Quotulatiousness

September 11, 2025

The Archbishop of York misunderstands a recent child poverty report

Filed under: Britain, Economics, Education, Food, Religion — Tags: , , , — Nicholas @ 04:00

Tim Worstall knows that it’s unrealistic to expect a prelate of the Church of England to believe in anything, but in this case His Grace Stephen Cottrell, the Most Reverend and Right Honourable Archbishop of York appears to believe that child poverty in Britain is a very serious problem:

His Grace Stephen Cottrell, Archbishop of York since July, 2020.
Photo 2014 via Wikipedia Commons.

So we’ve the Archbishop of York here telling us all how it should be. Of course, given that that prelacy is Church of England he doesn’t actually believe anything, of course not. But he does roll out what he considers to be facts. Which, sadly, are not.

    With all children across the UK back in school as of this week, I am reminded that almost one in three are in poverty. That statistic is shocking enough – but behind every number is a child, and what this statistic means is children arriving at school hungry, living in insecure housing, and missing out on the activities that help them thrive.

Well, no. His near one in three comes from this JRF report. Which is not measuring poverty at all. It’s measuring inequality — the number of people living in a household on less than 60% of median household income. Which is not, in fact, poverty.

No, think on it. If we doubled the — real — income of everyone in the country then clearly we’d have less poverty. But by this measure, the one of inequality of incomes, the number in poverty would change by not one single person nor child. Equally, if we halved everyone’s incomes — real incomes that it — there would be a lot more poverty. But by this measure there would be no change at all.

There’s also this:

    I visited a school in the north-east of England a couple of years ago where many of the pupils turned up with empty lunchboxes. There was a breakfast club that fed them on arrival. They were eligible for free school meals, so got a hot lunch. After school, trestle tables were set up in the playground laden with food donated from the local food bank. As they went home, they filled up their lunchboxes so that they could have some tea.

    I have rarely been so shocked. This is the reality of child poverty.

Kids are packed to the gunwales with food and this is a sign of poverty? Eh? Sure, sure, I know consubstantiation is pretty heady stuff but really, a little contact with reality please? Kids get two full meals and tuck to take home. This is all free. So, logically, their parents send them to school with empty tuck boxes so that they get two free meals and stuff to take home. I mean, free stuff, who wouldn’t?

Who goes to the pub to pay £7 a pint when booze is flowing free from the town fountain?

Update, 12 September: Welcome, Instapundit readers! Please do have a look around at some of my other posts you may find of interest. I send out a daily summary of posts here through my Substack – https://substack.com/@nicholasrusson that you can subscribe to if you’d like to be informed of new posts in the future.

The CH-148 Cyclone helicopter – the navy’s flying lemon

Filed under: Cancon, Military, Weapons — Tags: , , , , — Nicholas @ 03:00

Over at Noah’s True North Strategic Review, a question came up about the Cyclone helicopters in Royal Canadian Navy service and whether the navy would include Cyclone landing pads on the upcoming Canadian Continental Defence Corvette design:

Q6. Any updates on the Cyclone helicopter and its replacement? I’ve read that the class is grounded and it’s already an orphan. Has it rolled into NTACS?

You probably heard our favorite Vice-Admiral absolutely tearing them apart lol. The fleet was grounded due to parts issues, a long-standing problem with the Cyclone fleet. In fact everything about the Cyclone is a problem.

I’ll let Mr. Topshee explain:

So yeah, the fleet was grounded or should I say the majority of the fleet is still grounded. Not all of them anymore, but still the majority last I heard like two weeks ago?

Of course even before the grounding the fleet was in bad shape. Nearly half haven’t flown this year, and again the majority is still grounded. Link 11 deprecated back in January/February? Lockorsky is asking ~$20,000,000 an aircraft to upgrade to Link 16, and even then it will take about two/three years to get the entire fleet upgrades.

And it ain’t like Link 16 is some optional capability. It is quite literally the standard. You can’t do much without it.

This isn’t counting other capabilities set to deprecate or in need of upgrading on the way to Block 2.1 … All to support, yes, an orphan fleet that we are paying tooth and nail to keep going.

And it isn’t like Lockheed is winning here. They reported a $570 million loss on the Cyclone this year. Quite literally no one is winning here. We are all suffering to keep these birds flying, lord forbid if we try to keep them going into the 2040s as planned.

