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DATE 2012-02-01

HANGOUT

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Key: Value:

Key: Value:

MESSAGE
DATE 2012-02-14
FROM Ronny
SUBJECT Re: [NYLXS - HANGOUT] It shouldn't happen to a dog
From owner-hangout-outgoing-at-mrbrklyn.com Tue Feb 14 03:08:06 2012
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(version=TLSv1/SSLv3 cipher=OTHER);
Tue, 14 Feb 2012 00:21:23 -0800 (PST)
Subject: Re: [NYLXS - HANGOUT] It shouldn't happen to a dog
References: <20120213144732.GA18444-at-panix.com> <1329169667.45580.YahooMailNeo-at-web38002.mail.mud.yahoo.com> <458AFBD0-64DF-4846-8602-7CC1561E2F8F-at-gmail.com> <1329186633.31587.YahooMailNeo-at-web38008.mail.mud.yahoo.com>
From: Ronny
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--Apple-Mail-A40E37EB-5D2C-4C7D-866D-8AF05F2B0BBF
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Youve made a great point



On Feb 14, 2012, at 4:30 AM, Elfen Magix wrote:

> 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 ge=
tting it done, rose up 10-fold. Why? When children and later parents, see th=
at the children want/need computers that parents bought them for their child=
ren. there are over 2million children in the NYC school system. Average it o=
ut to 2 children per parent, and that for this round is a potential 750,000 i=
Pads sold within the next 2 years and that is in this city alone, excluding o=
ther areas where iPads can be sold!
>=20
> Its a risk Apple is going to take and its going to win. If the PC and Andr=
oid tablets were more unified, they could match Apple's numbers. But they ca=
nt because they wont unify standards. Apple will be the clear winner in this=
.
>=20
> From: Ronny
> To: "hangout-at-mrbrklyn.com" =20
> Sent: Monday, February 13, 2012 8:37 PM
> Subject: Re: [NYLXS - HANGOUT] It shouldn't happen to a dog
>=20
> The money isnt there. For that matter, there is legitimate speculation tha=
t Apple itself is going to see their stocks take.a nosedive sometime in the c=
oming year or so
>=20
>=20
>=20
> On Feb 13, 2012, at 11:47 PM, Elfen Magix wrote:
>=20
>> It has never been about education of technology or the technology of educ=
ation. 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 t=
o learn faster than just at their pace. Studies back then showed that the co=
mputer being modeled after a TV, and using students how to use the computer,=
they get it in their mind that they are controlling the magic screen that t=
hey think is the TV, and in doing so, they learned at a quicker pace. My Fir=
st Alphabet had children as young as 4 reading and achieving a high vocabula=
ry!
>>=20
>> But when you miss those basic skills of reading, writings and mathematics=
; then you have done more harm than good to the child when placing them in f=
ront of the computer. Let me give the case of the "Child Prodigy Program" (t=
he CPP) of mid 1970s. Created and funded by Edward Teller (That Eward Teller=
) certain children who were highly gifted in specific skills were only taugh=
t those skills. If a child excelled in math, then they only taught math to t=
hat child. It became harder and harder to teach children other subjects afte=
r two years of this progam. When funding ended, and the City was in a money c=
risis, Mayor Beame killed the program, pushing for the IGC (Intelligently Gi=
fted Child) program instead. Nearly all of the CPP children went into the IC=
G program, and they were forced to stay away from their gifted skills and to=
learn everything that they should have been taught in regular classes from t=
he beginning. Children in the CPP who were multifacetted in their skills, th=
ose 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 t=
he program, they gave him small machines to figure out and if broken - fix i=
t. With him it got to a point where he repaired a 1600 century clock and a c=
ar's transmission. He was labeled Special Ed because he was minimal in his r=
egular academic skills. Another child who was Math, Music and Science skille=
d, did well enough to graduate from Brooklyn Tech in 1981. He was me.
>>=20
>> To present 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 broth=
er were born here in the states making them citizens but their parents were i=
llegal. 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 w=
orld court, it was decided that the children have to return to the USA, and h=
er parents brought with them as well. Money money damages were awarded as we=
ll. During these 10 years, the girl never went to school and worked on a fam=
ily farm. If she went to any school it was one of those old one room schools=
with children of many grades in one class. She did speak and write Spanish w=
ell, but here in NYC she was tested in English and from her low score, label=
ed retarded.
>>=20
>> I was given her to teach her one on one to get her to minimal skills. I d=
iscovered there was nothing wrong with the child other than being a Native S=
panish speaking person. So I managed to get her back into a normal classroom=
setting, translating the work into Spanish for her. At the same time I tuto=
red her in English. Apparently she did so well under me that the school boar=
d thought that some form of cheating was done - here is a girl labeled as re=
tarded going exceptional on her state wide exams! She was tested and reteste=
d, in front of investigators, translators, special education experts, psycho=
logists - you name it they were there. She passed every test threw at her an=
d one so called expert dared to bring finger print and DNA testing on the gi=
rl. When it was explained that I was her teacher, I explained it to them tha=
t they fucked up in called her retarded and has mislabeled her accordingly w=
hen she should have been labeled as English Deficient - Native Spanish Langu=
age person.
>>=20
>> Because of this, it makes me wonder how many children are in this positio=
n, how many are left to suffer or things they already in another language. I=
n working with Arabic kids, I noticed that they do math differently but alwa=
ys arrive at the same answer as in the textbook way but they are made to suf=
fer relearning it the school's way. Putting these children in front of a com=
puter would do nothing for them. Nothing at all. They require a proper asses=
sment and not pigeon holing them into learning deficient categories when the=
y dont belong there.
>>=20
>> Sometimes its the school's fault in not providing proper services. Other t=
imes its the school board. In the cases above, its both. It is the school's d=
irection under Bloomberg that kids are made to suffer. He dont care how the g=
rades are achieved, as long as they are achieved but while not giving the sc=
hools 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 expect the=
m to be equal on all terms is a farce. Teachers can only do what they can wi=
th what little they got.
>>=20
>>=20
>> From: Ruben Safir
>> To: NYLXS =20
>> Sent: Monday, February 13, 2012 9:47 AM
>> Subject: [NYLXS - HANGOUT] It shouldn't happen to a dog
>>=20
>>=20
>>=20
>> Oh GOD
>>=20
>> iBelieve, iCan, iWill,=20
>>=20
>> I'm fucked!!!
>>=20
>>=20
>>=20
>> http://www.nytimes.com/2012/02/13/education/mooresville-school-district-a=
-laptop-success-story.html?hp=3D&pagewanted=3Dall
>>=20
>> February 12, 2012
>> Mooresville=E2=80=99s Shining Example (It=E2=80=99s Not Just About the La=
ptops)
>> By ALAN SCHWARZ
>>=20
>> MOORESVILLE, N.C. =E2=80=94 Sixty educators from across the nation roamed=

