Friday, February 6, 2015

College Students Owe Themselves, Not Professors


The beautiful thing about free exchange is that both parties are better off following the transaction. Value is subjective, but all that really matters is the opinion of those doing the exchanging. When I buy a TV, I clearly prefer it to the money I forked over, and the seller prefers to have the money. So what is the customer's obligation, and what is the merchant's? The customer must pay the merchant. End of story. The merchant, however, must provide a product that meets the customer's expectations. If he doesn't, he loses business.

This is certainly not a new idea by any stretch, but it is a foreign concept to the entire college scene. The college student is the customer and the teacher is the merchant. Therefore, once the teacher gets paid, the student has no further obligation in the transaction. The teacher, on the other hand, is now obligated to provide the product for which the student has paid.

Having been and around college my whole life - as a child of a professor, student, and now adjunct faculty myself - I have observed a role reversal. Students are constantly made to feel as though they owe something to the professor. When a paper hasn't been completed on time, or even when a student doesn't do as well on a test as he 'should' have, the student issues apologies, feeling guilty for not having 'pleased' the professor. Professors do look better when students learn and do well, but it is not the student's responsibility to make this happen!



What would college look like if students and teachers were forced to deal with economic reality?

According to the College Board, the average cost of tuition and fees for the 2013-2014 school year was $30,094 at private colleges, $8,893 for state residents at public colleges, and $22,203 for out-of-state residents attending public universities. [1] If we use the example of $20,000 tuition ($10,000/semester) and an average of 16 credits per semester, that comes to $625 per credit. Assuming 40 hours of class time per semester for a 3-credit course, that comes to $46.88 per hour of class. Imagine how different things would be if, after signing a contract for a semester of classes, the students handed the professor $47 cash every time he walked into class.



Given a 13-week semester and 16 credits, that's about $770/week - Ouch! Students would be a lot more concerned about getting good value:

1. The onus to work hard would be on the students - they'd be much more diligent.
2. Students would not re-up unless the product continued to pay dividends for them.
3. The professor would know his livelihood depended on producing every semester.
4. Students wouldn't be apologizing to professors for not showing up/doing work.
5. The idea that students are wasting professors' time would be flushed down the toilet (you've been paid, handsomely!).

Some people may not view all of these consequences as positive, but I can guarantee there would be much more learning, and much less time and money wasted. In the short run, that would hurt colleges and professors, perhaps tremendously, but in the long run, productive activity is good for everyone. After all, creating a product is about serving the customer, not the merchant.



1. http://www.collegedata.com/cs/content/content_payarticle_tmpl.jhtml?articleId=10064


Wednesday, February 4, 2015

Stop Giving Vaccines All the Credit!

Has there ever been a more telling graph on the usefulness of certain vaccines?


Source: http://blog.drbrownstein.com/should-mickey-and-minnie-mouse-be-vaccinated/

This reminds me of the graph which reveals the usefulness of OSHA...


Tuesday, February 3, 2015

Is What You Do Valuable?

How do you know if what you do is valuable? The problem is, value is subjective. What one person finds valuable, someone else views as worthless. You could answer the question by saying that as long as you believe in what you are doing, block out everything else. But does that pay the bills?

There is a much easier answer. Is someone willing to pay out of his or her own pocket for that thing you do? Yes? Then 'that thing you do' provides exactly that much value to that person. This is called the Free Market. If you are able to make a living based on individuals willingly giving you money for what you do, you can be 100% certain as to how much value your actions have.

Monday, February 2, 2015

The Grade School Test as a Learning Tool

The most obvious benefit of a test is the incentive it provides for studying; few of us are as self-motivated as we'd like to be. This incentive includes proving to one's self the extent of learning already achieved, but also to peers, teachers, and parents alike. Also, the test result is usually applied to a grade, which is used for various things, though its usefulness is a question for another essay. The other benefit of the test to the learning process is in letting the teacher know whether the student is ready to move on to the next unit, or to what extent the student needs continued study.

The Scenario

A teacher tells a class of 20 students that a test on the current unit will be administered in two weeks. The amount of time students need in order to master the material for this test will vary greatly. Assuming diligent work from each student, the students will fit into one of three categories: A) two weeks is the exact amount of time needed to master the material, B) two weeks is not enough time, C) two weeks is more time than necessary. (Lack of diligent work only exacerbates the problem of testing even further, and will not be explored here.)

The Consequences

The vast majority of Group B students and their parents accept what they see as their fate: the time to study that material is over, and it will never be mastered. If the student and parents wish to overcome this damaging scenario, they must continue to study the material while the teacher and class moves on to the next unit. Therefore, the student and his/her parent must choose either to fail to master the material, or accept the possibility of falling farther and farther behind.
Most teachers, perhaps without even realizing it, set the test date far enough away that almost all the students fit into Group C. For Group C students, the material will be mastered, but there will be extra time to be filled. Parents, then, will need to step in and provide other useful activities or material for the student to study while they await test day. Otherwise, the interim will be wasted, not to mention the boredom experienced by the student (or worse). As for Group A students, we are lucky if there is even one that fits into this category.

