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Jennifer Beine

Jennifer Beine's Public Library

  • In a CareerBuilder survey last year, 37 percent of employers said they used social media to screen applicants, and over 65 percent checked out applicants' Facebook profiles. But the social media surge hasn't stopped with professionals.
  • 27 percent of respondents said they had Googled prospective students, and 26 percent had looked up applicants on Facebook.
  • 35 percent said they found something that negatively impacted an applicant's changes of getting in, nearly tripling from the year before.

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  • 31 percent said they had visited an applicants Facebook or other personal social media page to learn more about thema five-percentage-point increase from last year.
  • 30 percent of the admissions officers said they had discovered information online that had negatively affected an applicants prospects.
  • f colleges find seemingly troubling material online, they may not necessarily notify the applicants involved.

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  • The new law covers anything a student can do on-line no matter where they are. California is one of 12 states to have passed similar laws.

  • rotecting Canadians from Online Crime Act – makes it a crime to distribute intimate images online without the consent of the person who is the subject of the photo.
  • That photo was shared until it eventually went through the entire school and “it was so upsetting to her that she never really went back to school … she never recovered from it and it destroyed her life so much that she felt in the end she would never have the semblance of happiness again so she ended her life,” he told the students, who were packed into the school’s gymnasium.

in list: cyberbullying

  • It really sucks when you realize that somebody doesn’t like you as much as you like them. Part of it is, then, how do you use that as an opportunity not to just wallow in your self-pity but to figure out how to interact and be like “Hey, let’s talk through what this friendship is like”?

  • he first article I read was quite articulate in its disparaging of how damaging the Common Core will be. The author, George Ball,
  • he second article I read was also very well written and it praised the Common Core because the author, Michael Kirst, believes that the Common Core will make it more possible for our students to be ready for college and career.
  • Both opinions are popular and I will not say whether they are valid or not. However, I do believe that in order to kill this particular two-headed Hydra, one needs to consider who the authors are and what their motivations might be.

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  • Each student wrote out a critique of his/her sculpture (on paper); then used the iPads to photograph his/her artwork (via Fotobabble, as seen below); recorded him/herself reading the critiques out loud (also via Fotobabble); and then shared the whole thing to my blog (via Twitter and my blog’s Twitter feed).
  • tandard type of critiques my students have done in the past, which either were written on paper (and, if the bulletin boards had room, posted alongside the artworks in a hallway)
  • ow: 1. the students take much more ownership of their work and their critiques (they take/re-take the photos and record/re-record the audio); 2. there is a permanent record of the project, both visual and aural; 3. I, the teacher, can easily access their sculptures and critiques — digitally, remotely — for assessment purposes; 4. the link between Art Class and Home is made stronger, as their work is available publicly for all to see, most specifically for the parents; and 5. the students’ tech skills & knowledge are fortified.

  • Generally speaking, in each unit we discuss the purpose of the project; we discuss and toss around our ideas and where they come from; we make plans; we edit and alter plans; we experiment with materials, tools, and processes; we learn as we go; we teach one another as we become skillful in certain areas; we assess the development of our projects and remind ourselves of the goal; and once completed, we reflect on the process, and we judge our projects and our progress and our learning.

  • This morning (June 14) in maths I got taken out of class by my headteacher and taken to her office. I was told that I could not take any more photos of my school dinners because of a headline in [the Daily Record] newspaper today," she wrote.
  • n a note on the blog post, her father Dave said that the blog had helped to raise thousands of pounds for the Mary's Meals charity, and so it was a shame she couldn't continue.
  • A Twitter campaign soon sprung up in support of Payne's blog, including celebrity chef Jamie Oliver tweeting: "Shocking but inspirational blog. Keep going, big love from Jamie x."

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  • If "Dewey Defeats Truman" happened today, a correction could be made with much greater ease.

     

    On the other hand, the speed at which the real-time web operates also allows false information to spread quickly. The Chicago Tribune only printed about 150,000 copies of their infamous headline gaffe; how many millions of people can see a mistaken tweet?

  • kids in school today may not be considered literate in the future if they don't fundamentally understand new forms of media — things like blogs, Twitter and streaming video. To be truly literate, though, you also need to be able to think critically about media, discern fact from fiction, news from opinion, trusted from untrustworthy.
  • What happens if media literacy training doesn't keep up with the acceleration of the information stream? What happens as the line between trained and citizen journalism continues to blur? What happens if our kids can't pick out fact from fiction?

  • Scenario A - If demand for college graduates increases and supply remains unchanged, a skilled labor shortage occurs, leading to a skills gap.
     Scenario B - If demand for college graduates decreases and supply remains unchanged, a graduate surplus occurs, leading to higher unemployment among graduates.
  • Based on current market evidence, both scenarios are happening at the same time. Those proclaiming the validity of the national skills gap are focused on Scenario A, while those who claim the skills gap is not real are focusing on Scenario B. But how can both claims be correct? How can demand for college graduates be increasing and decreasing at the same time?
  • The answer is found in the type of college graduates that are in demand. Employers (consumers) want graduates with greater technical skills, while colleges (suppliers) have remained unchanged, producing graduates in all the same traditional disciplines. The result is a consumer demand that is not being met by suppliers and suppliers that are producing something in quantities that consumers no longer need.

  • he skills identified as most important, in the following order, were: oral communication, interpersonal communication, teamwork, analytical skills, flexibility, leadership, written communication, proficiency in field of study, and computer skills.

  • I’m convinced that Sudbury Valley works so well as an educational setting because it provides the conditions that optimize children’s natural abilities to educate themselves. These conditions include a) unlimited opportunity to play and explore (which allows them to discover and pursue their interests); b) access to a variety of caring and knowledgeable adults who are helpers, not judges; c) free age mixing among children and adolescents (age-mixed play is far more conducive to learning than is play among those who are all at the same level); and d) direct participation in a stable, moral, democratic community in which they acquire a sense of responsibility for others, not just for themselves. Think about it: None of these conditions are present in standard schools.
  • But my research and others’ research in these settings has convinced me, beyond any doubt, that the natural drives and abilities of young people to learn are fully sufficient to motivate their entire education. When they want or need help from others, they ask for it. We don’t have to force people to learn; all we need to do is provide them the freedom and opportunities to do so.
  • Most of all, we need people who are pursuing life with passion and who take responsibility for themselves throughout life.

  • post an extra assignment students could complete after school every day. One day she had students comment on one of President Obama’s speeches; another day she had them make two-minute videos of something on their walk home that was a bad example of sustainability. These assignments had no credit attached to them. “It didn’t get you an A, it didn’t get you a cookie. It didn’t get you anything except something to do and something to talk about with other students.”
  • Meinhardt determined that students spent between four to five fewer hours per week on Facebook and MySpace when the extra assignments had been implemented.

     

  • They were just as happy to do work rather than talk trash,” Delmatoff says. “All they wanted was to be with their friends.”

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