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A nice essay by Prof. Rick Trebino from Georgia Tech (here is the comment he finally published). I heard people complaining that publishing comments is hard - a lot of politics involved, journal editors don't want to confess in publishing wrong articles, and so on.
Perhaps, it might be a good idea to make a separate journal publishing only comments and replies to them, as guys propose here (in Russian). In such a way one may highlight all the fraud/misconduct/delusion cases via peer-reviewed comments and replies, without any troubles due to politics of a given journal.
No, really, why don't people do that.
Take care,
Misha
30 Eylül 2012 Pazar
Some stuff for 27.04.11
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1) retractionwatch.wordpress.com - a very nice blog about misconduct, fraud, cheating, and other things we all love
2) A Harvard entrance exam from 1899
3) The world is producing more PhDs than ever before. Is it time to stop? (Nature)
4) Reform the PhD system or close it down (Nature)
5) "Down with Determinants!" by Sheldon Axler. The paper presents a different approach to linear algebra, the one without determinants.
Take care,
Misha
2) A Harvard entrance exam from 1899
3) The world is producing more PhDs than ever before. Is it time to stop? (Nature)
4) Reform the PhD system or close it down (Nature)
5) "Down with Determinants!" by Sheldon Axler. The paper presents a different approach to linear algebra, the one without determinants.
Take care,
Misha
Vavilov, Cherenkov, and credit for discoveries
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We all know that accelerated charged particles emit light - that's how modern high-intensity light sources, synchrotrons, function. Interestingly, uniformly moving particles can emit light too.
The idea goes back to the 1904 Sommerfeld's paper, where he studied the motion of charged particles in a vacuum, and demonstrated that particles flying faster than the speed of light emit radiation even when moving uniformly [1]. Of course, the special relativity theory that appeared next year, rendered Sommerfeld's discovery just a funny mathematical result that has nothing to do with reality, since according to the special relativity no particle can move faster than light in a vacuum.
It's worth noting that the velocity restrictions imposed by the special relativity apply only to a single particle (a group velocity of a bunch of particles can be anything) moving in a vacuum (the speed of light in a medium is much smaller than in a vacuum and particles can move faster than that). However, it took more than 30 years to generalize the Sommerfeld idea to the case of charged particles propagating through a material.
Pavel Cherenkov was pursuing a PhD under Sergey Vavilov, a brother of a famous geneticist Nikolai Vavilov (who was imprisoned and eventually killed by the Soviet regime). Cherenkov was studying the luminescence of uranium salts in solutions irradiated by gamma-rays, and was quite surprised to see the "luminescence" of a pure liquid (sulfuric acid it was), with no salts added. Actually, he was convinced that his PhD work was completely ruined [2].
And it was Vavilov who suggested that this radiation was not luminescence but something completely new, and encouraged Cherenkov to continue the measurements. Indeed, very soon Igor Tamm and Ilya Frank developed a theory for the effect, showing that the radiation is emitted by electrons propagating faster than the speed of light in this particular solution. In 1958 Cherenkov, Tamm, and Frank shared a Nobel Prize for this discovery (unfortunately, without Vavilov who deceased in 1951).
Although Russians call it the "Vavilov-Cherenkov effect", it seems that the name of Vavilov is omitted in the rest of the world where people simply refer to the "Cherenkov Radiation". Why do they?
The funny thing is that immediately after the discovery Vavilov (himself) wrote a paper and submitted it to Nature, where it was rejected (!), and then to Physical Review. This paper had a single author - Cherenkov [3].
I wonder whether such an extreme academic generosity would be possible nowadays :-)
Take care,
Misha
[1] A. Sommerfeld, Göttingen Nachrichten 9, 363 (1904); 201 (1905)[2] V. L. Ginsburg "About science and about myself" (2001)[3] P. A. Čerenkov, Phys. Rev. 52, 378 (1937)
The idea goes back to the 1904 Sommerfeld's paper, where he studied the motion of charged particles in a vacuum, and demonstrated that particles flying faster than the speed of light emit radiation even when moving uniformly [1]. Of course, the special relativity theory that appeared next year, rendered Sommerfeld's discovery just a funny mathematical result that has nothing to do with reality, since according to the special relativity no particle can move faster than light in a vacuum.
It's worth noting that the velocity restrictions imposed by the special relativity apply only to a single particle (a group velocity of a bunch of particles can be anything) moving in a vacuum (the speed of light in a medium is much smaller than in a vacuum and particles can move faster than that). However, it took more than 30 years to generalize the Sommerfeld idea to the case of charged particles propagating through a material.
Pavel Cherenkov was pursuing a PhD under Sergey Vavilov, a brother of a famous geneticist Nikolai Vavilov (who was imprisoned and eventually killed by the Soviet regime). Cherenkov was studying the luminescence of uranium salts in solutions irradiated by gamma-rays, and was quite surprised to see the "luminescence" of a pure liquid (sulfuric acid it was), with no salts added. Actually, he was convinced that his PhD work was completely ruined [2].
And it was Vavilov who suggested that this radiation was not luminescence but something completely new, and encouraged Cherenkov to continue the measurements. Indeed, very soon Igor Tamm and Ilya Frank developed a theory for the effect, showing that the radiation is emitted by electrons propagating faster than the speed of light in this particular solution. In 1958 Cherenkov, Tamm, and Frank shared a Nobel Prize for this discovery (unfortunately, without Vavilov who deceased in 1951).
Although Russians call it the "Vavilov-Cherenkov effect", it seems that the name of Vavilov is omitted in the rest of the world where people simply refer to the "Cherenkov Radiation". Why do they?
