Education – Page 16 – artdiamondblog.com

Scientists May Be Double-Dipping in Multiple Grants for Same Project

(p. D) The government may be wasting millions of dollars by paying for the same research projects twice, according to a new analysis of grant and contract records.
Researchers from Virginia Tech and Duke University compared more than 600,000 grant summaries issued to federal agencies since 1985. What they found was almost $70 million that might have been spent on projects that were already at least partly financed. The results were published in the journal Nature.

For the full story, see:
DOUGLAS QUENQUA. “Study Flags Duplicate Financing.” The New York Times (Sat., February 5, 2013): D6.
(Note: the online version of the story has the date February 4, 2013.)

The research summarized above, can be found in:
Garner, Harold R., Lauren J. McIver, and Michael B. Waitzkin. “Research Funding: Same Work, Twice the Money?” Nature 493, no. 7434 (Jan. 31, 2013): 599-601.

Steve Jobs Advised Obama to Reduce Regulations of Business and Union Power in Education

(p. 544) The meeting . . . lasted forty-five minutes, and Jobs did not hold back. “You’re headed for a one-term presidency,” Jobs told Obama at the outset. To prevent that, he said, the administration needed to be a lot more business-friendly. He described how easy it was to build a factory in China, and said that it was almost impossible to do so these days in America, largely because of regulations and unnecessary costs.
Jobs also attacked America’s education system, saying that it was hopelessly antiquated and crippled by union work rules. Until the teachers’ unions were broken, there was almost no hope for education reform. Teachers should be treated as professionals, he said, not as industrial assembly-line workers. Principals should be able to hire and fire them based on how good they were. Schools should be staying open until at least 6 p.m. and be in session eleven months of the year. It was absurd, he added, that American classrooms were still based on teachers standing at a board and using textbooks. All books, learning materials, and assessments should be digital and interactive, tailored to each student and providing feedback in real time.

Source:
Isaacson, Walter. Steve Jobs. New York: Simon & Schuster, 2011.
(Note: ellipsis added.)

Arne Duncan Endorses Christensen’s Disruption of All Levels of Education

Source of book image and photo of Christensen: http://images.businessweek.com/ss/08/12/1215_best_design_books/image/disruptingclass.jpg

(p. C6) Clayton Christensen is a provocative thinker, and I have been greatly influenced by his work on disruptive innovation and how it can transform education.

For the full review essay, see:
Arne Duncan (author of passage quoted above, one of 50 contributors to whole article). “Twelve Months of Reading; We asked 50 of our friends to tell us what books they enjoyed in 2012–from Judd Apatow’s big plans to Bruce Wagner’s addictions. See pages C10 and C11 for the Journal’s own Top Ten lists.” The Wall Street Journal (Sat., December 15, 2012): passim (Duncan’s contribution is on p. C6).
(Note: the online version of the review essay has the date December 14, 2012.)

Christensen’s books suggesting disruptive innovations for education are:
Christensen, Clayton M., Curtis W. Johnson, and Michael B. Horn. Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns. updated ed. New York: NY: McGraw-Hill, 2011.
Christensen, Clayton M., and Henry J. Eyring. The Innovative University: Changing the DNA of Higher Education from the inside Out. San Francisco, CA: Jossey-Bass, 2011.

Ending College Affirmative Action Would Only Cause Minor Lowering in Black Admissions

(p. 113) This research examines the determinants of the match between high school seniors and postsecondary institutions in the United States. I model college application decisions as a nonsequential search problem and specify a unified structural model of college application, admission, and matriculation decisions that are all functions of unobservable individual heterogeneity. The results indicate that black and Hispanic representation at all 4-year colleges is predicted to decline modestly–by 2%–if race-neutral college admissions policies are mandated nationwide. However, race-neutral admissions are predicted to decrease minority representation at the most selective 4-year institutions by 10%.

Source of abstract:
Howell, Jessica S. “Assessing the Impact of Eliminating Affirmative Action in Higher Education.” Journal of Labor Economics 28, no. 1 (January 2010): 113-66.

