Asian Quotas in the Ivy League?

June 9th, 2014

Are there Asian quotas in the Ivy League? Inconceivable!

Over the last twenty years, America’s population of college-age Asians has roughly doubled and Asian academic achievement has reached new heights, but there has been no increase whatsoever in Asian enrollment in those elite universities and indeed substantial declines at Harvard and several other Ivies. Meanwhile, other top colleges such as Caltech that admit students based on a strictly meritocratic and objective standard have seen Asian numbers increase fully in line with the growth of the Asian population.

Asian Enrollment Trends

Ivy League schools admit their students by a totally opaque and subjective process, only somewhat related to academic performance or other objective factors, and leading American journalists such as Pulitzer-Prize winner Daniel Golden have documented the powerful evidence that this system is laced with favoritism and even outright corruption. In recent years, Asian enrollments at all the Ivies have converged to a very narrow range and remained relatively constant from year to year, a remarkably suspicious result that seems strongly suggestive of an implicit Asian Quota. Indeed, the statistical evidence for a present-day Asian Quota is arguably stronger than that for the notorious Jewish Quota of the Ivies during the 1920s and 1930s, the existence of which was widely denied at the time by university administrators but is now universally accepted.

In Pursuit Of An Ancient Pursuit

June 9th, 2014

Back in 1978 Michael Baughman wrote about trying to run down a deer Indian-style for Sports Illustrated:

A large stone in each hand, I trotted down to it through the star thistle. Breathing deeply, I stood in the warm shade on the uphill side. The thicket was even denser than I remembered, much too thick to see into. I tossed the first stone, shook the slender trunk of a willow and yelled. There was a heavy thrashing deep within the thicket, then a whirring of wings. A covey of 30 or 40 valley quail burst out in all directions. A pheasant came behind them, a cock this time, and then the deer. I heard the deer before I saw it, crashing out of the bottom end. I circled around the top to avoid the swampy area. It was a young buck.

I dropped the second stone and started after him. He had a 40- or 50-yard head start, going south, parallel with the ditch above us, and his head was turned to watch me as he picked up speed. I held my pace and angled back to the firmer footing along the ditch.

He was 200 yards ahead and gaining ground. I maintained my pace. As long as I stayed within a quarter mile of him I would have a chance of running him down.

The springy, almost jumping gait of the buck was beautiful to see. His raised tail and rump were startlingly white in the dusty heat, and small clouds of powdery dust rose like smoke behind him.

I kept my pace. I’d covered better than a quarter mile by now without tiring. He stayed below the ditch, heading, as I had hoped he would, for the next thicket along the way.

By then I was sweating hard, but my legs were fine. As he entered the thicket, I was little more than 300 yards behind. I could see him in the willows, see the white rump, and then even closer, the turned head with its brown, glassy eyes staring back at me in fright.

A hundred yards away I yelled, and this time he broke out from the top end, raced straight up the hill and cleared the irrigation ditch with one incredibly graceful bound. This was lucky for me. By coming up the hill, he had actually shortened the distance between us.

Once across the ditch, he picked up speed again. The next mile or two, I knew, would be the hardest. But after that his fright would work to my advantage.

He started up the slope on the other side of the ditch, stopped, turned again to look, then headed straight for the nearest thicket. I had to step up my pace. My legs hadn’t begun to tire, but my breath was coming so hard that my side ached. Two hundred yards above me, and twice that far ahead, the buck reached the sparse thicket near the long-deserted ranch house with the rusted Model T in the yard.

Twenty minutes later the buck was exhausted:

I was only 10 yards away from him. He took a tentative step, but his head sank. He could go no further. I stopped where I was and talked to him soothingly.

Flies circled over his back, at least a couple of dozen of them, but he was trembling so severely that they couldn’t light. His wide brown eyes never blinked or left my own the whole time I was talking to him.

When a full minute had passed that way, he had rested enough to raise his head. The trembling eased. The flies alighted.

