Quotulatiousness

April 1, 2010

Also, mandatory sobriety checks for judges, legislators

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

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

Filed under: Bureaucracy, Economics, Education, Government, Politics, USA — Tags: , — Nicholas @ 09:11

More on this topic here, here, here, here, and here.

March 26, 2010

The case against Jamie Oliver

Filed under: Bureaucracy, Education, Food, Health, USA — Tags: , , — Nicholas @ 15:59

March 11, 2010

News bulletin: school still sucks

Filed under: Bureaucracy, Education, Liberty, USA — Tags: , , , , — Nicholas @ 12:01

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.

March 9, 2010

We’re pulling soft drinks from schools, but we’ll now charge for water

Filed under: Bureaucracy, Cancon, Education — Tags: , , , — Nicholas @ 09:40

680 News had this delightful little news item in the round-up this morning:

Some parents are questioning a plan by the Toronto District School Board to put a vending machine in a Parkdale elementary school that sells water refills and flavoured water.

The vending machine is scheduled to be installed at Fern Avenue Public School, near Queen Street and Roncesvalles Avenue.

The machine will charge students 50-cents for filtered water and $1 for flavoured water.

The pipes at the school apparently need to be replaced, which has some parents concerned that this little “convenience” will come to replace the water fountains altogether. If that happened, the 50-cents-per-drink machine would be a nice little earner for the school board.

After this became news, the board decided to delay the installation until after a meeting to consult with concerned parents. (Translation: the phones were melting down from the angry responses the board was getting, so they’re at least pretending to pay attention to parental concerns.)

March 4, 2010

Teenagers: Mom was right about your need for a good night’s sleep

Filed under: Education, Food, Health — Tags: , , — Nicholas @ 10:02

I know, you stopped listening to your parents around age 12, but every now and again, they do have useful advice for you:

Only 5% of high school seniors get eight hours of sleep a night. Children get an hour less than they did 30 years ago, which subtracts IQ points and adds body weight.

Until age 21, the circuitry of a child’s brain is being completed. Bronson and Merryman report research on grade schoolers showing that “the performance gap caused by an hour’s difference in sleep was bigger than the gap between a normal fourth-grader and a normal sixth-grader.” In high school there is a steep decline in sleep hours, and a striking correlation of sleep and grades.

Tired children have trouble retaining learning “because neurons lose their plasticity, becoming incapable of forming the new synaptic connections necessary to encode a memory. … The more you learned during the day, the more you need to sleep that night.”

The school day starts too early because that is convenient for parents and teachers. Awakened at dawn, teenage brains are still releasing melatonin, which makes them sleepy. This is one reason why young adults are responsible for half the 100,000 annual “fall asleep” automobile crashes. When Edina, Minn., changed its high school start from 7:25 a.m. to 8:30 a.m., math/verbal SAT scores rose substantially.

Furthermore, sleep loss increases the hormone that stimulates hunger and decreases the one that suppresses appetite. Hence the correlation between less sleep and more obesity.

So, even though the temptation is to stay up as late as you possibly can . . . don’t. You’ll actually notice the difference the next day.

March 2, 2010

QotD: The true nature of school

Filed under: Bureaucracy, Education, Humour, Quotations — Tags: , , , — Nicholas @ 13:04

If you objected to high school students getting spied on in their homes by school district-issued webcams, maybe junior high students under nonstop cam surveillance on school grounds by a tubby administrator with a chinbeard (but no chin) will be the charm [. . .] I’m creeped out by the obvious glee with which Beardy McBeardsworth describes his prey at a Bronx junior high school in almost exactly the same tones you hear from Air Force flacks narrating thermal footage of hits on insurgents. But I must acknowledge that the concept of school as a place where the rights of students are severely curtailed dates back at least to my own schooling during King Philip’s War, was recently upheld by the Supreme Court in the Bong Hits 4 Jesus case, and seems to enjoy broad popular support. For the majority of Americans alive today, the function of school has always been to break you for a workplace where you will meet obstruction and indignity every day, be subject to every type of invasive surveillance, and generally, as even that greatest of working stiffs Jerry Langford put it, “have idiots plaguing your life.”

Tim Cavanaugh, “Junior High Lives of Others”, Hit and Run, 2010-03-01

February 9, 2010

QotD: “Environmentalism [is] like an intrusive state religion”

Filed under: Economics, Education, Environment, Quotations — Tags: , , — Nicholas @ 07:46

I’d heard some of this from my daughter before and had gotten used to the idea that she needed a little deprogramming from time to time. But as I listened to the rote repetition of a political agenda from children not old enough to read, I decided it was time for a word with the teacher. She wanted to know which specific points in the catechism I found objectionable. I declined to answer. As environmentalism becomes increasingly like an intrusive state religion, we dissenters become increasingly prickly about suggestions that we suffer from some kind of aberration.

