Popular Posts Today

Diberdayakan oleh Blogger.

The Learning Network Blog: Poetry Pairing | 'I Hear America Singing'

Written By Unknown on Kamis, 20 September 2012 | 08.02

This week's Poetry Pairing matches Walt Whitman's timeless poem "I Hear America Singing" with "Occupy Wall Street: A Frenzy That Fizzled," a DealBook column that assessed the impact of the Occupy Wall Street movement on its first anniversary.

After reading the poem and column, tell us what you think — or suggest other Times content that could be matched with the poem instead.


Poem

As June Jordan put it, "As Shakespeare is to England, Dante to Italy, Tolstoy to Russia, Goethe to Germany, Aghostino Neto to Angola, Pablo Neruda to Chile, Mao-Tse-Tung to China, and Ho Chi Minh to Vietnam, who is the great American writer, the distinctively American poet, the giant American 'literatus?' Undoubtedly, the answer will be Walt Whitman." His poem, "I Hear America Singing," appeared in Leaves of Grass:

I Hear America Singing
By Walt Whitman

I hear America singing, the varied carols I hear,
Those of mechanics, each one singing his as it should be blithe and strong,
The carpenter singing his as he measures his plank or beam,
The mason singing his as he makes ready for work, or leaves off work,
The boatman singing what belongs to him in his boat, the deckhand singing on the steamboat deck,
The shoemaker singing as he sits on his bench, the hatter singing as he stands,
The wood-cutter's song, the ploughboy's on his way in the morning, or at noon intermission or at sundown,
The delicious singing of the mother, or of the young wife at work, or of the girl sewing or washing,
Each singing what belongs to him or her and to none else,
The day what belongs to the day — at night the party of young fellows, robust, friendly,
Singing with open mouths their strong melodious songs.


Times Selection Excerpt

In the column "Occupy Wall Street: A Frenzy That Fizzled," Andrew Ross Sorkin writes:

It will be an asterisk in the history books, if it gets a mention at all.

A year ago this week, the Occupy Wall Street movement got under way in Zuccotti Park in Lower Manhattan. The loose group of protesters, frustrated by the economic downturn, sought to blame Wall Street and corporate America for many of the nation's ills.

While the movement's first days did not receive much news coverage, it soon turned into a media frenzy, with some columnists comparing its importance to that of the Arab Spring, which led to the overthrow of leaders in several Middle Eastern and African countries, spurred by social media. Images of the Wall Street protesters getting arrested were looped on news channels and featured on the covers of newspapers. Big banks — and the famous Charging Bull statue that is an icon of Wall Street — were fortified with barricades. By the end of the year, Time magazine had named the protester its Person of the Year, perhaps rightly given the revolutions taking place around the world, but the magazine also lumped Occupy Wall Street in among the many meaningful movements taking place.

But now, 12 months later, it can and should be said that Occupy Wall Street was — perhaps this is going to sound indelicate — a fad.

That is not to say that Occupy Wall Street had no impact. It created an important national conversation about economic inequality and upward mobility. The chant, "We are the 99 percent," has become part of the lexicon. Its message has subtly been woven throughout the Obama administration's re-election campaign, in the Democrats' position on everything from taxes on the highest earners to the soaring levels of student debt.


After reading the poem and column, tell us what you think — or suggest other Times content that could be matched with the poem instead.

See more about the collaboration and ideas for using any week's pairing for teaching and learning »

By SHANNON DOYNE 20 Sep, 2012


-
Source: http://learning.blogs.nytimes.com/2012/09/20/poetry-pairing-i-hear-america-singing/?partner=rss&emc=rss
--
Manage subscription | Powered by rssforward.com
08.02 | 0 komentar | Read More

The Choice Blog: When a Chronic Illness in College Forces You to Drop Everything

Ms. Altavena, a senior majoring in journalism and urban studies at New York University, is a former intern of The New York Times Learning Network and The Choice.

Your health should always be your number one priority. For many college students, taking care of themselves may only require basic hygiene, but for students with chronic illness, balancing a hectic college schedule and their disease is a constant uphill battle. Since sophomore year — when my Crohn's disease started flaring after being in remission — each semester of college has been defined by whether I was ill or not. In July, a week before I was hospitalized for my Crohn's, I was forced to leave an internship and move home, subsequently taking an incomplete in the adjoining credit course. Dropping everything to move home has not been easy. In fact, slowing down this past month has been one of the biggest challenges of my life and one of the most necessary.

I never thought that my illness would interrupt my life completely, however, until about a month ago. Previously, I had managed flares with tons of bed rest in between classes and persistent doctor's visits. This time, I was too malnourished and too anemic to attend my internship daily. At my parents' urging, I made the decision to quit my internship at a top magazine, take an incomplete for the internship credit course that was attached, and move home to Scottsdale, Ariz., for the rest of the summer. The week before I left was a blur. I spent most of it crying and in bed, feeling lost and sick.

A month into my stay at home, I was not yet fully recovered, but began to transform into someone I used to know. I was not as plagued by fatigue or dealing with constant Crohn's symptoms. I had the time to work out every day, read for pleasure, go to doctor appointments, and work on creative projects that I ignored during the year, as well as projects for my part-time, paying job as a student ambassador for Dell. I had the time to think about my post-graduation plans. I had time, period.

I had always imagined myself at a high-profile internship in the city during the summer before my senior year, but I don't mind where I ended up instead, spending time with my family and friends.

If you have a chronic illness, you should realize that leaving in the middle of the semester or in the midst of an internship is a real possibility. To that end, you should know that if this happens, it's not the end of the world. You are not a failure. You will come back and there are people at your university there to help you when you're ready. You'll also feel a lot better when you come back—if you stay dedicated to being healthy.

Here's some advice for what to do if your chronic illness forces you to take time off:

Get Out of the College Mindset and Recover

It might be tempting to try to make up for classes missed online or at a local college, but the first thing you should do is take care of your health. This might mean sleeping all day for a few weeks or working out to regain your strength. It might be tough, but think in the present; don't think about what you left behind.

Jane Boomer, the director of services for students with disabilities at Oberlin College, said that she's noticed some students feel guilty for having to take time off.

"My first suggestion would be to work on recovery, to not stress out," she said. "Students see college as four specific years, and it doesn't have to be that, they have to be able to find their health."

Take on a Project or Two, But Don't Overload

Depending on the amount of time you are taking off, you'll likely reach a point where you find yourself with a lot of free time. Take that time and focus on a project you never found time for at school — maybe studying for a graduate exam or learning a new language. Just remember that the goal of taking time off from school due to a chronic illness is to lessen stress, which often aggravates chronic conditions. While I was tempted to work on a long list of projects, I mostly focused my part-time job and on studying for the GRE. I gave myself plenty of time to hang out with friends and family, read, and work on my physical fitness.

Look Into a Tuition Refund Program

Leaving in the middle of the semester can also be a huge financial hit. Luckily, many schools have a tuition refund program through an outside program. Students should sign up at the beginning of the year with the bursar's office so that, in the event of an unexpected departure from campus, all tuition is reimbursed. These programs do cost money. At NYU, for example, the fee is $505 for students with a meal plan who live in a dorm. The easiest way to find out if your school has one is to ask the bursar's office.

Keep in Touch With Your Advisers and the Office for Students With Disabilities — and Register Before You Reach School

It's important to register with your school's office for students with disabilities as soon as possible—preferably before your illness flares. These offices can offer you help throughout the year, including giving academic advice specific to your disease and working with faculty if you have to miss a class.

"We set (students) up in the best way to be supported from all fronts in the administrative processes," said Kate Noonan, the director of student development and retention at Rice University.

Working with your academic adviser while you're away is also crucial. Call or e-mail your adviser with any questions and make sure you know your exact academic status for when you get back. Complete your registration and finalize your schedule for the next semester before you return to campus.

Have a Plan for When You Get Back

Be realistic about next semester's schedule and make your health a priority. Don't overschedule or commit to anything that might be too stressful or challenging. Ease yourself back into school. I know, for example, that I need to set aside at least an hour a day for the gym. Ms. Boomer sometimes suggests that students coming back from time away take a lighter load to manage their stress level. Most importantly, make sure you know where you'll be able to get any new medications, and which doctors you need to see. Make an appointment with any new doctors when you're back on campus, even if you are feeling well.

Know That Your College Career Will Wait for You While You Recover

"We want students to address their health," Noonan said. "They will be able to come back to our campus and start their academic life again, and we're looking forward to having them back."


