “pre-adult” stage of life:

The big problem with modern heterosexual relationships is that apart from the sex, there’s really not much in it for men any more. Men have few legal rights over their own progeny; family law for decades has whittled away a man’s parental rights to little more than a financial obligation. If the woman already has children from a previous marriage, the man incurs an enormous burden in return for very little gain: in most cases he has no parental rights over the children, he competes for his wife’s time with the ex (and the ex’s family), and he incurs huge financial burdens but gains very little actual power in the household. A man’s sexual life is viewed with suspicion and sometimes disgust by women, who seem to want to train a man’s sex drive in the same way they train a naughty dog. A man alone with a small child is a man always on the verge of being accused as a child molester or abuser — society has made single men afraid to even approach children who are not their own (and sometimes even when the children are their own).

In short, men have been systematically demoted from their traditional place in society. This is good because it has given many women far richer and more interesting lives; but very bad because it has given men nothing in recompense. Women retained many of their old power-centers (child-rearing, home-making, etc.) but gained a lot of new power as well. For men, most of the change has been on the negative side of the ledger. From the male viewpoint, the only positive aspect of the change is that it’s much easier to have uncommitted sex, and even here the long-term harm far outweighs any short-term gains.

Men play video games, and watch sports, and hang out with their friends, because they enjoy it. It’s no more an “adolescent” activity for men than, say, shopping with their girlfriends is for women. Men do have complicated inner lives. They have hopes and dreams of their own that are not necessarily connected to the women they may be seeing. Men desire comfort and happiness in their lives no less than women do, but they seek it in different ways. Marriage — even a long-term relationship — has to benefit both partners, and in recent decades many men have simply found it to be not worthwhile.

Jon, who brought the original link to my attention, had this to say about the phenomenon:

How pervasive is this issue? I think the feminization of males is mostly a “big urban” thing, rather than universal. The closer you are to a dense urban centre, the more hipsters and girly males you seem to get. There seems to be an inverse square law happing here — the further away you get from the dense urban core, the fewer pansies you seem to find. Media and academics would have us believe that the fem-men in rural areas are simply closeted and are hiding their softer sides out of fear, but of course they would say that: they cannot conceive of the possibility that anyone outside of their own social environment might actually be different.

February 24, 2011

They’re called “factoids”, not “facts”

Filed under: Bureaucracy, Education, Government, USA — Tags: , , , — Nicholas @ 07:46

There’s a factoid in common circulation at the moment that, measured by SAT scores, the states that ban collective bargaining for teachers rank almost dead last, while Wisconsin ranks 2nd. Neal McCluskey explains that this is not particularly true:

Now, aside from the factoid, if true, providing no real insight into whether collective bargaining is good or bad for education — there are myriad variables at work other than collective bargaining, none of which does this control for — but the factoid itself is highly dubious. Again, it is hard to find the original source for this, but I looked up 2009 ACT and SAT state rankings, and at the very least it seems highly unlikely that Virginia ranks 44th out of all states. According to the ACT ranking, for instance, Virginia places 22nd, and on the SAT (assuming the linked to list is accurate — I’m doing this fast), it ranked 33rd. It’s hard to see how those would be combined for a 44th place overall finish.

How about the Wisconsin second place-finish? Well, that is accurate for the SAT, but notably only 5 percent of Wisconsin students took the SAT — a negligible rate. On the ACT, which is the main test taken in the Badger State, Wisconsin finished 13th — not bad, but hardly great.

So what does this tell you? Not that collective bargaining is educationally good or bad — like I said, you just can’t get there from here — but that you have to be very careful about your sources of information. Unfortunately, that seems especially true when you’re dealing with education.

February 21, 2011

RAF cuts pilot training numbers

Filed under: Britain, Bureaucracy, Education, Military — Tags: , — Nicholas @ 10:57

I’ve mentioned this before . . . when a big bureaucracy is forced to cut back, the instinct of most bureaucrats is to cut the “frontline”: if they have extensive public contact, cutting back there to cause the greatest disruption to the public is a common (and often effective) way to protest. The public react to the cuts in service and complain to the politicians, and (too often) the politicians soften or even rescind the cutbacks.

