Tom Henderson, aka Mathpunk on Twitter, is a mathematics lecturer at Portland State University and an improve comedian with the group The Light Finger Five. He edits mathpunk.net and is co-host of the podcast Math for Primates (with scientist and professional weightlifter graduate student and competitive weigh lifter Nick Horton). He received the Pandora Award (Bronze) from Chris DiBona, Open Source Program Manager for Google, for his participation in the game Superstruct.

Klint Finley: What does it mean to be a (or, rather THE) “mathpunk”?

Tom Henderson: Ha! Okay. When I was maybe 20 years old, my high school girlfriend was telling me about a punk band called “Green Dave.” I told her that I found punk to be totally unimpressive, because it was a musical genre that, near as I could tell, was founded upon not knowing how to play your instrument.

She set me straight. The point of punk, she said, was that ANYone could get the experience of being in a band, of performing in front of peers, of expressing yourself, without there being a prerequisite to participate.

This blew my mind, and it was that conversation that turned me from a nascent douchebag into a self-aware poser.

Later, a girlfriend who had honest-to-god Southern California punk credibility — this was the time that The Offspring was getting radio play so, what, she was probably most deep in the hardcore scene? — got me interested in the music, and explained to me that punks could be astronomers or Shakespeare devotees with no clash. (Pardon the pun.)

So, these things are tucked into my brain. Later, I move to Portland. I move to Portland with the extensive plan of “take math classes until head blows up, or degree achieved.”

This is the first serious long-term plan I’ve ever had. I figure, Shit, I’m a guy with long term plans now? I need to re-roll my character sheet. I start with appearance (self-aware poser), and ramp up the mathematical angle, to cobble together a philosophy of punk rock mathematics.

Read the rest of this entry »

Universities must investigate measures, including random dope testing, to tackle the increasing use of cognitive enhancment drugs by students for exams, a leading behavioural neuro­scientist warns.

Student use of drugs, such as Ritalin and modafinil, available over the internet and used to increase the brain’s alertness, had “enormous implications for universities”, said Barbara Sahakian, a professor of clinical neuropsychology at Cambridge University’s psychiatry department.

Normally prescribed for neurological disorders including Alzheimer’s disease, attention deficit hyperactivity disorder (ADHD) and narcolepsy, such drugs boost acetylcholine in the brain, improving alertness and attention. Their use has prompted concerns that they could give students an unfair advantage. “This is something that universities really have to discuss. They should have some strategy, some kind of active policy,” Sahakian said.

Guardian: Universities told to consider dope tests as student use of ’smart drugs’ soars

(via h+)

Previous look at smart drugs here at Technoccult

Horrifying:

According to the filings in Blake J Robbins v Lower Merion School District (PA) et al, the laptops issued to high-school students in the well-heeled Philly suburb have webcams that can be covertly activated by the schools’ administrators, who have used this facility to spy on students and even their families. The issue came to light when the Robbins’s child was disciplined for “improper behavior in his home” and the Vice Principal used a photo taken by the webcam as evidence. The suit is a class action, brought on behalf of all students issued with these machines.

Boing Boing: School used student laptop webcams to spy on them at school and home

Here’s the original essay. There was also a previous follow-up that I missed.

She was the best student her adviser had ever seen (or so he said); it seemed like a dream when she was admitted to a distinguished doctoral program; she worked so hard for so long; she won almost every prize; she published several essays; she became fully identified with the academic life; even distancing herself from her less educated family. For all of those reasons, she continues as an adjunct who qualifies for food stamps, increasingly isolating herself to avoid feelings of being judged. Her students have no idea that she is a prisoner of the graduate-school poverty trap. The consolations of teaching are fewer than she ever imagined.

Such people sometimes write to me about their thoughts of suicide, and I think nothing separates me from them but luck.

Scenarios like that are what irritate me about professors who still bleat on about “the life of mind.” They absolve themselves of responsibility for what happens to graduate students by saying, distantly, “there are no guarantees.” But that phrase suggests there’s only a chance you won’t get a tenure-track job, not an overwhelming improbability that you will.

Chronicle of Higher Education: The Big Lie About the ‘Life of the Mind’

(Thanks David)

See also:

What’s a Degree Really Worth?

Can Ivy League education be provided for $20 a month?

In recent years, the nonprofit College Board touted the difference in lifetime earnings of college grads over high-school graduates at $800,000, a widely circulated figure. Other estimates topped $1 million. [...]

