Why can’t we talk about IQ?

Tuesday, August 13th, 2013

Why can’t we talk about IQ?, Jason Richwine asks:

The American Psychological Association (APA) tried to set the record straight in 1996 with a report written by a committee of experts. Among the specific conclusions drawn by the APA were that IQ tests reliably measure a real human trait, that ethnic differences in average IQ exist, that good tests of IQ are not culturally biased against minority groups, and that IQ is a product of both genetic inheritance and early childhood environment. Another report signed by 52 experts, entitled “Mainstream Science on Intelligence,” stated similar facts and was printed in the Wall Street Journal.

“These may be harbingers of a shift in the media’s treatment of intelligence,” an optimistic Charles Murray wrote at the time. “There is now a real chance that the press will begin to discover that it has been missing the story.”

He was wrong. The APA report fell down the memory hole, and the media’s understanding of IQ again fell back to that state of comfortable misinformation that Snyderman and Rothman had observed years earlier.

[...]

But it’s difficult to have a mature policy conversation when other journalists are doing little more than name-calling. It’s like convening a scientific conference on the causes of autism, only to have the participants drowned out by anti-vaccine protesters.

For too many people confronted with IQ issues, emotion trumps reason. Some are even angry that I never apologized for my work. I find that sentiment baffling. Apologize for stating empirical facts relevant to public policy? I could never be so craven. And apologize to whom — people who don’t like those facts? The demands for an apology illustrate the emotionalism that often governs our political discourse.

Is Democracy’s Sun Setting?

Tuesday, August 13th, 2013

Is democracy’s sun setting?, John Derbyshire asks:

When asked, voters show strong preferences for policies that neither major party will touch with a ten-foot pole. Both parties are united in support of policies with no detectable constituencies. States and municipalities, blessed with all the democracy you could wish for, sink into insolvency and decay.

He recommends Eric X. Li’s tale of two political systems:

Pangrams

Tuesday, August 13th, 2013

“The quick brown fox jumps over the lazy dog,” may be the most famous pangram in English, but there are others:

  • The five boxing wizards jump quickly. (31 letters)
  • Pack my box with five dozen liquor jugs. (32 letters)
  • A quick brown fox jumps over the lazy dog. (33 letters)
  • The quick brown fox jumps over the lazy dog. (35 letters)
  • Pack my red box with five dozen quality jugs. (36 letters)
  • The quick brown fox jumped over the lazy dogs. (37 letters)
  • Who packed five dozen old quart jars in my box? (37 letters)
  • My girl wove six dozen plaid jackets before she quit. (43 letters)
  • Few black taxis drive up major roads on quiet hazy nights. (47 letters)
  • A quick movement of the enemy will jeopardize six gunboats. (49 letters)

Assault on Equestria

Monday, August 12th, 2013

Geeks do manage to procreate sometimes, which explains the Assault on Equestria game:

To begin with, we assembled teams.  She used eight of her ponies, including the core 6, Princess Celestia and Miss Cherilee.  I gave her the choice of defending her castle, or trying to recover it post-invasion.  She chose to defend.  (Even at age 5, she displays a level of tactical genius which G.A. Custer could perhaps have used a smidge more of…)

As the attacker, I selected six of my DDM dragon minis, including a wyvern. The non-wyvern dragons all naturally had dragon breath as a weapon option. I thought my experience and the advantage in having more ranged attackers and fast movement for all of my “troops” would offset my numerical disadvantage.

Assault on Equestria

As with most minis games, the first couple of turns moved slowly while I crossed the open plain approaching the castle. I thought she was in trouble when she forsook her defensive advantage to rush out of the front gate and meet me head on. But that assessment was dashed once my front line got a face full of Applejack and Pinkie Pie…

In retrospect, R. was quite in the right to blunt my advance with melee fighters while keeping her casters up on the castle ramparts. Blind luck or masterful strategy, it kept me acting on the defensive, in spite of my role as aggressor. Also, the disparity in numbers was a lot heavier in practice than originally anticipated, and once dragons started dropping, the shrinking economy of action limited my available options dramatically. By contrast, whenever I landed a shot lucky enough to fell a pony, it was not difficult at her at all to find a spare unicorn to heal her right back up the next turn.

