text:
It's 18 seconds that is sure to put a smile on your face.
Air Force Technical Sergeant David Simpson of Mulberry flew all the way to Germany to reunite with his four-legged partner, and the video of their reunion will touch your heart.
The two worked side by side for four years in Iraq, patrolling the streets and conducting security checks at military bases.
Sgt. Simpson retired last year, while Robby, his dog, continued in service. Now, Robby is retiring as well, so Simpson flew to halfway across the globe to adopt him.
Following this reunion, they're flying back to Florida to enjoy retirement together.
Mobile users, click here to see the video.


text:
45, Hacksneck, VAi live near the ocean so I love to go to the beach. I also like to read and do outdoor activities. I would also enjoy and evening out to dinner. I do not drink or smoke. I hav...
83, Painter, VAMy namd is Alfred. Just turned 81,look younger,in reasonably good health, non smoker, exercise regularly, a retired Civil Engineer, Roman Catholic, sing weekly in the choir, p...
30, Keller, VAI'm a regular guy. I have interests in science but I don't belong to the school of thought that scientific discoveries will eventually eliminate mankinds need for God. I belie...
31, Keller, VAAm a positive and optimistic person who tries to make the best of every situation. i know what life is all about and i also know much more about human character, because i bel...
26, Keller, VAHi deniel by name,love meeting people,i travel alot,i spend most of time with God an my work,i make friends with anybody,i help people i see that they are need of help,i play ...
59, Keller, VAOccupation: Hospitality / Travel; Height: 5' 2"; Eye Color: Brown; Hair Color: Brown; Political Views: ...
58, Onancock, VAI am Cynically funny. A Fan of comedy... Ron White, Bill Engvall, Kathleen Madigan, Lewis Black, Jon Stewart, Jim Carrey, Austin Powers (yeah Baby!). I've been told I'm a frus...
54, Accomac, VAOccupation: Self Employed; Height: 5' 1"; Eye Color: Brown; Hair Color: Salt-n-Pepper; Political Views:...
27, Cheriton, VAHowdy. -Right off I'd like the clarify that I'm still in the process of officially reconciling, but don't let that scare you off, I feel and believe very strongly in the Fai...
45, Diggs, VAAbout me in progress or currently unavailable...
32, Reedville, VAI am a very family oriented person who grew up in a small town on the chesapeake bay. I have seven siblings and have just become a godfather to my new nephew. My favorite acti...
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43 U.S. Code § 3a - Omitted
Section, act June 5, 1942, ch. 336, § 1,56 Stat. 312, provided for assistant or deputy commissioners of the General Land Office and Bureau of Indian Affairs. Insofar as it related to the General Land Office it was superseded by Reorg. Plan No. 3 of 1946, § 403, eff. July 16, 1946, 11 F.R. 7876, 60 Stat. 1100, set out as a note under section 1 of this title. Provisions unaffected by the Plan relating to the Bureau of Indian Affairs are set out as section 2a of Title 25, Indians.
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5 out of 5
3 Reviews
The best running gloves, bar none.
December 19, 2011
I can't say enough about how perfect these gloves are. My hands are almost instantly warm, but they don't get wet or uncomfortable once I start sweating. I'm thoroughly impressed.
great gloves
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This is a great pair of gloves - light, yet warm, and not constricting. Also the little led light is very useful, and the reflective fabric is a great thing!Pros: sale price, reflective, led light, light yet warm, easy to move in them, Cons: fit large
great running gear
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I have average sized hands for a man. I ordered the large size and the gloves fit perfectly--not too tight and not too loose. They keep your hands very warm and the LED light is great for adding visibility.
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text:
There's a special place for children with life threatening conditions and end of life care. It opened four years ago and has helped hundreds of families cope.
It's tucked away off busy Central
and Thomas in Phoenix. The Ryan House is a respite for its patients and their parents.
Lindsey Bartlett drops her daughter Aubrey off for a day or two every month. She has three children. Aubrey was born with a rare disease and needs care 24/7.
"It's a place Aubrey can come that she loves. She is well taken care of and it's really became like a family for her," said Lindsey.
And it gives Lindsey a chance to spend time with her husband and two other children.
"Not every situation is easy for for Aubrey to go along with and so we've utilize it.. took my son to Lego Land.. just spending that quality time with him, that's difficult to do," she said.
Ryan House has everything Aubrey needs, but it's mom that takes Aubrey to her weekly therapy sessions and doctor visits.
"We try to take advantage so mommy gets a break," said Lindsey.
Aubrey can spend 28 days here a year. Parents can stay too. This is like a second family for all the kids with life-threatening conditions.
The playground is accessible to all the kids and that's one reason parents like it so much.
And it's also a great place with the kids who come here. They have music and swimming and someone who watches them around the clock.
"There's an opportunity for mom and dad and the child to have special memories," said Nancy Flores.
Ryan House is a non-profit organization that helps families with children with needs. It's not only a respite, it's also a hospice for kids.
Ryan House110 West Merrell Street, 1st FloorPhoenix, AZ 85013602-200-0767ryanhouse.org
WTTG FOX 5 & myfoxdc5151 Wisconsin Ave. NWWashington, DC 20016Main Number: (202) 244-5151Newsroom: (202) email@example.com


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Whose responsibility? :a study of transnational defence rights and mutual recognition of judicial decisions within the EU
- Malin Thunberg Schunke
- Intersentia, 2013
- Find it in Pittcat ›
- Request this book by email ›
This book provides a comprehensive analysis of how criminal procedural rights are (if at all) protected within the framework of mutual recognition within the EU.
PittCat: KJE3795.T48 2013


text:
Chasing Value: Bill Gates likes Republic Services
Cascade Investments owns 24% of the waste-management company and may want a whole lot more.
By Sheldon Liber
If you have been following insider buying at Republic Services (RSG), you would be aware that the largest shareholder, Bill Gates' Cascade Investments has been on a buying spree. It started buying RSG in 2002 and has increased its stake to about 24%. My investment company has taken note of this and we started our position when we could get in at an attractive level.
Republic Services is the second-largest waste-management company in the U.S., after Waste Management (WM).
Few stocks are immune to the world's calamities, but waste just keeps piling up in good times and bad. Not to make light of disasters, but consider that even hurricanes, tornadoes, floods, earthquakes and war just make more waste.
There are also high barriers to entry into the waste-management business. As of Dec. 31, 2011, Republic owned and operated 334 collection companies, 194 transfer stations, 191 active solid waste landfills, and 74 recycling facilities in 39 states and Puerto Rico. Think of the gargantuan task of developing a landfill -- from locating a site, to meeting environmental requirements, holding public hearings and satisfying local, state and federal government requirements, to finally actually building such a large project.
Now multiply that 191 times and you can see that the best way to compete is to buy other companies. You simply cannot replicate their assets in less than decades. That said, Republic Services is not a rapidly growing company, but it is a fairly stable one, paying a 3.3% dividend yield.
Since Cascade continues to increase its stake in Republic Services, and Bill Gates is ever expanding his environmental pursuits, the investment company may have an interest in buying out RSG. It was when Berkshire Hathaway reached about 24% ownership of Burlington Northern Santa Fe Railroad that Warren Buffett tendered an offer for the whole company -- at a 35% premium.
Republic closed at $28.07 Wednesday, Oct. 24. If an offer were made at a 30% premium, the price would exceed $36 per share. Of course, with Republic already Cascade's largest holding, they could simply move in a different direction chasing other interests. But marginal percentage increases will only drive the price up further with only an equally marginal impact for Cascade.
There are some obvious signs here: Cascades' current RSG stake, the decreasing available float, and Bill Gates' personal agenda and resources, not to mention the immediate capture of the dividend with its current 49% payout rate. It would not surprise me to learn of an offer sometime in 2013.
Sheldon D. Liber is the CEO/CIO of Chasing Value Asset Management, Inc., and General Partner of the Chasing Value Fund. You can follow him on Twitter @chasingvalue
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Narrow your search
With the automaker's support of the aftermarket and a veritable army of customizers putting their individual spins on their xBs, tCs, and xDs, the Scion booth is always home to crazy customs and tricked-out tuners.
Starting May 15, Verizon, AT&T, T-Mobile, and Sprint will let you text police in case of an emergency. Here's how it works.
