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History of English

Patriot’s Day | Boston Marathon

International students enrolling in U.S. colleges encounter Academic English — the formal register of lectures, textbooks, papers, and discussions. This variety often embeds assumptions that diverge sharply from the American Founding’s emphasis on limited government, individual liberty, natural rights, and skepticism of centralized authority.

The Founders designed a republic of enumerated powers, checks and balances, and federalism to restrain government and protect personal sovereignty. They viewed government as a necessary but dangerous servant. Deference was owed primarily to law and reason, not to elites or the state.

Modern university discourse, however, frequently frames issues through lenses that normalize expansive government. Terms like “equity,” “systemic oppression,” “social justice,” “sustainability,” and “public good” recur in required writing, readings, and class analysis. These presuppose that societal problems demand coordinated state or institutional intervention and expert guidance.

International students, often writing in a second language, must master not only grammar but also these rhetorical conventions to succeed. Essays commonly reward framing arguments around collective victimhood, institutional reform, or government solutions, while skepticism of authority or defense of limited government can be marked down.

This creates subtle acculturation. Students absorb a version of English that subtly legitimizes big government as moral progress — contrasting the Founding’s core warning: unchecked power threatens liberty. Proficiency thus includes ideological fluency in progressive norms dominant in humanities and social sciences.

In short, many international graduates internalize habits of thought prioritizing collective authority and equity over the Founders’ individualism and restraint — shaping future global elites away from the Republic’s original limited-government ethos.

“We Built This City” McKinney High School

Playgrounds

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Energy 400

Review of all consensus, consortia and open source codes, standards and regulations regarding energy production and conservation relevant to the education facility industry.

Faculty and staff in the education industry in all nations provide basic research, application research in energy technologies.  The “cities-within-cities” we call the #SmartCampus” also provide crucibles for new testing new technologies as well as provide energy load for utilities operating under all ownership regimes.

Send bella@standardsmichigan.com an email for an advance agenda.

Standing Agenda / Energy Standards Monthly

 

Energy 400

Review of all consensus, consortia and open source codes, standards and regulations regarding energy production and conservation relevant to the education facility industry.

Faculty and staff in the education industry in all nations provide basic research, application research in energy technologies.  The “cities-within-cities” we call the #SmartCampus” also provide crucibles for new testing new technologies as well as provide energy load for utilities operating under all ownership regimes.

Send bella@standardsmichigan.com an email for an advance agenda.

Standing Agenda / Energy Standards Monthly

 

Rain & Lightning

Lightning flash density – 12 hourly averages over the year (NASA OTD/LIS) This shows that lightning is much more frequent in summer than in winter, and from noon to midnight compared to midnight to noon.

Rain & Lightning

NESC & NEC Proposal Review

This content is accessible to paid subscribers. To view it please enter your password below or send mike@standardsmichigan.com a request for subscription details.

Intellectual Property

“If you steal from one person that is plagiarism.

If you steal from many people, that is research”

Chronicle of Higher Education: The Campus Cold War — Faculty vs. Administrators

Università Cattolica del Sacro Cuore Student Art

Innovation – Standardization – Commoditization run along a continuum.  Today we unpack some of the ideas that hasten (and prohibit) leading practice discovery; how quickly goods and services become a “human right”; why all of this is relevant to education communities and why some believe that commoditization is a myth.

From the Wikipedia

In business literature, commoditization is defined as the process by which goods that have economic value and are distinguishable in terms of attributes (uniqueness or brand) end up becoming simple commodities in the eyes of the market or consumers. It is the movement of a market from differentiated to undifferentiated price competition and from monopolistic competition to perfect competition. Hence, the key effect of commoditization is that the pricing power of the manufacturer or brand owner is weakened: when products become more similar from a buyer’s point of view, they will tend to buy the cheapest.

Related:

Why High-Tech Commoditization Is Accelerating

 

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