Archive | April, 2013

The 04/25/13 Joy Jar

25 Apr


Moi read this story about 72,000 Ladybugs Released in Mall of America and she was immediately intrigued because Ladybugs are one of the few bugs that moi actually likes. Not only are Ladybugs helpful bugs, but they are cute. Today’s deposit into the ‘Joy Jar’ is the Ladybug.

Little red bug, oh so cute,
Here’s a black spot for your suit…
Susan M. Paprocki

How brave a ladybug must be!
Each drop of rain is big as she.
Can you imagine what you’d do,
If raindrops fell as big as you?
Aileen Fisher

The Ladybug wears no disguises.
She is just what she advertises.
A speckled spectacle of spring,
A fashion statement on the wing….
A miniature orange kite.
A tiny dot-to-dot delight.
J. Patrick Lewis, “The Little Buggers”

Never hurt a ladybug
We need them in the garden
Ladybugs help flowers grow
So we must give them pardon!

More colleges are putting college applicants on mid-year acceptance for enrollment

24 Apr

Moi wrote about the trend of colleges deferring decisions about acceptance of prospective students in More prospective college students getting deferral letters:

Parents and students can meet all the deadlines, complete all the forms, and provide all the supporting documentation required and still not be admitted to the college of their choice. Increasingly, students are being put on deferral lists.

Eli Clarke, Associate Director of counseling, private high school, Washington DC wrote the article, What Does it Mean to be Waitlisted or Deferred?

Being deferred can mean a wide variety of things. In most cases, the college has not completed its review of your file and is “deferring” their decision to a later date. Deferrals typically fall into two categories:

  • You applied under the Early Action or Early Decision plan and have been pushed back into the regular pool. This may be frustrating, but also has an advantage.  If you are accepted into the college/university under regular decision, you are not obligated to attend as you would have been if you were accepted under an Early Decision plan (Early Action is non-binding to begin with). You may feel free to consider offers from other schools.

  • You have applied under a regular decision or rolling admission and the college/university would like to have more information in order to make a decision about your application. In almost every case, a college or university would like to see more grades from the senior year or new test scores. If a school receives the information they want, they could admit you earlier.

Being waitlisted is unlike being deferred; the college has finished reviewing your file and made a decision to put you on a waiting list for admission.

  • Being on a waitlist typically means that you are placed within a “holding pattern” of sorts. The admissions committee may or may not admit students from the waitlist. And unlike a deferral situation, new information does not usually change a waitlist decision.

  • If you are placed on a waitlist, you can usually find out if the school has gone to their wait list in the past and if so, how many students they admitted from the waitlist. In some cases, your chances of eventually getting in are very good; at other colleges, waitlisted applicants are almost never admitted.

  • It is always wise to deposit to another institution and ensure that you have a place somewhere. Do not pin your hopes on a waitlisted college; this is the time to make plans with one of your backup schools.

Whether you are deferred or waitlisted, avoid the temptation to begin a flood of recommendation letters and phone calls to the admissions department. In almost every case, this can have an adverse affect on your chances for admission. Some institutions even state in the letters that they do not take any additional letters of recommendation or phone calls on the student’s behalf.  If the admissions office does need more materials, they are generally interested in concrete information (test scores, grades, etc.) rather than personal testimony or recommendations.

A deferral letter is not a “no” and it may provide the opportunity to look at other options for college. In Like Me.Com has excellent advice which was posted in the article, How to Handle a College Admissions Deferral

Now, there is a new type of deferred action which a prospective student is admitted to a college, BUT for either fall or winter.

Ariel Kaminer writes in the New York Times article, More College Applicants Aren’t Welcome Till Winter:

Exact numbers are not available, but according to the National Association for College Admission Counseling, over the last few years more and more colleges have been sending out a new kind of acceptance letter, inviting some applicants to wait until the new year before showing up.

Back in 2001, when U.S.C. started doing it, Timothy Brunold, the director of admissions, said he assumed the university was a pioneer. Now the list includes, among others, Skidmore College, Hamilton College, Brandeis University, the University of Miami, Northeastern University, Elon University in North Carolina and Middlebury College (which actually beat U.S.C. to the punch by a few decades).