UnCollege Seeks “to Open People’s Minds to a Different Set of Opportunities”

“Dale J. Stephens, who founded UnCollege.” Source of caption and photo: online version of the WSJ article quoted and cited below.

(p. 1) BENJAMIN GOERING does not look like Facebook’s Mark Zuckerberg, talk like him or inspire the same controversy. But he does apparently think like him.

Two years ago, Mr. Goering was a sophomore at the University of Kansas, studying computer science and philosophy and feeling frustrated in crowded lecture halls where the professors did not even know his name.
“I wanted to make Web experiences,” said Mr. Goering, now 22, and create “tools that make the lives of others better.”
So in the spring of 2010, Mr. Goering took the same leap as Mr. Zuckerberg: he dropped out of college and moved to San Francisco to make his mark. He got a job as a software engineer at a social-software company, Livefyre, run by a college dropout, where the chief technology officer at the time and a lead engineer were also dropouts. None were sheepish about their lack of a diploma. Rather, they were proud of their real-life lessons on the job.
“Education isn’t a four-year program,” Mr. Goering said. “It’s a mind-set.”
The idea that a college diploma is an all-but-mandatory ticket to a successful career is showing fissures. Feeling squeezed by a sagging job market and mounting student debt, a groundswell of university-age heretics are pledging allegiance to new groups like UnCollege, dedicated (p. 16) to “hacking” higher education. Inspired by billionaire role models, and empowered by online college courses, they consider themselves a D.I.Y. vanguard, committed to changing the perception of dropping out from a personal failure to a sensible option, at least for a certain breed of risk-embracing maverick.
Risky? Perhaps. But it worked for the founders of Twitter, Tumblr and a little company known as Apple.
When Mr. Goering was wrestling with his decision, he woke up every morning to a ringtone mash-up that blended electronic tones with snippets of Steve Jobs’s 2005 commencement address at Stanford University, in which he advised, “love what you do,” “don’t settle.” Mr. Goering took that as a sign.
“It’s inspiring that his dropping out basically had no effect, positive or negative, on the work and company and values he could create,” he said of the late Apple co-founder.
In that oft-quoted address, Mr. Jobs called his decision to drop out of Reed College “one of the best decisions I ever made.” Mr. Jobs’s “think different” approach to education (backpacking through India, dining with Hare Krishnas) is portrayed in countless hagiographies as evidence of his iconoclastic genius.
. . .
. . . Dale J. Stephens, [is] the founder of a group called UnCollege that champions “more meaningful” alternatives to college. . . .
. . .
UnCollege advocates a D.I.Y. approach to higher education and spreads the message through informational “hackademic camps.” “Hacking,” in the group’s parlance, can involve any manner of self-directed learning: travel, volunteer work, organizing collaborative learning groups with friends. Students who want to avoid $200,000 in student-loan debt might consider enrolling in a technology boot camp, where you can learn to write code in 8 to 10 weeks for about $10,000, Mr. Stephens said.
THEY can also nourish their minds from a growing menu of Internet classrooms, including the massive open online courses, or MOOCs, which stream classes from elite universities like Princeton. This guerrilla approach hits home with young people who came of age seeking out valuable content free on Napster and BitTorrent.
Mr. Stephens, a dropout from Hendrix College in Arkansas (he later earned a Thiel Fellowship), started UnCollege less than two years ago, and already its Web site attracts 20,000 unique visitors a month. “I get on scale of 10 to 15 e-mails a day from people who say something along lines of, ‘I thought I was the only one out there who thought about education like this, I don’t feel crazy anymore,’ ” he said.
. . .
The goal is not to foment for a mass exodus from the ivy halls, Mr. Stephens said, but to open people’s minds to a different set of opportunities.

For the full story, see:
ALEX WILLIAMS. “The Old College Try? No Way.” The New York Times (Sun., December 2, 2012): 1 & 16.
(Note: ellipses and bracketed “is” were added.)
(Note: the online version of the story has the date November 30, 2012, and has the title “Saying No to College.”)