Mark Schneider, a vice president of the American Institutes for Research, a nonprofit research organization based in Washington, calls it “a million-dollar misunderstanding.”

One problem he sees with the estimates: They don’t take into account deductions from income taxes or breaks in employment. Nor do they factor in debt, particularly student debt loads, which have ballooned for both public and private colleges in recent years. In addition, the income data used for the Census estimates is from 1999, when total expenses for tuition and fees at the average four-year private college were $15,518 per year. For the 2009-10 school year, that number has risen to $26,273, and it continues to increase at a rate higher than inflation.

Dr. Schneider estimated the actual lifetime-earnings advantage for college graduates is a mere $279,893 in a report he wrote last year. He included tuition payments and discounted earning streams, putting them into present value. He also used actual salary data for graduates 10 years after they completed their degrees to measure incomes. Even among graduates of top-tier institutions, the earnings came in well below the million-dollar mark, he says.

Wall Street Journal: What’s a Degree Really Worth?

I’m a serious college-skeptic, but here are two important additional considerations:

1) Slack. Are the jobs college graduates get better jobs, regardless of how much they pay? And remember, one person’s slack is another person’s toil. (See: The Case for Working With Your Hands“)

2) Not all majors are created equal. What are the lifetime earning differences between BS and BA degree holders who hold higher degree, for instance?

Those who value excellence and hard work generally do better than others on specific tasks when they are reminded of those values. But when a task is presented as fun, researchers report, the same individuals often will do worse than those who say they are less motivated to achieve.

The study appears in the Journal of Personality and Social Psychology.

The findings suggest that two students may respond quite differently to a teacher’s exhortation that they strive for excellence, said University of Illinois psychology professor Dolores Albarracín, who conducted the research with William Hart, of the University of Florida.

One may be spurred to try harder, while another could become less motivated.

The study also suggests that those who are “chronically uninterested in achievement” are not operating out of a desire to do badly, Albarracín said. Their differing responses simply may reflect the fact that they have different goals.

Science Daily: Those Less Motivated to Achieve Will Excel on Tasks Seen as Fun

I read about a similar study years ago statistics class that I’ve never been able to track back down*, so I’m very glad to have found this article today. The study I read about found that different groups of people performed differently on certain puzzles depending on whether they were presented as “work” or “games.”

*I thought I read it in my statistics text book, but I’ve scoured it cover to cover so now think it must have been a hand-out or part of a test question.

(image from Lumaxart)

Math for Primates is a math podcast hosted by math professor Tom Henderson and professional weight lifter Nick Horton:

Just a couple of primates who figured that talking about math was a better use of their time than throwing their poo. Podcasts will cover Mathematics Education, Evolutionary Game Theory, Mathematical Philosophy, Logic, Quantum nonsense, and anything else that seems even remotely tied to mathematics in science or society.

Math for Primates

According to a survey for the technology firm Olympus:

The average length of time a student could concentrate for in lectures was 10 minutes, according to the survey carried last month.

And a third blamed lack of sleep and being overworked for this.

Many students had been forced to take up part-time work to make ends meet.

Among the students surveyed, 13% admitted to missing up to five hours of lectures a week, while 17% said they had to prioritise their part-time jobs over lectures to be able to support themselves. [...]

Nearly half of students feared they would finish with high debts and no jobs, according to the study.

BBC: Students only have ‘10-minute attention span’

(via Beerken’s blog)

Another piece in the puzzle:

One of the themes that came up while I was profiling White House manufacturing czar Ron Bloom earlier this fall was managerial talent. A lot of people talk about reviving the domestic manufacturing sector, which has shed almost one-third of its manpower over the last eight years. But some of the people I spoke to asked a slightly different question: Even if you could reclaim a chunk of those blue-collar jobs, would you have the managers you need to supervise them?

It’s not obvious that you would. Since 1965, the percentage of graduates of highly-ranked business schools who go into consulting and financial services has doubled, from about one-third to about two-thirds. And while some of these consultants and financiers end up in the manufacturing sector, in some respects that’s the problem. Harvard business professor Rakesh Khurana, with whom I discussed these questions at length, observes that most of GM’s top executives in recent decades hailed from a finance rather than an operations background. (Outgoing GM CEO Fritz Henderson and his failed predecessor, Rick Wagoner, both worked their way up from the company’s vaunted Treasurer’s office.) But these executives were frequently numb to the sorts of innovations that enable high-quality production at low cost. As Khurana quips, “That’s how you end up with GM rather than Toyota.” [...]

