Now that the U.S. Senate has killed pretty much any attempt to place any meaningful controls on the use and sale of firearms in the United States, it’s time for a more objective look at the situation.  First off, there is no practical way guns are going to vanish in the United States, despite all the NRA and right-wing paranoia and concern about “big government” taking away guns.  It won’t happen.  Period.  Over 40 million U.S. households have firearms, over 320 million of them. Put in perspective, according to a 2007 United Nations study, fifty percent – half – of all the world’s guns were then held by U.S. residents, and since then U.S. gun sales have boomed.

Hard as those facts may be for some to swallow, U.S. guns are not going away and most likely never will.  Nor will measures such as restricting sales of certain types of weapons and ammunition, as commenters to this blog have noted repeatedly, be terribly effective.  At the same time, gun violence and accidental deaths and suicides caused by guns are epidemic. In 2010, guns took the lives of 31,076 Americans in homicides, suicides and unintentional shootings. 73,505 Americans were treated in hospital emergency departments for non-fatal gunshot wounds in 2010. Yet, as others have pointed out, the U.S. does not have anywhere close to the highest homicide rate in the world or even the highest number of total gun fatalities, BUT we have an astoundingly high rate compared to any other industrial nation in the world, so much so that’s there’s virtually no comparison.

So… what can we realistically do? Besides nothing, which seems to be the position of the NRA?

 As I’ve been considering the issue of guns in our the great American representative democracy, it occurred to me that there’s one aspect of the whole Second Amendment mess that has been totally ignored – and that’s the issue of responsibility.  Oh, everyone pays lip service to “responsible gun owners,” but the actual issue of responsibility in practice has been totally overlooked.  My suggestion is that instead of futilely trying to ban firearms, we give some firm legal support to all those “responsible gun owners,”  and by doing so provide at least some attempt to restore the “rights” lost by all the firearms victims.

 Let’s look at it this way.  If you own a car and drive, you have to be tested and licensed, and if you’re caught driving without a license, you face legal sanctions. If your vehicle causes damages to others, even if you’re not the driver, you have a financial responsibility.  Now… let’s do a comparison.  Guns result in 31,000 deaths and over 70,000 injuries in the U.S. annually.  Vehicle accidents kill 33,000 people and injure close to 100,000.  We regulate automobiles and who can drive them and under what conditions.  We require insurance, apply criminal sanctions to grossly unsafe vehicle use, and insist on wide-spread driver education and training.  The result of all this is that since 1972 automobile deaths have dropped 41%.  Why not apply the same approach to firearms?

Do we want people who can’t see being able to own and shoot a firearm?  We don’t let them drive. Why should we let them have a gun [And please don’t tell me that’s unconstitutional.  The Supreme Court declares what’s constitutional and what’s not, and it’s said that reasonable restrictions on the right to bear arms are constitutional.]  Why not require a firearms license?  And like a driver’s license, it could have categories.  If you want to drive a semi-trailer, you need more training and more insurance. If you want to have an arsenal of high-powered weapons, perhaps you need to be certified in handling them.  And the license, like a driver’s license, should require renewal.

 
A few other legal changes would also be helpful, such as licensing of weapons, just like cars – and forget all the screams about big government. Big government already knows all that about you anyway… and so does every major corporation, and I don’t hear any screams about invasion of privacy there. Besides, a nation that endorses social media such as Facebook has no right to claim privacy, anyway.

Perhaps we should also require firearms insurance, based on the number and class of weapons one owns, and a percentage of that premium could go to the various law enforcement agencies to give them the officers and equipment to go after real lawbreakers.  Perhaps we should impose an ammunition sales tax, like the gasoline tax that funds highway programs, in order to fund programs to support various aspects of firearms safety. There also ought to be a provision that if an owner doesn’t report the loss, sale, or theft of a firearm, and that weapon is subsequently used in a crime, the owner can be charged as an accessory after the fact.  None of these provisions should really trouble responsible gun owners.  I mean, after all, don’t they just require you to act the way you claim you should?  And make certain that anyone injured by your firearms, or their family, can be compensated, with, of course, an uninsured firearms operator provision as well.

