Gun Rights

August 24, 2006

http://www.gunowners.org
Mar 2006

Who Is GOA?

Gun Owners of America (GOA) is a non-profit lobbying organization formed in 1975 to preserve and defend the Second Amendment rights of gun owners. GOA sees firearms ownership as a freedom issue.

GOA was founded in 1975 by Sen. H.L. (Bill) Richardson (now retired). Richardson continues to serve as the Chairman of Gun Owners of America, bringing his many years of political experience to the leadership of GOA. Richardson is also an avid hunter and outdoorsman.

The GOA Board of Directors brings over 100 years of combined knowledge and experience on guns, legislation and politics. GOA’s Board is not satisfied with the “status quo.” Americans have lost some of our precious gun rights and WE WANT THEM BACK! This is why GOA is considered the “no compromise” gun lobby.

From state legislatures and city councils to the United States Congress and the White House, GOA represents the views of gun owners whenever their rights are threatened.

GOA has never wavered from its mission to defend the Second Amendment — liberty’s freedom teeth, as George Washington called it.

Over the last 30 years, GOA has built a nationwide network of attorneys to help fight court battles in almost every state in the nation to protect gun owner rights. GOA staff and attorneys have also worked with members of Congress, state legislators and local citizens to protect gun ranges and local gun clubs from closure by overzealous government anti-gun bureaucrats.

As an example, GOA fought for and won, the right of gun owners to sue and recover damages from the federal Bureau of Alcohol, Tobacco and Firearms (BATF) for harassment and unlawful seizure of firearms.

Associated with GOA are: Gun Owners of America Political Victory Fund, Gun Owners of California and Gun Owners Foundation.

Gun Owners of America Political Victory Fund is the political action arm of GOA. It raises funds to support the election of pro-gun candidates at all levels of government. GOA has a record of helping pro-gun candidates defeat anti-gunners in hundreds of races across the country over the past 30 years, and will continue to do so as long as our supporters provide the necessary financial resources.

Gun Owners of California operates solely within California, where it was also founded by Senator Richardson to address the pivotal gun issues arising in that state.

Gun Owners Foundation is a non-profit, tax-deductible education foundation. It is the research arm of GOA. Among the activities sponsored by GOF are seminars which inform the public, the media and government officials about key issues affecting the Second Amendment. GOF also publishes books and articles concerning gun issues as they affect people throughout the world.

Strength comes with numbers, and the more concerned Americans join Gun Owners of America, the more we can do to protect the Second Amendment and our freedom. We need you! Shouldn’t you become a member of Gun Owners of America? Join here.


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Stem Cells

August 24, 2006

Ayn Rand Institute Press Release
http://www.aynrand.org/
Stem Cell Breakthrough Won’t Satisfy Religious Conservatives
August 24, 2006
 
Irvine, CA–“The researchers at Advanced Cell Technology should be congratulated for their scientific breakthrough,” said Dr. Yaron Brook, executive director of the Ayn Rand Institute. “But their new method of creating stem cell lines will not stop religious opposition to scientific progress.”

In developing a method of extracting embryonic stem cells without destroying the embryo, the team was, in part, trying to address the concerns of those opposed to the destruction of embryos. As the team leader said: “There is no rational reason left to oppose this research.”

“But there has never been a rational reason to oppose embryonic stem cell research,” said Dr. Brook. “The opposition comes mainly from religious conservatives and is–by their own declaration–based on faith, not on reason. It is based on the irrational belief that a mere clump of cells is a full-fledged human being.”

“There is no rational reason to morally oppose this research, and its potential to produce treatments for such diseases as diabetes, Alzheimer’s, and Parkinson’s is ample reason to morally support it.

“It is a mistake to try to appease religious conservatives on this issue. What they are opposed to, fundamentally, is science as such.”

My comments follow, the above came through bold-ed;

I happen to disagree. As a former member of Libertarians for Life I happen to believe that life begins at conception, and that destroying said life is akin to murder. Yes, I am well aware that most of our medical knowledge having to do with hypothermia comes from Nazi experimentation. Ethically, I am a Kantian, not Utilitarian. The ends do not justify the means.

Further, the author severely discounts, or ignores that those very same stem cells can be harvested from umbilical cord blood without killing any life form that could become a human being. Other stem cells taken from adults have actually led to more breakthroughs than embryonic cell studies have in any case.

I truly expect better argumentation from a top of the line Libertarian think tank, not to even mention an Objectivist one.

