Name Date - National Science Teachers Association: Fill & Download for Free

I would say that the impressive tone of this concept just means one thinks about stuff that has been discovered already, and tries to make sense of the whole present picture of our intelligence, as humans.It’s like my own “Theoretical Physics” is just thinking about “Thinking,”,… (and taking notes of the sources of the information I may well need as I come to discover just what Thinking actual is).We know our Unconscious Mind operates our entire Metabolism without telling our Conscious Minds anything much about it. Unless it hurts of course. The Unconscious Mind is sending you a message of pain. Grief and Sorrow and such, yes, from the Unconscious. Otherwise, ZIP, tho.’!But we consciously know that we Think. In fact, according to Rene Decartes, that one Fact is the only one man has to even prove his own existence! Thinking is very important then, is it not?Actually, our senses are informing us of our surroundings. Our senses are having a relationship with Reality! That is what we are Thinking about! Messages are coming in! They are not from us. They are from outside of us!Then we think about each sensory message, of which it turns out there are 22. Hence, The Universal Pattern.Hey,… even in this Technological Age of today,… we wonder about the reality or foolishness of say, Global Warming. Basically, our senses are having a relationship with a life whom we do not know. Some things we believe we know, of course, by now.We even send our next generation out, believing everything was fine, living in an environment that the Environment raised!Maybe that explains War? There have always been War among the families of the human race. Apparently, 99% of the human population IS crazy, aka Dr Abraham Maslow.Thinking seems like a good place to start building up theories, one soon after another, until things we don’t know suddenly become known!That is a description of what this Theoretical Physicists does.That was the good natured side of Theoretical Physics, though.The situation that follows is that the discovery by a Theoretical type of scientist, ie; a person building his theories,… is that no one notices his discovery!When he discovers The Theory of Relativity, no one reads it, no one understands it, and no one cares! It was years later that Einstein lucked in to being noticed at all. It became necessary in order to explain the observation that Light can bend.Newton is another example of general deafness to a Theoretical Physicist who actually finds some out that is true and new. It was 20 years after Newton wrote his book on The Force of Gravity that Halley, an Insurance Salesman, popularized that idea to explain his Comet.Ohms Law which is the foundation for Electrical knowledge today,… that got Ohms fired from being a school teacher. Ohms got zip, except for the posthumous law in his name.This is the frustrating part of being a Theoretical Physicist. In my case, I have discovered,… theoretically speaking,… how humans Think.To some extent at present, even what they had thought and what they will think in the future. But no one cares. No one cares about their own Thinking, because they are all sure it’s OK, whatever it is. They feel OK, what with them not even knowing what or why they think the way they do. I guess to some extent on this.I have focused my Theoretical Physics outlook, now, upon understanding why people are deaf and blind to important discoveries, discoveries our own very theories-to-date are telling us about.It’s sort of like Geometry, to say that one theory about deafness/blindness is the same for one group, say Churches, as it is for another group, say Teachers. It is Group Thought which demands deafness/blindness!Theory: Group Thought requires deafness/blindness against change.That is a new theory based upon experimental evidence and researched facts. I mean, the church killed Jesus. It was the Religious People, in general, that get that crazy.My most recent experiment has ended with the indictment of the whole of the National Science Teachers Association, (NSTA), at their Convention Show, July 24–26 with my exhibit.Teachers looked, but did not see. Teachers listened to me say, that my Display proved that ALL the High School subjects, invisibly, use The Universal! But neither teachers nor students have ever noticed this!Like in Chemistry……the Universal Pattern fills in, but it isn’t noticed overtly. Nor is it in Algebra……Biology……Genetics…The Universal was displayed for English Grammar, Geometry, Earth Science, World History, General Math,… even Music:Not one teacher acknowledged that the pattern is Universal!This random group of numbers becomes “understandable” once The Universal organizes it,… or puts everything where the mind can see the whole picture!This insight ought change the way teachers present the material on each topic they plan out. But they did not even react to these ideas which Buckminster Fuller and Dr Joy Guilford, both, theorized years ago. I was merely applying their insights to prove their arguments. But teachers know everything already. It is their job to do so. It is their belief, too. It won’t change in my opinion.

