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NAEP Response: More than Words?

Now that the dust has finally settled on the most-recent dump of NAEP scores, we must admit that the results just aren’t good. For a decade now, student performance on our national reading and math tests have remained stagnant. And that stagnation is only because a few select demographics managed gains that kept everyone afloat.

At a time when we all seem to agree that today’s students need stronger and greater skills to succeed in tomorrow’s world, how can we be satisfied with stagnation? And how we can respond simply with words, with the rhetoric of how our students can and should do better?

Over on the BAM! Radio Network, we explore the topic, reflecting on both how we cannot be satisfied with our students treading water and how we need to take real action to improve teaching and learning in the classroom. Give it a listen. Then show your work.

Maybe Math is Hard

We often hear the parent horror stories about the homework their children are sent home with. The backpacks packed with books that force kids to tip over. The assignments that require advanced degrees to complete. The hours of work for the youngest of kids.

The stories have gotten worse with the introduction of Common Core State Standards. Now we have parents posting ridiculous student assignments (usually on the math side of the learning equation), blaming Common Core for forcing their kids to focus on everything from the ridiculous to sublime.

Eduflack usually writes off such rantings. Common Core, after all, is all about the standards. Good districts and good schools leave it to the teachers to determine the best ways to actually instruct our kids. And those who complain about the state of homework reflect nostalgically on their own childhoods, forgetting that we all had some pretty bad years and some pretty horrific assignments in the good ol’ days.

And then I saw the homework assignment my second grader brought home this week. Less than a week into the new school year. In a district known as one of the best school districts in the high-achieving state of New Jersey. I get home from work to find my little princesa frustrated with the math assignment of the day.

How hard can second-grade math be, I foolishly think? I take off my suit and tie, change into the fatherly uniform of shorts and a t-shirt and sit down to help my emerging learner.

I find a photocopied sheet of paper that is practically blank. The math assignment has two sentences typed across the top of the page. The remainder of the 8 1/2 by 11″ harbinger of doom is blank. Plenty of room to show your work.

What were those two sentences? How hard could it possibly be to follow such short directions?

The bolded sentence read, “What is mathematics? Use words or pictures to provide your answer.”

When did my lovely second grader transform into Euclid or Archimedes?

When did second-grade arithmetic become a Greek philosophy course?

I know I’ve seen more than my share of Big Bang Theory. I remember the episode when Sheldon explains the meaning  and roots of physics. But I seemed to miss the episode explaining the universal meaning of mathematics.

And as someone who once actually studied calculus and took college statistics, I can honestly say this was the first time in my 41-plus years I’ve ever been asked for the meaning of math.

So I did what any caring father did. I faked it. I pulled out of my daughter an answer that I felt would suffice. To her, math was numbers. We through in a some plus, minus, and equal signs as well. She even went on to note how she needed numbers to enter the password on her iPod, to work the TV remote, and to tell time.

I considered the assignment done at that point. She read for 20 minutes, and then I let her go outside to ride her bike until it got dark. The edu-wife thought I should have pulled more meaning out of the edu-princesa for the assignment. But she isn’t even seven years old yet. How much meaning does math truly have for a six-year old?

I refuse to chalk this up to Common Core. Nowhere in the standards do I remember seeing the philosophical implications of math. But it does make me wonder about how we translate what kids are expected to learn into what is actually taught.

I wonder if maybe that mid-1990s Barbie doll is right. Maybe math is hard.

And I wonder how Sir Isaac Newton or Albert Einstein would answer the question. Or if there is even a right/wrong answer here. Or how many more times will I be stymied by elementary school homework.

Common Core Math, Common Sense Approach

Earlier this week, EdSec Arne Duncan issued one of his strongest defenses of Common Core State Standards to date, taking CCSS haters to task for spreading misinformation and and offering “imaginary” criticisms of the non-federal standards issued in by the Federal government through Race to the Top and other new programs.

His defense is laudable.  Duncan is a firm believer in common academic standards for all students.  A fifth grader in Connecticut should be learning at the same pace as a fifth grader in Chicago or in Tuscaloosa or in Denver.  And like it or not, a state or a locality can still protect their academic autonomy even with CCSS as the guide.
But with so many folks focused on CCSS’ black helicopters and its role in leading an international takeover of our public schools where every child will be speaking French and using the metric system, and with critics on the other side of the ideological spectrum fearing CCSS assessments and believing that testing our kids in any way, shape, or form will destroy our children from the soul outward (despite decades of children who took California Achievement Tests, Iowa tests, Stanfords, SATs, ACTs, drivers tests, IQ tests, and Pepsi taste tests without too much damage), not much public discussion is being directed at HOW we actually go about teaching to the CCSS and ensuring that are kids are hitting the math and reading benchmarks we expect to see.
Last week, the State of Louisiana waded into this discussion, issuing guidance on what resources were best for teachers in teaching to the Common Core.  Interestingly, Louisiana’s Office of the State Superintendent did not recommend any specific math textbooks, finding that “none were sufficiently aligned to the Common Core State Standards.”
But it did recommend a new P-12 math curriculum created by a not-for-profit organization, praising it for its rigor and and alignment to CCSS.
The curriculum of note was developed by a national not-for-profit called Common Core (interestingly, the group was created years before the CCSS were ever adopted and is in no way affiliated with the CCSSI, though both share some words in their names).  Common Core “creates curriculum tools and promotes programs, policies, and initiatives at the local, state, and federal levels.”
Some might recall the K-12 ELA curriculum maps Common Core released in 2010 as part of its Curriculum Mapping Project.  To date, those ELA maps have been viewed more than 6 million times, with 20,000 educators from across the country formally joining the Mapping Project to ensure a “well-developed, content-rich curriculum.”
The math curriculum boosted by Louisiana is Common Core’s latest effort.  It was developed in partnership with the New York State Department of Education and is currently available on the Common Core website and through NYSED’s website.  The Common Core math curriculum will be available in print through Jossey-Bass at the end of the summer.
Why is this so important?  For one, Common Core’s efforts (in both ELA and math) are a direct response to the question of how do we teach to the CCSS.  They are real approaches to meaningful curricula that align to the standards, go beyond the basics, and really promote student learning and intellectual development.
Equally important, this is a curricular approach developed by educators for educators.  It wasn’t done “to” teachers, it was done by teachers, created with classroom needs and instructional improvement as a central driver.
Clearly, we are still at the beginning of the CCSS implementation journey.  But Common Core’s efforts, starting with the ELA maps and rolling into this new P-12 math curriculum, is moving us beyond the CCSS rhetoric and vitriol toward some meaningful discussion and action in how to improve teaching and learning and how to ensure all students are meeting expectations.
(Full disclosure: Eduflack has worked with Common Core for years, including helping roll out the ELA Curriculum Maps.)

Education Policy and 2010 Elections

This time tomorrow (or possibly this time Thursday or Friday, depending on how close some elections out west may be) we will know what the 112th Congress will look like and we will have a clear sense of who will be sitting in the big desks in governors’ offices across the nation.  You have to be living in a cave (or be in complete denial) not to know that big change is coming.  So how will such change affect education policy plans for 2011 and beyond?

ESEA Reauthorization — We will likely see ESEA reauth in 2011, and it may actually be helped along by Republicans taking over the U.S. House of Representatives.  Rep, John Kline (MN) has already been working closely with Chairman George Miller (CA) on the legislation.  So while Kline is likely to give the draft a greater emphasis on local control and rural schools, it should still move.

And the U.S. Senate will follow the House’s lead.  It is expected that Chairman Tom Harkin (IA) will remain in charge of the HELP Committee.  But major changes on the committee (due to election results and retirements) may change the Senate perspective.  If anything, it may help focus Harkin and get him to move on a meaningful piece of legislation.

Common Core Standards — Tomorrow, we are likely to see a lot of governor’s offices change parties.  Inevitably, that is going to lead to many seeking new GOP governors to reconsider their states’ adoption of the Common Core Standards (all in the name of local control).  And we may well see a few states pull out of the process, particularly if said states were RttT losers and are particularly proud of their state standards.  Texas and Virginia can serve as the model for these “rebel” states.

Phase Three Race to the Top and Phase Two i3 — Many are hoping for another round of both RttT and i3.  But additional rounds mean additional dollars.  And if the lead-up to today’s elections mean anything, it is that folks are frustrated with how many federal dollars have been spent over the past 18 months.  If we are seeing new RttT and i3 processes, it likely means having to move money from existing programs and existing priorities, a task that can be difficult during the reauthorization process.

Early Childhood Education — ECE has been the big loser in the last year.  Despite a great deal of rhetoric about the importance of early childhood education and plans on what should be done, ECE simply hasn’t been shown the budgetary love.  And that is unlikely to change.  ECE advocates will likely be fighting for the scraps in the larger picture for the coming year, particularly if they cannot find new champions on the Hill from both sides of the aisle.

Public/Private Partnerships — We have long relied on public/private partnerships to help move education issues forward, and STEM education is the latest in a long line of such efforts that the education establishment and the private sector have been able to work together on.  But will the Administration’s attack on business, particularly the U.S. Chamber of Commerce, make it more difficult to cut a deal to advance STEM in 2011?  Or will the business community move forward without Obama and company?  Only time will tell.