Hating WalMart

August 24, 2006

“Imagine a private group that pays billions in taxes, creates millions of jobs and sells things at ultra-low prices. Too good to be true? It’s called Wal-Mart—and Democrats, for some reason, want to kill it off… This is all part of a recent trend among Democratic politicians using Wal-Mart as a foil to ingratiate themselves with middle-class voters. This may be good politics. We don’t know. But those who participate in such Wal-Mart-bashing reveal themselves to be economic illiterates of the most dangerous sort… A study by economic consultant Global Insight found that, from 1985 to 2004, Wal-Mart slashed food-at-home prices by 9.1%, goods prices by 4.2% and overall consumer prices by 3.1%. If those cuts don’t sound huge, consider that, all told, they saved mostly poor and middle-class consumers $263 billion—or $895 per person and $2,329 per household. By now, of course, it’s become obvious that Democrats aren’t so much anti-Wal-Mart as they are pro-organized labor… Yet despite unions’ widely disseminated claims, the wages that Wal-Mart pays its employees are competitive. In 2004, Global Insight found that the average wage nationwide for jobs equivalent to Wal-Mart’s was $8.46 an hour. Wal-Mart paid $9.17. Put bluntly, the war against Wal-Mart Stores is a war against the poor, and it’s shocking to watch a major political party carry it out… A Zogby Poll…found that 85% of frequent Wal-Mart shoppers pulled the lever for President Bush in 2004, and that 88% of people who never shop there voted for John Kerry. Maybe the split in this country isn’t so much red state versus blue, but Wal-Mart vs. non-Wal-Mart. And since 20% of Americans are Wal-Mart shoppers, Democrats might think twice before alienating them any more than they have so far.” —Investor’s Business Daily

Wal-Mart haters are patently anti Free Markets. Free markets result in liberty and freedom. Communism/Socialism results in social oppression including putting a clamp on free markets. Someday perhaps the masses will understand this fact. Since looking at history is not apparently up to the task, I will not be holding my breath for it to happen.

Gun Sales Rise as Crime and Accident Rates Fall

August 24, 2006

Yellow Ribbons, tattered flags…

August 22, 2006

Legion post in Craig takes heroic name

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CRAIG – Each morning her husband spent in Iraq, Sherri Lawton walked out to the fence on the family ranch in Hayden and placed a miniature American flag on a fence post – one flag for every day Mark Lawton was gone.The day she learned about the ambush that killed him, she went out and took down the tiny flag – at first, she had thought there was no reason to continue. Then she realized she couldn’t stop.

For hundreds of days, the widow continued to put out flags and yellow ribbons for the soldiers who remained overseas and only stopped after the men and women of the 244th Engineer Battalion – all but one of them – finally came home.

Monday morning – nearly three years after her husband was killed – she went down the county road near the fields where her husband used to run track and ride horses, near the place where he worked at the coal mine, past the Loaf ‘N Jug, toward the new American Legion post.

For more than a mile, the county road was lined with American flags. This time, the flags were all for Mark Lawton.

This time, the unit was there to meet her.

“Mark Anthony Evans-Lawton American Legion Post 62,” she read as she arrived at the freshly painted building. Then she walked into the arms of one of the last men to see her husband alive.

“It’s good to see you,” she said as she pressed her face into the uniform of Sgt. Kenneth Favorite of Grand Junction. “I’m glad you came.”

“I wouldn’t have missed it,” he said.

Scenes they can’t forget

Hundreds of residents from throughout northern Colorado joined dozens of soldiers from around the country as they assembled to remember the first Army reservist from Colorado killed during the war in Iraq, in the place that now bears his name.

Inside the wood-paneled building in the small town where he graduated from high school, Lawton’s comrades looked at the pictures of him in Iraq and thought back to the scenes they can’t forget.

They remembered the push-ups they endured beneath his barking commands – the punishments that, more often than not, they now realize made them better soldiers. Under the pictures of the man in the cowboy hat they still call “an absolute hard-ass,” they told stories of how they saw the 41-year-old former Marine late at night, writing letters to his wife.

They talked about his choice to go to Iraq – he could have gotten out of the assignment, but as a veteran of the first Gulf War, he felt he had something to teach.

“As more soldiers die in Iraq, I think sometimes individuals can get lost in the numbers,” said Sgt. First Class Dianna Leinberger. “And he’s still an individual – with a wife and two kids. And a community. He’s not just a number.”

‘Still in our hearts’

Most of the members of the 244th took the day off from their civilian jobs throughout Colorado – where they work as carpenters, police officers, oil field workers, students and corporate middle managers – and drove for hours with their families to support the family they promised not to leave behind.

Some still carry shrapnel from the wounds of the attack that took Lawton’s life. A few are already back in Iraq.

“It’s a great honor to show that he’s still in our hearts – and that his loss is still a loss,” said Leinberger, Lawton’s platoon commander, who flew in from Alaska to lead the color guard at the ceremony.

As part of the dedication, soldiers from Fort Carson brought heavy equipment used by the engineers in Iraq, the Colorado Air National Guard provided a helicopter flyover, and more than 60 motorcyclists from the American Legion Riders stopped by on their way from Indianapolis to Salt Lake City – as part of a ride to raise money for the Legacy Fund, a scholarship for children of fallen soldiers.

