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31 July 2011

Never send to know for whom the warning bleep tolls...

An embarrassing interlude.

We've all enjoyed, haven't we, those stories of people who go to technical support with a complete equipment failure ... only to discover that they haven't switched the equipment on.

I've encountered such cases myself. I've laughed with everyone else at those I heard recounted. Steve Wheeler recently recounted a satisfying example in which such a story provided well deserved come-uppance for arrogant behaviour.

But schadenfreude is a two edged sword.

Yesterday afternoon, when it was too late to visit my favourite computer workshop (or any other), the touchpad on my Lenovo N500 laptop (from which most of my writing is done) ceased to work. No response whatsoever.

I did all the obvious things. I rebooted. I went into the system manager, which told me that the touchpad was working. I went into the appropriate control panel settings. Etc, etc, and so forth. Eventually, I plugged in a wireless miniature mouse, and worked with that ... only slightly inconvenient in itself, but wearing over a long period of work.

This morning, I've done a web search and discovered that the problem is both well known and trivial. At the top right of my keyboard is a set of four indicators lights ... but, unbeknown to me, they are also touch sensitive buttons. Three of them have to do with sound volume or muting; since my sound is almost permanently off, I pay little attention to them. The fourth, apparently, is concerned with enabling or disabling the touchpad. Thinking back, I know what happened ... I brushed away some dust from the area behind the keyboar, as I have done a thousand times before ... and, for the first time apparently, chanced to brush over that little indicator.

A similar thing happened a couple of years ago. My wireless network link was dead. After a lot of investigation of abstruse software possibilities, I carted the machine down to that favourite computer workshop I mentioned. There, Mike looked at the problem, felt around the front of the machine, and flicked a switch ... restoring the wireless link instantly. “A good thing we found that before I started on billable work, isn't it?” he joked. here again, it was unfamiliarity ... I had turned off the wireless link for a good reason but, because that's something I very rarely do, I'd forgotten all about it.

Never send to know who the off switch mocks (to mangle John Donne's Meditation 17): it mocks thee.

29 July 2011

Chocolate and moral philosophy in Stone Lane

A general guiding rule, for me, is "never go back". If the place (or person, on context) holds bad memories, why revisit them; if good memories, why risk spoiling them? It's a good rule, on the whole ...when I forget to follow it, I usually wish I hadn't. However ... I'm human and I do, sometimes, forget. So, finding myself not far from a seaside town on the south coast of England, where I spent many happy fragments of my childhood, I have allowed myself to be tempted into a wander down memory lane ... or, more accurately, Stone Lane: a long rural road running out from the town's margins into open countryside.

The seven or eight kilometres of Stone Lane held only six houses, then, all in one cluster. There are eight now; still in one cluster, several carrying the same names as half a century ago though most of them are modern rebuilds on the sites of those I remember.

This one, for instance. It bears the same name, "Stonevale Cottage", as did the house where my maternal grandfather lived ... but it's a completely different building, perhaps twenty years old at most. And that builder's merchant (part of a large national chain) behind it: that occupies the quarter hectare of what was his garden and my adventure playground.

Next door to my grandfather, on his right, lived the Goldman family. Mrs Goldman was round faced and jolly; so was her husband, though he was crippled by some degenerative illness and moved slowly, painfully on crutches. Their daughter Julie, six or seven years older than I, good naturedly took me under her wing whenever we visited. Julie didn't even disown me when Simon, her first boyfriend, with motorcycle, leathers and Teddyboy haircut, hinted strongly that three was a crowd. Mr Goldman welcomed me into his shed; I watched as, leaning on his crutches, he worked a miniature lathe to produce tiny, working steam locomotives or aeroplanes. Mrs Goldman fed me scones, home made lemonade and raspberry jam, clotted cream.

