Monday, April 1, 2019

I’m Vaccinating My Child the Natural Way—With Measles - McSweeney’s Internet Tendency

I’m Vaccinating My Child the Natural Way—With Measles - McSweeney’s Internet Tendency

Sylvia Plath on being a woman


On Poetry, Grief, and Depression

On Poetry, Grief, and Depression

Science Says Toxic Masculinity — More Than Alcohol — Leads To Sexual Assault

Science Says Toxic Masculinity — More Than Alcohol — Leads To Sexual Assault

Booze-filled, chaperone-free parties. Teasing that crossed the line under the influence of alcohol. Relatively shy young men who became “aggressive and even belligerent” when drinking. Whatever the behavior of Supreme Court nominee Brett Kavanaugh, it’s become clear that the circles he traveled in as a young man — both at prep school and later Yale University — were characterized by young men drinking, a lot. And by young women whose social interactions were fraught with danger.
And this is no surprise to experts who study campus sexual assault. Years of research both in and out of the lab suggests that there is a connection between young men drinking alcohol and making choices that destroy young women’s lives. But it’s not accurate to say alcohol causes sexual assault. Preventing rape will take more than simply convincing young men not to drink (let alone telling their victims to abstain). That’s because booze is only part of the problem. Every drink is downed amid cultural expectations and societally mediated attitudes about women and power. Those things — and how young men absorb them — have a stronger causal influence than the alcohol alone. When a man feels entitled to assault someone, he may get drunk before he does it, but the decision to act was ultimately his alone.
Half of all sexual assaults involve alcohol consumption — usually by both the victim and perpetrator, said Kelly Cue Davis, a professor at Arizona State University. And a 2002 review of literature found that, across a number of studies, perpetrators were more likely to report using alcohol at the time of an assault than victims — 60 to 65 percent of perpetrators compared with 30 to 55 percent of victims. Although men can be both perpetrators of sexual violence and victims, almost all the research is focused on the heterosexual paradigm of male perpetrators and female victims, Davis said.
The best evidence for a causal connection between alcohol and the decision to commit sexual violence comes from experimental laboratory studies, said Dominic Parrott, professor of psychology at Georgia State University. In this kind of research, scientists take otherwise similar men and randomly split them into one group that is given alcohol and one that is not. Then they present both groups with proxies for a potential scenario in the real world — an audio scenario depicting an ethically questionable sexual encounter, for instance.
The men are then asked to tell the researchers when they would back off and leave the woman in the scenario alone. “Men who are drinking tend to let those interactions go a lot further,” Parrott said, “past the point where most people would say it’s consensual.” In one study, those who drank alcohol listened an average of 30 seconds longer to the tape than those who didn’t drink anything (even if they thought they did). Those 30 seconds included an escalation by the actors on the tape from verbal pressure to threats.
There are also a few studies that show a connection between committing acts of sexual violence or aggression and an increased likelihood of having drunk alcohol in the previous few hours. This research asks men to keep daily records of their drinking and sexual activities. It’s expensive and difficult to do, said Maria Testa, professor of social psychology at the University at Buffalo, but it’s one of the few ways we can show a causal link outside the lab.
Testing what causes real-world sexual assaults is particularly complicated by the fact that the men who commit them have things in common with each other that go far beyond booze. If you compare men who have perpetrated sexual assault to those who have not, the perpetrator group always drinks more, Testa said. For example, one study found that 53 percent of men who reported committing sexual violence met a diagnosis for alcoholism, compared with 25 percent of sexually active men who did not report committing sexual violence. But the impact of these other variables — anti-social behavior, for instance, and negative views about women — are much stronger predictors of sexual violence than alcohol use. “And then alcohol is just sort of on top of it,” she said.
Take a 2015 study that followed more than 700 men through four years of college. This research categorized the men into four groups based on the frequency of sexual assaults they reported committing and how that frequency did or didn’t change over time — low frequency, high frequency, trending toward lower, and trending toward higher. Alcohol use was always higher among the men who committed more assaults than among those who committed fewer, but trends in assault weren’t tied to trends in alcohol use. For instance, among men who reported committing fewer assaults over time and men who reported committing more assaults over time, each group drank less as seniors than they did as freshmen. But the men who committed fewer assaults over time also reported falling rates of impulsivity, hostility toward women, and beliefs that supported rape. The men whose rates of assault were going up, in contrast, reported a growing sense of peer support for forced sex, peer pressure, pornography use, and hostility toward women.
That makes sense if you think about it, Parrott said. After all, we know that not all men who drink, even excessively, commit sexual violence. Even men who do commit sexual violence don’t do it every time they drink — and will also do it sober. Effectively, alcohol isn’t an excuse. “We don’t want to say, ‘Well, he was drinking so that’s why he assaulted her. It’s not his fault,’” he said.
Instead, current research suggests that prevention should focus on those perceptions and behaviors that did strongly predict assault. Although they’re often referred to in the literature as “personality variables,” they aren’t immutable characteristics any more than personality itself is immutable. “There’s a small number of sociopaths, but there’s a lot of it that’s cultural,” Testa said. In other words: Are these men supported by peers who also voice negative attitudes about women? Is it considered socially acceptable to look for the drunkest girl at a party and try to take her home? Are there social consequences for young men who ignore consent?
The bad news about this conclusion is that these cultural attitudes are at least as widespread and as hard to change as teenage binge drinking. But change isn’t impossible. That strong social-cultural element is why the big focus in sexual violence prevention right now is bystander intervention — finding ways to encourage people who are neither victim nor victimizer to change cultural norms and stop situations that are turning dangerous. There’s a lot of evidence that this can be effective, Parrott said. In one study, researchers randomly assigned college men to participate in a program that combined bystander intervention training with other kinds of education about consent and sexual violence. Six months later, after administering follow-up surveys, researchers found the odds of committing sexual assault were 73 percent lower for men who had completed the training.
But here, also, there’s an issue with alcohol. Sexual violence tends to happen in settings where everyone is drinking — remember Kavanaugh’s prep-school’s party circuit. And there’s not a lot of research on how to prepare bystanders to step in and stop sexual violence when they, themselves, are also drunk, Parrott told me. In fact, self-report surveys suggest that alcohol can incapacitate the intercession. “People who drink heavily are less likely to intervene,” he said. Alcohol, it seems, might not be causing sexual assault — but it does contribute to our inability to stop it.
Maggie Koerth-Baker is a senior science writer for FiveThirtyEight.  

