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<title><![CDATA[Geo.Sphere]]></title>
<link>http://www.chron.com/commons/readerblogs/geosphere.html?plckBlogPage=Blog</link>
<description><![CDATA[A conversation about Earth sciences with Steven Schafersman.]]></description>
<copyright><![CDATA[Copyright 2013, Hearst Newspapers Partnership, L.P. ]]></copyright>
<lastBuildDate>Tue, 20 Oct 2009 05:19:00 GMT</lastBuildDate>
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        <title><![CDATA[Gov. Rick Perry's Educational Report Card: F]]></title>
                <link>http://www.chron.com/commons/readerblogs/geosphere.html?plckController=Blog&amp;plckScript=blogScript&amp;plckElementId=blogDest&amp;plckBlogPage=BlogViewPost&amp;plckPostId=Blog%3a4f9504bb-73d4-4492-9bd4-06da62037fe5Post%3a4b556c78-f356-438b-ab17-69f3439b02fd</link>
        <pubDate>Tue, 20 Oct 2009 05:19:00 GMT</pubDate>
        <description><![CDATA[<font face="georgia,palatino" size="2">Followers of and advocates for Texas public education who read this website are aware of Governor Rick Perry's contempt for public education and the students and teachers of this state. In frequent reports I have documented Gov. Perry's efforts to weaken and damage public school education through the proxies he appoints: the chairmen of the State Board of Education, Don McLeroy and Gail Lowe, and the Texas Education Commissioner, Robert Scott. <br /><br />Through them Gov. Perry has severely damaged state education standards, textbooks, and exams, while along the way ignoring curriculum experts, insulting teachers, and angering scientists. Through them and their colleagues, Gov. Perry has extorted textbook publishers (by threatening them with rejection of their instructional materials and loss of millions of dollars in revenues) to produce politically-correct censored textbooks, supported and encouraged charter schools at the expense of public schools, and supported and funded the expansion of private individual vouchers through the use of public funds for the education of autistic children and for computer and instructional materials purchased for the use of virtual education in home schools. Through them Gov. Perry has successfully established abstinence-only instruction as the dominant sexuality education in Texas, with tragic results for teenaged girls. Every single one of these actions damages public education and the academic success of Texas students.</font><font face="georgia,palatino" size="2"><br /><br />Texas has among the lowest standardized national test scores, student retention rates, graduation rates, and achievement statistics of all the states in the country. Texas does have one of the highest rates--the student drop-out rate. Texas has the highest rates of teenage pregnancy and illegitimate births, among the highest rates of sexually-transmitted diseases and HIV/AIDS infection among teenagers, and among the highest rate of teenage abortion in the country. Texas has earned among the lowest grades for its curriculum standards among all the states in the country, usually an F (in particular, the new Texas science standards have been rated F in a report I have not written about here yet). How much longer can this abysmal student academic and social performance persist in one of the richest states in the country? The ratio of  Texas's student academic achievement and social success to the state's individual and corporate wealth must be the lowest in the history of the planet. These extraordinarily low results are not a coincidence. They can be achieved only by active leadership at the highest levels to create and institute policies designed to make sure that students fail. There can be no other explanation.<br /><br /></font><font face="georgia,palatino" size="2">I have avoided in my many essays, reports, reviews, and blogs--for the most part--dealing with school finances and student expenditures. Most readers already know that Texas ranks low in these statistics, too, despite the enormous corporate and individual wealth in the state. Fortunately, just in time for the election, the Texas Democratic Party has produced a list of Gov. Rick Perry's <a href="http://www.txdemocrats.org/2009/10/05/top-ten-rick-perry-failures/" target="_blank">   top ten failures</a>. Failure number 4 deals with public education. I thought I would copy that material here for the benefit of my readers. All the text that follows is from that <a href="http://www.txdemocrats.org/2009/10/13/4-perry-education-report-card-f/" target="_blank">   webpage</a>.