"Former UNC dean of students says she was forced to underreport sexual assault cases."

"The complaint alleges [Melinda] Manning was told by the University Counsel’s office that the number of sexual assault cases she compiled for 2010 was 'too high' before the total was decreased by three cases without her knowledge...."

"Government isn't an all-purpose social-utility machine just waiting to help us make better decisions..."

"... if only we'd be willing to give up our stubborn adherence to the principle of individual autonomy."

Even if we were to set aside all our cherished notions about how liberty is intrinsically good, it would still make sense to be skeptical of whether regulators know or care about the full consequences of their regulations.

And:

If helping people involves insulating them from the natural consequences of their actions, this could "nudge" them to be more irrational. For instance, everyone knows that students sometimes act irrationally: they procrastinate, they write substandard papers when they're capable of doing better, they turn work in late, etc. Given these realities, it's an open question how teachers should nudge students to do less of this kind of thing. The teacher who's willing to give any grade from an A+ to an F- might be more effective than the teacher who gives everyone a B+ or A-.

"Nudge" is in quotes because the author of the linked post — disclosure:  he's my son — is talking about an article — which we discussed recently — written by Cass Sunstein, who's made "nudge" his buzzword.

I wonder if the tendency to lean libertarian or fascist has more to do with how much you love autonomy or more to do with how much you trust government.

(Sorry about writing "libertarian or fascist." I know it's inflammatory. I was going to put "right or left," but it just didn't make sense. Some righties are out to control us, and some lefties — especially on some issues — love autonomy.)

"Manski with a Planski."

3 possible scenarios.

"Let’s make sure that a high school diploma puts our kids on the path to a good job."

"Right now, countries like Germany focus on graduating their high school students with the equivalent of a technical degree from one of our community colleges."

Scott Walker proposes expanding the school voucher program beyond Milwaukee and Racine...

... to 9 new districts, including — gasp! — Madison.

Here's what Walker said last night in his budget speech:

For communities where some schools fail to meet expectations, we include an expansion of the parental choice program in this budget. Since wealthy families have a choice because they can pay to send their children to a private school, we give low income and middle class families an opportunity to also choose a viable alternative for their sons and daughters.

Interestingly, some communities have both high-performing schools, as well as some that fail to meet expectations. Green Bay is a good example. Keller Elementary in Green Bay is a school where more than 70 percent of students are economically disadvantaged, yet Keller Elementary exceeds expectations. In this budget, schools like this will be eligible for a performance reward. At the same time, in that same district, there are other schools that fail to meet expectations. Other districts like Madison, Beloit, Sheboygan, and West Allis/West Milwaukee have similar situations.

People in Madison like to think we have fabulous public schools, so it's rough seeing Madison grouped with those other places. And of course, people in Madison tend to loathe Governor Walker. Obviously, the liberal viewpoint is that if there's a problem with the public schools, more money should be given to those public schools, not diverted into private schools. Here's the discussion in the forum over at the Isthmus, where liberal Madisonians tend to talk amongst themselves (and where Meade injects a bit of the kind of diversity they don't celebrate). I love the way the separation-of-church-and-state topic is playing out. First:

Does it bother you that taxpayer money will be spent for sectarian religious instruction?

Someone else:

If my kid went to a school with overcrowded classrooms and wasn't getting the attention he or she needed for whatever reason, I wouldn't hesitate sending him to a Catholic school if I could for free. Would you? Would you put up with a crappy classroom just because you didn't want your kid to take a half-hour of Bible study each day? I don't know many parents who would in a similar situation....

A third person (boldface added):

I don't think anybody's really upset about vouchers to send kids to Catholic schools. The Catholic schools can't take many more kids, but they are run by local parishes and nuns with good intentions and without a profit motive. It's not foremost a constitutional issue but a quality one. We're upset about a bunch of profit-motive business types setting up private schools to make money for themselves by providing services that work poorly and exploit public funding the same way the University of Phoenix does with adult students. Why anybody thinks replacing so-called overpaid teachers with overpaid executives is an improvement beats me. And that's exactly what we'll get if we don't guard against it at every turn.

