*michael parekh on IT*

ON NEW ORIGINS

SURPRISING START
Google's "Doodle logo" was a bit of a surprise today, given that it wasn't an immediate reminder for a national holiday or event.  Clicking it, takes one to this page from the National Geographic:

"Meet "Ida," the small "missing link" found in Germany that's created a big media splash and will likely continue to make waves among those who study human origins.

In a new book, documentary, and promotional Web site, paleontologist Jorn Hurum, who led the team that analyzed the 47-million-year-old fossil seen above, suggests Ida is a critical missing-link species in primate evolution (interactive guide to human evolution from National Geographic magazine).

(Among the team members was University of Michigan paleontologist Philip Gingerich, a member of the Committee for Research and Exploration of the National Geographic Society, which owns National Geographic News.)

The fossil, he says, bridges the evolutionary split between higher primates such as monkeys, apes, and humans and their more distant relatives such as lemurs.

"This is the first link to all humans," Hurum, of the Natural History Museum in Oslo, Norway, said in a statement. Ida represents "the closest thing we can get to a direct ancestor."

Pretty cool stuff indeed, and the article goes on to provide a lot more detail on the find and it's implications.  Most surprising though was this obvious question at the very end of the piece:

"What's more, the newly described "missing link" was found in Germany's Messel Pit. Ida's European origins are intriguing, Richmond said, because they could suggest—contrary to common assumptions—that the continent was an important area for primate evolution."

It'll be interesting to see where this line of research goes, shedding light on where humans really did come from.

ON EDUCATION IN PAKISTAN

ROOT CAUSES

There is an eye-opening story in the New York Times today on the state of education in Pakistan.  It matters to us for a whole host of reasons, not the least of it being that we may bear some responsibility for it.  First the context:

"...the state has forgotten the children here, the mullahs have not. With public education in a shambles, Pakistan’s poorest families have turned to madrasas, or Islamic schools, that feed and house the children while pushing a more militant brand of Islam than was traditional here.

The concentration of madrasas here in southern Punjab has become an urgent concern in the face of Pakistan’s expanding insurgency. The schools offer almost no instruction beyond the memorizing of the Koran, creating a widening pool of young minds that are sympathetic to militancy.

In an analysis of the profiles of suicide bombers who have struck in Punjab, the Punjab police said more than two-thirds had attended madrasas."

Bear in mind that the word "Madrasa" used in the piece simply means "School" in Arabic.  It's being used incorrectly here to refer to Islamic schools.
That aside, the piece does make some sobering points:

"President Obama said in a news conference last week that he was “gravely concerned” about the situation in Pakistan, not least because the government did not “seem to have the capacity to deliver basic services: schools, health care, rule of law, a judicial system that works for the majority of the people.”

He has asked Congress to more than triple assistance to Pakistan for nonmilitary purposes, including education. Since the Sept. 11 attacks, the United States has given Pakistan a total of $680 million in nonmilitary aid, according to the State Department, far lower than the $1 billion a year for the military.

But education has never been a priority here, and even Pakistan’s current plan to double education spending next year might collapse as have past efforts, which were thwarted by sluggish bureaucracies, unstable governments and a lack of commitment by Pakistan’s governing elite to the poor.

“This is a state that never took education seriously,” said Stephen P. Cohen, a Pakistan expert at the Brookings Institution. “I’m very pessimistic about whether the educational system can or will be reformed...”

"...Literacy in Pakistan has grown from barely 20 percent at independence 61 years ago, and the government recently improved the curriculum and reduced its emphasis on Islam.

Failures in Education

But even today, only about half of Pakistanis can read and write, far below the proportion in countries with similar per-capita income, like Vietnam. One in three school-age Pakistani children does not attend school, and of those who do, a third drop out by fifth grade, according to Unesco. Girls’ enrollment is among the lowest in the world, lagging behind Ethiopia and Yemen.

“Education in Pakistan was left to the dogs,” said Pervez Hoodbhoy, a physics professor at Quaid-e-Azam University in Islamabad who is an outspoken critic of the government’s failure to stand up to spreading Islamic militancy."

