"'All you need to do to see what sport gets wrong is flip that scenario indoors and make that coach a French teacher,” he continued. “Your French teacher is inches away from your child’s face and screaming because she can’t conjugate a verb? Parents would stand by and allow that? No, they’d be incensed.”
Mark Hyman, an assistant professor at George Washington University who has written books on youth sports, said that parents whose goal is to give their children the best chance in life or to get them a scholarship to college were not looking at the statistics.
“Parents think these investments are justified; they think it will lead to a full ride to college,” he said. “That’s highly misinformed. The percentage of high school kids who go on to play in college is extremely small. In most sports it’s under 5 percent. And the number for kids getting school aid is even smaller — it’s 3 percent.”
His advice? “What I tell parents is if you want to get a scholarship for your kids, you’re better off investing in a biology tutor than a quarterback coach,” he said. “There’s much more school dollars for academics.'"
"Starting in the mid-1990s, education advocates began making a simple argument: National education standards will level the playing field, assuring that all high school graduates are prepared for first-year college classes or rigorous career training. While there are reasons to doubt that claim — it’s hard to see how Utah, which spends less than one-third as much per student as New York, can offer a comparable education — the movement took off in 2008, when the nation’s governors and education commissioners drove a huge effort to devise 'world-class standards,' now known as the Common Core." • "At least four states that adopted the Common Core have opted out. Republican governors who initially backed the standards condemn them as 'shameless government overreach.'"
"TED-Ed has recently created an interactive Periodic Table where you can view videos about every element. This project was a collaboration of TED-Ed and Brady Haran of Numberphile. Once you click the video, you can view experiments as well as explanations from experts and teachers about the element. • This is a must view for students taking Chemistry as well as Chemistry teachers."
When the history of 2014 is written, it will take note of a large fact that has received little attention: 2014 was the last year in which the United States could claim to be the world’s largest economic power. China enters 2015 in the top position, where it will likely remain for a very long time, if not forever. In doing so, it returns to the position it held through most of human history.
Comparing the gross domestic product of different economies is very difficult. Technical committees come up with estimates, based on the best judgments possible, of what are called “purchasing-power parities,” which enable the comparison of incomes in various countries. These shouldn’t be taken as precise numbers, but they do provide a good basis for assessing the relative size of different economies. Early in 2014, the body that conducts these international assessments—the World Bank’s International Comparison Program—came out with new numbers. (The complexity of the task is such that there have been only three reports in 20 years.) The latest assessment, released last spring, was more contentious and, in some ways, more momentous than those in previous years. It was more contentious precisely because it was more momentous: the new numbers showed that China would become the world’s largest economy far sooner than anyone had expected—it was on track to do so before the end of 2014.
The source of contention would surprise many Americans, and it says a lot about the differences between China and the U.S.—and about the dangers of projecting onto the Chinese some of our own attitudes. Americans want very much to be No. 1—we enjoy having that status. In contrast, China is not so eager. According to some reports, the Chinese participants even threatened to walk out of the technical discussions. For one thing, China did not want to stick its head above the parapet—being No. 1 comes with a cost. It means paying more to support international bodies such as the United Nations. It could bring pressure to take an enlightened leadership role on issues such as climate change. It might very well prompt ordinary Chinese to wonder if more of the country’s wealth should be spent on them. (The news about China’s change in status was in fact blacked out at home.) There was one more concern, and it was a big one: China understands full well America’s psychological preoccupation with being No. 1—and was deeply worried about what our reaction would be when we no longer were.
"While studying convergence, my [CoolCatTeacher] students “invent” a new technology. They are to predict what technologies will converge to make new ones. I’m always in awe of what they invent. • I want to share this one with you for several reasons:"
"They have been called the Dead Sea Scrolls of physics. Since 1986, the Princeton University Press and the Hebrew University of Jerusalem, to whom Albert Einstein bequeathed his copyright, have been engaged in a mammoth effort to study some 80,000 documents he left behind. • Starting on Friday, when Digital Einstein is introduced, anyone with an Internet connection will be able to share in the letters, papers, postcards, notebooks and diaries that Einstein left scattered in Princeton and in other archives, attics and shoeboxes around the world when he died in 1955."
"I read technology articles quite often and see plenty of authors attempt to dissect or describe the teenage audience, especially in regards to social media. However, I have yet to see a teenager contribute their voice to this discussion. This is where I would like to provide my own humble opinion. • For transparency, I am a 19-year-old male attending The University of Texas at Austin. I am extremely interested in social media’s role in our society as well as how it is currently evolving. Thus, the views I provide here are my own, but do stem from observation of not only my own habits but my peers’ habits as well." Via: http://news.blogs.nytimes.com/2015/01/09/what-were-reading-20/?smprod=nytcore-iphone∣=nytcore-iphone-share
A new report says that only 19 percent of students graduated in four years from most public universities and that only 50 of 580 public universities graduated a majority of their full-time students at the four-year mark.