The funny thing is that immediately after the discovery Vavilov (himself) wrote a paper and submitted it to Nature, where it was rejected (!), and then to Physical Review. This paper had a single author - Cherenkov [3].
I wonder whether such an extreme academic generosity would be possible nowadays :-)
Take care,
Misha
[1] A. Sommerfeld, Göttingen Nachrichten 9, 363 (1904); 201 (1905)[2] V. L. Ginsburg "About science and about myself" (2001)[3] P. A. Čerenkov, Phys. Rev. 52, 378 (1937)
The Journal of Irreproducible Results
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I didn't know that a predecessor of the famous Annals of Improbable Research (whose staff runs the Ig Nobel Prize award) was The Journal of Irreproducible Results.
It was founded almost 60 years ago and apparently became a very credible scientific magazine. At least, some people take it very seriously:
"...JIR received attention from American military intelligence when a copy of one of their articles was found among other papers in an abandoned terrorist headquarters in the Middle East. The article was a highly unrealistic and farcical explanation of how to build a nuclear weapon that some unwitting Al Qaida member had filed away. Nonetheless the discovery prompted a short-lived official investigation..." (wiki)
Take care,
Misha
It was founded almost 60 years ago and apparently became a very credible scientific magazine. At least, some people take it very seriously:
"...JIR received attention from American military intelligence when a copy of one of their articles was found among other papers in an abandoned terrorist headquarters in the Middle East. The article was a highly unrealistic and farcical explanation of how to build a nuclear weapon that some unwitting Al Qaida member had filed away. Nonetheless the discovery prompted a short-lived official investigation..." (wiki)
Take care,
Misha
Boycott Elsevier
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It turns out that a number of people suddenly discovered my blog and I didn't update it for a while. In a nutshell: I moved to the US, changed the research subject a little (I just have to write a popular post about my research at some point!), and things of that sort, which is nothing but peanuts :-) Here comes some funny stuff.
After coming to the US I was surprised how many people are opposing Elsevier, and deny publishing, reviewing, or collaborating with them otherwise.
The reason is that Elsevier was actively pushing so-called Research Works Act, the directive that would prohibit open-access publishing of the federally funded research. Apart from just being unscientific, this directly contradicts the NIH policy stating that the taxpayers-funded research must be freely accessible online.
This very effort was triggered by mathematicians and spread widely across the general scientists' community, a good example is the website, where everyone can sign the "boycott petition."
Finally, Elsevier withdrew the support for the act, but it seems that most of the scientists' activity was prompted by Elsevier's pricing and things of that sort alone, without people discussing the Journal of Chaos Solitons and Fractals (Google it) and 6 fake medical journals they've been publishing. A few years ago my PhD institution and I had a funny story related to it, which made some established scientists join the boycott movement (if we met - ask me in person :-).
Apparently, all that is a consequence of Elsevier being run as a money-making machine, as juxtaposed to many publishing houses ran by scientific societies, like APS, ACS, AAAS, and so on.
It's nice that we don't hear such stories about the Nature magazine that also belongs to the commercial publisher.
Take care,
Misha
After coming to the US I was surprised how many people are opposing Elsevier, and deny publishing, reviewing, or collaborating with them otherwise.
The reason is that Elsevier was actively pushing so-called Research Works Act, the directive that would prohibit open-access publishing of the federally funded research. Apart from just being unscientific, this directly contradicts the NIH policy stating that the taxpayers-funded research must be freely accessible online.
This very effort was triggered by mathematicians and spread widely across the general scientists' community, a good example is the website, where everyone can sign the "boycott petition."
Finally, Elsevier withdrew the support for the act, but it seems that most of the scientists' activity was prompted by Elsevier's pricing and things of that sort alone, without people discussing the Journal of Chaos Solitons and Fractals (Google it) and 6 fake medical journals they've been publishing. A few years ago my PhD institution and I had a funny story related to it, which made some established scientists join the boycott movement (if we met - ask me in person :-).
Apparently, all that is a consequence of Elsevier being run as a money-making machine, as juxtaposed to many publishing houses ran by scientific societies, like APS, ACS, AAAS, and so on.
It's nice that we don't hear such stories about the Nature magazine that also belongs to the commercial publisher.
Take care,
Misha
29 Eylül 2012 Cumartesi
SUPERINTENDENT LUNA REQUESTS 5% INCREASE IN FUNDING FOR PUBLIC SCHOOLS NEXT YEAR
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Superintendent of Public Instruction TomLuna has requested a 5.1 percent increase in state funding for Idaho’s publicschools for the 2013-14 school year, the state’s fiscal year 2014.
“I am excited about this budget because itprovides Idaho educators with the resources they need to continue improvingeducation for every child across Idaho,” Superintendent Luna said. “Ninetypercent of the new funding requested today goes toward increasing compensationand benefits for the employees who are working hard in schools across the stateevery day.”
The average teacher in Idaho will see a$2,000 increase in total compensation in the current year. Superintendent Lunahopes to increase that further in fiscal year 2014 for teachers as well asother school employees.
State agencies are required to submitbudget proposals for the upcoming fiscal year to the Governor in earlySeptember.
Here are the highlights of SuperintendentLuna’s request for a 5.1 percent increase in state funding for Idaho’s publicschools next fiscal year:
This budget request will now go to theGovernor’s office for consideration. The Governor will present his budgetrequest to the Idaho Legislature in January. The Legislature will set thebudget for fiscal year 2014 early next year. Fiscal year 2014 begins July 1,2013.
Superintendent of Public Instruction TomLuna has requested a 5.1 percent increase in state funding for Idaho’s publicschools for the 2013-14 school year, the state’s fiscal year 2014.