Judge Strikes Down Charter School's Dress Code Requiring Skirts for Girls

A federal district judge has ruled that a North Carolina charter school's dress code requiring that girls must wear skirts and may not wear shorts or pants violates the U.S. Constitution's equal-protection clause.
"Yes, the boys at the school must conform to a uniform policy as well," Senior U.S. District Judge Malcolm J. Howard wrote. "But plaintiffs in this case have shown that the girls are subject to a specific clothing requirement that renders them unable to play as freely during recess, requires them to sit in an uncomfortable manner in the classroom, causes them to be overly focused on how they are sitting, distracts them from learning, and subjects them to cold temperatures on their legs ... ."
The judge's March 28 opinion in Peltier v. Charter Day School Inc. is noteworthy in several respects. Howard said most challenges to public school dress codes have been based on First Amendment free expression concerns, not gender discrimination.
"Arguably, the most analogous cases are the hair length cases of the Vietnam era," the judge said, and those were decided long before the U.S. Supreme Court's 1996 decision in United States v. Virginia, which required the admission of women to the all-male Virginia Military Institute and established that governments defending gender-based policies must show an "exceedingly persuasive justification" for them.
Also, the judge ruled that the organization that holds the charter for the Charter Day School, a K-8 school in Leland, N.C., acted under state authority, or "color of state law," when it incorporated its disparate dress code into its disciplinary code.
"In this matter, CDS, Inc. has brought the uniform policy under extensive regulation of the state by making violations of the uniform policy a disciplinary violation," the judge said.
Howard went on to rule that the manager of Charter Day School, an entity known as Roger Bacon Academy Inc., was not a state actor because it does not contract with or received funding directly from the state and had no power to change the dress code, which was set by the CDS board.
CDS is a "traditional values" themed school and the school's founder, Baker Mitchell, has assertedthat the dress code requirement that girls wear skirts was part of a climate of "chivalry" and "mutual respect."
The policy was challenged in a lawsuit brought by several current and former students, backed by the American Civil Liberties Union. They argued that skirts policy violates the 14th Amendment's equal-protection clause as well as Title IX of the Education Amendments of 1972 and North Carolina constitutional provisions. (Howard ruled that Title IX does not regulate the dress code at issue in the case.)
The charter board defended the dress code by arguing that it was part of a permissible traditional values approach and that it helped instill discipline and keep order, as well as to promote mutual respect between the sexes.
"They argue that taking away the 'visual cues' of the skirts requirement would hinder respect between the two sexes," the judge said. "However, even assuming these are legitimate goals, defendants have not shown how the skirts requirement actually furthers these stated goals."
Howard observed that "females have been allowed to wear trousers or pants in all but the most formal or conservative settings since the 1970s," and he cited expert testimony submitted by the plaintiffs that most public school dress codes across the country allowed girls to wear pants or shorts by the mid-1980s.
"It is not the holding of this court that dress, grooming and uniform policies cannot have differences for boys and girls," the judge said, but "the skirts requirement causes the girls to suffer a burden the boys do not, simply because they are female."

