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The issue, instead, is whether a user's needs can be met with web applications and services.

Google and Chromebook manufacturers are betting that the web will be enough for many users. That's not a joke. That's a market. And I think many people believe that's where the world is heading.

Most of the criticisms center around the Kindle's weak annotation features, which make things like highlighting and margin notes almost impossible to use, but even a simple thing like the lack of true page numbers has caused problems, since allowing students to cite the Kindle's location numbers in their papers is "meaningless for anyone working from analog books."

Another is the lack of creativity development in our schools.

Researchers say creativity should be taken out of the art room and put into homeroom. The argument that we can’t teach creativity because kids already have too much to learn is a false trade-off. Creativity isn’t about freedom from concrete facts. Rather, fact-finding and deep research are vital stages in the creative process. Scholars argue that current curriculum standards can still be met, if taught in a different way.

A fine example of this emerged in January of this year, with release of a study by University of Western Ontario neuroscientist Daniel Ansari and Harvard’s Aaron Berkowitz, who studies music cognition. They put Dartmouth music majors and nonmusicians in an fMRI scanner, giving participants a one-handed fiber-optic keyboard to play melodies on. Sometimes melodies were rehearsed; other times they were creatively improvised. During improvisation, the highly trained music majors used their brains in a way the nonmusicians could not: they deactivated their right-temporoparietal junction. Normally, the r-TPJ reads incoming stimuli, sorting the stream for relevance. By turning that off, the musicians blocked out all distraction. They hit an extra gear of concentration, allowing them to work with the notes and create music spontaneously. Charles Limb of Johns Hopkins has found a similar pattern with jazz musicians, and Austrian researchers observed it with professional dancers visualizing an improvised dance. Ansari and Berkowitz now believe the same is true for orators, comedians, and athletes improvising in games.

AbstractNormal subjects and patients with adult-onset diabetes received 10 gm. of aspirin in four days. On the fourth day, the fasting serum glucose and the glucose response to oral glucose were decreased in both groups. These changes were associated with increased levels of serum insulin and pancreatic glucagon, although the glucagon responses to oral glucose were unchanged. In the diabetic patients, aspirin therapy was followed by a decreased glucose response to I.V. glucose and by the appearance of an early insulin peak, which could not be demonstrated before treatment. Aspirin did not affect the I.V. glucose tolerance in normal subjects, although it did enhance the early insulin peak. A decrease in the fasting levels of free fatty acids was noted in both groups, whereas the fasting level of triglycerides decreased only in the diabetic patients. Cholesterolemia did not change in either group. A few preliminary observations indicate that, in normal subjects, ibuprofen and ketoprofen, two other presumed prostaglandin inhibitors, did not affect fasting glycemia, glucose tolerance, or the insulin response to glucose. No changes were noted after the administration of placebo. Last A1C 4.8No Rx, Diet modification, exercise, Supps and HerbalsI am a retired HYPOGLYCEMIC Reply With Quote 11-08-2010 #2 trinitarian3n1 D.D. Family Moderator Join Date November 2007 Location In the mitten, USA Age 41 Posts > 100 About T2 dx 3/07, tx w/very lo carb D&E Met, bolus R Blog Entries 127 That's a hefty dose of aspirin. John C.A clean house is the sign of a broken computer.Last HgbA1c - 5.5% 2/2011 Reply With Quote 11-08-2010 #3 MCS D.D. Family Join Date August 2010 Posts > 100 About T2, trying to live a healthy life Yes it is, 650mg 4 times a day. I wonder if they did that to make sure they had a response and if there is a break point of some lower dose. I am on 325 once a day now. Been that high in the past for other things, lots of ringing in the ears when you get that high of a dose. Last A1C 4.8No Rx, Diet modification, exercise, Supps and HerbalsI am a retired HYPOGLYCEMIC Reply With Quote 11-08-2010 #4 furball64801 D.D. Family Join Date December 2009 Posts > 100 About type 2 25 yrs mother aunt type 2 thin 50 yrs Blog Entr

The therory is that it helps to regenerate the once turned off Beta cells, not over working the exiting ones. This is just one article I found, they are many, most of them concern Salsalate a drug used for arthritis. It works by lowering the inflammation of the liver and pancreas. Lowers IR, its a pretty interesting concept based largerly on inflammation of one muscles and organs. Originally Posted by jeanne wagner i know for heart health they recommend the baby 81 mg a day. I would think you wouldn't have a stomach lining left if you took that on a daily basis. Also just because it stimulates insulin doesn't mean it is a good thing. Sulfonyureas also overstimulate insulin and there is some thought they lead to beta cell burnout. I think it is better to find things like metformin that make you more sensitive to the insulin you naturally make. Last A1C 4.8No Rx, Diet modification, exercise, Supps and HerbalsI am a retired HYPOGLYCEMIC Reply With Quote 11-08-2010 #7 MCS D.D. Family Join Date August 2010 Posts > 100 About T2, trying to live a healthy life Here is a few more articles concerning NSAID's and insulin if you are interested.http://www.annals.org/content/152/6/346.abstracthttp://onlinelibrary.wiley.com/doi/1...026.x/abstracthttp://www.theannals.com/cgi/content/abstract/44/7/1207 Last A1C 4.8No Rx, Diet modification, exercise, Supps and HerbalsI am a retired HYPOGLYCEMIC Reply With Quote MCS was thanked for this post by: Nan-OH 11-08-2010 #8 CalgaryDiabetic D.D. Family Join Date June 2009 Location Calgary,Canada Posts > 100 About diabetic since 1997, on insulin 2000 Guarantied tummy ulcer with so much aspirin. Reply With Quote 11-09-2010 #9 MCS

I have spent the good part of the past 6 years of my professional life analyzing assessment data.  NWEAs, NECAPs (NH’s state assessment), school-based assessments, surveys, etc.  I have studied proficiencies, RIT scores, grade reports and AYP calculations.  I have taught professional development courses on how to use assessment databases and I have met with administrators from other districts to compare our data sets and strategies for improvement.

It requires us to continually reinvent ourselves, to stay on top of where research and practice meet and to balance the desire for easy and structured with messy and self-directed.

are people confusing talking to people online with deep, connected learning?

Personal Learning Networks are one of the three prongs necessary to be a do it yourself learner in today’s world.

The way to improve education is to have national standards and national tests to reveal whether standards are being met.

Our schools are not broken. The problem is poverty.

No educator is opposed to assessments that help students to improve their learning. We are, however, opposed to excessive and inappropriate assessments.

When a student says, “Just tell me what you want,” the student could be speaking from a place of great frustration.

if students know what we want them to do and they understand how we will evaluate their efforts, they are more apt to do the work we assign.  They’ll take chances, and they’ll do so without much complaint. If we want students to take chances, they must be able to trust us.

Have I met my office hours?  (If not, have I left a note or alerted students to the change?) Is my syllabus online or otherwise available other than on the first day of the semester? Do I return student work in a reasonable amount of time? Do I require a textbook, and am I using that book? Do I respect my students and the knowledge they bring to the classroom? Have I set clear guidelines about assignments, even if the assignment is broad? If I have strict syllabus policies, do I enforce them equally and fairly? Am I creative or innovative in my approach to the subject?  (Am I modeling the kind of behavior/actions I wish to see in my students?) Have I been clear about how interpretive or creative takes on assignments will be evaluated?  (Am I sure I’m not evaluating harshly, for example, if I disagree with the student’s interpretation of the assignment?)