I walked up slowly and touched his sweaty flank. He started away, jerkily and graceless for the first few steps, then with increasing confidence, and all the way his head was turned to watch me.

Catch-and-release persistence hunting never caught on.

A Scientist Finds Independence

June 9th, 2014

I first heard of Art Robinson as the founder of the Robinson curriculum — a collection of out-of-copyright classics that his children used to teach themselves, more or less — but Dr. Robinson was a notable chemist before that:

In the mid 1970′s, after a few years at U.C. San Diego, Robinson teamed up with Linus Pauling to form the Linus Pauling Institute of Science and Medicine in Menlo Park, California. Robinson, president and research director, revered Pauling both as a teacher and a chemist, while Pauling had referred to him as “my principal and most valued collaborator.” Pauling had won two Nobel Prizes, for Chemistry (1954), and Peace (1962), and by the mid 1970′S had widely publicized the claim that Vitamin C could cure the common cold. In addition, he said, “75 percent of all cancer can be prevented or cured by Vitamin C alone.”

At the new institute, on Sandhill Road, Robinson devised some mouse experiments to test this amazing theory. By the summer of 1978, he was getting “highly embarrassing” results. At the mouse-equivalent of 10 grams of Vitamin C a day — Pauling’s recommended dose for humans-the mice were getting more cancer, not less. Pauling responded to the unwelcome news by entering Robinson’s office one day and announcing that he had in his breast pocket some damaging personal information. He would overlook it, however, if Robinson were to resign all his positions and turn over his research. When Robinson refused, Pauling locked him out and kept the filing cabinets and computer tapes containing nine years’ worth of research. They were never recovered. Pauling also told lab assistants to kill the 400 mice used for the experiments. Pauling’s later sworn testimony showed that the story about the damaging information was invented, while experiments by the Mayo Clinic conclusively proved that the theory about cancer and Vitamin C was wrong.

A sharp divergence of political opinion between the two men also became apparent. A few years after he won the Nobel Peace Prize, Pauling also won the Lenin Peace Prize. He told Robinson that he was more proud of the Soviet than the Norwegian award. For his part, in the spring of 1978 Robinson had given a speech at the Cato Institute, then in San Francisco, deploring the government funding of science as harmful to the independence that is essential to scientific inquiry.

Pauling died in 1994, at the age of 93, but his peace-prize activities continue to resonate among scientists, and the subject still absorbs Robinson. In 1958, Pauling had engaged in a series of televised debates with the developer of the hydrogen bomb, Edward Teller. The subject was “nuclear fallout,” or the residual radiation after an atomic explosion. Pauling won, Robinson says, with the help of an argument that was unsupported by evidence at the time. Since then, however, it has been shown to be wrong. The argument involved a “linear extrapolation to zero,” in Robinson’s scientific lingo. High levels of radiation will certainly kill you, and lower levels will harm you. Pauling calculated the damage at minuscule levels by extending that graph back in a straight line to zero. Zero radiation, obviously, causes no harm. At low levels, by his calculations, not many would be harmed. But multiplying that harm-rate by the population of the world, as Pauling did, allowed him to claim that continued nuclear testing would kill “millions of children.” So it should be stopped. Pauling and his wife Ava Helen organized a petition against testing in the atmosphere, signed by 11,000 scientists and presented to the United Nations. For that he won the Nobel Prize, and the Lenin Prize a few years later.

Now we have the “hormesis” data, gathered in the last 20 years, and that’s what interests Robinson. The graph does not go straight back to zero. It goes down to about 700 millirems a day, then heads back up again, like a hook. Low background levels of radiation seem to be good for you. The evidence that the “linear extrapolation to zero” is wrong, accumulated by Bernard L. Cohen, an emeritus professor of physics at the University of Pittsburgh, comes from many sources. Bad for you in large doses, radiation does some good in small doses. It seems to keep the DNA repair mechanisms in good working order. The same principle is observed with alcohol, and a number of other poisons. Very heavy drinking will kill you, but a glass of wine a day is a tonic.

