Monday, 16 January 2012

7 Things Teachers want from their Principal

7 Top Things Teachers Want from Their Principal



At the first staff meeting in August, I sked the staff at my new school to write a notecard answer to the following question:
  • “What do you need from your principal?”

The answers ranged from very practical to very theoretical. When put all together, these needs represent a healthy school culture eager to get to know the new guy.
As my own nearly-mid-year review of these ideas, I decided to categorize the answers and self-assess as I go (more about that in a future post). Just like all categorization efforts, this one is highly subjective and open to much interpretation. In any case, I came up with seven main categories:
  • Practical support
  • Technology
  • Special Edcuation
  • Teacher Support
  • Feedback/Availability
  • Communication
  • Miscellaneous Leadership Qualities
I’ve included, under each category, the specific needs from the notecards. Some caveats: I split some cards as they included several different needs, I’ve left out several with identifying information, there were some notecards that had a variation of “I don’t know.”
 So, here it is, the evidence that led me to create this top seven list.
Reeding Lessons CC

Practical Support
  • Help to find a pullout space for individual/small group instruction.
  • I need help ordering equipment. I need help getting permission for special events.
  • Please help to get custodian to build the shelves that were promised & order teaching carts if not done already.
  • Larger budget.
  • Recess duties are shared equally among all paras.
  • Prep time with team teacher.
Technology
  • I need professional development opportunities to grow my understanding/use of technology.
  • I have no computer. How would I integrate technology without technology? Only one day a week, I don’t want to run around the building to find what I need: A computer & projector would save paper (photocopies).
  • I would like to have admin access to download some programs that I want to implement this year. Ex. Voicetalk, iTunes, animoto etc. I can get you a list of these sites if you wish.
  • I’d love the use of 4 laptops each morning.
  • laptop, probably a bunch of techy stuff
  • I want patience with technology, I’m working on it all the time.
Special Education
  • Strong LEA rep
  • I need support in getting teachers more invested in the special Ed process. Follow through on IEP timeliness on progress reports, setting parent meetings
Teacher Support
  • Support for my masters work and a consistent sub on the days I miss.
  • I need continued support in my room for academic and behavioral (both at the same time :) .
  • Larry needs to be the point man on the administrative team and advocate for us.
  • Support for behavioral needs in my classroom.
Feedback/Availability
  • I would like visits (could be informal) and feedback – constructive criticism.
  • I love to see walkthroughs during class time to just connect as to what I’m teaching the children! (certainly not weekly, when you can)
  • Need feedback on my teaching.
  • I need your availability to answer my questions
  • I need you to be available for small questions that can be seemingly unimportant on the larger scale, but can cause me from being able to move forward in my job.


Communication
  • In the past I have worked closely with the principal as social, emotional ok behavioral issues arise with our kids. It would be great to have a discussion on how you would like our collaboration to work.
  • Bridging a gap in regards to part-time communication.
  • Open, clear communication – like the “Monday Memo.”
  • Straight talk
  • You may hear me, but are you listening (not you personally, just anyone I talk to!)
  • I will do my best to check my email and I need face to face communication.
Miscellaneous Leadership Qualities
  • Flexibility, but stability
  • Leadership that is fair for all, keep your sense of humor and always remember the reason we are here – kids!
  • Humor, flexibility, patience
  • Open to suggestions
  • Ideas, time, direction
  • Respect, support
  • Be a leader.
 Sums it all up
  • I need from my principal: support, teaching job next year :) strong communication, respect and honesty
Teachers and staff: What would you add to this list? What do you want from your principal.
Principals: What’s missing here? What have staff and teachers asked from you that I have not listed?