Britain’s Royal Air Force is having to cut back from their current numbers, and have chosen a way that will (they hope) cause some public outcry:

Britain is planning massive cuts in its armed forces, and while exact numbers are still being debated, the Royal Air Force (RAF) has gone ahead and dismissed 25 percent of 400 pilot officers currently in training. This means 20 fighter, 30 helicopters and 50 transport student pilots halt their training and become civilians again. Some of the pilot trainees are only weeks away from completing their training. Over a hundred million dollars has already been spent on the training of those dismissed, and the former officers can probably use that training to quickly complete a civilian flying course, so they can get jobs as civilian pilots.

It will also mean that the almost fully trained pilots will displace an equal number of civilian pilot trainees, and the civil aviation scene in Britain is already over-supplied with willing pilots.

February 16, 2011

“A heart filled with music will not have room for God’s words”

Filed under: Cancon, Education, Media, Religion — Tags: , , — Nicholas @ 09:21

Islam is apparently not a religion to appeal to the musically inclined, because, as former guitarist Bilal Philips warns, only certain forms of music are acceptable to God:

Bilal Philips was once a guitar god. Now he is trying to convince Muslims that God doesn’t want them listening to guitars.

A Saudi-trained Canadian, Mr. Philips is among a small group of lecturers who preach against most forms of music — a controversial prohibition that surfaced in Manitoba recently, where a dozen Muslim families want to pull their children from music class.

“A heart filled with music will not have room for God’s words,” he writes in his book Contemporary Issues, which also defends child marriages, wife beating, polygamy and killing apostates while calling homosexuality “evil and dangerous.”

While Mr. Philips argues that Islam does not prohibit all music, he says it only allows adult male singers and “folk songs with acceptable content sung by males or females under the age of puberty accompanied by a hand drum.”

“Wind and stringed instruments have been banned because of their captivating power,” he continues. “Their notes and chords evoke strong emotional attachments. For many, music becomes a source of solace and hope instead of God. When they are down, music brings them up temporarily, like a drug. The Koran, the words of God filled with guidance, should play that role.”

Of course, music is bad because of the behaviour of musicians, too:

“What you see instead is that some of the most corrupt elements of society are found among the musicians. The drugs, the deviations and homosexuality, these type of things and all the corruption that’s there, people committing suicide,” he says. “The reality is that it in fact does carry an evil, dark side which produces that type of corruption amongst themselves and, in the end, ends up corrupting elements of the society.”

Wow. I didn’t realize the Toronto Symphony was such a hotbed of decadence and perversion!

January 10, 2011

An introduction to ecoNOMNOMNOMics

Filed under: Economics, Education, Humour — Nicholas @ 09:17

A painless and amusing introduction to some economic concepts:

H/T to Tim Harford for the link.

January 8, 2011

Expecting a fatwa on cinema studies in three, two, one …

Filed under: Education, Media, Middle East, Religion — Tags: , , — Nicholas @ 11:59

I can’t imagine how brave (or foolhardy) you would have to be as a professor to approve this thesis proposal:

Three academics at one of Turkey’s top universities have been sacked after a student made a pornographic film for his dissertation project.

Bilgi University in Istanbul has shut its film department, and police are looking into possible criminal charges.

A number of other academics have protested against the response.

The incident has drawn attention to the clash between traditional values and the sometimes experimental arts and lifestyles practised in Istanbul.

[. . .]

As well as the firing of the three academics — who are now being investigated by the police — the entire Communications Faculty has been shut down.

Mr Ozgun, and the former student who starred in his film, have gone into hiding.

