March links: Dissertation changes, jazz, security theater, publishing, and the LSAT

* Dissing the Dissertation: MLA considers radical changes in the dissertation. This seems obvious, necessary, long overdue, and welcome.

* The Social Conservative Subterranean Fantasy World Is Exposed, and It’s Frightening; notice this: “Comedians may, in fact, be even bigger beneficiaries than Democratic politicians who are watching a stampede of women voters into their welcoming “we don’t hate you because you’re sexually active” arms.”

* On Jazz; “Listening to Jazz is like simultaneously hearing all the footsteps on the sidewalk of a city. . .”

* The real reason health insurers won’t cover people with pre-existing conditions.

* The Unwelcome Mat, on security Theater and how the U.S.’s idiotic stance border is hurting itself.

* With This Machine, You Can Print Your Own Books at the Local Bookstore; translation: self-publishing is going to grow as this kind of machine spreads.

* Who cares if book publishers are colluding with Apple to raise e-book prices?; as Matt says elsewhere, “the publishing industry is facing intense competition and disruptive change no matter what these guys do, and the DOJ may as well leave them alone.”

* A comment from my friend, “Laila:” “It seems somehow appropriate that your follower was a prostitute.” Oh?

* Fewer people are taking the LSAT—and, if they’re smart, fewer will go to law school.

How to keep your customers happy on planes:

. . . give them two little bottles of gin when they’re expecting one. I know I complain a lot about the horror and tedium of contemporary air travel, so I should give credit where it’s earned—in this case, by American Airlines.

Bad academic writing:

I’m reading for an essay on Tom Perrotta’s Election and Anita Shreve’s Testimony and came across this, from Timothy Aubry’s “Middlebrow Aesthetics and the Therapeutic: The Politics of Interiority in Anita Shreve’s The Pilot’s Wife:” “Although occasionally called upon to perform certain emeritus functions, the omniscient narrator has retired decisively from the scene of contemporary United States fiction.” Translated from academic-ese to English, this roughly means, “Contemporary writers seldom use omniscient narrators.” If absolutely necessary, you could say, “Contemporary American writers seldom use omniscient narrators.”

EDIT: And, for an entertaining counterpoint, Paul Dawson says in “The Return of Omniscience in Contemporary Fiction:”

I want to begin this essay by pointing out what I think has become a salient feature, or at least significant trend, in contemporary British and American literary fiction: namely, a prominent reappearance of the ostensibly outmoded omniscient narrator. In the last two decades, and particularly since the turn of the millennium, a number of important and popular novelists have produced books which exhibit all the formal elements we typically associate with literary omniscience: an all-knowing, heterodiegetic narrator who addresses the reader directly, offers intrusive commentary on the events being narrated, provides access to the consciousness of a range of characters, and generally asserts a palpable presence within the fictional world.

So what’s happening to omniscient narrators? Are they “seldom use[d]” or making “a prominent reappearance?” Or both?

Raylan and the pursuit of cool — Elmore Leonard

The major problem in Raylan is an implausibility the novel itself mocks. In the novel, marshal Raylan Givens investigates kidney theft—as in, thieves sedate a victim, surgically remove his kidneys, and leave him in ice water. Rumors about this have circulated on the Internet for more than a decade, and debunkers have attacked those rumors for almost as long; it does appear that a kidney theft ring operated in India, but the idea that drunken idiots in rural Kentucky would steal kidneys is simply ludicrous and, more than that, sloppy—much like the oil-tanker-shooting plotline in Djibouti. Leonard’s best novels, like Get Shorty and Out of Sight don’t resort to such dubious ideas.

Still, his characters are at least aware of the problem. Tim, one of the marshals, says, “It’s like that old story [. . .] Guy wakes up missin a kidney. Has no idea who took it. People bring it up from time to time, but nobody ever proved it happened.” Raylan replies, “It has now.” The problem is, I still don’t believe it, and the novel never really resolve the incongruity for reasons that I don’t want to reveal here. For one thing, if you had a fence for a kidney, you could probably find people to sell them for not much more than it costs to steal them, and without the police hassle involved.

