Another project for the common folks that Adler shepherded was the formation of the Great Books Foundation. The purpose of the Foundation was to produce a series of inexpensive paperback books that contained works that Adler thought were important. Since the sets were inexpensive, everyone in a book group would be able to buy a set, and then get together to discuss the diverse selections therein.
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Sound and Fury - Lesson Plan - Deaf and Diverse - 6 views
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The Great Books Foundation | Book Notes Plus - 5 views
booknotesplus.wordpress.com/...the-great-books-foundation
great books bestpractices elementary middleschool literature
shared by Mark Gillingham on 28 Aug 13
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Regardless of where you live, there is probably a Great Books Discussion Group nearby. Here in Baton Rouge, Louisiana there has been a Group for over 40 years, and I have been in it, off and on, for many of those years. When our son was in elementary school he was in a Junior Great Books Discussion Group for a while, and my wife was the leader. You will even find Great Books Discussion Groups in prisons. A friend of mine led a group at a state prison for a time, and said that the discussions were among the best he ever took part in.
RaceBridges Videos - 5 views
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International Program Catches On in U.S. Schools - NYTimes.com - 15 views
www.nytimes.com/...03baccalaureate.html
international InternationalSchool IBO IB&MYP highschool curriculum education
shared by Adrienne Michetti on 04 Jul 10
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Many parents, schools and students see the program as a rigorous and more internationally focused curriculum, and a way to impress college admissions officers.
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Our students don’t have as much diversity as people in some other areas, so this makes them open their eyes,” said Deb Pinkham, the program’s English teacher.
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the people who founded the I.B. were sitting in Geneva, post-World War II, thinking about how to ensure world peace, so the clear philosophical bent is that by integrating learning and understanding issues from multiple perspectives, we can promote global thinking,
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“A.P. is great for content-based traditional learning,” he said. “It’s great for kids who like to memorize. But for more creative kids, who want to make those connections, there’s nothing like the I.B.”
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Emily, who said she was bored with school last year, said the I.B. program had been more interesting and challenging.
Multicultural Education Links - 9 views
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Watching "Not In Our Town" Together: A Classroom Guide | Not in Our Town - 10 views
www.niot.org/...-town-together-classroom-guide
Resources journalism town teaching bullying racism tolerance diversity
shared by Kelly Faulkner on 20 Sep 10
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Animal Diversity Web - 15 views
animaldiversity.ummz.umich.edu/...index.html
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shared by Ted Sakshaug on 30 Nov 10
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Techlearning > > Aligning Research with Classroom Practice: Online Networking, Diverse ... - 0 views
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College of Engineering at Georgia Tech - 0 views
www.coe.gatech.edu/...wieecc.php
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shared by Vicki Davis on 20 Sep 08
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Engineering and Computing Career Conference (ECC) is a two day conference for high school girls to explore engineering majors offered at Georgia Tech. The 2008 ECC will be held on October 23 & 24 at Georgia Tech's Bill Moore Student Success Center.
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"Engineering and Computing Career Conference (ECC) is a two day conference for high school girls to explore engineering majors offered at Georgia Tech. The 2008 ECC will be held on October 23 & 24 at Georgia Tech's Bill Moore Student Success Center." This is a great event to pass along to your female students who excel in math and science. To be held at my alma mater.
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Online Predators and Their Victims - 1 views
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adult offenders who meet, develop relationships with, and openly seduce underage teenagers
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The publicity about online"predators" who prey on naive children using trickery and violence is largely inaccurate.
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In the great majority of cases, victims are aware they are conversing online with adults. In the N-JOV Study, only 5% of offenders pretended to be teens when they met potential victims online. (112)
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99% of victims of Internet-initiated sex crimes in the N-JOV Study were 13 to 17 years old, and none were younger than 12. 48% were 13 or 14 years old. (115)
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My (Liz B. Davis ) Summary of Key Points (All are quotes directly from the article): Online "Predators" and Their Victims. Myths, Realities, and Implications for Prevention and Treatment. by: Janis Wolak, David Finkelhor, and Kimberly J. Mitchell - University of New Hampshire and Michele L. Ybarra - Internet Solutions for Kids, Inc.