January 6, 2011

Mark Steyn on the state of Britain

Filed under: Britain, Education, Government, History — Tags: , — Nicholas @ 07:38

From a longer column on the general state of decline in the Anglosphere, Mark Steyn points out the negative aspects of British public education on modern day “Britons”:

In cutting off two generations of students from their cultural inheritance, the British state has engaged in what we will one day come to see as a form of child abuse, one that puts a huge question mark over the future. Why be surprised that legions of British Muslims sign up for the Taliban? These are young men who went to school in Luton and West Bromwich and learned nothing of their country of nominal citizenship other than that it’s responsible for racism, imperialism, colonialism, and all the other bad -isms of the world. If that’s all you knew of Britain, why would you feel any allegiance to Queen and country? And what if you don’t have Islam to turn to? The transformation of the British people is, in its own malign way, a remarkable achievement. Raised in schools that teach them nothing, they nevertheless pick up the gist of the matter, which is that their society is a racket founded on various historical injustices. The virtues Hayek admired? Ha! Strictly for suckers.

When William Beveridge laid out his blueprint for the modern British welfare state in 1942, his goal was the “abolition of want,” to be accomplished by “cooperation between the State and the individual.” In attempting to insulate the citizenry from the vicissitudes of fate, Sir William succeeded beyond his wildest dreams: Want has been all but abolished. Today, fewer and fewer Britons want to work, want to marry, want to raise children, want to lead a life of any purpose or dignity. Churchill called his book The History of the English-Speaking Peoples — not the English-Speaking Nations. The extraordinary role played by those nations in the creation and maintenance of the modern world derived from their human capital.

What happens when, as a matter of state policy, you debauch your human capital? The United Kingdom has the highest drug use in Europe, the highest incidence of sexually transmitted disease, the highest number of single mothers; marriage is all but defunct, except for toffs, upscale gays, and Muslims. For Americans, the quickest way to understand modern Britain is to look at what LBJ’s Great Society did to the black family and imagine it applied to the general population. One-fifth of British children are raised in homes in which no adult works. Just under 900,000 people have been off sick for over a decade, claiming “sick benefits,” week in, week out, for ten years and counting. “Indolence,” as Machiavelli understood, is the greatest enemy of a free society, but rarely has any state embraced this oldest temptation as literally as Britain. There is almost nothing you can’t get the government to pay for.

And this bit where he shows that the British government defies parody:

For its worshippers, Big Government becomes a kind of religion: the state as church. After the London Tube bombings, Gordon Brown began mulling over the creation of what he called a “British equivalent of the U.S. Fourth of July,” a new national holiday to bolster British identity. The Labour Party think-tank, the Fabian Society, proposed that the new “British Day” should be July 5th, the day the National Health Service was created. Because the essence of contemporary British identity is waiting two years for a hip operation. A national holiday every July 5th: They can call it Dependence Day.

December 17, 2010

Gay and lesbian couples’ income levels

Filed under: Economics, Education, Randomness, USA — Tags: , , — Nicholas @ 12:59

As this article asserts, I don’t remember where I heard the “fact” that gay couples had higher incomes than heterosexual couples, but it seemed likely to be true. Apparently not:

The myth of gay money holds that “gays” (really just gay males) are high-income or rich. Why? Mostly because they don’t have kids, especially not when two guys live together. (That would make them DINKs.)

This myth was relentlessly propagated through the 1990s and persists today. Maybe you couldn’t put your finger on where you heard it (perhaps in a newspaper article?), but the stereotype is out there. And it isn’t true.

[. . .]

Why do gay males have generally lower incomes than straight males?

  • Gay males have more education than straight males, but they do not choose male-dominated professions as often as straight males do. In fact, they choose female-dominated and/or service professions much more often. Male-dominated professions (like construction) have generally higher wages than female-dominated professions (like secretarial).
  • Gay males work fewer hours than straight males.

Why do lesbians generally have higher income than straight females? It’s almost the inverse of the gay-male trend.

  • Lesbians also have more education than straight females, but they work longer hours — because, generally speaking, they are less likely to have children to take care of at home.
  • Lesbians are overrepresented in male-dominated professions that pay better than female-dominated professions.

