artdiamondblog.com

The passages quoted below are from an opinion piece by retired physicist Jack Kasher who was a colleague of mine at the University of Nebraska at Omaha.

I was pleased to see that the Millard school district pulled Laurie David's book, "The Down-to-Earth Guide to Global Warming," due to "a major factual error" in a chart that shows rising temperatures and carbon dioxide levels dating back 650,000 years. The chart claims to show that global warming is caused by increases in carbon dioxide levels, but the facts show that this is not the case.

In May, I attended an international conference on global warming in Chicago, with 73 speakers from 23 countries. The book and its erroneous chart were discussed there. (Go online to http://www.heartland.org/events/2010Chicago/index.html and click on "proceedings" to see most of the talks and PowerPoint presentations.)

When the error is corrected, the chart will show that in every single case over this time span the Earth warmed up first, followed by a later increase in carbon dioxide. This is clear proof that in the past global warming was not caused by an increase in CO2. If anything, it is the other way around. In each instance, something other than CO2 caused the temperature increase, which then might have made the CO2 rise. This chart shows that past history actually contradicts David's main assumption in her book -- namely that man-made carbon dioxide is causing global warming.

For the full commentary, see:

Dr. Jack Kasher. "Midlands Voices: Let's include uncertainties in global-warming lessons." Omaha World-Herald (Wednesday June 30, 2010): ??.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

(p. A15) Last November there was a world-wide outcry when a trove of emails were released suggesting some of the world's leading climate scientists engaged in professional misconduct, data manipulation and jiggering of both the scientific literature and climatic data to paint what scientist Keith Briffa called "a nice, tidy story" of climate history. The scandal became known as Climategate.

Now a supposedly independent review of the evidence says, in effect, "nothing to see here."

. . .

One of the panel's four members, Prof. Geoffrey Boulton, was on the faculty of East Anglia's School of Environmental Sciences for 18 years. At the beginning of his tenure, the Climatic Research Unit (CRU)--the source of the Climategate emails--was established in Mr. Boulton's school at East Anglia. Last December, Mr. Boulton signed a petition declaring that the scientists who established the global climate records at East Anglia "adhere to the highest levels of professional integrity."

This purportedly independent review comes on the heels of two others--one by the University of East Anglia itself and the other by Penn State University, both completed in the spring, concerning its own employee, Prof. Michael Mann. Mr. Mann was one of the Climategate principals who proposed a plan, which was clearly laid out in emails whose veracity Mr. Mann has not challenged, to destroy a scientific journal that dared to publish three papers with which he and his East Anglia friends disagreed. These two reviews also saw no evil. For example, Penn State "determined that Dr. Michael E. Mann did not engage in, nor did he participate in, directly or indirectly, any actions that seriously deviated from accepted practices within the academic community."

Readers of both earlier reports need to know that both institutions receive tens of millions in federal global warming research funding (which can be confirmed by perusing the grant histories of Messrs. Jones or Mann, compiled from public sources, that are available online at freerepublic.com). Any admission of substantial scientific misbehavior would likely result in a significant loss of funding.

It's impossible to find anything wrong if you really aren't looking.

For the full commentary, see

PATRICK J. MICHAELS. "The Climategate Whitewash Continues; Global warming alarmists claim vindication after last year's data manipulation scandal. Don't believe the 'independent' reviews.." The Wall Street Journal (Mon., JULY 12, 2010): A15.

(Note: the online version of the article is dated JULY 10, 2010.)

(Note: ellipsis added.)

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

Wozniak went on to invent the personal computer.

This example would probably fit with some of what Malcolm Gladwell claims in his bestseller Outliers.

(p. 15) I have to point out here that at no time did my dad make a big deal about my progress in electronics. He taught me stuff, sure, but he always acted as if it was just normal for me. By the sixth grade, I was really advanced in math and science, everyone knew it, and I'd been tested for IQ and they told us it was 200-plus. But my dad never acted like this was something he should push me along with. He pulled out a blackboard from time to time, a tiny little blackboard we had in our house on Edmonton Avenue, and when I asked, he would answer anything and make diagrams for it. I remember how he showed me what happened if you put a plus voltage into a transistor and got a minus voltage out the other end of the transistor. There must have been an inverter, a type of logic gate. And he even physically taught me how to make an AND gate and an OR gate out of parts he got--parts called diodes and resistors. And he showed me how they needed a transistor in between to amplify the signal and connect the output of one gate to the input of the other.

(p. 16) To this very moment, that is the way every single digital device on the planet works at its most basic level.

He took the time--a lot of time--to show me those few little things. They were little things to him, even though Fairchild and Texas Instruments had just developed the transistor only a decade earlier.

It's amazing, really, to think that my dad taught me about transistors back when almost no one saw anything but vacuum tubes. So he was at the top of the state of the art, probably because his secret job put him in touch with such advanced technology. So I ended up being at the state of the art, too.

The way my dad taught me, though, was not to rote-memorize how parts are connected to form a gate, but to learn where the electrons flowed to make the gate do its job. To truly internalize and understand what is going on, not just read stuff off some blueprint or out of some book.

Those lessons he taught me still drive my intelligence and my methods for all the computer designs I do today.

Source:

Wozniak, Steve, and Gina Smith. iWoz: Computer Geek to Cult Icon: How I Invented the Personal Computer, Co-Founded Apple, and Had Fun Doing It. New York: W. W. Norton & Co., 2006.

The reference to the Gladwell book is:

Gladwell, Malcolm. Outliers: The Story of Success. New York, NY: Little, Brown, and Co., 2008.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

(p. 12) . . . my dad taught me . . . a lot about electronics. Boy, do I owe a lot to him for this. He first started telling me things and explaining things about electronics when I was really, really young--before I was even four years old. This is before he had that top secret job at Lockheed, when he worked at Electronic Data Systems in the Los Angeles area. One of my first memories is his taking me to his workplace on a weekend and showing me a few electronic parts, putting them on a table with me so I got to play with them and look at them. I can still picture him standing there working on some kind of equipment. I don't know if he was soldering or what, but I do remember him hooking something up to something else that looked like a little TV set. I now know it was an oscilloscope. And he told me he was trying to get something done, trying to get the picture on the screen with a line (it was a waveform) stable-looking so he could show his boss that his design worked.

And I remember sitting there and being so little, and thinking: Wow, what a great, great world he's living in. I mean, that's all I (p. 13) thought: Wow. For people who know how to do this stuff--how to take these little parts and make them work together to do something--well, these people must be the smartest people hi the world. That was really what went through my head, way back then.

Now, I was, of course, too young at that point to decide that I wanted to be an engineer. That came a few years later. I hadn't even been exposed to science fiction or books about inventors yet, but just then, at that moment, I could see right before my eyes that whatever my dad was doing, whatever it was, it was important and good.

Source:

Wozniak, Steve, and Gina Smith. iWoz: Computer Geek to Cult Icon: How I Invented the Personal Computer, Co-Founded Apple, and Had Fun Doing It. New York: W. W. Norton & Co., 2006.

(Note: ellipses added.)

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

The author of the commentary quoted below is an African-American Democratic State Senator in Pennsylvania, and is running for Governor in that state's Democratic primary which will be held on May 18, 2010.

(p. A17) As an African-American legislator, I've seen children in inner-city schools trapped, and I've seen kids in rural areas with no choice but to stay in underperforming schools. Changing the status quo is a big reason why I'm running for governor.

My mom was also a public school teacher, so make no mistake, I know how hard they work. At the same time, schools must also be able to terminate, not just reassign, poor performing teachers. And when we empower parents to choose the school that's best for their children, it serves as a constant audit of a school's quality because parents are able to leave bad schools and enroll their children in better performing schools.

I hope that Pennsylvania receives a Race to the Top grant. But unless we're willing to fundamentally change the system, the money's impact will be minimal. Children in our state can't wait any longer: Now is the time for school choice.

For the full commentary, see:

ANTHONY HARDY WILLIAMS. "Pennsylvania Kids Deserve School Choice; Bad public schools hurt poor and rural children the most." The Wall Street Journal (Weds., MAY 12, 2010): A17.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

"A PowerPoint diagram meant to portray the complexity of American strategy in Afghanistan certainly succeeded in that aim." Source of caption and graphic: online version of the NYT article quoted and cited below.

(p. A1) WASHINGTON -- Gen. Stanley A. McChrystal, the leader of American and NATO forces in Afghanistan, was shown a PowerPoint slide in Kabul last summer that was meant to portray the complexity of American military strategy, but looked more like a bowl of spaghetti.

"When we understand that slide, we'll have won the war," General McChrystal dryly remarked, one of his advisers recalled, as the room erupted in laughter.

The slide has since bounced around the Internet as an example of a military tool that has spun out of control. Like an insurgency, PowerPoint has crept into the daily lives of military commanders and reached the level of near obsession. The amount of time expended on PowerPoint, the Microsoft presentation program of computer-generated charts, graphs and bullet points, has made it a running joke in the Pentagon and in Iraq and Afghanistan.

"PowerPoint makes us stupid," Gen. James N. Mattis of the Marine Corps, the Joint Forces commander, said this month at a military conference in North Carolina. (He spoke without PowerPoint.) Brig. Gen. H. R. McMaster, who banned PowerPoint presentations when he led the successful effort to secure the northern Iraqi city of Tal Afar in 2005, followed up at the same conference by likening PowerPoint to an internal threat.

"It's dangerous because it can create the illusion of understanding and the illusion of control," General McMaster said in a telephone interview afterward. "Some problems in the world are not bullet-izable."

. . .

(p. A8) Gen. David H. Petraeus, who oversees the wars in Iraq and Afghanistan and says that sitting through some PowerPoint briefings is "just agony," nonetheless likes the program for the display of maps and statistics showing trends. He has also conducted more than a few PowerPoint presentations himself.

. . .

Senior officers say the program does come in handy when the goal is not imparting information, as in briefings for reporters.

The news media sessions often last 25 minutes, with 5 minutes left at the end for questions from anyone still awake. Those types of PowerPoint presentations, Dr. Hammes said, are known as "hypnotizing chickens."

For the full story, see:

COREY ELISABETH BUMILLER. "We Have Met the Enemy and He Is PowerPoint." The New York Times (Thurs., April 27, 2010): A1 & A8.

(Note: ellipses added.)

(Note: the online version of the story is dated April 26, 2010.)

An interesting, but overdone critique of PowerPoint by an intelligent expert on graphics is:

Tufte, Edward R. The Cognitive Style of PowerPoint. Cheshire, CT: Graphics Press, 2003.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

(p. A15) There is . . . clear evidence that many private schools outperform public schools academically. The first children to enter the Washington, D.C., voucher program, for example, now read more than two grade levels above students who applied for the program but didn't win the voucher lottery.

Researchers from Northwestern University will soon release a study on how competition from Florida's education tax-credit program is impacting the performance of children who remain in public schools. The preliminary evidence is that school choice lifts the performance of public-school students significantly.

Florida's scholarship program appears to be the first statewide private school choice program to reach a critical mass of funding, functionality and political support. As an ever increasing number of students in Florida take advantage of the scholarship program, other states will find it hard to resist enacting broad-based school choice.

For the full commentary, see:

ADAM B. SCHAEFFER. "Florida's Unheralded School Revolution; A scholarship program could produce a new era of choice." The Wall Street Journal (Fri., APRIL 30, 2010): A15.

(Note: ellipsis added.)

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

My Chicago professor Milton Friedman proposed educational vouchers in Capitalism and Freedom, a great book based on lectures that Friedman delivered several decades ago at Wabash College at the invitation of my first economics professor, Ben Rogge.

Friedman's belief was that parents generally care about their children, and will seek a good education for them, if provided the means to choose among credible alternatives.

Special interests are arrayed against this idea, but that does not mean that Friedman was wrong.

Another distinguished educator who supports vouchers (see below) is Father Hesburgh, who for many years was President of Notre Dame in my hometown of South Bend, Indiana.

(p. A19) If Martin Luther King Jr. told me once, he told me a hundred times that the key to solving our country's race problem is plain as day: Find decent schools for our kids. So I was especially heartened to hear Education Secretary Arne Duncan repeatedly call education the "civil rights issue of our generation." Millions of our children--disproportionately poor and minority--remain trapped in failing public schools that condemn them to lives on the fringe of the American Dream.

. . .

. . . , I was deeply disappointed when Sen. Richard Durbin (D., Ill.) successfully inserted a provision in last year's omnibus spending bill that ended one of the best efforts to give these struggling children the chance to attend a safe and decent school.

That effort is called the Opportunity Scholarship program. Since 2004 it has allowed thousands of children in Washington, D.C., to escape one of the worst public school systems in the nation by providing them with scholarships of up to $7,500.

Despite its successes, it is now closing down. On Tuesday the Senate voted against a measure introduced by Sen. Joseph Lieberman (I., Conn.) that would have extended the program. Throughout this process Mr. Duncan's Education Department and the White House raised no protest.

. . .

I know that some consider voucher programs such as the Opportunity Scholarships a right-wing affair. I do not accept that label. This program was passed with the bipartisan support of a Republican president and Democratic mayor. The children it serves are neither Republican nor Democrat, liberal or conservative. They are the future of our nation, and they deserve better from our nation's leaders.

I have devoted my life to equal opportunity for all Americans, regardless of skin color. I don't pretend that this one program is the answer to all the injustices in our education system. But it is hard to see why a program that has proved successful shouldn't have the support of our lawmakers. The end of Opportunity Scholarships represents more than the demise of a relatively small federal program. It will help write the end of more than a half-century of quality education at Catholic schools serving some of the most at-risk African-American children in the District.

I cannot believe that a Democratic administration will let this injustice stand.

For the full commentary, see:

THEODORE M. HESBURGH. "A Setback for Educational Civil Rights; I cannot believe that a Democratic administration will let this injustice of killing D.C. vouchers stand." The Wall Street Journal (Thurs., MARCH 18, 2010): A19.

(Note: ellipses added.)

(Note: the online version of the article was dated MARCH 17, 2010.)

Reference to the Friedman book mentioned above:

Friedman, Milton. Capitalism and Freedom. Chicago: The University of Chicago Press, 1962.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

"Ted Turner, Entrepreneur. Rejected by Princeton and Harvard. 'I want to be sure to make this point: I did everything I did without a college degree.'" Source of caption and photo: online version of the WSJ article quoted and cited below.

(p. D1) Few events arouse more teenage angst than the springtime arrival of college rejection letters. With next fall's college freshman class expected to approach a record 2.9 million students, hundreds of thousands of applicants will soon be receiving the dreaded letters.

Teenagers who face rejection will be joining good company, including Nobel laureates, billionaire philanthropists, university presidents, constitutional scholars, best-selling authors and other leaders of business, media and the arts who once received college or graduate-school rejection letters of their own.

. . .

Mr. Buffett regards his rejection at age 19 by Harvard Business School as a pivotal episode in his life. Looking back, he says Harvard wouldn't have (p. D2) been a good fit. But at the time, he "had this feeling of dread" after being rejected in an admissions interview in Chicago, and a fear of disappointing his father.

As it turned out, his father responded with "only this unconditional love...an unconditional belief in me," Mr. Buffett says. Exploring other options, he realized that two investing experts he admired, Benjamin Graham and David Dodd, were teaching at Columbia's graduate business school. He dashed off a late application, where by a stroke of luck it was fielded and accepted by Mr. Dodd. From these mentors, Mr. Buffett says he learned core principles that guided his investing. The Harvard rejection also benefited his alma mater; the family gave more than $12 million to Columbia in 2008 through the Susan Thompson Buffett Foundation, based on tax filings.

. . .

Rejected once, and then again, by business schools at Stanford and Harvard, Scott McNealy practiced the perseverance that would characterize his career. A brash economics graduate of Harvard, he was annoyed that "they wouldn't take a chance on me right out of college," he says. He kept trying, taking a job as a plant foreman for a manufacturer and working his way up in sales. "By my third year out of school, it was clear I was going to be a successful executive. I blew the doors off my numbers," he says. Granted admission to Stanford's business school, he met Sun Microsystems co-founder Vinod Khosla and went on to head Sun for 22 years.

. . .

Time puts rejection letters in perspective, says Ted Turner. He received dual rejections as a teenager, by Princeton and Harvard, he says in an interview. The future America's Cup winner attended Brown University, where he became captain of the sailing team. He left college after his father cut off financial support, and joined his father's billboard company, which he built into the media empire that spawned CNN. Brown has since awarded him a bachelor's degree.

Tragedies later had a greater impact on his life, he says, including the loss of his father to suicide and his teenage sister to illness. "A rejection letter doesn't even come close to losing loved ones in your family. That is the hard stuff to survive," Mr. Turner says. "I want to be sure to make this point: I did everything I did without a college degree," he says. While it is better to have one, "you can be successful without it."

For the full story, see:

SUE SHELLENBARGER. "Before They Were Titans, Moguls and Newsmakers, These People Were . . . Rejected; At College Admission Time, Lessons in Thin Envelopes." The Wall Street Journal (Weds., MARCH 24, 2010): D1 & D2.

(Note: ellipses added.)

"Warren Buffett, Chairman of Berkshire Hathaway Inc. After Harvard Business School said no, everything 'I thought was a crushing event at the time, has turned out for the better.'" Source of caption and photo: online version of the WSJ article quoted and cited above.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

(p. 67) Adams did something unexpected for the academic community, but common in open source culture--release early and release often. Within weeks of its launch, one of the biggest annoyances of Wikipedia was resolved directly by the software's author. It was not because of monetary compensation or any formal request, but simply because the author was interested in solving it on his own time, and sharing it with others. It was the hacker ethos, and it had crossed from the domain of tech programmers into the world of encyclopedias.

Source:

Lih, Andrew. The Wikipedia Revolution: How a Bunch of Nobodies Created the World's Greatest Encyclopedia. New York: Hyperion, 2009.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

(p. 20) Jimmy walked into the offices of Chicago Options Associates in 1994 and met the CEO Michael Davis for a job interview. Davis had looked over Wales's academic publication about options pricing.

"It was impressive looking," says Wales wryly about the paper. "It was a very theoretical paper but it wasn't very practical." But Davis was sufficiently intrigued, as he wanted someone like Wales to pore over the firm's financial models and help improve them. So he took on young Wales, who seemed to be sharp and had acumen for numbers. Little did either of them know they would have a long road ahead together, with Wikipedia in the future.

Wales's first job was to go over the firm's current pricing models. "What was really fascinating was that it was truly a step beyond what I'd seen in academia," he recalls. "It was very practical, and didn't have a real theoretical foundation." Wales was intrigued that the firm traded on principles that worked in practice, not in theory. (This is something he would say about his future endeavor Wikipedia.) "Basically they just knew in the marketplace that the existing models were wrong."

Source:

Lih, Andrew. The Wikipedia Revolution: How a Bunch of Nobodies Created the World's Greatest Encyclopedia. New York: Hyperion, 2009.

(Note: italics in original.)

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

Source of book image: http://kellylowenstein.files.wordpress.com/2009/04/wikipedia-revolution1.jpg

Wikipedia is a very unexpected and disruptive institution. Amateurs have produced an encyclopedia that is bigger, deeper, more up-to-date, and arguably of at least equal accuracy, with the best professional encyclopedias, such as Britannica.

I learned a lot from Lih's book. For instance I did not know that the founders of Wikipedia were admirers of Ayn Rand. And I did not know that the Oxford English Dictionary was constructed mainly by volunteer amateurs.

I also did not know anything about the information technology precursors and the back-history of the institutions that helped Wikipedia to work.

I learned much about the background, values, and choices of Wikipedia entrepreneur "Jimbo" Wales. (Jimbo Wales seems not to be perfect, but on balance to be one of the 'good guys' in the world---one of those entrepreneurs who can be admired for something beyond their particular entrepreneurial innovation.)

Lih's book also does a good job of sketching the problems and tensions within Wikipedia.

I believe that Wikipedia is a key step in the development of faster and better institutions of knowledge generation and communication. I also believe that substantial further improvements can and will be made.

Most importantly, I think that you can only go so far with volunteers--ways must be found to reward and compensate.

In the meantime, much can be learned from Lih. In the next few weeks, I will be quoting a few passages that I found especially illuminating.

Book discussed:

Lih, Andrew. The Wikipedia Revolution: How a Bunch of Nobodies Created the World's Greatest Encyclopedia. New York: Hyperion, 2009.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

(p. 189) McDonald's is a real melting pot.

The key element in these individual success stories and of McDonald's itself, is not knack or education, it's determination. This is expressed very well in my favorite homily:

"Nothing in the world can take the place of persistence. Talent will not; nothing is more common than unsuccessful men with talent. Genius will not; unrewarded genius is almost a proverb. Education alone will not; the world is full of educated derelicts. Persistence and determination alone are omnipotent."

Source:

Kroc, Ray. Grinding It Out: The Making of McDonald's. Chicago: Henry Regnary Company, 1977.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

British historian Paul Johnson. Source of caricature: online version of the WSJ conversation quoted and cited below.

(p. D6) Now, at 81 and after years of producing enormous, compulsively readable history books, Mr. Johnson has just written what, at 192 pages, is probably the shortest biography of Winston Churchill ever published.

. . .

He gives credit to his success as a historian to his simultaneous and successful career in journalism. "You learn all sorts of tools as a journalist that come in extremely useful when you're writing history," he tells me as we sit in the drawing room of the West London house he shares with his wife, Marigold, "and one is the ability to condense quite complicated events into a few short sentences without being either inaccurate or boring. And of course a lot of the best historians were also journalists."

. . .

The book includes refutations of many of the negative myths that have grown up around Churchill. For instance, that he was drunk for much of World War II. "He appeared to drink much more than he did," Mr. Johnson insists. "He used to sip his drinks very, very slowly, and he always watered his whisky and brandy."

