agregador de noticias

Nitrocharge Your Moodle STEM Teaching With This Plugin Family

Moodle News - 14 Febrero, 2017 - 14:14
WIRIS develops educational mathematics add-ins and plugins for the most popular Learning and Content Management Systems. Moodle, of course, and the several LMS competitors, CMS like WordPress and...

PROJECTE "PARELLES INFORMÀTIQUES"

Educació Demà - 14 Febrero, 2017 - 11:36
“Parelles Informàtiques” crea a partir de tres eixos principals. Per una banda, l’ús de les tecnologies i la tecnología mòbil com a recurs educatiu dins i fora l’aula. Per l’altra, l’apropament a la programació amb Scratch. Per últim, potenciar l’accés a les TIC per part dels alumnes més petits de l’escola. El resultat és un projecte d’aprenentatge – servei que barreja l’aprenentatge cooperatiu amb el de les noves tecnologies i el d’altres àrees de coneixement i permet globalitzar-ne l’ús Localització Espanya 39° 46' 49.7532" N, 75° 3' 24.2424" W See map: Google Maps

eLearning partnership opens doors to 10 million students

OLDaily - 14 Febrero, 2017 - 06:03


Ochieng’ O Benny, University World News, Feb 14, 2017

An agreement between the Association of African Universities and eLearnAfrica "will enable 10 million students to access higher education through online services provided to AAU member universities," according to this report. As eLearnAfrica CEO Brook Negussie says, "Africa cannot afford to keep building multi-million dollar physical universities. The continent would have to open a few every week for years just to meet existing demand."

[Link] [Comment]
Categorías: General

I look like a self-made millionaire. But I owe my success to privilege.

OLDaily - 14 Febrero, 2017 - 06:03


Jason Ford, Vox, Feb 14, 2017

When we talk about education and human development we often overlook the fact that success is driven by a lot of factors that have nothing to do with learning. This article makes the point as clearly as any I've seen. Being well-nourished as a child, being safe, getting a good education, being debt-free, getting good introductions, eliminating the risk of failure, getting capital from the family, and having the right physical appearance - if you have all of these, you might be successful. Miss any of them (have a learning deficiency, lack confidence, be uneducated, be in debt, be unconnected, have no safety net, have no capital, be female or black or whatever) and your chances of success drop dramatically. 

[Link] [Comment]
Categorías: General

Show me the evidence…

OLDaily - 14 Febrero, 2017 - 06:03


James Clay, e-Learning Stuff, Feb 14, 2017

At a certain point, writes James Clay, "the problem is not the lack of evidence, but one of resistance to change, fear, culture, rhetoric and motivation." At what point, he asks, is there enough evidence? With some existing academics, "Despite years of “ evidence” published in a range of journals, can studies from Jisc and others, you will find that what ever evidence you “ provide” it won’ t be good enough, to justify that academic to start embedding that technology into their practice." We need sometimes to understand what is motivating the question, rather than simply reaching for the answer.

[Link] [Comment]
Categorías: General

Editorial: Why Apple ignores so much pundit innovation advice

OLDaily - 14 Febrero, 2017 - 06:03


Daniel Eran Dilger, Apple Insider, Feb 14, 2017

This is a good article even if the writing gets excessively syrupy and sycophantic at times. The author identifies three major themes of "toxic innovation advice" and talks about how Apple has avoided them. Now I won't even touch an Apple device any more, but the three themes are nonetheless resonant. The first involves acquisitions: why doesn't Apple buy Dropbox, Uber, etc.? But buying the already successful isn't a good investment strategy. The second is advice to innovate incrementally, eg., to build better Windows-based systems, rather than abandoning windows entirely. But doing what was already successful isn't a good development strategy. Finally, there's the advice that Apple should target existing commodity markets. But building technology that was already successful isn't a good device strategy. You get the idea. The point here is that Apple isn't alone in getting this sort of advice. I get it all the time (and it often drives policy). The key to success is being able to resist it.

[Link] [Comment]
Categorías: General

NYU Creates Pathway to Tandon for Non Computer Science Students

Campus Technology - 14 Febrero, 2017 - 00:00
New York University’s Tandon School of Engineering has launched a new online program that gives students lacking a background in CS the opportunity to switch fields and pursue a master’s in computer science.

