The Truth About The Brown Recluse Spider

Animals, Other, , ,
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Everything you thought you knew about Brown Recluse Spiders is wrong. There is now a book,The Brown Recluse Spider, to set you straight. This is my review of that book.

His name was Bob. I was a kid, he was an adult that all the other adults seemed to think was cool. He used to have a job launching nuclear missiles for the Air Force, but then later got a job as a Hippie. He, another person or two, and I were sitting on a rock pile out in the woods, checking out the patch of marijuana planted, mysteriously, on the neighbor’s property. The neighbor was the head of the local John Birch Society. Whoever planted the patch of pot figured it would be better found, if ever found by the cops, on his property than on the property occupied by the hippies.

Somebody moved a rock. Bob said, “Oh, look, a Brown Recluse spider. They are deadly, but they hardly ever bite.”

I watched the Brown Recluse spider very carefully for a while and memorized it. I found many more over that summer, and in subsequent years. I became very good at identifying them.

This is what it looked like: Continue reading The Truth About The Brown Recluse Spider →


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Is Human Behavior Genetic Or Learned?

Anatomy and physiology, Anthropology, Biology, Evolutionary Biology, Falsehoods and Skepticism, Race and Racism, , , , ,
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Imagine that there is a trait observed among people that seems to occur more frequently in some families and not others. One might suspect that the trait is inherited genetically. Imagine researchers looking for the genetic underpinning of this trait and at first, not finding it. What might you conclude? It could be reasonable to conclude that the genetic underpinning of the trait is elusive, perhaps complicated with multiple genes, or that there is a non-genetic component, also not yet identified, that makes finding the genetic component harder. Eventually, you might assume, the gene will be found. Continue reading Is Human Behavior Genetic Or Learned? →


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How long is a human generation?

Anthropology, Evolutionary Biology, Falsehoods and Skepticism, Palaeoanthropology, , ,
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How long is a generation, you ask?

Short Answer: 25 years, but a generation ago it was 20 years.

Long answer: It depends on what you mean by generation.

In US-biased Western culture there is a Biological Generation, the Dynamic Generation, the somewhat different Familial Generation, what is sometimes called a Cultural Generation but that should really be called a Societal Generation, and then there is the Designated Generation and finally, the Historical-Long Generation. You will find some of these terms identified on genealogical web sites, Teh Wiki and elsewhere, and some of them are introduced here. (References provided below.)

More broadly speaking, humans have identifiable meaningful generation-related terminology and cultural concepts in many but not all societies, and when it does occur, it is more common to find the concept in age-graded societies or societies in which marriage arrangements are fairly strictly enforced (or at least strongly hoped for) by the ascending generation.

A Biological Generation


…is simply the unscaled transition from one parent to one offspring. In humans, the Biological generation does not have a standard length but there are limits. So you are in one generation, your mother the previous, your child the next one after you, etc. regardless of when any of you were born. As long as your Uncle Willard does not marry your Sister Betty Jean, this is not complicated; This is what people often mean when they use the term “generation” but not what they mean when they ask the question “how long is a generation.”

A Dynamic Generation


…is a concept used by anthropologists but not usually with this term. This is similar to the biological generation but applied more broadly across a group of people. You (Ego) relate to everyone else of your age as being in your generation (your siblings, your parents siblings children, etc.). The first ascending generation (your parents and those in their generation), the second ascending generation (grandparents and their generation) etc. go one way in generational time. Going the other way, your children and their generation are the first descending generation. Your grandchildren and their cohort members are the second descending generation. Etc.