Mr. Johnson certainly does not agree with the often-echoed criticism made by Prime Minister Stanley Baldwin that Churchill had every gift except judgment: "He made occasional errors of judgment because he made so many judgments--some of them were bound to be wrong! . . . On the whole, his judgment was proved to be right. He was right before the First World War in backing a more decent civilized society when he and Lloyd George created the elements of old-age pensions and things like that. He was right about the need to face up to Hitler and he was right about the Cold War that the Russians had to be resisted and we had to rearm."

He is convinced that "Churchill was more than half American . . . all of his real qualities generally come from his mother's side." And despite Mr. Johnson's own Oxford education (he was there with Margaret Thatcher), he believes that Churchill benefited from never having gone to college: "He never learned any of the bad intellectual habits you can pick up at university, and it explains the extraordinary freshness with which he came to all sorts of things, especially English literature."

For the full conversation, see:

JONATHAN FOREMAN. "A Cultural Conversation with Paul Johnson; Winston Churchill, Distilled." The Wall Street Journal (Thurs., DECEMBER 10, 2009): D6.

(Note: the online version of the interview is dated DECEMBER 11, 2009.)

(Note: ellipses within paragraphs were in the original; ellipses between paragraphs were added.)

The reference to Johnson's biography of Churchill, is:

Johnson, Paul M. Churchill. New York: Viking Adult, 2009.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

Source of book image: http://www.renegadebook.com/Man%20Up!.jpg

I have seen Steve Perry interviewed on education issues a couple of times on CNN, and have been impressed. He makes a credible case for vouchers.

I have not read either of the books pictured in this entry, but have put them on my "to read" list.

The books are:

Perry, Steve. Man Up! Nobody Is Coming to Save Us. Renegade Books, 2006.

Perry, Steve. Raggedy Schools: The Untold Truth. Renegade Books, 2009.

Source of book image: http://www.raggedyschools.com/images/bookstore_photo.jpg

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

Source of graph: online version of the NYT article quoted and cited below.

(p. C7) Over the last three decades the number of history faculty members at four-year institutions has more than doubled to 20,000-plus, said Robert B. Townsend, assistant director for research at the American Historical Association. Yet the growth has been predominantly in the newer specializations, spurring those in diplomatic, military, legal and economic history to complain they are being squeezed out.

In 1975, for example, three-quarters of college history departments employed at least one diplomatic historian; in 2005 fewer than half did. The number of departments with an economic historian fell to 31.7 percent from 54.7 percent. By contrast the biggest gains were in women's history, which now has a representative in four out of five history departments.

For the full story, see:

PATRICIA COHEN. "Great Caesar's Ghost! Are Traditional History Courses Vanishing?" The New York Times (Thurs., June 11, 2009): C1 & C7.

(Note: the online version is dated Weds., June 10.)

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

(p. 286) "He is shy with reporters." Edith Efron wrote for TV Guide in 1965. "His eyes are dull and preoccupied, his affability mechanical and heavy-handed. He gabs away slowly and randomly in inarticulate, Midwestern speech that would be appropriate to a rural general store. His shirt is open, his tie crooked. One almost expects to see over-all straps on his shoulders and wisps of hay in his hair. . . . If one has the patience to persist, however, tossing questions like yellow flares into the folksy fog, the fog lifts, a remote twinkle appears in the preoccupied eves, and the man emerges."

Here again, as in other interviews from the 1960s, Disney permitted himself to sound bitter and resentful when he said anything of substance: "These avant-garde artists are adolescents. It's only a little noisy element that's going that way, that's creating this sick art. . . . There is no cynicism in me and there is none allowed in our work. . . . I don't like snobs. You find some of intelligentsia, they become snobs. They think they're above everybody else. They're not. More education doesn't mean more common sense. These ideas they have about art are crazy. . . . I don't care about critics. Critics take themselves too seriously. They think the only way to be noticed and to be the smart guy is to pick and find fault with things. It's the public I'm making pictures for."

Source:

Barrier, Michael. The Animated Man: A Life of Walt Disney. 1 ed. Berkeley, CA: University of California Press, 2007.

(Note: ellipses and italics in original.)

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

The story below is very reminiscent of a story that Michael Lewis tells in The New, New Thing about how entrepreneur Jim Clark learned to fly.

Possible lesson: impatience and quick learning may not be traits of all high level entrepreneurs, but they appear to have been traits of at least two.

(p. 213) Seventeen years later, Broggie told Richard Hubler that teaching Disney how to run a lathe and drill press and other machinery was difficult "because he was impatient. So I'd make what we call a set-up in a lathe and turn out a piece and say, 'Well, that's how you do it.' He would see part of it and he was impatient, so he would want to turn the wheels--and then something would happen. A piece might fly out of the chuck and he'd say, 'God-damn it. why didn't you tell me it was going to do this?' Well, you don't tell him, you know? It was a thing of--well--you learn it. He said one day, . . . 'You know, it does me some good sometimes to come down here to find out I don't know all about everything.' . . . How would you sharpen the drill if it was going to drill brass or steel? There's a difference. And he learned it. You only had to show him once and he got the picture."

This was a characteristic that other people in the studio noticed. "He had a terrific memory," Marc Davis said. "He learned very quickly. . . . You only had to explain a thing once to him and he knew how to do it. Other people are not the same. I think this is a problem he had in respect to everybody . . . his tremendous memory and his tremendous capacity for learning. He wasn't book learned but he was the most fantastically well educated man in his own way. . . . He understood the mechanics of everything. . . . Everything was a new toy. And this also made him a very impatient man. He was as impatient as could be with whoever he worked with."

Disney's lack of formal education manifested itself sometimes in jibes at his college-educated employees, but more often in the odd lapses--the mispronounced words, the grammatical slips--that can mark an autodidact. "For a guy who only went to the eighth grade," Ollie Johnston said, "Walt educated himself beautifully. His vocabulary was good. I only heard him get sore (p. 214) about a big word once in a story meeting. Everyone was sitting around talking and Ted Sears said, 'Well, I think that's a little too strident.' Walt said, 'What the hell are you trying to say, Ted?' He hadn't heard that word before.

Source:

Barrier, Michael. The Animated Man: A Life of Walt Disney. 1 ed. Berkeley, CA: University of California Press, 2007.

(Note: ellipses in original.)

For a similar story about Jim Clark, see:

Lewis, Michael. The New New Thing: A Silicon Valley Story. New York: W. W. Norton & Company, 2000.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

"Students from Bridges Academy in Washington, D.C., at a Capitol Hill rally last month in support of the city's Opportunity Scholarship Program, which gives students from low-income families scholarships for private schools." Source of caption and photo: online version of the WSJ article quoted and cited below.

(p. A2) The District of Columbia's embattled school-voucher program, which lawmakers appeared to have killed earlier this year, looks like it could still survive.

Congress voted in March not to fund the program, which provides certificates to pay for recipients' private-school tuition, after the current school year. But after months of pro-voucher rallies, a television-advertising campaign and statements of support by local political leaders, backers say they are more confident about its prospects. Even some Democrats, many of whom have opposed voucher efforts, have been supportive.

. . .

Many parents whose children receive vouchers say they are satisfied with the private schools they attend. During the 2008-2009 school year, about 61,700 students nationwide received vouchers, up 9% from the previous school year, according to the Alliance for School Choice, a pro-voucher advocacy group.

. . .

Created as a five-year pilot project by a Republican-controlled Congress in early 2004, the Opportunity Scholarship Program is the nation's only federally funded voucher program. It is open to students who live in the long-struggling Washington school district and whose families have incomes at or below 185% of the federal poverty level -- about $40,000 for a family of four. Recipients are chosen by lottery, although preference is given to those attending traditional schools deemed to be in need of improvement under federal law.

Joe Kelley entered his oldest son, Rashawn, in the first Opportunity Scholarship Program lottery in 2004, fearful about violence at the public middle school. Rashawn, now 17, received a voucher, and so have his three sisters. All attend a small, private Christian academy where they have been earning A's and B's. "It's a lot of worry off of me," said Mr. Kelley, a retired cook and youth counselor.

In an evaluation released in March, researchers found that in reading skills, voucher recipients overall were approximately 3.1 months ahead of eligible students who didn't receive scholarships. But there was no difference in math skills, and voucher recipients from the worst-performing public schools got no boost in either subject.

For the full story, see:

ROBERT TOMSHO. "D.C. School Vouchers Have a Brighter Outlook in Congress." The Wall Street Journal (Mon., October 19, 2009): A2.

(Note: ellipses added.)

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

The Friedman Foundation mentioned in the passage below, was founded by Nobel Prize winning economist Milton Friedman who is often credited with creating the idea of education vouchers in his classic book Capitalism and Freedom.

Capitalism and Freedom was based on a series of lectures that Friedman delivered at Wabash College at the invitation of my much-missed mentor Ben Rogge. (Before teaching me economics in Indiana, Rogge was a native Nebraskan who earned his bachelor's degree from Hastings College.)

(p. 4B) A majority of Nebraskans are open to school-choice reforms such as school vouchers and tax­-credit scholarships, according to a survey made public Thurs­day by a national school-choice group.

"It really appears Nebraska is ready to start talking about school-choice reform options," said Paul DiPerna, director of partner services for the Fried­man Foundation for Educational Choice, which commissioned the survey.

The group partnered with the Nebraska Catholic Conference and other state and national groups to conduct the telephone survey of 1,200 likely voters.

Fifty-five percent of those sur­veyed said they favored school vouchers and supported a tax­-credit scholarship system, which would give tax credits to indi­viduals and businesses that con­tribute money to nonprofit orga­nizations that distribute private school scholarships.

For the full story, see:

Dejka, Joe. "Support for school choice tax plan seen; An Indianapolis organization says its survey shows Nebraskans would back a pending bill." Omaha World-Herald (Fri., Sept. 18, 2009): 4B.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

Gerald Gunderson. Source of photo: http://www.yorktownuniversity.com/faculty/gunderson.html

Gerald Gunderson, highlighted in the story quoted below, gave me some useful comments on my book project Openness to Creative Destruction at the April 2009 meetings of the Association of Private Enterprise Education.

Battles such as the one described below are easier to forgo than to fight. Gunderson has guts.

(p. A1) In one previously undisclosed fight, Trinity College in Connecticut is facing government scrutiny for its plan to spend part of a $9 million endowment from Wall Street investing legend Shelby Cullom Davis.

Trinity's Davis professor of business, Gerald Gunderson, says he believed the plan, which would have funded scholarships for international students, violated the wishes of the late Mr. Davis. He alerted the Connecticut attorney general's office. Then, Mr. Gunderson said in notes submitted to the agency, Trinity's president summoned him to the school's cavernous Gothic conference room, where he called the professor a "scoundrel" and threatened not to reappoint him.

Trinity said some of Mr. Davis's family approved of the plan but it is now coming up with a new one, and declined to discuss the meeting.

. . .

(p. A14) The clash over the Davis gift has simmered on Trinity's quiet campus of 2,200 students. Founded in 1823, the liberal-arts college has Episcopalian roots and Gothic architecture patterned after British universities.

In 1976, the school accepted a $750,000 gift from Mr. Davis, founder of a New York money-management firm who made a $900 million fortune investing in insurance stocks. Mr. Davis was a major benefactor to Wellesley College, Columbia University, Tufts University and his own alma mater, Princeton. But he had a personal connection to Trinity: His son-in-law was a graduate of the school and its campus overlooks downtown Hartford, an insurance hub.

In 1981, Trinity President Theodore D. Lockwood wrote to Mr. Davis that the fund, by then $1.6 million, was big enough to be tapped to create a Shelby Cullom Davis Professorship of American Business and Economic Enterprise. The letter listed several related activities, such as campus visits from business leaders. Mr. Lockwood also sought flexibility to use the money as the school saw fit "as conditions evolved and opportunities arose."

In a return letter, Mr. Davis approved the professorship and activities Mr. Lockwood specified. But he rejected any other leeway. "It is my wish that the funds and income from the Endowment be used for the various purposes you have described...and for no other purposes."

Trinity tapped Mr. Gunderson, an economic historian who shared Mr. Davis's conservative political philosophy, to be the Davis professor.

The Davis fund grew beyond the needs of meeting Mr. Gunderson's $155,000-a-year salary. By 2007, it reached $13.5 million, or 3% of Trinity's total endowment, and generated more than $500,000 a year in income. After recent market declines, the fund is now estimated at $9 million.

Mr. Gunderson, 68 years old, says he complained for years that the school was starving the program and had rejected his frequent requests to add another full-time professor and a business-executive-in-residence program. The letter from Mr. Lockwood provides for the creation of a single professorship, but it doesn't explicitly rule out adding another.

Mr. Gunderson says he suspects that liberal academics at Trinity have blocked these plans and have little interest in Mr. Davis's vision. Mr. Gunderson, who is treasurer of the free-market nonprofit Yankee Institute, says some professors opposed his position in the 1970s in an economics department whose courses often stressed the downside of capitalism.

. . .

Last April, Trinity's current president, James F. Jones Jr., sent Mr. Gunderson an email saying he had been looking for ways to use the "enormous" Davis fund to "benefit the College in ways different from merely watching the endowment continue to balloon because of the original strictures." Mr. Jones said he had approached some Davis family members about using the money for financial aid for foreign students through another program the family had helped fund.

Mr. Gunderson replied that the college had entered into a binding contract with Shelby Cullom Davis, not his family. "Simply wishing things were different or saying that someone thinks it is a good idea is not sufficient and will not stand a legal challenge," he wrote.

Following that exchange, Kathryn W. Davis, the donor's 102-year-old widow, signed a document endorsing the use of her husband's gift for the scholarships. But in an interview, she said the school hadn't explained the restrictions her husband had outlined in his 1981 letter to the school, and said the endowment "should be used as my husband wished."

The couple's son, Shelby M.C. Davis, and grandson, Christopher C. Davis, both successful money managers, signed off on the fund's use for scholarships.

Diana Davis Spencer, the donor's daughter, says she only recently heard about the plan from Mr. Gunderson and is angry that Trinity didn't contact her. Ms. Spencer, whose own philanthropy focuses on entrepreneurship, says her father would have opposed any change to the endowment's mission. The university is "morally incorrect" and its plan "undermines donors' confidence," she says.

Trinity's Mr. Joyce says the school believed key members of the family had been briefed.

After the April email exchange, Mr. Gunderson's lawyer contacted the Connecticut attorney general's office, which began its review. In the fall, Mr. Gunderson looked through financial data that the school had filed with the attorney general and noticed that about $200,000 of endowment money had been used to fund an internship program for college students over the past five years.

Mr. Gunderson says he was concerned in part because the school, facing a budget crunch, had tapped other restricted endowment money in 2004 but returned it after a faculty revolt. Trinity confirms this episode.

Mr. Joyce said Trinity this month reimbursed the Davis endowment for $191,337 spent on the internship program, though he said the original agreement still permits the school to spend a small amount annually on the initiative.

On Oct. 20, Mr. Jones, Trinity's president, called Mr. Gunderson to the conference-room meeting. According to the professor's notes, submitted to the attorney general, Mr. Jones called him "a liar and a bully," threatened not to reappoint him and told him not speak to any other administrators. The notes said the president insisted on approving future spending from the Davis fund "down to a box of paperclips."

Mr. Joyce, who said Mr. Jones wouldn't be available for comment, declined to discuss the meeting. Mr. Joyce says he would be "very surprised" if Mr. Gunderson's contract weren't renewed when it comes up in July 2010.

In a February letter, the attorney general's office told Trinity it could find no evidence that Mr. Davis intended the college or his family to have discretion to direct income from the endowment to purposes "other than the study and promotion of the economic theories of the free enterprise system."

Mr. Joyce says Trinity scuttled its scholarship plan. The school intends to submit a new proposal to the attorney general and the Davis family on how it would spend excess Davis funds.

The attorney general, Richard Blumenthal, says he will consider the proposal. But he cautioned that colleges, despite financial pressures, can't stray from donors' intent: "There's a vastly increasing temptation for schools to fill gaps or even launch new initiatives using money that was meant for another purpose."

For the full story, see:

JOHN HECHINGER. "New Unrest on Campus as Donors Rebel." Wall Street Journal (Thurs., April 23, 2009): A1 & A14.

(Note: ellipses added.)

Among Professor Gunderson's publications is:

Gunderson, Gerald A. Wealth Creators: An Entrepreneurial History of the United States. 1st ed. New York: E.P. Dutton, 1989.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

Source of book image: online version of the WSJ article quoted and cited below.

(p. A13) . . . , Mr. Willingham shows how experiments support his claims.

The trendy notion that each person has a unique learning style comes under an especially withering assault. "How should I adjust my teaching for different types of learners?" asks Mr. Willingham's hypothetical teacher. The disillusioning reply: "No one has found consistent evidence supporting a theory describing such a difference. . . . Children are more alike than different in terms of how they think and learn."

It turns out that while education gurus were promoting the uplifting vision of all students being equal in ability but unique in "style," researchers were testing the theory behind it. In one experiment, they presented vocabulary words to students classified as "auditory learners" and "visual learners." Half the words came in sound form, half in print. According to the learning-styles theory, the auditory learners should remember the words presented in sound better than the words presented in print, and vice-versa for the visual learners.

But this is not what happened: Each type of learner did just as well with each type of presentation. Why? Because what is being taught in most of the curriculum -- at all levels of schooling -- is information about meaning, and meaning is independent of form. "Specious," for instance, means "seemingly logical, but actually fallacious" whether you hear it, see it or feel it out in Braille. Mr. Willingham makes a convincing case that the distinction between visual, auditory and kinesthetic learners (who supposedly learn best when body movement is involved) is a specious one. At some point, no amount of dancing will help you learn more algebra.

For the full review, see:

CHRISTOPHER F. CHABRIS. "Bookshelf; How to Wake Up Slumbering Minds
Will the discoveries of neuroscientists help us to think, learn and remember?." Wall Street Journal (Mon., APRIL 27, 2009): A13.

(Note: the initial ellipsis was added; the ellipsis internal to the first full paragraph, was in the original.)

The book being reviewed, is:

Willingham, Daniel T. Why Don't Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom. San Francisco: Jossey-Bass, 2009.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

Source of book image: online version of the WSJ review quoted and cited below.

I think the crucial feature of Wikipedia is in its being quick (what "wiki" means in Hawaiian), rather than in its current open source model. Academic knowledge arises in a slow, vetted process. Publication depends on refereeing and revision. On Wikipedia (and the web more generally) knowledge is posted first, and corrected later.

In the actual fact, Wikipedia's coverage is vast, and its accuracy is high.

I speculate that Wikipedia provides clues to developing new, faster, more efficient knowledge generating institutions.

(Chris Anderson has a nice discussion of Wikipedia in The Long Tail, starting on p. 65.)

(p. A13) Until just a couple of years ago, the largest reference work ever published was something called the Yongle Encyclopedia. A vast project consisting of thousands of volumes, it brought together the knowledge of some 2,000 scholars and was published, in China, in 1408. Roughly 600 years later, Wikipedia surpassed its size and scope with fewer than 25 employees and no official editor.

In "The Wikipedia Revolution," Andrew Lih, a new-media academic and former Wikipedia insider, tells the story of how a free, Web-based encyclopedia -- edited by its user base and overseen by a small group of dedicated volunteers -- came to be so large and so popular, to the point of overshadowing the Encyclopedia Britannica and many other classic reference works. As Mr. Lih makes clear, it wasn't Wikipedia that finished off print encyclopedias; it was the proliferation of the personal computer itself.

. . .

By 2000, both Britannica and Microsoft had subscription-based online encyclopedias. But by then Jimmy Wales, a former options trader in Chicago, was already at work on what he called "Nupedia" -- an "open source, collaborative encyclopedia, using volunteers on the Internet." Mr. Wales hoped that his project, without subscribers, would generate its revenue by selling advertising. Nupedia was not an immediate success. What turned it around was its conversion from a conventionally edited document into a wiki (Hawaiian for "fast") -- that is, a site that allowed anyone browsing it to edit its pages or contribute to its content. Wikipedia was born.

The site grew quickly. By 2003, according to Mr. Lih, "the English edition had more than 100,000 articles, putting it on par with commercial online encyclopedias. It was clear Wikipedia had joined the big leagues." Plans to sell advertising, though, fell through: The user community -- Wikipedia's core constituency -- objected to the whole idea of the site being used for commercial purposes. Thus Wikipedia came to be run as a not-for-profit foundation, funded through donations.

. . .

It is clear by the end of "The Wikipedia Revolution" that the site, for all its faults, stands as an extraordinary demonstration of the power of the open-source content model and of the supremacy of search traffic. Mr. Lih observes that when "dominant encyclopedias" were still hiding behind "paid fire walls" -- and some still are -- Wikipedia was freely available and thus easily crawled by search engines. Not surprisingly, more than half of Wikipedia's traffic comes from Google.

For the full review, see:

JEREMY PHILIPS. "Business Bookshelf; Everybody Knows Everything." Wall Street Journal (Weds., March 18, 2009): A13.

(Note: ellipses added.)

The book being reviewed, is:

Lih, Andrew. The Wikipedia Revolution: How a Bunch of Nobodies Created the World's Greatest Encyclopedia. New York: Hyperion, 2009.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

Gilder's rhyme about the classroom is cute, and maybe mainly true. In an important paper, Baumol has more prosaically (in the literal sense) expressed a similar view.

But there are counterexamples. Gilder himself, in his Microcosm, notes how what was taught in some classrooms was crucial to progress in information technology.

(p. 296) Entrepreneurs can be pompous and vain where it doesn't count; but in their own enterprise, the first law is to listen. They must be men meek enough--and shrewd enough--to endure the humbling eclipse of self that comes in the process of profound learning from others. In all the history of enterprise, most of the protagonists of major new products and companies began their education--and (p. 297) discovered the secrets of their later breakthroughs--not in the classroom, where the old ways are taught, but in the factories and labs, where new ways are wrought.

