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Eventually, I will pry them apart. Most days, I feel good in my skin. I think loving our bodies is not only an unrealistic goal in our appearance-obsessed society but also a limiting one. No one is telling men that they need to love their bodies to live full and meaningful lives. The diet industry is a virus, and viruses are smart. In , dieting presents itself as wellness and clean eating, duping modern feminists to participate under the guise of health.
Wellness influencers attract sponsorships and hundreds of thousands of followers on Instagram by tying before and after selfies to inspiring narratives. Go from sluggish to vibrant, insecure to confident, foggy-brained to cleareyed.
I was my sickest and loneliest when I appeared my healthiest. If these wellness influencers really cared about health, they might tell you that yo-yo dieting in women may increase their risk for heart disease, according to a recent preliminary study presented to the American Heart Association. They might also promote behaviors that increase community and connection, like going out to a meal with a friend or joining a book club. These activities are sustainable and have been scientifically linked to improved health, yet are often at odds with the solitary, draining work of trying to micromanage every bite of food that goes into your mouth.
The wellness industry is the diet industry, and the diet industry is a function of the patriarchal beauty standard under which women either punish themselves to become smaller or are punished for failing to comply, and the stress of this hurts our health too. I am a thin white woman, and the shame and derision I have experienced for failing to be even thinner is nothing compared with what women in less compliant bodies bear. Wellness is a largely white, privileged enterprise catering to largely white, privileged, already thin and able-bodied women, promoting exercise only they have the time to do and Tuscan kale only they have the resources to buy.
Finally, wellness also contributes to the insulting cultural subtext that women cannot be trusted to make decisions when it comes to our own bodies, even when it comes to nourishing them. We cannot push to eradicate the harassment, abuse and oppression of women while continuing to serve a system that demands we hurt ourselves to be more attractive and less threatening to men. And yet that is exactly what we are doing when we sit around the lunch table and call our stomachs horror shows.
There is something called the Bechdel test for film. Developed by Alison Bechdel in , an American cartoonist, the idea is that the film must satisfy three requirements to pass: 1 feature at least two women who 2 talk to each other about 3 something other than a man. Sounds simple, but a shocking number of films have failed to pass.
In , I want to propose a new kind of test. Women, can two or more of us get together without mentioning our bodies and diets? It would be a small act of resistance and a kindness to ourselves. They discuss ideas, strategies, their plans to take up more space than they already do. The Times is committed to publishing a diversity of letters to the editor. Here are some tips. Sunday Review Smash the Wellness Industry. Log In. The top 10 IT trends impacting the future of higher education in will enable more learning opportunities.
The 10 trends outlined below will also afford those universities and colleges committed to reinvigoration an opportunity to leverage technology to advance university mission and the pursuit and re-dedication to relevance in the year ahead and well beyond. Much of the oxygen in the world of technology and higher education in will continue to be consumed by headlines around MOOCs.
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This is a positive development. Punctuated equilibrium is likely to set in some time this year and with it, hopefully, an opportunity to assess the pathways forward. And yes, for most earlier iterations, open education also meant free. Over the past 12 months, open education has largely metamorphosized and been reduced to proprietary and closed educational content offered at no charge. MOOCs have been cast by headlines in newspapers, blogs, and in invitation-only venture capital meetings as a new arms race to give away the once-assumed crown jewels of universities in the form of free classes.
The pioneers of the new open learning movement like Coursera, Udacity, and very likely a handful of new, well-funded entrants will continue to provoke angst among university boards of trustees and at the same time catalyze maturing and evolving models of instructional design, course creation, and the pursuit of high-quality online offerings to meet the evident demand in the global marketplace for elite-branded education. Among market forces, expect to see both open universities around the world and a renaissance of old-fashioned open education offerings attempt to grab some of the reverberation of the overhyped MOOC world.
Most of these open educational resources originate and will serve online learners, but over time student use of this content will blend both synchronous and asynchronous online use along with self-directed learning and a multiplicity of face-to-face learning environments. Today, millions of students are experimenting with first-generation open content.
Within the next year or two, more than 50 million diverse open educational learners will find compelling motives to access the single largest, dynamic body of student-centered learning materials available.
Sample Columbia MBA Essay 1: Enterprise Technology to Consumer Marketing ( Words)
The thirst for accessing globally available open online learning environments will evolve from a focus on efficiency to a broader and more diverse set of offerings informed by effectiveness. As this transition occurs, new and quite possibly sustainable business models will emerge. The king is a thing. Open learning in the current overhyped environment is one kind of learning experience but it is not the same thing as a high-quality and sustainable form of learning and inquiry, even when it has elite branding.
The dominance and near-monopoly of text-based learning is being sublimated by a hybrid of video and supplemental learning materials. Over the past century higher education has linked the textbook with a culturally constructed use of time in the form of a lecture as a convenient mode for information transmission. Scheduled class time now affords faculty an opportunity to adopt problem-based, challenge-based, or case-based teaching, enabling learners to become more actively involved in the learning process.