Those methods of reckoning generations have to do with the relationship between people. Another reason to reckon generations is either to do demographic (or economic) analysis or to test and analyze genealogies. For this you want to know how long a dynamic generation (or a biological one) usually is. For instance, a genealogist wants to know this: From the point of view of some long-dead relative, is the time span between the birth date of a grandparent and the birth date of a great grand child … thus, the span of time of four complete generations … reasonable? If such a span is 200 years, that means that an average of 50 years time passed from birth of a person to that person giving birth to the person in line. Implausible. If the total span is 40 years, that means ten year olds were having babies (on average). Also implausible. Either way, some part of the hypothetical genealogy is messed up and it’s back to the church records, vital statistics, and Mormon database for you. This is a Familial Generation.

In the “old days” (whenever that was) people often used the value 20 to represent Familial Generations. So, a person born on the first day of a century may well have had a great great great grandparent born around the beginning of the previous century. Today, with lager age at first birth for women being the rule, we tend to see 25 years as the recommended estimate for Familial Generations.

A Cultural or Societal Generation


…is a cohort (a bunch of people born during a specified range of time) with a name that has some sort of meaning to those who use it. The following are widely recognized, given here with the midpoint of the generally accepted range of birth dates:

  • Lost 1914
  • Greatest 1923
  • Silent 1935
  • Baby Boom (Boomers) 1955
  • Generation X 1968
  • Generation Y 1975
  • Generation Z or I 1992

(See comments below for people fighting about these names and dates. I accept Teh Wiki as the final word on this, so I take this list as perfectly accurate and complete.)

Several things are noticed in this list. The first three relate to major historical events (World Wars, the Great Depression) while the later ones are vague, stupid, and obviously little more than lame attempts by people who wish they were part of a generation to name themselves. This leads to the X and Y generations to be floating in broader time ranges (see Teh Wiki) and very arguable. The Z generation is clearly an afterthought. I assume everyone was so focused on the Millennium that they forget to be in a generation for a decade or so, and then had to catch up.

Some of the more primitively sexy and exotic tribal cultures of the world of the world have a strict age grading system. This is where individuals are in a specific age-defined stratum, and there are several strata. Often there are different age-grades for males and females, and often there are more age-grades for males than females. Individuals of a particular age grade always X and never Y (fill in cultural prescriptions for X and cultural proscriptions for Y). The Pokot of East Africa are one example. These age grades can be termed Designated Generations and include not only groups like the Pokot but also Americans who have very strongly age-graded designations.

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Among the Pokot males of a certain age wear a certain hairdo. Males of a certain generation get married. All the important things you can do or not do are defined by one’s age grade. As young men age they want to move to the next age grade, and often take serious risks to do so. In one Pokot group, the boys of one age grade would typically wear the hairdos of the Ascending Generation. Males in the Ascending Generation would then beat the crap out of them. When the beatings became too common and severe (sometimes deadly) the Ascending Generation of the Ascending Generation (the “Elders”) would declare that it is time for everyone to move up one generation, and a ceremony would be held.

In that particular group the ceremony applied to many different villages, and representatives from each village had to bring to the major chief’s village one head of cattle. The cattle were all slaughtered and the fresh meat laid out on racks to be guarded from lions and hyenas overnight by the chief, alone. If any of the meat was taken by predators, the chief was fired and a new chief appointed, everyone was sent home and were required to return with a fresh head of cattle, and the ceremony was re-started with the new chief. But I digress.

The Historical-Long Generation is my own invention. This is the period of time that is just short enough for a person to have a conversation with another person about shared memories where those memories are separated in time by the maximum amount possible for our species. Let me explain further:

Just today, the last surviving US veteran of World War I died. When I was a kid, I went to (or marched in) parades in which there were lots of veterans. Most vets in the parade were of World War II. Korea was not ever represented. The Viet Nam Vets were busy in Viet Nam being Viet Nam soldiers, so they were not in the parades. But World War I was represented by the grandpas and there were a lot of them.