Cyclone isn’t a new helicopter. It’s a product of 1990s requirements, from a contract signed twenty years ago. It still has yet to reach its final Block 2.1 state. I get why it’s frustrating to everyone. I’m glad Topshee said the quiet part out loud. Call them what they are.

I’m of course missing things, I know. I wont go into the entire history and issues with the fleet (yet) but I will say that I truly believe there is no fixing them by this stage. The navy has been using modified Hammerheads to fill the gaps and future UAS will likely take some role.

Unmanned systems aren’t at the level though to fully replace the capabilities a maritime helicopter like the Cyclone brings to the table. The loss of the fleet is a loss of capabilities. Eventually something has to give.

I don’t wanna go to into the Cyclone right now, as I’m currently working on something for it. However there are a lot of issues, more than the public knows.

As for NTACS? There is no plans to include the Cyclone. At least not right now. The NTACS team went back to the drawing board over the summer to hammer out what they want. We’ll see what comes of it.

Pre-delivery Sikorsky CH-148 Cyclone helicopter, 4 April, 2012.
Photo by Gerry Metzler via Wikimedia Commons.

Make the Joiners Mallet in an Afternoon

Filed under: Tools, Woodworking — Tags: , — Nicholas @ 02:00

Rex Krueger
Published 2 May 2025

QotD: Heritable IQ and the ability to think critically

Filed under: Health, Quotations, USA — Tags: , — Nicholas @ 01:00

Critical thinking may not be a heritable trait, but the IQ required to do it is.

It has become well-known recently that at IQ 90 and downward people start having real trouble handling counterfactual conditionals. “How would you feel if you hadn’t eaten breakfast this morning?” is the probe of this capability that has gone viral.

How are you going to do critical thinking if you can’t process counterfactual conditionals? It would be like trying to dance when you can’t walk. But this is a problem that extends above the normal IQ 85 threshold for mental subnormality. We’re looking at 20% to 25% of the U.S. population here.

Eric S. Raymond, Twitter, 2024-05-19.

September 10, 2025

The Korean War Week 64: Inexperienced UN Recruits Face Disaster – September 9, 1951

The Korean War by Indy Neidell
Published 9 Sep 2025

The Battle of Bloody Ridge comes to its end, having very much earned its name. One issue the UN is really having though, is with replacement troops. They don’t have the training or experience that the war requires. And yet, a new offensive to test them further is just around the corner.

Chapters
00:00 Intro
00:53 Recap
01:22 Problems With New Troops
04:36 Company C Attacks
06:09 Operation Talons
07:32 Operation Minden
08:19 Flying Aces
08:57 San Francisco Conference
14:13 Summary
14:28 Conclusion
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The hard limits of education

Filed under: Education — Tags: , , , — Nicholas @ 03:00

On his substack, Freddie deBoer argues that “education doesn’t work”, in that you can’t educate someone beyond their innate abilities no matter how much money you throw at the problem:

For some time now, I’ve been arguing for a perspective on the value of education that does not map cleanly onto any major contemporary ideological position, political party, or school of educational philosophy. My overall thoughts on education1 are as follows:

  1. In any given population, the ability to excel academically (whether or not you call it “intelligence”) is, like almost all other human abilities, plottable as a normal distribution: that is, a few people will be really bad at it, a few people will be really good, and the majority will be somewhere near the middle.
  2. Because some people are simply better at school than other people, any pedagogical strategy, practice, or method that improves the performance of the worst students will also improve the performance of the best students; this means that “closing the performance gap” between the worst and best students will only be possible if you use the best strategies for the worst students and the worst strategies for the best ones — and even then the most talented students will probably adapt pretty well, because that’s what being a talented student means. Another way to put it: if every student in America were equally well funded and every student equally well taught, point 1 above would still be true.
  3. Resistance to these two points is pervasive because we collectively participate in a “cult of smart” that overvalues academic performance vis-à-vis other human excellences. That is, because we value “intelligence” as a unique excellence, necessary to our approval, we cannot admit that some people simply aren’t smart. (By contrast, we have no trouble admitting that some people can’t run very fast or lift heavy weights, because those traits are not intrinsic to social approval.)