This is Ms. Altavena's second post about her experience with Chron's disease. Please feel free to read her first post on this subject, and to share your thoughts in the comments box below.

By LILY ALTAVENA 20 Sep, 2012


-
Source: http://thechoice.blogs.nytimes.com/2012/09/20/chronic-illness-2/?partner=rss&emc=rss
--
Manage subscription | Powered by rssforward.com
03.32 | 0 komentar | Read More

The Learning Network Blog: Student Opinion | Would You Ever Go Through Hazing to Be Part of a Group?

In April Binghamton University stopped all fraternity and sorority pledging in response to an "alarmingly high number of serious hazing complaints." These complaints include descriptions of pledges being forced to walk barefoot in the snow (while getting frostbite) and being branded on their legs.

Hazing rituals that incorporate some form of physical or emotional abuse are not unique to campus Greek life. Many groups, including athletic teams, military units and high school clubs, use some form of hazing to initiate new members.

While 44 states have passed anti-hazing laws and many universities have outlawed hazing, the practice persists. Would you ever go through hazing to be part of a group?

In the article "At a Campus Scarred by Hazing, Cries for Help," Peter Applebome writes:

One student said she feared for her boyfriend's health and ability to do his schoolwork because he was coming home from fraternity pledging around 4 a.m. with gashes and cuts on his hands and elbows that reopened daily.

A parent said her son returned home with a shaved head and injuries, from running barefoot on a bed of rocks, that required an emergency room visit and subsequent treatment.

Another student said he was hazed night after night, until right before morning classes. He wrote in an anonymous e-mail to the university, "I was hosed, waterboarded, force-fed disgusting mixtures of food, went through physical exercises until I passed out, and crawled around outside in my boxers to the point where my stomach, elbows, thighs and knees are filled with cuts, scrapes and bruises."

It is a new school year at Binghamton University, one of the most prestigious public institutions in the Northeast. But the most urgent order of business is one left over from the last school year — a hazing scandal that forced the university to suspend pledging and induction at all fraternities and sororities.

Students

  • Would you ever go through hazing to be part of a group you really wanted to join? What are the lines you would refuse to cross to gain membership to a group?
  • Hazing rituals on college campuses like Binghamton University often involve drinking large amounts of alcohol. Why do you think alcohol is part of the hazing process, and how do you think it makes hazing more dangerous?

Students 13 and older are invited to comment below. Please use only your first name. For privacy policy reasons, we will not publish student comments that include a last name.

Teachers: We ask a new Student Opinion question each weekday, and leave most open to comment indefinitely. Here is a list of the 163 questions we asked during the 2011-12 school year.

By MICHAEL GONCHAR 20 Sep, 2012


-
Source: http://learning.blogs.nytimes.com/2012/09/20/would-you-ever-go-through-hazing-to-be-part-of-a-group/?partner=rss&emc=rss
--
Manage subscription | Powered by rssforward.com
02.51 | 0 komentar | Read More

The Learning Network Blog: 6 Q's About the News | Reference to Jesus' Wife Found on Fourth Century Papyrus

6 Q's About the News

Use the photo and related articles to answer basic news questions.

WHO is Dr. Karen L. King?

WHERE is she a historian?

WHAT is her area of expertise?
WHAT did she find?
WHAT does the fragment say?
WHAT questions does the discovery raise?

WHEN did Dr. King first learn about the fragment?

HOW did Dr. King acquire the fragment?

According to Dr. King, WHY shouldn't the fragment be taken as proof of any details about Jesus' life?
According to the article, WHY is the fragment most likely authentic?


Related: Our page of resources on world religions.

By MICHAEL GONCHAR 20 Sep, 2012


-
Source: http://learning.blogs.nytimes.com/2012/09/20/was-jesus-married-an-ancient-papyrus-raises-questions/?partner=rss&emc=rss
--
Manage subscription | Powered by rssforward.com
02.51 | 0 komentar | Read More

The Learning Network Blog: Test Yourself | English, Sept. 20, 2012

The question was written by Shannon Doyne. It comes from the Opinion piece "Don't Just Sit There."

After you've clicked "submit answer," more information will appear.

Use our questions for test prep or just for fun. Find more here:

By THE LEARNING NETWORK 20 Sep, 2012


-
Source: http://learning.blogs.nytimes.com/2012/09/20/test-yourself-english-sept-20-2012/?partner=rss&emc=rss
--
Manage subscription | Powered by rssforward.com
02.11 | 0 komentar | Read More

The Learning Network Blog: News Quiz | September 20, 2012

Written By Unknown on Rabu, 19 September 2012 | 23.41

See what you know about the news below. To prepare, you might scan the articles or summaries on today's paper. Good luck!

By ANASTASIA ECONOMIDES 20 Sep, 2012


-
Source: http://learning.blogs.nytimes.com/2012/09/20/news-quiz-september-20-2012/?partner=rss&emc=rss
--
Manage subscription | Powered by rssforward.com
23.41 | 0 komentar | Read More

The Learning Network Blog: Word of the Day | elixir

elixir •\i-ˈlik-sər\• noun

1. a substance believed to cure all ills
2. a sweet flavored liquid (usually containing a small amount of alcohol) used in compounding medicines to be taken by mouth in order to mask an unpleasant taste
3. hypothetical substance that the alchemists believed to be capable of changing base metals into gold

The word elixir has appeared in 76 New York Times articles in the past year, including on April 27 in the Arts review "The Emperor Is Dead. His Army Marches On" by Holland Cotter:

Victories bred further ambitions. Why stop at China? Why not rule the cosmos, or a healthy slice of it?

That was the aim of the penultimate and greatest Qin ruler, Ying Zheng, who was born in 259 B.C., assumed the throne at 13 and bestowed on himself a freshly invented title: Qin Shihuangdi, or First Emperor of Qin, which really meant first emperor of China. Power, for him, was the elixir of life. He couldn't get enough, and seemed neurotically afraid to stop trying.


The Word of the Day and its definitions have been provided by Vocabulary.com and the Visual Thesaurus.

Learn more about the word "elixir" and see usage examples across a range of subjects on the Vocabulary dictionary.

Click on the word below to map it and hear it pronounced:

By MARY WILLIAMS WALSH 20 Sep, 2012


-
Source: http://learning.blogs.nytimes.com/2012/09/20/word-of-the-day-elixir/?partner=rss&emc=rss
--
Manage subscription | Powered by rssforward.com
21.41 | 0 komentar | Read More

Joshua Morse III, Law School Dean Who Defied Segregation, Dies at 89

Joshua Morse III, who as dean of the University of Mississippi School of Law in the 1960s defied segregationist tradition by admitting the school's first black students, a move that led to the desegregation of Mississippi's legal profession and judiciary, died on Friday at his home in Tallahassee, Fla. He was 89.

His family announced the death.

In a time of civil rights marches and often violent racial strife in the Deep South, Mr. Morse challenged prejudice and parochialism by fostering a markedly progressive period at the school. He used Ford Foundation money to recruit minority students, promoted a student legal assistance program for the poor, exposed students to liberal ideas and hired Ivy League professors from the North.

But his efforts lasted only six years. Pitted against the state's legal establishment, he stepped down in 1969, and the school reverted to more conservative leadership.

Mr. Morse admitted Ole Miss's first black law students in 1963, a year after James Meredith became the first black to enroll at the university, a watershed event in the civil rights struggle. By 1967 black enrollment at the law school had expanded to about 20 in a student body of 360.

Black graduates were soon admitted to the state bar, joining a legal fraternity defined by alumni of Ole Miss, the state's only law school, which Time magazine called the "prep school for political power in Mississippi."

Reuben Anderson, the first black graduate of the school, in 1968, went on to become the first black appointee to the State Supreme Court and the first black president of the Mississippi bar. The school's first black woman to graduate, Constance Slaughter-Harvey, in 1970, became the first black woman to be named a judge in Mississippi.

Mr. Morse's achievements remain legend in legal education circles. John Egerton, in his 1991 book, "Shades of Gray: Dispatches From the Modern South," wrote: "The Ole Miss Law School's six-year orbit into activism was a spectacular aberration, a reversal of form that briefly turned a conservative institution into one of the most progressive and experimental in the nation."

Joshua Marion Morse III was born on March 1, 1923, in Poplarville, Miss., a sawmill town. He was a graduate of Ole Miss and its law school and served in the Army during World War II.