And besides, it’s the American way – use a combination of required education, insurance, and financial responsibility.  More bureaucracy?  Of course, but it’s more than clear that simple solutions that have worked elsewhere in the world – like restricting firearms – haven’t worked here and won’t. So… we should do it our way, rather than doing nothing.

We all want our food to be safe to eat, the vehicles we drive to be mechanically and technically sound, the medicines we take not to be unduly hazardous to our health… and so forth.  But the problem we face is that as society becomes more technological and complex, the less an individual can do to assure that safety, and the abuses of business in the nineteenth and twentieth century have proved rather conclusively that businesses and corporations can’t be trusted to ensure the safety of their products and services, at least not without federal regulations and oversight [and, alas, sometimes not even then].

But beyond what one might call the “understandable” realm of government rules comes yet another level of safety… and that is the regulatory acts and structures we support and pay for as a result of the actions of crazies. To maintain safety from these crazies in a civilized society, we pay a huge premium, and one that shouldn’t, at least in an ideal world, be so necessary.  And, yes, I’m among the first to admit we do not live in anything close to an ideal world.

There are the crazies of greed, the scam artists, the ones who try to con money and assets from the gullible and the trusting, and those not intelligent enough to realize they’re being swindled. Another variety of the crazies of greed are the businesses who offshore the production of goods to places where there are no regulations, or very lax ones, on pollution, working conditions, and hazardous chemicals, and while, technically speaking, this practice may “save” us dollars in the cost of goods, it increases the costs and damages on the planet far more than what it “saves” us in lower prices.

Once I believed that it was the product-tampering crazies, those nuts who have injected toxins, poisons, and other harmful substances into foods, medicines, and the like, and who created a billion dollar industry of additional packaging that was totally unnecessary in a sane world… but then I realized that child-proof packaging is also necessary in a world where everything is presented as attractive.  Who would ever have thought that detergent pods would resemble candy?  But then, maybe that’s another facet of excessive corporate greed.

Of course, the emphasis on safety is selective.  We still allow sixteen year-olds possession and use of a two thousand pound plus potentially lethal weapon – the automobile – although we do require that the vehicle and operator be licensed and registered, unlike guns, where registration and licensing, in the USA, at least, are violently opposed

But I do find it interesting that the instance of thirty-some poisonings from tampered Tylenol more than twenty-five years ago spurred the eventual requirements of tamper-proof packaging on everything, and there’s not even a requirement for a gun owner to be licensed, when there are over 13,000 gun-related deaths annually in the USA.

With the firing of the Rutgers University basketball coach for bullying, the media and educational concern over bullying by teachers and coaches has intensified.  In the case of the Rutgers  coach, there’s substantial video evidence that he did indeed bully his players, not to mention engage in abusive and unprofessional behavior.  Likewise, there is a real problem in the educational system in students bullying other students.  Unfortunately, all the publicity about “bullying” is threatening to create a situation that may become in time, if not already, another serious problem.

 As I mentioned in an earlier blog, the tendency for students and educators to insist on teachers and professors providing “positive feedback” to students, regardless of whether such positivity is warranted, is already resulting in what I called the “Rah, Rah Cheerleader Effect.”  Now, more and more often, some students are deciding that any form of observation of their failings or any constructive criticism, even of the most egregious failure on the part of the student, is a form of “bullying.” 

 There is a clear distinction, at least in my mind, and, I suspect, in the minds of experienced and knowledgeable teachers and professors, between the abusive bullying behavior exemplified in the Rutgers basketball video and a quiet but firmly delivered statement about a student’s failure to do an assignment, to follow directions, or the errors committed by the student.  Yet all too many students today, in this era of political correctness and “anything negative will scar a child for life” equate almost anything that even suggests negativity with “bullying.”