They all have their own variation on the theme. Some, like Middlebury, in Vermont, allow students to request second-semester admissions; some make the decision for the students. Hamilton, in Clinton, N.Y., does not enroll students until they arrive on campus in the spring; Skidmore, in Saratoga Springs, N.Y., and Northeastern, in Boston, enroll them right away but direct them to spend their fall semester at a designated program abroad.

But all are motivated by the same basic arithmetic: between freshman-year attrition and junior-year abroad programs, campus populations drop off after the first few months of college each year. “With the economy the way it is, they need to be doing what they can to get tuition income,” said Scott G. Chrysler Jr., a college counselor in Louisiana who is active in the national group’s admissions practices committee. “An empty seat is not generating any income.”

The arrangement may not be profitable for everyone, warns Tom Weede, chairman of the committee. “Often the letter says, ‘We encourage you to enroll in another school and take core-related classes,’ ” he said. “Well, at the other school, if you want financial aid you have to be a full-time student. The school that takes you doesn’t know you’re just going to be there for a semester. So it creates a built-in retention problem at a moment we’re calling for more accountability and more numbers about outcomes like retention.”

As fast as the practice may be growing, it is still unknown to most college applicants, and even to many guidance counselors. At Brandeis University, which now enrolls 100 or so students for midyear arrival, the dean of admissions, Mark Spencer, said some applicants were so rattled by the offer that they begged to be placed on the fall waiting list instead. “I say, ‘Wait, you want me to un-admit you?’ ” Mr. Spencer said.

To address students’ concerns, many of these colleges set up special midyear open houses, or enlist former midyear arrivals to call their potential successors and talk about how it all works. And when that spring semester rolls around, these colleges generally offer midyear orientations, modeled on the welcome-to-campus events that greet most first-year students.

It is difficult for parents and prospective students to decide whether to wait or choose another college. See, Is a ‘gap year’ a good option for some students?

College Parents of America posted the article, Students May Be Accepted To College, But For Spring Admission at their site about what prospective college students can do while waiting to enroll in their top school:

Your student may have several things to consider if he is a spring admit.  It may be difficult for him to think about staying at home while his friends head off to college in the fall.  It is frustrating if he is ready to begin.  However, he may want to consider several options. 

  • He might get a job and have an opportunity to save up some money before beginning college – either to have a head start on tuition or so that he won’t need to work during the school year. 

  • He may take some courses at a local community college so that he will not lose a semester but will be on a par with his classmates when he begins in January. 

  • This may provide your student with a welcome break from academics for a semester – but with the assurance of a place in January.  He may return to the classroom with renewed energy. 

  • If the college is close enough, he might be able to take some classes through an extension division or continuing education evening division and not lose any time.

  • Although he may not have chosen it at first, this might provide your student with an interesting gap semester during which he might travel or gain experience through an internship or community service endeavor.

One advantage, for some students, of beginning their college career in January is that they can avoid all of the confusion that surrounds the arrival of many first-year students in the fall.  By the time that your student arrives on campus, life will have settled down.  However, for some students, this may be a danger.  Although there will also be other new arrivals in January, less attention may be paid to helping these students get oriented, some friendships will already have been made, key positions in clubs or on teams may have been filled, and housing choices may be more limited.  All of these are factors that your student will need to weigh.

Beginning college mid-year will not be the right choice for every student.  However, for some students it can provide a welcome break – and the assurance that they have been accepted by their first choice college.  As a college parent, you can help your student consider the pros and cons of the situation and make an informed choice with which she is comfortable.

Students and parents should research schools before applying.

Moi wrote in Choosing the right college for you:

Danielle Moss Lee, president and chief executive officer of the Harlem Educational Activities Fund offers some great advice in the Washington Post article, Top 5 factors to weigh when picking a college (by May 1st deadline):

Here are the top five factors students across the country should be considering when making this critical decision:

1. Size. When it comes to choosing a college, it isn’t one-size-fits-all. There are significant differences between large and small colleges, and students need to decide what matters to them. Factors to consider include class size, teacher-to-student ratio, name recognition and what options are available on campus – research centers, sporting events, internship opportunities, clubs and organizations, course choices, faculty members and more.