Beyond the Goldmans were Mr and Mrs Villiers. I saw Mr Villiers rarely; he worked in London, leaving early and returning late. On rare occasions when I did meet him, he was tall, balding, and seemed ill at ease with me. He would frown, hop from foot to foot, say “well... hello ... old chap ... well...”, hop some more, say “well...” a few more times, then disappear. Mrs Villiers was a different matter; though quite severely arthritic, she moved continually if slowly about her house and her half hectare of garden, chatting with me the whole time about what she was doing. The Villiers, like the Goldmans, had a daughter; unlike Julie Goldman, though, Angela Villiers was probably twenty years older than I, lived elsewhere and visited only occasionally. I probably met Angela only three or four times in my life. On one of those occasions, though, she took me into her bedroom and showed me her complete childhood collection of Biggles books - the aviation adventure stories of W E Johns. So long as I took only one at a time, took great care of it, and returned it as soon as I finished it, I could borrow them whenever I liked. Over subsequent visits, through the years, I worked my way through them all.

Beyond the Villiers were the Kitsons. I sometimes played or went swimming with their son, Simon, if he wasn't at school. Mr Kitson drove a taxi, and was rarely seen unless he offered us a lift to the swimming pool. Mrs Kitson was simply a person who smiled and waved at Simon as we disappeared to play.

There was nobody beyond the Kitsons.

Opposite the front of my grandfather's house, on the other side of the lane, was the Birds' House. The birds were not a family; this was my grandfather's name for a strip of woodland, about fifty metres wide, which stretched the length of Stone Lane. To the right, southward past the Kitsons', it extended a couple of kilometres to the Top Road which I was not allowed to cross. Northward on the left it ran about five kilometres or so until stopped by the village of Five Elms, pausing only briefly after a few hundred metres to enfold a derelict brick works which could, according to an imaginative child's need, be anything from the Alamo through the lost city of the Incas to a Mars colony.

On the other side of my grandfather's house, to the left, were the Cotters. Mr Cotter was the archetypical caricature of a countryman: weatherbeaten, all brown leathery skin and sinew, grey hair, eyes that squinted into the sun, wind and rain even when he was indoors. He was retired (from what, I don't know) but still managed to work a full seven day week as part time game warden for several local farmers, jobbing gardener, repairer of bridges, stiles, culverts, fences and dry stone walls. He too, like Julie Goldman, good naturedly allowed me to trail around after him; from him I acquired portions of a lifetime's landcraft, learned how to track wildlife, discovered how to tickle a trout, saw fox cubs in their lair. Mrs Cotter was bed ridden (again, with what I do not know); the house was home to at least twenty cats, of which a dozen or so were always to be found on or around her bed. As a child I was afraid of her illness but enjoyed her company in the small snug bedroom. Mr Cotter would bring up a tray with a pot of tea or mugs of cocoa, a barrel of biscuits or a plate piled high with thick sliced dense grained home baked bread, toasted on the open fire and topped with fresh churned butter; Mrs Cotter called him Tom, and he called her Alice, and the three of us ate and talked surrounded by cats.

And beyond the Cotters to the left, the last dwelling to disturb the timeless arboreal solitude of Stone Lane, was the house of Miss Baines.

I am ashamed to say that, for no reason that I can now identify, I didn't like Miss Baines. So far as I can remember, she was never anything but kind and friendly to me; yet I maintained my dislike over the dozen years of our visits to Stone Lane. This thoroughly unjust feeling was so strong that, when I wanted to go down the lane beyond the Cotters' front gate, I crossed over and entered the Birds' House to a depth of ten metres or so, went left through the trees for a hundred metres until out of Miss Baines' line of sight, and only then emerge onto the road again.

When I was about seven years old, Miss Baines presented me with the first moral dilemma I consciously remember having to confront. She gave me a packet of chocolate buttons.

What should I do with these chocolate buttons? Of course, I wanted to eat them. Of course, I felt distrust of them. But, beyond those selfish considerations, I also felt the prickings of conscience and guilt. Was it hypocritical (not that I knew that word; was it wrong) to eat a gift knowing that I felt so much dislike for the giver? Was it ungrateful (I knew that word) not to eat them? Was it wrong to not eat, and thereby waste, food when some people had none? On a practical note: if I didn’t eat them, what was I to do with them? The best solution seemed to be to give them to someone else, who would want to eat them; but who, in the small world of Stone Lane, would accept and eat them without asking questions and (despite my feelings, I had no wish to hurt hers) without risk of Miss Baines hearing about it?

