I'm trying to get out of the habit of saying, "Americans." As a society, we are really a self-centered lot. North America is comprised of both Canada and the United States. Technically, a Canadian could call herself an "American," as she lives on the continent of North America. But, would that make people living in the United States, er, "Statesians?" or, "USians?"
Someone living in Mexico could call themselves an "American," too. By some geographers account, Mexico is part of North America. I tend to prefer to link Mexico with Central America. Even so, "Central America" is an "America," thus qualifying anyone from the Rio Grande to the Panama Canal to adopt the moniker of "American."
South America is also an "America." A few years ago, I spoke with someone from Brazil. The running joke in Brazil is people in the United States think their country is the only one in the Western Hemisphere. Brazilians, I was told, are "Americans" as much as residents of the United States.
Now, don't misunderstand me. I am not saying these other "Americans" fall under protection of the United States Constitution, nor are governed by U.S. Civil and Criminal Codes. I am saying anyone essentially living in the Western Hemisphere, from an area historically described as being the "Americas" has as much right to call themselves an "American" as anyone in the United States.
Which brings me to a couple points, the first I will cover here, the other I will cover in a second post.
Each semester, the very first activity I engage in, before I even determine attendance, or recite the syllabus, is give a map quiz. My map quiz is not any old map quiz. I present the students with a world map. I ask they identify 18 specific countries. The 18 countries I have them attempt to locate are countries featured prominently in the news: Iran, Afghanistan, Iraq, and so on. I tabulate correct responses and create a frequency distribution.
At the end of the semester, students making their way to the end of the course are then presented with the same map and asked to identify the same collection of countries. I tabulate correct responses and create a second frequency distribution.
I've been collecting statistics for about 8 years or so.
I have no idea if college students are representative of the U.S. population. At first blush, I would say, No, simply based on the fact more than 2/3rds of the U.S. population never receive a college degree.
Walking in the door and sitting down at a desk, the initial results I find disturbing. Also, the initial results have not appeared to significantly improve over my measurement period. Thus, I can only conclude people are just as uninformed today as they were in 2004.
Here are some notable statistics:
Despite having been actively engaged in Afghanistan & Iraq for 10 years or so, both countries are the most commonly misidentified countries, at 99% error rate.
Many people self-identify as "Christian" yet cannot find Israel on a map of the world, with an error rate of 95%, only slightly less than Afghanistan or Iraq.
Venezuela, an important supplier of oil products to the United States, fares about the same as Israel, as does Pakistan and North Korea.
Do people ever incorrectly identify the United States? Yes, a few individuals cannot locate the United States on a world map. The error does not happen very often; out of 100 students I can almost guarantee at least one person will not correctly identify the United States. Whereas about 1% will miss the United States, about 5% will miss Mexico.
Finally, most of my college students cannot label correctly all 50 United States. I'm still working on current statistics, but historically greater than 90% of college students taking my courses cannot identify all 50 United States.
We are buffered by two of the world's largest oceans. Yet, in today's globalized economies, I cannot find any excuse or reason why we, U.S. citizens, should have such a poor grasp of our planet's geography.
I would like to give a map exam to all of our state and national leaders, see how well they do. Then, fire all the ones which get less than a 70% (C).
Monday, April 30, 2012
Saturday, April 28, 2012
Create and Share Custom Maps with ArcGIS Explorer
Geography is so much a part of our everyday lives we take our experiences for granted. Being a geographer is not enough; we are still susceptible to bias and not immune to being oblivious. However, I would submit the holistic nature of Geography allows trained geographers to see, interpret, and question patterns many others would miss.
How can we develop better spatial skills ourselves? How can we help others develop better spatial skills? Everyone needs better spatial thinking skills as much as we all could use more critical thinking skills. In fact, I would argue each goes in hand with the other.
If you are in the position of helping others see patterns, analyze and interpret information, you might find ESRI's ArcGIS Explorer Online a nice tool for enhancing your web site or your presentations. Explorer Online is a wonderful app allowing anyone to create, develop, and share maps, using prepared data.
Initially, you will want to perform two tasks. First, install Silverlight for your web browser. Second, in order to share any map you create you will need to save the map. Saving a map requires an ESRI Global Account. Creating an account is free and allows you to save, store, and share your maps. On your first visit to ArcGIS Explorer Online [link] go ahead and setup an account.
The app is so easy to use a child could create a meaningful map in about 5 minutes and share her map with friends or classmates around the world. Wordpress.com blogs do not allow "iFrames" so I am providing a link to a public map [link] so you can see a working map which I created in less than 5 minutes. An argument to host my own web site I suppose :)
I'm not going to do anything about explaining data, as my intention here is merely to detail two cool functions of ArcGIS Explorer Online a person can use immediately, and we have to have a working map before those option are available to us.
Once you login, an interface will load showing three button at the upper-left, "Home," "Details," an "Share," plus four icons, Save, Print, Basemap, and Add Content. Mouse-over the buttons and a popup box will identify each button.
Click "Add Content" and a scrolling menu will appear. A good habit in working through any exercise, one I practice, is to examine any dialog box which should appear. Software changes so rapidly written directions are often out of date within weeks or months of apps being launched.
After you have examined the Add Content scrolling list, replace the "Search or URL" with 'median household income,' then search. You don't have to follow my example verbatim; I am going to "add" the first result in the list, "USA Median Household Income." Click outside the dialog box, the box will disappear, and click on the "Zoom To Rectangle" tool found under the "Presentation" tab. Draw a rectangle around the coterminous United States (the lower 48.) The view will zoom, capturing the area you defined with your box. Save your map; you'll have to name the map - I called mine, Mike's Map.
Awesome Map Option #1
At the top left, see the "Share" button? Click the button. Right there on the dialog box are a number of really great choices. You can share your map to Facebook, or Twitter immediately. If you have created an ESRI Group, you can share with group members, or you can simply allow everyone in the world to see your map. At the bottom, you can generate HTML code to embed you map in your own web site. How cool is that? Except, like I said earlier, the HTML uses iFrames which might be an issue for some web sites.
Awesome Map Option #2
At the top-center of our window are two tabs, one says Mapping, the other Presentation. Choose Presentation and watch how the app changes.
We are prompted to "Click to add first slide." I am not going to walk you through all of the finer details though by mouseover, you should be able to discern the functions of all buttons. However, anyone with elementary Powerpoint skills should be able to figure out how to add, delete, insert, and run a slide presentation.
An awesome trait of the Presentation mode is the maps upon which the slides are built is "living" data. In other words, you are not creating screenshots of your maps, your slides are your maps. You can update, alter, modify your maps as you develop your presentation. You can even introduce more data during your Presentation. Change them on-the-fly. And, as we saw on the Share button, you can share your Presentation with whoever you want, or embed within a web site.
Thanks to Joseph Kerski, ESRI's Education Manager for helping pass along the niceties of ArcGIS Explorer Online. Faculty and staff were very excited by the sharing and ease-of-use potential of Explorer.
I suggest getting your kids involved. A child 8+ might find making maps interesting. The exposure to the technology might inspire them in new and different ways to bring geography into their classroom. I can see Explorer being a great tool for homeschooling, as well. Free technology, using real data, and easy to use and share.
Brilliant!
How can we develop better spatial skills ourselves? How can we help others develop better spatial skills? Everyone needs better spatial thinking skills as much as we all could use more critical thinking skills. In fact, I would argue each goes in hand with the other.
If you are in the position of helping others see patterns, analyze and interpret information, you might find ESRI's ArcGIS Explorer Online a nice tool for enhancing your web site or your presentations. Explorer Online is a wonderful app allowing anyone to create, develop, and share maps, using prepared data.
Initially, you will want to perform two tasks. First, install Silverlight for your web browser. Second, in order to share any map you create you will need to save the map. Saving a map requires an ESRI Global Account. Creating an account is free and allows you to save, store, and share your maps. On your first visit to ArcGIS Explorer Online [link] go ahead and setup an account.
The app is so easy to use a child could create a meaningful map in about 5 minutes and share her map with friends or classmates around the world. Wordpress.com blogs do not allow "iFrames" so I am providing a link to a public map [link] so you can see a working map which I created in less than 5 minutes. An argument to host my own web site I suppose :)
I'm not going to do anything about explaining data, as my intention here is merely to detail two cool functions of ArcGIS Explorer Online a person can use immediately, and we have to have a working map before those option are available to us.
Once you login, an interface will load showing three button at the upper-left, "Home," "Details," an "Share," plus four icons, Save, Print, Basemap, and Add Content. Mouse-over the buttons and a popup box will identify each button.