2. Location. Part of the value of college is learning to live on your own, away from your family, and in a city you choose. Students should push themselves to learn how to be successful in a new environment but also still need a support system. Students should consider how far away they can be and still feel comfortable – for some it’s a short car or bus ride, for others it can be a cross-country flight.

3. Finances. Students and their families need to think carefully about the financial impact of their choices. With student loan debt above $1 trillion (surpassing credit card and auto-loan debt) students — especially those from low-income families like many students at the Harlem Educational Activities Fund — need to figure out what the numbers really mean. How much is need-based grant aid and how much is loan-based aid? What will it cost to travel to campus? What incidentals will be required? Will my mother or father need a second job? How many hours will I be allowed to work on campus?

4. Academic focus. Not every student knows what they “want to be when they grow up” and you don’t need to pick a major to pick a college. However, students should consider the variety of courses, curriculum and majors available.

5. ‘Expert’ opinion. Get some insight. Use your family and friends as a resource. Talk to the people you admire personally and professionally, as well as recent graduates who you might know, to find out what they consider the most important aspect of the college experience.

The best advice to parents and students is to develop a Plan “B” and even Plan “C” as part of the college application process.


Colleges deferring more students                 

You Got Deferred. Now What?                     

Harvard, Princeton return to early admission by Daniel de Vise

The College Board’s Early Decision & Early Action The benefits and drawbacks of applying early

Debating Legacy Admissions at Yale, and Elsewhere by Jenny Anderson                                                   


More prospective college students getting deferral letters

Many U.S. colleges use the ‘Common Application’        

Is a woman’s college the right college for you?               

Where information leads to Hope. ©                               Dr.

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Dr. Wilda Reviews ©                                   

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The 04/24/13 Joy Jar

23 Apr


It’s going to be nearly 70 degrees in Seattle and that means not only nice weather, but putting the winter hats away and bringing out the Spring and Summer hats. At one time women had a collection of hats. The hat was a finishing touch. Moi still thinks a nice hat is a finishing touch. Today’s deposit in the ‘Joy Jar’ is a hat which fits the mood.

Some hats can only be worn if you’re willing to be jaunty, to set them at an angle and to walk beneath them with a spring in your stride as if you’re only a step away from dancing. They demand a lot of you.”
Neil Gaiman, Anansi Boys

A politician should have three hats. One for throwing into the ring, one for talking through, and one for pulling rabbits out of if elected.
Carl Sandburg

If a woman rebels against high heeled shoes, she should take care to do it in a very smart hat.

George Bernard Shaw

Grab your coat, and get your hat, Leave your worry on the doorstep, Just direct your feet To the sunny side of the street.

Dorothy Fields, ‘On the Sunny Side of the Street’.

The way you wear your hat, The way you sip your tea, The mem’ry of all that No, no! They can’t take that away from me!

Ira originally Israel Gershowitz Gershwin
‘They Can’t  Take That  Away from Me’, song from the film musical Shall We Dance? (music by George Gershwin).

Women who love hats don’t get jealous.  It makes them happy to see a hat that looks good on someone else.  Women who wear hats know who they are.


The 04/23/13 Joy Jar

22 Apr


It helps to have a glide path toward sleep. A cup of tea and soothing music, the kind of relaxation music moi likes many refer to as ‘background music.’ It is smoothing and helps one’s mind rest. Today’s deposit into the ‘Joy Jar is soothing bedtime music.

Music is a moral law. It gives soul to the universe, wings to the mind, flight to the imagination, and charm and gaiety to life and to everything.”


Music produces a kind of pleasure which human nature cannot do without”


Music takes us out of the actual and whispers to us dim secrets that startle our wonder as to who we are, and for what, whence, and whereto.”

Ralph Waldo Emerson

What I dream of is an art of balance, of purity and serenity devoid of troubling or depressing subject matter – a soothing, calming influence on the mind, rather like a good armchair which provides relaxation from physical fatigue.
Henri Matisse

Music washes away from the soul the dust of everyday life.”