Redmond is set to begin selling its Surface RT devices through non-Microsoft retail stores in two phases, a source tells one Windows watcher.
This week, we'll be changing gears and clarifying the alphabet soup surrounding passenger-car safety tech.
The Toyota Tacoma is available with a reasonable level of dashboard technology, which is surprising for such a simple, brutal truck.
Could the online giant teach Google a thing or two about selling Android apps? Bet on it.
While India remains popular with the top 50 outsourcing companies, vendors are progressively creating more bases in cities such as Chennai, Noida, Hyderabad, and Pune.
With a week to go before an important vote count, India votes against Open XML as a standard and lobbying intensifies.
When does Indian companies turning to U.S. firms help U.S. workers?
The creator of the Million Dollar Homepage, Alex Tew, has launched a new site. Is this the ultimate monetisation of Internet buzz?


text:
Find great snowboarding and skiing for your vacation. Propel yourself across snow-covered terrain on our cross country skiing. If you have never skied before or might be a little rusty take our ski lessons. Our ski schools in Austria will teach you the basic skills needed to tackle any mountain. Learn to ski like the pros at our ski classes and take alpine skiing to the next level. Learn how to snowboard in our snowboarding lessons in Austria. Our snowboarding schools will teach you how to stop, carve, and safely board down the mountain. Once you know the basics you can learn a few tricks at the terrain park in our snowboarding classes. Our downhill skiing offers some of the best ski mountains around. Start your skiing lessons on the bunny hill and take your new skills onto the green circle or blue square trails after our skiing classes. Our skiing schools will have you ripping down double black diamond trails in no time. Browse our skiing and snowboarding in Austria and plan your vacation today.
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text:
Brandon Sun - ONLINE EDITION
Thousands come to Asessippi homecoming
Since the introduction of a winter long weekend, Asessippi Resort has been growing the February holiday weekend into a homecoming tradition — one that thousands took part in this year.
"Approximately 4,500 people participated is one of the many activities here over the weekend." said Roz Pulo, director of marketing for Asessippi.
Saturday at the resort kicked off with Rail Wars, an annual event that is a big hit with freestyle skier and snowboarders alike. The 45 competitors split a share of $5,500 in cash and other prozes
"Our newest feature this season, the yellow school bus, was an incredible hit," Pulo said. The bus was added to a terrain park that already includes a cannon, wall ride, kink and rainbow rail, along with all kinds of straight rails and jumps — giving the run an urban feel. It can be viewed part way up the lift, and makes for excellent entertainment for guests just out skiing for the day.
Sunday, the resort was open late, until 8 p.m. and followed by a fireworks display.
Kids were treated Monday to some extras in the village with face painting, jugglers and more.
"We named the weekend the Asessippi Homecoming Weekend the same year that Manitoba had their province-wide homecoming events and have decided to stick with it," Pulo said.
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The Annual Conference on Vaccine Research (ACVR) provides high-quality, current reports of scientific progress and best practices featured in both invited presentations and submitted oral abstracts and posters. The ACVR brings together the diverse disciplines involved in the research and development of vaccines and associated technologies for disease control through immunization. By drawing upon an international audience of scientists and researchers, healthcare professionals and trainees, veterinarians, vaccine manufacturers, and public health officials, the conference is designed to encourage the exchange of ideas across a broad range of disciplines.
Conference Learning Objectives:
At the conclusion of the conference, participants will be able to:
Target Audience: Healthcare professionals; public health officials, researchers; scientists; trainees; vaccine, diagnostic, and device manufacturers; and veterinarians
Monday, April 28, 2014 - Wednesday, April 30, 2014
Bethesda North Marriott Hotel & Conference Center5701 Marinelli RoadNorth Bethesda, Maryland 20852301-822-9200
National Foundation for Infectious Diseases
Cvent Online Event Registration Software | Copyright © 2000-2014 Cvent Inc. All rights reserved.


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This conversation is closed.
One world mind
Throughout all of time one thing very prevalent in our evolution is our want and desire to connect faster and more efficiently to each other. As we continue this path will it eventually lead to a connection of our brains themselves? would our selfishness for individuality keep us from hooking our own brains to the rest of the world as a whole? or would we realize that it would eliminate violence, corruption, greed, selfishness, lying, cheating, stealing, organized religions, war, nationalism, irrationality and with ALL individuals being unintelligent. Would we give up our own individuality in order to become one with everyone? to become one mind with many bodies??
Showing single comment thread. View the full conversation.
May 3 2013: A provocative concept Mr. Curt. Your first premise is debatable. "Throughout all of time one thing very prevalent in our evolution is our want and desire to connect faster and more efficiently to each other. " Many of the global conflicts past, present, and future, are the result of the very opposite of this premise. Communists do not want to connect faster and more efficiently with Free Market Capitalists. The same is true for White Supremicists and Blacks, or Yankees & Red Sox fans, Liberals & Conservatives, Islamics & Jews, etc. etc. You are correct that the eradication of ANY AND ALL differences between any of the 7-billion individuals on Earth would eliminate conflict. It would also eliminate every joy in life by way of collateral damage. No, no, a thousand times no! Thank you!
May 3 2013: Again the reason these people and groups don't connect with each other and even push each other away is because of their selfish individuality that make them fight over various issues. If we had one one mind those problems you mentioned would disappear. As for the removal of joy i don't get that? why would joy be removed, joy is triggered from many many different things. If we were all the same our joy would be from technological innovations and the advancement of our species. Yes you get some joy you get from individuality but A lot of it has nothing to do with that. you get joy from self fulfilment and inward enlightenment along with other major material things. Imagine the joy the entire worlds population being happy with something. That joy would be more than any individual could ever experience as our species as a whole would expirience it and that would be unimaginably beautiful.
May 3 2013: Charles, you support your idea with the assumption that all these adversarial groups I mentioned have some "want and desire to connect faster and more efficiently". That is NOT true. Perhaps they should have such a desire, and perhaps you have an idea that would make it possible, but the way things are now and always have been clearly show that your assumption is NOT true. You are building on sand, sir.
May 3 2013: ALL humans have the deep want to connect to others even those who are introverts it is deep rooted in our biology. And the truth is as long as people have nothing to fight over we get along it is prevalent in all of history. And yes i agree with you in the respect that humans now are selfish immoral and would never sacrifice their own mind for a mind as a while. But to say this can and will not happen is impossible to say we WILL have this choice in our future of either staying as a race of individuals or a race as a whole. The truth is this issue will not be a problem for us until far into the future but to say it will never become an issue is like saying we will never become more technologically advanced as we are at this point in time which is simply false.
May 3 2013: RE: "all humans have the deep. . . ". Ah well, Charles. You can continue to chalk-up tension between all the groups I mentioned as being due to introverted personalities, but I cannot disagree more. You say such belief is a strong foundation for your idea for the betterment of future generations, and I applaud you for your motive, but I wish you would re-examine the strength of that fundamental premise. All the best in your noble pursuit young man. Do not be discouraged.
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|September 9, 2005
In Brief
In 2003, suicide was the 11th leading cause of death among persons of all ages in the United States. However, among young people aged 15 to 24, suicide, or intentional self-harm, was the third leading cause of death, with 3,921 deaths, following accidents/unintentional injuries (14,966 deaths) and assaults/homicides (5,148 deaths).1
The 2004 National Survey on Drug Use and Health (NSDUH) asked youths aged 12 to 17 about symptoms of depression, including thoughts about death or suicide. Major Depressive Episode (MDE) is defined as a period of at least 2 weeks when a person experienced a depressed mood or loss of interest or pleasure in daily activities and had at least five of the nine symptoms of depression as described in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV).2
The suicide-related questions asked youths if (during their worst or most recent3 episode of depression) they thought it would be better if they were dead, thought about killing themselves, and, if they had thought about killing themselves, whether they made a plan to kill themselves and whether they tried to kill themselves. This report presents estimates of the prevalence of lifetime MDE among youths. The report also presents the numbers and percentages of youths who had both lifetime MDE and suicidal thoughts.