Tracking innovations in online learning in Canada

Tony Bates - 13 Febrero, 2017 - 23:37

Rue St Jean, Québec City. Temperatures ranged from -17 C to -23 C -without wind chill added

I’ve not been blogging much recently because, frankly, I’ve been too busy, and not on the golf course or ski slopes, either. (Yeah, so what happened to my retirement? Failed again).

Assessing the state of online learning in Canada

I am working on two projects at the moment:

These two projects in fact complement one another nicely, with the first aiming to provide a broad and accurate picture of the extent of online learning in Canada, and the other focusing on the more qualitative aspects of innovation in online learning, and all in time for not only for the 150th anniversary of Confederation in Canada (which was really the creation of a new, independent state in North America) but also ICDE’s World Congress on Online Learning in Toronto in October, whose theme is, guess what, Teaching in a Digital Age (now there’s a co-incidence).

Of course, I’m not doing this on my own. In both projects I am working with a great group of people.

Methodology

My mandate for Contact North is to identify 8-12 cases of innovation in online learning from all of Canada other than Ontario. I started of course in British Columbia, early in January, and last week I visited six post-secondary institutions in four cities in Québec.

To find the cases, I have gone to faculty development workshops where instructors showcase their innovations, or I have contacted instructional designers I know in different institutions to recommend cases. The institutions are chosen to reflect provinces, and universities and colleges within each province.

Each visit involves an interview with the instructor responsible for the innovation, and where possible a demonstration or examples of the innovation. (One great thing about online learning is that it leaves a clear footprint that can be captured).

I then write up a short report, using a set of headings provided by Contact North, and then return that to the instructor to ensure that it is accurate. I then submit the case report to Contact North.

I am not sure whether Contact North will publish all the cases I report on its web site, as I will certainly cover much more than 8-12 cases in the course of this project. However, it is hoped that at least some of the instructors featured will showcase their innovations at the World Congress of Online Learning.

Progress to date

I have conducted interviews (but not finished the reports yet) for the following:

British Columbia
  • the use of an online dialectical map to develop argumentation skills in undergraduate science students (Simon Fraser University – SFU)
  • peer evaluation as a learning and assessment strategy for building teamwork skills in business school programs (SFU)
  • the development of a mobile app for teaching the analysis of soil samples (University of British Columbia)
  • PRAXIS: software to enable real-time, team-based decision-making skills through simulations of real-world emergency situations (Justice Institute of British Columbia)
Québec
  • comodal synchronous teaching, enabling students to choose between attending a live lecture or participating at the same time from home/at a distance (Laval University)
  • synchronous online teaching of the use of learning technologies in a teacher education program (Université du Québec à Trois-Rivières – UQTR)
  • achieving high completion rates in a MOOC on the importance of children’s play (UQTR)
  • a blended course on effective face-to-face teaching for in-service teachers (TÉLUQ)
  • use of iBook Author software for content management for cardiology students and faculty in a teaching hospital (Centre Hospitalier Universitaire de Sherbrooke – Sherbrooke University Hospital: CHUS)
  • a decision-making tool to develop active and coherent learning scenarios that leverage the use of learning technologies (Université de Montréal).
  • Mathema-TIC: francophone open educational resources for teaching mathematics in universities and colleges (Université de Montréal).

These visits would not have been possible without the assistance of France Lafleur, an online instructor from UQTR who not only arranged many of the meetings but also did all the driving. Anyone from outside Québec who has tried to drive across the province in winter, and especially tried to navigate and drive to several parts of Montréal the same day, will understand why this help was invaluable.

Response and reaction

Faculty and instructors often receive a lot of criticism for being resistant to change in their teaching. This project however starts from an opposite position. What are faculty and instructors actually doing in terms of innovation in their teaching? What can we learn from this regarding change and the development of new teaching approaches? What works and what doesn’t?

It is dangerous at this stage to start drawing conclusions. This is not a representative selection of even innovative projects, and the project – in terms of my participation – has just started. The definition of innovation is also imprecise. It’s like trying to describe an elephant to someone who’s never seen one: you might find it difficult to imagine, but you’ll know it when you see it.