Berthold Auerbach

National Association of Attorney Generals announces Facebook Security Campaign

22 Apr

Moi wrote in Parents must exercise oversight of media use by children:

Stephanie Clifford has an article in the New York Times, Teaching About the Web Includes Troublesome Parts It is important for parents to know how their children are using social media not only for the prevention of the child becoming a victim of bullies, but also to ensure that their child is not the aggressor.

Michele Molnar writes in the Education Week article, Does Parents’ Role Include Close Monitoring of Online Activities?

In “It’s Modern Parental Involvement,” National PTA President Betsy Landers recently wrote for the New York Times expressing her view that parents should “try to stay a step ahead—or at least keep up with—new media and technology to protect their children.”

Well, good luck with that! I suspect some of the most technologically adept among us adults can still be stymied by a savvy teen bent on circumventing our social media prowess. But, I digress. Landers’ points are interesting and earnest.

She continued that it’s the parents’ responsibility “to protect their children, at least until these children become adults. Parental use of all available resources, including electronic monitoring tools, should not be considered an invasion of privacy; it’s simply modern involvement….”

Other viewpoints in the series include:

Many parents are asking the question of whether they should spy on their kids? Perhaps the best advice comes from Carleton Kendrick in the Family Education article, Spying on Kids

Rob Bock posts Facebook, Attorneys General Announce New Security Campaign at Education Week’s Digital Blog:

Facebook and the National Association of Attorneys General (NAAG) announced this week the launch of a new consumer education program designed to help teens and their parents more closely manage their visibility and privacy on the Internet.

In addition to a video series and tip sheet available on the Facebook Safety page, the campaign will include state-specific public service announcements with 19 participating attorneys general and Facebook Chief Operating Officer Sheryl Sandberg.

“Teenagers and adults should know there are tools to help protect their online privacy when they go on Facebook and other digital platforms,” Maryland Attorney General and NAAG president Douglas Gansler said in a press release. He announced the campaign at the “Privacy in the Digital Age” Presidential Initiative Summit in National Harbor, Md. on April 15. “We hope this campaign will encourage consumers to closely manage their privacy and these tools and tips will help provide a safer online experience.”

Here is the press release from the National Association of Attorney Generals:

Attorneys General And Facebook Announce Online Safety Campaign

Online Privacy Summit Convenes in Maryland

National Harbor, Md—The National Association of Attorneys General (NAAG) and Facebook are launching a new consumer education program designed to provide teens and their parents with tools and tips to manage their privacy and visibility both on Facebook and more broadly on the Internet. The announcement was made this morning by NAAG President and Maryland Attorney General Douglas F. Gansler during his Presidential Initiative Summit on “Privacy in the Digital Age” in National Harbor, Md., April 14–16.

Teenagers and adults should know there are tools to help protect their online privacy when they go on Facebook and other digital platforms,” said Attorney General Gansler. “We hope this campaign will encourage consumers to closely manage their privacy and these tools and tips will help provide a safer online experience. Of course, attorneys general will continue to actively protect consumers’ online privacy as well.”

At Facebook, we work hard to make sure people understand how to control their information and stay safe online. We’re always looking for new partners in that endeavor – that’s why we’re thrilled to collaborate with the National Association of Attorneys General,” said Facebook Chief Operating Officer Sheryl Sandberg. “We’re grateful for Maryland Attorney General Doug Gansler’s leadership on this issue, and we look forward to working with him and attorneys general around the country. Together, we hope to ensure that young people make safe, smart, and responsible choices online.”

State-specific public service announcements (PSA) with 19 attorneys general and Facebook Chief Operating Officer Sheryl Sandberg will be distributed by Tuesday. “What you Can Do to Control Your Information” introduces an Internet safety video answering top questions about privacy, bullying prevention and overall Internet safety. The PSA, video and a privacy tip sheet will be shared with consumers on Facebook,, and on participating attorneys general Facebook pages and office websites.

The Summit is covering the latest legal and policy ground. Prominent speakers will address topics ranging from cyber security to data mining to children’s online privacy to government responses and market solutions to Internet privacy challenges.