The lefties really hate business! Meade provides the comic pushback. Quoting "bunch of profit-motive business types":

But enough about the teachers' unions. School choice is coming to Madison. Choice is good.

"Boys have historically been trained to think that they needn’t obey rules or work hard because..."

"... men used to be able to drop out of high school and still earn wages comparable to better-educated women, thanks to jobs in fields like manufacturing, construction and travel. That’s not the case anymore."

Time for everyone to recognize the great gift of the women's movement:  Everyone needs to buckle down, work hard, and follow rules. 

No wonder they had to drop the word "liberation" from "women's liberation movement." Who could have imagined, circa 1970, that what we'd end up with was grim drudgery for all?

Except the guys won't play along, will they? Consider the strategies. An obvious one is to scale down, never marry, never have children, and live a circumscribed life with a not-too-challenging job, and enjoy however much sex you want via online dating services. Meanwhile, the women can work for their entire lives as hard as they worked in school, just keep going and going, shoehorn in a couple children, work harder and harder to pay for everything they need, including childcare. Work work work.

Grim!

If I were a young woman, I'd be tempted into exactly what I was tempted into when I was a young woman: a life that values beauty, love, and freedom over work. I'm thinking of the hippie movement and — a book I read in the 1970s — "Your Money Or Your Life" (which I see is "Revised and Updated for the 21st Century" — not sure what that means).

"What happened in our closed sessions is confidential... I’m not in a position to go back and replow that ground."

So said Madison School Board member Ed Hughes about what happened just before one of 2 finalists for superintendent withdrew.

There were 5 other semifinalists, and there was supposed to be a community forum between the 2 finalists, but Walter Milton Jr. dropped out after this closed session that Hughes doesn't want to talk about.

So we were deprived of the community forum, and the position was given to Chicago Public Schools administrator Jennifer Cheatham, who was at that point, the only finalist.

Now, Milton is expressing himself saying he "was told this wasn’t going to go well" and he ought to withdraw, which he did.

"Columbia professor strips down to underwear in bizarre lesson to help baffled students learn quantum mechanics."

"'In order to learn quantum mechanics, you have to strip to your raw, erase all the garbage from your brain, and start over again,' Prof. Emlyn Hughes said. Against a backdrop of 9/11 and Holocaust images, he remained in a fetal position as two people dressed as ninjas blindfolded stuffed animals."

"Um, nothing you’ve learned in your life up til now is in any way going to help prepare you for this.... I’ve been tasked with the impossible challenge of teaching you quantum mechanics in one hour."

"Let’s have universal protests about the stupidity of school instead of universal pre-K."

"Let’s enable lower-income kids to have the benefit of being told their time is too precious to sit in school all day."

"I never thought I would go to college. Never! I’m a voracious reader, but I hated school."

"I was waiting to get out of school so my life could start. I spent my childhood backstage and on movie sets, and knew I wanted to spend my life there. Any second longer I had to spend in a classroom — f--k that!"

From an interview with the actress Zosia Mamet (daughter of David Mamet, who is, by the way, "a great man and a very good dad"). A glimpse of opinion:

[My father] told me I needed to clean up my mouth or I’d never find a man. What’s very important to him is manners. Show up on time. Always send thank-you letters. He is one of the more thoughtful humans I’ve ever met.

A year ago you spoke about how you hated dating — that you’d rather read a good book.

There are some really damn good books out there, you know? I think feminism’s a bit misinterpreted. It was about casting off all gender roles. There’s nothing wrong with a man holding a door open for a girl. But we sort of threw away all the rules, so everybody’s confused. And dating becomes a sloppy, uncomfortable, unpleasant thing.

"With Gov. Scott Walker hinting that he may move to end the city's longtime residency rule for public employees..."

"... Mayor Tom Barrett went on the offensive Friday, saying he's certain property values would drop if the requirement goes away."

"People in [the southwest and northwest sides] of the city are concerned about their property values," Barrett said. "They should remember when their property values go down that it was Governor Walker who did that to them if he proposes this. I'm still hoping he doesn't propose this."

