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The NASSP says school leaders need to become familiar with all aspects of the Internet, social-networking sites, blogs, and the like; set up technology teams to advise on related issues; educate staff and students on the boundaries of the law; protect against cyberbullying; and guide teachers on using the Internet as a teaching tool.

Filtering's Inherent Flaws Filtering technologies, however, are prone to two simple inherent flaws: underblocking and overblocking. While technologies can be effective at blocking specific content such as high profile web sites, current technology is not able to accurately identify and target specific categorizes of content found on the billions of webpages and other Internet media including news groups, email lists, chat rooms and instant messaging. Underblocking refers to the failure of filtering to block access to all the content targeted for censorship. On the other hand, filtering technologies often block content they do not intend to block, also known as overblocking. Many blacklists are generated through a combination of manually designated web sites as well as automated searches and, thus, often contain websites that have been incorrectly classified. In addition, blunt filtering methods such as IP blocking can knock out large swaths of acceptable websites simply because they are hosted on the same IP address as a site with restricted content. The profusion of Internet content means that Internet filtering regimes that hope to comprehensively block access to certain types of content must rely on software providers with automated content identification methods. This effectively puts control over access in the hands of private corporations that are not subject to the standards of review common in government mandates. In addition, because the filters are often proprietary, there is often no transparency in terms of the labeling and restricting of sites. The danger is most explicit when the corporations that produce content filtering technology work alongside undemocratic regimes in order to set-up nationwide content filtering schemes. Most states that implement content filtering and blocking augment commercially generated blocklists with customized lists that focus on topics and organizations that are nation or language-specific.

Your teacher will read The Mysteries of Harris Burdick by Chris Van Allsburg to the class. You will be able to see the images projected on the screen. After we have read and discussed the images we will go to the computer lab to do the following activities.  Look around the Chris Van Allsburg website.  When you finish looking around the site go to the section "About Chris". Choose frequent questuins.  Read the questions and the answers. You might use the printer friendly version, it's a little easier to read.  You can ralso ead some answers to questions that kids have asked Chris Van Allsburg here. After you hear the story you are going to look at the images online; choose one and write a short story about it. After you write your story you can choose the links below to look at "solved" mystery stories others have written.   1. Solved Mysteries 2. Lafayette School California3. More Solved Mysteries4. Solved Mysteries Indiana

INTRODUCTION So, you're still getting those 1,670,000+ responses to your search queries on the Web, and you're still too busy to do anything about it, like reading the lengthy, and sometimes confusing, "help" screens to find out how to improve your searching techniques. Look no further! Real help is here, in the USCB Library's BARE BONES Tutorial. You can zip through these lessons in no time, any time. They are very short and succinct; each can be read in a few minutes. Feel free to jump in wherever you like, skip what you don't want to read, and come back whenever you need to. The information contained in the following lessons is truly "bare bones," designed to get you started in the right direction with a minimum of time and effort. For more comprehensive and detailed help on searching the Web, consult our recommended list of sites in Lesson 20 at the end of this tutorial.

Now we have the opportunity to be connectors, to bring our classrooms to the world in a variety of ways. We can find other teachers who may know more than we do. (Secret Life of Bees)