With radiation, nonetheless, the operative principle has been “zero tolerance,” permitting environmentalists not just to stop nuclear tests, but to demonize nuclear power and to stymie the disposal of nuclear waste as well — with little discussion of the evidence. As the recent energy problems on the West Coast suggest, we are going to have to start building nuclear power plants again. Meanwhile, Art ruefully points out, the hormesis data show that Oregon is not a particularly good place to live. Its background radiation levels are below the national average, and its cancer rates are above average. There’s less cancer risk in Denver, where the background radiation levels are much higher. That inverse relationship holds all over the country.

When he found himself locked out of his own office, Robinson sued Pauling for breach of contract, slander, and fraud. After many twists and turns, and a lengthy account in Barron’s by the perennial Wall Street bear, James Grant, now the publisher of Grant’s Interest Rate Observer, the case was settled out of court with Pauling paying Robinson $575,000. Art and his wife Laurelee, and Zachary and Noah, moved to Oregon in 1980. Concerned about the decline of public education, she had already begun to accumulate filing cabinets full of her own instructional material and was home-schooling all the children.

By 1988, the six Robinson children ranged in age from 12 to one and a half. One day in November all the children had stomach flu. Laurelee felt ill too, with a bad stomach ache. Art asked if she wanted to go to the emergency room but she said no. She slept in the living room to be closer to the electric heaters. The next morning Arynne and Bethany, aged 8 and 6, came running into his room. “We can’t wake mommy up.” He ran in. “She wasn’t dead yet, but her heart had almost stopped.” She died before reaching the hospital. It was a rare disease called acute hemorrhagic pancreatitis. Enzymes released by the pancreas, instead of going down the proper duct to the digestive system, had latched onto an artery and eaten a hole in it. “All her blood was in her peritoneal cavity.” Even if she had been in the hospital, it is not likely that she could have been saved. “The sutures would never have held,” a doctor told Art. It had all taken less than 24 hours. Laurelee was 43.

Now Art had to find a way to keep going on his own. “For most of my life,” Robinson says, “I had found education to be a boring subject. I enjoyed teaching chemistry because I enjoyed chemistry—not education. When Laurelee died I continued our home school, but I let the children teach themselves.”

Since then, with many intervening adventures, Art Robinson has mostly been home alone with the kids. His formula — “let the children teach themselves” — sounds as though it came from the progressive play-book. There are four keys to learning, he believes — “study environment, study habits, course of study, and high-quality books” — but he may not realize the extent to which his own discipline, determination and watchfulness have made the first two a given in his own household. He permits no television, which “promotes passive, vicarious brain development rather than active thought.” Sweets aren’t allowed either — “sugar diminishes mental function and increases irritability.”

As for the guns, they are not entirely for show. Out there in the woods are cougars and black bears, and earlier this year Joshua shot a cougar that appeared in a tree just above him. Cap guns, war toys and violent video games were never permitted in the Robinson household. Real guns were also unthinkable, until Art felt the children were old enough. Two years ago, agreeing with the title of his close friend Jeff Cooper’s book, To Ride, Shoot Straight and Speak the Truth, firearms training was added to their home school.

Their training was conducted under Cooper himself at the NRA Competition Center at Raton, New Mexico, and under Clint Smith, Cooper’s associate in Texas. Matthew was considered to be too young, but he went along on the trips. He proved to be such a favorite with the instructors that they sought Art’s permission to teach him, too. In this, the family has reverted to earlier times in America when children were taught self-reliance, good judgment and practical skills — including the use of firearms — at an early age.

He sounds like a Heinlein hero — except that he’s quite Christian.

