Posts tagged: education
Good news from the Orlando Sentinel:
Kiera, 16, was a student at Bartow High School until last month when she was arrested after she mixed toilet bowl cleaner and aluminum foil in a water bottle on school grounds, a police report stated. She was arrested and faced felony charges for possessing a weapon on campus and discharging a destructive device.
She also was suspended from school and told she faced expulsion, according to her attorney, Larry Hardaway. He said she served a 10-day suspension and is now attending classes at an alternative school.
Her case drew national attention and outrage on Twitter and other social media sites, with many arguing both school and police overreacted. An online petition on her behalf has more than 195,000 signatures.
The office of State Attorney Jerry Hill, whose jurisdiction includes Polk, said that it extended “an offer of diversion of prosecution to the child.” That typically means a probationary-like program that allows the youngster to perform community service or meet other conditions and then avoid a criminal record.
Koa Beck writes:
Given all the data that is out there regarding young girls and STEM fields, ladies who demonstrate an interest in science should be culturally supported. A quick peruse of certain popular culture guarantees that they certainly won’t be getting that support elsewhere. Yet when 16-year-old Kiera Wilmot, who reportedly “got good grades” and had “a perfect behavior record” had a science experiment go awry, she was slapped with felony charges. Way to support our young girls in the sciences.
Wtsp.com reports that the teen was arrested and charged with possession/discharge of a weapon on school property and discharging a destructive device. At seven a.m. that morning at Bartow High School, Kiera allegedly mixed some “household chemicals” in an eight-ounce water bottle. The top reportedly popped off creating a “small explosion” complete with smoke. No one was hurt, according to reports.
In addition to her criminal charges, she has since been expelled from Bartow High School. It remains unclear whether there was any malice in the experiment. But even the young lady’s school principal, as well as her peers, believe that she didn’t possess any vicious motives:
There’s no clarity as to what she was actually trying to accomplish, or exactly how big the explosion was. I can understand people being on edge after recent shooting and the Boston bombing, but the charges seem trumped up for a simple accident. There could be more to this than meets the eye, but it feels a lot like another example of the criminalization of curiosity.
Here’s the news clip:
Klint Finley: What does it mean to be a (or, rather THE) “mathpunk”?
Tom Henderson: Ha! Okay. When I was maybe 20 years old, my high school girlfriend was telling me about a punk band called “Green Dave.” I told her that I found punk to be totally unimpressive, because it was a musical genre that, near as I could tell, was founded upon not knowing how to play your instrument.
She set me straight. The point of punk, she said, was that ANYone could get the experience of being in a band, of performing in front of peers, of expressing yourself, without there being a prerequisite to participate.
This blew my mind, and it was that conversation that turned me from a nascent douchebag into a self-aware poser.
Later, a girlfriend who had honest-to-god Southern California punk credibility — this was the time that The Offspring was getting radio play so, what, she was probably most deep in the hardcore scene? — got me interested in the music, and explained to me that punks could be astronomers or Shakespeare devotees with no clash. (Pardon the pun.)
So, these things are tucked into my brain. Later, I move to Portland. I move to Portland with the extensive plan of “take math classes until head blows up, or degree achieved.”
This is the first serious long-term plan I’ve ever had. I figure, Shit, I’m a guy with long term plans now? I need to re-roll my character sheet. I start with appearance (self-aware poser), and ramp up the mathematical angle, to cobble together a philosophy of punk rock mathematics.
It is this:
1) People use the average Joe’s poor mathematics as a way to control, exploit, and numerically fuck him over.
2) Mathematics is the subject in which, regardless of what the authorities tell you is true, you can verify every last iota of truth, with a minimum of equipment.
Therefore, if you are concerned with the empowerment of everyday people, and you believe that it’s probably a good idea to be skeptical of authority you could do worse than to develop your skills at being able to talk math in such a way that anyone can ask questions, can express curiosity, can imagine applying it in the most weird-ass off-the-wall ways possible.
This does not entirely mesh well with the actual practice of learning mathematics, because that is mostly time spent alone or in small groups being very very confused almost all the time, but it’s still the bullseye I keep in mind.
You know, it dovetails with the improv comedy thing… In improv, I’m guided entirely by audience reaction. It’s possible to improvise toward interest in a mathematical discussion in roughly the same way.
