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Michelle Krill

Wages: Commission : Promethean Planet - 0 views

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    This flipchart helps students explore working on commission. Using 5 case studies they can explore straight commission, salary plus commission and draw against commission. They will also learn about vocabulary that includes: salary, commission, net pay, gross pay, bonus, draw, base and wages. This flipchart allows student to interactively explore types of jobs that are commission-based as well as the the pros and cons of commission-based employment. Student will need to understand simple mathematics including addition, subtraction, multiplying, and percentages. Some actions are embedded in the flipchart like hide/show, page notes, show calculator and others.
Donald Burkins

Carnegie-IAS: The Opportunity Equation: HOME - 0 views

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    In a new report, The Opportunity Equation: Transforming Mathematics and Science Education for Citizenship and the Global Economy, the Carnegie-IAS Commission on Mathematics and Science Education challenges the nation to mobilize for coordinated action. Report; Commissioned papers; links...
Donald Burkins

Home - Pennsylvania Virtual High School Study Commission - 5 views

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    "The 33-member Pennsylvania Virtual High School Study Commission has completed its work, culminating in a final report. Per statute, the report was submitted to the Governor and the leadership of the Pennsylvania General Assembly in December, 2009. "
zaid kamal

N. Korea rejects UN talks on ceasefire sinking ship - 0 views

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    North Korea said Sunday it was ready for direct military talk with South Korea to discuss the sinking of one of its warships in Seoul, but only if the commission overseeing the armistice Korean War armistice does not get blamed involved.
anonymous

Education Week: Filtering Fixes - 0 views

  • Instead of blocking the many exit ramps and side routes on the information superhighway, they have decided that educating students and teachers on how to navigate the Internet’s vast resources responsibly, safely, and productively—and setting clear rules and expectations for doing so—is the best way to head off online collisions.
  • “We are known in our district for technology, so I don’t see how you can teach kids 21st-century values if you’re not teaching them digital citizenship and appropriate ways of sharing and using everything that’s available on the Web,” said Shawn Nutting, the technology director for the Trussville district. “How can you, in 2009, not use the Internet for everything? It blows me away that all these schools block things out” that are valuable.
  • While schools are required by federal and state laws to block pornography and other content that poses a danger to minors, Internet-filtering software often prevents students from accessing information on legitimate topics that tend to get caught in the censoring process: think breast cancer, sexuality, or even innocuous keywords that sound like blocked terms. One teacher who commented on one of Mr. Fryer’s blog posts, for example, complained that a search for biographical information on a person named Thacker was caught by his school’s Internet filter because the prohibited term “hacker” is included within the spelling of the word.
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  • The K-2 school provides e-mail addresses to each of its 880 students and maintains accounts on the Facebook and Twitter networking sites. Children can also interact with peers in other schools and across the country through protected wiki spaces and blogs the school has set up.
  • “Rather than saying this is a scary tool and something bad could happen, instead we believe it’s an incredible tool that connects you with the entire world out there. ... [L]et’s show you the best way to use it.”
  • As Trussville students move through the grades and encounter more-complex educational content and expectations, their Internet access is incrementally expanded.
  • In 2001, the Children’s Internet Protection Act instituted new requirements for schools to establish policies and safeguards for Internet use as a condition of receiving federal E-rate funding. Many districts have responded by restricting any potentially troublesome sites. But many educators and media specialists complain that the filters are set too broadly and cannot discriminate between good and bad content. Drawing the line between what material is acceptable and what’s not is a local decision that has to take into account each district’s comfort level with using Internet content
  • The American Civil Liberties Union sued Tennesee’s Knox County and Nashville school districts on behalf of several students and a school librarian for blocking Internet sites related to gay and lesbian issues. While the districts’ filtering software prohibited students from accessing sites that provided information and resources on the subject, it did not block sites run by organizations that promoted the controversial view that homosexuals can be “rehabilitated” and become heterosexuals. Last month, a federal court dismissed the lawsuit after school officials agreed to unblock the sites.
  • Students are using personal technology tools more readily to study subject matter, collaborate with classmates, and complete assignments than they were several years ago, but they are generally asked to “power down” at school and abandon the electronic resources they rely on for learning outside of class, the survey found. Administrators generally cite safety issues and concerns that students will misuse such tools to dawdle, cheat, or view inappropriate content in school as reasons for not offering more open online access to students. ("Students See Schools Inhibiting Their Use of New Technologies,", April 1, 2009.)
  • A report commissioned by the NSBA found that social networking can be beneficial to students, and urged school board members to “find ways to harness the educational value” of so-called Web 2.0 tools, such as setting up chat rooms or online journals that allow students to collaborate on their classwork. The 2007 report also told school boards to re-evaluate policies that ban or tightly restrict the use of the Internet or social-networking sites.
  • Federal Requirements for Schools on Internet Safety The Children’s Internet Protection Act, or CIPA, is a federal law intended to block access to offensive Web content on school and library computers. Under CIPA, schools and libraries that receive funding through the federal E-rate program for Internet access must: • Have an Internet-safety policy and technology-protection measures in place. The policy must include measures to block or filter Internet access to obscene photos, child pornography, and other images that can be harmful to minors; • Educate minors about appropriate and inappropriate online behavior, including activities like cyberbullying and social networking; • Adopt and enforce a policy to monitor online activities of minors; and • Adopt and implement policies related to Internet use by minors that address access to inappropriate online materials, student safety and privacy issues, and the hacking of unauthorized sites. Source: Federal Communications Commission
  • “We believe that you can’t have goals about kids’ collaborating globally and then block their ability to do that,” said Becky Fisher, the Virginia district’s technology coordinator.
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    This is an excellent article. I think every school should take this to a meeting with Administrators to discuss bringing sanity to this issue once and for all.
karen sipe

Federal Trade Commission - 2 views

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    Cool site with free publications from FTC about internet safety and many other topics.
Kathe Santillo

U.S. Securities and Exchange Commission (Home Page) - 0 views

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    A valuable source of investment guidance, advice, and information. The site includes an explanation of the role and duties of the SEC.
anonymous

State's graduation exam passes latest test - 4 views

  • The regulation calls for the state to provide 10 end-of-course exams, beginning with English literature, Algebra 1 and biology in 2010-11, with other English, math, science and social studies subjects being phased in through 2016-17.
  • School districts would be required to count the exams for at least one-third of a student's final grade or districts could use other options, including validated local assessments or Advanced Placement exams instead. Districts also could set up a project for students who failed exams.
  • Opponents of the exams told the regulatory commission that the testing program would cost too much to administer and be unfair to otherwise good students who perform poorly on standardized tests.
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  • We understand the system now,
  • Some have said that the exams would discourage students who have a hard time taking tests and would prompt them to drop out.
    • anonymous
       
      What do you think of that concern?
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    This is HUGE. There will eventually be ten end-of-course exams, each counting for one third of a student's final grade. Some will argue that this means that there will be no time for "21st Century T&L" concerns. Others will argue that those concerns are exactly what are needed to ensure true mastery of the subject. Where do YOU fall in that debate?
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