And while the convenience of lecture and textbook model produces little evidence of learning that lasts nor transforms the learner, the emergence of high quality video-based learning materials affords even the most reluctant lecturer an opportunity to revisit their pedagogical goals. In three models of flipping of the classroom will likely emerge.
Following on the pioneering work of the Khan Academy, other solo efforts will continue to emerge across the curriculum. However, rare is the university or the faculty member prepared to make the investment of resources required to support such undertakings over time. A second path forward could very well be the future of publishing with enlightened publishers leveraging their editorial and production core competencies. Pilot projects among leading publishers suggest some interest in investing video-based content, together with highly integrated hooks, into textbooks in their catalogs.
And while Chegg and Amazon Textbook rental models extend the half-life of the traditional book, the new frontier for publishers is to take a leadership position in the creation of 21st-century learning content.
At some point in the future, but not in , textbook publishers will realize they are in the design, production, and distribution-of-education business. The Internet is the medium of dominant distribution and it is, overwhelmingly, a rich, media-centric medium. They too face the challenge of reconceptualization their collective future while at the same offering value to their current audiences. A third path for flipped content will be from academic societies. There is a powerful motivation for academic professional associations with strong teaching centered traditions to seize the opportunity and provide an alternative model for the co-creation, and co-production and distribution, of high-quality learning materials.
While some professional association might choose to partner with traditional publishing, it is also possible that in the next year we will see the first large-scale collaborations of academic society members creating their own offerings. Between iTunes U, Google education channels, TED talks, PDF talks , institutional lecture capture content, and growing repositories of flipped content, experimentation in creating video search tools, like squrl, for academic content will make for growing value in the educational video environment.
While we were focused on how to contend with laptops in the classroom a funny thing happened. In the far rear view mirror, we can now recall with nostalgia the era when desktop computers and laptops were more pervasive than smart mobile devices and tablet computing. No more. On a global basis and among many of our current students and certainly our future students the reality is that they live, work, and play in a world that few in the academy, including many academic technologists, recognize. Twice as many smartphones and tablets will have shipped in than desktops and notebooks put together.
In the ratio may be as much three times as many. Over the next year more data will move from smartphones and tablets than computers and laptops in countries like India. And this is just the beginning.
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Even in economies like the United States, saturated with legacy workplace arrangements and installed infrastructure, nearly a third of adults own an e-reader or tablet, up from 2 percent less than three years ago. The user interface of choice is no longer keyboard, mice, and graphical user interfaces. Touch, voice, and gesture represent the new navigation and invitation to explore. More than 2 billion Bluetooth devices and sensors are in circulation this year, and there are more than 1. And soon we will have wearable computing devices in everything from nanotechnology threads in our clothing to smart and connected wearable eyewear as part of our everyday life.
Our campuses are now always on and connected. From infrastructure investments to service models, the always-on university is our new reality. A confluence of factors around student success, including demands for accountability, funding formulas based on successful completion, timely remediation and intervention, and the broader social value of a more educated population have converged and the result is a growing expectation of institutional responsiveness. In new and promising initiatives will contribute to greater student success and a better understanding of the ways in which our models of learning experiences can be tested.
The e-content and e-textbook program launched by Educause and Internet2 is among the important projects to watch in Well-designed e-content strategies allow for the possibility of understanding when, where, and for how long students engage on their own, with others and with learning materials. A more robust learning science informed by both progress in brain research and well-designed learning analytics are prerequisites to the more alluring goal of a learning genome project and the pursuit of a meaningful personalized learning strategy for everyone.
Personalized learning ventures like Knewton and startup ventures like Always Prepped and Ontract suggest that in the market grows more mature and ready for intelligent and savvy use of data for supporting student success. As our university networks have become more reliable but not infallible , robust but not impervious to denial of service attacks , and resilient but still subject to the wrath of Mother Nature , the network effect has led to unprecedented efficiencies, economies of scale, and new sources for substantial investment.
For many vendors, partnering with Internet2 and leveraging the research and education network actually reduces the cost of delivering commercial services and savings are being passed on to universities participating in those offerings. In , a second set of offerings is likely to take center stage.
These will be services aggregated and led by universities and consortiums of universities.
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While debates at many universities will likely continue to be informed by the division of responsibility between central IT and in other parts of the university, in reality many of those legacy debates are growing increasingly obsolete. The value of investing in next generation networks is less about access, speeds or raw throughput.
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Some CIOs still wake up in the middle of the night with recurring nightmares, now years old, associated with the implementation of ERP Enterprise Resource Planning. Some presidents and boards can still point to continuing and extended payment schedules for the tens and in some cases hundreds of millions of dollars spent on implementations. Indeed, having resisted, avoided, or otherwise deferred the decision, there are some institutions that are still in decision mode on whether to implement ERP for their financial, HR, and student information systems.
ERPs are bloatware and remain more closely linked to a genus of troglodytes than to anything resembling a modern transaction and decision support system. Universities and most every other large enterprise business continue to invest precious resources in these large, complex, and highly profitable software environments. A pioneering generation of university campuses has broken with the pack and has chosen to join other industry leaders in helping to shape and implement administrative systems as a service. Software as a service hit the major leagues more than a decade ago with Salesforce.
Salesforce has announced work.