A Toothy Torpedo Covered in Sandpaper

June 8th, 2014

You might describe a shark as a toothy torpedo covered in sandpaper:

A shark’s skin is covered in millions of microscopic denticles, rigid tooth-like scales that jut out from the soft skin beneath. By disrupting the flow of water over the fish’s skin, it is thought, the denticles reduce drag, making for a more efficient swimmer. But to really empirically understand how the denticles do their job, you need to see how different sorts of skin coverings affect the fluid dynamics as water washes over the skin of swimming fish. You can’t take a real shark and give it new skin, so Harvard University researchers Li Wen, James C. Weaver, and George V. Lauder created artificial shark skin instead. They manufactured it using a 3D printer.

Artificial shark skin with rigid denticles attached to a flexible membrane

Lauder’s group then subjected their 3D-printed faux skin to a series of tests in water. They found that it managed to reduce drag by 8.7% when the water flowing over it moved slowly, which is consistent with the thought that denticles reduce drag. But in faster currents, the denticles actually increased drag by 15% compared to a smooth sheet. That might seem surprising at first, but sharks don’t swim in a straight line, they wriggle their bodies. As soon as the researchers started wriggling their artificial skin, the swimming again become more efficient: swimming speed increased by 6.6% and the energy expended was reduced by 5.9%.

In War, Not Everyone Is a Soldier

June 7th, 2014

Many video games have a military theme, and in many of those, the player plays as some kind of soldier — or super-soldier. In war, not everyone is a soldier though, as 11 Bit Studios’ This War of Mine illustrates:

By day, your group of civilians hides from snipers. By night, you sneak out for building supplies and medicine, or contrive ways to capture rainwater for drinking.

The game, which will be available on mobile, Mac, PC, and Linux, is about the difficult moral choices people make every day in the face of violence-induced scarcity. “Try to protect everybody from your shelter or sacrifice some of them in order to prevail,” says the press release, “there are no good or bad decisions during war.”

To calibrate the options available to their players, game designers studied accounts from Syria and Sarajevo. They also talked with an American soldier who had been in Fallujah.

“While designing a new game,” lead designer Michal Drozdowski explained in a blog post, he and his team read a viral online account called “One Year in Hell,” written by a Bosnian about his life in the early 1990s. “We learned about his hardships and the horror of that experience. We decided to work around this idea and make something real, something that moves people and makes them think for a second. It’s about time that games, just like any other art form, start talking about important things.”

They should really merge the project with one of the big first-person shooters, so some players are blithely blowin’ $#@! up, while others are losing friends and family and looking for clean water.

Muscle and brainwave activity during shooting

June 6th, 2014

USOC Psychologist Lindsay Thornton measures Teresa Chambers’ muscle and brainwave activity during shooting:

Third World Construction

June 6th, 2014

Third World construction has its charm:

10 Ways to Spot the Difference Between Pseudoteaching and Real Teaching

June 6th, 2014

Daniel Coyle presents 10 ways to spot the difference between pseudoteaching and real teaching:

  1. Pseudoteaching delivers long, entertaining, inspiring lectures; Real teaching designs short, intensive, learner-driven sessions
  2. Pseudoteaching is eloquent and expansive; Real teaching is concise and focused
  3. Pseudoteaching addresses large groups; Real teaching connects to individuals
  4. Pseudoteaching doesn’t focus on small details; Real teaching is all about details
  5. Pseudoteaching is about talking more than watching or listening; Real teaching is about listening and watching more than talking
  6. Pseudoteaching is loudly charismatic; Real teaching is quietly magnetic
  7. Pseudoteaching is Robin Williams leaping atop desks in Dead Poets Society; Real teaching is John Wooden, teaching his basketball players how to put on their socks properly (no wrinkles, because that causes blisters)
  8. Pseudoteaching dismisses questions; Real teaching craves them
  9. Pseudoteaching treats everyone the same; Real teaching tailors the message for each learner
  10. Pseudoteaching delivers the exact same lecture over and over; Real teaching customizes each session for its audience

Alexander Boot on D-Day

June 5th, 2014

Alexander Boot describes D-Day as splendid, glorious, heroic, sacrificial — and terribly wrong:

The resulting triumph of Allied arms could easily have turned into a disaster. In fact, even the most optimistic members of the Allied High Command had rated the chances of success as 50-50 at best.