Eventually, I went down to the bottom of my grandfather's long, sloping garden, beyond the shed, beyond the tall lines of runner beans and sweet peas, below the deep bank held up by old railway sleepers, out of view of the house and its neighbours. I burrowed deep into the thick privet hedge which separated the garden from a grazing dairy herd. There I dug a deep hole. Into the hole I counted out exactly half of the chocolate buttons, put back the displaced earth, then concealed the spot with scattered leaves and twigs. The other half of the packet I ate. Back in the house, I placed the empty wrapper in the kitchen rubbish bin.

In 1959 Miss Baines was, I estimate, somewhere in her sixties. She must, by now, be long past caring about the ungenerous spirit of a child to whom she caused no harm and tried to be friendly; but I shamefacedly apologise for it, anyway, to her memory.

Connections

What has to be faced is that there is little international political motivation to effect any fundamental changes in the workings of the world economy, even in the aftermath of an extreme financial crisis in 2008-9, and in the context of current problems in the United States and Western Europe that could escalate rapidly in the coming months. Much of the street protest in the Middle East and North Africa has stemmed indirectly from the anger of the marginalised, and this has now spread to Western Europe. The violent street actions in Greece have attracted much attention, but the sustained, if less reported protests in Spain, may turn out to be much more important. They may even be the start of an awakening in western countries that turns out to be as significant as that in the Arab world.


  • Paul Rogers, Awakening and famine in the global context. International Security Monthly Briefing 2011(2011-07).

28 July 2011

FlexPro 9

FlexPro has always been a data analysis product with notable differences from the market norm, deriving from a specific philosophy following purpose rather than fashion. This doesn’t change in release 9, which I have been evaluating in three live studies over the past couple of months. The most obvious difference remains, I am glad to say, as it has always been; the strongly database-oriented interface with clear data structuring and typing in defiance of the spreadsheet’s looser habits. [more...]

27 July 2011

Return to the last waltz

I have now, as I two weeks ago said I would, watched Harry Potter and the deathly hallows part 2, the final film in the franchise, a second time. Having done all the whizzy stuff last time I went to a one o'clock in the afternoon, and watched it in normal 2D. My opinion of it has gone up considerably, as a result.

I still wouldn't rate it (as so many are doing) as the best in the series. Nevertheless: forget the book, go along for the ride, and it's a thoroughly good two hours' entertainment.

My favourite bit was probably the escape of the dragon from Gringotts. The animation of the dragons has always been a high point of these films, and to see this one stumble and stagger its way up out of the vault and into the sky was no exception.


  • David Yates (dir), Harry Potter and the deathly hallows: part 2. 2011, London: Heyday films.

25 July 2011

The picture within the picture...

I very much liked this double portrait of Anita Dobson and Steven Berkoff (as always, click it for a larger view).

I also find myself puzzling over where I've seen that large black and white image (centrally behind them) before. I know I have seen it before ... but can't place it. Can anyone out there help jog my ailing recall?



24 July 2011

I read that 97.63% of statistics are invented...

I have just re-read Larry's Party. I don't know how long it took me to read on my first or second times, but I do know that it was on each occasion longer than is usual for me. This time, though, I can pin it down fairly precisely. I picked it up to track down a quotation which I wanted to use in a comment to an Unreal Nature post on the 9th of July, and immediately went on to read it through ... so, fifteen days then.

Why so long, when I would normally expect to finish a book of its length within the day? Because the book is structurally episodic, presented as discrete components drawn from (almost) each of twenty years in the protagonist's internal life. Each component is written in a way which makes it perfectly viable as a separate short story, though it is intended as part of a single narrative. I felt, this time through as on each of the others, compelled to put the book down, to stop, think, digest, after each component.

It's a remarkable book. Highly recommended.

