High school football offense for sale online

For $197, former West Springfield High School head football coach Bill Renner is hawking his playbook online in a move that raises questions about who actually owns the intellectual property, reports the Springfield Connection of Springfield, Va. Renner, who resigned from West Springfield after the 2008 season to watch his son Bryn play football at the University of North Carolina, now is assistant head coach at Lake Braddock Secondary School. At West Springfield, he led the Spartans to three back-to-back Patriot District titles with his five-wide attack spread offense. He also broke two regional playoff offense records. Now, Renner’s 160-page playbook and 10 instructional DVDs, including game footage of West Springfield playing W.T. Woodson High School, are available on the web site www.playqb.com. While it’s not uncommon for coaches to sell instructional guides on the internet, Fairfax County Public School administrators are investigating who owns a team’s intellectual property–the coach or the school? "It’s an ongoing issue, and we’re taking a look into [who owns the playbook]," said Bill Curran, Fairfax County Public School’s director of student activities and athletic programs. "Right now, we just don’t have an answer." The group investigating the issue isn’t just looking at playbook ownership rights, but also if teachers can sell lesson plans on the internet…

Click here for the full story


H1N1 for Schools: Meeting Government Guidance

OVIEDO, FL – September 24, 2009 — InfoSource Learning announces a free webinar H1N1 for Schools: Meeting Government Guidance. This webinar is scheduled for Tuesday, September 29, 2009 at 2:00 PM EDT.   Interested individuals and school districts can sign up by visiting www.SimpleK12.com. 


Arne Duncan, United States Secretary of Education, is encouraging schools to actively take the following two precautions in regards to the H1N1 virus (Swine Flu):


1.) Keep children safe from the H1N1 virus

2.) Ensure learning continues for students, regardless of absentees and school closures


This webinar will help schools learn about the US Department of Education’s guidance for schools in regards to H1N1 (Swine Flu) and about free and cost-effective means to meet these government standards. 


The webinar will feature guest speaker Melinda Lowe from Columbus Municipal School District as she discusses how her school is handling H1N1 this school year and how their district implemented free resources to help their teachers and staff.


To register for the H1N1 for Schools: Meeting Government Guidance webinar, please visit www.SimpleK12.com.



About InfoSource Learning: For over 26 years, InfoSource Learning has been an industry leader in providing personalized, innovative solutions for the education, corporate, and government training segments.  Specifically for education, InfoSource Learning provides SimpleK12.com resources for teachers, students, and school technology departments including a free student technology assessment, technology curriculum, teacher professional development, internet safety programs, and more. To learn more, visit www.infosourcelearning.com or call 1-800-393-4636.




e-Rate wants to be user friendly

When the filing window opens later this fall, applicants will find no major changes to next year’s e-Rate, the $2.25 billion-a-year federal program that provides discounts on telecommunications services to eligible schools and libraries. What they will find instead is a program that is more dedicated to helping e-Rate newcomers–as many as half of all applicants are in their first year of experience with the program–understand how to apply for their share of funding assistance quickly and efficiently.

Mel Blackwell, vice president of the Schools and Libraries Division (SLD) of the Universal Service Administrative Company (USAC), the agency that administers the e-Rate, said USAC will focus on helping applicants understand the e-Rate process and what is required of them and will spotlight ways in which coordinators can succeed with their e-Rate applications.

"We realized that some people spend an inordinate amount of time trying to get through the process," he said. "So many people are new to the process–anywhere from 35 to 50 percent [each year]–and have it as a new assignment."

During last year’s e-Rate training sessions, Blackwell said, USAC asked attendees to rate their familiarity with the e-Rate process, and half of all attendees rated themselves as beginners.

"To veterans like myself and a few others who have been around for a while, it seems like we’re covering some of the same material over and over, but you’ve got to," Blackwell said.

This year’s training sessions offer a new format, with three different tracks for e-Rate coordinators to follow. At a Washington, D.C., training session on Sept. 22, attendees followed their chosen track in the morning, came together for lunch presentations, and split up again in the afternoon for the remaining topics in their tracks, followed by group discussions at the end of the day.

The beginner’s track features an introduction to the program, a review of eligible services, a tour of USAC’s web site, a tutorial on how to calculate discounts, and a discussion of what is needed for program compliance.

Those new to the e-Rate learn the program basics, such as what forms correlate with each part of the program and when those forms are due. The size of e-Rate discounts ranges from 20 percent to 90 percent of eligible costs, and beginners learn about eligible e-Rate services, as well as acronyms and terms.

An intermediate track covers compliance with the Children’s Internet Protection Act (CIPA), how to make corrections to an application before a funding commitment is issued, how to respond to an audit, invoicing, and program compliance.