“You’re a good post,” said Ralph Bozella, Colorado commander of the American Legion, during the dedication. “Now you’re going to have to be a better post. Because you’re going to have to live up to that name.”

At a picnic lunch outside, Robb Smith, who was Lawton’s first sergeant in Iraq, looked at Lawton’s two boys – Tanner, 4, and Dustin, 7 – and then looked at his own little girl.

“You kind of adopt those kids, too,” he said. “In your mind and in your heart. Every father has to deal with that. It is really tough.”

While the troops were stationed overseas, Sherri Lawton continued to write them and send care packages. Before she and her family left Colorado to move to Missouri last year, she had one more package to send.

When the envelopes arrived at the soldiers’ homes, they contained a tattered yellow ribbon, and a small, faded American flag that once flew over a fence post.

“It’s all weathered, it’s a bit worn,” Robb Smith said. “But it means more than anything else.”

How to help

To contribute to the fund for scholarships of fallen service members, send donations to American Legion National Headquarters, attn: Legacy Fund. 700 N. Pennsylvania Indianapolis, Id. 46204

or 303-954-2561.

I often hunt in the Craig area. It is a tough land. It grows tough men. Men tough enough to publicly shed tears for fallen brothers.

Emergencies

August 22, 2006

Stolen from the Patriot Post Volume 6 #34

“Every collectivist revolution rides in on a Trojan horse of ‘emergency’. It was the tactic of Lenin, Hitler, and Mussolini. In the collectivist sweep over a dozen minor countries of Europe, it was the cry of men striving to get on horseback. And ‘emergency’ became the justification of the subsequent steps. This technique of creating emergency is the greatest achievement that demagoguery attains.” —Herbert Hoover

Think about it. How many “emergencies” are behind the laws that have been passed, and are being passed in these United States?

I will coin a term here that I will use as applied to this sort of thing; “Emergency thinking.”

Emergency thinking drives the Gun Control debate, never mind that it is driven by victims of hopolophobia. Never mind that firearms have saved many more lives than all the gun control laws on the books in every country on earth. It was firearms that destroyed the Nazi regime and made the world safe from Hitler and Mussolini’s Fascist’s.

Emergency thinking all to often drives the “need” for higher taxes. An emergency demands more money for education, roads, public transportation, jails to house miscreants or prisons to house those that desperately need to be separated from society.

Emergencies drive the need to protect others from themselves. Higher taxes on tobacco products. Higher taxes on alcohol. Higher taxes to hunt and fish disguised as license fees.

Emergencies drive the need to increase the pay of government officials so that the best of the best will “serve the public,” and not retire to the private sector and earn a living in social competition like the rest of us.

Emergency thinking has become the norm. Few have the courage and determination to require of themselves the ability to care for themselves. They rely on government to take care of them from cradle to grave. How many actually do time serving our nation as a percentage of the population? How many become members of the Military, or the Fire Service, Emergency Medical Services, or Law Enforcement either as a career or by volunteering? How many fail even to vote?

Great Idea Gone Bad

August 20, 2006

Enterprising Education: Doing Away with the Public School System

by Walter Block and Andrew Young

[Posted on Saturday, August 19, 2006]
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Besides national defense, no government-provided service enjoys as much exemption from scrutiny as the provision and subsidization of primary public education. Even presumed champions of the free market, such as Milton Friedman, support the government subsidization of education through high school:

We have always been proud, and with good reason, of the widespread availability of schooling to all and the role that public schooling has played in fostering the assimilation of newcomers into our society, preventing fragmentation and divisiveness, and enabling people from different cultural and religious backgrounds to live together in harmony. (Friedman and Friedman, 1979, pp. 140–141)

The very suggestion that government should be removed entirely from the realm of education is either taken as irrational and malicious or viewed as foolhardy and quixotic. This seems very peculiar when considering that the critics of the present state of public education appear on both sides of the political spectrum. Still, the overwhelming sentiment, ubiquitous in both the general citizenry and academia, is that while public education may need to be reformed, it still should be guaranteed “free” to all by government.

Education, like any other service, cannot be provided more efficiently than via the market.

Contrary to most modern arguments claiming to favor the “privatization” of schools, we do not view the government contracting of private companies, the issuance of government vouchers for payment of education, or the direct subsidization of private institutions as free-market solutions.[1]

Indeed, the only free-market solution is the abolition of all governmental ties to primary education.

