Submission Summary: 0 pending, 9 declined, 5 accepted (14 total, 35.71% accepted)
"The press loves a good villain, and so the story seems to make intuitive sense: the nuke-testing, IBCM-firing, SCUD-launching North Koreans launch a cyberattack in yet another moment of classic brinksmanship to protest the United Nations, US imperialism, ROK aggression, and prove their own might. The progression is obvious. Right? Not really."
Cyberwonk's six reasons why we may have it wrong start with two fundamental problems: cyber attacks, unlike missle launches, don't enhance Kim's standing inside a completely unwired country. And if he wanted to make waves outside his own borders, he would have claimed credit for the attacks — which he didn't.
"Compared with children living with someone who has completed some college, children in households without a high-school graduate were more than four times as likely--and those in households with a high-school graduate twice as likely--to be in suboptimal health."
But one fascinating part of the study isn't in the report at all. It's an interactive "calculator" of sorts produced by the study's authors, which lets users select their area — down to the county level! — and see the average levels of education and mortality. They can then adjust education levels and watch as the number of expected deaths each year changes. If, for example, you increase the levels of education in the Bronx to match those in Manhattan, you could expect a 28% drop in yearly deaths — from 3142 to 2262 per year.
"When it comes to children's health, family income matters. So does education."
The study also includes an interactive calculator that lets users modify the levels of education in their area and see what happens to mortality rates. From the article:
"For California, for example, the chart says 61% of adults have some college education and that there are 309 deaths per 100,000 people. If that were to go up by 5 percentage points, there would be 294 deaths per 100,000 people. Factor in the size of California's population, and the difference is significant."
"Can you program?" "Well, I'm literate, if that's what you mean!"