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DATE 2012-02-01

HANGOUT

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Key: Value:

Key: Value:

MESSAGE
DATE 2012-02-13
FROM Elfen Magix
SUBJECT Re: [NYLXS - HANGOUT] It shouldn't happen to a dog
From owner-hangout-outgoing-at-mrbrklyn.com Mon Feb 13 16:34:36 2012
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Date: Mon, 13 Feb 2012 13:47:47 -0800 (PST)
From: Elfen Magix
Subject: Re: [NYLXS - HANGOUT] It shouldn't happen to a dog
To: "hangout-at-mrbrklyn.com"
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---2114655128-1021762129-1329169667=:45580
Content-Type: text/plain; charset=utf-8
Content-Transfer-Encoding: quoted-printable

It has never been about education of technology or the technology of educat=
ion. I wrote the 250 page doctrine that put computers in the classroom in 1=
984. As I stated then, it was about leveling the playing field for children=
to learn faster than just at their pace. Studies back then showed that the=
computer being modeled after a TV, and using students how to use the compu=
ter, they get it in their mind that they are controlling the magic screen t=
hat they think is the TV, and in doing so, they learned at a quicker pace. =
My First Alphabet had children as young as 4 reading and achieving a high v=
ocabulary!=0A=0ABut when you miss those basic skills of reading, writings a=
nd mathematics; then you have done more harm than good to the child when pl=
acing them in front of the computer. Let me give the case of the "Child Pro=
digy Program" (the CPP) of mid 1970s. Created and funded by Edward Teller (=
That Eward Teller) certain children who were highly gifted in specific skil=
ls were only taught those skills. If a child excelled in math, then they on=
ly taught math to that child. It became harder and harder to teach children=
other subjects after two years of this progam. When funding ended, and the=
City was in a money crisis, Mayor Beame killed the program, pushing for th=
e IGC (Intelligently Gifted Child) program instead. Nearly all of the CPP c=
hildren went into the ICG program, and they were forced to stay away from t=
heir gifted skills and to learn everything that they should have been taugh=
t in regular classes from the beginning. Children in the CPP who were multi=
facetted
in their skills, those who had more than one ability did better than those=
with a single ability. A boy named John, was a mechanical genius, and for =
the 3 years he was in the program, they gave him small machines to figure o=
ut and if broken - fix it. With him it got to a point where he repaired a 1=
600 century clock and a car's transmission. He was labeled Special Ed becau=
se he was minimal in his regular academic skills. Another child who was Mat=
h, Music and Science skilled, did well enough to graduate from Brooklyn Tec=
h in 1981. He was me.=0A=0ATo present date: I was handed what I was told as=
a severely retarded girl. She has a long history of immigration issues eve=
n though she and her brother were born here in the states making them citiz=
ens but their parents were illegal. She and her family was deported to Mexi=
co when she was 6 months old. Add a shlock lawyer trying to make a name for=
himself and 10 years in the world court, it was decided that the children =
have to return to the USA, and her parents brought with them as well. Money=
money damages were awarded as well. During these 10 years, the girl never =
went to school and worked on a family farm. If she went to any school it wa=
s one of those old one room schools with children of many grades in one cla=
ss. She did speak and write Spanish well, but here in NYC she was tested in=
English and from her low score, labeled retarded.=0A=0AI was given her to =
teach her one on one to get her to minimal skills. I discovered there was n=
othing wrong with the child other than being a Native Spanish speaking pers=
on. So I managed to get her back into a normal classroom setting, translati=
ng the work into Spanish for her. At the same time I tutored her in English=
. Apparently she did so well under me that the school board thought that so=
me form of cheating was done - here is a girl labeled as retarded going exc=
eptional on her state wide exams! She was tested and retested, in front of =
investigators, translators, special education experts, psychologists - you =
name it they were there. She passed every test threw at her and one so call=
ed expert dared to bring finger print and DNA testing on the girl. When it =
was explained that I was her teacher, I explained it to them that they fuck=
ed up in called her retarded and has mislabeled her accordingly when she sh=
ould have been labeled as English Deficient -
Native Spanish Language person.=0A=0ABecause of this, it makes me wonder h=
ow many children are in this position, how many are left to suffer or thing=
s they already in another language. In working with Arabic kids, I noticed =
that they do math differently but always arrive at the same answer as in th=
e textbook way but they are made to suffer relearning it the school's way. =
Putting these children in front of a computer would do nothing for them. No=
thing at all. They require a proper assessment and not pigeon holing them i=
nto learning deficient categories when they dont belong there.=0A=0ASometim=
es its the school's fault in not providing proper services. Other times its=
the school board. In the cases above, its both. It is the school's directi=
on under Bloomberg that kids are made to suffer. He dont care how the grade=
s are achieved, as long as they are achieved but while not giving the schoo=
ls the proper materials to do their jobs. Putting the best kids in the so-c=
alled best schools, and the worst kids in the worst schools and expect them=
to be equal on all terms is a farce. Teachers can only do what they can wi=
th what little they got.=0A=0A=0A=0A=0A________________________________=0A =
From: Ruben Safir =0ATo: NYLXS =0AS=
ent: Monday, February 13, 2012 9:47 AM=0ASubject: [NYLXS - HANGOUT] It shou=
ldn't happen to a dog=0A =0A=0A=0AOh GOD=0A=0AiBelieve, iCan, iWill, =0A=0A=
I'm fucked!!!=0A=0A=0A=0Ahttp://www.nytimes.com/2012/02/13/education/moores=
ville-school-district-a-laptop-success-story.html?hp=3D&pagewanted=3Dall=0A=
=0AFebruary 12, 2012=0AMooresville=E2=80=99s Shining Example (It=E2=80=99s =
Not Just About the Laptops)=0ABy ALAN SCHWARZ=0A=0AMOORESVILLE, N.C. =E2=80=
=94 Sixty educators from across the nation roamed=0Athe halls and ringed th=
e rooms of East Mooresville Intermediate School,=0Asearching for the secret=
formula. They found it in Erin Holsinger=E2=80=99s=0Afifth-grade math clas=
s.=0A=0AThere, a boy peering into his school-issued MacBook blitzed through=
=0Afractions by himself, determined to reach sixth-grade work by winter.=0A=
Three desks away, a girl was struggling with basic multiplication =E2=80=94=
=0Aonly 29 percent right, her screen said =E2=80=94 and Ms. Holsinger knelt=
=0Abeside her to assist. Curiosity was fed and embarrassment avoided, as=0A=
teacher connected with student through emotion far more than Wi-Fi.=0A=0A=
=E2=80=9CThis is not about the technology,=E2=80=9D Mark Edwards, superinte=
ndent=0Aof Mooresville Graded School District, would tell the visitors late=
r=0Aover lunch. =E2=80=9CIt=E2=80=99s not about the box. It=E2=80=99s about=
changing the=0Aculture of instruction =E2=80=94 preparing students for the=
ir future, not=0Aour past.=E2=80=9D
---2114655128-1021762129-1329169667=:45580
Content-Type: text/html; charset=utf-8
Content-Transfer-Encoding: quoted-printable

mes new roman, new york, times, serif;font-size:12pt">It has never been abo=
ut education of technology or the technology of education. I wrote the 250 =
page doctrine that put computers in the classroom in 1984. As I stated then=
, it was about leveling the playing field for children to learn faster than=
just at their pace. Studies back then showed that the computer being model=
ed after a TV, and using students how to use the computer, they get it in t=
heir mind that they are controlling the magic screen that they think is the=
TV, and in doing so, they learned at a quicker pace. My First Alphabet had=
children as young as 4 reading and achieving a high vocabulary!

But=
when you miss those basic skills of reading, writings and mathematics; the=
n you have done more harm than good to the child when placing them in front=
of the computer. Let me give the case of the "Child Prodigy Program"
(the CPP) of mid 1970s. Created and funded by Edward Teller (That Eward Te=
ller) certain children who were highly gifted in specific skills were only =
taught those skills. If a child excelled in math, then they only taught mat=
h to that child. It became harder and harder to teach children other subjec=
ts after two years of this progam. When funding ended, and the City was in =
a money crisis, Mayor Beame killed the program, pushing for the IGC (Intell=
igently Gifted Child) program instead. Nearly all of the CPP children went =
into the ICG program, and they were forced to stay away from their gifted s=
kills and to learn everything that they should have been taught in regular =
classes from the beginning. Children in the CPP who were multifacetted in t=
heir skills, those who had more than one ability did better than those with=
a single ability. A boy named John, was a mechanical genius, and for the 3=
years he was in the program, they gave him small machines to figure
out and if broken - fix it. With him it got to a point where he repaired a=
1600 century clock and a car's transmission. He was labeled Special Ed bec=
ause he was minimal in his regular academic skills. Another child who was M=
ath, Music and Science skilled, did well enough to graduate from Brooklyn T=
ech in 1981. He was me.

To present date: I was handed what I was tol=
d as a severely retarded girl. She has a long history of immigration issues=
even though she and her brother were born here in the states making them c=
itizens but their parents were illegal. She and her family was deported to =
Mexico when she was 6 months old. Add a shlock lawyer trying to make a name=
for himself and 10 years in the world court, it was decided that the child=
ren have to return to the USA, and her parents brought with them as well. M=
oney money damages were awarded as well. During these 10 years, the girl ne=
ver went to school and worked on a family farm. If she went to any
school it was one of those old one room schools with children of many grad=
es in one class. She did speak and write Spanish well, but here in NYC she =
was tested in English and from her low score, labeled retarded.

I wa=
s given her to teach her one on one to get her to minimal skills. I discove=
red there was nothing wrong with the child other than being a Native Spanis=
h speaking person. So I managed to get her back into a normal classroom set=
ting, translating the work into Spanish for her. At the same time I tutored=
her in English. Apparently she did so well under me that the school board =
thought that some form of cheating was done - here is a girl labeled as ret=
arded going exceptional on her state wide exams! She was tested and reteste=
d, in front of investigators, translators, special education experts, psych=
ologists - you name it they were there. She passed every test threw at her =
and one so called expert dared to bring finger print and DNA testing
on the girl. When it was explained that I was her teacher, I explained it =
to them that they fucked up in called her retarded and has mislabeled her a=
ccordingly when she should have been labeled as English Deficient - Native =
Spanish Language person.

Because of this, it makes me wonder how man=
y children are in this position, how many are left to suffer or things they=
already in another language. In working with Arabic kids, I noticed that t=
hey do math differently but always arrive at the same answer as in the text=
book way but they are made to suffer relearning it the school's way. Puttin=
g these children in front of a computer would do nothing for them. Nothing =
at all. They require a proper assessment and not pigeon holing them into le=
arning deficient categories when they dont belong there.

Sometimes i=
ts the school's fault in not providing proper services. Other times its the=
school board. In the cases above, its both. It is the school's
direction under Bloomberg that kids are made to suffer. He dont care how t=
he grades are achieved, as long as they are achieved but while not giving t=
he schools the proper materials to do their jobs. Putting the best kids in =
the so-called best schools, and the worst kids in the worst schools and exp=
ect them to be equal on all terms is a farce. Teachers can only do what the=
y can with what little they got.


s new roman,new york,times,serif; font-size: 12pt;">
ily: times new roman,new york,times,serif; font-size: 12pt;">
tr">
nt-weight: bold;">From: Ruben Safir <mrbrklyn-at-panix.com>r> To: NYLXS <hangout-at-n=
ylxs.com>
Sent: Mo=
nday, February 13, 2012 9:47 AM
bold;">Subject: [NYLXS - HANGOUT] It shouldn't happen to a dog<=
br>

=0A

Oh GOD

iBelieve, iCan, iWill,
=

I'm fucked!!!



13/education/mooresville-school-district-a-laptop-success-story.html?hp=3D&=
amp;pagewanted=3Dall" target=3D"_blank">http://www.nytimes.com/2012/02/13/e=
ducation/mooresville-school-district-a-laptop-success-story.html?hp=3D&=
pagewanted=3Dall


February 12, 2012
Mooresville=E2=80=99s Shin=
ing Example (It=E2=80=99s Not Just About the Laptops)
By ALAN SCHWARZ>
MOORESVILLE, N.C. =E2=80=94 Sixty educators from across the nation roa=
med
the halls and ringed the rooms of East Mooresville Intermediate Scho=
ol,
searching for the secret formula. They found it in Erin Holsinger=E2=
=80=99s
fifth-grade math class.

There, a boy peering into his sch=
ool-issued MacBook blitzed through
fractions by himself, determined to r=
each sixth-grade work by winter.
Three desks away, a girl was struggling=
with basic multiplication =E2=80=94
only 29 percent
right, her screen said =E2=80=94 and Ms. Holsinger knelt
beside her to =
assist. Curiosity was fed and embarrassment avoided, as
teacher connecte=
d with student through emotion far more than Wi-Fi.

=E2=80=9CThis is=
not about the technology,=E2=80=9D Mark Edwards, superintendent
of Moor=
esville Graded School District, would tell the visitors later
over lunch=
. =E2=80=9CIt=E2=80=99s not about the box. It=E2=80=99s about changing the<=
br>culture of instruction =E2=80=94 preparing students for their future, no=
t
our past.=E2=80=9D




---2114655128-1021762129-1329169667=:45580--

  1. 2012-02-03 Ruben Safir <mrbrklyn-at-panix.com> Subject: [NYLXS - HANGOUT] fly without a pilot...sounds great
  2. 2012-02-03 Elfen Magix <elfen_magix-at-yahoo.com> Re: [NYLXS - HANGOUT] fly without a pilot...sounds great
  3. 2012-02-05 Ruben Safir <mrbrklyn-at-panix.com> Re: [NYLXS - HANGOUT] fly without a pilot...sounds great
  4. 2012-02-05 Ruben Safir <mrbrklyn-at-panix.com> Subject: [NYLXS - HANGOUT] Charter Meeting
  5. 2012-02-05 Robert Menes <viewtiful.icchan-at-gmail.com> Re: [NYLXS - HANGOUT] Charter Meeting
  6. 2012-02-06 Ruben Safir <mrbrklyn-at-panix.com> Subject: [NYLXS - HANGOUT] best of Amsterdam
  7. 2012-02-06 einker <eminker-at-gmail.com> Re: [NYLXS - HANGOUT] best of Amsterdam
  8. 2012-02-06 Ruben Safir <ceo.brooklyn-at-gmail.com> Re: [NYLXS - HANGOUT] best of Amsterdam
  9. 2012-02-06 Ruben Safir <mrbrklyn-at-panix.com> Re: [NYLXS - HANGOUT] best of Amsterdam
  10. 2012-02-06 einker <eminker-at-gmail.com> Re: [NYLXS - HANGOUT] best of Amsterdam
  11. 2012-02-06 Ruben Safir <ceo.brooklyn-at-gmail.com> Re: [NYLXS - HANGOUT] best of Amsterdam
  12. 2012-02-06 einker <eminker-at-gmail.com> Re: [NYLXS - HANGOUT] best of Amsterdam
  13. 2012-02-07 Ruben Safir <mrbrklyn-at-panix.com> Re: [NYLXS - HANGOUT] best of Amsterdam
  14. 2012-02-07 Ruben Safir <mrbrklyn-at-panix.com> Subject: [NYLXS - HANGOUT] video to see
  15. 2012-02-08 Ruben Safir <mrbrklyn-at-panix.com> Subject: [NYLXS - HANGOUT] too much comics
  16. 2012-02-08 Ruben Safir <mrbrklyn-at-panix.com> Subject: [NYLXS - HANGOUT] cool cool
  17. 2012-02-13 Ruben Safir <mrbrklyn-at-panix.com> Subject: [NYLXS - HANGOUT] free software and photography
  18. 2012-02-13 Ruben Safir <mrbrklyn-at-panix.com> Subject: [NYLXS - HANGOUT] It shouldn't happen to a dog
  19. 2012-02-13 Elfen Magix <elfen_magix-at-yahoo.com> Re: [NYLXS - HANGOUT] It shouldn't happen to a dog
  20. 2012-02-13 Ronny <ronny.coder-at-gmail.com> Re: [NYLXS - HANGOUT] It shouldn't happen to a dog
  21. 2012-02-13 Elfen Magix <elfen_magix-at-yahoo.com> Re: [NYLXS - HANGOUT] It shouldn't happen to a dog
  22. 2012-02-13 Ruben Safir <mrbrklyn-at-panix.com> Re: [NYLXS - HANGOUT] It shouldn't happen to a dog
  23. 2012-02-14 Ronny <ronny.coder-at-gmail.com> Re: [NYLXS - HANGOUT] It shouldn't happen to a dog
  24. 2012-02-15 Ruben Safir <mrbrklyn-at-panix.com> Subject: [NYLXS - HANGOUT] [security-announce] openSUSE-SU-2012:0258-1: critical:
  25. 2012-02-15 Ruben Safir <mrbrklyn-at-panix.com> Subject: [NYLXS - HANGOUT] Amy Kaplan and here anti-semetic rants
  26. 2012-02-22 Ruben Safir <mrbrklyn-at-panix.com> Subject: [NYLXS - HANGOUT] Next NYLXS Meeting
  27. 2012-02-22 einker <eminker-at-gmail.com> Re: [NYLXS - HANGOUT] Next NYLXS Meeting
  28. 2012-02-22 Paul Robert Marino <prmarino1-at-gmail.com> Re: [NYLXS - HANGOUT] Next NYLXS Meeting
  29. 2012-02-22 einker <eminker-at-gmail.com> Re: [NYLXS - HANGOUT] Next NYLXS Meeting
  30. 2012-02-24 Paul Robert Marino <prmarino1-at-gmail.com> Subject: [NYLXS - HANGOUT] c++ question about decimals
  31. 2012-02-24 Paul Robert Marino <prmarino1-at-gmail.com> Subject: [NYLXS - HANGOUT] Re: c++ question about decimals
  32. 2012-02-24 Paul Robert Marino <prmarino1-at-gmail.com> Subject: [NYLXS - HANGOUT] Re: c++ question about decimals
  33. 2012-02-25 Ruben Safir <mrbrklyn-at-panix.com> Re: [NYLXS - HANGOUT] Re: c++ question about decimals
  34. 2012-02-25 Ruben Safir <mrbrklyn-at-panix.com> Re: [NYLXS - HANGOUT] Re: c++ question about decimals
  35. 2012-02-25 Ruben Safir <mrbrklyn-at-panix.com> Re: [NYLXS - HANGOUT] Next NYLXS Meeting
  36. 2012-02-25 Ruben Safir <mrbrklyn-at-panix.com> Re: [NYLXS - HANGOUT] Next NYLXS Meeting
  37. 2012-02-25 Ruben Safir <ceo.brooklyn-at-gmail.com> Re: [NYLXS - HANGOUT] Re: c++ question about decimals
  38. 2012-02-25 Ruben Safir <ceo.brooklyn-at-gmail.com> Re: [NYLXS - HANGOUT] Re: c++ question about decimals
  39. 2012-02-27 Ruben Safir <mrbrklyn-at-panix.com> Subject: [NYLXS - HANGOUT] Superhero wonders
  40. 2012-02-27 Michael L Richardson <mlr52-at-michaellrichardson.com> Re: [NYLXS - HANGOUT] Next NYLXS Meeting
  41. 2012-02-28 Ruben Safir <mrbrklyn-at-panix.com> Subject: [NYLXS - HANGOUT] New job Exciting Opportunity with Nvidia Graphics for the

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