In so many human domains, we’re willing to accept that some people are naturally advantaged, bound by some inherent trait to be better than others, whether it’s physical attractiveness, the visual arts, musical performance, athletics, memory, sense of direction, language learning, charisma … We are, generally, perfectly willing to accept that different human beings have profoundly different strengths and abilities. But with education and intelligence, we’re unwilling to countenance the simple reality that some people are better equipped to succeed and some worse. It wasn’t always this way. For much of human history, that some people were simply smarter than others was accepted as a matter of course. In particular, and unfortunately, inherent group differences have historically been asserted in cognitive ability, and education was typically walled away from those who weren’t of the right class, gender, race, or station; this, obviously, was unjust and a terrible waste of human talent. In the last 50 years, however, a combination of forces2 has led us to overcorrect and embrace the opposite conclusion, that all individual people have equal ability to excel academically. This has led to all manner of ugly consequences, including blaming those who lack academic talent for their own immiseration and unfairly pinning educational failures on schools and teachers that they are not responsible for.

Our educational debates are largely useless because most people engaged in those debates assume out of hand that, absent unusual circumstances like severe neglect or abuse or the presence of developmental or cognitive disabilities, any student can be taught to any level of academic success, and any failure to induce academic success in students is the result of some sort of unfortunate error. Some tend to ascribe the failure to reach academic excellence as the result of exogenous social variables (like poverty and racial inequality) while others insist that students who have failed to learn to standard are evidence of failing schools and feckless, untalented teachers. My own perspective insists instead that as with any other kind of human ability, academic ability is unequally distributed across the population, with some destined to excel, some destined to struggle, and many destined to meet various levels of mediocrity. My belief is that this tendency is the result of some sort of intrinsic or inherent academic potential, that just as in natural talent for playing a musical instrument or playing a sport, there is such a thing as talent in school, and like all other talents, this one is not distributed equally to all people and is thus not fair.

I in particular hold these three beliefs with descending levels of confidence – the first is an empirical truth that is not debatable, the second is an obvious conclusion to draw that’s difficult to avoid given the first, the third is speculative but appears to be the most likely reason for the first two:

  1. At scale, the relative academic performance hierarchy is remarkably static, with very few students significantly moving to higher or lower positions of educational success over the course of academic life.
  2. The remarkably consistency in student performance over time, even in the face of immense investment and relentless pedagogical and policy efforts to alter student performance, strongly suggests some individual attribute that constitutes an inherent or innate academic potential, predilection, or tendency.
  3. The most direct and parsimonious explanation for this attribute is genes.

What I’m here to demonstrate today is the core empirical point that makes up the first belief: despite the widespread assumption that any student can be educated to any level of performance, in reality students demonstrate a certain level of overall academic ability and gravitate to that level of ability throughout their academic lives, with remarkable fidelity at the population level. Decades of grading data; standardized test scores; cross-sectional, longitudinal, observational, and experimental studies; along with many other types of ancillary and convergent evidence, ultimately tell the same story: education can raise the absolute performance of most students modestly, but it almost never meaningfully reshuffles the relative distribution of ability and achievement.3 We can reliably teach some (but never all) students certain knowledge, skills, competencies, and concepts that they did not possess before being taught, which we might call absolute or criterion-referenced learning. But all of these can also be assessed on a relative basis; whether students can read or do algebra or apply the scientific method are all questions that have polychotomous rather than binary answers. That is to say, students can be better or worse at the various cognitive and academic tasks learned in school, and we can assess these abilities and then assign them ranks in a relative distribution, which if our instruments are sound will almost always be normal or Gaussian – some kids will be excellent, some will be terrible, some will be in-between, and they number in each percentile will follow a predictable curve.


  1. Helpfully summarized by my friend Alan Jacobs here.
  2. On the well-meaning side, you have a cheery kind of simplistic egalitarianism, which is emotionally defensible but which ultimately hurts people who lack natural talent, as The Cult of Smart describes; on the less salutary side, the rise of educational blank slate thinking can be traced to the neoliberal turn in American economics, where the dismantling of the labor movement and the steady erosion of the social safety net left ordinary people with no path to basic economic security other than through the college-to-white-collar-work pipeline – which only works for everyone if everyone is equipped to handle that kind of school and work.
  3. Absolute performance = teaching students to do/understand something they couldn’t do/understand before. Taking a student who couldn’t do long division before and teaching them how to do long division is absolute learning; teaching a student the steps in the Krebs cycle such that they can describe them after not knowing anything about them previously is absolute learning; helping a toddler to memorize the alphabet is absolute learning. Tests that are concerned only with the demonstration of the ability to perform a given academic competency or skill (AKA criterion referenced tests) are fundamentally tests of absolute learning. Relative learning = helping any individual students or group of students improve relative to peers/the performance spectrum. One student outperforming other students on a test of long division is an expression of differences in relative learning; observed performance gaps like racial or gender gaps are reflections of relative learning; competitive admissions processes are evaluations of relative ability/learning. Aptitude and achievement tests (AKA norm referenced tests) are fundamentally tests of relative learning.