What is the Purpose of a Test?

There is another huge problem with test administering in an institutional setting. The most important purpose of a test is to find out what the student has and has not yet mastered, so that following the test, the teacher is able to tutor accordingly. However, in what institutional setting does this happen? It is no fault of the teacher; he/she simply cannot take the time to spend with each student necessary to bring mastery to the fore.
If the student attends institutional school (public or private), parents must be deeply involved through time and other resources in order to make the best of this unfortunate situation. This will not fully maximize the time lost, but will redeem much of the adverse circumstances. Other arguments aside, home-schooling solves this problem completely if the parents are on their game. Either way, parents, not institutions, are the foundation of a child's education.

Conclusion


Much of life is making the most of less-than-ideal circumstances, but the first step is realizing that such is the case. Test-administering can be very helpful, and should not be abandoned. On the other hand, if parents and teachers fail to recognize the true benefits of testing, the test becomes a virtually useless tool in the process of learning, and can even harm the long-term success of the student.

Saturday, January 31, 2015


When a law is submitted, my great wish is that all in favor consider what will happen when individuals break said law. There may be a warning, but usually a fine is involved. If the fine is not paid, an arrest warrant is issued, and if the officers decide the perpetrator is resisting arrest, they are licensed to open fire.

Sunday, December 16, 2012

Barack Obama's Speech in Newtown, CT 12/16/12

Barack Obama's Speech to Newtown, Connecticut
Sunday, December 16th, 2012


When a town experiences a tragedy such as took place this past week in Newtown, Connecticut, it is right and valid to ask the question, "Why?" Truthfully, there may never be an entirely specific and correct answer to this question. The problem is, the best and most accurate answers could very well be political suicide. Therefore, should a president want to both retain his integrity and and sidestep that landmine, the issue would be better avoided entirely in a speech such as Obama gave tonight.

President Obama's speech began in a very odd fashion, quoting the last three verses from chapter four of Paul's second letter to the church at Corinth. He used this passage as comfort to those who have experienced tragic loss, and the apostle Paul offers great comfort through his words. However, I am a little confused as to what the president himself thought of these verses and how they apply to the victims' family, friends and sympathizers.

Upon reading the first fifteen verses of this chapter, it becomes clear that this comfort is offered specifically to those who know "...that he who raised the Lord Jesus will raise us also with Jesus and bring us...into his presence." (ESV, verse 14) Now perhaps Obama believes that everyone is included, but it is pretty clear that Paul does not believe such a thing. For one thing, not everybody views Jesus as his or her Lord (this goes without saying, does it not?). Nonetheless, despite the oddities of Obama's use of the Bible, I very much desire that this reference to II Corinthians offered hope and comfort to those in attendance and to those watching elsewhere. The next few minutes of Obama's speech were very well-written and compassionate, and most assuredly helped listeners to grieve corporately in a most appropriate manner.

Following the good part of his speech, the president then began the 'power-to-the-state' section of the speech: "Are we really prepared to say that we're powerless in the face of such carnage?" Obama said. "That the politics are too hard? That such violence visited on our children year after year after year is somehow the price of our freedom?"

Here, Obama is implying that "violence visited on our children" is a result of the freedoms we have. The state always takes advantage of a tragedy. This is a tragedy in itself, with respect to both the politicized suffering of the immediate victims, and for the future victims which will result from the newly strengthened/imposed government policies.

In any watershed event like this one, it seems like "something must be done!" In a sense, that is true. There are quite a few courses of action that would help to prevent a tragedy such as the one that occurred in Newtown, Connecticut. Gun control, however, is most assuredly not one of them. In fact, the very opposite would help prevent such tragedies. I am willing to admit that considering every murder committed with a firearm, it is possible to assert hypothetically that were the firearm not owned, the murder would not have been committed. If this is the only assertion taken into consideration, we should amend the US Constitution right now, and outlaw the ownership of guns for all civilians from this day forth. However, the wrong question is being asked.

Instead of asking whether or not this particular massacre would have happened under stricter gun control, we should be asking whether or not violence in total would be increased or decreased under stricter gun control. Furthermore, we should be asking whether or not it is moral for the government to place such a ban on firearms. It is not easy to answer the morality question, but the question as to the effectiveness of gun control laws is quite easy to answer. Stricter gun control laws coincide with higher murder rates. [1] It is possible to argue correlation instead of causation, but the evidence points overwhelmingly to the contrary.