Teachers — EdSec Arne Duncan’s Teacher campaign is off and running, and it is likely to gain speed following the elections and stronger GOP representation in the states.  Many see the Teacher effort, led by Brad Jupp, as an alt cert campaign (an unfair characterization, but it has stuck).  So an anti-teachers union sentiment could give the recruitment effort some legs, particularly as new Republican governors look to model their administrations after NJ Gov. Chris Christie.

And what are the likely unsung issues in our post-election environment?  Parental and family engagement is at the top of ol’ Eduflack’s list, as folks see the need for community buy-in on reauth and other issues in a difficult budget year.  The assessments aligned with the Common Core will pick up steam.  And we are likely to see state legislatures take on an even stronger role in education issues, particularly as we look at the future for ESEA and Common Core.  And with all of our focus on reading for the past decade, math is likely to step into the forefront, particularly as more and more people raise issues with the math common core.

And so it begins …

STEM-ing the Rising Education Tide

It is hard to ignore the momentum that STEM (science-technology-engineering-mathematics) education is gaining these days.  For years now, states and school districts have invested heavily in STEM education, first as a proactive step to allow our students to better compete in a flat, global economy and most recently as a reactive step to a changing economy and greatly changing job prospects.  No matter the reason, STEM is hot.  It is the only instructional area singled out for bonus points in Race to the Top applications.  Last fall, the White House announced a new federal initiative directing $250 million in new dollars to STEM efforts.  And that doesn’t even count the buckets of money that have been committed to the cause from the National Science Foundation, NASA, philanthropies like the Gates Foundation, and countless corporate entities.

Today, President Obama is slated to announce an additional $250 million to “improve science and math instruction,” essentially doubling the commitment his team made to the topic just a few short months ago in November.  The full story can be found here.

As someone who has worked in STEM education for many years, there is something satisfying about seeing the time, attention, and resources being devoted to this key issue.  There is little question that STEM literacy is a non-negotiable when it comes to an effective education.  The knowledge and skills learned through STEM instruction is not only important for the future rocket scientists and brain surgeons of the world, but it is essential for anyone who hopes to hold any sort of gainful employment in the coming years.  Coupling the necessary science and math with a STEM focus on problem solving, collaboration, critical thinking, is key.  Not only does it keep students engaged (and thus on the path to graduation), but it also demonstrates the relevance of what they are learning (at least when it is done correctly and effectively).

The public-private partnership proposed by the Obama Administration seems focused primarily on teachers, both in the training of new teachers and the in-service support of existing STEM teachers.  The details of both are still to be determined (we seem to have number targets, but not the how quite yet).  Regardless, there are a number of issues that dear ol’ Eduflack hopes are being considered as part of our increased commitment to STEM education:
* Mid-career changers — The changes in the economy have put a great number of STEM-skilled professionals out looking for new positions.  Just by looking at the pharmaceutical and telecommunications sectors alone, we have a great number of potential STEM educators ready, willing, and skilled.  We need to look at specific ways to equip these individuals with the pedagogy and support they need to be effective teachers.  Perhaps we can look to Pennsylvania’s plans for mid-career transition and IBM’s 2005 experiment to transition many of its employees into teaching as models to get us going.
* STEM certification — In the broad sense, STEM is an interdisciplinary field that demonstrates how the four components (and beyond) work together to meet the changing needs of a changing world.  We can’t expect a math teacher to teach engineering or science.  (And we mostly expect that “technology” is being taught through business departments that used to teach typing).  So what about a hybrid certification for secondary STEM teachers?  It may be broader strokes than some would want, but it can be far more effective than hopin’ and prayin’ that we are able to connect the S, T, E, and M in the current model.
* Teacher Externships — With the private sector stepping up to the plate as a partner in this new endeavor, we need to do a better job of helping teachers communicate the relevance and importance of STEM education.  Like it or not, students look to teachers who have walked the walk.  So what about teacher externships in STEM fields, where teachers take a week in the summer to shadow in local industry (paid time, of course)?  They can then take these “real world” experiences back to the classroom, speaking truth to students about what is needed in the workforce and talking firsthand about the truly interesting opportunities that are out there.

And while we are at it, what about redoubling our investment in STEM internships for students?  As a nation, we are focused on increasing our high school graduation rates while moving more students into postsecondary learning experiences.  What better way to get high school students into internships, where they can explore job possibilities in the community, learn from those who do, and better understand the knowledge, skills, and degrees/certifications necessary to actually obtain the job.  When we talk about making the high school experience more relevant, what better way can we do that by linking lessons in the classroom today with lessons in the workplace today?

At the end of the day, STEM investment needs to focus on both the teachers and the students, with clear goals and expectations for both.  We not only need more STEM teachers, but we need STEM teachers that clearly demonstrate their effectiveness.  We not only need more STEM-literate students, but we need to use that literacy to fill the pipeline of secondary and postsecondary education, whether a child aspires to be an athlete, poet, chemist, or engineer.  And we need a community that places strong value on those STEM skills, recognizing that they are non-negotiables for virtually every citizen looking to contribute to the 21st century.

Ultimately, $500 million and corporate partnership can go a long way in rising the STEM education tide.  We just need to make sure we are all taking full advantage of the crest.

Calling All Researchers: How Do We Use Class Time?

In our continued effort to bring additional perspectives to Eduflack’s discussion of education reform, following is a guest blog post from John Jensen, Ph.D.  We’ll be seeing a few more posts from Dr. Jensen later this week …

There are at least two good reasons for doing research about educational methods. One is for adults to decide whether or not to employ a particular strategy or condition. The other is to motivate students directly to alter what they do. If, for instance, you tell a boy playing basketball You completed 70% of your passes today. Lets see how you do tomorrow, he is likely to think for the entire game about passing accurately so he gets to 80%.

By stimulating this motive, we can engage students in many ways to take objective account of themselves, teaching them communication skills, concentration, and classroom cooperation by means of specific, countable behaviors. I note several in my book (cf. below). To help adults decide what to do with classroom time, however, Id like to suggest a study that could be valuable to your district.

First you need an idea or hunch to test out that makes theoretical sense. Your selection depends on the limitations you accept in your thinking. For a while after I discovered that the ERIC files contained over a million references, I was overwhelmed at the prospect of research. Then I discovered that it seldom influenced anyone; that instead people usually had an idea about what they wanted to do and chose the research that supported it. I surmised, maybe incorrectly, that we might just cut to the chase and do what we want to in the first place.

But to encourage rationality, Im moved to welcome research. The fact that education has not yet been transformed despite the million pieces in ERIC hints that the field still awaits a transforming idea.

What theory do we want to test out?

We want something completely under our power and control to alter, first of all. Theres no point in studying the height and weight of our students if theres nothing we can do about what we find; or their parentage or race or a myriad of other characteristics of students, teachers, and the situation. We want something that we can vary due to the data we get, so we look carefully at our own options, our flexibility of response..

One thing we can vary is our use of classroom time. We can specify so many minutes for this and this, alter the numbers, and see what happens to our results. If more of this and less of that shows different results in learning, then wed like to be able to tell that to our teachers because, come Monday, they might shift gears that way.

The study Id like to propose first is about the amount of time students spend recalling what they learn. The outcome can lead directly to something controllable, a specific use of time, this over that. And the conduct of the study can be objective and fair, measured with minutes spent and tallied.

And the theory? Making it a good candidate for a study is a core understanding about skill development: practice makes perfect. And practicing knowledge essentially means calling it up and expressing it. I was impressed many years ago when undergoing training as an ROTC officer. One class concerned how to train recruits in skills they needed. Our instructor passed on to us a statistic developed by the militarys long experience. To train someone in any skill, he said, spend 5% of the time explaining, 10% demonstrating, and 85% practicing. Applying this to a classroom, one uses about five times as much time practicing whats presented as time spent presenting it. This fit with a report I encountered back in the 1960s in which researchers investigated the uses of time in the classroom leading to the most permanent learning. Their finding was that the most effective means was the effort to recall used with between 40% and 80% of class time. .

Despite the long-established effect of practice (top performers in any field practice more), there appears to have been a decision made decades ago by the teaching profession to avoid it. Its role instead was to present knowledge and it was up to students–if they were so motivated–to practice and learn it through completing the homework assigned (an assumption that has not proven out). Teachers were led to believe that class time was so limited that they could not allocate any significant portion of it just to deepening students learning.

So how could you set up a study about practice during class time? A district with two or more of any kind of school could do it this way: Select one school for the study and another with matching characteristics as a control. Pair up classrooms with comparable results, teacher competence, and teaching methods by subject and grade.

Reading. Students in the study school spend half the allotted time explaining to a partner what they just read (a quarter of the total time for each partner), and connecting it to everything they read before. In the control school, all the time is just for reading.

Math. Students in the study school spend 1/3 of the time per hour listening to the teacher explain ideas or reading in order to input definitions, formulas, and explanations; and 2/3 of the time explaining to a partner what they gathered. In the control school, teachers use their customary methods.

Social studies: Students in the study school read or listen to lectures or media presentations and take notes on them in question and answer form for 1/3 of the available time. For 2/3 of the time they ask and answer the questions with each other. In the control school, teachers use their customary methods.

If teachers experience discipline problems and object that they cannot hold their students to specified times at anything, this simply stretches the spectrum of results. Provide all teachers with a kitchen timer and ask them to track to the second the key variable, the amount of time students do spend explaining their learning to a partner. My prediction is that a correlation will hold along the entire spectrum–the less practice time, the less learning.

