All posts by Wintery Knight

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New study: Democrat professors outnumber Republicans 12 to 1 in top fields

Ratio Christi event at Ohio State University featuring Frank Turek
Ratio Christi event at Ohio State University featuring Frank Turek

This is from the Washington Examiner.

Excerpt:

Registered Democratic professors outnumber Republican ones nearly 12 to 1 in economics, journalism, psychology and law programs at leading U.S. universities, according to new research.

Many departments at top schools have no registered Republicans, and in many cases, Republicans are outnumbered by registered members of third parties.

The analysis, published in the online journal Econ Journal Watch, presents new evidence that elite universities lean to the Left. It also suggests that Democratic partisanship may be increasing at those schools, as the Democrat-to-Republican ratio appears to have risen significantly in recent years and younger faculty are even more Democratic than their older peers.

Authors Mitchell Langbert, Anthony Quain and Daniel Klein compared departmental faculty lists with voter registration rolls to conclude that there are 11.5 registered Democrats for every one Republican among faculty at the top 40 highest-ranked schools they studied.

Of the five departments they analyzed, history was by far the most Democratic. There are more than 33 Democratic professors for every Republican at the top 40 schools. Economics was the least Democratic, with a 4.5 to 1 ratio.

Previously, I blogged about a study of donations by California faculty that showed that faculty donate overwhelmingly to Democrat politicians. Another study found that those liberal professors would discriminate against conservatives, if given the opportunity.

What explains all of this?

Consider this essay by secular libertarian professor Robert Nozick who explains why university professors are liberal.

Excerpt:

What factor produced feelings of superior value on the part of intellectuals? I want to focus on one institution in particular: schools. As book knowledge became increasingly important, schooling–the education together in classes of young people in reading and book knowledge–spread. Schools became the major institution outside of the family to shape the attitudes of young people, and almost all those who later became intellectuals went through schools. There they were successful. They were judged against others and deemed superior. They were praised and rewarded, the teacher’s favorites. How could they fail to see themselves as superior? Daily, they experienced differences in facility with ideas, in quick-wittedness. The schools told them, and showed them, they were better.

The schools, too, exhibited and thereby taught the principle of reward in accordance with (intellectual) merit. To the intellectually meritorious went the praise, the teacher’s smiles, and the highest grades. In the currency the schools had to offer, the smartest constituted the upper class. Though not part of the official curricula, in the schools the intellectuals learned the lessons of their own greater value in comparison with the others, and of how this greater value entitled them to greater rewards.

The wider market society, however, taught a different lesson. There the greatest rewards did not go to the verbally brightest. There the intellectual skills were not most highly valued. Schooled in the lesson that they were most valuable, the most deserving of reward, the most entitled to reward, how could the intellectuals, by and large, fail to resent the capitalist society which deprived them of the just deserts to which their superiority “entitled” them? Is it surprising that what the schooled intellectuals felt for capitalist society was a deep and sullen animus that, although clothed with various publicly appropriate reasons, continued even when those particular reasons were shown to be inadequate?

It’s very important to understand what is motivating university professors, especially ones who are in departments divorced from reality, like English and victim studies of various sorts. They are literally teaching classes in topic that have no accountability to reality. It’s just indoctrination in what the professor believes. These professors think they are smart, but they don’t earn anything like the programmers at Google or Amazon. It creates a deep sense of inferiority that makes them hostile to the capitalist system. Their only hope is a powerful government that redirects money from those who serve customers (private sector companies) to “wordsmiths” like themselves.

New study: girls have higher GPAs and earn more graduate degrees than boys

Do female-dominated schools discriminate against boys?
Do female-dominated schools discriminate against boys?

This is from the Washington Examiner.

It says:

Young women are taking more honors classes, getting better grades and have a higher overall GPA than their male peers, according to a report compiling SAT Test data.

The report, released by the College Board, looked at the test scores of college-bound seniors in 2016, and reviewed high school data demographics. Girls, it turns out, are doing much better in high school than boys. In a chart compiled by American Enterprise Scholar Mark Perry, it’s clear that girls are outperforming boys on nearly every level in high school.

[…]Don’t expect to hear calls for helping boys perform better in school. Activists have focused so heavily on girls for years now that boys have gotten the message that they no longer matter. It’s what Christina Hoff Sommers wrote about in her book “The War Against Boys” nearly two decades ago.

What Perry noted in the chart above isn’t new for this year, it’s been a trend since before Hoff Sommers’ book. Yet the focus is still on girls.

[…]More girls than boys are attending college and getting master’s and doctoral degrees.

The article notes that boys perform better on math SATs, which makes you wonder why they have lower GPAs. Most teachers and administrators in traditional schools are women. When those women administrators and teachers attend college, they learn that women have been held back by men and discriminated against. Then they get jobs in the education system teaching boys and girls. Could it be that when a teacher grades a boy, she grades a boy lower than a standardized test would? As a way of “making up” for the supposed discrimination against women?

Has anyone ever studied this to see if there is discrimination against boys in the schools?

The study is here (PDF), and Susan Walsh writes about the study on her blog.

Excerpt:

A new study of nearly 6,000 elementary school children has found that boys are discriminated against beginning in kindergarten. Christopher Cornwell, an economics professor at the University of Georgia, says that ”gender disparities in teacher grades start early and uniformly favor girls.”

Despite having higher scores on standardized tests, boys get lower grades than girls. Why? Because teachers are basing grades at least partly on classroom behavior, and the standards are very much geared to female norms.

