July 30, 2010
July 29, 2010
July 26, 2010
The American class system
Unlike the British class system, which notoriously has three classes, the American system has only two:
. . . the United States today is divided into (a) a ruling class, which dominates the government at every level, the schools and universities, the mainstream media, Hollywood, and a great deal else, and (b) all of the rest of us, a heterogeneous agglomeration that Codevilla dubs the country class. The ruling class holds the lion’s share of the institutional power, but the country class encompasses perhaps two-thirds of the people.
Members of the two classes do not like one another. In particular, the ruling class views the rest of the population as composed of ignoramuses who are vicious, violent, racist, religious, irrational, unscientific, backward, generally ill-behaved, and incapable of living well without constant, detailed direction by our betters; and it views itself as perfectly qualified and entitled to pound us into better shape by the generous application of laws, taxes, subsidies, regulations, and unceasing declarations of its dedication to bringing the country — and indeed the entire world — out of its present darkness and into the light of the Brave New World it is busily engineering.
This class divide has little to do with rich versus poor or Democrat versus Republican. At its core, it has to do with the division between, on the one hand, those whose attitudes are attuned to the views endorsed by the ruling class (especially “political correctness”) and whose fortunes are linked directly or indirectly with government programs and, on the other hand, those whose outlooks and interests derive from and focus on private affairs, especially the traditional family, religion, and genuine private enterprise. Above all, as Codevilla makes plain, “for our ruling class, identity always trumps.” These people know they are superior in every way, and they are not shy about letting us know that they are. Arrogance might as well be their middle name.
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July 22, 2010
The empirical side of engineering
As anyone who’s been paying attention knows, most engineering work is unexceptional and we depend on it working without fuss or bother. Engineers learn what is and isn’t possible with the materials and techniques available, but one of the most important teachers is failure:
The sinking of the Titanic, the meltdown of the Chernobyl reactor in 1986, the collapse of the World Trade Center — all forced engineers to address what came to be seen as deadly flaws.
“Any engineering failure has a lot of lessons,” said Gary Halada, a professor at the State University of New York at Stony Brook who teaches a course called “Learning from Disaster.”
Design engineers say that, too frequently, the nature of their profession is to fly blind.
Eric H. Brown, a British engineer who developed aircraft during World War II and afterward taught at Imperial College London, candidly described the predicament. In a 1967 book, he called structural engineering “the art of molding materials we do not really understand into shapes we cannot really analyze, so as to withstand forces we cannot really assess, in such a way that the public does not really suspect.”
July 16, 2010
Addressing the science and technology gender gap
It must be the start of the silly season, as lots of words are being flung around about the low number of women in science, technology, engineering, and math (STEM). The numbers are well short of gender parity, which some are latching on to as prima facie proof of misogyny, prejudice, and deliberate stunting of women’s career choices. Legislative and regulatory “fixes” are being suggested. Not so fast, says Eric S. Raymond:
Let’s get one shibboleth out of the way first: Larry Summers was right to be skeptical about the prospects for “equality” in STEM (science, technology, math, engineering) fields in general. Just the difference in dispersion of the IQ curves for males and females guarantees that, let alone the significant differences in mean at spatial visualization and mathematical ability. Removing all the institutional, social and psychological barriers will not achieve a 1:1 sex ratio in these fields; the best we can hope for is a large, happy female minority — that is, as opposed to a small and unhappy one.
[. . .]
I don’t mean to deny that there is still prejudice against women lurking in dark corners of the field. But I’ve known dozens of women in computing who wouldn’t have been shy about telling me if they were running into it, and not one has ever reported it to me as a primary problem. The problems they did report were much worse. They centered on one thing: women, in general, are not willing to eat the kind of shit that men will swallow to work in this field.
Now let’s talk about death marches, mandatory uncompensated overtime, the beeper on the belt, and having no life. Men accept these conditions because they’re easily hooked into a monomaniacal, warrior-ethic way of thinking in which achievement of the mission is everything. Women, not so much. Much sooner than a man would, a woman will ask: “Why, exactly, am I putting up with this?”