The district staff may want to assess many outcomes, but the primary one should be the sheer retention of learning. A valid way to do this is, at the end of the study period, with no preparation nor forewarning, to make a single request of students about each subject–reading, math, and social studies: Write down all you can remember about the subject that you have learned since the beginning of the study.

What you will get is a direct report of the conscious, usable knowledge students possess (distinct from their passive knowledge dependent on someone else asking them a question or giving them hints). It can be quantified by (e.g.) their number of lines of writing, the time it takes them to write it, and (if you want to be more particular) the number of points of knowledge their writing contains. A point of knowledge here is a question answered at the level one would put it on a test, essentially one sentence of independent knowledge. The only caveat is to apply the same measure to both the control and study schools.

After such a study, the district should be able to tell its teachers If you adopt the 1/3-2/3 method, youll increase student learning by 50% or some such figure. Im optimistic here, since students retain almost no proactive knowledge without the practice and typically rely on forewarning so they can cram.

If you want to nudge your district in this direction, please let me know. We need more empirical thought in education, and the ERIC database is working on its second million.

(John Jensen is a licensed clini
cal .psychologist and author of The Silver Bullet Easy Learning System: How to Change Classrooms Fast and Energize Students for Success (Xlibris, 2008), which he will email without charge as an ebook to anyone requesting it. He invites comments sent directly to him at  The opinions are strictly Dr. Jensen’s.)

The Effectiveness of IB

Each year, we see the high school “rankings,” finding that those schools with a high preponderance of Advanced Placement (AP) or International Baccalaureate (IB ) programs tend to do the best.  The greater the penetration of such programs and priorities, the higher a high school ranks.  Over the years, though, the education community has begun to ask the question about true results or the true impact of these programs.

A decade ago, many a high school student collected AP courses like baseball cards, knowing that AP today meant college credit tomorrow.  The eduwife actually entered Stanford University as a sophomore because of all of the AP classes she took (and the fives she secured on the exams), allowing her to spend her fourth year out at the Farm gaining her master’s degree.
But times have changed.  Many colleges are now saying that even a five on an AP course is not the same as successfully completing the college course.  We’ve shifted from awarding college credit to simply allowing students to waive out of core requirements.
The situation has always been even more murky with IB.  IB was never intended to provide college credits in a way AP does.  Designed decades ago, the program was created to ensure that students received a rigorous, comprehensive, and relevant high school learning experience.  By maximizing the time in high school through the IB curriculum, young people would become better students, better scholars, and better citizens.
So how does all that translate when it comes to postsecondary education?  Many a college admissions officer knows that an IB graduate means a strong college candidate.  They are prepared for postsecondary work.  They are motivated.  They’ve been challenged.  They are inquisitive.  And they are able to do more than fill out bubble sheets or choose from a list of five answers.  They are scholars and learners, not merely the processors of information.
In past years, Eduflack has had the privilege of working with IB on a number of issues.  Being me, I would always ask about the research.  How do we know IB is working?  IB would say that the proof is in their alumni network.  One knows IB works when you see the complete IB graduate.  It is not just what they know, but how they apply it.  Those who complete an IB program usually move on to college.  And the IB high school instructional model has been so successful in teaching and motivating students that it has resulted in the development of both elementary and middle grades IB programs.
IB has never been about longitudinal research models.  They know the program works.  Their scholars know it works.  Their teachers, who undergo rigorous training and ongoing support, know it works.  And the schools that adopt it know it works.  They don’t need a medical-style research model to prove what they already know.  No, IB isn’t for everyone.  But those who do adopt it are better for it.  And despite the urban legends, IB isn’t just for the rich schools in the suburbs or for the uber-motivated.  IB works for all students who are motivated enough to seek a high-quality, rigorous educational program that provides the content and the skills to perform well after the IB program is completed.
But this is an era of research and of doing what is proven effective.  One’s word or one’s track record isn’t enough.  We need third party data to prove our effectiveness.  And now, IB has some of that as well.  In recent days, IB announced the Education Policy Improvement Center (EPIC) findings of its International Baccalaureate Standards Development and Alignment Project.  What did EPIC find?
* IB is “highly aligned” with the Knowledge and Skills for University Success (KSUS) college-ready standards
* The IB Diploma’s key cognitive strategies — critical thinking skills, intellectual inquisitiveness, and interpretation — were found to be fully aligned with the expectations of university faculty
* IB math (algebra, trigonometry, and statistical standards) were completely aligned with KSUS
* IB science (chemistry, biology, and environmental science) were completely aligned with KSUS
Alignment is important.  But the data on results is even more compelling.  As part of the EPIC announcement, IB revealed that more than 80 percent of those completing the IB high school program graduate from college within six years, a rate leaps, bounds, and high jumps above the national average for high school students.  IBers are college graduates.  And there are few, if any programs, we can make that statement about with higher certainty.
IB has been one of the best-kept secrets in school improvement and innovation.  We don’t talk about it, but IB’s year-on-year growth in the United States over the last year has been the stuff on which folks write Harvard case studies.  Those teachers who have gone through the training are true believers.  Those students who secure the Diploma are real-life success stories.  And those districts who make the investment quickly realize that the cost is worth it, gaining both quantitative and qualitative return on investment almost from the get-go.
Perhaps IB’s greatest challenge is how it fits into the current environment of improvement, reform, and innovation.  IB succeeded in the NCLB years, in part, because of the misperceptions of who it was targeting.  Since many didn’t see its applicability for those students who were being left behind (despite some tremendous case studies of how IB programs have turned around schools and really helped students from historically disadvantaged groups), the program was left to operate on its own.  It connected enough with AYP and with state assessments that it was a viable alternative for those wishing to pursue it.  But it simply wasn’t seen as a solution for that bottom quartile of students, particularly with NCLB’s focus on the elementary grades.
Today, IB is at a crossroads.  As a nation, we have set hard goals for improving high school graduation rate and college attainment numbers.  The EPIC data demonstrates that IB could be one of those solutions custom-made for rising to the occasion.  The IB training and development model is one that can be used as we look to new ways to improving instruction and preparation for all teachers.  The real challenge, though, is how IB fits into the new call for common standards.  How will the IB framework align with the high school standards currently being pursued?  How do IB assessments dovetail with the assessments that will come out of common standards?  How does IB demonstrate value-add, and not add-on?
Only time will tell if IB is up to the challenge.  It has the opportunity.  It has the track record.  It can display its strengths.  Now is the time for International Baccalaureate to show it is an exemplar of best practice, and not merely a niche program.  It has the pieces.  IB just has to bring them all together for a compelling story that solves the problem so many school decisionmakers are facing.

A True “Opportunity Equation”

In recent months, we have significantly raised the stakes when it comes to education improvement.  The economic stimulus bill makes clear that the success of our economy depends on the improvement of our schools.  The Data Quality Campaign (along with additional stimulus dollars) have focused on the need to improve data collection at the state level.  The recent release of NAEP long-term data pointed to the push for continued accountability.  And the most recent announcement of progress in the national standards movement — namely the National Governors Association/Council of Chief State School Officers push — have only increased the volume.

But what, exactly, are we improving?  A little more than a month ago, President Barack Obama spotlighted the need to redouble our commitment to science-technology-engineering-mathematics, or STEM, education.  Today, the Carnegie Corporation of New York-Institute for Advanced Study Commission on Mathematics and Science Education amplified the instructional content call even further.  In releasing The Opportunity Equation: Transforming Mathematics and Science Education for Citizenship and the Global Economy, Carnegie provided a useful blueprint for moving our rhetorical commitment to improvement and STEM education into actionable items, issuing a true call to action to policymakers and educators committed to improving our nation and our economy by strengthening our academic offerings.
Specifically, Opportunity Equation issued a clarion call on four key issues:
* The need for higher levels of mathematics and science learning for all American students
* Common standards in math and science that are fewer, clearer, and higher, couple with aligned assessments
* Improved teaching and professional learning, supported by better schools and system management
* New designs for schools and systems to deliver math and science learning more effectively
Surely we have seen reports like these before.  Many issue broad platitudes.  Others are chock full of process, with little in terms of outcome.  And others still simply preach in a vacuum, demonstrating a glaring lack of understanding about our schools, particularly those students that need STEM the most.  So what makes Carnegie’s report so different than those that have come before it?
First, Opportunity Equation clearly identifies those stakeholders most important to STEM education and assigns them specific responsibilities in the improvement effort.  Throughout its report, Carnegie lays out the action stems that the federal government, states, schools and school districts, colleges and universities, unions, businesses, nonprofit organization, and philanthropy must play.  School improvement is a team game, and Carnegie has drawn up specific plays so that every stakeholder — particularly teachers and schools — has a chance to get on the court at some point during the game.
Second, it combines the requisite inputs with the necessary outcomes.  Too often, reports like this are forced to either embrace the status quo, essentially serving as a consensus document designed to make all parties happy.  Such papers focus on inputs, talking about what is possible, but ignore the outcomes that are necessary to measure true improvement.  Carnegie makes clear that process is important.  But it makes clearer that the best intentions in the world are meaningless if we aren’t delivering measurable results on the back end.  Student results, data, measurement, and accountability are key components to the Carnegie plan.
Finally, and perhaps most importantly, Carnegie recognizes that STEM education is for all students, and that all students should be held to higher, clearer standards (with similar accountability).  For years now, Eduflack has heard many an educator and policymaker push back that STEM education isn’t for everyone.  Our future rocket scientists and brain surgeons may benefit from STEM, but it is unnecessary for the “average” student.  Nothing could be further from the truth.  Every student benefits from STEM education, particularly if that student is interested in going on to postsecondary education or holding a job after finishing their schooling.  Carnegie puts this fact front and center.  Effective STEM instruction is not about cherry-picking.  It is about a rising tide lifting all boats, providing all students — particularly those who have been left behind or neglected in the past — with the skills and instruction they need to achieve in the 21st century global classroom and workplace.
Opportunity Equation also demonstrates a nimbleness that we rarely see in studies of this sort.  The report boasts a Who’s Who on its roster of Commission members.  Usually, such a roll call means this report was in the can for months, undergoing proofing and design and gut checks to make sure all were comfortable with the language.  But Carnegie has done two things here to dispel the pattern.  First, its four priorities align with the four policy pillars put forward by EdSec Arne Duncan and the US Department of Education.  Second, Opportunity Equation calls on stakeholders to endorse the NGA/CCSSO Common Standards effort, and effort that just went public a little more than a week ago.  Relevancy is always a good thing.
In Opportunity Equation, Carnegie Corporation has clearly informed audiences on what is necessary to improve math and science instruction in the United States, building a stronger pipeline for both the economy and the community.  As Eduflack has lectured far too often, that is merely step one of effective public engagement.  Now that the inform stage is completed, it now falls to Carnegie and its supporters to build commitment to the model laid out by Carnegie and then mobilize stakeholders around the specific actions called for in the report.
Carnegie offers yet another GPS unit for guiding us through the complexities of school improvement toward a final destination of a STEM-literate society equipped with the knowledge and skills necessary for academic and life success.  It is now up to the wide range of stakeholders (those identified by Carnegie) to actually plug the unit in and let it guide us.  Opportunity Equation provides those turn-by-turn directions to get us to the results we seek.  We just need to follow the guidance.