However, even with such a small sample, some things are obvious:

  • innovation in online teaching is alive and well in Canadian post-secondary education: there is a lot going on. It was not difficult to identify these 11 cases; I could have easily found many more if I had the time;
  • the one common feature across all the instructors I have interviewed is their enthusiasm and passion for their projects. They are all genuinely excited by what they were doing. Their teaching has been galvanised by their involvement in the innovation; 
  • in some of the cases, there are measured improvements in student learning outcomes, or, more importantly, new ’21st century skills’ such as teamwork, evidence-based argumentation, and knowledge management are being developed as a result of the innovation;
  • although again these are early days for me, there seems to be a widening gap between what is actually happening on the ground and what we read or hear about in the literature and at conferences on innovation in online learning. The innovation I am seeing is often built around simple but effective changes, such as a web-based map, or a slight change of teaching approach, such as opening up a lecture class to students who don’t want to – or can’t – come in to the campus on a particular day. However, these innovations are radically changing the dynamics of classroom teaching;
  • blended learning is breaking out all over the place. Most of these cases involve a mix of classroom and online learning, but there is no standard model – such as flipped classrooms – emerging. They all vary quite considerably from each other; 
  • the innovations are still somewhat isolated although a couple have gone beyond the original instructor and have been adopted by colleagues; however there is usually no institutional strategy or process for evaluating innovations and making sure that they are taken up across a wider range of teaching, although instructional designers working together provide one means for doing this. Evaluation of the innovation though is usually just left to the innovator, with all the risks that this entails in terms of objectivity.
Next steps

I still have at least one more case from another institution in British Columbia to follow up, and I now have a backlog of reports to do. I hope to have these all finished by the end of this month.

I have two more trips to organise. The first will be to the prairie provinces:

  • Alberta, Saskatchewan and Manitoba, which I hope to do in mid-March.

The next will be to the Maritimes,

  • Nova Scotia, New Brunswick, PEI, and Newfoundland, which I will do probably in April or May.

No further cases or institutions have been identified at this moment, and I am definitely open to suggestions in these provinces if you have any. The criterion for choice is as follows:

  • The focus is first and foremost on practice, on actual teaching and learning applications – not policy, funding, planning issues, descriptions of broad services, or broader concerns.
  • The interest is in applications of pedagogy using technology for classroom, blended, and online learning with the emphasis on student learning, engagement, assessment, access, etc. The pedagogy is as important as the technology in terms of innovation.
  • The emphasis is on innovative practices that can be replicated or used by other instructors.
  • We are particularly looking for cases where some form of evaluation of the innovation has been conducted or where there is clear evidence of success.

If you can recommend a case that you think fits well these parameters, please drop me a line at tony.bates@ubc.ca.

In the meantime, look out for the case studies being posted to Contact North’s Pocket of Innovation web site over the next few months. There are also more cases from Ontario being done at the same time.

IBM Adds Voice Help to Cybercrime-Fighting Watson-Powered Weaponry

Campus Technology - 13 Febrero, 2017 - 22:30
The new Watson security technology is being integrated into IBM's new cognitive security operations center (SOC) platform, which combines the cognitive abilities of Watson with on-the-ground security operations to help cyber security teams detect and fight threats across endpoints, networks, users and the cloud.

U of Florida Advises Students to be Weary of Employment Scams

Campus Technology - 13 Febrero, 2017 - 21:30
Following a warning issued by the FBI’s Crime Complaint Center, the University of Florida has released resources for students to educate and protect themselves against malicious internet activity.

Esta Presentación Te Da Rayos X Para Ver La Base De Datos De Moodle

Moodle News - 13 Febrero, 2017 - 21:11
Conocer el modelo relacional que caracteriza la arquitectura de información de Moodle es un aspecto elemental en la práctica de un desarrollador Moodle. Paras el resto de los demás, profundizar un...

University Hackers Attacked 5,000 IoT Devices on Campus

Campus Technology - 13 Febrero, 2017 - 19:30
An unnamed university’s network was hacked through its own malware-laced vending machines, smart light bulbs and more than 5,000 other IoT devices.

What We All Agree On

OLDaily - 13 Febrero, 2017 - 17:52


Unattributed, University Ventures, Feb 13, 2017

This post from University Ventures Exchange, people who "invests in entrepreneurs and institutions that are reimagining the future of higher education", seeks to find common ground where "the many challenges and opportunities facing higher education lend themselves to bipartisan consensus." From my reading these points are not "agreed on" at all, and of course the world consists or much more than the "bipartisan consensus" the VCs refer to. The fact is, they are seeing higher education institutions as they are - big engines of revenue that could be profitable investment centres - rather than what they could be for students and the public as a whole.