Source:

Gilder, George. Recapturing the Spirit of Enterprise: Updated for the 1990s. updated ed. New York: ICS Press, 1992.

The important Baumol paper mentioned above, is:

Baumol, William J. "Education for Innovation: Entrepreneurial Breakthroughs Versus Corporate Incremental Improvements." In Innovation Policy and the Economy, edited by Adam B. Jaffe, Josh Lerner and Scott Stern, 33-56. Cambridge, Mass.: MIT Press, 2005.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

"A memorial to the famine, right, opposite a revered cathedral, was dedicated last November in Kiev. A museum is planned there." Source of photo and caption: online version of the NYT article quoted and cited below.

(p. A6) KIEV, Ukraine -- A quarter century ago, a Ukrainian historian named Stanislav Kulchytsky was told by his Soviet overlords to concoct an insidious cover-up. His orders: to depict the famine that killed millions of Ukrainians in the early 1930s as unavoidable, like a natural disaster. Absolve the Communist Party of blame. Uphold the legacy of Stalin.

Professor Kulchytsky, though, would not go along.

The other day, as he stood before a new memorial to the victims of the famine, he recalled his decision as one turning point in a movement lasting decades to unearth the truth about that period. And the memorial itself, shaped like a towering candle with a golden eternal flame, seemed to him in some sense a culmination of this effort.

"It is a sign of our respect for the past," Professor Kulchytsky said. "Because everyone was silent about the famine for many years. And when it became possible to talk about it, nothing was said. Three generations on."

. . .

The pro-Western government in Kiev, which came to power after the Orange Revolution of 2004, calls the famine a genocide that Stalin ordered because he wanted to decimate the Ukrainian citizenry and snuff out aspirations for independence from Moscow.

The archives make plain that no other conclusion is possible, said Professor Kulchytsky, who is deputy director of the Institute of Ukrainian History in Kiev.

Professor Kulchytsky is 72, though he looks younger, as if he has somehow withstood the draining effect of so much research into the horrors of that time.

"It is difficult to bear," he acknowledged. "The documents about cannibalism are especially difficult to read."

Professor Kulchytsky said it was undeniable that people all over the Soviet Union died from hunger in 1932 and 1933 as the Communists waged war on the peasantry to create farming collectives. But he contended that in Ukraine the authorities went much further, essentially quarantining and starving many villages.

"If in other regions, people were hungry and died from famine, then here people were killed by hunger," Professor Kulchytsky said. "That is the absolute difference."

For the full story, see:

CLIFFORD J. LEVY. "Kiev Journal - A New View of a Famine That Killed Millions." The New York Times (Mon., March 16, 2009): A6.

(Note: ellipsis added.)

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

"Michelle Rhee, second from left, with faculty and staff members of Washington schools last month at an awards ceremony." Source of the caption and photo: online version of the NYT article quoted and cited below.

(p. A1) WASHINGTON -- Michelle Rhee, the hard-charging chancellor of the Washington public schools, thinks teacher tenure may be great for adults, those who go into teaching to get summer vacations and great health insurance, for instance. But it hurts children, she says, by making incompetent instructors harder to fire.

So Ms. Rhee has proposed spectacular raises of as much as $40,000, financed by private foundations, for teachers willing to give up tenure.

Policy makers and educators nationwide are watching to see what happens to Ms. Rhee's bold proposal. The 4,000-member Washington Teachers' Union has divided over whether to embrace it, with many union members calling tenure a crucial protection against arbitrary firing.

. . .

Ms. Rhee has not proposed abolishing tenure outright. Under her proposal, each teacher would choose between two compensation plans, one called green and the other red. Pay for teachers in the green plan would rise spectacularly, nearly doubling by 2010. But they would need to give up tenure for a year, after which they would need a principal's recommendation or face dismissal.

For the full story, see:

SAM DILLON. "A School Chief Takes On Tenure, Stirring a Fight." The New York Times (Thurs., November 13, 2008): A1 & A19.

(Note: ellipsis added.)

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

(p. 144) The reason the system of capitalism without capitalists is failing throughout most of Europe is that it misconceives the essential nature of growth. Poring over huge aggregations of economic data, economists see the rise to wealth as a slow upward climb achieved through the marginal productivity gains of millions of workers, through the slow accumulation of plant and machinery, and through the continued improvement of "human capital" by advances in education, training, and health. But, in fact, all these sources of growth are dwarfed by the role of entrepreneurs launching new companies based on new concepts or technologies. These gains generate the wealth that finances the welfare state, that makes possible the long-term investments in human capital that are often seen as the primary source of growth.

Source:

Gilder, George. The Spirit of Enterprise. 1 ed. New York: Simon and Schuster, 1984.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

At a "Workshop on Creative Ideas to Teach Principles," organized by Jim Gwartney at the Stavros Center in Tampa, I presented some brief video clips that I use to make various points in my principles classes. The first was Hugh Laurie's Protest Song.

After playing the song, I tell my students that to make the world better, you need more than a guitar and good intentions---you also need to know something about how the world works (in particular, you need to know some economics).

After my presentation, one of the participants asked if I knew where he could find the lyrics. In response, I found the lyrics posted online, and re-post them here in case they may be of use to other economic educators.

Hugh Laurie's Saturday Night Live Protest Song

[ open on Hugh Laurie standing at Home Base strumming a guitar ]

Hugh Laurie: This is a protest song. [ blows on a harmonica attached to his neck ]

[ singing ]

"Well, the poor keep getting hungry, and the rich keep getting fat
Politicians change, but they're never gonna change that.
Girl, we got the answer, it's so easy you won't believe
All we gotta do is.. [ mumbles incoherently ]

Well, the winds of war are blowin', and the tide is comin' in
Don't you be hopin' for the good times, because the good times have already been.
But, girl, we got the answer, it's so easy you won't believe
All we gotta do is.. [ mumbles incoherently ]

It's so easy, to see
If only they'd listen, to you and me.
We got to.. [ mumbles incoherently ] as fast as we can
We got to.. [ mumbles incoherently ] every woman, every man
We got to.. [ mumbles incoherently ] time after time
We got to.. [ mumbles incoherently ] vodka and lime.

Well, the world is gettin' weary, and it wants to go to bed
Everybody's dyin', except the ones who are already dead.
Girl, we got the answer, starin' us right in the face
All we gotta do is
All we gotta do is
All we gotta do is."

[ pauses, then blows on the harmonica and finishes ]

[ the audience cheers wildly ]

Hugh Laurie: Thank you.

Source of lyrics:

http://snltranscripts.jt.org/06/06dprotest.phtml

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

"The company was founded with the thought that a recession would happen," said Grant Stanley, founder of marketing analytics firm Contemporary Analysis." Source of caption and photo: online version of the Omaha World-Herald article quoted and cited below.

Grant was a student in my Economics of Technology and Economics of Entrepreneurship classes; Tadd was a student in my Honors Colloquium on Creative Destruction; Luis was a student in my Principle of Economics--Micro class. They have chosen an exciting path, and I wish them well!

(p. 1D) Grant Stanley was studying economics at the University of Nebraska at Omaha last year when he identified a business opportunity in the deteriorating economy.

A company making use of econometrics - a field that combines math, statistics and economics - could help small and midsize businesses make decisions in areas such as hiring, and sales and marketing techniques. Econometrics is widely used in education, government and large companies, Stanley said, but usually isn't applied to smaller businesses.

Stanley thought the need for business forecasting and marketing analytics firms would grow as companies looked for help developing long-term strategies in order to survive an economic downturn.

So Stanley, who was only 20 years old at the time, started Contemporary Analysis, a marketing analytics firm, in March 2008.

"The company was founded with the thought that a recession would happen."

Stanley courted classmate Tadd Wood, who also was 20 and studying economics, to help start the business, but it wasn't an easy task. Wood already had a part-time job and was helping out in his family's business.

"Tadd took months of, 'Hey, want to hang out?'" before he agreed, Stanley said.

The young men met their third partner - Luis Lopez, 20 - through a friend over the summer, and the trio hit the ground running.

For the full story, see:

STEFANIE MONGE. "Pitching a startup in a downturn." Omaha World-Herald (Monday, February 2, 2009): 1D & 3D.

"Members of the Contemporary Analysis team at a conference table in the home of Paddy Tarlton. From left are Luis Lopez, Nancy Jimenez, Grant Stanley, Tarlton and Tadd Wood." Source of caption and photo: online version of the Omaha World-Herald article quoted and cited above.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

Pulitzer-Prize-winning Chicago Tribune columnist Clarence Page. Source of photo: http://www.dartmouth.edu/~montfell/biographies/o_z/page.html

(p. 7B) The question of vouchers as an alternative to public schools crosses color lines. But it is particularly appropriate for the nation's first black president.

African-American students disproportionately find themselves in underperforming schools. In fact, opinion polls by think tanks like the Joint Center for Political and Economic Studies have found that black parents favor vouchers by larger majorities than white parents do.

Yet teachers unions fight such alternatives, even though studies like a 2004 Thomas B. Fordham Institute report find that big-city public-school teachers are more likely than the general population they serve to have their own children in private schools.

In Obama's Chicago, for example, 38.7 percent of public-school teachers sent their children to private schools, the Fordham study found, compared with 22.6 percent of the general public.

In Washington, D.C., 26.8 percent of public-school teachers did so, versus 19.8 percent of the public.

. . .

As a parent who reluctantly moved my own child to private school after the fifth grade, I appreciate the value of school choice. But what about the kids left behind in failing schools?

Michelle Obama offered a clue to what her family's choice will be. She flew to Washington Monday, ahead of her husband, and toured the private Georgetown Day School. Another clue: Their daughters currently attend a private school in Chicago.

Private school also was the choice of Bill and Hillary Clinton for their daughter, Chelsea. The most recent presidential child to attend a D.C. public school was Jimmy Carter's daughter, Amy, in the late 1970s.

For the full commentary, see:

Page, Clarence. "Vouchers and Obama Daughters." Omaha World-Herald (Sat., Nov. 15, 2008): 7B.

(Note: ellipsis added.)

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

   Source of the graph:  online version of the NYT article cited below.

(p. A1)  Young women in New York and several of the nation’s other largest cities who work full time have forged ahead of men in wages, according to an analysis of recent census data.

The shift has occurred in New York since 2000 and even earlier in Los Angeles, Dallas and a few other cities.

Economists consider it striking because the wage gap between men and women nationally has narrowed more slowly and has even widened in recent years among one part of that group: college-educated women in their 20s. But in New York, young college-educated women’s wages as a percentage of men’s rose slightly between 2000 and 2005.

The analysis was prepared by Andrew A. Beveridge, a demographer at Queens College, who first reported his findings in Gotham Gazette, published online by the Citizens Union Foundation. It shows that women of all educational levels from 21 to 30 living in New York City and working full time made 117 percent of men’s wages, and even more in Dallas, 120 percent. Nationwide, that group of women made much less: 89 percent of the average full-time pay for men.

Just why young women at all educational levels in New York and other big cities have fared better than their peers elsewhere is a matter of some debate. But a major reason, experts say, is that women have been graduating from college in larger numbers than men, and that many of those women seem to be gravitating toward major urban areas.

For the full story, see: 

SAM ROBERTS.  "For Young Earners in Big City, a Gap in Women’s Favor."  The New York Times (Fri., August 3, 2007):  A1 & A16.

   Source of the graph:  online version of the NYT article cited above.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

Source: screen capture from the NBC video clip mentioned, and linked to below.

Most Saturday Night Live (SNL) skits support liberal causes and politicians, and are critical of those with sympathies for free markets.

There was a wonderful, rare exception aired as the second skit on the 10/04/08 show. The skit pokes fun at the Democrats for their responsibility in creating the mortgage meltdown crisis. Nancy Pelosi and Barney Frank are shown expressing sympathy for various miscreants who expect the taxpayer to bail them out of their financial responsibilites.

(An interesting sidenote is that NBC pulled the clip from their web site for a about a full day, even though they left up other clips from the same show. Some bloggers suggested that employees of NBC had political motivations for their act of quasi-censorshp.)

The skit was entitled "C-span Bailout" and as of 10/08/08, could be found at:

http://www.nbc.com/Saturday_Night_Live/video/clips/c-span-bailout/727521/

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

From McCraw's discussion of Schumpeter's "legacy":

(p. 500) In the new world of academic economics, neither the Schumpeterian entrepreneur as an individual nor entrepreneurship as a phenomenon attracts much attention. For professors in economics departments at most major universities, particularly in the United States and Britain, a focus on these favorite issues of Schumpeter's has become a quick ticket out of a job. This development arose from a self-generated isolation of academic economics from history, sociology, and the other social sciences. It represented a trend that Schumpeter himself had glimpsed and lamented but that accelerated rapidly during the two generations after his death.

Source:

McCraw, Thomas K. Prophet of Innovation: Joseph Schumpeter and Creative Destruction. Cambridge, Mass.: Belknap Press, 2007.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

"Barack Obama at Harvard, where he was the first black president of The Harvard Law Review." Source of caption and photo: online version of the NYT article quoted and cited below.

(p. 1) Mr. Obama, a Democrat, has continued to support race-based affirmative action, calling it "absolutely necessary" when he was a state senator in Illinois and criticizing the Supreme Court for curtailing it in his time in the United States Senate. But in his presidential campaign, he has unsettled some black supporters by focusing increasingly on class and suggesting that poor whites should at times be given preference over more privileged blacks.

His ruminations about shifting the balance between race and class in some affirmative action programs raise the possibility that, if elected in November, he might foster a deeper national (p. 16) conversation about an issue that has been fiercely debated for decades. He declined to comment for this article.

"We have to think about affirmative action and craft it in such a way where some of our children who are advantaged aren't getting more favorable treatment than a poor white kid who has struggled more," Mr. Obama said last week in a question-and-answer session at a convention of minority journalists in Chicago.

During a presidential debate in April, Mr. Obama said his two daughters, Malia, 10, and Sasha, 7, "who have had a pretty good deal" in life, should not benefit from affirmative action when they apply to college, particularly if they were competing for admission with poor white students.

. . .

Ward Connerly, a crusader against affirmative action, said he believed that Mr. Obama's remarks would buoy support for his ballot initiatives in Arizona, Colorado and Nebraska in November that would ban preferential treatment on the basis of race, ethnicity and sex in government hiring and public education.

Last week, Mr. Obama's Republican rival, Senator John McCain, announced his support for those measures. . . .

Mr. Obama opposes the ballot initiatives, saying they would derail efforts to break down barriers for women and members of minorities. But Mr. Connerly said Mr. Obama had already helped the cause. "He's advanced the debate," Mr. Connerly said. "He's brought it to a new level."

. . .

A federal judge once asked a friend of Mr. Obama's whether he had been "elected on the merits" as law review president, Mr. Obama told The Journal of Blacks in Higher Education in 2001. He said the question came up again when he applied for a job as a professor at the University of Chicago Law School.

Mr. Obama has not described how he felt then. But as a state senator, he spoke with empathy about accomplished minority students at elite universities who sometimes lived "under a cloud they could not erase."

Over the past few years, Mr. Obama has also voiced sympathy for whites who feel resentful of race-based affirmative action and questioned how long such programs need to continue.

Even as he argued that timetables for minority hiring may be necessary where there is evidence of systemic discrimination, he also warned in his second book, "The Audacity of Hope," that "white guilt has largely exhausted itself in America."

It was 2006 then, and Mr. Obama was a wealthy senator considering a bid for the presidency. He worried that race-based preferences, while necessary, might undermine efforts at building cross-racial coalitions.

Presaging his recent focus on class, Mr. Obama argued that whites were more likely to join blacks in supporting programs that were not racially based.

"An emphasis on universal, as opposed to race-specific programs isn't just good policy," Mr. Obama said in his book. "It's good politics."

For the full story, see:

RACHEL L. SWARNS. "Obama's Path on Preferences, Race and Class ." The New York Times, Section 1 (Sun., August 3, 2008): 1 & 16.

(Note: ellipses added.)

(Note: the online version has minor differences with the print version; the online version is quoted here, except for the article title. The online article title was: "If Elected ... Delicate Obama Path on Class and Race Preferences." The ellipisis in the online title was in the original.)

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

Source of graphic: online version of the WSJ article quoted and cited below.

(p. B7) One day during Trip Adler's sophomore year at Harvard University, he saw fellow undergraduates Mark Zuckerberg and Dustin Moskovitz outside their dormitory with suitcases and boxes. When Mr. Adler asked what the two -- who happened to be Facebook Inc.'s co-founders -- were doing, Mr. Moskovitz lightly replied that they were moving from Cambridge, Mass., to Silicon Valley "to make Facebook big."

"I was so jealous," recalls Mr.Adler, now 23 years old. "I thought, 'I've got to find an idea and drop out of Harvard.'"

Mr. Adler didn't leave school, but after graduating in 2006, he did start an online document-sharing company. San Francisco-based Scribd Inc., employs 12 people and attracts 11.1 million monthly visitors, according to Web-tracking company comScore Inc. It has raised nearly $3.9 million from Redpoint Ventures and other venture-capital and individual investors.

Mr. Adler is just one of the Harvard students who have caught start-up fever since Facebook, founded when Mr. Zuckerberg was at Harvard in 2004, exploded in popularity. Other recent Harvard-born start-ups include Internet companies Kirkland North Inc., Drop.io Inc. and Labmeeting Inc. And Facebook has become a model for these start-ups on many fronts, from the look of company Web sites to their corporate strategies.

For the full story, see:

VAUHINI VARA. "ENTERPRISE; Facebook Ignites Entrepreneurial Spirit at Harvard Students, Graduates Start Firms, Using The Site as a Model." The Wall Street Journal (Tues., May 20, 2008): B7.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

From McCraw's summary of Schumpeter's History of Economic Analysis:

(p. 453) During the mid-nineteenth century, universities were beginning to teach economics, but "the demand for courses and textbooks produced courses and textbooks and not much else. Does this not show that there is something to one of the theses of this book, namely, that need is not the necessary and sufficient condition of analytic advance and that demand for teaching produces teaching and not necessarily scientific achievement?"

Source:

McCraw, Thomas K. Prophet of Innovation: Joseph Schumpeter and Creative Destruction. Cambridge, Mass.: Belknap Press, 2007.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

(p. 225) The longer Schumpeter taught at Harvard, the more he came to resent the bureaucratic routines of academic life that impinged on his research and writing. He especially disliked departmental meetings, and after several years he began to refer to his colleagues as the "fools" (full professors, a play on the German pronunciation of "full") and "asses" (associate and assistant professors). "These committees!" he wrote a friend, "This mentality, that believes that the core of the world is that one committee dines and makes a report for another committee, which in turn dines."

Source:

McCraw, Thomas K. Prophet of Innovation: Joseph Schumpeter and Creative Destruction. Cambridge, Mass.: Belknap Press, 2007.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

(p. C3) The United States may be synonymous with the high-tech revolution, but it is in danger of losing its high-tech edge, according to Cybercities 2008, a report released Tuesday by AeA, a technology industry trade association.

Because the federal government does not issue a sufficient number of green cards or work visas to talented foreign students studying here, there are a "tremendous number of unfilled jobs," said Christopher Hansen, AeA's chief executive.

"We educate them and then tell them to go home. This is absurd," said Mr. Hansen, whose group has lobbied to increase the number of visas for foreign technology industry workers.

For the full story, see:

ERIC A. TAUB. "U.S. High Tech Said to Slip." The New York Times (Weds., June 25, 2008): C3.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

Source of the images: screen captures from the CNN report cited below.

With self-righteous indignation, the left often accuses the right of "McCarthyism."

But many on the left are happy to limit free speech when what is spoken is not to their liking.

Jon Voight's column in the Washington Times has ignited a firestorm, and caused at least one Hollywood insider to openly advocate blacklisting Voight from the movie business. The CNN story cited and linked below, gives some of the details.

Unfortunately, this is not an isolated example.

On our campuses, free speech is often violated if the speaker speaks what is not politically correct. For many examples, see some of the cases discussed on the web site of the Foundation for Individual Rights in Education.

Another example is from my own personal experience as a young scholar many decades ago. I had applied to three or four top PhD programs in philosophy and was initially rejected from every one of them, even though I had a nearly perfect GPA, and very high test scores.

I was especially surprised by the rejection from Chicago, because an Associate Dean had visited the Wabash campus the year before and talked with me about applying to Chicago. He had looked at my record and said, 'with your record, if you score X, or above on the GREs, it is almost certain that you will be accepted.' (I don't remember the exact number he said.) Well I scored above X, but was rejected. So I wrote to the Associate Dean, saying I was disappointed and asking if he had any insight about the rejection. He told me that he was dumbfounded and that he would look into it.

Awhile later, I received a letter reversing the decision of the University of Chicago Department of Philosophy. I never learned all the details, but apparently the Dean of Humanities had over-ruled the Department of Philosophy. (This is fairly unusual in academics, and though I do not remember her name, I salute that Dean for taking a stand.)

Years later, the episode came up in a conversation with a member of the philosophy faculty. He said that he had been on the admissions committee the year that I had applied, and that I had been rejected because I had mentioned Ayn Rand in my essay about how I had become interested in philosophy.

For some of the details of the Voight story, see:

Wynter, Kareen. "Bloggers Fire Back at Voight." CNN Feature, broadcast on CNN, and posted on CNN.com on 8/8/08. Downloaded on 8/8/08 from: http://www.cnn.com/video/?iref=videoglobal

(Note: the clip runs 2 minutes and 27 seconds.)