</font> <hr /> <p><font face="georgia,palatino" size="2"><strong>PERRY EDUCATION REPORT CARD: F</strong></font></p>   <p><font face="georgia,palatino" size="2">There are over 4.65 million school children in 1,031 school districts in Texas, and during Rick Perry’s 25 years as a career politician, he’s neglected all of them. In 2006, facing the threat of Texas schools being closed under a Texas Supreme Court order, Perry and the Republican-controlled legislature were forced to address the school finance crisis. Predictably, they only made things worse for Texas taxpayers and school children.<br /><br /> Under the name of “school finance,” Rick Perry created a tax scheme that shortchanges local schools and benefits his biggest contributors instead of Texas school children. His school finance is little more than a busted band-aid intended to cover-up one of his worst failures:<br /><br /><strong>School Finance and Taxes: F</strong><br /><br /> * The “margins tax” Perry created was supposed to pay for education, but it turned out to be a windfall for oil and gas producers, who paid $78 million less in taxes under the new business tax in 2008 than they paid under the old tax in 2007. (Source: <em>Houston Chronicle</em> via   <a href="http://www.offthekuff.com/mt/archives2/2009/01/013092.html" target="_blank">Off the Kuff</a>)<br /><br /> * Perry’s school finance scheme also froze state funding for education at 2006 levels. While oil companies profited, many Texans paid more as many local districts were forced to lay off teachers, cut class offerings, and raise local taxes. Since Perry’s tax scheme took effect in 2006, 230 Texas school districts have been forced to raise local property taxes. (Source: <em>   <a href="http://www.chron.com/disp/story.mpl/front/5971076.html" target="_blank">Houston    Chronicle</a></em>)<br /><br /> * In 2008, Perry’s tax scheme fell $1.4 billion short of projected revenue collections, leaving a gaping hole in the state budget that was only rescued by the federal stimulus funding Perry opposed, funds Democrats used to pass a Democrat-driven school finance bill during the last legislative session. (Source: <em>   <a href="http://www.themonitor.com/articles/brownsville-31465-fix-fixing.html" target="_blank">Brownsville Herald</a></em>)<br /><br /> Rick Perry’s tax scheme is not a long-term solution to the state’s school finance crisis. (Source: Dallas Morning News). The $1.4 billion shortfall that Texas Democrats temporarily fixed in 2009 is expected to double in size to $2.8 billion in 2011. The Republicans have no plan to fix that shortfall, and both Perry and Kay Bailey Hutchison are signing a bogus anti-tax pledge, guaranteeing they will continue to do nothing to solve the school finance crisis. (Source: <em>   <a href="http://www.mywesttexas.com/articles/2009/10/13/news/opinion/columns/dave_mcneely/mcneely_friday.txt" target="_blank">Midland Reporter-Telegram</a></em>)<br /><br /><strong>Teachers, Classrooms and Standardized Tests: F</strong><br /><br /> As Perry and Hutchison play partisan politics with our public schools, our students and educators are left without the resources they need for a quality education:<br /><br /> * Texas ranks 45th in the country in per student expenditures ($7,818 per student, about $2,000 below the national average), and Texas schools have a higher debt than any other state in the country, even California. (Source: <em>   <a href="http://www.statesman.com/news/content/news/stories/local/2009/08/01/0801schools.html?cxtype=rss&cxsvc=7&cxcat=52" target="_blank">Austin American-Statesman</a></em>)<br /><br /> * Texas teachers are paid more than $6,000 below the national average and half of all new teachers quit in five years. (Source: <em>   <a href="http://www.washingtonpost.com/wp-dyn/content/article/2006/05/08/AR2006050801344.html" target="_blank">Washington Post</a></em>) Yet, Rick Perry and Republicans continue to waste hundreds of millions on a failed “merit pay” system that allowed the Houston ISD superintendent to get a $67,250 bonus, an amount 35 times the average teacher bonus. (Source: <em>Houston    Chronicle</em> via <a href="http://www.burntorangereport.com/diary/3077/" target="_blank">Burnt Orange Report</a>)<br /><br /> * Rick Perry continues to push failed voucher schemes and standardized testing – going so far as to give $100 million a year to