Fifteen days ... at that rate, if it were replicated in serial reading habits (it isn't, in fact, since I read other books through the "pauses for thought" in Larry), would equate to 24.3 books a year. I'm prompted to that meaningless piece of calculation by a statistic in the final section of Larry's Party: that, apparently, an average man (perhaps Canadian; perhaps universally; perhaps in the developed industrial world; it doesn't say) reads 4.3 books a year ... so my Larry rate, taken alone, would put me an exact twenty above some kind of average. That exact twenty was what piqued my curiosity.

There are, of course, a lot of variables. Thick books or thin ones? Fiction or nonfiction? One participant in a discussion thread on Amazon.co.uk (where totals vary from five to two hundred) points out that page count is probably a more reliable measure than book count. Matthew Revell reminded me, during a recent email conversation about eReaders, that those devices change the situation: he is reading far more now that he has a Kindle than he did before, simply because it has become easier to have a book with him always.

Seeking the origin of the 4.3 figure, I asked Wolfram|Alpha for average books read per year. Unfortunately, Alpha is not good at this sort of thing ... it defined "per year" for me instead, as a unit. However, there are other sources of information.

UNESCO monitors number of books published, by country, but that's not the same thing.

According to an Ipsos poll for AP, in 2007 the average USAmerican read more than this 4.3 figure. The estimated mean is given as 20.4, while the median (probably the measure intended by Larry's 4.3) is 6.5. More meaningful, perhaps, are the modal group of four or five, a clear modal bulge (48%) reading between three and ten, and an interquartile range (that is, the "middle half" of the population) falling between four and about eighteen books per year.

In the same year (2007) an online straw poll by The Student Room showed a mean of more than thirty two (projection of the data curve suggests that it may actually be around fifty) and a median in the upper twenties. This is a British forum, but never mind ... gives us the unsurprising suggestion that students read more than the average citizen (though the 5.6% who claimed not to read at all is worrying in a student poll!) A similar straw poll on Yahoo answers, a month ago, gave answers (ranging from 0-120) with a median somewhere around ten or twelve.

Britain's Michael Gove, has expressed the opinion that a school student should read fifty books per year. I am not a fan of this sort of "should" target, myself, an cannot see how it could possibly be enforced, although I confess I would like to see the number rise of its own accord.


  • Carol Shields, Larry’s party, 1997, London: Fourth Estate. 1857027051

23 July 2011

Grieve for the dead, but remember the living

Whenever there is news coverage of a mass shooting such as Hungerford, Dunblane, Beslan, Columbine or, yesterday and today, the Utøya summer camp, I am struck by the way that everything focuses on number of deaths.

For those who were killed, it was dreadful – in the literal sense of that too easily used word. I cannot begin to imagine the terror they experienced. For those close to them it continues to be dreadful and will stay so for the rest of their lives.

But my thoughts go to those who are described as "lucky to be alive" – the survivors.

By what earthly measure does anyone imagine them to be "lucky"? Those who survive will have to live their lives with memory of that same terror which, for their dead peers, ended. And not just the terror either; there is survivor guilt. One survivor of Utøya spoke of being trapped in a toilet cubicle while one a boy was shot outside the door. Another of playing dead and feeling the heat of the barrel close to his face; yet another of watching class mates who had tried the same ploy being shot in the head. And on, and on... They will be traumatised for life. Use of the word "lucky" is disgustingly facile.

And I'm not forgetting that there are plenty of places where this sort of thing is so commonplace that it's never reported. What happens on such occasions is not a change in the world; simply that a brutal reality which is usually elsewhere has come to a venue near me.

21 July 2011

Be careful what you wish for

When I was very small, my father used to sing (at my own urgently repeated request) a little one stanza song when we were playing out in the open air. I render it here with an attempt to recapture the particular cadence of his delivery.

I'm a lit-tle prair-ie flow'r
Grow-ing wilder hour by hour.
No-one tries to cultivate me
So I'm as wild as wild can be!

This memory lies dormant for weeks, months, years at a time, then springs to front of stage for no obvious particular reason to dance in my conscious mind for a day or two before returning to the wings. Inconsequential though it may be, it embodies for me something very personally precious about my father, and his relationship with me. A conversation with my brother, a couple of days ago, somehow brought it out for a spin in the light and it is sparkling still at the edge of my day to day thoughts, son on the spur of the moment I just did a search for it.