Voight's op-ed piece ran in the Washington Times on July 28, 2008 under the title "My Concerns for America" and can be viewed at: http://www.washingtontimes.com/news/2008/jul/28/voight/

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

Some of us believe that the government should not discriminate on the basis of race, gender, or religion. Unfortunately, governments in the past and present have sometimes mandated or practiced discrimination. Examples from the past would include the Jim Crow laws that mandated racial discrimination against Afro-Americans.

A present example would be the mis-named "affirmative action" laws that mandate racial discrimination against whites.

In the article quoted below, note who has taken a stand on which side of this issue.

Is it appropriate for the University of Nebraska Foundation to be donating $25,000 to support the continuation of racial discrimination?

Note also the opposing positions of two 2006 Republican candidates for Senate: David Kramer is leading the drive to continue racial discrimination, while Pete Ricketts is contributing to ending racial discrimination.

(p. 1A) LINCOLN -- Leaders of the Nebraska Civil Rights Initiative called their anti-affirmative-action push one of the most successful petition drives in recent state history. But it's not yet known whether their proposed ban will go before voters in November.

"The citizens demand the opportunity to vote on the use of race and gender preferences and discrimination in state hiring, state contracts and state education," said Marc Schniederjans, treasurer of the group that said it submitted more than 167,000 signatures Thursday.

. . .

David Kramer, spokesman for the opposition group Nebraskans United, said he wasn't disheartened by the number of petition signatures or over the prospect that petition organizers said they planned to submit more signatures today.

. . .

(p. 2A) Connerly's American Civil Rights Coalition provided $370,750 of the $467,250 raised by the Nebraska petition group as of June 25. According to state records, the next largest donors were Paul Singer, a New York businessman, $50,000; William Grewcock, a former executive with Peter Kiewit Sons Inc., $25,000; and failed GOP U.S. Senate candidate Pete Ricketts, $25,000.

For Nebraskans United, the largest donations toward that group's $308,167 war chest have come from Omaha billionaire Warren Buffett, $50,000; philanthropist Richard Holland, $50,000; Dianne Lozier, Lozier corporate counsel, $50,000; Wallace Weitz, president of an Omaha-based mutual fund management company, $50,000; the Greater Omaha Chamber of Commerce, $36,250; the University of Nebraska Foundation, $25,000; and the Nebraska State Education Association, $25,000.

For the full story, see:

MARTHA STODDARD. "Petitions Turned In; Fight Far from Over." Omaha World-Herald (Fri., July 4, 2008): 1A-2A.

(Note: ellipses added.)

(Note: the online title of the article is "Anti-affirmative-action petitions turned in; verifying to begin.")

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

"TRADITION; Redwood Library and Athenaeum, Newport, R.I., dates back to 1747." Source of caption and photo: online version of the NYT article quoted and cited below.

(p. D1) A GROUP of first-time visitors to the Providence Athenaeum climbed the steep stones steps to the imposing front door. One pried open the door tentatively, peered inside and exclaimed, "Oh, this is what a library is supposed to look like!"

This scene was observed by Alison Maxell, executive director of the athenaeum, who said that time and again, she has seen this same reaction: curiosity followed by wonderment.

. . .

(p. D4) THE New England athenaeums I visited on a recent trip maintain not only active memberships, but also some peculiar terminology. Members are commonly called proprietors; some athenaeums distinguish share-holding proprietors from a second tier of members, called subscribers. At the Portsmouth Athenaeum, the director is called the keeper.

Many athenaeums maintain lists of rules that spell out consequences for offenses like writing in books. Some prohibit pens and provide pencils for notation, as well as cotton gloves for handling aged materials. Large or old books often must be rested on wedge-shaped foam cradles to protect brittle spines.

Surprisingly, the Boston Athenaeum permits dogs -- those that behave, a staff member was quick to add.

These athenaeums also provide, in those areas where talking aloud is encouraged, lively opportunities for exchanging ideas with other devotees of literature, arts and sciences.

"In addition to having access to our book stock, members find intellectual stimulation in our exhibitions and by being part of discussion groups," said Richard Wendorf, director and librarian of the Boston Athenaeum and the editor of "America's Membership Libraries" (Oak Knoll Press, 2007), which details histories of 16 of the largest membership libraries.

For the full story, see:

ROGER MUMMERT. "Where Greek Ideals Meet New England Charm." The New York Times (Fri., March 7, 2008): D1 & D4-D5.

(Note: ellipsis added.)

"While roaming through stacks of the Boston Athenaeum, one encounters books from completely different eras, making for random discoveries." Source of caption and photo: online version of the NYT article quoted and cited above.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

"Jiang Guohua, the Communist Party boss of Mianzhu, knelt Sunday to ask parents of earthquake victims to abandon their protest." Source of caption and photo: online version of the NYT article quoted and cited below.

(p. A10) One man shouted, "Was this a natural disaster or a man-made disaster?" In unison, the parents shouted back: "Man-made!"

For the full story, see:

JAMES T. AREDDY. "Reporter's Notebook; Tears and Anger Flow as Parents Cast Blame in Children's Deaths." The Wall Street Journal (Tues., May 20, 2008): A10.

(p. A1) DUJIANGYAN, China -- Bereaved parents whose children were crushed to death in their classrooms during the earthquake in Sichuan Province have turned mourning ceremonies into protests in recent days, forcing officials to address growing political repercussions over shoddy construction of public schools.

Parents of the estimated 10,000 children who lost their lives in the quake have grown so enraged about collapsed schools that they have overcome their usual caution about confronting Communist Party officials. Many say they are especially upset that some schools for poor students crumbled into rubble even though government offices and more elite schools not far away survived the May 12 quake largely intact.

On Tuesday, an informal gathering of parents at Juyuan Middle School in Dujiangyan to commemorate their children gave way to unbridled fury. One of the fathers in attendance, a quarry worker named Liu Lifu, grabbed the microphone and began calling for justice. His 15-year-old daughter, Liu Li, was killed along with her entire class during a biology lesson.

"We demand that the government severely punish the killers who caused the collapse of the school building," he shouted. "Please, everyone sign the petition so we can find out the truth."

The crowd grew more agitated. Some parents said local officials had known for years that the school was unsafe but refused to take action. Others recalled that two hours passed before rescue workers showed up; even then, they stopped working at 10 p.m. on the night of the earthquake and did not resume the search until 9 a.m. the next day.

Although there is no official casualty count, only 13 of the school's 900 students came out alive, parents said. "The people responsible for this should be brought here and have a bullet put in their head," said Luo Guanmin, a farmer who was cradling a photo of his 16-year-old daughter, Luo Dan.

Sharp confrontations between protesters and officials began over the weekend in several towns in northern Sichuan. Hundreds of parents whose children died at the Fuxin No. 2 Primary School in the city of Mianzhu staged an impromptu rally on Saturday. They surrounded an official who tried to assure them that their complaints were being taken seriously, screaming and yelling in her face until she fainted.

The next day, the Communist (p. A10) Party's top official in Mianzhu came out to talk with the parents and to try to stop them from marching to Chengdu, the provincial capital, where they sought to prevail on higher-level authorities to investigate. The local party boss, Jiang Guohua, dropped to his knees and pleaded with them to abandon the protest, but the parents shouted in his face and continued their march.

Later, as the crowd surged into the hundreds, some parents clashed with the police, leaving several bleeding and trembling with emotion.

The protests threaten to undermine the government's attempts to promote its response to the quake as effective and to highlight heroic rescue efforts by the People's Liberation Army, which has dispatched 150,000 soldiers to the region. Censors have blocked detailed reporting of the schools controversy by the state-run media, but a photo of Mr. Jiang kneeling before protesters has become a sensation on some Web forums, bringing national attention to the incident.

. . .

. . . all at once the women doubled over in agony, a chorus of 100 mothers wailing over the loss of sons and daughters who, because of China's population control policy, were their only children. The husbands wept in silence, paralyzed by the storm of emotion.

For the full story, see:

ANDREW JACOBS. "Parents' Grief Turns to Rage at Chinese Officials." The New York Times (Weds., May 28, 2008): A1 & A10.

(Note: ellipses added.)

"A memorial service for hundreds of students of Juyuan Middle School in Dujiangyan, where a mother held a picture of her son, turned into an angry protest." Source of caption and photo: online version of the NYT article quoted and cited above.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

Source of the graphic: online version of the NYT article cited below.

The most interesting part of a recent David Leonhardt column, was not what he wrote, but the graphs that were included with the article, especially the one at the top of this entry. Notice that the price of education and medical care have increased much more dramatically than other categories of consumer spending. (And remember how heavily government is involved in those two sectors, both directly through government run institutions, and indirectly through regulations and subsidies.)

For the full commentary, see:

DAVID LEONHARDT. "ECONOMIC SCENE; Seeing Inflation Only in the Prices That Go Up." The New York Times (Weds., May 7, 2008): C1 and C11.

Source of the graphic: online version of the NYT article cited above.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

"It may not look like much, but the opening of this casino, for one day only, let its owner keep a crucial zoning designation." Source of the caption and photo: online version of the NYT article quoted and cited below.

(p. A11) For eight hours on Tuesday, Station Casinos opened a nondescript 40-by-10-foot trailer on a vacant 26-acre plot about six miles east of the Strip with just 16 slot machines. The sole purpose was to comply with a state law that requires public gambling to occur on a property for at least one shift every two years in order for the landowner to retain the valuable zoning designation needed to conduct wagering.

. . .

As of midday, nobody but reporters had turned out for the event, which had been publicized by only a few bloggers on the Internet. The biggest payout on the bank of video poker and blackjack machines was $2.50.

. . .

The opening of the nameless temporary casino, which the local newspaper dubbed Trailer Station, was rich in red tape, including seven permits, approvals from the City Council and the Nevada Gaming Control Board, and a certificate of occupancy.

As required by the city code, the trailer, brought onto the land just for the day, came complete with a portable toilet outside and, to comply with the Americans With Disabilities Act, a wheelchair-accessible entrance. A casino floor manager sat at one end of the narrow room ready to pay out winnings should there be any, a security guard patrolled outside, and two city zoning officers visited for 20 minutes to inspect and fill out paperwork.

For the full story, see:

STEVE FRIESS. "If This Happens in Vegas, It Can Sure Stay in Vegas." The New York Times (Weds., January 9, 2008): A11.

(Note: ellipses added.)

"A floor manager watched over 16 slot machines Tuesday, but there was hardly a rush on them." Source of the caption and photo: online version of the NYT article quoted and cited above.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

"Ahmed Muhammad Sayyid, center, praying at a Cairo mosque, has drawn religion closer after many disappointments." Source of caption and photo: online version of the NYT article quoted and cited below.

(p. 1) Here in Egypt and across the Middle East, many young people are being forced to put off marriage, the gateway to independence, sexual activity and societal respect. Stymied by the government's failure to provide adequate schooling and thwarted by an economy without jobs to match their abilities or aspirations, they are stuck in limbo between youth and adulthood.

"I can't get a job, I have no money, I can't get married, what can I say?" Mr. Sayyid said one day after becoming so overwhelmed that he refused to go to work, or to go home, and spent the day hiding at a friend's apartment.

In their frustration, the young are turning to religion for solace and purpose, pulling their parents and their governments along with them.

. . .

The wave of religious identification has forced governments that are increasingly seen as corrupt or inept to seek their own public redemption through religion.

. . .

(p. 11) Depression and despair tormented dozens of men and women in their 20s interviewed across Egypt, from urban men like Mr. Sayyid to frustrated village residents like Walid Faragallah, who once hoped education would guarantee him social mobility. Their stifled dreams stoke anger toward the government.

"Nobody cares about the people," Mr. Sayyid said, slapping his hands against the air, echoing sentiment repeated in many interviews with young people across Egypt. "Nobody cares. What is holding me back is the system. Find a general with children and he will have an apartment for each of them. My government is only close to those close to the government."

. . .

Mr. Sayyid's path to stalemate began years ago, in school.

Like most Egyptians educated in public schools, his course of study was determined entirely by grades on standardized tests. He was not a serious student, often skipping school, but scored well enough to go on to an academy, something between high school and a university. He was put in a five-year program to study tourism and hotel operations.

His diploma qualified him for little but unemployment. Education experts say that while Egypt has lifted many citizens out of il-(p. 12)literacy, its education system does not prepare young people for work in the modern world. Nor, according to a recent Population Council report issued in Cairo, does its economy provide enough well-paying jobs to allow many young people to afford marriage.

Egypt's education system was originally devised to produce government workers under a compact with society forged in the heady early days of President Gamal Abdel Nasser's administration in the late 1950s and '60s.

Every graduate was guaranteed a government job, and peasant families for the first time were offered the prospect of social mobility through education. Now children of illiterate peasant farmers have degrees in engineering, law or business. The dream of mobility survives, but there are not enough government jobs for the floods of graduates. And many are not qualified for the private sector jobs that do exist, government and business officials said, because of their poor schooling. Business students often never touch a computer, for example.

On average, it takes several years for graduates to find their first job, in part because they would rather remain unemployed than work in a blue-collar factory position. It is considered a blow to family honor for a college graduate to take a blue-collar job, leaving large numbers of young people with nothing to do.

"O.K., he's a college graduate," said Muhammad el-Seweedy, who runs a government council that has tried with television commercials to persuade college graduates to take factory jobs and has provided training to help improve their skills. "It's done. Now forget it. This is a reality."

But more widespread access to education has raised expectations. "Life was much more bearable for the poor when they did accept their social status," said Galal Amin, an economist and the author of "Whatever Happened to the Egyptians?" "But it is unimaginable when you have an education, to have this thought accepted. Frustration opens the door to religiosity."

For the full story, see:

MICHAEL SLACKMAN. "Generation Faithful; Dreams Stifled, Egypt's Young Turn to Islamic Fervor." The New York Times, First Section (Sun., February 17, 2008): 1 & 11-12.

(Note: ellipses added.)

Source of graphic: online version of the NYT article quoted and cited above.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

"Trojan Archer from the Temple of Aphaia on Aegina." Source of caption and photo: online version of the WSJ article quoted and cited below.

Ayn Rand's Howard Roark in The Fountainhead railed against the mindless imitation of the classics, as embodied for instance in the Parthenon. In sculpture there has also been blind imitation of white classical figures, such as one that has recently been installed next to the Arts and Sciences Building on my campus at the University of Nebraska at Omaha.

One imagines that Rand and Roark would have been amused by the article quoted below, that shows that the classical sculptures were actually rich in color.

(p. D8) The Venus de Milo: white. The Apollo Belvedere: white. The Barberini Faun: white. The passing centuries may have cast their pall of grime, yet ever since the Renaissance rediscovered antiquity, our Platonic ideal of classical statuary has been bare marble: bleached, bone white.

The Greeks and Romans did not see it that way. The current show "Gods in Color: Painted Sculpture of Classical Antiquity" -- through Jan. 20 at the Arthur M. Sackler Museum on Harvard University's campus -- makes a bold attempt to set the record straight. On view are replicas painted in the same mineral and organic pigments used by the ancients: pulverized malachite (green), azurite (blue), arsenic compounds (yellow, orange), cinnabar or "dragon's blood" (red), as well as charred bone and vine (black). At first glance and quite a while after, the unaccustomed palette strikes most viewers as way over the top. But few would deny that these novelties -- archers, goddesses, mythic beasts -- look you straight in the eye.

. . .

By the 18th century, practitioners of the then-new science of archaeology were aware that the ancients had used color. But Johann Joachim Winckelmann, the German prefect of antiquities at the Vatican, preferred white. His personal taste was enshrined by fiat as the "classical" standard. And so it remained, unchallenged except by the occasional eccentric until the late 20th century.

For the full story, see:

MATTHEW GUREWITSCH. "CULTURAL CONVERSATION With Vinzenz Brinkman; Setting the Record Straight About Classical Statues' Hues." The Wall Street Journal (Tues., December 4, 2007): D8.

(Note: ellipsis added.)

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

(p. A23) When for-profit management of public schools was first proposed in Philadelphia six years ago, many in that city were extremely skeptical, if not aggressively hostile. So the Philadelphia School Reform Commission, the entity responsible for the innovation, gave only the 30 lowest performing schools to for-profit companies, while another 16 were given to nonprofit organizations, including two of the city's major universities (Temple and the University of Pennsylvania). Others were reorganized by the school district itself.

In effect, a competition was run among the three types of management -- for-profit, nonprofit, and government-run. Four years into the race, here are the results: Students at schools managed by for-profit firms were roughly six months ahead in math than would be expected had the schools remained in the hands of the school district. In reading, students in schools managed by for-profit firms were two months further along than they would have been if the schools had been under district control, though that difference was not large enough to give us statistical certainty. Meanwhile the nonprofits -- and the school district's own reorganized schools -- did no better than expected.

. . .

Though we believe our methodology to be state of the art, our findings will nonetheless be controversial, because they contradict a prior study by the RAND Corp. in February, which found no impact of private management on student performance. The RAND study, however, failed to separate out the schools managed by the for-profit firms from those managed by the nonprofit organizations. In our study, too, management effects are nil when the two are mixed together, as the positive impacts of for-profit firms are canceled out by the negative impacts of nonprofit organizations.

For the full commentary, see:

Paul E. Peterson and Matthew M. Chingos. "Educational Rewards." Wall Street Journal (Weds., Nov. 7, 2007): A23.

(Note: ellipsis added.)

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

The passages below are from a WSJ summary of an October 12, 2007 article in The Chronicle of Higher Education:

(p. A7) After feeling increasingly alienated by college celebrations of black heritage, English Prof. Jerald Walker opted to redefine his role on campus.

. . .

Prof. Walker decided he had had enough during a commencement ceremony for black students. He had misgivings over the concept itself: "After so recently celebrating our country's staunchest promoter of integration, I was being asked to celebrate segregation."

Afterward, he made the decision that he would no longer participate in events simply because of the color of his skin. "I intend to be visible," he says, "but only in ways I wish to be seen."

For the full summary, see:

"The Informed Reader; Universities; Black Professor Rebels Against Expected Campus Role." Wall Street Journal (Oct. 13, 2007): A7.

(Note: ellipsis added.)

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

(p. A20) Unfortunately, the deniers of differences between the sexes are on the march with powerful allies. In the fall of 2006, the National Academy of Sciences released a recklessly one-sided study, now widely referred to as authoritative, titled "Beyond Bias and Barriers: Fulfilling the Potential of Women in Academic Science and Engineering." According to the report, differences in cognition between the sexes have no bearing on the dearth of women in academic math, physics and engineering. It is all due to bias. Case closed. The report calls on Congress to hold hearings on gender bias in the sciences and on federal agencies to "move immediately" (emphasis in original) to apply anti-discrimination laws such as Title IX to academic science (but not English) departments. "The time for action is now."

No it is not. Now is the time for scholars in our universities and in the National Academy of Sciences to defend and support principles of free and objective inquiry. The chronically appalled must not have the last word.

For the full commentary, see:

Christina Hoff Sommers. "Academic Inquisitors." Wall Street Journal (Tues., Oct. 16, 2007): A.20.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

   Source of graphic: the online version of the WSJ article quoted and cited below.

(p. A1)  JORDAN, Mont. -- Prospecting in Montana's badlands, rock ax in hand, paleontologist Jack Horner picks up a piece of the jawbone of a dinosaur. He examines the splinter, then puts it back and moves on. It isn't the kind of bone he is looking for.

Prof. Horner is searching for something that many scientists believe no longer exists: dinosaur bones that harbor blood cells, protein and, perhaps, even DNA.

"Most people looking for dinosaurs are looking for beautiful skeletons," he says. "We are looking for information."

. . .  

Prof. Horner, a curator at the Museum of the Rockies in Bozeman, is among the world's most influential and offbeat paleontologists. He pioneered studies of dinosaur parent-(p. A12)ing behavior, species variation and bone cells. He is dyslexic, a former Special Forces operative of the Vietnam War era, a MacArthur Foundation "genius" fellow, and a chaired professor of Montana State University who never finished a formal college degree.

"The lenses that people normally use to look at stuff are broken in Jack," says Mary Schweitzer, an assistant professor of paleontology at North Carolina State University, who has worked with him for years. "That's what makes Jack such a good scientist. Every now and then, every field should get a renegade weirdo in it who challenges assumptions."

. . .  

"The chances of finding any [dinosaur] DNA are pretty low," Prof. Horner acknowledges. "I am still hopeful."

In a field mostly outside the mainstream of federal research funding, Prof. Horner has a knack for attracting private grants. Star Wars producer George Lucas, Qualcomm co-founder Klein Gilhousen and Wade Dokken, a developer of Montana real estate, have contributed toward his research, the university says. Nathan Myhrvold, formerly chief technology officer at Microsoft Corp. and co-founder of Intellectual Ventures LLC, is helping to underwrite this season's fieldwork.

This summer, in Montana's Hell Creek Formation, Prof. Horner is searching the last landscape inhabited by dinosaurs. More than 65 million years ago, this plain was a wetland where herds of horned Triceratops watered. Today, it is an arid outwash of boulders, cactus and sage. The red and gray soil is littered with white shards of petrified wood that ring like bone china when tapped together and countless crumbs of dinosaur bone.

. . .

"As long as you are not bound by preconceived ideas of what you can find," Prof. Horner says, "there are an awful lot of things you can discover."

For the full story, see:

ROBERT LEE HOTZ. "Dinosaur Hunter Seeks More Than Just Bare Bones; Prof. Horner Searches For Traces of Blood, DNA; Lucky Break From T. Rex."  The Wall Street Journal  (Fri., August 24, 2007):  A1 & A12.

(Note:  ellipses added.)

     At top, Prof. Horner; at bottom: "Sarah Keenan, 21, an undergraduate at the University of St. Andrews in Scotland who is working this summer for Prof. Horner, covers the fossilized triceratops frill in a protective jacket of plaster."  Source of caption and photos: the online version of the WSJ article quoted and cited above.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

    Source of graph:  http://www.heritage.org/Press/ALAChart/images/ALC_017_index_econ_freedom_3col_c.jpg

(p. A13)  . . .  the evidence is piling up that neither government nor multilateral spending on education and infrastructure are key to development. To move out of poverty, countries instead need fast growth; and to get that they need to unleash the animal spirits of entrepreneurs.