Nearly 30% of Americans with associate’s degrees now make more than those with bachelor’s degrees, according to Georgetown University’s Center on Education and the Workforce. In fact, other recent research in several states shows that, on average, community college graduates right out of school make more than graduates of four-year universities.
The average wage for graduates of community colleges in Tennessee, for instance, is $38,948 — more than $1,300 higher than the average salaries for graduates of the state’s four-year institutions. […]
And while by mid-career, many bachelor’s degree recipients have caught up in earnings to community college grads, “the other factor that has to be taken into account is that getting a four-year degree can be much more expensive than getting a two-year degree,” Schneider says.
Another issue is that “mid-career” might not ever exist for many of today’s college graduates. But it’s worth noting that these sorts of comparisons aren’t apples to apples — not all degrees are created equal. That’s also the problem with most studies that show that people’s with bachelor’s degrees out earn those who don’t have one. Someone with an associate’s degree in HVAC repair may very well out earn someone with an art history degree, but someone with a computer science degree will likely out earn them both. But I like that this study supports the fact that there are alternatives to getting a four year degree just for the sake of earning it.
Big Ideas is an online course from Floating University. The university assembled experts in 12 fields, ranging from economics to art to psychology to physics, to explains everything a non-professional needs to know about a topic in 60 minutes.
All the video lectures are available online for free. Better yet: all the lectures have been transcribed so that you can read them. The only thing you’d have to pay for are the supplemental readings.
Adam Davidson writes for the New York Times:
Throughout the campaign, President Obama lamented the so-called skills gap and referenced a study claiming that nearly 80 percent of manufacturers have jobs they can’t fill. Mitt Romney made similar claims. The National Association of Manufacturers estimates that there are roughly 600,000 jobs available for whoever has the right set of advanced skills.
Eric Isbister, the C.E.O. of GenMet, a metal-fabricating manufacturer outside Milwaukee, told me that he would hire as many skilled workers as show up at his door. Last year, he received 1,051 applications and found only 25 people who were qualified. He hired all of them, but soon had to fire 15. Part of Isbister’s pickiness, he says, comes from an avoidance of workers with experience in a “union-type job.” Isbister, after all, doesn’t abide by strict work rules and $30-an-hour salaries. At GenMet, the starting pay is $10 an hour. Those with an associate degree can make $15, which can rise to $18 an hour after several years of good performance. From what I understand, a new shift manager at a nearby McDonald’s can earn around $14 an hour.
The secret behind this skills gap is that it’s not a skills gap at all. I spoke to several other factory managers who also confessed that they had a hard time recruiting in-demand workers for $10-an-hour jobs. “It’s hard not to break out laughing,” says Mark Price, a labor economist at the Keystone Research Center, referring to manufacturers complaining about the shortage of skilled workers. “If there’s a skill shortage, there has to be rises in wages,” he says. “It’s basic economics.” After all, according to supply and demand, a shortage of workers with valuable skills should push wages up. Yet according to the Bureau of Labor Statistics, the number of skilled jobs has fallen and so have their wages.
Good comment from someone on Hacker News:
I think it is important to note that the fast-food jobs with comparable pay are low level managerial positions, not entry level ones. You can start working for minimum wage at a fast-food job without any previous experience and/or skills. These jobs require very little training, and allow employees to add value almost immediately (and well before promotion to the $15-$20 an hour positions).
Contrast this to the skilled manufacturing jobs which require up front experience. Though many blue collar fields offer entry-level positions with on the job training, apprenticeships, and opportunity for advancement, this doesn’t appear to be common practice in manufacturing. Why not? I think the main reason is that it is very hard for a low skill worker to add value to a manufacturing company. There aren’t any comparable entry-level positions that allow the employee to learn while still being productive.
Because of this, hiring an unskilled employee for the purpose of training them is a huge risk, since it requires a significant investment. And since this industry is already very unstable with razor-thin margins, it’s not something many employers seem willing to do, which is unfortunate.
So maybe the solution is coming up with better training programs, so that manufacturers can hire new employees without taking on such large risks?
I don’t know if this is common enough to call a trend, but it does sound interesting:
“I was planning on getting a degree in international relations, but with financial aid and how difficult it is to pay for college and everything,” she says. “So when Siemens came along and gave me the offer, it was too good of an opportunity to just let it go.
