Test Event 1 link to article

This can be anything, it could be a webinar, it could be a promo, but it has a dynamic url. Is the dynamic URL a problem?

Title: Test Event 1 link to article
Location: eSchool NEws
Link out: Click here
Description: NECC stuff is happening.
Start Time: 14:00
Date: 2009-10-29
End Time: 15:00

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Embry-Riddle Aeronautical University Expands Oracle Content Management Deployment

Oracle Imaging and Process Management, a component of Oracle Fusion Middleware, Streamlines Invoice and Expense Processing, Strengthens Integration with Oracle E-Business Suite Release 12 

To simplify invoice and expense processing for more than 130 campuses across North America, Europe and the Middle East, Embry-Riddle Aeronautical University, the world’s largest, fully accredited university specializing in aviation and aerospace, has replaced a competitive product from 170 Systems with Oracle Imaging and Process Management.

By switching to Oracle Imaging and Process Management, Embry-Riddle Aeronautical University consolidated multiple steps in its accounts payable process and eliminated several customizations that restricted the flexibility of the previous platform.

The implementation also tightened integration with the Oracle E-Business Suite Release 12, enabling users to easily manage expenses, invoices and discrepancy reports within familiar Oracle E-Business Suite interfaces.

With Oracle Imaging and Process Management, the university is also able to reduce its total cost of ownership as it can maintain the Oracle E-Business Suite integration during upgrades without expensive and time-consuming hard coding and custom processes previously required with the 170 Systems product.

The new deployment within its accounts payable department expands Embry-Riddle Aeronautical University’s existing Oracle Content Management implementation, which has already delivered a significant return on investment, helping reduce the university’s annual paper usage from 140 tons to 70 tons and cut its yearly greenhouse emissions from 355,950 pounds to 177,975 pounds.

Embry-Riddle Aeronautical University worked with Oracle Consulting to deploy Oracle Imaging and Process Management and integrate it with the Oracle E-Business Suite Release 12, achieving full production in less than 6 months.

Supporting Quote

“Transitioning to Oracle Imaging and Process Management was a strategic decision driven by a desire to reduce costs, simplify processes and improve our IT infrastructure,” said Cindy Bixler, chief information officer, Embry-Riddle Aeronautical University

Embry-Riddle Aeronautical University is a long-time customer and partner that continues to reap the benefits of its investment in many Oracle products,” said Ken Caplin, regional vice president, Oracle Higher Education.  “This latest implementation is a perfect example of the efficiency and cost savings Oracle technology is driving in higher education.”   

Supporting Resources

Oracle Imaging and Process Management

Independent Analyst Reports on Oracle Content Management

Data Sheet: Oracle Imaging and Process Management for Oracle E-Business Suite

Oracle E-Business Suite

Oracle in Higher Education

 Download Oracle Software – Terms, conditions and restrictions apply.

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School Leaders Learn How to Deliver on Promise of Data to Transform Achievement at NSBA T+L Preconference Workshop

 

CAMBRIDGE, Mass. – Oct. 6, 2009 – While “data-driven decision-making” has been part of the conversation in K-12 education in recent years, many schools and districts are struggling with how to use the data that technology have made available to actually improve student achievement and transform schools. At the 2009 National School Boards Association (NSBA) T+L Conference in Denver this month, school leaders will have the chance to learn more about an innovative process that is being used to prepare educators around the country to have meaningful discussions about data and to proactively use data to improve teaching and learning for children.

 

Facilitators from TERC, a leading educational research and development organization, will present the preconference workshop, “The Right Data at the Right Time: How to Identify Which Data Really Help Schools Improve Student Achievement,” from 9 a.m.-noon on Oct. 27. Workshop presenters Jake Schlumpf and Diana Nunnaley will share insights from a decade of working with learning communities that have adopted the “Using Data” process.

 

Developed by TERC, with a grant from the National Science Foundation and evaluated by independent researchers, Using Data has documented gains in student achievement in mathematics, science and other content areas and has been successful in narrowing achievement gaps between economic and racial groups, as well as increasing collaboration, data use and instructional improvement. The Using Data process takes teachers beyond the “why” and “what” of data-driven decision-making to the important question of “how.” Teachers learn how to use data to inform their day-to-day practice and to put every student on the path to success.

