Monday, June 22, 2009

Pro Sotomayor

Does anyone in all honesty believe that Sotomayor could have lasted as a federal district court judge if she seriously believed that she was a better judge than a white male on account of her race and gender? I don't think that anyone would straight-out admit that they were racially superior to someone else (unless you're the KKK). And besides Sotomayor didn't say that.

Here's a fuller quote from her 2001 speech, as cited by the New York Times (here's another version from UC Berkley):
Justice O'Connor has often been cited as saying that a wise old man and wise old woman will reach the same conclusion in deciding cases. I am not so sure Justice O'Connor is the author of that line since Professor Resnik attributes that line to Supreme Court Justice Coyle. I am also not so sure that I agree with the statement. First, as Professor Martha Minnow has noted, there can never be a universal definition of wise. Second, I would hope that a wise Latina woman with the richness of her experiences would more often than not reach a better conclusion than a white male who hasn't lived that life.
Some observations should be made. Firstly, Sotomayor does not say that Latina women are better judges than white men, because that's just as ridiculous as saying that white men are better judges than Latina women. The key here is not pinpointing their race or gender, but looking at their experiences. I interpret her statement to mean that life experiences are a big factor in rendering judgments, and sometimes judges lack insight into cases due to lack of experience in a field. These experiences can be anything from having children (sex offender laws), to going hunting as a child (second amendment rights), to growing up Roman Catholic (putting the Ten Commandments in a state courthouse, or the use of "under God" in the Pledge of Allegiance), and so on. Someone who has an experience like being religious or having children will tend to react differently in these kinds of rulings than someone who is atheist or someone who's childless. Diversity of experiences encourages diversity of opinions, and this wider range of viewpoints helps the court reach a more informed decision. Why else would you have nine justices deciding a case? If they all thought the same things you'd need only one of them.

So, to recap: Sotomayor did not say that Latina judges are better than white male judges. I believe her intent was to say that someone with more life experience in an area can be a more informed judge than someone who lacks that experience. In Sotomayor's case, that can be something like how living in a project in the Bronx will give her a different view on public housing, than, say, John Roberts (who grew up in a house in Indiana). Different judges will bring different points of view to the table, which will in turn influence their rulings. Having more points of view (via bringing in judges with different experiences) encourages a greater variety of opinion and discussion from which informed decisions can be made.

(In this theoretical case on public housing, this is not to say that Chief Justice Roberts's view would be worse or better than Sotomayor's. But Sotomayor could point out something that the other justices may have overlooked or not considered because they never lived in public housing.)

So where does race and sex come into the picture? Sometimes these experiences that influence judges' decisions pertain closely to a person's sex or race; for example, men rarely face sex discrimination in the workplace, and the plaintiffs in racial discrimination suits are rarely white. Just as judges with children tend to rule for tighter restrictions on sex offenders (I haven't conclusively proven this fact, but I assume that it's true), women judges tend (not monolithically, but statistically significantly) to vote in favor of women's claims in cases regarding sex discrimination and search & seizure. (Sotomayor cites two articles from the journal Judicature, but I cannot find those articles online; I will go the library and find out more). I wouldn't call this discrimination by women for women or a proclamation that female judges are better than male ones, but instead a reality that women would in general understand the situations that women face more than men do.

Ruth Bader Ginsberg was very firm on this point, in an interview with USA Today. Regarding 2007 and 2009 workplace sex discrimination rulings against the plantiffs (Ledbetter v. Goodyear Tire & Rubber Co. and AT&T Corp. v. Hulteen), and a 2009 strip search case (Safford United School District v. Redding), Ginsberg lamented that her all-male colleagues lacked perspective on the difficulties women face in the workplace and regarding the right to privacy:
Ginsburg, 76, a former women's rights advocate whom President Bill Clinton named to the high court in 1993, recalled that as a young, female lawyer her voice often was ignored by male peers. "I don't know how many meetings I attended in the '60s and the '70s, where I would say something, and I thought it was a pretty good idea. … Then somebody else would say exactly what I said. Then people would become alert to it, respond to it."

