Showing posts with label education. Show all posts
Showing posts with label education. Show all posts

Friday, June 19, 2009

Food Inc. teaches future generations to question how they eat and demand real, quality food


Food Inc. teaches future generations to question how they eat and demand real food

Have you ever wondered where your food comes from?

With a tone quite similar to Upton Sinclair's The Jungle, Food Inc., a documentary directed by Robert Kenner and narrated by Eric Scholsser (who wrote Fast Food Nation) and Michael Pollan (who wrote The Omnivore's Dilemma), seeks to challenge the way we currently eat based on where your food comes from and how your food is produced. The movie is currently playing in released theaters, but as the weeks go by, more theaters will play this movie.

As my philosophy teacher said: Real news is what people do not want you to know. The agriculture industry and meat industry do not want you to know the details made in this movie. However, food is a health, national security, and energy issue that deserves recognition from the current Obama administration, as outlined by Michael Pollan in an article he wrote in the NY Times. (I advise you that you should definitely read this article a couple of times to set up the context of the article).

I think the San Francisco Chronicle does it best by showing these facts which "galavinzed the filmmakers":

-- In 1972, the Food and Drug Administration conducted 50,000 food safety inspections; in 2006, the FDA conducted 9,164.

-- During the George W. Bush administration, the head of the FDA was the former executive vice president of the National Food Processors Association, and the chief of staff at the U.S. Department of Agriculture was the former chief lobbyist for the beef industry in Washington.

-- Cattle are given feed that their bodies are not designed to digest, resulting in new strains of the E. coli virus that sicken tens of thousands of Americans annually.

-- One in 3 Americans born after 2000 will contract early-onset diabetes; among minorities, the rate will be 1 in 2.

Given these facts, one would have to wonder: what's up with our food?

The movie's theme is: we cannot be eating the food the way we are today.

The movie explains that our food industry (aka agri-businesses) is completely owned by a few gigantic corporations which promote efficiency and profits in a growing global food economy over the health of people. I'll give a few examples the movie shows without revealing too much.

Take corn and meat. American farms like in Iowa do not have a lot of crop diversity; Corn is heavily grown in US farms as a form of mono-culuture, or one-crop field. In terms of meat, Cattle is not grown like in the movies where cattle graze in wide grassy fields and can be made meat.

Instead, agri-businesses want to maximize profit by fattening up lots of animals with fields of corn in cramped feed lots
with no room to exercise (fattening increases!). It would be a lot easier to grow cheap meat than to just leave the animal in the fields grazing and growing meat slowly, but there are health risks.

First, cattle are not used to eating corn; they eat grass, and the corn will not end up digested well. Second, given the cramped space, the cattle can unknowingly eat feces that other cattle deficate out; so in other words, you risk exposing yourself to dangerous bacteria such as eColi, and the corn helps propogate that. Chicken and pigs face similar processes as well.

(a side note not 100% directly mentioned in the movie: meat companies can put antibiotics on the cattle to survive the feedlots, which means that your body can be exposed to different hormones that may not be healthy for our bodies when you eat different meats)

When feedlots of corn are gone, the bacteria may still exist in the land, but if a farmer decides to plant on the farm, other plants (i.e. spinach and tomatoes) can be exposed to harmful pathogens.

With greater growth in cheap corn (i.e. with the advent of fertilizers and pesticides), fast food companies buy this meat that was once cattle fed by corn under unhealthy conditions. The federal government gives especially subsidizes corn farms, but we are basically subsidizing fast food. The movie gives a good point: it is cheaper to buy fast food (i.e. a dollar menu at McDonalds) than to purchase fruits and vegetables at a grocery store. Government subsidies help keep corn costs down for fast food, but not for these basic healthy foods. No wonder many working-class people and minorities can easily get fast food and face health-risks more than upper-class Americans. Yet, all giant food companies care about is profit.

Since we can grow corn extremely cheaply, we now have the advent of high frutose corn syrup, which is prevalent among sodas (i.e. go to Mickey D's and get a soda) and a lot of other sweets. Not healthy for us.

Energy is a part of this problem as well. Given we need fertilizer (relying on natural gas) to give nutrients to mono-cultured corn, and pesticides (from fossil fuels) to make sure bugs who love the fertilizer don't take over the corn, our current way of eating is not sustainable. Since we have giant food corporations, you are aware that most of your food from the grocery store is not local, and truckers rely on a dwindling supply of gasoline to transport that food, from lets say, out of state or out of the country.