Space Nazis! Evil Empires and Historical Memory

Filed under: History, Media, WW2 — Tags: , , , , , — Nicholas @ 02:00

Feral Historian
Published 30 Jun 2022

A brief look at the echo of Nazi Germany and its impact on American sci-fi, with a focus on Star Wars because it’s endured for nearly half a century.

QotD: “The [western Roman Empire] did not drift hopelessly towards its inevitable fate. It went down kicking, gouging and screaming”

Filed under: Europe, History, Military, Quotations — Tags: , , , , — Nicholas @ 01:00

The fall of the Roman Empire in the West (please, right now, just mentally add the phrase “in the west” next to every “the fall of Rome” and similar phrase here and elsewhere) is complicated. I don’t mean it is complicated in its causes or effects (though it is that too), I mean it is complicated in its raw events: the who, what, where and when of it. Most students are taught a fairly simple version of this because most of what they need to actually learn is the cause and the effects and so the actual “fall” part is a sort of black box where Huns, Vandals, Goths, plague, climate and economic decline go in and political fragmentation, more economic decline and the European Middle Ages come out. The fall itself ends up feeling like an event rather than a process because it is compressed down to a single point, the black box where all of the causes become all of the effects. That is, frankly, a defensible way to teach the topic at a survey level (where it might get at most a lecture or two either at the end of a Roman History survey or the beginning of a Medieval History survey) and it is honestly more or less how I teach it.

But if you want to actually try to say something intelligent about the whole thing, you need to grapple with what actually happened, rather than the classroom black-box model designed for teaching efficiency rather than detail. We are … not going to do that today … though I will have some bibliography here for those who want to. The key thing here is that the “Fall of Rome” (in the West) is not an event, but a century long process from 376 to 476. Roman power (in the West) contracts for a lot of that, but it expands in periods as well, particularly under the leadership of Aetius (433-454) and Majorian (457-461); there are points where it would have really looked like the Romans might actually be able to recover. Even in 476 it was not obvious to anyone that Roman rule had actually ended; Odoacer, who had just deposed what was to be the last Roman emperor in the west promptly offered the crown to Zeno, the Roman emperor in the East (there is argument about his sincerity but James O’Donnell argues – very well, though I disagree on some key points – that this represented a real opportunity for Rome to rise from defeat in a new form yet again).

Glancing even further back historically, this wasn’t even the first time the Roman Empire had been on the brink of collapse. Beginning in 238, the Roman Empire had suffered a long series of crippling civil wars and succession crises collectively known as the Crisis of the Third Century (238-284). At one point, the empire was de facto split into three, with one emperor in Britain and Gaul, another in Italy, and the client kingdom of Palmyra essentially running the Eastern half of the empire under their queen Zenobia. Empires do not usually survive those kinds of catastrophes, but the Roman Empire survived the Crisis, recovered all of its territory (save Dacia) and even enjoyed a period of relative peace afterwards, before trouble started up again.

The reason that empires do not generally survive those kinds of catastrophes is that generally when empires weaken, they find that they contain all sorts of people who have been waiting, sometimes patiently, sometimes less so, for any opportunity to break away. The rather sudden collapse of the (Neo-)Assyrian Empire (911-609 BC) is a good case study. After having conquered much of the Near East, the Assyrians fell into a series of succession wars beginning in 627; their Mesopotamian subjects smelled blood and revolted in 625. That was almost under control by 620 when the Medes and Persians, external vassals of the Assyrians, smelled blood too and invaded, allying with the rebelling Babylonians in 616. Assyria was effectively gone by 612 with the loss and destruction of Ninevah; they had gone from the largest empire in the world at that time or at any point prior to non-existent in 15 years. While the Assyrian collapse is remarkable for its speed and finality, the overall process is much the same in most cases; once imperial power begins to wane, revolt suddenly looks more possible and so the downward slope of collapse can be very steep indeed (one might equally use the case study of decolonization after WWII as an example: each newly independent country increased the pressure on all of the rest).