State laws need to be updated to reflect our modern era in which the very nature of privacy and personal information is changing,” said Attorney General Gansler. “Attorneys general have before us an extraordinary opportunity to reorient our enforcement and advocacy efforts toward the unique privacy challenges posed by the digital economy.”

A copy of the agenda as well as video of the sessions and meeting materials presented over the next two days can be found on the NAAG website:

# # #

Editor’s Note: Credentialed reporters who want to cover the NAAG Summit need to contact Marjorie Tharp, or 202-714-8559.

The National Association of Attorneys General (NAAG),, was founded in 1907 to help Attorneys General fulfill the responsibilities of their office and to assist in the delivery of high quality legal services to the states and territorial jurisdictions.

Moi wrote in Social media addiction:

There is something to be said for Cafe Society where people actually meet face-to-face for conversation or the custom of families eating at least one meal together. Time has a good article on The Magic of the Family Meal See, also Family Dinner,The Value of Sharing Meals


Protecting your child from predators                  

Social media spreads eating disorder ‘Thinspiration’

Children’s sensory overload from technology

Where information leads to Hope. ©                  Dr.

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:


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The 04/22/13 Joy Jar

21 Apr

You know people lived before microwave ovens were invented. They ate real food and waited a long time for it to be done until they ate it. There are cook books which tell one how to cook EVERYTHING in a microwave including a turkey. All moi knows is whatever it is, you can heat it up quicker and eat sooner. Today’s deposit into the ‘Joy Jar is the microwave oven.

The radiation left over from the Big Bang is the same as that in your microwave oven but very much less powerful. It would heat your pizza only to minus 271.3*C – not much good for defrosting the pizza, let alone cooking it.
Stephen Hawking

The New Age? It’s just the old age stuck in a microwave oven for fifteen seconds.
James Randi

I hate when the microwave decides to heat my plate, but not my food.


I like to accomplish things before the microwave beeps.

Brandi Issacs

It is ludicrous to read the microwave direction on the boxes of food you buy, as each one will have a disclaimer: “THIS WILL VARY WITH YOUR microwave.” Loosely translated, this means, “You’re on your own, Bernice.”

Erma Bombeck

My sense of humor is a turkey, and I pull it out of the oven and baste it in reality.
Tracy Morgan

Reducing gender differences in STEM education

21 Apr

Many girls and women who have the math and science aptitude for a science career don’t enter scientific fields. Cheryl B. Schrader writes in the St Louis Post-Dispatch article, STEM education: Where the girls are not:

Compounding this issue, the gender gap in these fields is widening.

The Jan. 30 report from STEMconnector and My College Options — titled “Where Are the STEM Students?” — underscores the importance of these fields for our nation’s future economic well-being. It also presents a challenge for all of us in education, from kindergarten through college, to increase interest levels in science, technology, engineering and mathematics — the so-called STEM fields — for all types of students.

While the majority of U.S. college students today are female, they remain a minority in many science and engineering fields. If universities are to meet the future demands of our economy, we can’t leave half of the college-bound population on the sidelines.

How can we change that? The STEMconnector report offers some hints.

Female high school students who are interested in these fields often gravitate toward biology, chemistry, marine biology and science — areas often associated with a desire to make the world a better place. Women tend to be drawn to these service-oriented professions.

But thanks to the rise of cloud computing, information systems and the app economy, 71 percent of the new STEM jobs in 2018 are projected to be in the computing fields. Getting girls interested in these fields at a young age will be critical if we are to meet the coming demand for talented and well-educated computer scientists, computer engineers and game designers.

With this in mind, it’s important to convey to young women computing’s role in serving society. We should show a young woman how a computer science degree could equip her to design a new app to diagnose illness. That may appeal more to her desire to help others than, say, showing her how to write code for yet another online game.

Programs like Project Lead the Way, which introduces middle school and high school students to engineering and science, help students learn more about these fields at an early age. In Missouri, 165 high schools and middle schools are using PLTW’s engineering and biomedical sciences materials to generate more interest in those areas.

