Why Independent Journalism is Fundamental to A Democratic Society

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Jacinda Ardern: Prime Minister of New Zealand (2017 - Present)

By: Gracie B.

This post is the first in a series of four articles highlighting the unique contributions of influential female world leaders. This month's article features Jacinda Arden, the current Prime Minister of New Zealand.

“Jacinda Ardern” Wikimedia Commons, Wikipedia,

https://upload.wikimedia.org/wikipedia/commons/4/45/Jacinda_Ardern_26_October_2017.png.

"You can be strong, and you can be kind.”  – Jacinda Ardern

It was September of 2018, and the Prime Minister of New Zealand boarded a plane to New York for a United Nations General Assembly. While other politicians invited translators and advisors to the summit, Ardern brought an unexpected guest: her infant daughter, Neve.¹ After becoming the second woman in modern history to give birth while leading a nation, Ardern sought to express her support for working mothers.^{2, 3} In this bold show of solidarity, she demonstrated the progressive, empathetic nature of her prime ministership. “You can be strong, and you can be kind,” she said when asked to explain her ideal of compassionate government. In an interview on The Today Show, the Prime Minister outlined her goal of promoting the overall wellbeing of New Zealanders.⁴ Although accomplishing this agenda is no easy task, Ardern has refused to shy away from the complex challenges facing New Zealand. Her willingness to tackle contentious issues head-on has garnered global interest in her innovative leadership style.

Jacinda Ardern was born in Murupara, a part of New Zealand riddled with poverty and Maori gang violence. She witnessed destitution first-hand, and her early experiences sparked her passion for inciting political change.⁵ After relocating to Auckland, Ardern joined the Labour Party at just seventeen years old.⁶ The Labour Party shapes New Zealand politics through a tripartisan coalition government, which brings together a multitude of different perspectives to create policy.⁷ Although the Labour Party is often described as center-left, Ardern has skirted its most liberal fringes. For instance, her service as president of the International Union of Socialist Youth earned her the nickname “Socialist Cindy.”^{8, 9} Yet, despite conservatives’ concerns over her overt leftism, Ardern gained a wide following after becoming leader of the Labour Party in 2017.¹⁰ The country was soon caught up in a craze known as Jacindamania, which fueled her campaign for the prime ministership in the same year. Thirty-seven-year-old Ardern was appointed to the position by the Governor-General, becoming the youngest Prime Minister in New Zealand’s history.^{11, 12}

As the newly appointed head-of-state, Ardern proposed a sweeping policy agenda. She marketed a ‘fairer deal’ for New Zealand citizens, which included free college, decriminalization of abortion, and initiatives to mitigate childhood poverty. In contrast to pro-immigrant American liberals, she has pushed to reduce the number of migrants entering New Zealand.¹³ Although Ardern is a self-described champion of humanitarianism, she posits that curbing immigration would mitigate the country's housing shortage.¹⁴ Additionally, Ardern has been hailed for her contributions to the feminist movement. She was a proud participant in the 2016 Women’s March and argued against the expectation that women reveal family plans to potential employers in a fiery interview exchange.^{15, 16} Many analysts have been charmed by her unconventional conduct, which is summarized by journalist Maureen Dowd in her New York Times’ Op-Ed entitled “Lady of the Rings: Jacinda Rules.” Dowd, who sat down for an interview with Ardern, was immediately stricken by the Prime Minister’s casual demeanor. From preventing a proposed raise to her own salary to shopping at K-Mart, Ardern’s frugal sensibility has allowed her to prioritize the interests of ordinary citizens.¹⁷ Yet, her “relentless positivity” was threatened by the 2018 Christchurch mosque shooting, in which an Islamophobic gunman killed dozens of worshippers. Jacinda Ardern was quick to comfort the families of victims, condemn bigotry, and push for gun control. Ardern’s clarion call for tolerance received worldwide praise, demonstrating her ability to lead in both triumph and tragedy.¹⁸

Although not without controversy, Jacinda Ardern’s prime ministership is transforming New Zealand. Ardern champions an approach to policy that is designed to be both practical and compassionate. In prioritizing education, healthcare, and housing, Ardern hopes to create a more equitable society in which all people can share in the country’s prosperity. As she continues to challenge conventions and push for change, Jacinda Ardern’s progressive policies will undoubtedly continue to play an influential role in global politics. 