Long story short, I got my butt handed to me big time and R. is raring to go for another round asap. I think next time we will look to set up better number parity (sorry, Miss Cheerilee) and will simplify the magic options and rules a bit, cutting the chaff we didn’t bother to use.

An African Mine and an Israeli Billionaire

Monday, August 12th, 2013

When Frederick Forsyth wrote The Dogs of War in the early 1970s, African democracy had already become a joke: one man, one vote, one time.

The novel’s fictional setting of Zangara was based on Equatorial Guinea, with the addition of a huge platinum deposit in the so-called Crystal Mountain.

Now non-equatorial Guinea appears to have a huge iron deposit in its Simandou Mountains, and that has led to similar drama:

As with deepwater oil drilling or with missions to the moon, the export of iron ore requires so much investment and expertise that the business is limited to a few major players. In 1997, the exclusive rights to explore and develop Simandou were given to the Anglo-Australian mining giant Rio Tinto, which is one of the world’s biggest iron-ore producers. In early 2008, Tom Albanese, the company’s chief executive, boasted to shareholders that Simandou was, “without doubt, the top undeveloped tier-one iron-ore asset in the world.” But shortly afterward the government of Guinea declared that Rio Tinto was developing the mine too slowly, citing progress benchmarks that had been missed, and implying that the company was simply hoarding the Simandou deposit — keeping it from competitors while focussing on mines elsewhere.

In July, 2008, Rio Tinto was stripped of its license. Guinean officials then granted exploration permits for half of the deposit to a much smaller company: Beny Steinmetz Group Resources, or B.S.G.R. Beny Steinmetz is, by some estimates, the richest man in Israel; according to Bloomberg, his personal fortune amounts to some nine billion dollars. Steinmetz, who made his name in the diamond trade, hardly ever speaks to the press, and the corporate structures of his various enterprises are so convoluted that it is difficult to assess the extent of his holdings. The Simandou contract was a surprising addition to Steinmetz’s portfolio, because B.S.G.R. had no experience exporting iron ore. A mining executive in Guinea told me, “Diamonds you can carry away from the mine in your pocket. With iron ore, you need infrastructure that can last decades.”

Rio Tinto angrily protested the decision. “We are surprised that a company that has never built an iron-ore-mining operation would have been awarded an area of our concession,” a spokesman said at the time. Company officials complained to the U.S. Embassy in Conakry; one of them suggested that Steinmetz had no intention of developing the mine himself, and planned instead to flip it — “to obtain the concession and then sell it for a big profit.” Rio Tinto viewed Steinmetz, who was rumored to have extensive contacts in Israeli intelligence, as a suspicious interloper. According to a diplomatic cable released by WikiLeaks, the general manager of Rio Tinto told the U.S. Embassy that he did not feel comfortable discussing the Simandou matter on an “unsecured” cell phone. Alan Davies, a senior executive at Rio Tinto, told me that the company had invested hundreds of millions of dollars at the site, and had been moving as expeditiously as possible on a project that would have required decades to complete. “This was quite a shocking event for the company,” he said.

In April, 2009, the Ministry of Mines in Conakry ratified the agreement with Steinmetz. A year later, he made a deal with the Brazilian mining company Vale — one of Rio Tinto’s chief competitors. Vale agreed to pay two and a half billion dollars in exchange for a fifty-one-per-cent stake in B.S.G.R.’s Simandou operations. This was an extraordinary windfall: B.S.G.R. had paid nothing up front, as is customary with exploration licenses, and at that point had invested only a hundred and sixty million dollars. In less than five years, B.S.G.R.’s investment in Simandou had become a five-billion-dollar asset. At that time, the annual budget of the government of Guinea amounted to just $1.2 billion. Mo Ibrahim, the Sudanese telecom billionaire, captured the reaction of many observers when he asked, at a forum in Dakar, “Are the Guineans who did that deal idiots, or criminals, or both?”