Click "Add Content" and a scrolling menu will appear. A good habit in working through any exercise, one I practice, is to examine any dialog box which should appear. Software changes so rapidly written directions are often out of date within weeks or months of apps being launched.
After you have examined the Add Content scrolling list, replace the "Search or URL" with 'median household income,' then search. You don't have to follow my example verbatim; I am going to "add" the first result in the list, "USA Median Household Income." Click outside the dialog box, the box will disappear, and click on the "Zoom To Rectangle" tool found under the "Presentation" tab. Draw a rectangle around the coterminous United States (the lower 48.) The view will zoom, capturing the area you defined with your box. Save your map; you'll have to name the map - I called mine, Mike's Map.
Awesome Map Option #1
At the top left, see the "Share" button? Click the button. Right there on the dialog box are a number of really great choices. You can share your map to Facebook, or Twitter immediately. If you have created an ESRI Group, you can share with group members, or you can simply allow everyone in the world to see your map. At the bottom, you can generate HTML code to embed you map in your own web site. How cool is that? Except, like I said earlier, the HTML uses iFrames which might be an issue for some web sites.
Awesome Map Option #2
At the top-center of our window are two tabs, one says Mapping, the other Presentation. Choose Presentation and watch how the app changes.
We are prompted to "Click to add first slide." I am not going to walk you through all of the finer details though by mouseover, you should be able to discern the functions of all buttons. However, anyone with elementary Powerpoint skills should be able to figure out how to add, delete, insert, and run a slide presentation.
An awesome trait of the Presentation mode is the maps upon which the slides are built is "living" data. In other words, you are not creating screenshots of your maps, your slides are your maps. You can update, alter, modify your maps as you develop your presentation. You can even introduce more data during your Presentation. Change them on-the-fly. And, as we saw on the Share button, you can share your Presentation with whoever you want, or embed within a web site.
Thanks to Joseph Kerski, ESRI's Education Manager for helping pass along the niceties of ArcGIS Explorer Online. Faculty and staff were very excited by the sharing and ease-of-use potential of Explorer.
I suggest getting your kids involved. A child 8+ might find making maps interesting. The exposure to the technology might inspire them in new and different ways to bring geography into their classroom. I can see Explorer being a great tool for homeschooling, as well. Free technology, using real data, and easy to use and share.
Brilliant!
Book Review: Pakistan On The Brink, by Ahmed Rashid
I have grave concerns over the future health of Ahmed Rashid. Pakistan is not friendly towards journalists, aid workers, politicians, business people, or anyone critical of Pakistani leadership.
Since 1992, 42 journalists have been killed in Pakistan (CPJ.com.) April 20th, 2012, Mutaza Rizvi was found murdered in Karachi, the southern port city of Pakistan. Rizvi was a senior editor for "the Dawn" newspaper, a leading newsource in Pakistan. He had been bound and strangled (ABCNews.com.) According to the web site, "Violence Against Journalists in Afghanistan," eight journalists were bullied, threatened, beaten, or killed in 2011.
Mr. Rashid is a highly esteemed Pakistani author, journalist, former revolutionary, and Central Asian expert. Pakistan On The Brink is the third book in a series which began with Taliban and continued with Descent into Chaos.
In Pakistan on the Brink, Ahmed Rashid presents in a series of essays the importance of Pakistan in the regional affairs of South Asia. The key to a successful Afghanistan is a stable Pakistan. In fact, the cornerstone of a stable South Asia, from Afghanistan to Bangladesh, is a stable democracy and the Rule of Law in Pakistan. The last 12 years in Pakistan, and South Asia, has been anything but stable.
Weaving together a continuous narrative of events transpiring since September 11th, 2001, Mr. Rashid pulls all regional players, the United States, and NATO supporters to describe the political calculus of the Afghanistan-Pakistan relationship, referred to as AFPAK. One cannot adequately analyze, interpret, or seek to explain the nature of geopolitical affairs in Afghanistan nor Pakistan without considering them as AFPAK. Any analysis must also include the influence of respective neighbors, including Iran, India, China, and Russia.
The sub-title of his book, "The Future of America, Pakistan, and Afghanistan," is not accurate, in my opinion. Mr. Rashid's essays describe recent conditions and the state of affairs as of 2011 between people, political parties, and countries named, not so much future-looking commentary. If Taliban was a treatise on the modern history of the Taliban, and Descent Into Chaos an examination of the U.S. role in Pakistan during the Bush Presidency (2001-2008), then Pakistan On The Brink provides an interesting framing of the delicate economic, social, and political climate currently existing in Pakistan.
His essays are captivating for those with little a priori knowledge of the geopolitical mires of South Asia. Even with some knowledge, Mr. Rashid clearly demystifies the web of intrigue in AFPAK relations. Mr. Rashid names specific people and organization he views as responsible for tactical and strategic failures across the region. Politicians across the board are implicated, President George Bush, President Obama, Afghan President Hamid Karzai, former Pakistani President Pervez Musharraf, and the current Pakistani President Asif Zardari and the Pakistani Prime Minister Raza Gilani. Bush was described as "congenial," establishing a rapport with Afghan President Karzai but Afghanistan never was a priority for him. Obama is characterized as aloof, cool and distant, especially in regards to Afghan leadership, yet has done more for Afghanistan in his tenure as U.S. President than in all eight years of Bush's presidency. Economic and military aid for Afghanistan increased substantially under Obama but his reticence to develop a relationship with Karzai has undermined peace negotiations.
The Pakistani leaderships comes across as nothing more than stooges for the Pakistani military and the Pakistani Inter-Services Intelligence Agency (ISI). Zardari and Gilani are completely ineffectual for a number of reasons. First and foremost, each is fearful of being removed from office (in the best case), or killed (in the worst case.) The military is the most powerful leadership authority in Pakistan currently, with the ISI close behind. Zardari and Gilani have done nothing to restrain the military and have gone as far as to support myths, lies, and anti-American propaganda aimed at the United States. The 2011 assassination of Osama bin Laden in Abbottabad, Pakistan under the noses of the military, ISI, and Pakistan's government gave evidence to Pakistani anti-American sentiments. Silent for two months after the killing, the first Pakistani government comments protested the violation of their airspace. Later, neither Zardari nor Gilani would quell rumors among the general Pakistani population the assassination was an utter fabrication.
Military officials on all sides are named and their ineffectual leadership decisions detailed. The Pakistani military is no doubt complicit in aiding and abetting the Haqqani Network, and by proxy, al-Qaeda and Lashkar-e-Taiba. The Haqqani Network is a family-run terrorist organization, operated by Jalaluddin Haqqani. With considerable wealth earned in business and construction, Haqqani is able to purchase equipment and run terrorist cells against anyone or any organization in the region. The Haqqani Network is known to support and train al-Qaeda, plus Lashkar-e-Taiba, a terrorist organization managed in Pakistan against organizations in India.
The Taliban cannot be described as a unitary organization. While affiliations may overlap, the Taliban consists of at least two groups, one based on Afghanistan, and one based in Pakistan. Membership may overlap, some philosophies may parallel, both favor the withdrawal of U.S./NATO forces from Afghanistan. The Afghan Taliban are "nationalists," they support an independent Afghan state, free of U.S., Pakistani, or Iranian influence. The Taliban in Afghanistan today are not the same Taliban faced by the U.S. military in the early 2000s. The U.S. military dealt with those Taliban already; the previous leaders are dead. Today's Taliban are the sons and cousins of those earlier Taliban leaders. Under the current Taliban authority, some restrictions have eased. About 100 schools have been built throughout Afghanistan, thought most in the north and northwest. Girls are allowed schooling, and more girls are in school in Afghanistan than ever before, over 8 million. The Taliban have banned attacks against schools and have allowed UN organizations to inoculate children.
The Pakistani Taliban, on the other hand, aid and support al-Qaeda, the Haqqanis, and train suicide bombers. The Pakistani Taliban actively fight against the Pakistani government. Members are far more extreme in their ideals. Pakistani Taliban favor overthrowing the Pakistani government, the creation of a regional state based completely on Sharia. Al-Qaeda and Lashkar-e-Taiba are their allies.
Mr. Rashid's writing is compelling. As a Pakistani, his frustration with his country is evident. He often says so, citing Pakistan's important geography, wedged between Iran and Iran, a potential conduit for a world's worth of goods and services, with a population of once highly educated people and noted not long ago as a viable destination of foreign direct investment. How could Pakistan not be successful? he argues.