Empirical support for this view is presented again this year in The Heritage Foundation/The Wall Street Journal Index of Economic Freedom, released today. In its 14th edition, the annual survey grades countries on a combination of factors including property rights protection, tax rates, government intervention in the economy, monetary, fiscal and trade policy, and business freedom.

The nearby table shows the 2008 rankings but doesn't tell the whole story. The Index also reports that the freest 20% of the world's economies have twice the per capita income of those in the second quintile and five times that of the least-free 20%. In other words, freedom and prosperity are highly correlated.

For the full commentary, see: 

MARY ANASTASIA O'GRADY.  "The Real Key to Development."  The Wall Street Journal  (Tues., January 15, 2008):  A13. 

(Note:  ellipsis added.)

     Source of table:  online version of the WSJ article quoted and cited above.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

   Source of the cartoon:  online version of the NYT commentary cited below.

I agree with Franks, in the commentary excerpted below, that there is much room for improvement in the teaching of principles of economics.  But I doubt that economics is alone in the dismal performance of students, six months after having completed the course.

My own views on improving the principles course, by including more content related to innovation and entrepreneurship, can be found in my article referenced at the end of this entry. 

WHEN I began teaching economics in the 1970s, I noticed that people were generally disappointed when they learned what I did for a living. When I began asking why, many said something like this: “I took Econ 101 years ago, and there were all those horrible equations and graphs.”

Their unpleasant memories were apparently justified. Studies have shown that when students are tested about their knowledge of basic economic principles six months after completing an introductory economics course, they score no better, on average, than those who never took the course.

In other sectors of the economy, such dismal performance might provoke malpractice suits. But in the university system, students and their parents put up with this situation year after year.

. . .

Given the importance of the economic choices we confront, both as individuals and as a society, more effective economics training would yield enormous dividends. And in light of the low bar established by traditional courses, there seems little risk in trying something different.  

For the full commentary, see: 

ROBERT H. FRANK.  "Economic View; The Dismal Science, Dismally Taught."  The New York Times, SundayBusiness Section  (Sun., August 12, 2007):  4.

(Note:  ellipsis added.)

For my article on how to improve the principles course, see:

"The Neglect of Creative Destruction in Micro-principles Texts."  History of Economic Ideas 15, no. 1 (2007):  197-210.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

   "EMBRACE AND EXILE; Stalin with a girl who later in life was sent to the gulag."  Source of caption and photo:  online version of the NYT article quoted and cited below.

(p. 5)  STALIN has undergone a number of transformations of his historical image in Russia, interpretations that say as much about the country’s current leaders as about the dictator himself.

In the West, Stalin is remembered for the numbers of his victims, about 20 million, largely his own citizens, executed or allowed to die in famines or the gulag. They included a generation of peasant farmers in Ukraine, former Bolsheviks and other political figures who were purged in the show trials of the 1930s, Polish officers executed at Katyn Forest, and Russians who died in the slave labor economy. Stalin’s crimes have been tied to his personality, cruelty and paranoia as well as to the circumstances of Russian and Soviet history.

While not denying that Stalin committed the crimes, a new study guide in Russia for high school teachers views his cruelty through a particular, if familiar, lens. It portrays Stalin not as an extraordinary monster who came to power because of the unique evil of Communism, but as a strong ruler in a long line of autocrats going back to the czars. Russian history, in this view, at times demands tyranny to build a great nation.

The text reinforces this idea by comparing Stalin to Bismarck, who united Germany, and comparing Russia in the 1930s under the threat of Nazism to the United States after 9/11 in attitudes toward liberties.

The history guide — titled “A Modern History of Russia: 1945-2006” — was presented at a conference for high school teachers where President Vladimir V. Putin spoke; the author, Aleksandr Filippov, is a deputy director of a Kremlin-connected think tank.

For the full commentary, see:

ANDREW E. KRAMER.  "WORD FOR WORD | NEW RUSSIAN HISTORY; Yes, a Lot of People Died, but ..."  The New York Times , Week in Review section  (Sun., August 12, 2007):  5.

(Note:  ellipsis in title in original.)

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

   "Thor Halvorssen at his office in the Empire State Building."  Source of caption and photo:  online version of the NYT article quoted and cited below.

(p. 11)  Since 2005, having already founded two nonprofit organizations focused on free speech and human-rights issues, Mr. Halvorssen has made the movie business part of his portfolio of controversy-stirring efforts. Established with a small amount of his money, his nonprofit Moving Picture Institute has raised about $1.5 million in donations to date to pay for, promote and seek distribution for documentary films.

At a time when the most successful documentaries on political or social issues all seem to be anti-corporate, anti-Bush, pro-environmentalist and left-leaning, the Moving Picture Institute has backed pro-business, anti-Communist and even anti-environmentalist ones. The latest, “Indoctrinate U,” follows the first-time filmmaker Evan Coyne Maloney as he turns Michael Moore’s guerrilla interview tactics on their head to address what he sees as political correctness on campus. In one scene, Mr. Maloney strolls into the women’s studies centers on several campuses and, playing innocent, asks directions to the men’s studies center. He is met with genuine bafflement, derisive laughs or icy hostility.

To Mr. Halvorssen his new role as a fledgling movie mogul dovetails perfectly with his other activities. “Pop culture has (p. 12) the power to be transformational culture,” he said. “A film can reach a lot more people than a white paper. You could think of the film as a trailer for the white paper.”

He paused, then said, “Put it this way: What ‘Sideways’ did for pinot noir, I want to do for freedom.”

. . .

His upbringing helped make a self-described “classical liberal” rather than a conservative, big on free markets and individual liberties, and convinced that “government is not your friend most of the time,” he said. “And I abhor fascism, whether it’s socialist or National Socialist.”

. . .

“The Sugar Babies,” a documentary by Amy Serrano that Mr. Halvorssen helped produce, takes on the issue human trafficking of Haitian workers on sugar plantations in the Dominican Republic. A screening at Florida International University in June erupted into what local press described as “a near riot” between Dominican and Haitian audience members.

Other documentaries championed by the Motion Picture Institute include “Hammer & Tickle,” a lighthearted look at the subversive jokes Soviet citizens told about their leaders.

And Mr. Halvorssen was a co-producer of “Freedom’s Fury,” narrated by Olympic swimmer Mark Spitz, which describes the role Hungary’s Olympic water polo team played in that nation’s 1956 uprising against its Soviet occupiers.

No doubt the most contentious film on the Motion Picture Institute roster so far is ''Mine Your Own Business,'' billed as ''the world's first anti-environmentalist documentary.'' Phelim McAleer, an Irish journalist who received a fellowship from the Motion Picture Institute, traveled to Romania, Madagascar and Chile, where international environmental groups oppose planned mining operations. His film -- financed by Gabriel Resources, a Canadian mining company -- portrays environmentalists as condescending elitists while impoverished locals insist they would welcome the jobs and development the mines would bring.

. . .

Mr. Halvorssen speaks of a ''YouTube revolution'' with the Internet, along with on-demand cable and satellite television, freeing independent filmmakers from Hollywood dominance.

Ultimately, he added, he hopes that ''exploiting technology, marketing and alternative distribution will transform human rights, making it inspiring and even sexy.''

For the full story, see: 

JOHN STRAUSBAUGH.  "A Maverick Mogul, Proudly Politically Incorrect."  The New York Times, Arts&Leisure Section  (Sun., August 19, 2007):  11 & 12.

(Note:  ellipses added.)

For more information on the documentaries of Halvorssen's Moving Picture Institute, see:

http://www.thempi.org/

    Poster for the movie "Mine Your Own Busines."  Source for poster:   http://billhobbs.com/myobposter.gif

Posted by Art Diamond at 1:01 AM | Permalink | Comments (1)

   "Thor Halvorssen at his office in the Empire State Building."  Source of caption and photo:  online version of the NYT article quoted and cited below.

(p. 11)  Since 2005, having already founded two nonprofit organizations focused on free speech and human-rights issues, Mr. Halvorssen has made the movie business part of his portfolio of controversy-stirring efforts. Established with a small amount of his money, his nonprofit Moving Picture Institute has raised about $1.5 million in donations to date to pay for, promote and seek distribution for documentary films.

At a time when the most successful documentaries on political or social issues all seem to be anti-corporate, anti-Bush, pro-environmentalist and left-leaning, the Moving Picture Institute has backed pro-business, anti-Communist and even anti-environmentalist ones. The latest, “Indoctrinate U,” follows the first-time filmmaker Evan Coyne Maloney as he turns Michael Moore’s guerrilla interview tactics on their head to address what he sees as political correctness on campus. In one scene, Mr. Maloney strolls into the women’s studies centers on several campuses and, playing innocent, asks directions to the men’s studies center. He is met with genuine bafflement, derisive laughs or icy hostility.

To Mr. Halvorssen his new role as a fledgling movie mogul dovetails perfectly with his other activities. “Pop culture has (p. 12) the power to be transformational culture,” he said. “A film can reach a lot more people than a white paper. You could think of the film as a trailer for the white paper.”

He paused, then said, “Put it this way: What ‘Sideways’ did for pinot noir, I want to do for freedom.”

. . .

His upbringing helped make a self-described “classical liberal” rather than a conservative, big on free markets and individual liberties, and convinced that “government is not your friend most of the time,” he said. “And I abhor fascism, whether it’s socialist or National Socialist.”

. . .

“The Sugar Babies,” a documentary by Amy Serrano that Mr. Halvorssen helped produce, takes on the issue human trafficking of Haitian workers on sugar plantations in the Dominican Republic. A screening at Florida International University in June erupted into what local press described as “a near riot” between Dominican and Haitian audience members.

Other documentaries championed by the Motion Picture Institute include “Hammer & Tickle,” a lighthearted look at the subversive jokes Soviet citizens told about their leaders.

And Mr. Halvorssen was a co-producer of “Freedom’s Fury,” narrated by Olympic swimmer Mark Spitz, which describes the role Hungary’s Olympic water polo team played in that nation’s 1956 uprising against its Soviet occupiers.

No doubt the most contentious film on the Motion Picture Institute roster so far is ''Mine Your Own Business,'' billed as ''the world's first anti-environmentalist documentary.'' Phelim McAleer, an Irish journalist who received a fellowship from the Motion Picture Institute, traveled to Romania, Madagascar and Chile, where international environmental groups oppose planned mining operations. His film -- financed by Gabriel Resources, a Canadian mining company -- portrays environmentalists as condescending elitists while impoverished locals insist they would welcome the jobs and development the mines would bring.

. . .

Mr. Halvorssen speaks of a ''YouTube revolution'' with the Internet, along with on-demand cable and satellite television, freeing independent filmmakers from Hollywood dominance.

Ultimately, he added, he hopes that ''exploiting technology, marketing and alternative distribution will transform human rights, making it inspiring and even sexy.''

For the full story, see: 

JOHN STRAUSBAUGH.  "A Maverick Mogul, Proudly Politically Incorrect."  The New York Times, Arts&Leisure Section  (Sun., August 19, 2007):  11 & 12.

(Note:  ellipses added.)

For more information on the documentaries of Halvorssen's Moving Picture Institute, see:

http://www.thempi.org/

    Poster for the movie "Mine Your Own Busines."  Source for poster:   http://billhobbs.com/myobposter.gif

Posted by Art Diamond at 1:01 AM | Permalink | Comments (1)

  Professor William C. Dowling.  Source of photo:  online version of the NYT article quoted and cited below.

(p. C15)  For more than a decade at Rutgers, Dr. Dowling has stood as an idealistic absolutist, an intellectual convinced that the thunder of big-time athletics was crumbling the ivory tower of academe.

He has been the conscience, the Cassandra, the crank, the nag, the pain, infuriating opponents and, at times, exasperating allies. Enough years of being the whistle-blower, after all, can make even a tuneful musician sound shrill.

But now, just as Rutgers’s recent triumphs in football and basketball might seem to have justified the university’s investment of tens of millions of dollars, Dr. Dowling has answered in his own subversive way. His memoir of the decade-long campaign against high-stakes athletics at Rutgers, “Confessions of a Spoilsport,” has just been published by Penn State University Press. It is his valediction, and its tone, far from mournful, is defiant.

“I wanted this book to be a monument,” Dr. Dowling, 62, said after class. “I wanted it to be a monument to the kids and the faculty who rallied around this issue. We tried to take on the monster of commercialized sports, even if it swallowed us up and passed us out the other end. Someone should know that we fought the good fight. And because I believe in literature as a form of symbolic action, I want readers to see the possibility of another way. Think about the impact of a book like ‘Uncle Tom’s Cabin’ on slavery.”

. . .  

Dartmouth . . . instilled in Dr. Dowling an appreciation for what he calls now “participatory sports” — sports without scholarships, separate dorms, team tutors, product endorsements, television contracts, reduced admissions standards, easy classes and so many other tropes of Division I-A sports.

Rutgers, in turn, provided a striking example of before and after. For more than 100 years after playing Princeton in the first intercollegiate football game in 1869, Rutgers had competed against schools like Lafayette and Colgate with which it shared academic standards. Then, in 1991, Rutgers joined the Big East Conference, making it a peer of ethically challenged football factories like Miami.

Dr. Dowling grew convinced that the shift was degrading the caliber of students, indeed the entire communal culture.  . . .   And while he enjoyed teaching many members of the track, swimming and crew teams in his courses, he vociferously resisted the notion that athletic scholarships offered opportunity to low-income, minority students.

“If you were giving the scholarship to an intellectually brilliant kid who happens to play a sport, that’s fine,” he said. “But they give it to a functional illiterate who can’t read a cereal box, and then make him spend 50 hours a week on physical skills. That’s not opportunity. If you want to give financial help to minorities, go find the ones who are at the library after school.”

For the full story, see: 

SAMUEL G. FREEDMAN.  "EDUCATION; To the Victors at Rutgers Also Goes the 'Spoilsport'."  The New York Times  (Weds., September 26, 2007):  C15. 

(Note:  ellipses added.)

Here is the description of Dowling's book that appears on Amazon: 

"Universities exist to transmit understanding and ideals and values to students . . . not to provide entertainment for spectators or employment for athletes. . . . When I entered a much smaller Rutgers sixty years ago, athletics were an important but strictly minor aspect of Rutgers education. I trust that today's much larger Rutgers will honor this tradition from which I benefited so much." --Milton Friedman, Rutgers '32, Nobel Prize in Economics, 1976

In 1998, Milton Friedman's statement drew national attention to Rutgers 1000, a campaign in which students, faculty, and alumni were resisting the takeover of their university by commercialized Division IA athletics. Subsequently, the movement received extensive coverage in the New York Times, the Wall Street Journal, the Chronicle of Higher Education, Sports Illustrated, and other publications.

Today, "big-time" college athletics remains a hotly debated issue at Rutgers. Why did an old eastern university that had long competed against such institutions as Colgate, Columbia, Lafayette, and Princeton, choose, by joining the Big East conference in 1994, to plunge into the world of such TV-revenue-driven extravaganzas as "March Madness" and the Tostitos Fiesta Bowl? What is the moral for universities where big-time college sports have already become the primary source of institutional identity?

Confessions of a Spoilsport is the story of an English professor who, having seen the University of New Mexico sink academically in the period of a major basketball scandal, was galvanized into action when Rutgers joined the Big East. It is also the story of the Rutgers 1000 students and alumni who set out against enormous odds to resist the decline of their university--eviscerated academic programs, cancellation of minor sports, loss of the "best and brightest" in-state students to the nearby College of New Jersey--while tens of millions of dollars were being lavished on Division IA athletics. Ultimately, however, the story of Rutgers 1000 is what the New York Times called it when Milton Friedman issued his ringing statement: a struggle for the soul of a major university.

The reference to Dowling's book, is: 

Dowling, William C. Confessions of a Spoilsport: My Life and Hard Times Fighting Sports Corruption at an Old Eastern University. University Park, PA: Pennsylvania State University Press, 2007.

  Source of book image:  http://www.amazon.com/Confessions-Spoilsport-Fighting-Corruption-University/dp/0271032936/ref=pd_bbs_sr_1?ie=UTF8&s=books&qid=1196229303&sr=1-1

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

When W. became president, he had two major education initiatives:  vouchers, and "no child left behind."  It is unfortunate that in the face of formidable Democratic opposition, he abandoned vouchers, and stuck with "no child left behind."  The latter policy's intent is noble, but some of its unintended consequences are perverse. 

Mandatory testing results in educational inefficiency:  teachers teach to the tests, and as the commentary quoted below reports, tests get jiggered to show good results.

The main harm though, is that some of the most important results of good education, like resilience, self-discipline, and creativity, are not readily measured in standardized multiple choice tests.  So programs, such as Montessori, that encourage such results, end up under-appreciated and under-rewarded.

What we most need is for parents to be free to choose in education.  That would result in far greater innovation and improvement in education than the current "no child left behind" standardized testing.

(p. A31) If teachers, administrators, politicians and others have a stake in raising the test scores of students — as opposed to improving student learning, which is not the same thing — there are all kinds of incentives to raise those scores by any means necessary.

. . .

A study released last week by the Thomas B. Fordham Institute and the Northwest Evaluation Association found that “improvements in passing rates on state tests can largely be explained by declines in the difficulty of those tests.”

The people in charge of most school districts would rather jump from the roof of a tall building than allow an unfettered study of their test practices. But that kind of analysis is exactly what’s needed if we’re to get any real sense of how well students are doing.

For the full commentary, see: 

BOB HERBERT.    " High-Stakes Flimflam."  The New York Times   (Tues.,  October 9, 2007):  A31.

   Columnist Bob Herbert.  Source of photo:  online version of the NYT column quoted and cited above.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

Many years ago, I went along with a group of Exec MBA students to Germany.  Among them was Bill Swanson.  Bill had a sense of humor.

At some point in the trip, I spilled ketchup on my tie.  Bill's response was that normally a ruined tie would be sad, but given my tie, the ketchup was an improvement.

Yes, Bill has a sense of humor; so I'm hoping the story below is a joke.

That's what I hope, but what I fear is that the story below is one more example of the inefficient, sometimes painful (like when an 8th grader can't take aspirin to middle school), and sometimes funny, things that we are driven to do to protect ourselves from being sued, in an economy where congress has empowered personal injury lawyers to frequently sue for huge and unpredictable compensatory and punitive damages.  (When Joe Ricketts, Ameritrade founder, spoke to my Exec MBA class a few years ago, he said that the biggest threat facing the U.S. economy was the proliferation of tort law suits.)

So it's either a bad joke; or (most likely) it's UNO protecting itself against every potential law suit; or it's a third, and worse, alternative---which would be if the story below is to be taken at face value. 

In that case we would have to conclude that some UNO staff have nothing better to do with their time than to paternalistically 'protect' young adults from a minuscule risk of illness from freely choosing to purchase and eat cupcakes being sold by fellow students to raise money for good causes.

Here is an excerpt from the page one, lead story, of the Sat., Oct. 6, 2007, Omaha World-Herald:

(p. 1A)  Guns. Drugs. Bake sales.

What do these things have in common?

All have been banned at the University of Nebraska at Omaha campus.

Citing safety and health concerns, UNO last week prohibited selling homemade food items at campus fundraisers.

Officials said the prevalence of serious food allergies and the potential for contaminated food — either by accident or deliberately — led UNO to adopt the policy, which then drew complaints from student groups.

"The primary issue is the health of the students and the safety of the students," said Bill Swanson, assistant to the vice chancellor in the Career Exploration and Outreach Office.

No one on the UNO campus has reported problems with contaminated food purchased at a bake sale, Swanson said.

But there have been incidents around the country, he said, and those were enough to prompt a discussion among officials.

The decision has come under fire from students who say the restriction cuts off small student (p. 2A) groups from their primary fundraising source.

The Public Relations Student Society of America traditionally held bake sales once a month to raise money for national conferences, local business luncheons and volunteer work, said the group's president, Katie Dowd.

The group raised about $1,500 a year hawking homemade baked goods donated by members.

"It's a big blow to us," said Dowd, who called the potential for food contamination from her group's offerings "very unlikely."

For the full story, see: 

ELIZABETH AHLIN.  "Goodies ban half-baked, UNO students say." Omaha World-Herald  (Saturday, October 6, 2007):  1A & 2A.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

  One of Mark Bent's solar flashlights stuck in a wall to illuminate a classroom in Africa.  Source of the photo:   http://bogolight.com/images/success6.jpg

What Africa most needs, to grow and prosper, is to eject kleptocratic war-lord governments, and to embrace property rights and the free market.  But in the meantime, maybe handing out some solar powered flashlights can make some modest improvements in how some people live.

The story excerpted below is an example of private, entrepreneur-donor-involved, give-while-you-live philanthropy that holds a greater promise of actually doing some good in the world, than other sorts of philanthropy, or than government foreign aid. 

FUGNIDO, Ethiopia — At 10 p.m. in a sweltering refugee camp here in western Ethiopia, a group of foreigners was making its way past thatch-roofed huts when a tall, rail-thin man approached a silver-haired American and took hold of his hands. 

The man, a Sudanese refugee, announced that his wife had just given birth, and the boy would be honored with the visitor’s name. After several awkward translation attempts of “Mark Bent,” it was settled. “Mar,” he said, will grow up hearing stories of his namesake, the man who handed out flashlights powered by the sun.

Since August 2005, when visits to an Eritrean village prompted him to research global access to artificial light, Mr. Bent, 49, a former foreign service officer and Houston oilman, has spent $250,000 to develop and manufacture a solar-powered flashlight.