“I am excited about this budget because itprovides Idaho educators with the resources they need to continue improvingeducation for every child across Idaho,” Superintendent Luna said. “Ninetypercent of the new funding requested today goes toward increasing compensationand benefits for the employees who are working hard in schools across the stateevery day.”
The average teacher in Idaho will see a$2,000 increase in total compensation in the current year. Superintendent Lunahopes to increase that further in fiscal year 2014 for teachers as well asother school employees.
State agencies are required to submitbudget proposals for the upcoming fiscal year to the Governor in earlySeptember.
Here are the highlights of SuperintendentLuna’s request for a 5.1 percent increase in state funding for Idaho’s publicschools next fiscal year:
- Continuesto fully fund all components of Students Come First.
- $14.8million: Increase base salaries for Idaho teachers, administrators andclassified staff by 1.67 percent, offsetting an FY2012 shift in salary-basedapportionment under Idaho Code.
- $6.2million: Restore one year of experience that is currently frozen on the gridfor Idaho teachers.
- $22.6million: Increase funding for statewide pay-for-performance to $61 million.This increase includes new funding to financially reward Idaho teachers fortaking on leadership duties and working in hard-to-fill positions. It alsoincludes funding to ensure school-based classified staff, such asparaprofessionals, can participate in schoolwide student achievement bonuses inthe future.
- $8.4million: Increase to deploy 1:1 laptop devices to high school students in thefirst one-third of high schools selected statewide. High school teachers andprincipals statewide will receive 1:1 devices this fall.
- $1million: Increase the line item dedicated to District IT staff support at thelocal level.
- $1.1million: Increase the line item dedicated to Remediation, Math Initiative andthe Reading Initiative to assist local school districts in implementing the newCommon Core State Standards in mathematics and English language arts and thestate’s new accountability system, known as the Five-Star Rating System.
This budget request will now go to theGovernor’s office for consideration. The Governor will present his budgetrequest to the Idaho Legislature in January. The Legislature will set thebudget for fiscal year 2014 early next year. Fiscal year 2014 begins July 1,2013.
IDAHO RELEASES FIRST-EVER RESULTS OF STATEWIDE SAT SCHOOL DAY
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For the first time ever, Idaho has statewidebaseline data on how students perform on college entrance exams.
Last April, nearly 17,000 high school juniors tookthe SAT college entrance exam – paid for by the state – which has increased thenumber of students taking a college entrance exam significantly. Just 2,829students took the SAT in Idaho last year.
“I am excited we are now providing this greatopportunity to all Idaho high school juniors across the state. We now knowwhere we are and the areas in which we need to improve to ensure every studentgraduates from high school prepared to go on to postsecondary education or theworkforce, without the need for remediation once they get there,”Superintendent of Public Instruction Tom Luna said.
The results of the first-ever Idaho SAT School Dayshow that one in four high school juniors taking the exam met the college- andcareer-readiness benchmarks set by the College Board. States like Maine andDelaware, which test all students on the SAT, showed similar results the firstyear they tested all students, according to the College Board.
The average score for Idaho high school juniors was448 in critical reading, 454 in mathematics and 447 in writing. A score of 500in each subject area has shown a student will be successful in postsecondaryeducation after high school.
In years past, students voluntarily chose whether ornot to take the ACT or SAT to prepare for postsecondary education and most paidfor their own exams. Now, all high school juniors are required to take acollege entrance exam paid for by the state. In 2007, the Idaho State Board ofEducation and Idaho Legislature approved new high school graduationrequirements for the Class of 2013, requiring students to take moremathematics, more science and for all high school juniors to complete a collegeentrance exam. In 2011, through Students Come First, the state has been able tofund Idaho SAT School Day in which all high school juniors can take the SAT orACCUPLACER exam, paid for by the state.
“Giving every student the opportunity to take theSAT is a step toward increasing access to postsecondary education,” said KenEdmunds, President of the State Board of Education. “The Board is committed tohelping all students prepare for success after high school.”
The state chose to contract with the College Boardto provide the SAT and ACCUPLACER statewide after a competitive bidding andthorough review process. Students can still choose to take the ACT or COMPASS,but will have to pay to take them outside the school day.
The ACCUPLACER and COMPASS aretests that provide students with useful information about their academic skillsin math, English, and reading. The results are used by academic advisors andcounselors to determine course selection in postsecondary education.
Student scores on college entrance exams – the SATor ACT – are now part of Idaho’s new Five-Star Rating System. This is onemeasure the state uses to evaluate how Idaho schools are preparing students forpostsecondary education and the workforce.
Note: Please be careful in reading the data on Idaho SAT School Day versus national results that arereleased for the ACT and SAT. The Idaho SAT School Day data measures theresults of nearly all high school juniors taking the SAT paid for by the state.The national results for the ACT and SAT measures the results of a cohort ofstudents (sophomores, juniors and seniors) graduating in a certain year whoselected to take the SAT or ACT, not paid for by the state. Therefore, thesedata points cannot be directly compared.
Here ismore on the national ACT and SAT results for your information:
· NationalACT results were published August 22, 2012. These results reflect students inthe Class of 2012 who chose to take the ACT, which is not paid for by thestate. According to this data, 11,842 students in the Class of 2012 took theACT at some point during their high school career. Of those taking the ACT, 26percent met all four ACT college readiness benchmarks, slightly above thenational average. The full report is available online at http://www.act.org/newsroom/data/2012/states/idaho.html.
· NationalSAT results will be released in September for the Class of 2012. These resultswill be for the senior cohort graduating in 2012 and will not include highschool juniors in the Class of 2013 who took the SAT as part of the Idaho’sfirst-ever SAT School Day. These results will only show scores for Idahostudents who chose to take the SAT as seniors in 2012, as juniors in 2011, andas sophomores in 2010, which was not paid for by the state. Therefore, thesescores will differ from the scores reported for Idaho SAT School Day.
