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About the College Board Standards for College Success (CBSCS) The College Board Standards for College Success (CBSCS) define the knowledge and skills students need to develop and master in English language arts, mathematics and statistics, and science in order to be college and career ready. The CBSCS outline a clear and coherent pathway to Advanced Placement® (AP®) and college readiness with the goal of increasing the number and diversity of students who are prepared not only to enroll in college, but to succeed in college and 21st-century careers. The College Board has published these standards freely to provide a national model of rigorous academic content standards that states, districts, schools and teachers may use to vertically align curriculum, instruction, assessment and professional development to AP and college readiness. These rigorous standards: provide a model set of comprehensive standards for middle school and high school courses that lead to college and workplace readiness; reflect 21st-century skills such as problem solving, critical and creative thinking, collaboration, and media and technological literacy; articulate clear standards and objectives with supporting, in-depth performance expectations to guide instruction and curriculum development; provide teachers, districts and states with tools for increasing the rigor and alignment of courses across grades 6-12 to college and workplace readiness; and assist teachers in designing lessons and classroom assessments.

abstract By 50,000 years ago, it is clear that modern humans were capable of long-distance sea travel as they colonized Australia. However, evidence for advanced maritime skills, and for fishing in particular, is rare before the terminal Pleistocene/early Holocene. Here we report remains of a variety of pelagic and other fish species dating to 42,000 years before the present from Jerimalai shelter in East Timor, as well as the earliest definite evidence for fishhook manufacture in the world. Capturing pelagic fish such as tuna requires high levels of planning and complex maritime technology. The evidence implies that the inhabitants were fishing in the deep sea.

Deep Earth Academy Teaching for Science - Learning for Life Deep Earth Academy facilitates and develops programs and materials based on scientific ocean drilling expeditions and Earth Systems Science to strengthen students' science, mathematics, and analytical skills. Our approach includes use of authentic data, inquiry-centered activities and interdisciplinary explorations drawing from the adventures of the JOIDES Resolution ship and the earlier ocean drilling ship; the Glomar Challenger.

RISE ABOVE PLASTIC (RAP) SUCCESS! Green Ambassadors, in partnership with The Surfrider Foundation and The Algalita Marine Research Foundation, created the Rise Above Plastics Program, a student speaker series that encourages Los Angelenos to curb their single-use habits. Through the program, students learn about the impact of plastics on our lives and the environment, including plastic marine debris, chemicals and toxins. Students spread the word to their peers and the community by delivering engaging presentations that encourage practical solutions. In addition to learning about the inherent problems of living in a throwaway society, students learn the value of teamwork and polish their public speaking and presentation skills. In 2009, nearly 20 students participated in the program, delivering 30 presentations to more than 850 students and community members!

About 2 years into my Ph.D., I began to realize that I couldn't imagine my life as a researcher in 5 years' time and to wonder why that might be. Why wasn't I enthusiastic about where my first, second, or even third postdoc would be and into which new and fascinating areas of oceanography they would lead me? It wasn't that I didn't enjoy my particular area of research. I did. I still do. But I had begun to realize that my heart (and perhaps my skills) lay outside academic research. I felt like I wanted to be a communicator of leading-edge science but not necessarily a doer of it myself. Could I admit that and still say I had a passion for science?

Graduate students in the sciences who both teach and conduct research show greater improvement in their research skills than do those who focus exclusively on laboratory work, says a report to be published in the August 19 issue of Science.