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it was those 15-17 years of age who were most prone to take risks involving privacy and contact with unknown people. (115)
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This tells us what we need to know about courses on digital citizenship and safety -- discuss these issues probably beginning around 11 -- before soliciation happens -- then have focused programs probably starting age 12-13 -- as with everything -- these ages tend to get lower over time -- what will happen w/ the Webkinz generation is anyone's guess.
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I see this more and more...as the parent of webkinz kids...in the past..you had the "don't talk to strangers" talk with them. Now the strangers are coming into our homes and at much younger ages.
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I think we need to be aware that not all "unknown people" are wanting to commit crimes, fraud, etc. Talking to someone you don't know might be the introduction to your new best friend. The content of discussion is important. Not knowing someone, I would not give them personal information. Friendship is built over time.
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A nice way I've heard to describe this is that even though kids think they're tech savvy, they are not relationship savvy. It's this age group that doesn't recognize the complexity of relationships.
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@David - I think, however, that we should be very careful about teaching HOW to make friendships -- friend of a friend and building relationships OVER TIME is often how these things happen. Children want the romance and don't realize the "gentle" stranger they've met wants to harm them. This is a tricky one -- one of my dearest friends is Julie Lindsay who I met online. But that conversation was totally OK, as youwould guess. Teaching them about this is tricky. We'll have to think on this one AND look at the research.
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take place in isolation and secrecy, outside of oversight by peers, family members, and others in the youth's face-to-face social networks (115)
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Most of the online child molesters described in the N-JOV Study met their victims in chatrooms. In a 2006 study, about one third of youths who received online sexual solicitation had received them in chatrooms. (116)
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Youth internet users with histories of offline sexual or physical abuse appear to be considerably more likely to receive online aggressive sexual solicitations. (117)
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..Although Internet safety advocates worry that posting personal information exposes youths to online molesters, we have not found empirical evidence that supports this concern. It is interactive behaviors, such as conversing online with unknown people about sex, that more clearly create risk. (117)
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Posting personal information is NOT what puts students at risk -- interactive BEHAVIORS! Do! This is one criticism we've had of online projects. At risk behaviors from AT RISK students cause things to happen!!! Listen up!
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and your students are lucky that they have you to guide them. Way too many schools are not involving their students in these activities so they don't have these "appropriate" models
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Exactly, kristin -- MORE SCHOOLS have got to do this. It is a travesty that these kids are being victimized when the schools can do something about it. Completely a travesty. I hope we can all get fired up again about this topic, especially with the good research coming out now!
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Online molesters do not appear to be stalking unsuspecting victims but rather continuing to seek youths who are susceptible to seduction. (117)
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maintaining online blogs or journals, which are similar to social networking sites in that they often include considerable amounts of personal information and pictures, is not related to receiving aggressive sexual solicitation unless youths also interact online with unknown people. (117)
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Boys constitute 25% of victims in Internet-initiated sex crimes, and virtually all of their offenders are male. (118
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Some gay boys turn to the internet to find answers to questions about sexuality or meet potential romantic partners, and there they may encounter adults who exploit them. (118)
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..child molesters are, in reality, a diverse group that cannot be accurately characterized with one-dimensional labels. (118)
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Online child molesters are generally not pedophiles. (118)Online child molesters are rarely violent. (119)
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Child pornography production is also an aspect of Internet-initiated sex crimes. One in five online child molesters in the N-JOV Study took sexually suggestive or explicit photographs of victims or convinced victims to take such photographs of themselves or friends. (120)
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Youths may be more willing to talk extensively and about more intimate matters with adults online than in face-to-face environments. (121
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it may not be clear to many adolescents and adults that relationships between adults and underage adolescents are criminal. (122)
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Simply urging parents and guardians to control, watch, or educate their children may not be effective in many situations. The adolescents who tend to be the victims of Internet-initiated sex crimes many not themselves be very receptive to the advice and supervision of parents. (122)
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We recommend educating youths frankly about the dynamics of Internet-initiated and other nonforcible sex crimes. Youths need candid, direct discussions about seduction and how some adults deliberately evoke and then exploit the compelling feelings that sexual arousal can induce. (122)
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Youths need candid, direct discussions about seduction
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The hard part is finding comfortable places to have these discussions. Where is the best place?