Education is a Service

Primary education — i.e., that which begins in grammar school and continues up through high school — is a service like any other and can be allocated through the market and the price system. Parents, in general, would like to provide education for their children. Teachers, administrators, and owners of school buildings will provide this service to these children as long as they are compensated for their labors. When a parent approaches an institute of learning, he values the service offered. The school, drawn into the industry by the desire for profit,[2] incurs costs in providing its service. It will only accept a price greater than or equal to these costs. Likewise, the parent will only offer to pay a price less than or equal to his valuation of the education rendered. If a price is determined that is satisfactory to both parties, an exchange will occur and the child will be provided with the service. In this straightforward way, familiar to every economist and intuitive to nearly everyone else, the market can provide primary education just as it provides hair styling, automotive repair, and the innumerable other services that people bargain to provide and receive.

Despite virtually omnipresent dogma, there is no simple explanation as to why government provision of primary education must be substituted for private alternatives.[3]

Education is a service, and innumerable services are being provided by the market at any given moment. For society to hold to, and tax from individuals the resources for, government provision of primary education, there must be a justification. If it can be satisfactorily articulated, then, and only then, would government provision of primary education be legitimate.

What are the arguments in favor of government-provided primary education?

They are as follows:

  1. It is a necessary aspect of democracy and, paradoxically, the citizenry must be taxed for that system to secure their own freedom.
  2. The market would not provide an equal opportunity for and quality of primary education to everyone.
  3. Education is an example of an external economy; market provision would therefore be under optimal.

Let us consider each.

Necessary to “Freedom”?

The view that primary education should be available to all through a public system has been made inseparable from the concept of a republican society over the years. Pierce (1964, pp. 3–4) provides a historical demonstration:

Herein originated a new concern for education expressed by Thomas Jefferson in his belief that people could not govern themselves successfully unless they were educated…. This concept has gone through several stages of evolution — from Jefferson’s idea that if people were to vote intelligently they must be educated as a means of survival in a world of competing ideologies.[4]

“Despite virtually omnipresent dogma, there is no simple explanation as to why government provision of primary education must be substituted for private alternatives.”

This view of education as catalyst for successful democratic government has metamorphosed through the passing of time into a view of education as a veritable necessary condition of freedom. For this expansion to occur, the meaning of freedom had to be modified. As Graham (1963, pp. 45–46) states, people might mistakenly, “interpret freedom in terms of their right to criticize and to choose their masters — the men for whom they work, the politicians who direct their public affairs, the newspapers, books, speeches, and television programs that influence their thinking.” But a more correct definition, “for a democratic society would recognize the need for authority in any social group and equate freedom with the right to participate in power” (Graham, 1963, pp. 45–46). To participate in the power (i.e., the representative nature of American government) citizens must have information, ergo to educate is a legitimate function of the state.[5]

This view of freedom is questionable though. Consider the view of liberty espoused by John Locke, one of, if not the, major philosophical influences of the American Revolution.

The Freedom then of Man and Liberty of acting according to his own Will, is grounded on his having Reason, which is able to instruct him in the Law he is to govern himself by, and make him Know how far he is left to the freedom of his own will (Locke, 1978, p. 3).

Freedom is based primarily upon man’s reason according to Locke. Because he possesses reason, man has the faculties and duty to rule himself. This Lockean concept of freedom was spread through early America in Cato’s Letters(Rothbard, 1978, p. 4). This concept of freedom was also that of John Stuart Mill, who wrote later on in the 19th century: “…the same reasons which show that opinions should be free, prove also that [an individual] should be allowed, without molestation, to carry his opinions into practice at his own cost” (Mill, 1956, p. 23).[6]

Furthermore, while a cultivated citizenry might be more capable of exercising its influence in a republican government, there is something perverse in the state itself educating the citizenry on how to operate the state.

As Lieberman (1989, p. 11) notes:

Simply stated, public choice theory asserts that the behavior of politicians and bureaucrats can be explained by the same principals that govern behavior in private economic affairs. In the latter, persons generally act so as to enhance their self interest…. [Public officials] act either to get reelected or to enhance their pay, perquisites, and status. If the purpose of providing public schooling is to create an informed citizenry capable of choosing those individuals who run the nation, then surely the power to determine what is taught and how should not be rested in the hands of the governing individuals.

As Boaz (1991, p. 19) observes: “Even in basic academic subjects there is a danger in having only one approach taught in all of the schools.” The state-monopolistic nature of a public school system fosters undesirable conformity of curricula. Williams (1978) correctly describes a public educational system as one which, “requires a collective decision on many attributes of [education],” and that education is offered to all, “whether or not [a parent] agrees with all the attributes or not.”[7] The individuals entrenched in positions of power in the state are those with control over what children are taught concerning history, government, economics, and so forth.

The result is a citizenry educated by operators of the state on how to choose the operators of the state!

Of course, those government agents who plan and direct the curricula are most likely well-intentioned people,[8]but, as Ludwig von Mises (1952, p. 47) correctly notes: “No planner is ever shrewd enough to consider the possibility that the plan which the government will put into practice could differ from his own plan.” In other words, no matter how much such a person sincerely plans in the interests of others, ultimately the plans are still his own.