And, leading all of the veterans in the parade was this one guy who looked quite dead, eyes closed, not apparently breathing, wearing a 19th century Slouch Hat and covered with a blanket and slumped in wheel chair pushed by members of the VFW Ladies’ Auxiliary, and he was the only remaining veteran in town of the Spanish-American War. I know he was not in fact dead because he was in the parade several years in a row. That war was in 1898, and the parades I remember must have been from the mid 1960s. I assume he was a drummer boy, perhaps 10 or 11 at the time of the war. The last surviving vets from Civil War were similar: Boys who served in the military as aides or drummers. The point is, one could argue that a historical-long generation is about a century, because that old guy and I share involvement in an event … marching in those parades … that link two memories, the parade and the war, which were about 100 years apart.

I have an even better memory. The Emancipation Proclamation was signed on Januray 1st, 1863. When that happened, a toddler who’s last name was Alexander and who was born as a slave in the Carolina’s became free. Later, his family moved to Albany, New York. In around 1968 or 1969, my father asked me to accompany our congressman, Representative Samuel A. Stratton (famous for introducing the bill to give us Monday Holidays, I am told) to an old tenement building in “Teh Ghetto” and bring him up to the third floor to meet Mr. Alexander, the now old former infant slave. I did so, and we all chatted for a while. I was about ten, and Mr. Alexander was closer to 110. He had memories of the assassination of Abraham Lincoln that were similar to my memories of the assassination of John F. Kennedy: Vague, mostly about the aftermath and not the event so much, but seemingly real. We shared memories that were a century apart in time, and in this case, interestingly parallel.

So, the Historical-Long generation is a century. If you meet me and shake my hand, you are shaking a hand that has shaken the hand of a man who was an American slave. Meaningless, yet profound.

Fox, Robin.Kinship and Marriage: An Anthropological Perspective (Cambridge Studies in Social and Cultural Anthropology)

Lutz, Catherine. Reading National Geographic

Teh Wiki. Generation.

Teh Wiki List of generations.


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Is Curious George an Ape or a Monkey?

Animals, , ,
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Curious George is called a “little monkey” in all of the Curious George literature, TV shows, and movies. But Curious George has no tail, and generally, that means you are an ape. But, there is one monkey with no tail, or at least one that is vestigial and not visible: The Barbary Macaque (Macaca sylvanus). For this reason, some have suggested that George is a monkey, specificaly, a Barbary Macaque or perhaps a close previously undiscovered species.

However, one of the main features distinguishing between monkeys and apes is the intermembral index. This is simply the relative proportion of the forelimbs and hind limbs. Apes have short legs and long arms (unless you are a Man in a Yellow Hat variety of ape) while monkeys have more even length limbs. This image compares a young Chimpanzee to stand in for the apes, a Barbary Macaque, and Curious George, with the limb lengths marked off with a red line.

This seems to indicate the George is an Ape.

Also, note that the Man in the Yellow Hat originally kidnapped George in a Jungle that appears to be in Central Africa, to which he returns in later episodes.

Curious George returns to a jungle with gorillas (and, not pictured, a number of other African mammals).

There is another possibility, that Curious George is an undiscovered type of primate that is technically a Monkey but with certain Ape features. We are not certain of the genetic heritage of the mysterious ape Sungudogo, so perhaps George is one of those.

Note that these comparisons are being made among Old World Primates. If New World Primates are included in the mix, there may end up being more questions than answers.


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Correlation and Causation: Single Mothers and Violent Crime

Falsehoods and Skepticism, Race and Racism, Violence and Guns, , , ,
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The phrase “Correlation does not imply causation” has developed in to a Falsehood, as I discuss here. This is in part because people often use the phrase to argue that a particular correlation has no meaning, which is a false argument. It is, of course, true that a correlation does not in and of itself prove a causal link between two things. And, as pointed out in a few places, but I’ll refer you to this Mother Jones piece for background, the relationship between single mothers and homicide and other crime is … well … interesting. Continue reading Correlation and Causation: Single Mothers and Violent Crime →


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Darwin’s Armada (book) Cheap on Kindle Now

Other
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In Darwin’s Armdada: Four Voyages and the Battle for the Theory of Evolution* cultural historian Iain McCalman tells the stories of Charles Darwin and his staunchest supporters: Joseph Hooker, Thomas Huxley, and Alfred Wallace. Beginning with the somber morning of April 26, 1882—the day of Darwin’s funeral—Darwin’s Armada steps back and recounts the lives and scientific discoveries of each of these explorers, who campaigned passionately in the war of ideas over evolution and advanced the scope of Darwin’s work.