The Good, Bad, and NAEP

Whether we like it or not, the name of the game in public education in the United States is student achievement.  It is the one mean by which we measure or successes, determine our progress, and decide whether we are doing an effective job in our public schools or not.  Usually, that manifests itself in performance on state assessments or how schools stack up when it comes to AYP.  But on those few special days each year, we also have National Assessment of Educational Progress, or NAEP, scores.  The Nation’s Report Card provides us the best national snapshot on student academic achievement we can find … until we finally get our act together and adopt and enforce national academic standards.

The NAEP Long-Term Trend Results are out, and this year’s numbers are both good and bad.  The Associated Press has a good piece on the topic here.
As Eduflack is the poster child for pessimism, let’s start out with that which should cause educational improvers and agitators the most heartburn and the largest reason for concern.  And special thanks to the folks over at Education Trust for breaking down the numbers and adding to those things that keep Eduflack up at night.  Chief among out NAEP concerns,  are two simple words — achievement gap.  The data breakdown from our EdTrust friends:
* In reading, African-American nine-year-olds scored 44 points lower than their white peers.  At 13, the gap was 39 points.  At 17, the gap was 53 points.
* In math, Hispanic nine-year-olds scored 23 points lower than their white peers.  At 12, the gap was 35 points.  At 17, the gap was 33 points.
* The reading gap between African-American and white 13 year-olds was 21 points in 1990.  It is 21 points in 2008.
* The reading gap between Hispanic and white 13-year-olds was 24 points in 1990.  Today, it is 26 points.
* The math gap between African-American and white 13-year-olds was 27 points in 1990.  It is 28 points today.
* The math gap between Hispanic and white 13-year-olds was 22 points in 1990.  Today, it is 23 points.
It is not all doom and gloom, however.  According to the latest NAEP numbers, we are making real progress in reading instruction.  Since 2004, student reading achievement has increased in all three age brackets.  This is particularly true in the elementary grades, where performance among all groups of students (African-American, Hispanic, and low-income included) increased significantly.
Why the difference in elementary school reading, the sort of difference that could put a smile on even the most curmudgeonly of education reformers?  We might not want to say it out loud, but some may actually want to consider that Reading First and our emphasis on scientifically based reading instruction has actually worked.  For those nine-year-olds tested under NAEP, SBRR is the only form of reading instruction they have ever known.  Their instruction and their teachers’ professional development has been evidence based and rooted in our strongest scientific principles.  We have applied what works in their classrooms, and used scientific measures to determine instruction, PD, and resource acquisition.  We’ve let the research chart the path, and now we’re arriving at the destination.  Reading scores are up, and they are up in a way far more significant than we have seen in past years.  The only significant change to the process or variable in the formula between 2004 and now is the successful implementation of SBRR.
The only logical conclusion from this is that SBRR, and Reading First, actually work.  We focused our dollars and our efforts on teaching children in the elementary grades to read with scientifically based reading instruction.  We’ve hemmed and hawed and questioned and doubted for years now about the effects.  But if one looks at the Long-Term NAEP trends, the only logical conclusion one can make, at least looking at the recent gains on elementary reading scores, is that SBRR works.  And the drop-offs in reading achievement gains in the later grades only speak to a greater need to expand the reach of SBRR and fund and implement scientifically based reading programs in our middle and secondary grades as well.
But these positive outcomes for elementary school reading (and don’t let anyone fool you, they are indeed positive outcomes) still can’t mask the far greater concerns raised by these NAEP scores.  The achievement gap is still staggering, and we seem to have made no effort in closing such gaps over the last two decades.  If we look at our middle schoolers, white students are scoring nearly 25 percent higher on math and reading tests than their African-American and Hispanic friends.  For African-American and Hispanic students, the achievement gap seems to grow over the years, and is at its worst in high school.
What is particularly frightening about the achievement gap among 17-year-olds is what it doesn’t include.  For instance, among 17-year-old African American students, the reading achievement gap is 53 points.  That’s among those students who are still in high school at age 17.  What about those who have dropped out between ninth and 11th grades?  Are we to honestly believe that those students who choose dropping out as an option do so as reading and math proficient learners?  In our urban centers, where drop-out rates reach near 50 percent, what does it tell us that the learning gap is 50 points JUST FOR THOSE REMAINING IN SCHOOL?  We can’t possibly believe that the achievement gap is getting better.  This should be a huge warning sign that, despite the best of intentions, our achievement gap is only getting worse.
The headlines touting American students are making gains in reading math are reason to smile, particularly when we look at those elementary school reading performance numbers.  But the stark, disturbing data regarding the achievement gap makes crystal clear that the achievement gap is not a temporary problem nor is it an issue that simply mandates a band-aid solution or will heal itself.  We’ve been talking about the gap for more than a quarter century, but we’ve made little progress in identifying a real solution.
When it comes to public education in the United States, the achievement gap is public enemy number one.  It denies a real chance to far too many students.  It strengthens a culture of educational have and have nots.  It puts huge cracks and gaps in our pipelines to both postsecondary education and economic success.  And it demonstrates that true equality in education and opportunity remains little more than an urban legend for far, far too many children across the United States.
We need to do better, and we must do better.  We are still competing in a great race to mediocracy, not to the top.  Hopefully, we can use these numbers to make specific improvements to how we teach and how we learn.  Hopefully, we can use these numbers to see that SBRR works, and we need to extend it into the middle and secondary grades to improve reading achievement scores, particularly with African-American and Hispanic students.  And hopefully we will realize the status quo simply cannot stand, and we must take real, strong, and measurable actions to improve the quality and impact of instruction, particularly with historically disadvantaged student populations.
Yes, we are making progress.  But we still have a long way to go before we can truly celebrate student achievement on the NAEP.  Accepting the achievement gap as a way of life is accepting that a quarter of our young people don’t have access to the pathways of success.  That’s a future that none of us should be willing to
accept.  These numbers should be a clarion call to our states and districts about the need to ensure every dime of available education dollars is going to reach those students most in need.  We need to stop talking about delivering the minimum, as required under the law, and focus on providing the best, particularly for the minority and low-income students who are the victims of the achievement gap.  We need to break the cycle, and remove skin color and wallet size as factors in learning and student success.

Presidential STEM

For those who thought STEM (science-technology-engineering-mathematics) education was going to get swept away in the educational tsunamis of economic stimulus, core curriculum debates, student performance concerns, and a new national emphasis on achievement and innovation, guess again.  Speaking before the National Academy of Sciences this morning, President Barack Obama spoke of the future of science and innovation the United States.  And a good portion of it focused on education … STEM education.

I’ll let the President speak for himself here.  Lots of interesting information, particularly the shout-out to the Commonwealth of Pennsylvania.  As I’ve noted previously, I’ve been working with the Pennsylvania STEM Initiative and the public/private partnership in the Keystone State that is driving the terrific STEM progress Gov. Ed Rendell and company is leading.  So this is a nice hat tip for the PA STEM Initiative and for other NGA STEM states that are investing in statewide, systemic STEM efforts.
So humming “Hail to the Chief,” here is a segment of the President’s STEM remarks this morning:

Fifth, since we know that the progress and prosperity of future generations will depend on what we do now to educate the next generation, today I am announcing a renewed commitment to education in mathematics and science.