Furthermore, it should be realized that, for all the talk about the noble ideals of Thomas Jefferson, the foundation of America’s government by the people, and the preservation of citizens’ “freedom,” the realization of public primary education in the United States was ushered in with quite ignoble motives. “[O]ne of the major motivations of the legion of mid nineteenth-century American “educational reformers” who established the modern public school system was precisely to use it to cripple the cultural and linguistic life of the waves of immigrants into America, and to mould them, as educational reformer Samuel Lewis stated, into “one people” (Rothbard, 1978, p. 125). Particular targets of the American educational reformation were the Germans and the Irish. Monroe (1940, p. 224) articulates, with disarming benignity, the attitude towards these waves of immigrants and the cultures which they brought to America:

More than a million and a half Irish and a similar number of Germans were added to the population. Great numbers of English and Welsh had also come, but the two former nationalities were sufficiently concentrated in location to cause their different racial temperaments and social customs to become new factors in our political, social, and economic life…. [These] elements as a whole made the educational problem more distinct, and by accentuating the tests to which our political and social structure must be subjected directed the attention of the native population to the significance of education.

Notice how the English and Welsh, with cultures more compatible with predominant American beliefs, are mentioned only in passing, while the more exotic Irish and Germans are elements to which “our political and social structure must be subjected,” creating an “educational problem.”

Further, the individual liberties that America granted to its citizens and “led men to object to all form of governmental restraint caused such excesses that the success of self government was seriously questioned. Much of the responsibility for this condition approaching anarchy was popularly attributed to the untrained and unbridled foreign element…” (Monroe, 1940, pp. 223 — 224). Immigrant culture was seen as a cancer on the United States society, incompatible with American liberty. Paradoxically, the solution which would allow immigrants to enjoy liberty was to deny them freedom of education and instead force them to pay for publi

“…but in order to justify state provision it must be shown that state provision indeed provides a more egalitarian and higher quality education to all.”

c schools whether or not they wanted to attend.

A study of problems with the existing school system by the Secretary of the Connecticut School Board in 1846 noted numerous defects: “The tenth defect was the existence of numerous private schools” (Monroe, 1940, p. 244). The existence of private schools was seen as especially troublesome with regards to the Irish Catholics. As Rothbard (1978, p. 125) writes: “It was the desire of the Anglo-Saxon majority to … smash the parochial school system of the Catholics.” Taxing indiscriminately for education, thus forcing those individuals who would opt for private education to pay twice (once in taxes, and again in tuition to the private school), was one method for discouraging private education. Even more blunt was the attempt in Oregon during 1920s to outlaw private schools (Rothbard, 1978, p. 126). A law was passed making private primary education illegal and compelling all children to attend public schools. Fortunately, in Pierce v. Society of Sisters (1925), the Supreme Court found the law to be unconstitutional.

[Continue reading this article online]

The original concepts behind public education, as espoused by Thomas Jefferson were indeed admirable. I happen to believe that public education is a very important part of what has made this nation great.

Indeed my girlfriend teaches Geography and mathmatics in public college.

That being said, it appears that someone along the way tossed out the baby with the bath water. Schools have become hotbeds for social commentary as a priority rather than a place to learn life skills and develop constructive criticism methodology.

Case in point; Scientific method used to have ten facets, now it has seven. They had to do that in order to justify the “soft sciences” such as sociology.

I also know of several families that have been dragged through hell because of things that schools reported to the police or Social Services and had their children children taken from them. Hugs turned into inappropriate touching, a swat on the bum viewed as what we used to call a “royal ass whipping.”

I think that the public school system is broken well beyond repair. Get rid of it.

Lawsuit against New Orleans

August 17, 2006

Lawsuit Against the City of New OrleansToday, in a landmark victory for NRA and law-abiding gun owners, Judge Carl J. Barbier of the U.S. District Court for the Eastern District of Louisiana denied the City of New Orleans’ motion to dismiss NRA’s lawsuit against the city and held that the Second Amendment applies to law-abiding residents in the State of Louisiana and the City of New Orleans. Straining the bounds of credibility and reflecting the true sentiment of anti-gunners, the City of New Orleans contemptuously argued that the Second Amendment does not apply to residents in the State of Louisiana and the City of New Orleans.

NRA first filed suit after reports surfaced indicating that, following Hurricane Katrina, firearms were confiscated from law-abiding New Orleans residents. Former New Orleans Police Chief Eddie Compass issued orders to confiscate firearms from all citizens, under a flawed state emergency powers law. With that one order, the one means of self-protection innocent victims had during a time of widespread civil disorder was stripped away.