Monday, 9 January 2012

Dissing the Dissertation

Dissing the Dissertation
January 9, 2012 - 3:00am
SEATTLE -- The average humanities doctoral student takes nine years to earn a Ph.D. That fact was cited frequently here (and not with pride) at the annual meeting of the Modern Language Association. Richard E. Miller, an English professor at Rutgers University's main campus in New Brunswick, said that the nine-year period means that those finishing dissertations today started them before Facebook, Twitter, YouTube, Kindles, iPads or streaming video had been invented.
So much has changed, he said, but dissertation norms haven't, to the detriment of English and other language programs. "Are we writing books for the 19th century or preparing people to work in the 21st?" he asked.
Leaders of the MLA -- in several sessions and discussions here -- indicated that they are afraid that too many dissertations are indeed governed by out-of-date conventions, leading to the production of "proto-books" that may do little to promote scholarship and may not even be advancing the careers of graduate students. During the process, the graduate students accumulate debt and frustrations. Russell A. Berman, a professor of comparative literature and German studies at Stanford University, used his presidential address at the MLA to call for departments to find ways to cut "time to degree" for doctorates in half.
And at a standing-room-only session, leaders of a task force studying possible changes in dissertation requirements discussed some of the ideas under consideration. There was a strong sense that the traditional model of producing a several-hundred-page literary analysis dominates English and other language doctoral programs -- even though many people feel that the genre is overused and frequently ineffective. People also talked about the value of digital projects, of a series of essays, or public scholarship. Others talked about ways to change the student-committee dynamic in ways that might expedite dissertation completion.
"We are at a defining moment in higher education," said Kathleen Woodward, director of the Simpson Center for the Humanities at the University of Washington. "We absolutely have to think outside the box that the dissertation is a book or a book-in-progress."
The MLA's discussion of the dissertation is in some ways an outgrowth of a much-discussed report issued by the association in 2006 about tenure and promotion practices. That report questioned the idea that producing monographs should be the determining factor in tenure decisions. When the report was released, many MLA leaders said that the ideas the association was endorsing also called for reconsideration of graduate education, and especially of the dissertation.
As part of the process of encouraging change, the MLA recently conducted a survey of its doctoral-granting departments. Among the findings:
  • 62 percent of departments reported that their graduate schools have guidelines for dissertations, but most of those guidelines are general, dealing with issues such as timelines, composition of committees and so forth, and not dictating the form of a dissertation.
  • 33 percent of departments have written descriptions of what kind of dissertation is expected of graduate students.
  • Minorities of departments have specific rules authorizing nontraditional formats for dissertations, and even smaller minorities of departments have approved a dissertation using one of those formats.
  • Of those with traditional dissertation length requirements, the range of minimums was 150 to 400 pages. Most maximums were 400 to 500 pages.
Nontraditional Formats Permitted and Used in Dissertations in English and Other Language Departments
FormatPolicy Permitting Its UseFormat Approved in Last 5 Years
Digital project10.4%3.4%
Creative nonfiction8.8%6.8%
Suite of essays8.8%5.7%
Fiction or poetry7.7%6.8%
Translation7.7%3.4%
Public scholarship4.4%3.4%
Portfolio2.2%2.3%
Collaborative work1.1%0.6%
Sidonie Smith, professor of English at the University of Michigan and a past president of the MLA, said that the survey results demonstrated the potential for change. She said, for example, that many department leaders have in the past said that they would consider changes in dissertation requirements but for the rules of their graduate schools. In fact, there are very few graduate schools that would block change, she said.
Further, she noted that while the percentage of departments that have explicitly authorized nontraditional dissertations is small, they provide evidence that such alternatives are possible. Finally, she said that the survey showed that relatively few departments provide explicit information to graduate students on what is and is not possible. That lack of information, she said, "is disturbing."
While much of the talk here was about digital formats of scholarship, some of the possible changes in the dissertation process could also be helpful to graduate students pursuing a traditional, 250-page work of literary analysis.
David Damrosch, chair of comparative literature at Harvard University, described a reform recently instituted there that grad students in the audience seemed to find ideal. The department has started requiring that every single chapter of a dissertation be discussed, as they are produced, in a meeting attended by the author and all three committee members. Further, the department staff -- not the student -- sets up the meeting. (This is in contrast to grad students sending off copies, and receiving suggestions or silence from committee members individually.)
Damrosch said that many graduate students are delayed when some committee members don't read chapters in a timely way, and then go on to offer "totally contradictory advice, months after a draft has come in." Forcing everyone on the committee to meet in person, Damrosch said, shames them into reading the chapter on time, and to working out a common set of recommendations for the grad student.
"People are forced to focus," he said, and doctoral students "get coherent advice." The resulting revisions are much more likely to solve any problems, so that the student can keep moving forward