private companies to administer the tests – despite the fact that Texas’ incredibly high drop-out rate is directly related to our failed standardized-test system. (Source: <a href="http://centerforeducation.rice.edu/Research/AvoidableLosses.htm" target="_blank">Rice    University’s Center for Education</a>)<br /><br /> Instead of having a public school system driven by “test and punish,” we need to invest in helping children learn. The Bush School of Government and Public Service at Texas A&M University recently released a report stating that Texas loses as much as $9.6 billion a year in earned income because of our dropout crisis. (Source: <a href="http://bush.tamu.edu/research/capstones/mpsa/projects/2009/TheABCDsExecutiveSummary.pdf" target="_blank">Bush School of Government and Public Service at Texas A&M    University</a>)<br /><br /> Rick Perry has failed our children, parents and teachers, and it’s costing Texas taxpayers billions of dollars every year. For Texas’ school children and taxpayers, “business as usual” from Rick Perry is unacceptable.</font></p>]]></description>
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        <dc:creator><![CDATA[schafersman]]></dc:creator>
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        <title><![CDATA[Scientists Closer to Solving the Origin of Life on Primitive Earth]]></title>
                <link>http://www.chron.com/commons/readerblogs/geosphere.html?plckController=Blog&amp;plckScript=blogScript&amp;plckElementId=blogDest&amp;plckBlogPage=BlogViewPost&amp;plckPostId=Blog%3a4f9504bb-73d4-4492-9bd4-06da62037fe5Post%3ae9859ee6-1523-490c-9c78-00a93a0b06d0</link>
        <pubDate>Thu, 14 May 2009 08:27:00 GMT</pubDate>
        <description><![CDATA[<font face="trebuchet ms,geneva" size="2">With masterful scientific work, Dr. John D. Sutherland, a chemist at the University of Manchester, has <a href="http://www.nytimes.com/2009/05/14/science/14rna.html" target="_blank"><u>solved a major problem</u></a> concerning the origin of life: how the building blocks of RNA, called nucleotides, could have spontaneously assembled themselves in the conditions of primitive Earth. This discovery will quickly lead to further discoveries about life's origin and scientists may ultimately have a plausible explanation for how information-carrying biological molecule could have emerged through natural processes from chemicals on early Earth.</font><font face="trebuchet ms,geneva" size="2"><br /><br />Scientists have long suspected that the first forms of life carried their biological information not in DNA but in RNA. The RNA before DNA theory has been accepted by origin of life theorists for many years. Two Nobel Prize winners, <a href="http://nobelprize.org/nobel_prizes/chemistry/articles/cech/index.html" target="_blank"><u>Thomas Cech</u></a> and <a href="http://nobelprize.org/nobel_prizes/chemistry/articles/altman/" target="_blank"><u>Sidney Altman</u></a>, have written brief essays about this probability. Before DNA, all life existed in an RNA World. RNA has many chemical abilities, such as catalyzing reactions, transporting biological information within a cell, and preserving biological information between generations. DNA is a more stable molecule and it appears that RNA gave up the task of preserving and transporting biological information between individuals and generations to DNA.<br /><br />RNA is composed of four nucleotides, so the question was how these chemical building blocks could spontaneously and naturally synthesize and join together on primitive Earth. The nucleotides--each formed of a chemical base, a ribose sugar molecule, and a phosphate group--can form spontaneously from natural chemicals that could be present in early Earth environments, but until now there was no known way the separate and different nucleotides would chemically join together. This is the problem that Dr. Sutherland and his colleagues solved.