Yet there is no great rush to the doors for Rome. Instead, as Guy Halsall puts it in Barbarian Migrations and the Roman West (2007), “The West did not drift hopelessly towards its inevitable fate. It went down kicking, gouging and screaming”. Among the kicked and gouged of course were Attila and his Huns. Fought to a draw at the Battle of the Catalaunian Plains, his empire disintegrated after his death two years later under pressure from both Germanic tribes and the Eastern Roman Empire (and the standard tendency for Steppe empires to fragment); of his three sons, Ellac was killed by revolting Germanic peoples who had been subject to the Huns, Dengizich by the (Eastern) Romans (we’re told his head was put on display in Constantinople) and the last, Ernak just disappears in our narrative after the death of Dengizich. The Romans, it turns out, did eventually get down to business to defeat the Huns. But the Romans doing all of that kicking, gouging and screaming were not the handful of old families from the early days of the Repulic; most of those hard-fighting Romans were people who in 14 AD would have been provincials. And indeed, the Roman Empire would survive, in the East, where Rome wasn’t, making for a Roman Empire that by 476 consisted effectively entirely of “provincial” Romans.

Instead what we see are essentially three sets of actions by provincial elites who in any other empire would have been leading the charge for the exits. There were the kickers, gougers and screamers, as Halsall notes. There were also, as Ralph Mathisen, Roman Aristocrats in Barbarian Gaul (1993) has noted, elites who – seeing the writing on the wall – made no effort to hasten the collapse of the empire but instead retreated into their estates, their books and their letters; these fellows often end up married into and advising the new “barbarian” kings who set up in the old Roman provinces (which in turn contributes quite a bit to the preservation and continued influence of Roman law and culture in the various fragmented successor states of the early Middle Ages). Finally, there were elites so confident that the empire would survive – because it always had! – that they mostly focused on improving their position within the empire, even at the cost of weakening it, not because they wanted out, but because “out” was inconceivable to them; both Halsall and also James O’Donnell, The Ruin of the Roman Empire (2009) document many of these. If I may continue my analogy, when the exit door was yawning wide open, almost no one walked through; some tried to put out the burning building they were in, others were content to be at the center of the ruins. But no one actually left.

During the Crisis of the Third Century, that set of responses had been crucial for the empire’s survival and for brief moments in the 400s, it looked like they might even have saved it again. For all of the things that brought the Roman Empire down, it is striking that “internal revolts” of long-ruled peoples weren’t one of them. And that speaks to the power of Rome’s effective (if, again, largely unintentional) management of diversity. The Roman willingness to incorporate conquered peoples into the core citizen body and into “Roman-ness” meant that even by 238 to the extent that the residents of the Empire could even imagine its collapse, they saw that potentiality as a disaster, rather than as a liberation. That gave the empire tremendous resiliency in the face of disaster, such that it took a century of unremitting bad luck to bring it down and even then, it only managed to take down half of it.

(As an aside, those provincial Romans were correct in the judgement that the collapse of the empire would mean disaster. The running argument about the fall of the Roman Empire is generally between the “decline and fall” perspective, which presents the collapse of the Roman Empire as a Bad Thing and the “change and continuity” perspective, which both stresses continuity after the collapse but also tends to try minimize the negative impacts of it, even to the point of suggesting that the average Roman peasant might have been better off in the absence of heavy Roman taxes. That latter view is particularly common among many medievalists, who are understandably quite tired of the unfairly poor reputation their period gets. This is an argument that for some time lived in the airy space of narrative and perspective where both sides could put an argument out. Unfortunately for some of the change-and-continuity arguments about living standards, archaeology has a tendency to give us data that is somewhat less malleable. That archaeological data shows, with a high degree of consistency, that while there is certainly some continuity between the Late Antique and the early Middle Ages the fall of Rome (in the West) killed lots of people (precipitous declines in population in societies without reliable birth control; probably this is mostly food scarcity, not direct warfare) and that living standards also declined to a degree that the results are archaeologically visible. As Brian Ward-Perkins notes in The Fall of Rome and the End of Civilization (2005), the collapse causes cows to shrink, speaking to sudden scarcity of winter fodder (which in turn likely speaks to a general reduction in available nutrition). Some areas were worse hit than others; Robin Flemming, Britain After Rome (2010) notes, for instance, that in post-Roman Britain, pot-making technology was lost (because ceramic production had been focused in cities which had been largely depopulated out of existence). The fall of Rome might have been good for some people, but the evidence is, I think, at this point inescapable that it was quite bad for most people. Especially, one assumes, all of the people who got depopulated.)