Correspondingly, young women in computing-related majors show a tendency to tend to bail out that rises directly with their comprehension of what their working life is actually going to be like. Biology is directly implicated here. Women have short fertile periods, and even if they don’t consciously intend to have children their instincts tell them they don’t have the option young men do to piss away years hunting mammoths that aren’t there.
Eric feels that the big problem (at least in computing) is that the field has become the modern sweatshop: better paid by far than sweatshops of the non-digital nature, but still the kind of work that only appeals to the obsessives, the ones who like to focus monomaniacally on goals. As a general rule, men are much more likely to accept this kind of work, as men tend to have a bias towards monomania that most women don’t.
There’s also the social aspect: geeks don’t talk to one another in the same way or for the same lengths of time as non-geeks do. They may communicate by email or instant messaging or other non face-to-face media, but conversation — unless it’s focused on the task at hand — isn’t a preferred activity during work hours (which, for a true geek, may be all the hours not spent sleeping or eating). Looking at that kind of environment doesn’t attract people who are well socialized and who are used to more interaction with co-workers.
As a comment on Eric’s post put it: “You’re saying the real “problem” with the gender ratios is not sexism, its that most women have more sense than we males do!”
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July 9, 2010
A Terry Pratchett short story
Lois McMaster Bujold happened upon this Pratchett short story and sent the link to the Bujold mailing list. The academics of the Unseen University confront the recommendations of the University Inspector:
“I have to tell you, sir, that Mr Pessimal is suggesting that we accept an intake of 40 per cent non-traditional students,” said Ponder Stibbons.
“What does that mean?” said the Senior Wrangler.
“Well, er…” Stibbons began, but the council had already resorted to definition-by-hubbub.
“We take in all sorts as it is,” said the Dean.
“Does he mean people who are not traditionally good at magic?” said the Chair of Indefinite Studies.
“Ridiculous!” said the Dean. “Forty per cent duffers?”
“Exactly!” said the Archchancellor. “That means we’d have to find enough clever people to make up over half the student intake! We’d never manage it. If they were clever already, they wouldn’t need to go to university! No, we’ll stick to an intake of 100 per cent young fools, thank you. Bring ’em in stupid, send them away clever, that’s the UU way!”
“Some of them arrive thinkin’ they’re clever, of course,” said the Chair of Indefinite Studies.
“Yes, but we soon disabuse them of that,” said the Dean happily. “What is a university for if it isn’t to tell you that everything you think you know is wrong?”
“Well put, that man!” said Ridcully. “Ignorance is the key! That’s how the Dean got where he is today!”
“Thank you, Archchancellor,” said the Dean, in a chilly voice. “I shall take that as a compliment. Carefully directed ignorance is the key to all knowledge.”
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June 15, 2010
QotD: Public Education
As of 2006 — of course the numbers are out of date — 4,615,000 people were employed full-time by some 13,000 school districts (although if school districts used the same definition of “full-time” as the rest of us the number we’re talking about would be zero). Of these 4,615,000 there are 300,000 “clerical and secretarial staff” filling out No Child Left Behind paperwork and wondering why 64,000 “officials, administrators” aren’t doing it themselves, which they aren’t because they’re busy doing the jobs that 125,000 “principals and assistant principals” can’t because they’re supervising 383,000 “other professional staff” who are flirting with the 483,000 “teachers’ aides” who are spilling trail mix and low-fat yogurt in the teacher’s lounge making a mess for the 726,000 “service workers” to clean up, never mind that the students should be pushing the brooms and swinging the Johnny mops so at least they’d come home with a practical skill and clean the bathroom instead of sitting around comprehending 29 percent of their iPhone text messages and staying awake all night because they can only count 31 percent of sheep.
“Classroom teachers” number 2,534,000. That makes for a nationwide student/teacher ratio of 15.4:1, which compares reasonably with the 13.3:1 ratio in private schools and is an improvement over the 22.3:1 public school ratio in 1970, when kids still occasionally learned something. But the people-doing-who-knows-what/teacher ratio is getting close to 1:1.