Indian Space Research OrganisationIndian Space Research OrganisationQUICK FACTSDATE1969 - presentHEADQUARTERSBengaluruRELATED PEOPLEMylswamy AnnaduraiAREAS OF INVOLVEMENTSpace explorationIndian Space Research Organisation (ISRO), Indian space agency, founded in 1969 to develop an independent Indian space program. Its headquarters are in Bangalore(Bengaluru). ISRO’s chief executive is a chairman, who is also chairman of the Indian government’s Space Commission and the secretary of the Department of Space.The Indian Space Research Organisation (ISRO) operates through a countrywide network of centres. Sensors and payloads are developed at the Space Applications Centre in Ahmedabad. Satellites are designed, developed, assembled, and tested at the U R Rao Satellite Centre (formerly the ISRO Satellite Centre) in Bangalore.Launch vehicles are developed at the Vikram Sarabhai Space Centre in Thiruvananthapuram. Launches take place at the Satish Dhawan Space Centre on Sriharikota Island, near Chennai. The Master Control Facilities for geostationary satellite station keeping are located at Hassan and Bhopal. Reception and processing facilities for remote-sensing data are at the National Remote Sensing Centre in Hyderabad. ISRO’s commercial arm is Antrix Corporation, which has its headquarters in Bangalore.ISRO’s first satellite, Aryabhata, was launched by the Soviet Union on April 19, 1975. Rohini, the first satellite to be placed in orbit by an Indian-made launch vehicle (the Satellite Launch Vehicle 3), was launched on July 18, 1980. ISRO has launched several space systems, including theIndian National Satellite (INSAT) system for telecommunication, television broadcasting, meteorology, and disaster warning and theIndian Remote Sensing (IRS) satellites for resource monitoring and management. The first INSAT was launched in 1988, and the program expanded to include geosynchronous satellites called GSAT. The first IRS satellite was also launched in 1988, and the program developed more-specialized satellites, including the Radar Imaging Satellite-1 (RISAT-1, launched in 2012) and the Satellite with Argos and Altika (SARAL, launched in 2013), a joint Indian-French mission that measures ocean wave heights. ISRO subsequently developed three other rockets: thePolar Satellite Launch Vehicle (PSLV) for putting satellites into polar orbit, theGeostationary Space Launch Vehicle (GSLV) for placing satellites into geostationary orbit, and a heavy-lift version of the GSLV called the GSLV Mark III or LVM. Those rockets launched communications satellites, Earth-observation satellites, and, in 2008, Chandrayaan-1, India’s first mission to the Moon. ISRO plans to put astronauts into orbit in 2021.About ISRO101Spacecraft Missions* Including3 Nano Satellites and1 Micro Satellite72Launch Missions**** IncludingScramjet-TD & RLV-TD9Student Satellites2Re-entry Missions269Foreign Satellites****** of 32 CountriesAbout ISROIndia decided to go to space when Indian National Committee for Space Research (INCOSPAR) was set up by the Government of India in 1962. With the visionary Dr Vikram Sarabhai at its helm, INCOSPAR set up the Thumba Equatorial Rocket Launching Station (TERLS) in Thiruvananthapuram for upper atmospheric research.Indian Space Research Organisation, formed in 1969, superseded the erstwhile INCOSPAR. Vikram Sarabhai, having identified the role and importance of space technology in a Nation's development, provided ISRO the necessary direction to function as an agent of development. ISRO then embarked on its mission to provide the Nation space based services and to develop the technologies to achieve the same independently.Throughout the years, ISRO has upheld its mission of bringing space to the service of the common man, to the service of the Nation. In the process, it has become one of the six largest space agencies in the world. ISRO maintains one of the largest fleet of communication satellites (INSAT) and remote sensing (IRS) satellites, that cater to the ever growing demand for fast and reliable communication and earth observation respectively. ISRO develops and delivers application specific satellite products and tools to the Nation: broadcasts, communications, weather forecasts, disaster management tools, Geographic Information Systems, cartography, navigation, telemedicine, dedicated distance education satellites being some of them.To achieve complete self reliance in terms of these applications, it was essential to develop cost efficient and reliable launch systems, which took shape in the form of the Polar Satellite Launch Vehicle (PSLV). The famed PSLV went on to become a favoured carrier for satellites of various countries due to its reliability and cost efficiency, promoting unprecedented international collaboration. The Geosynchronous Satellite Launch Vehicle (GSLV) was developed keeping in mind the heavier and more demanding Geosynchronous communication satellites.Apart from technological capability, ISRO has also contributed to science and science education in the country. Various dedicated research centres and autonomous institutions for remote sensing, astronomy and astrophysics, atmospheric sciences and space sciences in general function under the aegis of Department of Space. ISRO's own Lunar and interplanetary missions along with other scientific projects encourage and promote science education, apart from providing valuable data to the scientific community which in turn enriches science.Future readiness is the key to maintaining an edge in technology and ISRO endeavours to optimise and enhance its technologies as the needs and ambitions of the country evolve. Thus, ISRO is moving forward with the development of heavy lift launchers, human spaceflight projects, reusable launch vehicles, semi-cryogenic engines, single