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Javier E

The Better Letter: Randomness Rules - by Bob Seawright - The Better Letter - 0 views

betterletter.substack.com/...better-letter-randomness-rules

randomness probabilistic thinking success skill luck contingent history

shared by Javier E on 25 Jul 21 - No Cached
  • We readily – routinely – underestimate the power and impact of randomness in and on our lives
  • In his book, The Drunkard’s Walk, Caltech physicist Leonard Mlodinow employs the idea of the “drunkard’s [random] walk” to compare “the paths molecules follow as they fly through space, incessantly bumping, and being bumped by, their sister molecules,” with “our lives, our paths from college to career, from single life to family life, from first hole of golf to eighteenth.” 
  • Although countless random interactions seem to cancel each another out within large data sets, sometimes, “when pure luck occasionally leads to a lopsided preponderance of hits from some particular direction...a noticeable jiggle occurs.” When that happens, we notice the unlikely directional jiggle and build a carefully concocted story around it while ignoring the many, many random, counteracting collisions.
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  • As Tversky and Kahneman have explained, “Chance is commonly viewed as a self-correcting process in which a deviation in one direction induces a deviation in the opposite direction to restore the equilibrium. In fact, deviations are not ‘corrected’ as a chance process unfolds, they are merely diluted.” 
  • Such contingency explains why sports provide the world’s best reality show. The better team does not win every game.
  • Its power, its meaning, and its joy are wrapped in its improbability. In retrospect, it seems destined. That the U.S. team was “born for this.” The truth is, despite the power and greatness of Brooks’ speech, it was anything but. 
  • As Stephen Jay Gould famously argued, were we able to recreate the experiment of life on Earth a million different times, nothing would ever be the same, because evolution relies upon randomness. Indeed, the essence of history is contingency.
  • Mauboussin describes the “paradox of skill” as follows: “As skill improves, performance becomes more consistent, and therefore luck becomes more important.” In investing, therefore (and for example), as the population of skilled investors has increased, the variation in skill has narrowed, making luck increasingly important to outcomes.
  • All-time great teams still lose about one out of every three games, all to inferior teams, demonstrating that winning baseball games involves a lot of luck.
  • Since mean reversion establishes that the expected value of the whole season is roughly 50:50 (or slightly above or below that level), a 60 percent winning percentage being really good means that there is a lot of randomness built into baseball outcomes.
  • Luck matters. A lot. Yet, we tend dramatically to underestimate the role of randomness in the world. 
  • The self-serving bias is our tendency to see the good stuff that happens as our doing (“we worked really hard and executed the game plan well”) while the bad stuff isn’t our fault (“It just wasn’t our night” or “we simply couldn’t catch a break” or “we would have won if the umpiring hadn’t been so awful”). Thus, desirable results are typically due to our skill and hard work — not luck — while lousy results are outside of our control and the offspring of being unlucky.
  • Michael Mauboussin’s The Success Equation seeks to untangle elements of luck and skill in sports, investing, and business
  • Randomness rules.
  • the ever-increasing aggregate skill (supplemented by massive computing power) of the investment world has come largely to cancel itself out.
  • Meanwhile, Smith argues that effort and repetition mean a great deal to athletic success, but that innate talent, which cannot be taught, means even more. Thus practice — even perfect practice — does not make perfect.
  •  randomness explains why the best team or player doesn’t always win, even though the best will tend to win more often. Being very good merely improves the odds of success. It doesn’t guarantee it. 
  • we should all recognize that the outcomes in many activities in life combine elements of both skill and luck. Like baseball, investing is one of these. Understanding the relative contributions of luck and skill can help us assess past results and, more importantly, anticipate future results, a point to which Mauboussin pays particular attention.
  • Lady Luck is crucial to investment outcomes. There is no getting around it. Managing one’s portfolio so as to benefit the most from good luck and (even more importantly) to get hurt the least by bad luck are the keys to investment management. Doing so well is a remarkable skill, but not the sort of skill that’s commonly assumed, even (especially!) by professionals.
  • In the markets, the average investor underperforms due to costs alone. Poker is similar on account of the house’s rake. Yet most investors — like most poker players and most people generally, due to optimism bias — think they are better (and often much better) than the norm
  • In a “quasi-experimental” study, researchers set out to examine these questions in poker. They got together a group of both expert and novice poker players to play fixed games, meaning that the players received hands that the researchers had set up – without the knowledge of the players – to test how things would go under various scenarios. The results revealed that while the cards dealt (luck) largely predicted the winner, skill was crucial to reducing losses when players were dealt a bad hand. That’s a true if unsurprising result as far as it goes. But the conclusion of the study (“that poker should be regarded as a game of chance”) is clearly overstated.
  • It’s surely true that over the short term, luck dominates skill in poker. However, over longer and longer periods of time – a much larger database of hands – a slight skill advantage will result in a positive win rate because no player will have better cards in the aggregate. In other words, given enough time, luck cancels itself out.
  • As Silver argues in The Signal and the Noise, especially when the skill differential is not great, the interesting question is how long it will take for skill to win out.
  • consistent with the study – the primary reason is that the expert player makes fewer mistakes. Science seeks the truth by uncovering and discarding what is false. What’s left is likely to be true.
  • As noted above, we all like to think that our successes are earned and that only our failures are due to luck – bad luck. But the old expression – it’s better to be lucky than good – is at least partly true. That said, it’s best to be lucky *and* good. As a consequence, in all probabilistic fields (which is nearly all of them), the best performers dwell on process and diversify their bets. You should do the same.
  • what we should already know – market success (however defined), especially over the relatively short run, is more a matter of luck than of skill.
  • nvestment performance data support this idea unequivocally. As Charley Ellis has shown, “research on the performance of institutional portfolios shows that after risk adjustment, 24% of funds fall significantly short of their chosen market benchmark and have negative alpha, 75% of funds roughly match the market and have zero alpha, and well under 1% achieve superior results after costs — a number not statistically significantly different from zero.” 
  • As Silver emphasizes in The Signal and the Noise, we readily overestimate the degree of predictability in complex systems [and t]he experts we see in the media are much too sure of themselves (I wrote about this problem in our industry from a slightly different angle…). Much of what we attribute to skill is actually luck.
  • Plan accordingly.
Javier E