<br /><br />Dr. Sutherland searched for ten years, methodically working through every possible combination of starting chemicals to try and make them react in different orders and different combinations. He and his colleagues ultimately discovered their non-intuitive recipe which will be published in this week's Nature. As explained in the <a href="http://www.nytimes.com/2009/05/14/science/14rna.html" target="_blank"><span style="text-decoration:underline;">article in the New York Times</span></a> by science writer Nicholas Wade, the only source available to me right now, <br /></font><blockquote><font face="trebuchet ms,geneva" size="2">Instead of making the starting chemicals form a sugar and a base, they mixed them in a different order, in which the chemicals naturally formed a compound that is half-sugar and half-base. When another half-sugar and half-base are added, the RNA nucleotide called ribocytidine phosphate emerges. A second nucleotide is created if ultraviolet light is shined on the mixture. The reactions he has described look convincing to most other chemists. “The chemistry is very robust — all the yields are good and the chemistry is simple,” said Dr. Joyce, an expert on the chemical origin of life at the Scripps Research Institute in La Jolla, Calif. In Dr. Sutherland’s reconstruction, phosphate plays a critical role not only as an ingredient but also as a catalyst and in regulating acidity. Dr. Joyce said he was so impressed by the role of phosphate that “this makes me think of myself not as a carbon-based life form but as a phosphate-based life form.”</font><br /></blockquote><br /><a href="http://contribute.chron.com/ver1.0/Content/images/store/8/6/d8c81136-00ce-4eed-a6b8-45cfce940613.Full.jpg" target="_blank" title="Click here to view this image at full size in another window..."><div style="text-align:center;"><img id="d8c81136-00ce-4eed-a6b8-45cfce940613" src="http://contribute.chron.com/ver1.0/Content/images/store/8/6/d8c81136-00ce-4eed-a6b8-45cfce940613.Large.jpg" alt="blog post photo" /></div></a><div style="text-align:center;"><strong><font face="trebuchet ms,geneva" size="1">Reconstructing the Chemistry of Early Life, from the <em>New York Times</em></font></strong><br /></div><font face="trebuchet ms,geneva" size="2"><br />In a <a href="http://www.nytimes.com/2009/05/14/science/14visuals-web.html" target="_blank"><u>separate article</u></a>, Wade describes Sutherland's chemical synthesis recipe in more detail:<br /></font><blockquote><font face="trebuchet ms,geneva" size="2">Both reactions start off with simple chemicals believed to have been present on the primitive earth. They are glyceraldehyde, cyanimide, cyanoacetaldehyde and cyanoacetylene. These chemicals will naturally form the base cytosine and ribose. But the cytosine cannot be made to join to the ribose under natural conditions. Working through all possible chemical combinations for 10 years, Dr. Sutherland's team discovered a different and quite unintuitive route. Their reaction system combines the carbon-nitrogen chemistry that leads to the bases with the carbon-oxygen chemistry that makes the sugars. They make a half-sugar/half-base, add another half-sugar and then a half-base to make an intermediate that easily becomes ribo-cytidine phosphate. Ultraviolet light converts ribocytidine to the uracil-containing nucleotide. </font><br /></blockquote><font face="trebuchet ms,geneva" size="2">Once the four nucleotides have been formed, they can join together to make an RNA molecule. If Dr. Sutherland's work is correct, it provides for the first time a plausible explanation of how an information-carrying biological molecule like RNA could have arisen on early Earth. Now that the origin of the information-bearing molecule can be explained, the natural origin of the information itself will be the next object of investigation by biochemists. Much work has already been conducted in this area, but scientists were always unsure of how the molecules that carried the information were constructed. Now that this is probably known, efforts to discover how biological information originated will be accelerated, and this will directly lead to a deeper explanation of both the origin of life and the origin of species.<br /><br />Charles Darwin would have been proud of </font><font face="trebuchet ms,geneva" size="2">John Sutherland.</font>]]></description>
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        <dc:creator><![CDATA[schafersman]]></dc:creator>
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        <title><![CDATA[Bad News for High School Science and Math Education in Austin-Ritaville]]></title>
                <link>http://www.chron.com/commons/readerblogs/geosphere.html?plckController=Blog&amp;plckScript=blogScript&amp;plckElementId=blogDest&amp;plckBlogPage=BlogViewPost&amp;plckPostId=Blog%3a4f9504bb-73d4-4492-9bd4-06da62037fe5Post%3ac0aa1a12-ec0d-4520-a543-21ecdbfc9c97</link>
        <pubDate>Thu, 14 May 2009 07:09:00 GMT</pubDate>