Bret Devereaux, “Collections: The Queen’s Latin or Who Were the Romans, Part V: Saving and Losing and Empire”, A Collection of Unmitigated Pedantry, 2021-07-30.

September 9, 2025

The J.J. McCarthy era in Minnesota started very slow but improved as the game went on

Filed under: Football — Tags: , , , , — Nicholas @ 11:05

Apologies to my readers who can’t stand the NFL, but last night’s game between the Minnesota Vikings and the Chicago Bears was one of the most “tales of two halves” I’ve ever watched. I missed most of the first offensive series, but I don’t think it would have been any more enjoyable than the rest of the first half of football. The Bears under quarterback Caleb Williams really were the better team on the field over the first 30-45 minutes of play (and I hate to admit it, but it was true). Williams completed his first ten pass attempts, which is apparently the first time that had happened for a Bears quarterback since the 1970s, and his amazing ability to avoid sacks kept the Vikings offense off the field. Even when they got on the field, they were not very effective, not making a first down until late in the first half.

(more…)

Uh-oh. It’s not a good sign to see your town’s name in Not the Bee

Filed under: Cancon, Environment, Law — Tags: , , , , , , — Nicholas @ 04:00

We’ve lived in Bowmanville for ten years and in that time the demographics have changed substantially. Some of those changes have been positive, but others have definitely been negative:

Video out of Bowmanville, Ontario, shows Southeast Asian men (do with that what you will) flipping salmon out of a small stream during the annual salmon run back to their spawning locations.

Early September is peak salmon-fishing season. Fisherman across the continent catch millions of fish as they return upriver to spawn.

But it is highly illegal to catch salmon near their actual spawning sites (especially with nets), which includes Bowmanville (upriver from Lake Ontario). It is also unsafe, as the fish die off in mass numbers after spawning, making the meat inedible.

Despite this, migrants have been seen poaching fish in the area for several years (at least).

In the comment section, some people shared stories of their own, including this anecdote from Port Hope, Ontario.

Over the summer, SE Asian men went viral in Muskoka, Ontario, for filming themselves shooting up a local bridge and river. Locals say they have reported such incidents for years, but despite the danger and the leftover environmental pollution, authorities have been slow to act.

Employers insist that there are lots of high-paying “entry level” jobs that Canadians won’t do

Filed under: Bureaucracy, Business, Cancon, Government — Tags: , , , — Nicholas @ 03:00

Canada’s insanely out-of-control temporary foreign worker program hinges on employers being honest about the jobs on offer being impossible to fill with Canadian citizens or legal immigrants. The huge numbers of these jobs — often listed at much higher than minimum wage in areas with very high unemployment — strongly implies that employers are systematically gaming the system:

A selection of jobs subject to active Labour Market Impact Assessments (LMIA), meaning that an employer has applied for a temporary foreign worker on the grounds that no Canadian is available to fill the position.
Photo by Government of Canada Job Bank.

If public sentiment is turning against the TFW system, it’s partially because of a greater awareness of the conditions under which employers are claiming they cannot find Canadians for their jobs.

Any hiring of a temporary foreign worker has to first be preceded by a “Labour Market Impact Assessment”. It’s effectively a job posting laying out the basic details of the position, and carrying the disclaimer “the employer could not find a Canadian worker for this job and applied for a Labour Market Impact Assessment (LMIA) to hire a temporary foreign worker”.

What’s made many of these LMIAs so controversial is that they often describe quite desirable jobs with minimal qualifications. There are also noticeably high numbers of them being submitted in cities with high unemployment.