Isn't that the wrong reason for requiring residency? You want to use people — deny them free choice — in order to bolster the real estate market? I can see not wanting the city to hollow out as people escape to the suburbs. You don't want Milwaukee to turn into Detroit, but what about the real people who work for the city? If they want to live too far out in the suburbs, their only option is to give up their jobs?

Note the big effect on who teaches the schoolchildren of Milwaukee. And then one of the reasons you might not want to live in Milwaukee is that you don't think the schools are good enough. A vicious circle there, no?

From the comments at the link:

I am considering moving out of Milwaukee. I own a $200,000 house and my taxes are almost as much as my mortgage. How can you even consider making someone pay almost $7K year for a $200k house and I can't even send my kids to the public schools. Don't even get me started on crime.... clean up the city and you won't have to hold employees hostage!

On the other side, also from the comments:

If you draw a city paycheck, the city has every right to require you to contribute to the local tax base by living there. If that's simply too much to bear, there are other places to work. No one is forcing anyone to work for the city of Milwaukee.

"You are a college professor. I have just retired as a high school teacher. I have some bad news for you."

"In case you do not already see what is happening, I want to warn you of what to expect from the students who will be arriving in your classroom...."

If your teenaged son had nightmares after reading "Beloved" in Advanced Placement English class...

... can you imagine responding by seeking to get the book removed from the classroom, engaging in public activism that included talking about the boy's dreams? Quite aside from the censorship angle, is this any way to treat your son?

IN THE COMMENTS: I said:

The book is a pain to read if you're not into [it]. I would never force anyone to read that book. The writing style is enough to give nightmares.

Robert Cook said:

Oh, rather like THE GREAT GATSBY, eh?

Let me answer that here on the front page, because this is important. Yes. It is like "The Great Gatsby." Neither book should be forced on anyone. It's destructive of the capacity to appreciate exactly what is most notable, the strange locutions. If you are not in the mood to get inside those sentences and luxuriate and ideate, it's a damned pain. If you've been assigned the book and so you feel like powering through it, everything that's good about it will feel like a speed bump. People hate speed bumps. These English teachers who imagine they are serving up delight are making it hateful.

I've said this already, but I don't keep repeating it as I've blogged about isolated sentences from "The Great Gatsby" in my "Gatsby" project. So let me point out one place where I made the point clearly:

My initial motivation was love. I thought of all the high school students — I remember being one — who were assigned this book and made to read the whole thing. That being the task, the really interesting sentences are speed bumps. They're completely annoying. You can't take the time to figure them out. What should be loved is hated. Later in life, I reread the book and enjoyed it, because of the worthiness of individual sentences.

The writing style of "Beloved" is, in my opinion, much, much worse than "The Great Gatsby." Chances are, a high school student will resist the project of reading this material, especially since the teacher might not emphasize the artistry of the style. It may be administered medicinally, by a teacher who wants her presumably bland and cosseted students to vicariously inhabit the condition of slavery. This is a terrible idea. Recommend "Beloved" for optional, outside reading and give the students the 19th century narratives written by Americans who were themselves enslaved. That's real and that's free of the pretensions of poetry.

"[E]lementary school-aged boys are actually smarter than girls, but teachers screw them over by giving them lower grades based on their behavior."

That's a meme — or a distortion of the meme — but is it what the Early Childhood Longitudinal Study really showed?

Rather, its [sic] more likely that differences in noncognitive skills mediated boys' ability to demonstrate performance in the classroom. We tend to have this idea that test scores reflect the magical truth about how well children "really" perform. But the reality is that there's no magical ideal of "true" performance. There's plenty of evidence that how you score on tests has significant predictive power in life. But how children execute and demonstrate skills in classroom and real-life tasks matters, too. Teacher-assigned grades reflect students' demonstrated performance in the classroom (on both regular class and homework assignments and teacher-created tests). And it's likely that boys' weaker non-cognitive skills resulted in submitted work that demonstrated lower quality of performance than the girls did. After all, if you're not good at being organized, persisting in completing tasks, or paying attention, you're probably not going to do as well in school as someone who is good at those things.