After law school he joined his father's law practice in Poplarville, where he defended 23 people accused of murder and won not-guilty verdicts for 22. (The 23rd was convicted of a lesser charge.) He successfully defended several black men who had violent altercations with the police.

Mr. Morse joined the Ole Miss faculty as an associate professor in 1962 and was named dean in 1963. Instead of starting immediately, however, he attended Yale on a one-year graduate fellowship. But before he left, he helped orchestrate admission offers to several black students.

When he returned, he brought two Yale graduates with him to teach. The next year he hired another and received a $437,000 grant from the Ford Foundation to recruit minorities. In 1965, he invited eight Yale professors to teach two-week courses on individual rights. The next semester, he brought a group of Harvard professors to lecture on federalism. Professors from Columbia and New York University came later.

He ended up hiring new graduates of Yale Law School to fill 8 of 21 positions. Besides teaching, they prepared federal lawsuits on voting rights and civil liberties and recruited students for a legal assistance program for the poor.

In 1966, when state education officials sought to rescind an invitation to the liberal Democratic senator Robert F. Kennedy to speak at the law school, Mr. Morse threatened to resign. Mr. Kennedy spoke to an appreciative audience.

Mississippi's legal and political establishment began to see the school as a hotbed of revolution, where students were brainwashed by liberal "one-worlders." The Mobile Press, in neighboring Alabama, said the school had chosen to "smugly point the finger of scorn" at the entire South.

Mr. Morse answered that he was trying to make students aware of a world beyond Mississippi — to let them know "that there were places to look other than across the street or at the courthouse."

The state bar association made its feelings clear in 1968 when he was not invited to speak at its annual meeting, though the speech by the Ole Miss law dean was historically a high point of the program. He was also denied a salary increase, though all his underlings received one.

In 1969, the university chancellor responded to mounting political pressures by ordering professors to choose between teaching and helping the poor. Mr. Morse left — whether he resigned or was fired was never clear — and moved to Florida State University, where he was dean of the College of Law until 1980 and a professor until 2003.

After Mr. Morse left, the Ole Miss law school "reverted to form," Mr. Egergon wrote, with the "patricians" back in control of the faculty. The school continued to admit minorities but curtailed its social activism, as did many law schools after the 1960s.

Mr. Morse is survived by his wife of 66 years, the former Eva Triplett; his son, Joshua; his daughters, Anne Morse Burris and Mary Jeanne Morse Lykes; and six grandchildren.

By MOTOKO RICH 20 Sep, 2012


-
Source: http://www.nytimes.com/2012/09/20/us/joshua-morse-iii-law-school-dean-who-defied-segregation-dies-at-89.html?partner=rss&emc=rss
--
Manage subscription | Powered by rssforward.com
19.11 | 0 komentar | Read More

Segregation Prominent in Schools, Study Finds

Brandon Thibodeaux for The New York Times

Students at F. M. Gilbert Elementary School in Irving, Tex. Segregation of Latino students is most pronounced in California, New York and Texas.

The United States is increasingly a multiracial society, with white students accounting for just over half of all students in public schools, down from four-fifths in 1970.

Yet whites are still largely concentrated in schools with other whites, leaving the largest minority groups — black and Latino students — isolated in classrooms, according to a new analysis of Department of Education data.

The report showed that segregation is not limited to race: blacks and Latinos are twice as likely as white or Asian students to attend schools with a substantial majority of poor children.

Across the country, 43 percent of Latinos and 38 percent of blacks attend schools where fewer than 10 percent of their classmates are white, according to the report, released on Wednesday by the Civil Rights Project at the University of California, Los Angeles.

And more than one in seven black and Latino students attend schools where fewer than 1 percent of their classmates are white, according to the group's analysis of enrollment data from 2009-2010, the latest year for which federal statistics are available.

Segregation of Latino students is most pronounced in California, New York and Texas. The most segregated cities for blacks include Atlanta, Chicago, Detroit, Houston, Philadelphia and Washington.

"Extreme segregation is becoming more common," said Gary Orfield, an author of the report who is co-director of the Civil Rights Project.

The overlap between schools with high minority populations and those with high levels of poverty was significant. According to the report, the typical black or Latino student attends a school where almost two out of every three classmates come from low-income families. Mr. Orfield said that schools with mostly minority and poor students were likely to have fewer resources, less assertive parent groups and less experienced teachers.

The issue of segregation hovers over many discussions about the future of education.

Some education advocates say that policies being introduced across the nation about how teachers should granted tenure or fired as well as how they should be evaluated could inadvertently increase segregation.

Teacher evaluations that are based on student test scores, for example, could have unintended consequences, said Rucker C. Johnson, an associate professor of public policy at the University of California, Berkeley.

Teachers would be reluctant to take assignments in high-poverty, high-minority communities, he said. "And you're going to be at risk of being blamed for not increasing test scores as quickly as might be experienced in a suburban, more affluent area," Mr. Johnson said.

The report's authors criticized the Obama administration as failing to pursue integration policies, and argued that its support of charter schools was helping create "the most segregated sector of schools for black students."

Daren Briscoe, a spokesman for the Department of Education, said the Obama administration had taken "historic steps to transform the schools that for too long have shortchanged the full potential of our young people and have been unsuccessful in providing the necessary resources and protections for students most at risk."

Other advocates for minorities said charter schools had benefited their communities, even if they were not racially integrated.

Raul Gonzalez, director of legislative affairs and education policy at the National Council of La Raza, a Latino advocacy group, said that black and Hispanic parents did not necessarily say "I want my kid to be in an integrated setting." Instead, he said, "they're going to say I want my kid's school to do better than what it's doing."

Todd Ziebarth, vice president of the National Alliance of Public Charter Schools, said he supported more money for transportation to charter schools and encouraging them to pursue more diversity. But, he said, "if a school is relatively homogeneous but is performing really well, we should be celebrating that school, not denigrating it."

Critics of segregation in traditional public schools and charters said that there was more to education than pure academics.

"Is it possible to learn calculus in a segregated school? Of course it is," said Mark D. Rosenbaum, chief counsel to the American Civil Liberties Union in Los Angeles. "Is it possible to learn how the world operates and to think creatively about the rich diversity of cultures in this country? It is impossible."

By MOTOKO RICH 20 Sep, 2012


-
Source: http://www.nytimes.com/2012/09/20/education/segregation-prominent-in-schools-study-finds.html?partner=rss&emc=rss
--
Manage subscription | Powered by rssforward.com
19.11 | 0 komentar | Read More

The Learning Network Blog: Lesson | Out on a Limb: Building Muscle Models in Science Class

Overview | Unlike some animals, we cannot regenerate diseased or missing body parts. Or can we? In this lesson, students learn about a soldier undergoing experimental treatment to help him regrow muscle missing from his leg. Then students build models to reinforce concepts surrounding cells, tissues and organs.

Materials | Computers with Internet access, projection equipment and a variety of art materials to build models of muscles — like yarn, small pompoms, plastic wrap, cardboard tubes, glue, plastic mesh and other items (you might want to ask students to contribute materials in advance).

Warm-Up | When students arrive, direct them to walk in a large circle around the room, paying close attention to the muscles they use to walk. (Alternatively, any simple active motion can work for this warm up, like lifting a backpack or a book, or marching in place.) Ask students to identify the different motions involved in walking (lifting the knee, extending the leg and so on). Can they tell which muscles are involved in each motion?

Next, have students describe what they observed and what they already know about their muscles. What major muscle groups are found in the legs? How do muscles work? What are they composed of? How would the loss of each muscle group affect walking? What, specifically, do the quadriceps do?

You might show a short Muscle Activation During Gait animation illustrating the activation of walking muscles.

Related | The article "Human Muscle, Regrown on Animal Scaffolding" describes the experimental medical procedure that helped Sgt. Ron Strang, injured in Afghanistan, walk again.

In the months after a roadside bomb in Afghanistan blew off part of his left thigh, Sgt. Ron Strang wondered if he would ever be able to walk normally again.

The explosion and subsequent rounds of surgery left Sergeant Strang, 28, a Marine, with a huge divot in his upper thigh where the quadriceps muscle had been. He could move the leg backward, but with so much of the muscle gone he could not kick it forward. He could walk, but only awkwardly.

"I got really good at falling," he said of his efforts. And Sergeant Strang, a tall, athletic man, had to give up running.

