The Myth of the Digital Native

An interesting piece from Josh Sternberg, at The Atlantic, "Social Media's Slow Slog Into the Ivory Towers of Academia." The "myth" of the digital native holds that students don't actually know as much about digital technology as some professors claim, and the myth holds because professors are afraid of being shown up by savvy students. At community college there's something of a digital divide ---- so there really is a myth of the digital native --- but there's still a core of students on the cutting edge of technology. So, we can learn from our students, but it takes professors to give up some control over learning so that it's a conversation in the classroom rather than a disquisition. That doesn't work all the time, since I believe students need frequent chalk and talk lectures to impart the important stuff that they simply don't know. But soliciting feedback on an area of learning where students have a homefield advantage creates win-win situations. Besides, it's a lot more fun to talk about the cool stuff.

Hugs and Thanks to Maggie Thornton

Maggie picked my piece on teaching the Gettysburg Address: "Donald Douglas: A Professor Teaching Real Political History."



And from the comments there:

In today’s American world, this professor is a gem!

Well, thank you!!



More at Maggie's Notebook.



Also, a warm appreciation goes to Gator Doug: "The DaleyGator supports our friend, Donald Douglas."



I get by with a little help from my friends.

'I Admire Your Passion'

My classes went really well last week. And recall on Tuesday I mentioned that I'd be covering Abraham Lincoln and the Gettysburg Address during lectures. Well, I stress how President Lincoln appealed to Thomas Jefferson in the first paragraph of the Address, where he wrote:

Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.

The Civil War was not initially fought for the emancipation of the slaves, but for the preservation of Union. After Gettysburg the correlation of forces was shifting, and when Lincoln was asked to present at the dedication for the Soldiers' National Cemetery, he put great effort into composing a dedication that would transcend divisions and unify the continued campaigns around an elevated set of war aims focusing on human freedom and the American experience. Should the country be forever divided, it was very well possible that the spark of liberty would forever "perish from the earth."



While presenting the discussion to my students, I pull up my photo of President Lincoln's statue at the Lincoln Memorial, and I ask if students have visited Washington, D.C. A lot of students have not been to the nation's capital, so I share how I felt when I've visited, and I stress how deeply affected I have been, and how especially moving is the Lincoln Memorial. My textbook features a photograph of the left-hand wall of the Memorial, where the Address is engraved, and I mention how there are always people sitting down beneath it, reading quietly in appreciation. And then I remind students that Martin Luther King, Jr., gave his "I Have a Dream" speech from the steps of the Memorial. And if you visit, make sure to look for the inscription at the top of the steps, where it says that MLK delivered his speech from that very spot, August 28th, 1963. And I recite for my students how Dr. King challenged the country to "live out the true meaning of its creed, that all men are created equal." And I draw the line of liberty back from Dr. King to Abraham Lincoln to Thomas Jefferson, and I remind folks that while this nation was indeed founded in crisis --- the crisis of slavery --- our greatness lies in our charter documents, pieces of parchment holding the political philosophy that pushes Americans to a higher moral standard, a template of universal goodness, one that still shines bright in the world. And we as citizens can't just stand on the sidelines hoping that the American democracy will continue, but that we have an obligation to ourselves and our fellow citizens to continue the work of our forefathers, to continue to ensure that democracy "shall not perish from the earth."



In any case, I do enjoy the discussions with students, and after my very last class on Tuesday, a young woman named Rebekah came up after I dismissed the class, and she said to me, "You know, Dr. Douglas, I admire your passion." I thanked her and I returned the compliment, because she's been very engaged in class, asking questions and volunteering to lead the discussions. Moments like that are what really make teaching meaningful. I hope I have a lot more of these over the course of the semester.



Also, related, I blogged Steven Givler's recent essay on the New York Times, where he mentioned we might benefit from the example of community college professors, and after I commented at the post, Steven wrote:

Hi Donald, I was actually thinking of you when I mentioned the community college.