Is Holocaust Education Making Anti-Semitism Worse? - The Atlantic - 0 views

www.theatlantic.com/...673488

holocaust education anti-Semitism culture history crisis

shared by Javier E on 25 Apr 23 - No Cached
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  • The recent rise in American anti-Semitism is well documented. I could fill pages with FBI hate-crime statistics, or with a list of violent attacks from the past six years or even the past six months, or with the growing gallery of American public figures saying vile things about Jews. Or I could share stories you probably haven’t heard, such as one about a threatened attack on a Jewish school in Ohio in March 2022—where the would-be perpetrator was the school’s own security guard. But none of that would capture the vague sense of dread one encounters these days in the Jewish community, a dread unprecedented in my lifetime.
  • What I didn’t expect was the torrent of private stories I received from American Jew
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  • well-meaning people everywhere from statehouses to your local middle school have responded to this surging anti-Semitism by doubling down on Holocaust education. Before 2016, only seven states required Holocaust education in schools. In the past seven years, 18 more have passed Holocaust-education mandates
  • These casual stories sickened me in their volume and their similarity, a catalog of small degradations. At a time when many people in other minority groups have become bold in publicizing the tiniest of slights, these American Jews instead expressed deep shame in sharing these stories with me, feeling that they had no right to complain. After all, as many of them told me, it wasn’t the Holocaust.
  • These people talked about bosses and colleagues who repeatedly ridiculed them with anti-Semitic “jokes,” friends who turned on them when they mentioned a son’s bar mitzvah or a trip to Israel, romantic partners who openly mocked their traditions, classmates who defaced their dorm rooms and pilloried them online, teachers and neighbors who parroted conspiratorial lies. I was surprised to learn how many people were getting pennies thrown at them in 21st-century Americ
  • the blood libel, which would later be repurposed as a key part of the QAnon conspiracy theory. This craze wasn’t caused by one-party control over printing presses, but by the lie’s popularity
  • I have come to the disturbing conclusion that Holocaust education is incapable of addressing contemporary anti-Semitism. In fact, in the total absence of any education about Jews alive today, teaching about the Holocaust might even be making anti-Semitism worse.
  • The Illinois Holocaust Museum & Education Center is a victim of its own success. When I arrived on a weekday morning to join a field trip from a local Catholic middle school, the museum was having a light day, with only 160 students visiting
  • the docent established that the ’30s featured media beyond town criers, and that one-party control over such media helped spread propaganda. “If radio’s controlled by a certain party, you have to question that,” she said. “Back then, they didn’t.”
  • I wondered about that premise. Historians have pointed out that it doesn’t make sense to assume that people in previous eras were simply stupider than we are, and I doubted that 2020s Americans could outsmart 1930s Germans in detecting media bias. Propaganda has been used to incite violent anti-Semitism since ancient times, and only rarely because of one-party control.
  • The Nazi project was about murdering Jews, but also about erasing Jewish civilization. The museum’s valiant effort to teach students that Jews were “just like everyone else,” after Jews have spent 3,000 years deliberately not being like everyone else, felt like another erasur
  • I was starting to see how isolating the Holocaust from the rest of Jewish history made it hard for even the best educators to upload this irrational reality into seventh-grade brains.
  • the docent began by saying, “Let’s establish facts. Is Judaism a religion or a nationality?
  • My stomach sank. The question betrayed a fundamental misunderstanding of Jewish identity—Jews predate the concepts of both religion and nationality. Jews are members of a type of social group that was common in the ancient Near East but is uncommon in the West today: a joinable tribal group with a shared history, homeland, and culture, of which a nonuniversalizing religion is but one feature
  • Millions of Jews identify as secular, which would be illogical if Judaism were merely a religion. But every non-Jewish society has tried to force Jews into whatever identity boxes it knows best—which is itself a quiet act of domination.
  • “Religion, right,” the docent affirmed. (Later, in the gallery about Kristallnacht, she pointed out how Jews had been persecuted for having the “wrong religion,” which would have surprised the many Jewish converts to Christianity who wound up murdered. I know the docent knew this; she later told me she had abbreviated things to hustle our group to the museum’s boxcar.)
  • The docent motioned toward the prewar gallery’s photos showing Jewish school groups and family outings, and asked how the students would describe their subjects’ lives, based on the pictures.“Normal,” a girl said.“Normal, perfect,” the docent said. “They paid taxes, they fought in the wars—all of a sudden, things changed.”
  • the museum had made a conscious decision not to focus on the long history of anti-Semitism that preceded the Holocaust, and made it possible. To be fair, adequately covering this topic would have required an additional museum
  • The bedrock assumption that has endured for nearly half a century is that learning about the Holocaust inoculates people against anti-Semitism. But it doesn’t
  • Then there was the word normal. More than 80 percent of Jewish Holocaust victims spoke Yiddish, a 1,000-year-old European Jewish language spoken around the world, with its own schools, books, newspapers, theaters, political organizations, advertising, and film industry. On a continent where language was tightly tied to territory, this was hardly “normal.” Traditional Jewish practices—which include extremely detailed rules governing food and clothing and 100 gratitude blessings recited each day—were not “normal” either.
  • the idea of sudden change—referring to not merely the Nazi takeover, but the shift from a welcoming society to an unwelcoming one—was also reinforced by survivors in videos around the museum
  • Teaching children that one shouldn’t hate Jews, because Jews are “normal,” only underlines the problem: If someone doesn’t meet your version of “normal,” then it’s fine to hate them.
  • When I asked about worst practices in Holocaust education, Szany had many to share, which turned out to be widely agreed-upon among American Holocaust educators.
  • First on the list: “simulations.” Apparently some teachers need to be told not to make students role-play Nazis versus Jews in class, or not to put masking tape on the floor in the exact dimensions of a boxcar in order to cram 200 students into i
  • Szany also condemned Holocaust fiction such as the international best seller The Boy in the Striped Pajamas, an exceedingly popular work of ahistorical Christian-savior schlock
  • She didn’t feel that Anne Frank’s diary was a good choice either, because it’s “not a story of the Holocaust”—it offers little information about most Jews’ experiences of persecution, and ends before the author’s capture and murder.
  • Other officially failed techniques include showing students gruesome images, and prompting self-flattery by asking “What would you have done?
  • Yet another bad idea is counting objects. This was the conceit of a widely viewed 2004 documentary called Paper Clips, in which non-Jewish Tennessee schoolchildren, struggling to grasp the magnitude of 6 million murdered Jews, represented those Jews by collecting millions of paper clips
  • it is demeaning to represent Jewish people as office supplies.
  • Best practices, Szany explained, are the opposite: focusing on individual stories, hearing from survivors and victims in their own words. The Illinois museum tries to “rescue the individuals from the violence,
  • In the language I often encountered in Holocaust-education resources, people who lived through the Holocaust were neatly categorized as “perpetrators,” “victims,” “bystanders,” or “upstanders.” Jewish resisters, though, were rarely classified as “upstanders.
  • I felt as I often had with actual Holocaust survivors I’d known when I was younger: frustrated as they answered questions I hadn’t asked, and vaguely insulted as they treated me like an annoyance to be managed. (I bridged this divide once I learned Yiddish in my 20s, and came to share with them a vast vocabulary of not only words, but people, places, stories, ideas—a way of thinking and being that contained not a few horrific years but centuries of hard-won vitality and resilience
  • Szany at last explained to me what the dead Elster couldn’t: The woman who sheltered his sister took only girls because it was too easy for people to confirm that the boys were Jews.
  • I realized that I wouldn’t have wanted to hear this answer from Elster. I did not want to make this thoughtful man sit onstage and discuss his own circumcision with an audience of non-Jewish teenagers. The idea felt just as dehumanizing as pulling down a boy’s pants to reveal a reality of embodied Judaism that, both here and in that barn, had been drained of any meaning beyond persecution
  • Here I am in a boxcar, I thought, and tried to make it feel real. I spun my head to take in the immersive scene, which swung around me as though I were on a rocking ship. I felt dizzy and disoriented, purely physical feelings that distracted me. Did this not count as a simulation
  • I had visited Auschwitz in actual reality, years ago. With my headset on, I tried to summon the emotional intensity I remembered feeling then. But I couldn’t, because all of the things that had made it powerful were missing. When I was there, I was touching things, smelling things, sifting soil between my fingers that the guide said contained human bone ash, feeling comforted as I recited the mourner’s prayer, the kaddish, with others, the ancient words an undertow of paradox and praise: May the great Name be blessed, forever and ever and ever
  • Students at the Skokie museum can visit an area called the Take a Stand Center, which opens with a bright display of modern and contemporary “upstanders,” including activists such as the Nobel laureate Malala Yousafzai and the athlete Carli Lloyd. Szany had told me that educators “wanted more resources” to connect “the history of the Holocaust to lessons of today.” (I heard this again and again elsewhere too.) As far as I could discern, almost nobody in this gallery was Jewish.
  • As Szany ran a private demo of the technology for me, I asked how visitors react to it. “They’re more comfortable with the holograms than the real survivors,” Szany said. “Because they know they won’t be judged.”
  • t the post-Holocaust activists featured in this gallery were nearly all people who had stood up for their own group. Only Jews, the unspoken assumption went, were not supposed to stand up for themselves.
  • Visitors were asked to “take the pledge” by posting notes on a wall (“I pledge to protect the Earth!” “I pledge to be KIND!”)
  • It was all so earnest that for the first time since entering the museum, I felt something like hope. Then I noticed it: “Steps for Organizing a Demonstration.” The Nazis in Skokie, like their predecessors, had known how to organize a demonstration. They hadn’t been afraid to be unpopular. They’d taken a stand.
  • I left the museum haunted by the uncomfortable truth that the structures of a democratic society could not really prevent, and could even empower, dangerous, irrational rage. Something of that rage haunted me too.
  • the more I thought about it, the less obvious it seemed. What were students being taught to “take a stand” for? How could anyone, especially young people with little sense of proportion, connect the murder of 6 million Jews to today without landing in a swamp of Holocaust trivialization, like the COVID-protocol protesters who’d pinned Jewish stars to their shirt and carried posters of Anne Frank?
  • weren’t they and others like them doing exactly what Holocaust educators claimed they wanted people to do?
  • The 2019 law was inspired by a changing reality in Washington and around the country. In recent years, Kennedy said, she’s received more and more messages about anti-Semitic vandalism and harassment in schools. For example, she told me, “someone calls and says, ‘There’s a swastika drawn in the bathroom.’ ”
  • Maybe not, Kennedy admitted. “What frightens me is that small acts of anti-Semitism are becoming very normalized,” she said. “We’re getting used to it. That keeps me up at night.”“Sadly, I don’t think we can fix this,” Regelbrugge said. “But we’re gonna die trying.”
  • Almost every city where I spoke with Holocaust-museum educators, whether by phone or in person, had also been the site of a violent anti-Semitic attack in the years since these museums had opened
  • I was struck by how minimally these attacks were discussed in the educational materials shared by the museums.
  • In fact, with the exception of Kennedy and Regelbrugge, no one I spoke with mentioned these anti-Semitic attacks at all.
  • The failure to address contemporary anti-Semitism in most of American Holocaust education is, in a sense, by design
  • the story of the (mostly non-Jewish) teachers in Massachusetts and New Jersey who created the country’s first Holocaust curricula, in the ’70s. The point was to teach morality in a secular society. “Everyone in education, regardless of ethnicity, could agree that Nazism was evil and that the Jews were innocent victims,” Fallace wrote, explaining the topic’s appeal. “Thus, teachers used the Holocaust to activate the moral reasoning of their students”—to teach them to be good people.
  • The idea that Holocaust education can somehow serve as a stand-in for public moral education has not left us. And because of its obviously laudable goals, objecting to it feels like clubbing a baby seal. Who wouldn’t want to teach kids to be empathetic?
  • by this logic, shouldn’t Holocaust education, because of its moral content alone, automatically inoculate people against anti-Semitism?
  • Apparently not. “Essentially the moral lessons that the Holocaust is often used to teach reflect much the same values that were being taught in schools before the Holocaust,”
  • (Germans in the ’30s, after all, were familiar with the Torah’s commandment, repeated in the Christian Bible, to love their neighbors.) This fact undermines nearly everything Holocaust education is trying to accomplish, and reveals the roots of its failure.
  • One problem with using the Holocaust as a morality play is exactly its appeal: It flatters everyone. We can all congratulate ourselves for not committing mass murder.
  • This approach excuses current anti-Semitism by defining anti-Semitism as genocide in the past
  • When anti-Semitism is reduced to the Holocaust, anything short of murdering 6 million Jews—like, say, ramming somebody with a shopping cart, or taunting kids at school, or shooting up a Jewish nonprofit, or hounding Jews out of entire countries—seems minor by comparison.
  • If we teach that the Holocaust happened because people weren’t nice enough—that they failed to appreciate that humans are all the same, for instance, or to build a just society—we create the self-congratulatory space where anti-Semitism grow
  • One can believe that humans are all the same while being virulently anti-Semitic, because according to anti-Semites, Jews, with their millennia-old insistence on being different from their neighbors, are the obstacle to humans all being the same
  • One can believe in creating a just society while being virulently anti-Semitic, because according to anti-Semites, Jews, with their imagined power and privilege, are the obstacle to a just society
  • To inoculate people against the myth that humans have to erase their differences in order to get along, and the related myth that Jews, because they have refused to erase their differences, are supervillains, one would have to acknowledge that these myths exist
  • To really shatter them, one would have to actually explain the content of Jewish identity, instead of lazily claiming that Jews are just like everyone else.
  • one of several major Holocaust-curriculum providers, told me about the “terrible Jew jokes” she’d heard from her own students in Virginia. “They don’t necessarily know where they come from or even really why they’re saying them,” Goss said. “Many kids understand not to say the N-word, but they would say, ‘Don’t be such a Jew.’ ”
  • There’s a decline in history education at the same time that there’s a rise in social media,”
  • “We’ve done studies with our partners at Holocaust centers that show that students are coming in with questions about whether the Holocaust was an actual event. That wasn’t true 20 years ago.”
  • Goss believes that one of the reasons for the lack of stigma around anti-Semitic conspiracy theories and jokes is baked into the universal-morality approach to Holocaust education. “The Holocaust is not a good way to teach about ‘bullying,’ 
  • Echoes & Reflections’ lesson plans do address newer versions of anti-Semitism, including the contemporary demonization of Israel’s existence—as opposed to criticism of Israeli policies—and its manifestation in aggression against Jews. Other Holocaust-curriculum providers also have material on contemporary anti-Semitism.