"This impoverished expanse of rural southern Punjab, where the Taliban have begun making inroads with the help of local militant groups, has one of the highest concentrations of madrasas in the country.

Of the more than 12,000 madrasas registered in Pakistan, about half are in Punjab. Experts estimate the numbers are higher: when the state tried to count them in 2005, a fifth of the areas in this province refused to register.

Though madrasas make up only about 7 percent of primary schools in Pakistan, their influence is amplified by the inadequacy of public education and the innate religiosity of the countryside, where two-thirds of people live.

The public elementary school for boys in this village is the very picture of the generations of neglect that have left many poor Pakistanis feeling abandoned by their government."

And to the point of our bearing some of the blame:

"The phenomenon began in the 1980s, when General Zia gave madrasas money and land in an American-supported policy to help Islamic fighters against the Soviet forces in Afghanistan."

The whole piece is worth reading in it's entirety, since at the minimum, it illustrates the multi-generational nature of this state of affairs.

ON PROTECTED TEACHERS

HARD RULES

For an eye-opening look at one of the key tenets of our education system, this investigative piece by the LA Times is a must-read.  The title says almost says it all: "Firing tenured teachers can be a costly and tortuous task".  And the news gets worse from there:

"It's remarkably difficult to fire a tenured public school teacher in California, a Times investigation has found. The path can be laborious and labyrinthine, in some cases involving years of investigation, union grievances, administrative appeals, court challenges and re-hearings.
Not only is the process arduous, but some districts are particularly unsuccessful in navigating its complexities. The Los Angeles Unified School District sees the majority of its appealed dismissals overturned, and its administrators are far less likely even to try firing a tenured teacher than those in other districts.
The Times reviewed every case on record in the last 15 years in which a tenured employee was fired by a California school district and formally contested the decision before a review commission: 159 in all (not including about two dozen in which the records were destroyed). The newspaper also examined court and school district records and interviewed scores of people, including principals, teachers, union officials, district administrators, parents and students."

The findings are eye-opening to say the least, as a couple of examples show:

"* Building a case for dismissal is so time-consuming, costly and draining for principals and administrators that many say they don't make the effort except in the most egregious cases. The vast majority of firings stem from blatant misconduct, including sexual abuse, other immoral or illegal behavior, insubordination or repeated violation of rules such as showing up on time.
* Although districts generally press ahead with only the strongest cases, even these get knocked down more than a third of the time by the specially convened review panels, which have the discretion to restore teachers' jobs even when grounds for dismissal are proved.
* Jettisoning a teacher solely because he or she can't teach is rare. In 80% of the dismissals that were upheld, classroom performance was not even a factor."

It's an extraordinary state of affairs, and would never stand in the private sector of course.  Yet, it's as natural in our highly politicized education system, as breathing.

* Image source.

ON THE NO. 2 CONTRIBUTOR TO GLOBAL WARMING

IT TAKES A VILLAGE

The New York Times has a piece reminding us that developing nations also have significant contributions to make when it comes to dealing with global climate change.  It's not just on the shoulders of developed nations. 

The piece takes us thousands of miles away to India, visiting a village with barely any electricity or emission spewing automobiles:

"As women in ragged saris of a thousand hues bake bread and stew lentils in the early evening over fires fueled by twigs and dung, children cough from the dense smoke that fills their homes. Black grime coats the undersides of thatched roofs. At dawn, a brown cloud stretches over the landscape like a diaphanous dirty blanket.

In Kohlua, in central India, with no cars and little electricity, emissions of carbon dioxide, the main heat-trapping gas linked to global warming, are near zero. But soot — also known as black carbon — from tens of thousands of villages like this one in developing countries is emerging as a major and previously unappreciated source of global climate change.

While carbon dioxide may be the No. 1 contributor to rising global temperatures, scientists say, black carbon has emerged as an important No. 2, with recent studies estimating that it is responsible for 18 percent of the planet’s warming, compared with 40 percent for carbon dioxide. Decreasing black carbon emissions would be a relatively cheap way to significantly rein in global warming — especially in the short term, climate experts say. Replacing primitive cooking stoves with modern versions that emit far less soot could provide a much-needed stopgap, while nations struggle with the more difficult task of enacting programs and developing technologies to curb carbon dioxide emissions from fossil fuels.

