https://wiki2.sitebuilt.net/api.php?action=feedcontributions&feedformat=atom&user=71.234.133.230 2026-05-06T14:56:20Z User contributions MediaWiki 1.37.0 https://wiki2.sitebuilt.net/index.php?title=Technology&diff=3913 2010-04-13T00:03:59Z

<p>71.234.133.230: </p> <hr /> <div>==log==<br /> ====todo====<br /> 4/12/10<br /> <br /> <br /> 2/5/10<br /> *to see changes in xsl stylesheet change its name and the reference to it in the .js page.<br /> 1/18/10<br /> *set up test dir http://localhost:8888/test/waffle.xml<br /> *adjusted nested match=&quot;/&quot; to work http://localhost:8888/vocab/grid2/test/test4/change.xml<br /> 12/31/09<br /> *MAMP now points to code/hosted. updateRow() from javascript sentds a good query string but test.php doesn't know what to do with it. After that is implemented the next thing would be the paging part. <br /> *You can debug the socument.elements selectors used by javascript by making [http://localhost:8888/vocab/grid2/test/test4/generatedSource.html# a copy of generated source code that uses alert to test by including gstest.js]<br /> <br /> <br /> *create an editable grid with multiple records<br /> **then make it selectable for certain words or submitters<br /> <br /> *output select words into an: <br /> **eggquiz<br /> **quizlet<br /> **wikipage<br /> <br /> *autocomp word entry <br /> <br /> there is a book on Ajax in pdf in code<br /> <br /> ;autocompl: have put up autocompl for voacab database in http://pathboston.com/vocab/autocomp<br /> <br /> ;grid: http://pathboston.com/vocab/grid/ has code to get from vocab xml file to web To see the data generated by the server, make a simple call to http://pathboston.com/vocab/grid/grid.php?action=FEED_GRID_PAGE&amp;page=1<br /> <br /> <br /> =====quizlet export -&gt; csv2sql -&gt;mysql=====<br /> http://pathboston.com/ajax/csv2sql.php runs the conversion which gets uploaded through phpmyadmin<br /> <br /> =====visualthesaurus vocgrabber to db=====<br /> 11/19 - vocab from vocabgrabber a javascript that you run with an article open in the browser that you want to grab then you select the words you want and save the list. <br /> <br /> javascript:var%20_vgurl='http://www.visualthesaurus.com';%20var%20s=document.createElement('script');s.src=_vgurl+'/vocabgrabber/bookmarklet.js';document.getElementsByTagName('head')[0].appendChild(s);%20void(0);<br /> <br /> http://pathboston.com/vocab/grab/vocabgrab.html goes to the visualthesuarus list page and parses the word and usage into arrays, looks up the definition<br /> <br /> ==mediawiki==<br /> :mailto:mediawiki-l@lists.wikimedia.org<br /> ===bot===<br /> :[http://www.mediawiki.org/wiki/API mediawiki API]<br /> :[http://en.wikipedia.org/wiki/API.php#APIs_for_bots creating a bot]<br /> :[http://pathboston.com/forms/mw/loginbot.html login bot (MrMcKenna bh)]<br /> :[http://pathboston.com/forms/mw/append21.html append21.html (gets error badtoken)]<br /> Trying to send stuff to api.php to append to a page. Eventually I want to append to the main page of all users. First I'll us a POST form then I'll try multiple POSTS without a form using this [http://netevil.org/blog/2006/nov/http-post-from-php-without-curl snippet] <br /> <br /> <br /> http://www.linux.com/archive/feature/54334<br /> ===bulk import to users===<br /> http://pathboston.com/forms/bulk.html<br /> then from terminal ssh'd to pathboston.com<br /> :cd public_html/hum310/maintenance/<br /> :php importUserSubpage.php --title test <br /> will put a page with that title on each user page<br /> <br /> Don't transclude especially not sources:biblio<br /> <br /> ==tesseract-ocr==<br /> ===to OCR an image===<br /> #open ~/Applications/ControlCenter.sh, use custom scan toBWtiff<br /> #get it on screen (big) and 'file/grab' it or take a snapshot of it<br /> #saveas 'j' nocompress, noalpha, TIFF<br /> #open a terminal and run ocrjtif (it is in $PATH in /opt/sbin) and then copy and paste the ocr'd text from the terminal window.<br /> <br /> ==quiz authoring environments==<br /> http://escholarship.bc.edu/jtla/vol4/6/<br /> <br /> http://www.attotron.com/pub/quizmaker.html<br /> <br /> http://www.tecnick.com/public/code/cp_dpage.php?aiocp_dp=tcexam_description<br /> <br /> http://www.bridgewater.edu/~rbowman/JSQuizMaker/makeselftest-questions.html<br /> <br /> http://www.extropia.com/<br /> ==vocab==<br /> http://wise.sourceforge.net/<br /> http://xdxf.revdanica.com/down/index.php<br /> <br /> ==web development==<br /> ===vocab grid===<br /> ====actual function====<br /> ;init by creating a drop down box: return an array of article names -get articles.php<br /> ;on submit send source choice to server: return a page of data<br /> ====development version====<br /> ;init by creating a drop down box: return an array of article names -get articles.php<br /> ;on submit send source choice to server: return a message<br /> <br /> <br /> http://www.w3schools.com/sitemap/sitemap_tutorials.asp<br /> <br /> http://www.tonymarston.net/php-mysql/sample-application.html<br /> <br /> http://www.w3schools.com/PHP/php_ajax_database.asp<br /> <br /> [http://pathboston.com/ajax/csv2sql.php csv2sql converter on pathboston.com]<br /> <br /> http://style-sheet.info/<br /> <br /> http://www.computorcompanion.com/LPMArticle.asp?ID=202<br /> <br /> ==javascript==<br /> http://www.daaq.net/old/javascript/ javascript tutorial<br /> <br /> http://www.javascript-coder.com/javascript-form/javascript-get-form.htm<br /> <br /> ==css==<br /> http://css.maxdesign.com.au/index.htm<br /> =web development using ajax=<br /> ==xslt==<br /> ===http://www.developer.com/xml/article.php/3630526/JavaScript-XSLT-Support-in-Firefox===<br /> ===http://www.xmlfiles.com/xsl/xsl_client.asp===<br /> ===[http://docstore.mik.ua/orelly/xml/xslt/index.htm Oreilly XSLT book]===<br /> ===[http://www.learn-xslt-tutorial.com/ XSLT tutorial]===<br /> <br /> ==_SESSION variables==<br /> The problem with having stuff happen on the server is that it always forgets what is going on from moment to moment. The server waits for a request, it could be from anywhere in the world. It doesn't know you from a whole in the wall. The only thing you can do to be remembered is stick stuff in _SESSION variables. <br /> ==ajax==<br /> Asynchronous Javascript and XML(XSL) is a way to update just the part of a html page that changes instead of redrawing the whole page. AJAX combines languages like html, javascript, php, sql, xml and xsl. <br /> ===historically===<br /> There are a number of mechanisms used to combine them.<br /> <br /> *You call an HTML page and it displays<br /> *You call an PHP page and it displays<br /> *You call an HTML page and it calls a PHP page which gets combined and displays<br /> *You call an HTML or PHP page and it calls a javascript page which gets combined and displays<br /> ===ajax does all this===<br /> *You call an HTML page that includes a javascript page that responds to events by sending some action to PHP on the server which then instantiates a class and calls class methods some of which access a MYSQL database using SQL and then puts the results in a XML container which gets sent back to the browser then gets interpreted into XHTML by an XSL file and gets injected into some location in the page. <br /> ===breaking it down===<br /> ====to check what's going on at the server====<br /> Send some stuff: http://pathboston.com/vocab/grid2/test/test.php?action=CHANGE_SOURCE&amp;source=NFLhistory and get the XML back.<br /> ====to check the XSL====<br /> Create a file of the XML that will be coming back from the server and then include an XSL file and see how it does.<br /> ====simple bang bang browser to server to browser to server to browser====<br /> Call for data. Select from that data to query <br /> <br /> ====getting around a XSL page using javascript====<br /> :ex: You want to update a database based upon what is in some text fields. How do you find the name/value pairs that you want to send to the server? The construct document.forms.grid_form_id has some elements? What are its elements?<br /> <br /> =====[http://www.tizag.com/javascriptT/javascript-innerHTML.php innerHTML]=====<br /> === a complex example form the AJAX boook=== <br /> index.html includes grid.js which replaces the &lt;div id=&quot;gridDiv&quot; /&gt; portion of the html page. (also loads the grid.css)<br /> <br /> grid.js initializes creating a xmlhttp request object loading a XSL stylesheet and page1 of the grid<br /> <br /> FEED_GRID_PAGE<br /> To create page 1 of the grid has to create a URL query = grid.php?action=FEED_GRID_PAGE&amp;page=1 and then send that query to the server by opening the request object with the query - xmlHttp.open(&quot;GET&quot;, query, true);<br /> <br /> The script running in the browser acts once the data comes back from the server. When the readyState property changes to 4, the xmlhttp.onreadystatechange handleGridPageLoad() function will be executed. It gets the data sent back from a server using the xmlhttp.responseText property to get the xml data. The (previosly loaded) xsl stylesheet loads the XML putting it in xmlResponse=stylesheetDoc.load(xmlHttp.responseXML) <br /> <br /> The XML is transformed to HTML and put in page = xsltProcessor.transformToFragment(xmlResponse, document);<br /> <br /> Meanwhile to replace the gridDiv from the index.html page we've got to get the ID and put the html in there:<br /> <br /> var gridDiv = document.getElementById(gridDivId);<br /> gridDiv.innerHTML = &quot;&quot;;<br /> gridDiv.appendChild(page);<br /> <br /> <br /> meanwhile at the server...<br /> <br /> The server just sits there waiting to do shit getting its instructions to grid.php. Grid.php takes some 'action' and then echos shit back to the browser.<br /> <br /> The actions can be FEED_GRID_PAGE or UPDATE_ROW or DELETE_ROW. <br /> <br /> FEED_GRID_PAGE calls the grid-class function read page and it creates the key-value pairs of the XML and puts them in in a variable that comes back as getGridXML() <br /> <br /> The whole show runs out of the grid.xsl file which has certain live buttons that respond to &quot;on click&quot; events. The xsl has a menu template sitting on top of and below a table. The table has heading then a foreach row section. <br /> <br /> The loadGridPage() function is whenever you hit previous page and next page.