An estimated 14 percent of youths aged 12 to 17, approximately 3.5 million youths, had experienced at least one MDE in their lifetime (Table 1). Almost 20 percent of females aged 12 to 17 and 8.5 percent of males had at least one of these depressive episodes. Rates of lifetime MDE were similar among racial/ethnic groups and increased with age.
|Table 1. Numbers (in Thousands) and Percentages of Youths Aged 12 to 17 Reporting a Major Depressive Episode (MDE) in Their Lifetime: 2004
Among youths aged 12 to 17, about 9 percent, an estimated 2.3 million youths, had experienced MDE in their lifetime and thought, during their worst or most recent MDE, that it would be better if they were dead. Over 7 percent, an estimated 1.8 million youths, thought about killing themselves at the time of their worst or most recent MDE.
Females aged 12 to 17 were significantly more likely than their male peers to have had MDE and to report thinking about suicide and believing it would be better if they were dead (Figure 1).
Both 14 or 15 year olds and 16 or 17 year olds were significantly more likely than those aged 12 or 13 to have had MDE accompanied by thoughts that it would be better if they were dead and thoughts about committing suicide (Figure 2).
MDE with suicidal thoughts did not vary by urbanicity.4 Youths in large metropolitan areas, small metropolitan areas, and non-metropolitan areas were equally likely to have MDE with suicidal thoughts.
|Figure 1. Percentages of Youths Aged 12 to 17 with Major Depressive Episode (MDE) in Their Lifetime and Suicidal Thoughts, by Gender: 2004
|Figure 2. Percentages of Youths Aged 12 to 17 with Major Depressive Episode (MDE) in Their Lifetime and Suicidal Thoughts, by Age Group: 2004
An estimated 900,000 youths, or 3.6 percent of 12 to 17 year olds, made a plan to kill themselves at the time they were having their worst or most recent MDE. An estimated 712,000 youths had tried to kill themselves during such an episode; this represents 2.9 percent of those aged 12 to 17.
Female youths were more likely than male youths to have had MDE and made a plan to kill themselves (5.6 percent of females and 1.7 percent of males) or to have attempted suicide (4.7 percent of females and 1.1 percent of males).
* Low precision; estimate not reported
Source: SAMHSA, 2004 NSDUH
|The National Survey on Drug Use and Health (NSDUH) is an annual survey sponsored by the Substance Abuse and Mental Health Services Administration (SAMHSA). Prior to 2002, this survey was called the National Household Survey on Drug Abuse (NHSDA). The 2004 data used in this report are based on information obtained from 22,301 persons aged 12 to 17, of whom 3,179 were classified as having a major depressive episode (MDE) in their lifetime. The survey collects data by administering questionnaires to a representative sample of the population through face-to-face interviews at their place of residence.
The NSDUH Report is prepared by the Office of Applied Studies (OAS), SAMHSA, and by RTI International in Research Triangle Park, North Carolina. (RTI International is a trade name of Research Triangle Institute.)
Information and data for this issue are based on the following publication and statistics:
Office of Applied Studies. (2005). Results from the 2004 National Survey on Drug Use and Health: National findings (DHHS Publication No. SMA 05-4062, NSDUH Series H-28). Rockville, MD: Substance Abuse and Mental Health Services Administration.
Also available online: http://www.oas.samhsa.gov
Because of improvements and modifications to the 2002 NSDUH, estimates from the 2004 survey should not be compared with estimates from the 2001 or earlier versions of the survey to examine changes over time.
The NSDUH Report (formerly The NHSDA Report) is published periodically by the Office of Applied Studies, Substance Abuse and Mental Health Services Administration (SAMHSA). All material appearing in this report is in the public domain and may be reproduced or copied without permission from SAMHSA. Additional copies of this report or other reports from the Office of Applied Studies are available on-line: http://www.oas.samhsa.gov. Citation of the source is appreciated. For questions about this report please e-mail: email@example.com.
This page was last updated on May 16, 2008.


text:
Development of Railqual:A Service Quality Scale for Measuring Indian Railway Passenger
The main objective of this study is to present a framework developed for assisting Railways to monitor and control the quality of services provided to passengers. The study evaluated the passenger Rail Service quality of Indian Railways by developing RAILQUAL instrument on the basis of SERVQUAL and Rail Transport quality. Three new transport dimensions (comfort, security and convenience) are added to the original five SERVQUAL dimensions (i.e. assurance, empathy, reliability, responsiveness and tangibles). The instrument is tested for reliability and validity. Empirical study was conducted at Secunderabad Railway station of South Central Railway, India, using a purposive sample of 100 respondents. Valid responses from the questionnaire are statistically analyzed by using factor analysis. This study identified the attributes to evaluate the quality of Railway Passenger Services and develops a comprehensive instrument "RAILQUAL", which can be used by the Railways for collecting feedback from passengers. This study would help the Railways to monitor, control and improve the service. It can also be used as a tool for comparing the performance of various Railway Zones and Divisions across the country.Keywords: Railqual; Service Quality; Indian Railways
Railqual; Service Quality; Indian Railways
Full Text:PDF
DOI: http://dx.doi.org/10.3968%2Fj.mse.1913035X20100403.009
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text:
Here is another compelling and passionate piece from Pelham City, Ga., school chief Jim Arnold. (You can search the blog for other Arnold essays.)
Arnold takes on the new Common Core Standards, in which former Georgia Gov. Sonny Perdue played a pivotal leadership role through the National Governor's Association.
By Jim Arnold
I must state from the outset that I am innately suspicious of the underlying motives or educational benefits of any initiative – Common Core included — supported by the Georgia governor who instituted austerity cuts in 2003, led Georgia to be one of the only states to use teacher furloughs to balance the state budget and consistently under funded public education in order to promote quality fishing.
Common Core is a standardized national curriculum. Why is this problematic? From an historical context, a centralized school curriculum serves the goals of totalitarian states. Jefferson warned us about that.
There are additional issues:
1) There are few interdisciplinary connections between subjects. Research for many years has shown the positive effects of interdisciplinary connections on student learning and achievement;
2) Citizenship, personal development and the promotion of democratic values is ignored.
The rationale given by the GADOE behind this mandated implementation of Common Core was threefold:
1) An answer to the problem of student mobility;
2) An opportunity to create an economy of scale, and;
3) An opportunity to compare "apples to apples" when ranking schools, systems or students between and among states.
Student achievement seems to be missing from that particular continuum. Adopting a curriculum to solve societal mobility issues is like measuring flour with a yardstick. There are easier solutions. "Economies of scale" mean little when our Legislature continues to under fund public education. When you can't afford textbooks the opportunity to not buy new ones at a cheaper price is hardly an advantage. It is rather troubling to note the number of educational "reforms" that ignore educational research, as if invoking the magic word "reform" is enough to allow any imposition however implausible.
With adoption of the Common Core standards, you can rest assured that Common Core standardized testing is not far behind. How can we expect a single, nationwide standardized "pick-a-bubble" machine scored test to effectively measure what is taught in practically every school system in the United States? The documented testing issues we already see with state assessments will increase exponentially.
The June state Board of Education minutes listed over $25 million in state contracts for testing and test development for 2013. Whether these investments are educationally justifiable or wise never seems to be the question.
Standardized tests were designed, once upon a time, to serve as prescriptive tools to help teachers help students. Presently, they serve as autopsy reports that include first time test taker results whose primary purpose is not to assist teachers in improving student achievement but to rank schools and systems. Teachers cannot effectively use data provided at the end of the school year to assist students that leave their class two weeks later. If we were serious about using these tests to measure achievement – and there's a mighty big "if" about whether they do – we would give them at the beginning of the year to provide substantive data for teachers.
In a time when parents –and, as an extension – the public – are demanding more and more personalization for their child's education, Federal and state educational agencies continue to insist upon more and more standardization – falling once again into the fallacy of "what's good for one child is good for all children."
The Common Core standards will ultimately serve not to improve student achievement but to increase the profits of standardized testing companies. The effects of poverty, family and socio-economic factors on education will continue to be largely ignored in our infatuation with the misguided belief that student achievement will improve through intensified measurement.
The "teach the test" and "test prep" and "testing pep rallies" environment will grow stronger through the implementation of annual growth measurements (annual growth = 100% – 2011 proficiency rate of first time test takers divided by six) for schools and flawed teacher evaluation models tying teacher ratings and salary to student scores that together will serve as almost insurmountable incentives for teachers to teach to the test, by the test and for the test.