In fact, reducing black carbon is one of a number of relatively quick and simple climate fixes using existing technologies — often called “low hanging fruit” — that scientists say should be plucked immediately to avert the worst projected consequences of global warming."

What's surprising about all this is the next bit:

"But the awareness of black carbon’s role in climate change has come so recently that it was not even mentioned as a warming agent in the 2007 summary report by the Intergovernmental Panel on Climate Change that pronounced the evidence for global warming to be “unequivocal.” Mark Z. Jacobson, professor of environmental engineering at Stanford, said that the fact that black carbon was not included in international climate efforts was “bizarre,” but “partly reflects how new the idea is.” The United Nations is trying to figure out how to include black carbon in climate change programs, as is the federal government."

The piece is worth reading in it's entirety, if only to understand better what the whole global village can and must do to deal with this problem together.

ON FOCUSING ON OUR I.Q.

NURTURE

An op-ed in the New York Times today has some interesting thoughts on how we think about I.Q., aka Intelligence Quotient:

"If intelligence were deeply encoded in our genes, that would lead to the depressing conclusion that neither schooling nor antipoverty programs can accomplish much. Yet while this view of I.Q. as overwhelmingly inherited has been widely held, the evidence is growing that it is, at a practical level, profoundly wrong.

Richard Nisbett, a professor of psychology at the University of Michigan, has just demolished this view in a superb new book, “Intelligence and How to Get It,” which also offers terrific advice for addressing poverty and inequality in America.

Professor Nisbett provides suggestions for transforming your own urchins into geniuses — praise effort more than achievement, teach delayed gratification, limit reprimands and use praise to stimulate curiosity — but focuses on how to raise America’s collective I.Q."

The piece goes on to add:

"Intelligence does seem to be highly inherited in middle-class households, and that’s the reason for the findings of the twins studies: very few impoverished kids were included in those studies. But Eric Turkheimer of the University of Virginia has conducted further research demonstrating that in poor and chaotic households, I.Q. is minimally the result of genetics — because everybody is held back.

“Bad environments suppress children’s I.Q.’s,” Professor Turkheimer said."

The op-ed by Nicholas Kristoff goes on to list a number of things we could do to address this situation for the long-term. It's worthwhile reading in it's entirety.

ON RE-LEARNING LESSONS FROM COLUMBINE

FRESH EYES
The Wall Street Journal has a thoughtful piece in the wake of the tenth anniversary of the Columbine High School shootings.  Some background:

"The carnage at Columbine High on April 20, 1999, prompted a swift and aggressive response around the U.S.

Hundreds of millions of dollars flooded into schools after two seniors stalked the halls of Columbine in trench coats, killing 12 students and a teacher before committing suicide in the school library.

The money -- federal, state and local -- bought metal detectors, security cameras and elaborate emergency-response plans. It put 6,300 police officers on campuses and trained students to handle bullying and manage anger.

Ten years later, the money is drying up. The primary pot of federal grants has been cut by a third, a loss of $145 million. The Justice Department has scrapped the cops in schools program, once budgeted at $180 million a year. States are slashing spending, too, or allowing districts to buy textbooks with funds once set aside for security measures."

But here's the encouraging bit:

"But as those programs fall victim to funding shortfalls, some educators are asking whether they might be able to take up the slack not by spending more money, but by reforming school culture to nurture closer bonds between students and adults..."

""A lot of what we learned coming out of Columbine didn't [require] large sums of money," said William Modzeleski, who runs the U.S. Department of Education's Office of Safe and Drug Free Schools. "School safety is more than cameras, metal detectors and police officers."

The whole piece is worth reading on the lessons learned and apparently taken to heart.  Now if we only started to look for common sense lessons from the post-9/11 era of airport security.  Maybe we won't need to take off our shoes before boarding a flight in America...sometime in this life-time.