>> the halls and ringed the rooms of East Mooresville Intermediate School,
>> searching for the secret formula. They found it in Erin Holsinger=E2=80=99=
s
>> fifth-grade math class.
>>=20
>> There, a boy peering into his school-issued MacBook blitzed through
>> fractions by himself, determined to reach 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 connected with student through emotion far more than Wi-Fi.
>>=20
>> =E2=80=9CThis is not about the technology,=E2=80=9D Mark Edwards, superin=
tendent
>> of Mooresville 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 c=
hanging the
>> culture of instruction =E2=80=94 preparing students for their future, not=

>> our past.=E2=80=9D
>>=20
>>=20
>>=20
>=20
>=20

--Apple-Mail-A40E37EB-5D2C-4C7D-866D-8AF05F2B0BBF
Content-Transfer-Encoding: quoted-printable
Content-Type: text/html;
charset=utf-8

Youve made a great pointr>


On Feb 14, 2012, at 4:30 AM, Elfen Magix <f=3D"mailto:elfen_magix-at-yahoo.com">elfen_magix-at-yahoo.com> wrote:
<=
br>
background-color:#fff; font-family:times new roman, new york, times, serif;=
font-size:12pt">Apple did this with the NYC School System twice; first with t=
he Apple IIe and then with the Macs. Their stocks took a nose dive but withi=
n a year of getting it done, rose up 10-fold. Why? When children and later p=
arents, see that the children want/need computers that parents bought them f=
or their children. 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 pote=
ntial 750,000 iPads sold within the next 2 years and that is in this city al=
one, excluding other areas where iPads can be sold!

Its a risk Apple i=
s going to take and its going to win. If the PC and Android tablets were mor=
e unified, they could match Apple's numbers. But they cant because they wont=
unify standards. Apple will be the clear winner in this.

"font-family: times
new roman,new york,times,serif; font-size: 12pt;">
y: times new roman,new york,times,serif; font-size: 12pt;">
>
eight: bold;">From: Ronny <.com">ronny.coder-at-gmail.com>
">To: "hangout-at-mrbrklyn.c=
om
" <hangout-at-mrbrklyn.com=
>
Sent: Monday, Feb=
ruary 13, 2012 8:37 PM
Subject:pan> Re: [NYLXS - HANGOUT] It shouldn't happen to a dog
v>

The money isnt there. For that matter, t=
here is legitimate speculation that Apple itself is going to see their stock=
s take.a nosedive sometime in the coming year or so


ckquote type=3D"cite">
or: rgb(255, 255, 255); font-family: times new roman,new york,times,serif; f=
ont-size: 12pt;">It has never been about education of technology or the tech=
nology 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 fiel=
d for children to learn faster than just at their pace. Studies back then sh=
owed that the computer being modeled after a TV, and using students
how to use the computer, they get it in their mind that they are controllin=
g the magic screen that they think is the TV, and in doing so, they learned a=
t a quicker pace. My First Alphabet had children as young as 4 reading and a=
chieving a high vocabulary!