There are several video clips and MP3 files in the Google listing. I stuck to text hits, though, and the first I found was a partial reference within a longer anecdote. There was a small discrepancy (shown here in red):

I'm a little prairie flower!
Growing wilder by the hour!

Then there is this version, from Mudcat, which provides a whole song of which mine is the first stanza. Again, there are minor differences:

I'm a little prairie flower,
Growing wilder every hour;
Nobody cares to cultivate me,
I'm as wild as wild can be.

The International Lions also give a whole song but shorter than and only partially resembling as Mudcat's. Subtitling it I'm a little lion cub, add a line repetition and a wordless twirl to the end of each stanza:

I'm a little prairie flower,
Growing wilder every hour;
Nobody cares to cultivate me,
I'm as wild as wild can be.
I'm as wild as wild can be,
Tu-ra-lu-ra, Tu-ra-le.

Wikipedia mentions the song only under its entry for Lesley Sarony, without attributing it to him, although there are a number of web pages which do make this attribution.

Courtesy of Google Books I find that The Rotarian, vol.13 #3 (September 1918) , gives exactly the same version as Mudcat but the previous month's issue (vol.13 #2, August 1918) adds the last line repeat (though not the wordless twirl) of the Lion's version. Exactly forty years later (vol.93 #3, September 1958), however, a couple of years after my father was singing it to me, has it as:

I'm a little prairie flower,
Growing wilder by the hour;
No one cares to cultivate me,
I'm as wild as I can be.

At this point, I realised that precious memory, whether accurate or flawed, was beginning to blur at the edges. So, I stopped looking. There can be such a thing as too much information, and there can be occasional limits to John's breezy (KJV 8:32) assertion that “the truth shall make you free”.

15 July 2011

Last waltz

Last night (or, more accurately, since it started just after midnight, this morning) we took three boys to see the last Harry Potter film. The oldest, now fifteen, went with me to see the first almost ten years ago, on his sixth birthday. That started a tradition which first his cousin, then his brother (now eleven), finally my partner, joined at intervals of a couple of years or so.

We have, in the past, gone to the earliest convenient showing. This time, however, as with the last book, it seemed important to take the last opportunity to experience a collective event ... so, school and work this morning not withstanding, there we were at CineWorld for the midnight première.

The boys, I'm glad to say, thought it was “definitely the best” in the series. Me, though of course I didn't say so (who wants to be the one who spoils the fun?), I am less sure.

Though the books come emphatically first for me, I have always regarded the films as an excellent separate stream which expands their world. This one, based on the second half of the seventh book, though very good in its own right, seemed to me the least of the franchise as a whole.

I can't, at the moment, be sure why that is. I probably won't really be able to start sorting out an answer to that until we have (as we intend to) seen it again on our own. It's possible that the very fact that I find Deathly hallows the best book in an always superb set (I've read it six times now) has, in my own mind, set an impossibly high bar for the film. Or perhaps wearing 3D spectacles (not my own preference; I'd prefer to watch the 2D version; but 3D was part of the experience for the three boys, who were the priority here) took the edge off it for me.

Or, perhaps I was disappointed to see two key moral foci from the book either skimmed over (the debate over what to do with the elder wand) or simply not included at all (Harry's gratuitous torture of Amycus Carrow, in a fit of thoroughly personal rage). But really, this is a perennial matter of judgment. A film maker cannot possibly include more than a small fraction of the content from any novel, never mind one as long and full as Deathly hallows. I could probably find similar omissions from every one of the films, if I was in the wrong mood.

Or perhaps I really, subconsciously, felt that the show was over already, with the final book, and the film was always on a losing streak because it came later and I unwittingly condemned it to anticlimax?

Or ... uncomfortable thought ... perhaps I'm just too old, these days, to cope with watching films which debouch me onto Capel Street in search of a five seat taxi at half past two in the morning.