  • providers rarely explain or explore who Jews are today—and their raison d’être remains Holocaust education.
  • Many teachers had told me that their classrooms “come alive” when they teach about the Holocaust
  • Holocaust-education materials are just plain better than those on most other historical topics. All of the major Holocaust-education providers offer lessons that teachers can easily adapt for different grade levels and subject areas. Instead of lecturing and memorization, they use participation-based methods such as group work, hands-on activities, and “learner driven” projects.
  • A 2019 Pew Research Center survey found a correlation between “warm” feelings about Jews and knowledge about the Holocaust—but the respondents who said they knew a Jewish person also tended to be more knowledgeable about the Holocaust, providing a more obvious source for their feelings
  • In 2020, Echoes & Reflections published a commissioned study of 1,500 college students, comparing students who had been exposed to Holocaust education in high school with those who hadn’t. The published summary shows that those who had studied the Holocaust were more likely to tolerate diverse viewpoints, and more likely to privately support victims of bullying scenarios, which is undoubtedly good news. It did not, however, show a significant difference in respondents’ willingness to defend victims publicly, and students who’d received Holocaust education were less likely to be civically engaged—in other words, to be an “upstander.”
  • These studies puzzled me. As Goss told me, the Holocaust was not about bullying—so why was the Echoes study measuring that? More important, why were none of these studies examining awareness of anti-Semitism, whether past or present?
  • One major study addressing this topic was conducted in England, where a national Holocaust-education mandate has been in place for more than 20 years. In 2016, researchers at University College London’s Centre for Holocaust Education published a survey of more than 8,000 English secondary-school students, including 244 whom they interviewed at length.
  • The study’s most disturbing finding was that even among those who studied the Holocaust, there was “a very common struggle among many students to credibly explain why Jews were targeted” in the Holocaust—that is, to cite anti-Semitism
  • “many students appeared to regard [Jews’] existence as problematic and a key cause of Nazi victimisation.” In other words, students blamed the Holocaust on the Jews
  • This result resembles that of a large 2020 survey of American Millennials and Gen Zers, in which 11 percent of respondents believed that Jews caused the Holocaust. The state with the highest percentage of respondents believing this—an eye-popping 19 percent—was New York, which has mandated Holocaust education since the 1990s.
  • Worse, in the English study, “a significant number of students appeared to tacitly accept some of the egregious claims once circulated by Nazi propaganda,” instead of recognizing them as anti-Semitic myths.
  • One typical student told researchers, “Is it because like they were kind of rich, so maybe they thought that that was kind of in some way evil, like the money didn’t belong to them[;] it belonged to the Germans and the Jewish people had kind of taken that away from them?
  • Another was even more blunt: “The Germans, when they saw the Jews were better off than them, kind of, I don’t know, it kind of pissed them off a bit.” Hitler’s speeches were more eloquent in making similar points.
  • One of the teachers I met was Benjamin Vollmer, a veteran conference participant who has spent years building his school’s Holocaust-education program. He teaches eighth-grade English in Venus, Texas, a rural community with 5,700 residents; his school is majority Hispanic, and most students qualify for free or reduced-price lunch. When I asked him why he focuses on the Holocaust, his initial answer was simple: “It meets the TEKS.”
  • The TEKS are the Texas Essential Knowledge and Skills, an elaborate list of state educational requirements that drive standardized testing
  • it became apparent that Holocaust education was something much bigger for his students: a rare access point to a wider world. Venus is about 30 miles from Dallas, but Vollmer’s annual Holocaust-museum field trip is the first time that many of his students ever leave their town.
  • “It’s become part of the school culture,” Vollmer said. “In eighth grade, they walk in, and the first thing they ask is, ‘When are we going to learn about the Holocaust?’
  • Vollmer is not Jewish—and, as is common for Holocaust educators, he has never had a Jewish student. (Jews are 2.4 percent of the U.S. adult population, according to a 2020 Pew survey.) Why not focus on something more relevant to his students, I asked him, like the history of immigration or the civil-rights movement?
  • I hadn’t yet appreciated that the absence of Jews was precisely the appeal.“Some topics have been so politicized that it’s too hard to teach them,” Vollmer told me. “Making it more historical takes away some of the barriers to talking about it.”
  • Wouldn’t the civil-rights movement, I asked, be just as historical for his students?He paused, thinking it through. “You have to build a level of rapport in your class before you have the trust to explore your own history,” he finally said.
  • “The Holocaust happened long ago, and we’re not responsible for it,” she said. “Anything happening in our world today, the wool comes down over our eyes.” Her colleague attending the conference with her, a high-school teacher who also wouldn’t share her name, had tried to take her mostly Hispanic students to a virtual-reality experience called Carne y Arena, which follows migrants attempting to illegally cross the U.S.-Mexico border. Her administrators refused, claiming that it would traumatize students. But they still learn about the Holocaust.
  • Student discomfort has been a legal issue in Texas. The state’s House Bill 3979, passed in 2021, is one of many “anti-critical-race-theory” laws that conservative state legislators have introduced since 2020. The bill forbade teachers from causing students “discomfort, guilt, anguish, or any other form of psychological distress on account of the individual’s race or sex,” and also demanded that teachers introduce “diverse and contending perspectives” when teaching “controversial” topics, “without giving deference to any one perspective.
  • These vaguely worded laws stand awkwardly beside a 2019 state law mandating Holocaust education for Texas students at all grade levels during an annual Holocaust Remembrance Week
  • the administrator who’d made the viral remarks in Southlake is a strong proponent of Holocaust education, but was acknowledging a reality in that school district. Every year, the administrator had told Higgins, some parents in her district object to their children reading the Nobel laureate Elie Wiesel’s memoir Night—because it isn’t their “belief” that the Holocaust happened.
  • In one model lesson at the conference, participants examined a speech by the Nazi official Heinrich Himmler about the need to murder Jews, alongside a speech by the Hebrew poet and ghetto fighter Abba Kovner encouraging a ghetto uprising. I only later realized that this lesson plan quite elegantly satisfied the House bill’s requirement of providing “contending perspectives.”
  • The next day, I asked the instructor if that was an unspoken goal of her lesson plan. With visible hesitation, she said that teaching in Texas can be like “walking the tightrope.” This way, she added, “you’re basing your perspectives on primary texts and not debating with Holocaust deniers.” Less than an hour later, a senior museum employee pulled me aside to tell me that I wasn’t allowed to interview the staff.
  • Many of the visiting educators at the conference declined to talk with me, even anonymously; nearly all who did spoke guardedly. The teachers I met, most of whom were white Christian women, did not seem to be of any uniform political bent. But virtually all of them were frustrated by what administrators and parents were demanding of them.
  • Two local middle-school teachers told me that many parents insist on seeing reading lists. Parents “wanting to keep their kid in a bubble,” one of them said, has been “the huge stumbling block.”
  • “It is healthy to begin this study by talking about anti-Semitism, humanizing the victims, sticking to primary sources, and remaining as neutral as possible.”
  • Wasn’t “remaining as neutral as possible” exactly the opposite of being an upstander?
  • In trying to remain neutral, some teachers seemed to want to seek out the Holocaust’s bright side—and ask dead Jews about i
  • We watched a brief introduction about Glauben’s childhood and early adolescence in the Warsaw Ghetto and in numerous camps. When the dead man appeared, one teacher asked, “Was there any joy or happiness in this ordeal? Moments of joy in the camps?”
  • These experiences, hardly unusual for Jewish victims, were not the work of a faceless killing machine. Instead they reveal a gleeful and imaginative sadism. For perpetrators, this was fun. Asking this dead man about “joy” seemed like a fundamental misunderstanding of the Holocaust. There was plenty of joy, just on the Nazi side.
  • In the educational resources I explored, I did not encounter any discussions of sadism—the joy derived from humiliating people, the dopamine hit from landing a laugh at someone else’s expense, the self-righteous high from blaming one’s problems on others—even though this, rather than the fragility of democracy or the passivity of bystanders, is a major origin point of all anti-Semitism
  • To anyone who has spent 10 seconds online, that sadism is familiar, and its source is familiar too: the fear of being small, and the desire to feel big by making others feel small instead.
  • Nazis were, among other things, edgelords, in it for the laughs. So, for that matter, were the rest of history’s anti-Semites, then and now. For Americans today, isn’t this the most relevant insight of all?
  • “People say we’ve learned from the Holocaust. No, we didn’t learn a damn thing,”
  • “People glom on to this idea of the upstander,” she said. “Kids walk away with the sense that there were a lot of upstanders, and they think, Yes, I can do it too.”
  • The problem with presenting the less inspiring reality, she suggested, is how parents or administrators might react. “If you teach historical anti-Semitism, you have to teach contemporary anti-Semitism. A lot of teachers are fearful, because if you try to connect it to today, parents are going to call, or administrators are going to call, and say you’re pushing an agenda.”
  • But weren’t teachers supposed to “push an agenda” to stop hatred? Wasn’t that the entire hope of those survivors who built museums and lobbied for mandates and turned themselves into holograms?
  • I asked Klett why no one seemed to be teaching anything about Jewish culture. If the whole point of Holocaust education is to “humanize” those who were “dehumanized,” why do most teachers introduce students to Jews only when Jews are headed for a mass grave? “There’s a real fear of teaching about Judaism,” she confided. “Especially if the teacher is Jewish.”
  • Teachers who taught about industrialized mass murder were scared of teaching about … Judaism? Why?
  • “Because the teachers are afraid that the parents are going to say that they’re pushing their religion on the kids.”
  • “Survivors have told me, ‘Thank you for teaching this. They’ll listen to you because you’re not Jewish,’ ” she said. “Which is weird.”
  • perhaps we could be honest and just say “There is no point in teaching any of this”—because anti-Semitism is so ingrained in our world that even when discussing the murders of 6 million Jews, it would be “pushing an agenda” to tell people not to hate them, or to tell anyone what it actually means to be Jewish
  • The Dallas Museum was the only one I visited that opened with an explanation of who Jews are. Its exhibition began with brief videos about Abraham and Moses—limiting Jewish identity to a “religion” familiar to non-Jews, but it was better than nothing. The museum also debunked the false charge that the Jews—rather than the Romans—killed Jesus, and explained the Jews’ refusal to convert to other faiths. It even had a panel or two about contemporary Dallas Jewish life. Even so, a docent there told me that one question students ask is “Are any Jews still alive today?”
  • American Holocaust education, in this museum and nearly everywhere else, never ends with Jews alive today. Instead it ends by segueing to other genocides, or to other minorities’ suffering
  • But when one reaches the end of the exhibition on American slavery at the National Museum of African American History and Culture, in Washington, D.C., one does not then enter an exhibition highlighting the enslavement of other groups throughout world history, or a room full of interactive touchscreens about human trafficking today, asking that visitors become “upstanders” in fighting i
  • That approach would be an insult to Black history, ignoring Black people’s current experiences while turning their past oppression into nothing but a symbol for something else, something that actually matters.
  • It is dehumanizing to be treated as a symbol. It is even more dehumanizing to be treated as a warning.
  • How should we teach children about anti-Semitism?
  • Decoster began her conference workshop by introducing “vocabulary must-knows.” At the top of her list: anti-Semitism.
  • “If you don’t explain the ism,” she cautioned the teachers in the room, “you will need to explain to the kids ‘Why the Jews?’ Students are going to see Nazis as aliens who bring with them anti-Semitism when they come to power in ’33, and they take it back away at the end of the Holocaust in 1945.”
  • She asked the teachers, “What’s the first example of the persecution of the Jews in history?”
  • “Think ancient Egypt,” Decoster said. “Does this sound familiar to any of you?”“They’re enslaved by the Egyptian pharaoh,” a teacher said
  • I wasn’t sure that the biblical Exodus narrative exactly qualified as “history,” but it quickly became clear that wasn’t Decoster’s point. “Why does the pharaoh pick on the Jews?” she asked. “Because they had one God.”
  • I was stunned. Rarely in my journey through American Holocaust education did I hear anyone mention a Jewish belief.
  • “The Jews worship one God, and that’s their moral structure. Egyptian society has multiple gods whose authority goes to the pharaoh. When things go wrong, you can see how Jews as outsiders were perceived by the pharaoh as the threat.”
  • This unexpected understanding of Jewish belief revealed a profound insight about Judaism: Its rejection of idolatry is identical to its rejection of tyranny. I could see how that might make people uncomfortable.
  • Decoster moved on to a snazzy infographic of a wheel divided in thirds, each explaining a component of anti-Semitism
  • “Racial Antisemitism = False belief that Jews are a race and a threat to other races,”
  • Anti-Judaism = Hatred of Jews as a religious group,”
  • then “Anti-Jewish Conspiracy Theory = False belief that Jews want to control and overtake the world.” The third part, the conspiracy theory, was what distinguished anti-Semitism from other bigotries. It allowed closed-minded people to congratulate themselves for being open-minded—for “doing their own research,” for “punching up,” for “speaking truth to power,” while actually just spreading lies.
  • Wolfson clarified for his audience what this centuries-long demonization of Jews actually means, citing the scholar David Patterson, who has written: “In the end, the antisemite’s claim is not that all Jews are evil, but rather that all evil is Jewish.”
  • Wolfson told the teachers that it was important that “anti-Semitism should not be your students’ first introduction to Jews and Judaism.” He said this almost as an aside, just before presenting the pig-excrement image. “If you’re teaching about anti-Semitism before you teach about the content of Jewish identity, you’re doing it wrong.
  • this—introducing students to Judaism by way of anti-Semitism—was exactly what they were doing. The same could be said, I realized, for nearly all of American Holocaust education.
  • The Holocaust educators I met across America were all obsessed with building empathy, a quality that relies on finding commonalities between ourselves and others.
  • a more effective way to address anti-Semitism might lie in cultivating a completely different quality, one that happens to be the key to education itself: curiosity. Why use Jews as a means to teach people that we’re all the same, when the demand that Jews be just like their neighbors is exactly what embedded the mental virus of anti-Semitism in the Western mind in the first place? Why not instead encourage inquiry about the diversity, to borrow a de rigueur word, of the human experience?
  • I want a hologram of the late Rabbi Jonathan Sacks telling people about what he called “the dignity of difference.”
  • I want to mandate this for every student in this fractured and siloed America, even if it makes them much, much more uncomfortable than seeing piles of dead Jews doe
  • There is no empathy without curiosity, no respect without knowledge, no other way to learn what Jews first taught the world: love your neighbor
Javier E