        <description><![CDATA[<font face="trebuchet ms,geneva" size="2">House Bill 3 and Senate Bill 3, the two identical bills being considered in the Legislature now that will change Texas education laws for student assessment, tracking, documentation, and accountability, also affect high school graduation requirements. Unfortunately, anti-education lobbyists have been very successful and the HB3-SB3 bill as currently written delays the implementation of the 4x4 high school curriculum for many years. This will have a very deleterious effect on Texas science and math education, college readiness, allow continuation of the senior-year math and science layoff, and remove the need for a variety of 12th-grade capstone science and math courses.<br /><br />I have <a href="http://www.texscience.org/reports/highschool-graduation-curriculum-2009Feb18.htm" target="_blank"><u>previously written</u></a> about the efforts of a few state representatives to dumb-down the new 4x4 Texas high school graduation program and revert back to a 2x4 and 2x3 program (eliminating the current requirement for a fourth-year science and math course). I explained the excellent reasons for the new 4x4 graduation plan in some detail: better math and science preparation, better college readiness, elimination of the senior-year math and science layoff, mitigation of the need for college developmental (i.e. remedial) courses, and creation of the need for several innovative and greatly needed fourth-year (or capstone) science and mathematics courses. The science courses include the new Earth and Space Science course, a new Engineering course, and existing Environmental Systems and AP Biology courses.<br /><br />I also <a href="http://www.texscience.org/reviews/SB3-HB3-analysis-2009March11.htm" target="_blank"><u>briefly reviewed</u></a> HB3-SB3 bill and explained its primary purpose, which is to greatly improve student assessment, tracking, documentation, and accountability. A side effect of this bill was to change the high school graduation program. The language doing this was extraordinarily confusing and little attempt was made to clarify it over the past two months, suggesting that its absurdly opaque wording was deliberate. That now seems to be the case, because the latest word from the Capitol is that the bill will indeed delay or end the implementation of the 4x4 high school graduation requirement for many years. The bill even repeals the 4x4 requirement for currently-enrolled freshmen and sophomores. There is apparently a strong push in the Legislature to delay or remove the 4x4 curriculum that was passed several years ago.<br /><br />The amount of disinformation and confusion generated by legislators about this topic has just been amazing. I think some state legislators are just ashamed of now voting against an exemplary graduation program that they originally voted for several years ago. They are ashamed of having their arms willingly twisted by the anti-education lobbyists I named in my earlier reports. They are ashamed of voting to revert back to 1990's graduation requirements when the rest of the technologically- and scientifically-advanced countries in the world are moving ahead with 21st Century science and math requirements (almost all of whose students have higher math and science achievement levels than Texas students). They are ashamed and don't want Texas citizens to know what they are doing.<br /><br />It appears that many members of the Texas Legislature actually want to revert back to 1990's graduation requirements. The push is coming from school superintendents, who don't want to spend more money on new science and math courses and teachers to teach them, and from parents who don't want their poorly-performing children to be challenged to excel and pushed to succeed too much. I have no idea why the legislators are listening to these groups or why the six education lobbyists I named in my previous report are supporting this terrible idea. The reality is that the new assessment, tracking, documentation, and accountability requirements of the new bill are far, far more onerous and expensive than requiring an additional science and math course for high school seniors. The new requirements are necessary to comply with No Child Left Behind, the one "successful" bit of domestic legislation to come out of the eight years of the Bush administration, so they must be successfully passed and made into statutory law.