For the first time ever, Idaho has statewidebaseline data on how students perform on college entrance exams.
Last April, nearly 17,000 high school juniors tookthe SAT college entrance exam – paid for by the state – which has increased thenumber of students taking a college entrance exam significantly. Just 2,829students took the SAT in Idaho last year.
“I am excited we are now providing this greatopportunity to all Idaho high school juniors across the state. We now knowwhere we are and the areas in which we need to improve to ensure every studentgraduates from high school prepared to go on to postsecondary education or theworkforce, without the need for remediation once they get there,”Superintendent of Public Instruction Tom Luna said.
The results of the first-ever Idaho SAT School Dayshow that one in four high school juniors taking the exam met the college- andcareer-readiness benchmarks set by the College Board. States like Maine andDelaware, which test all students on the SAT, showed similar results the firstyear they tested all students, according to the College Board.
The average score for Idaho high school juniors was448 in critical reading, 454 in mathematics and 447 in writing. A score of 500in each subject area has shown a student will be successful in postsecondaryeducation after high school.
In years past, students voluntarily chose whether ornot to take the ACT or SAT to prepare for postsecondary education and most paidfor their own exams. Now, all high school juniors are required to take acollege entrance exam paid for by the state. In 2007, the Idaho State Board ofEducation and Idaho Legislature approved new high school graduationrequirements for the Class of 2013, requiring students to take moremathematics, more science and for all high school juniors to complete a collegeentrance exam. In 2011, through Students Come First, the state has been able tofund Idaho SAT School Day in which all high school juniors can take the SAT orACCUPLACER exam, paid for by the state.
“Giving every student the opportunity to take theSAT is a step toward increasing access to postsecondary education,” said KenEdmunds, President of the State Board of Education. “The Board is committed tohelping all students prepare for success after high school.”
The state chose to contract with the College Boardto provide the SAT and ACCUPLACER statewide after a competitive bidding andthorough review process. Students can still choose to take the ACT or COMPASS,but will have to pay to take them outside the school day.
The ACCUPLACER and COMPASS aretests that provide students with useful information about their academic skillsin math, English, and reading. The results are used by academic advisors andcounselors to determine course selection in postsecondary education.
Student scores on college entrance exams – the SATor ACT – are now part of Idaho’s new Five-Star Rating System. This is onemeasure the state uses to evaluate how Idaho schools are preparing students forpostsecondary education and the workforce.
Note: Please be careful in reading the data on Idaho SAT School Day versus national results that arereleased for the ACT and SAT. The Idaho SAT School Day data measures theresults of nearly all high school juniors taking the SAT paid for by the state.The national results for the ACT and SAT measures the results of a cohort ofstudents (sophomores, juniors and seniors) graduating in a certain year whoselected to take the SAT or ACT, not paid for by the state. Therefore, thesedata points cannot be directly compared.
Here ismore on the national ACT and SAT results for your information:
· NationalACT results were published August 22, 2012. These results reflect students inthe Class of 2012 who chose to take the ACT, which is not paid for by thestate. According to this data, 11,842 students in the Class of 2012 took theACT at some point during their high school career. Of those taking the ACT, 26percent met all four ACT college readiness benchmarks, slightly above thenational average. The full report is available online at http://www.act.org/newsroom/data/2012/states/idaho.html.
· NationalSAT results will be released in September for the Class of 2012. These resultswill be for the senior cohort graduating in 2012 and will not include highschool juniors in the Class of 2013 who took the SAT as part of the Idaho’sfirst-ever SAT School Day. These results will only show scores for Idahostudents who chose to take the SAT as seniors in 2012, as juniors in 2011, andas sophomores in 2010, which was not paid for by the state. Therefore, thesescores will differ from the scores reported for Idaho SAT School Day.
USDA HONORS MIDDLETON SCHOOLS WITH NATIONAL SCHOOL HEALTH AWARD
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Officials from the U.S. Department ofAgriculture spent the day in Middleton Tuesday to recognize the district with aprestigious national award for school health and nutrition.
Middleton Middle School is the first middleschool in Idaho to earn the Gold Award of Distinction, the highest achievementin the USDA’s HealthierUS School Challenge program. It is only the secondschool in the state to win this award.
“Congratulations tothe staff and students in Middleton for all their hard work in achieving theprestigious Gold of Distinction Award,” Superintendent of Public InstructionTom Luna said. “This recognition is not easy to achieve. The schools inMiddleton now serve as a great example to other schools in Idaho and across thenation for how we can all work together to improve the health, nutrition,physical fitness, and ultimately the academic achievement of all Idahostudents.”
The HealthierUS School Challenge recognizesschools that improve the quality of food served, provide students withnutrition education, and provide students with physical education andopportunities for physical activity. The Challenge has four levels of awards:Bronze, Silver, Gold, and Gold of Distinction. In 2009, Gooding Elementarybecame the first school in the nation to receive the Gold Award of Distinction.
In addition, the Middleton district is the first district inthe state to receive HealthierUS School Challenge awards for every school inits district. While its middle school received the Gold award, its otherschools received Silver.
“Here at Middleton, I can tell from what I have seen today –and from what I have eaten today at the high school – that you are ahead of thecurve,” said Allen Ng, Regional Administrator for the USDA. During a schoolwideassembly, he commended students on making nutritious choices while in school.“You helped achieve this award by choosing to try these healthy foods,” Ngsaid.
Dr. Richard Bauscher, Superintendent of theMiddleton School District, said: “The Middleton School District is known forgraduating well-rounded students, and these awards just confirm that along withmeeting our students’ academic needs, we are also striving to meet ourstudents’ nutritional and physical activity needs.”