The un-celebrity president: Jimmy Carter shuns riches, lives modestly in his Georgia hometown - The Washington Post - 0 views

www.washingtonpost.com/...destly-in-his-georgia-hometown

president role model retirement wealth service contribution

shared by Javier E on 20 Feb 23 - No Cached
  • The Democratic former president decided not to join corporate boards or give speeches for big money because, he says, he didn’t want to “capitalize financially on being in the White House.”
  • Presidential historian Michael Beschloss said that Gerald Ford, Carter’s predecessor and close friend, was the first to fully take advantage of those high-paid post-presidential opportunities, but that “Carter did the opposite.”
  • Since Ford, other former presidents, and sometimes their spouses, routinely earn hundreds of thousands of dollars per speech.
  • ...29 more annotations...
  • “I don’t see anything wrong with it; I don’t blame other people for doing it,” Carter says over dinner. “It just never had been my ambition to be rich.”
  • Carter decided that his income would come from writing, and he has written 33 books, about his life and career, his faith, Middle East peace, women’s rights, aging, fishing, woodworking, even a children’s book written with his daughter, Amy Carter, called “The Little Baby Snoogle-Fleejer.”
  • Carter costs U.S. taxpayers less than any other ex-president, according to the General Services Administration, with a total bill for him in the current fiscal year of $456,000, covering pensions, an office, staff and other expenses.
  • Carter is the only president in the modern era to return full-time to the house he lived in before he entered politics — a two-bedroom rancher assessed at $167,000, less than the value of the armored Secret Service vehicles parked outside.
  • Ex-presidents often fly on private jets, sometimes lent by wealthy friends, but the Carters fly commercial. Stuckey says that on a recent flight from Atlanta to Los Angeles, Carter walked up and down the aisle greeting other passengers and taking selfies.
  • “He doesn’t like big shots, and he doesn’t think he’s a big shot,” said Gerald Rafshoon, who was Carter’s White House communications director.
  • With book income and the $210,700 annual pension all former presidents receive, the Carters live comfortably. But his books have never fetched the massive sums commanded by more recent presidents.
  • Carter’s office costs a fraction of Obama’s, which is $536,000 a year. Clinton’s costs $518,000, George W. Bush’s is $497,000 and George H.W. Bush’s is $286,000, according to the GSA.
  • Carter doesn’t even have federal retirement health benefits because he worked for the government for four years — less than the five years needed to qualify, according to the GSA. He says he receives health benefits through Emory University, where he has taught for 36 years.
  • The federal government pays for an office for each ex-president. Carter’s, in the Carter Center in Atlanta, is the least expensive, at $115,000 this year. The Carters could have built a more elaborate office with living quarters, but for years they slept on a pullout couch for a week each month. Recently, they had a Murphy bed installed.
  • “He didn’t feel suited to the grandeur,” Eizenstat said. “Plains is really part of his DNA. He carried it into the White House, and he carried it out of the White House.”
  • “I am a great admirer of Harry Truman. He’s my favorite president, and I really try to emulate him,” says Carter, who writes his books in a converted garage in his house. “He set an example I thought was admirable.”
  • The Jimmy Carter National Historic Site is essentially the entire town, drawing nearly 70,000 visitors a year and $4 million into the county’s economy.
  • That’s less than half the $952,000 budgeted for George H.W. Bush; the three other living ex-presidents — Clinton, George W. Bush and Obama — cost taxpayers more than $1 million each per year.
  • Carter’s gait is a little unsteady these days, three years after a diagnosis of melanoma on his liver and brain. At a 2015 news conference to announce his illness, he seemed to be bidding a stoic farewell, saying he was “perfectly at ease with whatever comes.”
  • In October, he will become the second president ever to reach 94; George H.W. Bush turned 94 in June. These days, Carter is sharp, funny and reflective.
  • The Carters walk every day — often down Church Street, the main drag through Plains, where they have been walking since the 1920s.
  • “I grew up in church with him,” says Maya Wynn. “He’s a nice guy, just like a regular person.”
  • “He’s a good ol’ Southern gentleman,” says David Lane.
  • Carter says this place formed him, seeding his beliefs about racial equality. His farmhouse youth during the Great Depression made him unpretentious and frugal. His friends, maybe only half-joking, describe Carter as “tight as a tick.”
  • That no-frills sensibility, endearing since he left Washington, didn’t work as well in the White House. Many people thought Carter scrubbed some of the luster off the presidency by carrying his own suitcases onto Air Force One and refusing to have “Hail to the Chief” played.
  • Stuart E. Eizenstat, a Carter aide and biographer, said Carter’s edict eliminating drivers for top staff members backfired. It meant that top officials were driving instead of reading and working for an hour or two every day.
  • Carter has used his post-presidency to support human rights, global health programs and fair elections worldwide through his Carter Center, based in Atlanta. He has helped renovate 4,300 homes in 14 countries for Habitat for Humanity, and with his own hammer and tool belt, he will be working on homes for low-income people in Indiana later this month.
  • When Carter looks back at his presidency, he says he is most proud of “keeping the peace and supporting human rights,” the Camp David accords that brokered peace between Israel and Egypt, and his work to normalize relations with China. In 2002, he was awarded the Nobel Peace Prize for his efforts.
  • “I always told the truth,” he says.
  • Carter says he thinks the Supreme Court’s Citizens United decision has “changed our political system from a democracy to an oligarchy. Money is now preeminent. I mean, it’s just gone to hell now.”
  • He says he believes that the nation’s “ethical and moral values” are still intact and that Americans eventually will “return to what’s right and what’s wrong, and what’s decent and what’s indecent, and what’s truthful and what’s lies.”
  • They are asked if there is anything they want but don’t have. “I can’t think of anything,” Carter says, turning to Rosalynn. “And you?” “No, I’m happy,” she says.
  • They watch Atlanta Braves games or “Law and Order.” Carter just finished reading “The Innovators” by Walter Isaacson. They have no chef and they cook for themselves, often together. They make their own yogurt.
Javier E