Pakistan will not be successful for the foreseeable future. The government is weak and unwilling to restrain the military or the ISI. The Pakistani military and the ISI leverage all sides against the other, incite fear and violence, work with adversaries of the U.S. and NATO. The government is fearful of an Afghanistan influenced by Shia Iran. The Pakistani government is fearful of an Afghanistan influenced by rising economic powerhouse of India. External players like the United States, vacillating between support and withdrawal, cutting economic aid and repairing damaging relations simply add to the chaos.
Mr. Rashid's writing feels fast and loose. Months and days are frequently mentioned but no year. Getting lost in all of the details is easy, I discovered. I found myself searching the web for events so I could better establish timelines as his telling might move back and forth over days, months, and years upon a single page.
The level of detail and his familiarity with many of the important people made for fascinating reading. Mr Rashid had lunch, dinner, and breakfast with most of the top-level personalities, Asif Zardari, President Bush, President Obama, and Hamid Karzai. His love of Pakistan and his concern for his country, people, and culture is beyond reproach.
To truly understand the geopolitical complexity of peace and stability in South Asia, in Afghanistan, and Pakistan, and become quickly educated on the regional nuances, Mr. Rashid's "Pakistan On The Brink," should not be passed over.
Pakistan On The Brink. Ahmed Rashid. Penguin/Viking Hardback. 212pgs. 2012. $26.95
Since 1992, 42 journalists have been killed in Pakistan (CPJ.com.) April 20th, 2012, Mutaza Rizvi was found murdered in Karachi, the southern port city of Pakistan. Rizvi was a senior editor for "the Dawn" newspaper, a leading newsource in Pakistan. He had been bound and strangled (ABCNews.com.) According to the web site, "Violence Against Journalists in Afghanistan," eight journalists were bullied, threatened, beaten, or killed in 2011.
Mr. Rashid is a highly esteemed Pakistani author, journalist, former revolutionary, and Central Asian expert. Pakistan On The Brink is the third book in a series which began with Taliban and continued with Descent into Chaos.
In Pakistan on the Brink, Ahmed Rashid presents in a series of essays the importance of Pakistan in the regional affairs of South Asia. The key to a successful Afghanistan is a stable Pakistan. In fact, the cornerstone of a stable South Asia, from Afghanistan to Bangladesh, is a stable democracy and the Rule of Law in Pakistan. The last 12 years in Pakistan, and South Asia, has been anything but stable.
Weaving together a continuous narrative of events transpiring since September 11th, 2001, Mr. Rashid pulls all regional players, the United States, and NATO supporters to describe the political calculus of the Afghanistan-Pakistan relationship, referred to as AFPAK. One cannot adequately analyze, interpret, or seek to explain the nature of geopolitical affairs in Afghanistan nor Pakistan without considering them as AFPAK. Any analysis must also include the influence of respective neighbors, including Iran, India, China, and Russia.
The sub-title of his book, "The Future of America, Pakistan, and Afghanistan," is not accurate, in my opinion. Mr. Rashid's essays describe recent conditions and the state of affairs as of 2011 between people, political parties, and countries named, not so much future-looking commentary. If Taliban was a treatise on the modern history of the Taliban, and Descent Into Chaos an examination of the U.S. role in Pakistan during the Bush Presidency (2001-2008), then Pakistan On The Brink provides an interesting framing of the delicate economic, social, and political climate currently existing in Pakistan.
His essays are captivating for those with little a priori knowledge of the geopolitical mires of South Asia. Even with some knowledge, Mr. Rashid clearly demystifies the web of intrigue in AFPAK relations. Mr. Rashid names specific people and organization he views as responsible for tactical and strategic failures across the region. Politicians across the board are implicated, President George Bush, President Obama, Afghan President Hamid Karzai, former Pakistani President Pervez Musharraf, and the current Pakistani President Asif Zardari and the Pakistani Prime Minister Raza Gilani. Bush was described as "congenial," establishing a rapport with Afghan President Karzai but Afghanistan never was a priority for him. Obama is characterized as aloof, cool and distant, especially in regards to Afghan leadership, yet has done more for Afghanistan in his tenure as U.S. President than in all eight years of Bush's presidency. Economic and military aid for Afghanistan increased substantially under Obama but his reticence to develop a relationship with Karzai has undermined peace negotiations.
The Pakistani leaderships comes across as nothing more than stooges for the Pakistani military and the Pakistani Inter-Services Intelligence Agency (ISI). Zardari and Gilani are completely ineffectual for a number of reasons. First and foremost, each is fearful of being removed from office (in the best case), or killed (in the worst case.) The military is the most powerful leadership authority in Pakistan currently, with the ISI close behind. Zardari and Gilani have done nothing to restrain the military and have gone as far as to support myths, lies, and anti-American propaganda aimed at the United States. The 2011 assassination of Osama bin Laden in Abbottabad, Pakistan under the noses of the military, ISI, and Pakistan's government gave evidence to Pakistani anti-American sentiments. Silent for two months after the killing, the first Pakistani government comments protested the violation of their airspace. Later, neither Zardari nor Gilani would quell rumors among the general Pakistani population the assassination was an utter fabrication.
Military officials on all sides are named and their ineffectual leadership decisions detailed. The Pakistani military is no doubt complicit in aiding and abetting the Haqqani Network, and by proxy, al-Qaeda and Lashkar-e-Taiba. The Haqqani Network is a family-run terrorist organization, operated by Jalaluddin Haqqani. With considerable wealth earned in business and construction, Haqqani is able to purchase equipment and run terrorist cells against anyone or any organization in the region. The Haqqani Network is known to support and train al-Qaeda, plus Lashkar-e-Taiba, a terrorist organization managed in Pakistan against organizations in India.
The Taliban cannot be described as a unitary organization. While affiliations may overlap, the Taliban consists of at least two groups, one based on Afghanistan, and one based in Pakistan. Membership may overlap, some philosophies may parallel, both favor the withdrawal of U.S./NATO forces from Afghanistan. The Afghan Taliban are "nationalists," they support an independent Afghan state, free of U.S., Pakistani, or Iranian influence. The Taliban in Afghanistan today are not the same Taliban faced by the U.S. military in the early 2000s. The U.S. military dealt with those Taliban already; the previous leaders are dead. Today's Taliban are the sons and cousins of those earlier Taliban leaders. Under the current Taliban authority, some restrictions have eased. About 100 schools have been built throughout Afghanistan, thought most in the north and northwest. Girls are allowed schooling, and more girls are in school in Afghanistan than ever before, over 8 million. The Taliban have banned attacks against schools and have allowed UN organizations to inoculate children.
The Pakistani Taliban, on the other hand, aid and support al-Qaeda, the Haqqanis, and train suicide bombers. The Pakistani Taliban actively fight against the Pakistani government. Members are far more extreme in their ideals. Pakistani Taliban favor overthrowing the Pakistani government, the creation of a regional state based completely on Sharia. Al-Qaeda and Lashkar-e-Taiba are their allies.
Mr. Rashid's writing is compelling. As a Pakistani, his frustration with his country is evident. He often says so, citing Pakistan's important geography, wedged between Iran and Iran, a potential conduit for a world's worth of goods and services, with a population of once highly educated people and noted not long ago as a viable destination of foreign direct investment. How could Pakistan not be successful? he argues.
Pakistan will not be successful for the foreseeable future. The government is weak and unwilling to restrain the military or the ISI. The Pakistani military and the ISI leverage all sides against the other, incite fear and violence, work with adversaries of the U.S. and NATO. The government is fearful of an Afghanistan influenced by Shia Iran. The Pakistani government is fearful of an Afghanistan influenced by rising economic powerhouse of India. External players like the United States, vacillating between support and withdrawal, cutting economic aid and repairing damaging relations simply add to the chaos.
Mr. Rashid's writing feels fast and loose. Months and days are frequently mentioned but no year. Getting lost in all of the details is easy, I discovered. I found myself searching the web for events so I could better establish timelines as his telling might move back and forth over days, months, and years upon a single page.
The level of detail and his familiarity with many of the important people made for fascinating reading. Mr Rashid had lunch, dinner, and breakfast with most of the top-level personalities, Asif Zardari, President Bush, President Obama, and Hamid Karzai. His love of Pakistan and his concern for his country, people, and culture is beyond reproach.
To truly understand the geopolitical complexity of peace and stability in South Asia, in Afghanistan, and Pakistan, and become quickly educated on the regional nuances, Mr. Rashid's "Pakistan On The Brink," should not be passed over.