Bauscher recognized that these great accomplishments weremade possible through the collaborative efforts of the district’s foodservicestaff, principals, physical education teachers, and other staff within each school.The district has worked hard to meet new nutrition guidelines for school meals.
In addition, each school in the district has focused onphysical fitness for students and staff. At the elementary school, for example,each school offers physical activities for students either in the mornings orafternoons above and beyond the normal P.E. classes. Staff members in everybuilding and at the district level also hold after-hours workout classes.
Payette High School in the Payette SchoolDistrict also was awarded with a Silver US Challenge Award this year for itswork to create a healthier school environment for students.
Here is a complete list of HealthierUS School ChallengeAward Winners this year:
Middleton School District: · MiddletonMiddle School (Gold Award of Distinction) · MiddletonHigh School (Silver Award)· PurpleSage Elementary School (Silver Award)· HeightsElementary School (Silver Award)· MillCreek Elementary School (Silver Award)
Payette School District: · PayetteHigh School (Silver Award)
For a complete list of present and past winners in Idaho,visit http://www.fns.usda.gov/tn/healthierus/Idaho.html.
Officials from the U.S. Department ofAgriculture spent the day in Middleton Tuesday to recognize the district with aprestigious national award for school health and nutrition.
Middleton Middle School is the first middleschool in Idaho to earn the Gold Award of Distinction, the highest achievementin the USDA’s HealthierUS School Challenge program. It is only the secondschool in the state to win this award.
“Congratulations tothe staff and students in Middleton for all their hard work in achieving theprestigious Gold of Distinction Award,” Superintendent of Public InstructionTom Luna said. “This recognition is not easy to achieve. The schools inMiddleton now serve as a great example to other schools in Idaho and across thenation for how we can all work together to improve the health, nutrition,physical fitness, and ultimately the academic achievement of all Idahostudents.”
The HealthierUS School Challenge recognizesschools that improve the quality of food served, provide students withnutrition education, and provide students with physical education andopportunities for physical activity. The Challenge has four levels of awards:Bronze, Silver, Gold, and Gold of Distinction. In 2009, Gooding Elementarybecame the first school in the nation to receive the Gold Award of Distinction.
In addition, the Middleton district is the first district inthe state to receive HealthierUS School Challenge awards for every school inits district. While its middle school received the Gold award, its otherschools received Silver.
“Here at Middleton, I can tell from what I have seen today –and from what I have eaten today at the high school – that you are ahead of thecurve,” said Allen Ng, Regional Administrator for the USDA. During a schoolwideassembly, he commended students on making nutritious choices while in school.“You helped achieve this award by choosing to try these healthy foods,” Ngsaid.
Dr. Richard Bauscher, Superintendent of theMiddleton School District, said: “The Middleton School District is known forgraduating well-rounded students, and these awards just confirm that along withmeeting our students’ academic needs, we are also striving to meet ourstudents’ nutritional and physical activity needs.”
Bauscher recognized that these great accomplishments weremade possible through the collaborative efforts of the district’s foodservicestaff, principals, physical education teachers, and other staff within each school.The district has worked hard to meet new nutrition guidelines for school meals.
In addition, each school in the district has focused onphysical fitness for students and staff. At the elementary school, for example,each school offers physical activities for students either in the mornings orafternoons above and beyond the normal P.E. classes. Staff members in everybuilding and at the district level also hold after-hours workout classes.
Payette High School in the Payette SchoolDistrict also was awarded with a Silver US Challenge Award this year for itswork to create a healthier school environment for students.
Here is a complete list of HealthierUS School ChallengeAward Winners this year:
Middleton School District: · MiddletonMiddle School (Gold Award of Distinction) · MiddletonHigh School (Silver Award)· PurpleSage Elementary School (Silver Award)· HeightsElementary School (Silver Award)· MillCreek Elementary School (Silver Award)
Payette School District: · PayetteHigh School (Silver Award)
For a complete list of present and past winners in Idaho,visit http://www.fns.usda.gov/tn/healthierus/Idaho.html.
A DAY IN THE MIDDLETON SCHOOL DISTRICT
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Today was a day for celebration throughout the Middleton community.
Officials from the U.S. Department of Agriculture and the Idaho State Department of Education spent the day in Middleton on Tuesday to recognize all the schools in the district with prestigious national awards for school health and nutrition.
Middleton Middle School is the first middle school in Idaho to earn the Gold Award of Distinction, the highest achievement in the USDA’s HealthierUS School Challenge program. It is only the second school in the state to win this award.
Every other school in the Middleton School District won a Silver Award from the HealthierUS School Challenge Program.
And if you spend any time in a school in Middleton, it doesn’t take long to see why…
We stopped by Middleton High School for lunch today. In the cafeteria, we were faced with four delicious choices: pepperoni stromboli and salad, chicken sandwiches with potatoes, fajitas, or sandwiches.
After much internal debate, I chose the pepperoni stromboli and salad. It’s all homemade in the school’s kitchen. The stromboli is made with whole grains, and the very innovative foodservice staff also add sweet potatoes to the recipe, which adds vitamin A and sweetness to the bread without adding more sugar. It was delicious!
After choosing your main course – which really wasn’t easy – you also also get your choice of locally grown fresh fruits and vegetables. The school partners with Symms Fruit Ranch in Caldwell through the Farm to School program to ensure their produce is fresh.
Our choices today were difficult to pass up: plums, peaches, cantaloupe, and carrots. I’ll admit more options were available, but this was all I could fit on my plate…
I wasn’t the only one eager to get to school lunch. At Middleton High School, 71 percent of students choose to buy their lunch at school!