Monday, March 25, 2019

Skipping 12th Grade? A New Report Suggests Allowing It

Skipping 12th Grade? A New Report Suggests Allowing It

| No comments
graduation-early.pngMany high school students are "college ready" by the end of 11th grade. So why not let them finish high school and start college full time? A new report explores options for putting that idea into practice.
The study, issued Wednesday, calculates that 850,000 students are ready for college work. That's the number of students who meet all four "college-ready" benchmark scores on the ACT. Of those students, nearly 1 in 3 come from low-income families. 
The two organizations that put out the report—Education Reform Now and the Alliance for Excellent Education—argue that enabling these students to skip a fourth year of high school would provide important opportunities that would be unnecessarily delayed if school systems stick only to the traditional seat-time model of high school completion.
High school students already have options to take courses for college credit, such as dual-enrollment or Advanced Placement. But those approaches represent part-time college enrollment. Some early-college high school programs compress high school requirements into the first two years, and allow students to take college courses full-time for the second two years.
The new report argues for new models of allowing high school students to enroll in full-time college study. Its co-authors argue for two "fast track" models that could let students finish college more quickly and economically. 
The first would let students enroll in full-time college-level work while they're still in high school, so they could graduate with at least a year's worth of college credit, free of charge. They'd study through AP, International Baccalaureate or dual-enrollment programs.
A key quality of this model: all in-state colleges and universities would have to accept those credits for transfer. (This has proved a tricky piece of the puzzle with dual-enrollment courses; many students find their promised credits won't transfer.)
The second "fast-track" pathway would let students graduate early, and get a scholarship that reduces the cost of attending college at in-state public institutions.
"If we can expand early access to college-level work and improve credit transfer, we can save students—particularly those from low-income backgrounds—time, money, and frustration," report co-author Michael Dannenberg says in a statement released with the report. "The three key words on which the college affordability debate should be focused are 'time to degree'."
The study argues that states themselves can save money by allowing these pathways. The co-authors calculate that they could find up to $7.2 billion in savings in their higher education budgets for students who finish college on time, instead ot taking five or six years. 

Tuesday, March 19, 2019

March 26 Education Social


Checklist for Creating Bibliographies and References List Using APA


Checklist for Creating Bibliographies and References List Using APA


[ ] Identify the type of source you are creating a bibliography for. A bibliography is the full information about the source included for each source and listed in the References list as a page at the end of a cited essay or longer work (use a page break between the end of the work and the start of the References list). (A number of “Reference List” options are listed in the left menu on the OWL site.)

[ ] Be sure to distinguish between print and online/electronic sources. Print sources (including paginated PDFs of hard-copy sources) should not include hyperlinks (be careful not to include your search links when using data bases or searches from your library), but should include DOI information if available. Online/electronic sources (including ebooks) must include active and accurate links; for electronic only sources retrieved through a library search, housed in the library, be sure to use the permalink provided (do not copy the http from the guide at the top of the search engine).

[ ] Bibliographies should be formatted using double-spacing, Times New Roman/12 pt. font, and hanging indents (use the ruler or the Format>Paragraph to create a hanging indent; do not use return>tab).

[ ] When you create the full References list of bibliographies, list the sources alphabetically by the first word of each bibliography (often an author last name).

[ ] Each bibliography should include initial information (usually author information) followed by a date (always second information), but each source should follow the APA guidelines required for the type of source being cited. It is crucial to use the OWL site as a reference for each source since kinds of sources have different requirements; this is not something to memorize. Note: Some source may not include all the information required; if no author listed, for example, move the information you have (such as the title) to the left, keeping the date always second.

[ ] For sources without a date, include (n.d.) in the date position for “no date.”

[ ] APA requires listing authors names by last name followed by first and middle (if provided) initials; include author names in the order listed on the source if multiple authors, and include an ampersand (&) before the last author. Note the placement and requirement of commas and periods in listing multiple authors:

Scruton, R. (1996). The eclipse of listening. The New Criterion, 15(3), 5-13.
Kincheloe, J.L., & Steinberg, S.R. (2007). Cutting class: Socioeconomic status and education. New York, NY: Rowman and Littlefield Publishers, Inc.
Bomer, R., Dworin, J. E., May, L., & Semingson, P. (2008). Miseducating teachers about the poor: A critical analysis of Ruby Payne's claims about poverty. Teachers College Record, 110(12), 2497-2531.
[ ] Essay titles do not include quote marks, and capitalize only the first word of the title, first word of the subtitle, and any proper nouns. (See essay titles above.)

[ ] Book titles should be in italics, and capitalize only the first word of the title, first word of the subtitle, and any proper nouns. Place of publication should include cite and state (if in U.S.), but use the state abbreviation. (See book titles above.)

[ ] Journal titles are in italics, and capitalize all key words as is standard. (See journal titles above).

[ ] Throughout bibliographies, note carefully the placement of periods and commas as well as spaces. For example, for journals, the volume number is in italics and then no space before including the issue number in parentheses. (See the journal bibliographies above.)