Outside of that problem—and it’s a major problem, but one I’m willing to overlook for the laconic beauty of Leonard’s writing and the speed of his plots—Raylan has all the usual Leonard virtues, even if over the course of a dozen books they become less pronounced, like the gorgeous view of an apartment you own. But one thing I notice more and more is the drama of status that plays out, over and over, in his novels. In this one, for example, one of the cops named Rachel says of Cuba Banks, who might be one of the bad guys, “Slim body, has that offhand strut.” Raylan says that “He’s got a bunch of white genes but not enough to pass,” making Rachel speculate, “Or maybe he did but didn’t care for the life.” Raylan continues, “Lost his sense of rhythm [. . .] but he’s still cool.” Rachel shows that she’s cool too, by not having to ask what it means to be cool, by simply rolling with Raylan’s ideas. A few pages later, Raylan is talking to Cuba, and asks if “They call you ‘boy’?” Cuba says, “They do, I’m gone,” because he’s too cool to put up with that kind of racial slur. The lesser kinds of racial slurs he’ll tolerate, as long as he knows he’s willing to tolerate them, but not being called boy. He has pride. He’s cool enough to. He’s cool enough to know what he does, why he’s doing it, and why he’s willing to admit it: to gain status in the eyes of Raylan.

By contrast, drug dealers and idiots Coover and Dickie aren’t cool; Coover, for example, throws a dead rat on Raylan’s car, but in response Raylan didn’t move, “didn’t glance around.” He says, though, “What’re you trying to tell me?” and Coover says, “Take it any way you want, long as you know I’m serious.” There’s only one way to take it, as a threat, and Coover in effect accomplishes the opposite of what he says: someone serious doesn’t signal their intentions through something as strident and dumb as a dead rat. Someone cool doesn’t don’t need something as obvious or ugly, and Raylan has seen the general class of behavior before: “You’re telling me you’re a mean son of a bitch [. . .] You know how many wanted felons have given me that look? I say a thousand I’m low. Some turn ugly as I snap on the cuffs; they’re too late. Some others, I swear, even try to draw down on me. All I’m asking, how’d you come to take Angel’s kidneys?” He doesn’t need to react through further, explicit macho posturing: Raylan has already proven himself through the number of “wanted felons” who’ve “given me that look,” and delivers an implicit threat in the form of cuffs or drawing. Then he moves back to the central matter: kidneys. If he weren’t cool, he’d respond. As it is, he knows enough to wait.

The drama of cool pervades the whole novel, and there’s even a subtle dig at artistic pretension, as when marshal Bill Nichols says of a son, “Tim’s writing his second novel in New York. The first one sold four thousand. I asked him what it’s about, the one he’s writing. He [BREAK] said the subtext is the exposure of artistic pretension.” Which is itself pretentious and silly; start with a text before you focus on subtext. He’s not as cool, in Nichols’ reading, as the guys hunting down felons.

Cool extends to sex, too, and Raylan can decline without seeming prude. When sexy company woman Carol offers it, he says no, and she says, “You’re turning me down? [. . .] I’m surprised.” Raylan isn’t above sex, but he’s not going to reduce his perceived integrity, either, and he says, “You aren’t the only one.” Admitting to his own surprise is part of what’s cool: he doesn’t claim the mantle of dubious purity, which he establishes through admitting surprise. Later, when the sexy, knowing female poker star Jackie finds herself with Raylan, she says, “I might as well tell you now, because I know I will later. I’ve got a serious crush on you. I’m excited by how cool you are. You carry and gun and’ve used it.” She admits she sees Raylan is cool, while simultaneously establishing her own coolness through ditching games and simply saying she has “a serious crush.” The cool gain coolness by recognizing coolness in others; Jackie’s, however, isn’t derived from her looks, or at least not primarily from her looks: it’s derived from her ability to play poker and to talk, and to talk straight: hence the crush (in this respect, even Carol is cool, though not as cool as Jackie, because she approaches sex without obvious pretense or as a quid pro quo arrangement—still, as the company woman, she’s not as cool as freelancer Jackie).

