The United States Gains a New Enemy in the War on Terror

 

A recent CNN article describes a decision by Congress to list a Nigerian extremist group called Boko Haram on the Foreign Terrorist Organization list. Boko Haram, whose name means “Western Education is Sacrilege”, is attempting to control northeastern Nigeria and impose strict Islamic sharia law in the region.

The organization has existed for several years and has tangible ties to al Qaeda. They have been responsible for at least 3,000 deaths in western Africa since 2009, and have recently begun amplifying their extremist activities.

In deciding to officially name Boko Haram a terrorist organization, Congress has concluded a pointed debate on the issue. On one hand, the group is almost entirely regional. While they have declared a “war on Christians”, their reach and objectives are generally limited to the geography in and around Nigeria. Thus, while they are a danger in their region and could become a larger issue with increased support from al Qaeda, the group poses no real threat to domestic American interests at this time. As such, the appropriateness of declaring them a terrorist enemy is not necessarily obvious, and our conflicting interests are more remote than against al Qaeda itself.

On the other hand, naming Boko Haram a terrorist organization might induce them to become a threat in fact. While the article does not point out any attacks directed at Americans in Africa, Boko Haram could react to this latest news by making a point to do so.

The article does interestingly point out the tools which become available to America once Congress puts a group on the Foreign Terrorist Organization list. Regarding Boko Haram, Congress now has the power to “freeze assets, impose travel bans on known members and affiliates, and prohibit Americans from offering material support.” These tools could become pretty hefty deterrent forces if Boko Haram attempts to assert influence in a wider region than Nigeria itself.

While this determination is apparently a done deal, so to speak, consider the policy implications of allowing America to label foreign organizations as terrorists even when they pose no actual threat to American interests. Should Congress be able to do this? Should there be limits or guidelines restricting Congress’s discretion in so designating organizations? Are such designations even appropriately within the discretion of the United States, or should the United Nations be in charge of dealing with groups who have no known capability or desire to directly harm American citizens? What other issues might arise under this approach?

Teen Brains on Trial: Law, Adolescence and Neurosciece

Teen Brains on Trial: Law, Adolescence and Neurosciece

Recently, NPR’s Morning Edition, ran a story about use of neuroscience and brain scans in court.  Such evidence has been most effective in criminal trial involving adolescents, who scientists explain have brains that are not fully developed.  

Here is a description of the segment:  

It’s not just people who go on trial these days. It’s their brains.

 

More and more lawyers are arguing that some defendants deserve special consideration because they have brains that are immature or impaired, says Nita Farahany, a professor of law and philosophy at Duke University who has been studying the use of brain science in court.

 

About 5 percent of murder trials now involve some neuroscience, Farahany says. “There’s a steady increase of defendants seeking to introduce neuroscience to try to reduce the extent to which they’re responsible or the extent to which they’re punished for a crime,” she says.

 

Farahany was a featured speaker at the Society for Neuroscience meeting in San Diego this week. Also featured were several brain scientists who are uncomfortable with the way courts are using brain research.

 

When lawyers turn to neuroscience, often what’s at issue is a defendant’s competency, Farahany says. So a defense lawyer might argue that “you weren’t competent to have pled guilty because of some sort of brain injury,” she says, or that you weren’t competent to have confessed to a police officer after being arrested.

The approach has been most successful with cases involving teenagers, Farahany says. . . . 

Teen Brains on Trial: Law, Adolescence and Neurosciece

Teen Brains on Trial: Law, Adolescence and Neurosciece

Recently, NPR’s Morning Edition, ran a story about use of neuroscience and brain scans in court.  Such evidence has been most effective in criminal trial involving adolescents, who scientists explain have brains that are not fully developed.  

Here is a description of the segment:  

It’s not just people who go on trial these days. It’s their brains.

 

More and more lawyers are arguing that some defendants deserve special consideration because they have brains that are immature or impaired, says Nita Farahany, a professor of law and philosophy at Duke University who has been studying the use of brain science in court.

