nhaliday + automation + war + proposal   2

Information Processing: US Needs a National AI Strategy: A Sputnik Moment?
FT podcasts on US-China competition and AI: http://infoproc.blogspot.com/2018/05/ft-podcasts-on-us-china-competition-and.html

A new recommended career path for effective altruists: China specialist: https://80000hours.org/articles/china-careers/
Our rough guess is that it would be useful for there to be at least ten people in the community with good knowledge in this area within the next few years.

By “good knowledge” we mean they’ve spent at least 3 years studying these topics and/or living in China.

We chose ten because that would be enough for several people to cover each of the major areas listed (e.g. 4 within AI, 2 within biorisk, 2 within foreign relations, 1 in another area).

AI Policy and Governance Internship: https://www.fhi.ox.ac.uk/ai-policy-governance-internship/

https://www.fhi.ox.ac.uk/deciphering-chinas-ai-dream/
https://www.fhi.ox.ac.uk/wp-content/uploads/Deciphering_Chinas_AI-Dream.pdf
Deciphering China’s AI Dream
The context, components, capabilities, and consequences of
China’s strategy to lead the world in AI

Europe’s AI delusion: https://www.politico.eu/article/opinion-europes-ai-delusion/
Brussels is failing to grasp threats and opportunities of artificial intelligence.
By BRUNO MAÇÃES

When the computer program AlphaGo beat the Chinese professional Go player Ke Jie in a three-part match, it didn’t take long for Beijing to realize the implications.

If algorithms can already surpass the abilities of a master Go player, it can’t be long before they will be similarly supreme in the activity to which the classic board game has always been compared: war.

As I’ve written before, the great conflict of our time is about who can control the next wave of technological development: the widespread application of artificial intelligence in the economic and military spheres.

...

If China’s ambitions sound plausible, that’s because the country’s achievements in deep learning are so impressive already. After Microsoft announced that its speech recognition software surpassed human-level language recognition in October 2016, Andrew Ng, then head of research at Baidu, tweeted: “We had surpassed human-level Chinese recognition in 2015; happy to see Microsoft also get there for English less than a year later.”

...

One obvious advantage China enjoys is access to almost unlimited pools of data. The machine-learning technologies boosting the current wave of AI expansion are as good as the amount of data they can use. That could be the number of people driving cars, photos labeled on the internet or voice samples for translation apps. With 700 or 800 million Chinese internet users and fewer data protection rules, China is as rich in data as the Gulf States are in oil.

How can Europe and the United States compete? They will have to be commensurately better in developing algorithms and computer power. Sadly, Europe is falling behind in these areas as well.

...

Chinese commentators have embraced the idea of a coming singularity: the moment when AI surpasses human ability. At that point a number of interesting things happen. First, future AI development will be conducted by AI itself, creating exponential feedback loops. Second, humans will become useless for waging war. At that point, the human mind will be unable to keep pace with robotized warfare. With advanced image recognition, data analytics, prediction systems, military brain science and unmanned systems, devastating wars might be waged and won in a matter of minutes.

...

The argument in the new strategy is fully defensive. It first considers how AI raises new threats and then goes on to discuss the opportunities. The EU and Chinese strategies follow opposite logics. Already on its second page, the text frets about the legal and ethical problems raised by AI and discusses the “legitimate concerns” the technology generates.

The EU’s strategy is organized around three concerns: the need to boost Europe’s AI capacity, ethical issues and social challenges. Unfortunately, even the first dimension quickly turns out to be about “European values” and the need to place “the human” at the center of AI — forgetting that the first word in AI is not “human” but “artificial.”

https://twitter.com/mr_scientism/status/983057591298351104
https://archive.is/m3Njh
US military: "LOL, China thinks it's going to be a major player in AI, but we've got all the top AI researchers. You guys will help us develop weapons, right?"

US AI researchers: "No."

US military: "But... maybe just a computer vision app."