But that was two years ago. Now he walks easily, can run on a treadmill and is thinking of a post-military career as a police officer. "If you know me, or know to look for it, you can see a slight limp," he said. "But everybody else, they go, 'I would never have guessed.' "

There is something else they would never have guessed: Sergeant Strang has grown new muscle thanks to a thin sheet of material from a pig.

Read the entire article with your class, then answer the questions below.

Background Vocabulary : You may wish to introduce students to the following words or concepts before reading: stem cells, tissue, scaffold, extracellular, bladder

Questions | For reading comprehension and discussion:

  1. What happened to Sergeant Strang? Describe his injury and why he needed medical help.
  2. What is the extracellular matrix? Where is it found? What is it composed of?
  3. In this experimental therapy, what role does the extracellular matrix play in repairing tissue? How are stem cells involved?
  4. Using a related graphic, what are the steps taken by the doctors to help Sergeant Strang?
RELATED RESOURCES
From The Learning Network
From NYTimes.com

Activity | In the article, doctors attempt to harness the body's own healing ability to recreate normal muscle in patients. In this activity, students will research skeletal muscle structure and then create models of healthy skeletal muscle cells, muscle tissue and whole muscles.

Instruct students to research the parts of a muscle and create their own models containing cells bundled into tissues and whole muscles, using any materials available. Alternatively, the class could work together, with some students creating muscle cell models, another group bundling them into tissues, and a third group arranging bundles, adding blood vessels, and connecting the entire muscle to bone. (Teachers can determine the appropriate level of complexity for the models.)

Here is some information, with links to related sites, that might be useful:

Skeletal muscle cells (also called myocytes or muscle fibers) are long, thin multinucleated cells that contain the proteins actin and myosin within sarcomeres.

A single muscle can contain thousands of muscle cells. Muscle cells group together in muscle tissue, which are bundles of cells that can contract as a unit.

Whole muscles are composed of muscle tissues, which are in turn composed of muscle cells. Muscles are banded together with connective tissue, infiltrated with blood vessels and nerves, and attached to bone in order to create movement. Specific muscles are named based on size, shape and function.

When students have finished their models, have them explain the form and function of each part to the class. Again, show students the Remodeling Muscle graphic that describes the procedure that helped Sergeant Strang walk again. Now that students have learned more about muscles, how would they modify their own models to illustrate Sergeant Strang's experience?

Going Further | Students observe a teacher-led chicken dissection demonstration. Obtain a whole raw chicken from the supermarket and allow students to investigate it. Move limbs to show how they move, then remove skin to observe muscles, ligaments and tendons. Can students identify which chicken muscle groups are analogous to those of humans (like the quadriceps, hamstrings, biceps, abdominals, etc. )? (Note: Handle raw chicken carefully to avoid salmonella contamination. Use rubber gloves, delineate a work area and thoroughly clean up with a bleach solution following the activity.)

Common Core E.L.A. Anchor Standards, 6-12:

Reading
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

Speaking and Listening:
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Language:

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

McREL Standards

Science
5. Understands the structure and function of cells and organisms
11. Understands the nature of scientific knowledge
12. Understands the nature of scientific inquiry
13. Understands the scientific enterprise

By ALISON FROMME 20 Sep, 2012


-
Source: http://learning.blogs.nytimes.com/2012/09/19/out-on-a-limb-building-muscle-models-in-science-class/?partner=rss&emc=rss
--
Manage subscription | Powered by rssforward.com
14.31 | 0 komentar | Read More

The Choice Blog: Should Hazing Make a Prospective College Student Think Twice?

Hazing certainly isn't new to college campuses, but it has garnered more attention recently, especially after the deaths of students at Cornell and Florida A&M Universities made headlines.

The latest report involves Binghamton University, which has fielded complaints that included having to hold hot coals and enduring a version of waterboarding. In a front-page article on Wednesday, our colleague Peter Applebome provided insight into some grim details about fraternity and sorority life in college.

So, what's a prospective college student to make of all of this? Should students avoid applying to universities where hazing seems out of control? Should an college's reputation be affected by the actions of its student organizations?

We've asked Mr. Applebome to weigh in on how prospective college students might interpret the latest report about Binghamton. Here is his response:

If I had a son or daughter thinking of applying to Binghamton would this story dissuade me? No, it would not.

Alas, sometimes bad things happen to good schools. Binghamton, between hazing and scandals surrounding its basketball program, has had its share of bad publicity in recent years. But, as someone who went through the application process with two children over the past decade, I still think it's a fine school, with a vibrant campus culture and with students who seem overwhelmingly satisfied with their experience. (The locale isn't the greatest, but it's not the only good school is a so-so place.)

So, yes, this story was pretty horrific, and Binghamton has a big problem with its fraternity and sorority culture. If my son or daughter was interested in Greek life, I would definitely do my homework on any organization that interested them. And I would be sure the colleges had nothing to do with any nonsanctioned fraternities or sororities.

But, hazing is hardly unusual to Binghamton or to Greek life. Look at all the Rolling Stone story on frat life at Dartmouth or our coverage of the deaths at Cornell and Florida A&M last year.

Only 10 percent of Binghamton students join Greek organizations. And there were complaints about hazing, some scary some more routine, at about 25 percent of the Greek organizations. So, I am certainly not minimizing the problem. But it's certainly one Binghamton knows it must address forcefully, and it's one that affects a small minority of students.

Binghamton has probably taken a modest reputational hit in recent years, but it's still a fine school that provides excellent academics at a reasonably affordable price.

For what it's worth, one person I spoke with was a temporary Greek life supervisor a few years back who now does educational assessment work at Harvard. He said Binghamton, over all, is a great place, and he would not hesitate to send his children there.


We'd like to continue the discussion with you. How should reports of hazing affect a prospective college student's interest in a university or Greek organization? Please share your thoughts in the comments box below.

By MARY WILLIAMS WALSH 20 Sep, 2012


-
Source: http://thechoice.blogs.nytimes.com/2012/09/19/should-hazing-make-a-prospective-college-student-think-twice/?partner=rss&emc=rss
--
Manage subscription | Powered by rssforward.com
12.31 | 0 komentar | Read More

Thousands Gather in Support of Chicago Teachers

Nathan Weber for The New York Times

"Brothers and sisters, we did not start this fight," Karen Lewis, the president of the teacher union in Chicago, said in a speech that was halted more than once as the crowd chanted "Karen Lewis for Mayor." More Photos »

CHICAGO — As union and school board lawyers toiled in private here on Saturday to finish a contract that could soon lift the first teacher strike this city has seen in 25 years, a rally — not quite victory party, not quite vitriolic protest — was roaring just miles away.

Thousands of people, the largest celebration of union force since the strike began nearly a week ago, shook homemade protest signs in the air and wore the signature red T-shirts of the Chicago Teachers Union as they descended on Union Park, just west of downtown. The city skyline rose behind a stage from which a lineup of politicians, teachers, students and activists spoke about union strength and the need for better school conditions in the city.

Many in Chicago, home of the nation's third-largest school system, began the weekend with renewed hope that the strike could soon end after news emerged on Friday that an outline of an agreement had been reached by negotiators. Still, many union supporters attending the rally on Saturday seemed uneasy about getting excited about the prospect of returning to work next week — and they were not yet ready to stop voicing their grievances about Mayor Rahm Emanuel's education policies, which have been at the heart of these contentious negotiations.

"Until it's signed on the line, we're still going to fight," said Julie Gabrick, a physical education teacher on the city's Northwest Side. "We're not going to give up that quick. We've been flexing our muscles all week and we're going to keep at it until the bitter end."

The weekend rally capped nearly a week of picketing at schools and marches that traversed the downtown streets. All the while, back-and-forth negotiations led to a series of mixed signals from the union and school board about how talks were progressing. Just days before, union officials described the two sides as "miles apart," suggesting that the largest political crisis of Mr. Emanuel's first mayoral term could drag on, even as parents dreaded the thought of another week of scrambling to find emergency child care.

But on Friday, leaders from both side of the dispute said the framework of an agreement had been reached. If negotiators can hash out the deal in writing this weekend, the union will most likely try to get approval from its nearly 800-delegate leadership body to lift the strike on Sunday. That could get students and teachers back into the classrooms by Monday, union officials said.

On Saturday, however, Karen Lewis, the president of the teachers union in Chicago, cautioned that the fight was not over until the deal was set writing. "We're on strike," she said in a speech, before returning to negotiations. "We have a framework for an agreement. We don't have an agreement."