The naive environmentalism of my daughter’s preschool is a force-fed potpourri of myth, superstition, and ritual that has much in common with the least reputable varieties of religious Fundamentalism. The antidote to bad religion is good science. The antidote to astrology is the scientific method, the antidote to naive creationism is evolutionary biology, and the antidote to naive environmentalism is economics.

Economics is the science of competing preferences. Environmentalism goes beyond science when it elevates matters of preference to matters of morality. A proposal to pave a wilderness and put up a parking lot is an occasion for conflict between those who prefer wilderness and those who prefer convenient parking. In the ensuing struggle, each side attempts to impose its preferences by manipulating the political and economic systems. Because one side must win and one side must lose, the battle is hard-fought and sometimes bitter. All of this is to be expected.

But in the 25 years since the first Earth Day, a new and ugly element has emerged in the form of one side’s conviction that its preferences are Right and the other side’s are Wrong. The science of economics shuns such moral posturing; the religion of environmentalism embraces it.

Steven E. Landsburg, “Why I Am Not An Environmentalist: The Science of Economics Versus the Religion of Ecology”, excerpt from The Armchair Economist: Economics & Everyday Life.

January 8, 2010

Great satire . . . at least, I’m assuming it’s satire

Filed under: Economics, Education, History, Humour — Tags: , , , — Nicholas @ 08:47

In the comments to this post at the Library of Economics and Liberty site:

I think American econ textbooks were pro-Soviet for the simple reason that the Soviet system was indisputably superior to the unforgiving ‘free market’ American system.

Make whatever claims about ‘economic growth’ or ‘relative poverty’ or ‘lack of freedom’ you want but the Soviet Union created a large-scale, modern nation state dedicated to providing everyone with a solid, equitable lifestyle. Everyone had access to food, clothing, shelter, health-care, education, meaningful work and other necessities of life. It was guaranteed right there in their constitution. That is still not the case in the US, though with the recent passage of the landmark Health Care Reform bills we have at least made the first tentative steps towards correcting one of those desperate problems.

The thing that economists need to realize is that life is not all about economics & money. Having a satisfying life planned for you with no uncertainty and no crucial needs left unfulfilled is necessary too. The Soviet Union went a good a way towards providing that.

Someday we will realize what a loss it was when the vile, venal capitalists of the West arranged its downfall. After all, no amount of material wealth provided in the willy-nilly, dog-eat-dog, all-against-all ‘free market’ will ever be able to match the simple pleasures of a life dedicated to the betterment of the community, guided by the best & brightest from their commanding perch in the government.

That was commenter “blighter” either doing a pitch-perfect parody or showing that the textbook wars were won by Soviet intelligence services.

December 23, 2009

QotD: College football and graduation rates

Filed under: Education, Football, Quotations — Tags: , — Nicholas @ 09:06

In college news, TMQ contends that football-factory coaches emphasize winning above all else because there is no reward for academic outcomes. Cory Scott of Ambler, Pa., notes this column by Jay Paterno, the quarterbacks coach at Penn State and Joe’s son, proposing that academic success be added as a factor in the BCS formula. If it were a factor, Jay Paterno finds, Alabama would still be in the title game next month — but facing TCU rather than Texas. Here, Lindsey Luebchow of Yale Law School takes a similar approach with her third annual Academic BCS rankings. Luebchow analyzes the top 25 football schools at season’s end and factors in both graduation numbers and the NCAA’s “academic progress rate.” Looked at this way, with more classroom emphasis than Paterno’s ranking, the BCS Championship Game would pit Penn State against Stanford — while Texas, with horrible academic stats for football, plummets all the way down from No. 2 to No. 25 and an appearance in TMQ’s Tuesday Morning Quarterback Bowl Presented by TMQ.

Paterno and Luebchow are on to something big. The BCS is all about elaborate computer formulas. Football-factory coaches and boosters often claim for the sake of show they care about academics. Make it official — add academic measures to the BCS computer formula! Do this, and within a single year there would be intense focus on classroom performance at every BCS-hopeful school. This isn’t a whimsical idea, it is a perfectly serious and practical idea — if the NCAA and the BCS want to prove they’re not just moving their mouths when they say they care about GPAs and graduation.