Describing cool is antithetical to having it, but hey—I’m an academic, which means I’ve already forfeited cool to the pursuit of ceaseless questioning. So it goes. Some guys gotta chase felons. Others ask what the chase means and, more generally, what things mean and how they mean them. Raylan might look at me askance, and really look at me askance for using the word “askance,” but it’s what I do: notice. Here, I’m noticing what Leonard does, and I’ve been thinking about writing an academic article about Leonard’s dramatization of cool, which his characters so often use to establish a firm yet shifting landscape of values distinct to the peculiar world of hustlers and players write about so effectively. Most writers try to be cool and in the process fail; Leonard, through trying by not trying, succeeds. Establishing this idea textually is part of the challenge in writing the paper, because it requires a finely honed theory of mind and theory of cool, but I think I’m cool enough to recognize cool, even if I’m not quite cool enough to be it.

Links: Freshman composition, MPAA idiocy, peer-review problems in medicine, photography and / in love, The Rent is Too Damn High (the book)

Q Tonic Water* Anna sent this to me and suggested that I could use it; I replied that I “Definitely [could]. It’s startlingly, amazingly accurate, as if one had painted targets on deer, making them easier to hunt, commando style, with a compound bow and a rag tied around one’s head.”

* Further MPAA idiocy: “Teenagers will be barred from watching a documentary about what teenagers actually say and do to one another.

* Israel nixes solar energy for Palestinians.

* Megan McArdle notes that A lot of residents make up peer-reviewed research papers. She says, “The higher the stakes, the greater the incentives to cheat. Still, these sorts of errors are many multiples of the percentage I would have expected, even with the most generous interpretation of how the mistakes were made.”

I would actually draw a different conclusion: random, bureaucratically-imposed hoops on professions lead to the fulfillment of those hoops via any means necessary. A lot of residencies want or require their residents to have a “research project” because having residents do “research projects” looks good for the residency. A lot of residents are sick of school, tired all the time, and just want to go out and get a real job. The need for a random community doc to have done a “research project” in grad school is, at best, unclear.

If you impose hoops that are very different than the market tests you face post-hoop, don’t be surprised if people try to circumvent the hoop.

* Photography: All My Exes Live in Print (SFW), about Mark Helfrich’s book Naked Pictures of My Ex-Girlfriends.

* What an awesome office! Uncomfortable chairs, though.

* Good legal news: Fifth Amendment Right Against Self Incrimination Protects Against Being Forced to Decrypt Hard Drive Contents.

* “Shame Is Not the Solution” for improving teachers. On the other hand, I suspect some of the districts who want to make teaching evaluations and test scores public are doing so out of desperation, or because they can’t build the kind of sophisticated evaluation systems Gates mentions. (For another discussion of this issue, see LA Times Ranks Teachers from Marginal Revolution.)

* Interested in style? See Chic Little Devil.

* Twilight of the Lecture: The trend toward “active learning” may overthrow the style of teaching that has ruled universities for 600 years. I’ve independently realized some, though not all, of these ideas.

* Apple didn’t revolutionize power supplies; new transistors did.

* The Rent Is Too Damn High Now Available for Preorder.

* One of my students mentioned “Santorum” (link slightly NSFW; no pictures, fortunately, and see also here) in office hours, causing me to laugh uncontrollably until he mentioned that he meant the politician, not the substance; in the context, it was ambiguous.

The life of the artist: The Salterton Trilogy edition

“Every old hand tells every novice that a life in music is a dog’s life. It’s not really true. If you’re a musician that’s all there is to it; there’s no real life for you apart from it.”

—Robertson Davies, The Salterton Trilogy. Replace “music” with any other art, including writing, and the idea holds.

Life: The peripatetic existence and The Sun Also Rises edition

“Listen, Robert, going to another country doesn’t make any difference. I’ve tried all that. You can’t get away from yourself by moving from one place to another. There’s nothing to that.”

—Ernest Hemingway, The Sun Also Rises

Links: The death of safe sex?, hypocrites in many forms, law school, Nikon, birth rates and female conscientiousness, liberal arts, and more

* “The Death of Safe Sex“? (The question mark is mine).

* Law schools increasingly look like scams; see here for more.

* The Cowboy and the Welfare State, concerning “an area of Minnesota where people inveigh against the welfare state, despite being inextricably tied to it.” Filed under: hypocrisy.

