I just finished reading this article that highlights research into connections between the American educational system and society -- particularly the extended childhood that we, er, "enjoy" here in American and much of the world at this point. The article makes the case that American-style high schooling is the root cause of what we think of as "adolescent turmoil."

I am glad somebody is finally researching this connection. This connection is something I've believed in since I was very young, though putting it into words didn't seem to make me popular with my teachers. Part of me wishes the article (or perhaps simply the research) were better developed. I don't think it would be hard to design an experiment that compares the development of differently-schooled Americans, with most relevant variables accounted for (short of the precision of twin studies, but probably still convincing).

I would love to get together a group of 50 or so bright 13- and 14-year olds and, for the rest of their schooling until college (if they chose to go), build a company, and encourage them to fill in their skillsets over the course of working on projects for the company. This idea first occured to me when I was working as an actuarial technician at a small insurance company in St. Louis. I would work on projects assigned to me, and finish them in a fraction of the amount of time I was given to complete them. And yet I was told I was exceeding expectations. In fact, after building spreadsheets that automated customer quotes (something insurance companies were just introducing in the mid-90s when I was working for the insurance company), I discovered that a programmer outside the company was being paid an enormous sum of money to perform the same task. I finished the job in a couple of weeks total I think, and after two years, the outside contractor had nothing to show.

As I worked more projects outside of my department, I discovered that (a) there were only a handful of people (maybe 6-8, possibly fewer) in the company doing anything that required more education than a bright middle school student has, and (b) most people filled up the majority of their time each day tactically having conversations away from the eyes of their superiors, who knew what was going on, and only expected 30% production time from their employees anyway. Though phone operators were expected to talk over the phone during more of the day than that (and really, they had some of the toughest jobs, hands down).

While the finances of the insurance industry get to be a little complex (though nothing a MOPper couldn't handle -- and possibly a much broader number of high school students than that), there are plenty of easier industries in which to work. I don't see why it couldn't be done. And I don't see why it wouldn't be a major improvement over the current educational system.

Saturday was the first meeting of students interested in the San Diego ARML team. It was also an SAT date. Still, 49 students attended the first practice. We may expand from two teams to three this year.

We'll surely expand from one room to two for practices if this keeps up.

I'm going to look for a regular co-coach of the team. If I have 50+ to work with often, I'll want to split them into two groups. One of the new math circle instructors is a former member of the Montgomery Blair ARML team (the math circle now has two former members of that team in fact). He may help some, but if he already has some other math circle duties, I'd rather find one more instructor.

There is a former IMO gold medalist studying economics at UCSD. I'm going to try to get him involved.

It's nice to see that through all the cluttered debates in the world about economics, there are people applying basic economic principles to the real problems developing economies face.

Despite what anyone says about the problems of capitalism (which I think are usually not about capitalism itself, but more often about certain aspects of corporatism, lack of transparency or honesty in government, or ill-chosen public incentive structures), people everywhere want to participate in commerce. People want to work, be rewarded for their work, and build better lives for their families -- hence strengthening their entire cultures.

I've been a big fan of microloans for years now. The idea appeals to me in the simplest way. It's not a big pile of money anyone would organize an army or government to steal (a problem in many of the poorest nations). It's not a handout that stops people from finding innovative ways to improve their lives (give a man a fish for 1000 days, and he forgets how to fish). It's a small amount of money, subsidized in transaction cost (cost of banking), given usually to women looking for a way to provide for their family.

And it just plain works.

I think it's great that the Nobel committee is directing the attention of the world toward the success of microcredit:

Quote: OSLO, Norway – Bangladeshi economist Muhammad Yunus and his Grameen Bank won the Nobel Peace Prize today for their pioneering use of tiny, seemingly insignificant loans — microcredit — to lift millions out of poverty.

Simon let the world know about his favorite factoring trick 3 years ago at AoPS.

I just got done watching Connie Rice give a speech on UCTV (the University of California's television station). No, not the Rice trying to manage the admiinistration's interests in the Middle East -- her second cousin in fact. And I was very impressed. Connie Rice is a lawyer here in California known for taking on important issues in intelligent ways -- and winning. Want somebody who is capable of seeing through politics to the interests of both sides of the political fence? Then write Connie Rice's name in for president next time around. I think that's what I'll do.

Here is a little bit of Connie Rice. While I don't find myself agreeing with her 100%, I find myself agreeing with her 90%, which is about 80% more than I do with most people with power. Then again, Connie Rice is a leader by action, not by popularity, so it only stands to reason she'd have a sharp mind.