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The Irony of Henry Adams: The most misunderstood quote evah!

Education
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Pertaining to a recent mass mailing from offspring’s high school, in the name of the principal, filled with routine business. At the end of the missive was this quote:

A teacher affects eternity; he can never tell where his influence stops.

What does this quote mean to you? If you don’t know its context, you may be in for a surprise.

You see this quote all the time on K-12 educational material as a header, footer, slogan, logo, inspirational message, and so on. It obviously means something good about teachers. Maybe something good about education. The quote is by Henry Adams and comes from his book “The Education of Henry Adams” which sounds an awful lot like a title for a porn movie. Since this is a book, first circulated in 1907, about education it must be the case that this quote refers to the positive power of educators back then, and presumably, now. Right? Certainly that is the meaning that is usually attributed to it.

A Google search of

“A teacher affects eternity”

… yields 56,000 hits, many of which are examples of the term’s use as an inspirational maxim in one or another dialog about education. So clearly people are in tune with the positive message of Henry Adam’s sentence.

A Google search of

“A teacher affects eternity” -adams

… (thus leaving off a direct reference to Henry with the minus sign in front of ‘adams’) yields about 26 thousand hits and I’ll wager almost every one represents the use of the quote as a positive maxim in the dialog about education. One teacher uses the phrase as the title for a web site on teaching.

Via Google I find the phrase tweeted on Twitter, and checking directly with Twitter, we find a gazillion recent instances over the last few weeks. I estimate that approximately four times an hour someone tweets “A teacher affects eternity” and sometimes gives the rest of the quote, sometimes mentions it’s Henry Adams’. But they always seem to mean it to be a nice thing to say about teachers and about how important they are.

You can buy note cards or posters with the phrase, and if you know any teachers, ask them how many pillows embroidered with the phrase or a version of it they have been given. Or shadow boxes or little signs held by teddy bears. Which they give to the teacher as a way of saying that they like teachers.

The book* The Education of Henry Adams is a complex work that I will not try to characterize, but at least in part I take it as a literary act of cynicism. Adams speaks of himself in third person and by the time we get to the quote in question he is discussing Henry’s first nine months as an Assistant Professor in History at Harvard.

For the next nine months the Assistant Professor had no time to waste on comforts or amusements. He exhausted all his strength in trying to keep one day ahead of his duties. Often the stint ran on, till night and sleep ran short. He could not stop to think whether he were doing the work rightly. He could not get it done to please him, rightly or wrongly, for he never could satisfy himself what to do.

Henry thinks of himself as inadequate, not up to the job, apparently.

But part of the problem was with Harvard itself, and its inattention to quality education.

The fault he had found with Harvard College as an undergraduate must have been more or less just, for the college was making a great effort to meet these self-criticisms, and had elected President Eliot in 1869 to carry out its reforms. Professor Gurney was one of the leading reformers, and had tried his hand on his own department of History. The two full Professors of History — Torrey and Gurney, charming men both — could not cover the ground. Between Gurney’s classical courses and Torrey’s modern ones, lay a gap of a thousand years, which Adams was expected to fill. The students had already elected courses numbered 1, 2, and 3, without knowing what was to be taught or who was to teach. If their new professor had asked what idea was in their minds, they must have replied that nothing at all was in their minds, since their professor had nothing in his, and down to the moment he took his chair and looked his scholars in the face, he had given, as far as he could remember, an hour, more or less, to the Middle Ages.