P.J. O’Rourke, “End Them, Don’t Mend Them: It’s time to shutter America’s bloated schools”, Weekly Standard, 2010-06-21
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June 10, 2010
OTF threatens to punish students for ‘sins’ of the university
Spite and malice are the only reasons for this kind of blatant blackmail attempt by the Ontario Teachers’ Federation:
Nipissing University and the Ontario Teachers’ Federation may be headed for a full-blown confrontation over the institution’s decision to confer an honorary degree on former Ontario premier Mike Harris, a polarizing politician largely abhorred by the teaching community for his education reforms.
The federation warned the university in a May 12 letter that it “cannot predict how teachers may demonstrate their displeasure” if the ceremony goes ahead, but university president Leslie Lovett-Doust said on Wednesday Mr. Harris will, indeed, receive the honorary Doctor of Letters on Thursday afternoon.
[. . .]
The teachers’ organization has already hinted some of its members may choose not to place Nipissing students in highly coveted student-teacher positions, and the federation may add teeth to that veiled threat.
“The OTF executive could, as an option, inform Nipissing that we are going to recommend to our members that they not take teachers for practicum placement from Nipissing University,” said Sam Hammond, president of the Elementary Teachers’ Federation of Ontario, one of four affiliate organizations under the OTF.
Mike Harris has been out of politics for (effectively) the entire time the Nipissing students were in high school and university, yet their future careers are now being explicitly threatened by the OTF. What possible way can these young adults be held responsible for the actions of a long-retired politician? Clearly, even the idiots at the OTF don’t think this is reasonable . . . but they do think it’s worth ruining their public image to prevent Mike Harris from being given an honorary degree.
Update: Matt Gurney scrawls his illegible “x” on the dotted line of the protest petition:
Former premier Mike Harris personally and single-handedly destroyed my childhood. Just ask the Ontario Teacher’s Federation and its other, affiliated unions. They will happily confirm that Mr. Harris did indeed, knowingly and willfully, set out to ruin everything in this province that was pure and good. And they will not let that go unpunished.
The article, which must have been dictated and then painstakingly transcribed, is finished with this bio note: “Matt Gurney is a member of the National Post editorial board, even though, having been educated during the Harris years, he is, of course, illiterate.”
June 8, 2010
Questions of basic economics
Daniel Klein surveyed nearly 5,000 voting-age Americans on their basic comprehension of the political trade-offs on economic issues. He also asked them to identify themselves on the political spectrum. There were some interesting correlations:
Consider one of the economic propositions in the December 2008 poll: “Restrictions on housing development make housing less affordable.” People were asked if they: 1) strongly agree; 2) somewhat agree; 3) somewhat disagree; 4) strongly disagree; 5) are not sure.
Basic economics acknowledges that whatever redeeming features a restriction may have, it increases the cost of production and exchange, making goods and services less affordable. There may be exceptions to the general case, but they would be atypical.
Therefore, we counted as incorrect responses of “somewhat disagree” and “strongly disagree.” This treatment gives leeway for those who think the question is ambiguous or half right and half wrong. They would likely answer “not sure,” which we do not count as incorrect.
In this case, percentage of conservatives answering incorrectly was 22.3%, very conservatives 17.6% and libertarians 15.7%. But the percentage of progressive/very liberals answering incorrectly was 67.6% and liberals 60.1%. The pattern was not an anomaly.
[. . .]
The other questions were: 1) Mandatory licensing of professional services increases the prices of those services (unenlightened answer: disagree). 2) Overall, the standard of living is higher today than it was 30 years ago (unenlightened answer: disagree). 3) Rent control leads to housing shortages (unenlightened answer: disagree). 4) A company with the largest market share is a monopoly (unenlightened answer: agree). 5) Third World workers working for American companies overseas are being exploited (unenlightened answer: agree). 6) Free trade leads to unemployment (unenlightened answer: agree). 7) Minimum wage laws raise unemployment (unenlightened answer: disagree).
H/T to Ghost of a Flea.
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May 17, 2010
He comes not to praise Canadian universities, but to bury them
The Guardian summarizes an article by Robert Martin:
A mighty steam organ of an article, adorned with the title University Legal Education in Canada is Corrupt Beyond Repair, blasts forth in the October 2009 issue of the scholarly journal Interchange. It’s the handiwork of Robert Martin, professor of law, emeritus, at the University of Western Ontario.