NRA filed suit in federal court and won a preliminary injunction ending all the illegal gun confiscations. After the City of New Orleans failed to comply with the court’s ruling and dishonestly claimed that the gun confiscations never occurred, NRA filed a motion for contempt that included an order directing all seized firearms be returned to their rightful owners.

After denying the illegal confiscations for months, on March 15, 2006, Mayor Nagin and the New Orleans Police Department finally conceded in federal court that the seized firearms were stored in two trailers. The city then agreed in court to a process by which law-abiding citizens would be able to file a claim to receive their confiscated firearms. However, few firearms were returned because the NOPD never notified gun owners how to claim their guns, and turned many away citing impossible standards for proof of ownership.

Today’s ruling sets the stage for a continued legal fight in which NRA will be forced to expend additional resources to fight back the anti-gunner’s blatant and shameful attempts to ignore the Second Amendment. The case will now move to discovery and pre-trial preparation.

NRA will keep you informed of future developments regarding this case. If you would like to make an online contribution to support NRA-ILA’s efforts in this case, please visit https://secure.nraila.org/Contribute.aspx.

This will be one that bears watching.

Those pesky facts…

August 17, 2006

The Problem of Accuracy of Economic Data

by Philipp Bagus

[Posted on Thursday, August 17, 2006]
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In his classic book On the Accuracy of Economic Observation Oskar Morgenstern deals with a common, yet widely neglected problem with which economic historians are faced, namely the quality of economic data. For the economic historian in the Austrian tradition, the quality of economic data is of utmost importance, since false data or belief in inaccurate data can lead the economic historian to faulty interpretations of the past.

The quality of economic data is at least as important for economists who adhere to positivism in economics, since they use economic data to confirm or falsify their models.

Likewise, Morgenstern’s insights are relevant for mathematical economists, as it makes sense to perform computations and solve a system of mathematical equations only if one has reliable data. Morgenstern illustrates this in the following example.

The equations

x – y = 1

x – 1.00001y = 0

have the solution x = 100001, y = 100000, while the almost identical equations

x – y = 1

x – 0.9999999y = 0

have the solution x = – 99999 y = -100000.

The coefficients in the two sets of equations differ by at most two units in the fifth decimal place, yet the solutions differ by 200,000. [1]

Morgenstern’s sample equations show the significance of a small error in the observation. Yet, in more complex equations with extensive mathematical operations the extent of error due to unreliable data increases. It is indeed surprising to note how much the problem of accuracy in economic data has been neglected.

This is not so in the physical sciences. There the error of observation is always explicitly mentioned. Yet in economics there is simply no error estimate. This means that we do not know the accuracy of the economic data presented to us. This is even more troubling when we consider that in social or economic data there are more possible sources of error than in the physical sciences. We therefore face the question of why the problem of accuracy of economic data is rarely mentioned or passed over in silence in economics, while in the physical sciences this problem is widely acknowledged.

Sources of Errors in Economic Statistics

Oskar Morgenstern names several sources of error that influence the accuracy of economic observation. One is a lack of designed experiments. The observations are not produced by the user of an experiment, as in the natural sciences, but rather, statistics are simply a byproduct of business and government activities. There is a complete lack of incentive to provide accurate information for government statistics and economic researchers on the part of companies, because to do so would require a costly and burdensome process.

In addition to the lack of accurately designed collections of data, there exists a related problem, also absent in the physical sciences – namely, the possibility of hiding of information or outright lying.

Companies have strong incentives to hide information or lie in order to mislead their competitors about their competitive strategy or strength. Companies also have an incentive to lie to the tax authorities and to the government in general in order to seek subsidies or avoid taxation. Sometimes companies manipulate profits in order to pay out fewer dividends.

Likewise, governments themselves have an incentive to falsify statistics, thereby improving their economic record. Doing so improves the ruling party’s chances of staying in power. Falsification of economic statistics can also improve the likelihood of receiving some kind of foreign aid or foreign recognition. A recent example involved the Greek government, whose officials falsified the Greek budget deficit in order to gain entrance into the European monetary union.

Another potential source of error consists in the inadequate training of those who observe economic data. Whereas in the physical sciences the observers are the scientists conducting the experiment, the observers of economic data are often not trained at all. A lack of training can lead to error in data collection. From instance, errors may stem from questionnaires. The conductor of the research, does not normally conduct all interviews. Instead, the interviews are likely conducted by different persons. As a result, the delivering of the questions, the setting up, the interpretation and the recording of the answers are additional sources of error. The errors in mass observation do not necessarily cancel each other out. Frequently, such errors are cumulative.

An additional potential source for errors is the lack of clear definitions or classifications. These problems apply, for instance, in the classification of goods, types of employment, or classification of companies within industries. Companies like General Electric operate in various industries, making it difficult to assign its revenues or profits to distinct industries.