What Housework Has to Do With Waistlines - NYTimes.com - 0 views

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exercise housework historical research weight

shared by Javier E on 27 Feb 13 - No Cached
  • The study, published this month in PLoS One, is a follow-up to an influential 2011 report which used data from the U.S. Bureau of Labor Statistics to determine that, during the past 50 years, most American workers began sitting down on the job. Physical activity at work, such as walking or lifting, almost vanished, according to the data, with workers now spending most of their time seated before a computer or talking on the phone. Consequently, the authors found, the average American worker was burning almost 150 fewer calories daily at work than his or her employed parents had, a change that had materially contributed to the rise in obesity during the same time frame, especially among men
  • Dr. Archer set out to find data about how women had once spent their hours at home and whether and how their patterns of movement had changed over the years.
  • pulled data from the diaries about how many hours the women were spending in various activities, how many calories they likely were expending in each of those tasks, and how the activities and associated energy expenditures changed over the years.
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  • Women, they found, once had been quite physically active around the house, spending, in 1965, an average of 25.7 hours a week cleaning, cooking and doing laundry. Those activities, whatever their social freight, required the expenditure of considerable energy.
  • Forty-five years later, in 2010, things had changed dramatically. By then, the time-use diaries showed, women were spending an average of 13.3 hours per week on housework.
  • In 1965, women typically had spent about eight hours a week sitting and watching television
  • By 2010, those hours had more than doubled, to 16.5 hours per week.
  • According to the authors’ calculations, American women not employed outside the home were burning about 360 fewer calories every day in 2010 than they had in 1965, with working women burning about 132 fewer calories at home each day in 2010 than in 1965.
  • we should start consciously tracking what we do when we are at home and try to reduce the amount of time spent sitting. “Walk to the mailbox,” he said. Chop vegetables in the kitchen. Play ball with your, or a neighbor’s, dog. Chivvy your spouse into helping you fold sheets.
Javier E

Stop climate change: Move to the city, start walking - Salon.com - 0 views

www.salon.com/...move_to_the_city_start_walking

climate climate change city walking energy efficiency carbon

shared by Javier E on 03 Nov 12 - No Cached
  • electric cars are currently a bit greener than gasoline cars — per mile. Driving one hundred miles in a Nissan Altima results in the emission of 90.5 pounds of greenhouse gases. Driving the same distance in an all-electric Nissan Leaf emits 63.6 pounds of greenhouse gases — a significant improvement. But while the Altima driver pays 14 cents a mile for fuel, the Leaf driver pays less than 3 cents per mile, and this difference, thanks to the law of supply and demand, causes the Leaf driver to drive more.
  • What do you expect when you put people in cars they feel good (or at least less guilty) about driving, which are also cheap to buy and run? Naturally, they drive them more. So much more, in fact, that they obliterate energy gains made by increased fuel efficiency.
  • The real problem with cars is not that they don’t get enough miles per gallon; it’s that they make it too easy for people to spread out, encouraging forms of development that are inherently wasteful and damaging … The critical energy drain in a typical American suburb is not the Hummer in the driveway; it’s everything else the Hummer makes possible — the oversized houses and irrigated yards, the network of new feeder roads and residential streets, the costly and inefficient outward expansion of the power grid, the duplicated stores and schools, the two-hour solo commutes.
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  • it turns out that the way we move largely determines the way we live.
  • gadgets cumulatively contribute only a fraction of what we save by living in a walkable neighborhood. It turns out that trading all of your incandescent lightbulbs for energy savers conserves as much carbon per year as living in a walkable neighborhood does each week.
  • “gizmo green”; the obsession with “sustainable” products that often have a statistically insignificant impact on the carbon footprint when compared to our location. And, as already suggested, our location’s greatest impact on our carbon footprint comes from how much it makes us drive.
  • study made it clear that, while every factor counts, none counts more than walkability. Specifically, it showed how, in drivable locations, transportation energy use consistently tops household energy use, in some cases by more than 2.4 to 1. As a result, the most green home (with Prius) in sprawl still loses out to the least green home in a walkable neighborhood.
  • because it’s better than nothing, LEED — like the Prius — is a get-out-of-jail-free card that allows us to avoid thinking more deeply about our larger footprint. For most organizations and agencies, it is enough. Unfortunately, as the transportation planner Dan Malouff puts it, “LEED architecture without good urban design is like cutting down the rainforest using hybrid-powered bulldozers.”
  • 10 to 20 units per acre is the density at which drivable suburbanism transitions into walkable urbanism.
  • “We are a destructive species, and if you love nature, stay away from it. The best means of protecting the environment is to
  • The average New Yorker consumes roughly one-third the electricity of the average Dallas resident, and ultimately generates less than one-third the greenhouse gases of the average American.
  • the American anti-urban ethos remained intact as everything else changed. The desire to be isolated in nature, adopted en masse, led to the quantities and qualities we now call “sprawl,” which somehow mostly manages to combine the traffic congestion of the city with the intellectual culture of the countryside.
  • New York consumes half the gasoline of Atlanta (326 versus 782 gallons per person per year). But Toronto cuts that number in half, as does Sydney — and most European cities use only half as much as those places. Cut Europe’s number in half, and you end up with Hong Kong
  • Paris is one place that has determined that its future depends on reducing its auto dependence. The city has recently decided to create 25 miles of dedicated busways, introduced 20,000 shared city bikes in 1,450 locations, and committed to removing 55,000 parking spaces from the city every year for the next 20 years. These changes sound pretty radical, but they are supported by 80 percent of the population.
  • increasing density from two units per acre to 20 units per acre resulted in about the same savings as the increase from 20 to 200.
  • New York is our densest big city and, not coincidentally, the one with the best transit service. All the other subway stations in America put together would not outnumber the 468 stops of the MTA. In terms of resource efficiency, it’s the best we’ve got.
  • most communities with these densities are also organized as traditional mixed-use, pedestrian-friendly neighborhoods, the sort of accommodating environment that entices people out of their cars. Everything above that is icing on the cake.
  • unless we hit a national crisis of unprecedented severity, it is hard to imagine any argument framed in the language of sustainability causing many people to modify their behavior. So what will?
  • The gold standard of quality-of-life rankings is the Mercer Survey, which carefully compares global cities in the 10 categories of political stability, economics, social quality, health and sanitation, education, public services, recreation, consumer goods, housing, and climate.
  • the top 10 cities always seem to include a bunch of places where they speak German (Vienna, Zurich, Dusseldorf, etc.), along with Vancouver, Auckland, and Sydney. These are all places with compact settlement patterns, good transit, and principally walkable neighborhoods. Indeed, there isn’t a single auto-oriented city in the top 50. The highest-rated American cities in 2010, which don’t appear until No. 31, are Honolulu, San Francisco, Boston, Chicago, Washington, New York, and Seattle.
  • Our cities, which are twice as efficient as our suburbs, burn twice the fuel of these European, Canadian, and Aussie/Kiwi places. Yet the quality of life in these foreign cities is deemed higher than ours by a long shot.
  • if we pollute so much because we are throwing away our time, money, and lives on the highway, then both problems would seem to share a single solution, and that solution is to make our cities more walkable. Doing so is not easy, but it can be done, it has been done,
drewmangan1

Trump Star on Hollywood Walk of Fame Is Smashed - The New York Times - 0 views

www.nytimes.com/...d-walk-of-fame-is-smashed.html

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  • The man “suddenly picked up the sledgehammer and started smashing the bejeezus out of the Trump star,” Mr. Patten said. “Then he took the pickax and was trying to pry one of the points of the star.”
Javier E

A new theory for why Trump voters are so angry - that actually makes sense - The Washington Post - 0 views