Even after 16 years as a justice, she said, that still sometimes occurs. "It can happen even in the conferences in the court. When I will say something — and I don't think I'm a confused speaker — and it isn't until somebody else says it that everyone will focus on the point."

[...]

Ginsburg said the court's gender imbalance has real, although not entirely obvious, consequences.

"You know the line that Sandra and I keep repeating … that 'at the end of the day, a wise old man and a wise old woman reach the same judgment'? But there are perceptions that we have because we are women. It's a subtle influence. We can be sensitive to things that are said in draft opinions that (male justices) are not aware can be offensive."

The differences between male and female justices, she said, are "seldom in the outcome." But then, she added, "it is sometimes in the outcome."
In the larger context of her speech Sotomayor did not say that she (as a Latina woman) is an unequivocally better judge than a white male, but her experiences will cause her to look at things differently from the other justices, who have had different experiences. This is not to say that men can't understand what women face, or that white people cannot understand the issues that racial minorities face. Sotomayor articulates it better than I can in the same 2001 speech:
I, like Professor Carter, believe that we should not be so myopic as to believe that others of different experiences or backgrounds are incapable of understanding the values and needs of people from a different group. Many are so capable. As Judge Cedarbaum pointed out to me, nine white men on the Supreme Court in the past have done so on many occasions and on many issues including Brown.

However, to understand takes time and effort, something that not all people are willing to give. For others, their experiences limit their ability to understand the experiences of others. Other simply do not care. Hence, one must accept the proposition that a difference there will be by the presence of women and people of color on the bench. Personal experiences affect the facts that judges choose to see. My hope is that I will take the good from my experiences and extrapolate them further into areas with which I am unfamiliar. I simply do not know exactly what that difference will be in my judging. But I accept there will be some based on my gender and my Latina heritage.
Some may be interested to know that current Supreme Court justice Samuel Alito said some very similar things as Sotomayor in his 2006 confirmation hearings: his personal experiences have shaped his court rulings. His background as a son of Italian immigrants would make him view immigration and discriminations cases differently from other justices, for example.
Because when a case comes before me involving, let's say, someone who is an immigrant -- and we get an awful lot of immigration cases and naturalization cases -- I can't help but think of my own ancestors, because it wasn't that long ago when they were in that position.

[...]

When I get a case about discrimination, I have to think about people in my own family who suffered discrimination because of their ethnic background or because of religion or because of gender. And I do take that into account. When I have a case involving someone who's been subjected to discrimination because of disability, I have to think of people who I've known and admire very greatly who've had disabilities, and I've watched them struggle to overcome the barriers that society puts up often just because it doesn't think of what it's doing -- the barriers that it puts up to them.
While this one line in her speech may not have been worded in the best way possible, Sotomayor's intent and beliefs are transparent once one reads the full content of her speech. Sotomayor is not proclaiming racial superiority in judging, but pointing out the fact that a judge's experiences and background will influence and affect their rulings, and acknowledging that this phenomenon comes into force particularly in cases where race and gender are the hot topics.

Thursday, June 18, 2009

One Person's Trash...

At the end of the academic year, college students dump a plethora of objects in the rush after finals to move out and leave campus. Items that get thrown out include appliances, furniture, books, clothing, and a variety of other objects that have real value but are often tossed into the dumpster.

Gradually, colleges and universities have become aware of the problem and have instituted programs that sell, reuse and/or donate stuff back to the community. Among the voices out there is Lisa Heller Boragine, founder of the nonprofit Dump & Run. Dump & Run advises schools on how to collect items and give them to charity.

A partial list of these reuse programs follows. I could not find any list like it online, so I am currently building one.