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¹ France-Presse, Agence. “New Zealand's Jacinda Ardern Says Baby Neve Will Attend United Nations with Her, as She Returns to Work.” The Telegraph, Telegraph Media Group, 2 Aug. 2018, www.telegraph.co.uk/news/2018/08/02/new-zealands-jacinda-ardern-says-baby-neve-will-attend-united/.
² Dowd, Maureen. “Lady of the Rings: Jacinda Rules.” The New York Times, 8 Sept. 2018, https://www.nytimes.com/2018/09/08/opinion/sunday/jacinda-ardern-new-zealand-prime-minister.html.
³ McLaughlin, Kelly. “New Zealand Prime Minister Jacinda Ardern Has Been Applauded for Her Actions Following the Christchurch Mosque Shootings. Here's Everything You Need to Know about Her.” Business Insider, 20 Mar. 2019, https://www.businessinsider.com/new-zealand-prime-minister-jacinda-ardern-biography-2019-3#ardern-joined-new-zealand-parliament-in-2008-2.
⁴ “New Zealand’s Prime Minister Talks About Being a New Mom and a World Leader.” Today, NBC Universal, New York, New York, 24 Sept. 2018.
⁵ Wallenfeldt, Jeff. “Jacinda Ardern.” Encyclopædia Britannica, https://www.britannica.com/biography/Jacinda-Ardern.
⁶ Wallenfeldt, “Jacinda Ardern.”
⁷ “New Zealand : Constitution and Politics.” The Commonwealth, Commonwealth Secretariat , https://thecommonwealth.org/our-member-countries/new-zealand/constitution-politics.
⁸ Wallenfeldt, “Jacinda Ardern.”
⁹ Dowd, “Lady of the Rings: Jacinda Rules.”
¹⁰ Wallenfeldt, “Jacinda Ardern.”
¹¹ “New Zealand : Constitution and Politics.” The Commonwealth.
¹² Dowd, “Lady of the Rings: Jacinda Rules.”
¹³ Wallenfeldt, “Jacinda Ardern.”
¹⁴ da Costa, Ana Nicolaci. “New Zealand PM Says No Immediate Cut to Immigration.” Reuters, 6 Nov. 2017, www.reuters.com/article/uk-newzealand-politics-ardern/new-zealand-pm-says-no-immediate-cut-to-immigration-idUKKBN1D708L.
¹⁵ Dowd, “Lady of the Rings: Jacinda Rules.”
¹⁶ Wallenfeldt, “Jacinda Ardern.”
¹⁷ Dowd, “Lady of the Rings: Jacinda Rules.”
¹⁸ McLaughlin, Kelly. “New Zealand Prime Minister Jacinda Ardern Has Been Applauded for Her Actions Following the Christchurch Mosque Shootings. Here's Everything You Need to Know about Her.”

A New Theory on Memory

By: Austin S.

Some people think that science is relatively static, that it rarely changes. However, contrary to popular opinion, science is the most dynamic field of expertise. Every field of science has experienced a change in the commonly accepted theories. These changes may soon include a change in the accepted theory of how memory works. For a long time, people thought that memory was separated into short-term and long-term memories. With this, people came to the conclusion that, after a while, you can never recall any short-term memories. Now, after my analysis of memory recollection and research that has already been done, I have created a new theory: the theory of constant memory.

"Neurons, confocal fluorescence microscopy" by ZEISS Microscopy is licensed
under CC BY-NC-ND 2.0 

About the Theory

The theory of constant memory means that no memories are ever lost, only that lack of usage of these memories decreases the ability for these memories to be recalled. In a way, they get “buried underneath” other, more important memories. This also means that either the brain is constantly growing or that it originates with enough neurons to hold a lifetime of memory.