Government policies help keep this process alive; these giant food companies lobby extensively to make sure they can continue doing what they want. Even our government officials (i.e. former FDA chief during Bush Adminstration, or Department of Agriculture chief of staff) were once part of the food industry. Why isn't the FDA doing anything to stop this? This movie addresses these problems.

I should stop from here and let you watch the movie for yourself. The way we eat is not sustainable for our world, and poses health risks (i.e. diabetes), especially for those who cannot afford healthy food (or do not have time to cook due to busy work schedules) and have to rely on fast food for their meals. For those who can afford healthy food, it's difficult to find the meat that would actually be likely not contaminated, since a few global food companies control most of the meat, according to the above described industrial processes. It definitely is a daunting task to challenge government policy when government officals seem to be defending the food industry (and subsides for corn which feed these animals improperly) more than the health of the people.

I recommend this movie to everybody, regardless of degree / field, because this movie teaches future generations to question the origin of how our food is made so that we can demand real, healthy food.

I'm speaking to a mostly college-aged group, but all fields (engineering, i.e. industrial engineering, bioengineering, chemical engineering), public policy related fields, health fields, business fields, environmental groups, etc. have to do something about this problem, because this is our generation, and we have to think about what we can do to solve the problem. As consumers, we can choose what foods to eat (i.e. local/non-local, organic, etc.) to help mitigate the issue, but with these diverse fields and education, we have to go beyond the "powerless consumer level".

Some more info:

Trailer:




Michael Pollan: The Food Issue - Chef In Chief


Saturday, April 25, 2009

Arroyo needs a real world curriculum, not a robotic curriculum


I'm going to try to keep this short (no guarantee, hah!), since I do write a lot of long things (although I've been told that there are more people outside my school who actually read my blog, which is quite interesting, from somebody from Los Angeles to another person up at UC Berkeley who reads this blog "a couple times"). This will be somewhat related to my school, Arroyo High School, but it has much to do with public education. You have the right to disagree with my statements; I was very hesitant about writing this and could not sleep because of this issue, so I have to put this down.

To students, staff, faculty, and administration of Arroyo High School and the San Lorenzo Unified School District:

I began to cringe after listening to the more technical details to last Friday's (4/24/2009) academic rally that took place in our gym. A few include: if students do not score proficient in English in the CST tests, they will be forced to take an extra block of English, and for the lower-performing students, all four blocks of English. Students will be forced to take yearlong of Algebra I next year at Arroyo. Students will be given prizes (i.e. a iPod nano, a waiver on an English assignment for the next school year) for performing well on the test. 

Maybe, I don't have the exact details of these proposals stated clearly/accurately, but you get the idea.  Sure, it's great to give a prize after doing so well in a test, but I question if giving a prize would be morally correct and right. And also, I question whether the consequences the lower-performing students face will actually help them. All these methods, as you all know, are designed to make sure we do well on the CST tests (we must be all proficicent in math and English by 2012, by the way), or we face losing funding and a takeover by the State of California.

My biggest question is: what has happened to the value of an education, to the point that we resort this far to get students to learn?

An Arroyo education must be geared toward the real-world, but I believe the methods Principal Larry Smith outlined doesn't encourage that for those who need it most: the lower-performing students.

In this case of giving four blocks of English toward a very, very low-performing student, I ask: What are you going to teach in those blocks? Sure, grammar, interpreting the text of a book correctly, or learning how to write an interpretive essay are important skills in the real world in order for our generation to be able to communicate orally or write articulately (I have to do this all the time with my Asian Architecture videos, and eventually, through engineering projects summing up our findings and solutions to problems), but what about other skills? What about the ability to be politicially active, to be able to summarize a lengthy news article or a long Newsweek magazine article (or extricate little details from the article? See this dense article as an example and tell me if you can grab the little details out of this baby: <http://www.newsweek.com/id/192583>), or to take a stand on a political issue and explain clearly why you stand for it (i.e. why did you vote for Obama?)? I call this applied English. Why? One of the biggest reasons why Obama won the election was through the Internet, and people were blogging heavily and discussing what Obama would do, especially young people (that's us!).  Not all of us will be English teachers, English professors, or people within the social science fields, but all of us need to be prepared to handle these situations, especially in a time of increasing technology. If you can influence public policy very articulately, you are able to elect politicians that may be able to help you meet your needs. 