 

 

“Schools and districts around the country that have made the Using Data process a part of their culture are telling us about remarkable changes in both student achievement and overall school environment,” said Nunnaley, Project Director for Using Data. “Superintendents share stories about schools going from ‘needs improvement’ to meeting Adequate Yearly Progress in just one year. Principals are telling us that previously challenging issues, such as student behavior and parental involvement, are being transformed when educators learn how to have meaningful conversations about data.”

 

            Using Data’s unique systemic approach to changing the way educators look at data and work in collaboration with one another was recently highlighted in an Alliance for Excellent Education Policy Brief as a program that can help educators deliver on the promise of using data to improve teaching and learning.

 

Dennis Yarmouth Regional School District in Cape Cod, Mass., is an example of a district that has harnessed the power of Using Data to make real systemic change. This district, serving 3,500 students in seven schools, is a microcosm of the challenges facing all school districts today. Located in the heart of one of the nation’s most popular tourist regions, Dennis Yarmouth serves a community that is somewhat transient with a wide variety of income levels – nearly 50 percent of all students are eligible for free or reduced lunch. In addition, the district is grappling with educating a growing population of English Language Learners (ELL) – a situation that nearly every district in the country seems to be facing.

 

Gloria Lemerise, Dennis Yarmouth’s Director of Instruction, said, “Using Data has changed the whole way of communicating in our district. Everyone now asks if we have the data to support what we think. We now have an environment – a culture – that will allow us to take the steps forward to bring all of our students up to the achievement levels we expect.”

 

A case study on Dennis Yarmouth Regional School District’s experience with the Using Data process is available on the TERC Web site.

 

Schools that adopt the Using Data approach to building a collaborative culture based on data analysis participate in the Using Data Worksession Series, six customized full-day workshops over a few months or school year. At these workshops, school teams build data literacy skills, learning how to understand and respond to multiple data sources. They also build cultural proficiency and discover ways to expand learning opportunities to diverse students based on data and monitoring. They participate in a data-driven dialogue where they review race, class and equity issues.

 

For more information about or to register for the NSBA T+L preconference, go to http://www.nsba.org/tl/Precon/. For more information about Using Data, visit http://usingdata.terc.edu/ or contact Jake Schlumpf at 617-873-9648 or jake_schlumpf@terc.edu.

 

About TERC

Founded in 1965, TERC’s mission is to improve math, science and technology teaching and learning. Each year, TERC’s programs and products reach more than 3.5 million students in the United States and abroad. For more information, see www.terc.edu.

 

For more information, press only:

Wendy Lienhart, L. Wolfe Communications, 630-920-0182, wlienhart@lwolfe.com

Lisa Wolfe, L. Wolfe Communications, 773-227-1049, lwolfe@lwolfe.com

 

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Creating 21st Century-Ready Teachers

October 6, 2009. Little Falls, MNA critical starting point to preparing 21st century learners is rethinking not only what is taught, but how it’s taught—making it necessary to prepare future teachers with relevant 21st century skills training and resources.

Available at no cost to you, Atomic Learning’s Creating 21st Century-Ready Teachers ebook discusses 21st century skills and their impact on education, as well as tips on integrating them into existing programs. Download it free at http://www.atomiclearning.com/highed/en/colleges_ed_ebook.

With an introduction co-authored by Dr. Punya Mishra, Co-chair of the American Society of Colleges for Teacher Education’s Innovation and Technology Committee, and Michigan State University Educational Technology program colleague Leigh Graves Wolf, this resource provides valuable insight into the primary components of 21st century education.

Atomic Learning is committed to supporting educators in changing the way they teach to meet the needs of modern students. With a collection of resources and curriculum materials including teacher assessment, concept training, integration projects, workshops, and student assessment, Atomic Learning empowers educators to infuse 21st century skills into the classroom.

If you would like to discuss how 21st century skills can become a part of your current training initiatives, Atomic Learning today at (866) 259-6890 or atomic@atomiclearning.com.


Atomic Learning, Inc. is focused on promoting the practical application of technology in education.  Thousands of schools, colleges, and universities have made Atomic Learning an integral part of their professional development programs, a valuable curriculum supplement and an anytime/anywhere software training resource.  Visit us today at www.AtomicLearning.com/highed.