Steinmetz was proud of the transaction. “People don’t like success,” he told the Financial Times, in a rare interview, in 2012. “It’s disturbing to people that the small David can disturb the big Goliath.” He said that it was B.S.G.R.’s strategy to pursue “opportunities in an aggressive way,” adding, “You have to get your hands dirty.”

[...]

Earlier this year, lawyers for Steinmetz sent a letter to Malloch-Brown, demanding that he acknowledge his “personal vendetta” against Steinmetz, sign a formal apology that they had scripted, and “clear” B.S.G.R. of any wrongdoing in Africa. When Malloch-Brown refused, B.S.G.R. sued him, along with F.T.I. The lawsuit claimed that Soros nurtured a “personal obsession” with Steinmetz; it also alleged that Soros had perpetuated a shocking rumor — that Steinmetz tried to have President Condé killed, by backing the mortar attack on his residence in 2011. (B.S.G.R. maintains that this rumor is entirely unfounded; the lawsuit was recently settled out of court, with no admission of wrongdoing by Malloch-Brown or F.T.I.)

The mortar attack is especially reminiscent of Forsyth’s novel.

Oblique Strategies

Sunday, August 11th, 2013

Brian Eno and Peter Schmidt printed their collection of oblique strategies — aphorisms for creativity — on cards in 1975:

  • (Organic) machinery
  • A line has two sides
  • A very small object — Its centre
  • Abandon desire
  • Abandon normal instructions
  • Accept advice
  • Accretion
  • Adding on
  • Allow an easement (an easement is the abandonment of a stricture)
  • Always first steps
  • Always give yourself credit for having more than personality
  • Always the first steps
  • Are there sections? Consider transitions
  • Ask people to work against their better judgement
  • Ask your body
  • Assemble some of the elements in a group and treat the group
  • Back up a few steps. What else could you have done?
  • Balance the consistency principle with the inconsistency principle
  • Be dirty
  • Be extravagant
  • Be less critical more often
  • Breathe more deeply
  • Bridges — build — burn
  • Call your mother and ask her what to do.
  • Cascades
  • Change ambiguities to specifics
  • Change instrument roles
  • Change nothing and continue with immaculate consistency
  • Change specifics to ambiguities
  • Children’s voices — speaking — singing
  • Cluster analysis
  • Consider different fading systems
  • Consider transitions
  • Consult other sources — promising — unpromising
  • Convert a melodic element into a rhythmic element
  • Courage!
  • Cut a vital connection
  • Decorate, decorate
  • Define an area as `safe’ and use it as an anchor
  • Describe the landscape in which this belongs.
  • Destroy nothing; Destroy the most important thing
  • Discard an axiom
  • Disciplined self-indulgence
  • Disconnect from desire
  • Discover the recipes you are using and abandon them
  • Discover your formulas and abandon them
  • Display your talent
  • Distorting time
  • Do nothing for as long as possible
  • Do something boring
  • Do something sudden, destructive and unpredictable
  • Do the last thing first
  • Do the washing up
  • Do the words need changing?
  • Do we need holes?
  • Don’t avoid what is easy
  • Don’t be afraid of things because they’re easy to do
  • Don’t be frightened of cliches
  • Don’t be frightened to display your talents
  • Don’t break the silence
  • Don’t stress one thing more than another
  • Emphasize differences
  • Emphasize repetitions
  • Emphasize the flaws
  • Faced with a choice, do both
  • Feed the recording back out of the medium
  • Feedback recordings into an acoustic situation
  • Fill every beat with something
  • Find a safe part and use it as an anchor
  • First work alone, then work in unusual pairs.
  • From nothing to more than nothing
  • Get your neck massaged
  • Ghost echoes
  • Give the game away
  • Give way to your worst impulse
  • Go outside. Shut the door.
  • Go slowly all the way round the outside
  • Go to an extreme, move back to a more comfortable place
  • How would someone else do it?
  • How would you explain this to your parents?
  • How would you have done it?
  • Humanize something that is free of error.
  • Idiot glee
  • Imagine the music as a moving chain or caterpillar
  • Imagine the music as a series of disconnected events
  • In total darkness, or in a very large room, very quietly
  • Infinitesimal gradations
  • Instead of changing the thing, change the world around it.
  • Intentions — credibility of — nobility of — humility of
  • Into the impossible
  • Is it finished?
  • Is something missing?
  • Is the intonation correct?
  • Is the style right?
  • Is the tuning appropriate?
  • Is the tuning intonation correct?
  • Is there something missing?
  • It is quite possible (after all)
  • It is simply a matter or work
  • Just carry on
  • Left channel, right channel, centre channel
  • List the qualities it has. List those you’d like.
  • Listen in total darkness, or in a very large room, very quietly
  • Listen to the quiet voice
  • Look at a very small object, look at its centre
  • Look at the order in which you do things
  • Look closely at the most embarrassing details and amplify.
  • Lost in useless territory
  • Lowest common denominator check — single beat — single note — single riff
  • Magnify the most difficult details
  • Make a blank valuable by putting it in an exquisite frame
  • Make a sudden, destructive unpredictable action; incorporate
  • Make an exhaustive list of everything you might do and do the last thing on the list
  • Make it more sensual
  • Make what’s perfect more human
  • Mechanize something idiosyncratic
  • Move towards the unimportant
  • Mute and continue
  • Not building a wall but making a brick
  • Once the search has begun, something will be found
  • Only a part, not the whole
  • Only one element of each kind
  • Overtly resist change
  • Pae White’s non-blank graphic metacard
  • Pay attention to distractions
  • Picture of a man spotlighted
  • Put in earplugs
  • Question the heroic approach
  • Remember those quiet evenings
  • Remove a restriction
  • Remove ambiguities and convert to specifics
  • Remove specifics and convert to ambiguities
  • Remove the middle, extend the edges
  • Repetition is a form of change
  • Retrace your steps
  • Revaluation (a warm feeling)
  • Reverse
  • Short circuit (example; a man eating peas with the idea that they will improve his virility shovels them straight into his lap)
  • Shut the door and listen from outside
  • Simple subtraction
  • Simply a matter of work
  • Slow preparation, fast execution
  • Spectrum analysis
  • State the problem in words as simply as possible
  • Steal a solution.
  • Take a break
  • Take away as much mystery as possible. What is left?
  • Take away the elements in order of apparent non-importance
  • Take away the important parts
  • Tape your mouth
  • The inconsistency principle
  • The most important thing is the thing most easily forgotten
  • The tape is now the music
  • Think — inside the work — outside the work
  • Think of the radio
  • Tidy up
  • Towards the insignificant
  • Trust in the you of now
  • Try faking it
  • Turn it upside down
  • Twist the spine
  • Use “unqualified” people.
  • Use an old idea
  • Use an unacceptable color
  • Use cliches
  • Use fewer notes
  • Use filters
  • Use something nearby as a model
  • Use your own ideas
  • Voice your suspicions
  • Water
  • What are the sections sections of? Imagine a caterpillar moving
  • What context would look right?
  • What do you do? Now, what do you do best?
  • What else is this like?
  • What is the reality of the situation?
  • What is the simplest solution?
  • What mistakes did you make last time?
  • What most recently impressed you? How is it similar? What can you learn from it? What could you take from it?
  • What to increase? What to reduce? What to maintain?
  • What were the branch points in the evolution of this entity
  • What were you really thinking about just now? Incorporate
  • What would make this really successful?
  • What would your closest friend do?
  • What wouldn’t you do?
  • When is it for? Who is it for?
  • Where is the edge?
  • Which parts can be grouped?
  • Who would make this really successful?
  • Work at a different speed
  • Would anyone want it?
  • You are an engineer
  • You can only make one dot at a time
  • You don’t have to be ashamed of using your own ideas
  • Your mistake was a hidden intention

Here Brian Eno discusses the cards:

Eno emphasizes that the list isn’t helpful; you need to be surprised by drawing a random strategy.