[…]Here’s what the disparity looks like for kindergarten boys:

Std. Deviation Test Scores Grades
Reading -.017 -.27
Math +.02 -.15
Science +.035 -.14

(Note: Values are approx., gauged visually from study graphic.)

Another interesting finding was that boys who adhere to female norms on non-cognitive skills were not penalized. Effectively, the more female behavior was rewarded with a grade “bonus” for males.

The implications of this are obvious. Masculinity, even normal maleness, is being punished in schools from a very young age. Only the most female-acting boys are rewarded with a fair assessment.

What the study shows is that administrators and teachers don’t grade like standardized tests – they have other criteria that discriminate in favor of girls and against boys. And now we are seeing the effects of this attack on boys in college admissions and graduation rates – not to mention affirmative action for women employees in the workplace.

You can find out more about the war against boys in Christina Hoff Sommers’ book “The War Against Boys”. If you send your boy(s) to government-run schools, this is a must-read. Sommers is a Democrat, and a traditional equity feminism but unlike most school administrators and teachers, she does not believe that it is OK to discriminate against boys to keep them down.

New study: loss of non-coding DNA causes abnormal heart function

Christianity and the progress of science
Christianity and the progress of science

First, let’s see what Darwinian evolutionists predict about junk DNA, before we look at what the experiments show.

Here’s biologist John Timmer to explain the orthodox Darwinian view of DNA from 2007:

Personally, I fall into the “it’s all junk” end of the spectrum. If almost all of these sequences are not conserved by evolution, and we haven’t found a function for any of them yet, it’s hard to see how the “none of it’s junk” view can be maintained. There’s also an absence of support for the intervening view, again because of a lack of evidence for actual utility. The genomes of closely related species have revealed very few genes added from non-coding DNA, and all of the structural RNA we’ve found has very specific sequence requirements. The all-junk view, in contrast, is consistent with current data.

Got that? According to Darwinists, DNA is almost entirely junk – this is what is consistent with the view that creatures have evolved through a process of random mutation and selection. The estimates that I’ve seen from evolutionary biologists range from 95% to 99% junk. Now let’s compare the religion with science, and separate mythology from reality.

Here is an article from Lawrence Berkeley National Laboratory discussing a new peer-reviewed science paper published in the Nature Communications journal. (H/T William)

Excerpt:

Researchers have shown that when parts of a genome known as enhancers are missing, the heart works abnormally, a finding that bolsters the importance of DNA segments once considered “junk” because they do not code for specific proteins.

The team, led by scientists at the Department of Energy’s Lawrence Berkeley National Laboratory (Berkeley Lab), examined the role of two heart enhancers in the mouse genome, showing that the loss of either one resulted in symptoms that resemble human cardiomyopathy, a disease in which the heart muscle often becomes enlarged or rigid. In humans, the disease often leads to heart failure.

The findings appear in a study published today in the journal Nature Communications.

And there is actually a helpful summary of how evidence has emerged over the past few years that falsified the Darwinian prediction of “it’s all junk”:

When scientists sequenced the human genome, they discovered that less than 5 percent of our DNA were genes that actually coded for protein sequences. The biological functions of the noncoding portions of the genome were unclear.

Over the past fifteen years, however, there has been a growing appreciation for the importance of these noncoding regions, thanks in large part to the efforts of individual labs and, more recently, large international efforts such as the Encyclopedia of DNA Elements (ENCODE) project.

What became clear from this work is that there are many elements of the genome, including enhancers, that are involved in regulating gene expression, even though they do not encode for proteins directly.

This realization meant that there were vast sections of the genome that needed to be explored and understood. Dickel noted that there are about 20,000 genes in the mouse genome, and in many cases, scientists have a fairly good understanding of what will happen if any one of them is disabled. In contrast, there are 80,000 candidate heart enhancers in the human genome, and it is still unclear how important they are for human development.

“In genetic studies, the way you establish whether a gene is important is you delete it from the genome and see what happens,” said Dickel. “In many cases, there are genes that, if disabled, make it difficult for the organism to survive. For enhancers, it’s less known what the consequences are if they are damaged or missing. To use a car analogy, if we took the battery out of a car, it wouldn’t start. That’s a critical component. A missing or damaged enhancer could be essential like a battery, or more similar to a missing passenger seat in the car. It’s not as nice, but it’s still possible to drive the car.”

Note this new study is just one small example of function in the non-coding region of DNA.

Consider this quotation from John Mattick:

[The vast majority of the mammalian genome is differentially transcribed in precise cell-specific patterns to produce large numbers of intergenic, interlacing, antisense and intronic non-protein-coding RNAs, which show dynamic regulation in embryonal development, tissue differentiation and disease, with even regions superficially described as ‘gene deserts’ expressing specific transcripts in particular cells… Moreover, where tested, these noncoding RNAs usually show evidence of biological function in different developmental and disease contexts, with, by our estimate, hundreds of validated cases already published and many more en route, which is a big enough subset to draw broader conclusions about the likely functionality of the rest.

(Source)

Dr. John Mattick is the executive director of the Garvan Institute, and lab head at the RNA Biology and Plasticity lab.

When I talk to rank and file atheists, they like to tell me that their atheism is backed by the findings of science. I say, which findings? The origin of the universe? The cosmic fine-tuning? The origin of life? The Cambrian explosion? Molecular machines? Irreducible complexity? Galactic habitability? Stellar habitability? What science backs up your atheism?

So far, the most scientific answer I’ve gotten was the junk DNA. The most common answer is Star Trek and Star Wars.