<br /> <br /> EditID() is called when you click on a particular row's &quot;edit&quot; link. The first parameter is some unique ID which seems to be assigned for the &quot;tr&quot; element right after foreeach statement. It is set equal to the database ID value for the record. The function on the first time through has edit as &quot;true&quot; and it replaces the inner html with input boxes and update,cancel and delete buttons. The Cancel button calls editID again this time has edit as false and just displays the row data. <br /> <br /> The update button appears when the input boxes are drawn and when clicked it calls the updateRow() which puts together a url query ?action=UPDATE_ROW&amp;id=&quot; + id completing it with createUpdateUrl(grid). <br /> <br /> In createUpdateUrl(grid), grid is from document.forms.grid_form_id and document.forms.grid_form_id.elements[i].name and value pairs are added to the url query. <br /> <br /> Update row finishes by sending off the query to grid.php and waits for the reply. It uses:<br /> xmlHttp.open(&quot;GET&quot;, query, true);<br /> xmlHttp.onreadystatechange = handleUpdatingRow;<br /> xmlHttp.send(null);<br /> <br /> I suppose you could edit any record in the database just by sending it something like: <br /> http://pathboston.cpm/vocab/grid2/grid.php?action=UPDATE_ROW&amp;id=224&amp;word=covert&amp;def=sneaky&amp;usage=you_are_covert<br /> <br /> All the server (grid.php) sends back is a number, if it is -1 everything is cool and edit mode is turned off and the screen is redrawn with new values by calling editID(id,false).<br /> <br /> <br /> &lt;source lang=&quot;php&quot;&gt;<br /> &lt;!DOCTYPE html PUBLIC &quot;-//W3C//DTD XHTML 1.0 Transitional//EN&quot; <br /> &quot;http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd&quot;&gt;<br /> &lt;html&gt;<br /> &lt;head&gt;<br /> &lt;title&gt;AJAX Grid&lt;/title&gt;<br /> &lt;script type=&quot;text/javascript&quot; src=&quot;test.js&quot;&gt;&lt;/script&gt; <br /> &lt;/head&gt; <br /> &lt;body onload=&quot;init();&quot;&gt;<br /> &lt;a href=&quot;javascript:sndReq('bar')&quot;&gt;[bar]&lt;/a&gt;<br /> &lt;a href=&quot;javascript:getList()&quot;&gt;[foo]&lt;/a&gt;<br /> &lt;a href=&quot;javascript:loadGridPage(1)&quot;&gt;[ant]&lt;/a&gt;<br /> &lt;p&gt;This is a version using msqli and adding an OOclass to handle wuff&lt;/p&gt;<br /> &lt;div id=&quot;listDiv&quot;&gt;frog &lt;/div&gt;<br /> &lt;/br&gt;<br /> &lt;div id=&quot;test2Div&quot;&gt;duck &lt;/div&gt;<br /> &lt;/br&gt;<br /> &lt;div id=&quot;gridDiv&quot;&gt;antelope &lt;/div&gt;<br /> &lt;/body&gt;<br /> &lt;/html&gt;<br /> &lt;/source&gt;<br /> [http://xmlzoo.net/xsl/?xml=00.xml XSL tutorial]<br /> <br /> http://www.smallbizonline.co.uk/php_session_variables.php<br /> <br /> http://roshanbh.com.np <br /> <br /> http://rajshekhar.net/blog/archives/85-Rasmus-30-second-AJAX-Tutorial.html<br /> <br /> ==xml and db==<br /> http://www.rpbourret.com/xml/XMLAndDatabases.htm<br /> <br /> What techniques have you tried already? With java, there are 2 main ways of reading XML documents:<br /> <br /> 1. DOM - Document Object Model interface. This loads the XML document into main memory. With the Document Object Model, you can build documents, navigate their structure, and add, modify, or delete elements and content. Basically the DOM specifies an abstract datatype for XML logical structure. In Java the API for this is known as JAXP<br /> <br /> http://java.sun.com/j2se/1.5.0/docs/...e-summary.html<br /> <br /> An example of reading in a doc could be:<br /> <br /> Expand|Select|Wrap|Line Numbers<br /> <br /> 1. public void readDoc() {<br /> 2. try {<br /> 3. <br /> 4. DocumentBuilderFactory factory = DocumentBuilderFactory.newInstance();<br /> 5. DocumentBuilder builder = factory.newDocumentBuilder();<br /> 6. doc = builder.parse( new File(&quot;myXMLFile.xml&quot;) );<br /> 7. <br /> 8. }<br /> 9. catch (FactoryConfigurationError fce){<br /> 10. System.err.println(&quot;Could not create DocumentBuilderFactory&quot;);<br /> 11. }<br /> 12. catch (ParserConfigurationException pce) { <br /> 13. System.out.println(&quot;Could not locate a JAXP parser&quot;); <br /> 14. }<br /> 15. catch (SAXException se) {<br /> 16. System.out.println(&quot;XML file is not well-formed.&quot;);<br /> 17. }<br /> 18. catch (IOException ioe) { <br /> 19. System.out.println(<br /> 20. &quot;Due to an IOException, the parser could not read the XML file&quot;<br /> 21. ); <br /> 22. }<br /> 23. }<br /> 24. <br /> <br /> doc is the object which holds the xml document in.<br /> <br /> obviously you'd need to import all relevant packages etc.<br /> <br /> Expand|Select|Wrap|Line Numbers<br /> <br /> 1. <br /> 2. import javax.xml.parsers.DocumentBuilder;<br /> 3. import javax.xml.parsers.DocumentBuilderFactory;<br /> 4. import javax.xml.parsers.FactoryConfigurationError;<br /> 5. import javax.xml.parsers.ParserConfigurationException;<br /> 6. <br /> 7. import org.xml.sax.SAXException;<br /> 8. import org.xml.sax.SAXParseException;<br /> 9. <br /> 10. import java.io.File;<br /> 11. import java.io.IOException;<br /> 12. <br /> 13. import org.w3c.dom.*;<br /> 14. <br /> 15. <br /> <br /> 2. The second way in java is to use the SAXP API, which doesn't load the XML file into memory. This is quicker than JAXP, and is useful when you know the structure of the xml file isn't going to change etc.<br /> <br /> http://java.sun.com/j2se/1.5.0/docs/...SAXParser.html<br /> <br /> Finally, to send it to mySQL, you need to open a connection String to the mySQL database, and then run whatever queries you want. You can use a system ODBC driver, or Sun's own JDBC driver if you haven't got the first one.<br /> <br /> This isn't comprehensive, but should give you enough to start.....<br /> <br /> mharrison<br /> Reply<br /> <br /> ==xp pro==<br /> CD KEY:<br /> <br /> V2C47-MK7JD-3R89F-D2KXW-VPK3J<br /> <br /> ==[[firefox extensions]]==<br /> /Applications/Firefox.app/Contents/MacOS/firefox-bin --profilemanager<br /> <br /> /Applications/Firefox.app/Contents/MacOS/firefox-bin -no-remote -P dev &amp;<br /> <br /> <br /> http://lifehacker.com/software/programming/how-to-build-a-firefox-extension-264490.php<br /> <br /> ==unix==<br /> ===php===<br /> [http://www.php-editors.com/articles/simple_php_classes.php good class tutorial]<br /> <br /> http://www.weberdev.com/Manuals/PHP/function.get-meta-tags.html<br /> <br /> authentication script http://sitebuilt.net/w/index.php?title=Comp&amp;action=edit&amp;section=9<br /> <br /> ===perl===<br /> *[http://download.boulder.ibm.com/ibmdl/pub/software/dw/library/l-p102/tomc.txt one liners]<br /> *http://www.somacon.com/p127.php<br /> ====handy code====<br /> =====remove blank lines from file=====<br /> perl -wnl -e 'print $_ unless /^$/' infile.txt &gt;outfile.txt <br /> <br /> ===sed awk===<br /> *[https://www.cs.hmc.edu/twiki/bin/view/QREF/Sed SED tutorial]<br /> *http://tech.bluesmoon.info/2008/09/programming-patterns-in-sed.html<br /> *http://www.vectorsite.net/tsawk_2.html<br /> ==regex==<br /> ===sites===<br /> *http://www.grymoire.com/Unix/Regular.html#uh-2<br /> *http://www.regular-expressions.info/php.html<br /> ===expressions===<br /> If you want to get'Aloha World'out<br /> <br /> Input:<br /> <br /> &lt;div class=&quot;test&quot;&gt;Hello World&lt;/div&gt;<br /> &lt;div class=&quot;somename&quot;&gt;Aloha World&lt;/div&gt;<br /> &lt;div&gt;Hey There&lt;/div&gt;<br /> <br /> RegEx:<br /> <br /> &lt;pre&gt; \&lt;div\sclass\=\&quot;somename\&quot;\&gt;(?&lt;Text&gt;.*?)\&lt;\/div\&gt;&lt;/pre&gt;<br /> <br /> Yields:<br /> <br /> Aloha World (note: In a single group named Text)<br /> <br /> <br /> <br /> *[1-9]\. //finds all the line numbers. (replace with #)<br /> *[A-E]\. //find A. etc (replace with ##)<br /> <br /> <br /> to clean special characters from a string<br /> $clean = preg_replace(&quot;/^[^a-z0-9]?(.*?)[^a-z0-9]?$/i&quot;, &quot;$1&quot;, $text);<br /> <br /> ==mycode==<br /> ===file:///Users/teacher/code/===<br /> *[[parsemeta.php]]<br /> *[[txt2flp.pl]]<br /> *[[parsephr.php]]<br /> <br /> ==msaccess/excel==<br /> http://support.microsoft.com/?kbid=208840<br /> <br /> http://www.thescripts.com/forum/thread546932.html<br /> <br /> http://www.blueclaw-db.com/mail_rtf_report_access.htm &lt;br&gt;http://forums.aspfree.com/microsoft-access-help-18/ms-access-email-report-19094.html&lt;br&gt;emailing reports<br /> <br /> http://support.microsoft.com/kb/319317 printing to particular printer<br /> <br /> http://www.vertex42.com/ExcelArticles/user-defined-functions.html<br /> <br /> http://www.contextures.com/xlToolbar02.html<br /> <br /> http://www.ozgrid.com/VBA/sum-count-cells-by-color.htm<br /> <br /> http://www.techonthenet.com/excel/formulas/index_vba.php<br /> <br /> <br /> ====online tools====<br /> <br /> http://www.sitebuilt.net/moodle/course/view.php?id=2&amp;edit=1&amp;sesskey=zsCDYluKen<br /> http://www.sitebuilt.net/moodle/course/mod.php?id=2&amp;section=0&amp;sesskey=zsCDYluKen&amp;add=quiz<br /> <br /> Ari's phone: 011 237 529-4438<br /> calling card:<br /> <br /> *18008872991<br /> *617<br /> <br /> =[[installedMACtools]]=<br /> <br /> ==pic==<br /> http://www.rentron.com/Myke3.htm<br /> <br /> http://www.play-hookey.com/digital/jk_nand_flip-flop.html<br /> <br /> http://www.digital-diy.net/16F%20Examples/LM35DZ.aspx<br /> <br /> [http://www.opencircuits.com/Main_Page open source circuits wiki]<br /> <br /> [http://www.sparkfun.com/commerce/tutorials.php sparkfun hobby shop]<br /> <br /> [http://www.batchpcb.com/index.php/Home batchpcb.com pcb fabrication]<br /> <br /> [http://www.avrfreaks.net/index.php?module=Freaks%20Devices&amp;func=displayDev&amp;objectid=78 AVR is alternative to PIC]<br /> <br /> [http://www.sparkfun.com/commerce/tutorial_info.php?tutorials_id=57 a good tutorial on embedded systems]<br /> :Google any of these for more info. I have chosen the ATmega168 as the learning IC of choice. Why?