Archive for June 22nd, 2012

Bank of England and Titanic Connection

June 22, 2012

The sinking of the great ship marked its 100th anniversary recently.

BoE website has some nice trivia on its connection with Titanic:

The ceremonies and events to mark the 100th anniversary of the sinking of the Royal Mail Ship Titanic can hardly have escaped the attention of many but probably few know of the connection between the Bank and the ill-fated White Star liner.

After the disaster the Bank received claims for the replacement of Bank of England notes lost when the liner went down. The majority of claims came from those whose letters containing banknotes had been in Titanic’s post room. Other claims were from the relatives of those who had perished, and some from survivors. The documentation surrounding some of these claims can be seen until 10th November. None of these documents has been on public display before.
Three days after the disaster the Bank donated 250 guineas to the Titanic Disaster Relief Fund for the welfare of the relatives of those who had perished..

The Rocky Balboa recovery

June 22, 2012

Well most people must have read this superbly titled piece. Those who have not should.

This is just an amazing way to talk about recovery in US markets. Despite some serious knocks, recovery keeps coming back like  Rocky Balboa:


Does accelerating Algebra in primary schooling help?

June 22, 2012

I had earlier pointed a paper by Lant Prichett on why most there is so little learning despite spending many years in school. Instead of blaming the students for not making efforts, Pritchett says the fault is with overambitious curriculum. Once curriculum moves ahead of students capability, latter lag behind and the problem gets compounded in each higher class. Students learn less and less and what we have is flat learning.

In a new paper (free version here) by Charles Clotfelter, Helen Ladd, Jacob Vigdor we get precisely the same lessons.

The paper is based on an experiment where attempts were made to accelerate learning of Algebra. Earlier only good students who thought could cope with Algebra took the course and others enrolled over a period of time. This % was increased through rules and the result was a disaster:


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