In other words, the History Department at Harvard was a mess, a chain of rusty links of which Henry himself was the weakest. Henry Adams does not think the teachers at Harvard were doing what needed to be done, the system of education was not doing what was required, and the students were probably being damaged more than assisted by participating in this system. And this worried him.

Not that his ignorance troubled him! He knew enough to be ignorant. His course had led him through oceans of ignorance; he had tumbled from one ocean into another till he had learned to swim; but even to him education was a serious thing. A parent gives life, but as parent, gives no more. A murderer takes life, but his deed stops there.

In other words, all those important people in your life: Your mom, a person who kills you, and so on, have only limited effects on you as a person. But, according to Henry Adams,

A teacher affects eternity; he can never tell where his influence stops.

OMG. That sounds like bad news. The system of education sucks, the professors suck, the students are getting the shaft, and this will affect the students for their whole lives, and through them society in general, and the course of history itself. Bad teaching, Henry Adams is telling us, ruinz everything for everybody!

But this is not what people think is happening, is it?

A teacher is expected to teach truth, and may perhaps flatter himself that he does so, if he stops with the alphabet or the multiplication table, as a mother teaches truth by making her child eat with a spoon; but morals are quite another truth and philosophy is more complex still. A teacher must either treat history as a catalogue, a record, a romance, or as an evolution; and whether he affirms or denies evolution, he falls into all the burning faggots of the pit. He makes of his scholars either priests or atheists, plutocrats or socialists, judges or anarchists, almost in spite of himself. In essence incoherent and immoral, history had either to be taught as such — or falsified.

From here Adams goes on to an interesting discussion that misunderstands (modern) evolution, and very rightly laments the thorn that the Middle Ages is in the side of western civilization. And in that discussion he reiterates that while all this is interesting stuff, it is not what is taught to the students. Because the teachers, really, don’t have a clue as to how to interpret the material they are responsible to cover or how to convey it to their pupils.

Here is Henry Adam’s famous quote translated into modern parlance:

Be careful. The system of education is inadequate, and a half baked attempt to educate is dangerous. A teacher affects eternity; he can never tell how badly fucked up everything will be when he is done with it.

I had always seen the quote as what most people seem to see to as: The nice phrase you embroider on the pillow and give to your favorite teacher. My friend Josh Borowicz, who happens to be an historian and a Henry Adams scholar, pointed this interesting irony out to me. Knowing this is likely to affect me for an eternity. And a half.

You can read the full text of The Education of Henry Adams here.


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Cheap Kindle Books, many books, many topics

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This week’s most likely to be banned AND cheap on Kindle*: Born A Crime by Trevor Noah.

Trevor Noah’s unlikely path from apartheid South Africa to the desk of The Daily Show began with a criminal act: his birth. Trevor was born to a white Swiss father and a black Xhosa mother at a time when such a union was punishable by five years in prison. Living proof of his parents’ indiscretion, Trevor was kept mostly indoors for the earliest years of his life, bound by the extreme and often absurd measures his mother took to hide him from a government that could, at any moment, steal him away. Finally liberated by the end of South Africa’s tyrannical white rule, Trevor and his mother set forth on a grand adventure, living openly and freely and embracing the opportunities won by a centuries-long struggle.

Born a Crime is the story of a mischievous young boy who grows into a restless young man as he struggles to find himself in a world where he was never supposed to exist. It is also the story of that young man’s relationship with his fearless, rebellious, and fervently religious mother—his teammate, a woman determined to save her son from the cycle of poverty, violence, and abuse that would ultimately threaten her own life.

All That Remains: A Renowned Forensic Scientist on Death, Mortality, and Solving Crimes* by Sue Black.

Dame Sue Black is an internationally renowned forensic anthropologist and human anatomist. She has lived her life eye to eye with the Grim Reaper, and she writes vividly about it in this book, which is part primer on the basics of identifying human remains, part frank memoir of a woman whose first paying job as a schoolgirl was to apprentice in a butcher shop, and part no-nonsense but deeply humane introduction to the reality of death in our lives. It is a treat for CSI junkies, murder mystery and thriller readers, and anyone seeking a clear-eyed guide to a subject that touches us all.

