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elliswhite5

Buy SSN Number - 100% Real Snn Number 2023 - 0 views

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    What is a Social Security Number? The Social Security Administration (SSA) of the United States issues social security numbers (SSNs), which are nine-digit identifying numbers. In addition to being used as an identity number for many other uses, the number is used to monitor people for tax purposes. Buy SSN Number The first social security numbers were given in 1936 after the Social Security Act was passed in 1935. The number has three components: an area number with the first three digits, a group number with the next two digits, and a serial number with the final four digits. Based on the zip code of the person's postal address, the SSA assigns the area number. The serial number is assigned consecutively within each group, and the group number is assigned at random. An individual receives the number when they make a social security card application. A social security number can be obtained without having a social security card. The number is primarily used for tax purposes, but many companies and government organizations also use it as an identifying number. Buy SSN Number What is the history of the SSN number? The nine-digit social security number (SSN) is given to citizens, lawful permanent residents, and temporary (working) residents of the United States in order to keep track of their income and confirm their identification. SSNs are issued by the Social Security Administration (SSA). Buy SSN Number The SSN was created with the intention of giving the government a method to monitor citizens' wages and disburse subsidies accordingly. In 1936, the first SSNs were distributed. Only approximately 20 million individuals had them at the time. In the 1960s, the SSN gained in significance when the government started utilizing it to keep track of a person's Medicare coverage. The SSN replaced other identifiers as the principal one for tax reasons in the 1970s. The SSN also took over as the de facto national identity number in the 1980s. Why do we need a Soc
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Clif Mims

Issuu - You Publish - 1 views

shared by Clif Mims on 29 Apr 08 - Cached
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    Revistas y publicaciones a lo web2.0
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    Upload all major file formats and convert them into online publications. Can be used to: -Create digital books, e-zines, etc. -Students can become "published" authors -Alternative strategy for reports and presentations -Develop and share tutorials, study guides, etc. -Embed projects into a class site, blog or wiki -Connect with others that share your interests
Gail Casey

Creative Commons - 0 views

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    Creative Commons provides free tools that let authors, scientists, artists, and educators easily mark their creative work with the freedoms they want it to carry. You can use CC to change your copyright terms from "All Rights Reserved" to "Some Rights Res
Anica Petkoska

anicap | Twitter Grader - 0 views

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Thomas Galvez

Wired Campus: Web 2.0 Classrooms Versus Learning? - 0 views

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    The author poses the question then elicits responses. Good conversation!
Hare Marke

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Hare Marke

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Dennis OConnor

SOPA Vote Delayed, Allowing For More Corporate Fundraising From Censorship Bill - 3 views

  • SOPA is being aggressively pushed by Hollywood movie studios, major record labels and luxury goods providers as an effort to crackdown on internet piracy of their products. But the tools envisioned are so extreme that tech experts warn the legislation threatens the very functionality of the Internet. The ACLU and other free-speech groups emphasize that by authorizing the federal government and corporations to shut down entire websites without a trial for posting just a single piece of copyright-infringing content, the bill would sharply curb the exercise of free speech online.
  • It's a legislative strategy that members of Congress are all too willing to accept. With huge corporations on both sides of the bill, lawmakers will be able to request another round of campaign contributions, no matter what the legislation's ultimate fate may be.
  • Smith did not need to delay the vote in order to round up additional support to ensure passage. The House Judiciary Committee has close ties to Hollywood and is strongly supportive of the bill. Smith wrote the legislation, and over the past two days, the committee shot down amendments to weaken or moderate provisions of the legislation by wide margins.
Mary Humphrey

What are the barriers to the Internet for people with disabilities? | Marketplace from ... - 0 views

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    The Department of Justice wants to broaden the authority of the Americans with Disabilities Act in regard to the Internet and specifically websites. Today is the final day for public comment on that proposal. Meanwhile, new data has emerged that shows far fewer people with disabilities using the Internet than people without.
Judy Robison

eJamming AUDiiO | Home - 0 views

shared by Judy Robison on 28 Apr 08 - Cached
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cheryl capozzoli

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Philippe Scheimann

A Vision of Students Today (& What Teachers Must Do) | Britannica Blog - 0 views

  • It has taken years of acclimatizing our youth to stale artificial environments, piles of propaganda convincing them that what goes on inside these environments is of immense importance, and a steady hand of discipline should they ever start to question it.
    • Russell D. Jones
       
      There is a huge investment in resources, time, and tradition from the teacher, the instutions, the society, and--importantly--the students. Students have invested much more time (proportional to their short lives) in learning how to be skillful at the education game. Many don't like teachers changing the rules of the game just when they've become proficient at it.
  • Last spring I asked my students how many of them did not like school. Over half of them rose their hands. When I asked how many of them did not like learning, no hands were raised. I have tried this with faculty and get similar results. Last year’s U.S. Professor of the Year, Chris Sorensen, began his acceptance speech by announcing, “I hate school.” The crowd, made up largely of other outstanding faculty, overwhelmingly agreed. And yet he went on to speak with passionate conviction about his love of learning and the desire to spread that love. And there’s the rub. We love learning. We hate school. What’s worse is that many of us hate school because we love learning.
    • Russell D. Jones
       
      So we (teachers and students) are willing to endure a little (or a lot) of uncomfortableness in order to pursue that love of learning.
  • They tell us, first of all, that despite appearances, our classrooms have been fundamentally changed.
  • ...6 more annotations...
  • While most of our classrooms were built under the assumption that information is scarce and hard to find, nearly the entire body of human knowledge now flows through and around these rooms in one form or another, ready to be accessed by laptops, cellphones, and iPods. Classrooms built to re-enforce the top-down authoritative knowledge of the teacher are now enveloped by a cloud of ubiquitous digital information where knowledge is made, not found, and authority is continuously negotiated through discussion and participation. In short, they tell us that our walls no longer mark the boundaries of our classrooms.
  • And that’s what has been wrong all along. Some time ago we started taking our walls too seriously – not just the walls of our classrooms, but also the metaphorical walls that we have constructed around our “subjects,” “disciplines,” and “courses.” McLuhan’s statement about the bewildered child confronting “the education establishment where information is scarce but ordered and structured by fragmented, classified patterns, subjects, and schedules” still holds true in most classrooms today. The walls have become so prominent that they are even reflected in our language, so that today there is something called “the real world” which is foreign and set apart from our schools. When somebody asks a question that seems irrelevant to this real world, we say that it is “merely academic.”
  • We can use them in ways that empower and engage students in real world problems and activities, leveraging the enormous potentials of the digital media environment that now surrounds us. In the process, we allow students to develop much-needed skills in navigating and harnessing this new media environment, including the wisdom to know when to turn it off. When students are engaged in projects that are meaningful and important to them, and that make them feel meaningful and important, they will enthusiastically turn off their cellphones and laptops to grapple with the most difficult texts and take on the most rigorous tasks.
  • At the root of your question is a much more interesting observation that many of the styles of self-directed learning now enabled through technology are in conflict with the traditional teacher-student relationship. I don’t think the answer is to annihilate that relationship, but to rethink it.
  • Personally, I increasingly position myself as the manager of a learning environment in which I also take part in the learning. This can only happen by addressing real and relevant problems and questions for which I do not know the answers. That’s the fun of it. We become collaborators, with me exploring the world right along with my students.
  • our walls, the particular architectonics of the disciplines we work within, provide students with the conversational, narrative, cognitive, epistemological, methodological, ontological, the –ogical means for converting mere information into knowledge.
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