The Old Way of Thinking

For a long time, people thought that the brain was static.¹ After the discovery of adult neurogenesis,² this mindset was changed completely. People began to realize the dynamicity of the human brain: the brain is constantly changing. However, many scientific assumptions about the brain that were created before this discovery still remain. For example, short-term and long-term memory were originally thought of as separate categories of memory before the discovery of adult neurogenesis. People today still believe that the brain simply filters through unimportant memories³ and discards them but keeps the important memories.⁴

The Transition to the New Theory

Now, you may wonder why the old theory is inadequate at describing how people learn and why it should be replaced with the theory of constant memory. Have you ever tried to recall something, but failed until you saw something that reminded you of that memory? This is known as prompted recall. You may wonder how this relates to the new theory. It appears that prompted recall only shows how the brain remembers things. However, it also happens with seemingly unimportant memories, which should be discarded as short-term memory. Other times, you completely forget something and don’t even recall it when the memory is prompted by an external stimulus (sight, smell, sound, etc.). The old theory of memory explains this as a memory that has lost its neural connections due to lack of use. However, hypnosis seems to magically allow you to remember what you have forgotten.⁵ If the memory was discarded, no trace of it should be found, let alone the memory itself. So, how is hypnosis possible if neglected memories are simply removed? What if, instead of memories being discarded, they were ordered by importance in the brain? The less important memories would be “buried underneath” the more important ones, meaning that they would be more difficult to recall. Working memory⁶ would be at the bottom, followed by memories originally defined as short-term, and finally, long-term memories. With this, you may wonder why working memory is easy to recall while in use. This is because the brain is constantly re-ordering memories based on importance. While in use, working memory is highly important and is easier to recall, while it would otherwise be practically impossible to do so.

The Theory and Neurogenesis

This new theory also suggests that neurogenesis plays an important role in memory. The theory shows that every moment in a person’s lifetime is recorded in memory. The original theory of a static brain suggests that the brain would most likely not provide enough neurons to store this vast amount of information. Therefore, neurogenesis must help provide space for new memories. This correlation between neurogenesis and memory capacity may also explain some mental diseases such as Alzheimer’s.

The Application of the Theory in the Treatment of Mental Diseases and Disorders

If this theory were proven, it would be groundbreaking in the fields of neurobiology, psychology, and medicine. If mental diseases such as Alzheimer’s were caused by a deficit in neurogenesis (which studies show⁷), it would mean that new medicines could be developed to stimulate neurogenesis and potentially cure Alzheimer’s and other mental diseases. According to the theory of constant memory, mental disorders such as MPD⁸ could be caused by the re-ordering of memories. Multiple personality disorder could be explained as the re-ordering of memories in groups of each personality. Therefore, as a certain memory is prompted, the person’s brain would re-order the personality that memory is in as more important than the other personalities. The theory of constant memory could revolutionize the treatment of mental diseases and disorders.

Implications on Education

This new theory of memory could encourage learning like never before. If memories of every moment in a lifetime are stored, memorizing a specific fact would not have any effect on the remaining capacity of memory. Application of the theory of constant memory could also help people to train their brains to provide easier recollection of memories. If a person could get his/her brain to increase the importance of less important memories (originally classified as short-term memory), recollection of memories would be much easier. This is because the brain would put less emphasis on the importance of a memory and would have an easier time finding any memory, as the neural connections would be very strong.

Conclusion

In conclusion, a new theory of memory is emerging that challenges the basic foundations on what we know about memory. It could mean that there is no short-term memory or long-term memory, but just memory with different levels of importance ordered by the brain to allow easier recollection of important memories. This theory could also have the potential to treat mental diseases, such as Alzheimer’s, and help people deal with disorders, such as multiple personality disorder. Finally, this theory could expand the potential of education infinitely and could help people train their brains to improve memory.