and two stage to orbit (SSTO and TSTO) vehicles, development and use of composite materials for space applications etc.Dr Sarabhai and Dr Kalam. A photograph from the early stages of the Indian space programmeTelemedicine. Applications of space technology reaching far-flung corners of the countryCryogenic Upper Stage of GSLV. Self reliance in critical technologiesThe space research activities were initiated in our country during the early 1960’s, when applications using satellites were in experimental stages even in the United States. With the live transmission of Tokyo Olympic Games across the Pacific by the American Satellite ‘Syncom-3’ demonstrating the power of communication satellites, Dr. Vikram Sarabhai, the founding father of Indian space programme, quickly recognized the benefits of space technologies for India.Dr. Sarabhai was convinced and envisioned that the resources in space have the potential to address the real problems of man and society. As Director, Physical Research Laboratory (PRL) located in Ahmedabad, Dr. Sarabhai convened an army of able and brilliant scientists, anthropologists, communicators and social scientists from all corners of the country to spearhead the Indian space programme.Since inception, the Indian space programme has been orchestrated well and had three distinct elements such as, satellites for communication and remote sensing, the space transportation system and application programmes. The INCOSPAR (Indian National Committee for Space Research) was initiated under the leadership of Dr. Sarabhai and Dr. Ramanathan. In 1967, the first ‘Experimental Satellite Communication Earth Station (ESCES)’ located in Ahmedabad was operationalized, which also doubled as a training centre for the Indian as well as International scientists and engineers.To establish that a satellite system can contribute to the national development, ISRO was clear that it need not wait for its own satellites to begin application development, while foreign satellites could be used in the initial stages. However, before trying out a full-fledged satellite system, some controlled experiment to prove the efficacy of television medium for national development was found necessary. Accordingly, a TV programme on agricultural information to farmers ‘Krishi Darshan’ was started, which received good response.The next logical step was the Satellite Instructional Television Experiment (SITE), hailed as ‘the largest sociological experiment in the world’ during 1975-76. This experiment benefited around 200,000 people, covering 2400 villages of six states and transmitted development oriented programmes using the American Technology Satellite (ATS-6). The credit of training 50,000 science teachers primary schools in one year goes to SITE.SITE was followed by the Satellite Telecommunication Experiments Project (STEP), a joint project of ISRO-and Post and Telegraphs Department (P&T) using the Franco-German Symphonie satellite during 1977-79. Conceived as a sequel to SITE which focused on Television, STEP was for telecommunication experiments. STEP was aimed to provide a system test of using geosynchronous satellites for domestic communications, enhance capabilities and experience in the design, manufacture, installation, operation and maintenance of various ground segment facilities and build up requisite indigenous competence for the proposed operational domestic satellite system, INSAT, for the country.SITE was followed by the ‘Kheda Communications Project (KCP)’, which worked as a field laboratory for need-based and locale specific programme transmission in the Kheda district of Gujarat State. KCP was awarded the UNESCO-IPDC (International Programme for the Development of Communication) award for rural communication efficiency in the 1984.During this period, the first Indian spacecraft ‘Aryabhata’ was developed and was launched using a Soviet Launcher. Another major landmark was the development of the first launch vehicle SLV-3 with a capability to place 40 kg in Low Earth Orbit (LEO), which had its first successful flight in 1980. Through the SLV-3 programme, competence was built up for the overall vehicle design, mission design, material, hardware fabrication, solid propulsion technology, control power plants, avionics, vehicle integration checkout and launch operations. Development of mult-istage rocket systems with appropriate control and guidance systems to orbit a satellite was a major landmark in our space programme.In the experimental phase during 80’s, end-to-end capability demonstration was done in the design, development and in-orbit management of space systems together with the associated ground systems for the users. Bhaskara-I & II missions were pioneering steps in the remote sensing area whereas ‘Ariane Passenger Payload Experiment (APPLE)’ became the forerunner for future communication satellite system. Development of the complex Augmented Satellite Launch Vehicle (ASLV), also demonstrated newer technologies like use of strap-on, bulbous heat shield, closed loop guidance and digital autopilot. This paved the way for learning many nuances of launch vehicle design for complex missions, leading the way for realisation of operational launch vehicles such as PSLV and GSLV.During the operational phase in 90’s, major space infrastructure was created under two broad classes: one for the communication, broadcasting and meteorology through a multi-purpose Indian National Satellite system (INSAT), and the other for Indian Remote Sensing Satellite (IRS) system. The development and operationalisation of Polar Satellite Launch Vehicle (PSLV) and development of Geo-synchronous Satellite Launch Vehicle (GSLV) were significant achievements during this phase.Thanks for reading this guys .have a great time ahead .