Sources:
Colleges turn students’ trash into cash for charity
By Bridget Huber, Christian Science Monitor, 2009.05.26 Tue

Advanced Dumpster Diving: Colleges Get Smart on Salvage

By Gilbert Cruz, Time, 2009.06.07 Sun

College Students Dump 'n Run – Sustainability

By Andrew Webster2009.06.12 Fri

Google search for summer discard programs
(often difficult because they're all named differently)

Wednesday, June 10, 2009

Finding Free Fruit and Sharing It With Others

Neighbor, Can You Spare a Plum?
By Kim Severson, New York Times, 2009.06.10 Wed

Fruit trees provide a yearly supply of fresh edibles, and they're found in the oddest places: parks, cities and yards. Sometimes the fruit goes unwanted and unused, left on the ground.

People are paying attention and starting ways to make sure that this bounty isn't going to waste. Neighborhood fruit exchanges and co-ops share and distribute fruit to members, so that someone with an apple tree can trade a portion of their crop for a variety of oranges, pears and limes. Sites like Neighborhood Fruit, VeggieTrader, The Portland Fruit Tree Project and Fallen Fruit cover everything from listings of public fruit to tree-owners who looking to exchange one kind of fruit to another. Some people try to use these opportunities to give back; one woman mentioned in the article invites the needy on her group fruit-picking events. Others donate part or all of their crop to local food banks.

Supporters of this movement hold two basic principles. One, it’s a shame to let fruit go to waste. And two, neighborhood fruit tastes best when it’s free.

“There have always been people harvesting fallen fruit,” Ms. Wadud said, “but there’s a whole new counterculture about gathering and eating public fruit. This tremendous resource is growing everywhere if people just start looking around.”

[from the NYT article]

The article and some of the comments on the article deal with the shadier side of fruit-picking: people who take privately owned fruit without asking (i.e. stealing) and people who do not take fruit from public areas responsibly (leaving nothing for others in a tragedy of the commons).

The websites that I've seen have users mainly on US West Coast cities and Honolulu, though there probably are other efforts around the country that I haven't looked into closely yet.

Tuesday, June 09, 2009

Bringing the Power of the Internet to the Poorest

Here's an interesting question: how do you bring the power of information from the internet to communities that lack access to the internet? Obstructions include infrastructure: power availability may fluctuate, and there are no internet service providers in the area. Affordability may be an issue. People may not be computer-literate – or even literate.

One nonprofit, Open Mind, led by Rose Shuman, is experimenting with bridging this information gap through the Question Box Project. A Question Box is a telephone intercom located in a common accessible area, like in the center of a village next to the shop. Pressing the green button on the intercom connects a person with an operator who knows English and the local language. Equipped with an internet connection, the operator can answer questions such as "cricket scores, paddy farming advice, codes to download songs on their mobiles, homework questions, University exam results, train schedules, commodity prices, and where to get a personal loan". Solar-powered Question Boxes can operate in the poorer places where power lines don't run.

As of January, 2009, 2 question boxes were in operation in greater Pune, India. There is also a pilot project in Uganda, where instead of a physical box people can call in via ubiquitous cell phones and ask operators questions.

Other coverage:
From BoingBoing, by Cory Doctorow, 2008.03.04 Tue
From ABC News, by Ned Potter, 2008.03.05 Wed
From The Telegraph, by Peter Lyle, 2008.03.30 Sun
From Indian Express, by Devjani Roy, 2009.01.05 Mon
From Doomsday Labs, 2009.01.28 Wed

Thursday, June 04, 2009

Online Social Networking: Health and Wellness Benefits for Seniors

Online, 'a Reason to Keep on Going'
By Stephanie Clifford, New York Times, 2009.06.02 Tue

There seems to be a growing consensus online that connections to friends and social networks are the key to happiness and longevity. In the past, as people became older, their personal connections tended to decay as friends physcially moved, died or became incapacitated. But online social networks have the ability to reverse that trend, so that older people can meet new people and connect to their peers.

Recognizing a need, Chris McWade co-founded MyWay Village, which runs a social network targeted specifically for older people. Members can upload photos, send messages, play games, and post stories with family members and other members. But seniors are also on more traditional social networking sites. One senior woman, Mollie Bourne, stays connected with her grandchildren through Facebook.