Crocodile on the Sandbank* is the first in the Amelia Peabody series, by Elizabeth Peters. Peabody is a highly unreliable narrator who is married to a famous but not brilliant archaeologist. This is a combination of Agatha Christie and Monte Python. Sort of. Anyway, check out this first one and if you like them, find the rest somewhere.

Two books by Jane Goodall that I’ve not read but people like Jane Goodall and these are cheap right now:

Reason For Hope*

Seeds of Hope*

A lot of hope going on there..

My close personal friend Eric Holthaus’s book The Future Earth* is under two bucks, very worth it!


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Imma let you get that training in the trades, but also … get your liberal arts degree!

Education
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This is the new mantra: “Not every kid has to get a college degree. It is a great idea to get training in the trades.” This is wrong. Everyone should get college level liberal arts education, and for most, in the form of a degree. And of course, the trades, variously defined, is a very good place to be. Our society should make the choice to do both the common expectation, and affordable.

To be clear, that “liberal arts degree” might be an AA, a BA, or a BS, depending on your particular situation. And you shouldn’t have to pay for it, or at least, not much. Or it might be something equivalent to a degree, and it might be obtained in any of number of different ways. But for the most part, when educators speak of the “liberal arts” we mean the classes one takes for an associates degree or to meet the distribution requirements for a bachelor’s degree. For some students, a good chunk of this can happen in high school.

This idea that a college education is only for some is a pernicious falsehood. The premises of the statement are largely incorrect, and it is the same kind of civilization ending policy that gave us Trump and McConnell. Maybe not everyone needs a college degree, but in fact, that is the status quo already. About 39% of Americans ever get a four year degree or higher. About 66% get some college. So, the number of Americans (and we are typical of industrialized countries) who get at least a portion of a liberal arts program may be about half, depending on how one counts. So, why are we speaking of “you don’t really need a college degree” like this is a new strategy that is going to save us from something? The truth is, the fact that so many Americans are not more liberal-arts educated than they are is a problem we need to address and fix, not one that we need to exasperate with platitudes.

Anyone can benefit from liberal arts learning. At a societal level, this is how a generation makes that transition from adolescence to thoughtful adults prepared to contribute in this complex world. The mantra in question tells us to separate our youth into two categories. One includes those what will be richly endowed with knowledge and ability sufficient to contribute to our various national conversations, to understand the law, history, civics, science, literature, language, arts, enough to have a meaningfully enhanced appreciation of the world around them. The others might achieve this state of contribution, or not, and if so, achieve it without the same resources and help everyone else gets, because we told them no, this is not for you.

Indeed, people may be excused in this educationally bifurcated future for assuming those in the trades have a lesser grasp of these important things, maybe even a lesser right to contribute to the conversation, a diminished right to be heard and, why not, no real claim to the voting franchise.

(Have you ever had the sense that a person “in the trades” who also has a high level of post secondary education has done something subversive? Well, that feeling is real because the subversion is often real.)

There is a window of time, of two to four years, when a person is both ready and available to engage in this liberal arts project. There is variation in when a student is mature in learning and can thus engage in this kind of education. Ask any experienced high school or intro college teacher. Variation among high school juniors, for example, in how well they do in a particular advanced subject is not explained by their native intelligence, but rather, by their stage of maturity with respect to learning. The high school junior who just does not grasp AP biology might be a biology wiz as a college frosh, and from there, be your next Nobel Prize in Biology recipient. (Oh, and there really needs to be a Nobel prize in biology, by the way.)