[Link] [Comment]
Categorías: General

La jornada continua es un caramelo para un profesorado descontento

Cuaderno de campo - 13 Febrero, 2017 - 15:46

Entrevista en El Mundo, 12/2/171.- ¿Cuál es su punto de vista sobre la jornada continua?Es un privilegio laboral que muchos profesores quieren vender como una mejora pedagógica, una vía de las familias de clase media profesional para aliviar el aburrimiento escolar de sus hijos y un factor de riesgo añadido para los alumnos y familias más vulnerables.2.- ¿Considera que se está gestionando de una forma adecuada por parte del Gobierno?No. Los gobiernos solo huyen del problema. Los de izquierda porque son rehenes del profesorado, que consideran su base electoral; en el caso valenciano, con un consejero originario del STEPV, no cabía esperar sino complacencia con esa vieja reivindicación corporativa sindical. Los de la derecha no tenían esa motivación, pero han visto en la JC un caramelo para un profesorado muy descontento y una cuña entre este y las familias.3.- ¿Qué ventajas y desventajas puede ocasionar al alumno? ¿Y al seno familiar?Si el alumno va a una escuela buena, con una educación desafiante, no hay ventaja ninguna. Si la escuela le hace perder tiempo y lo aburre, cuanto antes pueda salir para dedicarse a otra cosa, mejor. Si ya tiene dificultades para seguir el ritmo, mantener la atención, etc., solo se agravarán. En cuanto a las familias, dependen del tiempo y el dinero de que dispongan, dos cosas que están mal distribuidas. Para las familias de los docentes, en todo caso, bien.4.- Los profesores de hoy en día, ¿están preparados para hacerse cargo de una jornada así? ¿Cuál es su consideración sobre las quejas del personal de atención especial? (Afirman que la jornada continua no regula sus horas laborales ni se les tiene en cuenta)¿Quién no está preparado para irse a casa a las tres y, si te dejan, a las dos? Para ese viaje no hacen falta alforjas. Lo que no creo es que estén preparados para mantener una atención tan continuada del alumnado, pero eso se arregla con unos descansitos informales, aunque se pierda tiempo de clase. Los grupos profesionales auxiliares o de apoyo cuentan poco, porque son muy reducidos.5.- La continuidad en una jornada escolar, ¿puede ocasionar más irritabilidad en los niños? ¿Está de acuerdo con los pediatras que alertan de que retrasar el horario de comida puede ser perjudicial para los niños?La continuidad produce saturación. Madrugar más generará algún déficit adicional de sueño en los mayores (como ya sucede en la ESO, aunque a nadie le importe ese secreto disparate a voces). Y comer más tarde contraviene todo lo que sabemos sobre nutrición.6.- ¿A qué países debe ‘imitar’ España en cuanto a modelos de educación?No hay un país al que imitar en especial, pero si un amplísimo elenco de experiencias. Medio mundo desarrollado se pregunta hoy cómo ampliar el tiempo escolar (vía horario o calendario), aunque sin tenerlo muy claro y habitualmente con la resistencia sindical, y el otro medio mira o espera. En el mundo menos desarrollado se pugna por doquier por ampliar el tiempo y, con él, el salario docente (como aquí en los sesenta). Solo España se dedica a comprimirlo y reducirlo7.- Para educación Infantil (aulas de niños de dos años) se plantea un horario de jornada partida, mientras que Primaria se fijaría la jornada continua. ¿Qué opina de que un centro comparta dos horarios?Un centro pude tener no dos, sino una docena de horarios dentro de un lapso razonable. Lo más chirriante de la polémica actual es que consiste en saber qué horario único vamos a imponer a todos. Es irónico que la institución y la profesión se llenen la boca constantemente hablando de la “diversidad”, tan difícil de percibir y de abordar en muchos aspectos, mientras ignoran lo que sería más fácil: ofrecer distintos horarios para distintas edades, distintas capacidades, distintas condiciones de vida o, simplemente, distintas preferencias.8.- ¿Conoce la situación de la Comunidad Valenciana? ¿Cuál es su opinión?Ciñéndome al tema vertebral de la entrevista, se me antoja algo irresponsable que, con los niveles de fracaso y abandono existentes –que no pueden atribuirse a un bajo nivel económico–, la gran innovación vaya a ser la concentración del horario formal y consecuente reducción del horario real.9.- ¿Cree que las actividades extraescolares gratuitas pueden ser un aliciente?Las AAEE deberían servir precisamente para diversificar el horario a lo largo del día, es decir, para descansar de un tipo de actividad con otra. Puestas todas tras la comida perderán público, en consecuencia calidad y, en última instancia, desaparecerán o se reducirán a maneras de matar el tiempo.10.