Explosions: How We Shook the World

Saturday, August 10th, 2013

If you like explosions, you should enjoy the BBC’s Explosions: How We Shook the World:

ESPN Colt Pro Shootout

Friday, August 9th, 2013

Back in 1994, ESPN aired the Colt Pro Shootout — which gun-nut Caleb calls “the most awesome thing you’ll watch today”:

Style and Abstraction in Portrait Sketching

Friday, August 9th, 2013

This Disney Research study on style and abstraction in portrait sketching is fascinating:

We use a data-driven approach to study both style and abstraction in sketching of a human face portrait. We gather and analyze data from a number of artists that sketch a human face from a reference photograph. To achieve different levels of abstraction in the sketches, decreasing time limits were imposed – from 4:5 minutes to 15 seconds. We analyzed the data at two levels: strokes and geometric shape. In each, we create a model that captures both the style of the different artists and the process of abstraction. These models are then used for a portrait sketch synthesis application. Starting from a novel face photograph, we can synthesize a sketch in the various artistic styles and in different levels of abstraction.

Test Prep

Friday, August 9th, 2013

The Education Realist looks at the myth that the rich have the ability to improve their test scores through expensive test prep, while low-income blacks and Hispanics do not:

There’s just one tiny glitch in this mythology:

Blacks and Hispanics are more likely to use test prep than whites. Cite, cite, and oh look, this cite has a table:

Use of Test-Prep Courses and Gains, by Race and Ethnicity

Group % Taking Test-Prep Course Post-Course Gain in Points on SAT
East Asian American 30% 68.8
Other Asian 15% 23.8
White 10% 12.3
Black 16% 14.9
Hispanic 11% 24.6

The idea that blacks and Hispanics don’t have access to test prep is some sort of delusion that all the reality in the universe can’t shake out of progressives.

Within a ten mile radius of my home, at least 10 organizations are dedicated to providing free test prep, college admissions advice, and academic support to low income, first generation college blacks and Hispanics. Double the radius and the count will be in the dozens, if not hundreds — as it probably is anywhere in America. Any low-income black or Hispanic who wants SAT/ACT test prep and thinks he or she can’t afford it is the victim of criminally ignorant high school advisors — and the facts suggest that this isn’t a big problem.

Low income whites are a different story; few charitable organizations are dedicated to improving their test scores. Of course, given that low income whites trounce high income blacks on the SAT (Cite, cite, and cite), I guess maybe organizations figure there’s no point making the gap worse? But of course, the very fact that poor whites outscore wealthy blacks pretty much kills whatever remained of Hayes’ theory about the test score advantage of the rich and powerful.

Furthermore, as Steve Sailer and commenters to Hayes’ article point out, Hayes complete ignores another reality: the huge shift in Hunter College High School demographics isn’t so much from low income to high income, but from whites to Asians.

If you read of a school that’s suddenly moved to elite status or seen a dramatic rise in test scores (e.g., AIPCS), or heard that a test prep process has gotten out of control, it’s a sure thing that it’s become “an Asian school”, as we call them in my area. Once a school “goes Asian”, hitting a tipping point of about 40%, it’s a short step to 60-80%. Check out the top-scoring comprehensive high schools by SAT average, and the highest ones will be “Asian schools”. They end up Asian because of white flight. It’s not that whites don’t like Asians, but their kids will lose access to AP/honors courses and get lower GPAs — not because they have lower abilities, but because the white parents haven’t managed to convince their kids that the world will end of they don’t get straight As. Donations, as a rule, decline with this demographic change, which is why wealthy school districts get more than a little annoyed when their schools are at risk of “going Asian”, and come up with all sorts of odd rules to discourage it (giving up class ranking or limiting AP grade bumps).

Resegregation

Thursday, August 8th, 2013

Boys are struggling in school, but this isn’t a hard problem to solve, Fred Reed says:

The problem could be solved in about ten minutes by having separate schools for boys, grade school through high school, with male teachers only and a death penalty for even uttering the word “Ritalin.” Let boys run, jump, wrestle, compete. Grade them on substance, which boys understand (How much algebra do you know?) not on diligence (Did you paste pretty pictures neatly in your unutterably boring, make-work project about diversity?)