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¹See “Neurogenesis in the Adult and Aging Brain” under part “Historical Context” 
²Adult neurogenesis is the production of neurons in the hippocampus during adulthood 
³Short-term memory 
⁴Long-term memory 
⁵See “Does Hypnosis Improve Memory?” 
⁶Working memory is memory that is used for a short amount of time in order to process information and act on it. For example, you use working memory to remember previous calculations when solving a math problem in your head. 
⁷See “Depletion of Adult Neurogenesis Exacerbates Cognitive Deficits in Alzheimer's Disease by Compromising Hippocampal Inhibition” 
⁸Multiple personality disorder 

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Works Cited

“Does Hypnosis Improve Memory?” Psychology Today, Sussex Publishers, www.psychologytoday.com/us/blog/hypnosis-the-power-trance/200909/does-hypnosis-improve-memory.

Hollands, Carolyn, et al. “Depletion of Adult Neurogenesis Exacerbates Cognitive Deficits in Alzheimer's Disease by Compromising Hippocampal Inhibition.” Molecular Neurodegeneration, BioMed Central, 8 Sept. 2017, www.ncbi.nlm.nih.gov/pmc/articles/PMC5591545/.

Riddle, David R. “Neurogenesis in the Adult and Aging Brain.” Brain Aging: Models, Methods, and Mechanisms., U.S. National Library of Medicine, 1 Jan. 1970, www.ncbi.nlm.nih.gov/books/NBK3874/.

The NCVPS Student Research Alliance: A Platform for Innovation

By: Gracie B.

"Photo a day project: December 2005" by Jenny Lee Silver is licensed under CC BY-NC 2.0

In high school, coursework is often prescribed. Many students fill their schedules with classes to meet graduation requirements or to build impressive resumes for college applications. Their true passions are stifled by excessive academic and extracurricular obligations. Yet, learning becomes more fulfilling and purposeful when it is driven by genuine intellectual curiosity. Exploring one’s own interests is a crucial step towards building a meaningful life and career. This pursuit of self-directed education is at the heart of the NCVPS Student Research Alliance, a new program that empowers students to delve deeply into subjects that captivate them and share their knowledge with peers across North Carolina.

Research internships are notoriously scarce for high school students, especially in non-scientific fields. The NCVPS Student Research Alliance increases the accessibility of academic research opportunities, allowing participants to propose unique inquiries and to direct their own investigations. Student research fellows benefit from collaboration with subject-specific advisors, who help them interpret their findings and refine their reflections. Months of dedicated study culminate in a detailed research paper and an NCVPS Café session, in which the student presents their research to peers and instructors. Specific NCVPS courses serve as springboards for research projects, and students are able to utilize Research Alliance papers and presentations to enrich the content they are learning in class. Research projects are as diverse as their creators. In the 2019 summer program, topics ranged from spacecraft design to abnormal psychology to Baltic history. There is no shortage of creativity and innovation among NCVPS students, and the Student Research Alliance provides a unique avenue to express the ingenuity of online learners.

To be eligible to participate in the Student Research Alliance, students must be in high school and are required to have completed at least one NCVPS course. Participants should also have regular internet access and several hours per week to devote to research. Selection is not based on GPA or academic standing, as the program aims to give all students an equal opportunity to acquire invaluable research and writing skills that will benefit them in college and beyond. Rather, students are chosen based on experience and interest within a particular subject area, which can be demonstrated through achievements inside or outside of the classroom. Students interested in participating in the program will be invited to attend a general information session later in the fall semester to learn more about the application and research processes. Stay tuned for updates on this exciting initiative, and let your NCVPS teacher know if you are interested in becoming involved in one of the many programs the Peer Tutoring Center has to offer.

Creating Your Ultimate College List

By: Gracie B.

Although college application season is coming to an end, now is the perfect time for juniors, sophomores, and even freshmen to begin planning for college. In fact, you can take the first step in the application process today by creating a college list. There is no perfect formula for creating the ultimate college list, but there are several important factors you must consider to create a list best suited to your individual needs and goals. 

