Also, the idea that North Korea is ranked third-last should have been a tell.
Isolation and authoritarianism seem an advantage here.
So, let's see who are the IYI who worked on the pile of BS that is this report.
"The GHS Index is a project of the Nuclear Threat Initiative (NTI) and the Johns Hopkins Center for Health Security (JHU) and was developed with The Economist Intelligence Unit (EIU)"
The US score a 98.2/100 for "early detection & reporting of pandemics".
Singapore – one of the earliest nations to detect the virus – scores only 64. Taiwan is not even on the list.
What a BS of a report.
This kind of post-the-fact analyses are great to reveal piles of BS like this report.
Check this:
The one country in the Western World that has been about last in both suggesting the use of face masks and starting vaccinations is 3rd in this ranking of capacity to protect health workers.
A BS report with a panel of "respectable" "experts".
I've skimmed through the whole report on pandemic preparedness and – I kid you not – I didn't find any consideration of whether a country has a stockpile of PPEs.
PPEs. For a pandemic. Not a factor.
Come on. All those "experts" who worked on this should be fired.
These are the scores for the US.
Come on. It's a 2019 report. It was 2 months old when the pandemic broke out.
The report assigns the same ability to deploy vaccines to Israel (arguably the best) and France (arguably the worst of the countries who secured doses).
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In the physical past, power was monopoly on violence.
In the digital future, it is about controlling who processes information and how.
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2/ First, a note. The distinction is not so black and white. For example, the use of force can still be relevant in the digital world (e.g., coercion).
As another example, in many dystopias, power is monopoly on information enforced through physical means.
3/ But the point is, the logic of violence determines the structure of society. And what is valuable and how it can be seized is a key input.
Imagine if, to learn Spanish, people used to go live for one year in a Spanish-speaking country.
Then, someone said, "Nah, let's have them sit for 4 years in classrooms in a country that speaks another language, and charge them $150k for that."
(1/6)
2/ Imagine if degrees took different amounts of years to complete, based on the complexity of the underlying field. For example, 5 years for engineering and 1 year for gender studies.
Then, someone proposed: "Nah, let's make them all last 4 years."
3/ Reversing default choices is the best way to let opportunity costs emerge. Below, some more examples.
About 45% of Italian high-schoolers spend 3 hours a week for 5 years studying a dead language: Latin.
A thread on educational debt.
2/ First, let me clarify that I have nothing against Latin as an option.
But I don't think it should be mandatory for almost half of the population, for 3 hours a week.
It's not useless, but there are opportunity costs.
Couldn't we teach English instead? Or coding?
3/ Imagine if Latin weren't taught today, and someone said, "we should remove teaching coding and reduce the number of hours teaching English to instead teach a dead language for 3 hours a day to half of the population."
ON GETTING MOTIVATION – OPTIMIZE FOR BITE-SIZED IMPROVEMENTS
I can pinpoint very clearly the moment in which you lost motivation: the moment you stopped receiving clues that you were improving.
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2/ We use to say that motivation drives improvement, but it’s the other way around.
We are wired for continuing at whatever venture we receive frequent clues we are improving at – including inconsequential activities, such as videogames.
3/ For some, videogames represent both the peak intellectual effort of their days and the peak inconsequentiality of their actions.
As irrational and wasteful as it looks, it is coherent with the way our brain works.