Pakistan On The Brink. Ahmed Rashid. Penguin/Viking Hardback. 212pgs. 2012. $26.95
Friday, April 27, 2012
TN Woman Sends Adopted Son Back To Russia (Update)
Trafficking in children is one of the greatest underground tragedies of our modern age. Politics, the lives of entertainers, sports, and the general background noise of our daily lives buffers us from the tragedies taking place literally in front of our eyes.
In April of 2010, a Tennessee woman, Torry-Ann Hansen, pinned a note on her adopted 7-yr old Russian son's shirt and put him on a plane back to Moscow, Russia [HuffPost].
Her rational was the boy arrived from Russia suffering from severe mental problems. During his time in Torry-Ann's life, the boy apparently made an attempt to set a fire, drew pictures of burning his house down, and is said to have attacked Torry-Ann's aunt. According to her reports, the boy's behavior was immediately a problem, "hitting, screaming, spitting, and threatening to kill family members," rapidly escalating into uncontrollable outbursts which made her fearful. After six months of his behavior, Ms. Hansen bought the boy a plane ticket to Moscow, paying a man on the receiving end $200 to deliver the boy into the hands of the Russian Education Ministry (Ministries are not religious organizations, by the way, merely a word for "cabinet," or "department;" like sending the boy to the offices of the Department of Education, in other words.)
Yes, a tragic set of circumstances. A single woman, wanting a child, and to take in a small boy, nonetheless, is admirable. Most people want babies, not older kids. And, hardly ever boys. Russia has enormous problems with orphans. Google "Russia" "orphan" "statistics;" see for yourself.
My google results yielded some interesting stats: only 1 in 10 Russian orphans will become functioning, productive adults. The remainder will commit crimes, become drug abusers, or commit suicide. I found numbers of Russian orphans ranging from 300,000+ to almost 1,000,000. One site stated "10,000,000" Russia youth are "at-risk."
JPMorgan was once going to help Russian orphans [link].
Russia has many issues and also a history of not being honest. Putin and Medvedev cannot hold honest elections, jail political dissenters, harass journalists who speak against their policies. Police are notoriously corrupt, as are politicians, and many within the public service. In some circles, Russia is termed a, "mafiacracy," meaning political influence and power is administered much like organized crime.
When Torry-Ann Hansen says she was lied to by both the Russian adoption agency and World Association for Children and Parents, I tend to believe her. I can completely believe Russian adoptions authorities would attempt to divest themselves of abandoned children, children born of drug-addicts, alcoholics, and abusive parents. No doubt those children are products of excruciatingly tragic environments and have suffered psychological damage. Russian authorities would not want to provide counseling services, and rationalize adopted children would have better lives abroad.
Problem children are then delivered abroad, facilitated by well-meaning organizations, into the hands of anxious, and naive, U.S. parents.
However well-meaning Ms. Hansen was, her life is now far more complicated than I'm sure she expected. Two years after sending the boy to Russia, she is being sued for parental support by the adoption agency. According to a recent article in the Tennessean [link], the boy is currently living in a group home for children not adoptable. A Russian custodian has been appointed to handled the boy's financial affairs when and if the law suit against Ms. Hansen produces child support.
I have some questions. Why these children unadoptable? Do they suffer from psychological problems? If so, Ms. Hansen's position the boy had emotional issues seems substantiated. Secondly, knowing what I know about Russia, any child support she is saddled with paying will most likely end up in the bank account of the Russian custodian and the boy will never see a penny. Russia is corrupt.
Adopting children can be rewarding, satisfying, humbling experiences for all parties. The world is not like the United States. Children, while malleable and resilient, when raised in atrocious environments will suffer great emotional, mental, perhaps even physical damage.
If you are contemplating foreign adoption, or know someone who is, do your homework. Understand the politics of the home country, the home environment, and contemplate your commitment. Do not take any agencies word for anything. Simple Internet searches can help educate about host country conditions, political climates, social, cultural and physical environments, and even the experiences of others adoptive parents.
Educate yourself.
In April of 2010, a Tennessee woman, Torry-Ann Hansen, pinned a note on her adopted 7-yr old Russian son's shirt and put him on a plane back to Moscow, Russia [HuffPost].
Her rational was the boy arrived from Russia suffering from severe mental problems. During his time in Torry-Ann's life, the boy apparently made an attempt to set a fire, drew pictures of burning his house down, and is said to have attacked Torry-Ann's aunt. According to her reports, the boy's behavior was immediately a problem, "hitting, screaming, spitting, and threatening to kill family members," rapidly escalating into uncontrollable outbursts which made her fearful. After six months of his behavior, Ms. Hansen bought the boy a plane ticket to Moscow, paying a man on the receiving end $200 to deliver the boy into the hands of the Russian Education Ministry (Ministries are not religious organizations, by the way, merely a word for "cabinet," or "department;" like sending the boy to the offices of the Department of Education, in other words.)
Yes, a tragic set of circumstances. A single woman, wanting a child, and to take in a small boy, nonetheless, is admirable. Most people want babies, not older kids. And, hardly ever boys. Russia has enormous problems with orphans. Google "Russia" "orphan" "statistics;" see for yourself.
My google results yielded some interesting stats: only 1 in 10 Russian orphans will become functioning, productive adults. The remainder will commit crimes, become drug abusers, or commit suicide. I found numbers of Russian orphans ranging from 300,000+ to almost 1,000,000. One site stated "10,000,000" Russia youth are "at-risk."
JPMorgan was once going to help Russian orphans [link].
Russia has many issues and also a history of not being honest. Putin and Medvedev cannot hold honest elections, jail political dissenters, harass journalists who speak against their policies. Police are notoriously corrupt, as are politicians, and many within the public service. In some circles, Russia is termed a, "mafiacracy," meaning political influence and power is administered much like organized crime.
When Torry-Ann Hansen says she was lied to by both the Russian adoption agency and World Association for Children and Parents, I tend to believe her. I can completely believe Russian adoptions authorities would attempt to divest themselves of abandoned children, children born of drug-addicts, alcoholics, and abusive parents. No doubt those children are products of excruciatingly tragic environments and have suffered psychological damage. Russian authorities would not want to provide counseling services, and rationalize adopted children would have better lives abroad.
Problem children are then delivered abroad, facilitated by well-meaning organizations, into the hands of anxious, and naive, U.S. parents.
However well-meaning Ms. Hansen was, her life is now far more complicated than I'm sure she expected. Two years after sending the boy to Russia, she is being sued for parental support by the adoption agency. According to a recent article in the Tennessean [link], the boy is currently living in a group home for children not adoptable. A Russian custodian has been appointed to handled the boy's financial affairs when and if the law suit against Ms. Hansen produces child support.
I have some questions. Why these children unadoptable? Do they suffer from psychological problems? If so, Ms. Hansen's position the boy had emotional issues seems substantiated. Secondly, knowing what I know about Russia, any child support she is saddled with paying will most likely end up in the bank account of the Russian custodian and the boy will never see a penny. Russia is corrupt.
Adopting children can be rewarding, satisfying, humbling experiences for all parties. The world is not like the United States. Children, while malleable and resilient, when raised in atrocious environments will suffer great emotional, mental, perhaps even physical damage.
If you are contemplating foreign adoption, or know someone who is, do your homework. Understand the politics of the home country, the home environment, and contemplate your commitment. Do not take any agencies word for anything. Simple Internet searches can help educate about host country conditions, political climates, social, cultural and physical environments, and even the experiences of others adoptive parents.
Educate yourself.
Thursday, April 26, 2012
Obese People Burn Hotter
I never really thought about fat people burning hotter. Sounds morbid. In fact, I think thinking about the obese corpses of dead people burning defines "morbid."
My World Geography students keep journals. They scour English-language foreign newspapers for informational tidbits which can be tied to geography. Since we cannot take a field trip, we cannot get a true sense of life abroad. I want them to develop a nascent sense of geography in other places, and one way I've figured out how to do encourage them is to have them scrutinize the news of other countries.
My students write a 1-pg response and a hardcopy article is attached; perhaps I should have them author a blog...anyway.
A student recently presented me with an article from Der Spiegle (the Mirror), a German news source. In Germany, cremation of a loved-ones body is popular. Death is a growth industry in Germany, as the number of crematoriums has increased from 100 in 2000 to 159 in 2012, with more being planned.