While details of that framework were not made public, the conflict has largely centered around issues that included a longer school day, principals' ability to hire teachers, a new teacher evaluation system and improving school conditions. The last proposal made public also suggested that raises for teachers — who make an average salary of about $75,000 a year, according to schools officials — could land somewhere around an average of 16 percent over four years.

The Saturday event, however, gave little attention to the deal being hashed out nearby. Instead, it celebrated the power of unions in Chicago and across the nation, which many here said have been under siege in recent years.

Billed as a "Wisconsin-style" event, in reference to the hundreds of thousands of people who flooded the streets in Madison last year to protest cuts in collective bargaining rights for most public workers, the gathering in Chicago drew hundreds of supporters from other states, including at least a half dozen busloads from Wisconsin and Minnesota.

"We had just been working toward these things in St. Paul and here they were erupting in Chicago," said Mary Cathryn Ricker, the president of a teachers union in Minnesota who attended the Chicago rally, adding that workers across the country are watching this city's negotiations closely.

Speaker after speaker, many from non-teacher unions — police, nurses, custodians — echoed that notion, proclaiming the power of organized labor and the need to stick together.

"You have proven to the world that you're not going to take it anymore," said Lorretta Johnson, secretary-treasurer of the American Federation of Teachers, in a speech to strikers, who later marched through Chicago streets, led by a high school marching band. "What you've done is send a message across this country and we heard it loud and clear."

By STEVEN YACCINO 20 Sep, 2012


-
Source: http://www.nytimes.com/2012/09/16/education/thousands-gather-in-support-of-chicago-teachers.html?partner=rss&emc=rss
--
Manage subscription | Powered by rssforward.com
12.01 | 0 komentar | Read More

Teachers’ Pension a Big Issue for Chicago

Fabrizio Costantini for The New York Times

Claire J. Murray retired in 2002 with a pension of about $42,000 a year, based on 34 years as a teacher and middle-school counselor.

One of the most vexing problems for Chicago and its teachers went virtually unmentioned during the strike: The pension fund is about to hit a wall.

The Chicago Teachers' Pension Fund has about $10 billion in assets, but is paying out more than $1 billion in benefits a year — much more than it has been taking in. That has forced it to sell investments, worth hundreds of millions of dollars a year, to pay retired teachers. Experts say the fund could collapse within a few years unless something is done.

"There's a huge crisis," said Laurence Msall, president of the Civic Federation, a nonpartisan research organization in Chicago that works on fiscal issues. "The problem does not get easier by waiting. The problem gets bigger, and starts to become an insurmountable obstacle."

Having skipped its pension contributions for many years, Chicago is supposed to start tripling them in another year under state law. But the school district has drained its reserves. And it cannot easily turn to the local taxpayers, because of a cap on property taxes. Borrowing the money would be difficult and expensive as well, because of a credit downgrade this summer. One of the few remaining choices would be to make deep cuts in other services.

Like Chicago, many cities and school districts now face pension pressure after reducing their contributions in recent years to save money. Among the funds for different types of workers, teachers' plans tend to be shortchanged more often, according to research done by the Center for Retirement Research at Boston College for The New York Times.

The reasons are unclear, but in many states — California, New Jersey, Rhode Island and Illinois, among others — pension contributions must be set by state legislators every year. And since teachers' pension costs are blended with other education spending, lawmakers sometimes decide to withhold money from pensions to allow more direct state spending on the schools. The teachers' pension fund for the State of Illinois is in even worse shape than the Chicago teachers' fund.

What many Chicago residents may not realize is that their school district also has been paying $130 million a year to cover most of the pension contributions required of the teachers, a practice known as a "pickup," which became a flash point last year in the collective bargaining battle in Wisconsin. Wisconsin's public workers have agreed to make their own contributions, as a concession.

Officials in Chicago know they have a pension problem, even though it has not been front and center in the strike. Mayor Rahm Emanuel has focused on trying to improve the quality of public education, with a longer school day and more meaningful teacher evaluations. The Chicago Teachers' Union, meanwhile, has been intent on reinstating a 4 percent pay increase, and protecting those who are laid off when failing schools are closed.

Mr. Emanuel has made it clear that he wants to address teachers' pensions, too. Earlier this year, he tried to curb at least some of Chicago's ballooning costs by seeking to raise retirement ages, increase employee contributions and trim the 3 percent yearly pension increases that the city's retirees now receive. He called those increases "the single greatest threat to the retirement security of city employees," because they drain money from pension funds very quickly.

The State Legislature, which must approve such changes, has said pensions must wait until next year. But Mr. Emanuel says the system is broken and he is not willing to make any increased contributions until it has been fixed. The mayor said earlier this year that making the larger contributions would lead to "direct cuts in our classrooms."

"Those cuts mean the average class size will jump to approximately 55 students," he warned.

The teachers union has blasted Chicago for failing to set aside enough money for the pensions, but it has reassured workers and retirees that their benefits are protected by the State Constitution and cannot be reduced. A state law bars strikes in Chicago over pension issues.

Retirees say they are dismayed at the way their fund has been neglected, though they generally believe their benefits are safe.

By PETER APPLEBOME 19 Sep, 2012


-
Source: http://www.nytimes.com/2012/09/20/business/teachers-pension-a-big-issue-for-chicago.html?partner=rss&emc=rss
--
Manage subscription | Powered by rssforward.com
08.32 | 0 komentar | Read More

The Choice Blog: Guidance Office | Ask Princeton's Dean About College Admissions

Welcome to the Guidance Office, a forum for readers of The Choice to seek expert advice about college admissions.

The Choice has invited Janet Rapelye, the dean of admission at Princeton University, to answer select reader questions about applying to college. She is looking forward to fielding questions about finding the right college match and detailing what admissions officers look for in college applications.

Ms. Rapelye is a graduate of Williams College who later became the dean of admissions at Wellesley College, where she served for 12 years. In 2003, Ms. Rapelye succeeded Fred Hargadon as Princeton's dean of admission. Mr. Hargadon, who retired after 15 years at the Ivy League institution, called Ms. Rapelye "one of the country's most respected admission deans" who "has a well-deserved reputation for her thoughtfulness, perceptiveness and good judgment."

To pose a question to Ms. Rapelye, please use the comment box below. She has agreed to accept questions through Sept. 26. Her first answers are scheduled to appear on Monday.


Our Q. and A. with Ms. Rapelye is only the most recent of our Guidance Office sessions, which have drawn representatives from a broad range of colleges and universities, including Michael Barron of the University of Iowa; Dr. Marybeth Gasman and Dr. Walter Kimbrough, who answered questions about the nation's historically black colleges and universities; and Kay McClenney, an expert on community colleges. We encourage you to explore these archived posts and participate in future Guidance Office sessions.

By TANYA ABRAMS 19 Sep, 2012


-
Source: http://thechoice.blogs.nytimes.com/2012/09/19/guidance-office-ask-princeton-1/?partner=rss&emc=rss
--
Manage subscription | Powered by rssforward.com
03.31 | 0 komentar | Read More

The Learning Network Blog: Student Opinion | Should Students Be Able to Grade Their Teachers?

On Wednesday students in Chicago public schools returned to classes after missing more than a week of school because their teachers were on strike. One of the questions at the heart of the strike was: how should teachers be evaluated?

While education leaders in Chicago were not seriously talking about having students evaluate their teachers, some education reformers are. The idea is nothing new in colleges, where students frequently evaluate their professors. So, do you think middle and high school students should be able to grade their teachers?

Room for Debate recently asked this same question about college students in the piece, "Professors and the Students Who Grade Them." And Motoko Rich highlighted the importance of the issue of teacher evaluations in the article "National Schools Debate Is on Display in Chicago":

One of the main sticking points in the negotiations here between the teachers union and Mayor Rahm Emanuel is a new teacher evaluation system that gives significant and increasing weight to student performance on standardized tests. Personnel decisions would be based on those evaluations.

Over the last few years, a majority of states have adopted similar systems, spurred by the desire to qualify for the Obama administration's Race to the Top education grants. The Education Commission of the States says that 30 states require that evaluations include evidence of student achievement on tests, and at least 13, and the District of Columbia, use achievement measured by test scores for half or more of a teacher's rating.

Proponents say these measures are needed to improve teaching in a country where 33 percent of fourth graders are not reading at grade level and about one-quarter of public high school students do not graduate on time, if at all. They say the new rating systems will help districts identify the best and worst teachers.