After World War II, large corporations went on acquisition binges and turned themselves into massive conglomerates. In their landmark Harvard Business Review article from 1980, “Managing Our Way to Economic Decline,” Robert Hayes and William Abernathy pointed out that the conglomerate structure forced managers to think of their firms as a collection of financial assets, where the goal was to allocate capital efficiently, rather than as makers of specific products, where the goal was to maximize quality and long-term* market share.

The New Republic: Upper Mismanagement

Are you a verbal learner or a visual learner? Chances are, you’ve pegged yourself or your children as either one or the other and rely on study techniques that suit your individual learning needs. And you’re not alone — for more than 30 years, the notion that teaching methods should match a student’s particular learning style has exerted a powerful influence on education. The long-standing popularity of the learning styles movement has in turn created a thriving commercial market amongst researchers, educators, and the general public. [...]

But does scientific research really support the existence of different learning styles, or the hypothesis that people learn better when taught in a way that matches their own unique style?

Unfortunately, the answer is no, according to a major new report published this month in Psychological Science in the Public Interest, a journal of the Association for Psychological Science. [...]

Nearly all of the studies that purport to provide evidence for learning styles fail to satisfy key criteria for scientific validity. Any experiment designed to test the learning-styles hypothesis would need to classify learners into categories and then randomly assign the learners to use one of several different learning methods, and the participants would need to take the same test at the end of the experiment. If there is truth to the idea that learning styles and teaching styles should mesh, then learners with a given style, say visual-spatial, should learn better with instruction that meshes with that style. The authors found that of the very large number of studies claiming to support the learning-styles hypothesis, very few used this type of research design. Of those that did, some provided evidence flatly contradictory to this meshing hypothesis, and the few findings in line with the meshing idea did not assess popular learning-style schemes.

Science Daily: Education: Learning Styles Debunked

Is a college education really like a string quartet? Back in 1966, that was the assertion of economists William Bowen, later president of Princeton, and William Baumol. In a seminal study, Bowen and Baumol used the analogy to show why universities can’t easily improve efficiency.

If you want to perform a proper string quartet, they noted, you can’t cut out the cellist nor can you squeeze in more performances by playing the music faster. But that was then — before MP3s and iPods proved just how freely music could flow. Before Google scanned and digitized 7 million books and Wikipedia users created the world’s largest encyclopedia. Before YouTube Edu and iTunes U made video and audio lectures by the best professors in the country available for free, and before college students built Facebook into the world’s largest social network, changing the way we all share information. Suddenly, it is possible to imagine a new model of education using online resources to serve more students, more cheaply than ever before.

Fast Company: How Web-Savvy Edupunks Are Transforming American Higher Education

The article mentions some useful sounding sites:

Peer2Peer University – online community of open study groups for short university-level courses

Academic Earth – The Hulu of online lectures

Western Governors University – actual accredited online university I hadn’t heard of. No grades, and completing coursework is optional.

My contribution to the “edupunk” movement is Personal University, which just launched its first complete program offerings in Computer Science.

Engineering studies, or lessons on how products are designed and built, have the potential to bolster student engagement and understanding in math and science, despite the topic’s relatively modest and undefined presence in the nation’s schools.

That’s the conclusion, outlined in a study unveiled today, of an expert committee charged with evaluating the status of engineering lessons in K-12 schools and judging their effectiveness.

Education Week: Panel Urges Engineering Be Added to Curriculum

(via Appropedia)

This should come as no surprise to anyone familiar with the right’s usual stances on education:

If there is anybody out there who still doesn’t believe that the conservative media will attack President Obama no matter what he does, consider this: Right-wingers are telling children to skip school as a protest against Obama’s encouragement of students to stay in school. [...]

There’s nothing you can imagine that is too crazy for these people to say. They’ll claim Barack Obama was secretly born in Kenya (his birth announcements in Hawaiian newspapers were just one part of an elaborate, decades-long conspiracy involving Kenyans, the media, Hawaii’s Republican governor, and the Stonecutters). They’ll say he has a diabolical plan to create government “death panels” to kill off the old and the young. They’ll claim he is building a secret private army (consisting of — I swear I am not making this up — AmeriCorps and Peace Corps volunteers) that is “just as strong” as the U.S. military so that he can “seize power” and create a “thugocracy.” [...]