 Human beings learn from their mistakes, and students are going to be handicapped in both future studies and in life if teachers and professors are restrained from honestly evaluating students because of a fear of being called “bullies.” Given the wide reliance on anonymous student evaluations by virtually all colleges and universities, this is anything but an unfounded fear, and what is worst about it all is that the teachers and professors who demand the most in achievement and excellence are the ones already getting comments about their being bullies. Studies of student evaluations already indicate that, in general, the most demanding professors get lower student evaluations than less academically demanding professors. For example, a recent controlled study at the U.S. Air Force Academy found that students who studied with more demanding professors got lower grades, gave lower student evaluations… and learned more.

 At a time when there is a real problem with bullying, especially student-student bullying, the last thing education needs is the problem of deciding that an honest assessment of a failure to meet academic standards is a form of bullying.   

U.S. worker productivity dropped in the fourth quarter of 2012, and overall worker productivity growth has lagged for the past several years, even as unit labor costs have risen. The economists’ explanations for the decline range from the lack of hiring to a surge in new hiring in the last part of 2012, as well as some highly technical considerations. Despite all the explanations and rhetoric, I have one basic question.  Given the continuing capital investment, the comparative stagnation of wages, and the vastly increased computerization and use of technology, why isn’t productivity a whole lot higher?

 Some economists claim that productivity isn’t higher because companies are trying to wring more work out of already overworked and tired workers, and that may well be true, but I think there’s another factor at work, and one that’s significantly larger… and completely overlooked by the statisticians, but not by actual middle managers, of whom there are probably too few these days.  What is that factor?  The on-the-job proliferation of personal technology use unrelated to the business at hand, and especially its use, overuse, and misuse

 There’s a fine line between use and overuse, but emails illustrate that difference.  Because emails have proliferated, many recipients either ignore more vital or important emails or are late getting to them because their electronic in-boxes are overflowing. Of course, that has created a greater use of Twitter, and that means more complex issues in emails aren’t addressed… or are delayed… or recipients just sigh and play a computer game.

 Two schools exist on the impact of social media on productivity, but the actual studies are limited.  On the one hand, the business research firm Basex issued a study declaring the productivity cost of workplace interruptions, primarily employee abuse and misuse of social media, at $650 billion a year, and a British study by Myjobgroup.co.uk, claimed a 14 billion pound annual loss to UK firms from time spent on social media. Another British study found that that, on average, employees spend almost 20% of their workweek  involved in personal online activities rather than on work. In 2012, Americans racked up 74 billion minutes, 20% of their time on social media sites, according to Nielsen/Incite’s Social Media Report for 2012, and it’s more than likely that a significant fraction of that time was on the company clock, so to speak.

 On the other hand, there are several studies claiming that blocking social media creates demoralized employees, retards communications, and actually costs industry billions annually.

 I’m not sure I trust anyone’s statistics completely, but I do know that I have to spend more time than I’d like scanning emails that purport to be useful and discarding them – and that’s not counting those in the spam file, which I also have to scan, because the filters still throw out mail I should be getting.  I also know local employers who continually are frustrated by finding employees on personal cellphones and social media sites when they should be working. My wife has colleagues who can’t get around to what they’re supposed to be doing because they’re always tweeting or on their cellphones.

 And when you have a whole generation of students who insist on continual communication, either through texting, tweets, or cellphones, I have the feeling that we’re not going to see a great deal of productivity improvement in the years ahead.

Last week thirty-five teachers in the Atlanta school system were arrested/indicted for cheating… that is, they were accused of changing and inflating students’ scores on the standardized tests that reputedly measure student achievement and thus determine teacher effectiveness… and bonuses. The district superintendent, who retired in 2011, was charged with racketeering, theft, influencing witnesses, conspiracy, and making false statements, allegedly in order to obtain $500,000 in performance pay. She could face 45 years in prison, and prosecutors recommended a $7.5 million bond for her.  In addition to the 35 charged so far, another 143 were named in an 800 page report.  Of those named, 82 confessed to altering test scores.