His invention gives up to seven hours of light on a daily solar recharge and can last nearly three years between replacements of three AA batteries costing 80 cents.

Over the last year, he said, he and corporate benefactors like Exxon Mobil have donated 10,500 flashlights to United Nations refugee camps and African aid charities.

Another 10,000 have been provided through a sales program, and 10,000 more have just arrived in Houston awaiting distribution by his company, SunNight Solar.

“I find it hard sometimes to explain the scope of the problems in these camps with no light,” Mr. Bent said. “If you’re an environmentalist you think about it in terms of discarded batteries and coal and wood burning and kerosene smoke; if you’re a feminist you think of it in terms of security for women and preventing sexual abuse and violence; if you’re an educator you think about it in terms of helping children and adults study at night.”

Here at Fugnido, at one of six camps housing more than 21,000 refugees 550 miles west of Addis Ababa, the Ethiopian capital, Peter Gatkuoth, a Sudanese refugee, wrote on “the importance of Solor.”

“In case of thief, we open our solor and the thief ran away,” he wrote. “If there is a sick person at night we will took him with the solor to health center.”

A shurta, or guard, who called himself just John, said, “I used the light to scare away wild animals.” Others said lights were hung above school desks for children and adults to study after the day’s work.

For the full story, see:

Will Connors and Ralph Blumenthal.  "Letting Africa’s Sun Deliver the Luxury of Light to the Poor."  The New York Times, Section 1  (Sun., May 20, 2007):  8.

(Note:  the title of the article on line was:  "Solar Flashlight Lets Africa’s Sun Deliver the Luxury of Light to the Poorest Villages.")

    Source of map:  online version of the NYT article cited above.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

THIS is an obituary for a great American institution whose death was announced this week. After 155 years, Antioch College is closing.

. . .

With a grant from the Rockefeller Foundation, the college increased African-American enrollment to 25 percent in 1968, from virtually nil in previous years. The new students were recruited from the inner city. At around the same time, Antioch created coeducational residence halls, with no adult supervision. Sex, drugs and rock 'n' roll became the rule, as you might imagine, and there was enormous peer pressure to be involved in all of them. No member of the faculty or administration, and certainly none of the students, could guess what these sudden changes would mean. They were simply embraced in the spirit of the time.

I moved into this sociological petri dish from a well-to-do suburb. Within my first week I twice had guns drawn on me, once in fun and once in a state of drunken for real by a couple of ex-cons whom one of my classmates, in the interest of breaking down class barriers, had invited to live with her.

My roommate began the tortured process of coming out of the closet, first by pursuing women relentlessly and then accepting the truth and allowing himself to be pursued by men. He needed to talk all this out with himself when he came in each morning at 4 a.m., and in the face of his personal crisis, there was little I could do to assert my right to sleep.

. . .

Antioch College became a rump where the most illiberal trends in education became entrenched. Since it is always easier to impose a conformist ethos on a small group than a large one, as the student body dwindled, free expression and freedom of thought were crushed under the weight of ultraliberal orthodoxy. By the 1990s the breadth of challenging ideas a student might encounter at Antioch had narrowed, and the college became a place not for education, but for indoctrination. Everyone was on the same page, a little to the left of The Nation in worldview.

For the full commentary, see: 

Michael Goldfarb.  "Where the Arts Were Too Liberal."  The New York Times, Section 4  (Sun., June 17, 2007):  13.

(Note:  ellipses added.)

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

The excerpt below is from a WSJ summary of an article by Maureen Ogle in the March-April 2007 issue of HISTORICALLY SPEAKING.

History professors, writes Ms. Ogle in the History Society's bimonthly bulletin, don't make enough effort to connect with students who view the world through a lens shaped by iPods and instant messaging. Worse, professors have lost the skills needed to engage a general audience like writing lively prose or choosing interesting topics. Their careers depend on getting articles into tiny journals on abstruse topics, not conveying the importance of that research to the public.  . . .

. . .

She resigned from her university post in 1999 and began a mission to provide nonacademic readers with "well-researched, well-documented, well-reasoned history." On the way, she discovered the perils, and pleasures, of writing for an audience "larger than six."

For the full summary, see: 

"Informed Reader; ACADEMIA; Historians Belong on the Street, Not in the Tower."  The Wall Street Journal  (Thurs., May 31, 2007):  B6.

(Note:  ellipsis added.)

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

The story below provides further evidence that those who are working hard to make English the mandatory language of the United States, should find themselves a real problem to worry about.

PARIS, April 7 — When economics students returned this winter to the elite École Normale Supérieure here, copies of a simple one-page petition were posted in the corridors demanding an unlikely privilege: French as a teaching language.

“We understand that economics is a discipline, like most scientific fields, where the research is published in English,” the petition read, in apologetic tones. But it declared that it was unacceptable for a native French professor to teach standard courses to French-speaking students in the adopted tongue of English.

In the shifting universe of global academia, English is becoming as commonplace as creeping ivy and mortarboards. In the last five years, the world’s top business schools and universities have been pushing to make English the teaching tongue in a calculated strategy to raise revenues by attracting more international students and as a way to respond to globalization.

Business universities are driving the trend, partly because changes in international accreditation standards in the late 1990s required them to include English-language components. But English is also spreading to the undergraduate level, with some South Korean universities offering up to 30 percent of their courses in the language. The former president of Korea University in Seoul sought to raise that share to 60 percent, but ultimately was not re-elected to his post in December.

In Madrid, business students can take their admissions test in English for the elite Instituto de Empresa and enroll in core courses for a master’s degree in business administration in the same language. The Lille School of Management in France stopped considering English a foreign language in 1999, and now half the postgraduate programs are taught in English to accommodate a rising number of international students.

Over the last three years, the number of master’s programs offered in English at universities with another host language has more than doubled, to 3,300 programs at 1,700 universities, according to David A. Wilson, chief executive of the Graduate Management Admission Council, an international organization of leading business schools that is based in McLean, Va.

“We are shifting to English. Why?” said Laurent Bibard, the dean of M.B.A. programs at Essec, a top French business school in a suburb of Paris that is a fertile breeding ground for chief executives.

“It’s the language for international teaching,” he said. “English allows students to be able to come from anyplace in the world and for our students — the French ones — to go everywhere.”

For the full story, see: 

DOREEN CARVAJAL.  "English as Language of Global Education."  The New York Times  (Weds., April 11, 2007):  A21.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

   Source for the image of the Moment issue cover, on left: http://www.momentmag.com/issue/index.html   Source for the image of the first page of the article, on right:  online version of the Moment article cited below.

Sergey, who turned six that summer, remembers what followed as simply “unsettling”—literally so. “We were in different places from day to day,” he says. The journey was a blur. First Vienna, where the family was met by representatives of HIAS, the Hebrew Immigrant Aid Society, which helped thousands of Eastern European Jews establish new lives in the free world. Then, on to the suburbs of Paris, where Michael’s “unofficial” Jewish Ph.D. advisor, Anatole Katok, had arranged a temporary research position for him at the Institut des Hautes Etudes Scientifiques. Katok, who had emigrated the year before with his family, looked after the Brins and paved the way for Michael to teach at Maryland.

When the family finally landed in America on October 25, they were met at New York’s Kennedy Airport by friends from Moscow. Sergey’s first memory of the United States was of sitting in the backseat of the car, amazed at all the giant automobiles on the highway as their hosts drove them home to Long Island.

The Brins found a house to rent in Maryland—a simple, cinder-block structure in a lower-middle-class neighborhood not far from the university campus. With a $2,000 loan from the Jewish community, they bought a 1973 Ford Maverick. And, at Katok’s suggestion, they enrolled Sergey in Paint Branch Montessori School in Adelphi, Maryland.

He struggled to adjust. Bright-eyed and bashful, with only a rudimentary knowledge of English, Sergey spoke with a heavy accent when he started school. “It was a difficult year for him, the first year,” recalls Genia. “We were constantly discussing the fact we had been told that children are like sponges, that they immediately grasp the language and have no problem, and that wasn’t the case.”

Patty Barshay, the school’s director, became a friend and mentor to Sergey and his parents. She invited them to a party at her house that first December (“a bunch of Jewish people with nothing to do on Christmas Day”) and wound up teaching Genia how to drive. Everywhere they turned, there was so much to take in. “I remember them inviting me over for dinner one day,” Barshay says, “and I asked Genia, ‘What kind of meat is this?’ She had no idea. They had never seen so much meat” as American supermarkets offer.

When I ask about her former pupil, Barshay lights up, obviously proud of Sergey’s achievements. “Sergey wasn’t a particularly outgoing child,” she says, “but he always had the self-confidence to pursue what he had his mind set on.”

He gravitated toward puzzles, maps and math games that taught multiplication. “I really enjoyed the Montessori method,” he tells me. “I could grow at my own pace.” He adds that the Montessori environment—which gives students the freedom to choose activities that suit their interests—helped foster his creativity.

“He was interested in everything,” Barshay says, but adds, “I never thought he was any brighter than anyone else.”

For the full story, see:

Mark Malseed.  "The Story of Sergey Brin; How the Moscow-born entrepreneur cofounded and changed the way the world searches."  Moment Magazine  (February 2007).

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

 

(p. 244)  Whenever I walk into a public school, I stagger a bit at the entrance.  The moment I step across the threshold, I'm nearly toppled by a wave of nostalgia.  Most schools I've visited in the twenty-first century look and feel exactly like the central Ohio, public schools I attended in the 1970s.  The classrooms are the same size.  The desks stand in those same rows.  Bulletin boards preview the next national holiday.  The hallways even smell the same.  Sure, some classrooms might have a computer or two.  But in most respects, the schools American children attend today seem indistinguishable from the ones their parents and grandparents attended generations earlier.

At first such deja vu warmed my soul.  But then I thought about it.  How many other places look and feel exactly as they did twenty, thirty, or forty years ago?  Banks don't.  Hospitals don't.  Grocery stores don't.  Maybe the sweet nostalgia I sniffed on those classroom visits was really the odor of stagnation.

Source:

Pink, Daniel H.  Free Agent Nation: How America's New Independent Workers Are Transforming the Way We Live.  New York: Warner Business Books, 2001.

(Note:  italics in original.)

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

  Source of image is screen capture from KETV web page:  http://www.ketv.com/news/13120432/detail.html

Aaron Brown was an excellent student in my micro-principles course several years ago, and now he is a law student at UNL.  You may also remember him as a frequent contributor of comments to entries on this blog.

He's gotten some attention today (4/26/07) by speaking out for the right of college students to defend themselves by bearing arms.

For the KETV (Omaha ABC channel 7) story, see:  http://www.ketv.com/news/13120432/detail.html

For the KOLN (Omaha Fox channel 10) story, see:  http://www.kolnkgin.com/news/headlines/7209236.html

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

 

There's something about our nation's capital that converts many leading Democrats to school choice. Perhaps it's the glimpse that Washington, D.C. affords into inner-city public schools.

But in most cases this appreciation of school choice extends only to their own children -- and not to the millions of children in failing public schools. Indeed, a nearly perfect correlation exists among Democratic presidential candidates who have exercised school choice for their own children and those who would deny such choices to the parents of other children.

. . .

The mystery man is Sen. Barack Obama, who sends his child to a private school in Chicago yet once referred to school vouchers as "social Darwinism." Still, he says that on education reform, "I think a good place to start would be for both Democrats and Republicans to say . . . we are willing to experiment and invest in anything that works."

Well, school choice works. Every study that compares children who applied for school choice scholarships and received them with those who applied but did not shows improved academic performance. More important, every study that has examined the effect of school choice competition has found significantly improved performance by public schools.

Given their track records it is doubtful how many candidates will agree with Sen. Obama's professed openness to experiment. But as he might say, we can always have the audacity to hope.

For the full commentary, see:

CLINT BOLICK.  "Selective School Choice."  The Wall Street Journal  (Fri., March 2, 2007):  A11.

(Note:  ellipsis between paragraphs was added; ellipsis within Obama quote was in the original.)

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

          In Mount Vernon, New York, Maria de Oliveira (center) waited three months for an opening in this English class.  Source of photo:  online version of the NYT article quoted and cited below.

In the United States, other things equal, those who speak English earn more than those who do not.  So there is a substantial incentive for immigrants to learn English, even in the absence of the much-debated proposed laws to mandate English in various ways.  Consider the evidence in the article excerpted below: 

(p. A1)  MOUNT VERNON, N.Y. — Two weeks after she moved here from her native Brazil, Maria de Oliveira signed up for free English classes at a squat storefront in this working-class suburb, figuring that with an associate’s degree and three years as an administrative assistant, she could find a good job in America so long as she spoke the language.

The woman who runs the classes at Mount Vernon’s Workforce and Career Preparation Center added Ms. Oliveira’s name to her pink binder, at the bottom of a 90-person waiting list that stretched across seven pages. That was in October. Ms. Oliveira, 26, finally got a seat in the class on Jan. 16.

“I keep wondering how much more I’d know if I hadn’t had to wait so long,” she said in Portuguese.

. . .

Luis Sanchez, 47, a Peruvian truck driver for a beer distributor in New Brunswick, has been in this country (p. C14) 10 years — and on the waiting list for English classes in Perth Amboy five months. “You live from day to day, waiting to get the call that you can come to class,” Mr. Sanchez said in Spanish, explaining that he knew a little English but wanted to improve his writing skills so he could apply for better jobs. “I keep on waiting.”

. . .

In Newburgh, N.Y., an Orange County town where one in five of the 29,000 residents are immigrants, Blanca Saravia has amassed an impressive portfolio of odd jobs since arriving from Honduras in 2004: gas station attendant, office janitor, cook’s helper, and, for the last 14 months, packager at a local nail-polish factory. Speaking in her native Spanish, Ms. Saravia said that she has been able to get by with co-workers’ translating, but that “when the boss gives orders, I don’t understand.”

. . .

. . .   Ahmed Al Saidi, 49, who works at a gas station and moved from Yemen in 1994, said in halting English that he wants to learn the language “for better work and to talk to people when I go to the store.”

Ms. Oliveira, the immigrant from Brazil, said she still knows too little English to venture into the marketplace; her husband, who is American born and supports the couple financially, encouraged her to enroll in the classes, held five mornings a week.

“I hope that when I’m speaking a little better, I’ll be able to find a job where I can use the English I learned here and the skills I have from back home,” she said in Portuguese. “When I was on the waiting list, there were times I thought this time would never come.” 

For the full story, see: 

FERNANDA SANTOS.  "Demand for English Lessons Outstrips Supply."  The New York Times  (Tues., February 27, 2007):  A1 & C14.

(Note:  ellipses added.)

  Source of graphic:  online version of the NYT article quoted and cited above.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

   Molly McGrath.  Soure of photo:  online version of the Omaha World-Herald article cited below.

Molly was one of our Research Assistants last year in the UNO economics department: 

(p. 1D)  Miss Nebraska Molly McGrath has driven more than 25,000 miles since being crowned in June, mostly to schools as she talks about personal finance issues like avoiding debt and using money as a tool to realize dreams.

"There is a drastic need for economic and financial education with all people, but especially in low-income communities and especially among our youth," McGrath told about a dozen people at a recent meeting of the Rotary Club of Omaha-North.

McGrath knows about making ends meet. Her parents could not help her pay for college, so she has used more than $20,000 in scholarships won through the Miss America program. She also cleaned toilets, dorm rooms and apartments as she earned her undergraduate degree at New York University in New York.

"I was known right away at NYU as the girl from Nebraska," McGrath said. "And after I started this cleaning business I was known as the girl from Nebraska who cleans toilets."

For the full story, see: 

JOE RUFF.  "Miss Nebraska teaches dollars and sense."  Omaha World-Herald  (Monday, February 26, 2007):  1D & 2D.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

Source of graphic:  online version of the Omaha World-Herald article cited below.

(p. 1A)  Who's winning in the Omaha-area disputes about school finances and boundaries?.

So far, it looks like the lawyers.

Taxpayers have shelled out $12 million to private lawyers hired to handle those matters for Omaha-area school districts and the State of Nebraska, a World-Herald study found.

Nearly all of that has been paid during the past 3¹/₂ years to two Omaha firms: Baird Holm, hired by the Omaha Public Schools, and Fraser Stryker, which was hired by the state and separately by the suburban districts.

The money has been spent on three interconnected items:

• The OPS lawsuit against the state's school funding system, which accounts for most of the $12 million.

• The Omaha district's effort, now on hold, to take over its suburban neighbors.

• And fallout from the Legislature's 2006 law that would break apart OPS and create a two-county "learning community" for the Omaha metro area.

The $12 million doesn't include lobbying costs or staff time for the three matters. And it doesn't include millions of dollars the districts paid lawyers during the same period for routine legal work.

The three items have fueled a stunning increase in OPS payments to lawyers. The district now pays about $400,000 a month in legal fees - four times what it (p. 2A) paid five years ago.

"This seems to me to be crazy," said State Sen. Ron Raikes of Lincoln, who introduced a bill this year aimed at curbing school districts' spending on legal fees.

"These are legal fees, paid pretty much by taxpayers, for a school district to conduct a legal war against another school district or against the state," said Raikes, who heads the Legislature's education committee.

For the full story, see:

PAUL GOODSELL.  "Lawyers reap OPS windfall; District, state actions cost taxpayers $12 million, so far."   OMAHA WORLD-HERALD  (Sunday, March 4, 2007):  1A & 2A.

(Note:  the online version had the somewhat different title:  "OPS legal fees cost taxpayers $12 million, so far.")

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

On Wednesday, the Wall Street Journal ran an editorial on the issue that is excerpted below:

Proving that the best reforms often pass by the slimmest of margins, Utah's house voted 38-37 late last week to create a state-wide voucher program that will allow students to escape failing public schools.

Union opponents can be expected to mount a furious assault in the state senate, and then head to court. But the senate is likely to pass the reform supported by GOP Governor Jon Huntsman Jr., so Utah may soon become the first state with a universal school choice plan. It would offer students who attend private K-12 schools from $500 to $3,000 in tuition reimbursement based on family income.

Meanwhile, South Carolina could be next. Legislation is now being drafted to allow nearly 200,000 poor students to opt out of failing public schools by giving them up to $4,500 a year to spend on private school tuition. Middle class parents would be eligible for a $1,000 tax credit.

Reference for editorial:

"Choice Advances."  The Wall Street Journal  (Weds., February 7, 2007):  A14.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

At a dinner last week to announce the winner of the business book of the year award, Lawrence H. Summers, the former Treasury secretary, poked fun at his tenure as the president of Harvard.  . . .

Specifically, he said he was woefully naïve when he had been first asked to describe the difference between being a university president and being a cabinet officer. ''I guess I didn't get it right in the answer I gave in my first year or two,'' he said, ''because I used to say, 'Well, in Washington, it's so political; there's organized opposition to everything.' ''

For the full story, see: 

JANE L. LEVERE.  "OPENERS: SUITS; HARVARD EDUCATION."  The New York Times, Section 3 (Sun., October 29, 2006):  2.

(Note:  ellipsis added.)

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

 One version of the laptops produced by One Laptop Per Child for roughly $100 a piece.  Source of image:  http://www.laptop.org/OLPC_files/nigeria.jpg

Simply giving each child a laptop, won't much improve their standard of living.  (See Easterly's The Elusive Quest for Growth.)  But maybe a few of the children will obtain access to information about what is possible in the outside world, and maybe that will lead them to fight for more freedom?

But at least, if they remain poor, it will not be possible to lay the blame on some sort of 'digital divide.'  Lay the blame, instead on government economic planning. 

Note the aside buried in the article:  'competitive advantage' economist Michael Porter is telling the Libyans how to develop a "national economic plan"??  (Say it ain't so, Michael!)

SAN FRANCISCO, Oct. 10 — The government of Libya reached an agreement on Tuesday with One Laptop Per Child, a nonprofit United States group developing an inexpensive, educational laptop computer, with the goal of supplying machines to all 1.2 million Libyan schoolchildren by June 2008.

The project, which is intended to supply computers broadly to children in developing nations, was conceived in 2005 by a computer researcher at the Massachusetts Institute of Technology, Nicholas Negroponte.  His goal is to design a wireless-connected laptop that will cost about $100 after the machines go into mass production next year.

. . .

At the World Economic Forum in Davos, Switzerland, in January, Bill Gates, Microsoft’s chairman, suggested that the next generation of cellphones might be a better way to reach across the so-called digital divide.

Mr. Negroponte said Microsoft refused to sell its Windows software to the project at a price that would make it possible to include in his system.  As a result, his laptops will come with the freely available Linux operating system, which is becoming increasingly popular in the developing world.

The idea of a laptop for every schoolchild grew out of Mr. Negroponte’s experience in giving children Internet-connected laptops in rural Cambodia.  He said the first English word out of the mouths of the Cambodian students was “Google.”

Discussions between the One Laptop project and the Libyan government began as part of work being done by the Monitor Group, an international consulting firm co-founded by the economist Michael E. Porter.  It is now helping the Libyans develop a national economic plan.

. . .  

The first test models will be distributed to the five participating countries companies at the end of this November, according to Mr. Negroponte, and mass production is planned for June or July of 2007.

The computers come with a wireless connection, a built-in video camera, an eight-hour battery and a hand crank for recharging batteries.  They will initially be priced below $150, and the price is expected to decline when they are manufactured in large numbers.

For the full story, see:

JOHN MARKOFF.  "U.S. Group Reaches Deal to Provide Laptops to All Libyan Schoolchildren."  The New York Times  (Weds., October 11, 2006):  A14.

(Note:  ellipses added.)

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

Here is more evidence that public school physical education classes should be turned over to private sector firms like "24 Hour Fitness."  

Ms. Jackie Lund, who is quoted below, is the President of NASPE, which the article identifies as "an association of fitness educators and professionals.  Note well that she as much as admits that fitness is not the purpose of gym classes.

