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The White House has repeatedly said that the Clean Air Act should not be used to regulate carbon dioxide or other greenhouse gases, even though an April 2007 Supreme Court decision determined that the EPA could do so under the law. But that hasn't stopped environmentalists from trying

In recognition of such growing concerns about Internet safety, the National Association of Secondary School Principals has adopted a policy statement with recommendations for educators and policymakers about Internet usage. The NASSP recommendations form the cornerstone of CTAP's work in cybersafety education. All school districts can benefit from applying these leadership directives. NASSP recommends that school leaders: Familiarize themselves about all aspects of computer technology, including the mechanics of the Internet, blogs, social networking Web sites, and the liability issues associated with the use of these technologies Form a technology team that comprises staff members, parents and students to act in an advisory capacity to the larger school community Educate staff members and students on using technology within the boundaries of the law Guide teachers and students on how the Internet can serve as effective educational tools Formulate clear guidelines to protect students and teachers against cyber bullying and other criminal activities Conduct orientation sessions for parents regarding student use of the Internet Reinforce these guidelines with parents and encourage vigilance of Internet use at home, including the elimination of derogatory statements against other students or staff.

One of the tenets of literacy programs is that people will learn more when it's related to a subject that interests them. Voice of America reports that educators in New York are applying that idea with their grade-school students by offering opportunities to create comic books. Michael Bitz, who created the Comic Book Project, acknowledges that it's difficult to determine a definite link between the project and its effect on students' literacy skills, but the program focuses just as much on the writing of comic books as the artwork. But the success of the program is clear: engage students with subjects that interest them, and they'll show dedication to learning.

Ten minutes or less. Now that is an axiom that applies well to software. If you cannot grasp and even usefully master a piece of software in ten minutes or less then it is poorly designed. If a task that incorporates technology cannot be mastered in under ten minutes then it is too bloody hard. Full stop.

Teaching students to contribute and collaborate online in ways that are both safe and appropriate requires instruction and modeling, not simply crossing our fingers and hoping for the best when they go home and do it on their own.

"Now more than ever, students need teachers who can help them sort through choices, apply technology well, and tell their stories clearly and with humanity."

Among our authors' guidelines for promoting the skills crucial to using social media well: Value reading and writing more than ever; Blend digital, art, oral, and written literacies; and Teach students to search, evaluate, summarize, interpret, and think and write clearly.

If you're faced with an expert saying, "They need to know this," ask a simple question: "Armed with this new knowledge, what can learners do differently than before?" Get your SMEs thinking in terms of new skills, not new knowledge.

But valuable mistakes only happen when we maintain an appropriate level of challenge.

In the fifty years since, his thoughts (Reaction, Learning, Behavior, and Results) have gone on to evolve into the legendary Kirkpatrick’s Four Level Evaluation Model and become the basis on which learning & development departments can show the value of training to the business. How has the model evolved over fifty years, is it still relevant? As designers of learning, have we applied the model with Don’s intent?