ON HIGH NOON FOR HIGHER EDUCATION

HEAD WINDS

The Wall Street Journal reports on yet another thing we need to worry about in the medium to long-term:

"The number of Chinese and Middle Eastern students applying for fall admission to U.S. graduate programs surged, while applications from India and South Korea fell, according to a survey to be released Tuesday by the Council of Graduate Schools.

The council, which represents more than 500 higher-education institutions in the U.S. and Canada, said foreigners' applications for 2009 graduate-school admissions rose 4% from the year before. That compares with increases of 6% in 2008, 9% in 2007 and 12% in 2006. Foreigners' applications to doctoral programs rose 5%, but declined 17% for master's degrees."

Reasons for these trends include:

"The mixed results point to a meeting of new realities in the global economy: On the one hand, some countries have improved their educational systems to keep students closer to home or woo those from other countries who might have otherwise chosen the U.S. On the other, the global recession -- and some signs of resistance to employing immigrants in the U.S. -- means U.S. tuitions are increasingly out of reach for some, while others fear jobs won't be waiting for them upon graduation."

Why should we worry about this?

"Historically, U.S. graduate schools were the graduate schools for the world," said council president Debra W. Stewart. "Now, we cannot simply assume it's going to be a matter of turning on the spigot and the most talented people in the world will flow in." She and others in higher education say it is too soon to know the true effects of the financial crisis on higher education until enrollment numbers are available..."

"Other countries, such as the U.K., Australia and Canada, have enacted policies that make it easier for students to go from the classroom to the workplace without reapplying for a visa, said Ursula Oaks, a spokeswoman for the Association of International Educators. Meanwhile, amid a high unemployment rate, some U.S. government agencies and recent legislation are discouraging recruitment of foreign workers."

Just like the U.S. reigned supreme globally  in automobiles a few decades ago, we currently do the same in higher education.  But given the secular demographic and economic changes globally, we're going to actually have to compete in this arena going forward. 

Our politicians really need to understand the long-term implications and importance of these trends for our economic well-being.

* Image source.

ON BANKERS AS SAVIORS

ONCE UPON A TIME...

At a time when the conventional wisdom is that "All Bankers are Evil", it's interesting to hark back to a time when that wasn't necessarily the case.  This op-ed piece by author Jean Strouse in the New York Times this weekend takes us back to that time:

"A look back at the handling of another financial crisis a full century ago underlines the point about decisive action. You just don’t want to take the wrong decisive action. Markets today are immeasurably more complex, global, fast-moving and regulated (a lot of good that did) than they were a hundred years ago, but the need for strong leadership has not changed..."

"In October 1907, when a panic started among trust companies in New York and terrified depositors lined up to get their money out, Schiff’s dire prediction seemed about to come true. The United States had no Federal Reserve, the Treasury secretary did not have much political authority, and the president, Theodore Roosevelt, was off shooting game in Louisiana.

J. Pierpont Morgan, a 70-year-old private banker, quietly took charge of the situation.

In the absence of a central bank, Morgan had for decades been acting as the country’s unofficial lender of last resort, gathering reserves and supplying capital to the markets in periods of crisis. For two harrowing weeks in 1907, with the whole world watching, he operated like a general, deploying three young lieutenants to do leg work and supply him with information, and bringing two other leading bankers, James Stillman of National City Bank and George Baker of the First National Bank, into a senior “trio” to make executive decisions. (First National and National City eventually combined to form what is now Citigroup — are the shades of Baker and Stillman writhing over what has become of their descendant institution?)

The Morgan teams ran “stress tests” on the unregulated trust companies, figuring out which were impossibly overleveraged and should be allowed to fail, and which were basically sound but crippled by the panic. Once they had determined that a trust was essentially healthy, the bankers supplied it with cash, matching their loans dollar-for-dollar with the trust’s collateral assets."