Friday, 6 January 2012

Women in Leadership - Postheroic era

Women in Leadership: Drew Gilpin Faust

SUSIE GHARIB, NIGHTLY BUSINESS REPORT ANCHOR:  Meet Harvard`s first female president, Drew Gilpin Faust. As a child she got some memorable advice from her mother.
DREW GILPIN FAUST, PRESIDENT, HARVARD UNIVERSITY:  She said, it`s a man`s world sweetie and the sooner you learn that, the happier you`ll be.
GHARIB:   In this “Women in Leadership” special, we`ll tell you how this professor of history is leading the nation`s oldest and most prestigious university into the future.
Good evening everyone and welcome to this special edition of NIGHTLY BUSINESS REPORT, “Women in Leadership.” We`re reporting today from Harvard Yard in Cambridge, Massachusetts. Since Harvard University was founded in 1636, it has built a worldwide reputation for excellence any “Fortune” 500 company would envy.  But for most of its history, Harvard has been a man`s world. Women were not admitted as undergraduates until the 1970s.  And it would take almost 40 more years for this Ivy League powerhouse to name its first female president. Her name is Drew Gilpin Faust.   Her job on this rainy afternoon was to make sure her team triumphed over arch-rival Yale.
FAUST:  I just wanted to be here and say good luck, congratulations on what you`ve done so far. And go crimson!
GHARIB:   The response was just as enthusiastic on a historic day in 2007.
UNIDENTIFIED FEMALE:  The next president of Harvard University:   Drew Faust.
FAUST:   I can imagine no higher calling and no more exciting adventure than to serve as president of Harvard.
GHARIB:   But it didn`t take long for a reporter to ask the obvious question:   what did it mean to be the university`s first woman president?
FAUST:  I`m not the woman president of Harvard. I`m the president of Harvard and I was chosen as the president of Harvard.
GHARIB:   Faust learned she had been selected at a secret meeting at the Doubletree Hotel in Cambridge. Members of the university`s governing board were waiting to deliver the news. What was your reaction?
FAUST:  I was thrilled, excited, sobered. I thought I just have given them my life.
GHARIB:   Did you ever picture yourself being president of a university?
FAUST:  That day I did. If you take me back to when I was six years old or when I was 20 years old or even when I was 40 years old, no.
GHARIB:   And Harvard?
FAUST:  And Harvard and Harvard.
GHARIB:   Why did you want it?
FAUST:  If someone asks you to be president of Harvard, you say yes.
GHARIB:   Harvard. It is a place brimming in history and tradition.
Over almost four centuries, the university has drawn the best and the brightest to spend time inside its ivied walls.  Eight U.S. presidents have walked to classes here, including John Adams, Teddy Roosevelt, FDR, and John F. Kennedy, as well as 19 Supreme Court justices. When the latest Nobel prizes were announced, seven winners had studied in Harvard`s hallowed halls.  The university recently celebrated its 375th birthday.
President Faust kept a close eye on the festivities. Students, faculty and alumni gathered to commemorate the occasion. Being president of Harvard has myriad responsibilities.
FAUST:  Thank you to our incredible performers.
GHARIB:   On this night, it was master of ceremonies. What is your job, in a nutshell?
FAUST:  My job is to represent Harvard to the world, to set its strategic directions and to build the kind of consensus and engagement around the university that enables us to maintain the very highest standards.
GHARIB:   Harvard is a sprawling enterprise with 12 graduate schools, six museums, 71 libraries, 15 affiliated teaching hospitals, more than 400 science labs, plus research and study centers in 15 foreign countries.  It has more than 15,000 employees and an annual budget of nearly $4 billion.
Faust oversees it all from the oldest building on Harvard`s campus. George Washington used it to house his troops during the revolutionary war.
GHARIB:   How much power do you have?
FAUST:  I don`t know how to answer that question.  Power here is often negotiated and not asserted. It is a very political environment in many ways and a lot of power operates through my ability to persuade people to follow me, rather than my ability to order them around.
GHARIB:   The deans of Harvard`s many schools have historically enjoyed a level of independence almost unheard of at other universities.