I'll admit there are other real-world skills that I have not mentioned, because my spectrum on real-world decision making is based on how citizens of America can make an impact on public policy in government. But, let's move on to the math, which is much more appliable.

As for making Algebra I year-long, I question whether the classes will just only be about numbers, like how to do the quadratic equation, or whether you will emphasize over things such as how to do compound interest. The SF Chronicle notes <http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2008/08/25/MNJU126FNT.DTL> that California's Algebra I ciriculum is just like that - very numerical and rule-like, but not real-world appliable. Did you know the iPod uses algebra to play music to shuffle your songs? Did you know your cell phone uses algebra to take in signals from other phones? That stop-light in the interesection uses algebra to change colors from green to red! Sure, it's complicated to explain how (it makes sense to me superficially, not technically), but you get the idea. If you want to give students a reason to do well in mathematics, what we learn in class needs to reflect applied math.

Now that I established the conclusion that the value of an education at Arroyo must be appliable to the real world (and gave a bit of solutions, suggestions. I'm not an education expert myself), I would like to introduce students to the San Lorenzo Unified School District's Director of Secondary Education, Melanie Spears. (http://www.sanlorenzousd.k12.ca.us/en/secondary.htm). She is in charge of "design, development, coordination and evaluation of curriculum and instruction in secondary grades". In other words, she helps organize and implement what you learn in high school.

Melanie Spears was an important figure of the block schedule crusade (http://www.youtube.com/view_play_list?p=C5EEC07253D9EE3B) as many believed she wanted to really change the block schedule to the period schedule.

However, that's not my focus; my focus is what Melanie Spears should do to implement an appliable, real-world curriculum for the low-performing students in the CST tests. In the first video of the YouTube playlist, you see school district superintendent Dr. Byas stating that Melanie Spears was "gathering information". Spears had a lot of time "gathering information" (i.e. MONTHS!!!!) from teachers about possibly changing the schedule to improve test scores. However, wouldn't that time be better spent on gathering information on what kids want to really learn (i.e. interview students on what real-world skills they want to gain out of English/Math?)? Ms. Spears definitely had the time to do that if she was able to spend months on researching a possible schedule change. Because of her educational expertise, I do believe she can implement a real-world curriculum (she did go to Cal, after all, a school which demands a real-world impact to society from all its students). 

Ms. Spears and the rest of the school district: please consider that you aren't going to make an impact to our education system if all you are worried about is trying to be proficient in math and English. We aren't robots; we are human beings that need to contribute to this society, regardless of the extent of our impact in society. Therefore, instead of being surrounded by teachers, you need to make plans and a schedule to go out and ask what students really want to learn, even if it takes months. Be the transcendentialist person and go beyond test scores. Hey, DECA and the Health and Medicine Academy are great examples of campus organizations where students are definitely learning real-world skills, so why not do the same with low-performing students.

Therefore, my message for students is: evaluate what you really want to learn at Arroyo, and how that applies to the real world.  Teachers who don't have that packed into their curriculum need to do the same to the curriculum. Let the adults know what you need for the real-world, and don't let tests limit you (I felt like a seven-year old listening to "test-taking tips" during the academic rally).

I shall briefly mention that I do believe that I was able to gain a lot of real world skills at Arroyo, but if you want to know personally how, please email me and I can give you my response.

If you feel that I am misrepresenting the views of the lower-performing students on the CST (and that's you), speak out! My definition of real-world skills may not fit yours, but this is your generation you will be representing. Tell us, tell Mr. Smith, and tell Ms. Spears what you need for the real world. 

Sincerely,

Francis Chen

fncis.chen@gmail.com

http://www.youtube.com/user/metropolitianAnshin

http://metropolitananshin.blogspot.com/

Sunday, April 12, 2009

Plan to Change Student Lending Sets Up a Fight

The New York Times reports that there is a fight taking place up at Congress over Obama's proposed plan to remove all federally-subsidized student loans, which have been going to banks to use for themselves to send out loans, and have the government directly have more money to give financial aid. The article also notes that this could mean increasing Pell Grants (YES!).