During a presentation on audit response, applicants learn how a USAC auditor will work with them to resolve problems, as well as provide training to improve the applicant’s e-Rate knowledge. Applicants are advised to keep all documentation for five years from the last date a service is received, and they also must apply this 5-year rule to any document from a prior year that supports the current funding year.

Common audit findings include CIPA violations, sketchy technology plans, ineligible services, and incorrect discount calculations.

The advanced session covers an advanced Program Integrity Assurance (PIA) review, competitive bidding, advanced eligible services, contracts, calculating discounts, and program compliance.

"We’ve tried to take a look at how we tailor these things to individual applicants’ needs and levels of expertise," Blackwell said. "We think this is going to be a pretty good format to follow."

Training sessions have shrunk from a day and a half or two days to just one day, and Blackwell said USAC has expanded its training sessions to eight cities in an effort to reach more people who, because of tight school budgets, might be able only to drive out and back instead of flying or staying overnight in a hotel.

USAC’s Helping Applicants to Succeed (HATS) program, which offers individual consulting with e-Rate applicants over the phone, through videoconferencing, or in person, has expanded in an effort to reach more e-Rate managers.

"[HATS] gets back to our overall objective of attempting to help applicants; we want good information coming to them, as opposed to having them deal with an appeal or a denial," Blackwell said.

And Blackwell said USAC is seeing the fruits of its efforts to start applicants on the right path with all the right information, because incoming applications have fewer errors.

A recent survey from e-Rate consulting firm Funds for Learning revealed that the majority of e-Rate managers are happy with the e-Rate program and believe it is doing its job. (See "Audits frustrate e-Rate applicants.")

Nearly 73 percent of those surveyed who expressed an opinion about the e-Rate’s management gave program administrators a favorable review–up from 65 percent last year. Those who strongly agreed that the e-Rate is well managed increased from 14 percent to 20 percent in the same period, while those who strongly disagreed with this statement dropped from 10 percent to 7 percent.

"We’re very happy to see those results. This program got a bad name early on when it first started up, and we had some growing pains, [but] we’ve learned a lot," Blackwell said.

"When people say we’re more friendly to deal with, that’s because we’re doing these kinds of things that have evolved. Some of those things that were ‘last century thinking’ aren’t here anymore, and I think that’s what we’re seeing."

Blackwell said 95 to 96 percent of applicants are filing online, a noted improvement over past years.

And more improvements are coming–he said USAC has some "eye-popping" changes planned over the next few years, but didn’t spell out exactly what those changes will be.

Blackwell said he thinks the entire e-Rate process is improving, noting that, for instance, funding decisions are being issued sooner, with invoices paid in seven days as opposed to the 50-day wait several years ago.

"We do all we can to expedite things, and the whole process has evolved, and I think that’s the reason why you’re seeing the favorable approval ratings," he said.

Online upgrades have streamlined the process as well. USAC just completed an IT upgrade to improve its operating system, which now rests on a new platform for better performance.

Training just wrapped up in Washington, D.C., and will next move to Newark, N.J. Although many training sessions are at full capacity, registration is still open in Orlando, Portland, Ore., and Houston.


2009 e-Rate Trainer Presentations


Training is key to schools’ digital media use

Educators need professional development to help them use digital media in their classrooms.

Educators need professional development to help them use digital media in their classrooms.

Educators need to embrace Web 2.0 technologies in schools, but they should be given adequate professional development to ensure they learn the proper ways to engage their students through digital media, said experts at a Sept. 21 Capitol Hill briefing.

That was the general consensus of the panel members, which included representatives from the Consortium for School Networking (CoSN), Common Sense Media, the National Writing Project, and the John D. and Catherine T. MacArthur Foundation, as well as school teachers, administrators, and students.

Julia Stasch, vice president of U.S. programs for the MacArthur Foundation–which is in the middle of a five-year, $50 million effort to study the impact of digital media on youth culture and learning–said learning is becoming increasingly participatory.

“Digital media are not only changing how young people are accessing and sharing new knowledge, they are extending the classroom to more informal and unconventional spaces, such as libraries, museums, and even online communities,” she said. “Our support for the field of digital media and learning is designed to help these institutions take advantage of the learning opportunities presented by digital media and to help build an infrastructure for successful teaching and learning in the 21st century.”

Sharon J. Washington, executive director of the National Writing Project, stressed the importance of professional development in allowing teachers to reinvent their teaching practices.

“The National Writing Project strongly supports policies that require school districts to make significant investments in professional development and the time and space for teachers and administrators to work together to plan for improvements” in educational experiences for young people, she said.

Washington outlined what she said high-quality professional development should look like in the digital world: It needs to be content rich and discipline specific; educators need time to participate in new media as learners themselves; teachers should come together to share what they’ve learned; and teachers should incorporate new media in their classes.