The United States has, since the 1950's, been rated in the bottom 25% of every educational rating system imaginable. The fact that our country has set the economic standard for the rest of the world, that our creativity, achievements and scientific progress far overshadow the nearest competitors would seem to lead us toward the beginnings of a discussion about the efficacy and reliability of the ranking systems we seem to trust as infallible measurements.
Sooner or later, even legislators must see it's not about race, it's about poverty; it's not about a test score, it's about student achievement; it's not about a standardized curriculum, it's about good teaching; it's not about the business model, it's about personalization; it's not about competition, it's about cooperation. Until that time, we will continue to get the kind of Legislature and public education system we vote for.
Relevant content and applications of knowledge through critical thinking, problem solving, modeling and higher order thinking skills should be the focus and goal of our educational process. Education is not supposed to be about determining or defining a specific amount or trove of material that must be learned in order to advance to the next level, but a matter of cultivating and growing inquisitiveness and curiosity in students that eventually grow into life skills. None of these skills or processes can be measured with any degree of reliability, accuracy or validity by a multiple choice machine scored test.
My suggestion is that we trust teachers enough to give them the freedom to do what they do best – teach children on a personal and individualized level. Micromanagement is an egregious sin and an almost irresistible temptation for state and Federal officials.
I predict a period of extensive frustration on the part of teachers before they get to the point they must eventually reach to decide that if anything is to be done to effectively implement the Common Core curriculum they must do it themselves at the local school level. Teachers, in this case as in so many others, are not the problem, they are our unrecognized salvation. Just as with Georgia Performance Standards, the efforts of teachers will eventually – in spite of everything politicians can do to make them look like scapegoats for what are truly societal issues – be the salvation of Common Core implementation in spite of state and Federal mandates and implementation schemes and not because of them – until, of course, the next big reform comes around the corner.
–From Maureen Downey, for the AJC Get Schooled blog
July 1st, 2012
9:36 am
He's absolutely correct and in language even legislators can understand. Amen, Brother!
July 1st, 2012
9:56 am
face it – we're screwed.
July 1st, 2012
10:14 am
I want to work in his district!
July 1st, 2012
10:20 am
I agree with some of what Mr. Arnold writes, particularly his comment that student achievement is ignored in the goals of the Common Core and his railing about test scores, I do believe that there are some benefits to the approach.
The current curriculum fails too many students, and is far too vulnerable to the machinations of agenda politics. The endless subterfuges by interest groups of all stripes, the political bandstanding of politicians eager to curry favor with whatever idealogues are locally prevalent, focus on getting their point of view incorporated into teaching materials, to perpetuate and indoctrinate their beliefs. That is propaganda, not education, and I am hopeful that the state's role in facilitating this politicization of curriculum can be at least hemmed in by agreement to a national set of academic mandates.
I believe, too, that is why "Citizenship, personal development and the promotion of democratic values is [are/] ignored." Those are typically areas that are most prone to idealogical interference, and are best learned through modeling, not curriculum.
I agree, too, that interdisciplinary associations between subject areas make learning (and surely teaching) more robust, but wouldn't this be a function of teaching practice rather than curriculum?
Yes, concerns about how a Core Curriculum can be twisted to a profit center for the testing industry and a set of cement shoes for teachers are valid. But I like the idea of focusing curriculum on areas of agreed-upon importance and protecting the classroom from intellectual predators, right and left.
July 1st, 2012
10:23 am
Apparently a fellow Democrat partisan of Maureen's, today's guest columnist alerts us in his very first paragraph that we're about to read a highly jaundiced view of the Common Core curriculum initiative.
And if liberals howl about something—there MUST be merit in it, right?
July 1st, 2012
10:31 am
Creative teachers? Oxymoron. Give em the script.
July 1st, 2012
10:35 am
Common core standards enable us to compare schools from state to state. Arnold doesn't want us to do that because it would show the rest of the country just how bad GA schools are performing.
Shining a bright light on any problem is the first step to fixing the problem.
We should not hide our poor-performing schools by creating our own curriculum and judging ourselves by our own standards. That's like the fox guarding the hen house.
GA kids will compete for GA colleges and GA jobs with kids from other states. It is waaaaay past time for a standardized curriculum and a standardized test nation-wide. We tax-payers and parents NEED to know how our kids are REALLY performing so that we can make real, informed decisions about where to live and send our children to school.
July 1st, 2012
10:37 am
The Common Core standards will ultimately serve not to improve student achievement but to increase the profits of standardized testing companies. The effects of poverty, family and socio-economic factors on education will continue to be largely ignored in our infatuation with the misguided belief that student achievement will improve through intensified measurement."
This is so true! The number of standardized testing businesses will soon become one of the largest business industries considering the majority of the country now has Common Core standards. The new potential testing market is huge: the number of states with Common Core, the number of school systems within each of those states and the number of schools in each of those school systems. It is all about making a profit using the disguise of "reform"! Every reformer has a motive, from selling books, testing materials, curriculum, textbooks, workbooks, seminars, webinars, software and for-profit charter schools models. The money being made often with the help of governors, legislators and other policy makers at the determent of children is unconscionable.
Secondly, I have seen firsthand in my career as a teacher for nearly 20 years in Title 1 schools the effects of poverty, family and socio-economic factors and its impact on education. Everyone outside of the classroom wants to ignore the dynamics of these factors. "The misguided belief that student achievement will improve through intensified measurement" should be the new motto of public school teachers.
@Jim Arnold, thank you for your words of wisdom!
July 1st, 2012
10:54 am
"I must state from the outset that I am innately suspicious of the underlying motives or educational benefits of any initiative – Common Core included — supported by the Georgia governor who instituted austerity cuts in 2003, led Georgia to be one of the only states to use teacher furloughs to balance the state budget and consistently under funded public education in order to promote quality fishing."
As soon as I read this statement, I knew Mr. Arnold's essay would be biased. I do not agree with many of the statements in this essay, but then again, I am looking forward to the new CCGPS initiatives with excitement. I just hope we are given the time and support to fully implement the standards and measure the results.
July 1st, 2012
11:10 am
A nicely written piece, Jim. Your argument that the CC will actually be WORSE than what we have is a fascinating prospect. Several people close to the fire have told me that PAARC (the multi-state "testing club" purportedly developing CC tests) appears interested in telling teachers HOW to teach even more than telling them what to teach, which would make it yet another attempt to make learning "teacher-proof" rather than finding ways to help teachers be better teachers.
If you are correct – and I think the evidence (if not others' rhetoric) suggests you may well be – America as a society will continue its downward slide as we seem to be consciously, willingly and deliberately working to cripple its educational system.
July 1st, 2012
11:27 am
@Pelham City School Chief, Jim Arnold well-written and thoughtful article…don't necessarily agree with every point, but you do give the readers some intelligent points to ponder rather than just spew the private school over public school rantings.
July 1st, 2012
11:39 am
There are many inaccuracies in this piece and an incomplete understanding of the situation. The new Common Core language arts standards at the high school level allow us to break free of the outdated, Eurocentric canon of high school English courses that (a) don't interest most kids and (b) completely misses the boat to prepare children for the information-based workplace of tomorrow.
In addition, the state of Georgia is part of the PARCC consortium for implementing new technology-enhanced assessments that will require all students to demonstrate higher-order thinking. As a mother of three elementary-aged children I cannot wait for them to participate in such a vibrant learning experience. I think it will wake a lot of our school leaders and teachers up!
Also, the Common Core consists of standards, not curricula. There is a difference and the author would be wise to engage his teachers in understanding this difference and in taking advantage of the rich opportunity we have in being a part of this effort being taken on in dozens of states. Sure, it will not be without bumps in the road, but it can be done in a very positive, energetic way that benefits children and teachers. What a wonderfully exciting time!
July 1st, 2012
11:47 am
July 1st, 2012
10:31 am
So whom would you have write the script?
July 1st, 2012
11:56 am
@ Jerry,
waaaaaaaaaaaaaaaaaaaaaaaaaaaaay back when I was in HS (before electricity, indoor plumbing, and cable TV) I had a social studies teacher who maintained the primary goal of public education was to foster race relations – get us all to get along.
while I never bot that completely, it does seem the American political class has always been more interested in a on the surface civil community than an educated one
July 1st, 2012
11:58 am
anyone who thinks Ga kids are just competing -and losing the competition- with their American counterparts is sadly and grossly mistaken.
