Insanely popular with kids, the question-and-answer service thrives on anonymity, making it fun and dangerous.

Search engines are, in a sense, the heartbeat of the internet; "googling" has become a part of everyday speech and is even recognized by Merriam-Webster as a grammatically correct verb. It's a common misconception, however, that googling a search term will reveal every site out there that addresses your search. In fact, typical search engines like Google, Yahoo, or Bing actually access only a tiny fraction - estimated at 0.03% - of the internet. The sites that traditional searches yield are part of what's known as the Surface Web, which is comprised of indexed pages that a search engine's web crawlers are programmed to retrieve

This Video Uses Jelly Beans To Show You How Much You're Wasting Your Life (Video). VERY COOL VIDEO!!!

Hi, my name is Elise, and I am an affirmation addict. Wow. That was hard. But, hey, they say the first step toward recovery is admitting you have a problem. Okay, lets be honest, an affirmation addict isn't an actual disease but at this point, it should be. Google's secondary definition of the word affirmation is "Emotional support of encouragement." As human beings, this is something essential to survival, however, my generation has taken it to another level. As a direct result of social media, we crave affirmations from our peers in the form of likes, favorites, shares, retweets, reblogs, and revines. Its almost as if we become irrelevant without loads of internet attention, and with all these new social network apps popping up left and right, keeping up with it all is exhausting. At what point do we draw the line?

We are reflective teachers who embrace the CCSS Standards for Mathematical Practice. We are committed teachers who want to take the magic out of mathematics and focus on the beauty of sense-making. We wish for teachers everywhere to seek coherence and connection rather than offer students memorized procedures and short-cutting tricks. Students are capable of rich conceptual understanding; don't rob them of the opportunity to experience the discovery of new concepts.

For every fourth down of every N.F.L. game in the 2013 season, NYT 4th Down Bot analyzes over 10 years of N.F.L. game data to determine whether a team would have been better off had it punted, attempted a field goal or gone for a first down. In general, it finds N.F.L. coaches far too conservative.

At Harrisburg Academy, we've found that one of the best ways to build a positive, healthy learning community is to appeal to students' need for involvement, control, and fun. Over the years, we've developed several programs that empower students to make our school an exciting, fun, happening place to be. Here are some examples.

I love TED talks and I always look forward for their new releases. You can learn as deep and profound insights from these talks as when reading a non-fiction book. I know we all have our time constraints that would not allow us to sit in front of an iPad or computer for 20 minutes watching a talk but there is always snatches of time to do it particularly in the weekends. Create a list of what to watch , as I do, and bookmark the talks that interest you and watch them later when you have time.

Teachers have set aside time. Families have rearranged their schedules. Everyone is ready for parent-teacher conferences. This can play out in one of two ways. If there is something crucial to discuss, you might wonder: Shouldn't the parents and teachers have been communicating about this already? If there is nothing crucial to discuss, is it a waste of everyone's time?

Speed doesn't matter, and there's no such thing as a "math person." How the Common Core's approach to the discipline could correct these misperceptions.

At FORBES, we're asked a lot what it takes to live like a billionaire, so we created this interactive with Column Five to explore how different net worth levels-from working wealthy to super rich to filthy loaded-changes your options. Items chosen are plausible purchases based on the level of funds one has in the bank, earning a steady interest rate. How you behave is up to you.

THE NUMBERS PROJECT IS A DAILY PROJECT TO ELEVATE MY MENTAL PROCESS OF CREATIVE THINKING, AS WELL AS SIMPLY TO CREATE DAILY. TECHNICALLY THE GOAL WAS TO KEEP IT CONCEPTUALLY SIMPLE, WHICH IS WHY NUMBERS BECAME THE SUBJECT MATTER. TO BE EXACT 0- 365 CONSECUTIVELY, 1 A DAY FOR 2013. THE GUIDELINES THAT I HAVE IMPOSED ON MYSELF ARE TO ONLY USE THE SINGLE COLOR OF BLACK, A NOD TO CLASSIC LOGO DESIGN AND I LIMIT MY TIME, 30 MINUTES SKETCHING, 30 MINUTES ON THE COMPUTER, SO AFTER AN HOUR IT GETS POSTED, DONE OR NOT. I'M SURE SOME WILL BE TERRIBLE..HA, BUT THE PURPOSE IS PROCESS NOT NECESSARILY THE OUTCOME.

Middle school math teachers have a challenge-they need to help students become mathematical thinkers who truly understand concepts and don't just memorize. One way we recommend doing this is by using the new Standards for Mathematical Practice (SMP) to help students build a foundation of thinking and communicating math. We find it most helpful to think of the standards as a door.

Malcolm Gladwell, the New Yorker writer and perennial bestselling author, has a new book out. It's called David and Goliath: Misfits, Underdogs, and the Art of Battling Giants. I reviewed it (PDF) in last weekend's edition of The Wall Street Journal. (Other reviews have appeared in The Atlantic, The New York Times, The Guardian, and The Millions, to name a few.) Even though the WSJ editors kindly gave me about 2500 words to go into depth about the book, there were many things I did not have space to discuss or elaborate on. This post contains some additional thoughts about Malcolm Gladwell, David and Goliath, the general modus operandi of his writing, and how he and others conceive of what he is doing.

It hasn't been an easy go for teachers lately. In major cities like Chicago and Philadelphia, thousands of teachers were laid off this past summer. Meanwhile, the state of North Carolina recently ended teacher tenure and eliminated extra pay for teachers with masters degrees.

Each year our kindergarten classrooms fill with eager children. Some students come with quiet dispositions; others are overflowing with things to say. Often the talkative group is told to be a little quieter. Sometimes, particularly if the students are boys of color, their talkative behavior is seen as disruptive and their identity as burgeoning mathematicians is at risk though it has scarcely begun to form. But what happens when we raise the status of talkers during math time?