Gregg Easterbrook, “TMQ’s ‘Twelve Days of Christmas'”, ESPN Page Two, 2009-12-22

December 21, 2009

Persuasion having failed, they now turn to emotional blackmail

Filed under: Education, Environment — Tags: , , — Nicholas @ 12:10

Frank Furedi looks at how modern educators have adopted the methods of Soviet-era authorities to try to turn children into a home-based fifth column:

There is a long and sordid tradition of trying to socialise children by scaring them. The aim of such socialisation-through-fear is twofold: firstly, to get children to conform to the scaremongers’ values; secondly, to use children to influence, or at least to contain, their parents’ behaviour.

When I was a schoolchild in Stalinist Hungary, we were frequently warned about the numerous threats facing our glorious regime. I also recall that we were encouraged to lecture our errant parents about the new wonderful values being promoted by our brave, wise leaders. The Big Brothers of the 1940s saw children as tools of moral blackmail and social control. Today, in the twenty-first century, scaremongers see children in much the same way, exploiting their natural concern with the wonders of life to promote a message of shrill climate alarmism.

If you want to know how it works, watch the official opening video of the Copenhagen summit on climate change (see below). Titled ‘Please Help The World’, the four-minute film opens with happy children laughing and playing on swings. A sudden outburst of rain forces them all to rush for cover. The message is clear: the climate threatens our way of life. It then cuts to a young girl who is anxiously watching one TV news broadcaster after another reporting on impending environmental catastrophes. Then we see the young girl tucked into bed, sweetly asleep as she embraces her toy polar bear… but suddenly we’re drawn into her nightmare. She’s on a parched and eerie landscape; she looks frightened and desolate; suddenly the dry earth cracks and she runs in terror towards the shelter of a distant solitary tree. She drops her toy polar bear in a newly formed chasm and yells and screams as she holds on to the tree for dear life. The video ends with groups of children pleading with us: ‘Please help the world.’ You get the picture.

November 13, 2009

British emigration woes

Filed under: Britain, Education, Humour — Tags: , , , — Nicholas @ 14:02

Jeremy Clarkson enumerates all the places would-be Ex-pats can’t go:

There’s talk of emigration in the air. It’s everywhere I go. Parties. Work. In the supermarket. My daughter is working herself half to death to get good grades at GSCE and can’t see the point because she won’t be going to university, because she doesn’t have a beak or flippers or a qualification in washing windscreens at the lights. She wonders, often, why we don’t live in America.

[. . .]

It’s a lovely idea, to get out of this stupid, Fairtrade, Brown-stained, Mandelson-skewed, equal-opportunities, multicultural, carbon-neutral, trendily left, regionally assembled, big-government, trilingual, mosque-drenched, all-the-pigs-are-equal, property-is-theft hellhole and set up shop somewhere else. But where?

You can’t go to France because you need to complete 17 forms in triplicate every time you want to build a greenhouse, and you can’t go to Switzerland because you will be reported to your neighbours by the police and subsequently shot in the head if you don’t sweep your lawn properly, and you can’t go to Italy because you’ll soon tire of waking up in the morning to find a horse’s head in your bed because you forgot to give a man called Don a bundle of used notes for “organising” a plumber.

You can’t go to Australia because it’s full of things that will eat you, you can’t go to New Zealand because they don’t accept anyone who is more than 40 and you can’t go to Monte Carlo because they don’t accept anyone who has less than 40 mill. And you can’t go to Spain because you’re not called Del and you weren’t involved in the Walthamstow blag. And you can’t go to Germany . . . because you just can’t.

The Caribbean sounds tempting, but there is no work, which means that one day, whether you like it or not, you’ll end up like all the other expats, with a nose like a burst beetroot, wondering if it’s okay to have a small sharpener at 10 in the morning. And, as I keep explaining to my daughter, we can’t go to America because if you catch a cold over there, the health system is designed in such a way that you end up without a house. Or dead.

November 3, 2009

Biggest stimulus success – more government jobs

Filed under: Bureaucracy, Economics, Education, Government, USA — Tags: , — Nicholas @ 13:49

Veronique de Rugy looks at the most recent claims of the number of jobs created or saved by Obama’s stimulus, and finds that most of the new jobs are in the public sector. The cost to “create” these jobs is eye-watering, too:

The White House claims that 640,329 were created or saved. That, by the way, is way less than what Christina Romer claimed would be created. Last week, she mentioned 1.4 million during a Joint Committee hearing. Remember.

First, $159 billion has been spent so far. That’s $248,273 per job.

However, when you look at some specific contracts that were awarded you find that some jobs were created or saved at an insane cost to taxpayers. For instance, $1,359,633,501 were awarded to CH2M WG IDAHO LLC, in WA to create 2,183 jobs. That’s $622,827 per job. That’s not as bad though as the $258,646,800 awarded to the Brookhaven Science Associates, LLC in NY, to create 25 jobs. That’s over $10.3 million per job.