July 1st, 2012
12:01 pm
I am just waiting for all the "aligned to common core" textbooks to come out. That's not what common core is about. I will say I am worried about how the CC is being meshed with the current GPS in other subjects. Improving literacy is good, but it has to be done in a way to preserve the content and integrity of the other subjects which includes labs in science (not just reading about science), discussing and analyzing in social studies, and reading literature, not just technical reading in English.
July 1st, 2012
12:12 pm
In the end, the common agenda since the 50's and 60's is to make everyone come out with the same results! We do not allow the best and brightest to achieve for fear they might do better than others! We do not challenge them for fear others cannot keep up! I don't gives a rat's rear whether those students are white, black, yellow, brow or polka dotted! WE MUST CHANGE THE SYSTEM TO CHALLENGE AND REWARD ALL STUDENTS BASED ON THEIR ABILITIES AND ACHIEVEMENTS, NOT HOLD BACK THE BRIGHTEST BECAUSE SOMEONE ELSE MIGHT LOSE THEIR SELF ESTEEM! PRIME EXAMPLE: when my children were in elementary and middle school in the 70's and 80's, our small county school system did not have the financial resources to offer all the courses, advanced courses or facilities for labs and such as the city schools. So they started a gifted and talented program to challenge those students who were capable of doing more than the system could offer. These 4th, 5th and 6th grade students did special projects, research, lab work, etc. It proved so popular that in the middle schools they changes to group those children of like abilities in the same classes. Those who were obviously on a more advanced level were grouped together and so on! THE KIDS, ALL KIDS IN ALL GROUPS WERE HELPED, DID GREAT WORK. The teachers were thrilled. Those teaching the, let us call it the A group, were so thrilled that they could explain something one time to this group and not have to do it again, letting them teach and improve. Same to the other groups B, C etc.! Because the children in these groups were all at about the same educational level all of the groups had better results. The groupings were done by standardized test scores, grade in the subjects, teachers recommendation. There were white, black and others in all sections. As best as could be, there was no discrimination based on race. But then, some parents were "offended" that their child was not in the A group and threatened to sue the county school system. Rather than spend the money against a lawsuit, the county decided to DROP THE PROGRAM and use the money for the schools! What a waste! Education should be about allowing the children to advance as they are capable, not about some socialist version of "everyone equal"! Sure, everyone should be treated the same in the eyes of law and government, but, try as they may, socialist liberals cannot make everyone equal in intelligence, personal drive, physical abilities or income!
July 1st, 2012
12:16 pm
Yes, Dr. Arnold does have valid points. Yes, Dr. Arnold does seriously address the anxst of most public school teachers who see another educational trend that will create more problems for the teachers and less learning-for-life education for the students. But why do we teachers continue to bend as a willow trees leans in the winds to every mandate issued by those who are not in the know, those who have great "data" and research results to design such intricate, complicated, illusory standards?
We teachers in the classroom have faces with personal history in front of us. Why are we highly educated and personally committed teachers not allowed to address that issue first? There is a long series of hoops that all teachers must jump through in order to keep our jobs, and sadly, the last hoop of importance is the student, for it's paramount that the school system have all of the right percentages and all of the correct boxes checked in order to stay out of trouble with those who have no investment in our classrooms, or else we will be ousted and replaced with someone who is more committed to the numbers than the students.
What Dr. Arnold writes here is only part of the critical situation that real teachers in the classroom face.
Whining? Maybe a few, but definitely not the majority. In too many cases, once again there will be less real learning while the teachers are trying their best to have the students memorize and respond by rote to more standardized tests.
Students are not robots; they are tomorrow's adults. Why must we be forced to treat them as such?
July 1st, 2012
12:25 pm
"Relevant content and applications of knowledge through critical thinking, problem solving, modeling and higher order thinking skills should be the focus and goal of our educational process."
This cuts to the core of the problem with "reform" movements. The "reforms" that permeate education are upside-down. Where research tells us we should focus on big-picture ideas, as stated in Mr. Arnold's piece, and relevant content will follow, "reforms" are merely content driven and never allude to the big-picture as if it either is beyond the authors' comprehension or they think it is beyond ours.
The truth is, students are a not all one size, some need to master content before they can apply it to big-picture ideas but just as many need to see the big-picture idea first so they can make sense of the content. This is why teaching has always been referred to as an art, not a science. No prescription can be applied to all children yet that is what "reformers" push. Let the education professionals (I'm talking teachers here, not administrators) do their job.
On the one hand, the message we get is that we should (rightly) tailor education to the individual (do SPED IEP's ring a bell?) yet the prescriptive "reforms" do just the opposite.
Will we learn from the mistakes of the past? Texas was the canary in the coal mine for NCLB but no one listened. Now we have early adopters of Common Core raising sticky questions, will that be ignored as well?
July 1st, 2012
12:32 pm
Amen, brother! Of course, saying something along these lines is likely to get you labeled a "union shill". As an educator, I actually believe there should be a national curriculum–but(!) the Common Core isn't the best of the multitude of options, especially when you look at Georgia's proposed curricular implementation which is poorly written and fails to recognize how behind some students are, how special others are, and, even, how advanced some are. One size has never fit all and it sure won't this time around. >>sarcasm warning<>sarcasm warning<<
July 1st, 2012
12:33 pm
….." led Georgia to be one of the only states to use teacher furloughs to balance the state budget and consistently under funded public education in order to promote quality fishing."
I stopped reading after the above sentence. How could a school system like the APS be "underfunded" when their per student spending is in excess of $14K per student????
July 1st, 2012
12:45 pm
As for more erroneous behavior in the higher echelons . . . . follow the money . . . . $14K per students? Yes, I think this requires line-item investigation.
July 1st, 2012
1:13 pm
It's a business, run to manage and measure various achievements (or lack thereof) and then sell more "advanced" education solutions to school systems that have the funds to afford it.
July 1st, 2012
1:23 pm
Ah, so it is not 14K per child . . . really. . . Yes, special needs requires special services.
July 1st, 2012
1:23 pm
Hopefully this self-serving crybaby had some decent cheese to go with his lousy whine.
re: it's not about a test score, it's about student achievement — If the items being tested are the appropriate ones, that score IS student achievement
re: it's not about a standardized curriculum, it's about good teaching — with an acceptable curriculum
re: it's not about the business model, it's about personalization — LOL, _everything_ is about the business model you clueless waste of bandwidth & oxygen. So sayeth those of us of have grown tired of footing the bill for the hogs at the public trough. And there are few areas that have been more sorely in need in correction than the good money after bad thrown down the dry hole of overpriced daycare known as public (re)education.
re: it's not about competition, it's about cooperation — perhaps the best indicator of just how clueless the author is. With finite resources and an excess of bodies, EVERYTHING involves competition.
July 1st, 2012
1:24 pm
Actually, multiple choice items can measure higher order thinking, problem solving, and critical thinking. They're known as interpretive questions. A paragraph, chart, graph, picture, excerpt, problem, etc. is presented to the test taker, who must then extract the relevant information and use it to come up with a solution to the question. More and more standardized tests are using this format. It allows the test to go far beyond assessing memorized knowledge and instead assesses students' skills and how they process information. And, contrary to what Mr. Arnold suggests, this can be done while retaining content validity and with a high degree of reliability.
To his larger point, it would indeed be a great idea to be able to test students using more real-world oriented assessments, such as performance assessments that require problem solving and critical thinking. However, this is where real problems with validity and reliability surface. Performance assessments are notoriously subjective, not to mention they are time consuming to complete and score. It's difficult to see how they could be realistically incorporated into large scale high stakes assessment while maintaining accurate, objective scoring.
Psychometricians are consistently trying to improve measurement instruments to include new and more accurate ways of assessing learning and skills. But at this point none of the naysayers have offered a suggestion for these assessments that will supposedly test "relevant" "real-world" content and application of knowledge.
Testing is here to stay so griping about it isn't going to do a whole lot of good. Instead, offer some solutions for assessing students on content, skills, and knowledge that you think is more important than what we're assessing now, and come up with a way to measure it reliably. I'm all for reforming assessment and so is everyone else I've ever known in the field of assessment. We're open to suggestions. Just make sure they are superior to our current measurement techniques.