US AI researchers: "NO."

https://www.theverge.com/2018/4/4/17196818/ai-boycot-killer-robots-kaist-university-hanwha
https://www.nytimes.com/2018/04/04/technology/google-letter-ceo-pentagon-project.html
https://twitter.com/mr_scientism/status/981685030417326080
https://archive.is/3wbHm
AI-risk was a mistake.
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february 2018 by nhaliday
Educational Romanticism & Economic Development | pseudoerasmus
https://twitter.com/GarettJones/status/852339296358940672
deleeted

https://twitter.com/GarettJones/status/943238170312929280
https://archive.is/p5hRA

Did Nations that Boosted Education Grow Faster?: http://econlog.econlib.org/archives/2012/10/did_nations_tha.html
On average, no relationship. The trendline points down slightly, but for the time being let's just call it a draw. It's a well-known fact that countries that started the 1960's with high education levels grew faster (example), but this graph is about something different. This graph shows that countries that increased their education levels did not grow faster.

Where has all the education gone?: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1016.2704&rep=rep1&type=pdf

https://twitter.com/GarettJones/status/948052794681966593
https://archive.is/kjxqp

https://twitter.com/GarettJones/status/950952412503822337
https://archive.is/3YPic

https://twitter.com/pseudoerasmus/status/862961420065001472
http://hanushek.stanford.edu/publications/schooling-educational-achievement-and-latin-american-growth-puzzle

The Case Against Education: What's Taking So Long, Bryan Caplan: http://econlog.econlib.org/archives/2015/03/the_case_agains_9.html

The World Might Be Better Off Without College for Everyone: https://www.theatlantic.com/magazine/archive/2018/01/whats-college-good-for/546590/
Students don't seem to be getting much out of higher education.
- Bryan Caplan

College: Capital or Signal?: http://www.economicmanblog.com/2017/02/25/college-capital-or-signal/
After his review of the literature, Caplan concludes that roughly 80% of the earnings effect from college comes from signalling, with only 20% the result of skill building. Put this together with his earlier observations about the private returns to college education, along with its exploding cost, and Caplan thinks that the social returns are negative. The policy implications of this will come as very bitter medicine for friends of Bernie Sanders.

Doubting the Null Hypothesis: http://www.arnoldkling.com/blog/doubting-the-null-hypothesis/

Is higher education/college in the US more about skill-building or about signaling?: https://www.quora.com/Is-higher-education-college-in-the-US-more-about-skill-building-or-about-signaling
ballpark: 50% signaling, 30% selection, 20% addition to human capital
more signaling in art history, more human capital in engineering, more selection in philosophy

Econ Duel! Is Education Signaling or Skill Building?: http://marginalrevolution.com/marginalrevolution/2016/03/econ-duel-is-education-signaling-or-skill-building.html
Marginal Revolution University has a brand new feature, Econ Duel! Our first Econ Duel features Tyler and me debating the question, Is education more about signaling or skill building?

Against Tulip Subsidies: https://slatestarcodex.com/2015/06/06/against-tulip-subsidies/

https://www.overcomingbias.com/2018/01/read-the-case-against-education.html

https://nintil.com/2018/02/05/notes-on-the-case-against-education/

https://www.nationalreview.com/magazine/2018-02-19-0000/bryan-caplan-case-against-education-review

https://spottedtoad.wordpress.com/2018/02/12/the-case-against-education/
Most American public school kids are low-income; about half are non-white; most are fairly low skilled academically. For most American kids, the majority of the waking hours they spend not engaged with electronic media are at school; the majority of their in-person relationships are at school; the most important relationships they have with an adult who is not their parent is with their teacher. For their parents, the most important in-person source of community is also their kids’ school. Young people need adult mirrors, models, mentors, and in an earlier era these might have been provided by extended families, but in our own era this all falls upon schools.

Caplan gestures towards work and earlier labor force participation as alternatives to school for many if not all kids. And I empathize: the years that I would point to as making me who I am were ones where I was working, not studying. But they were years spent working in schools, as a teacher or assistant. If schools did not exist, is there an alternative that we genuinely believe would arise to draw young people into the life of their community?

...

It is not an accident that the state that spends the least on education is Utah, where the LDS church can take up some of the slack for schools, while next door Wyoming spends almost the most of any state at $16,000 per student. Education is now the one surviving binding principle of the society as a whole, the one black box everyone will agree to, and so while you can press for less subsidization of education by government, and for privatization of costs, as Caplan does, there’s really nothing people can substitute for it. This is partially about signaling, sure, but it’s also because outside of schools and a few religious enclaves our society is but a darkling plain beset by winds.