Add to that the tenure system, which means Faust can`t fire many of her employees and it quickly becomes obvious why her ability to persuade rather than demand is so critical. Her secret, she says, is listening.
FAUST:  Because when you listen to someone, you can understand where they are and then you can figure out how you`re going to move them towards where you want them to be. What are the elements of their perception that you might alter or respond to that might enable you to persuade them or incentivize them or drag them to the place you need them to be?
GHARIB:   One person who`s witnessed her powers of persuasion is Charles Rosenberg. He`s a Harvard professor, who teaches about the history of science and medicine.  He`s also been married to Faust for more than 30 years.
CHARLES ROSENBERG, PROFESSOR, HARVARD UNIVERSITY:  I think one of her advantages is she has a kind of inner self confidence. She doesn`t have to walk into a room and say, I`m the smartest boy in the room.  I think some people may have underestimated her. We somehow associate big egos with big brains.  And she`s got a big brain, but she doesn`t have a big ego.
GHARIB:   Faust`s quiet confidence was evident at a young age. She grew up in rural Virginia in the 1950s when the expectations for women were far different.
GHARIB:   What did your mother want you to be?
FAUST:  She officially wanted me to be a wife and mother. But I think she was a person very frustrated by her own life and the limitations that that era put on her life. She was not well-educated.  She never graduated from high school. She never worked for pay in her entire life.
GHARIB:   She gave you some very pragmatic advice about the way the world worked, right?
FAUST:  She said, it`s a man`s world, sweetie. And the sooner you learn that, the happier you`ll be.
GHARIB:   What did you make of that?
FAUST:  I thought, I`m not going to do that. I`m not going to settle.
GHARIB:   Young Drew was told to be ladylike, but she had a hard time complying. You call yourself a rebellious daughter. What were you rebelling against?
FAUST:  Being a lady.  From the time I was very small, I didn`t want to be wearing itchy, pink, organdy dresses. I didn`t like it that my brothers were allowed to do things that I wasn`t allowed to do.  I was a tomboy.  I was very assertive about my rights.
GHARIB:   Faust was the only girl in her family. She has three brothers, including Don Gilpin. He`s a high school English teacher.
DON GILPIN, BROTHER: In a male-dominated society, we outnumbered her in the household, too. And I think she realized that in some sense, the rules were set up against her. My brother, older brother, was always trying to foist games on us or civil war battles where he would win, because he was Robert E. Lee and nobody could ever beat Robert E. Lee. And she would have to be Burnside and I would be some lesser general because I was younger. So, but — and she — she tolerated some of that. But mainly, she went her own way.
GHARIB:   Early on, Faust had to learn to fend for herself in a man`s world.  But according to Gilpin, the women in the family were strong and assertive.
GILPIN:  The men in the family were in control, theoretically.  But — and not just Drew, but, other women in the family were the ones that held things together and they were the ones who were the most competent. I mean, apologies to all you men in my family, but they really were.
GHARIB:   Faust also came of age at a time that was unkind and unfair to African Americans. Even as a young girl, she decided to make her thoughts on the matter known. You wrote a letter to President Eisenhower:
Dear Mr. Eisenhower, I am nine years old and I am white. But I have many feelings about segregation.
Why did you write that letter?
FAUST:  I wrote that letter because I was in a community that was segregated, in which blacks and whites were kept apart. And I looked around and I thought, hey, everyone in my school is white.  If I were a black person, I couldn`t come to my school.  And I thought, this isn`t fair.
GHARIB:   Many years later, Faust was able to dig up that letter at the Eisenhower library. It was meaningful for her and not just as a historian.
FAUST:   I was proud. I felt, wow, I was more of a person at nine than I am now.  And am I – how can I be worthy of that nine-year-old who took this very dramatic stand and saw so clearly. And I — I worried, do I see as clearly now?   Do I speak out in the ways that are important?  And have I lived up to that nine-year-old?
GHARIB:   Four years later, Faust headed north to attend Concord Academy, at the time an all-girls school.