- ¿Las instituciones deben hacerse cargo de este pago? Por ejemplo, en Castellón, el ayuntamiento lo plantea, al ser muchos colegios los que desean jornada continuaYo creo que las instituciones deben hacerse cargo de todo lo que ordinariamente acompaña a la escolarización reglada no universitaria, por tanto también las AAEE, pero la JC, al empujar a una parte del alumnado a casa (y veremos qué pasa con los comedores pequeños), erosiona las economías de escala, lo hace todo más caro e introduce desigualdad.11.- ¿Qué le parece el requisito de que para someter a voto la jornada continua deban votar sólo el 55% del total de los padres censados?Cualquier sistema de votación es malo, pues impone la preferencia de unos a otros. Si el 100% votase, el 51% podría imponerse al 49%. Si la participación es menor, una minoría mejor organizada puede imponerse a una mayoría desorganizada. Los centros y las zonas deberían simplemente preguntar a las familias qué quieren, acumular las preferencias y formar los grupos en función de estas. Excepto en zonas rurales muy dispersas, las ratios que hoy tenemos permitirían dar satisfacción a todos.12.- ¿Puede darse un escenario de competencia entre centros al desear algunos colegios jornada continua y otros no?Si distintos centros en una zona, o distintos grupos en un centro, llegan a tener distintos horarios será una suerte, pues permitirá atender a alumnos y familias con distintas situaciones o preferencias sin enfrentarlos ni perjudicar a nadie. Veo más preocupante la “competencia” entre algunos docentes por ir a los centros con JC, incluso el clamor por el “agravio” comparativo de algunos que no la tengan, pero prefiero pensar que nadie caería intelectual ni éticamente tan bajo.14.- La FAMPA ha denunciado que algunos proyectos de colegios presentados son un ‘corta y pega’ de otros aprobados. ¿Qué opina al respecto?Algunos no, la inmensa mayoría. He visto muchos y sé cómo se hacen y cómo llegan a los centros. Tampoco importa mucho porque, salvo notables excepciones, no se van a cumplir: en un año serán papel mojado.15.- ¿Existe algún modelo provincial que considere ideal? ¿Por qué cree que los colegios concertados no piden esta jornada?No hay modelos provinciales. Lo que debería hacer pensar a todos es que se esté extendiendo un modelo que viene de sur a norte, del campo a la ciudad, de las CCAA de peores resultados escolares a las de mejores, de la escuela pública a la privada, etc. En la España democrática el Estado tiene la misma dimensión y fuerza en todas partes, pero economía y la sociedad civil no. La JC no es una revuelta de los pobres, sino una exhibición de poder de los funcionarios.En cuanto a la escuela privada, para ella esta situación es el mejor de los mundos posibles. Una parte de las familias de la pública acudirá a ellos huyendo de la JC, y ellos no se aventurarán con esta si no hay una demanda prácticamente unánime de su público, lo que hoy no es el caso. De hecho, si no se ha producido una fuga mayor hacia concertada y privada es porque los mismos gobiernos que conceden la JC, habitualmente de izquierda, apuestan por la pública reforzando su financiación y limitando la autorización de conciertos.16.- ¿A quién beneficia más la jornada continua, a padres o profesores?A los profesores, sin ningún género de dudas. El efecto sobre los padres es errático y casuístico: dependerá de dónde viven, dónde y con qué horario trabajan, el número y la(s) edad(es) de los hijos, los medios de transporte y la oferta cultural locales. Sabemos mejor lo que será para los alumnos: tiempo que dedicar a actividades y aprendizajes que la escuela no ofrece para los que ya viven con ventaja y tardes ante la televisión y la videoconsola o en la calle para los que están en desventaja; un alivio para los primeros y más presión escolar para los segundos.17.- ¿Qué papel pueden tener las nuevas tecnologías en la optimización del tiempo escolar?La tecnología permite una mayor personalización del aprendizaje y multiplica los recursos y contextos posibles para este: audiovisuales que se añaden al texto, recursos interactivos que sustituyen a la mera transmisión, colaboración no condicionada por tiempo y lugar, etc. En la escuela, por ejemplo, rompe la dependencia del libro de texto, el aula, la lección expositiva, la hora de clase, combinando trabajo individual, en equipo o en gran grupo, dentro y fuera, etc. Permitiría, por ejemplo, flexibilizar los horarios de entrada y salida de los alumnos sin ningún problema, como ya hacen algunos centros en el mundo. 
Categorías: General