<br /> <br /> * 20 MIPs (million instructions per second!) is powerful enough to do some really cool projects<br /> * It's cheap! $2.13 currently<br /> * It's got all the goodies under the hood (UART, SPI, I2C, ADC, internal osc, PWM, kitchen sink, etc)<br /> * 16K of program memory is enough for almost any beginner project<br /> * The tools are free! (C compilers for many of the other micros cost a lot of money)<br /> * The programming and debugging tools are low cost ($20 will get you started)<br /> <br /> [http://www.evilmadscientist.com/article.php/avrtargetboards evil mad scientist on AVR programming]<br /> <br /> ==isp==<br /> host<br /> 206.71.150.94<br /> <br /> http://www.networksolutions.com/whois/index.jsp<br /> <br /> http://www.namecheap.com/myaccount/index.asp mckennatim nanj<br /> <br /> https://thenynocportal.com/clientarea.php<br /> <br /> ==text a photo to picasa==<br /> text it to your and then forward it without the tmobile gifs then forward it to mckenna.tim.upload@picasaweb.com<br /> <br /> ==making transparent in gimp==<br /> 1. open image<br /> <br /> 2. Right click the image and go to LAYERS then ADD ALPHA CHANNEL. You won't notice anything happening, but don't be concerned. It basically adds a transparent layer at the bottom of your image so when we erase the colors.....it's shows the transparent layer. Which of course would show whatever was under it on the screen.<br /> <br /> 3. Right click on the image again and go to SELECT and then down to BY COLOR. A window that is all black opens up. Don't change any of the settings....just use the defaults for now.<br /> <br /> 4. Now click on the color in the image you want to be transparent. These colors will now show up outlined.<br /> <br /> 5. Right click on the image again and go to EDIT and then down to CLEAR. This should now erase the outlined color you just picked from the image and the &quot;transparent gimp checkerbox&quot; should show through. This is the Gimps way of showing you that section is now transparent.<br /> <br /> 6. Right click on the image and choose SAVE AS and make sure to save as a GIF file if you want the transparency to work on the web.<br /> <br /> ==embedding video==<br /> 1. find the file Sanitizer.php in the folder /includes of your mediawiki installation<br /> 2. find the function removeHTMLtags in that file. below that you’ll find a list of whitelisted HTML tags. add the tag embed to the list.<br /> 3. find the function setupAttributeWhitelist in the same file. several lines below you will find HTML-attributes being whitelisted for each HTML tag. so you add a new line (maybe below the line that defines span):<br /> ‘embed’ =&gt; array( ’style’, ‘id’, ‘type’, ’src’, ‘width’, ‘height’ ),<br /> <br /> take care to replace the typographic ‘-quotes by straight ones when doing copy&amp;paste. (wordpress converts the quotes on this blog, so you need to convert them back.)<br /> <br /> you’re done. now you can copy the HTML-code provided by google or youtube into your wiki textbox and it’ll work. (make sure to make backups and document so you know what you’ve changed. when upgrading you’ll have to repeat the process. no warranties for possibile security leaks resulting from the hack.)<br /> <br /> update april 2007: i just tested, this hack also works with mediawiki 1.9.2, just that you need to add embed to $htmlpairs. (note: in case the embed-code you want to use has the format &lt;embed /&gt; you now have to convert it to &lt;embed&gt; &lt;/embed&gt; before posting it to your wiki.) i also would recommend to paste the last line of code near br instead of span (the file has got rearranged a bit).<br /> ==mediawiki memory problem==<br /> php.ini is in public_html, it has to be copied into everywhere that uses php<br /> left ini_set commented out in localsettins.php<br /> .htaccess php_mem ... didn't work<br /> ==mediawiki upgrade==<br /> http://www.g-loaded.eu/2006/09/05/mediawiki-upgrade-procedure/<br /> easy way: <br /> *goto maintainance directory and run php dumpBackup.php --current&gt; dumfile.xml <br /> *on new site install wiki, put dumpfile.xml on its maintenance dir run php importDump.php dumfile.xml<br /> <br /> ==mediawiki css==<br /> *sitewide changes go in Mediawiki:Monobook.css<br /> *user changes go in User:MrMcKenna/monobook.css<br /> ==lynx==<br /> ==[[Moving_from_shared_to_VPS]]==</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Chang_diaz&diff=3907 2010-02-27T19:06:19Z

<p>71.234.133.230: </p> <hr /> <div>Sonia Chang Diaz recently voted for a bill that will significantly shift the resources and power from public schools to the private sector.<br /> <br /> I was taken by the promise of the Chang-Diaz campaign, liked the idea of a legislator with a teacher's perspective. I talked to her, contributed to her campaign and encouraged fellow teachers to consider voting for her. It seems that I made a mistake.<br /> <br /> I recently received a &lt;a href=&quot;http://sitebuilt.net/files/Gmail%20-%20RE_%20Education%20Reform%20Legislation.pdf&quot;&gt;response&lt;/a&gt; from senator Sonia Chang Diaz, on the &lt;a href=&quot;http://www.mass.gov/legis/bills/senate/186/st02pdf/st02247.pdf&quot;&gt;AN ACT RELATIVE TO THE ACHIEVEMENT GAP&lt;/a&gt; legislation. In it Ms. Chang Diaz claims to &quot;sit firmly on both sides of many of the debates&quot; on education yet her words and her vote belie her. In looking at the bill I find little evidence to support her claim that the bill will &quot;systematically improve student success&quot;. Chang Diaz further states that the bill will &quot;increase accountability in school administration&quot; yet it seems the administrations of these targeted urban school districts get a free pass in this legislation. There is no consideration or recognition of the mounting evidence that shows that the administration of the BPS is the true culprit in the delivery of a poor product to our students. Chang Diaz elucidates her position by listing her four core goals in education: a sense of urgency, equality of service, fairness and teacher participation. I could not help but respond to her misguided core values.<br /> <br /> I wrote her this email weeks ago. Her original explanation-of-vote-email referred her constituents to her 'legal counsel' . I guess I should have had my lawyer talk to her lawyer. Problem is, I don't have a lawyer. My response to her four core goals and to the bill continues as follows:<br /> <br /> &lt;strong&gt;A sense of urgency&lt;/strong&gt;<br /> the bill looks rushed, sloppy, repetitive and ill considered.<br /> <br /> &lt;strong&gt;Equality of service&lt;/strong&gt;<br /> &quot;delivered by charter schools to high-need populations, such as special education students, English language learners, and students with less engaged parents.&quot; The law fails to do what you claim to want to do. This is a toothless law. It boils down to the claim that it will be more equal if we trade our mailing lists. The charters get the addresses of all the public school students for marketing purposes and they give back a list of the zip codes of their selected students. How does that create equality? Charters are to make a good faith recruiting effort because in 5 years maybe somebody will ask them about it when the charter is up for renewal.<br /> <br /> We could call this the Cherry Picking Assistance Act. If you, as a state senator actually want to work in the interest of &quot;high-need populations, such as special education students, English language learners, and students with less engaged parents&quot; and (can I add disruptive students here), I challenge you to help me place some of those students from my school into the charter schools. Just giving 3 or 4 students from each of my classes that opportunity could make an enormous positive difference in what gets accomplished in my classes and in my school. In meetings with students and parents I could give out charter school promotional material and then hand the family off to your staff &quot;in conjunction with other community supports and service&quot; to ensure that they are given equal consideration for enrollment.<br /> <br /> &lt;strong&gt;Fairness in the funding mechanisms&lt;/strong&gt;<br /> The part at the end of the act seems to be some minor fiddling with the formula. The give-away of public resources and power listed in the bill as &quot;Education Collaborative Trust Funds&quot; seems both irresponsible and ill-considered. Let's see: each charter school gets its own school committee representative AND the power to go after the Federal and State money that the city of Boston kids are eligible for. That is evidently not the case for each of the BPS public schools. Fairness would demand that each BPS school would get a board and school committee representation to ensure that we get a share of that money. You have given the green light for private companies to siphon off taxpayer money earmarked for Boston kids. One could interpret the recent history of Boston Public Schools as the same kind of dis-empowerment in letting organizations like the Boston Plan For Excellence siphon off grant and taxpayer money intended for Boston kids and using it to hire consultants to develop an endless array of programs to be sold back to the schools. The corporate-ization of education is complete on your watch. I fear the concentration of power and the giveaway to charters. In a state among the most corrupt in the nation, where our disgrace of a government has had its last three House Speakers removed for corruption, and, the top leaders in the Department of Education have been implicated in the improper awarding of charters for new privatized schools, and, given that you campaigned on an anti-corruption platform, one would think you would be more cautious than to allow these 'trust' funds.<br /> <br /> &lt;strong&gt;Teacher participation&lt;/strong&gt;<br /> You often claim the former teacher mantle and I guess there is nothing wrong with that. Many people try teaching for a couple of years and then decide that they want to move on to something else. So I can see how you would relate to the charter school model where young people teach for a few years, add it to their resume and then go on to law school or education administration or senator. What bothers me is your calculus. You compare seeing [some] district victories to knowing charters improved thousands of lives. There are 14 charter schools, many with very mixed records. There are 135 Boston Public Schools. How do you know thousands? By reading charter school press releases? By MCAS score comparisons? Have you corrected for selection method, disability, factored in those who drop out to public schools? Who wrote the study you base your knowledge on? What you &quot;know&quot; as a former teacher doesn't count as teacher participation. There is nothing in this bill for teachers or for the vast majority of students in Boston. It is as top down as it can be. It is a sellout that you could never get away with in a rich suburban community.