Through this commitment, American students will move from the middle to the top of the pack in science and math over the next decade. For we know that the nation that out-educates us today – will out-compete us tomorrow.

We cannot start soon enough. We know that the quality of math and science teachers is the most influential single factor in determining whether or a student will succeed or fail in these subjects. Yet, in high school, more than twenty percent of students in math and more than sixty percent of students in chemistry and physics are taught by teachers without expertise in these fields. And this problem is only going to get worse; there is a projected shortfall of more than 280,000 math and science teachers across the country by 2015.

That is why I am announcing today that states making strong commitments and progress in math and science education will be eligible to compete later this fall for additional funds under the Secretary of Education’s $5 billion Race to the Top program.

I am challenging states to dramatically improve achievement in math and science by raising standards, modernizing science labs, upgrading curriculum, and forging partnerships to improve the use of science and technology in our classrooms.  And I am challenging states to enhance teacher preparation and training, and to attract new and qualified math and science teachers to better engage students and reinvigorate these subjects in our schools.

In this endeavor, and others, we will work to support inventive approaches.  Let’s create systems that retain and reward effective teachers, and let’s create new pathways for experienced professionals to enter the classroom.  There are, right now, chemists who could teach chemistry; physicists who could teach physics; statisticians who could teach mathematics.  But we need to create a way to bring the expertise and the enthusiasm of these folks – folks like you – into the classroom.

There are states, for example, doing innovative work. I am pleased to announce that Governor Ed Rendell will lead an effort with the National Governors Association to increase the number of states that are making science, technology, engineering and mathematics education a top priority.  Six states are currently participating in the initiative, including Pennsylvania, which has launched an effective program to ensure that his state has the skilled workforce in place to draw the jobs of the 21st century. I’d want every state participate.

But our work does not end with a high school diploma.  For decades, we led the world in educational attainment, and as a consequence we led the world in economic growth. The G.I. Bill, for example, helped send a generation to college. But in this new economy, we’ve come to trail other nations in graduation rates, in educational achievement, and in the production of scientists and engineers.

That’s why my administration has set a goal that will greatly enhance our ability to compete for the high-wage, high-tech jobs of the 21st century – and to foster the next generation of scientists and engineers. In the next decade – by 2020 – America will once again have the highest proportion of college graduates in the world. And we’ve provided tax credits and grants to make a college education more affordable.

My budget also triples the number of National Science Foundation graduate research fellowships. This program was created as part of the Space Race five decades ago. In the decades since, it’s remained largely the same size – even as the numbers of students who seek these fellowships has skyrocketed. We ought to be supporting these young people who are pursuing scientific careers, not putting obstacles in their path.

This is how we will lead the world in new discoveries in this new century. But it will take far more than the work of government. It will take all of us. It will take all of you.

And so today I want to challenge you to use your love and knowledge of science to spark the same sense of wonder and excitement in a new generation.

America’s young people will rise to the challenge if given the opportunity – if called upon to join a cause larger than themselves. And we’ve got evidence. The average age in NASA’s mission control during the Apollo 17 mission was just 26. I know that young people today are ready to tackle the grand challenges of this century

So I want to persuade you to spend time in the classroom, talking – and showing –young people what it is that your work can mean, and what it means to you. Encourage your university to participate in pr
ograms to allow students to get a degree in scientific fields and a teaching certificate at the same time. Think about new and creative ways to engage young people in science and engineering, like science festivals, robotics competitions, and fairs that encourage young people to create, build, and invent – to be makers of things.

And I want you to know that I’m going to be working along side you. I’m going to participate in a public awareness and outreach campaign to encourage students to consider careers in science, mathematics, and engineering – because our future depends on it.

And the Department of Energy and the National Science Foundation will be launching a joint initiative to inspire tens of thousands of American students to pursue careers in science, engineering and entrepreneurship related to clean energy.

It will support an educational campaign to capture the imagination of young people who can help us meet the energy challenge. It will create research opportunities for undergraduates and educational opportunities for women and minorities who too often have been underrepresented in scientific and technological fields – but are no less capable of inventing the solutions that will help us grow our economy and save our planet. And it will support fellowships, interdisciplinary graduate programs, and partnerships between academic institutions and innovative companies to prepare a generation of Americans to meet this generational challenge.”

Couldn’t have written it any better myself, Mr. President.  Hopefully, policymakers, educators, and industry leaders will all take note, lending their endorsement and intellectual and financial support to moving STEM efforts forward.  STEM is the perfect intersection of educational and economic opportunities.  And I may be biased, but the work being done by Gov. Rendell and the Pennsylvania STEM Initiative is the perfect model of promising practice for states and communities to embrace, bringing the public and private sector together for a common goal and a common dream.


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Any undesirable changes in the physical, chemical or biological characteristics of any component of environment i.e. air, water and soil – which can cause harmful effects on various form of life or property are called environmental pollution.

Any favorable unpolluted environment has pertains a specific composition in their component i.e. air, water and soil.

The problem like pollution come into existence due to short-term economic gain over long-term ecological benefits for humanity.

During last few decades we have contaminated badly on air, water and land on which life itself depends with a variety of waste products.

Be the part of Solution , not the part of Pollution…

We can survive without food for a few days, without water for few hours but without air it is impossible to survive for few min.

An average human require about 12 Kg of their each day which is nearly 12 – 15 times greater than the amount of food we eat.

  1. Air pollution
  2. Water pollution
  3. Soil pollution
  4. Marine pollution
  5. Noise pollution
  6. Thermal pollution
  7. Nuclear hazard

Air pollution

Air pollution started from very beginning of human evolution. Hippocrates had mentioned air pollution in 400 BC.

  • Any undesirable changes in physical, chemical or biological characteristics of any component of the in air which can cause harmful effect on living things is called Air pollution.
  • Earlier the air pollution is caused only by burning of fire word as a means of cooking and heating.
  • With the industrial revolution the problem become more serious due to cold burning in the industries and development of Transportation system leads to large amount of petrol and diesel was started utilising in the beginning of 20th century.
  • Severe air quality problem due to diesel and petrol engines were felt for the first time in Los Angeles in1943.
  • The gaseous pollutants include oxides of sulphur, oxides of Nitrogen, carbon monoxide, volatile organic compound, Ozone etc.
  • Particulate pollutants includes smoke, soot, fumes, aerosoles, liquid droplets, Pollen Grain etc.
  • Radioactive pollutants include Radon222 , Iodine 131, Strontium 19 plutonium 239 etc.

Greatest industrial disaster leading to serious air pollution took place in Bhopal were extremely poisonous methyl isocyanide gas was accidentally released from union carbide pesticides manufacturing plant on the night of 3rd December 1984, the effect of this disaster on human health and the soil are felt even today.

Now we know this tragedy as Bhopal gas tragedy.

The London smog was the major disasters were recorded in 1952 which cause more than 8000 deaths due to accumulation of air pollutants over the city for 5 days.

Primary pollutants – primary pollutants are emitted directly from the point source (natural or human activities).

  • Five primary pollutants together constitute 90% of the Global air pollution
    • Carbon dioxide
    • Carbon monoxide
    • Sulphur oxide
    • volatile organic compound mostly hydrocarbon
    • suspended particulate matter

Secondary pollutants – secondary pollutants formed by the interaction of primary pollutants. example – peroxyacetyl nitrate, smog, Ozone, sulfuric acid, nitric acid, carbonic acid etc.

Indoor air pollution

Many people spend large portion of their time in inside the homes as much as 80% of their life.

We work study, eat, drink, sleep in enclosed environment whereas circulation may be restricted.

  • Children and Womens are more exposed to rest in indoor air pollution
  • Burning of dung cake , wood, kerosene for fuel.
  • Cigarette smoke
  • Incomplete combustion produce carbon monoxide that are injurious to health.
  • Chemical fumes from paint and solvents
  • Chemicals released from Modern building and Furnishing material

Effects of air pollution

  • Human health
  • Animals
  • plants
  • material
  • stratosphere
  • environment

Control of air pollution

  • Reduce energy uses
  • Remove pollutant generating stuff
  • Check the generation of pollutant where burned
    • Putting catalytic converter in automobiles.
  • Protect the object from pollutants
    • Coat statues with protective material.
  • Constructing walking and bicycle lanes
  • Encourage mass transportation

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text:
Salute to the Class of 2020

Prof. Mingyan Liu
Prof. Peter Chen

Congratulations to the EECS Class of 2020!

You have all worked incredibly hard to reach this momentous occasion, and on behalf of everyone in EECS, we congratulate you. We are so proud of you and your achievements.

As undergraduate students, you made it through challenging lab classes, coding sessions, and working in teams. As master’s students, you broadened your expertise and proved that you actually love the discipline you chose. And as doctoral students, you revealed a dedication to research that few possess, and a curiosity for understanding how to make new things dance to the beat of your own drum.

While every graduating class is unique, those of you graduating this term have the additional distinction of having your studies interrupted by one of the deadliest pandemics in a century. For all of you, we want to express our sincerest sympathies on the impact of COVID-19 on your life, on your studies, and even on your commencement.

You all have been experiencing some of the most challenging times in history, and it’s not over. Job searches have been frustrated, even though you have among the most marketable degrees available. If you do have time on your hands, please use it wisely. Continue that lifelong learning style we hope you’ve already adopted and take a MOOC, get prepared to launch that company, help your community. Tap into the remarkable network that is the 20K alumni of the EECS Department.