But when you miss those basic skills of r=
eading, writings and mathematics; then you have done more harm than good to t=
he 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 Tel=
ler) certain children who were highly gifted in specific skills were only ta=
ught those skills. If a child excelled in math, then they only taught math t=
o that child. It became harder and harder to teach children other subjects a=
fter two years of this progam. When funding ended, and the City was in a mon=
ey crisis, Mayor Beame killed the program, pushing for the IGC (Intelligentl=
y Gifted Child) program instead. Nearly all of the CPP children went into th=
e ICG program, and they were forced to stay away from their gifted skills an=
d to learn everything that they should have been taught in regular classes f=
rom the beginning. Children in the CPP who were multifacetted in their skill=
s, those who had more than one ability did better than those with a single a=
bility. A boy named John, was a mechanical genius, and for the 3 years he wa=
s 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 1=
600 century clock and a car's transmission. He was labeled Special Ed becaus=
e he was minimal in his regular academic skills. Another child who was Math,=
Music and Science skilled, did well enough to graduate from Brooklyn Tech i=
n 1981. He was me.

To present date: I was handed what I was told as a=
severely retarded girl. She has a long history of immigration issues even t=
hough she and her brother were born here in the states making them citizens b=
ut their parents were illegal. She and her family was deported to Mexico whe=
n she was 6 months old. Add a shlock lawyer trying to make a name for himsel=
f and 10 years in the world court, it was decided that the children have to r=
eturn to the USA, and her parents brought with them as well. Money money dam=
ages were awarded as well. During these 10 years, the girl never went to sch=
ool 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 grade=
s in one class. She did speak and write Spanish well, but here in NYC she wa=
s tested in English and from her low score, labeled retarded.

I was g=
iven her to teach her one on one to get her to minimal skills. I discovered t=
here was nothing wrong with the child other than being a Native Spanish spea=
king person. So I managed to get her back into a normal classroom setting, t=
ranslating the work into Spanish for her. At the same time I tutored her in E=
nglish. Apparently she did so well under me that the school board thought th=
at 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 o=
f 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 t=
o them that they fucked up in called her retarded and has mislabeled her acc=
ordingly when she should have been labeled as English Deficient - Native Spa=
nish Language person.

Because of this, it makes me wonder how many ch=
ildren are in this position, how many are left to suffer or things they alre=
ady 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 wa=
y but they are made to suffer relearning it the school's way. Putting these c=
hildren in front of a computer would do nothing for them. Nothing at all. Th=
ey require a proper assessment and not pigeon holing them into learning defi=
cient categories when they dont belong there.

Sometimes its the schoo=
l'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 th=
e grades are achieved, as long as they 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 worst kids in the worst schools and expect t=
hem to be equal on all terms is a farce. Teachers can only do what they can w=
ith what little they got.


man,new york,times,serif; font-size: 12pt;">
s new roman,new york,times,serif; font-size: 12pt;">
face=3D"Arial" size=3D"2">
old;">From: Ruben Safir <:mrbrklyn-at-panix.com" target=3D"_blank" href=3D"mailto:mrbrklyn-at-panix.com">mr=
brklyn-at-panix.com
>
To:> NYLXS <get=3D"_blank" href=3D"mailto:hangout-at-nylxs.com">hangout-at-nylxs.com> <=
br> Sent: Monday, February 1=
3, 2012 9:47 AM
Subject:> [NYLXS - HANGOUT] It shouldn't happen to a dog




Oh GOD

iBelieve, iCan, iWill,

I'm fucked!!!

r>
012/02/13/education/mooresville-school-district-a-laptop-success-story.html?=
hp=3D&pagewanted=3Dall">http://www.nytimes.com/2012/02/13/education/moor=
esville-school-district-a-laptop-success-story.html?hp=3D&pagewanted=3Da=
ll


February 12, 2012
Mooresville=E2=80=99s Shining 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 roamed
the halls a=
nd ringed the rooms of East Mooresville Intermediate School,
searching fo=
r the secret formula. They found it in Erin Holsinger=E2=80=99s
fifth-gra=
de math class.

There, a boy peering into his school-issued MacBook bl=
itzed through
fractions by himself, determined to reach sixth-grade work b=
y winter.
Three desks away, a girl was struggling with basic multiplicati=
on =E2=80=94
only
29 percent
right, her screen said =E2=80=94 and Ms. Holsinger knelt
beside her to a=
ssist. Curiosity was fed and embarrassment avoided, as
teacher connected w=
ith student through emotion far more than Wi-Fi.

=E2=80=9CThis is not=
about the technology,=E2=80=9D Mark Edwards, superintendent
of Mooresvil=
le 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
cultur=
e of instruction =E2=80=94 preparing students for their future, not
our p=
ast.=E2=80=9D



=


=

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  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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