 

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Internet addiction linked to ADHD, depression in teens

Some children and teens are more likely than their peers to become addicted to the internet, and a new study suggests it’s more likely to happen if kids are depressed, hostile, or have attention deficit hyperactivity disorder or social phobia, CNN reports. Although internet addiction is not an official diagnosis, signs of a potential problem include using the internet so much for game playing or other purposes that it interferes with everyday life and decision-making ability. Past research suggests that 1.4 percent to 17.9 percent of adolescents are addicted to the internet, with percentages higher in Eastern nations than in Western nations, according to a study published Oct. 5 in the Archives of Pediatrics & Adolescent Medicine. Researchers in Taiwan found that ADHD and hostility were linked to internet addiction in children in general. In girls, but not boys, depression and social phobia also predicted problems. Michael Gilbert, a senior fellow at the Center for the Digital Future at the University of Southern California’s Annenberg School for Communication, says the findings were no surprise. "The study’s indication that children who are hyperactive or diagnosed ADHD are finding an outlet on the web makes such perfect sense," he says, because those children crave the constant stimulation of fast-paced video games and interactive social networks…

Click here for the full story

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Hawaii wins 50,000 free books in online competition

Hawaii residents submitted the highest number of online votes to win 50,000 free books for needy children in a recent national contest, reports the Honolulu Star-Bulletin. The contest was sponsored by Washington, D.C.-based First Book, a nonprofit group that has delivered more than 65 million books to children in need across the United States and Canada over two decades, according to its web site. Cindy Morita, chairwoman of First Book-Oahu, credited Hawaii citizens’ extensive use of Facebook and Twitter, where First Book publicized its third annual contest for the first time this year. The voting also went viral through eMail when friends and co-workers urged each other to vote once a day on booksforkids.firstbook.org, Morita said. Hawaii shot up from 45th place to first in the last two weeks of the contest, which began Aug. 10. The books are designated for nonprofit groups serving low-income children, schools receiving Title I federal aid, and military families. Byrde Cestare, executive director of the nonprofit Friends of the Library of Hawaii, said, "It’s fabulous any time people are interested in books and literacy. It’s incredible for Hawaii. … People were so excited, saying, ‘We’re No. 1! We’re in first place!’ … It’s taken on a life of its own."

Click here for the full story

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Skyward Conferences Address New Technologies, Opportunities for School Districts

 

 

 

Contact:          Amanda Fisher
Telephone:       800-236-7274
Email:             info@skyward.com
 
October 6, 2009
 
FOR IMMEDIATE RELEASE
 
Skyward Conferences Address New Technologies, Opportunities for School Districts
 
More than 5,100 education professionals attend local Skyward user group conferences across the nation to network and discover the capabilities of the Skyward School Management System™.
 
STEVENS POINT, WI – Skyward, the industry leading K-12 administrative software provider, announced today that they will hold six state User Group conferences throughout the Fall of 2009 and an additional six conferences in the Winter/Spring of 2010. Each year thousands of education professionals from around the world attend Skyward user group conferences to learn how to become more proficient in the software they use on a day-to-day basis.
 
Sessions for fall user group conferences range from Skyward’s School-Based Activity Accounting (SBAA) module to the new Data Warehouse module. SBAA is an affordable way to record and track activity funds at each individual school with district-wide administration and audit capabilities. By using SBAA schools alleviate the risk of high profile fraud in the school district’s activity accounts. The new Data Warehouse module is a highly sought after analysis tool used by district’s to evaluate educational programs and spending in order to make more informed long-term decisions. Skyward’s Data Warehouse eliminates difficult extract, transform, and load (ETL) hassles because it is designed specifically to work with the Skyward School Management System.
 
Additional session topics will include state reporting, purchasing, human resources, salary negotiations, student scheduling and much more. Each state conference designs an agenda specific to the needs of users from that state in order to maximize the return on investment for districts attending the conference.  
 
The value of the conferences extends beyond the educational sessions. Attendees make use of informal networking opportunities to share ideas and “Best Practices” used in their district that might benefit other attendees.   Sheri Mathis, a PEIMS Coordinator from Springtown Independent School District in Texas has attended many of the Texas User Group Conferences. Mathis comments, “The Texas Skyward User Group Conference is very beneficial to users. Not only do you get instruction from Skyward staff but you also get one-on-one interaction with other Skyward users across the state. While talking amongst each other we can problem solve and find new solutions.”
 