One way and another, the evidence seems to suggest that I'm probably just a grumpy old sod, and the film deserves a second chance. So, some time in the next couple of weeks or so, I'll go to an afternoon 2D screening and settle down to watch it properly.


  • J K Rowling, Harry Potter and the deathly hallows. London, 2007, London: Bloomsbury. 9780747591054

  • David Yates (dir), Harry Potter and the deathly hallows: part 2. 2011, London: Heyday films.

13 July 2011

Nasties under the bed

Just found, in Games and culture...

This paper explores the characterizations of enemies in military-themed video games, with special attention given to the games Conflict: Desert Storm and America's Army. I demonstrate how the public enemy of America's Army is one not confined to any nationality, ethnicity, or political agenda. This marks a significant departure from games such as Conflict: Desert Storm. I argue that the production of this abstract enemy--what I call the unreal enemy''--is significantly shaped by a biopolitical system that intertwines the military and electronic entertainment industries. This arrangement delocalizes power, distributing it through a network of institutions and subjects. Throughout, I use ethnographic examples that explore how this abstract enemy has been constructed and juxtaposed against more concrete and personal figures, such as the America's Army Real Heroes, individuals upheld as the embodiment of personal achievement in the U.S. Army. I conclude by asserting that the unreal enemy of America's Army is, ultimately, an enemy that is not exclusive to a video game, but one that exists as an anonymous specter, ever present in the militarized American cultural imaginary.


Late addition, 2011-07-19. The following is a comment to this post, by Dr.C, but seems worth promotion to full visibility here.

I am not sure I completely agree with this. At the present time the generic "enemy" seems to be more of mid-Eastern extract. There are examples where people will refuse to fly in an airplane next to anyone who is swarthy. The irony is, of course, that we invaded "them" and not the opposite.


  • Robertson Allen, "The Unreal Enemy of America's Army". in Games and Culture, 2011. 6(1): p. 38-60. DOI 10.1177/1555412010377321

09 July 2011

Breaking up is hard to do

Different education systems in different liberal democracies tackle common problems in different ways. Broadly speaking, across the range of common objectives, they achieve comparable levels of success. If one system makes gains in a given area which is not managed by another, that is usually balanced by shortfall in another. I'm not inclined to believe that any one system is, overall, "better" or "worse" than another.

I am, however, inclined to believe that common shifts in philosophical bases for education systems across the liberal democracies can make a difference to long term educational drifts ... and have done so. Some of those drifts are (to my own mind, at least) good; some are unfortunate; some may be neutral; some may be mixed. Among those which are, in my own personal opinion, retrograde is the increasing trend towards earlier and earlier specialisation.

Children are natural sponges, programmed by biology to learn. They are also naturally inclined to make and pursue interconnections within that learning. Curiosity is a live and potent force within them, and acknowledges no boundaries. A boundary between specialisms, by interrupting their hot pursuit of a curiosity driven line of thought, damages their enthusiasm for knowledge. (As a new secondary student miserably told me, ten years ago, “last year, maths was real ... like designing an Olympic stadium ... but now it’s just A, B and C filling a bath with a teaspoon while D empties it with an egg-cup and nobody tries to stop him ...”)

Ruairí Quinn, Minister for Education in the republic of Eire, like his opposite numbers elsewhere, is faced with a need to improve literacy and numeracy. This is a real need; the only question is how to meet it. Like many others, his approach is to increase the amount of time focused on this particular need. His strategy of increasing daily teaching time allocations hypothecated to literacy and numeracy closely mirrors, just for example, that which has already been followed across the Irish Sea in the United Kingdom.

I have no disagreement with that, in principle. The problem, for me, lies in the fact that in systems which specialise, increase in time for one specialism inevitably reduces time available for breadth of study overall.

In Eire, post primary education is organised into Junior Certificate (Teastas Sóisearach) subjects, tested by examination (with a couple of exceptions) in the mid teens. Six subjects make up a mandatory core curriculum, additional subjects being selected from a menu of options. Despite many differences of detail, it's a system easily related to, for example, the British GCSE or US Junior High School models.