When Professors “Are Fearful, Hesitant, and Foolish” and When They “Screech, Snarl, and Spit”

(p. 243) “It is hardly possible to take very seriously any of the professoriate all of the time or most of them most of the time. They commonly are fearful, hesitant, and foolish when confronted by complex real issues and aggressive enemies, but they tend to screech, snarl, and spit when they perceive their territory, reputation, and perquisites to be threatened. They can pose as being valiant and principled, but they are inclined to disperse and camouflage themselves upon hearing the first volleys of significant battle.”

Source:
Distinguished UCLA economist William R. Allen from an interview with Daniel B. Klein as quoted in:
Taylor, Timothy. “Recommendations for Further Reading.” Journal of Economic Perspectives 25, no. 1 (Winter 2011): 239-46.

For the full article/interview, see:
Allen, William R. “A Life among the Econ, Particularly at UCLA.” Econ Journal Watch 7, no. 3 (September 2010): 205-34.

Debating Grammar: “Think Different” or “Think Differently”

(p. 329) They debated the grammatical issue: If “different” was supposed to modify the verb “think,” it should be an adverb, as in “think dif-(p. 330)ferently.” But Jobs insisted that he wanted “different” to be used as a noun, as in “think victory” or “think beauty.” Also, it echoed colloquial use, as in “think big.” Jobs later explained, “We discussed whether it was correct before we ran it. It’s grammatical, if you think about what we’re trying to say. It’s not think the same, it’s think different. Think a little different, think a lot different, think different. ‘Think differently’ wouldn’t hit the meaning for me.”

Source:
Isaacson, Walter. Steve Jobs. New York: Simon & Schuster, 2011.

Students Protest (and Toss) Federally Mandated “Healthy” (“Gross”) Food

“Lunch hour at Middle School 104 in Manhattan, where, on Friday, several seventh graders pronounced vegetables “gross.” Source of caption and photo: online version of the NYT article quoted and cited below.

(p. A1) Outside Pittsburgh, they are proclaiming a strike, taking to Twitter and Facebook to spread the word. In a village near Milwaukee, hundreds staged a boycott. In a small farming and ranching community in western Kansas, they have produced a parody video. And in Parsippany, N.J., the protest is six days old and counting.

They are high school students, and their complaint is about lunch — healthier, smaller and more expensive than ever.
The Healthy, Hunger-Free Kids Act of 2010, which required public schools to follow new nutritional guidelines this academic year to receive extra federal lunch aid, has created a nationwide version of the age-old parental challenge: persuading children to eat what is good for them.
Because the lunches must now include fruits and vegetables, those who clamor for more cheese-laden nachos may find string beans and a peach cup instead. Because of limits on fat and sodium, some of those who crave French fries get baked sweet-potato wedges. Because of calorie restrictions, meat and carbohydrate portions are smaller. Gone is 2-percent chocolate milk, replaced by skim.
“Before, there was no taste and no flavor,” said Malik Barrows, a senior at Automotive High School in Brooklyn, who likes fruit but said his classmates threw away their mandatory helpings on the cafeteria floor. “Now there’s no taste, no flavor and it’s healthy, which makes it taste even worse.”
Students organized lunch strikes in a suburb of Pittsburgh, where in late August the hashtag “brownbagginit” was trending on Twitter, and outside Milwaukee, where the Mukwonago High School principal, Shawn McNulty, said participation in the lunch program had fallen 70 percent.
. . .
(p. A3) In Sharon Springs, Kan., lunch protesters at Wallace County High School posted a video on YouTube, “We Are Hungry”; in it, students faint in the hallways and during physical education class, acting as if they had been done in by meager helpings of potato puff casserole and chicken nuggets. To the tune of the song “We Are Young” by Fun, one student on the video sings, “My friends are at the corner store, getting junk so they don’t waste away.”
Since it was uploaded three weeks ago, “We Are Hungry” has had nearly 900,000 views.
Callahan Grund, a junior who stars in the video, said, “My opinion as a young farmer and rancher is that we produced this protein and it’s not being used to its full advantage.” He wakes up early every morning to do chores, stays after school for two hours of football practice and returns home for another round of chores. If it were not for the lunches his mother now packs him, he said, he would be hungry again just two hours after lunch.
In New York City, where school officials introduced whole-wheat breads, low-fat milk and other changes several years ago, the most noticeable change this year is the fruit and vegetable requirement, which has resulted in some waste, according to Eric Goldstein, the Education Department official who oversees food services. It is not hard to see why. At Middle School 104 in Gramercy Park on Friday, several seventh graders pronounced vegetables “gross.”
“I just throw them out,” said Danielson Gutierrez, 12, carrying a slice of pizza, which he had liberally sprinkled with seasonings, and a pear. He also offered his opinion on fruit: “I throw them out, too. I only like apples.”