www.washingtonpost.com/...ngry-that-actually-makes-sense

trump voters election 2016 anger resentment

shared by Javier E on 09 Nov 16 - No Cached
  • There’s been great thirst this election cycle for insight into the psychology of Trump voters
  • J.D. Vance’s memoir “Hillbilly Elegy” offers a narrative about broken families and social decay. “There is a lack of agency here — a feeling that you have little control over your life and a willingness to blame everyone but yourself,”
  • white voters feel the American Dream is drifting out of reach for them, and they are angry because they believe minorities and immigrants have butted in line.
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  • politics have increasingly become a matter of personal identity. Just about all of her subjects felt a deep sense of bitterness toward elites and city dwellers; just about all of them felt tread on, disrespected and cheated out of what they felt they deserved.
  • this “rural consciousness” is key to understanding which political arguments ring true to her subjects.
  • most rural Wisconsinites supported the tea party's quest to shrink government not out of any belief in the virtues of small government but because they did not trust the government to help “people like them.”
  • it is hard to conclude that the people I studied believe what they do because they have been hoodwinked. Their views are rooted in identities and values, as well as in economic perceptions; and these things are all intertwined.”
  • So it’s all three of these things — the power, the money, the respect. People are feeling like they’re not getting their fair share of any of that.
  • Cramer shows that there are nuances to political rage. To understand Trump's success, she argues, we have to understand how he tapped into people's sense of self.
  • people felt that they were not getting their fair share of decision-making power. For example, people would say: All the decisions are made in Madison and Milwaukee and nobody’s listening to us. Nobody’s paying attention, nobody’s coming out here and asking us what we think. Decisions are made in the cities, and we have to abide by them
  • people would complain that they weren’t getting their fair share of stuff, that they weren’t getting their fair share of public resources. That often came up in perceptions of taxation. People had this sense that all the sense that all the money is sucked in by Madison, but never spent on places like theirs.
  • people felt that they weren’t getting respect. They would say: The real kicker is that people in the city don’t understand us. They don’t understand what rural life is like, what’s important to us and what challenges that we’re facing. They think we’re a bunch of redneck racists.
  • Many have pointed out that American politics have become increasingly tribal; Cramer takes that idea a step further, showing how these tribal identities shape our perspectives on reality.
  • Look at all the graphs showing how economic inequality has been increasing for decades. Many of the stories that people would tell about the trajectories of their own lives map onto those graphs, which show that since the mid-'70s, something has increasingly been going wrong.
  • It’s just been harder and harder for the vast majority of people to make ends meet. So I think that’s part of this story. It’s been this slow burn.
  • So what do you think set it all off? Cramer: The Great Recession didn’t help. Though, as I describe in the book, people weren’t talking about it in the ways I expected them to. People were like, Whatever, we’ve been in a recession for decades. What’s the big deal?
  • Part of it is that the Republican Party over the years has honed its arguments to tap into this resentment. They’re saying: “You’re right, you’re not getting your fair share, and the problem is that it’s all going to the government. So let’s roll government back.”
  • truth be told, I think many people saw the election of an African American to the presidency as a threat. They were thinking: Wow something is going on in our nation and it’s really unfamiliar, and what does that mean for people like me?
  • I think in the end his presence has added to the anxieties people have about where this country is headed.
  • What I heard from my conversations is that, in these three elements of resentment — I’m not getting my fair share of power, stuff or respect — there’s race and economics intertwined in each of those ideas.
  • The other really important element here is people’s perceptions. Surveys show that it may not actually be the case that Trump supporters themselves are doing less well — but they live in places where it’s reasonable for them to conclude that people like them are struggling.
  • We know that when people think about their support for policies, a lot of the time what they’re doing is thinking about whether the recipients of these policies are deserving. Those calculations are often intertwined with notions of hard work, because in the American political culture, we tend to equate hard work with deservingness.
  • it’s not just people of color. People are like: Are you sitting behind a desk all day? Well that’s not hard work. Hard work is someone like me — I’m a logger, I get up at 4:30 and break my back. For my entire life that’s what I’m doing. I’m wearing my body out in the process of earning a living.
  • through resentment and these notions of deservingness, that’s where you can see how economic anxiety and racial anxiety are intertwined.
  • It’s not just resentment toward people of color. It’s resentment toward elites, city people.
  • it’s the perceptions that people have about their reality are the key driving force here. That’s been a really important lesson from this election.
  • As I was reading your book it really struck me that the people you talked to, they really have a strong sense of what they deserve, and what they think they ought to have. Where does that come from? Cramer: Part of where that comes from is just the overarching story that we tell ourselves in the U.S. One of the key stories in our political culture has been the American Dream — the sense that if you work hard, you will get ahead.
  • the notion that they are not getting what they deserve, it comes from them feeling like they’re struggling. They feel like they’re doing what they were told they needed to do to get ahead. And somehow it’s not enough.
  • Oftentimes in some of these smaller communities, people are in the occupations their parents were in, they’re farmers and loggers. They say, it used to be the case that my dad could do this job and retire at a relatively decent age, and make a decent wage. We had a pretty good quality of life, the community was thriving. Now I’m doing what he did, but my life is really much more difficult
  • Cramer: It’s not inevitable that people should assume that the decline in their quality of life is the fault of other population group
  • here’s where having Bernie Sanders and Donald Trump running alongside one another for a while was so interesting. I think the support for Sanders represented a different interpretation of the problem. For Sanders supporters, the problem is not that other population groups are getting more than their fair share, but that the government isn’t doing enough to intervene here and right a ship that’s headed in the wrong direction.
  • There’s just more and more of a recognition that politics for people is not — and this is going to sound awful, but — it’s not about facts and policies. It’s so much about identities, people forming ideas about the kind of person they are and the kind of people others are. Who am I for, and who am I against?
  • Policy is part of that, but policy is not the driver of these judgments. There are assessments of, is this someone like me? Is this someone who gets someone like me?
  • putting energy into trying to understanding they way they view the world and their place in it — that gets us so much further toward understanding how they’re going to vote, or which candidates are going to be appealing to them.
  • All of us, even well-educated, politically sophisticated people interpret facts through our own perspectives, our sense of what who we are, our own identities.
  • I don’t think that what you do is give people more information. Because they are going to interpret it through the perspectives they already have. People are only going to absorb facts when they’re communicated from a source that they respect, from a source who they perceive has respect for people like them.
  • People for months now have been told they’re absolutely right to be angry at the federal government, and they should absolutely not trust this woman, she’s a liar and a cheat, and heaven forbid if she becomes president of the United States. Our political leaders have to model for us what it’s like to disagree, but also to not lose basic faith in the system. Unless our national leaders do that, I don’t think we should expect people to
  • Thank God I was as naive as I was when I started. If I knew then what I know now about the level of resentment people have toward urban, professional elite women, would I walk into a gas station at 5:30 in the morning and say, “Hi! I’m Kathy from the University of Madison”?
  • And then I would go back for a second visit, a third visit, a fourth, fifth and sixth. And we liked each other. Even at the end of my first visit, they would say, “You know, you’re the first professor from Madison I’ve ever met, and you’re actually kind of normal.” And we’d laugh. We got to know each other as human beings.
  • That’s partly about listening, and that’s partly about spending time with people from a different walk of life, from a different perspective. There’s nothing like it. You can’t achieve it through online communication. You can’t achieve it through having good intentions. It’s the act of being with other people that establishes the sense we actually are all in this together.
sarahbalick

India stabbing: Bystanders watch as Delhi woman killed - BBC News - 0 views

www.bbc.com/...world-asia-india-37415843

india delhi killed

shared by sarahbalick on 20 Sep 16 - No Cached
  • India stabbing: Bystanders watch as Delhi woman killed
  • Indians have reacted with outrage after passers-by watched a woman being stabbed more than 20 times on a busy street in the capital, Delhi.
  • choolteacher Karuna, 22, who died in the attack.
  • ...5 more annotations...
  • He is seen stabbing her repeatedly as people walk by, before hitting her on the head with a stone and kicking her.
  • Locals did eventually intervene when he tried to escape.
  • "She was attacked as she was walking with her cousin at around 9am. It seems that the assailant started liking her when they used to be neighbours earlier, but since he was married, she never paid attention," senior police official Esha Pandey told the BBC.
  • Earlier deputy commissioner of police, Madhur Verma, told reporters that "the family had lodged a complaint four-five months back and both the families had reached a compromise".
  • On Sunday evening, 28-year-old Laxmi was stabbed to death in front of her house in full view of her neighbours by a man who then killed himself, the Times of India newspaper reported .
Javier E

This Is Your Brain on Bargains: JC Penney and the Curse of Discounts - The Atlantic - 0 views

www.theatlantic.com/...258487

business discounts bargains history economics

shared by Javier E on 24 Jun 12 - Cached
  • "Consumers don't know what anything should cost," William Poundstone writes in Priceless: The Myth of Fair Value. "They walk the supermarket aisles in a half-conscious daze, judging prices from cues, helpful and otherwise." The rational customer is a myth. We're more likely to pay more attention to objects on our right. More likely to gravitate to the number 9. More likely to buy cheap indulgences at the check-out. What's wrong with us?
  • It's not that we're idiots so much as we're lazy. Choosing anything is hard work, and our brains don't like to work that hard. As a result, we are attracted to simple answers to our difficult questions. This is the foundation of most biases, and it's true for shopping. Which of these similar shirts gives me the best value? That's a ridiculously hard question. What shirt will I get the best deal on? That's easy: It's the one that says "25% OFF", probably. Discounts make shopping simple -- not just on our wallets, but also on our brains.
  • It's no wonder bargains can become addictions. They give us a sense of accomplishment. They make us feel smart and frugal. For experiential shoppers, they punctuate the shopping landscape like road signs. For time-oriented shoppers, they save time.
  • ...1 more annotation...
  • There are two kinds of shoppers, says Brett Gordon, a professor at Columbia Business School. There's the bargain-hunter and the clock-watcher. If the first walks into a store without a bargain, she leaves. But the second customer isn't looking for markdowns. She's looking at her watch. She just wants what she wants, and fast, coupons or no.
Javier E

Social Development and Weapons Propelled Human Achievement - NYTimes.com - 0 views

www.nytimes.com/...15humans.html

social development weapons human achievement evolution society learning innovation

shared by Javier E on 09 Aug 13 - No Cached
  • what was the prime mover, the dislodged stone that set this eventful cascade in motion? It was, perhaps, the invention of weapons — an event that let human ancestors escape the brutal tyranny of the alpha male that dominated ape societies.
  • The two principal traits that underlie the human evolutionary success, in Dr. Hill’s view, are the unusual ability of nonrelatives to cooperate — in almost all other species, only closely related individuals will help each other — and social learning, the ability to copy and learn from what others are doing. A large social network can generate knowledge and adopt innovations far more easily than a cluster of small, hostile groups constantly at war with each other, the default state of chimpanzee society.
  • the answer to how humans became unique lies in exploring how human societies first split away from those of apes.
  • ...5 more annotations...
  • How did a chimplike society ever give rise to the egalitarian, largely monogamous structure of hunter-gatherer groups?
  • Dr. Chapais sees the transition as a series of accidents, each of which let natural selection exploit new opportunities. Early humans began to walk on two legs because it was a more efficient way of getting around than knuckle-walking, the chimps’ method. But that happened to leave the hands free. Now they could gesture, or make tools.
  • It was a tool, in the form of a weapon, that made human society possible
  • As soon as all males were armed, the cost of monopolizing a large number of females became a lot higher. In the incipient hominid society, females became allocated to males more equally. General polygyny became the rule, then general monogamy.
  • With only one mate, for the most part, a male had an incentive to guard her from other males to protect his paternity.
Javier E