These efforts are stirring skepticism and anger among teachers, some of whom express a sense that those behind the new evaluations know little about what it is like to be in a classroom. Others fear that heavy reliance on scores will turn schools into test-taking factories.

Students

  • Do you feel students should be able to grade their teachers? Do you think student evaluations should be used by principals and district administrators, along with other data such as principal observations and test scores, to make decisions about teacher salary and job tenure?
  • Do you think students know what good teaching looks like? Do you think students can tell the difference between a highly effective teacher and a struggling teacher?
  • Do you think students can be fair in grading their teachers? Or, will they be overly generous to easy teachers and overly critical of hard teachers?

Students 13 and older are invited to comment below. Please use only your first name. For privacy policy reasons, we will not publish student comments that include a last name.

Teachers: We ask a new Student Opinion question each weekday, and leave most open to comment indefinitely. Here is a list of the 163 questions we asked during the 2011-12 school year.

By PETER APPLEBOME 19 Sep, 2012


-
Source: http://learning.blogs.nytimes.com/2012/09/19/should-students-be-able-to-grade-their-teachers/?partner=rss&emc=rss
--
Manage subscription | Powered by rssforward.com
03.02 | 0 komentar | Read More

The Learning Network Blog: 6 Q's About the News | Secretly-Recorded Video Stirs Debate

6 Q's About the News

Use the photo and related articles to answer basic news questions.

WHAT did Mitt Romney say on a secretly-recorded video that is causing an "escalating torrent of criticism from Democrats and Republicans"?

HOW did Mr. Romney defend his comments on Tuesday?
HOW did President Obama and the Obama campaign react to the video?
HOW do you think this news will affect the presidential race?
HOW do you feel about what Mr. Romney said?

WHERE was the video recorded?

WHY did Mr. Romney's remarks about the Israeli-Palestinian conflict also stir controversy?

WHEN are the presidential debates?
WHEN is the election?

WHO, according to this Economix post, are the 47 percent of Americans who do not pay federal income taxes?


Related: Our full collection of Election 2012 resources.

By KATHERINE SCHULTEN 19 Sep, 2012


-
Source: http://learning.blogs.nytimes.com/2012/09/19/secretly-recorded-video-stirs-political-debate/?partner=rss&emc=rss
--
Manage subscription | Powered by rssforward.com
02.31 | 0 komentar | Read More

The Learning Network Blog: Test Yourself | Math, Sept. 19, 2012

Test your math skills with this question created by David Prince at Math for America from the article "Wind Still Kicking, Gulf Casinos Mobilize and Spin Back to Life."

After you've clicked "submit answer," more information will appear.

Use our questions for test preparation or just for fun. Find more here:

By THE LEARNING NETWORK 19 Sep, 2012


-
Source: http://learning.blogs.nytimes.com/2012/09/19/test-yourself-math-sept-19-2012/?partner=rss&emc=rss
--
Manage subscription | Powered by rssforward.com
02.02 | 0 komentar | Read More

Coursera Adds 17 Partner Universities, Including Brown and Columbia

Coursera, a start-up online education company that has enrolled 1.35 million students in its free online courses since it began just five months ago, is now more than doubling, to 33, its partners, universities that will offer classes on its platform. All together, Coursera will provide more than 200 free "massive open online courses," known as MOOCs.

The new partners include two more Ivy League institutions, Brown University and Columbia University; a liberal arts college, Wesleyan University; specialized institutions like the Mount Sinai School of Medicine; public research universities like the University of Florida; and more international schools like the University of Melbourne, Hebrew University of Jerusalem and Hong Kong University of Science and Technology.

The caliber of Coursera's partners — Princeton, Stanford and the University of Pennsylvania were among the original partners — has given it credibility and cachet in higher education circles, so much so that some university presidents have begun to fret that it will reflect badly on them if they fail to sign on.

"You're known by your partners, and this is the College of Cardinals," said E. Gordon Gee, the president of Ohio State, one of the new partners. "It's some of the best universities in the country."

Mr. Gee, whose university will offer two courses from its College of Pharmacy, said he had some concerns about giving away content with no revenue stream in sight.

"That does keep me up at night," he said. "We're doing this in the hope and expectation that we'll be able to build a financial model, but I don't know what it is. But we can't be too far behind in an area that's growing and changing as fast as this one."

Columbia will start on Coursera with two engineering courses, according to the provost, John Coatsworth, but expects to expand to more courses in a variety of fields over the next year.

The new courses will range broadly from Mount Sinai's three classes on systems biology to Berklee College of Music's four: introduction to guitar, introduction to improvisation (with the Grammy Award winner Gary Burton), introduction to music production and songwriting.

"We've also been about expanding the reach of the college," said Debbie Cavalier, Berklee's vice president for online learning. "We've always had some kind of free online offers, and we couldn't be more excited about this."

Coursera's explosive growth shows no sign of leveling off. It enrolled its millionth student on Aug. 9; less than six weeks later, the student ticker on the Web site passed 1.35 million. The students come from 196 countries, with about a third from the United States and the next largest contingents from Brazil and India.

A report from Moody's Investors Service last week predicted that the rise of MOOCs might help leading universities reach more students, bolster their reputation and eventually generate revenue from distributing content or issuing certificates. The report warned, however, that the growing popularity of free online courses could be a problem for small local colleges and for-profit institutions.

Coursera was founded by two Stanford computer science professors, Daphne Koller and Andrew Ng, who are on leave. (Another Stanford computer scientist, Sebastian Thrun, whose Stanford course on artificial intelligence last year had 160,000 students, is the co-founder of Udacity, another thriving MOOC company.)

Although Stanford remains one of Coursera's partners, the university is also experimenting with other approaches to massive online courses. Those include a newly developed open-source platform of its own, Class2Go, which will offer classes next month on computer networking and solar cells, fuel cells and batteries.

"We really want to see what works," said John C. Mitchell, the recently appointed vice provost for online learning at Stanford. "We've started out in one direction with Coursera — which is a great company, and it's great working with them — but it's not clear that the current mode of producing courses is where we're going to end up in five years."

Many faculty members, he said, expressed a preference for offering online courses internally, on an open-source platform like Class2Go. Stanford has also offered a technology entrepreneurship MOOC on a third platform, Venture Lab. Ultimately, he said, different schools at Stanford may choose different approaches.

A revenue stream may not be long in the making. Mr. Mitchell said he could imagine licensing courses, with other colleges paying a fee to use the material, just as they would for a textbook.

By TAMAR LEWIN 19 Sep, 2012


-
Source: http://www.nytimes.com/2012/09/19/education/coursera-adds-more-ivy-league-partner-universities.html?partner=rss&emc=rss
--
Manage subscription | Powered by rssforward.com
00.31 | 0 komentar | Read More

The Learning Network Blog: News Quiz | September 19, 2012

See what you know about the news below. To prepare, you might scan the articles or summaries on today's paper. Good Luck!

By ARIEL KAMINER 19 Sep, 2012


-
Source: http://learning.blogs.nytimes.com/2012/09/19/news-quiz-september-19-2012/?partner=rss&emc=rss
--
Manage subscription | Powered by rssforward.com
00.02 | 0 komentar | Read More

Republicans Push Bill to Help Foreign Science Graduates Stay

Written By Unknown on Selasa, 18 September 2012 | 22.41

Republican leaders in the House of Representatives, hoping to pass a measure before the November elections to improve legal immigration, are pushing for a vote this week on a bill that would increase the number of permanent resident visas for foreigners graduating from American universities with advanced degrees in science and technology.

The largely partisan bill was introduced on Tuesday by Representative Lamar Smith of Texas, the Republican chairman of the House Judiciary Committee. It would allocate up to 55,000 visas, known as green cards, each year to graduates with master's or doctoral degrees from American universities, by means of a trade-off. The bill would abolish a lottery run each year that distributes the same number of green cards randomly to applicants from countries that do not have large immigrant populations in the United States.

The nearly 50 other sponsors of Mr. Smith's bill include only one Democrat — Representative Henry Cuellar of Texas. Mr. Smith and Representative Eric Cantor of Virginia, the majority leader, have said the House will vote on Thursday.

A partisan fight broke out over Mr. Smith's approach, which would not increase the overall number of green cards issued annually. On Friday Representative Zoe Lofgren of California, a Democrat whose district is home to many technology companies, introduced a measure that would create 50,000 new green cards for advanced graduates in the so-called STEM fields: science, technology, engineering and mathematics. That bill would not reduce the visas available to the lottery.

