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This paper presents new benefit–cost estimates for the Tulsa universal pre-K program. These calculations are based on estimated effects, from two recent papers, of Tulsa pre-K on high-school graduation rates and college attendance rates of students who were in kindergarten in the fall of 2006. In the current paper, educational effects from these prior papers are used to infer lifetime earnings effects. Our conservative estimates suggest that per pre-K participant, the present value of earnings effects in 2021 dollars is $25,533, compared with program costs of $9,628, for a benefit–cost ratio of 2.65. Compared to prior benefit–cost studies of Tulsa pre-K, this benefit–cost ratio is below what was predicted from Tulsa pre-K’s effects on kindergarten test scores, but above what was predicted from Tulsa pre-K’s effects on grade retention by ninth grade. This fading and recovery of predicted pre-K effects as children go through K-12 and then enter adulthood is consistent with prior research. It suggests that pre-K may have important effects on “soft skills,” such as persisting in school, and reminds us that short-term studies of pre-K provide useful information for public policy.
The effects of plasma heating and thermal non-equilibrium on the statistical properties of a low-Reynolds-number ($Re_{\tau } = 49$) turbulent channel flow were experimentally quantified using particle image velocimetry, two-line planar laser-induced fluorescence, coherent anti-Stokes Raman spectroscopy and emission spectroscopy. Tests were conducted at two radiofrequency plasma settings. The nitrogen, in air, was vibrationally excited to $T_{vib} \sim 1240\ \mathrm{K}$ and 1550 K for 150 W and 300 W plasma settings, respectively, while the vibrational temperature of the oxygen and the rotational/translational temperatures of all species remained near room temperature. The peak axial turbulence intensities in the shear layers were reduced by 15 and 30 % in moving across the plasma for the 150 and 300 W cases, respectively. The plasma did not alter the transverse intensities. The Reynolds shear stresses were reduced by 30 and 50 % for the 150 and 300 W cases. The corresponding Reynolds shear stress correlation coefficient was also reduced, which indicates that the large-scale structures were diminished. Finally, the plasma enhanced the turbulence decay in the zero-shear regions, where the power law decay $t^{-1/n}$ exponential factor $n$ decreased from 1.0 to 0.8.
Michael Oakeshott was an extraordinary teacher and lecturer, enjoying exchanges with students that faculty half his age could not match. In essays that he wrote on the nature of philosophy and political philosophy in the 1930s and 1940s, Oakeshott insisted on the open-endedness of thought, referring to philosophy as radically subversive questioning that shuns ideology and political advocacy. Oakeshott was skeptical of the pretensions of politics and spoke of politics as a necessary evil. He was at the same time reserved in speaking of transcendence even though he had a lifelong interest in religion. He looked for the poetic in the midst of the quotidian experience. Oakeshott was a radical individualist. Every human being is an essay in self-understanding; every human being thinks and interprets and responds to the world. Oakeshott understands the self-understanding in terms of such beings.
Michael Gillespie speaks of the “theological origins of modernity,” in order to describe both the profoundly religious character of the modern West, and tensions within the Enlightenment and within the progressive philosophies of history that it generated and that are instantiated in the works of Kant, Hegel, Marx, Kojève, and the like.
The tenuous, partially ionized plasma in planetary upper atmospheres is vulnerable to explosive and dynamic events from both the Sun and the lower atmosphere. The power of the Sun is continuously bombarding the atmospheres of planets with photons, energetic particles, and plasma. Some of the most dramatic solar events are the sudden release of electromagnetic energy during solar flares, and plasma from interplanetary coronal mass ejections (ICME). The intense solar radiation from a flare is the first to impact a planetary system, shortly followed by the arrival of relativistic energetic particles. Some time later, hours to days depending on the planet's distance from the Sun, the bulk of the plasma arrives to interact with, in some cases, the planetary magnetosphere; energy is then channeled into the upper atmospheres and ionospheres. The upper atmospheres are subjected to dramatic changes in external forcing by these types of events, by as much as a factor of two in total energy deposited, by an order of magnitude for individual processes, and by several orders of magnitude in some wavelength bands.
The upper atmospheres of planets are also being pushed and jostled by energy and momentum propagating upward from the dynamic chaotic lower atmospheres. The total solar irradiance driving the lower atmospheres is invariant except for the fraction of one percent changes observed over a solar cycle. Estimates have been made of the impact of longer-term changes in solar radiative output on Earth's climate, an area that is explored further in Vol. III.
Leo Strauss established himself among the leading students of Western political thought in the second half of the twentieth century and a renowned teacher of future teachers of that subject. He taught but also thought carefully about teaching. In his maturity, he was a professor in a number of American universities (New School, University of Chicago, with which he is most famously identified, Claremont Men's College and St. John's College in Annapolis) and one who reflected on liberal education in a liberal democracy. At the same time, Strauss was an inheritor of classical German education as it existed in the early twentieth century. In this capacity, he contributed two important essays explicitly devoted to the problem of liberal education, although his work as a whole can be seen as an ongoing and open-ended set of reflections on the broader problem of education and democracy.
Michael Oakeshott, one of the most important political thinkers in the second half of the twentieth century, has been understood to be a skeptical conservative, a romantic, a liberal individualist, an historian of political thought, a philosopher, a charismatic teacher. Each of these characterizations conveys something to be found in his life and work. This essay offers an intellectual portrait of his life's work from early to late through consideration of his major works from Experience and its Modes (1933) to Rationalism in Politics (1962; 1991), to the culmination in On Human Conduct (1975). His understanding of political philosophy is examined. The usefulness of the aforementioned characterizations is assessed.
Interest in Michael Oakeshott's political philosophy has been
growing for a generation, since the publication of the original
edition of his Rationalism in Politics (1962), a collection of
essays dating from 1947 to 1960. Few then were aware of
Experience and Its Modes (1933), a book that has since
become the subject of much attention as the desire to
understand Oakeshott's work as a whole has grown. With the
publication of On Human Conduct (1975), Oakeshott gave us
the work he hoped would confirm his place in the tradition of
British political thought going back to Hobbes. Of course, his
notable essays on Hobbes are now available in Hobbes on
Civil Association (2000).
What follows are reflections on Leo Strauss's role in and contribution to the debates over American education, particularly the character of his defense of liberal education. In entering the American educational scene, Strauss entered a forum in which a revolution in education had been underway since the second half of the nineteenth century, parallel in its own way to educational changes in Great Britain and Europe. Strauss did not invent, and did not claim to invent, the issues about liberal education in a democratic culture on which he spoke. But he did present himself as both a critic and a friend of American democracy and, in so doing, clarified his conception of the role of the philosopher in the polity. His views on both liberal education and the philosopher's role were indicative also of how he understood the practical implications of the issue of natural right and history.
My reflections were stirred not long ago when, as I was composing this essay, I attended the annual August conference of all faculty and staff at my college which starts the new academic year. It is customary on that occasion to introduce new faculty. Among those introduced there were a geologist who specializes in the dynamics of sand dunes, a professor of dance, a specialist in eighteenth-century French literature who also studies contemporary Francophone literature of the Caribbean, a computer scientist, a topologist, specialists in Asian and Middle Eastern politics, Byzantine art, physiological psychology, Soviet history, contemporary U.S. history, eighteenth-century English satire, and genetics, and a philosopher who has translated and written a commentary on Plato's Sophist.