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Do not give out your full name, address, or phone number to anyone online

Don’t use lazy passwords. Choosing password or 1234 is like putting a luggage lock on the front door of your house. Also, people will be able to guess it and hack. Instead, come up with a longer password that contains both letters and numbers/characters, preferably one that references something significant only to you. For example, if the name of your beloved childhood goldfish was Sir Bubbles, swap out some of the letters for numbers and you can end up with a very nice password like s1rbubb735 that only you understand.

Gaming addiction is not yet classified as a mental health disorder or "true" addiction like gambling or alcohol addiction. However, some gamers clearly struggle to keep their playing habits under control and may place more importance on their gaming accomplishments than their happiness and success in the real world (e.g., academic achievement, friendships, relationships, career advancement, health, etc.). As gaming addiction becomes more of a concern for parents, spouses, families, educators, and those in the mental health community, it is important for those hoping to learn more about this issue to get their gaming addiction statistics and facts from reputable sources.

The world is demanding citizens and workers have the knowledge, skills and dispositions to act creatively and effectively on issues of global significance. And American schools are trying to respond to this urgent demand.

What is Global Competence? Help us better define global competence. Send in your students' work. Be a part of a ground-breaking effort to assess student global competence. We are collecting samples of work that demonstrate student global knowledge and skills at various developmental levels. Once the work is published, it will help teachers strengthen instruction and better evaluate student work and provide examples for students to help them strive for greater achievement. With each submission, you will be entered into a regular drawing for $500 Staples gift certificates. Learn more and get involved (PDF download). A globally competent student can Investigate the World Recognize Perspectives Communicate Ideas Take Action Students investigate the world beyond their immediate environment. Students recognize their own and others’ perspective. Students communicate their ideas effectively with diverse audiences. Students translate their ideas and findings into appropriate actions to improve conditions. Students can: Generate and explain the significance of locally, regionally or globally focused researchable questions. Identify, collect and analyze the knowledge and evidence required to answer questions using a variety of international sources, media and languages. Weigh, integrate and synthesize evidence collected to construct coherent responses that is appropriate to the context of issues or problems. Develop an argument based on compelling evidence that considers multiple perspectives and draws defensible conclusions. Students can: Recognize and articulate one’s own perspective on situations, events, issues or phenomena and identify the influences on that perspective. Articulate and explain perspectives of other people, groups or schools of thought and identify the influences on those perspectives. Explain how the interaction of ideas across cultures influences the development of knowledge and situations, events, issues or phenomena. Articulate how the consequences of differential access to knowledge, technology and resources affect the quality of life and influences perspectives. Students can: Recognize that diverse audiences may perceive different meanings from the same information. Use appropriate language, behavior and strategies to effectively communicate, both verbally and non-verbally, with diverse audiences. Explain how effective communication impacts understanding and collaboration in an interdependent world. Select and effectively use appropriate technology and media to communicate with diverse audiences. Students can: Recognize one’s capacity to advocate for and contribute to improvement locally, regionally, or globally. Identify opportunities for personal and collaborative action to address situations, events, issues or phenomena in ways which can make a difference. Assess options for action based on evidence and the potential for impact, taking into account varied perspectives and potential consequences for others. Act creatively and innovatively to contribute to improvement locally, regionally or globally both personally and collaboratively.

This new reality helps us more clearly define the role that education must play in preparing all students for success in an interconnected world. The United States have invested unprecedented resources in education, betting that our outmoded, factory-age system can be fundamentally transformed to prepare students for the rigors of a global economy. 

 Globally competent students understand that audiences differ on the basis of culture, geography, faith, ideology, wealth, and other factors and that they may perceive different meanings from the same information.  They can effectively communicate, verbally and non-verbally, with diverse audiences.  Because it is increasingly the world's common language for commerce and communication, globally competent students in the US and elsewhere are proficient in English as well as in at least one other world language. Communicating ideas occurs in a variety of culturally diverse settings, and especially within collaborative teams.  Globally competent students are able to situate themselves in a variety of cultural contexts, organize and participate in diverse groups, and work effectively toward a common goal.

Global competence is essential for responsible engagement in the world. Global peace and prosperity rest more than ever on mutual understanding and productive relationships among all nations and cultures.