All right, so your daughter is in my class, okay? High school English. Let’s say she’s a sophomore.You expect me to prepare your child to be ready for either college or a career when she gets out of high school, right? That’s my job. I’m supposed to teach her how to read and write to prepare her for that.How will any of us know that I’m doing that? Or that she’s performing at a level of proficiency that shows she’s ready for that?That’s what standards do.Standards don’t tell me as a teacher that I have to teach Huck Finn or Animal Farm. They simply lay out standardized skills and content and explain what proficiency in those skills and content look like.As a teacher, I had tons of freedom to decide what texts, what units, what projects, what lessons, what instructional strategies I wanted to use to get your daughter to those levels.Let’s say a standard says this: “Students can analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.”[1]I could do this with a lot of literature. I might choose to have the students read Shakespeare’s Othello. Whooo boy are there some complex characters with multiple and conflicting motivations, and some incredibly dynamic interactions with other characters to advance the plot! Themes of revenge, of broken marital trust, all sorts of awesome stuff. Dirty jokes abound that would get me fired if the students actually understood them, but hey, classic text, right?Your daughter could show me her ability to analyze all of that in lots of different ways. She could draft a poster. Write a paper. Illustrate a graphic novel or make her own film adaptation. Those are just a few ideas. I have lots of freedom to give her assignments. I could give her lots of freedom to choose those assignments.The standards tell me (and her) what skills she needs to have and at what level she needs to show me she can meet those standards.Now, let’s say you get a new job towards the end of your daughter’s sophomore year. Your company is downsizing and transferring you from Wisconsin to North Carolina. It’s a bummer for her, leaving all her friends and all. But, you have to go.What happens to her education when she gets to North Carolina, and all of the sudden, the standards are all really different?She gets to school and finds out that in Wisconsin, she had to do geometry and algebra by the end of her sophomore year, but in North Carolina, she’s already supposed to have had trigonometry her sophomore year and her junior year, she’s supposed to do geometry, which she just took. She hasn’t taken trig yet. Does she get stuck with a bunch of sophomores in her new school when she’s a junior? Does she repeat geometry?What if North Carolina’s standards figure she’s supposed to have mastered a whole bunch of skills and concepts that Wisconsin doesn’t even have in their standards at all?And what if Wisconsin’s standards are aligned with local businesses and colleges, but North Carolina’s haven’t been revamped in twenty years and don’t address things like basic computer literacy?That’s a problem, right?That’s precisely where the Common Core Initiative came into play in the early 2000’s.A little history lesson is in order.In 2001, Congress re-authorized and amended the Elementary and Secondary Education Act of 1965, or ESEA. You’ll better know that re-authorization as No Child Left Behind. (NCLB was replaced in 2016 with another re-authorization of the ESEA called the Every Student Succeeds Act.)One of the key focuses of NCLB was that it massively expanded the amount of data gathered by schools, through testing and through other means. This was compiled by the federal government and state governments, and was supposed to help teachers identify areas of proficiency and weakness for students. It tied funding to standardized testing, and required schools to make an adequate yearly progress (AYP) goal. Failure to meet the AYP meant massive loss of funds.But it also left all that testing development up to the states, and left it to the states to set their AYP goals.And it said nothing about standards. States could (and did) have wildly varying standards. Maryland required teaching trigonometry. Neighboring Virginia didn’t.A number of organizations were formed to help make sense of this sudden treasure trove of data. One of these was the Grow Network, founded by Rhodes Scholars David Coleman and Jason Zimba.One of the key problems they ran into was how to compare various states when the standards were completely different. Another key problem was that all of this data was still essentially useless in helping schools figure out how to get students successful for college and career readiness in the 21st century.The last major push to create standards had taken place in the late 60’s. They’d been amended piecemeal since, with one major reform push in the 80’s and 90’s, but other than adding some degree of technology skills, the patchwork set of standards from state to state were woefully out of date with modern career and college expectations and wildly different from state to state.And those standards were often so expansive that no teacher could possibly address all of them in a single year. So, teachers often had to pick and choose which ones to address, and had to focus on hitting as many as possible at relatively shallow levels of proficiency, rather than requiring deeper mastery of fewer essential standards.The standards also tended to be rather vague. The Wisconsin Model Academic Standards were still in use when I was in undergrad. We spent several weeks of one of my courses during my Methods of Teaching semester (five classes taken