FAUST:   It was wonderful.  It was really wonderful. I arrived at Concord Academy a week before my 13th birthday.  And I felt, here was a world in which young women were taken really seriously. This ideology of what a woman was supposed to be, or a lady was supposed to be just seemed so much less present.
GHARIB:   At Concord, Faust was elected student body president. Then it was on to college. Many men in her family attended Princeton, but it wasn`t an option for Drew. Princeton didn`t admit women until 1969.
Instead, she went to Bryn Mawr, a prestigious women`s college outside Philadelphia, where she was again elected president of the student body and was active in the civil rights movement. You marched in Selma, right?
FAUST:   In the spring of my freshman year, the Selma campaign was gaining momentum, and my then boyfriend and I said, we have to go to Selma. We just can`t stand here and not speak out and not say, we care and this matters.
GHARIB:   It was a very violent time. Weren`t you scared?
FAUST:   I was scared. I was very scared. But somehow, when you`re that age, you think you`re immortal, slightly anyway. And I just felt, this is defining of who I am, and I — I have to do this.
GHARIB:   After graduating from Bryn Mawr, Faust received her Ph.D in American civilization and became a professor at the University of Pennsylvania, where she won two major teaching awards. She was also gaining a reputation as a historian`s historian, writing highly regarded books that took a fresh look at central questions about the civil war.  At Penn, she was offered a variety of high-level administrative jobs, but she turned them all down.
FAUST:  I did not want to be a university administrator. I wanted to be a scholar and a teacher.  And when I was asked to consider jobs that took me out of the classroom and away from my scholarship, I said, no, I don`t want to do that.
GHARIB:   But in 2001, Harvard President Neil Rudenstine (ph) came calling. The university had been co-ed for years and its famous sister school, Radcliffe College, was being transformed into a think tank partly focused on women and gender. The new Radcliffe Institute for Advanced Study needed a dean. This time, Faust said yes.
FAUST:   The Radcliffe job seemed so attractive, because it seemed one that mattered a lot for the place of women at Harvard. And I`d also — my daughter was about to graduate from high school. I had had a second bout of cancer the year before. I`d had breast cancer in 1988. And then I had thyroid cancer in 1999. And I — I think it just makes you think, risk?
What the heck?
GHARIB:   The same year Faust arrived in Cambridge, Harvard got a new president:   former Treasury Secretary Larry Summers.
ELIAS GROLL, FORMER MANAGING EDITOR, THE HARVARD CRIMSON:  Larry Summers was absolutely beloved by the student body.
GHARIB:   Elias Groll was, until recently, managing editor of the “Harvard Crimson” — the university`s student newspaper.
GROLL:  Larry was someone who came into Harvard with a very clear vision for what he wanted to do as president and then tried to execute on that vision, you know, by any means necessary.
GHARIB:   A key part of Summers` vision was a grand plan to significantly increase the university`s footprint with a new campus in neighboring Allston, including a billion-dollar state-of-the-art science center. The university was able to afford the expansion thanks to a rising endowment. Summers was seen as a change agent and quickly made his presence felt across campus. But his opinionated and brash style eventually landed him in hot water. In 2005, Summers created a furor when he gave a speech and raised the issue of women`s aptitude for the hard sciences.  Soon after, Harvard`s faculty of arts and sciences passed a vote of no confidence in him.  Within a year, Summers was gone and Harvard was searching for a new president.  In February, 2007, the news was out:   Drew Faust had been chosen.
SHEILA WELLINGTON, NYU PROFESSOR, WOMEN`S LEADERSHIP:  Everyone recognizes the name Harvard. To have a woman leading this extraordinary, complex multimillion dollar institution recognized throughout the globe is a major statement about the advancement of women in leadership.
GHARIB:   Sheila Wellington is an expert on women`s leadership and has written many books on women in business.
WELLINGTON:  Drew Faust had leadership, she had smarts, but she also has dignity and operational capacity. That`s an unusual combination. She`s got it.