As I always say, conservatives are good people. And I'm strengthened by the periodic feedback I receive that I am indeed doing something that is good and decent, and those efforts are not entirely overlooked by both my students and those who have followed my writing. Those of us of good moral standing know that decency and right always prevail, but we can never let our efforts wane, for Satan's toilers stalk along the sidelines, looking for a chance to weaken us and pave the way for darkness to spread across the land. We have faced the danger in history and we have come near to it again of late. Thankfully, the Obama interregnum is now half past, and we can soon push to victory in 2012 and reclaim some of the liberty that the dark side has vanquished.



Be strong dear friends and readers. I'm still in the fight.

The Myth of the Extraordinary Teacher

From Ellie Herman, at Los Angeles Times:

The kid in the back wants me to define "logic." The girl next to him looks bewildered. The boy in front of me dutifully takes notes even though he has severe auditory processing issues and doesn't understand a word I'm saying. Eight kids forgot their essays, but one has a good excuse because she had another epileptic seizure last night. The shy, quiet girl next to me hasn't done homework for weeks, ever since she was jumped by a knife-wielding gangbanger as she walked to school. The boy next to her is asleep with his head on the desk because he works nights at a factory to support his family. Across the room, a girl weeps quietly for reasons I'll never know. I'm trying to explain to a student what I meant when I wrote "clarify your thinking" on his essay, but he's still confused.

It's 8:15 a.m. and already I'm behind my scheduled lesson. A kid with dyslexia, ADD and anger-management problems walks in late, throws his books on the desk and swears at me when I tell him to take off his hood.

The class, one of five I teach each day, has 31 students, including two with learning disabilities, one who just moved here from Mexico, one with serious behavior problems, 10 who flunked this class last year and are repeating, seven who test below grade level, three who show up halfway through class every day, one who almost never comes. I need to reach all 31 of them, including the brainiac who's so bored she's reading "Lolita" under her desk.

I just can't do it.

Keep reading to get to the myth of extraordinary teachers, although I'll add this part:

I understand that we need to get rid of bad teachers, who will be just as bad in small classes, but we can't demand that teachers be excellent in conditions that preclude excellence.

Actually, I'm not even sold on the idea of "really bad" teachers. Some aren't that great and probably shouldn't be teaching. I can think of a couple of professors at my college who have absolutely no social skills, and hence have a hard time reaching a comfortable or appropriate level of interaction with their students. But I also often hear reports about how such-and-such teacher changed some student's life. It's that level of interaction that gives meaning. The students I'm able to help most are generally those who take the time to break from the routine of just showing up. I'll be there to help students, inside the class and out. I'm especially thankful when students make an effort to attend office hours and share with me their own challenges or difficulties. That's when I can assess what needs to be done, and I can design some kind of extra program of help or attention, from either myself or other resources on campus. But all those stories Ms. Herman shares about her students, well, I have some as well. It's the inside of education that's not always known or understood. A lot of this is economic disadvantage, but a lot is just the way things are, that not every student who comes to us turns out as a Ph.D. candidate to Harvard. You make a difference where you can, helping students to learn and move forward. And hopefully you get a little recognition in return, even if it's just a well-needed thank you for your efforts.

Save Our Schools March and National Call to Action

I've forgotten now, but I'm sure I got a few NEA e-mails on this. Here's the website.

These people are angry and stupid, and dangerous combination. Video c/o Glenn Reynolds:

Lessons in Handling Plagiarism From Professor Panagiotis Ipeirotis

I had a nightmare class at UCSB in 1999, the second lecture class I taught as in independent instructor. It was a Black Politics class. I had a running battle with radical students throughout the quarter. I even had one dude pull me aside to say, "Hey, man, this is how you teach the class." I wasn't down hard enough on the Man, apparently. This dude, and some of his allies, wanted a course in victimology and racial recrimination. And I was doing straight civil rights developments and the political science of voting rights and redistricting. It started to be a nightmare. Students complained to the department that I graded their midterms "too hard." It was a big learning experience. And the final exam was the kicker. I caught a couple of black women cheating. They were passing their exam sheets back and forth with notes they'd written while writing their essays. They had arrows and diagrams tracing arguments. It was involved. When one of them turned in the exam I asked for the question sheet and she wasn't about to give it to me. I was like hello? This is what you do. So she reluctantly gave to me and later I turned the students over to the vice chair of the department. Within a couple of days I was called into the chair's office, Professor Lorraine McDonnell, who no one liked, and who had a reputation, basically, of piggy-backing off her husband, Professor M. Stephen Weatherford, a nice guy and sought-after research "quant" (a numbers and methods guy who sharpened research knives, which is hip in political science, a field that remains envious of the economics discipline for its much more formal and recognized academic rigor). Professor McDonnell threw me under the bus. (I ended up assigning grades to all students and being done with that class, and I moved on after that semester to teach at Fresno State.)

Anyway, check this piece at Inside Higher Ed, "Who Is Punished for Plagiarism?" (via Glenn Reynolds):

Panagiotis G. Ipeirotis has taken down the controversial blog post, but the debate is raging on without the original material.

Ipeirotis, a computer scientist who teaches at New York University's Stern School of Business, wrote a post on his blog last week called "Why I will never pursue cheating again." In it, he told the story of how he found that about 20 percent of a 100-person class had plagiarized -- and described the fallout from his accusations. While Turnitin led to his initial suspicions, and gave clear evidence for some of the students, it only cast doubts on other students. Many of them confessed only when Ipeirotis told the class that if he didn't hear from those who had cheated, he would report the incident immediately -- whereas in the end he included in his report the information that students had admitted what they had done.

So why does Ipeirotis consider the experience a failure? His students became antagonistic, he wrote on the blog post, and gave him lower teaching evaluations than he had ever received before. And those poor teaching evaluations were cited in a review that resulted in the smallest raise he had ever received.

Keep reading.

Ipeirotis' post is taken down temporarily. But Ruan YiFeng's Blog has excerpts. I like this:

“The process of discussing all the detected cases was not only painful, it was extremely time consuming as well.

Students would come to my office and deny everything. Then I would present them the evidence. They would soften but continue to deny it. Only when I was saying “enough, I will just give the case to the honorary council who will decide” most students were admitting wrongdoing. But every case was at least 2 hours of wasted time.

With 22 cases, that was a lot of time devoted to cheating: More than 45 hours in completely unproductive discussions, when the total lecture time for the course was just 32 hours. This is simply too much time.”

Students, in general, are inveterate liars when it comes to grades and classroom performance. I'd need more information, but this sounds like Ipeirotis' crucible from the trenches. You can't be an excellent teacher without failing a few times. And in this case there was something wrong, very wrong, with the course design. Exams and paper assignments have to be designed to prevent cheating. If he's doing research papers, there's got to be a way to create a project that students can't easily off load from the web. I still catch about one student plagiarizing a paper every year in World Politics, and usually a couple in American Government. And technically, you can't just fail them without due process. And to provide due process requires a formal administrative review and possibly hearing, and most professors don't even grasp the legal significance of the process. Since I've been a "traditional" professor on the issues, I had some experience dealing with problems at my college and soon I ended up leading a couple of workshops on academic discipline. It's the same stories over and over again. A lot of things you hear are just like what Professor Ipeirotis recounts. And that's why each professor has to develop an assignment regime that makes cheating hard, but they've also got to be ready to uphold standards. For the most part, my college today backs professors. Maybe students at community college aren't as powerful --- or their parents have less resources --- as students at competitive universities, but it pays to lay the administrative groundwork for upholding policies inside the classroom. Without that backing, teaching, inevitably, will be no fun.

New York Minority Parents Protest National Association for the Advancement of Colored People (NAACP) and the United Federation of Teachers (UFT)

Hopefully we'll be seeing more protests like this.

