nhaliday + legibility   21

Is the economy illegible? | askblog
In the model of the economy as a GDP factory, the most fundamental equation is the production function, Y = f(K,L).

This says that total output (Y) is determined by the total amount of capital (K) and the total amount of labor (L).

Let me stipulate that the economy is legible to the extent that this model can be applied usefully to explain economic developments. I want to point out that the economy, while never as legible as economists might have thought, is rapidly becoming less legible.
econotariat  cracker-econ  economics  macro  big-picture  empirical  legibility  let-me-see  metrics  measurement  econ-metrics  volo-avolo  securities  markets  amazon  business-models  business  tech  sv  corporation  inequality  compensation  polarization  econ-productivity  stagnation  monetary-fiscal  models  complex-systems  map-territory  thinking  nationalism-globalism  time-preference  cost-disease  education  healthcare  composition-decomposition  econometrics  methodology  lens  arrows  labor  capital  trends  intricacy  🎩  moments  winner-take-all  efficiency  input-output 
august 2017 by nhaliday
Why China Cannot Rise Peacefully - YouTube
- unexpected accent/tone lol
- principles: states as unit of action/global anarchy, uncertainty (fog-of-war), states as rational, selfish actors
- consequences: need to become as powerful as possible, regional hegemon, prevent peer competitors (no other regional hegemon in world, eg, China)
- future: China as giant Hong Kong
- future coalition: India, Japan, Russia, Vietnam, Singapore, South Korea, and the USA
- does he actually think Brazil coulda gotten as powerful as the US? lol.
- his summary of American grand strategy (lol):
1. Europe (great powers)
2. NE Asia (great powers)
3. Persian Gulf (oil)
- "Europe will become distant 3rd, Europe is a museum, lotta old people." lol
- "not gonna help us with Asia, got their own problems, bankrupting themselves"
- counterarguments: "not gonna grow, China's a Confucian culture (don't pay attention to those), economic interdependence." doesn't buy the last either.
- best counterarguments: nuclear deterrence, economic interdependence, "age of nationalism"
- mass-murder usually strategic (eg, maintaining power) not ideological

debate: https://www.youtube.com/watch?v=kd-1LymXXX0

interview: https://www.youtube.com/watch?v=yXSkY4QKDlA
- Clinton's a realist
- plenty of economic independence prior to world wars
- nukes makes WW3 unlikely, but do not rule out limited war (eg, over East/South China Sea)
- Confucian pacifism argument is ahistorical
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may 2017 by nhaliday
Educational Romanticism & Economic Development | pseudoerasmus


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=




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/




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.

The real reason the left would support Moander: the usual reason. because he’s an enemy.

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.

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.

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
Peter Norvig, the meaning of polynomials, debugging as psychotherapy | Quomodocumque
He briefly showed a demo where, given values of a polynomial, a machine can put together a few lines of code that successfully computes the polynomial. But the code looks weird to a human eye. To compute some quadratic, it nests for-loops and adds things up in a funny way that ends up giving the right output. So has it really ”learned” the polynomial? I think in computer science, you typically feel you’ve learned a function if you can accurately predict its value on a given input. For an algebraist like me, a function determines but isn’t determined by the values it takes; to me, there’s something about that quadratic polynomial the machine has failed to grasp. I don’t think there’s a right or wrong answer here, just a cultural difference to be aware of. Relevant: Norvig’s description of “the two cultures” at the end of this long post on natural language processing (which is interesting all the way through!)
mathtariat  org:bleg  nibble  tech  ai  talks  summary  philosophy  lens  comparison  math  cs  tcs  polynomials  nlp  debugging  psychology  cog-psych  complex-systems  deep-learning  analogy  legibility  interpretability 
march 2017 by nhaliday
The Art of Not Being Governed - Wikipedia
For two thousand years the disparate groups that now reside in Zomia (a mountainous region the size of Europe that consists of portions of seven Asian countries) have fled the projects of the nation state societies that surround them—slavery, conscription, taxes, corvée, epidemics, and warfare.[1][2] This book, essentially an “anarchist history,” is the first-ever examination of the huge literature on nation-building whose author evaluates why people would deliberately and reactively remain stateless.

Among the strategies employed by the people of Zomia to remain stateless are physical dispersion in rugged terrain; agricultural practices that enhance mobility; pliable ethnic identities; devotion to prophetic, millenarian leaders; and maintenance of a largely oral culture that allows them to reinvent their histories and genealogies as they move between and around states.

Scott admits to making "bold claims" in his book[3] but credits many other scholars, including the French anthropologist Pierre Clastres and the American historian Owen Lattimore, as influences.[3]
books  anthropology  history  contrarianism  asia  developing-world  world  farmers-and-foragers  leviathan  coordination  wiki  pseudoE  ethnography  emergent  sociology  civilization  order-disorder  legibility  domestication  decentralized  allodium  madisonian  broad-econ  apollonian-dionysian 
february 2017 by nhaliday
Personhood: A Game for Two or More Players | Melting Asphalt
The point is, when we act as persons, wearing our person masks out in public, we're acting within the framework of an implicit social contract — one that's designed to help us get along smoothly with our fellow persons.

Of course, this type of "contract" isn't a binary, all-or-nothing proposition. Instead, like all social phenomena, it admits of degrees. The way it works is that the more you behave like a person, the more you'll be treated like one. So it isn't a question of "whether" someone is a person, but rather "how much personhood" she has, based on how well she carries herself.
simler  essay  thinking  anthropology  society  contracts  walls  postrat  legibility  social-norms 
october 2016 by nhaliday
Up the Indus by Brain Slug
A Science-Fiction interpretation of some curious features of the Indus Valley (Harappan) Civilisation
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august 2016 by nhaliday

bundles : abstractpatternsvague

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