GHARIB:   Bill Lee identified those same qualities in Faust. He`s a Harvard graduate and co- managing partner in the Boston-based law firm Wilmer-Hale. He also served on the presidential search committee.
BILL LEE, CO-MANAGING PARTNER, WILMERHALE:  What she had was strength of character, an integrity and an ability to communicate and engage with a broad cross-section of people that we were confident that would make her a great president.  The other thing she had was a personality and a persona that would be good for Harvard at that time in its history.
JOHN LAUERMAN, REPORTER, BLOOMBERG NEWS:  One of the main reasons that the Harvard Corporation must have found Faust so appealing is that in many ways she`s the anti-Summers. Larry Summers was a controversy-seeking missile and there was controversy about him almost throughout his tenure at Harvard.
LEE:  When she came in, one of her jobs was to calm everybody down and get them focused on the task of moving Harvard forward.  And one of the marvelous things she did is, in her very first year, she literally imposed her personality on the campus, someone who was intellectually dominant but calm and collected and a great communicator. And the campus calmed down and got focused on the task of moving Harvard forward.
GHARIB:   But a little over a year into her presidency, Faust was dealt an even bigger challenge when the global financial crisis hit with a vengeance.
FAUST:  I think, for me, as for many people, it was almost unreal. I remember September of 2008 and we would watch the stock market. We would hear these firms that we thought were immortal were disappearing. It was unclear what was going to happen one day to the next.
GHARIB:   Harvard`s investing prowess had long been the envy of the financial world. At its peak, the university`s endowment, totaled almost $37 billion, but when global markets plummeted, so did Harvard`s riches.
FAUST:  A lot of people at Harvard thought that Harvard was so financially strong that it would be immune and that was a problem, because we knew it wasn`t immune.
GHARIB:   $11 billion of the endowment were wiped out. Short on cash, Harvard went to the bond markets to raise money. The civil war historian learned quickly about interest rate swaps, leverage, and liquidity. Robert Rubin was one of her mentors. He is a former Goldman Sachs executive and U.S. Treasury secretary.  Today, he sits on Harvard`s governing board, known as the Harvard Corporation.
ROBERT RUBIN, FORMER TREASURY SECRETARY:  She picked up the financial dimensions of what she faced with remarkable speed.  And it wasn`t that she — only that she understood it intellectually, though she did, but she also internalized it. She knew what it meant. And she was able to make decisions and they were very tough decisions. She was able to make them expeditiously as they needed to be made. And then she was able to work with others. And this was the absolutely critical part, I think, work with others in the institution to actually get done what needed to get done.
GHARIB:   Other universities chose to hold off on making painful budget cuts, hoping the market would soon recover. But Faust decided that Harvard needed to dramatically cut its expenses and fast.  The crisis though worked in Faust`s favor, at least according to Michael Porter, Harvard business school professor and one of the world`s leading experts on corporate strategy.
MICHAEL PORTER, PROF., HARVARD BUSINESS SCHOOL:  First of all, she`d had a past — a predecessor who had been very divisive. And the institution was in turmoil. And the crisis was a way, “A” first of bringing the university together, around survival and then secondly, allowing her to make some tough decisions without actually getting branded with, you know, oh, that`s just another Larry Summers   It was very helpful to her. And in universities, it`s particularly hard to make change in any case. And so the crisis was unusually helpful to her and I think she took good advantage of it.
GHARIB:   She did so in a big way. Faust pushed through an unprecedented change in Harvard`s governing board. She decided that more members with key expertise would better meet Harvard`s needs in the 21st century.  So she doubled the number of trustees, something none of her 27 predecessors ever dared to try.
LEE:  If you think about the fact that the corporation was organized in 1650, the oldest corporation in America, when the university was about a hundred students in Cambridge. Today, it`s a $3.7 billion organization with literally tens of thousands of students. The idea that the same six-person corporation could manage and fulfill a fiduciary obligation to that larger institution makes no sense.