The difficulty in pointing out unintended consequences - specifically of government actions in this case - is that the anecdotal argument is emotionally powerful. The listeners always want to hear how the government is going to make sure to prevent anything like this from ever happening again. This makes everyone feel much better about the future. How could the president stand in front of a town that has lived through one of the most horrific events a group of people could possibly experience and instead tell them (and the world for that matter) that the government itself is powerless to prevent such violence? There might be calls for impeachment.

He would have to tell them that violence is best prevented by putting power back into the hands of the non-violent by allowing them to own guns more easily. This is a truthful, powerful and effective message, but alas, politically incorrect, especially because there can never be a guarantee that violence would end, nor that this most recent tragedy would have been averted. Furthermore, it is seemingly a non-action, and a non-action after a tragedy by a political figure would be at best unsympathetic and at worst cold-hearted and cruel. In actuality though, it is anything but a non-action, as the individual would then have the power to act - a far more effective method of preventing violence in general.

As to the morality of gun control laws, this concerns the office of pre-crime [2] that our government has proudly created. This is a far more difficult issue. How far should a government be allowed to go to prevent things from happening even when there is no precedent set by the individual suspected? (As opposed to the individual who has committed violence against another and therefore generally is not trusted with weapons.) Another way of saying this: "It should not be illegal for someone to own something on the premise that he or she may commit a violent act at some point in the future."

This would be akin to outlawing the ownership of cars. Thousands of people die every year from car accidents, yet I have never met someone who thinks driving should be outlawed. The difference of course is the usual lack of intent in car accidents, but the result is the same. If it is moral to criminalize ownership of firearms based solely on the possibility that the owner will commit a violent act or allow someone else to do so, it should also be illegal to own cars.

The extreme long-term tragedy in all of this is that more people will be dead and injured because of foolish policies by governments (for some governments, it is outright oppression - we can debate which governments have crossed the line between the two). Furthermore, it is immoral for a government to criminalize the ownership of guns. The 2nd Amendment of the US Constitution is not the reason it is immoral, but was made because of the immorality of such laws. While the constitution is flawed in many ways, this is one thing the founders got right. Aside from the immediate tragedy that has occurred in Newtown, CT this week, consider also the tragedy that the dead and injured are being exploited to bring about more power for the leviathan state and in turn more violence to the citizens of this country.


See this link for the government's take on the above image.
http://en.wikipedia.org/wiki/Gun-Free_School_Zones_Act_of_1990

[1] http://www.justfacts.com/guncontrol.asp#
[2] adopted term from the movie, Minority Report

Appendix A
If an intruder enters your house, would you not like to have the ability to defend yourself and your family? The police are powerless to help you in that moment. A good security system can be helpful, but what if the criminal gets past it? Or what if you cannot afford something expensive enough to actually be effective? The idea of being completely at the mercy of the intruder who could end up doing permanent harm to your family in unspeakable ways is petrifying. The idea of the government criminalizing this life-saving use of firearms is criminal itself.

Appendix B
Not all parents are able to home-school their children, but I hope people are reminded that the fewer and smaller the government schools, the fewer these types of tragedies there will be. Also, if your children are at home, you are in a much better position to protect them, especially given the observance of our 2nd Amendment rights.

Saturday, February 25, 2012

PBU Faculty Concert March 4th in Levittown

We at Hope Lutheran Church and School have the privilege of presenting members of the music faculty from Philadelphia Biblical University in concert on Sunday, March 4th at 6pm. The concert is completely free and open to the public. There will be a free-will offering taken. There is no need to RSVP. Those performing are as follows:

Robin Massie, soprano
Joyce Park, piano
Kenneth Borrmann, piano
Joseph Caminiti, french horn
James Cooper, cello
Terrance Belzer, oboe
John Frazier, clarinet
Mark Shockey, piano

Please click on the links below to listen to a performance of each of the pieces that will be presented on March 4th and consider spending an evening with us at HLCS in Levittown, Pa. to share in this wonderful experience!
Hope's address is 2600 Haines Road, Levittown, Pa. 19055. GPS often misfires as to where on Haines Rd; the church is at the corner of Haines Rd and Mill Creek Parkway.

Polonaise Brillante in C Major, Op. 3 for piano and cello - Frederick Chopin

Der Hirt auf dem Felsen (The Shepherd on the Rock), D. 965 for piano, clarinet and soprano - Franz Schubert
Text and translation:

Trio for Piano, Oboe, and Horn, Op. 188 - Carl Reinecke
Part 2: http://www.youtube.com/watch?v=dIlvW0TVPQ4&feature=related

L’amero, saro costante (I'll Love Her, Constant and Ever) from the Opera Il Re Pastore (The Shepherd King)
http://www.youtube.com/watch?v=ZsXUtXlQdn0
Text and translation:
http://sites.google.com/site/edwardlein/Home/translations/mozart-metastasio-l-amero-saro-costante