Name:
June 16, 20054:43 PM
- Use a "traceroute" program such as "WhatRoute" (Mac) or Neotrace (PC) to trace the route between your computer and and a website outside of the United States. Include a screen shot showing a map and the text of the specific route taken when contacting the website. Compare your findings with those of others in the class. Are websites always located in the country in which they are registered? What does this show about the nature of Internet-based business and commerce?
- Compare the connection in the CSUN laboratory with your connection at home or school. What are the IP addresses of the computers you are working with? What kind of connections are your working with (dial-up, DSL, cable, 100-Base TX (twisted-pair LAN), 100-Base FX (fiber LAN), etc.)? Compare are your connection speeds.
CSUN Server Speed (above)
Home IP address (below)
- Most schools have developed Acceptable Use Policies (AUP) and have installed filters to keep student focused on education. Include text (scan or download is easiest) of your school's AUP and a description of the filters in place. If a school AUP is not available, provide a sample AUP, cite its source, and provide a link. If your are not working in a school, summarize how filters work.
I am currently not working in a secondary school. Filters are placed onto computers in an effort to keep unacceptable material from being accessed. Essentially, they act as electronic censors. Families use them to block mature/undesirable sites from their children. Libraries and public computers also use filters in an attempt to keep out objectionable materials. Although, they can be circumvented through a variety of ways, they do help. In the case of public use access to the WEB, individual computers can not usually deactivate the filters once they are installed. The filters can only be deactivated from a central computer with access codes. Email also uses filters- SPAM gets put into a junk or bulk mail folder. Software can also be installed to block spyware, adware, and other sorts of icky, unwanted virtual visitors to one’s computer.
I think it’s interesting to note, that despite the precautions put in place, often times malicious viruses, Trojans, et. al, are often released from a public/company server. So, in essence, filters keep out the opportunist, but the dedicated and motivated hacker will break through these precautions set in place. Vigilance and awareness are a computer/web user’s primary line of defense.
(2) Knowing your School: Teachers should have a good understanding of their school, students, and thc communities they represent. Much statistical data can be gained using online resources. *TPE-tip You may wish to develop a case study of your school using this and you personal observations to meet TPE 8.- Develop a written profile of your school and students. Your profile should include the following:
Geography: Describe your campus and its community using satellite photos and maps. Using the photos, describe the nature of the community (commercial,
- apartments, single family homes, industry, etc.)
- Socioeconomic status: Include maps showing the socioeconomic status (SES) of the communities contributing students to your school. Discuss two or more prominent SES characteristics of the school population.
- School performance: Include test scores and the Academic Performance Index of your school. Discuss the academic climate of your school, including test scores, API, change in scores, dropout rate, English learners, students requiring special education, etc.
I am using the High School I graduated from, way back in 1976. The demographics have changed considerably, as most of the open spaces that existed along Sepulveda blvd. and Nordhoff Streets became dense apartment complexes. By the time I was in High School the area had changed its status from a rural where horses and livestock could be found –(West of Van Nuys Blvd.) to a more suburban one. I found the alumni page and spent 15 minutes perusing it! Yikes, not part of the assignment. I did my student teaching there in 1989. It felt like Welcome Back Kotter! Ugh, especially when I was confronted with the grouchy old teachers who remembered me when…not in a good way.
The increased development over the past thirty years coupled with the population shifts that evolved in the valley, show a very different school than the one I attended. Where once there were wide open spaces where I went horseback riding with friends, (okay, they were long stretches of hilly vacant lots) were developed into large apartment complexes, especially along Sepulveda and Nordhoff Streets. The result being, the high density transient nature that apartment dwelling produces.
What I found the most distressing were the statistics that correlated the socio-economic levels with English Learners and Education of the parents.
Profile: James Monroe High School
With such high levels of English language learners that are socio-economically disadvantaged, and a large percentage of parents who did not complete High School, it is depressing to see how few High School Graduates meet the requirements for UC/CSU requirements and the successive drop out rates.
(3) College Advisement: Secondary teachers often have the opportunity to advise students on decisions pertaining to college. In many environments, teachers are the only individuals students know who have been to college.- Describe a real or hypothetical student (interests, family SES, personality) who is interested in pursuing a career in a field related to what you teach. Recommend a major and 4-year college and explain the rationale for your recommendation using information found on college websites. Provide active links to the colleges, and quote relevant information.
- Provide a paragraph of advice to the parents of this student regarding financing college. Consider their financial and family situation.
When doing any kind of advising, it is imperative to find out what the student’s personality, expectations and the parents expectations are prior to offering up college choices and options. Sometimes getting accepted into a 4 year college may not work out due to financial constraints or personal family commitments. It is very important to think of what the family dynamics are and what amount, if any, they will be paying for. If the student is paying for it entirely, the student’s field of interest should be considered prior to applying to colleges. The following scenario is a case in point.
I will use my niece as the example. My husband and I took her in when she moved down to California after her High School Graduation. She was a dancer (she performed at the Spokane Ballet Co.) and an aspiring actor. Although her transcripts showed a high GPA, 3.75, the High School she attended had lost its accreditation, and she never took college prep courses. After her two and a half years at a Community College (to get up to speed academically) we began searching for a 4 year college for her that would combine her talents as a dancer and her interests in Musical Theater. With our help, she had attained independent status for financial aid, but we still needed to find a college that wasn’t going to break the bank, AND would not penalize her for her mediocre academic performance.
We also wanted her to attend away from home, as we felt she needed the time to develop emotionally and gain some independence from us. So, what were our choices?
It was narrowed down to 4 schools:
two in California:
California State University, Fullerton
California State University San Francisco
Florida State University, Talahassee
Northern Illinois University
All four schools had strong dance and theater departments that were well respected. Although, not necessarily considered the top tier schools (her grades and SAT scores didn’t reach their requirements) we saw that these four offered Foreign study programs specializing in theater (Moscow Art Theater, London, Dublin). We also were looking at a relatively sheltered environment that enabled her to spread her wings but not be swallowed up in a big city…she came from a small town in Idaho and was still very immature for her age.
Ultimately, it came down to a few phone calls my husband made to the different departments to talk to someone about her, their program and if it sounded like a good fit. He made a connection, got some advice, found out about the BFA program at NIU, and then we sent off the applications and waited.
She was accepted to 3 out of the 4 schools (FSU rejected her). She wanted San Francisco State, but couldn’t get guaranteed housing. So, that ended accepting San Francisco as THE school. She was accepted into NIU, and she had to make a decision to accept it before hearing from Fullerton. She was accepted to Fullerton, but it was after the acceptance deadline for NIU, so it really wasn’t a contender at the time. Also, we (my husband and I) thought it was too close to home. We wanted her to grow up! At any rate it was a moot point. Off she went to NIU. She auditioned for the BFA program, (they only admit 13 students a year, with a start in September.) She was accepted. She also went on to study for a summer at the Moscow Art Theater and got a certificate from them as well. Now, she is a college educated struggling actor paying off student loans…Which leads to the next level of the college question.
Financial Aid.
College education costs are getting higher every year. As my niece had obtained Independent Status, we needed to be careful about her overall costs and what student loan repayments were going to be like. Because she was not going into a field with gainful employment immediately after graduation, (what program really guarantees that, these days?) we wanted to make sure that if she went out of state, the tuition wasn’t going to kill her. There are grants and scholarships that she could apply for, but only after she was accepted and enrolled at the university. Screenshot of costs for current year.
What is important to check into is that even though a student may initially enroll as an out of state student, one should find out if they can get residency by working and living in the state year round. Some states don’t allow this and others do.
Here are NIU’s guidelines for residency changes:
Scholarships and grants can be made available to students who may not initially qualify upon entering the school. It can not be over emphasized that the prospective student and parent (family member, significant other, et. al) should ask questions to the different department staff members that handle enrollment queries. They will often offer other financial aid, grants, scholarship information that might not be on the actual webpage of the university or department.
(4) Professional Growth: Teachers should model "life-long learning" by attending workshops, reading journals, and participating in professional organizations.*TPE-tip You may wish to research professional organizations and employment opportunities and include plans for professional involvement and career development as part of your Individual Induction Plan required for TPE 13.- Describe a professional conference (related to your field) you may benefit from attending. Describe the purpose and scope of the professional organization sponsoring the conference and provide a synopsis of the conference and one or more selected workshops or presentations you would like to attend. Include a link to the professional organization and to the specific conference.
I have attended the following annual Conference of the Southwestern Social Science Association for the last three years. This past year’s session was in San Antonio, Texas. The following is a screen capture of the time and Panel I was in:
Literary Response to World War I and Dictatorship.
Here is the link for the Association’s site.
(5) Employment: Most schools and districts advertise job openings on the Internet. Teachers should use such resources not only to find employment for themselves, but also to attract others to their schools and thus build strong departments.- Find a job announcement for a teaching position for which you are qualified. Include a screen capture of the advertisement. Describe the school and community using information found on the Internet. Cite your resources.
I have applied for this position. Fingers crossed, I hope I get it. While not in the teaching area per se, it is something I am very interested in doing. Pay’s lousy, though. As I have my BA, MA and preliminary credential from this institution, I guess I don’t want to leave it!
(6) Multi-media resources: Numerous educational videos, sound clips, and animations are available on the Internet. Teachers should be able to find appropriate multimedia resources, and link to or download such files.- Identify an audio resource appropriate to teaching your subject (music, speech, animal sound, poem, newscast, etc.). Download the file and embed it in your portfolio, or provide an active link to it. Cite the source and describe how and why you will use it in instruction.
- Identify a video or animation appropriate to teaching your subject. Download the file and embed it in your portfolio, or provide an active link to it. If you provide a link, also include screen captures of key sections of the video or animation. Cite the source and describe how and why you will use it in instruction.
Audio Resource: From the National Public Radio website. The interview/oral essay discusses the issues of Human Rights and Freedom. There are several ways this series of oral essays can be used in the classroom. The first can be used for a modern day reason explaining what Freedom means to them specifically. It can also be used during a Cold War lecture or on the Korean War and the aftermath of groups of people fleeing dictatorships. Good Reflective discussions or writing assignments can be incorporated with the use of these different oral histories.
Video:
(7) Interactive/Linked Unit Plan : Many application programs (including word processors, presentation managers and spreadsheets) allow users to hyperlink to local (e.g. movies, animations, presentations, text) and remote files. This can greatly facilitate the development and use of a unit plan. *TPE-tip You may wish to incorporate this material into a unit plan for TPE1.- Develop a unit plan (or augment an existing plan) for the subject you teach, incorporating as many resources as possible developed in this class.
- Incorporate two or more good third-party lesson plans for teaching your subject. Cite the author and URL of the resources, and include screen captures of the relevant parts of the lessons.
- Include links in you unit plan to at least five relevant external internet resources. Use a search engine with Boolean search features to locate web sites relevant to your subject. Embed the URLs for at least 5 excellent sites (or local files) that are related to a lesson you will provide.
- Provide links to other relevant documents or resources you have developed.
See attached document
Unit Plan:
The Roaring 20’s.General information links:
Kingwood College Library
Big Project: Create a magazine in the style of the 1920’s
Students must create a magazine incorporating all of the sections below. Due at end of unit.
Women:
In the Progressive Movement:
Link: California History-Social Science course models
Women in the 20’s
Links: women’s history
The Flapper: using the Great Gatsby
Link: discovery education.com
Harlem Renaissance
informative links:
Langston Hughes:
Jazz Age Music: PBS Ken Burns documentary site
Lesson Plan:
Another option for the Harlem Renaissance
Link:
Urban vs. rural
The Scopes Trial: Link
Lesson Plan:
Lesson Plan link:
Resource links:
1