If educators are provided with high-quality professional development, they might be less wary of allowing their students to use digital media in school, panelists said.

Keith Krueger, chief executive officer of CoSN, discussed findings from a recent survey about the learning potential of Web 2.0 technologies in schools. He said 75 percent of district administrators believe Web 2.0 holds great potential for teaching and learning. Yet a majority of the school districts surveyed still ban social networking and chat rooms, Krueger added.

“We don’t necessarily think that administrators fully grasp all of the potential” of Web 2.0 tools for education, he said.

James P. Steyer, founder and chief executive officer of Common Sense Media, said parents are a bit apprehensive about digital media as well.

“There’s plenty of good news about what kids are doing with digital media, from volunteering with charities and posting their own creative work to joining online study groups and supporting causes,” he said.

“But our surveys and focus groups this year revealed that parents don’t have a clear idea of what their kids are doing with digital media. We need digital literacy programs to teach the rules of the road and to empower parents and teachers to embrace digital tools, as well as address the potential negatives.”


MacArthur Foundation

Consortium for School Networking

Common Sense Media

The National Writing Project


Web calendar boosts student communication

A group of 43 Clemson University freshmen are using a new web-based calendar program this fall that integrates with students’ mobile devices and sends alerts when campus events change time or venue.

DormNoise, an online calendar created by University of Pennsylvania junior Jay Rodrigues, is the official student calendar system for Clemson, Bay State College in Boston, and Bryant & Stratton College, which has campuses in four states. At Clemson, officials are providing the service to first-year students focusing on majors such as nursing, health sciences, and education.

Kristin Goodenow, an academic advisor at Clemson, said DormNoise’s real-time calendar updates let campus officials schedule events for the freshmen group easily. Students can then respond if they plan to attend.

Read the full story at eCampus News


Web calendar boosts student communication

A group of 43 Clemson University freshmen are using a new web-based calendar program this fall that integrates with students’ mobile devices and sends alerts when campus events change time or venue.

DormNoise, an online calendar created by University of Pennsylvania junior Jay Rodrigues, is the official student calendar system for Clemson, Bay State College in Boston, and Bryant & Stratton College, which has campuses in four states. At Clemson, officials are providing the service to first-year students focusing on majors such as nursing, health sciences, and education.

Kristin Goodenow, an academic advisor at Clemson, said DormNoise’s real-time calendar updates let campus officials schedule events for the freshmen group easily. Students can then respond if they plan to attend.

"It’s given us a really good idea of who is coming, so we … can plan a whole lot better," said Goodenow, who added that the RSVP total helps event organizers know how much seating and food to provide for students.

The calendar system is superior to campus-based calendars, officials said, because DormNoise integrates personal, group, and college-wide calendars–giving students three levels of scheduling for their busy class schedules and social lives.

Students can sync all their DormNoise calendar events using Windows Calendar, Microsoft Outlook, and Google Calendar using a Blackberry, iPhone, or GPhone. Rodrigues said DormNoise is developing a tool that would send text messages to traditional cell phones that don’t have the capabilities of a smart phone.

Alerting students via DormNoise, she said, has proven far more effective than traditional methods. Campus planners and resident assistants in Clemson dormitories used to spread the word about upcoming student events by peppering bulletin boards, dining halls, and other gathering places, Goodenow said.

"Those are pretty easy to ignore as a student," she said. "For us, [DormNoise] was pretty much a perfect solution."

DormNoise hosts the calendar application, meaning campus technology decision makers don’t have to use any server space. Rodrigues said a baseline fee for DormNoise is $2 per student every school year, adding that he is willing to negotiate a payment plan for colleges that want the calendar application for their students but can’t afford the program amid budget cuts.

On each DormNoise event page, students can see the time, date, event description, and who is invited and who will attend. The program includes a social-networking twist, as students can maintain contact lists filled with students who can be invited to personal and group events. Students also can add their course schedules and homework due dates to their personal DormNoise calendar. 

Electronic notifications are commonplace, but students’ university eMail in-boxes can be filled up daily with invites and updates from every college department and student group on campus, Rodrigues said.

"You get a million eMails a day, but you never really know what’s going on," said Rodrigues, 20, a finance and accounting major. "A lot of time, it’s totally and completely disorganized."

DormNoise started as a social network for college students when sites like Facebook–which started as an online forum for college students–were suddenly populated by older professionals and middle-aged parents, Rodrigues said. He soon realized that "[students] didn’t need another place to post pictures online," but they praised DormNoise’s three-tiered calendar program, so developers enhanced the feature and launched a beta version last year.

"It allows you to consolidate all aspects of your college life," Rodrigues said. "We want to change the way students arrange their schedule."