Last year, a viral Reddit post featured a heat map of all the Toronto-area employers who had been approved for temporary foreign workers after claiming to find no Canadian applicants. More recently, the website JobWatchCanada has launched a searchable database of active LMIAs, complete with interactive maps and guides to which employers are the heaviest users.

What really bothers a lot of Canadians about the program is the high number of jobs posted with few or no qualifications at well-above market rates at the same time that young Canadians are finding it impossible to get hired no matter how many positions they apply for:

In June, a Calgary auto shop submitted an LMIA for a “motor vehicle mechanic helper”. The job is to essentially act as a “gofer”. The starting wage for the helper job is $36.50 per hour, the employer promises to cover relocation costs, and the “experience” category contains only the words “will train”.

A Langley, B.C., drywall contractor said it can’t find any Canadian drywall installers at $36.75 per hour. A vape shop in Lloydminster, Sask., has filed an LMIA to fill a $36.05 per hour shift supervisor job in which the educational requirement is a high school diploma.

In Woodbridge, Ont., a homeowner filed an LMIA for a $38 per hour housekeeper in which the only qualification is that the applicant has to speak English. “No degree, certificate or diploma”, is listed in the space for educational requirements, and the requirement for work experience is just “will train”.

The useful site fakejobs.ca currently shows three LMIA positions in my small town each paying at least $35 per hour that supposedly can’t be filled by local applicants. The jobs — two food service supervisors and a marketing co-ordinator — can’t possibly have such exotic required qualifications that nobody in the area can match, which is why I strongly suspect they’re fakes.

MG38: Colt’s Interwar Water-Cooled Machine Gun

Forgotten Weapons
Published 7 May 2025

After World War One, Colt was the sole owner of license to produce Browning machine guns. With production tooling well established from the war, the company set about looking for international sales. The water cooled .30 caliber (the M1917 in US service, essentially) was designated the Model 1919 Automatic Machine Gun. In 1931, it was renamed the MG38, although basically the same gun as in 1919. It had a few distinctions from the US military pattern, including:

  • Manual safety on the backplate
  • Self-contained recoil spring
  • Large water fill and drain fittings, identical to the ones used on Colt’s .50 caliber guns
  • Slightly different top cover latch

Colt offered the guns with lots of options and features, including a variety of calibers (basically any modern rifle cartridge of the time), flash hiders, lightened anti-aircraft bolts, and spade grips (guns sold with spade grips were designated MG38B). From 1919 until commercial production ceased in January 1942, Colt had sold 2,720 water-cooled Brownings in total. Most went to South America in 7.65mm, with Argentina being the single biggest buyer.

Full video on the Browning M1917:
• Browning M1917: America’s World War O…
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QotD: The horrible 1970s

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

It should be noted, though, that it really was kind of gross to be alive during the ’70s. You can’t unsee all those hairdos, medallions, and Day-Glo typefaces. You just kind of have to put your head down like a shell-shocked veteran and stride your way grimly through a happier age.

Colby Cosh, “Cinema: recently seen”, ColbyCosh.com, 2005-08-19.

September 8, 2025

June 17, 1953: The Day East Germany Erupted – W2W 43

Filed under: Germany, History, Russia — Tags: , , , , , — Nicholas @ 04:00

TimeGhost History
Published 7 Sept 2025

Breadlines, quotas, and Stasi fear collide with propaganda promises as East Germany erupts. In June 1953, strikes on Stalinallee ignite a nationwide uprising — Soviet tanks roll into Berlin, thousands are arrested, and the GDR tightens control. How did the regime survive this shock?
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“Down with this sort of thing!”

In the free-to-cheapskates part of Ed West’s post on the Graham Linehan case in Britain, he identifies one of the reasons that Linehan’s Father Ted became so popular in the country it was situated in:

I don’t think I’d seen a “down with this sort of thing” placard in the flesh since I watched the Protest the Pope march back in September 2010. Those were the heady days of New Atheism, before the movement evolved into something more explicitly progressive.

The sign references an episode of the 1990s comedy Father Ted, in which the protagonist and his dim-witted sidekick Fr Dougal are forced to protest the screening of a blasphemous new film called The Passion of Saint Tibulus. Among the many catchphrases popularised by the comedy, back in 2010 this one suggested an ironic and gently mocking attitude to religion; that it was ridiculous, rather than evil.