simultaneously that had an intensive focus on how teach secondary ELA,) on just how to break down the standards and turn them into usable guidance.Coleman and Zimba aimed to fix all that.Their goal? Work with business and college leaders, educators, administrators, everyone who had a stake in public education, and develop a set of modernized standards that could be adopted everywhere. Not from a federal top-down mandate, but a grassroots state-led coalition.They started the Common Core State Standards Initiative in 2008, laying out an ambitious plan in an essay to the Carnegie Corporation for clearer, fewer, higher standards.They wanted to focus on real-world applications of literature, math, and science, and bake those right into the standards. What would the students have to do in college and careers? That was what should be in the standards. Practical work.Coleman and Zimba found that lots of people were interested in this idea. The Council of Chief State School Officers immediately signed on to be a part of it. The National Governors Association signed on in a wide rare moment of bipartisan support for the initiative, loving the state-led approach. Coleman flew to Seattle to pitch the idea to Bill and Melinda Gates for financing. Bill was immediately supportive of the idea, and proceeded to pour a great deal of funding into the initiative. Policy institutes ranging from the progressive Center for American Progress to the conservative United States Chamber of Commerce jumped in.Jeb Bush made it a central push of his education plan in Florida. Mike Huckabee was an early supporter and championed the standards as a way to improve education nationwide.Even the American Federation of Teachers, the nation’s largest teachers’ union, jumped on board and hailed the effort as “essential building blocks for a better education system.”Honestly, this looked like one of the first times when everyone was on board. Teachers. States. Businesses. Colleges. Everyone.Seriously, when was the last time the American Federation of Teachers and Mike Huckabee were on the same side of anything? That’s how much everyone involved thought this was a great idea.The people working on the initiative were hopeful that they could maybe get a dozen to fifteen states to sign on initially, if they were really lucky. They expected more like ten.More than thirty-five signed on almost immediately.Arne Duncan, the Secretary of Education for the Obama Administration at the time, saw this as a golden opportunity to improve the failings of No Child Left Behind while working on a replacement law, and got Congress to authorize a big pot of money and No Child Left Behind waivers for states willing to adopt any set of new, updated standards that even resembled the new proposed Common Core. All but two of the remaining holdouts (Rick Perry in Texas, and Sarah Palin in Alaska) jumped on board to get the federal dollars and NCLB waivers.So, from 2008–2011, the Initiative worked to create draft standards, starting with mathematics and English/Language Arts. This was not done in secret or behind closed doors, but the nation kind of had some other things dominating the news cycles at the time.And in the meanwhile, the Tea Party, deeply mistrustful of all things federal, came to the national forefront.So, when states started enacting the new standards in 2011 and lots of federal dollars went to it, Tea Party Republicans lost their minds about it.Insane conspiracy theories spread like wildfire about these new standards, which from the Tea Party’s perspective seemed to apparently just arise from nowhere. They must be a secret George Soros project to indoctrinate children with liberal, progressive values! Any wacky or ill-conceived assignment became examples of “Common Core Curriculum.” (Again, remember - the standards don’t require of me as a teacher anything about curriculum such as lesson planning or assignments or projects.) Irate parents started yelling at school boards about the elimination of teaching cursive handwriting, even though no state required it in their standards prior to Common Core adoption.This literally became the issue that in 2012 unseated one of the most conservative Representatives in the House at the time, Eric Cantor of Virginia, who supported the standards.And that’s where we are today.I headed up CCSS implementation in several districts from 2012–2014. We spent a lot of time with our local CESA district (a regional school support organization in Wisconsin,) working on constructing curricula around the new standards.The first good thing about them is that there are simply fewer standards, and just make more sense than the old standards. They’re more workable and clear.For example, here’s the old Wisconsin Model Academic Standards from the pre-CCSS days. They only advance in requirements every four years of education; 4th grade, 8th grade, and 12th grade. Here’s B12.2, on writing standards for high school seniors:B.12.2 Plan, revise, edit, and publish clear and effective writingWrite essays demonstrating the capacity to communicate knowledge, opinions, and insights to an intended audience through a clear thesis and effective organization of supporting ideasDevelop a composition through a series of drafts, using a revision strategy based on purpose and audience, personal style, self-awareness of strengths and weaknesses as a writer, and feedback from peers and teachersGiven a writing assignment to be completed in a limited amount of time, produce a well developed, well organized, clearly written response in effective language and a voice appropriate for audience and purposeNow, here’s a roughly equivalent standard from the Grade 12 ELA CCSS:CCSS.ELA-LITERACY.W.11-12.