Dynamic EdTech Job Titles For Pioneering Digital Pedagogy

Moodle News - 13 Febrero, 2017 - 14:11
To weather the complex fluctuations in the whirlwind of technology and the global economy, larger organizations are usually best served with senior roles devoted to stay on top of change. Think...

Students Across the Globe Learn About Augmented Reality — From Each Other

Campus Technology - 13 Febrero, 2017 - 11:30
Students at two geographically distant universities create and examine augmented reality artifacts in a project-based learning collaboration.

Start Your High-Speed, Maglev Moodle Engines! MoodleMoot Japan Is Around The Corner

Moodle News - 13 Febrero, 2017 - 07:40
Like the “Chuo Shinkasen” Magnetic Levitation train that will connect Tokyo and Nagoya in under an hour, preparations for February 17th-19 2017 MoodleMoot Japan are...

Learning spaces of the third kind

Learning with 'e's - 12 Febrero, 2017 - 23:29
The first kind of space was highly organised. In these 'class' rooms, our students gathered, seated in rows, facing toward a single part of the space - the front. At the front of the classroom were all of the important things, such as the teacher, and of course, the teacher's tools. Many of these, the blackboard, the projector and the screen, and eventually other new technologies such as television and video, were placed at the front of the room because this was where all the action was. The students looked on as spectators, and occasionally as active participants in their education. Students learnt by listening. The sage on the stage was the centre of attention, and pivotal to the process.

Next came the second kind of space - rooms where people could face in more than one direction. The action in these rooms had moved away from 'the front', because although the teacher still influenced the students' education, there was now more emphasis on participation, interaction, ... and yes, collaboration. Now students were seated around tables, facing each other. They had technology on the tables. They were able to create their own projects, learning together with the teacher acting as a facilitator. Students learnt by doing and making. The guide on the side was still within the room, but now every part of the room assumed equal significance.

The third kind of space is still emerging. It is appearing in more and more institutions every week. It is an active, immersive space where just about anything might happen. This third kind of space is no longer confined to a room. Students carry technology in their pockets, information floats through the air, and the they use their own devices to seek and capture it. There is a sense that learning can occur without the teacher being present in this same space, although the teacher may be there anyway, as a co-learner as much as a facilitator. Education is co-constructed, and the tools and technologies provide the scaffolding to support the learning. Students learn by creating, connecting, discovering and sharing.

In my institution, we will soon be embarking on a new project. I'm calling it eXSpace. One of our computing suites will be taken away, the benches removed and the desktop computers and cabling reassigned elsewhere. We want to move away from giving students the message 'this is where computing is done.' The result will be a new experimental learning space. It will be a place where anything can and might happen. All of the space will be flexible, and the walls will play a role in that flexibility. We are planning makerspaces, technology sandpits, soft play areas, gaming and robot testing zones, experimental lighting and sound systems. There will also be interactive touch surfaces on the walls, and as new technologies and tools become available, we will test them out in this space before we deploy them anywhere else. eXSPace will be a place we can try out new ideas, new pedagogies, new tools. I aim to write more about our progress with eXSpace as the project develops. (Watch this space).

Photo by Steve Wheeler


Learning spaces of the third kind by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.Posted by Steve Wheeler from Learning with e's

Revenge of the Lunch Lady

OLDaily - 12 Febrero, 2017 - 05:08


Jane Black, Huffington Post, Feb 11, 2017

This is a really interesting report looking into issues related to school lunches in the United States by focusing on schools in Huntington, West Virginia, which had been labeled "the most unhealthy in the country" and had suffered the attentions of British celebrity chef Jamie Oliver. While the authors no doubt expected a disaster what they found was a local food services manager who was reforming the system from within. In the course of the article we read of the conflicts of interest that result in pizza being called a vegetable and the food industry dumping surplus cheese and butter on the system. And we read about the challenges posed by the idea that schools might refuse a poor child anything to eat because their parents didn't pay.

[Link] [Comment]
Categorías: General

Páginas