The really interesting question, then, is what you do with that result. Some people have responded to this study by saying that it's evidence that school practices systematically discriminate against boys....

Anti-rape suggestions: public execution of convicted rapists and a ban extra-marital sex and an end to co-education.

"Co-education should be abolished and proper education facilities meant exclusively for women should be made available at all level of education."

The Indian government requested proposals, and those ideas come from Jamaat-e-Islami Hind, a Muslim group.

But many Muslim educators, female students, and working women across the country have opposed [the single-sex education] suggestion, charging that it would be detrimental to the development of the Muslim community in India. The public resistance highlights the growing appetite among Muslim parents to improve their minority community's trailing status through education, including that of girls.

"A proposal by the Prince George’s County Board of Education to copyright work created by staff and students for school could mean..."

"... that a picture drawn by a first-grader, a lesson plan developed by a teacher or an app created by a teen would belong to the school system, not the individual."

Board Chair Verjeana M. Jacobs (District 5) said she and Vice Chair Carolyn M. Boston (District 6) attended an Apple presentation and learned how teachers can use apps to create new curricula. The proposal was designed to make it clear who owns teacher-developed curricula created while using apps on iPads that are school property, Jacobs said.

God forbid that teachers might become entrepreneurial about their creations and amass personal wealth. It's important to keep them inside the system, teaching their wards that the government needs to possess everything in order to ensure that no one gets more than her share.

"High-school freshman suspended for having a picture of a gun."

"Thoughtcrime! But wait, there’s more..."

But wait! What if it was a picture of President Obama with gun?



See, now that would really confuse the teachers.

"In the ’80s and ’90s, a liberal arts graduate who didn’t know what to do went to law school."

"Now you get $120,000 in debt and a default plan of last resort whose value is just too speculative. Students are voting with their feet. There are going to be massive layoffs in law schools this fall. We won’t have the bodies we need to meet the payroll."

Althouse unfair to F. Scott Fitzgerald?

Midway through my journey of isolating and writing about sentences from "The Great Gatsby," I find myself confronted by one creeley23 — a commenter within the confines of this Althouse blog — who says: "Hmm... rereading the first ten pages of Gatsby I see that Ann is picking klunky, atypical sentences out of the text."

I have chosen things like: "Sometimes a shadow moved against a dressing-room blind above, gave way to another shadow, an indefinite procession of shadows, that rouged and powdered in an invisible glass." And: "A breeze blew through the room, blew curtains in at one end and out the other like pale flags, twisting them up toward the frosted wedding-cake of the ceiling, and then rippled over the wine-colored rug, making a shadow on it as wind does on the sea."

But, in my defense, I have also chosen: "A breeze stirred the gray haze of Daisy’s fur collar." And: "Americans, while occasionally willing to be serfs, have always been obstinate about being peasantry."

Remember, the original idea was:

What I like [about "The Great Gatsby"] is that each sentence is good, on its own. Seriously. Test it out. "As my train emerged from the tunnel into sunlight, only the hot whistles of the National Biscuit Company broke the simmering hush at noon." Every sentence is a writer's inspiration....

I feel like starting a blog devoted to individual sentences in "The Great Gatsby," chosen randomly, and continuing until all the sentences have been used up.

I didn't start a new blog, obviously, only a daily discipline on this blog. I confess to not proceeding by random selection. But I haven't gone searching for "klunky" sentences. I've flipped around in near-random style, though. I don't use the first thing I see. Opening up Chapter 1 right now, I see  "I told him" and "We talked for a few minutes on the sunny porch." These are examples of non-"klunky" sentences that I would reject, but not because I'm gunning for F. Scott. My initial motivation was love. I thought of all the high school students — I remember being one — who were assigned this book and made to read the whole thing. That being the task, the really interesting sentences are speed bumps. They're completely annoying. You can't take the time to figure them out. What should be loved is hated. Later in life, I reread the book and enjoyed it, because of the worthiness of individual sentences.