Coupled with the increase in number of crematoriums is the increase in girth of modern Germans. Recently, in January 2012, a 400-lb corpse was cremated. The burning human fat increased temperatures in the crematorium so much flames shot from the 33-ft tall chimney, melting portions. Fire officials calculated the temperature of the chimney was in excess of 1,100F (600C).
German crematorium operators are concerned. As the German population grows heavier, and cremation gains in popularity, burning human fat is now an issue. Many furnaces are not capable of handling the burning fat of over-weight Germans. Furnaces are not capable of handing the plus-sized coffins, either.
Could Western diets be an issue? More specifically, are Germans eating more like U.S. citizens? More Big Macs, more Kentucky Fried Chicken, and more Taco Bell?
Obviously, the current furnaces were built with a smaller German in mind. The question then becomes, what has created the change in German physiques? Diets? Is the globalization of fast food to blame? Are German becoming more sedentary? Indigenous Germans are getting older, as a statement of fact. Are they not exercising as much?
Here is the article, for your reading enjoyment.
My World Geography students keep journals. They scour English-language foreign newspapers for informational tidbits which can be tied to geography. Since we cannot take a field trip, we cannot get a true sense of life abroad. I want them to develop a nascent sense of geography in other places, and one way I've figured out how to do encourage them is to have them scrutinize the news of other countries.
My students write a 1-pg response and a hardcopy article is attached; perhaps I should have them author a blog...anyway.
A student recently presented me with an article from Der Spiegle (the Mirror), a German news source. In Germany, cremation of a loved-ones body is popular. Death is a growth industry in Germany, as the number of crematoriums has increased from 100 in 2000 to 159 in 2012, with more being planned.
Coupled with the increase in number of crematoriums is the increase in girth of modern Germans. Recently, in January 2012, a 400-lb corpse was cremated. The burning human fat increased temperatures in the crematorium so much flames shot from the 33-ft tall chimney, melting portions. Fire officials calculated the temperature of the chimney was in excess of 1,100F (600C).
German crematorium operators are concerned. As the German population grows heavier, and cremation gains in popularity, burning human fat is now an issue. Many furnaces are not capable of handling the burning fat of over-weight Germans. Furnaces are not capable of handing the plus-sized coffins, either.
Could Western diets be an issue? More specifically, are Germans eating more like U.S. citizens? More Big Macs, more Kentucky Fried Chicken, and more Taco Bell?
Obviously, the current furnaces were built with a smaller German in mind. The question then becomes, what has created the change in German physiques? Diets? Is the globalization of fast food to blame? Are German becoming more sedentary? Indigenous Germans are getting older, as a statement of fact. Are they not exercising as much?
Here is the article, for your reading enjoyment.
Wednesday, April 25, 2012
Educated People Damage Education
I grapple with the paradox of my post title daily. Think about those words. The Uneducated do not create or implement educational policy at any level. Degreed people do. "No Child Left Behind" was not developed by non-degreed folks, yet inarguably NCLB has been the worst "education reform" since President Reagan declared ketchup a vegetable.
When we argue about Educational Policy we are arguing with other supposed educated people about paths to follow which result in more educated adults. People with educations are then the problem, right? I do not mean to say "people with education degrees are the problem;" I mean people responsible for evaluating, analyzing, creating and implementing education policy are the problem.
The fact educated people are at the root of our educational problems bothers me greatly. Seriously. How can educated people, people with BA/BS degrees, perhaps Master's, or even Ph.D's, be responsible for damaging an educational system from which they are the product? The illogic of educated people damaging education baffles me.
Currently, Congress is debating continuation of low student loan interest rates [washpostlink]. Continuing low student loan interest rates should be a no-brainer and not worthy of debate. But, educated people argue with other educated people about the benefits and costs of student loans. Do these people remember their loans? Were they at all grateful for the loans? Do they understand the costs of college even at local community colleges and regional universities? Or, did opponents of student loans even have student loans? How did he/she pay for an education?
Watching C-Span, I am struck by the shear obtuseness of our Congresspeople. How soon they forget the benefits and experiences of their college life. Did he/she even pay attention? Did they really receive an education, or did he/she merely jump through the hoops of coursework and for their perseverance were awarded BA/BS degree? And, now, comfortable with their election - no, their 'elevation' to public office, are now confident in their role as a public policy leader.
In a recent Chronicle Review, a supplement to the Chronicle of Higher Education, dated March 2, 2012, professor Andrew Delbanco wrote "College At Risk." A wonderful, eloquent piece striking to the heart of the fate of Higher Education, as the Educated seek to push NCLB-type standardized testing into the hallowed halls of colleges and universities, potentially resulting in the newly graduated receiving less "learning."
How can the newly graduated be receiving less education?
Standardized testing is essentially a box. Faculty set "learning objectives" based on criteria determined either through in-house focus groups, or using a set of Federally-derived criteria. Then, faculty are obligated to teach to the criteria, assess students on their absorption of knowledge, and evaluate teaching modes and methods.
Nothing is wrong with evaluating teaching modes. Faculty should always be on the lookout for new, different, and interesting pedagogical tools. Teaching should be fun, interesting, enlightening, and focused on challenging students perceptions and tearing-down and building-up their knowledge.
Teaching-To-A-Test is nothing but teaching to a test. Assessments truly only test a student's ability to take an assessment. Standardized tests do not effectively evaluate a student's creativity, wisdom, or wit. Furthermore, the Real World rarely comes in standardized packages. People need to be able to synthesize a variety of data from which real world decisions are made. Teaching to a standardized test in no way can prepare a student for handling real world situations. Thus, a student can perform very well on standardized tests yet not be prepared for either college/university or life after high school/college/university. The words above are mine, my sentiments, but Dr. Delbanco pretty much says the same thing:
Dr. Delbanco makes many great points. I won't cover all here simply because I don't want to get myself in trouble with re-creating Chronicle of Higher Education material.
Dr. Delbanco states
Standardized test are major problems for a couple reasons. They do not adequately measure teaching or learning. Creativity fostering classes like art and music are eliminated. Another casualty from Standardized Testing is physical education. I remember a minimum of two recesses while in elementary school. I also had gym class. We learned games, tumbling, and general physical fitness. Many behavioral problems found in elementary have a simple solution - exercise. Yet, we have educated adults arguing against longer school days which would allow additional "soft" subjects and more exercise. Arts, music, and exercise have well-documented positive correlations with learning.
Why don't educated people recognize the damage they leave in their wake?
Dr. Delbanco may have an answer to my question.
Especially in the community college environment, with both kids straight from high school and adults back in school, Dr. Delbanco's statement is absolutely factual. Students often grouse about homework; even if reading a chapter of the course textbook is the only assignment, students complain the assignment is too much. Yes, a true story. I once had a student tell me she did not have time for the textbook reading assignment.
I return to the premise of my post. I see two problems: people who make educational policy are products of the institutions they are destroying, and two, those people with little more than BA/BS are not listening to how ridiculous their ideas are nor examining the downstream effects of their choices. In other words, they may not have measurable critical-thinking skills.
As we move more and more towards the precipice of Standardized Testing in Higher Education, critical-thinking skills developed from a truly liberal arts education will gradually evaporate. As more graduates of Higher Education Standardized Testing filter into public policy, fewer people who appreciate knowledge and wisdom will hold positions of power. Some people will be able to afford real liberal arts education, though. I envision a developing caste-like system of educated people: a large body of like-minded but intellectually stunted people representing the by-products of Standardized Testing, and a few people capable of analytical thought and intellectual pursuits, yet viewed as elitists and unrealistic.
My fears are already being realized, though. Attacks, mostly by the uneducated and the GOP, upon higher education and education, in general, are on the rise. States slash higher education budgets, hurting one of the few national economies which pays dividends, and for which the United States is currently respected. The respect of a U.S. education is changing, though. The density of U.S.-educated foreign nationals is increasing, and these educated people are returning to their home countries, thereby raising the local, regional, and national educational standards. While a U.S. diploma has instant cache abroad, the respect of the conferred U.S. degree is diminishing as the world looks on and witnesses the scuttling of the U.S. educational system by the blind, the ignorant, the fearful, and the uninspired.
When we argue about Educational Policy we are arguing with other supposed educated people about paths to follow which result in more educated adults. People with educations are then the problem, right? I do not mean to say "people with education degrees are the problem;" I mean people responsible for evaluating, analyzing, creating and implementing education policy are the problem.
The fact educated people are at the root of our educational problems bothers me greatly. Seriously. How can educated people, people with BA/BS degrees, perhaps Master's, or even Ph.D's, be responsible for damaging an educational system from which they are the product? The illogic of educated people damaging education baffles me.