Price Statistics

One of Morgenstern’s examples of the questionable accuracy in which economic observations are presented is that of price statistics. Almost all possible sources of error mentioned above apply to price statistics: the desire to hide or lie about the true price, problems of classification or definition, and quality changes.

Moreover, in reality a certain good has multiple prices. The price changes when the goods are sold in different units, at different times and different qualities. Which price should be chosen? There are also non-monetary components to prices, for instance the quality of service before, during, and after the sale, which might vary. These, however, are not taken into account by merely measuring the monetary price.

When observed prices enter the calculation of index numbers, further problems are created. For one thing, the method of calculation itself is arbitrary, since many methods of calculating averages or price indexes exist. They all lead to different results. Furthermore, the components and their (changing) weight in the index is arbitrary.

Keeping all of those problems in mind, it is surprising that no error estimate of price level statistics is provided. Even more surprising is that economists take changes in price indexes up to 1/10 of one percent at face value, without questioning their validity. However, those changes in price indexes are totally irrelevant for practical life. As Ludwig von Mises points out:

A judicious housewife knows much more about price changes as far as they affect her own household than the statistical averages can tell. She has little use for computations disregarding changes both in quality and in the amount of goods which she is able or permitted to buy at the prices entering into the computation. If she “measures” the changes for her personal appreciation by taking the prices of only two or three commodities as a yardstick, she is no less “scientific” and no more arbitrary than the sophisticated mathematicians in choosing their methods for the manipulation of the data of the market. [2]

National Income Statistics

Another of Morgenstern’s examples is that of national income statistics. National income statistics are widely considered to be relevant. They supposedly reflect the success of the government and are used in econometric models. These statistics are also of international importance. Morgenstern notes that, shortly after World War II, Japan and the United States “negotiated” the national income of Japan, because the national income influenced the size of economic help by the United States.

Morgenstern mentions several conceptual problems with national income statistics. The first involves the difficulty of the imputation of value. The problem lies in assigning a monetary value to goods and services produced. As Morgenstern states:

A classical illustration is that of persons living in houses they own themselves. If these same houses were owned by others, rent would have to be paid (in money, goods, or services), thereby swelling the national product. To avoid this, a value has to be imputed to owner-occupancy. This is, obviously, a tricky affair, with less certain results than finding out about rent payments made in money. These estimates are uncertain and many arbitrary decisions have to be made. [3]

A similar problem arises when domestic help, which involves money payments, is substituted by housewives’ labor, which does not involve money payments. Money payments are also reduced when the amount of barter in an economy increases.

A second problem in calculating national income statistics arises from the treatment of government services. They are not sold on the market. How should we account for them in the national income? The common practice is to account for them with factor costs. However, this seems arbitrary. The monetary cost of a service is not important as a measure of wealth production. Important, rather, is what people are willing to pay for a service on the free market. One could even make the case that government expenditures should instead be subtracted from national income, because the government withdraws resources from the productive private sector and uses them for its purposes. [4] As an example of the absurdity of adding government services positively into national income statistics, consider the case of a government that builds a bomber and a bomb and destroys a newly built house in its own country. In today’s national income statistics, the costs of building the bomber and the bomb are added into the national income, as is the house.

A third problem arises from depreciation allowances. Estimates of depreciation are made by corporations themselves and are guided by tax considerations and sometimes misleading ideas about the inflation process. Companies, therefore, fail to give a realistic accounting of the depreciation of capital in an economy.

Besides these conceptual problems, there are, as Morgenstern notes, three principal types of errors in constructing the statistics of national income. First, there are errors in the basic data that occur because they are a mere byproduct of other activities, because of classifications difficulties, lying, hiding of information, transmitting errors, etc. A second type of error results from the adjustment of the basic data to a conceptual framework, as the collected data is not directly suitable for use in national income statistics. A third type of error arises when gaps must be filled where basic data is not available, for example for a range of years or for industries where estimates are not known.

With all these difficulties in mind, would it not be very important, not to mention more honest, to provide an error estimate for national income statistics? However, nothing is said about the degree of accuracy in the publications of the national income statistics. We have to rely on our own estimates about their accuracy or about the expertise of those who make these judgments.

Simon Kuznets, an expert on national income statistics, argues that an average margin of error for national income estimates of about 10 percent is reasonable. [5] Considering this, it makes no sense to state changes in GDP with an accuracy of 1/10 of one percent! That is like having a yardstick and stating that a certain distance would be 4,312 yards. It aspires to an accuracy that is impossible. However, many economists take national income statistics at face value and use them, for instance, to confirm or falsify econometric models of the business cycle. In the light of Morgenstern’s analysis this is completely futile.

Wear it if you dare: $12  

International comparisons of national income statistics are even more difficult to conduct due to different classifications, definitions, different hidden non-monetary incomes, interventions of the government into their respective price systems, and different measurements of inflation and deflation in the respective countries.