Researchers report that in the typical high-school gym class students are active for an average of 16 minutes.

The report by Cornell University researchers also found that adding 200 minutes more of physical-education time a week had little effect. (See the report.)

"What's actually going on in gym classes?  Is it a joke?" asked John Cawley, lead author of the study and a professor of policy analysis and management at Cornell.

. . .

The rest of the extra gym time is likely spent being idle -- most likely standing around while playing sports like softball or volleyball that don't require constant movement, Mr. Cawley said.

. . .

. . . , Ms. Lund says merely counting how many minutes students are moving may not be a fair measure of a gym class.  "It's not supposed to be aerobics class.  The activity level is going to vary depending on the sport they're learning," she said.

For the full story, see: 

"High-Schoolers Get Scant Exercise in Gym Class."   Wall Street Journal  (Weds., September 20, 2006):  D4.

(Note:  the online version of the article has the title:  "Is High-School Gym Class An Exercise in Futility?")

(Note:  ellipses are added.)

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

With professors spending so much time blogging for no payment, universities might wonder whether this detracts from their value.  Although there is no evidence of a direct link between blogging and publishing productivity, a new study* by E. Han Kim and Adair Morse, of the University of Michigan, and Luigi Zingales, of the University of Chicago, shows that the internet's ability to spread knowledge beyond university classrooms has diminished the competitive edge that elite schools once held.

Top universities once benefited from having clusters of star professors.  The study showed that during the 1970s, an economics professor from a random university, outside the top 25 programmes, would double his research productivity by moving to Harvard.  The strong relationship between individual output and that of one's colleagues weakened in the 1980s, and vanished by the end of the 1990s.

The faster flow of information and the waning importance of location—which blogs exemplify—have made it easier for economists from any university to have access to the best brains in their field.  That anyone with an internet connection can sit in on a virtual lecture from Mr DeLong means that his ideas move freely beyond the boundaries of Berkeley, creating a welfare gain for professors and the public.  

For the full story, see:

"FINANCE & ECONOMICS: Economists' blogs; The invisible hand on the keyboard; Why do economists spend valuable time blogging?"  The Economist 380, no. 8489 (Aug. 3, 2006):  67. 

The full reference to the paper by Kim et al, is:

* “Are Elite Universities Losing Their Competitive Edge?” by E. Han Kim, Adair Morse and Luigi Zingales. NBER working paper 12245, May 2006.

(Thanks to Carolyn Diamond for giving me a copy of the article from The Economist.) 

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

Source of image:  online version of the NYT article cited below.

(p. E1)  The dirty secret among former high school and college jocks is that many don't remain active as adults.  In their glory days they were the fittest among their peers.  But as adults many are overtaken by nonjocks who embrace fitness as a commitment to health, forget the varsity letter.

Onetime elite athletes often languish once organized competition is over and a coach isn't hounding them, sports scientists and exercise physiologists say.  Many are burned out.  Others become discouraged when their lackluster fitness can't compare to their highlight reels.  Running on a treadmill in a sea of anonymous gym-goers doesn't compare to the thrill of being an m.v.p. on campus.

"Basically, they've been to the mountaintop and now they're on these little hills, and that is difficult to deal with," said Dan Gould, the director of the Institute for the Study of Youth Sports at Michigan State University in Lansing.

Extrinsic motivation is tricky business, said Dr. Gould, a professor of kinesiology.  He said he has found that athletes who played for trophies (p. E8) or attention are more at risk of becoming sedentary as adults than people who have taught themselves to get off the sofa and exercise, those with "intrinsic motivation."

For the full story, see:

JILL AGOSTINO.  "Once an Athletic Star, Now an Unheavenly Body."   The New York Times  (Thurs.,  July 6, 2006):  E1 & E8.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

Source of graphic: online version of The Gateway article cited below.

The Gateway, the student newspaper at the University of Nebraska at Omaha, ran a nice feature article on artdiamondblog.com on July 18, 2006, as the first installment of a projected series on blogs created by members of the campus community.

If you click the citation below, you will arrive at the online version of the feature:

Reed, Charley. "Meet the Blogger: UNO Professor Art Diamond." The Gateway (Tues., July 18, 2006):  3.

For your convenience, the text of the feature also appears below.

Continue reading "Gateway Features artdiamondblog.com" »

Posted by Art Diamond at 1:02 AM | Permalink | Comments (0)

Writing on Weds., July 12th, libertarian litigator Clint Bolick, seeks to improve failing schools by using the courts to increase parental choice:

A world of education reform will change tomorrow when a group of families files a class action lawsuit in Chancery Court in Newark, N.J.  They are asking for an immediate and meaningful remedy for 60,000 children trapped in failing schools -- by transferring control over education funds from bureaucrats to parents.

Seeking to vindicate the state constitutional guarantee of a "thorough and efficient" education, the plaintiffs in Crawford v. Davy ask that children be allowed to leave public schools where fewer than half of the students pass the state math and language literacy assessments that measure educational proficiency; and that the parents of these children be permitted to take the pro rata share of the public money spent on their children, to seek better opportunities in other public or private schools.  Supporting the families are three prominent New Jersey groups:  the Black Ministers Council, the Latino Leadership Alliance, and Excellent Education for Everyone.

The remedy these parents seek is fundamentally different from the one established by more than three decades of litigation across the country.  Courts in states like New York, Texas and California have ordered massive increases in school funding to fulfill state constitutional mandates for educational "equity" or "adequacy," all on the belief that more money will boost school quality and student performance.  The funds have produced new programs and bureaucracies, but too often they fail to trickle down to the students by way of improved educational quality.

In any area other than education such a remedy would be considered bizarre.  Suppose you purchased a car whose warranty promised "thorough and efficient" transportation, and it turned out to be a lemon.  If you sued to enforce the warranty, would a court order a multibillion dollar payment to the auto maker in the hope that someday it would produce a better product?  Of course not:  It would order the company to give your money back so you could buy a different car.

For the full commentary, see:

CLINT BOLICK. "Remedial Education." The Wall Street Journal  (Weds., July 12, 2006):  A16.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

(p. A1)  SAN DIEGO -- When San Diego's school district began overhauling its science-education curriculum five years ago, it wanted to raise the performance of minority, low-income and immigrant students.

But parents in middle- and upper-income areas, where many students were already doing well, rebelled against the new curriculum, and a course called Active Physics in particular.  They called it watered-down science, too skimpy on math.

A resistance movement took hold.  Some teachers refused to use the new textbooks, which are peppered with cartoons.  They gathered up phased-out texts to use on the sly.  As controversy over the issue escalated, it played a part in an election in which the majority of the school board was replaced.  Now, further curriculum changes are under consideration.

. . .

(p. A11)  Mitz Lee, a parent activist at Scripps Ranch High, also a high-achieving school, continued quietly organizing opposition and eventually made it a cornerstone of her 2004 campaign for a seat on the school board.

Opposition to the program remained sharp among some veteran science teachers.  Tom Deets, who teaches at Patrick Henry High, argued that freshman who hadn't passed eighth-grade algebra weren't ready for physics.  Rather than teach the new course, he switched to math until the district offered him an administrative job.

Aiming to keep their hands on alternative teaching materials, an active underground sprang up, with teachers squirreling away old physics textbooks to make sure the district couldn't collect them.  "At one time, I probably had 400 books," says Hal Cox, a retired submarine commander who teaches physics at Hoover High School.  "I put them in lockers, everywhere I could find."

The opposition came to a head with the school-board elections of 2004, when three critics of the district's overall curriculum changes, including those in math and reading, were elected to its five-member school board.  The winners included Ms. Lee, who had campaigned for an end to "fuzzy" science and was elected by the widest margin of the new board members.  She has lately been pushing for giving individual schools more autonomy on course choice.  "I don't want any more central mandates," Ms. Lee says.

For the full story, see:

ROBERT TOMSHO.  "Textbook Battle; Top High Schools Fight New Science As Overly Simple; San Diego's Physics Overhaul Makes Classes Accessible, Spurs Parental Backlash; Test Scores Barely Budge."  The Wall Street Journal  (Thurs., April 13, 2006):   A1 & A11.

Posted by Art Diamond at 1:05 AM | Permalink | Comments (0)

Doctors and med students in New Delhi, India on strike in protest against the government affirmative action plan.  Source of photo:  the online version of the NYT article cited below.

NEW DELHI, May 22 — The problem of caste prejudice here is as ancient as the Hindu texts. The efforts to redress it date from the formation of modern India nearly 59 years ago. Today — as India enjoys awesome rates of economic progress and confronts the challenge of spreading the benefits to its needy majority — the nation faces a polarizing totem of public policy: a government plan to extend college admission quotas to certain "backward" castes.

Affirmative action is in some ways an even more emotional issue in India than in the United States. In recent weeks, a proposal to extend quotas for admission to some of the country's flagship, federally financed universities has caused fresh turmoil.

Protests — particularly by medical students who say merit should be the only basis for admission to India's intensely competitive medical schools — have spread across the country and, here in the capital, hobbled public health services. Advocates and opponents of the measure have exchanged often ugly rants.

. . .

Medical students have been particularly outraged because the plan would further restrict the limited number of seats. Medical education in India begins with a five-year undergraduate program, and the proposal could affect students' chances of completing their training.

The central lawn of the All India Institute of Medical Sciences, the pre-eminent public hospital, was occupied Friday by medical students on the fifth day of a strike that began last week and continued on Monday. "My merit is my caste. What is yours?" read one T-shirt.

. . .

The opponents say set-asides would diminish the quality of India's best universities and divide students along caste lines.

"Why after 55 years are we still thinking in terms of caste-based reservation?" demanded Poojan Aggarwal, a third-year student at Safdarjung Medical College here. "We should talk now of total meritocracy. We know on this issue none of the political parties will support us."

For the full story, see:

SOMINI SENGUPTA. "Quotas to Aid India's Poor vs. Push for Meritocracy."  The New York Times  (Tues., May 23, 2006):  A3.

Posted by Art Diamond at 1:06 AM | Permalink | Comments (0)

When I was a student at Wabash College, Ben Rogge arranged for Liberty Fund to finance my attendance at a couple of weekend seminars at the Foundation for Economic Education in New York.  The seminars were taught by Rogge, Edmund Opitz, and Leonard Read.  I remember upon returning to Wabash after one of the seminars, Rogge asking me what I thought of Read.  I said something along the lines that I didn't much like his presentation style.  I remember saying that he expressed himself in a way that I associated with used car salesmen.  (So unlike Rogge's low-key, witty, intensity.)

My memory is that Rogge did not respond directly to my comment, but (perhaps with a hint of a smile) mentioned that among many audiences, especially in business, Leonard Read was an extremely effective speaker. 

I do not doubt that, and I also do not doubt that Read belongs in the pantheon of free market defenders.  His essay "I, Pencil" is by itself sufficient for admission.  But he did more than write and speak; he nurtured and called attention to others who had wisdom to offer.  For one small example, many of us learned about Albert Jay Nock's "The Remnant" through Leonard Read's The Freeman.

I believe that the last time I saw Read was at the memorial service at Wabash College for Ben Rogge.  I ended up sitting near Read and Opitz, who had flown in from New York.  I introduced myself as a Rogge student who had attended FEE seminars. 

I remember Read looking very sad, and depressed, and almost lost.  I also remember that he expressed some mild indignation that more of Rogge's students hadn't made it back for the memorial service. 

But as a serious reader of "The Remnant," Read on further reflection probably realized that the attendance at a memorial service is not a good measure of a teacher's influence on his students.

Apparently one student, whom Read himself influenced, was Charles Koch:

(p. A8) Whereas the bookshelves of most of America's leading CEOs are stocked with pop corporate management and "how to succeed" books, Mr. Koch's office is a wall-to-wall shrine to writings in classical economics, or, as he calls it, "the science of liberty." The authors who have had the most profound influence on his own political philosophy include F.A. Hayek, Ludwig von Mises, Joseph Schumpeter, Julian Simon, Paul Johnson and Charles Murray.  Mr. Koch says that he experienced an intellectual epiphany in the early 1960s, when he attended a conference on free-market capitalism hosted by the late, great Leonard Read.

For the full commentary, see: 

STEPHEN MOORE. "THE WEEKEND INTERVIEW with Charles Koch; Private Enterprise." The Wall Street Journal (Sat., May 6, 2006):  A8.

(Note:  In the quotation above, I have corrected the WSJ's misspelling of Read's last name.)

Posted by Art Diamond at 1:02 AM | Permalink | Comments (0)

Charles Koch.  Source of image:  online version of WSJ article cited below.

Mr. Koch's latest crusade to spread the ideas of liberty has been his sponsorship of a twice-yearly conference that gathers together many of the most successful American entrepreneurs, from T. Boone Pickens to former Circuit City CEO Rick Sharp.  The objective is to encourage these captains of industry to help fund free-market groups devoted to protecting the fragile infrastructure of liberty.  That task seems especially critical given that so many of the global superrich, like George Soros and Warren Buffett, finance institutions that undermine the very system of capitalism that made their success possible.  Isn't this just the usual rich liberal guilt, I ask.  "No," he says, "I think they simply haven't been sufficiently exposed to the ideas of liberty."

For the full commentary, see: 

STEPHEN MOORE.  "THE WEEKEND INTERVIEW with Charles Koch; Private Enterprise."  The Wall Street Journal   (Sat.,  May 6, 2006):  A8.

Posted by Art Diamond at 1:01 AM | Permalink | Comments (0)

 Harvard sociology professor Orlando Patterson.  Source of image:
http://www.iadb.org/idbamerica/index.cfm?thisid=681

Cambridge, Mass. - Several recent studies have garnered wide attention for reconfirming the tragic disconnection of millions of black youths from the American mainstream. But they also highlighted another crisis: the failure of social scientists to adequately explain the problem, and their inability to come up with any effective strategy to deal with it.

The main cause for this shortcoming is a deep-seated dogma that has prevailed in social science and policy circles since the mid-1960's: the rejection of any explanation that invokes a group's cultural attributes -- its distinctive attitudes, values and predispositions, and the resulting behavior of its members -- and the relentless preference for relying on structural factors like low incomes, joblessness, poor schools and bad housing.

Harry Holzer, an economist at Georgetown University and a co-author of one of the recent studies, typifies this attitude. Joblessness, he feels, is due to largely weak schooling, a lack of reading and math skills at a time when such skills are increasingly required even for blue-collar jobs, and the poverty of black neighborhoods. Unable to find jobs, he claims, black males turn to illegal activities, especially the drug trade and chronic drug use, and often end up in prison. He also criticizes the practice of withholding child-support payments from the wages of absentee fathers who do find jobs, telling The Times that to these men, such levies ''amount to a tax on earnings.''

His conclusions are shared by scholars like Ronald B. Mincy of Columbia, the author of a study called ''Black Males Left Behind,'' and Gary Orfield of Harvard, who asserts that America is ''pumping out boys with no honest alternative.''

This is all standard explanatory fare. And, as usual, it fails to answer the important questions. Why are young black men doing so poorly in school that they lack basic literacy and math skills? These scholars must know that countless studies by educational experts, going all the way back to the landmark report by James Coleman of Johns Hopkins University in 1966, have found that poor schools, per se, do not explain why after 10 years of education a young man remains illiterate.

Nor have studies explained why, if someone cannot get a job, he turns to crime and drug abuse. One does not imply the other. Joblessness is rampant in Latin America and India, but the mass of the populations does not turn to crime.

And why do so many young unemployed black men have children -- several of them -- which they have no resources or intention to support? And why, finally, do they murder each other at nine times the rate of white youths?

. . .  

So what are some of the cultural factors that explain the sorry state of young black men? They aren't always obvious. Sociological investigation has found, in fact, that one popular explanation -- that black children who do well are derided by fellow blacks for ''acting white'' -- turns out to be largely false, except for those attending a minority of mixed-race schools.

An anecdote helps explain why: Several years ago, one of my students went back to her high school to find out why it was that almost all the black girls graduated and went to college whereas nearly all the black boys either failed to graduate or did not go on to college. Distressingly, she found that all the black boys knew the consequences of not graduating and going on to college (''We're not stupid!'' they told her indignantly).

So why were they flunking out? Their candid answer was that what sociologists call the ''cool-pose culture'' of young black men was simply too gratifying to give up. For these young men, it was almost like a drug, hanging out on the street after school, shopping and dressing sharply, sexual conquests, party drugs, hip-hop music and culture, the fact that almost all the superstar athletes and a great many of the nation's best entertainers were black.

Not only was living this subculture immensely fulfilling, the boys said, it also brought them a great deal of respect from white youths. This also explains the otherwise puzzling finding by social psychologists that young black men and women tend to have the highest levels of self-esteem of all ethnic groups, and that their self-image is independent of how badly they were doing in school.

I call this the Dionysian trap for young black men. The important thing to note about the subculture that ensnares them is that it is not disconnected from the mainstream culture. To the contrary, it has powerful support from some of America's largest corporations. Hip-hop, professional basketball and homeboy fashions are as American as cherry pie. Young white Americans are very much into these things, but selectively; they know when it is time to turn off Fifty Cent and get out the SAT prep book.

For young black men, however, that culture is all there is -- or so they think. Sadly, their complete engagement in this part of the American cultural mainstream, which they created and which feeds their pride and self-respect, is a major factor in their disconnection from the socioeconomic mainstream.

 

For the full commentary, see:

ORLANDO PATTERSON. "A Poverty of the Mind."  The New York Times, Section 4 (Sunday, March 26, 2006):  13.  

Posted by Art Diamond at 1:03 AM | Permalink | Comments (0)

 A Bangalore radiologist.  One of three radiologists in India known to be reading U.S. scans.  Each of the three has a U.S. degree, as required by U.S. law.  Source of image:  http://www.nytimes.com/2006/04/19/business/19leonhardt.html?_r=1&oref=slogin

(p. C1) Radiologists seem like just the sort of workers who should be scared.  Computer networks can now send an electronic image to India faster than a messenger can take it from one hospital floor to another.  Often, those images are taken during emergencies at night, when radiologists here are sleeping and radiologists in India are not.

There also happens to be a shortage of radiologists in the United States.  Sophisticated new M.R.I. and CT machines can detect tiny tumors that once would have gone unnoticed, and doctors are ordering a lot more scans as a result.

When I talked this week to E. Stephen Amis Jr., the head of the radiology department at Montefiore Medical Center in the Bronx, he had just finished looking at some of the 700 images that had been produced by a single abdominal CT exam.  "We were just taking pictures of big, thick slabs of the body 20 years ago," Dr. Amis said.  "Now we're taking thinner and thinner slices."

Economically, in other words, ra-(p. C6)diology has a lot in common with industries that are outsourcing jobs.  It has high labor costs, it's growing rapidly and it's portable.

Politically, though, radiology could not be more different.  Unlike software engineers, textile workers or credit card customer service employees, doctors have enough political power to erect trade barriers, and they have built some very effective ones.

To practice medicine in this country, doctors are generally required to have done their training here.  Otherwise, it is extremely difficult to be certified by a board of other doctors or be licensed by a state government.  The three radiologists Mr. Levy found in Bangalore did their residencies at Baylor, Yale and the University of Massachusetts before returning home to India.

"No profession I know of has as much power to self-regulate as doctors do," Mr. Levy said.

So even if the world's most talented radiologist happened to have trained in India, there would be no test he could take to prove his mettle here.  It's as if the law required cars sold here to have been made by the graduates of an American high school.

Much as the United Automobile Workers might love such a law, Americans would never tolerate it, because it would drive up the price of cars and keep us from enjoying innovations that happened to come from overseas.  But isn't that precisely what health care protectionism does?  It keeps out competition.

For the full story, see:

Leonhardt, David.   "Political Clout in the Age of Outsourcing."  The New York Times  (Weds., April 19, 2006):  C1 & C4.

Posted by Art Diamond at 1:28 AM | Permalink | Comments (1)

In its public meetings, panelists from Wall Street and elsewhere in the business world have criticized academia as failing to meet the educational needs of working adults, stem a slide in the literacy of college graduates and rein in rising costs.

During a February meeting in San Diego, Trace Urdan, a senior research analyst for the investment banking firm Robert W. Baird & Company, said state colleges and universities "amount to state-run enterprises and suffer from all the inefficiency and poor decision-making of Soviet-style factories."

For the full story, see:

SAM DILLON. "Panel Considers Revamping College Aid and Accrediting." The New York Times (Weds., April 12, 2006): A14.

Posted by Art Diamond at 1:15 AM | Permalink | Comments (1)

(p. A27) Washington - A Wisconsin court rejected a high-profile lawsuit by the state's largest teachers' union last month seeking to close a public charter school that offers all its courses online on the ground that it violated state law by depending on parents rather than on certified teachers to educate children. The case is part of a national trend that goes well beyond virtual schooling: teachers' unions are turning to the courts to fight virtually any deviation from uniformity in public schools.

. . .

There is a universal American desire for customization and variety in goods and services, and education must respond to that demand, whether the unions like it or not.

. . .

This debate, like the ones over many other education issues, is fundamentally about who gets to have power. Yet the power the teachers' unions now wield will be fleeting if public schools do not become more responsive to parents.

An industry cannot survive by rushing to court every time a new idea threatens even a small slice of its market share. Instead, maintaining, and even broadening, support for public schools means embracing more diversity in how we provide public education and who provides it.

For the full commentary, see:

Andrew J. Rotherham. "Virtual Schools, Real Innovation." The New York Times (Friday, April 7, 2006): A27.

(Note: ellipses added.)

Posted by Art Diamond at 1:50 AM | Permalink | Comments (0)

Fransoir William. Source of image: http://www.nytimes.com/2006/04/06/education/06voucher.html?pagewanted=1&ei=5094&en=d2a47406ed1f9127&hp&ex=1144382400&partner=homepage

(p. A1) WASHINGTON, April 5 - As a student at Shaw Junior High School here, Amie Fuwa strained to shut out the distractions of friends cutting up. She struggled through math, and used photocopies or the library when textbooks were scarce.