At Big Government, "Inner City Parents Protest Teachers’ Union, NAACP Over Charter School Lawsuit" (via News Alert):

Teacher Evaluation System Examines Classroom Performance

I'm all for increasing performance, but most of the time it's not the fault of the teachers if students aren't learning. The culture's totally FUBAR, as I've written here many times. That said, I'm not against the classroom observations, as discussed at the article. It depends though: Who are the evaluators? If it's a bunch of progressive educators marinated in failed methodologies of reform (I don't do "group work", for example), will teachers get a fair shake? A lot of these evaluation systems seem punitive. Still, it's a complicated issue, for while I'd probably stand with the unions against flawed evaluations, I'd oppose them on fiscal reforms and teacher pay and benefits. Anyway, at least the fear factor pushes teachers to excel in the classroom.

At New York Times, "Teacher Grades: Pass or Be Fired":

The evaluation system leans heavily on student test scores to judge about 500 math and reading teachers in grades four to eight. Ratings for the rest of the city’s 3,600 teachers are determined mostly by five classroom observations annually, three by their principal and two by so-called master educators, most recruited from outside Washington.

For classroom observations, nine criteria — “explain content clearly,” “maximize instructional time” and “check for student understanding,” for example — are used to rate the lesson as highly effective, effective, minimally effective or ineffective.

These five observations combine to form 75 percent of these teachers’ overall ratings; the rest is based on achievement data and the teachers’ commitment to their school communities. Ineffective teachers face dismissal. Minimally effective ones get a year to improve.

Ouch! That is harsh!

Back to Teaching at California State Universities

From Naomi Schaefer Riley, at Los Angeles Times, "Cal State system: It's time to get back to teaching."

There's no quick quote to capture the essence here. Full-time faculty don't do much teaching, it turns out, or at least not "the bulk" of it. Mostly adjuncts nowadays. It's weird, though, because I had the best professors at Fresno State. I think I had one grad student TA, in math. And the professor referred all questions to him, and while the TA was a good guy, proficient, etc., that's probably not the best example of cutting-edge teaching. The Political Science Department was great though. So much better than the University of California, in terms of access to the professors. I mentioned previously that the more hands on attention professors provide, the more they'll help their students. That's what happening in my classes, and I still can't do enough to overcome the skills deficits kids bring to college. So yeah, focus on teaching at Cal State. (And check that link: Schaefer Riley notes that Cal State's at risk of closing ten campuses and turning away 100,000 students --- seems unreal.)

Conservative Law Professor Denied Emeritus Status at University of Montana

It's hard out there for the good ones.

At TaxProf Blog, "Conservative Law Prof Decries Faculty's 'Petty' Decision to Deny Emeritus Status." ( via Volokh).

More at the Missoulian, "Former UM law professor Natelson denied emeritus status by faculty."

Former University of Montana law professor and outspoken conservative Rob Natelson has been denied his request for professor emeritus status, a decision he called "petty" and "inexplicable."

Natelson, who retired in May 2010 after serving 23 years as a professor in the law school to take a job as a senior fellow with the Independence Institute, was informed upon his return to Montana in June that the law school faculty had voted against granting the constitutional scholar emeritus status.

Emeritus status is granted to a retiring professor whose colleagues feel he or she is worthy of the academic recognition and prestige based on the faculty member's research, service and instruction during his teaching tenure.

"Emeritus status for retirees is pretty routine and almost always given," Natelson said. "I find the whole thing very peculiar. Even though there's a history here, this thing seems so petty, so small."

Natelson was apparently one the most published professors on the faculty. Denial of emeritus status was clearly driven by ideological hatred. Progressives suck.

'State of Emergency' Rally, Los Angeles, May 13, 2011

I couldn't make it. I covered Noam Chomsky the weekend before, and then David Horowitz a couple of days after --- and we were at finals week, and I was finishing up all of my grading. But I would have loved to have made it. The place was swarming with communists. For weeks before my union leadership was flooding the campus e-mail system with announcements on bus transportation to Pershing Square. State administrative regulations were violated in this, but no one on my campus seems to care, as long as it's far left-wing agitation that's being promoted.