This is great news, given that the private loan industry is just ridiculous (i.e. variable interest rates!). Supporers of Obama's plan argue that the private loan industry has already been charging "hefty fees" to students, but opponents of the plan say that the private loan industry has already been providing reasonable service to its clients. 

Thursday, March 19, 2009

Language fees cut for summer at UCLA

The Daily Bruin reports that people who take language classes in the summer will get discounts on the courses. For example, you can get a discount of $800 in 12-unit courses , and $1,000 for 15-unit courses.

What the article also mentions is that UCLA has laungage intensive programs, where students actually go around the LA area to practice their language skills!

Man, where can I go? 

Wednesday, March 11, 2009

The Best Ways to Teach Young Newcomers

The Best Ways to Teach Young Newcomers. The New York Times, coincidentally while I just stated about a growing English Learner population, has recieved input and responses from education experts and place them on the Times' website. The biggest debate question that caught my eye was: is billingual education (i.e. learning English half of the time and Spanish the other half rather than cram English quickly) successful?  I really don't know how to answer that question,  regardless of the responses I read, since I was born in the United States and education was encouraged by my 1.5 generation Asian-Am parents. However, one expert did note that there are also a lot of native-born students who have immigrant parents, but those parents don't necessiarly have the resources that, let's say, a well-to-do family might have. 

The best statement made, IMO, was: personalize the education. 

This section also had a very interactive map tracking immigration of the major ethnic groups in the United States from the late 19th century to 2009. This map is facinating to look at given that our American generation has become extremely diverse, as of the year of Obama. 

This is a side note - our school district is considering changing schedules from a block schedule to a 6-period schedule. One of the biggest questions, if you go back to my YouTube channel and see the Block Schedule Crusade playlist, is: how does a schedule change actually benefit ELDs, given a growing ELD population? 

Writing Skills Down for SJSU incoming students


Just a few articles I found of interest today:

More than 50 percent of San José State's incoming students are not prepared to write at the college level. This is pretty sad, according to SJSU's Washington Square Magazine. According to the article, people lack that skill. Now, I can't really picture how they lack it, but the article cites a lack of emphasis toward grammar (i.e. more people go on YouTube than actually reading so that one can be exposed to correct grammar), growing class-sizes (which limits personalized  grammar education) and a growing English Learner population, as main contributing factors of this sad statistic. Fortunately, San Jose State has like a Writing tutoring section where students can get help to improve their grammar. 

The article does point out that communication and writing skills are very essential in getting and advancing in the job market. I can see why, because the work I do involves playing with words to give their intended effects - so the reader and listener can clearly understand what I mean. Unfortunately, I'm not a very concise person in terms of wording anyway. 

Wednesday, February 11, 2009

New Changes to UC Admissions Eligiblity

Wow, I never thought the day would come.

The UC Regents has actually changed the eligibility requirements starting with the next UC freshman class when it enters in 2012. 

I don't want to highlight on many details, but the biggest one that stood out was:

Two SAT Subject Tests will no longer be required for admission. However, students can still choose to submit their scores for consideration as part of their application, just as they do now with AP scores. The Subject Tests also may be recommended for certain majors.

You know, I would be against this rule, but I realized that this might actually be somewhat good. People are still going to compete with the subject tests for the spots, and there are people with special talents who might not need subject tests to prove that they contribute to the unique characteristics of a UC campus. 

Thursday, February 5, 2009

UC regents OK admissions overhaul


Lt. Gov. John Garamendi (from left), UC President Mark Yudof and Regent Russell Gould listen to public comments during the UC Regents meeting at the UCSF Mission Bay campus in San Francisco on Wednesday. (Paul Chinn / The Chronicle)

It will now be a lot easier to apply and get accepted into the UC system, now that the UC Regents has approved these actions, according to the San Francisco Chronicle:

-- SAT subject tests will no longer be necessary.

-- The pool of applicants who will be considered will widen, but the number guaranteed entry into one of the university's nine undergraduate campuses will shrink.

-- The top 9 percent of high school graduates statewide will be ensured entry, compared with 12.5 percent previously, as well as those in the top 9 percent of their graduating class - up from 4 percent in the past.

Apparently, UC President Mark Yudof is trying to make the UC system more diverse, which indirectly goes against Prop 209. Another form of affirmative action?

"The bottom line is that it will be more diverse and more fair," said UC President Mark Yudof.