 

About 5 percent of murder trials now involve some neuroscience, Farahany says. “There’s a steady increase of defendants seeking to introduce neuroscience to try to reduce the extent to which they’re responsible or the extent to which they’re punished for a crime,” she says.

 

Farahany was a featured speaker at the Society for Neuroscience meeting in San Diego this week. Also featured were several brain scientists who are uncomfortable with the way courts are using brain research.

 

When lawyers turn to neuroscience, often what’s at issue is a defendant’s competency, Farahany says. So a defense lawyer might argue that “you weren’t competent to have pled guilty because of some sort of brain injury,” she says, or that you weren’t competent to have confessed to a police officer after being arrested.

The approach has been most successful with cases involving teenagers, Farahany says. . . . 

Freakonomics on College Part 2: Costs and Benefits

Freakonomics on College Part 2: Costs and Benefits

Last week, we featured Part I on the Freakonomics episode on the economics of college.  This week Freakonomics discussed the costs and benefits of college education with students, economics, professors and recent grads.  

Here is a sampling of some of those guests interviewed: 

This episode looks at tuition costs and also tries to figure out exactly how the college experience makes people so much better off. . . . 

 

While there are a lot of different voices in this episode, including current and recent college grads, the episode is also a bit heavy on economists (d’oh!), including:

David Card at Berkeley, whose education papers are here;

Ronald Ehrenberg at Cornell, whose recent paper “American Higher Education in Transition” discusses tuition inflation;

Betsey Stevenson; her blog contributions are here, and she tweets too;

Justin Wolfers, whose blog writing is here; he too tweets; additionally, he and Stevenson are a matched pair — heading for the University of Michigan, by the way — who also appeared in our “Economist’s Guide to Parenting” podcast, along with daughter Matilda, whom they discuss again in this episode; and:

Steve Levitt

Sustainability: Higher Education’s Responsibility

This past weekend I attended a conference on campus sustainability at Pace University put on by the Environmental Consortium of Colleges and Universities. The conference was titled “Sustain What? Preparing Our Students by Greening Our Campuses” and while there was a huge amount of information on sustainability projects at various campuses, the underlying theme of the weekend was the importance of higher education in the sustainability movement.
On one level, campuses are uniquely positioned in their communities to serve as role models of sustainability. Thanks to large endowments and government and privately funded grants, they are often able to invest in renewable energy projects, sustainable construction of new buildings, sustainable food systems including composting projects, and other efficiency projects that the general population is often unaware of or unable to afford. Colleges and universities can implement relatively new technologies, educating the community and providing business to new companies.
However, higher education has a greater responsibility within the movement towards sustainability than simply incorporating efficiency into new building design and urging people to turn out the lights. The language of sustainability, argued some at the conference, should be incorporated into all classes offered by a university. I attended a break-out session directed towards faculty that led to a discussion of this issue. Coming from SUNY ESF, where all (or almost all) of our courses and programs are directed towards the environment and sustainability, it was interesting to see the perspective of faculty from other campuses, including predominantly conservative campuses.
The faculty members in the session discussed the lack of basic knowledge that their students had about the environment, including the connection between food production and climate change, and the history of environmental disasters including Love Canal and Bhopal. They also discussed the existence of environmental science/studies programs at their campuses, but the isolation of these programs from the rest of the schools. We came to a few conclusions about the role of higher education in our session (and the conference as a whole):
– Incorporation of sustainability concepts into classes other than those in environmental science/studies programs is not only possible, but necessary to making students more well-rounded as they enter a world facing ecological crises.
– If students learn about sustainability within their field of study, they are likely to take those concepts into their future jobs. Ideally, this would mean the next generation of bankers, businessmen and women, scientists of all stripes, educators, and so on will view the world through the lens of the need for sustainability.
– And most importantly, if higher education is not involved in sustainability, it is not performing its role as higher education.