So Glenn Beck and his fellow tinfoil hat-wearers sprang into action. Beck went off on his “indoctrination” rant, warning of secret private armies (no, he isn’t worried about Blackwater — it’s the thought of English majors signing up to help teach people how to read that keeps him up at night).

Media Matters: Conservative media take a strong stand against … learning?!?

(via Atom Jack)

BTW, Glenn Beck was never really on my radar until recently, but his utter madness keeps coming up lately. Was he always this crazy, or did he recently snap or something?

Beginning in the Carter years, the Democrats later called neoliberals supported the deregulation of infrastructure industries that the New Deal had regulated, like airlines, trucking and electricity, a sector in which deregulation resulted in California blackouts and the Enron scandal. Neoliberals teamed up with conservatives to persuade Bill Clinton to go along with the Republican Congress’s dismantling of New Deal-era financial regulations, a move that contributed to the cancerous growth of Wall Street and the resulting global economic collapse. As Asian mercantilist nations like Japan and then China rigged their domestic markets while enjoying free access to the U.S. market, neoliberal Democrats either turned a blind eye to the foreign mercantilist assault on American manufacturing or claimed that it marked the beneficial transition from an industrial economy to a “knowledge economy.” While Congress allowed inflation to slash the minimum wage and while corporations smashed unions, neoliberals chattered about sending everybody to college so they could work in the high-wage “knowledge jobs” of the future. Finally, many (not all) neoliberals agreed with conservatives that entitlements like Social Security were too expensive, and that it was more efficient to cut benefits for the middle class in order to expand benefits for the very poor. [...]

Instead of the updated Rooseveltonomics that America needs, Obama’s team offers warmed-over Rubinomics from the 1990s. Consider the priorities of the Obama administration: the environment, healthcare and education. Why these priorities, as opposed to others, like employment, high wages and manufacturing? The answer is that these three goals co-opt the activist left while fitting neatly into a neoliberal narrative that could as easily have been told in 1999 as in 2009. The story is this: New Dealers and Keynesians are wrong to think that industrial capitalism is permanently and inherently prone to self-destruction, if left to itself. Except in hundred-year disasters, the market economy is basically sound and self-correcting. Government can, however, help the market indirectly, by providing these three public goods, which, thanks to “market failures,” the private sector will not provide.

Salon: Can Obama be deprogrammed?

(via Disinfo)

The labs listed below are WWW-based engineering/science experiments developed for beginning science and engineering students. The objective of the course and the virtual laboratory is to introduce students to experimentation, problem solving, data gathering, and scientific interpretation early in their careers–perhaps as high school seniors or college freshmen. Ordinarily this exposure would be offered to students in their junior or senior year in a design lab.

The experiments which follow are written in JAVA and are fully interactive. As such, they require that the student access them using the Web browser Microsoft Internet Explorer 3.0 (or later) operating within a 32-bit operating system (e.g., Windows 95, Windows NT, Unix) and with a display capability of at least 256 colors. (Netscape 3.01 (or later) may also be used with these modules. But, within some operating systems, this browser introduces idiosyncracies in the modules’ operation. Earlier versions of Netscape, including 3.0, will not work.) Further, within these experiments are MPEG movie sequences which may require additional software–an MPEG viewer, e.g., VMPEGWIN which is available as demonstration shareware (sufficient for these experiments). This is a project under development. Expect modifications ( and additions and removals).

Johns Hopkins University: Virtual Laboratory

Mr. Reshef said that this University opened the gate to these people to continue their studies from home and at minimal cost by using open-source technology, open course materials, e-learning methods and peer-to-peer teaching.

Admission opened just over two weeks ago and without any promotion some 200 students from 52 countries have already registered, with a high school diploma and a sufficient level of English as entry requirements.

Students will be placed in classes of 20, after which they can log on to a weekly lecture, discuss its themes with their peers and take a test all online. There are voluntary professors, post-graduate students and students in other classes who can also offer advice and consultation.

The only charge to students is a $15 to $50 admission fee, depending on their country of origin, and a processing fee for every test ranging from $10 to $100. For the University to sustain its operation, it needs 15,000 students and $6 million, of which Mr. Reshef has donated $1 million of his own money.