See, STEM Connector

Jonathan Olsen and Sarah Gross, teachers at High Technology High School in Lincroft, New Jersey guest post in the Scientific American article, To Attract More Girls to STEM, Bring More Storytelling to Science:

Perhaps girls with high verbal scores choose careers other than STEM because their passion hasn’t been kindled in those classes. We know it is not the fault of their teachers but a problem of process.  For many schools, arts and sciences are rarely ever integrated.  Teachers are kept apart with little time to collaborate.

If integration does happen, it is usually the humanities teacher looking to include aspects of STEM in their courses.  The recent adoption of the Common Core Standards by forty-five states calls for more integration between subjects.  However, ask most humanities teachers and they will tell you that they are being told to integrate STEM content into their classes, removing literature for nonfiction, rather than being given the opportunity to collaborate with their STEM counterparts.  Integration is wonderfully effective and certainly the future of education but it is a two-way street.  We think schools should use reciprocal integration between the arts and sciences to capture the imagination of these top female students.

How many engineering teachers include a fiction book like Kurt Vonnegut’s Player Piano in their syllabi?  Do many math teachers analyze the intricacies of M. C. Escher’s artwork with their students or read Behind the Beautiful Forevers by Katherine Boo? How many science teachers read aloud the poetic observations of Dr. David George Haskell?  Do many biology teachers share the story of the HeLa cells?  We think ideas like these should be a part of all STEM curricula.  And experts agree. The NextGeneration Science Standards, released for public discussion last week, ask teachers to show students how insights from many disciplines fit together into a coherent picture of the world.  And we believe that incorporating more storytelling into science can help do this.

Research has shown that storytelling activates the brain beyond mere word recognition.  In 2006, researchers in Spain discovered that stories stimulate the brain and even change how we act in life. Last year, a team of researchers from Emory University reported in Brain & Language that similes and metaphors can activate sensory portions of the brain, and the Laboratory of Language Dynamics in France discovered that action words can stimulate the motor cortex.  So if, as the recent study in Psychological Science shows, female students with high ability in both math and verbal areas tend to steer away from STEM careers, maybe it’s time to bring more of those verbal skills into the STEM classes for the benefit of these students.

Here is the press release from the University of Pittsburgh:

March 19, 2013

Women With Both High Math and Verbal Ability Appear Less Likely to Choose Science Careers Because Their Dual Skills Confer More Career Options

Pitt-Michigan study finds that more women than men have combination of high math and high verbal skills, recommends new focus on tapping potential of women with that combination for careers in science, technology, engineering, and mathematics (STEM)

Study also finds that women with high math skills and only moderate verbal ability are the ones who appear more likely to choose STEM careers

PITTSBURGH—There has been ongoing public discussion about the need to educate and recruit more young Americans for careers in science, technology, engineering, and mathematics (STEM).

Now a just-published study by the University of Pittsburgh and the University of Michigan offers one potential solution to this perennial problem: more concentrated efforts to encourage women who already possess the necessary skills. 

It turns out that there is a pre-existing pool of women with both high math and high verbal ability; it’s just that they seem to be more likely to choose careers outside of science because their combination of skills provides them with more career options, according to the Pitt study, published March 19 in Psychological Science. 

Principal Investigator and Pitt Assistant Professor of Psychology in Education Ming-Te Wang and collaborators at the University of Michigan found that the mean SAT math score of a group of men and women with the combination of high math and high verbal scores was 720, while the mean SAT verbal score was 696, both out of a possible 800. This group of math and verbal high achievers included a significantly higher proportion of women (63 percent) than men (37 percent).

Additionally, the researchers found that women in the group of men and women with high math scores and only moderate verbal scores were the ones more likely to choose STEM careers. The mean math SAT score for this group was 721, while the mean verbal SAT score was 655. 

Our study suggests that it’s not lack of ability or difference in ability that orients females to pursue non-STEM careers but the fact that they can consider a wider range of occupations because of their combination of excellent math and verbal skills,” said Wang. “This highlights the need for educators and policy makers to shift the focus away from trying to strengthen girls’ STEM-related abilities and instead tap the potential of these girls who are highly skilled in both the math and verbal domains to go into STEM fields.”