* The War on Cameras, which actually concerns whether police are accountable to the public or to no one, a la The Wire.

* My Last Day: Le Bernardin’s Pastry Chef Reflects on 8 Long Years.

* How Nikon is killing camera repair.

* For Women Under 30, Most Births Occur Outside Marriage. This quote from the article: “Ms. Strader said her boyfriend was so dependent that she had to buy his cigarettes. Marrying him never entered her mind” reminds me of Bryan Caplan’s post “Poverty, Conscientiousness, and Broken Families,” where he says, “even when [the authors] are talking about men, low female conscientiousness is implicit. After all, conscientious women wouldn’t associate with habitually unemployed men in the first place – not to mention alcoholics, addicts, or criminals.”

* When to be meek.

* Skills and the liberal arts.

* The Real Defense Budget.

* James Fallows on tricks of the interview trade. I want to find an excerpt but the piece has too many to choose one.

* Mag Lights are still made in the USA.

* “A school suspended a teacher for using the racial epithet in an educational context. Now he’s suing his district. Why is this considered hate speech?” The school’s reaction here is inane; you can’t teach books like Huck Finn without using the word “nigger” (for that matter, it would be hard to discuss, say, the lyrics of Jay-Z—or community cohesion and The Wire—without using it). Racially derogatory terms can’t be magically excised from the language, and to pretend they don’t exist is to ignore a vital avenue of discussion.

Why professors don't bother

When I was an undergrad, I noticed that professors were often reluctant to deeply engage with students; when I got students of my own, I realized why and wrote “How to get your Professors’ Attention — along with Coaching or Mentoring” to explain it. Since then, I’ve noticed one other facet of this general phenomenon: when I do engage, or spend a lot of time offering advice or guidance, students often ignore it—making me feel like I wasted my time. Paul Graham’s footnote in A Word to the Resourceful catalyzed this realization for me:

My feeling with the bad groups [of tech startup founders from Y Combinator] is that coming into office hours, they’ve already decided what they’re going to do and everything I say is being put through an internal process in their heads, which either desperately tries to munge what I’ve said into something that conforms with their decision or just outright dismisses it and creates a rationalization for doing so. They may not even be conscious of this process but that’s what I think is happening when you say something to bad groups and they have that glazed over look. I don’t think it’s confusion or lack of understanding per se, it’s this internal process at work.

This happens with students too. A few weeks ago a former student wrote to me about career choices and whether she should major in biochem or English; she started with biochem but struggled in classes (which isn’t at all unusual in science classes). A friend majored in biochem major, so together we wrote a thorough response that turned into an essay called “How to think about science, becoming a scientist, and life” that should go up soon. After spending a couple hours detailing an array of issues, we sent the e-mail, and I got back a response saying. . . she’s going to go to law school and “become a judge.”

So all of the considered reasoning and description and discussion was merely “put through an internal process in” her head. (She’s not the only student to have done this, but she’s merely the most recent example.) Reading her response was painful because she has no ability to understand what being a lawyer or judge is actually like and no ability to project what she’s going to feel like or want in a couple of years, let alone ten, let alone twenty. She’s not alone in this: most people can’t anticipate what they’ll want in the future, and most of us can’t even remember what we were like in the past; we tend to imagine ourselves always having been more or less as we are now. That’s one of Daniel Gilbert’s remarkable insights in Stumbling on Happiness.

Now, I might be overwrought about this, and I might be wrong; one commenter said:

I’m not saying your student didn’t have a pre-filter as you describe. On the other hand, you may have been just one source of advice for your student. Asking for advice doesn’t mean that taking it is always the best course, it’s information to be weighed against all other advice and information.

This is certainly true, but I have’t gotten the sense that most students are doing this. My sense is that most are trying “to munge what I’ve said into something that conforms with their decisions,” or they just “outright dismiss it and create a rationalization for doing so.” The worst part isn’t even that they’re doing so: the worst part is that they’re probably not even aware they’re doing it.

(Observing this phenomenon also makes me wonder about how much I listened when I was an undergrad or just out of college; I may have been no better than the student I’m describing above.)

