Unfortunately, it is very hard to just "quit" when you are in the military. In fact, I believe it is a crime. Does the word "dersertion" mean anything to you?
Why cough? When working in IT for the School District, my fiance and her coworkers played Buzzword Bingo all the time. However, they would stand up and shout "Bingo" in the middle of the meetings. Eventually, admin got the point and stopped using buzzwords nearly as often.
Cold, wet mornings. Hot, humid afternoons. Thousands of paper cuts on any exposed skin. Miles of trudging through the mud. I am so glad I never have to do that again. However, I still prefer detassling to rouging beans. At least you get to stand up straight.
xander
Part of learning to use the computer is learning to do research on the internet. Part of learning to do research on the internet is learning to do research. Certainly, the classroom teachers are responsible for the majority of that instruction. However, it doesn't hurt to reenforce those ideas in the computer class, when it becomes time to apply them. As far as I am concerned, this is similar to a music teacher having kids sing songs from the Civil Rights movement, and explaining the meaning of those songs; or a PE teacher explaining where the rules of basketball came from, and the impact that it has had on American culture. It is not "teaching the kids music/PE," but it is providing context for what is done in the music or PE class. It is reenforcement of a concept, applied to a different arena (an arena, that, quite frankly, only a small portion of the elementary school teachers are ready to deal with, as most of them have been teaching since before broad use of the internet, and are not quite certain how to reference it).
The school district has decided that computer education is an important part of an elementary education. To that end, twice a week every class has a half hour block for "computer lab," in much the same way that there are blocks for Music, Library, and PE. My job is the computer instructor. My job is to show the children how to use a computer, and to help them use technology to get their work done. This doesn't mean that I, personally encourage or discourage the use of Drugs, it just means that this is not the focus of my time. What you are suggesting is akin to suggesting that Music teachers should focus their teaching on mathematics, or that PE teachers should be teaching the history of the Revolutionary War. Your comment is a non sequitor.
1) At least here, the IT department seems more inept than most. Support is split into at least four different departments. If Windows borks, call one number. If Novell dies, call another. If the server barfs, call a third number. Often, I will call one department, get transfered to another, then right back to the first. But that is not really germane
2) What about my above post indicated that I did not touch upon those things? The article, and the original post that I responded to, were about copyright. I did not provide a full description of all of the points that I try to get across, because most of it is not on topic. I consider the "internet safety" issues that you raise to be part of "basic competence" with regards to the use of a computer. Every child (and parent of a child) who uses a district computer is required sign a form that explains, in very terse language, the acceptable use policy. Generally, before we do anything else, I like to spend a day or two (I only have the kids for 30 minutes at a time) going over the policy, and discussing (not explaining, except to the very little kids) what it all means, and why the rules are in place. But, as I said above, none of this is really germane to the current discussion of agenda based copyright law education.
I am sorry if the original post did not make this clear. What you have said falls into the "45 minutes of discussion." Generally, I start by asking them if everything they read is true. Invariably, several will say yes. So, I ask them if everything in Harry Potter really happened. We then move onto movies, television, &c. So, we have first established the fact that not everything you see is true.
Once we have this broad concept established, we start figuring out ways to verify truth. You find a tidbit of information -- is that tidbit restricted to one book or website, or are there many websites that say the same thing? Who is the author, and does that author have any reason to lie or strech the truth (an example of this might be a candy company -- let's say you go to the Hershey's website; let's say that, on that website, Hershey's claims that their milk chocolate bar is part of a healthy breakfast; should we believe this? or should we investigate it?)?
I agree that it is far more important to teach children to think than it is to tell them the rules. On the other hand, you have to realize these kids are 12 and under. They do not have fully developed brains, or thinking processes. The lessons that you speak of in your second paragraph are really more appropriate to older children -- for the kids I work with, I feel I have succeded if I can show them that not everything they see is true, but that things are more likely to be true if they come from multiple sources.
As to sticking with just the internet, that is my job. They are learning to research in their classrooms, using whatever other sources their teachers want them to use. When they come into my classroom, they are working with the computers. Much of my speil is redundant, and basically comes down to "Everything that your classroom teacher has taught you about plagarism is true, even when you are using a computer. Everything that your classroom teacher has told you about verifying facts is true, even when you are using a computer."
I agree. I teach computers to elementary school children. When they use the internet for research, I tend to go over some basic points:
1) Not everything on the internet is true.