From the difficulties of national income statistics, it also follows that growth rates too should not be taken at face value. Obviously, the choice of the basic year introduces ambiguity and the base year estimate will contain error. The margin of error in the base year (again Kuznets suggests an average error of 10 percent) has a huge influence on the growth rate. For international comparisons the problem increases again. Morgenstern concludes that one can only make qualitative judgments about growth over longer periods of time.

Conclusion

In contrast to physics, there is still no estimate of statistical error within economics. The various sources of error that come into play in the social sciences suggest that the error in economic observations is substantial. This is a widely neglected problem and should be taken into account by the economic historian. Economic statistics cannot be accepted at face value.

Moreover, Morgenstern’s On the Accuracy of Economic Observation has an important implication for modern economics. It shows that the solution of a system of economic mathematical equations or econometric models is, due to the quality of the data, completely devoid of meaning.


Philipp Bagus is an economics student at Westfälische Wilhelms Universität Münster in Germany. Send him mail. Comment on the blog.

References

Mises, Ludwig von. 1998. Human Action, The Scholar’s Edition. Auburn, Ala.: Ludwig von Mises Institute.

Morgenstern, Oskar von. 1963. On the Accuracy of Economic Observations. 2nd ed. Princeton, NJ: Princeton University Press.

Rothbard, Murray N. 2000. America’s Great Depression. 5th ed. Auburn, Ala.: Ludwig von Mises Institute.

Notes

[1] See Morgenstern, 1963, p. 109.

[2] Mises, 1998, p. 224.

[3] Morgenstern, 1963, p. 246.

[4] See Rothbard, 200, pp. 253–5.

[5] See Morgenstern, 1963, p. 255.

 

Don’t you just hate it when facts get in the way of perception?

Terrified about Terrorism

August 17, 2006

Terrified about terrorism

The story about British-born Islamic terrorists who allegedly planned
to detonate bombs on transatlantic flights is dominating the headlines,
so it’s easy to forget how miniscule the odds are that you will ever
become the victim of terrorism.

In fact, the likelihood that you’ll be killed by a terrorist is no
greater than the likelihood that you’ll die from a peanut allergy.

With the renewed hysteria about terrorism, it’s a perfect time to dust
off the Fall 2004 issue of Regulation magazine, published by the Cato
Institute. It featured an article entitled “A False Sense of
Insecurity?”

In it, John Mueller (a professor of National Security Studies at Ohio
State University) pointed out: “For all the attention it evokes…the
likelihood that any individual will become a victim [of terrorism] in
most places is microscopic.”

How microscopic? “Even with the September 11 attacks included in the
count, the number of Americans killed by international terrorism since
the late 1960s…is about the same as the number of Americans killed
over the same period by lightning, accident-causing deer, or severe
allergic reaction to peanuts,” he wrote.

Wait a second: Isn’t terrorism the #1 danger facing the nation?

That’s certainly what politicians would have you believe. They’re
constantly giving dire speeches, issuing color-coded alerts, and making
demands for more government programs and more infringements of civil
liberties to “fight terrorism.”

But maybe there’s another reason why politicians respond so franticly
to the real and imagined dangers of terrorism.

In his 2003 book The Progress Paradox, Gregg Easterbrook noted bluntly,
“Most politicians prefer bad news to good.”

Politicians “drastically” exaggerate “all negative trends while denying
all positive developments” in hopes of getting into office or remaining
in power, he wrote. There are “self-serving reasons” why you so
frequently see “politicians talking as pessimistically as possible.”

That could explain why politicians are waging a “War On Terror” — but
no “War On Allergic Reactions to Peanuts.” Being seen as tough on
terror can get politicians re-elected. Being tough on peanuts won’t.

Of course, citing the long odds of being killed by terrorism isn’t
meant to diminish the real pain and suffering that terrorists have
caused, or to minimize the tragedy of those who have died at their
hands. The suffering is real, and danger from terrorism certainly
exists.

As Mueller wrote in Regulation: “Efforts to confront terrorism and
reduce its incidence and destructiveness are justified. But hysteria is
hardly required.”

In fact, he continued, “It seems sensible to suggest that part of this
reaction [to terrorism] should include an effort by politicians,
officials, and the media to inform the public reasonably and
realistically about the terrorist context instead of playing into the
hands of terrorists by frightening the public.”

Mueller is right.

Want to strike a real blow against terrorism? Know the odds. Understand
the dangers. And refuse to be terrified.

Source: Regulation (Fall 2004)
http://www.cato.org/pubs/regulation/regv27n3/v27n3.html

While I agree with this article it should be pointed out that one set of issues deals with the power of mother nature, about which little if anything can be done. The other is clearly man made, about which much can be done.