Wednesday, June 03, 2009

At MIT, an Experiment with a New Class Format Meets Mixed Reviews

Since 2001, MIT has been experimenting with their class structure by replacing a large lecture class with smaller classes that emphasize collaboration and concept-learning – for now, targeted only towards introductory physics. The key concepts include workstations for group learning, an instructor who is free to both lecture and help individuals, hands-on experiments and the use of technology to keep everyone in sync with computer content. TEAL (Technology Enabled Active Learning) has garnered praise among administrators and faculty for improving statistics such as attendance, content retention and failure rate.
M.I.T. is not alone. Other universities are changing their ways, among them Rensselaer Polytechnic Institute, North Carolina State University, the University of Maryland, the University of Colorado at Boulder and Harvard. In these institutions, physicists have been pioneering teaching methods drawn from research showing that most students learn fundamental concepts more successfully, and are better able to apply them, through interactive, collaborative, student-centered learning.1
As sunny as this story sounds, however, TEAL has attracted criticism from students for a host of problems. Quality of instruction has suffered. Students are forced to work in small groups with people they don't know, the experiments are tedious, and often students can piggyback off of another group member's efforts. The standards of improvement that are touted by the administration also receive flak; attendance has improved because it is mandatory and factored into your grade. The failure rate has dropped not because of class techniques, but because the grading is easier.

Implementing teaching reform is never easy, and ostensibly good ideas can become hindrances if executed poorly. The last article I could dig up, from the New York Times in January 2009, had some students who took TEAL classes criticizing the upbeat nature of the article. Says one Chris, MIT '08:
Don't be fooled by the professors' and administration's rave reviews. The professors love it because they don't need to prepare a solid 50-minute lecture (and therefore they can devote more time to their research), the administration loves it because they can advertise it in their recruiting letters; the people who get left in the lurch are the students, who would much rather go back to the old way of doing things (this aspect, of course, the article glosses over while gushing forth about this supposedly "new" manner of teaching).1

It is odd that the school does not provide any easy alternatives by restoring a lecture-based course as an option. An '09 recollects, "Many of us, not being able to stand [TEAL], resorted to watching online video lectures from previous years (how ironic!), taught by the wonderful Prof. Walter Lewin."1

Karen F., a then freshman blogging about her first year of school for MIT Admissions, is similarly negative about TEAL: "Completely unofficial studies (read: asking Everyone I Know) have resulted in a heavily-supported hypothesis that No One Likes Teal. In true MIT fashion, we will call this theory NOOLT."2

However, I did for the first time find students who liked TEAL, in the comments to Karen's blog post. Says a Milena '11: "Yes, prefroshies, a lot of people hate TEAL, but a lot of people love it too. My closest friends think that, although it's a pain in the ass because it's a lot of work, it does help you learn."2

It does seem that there are mixed reviews of the TEAL classes, where some people do appreciate benefit from it, while others despise the thing and try to get it over with as soon as possible. I'd like for MIT to hold both versions (traditional, lecture-based, and TEAL) of physics to cater to different kinds to students, comparing the methods and seeing what can be tweaked to make both formats better. It's a shame that the New York Times reporter didn't interview any students and discover any of this antagonism to the subject – the article is so positive that you wouldn't even know that there was opposition.

At M.I.T., Large Lectures Are Going the Way of the Blackboard 1
By Sara Rimer, New York Times, 2009.01.12 Mon
(definitely check the comments thread, too – amongst all the optimism by casual readers there's lot of negative input from MIT students and graduates)

MIT Admissions | Blog Entry: "How I Learned to Stop Worrying and Love Physics" 2
By Karen F. '11, MIT Admissions 2007.10.13 Sat


General Google-powered search for "TEAL" through the MIT Admissions student blogs, so you can gauge student reactions to TEAL:
http://www.google.com/search?q=teal+site:mitadmissions.org


Striking a Balance In TEAL: Whether to Learn or Inspire
By Yi Zhou, The Tech
[MIT's school paper], 2006.05.09 Tue