<br /><br />I am not a highly-paid education lobbyist. I don't live in Austin. All I can do is inform the public of the travesty that is taking place in Austin. Your children's science and math education will suffer unless you contact your legislators and start demanding that they do the right thing and keep 4x4. The only chance to save 4x4 is in the legislative conference committee consisting of a few representatives and senators. These legislators will hopefully have better intentions for the educational success of Texas students and will make sure that the bill that comes out of the joint committee continues the 4x4 graduation program. Contact the chairs and vice-chair or ranking member of the <a href="http://www.capitol.state.tx.us/Committees/MembershipCmte.aspx?LegSess=81R&CmteCode=C400" target="_blank"><u>House Public Education Committee</u></a> and the <a href="http://www.capitol.state.tx.us/Committees/MembershipCmte.aspx?LegSess=81R&CmteCode=C530" target="_blank"><u>Senate Education Committee</u></a>.</font>]]></description>
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        <dc:creator><![CDATA[schafersman]]></dc:creator>
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        <title><![CDATA[Welcome to the new Geo.Sphere Blog on Chon.com]]></title>
                <link>http://www.chron.com/commons/readerblogs/geosphere.html?plckController=Blog&amp;plckScript=blogScript&amp;plckElementId=blogDest&amp;plckBlogPage=BlogViewPost&amp;plckPostId=Blog%3a4f9504bb-73d4-4492-9bd4-06da62037fe5Post%3a3bd7cee1-bbec-4001-bcf1-248c979f6b28</link>
        <pubDate>Thu, 14 May 2009 06:58:00 GMT</pubDate>
        <description><![CDATA[<font face="trebuchet ms,geneva" size="2">The new Geo.Sphere Blog will contain columns about Earth science, Earth science education, and science education in general. Anticipated topics for the Geo.Sphere Blog include science education, geology, fossil fuels, global oil depletion, alternative energy, nuclear energy, paleontology, fossil evolution, astrogeology (planetary geology), oceanography, pollution, geological anomalies, and certain pseudoscientific topics concerning Earth, such as Catastrophism, Flood Geology, Velikovskyism, and Young Earth Creationism.<br /><br /></font><font face="trebuchet ms,geneva" size="2">While all Earth's natural processes and events can be topics for discussion, the new blog will avoid climate change, climatology, and meteorology, which are primary topics of Atmo.Sphere and SciGuy,  evolutionary politics in Texas and evolution in general, which are primary topics of Evo.Sphere, and amateur astronomy and most astronomical topics, which are primary topics of Cosmo.Sphere. For the purpose of this blog, anthropogenic global climate change will be considered to be a fact. Other blogs cover this topic well and can answer climate change denialists better than I can. I am still going to post to Evo.Sphere about evolutionary politics in Texas.</font><br /><font face="trebuchet ms,geneva" size="2"><br />The blogger, Dr. Steven Schafersman, is a practicing geoscientist with 38 years of experience. He was a college and university geoscience professor for 22 years who taught physical and historical geology, oceanography, astronomy, paleontology, environmental science, petroleum geology, and similar courses. He has worked as a professional geolscientist for 16 years and is currently a consulting scientist in the petroleum and environmental industries in West Texas. He is a frequent science writer and blogger, and has written many columns for the Chron's <a href="http://www.chron.com/commons/readerblogs/evosphere.html" target="_blank"><span style="text-decoration:underline;">Evo.Sphere Blog</span></a>. He helped to get the new Earth and Space Science course approved by the State Board of Education and was a co-writer of the new ESS standards. He has long supported the accuracy and reliability of science education in Texas as founder and president of Texas Citizens for Science. He is knowledgeable about many Earth and Space Science subjects and wants to share that knowledge for the enjoyment and education of readers, as well as skeptically expose some pseudoscientific frauds and hoaxes that can be grouped under the term <a href="http://www.badgeology.com/" target="_blank"><u>Bad Geology</u></a>.</font>]]></description>
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        <dc:creator><![CDATA[schafersman]]></dc:creator>
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