Monday, February 18, 2013

Thesis Graphs


I'm pleased to say that, early on Thursday morning, I finished Chapter I of my thesis!  It's nice to know that the goal of being entirely finished by early April seems far more possible, now.  I'm still, unfortunately, behind schedule, but now, at least, I know that I'm more than 3/4 done with my writing.
I've made more than a dozen graphs thus far for my thesis, mostly for Chapter I, using a website called ChartGo.  This has mostly been in order to convey quantitative information in as simple and understandable a way as possible.  I thought that I would share a few of these with you; some of them are rather interesting.

This first graph depicts the world agriculture market from the time of the great stock market crash of 1929 (i.e. the beginning of the Great Depression) until 1938, the year before war broke out in Europe.  The purpose of this graph is to show the sort of economic pressure from which French farmers suffered leading up to the war.  Hundreds of thousands of French young people were emigrating from the countryside during these times, and the rural population was steadily aging.  It was not easy to work in agriculture during these times, and an increasing number of foreign workers (mostly from Belgium, Italy, and Spain) were needed to ensure that there would not be a labor deficit when harvest came.

This second graph depicts crop yields of the various European countries throughout the 1930s, leading up to World War II.  (The unit measured on the y-axis is quintals per hectare.)  For those of you who don't know, yield in agriculture means the mass of crops harvested in a given area of land.  It's land efficiency, in other words.  Notice how low France is, with just over half of the yield of such countries as the Netherlands and Denmark?  France during this time was lagging, technologically, behind the rest of Europe.  There was not even running water in many rural French districts, let alone the kind of highly mechanized agriculture that was quickly catching on.  However, if you break France into districts over this time period, you will find that various regions of France have yields in excess of 30 quintals per hectare, the highest in all Europe!  How could this be, when the average is so low?  In fact, French farming was becoming increasingly divided, during this time, between a large class of peasant smallholders, and a small class of large landowners.  The former group was too poor to purchase many of the more expensive imported agricultural inputs (fertilizers and pesticides), and had fairly conservative mentalities regarding new agricultural techniques, preventing them from deepening their level of mechanization.  The large landowners had some of the highest-yielding and best-equipped farms in the world, whereas the peasants were barely managing to eke out a living.

 This third graph gives some idea of just what the French were producing during these year.  I needed to leave out rye and wine, the next two largest crops.

This fourth and final graph is cultural rather than strictly economic, although it has economic causes.  Quite simply, it shows the trend we are seeing everywhere in the world: as people become wealthier, they eat more meat.  This trend is as evident for 21st-century Africa as it is for 19th-century Europe.  Here I trace food consumption from shortly after the dawn of the Third Republic (established 1871) until just a few years before World War II began.  You may notice that there is no figure for 1914-1919 here.  Those of you who are students of history will understand this anomaly: World War I lasted 1914-1918, and 1919 wasn't a wholly normal year, either, for that matter.  There therefore aren't data available for these years.

This is literally only a fraction of the graphs that I've made so far, and I'll probably construct several more before my thesis is finished.  I hope that these data and my explanations have been entertaining.
~JD

Saturday, February 9, 2013

Fundamental Skill Set

Here's a question that I like to ask people.
"Assuming already motor skills and speech capabilities in one language, what five skills do you think that all people in the world should possess?"
I've gotten some interesting answers.  There seems to be some connection between political affiliation and the answers given.  I realize that the question is rather vague as to what constitutes a "skill," but I'm not asking for precision.  Here are a few possible responses:

- Literacy
- Swimming
- Simple arithmetic (addition, subtraction, multiplication, division)
- Bicycling
- Singing
- Praying
- Writing
- Simple computer skills
- Driving
- Cooking/Baking
- Fishing/foraging
- First Aid
- Firestarting
- Simple horticulture
- English language proficiency
- Timekeeping
- Scientific thinking (hypothesis/data analysis)

Well, what do you think?  And try to think universally, taking both the developing and developed worlds into account.
~JD