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I believe that the Http://digiteen.wikispaces.com project is the best thing I've got going in my classroom with 9th graders in Qatar & Austria. We're having great conversations -- third person looking at things happening and working through what they think is a good way to do it, I believe. I truly think that everyone working with students should be educated to watch for the "signs" -- and we should also have individual programs.
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Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.
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Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.
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Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.
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Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.
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Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.
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Pioneering research shows 'Google Generation' is a myth - 0 views
www.bl.uk/...pressrelease20080116.html
arts_entertainment best_practice brightideas connectingpeople curriculum digital_citizenship edu_news education humanmachine hz08 hzmeta virtualcollab
shared by Jonathan Tepper on 12 Apr 08
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All age groups revealed to share so-called ‘Google Generation' traits New study argues that libraries will have to adapt to the digital mindset Young people seemingly lacking in information skills; strong message to the government and society at large
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“Libraries in general are not keeping up with the demands of students and researchers for services that are integrated and consistent with their wider internet experience”,
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research into the information behaviour of young people and training programmes on information literacy skills in schools are desperately needed if the UK is to remain as a leading knowledge economy with a strongly-skilled next generation of researchers.
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Turning the Pages 2.0 and the mass digitisation project to digitise 25 million of pages of 19th-century English literature are only two examples of the pioneering work we are doing.
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We hope it will also serve to remind us all that students and researchers will continue to need the appropriate skills and training to help navigate an increasingly diverse and complex information landscape.”
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CIBER developed a methodology which has created a unique ‘virtual longitudinal study' based on the available literature and new primary data about the ways in which the British Library and JISC websites are used. This is the first time for the information seeking behaviour of the virtual scholar to have been profiled by age.
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This study breaks a lot of the stereotypes people may have about use of the Internet. It also presents important information for libraries and schools.
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Wow -- this longitudinal study shows that all generations show "google generation" traits with over 65 year olds spending 4 more hours a week online than some of the younger ages. It argues that libraries must adapt to the digital mindset AND that young people are lacking in information skills! This is an important study for all educators, business leaders, AND students on the Horizon project. Another reason to remind ourselves that we base practice on RESEARCH not STEREOTYPES!
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Wow -- this longitudinal study shows that all generations show "google generation" traits with over 65 year olds spending 4 more hours a week online than some of the younger ages. It argues that libraries must adapt to the digital mindset AND that young people are lacking in information skills! This is an important study for all educators, business leaders, AND students on the Horizon project. Another reason to remind ourselves that we base practice on RESEARCH not STEREOTYPES!
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SpeEdChange: The Parent Trap - 6 views
speedchange.blogspot.com/...parent-trap.html
education democracy empire K12 opinion irasocal USA charter choice
shared by Ed Webb on 09 Mar 10
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The third group is more difficult to discuss, and I don't want to dismiss or demean, but I think of them as "the colonized." These are people from traditionally out-of-power groups who have decided to fully "play the game" of their oppressors. They tend to wear the charter school ideology around their necks the way certain Nigerians and Indians and other "citizens of the Empire" in the early 20th Century donned British powdered wigs and joined the colonial governments. It is tough to argue with much of what they say: They are looking to "save kids now." To open "real opportunities." To build "within the realities we have." And to argue with this is to engage in that oldest of battles among the colonized - do we achieve freedom and power on "their" terms, or "ours." Do we want our children to grow up as -and this will depend on the argument you are making - Brits and citizens of the world/Second-class Brits or to grow up as Nigerians, Indians, South Africans, Irish, Israelis/poor separatists in a global economy. As with most great issues, the answers are not clear cut, not "black and white," as they say. We want our identities, we want freedom and possibility based in our culture, and yet, yes, we also live and work in a world designed and controlled by the powerful. So when people like @dropoutnation argue for charters and vouchers as their "answer," it is not just a matter of being co-opted. They have convinced themselves that this is the only logical solution in the world they see now. And I can argue for greater faith in the future, for greater faith in diverse communities, but altering someone's fundamental world view is tough.
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The common characteristics that I find in what I describe as "the best schools" (see primary and secondary), that is, schools which "work" for the broadest range of students, is student choice. These are schools which help students discover their path, not their parents' path. These are schools which are willing to help students find success even if their parents are incapable, or destructive, or just uninterested. Parent choice - the concept of charters and vouchers - is socially reproductive from the start.