We had lunch with Allen Ng, Regional Administrator for the USDA, before the schoolwide assembly to celebrate the district’s success.
“Here at Middleton, I can tell from what I have seen today – and from what I have eaten today at the high school – that you are ahead of the curve,” Ng said.
Dr. Richard Bauscher, Superintendent of the Middleton School District, said: “The Middleton School District is known for graduating well-rounded students, and these awards just confirm that along with meeting our students’ academic needs, we are also striving to meet our students’ nutritional and physical activity needs.”
So how has the district accomplished these healthy learning environments for students?
Bauscher said it was a collaborative effort of the district’s foodservice staff, principals, physical education teachers, and other staff within each school.
The foodservice staff, for example, has worked hard to meet new nutrition guidelines for school meals, adding more fruits, vegetables and whole grains to meals.
Each school also emphasizes physical fitness for students and staff. At the elementary school, for example, each school offers physical activities for students either in the mornings or afternoons above and beyond the normal P.E. classes. Staff members in every building and at the district level also hold after-hours workout classes.
It was a great day in Middleton, and congratulations to everyone in the schools and the communities for this great success!
~ Melissa M.
Officials from the U.S. Department of Agriculture and the Idaho State Department of Education spent the day in Middleton on Tuesday to recognize all the schools in the district with prestigious national awards for school health and nutrition.
Middleton Middle School is the first middle school in Idaho to earn the Gold Award of Distinction, the highest achievement in the USDA’s HealthierUS School Challenge program. It is only the second school in the state to win this award.
Every other school in the Middleton School District won a Silver Award from the HealthierUS School Challenge Program.
And if you spend any time in a school in Middleton, it doesn’t take long to see why…
We stopped by Middleton High School for lunch today. In the cafeteria, we were faced with four delicious choices: pepperoni stromboli and salad, chicken sandwiches with potatoes, fajitas, or sandwiches.
After much internal debate, I chose the pepperoni stromboli and salad. It’s all homemade in the school’s kitchen. The stromboli is made with whole grains, and the very innovative foodservice staff also add sweet potatoes to the recipe, which adds vitamin A and sweetness to the bread without adding more sugar. It was delicious!
 |
| The kitchen staff at Middleton High School made a delicious yet nutritious pepperoni stromboli! |
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| Middleton partners with Symms Fruit Ranch in Caldwell to provide fresh fruit and vegetables to students. |
I wasn’t the only one eager to get to school lunch. At Middleton High School, 71 percent of students choose to buy their lunch at school!
We had lunch with Allen Ng, Regional Administrator for the USDA, before the schoolwide assembly to celebrate the district’s success.
“Here at Middleton, I can tell from what I have seen today – and from what I have eaten today at the high school – that you are ahead of the curve,” Ng said.
Dr. Richard Bauscher, Superintendent of the Middleton School District, said: “The Middleton School District is known for graduating well-rounded students, and these awards just confirm that along with meeting our students’ academic needs, we are also striving to meet our students’ nutritional and physical activity needs.”
So how has the district accomplished these healthy learning environments for students?
Bauscher said it was a collaborative effort of the district’s foodservice staff, principals, physical education teachers, and other staff within each school.
The foodservice staff, for example, has worked hard to meet new nutrition guidelines for school meals, adding more fruits, vegetables and whole grains to meals.
Each school also emphasizes physical fitness for students and staff. At the elementary school, for example, each school offers physical activities for students either in the mornings or afternoons above and beyond the normal P.E. classes. Staff members in every building and at the district level also hold after-hours workout classes.
It was a great day in Middleton, and congratulations to everyone in the schools and the communities for this great success!
~ Melissa M.
CASTLEFORD SCHOOLS IMPLEMENT 1:1 RATIO AHEAD OF SCHEDULE
To contact us Click HERE
This year, the Castleford School District has used its own resources to move ahead of the state and other school districts in implementing a 1:1 learning environment in its high school. While the state is creating a 1:1 ratio of teachers and students to computers in every high school within the next four years, Castleford decided to do it now! It used a mix of local and federal resources to accomplish this. Other state funding for classroom technology and professional development were used in other areas of the school district.
Superintendent Andy Wiseman shares their story of how they accomplished this, why they decided to do it early, and what results they are already seeing:
The Castleford School District launched our one-to-one iPads for all 9th-12th grade students on September 4, 2012. The decision was based upon the ideas gathered when a committee comprised of trustees, teachers, paraprofessionals, tech staff and administrators traveled to Canby, Oregon last March. The main point of this initiative was that we felt we could increase student engagement—which really will lead to more academic learning.
The plan was made to provide all K-12 teachers with a new MacBook Air laptop, and all secondary teachers with an iPad in June so that they could become familiar with the new tools prior to the beginning of the school year. Additionally, the plan included this year’s textbooks (science) in the high school to be provided digitally on the student iPad. The district committed to providing training via Apple in the summer, and additional help for the science teachers. Our elementary staff also sought grants, used classroom fundraisers, and donations to add about 60 iPad s and iPods in classrooms for the elementary.
The school district used funds from the supplemental levy passed in May along with the Rural Education Achievement Program (REAP) federal grant to enter into a three-year lease with Apple (about $26,500.00) to obtain the new teacher laptops and the iPads. The funds that we eventually will receive from Students Come First will be applied to our lease since we will already meet the one-to-one requirement. In addition, the district received a $5,000 grant from the Idaho Leads Project for professional development activities related to the integration of this new technology.
We have already learned a lot. The personnel at the Idaho Education Network and contractor Education Networks of America (specifically Brady Kraft and Mike Vance) have been very helpful, and are providing help with our increased bandwidth requirements, and our local WAN. However, just three weeks into the process is seems to be successful in increasing student engagement because of a willing positive staff, great students, understanding parents.