<br /> <br /> Charters were originally these incubators of new ideas, ideas that would be shared with the rest of the schools. That rhetoric continues in your bill. As someone who has actively tried to find out the best practices in other schools, I have discovered that charters make little to none of that information available. The only mechanism that you put in place in your bill are these &quot;Collaborative Boards of Directors&quot; of corporate representatives and administrators who talk to each other. You create a mechanism that couldn't be farther from the classroom if you located the boards on Wall Street.<br /> <br /> I suppose legislation can be seen as top down too; something you do to the people. You make your deals and we pay. The bill reads more like a corporate charter than a education document. You are pandering to the private sector in order to get your piece of the $4.4 billion that the kids of America must share. Meanwhile that same corporate America just divided $143 billion in yearly bonuses between 38 banks.<br /> <br /> In this bill, you end up in bed with an administration in Boston that may have far more responsibility for the problems in educating our kids than do the teachers they so much want to put in check. The problems in teaching may stem from a long term effort to tell them what to do rather than listen to what they can have to offer based upon their experience with the students in the classrooms. Teachers have been damaged and are losing their ability to assess what is up with their students, and are losing their ability to communicate with each other. Most of the 'bad' teachers in Boston can be found in those who comply and cater to the whims and directives of the administration and take little interest in thinking about how what they are told to do is working. They will be the ones getting the 'merit' pay. I am a teacher and a student of teaching. In these 5 years of teaching I have learned a lot, mostly from my students. Second on the list of my effective mentors are my fellow teachers who are still teaching and are good at it. My third positive influence has been the historians and writers at the top of my field in our universities in Boston. I have learned little from former teachers who are advancing themselves outside of the classroom and almost nothing from the myriad of consultants that the central administration has brought in to replace their own duties. The bill is all about top down and nothing about what we can learn from our students and the teachers who spend 6 hours a day with them. The bill is a dismal failure no matter what crumbs we get from Washington. By your vote I know where 'you sit'.</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Chang_diaz&diff=3906 2010-02-27T18:51:35Z

<p>71.234.133.230: </p> <hr /> <div>Sonia Chang Diaz recently voted for a bill that will significantly shift the resources and power from public schools to the private sector.<br /> <br /> I was taken by the promise of the Chang-Diaz campaign, liked the idea of a legislator with a teacher's perspective. I talked to her, contributed to her campaign and encouraged fellow teachers to consider voting for her. It seems that I made a mistake.<br /> <br /> I recently received a &lt;a href=&quot;http://sitebuilt.net/files/Gmail%20-%20RE_%20Education%20Reform%20Legislation.pdf&quot;&gt;response&lt;/a&gt; from my state senator, Sonia Chang Diaz, on the &lt;a href=&quot;http://www.mass.gov/legis/bills/senate/186/st02pdf/st02247.pdf&quot;&gt;AN ACT RELATIVE TO THE ACHIEVEMENT GAP&lt;/a&gt; legislation. In it Ms. Diaz claims to &quot;sit firmly on both sides of many of the debates&quot; on education yet her words and her vote belie her. In looking at the bill I find little evidence to support her claim that the bill will &quot;systematically improve student success&quot;. Chang Diaz further states that the bill will &quot;increase accountability in school administration&quot; yet it seems the administrations of these targeted urban school districts get a free pass in this legislation. There is no consideration or recognition of the mounting evidence that shows that the administration of the BPS is the true culprit in the delivery of a poor product to our students. Chang Diaz elucidates her position by listing her four core goals in education: a sense of urgency, equality of service, fairness and teacher participation. I could not help but respond to her misguided core values.<br /> <br /> I wrote her this email weeks ago. Her original explanation-of-vote-email referred her constituents to her 'legal counsel' . I guess I should have had my lawyer talk to her lawyer. Problem is, I don't have a lawyer. My response to her four core goals and to the bill continues as follows:<br /> <br /> &lt;strong&gt;A sense of urgency&lt;/strong&gt;<br /> the bill looks rushed, sloppy, repetitive and ill considered.<br /> <br /> &lt;strong&gt;Equality of service&lt;/strong&gt;<br /> &quot;delivered by charter schools to high-need populations, such as special education students, English language learners, and students with less engaged parents.&quot; The law fails to do what you claim to want to do. This is a toothless law. It boils down to it will be more equal if we trade our mailing lists. The charters get the addresses of all the public school students for marketing purposes and they give back a list of the zip codes of their selected students. How does that create equality? Charters are to make a good faith effort because in 5 years maybe somebody will ask them about it when the charter is up for renewal.<br /> <br /> We could call this the Cherry Picking Assistance Act. If you, as a state senator actually want to work in the interest of &quot;high-need populations, such as special education students, English language learners, and students with less engaged parents&quot; and (can I add disruptive students here). I challenge you to help me place some of those students from my school into the charter schools. Just giving 3 or 4 students from each of my classes that opportunity could make an enormous positive difference in what gets accomplished in my classes and in my school. In meetings with students and parents I could give out charter school promotional material and then hand the family off to your staff &quot;in conjunction with other community supports and service&quot; to ensure that they are given equal consideration for enrollment.<br /> <br /> &lt;strong&gt;Fairness in the funding mechanisms&lt;/strong&gt;<br /> The part at the end of the act seems to be some minor fiddling with the formula. The give-away of public resources and power listed in the bill as &quot;Education Collaborative Trust Funds&quot; seems both irresponsible and ill-considered. Let's see: each charter school gets its own school committee representative AND the power to go after the Federal and State money that the city of Boston kids are eligible for. What about my school and all the other Boston Public schools. Why don't we each get a board and school committee representation to ensure that we get a share of that money? You have given the green light for private companies to siphon off taxpayer money earmarked for Boston kids. One could interpret the recent history of Boston Public Schools as the same kind of dis-empowerment in letting organizations like the Boston Plan For Excellence siphon off grant and taxpayer money intended for Boston kids and using it to hire consultants to develop an endless array of programs to be sold back to the schools. The corporate-ization of education is complete on your watch. I fear the concentration of power and the giveaway to charters. In a state among the most corrupt in the nation, where our disgrace of a government has had its last three House Speakers removed for corruption, and, the top leaders in the Department of Education have been implicated in the improper awarding of charters for new privatized schools, and, given that you campaigned on an anti-corruption platform, one would think you would be more cautious than to allow these 'trust' funds.<br /> <br /> &lt;strong&gt;Teacher participation&lt;/strong&gt;<br /> You often claim the former teacher mantle and I guess there is nothing wrong with that. Many people try teaching for a couple of years and then decide that they want to move on to something else. So I can see how you would relate to the charter school model where young people teach for a few years, add it to their resume and then go on to law school or education administration or senator. What bothers me is your calculus. You compare seeing [some] district victories to knowing charters improved thousands of lives. There are 14 charter schools, many with very mixed records. There are 135 Boston Public Schools. How do you know thousands? By reading charter school press releases? By MCAS score comparisons? Do you correct for selection method, disability, factor in those who drop out to public schools. Who wrote the study you base your knowledge on? There is nothing in this bill for teachers or for the vast majority of students in Boston. It is as top down as it can be. It is a sellout that you could never get away with in a rich suburban community.<br /> <br /> Charters were originally these incubators of new ideas, ideas that would be shared with the rest of the schools. That rhetoric continues in your bill. As someone who has actively tried to find out the best practices in other schools, I have discovered that charters make little to none of that information available. The only mechanism that you put in place in your bill are these &quot;Collaborative Boards of Directors&quot; of corporate representatives and administrators who talk to each other. You create a mechanism that couldn't be farther from the classroom if you located the boards on Wall Street.<br /> <br /> I suppose legislation can be seen as top down too; something you do to the people. You make your deals and we pay. The bill reads more like a corporate charter than a education document. You are pandering to the private sector in order to get your piece of the $4.4 billion that the kids of America must share. Meanwhile that same corporate America just divided $143 billion in yearly bonuses between 38 banks.<br /> <br /> In this bill, you end up in bed with an administration in Boston that may have far more responsibility for the problems in educating our kids than do the teachers they so much want to put in check. The problems in teaching may stem from a long term effort to tell them what to do rather than listen to what they can have to offer based upon their experience with the students in the classrooms. Teachers have been damaged and are losing their ability to assess what is up with their students, and are losing their ability to communicate with each other. Most of the 'bad' teachers in Boston can be found in those who comply and cater to the whims and directives of the administration and take little interest in thinking about how what they are told to do is working. They will be the ones getting the 'merit' pay. I am a teacher and a student of teaching. In these 5 years of teaching I have learned a lot, mostly from my students. Second on the list of my effective mentors are my fellow teachers who are still teaching and are good at it. My third positive influence has been the historians and writers at the top of their fields in our universities in Boston. I have learned very little from the former teachers who are advancing themselves outside of the classroom and almost nothing from the myriad of consultants that the central administration have brought in to replace their own duties. The bill is all about top down and nothing about what we can learn from our students and the teachers who spend 6 hours a day with them. The bill is a dismal failure no matter what crumbs we get from Washington. By your vote I know where 'you sit'.</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Chang_diaz&diff=3905 2010-02-27T18:37:45Z