Currently, Congress is debating continuation of low student loan interest rates [washpostlink]. Continuing low student loan interest rates should be a no-brainer and not worthy of debate. But, educated people argue with other educated people about the benefits and costs of student loans. Do these people remember their loans? Were they at all grateful for the loans? Do they understand the costs of college even at local community colleges and regional universities? Or, did opponents of student loans even have student loans? How did he/she pay for an education?
Watching C-Span, I am struck by the shear obtuseness of our Congresspeople. How soon they forget the benefits and experiences of their college life. Did he/she even pay attention? Did they really receive an education, or did he/she merely jump through the hoops of coursework and for their perseverance were awarded BA/BS degree? And, now, comfortable with their election - no, their 'elevation' to public office, are now confident in their role as a public policy leader.
In a recent Chronicle Review, a supplement to the Chronicle of Higher Education, dated March 2, 2012, professor Andrew Delbanco wrote "College At Risk." A wonderful, eloquent piece striking to the heart of the fate of Higher Education, as the Educated seek to push NCLB-type standardized testing into the hallowed halls of colleges and universities, potentially resulting in the newly graduated receiving less "learning."
How can the newly graduated be receiving less education?
Standardized testing is essentially a box. Faculty set "learning objectives" based on criteria determined either through in-house focus groups, or using a set of Federally-derived criteria. Then, faculty are obligated to teach to the criteria, assess students on their absorption of knowledge, and evaluate teaching modes and methods.
Nothing is wrong with evaluating teaching modes. Faculty should always be on the lookout for new, different, and interesting pedagogical tools. Teaching should be fun, interesting, enlightening, and focused on challenging students perceptions and tearing-down and building-up their knowledge.
Teaching-To-A-Test is nothing but teaching to a test. Assessments truly only test a student's ability to take an assessment. Standardized tests do not effectively evaluate a student's creativity, wisdom, or wit. Furthermore, the Real World rarely comes in standardized packages. People need to be able to synthesize a variety of data from which real world decisions are made. Teaching to a standardized test in no way can prepare a student for handling real world situations. Thus, a student can perform very well on standardized tests yet not be prepared for either college/university or life after high school/college/university. The words above are mine, my sentiments, but Dr. Delbanco pretty much says the same thing:
"...we need to keep in mind that standardized test-at least those that exist today-are simply incapable of measuring the qualities that should be the fruits of a true liberal arts education: creativity, wisdom, humility, and insight into ethical as well as empirical questions."
Dr. Delbanco makes many great points. I won't cover all here simply because I don't want to get myself in trouble with re-creating Chronicle of Higher Education material.
Dr. Delbanco states
"...there is mounting evidence the law [NCLB] has had little positive effect, while driving "soft" subjects such as art and music to the margins or out of the curriculum altogether.
Standardized test are major problems for a couple reasons. They do not adequately measure teaching or learning. Creativity fostering classes like art and music are eliminated. Another casualty from Standardized Testing is physical education. I remember a minimum of two recesses while in elementary school. I also had gym class. We learned games, tumbling, and general physical fitness. Many behavioral problems found in elementary have a simple solution - exercise. Yet, we have educated adults arguing against longer school days which would allow additional "soft" subjects and more exercise. Arts, music, and exercise have well-documented positive correlations with learning.
Why don't educated people recognize the damage they leave in their wake?
Dr. Delbanco may have an answer to my question.
"...student tend to arrive in college already largely formed in their habits and attitudes...preoccupied with the struggles of adulthood: finding or keeping a job, making or saving a marriage, doing right by their children."
Especially in the community college environment, with both kids straight from high school and adults back in school, Dr. Delbanco's statement is absolutely factual. Students often grouse about homework; even if reading a chapter of the course textbook is the only assignment, students complain the assignment is too much. Yes, a true story. I once had a student tell me she did not have time for the textbook reading assignment.
"I have 1,2,3 kids and I have to have my mother/babysitter/mother-in-law watch them while I'm in school. I have to keep my GPA up so I can keep my food stamps/health insurance. I work part-time, too, and I am active in church."
I return to the premise of my post. I see two problems: people who make educational policy are products of the institutions they are destroying, and two, those people with little more than BA/BS are not listening to how ridiculous their ideas are nor examining the downstream effects of their choices. In other words, they may not have measurable critical-thinking skills.
As we move more and more towards the precipice of Standardized Testing in Higher Education, critical-thinking skills developed from a truly liberal arts education will gradually evaporate. As more graduates of Higher Education Standardized Testing filter into public policy, fewer people who appreciate knowledge and wisdom will hold positions of power. Some people will be able to afford real liberal arts education, though. I envision a developing caste-like system of educated people: a large body of like-minded but intellectually stunted people representing the by-products of Standardized Testing, and a few people capable of analytical thought and intellectual pursuits, yet viewed as elitists and unrealistic.
My fears are already being realized, though. Attacks, mostly by the uneducated and the GOP, upon higher education and education, in general, are on the rise. States slash higher education budgets, hurting one of the few national economies which pays dividends, and for which the United States is currently respected. The respect of a U.S. education is changing, though. The density of U.S.-educated foreign nationals is increasing, and these educated people are returning to their home countries, thereby raising the local, regional, and national educational standards. While a U.S. diploma has instant cache abroad, the respect of the conferred U.S. degree is diminishing as the world looks on and witnesses the scuttling of the U.S. educational system by the blind, the ignorant, the fearful, and the uninspired.
Monday, April 23, 2012
Add Another Apple Fan to the American Pie
Only yesterday I became the proud owner of a 5-year old Macbook 3. For years, the mere thought of owning anything Apple was anathema to me. I did not want to belong to any snooty Apple clique, change my wardrobe to include turtleneck shirts nor thick high-collared sweaters seen adorning male models in an L.L. Bean catalog.
If Microsoft is English, then Apple is French, and UNIX is Sanskrit, and like hell I was not learning French. I have dabbled in Sanskrit, metaphorically, being a Systems Administrator in a 100% UNIX environment. IBM's AIX and Sun Microsystems Solaris operating systems provided me days of amusement.
My near life-long abhorrence of anything Apple, (or at least as long as Apple's life, anyway} I honestly find barely explicable. The first computer I learned to program on was an Apple IIe. My dad offered to buy me an Apple IIe like the one from my computer bootcamp, but I opted for an Atari 800 (which I still have and as far as I know, still works.) In high school, we had Radio Shack TRS-80s. At the time, these grey boxes seemed very cool, with their giant 5-1/2" floppy slot.
Back in the day, the 1980s to those who are not familiar with the era "day" refers to, I followed the exploits of Apple and Microsoft, Jobs and Gates, and IBM, Compaq, Hewlett-Packard, and any other jumpstart who thought about developing a personal computer and/or operating system. My dad enjoyed finances, which is to say, he enjoyed pouring over the stock charts at the end of the Kansas City Star. He showed me how to read the charts, the His, Los, Sell, Open, Close statistics. In those days of the early 1980s, probably around 1984, Apple sold for about $16 a share. My advice to dad was prescient, if I say so myself: "You need to buy Apple. You'll be rich someday." He offered a sage reply which I often use to this day: "Don't buy what you don't understand, and I don't understand that stuff."
Had my dad bought Apple at $16 and weathered the storms, the figurative hurricanes which assaulted Apple throughout the decades, yes, he would be well-off today.
Hindsight is 20/20.
I favored Apple even back in the 1980s, aware of innovation at work in this new technological upstart. I could never bring myself to ever own one. My world was a Windows World. Windows computers were less expensive and over time became the de facto standard computing platform. I missed the era where Apple achieved a significant presence the classroom; otherwise I might have adopted a Mac earlier. More software seemed available for the Windows platform, and the entire milieu of Intel/Windows was easier to grasp.
Especially in geography, my chosen field, Apple never really found widespread adoption. Mapping software was available for the Apple. ESRI and MapInfo both offered GIS software solutions. ESRI dropped Apple support in the mid-1990s pushing Apple out of my discipline, except in those rare places adopting software from bit players in the GIS field. ESRI was then and still is the dominant software purveyor globally; when the market leader dumps support for an OS following suite is sometimes not an option. Apple found great success in the graphics design and publishing realm, though, outside my discipline and field.