GHARIB:   Another big change, Larry Summers` billion dollar science Mecca had to stop. Faust decided Harvard could no longer afford it and halted construction.
FAUST:   It was a hard decision because the university had cited Allston as a symbol of the future, of progress and science.  And I ultimately decided that the symbolism of what Allston had become was very important, but the reality of the finances had to carry the day.
GHARIB:   Throughout the crisis, Faust met regularly with Michael Porter. She even attended a workshop he holds for new CEOs of multibillion dollar companies.
PORTER:  She was just fascinated by learning about the role of CEO and she did great. I think our — CEOs that were here from the private sector came away very impressed; I certainly was.
GHARIB:   Just as in corporate board rooms, women at the highest levels of power at Harvard are newcomers. You know, looking at these portraits, you see Harvard presidents, professors, deans — a lot of men, hardly any women on that wall.
FAUST:   Well, Harvard has been here for a very long time, starting in 1636. And it was not seen as suitable to have women educated in the same way as men, or certainly not playing leadership roles in the same way as men. But we had a dramatic departure from that prevailing wisdom with Elizabeth Cary Agassiz here, who was the founder and first president of Radcliffe College, because she believed that women were capable of being educated in just the same way as men. So she`s a kind of pioneer in Harvard history.
GHARIB:   Today, this scholar of the past is taking Harvard into the future keeping the university at the forefront of stem cell research, bioengineering and genomics. You`re focusing a lot on science and technology. Why is that so important?
FAUST:   Well, science and technology are obviously enormously significant to the 21st century, to making a difference in the world, to improving human lives, to building a better, more sustainable planet.
GHARIB:   Harvard has long been known for departments and schools working independently.  Faust has been pushing hard for greater collaboration. She believes Harvard`s future success depends on an idea she calls one university.
FAUST:  Harvard has such widely distributed strengths in its many strong areas of engagement and teaching and research. And if we think about those strengths working together and taking advantage of one another you get, through that synergy, an even greater ability to accomplish what we want to in teaching and in research.
GHARIB:   Students and faculty from across Harvard are now working together in an unprecedented way to solve global health problems, find cures for diseases and advance basic scientific knowledge.
FAUST:   I`m now in a position where I have an extraordinary array of opportunities across this university to try to have an impact on the world.
It`s just such a marvelous outcome for me to have been able to become the person who`s not just a nine-year-old who can write a letter, but someone who can have an impact through all these means across this extraordinary institution.
GHARIB:   Faust is now in her fifth year as president. How is she doing?
LEE:  I think she`s doing wonderfully. I think if you had said to her when she became the president, here`s what you have to do.  You have to calm the campus down.  You have to bring us through the biggest financial crisis the university has ever confronted. You then have to make us competitive and a global platform, I could see someone saying, thanks, but I`m not interested.  She not only was interested, she`s embraced it. She`s gotten us through the worst and to a point where we can move forward. Her goal now is to make sure that 50 years from now Harvard is as preeminent as it is today.
GHARIB:   When the Harvard history book is written, what do you want to be remembered for?
FAUST:  I want to be remembered for making Harvard understand that change is constant, endemic and necessary.
GHARIB:   Your mother was not alive when you were named president of Harvard. What do you think she would say about you becoming the first woman to run the most prestigious and powerful university in the world?
FAUST:  She would have been proud.  She would have been proud.  But she would have been especially proud because I would have been able to tell her it wasn`t a man`s world.  It`s everyone`s world.