A Lesson From Cuba on Race - NYTimes.com - 0 views

opinionator.blogs.nytimes.com/...a-lesson-from-cuba-on-race

race cuba racism capitalism

shared by Javier E on 18 Nov 13 - No Cached
  • Those issues relate to what another writer here, George Yancy, in writing about the Trayvon Martin case, referred to as a “white gaze” that renders all black bodies dangerous and deviant. Unless we dismantle this gaze and its centuries-strong cultural pillars, it will be difficult to go past the outrage on race.
  •  our unjust economic system. Under this system, people compete for basic goods and services in what seems to be a fair and non-discriminating market. But since they enter this market from vastly different social circumstances, competition is anything but fair. Those who already possess goods have a much better chance of renewing their access to them, whereas those who don’t have little chance of ever getting them.
  • an examination of the recent history of Cuba does in fact provide valuable lessons about the complex links between economic justice, access to basic goods and services, racial inequality, and what Gutting refers to as “continuing problems about race.”
  • ...11 more annotations...
  • If by economic justice we mean egalitarian access to basic goods and services such as food, health, housing, employment and education, then Cuba came closer than any other country in our hemisphere to fulfilling this ideal.
  • the economic and social programs promoted by the Cuban government produced dramatic results. By the early 1980s, when reliable data to measure the impact of such programs became available, inequality according to race had declined noticeably in a number of key indicators. The life expectancy of nonwhite Cubans was only one year lower than that of whites; life expectancy was basically identical for all racial groups
  • the Cuban race gap in life expectancy was significantly lower than those found in more affluent multiracial societies such as Brazil (about 6.7 years) and the United States (about 6.3 years) during the same period.
  • Racial differences in education and employment had also diminished or, in some cases, even  disappeared. The proportion of high school graduates was actually higher among blacks than among whites in Cuba, whereas the opposite was true in both Brazil and the United States.
  • In other words, despite Cuba’s success in reducing racial inequality, young black males continued to be seen as potential criminals. Perceptions of people of African descent as racially differentiated and inferior continued to permeate Cuban society and institutions.
  • Despite the massive changes discussed here, blackness continued to be associated with negative social and cultural features. Black was still ugly. Black still meant deficit of culture and refinement, rates of schooling notwithstanding. Black was still associated with violence, rape, robbery, crime. Black continued to be black.  The justice system kept criminalizing black youths, sending a scandalous number of them to prison.
  • in the 1980s blacks represented the vast majority of the inmate population in Cuba.
  • Those found to be “dangerous” could be deprived of freedom even without committing acts defined as crimes by the law. In other words, this was a legal institution particularly vulnerable to the influence of preconceptions and stereotypes
  • whereas nonwhites represented 34 percent of the adult population as a whole, their proportion among the socially “dangerous” was a staggering 78 percent
  • particularly in comparison to other multiracial societies in the Americas, the Cuban occupational structure was significantly less unequal according to race. On top of that, salaries in the massive public sector (over 90 percent of employment at the time) were regulated by law, so income differences were also extremely low.
  • Those issues relate to what another writer here, George Yancy, in writing about the Trayvon Martin case, referred to as a “white gaze” that renders all black bodies dangerous and deviant. Unless we dismantle this gaze and its centuries-strong cultural pillars, it will be difficult to go past the outrage on race.
Javier E

A Sunken Kingdom Re-emerges - NYTimes.com - 0 views

www.nytimes.com/...sunken-kingdom-re-emerges.html

archaology UK Europe human origins

shared by Javier E on 25 Jun 14 - No Cached
  • The site in Happisburgh was 900,000 years old, a time when mammoths and hippos still roamed in these parts. No human bones or prints that old had ever been found in Britain.
  • The footprints, the oldest known outside Africa, probably belonged to a family group of Homo antecessor, a cousin of Homo erectus that possibly became extinct when Homo heidelbergensis from Africa settled in Britain about 500,000 years ago, he said. Using foot-length-to-stature ratios, scientists estimate that the male was perhaps 5 feet 9 inches tall
  • suggest that they walked upright and looked much like modern humans, though their brains were smaller. If they had language, it was primitive. Living at the tail end of an interglacial era, as winters were growing colder, they may have had functional body hair. So far, there is no evidence that they used clothes, shelter, fire or tools more complex than simple stone flakes.
  • ...8 more annotations...
  • Before some basic tools were found here in 2010, it had been believed that humans had entered Britain much later, about 700,000 years ago, Dr. Ashton said. (Before 2005, when another set of tools was discovered in Suffolk, the presumed date was 500,000 years ago.)
  • “We can reconstruct the climate and climate change nearly one million years ago,” Dr. Ashton said. “The big lesson is, we have to adapt. Whether we like it or not, the climate will change — it always has — and today we are accelerating that change.”
  • Standing on the ridge above Cardigan Bay in Borth, Dr. Bates described what the area would have looked like at the height of the last ice age some 20,000 years ago: more than half a mile of ice overhead and dry land stretching across today’s North Sea. The sea level was 400 feet lower than it is today.“You could have walked from Denmark to Yorkshire in those days,”
  • About 10,000 years ago, temperatures warmed sharply, by eight to 10 degrees Fahrenheit. By that time, the European ice sheets had melted, but the much thicker North American sheets took much longer. While the climate had warmed to today’s levels, allowing mixed oak woodland to grow and humans to recolonize Britain, the sea level remained some 130 feet lower for another 3,000 years.
  • When it did rise, it would have been traumatic for the population, wiping out whatever settlement there was,
  • “Even in the reduced life span of the day, the coastline would have advanced dramatically,”
  • The ultimate legend, of course, is Atlantis, which Plato placed somewhere in the North Atlantic.
  • “It was a traumatic geological event, and people turned it into a story to make sense of it,”
julia rhodes

My 'Small Video Star' Fights for Her Life - NYTimes.com - 0 views

thelede.blogs.nytimes.com/...video-star-fights-for-her-life

nytimes com malala attack adam ellick taliban pakistan

shared by julia rhodes on 24 Oct 13 - No Cached
  • I had the privilege of following Malala Yousafzai, on and off, for six months in 2009, documenting some of the most critical days of her life for a two-part documentary.
  • When Malala opted for some trashy American sitcoms, I was forced to remind myself that this girl – who had never shuddered at beheaded corpses, public floggings, and death threats directed at her father — was still just a kid.
  • she is a teenager, fighting for her life after being gunned down by the Taliban for doing what girls do all over the world: going to school.
  • ...6 more annotations...
  • she diplomatically told her father that she, not he, was the person to solve the problem — an uncommon act that defies Pakistani familial tradition. As he walked away, she offered me a smirk of confidence.
  • She hosted foreign diplomats in Swat, held news conferences on peace and education, and as a result, won a host of peace awards. Her best work, however, was that she kept going to school.
  • The Malala I know transformed with age from an obedient, rather shy 11-year-old into a publicly fearless teenager consumed with taking her activism to new heights. Her father’s personal crusade to restore female education seemed contagious.
  • Malala beamed as I pressed her father to treat his wife as an equal. Sometimes I felt like her de-facto uncle. I could tell her father the things she couldn’t.
  • I was enamored by Malala’s presence ever since that sentence. But Swat was still too risky. For the first time in my career, I was in the awkward position of trying to convince a source, Ziauddin, that the story was not worth the risk.
  • I too wanted her to access the broader world, so during one of my final nights in Pakistan, I took a long midnight walk with her father and spoke to him frankly about options for Malala’s education. I was less concerned with her safety as the Pakistani military had, in large part, won the war against the Taliban. We talked about her potential to thrive on a global level, and I suggested a few steps toward securing scholarships for elite boarding schools in Pakistan, or even in the United States. Her father beamed with pride, but added: “In a few years. She isn’t ready yet.” I don’t think he was ready to let her go. And who can blame him for that?
  • julia rhodes on 24 Oct 13
     
    Written by Adam Ellick, WFS alumni
Javier E

Europe Stifles Drivers in Favor of Mass Transit and Walking - NYTimes.com - 0 views

www.nytimes.com/...27traffic.html

europe car policy urban walking transport

shared by Javier E on 28 Jun 11 - No Cached
  • Today 91 percent of the delegates to the Swiss Parliament take the tram to work
  • Mr. Fellmann calculated that a person using a car took up 115 cubic meters (roughly 4,000 cubic feet) of urban space in Zurich while a pedestrian took three. “So it’s not really fair to everyone else if you take the car,”
  • European cities also realized they could not meet increasingly strict World Health Organization guidelines for fine-particulate air pollution if cars continued to reign. Many American cities are likewise in “nonattainment” of their Clean Air Act requirements, but that fact “is just accepted here,”
  • ...1 more annotation...
  • While many building codes in Europe cap the number of parking spaces in new buildings to discourage car ownership, American codes conversely tend to stipulate a minimum number.
Brooke Winfield