Here's a way the book could be taught in a high school class. (But maybe they'd fire you!) Class, this is a book with some very weird sentences. Who can find one? Students read individual sentences out loud and the teacher cuts and pastes the sentences, so they are projected on the board. Encourage the students to pull out things that are the most outlandish and impossible to understand. Encourage laughter. Email the list of sentences to the class and have them reply to the email cutting out all but one sentence, the sentence they'd most like to talk about. Quickly read the email and pick a sentence that got a lot of attention. Puzzle through what it might mean with the students so that they appreciate the fun of getting wrapped up inside one sentence. Give them 20 minutes to write about one of the other sentences.

Must they read the book? Tell them they can read the book if they want. But tell them they can go to Wikipedia and read the plot summary and the list of characters there. The idea is to spend time with particular sentences and to figure out why someone would write like that. Must they love F. Scott Fitzgerald? No! They can be like Palladian — the original commenter genius of the Althouse blog — who said:

Has anyone calculated how long this Gatsby project is going to go on? How many sentences are in the book? How many sentences have been covered so far?

I ask partially out of curiosity and partly because I hate "The Great Gatsby". Why couldn't we have done Chaucer or "Paradise Lost" or something?

I said:

I don't think the project asks you to like "The Great Gatsby." It should work for the haters. Bring that hate!

Palladian said:

That's true! I think the general tone of the comments on these threads led me to think of them as reverential, but your writing about them is actually neutral and occasionally negative.

The watchword watchphrase of this blog has long been "cruel neutrality." And, indeed, I see that even before I responded to Original Commenter Genius Palladian, he was responded to by Upstart Commenter Genius betamax3000, who said:

"the Inquisition that goes on forever. Interminably."

(That's a quote from the post, which is about a "Gatsby" sentence that includes "interminable inquisitions.")

Ann has gone full Althouse Snow Globe Theory now:

"She sets the Snow Globe with cruel neutrality for us to shake and see patterns from the flitter. There is not the expectation of sentimentality. She is asking us to look, together; however, often there is no resolution, each reader seeing only his own flitter of understanding."

And there betamax3000 is quoting himself, from this earlier thread, about one of the least "klunky" sentences that has ever found its way into the "Gatsby" project:

"They knew that presently dinner would be over and a little later the evening, too, would be over and casually put away."

When can we put this "Gatsby" project away, like a dinner and an evening consumed blandly and casually in the Midwest, where all the Gatsby characters belong?

"I see now that this has been a story of the West, after all — Tom and Gatsby, Daisy and Jordan and I, were all Westerners, and perhaps we possessed some deficiency in common which made us subtly unadaptable to Eastern life."

That's a sentence I've been saving, in my holding pen of sentences — "klunky" and not-"klunky" — that might get the nod some day on this project, and I guess I've given that one the nod today.

But is today the last day? Is it time to move on to "Paradise Lost" or "The Divine Comedy"?

If the assignment were — in this non-existent high school class — to read straight through "The Great Gatsby," you would know when you were done. The hard task your real teacher tasked you with has a knowable end. It's not interminable, even though the word "ceaselessly" is the 4th-to-the-last word. You get to "ceaselessly" and there's "into the past" and you are done. Your reading of "Gatsby" has receded into the past, like last night's huge, hard-to-digest dinner. You wake up with a stomachache. You can't take too much. You only want to nibble at the edges of some stale ideas, like maybe a blog post, a blog post about one sentence. You can nibble, and — in the comments — you can dribble. Like betamax3000 on last night's "Something was making him nibble" post :

Re: "Oh! For a minute there, I saw 'nimble,' and I was flummoxed."

I like nibble better. Not just because it makes me think of squirrels nibbling on a nosh. I often find myself nibbling at the edge of stale ideas. Of course, it is easier to nibble at the edges when the stale idea is square-shaped, like a behind-the-sofa-cushion Cheez-It: there are corners. Corners are the perfect nibble starters. Plus, Cheez-Its -- and the non-square Cheeto, for that matter -- leave your fingers orangey, like all the best ideas, stale or not.