"Main Building, University of Notre Dame DDZ_0009" by NDomer73 is

licensed under CC BY-NC-ND 2.0.

 What Exactly is a College List? 

A college list is a plan of which universities you will apply to your senior year of high school. Most students interested in attending a four-year university should apply to at least three colleges. Your list of colleges should include safety, match, and reach schools. Safety schools are colleges that will most likely offer you acceptance. When choosing safety schools, look for colleges that have high acceptance rates (generally over 50%). Your test scores, GPA, and course rigor should significantly exceed those of the average students accepted into your safety schools. For instance, a school with a 70% acceptance rate, an average SAT score of 1200, and an average unweighted GPA of 3.4 would be a great safety for a student with an SAT score of 1450 and a 3.9 unweighted GPA. However, the same school might be a reach for a student with an SAT score of 950 and a 2.5 unweighted GPA. Your test scores, GPA, and course rigor may be below those of the average students accepted into your reach schools. Additionally, schools with acceptance rates under 15% tend to be classified as reach schools for all students because their applicant pools are filled with high-achieving students, making their admissions extremely competitive. Nevertheless, low acceptance rates should not discourage you from applying to reach schools. Keep in mind that colleges also consider your background, extracurricular achievements, and unique personal characteristics. Any one of these factors might impress admissions committees enough to earn you acceptance into one of your reach schools. Due to the unpredictability of admissions decisions at selective colleges, it is also important to apply to match schools. Your test scores, GPA, and course rigor should be roughly equivalent to those of the average students accepted into your match schools, and the schools’ acceptance rates should exceed 15%. Choose these schools carefully, as most students will end up attending one of their match schools.

How to Choose the Right Colleges

Once you understand the basic components of a college list, it is time to start creating your own application plan. A college bound student may have hundreds of potential safety, reach, and match schools. The difficult part is choosing which universities are are best suited to your own needs and interests. One important factor to consider is cost. How much can you afford to pay for college? Do not be deceived by the high sticker prices of some private colleges. For example, Ivy League universities are known for their high tuition and fees, which can be more than double the cost of public state universities. However, these private colleges are also known for their extremely generous financial aid packages, and some qualified low-income students can attend top schools for free. Most universities have official financial aid calculators. You can fill in your family’s financial information to estimate what it will cost you to attend a particular college. Another factor to consider is location. Do you want to attend a college close to home? Do you prefer an urban or a rural environment? Do you prefer cold or warm weather? If you’ve lived at the beach your entire life, you may regret attending a college in a town that receives more than sixty inches of snow per year. Also consider college size. Would you prefer to sit in a large lecture hall or a small classroom? It is important to ask yourself all of these questions when deciding which schools to add to your college list. The next factor is perhaps the most important: you must consider the individual programs each college offers for your intended major or field of study. While one school might have a very prestigious engineering program, it may be lacking in the performing arts department and would be a poor choice for a student interested in majoring in theatre. Some majors, such as financial engineering and actuarial science, are only available at select universities. If you are committed to a specific field of study, it is very important that you apply to colleges with strong programs in your intended major.

 To Apply Early or Not to Apply Early?

Once you have created the ultimate college list, you must decide when to apply to colleges. For four-year colleges in the U.S., there are three main application plans: early action, early decision, and regular decision. Applying to a college early (usually in the fall of your senior year) often increases your chance of admission. Be cautious when applying to a college on an early decision plan. Early decision applications are binding contracts. When you apply to a college under this plan, you make a commitment to attend that school if you are accepted. This means that you can only apply to one college on an early decision plan: you should be sure that this college is your top choice. Note that some early decision programs at selective schools will allow applicants to also apply to public colleges via the early action plan. Early action plans are non-binding. Some early action plans are restrictive and prohibit students from applying early to other schools. Regular decision admission plans are non-binding and are great backup plans for students who have already been released from early decision contracts at other schools via deferrals or rejections. Regular decision applicants apply in the winter of their senior year and receive their admissions decisions after early decisions are released. A general rule of thumb is that non-restrictive early action is usually superior to regular decision. It increases your chance of admission and thus gives you more options. Only apply to a college via early decision if you are sure that particular university is your top choice. Once released from any binding contracts, you may apply to other colleges on your list via regular decision.

