Tuesday, June 1, 2021

"UFO": loose talk and sloppy thought


     Everybody’s abuzz about the Pentagon’s UFO report, to be released some time this month. 

     Natch, I’ve long been a skeptic about the notion that something extraordinary is going on with these sightings of apparently impossible craft. The Pentagon, however, given a series of remarkable recordings and observations by jet pilots going back to at least 2004, is beginning to take some UFO sightings seriously. 

     Their report promises to be great fun. 

     No doubt you’ve noticed that the term “UAP”—for “unidentified aerial phenomenon”—is replacing “UFO.” I suspect that this terminological switcheroo is an effort by the task force to distance themselves from earlier UFO discussions and opiners. They’re saying: “Forget about that nasty old UFO debate; let’s start afresh, focusing on this remarkable new info!” 

     Perhaps someone has offered a more substantive rationale for the "UFO/UAP" switcheroo, but I am as yet unfamiliar with it.

     Meanwhile, I offer these reflections.

* * * 

     A. Aren't the terms "UFO" and "UAP" pretty much the same?

     A case can be made for supposing that the two terms—UFO and UAP—are essentially equivalent. After all, a “phenomenon” can be an object. 

     The OED’s first definition of “phenomenon” is as follows: 

1. A thing which appears, or which is perceived or observed; a particular (kind of) fact, occurrence, or change as perceived through the senses or known intellectually; esp. a fact or occurrence, the cause or explanation of which is in question. 

     Since the 16th Century, “phenomenon” has been used (among speakers of English) to refer to an observed thing, but also to a perceived “fact or occurrence” —in need of explanation.

     The OED also notes a philosophical usage that appeared in the 17th Century: 

3. An immediate object of sensation or perception (often as distinguished from a real thing or substance); a phenomenal or empirical object (as opposed to a thing in itself). 

     This sense of “phenomenon” no longer regards the referent as an actual thing but rather a subjective sense datum or image that may or may not correspond to, and caused by, an actual thing in objective reality. To the extent that this sense of “phenomenon” has infected/influenced the original “object or occurrence” sense, replacement of UFO with UAP might suggest a move to a less naïve concept: the phenomenon as an apparent object, i.e., one that might not correspond with any actual thing. An impression or sense datum. 

     But there’s an obvious problem with keeping the “unidentified flying X” motif but replacing “object” with “sense datum” or “impression.” Sense data don’t fly. A UFO or a UAP is a flying or aerial entity. As such, it is a concrete thing in the air, not some subjective image or impression in someone’s consciousness.      

 * * * 

     B. Whence "UFO"? 

    Evidently, the term “UFO” was coined by the U.S. Air Force in the early 50s: 

The term "UFO" (or "UFOB") was coined in 1953 by the United States Air Force (USAF) to serve as a catch-all for all such reports. In its initial definition, the USAF stated that a "UFOB" was "any airborne object which by performance, aerodynamic characteristics, or unusual features, does not conform to any presently known aircraft or missile type, or which cannot be positively identified as a familiar object". Accordingly, the term was initially restricted to that fraction of cases which remained unidentified after investigation, as the USAF was interested in potential national security reasons and "technical aspects"…. (Wikipedia) 

     The term “UFO” has always struck me as sensible. There are, of course, numerous “identified” flying objects: ordinary birds, planes, helicopters, balloons, etc. And there are occasional flying objects the nature of which one is ignorant (imagine being among the first to see a roaring propeller-less aircraft!). Those objects require identification. So we speak of “unidentified flying objects.” Good. 

     The only problem with the original term “UFO” is its assumption or implication that all “such reports” are reports of actual flying objects. As we know, at least some UFO sightings/reports have turned out to be optical illusions, such as those caused by the autokinetic effect (—you know: a stationary point of light begins to seem to move). A UFO report (of a flying object in the night sky) caused by the autokinetic effect involves no actual flying or even aerial object. 

     But it’s still a UFO, right?

     This fault strikes me as minor, no reason to abandon an otherwise sensible term. 

 * * * 

     C. The case against “UFO” 

     The real issue with the term UFO is that it has gradually developed a new meaning, and that new meaning makes it problematical, a source of confusion.

     How often have we heard someone ask, “Do you believe in UFOs?”? The questioner assumes that a UFO isn’t simply an unidentified flying object, for it is clear that plenty of those exist. He or she assumes that a UFO is something extraordinary, such as a vehicle piloted by extraterrestrials. Do we believe in THAT sort of thing? That's their question.

     Some dictionaries now recognize this meaning of “UFO.” The 2nd definition of “UFO” in the Collins Dictionary (American English) is the following: 

a spacecraft from another planet; flying saucer 

     In my experience, for a great many speakers of American English, a UFO is indeed a flying saucer (i.e., a technology beyond human capability) or “a spacecraft from another planet”—or solar system or galaxy.

     Even educated speakers embrace this usage. I did a quick Google search (for “UFO”) and noticed that, today, someone wrote an article entitled, “The government says UFOs are real. What's next?” If UFOs are simply flying objects that are unidentified, then their reality is largely a non-issue. Their reality is an issue (to this author) because he assumes that UFOs are craft that do things that, as far as we know, can’t be done, not by us. They are extraordinary craft, not just unidentified things. 

     (Alternatively, I suppose that the author might be asking this question: are UFOs really what they appear to be—i.e., extraordinarily fast and nimble craft? Accordingly, a UFO is an apparent extraordinarily-advanced flying craft. See below.)

     For these reasons, I agree that we should abandon the term “UFO,” such as it now is. We need a term for flying objects that require identification—the term that the Air Force provided more than 60 years ago—and, owing to the loose talk and sloppy thought of many a knucklehead, "UFO" is no longer that term!