What about discrimination? It’s a ready excuse to explain away the “few” gays who don’t meet the stereotype of being affluent. (That’s what press coverage would tell you – that just a few of us aren’t affluent. In reality, it’s most of us.) But the statistical evidence for discrimination as a cause of lower gay incomes is weak at best, and of course falls down completely in the case of lesbians, who, most studies agree, have higher incomes than straight females. Discrimination is clearly a factor sometimes; it just isn’t a credible explanation for the whole effect, which doesn’t apply to half of the population we’re talking about.

H/T to Freakonomics blog for the link.

November 18, 2010

How to actually implement the lessons of combat

Filed under: Bureaucracy, Education, History, Military — Tags: , , , — Nicholas @ 09:24

Strategy Page has an excellent short article on how the “lessons learned” in battle are used (and sometimes abused):

American operations in Afghanistan and Iraq brought out the military historians and survey teams in force. The Department of Defense was determined to avoid the usual wartime pattern and not make the same mistakes twice during the War on Terror. This is not easy to do. As far back as World War II, there were organizations in the U.S. military that looked for “lessons learned” and tried to get the information passed around to everyone as quickly as possible. This was difficult because the training all the troops (be they army, navy or air force) received was laid down in manuals and training courses. It was exceedingly difficult to change training manuals, if only because of the time required to rewrite them and publish new ones. The training courses were based on the manuals and the military, like any bureaucracy, lives to do things “by the book.”

Although the image of military leaders always preparing to fight “the last war” is deeply embedded in popular culture, it isn’t universally true. Some leaders certainly do think and act as if the next battle will be much like the last one. Others go too far the other way and seem to feel that the next battle will have nothing in common with the last one. Neither extreme is accurate for most military leaders (at least in western armies).

Most generals don’t actually command troops in the field — in effect, they’re uniformed managers, directors, and other bureaucratic functionaries — and those generals will be the ones most likely to expect tomorrow to be a clone of today. Bureaucracies operate best when “business as usual” is the pattern. Generals in the field don’t have that luxury.

It’s easier to identify a lesson than to get an organization to act on it and implement a useful solution. For that reason, the British like to use the phrase “lessons identified” to make clear that just noting a problem does not solve it. When you uncover a problem, you are calling into question the wisdom of some earlier decisions. Large organizations do not take kindly to such criticism. Excuses and creative explanations will emerge if a lesson learned threatens some cherished program. For example, before the invasion of Iraq, the attitude in the Department of Defense was that heavy forces (tanks and all their accompanying armored vehicles) were on their way out. But what led the dash to Baghdad? Tanks. Embedded journalists made it pretty obvious how useful the tanks and other armored vehicles were. The Department of Defense had a hard time absorbing this lesson. Another example occurred when many helicopter gunships got shot up when they flew, according to current doctrine, deep into enemy territory to attack Iraqi tanks and troops. This “lesson learned” has sparked a major debate in the army aviation community, for billions have been spent to build an attack helicopter force that can “go deep.” Now that it’s been tried on a real battlefield, and failed, painful decisions are called for. Such decisions may not be made. It’s happened before.

Getting the right equipment in the hands of the troops in the field is very important, but how the troops use those tools matters at least as much. A classic example of this is the differences between the French and British armoured formations in the early part of World War Two and their German opponents. The allied tanks were at least as good as the German tanks, but the way they were used wasted almost all of their strong points. The early German tanks were not designed for tank-to-tank slugging matches: they were just good enough to engage enemy tanks. The task of killing enemy tanks fell to the German anti-tank forces, who were used much more aggressively than their French or British counterparts.

The British cavalry units (equipped with faster, more lightly armoured tanks) were used like Napoleonic cavalry, charging forward to engage German tanks (and their usually hidden-from-sight anti-tank units). In most cases, the British tanks would be decimated in the process, but didn’t realize it wasn’t the Panzers doing the damage.