<p>71.234.133.230: </p> <hr /> <div>Sonia Chang Diaz recently voted for a bill that will significantly shift the resources and power from public schools to the private sector.<br /> <br /> I was taken by the promise of the Chang-Diaz campaign, liked the idea of a legislator with a teacher's perspective. I talked to her, contributed to her campaign and encouraged fellow teachers to consider voting for her. It seems that I made a mistake.<br /> <br /> I recently received a &lt;a href=&quot;http://sitebuilt.net/files/Gmail%20-%20RE_%20Education%20Reform%20Legislation.pdf&quot;&gt;response&lt;/a&gt; from my state senator, Sonia Chang Diaz, on the &lt;a href=&quot;http://www.mass.gov/legis/bills/senate/186/st02pdf/st02247.pdf&quot;&gt;AN ACT RELATIVE TO THE ACHIEVEMENT GAP&lt;/a&gt; legislation. In it Ms. Diaz claims to &quot;sit firmly on both sides of many of the debates&quot; on education yet her words and her vote belie her. In looking at the bill I find little evidence to support her claim that the bill will &quot;systematically improve student success&quot;. Chang Diaz further states that the bill will &quot;increase accountability in school administration&quot; yet it seems the administrations of these targeted urban school districts get a free pass in this legislation. There is no consideration or recognition of the mounting evidence that shows that the administration of the BPS is the true culprit in the delivery of a poor product to our students. Chang Diaz elucidates her position by listing her four core goals in education: a sense of urgency, equality of service, fairness and teacher participation. I could not help but respond to her misguided core values.<br /> <br /> I wrote her this email weeks ago. Her original explanation-of-vote-email referred her constituents to her 'legal counsel' . I guess I should have had my lawyer talk to her lawyer. Problem is, I don't have a lawyer. My response to her four core goals and to the bill continues as follows:<br /> <br /> &lt;strong&gt;A sense of urgency&lt;/strong&gt;<br /> the bill looks rushed, sloppy, repetitive and ill considered.<br /> <br /> &lt;strong&gt;Equality of service&lt;/strong&gt;<br /> &quot;delivered by charter schools to high-need populations, such as special education students, English language learners, and students with less engaged parents.&quot; The law fails to do what you claim to want to do. This is a toothless law. It boils down to it will be more equal if we trade our mailing lists. The charters get the addresses of all the public school students for marketing purposes and they give back a list of the zip codes of their selected students. How does that create equality? Charters are to make a good faith effort because in 5 years maybe somebody will ask them about it when the charter is up for renewal.<br /> <br /> We could call this the Cherry Picking Assistance Act. If you, as a state senator actually want to work in the interest of high-need populations, such as special education students, English language learners, and students with less engaged parents and (can I add disruptive students here). I challenge you to help me place some of those students from my school into the charter schools. Just giving 3 or 4 students from each of my classes that opportunity could make an enormous positive difference in what gets accomplished in my classes and in my school. In meetings with students and parents I could give out charter school promotional material and then hand the family off to your staff &quot;in conjunction with other community supports and service&quot; to ensure that they are given equal consideration for enrollment.<br /> <br /> &lt;strong&gt;Fairness in the funding mechanisms&lt;/strong&gt;<br /> The part at the end of the act seems to be some minor fiddling with the formula. The give-away of public resources and power listed as &quot;Education Collaborative Trust Funds&quot; seems both irresponsible and ill-considered. Let's see: each charter school gets its own school committee representative AND the power to go after the Federal and State money that the city of Boston kids are eligible for. What about my school and all the other Boston Public schools. Why don't we each get a board and school committee representation to ensure that we get a share of that money? You have given the green light for private companies to siphon off taxpayer money earmarked for Boston kids. One could interpret the recent history of Boston Public Schools as the same kind of dis-empowerment in letting organizations like the Boston Plan For Excellence siphon off grant and taxpayer money intended for Boston kids and using it hire consultants to develop and endless array of programs to be sold back to the schools. The corporate-ization of education is complete on your watch. I fear the concentration of power and the giveaway to charters. In a state among the most corrupt in the nation, where our disgrace of a government has had its last three House Speakers removed for corruption, and, the top leaders in the Department of Education have been implicated in the improper awarding of charters for new privatized schools, and, given that you campaigned on an anti-corruption platform, one would think you would be more cautious than to allow these 'trust' funds.<br /> <br /> &lt;strong&gt;Teacher participation&lt;/strong&gt;<br /> You often claim the former teacher mantle and I guess there is nothing wrong with that. Many people try teaching for a couple of years and then decide that they want to move on to something else. So I can see how you would relate to the charter school model where young people teach for a few years, add it to their resume and then go on to law school or education administration or senator. What bothers me is your calculus. You compare seeing [some] district victories to knowing charters improved thousands of lives. There are 14 charter schools, many with very mixed records. There are 135 Boston Public Schools. How do you know thousands? By reading charter school press releases? By MCAS score comparisons? Do you correct for selection method, disability, factor in those who drop out to public schools. Who wrote the study you base your knowledge on? There is nothing in this bill for teachers or for the vast majority of students in Boston. It is as top down as it can be. It is a sellout that you could never get away with in a rich suburban community.<br /> <br /> Charters were originally these incubators of new ideas, ideas that would be shared with the rest of the schools. That rhetoric continues in your bill. As someone who has actively tried to find out the best practices, I have discovered that charters have little to offer in that regard. The only mechanism that you put in place in your bill are these Collaborative Boards of Directors. You create a mechanism that couldn't be farther from the classroom if you located the boards on Wall Street.<br /> <br /> I suppose legislation can be seen as top down too; something you do to the people. You make your deals and we pay. The bill reads more like a corporate charter than a education document. You are pandering to the private sector in order to get your piece of the $4.4 billion that the kids of America must share. Meanwhile that same corporate America just divided $143 billion in yearly bonuses between 38 banks.<br /> <br /> In this bill, you end up in bed with an administration in Boston that may have far more responsibility for the problems in educating our kids than do the teachers they so much want to put in check. The problems in teaching may stem from a long term effort to tell them what to do rather than listen to what they can have to offer. Teachers have been damaged and are losing their ability to assess what is up with their students, and are losing their ability to communicate with each other. Most of the 'bad' teachers in Boston can be found in those who comply and cater to the whims and directives of the administration and take little interest in thinking about how what they are told to do is working. They will be the ones getting the 'merit' pay. I am a teacher and a student of teaching. In these 5 years of teaching I have learned a lot, mostly from my students. Second on the list of my effective mentors are my fellow teachers who are still teaching and are good at it. My third positive influence has been the historians and writers at the top of their fields in our universities in Boston. I have learned very little from the former teachers who are advancing themselves outside of the classroom and almost nothing from the myriad of consultants that the central administration have brought in to replace their own duties. The bill is all about top down and nothing about what we can learn from our students and the teachers who spend 6 hours a day with them. The bill is a dismal failure no matter what crumbs we get from Washington. By your vote I know where 'you sit'.</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Chang_diaz&diff=3904 2010-02-27T17:47:53Z