UN News Centre: UN announces launch of world’s first tuition-free, online university

(via Mathpunk)

See also:

The Impending Demise of the University

Can Ivy League Education Be Provided for $20 a Month

The old-style lecture, with the professor standing at the podium in front of a large group of students, is still a fixture of university life on many campuses. It’s a model that is teacher-focused, one-way, one-size-fits-all and the student is isolated in the learning process. Yet the students, who have grown up in an interactive digital world, learn differently. Schooled on Google and Wikipedia, they want to inquire, not rely on the professor for a detailed roadmap. They want an animated conversation, not a lecture. They want an interactive education, not a broadcast one that might have been perfectly fine for the Industrial Age, or even for boomers. These students are making new demands of universities, and if the universities try to ignore them, they will do so at their peril.

Was the broadcast model ever effective for a plurality of students? Hasn’t it always been a substandard method?

Of course, universities play an important role in the sorting of individuals in society, through the admissions process and the awarding of degrees. One of the most important roles of the university is to screen human capital for future employers, and more broadly stratifying society. Those who get good marks in high school and on their SATs, who are proven to be hard workers and have other talents, get into the best universities. Those who graduate — better still with distinction — have a credential, to get the most desirable jobs or entrance to graduate programs. They have proven they have a degree of discipline and that they’re prepared to play by the rules.

But a credential and even the prestige of a university is rooted in its effectiveness as a learning institution. If these institutions are shown to be inferior learning environments to other alternatives their capacity to credential will surely diminish.

Edge: The Impending Demise of the University

(via Mathpunk)

That is what college is for: filtering applicants for employers – it doesn’t matter what they’ve learned or haven’t learned in college. Practically none of it will apply in the work force. Organizations just need a way to process applications, and universities provide that. At enourmous cost to students.

Small, more participatory liberal arts colleges have been around for decades, arguably providing better education than their “designer label” counterparts “taught in large class sizes by teaching assistants, largely through lectures” (as Brockman put it). It hasn’t exactly shaken the foundations yet.

Will the Internet and online education really be the breakthrough that undermines universities? I don’t know.

See also:

UN announces launch of world’s first tuition-free, online university

The end of the university as we know it

Can Ivy League Education Be Provided for $20 a Month

If the goal is to earn a living, then, maybe it isn’t really true that 18-year-olds need to be imparted with a sense of panic about getting into college (though they certainly need to learn). Some people are hustled off to college, then to the cubicle, against their own inclinations and natural bents, when they would rather be learning to build things or fix things. One shop teacher suggested to me that “in schools, we create artificial learning environments for our children that they know to be contrived and undeserving of their full attention and engagement. Without the opportunity to learn through the hands, the world remains abstract and distant, and the passions for learning will not be engaged.”

A gifted young person who chooses to become a mechanic rather than to accumulate academic credentials is viewed as eccentric, if not self-destructive. There is a pervasive anxiety among parents that there is only one track to success for their children. It runs through a series of gates controlled by prestigious institutions. Further, there is wide use of drugs to medicate boys, especially, against their natural tendency toward action, the better to “keep things on track.” I taught briefly in a public high school and would have loved to have set up a Ritalin fogger in my classroom. It is a rare person, male or female, who is naturally inclined to sit still for 17 years in school, and then indefinitely at work. [...]

An economy that is more entrepreneurial, less managerial, would be less subject to the kind of distortions that occur when corporate managers’ compensation is tied to the short-term profit of distant shareholders. For most entrepreneurs, profit is at once a more capacious and a more concrete thing than this. It is a calculation in which the intrinsic satisfactions of work count — not least, the exercise of your own powers of reason.

Ultimately it is enlightened self-interest, then, not a harangue about humility or public-spiritedness, that will compel us to take a fresh look at the trades. The good life comes in a variety of forms. This variety has become difficult to see; our field of aspiration has narrowed into certain channels. But the current perplexity in the economy seems to be softening our gaze. Our peripheral vision is perhaps recovering, allowing us to consider the full range of lives worth choosing. For anyone who feels ill suited by disposition to spend his days sitting in an office, the question of what a good job looks like is now wide open.

New York Times: The Case for Working With Your Hands

(via OVO)

The problem described here cuts both ways: young people with no interest in aptitude in academics are not only being deprived useful training in the trades in the public schools system, but are dragging down their more academically oriented peers. The result is a large population of mediocre high school graduates, who have learned next to nothing when they enter college or trade schools.