Anyway, Ringo was there, with an awesome photo-essay: "L.A. Teachers Unions "State of Emergency" Rally - Los Angeles, CA 5/13/2011."

And Reason.tv always features killer reports:

Teachers Scramble to Incorporate News of Bin Laden's Death Into Lessons

Well, I wasn't scrambling.

I had the presidency scheduled for two classes today anyway, and it was interesting, especially because lots of students were shocked to find out that the death pictures of Osama Bin Laden were fake. But we had some great discussion. It occurred to me especially that President Obama's tenure will be defined more than ever as a wartime president. He's already presiding over three wars, and the frequency of U.S. predator drones strikes accelerated under this adminsration, but we're now at a turning point in the war on on terror, and last night's success will redound to this president's benefit. (See CSM, "Osama bin Laden's death will boost Obama approval rating, but for how long?") Indeed, one student asked how developments will help Obama's public approval ratings?

In any case, here's this at the Orange County Register, "Schools quick to integrate bin Laden death into lessons":

Across Orange County, many teachers scrambled Monday to change lesson plans to incorporate news about Osama bin Laden's death.

Teachers led discussions of the significance of killing the world's most-wanted man, while students debated everything from whether the world is now a safer place, to the root causes of terrorism.

At Dale Intermediate in Anaheim, seventh-grade world history teacher Grant Schuster began his classes Monday with a slide show of images from the Sept. 11 terrorist attacks. He followed that with the video from Sunday of President Barack Obama's announcement that bin Laden had been killed by American special forces.

Students in all three of his morning classes applauded at the conclusion of Obama's recorded speech.

"Many of students don't have memories of 9/11 because they were too young," he said. "Some of my students are asking if terrorism is over. But others are quick to explain that no, it's not. And we still have to be very careful."

Schuster also explained to his classes that bin Laden's death will allow families of victims of the terrorist attacks to continue their emotional healing.

"I would have been remiss if I didn't spend at least half of the period today talking about bin Laden," he said. "This served as a valuable teaching tool."

More at the link above ...

California's Public Pensions Crisis

From Steven Greenhut, at O.C. Register, "Pensions Pushing California to the Brink":

There's no getting away from the pension issue these days or from the fact that the state's pension system is on the brink of disaster unless pensions for state and local workers are pared back dramatically. The only people in denial these days are the Brown administration and the state's legislative leaders, as their response to a prestigious government report makes clear.



The well-respected and non-partisan Little Hoover Commission drew some conclusions that even many pension reformers have been reluctant to make – namely, that pensions must be reduced for current employees. The state's unfunded liabilities, or pension debt, is estimated as high as a half-trillion dollars. That is the amount taxpayers will owe to make good on pension for current retirees and employees. Most of the debate has centered on reducing formulas for new hires, but as Little Hoover explained, that won't put a dent in the problem.

More at the link.



I'll be heading to Sacramento if anarcho-communists stage an occupation of the state capitol. Of course, we've got Governor Jerry Brown, so lefties should be well taken care of. Still, some of the anarchists don't care who's in power, so that'll make things tough for the SEIU commie thugs, who'll end up beating on folks who're basically on the same side.



RELATED: AT LAT, "GOP senators claim 'impasse' in budget talks with Gov. Jerry Brown."



Photo Credit, "Anne Stausboll, chief executive officer for the California Public Employees Retirement System, testifies on the state retirement system during a legislative hearing at the Capitol in Sacramento, Calif., Wednesday, March 2, 2011," Albany Times Union, "Democrats cool to targeting workers' pensions."

Wait! Yet More Progressives Calling for Revolution!

God, what is it with the people?