As you can see, creating the ultimate college list requires a significant amount of research. However, if you have read this article, you have already taken the first step towards earning admission to your dream college!

Sources:
Pippen, Carolyn. “Early Action, Early Decision, and Regular Decision: What's the Difference?” Vanderbilt University Undergraduate Admissions, 13 Aug. 2013, admissions.vanderbilt.edu/vandybloggers/2013/08/early-action-early-decision-and-regular-decision-whats-the-difference/.

 

Does Your Teacher Give Out Candy? A Look at Reinforcement Principles in the Classroom

Before we can become better students, we must understand how we learn. The following excerpt is an overview of reinforcement principles and the benefits of applying them in the classroom. 

Reinforcement Principles in the Classroom
By: Ryan F.
Abbreviated By: Isabella S.

The following is only an overview of Ryan's research; please read his full paper here. 

   What are Reinforcement Principles?

"[B.F. Skinner] theorized that a behavior increases or decreases in frequency based upon the consequences that follow the behavior. When a behavior is followed by a positive consequence or by the removal of a negative consequence, the behavior will increase in frequency and strength. Thus, reinforcers make a behavior more likely to occur" (Ryan, 1).

Examples

"For example, dog treats would act as positive reinforcers when teaching a dog a new trick. If my dog Wesley is rewarded with a bone every time he sits, his sitting behavior will increase in frequency and strength. Negative reinforcement increases behavior by removing a negative consequence in response to a behavior. For example, getting out of bed in the morning may increase in frequency if it stops parents from nagging their children" (Ryan, 1).

Does It Work?

"Despite the backlash and criticism, research has supported the effectiveness of using reinforcement principles in the classroom. An overwhelming number of studies have shown that reinforcement principles can enhance learning when applied correctly. Lysakowski and Walberg (1981) analyzed the results from 39 studies that examined the relationship between student achievement and reinforcement. These researchers concluded that reinforcement had positive effects on student achievement and that these effects appeared across age, grade, race, public vs. private schools, and community types... Another study conducted by Bear and Richards (1980) delved into the effects of reinforcement on academic performance if students, in grades 5 through 8, were given extra time for recess. It was discovered that student achievement drastically improved over the baseline period. In another study, when tutors were trained in reinforcement and feedback techniques, these strategies impacted first graders’ achievement levels more than tutor skill or tutor expectations (Conrad, 1975). Finally, studies have shown that even IQ scores can be increased using reinforcement principles (Clingman, Auerbach, Bowman & Parrish, 1977). All of these studies provide a good argument for how positive reinforcement can be used effectively in the educational system to improve student performance" (Ryan, 3).

Success

"There are many separate behaviors that make students successful. For example, participation, effort, and achievement are all important but different behaviors. Depending upon which of these behaviors is reinforced, the result will be different. Tobin and Capie reported that junior high students were more engaged and performed better when effort (or motivation) was reinforced (as cited in Cotton, 1988)..." (Ryan, 4).

So What?

"Correctly applying behavioral principles is complicated. One needs to be aware which behaviors need to be reinforced (for example, reinforcing motivation over achievement). But also, one must find what is actually reinforcing to the subject (for example, my dog will not do a trick for pomegranate as he apparently does not find this fruit tasty). Rewards that work with elementary school children are not likely to work with high school students (Kansas)... In order to examine the question about what is actually reinforcing to high school students, [Ryan] conducted [his] own informal survey where a random sa

mple of twenty high school students were given a questionnaire that asked them to rank reinforcers, from least motivating to most motivating" (Ryan, 6). The following is an overview of Ryan's research.