2) You cannot simply copy another person's work, and claim it as your own -- you need to rewrite things in your own words, and give credit to the original author (generally, that means you need an author and url in a bibliography, if nothing else).
We might spend 45 minutes discussing why these things are important (the difference between plagarism and research, for instance). It is important that children, who are using the internet for research, understand what research entails, and, hopefully, can apply those ethics to other domains. P2P is irrelevant, and off-topic. It needn't be mentioned in class, unless the lecture for the day is "Using P2P."
Why must a corporation have 90% market share to be successful? Apple is making a profit with 5%. Their customers are, generally speaking, happy. It seems win-win to me. Apple tries to control everything in order to keep their customers happy -- I don't see a problem with this. I, for one, am happy that I don't have to deal with drivers -- everything just works.
Wrong. The REAL purpose is to keep deadweight off the car. "High end sports cars" are built to be fast on the track, and AC and backseats add weight to the car. It has NOTHING to do with forcing the user to concentrate on the road or adding more power to the car.
I would think that removing the AC to get rid of some dead weight, thus improving the performance of the vehicle, would be considered similar to "adding more power."
Either you support software freedom, or you support software hoarding, it seems to me. If you value the freedom software gives you, won't you want your software to be free? I certainly do.
Yes, because the world is black and white. Either the software is completely free, or it is completelly hidden. There is no possible middle ground. It is impossible to state, for instance, that once should be able to read the source (like reading a book), but that one should not be able to redistribute it (make a photocopy and give it to someone else). It may not be useful, but if someone wants to give up all, some, or none of their rights under copyright law, that is their perogative. If you don't like it, you should lobby congress to change the laws.
Slashdot Mirror
I don't care if it runs on "Windows", I just want to know if it runs on Microsoft.
Are you Jewish? If not, your sig mean that you keep kosher, as well?
Looks like I can't type today. s/dersertion/desertion
Unfortunately, it is very hard to just "quit" when you are in the military. In fact, I believe it is a crime. Does the word "dersertion" mean anything to you?
Windows CE for mobile devices.
Windows ME for the desktop.
Windows NT for servers.
The Windows CEMENT line of products.
Hell, I would throw in my first born child. My PowerBook is almost two years old now, and the MacBooks are looking really nice.
Why cough? When working in IT for the School District, my fiance and her coworkers played Buzzword Bingo all the time. However, they would stand up and shout "Bingo" in the middle of the meetings. Eventually, admin got the point and stopped using buzzwords nearly as often.
Cold, wet mornings. Hot, humid afternoons. Thousands of paper cuts on any exposed skin. Miles of trudging through the mud. I am so glad I never have to do that again. However, I still prefer detassling to rouging beans. At least you get to stand up straight. xander
Quaterback. I believe the position is quarterback. You need to know that in case your football team goes to the World Series.
Sure, we do.
We really need a sarcasm tag. Read the GP again, with that in mind.
Part of learning to use the computer is learning to do research on the internet. Part of learning to do research on the internet is learning to do research. Certainly, the classroom teachers are responsible for the majority of that instruction. However, it doesn't hurt to reenforce those ideas in the computer class, when it becomes time to apply them. As far as I am concerned, this is similar to a music teacher having kids sing songs from the Civil Rights movement, and explaining the meaning of those songs; or a PE teacher explaining where the rules of basketball came from, and the impact that it has had on American culture. It is not "teaching the kids music/PE," but it is providing context for what is done in the music or PE class. It is reenforcement of a concept, applied to a different arena (an arena, that, quite frankly, only a small portion of the elementary school teachers are ready to deal with, as most of them have been teaching since before broad use of the internet, and are not quite certain how to reference it).
The school district has decided that computer education is an important part of an elementary education. To that end, twice a week every class has a half hour block for "computer lab," in much the same way that there are blocks for Music, Library, and PE. My job is the computer instructor. My job is to show the children how to use a computer, and to help them use technology to get their work done. This doesn't mean that I, personally encourage or discourage the use of Drugs, it just means that this is not the focus of my time. What you are suggesting is akin to suggesting that Music teachers should focus their teaching on mathematics, or that PE teachers should be teaching the history of the Revolutionary War. Your comment is a non sequitor.