Martin warms up with a little tune about university students: “Each fall, a horde of illiterate, ignorant cretins enters Canada’s universities. A few years later, they all move on, just as illiterate, just as ignorant and rather more cretinous, but now armed with bits of paper, which most of them are probably not able to read, called degrees.”
Then, in deeper tones, Martin sounds off about universities: “Canadian universities are closed and fearful institutions, which actively enforce uniformity on their members.”
[. . .]
Martin brings everything to a rousing conclusion that, one way or another, pretty much explains everything:
“There are two phrases that can be used to describe every law faculty in Canada. The phrases are: ‘feminist seminary’ and ‘psychotic kindergarten’.”
I guess it’s safer to say things like this after your active teaching career is behind you . . .
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April 26, 2010
April 1, 2010
Also, mandatory sobriety checks for judges, legislators
The Law Society of Upper Canada is planning to do mandatory random drug testing on law students starting this fall:
The move comes in response to requests made by faculty leaders, said Mahamad Accord, director of public relations at the regulatory body. “Why should we accept a lower standard for professional athletes than we do for society’s guardians of the truth?”
Although some professors of law view the move as intruding too far into the personal lives of lawyers and students, others applaud the measure.
“Lawyers play an essential role in society and the impact of drug-addicted lawyers is demonstrable and negative,” according to Professor Shubert at Osgoode Hall. “These changes are long overdue and will have a tangible benefit for legal aid recipients.”
But I’m exaggerating in the title to the post. The guidelines don’t go that far . . . but they probably should. I suspect there’s at least the same level of drug use and alcohol abuse in those selected groups as there is in the general population, even if their chances of detection (and judicial punishment) is demonstrably much lower than “ordinary people”.
March 31, 2010
More on the growth in public sector employment
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March 26, 2010
March 11, 2010
News bulletin: school still sucks
Things aren’t improving in schools, as this report from James Stephenson makes clear:
I remember the day they installed the cameras in my high school. Everyone was surprised when we walked and saw them hanging ominously from the ceiling.
Everyone except me: I moved to rural Virginia from the wealthier and more heavily populated region of northern Virginia. Cameras have watched me since middle school. So I wasn’t surprised, just disappointed. “What have we done?” asked one of my friends. It felt like the faculty was punishing us for something. A common justification for cameras is that they make students safer, and make them feel more secure. I can tell you from first hand experience that that argument is bullshit. Columbine had cameras, but they didn’t make the 15 people who died there any safer. Cameras don’t make you feel more secure; they make you feel twitchy and paranoid. Some people say that the only people who don’t like school cameras are the people that have something to hide. But having the cameras is a constant reminder that the school does not trust you and that the school is worried your fellow classmates might go on some sort of killing rampage.
Cameras aren’t the worst of the privacy violations. Staff perform random searches of cars and lockers. Most of the kids know about locker searches because they see the administration going though their stuff in the hall. But not everyone knows about the car searches, all the way out in the parking lot where administrators aren’t likely to be observed. (People don’t often bother to lock their cars, either).
In a world where everyone seems to be desperately worried about dangers to kids, the one thing that’s overlooked is the almost complete loss of human rights: being a student in the public school system means you don’t have many rights at all. It’s not much of an exaggeration to say that prisoners in jail have more rights — and better-protected rights — than children and teenagers in school.
Petty acts of rebellion–and innocent little covert activities–kept our spirits up. The school’s computer network may have been censored, but the sneakernet is alive and well. Just like in times past, high school students don’t have much money to buy music, movies or games, but all are avidly traded at every American high school. It used to be tapes; now it’s thumbdrives and flash disks. My friends and I once started an underground leaflet campaign that was a lot of fun. I even read about a girl who ran a library of banned books out of her locker. These trivial things are more important than they seem because they make students feel like they have some measure of control over their lives. Schools today are not training students to be good citizens: they are training students to be obedient.
Of course, obedience must be enforced.