For the full story, see:
VIVIAN YEE. “No Appetite for Good-for-You School Lunches.” The New York Times (Sat., October 6, 2012): A1 & A3.
(Note: ellipsis added.)
(Note: the online version of the article has the date October 5, 2012.)

“Dissatisfied with healthier school lunches, some Kansas students made a video parody.” Source of caption and photo: online version of the NYT article quoted and cited above.

Internet Posting May Be Replacing Peer Reviewed Publishing

The article quoted below provides additional signs that institutions of knowledge production and dissemination may be changing in important ways. (Wikipedia is another, even bigger, sign.)

(p. 635) Over the past decade, there has been a decline in the fraction of papers in top economics journals written by economists from the highest-ranked economics departments. This paper documents this fact and uses additional data on publications and citations to assess various potential explanations. Several observations are consistent with the hypothesis that the Internet improves the ability of high-profile authors to disseminate their research without going through the traditional peer-review process.

Source:
Ellison, Glenn. “Is Peer Review in Decline?” Economic Inquiry 49, no. 3 (July 2011): 635-57.

With Scorned Ideas, and Without College, Inventor and Entrepreneur “Ovshinsky Prevailed”

“Stanford R. Ovshinsky and Iris M. Ovshinsky founded Energy Conversion Laboratories in 1960.” Source of caption and photo: online version of the NYT obituary quoted and cited below.

(p. A23) Stanford R. Ovshinsky, an iconoclastic, largely self-taught and commercially successful scientist who invented the nickel-metal hydride battery and contributed to the development of a host of devices, including solar energy panels, flat-panel displays and rewritable compact discs, died on Wednesday [October 17, 2012] at his home in Bloomfield Hills, Mich. He was 89.
. . .
His ideas drew only scorn and skepticism at first. He was an unknown inventor with unconventional ideas, a man without a college education who made his living designing automation equipment for the automobile industry in Detroit, far from the hotbeds of electronics research like Silicon Valley and Boston.
But Mr. Ovshinsky prevailed. Industry eventually credited him for the principle that small quantities or thin films of amorphous materials exposed to a charge can instantly reorganize their structures into semicrystalline forms capable of carrying significant current.
. . .
In 1960, he and his second wife, the former Iris L. Miroy, founded Energy Conversion Laboratories in Rochester Hills, Mich., to develop practical products from the discovery. It was renamed Energy Conversion Devices four years later.
Energy Conversion Devices and its subsidiaries, spinoff companies and licensees began translating Mr. Ovshinsky’s insights into mechanical, electronic and energy devices, among them solar-powered calculators. His nickel-metal battery is used to power hybrid cars and portable electronics, among other things.
He holds patents relating to rewritable optical discs, flat-panel displays and electronic-memory technology. His thin-film solar cells are produced in sheets “by the mile,” as he once put it.
. . .
“His incredible curiosity and unbelievable ability to learn sets him apart,” Hellmut T. Fritzsche, a longtime friend and consultant, said in an interview in 2005.

For the full obituary, see:
BARNABY J. FEDER. “Stanford R. Ovshinsky Dies at 89, a Self-Taught Maverick in Electronics.” The New York Times (Fri., October 19, 2012): A23.
(Note: ellipses and bracketed date added.)
(Note: the online version of the article was dated October 18, 2012.)
(Note: in the first sentence of the print version, “hybrid” was used instead of the correct “hydride.”)