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"TITLE II - PUTTING WORKERS BACK ON THE JOB WHILE REBUILDING AND MODERNIZING AMERICA Subtitle A - Veterans Hiring Preferences Sec. 201. Returning Heroes and Wounded Warriors Work Opportunity Tax Credits Subtitle B - Teacher Stabilization Sec. 202. Purpose Sec. 203. Grants for the Outlying Areas and the Secretary of the Interior; Availability of Funds. Sec. 204. State Allocation Sec. 205. State Application Sec. 206. State Reservation and Responsibilities Sec. 207. Local Educational Agencies Sec. 208. Early Learning Sec. 209. Maintenance of Effort Sec. 210. Reporting Sec. 211. Definitions Sec. 212. Authorization of Appropriations Subtitle C - First Responder Stabilization Sec. 213. Purpose Sec. 214. Grant Program Sec. 215. Appropriations Subtitle D - School Modernization Part I - Elementary and Secondary Schools Sec. 221. Purpose Sec. 222. Authorization of Appropriations Sec. 223. Allocation of Funds Sec. 224. State Use of Funds Sec. 225. State and Local Applications Sec. 226. Use of Funds Sec. 227. Private Schools Sec. 228. Additional Provisions Part II - Community College Modernization Sec. 229. Federal assistance for Community College Modernization"

Tagged "Digital Promise" because of the important section on modernizing education.

"New world report shows more than 1 billion people with disabilities face substantial barriers in their daily lives Governments should step up efforts to enable access to mainstream services and to invest in specialized programmes to unlock the vast potential of people with disabilities News release 9 June 2011 | New York - WHO and the World Bank today revealed new global estimates that more than one billion people experience some form of disability. They urged governments to step up efforts to enable access to mainstream services and to invest in specialized programmes to unlock the vast potential of people with disabilities. World report on disability provides global estimates The first-ever World report on disability provides the first global estimates of persons with disabilities in 40 years and an overview of the status of disability in the world. New research shows that almost one-fifth of the estimated global total of persons living with disabilities, or between 110-190 million, encounter significant difficulties. The report stresses that few countries have adequate mechanisms in place to respond to the needs of people with disabilities. Barriers include stigma and discrimination, lack of adequate health care and rehabilitation services; and inaccessible transport, buildings and information and communication technologies. As a result, people with disabilities experience poorer health, lower educational achievements, fewer economic opportunities and higher rates of poverty than people without disabilities. "Disability is part of the human condition," says WHO Director-General Dr Margaret Chan. "Almost every one of us will be permanently or temporarily disabled at some point in life. We must do more to break the barriers which segregate people with disabilities, in many cases forcing them to the margins of society.""

Direct link to the report download page: http://www.who.int/entity/disabilities/world_report/2011/en/index.html

Posted by xarxatic (Jordi Martí) on Aug. 25, 2011 "... la autoformación del docente (mediante el apoyo de una comunidad -que no se encuentra en cursos reglados-) está siendo la única capaz de crear y mejorar las capacidades docentes del profesorado (a nivel de nuevas tecnologías y mejora de praxis). Por tanto, ¿a qué esperamos para reformular esta formación "oficial" y reconvertirla en esa formación individualizada y guiada que tanto se necesita? O, ¿por qué si la realidad demuestra que la autoformación en comunidad es la que da un mejor resultado, no se intenta aprovechar por parte de la Administración ese camino?"

Translation of the quotation: "... teachers self-training (with a community's support that isn't available in formal courses) is the only one that can create and improve the teaching capacities of the teachers (at the level of new tech tools and improvement of praxis). Therefore, what are we waiting for before we reshape that "official" training and convert it into this so needed personalized training? Or: why, given the evidence that self-training within a community gives the best result, does the Administration not take this path?"

"The purpose of this document is two-fold: - to offer an online history of the development of the Massive Open Online Course (MOOC) - to use that history to describe major elements of a MOOC Each chapter of this guide looks at one of the first MOOCs and some early influences. It contains these parts: - a description of the MOOC, what it did, and what was learned - a description of the element of MOOC theory learned in the offering of the course - practical tools that can be used to develop that aspect of a MOOC - practical tips on how to be successful Contribute to this Book You are invited to contribute. (...) In order to participate, please email or message your contact details, and we'll you to the list of people who can edit pages. (...) Your contributions will be accepted and posted under a CC-By license. http://creativecommons.org/licenses/by/3.0/"

"Have you ever faked a restroom trip to check your email? Slept with your laptop? Or become so overwhelmed that you just unplugged from it all? In this funny, eye-opening, and inspiring film, director Tiffany Shlain takes audiences on an exhilarating rollercoaster ride to discover what it means to be connected in the 21st century. From founding The Webby Awards to being a passionate advocate for The National Day of Unplugging, Shlain's love/hate relationship with technology serves as the springboard for a thrilling exploration of modern life...and our interconnected future. Equal parts documentary and memoir, the film unfolds during a year in which technology and science literally become a matter of life and death for the director. As Shlain's father battles brain cancer and she confronts a high-risk pregnancy, her very understanding of connection is challenged. Using a brilliant mix of animation, archival footage, and home movies, Shlain reveals the surprising ties that link us not only to the people we love but also to the world at large. A personal film with universal relevance, Connected explores how, after centuries of declaring our independence, it may be time for us to declare our interdependence instead."

"By Marc Parry July 10, 2011 In 2006, Harvard sociologists struck a mother lode of social-science data, offering a new way to answer big questions about how race and cultural tastes affect relationships. The source: some 1,700 Facebook profiles, downloaded from an entire class of students at an "anonymous" university, that could reveal how friendships and interests evolve over time. It was the kind of collection that hundreds of scholars would find interesting. And in 2008, the Harvard team began to realize that potential by publicly releasing part of its archive. But today the data-sharing venture has collapsed. The Facebook archive is more like plutonium than gold-its contents yanked offline, its future release uncertain, its creators scolded by some scholars for downloading the profiles without students' knowledge and for failing to protect their privacy. Those students have been identified as Harvard College's Class of 2009."

" Proposal for a directive Public consultations and hearings Public Hearing on Orphan Works (26.10.2009) Information hearing on the "Google Book Settlement Agreement" (07.09.2009) Related documents Proposal for a directive The Commission has adopted a Proposal for a Directive on certain permitted uses of orphan works with a view to establishing common rules on the digitisation and online display of so-called orphan works. Orphan works are works like books, newspaper and magazine articles, and films that are still protected by copyright but whose authors are not known or cannot be located or contacted to obtain copyright permissions. Orphan works are part of the collections held by European libraries that might remain untouched if no common rules are developed to make their digitisation and online display legally possible. Common rules on how to deal with such works are therefore necessary in order to proceed with large-scale digitisation projects, such as the Commission's Europeana portal. Text of the proposal PDFdeenfr Executive Summary PDFdeenfr Impact assessment PDF Citizen's summary PDFbgcsdadeetelenesfritlvlthumtnlplptroskslfisv Frequently asked questions (MEMO/11/333) "

Maybe for a piece on that directive and the British Library - Google agreement.

Patty Shank, July 12, 2011 "A lot of eLearning would look better if it looked like C.R.A.P. Really. No, I'm not making a scatological reference - I mean the four overarching principles of visual design: Contrast, Repetition, Alignment, and Proximity. "