Superintendent Andy Wiseman shares their story of how they accomplished this, why they decided to do it early, and what results they are already seeing:
The Castleford School District launched our one-to-one iPads for all 9th-12th grade students on September 4, 2012. The decision was based upon the ideas gathered when a committee comprised of trustees, teachers, paraprofessionals, tech staff and administrators traveled to Canby, Oregon last March. The main point of this initiative was that we felt we could increase student engagement—which really will lead to more academic learning.
The plan was made to provide all K-12 teachers with a new MacBook Air laptop, and all secondary teachers with an iPad in June so that they could become familiar with the new tools prior to the beginning of the school year. Additionally, the plan included this year’s textbooks (science) in the high school to be provided digitally on the student iPad. The district committed to providing training via Apple in the summer, and additional help for the science teachers. Our elementary staff also sought grants, used classroom fundraisers, and donations to add about 60 iPad s and iPods in classrooms for the elementary.
The school district used funds from the supplemental levy passed in May along with the Rural Education Achievement Program (REAP) federal grant to enter into a three-year lease with Apple (about $26,500.00) to obtain the new teacher laptops and the iPads. The funds that we eventually will receive from Students Come First will be applied to our lease since we will already meet the one-to-one requirement. In addition, the district received a $5,000 grant from the Idaho Leads Project for professional development activities related to the integration of this new technology.
We have already learned a lot. The personnel at the Idaho Education Network and contractor Education Networks of America (specifically Brady Kraft and Mike Vance) have been very helpful, and are providing help with our increased bandwidth requirements, and our local WAN. However, just three weeks into the process is seems to be successful in increasing student engagement because of a willing positive staff, great students, understanding parents.
28 Eylül 2012 Cuma
Implementing Common Core Standards WITH Current Instructional Strategies Will Satisfy Demands of Common Core With Ease!
To contact us Click HERE
With common core, many teachers worry about whether or not the creative strategies that they have used in the past will still be effective with the new standards. What some may not realize is that road to meeting the standard can take many routes. Creative strategies used in the past will still fit here with a few adjustments to accommodate ELLs.
So what does BACKMAPPING look like? Dr. Patrick Schwarz gives a quick description on this link: COMMON CORE STANDARDS STRATEGY: BACKMAPPING (National Louis University's Patrick Schwarz, Ph.D)
How do I use this approach? I plan backwards. That is I create a clear picture in my mind of what I want students to do or generate by the end of the lesson first. Then I start weaving in the strategies I will need to use to have them reach the common core standard goal I have set for them.
Here are some of the approaches you could use to ensure that all of you students will be prepared by the end of a lesson (which could be done over a 1-3 day period for example) to complete the main assignment or task whatever that is:
1. Activate prior knowledge--You want to see what they already know so that you can adjust my instruction early on. After all, you want every student to be able to link new knowledge to the familiar.
2. Use clearly stated learning objectives in student friendly language and go over the objectives with them a few times.
3. Use lots of modeling of what you expect students to do--"I do it first, We do it together, You do it with a partner, You do it on your own." ELLs need lots of modeling, practice, feedback, more practice,
4. Provide ELL with lots of activities involving talking and sharing with peers who have more English--think pair share, elbow partner work, carefully structured cooperative groupings, fish bowl, learning logs, skits, games, and much more.
5. Recognize or validate everyone's efforts and you will find a fully engaged class--hold each student accountable by doing random call-ons. If a student doesn't know the answer, give him/her time and then ask again.
6. Provide models of what you expect students to generate for you--if it is an English class, provide students with sample student writings of what you expect from them OR place a couple of good essays on chart paper fully visible from all corners of the room for all to see
7. Use pencil or NON-red pens to correct work and only correct glaring errors not every error on an assignment. For an ELL, that can be devastating to see a sea of red marks on a paper he might have spent several hours working on.
8. Have lots and lots of checks-for-understanding throughout the lesson to make sure that everyone is on the same page. Typically that may mean checking every 5-7 minutes, but it is worth it since you can catch the kids having difficulties early on.
9. Post language related to the lesson all around the room using FRAYER model layouts so students can make connections to other words related to the content word in question.
10. Have a closing activity where students must respond on an index card as one last check on their understanding. Some call it an exit slip others an entrance ticket.
There are so many more approaches as I am sure you know:) Another major source for ideas is your next door colleague. Teachers are always willing to share if only asked.
If you have some approaches you use, feel free to share them in the comments section.
Denise
ELL TEACHER PROS
Post-It 3M Flip Charts with Bleed Resistant Paper (Google Affiliate Ad)
Crayola Original Markers - Broad Line, Classic Colors, 10 ct. (Google Affiliate Ad)
So what does BACKMAPPING look like? Dr. Patrick Schwarz gives a quick description on this link: COMMON CORE STANDARDS STRATEGY: BACKMAPPING (National Louis University's Patrick Schwarz, Ph.D)
How do I use this approach? I plan backwards. That is I create a clear picture in my mind of what I want students to do or generate by the end of the lesson first. Then I start weaving in the strategies I will need to use to have them reach the common core standard goal I have set for them.
Here are some of the approaches you could use to ensure that all of you students will be prepared by the end of a lesson (which could be done over a 1-3 day period for example) to complete the main assignment or task whatever that is:
1. Activate prior knowledge--You want to see what they already know so that you can adjust my instruction early on. After all, you want every student to be able to link new knowledge to the familiar.