Wang and his collaborators examined data on 1,490 college-bound U.S. students, with the information drawn from the University of Michigan’s Longitudinal Study of American Youth. The subjects in the Michigan Longitudinal Study were surveyed by Michigan in two waves: once in the 12th grade (1992) and again at age 33 (2007). The subjects completed telephone interviews, which required them to update their educational and occupational histories from high school through the time of the second-wave survey. Only subjects who participated in both waves were included in Wang’s study; all had received a four-year college degree by the time of the second-wave survey. The participants were 49 percent female and 51 percent male.  

The survey evaluated such factors as participants’ SAT scores, family needs, whether they liked working with people or things, their devotion to a career, and, ultimately, the occupations they chose by age 33. 

The researchers found, from their analysis of the Michigan Longitudinal Study data, that men and women who felt more successful in mathematics than in verbal-related disciplines were more likely to work in STEM fields by the time they had reached the age of 33. Mathematics, said Wang, played a role in these individuals’ identities because they excelled within the discipline, driving them to pursue STEM-related jobs. 

We need to make sure girls and women—especially those with the combination of high math and high verbal skills—are well informed regarding the full diversity of options available in STEM careers,” said Wang. “We want them to see the value in these disciplines so they won’t shy away from science- or math-related careers because of lack of information, misinformation, or stereotypes.”

Wang’s coauthors include the University of Michigan’s Jacquelynne Eccles and Sarah Kenny. 

The paper is titled “Not Lack of Ability but More Choice: Individual and Gender Differences in Choice of Careers in Science, Technology, Engineering, and Mathematics.” 

A PDF of the study is available upon request. 



In Study: Elementary school teachers have an impact on girls math learning moi wrote:

Moi has written about the importance of motivation in student learning. In Research papers: Student Motivation: An Overlooked Piece of School Reform, moi wrote:

Moi often says education is a partnership between the student, the teacher(s) and parent(s). All parties in the partnership must share the load. The student has to arrive at school ready to learn. The parent has to set boundaries, encourage, and provide support. Teachers must be knowledgeable in their subject area and proficient in transmitting that knowledge to students. All must participate and fulfill their role in the education process. A series of papers about student motivation by the Center on Education Policy (CEP) follows the Council on Foreign Relations report by Condoleezza Rice and Joel Klein.                                                                            


Girls and math phobia                                                             

Study: Gender behavior differences lead to higher grades for girls                                                                        

University of Missouri study: Counting ability predicts future math ability of preschoolers                                                       

Is an individualized program more effective in math learning?

Where information leads to Hope. ©                  Dr.

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:


Dr. Wilda Reviews ©                                   

Dr. Wilda ©                                                                                      

The 04/21/13 Joy Jar

21 Apr


Even though April showers bring May flowers, April is still cool in Seattle amd one needs a coat. A raincoat fills the bill nicely. Today’s deposit into the ‘Joy Jar’ is moi’s raincoat.

Raincoats are not invented to stay indoors.


Honor wears different coats to different eyes.
Barbara Tuchman

I pity the man who wants a coat so cheap that the man or woman who produces the cloth will starve in the process.
Benjamin Harrison

He that respects himself is safe from others. He wears a coat of mail that none can pierce.
Henry Wadsworth Longfellow

With an evening coat and a white tie, anybody, even a stockbroker, can gain a reputation for being civilized”

Oscar Wilde

I’m an optimist, but an optimist who carries a raincoat

Harold Wilson

The 04/20/13 Joy Jar

19 Apr

Like many, has been watching the events in the aftermath of the Boston Marathon Terror Bombing. She has been switching back and forth between channels using her remote. Today’s deposit into the ‘Joy Jar’ is the television remote.

Television is the most perfect democracy. You sit there with your remote control and vote.

Aaron Brown

If life had a remote control, I would:

PAUSE the beautiful moments
REWIND my mistakes.
FASTFORWARD through the heartbreak
STOP the drama.
PLAY the rest.


Don’t let negative pictures play on the movie screen of your mind. You own the remote control. All you have to do is change the channel.


He who controls the remote, controls the world

Julie Garwood