These weren’t the kind of odds on which Anglo-American generals typically risked potential casualties in the hundreds of thousands. So what made them push the button this time? What dire operational necessity was guiding their finger?

The answer is, there was no operational necessity, dire or otherwise, for the invasion of Northern France. It wasn’t the bellicose god of war that drove the Allies across the Channel, but the shifty god of political chicanery.

Here we ought to remember that the three main Allied powers, Britain, the USA and the USSR, while united in their common goal of defeating Nazi Germany, also pursued aims of their own — and these were at odds.

In the run-up to the war, the Soviets had built up the biggest invasion force known in history, far outstripping the rest of the world’s armies put together in both manpower and materiel.

Stalin had a seven to one superiority in tanks over Germany, with his machines being technologically two generations ahead of the Wehrmacht’s (or anyone else’s). Soviet fighter planes had demonstrated their superiority over their German and Italian analogues during the Spanish Civil War. Stalin boasted more submarines than the rest of the world combined. And as to the human resources, the Soviets could match Germany three times over.

It would be tedious to argue the point that ought to be self-evident to any historian other than fully paid-up apologists for Stalin: that gigantic force, assembled at a cost of millions dead and hundreds of millions enslaved, was put together not to defend Russia but to conquer the world.

The plan was to provoke Hitler’s assault on the West, wait until his troops got mired either in France or, ideally, in Britain and then drive the juggernaut across the central European plains.

The entire Soviet policy from about 1932 onwards is intelligible only in the light of this objective. It’s to achieve it that in a few short years Stalin turned the Soviet Union into a giant military-labour camp, starved millions to death, courted Hitler, first secretly, then — after August 1939 — openly, provided the raw materials without which Nazi Germany couldn’t have attacked the West, invaded Poland from the east 17 days after the Nazis had invaded her from the west, provided the bombs that German planes rained on London.

Two developments prevented Stalin from launching his offensive in 1940, as had been planned (that operation went by the codename THUNDERSTORM). The first was the Winter War of 1939-1940, in which Stalin threw against Finland an army almost outnumbering the entire population of that tiny country.

The Finns heroically fought Stalin’s hordes to a standstill, inflicting 500,000 casualties, against 20,000-odd of their own. Brilliantly led by Marshal Mannerheim, who had learned his trade when serving as Lieutenant-General in the Tsar’s Guards, the Finns gave Stalin a reality check: his army was poorly trained, ineptly led and incompetently supplied.

Still, the Finns could keep up their heroic struggle only for so long: a country whose population was smaller than Leningrad’s was running out of resources. Yet just as Stalin was finally ready to overrun Finland, he was given another reality check.

The British government hinted, not so subtly, that, should Stalin refuse to accept an armistice with a token gain in Finnish territory, the Brits would use the RAF Mosul base in Iraq to take out the Baku oilfields, then the only source of Soviet oil. Stalin took the hint, sued for peace and delayed the planned invasion of Europe.

‘Delayed’ shouldn’t be understood to mean ‘cancelled’: THUNDERSTORM was to go ahead, but a year later than originally planned, around July-August, 1941. When Hitler finally realised what was going on, he took the wild gamble of delivering a pre-emptive strike, thus accepting what every German schoolchild knew would be catastrophic: a two-front war.

What those precocious schoolchildren didn’t know, and some eminent historians still don’t, was that Hitler no longer had a choice. Stalin’s monstrous juggernaut had to be destroyed before it had a chance to roll.

Germany’s pre-emptive strike on 22 June, 1941, effectively destroyed the Soviet regular army, with 4.5 million prisoners (my father, incidentally, among them) taken in the next two months. Many of those prisoners not only surrendered without a fight, with whole regiments marching into Nazi captivity to the sound of brass bands, but at least 1.5 million of them volunteered to fight against Stalin.

Comparing this shocking figure with the number of Russian soldiers bearing arms against their country in the Napoleonic war of 1812 (none), we may begin to realise the depth of hatred the Bolshevik regime had unleashed among its own people.