So one morning when the sun was warm
I rambled out of New York town
Pulled my cap down over my eyes
And headed out for the western skies
So long New York
Howdy, East Orange*.

(*"Even when the East excited me most with sprawling, swollen orange fingers: you're gonna have to take notes faster, friends)

Which brings us back to a point: Naked Dylan Robot would love to hear Fitzgerald try to sing some of Fitzgerald's sentences. Naked Dylan Robot would laugh and laugh.

"Everybody's sturdy physical egotism must get stoned."

"When the winds of changes shift
May your malnourished peremptory heart always be joyful
And may your song always be sung
May you stay forever slightly worn, young man, with shell-rimmed glasses and scanty blond hair."

For a writer whose rep is based in large part on making words sing his words just don't... sing. Maybe Naked Albanian Phonetical Dylan Robot could give a try, but I don't think it would get there. Nor Naked Phoenician Dylan Robot, for that matter*.

(*this is -- of course -- self-contradictory: per Wikipedia "in Phoenician writing, unlike that of most later abjads such as those of Aramaic, Biblical Hebrew and Arabic, even long vowels remained generally unexpressed, and that regardless of their origin". No Naked Dylan Robot of any proud heritage could forsake the long vowels: exps: oooohhhhhmaaa-ma is this reaaaaaaally the eeeeend, etc etc).

Perhaps Naked Dylan Fitzgerald Cow could make a go of the following:

Now you see this one-eyed midget
Shouting the word "MOO
And you say, "For what reason ?"
And he says, "Hoo?"
And you say, "What does this mean ?"
And he screams back, "You're a cow
Give me some milk
Or else go home".

-- but Naked Dylan Fitzgerald Cow is a Talent. And not afraid to nibble, stale or no. Someone should make a Snow Globe for Naked Dylan Fitzgerald Cow: Ann could put it next to her Robot on her desk and take a picture. I would call in sick to work the next day.

Is your tummy feeling better now? Maybe saltines and ginger ale would help. That's what my midwest-born-and-raised mother would offer me when I was feeling queasy. But you've got to eat something. You must go on — ceaselessly, interminably — when the project is one sentence a day. One day at a time. One sentence at a time. One nibble at a time. One blog post at a time.

The ethnic studies requirement.

We've had if for years at the University of Wisconsin. Here's an upcoming event:

The roundtable will include a presentation on the history of the requirement, an open-mic portion where attendees will be asked to share experiences with classes and make suggestions, and smaller discussions led by ASM Diversity Committee members. Attendees will also be provided note cards on which they can leave comments about their class experiences.

The committee is considering whether the requirement should be able to be satisfied with classes that "incorporate facets of personal identity beyond race and ethnicity, such as sexual orientation" and whether students should be required to take their ethnic studies class in their first 2 years of undergraduate study to enable them "to apply knowledge from the class to their educational experience." There's an idea of "revamp[ing the] requirement to make the classes a 'game-changer' for students, providing them with greater insight into their identities."

That made me want to look up the word "identity." There are lots of different meanings, but one is (from the OED):

The sameness of a person or thing at all times or in all circumstances; the condition of being a single individual; the fact that a person or thing is itself and not something else; individuality, personality.

Another is:

Who or what a person or thing is; a distinct impression of a single person or thing presented to or perceived by others; a set of characteristics or a description that distinguishes a person or thing from others.

Among the early quotes the OED uses to exemplify the meaning of "identity," we have 2 of history's greatest philosophers:

1694   J. Locke Ess. Humane Understanding (new ed.) ii. xxvii. 180   The Identity of the same Man consists... in nothing but a participation of the same continued Life, by constantly fleeting Particles of Matter, in succession vitally united to the same organized Body.

1739   D. Hume Treat. Human Nature I. i. 34   Of all relations the most universal is that of identity, being common to every being, whose existence has any duration.

If only a philosophy course could fulfill the requirement that has to do with gaining greater insight into one's identity! But perhaps students arrive at the university with a sense of identity that suggests different building blocks at the foundation of their higher education. Or perhaps — in the future — they have such as sense of their own identity that they do not arrive at all.