On Tuesday, Charles E. Schumer of New York, the Democrat who is chairman of the Senate Judiciary immigration subcommittee, introduced a bill that was close to Ms. Lofgren's measure, creating a two-year pilot program to give 55,000 new green cards each year to foreign graduates.

Democrats in both houses, especially Hispanic and black lawmakers, are reluctant to end the lottery without some compromise, for example giving additional green cards to family members of legal immigrants already here. Many winners of the lottery, which was created in 1990, come from African countries.

Behind the partisan maneuvering over details, there was notable bipartisan accord — rare in this polarized Congress — on the broad goals of the legislation: to offer visas so science and technology graduates could remain here and start businesses to create jobs.

"In a global economy, we cannot afford to educate these foreign graduates in the U.S. and then send them back home to work for our competitors," Mr. Smith said on Tuesday.

Currently, when foreign students finish their graduate studies they either have to leave or head into a labyrinth of temporary visas, where it can take years to get a permanent green card.

Last week, 165 leaders of American universities sent a letter to President Obama and to Congress warning that the lack of visas for advanced science graduates was "a critical threat to America's pre-eminence as a global center of innovation and prosperity." Among those signing were presidents of Stanford, Harvard, Cornell, the California Institute of Technology and M.I.T.

According to the university leaders, in 2009 foreigners made up about 45 percent of all graduate students in engineering, math, computer and physical sciences, and they earned 52 percent of all new doctoral degrees in those fields.

All three of the new proposals include labor market tests that would require employers to show they could not find a qualified American worker before they sponsored a foreign graduate for a green card and a job.

With Congressional lawmakers expecting this to be their last week in session before they head out to campaign, Republicans said they want to show they are working to make good on pledges made at their convention last month. The Republican candidate, Mitt Romney, said he would focus on fixing the system for legal immigration.

President Obama has also said he supports more green cards for science graduates.

Technology groups watched the partisan jockeying with worry, fearing that no legislation would pass.

"We have a new class graduating in December and we don't want to lose those people," said Keith Grzelak, a vice president of the Institute of Electrical and Electronic Engineers, a group with more than 200,000 members. "If we bring one superstar from another country who starts a company here, there could be thousands of jobs that didn't exist before."

Mayor Michael R. Bloomberg of New York, a strong advocate of high-skilled immigration, urged lawmakers not to miss the moment. "There are real options for immigration reform on the table now, and from both sides of the aisle," he said on Tuesday.

It was not clear Republicans had enough votes to pass the bill this week.

"Republicans are only willing to increase legal immigration for immigrants they want by eliminating legal immigration for immigrants they don't want," said Representative Luis Gutierrez of Illinois, a leading Hispanic Democrat. But if Mr. Smith's bill passes, Mr. Schumer's measure may point to a compromise in the Senate when Congress reconvenes after the Nov. 6 election.

By BILL PENNINGTON 19 Sep, 2012


-
Source: http://www.nytimes.com/2012/09/19/us/republicans-push-bill-to-help-foreign-science-graduates-stay.html?partner=rss&emc=rss
--
Manage subscription | Powered by rssforward.com
22.41 | 0 komentar | Read More

The Learning Network Blog: Word of the Day | timidity

timidity •\tə-ˈmi-də-tē\• noun

1. fear of the unknown or unfamiliar or fear of making decisions
2. fearfulness in venturing into new and unknown places or activities

The word timidity has appeared in 56 New York Times articles in the past year, including on Oct. 23 in "The Toys Are Gone, but It's Still Home" by Constance Rosenblum:

Despite the lure of childhood homes, the attraction sometimes wears thin. This is what happened to Andrea Wolkenberg, a physical therapist who grew up in a three-bedroom apartment in the Wyoming, a French Renaissance-style building on Seventh Avenue at 55th Street. The century-old building was home to many people in the performing arts, and the apartment included such amenities as French doors and a maid's room. But Ms. Wolkenberg had a complicated childhood. Her mother died when she was 10, and her father remarried seven years later.

Though she moved out after college, she returned in 1989, a year before her father's death. "I decided to keep the apartment because of the size and the location," said Ms. Wolkenberg, who is 54 and currently pays $3,700 in rent. "I was also dealing with my father's stuff, and he was kind of a pack rat."

Over the years, she grew increasingly attached to his many possessions, among them museum-quality paintings and a considerable library. But what kept her here was not just the generous square footage and a rent she managed through a succession of roommates. "It was emotional timidity," Ms. Wolkenberg said. "If change were easy, everyone would do it."


The Word of the Day and its definitions have been provided by Vocabulary.com and the Visual Thesaurus.

Learn more about the word "timidity" and see usage examples across a range of subjects on the Vocabulary dictionary.

Click on the word below to map it and hear it pronounced:

By PETER APPLEBOME 19 Sep, 2012


-
Source: http://learning.blogs.nytimes.com/2012/09/19/word-of-the-day-timidity/?partner=rss&emc=rss
--
Manage subscription | Powered by rssforward.com
21.21 | 0 komentar | Read More

Amid Hazing at Binghamton University, Cries for Help

BINGHAMTON, N.Y. — One student said she feared for her boyfriend's health and ability to do his schoolwork because he was coming home from fraternity pledging around 4 a.m. with gashes and cuts on his hands and elbows that reopened daily.

A parent said her son returned home with a shaved head and injuries, from running barefoot on a bed of rocks, that required an emergency room visit and subsequent treatment.

Another student said he was hazed night after night, until right before morning classes. He wrote in an anonymous e-mail to the university, "I was hosed, waterboarded, force-fed disgusting mixtures of food, went through physical exercises until I passed out, and crawled around outside in my boxers to the point where my stomach, elbows, thighs and knees are filled with cuts, scrapes and bruises."

It is a new school year at Binghamton University, one of the most prestigious public institutions in the Northeast. But the most urgent order of business is one left over from the last school year — a hazing scandal that forced the university to suspend pledging and induction at all fraternities and sororities.

The university has a new dean of students and a renewed focus on curbing hazing. But a review of complaints submitted to the administration last year indicates just how overmatched Binghamton has been. While student deaths at Cornell and Florida A&M Universities last year have drawn widespread attention to dangerous behavior in student organizations, the reports, obtained recently by The New York Times, provide a rare look into the fraternity and sorority culture on an American campus.

Sunni Solomon, the university's assistant director of Greek life from 2010 until July, said in an e-mail, "My entire tenure from start to finish, I was scared to death that someone was going to die."

No one died. But the reports, mostly anonymous e-mails and phone calls, depict students, parents and alumni essentially begging the university to find a way to crack down on hazing.

One student said his friends seemed "always weary, anxious and even paranoid" as a result of the hazing. "I am worried about their safety as they seem to no longer care about what is done toward them," the student wrote.

One father cited text messages from his son, which could "only be interpreted as desperately reaching out for help." He said they included descriptions of being forced to stand out in the cold in his underwear, prevented from sleeping for prolonged periods of time and not being allowed to leave the fraternity all weekend. "To be frank, I am shocked and mortified that this is allowed to go on at your institution," he wrote.

One junior, who expressed great love for the university, relayed accounts from two pledges. One said her sorority threw pledges into a freezing shower where they had to recite the Greek alphabet. Another reported being forced to eat concoctions meant to make pledges vomit on one another and to hold hot coals from hookahs in their hands. The e-mail concluded: "Save the innocent and naïve who can't seem to save themselves."

Forced drinking, a staple of college hazing, comes up in a few reports. There also were reports of students' getting frostbite from walking barefoot in the snow. One said pledges, blindfolded, driven miles from campus and relieved of their phones, were expected to find their own way home. Another said a fraternity branded pledges on the leg, back or buttocks.

Several reports claimed that some of the hazing continued even after organizations received warnings or after the university suspended pledging.

Officials at Binghamton — part of the State University of New York system — declined to say whether individual students had been disciplined but said 3 of the 53 sanctioned Greek organizations were currently banned from recruiting members. The university's Web site says one sorority received a disciplinary warning, one fraternity was placed on probation and two fraternities remain under investigation.

Separately, two national sororities canceled charters of their Binghamton chapters in 2011 after a review of the sororities and the Greek culture on campus.

Samme Chittum contributed reporting.