<p>71.234.133.230: </p> <hr /> <div>Sonia Chang Diaz recently voted for a bill that will significantly shift the resources and power from public schools to the private sector.<br /> <br /> I was taken by the promise of the Chang-Diaz campaign, liked the idea of a legislator with a teacher's perspective. I talked to her, contributed to her campaign and encouraged fellow teachers to consider voting for her. It seems that I made a mistake.<br /> <br /> I recently received a &lt;a href=&quot;http://sitebuilt.net/files/Gmail%20-%20RE_%20Education%20Reform%20Legislation.pdf&quot;&gt;response&lt;/a&gt; from my state senator, Sonia Chang Diaz, on the &lt;a href=&quot;http://www.mass.gov/legis/bills/senate/186/st02pdf/st02247.pdf&quot;&gt;AN ACT RELATIVE TO THE ACHIEVEMENT GAP&lt;/a&gt; legislation. In it Ms. Diaz claims to &quot;sit firmly on both sides of many of the debates&quot; on education yet her words and her vote belie her. In looking at the bill I find little evidence to support her claim that the bill will &quot;systematically improve student success&quot;. Chang Diaz further states that the bill will &quot;increase accountability in school administration&quot; yet it seems the administrations of these targeted urban school districts get a free pass in this legislation. There is no consideration or recognition of the mounting evidence that shows that the administration of the BPS is the true culprit in the delivery of a poor product to our students. Chang Diaz elucidates her position by listing her four core goals in education: a sense of urgency, equality of service, fairness and teacher participation. I could not help but respond to her misguided core values.<br /> <br /> I wrote her this email weeks ago. Her original explanation-of-vote-email referred her constituents to her 'legal counsel' . I guess I should have had my lawyer talk to her lawyer. Problem is, I don't have a lawyer. My response to her four core goals continues as follows:<br /> <br /> &lt;strong&gt;A sense of urgency&lt;/strong&gt;<br /> the bill looks rushed, sloppy, repetitive and ill considered.<br /> <br /> &lt;strong&gt;Equality of service&lt;/strong&gt;<br /> &quot;delivered by charter schools to high-need populations, such as special education students, English language learners, and students with less engaged parents.&quot; The law fails to do what you claim to want to do. This is a toothless law. It boils down to a trading of mailing lists. The charters get the addresses of all the public school students for marketing purposes and they give back a list of the zip codes of their selected students. How is that equal? Charters are to make a good faith effort because in 5 years somebody may ask them about it when the charter is up for renewal.<br /> <br /> We could call this the Cherry Picking Assistance Act. If you, as a state senator actually want to work in the interest of high-need populations, such as special education students, English language learners, and students with less engaged parents and (can I add disruptive students here). I challenge you to help me place some of those students from my school into the charter schools. Just giving 3 or 4 students from each of my classes that opportunity could make an enormous positive difference in what gets accomplished in my classes and in my school. In meetings with students and parents I could give out charter school promotional material and then hand the family off to your staff &quot;in conjunction with other community supports and service&quot; to ensure that they are given equal consideration for enrollment.<br /> <br /> &lt;strong&gt;Fairness in the funding mechanisms&lt;/strong&gt;<br /> The part at the end of the act seems to be some minor fiddling with the formula. The give-away of public resources and power listed as &quot;Education Collaborative Trust Funds&quot; seems both irresponsible and ill-considered. Let's see: each charter school gets its own school committee representative AND the power to go after the Federal and State money that the city of Boston kids are eligible for. What about my school and all the other Boston Public schools. Why don't we each get a board and school committee representation to ensure that we get a share of that money? You have given the green light for private companies to siphon off taxpayer money earmarked for Boston kids. One could interpret the recent history of Boston Public Schools as the same kind of dis-empowerment in letting organizations like the Boston Plan For Excellence siphon off grant and taxpayer money intended for Boston kids and using it hire consultants to develop and endless array of programs to be sold back to the schools. The corporate-ization of education is complete on your watch. I fear the concentration of power and the giveaway to charters. In a state among the most corrupt in the nation, where our disgrace of a government has had its last three House Speakers removed for corruption, and, the top leaders in the Department of Education have been implicated in the improper awarding of charters for new privatized schools, and, given that you campaigned on an anti-corruption platform, one would think you would be more cautious than to allow these 'trust' funds.<br /> <br /> &lt;strong&gt;Teacher participation&lt;/strong&gt;<br /> You often claim the former teacher mantle and I guess there is nothing wrong with that. Many people try teaching for a couple of years and then decide that they want to move on to something else. So I can see how you would relate to the charter school model where young people teach for a few years, add it to their resume and then go on to law school or education administration or senator. What bothers me is your calculus. You compare seeing [some] district victories to knowing charters improved thousands of lives. There are 14 charter schools, many with very mixed records. There are 135 Boston Public Schools. How do you know thousands? By reading charter school press releases? By MCAS score comparisons? Do you correct for selection method, disability, factor in those who drop out to public schools. Who wrote the study you base your knowledge on? There is nothing in this bill for teachers or for the vast majority of students in Boston. It is as top down as it can be. It is a sellout that you could never get away with in a rich suburban community.<br /> <br /> Charters were originally these incubators of new ideas, ideas that would be shared with the rest of the schools. That rhetoric continues in your bill. As someone who has actively tried to find out the best practices, I have discovered that charters have little to offer in that regard. The only mechanism that you put in place in your bill are these Collaborative Boards of Directors. You create a mechanism that couldn't be farther from the classroom if you located the boards on Wall Street.<br /> <br /> I suppose legislation can be seen as top down too; something you do to the people. You make your deals and we pay. The bill reads more like a corporate charter than a education document. You are pandering to the private sector in order to get your piece of the $4.4 billion that the kids of America must share. Meanwhile that same corporate America just divided $143 billion in yearly bonuses between 38 banks.<br /> <br /> In this bill, you end up in bed with an administration in Boston that may have far more responsibility for the problems in educating our kids than do the teachers they so much want to put in check. The problems in teaching may stem from a long term effort to tell them what to do rather than listen to what they can have to offer. Teachers have been damaged and are losing their ability to assess what is up with their students, and are losing their ability to communicate with each other. Most of the 'bad' teachers in Boston can be found in those who comply and cater to the whims and directives of the administration and take little interest in thinking about how what they are told to do is working. They will be the ones getting the 'merit' pay. I am a teacher and a student of teaching. In these 5 years of teaching I have learned a lot, mostly from my students. Second on the list of my effective mentors are my fellow teachers who are still teaching and are good at it. My third positive influence has been the historians and writers at the top of their fields in our universities in Boston. I have learned very little from the former teachers who are advancing themselves outside of the classroom and almost nothing from the myriad of consultants that the central administration have brought in to replace their own duties. The bill is all about top down and nothing about what we can learn from our students and the teachers who spend 6 hours a day with them. The bill is a dismal failure no matter what crumbs we get from Washington. By your vote I know where 'you sit'.</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Chang_diaz&diff=3903 2010-02-27T17:41:23Z