This doesn’t mean that we should leave Caplan’s critique on the shelf. Much of education is focused on an insane, zero-sum race for finite rewards. Much of schooling does push kids, parents, schools, and school systems towards a solution ad absurdum, where anything less than 100 percent of kids headed to a doctorate and the big coding job in the sky is a sign of failure of everyone concerned.

But let’s approach this with an eye towards the limits of the possible and the reality of diminishing returns.

https://westhunt.wordpress.com/2018/01/27/poison-ivy-halls/
https://westhunt.wordpress.com/2018/01/27/poison-ivy-halls/#comment-101293
The real reason the left would support Moander: the usual reason. because he’s an enemy.

https://westhunt.wordpress.com/2018/02/01/bright-college-days-part-i/
I have a problem in thinking about education, since my preferences and personal educational experience are atypical, so I can’t just gut it out. On the other hand, knowing that puts me ahead of a lot of people that seem convinced that all real people, including all Arab cabdrivers, think and feel just as they do.

One important fact, relevant to this review. I don’t like Caplan. I think he doesn’t understand – can’t understand – human nature, and although that sometimes confers a different and interesting perspective, it’s not a royal road to truth. Nor would I want to share a foxhole with him: I don’t trust him. So if I say that I agree with some parts of this book, you should believe me.

...

Caplan doesn’t talk about possible ways of improving knowledge acquisition and retention. Maybe he thinks that’s impossible, and he may be right, at least within a conventional universe of possibilities. That’s a bit outside of his thesis, anyhow. Me it interests.

He dismisses objections from educational psychologists who claim that studying a subject improves you in subtle ways even after you forget all of it. I too find that hard to believe. On the other hand, it looks to me as if poorly-digested fragments of information picked up in college have some effect on public policy later in life: it is no coincidence that most prominent people in public life (at a given moment) share a lot of the same ideas. People are vaguely remembering the same crap from the same sources, or related sources. It’s correlated crap, which has a much stronger effect than random crap.

These widespread new ideas are usually wrong. They come from somewhere – in part, from higher education. Along this line, Caplan thinks that college has only a weak ideological effect on students. I don’t believe he is correct. In part, this is because most people use a shifting standard: what’s liberal or conservative gets redefined over time. At any given time a population is roughly half left and half right – but the content of those labels changes a lot. There’s a shift.

https://westhunt.wordpress.com/2018/02/01/bright-college-days-part-i/#comment-101492
I put it this way, a while ago: “When you think about it, falsehoods, stupid crap, make the best group identifiers, because anyone might agree with you when you’re obviously right. Signing up to clear nonsense is a better test of group loyalty. A true friend is with you when you’re wrong. Ideally, not just wrong, but barking mad, rolling around in your own vomit wrong.”
--
You just explained the Credo quia absurdum doctrine. I always wondered if it was nonsense. It is not.
--
Someone on twitter caught it first – got all the way to “sliding down the razor blade of life”. Which I explained is now called “transitioning”

What Catholics believe: https://theweek.com/articles/781925/what-catholics-believe
We believe all of these things, fantastical as they may sound, and we believe them for what we consider good reasons, well attested by history, consistent with the most exacting standards of logic. We will profess them in this place of wrath and tears until the extraordinary event referenced above, for which men and women have hoped and prayed for nearly 2,000 years, comes to pass.

https://westhunt.wordpress.com/2018/02/05/bright-college-days-part-ii/
According to Caplan, employers are looking for conformity, conscientiousness, and intelligence. They use completion of high school, or completion of college as a sign of conformity and conscientiousness. College certainly looks as if it’s mostly signaling, and it’s hugely expensive signaling, in terms of college costs and foregone earnings.

But inserting conformity into the merit function is tricky: things become important signals… because they’re important signals. Otherwise useful actions are contraindicated because they’re “not done”. For example, test scores convey useful information. They could help show that an applicant is smart even though he attended a mediocre school – the same role they play in college admissions. But employers seldom request test scores, and although applicants may provide them, few do. Caplan says ” The word on the street… [more]
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april 2017 by nhaliday

bundles : dismalityeconguvnormetanovelty

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