July 1st, 2012
1:27 pm
I stopped reading after the above sentence. How could a school system like the APS be "underfunded" when their per student spending is in excess of $14K per student????
Why, exactly Hmmmmmmm. Seems it's the age-old and biggest problem in education. It's NOT that money's not there, it's that it is siphoned off BEFORE IT REACHES the STUDENTS and the instructors teaching those students! Look at ANY central office in this state. There's plenty of money there! It's just poorly spent. The department heads all have assistants- when it's TEACHERS who really DESERVE the clerical help. There's ALWAYS room for YET ANOTHER position if it needs to be found for an underperforming administrator. Teachers and students never seem to benefit, but the FAT CATS aren't bothered by furloughs and such. Whatever happened to MANDATORY SUBSTITUTE requirements for central office administrators?? Gave them a little reminder of what it's actually like in the classroom: morning duty, bus duty, 15 minute lunches (on- campus, not at the country club), lesson planning, grading, meetings and more meetings, and ,oh yes, the actual face-to- face with the real clients, the students. Too many have lost perspective of how much time and energy,not to mention money, it actually takes to individualize instruction. ONE SIZE does NOT, and NEVER WILL, fit all. Glad I'm gone. Never could stick to those scripted programs. Might as well have robots as instructors- or just turn on a TV or computer.
July 1st, 2012
1:28 pm
July 1st, 2012
12:33 pm
Don't cherry pick. APS is an abomination, agreed, but do not label the entire state based on one egregious stand-out.
Overall, education in this state is underfunded starting, most recently, with the end of the Barnes administration. All the advances Miller effected have been wiped out to the tune of $4 billion.
July 1st, 2012
1:33 pm
Whoops! Part of that got eaten…My comment should end with "(sarcasm warning) Well, at least the curricula publishers and test makers can make more money. Who cares about the children, anyway? (sarcasm warning)".
July 1st, 2012
1:34 pm
@Kathleen Carpenter, you write "The new Common Core language arts standards at the high school level allow us to break free of the outdated, Eurocentric canon of high school English courses that (a) don't interest most kids and (b) completely misses the boat to prepare children for the information-based workplace of tomorrow."
And so it's the "outdated, Eurocentric Canon" that is holding our kids back? Please explain. This ought to be pretty good.
July 1st, 2012
1:41 pm
The Pioneer Institute in Massachusetts recently released a legal analysis of the standards push behind Common Core and found that the Department of Education's involvement in it runs afoul of three federal laws prohibiting the federal government from getting involved in curriculum: The federal government has (1) incentivized states to adopt the standards through $4.35 billion in Race to the Top grants, (2) conditioned access to No Child Left Behind waivers on standards adoption, and (3) paid for the corresponding national assessments.
Pioneer also found that, cumulatively, implementation of the standards will cost states some $16 billion.
So maybe this complaint has merits?
July 1st, 2012
1:43 pm
And I would also ask this: What are all these important topics and projects that teachers are now having to bypass in order to prepare students to do well on high stakes tests? If you're covering the curriculum you're supposed to and sticking to your standards and objectives, everything you do should be preparing students to do well on those assessments. Good teaching IS good test preparation. If the test is measuring the academic content and skills that educators have agreed are what students need to master (which I concede is sometimes debatable) and your students are learning that academic content and those skills, then how is the test hindering your ability to teach?
July 1st, 2012
1:48 pm
July 1st, 2012
1:23 pm
Talk about clueless wastes of oxygen & bandwidth…do you have anything positive to add to the discussion besides tired opinions?
"re: it's not about a test score, it's about student achievement — If the items being tested are the appropriate ones, that score IS student achievement"
This is one basis of the missive, the tests have not been proven to measure achievement, only rote memorization.
"re: it's not about a standardized curriculum, it's about good teaching — with an acceptable curriculum"
Basis #2 questions the acceptability of the CC curriculum
"re: it's not about the business model, it's about personalization — LOL, _everything_ is about the business model you clueless waste of bandwidth & oxygen. So sayeth those of us of have grown tired of footing the bill for the hogs at the public trough. And there are few areas that have been more sorely in need in correction than the good money after bad thrown down the dry hole of overpriced daycare known as public (re)education."
How wrong you are…we are talking about people, not widgets
"re: it's not about competition, it's about cooperation — perhaps the best indicator of just how clueless the author is. With finite resources and an excess of bodies, EVERYTHING involves competition"
Involves, yes…but having competition be the end-all is just myopic, just look at the Sandusky case.
July 1st, 2012
1:48 pm
Progressive Humanist is EXACTLY RIGHT.
I WANT teachers to teach to the test because they test measures what the kids need to know — mostly, reading comprehension. The kids read a paraprah or more and answer questions about the information in the paragraph.
The answers are right there in black or white. All the kids have to do is read and understand what they read.
However, if the children can only memorize "sight words" they are not really reading…they are just memorizing.
My kids were constantly taught IN SCHOOL by their teachers to memorize sight words.
That IS NOT reading.
I had to teach my kids to read the right way — simple phonics. Know the sounds the letters make and sound out the word.
Half of these standardized tests are simply knowing how to read.
If teachers are teaching kids to learn to read, they will pass the test.
July 1st, 2012
1:56 pm
I enjoyed the article. Thank you
July 1st, 2012
1:57 pm
@Behind Enemy Lines
lousy whine
score IS student achievement
everything_ is about the business model
clueless waste of bandwidth & oxygen.
hogs at the public trough
good money after bad
overpriced daycare
EVERYTHING involves competition
Yep. Looks like you got all the good ole "talking points" in there – Congratulations! Also shows you really have no clue yourself. But then, what do I know, right? I've just had my "boots on the ground" actually DOING the job you find do easy to dismiss. For over 20 years, I have actually been working in a classroom, serving on district committees and helping develop curriculum, and oh, you know, that other thing, TEACHING.
But I don't know anything. Others like me don't know anything. Twenty years involved in the day to day hands-on operations of education gives us NO insight into to our job, what works and what does not. No. We need to listen to people like you. Anonymous posters on a blog who have probably not been a classroom since they graduated (if they graduated.)
July 1st, 2012
1:58 pm
Mr. Arnold's first paragraph is so great, I almost swallowed a tomato reading it! Especially the "consistently under-funded public education in order to promote quality fishing." Priceless! Of course, we know that the money "saved" went to other "worthy projects" as well–roads, Oaky Woods, etc.
I also fear the "Common Core," especially after the indignities and jack-boot behavior caused by Reading First and the scripted texts. When I click the dog-clicker, say, "Heil, Hitler!" Millions of dollars given to the FOB who provided the materials, and now they are in for another round of millions (while the kids languish) laughing to the bank.
How many more "saviors" are we going to adopt? We haven't even finished "unpacking" the GPS!
The government of Georgia acts like the 50s housewife–give them NEW! and IMPROVED! and they will buy it every time! Throw in a few Reforms! and Research Based! and they become near-orgasmic!
Mr. Arnold, I know there is no hope for you to work within the state's deparment of education, since you actually think, but we will be looking for a superintendent up here soon…had you thought about living in the mountains?
July 1st, 2012
2:06 pm
@GM: For someone as interested in education as you are, I'm amazed that you want a teacher to teacher your kids to the lowest common denominator. Progressive Humanist is right – it is possible to test higher order thinking skills on a MC assessment. It is not what is actually tested on our state tests. The EOCT for my subject area is insanely easy. If I taught to the test, I'd be teaching capitalization rules, paragraph main ideas, spelling and basic identification of literary elements – in high school. That's the EOCT my kids take.
I'm not familiar with elementary school curriculum, so I can't speak for sight words vs. phonics. I can tell you without a doubt that if teachers only taught to the test students would learn very little.
July 1st, 2012
2:07 pm
July 1st, 2012
2:11 pm
Lesseee, let me add this up — CRCT unfair, racist test, just a money-maker for test makers, Common Core — unfair, racist test, just a money-maker for test makers…
No matter what measurement is put before the teachers on this blog, an overwhelming majority of them will complain that "it ain't fair, just ain't fair). The truth is most of the teachers on this blog do not want any measuremenht of any kind because they will know it will highlight how pitiful a Georgia public education is.
