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Comment: The real solution (Score 1) 712

by hawk (#46301637) Attached to: Are Bankers Paid Too Much? Are Technology CEOs?

Executive options were actually a reform, to align the interests of executives with those of stockholders. They worked in one direction (up), but not the other--once the options were "under water", the executives had no reason *not* to "swing for the bleachers", risking whole company.

The solution is to align in *both* directions, so that the executives lose when the company loses, not just wins when winning.

This could be accommodated with a couple of changes in the tax code. Require a large part (majority) of high compensation to be in the form of stock: if your pay for the month is $100k, you get $60k of that as stock at current market prices. We need a (politically unpopular) tweak: this would currently create taxes on $60k. Instead, give the stock at a 0 basis, so there is no tax now, but the entire amount is taxed when sold--and require that the shares be held for a minimum number of years.

At this point, when the shares go down, so do the executives' worths. with options, stock going down merely increases the incentive for risky behavior seeking high gains.

But what do I know--I just have a Ph.D. in economics.

(doc)hawk

Comment: Re:Use Class Rank (Score 1) 264

by hawk (#46215217) Attached to: Adjusting GPAs: A Statistician's Effort To Tackle Grade Inflation

I used to simultaneously use two measures when grading tests.

I'd grade a test, awarding points, and then put it (without regard to this "raw" score) in one of four piles: A, B, C, and "unfortunate".

There was a general consistency between the stacks. When the raw score was inconsistent with the stack, I'd look more closely at it, and usually give it the benefit of the doubt.

Within the piles, I would deal with +/-.

Then, I would record the grades converted numerically. I used bases of 95/85/75/etc. for A/B/C, with +/- 3 for + and -. (In small classes, I tended to do an "eyeball average, though).

You *can* have high demands (e.g., actually learning), not inflate your grades, and still get high evaluations--but it takes a couple of years to get the needed reputation. There *are* enough students that want to learn . . .

And in another six years, I'll be done paying tuition for my own kids, and can return to the classroom . . .

dochawk, j.d., ph.d., esq.

Comment: Re:There is no need to honk. Ever. (Score 1) 267

by hawk (#46130087) Attached to: When Cars Go Driverless, What Happens To the Honking?

Nah, he's right.

I shouldn't have honked at that guy who drifted across the center while looking down, and just let him hit me.

Same for the folks who change lanes without looking; there's usually another car in the yet next lane to push me into for a cozy metallic sowdown . . .

hawk

Comment: Re:Not as bad as the reviews made it seem (Score 2) 178

by hawk (#46097563) Attached to: IBM's PC Junior Turns 30, Too

The mac's 68000 chip, though, was the same generation as the 8086.

Intel went from 8 to 16 bits, while motorola put 32 bits inside the 16 bit package at a time neither *had* a 32 bit bus available. They also indicated the expansion path (extra register length, etc.) that a fully flushed out 68k would have.

The 68k pushed what could be done, while the SX were deliberate limitations

When someone says "I want a programming language in which I need only say what I wish done," give him a lollipop.

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