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great public schools have student choice. No two classes in the same grade or subject should be anything alike. No common reading lists or classroom management. No common grading system. No common organization. Ideally, even schedules should vary. Only with that kind of choice can students find what they need, not what even the most well-meaning adults find for them. And great public schools are being made impossible by "choice" advocates, who pull a certain segment of students out of the mix, reducing workable choices for those left behind. I'm a parent, and I like parents. But I've also known all kinds of parents, and I value children too much to leave all the decisions in parental hands.
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Universal Design in Education: Principles and Applications - 11 views
www.washington.edu/...ud_edu.html
design universaldesign architecture environment principles pedagogy bestpractices techintegrator curriculum
shared by Adrienne Michetti on 01 Feb 10
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include
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the design of products and environments to be usable to the greatest extent possible by people of all ages and abilities"
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diversity and inclusiveness
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applications in educational settings: physical spaces, information technology (IT), instruction, and student services.
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UD can be applied to physical spaces to ensure that they are welcoming, comfortable, accessible, attractive, and functional.
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it is possible to create products that are simultaneously accessible to people with a wide range of abilities, disabilities, and other characteristics.
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institutions can express the desire to purchase accessible IT and inquire about the accessibility features of specific products.
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UDL as "a research-based set of principles that together form a practical framework for using technology to maximize learning opportunities for every student"
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curriculum designers create products to meet the needs of students with a wide range of abilities, learning styles, and preferences.
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Unfortunately, most educational software programs available today do not apply these recommendations. Instead of including flexible features that provide access to students with disabilities, they continue to unintentionally erect barriers to the curriculum.
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Universal design can be applied to all aspects of instruction—teaching techniques, curricula, assessment
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The Next Movement In Education - Synthesizing Education - 5 views
synthesizingeducation.com/...the-next-movement-in-education
movement the next education futureofeducation learning classroom management
shared by Ruth Howard on 25 Mar 10
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Desks signify the “old guard” of education where people sat in their seats, listened, maintained compliance, and were forced to stare at the front of the room as an older individual barked information. Desks signify a form of education that created widgets and workers for factories where everyone was expected to perform the same rote task at the same time and finish at the same level of understanding.
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Instead, we should be equipping all classrooms with a diverse mix of tables, couches, exercise balls, bar stool tables, and anything else that reminds us of something other than the traditional classroom. Every classroom should have a variety of these items and as many different combinations as possible. Why? Kids spend 6-7 hours a day in a classroom and every, single one looks the same. Same color, same shape, same seats. If not the same, they look pretty damned similar. It forces kids to think the same in every class and stunts any flow of creative juices that might be triggered by a change in environment. Who’s with me?
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CTEG: Critical Questions - 13 views
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Critical thinking is a set of values and cognitive strategies employed to rationally evaluate information for its potential usefulness and accuracy. In this regard, critical thinking covers three fields; Personal values embracing logic, reasoning, objectivity and internal consistency of information Skills and cognitive approaches that allow the individual to search for and evaluate different information sources An appreciation of the relationship between the application of accurate information in decision making and the probability of a predictable outcome
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In an age of diverse media, especially with regards to the internet, information sources present confusing options. Not all information is equal. Teaching people to understand the context and cues associated with good information gives them the ability to make better informed decisions that will have the best chance of leading to those outcomes they wish for.
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This places critical thinking at odds with philosophies that elevate some bodies of knowledge to being dogmatic and beyond question.
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Negro Leagues Baseball eMuseum - 6 views
www.coe.ksu.edu/...nlbemuseum.html
baseball negro teaching diversity tools teachers leagues technology black_history
shared by Dean Mantz on 31 Jan 11
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Can a Facebook page replace the need for a website? - 23 views
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One thing is for certain: Custom Facebook page landing tabs have a huge impact on encouraging users to convert into followers.
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Guy Kawasaki’s post on how he chose a Facebook page
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Vitaminwater
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A targeted subsection of another site: If you need to brand and market a subset of your organization and the gap between the markets or messages is too diverse, a Facebook page might offer you a home on the web without the need to develop another site. That said, WordPress can be an easy way to get a strong site up and running – we’d recommend giving it a good look before ruling out another site.