I, for one, have never been good at nor enjoyed “working with my hands.” And it’s not for lack of trying. But I certainly relate to the problem of the overly abstracted, disconnected work place.

Is it possible that higher education might be the next bubble to burst? Some early warnings suggest that it could be.

With tuitions, fees, and room and board at dozens of colleges now reaching $50,000 a year, the ability to sustain private higher education for all but the very well-heeled is questionable. According to the National Center for Public Policy and Higher Education, over the past 25 years, average college tuition and fees have risen by 440 percent — more than four times the rate of inflation and almost twice the rate of medical care. Patrick M. Callan, the center’s president, has warned that low-income students will find college unaffordable.

Meanwhile, the middle class, which has paid for higher education in the past mainly by taking out loans, may now be precluded from doing so as the private student-loan market has all but dried up. In addition, endowment cushions that allowed colleges to engage in steep tuition discounting are gone. Declines in housing valuations are making it difficult for families to rely on home-equity loans for college financing. Even when the equity is there, parents are reluctant to further leverage themselves into a future where job security is uncertain.

The Chronicle of Higher Education: Will Higher Education Be the Next Bubble to Burst?

(via Beerken’s Blog)

Vaguely related: Although I’ve trash talked grad school here in recent times, I’ve been thinking about going to grad school for organizational psychology. Anyone have any thoughts on this?

He happens to live in New Jersey, where state education authorities have long worried about a dearth of math teachers.

Last week he heard about a new program called “Traders to Teachers” being set up at Montclair State University to retrain people in the finance industry who have been laid off in the deepest crisis to hit Wall Street since the Great Depression. [...]

The university’s 101-year-old College of Education received 146 applications for 25 spots in the first round of the program, which offers three months intensive training followed by a job at a high school in January. The first year on the job includes close mentoring, and after two years probation they can become fully certified math teachers. [...]

“If we’re successful … we could change in a very significant way the quality of math instruction in the state of New Jersey,” said university President Susan Cole, noting that many schools rely on substitute teachers because there are not enough certified math teachers to fill the positions.

Reuters: New Jersey seeks laid-off traders to teach math

(via Cryptogon)

See also: Dean Baker: Wall Street Follows the Path of the Steel Industry in Pittsburgh (“By eliminating the Wall Street path, other relatively high-paying jobs will look much better”)

Mark C. Taylor, the chairman of the religion department at Columbia:

GRADUATE education is the Detroit of higher learning. Most graduate programs in American universities produce a product for which there is no market (candidates for teaching positions that do not exist) and develop skills for which there is diminishing demand (research in subfields within subfields and publication in journals read by no one other than a few like-minded colleagues), all at a rapidly rising cost (sometimes well over $100,000 in student loans). [...]

The dirty secret of higher education is that without underpaid graduate students to help in laboratories and with teaching, universities couldn’t conduct research or even instruct their growing undergraduate populations. That’s one of the main reasons we still encourage people to enroll in doctoral programs. It is simply cheaper to provide graduate students with modest stipends and adjuncts with as little as $5,000 a course — with no benefits — than it is to hire full-time professors.

In other words, young people enroll in graduate programs, work hard for subsistence pay and assume huge debt burdens, all because of the illusory promise of faculty appointments. But their economical presence, coupled with the intransigence of tenure, ensures that there will always be too many candidates for too few openings.

Taylor goes on to suggest some radical changes to the structure of universities.

New York Times: End the University as We Know It

(via Steven Walling)

Mount Bachelor Academy regularly uses intensely humiliating tactics as treatment. For instance, in required seminars that the school calls Lifesteps, students say staff members of the residential program have instructed girls, some of whom say they have been victims of rape or sexual abuse, to dress in provocative clothing — fishnet stockings, high heels and miniskirts — and perform lap dances for male students as therapy. [...]

But because the programs are privately run, what happens within their walls is largely a mystery. No one knows whether the programs succeed or fail. [...]

Mount Bachelor’s executive director, Bitz, says her school uses widely accepted psychological treatments to help children overcome their problems. “We also use a psychodrama-treatment approach designed to do one or both of two things,” said Bitz in her statement, “get a student to embrace qualities of their character (such as beauty or courage) about which they have doubt or assist them in recognizing qualities that are unproductive (such as selfishness or conceit) about which they have little insight.” [...]

“They told me I was dirty and I had to put mud on myself for being raped,” she said in reference to another Lifesteps session. “They basically blamed me for getting raped.”