Bergdahl has Walked Away Before - 0 views

http://www.nytimes.com/2014/06/06/world/asia/bowe-bergdahl-walked-away-before-military-report-says.html?ref=world&_r=0

started by Brooke Winfield on 05 Jun 14 no follow-up yet
Javier E

The Nationalist Solution - NYTimes.com - 0 views

www.nytimes.com/...-the-nationalist-solution.html

nationalism extremism spiritual secularism theology origins mideast islamist culture history

shared by Javier E on 20 Feb 15 - No Cached
  • From the very beginning, we have treated the problem of terrorism through the prism of our own assumptions and our own values. We have solipsistically assumed that people turn to extremism because they can’t get what we want, and fail to realize that they don’t want what we want, but want something they think is higher.
  • Religious extremism exists on three levels. It grows out of economic and political dysfunction. It is fueled by perverted spiritual ardor. It is organized by theological conviction. American presidents focus almost exclusively on the economic and political level because that’s what polite people in Western capitals are comfortable talking about.
  • people don’t join ISIS, or the Islamic State, because they want better jobs with more benefits. ISIS is one of a long line of anti-Enlightenment movements, led by people who have contempt for the sort of materialistic, bourgeois goals that dominate our politics. These people don’t care if their earthly standard of living improves by a few percent a year. They’re disgusted by the pleasures we value, the pluralism we prize and the emphasis on happiness in this world, which we take as public life’s ultimate end.
  • ...6 more annotations...
  • They are doing it because they think it will ennoble their souls and purify creation.
  • People who live according to the pure code of honor are not governed by the profit motive; they are governed by the thymotic urge, the quest for recognition. They seek the sort of glory that can be won only by showing strength in confrontation with death.
  • Extremism is a spiritual phenomenon, a desire for loftiness of spirit gone perverse.
  • You can’t counter a heroic impulse with a mundane and bourgeois response. You can counter it only with a more compelling heroic vision. There will always be alienated young men fueled by spiritual ardor. Terrorism will be defeated only when they find a different fulfillment, even more bold and self-transcending.
  • In other times, nationalism has offered that compelling vision. We sometimes think of nationalism as a destructive force, and it can be. But nationalism tied to universal democracy has always been uplifting and ennobling. It has organized heroic lives in America, France, Britain and beyond.
  • Young Arab men are not going to walk away from extremism because they can suddenly afford a Slurpee. They will walk away when they can devote themselves to a revived Egyptian nationalism, Lebanese nationalism, Syrian nationalism, some call to serve a cause that connects nationalism to dignity and democracy and transcends a lifetime.
Javier E

Where Americans Turned the Tide in World War I - NYTimes.com - 0 views

www.nytimes.com/...d-the-tide-in-world-war-i.html

WWI US battle war france

shared by Javier E on 26 Oct 14 - No Cached
  • In a way, what one division of American soldiers and marines did there in June of 1918 is responsible for the carnage that took place to the east throughout the summer and fall that followed: Had they not attacked and taken those woods from the Germans, many historians believe, Germany would have won the war that month.
  • Plenty of others believe it, too. “If the Americans don’t stop the Germans at Belleau Wood, the Germans take Paris — the war is finished,” Jacques Krabal told me. Mr. Krabal is the mayor of Château-Thierry; every day, as he walks about the city, he can see, looming over it from the heights above town, the massive American monument built a decade later to commemorate Belleau Wood and the battles that followed it that summer.
  • In the spring of 1918, the Germans launched a series of offensives in France designed to win the war before too many more American troops could get there. The first two were exceedingly successful; the third was, too, until a fledgling American force pushed back at Château-Thierry. The Germans instead took up positions behind formidable defenses in nearby Belleau Wood — only about 40 miles from Paris, the closest they’d gotten since 1914. The French were panicked: As their roads clogged with terrified refugees, Allied commanders confided to one another that the war was lost, and drew up plans to abandon the French capital. Their only hope was to drive the Germans out of Belleau Wood somehow, but French commanders dreaded the prospect of such an assault. So they asked General John J. Pershing to do it.
  • ...2 more annotations...
  • America’s first great victory in the war was a costly one. The Marines alone took more casualties in those three weeks than they had in the entirety of their existence. Private Lee was shot through the wrist on June 12; Captain Williams was killed that same day. There are 2,288 men buried in the Aisne-Marne American Cemetery, just behind the woods. Almost four times as many are buried in the much smaller German cemetery nearby.
  • Belleau Wood looks today much as it did in 1918, and presents visitors to this part of the country with their best opportunity to get a sense of what it was like during the war. It is filled with trenches, shell holes and fox holes, so many that no one ever bothered to put up signs pointing them out. The cemetery staff has in recent years blazed a walking trail through the forest and has printed a self-guided tour. It starts at a visitors’ area with a statue and lots of retired big guns, then moves into the woods. Trenches meander right alongside the path; it’s easy to envision it all — the shooting, the shelling, the hunkering and praying and dying.
Megan Flanagan

LA County deputies fire 33 rounds at gunman - CNN.com - 0 views

www.cnn.com/...index.html

shared by Megan Flanagan on 14 Dec 15 - No Cached
  • Los Angeles County officials are investigating the shooting of a man killed by deputies who fired 33 rounds
  • Nicholas Robertson, 28, walking down a road in Lynwood on Saturday morning carrying a gun in his left hand.
  • Robertson behaving erratically and shouting expletives
  • ...8 more annotations...
  • At least six businesses or residents called 911 to report the gunman. Read More
  • evidence indicates that Robertson did fire his .45-caliber semiautomatic handgun in the area.
  • Those 911 calls depict different behaviors of the suspect,"
  • man fired six to seven rounds as he was walking through a residential area
  • Some indicate that he was armed. ... And then there were others that indicated not only was he armed, but had actually discharged the firearm several times."
  • Robertson turned his body with the gun toward the deputies, who opened fire and killed Robertson.
  • one deputy fired 17 shots, and another fired 16.
  • fatal deputy-involved shooting gets independent investigations from the local district attorney's office and the county coroner
anonymous

Army: Bergdahl to face highest level military court-martial - 0 views

www.usatoday.com/...77304602

shared by anonymous on 15 Dec 15 - No Cached
  • highest level of military court-martial, which can impose a harsh penalty.
  • walking off his post in Afghanistan
  • captured by Taliban insurgents, who held him for nearly five years.
  • ...14 more annotations...
  • rejected a recommendation from an Army investigating officer that the case be heard by a "special court-martial,"
  •  "hoped the case would not go in this direction."
  • the Obama administration exchanged Bergdahl for the release of five Taliban prisoners held in Guantanamo Bay in a deal that triggered outrage from some lawmakers.
  • Bergdahl, 29, is charged with desertion and misbehavior before the enemy.
  • "They're putting the hammer down."
  • r that his committee would hold hearings on the case if Bergdahl is not punished for his actions.
  • "The convening authority did not follow the advice of the preliminary hearing officer who heard the witnesses,"
  • Some of his platoon mates in Afghanistan said Bergdahl let his colleagues down by walking off his post,
  • when a manhunt was launched in an effort to find him.
  • Americans can hear Bergdahl's own account of his actions in the popular podcast, Serial,
  • he had concerns about his command's leadership and wanted to bring them to the attention of top leaders.
  • He said he quickly realized that leaving was a mistake, then concocted a plan to redeem himself by trying to stalk Taliban insurgents to get valuable intelligence
  • "I had this fantastic idea that I was going to prove to the world that I was the real thing," Bergdahl said in the interview. "You know, that I could be what it is that all those guys out there that go to the movies and watch those movies — they all want to be that — but I wanted to prove I was that."
  • "Doing what I did is me saying that I am like, I don't know, Jason Bourne," he said
mcginnisca

We Talked to One of the World Trade Center Bombers About ISIS and Mass Shootings | VICE | United States - 1 views

www.vice.com/...lamic-state-and-mass-shootings

world trade center US politics history ISIS terrorism

shared by mcginnisca on 08 Dec 15 - No Cached
  • Eyad Ismoil is one of the half-dozen men convicted for carrying out the World Trade Center bombings in 1993
  • sentenced to 240 years in prison for driving a rental van packed with a bomb into a garage, killing six and injuring about 1000 more
  • for someone who's supposed to "hate the infidels," he shows no signs of loathing towards the many prisoners and staff who openly despise him.
  • ...14 more annotations...
  • when I first asked Ismoil about ISIS after the Paris attacks, he asked me one question back: "Why do you think they did it?" I responded with the only thing I knew: "They hate us."
  • He said that to resolve the conflicts between extremists in the Middle East and the West, it was important to talk "human to human," but he also made it clear that he empathizes at least somewhat with the Islamic State. Unsurprisingly, many of his views would be considered appalling to the vast majority of Americans, but our conversation gave me a window into the worldview of people who think the US is to blame for terrorism.
  • So, the question should be who is the first to be blamed? Tell both sides of the story.
  • You don't have to recruit people for ISIS. They're Muslims from all over the world that have seen an injustice after 25 years and want to help their brothers. What you have to understand is the Iraqi people are the most stubborn of the Muslim world. They won't accept occupation or humiliation.
  • People over in America ask why ISIS did this. [But] people in the Middle East ask, "Why is the US doing this to us?" Put yourself in their shoes—France is dropping bombs for a year in Iraq and [more recently] Syria, destroying everything, women, children, buildings... A bomb doesn't discriminate between ISIS or women and children—it just destroys.
  • ISIS is not jihadists recruited from all over to fight. They are the Sunni Muslims that have lived through 25 years of wars, torture, and rapes. They are the Iraqi and Syrian people that have suffered from unjust wars started by the US government. And when the US government [mostly pulled out of] Iraq in 2010, the Shia and Maliki government started killing the Sunni day and night under the watch of the Americans.
  • Imagine the Iraq and Syrian people. After a year of bombing, you see your people killed, land destroyed, children scared to do anything more than hide in the corners all day. All this coming from bombs in the sky and you can't stop it. What would you do?
  • My religion prohibits attacks on civilians. Unfortunately, many Muslims don't know much about Islam
  • What about the Planned Parenthood attack?What this man did is worse then what the doctors do. If this is what he's angry at, taking life, he did worse. Islam doesn't believe in abortion—all life is precious....[But] what he did was kill adult people who are grown. How is he trying to solve the issue?
  • For every action, there's a reaction. If you throw a ball against a wall, it's going to come back at you. If you throw a ball hard, it's going to come back at you hard. This is the problem with all sides in these wars. We hit you, you hit back. We hit you hard, you hit back harder. Back and forth, back and forth. Nobody wins. Both sides end up with death and destruction.
  • The Arabs are not radicalizing themselves. Your government action is radicalizing the Arabs
  • The only thing that keeps us just is Islam. Because in Islam, the peace, the justice, comes from the sky. The one who created earth and man, he knows best.
  • To solve the problem from the root, everyone has to become human. They need to talk, human to human. Let the people decide what they want. Leave them alone. Everyone can come together and say enough is enough. How long are we going to keep this action up? For the rest of our lives?It's the law of the jungle that we're living in right now. We were given more sense than this. We walk on two legs, with our heads high. But right now, we are walking with our heads down. We need to lift our heads up, and use the brains God created for us.
  • "hate the infidels,"
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