Few were Soviet soldiers who hadn’t had next of kin shot, tortured or starved to death, sent to concentration camps or imprisoned. The morale in the army, especially after the 1937-1938 purges in which most officers from the level of regimental commander up had been wiped out, was below low.

The terrorist methods used by Stalin and Beria to make the Red Army fight are best described in the book Stalin’s War of Extermination by the late German historian Joachim Hoffmann. But fight the army finally did, losing uncountable and largely uncounted millions on the way to Berlin.

The British and the Americans had very different goals:

Not to cut too fine a point, Churchill wanted to preserve the British Empire, while Roosevelt wanted to destroy it. His aim was for America to supplant Britain as the major Western power, and in this Roosevelt was continuing the American imperialist policy already pursued during the previous war by President Wilson.

Thus Roosevelt’s aims overlapped with Stalin’s who also saw Britain, and Churchill personally, as the main obstacle on the way to achieving his own objectives. This explains why Roosevelt consistently joined forces with Stalin to defeat Churchill’s proposals on war strategy.

A significant factor in Roosevelt’s decision-making was his entourage, densely staffed with Soviet agents, such as Harry Dexter White, who de facto ran Treasury, Alger Hiss, one of Roosevelt’s top diplomats, and especially Harry Hopkins, who effectively led the country during Roosevelt’s last term when the President was increasingly incapacitated.

These men were influential in steering Roosevelt’s policies towards Stalin’s, and away from Allied, interests, but their role must not be exaggerated. Roosevelt was a visceral American supremacist, and as such he knew anyway that his and Churchill’s bread was buttered on opposite sides.

Stalin desperately wanted the Allies to invade Europe through northern France, for this would leave Eastern Europe defenceless against Soviet conquest and subsequent domination. Churchill, on the other hand, was in favour of invading through the south, mainly Italy, cutting Stalin’s hordes off the Balkans and eastern Europe.

Understandably, if illogically, Stalin kept bleating about the need for a second front, refusing to acknowledge that it already existed. It was as if the Anglo-American troops dying in their thousands in North Africa and the Far East weren’t fighting on any front at all (incidentally, this is the impression most Russians have even today, largely thanks to the history books created by Putin’s government).

Most important, a second front had already existed even in Europe since 12 September, 1943, when 200,000 Anglo-American troops landed from Sicily at Salerno on the Italian mainland. Using their established bases in Italy as the beachhead, the logic of the war demanded that the Allies expand their operations from the Aegean and Adriatic Seas into south and central Europe.

This view was shared by Gen. Eisenhower who later said, “Italy was the correct place in which to deploy our main forces and the objective should be the Valley of the Po. In no other area could we so well threaten the whole German structure including France, the Balkans and the Reich itself.”

Cacophony of Decor

June 5th, 2014

Few environments feature such a cacophony of decor as the elementary school classroom:

Colorful bulletin boards, scientific posters, state maps, and student artwork tend to cover nearly every inch of wall space. Yet a new study on classroom design from researchers at Carnegie Mellon University suggests that all that educational flair may not be all that great for getting kids to learn.

The study, carried out over two weeks, examined 24 kindergarten students who were taught six lessons on topics they had not yet learned in school. Half the lessons were taught in a highly decorated classroom environment, with posters and art all over the walls, and the other half were taught in a classroom with no decoration.

CMU’s researchers found the kids spent more time off-task and were more distracted when the room was brightly decorated, and they tested better on subjects they learned in the sparser classroom compared to the ones they learned in the more visually stimulating environment.