No matter what test, what measurement is used to evaluate, most teachers on this blog will throw up their arms in disgust.
GA public schools are an embarrasment to Georgia
The cat is out of the bag. The writing is on the wall. It's been written about, discussed and documented. GA public schools are simply inadequate. No amount of complaining about common core standards is going to hide the poor performance of GA schools.
July 1st, 2012
2:23 pm
Funny you should mention Hitler, he implemented a national curriculum where every child was "learning" the same thing at the same time on the same day across the nation. Is this where we are headed? If Hitler thought is was a good idea, should we not reject it…
July 1st, 2012
2:36 pm
Has anyone looked at the score since all these "businessmen", most of whom have never managed more then 5 employees, have offered their "wise" advice to run our schools? Seems like it's time to stop digging that hole.
July 1st, 2012
2:56 pm
crankee–yes, I am very afraid so.
GM: In your first post, you said,"it would show the rest of the country just how bad GA schools are performing." I would argue that, no, it would show how bad Georgia STUDENTS are performing. There is a difference.
In your second post, you state,"The answers are right there in black or white. All the kids have to do is read and understand what they read." Not exactly true. Most reading, past third grade, requires children to make connections between what they read and what they already know. Sometimes they have to make predictions. Second point on that is, understanding IS what reading is. Saying words phonetically, or by sight words, or by context clues, is NOT reading. It is calling words. REAL READING is interactive: You decode the word (by whatever method) you make connections to what you already know, and you add to that set of knowledge. If you mis-decode a word, REAL READING will send you to backup and re-read, as it won't make sense if you UNDERSTAND. This was a great FAIL for Reading First.
Third, you say, "My kids were constantly taught IN SCHOOL by their teachers to memorize sight words. That IS NOT reading. No, but there are some words that are best recognized by sight. These are words in the 20% of English that are NOT phonetic. Or they are little words you would not want your child to sound out every time they saw them. Think of this: Your child has to sound out The boy got the ball. Sight words help your child move to automaticity–recognizing and calling words smoothly, which facilitates READ READING.
I have three children. The two oldest were phonetic readers. They were both reading way before they were 4. They had sight words, of course, but "big words" they could sound out. They both scored near-perfect on any reading achievement test you can name. My younger daughter, taught by me the same way, was much more dependent on sight words and context clues. She still became an excellent reader–has a master's in astrophysics now.
Teachers use all these methods to help students learn to READ–that almost mystical interaction between a person and text that leads to COMPREHENSION. BTW, I have taught about 1000 children to read, and now I spend my days helping poor readers–kids 2-3 years behind–with their reading. I use every tool in the kit to do so.
Finally, your last submission: When I was in school, if I didn't do well at something (defined by my mother as less than 95%), it was because of ME. My parents never, ever, blamed the teacher for my (apparent) inadequacies. They knew that the material was presented, and that perhaps I needed to spend more time on it in order to master it. But the fault for a low test score, if I got one, was MINE. Were the teachers so great back then? No, by today's standards they were much less skilled. So what is the difference? The stool has three legs, not just one.
July 1st, 2012
3:15 pm
The problem with all standardized testing is that everyone ends up teaching to the test because you are going to be compared to others. There are students in high school who can't name the continents because NCLB did not measure science or social studies, so that got left out. My friend is a wonderful teacher but common core stifles her and actually prohibits her from raising the bar for her students (and 1/3 of her 30 fourth graders are EIP).
July 1st, 2012
3:29 pm
I'm sorry to report that the 'aligned to Common Core' textbooks are here and I will put them in my students' hands in August.
Time and again, national standards have delivered disappointing outcomes in other countries. Why would it be different here? Don't point to Europe; the UK is having their own debate on the value of GCSEs, A-levels and Standard Assessment Tests. http://www.guardian.co.uk/uk/2007/jun/10/sats.schools
Finland doesn't have a set curriculum, doesn't use standardized testing (they think we're nuts!), and regularly kicks butt on international comparisons.
Meanwhile, Sidwell Friends and other top tier private schools here only use these 'instruments' as a tool for the individual student, not as a weapon against anyone.
July 1st, 2012
3:57 pm
[...] Here is another compelling and passionate piece from Pelham City, Ga., school chief Jim Arnold. [...]
July 1st, 2012
4:08 pm
[...] Here is another compelling and passionate piece from Pelham City, Ga., school chief Jim Arnold. [...]


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Baby boomers may die with college debt
Student loan burdens are growing fastest among the over-60 crowd, many of whom sought graduate degrees during the recession.
Baby boomers are easing into retirement, but some may find their golden years are haunted by student loan debt that could follow them until they die.
It's not their children's debt, however -- it's their own. Many boomers returned to graduate school during the recession to bolster their skills, reports the Chronicle of Higher Education.
Student loan debt is actually growing fastest among people over 60, the report notes. More than 2 million Americans over 60 owe student loan debt, with the average balance standing at about $19,500, up from just under $11,000 in 2005, according to the Federal Reserve Bank of New York.
In all, that amounts to $44 billion in student loan debt carried by people who often qualify for senior discounts.
"I fully expect to die with this debt," a former meteorologist told the Chronicle. After going back to school at 58 to become a mental health counselor, he's now $70,000 in debt and unemployed at 65.
Of course, it seems like adults in every age bracket are getting crushed by student debt, which is exacerbated by a still-recovering economy. As reported previously on MSN moneyNOW, more PhDs are applying for food stamps, while 284,000 students with college degrees were working at minimum-wage jobs last year. Working at McDonald's (MCD) might be a disappointment if you're fresh out of college, but it takes on a deeper shade of depressing for seniors.
Older students have seen their debt loads mushroom not only because of rising tuition, but because they often take more time to complete a degree while juggling full-time jobs and family life.
Some are turning to the government for help. The meteorologist, for instance, slashed his monthly student loan bill in half to $250 through the government's income-based repayment program.
Another older student, 63-year-old Joan Roberts, told the publication that she's living in subsidized housing and getting by on food stamps, after enrolling in a PhD program for art education. She failed to earn the degree, but still racked up plenty of debt during her eight years of studies. She's also unemployed, and filed for bankruptcy, although the student loans stuck with her.
"I may never get relief," she said, "and I cannot plan for my future."
Delinquency rates have risen sharply among student debt holders over 60, according to the New York Fed. Almost 13% were 90 or more days delinquent at the end of 2012, double the 6% rate in 2005.
The bottom line, financial expert Mark Kantrowitz tells the publication, is that older students should avoid debt.
"They should not borrow more than they can afford to repay in 10 years or by the time they retire, whichever comes first," he said.
Follow Aimee Picchi on Twitter at @aimeepicchi.
I simualtaneously worked three (3) different part time jobs through college, averaging about 40-45 hours a week, which included evenings and weekends. Weekends I'd work about 10-12 hours a day. I guess it was kind of tough... but it wasn't THAT tough, you know? It was definately do-able, and left me ample time to check out the incoming freshman crop each year, LOL's. The upshot of this story, is that the day I graduated from college... while I had no more available spending money than anyone else... I DID NOT OWE A SINGLE PENNY to any loans, for the simple matter that I never BORROWED a single penny. Being a white male, I also never qualified for a grant, dang the luck. But the important thing here, is that a young individual CAN get through the university system without having to go in debt with student loans. Unfortunately, most children that age are simply not mature enough, DISIPLINED enough, to cut out the 'youthful BS' from their college years and hunker down in earnest. Oh, yes, back then an undergrad four (4) year degree actually only TOOK most of us four (4) years (mine took just over three years, constant double summer sessions, overloading classes, 18-20 credits, etc). And the reason I did so? Hey, graduating in 3.5 years, or even 3.2 years, is that much cheaper on my apartment rent, utility bill, etc, thus making college cheaper.
I do not understand all the crying about how people "had" to take those school loans... when in reality they wanted the excess money to fund their beer drinking, clubbing, etc. Work your way through school... it's not impossible. In fact, the only down side of it is that you can then NOT complain the rest of your life about owing student loans.
Of course, my whole life since, I've never been one to live on credit, or loans, either.
Cash on the 'barrelhead' DOES work.