1) At least here, the IT department seems more inept than most. Support is split into at least four different departments. If Windows borks, call one number. If Novell dies, call another. If the server barfs, call a third number. Often, I will call one department, get transfered to another, then right back to the first. But that is not really germane
2) What about my above post indicated that I did not touch upon those things? The article, and the original post that I responded to, were about copyright. I did not provide a full description of all of the points that I try to get across, because most of it is not on topic. I consider the "internet safety" issues that you raise to be part of "basic competence" with regards to the use of a computer. Every child (and parent of a child) who uses a district computer is required sign a form that explains, in very terse language, the acceptable use policy. Generally, before we do anything else, I like to spend a day or two (I only have the kids for 30 minutes at a time) going over the policy, and discussing (not explaining, except to the very little kids) what it all means, and why the rules are in place. But, as I said above, none of this is really germane to the current discussion of agenda based copyright law education.
I am sorry if the original post did not make this clear. What you have said falls into the "45 minutes of discussion." Generally, I start by asking them if everything they read is true. Invariably, several will say yes. So, I ask them if everything in Harry Potter really happened. We then move onto movies, television, &c. So, we have first established the fact that not everything you see is true.
Once we have this broad concept established, we start figuring out ways to verify truth. You find a tidbit of information -- is that tidbit restricted to one book or website, or are there many websites that say the same thing? Who is the author, and does that author have any reason to lie or strech the truth (an example of this might be a candy company -- let's say you go to the Hershey's website; let's say that, on that website, Hershey's claims that their milk chocolate bar is part of a healthy breakfast; should we believe this? or should we investigate it?)?
I agree that it is far more important to teach children to think than it is to tell them the rules. On the other hand, you have to realize these kids are 12 and under. They do not have fully developed brains, or thinking processes. The lessons that you speak of in your second paragraph are really more appropriate to older children -- for the kids I work with, I feel I have succeded if I can show them that not everything they see is true, but that things are more likely to be true if they come from multiple sources.
As to sticking with just the internet, that is my job. They are learning to research in their classrooms, using whatever other sources their teachers want them to use. When they come into my classroom, they are working with the computers. Much of my speil is redundant, and basically comes down to "Everything that your classroom teacher has taught you about plagarism is true, even when you are using a computer. Everything that your classroom teacher has told you about verifying facts is true, even when you are using a computer."
I agree. I teach computers to elementary school children. When they use the internet for research, I tend to go over some basic points:
1) Not everything on the internet is true.
2) You cannot simply copy another person's work, and claim it as your own -- you need to rewrite things in your own words, and give credit to the original author (generally, that means you need an author and url in a bibliography, if nothing else).
We might spend 45 minutes discussing why these things are important (the difference between plagarism and research, for instance). It is important that children, who are using the internet for research, understand what research entails, and, hopefully, can apply those ethics to other domains. P2P is irrelevant, and off-topic. It needn't be mentioned in class, unless the lecture for the day is "Using P2P."
More acurately, Kubrick and Clarke collaborated on both the book and the script. The book was being written as the movie was being made.
Why must a corporation have 90% market share to be successful? Apple is making a profit with 5%. Their customers are, generally speaking, happy. It seems win-win to me. Apple tries to control everything in order to keep their customers happy -- I don't see a problem with this. I, for one, am happy that I don't have to deal with drivers -- everything just works.
Wrong. The REAL purpose is to keep deadweight off the car. "High end sports cars" are built to be fast on the track, and AC and backseats add weight to the car. It has NOTHING to do with forcing the user to concentrate on the road or adding more power to the car.
I would think that removing the AC to get rid of some dead weight, thus improving the performance of the vehicle, would be considered similar to "adding more power."
Supior also means higher in rank. Anyway, the Whorf-Sapir Hypothesis has been largely discredited for years.
There are far too many 13 year olds who don't care about employment for this to have much of an impact.
You got the quote wrong. Golf is not a "long walk long walk;" it is a pleasant walkd through the park, ruined.
Sounds like a good idea to me...
Either you support software freedom, or you support software hoarding, it seems to me. If you value the freedom software gives you, won't you want your software to be free? I certainly do.
Yes, because the world is black and white. Either the software is completely free, or it is completelly hidden. There is no possible middle ground. It is impossible to state, for instance, that once should be able to read the source (like reading a book), but that one should not be able to redistribute it (make a photocopy and give it to someone else). It may not be useful, but if someone wants to give up all, some, or none of their rights under copyright law, that is their perogative. If you don't like it, you should lobby congress to change the laws.
That works really well until the kidnapper or killer crosses a state line...