At The Blaze, "Jackson Call for College Students to Rise Up in Revolution, Blame Rush Limbaugh for ‘Huge Ignorance Movement’":

Also at WTSR, "Ralph Nader and Jesse Jackson Visit the College of New Jersey."

Communists Thrilled at Idaho's Precocious Progressive 17 Year-Old Who Took on the Luna Plan

Look, he's an extremely articulate 17 year-old. Interestingly, he says that student opposition to the Luna restructuring plan reflected spontaneous student revolt from below --- no teacher indoctrination, don't ya know! But the kid's a bit too in-the-know on the education lingo. He's hanging with a bunch of union goons at the rally, and perhaps he's got family members in the teaching profession. Or he's hoping to become a progressive teacher himself. Students of the world unite! But the fact that this has gone viral among the anti-establishment progressive fever swamps is telling. At communist Amy Goodman's Democracy Now!, "Idaho Students Stage Walkout to Oppose Teacher Layoffs, Collective Bargaining Curbs" (via Memeorandum):

The background is here: "Hundreds Rally Against Luna Plan."

Blogging Teacher Natalie Munroe Defends Critical Comments About Students

The AP story is here: "Embattled teacher: Blog spoke truth about pupils." Some cached blog posts are here: "CB East teacher suspended for blog investigation." And a sample, "A Big Problem Today":

My students are out of control. They are rude, disengaged, lazy whiners. They curse, discuss drugs, talk back, argue for grades, complain about everything, fancy themselves entitled to whatever they desire, and are just generally annoying.

Well, yeah. The problem is that as teachers we sign up to deal with that, and hopefully role-model better attitudes. That said, it's hard out there.

See as well, at WPVI-TV Philadelphia, "CB East teacher defends blog posts."

Plus, Monroe's got a report at the blog: "Bloggate - Day 1: The Scandal Begins":

See, what I'd done was written a casual blog. I talked about everything--such exciting topics as our trip to Sesame Place, my favorite (and least favorite) restaurants, my work experiences, the diaper genie. I had 9 followers--2 of whom were my husband and myself, the other 7 were friends. When I started it, my goal was to write 1-3 times a week, though I didn't usually have time to do it that much. I ended up writing 84 blogs between 8/9/09 and 11/25/10. (I remember that, at one point, my track of blogging was about equal with my gym-going, but my gym-going eventually surpassed my blog track. I went there religiously at least 3 times a week until my morning sickness started...) I slowed down at the end, writing only about 10 blogs between June and November. I was too busy with being pregnant, teaching a new curriculum, and being harassed at school to write anything between November and February.

Success Stories at LBCC

A student e-mailed this morning to say that she had plans for Veterans Day and wouldn't be attending class. And she added a post script:

P.S. Love the Dead Kennedys! Thought it was very cool you knew the lyrics to California Uber Alles when you were talking about Jerry Brown in class on Tuesday!

I don't know if that the kind of teaching excellence that Presdient Oakley is looking for, but that's cool my brief discussion of "California Über Alles" went over well with the students.

California Ballot Propositions Threaten Major Tax Hikes

A range of far left-wing lobbying groups is pushing for a major shift in California's tax structure. The effort got a boost this week by the findings of a pro-tax commission, reported at LAT, "California's Business Tax Burden No Heavier Than Average." Of course, out-of-control spending explains the state's fiscal problems, and the commission's report is a scam. See, "LA Times Thinks (Incorrectly!) That Business is Undertaxed":

The fundamental problem with the Times article, and much of the left-of-center criticism of California business taxation - is that they posit a world where public policy is a passive pawn in the hands of manipulative corporations ...

That's right, although that's WAY left-of-center criticism, for example, with the California Teachers Association's attacks on "corporate greed" seen in this "Yes on 24" video clip:

See also WSJ, "The Tax Me More State: Two Initiatives Would Further Punish California":

The Tax Foundation announced this week that California has the second worst business tax climate of the 50 states, with only New York more hostile to employers. Congratulations, but it gets worse. If a pair of ballot measures pass next week, the Golden State could soon take the tax lead and make even Albany look like Hong Kong.