And I recent, as a consciencious tax payer, the friggin' government erasing of those student loans. So do without whatever your fun is, whether it be that new motorcycle, of a huge flat screen TV. Pay us our money back.
And if you're young enough, not in school yet and you read this, think about it, and DO NOT 'borrow' money to get through college! Do you REALLY think it's so tough being in school classrooms (perhaps) 12 hours a week is SO HARD... that you cannot also do other things, such as WORK to make money?
Sorry to say this, as I know most did, indeed, borrow loans, but... you were silly enough to do so as kids, and that's your problem, not mine. My kid is only eleven, and he already knows how he can do it without taking loans. Yes, I pray he uses my insight... time will tell.
I knew it would be a waist to time to go back to school at my age, because I'd never get a return on my investment. Corporations just don't hire you much after 50 ... they are trying to get rid of you as I found out and with most of the high end salaries going to overseas for the cheap labor I could see that there will be no use for a college degree much anymore in the future .... unless be bring back Manufacturing (our Economic Foundation) back to this Country which the Retail, and Service Sectors are build off of to sustain City, State and Federal Jobs. One does not exist without the other. And this is also the cause of the Global Economic Decline. There is just not enough Manufacturing to go around and is causing the Financial & Economic Failures of the "World". We need to get back to the Basics.
Look around you ... do you not see one item that is not Manufactured in front of you ????
Our House would be "Empty" otherwise !!!! That's where we're headed ..... can't you all see ?
Mary Anne / 35 yrs. in Manufacturing Procurement.
When I got my student loan a year ago, to go back to school for a Masters in Psychology, I was an unemployed R.N. and pretty much the only criteria they went by was that I had repaid my Undergraduate loans. I was shocked. I'm 43 and almost halfway done with my Masters; the thing is that even if I am unable to find a job in psych, I'm a nurse and will always have a way to make a living.
PhD in Art ?
I know the pain of this. I started my education in 2001 at a Vocational School. Was told I could make the big bucks was done. Wrong! Since then I have struggled with jobs, working my way to the top. I have also incurred more loan debt trying to put myself above the rest during the bad economy all while trying to raise a family. I am going to be 42 this year and I just got a job three years ago that pays me well. Thank the Lord!! I have growing kids with growing needs and fear that I will take this debt with me to retirement. I don't want to be retired and in debt. I pray some relief will come to those that are in this similar situation..
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[BRIEFING.COM] The stock market finished an upbeat week on a mixed note. The S&P 500 shed less than a point, ending the week higher by 1.3%, while the Dow Jones Industrial Average (+0.1%) cemented a 1.7% advance for the week. High-beta names underperformed, which weighed on the Nasdaq Composite (-0.3%) and the Russell 2000 (-1.3%).
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- Eugene Frier
- Denton, TX
- United States
This conversation is closed.
How can we best engage college students in the idea of learning instead of just getting a degree?
I work at a 4 year, public university and I see a great deal of students who come to school to get their degree (which they equate to money/success) and do not care about learning. What are your thoughts on the best way to engage them in the actual process of learning. I have my thoughts, but would love to hear my fellow TEDsters thoughts.
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Kim LaesMar 14 2013: I spend almost 8 years in higher education. 4 years of those were about 'getting a degree' the other 4 about learning... The students' attitude has to do with the general attitude of society. The first time I went to college I wanted to become a teacher because I knew it would bring 'bread on the table' (also because I was a little inspired by other teachers). It was perhaps not the best choice I ever made but those 4 years allowed me to grow and understand myself better.
So after that, I felt I was stronge enough to go my own way and after a little detour in egyptology I ended up studying my greatest love: history. I studied it because I loved it, because I could learn from it.
The problem with most students nowadays is the fact that society dictates that you have to be succesfull in order to be accepted. And the only way to be that is to be a big earner. Society shows us that the only way to do that is by having a degree that will lead to a well payed job. If we want students 'to learn instead of to earn' we need to show them that chosing money over heart only leads to emptyness. They are blinded by society's story of success and consumption. If we want to engage students we'll need them to want to make the change themselves.
Modern society is not about making independently thinking, strong individuals of people but rather to make them productive citizens that do not question authority and unless we can change that we will not be able to engage students to learn rather than to earn.
Apr 4 2013: Two thumbs up, Kim. I absolutely agree with this and I remember a quote I heard a long time ago that says "you can only lead a horse to water, but you cannot make it drink" and that's the biggest thing about education and school itself. As an undergrad student right now, I found exactly what it is I enjoy doing and that makes the learning portion of it so fulfilling. Whether or not my professor is enthusiastic does not really bother me because either way I WANT to learn and will therefore find ways to accommodate different teaching styles for the sake of learning. I see a lot of people around me who only want that piece of paper at the end of their 3 or 4 years, not picking up a single thing on the journey and that's just not the way to live! If you're going to be there a few years anyway, why not pick up a thing or two along the way, right?
Kim LaesApr 10 2013: Exactely!
In my field, history, it is mostly because of the love of learning. At my unirsety they started with almost 400 students in the department of history. Some of those do it because they want to be teachers but most of us, we just love history. The problem within our field , with the education, is that it doesn't leave much room for exploring. Everything is dogma. It kills our sense of renewal. If you try to step outside of the beaten track of scientific history your professors will put you down. In that way even the study of history has been corrupted by the wil of society. For example, all of our academic career we are told that historians can not judge, only analyze. This implies howevwe, that we are not allowed to learn from it either. I think this is wrong, we should be able to use history in daily life, learn from it so we do not make the same mistakes again.
This is why I did not cosider a academic career, I want to be able to see history through the eyes of a spiritual person. I want to be able to use my imagination, something that is a taboo in the science.
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REU Project 17—Development of statistical methods for analysis of high-dimensional data—Dr. Michael L. Collyer, Biology Department
Within the field of biotechnology, various disciplines use high-dimensional data (e.g., DNA microarray data, mass spectrometry protein data, morphometric data). Statistical methods to analyze high-dimensional data are not well established, as the development of methods lags behind the development of data-acquisition technology. Currently, a paradox exists because using high-dimensional data from organisms potentially helps researchers better discern characteristic differences among experimental or observational groups, yet typical statistical tests used by researchers lose inferential power as data dimensionality increases. As a result, researchers often employ ad hoc methods to reduce the number of variables they analyze, in order to maintain statistical power in their analyses. Research in my lab is directed at developing Monte Carlo sampling methods for high-dimensional data that preserve or even increase statistical power in hypothesis tests, without eliminating data. Students will be involved with research projects that collect 2-D and 3-D morphological data, which provide empirical data sets to help develop this methodology. Collaborative research with other data types is also possible.


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Is Mali in the mix to be the next Middle Eastern country?
If Algeria is part of the MENA, why not Mali as well?
Is Mali part of the Middle East?
When I asked the question, it was mainly because I've been receiving some excellent article submissions focused on the Mali policies of Arab states -- mostly, but not exclusively, Algeria.
Photos from the Aftermath of Tahrir Clashes
Egypt has just witnessed some of the fiercest clashes in the revolutionary era, as many protestors appear radicalized. There are still peaceful demonstrations, to be sure, but even these appear to be violently resisted by police.
Source: A Sense of Belonging
Hadhramout: What It Could Have Been and What It Can Be
The Hadharem were some of the earliest converts to Islam during its very early years. And they formed a major part of the Arab armies that conquered North Africa and the Iberian Peninsula.
Source: Out Of Hadhramout
Scores summarily executed in Aleppo
At least 65 bodies of young men, all apparently summarily executed, have been found in the northern Syrian city of Aleppo.
Source: Arab Saga


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Buffalo Campus
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Alan Bigelow's digital story "This Is Not A Poem" will soon appear in two major international festivals: PIXILERATIONS [v.8] at the Granoff Center for the Creative Arts at Brown University and VAD: Festival Internacional de Vídeo i Arts Digitals at the Casa de Cultura, Girona, Spain.
PIXILERATIONS is part of the FirstWorks festival, one of the foremost venues for new media artwork in New England.
Dr. Bigelow is a professor in the Department of Humanities.
The instructors were knowledgeable and welcomed class discussions, with
respect for each student's contribution. I've learned how to be a more
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Buffalo: 18 Agassiz Circle, Buffalo, NY 14214 • (716) 880-2000 (800) 292-1582
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