Far-fetched tales of West African riches strike most as comical. Our analysis suggests that is an advantage to the attacker, not a disadvantage. Since his attack has a low density of victims the Nigerian scammer has an over-riding need to reduce false positives. By sending an email that repels all but the most gullible the scammer gets the most promising marks to self-select, and tilts the true to false positive ratio in his favor.
Clarence M. Jones, one of the instructors of our course in Cincinnati, Ohio, told how encouragement and making faults seem easy to correct completely changed the life of his son.
"In 1970 my son David, who was then fifteen years old, came to live with me in Cincinnati. He had led a rough life. In 1958 his head was cut open in a car accident, leaving a very bad scar on his forehead. In 1960 his mother and I were divorced and he moved to Dallas, Texas, with his mother. Until he was fifteen he had spent most of his school years in special classes for slow learners in the Dallas school system. Possibly because of the scar, school administrators had decided he was brain-injured and could not function at a normal level. He was two years behind his age group, so he was only in the seventh grade. Yet he did not know his multiplication tables, added on his fingers and could barely read.
"There was one positive point. He loved to work on radio and TV sets. He wanted to become a TV technician. I encouraged this and pointed out that he needed math to qualify for the training. I decided to help him become proficient in this subject. We obtained four sets of flash cards: multiplication, division, addition and subtraction. As we went through the cards, we put the correct answers in a discard stack. When David missed one, I gave him the correct answer and then put the card in the repeat stack until there were no cards left. I made a big deal out of each card he got right, particularly if he had missed it previously. Each night we would go through the repeat stack until there were no cards left.
Each night we timed the exercise with a stop watch. I promised him that when he could get all the cards correct in eight minutes with no incorrect answers, we would quit doing it every night. This seemed an impossible goal to David. The first night it took 52 minutes, the second night, 48, then 45, 44, 41 then under 40 minutes. We celebrated each reduction. I'd call in my wife, and we would both hug him and we'd all dance a jig. At the end of the month he was doing all the cards perfectly in less than eight minutes. When he made a small improvement he would ask to do it again. He had made the fantastic discovery that learning was easy and fun.
"Naturally his grades in algebra took a jump. It is amazing how much easier algebra is when you can multiply. He astonished himself by bringing home a B in math. That had never happened before. Other changes came with almost unbelievable rapidity. His reading improved rapidly, and he began to use his natural talents in drawing. Later in the school year his science teacher assigned him to develop an exhibit. He chose to develop a highly complex series of models to demonstrate the effect of levers. It required skill not only in drawing and model making but in applied mathematics. The exhibit took first prize in his school's science fair and was entered in the city competition and won third prize for the entire city of Cincinnati.
"That did it. Here was a kid who had flunked two grades, who had been told he was 'brain-damaged,' who had been called 'Frankenstein' by his classmates and told his brains must have leaked out of the cut on his head. Suddenly he discovered he could really learn and accomplish things. The result? From the last quarter of the eighth grade all the way through high school, he never failed to make the honor roll; in high school he was elected to the national honor society. Once he found learning was easy, his whole life changed."
The study included test scores from the 2008 to 2014 school years for 10,000 of the roughly 12,000 school districts in the United States. In no district do boys, on average, do as well or better than girls in English and language arts. In the average district, girls perform about three-quarters of a grade level ahead of boys.
Note that this is synchronous with gender roles of parents in the given districts. In rich, white, suburban districts, parents are more willing to say they have egalitarian values, but actually more likely to have traditional gender roles in the family (e.g., full-time working father and stay-at-home mother).But in math, there is nearly no gender gap, on average. Girls perform slightly better than boys in about a quarter of districts – particularly those that are predominantly African-American and low-income. Boys do slightly better in the rest – and much better in high-income and mostly white or Asian-American districts.
a way of securing his discoveries and inventions for the future by way of cypher or anagram, to be lodged in the Register-book of the society, till he should think it convenient to explain them in a common language; making withal a beginning of this way of communicating new discoveries by sending the following cypher; which was ordered to be entered into the Register-book.
Our main result is to show that proper treatment of scientific uncertainties dissolves the Fermi paradox by showing that it is not at all unlikely ex ante for us to be alone in the Milky Way, or in the observable universe.Fortune.
Our second result is to show that, taking account of observational bounds on the prevalence of other civilizations, our updated probabilities suggest that there is a substantial probability that we are alone.
