Science Versus Science Fiction In Alabama Education

I find it strangely fascinating that so many are so fearful… particularly in the South, and in Alabama especially.

Two days ago many celebrated Cinco de Mayo – the 5th of May – by eating out at Mexican-themed restaurants, quaffing a few margaritas, or by making Mexican-styled eats at home. It’s a way, in part, to acknowledge solidarity with our Mexican brothers and sisters and commemorating Mexico’s 1862 victory over France at the Battle of Puebla during the Franco-Mexican War. A turning point in Mexican struggle for independence, the firefight pitted 2000 ragtag, poorly equipped Mexicans against 6000 well equipped, battle-tested French soldiers. By the time the French retreated from the all-day battle, 500 French, and 100 Mexican lives were lost.

Alabama State House
11 South Union Street, Montgomery, AL

But May 5 also marks another significant event, largely unknown – and certainly unrecognized – by many, if not most.

On May 5, 1925 John T. Scopes was arrested in Tennessee for teaching Darwin’s Theory of Evolution.

It certainly seems Southerners have had it out for Science for quite some time.

Now, like hogs wallowing in mud, Alabama politicians want to meddle even more in the stinking pot of their own making by… well, here’s the news item:

Alabama Common Core Math

According to Dr. Tommy Bice, Alabama State Superintendent of Education, high schools in the state have achieved an 80% graduation rate. While that sounds impressive, there is an underlying problem, which is this:

How do we know that the children being graduated are competent?

Competency is exemplified as being able to do something successfully. So if merely graduating high school was sufficient demonstration of competence, everyone with a high school diploma would be competent. But sadly, we know that is NOT the case. For example, one need only look to private high schools to so illustrate. Very few private high schools have any such problems. And, it is not to say that all public schools suffer problems. And yet, it is evidence as well that many courses taught in 1960, or even 1860 at the “high school” level are more advanced than those taught today.

For example, consider the following courses of study were required for a diploma of graduation from Middletown City High School, Connecticut in 1848:

Everything old is new again: Researchers find ancient concrete technique superior to modern formula

To improve today’s concrete, do as the Romans did

By Sarah Yang, Media Relations | June 4, 2013

Chris Brandon of the ROMACONS project collects a sample of ancient Roman concrete drilled from a breakwater in Pozzuoli Bay, near Naples, Italy. The breakwater dates back to around 37 B.C. (D. Bartoli photo, courtesy of J.P. Oleson)

BERKELEY —In a quest to make concrete more durable and sustainable, an international team of geologists and engineers has found inspiration in the ancient Romans, whose massive concrete structures have withstood the elements for more than 2,000 years.Using the Advanced Light Source at Lawrence Berkeley National Laboratory (Berkeley Lab), a research team from the University of California, Berkeley, examined the fine-scale structure of Roman concrete. It described for the first time how the extraordinarily stable compound – calcium-aluminum-silicate-hydrate (C-A-S-H) – binds the material used to build some of the most enduring structures in Western civilization.

The discovery could help improve the durability of modern concrete, which within 50 years often shows signs of degradation, particularly in ocean environments.

Sample of ancient Roman maritime concrete from Pozzuoli Bay near Naples, Italy. Its diameter is 9 centimeters, and it is composed of mortar formulated from lime, volcanic ash and chunks of volcanic tuff. (Carol Hagen photo)

The manufacturing of Roman concrete also leaves a smaller carbon footprint than does its modern counterpart. The process for creating Portland cement, a key ingredient in modern concrete, requires