Apple is now THE world-leading technology company. No other company can make such boast. While being such should stoke my fuel for continuing reticence in becoming an Apple user, indubitably Apple designs great products, much of the world now enjoys Apple products, Apple is now a main-stream technology, not relegated to the magazine editors, publishing houses, and graphic artists. Everyone now has the potential of authoring iPad & iPhone apps, which brings Apple from the niche to the front aisle at the grocer.
I enjoy my iPhone, donated by a friend of mine. I enjoy the iTunes store and the numerous free podcasts available, including Freakonomics radio, and the Amateur Traveler. Brilliant stuff. And the ubiquity of Apple products creates an augmented market for people knowledgable in Apple technology. If only Apple would ease up on restrictions on 3rd party service, allowing people to train and allow repairs of broken screens. Apple could inspire a decent cottage industry for high school or college kids to earn some extra cash repairing cell phone screens.
I author this post using my "new" used Macbook. Previously, I used a 10-year old Toshiba Portege 3500. My little Toshiba Portege with the swivel screen served me admirably, especially after doubling my ram (512mb to 1gb.) When I wrote at coffeeshops, libraries, etc., people were amazed at my little Toshiba, and still are today, despite the onslaught on tablets. Toshiba did a remarkable job with the Portege 3500. In my picture above, my Portege 3500 can be seen in the background, gazing longing out the window, wondering what its future portends.
Saturday, April 21, 2012
Book Review: Escape From Camp 14; Blaine Harden
Escape From Camp 14, by Blaine Harden, published by Viking. Hardback. $26.95
Shin Dong-hyuk still remembers his first execution. In a North Korean prison camp, attendance at executions is mandatory, regardless of age. The prisoner had rejected an opportunity of redemption, and was bound to wooden posts in a grassy field. The man’s mouth was stuffed with pebbles. His head was covered with a hood.
Shin Dong-hyuk was four years old, laying on the ground witnessing the execution of a man who spoke against the government of Kim Jong-il. Executions are common. Used as “teachable moments,” North Korean prison camps mandate the presence of every prisoner at executions to discourage any attempts to escape, and to encourage prisoners to snitch on other prisoners.
Later, in his teenage years, Shin himself would be directly responsible for at least two more deaths. His mother and older brother sat one night, eating a meager meal of rice, and conspired to escape. Shin eavesdropped, told a prison guard, and his mother and brother were later arrested. Shin himself was arrested and held in an underground prison for months. In the underground prison, Shin was tortured. From shackles attached at his wrists and ankles, Shin was suspended from a low ceiling, with his back exposed to hot coals. One of the guards pierced him through the abdomen with a hook to prevent him from squirming away from the heat. When Shin finally revealed he had been the one to turn his mother and brother into the guard, and the guard had corroborated his story, Shin was finally released. Upon his release, the prison community, included his father, turned out to witness the hanging of his mother, and the firing squad execution of his brother.
Hopefully, by now, dear reader, you are appalled as I was. How can a young boy of four years old even be in a prison camp?
Shin In Geun, who now goes by the name Shin Dong-hyuk, was born in Prison Camp 14, in North Korea. He, and hundreds of children like him, have known no other life, only growing up in a prison camp. The children have done nothing to deserve a life in a prison camp. They are simply the offspring of a parent, or parents, found guilty by the North Korean government of crimes against the State.
The next logical question comes with a somewhat illogical answer: “Then what did his parents do to end up in a prison camp?” In Shin’s case, his father did nothing against the North Korean government. Shin’s uncle, though, was thought to have aided and abetted the Japanese while the Japanese Empire controlled the Korean peninsula. Guilt-by-Association is a real and legitimate crime, punishable by imprisonment or death in North Korea. Aiding and abetting, or knowledge of someone’s intentions to escape, lie, or steal, are offenses commonly resulting in execution or a lifetime of imprisonment.
People who have studied Hitler’s prison camp system draw comparisons between those of the Nazi’s and those camps of Kim Jong-il. Guards manage the prisoners, teach, and oversee daily activities, mete out punishment. Prisoners pick up the slack, being encouraged to snitch on prisoners in order to receive more food, less work, more sleep. For very good behavior, a prisoner might be allowed to marry. Such an arrangement is termed, “reward marriage.” With appropriate permission, males and females may marry, receiving 5 days per year together. Children born from “reward marriage” are the only legitimate children allowed in the prison camp besides those who have accompanied their parents. Women who become pregnant from engaging in quid pro quo liaisons, to receive better food, more food, less work, with guards “disappear.”
In a North Korean prison camp, nearly every offense, no matter how slight could result in death. In grade school, a teacher killed a six-year old girl for having “stolen corn” by beating her on the head with his wooden pointer. Shin’s middle finger on his right hand was amputated for dropping a cast iron sewing machine during his stint in a plant which manufactured North Korean military uniforms.
Camp 14 is known to defectors as one of the worst types of North Korean prison camps. From Shin’s account, I identified three types of camps. The first two types of camps were for “redeemables,” people who could be “re-educated,” usually by hard labor and daily recitations of North Korean political ideology. Short-term camps might require a stay of a few years. Longer-term camps might see one released after 25 to 50 years, if one was able to survive. Camp 14 and those like 14 were for “irredeemables.” According to the author, camps like 14 followed the commandment of Kim Jong-il: “three generations must pass before the stain of sin has passed from your family.” Prisoners born in a camp like 14 will never know any life beyond a portion of land about the size of a Kentucky county, 350-400 square miles, or 20 x 20 square miles.
Shin’s life details how susceptible the human psyche is to conditioning, especially when born into an environment of absolute depravity. Parent are not parents, and siblings are not siblings. Everyone around you is a competitor for food and a potential threat. A friend one day might slap you in the face with a shovel and turn you over to a prison guard the next day simply to get your daily ration of food.
Reading Shin’s account, I can imagine some U.S. citizens declaring, “I would not have been that way; no one can make you do those things.” Our Western Mindset is a problem; our arrogance allows us to believe our constitution is greater than the constitution of others. If you were born under the conditions found in a North Korean prison camp, copious amounts of evidence suggests you would behave no different than a North Korean. Perhaps, if you were sentenced to a prison camp as an adult, yes, but not as a child, born of prisoner parents.
North Korea suffers famine upon famine. South Korea, Japan, and the United States typically partner to provide food assistance to the North Korean government. When I read the food aid generally ends up in the hands of the North Korean elite and faithful, and not in the hands of the vast majority of North Koreans, I became angry. North Korea allows little, if any, oversight of humanitarian aid. We simply set the food down at the door and walk away. On the other hand, prison camps are nearly self-sufficient. Prisoners primary jobs are to tend crops, spread fertilizer (made mostly from human feces), weed, sew, and make concrete. Later, amid yet another famine, international food aid became the catalyst which might ultimately be the undoing of the North Korean regime.
The famine experience in the early 2000s was as desperate as any in North Korea. Millions of people took to the countryside. People left cities to scavenge for food. When international aid arrived, a black market, a capitalist underground economy emerged nearly overnight. Military officers, civil servants, to back-alley merchants cropped up to buy-and-sell food aid. The North Korean government unable to control a rapidly developing capitalist underground economy, turned a blind eye.
The same black market has also aided in the defection of thousands of North Koreans. High-ranking military officials, civil servants, to transport clerks have developed an North Korean “Underground Railroad” of sorts, shuttling people out of North Korea. A “budget” defection may take a few months, with a defector ending up in China. A “Platinum” defection may take less than a week, more than $10,000 USD, with the defector arriving in China, South Korea, Japan, or even the United States. Defection “plan” names are my own invention, by the way.
North Korean defectors express many of the same psychological disorders of former Nazi POWs. Former North Korean prisoners are consumed by immense guilt, shame, and self-loathing now their actions have been framed in a new morality. Many are unable to acculturate to new social systems. Making friends is hard, keeping friends is hard, learning to trust people, and simply allowing one’s self to “feel” do not come easy. Former prison camp survivors may face a lifetime’s worth of post-traumatic stress.
Blaine Harden prose is tight and crisp. He pulls no punches from discussing Shin’s life, as Shin reveals intimate details of his thoughts, feelings, and actions both growing up within Camp 14, and as a young adult. Even today, 7 years after his escape, life does not seem to be particularly normal for Shin. Even with friends, and a host U.S. family, being able to sleep at night is not often a restful time.
Within the United States, Liberty in North Korea (LiNK) assists those who have successfully found their way from North Korea. In South Korea, the Korean Bar Association helps provide legal assistance to North Korean and is an important vetting organization. The North Korean government is known to send assassins aboard to kill defectors who speak out against the Dear Leader Kim Jong-il, even though Kim died in 2010.