Tuesday, 3 January 2012

South Asian children 'less active' than peers

South Asian children 'less active' than peers


Children who took part in research Pupils at Frederick Bird School understand the importance of staying active.
 
South Asian children are less physically active than other children according to findings of research being carried out for the British Heart Foundation.
Asian children are more likely to spend their evenings studying, playing computer games or watching TV than playing outdoors or doing sports.
Current recommended guidelines from the Department of Health suggest that young children should be vigorously active for at least an hour a day. Ideally they should be active for a number of hours each day.
A study monitoring the activity levels of 208 children in Coventry has found that British Asian children are as active as other children while at school and during weekends. However, in the evenings, they are less likely to be playing or running around.
Of the children taking part in the study, 96 were white European, 65 were British South Asian and 47 children were from other ethnic backgrounds.
The children were aged between seven and nine. They each kept diaries and wore a physical activity and heart rate monitor for eight days at a time to collect data on their levels of activity.

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Certainly some parents encourage their children to be very academic and might not encourage them to be physically active.”
End Quote Dr Krystyna Matyka Consultant paediatrician
Emma Air, a research associate at Warwick University, said the findings so far indicate that children from South Asian backgrounds tend to be less active.
"It tends to be after school where the activity patterns are different.
"We're finding no difference in their physical activity patterns at school, lunch or break. They seem to do similar amounts of activity at weekends. But it's weekdays after school when they are less active," she said.
'Role models'
Dr Krystyna Matyka, a consultant paediatrician and associate clinical professor at Warwick Medical School, is leading the research.
She explained that the study used the the children's diaries to assess what type of activities they participated in after school.
"There are cultural reasons for having other things to do in the evenings, like perhaps going to mosque.
"People have commented on a lack of effective role models for South Asian children doing lots of physical activity. Certainly some parents encourage their children to be very academic and might not encourage them to be physically active."
Aameela, is a Year 6 student at Frederick Bird Primary School who took part in the research. She said: "After school I eat my tea, do my homework and go to the mosque."
Kashif and Jabedul are both aged eight and are also pupils at Frederick Bird Primary School.
"I like to play on my computer," said Kashif. "But my mum and dad like me to tidy up, pray, then go outside."
"I do my homework, and play of course on my PS3. Sometimes I go out with my mates and play football," said Jabedul.
"My parents really care about me getting good GCSEs," he added.
Future risks
The research has now moved into the second phase where children are monitored during exercise. In particular the researchers are looking at heart rate variability. Primary results suggest that South Asian children react differently to exercise.
Dr Matyka said: "We are measuring how the heart responds in different situations. It should go faster at some points and slower at others.
"We have found that the response rates in South Asian children is lower than children from white European backgrounds, which suggests there is an increased metabolic risk. Whether that does mean in 20 or 30 years time they will develop a heart attack is very difficult to say."
It is well documented that South Asian adults are at higher risk of developing type 2 diabetes and heart disease than the general population because of genetic risk factors and lifestyle.
However, Ellen Mason, of the British Heart Foundation, is concerned that people think heart disease only affects older generations of Asians.
"We know that South Asian children are more likely to get heart disease than any other ethnic group in the UK. That's why we are desperate to reduce this inequality because we don't want to see another generation die young from heart disease."
"It might be to do with behaviour that carries on within families. It does very much affect people who are second or third generation Asian."
The charity plans to use the findings to encourage Asian parents to be better role models when their children are young.
Some Asian families are already adopting a more active lifestyle.
Faatima, aged eight, said: "My mum goes to the gym in the mornings. She used to play badminton as a kid, and she makes us play badminton in the park."
The study is expected to be completed in early 2012 , after more research to determine how the health and fitness levels of South Asian children can be improved.

BBC News- Academic performance at school linked to EXERCISE

Academic performance at school linked to exercise

Children exercising in a school gym The study linked physical activity levels with academic performance in school children
 
 
 
 How well children perform in the classroom could be linked to how physically active they are, suggests a Dutch review of previous studies.
Writing in Archives of Pediatrics & Adolescent Medicine, researchers said they found strong evidence of a link between exercise and academic performance.
The review looked at 14 studies involving more than 12,000 children.
Exercise may help by increasing blood and oxygen flow to the brain, it said.
But the authors of the study, from VU University Medical Center in Amsterdam, said more accurate and reliable measurement instruments were needed to examine the link in greater detail.
Dr Amika Singh and colleagues were prompted to look at the relationship between physical activity and academic performance because of concerns that pressure to improve children's school marks could mean they spend more time in the classroom and less time doing physical activity.
So the authors identified 10 observational and four interventional studies for review.
Twelve of the studies were conducted in the United States, one in Canada and one in South Africa.
Sample sizes ranged from 53 to about 12,000 participants between the ages of six and 18 years.

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Children who learn to participate in sport also learn to obey rules. This may mean they are more disciplined and able to concentrate...”
End Quote Dr Amika Singh
The period of follow-up varied between eight weeks and more than five years.
Two of the studies reviewed were rated as being of high quality, the study says.
Blood flow
Researchers said they found strong evidence of a "significant positive relationship" between physical activity and academic performance using those two studies as evidence.
The study said this could be because exercise helps cognition by increasing blood and oxygen flow to the brain.
Physical activity could also reduce stress and improve mood, making children more likely to behave in the classroom.
Dr Singh said: "Children who learn to participate in sport also learn to obey rules. This may mean they are more disciplined and able to concentrate better during lessons."
The researchers said more studies examining the exact relationship between physical activity and academic performance were needed.
"People always ask, 'How much exercise do I need to do to get an A?' We don't know that but we would like to find out," said Dr Singh.
"Children should be active for at least one hour a day, for health reasons. But we also need to look at other things, like what kind of activities they should do, when they should do them and for how long."
Reliable and valid measurement instruments were also required to assess the relationship accurately, the study added.
No study in their systematic review used an objective measure of physical activity. Many of the studies required children or their parents to note down how much exercise they were doing.