Bitz dismissed Jane’s story and called it “very suspect” in an interview with the Bend Bulletin, which also spoke with Jane. “We know that some current students have made a conscious decision to lie about our school, hoping that it will be closed as a result, and that they would then be sent back home,” Bitz told TIME. [...]

Synanon began as a drug-rehabilitation program before morphing into a controversial cult and is credited with putting forth the idea that confrontation and boot-camp-style breakdown tactics could cure teen misbehavior and addiction. Synanon’s confrontational techniques influenced est and LifeSpring, which began selling weekend seminars designed to prompt emotional breakthroughs in participants.

Time: An Oregon School for Troubled Teens Is Under Scrutiny

Interesting article on a number of levels:

1) The potential Synanon-inspired abuse of kids right here in Oregon.

2) The implications of the court case for students and school districts.

3) Problems with private schools in general.

4) Problems with public schools, education, and therapy in general.

There’s a follow-up form the author of the article at HuffPo.

(via Metafilter thanks to Trevor Blake)

As some of my e-mailers recognize, their dilemmas are those of the relatively fortunate. They are young. They have advanced degrees. As Sam wrote, “It should be noted that I’m a very lucky, healthy, happy 23-year-old male who, aside from having little money and having caught a bad break on his choice of careers, has nothing to complain about.” For a dose of perspective, I’ll include an e-mail from Dani, who is 28, lives in Chicago, and couldn’t go to college right out of high school. She works in a warehouse office and will finally graduate in May with a two-year associate degree for which she scrimped and borrowed and is “fighting tooth and nail for.” She can’t see how she can afford to go on in school, and she points out that “for those of us not privileged enough to have [a college degree] being seen as not as valuable as someone who is ’smarter’ than us because they have a degree puts us behind in the job market even further. We are already worried about our futures, and the thought that this economy or even one bad thing happening [could] disrupt our paycheck-to-paycheck lives, is more than terrifying.” It is bad to have a degree that you fear is underwater. But it’s still worse to have no degree at all.

This article fails to adequately address the matter at hand because they only compare people with advanced degrees with those without any sort of degree or special training what so ever.

Here is another question: are people with advanced degrees better off than those who opted for vocational training of some sort, or even those who only got bachelor’s degrees? Comparing the plight of MBAs, Phds, and lawyers to plumbers, mechanics, dental assistants, etc. would be more relevant. It would also be worthwhile to compare people with advanced degrees with people who have bachelor’s degrees in certain fields such as biology, math, computer science, and engineering.

Slate: Help, My Degree Is Underwater

(via Cryptogon)

10. Teach yourself programming
9. Get a Personal MBA
8. Learn to actually use Ubuntu
7. Get started on a new language
6. Trade your skills, find an instructor
5. Academic Earth and YouTube EDU
4. Teach yourself all kinds of photography
3. Get an unofficial liberal arts major
2. Learn an instrument
1. Learn from actual college courses online

Full Story: Lifehacker

And of course, also check out Personal University

(via Robot Wisdom)

The $12 computing system itself defies conventional expectations of what a computer today should be. The soul of the Apple II and a geek microprocessor favorite of the 1970s, the 8-bit 6502 processor is the heart of these computers. It is small enough to be contained within a full-size keyboard and sold for mere dollars. The keyboard also has a slot for game cartridges, and is usually sold with a mouse and two game controllers. Many of these systems are currently on sale as “TV computers” in Bombay, Bangalore and Nicaragua. They are often packaged in boxes emblazoned with unlicensed cartoon art (Mario, Spiderman) and misspelled English (“Lerrn compiters the fun way!”) and are bundled with games that would likely be copyright violations in the United States. And like the early home computers sold in the United States, they plug into a TV screen for display. [...]

It’s an ambitious project and one that requires just a tad of youthful optimism to pull it off. Dodge a pothole in China or India and you are likely to bump into the carcass of yet another ambitious attempt to bring low-cost computing to the developing world. The MIT Media Lab-backed One Laptop Per Child project planned to bring $100 computers to those in need. That project has never been able to achieve that price point, although OLPC cofounder Mary Lou Jepsen said Tuesday here that more than a million of the project’s XO laptops had been shipped to kids in more than 30 countries. Recently, Indian government officials made an announcement of a $10 “computer” that proved to be a dud.

Full Story: Wired

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