Now Amie, 14, a child of immigrants from Nigeria and the Dominican Republic, attends Archbishop Carroll High School, a Catholic school near a verdant hill of churches nicknamed the Little Vatican. When algebra confounds Amie, her teacher stays with her after school to help, and a mentor keeps her on course.

''It's a lot of people behind my back now,'' Amie said.

Before, she said, she ''felt like it didn't really matter to different people I know, like my teachers, if I failed.''

Amie is one of about 1,700 low-income, mostly minority students in Washington who at taxpayer expense are attending 58 private and parochial schools through the nation's first federal voucher program, now in its second year.

Last year, parents appeared lukewarm toward the program, which was put in place by Congressional Republicans as a five-year pilot program, But this year, it is attracting more participation, illustrating how school-choice programs are winning over minority parents, traditionally a Democratic constituency.

Washington's African-American mayor, Anthony A. Williams, joined Republicans in supporting the program, prompted in part by a concession from Congress that pumped more money into public and charter schools. In doing so, Mr. Williams ig- (p. A16) nored the ire of fellow Democrats, labor unions and advocates of public schools.

. . .

Like many other voucher students, Breanna Walton, 8, rises before dawn for the long bus ride from Northeast Washington, ''amongst the crime and drugs and all that,'' in the words of her mother, April Cole Walton, to Rock Creek International, near Georgetown University. There, she learns Spanish with the children of lawyers and diplomats.

Ms. Walton said that her neighborhood school ''has broken down,'' and that she would have done just about anything to keep Breanna from going there. ''Every child here should be able to say I'm going to set my sights high,'' she said. ''I refuse to let my child be cheated.''

Patricia William, a single mother, said that at first she liked her son Fransoir's public school, John Quincy Adams Elementary School, a tall sprawling building in the Adams Morgan neighborhood. Teachers seemed good, but overwhelmed. It was other parents, not teachers, Ms. William said, who told her that Fransoir was hyperactive. ''I was not getting quality information from them on time,'' she said. ''For some reason, it was not working.''

Fransoir is one of 62 students with vouchers attending Sacred Heart Elementary, a Catholic school of 210 students, where he learns prayers along with five-digit multiplication and long division. He takes medication for his hyperactivity. Last year, he teamed up with another child to research the sinking of the Titanic. This year, he is interested in reptiles. Ms. William said her son today has nothing in common with the boy who once lay on the floor, turning in circles like a clock wound too tight. Now she is learning from him, about more than just math or reading or a sinking ship.

''All the effort he's making every night makes me want to sit with him and study,'' said Ms. William, a high-school dropout. ''I'm learning academically, but also about making an effort.''

. . .

. . . the pressure of competition is inescapable. In one sixth-grade classroom, two of six students said they would probably go to charter schools next year, unless Adams could get its seventh grade started.

''I'll probably go to Washington Latin,'' said Jhontelle Johnson, setting her sights on a new charter school opening in August. If not, she said, ''I'd probably be home-schooled.''

A teacher's aide, Sheonna Griffin, looked askance. ''You don't like public schools?'' she asked the child.

Jhontelle turned back, her young eyes flashing. ''You can't make me go,'' she said.

For the full story, see:

DIANA JEAN SCHEMO. "Federal Program on Vouchers Draws Strong Minority Support." The New York Times (Thurs., April 6, 2006): A1 & A16.

Fransoir William. Source of image: http://www.nytimes.com/2006/04/06/education/06voucher.html?pagewanted=2&ei=5094&en=d2a47406ed1f9127&hp&ex=1144382400&partner=homepage

Posted by Art Diamond at 1:41 AM | Permalink | Comments (0)

For several months, the Omaha community has been roiled by the hostile efforts of the Omaha Public School (OPS) district to seize the schools and territory of long-established suburban school districts. Here ia an email that I sent to my representative in the Nebraska unicam on Sun., 4/9/06:

Dear Mr. Brashear:

I have appreciated your hard work as my representative in the legislature, and I have always voted for your re-election.

We believe strongly in giving our 11 year-old daughter a Montessori education. The Millard School District is the only area district that has had the entrepreneurial initiative to offer such a program, so we filled out the paperwork to option Jenny into the Millard District.

I strongly resent the implication of OPS that those who choose other school districts necessarily do so for racial reasons. We would have been very happy to stay in OPS (and it would have been more logistically convenient), but OPS does not support the diversity of educational options that Millard does.

Ernie Chambers is often wrong, but he is not always wrong. Dividing OPS into three districts would be a modest step toward increasing parental choice. Parents of all races want to be free to choose.

Tomorrow, I hope your vote will be to support freedom and competition.

Thank you for considering my views.

Sincerely,

Art Diamond

Posted by Art Diamond at 1:31 AM | Permalink | Comments (1)

Vernon Smith, one of the 2002 recipients of the Nobel Prize in economics, advocates fundamental institutional reform:

Physicians and medical organizations face escalating administrative costs of complying with ever more detailed regulations. The system is overwhelmed by the administrative cost of attempting to control the cost of medical service delivery. In education, university budget requests are denied by the states who also limit the freedom of universities to raise tuition.

If there is a solution to this problem, it will take the form of changing the incentive structure: empowering the consumer by channeling third-party payment allowances through the patients or students who are choosing and consuming the service. Each pays the difference between the price of the service and the insurance or subsidy allowance. Since he who pays the physician or college calls the tune, we have a better chance of disciplining cost and tailoring services to the customer's willingness to pay.

Many will say that neither the patients nor the students are competent to make choices. If that is true today, it is mostly due to the fact that they cannot choose and have no reason to become competent! Service providers are oriented to whoever pays: physicians to the insurance companies and the government; universities to their legislatures. Both should pay more heed to their customers -- which they will if that is where they collect their fees.

For the full commentary, see:

VERNON L. SMITH. "Trust the Customer!" The Wall Street Journal (Weds., March 8, 2006): A20.

Posted by Art Diamond at 1:28 AM | Permalink | Comments (0)

A junior high school student in Idaho, Nathan Zohner, demonstrated in a 1997 science fair project how easy it was to hoodwink a scientifically uninformed public. As described in "The Frankenfood Myth," 86 percent of the 50 students he surveyed thought dihydrogen monoxide should be banned after they were told that prolonged exposure to its solid form caused severe tissue damage, that exposure to its gaseous form caused severe burns and that it had been found in tumors from terminal cancer patients. Only one student recognized the substance as water, H2O.

For the full commentary, see:

JANE E. BRODY. " PERSONAL HEALTH; Facing Biotech Foods Without the Fear Factor." The New York Times (Tues., January 11, 2005): D7.

Posted by Art Diamond at 1:50 AM | Permalink | Comments (0)

Source of book image: http://images-eu.amazon.com/images/P/0060598964.01.LZZZZZZZ.jpg

(p. 43) Jefferson was not a man of the Enlightenment only in the ordinary sense that he believed in reason or perhaps in rationality. He was very specifically one of those who believed that human redemption lay in education, discovery, innovation, and experiment. There were many such in the American Revolution. Thomas Paine spent much of his career designing a new form of iron bridge to aid transportation and communication. Dr. Joseph Priestley, another man who fled royalist and Anglican persecution and who removed himself from England to Philadephia after a "Church and King" mob had smashed his laboratory, was a chemist and physician of great renown. Benjamin Franklin would be remembered for his de- (p. 44) ductions about the practical use of electricity if he had done nothing else. Jefferson, too, considered himself a scientist. He studied botany, fossils, crop cycles, and animals. He made copious notes on what he saw. He designed a new kind of plow, which would cut a deeper furrow in soil exhausted by the false economy of tobacco farming. He was fascinated by the invention of air balloons, which he instantly saw might provide a new form of transport as well as a new form of warfare. He enjoyed surveying and prospecting and, when whaling became an important matter in the negotiation of a commercial treaty, wrote a treatise on the subject himself. He sent horticultural clippings from Virginia to the brilliant French consul Crevecoeur in New York, comparing notes on everything from potatoes to cedars. As president, he did much to further Dr. Edward Jenner's novel idea of cowpox vaccination as an insurance against the nightmare of smallpox, helping Dr. Benjamin Waterhouse of Boston---the initiator of the scheme in America---to overcome early difficulties in transporting the vaccine by suggesting that it lost its potency when exposed to wamth. Henceforward carried in water-cooled vials, the marvelous new prophylactic was administred to all at Monticello. (Not everything that Jeffrson did on his estate was exploitation.) For a comparison in context, we might note that Dr. Timothy Dwight, then president of Yale and to this day celebrated as an American Divine, was sternly opposed to vaccination as a profane interference with God's beneficent design.

Christopher Hitchens. Thomas Jefferson: Author of America (Eminent Lives). New York: HarperCollins Publishers, 2005. ISBN: 0060598964

Posted by Art Diamond at 1:59 AM | Permalink | Comments (0)

John Tierney. Source of image: online version of NYT article cited below.

The New York Times Op-Ed education columnist offers a provocative evaluation of how Milton Friedman's educational voucher proposal is working in Milwuakee:

The Journal Sentinel, which endorsed John Kerry in 2004, has parted company with the Democratic Party on the voucher issue. It backed Republican efforts this year to expand the program, which has led to the creation of dozens of new private schools in Milwaukee.

"We've seen what school choice can do," said Gregory Stanford, an editorial writer and a columnist at the paper. "It's impressive to go around to the voucher schools and see kids learning. Their parents are much more satisfied with these schools. And the fears that the public schools would be hurt have turned out to be wrong."

In fact, the students in public schools have benefited from the competition. Two studies by Harvard researchers, one by Caroline Hoxby and another by Rajashri Chakrabarti, have shown that as the voucher program expanded in Milwaukee, there was a marked improvement in test scores at the public schools most threatened by the program (the ones with large numbers of low-income students eligible for the vouchers).

The competition spurred the public system to shift power from the central administration to individual schools, allowing councils of parents and teachers to decide who should teach there, instead of forcing the schools to accept incompetent teachers just because they had seniority.

"Poor teachers used to shuffle from one school on to another in what we called the dance of the lemons," says Ken Johnson, the head of the school board. "But we couldn't let that continue once our students had the option to go somewhere else. We had to react to students' needs. We had to start seeing them as customers, not just seat-fillers."

Some of the new voucher schools have flopped — but the advantage of a voucher program is that a bad private school can be shut down a lot faster than a bad public school. And while critics complain that there still isn't definitive evidence that voucher students are doing better over all in their new schools, the results so far in Milwaukee and other cities are more than enough to declare vouchers a success.

"All the good research, including the voucher opponents' work, shows that kids who accept vouchers are doing at least as well as their public school peers," says Joseph Viteritti of Hunter College. "That's remarkable, considering how much less money is being spent on the voucher students."

In Milwaukee, where the public system spends more than $10,000 per student, private schools get less than $6,400 for each voucher student. But when you see what can be done for that money, you realize what's wrong with Democrats' favorite solution for education: more money for the public-school monopoly.

. . .

The school principal, Denise Pitchford, worked in the public schools, but she took a pay cut in exchange for less red tape. "I wanted the flexibility to give immediate personal attention to every student," she said. "To me, it represented less money but a better opportunity." Just like the whole voucher program.

For the full story, see:

JOHN TIERNEY. "City Schools That Work." The New York Times (Tues., March 7, 2006): A25.

Note: This article was reprinted under the title "Vouchers Offer Many Positives." in: Omaha World-Herald (Weds., March 8, 2006): 7B.

Posted by Art Diamond at 1:23 PM | Permalink | Comments (0)

Jenny's fourth and fifth grade teacher, Mary K. Fox, ended a long battle with cancer on January 30, 2006. Here are our "Guest Book" entries:

February 1, 2006

You were a great teacher. I will miss you very much. I remember the first day you met Willy (my dog). You liked him very much. Willy will always remember you, and think of you as Jenny's teacher.

Love, Jenny (and Willy)
Jenny Diamond (Omaha, NE )

February 1, 2006

We admired Mary's strength and determination; her patience and good will.

Art & Jeanette Diamond (Omaha, NE )

Posted by Art Diamond at 1:44 PM | Permalink | Comments (0)

The American Council of Trustees and Alumni has published a short book, "The Intelligent Donor's Guide to College Giving," that lays out some basic ground rules for donating to higher education. These include placing clear restrictions on gifts, working with a particular professor (and, if possible, bypassing the development office) and avoiding endowments in perpetuity. As Sir John Templeton wisely said: "If you're giving while you're living, you're knowing where it's going."

Obviously, this sort of due diligence does require time and effort on the part of the donor, But if even a few more philanthropists were watching where their funds ended up, college officials would surely monitor their programs more carefully. There have been a few celebrated cases in recent years in which donors have asked for their funds to be returned after discovering that they were misused, and these cases have sent a shudder through the academic community.

For the full commentary, see:

JAMES PIERESON. "Only Encouraging Them." The Wall Street Journal (Fri., November 18, 2005): W13.

Posted by Art Diamond at 9:44 PM | Permalink | Comments (1)

The classic small liberal arts college is more than a pleasant place where other people know you, though that is not a small consideration for a student living away from home for the first time—especially a shy student.  Academically, the learning process can be far more manageable where professors are teachers first and foremost.  One of the best taught introductory economics classes I ever saw was taught by the late Ben Rogge at Wabash College in Indiana.  Few students at Harvard would ever get such a good foundation in the subject.  Ben, rest his soul, had obviously thought through all the pitfalls of the subject and led the student safely around them.

Source: online version of Thomas Sowell. Choosing a College: A Guide for Students & Parents. 1989.
http://www.amatecon.com/etext/cac/cac-ch03.html

Posted by Art Diamond at 2:04 PM | Permalink | Comments (0)

Here is the text of my brief letter-to-the-editor that was published several months ago. "OPS" stands for Omaha Public Schools.

Competing school districts within the Omaha area permit parents some freedom of choice in the education of their children.

If OPS succeeds in ending that freedom, the Legislature should restore freedom of choice by adopting Milton Friedman’s proposal to issue vouchers to parents, to be spent at the public or private school of their choice.

Art Diamond. "Try Vouchers." Omaha World-Herald (Thurs., June 16, 2005): 6B.

Posted by Art Diamond at 9:34 AM | Permalink | Comments (0)

From an opinion-piece by Milton Friedman, at age 93, in today's Wall Street Journal:

Whatever the promise of vouchers for the education of New Orleans children, the reform will be opposed by the teachers unions and the educational administrators. They now control a monopoly school system. They are determined to preserve that control, and will go to almost any lengths to do so.

Unions to the contrary, the reform would achieve the purposes of Louisiana far better than the present system. The state's objective is the education of its children, not the construction of buildings or the running of schools. Those are means not ends. The state's objective would be better served by a competitive educational market than by a government monopoly. Producers of educational services would compete to attract students. Parents, empowered by the voucher, would have a wide range to choose from. As in other industries, such a competitive free market would lead to improvements in quality and reductions in cost.

If, by a political miracle, Louisiana could overcome the opposition of the unions and enact universal vouchers, it would not only serve itself, it would also render a service to the rest of the country by providing a large scale example of what the market can do for education when permitted to operate.

MILTON FRIEDMAN. "The Promise of Vouchers." The Wall Street Journal (Mon., December 5, 2005): A20.

Posted by Art Diamond at 9:50 PM | Permalink | Comments (1)

Mr. Drucker also told us to expect enormous changes that will come in higher education, thanks to the rise of satellites and the Internet. "Thirty years from now big universities will be relics. Universities won't survive. It is as large a change as when we first got the printed book." He believed "High school graduates should work for at least five years before going on to college." It will be news to most college presidents and a lot of alumni that "higher education is in deep crisis. Colleges won't survive as residential institutions. Today's buildings are hopelessly unsuited and totally unneeded." All this from a life-long academic.

. . .

How higher education is managed did not impress Mr. Drucker; but what did is our continuing education system, whether in community colleges or by computers. Also: "Our most important education system is in the employees' own organization." That is where most Americans learn the most.

STEVE FORBES. "A Tribute to Peter Drucker." The Wall Street Journal (Tues., November 15, 2005): A22.

Posted by Art Diamond at 9:00 AM | Permalink | Comments (0)

[p. 1B] The district contends that taking over dozens of suburban schools and thousands of students would minimize the impact of the option program and give OPS a better chance at integration.

But if OPS succeeds, it also could undermine the ability parents now have to choose the school that fits best for their children.

That's important to Art Diamond, who lives within the OPS district but sends his 11-year-old daughter, Jenny, to Millard's Montclair Elementary [p. 3B] because of its Montessori program.

"It seems to me the main issue is who is offering the best educational program," Diamond said. "If they (OPS) had offered a Montessori program, we would have stayed in OPS."

. . .

As Mackiel sees it, that departure causes problems for the Omaha district by altering its racial and economic makeup. But parents of option students don't view their decisions through the same lens.

"It frustrates me when I hear OPS saying people live in Millard to get away from diversity," said Diamond, the OPS resident whose daughter attends a Montessori program in Millard.

"I believe strongly in diversity, but I also believe strongly in Montessori."

MICHAELA SAUNDERS and PAUL GOODSELL. "OPS Has No Option But to Let Whites Go." The Omaha
World-Herald (Sunday, November 13, 2005): 1B & 3B.

Jenny is actually currently a sixth grader in Millard's Montessori program at Central Middle School. But Ms. Saunders was mainly asking me questions about our original decision to option into the Montclair Elementary Montessori program. So maybe I was unclear that Jenny had moved on to the next stage of the Millard Montessori program. In any event, the story was essentially accurate in capturing the main point of my comments: we chose Millard because, unlike OPS, MIllard has the entrepreneurial initiative to offer the Montessori educational program.

Posted by Art Diamond at 8:14 PM | Permalink | Comments (0)

(Li Ao on 9/19/05. Source: NYT online, see below)

BEIJING, Sept. 22 - China's leaders may have felt they had no better friend in Taiwan than Li Ao, a defiant and outspoken politician and author who says that Taiwan should unify with Communist China.

But when China invited Mr. Li to tour the mainland this week, the Communist Party got a taste of its rival's pungent democracy.

During an address at Beijing University on Wednesday evening, broadcast live on a cable television network, Mr. Li chided China's leaders for suppressing free speech, ridiculed the university administration's fear of academic debate and advised students how to fight for freedom against official repression.

"All over the world leaders have machine guns and tanks," Mr. Li told the students and professors in the packed auditorium. "So I'm telling you that in the pursuit of freedom, you have to be smart. You have to use your cunning."

. . .

Though Mr. Li did not criticize President Hu directly, he made pointed references to the lack of freedoms in China and suggested that the "poker-faced" bureaucrats of the Communist Party did not have enough faith in their legitimacy to allow normal intellectual discussion.

With several top university officials sitting by his side, he called the administrators "cowardly" for ferreting out professors at the school who were suspected of opposing Communism.

JOSEPH KAHN. "China's Best Friend in Taiwan Lectures in Beijing About Freedom." New York Times (Fri., September 23, 2005): A7.

Posted by Art Diamond at 8:47 AM | Permalink | Comments (0)

Paul Wolfowitz, new World Bank President, remembering a joke told by his former boss, George Shultz:

"I remember George Shultz," whom he once worked for, "was once asked how he would compare management in the private sector, public sector, and academics," Mr. Wolfowitz says. "In the private sector you better be careful what you ask for because people are going to go out and do it. . . . The government, you don't have to worry about that. You tell people (to) do something and you check back two months later and nothing's happened. But in the academic world, you tell people to do something and they look at you strangely and they say, 'Who the heck do you think you are giving us orders?'" (p. A10; "to" added; ". . . " in original)

PAUL A. GIGOT. "Dr. Wolfowitz, I Presume." Wall Street Journal (September 24, 2005): A10.

Posted by Art Diamond at 10:16 PM | Permalink | Comments (0)

Mark Blaug as a young tutor at Queens College in New York, endorsed a student petition protesting the firing of a left-wing tenured professor for having refused to co-operate with the Un-American Activities Committee. Less than a day later, Blaug received a note from the President of Queens College, telling Blaug that his choice was either to resign or be fired. He resigned.

Fortunately, he received a grant from the Social Science Research Council to complete his dissertation, after which, again seeking employment, he obtained a job interview at Yale:

In the course of the interview, I felt impelled to explain how I had lost my previous teaching position at Queens College. I always remember how Fellner cut me off, saying: 'We don't want to hear about that. This is a private college and what transpired at a public university a few years ago is of no concern to us.' I haver had a better demonstration of Milton Friedman's thesis that a free market, by multiplying the number of probable employers, is more likely to secure liberty for the individual than a socialist system in which the state is a monopsonist. (p. 77)

Source: Blaug, Mark. "Not Only an Economist: Autobiographical Reflections of a Historian of Economic Thought." In Refections of Eminent Economists, edited by Michael Szenberg and Lall Ramrattan, 71-94. Cheltenham, UK: Edward Elgar, 2004.

Posted by Art Diamond at 2:48 PM | Permalink | Comments (0)

Create a marketplace

The solution to the impasse between Omaha Public Schools and the coalition of suburban school districts is to dissolve all school districts and declare each school an independent entity. Then issue vouchers to students and let them and their parents pick the schools of their choice.

There would be another round of consolidation, just as there was with the Baby Bell telephone companies. But it would be market-driven instead of being dictated by political boundaries.

The beneficiaries would be students and parents who would be free to pick schools offering the best educational value with no restrictions due to place of residence.

That's real school choice.

Robert Ranney, Omaha

Source: Omaha-World Herald Public Pulse section, July 17, 2005.

Posted by Art Diamond at 1:54 PM | Permalink | Comments (0)