Reward performance, not patience, and excellence, not being docile and cooperative and good in groups. Offer advanced courses that appeal to smart boys — calculus, for example — and grade on math learned, not homework done on time. Problem solved. It should gratify women, who don´t want boys in the schools anyway.

It is important to recognize that integration of the sexes is directly responsible for the slide by boys. Today’s schools are run by women for girls. Fine. Girls should be in schools run for girls. Boys should not. Female teachers want decorum and good behavior (not strong points for boys), dislike competitiveness, rambunctiousness and cutting up in class. Boys will engage in these unless heavily, and now chemically, restrained. Thus the drive to keep boys doped up.

Men as teachers can handle boys without having them led from class in handcuffs and subjected to psychotherapy because they drew a soldier with a rifle.

Audio Books

Thursday, August 8th, 2013

Now that everyone carries an audio book player, audio books have grown into a $1.2 billion industry:

Mr. Hewson has discovered that writing for audio requires different techniques from prose writing. Word repetition becomes glaringly obvious. So do unintentional rhymes. Location changes have to be telegraphed at the beginning of the scene, so that listeners aren’t confused.

“Complex sentences, long subordinate clauses — they don’t work, people get bored and confused by them,” he says. “You’re looking for the writing to disappear so that all people hear is the story.”

The rapid rise of audio books has prompted some hand- wringing about how we consume literature. Print purists doubt that listening to a book while multitasking delivers the same experience as sitting down and silently reading. Scientific studies have repeatedly shown that for competent readers, there is virtually no difference between listening to a story and reading it. The format has little bearing on a reader’s ability to understand and remember a text. Some scholars argue that listening to a text might even improve understanding, especially for difficult works like Shakespeare, where a narrator’s interpretation of the text can help convey the meaning.

Less is known about how well people absorb stories when they are also driving or lifting weights or chopping vegetables. Commuters still account for half of audio book buyers, according to a report from the research firm Bowker, which tracks the book business. Daniel Willingham, a psychology professor at the University of Virginia who has studied reading and listening comprehension, said that multitasking compromises a listener’s attention, unless the task is truly automatic. Jogging on a treadmill would probably be fine, but running on a trail might be too distracting to fully absorb the text, he said.

They weren’t ever taught

Thursday, August 8th, 2013

All teachers working in low-ability populations go through a discovery process, the Education Realist explains:

Stage One: I will describe this stage for algebra I teachers, but plug in reading, geometry, writing, science, any subject you choose, with the relevant details. This stage begins when teachers realize that easily half the class adds the numerators and denominators when adding fractions, doesn’t see the difference between 3-5 and 5-3, counts on fingers to add 8 and 6, and looks blank when asked what 7 times 3 is.

Ah, they think. The kids weren’t ever taught fractions and basic math facts! What the hell are these other teachers doing, then, taking a salary for showing the kids movies and playing Math Bingo? Insanity on the public penny. But hey, helping these kids, teaching them properly, is the reason they became teachers in the first place. So they push their schedule back, what, two weeks? Three? And go through fraction operations, reciprocals, negative numbers, the meaning of subtraction, a few properties of equality, and just wallow in the glories of basic arithmetic. Some use manipulatives, others use drills and games to increase engagement, but whatever the method, they’re basking in the glow of knowledge that they are Closing the Gap, that their kids are finally getting the attention that privileged suburban students get by virtue of their summer enrichment and more expensive teachers.

At first, it seems to work. The kids beam and say, “You explain it so much better than my last teacher did!” and the quizzes seem to show real progress. Phew! Now it’s possible to get on to teaching algebra, rather than the material the kids just hadn’t been taught.

But then, a few weeks later, the kids go back to ignoring the difference between 3-5 and 5-3. Furthermore, despite hours of explanation and practice, half the class seems to do no better than toss a coin to make the call on positive or negative slopes. Many students who demonstrated mastery of distributing multiplication over addition are now making a complete hash of the process in multi-step equations. And many students are still counting on their fingers.

It’s as if they weren’t taught at all.

But teachers are resilient. They redouble their efforts. They spend additional time on “warm-up” questions, they “activate prior knowledge” to reteach even the simple subjects that have apparently been forgotten, and they pull down all the kaleidoscopic, mathy posters and psychology-boosting epigrams they’d hung up in their optimistic naivete and paper the walls with colorful images formulas and algorithms.