That defines the opening of that window: ready to learn in all the ways one normally would be. The closing of the window (and this is of course an oversimplification) comes later, when the individual is beyond the introductory level in their education, working on a major, or graduate work. Or maybe they are starting up a business and are fully occupied with that, unable to be taking two night courses. Or family matters, or some other thing. Very few people are set up to take two or three courses at a time for a couple of years at any arbitrary point in their lives. This tends to happen only during that window, in that age range.

(As an aside: I did not go to college. I got a college degree on my merits, graduated in the top of my class of 10,000 at the University of the State of New York Regents College, then went on to get my MA and PhD. So I’m very highly educated, but not traditionally so. At a later time, I was a principle in a program at the University of Minnesota to support adults who were decidedly past that window of maturity and opportunity, to get their as yet unfinished degree. I served variously on the board of advisers, as a faculty advisor, a student general advisor, and director of admissions. In that capacity I was among a handful of people across the country actively supporting and working in favor of non traditional education. I say this here and now so that you, dear reader, understand that I appreciate non traditional approaches as much as anyone, fully embrace them, and I demand that non traditional approaches be part of any education system.)

For most, this window typically opens any time during the first year of Highs School (rare) and it can run as late as the last year of college (rare). For most people, this two or three year period happens somewhere between the start of the third year in high school and the end of the second year in college, and that is also when the “lower division,” or “liberal arts” courses, in both advanced high school (AP, etc.) and intro college, are most available to everyone.

Go into a trade, fine. Tell your kid into going into a trade, fine. Make sure to tell everyone in ear shot that this is what everyone should do after your careful study of education and society’s professional and avocational needs. Fine! The trades are where many, maybe most, people should be, and this should be a good way to go. And there should be more unionization, and more respect for the people that actually make civilization work.

But going into the trades should not sentence someone to a significantly reduced general education. At present, we don’t sacrifice high school for the trades, though there is a move to do that. What I’m suggesting here is that we embrace the basic liberal arts as part of our paid for and well attended to expectation for most people, regardless of the direction they have chosen, including trades, professional training, a military career, business, or any other thing.

But training in a trade with no liberal arts education produces a high proportion of adults who are not really ready to help us as much as they could in this whole civilization thing, and who effectively then become a burden on our system of government and politics. Thomas Jefferson pointed out that the ability of the people to self govern is closely linked to education. It is generally understood that public opinion is often simply wrong on the facts or easily manipulated by nefarious actors, and it is also understood that these effects are a product of differential education as much as anything else. (There are multiple factors, of course.) An education system that sorts out our children is a burden caused by policy intentionally and intentionally promoted, promulgated to produce a large angry, aka “populist,” middle and working class voting base that for the most part comply with the wishes of those who push for this policy.

Part of this is, of course, keeping college expensive, and using tax based funding to support private colleges that are generally out of reach of regular people. The 1%ers, the 10%ers, and the wanabee-%ers, strategize to make good education (at all levels K through PhD) deferentially available for the rich, mainly through private offerings, and to keep public education inadequate and use as little public money for it as possible.

The “go into a trade, it is the thing to do now” trope is simply more of this, and it is exactly what the Koch Brothers want you to say, think, and embrace.

Everyone deserves the opportunity to get that basic liberal arts education.

A few years ago I was tasked by the University of Minnesota to visit a giant military base where we expected thousands of troops standing down from the front lines in the Middle East to return for redeployment or homecoming. My job was to make contact with soon-to-be veterans or reservists who needed to fill out their education to obtain a BA/BS, certificate, or maybe a Masters.

It turns out that the large number of military personnel expected went to a different base, and only special forces soldiers arrived at my location.

Several had MAs. More commonly, though, they had PhDs or were working on their PhD. Most of the MA-only holders planned some sort of further graduate education, including law. Not a single one had only a bachelors degree or less. Not one.

Guess what folks. The most intense trade of them all may well be that of professional soldier. The top echelon of professional soldiers go way beyond a handful of liberal arts classes. This is not an accident, it is by design. It is also paid for.