How Asians and Westerners Think Differently

June 5th, 2014

Richard Nisbett’s The Geography of Thought explores how Asians and Westerners think differently:

Canadian and Japanese students were asked to to take several bogus ‘creativity’ tests and then given feedback on how they did on each task. When participants were given the opportunity to work on similar tasks, Canadian students worked longer if they had previously “succeeded;” Japanese students worked longer if they had “failed.” (p. 56)

Chinese, Korean, and American students were asked to read newspaper reports about mass shootings. When asked why the killings happened, Chinese and Korean students were far more likely to blame situational factors (such as “he was isolated from the rest of his class” or  ”availability of guns in the United States”) while Americans were more likely to focus on the shooter’s personality traits or psychological problems (such as a “suffered from severe depression” or a “political belief that guns were a legitimate means to address grievances”). (p. 112, 129).

Most toddlers who grow up in a European language environment learn new nouns at twice the rate at which they learn verbs. East Asian toddlers learn verbs at a faster rate than they learn nouns. (p. 149)

When asked to describe themselves either in particular contexts or without specifying a situation (e.g. I work very diligently on school projects, I am a loving child, or I like to cook with my friend vs. I am loving, diligent, or I like to cook ) Japanese people had difficulty describing themselves without referencing context; Americans not only preferred to describe themselves in terms of universal attributes, but many had trouble understanding the concept of describing themselves ‘in context’ at all. (p. 53)

American and Japanese students were asked to view a CGI video of a fish tank that included several fish in the foreground with bubbles, water plants, rocks, and smaller fish in the background.  They were later tested on what they remembered from the scene. Japanese students were twice as likely to remember inert, background objects. When asked to describe what they saw, Japanese students first referred to the environment (“it looked like a pond”), while Americans were three times as likely to refer to something in the foreground (“there was a big fish swimming to the left”). (p. 90)

A cross cultural mental health survey of a American and Asian study groups found that “feeling in control of my life” was strongly correlated with happiness for the Americans, but weakly correlated with happiness for the Asians. (p. 97)

When shown pictures of grass, a chicken, and a cow and then asked to select which of the three did not belong, American children were far more likely to choose the grass (because the other two are animals), while Chinese children were far more likely to choose the chicken (because the cow eats the grass). (p. 140)

Chinese and American students were presented with “plausible” statements that seemed to conflict but were not in true logical contradiction with each other, such as “A social psychologist studied young adults and asserted that those who feel close to their families have more satisfying social relationships” and “A developmental psychologist studied adolescents and asserted those children who had weaker family ties were generally more mature.” Participants were asked to rate how “believable” one statement was before they saw the other; once they read the second statement they were to rate how believable both were. When Americans read two statements in seeming contradiction they usually rated one as much more believable than the other; when Chinese encountered the seeming contradiction they rated both statements as more believable than when they read them in isolation! (p. 182)

Robbery Suspect Tracked by GPS and Killed

June 4th, 2014

Police officers in NYC tracked an armed robber by GPS:

The decoy bottle was among a cache of drugs taken in an armed robbery about 1:30 p.m. from HealthSource Pharmacy, at Second Avenue and East 68th Street, according to a police official, who was not authorized to speak about the investigation.

The suspect, identified by the police as Scott Kato, 45, of Mount Vernon, N.Y., was believed to have robbed pharmacies in New York City on at least four occasions since 2011, three times at the HealthSource drugstore. He served about 12 years in prison for a 1990 conviction for sexual abuse and robbery and spent an additional 16 months in prison after violating parole twice, according to state records.

The police official said the GPS device helped lead the police to the man, who was confronted as his 2007 Jeep was stuck in traffic on a service road beneath the Franklin D. Roosevelt Drive at East 96th Street. As officers closed in, the man pointed a handgun in the direction of at least one of the officers; one or more of the officers opened fire, killing the man, the police said.

The episode is the first known case in New York City in which a decoy bottle helped the police identify a suspect after a pharmacy robbery.

The decoy bottles were introduced last year by the police commissioner at the time, Raymond W. Kelly, who announced that the department would begin to stock pharmacy shelves with decoy bottles of painkillers containing GPS devices. The initiative was in response to a sharp increase of armed and often deadly pharmacy robberies across the state, frequently by people addicted to painkillers.

