My name is Dr. Michael LaBossiere, and I am reaching out to you on behalf of the CyberPolicy Institute at Florida A&M University (FAMU). Our team of professors, who are fellows with the Institute, have developed a short survey aimed at gathering insights from professionals like yourself in the IT and healthcare sectors regarding healthcare cybersecurity.

The purpose of The Florida A&M University Cyber Policy Institute (Cyπ) is to conduct interdisciplinary research that documents technology’s impact on society and provides leaders with reliable information to make sound policy decisions. Cyπ will help produce faculty and students who will be future experts in many areas of cyber policy. https://www.famu.edu/academics/cypi/index.php

Your expertise and experience are invaluable to us, and we believe that your participation will significantly contribute to our research paper. The survey is designed to be brief and should take no more than ten minutes to complete. Your responses will help us better understand the current security landscape and challenges faced by professionals in your field, ultimately guiding our efforts to develop effective policies and solutions for our paper. We would be happy to share our results with you.

To participate in the survey, please click on the following link: https://qualtricsxmfgpkrztvv.qualtrics.com/jfe/form/SV_8J8gn6SAmkwRO5w

We greatly appreciate your time and input. Should you have any questions or require further information, please do not hesitate to contact us at michael.labossiere@famu.edu

Thank you for your consideration and support.

Best regards,

Dr. Yohn Jairo Parra Bautista, yohn.parrabautista@famu.edu

Dr. Michael C. LaBossiere, michael.labossiere@famu.edu

Dr. Carlos Theran, carlos.theran@famu.edu

Some states have passed or are considering laws that would restrict what government aid can be used to purchase. One apparently pro-active approach, taken by my adopted state of Florida, has been to weed out drug users by requiring recipients of aid to pass a drug test. In Missouri, there has been an effort to prevent food stamp recipients from using their aid to buy steak or seafood. In Kansas a proposed law forbids people receiving government assistance from using those funds to visit swimming pools, buy movie tickets, gamble or get tattoos.

While these proposals and policies are fueled by unwarranted stereotypes of the poor, it is possible to argue in their favor and two such arguments will be considered. Both arguments share a common principle, namely that the state needs to protect certain citizens from harm (which is a reasonable principle). The first argument centers on the need for the state to protect the poor from their poor decision making. The second focuses on the need to protect the taxpayers from being exploited by the poor.

The first argument is essentially an appeal to paternalism: the poor are incapable of making their own good decisions and thus the wisdom of the lawmakers must guide them. If left unguided, the poor will waste their limited government support on things like drugs, gambling, tattoos, steak and lobsters. This approach has a philosophical pedigree. Aristotle, in his Nicomachean Ethics, argued that the compulsive power of the state should be used to compel the citizens to be virtuous. Other thinkers, usually those who favor totalitarianism, also find the idea of this paternalism appealing.

Despite the pedigree of this approach, it is always reasonable to inquire as to whether a law is needed or not. In the case of a law that forbids, the obvious line of inquiry is to investigate the extent to which people engage in the behavior that is supposed to be forbidden by the law.

Despite the anecdotal evidence of Fox News’ infamous welfare surfer, there seems to be little evidence that people who receive state aid are blowing their state aid on strip clubs, drugs, steak or lobster. Rather, the poor (like almost everyone else) spend most of their money on things like housing and non-luxury food. In regard to drugs, people on support are no more likely than anyone else to be using them. As such, unless it can be clearly shown that a significant percentage of aid recipients are engaged in such “poor choices”, these laws would seem to be, at best,  solutions in search of a problem.

It is also reasonable to consider whether a law is morally consistent in regard to how all citizens are treated. If the principle at work is that recipients of state money must be guided by the state because they cannot be trusted to make their own decisions, then this must be extended to all recipients of such money. This would include farmers getting subsidies, companies getting government contracts, government employees, recipients of tax cuts and so on. This is all government aid.

This is a matter of moral consistency. If some citizens must be subject to strict restrictions on how the state money can be spent and perhaps pass a drug test before getting it, then the same must apply to all citizens. Unless, of course, a relevant difference can be shown.

It could be argued that the poor, despite the lack of evidence, are simply more wasteful and worse at spending decisions than the rest of the population. While this does match the stereotypical narrative that some like to push, it does not match reality. One does not need to spend much time on Google to find multitudes of examples of how non-poor recipients of state money wasted it or blew it on luxuries. Also, surviving in poverty requires using very limited resources well.

It could be argued that extending this principle to everyone would be a good idea. After all, people who are not poor make bad decisions with state money and this shows that they need the guiding wisdom of the state and strict control. Of course, this would result in a paternalistic (or “nanny” as some prefer) state that so many self-proclaimed small government freedom lovers profess to dislike.

Obviously, it is also important to consider whether a law will be more harmful or more beneficial. While it could be argued that the poor would be better off if compelled by the state to spend their aid money on what the state decides they can spend it on, there is still the fact that these policies and proposals are solutions in search of a problem. That is, these laws would not benefit people because they are typically not engaged in wasteful spending to begin with.

There is also the moral concern about the harm done to the autonomy and dignity of the recipients of the aid. It is, after all, an assault on a person’s dignity to assume that she is wasteful and bad at making decisions. It is an attack on a person’s autonomy to try to control him, even for his own good.

It might be countered that if the poor accept the state’s money, then they must accept the restrictions imposed by the state. While this does have some appeal, consistency would (as noted above) require this to be applied to everyone getting state money. Which includes the rich. A tax cut is still a handout. And the people passing such laws, since they are paid by the state. Presumably they would not like to be treated this way and consistency would seem to require that they treat others as they would wish to be treated.