Just like Medicare, this is a micro example of a way of doing things that is very very good but that we do not do. But we should.

Go into the trades. Meanwhile, society owes you a BA (or AA or similar). Good for you, good for all of us.


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The one about the giant awful smelly Mongolian army and the Ukrainian ruler

Humor
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There is the story of the Ukranian ruler, who was an intelligent and thoughtful scholar as well as a leader. One day, the ruler said a very insulting thing, which I will not repeat, about the Mongolian leader, Temujin. On hearing of this insult, Temujin turned from his looting and raiding in Turkmenistan, and marched his enormous, deadly army to Ukraine, where he kicked the Ukrainian ruler’s ass, then went home.

A few months later, the same Ukranian ruler did the same thing. He made terribly insulting remarks about the Mongol ruler Temujin, and made sure word got around that he had said these tings. Temujin, now busy raiding Uzbekistan, turned his attention back east, marched his giant, awful, smelly army to Ukraine, and kicked the Ukranian leader’s ass.

The same Ukranian leader, a few months later, mostly healed from the last attack, called his court together and began to issue yet another insult against the dangerous Temujin.

“But why are you doing this?” the head scribe asked, “when you know Temujin will hear of the insult, march back to Ukraine, and kick your ass again!”

“Because,” the Ukranian ruler said, in the voice of the intelligent and thoughtful scholar that he was, “Every time I insult this guy, he marches his deadly, awful, smelly army across Russia. Twice.”


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New rodent species discovered

Humor
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Aprile Pazzo was about to call it a day when she noticed that the penguins she was observing seemed strangely agitated. Pazzo, a wildlife biologist, was in Antarctica studying penguins at a remote, poorly explored area along the coast of the Ross Sea. “I was getting ready to release a penguin I had tagged when I heard a lot of squawking,” says Pazzo. “When I looked up, the whole flock had sort of stampeded. They were waddling away faster than I’d ever seen them move.”

Pazzo waded through the panicked birds to find out what was wrong. She found one penguin that hadn’t fled. “It was sinking into the ice as if into quicksand,” she says. Somehow the ice beneath the bird had melted; the penguin was waist deep in slush. Pazzo tried to help the struggling penguin. She grabbed its wings and pulled. With a heave she freed the bird. But the penguin wasn’t the only thing she hauled from the slush. About a dozen small, hairless pink molelike creatures had clamped their jaws onto the penguin’s lower body. Pazzo managed to capture one of the creatures — the others quickly released their grip and vanished into the slush.

Over the next few months Pazzo caught several of the animals and watched others in the wild. She calls the strange new species hotheaded naked ice borers. “They’re repulsive,” says Pazzo. Adults are about six inches long, weigh a few ounces, have a very high metabolic rate — their body temperature is 110 degrees — and live in labyrinthine tunnels carved in the ice.

Perhaps their most fascinating feature is a bony plate on their forehead. Innumerable blood vessels line the skin covering the plate. The animals radiate tremendous amounts of body heat through their “hot plates,” which they use to melt their tunnels in ice and to hunt their favorite prey: penguins.

A pack of ice borers will cluster under a penguin and melt the ice and snow it’s standing on. When the hapless bird sinks into the slush, the ice borers attack, dispatching it with bites of their sharp incisors. They then carve it up and carry its flesh back to their burrows, leaving behind only webbed feet, a beak, and some feathers. “They travel through the ice at surprisingly high speeds, ” says Pazzo, “much faster than a penguin can waddle.”

Pazzo’s discovery may also help solve a long-standing Antarctic mystery: What happened to the heroic polar explorer Philippe Poisson, who disappeared in Antarctica without a trace in 1837? “I wouldn’t rule out the possibility that a big pack of ice borers got him,” says Pazzo. “I’ve seen what these things do to emperor penguins — it isn’t pretty — and emperors can be as much as four feet tall. Poisson was about 5 foot 6. To the ice borers, he would have looked like a big penguin.”

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