Jennie Erdle, director of student activities at Bay State College, said the institution’s previous online calendar system didn’t feature nearly as many options as DormNoise, and many students had a tough time finding the calendar application on the school’s web site.

"This is providing a great outlet that we just have not had in the past," said Erdle, who added that the calendar system is helpful for commuting students who have to rearrange their schedule to attend on-campus events. "This is promoting more student involvement … so for us, it’s priceless."



Bay State College


Med students crossing the line on the internet

From Facebook to YouTube to personal blogs, future doctors are crossing the line — and getting in trouble.

A new study finds most medical school deans surveyed said they were aware of students posting unprofessional content online, including photos of drug paraphernalia and violations of patient privacy. Some infractions resulted in warnings, others in expulsions.

The survey cited a handful of examples. In one, a student posted identifying patient details on Facebook. Another requested an inappropriate friendship with a patient on the site. Others used profanity, according to the deans.

"The number we found was higher than we expected," said Katherine Chretien of the Washington, D.C., VA Medical Center, the study’s lead author. "And these are the incidents that made it to the attention of the deans. This is the tip of the iceberg."

Yet most deans said their schools didn’t yet have policies to help students figure out what’s allowed online and what can get them kicked out of medical school.

A quick search of YouTube finds numerous videos posted by medical students, from harmless musical numbers to a prank with what appears to be a dead body. There’s no way to tell whether the cadaver prank is real, and it wasn’t part of the study; but real or staged, it doesn’t reflect well on the medical profession, Chretien said.

"I watched it and I definitely cringed," she said. "Disrepect for cadavers is one thing, but filming it and putting it on YouTube is another. It undermines the credibility of our profession."

The study, appearing in the Sept. 24 edition of the Journal of the American Medical Association, found 47 of 78 medical school deans who responded to a survey knew of incidents of online unprofessional conduct. But policies covering the behavior were reported by only 38 percent who answered that question.

The incidents were reported most often by other students or doctors in residency programs, indicating trainees are policing themselves. Most offenders received informal warnings. The deans also reported three dismissals.

Medical students are no different from other young adults, said Anastasia Goodstein, a San Francisco-based marketing expert who tracks youth trends on her Ypulse Web site. The generation that first embraced social networking still considers Facebook merely a way to connect with friends.

"Now they’re waking up to the reality of older people and people with authority over them, like deans, seeing their Facebook pages," Goodstein said.

And many young adults don’t appreciate that an internet prank can bounce back years later, said Susan Barnes of the Lab for Social Computing at the Rochester Institute of Technology in Rochester, N.Y.

"Are they going to be able to live it down when they’re 50 and a well-known surgeon? Or is it going to come back to haunt them?" Barnes said.

Medical schools should address professionalism online in classes and develop policies for the digital age, Chretien said.

Bawdiness among medical students far precedes the internet, Chretien acknowledged. The now-defunct Pithotomy Club of Johns Hopkins Medical School, for example, made a tradition of racy skits and songs skewering professors for nearly 100 years.

"In the past, these weren’t broadcast on the internet. Now it’s up for public consumption," Chretien said.

The Association of American Medical Colleges helped distribute the survey in the spring. The researchers invited deans of 130 schools to take it, and 78 responded.




supplier of axles,axel,hub,half axle,trailer parts,utv axle,atv axle,adv axle,rims.

WINDSOR is part of EASTMAN GROUP, founded in early 1996 with the desire to make available world class auto components and agriculture machines that are produced in India. Our target, though difficult, was clearly defined. For any requirement from abroad our target is to achieve the  best quality, finish and packaging standard of the best brand available in that particular market. We have a reputed name in Foreign Markets for our auto components, agricultural  machines and their spare parts, we have been supplying axles and hubs for more than last 11 years, In past 10 years, we have achieved our first goal of being rated as 2 Star Export house and with a Vision of achieving 5 Star by 2015.

The axle, we supply is custom designed to meet each customer’s requirement. As the whole axle assembly is capable to transport heavy loads over long distances, without any breakdown, highly suitable for cart to cover short distances and for crowded  areas where commercial vehicles can not enter with comfort, "does not leave the master stranded on the road side".

Today, under the creative instincts, aggressive marketing techniques, visionary approach and ambitious nature of our director, we have made rapid strides in and have acquired a respectable status. A team of young and dynamic professionals overseas our operations and continues to innovate in way that best serve our customer’s interests.


WINDSOR Plot No. 766, Pace City II, Sector-37, Gurgaon-122001,Haryana, INDIA, Phone- 0091 124 4323900 / 924, Fax : 0091 124 4323999 / 998

mail id:- windsor@windsorauto.com

URL :-  http://www.axlehub.com/