By MONICA DAVEY and STEVEN YACCINO 19 Sep, 2012


-
Source: http://www.nytimes.com/2012/09/19/nyregion/amid-hazing-at-binghamton-university-cries-for-help.html?partner=rss&emc=rss
--
Manage subscription | Powered by rssforward.com
20.51 | 0 komentar | Read More

Harvard Cheating Scandal Revives Debate Over Athletics

Bill Greene/The Boston Globe, via Associated Press

Kyle Casey, left, after the Crimson were drawn against Vanderbilt in the 2012 N.C.A.A. tournament. He has recently withdrawn from Harvard.

CAMBRIDGE, Mass. — Six months ago, the Harvard men's basketball team was a source of uncommon athletic pride on campus. The team was ranked among the nation's top 25 for the first time, and when it earned the program's first berth to the N.C.A.A. tournament in 66 years, students and players spilled into Harvard Square chanting and celebrating.

The next day, Harvard's staid campus of red-brick buildings was hardly one big pep rally, but from the Harvard bookstore, which printed commemorative basketball T-shirts, to the college's president, who called the team "a real community building force," the university seemed to bask in an atypical glow of sporting achievement.

But last week, days after published reports implicated the co-captains of the basketball team in a widespread academic cheating scandal that may involve dozens of varsity athletes, the mood at Harvard had shifted.

"I have foreign roommates who come from university systems where there is no role for athletics," Patrick Lane, a Harvard senior from Beverly, Mass., said as he stood in Harvard Yard. "So when they see athletes cutting corners like this, their response is to say, 'Good riddance.'

"And they are not the only students troubled. Some athletes are here working hard, but others avoid academic challenges. You know you won't find them in a deductive logic course, but you will find them in a much less taxing sociology course. They sometimes exist apart, and collectively gravitate to the same majors, like sociology or government. It's known."

Trevor Nash, a Harvard sophomore from the Atlanta area, said the initial reaction on campus was shock that as many as 125 students in a 279-person class with a reputation for favorable grading and a light workload — Government 1310: Introduction to Congress — were being investigated for cheating on a take-home final exam last semester.

"That's such a big number," Nash said. "The athletics part has just made it bigger. People are frustrated knowing that when Harvard comes up now, this is what people will talk about."

The news could reignite a contentious decades-old debate about athletes and academic integrity in the Ivy League. Eleven years ago, the publication of the book "The Game of Life: College Sports and Educational Values," by the former Princeton president William Bowen and James Shulman of the Mellon Foundation, used a vast database on the academic credentials, grades and majors of 90,000 students from 30 elite universities and colleges to depict an athletic culture that significantly influenced campus ethos.

Among the book's messages was that today's athletes at elite institutions enter college less academically prepared and with decidedly different goals and values than their classmates. While there was an organized and scholarly backlash, several top universities changed policies to monitor the academic choices of athletes and prohibited athletes from doing things like living together in what amounted to athletic dorms.

The outcome of the current Harvard investigation is unknown, but serious transgressions linked to Crimson athletes have not gone unnoticed.

"I had this notion that Harvard and the Ivies were different, but I guess they're not," said Gerald Gurney, a professor at the University of Oklahoma and until last year the president of the National Association of Academic Advisors for Athletics. "I know they have high standards, but we also know coaches and advisers find creative ways to place athletes in certain courses and majors that protect them."

He added: "It's good that they're looking into it at Harvard, but when athletes, and that includes their athletes, have to commit more than 40 hours a week to their sport, it's a formula for disaster."

By MONICA DAVEY and STEVEN YACCINO 19 Sep, 2012


-
Source: http://www.nytimes.com/2012/09/19/sports/ncaabasketball/harvard-cheating-scandal-revives-debate-over-athletics.html?partner=rss&emc=rss
--
Manage subscription | Powered by rssforward.com
20.51 | 0 komentar | Read More

Striking Chicago Teachers Meet to Consider Deal

Nathan Weber for The New York Times

Chicago school teachers picketed near Lincoln Park High School on Tuesday.

CHICAGO — The Chicago Teachers Union agreed on Tuesday to end its strike in the nation's third-largest school system, allowing 350,000 children to return to classes on Wednesday after seven days with no school.

The announcement came after 800 union delegates from schools across the city met for two hours behind closed doors to debate a proposed contract. The tentative deal, drafted by negotiators for the teachers and the city, hit snags earlier in the week as union delegates complained that they had not had sufficient time to digest it and, in some cases, did not like what it said. On Tuesday, the delegates voted by what two delegates described as an overwhelming majority to lift the strike, though the contract still requires ratification in a vote by the union's 26,000 members.

While a halt to the teachers' strike, this city's first in a quarter century, may end the immediate, local contract fight over job security, teacher evaluations, pay and working conditions, the episode brought to the forefront larger questions, still unanswered, about the philosophical direction of public education, a national agenda for change, and the potency of unions.

And although the political players in this fight were Chicagoans — some saw it as a highly personal standoff between Mayor Rahm Emanuel, a Democrat in his first term as mayor, and Karen Lewis, the Chicago Teachers Union president — the matter swept in national politics as well. Even as the schools were closed all over President Obama's hometown, he did not publicly take sides in a showdown that pitted Mr. Emanuel, his former chief of staff, against labor, a bloc that Democrats depend on in election years like this one.

Parents, weary and impatient as one week without school stretched into a second, were deeply relieved to learn that the strike was over. So were officials at the Chicago Public Schools and City Hall, which had been seeking a legal injunction to end the strike under a state law that bars teachers from striking over noneconomic issues. A court hearing scheduled for Wednesday was expected to be canceled.

It remained uncertain how students might make up for lost days.

Until the vote on Tuesday, the fate of the deal — and how long a strike might last — seemed uncertain. A meeting of delegates on Sunday had ended with a vote to extend the strike and no clear resolution in sight. Some delegates said at that time that they had questions and qualms about the proposed contract, while others said they wanted to accept the agreement and end the strike as quickly as possible.

All along, delegates were considering the particulars of the deal in a broader context in which union leaders accused Mr. Emanuel, who has pushed for longer school days and tougher teacher evaluations, of ultimately wishing to shut down numerous public schools and, in essence, to privatize the system.

Pressure began to mount in recent days as union leaders grappled with a complicated equation: how to find agreement among hundreds of union delegates with vastly different views and concerns, at the risk of losing public support as the strike stretched on.

By Tuesday, there were signs that union leaders realized they needed to move quickly. The union issued a leaflet aimed at maintaining patience from Chicagoans. "We would like to express our profound gratitude for your support in our fight for quality public education and a fair contract," the leaflet said. It proceeded to list issues on which the union said it had gained ground during the strike, including limiting class size, getting textbooks on the first day of school (rather than weeks later) and increasing money for special-education teachers.

The tentative contract deal, a full copy of which had not yet been made public and which some delegates said they had yet to see late Tuesday, was reached over the weekend after difficult, lengthy talks. Though leaders from the union and from the Chicago Public Schools have summarized the deal in sometimes conflicting terms, it appeared to offer some victories on both sides.

At a time when the Chicago Public Schools says it faces a $1 billion budget deficit next year, the deal offers teachers annual raises throughout a contract that would span three years with an option for a fourth. Chicago Public Schools officials said an average teacher would receive more than 17 percent in raises over the four years, including pay increases for higher levels of experience and additional degrees. Currently, teachers here make $76,000 a year on average, according to the school system, though the union has said the number is lower.

Student test scores would count in teacher evaluations — a provision that concerned the union — but that process would be phased in gradually and include a way to appeal contested evaluations. By the third year of the contract, student scores would constitute 30 percent of a teacher's evaluation, in keeping with state law.

In a system that had one of the shortest school days in the country, school would run longer: seven hours for elementary-school students, as Mr. Emanual had pushed for, instead of what had been less than six. The district agreed to help make up for the extra time by hiring additional teachers from a pool of laid-off teachers. In addition, under the proposed deal, the schools would aim to hire laid-off teachers to fill at least half of any new job openings.

Even with the strike ending, though, some Chicagoans said that the issues would not fade away easily, and that the atmosphere felt changed and toxic.

"There's a little bit of 'You're with us, or you're against us,' " Maura Robbins, a parent of two children, said of both sides in the battle, which she said never should have led to a strike. She added, "I can't even talk to my friends who are teachers about it."

By MONICA DAVEY and STEVEN YACCINO 19 Sep, 2012


-
Source: http://www.nytimes.com/2012/09/19/us/vote-scheduled-on-chicago-teachers-contract.html?partner=rss&emc=rss
--
Manage subscription | Powered by rssforward.com
16.01 | 0 komentar | Read More
techieblogger.com Techie Blogger Techie Blogger