Each year Skyward holds state user group conference at locations throughout the United States and also hosts their international conference (Skyward i-Con) each year in Orlando, FL. A complete list of Skyward conferences is available on Skyward’s website: http://www.skyward.com/Events/. The user group conferences are coordinated by independent state steering committees made up of Skyward users in each state who also work with Skyward on behalf of users in their state to recommend future enhancements to the software.
 
Since 1980, Skyward has been serving the K-12 administrative software needs of school districts. Today, Skyward’s School Management Systems™ are found in more than 1,300 school districts throughout the United States and internationally. Skyward’s School Management System represents an integrated student and financial management software system designed to keep administrators, educators, and families connected.

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CaliPlus The Impotence Drug To Resolve The Erectile Dysfunction For Men

 

If you have erectile dysfunction/impotence, buy CaliPlus. CaliPlus is theherbalpills.com answer to Cialis. Just like the famous impotence drug, Cialis, CaliPlus is a PDE5 inhibitor. When you buy CaliPlus, it will help you to achieve and maintain erection by blocking phosphodiesterase-PDE5 enzyme and increasing the blood flow to the penis. 

When you buy CaliPlus at herbal pills store, you can have a harder erection and not lose an erection in the middle of sexual intercourse. You can maintain an erection as long as you do not achieve an orgasm with the help of this impotence pill. Thus, when you buy CaliPlus it not only restores your sex life but also protects your ego and confidence. 

Many men who could not take Cialis because of allergies to its ingredients were asked to buy CaliPlus. These men found haven in CaliPlus. The active ingredient of CaliPlus is vardenafil and it is said that it has relatively lesser side effects than all other erectile dysfunction drugs.

 Apart from the sexual benefits of achieving an erection, maintaining the erection throughout the sexual intercourse, achieving orgasm during sexual intercourse, and achieving a fuller, harder erection if you buy CaliPlus from herbal pills store, there are many other benefits.

 The best part is that men suffering from high cholesterol, high blood pressure, and both types 1 and 2 diabetes can also buy CaliPlus. Moreover, this is proven in clinical trials so men who buy CaliPlus should not be worried about any potential side effects. Though the validity of many benefits claimed by men who buy CaliPlus is not tested, nevertheless they exist. Some men who buy CaliPlus for erectile dysfunction treatment find that they also have penis enlargement benefits. However, do not buy CaliPlus thinking it will enlarge your penis. CaliPlus is essentially erectile dysfunction drug and meant only for it.

 Buy CaliPlus only and only if you have impotence. Do not buy CaliPlus thinking it is a penis enlargement drug or an aphrodisiac. When you buy CaliPlus, it will not increase your sex drive or your penis for that matter. Also, do not think that your impotence will be cured if you buy CaliPlus. CaliPlus does not cure impotence or erectile dysfunction but gives a temporary solution. You can get relief from your impotence problems for not more than four hours after you buy CaliPlus.

 Nevertheless, it is a good option for impotence. If you buy CaliPlus, it will give you the freedom and choice to enjoy your sex life once again. As there is no permanent solution for erectile dysfunction, if you buy CaliPlus at least you will get temporary relief from mounting pressures of erectile dysfunction.

 However, before you buy CaliPlus for erectile dysfunction, you should be aware of all its side effects, complications, or adverse reactions with other medications.  Some of the most commonly reported side effects experienced by people who buy CaliPlus and in clinical trials include headache, flushing, stuffy or runny nose, upset stomach, sinusitis, and nausea.

 So buy CaliPlus at theherbalpills.com for your impotence treatment after consulting your own doctor or a doctor online. 

CaliPlus, herbal pills store, erectile dysfunction treatment, herbal pills store

 

 

http://www.theherbalpills.com/

 

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Strong communication key to online learning

Traditional colleges and schools of education will need to develop programs for virtual school teacher preparation.

Teaching in an online environment isn’t the same as teaching in a traditional classroom, and online instructors need special skills and approaches to be successful. For example, communication can pose a challenge in online-learning environments, because online educators can’t rely on visual cues as their colleagues can in bricks-and-mortar schools. Now, a new research brief from the International Association for K-12 Online Learning (iNACOL) looks at this challenge in greater detail, examining how successful programs and teachers are ensuring effective communication.