<p>71.234.133.230: New page: Sonia Chang Diaz recently voted for a bill that will significantly shift the resources and power from public schools to the private sector. I recently received a &lt;a href=&quot;http://sitebuilt...</p> <hr /> <div>Sonia Chang Diaz recently voted for a bill that will significantly shift the resources and power from public schools to the private sector.<br /> <br /> I recently received a &lt;a href=&quot;http://sitebuilt.net/files/Gmail%20-%20RE_%20Education%20Reform%20Legislation.pdf&quot;&gt;response&lt;/a&gt; from my state senator, Sonia Chang Diaz, on the &lt;a href=&quot;http://www.mass.gov/legis/bills/senate/186/st02pdf/st02247.pdf&quot;&gt;AN ACT RELATIVE TO THE ACHIEVEMENT GAP&lt;/a&gt; legislation. In it Ms. Diaz claims to &quot;sit firmly on both sides of many of the debates&quot; on education yet her words and her vote belie her. In looking at the bill I find little evidence to support her claim that the bill will &quot;systematically improve student success&quot;. Chang Diaz further states that the bill will &quot;increase accountability in school administration&quot; yet it seems the administrations of these targeted urban school districts get a free pass in this legislation. There is no consideration or recognition of the mounting evidence that shows that the administration of the BPS is the true culprit in the delivery of a poor product to our students. Chang Diaz elucidates her position by listing her four core goals in education: a sense of urgency, equality of service, fairness and teacher participation. I could not help but respond to her misguided core values.<br /> <br /> I wrote her this email weeks ago. Her original explanation-of-vote-email referred her constituents to her 'legal counsel' . I guess I should have had my lawyer talk to her lawyer. Problem is, I don't have a lawyer. My response to her four core goals continues as follows:<br /> <br /> &lt;strong&gt;A sense of urgency&lt;/strong&gt;<br /> the bill looks rushed, sloppy, repetitive and ill considered.<br /> <br /> &lt;strong&gt;Equality of service&lt;/strong&gt;<br /> &quot;delivered by charter schools to high-need populations, such as special education students, English language learners, and students with less engaged parents.&quot; The law fails to do what you claim to want to do. This is a toothless law. It boils down to a trading of mailing lists. The charters get the addresses of all the public school students for marketing purposes and they give back a list of the zip codes of their selected students. How is that equal? Charters are to make a good faith effort because in 5 years somebody may ask them about it when the charter is up for renewal.<br /> <br /> We could call this the Cherry Picking Assistance Act. If you, as a state senator actually want to work in the interest of high-need populations, such as special education students, English language learners, and students with less engaged parents and (can I add disruptive students here). I challenge you to help me place some of those students from my school into the charter schools. Just giving 3 or 4 students from each of my classes that opportunity could make an enormous positive difference in what gets accomplished in my classes and in my school. In meetings with students and parents I could give out charter school promotional material and then hand the family off to your staff &quot;in conjunction with other community supports and service&quot; to ensure that they are given equal consideration for enrollment.<br /> <br /> &lt;strong&gt;Fairness in the funding mechanisms&lt;/strong&gt;<br /> The part at the end of the act seems to be some minor fiddling with the formula. The give-away of public resources and power listed as &quot;Education Collaborative Trust Funds&quot; seems both irresponsible and ill-considered. Let's see: each charter school gets its own school committee representative AND the power to go after the Federal and State money that the city of Boston kids are eligible for. What about my school and all the other Boston Public schools. Why don't we each get a board and school committee representation to ensure that we get a share of that money? You have given the green light for private companies to siphon off taxpayer money earmarked for Boston kids. One could interpret the recent history of Boston Public Schools as the same kind of dis-empowerment in letting organizations like the Boston Plan For Excellence siphon off grant and taxpayer money intended for Boston kids and using it hire consultants to develop and endless array of programs to be sold back to the schools. The corporate-ization of education is complete on your watch. I fear the concentration of power and the giveaway to charters. In a state among the most corrupt in the nation, where our disgrace of a government has had its last three House Speakers removed for corruption, and, the top leaders in the Department of Education have been implicated in the improper awarding of charters for new privatized schools, and, given that you campaigned on an anti-corruption platform, one would think you would be more cautious than to allow these 'trust' funds.<br /> <br /> &lt;strong&gt;Teacher participation&lt;/strong&gt;<br /> You often claim the former teacher mantle and I guess there is nothing wrong with that. Many people try teaching for a couple of years and then decide that they want to move on to something else. So I can see how you would relate to the charter school model where young people teach for a few years, add it to their resume and then go on to law school or education administration or senator. What bothers me is your calculus. You compare seeing [some] district victories to knowing charters improved thousands of lives. There are 14 charter schools, many with very mixed records. There are 135 Boston Public Schools. How do you know thousands? By reading charter school press releases? By MCAS score comparisons? Do you correct for selection method, disability, factor in those who drop out to public schools. Who wrote the study you base your knowledge on? There is nothing in this bill for teachers or for the vast majority of students in Boston. It is as top down as it can be. It is a sellout that you could never get away with in a rich suburban community.<br /> <br /> Charters were originally these incubators of new ideas, ideas that would be shared with the rest of the schools. That rhetoric continues in your bill. As someone who has actively tried to find out the best practices, I have discovered that charters have little to offer in that regard. The only mechanism that you put in place in your bill are these Collaborative Boards of Directors. You create a mechanism that couldn't be farther from the classroom if you located the boards on Wall Street.<br /> <br /> I suppose legislation can be seen as top down too; something you do to the people. You make your deals and we pay. The bill reads more like a corporate charter than a education document. You are pandering to the private sector in order to get your piece of the $4.4 billion that the kids of America must share. Meanwhile that same corporate America just divided $143 billion in yearly bonuses between 38 banks.<br /> <br /> In this bill, you end up in bed with an administration in Boston that may have far more responsibility for the problems in educating our kids than do the teachers they so much want to put in check. The problems in teaching may stem from a long term effort to tell them what to do rather than listen to what they can have to offer. Teachers have been damaged and are losing their ability to assess what is up with their students, and are losing their ability to communicate with each other. Most of the 'bad' teachers in Boston can be found in those who comply and cater to the whims and directives of the administration and take little interest in thinking about how what they are told to do is working. They will be the ones getting the 'merit' pay. I am a teacher and a student of teaching. In these 5 years of teaching I have learned a lot, mostly from my students. Second on the list of my effective mentors are my fellow teachers who are still teaching and are good at it. My third positive influence has been the historians and writers at the top of their fields in our universities in Boston. I have learned very little from the former teachers who are advancing themselves outside of the classroom and almost nothing from the myriad of consultants that the central administration have brought in to replace their own duties. The bill is all about top down and nothing about what we can learn from our students and the teachers who spend 6 hours a day with them. The bill is a dismal failure no matter what crumbs we get from Washington. By your vote I know where 'you sit'.</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=NO10&diff=3902 2010-02-26T23:26:36Z

<p>71.234.133.230: </p> <hr /> <div>===flight===<br /> Orbitz record locator: AP130101CZ70LE0A<br /> Airline record locator: Continental Airlines - CZ70LE<br /> Ticket numbers: 00575743678591<br /> 00575743678580<br /> Total flight cost: $548.60 USD<br /> <br /> See if you've earned a Price Assurance refund.<br /> <br /> Traveler(s) Frequent flier details<br /> TIMOTHY MCKENNA <br /> <br /> PERI MCKENNA <br /> <br /> Leave Friday, March 5, 2010<br /> Continental Airlines 1531 Economy | Boeing 737-700 Passenger (73G) | Snack | 2hr 0min | <br /> Depart: 6:00am Boston, MA Boston Logan International (BOS)<br /> Arrive: 8:00am Cleveland, OH Cleveland Hopkins International (CLE)<br /> <br /> <br /> Your flight is confirmed. The airline is assigning seats at check-in Seat assignment: choose seats | <br /> <br /> Change planes. Time between flights: 0hr 50min<br /> Continental Airlines 5901 Economy | Embraer RJ135/ RJ140/ RJ145 (ERJ) | 2hr 44min | <br /> Depart: 8:50am Cleveland, OH Cleveland Hopkins International (CLE)<br /> Arrive: 10:34am New Orleans, LA New Orleans Louis Armstrong Int'l (MSY)<br /> <br /> <br /> Your flight is confirmed. The airline is assigning seats at check-in Seat assignment: choose seats | <br /> <br /> Total duration: 5hr 34min | Total miles: 0 miles<br /> Return Monday, March 8, 2010<br /> Continental Airlines 872 Economy | Boeing 737-800 Passenger (738) | 1hr 12min | <br /> Depart: 4:30pm New Orleans, LA New Orleans Louis Armstrong Int'l (MSY)<br /> Arrive: 5:42pm Houston, TX Houston George Bush Intercntl. (IAH)<br /> <br /> <br /> Your flight is confirmed. The airline is assigning seats at check-in Seat assignment: choose seats | <br /> <br /> Change planes. Time between flights: 1hr 13min<br /> Continental Airlines 582 Economy | Boeing 737-800 Passenger (738) | 3hr 40min | <br /> Depart: 6:55pm Houston, TX Houston George Bush Intercntl. (IAH)<br /> Arrive: 11:35pm Boston, MA Boston Logan International (BOS)<br /> <br /> <br /> Your flight is confirmed. The airline is assigning seats at check-in Seat assignment: choose seats | <br /> <br /> Total duration: 6hr 5min | Total miles: 0 miles<br /> ===pre-conference===<br /> This event will be hosted at the Southern Food and Beverage Museum<br /> <br /> http://southernfood.org/images/sofab-map.gif<br /> <br /> [http://maps.google.com/maps?oe=utf-8&amp;client=firefox-a&amp;ie=UTF8&amp;q=Southern+Food+and+Beverage+Museum&amp;fb=1&amp;gl=us&amp;hq=Southern+Food+and+Beverage+Museum&amp;hnear=New+Orleans,+LA&amp;cid=0,0,12828818613548142731&amp;ei=1VWIS_jELebz8Qbu9YGiDw&amp;ved=0CAcQnwIwAA&amp;ll=29.949357,-90.064416&amp;spn=0.009147,0.018518&amp;z=16&amp;iwloc=A located] at the Riverwalk Shopping Mall, which is a short cab ride or an enjoyable 15-20 minute walk from the host Monteleone Hotel in the historic French Quarter.