Sir Isaac Newton was a student at Trinity College, Cambridge when he had to take a year off from his studies after the Great Plague hit London. Social distancing was a thing even back then. During that time, he wrote papers on calculus and optics, and had his science-altering musings about gravity.

So take heart. You are an important part of rebuilding this country, and forging solutions for a bright future. We believe in you, and we support you.

We wish we could celebrate this important milestone in your life with you in person!

Until we can meet again, we wish you happiness, success, and good health.

Go Blue!

Mingyan Liu

Professor, Peter and Evelyn Chair of Electrical and Computer Engineering

Co-chair of Electrical Engineering and Computer Science

Peter Chen

Arthur F. Thurnau Professor, Interim Chair of Computer Science and Engineering

Co-chair of Electrical Engineering and Computer Science


text:
Quincy Crew found a replacement for MSS

Quincy Crew announced on their Twitter account that they have found a replacement for the player who will miss ONE Esports Singapore Major 2021. Milan 'MiLAN' Kozomara will be the stand-in in the team. The Bosnian cyber sportsman will take the fourth position. Such information has already appeared on the Internet, but the player had to wait for the coronavirus test, which would show a negative result.

The first Major tournament of 2021 will take place from March 27 to April 4. 18 participants will fight among themselves and share a total prize pool of $ 500,000 and 2,700 rating points. Some other teams will also go to the championship with replacements, in particular NAVI, Neon Esports and others.

Quincy Crew roster at ONE Esports Singapore Major 2021


text:
Asheville Arborcare

Quotes When we chose Asheville Arborcare to remove trees on my property we were confident we had hired a knowledgeable and conscientious company. We did not know, however, the degree of precision they would achieve in falling the timber. Nor did we contemplate the extent of their services. Asheville Arborcare far exceeded our expectations. Large trees came down precisely around the base of each. Our gardens, fencing, and home; all very close to the tree work; were not compromised in the slightest. We were delighted to find that all debris was removed, even leaves. In fact, there were fewer twigs and leaves on the ground after Christian Edens completed his work than there were when he arrived at the site. We had talked to several tree companies prior to choosing Asheville Arborcare and gained several estimates. While Asheville Arborcare was comparable in pricing, we are certain that its services, work ethics, and skill level far surpass its competition. Quotes
janet schlaufman

Quotes Christian, Thank you so much for guys did an amazing job!! Quotes
Emily B.
Satisfied customer

Quotes Christian - We have had many tree services at our property throughout the years but none as outstanding as Arborcare. Our thanks to you, Travis and Frank for a great job. We will contact you in the spring regarding additional work and will definitely mention your company to others looking for tree service. Quotes
L. Hull

Quotes Christian and his very capable team made this tree removal a very pleasant experience. He arrived when he said he would and he did what he said he would at the price that he said he would do it. This is the very definition of a satisfactory transaction. They even cleaned up all debris and the yard looks better than when he arrived. I plan on using Ashevile Arborcare in the future. Quotes
Stan Reese

Quotes Christian and his Team did an outstanding job. From the getgo Christian communicated in an intelligent and effective manner. He wasted no time in getting to the site and performing an estimate which was well organized, easy to understand and of course was very fair. He and his Team approached each day with vigilance, care and safety. Their work result was more than we had asked for. I will definetly utilize their service again in the future and highly recommended them to anyone with similar work needs. Quotes
Tom Monahan

Quotes They were prompt to arrive as agreed. They explained what they were going to do and how they were going to do it. They worked steadily all day until the tasks were completed and afterwards the area was cleaned of all debris. Also cleaned the gutters. Quotes
James Dagley
Trimmed trees off of house. Took down several dead trees.

Quotes Every once in awhile you get the chance to work with someone friendly and professional that brightens your day. It was not only a joy but refreshing to work with you. Thank You. Quotes
Vanessa Silva

Quotes Christian came in and did exactly what I asked. He did a great job and I would recommend him to my friends and family! Quotes
Katie Carter


text:
V O L U M E 8 , D O C U M E N T 2 7 0 a 3 3
I am very glad that the wife is feeling better. Do let her stay long enough in the
She shouldn’t worry herself about the expense. I will pay extra
for all the costs arising from the illness. She doesn’t have to bother about that at all.
It is, after all, too boisterous at home with the lively boys. It is fortunate beyond
words that you and your wife are looking after my family in Zurich like this;
otherwise I wouldn’t know what to do. On the other hand, it is fortunate for more
than one reason that they are in Zurich and not here.
In Holland I spent fine days with people of rare intellectual profundity and cul-
tivation who have not swallowed ramrods and aren’t suffering from any mass
I read Treitschke with
You should do that as well. This
is the name one could apply as the label for the upper class here. Otherwise, I am
also reading Tolstoy’s booklet, A Confession, whose train of thought is somewhat
erratic but I feel much affinity with it while
He recognizes after a hard
struggle that a vivacious and thoughtful person cannot live without clinging onto
something extrapersonal. But I cannot share his view that this extrapersonal thing
must be the childish belief in God.
Since my last letter I have produced little on my own, mainly only a formal sim-
plification of the general theory of
I am lecturing again this
and there is a man wanting to condense this course into a book. This is
commendable, because I myself lack the enterprising spirit to do it.
I hope you are completely healthy again and happily at work. Cordial greetings
from your
Vol. 8, 270a. From Heinrich Zangger
[between 31 October and 13 December
Dear friend Einstein,
You will have to explain the perihelion motion to me sometime, [I get] stuck at
the mathematics.[2] I am likewise unclear about the gravitation-electricity relations
you are implying.[3] Your visit is necessary, as you can see. The situation is getting
progressively worse, many factories are at a standstill because we aren’t getting any
raw materials—so that one can overextend the goodwill of the Swiss, I read in a
letter. If it wasn’t an economic war, it’s being made into one because they are saving
up all exploitable elements, because they seem to need them in this fine world.
Justice Minister Klein[4] did [not?] respond, the 2000 tuberculars aren’t coming
to Switzerland.[5] They are kept in the prison camps. What will be the conse-
quence? The standard for the [prospects?] of the future are, in the end, different
over there [—], for otherwise I don’t understand, [. . .]
Previous Page Next Page


text:
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text:
EISdigital 1.1 – 10 November 2009

This version was also focused in internal management needs. These are list of feature added:
  • Issue Fixed – Functional
  • Improved - Performance and Business Flow
  • Optimized grid based data listing & pagination using AJAX trends
  • Color code for enquiry and student list. Color Code(New: Pink, Fake: Gray, Registered: Green, Not Interested: Yellow, Joined Somewhere Else: Blue)
  • Added multiple roles support


text:
BC’s Stance on Digital Technology in Early Years Education

In my last post I suggested that incooperating digital technology into early years education is not a priority in BC.  Is there evidence out there to support my assumption?

According to the government of BC website: “Digital literacy is an important skill to have in today’s technology based world.” The BC’s Digital Literacy Framework, first published in 2015, describes in detail what children age 5- 18 should be able to do, understand, and critically think about with regard to digital technology.

The framework outlines six main characteristics of digital literacy: research and information literacy, critical thinking, problem solving and decision making, creativity and innovation, digital citizenship, communication and collaboration, and technology operations and concepts. It also outlines some ways technology and digital resources might be incooperated into learning experiences for children age 5-8:

  • Illustrate and communicate original ideas and stories using digital tools and media-rich resources. (C, T, CC, CI)
  • Engage in learning activities with learners from multiple cultures through e-mail and other electronic means. (C, CC, TOC)
  • Independently apply digital tools and resources to address a variety of tasks and problems. (T, CPD, TOC)
  • Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and Web sites. (TOC)

Despite the clear and expansive nature of the Digital Literacy Framework, BC does not specifically include digital technology in its Early Years curriculums.

Technology is not explicitly included within  BC’s updated Early Learning Framwork Principles, though the principles do leave room for interpretation and the Framework itself promotes the incorporation of many modes for through which children can express and inquire. However,  the Framework does include digital technology in Section Three: Living and Learning Together under the heading Communication and Literacies. Here the Framework highlights the fact that digital technology is part of most people’s everyday lives, that it can support and promote creative inquiry, and that there are complicated concerns surrounding its inclusion in the childhood experience.

And yet, digital technology appears to reside under Communication and Literacies only as a point for conversation and as a mode for communication. There are no specific examples provided in the Framework for how digital technology might be incooperated in Early Learning environments (besides its current primary use in Pedigogal Narration). Instead, it is suggested that educators take time to reflect on the potential creative and negative aspects of technology. It is clear that Early Childhood Educators and the BC Early Learning Framework are still pondering over whether digital technology should actually be included in Early Learning Environments.

BC’s New Curriculum defines technologies as tools that extend human capabilities and includes technology under the heading Applied Design, Skills, and Technologies K-7“. However, the term “computational thinking” becomes included under the heading “Applied Design, Skills, and Technologies” starting with 6 and 7.  Computational thinking appears to be quite extensive and includes an awareness of coding, computer hardware and software (including troubleshooting), Internet safety, digital self-image, citizenship etc. By including specific learning outcomes regarding digital technology for the later grades, the BC Curriculum elucidates the expectation that British Columbian children be digitally literate, while at the same time it suggests that digital technology remain absent in Early Childhood.