There’s a second reason why I suspect professors don’t bother and build intellectual moats, and it relates to “25 Things I Learned From Opening a Bookstore;” someone in a Hacker News thread about it said, “Turns out mild loathing towards users isn’t unique to software.”

I suspect that, in retailing, 95% of the customers are fine, but that last 5% take up a disproportionate amount of time and mental energy, whether because they’re clueless or morons or mean or whatever. That’s how I think jaded teachers / professors develop: most students are okay, but that small percentage of “story” students create all kinds of artificial barriers and special exceptions and so on that make the teacher / professor not real pleasant. (I won’t defend the exact percentage of 95 and 5 in teaching, but I will say that the vast majority of students are okay and thus not terribly memorable, while the bad ones or the jerks are entirely too easy to recall.)

One jerk makes a vastly larger impression than twenty nice students, customers, or waiters. The jerk sticks in your mind as an example, and the more you build defenses against the jerk, the worse you’re going to react to the average, reasonable student, customer, or waiter, because you’re calibrating your defaults to dealing with the tiny minority who are jerks or irrational or irrationally demanding, when you should try to ignore those experiences with the jerk minority. If you don’t, you’re going to be overly brusque or defensive, corroding the quality of your teaching, selling, or life. The rules you make to deal with the jerks also apply to the normal, pleasant students or customers. Paul Graham discusses this at the scale of companies in The Other Half of “Artists Ship”:

The gradual accumulation of checks in an organization is a kind of learning, based on disasters that have happened to it or others like it. After giving a contract to a supplier who goes bankrupt and fails to deliver, for example, a company might require all suppliers to prove they’re solvent before submitting bids.

As companies grow they invariably get more such checks, either in response to disasters they’ve suffered, or (probably more often) by hiring people from bigger companies who bring with them customs for protecting against new types of disasters.

It’s natural for organizations to learn from mistakes. The problem is, people who propose new checks almost never consider that the check itself has a cost.

Over time, business and government accretes rules that are designed to prevent mistakes, but those rules themselves can eventually become so onerous that they stifle legitimately good ideas. As professors or other people with power and knowledge begin building defenses based on the 5%, a lot of the 95% are harmed too—which is unfortunate. I’m also not sure there’s anything that can be done about this at the institutional level, because the incentives point to the value of building a moat. But by reminding individuals of the cost of the moat, and implicitly telling students how to get over it, perhaps a few people will have a better overall experience.

EDIT: Here’s Graham on funding startups: “The reason we want to fund the most successful founders is that they’re the most fun to work with. It’s exhausting trying to pep up founders who aren’t really cut out for startups, whereas talking to the best founders is net energizing.” Replace “founder” with “student” and “startup” with your field, and the same thing applies. So if you’re a student, you want to at least look, and ideally be, energetic and resourceful.

Why professors don’t bother

When I was an undergrad, I noticed that professors were often reluctant to deeply engage with students; when I got students of my own, I realized why and wrote “How to get your Professors’ Attention — along with Coaching or Mentoring” to explain it. Since then, I’ve noticed one other facet of this general phenomenon: when I do engage, or spend a lot of time offering advice or guidance, students often ignore it—making me feel like I wasted my time. Paul Graham’s footnote in A Word to the Resourceful catalyzed this realization for me:

My feeling with the bad groups [of tech startup founders from Y Combinator] is that coming into office hours, they’ve already decided what they’re going to do and everything I say is being put through an internal process in their heads, which either desperately tries to munge what I’ve said into something that conforms with their decision or just outright dismisses it and creates a rationalization for doing so. They may not even be conscious of this process but that’s what I think is happening when you say something to bad groups and they have that glazed over look. I don’t think it’s confusion or lack of understanding per se, it’s this internal process at work.

This happens with students too. A few weeks ago a former student wrote to me about career choices and whether she should major in biochem or English; she started with biochem but struggled in classes (which isn’t at all unusual in science classes). A friend majored in biochem major, so together we wrote a thorough response that turned into an essay called “How to think about science, becoming a scientist, and life” that should go up soon. After spending a couple hours detailing an array of issues, we sent the e-mail, and I got back a response saying. . . she’s going to go to law school and “become a judge.”