British leadership took the wrong lesson from the experience, and as late as the fall of 1944, were still using medium tanks like the Earl of Cardigan’s Light Brigade, and still losing them in droves. The British tanks had improved, but their doctrine was still faulty, and many soldiers died as a result.

In a more modern vein, even leaders on the same side can take very different interpretations from the same experiences:

But there are other problems as well. “Lessons learned” often become twisted to support pet projects. The air force has, since 1991, come up with quite different “lessons learned”, than the army, for the very same battles. Air force doctrine sees air power becoming the dominant combat force, while the army sees the primacy of ground forces unchanged. The air force also has a hard time accepting the fact that in Afghanistan and Iraq, their contribution was to have aircraft circling overhead, dropping smart bombs at the command of army troops down below. Air force “lessons learned” play up the traditional air force use of complex combat missions, using highly trained pilots and expensive electronic equipment. The air force does not want to dwell on the valuable contribution of their heavy bombers acting as delivery trucks for smart bombs ordered by combat troops.

I’m sometimes amused that it was always the aristocratic cavalry looking down on the lowly peasant infantry and the bourgeoisie in charge of them. The classes have faded in importance, but it was cavalry officers who took to flying in WW1, and now it’s the aristocratic air force looking down on the peasant army. Patterns repeat.

Afghanistan forced everyone to take a closer look at Afghan history, which revealed some interesting local customs (tribalism, corruption and the great honor bestowed on those who take loot.) But Afghan history also reveals an acceptance of change, a desire to get away from the constant warfare and blood feuds, and the willingness of traditionalists and warlords to resist those changes. Another lesson re-learned was one the British noted over a century ago; “you can’t hustle the East.”

Normally, no one really wants a totally dispassionate look at the lessons learned. No one wants the chips to fall where they may. Too much collateral damage that way. Yet, in the end, truth and logic will rule. The true meaning of each lesson learned will be there on the next battlefield, whether you have come up with the best implementation of the lesson or not. In wartime, the lessons identified are quickly followed by learning and solutions. In peacetime, you can put off the reckoning. But not when an enemy is trying to kill you, and failure to react to lessons identified and learned can get you killed.

November 16, 2010

The plagiarism market

Filed under: Bureaucracy, Education — Tags: , , — Nicholas @ 12:59

If what “Ed Dante” writes is true, lots of writers are missing out on a rich — unethical — opportunity:

I’ve written toward a master’s degree in cognitive psychology, a Ph.D. in sociology, and a handful of postgraduate credits in international diplomacy. I’ve worked on bachelor’s degrees in hospitality, business administration, and accounting. I’ve written for courses in history, cinema, labor relations, pharmacology, theology, sports management, maritime security, airline services, sustainability, municipal budgeting, marketing, philosophy, ethics, Eastern religion, postmodern architecture, anthropology, literature, and public administration. I’ve attended three dozen online universities. I’ve completed 12 graduate theses of 50 pages or more. All for someone else. …

You would be amazed by the incompetence of your students’ writing. I have seen the word “desperate” misspelled every way you can imagine. And these students truly are desperate. They couldn’t write a convincing grocery list, yet they are in graduate school. They really need help. They need help learning and, separately, they need help passing their courses. But they aren’t getting it.

For those of you who have ever mentored a student through the writing of a dissertation, served on a thesis-review committee, or guided a graduate student through a formal research process, I have a question: Do you ever wonder how a student who struggles to formulate complete sentences in conversation manages to produce marginally competent research? How does that student get by you? …

Of course, I know you are aware that cheating occurs. But you have no idea how deeply this kind of cheating penetrates the academic system, much less how to stop it. Last summer The New York Times reported that 61 percent of undergraduates have admitted to some form of cheating on assignments and exams. Yet there is little discussion about custom papers and how they differ from more-detectable forms of plagiarism, or about why students cheat in the first place.

Read the whole thing.

« Newer PostsOlder Posts »

Powered by WordPress