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Giving Teachers Tools to Stop Bullying: Free Training Toolkit Now Available | ED.gov Blog

Giving Teachers Tools to Stop Bullying: Free Training Toolkit Now Available | ED.gov Blog | Digital Media Literacy + Cyber Arts + Performance Centers Connected to Fiber Networks | Scoop.it

Over the past three years, at our annual Federal Partners in Bullying Prevention Summits, we have heard the same call by educators-– teachers want to help stop bullying, but they don’t know how. Most try to help, but few receive training on how to do so. There are bullying prevention trainings available for teachers, but many are very expensive or not based on the best available research.

 

That is why the Department of Education and its Safe and Supportive Technical Assistance Center, set out to create a free, state-of-the-art training for classroom teachers on bullying. The two-part training aims to help teachers know the best practices to stop bullying on the spot and how to stop it before it starts. The training toolkit consists of PowerPoints, trainer guides, handouts, and feedback forms that school districts, schools, and teachers can use free of charge. Both the National Education Association and the American Federation of Teachers gave feedback on the modules and made suggestions on what teachers would find most useful.

 

The research-based training gives teachers practical steps to take to respond to bullying. These skills include how to deescalate a situation, find out what happened, and support all of the students involved. The training also shows the importance of building strong relationships in the classroom, as well as creating an environment respectful of diversity, in order to prevent bullying.

 

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Analisa Vickers's curator insight, October 14, 2013 3:18 PM

Its good to see processes and support being put in place

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New Haven, CT: Lessons from a school that scrapped a longer student day and made time for teachers | The Hechinger Report

New Haven, CT: Lessons from a school that scrapped a longer student day and made time for teachers | The Hechinger Report | Digital Media Literacy + Cyber Arts + Performance Centers Connected to Fiber Networks | Scoop.it

Talizha Jones returned from summer vacation after fourth grade to an unwelcome surprise at school: Students would have to stay in class until 4:15 p.m. four days a week.


“I was very upset,” the now-14-year-old recalled. “I was asking my grandma if I could switch schools.”


At the time, Talizha was at ground zero for a nascent school reform drive here. Based on a landmark teachers contract that made work rules more flexible, New Haven in 2010 tapped one of its lowest-performing schools, Brennan-Rogers, to undergo a turnaround, where the principal replaced two-thirds of teachers and imposed a longer school day.


Principal Karen Lott extended studentsday by an hour and 25 minutes –– then scrapped the longer day one year later when it didn’t work out. The experiment had exhausted students and teachers without making progress towards its goal: closing the achievement gap between her largely poor and minority students and their suburban peers. Based on lessons from that year, New Haven has redirected its energy toward creating more time not for students, but for teachers to help each other improve their craft.


Prompted in part by federal incentives to expand learning time for students, districts serving high-poverty populations are leaping into longer school days, without always embracing what research has found: Simply adding time is not enough to raise student performance.


The extended time movement grew out of studies showing that students from well-off homes spend thousands hours more than low-income peers engaged in learning, often through after-school and summer activities.


The case in New Haven tells a cautionary tale of what can happen when a low-performing school rushes to add time to close that gap. It also reflects the latest focus of the expanded-time movement: making extra time for teachers to learn. Brennan-Rogers provides a look at a teacher collaboration experiment that is showing early promise –– and a case study for urban districts across the country looking for the best way to use extra time in school.


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Moms winning the Common Core war | POLITICO.com

Moms winning the Common Core war | POLITICO.com | Digital Media Literacy + Cyber Arts + Performance Centers Connected to Fiber Networks | Scoop.it

The millions have proved no match for the moms.


Supporters of the Common Core academic standards have spent big this past year to persuade wavering state legislators to stick with the new guidelines for math and language arts instruction. Given the firestorm of opposition that took them by surprise, they consider it a victory that just five states, so far, have taken steps to back out.


But in a series of strategy sessions in recent months, top promoters of the standards have concluded they’re losing the broader public debate — and need to devise better PR.


Consider: Conservative commentators Glenn Beck and Michelle Malkin held a crackling town hall meeting last week describing the Common Core as a threat to local control of education. The two-hour event was simulcast in 700 movie theaters nationwide and will be rebroadcast Tuesday night in more than 500.


About 10,000 aspiring activists have since downloaded Beck’s “action plan” for defeating the standards. Beck’s slogan, “We will not conform,” is still echoing on Twitter. FreedomWorks, the tea party group that co-sponsored the event, is planning Skype chats to hash out tactics with local activists inspired by the evening.


The response from Common Core backers?


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Children’s Well-Being Reflects a Sluggish Economic Recovery | EdCentral.org

Children’s Well-Being Reflects a Sluggish Economic Recovery | EdCentral.org | Digital Media Literacy + Cyber Arts + Performance Centers Connected to Fiber Networks | Scoop.it

Earlier this week the Annie E. Casey Foundation released the 25th annual KIDS COUNT Data Book, which measures child well-being, from infancy through the teen years, in four areas: education, health, economic well-being, and family and community.


The researchers found that on the whole, children today appear better off in terms of education and health than children five or even 25 years ago. Trends for economic well-being and family and community were not as encouraging, perhaps because families and states are still recovering from The Great Recession.


Over half of the KIDS COUNT indicators showed improvement in recent years, but this doesn’t necessarily translate to changes in welfare for America’s most at-risk children. Large disparities exist between kids of different races, income levels, and locations.  So while children overall may be doing better today than their predecessors, far too many children still aren’t receiving the resources they need to succeed.


The Data Book ranks states, and judging by this map, children in the southern half of the United States are not faring especially well. While all states continue to feel the effects of the recession, some have been more successful overcoming these challenges to address child well-being than others.


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Library Technology Fosters Digital Inclusion | USTelecom.org

Library Technology Fosters Digital Inclusion | USTelecom.org | Digital Media Literacy + Cyber Arts + Performance Centers Connected to Fiber Networks | Scoop.it

While broadband access is readily available in most areas of the country, studies have shown that a key obstacle to adoption in the U.S. is a lack of digital readiness.


According to an Information Technology and Innovation Foundation (ITIF) study, which USTelecom previously profiled, 70 million Americans say they are not “digitally ready” to use broadband and its myriad applications. This is nearly twice the number of people (36 million) who lack online access.


However, in the recently published Digital Inclusion Survey, developed by the American Library Association, the University of Maryland and the International City/County Management Association, data reveal how the availability of technology and services at public libraries is helping bridge this divide.


Among the survey's key findings:


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Teachers: Five Ways to Ease Back into School | Elena Aguilar Blog | Edutopia.org

Teachers: Five Ways to Ease Back into School | Elena Aguilar Blog | Edutopia.org | Digital Media Literacy + Cyber Arts + Performance Centers Connected to Fiber Networks | Scoop.it

Does the thought of returning to school result in a tense knot in your stomach, or a joyful flutter in your heart? For most of us, it's probably a mixture of both.


I love my work -- I wake up on a Monday morning feeling excited and grateful, and I love weekends and vacation.


Sometimes by mid-July we can start feeling a wave of dread creeping up as our summer winds down and we start getting emails about returning to school.


Here are some strategies to manage those feelings, focus on the possibilities, and ease back into the rhythm of teaching:


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Comcast Expands School-Focused IPTV Trial | Multichannel.com

Comcast Expands School-Focused IPTV Trial | Multichannel.com | Digital Media Literacy + Cyber Arts + Performance Centers Connected to Fiber Networks | Scoop.it

Bridgewater College, a school founded in 1880, is about to get access to something new – an emerging multiscreen video service from Comcast that is delivered entirely over IP.

 

Bridgewater College, a Virginia school with about 1,800 students that’s located about two hours from Washington, D.C., has signed on for Xfinity On Campus, a new IP-delivered subscription video service that supports live TV streaming and on-demand content to select iPad, iPhone and iPod Touch models (the AirPlay function is disabled), and browsers running on PCs and Macs. Comcast is working on an Xfinity On Campus app for Android-powered devices.

 

Bridgewater College joins a small batch of east coast colleges that are testing or preparing to test the Xfinity On Campus, which is still technically in the trial stage. Other schools that are on board include Lasell College, the University of New Hampshire, Massachusetts Institute of Technology, Drexel University, and Emerson College.


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Using Dialogue Circles to Support Classroom Management | Glenview Elementary School | Edutopia.org

Using Dialogue Circles to Support Classroom Management | Glenview Elementary School | Edutopia.org | Digital Media Literacy + Cyber Arts + Performance Centers Connected to Fiber Networks | Scoop.it

At Glenview Elementary School, dialogue circles are part of a program aimed at building collaboration, respect, and positive behavior among students.


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Being a Better Online Reader | Maria Konnikova | The New Yorker

Being a Better Online Reader |  Maria Konnikova | The New Yorker | Digital Media Literacy + Cyber Arts + Performance Centers Connected to Fiber Networks | Scoop.it
Soon after Maryanne Wolf published “Proust and the Squid,” a history of the science and the development of the reading brain from antiquity to the twenty-first century, she began to receive letters from readers. Hundreds of them.


While the backgrounds of the writers varied, a theme began to emerge: the more reading moved online, the less students seemed to understand. There were the architects who wrote to her about students who relied so heavily on ready digital information that they were unprepared to address basic problems onsite. There were the neurosurgeons who worried about the “cut-and-paste chart mentality” that their students exhibited, missing crucial details because they failed to delve deeply enough into any one case. And there were, of course, the English teachers who lamented that no one wanted to read Henry James anymore.


As the letters continued to pour in, Wolf experienced a growing realization: in the seven years it had taken her to research and write her account, reading had changed profoundly—and the ramifications could be felt far beyond English departments and libraries. She called the rude awakening her “Rip van Winkle moment,” and decided that it was important enough to warrant another book. What was going on with these students and professionals? Was the digital format to blame for their superficial approaches, or was something else at work?


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What is STEAM? An Interview with Educator Nettrice Gaskins | Susana Morris | About.com

What is STEAM? An Interview with Educator Nettrice Gaskins | Susana Morris | About.com | Digital Media Literacy + Cyber Arts + Performance Centers Connected to Fiber Networks | Scoop.it

You have probably heard about STEM, but what about STEAM? STEAM stands for "science, technology, engineering, art, and mathematics." This teaching and learning philosophy is an expansive take on STEM, one that incorporates aspects of the humanities in its practices.


In the following interview, pioneering STEAM educator Nettrice Gaskins discusses the significance of including art alongside science, technology, engineering, and math.


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MN: CTEP AmeriCorps Presents Civic Engagment Projects | St. Paul Neighborhood Network

MN: CTEP AmeriCorps Presents Civic Engagment Projects | St. Paul Neighborhood Network | Digital Media Literacy + Cyber Arts + Performance Centers Connected to Fiber Networks | Scoop.it

When he got out of prison an ex-offender sent an email from South Minneapolis to his daughter in Florida for the first time; in downtown St. Paul a Somali-American junior high student won a tablet in a digital scavenger hunt and gave it to her college-bound sister; an Episcopal Home resident with Multiple Sclerosis learned how to use her iPad to fundraise for the MS society; and teenagers on the North Side believe that their upcoming documentary will change lives for the better.  


This was made possible through the efforts of 35 AmeriCorps members serving across Saint Paul and Minneapolis in the Community Technology Empowerment Project (CTEP). CTEP members teach technology literacy for social, civic and economic empowerment with low-income families and New Americans.  


Every year, CTEP members choose community action projects where they make a contribution to bridging the digital divide. On August 1, from 9 to 11 a.m. at the Wilder Foundation, our members will share their accomplishments and struggles in creating community change.


“We ask our members to think of a problem related to digital inclusion and to propose a solution, so this is a chance for our AmeriCorps members to implement creative solutions related to digital literacy,” said CTEP's program director Joel Krogstad.


“Their resulting projects blow me out of the water, especially this year!” He added. “They just bring an energy and diversity of approaches to bridging the digital divide that is really inspirational.”
 
Please join us on August 1st to learn more about this year's projects, which include:


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5 Ways to Give Your Students More Voice and Choice | Rebecca Alber Blog | Edutopia.org

5 Ways to Give Your Students More Voice and Choice | Rebecca Alber Blog | Edutopia.org | Digital Media Literacy + Cyber Arts + Performance Centers Connected to Fiber Networks | Scoop.it

The idea of co-constructing knowledge with students can be a scary thing for many of us teachers. The age-old role of teacher as orator, director, sage has been handed down for centuries and most of us grew up as students looking to teachers in this way. It's hard to shake.


Co-constructing knowledge means giving up the myself and them role of teacher and students and fully embracing the wonder and journey of us.


The first step we have to take is becoming familiar and comfortable with saying "I don't know" out loud to our students. Maybe that sounds silly, but it's a huge step for many of us. I remember the first time I said it; My eleventh-grade students asked me a question that completely and utterly stumped me (I can't remember what the topic was). I was about to tell them what I sort of knew or thought the answer might be and instead I just said, "I don't know."


We all just sat there in the silence of those three words.


Then I said, "Who knows something about this that they can share?" A few students shared some ideas and thoughts they had about the topic. I followed their comments with, "Who wants to find out more?" Several hands went up.


Two educational theorists who inform my thinking about co-constructing knowledge are Vygotsky and Freire. Both saw learning as a social act, where teachers and students dialogued and all created knowledge together, rather than teachers filling the students with content and information as if they were empty vessels.


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NASA breakthrough improves 3D printing in space | Colin Neagle | NetworkWorld.com

NASA breakthrough improves 3D printing in space | Colin Neagle | NetworkWorld.com | Digital Media Literacy + Cyber Arts + Performance Centers Connected to Fiber Networks | Scoop.it

One of the limitations of 3D printing has been its inability to use different types of materials while printing one product. This has been an obstacle for 3D printing in space travel, which sometimes requires parts composed of several different materials.


Researchers at NASA’s Jet Propulsion Laboratory (JPL), alongside others from Caltech and Penn State University, recently put a new solution for this problem into practice, thus bringing 3D printing closer to space travel, one of the industries that stand to benefit the most from it.


The process allows a 3D printer to switch between different types of alloys, which could differ in density or melting temperature, while building one part. The project was inspired by NASA’s Mars Science Laboratory mission, the team behind the successful landing of the Curiosity rover on Mars in 2012, which sought a better method for utilizing parts made of different materials.


Similar processes have been developed in research and development projects. However, JPL mechanical engineer John Paul Borgonia said in a press release that this was the first time it’s been put to use to build a real-life part - the mirror mount shown below.


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Considerations for Wi-Fi deployments for K-12 education customers | Zeus Kerravala | NetworkWorld.com

Considerations for Wi-Fi deployments for K-12 education customers | Zeus Kerravala | NetworkWorld.com | Digital Media Literacy + Cyber Arts + Performance Centers Connected to Fiber Networks | Scoop.it

If you follow either the K-12 vertical or the Wi-Fi industry, you probably saw the news that the Federal Communications Commission (FCC) revamped its E-Rate program and plans to boost the amount of money allocated to in-school Wi-Fi.


At the time, I wrote a post discussing how the announcement would impact the vendors, and now I would like to discuss what school systems should be thinking about as they prepare to expand or deploy Wi-Fi.


I had some thoughts about this, but also discussed the topic with Kezia Gollapudi, product marketing manager for K-12 at Aruba Networks. Aruba has a large install base in K-12, so I thought she would be a good person to discuss the topic with.


First, it’s important to understand why the E-Rate changes are so important. E-Rate helps schools in small or rural school districts build technology infrastructure that’s on par with what can be found in affluent or larger areas of the country.


Recently, many states have adopted the Common Core State Standards. Common Core establishes a consistent set of standards for students and prepares them for life after high school. To date, 45 out of 50 states have adopted the Common Core Standards, with Alaska, Texas, Virginia, Nebraska, and Minnesota being the lone remaining hold outs.


One of the keys to Common Core is that every student has a similar education experience. This will drive the use of tablets, online classes and laptops as the curriculum evolves. Every student will need a robust, high-quality wireless experience, thus the boost in funding for Wi-Fi.


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School librarian cutbacks widen digital divide | Allison DeNisco | District Administration

School librarian cutbacks widen digital divide | Allison DeNisco | District Administration | Digital Media Literacy + Cyber Arts + Performance Centers Connected to Fiber Networks | Scoop.it

About one-third of public schools do not have a full-time, state-certified librarian.


Members of the American Library Association call it a national crisis, as colleges and careers increasingly require students to have expansive digital literacy skills. Some 20 percent of public school libraries do not have any full- or part-time state-certified librarians, according to a 2013 report from the National Center for Education Statistics (NCES).


Though physical book collections are shrinking in many districts, the role of librarians or media specialists is expanding. Along with fostering a love of reading, librarians teach students media literacy, in part how to research, analyze information and evaluate sources to determine what is accurate, says Gail Dickinson, past president of the American Association of School Librarians.


The librarian’s ability to teach all students these digital literacy skills plays a large role in closing the digital divide between students with internet at home and those who don’t have access, she adds.


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Teacher Pay Starts Low, Grows Slowly, Is Generally Awful, Report Says | EdWeek.org

Teacher Pay Starts Low, Grows Slowly, Is Generally Awful, Report Says | EdWeek.org | Digital Media Literacy + Cyber Arts + Performance Centers Connected to Fiber Networks | Scoop.it

Which states pay their experienced teachers the worst? 


A new report by the Center for American Progress argues that teachers not only have bad starting pay in many states, but also that teachers are unlikely to see major salary gains even after several years of teaching.


The study by the Washington-based liberal think tank collected information from every state except Hawaii (not enough data) to look at the average teacher's salary in each state 10 years after commencing teaching, what the highest possible salary was, and how many teachers had second jobs.


South Dakota pays its mid-career teachers the worst of any state, the authors found, with an average 10-year salary of just $33,100, and the salary schedule maxes out at the lowest of any state, too, at $43,600. The state's median household income? $49,000. Even adjusting for cost of living, it's low.


Growth in teacher salaries is especially bad when comparing the U.S. to other developed countries:


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The Truth About The New Orleans School Reform Model | Education Opportunity Network

Anyone who saw the remarkable HBO series The Wire remembers the scene in the fourth season focused on Baltimore public schools where the term “juking the stats” defined how corporate-driven reengineering of the public sphere has distorted institutions so they no longer serve ordinary people.


An anniversary post for The Atlantic described that memorable moment thus, “Historical pressures push teachers in season 4 as President George Bush’s No Child Left Behind education plan casts a real-life shadow. When a new city teacher, formerly of the Baltimore police, hears how his school will teach test questions, the young man immediately recognizes the dilemma: “Juking the stats … Making robberies into larcenies. Making rapes disappear. You juke the stats, and majors become colonels. I’ve been here before.”


Juking the stats is a practice now so ingrained in the way education solutions are posed to the public that examples are rampant.


But anyone who wants to have a genuinely honest discussion about education policy based on the real facts of the matter – and not statistical distortions achieved through gross manipulation and “policy speak” that covers up realities on the ground – needs to constantly question what policy leaders and their scribes in the press are foisting off as “information.” There are better sources to turn to, and the Internet makes that search remarkably easy.


An especially egregious example of “juking the stats” is the way school administration in New Orleans – where, basically, the catastrophe of Hurricane Katrina was used as an opportunity to summarily fire school teachers and turn over the majority of schools to privately managed charter school operators from out of town – is now being marketed to the entire country as a “solution” for public education everywhere.


As I pointed out in a recent piece for Salon, “In the most recent presidential election, both candidates hailed the New Orleans charter-dominated system as a model for other states to follow. It has been touted by think tanks on the center left and the far right as “what should come next” for “transforming” the nation’s schools.”


I went on to explain that although this model of “reform” was being touted by politicians and in the press, ” There’s no evidence anywhere that the NOLA model of school reform has “improved education.”


This prompted a letter to my Salon editor from an official of the Recovery School District in New Orleans (RSD NO) – the administrative apparatus put in charge of most of New Orleans schools post Katrina – that there were “several inaccuracies regarding the Recovery School District and the state of public schools in New Orleans.”


I post the exchange that ensued not just to take readers deep into the weeds of understanding why the NOLA model for running schools should be avoided at all costs, but also to exemplify why and how to contest the “solutions” for education policy constantly being marketed to us by a disingenuous campaign that distorts data to serve its generally hidden ends.


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SC: A teacher asks Arne Duncan a gutsy question. Here’s the answer. | Valerie Strauss | WashPost.com

SC: A teacher asks Arne Duncan a gutsy question. Here’s the answer. | Valerie Strauss | WashPost.com | Digital Media Literacy + Cyber Arts + Performance Centers Connected to Fiber Networks | Scoop.it

What question would you ask to Education Secretary Arne Duncan if you had the chance?


Patrick Hayes, a fifth-grade teacher in Charleston, S.C., and director of EdFirstSC, a nonprofit, nonpartisan advocacy group working to empower people who care about public schools, got that opportunity recently when Duncan had a video chat with hundreds of Charleston educators and administrators.


The discussion hit on a number of topics in educational policy, including the Common Core State Standards, which South Carolina legislators recently voted to abandon and replace with new standards in the 2015-16 school year.


As Hayes relates in this post on Jennifer Berkshire‘s Edushyster blog, Duncan blasted South Carolina for dropping the Common Core standards, a decision made by legislators who said the federal government was too involved in promoting the Core and that education should remain a local issue. Duncan said:


“When we dumb down standards … it’s terrible for students. Historically, South Carolina has set a low bar. That’s not something anyone should be proud of.”


Duncan may have forgotten, as Hayes noted, that in 2009, his department released a report that said while many states had lowered their K-12 standards, Massachusetts and South Carolina had the highest.


Hayes finally decided to ask Duncan about the administration’s support for “value-added methods” of using student standardized test scores to evaluate the “value” of a teacher, a method that many assessment experts say is unreliable but that the Education Department has pushed states to adopt. The use of value-added in some states has gotten so out of hand that many teachers are being evaluated on the scores of students they don’t even teach. (Really.) Hayes asked:


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US Senators Markey & Hatch Introduce Educational Info Protection Bill | Broadcasting & Cable

US Senators Markey & Hatch Introduce Educational Info Protection Bill | Broadcasting & Cable | Digital Media Literacy + Cyber Arts + Performance Centers Connected to Fiber Networks | Scoop.it

Sens. Ed Markey (D-Mass.) and Orrin Hatch (R-Utah) have introduced a bill that would protect digital student records. Educational software and digital content is a $7.9 billion market, they point out.


"With the business of storing and sifting through records of students growing as fast as students are, Congress must act to ensure that safeguards are in place for data that is shared with outside companies," said Markey, who has been a leading voice for protecting data privacy online, particularly where kids are concerned.


The bill, the Protecting Student Privacy Act of 2014, would require security safeguards for sensitive student data held by private companies; prohibit the use of student PII (personally identifiable information) to advertise any product or service; give parents the right to access their children's PII in the hands of private companies and change it if it is wrong; require access to the name of all outside parties with student PII; require minimization of PII transferred from schools to private companies, and ensures those companies cannot maintain detailed databases in perpetuity.


The Software & Information Industry Association (SIIA), which represents those third parties, says the legislation means well but is redundant, unworkable in some cases, and unnecessary.


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Urban Jewelry: Lace Street Art by NeSpoon | ThisColossal.com

Urban Jewelry: Lace Street Art by NeSpoon | ThisColossal.com | Digital Media Literacy + Cyber Arts + Performance Centers Connected to Fiber Networks | Scoop.it

Warsaw, Poland-based artist NeSpoon uses ornate lace patterns in her unique brand of street art that translates into ceramics, stencils, paintings, and crocheted webbing installed in public spaces.


NeSpoon refers to her art as “public jewelry,” specifically as an act of beautification by turning abandoned and unadorned spaces into something aesthetically pleasing.


You can see much more over on Behance.


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CA: Teachers engage in science at Desert Regional hospital | The Desert Sun

CA: Teachers engage in science at Desert Regional hospital | The Desert Sun | Digital Media Literacy + Cyber Arts + Performance Centers Connected to Fiber Networks | Scoop.it

Gripping levers with middle fingers and thumbs and maneuvering their feet, Coachella Valley math and science teachers tried their hand at surgery on Tuesday — seeing what it would be like to burn wounded flesh with a heated instrument to stop heavy bleeding. A digital screen showed patients' blood-red arteries and tissues.


Another screen in a radiology lab showed the roughly 30 middle and high school teachers what brain vessels and a brain aneurysm look like while a hospital technician answered questions about 3D imaging.


These were not video games. Part of a California initiative known as Project Prototype designed to prepare local students for Science, Technology, Engineering and Math (STEM) careers, the teachers toured Desert Regional Medical Center in Palm Springs to learn about medical robots and how advanced technology is used in the hospitals. They hoped to take away ideas for class projects and inspiration to encourage their students toward such careers.


"Now we have a better answer to the question, 'Why do we have to learn this?'" said Ron Wallace, a teacher at Raymond Cree Middle School in Palm Springs.


The Project Prototype grant, $500,000 over three years, is focused on biomedical engineering in 2014, said David Polcyn, professor and chair in the College of Natural Sciences at Cal State University San Bernardino. The whole point is to give teachers an idea of job opportunities for their students and to get their students interested in careers in science and engineering — a big deficit nationwide.


This includes the hospital "externship," held in two shifts of 15, as part of a week-long summer summit on biomedical engineering and a later three-week module incorporating the ideas into classroom lesson plans.


"They don't realize there's this entire very rich range of occupations that aren't (necessarily) doctors or nurses," Polcyn said. "Most teachers and students don't know what's going on at the hospital.

"Hopefully this is a critical exposure."


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MN: Social Media Breakfast in Grand Rapids – all about YouTube from a reliable and trusted source | Blandin on Broadband

MN: Social Media Breakfast in Grand Rapids – all about YouTube from a reliable and trusted source | Blandin on Broadband | Digital Media Literacy + Cyber Arts + Performance Centers Connected to Fiber Networks | Scoop.it

I happened to be in Grand Rapids on the right day this month. I was here for the Itasca Area Social Media Breakfast. Erika Koodatalked about the power of YouTube. There were about 20 people in attendance. The presenter had recently been to VidCon and was sharing the experience she had learned there as well as general information about working with video, especially on YouTube. It was great to hear from someone who is learning with the rest of crowd so it feel very accessible to get involved with her.


People had good and basic questions. And the Erika understood that people were generally at the very ground level of learning about different social media channels.


It was great to see the impact of the Social Media Breakfast – of getting local people to talk about local success. Erika used examples people knew – and included a few that people didn’t. People clearly knew and trusted her. And I’m going to say that in preparing for the presentation Erika learned a little and/or cemented some knowledge in a new way. A great way to increase local social media capacity.


Here are some loose notes from her presentation:


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How Fonts Reveal the Many New Users of the Internet | TheAtlantic.com

How Fonts Reveal the Many New Users of the Internet | TheAtlantic.com | Digital Media Literacy + Cyber Arts + Performance Centers Connected to Fiber Networks | Scoop.it

If you mostly read English or other Romance or Germanic languages, you’ve been spoiled for choice with digital fonts. The Latin alphabet has long been the subject of intense typographical exploration, with thousands of fonts available in more styles and weights than most non-designers would ever think necessary. Readers of non-Latin scripts like Chinese, Hindi, or Hebrew have never enjoyed such diversity.


Now the globalization of fonts is erasing this disparity. Type design and delivery might seem esoteric, but the flattening world of type actually speaks volumes about the economic and technological changes that are creating a truly global internet.
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Rocket Lab wants to make Model T of space satellite launchers | Michael Cooney | NetworkWorld.com

Rocket Lab wants to make Model T of space satellite launchers | Michael Cooney | NetworkWorld.com | Digital Media Literacy + Cyber Arts + Performance Centers Connected to Fiber Networks | Scoop.it

When it comes to blasting satellites into Low Earth Orbit, cost can be a major detriment.


A company based in New Zealand called Rocket Labs is looking to fix that problem – at least for smaller satellite launches—with a carbon composite, 11-ton , 18 meter (about 60ft) tall rocket known as Electron that it says can blast payloads of about 100kg (about 220lbs) into LEO for about $5 million. The company says comparable flights would cost around $100 million.


“Along with benefits for commercial enterprises, cheaper and faster space access has the potential to lead to more accurate weather prediction, global high speed Internet access, as well as real-time monitoring of the impacts of human development. The innovation behind Electron will release the limitations on launching small satellites. Our vision at Rocket Lab is to make space commercially viable and more accessible than ever, doing what the Ford Model T did for consumer automobiles,” said company CEO Peter Beck.


Beck founded Rocket Labs in 2007 and the outfit has developed rocket propellant technology for the Defense Advanced Research Projects Agency (DARPA) and the US Office of Naval Research.


Electron will use liquid oxygen and kerosene that will fuel up nine of the company’s Rutherford engines --named after the famous New Zealand scientist Ernest Rutherford – strapped together on Electron.   With nine Rutherford engines on the first stage, Electron can sustain a complete engine loss before launch and still complete its mission, making it one of few launch vehicles with such capability, the company stated.


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The Beginner’s Guide to Contemporary African Art | Aadatart.com

The Beginner’s Guide to Contemporary African Art | Aadatart.com | Digital Media Literacy + Cyber Arts + Performance Centers Connected to Fiber Networks | Scoop.it

African art has certainly taken a turn for the better with a growing interest in the field, and an increasing number of art fairs, biennials, exhibitions, galleries and platforms which showcase African art. Here on AADAT we’ve been talking a lot about African art, African contemporary art, and art of the African diaspora. But have you wondered how art is even defined as African contemporary art? What does it mean? Well, don’t be shy to ask. You’re not alone. We’ve got you covered in this beginner’s guide to African contemporary art. Our point of reference is an exceptional book by Okwui Enwezor and Chika Okeke Agulu titled, Contemporary African Art Since 1980.


The 1990s were a critical period for the establishing of platforms to promote African art. The Dak’Art Biennale was launched in 1992, Rencontres de la Photographie Africaine Biennale (Bamako) was launched in 1994, and the Johannesburg Biennale in 1995. It was also during the 1990s that several exhibitions of works by African artists began to shift the perception and reception of African art. Partly due to globalization, this new shift also reflected in a widening of the curatorial approaches and academic discourse on African art. In recent news, the 2014 Dak’Art Biennale raised standards even higher with a theme of “The Common“, curated by Smooth Ugochukwu Nzewi, Abdelkader Damani, and Elise Atangana.


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Fixing the World with 3D Printing | Inside3DP.com

Fixing the World with 3D Printing | Inside3DP.com | Digital Media Literacy + Cyber Arts + Performance Centers Connected to Fiber Networks | Scoop.it

Watch this moving video about 120 people who gathered in Nazareth for 72 hours to design, develop and innovate solutions for people with special needs. The name of the event, TOM (Tikkun Olam Makeathon) is derived from the Hebrew phrase Tikkun Olam, which means fixing the world.


The aptly named event did not disappoint. High expectations were met with high levels of enthusiasm and results, as the video shows. The 72 hour rush to create and make things that help those in need was a shining example of human ingenuity and the willingness to do good. Hopefully we will be able to visit them again in a year’s time.


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