I would be happy with one of these jobs.

Second, while the administration is promising good and in time reporting, we can see that it’s far from being the case. Agencies report having spent $207.3 Billion and yet only $36,688,660,161 were reported by states. That’s a big gap, isn’t it?

Third, some 85 percent of the money went to 4 agencies: HHS, Labor, Education and Social Security. That money wasn’t spent on shovel ready projects. For instance, some of the HHS funds went to some rural high school and college students from Arkansas, Kentucky and Tennessee to conduct medical research this summer with a team of leading scientists at Vanderbilt University. The Department of Labor spent $11,058,877 in unemployment insurance (UI) modernization incentive funds to the state of West Virginia. And the Department of Education is mainly spending its money to keep union protected school teachers in their jobs. Not really shovel ready projects, are they?

October 16, 2009

QotD: Maturity, fading

Filed under: Education, Quotations — Tags: , , — Nicholas @ 13:11

Maturity as a general virtue, however, declined in the Sixties when indiscriminate sexual liberty, detached from responsibility and emotional engagement, became a human right from puberty forward. With no need to defer the gratification of appetite, there was no further need for patience, maturity’s hallmark.

And yet what stage of life could be worse for indefinite prolongation? Adolescence is a period marked by extreme intellectual callowness, thrall to raging hormones, obsession with appearance and social caste, contempt for authority, fascination with the transgression of rules, immoderate self-righteousness and intense sensitivity to perceived offence.

For the negative physical consequences of adolescence as a cultural norm, consider the body-sculpting, porn and plastic surgery industries. Our culture’s obsession with youthful appearance and limitless, Dionysiac sexuality is pandemic.

For the more pernicious negative intellectual and political consequences, consider the universities. In academia one finds a ruling cadre of grey-haired, jeans-clad university teachers pickled in Woodstock-nostalgic revolutionary amber, still rebelling against their parents’ conformity and hypocrisy, still contemptuous of their parents’ institutions and values, even those that stabilized family life and nourished communitarianism.

The political correctness these ideologues embody, Epstein shrewdly notes, is a peculiarly adolescent phenomenon: “Political correctness . . — from academic feminism to cultural studies to queer theory — could only be perpetrated on adolescent minds: . . . Only an adolescent would find it worthwhile to devote his or her attention chiefly to the hunting of offenses [and] the possibility of slights, real and imagined.”

Barbara Kay, “The decline of maturity”, National Post, 2009-10-16

September 30, 2009

Testing whether incentive pay for teachers improves student outcomes

Filed under: Economics, Education, India — Tags: , — Nicholas @ 12:13

A post up at Marginal Revolution summarizes a new paper by Karthik Muralidharan and Venkatesh Sundararaman, examining whether incentive pay for teachers (PDF) improves student performance:

1) Evidence comes from a very large sample, 500 schools covering approximately 55,000 students, and treatment regimes and controls are randomly assigned to schools in a careful, stratified design.

2) An individual-incentive plan and a group-incentive plan are compared to a control group and to two types of unconditional extra-spending treatments (a block grant and hiring an extra teacher). Thus the authors can test not only whether an incentive plan works relative to no plan but also whether an incentive plan works relative to spending a similar amount of money on “improving schools.”

3) The authors understand incentive design and they test for whether their incentive plan reduces learning on non-performance pay margins.

In the west, with most students being taught in publicly funded schools with strong teaching unions, these results will not be welcomed by the majority of school systems or unions. From the abstract:

Performance pay for teachers is frequently suggested as a way of improving education outcomes in schools, but the theoretical predictions regarding its effectiveness are ambiguous and the empirical evidence to date is limited and mixed. We present results from a randomized evaluation of a teacher incentive program implemented across a large representative sample of government-run rural primary schools in the Indian state of Andhra Pradesh. The program provided bonus payments to teachers based on the average improvement of their students’ test scores in independently administered learning assessments (with a mean bonus of 3% of annual pay). At the end of two years of the program, students in incentive schools performed significantly better than those in control schools by 0.28 and 0.16 standard deviations in math and language tests respectively. They scored significantly higher on “conceptual” as well as “mechanical” components of the tests, suggesting that the gains in test scores represented an actual increase in learning outcomes. Incentive schools also performed better on subjects for which there were no incentives, suggesting positive spillovers. Group and individual incentive schools performed equally well in the first year of the program, but the individual incentive schools outperformed in the second year. Incentive schools performed significantly better than other randomly chosen schools that received additional schooling inputs of a similar value.

I’m surprised that the results were so positive for relatively minor incentive bonus amounts.

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