While the New York Police Department was not the first in the state to use the decoy bottles, it was among the first to publicize the program, believing that the publicity could deter prospective robbers. Other police departments chose to keep the initiatives private, concerned that if robbers knew of the GPS devices, the risk to pharmacy workers could be greater.

I was surprised the decided to publicize the decoys.

Tank Fist

June 4th, 2014

When the bazooka was born, it combined two cutting-edge technologies: the rocket and the shaped-charge warhead.

When the US sent bazookas to its comrades on the eastern front, they fell into German hands.

The Germans quickly developed the Panzerfaust (“tank fist”) and then the Panzerschreck (“tank fright”).

Russland, Luftwaffensoldat mit Panzerabwehrwaffe

The Panzerschreck was a bazooka, scaled up to 88 mm — a successful caliber for the Germans. The earlier Panzerfaust though was something different: a cheap, single-shot, “recoilless rifle” — in the same family as the modern M3 Carl Gustaf, the Goose. So, the Panzerfaust did use a shaped-charge warhead, which could penetrate armor even at low velocity, but it didn’t use a rocket to propel it. In fact, it used 830 grains of black powder.

In movies, the modern RPG is often depicted traveling at low speed, when in real life its gunpowder booster charge launches it out of the barrel at 115 m/s, and then its rocket engine kicks it up to 295 m/s (660 mph). The original Panzerfaust actually did travel at thrown-ball speeds though: 30 m/s (67 mph).

New Orleans Becomes An All-Charter School City

June 3rd, 2014

New Orleans is becoming an all-charter school city:

The last of New Orleans’ Recovery School District’s government-run schools (five of them) closed this week, and when the school year starts in September, every student in the public education system will be attending one of the 58 charter schools in the city. Five hundred and ten out of the district’s 600 employees will be gone by the end of the week. The public education system in New Orleans has been run by the state’s Recovery School District since Hurricane Katrina hit the city in 2005. At that time, the state took over 102 of 117 schools in the city, the “worst performers.”

[...]

According to the Post, before the Recovery School District took over in New Orleans, the elected Orleans Parish School District was bankrupt and $71 million in federal money had gone missing. The high school graduation rate was just 54.4 percent before the state took over; by 2013 it was 77.6 percent. And while those numbers compare the pre- and post-Katrina New Orleans population, data limited to the post-Katrina population is improving too. In 2007 for example, only 23 percent of students were at grade level for math. That’s up to 57 percent. In the meantime, while the Recovery School District is about to have just 90 employees, the failing Orleans Parish School District had more than 7,000 before the state took over.

Sensitive To FODMAPs?

June 3rd, 2014

Many people who suspect they’re sensitive to gluten may be sensitive to something else in wheat, a carbohydrate:

That carbohydrate, called fructan, is a member of a group of carbs that gastroenterologists say is irritating the guts of a lot of people, causing gas, diarrhea, distention and other uncomfortable symptoms. Altogether, these carbs are called fermentable oligo-di-monosaccharides and polyols, or the cumbersome acronym FODMAPs.

If you’re someone with a sensitive stomach and you’ve never heard of FODMAPs, listen up. In addition to fructan in wheat (and garlic and artichokes), FODMAPs include fructose (found in some fruit), lactose (found in some dairy products) and galactans (found in some legumes).

While most people can digest FODMAPs with no problem, for many with chronic gut disorders like irritable bowel syndrome, they’re poorly absorbed by the small intestine and then fermented by bacteria to produce gas, which leads to those unpleasant symptoms. IBS affects up to 20 percent of Americans.

After a team of scientists at Monash University in Australia led by Peter Gibson and Susan Shepherd linked FODMAPs to IBS in 1999, they designed the low-FODMAP diet. According to William Chey, a gastroenterologist and professor of medicine at the University of Michigan, the diet was swiftly embraced by doctors and dieticians as a treatment for IBS because it’s as effective as the drugs on the market. (In most trials, 70 percent of patients see improvement in their IBS symptoms when they go on the low-FODMAP diet.)