Proposition 24 would raise $1.3 billion of new taxes on businesses, while Proposition 25 would allow the state legislature to pass budgets and tax increases with a simple majority vote, instead of the current mandated two-thirds supermajority.

The most pernicious is Proposition 25, which is being sold as a good government measure to end the state's annual fiscal follies and pass a budget on time. But what matters more than how a budget passes is what's in it. And the two-thirds rule that has prevailed since the passage of Proposition 13 in 1978 has been the lone restraint on the government unions and their political valets who have spent California to the brink of insolvency.

Only last year, voters were spared another huge tax increase when Democrats who control the legislature agreed with Governor Arnold Schwarzenegger on a budget deal. Using their leverage from the two-thirds rule, a GOP minority demanded a referendum, and the voters rejected the deal. The annual budget squabbles may be messy, but they draw much-needed public attention to what the spending interests would prefer to keep secret in Sacramento.

Proposition 25 is deceptive because its "intent" language that purports to explain its meaning to voters claims that the law "retains a two-thirds vote requirement for taxes." But "intent" sections aren't included in the state Constitution. Instead, the proposition clears the way for a straight majority vote for budgets and the more amorphous category of bills "related to the budget." That's an exception wide enough to drive a tax increase through, and nearly every state taxpayer group and their legal experts are convinced that this is an attempt to end-run Proposition 13.

Proposition 24 is also deceptive, starting with its title, "The Tax Fairness Act." It is opposed by just about every iconic employer left in the state ...

We'd prefer no such tax carve outs and a flatter tax code ... but in California they're the only break from the state's preposterously high tax rates. California imposes the fourth highest personal income tax rate on small business income (10.55%), the third highest state-local sales tax (9%), and the 13th highest corporate tax rate (8.84%).

The main sponsor and funder of these tax initiatives is — you'll never guess — the California teachers union. Need we say more? The unions are desperate for more taxpayer cash lest they have to adjust their health-care benefits and pensions as workers in the private economy have had to do. They seem to believe they have no stake in the state's economic growth so they can pile on taxes even with a 12.4% state jobless rate. A horrific 21.9% of the state's residents are either unemployed, can't find a full time job, or have become so discouraged they are only marginally attached to the labor force. But public employees, protected by the political class, live in an alternative universe ...

Rubber Stamp Man

The new ad from Christine O'Donnell (via Greta):

RELATED: "In new interview, O’Donnell: ‘God is the reason that I’m running’." And at The Hill, "O'Donnell: Prayer contributed to a bump in polls."

Men's Style

I've lost a little weight. Not much, about 4 pounds. I've been exercising and eating fruits and veggies (especially carrots). I'm making no predictions, but if I can keep going I'd like to go down a couple of belt sizes and buy a new suit or two and get back in the practice of dressing up for lectures.



Anyway, via Paco Enterprises, here's an interesting piece on men's fashion, from William M. Briggs, "Men’s Fashion Advice":

If you’re wearing a jacket (and you should) that has a breast pocket, that pocket should be filled to overflowing with a pocket “square”. The material of this object must only be cotton, linen, or silk. Polyester or any blend is forbidden because it looks cheesy.



Why wear one? Several reasons. The pocket square, like the tie, breaks up the monotony caused by draping one’s chest entirely in one fabric. Nobody now has the fortitude to wear a boutonniere, but these provide the same effect. The more the jacket angles towards one color and lack of pattern, the more the pocket square is needed. And if a jacket is loudly patterned, again, the pocket square can bring relief to the eye.



Ancient advice recommends a pocket square not be cut from the same bot as the tie. This advice is ancient because it is true. If the tie and pocket square match, the eye is strongly drawn to them, and you risk looking studied or goofy: worse, nobody will look at your face. Matching a pocket square to tie can be done, but the probability of a pleasing result is so low that it should not be attempted by the amateur.

More at the link.