They see progress in the areas they review—until they realize that the kids now have lost knowledge in the areas that weren’t being taught for the first time or in review, much as if the new activity caused them to overwrite the original files with the new information.

At some point, all teachers realize they are playing Whack-a-Mole in reverse, that the moles are never all up. Any new learning seems to overwrite or at best confuse the old learning, like an insufficient hard drive.

That’s when they get it: the kids were taught. They just forgot it all, just as they’re going to forget what they were taught this year.

All over America, teachers reach this moment of epiphany.

Stage Two is blame the students:

The transformation from “these poor kids have just never been taught anything” to “These kids just don’t value education” is on display throughout the idealistic Teach for America blogs. It’s pretty funny to watch, since on many sites you have the naive newbies excoriating their kids’ previous teachers for taking money and doing nothing, while on other sites the cynical second-years are simultaneously posting about how they hadn’t understood the degree to which kids could sabotage their own destinies, or some such nonsense. Indeed, I once had a conversation with a TFAer at my school, and she said this to a word: “I’ve realized I’m a great teacher, but my students are terrible.”

Daft Punk’d

Wednesday, August 7th, 2013

I haven’t watched Colbert in quite some time, but I enjoyed this extended bit about getting Daft Punk’d by MTV:

Newhall Massacre

Wednesday, August 7th, 2013

When I was first learning defensive shooting, I was taught that you fight how you train, so you need to train how you’d like to fight, or you’ll develop training scars — habits that work in training but not in a real fight.

The canonical example of this is the California Highway Patrol officer who was found with spent brass casings in his pocket after a firefight, because officers were required to collect their brass at the range and dump it in a bucket. (They were shooting revolvers, which don’t eject the casing after each shot, so they could dump all six rounds into a pocket each time they reloaded.)

This example comes from the 1970 Newhall massacre, where four officers died — only the infamous training scar wasn’t in evidence:

Since the incident, it was said Officer James Pence was found with six spent casings in his trouser pocket, having been trained to pocket his brass before reloading. This would have slowed down his reloading process greatly, contributing to his inability to engage his killer before Twining shot him through the brain. This had already become accepted doctrine when I came into police training in 1972, and I, like so many others, dutifully accepted it as gospel.

By the time I researched this case and wrote it up for American Handgunner the first time however, it had become a subject of debate. As noted in Ayoob Files: The Book in 1995, “Though official sources deny it, some CHP officers insist Pence was found with spent casings in his pocket, a legacy of range training.” It would appear Mike Wood has resolved the debate through his research of LASD Homicide files.

In September 2011, Mike told me the LASD file included a scene photo of Pence’s six spent .357 casings lying on the asphalt where he fell. By third quarter 2012, he was able to show me that evidence photo. I can now accept Pence did indeed eject his empties in his desperate attempt to reload and get back in the fight.

Whence came this story? On May 9, 2012, Mark Schraer wrote in the electronic journal PoliceOne.com he thought it came from the fact the CHP, in changing its training after Newhall, also made it clear putting brass in the pocket was no longer doctrine. This apparently led to a generation of CHP officers believing this mistake must have been made at Newhall.

Not putting brass in the pocket is, of course, still a good idea, and if the point seems moot in the time of the semiautomatic service pistol, remember some auto pistol instructors still insist every reload must be a tactical reload, with every depleted magazine pocketed, even if it’s empty — and even if there’s nothing to refill it with.

In the classic 1980 police training text Street Survival, we find on Page 22 the statement, “Some officers have been killed because they took extra time to catch the ejected cases and put them in their pockets, as they’d done when shooting targets on the range.” We know this was a problem long before Newhall. Bill Jordan wrote in the 1960s of at least one Border Patrol gun battle in which officers found their pockets full of spent revolver brass when it was all over.

After the massacre, the CHP switched to speedloaders, by the way — which came up when I mentioned the fundamentals of double-action revolver shooting recently.

(Hat tip to gun-nut Caleb.)