Tuesday, February 5, 2013

Mock Interview

I finally had my mock interview at Arts and Sciences Career Services yesterday.  For those of you who don't know, I've been turned down now by about half a dozen different jobs to which I've applied.  In some instances, my application has been rejected out of hand, and I have not even been granted an interview.  In other cases, I made it to the final round of interviewing, and did something (or failed to do something) that made my interlocutor decide that I was not the best choice for the job.  In one particularly frustrating case, I actually performed quite well at an interview, but because of a misunderstanding regarding the program, disqualified myself from participation.  No potential employer gave me any feedback regarding my mistakes (why should they have?), and I desperately needed to know why everyone has thus far refused to hire me.
My appointment was only schedule to last 15 minutes, but it lasted an hour and a half.  The career counselor analyzed the form and content of my interview, discussed my resume with me, and suggested possible job opportunities.  It also turned out that she was a fellow Ithaca High School alum, and, therefore, a Mrs. PB fan (we both majored in History at Cornell because of Mrs. PB).
I learned a lot from my interview feedback.  I'm not going to list in detail every single mistake that I made, but I'll explain a few.  First of all, I do not give enough information when asked "tell me about yourself."  I haven't lived a particularly interesting life (as many of you may know), no matter how enjoyable it has been thus far, so I tend to make a few cursory remarks about growing up in upstate New York, attending Cornell, and studying abroad at the University of Paris.  What I should have been doing was leading this question back to the employment at hand -- i.e. what the interviewer is really asking is "who are you that you should have this job."  It's almost not too much to say that an employer will want to hear a teleological life story with the job in question as the natural next step.  Second of all, I list too many things, and too many of the wrong things, when asked "what are your weaknesses."  I have been taking the opposite approach of the people who give answers such as "I work too hard," and "I'm a perfectionist," even though at least one of these is true in my case.  I have been giving responses such as "I am socially awkward, I have poor interpersonal skills, I do not work well under pressure, etc.," which are also all true.  What I should have been doing is mentioning real faults that I do possess, and immediately explain what I am doing to fix them.  Third, I really don't have good answers to such questions as "what is the biggest risk you have taken, and what have you learned from it," and "tell me about a time when you had a dispute with a colleague, and explain how you overcame it."  I don't take risks, and I haven't been in a real fight with a peer since my sophomore year of high school (my family is a different story).  I typically just comply with others when I come into some form of potential conflict with them.  This tends to work, because, frankly, I haven't had much worth getting in a fight over.
Frankly, parts of this interview reminded me of a passage from Nietzsche.  The German philosopher derisively describes a man in love, who "asks himself whether the woman, when she gives up everything for him, does not perhaps do so for a phantom of him; he wishes first to be thoroughly, indeed, profoundly well known; in order to be loved at all he ventures to let himself be found out.  Only then does he feel the beloved one fully in his possession, when she no longer deceives herself about him, when she loves him just as much for the sake of his devilry and concealed insatiability, as for his goodness, patience, and spirituality" (Beyond Good and Evil, 194).  Nietzsche hated this kind of thinking, and I think that it represents the mindset that I'm stuck in right now.  I've been trying to reveal all of my holes, my faults, my shortcomings, etc., so that my interviewers know exactly whom they are agreeing to hire.  However, I really should be trying to display my accomplishments (or lack thereof) in the best possible light, even if it means that I might feel as if I'm peddling spoiled goods.  It also reminded me of something I heard from Robert McNamara in The Fog of War.  He said that when you're asked a difficult question, rather than answer the question that was just asked, you should instead answer the question you wish you had just answered.  That certainly seems closer to what the career advisor was suggesting.
My resume needs to be completely redone.  I'm in the process of this right now.  In short, I've been using a template, and the career advisor told me that almost every resume with problems has its problems caused by its template.  So I'm trashing it and rewriting it for my next potential employer.  Furthermore, there were three activities that I hadn't even considered worthy of putting on the resume (my three semesters with EARS, my Slope Day volunteering, and my two and a half weeks at yeshiva in Tzfat).  I might ask one of you, in the near future, to look over the draft of this resume.
I also learned about job opportunities of which I had been previously unawares.  Again, too many to list now, but, hey, if I am accepted to any of them, you'll read about it :).
~JD

Sunday, February 3, 2013

Thesis as of February 3rd

I assume that everyone who reads my blog is currently watching A) The Superbowl, B) Downton Abbey, or C) The Puppy Bowl.  I, meanwhile, am trying desperately to finish the first draft of Chapter I of my thesis, while listening to an audio file of chapter 6 of Megillat Esther.  It's high time that I've let you all know how the thesis is progressing, seeing as it's currently dominating my life, perhaps even more so than my job search, and certainly more than Ezra's Archives, KOACH, CJL house-managing, any of my academic classes, or any of my chevrutot.
To begin with, a quick refresher: my thesis is about food rationing, hunger, and provisioning in France in World War II.  There were slightly 40 million people living in France during this period, and I'm researching how they survived, often in spite of the government rationing system.  There are three chapters to my thesis. Chapter I addresses macroeconomic factors leading up to the war, discusses Germany's war aims vis-a-vis France as an agricultural state, reveals Vichy incompetence and its detrimental effects on French society, and the provisioning-related origins of Resistance and Resistance propaganda.  Chapter II gives a detailed description of the rationing system that Vichy put in place, describes the black and grey markets that so cleverly and surely undermined it, describes how people of different classes fed themselves in times of dearth, and analyzes the social distinctions resulting from differences in food supply.  Chapter III focuses on various disadvantaged populations in France at the time, mostly the Jews of Indre-et-Loire on whom I have done archival research, but also the romani, women, rural resistance groups, the mentally handicapped, the elderly, etc.
I've written all of Chapter II, and have edited it three or four times.  I will soon be adding a few more data that I gleaned from books that I have been reading recently, but it's 90% there, I think.  Chapter II is by all means the most crucial and innovative section of my thesis.  There is still no single work on the problem of food and rationing (although several monographs devote one or more chapters to this element of social history life), and that is where I have room to make the greatest contribution to the field.  I believe that I am uniting and analyzing data that has yet to be scrutinized in the way I am scrutinizing it, and hope that I can make serious, pertinent points about hunger conditions.
I'm currently writing Chapter I, which is the most statistics-heavy of my chapters.  I expect to make at least a couple more graphs on chartgo.com before I am done with it.  It is a fascinating chapter.  I write history papers in a somewhat unusual way, and need to put down all of my citations on paper before I begin to stitch them all together, rearrange them, and translated direct quotations and statistics into meaningful statements in my own words.
Chapter III is where I hope to use some of my summer research.  It's really the unusual chapter.  It's probably going to be the preachiest of my chapters, seeing as a lot of people, especially poor people, suffered greatly from hunger in France in World War II.  Many people may not be aware of it, but the approximately 20 million deaths due to hunger in World War II may even exceed the approximately 19.5 million combat deaths of World War II.  Together, these two causes of death in World War II are approximately equal to the entire population of France at the time.  Think about that for a moment.  And then remember that that does not even begin to include the atrocities of the German death-factories, concentration camps, and ghettos.
Well, back to Chapter I, I guess.  I'm currently behind schedule, and need to catch up.
~JD