But here's the thing ... and I'm using Eire only as an example; the systemic principles would apply to most equivalent systems elsewhere. Given a fixed number of school hours per week, the extra time taken from the timetable for teaching discrete literacy and numeracy (roughly totalling between five and ten hours per school week, depending on how you count and calculate) means that one of three things must happen.

  1. The time spent on each existing subject can be reduced, to make time for the new literacy and numeracy time.
  2. Literacy and numeracy can be taught through integration with the existing subjects.
  3. Existing subjects can be dropped to make way for the new literacy and numeracy time.

The first runs immediately into the brick wall of examination requirements. No administrator nor politician dares risk stealing time from an examination subject and perhaps being blamed for subsequent fall in success rates in that subject. It would also raise (amongst parents, voters, and employers) questions of comparability between new graduates from the system and those in the past.

The second would be in immediate opposition to the declared intention of visibly giving additional time "exclusively for the teaching of" basic skills.

And so Mr Quinn has, inevitably, taken the third course: removing subjects. From this coming September intake, secondary students will have their choice of subjects capped at a maximum of eight.

By the time mandatory subjects are allowed for, this means a reduction of between 11% and 33% in the total diversity of a typical student's academic encounter range. For options, once mandatory subjects are counted in, the reduction in real choice clocks in at between 33% and 67%. And, since the number of students estimated to be “experiencing serious [literacy and numeracy] problems” is one in ten, this reduction is being applied to a majority of students who will not gain from the intended benefits. (I do not argue that last point too strongly; I believe that all students, however able and brilliant, would benefit from increased focus on literacy and numeracy competence if it were delivered to them in an appropriate way.)

So what would I suggest as an alternative? Well ... realistically, I have to admit that Mr Quinn is caught between the well known rock and hard place for the reasons above; the harsh environment gives him no choices at all unless he is willing to throw away his career on a gamble. He is, like Eire itself, doing his best in an impossible world and I do not criticise him, nor his country, nor any of the others struggling with similar vicious circles elsewhere in the world. But my answer, from the safety of a seat where I have neither to implement my beliefs nor pay for them, is that numeracy and literacy needs would be far more effectively tackled by integrating the new emphasis into broader study. The chosen approach not only restricts the value of education in general, it undercuts the whole (valuable) intent behind the reform itself.

When I am dictator of the world, I will unify secondary study by abolishing boundaries between subjects. Students will learn through integrated "themes", as they did in primary school, allowing their interest to range (and their minds, and their skills, to grow) across the full gamut of human knowledge – or, at least, across that part of it which can realistically be encompassed by a school's day and resources. Literacy and numeracy will then become part of everything the student does, growing organically in most and nurtured in those who need it.

I will also abolish examinations altogether; but that's another story, and I don't want to frighten the voters who must make me dictator before any of this can happen, so best keep that bit quiet for now...


  • Irish Times, "Minister orders cap on exam subjects". Saturday, July 8th, 2011.

07 July 2011

Temporary relief

About the reasons for closure of the Murdoch newspaper (sic) News of the World, I have no illusions: they are cynical, designed to limit damage and protect larger News International revenue streams from contamination by continuing revelations of wrongdoing by the rag.

About the meaningfulness of the closure I have no illusions either: I confidently expect a distastefully similar replacement to appear in very short order.

About the closure itself, however, I nevertheless feel at least temporary satisfaction. An open sewer through British public life has, however temporarily, been blocked. Good.

05 July 2011

Maple 15

Having gone all out, over several releases, to develop a graphically ‘pencil and paper’ face for its CAS, Maple now has a polished smart worksheet interface which no longer changes in obvious ways between versions. Developments are now made behind the scenes, allowing an existing user to pick up the latest manifestation and use it without any pause to acclimatise.

A command line option remains available, and popular with many experienced Maple users. The ‘classic’ worksheet, however, has taken a back seat, documented as ‘a basic worksheet environment for older computers with limited memory’ and present in 32-bit, but not 64-bit, installations. The graphic calculator interface, so useful for quick scratchpad explorations, remains for all Windows users. Consideration has been given to making the best use of small netbook screens, and the whole package continues to run responsively and well on all systems. [more...]