<br /> <br /> Ken Rayes, Director of the Greater New Orleans Writing Project, at krayes@uno.edu, or by phone at 504-280-7323.<br /> <br /> ===hotel===<br /> from Hotel Monteleone &lt;info@hotelmonteleone.com&gt;<br /> reply-to Hotel Monteleone &lt;MjY2OTQwMzA5NDQ5@u.zmaildirect.com&gt;<br /> to Tim McKenna &lt;mckenna.tim@gmail.com&gt;<br /> date Fri, Feb 26, 2010 at 5:00 PM<br /> subject Your Updated Reservation Confirmation<br /> mailed-by b.zmaildirect.com<br /> Dear Tim McKenna,<br /> <br /> Thank you for contacting us to amend your upcoming reservation at the Hotel Monteleone.<br /> <br /> We are pleased to advise you that your booking has been updated, so please take a moment to check the information below to ensure it is correct.<br /> <br /> We look forward to welcoming you to the Hotel Monteleone.<br /> <br /> Warm regards,<br /> Kathy McQuirter<br /> Reservations Manager<br /> <br /> <br /> Location<br /> Reservation Information<br /> <br /> Confirmation Number: 2606974<br /> Guest Name: Tim McKenna<br /> Arrival Date: Friday, March 5, 2010<br /> Departure Date: Monday, March 8, 2010<br /> Room Type Requested: Preferred Double Double<br /> Room Rate: $205.00<br /> <br /> Policies<br /> <br /> Deposit Credit Card Guarantee<br /> Cancellation 72 hours prior to arrival<br /> Check-In Time 3:00 PM<br /> Check-Out Time 11:00 AM<br /> Room Tax 13% city &amp; state tax plus a $2.00 occupancy fee per night<br /> Rates Rates are subject to change if a change is made to dates, length of stay, bed type, and/or number of guests.<br /> <br /> Contact Information<br /> <br /> Main Telephone Number 504.523.3341<br /> Toll Free Reservations 800.535.9595<br /> Concierge Telephone Number 504.523.3341<br /> Hotel Website www.HotelMonteleone.com<br /> <br /> The Hotel Address is:<br /> [http://maps.google.com/maps?q=monteleone+hotel&amp;gl=us&amp;hl=en&amp;cd=1&amp;ei=S1iIS6ewFom0MKHZ6cIG&amp;sll=29.95579,-90.064845&amp;sspn=0.009147,0.018518&amp;ie=UTF8&amp;view=map&amp;cid=9720045327975038506&amp;ved=0CFMQpQY&amp;hq=monteleone+hotel&amp;hnear=&amp;ll=29.955529,-90.068214&amp;spn=0.008682,0.018518&amp;z=16 here]<br /> <br /> Hotel Monteleone 214 Rue Royale | New Orleans, Louisiana 70130-2201 | Phone: (866) 338-4684<br /> <br /> ===conference===<br /> You will all want to be at the Hotel Monteleone Friday afternoon in order to register before the Opening Reception at 5 PM. The Banquet and evening's presentation by Students at the Center of New Orleans begins at 6:30 PM.<br /> <br /> You will want to pick up your personal conference packets at the Registration Desk in the Registration Lobby outside of the Queen Anne Ballroom on Mezzanine Level A before dinner. Your checks will be returned to you in your packets.<br /> Please remember to bring your confirmation letters I've sent all of you.<br /> <br /> As a &quot;Lagniappe&quot; as they say in New Orleans (a little something extra) I thought that you would appreciate having our beautifully crafted list of recommended restaurants in advance so you can make plans for your meals before and after the conference. Friday dinner, and Saturday Breakfast and Lunch are included with the conference. <br /> <br /> These restaurants have been recommended by New Orleanians locals &quot;in the know&quot;, and are all wonderful places, many within walking distance of the conference hotel in the French Quarter.<br /> <br /> We are excited that about 200 of you are joining us for this exciting conference.<br /> <br /> Warm regards on behalf of the Reading Conference Team,<br /> <br /> <br /> Rick Snodgrass<br /> Program Specialist<br /> The National Writing Project<br /> California State University, Chico <br /> Chico, CA 95929-0252<br /> PH: 530-898-5508<br /> FAX: 530-898-6982<br /> rsnodgrass@nwp.org<br /> <br /> ===restaurants===<br /> <br /> Acme Oyster House ($)<br /> <br /> 724 Iberville Street, French Quarter<br /> <br /> Sun-Thurs 11 am-10 pm, Fri-Sat 11 am - 11 pm<br /> <br /> (504) 522-5973<br /> <br /> www.acmeoyster.com <br /> <br /> Ralph Brennan’s Bacco ($$$)<br /> <br /> 310 Chartres Street, French Quarter<br /> <br /> Lunch- Daily: 11:30 am - 2:30 pm <br /> Dinner- Sun - Thurs 6:00 pm-9:30 pm <br /> Fri - Sat 6:00 pm-10:00 pm<br /> <br /> (504) 522-2426<br /> <br /> www.bacco.com <br /> <br /> Bayona ($$$)<br /> <br /> 430 Dauphine Street, French Quarter<br /> <br /> Lunch- Wed. – Sat beginning at 11:30 am<br /> <br /> Dinner- Mon - Sat beginning at 6:00 pm<br /> <br /> Closed on Sundays<br /> <br /> (504)-525-4455<br /> <br /> www.bayona.com <br /> <br /> Bistro at Hotel Maison de Ville ($$$)<br /> <br /> 727 Rue Toulouse, French Quarter<br /> <br /> Lunch- Tues - Sat 11 am-3 pm<br /> <br /> Dinner-Tues - Sat 6 pm – 10 pm<br /> <br /> (504) 528-9206<br /> <br /> www.hotelmaisondeville.com/dining <br /> <br /> Bourbon House ($$$)<br /> <br /> 144 Bourbon Street, French Quarter<br /> <br /> Breakfast- 6:30 am - 10:30 am <br /> Lunch &amp; Dinner- Sun - Thurs 11am -10 pm<br /> <br /> Fri – Sat 11 am – 11 pm<br /> <br /> (504) 522-0111<br /> <br /> www.bourbonhouse.com<br /> <br /> Your browser may not support display of this image.<br /> <br /> Brigtsen’s ($$$)<br /> <br /> One of NOLA’s best and close friends of Rick’s!<br /> <br /> 723 Dante Street, Uptown Above Garden District<br /> <br /> Dinner-Tues- Sat 5:30-10:00 PM <br /> Closed Sunday &amp; Monday<br /> <br /> (504) 861-7610<br /> <br /> www.brigtsens.com <br /> <br /> Café Degas ($-$$)<br /> <br /> 3127 Esplanade Avenue, Mid City<br /> <br /> Lunch – Wed - Sat 11:00 am - 3:00 pm <br /> Brunch – Sun 10:30 am - 3:00 pm <br /> Dinner- Wed - Sat 6:00 pm - 10:00 pm <br /> Sun 6:00 pm - 9:30 pm <br /> <br /> (504) 945 – 5635<br /> <br /> www.cafedegas.com <br /> <br /> Café du Monde ($)<br /> <br /> 1039 Decatur Street, French Market<br /> <br /> Open 24 hours a day<br /> <br /> 504-525-4544<br /> <br /> www.cafedumonde.com <br /> <br /> Cochon ($$)<br /> <br /> 930 Tchoupitoulas St, Warehouse District<br /> <br /> Mon- Fri 11 am -10 pm, Sat 5:30 pm - 10 pm<br /> <br /> Closed Sunday<br /> <br /> (504) 588 -2123<br /> <br /> http://www.cochonrestaurant.com <br /> <br /> Coquette ($$)<br /> <br /> 2800 Magazine St, Garden District<br /> <br /> Lunch-Wed - Sat 11:30am - 3:00pm<br /> <br /> Dinner- Mon - Sat 5:30pm - 10:00pm<br /> <br /> ( 504) 265- 0421 <br /> http://www.coquette-nola.com <br /> <br /> <br /> <br /> <br /> Coulis ($)<br /> <br /> Great breakfast!<br /> <br /> 3625 Prytania Street<br /> <br /> Daily 6 am- 3 pm<br /> <br /> (504) 304-4265 <br /> <br /> Eat ($-$$)<br /> <br /> 900 Dumaine Street, French Quarter<br /> <br /> Tues- Fri 11am – 2 pm, 5:30 pm – 10 pm <br /> Saturday: 9 am – 2 pm, 5:30 pm – 10 pm <br /> Sunday brunch: 9 am – 2 pm <br /> Closed Monday<br /> <br /> (504) 522-7222<br /> <br /> www.eatnola.com <br /> <br /> Gautreau's Restaurant ($$$)<br /> <br /> 1728 Soniat Street, Uptown<br /> <br /> Tues-Sat 6 pm -10 pm<br /> <br /> Closed Sun &amp; Mon<br /> <br /> 504) 899-7397‎<br /> <br /> gautreausrestaurant.com <br /> <br /> Herbsaint ($$$)<br /> <br /> 701 Saint Charles Avenue, Warehouse District Building<br /> <br /> Mon-Fri 11:30 am – 10 pm<br /> <br /> Sat 5:30 pm – 10:00 pm<br /> <br /> Closed Sunday<br /> <br /> (504) 524-4114<br /> <br /> www.herbsaint.com <br /> <br /> Irene’s Cuisine ($$$)<br /> <br /> 539 Saint Philip Street, French Quarter<br /> <br /> Mon- Sat 5:30 pm – 10:30 pm<br /> <br /> Closed Sunday<br /> <br /> (504) 529-8811 <br /> <br /> <br /> <br /> <br /> <br /> Iris ($$$)<br /> <br /> 321 North Peters Street, French Quarter<br /> <br /> Lunch-Thurs &amp; Fri 11:30 am- 2 pm<br /> <br /> Dinner- Mon, Wed-Sat 6 pm –close<br /> <br /> www.irisneworleans.com<br /> <br /> (540) 299- 3944 <br /> <br /> K-Paul’s ($$$)<br /> <br /> 416 Chartres Street, French Quarter<br /> <br /> Lunch- Thurs – Sat 11:00 am -2 pm<br /> <br /> Dinner- 5:30 pm- 10:00 pm<br /> <br /> (504) 596-2530<br /> <br /> http://www.chefpaul.com/site297.php <br /> <br /> Mandina’s Restaurant ($)<br /> <br /> 3800 Canal St, Mid City<br /> <br /> Mon - Thurs 11:00 am - 9:30 pm <br /> Fri &amp; Sat 11:00am - 10:00 pm <br /> Sun 12:00 pm – 9 pm<br /> <br /> No Credit Cards<br /> <br /> (504) 482-9179<br /> <br /> http://mandinasrestaurant.com <br /> <br /> Marigny Brasserie ($)<br /> <br /> 640 Frenchmen Street<br /> <br /> Breakfast- Daily, 7:00am - 11am <br /> Lunch &amp; Dinner- Mon-Thurs 11:30 - 11:00 pm <br /> Fri- Sat 11:30 - 12:00 am <br /> Sun 11:30 am - 9:30 pm<br /> <br /> (504) 945-4472<br /> <br /> www.marignybrasserie.com <br /> <br /> Mr. B’s Bistro ($$$)<br /> <br /> 201 Royal Street, French Quarter<br /> <br /> Lunch- Mon- Sat 11:30 am - 5:30 pm<br /> <br /> Brunch- Sun 10:30 am- 2:00 pm<br /> <br /> Dinner- Nightly 5:30 – 9:00 pm<br /> <br /> (504) 523-2078<br /> <br /> www.mrbsbistro.com<br /> <br /> Napolean House ($)<br /> <br /> 500 Chartres Street, French Quarter<br /> <br /> Mon 11 am – 5:30 pm<br /> <br /> Tues – Thurs 11 am – 10 pm<br /> <br /> Fri – Sat 11 am – 11 pm<br /> <br /> Closed Sundays<br /> <br /> (504) 525 - 2431<br /> <br /> www.napoleonhouse.com <br /> <br /> Parkview Bakery and Tavern ($)<br /> <br /> Best Po-Boys! <br /> <br /> 538 Hagan Avenue, Mid City<br /> <br /> Daily Hours 11 am – 10 pm<br /> <br /> Closed Tuesdays<br /> <br /> (504) 482 -3047<br /> <br /> http://www.parkwaybakeryandtavernnola.com <br /> <br /> Pelican Club ($$$)<br /> <br /> 312 Exchange Alley, French Quarter<br /> <br /> Dinner – Sun-Thurs 5:30 pm - 9:30 pm<br /> <br /> Fri- Sat 5:30 pm - 10 pm<br /> <br /> Closed Monday<br /> <br /> (504) 523-1504<br /> <br /> www.pelicanclub.com <br /> <br /> Port Of Call ($-$$)<br /> <br /> 838 Esplanade Avenue, French Quarter<br /> <br /> Sun - Thurs 11 am - 12 am<br /> <br /> Fri – Sat 11 am – 1 am<br /> <br /> (504) 523-0120<br /> <br /> www.portofcallnola.com <br /> <br /> Rio Mar Seafood ($$)<br /> <br /> 800 South Peters Street, Warehouse District<br /> <br /> Lunch- Mon-Fri 11:30 am - 2 pm<br /> <br /> Dinner- Mon - Sat 6 pm - 10 pm <br /> Closed Sundays<br /> <br /> (504) 525- 3474<br /> <br /> http://riomarseafood.activepixel.com <br /> <br /> <br /> The Ruby Slipper ($)<br /> <br /> Great Breakfast, served all day!<br /> <br /> 139 South Cortez Street, Mid City <br /> Tues- Fri 7 am - 2pm <br /> Sat- Sun 8 am - 3pm<br /> <br /> Closed Monday<br /> <br /> (504) 309 - 5531<br /> <br /> www.therubyslippercafe.net <br /> <br /> Snug Harbor ( $$)<br /> <br /> Jazz Club &amp; