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DATE 2012-02-01

HANGOUT

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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 21:17:18 2012
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Date: Mon, 13 Feb 2012 18:30:33 -0800 (PST)
From: Elfen Magix
Subject: Re: [NYLXS - HANGOUT] It shouldn't happen to a dog
To: "hangout-at-mrbrklyn.com"
In-Reply-To: <458AFBD0-64DF-4846-8602-7CC1561E2F8F-at-gmail.com>
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---2114655128-1988104086-1329186633=:31587
Content-Type: text/plain; charset=utf-8
Content-Transfer-Encoding: quoted-printable

Apple did this with the NYC School System twice; first with the Apple IIe a=
nd then with the Macs. Their stocks took a nose dive but within a year of g=
etting it done, rose up 10-fold. Why? When children and later parents, see =
that the children want/need computers that parents bought them for their ch=
ildren. there are over 2million children in the NYC school system. Average =
it out to 2 children per parent, and that for this round is a potential 750=
,000 iPads sold within the next 2 years and that is in this city alone, exc=
luding other areas where iPads can be sold!=0A=0AIts a risk Apple is going =
to take and its going to win. If the PC and Android tablets were more unifi=
ed, they could match Apple's numbers. But they cant because they wont unify=
standards. Apple will be the clear winner in this.=0A=0A=0A=0A____________=
____________________=0A From: Ronny =0ATo: "hangout-at-=
mrbrklyn.com" =0ASent: Monday, February 13, 2012 8:3=
7 PM=0ASubject: Re: [NYLXS - HANGOUT] It shouldn't happen to a dog=0A =0A=
=0AThe money isnt there. For that matter, there is legitimate speculation t=
hat Apple itself is going to see their stocks take.a nosedive sometime in t=
he coming year or so=0A=0A=0A=0A=0AOn Feb 13, 2012, at 11:47 PM, Elfen Magi=
x wrote:=0A=0A=0AIt has never been about 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 abou=
t leveling the playing field for children to learn faster than just at thei=
r pace. Studies back then showed that the computer being modeled after a TV=
, and using students how to use the computer, they get it in their mind tha=
t they are controlling the magic screen that they think is the TV, and in d=
oing so, they learned at a quicker pace. My First Alphabet had children as =
young as 4 reading and achieving a high vocabulary!=0A>=0A>But when you mis=
s those basic skills of reading, writings and mathematics; then you have do=
ne more harm than good to the child when placing them in front of the compu=
ter. Let me give the case of the "Child Prodigy Program"=0A (the CPP) of mi=
d 1970s. Created and funded by Edward Teller (That Eward Teller) certain ch=
ildren who were highly gifted in specific skills were only taught those ski=
lls. If a child excelled in math, then they only taught math to that child.=
It became harder and harder to teach children other subjects after two yea=
rs of this progam. When funding ended, and the City was in a money crisis, =
Mayor Beame killed the program, pushing for the IGC (Intelligently Gifted C=
hild) program instead. Nearly all of the CPP children went into the ICG pro=
gram, and they were forced to stay away from their gifted skills and to lea=
rn everything that they should have been taught in regular classes from the=
beginning. Children in the CPP who were multifacetted in their skills, tho=
se who had more than one ability did better than those with a single abilit=
y. 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=0A 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 because he was minimal =
in his regular academic skills. Another child who was Math, Music and Scien=
ce skilled, did well enough to graduate from Brooklyn Tech in 1981. He was =
me.=0A>=0A>To present date: I was handed what I was told as a severely reta=
rded girl. She has a long history of immigration issues even though she and=
her brother were born here in the states making them citizens but their pa=
rents 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 children have to return t=
o the USA, and her parents brought with them as well. Money money damages w=
ere awarded as well. During these 10 years, the girl never went to school a=
nd worked on a family farm. If she went to any=0A school it was one of thos=
e old one room schools with children of many grades in one class. She did s=
peak and write Spanish well, but here in NYC she was tested in English and =
from her low score, labeled retarded.=0A>=0A>I was given her to teach her o=
ne on one to get her to minimal skills. I discovered there was nothing wron=
g with the child other than being a Native Spanish speaking person. So I ma=
naged to get her back into a normal classroom setting, translating the work=
into Spanish for her. At the same time I tutored her in English. Apparentl=
y she did so well under me that the school board thought that some form of =
cheating was done - here is a girl labeled as retarded going exceptional on=
her state wide exams! She was tested and retested, in front of investigato=
rs, translators, special education experts, psychologists - you name it the=
y were there. She passed every test threw at her and one so called expert d=
ared to bring finger print and DNA testing=0A on the girl. When it was expl=
ained that I was her teacher, I explained it to them that they fucked up in=
called her retarded and has mislabeled her accordingly when she should hav=
e been labeled as English Deficient - Native Spanish Language person.=0A>=
=0A>Because of this, it makes me wonder how many children are in this posit=
ion, how many are left to suffer or things 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 the textbook way but they are made t=
o suffer relearning it the school's way. Putting these children in front of=
a computer would do nothing for them. Nothing at all. They require a prope=
r assessment and not pigeon holing them into learning deficient categories =
when they dont belong there.=0A>=0A>Sometimes 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=0A direction under Bloomberg that kids =
are made to suffer. He dont care how the grades are achieved, as long as th=
ey are achieved but while not giving the schools the proper materials to do=
their jobs. Putting the best kids in the so-called best schools, and the w=
orst kids in the worst schools and expect them to be equal on all terms is =
a farce. Teachers can only do what they can with what little they got.=0A>=
=0A>=0A>=0A>=0A>________________________________=0A> From: Ruben Safir rklyn-at-panix.com>=0A>To: NYLXS =0A>Sent: Monday, Februar=
y 13, 2012 9:47 AM=0A>Subject: [NYLXS - HANGOUT] It shouldn't happen to a d=
og=0A> =0A>=0A>=0A>Oh GOD=0A>=0A>iBelieve, iCan, iWill, =0A>=0A>I'm fucked!=
!!=0A>=0A>=0A>=0A>http://www.nytimes.com/2012/02/13/education/mooresville-s=
chool-district-a-laptop-success-story.html?hp=3D&pagewanted=3Dall=0A>=0A>Fe=
bruary 12, 2012=0A>Mooresville=E2=80=99s Shining Example (It=E2=80=99s Not =
Just About the Laptops)=0A>By ALAN SCHWARZ=0A>=0A>MOORESVILLE, N.C. =E2=80=
=94 Sixty educators from across the nation roamed=0A>the halls and ringed t=
he rooms of East Mooresville Intermediate School,=0A>searching for the secr=
et formula. They found it in Erin Holsinger=E2=80=99s=0A>fifth-grade math c=
lass.=0A>=0A>There, a boy peering into his school-issued MacBook blitzed th=
rough=0A>fractions by himself, determined to reach sixth-grade work by wint=
er.=0A>Three desks away, a girl was struggling with basic multiplication =
=E2=80=94=0A>only 29 percent=0A right, her screen said =E2=80=94 and Ms. Ho=
lsinger knelt=0A>beside 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 Edw=
ards, superintendent=0A>of Mooresville Graded School District, would tell t=
he visitors later=0A>over lunch. =E2=80=9CIt=E2=80=99s not about the box. I=
t=E2=80=99s about changing the=0A>culture of instruction =E2=80=94 preparin=
g students for their future, not=0A>our past.=E2=80=9D=0A>=0A>=0A>=0A>
---2114655128-1988104086-1329186633=:31587
Content-Type: text/html; charset=utf-8
Content-Transfer-Encoding: quoted-printable

mes new roman, new york, times, serif;font-size:12pt">Apple did this with t=
he NYC School System twice; first with the Apple IIe and then with the Macs=
. Their stocks took a nose dive but within a year of getting it done, rose =
up 10-fold. Why? When children and later parents, see that the children wan=
t/need computers that parents bought them for their children. there are ove=
r 2million children in the NYC school system. Average it out to 2 children =
per parent, and that for this round is a potential 750,000 iPads sold withi=
n the next 2 years and that is in this city alone, excluding other areas wh=
ere iPads can be sold!

Its a risk Apple is going to take and its goi=
ng to win. If the PC and Android tablets were more unified, they could matc=
h Apple's numbers. But they cant because they wont unify standards. Apple w=
ill be the clear winner in this.

new roman,new york,times,serif; font-size: 12pt;">
ly: times new roman,new york,times,serif; font-size: 12pt;">
r">
t-weight: bold;">From: Ronny <ronny.coder-at-gmail.com>
<=
b>To: "hangout-at-mrbrklyn.com" =
<hangout-at-mrbrklyn.com>
Sen=
t:
Monday, February 13, 2012 8:37 PM
weight: bold;">Subject: Re: [NYLXS - HANGOUT] It shouldn't happe=
n to a dog

=0A
Th=
e money isnt there. For that matter, there is legitimate speculation that A=
pple itself is going to see their stocks take.a nosedive sometime in the co=
ming year or so


v style=3D"color: rgb(0, 0, 0); background-color: rgb(255, 255, 255); font-=
family: times new roman,new york,times,serif; font-size: 12pt;">It has neve=
r been about education of technology or the technology of education. I wrot=
e the 250 page doctrine that put computers in the classroom in 1984. As I s=
tated then, it was about leveling the playing field for children to learn f=
aster than just at their pace. Studies back then showed that the computer b=
eing modeled after a TV, and using students
how to use the computer, they get it in their mind that they are controlli=
ng the magic screen that they think is the TV, and in doing so, they learne=
d at a quicker pace. My First Alphabet had children as young as 4 reading a=
nd achieving a high vocabulary!

But when you miss those basic skills=
of reading, writings and mathematics; then you have done more harm than go=
od to the child when placing them in front of the computer. Let me give the=
case of the "Child Prodigy Program"=0A (the CPP) of mid 1970s. Created and=
funded by Edward Teller (That Eward Teller) certain children who were high=
ly gifted in specific skills were only taught those skills. If a child exce=
lled in math, then they only taught math to that child. It became harder an=
d harder to teach children other subjects after two years of this progam. W=
hen funding ended, and the City was in a money crisis, Mayor Beame killed t=
he program, pushing for the IGC (Intelligently Gifted Child) program instea=
d. Nearly all of the CPP children went into the ICG program, and they were =
forced to stay away from their gifted skills and to learn everything that t=
hey should have been taught in regular classes from the beginning. Children=
in the CPP who were multifacetted 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 g=
ave him small machines to figure=0A out and if broken - fix it. With him it=
got to a point where he repaired a 1600 century clock and a car's transmis=
sion. He was labeled Special Ed because he was minimal in his regular acade=
mic skills. Another child who was Math, Music and Science skilled, did well=
enough to graduate from Brooklyn Tech in 1981. He was me.

To presen=
t date: I was handed what I was told as a severely retarded girl. She has a=
long history of immigration issues even though she and her brother were bo=
rn here in the states making them citizens 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 c=
ourt, it was decided that the children have to return to the USA, and her p=
arents 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 famil=
y farm. If she went to any=0A school it was one of those old one room schoo=
ls with children of many grades in one class. She did speak and write Spani=
sh well, but here in NYC she was tested in English and from her low score, =
labeled retarded.

I was given her to teach her one on one to get her=
to minimal skills. I discovered there was nothing wrong with the child oth=
er than being a Native Spanish speaking person. So I managed to get her bac=
k into a normal classroom setting, translating the work into Spanish for he=
r. At the same time I tutored her in English. Apparently she did so well un=
der me that the school board thought that some form of cheating was done - =
here is a girl labeled as retarded going exceptional on her state wide exam=
s! She was tested and retested, in front of investigators, translators, spe=
cial education experts, psychologists - you name it they were there. She pa=
ssed every test threw at her and one so called expert dared to bring finger=
print and DNA testing=0A 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 accordingly when she should have been labeled as En=
glish Deficient - Native Spanish Language person.

Because of this, i=
t makes me wonder how many children are in this position, how many are left=
to suffer or things they already in another language. In working with Arab=
ic kids, I noticed that they do math differently but always arrive at the s=
ame answer as in the textbook way but they are made to suffer relearning it=
the school's way. Putting these children in front of a computer would do n=
othing for them. Nothing at all. They require a proper assessment and not p=
igeon holing them into learning deficient categories when they dont belong =
there.

Sometimes its the school's fault in not providing proper serv=
ices. Other times its the school board. In the cases above, its both. It is=
the school's=0A direction under Bloomberg that kids are made to suffer. He=
dont care how the grades are achieved, as long as they are achieved but wh=
ile not giving the schools the proper materials to do their jobs. Putting t=
he best kids in the so-called 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 with what little they got.


ont-family: times new roman,new york,times,serif; font-size: 12pt;">
tyle=3D"font-family: times new roman,new york,times,serif; font-size: 12pt;=
">

<=
span style=3D"font-weight: bold;">From:
Ruben Safir <=3D"nofollow" ymailto=3D"mailto:mrbrklyn-at-panix.com" target=3D"_blank" href=
=3D"mailto:mrbrklyn-at-panix.com">mrbrklyn-at-panix.com
>
e=3D"font-weight: bold;">To: NYLXS <to=3D"mailto:hangout-at-nylxs.com"
target=3D"_blank" href=3D"mailto:hangout-at-nylxs.com">hangout-at-nylxs.com
&=
gt;
Sent: Monday, Feb=
ruary 13, 2012 9:47 AM
Subject:span> [NYLXS - HANGOUT] It shouldn't happen to a dog
=

=0A

Oh GOD

iBelieve, iCan, iWill,

I'm fucked!!!<=
br>


imes.com/2012/02/13/education/mooresville-school-district-a-laptop-success-=
story.html?hp=3D&pagewanted=3Dall">http://www.nytimes.com/2012/02/13/ed=
ucation/mooresville-school-district-a-laptop-success-story.html?hp=3D&p=
agewanted=3Dall


February 12, 2012
Mooresville=E2=80=99s Shini=
ng 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 roam=
ed
the halls and ringed the rooms of East Mooresville Intermediate Schoo=
l,
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=0A right, her screen said =E2=80=94 and Ms. Holsinger knelt
=
beside her to assist. Curiosity was fed and embarrassment avoided, as
te=
acher connected with student through emotion far more than Wi-Fi.

=
=E2=80=9CThis is not about the technology,=E2=80=9D Mark Edwards, superinte=
ndent
of Mooresville Graded School District, would tell the visitors lat=
er
over lunch. =E2=80=9CIt=E2=80=99s not about the box. It=E2=80=99s abo=
ut changing the
culture of instruction =E2=80=94 preparing students for =
their future, not
our past.=E2=80=9D



v>


l>
---2114655128-1988104086-1329186633=:31587--

  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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