The story does have a happy ending,

"At the end of Week 1, President Roosevelt sent a letter to the press congratulating the “substantial businessmen who in this crisis have acted with such wisdom and public spirit.”
"Though Morgan had a large sense of public duty, he had not shouldered the falling church out of pure altruism. His self-interest operated on a national scale.
His clients — many of them Europeans who had invested for decades in the emerging American economy through the House of Morgan — had billions of dollars committed in the United States. In watching over their long-term interests, trying to control the excesses of the business cycle and maintain the value of the dollar, Morgan had come to serve as guardian of American credit in international markets.
His power in 1907 derived not from the size of his own fortune but from the trust placed in him by investors, other bankers and international statesman.
After Morgan died in 1913, the newspapers reported his net worth as about $80 million — roughly $1.7 billion in today’s dollars. John D. Rockefeller, already worth a billion in 1913 dollars, is said to have read the figure, shaken his head, and remarked, “And to think he wasn’t even a rich man.”

The whole piece is worth reading.  Maybe history could again repeat if given half a chance.

ON NEXT STEPS FOR THE WEB

20 YEARS LATER

One of the highlight presentations for me from this year's TED Conference a few weeks ago was by Sir Tim Berners-Lee , the inventor of the world wide web. 

In his 18-minute talk, he laid out the ground work for what's needed next for the web's logical evolution.  The full video of his talk is now up on TED.com.  Here's how they introduce him:

"20 years ago, Tim Berners-Lee invented the World Wide Web.
For his next project, he's building a web for open, linked data that could do for numbers what the Web did for words, pictures, video: unlock our data and reframe the way we use it together."

Liz Gannes of GigaOm summarized the talk a few weeks ago as follows:

"Founder of the web Tim Berners-Lee spoke of the next grassroots communication movement he wants to start: linked data. Much in the way his development of the web stemmed out of the frustrations of brilliant people working in silos, he is frustrated that the data of the world is shut apart in offline databases.

Berners-Lee wants raw data to come online so that it can be related to each other and applied together for multidisciplinary purposes, like combining genomics data and protein data to try to cure Alzheimer’s. He urged “raw data now,” and an end to “hugging your data” — i.e. keeping it private — until you can make a beautiful web site for it.

Berners-Lee said his dream is already on its way to becoming a reality, but that it will require a format for tagging data and understanding relationships between different pieces of it in order for a search to turn up something meaningful."

The whole video presentation is well worth watching. 

* Image source.

ON THE H1-B FOOTBALL

POUND FOOLISH

Congress is getting it's pound of flesh on the H1-B Visa front from the TARP bill passed into law recently, as the FT reports:

"Bank of America has become the first US bank to withdraw job offers made to MBA students graduating from US business schools this summer, citing conditions laid out in its bail-out deal as the reason.

The recently passed $787bn stimulus bill in effect prevents financial institutions that have received money from the government’s troubled asset relief programme from applying for H1-B visas for highly skilled immigrants if they have recently made US workers redundant.

BofA, which has received a total of $45bn in Tarp funds, is in the process of digesting two large acquisitions – Countrywide, the mortgage broker, and Merrill Lynch – which will see thousands of jobs lost.

A spokesman for the bank said: “Recent changes in legislation made it necessary for Bank of America to rescind job offers it had made to students requiring H-1B sponsorship.”

The article goes on to point out the broader implications of all this:

"Traditionally, about a third of MBA students at the leading US schools have taken up finance and banking jobs on graduation, with about a third of those MBAs coming from outside the US.

Some supporters of freer migration have criticised the Tarp measure for threatening to cut the US off from foreign talent and encouraging tit-for-tat retaliation by other countries."

This comes on the heels of other Congressional efforts to jump on the H1-B Visa populist band-wagon. Case in point was the recent letter sent by Iowa Republican Senator Charles Grassley to Microsoft and the company's response:

" Microsoft Corp. is letting H-1B workers go as part of its plan to lay off about 5,000 employees over 18 months, but the vendor will continue to hire visa holders as well, according to a letter that it sent to Sen. Charles Grassley (R-Iowa) last week.

In the letter, Microsoft general counsel Brad Smith told Grassley -- a vocal critic of the H-1B program -- that company officials "do not expect to see a significant change in the proportion of H-1B employees in our workforce following the job reductions..."

The letter was a response to one sent to Microsoft in January by Grassley, who said it was "imperative" that the company give job priority to U.S. citizens over visa holders during its layoffs."

Once again, our politicians are pursuing populist policies at the expense of the nation's long-term well-being.