The second main argument for such restrictions is based on the claim that they are needed to protect the taxpayers from being exploited by the poor. While some do contend that any amount of state aid is too much and is theft from the taxpayers (the takers stealing from the makers), such restrictions at least accept that the poor should receive some aid. But this aid must be for essentials and not wasted, otherwise the taxpayers’ money is being (obviously enough) wasted.

As was discussed above, an obvious point of concern is whether such waste is occurring at a level that justifies the compulsive power of the state being employed. As noted above, these proposals and policies seem to be solutions in search of a problem. As a general rule, laws and restrictions should not be imposed without adequate justification and this seems lacking in this case.

This is not to say that people should not be concerned that taxpayer money is being wasted or spent unwisely. It, in fact, is. However, this is not a case of the clever poor milking the middle-class and the rich. Rather, it is a case of the haves milking the have-less. One prime example of this is wealthfare, much of which involves taxpayer money going to subsidize and aid those who are already quite well off, such as corporations. So, I do agree that the taxpayer needs to be protected from exploitation. But the exploiters are not the poor. This should be obvious: if the poor were draining significant resources from the rest of the citizens, they would no longer be poor.

But some might still insist, the poor really are spending their money on steak, lobsters, strip clubs and gambling. One not unreasonable reply is that “man does not live by bread alone” and it does not seem wrong that the poor would also have a chance to enjoy the few luxuries or fun that their small amount of aid can buy.  Assuming, of course, that they are not spending everything on food and shelter. I would certainly not begrudge a person an occasional steak or beer. Or a swim in a pool. I do, of course, think that people should spend wisely, but that is another matter.  

 

 

While assessment is embedded into the body of education, when it first appeared I thought it would be another fading academic. When it first appeared, a modified version of the classic insult against teachers sprung to mind: “those who can do; those who can’t do teach; those who can’t teach assess.” In those early days, most professors saw assessment as a scam: assessment “experts” getting well-paying positions or consulting gigs and then dumping the tedious work on professors. Wily professors responded by making up assessment data and found no difference between the effectiveness of their fictional data and real data. This was because they were both ineffective. I, like many professors, found myself in brave new world of assessment.

I eventually got dragged into assessment. At the start, I did the assessment paperwork for the Philosophy & Religion unit at my university. In 2004 I was given an eternal assignment to the General Education Assessment Committee (GEAC) and then made a co-chair. This resulted in me being on all the assessment committees. As such, I now have over 20 years of assessment experience.

On the one hand, I retain much of my old skepticism of assessment. Some of it still seems to be a scam and other aspects a waste of time. There is money to be made in this area, money that is taken from other areas of education. Assessment also takes faculty time that could be used for teaching or research. There are also good questions about the effectiveness of assessment, even when it is done sincerely.

On the other hand, my reading of Aristotle and experience shows there is some merit in properly done assessment. The good and proper purpose of assessment is to evaluate the effectiveness of education. This is reasonable—as Aristotle noted in his Nicomachean Ethics, if one aims to become a morally good person, one needs an index of progress. In the case of virtue, Aristotle used pain and pleasure as his measure: if you feel increasing pleasure at doing good and increasing pain at doing wrong, then you are making progress. This indirect measure (to use an assessment term) enables one to assess moral progress. In the case of education, there must also be assessment. Otherwise you don’t know how well you are doing in your role as an educator.

One mantra among the assessment elite is “grades are not assessment.” While this has been challenged, it remains a common belief. To be fair, there is some truth to this. One concern is that grades can include factors irrelevant to assessing the quality of work. Professors sometimes give extra credit that is not based on merit. Factors such as attendance and participation can go into grades. For example, my students can get +5 points added on to a paper grade if they turn the paper in by the +5-bonus deadline. If I used the extra credit grade for assessment, it would not be accurate. However, it is easy to adjust grades so that they serve a legitimate role in assessment. For example, knowing that the +5 bonus papers have a +5 bonus allows me to assess them using the grades by subtracting 5 points. I, of course, assess the papers using rubrics, if only to avoid getting a lecture on why grades are not assessment.

Another concern is that professors can be inconsistent in their grading. For example, the way I grade papers is different from my colleagues because I am a different person with different experiences. A paper I grade as an 84 might be graded as a 79 or even a 90 by a colleague. Part of this can be due to a professor being a harder or easier grader; part of it can be due to different standards. While this is a concern, the same problem applies to “non-grade” assessment. Different assessors will be harder or easier in their assessment. While having a standard rubric can help offset this, the subjectivity remains whether you call it a grade or an assessment. Another approach is to have several faculty assess the same class work. While a good idea, schools rarely compensate faculty for this extra work and assessing the work of multiple classes would be a part time job by itself.

There are also concerns that some faculty are bad at properly grading work and hence their grades are not legitimate assessments. While it is true that some faculty are bad at grading, this is not a problem with grading but a problem with the faculty. Addressing the shortcoming would fix two problems: bad grades and assessment. There is also the fact that people can be just as bad at assessment, especially when people are assigned to assess work outside of their field. For example, if an English professor were asked to assess philosophy papers for critical thinking or an engineering professor were be asked to review biology lab reports for written communication.

In closing, assessment can be ineffective and a waste of resources. But it seems to be a fixed feature in education, although the support and enthusiasm for it seems to be fading. In my adopted state of Florida, the Republican legislature is far more concerned with ideology in education and ensuring that faculty are compelled to teach the right content and forbidden to bring up taboo subjects.