The World Clock – Time Zones Africa | North America | South America | Asia | Australia/Pacific | Europe | Capitals | Custom ClockSort by: CityCountryTimeCity Search: SettingsAccraMon 1:38 PMCasablancaMon 1:38 PMKiritimatiTue 3:38 AMPragueMon 2:38 PMAddis AbabaMon 4:38 PMChicago *Mon 8:38 AMKolkataMon 7:08 PMReykjavikMon 1:38 PMAdelaide *Tue 12:08 AMColumbus *Mon 9:38 AMKuala LumpurMon 9:38 PMRio de Janeiro *Mon 11:38 AMAlgiersMon 2:38 PMCopenhagenMon 2:38 PMKuwait CityMon 4:38 PMRiyadhMon 4:38 PMAlmatyMon 7:38 PMDallas *Mon 8:38 AMKyivMon 3:38 PMRomeMon 2:38 PMAmman *Mon 4:38 PMDar es SalaamMon 4:38 PMLa PazMon 9:38 AMSalt Lake City *Mon 7:38 AMAmsterdamMon 2:38 PMDarwinMon 11:08 PMLagosMon 2:38 PMSan Francisco *Mon 6:38 AMAnadyrTue 1:38 AMDenver *Mon 7:38 AMLahoreMon 6:38 PMSan JuanMon 9:38 AMAnchorage *Mon 5:38 AMDetroit *Mon 9:38 AMLas Vegas *Mon 6:38 AMSan SalvadorMon 7:38 AMAnkaraMon 3:38 PMDhakaMon 7:38 PMLimaMon 8:38 AMSantiago *Mon 10:38 AMAntananarivoMon 4:38 PMDohaMon 4:38 PMLisbonMon 1:38 PMSanto DomingoMon 9:38 AMAsuncion *Mon 10:38 AMDubaiMon 5:38 PMLondonMon 1:38 PMSao Paulo *Mon 11:38 AMAthensMon 3:38 PMDublinMon 1:38 PMLos Angeles *Mon 6:38 AMSeattle *Mon 6:38 AMAtlanta *Mon 9:38 AMEdmonton *Mon 7:38 AMMadridMon 2:38 PMSeoulMon 10:38 PMAuckland *Tue 2:38 AMFrankfurtMon 2:38 PMManaguaMon 7:38 AMShan

In findings that will worry parents across America, researchers said going online was such a compulsion for some High School students that withdrawing could cause serious medical and psychological consequences.

Researchers found that one in every 25 teens had 'problematic Internet use' - and these students were most likely to report serious problems when not online.

Asian and Hispanic students were most likely to qualify as problematic users --

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Back to Microsoft SubnetPrivacy and Security FanaticMs. Smith -- Select Microsoft Subnet Blog --Author expert: Microsoft Expression Web 3Brian Egler's SQL Server StrategiesEssential SharePointManaging MicrosoftMicrosoft Explorer Microsoft InsightsMicrosoft, Google and cloud tech newsMostly MicrosoftPrivacy and Security FanaticRated Critical: A Microsoft Security BlogSecrets of Windows Back Office ServersSQL Marklar The Best Microsoft VideosThe Social EnterpriseWatch Your Assets Previous Article iPredators: Cyberbullying to cyber-harassing troll cop from hellOctober is pegged to raise awareness about cyberbullying, cybersecurity and domestic violence, but an iPredator can play a part in all three. While getting help from the authorities is not always easy, what about when the cyber-creep doing the harassing and trolling is a cop? By Ms. Smith on Wed, 10/24/12 - 12:24pm. window.fbAsyncInit = function() { FB.init({ appId : '147094931979429', //NWW appId channelUrl : '//www.networkworld.com/community/sites/all/modules/nwmisc/channel.html', status : true, // check login status cookie : true, // enable cookies to allow the server to access the session xfbml : true // parse XFBML }); FB.Event.subscribe('edge.create', function(response) { if(typeof(OPG.Tracking.omniture_tl) != 'undefined') OPG.Tracking.omniture_tl('Social Click Complete', 'default'); }); }; (function(d, s, id) { var js, fjs = d.getElementsByTagName(s)[0]; if (d.getElementById(id)) return; js = d.createElement(s); js.id = id; js.src = "//connect.facebook.net/en_US/all.js#xfbml=1"; fjs.parentNode.insertBefore(js, fjs); }(document, 'script', 'facebook-jssdk')); 4 Comments Print document.writeln(''); document.writeln(''); document.writeln(''); document.writeln(''); document.writeln(''); document.writeln(''); document.writeln(''); clas

When it comes to cyberbullying, there are thousands of articles online about the tragic suicide of 15-year-old Amanda Todd and how Anonymous may have unmasked the man who bullied her into sending pictures which he later posted online and sent to her friends. While the man responsible for tormenting the Canadian teenager was a creep and a bully, since an adult was involved then it technically wasn't cyberbullying, according to Stop cyberbullying.