At, 193 pages, “Escape From Camp 14,” can be read in an afternoon. Images described will haunt for much longer.
For what I offer is worth, I forgive Shin Dong-hyuk for all of his choices and actions. While forgiveness is not truly mine to give, I do not hold him responsible in any way. His life growing up within Camp 14 was neither his choice, nor were his choices while living within Camp 14 anything other than those which were normal and appropriate and which he had been raised to believe were true and proper.
Prison camps in North Korea have existed for over 50 years. Some people have been born, lived, and died knowing nothing but a North Korean prison camp.
Related information:
Database Center of North Korean Human Rights
Further Reading and Research:
“The Hidden Gulag:Exposing North Korea’s Prison Camps;” David Hawk. 2012.
“Nothing to Envy;” Barbara Demick. 2009. Available from Amazon & B&N.
del.icio.us Tags: North Korea,Kim Jong-il,prison camps,Korean Bar Association,LiNK,Shin Dong-hyuk,Camp 14,Blaine Harden
Friday, April 20, 2012
Why Is the Universe Just Right for Life?” A Book Review
If one can set aside personal religious dogma and indoctrination, the Universe represents a fascinating field of study. I have never been able to reconcile the vastness of the Universe with religious traditions, teachings, or Faith on a personal scale. Nor have I been able to achieve any relationship at scales below atoms, neutrons, protons, and electrons with spirituality or religion. Science and Religion represent two mutually exclusive domains. I do not read the Bible to understand chemistry or physics or biology. However, Science can be applied in very real ways to Biblical notions and concepts. I am not clear how Religion applies to Science, other than to encourage blind or ignorant beliefs.
I struggle with the daily knowledge of people walking among us who refuse to believe the earth is 4.3 billion years old. Or who cannot accept stars burning in the night-time sky are more distant than 6,000 light-years away, thus visible for longer than any timeline of human existence created from Biblical events.
If you follow in with people who acknowledge only a 6,000 year-old earth, or fall in with the people who believe the Universe was created in 7 days, you will find Paul’s book offensive. But, you should stop being ignorant and read his book. Or, read “The Mind of God,” also by Dr. Davies, and receive knowledge and be illuminated.
Paul is an excellent communicator. Divided into a few chapters, each chapter is further subdivided into sections which address topics even specific detail. For example, Chapter Two, "The Universe Explained," contains 13 sections covering such topics as the "Big Bang and the Expanding Universe," to "Hiding Dimensions of Space." Helping tie material in each section together is a Key Points list at the end of each chapter. Some physics and cosmology books I have read aren't really broken up into easy to manage chunks. These authors must write textbooks.
Paul seems to grasp having small sections allows a reader with 15-20 minutes to kill will encourage the reader to stay focused, without seeming to overburden the reader with so much information and concepts which honestly require frequent contemplation.
Here is a notion I have trouble wrapping my brain around: humans will never be able to see the true horizon of the Universe. The far-flung edges of the Universe are so far away and moving away from us so fast light emitted from stellar objects will never reach any of our instruments. Never. When we discuss the Universe, we have to set some rules. Are we discussing the entire Universe, including the parts we will never see? Or, are we only talking about the part of the Universe only observable to humans? Or, does our discussion include the Multiverse, a collection of universes of which our universe is simply one, like one bubble in a bubblebath. Some scientists use the term, megaverse.
The reader will also be introduced to the cast of characters responsible for developing many of our current insights into the realm of cosmology. Einstein receives considerable credit, but he was not the first nor last scientist to contemplate our universe. Edwin Hubble, Charles Wheeler, Alan Turing, Oskar Klein, Edwin Abbot, and Theodor Kaluza are a few people who have contributed to the field of cosmology and the philosophy surrounding the intellectual pursuit of understanding our galactic domain and human's place among the stars.
Paul's book is not merely limited to the stellar objects of enourmous scale. To understand how galactic objects work, we have to change our scale from light-years to Planck lengths. We have to understand what comprises a neutron and a proton. We have to discuss how atomic level energies contribute to the formation of stars, how stars explode, and how stars use energy. The forces at the quantum level are as important as time-space force of gravity.
Paul will introduce Dark Matter and Dark Energy. We can see Dark Matter, we simply do not know what dark matter is. We cannot appear to measure Dark Energy, though. Scientists can only see the effects of the energy. As of 2012, we have no idea about the nature of Dark Energy. Potential understanding lies with experiments at the Large Hadron Supercollider (LHC) at CERN. 2012 promises to be one of the most significant years in human history. The LHC will collide particles at record-setting energies. The results could lay bare the Higgs Boson, which scientist theorize contributes mass to everyday matter.
The final few chapters of the book deal with more philosophical ideas of universe existence, creation, present state, and future conditions. Though I know I am not using the term correctly, I would call Paul a "cosmolopher." A "cosmolopher" is a person knowledgable in cosmology and can think and contemplate pre-universe, current universe, and optional universe conditions in logical and rational ways, i.e. without having to resort to introducing a Prime Mover to fill in gaps to cover their limited understanding.
Both of Paul's books, the "Goldilocks Enigma," and "The Mind of God," are books for people interested developing a basic understand of the universe, both from a real, physics-based perspective, and also from a more metaphysical viewpoint, allowing for the potential of Intelligent Design. Paul also refrains from using any mathematics. He talks about Euclidian and non-Euclidean geometry, scalar fields, and tensors, but only enough to tell you why these elements matter to quantum mechanics, quantum physics, and cosmology.
"The Goldilocks Engima" can be found used via Amazon. Click the book image above for direction to Amazon.
Paul Davies is a cosmologist and physicist at Arizona State University.
Tuesday, April 17, 2012
NutShell Bureaucracy in Education
I can’t imagine I’m particularly popular with bureaucrats. I like things to make sense, I enjoy logical consistency. Incongruities upset my fragile disposition. I’m no linguist, but “bureaucracy” may derive from the Greek’s words for ‘borrow’ and ‘crazy,’ as in “let’s borrow another entities crazy idea and implement the idea here.”
Allow me to outline my issue.
Ivoryopolis Community and Technical Guild (ICTG) requests each student to take a survey regarding his/her experience within a currently enrolled online course. The survey is completely voluntary for the student. Grades will not be held, or transcripts; no punitive actions, period. Surveys are a necessary component of academic assessment, one measure of quality control & quality assurance. I strongly believe each course needs a survey to acquire feedback.
Here is the rub. Faculty who teach online courses at ICTG must receive completed surveys from 50% or more of their enrolled students to remain employed by ICTG. Two consecutive semesters of less than 50% return rate and the instructor is not re-hired.
In other words, an instructor’s employment is based upon the voluntary actions of students.
I have a problem with this model.
I don’t understand how I can be held responsible for the supposed voluntary actions of my students, or the voluntary actions of any given person. This does not make sense.”
“Oh, but you can encourage them to take your course survey. Give them a point of extra credit.”
“What? So, I’m supposed to bribe them to take my survey? Doesn’t that sort of bias results?”
“It’s just a point. Even though a point may only be 0.001% of a student’s grade, they love getting extra credit, and the end result doesn’t affect their overall grade.”
“Uh no. First of all, it’s insulting to students to encourage them to think that a single point of extra credit will impact their grade. Some will actually take that seriously. Secondly, from a mere sampling standpoint, giving extra credit introduces sampling bias.
Furthermore, if ICTG were truly interested in student feedback, the administration should be the one encouraging student participation. Give away an iPad, or Kindle, or something. Admin keeps track of who submits and who doesn’t; the response doesn’t immediately matter, but that a student did respond could be used as entry into a giveaway. The idea of punishing someone for the voluntary ‘inaction’ of another is simply appalling.”
“Then, make the survey an assignment.”
I thought you said the survey was to be voluntary? If I make the survey an assignment, that sort of undermines the ‘voluntary’ part, right?”
I have seen recent syllabi where the course evaluation is part of the course. The survey is to be completed as part of the successful completion of the course.
How is the survey completion documented? When a student finishes a survey a certificate or receipt of completion of completion usually appears. The student brings in the receipt. The instructor tallies the receipt in the course CMS. Boom.
For students‘s reading my comments, you could either gather faction of students to keep an instructor employed, or a faction to withhold their surveys to remove an instructor.
For instructor’s reading my comments, you might soon be forced with similar bad bureaucracy, or, be required to build your course survey into the required content for your online course – possibly even your on-ground course, as more universities engage digital evaluation measures.
Consider yourself warned.
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