Image retrieved from the Website of School District 47

It is clear, as I assume is the case with many of us graduate students, that British Columbia isn’t quite sure where it stands on the idea of digital technology in Early Learning. Such is not surprising as we currently live in a time that allows us access to a endless wealth of information, which generally leads us into an endless cavern of contradictions.

Until next time,

Ministry of Education (2015). BC’s new curriculum. Victoria, BC. Retrieved from https://curriculum.gov.bc.ca

Ministry of Education (2019). British Columbia early learning framework. Victoria, B.C. Retrieved from https://www2.gov.bc.ca/gov/content/education-training/early-learning/teach/early-learning-framework

Ministry of Education (2015). Digital literacy framework. Victoria, BC. Retrieved from https://www2.gov.bc.ca/gov/content/education-training/k-12/teach/teaching-tools/digital-literacy?keyword=Digital&keyword=literacy&keyword=framework

  1. mrsandersenswestcoastclassroom

    EJ, I was just browsing our class blogs and I really enjoyed your post. The last line is fantastic and so true. I will need to read the revised Early Learning Framework and look for expectations in digital literacy. Thanks for sharing your ideas.

  2. Kate Hildebrandt

    Hello Emma,
    I am a big fan of open learning and came across your blog post while exploring the Open Ed Tech Community site. Most grateful for your sharing info on the BC Digital Literacy Framework. My sons are grown, however, my grandson is in grade four and has shown an affinity for digital technology at home, along with a great passion for reading books vs. tablets. You raise good questions about what is really happening in BC schools; here I was thinking we were leading in this area. I shall explore your blog further and better educate myself!
    Thank you,

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Reflections on these Unsettling Times

By Steven Windmueller

As we are set to observe Yom HaShoah, we are confronted with a new political reality. In this state of social madness, commentators and writers link all forms of hate and all acts of violence as a singular expression about our contemporary society. Why is anti-Semitism different? If one looks carefully at the websites of the alt-right, the white supremacists and the neo-Nazis, their unique and particular focus on Jews is striking, if not scary. Hatred of everyone that is non-white represents their generic mantra. Jews are seen as distinctive for being the intellectual outliers, charged with framing the ideas and political protocols for “multi-culturalism, pluralism, and globalism.”

The anti-Israel expressions must be seen as likewise problematic. Here, historical realities are distorted to create “new truths.” This is where our enemies are expropriating the imagery of Hitler’s Germany onto the Jewish State, with Jews being defined as the new Nazis.

All forms of hatred are odious and dangerous, anti-Jewish behavior in each of its diabolic forms represents a different proposition, the destruction of a people and its nation.

Steven Windmueller is the Rabbi Alfred Gottschalk Emeritus Professor of Jewish Communal Service at the Jack H. Skirball Campus of HUC-JIR, Los Angeles.


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Pembuatan Sediaan Gel Basis Hidroksipropil Metilselulosa (HPMC) Dari Ekstrak Umbi Bakung Putih (Crinum Asiaticum L.)

  • Yos Banne Jurusan Farmasi Poltekkes Kemenkes Manado
  • jovie Mien Dumanauw Jurusan Farmasi Poltekkes Kemenkes Manado
  • Aprilia Angreiny Angelina Jurusan Farmasi Poltekkes Kemenkes Manado
Keywords: Baked White Tuber Extract, Gel Set, HPMC Base

White Bakung is a plant that contains alkaloid likinin, krinin, and acetylchlorine are efficacious as a drug. Bakung Putih tuber extract at 1.5% concentration able to inhibit bacteria Propionibacterium acne, Staphylococcus epidermidis, and Staphylococcus aureus which is acne-causing bacteria. This research aims to make gel from tuber extract of Bakung Putih which fulfill the test requirement. This type of research is descriptive research conducted in the laboratory. The samples in this study were Bakung White tuber bulb extract obtained by the maceration method using 70% ethanol ethanol liquid, which was then prepared in gel preparation form by HPMC as gelling agent and other additives such as propylenglycol, nipagin, and aquadest. The gel preparation that has been made is tested consisting of organoleptic test, homogeneity test, pH test, and spreading test. The results of this study showed that Bakung Putih tuber extract gel had thick dosage form and contained air bubbles, odorless and brownish yellow, fulfilling homogeneity test because the preparation showed a homogeneous arrangement, having pH 6 and having a spreading power of 5 cm which has fulfilled the requirements testing.


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Galería Elba Benítez

Carlos Garaicoa

Born in 1967 in Havana, Cuba.
Lives and works in Madrid, Spain and Havana, Cuba.

Carlos Garaicoa’s work is characterized by an informed engagement with the genius loci of contemporary cities as manifested in their architecture and infrastructure (and in particular with his native Havana) to which Garaicoa brings a sharply critical yet restlessly inventive artistic vision.

Garaicoa works in and across various mediums and disciplines — sculpture, photography, drawing, installation, architecture, urbanism and text-based work — yet always maintains an exquisite execution and a meticulous aesthetic in his finished works. While his Cuban heritage serves as a point of departure, the full scope of Garaicoa’s artistic practice extends to a broader range of subject matter, including 20th century utopianism, classic modernist forms and ideals, the infrastructures of centralized state planning, the vestiges of colonial architecture and urbanism, and the current-day shifting political and economic terrain of post-colonial globalism.

Central to Garaicoa’s broad-reaching artistic program is an examination of structures — especially and most visibly the structures that make up our built environment, but also, on a conceptual level, the web of linguistic, political, social and artistic structures on which society itself is ‘constructed.’ Tracing the sites — literal as well as metaphorical and temporal — where these structures overlap or diverge, Garaicoa manages to invoke poetry as well as critique and to suggest intimacy as well as provocation.

Download artist’s CV

Carlos Garaicoa. The Tree of Abundance, 2011
Carlos Garaicoa. The Triumph of Carabanchel, 2011
From the series Heads or Tails (Party!... Not Tea Party), 2011
Carlos Garaicoa. Prêt-à-porter, 2011
Carlos Garaicoa. De la Serie Para transformar la palabra... política en hechos
Carlos Garaicoa. From the series Talking Buildings (Real... Fact), 2011
Carlos Garaicoa. Ahora juguemos a desaparecer (II), 2002
Carlos Garaicoa. La Habitación de mi negatividad (II), 2005
Carlos Garaicoa. Photo-topography (Avenida del Puerto y... Luz), 2012
Carlos Garaicoa. Calle Amistad y Dragones, La Habana, 2012
Carlos Garaicoa. From the Series the Word Transformed IV, 2009
Carlos Garaicoa. Bend City (Red), 2007
Carlos Garaicoa. Letter to the Censors, 2003
Carlos Garaicoa. Principios básicos para destruir, 2007-2009
Carlos Garaicoa. Project Fragile (Cockatoo Island), 2012
Carlos Garaicoa. From the series Las joyas de la corona... (Estadio Nacional de Chile), 2009
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martes, 23 de octubre de 2012

Weight loss does not lower heart disease risk from type 2 diabetes, October 19, 2012 News Release - National Institutes of Health (NIH)

Weight loss does not lower heart disease risk from type 2 diabetes, October 19, 2012 News Release - National Institutes of Health (NIH)

For Immediate Release
Friday, October 19, 2012
Amy Reiter

Weight loss does not lower heart disease risk from type 2 diabetes

Intervention stopped early in NIH-funded study of weight loss in overweight and obese adults with type 2 diabetes after finding no harm, but no cardiovascular benefits