This week, outside Westminster Magistrates’ Court in Marylebone Road, the sign appeared in a rather different context, carried by supporters of Father Ted co-creator Graham Linehan as he faced charges of harassment and criminal damage in an ongoing trial, following an incident at last year’s Battle of Ideas involving a young transgender activist.

Linehan had been bailed before trial, allowing him to travel to the United States to work on a new comedy project. When he arrived back at Heathrow on Monday, however, he was arrested by five armed police officers over three tweets he had posted back in April. The situation was as absurd and surreal as anything that had emerged from the writer’s fertile imagination.

As Linehan described it on his substack: “When I first saw the cops, I actually laughed. I couldn’t help myself. ‘Don’t tell me! You’ve been sent by trans activists’. The officers gave no reaction and this was the theme throughout most of the day. Among the rank-and-file, there was a sort of polite bafflement. Entirely professional and even kind, but most had absolutely no idea what any of this was about.”

The incident is embarrassing to Britain as it faces increasing scrutiny in the US for its poor record on free speech, especially over the Lucy Connolly case. It was unfortunate timing that this arrest happened just as Nigel Farage was heading in the other direction to talk about this very issue in Washington. But Linehan’s ordeal is also part of a much longer and sadder story about the perils of the political meeting the personal.

Arthur Mathews and Graham Linehan had worked on The Fast Show before renowned comedy producer Geoffrey Perkins had taken to one of their ideas, about a group of priests stuck on a remote Irish island, proposing that it be written as a six-part sitcom. It was brilliant, and hugely loved, and in its timing was significant.

Conor Fitzgerald wrote of Father Ted that, while well-loved in Britain, in Ireland it is more like “the national sitcom, a piece of light entertainment that nevertheless Says Something Meaningful About Us”. It also appeared at a crucial time in history.

    Not only was Father Ted one of the few successful TV representations of Ireland, it was made during Ireland’s version of the Swinging Sixties, our flux decade of the Nineties. The accelerating collapse of the Church and the exposure of longstanding political corruption coincided with the dawn of the Celtic Tiger years, lending peripheral Ireland a sense of self-conscious modernity. It was a unique national turning point, where our 19th-century past seemed to co-exist with our 21st-century future. In reflecting this upheaval, Father Ted has become not just a social historical document, but a portent of where Ireland stands today.

    When Ted was broadcast, the Church was formally still one of the central pillars of Irish life, but its authority rang hollow. Priests often felt like administrators of a vanished country. And on remote Craggy, Ted, Dougal and Jack mirror this directly. All good sitcoms feature characters who are trapped, but Ted is doubly so: first on his island; and second in an institution people are coming to see as irrelevant. He is still an essential member of the community, more than just a ceremonial functionary for weddings and funerals. But it’s just not clear what the essential thing he does is anymore, beyond being a common reference point that deserves token respect.

    Ted and Ted therefore stand at a crossroads, and capture the more fundamental social change in Ireland at this time: the collapse in respect for older establishment hierarchies generally.

Those establishment hierarchies collapsed across the West in the late 20th century, first in more secularised nations such as Britain and France and later, and more quickly, in places like Ireland and Spain where the Catholic Church still held on.

The Church lost its power to patrol its taboos, without which it became a sitting duck for satirists; the Passion of St Tibulus was influenced by the protest against Life of Brian, successfully banned in Ireland until 1987. As a teenager, Linehan had to join a film club to watch it, but such censorship was disappearing everywhere.

Father Ted was a work of genius, employing a surreal style of humour that has often been characteristic of Linehan and Mathews, and later seen in their under-appreciated sketch show Big Train – including the brilliantly bizarre sketch in which Beatles producer George Martin is kidnapped by Hezbollah.

The clerical comedy bequeathed numerous catchphrases. “I hear you’re a racist now, Father”, which features in an episode where Fr Ted is wrongly accused of anti-Chinese prejudice, is still a popular meme. Likewise, “These are small, but the ones out there are far away“, Ted’s explanation of perspective to his idiotic housemate, is still used to mock the gormless.

The show was also charming, and its treatment of religion was far from vicious. Rather than being a vitriolic attack on Church authority, Father Ted poked gentle fun at the absurdity of the old order, a kind of mockery which is perhaps a more dangerous threat to a belief system that relies on awe and fear. It was innocent, and many years later Linehan said he would find writing Father Ted much harder in light of the abuse scandal.

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