The report, called “Examining Communication and Interaction in Online Teaching,” reviews existing research and what it has to say about the keys to successful online instruction. It also reviews various policies and practices for communicating with students and parents during an online course, and it looks at the delivery model, course development, pacing, communication methods, and teacher requirements for 10 leading online-learning programs.

Owing to the rapid growth in online schooling and the current environment of accountability surrounding K-12 education today, traditional colleges and schools of education will need to develop programs for virtual school teacher preparation, because “although online teaching shares much in common with traditional face-to-face instruction, it has its own unique set of skills and requirements,” says the report.

“While most universities and colleges have established programs to prepare their faculty to teach online,” the report adds, “school systems are just beginning to address this need.”

To help virtual educators and schools of education, iNACOL, with the endorsement of the Southern Regional Education Board (SREB), recently issued the National Standards for Quality Online Teaching, which are guidelines that form a research-based framework for effective online teaching. These standards are based on SREB’s earlier work, as well as standards from the National Education Association, Ohio Department of Education, and Electronic Classroom of Tomorrow.

iNACOL’s report also discusses four main skills or duties that every online teacher must have or perform, based on a review of existing research:

1. Be able to facilitate interaction: Teachers must use eMail, frequent telephone conversations, and collaborative tools, such as threaded discussions and synchronous chats, to closely connect with students. When done correctly, online teaching actually “enables more individualized attention than is actually possible in the traditional classroom,” says the report. “Such an effective teacher would be seen as a motivator, a guide, a mentor, and a listener.”
2. Be highly responsive: Effective online teaching practices must include quickly responding to student and parent inquiries. The report says developing a disciplined approach to “keeping the lines of communication open” is a part of the daily routine of a successful online teacher.
3. Know web-based technologies: Teachers must know, and be skilled at using, web-based technologies that offer students opportunities for collaborative learning. Online-learning environments, through the use of web-based tools, “…can offer a more active, constructive, and cooperative experience than classroom learning,” says the report. “In addition to traditional teaching attributes and teaching with digital content, virtual school teachers need to be proficient at helping children acquire a skill set [that] includes autonomous learning and self-regulation.”

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Instructor to outsource grading … to students

Some educators offered harsh criticism of the crowdsourcing grading method.

Some educators offered harsh criticism of the crowdsourcing grading method.

Cathy Davidson hopes to teach her students the importance of personal responsibility, especially in a Web 2.0 culture, by letting students grade each other in her “This is Your Brain on the Internet” course being offered at Duke University this winter.

Davidson’s approach is an innovative and somewhat controversial application of “crowdsourcing,” the 21st-century idea of taking tasks traditionally performed by an employer or organization and outsourcing them to a community at large, often making use of Web 2.0 tools and applications to do so. Her approach has drawn both interest and criticism since she first announced it earlier this year.

As an educator who is returning to teaching after several years in administration, Davidson said she found grading to be a meaningless, superficial, and cynical way to evaluate learning–especially in a class on new modes of thinking in the digital era.

She said top-down grading by the professor turns learning into a competition among the students, where they try to complete the least amount of work possible or give the professor what he or she wants simply to get a good grade.

Davidson will be using a new point system in her class that will be supplemented by peer review and teacher commentary on students’ progress. The grading will be done by contract, with students who do all of the work receiving an A.

“If you do the assignment satisfactorily, you get the points. Add up the points, there’s your grade. Clear cut. No guesswork. No second-guessing ‘what the [professor] wants.’ No gaming the system. Clear cut. Student is responsible,” she wrote on a blog post on the Humanities, Arts, Science, and Technology Advanced Collaboratory (HASTAC) web site.

The point system is determined through crowdsourcing, with students determining if their classmates have completed their work satisfactorily. If the work is deemed unsatisfactory by the student’s peers, he or she has the option to revise and resubmit. Davidson noted that every study about peer review shows that students work harder when they know they are being judged by their classmates.

“If you’re judging your peers one week and you’re being judged the next, you’re going to come up with a fairly coherent standard of grading,” she said, adding that the students who take her class are usually hard workers to begin with. “I know the students are going to work even harder, and again, study after study shows this: If students have to teach subject matter, they learn it better … and if they’re being evaluated by their peers, they work much harder than if they’re going to be evaluated by their teacher.”

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