An intensive diet and exercise program resulting in weight loss does not reduce cardiovascular events such as heart attack and stroke in people with longstanding type 2 diabetes, according to a study supported by the National Institutes of Health.
The Look AHEAD (Action for Health in Diabetes) study tested whether a lifestyle intervention resulting in weight loss would reduce rates of heart disease, stroke, and cardiovascular-related deaths in overweight and obese people with type 2 diabetes, a group at increased risk for these events.
Researchers at 16 centers across the United States worked with 5,145 people, with half randomly assigned to receive an intensive lifestyle intervention and the other half to a general program of diabetes support and education. Both groups received routine medical care from their own health care providers.
Although the intervention did not reduce cardiovascular events, Look AHEAD has shown other important health benefits of the lifestyle intervention, including decreasing sleep apnea, reducing the need for diabetes medications, helping to maintain physical mobility, and improving quality of life. Previous Look AHEAD findings are available at
"Look AHEAD found that people who are obese and have type 2 diabetes can lose weight and maintain their weight loss with a lifestyle intervention," said Dr. Rena Wing, chair of the Look AHEAD study and professor of psychiatry and human behavior at Brown University. "Although the study found weight loss had many positive health benefits for people with type 2 diabetes, the weight loss did not reduce the number of cardiovascular events."
Data are currently being analyzed to fully understand the cardiovascular disease results. Investigators are preparing a report of the findings for a peer-reviewed publication.
Few, if any, studies of this size and duration have had comparable success in achieving and maintaining weight loss. Participants in the intervention group lost an average of more than 8 percent of their initial body weight after one year of intervention. They maintained an average weight loss of nearly 5 percent at four years, an amount of weight loss that experts recommend to improve health. Participants in the diabetes support and education group lost about 1 percent of their initial weight after one and four years.
In September 2012, the NIH stopped the intervention arm, acting on the recommendation of the study’s data and safety monitoring board. The independent advisory board, charged with monitoring the study data and safety of participants, found that the intensive lifestyle did no harm but did not decrease occurrence of cardiovascular events, the primary study goal. At the time, participants had been in the intervention for up to 11 years.
Because there was little chance of finding a difference in cardiovascular events between the groups with further intervention, the board recommended stopping the intensive lifestyle intervention, but encouraged the study to continue following all Look AHEAD participants to identify longer-term effects of the intervention.
"The intervention group did not have fewer cardiovascular events than the group receiving general diabetes support and education, but one positive factor we saw was that both groups had a low number of cardiovascular events compared to previous studies of people with diabetes," said Dr. Mary Evans, director of Special Projects in Nutrition, Obesity, and Digestive Diseases within the NIH’s National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK), the study's primary sponsor.
Type 2 diabetes — affecting nearly 24 million people in the United States alone — has increased in prevalence along with the country's epidemic of overweight and obesity. Cardiovascular diseases are the most common cause of death among people with type 2 diabetes. Look AHEAD is the first study to examine the long-term effects of a lifestyle intervention on major cardiovascular disease events and death in adults with type 2 diabetes.
"Look AHEAD provides important, definitive information about the long-term health effects of weight loss in people with type 2 diabetes," said NIDDK Director Dr. Griffin P. Rodgers. "Beyond cardiovascular disease, this study and others have shown many other health benefits of weight loss through improved diet and increased physical activity. For example, for overweight and obese adults at high risk for diabetes, modest weight loss has been shown to prevent or delay developing type 2 diabetes."
Participants were 45 to 76 years old when they enrolled in the study. Sixty percent of enrollees were women. More than 37 percent were from racial and ethnic minority groups. Researchers are now analyzing data to measure effects of the lifestyle intervention on subgroups, including racial and ethnic groups and people with a history of cardiovascular disease.
In addition to the NIDDK, other NIH support for Look AHEAD comes from the National Heart, Lung, and Blood Institute; the National Institute of Nursing Research; the Office of Research on Women’s Health; and the National Center for Minority Health and Health Disparities. The Indian Health Service and the Centers for Disease Control and Prevention also provided support. The study was funded under NIH grants U01DK57136, U01DK57149, U01DK56990, U01DK57177, U01DK57171, U01DK57151, U01DK57182, U01DK57131, U01DK57002, U01DK57078, U01DK57154, U01DK57178, U01DK57219, U01DK57008, U01DK57135 and U01DK56992.
Find more information about the Look AHEAD trial (NCT00017953), including a list of current publications, at For a list of centers enrolling patients for diabetes or obesity trials, search for keywords "diabetes" or "obesity" at
The NIDDK, a component of the NIH, conducts and supports research on diabetes and other endocrine and metabolic diseases; digestive diseases, nutrition and obesity; and kidney, urologic and hematologic diseases. Spanning the full spectrum of medicine and afflicting people of all ages and ethnic groups, these diseases encompass some of the most common, severe and disabling conditions affecting Americans. For more information about the NIDDK and its programs, see
About the National Institutes of Health (NIH): NIH, the nation's medical research agency, includes 27 Institutes and Centers and is a component of the U.S. Department of Health and Human Services. NIH is the primary federal agency conducting and supporting basic, clinical, and translational medical research, and is investigating the causes, treatments, and cures for both common and rare diseases. For more information about NIH and its programs, visit
NIH...Turning Discovery Into Health ®

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Moscone Center in San Francisco has hosted the SPI Photonics west for the past few years.

Consistently more than 20,000 participants come to hear the most recent research and locate the most recent gadgets and frameworks that utilization new innovations to empower headways in translational biophotonics, worldwide social insurance, comprehension of the mind, new lasers for assembling, uses of 3D advances, photonics-based customer items, and the sky is the limit from there. exhibitors come from all over the world to display their innovative products or services. SPIE Photonics West seems to be one of the best trade shows for their trade show displays

Photonics West is one of SPIE’s larger shows – a venue to make your company’s imagery shine. ELDS can help you do that. Our mission is to facilitate our clients with displays with integrity, competitive pricing, and an overall ultimate satisfaction

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Should I rent or Purchase, one the decisions which are available to be made is do you rent your exhibit for the SPIE Photonics West or do you purchase? ELDS, INC provides both rentals as well as customized trade show booth. The decision of rent or purchase is 2 options they have. The difference and the deciding factors is do you have to attend many others shows that require you to own a booth or is the SPIE Photonics West show the only show you will be attending this year.

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New Normal Needs New Steps To Educate Humanity

Let's take a glance at what we need and how the world should educate humanity en masse. This post was first published on eLearning Industry.

7 eLearning Storyboard Mistakes That Slow Down Online Training Development

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5 Red Flags That Your Online Training Seat Time Is Too Long For Modern Employees

By nature, online training courses should be brief. But length is relative, so how do you know when you’ve over-stretched your corporate learners? In this […]

How Much Does It Cost To Develop An eLearning Platform?

How much does it cost to build an eLearning platform? Important factors that influence the development cost. This post was first published on eLearning Industry.

Learning That Lasts: How to Choose The Best Curriculum Development Approach To Maximize Longevity

The last few years have seen eLearning make an incredible impact on corporate training, and it’s a clear response to the growing demand for corporate […]

8 Things You Should NEVER Do When Developing Pre-Course Online Pop Quizzes

Pre-assessments help online learners spot areas for improvement while there’s still time to make a change. In this article, I explore 8 things that you […]

Learning Minimalist: 6 Ways To Cut The Clutter And Get Back To Basics In Online Training

Minimalist décor is pretty easy to achieve in interior design. But can this ‘Marie Kondo’ approach be applied in online training? This post was first […]

PDPP: An Evaluation Model For eLearning Courses

Evaluation is a critical activity for any product or service. An eLearning module is not different in this respect. This post was first published on […]

The Top 9 eLearning Trends In 2021

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Online Training Development: Apply Strategic Planning With These 5 Tips

Strategic planning is a buzzword that few people understand and even fewer apply. However, it is an actual process that companies have been using (and […]

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Between jeans-wearing billionaires and slang-talking politicians, the ‘casual’ approach is invading the corporate world. Can you authentically ‘lighten’ your training material without compromising your sense […]

How To Create An Online Training Program For Your Remote Working Team

Want to create a resultful online training program for your remote workforce? Read this article for best practices, tools, and hacks to help you with […]

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Michigan: “GOP bills would embolden challengers and create election chaos, voting rights advocates say”

Detroit Free Press:

series of Republican bills that would dramatically expand the rights of poll watchers and election challengers would burden election administrators, cause delays for voters at polling locations, open the door to voter intimidation and re-create the chaos that unfolded last fall at Detroit’s TCF Center in future elections, according to election officials and voting rights advocates.

Chris Thomas, who served as the Michigan director of elections for more than 30 years under Democratic and Republican secretaries of state, said the legislation introduced by Michigan’s Senate Republicans is seriously flawed.

“They are terrible bills that are really written without forethought as to the result and really are written to satisfy one party’s faction,” he said.

The GOP bills would significantly increase the number of challengers who can observe elections while eliminating nonpartisan challengers, allow poll watchers and challengers to film and photograph inside polling locations and counting rooms, and invite election monitors to challenge a voter’s ID, among other changes. Election officials and voting rights advocates warn that the changes would embolden challengers and embed partisan hostility and mistrust in the election process.

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American conceptual models of the University in the XX c.: social and philosophical analysis

Кузьменко, Ольга Миколаївна (2014) American conceptual models of the University in the XX c.: social and philosophical analysis Вісник Дніпропетровського університету (24 (2)). pp. 57-63. ISSN 2312-2714

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It is analyzed the theoretical models of the ideal University of the American researchers: A. Flexner, R. Hutchins, C. Kerr, T. Veblen; it is distinguished the main tasks, ideals and values, that characterized these models. T. Veblen`s ideal University serves the society and provides general development of knowledge. It is research institute for the new social leaders. A. Flexner considers that the ideal University is an elitist research institute, which mission is to influence the society through analysis of the social problems and consulting of the state institutes and different organizations. R. Hutchins describes his ideal University as the center of culture and philosophical thinking. He doesn`t observe the research as one of the most important tasks of the University. C. Kerr according to the new philosophy of pragmatism proposes the model of the multiversity which main function is to provide the educational service. In this conception, the student becomes the main user of the educational services and all functions and mission of the University become forming according to his need. It is formed the features of the new historical tape of the University that is developing as: the center of the educational services, that acts according to the economical law and connects with the state and private institutes; the center of the social transformation which mission is to serve the civilization, society, nation, region and orients at the same time to the all human values and to the national ones; professional high school that provides for equal access for all persons interested and high quality professional training on the democratic basis; research institute, that provides keeping and growth of knowledge, improvement of the science and innovative development.

Item Type: Article
Uncontrolled Keywords: model of the University; ideal of the educated person; mission and tasks of the University; new historical type of the University
Subjects: Статті у журналах > Фахові (входять до переліку фахових, затверджений МОН)
Divisions: НДЛ > НДЛ освітології
Depositing User: Ольга Миколаївна Кузьменко
Date Deposited: 01 Oct 2014 13:01
Last Modified: 27 Nov 2015 08:39

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