 Now… I would be the last person to approve of such behavior, but, as my wife the university professor pointed out, there is a certain inconsistency, as well as tremendous hypocrisy, involved in these prosecutions, from the charges against individual teachers to the amount of the bail-bond set for the retired superintendent.

 Let me get this straight. Teachers and administrators rigged test scores to improve their salaries, and in some cases, merely to keep their jobs, because the teachers with the lowest student scores, regardless of the class composition, risked losing their jobs, and they’re being prosecuted.  That prosecution is absolutely necessary, sadly, as it should be. Over three years ago, however, mortgage bankers, investment bankers, and other financial institutions falsified the risk of trillions of dollars in mortgage securities and sent the country into the second worst economic recession in U.S. history… and not a single investment banker has even been charged.  In the case of the mortgage bankers, millions lost their homes, jobs, and savings, and entire communities were economically devastated, while in the case of the teachers, far more modest damage has occurred… damage limited to one school district in one metropolitan area…

 Well… some might say that teachers should be held to a higher standard.  But… if they should be held to a higher standard, why aren’t they being paid as well as mortgage bankers, who clearly haven’t been held to a high standard?  The average teacher doesn’t make a fraction of what those illustrious individuals who crashed the economy made… and still make.

 There’s no law against making bad economic decisions, others might claim, but there is a law against creating fraudulent test scores for economic gain.   Except… what about the fraudulent grading of bundled mortgage securities and derivatives that made the investment banks billions… money that was lost and never repaid?

 I don’t have much sympathy for the teachers, none, in fact, but I can understand why some of them did what they did.  We have a society that worships money, and little else, and in education, only the test scores and credentials, not the actual learning, seem to matter. Those teachers saw that only money, credentials, and numbers seem to count, as well as the fact that some of the highest executives in the financial industry benefited from defrauding the purchasers of bundled securities and got away with it.  Given that scale of fraud, what does it matter if test scores are fudged a bit?  Why should teachers worry about ethics and that sort of thing, if the government and the American people aren’t going to do anything about massive financial gains from fraud or even care about the lack of ethics exhibited by those financiers?

 Oh… and add to that the current mindset that teachers are absolutely and totally responsible for student learning.  Parents have no responsibility for providing a learning environment at home; communities have no responsibility for the safety of students; and students have no responsibility for trying to learn.  In fact, from what I’ve seen, only a minority of students will accept any responsibility for learning.  Oh… most will give the idea of their responsibility to learn lip service, but that vanishes with the first difficult assignment or the first novel distraction… and it becomes entirely the teacher’s problem.  Well… obviously those teachers in Atlanta decided that, if the system was rigged against them, they’d re-rig it… and they got caught.

 What will be overlooked is the fact that, in some states, almost fifty percent of classroom time will continue to be spent on testing or test preparation… and that’s an even greater corruption of education than upgrading student test scores, unwelcome as such alternations are and should be.  The other question that the Atlanta case raises is why it took so long to come to light.  If all these objective tests are so accurate, then shouldn’t it have been apparent from the start that there were obvious discrepancies between the test scores and academic performance? Oh… I forgot.  No one measures academic performance except by test scores.  Or is it that the tests aren’t that accurate?  Or that no one wants to turn away from the simplistic – and wrong – assumption that tests don’t answer all, or even a larger proportion – of the problems involved in education?

 The even greater problem is that, now, most teachers – and most of them are dedicated, honest, and hard-working – will have to live down another problematical example… and they’ll have to do it knowing that the biggest cheaters in U.S. history got away scot-free… and knowing that no one really seems to care… except to have another reason to blame teachers.