2. Use clearly stated learning objectives in student friendly language and go over the objectives with them a few times.
3. Use lots of modeling of what you expect students to do--"I do it first, We do it together, You do it with a partner, You do it on your own." ELLs need lots of modeling, practice, feedback, more practice,
4. Provide ELL with lots of activities involving talking and sharing with peers who have more English--think pair share, elbow partner work, carefully structured cooperative groupings, fish bowl, learning logs, skits, games, and much more.
5. Recognize or validate everyone's efforts and you will find a fully engaged class--hold each student accountable by doing random call-ons. If a student doesn't know the answer, give him/her time and then ask again.
6. Provide models of what you expect students to generate for you--if it is an English class, provide students with sample student writings of what you expect from them OR place a couple of good essays on chart paper fully visible from all corners of the room for all to see
7. Use pencil or NON-red pens to correct work and only correct glaring errors not every error on an assignment. For an ELL, that can be devastating to see a sea of red marks on a paper he might have spent several hours working on.
8. Have lots and lots of checks-for-understanding throughout the lesson to make sure that everyone is on the same page. Typically that may mean checking every 5-7 minutes, but it is worth it since you can catch the kids having difficulties early on.
9. Post language related to the lesson all around the room using FRAYER model layouts so students can make connections to other words related to the content word in question.
10. Have a closing activity where students must respond on an index card as one last check on their understanding. Some call it an exit slip others an entrance ticket.
There are so many more approaches as I am sure you know:) Another major source for ideas is your next door colleague. Teachers are always willing to share if only asked.
If you have some approaches you use, feel free to share them in the comments section.
Denise
ELL TEACHER PROS
Post-It 3M Flip Charts with Bleed Resistant Paper (Google Affiliate Ad)
Crayola Original Markers - Broad Line, Classic Colors, 10 ct. (Google Affiliate Ad)
HERE IS AN EXAMPLE OF EXPLICIT DIRECT INSTRUCTION--GREAT FOR COMMON CORE LESSONS
To contact us Click HERE
Students will be held more accountable for learning under common core lessons than in the past. Teachers will be adjusting their instructional delivery in ways that have the potential to engage every student--including the ELL.
What might the classroom look like? This video, though of an elementary classroom, offers a great overview of what the transformed classroom will look like regardless of the grade level taught or the subject: QUESTIONING STYLES AND STRATEGIES Dr. Harvey Silver does a masterful job demonstrating those key instructional strategies that are crucial if every child is to attain subject mastery.
Though I have blogged on many of these techniques in earlier posts, I am offering a video on the effective use of them in class with real students.
What techniques are being used?
1. Think-pair-share allows a student time to work on a short task with a partner. This approach provides students with time to clarify the assignment, reading, task, etc. without pressure or fear of embarrassment with any misunderstanding.
2. Random calls ensure that every student knows that s/he will be called on. Teachers will make sure that not only those who raise their hands will respond to any given question. After all, the students with their hands up already know the answer. The quiet ones are those who should be targeted.
3. Conduct surveys--akin to taking a poll on answers to key questions.
4. Value feedback because when a student shares an answer that student needs to know his/her efforts are being validated. This approach encourages students to continue sharing since their answers have value in the eyes of the teacher and fellow classmates.
5. Ask probing questions by keeping away from the yes/no or the factual recall questions. Those questions don't require much thinking. Ask questions which have students dig deep within themselves to find creative thoughtful responses.
6. Extend student responses when they offer incomplete or not very detailed answers. When this happens, teachers need to ask more questions to scaffold the student's efforts in supplying more information.
7. Make concerted efforts to call on non-volunteers---every student must be held accountable for knowing the answer.
8. Allow physical representation of a concept--bring in kinesthetic learning styles. Students can act out their answers.
9. Have students keep learning logs because students need to keep notes on what they learn. Students may draw, outline, write--whatever works for them so that they do not forget what was taught.
With the use of extensive quality questioning, students will be fully prepared to enter into individual practice with success. Homework won't be a mystery.
Denise
ELL TEACHER PROS
What might the classroom look like? This video, though of an elementary classroom, offers a great overview of what the transformed classroom will look like regardless of the grade level taught or the subject: QUESTIONING STYLES AND STRATEGIES Dr. Harvey Silver does a masterful job demonstrating those key instructional strategies that are crucial if every child is to attain subject mastery.
Though I have blogged on many of these techniques in earlier posts, I am offering a video on the effective use of them in class with real students.
What techniques are being used?
1. Think-pair-share allows a student time to work on a short task with a partner. This approach provides students with time to clarify the assignment, reading, task, etc. without pressure or fear of embarrassment with any misunderstanding.
2. Random calls ensure that every student knows that s/he will be called on. Teachers will make sure that not only those who raise their hands will respond to any given question. After all, the students with their hands up already know the answer. The quiet ones are those who should be targeted.
3. Conduct surveys--akin to taking a poll on answers to key questions.
4. Value feedback because when a student shares an answer that student needs to know his/her efforts are being validated. This approach encourages students to continue sharing since their answers have value in the eyes of the teacher and fellow classmates.
5. Ask probing questions by keeping away from the yes/no or the factual recall questions. Those questions don't require much thinking. Ask questions which have students dig deep within themselves to find creative thoughtful responses.
6. Extend student responses when they offer incomplete or not very detailed answers. When this happens, teachers need to ask more questions to scaffold the student's efforts in supplying more information.
7. Make concerted efforts to call on non-volunteers---every student must be held accountable for knowing the answer.
8. Allow physical representation of a concept--bring in kinesthetic learning styles. Students can act out their answers.
9. Have students keep learning logs because students need to keep notes on what they learn. Students may draw, outline, write--whatever works for them so that they do not forget what was taught.
With the use of extensive quality questioning, students will be fully prepared to enter into individual practice with success. Homework won't be a mystery.
Denise
ELL TEACHER PROS
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