With college costs rising and student debt mounting, a group of college-prep kids in Charlotte are opting for an alternative route: European-style apprenticeships.
Siemens hired her and five other apprentices last year. These days, Espinal works on the factory floor.
“Running a machine, learning about programs, how to set up a machine for a program, also learning how to use tools and learning how to read blueprints,” she says.
First things first: Why did you create What If?
It actually started with a class. MIT has a weekend program where volunteers can teach classes to groups of high school students on any subject you want. I had a friend who was doing it, and it sounded really cool — so I signed up to teach a class about energy, which I always thought was interesting, but which is a slippery idea to define. I was really getting into the nuts and bolts of what energy is, and it was a lot of fun — but when I started to get into the normal lecture part of the class, it felt kind of dry, and I could tell the kids weren’t super into it. And then we got to a part where I brought up an example — I think it was Yoda in Star Wars. And they got really excited about that. And then they started throwing out more questions about different movies — like, “When the Eye of Sauron exploded at the end of The Lord of the Rings, and knocked people over from this far away, can we tell how big a blast that was?” They got really excited about that — and I had a lot more fun doing it than I did just teaching the regular material.
So I spent the second half of the class just solving problems like that in front of them. And then I was like, “That was really fun. I want to keep doing it.”
I covered the Khan Academy’s new interactive programming tutorials for Wired:
Since 2006 the Khan Academy, named for its founder Salman Khan, has provided free video lectures on subjects such as mathematics, biology and history. As we’ve reported before Khan garnered praise from the likes of Bill Gates (whose foundation invested $1.5 million in the site), but other have been more critical of the lecture-driven approach. Thus far the site has only included prerecorded lectures that offered no feedback or interaction.
That’s changing today with Khan Academy’s new computer science section.
The tutorials are interactive and live entirely in the browser. Instead of a video, each lesson contains a pane on the left side for students to enter code and a pane on the right that displays the output. The first lesson walks students through the process of writing code that will draw a face in the right pane. After learning to generate graphics, students work up to animation and eventually to games, such as a Pac-Man clone.
Rather than have students write code and then run it to see if it works, the results of changes are displayed in the right pane immediately, providing immediate feedback. The lessons also include tips for solving common beginner problems.
I write often about the need for more STEM education in order to match graduates with actual jobs, but the reality is that the “S” part of the acronym doesn’t necessarily have a lot of openings. At least not in academia. Julianne Dalcanton writes:
Recent reports and articles have generated a lot of buzz about the difficulty of finding employment in the sciences. These articles mirror the anxieties of the young astronomy community with whom I am most familiar. Scientists are not stupid and are pretty good with data, so they can look at the number of graduate students, the number of postdoctoral positions, and the number of faculty ads, and correctly assess that the odds of winding up with a long-term academic position are not good.
However, difficulty finding a “long term academic position” is not the same thing as difficulty finding a job. Buried in those same articles is the fact that the unemployment rate for physicists (which likely mirrors that of astronomers) is between 1-2%. In contrast, the lab-based biologists and chemists (which are the focus of the articles) are not finding employment at all, or if they do, it’s frequently in a position that makes no use of their technical skills.
In other words, science graduates are facing many of the same problems that Phds in the humanities face. Dalcanton goes on to note that many physics and astronomy majors are finding lucartive careers in the private sector, paritcularly in the technology industry. Ashlee Vance wrote about this phenomena for Business Week last year. I agree that it’s sad that so many smart people are ending up devoting their careers to figuring out how to get people to click ads, but as I wrote last year there’s an interesting upside: lots and lots of open source big data tools.
Earlier this year David Graeber wrote about why science and technology seemed stalled compared to our science fictional imaginations and quotes astrophysicist Jonathan Katz:
You will spend your time writing proposals rather than doing research. Worse, because your proposals are judged by your competitors, you cannot follow your curiosity, but must spend your effort and talents on anticipating and deflecting criticism rather than on solving the important scientific problems… It is proverbial that original ideas are the kiss of death for a proposal, because they have not yet been proved to work.
In other words, you might be better off in the private sector wrangling click stream data than you would be grinding out proposals to do essentially nothing in academia. Le sigh.