 * * * 

"Flying saucer" in Orange County, 1965


     D. The case against "UAP"

     But there is an obvious reason not to replace UFO with UAP. It is the widespread failure—at least among Americans—to understand the singular and plural forms of the noun “phenomenon.” 

  • one phenomenon
  • two phenomena

I just watched a dozen or so video news reports concerning the awaited Pentagon UAP document. Many of these reporters speak of Navy flyers experiencing “an unidentified aerial phenomena.” 

     “A phenomena." —Good grief. 

 * * * 

     E. A recommendation

     How about “apparent, unidentified flying objects” (AUFOs)? Sounds good to me, plus it repairs the minor defect of the original “UFO.”

     I do kinda hope that these weird apparent objects that those Navy fliers have observed turn out to be real and awesome, and not just figments perpetrated by nasty foreigners hacking our equipment — or something even more prosaic.

     I don't think that that will happen, but I can hope!

     Klaatu barada nikto.

I want to believe. But I don't. Not yet.

Monday, May 24, 2021

Supervisor Don Wagner tweets!


 

Making community colleges free—or not


Washington Post Opinion: Community colleges deserve more attention. But making them free isn’t the answer. 

Glenn Hubbard, a professor of economics and finance at Columbia University, was chairman of the Council of Economic Advisers under President George W. Bush. 

President Biden’s proposed American Families Plan calls for two years of free community college education for every American interested in attending. The federal government would spend an estimated $109 billion to cover the tuition. 

Given their role in boosting workplace skills, community colleges rightly deserve more attention from policymakers. But offering free tuition is the wrong answer. Lawmakers should instead offer block-grant funding so that these schools can better prepare workers to join our dynamic 21st-century economy. Community colleges are the logical workhorses of skill development, and their local presence in regional economies makes them attractive partners for employers. Economists have found that two-year associate degrees (or high-quality certification programs) are enough to generate a large premium over the wages of workers with only a high school degree. 

Yet community colleges have not proved to be a ready-made solution to economic decline. Many towns where major employers shut down initially had high hopes that local community colleges (or technical institutes) would quickly retrain steel, car or other factory workers in new occupations. But too often those workers dropped out midway, or if they did finish, had no better outcomes than those who never went back to school. Community colleges as presently constituted might work well for kids right out of high school, but we need more creative collaboration between faculty and local employers to meet the needs of mid-career individuals, too. 

Free tuition won’t change this dynamic. In fact, it is likely to lead to extra class sections and larger class sizes just when state-level public support withers. It also means little if institutions lack the services to support a student’s education toward better performance and completion. This observation is especially true for the many community colleges that serve economically vulnerable students. 

Instead of focusing on the demand side of the education equation, a better approach would focus on the supply side — that is, on how colleges can provide better education that allows students to gain skills and complete degree programs. Such an approach can be found in a 2019 paper that I co-authored for the Aspen Institute’s Economic Strategy Group, which proposes a program of federal grants to strengthen community colleges, contingent on improved degree completion rates and labor market outcomes. 

Inspired by Abraham Lincoln’s Morrill Land Grant Act of 1862, the plan sets the ambitious goal by 2030 of raising community college completion rates (or transfer to four-year colleges) to 60 percent (the approximate graduation rate for students seeking bachelor’s degrees). We also aim to increase the share of Americans aged 25 to 64 with postsecondary credentials from 47 percent to 65 percent, the level projected to meet the economy’s skill needs by 2030. 

This effort isn’t wishful thinking. Economists have found that increased state funding of community colleges leads to increases in educational attainment and completion, along with increases in credit scores and car and home ownership. We just need the federal grants to have the flexibility to work like state funding. It’s true that Biden’s American Families Plan includes $62 billion to strengthen completion and retention rates at community colleges. His American Jobs Plan also calls for a $12 billion federal investment in community colleges. But unlike our block grants, this spending comes with a lot of strings attached. The White House has made clear that states would be able to access these funds only if they adopt specific programs, such as child care for students or improved energy efficiency. The administration has also spent far more energy trumpeting free tuition than in promoting this investment, so it’s easy to see which would be jettisoned if needed. 

The plan I described earlier, by contrast, would cost $20 billion annually but free up colleges to innovate according to their local context, especially for mid-career students. That’s much less than Biden’s proposed $109 billion and better targeted. Students who can afford the tuition would still be paying it, instead of giving everyone a free ride. These block grants would be a far better investment for our future, as they would pay off in a more productive economy (as well as a stronger society) for many years to come. 

The Morrill Act is instructive here. By focusing on the supply side, it broadened access to higher education by increasing the capacity for educating and training students in emerging skills. Through the equivalent of a federal block grant, the act allowed for variation across states in carrying out colleges’ educational missions. 

And land-grant colleges were positive for local economies beyond training, providing know-how in agriculture and manufacturing. 

Community colleges occupy a central role in any successful effort to build a bridge for many more Americans to promising work. But we won’t get there by telling community colleges to do more of the same. We need to empower them to experiment and collaborate with local businesses. Free tuition will just flood the colleges with students and make them less inclined to experiment or collaborate. We can build back better than that.

Friday, May 21, 2021

The Linda Lindas - "Racist, Sexist Boy" - Live at LA Public Library


Rebel Girl finds so much to love here: a punk rock anthem for this time performed inside a library by four young women. (PLUS they cover Bikini Kill's Rebel Girl! At a benefit for Jackie Goldberg, no less!) What's not to love? Maybe it's all going to be okay after all.  Be still my heart. Rock on. 

Roy's obituary in LA Times and Register: "we were lucky to have you while we did"

  This ran in the Sunday December 24, 2023 edition of the Los Angeles Times and the Orange County Register : July 14, 1955 - November 20, 2...