So all of the considered reasoning and description and discussion was merely “put through an internal process in” her head. (She’s not the only student to have done this, but she’s merely the most recent example.) Reading her response was painful because she has no ability to understand what being a lawyer or judge is actually like and no ability to project what she’s going to feel like or want in a couple of years, let alone ten, let alone twenty. She’s not alone in this: most people can’t anticipate what they’ll want in the future, and most of us can’t even remember what we were like in the past; we tend to imagine ourselves always having been more or less as we are now. That’s one of Daniel Gilbert’s remarkable insights in Stumbling on Happiness.

Now, I might be overwrought about this, and I might be wrong; one commenter said:

I’m not saying your student didn’t have a pre-filter as you describe. On the other hand, you may have been just one source of advice for your student. Asking for advice doesn’t mean that taking it is always the best course, it’s information to be weighed against all other advice and information.

This is certainly true, but I have’t gotten the sense that most students are doing this. My sense is that most are trying “to munge what I’ve said into something that conforms with their decisions,” or they just “outright dismiss it and create a rationalization for doing so.” The worst part isn’t even that they’re doing so: the worst part is that they’re probably not even aware they’re doing it.

(Observing this phenomenon also makes me wonder about how much I listened when I was an undergrad or just out of college; I may have been no better than the student I’m describing above.)

There’s a second reason why I suspect professors don’t bother and build intellectual moats, and it relates to “25 Things I Learned From Opening a Bookstore;” someone in a Hacker News thread about it said, “Turns out mild loathing towards users isn’t unique to software.”

I suspect that, in retailing, 95% of the customers are fine, but that last 5% take up a disproportionate amount of time and mental energy, whether because they’re clueless or morons or mean or whatever. That’s how I think jaded teachers / professors develop: most students are okay, but that small percentage of “story” students create all kinds of artificial barriers and special exceptions and so on that make the teacher / professor not real pleasant. (I won’t defend the exact percentage of 95 and 5 in teaching, but I will say that the vast majority of students are okay and thus not terribly memorable, while the bad ones or the jerks are entirely too easy to recall.)

One jerk makes a vastly larger impression than twenty nice students, customers, or waiters. The jerk sticks in your mind as an example, and the more you build defenses against the jerk, the worse you’re going to react to the average, reasonable student, customer, or waiter, because you’re calibrating your defaults to dealing with the tiny minority who are jerks or irrational or irrationally demanding, when you should try to ignore those experiences with the jerk minority. If you don’t, you’re going to be overly brusque or defensive, corroding the quality of your teaching, selling, or life. The rules you make to deal with the jerks also apply to the normal, pleasant students or customers. Paul Graham discusses this at the scale of companies in The Other Half of “Artists Ship”:

The gradual accumulation of checks in an organization is a kind of learning, based on disasters that have happened to it or others like it. After giving a contract to a supplier who goes bankrupt and fails to deliver, for example, a company might require all suppliers to prove they’re solvent before submitting bids.

As companies grow they invariably get more such checks, either in response to disasters they’ve suffered, or (probably more often) by hiring people from bigger companies who bring with them customs for protecting against new types of disasters.

It’s natural for organizations to learn from mistakes. The problem is, people who propose new checks almost never consider that the check itself has a cost.

Over time, business and government accretes rules that are designed to prevent mistakes, but those rules themselves can eventually become so onerous that they stifle legitimately good ideas. As professors or other people with power and knowledge begin building defenses based on the 5%, a lot of the 95% are harmed too—which is unfortunate. I’m also not sure there’s anything that can be done about this at the institutional level, because the incentives point to the value of building a moat. But by reminding individuals of the cost of the moat, and implicitly telling students how to get over it, perhaps a few people will have a better overall experience.

EDIT: Here’s Graham on funding startups: “The reason we want to fund the most successful founders is that they’re the most fun to work with. It’s exhausting trying to pep up founders who aren’t really cut out for startups, whereas talking to the best founders is net energizing.” Replace “founder” with “student” and “startup” with your field, and the same thing applies. So if you’re a student, you want to at least look, and ideally be, energetic and resourceful.