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 here.)The new standards for ELA (English/Language Arts) are bundled differently, but cover essentially all of the same ground. For example, the WMAS standard requires timed writing. The CCSS also require timed writing, but in a different standard section.The CCSS advance every year until high school, and then 9–10 and 11–12 are joined, unlike the WMAS, which advanced every four years (in conjunction with the grades when students were required to take the standardized tests.) The CCSS build skills more progressively and provide a clearer, more incremental road map for students and teachers to follow as a result.The language is clear enough that with minor modification, I was able to make them into learning targets specifically for my students and their parents to have for each unit, so they could see precisely what we were supposed to be learning and at what level they were expected to do it.Our department replaced a few older texts with newer ones and shifted a few around. Romeo and Juliet got moved to freshmen from sophomore English. Huck Finn got ditched mostly because students just hated reading it. We replaced it with a unit of literature circles where students got to read a novel of their choice from among five selections, such as The Bluest Eye and A Lesson Before Dying.We added a sweet biotech research unit to the sophomore curriculum. The students got to debate the Bill of Rights in their junior year.All of that met the new Core Standards. None of that content was mandated by them.One difference in the new standards was a push for more “informational literacy,” not just non-fiction, but texts like scientific or technical writing: the kinds of things students might see in a college or workplace setting. This was designed to be spread out over the entire core disciplinary areas; ELA would be integrated into science, mathematics, social studies. Students would finally see how content areas and disciplines overlapped, particularly literacy and writing.This was a big part of my job when I taught, heading up cross-disciplinary literacy integration around the district. I worked with elementary and secondary educators to incorporate reading and writing skills as part of their science, mathematics, social studies, history, even art and music coursework. Students got used to seeing standardized writing rubrics across all their classes.This was not originally welcomed with open arms by my colleagues, who were afraid it would add to their already overflowing plates. But, with a little help, it didn’t take long before most of my colleagues saw the value in it and I tried to make it as little extra effort as possible to augment their existing work without just creating more of it. Most of that work centered around providing standardized writing rubrics, having the other educators reinforce what we were already teaching in the ELA classroom, and making sure the students used the same reading strategies everywhere.This has already led to improved results across the board. When students are able to apply the same reading, research, and writing skills from ELA in the STEM classrooms and social sciences, their ability to digest and retain that information is greater. They have a greater understanding how to pick apart a technical manual or draft an effective lab report that others can understand. When their ability to communicate effectively improves, so does their ability to more rapidly pick up other skills and content knowledge. It’s a positive snowball effect that promotes good, lifelong learners.That’s one of those new concepts that came with Common Core. Educational researchers had been telling us this for a long time. The new standards made it part of the classroom.The Standards are just a good way for all of the various states to be on the same page for all of our students, and to have 21st century standards that will prepare our students better for life outside of elementary and secondary education.They are not scary. They are not ideological liberal commie cooties or mandatory indoctrination. They are not a federal takeover of education. They do not kill Mark Twain. They do not require funky math.They’re just better versions of what we already had.Thanks for the A2A, Brian McDermott.Mostly Standard Addendum and Disclaimer: read this before you comment.I welcome rational, reasoned debate on the merits with reliable, credible sources.But coming on here and calling me names, pissing and moaning about how biased I am, et cetera and so forth, will result in a swift one-way frogmarch out the airlock. Doing the same to others will result in the same treatment.Essentially, act like an adult and don’t be a dick about it.Getting cute with me about my commenting rules and how my answer doesn’t follow my rules and blah, blah, whine, blah is getting old. I’m ornery enough today to not put up with it. Stay on topic or you’ll get to watch the debate from the outside.If you want to argue and you’re not sure how to not be a dick about it, just post a picture of a cute baby animal instead, all right? Your displeasure and disagreement will be duly noted. Pinkie swear.I’m done with warnings. If you have to consider whether or not you’re over the line, the answer is most likely yes. I’ll just delete your comment and probably block you, and frankly, I won’t lose a minute of sleep over it.Debate responsibly.Footnotes[1] English Language Arts Standards " Reading: Literature " Grade 9-10