Students Petition Against TEAL
By Lauren E. LeBon, The Tech [MIT's school paper], 2003.03.21 Fri

Sunday, May 24, 2009

Bit by Bit, Internet Sleuths Map North Korea

Gulags, Nukes and a Water Slide: Citizen Spies Lift North Korea's Veil
By Evan Ramsted, 2009.05.25 Mon

Led by Curtis Melvin, a Ph. D. student in economics at George Mason University, a loose internet group of North Korea enthusiasts is working to peel back layers of Soviet-style secrecy and create the most extensive map of North Korea open to outsiders. Using Google Earth, eyewitness accounts from defectors, and even pictures from government news and propaganda, they have weaved together disparate iotas of information to plot the locations of prison camps, power plants, markets, wealthy estates and more. His file is called North Korea Uncovered, and it can be downloaded as a file opened by Google Earth.

Curtis Melvin runs a blog called the North Korean Economy Watch. From this blog post it appears that this map has been available online for a while, at least since 2007, and it was just picked up by a Wall Street Journal reporter.

Friday, May 22, 2009

The US National Electric Grid: A Visual Guide

NPR has a very cool interactive map of national grid, including where the power comes from, future plans for wind and solar, and what kinds of sources states get their power from. Check it out.

Tuesday, January 13, 2009

A crime paper flourishes by printing mug shots
By Patrik Jonsson, 2009.01.06 Tue
Christian Science Monitor

In Raleigh, North Carolina, Isaac Cornetti makes a living by selling copies of "The Slammer", a popular tabloid newspaper that carries police mugshots and rapsheets of recent arrests. Some people think it's a great idea so that people know what's going on around them, especially in an ostensibly safe city. Others doubt the ethics of putting arrestees in the court of public opinion before they are even sentenced for anything, a violation of the age-old "innocent until proven guilty". Apparently there are other newspapers like this in other cities that do the same kind of work.

At College, a World in a Rodeo Arena

When college students reinvent the world
By Stacy Teicher Khadaroo 2009.01.12 Mon

At Kansas State, Professer of Anthropology Michael Wesch teaches his students to understand peoples and cultures by simulating them, not with dry facts and figures. They learn about power imbalances, colonization, and what happens when different cultures interact, nearly as firsthand as they can get.

For weeks, 400 World Sim students work in groups of 20 to invent cultures – whose often-silly names belie serious values outlined in everything from government structures to gender relations. Then they come together in a giant space – like the cold and pungent rodeo arena – to discover what happens to their societies when confronted with trade systems, war, and depletion of natural resources.

Although about half of the rules are fixed, the students of every class have to make up the rest of the rules of how their world and simulation will work. The simulation often re-enacts events such as the colonial period, instances of genocide and times of empire. Students say they come out of the class with a better understanding of cross-cultural situations and globalization.

Thursday, January 08, 2009

Groups Helping Teens

When a Surrogate Family Improves on the Original
By JENNIFER 8. LEE, Published 2009.01.06T

I'm a sucker for heart-touching stories, but I like to be reminded of the good that's in the world.

Jun Chen was abandoned by her disconnected father, who left to go back to China, when she was starting her senior year of high school this past September. But thankfully, she had other support in New York City: the staff and community at the Edgies Teen Center at the Educational Alliance. She has been to the center for three years after a librarian told her about it. The center does help Jun with paying for rent and food, but equally important are the social connections that the center and Jun have made.

“This is my first home; I don’t call it a second home, because my family is here,” she said. “There are so many nights when I stay until the building closes down.”

On a yellow sheet of paper, she drew an alternative family tree: Lily, her girlfriend; Sonia, the mom; Chino, the dad; Ami, the older sister. The last three are all staff at the center.

It is through them that she built her personal identity. “I wrote my college essay bout being a quarter Chinese, quarter black, quarter Dominican, and quarter Indian,” she said. It helped her earn a full scholarship to Middlebury College in Vermont.

At the bottom of the news page is a donation link to help fund organizations like these.