As Janet Poppendieck writes in Free for All: Fixing School Food in America, we live in “a new age in which a business model … permeate[s] school food.” Where lunchrooms in the past treated children as lucky recipients, they now view them as customers whose business must be won. Vending machines light up the hallways, usually through an exclusive contractual arrangement between school or school district and a company like Coca-Cola or Pepsi. Fast-food operations like Subway and KFC set up shop in the food court, tempting away all the students with enough money to afford a hoagie or fried chicken strips. Alongside the traditional cafeteria meal are a la carte lines where burgers and French fries (and their unholy cousins, tater tots) glisten with grease under the lamplights, exempted in all their fatty glory from USDA nutritional requirements. Even those children who buy the standard hot meal eat mostly junk: pizza with fries hits all of the major food groups, if you define the groups expansively enough. As Ronald Reagan’s USDA famously taught us, ketchup is, after all, a vegetable.
. . . .
Another central concern of Free for All is school hunger—an ironically persistent problem in an age of plenty and excessive freedom of choice. Schools have largely failed to reduce the stigma that accompanies accepting a free lunch. In many schools, nonpaying children stand in separate lines from their classmates, and in some California schools they are the only students who eat inside in the cafeteria rather than outside in the pay-as-you-go food court, because the trays cannot be taken out of doors. Poppendieck is justifiably outraged by this insensitivity, which segregates children by income and leads some to skip meals so as to avoid cruel jibes from their wealthier friends.
Garbage In, Garbage Out: School Lunch Programs in America
Does Teach for America Build Civic Engagement?
No.
One reason may be that the TFA experience often doesn't feel that empowering. And the research on civic participation (to simplify a lot) indicates that if you have a disempowering civic experience that will, not surprisingly, turn you off to civic engagement as a tool for social change.
One reason may be that the TFA experience often doesn't feel that empowering. And the research on civic participation (to simplify a lot) indicates that if you have a disempowering civic experience that will, not surprisingly, turn you off to civic engagement as a tool for social change.
. . .
“There’s been a very clear and somewhat naïve consensus among educators, policy folks and scholars that youth activism invariably has these kinds of effects,” Professor McAdam said. “But we’ve got to be much more attentive to differences across these experiences, and not simply assume that if you give a kid some youth service experience it will change them.”
Last year, 35,000 people applied to Teach for America, 42 percent more than in 2008. Further, at more than 20 colleges and universities, Teach for America was the top recruiter. At Harvard, 13 percent of graduating seniors applied. At Spelman College, in Atlanta, 25 percent did.
Find the Pattern, Ignore the Contraditions, Only Learn When Challenged
When experimental results appear that can't be explained, they're often discounted as being useless. The researchers might say that the experiment was designed badly, the equipment faulty, and so on.
It may indeed be the case the faults occurred, but it could also be the case when consistent information emerges, but these possibilities are rarely investigated when the data agrees with pre-existing assumptions, leading to possible biases in how data is interpreted.
. . . .
I was particularly interested to read that breakthroughs were most likely to come from group discussions:
"While the scientific process is typically seen as a lonely pursuit — researchers solve problems by themselves — Dunbar found that most new scientific ideas emerged from lab meetings, those weekly sessions in which people publicly present their data. Interestingly, the most important element of the lab meeting wasn’t the presentation — it was the debate that followed. Dunbar observed that the skeptical (and sometimes heated) questions asked during a group session frequently triggered breakthroughs, as the scientists were forced to reconsider data they’d previously ignored. The new theory was a product of spontaneous conversation, not solitude; a single bracing query was enough to turn scientists into temporary outsiders, able to look anew at their own work."
Although it turns out that discussion with people from a diverse range of people is most important - having a room full of people who share assumptions and expertise tends not to lead to creative scientific insights.
Let's face it, science is boring
This is why I bailed out of biology after completing the degree (okay, mostly). Fascinating to know. Stultifying to do.
It is now time to come clean. This glittering depiction of the quest for knowledge is... well, perhaps not an outright lie, but certainly a highly edited version of the truth. Science is not a whirlwind dance of excitement, illuminated by the brilliant strobe light of insight. It is a long, plodding journey through a dim maze of dead ends. It is painstaking data collection followed by repetitious calculation. It is revision, confusion, frustration, bureaucracy and bad coffee. In a word, science can be boring.However . . .
My own brief and undistinguished research career included its share of mind-numbing tasks, notably the months of data processing which revealed that a large and expensive orbiting gamma-ray telescope had fixed its eye on the exploding heart of a distant galaxy and seen... nothing. I tip my hat, though, to New Scientist's San Francisco bureau chief, who spent nearly three years watching mice sniff each other in a room dimly lit by a red bulb. "It achieved little," he confesses, "apart from making my clothes smell of mouse urine." And the office prize for research ennui has to go to the editor of NewScientist.com. "I once spent four weeks essentially turning one screw backwards and forwards," he says. "It was about that time that I decided I didn't want to be a working scientist."
Boredom, it seems, is very much in the eye of the beholder. Scientists at the top of their game rarely become jaded, possibly because it is only the most tenacious individuals who ever succeed in research. Those with shorter attention spans - and you may pass your own judgement on the New Scientist staff mentioned earlier - are soon weeded out.
It's not all natural obsessiveness, though; there's an element of nurture too. Sulston points out that the most repetitious stuff happens only after years of working around a problem, trying to find a way in. By the time you are "strictly turning the handle", as he puts it, you may be the most skilled person at your chosen technique. Sulston ranked among the best in the world at keeping a close eye on slimy, grey microscopic worms, so using this skill became a pleasure.
Ritalin Cures Next Picasso
WORCESTER, MA—Area 7-year-old Douglas Castellano's unbridled energy and creativity are no longer a problem thanks to Ritalin, doctors for the child announced Monday. "After years of failed attempts to stop Douglas' uncontrollable bouts of self-expression, we have finally found success with Ritalin," Dr. Irwin Schraeger said. "For the first time in his life, Douglas can actually sit down and not think about lots of things at once." Castellano's parents reported that the cured child no longer tries to draw on everything in sight, calming down enough to show an interest in television.
Have a Problem, Kid? Here, Take This Anti-Psychotic
New federally financed drug research reveals a stark disparity: children covered by Medicaid are given powerful antipsychotic medicines at a rate four times higher than children whose parents have private insurance. And the Medicaid children are more likely to receive the drugs for less severe conditions than their middle-class counterparts, the data shows.
Those findings, by a team from Rutgers and Columbia, are almost certain to add fuel to a long-running debate. Do too many children from poor families receive powerful psychiatric drugs not because they actually need them — but because it is deemed the most efficient and cost-effective way to control problems that may be handled much differently for middle-class children?
In Job Hunt, College Degree Can’t Close Racial Gap
Black joblessness has long far outstripped that of whites. And strikingly, the disparity for the first 10 months of this year, as the recession has dragged on, has been even more pronounced for those with college degrees, compared with those without. Education, it seems, does not level the playing field — in fact, it appears to have made it more uneven.
College-educated black men, especially, have struggled relative to their white counterparts in this downturn, according to figures from the Bureau of Labor Statistics. The unemployment rate for black male college graduates 25 and older in 2009 has been nearly twice that of white male college graduates — 8.4 percent compared with 4.4 percent.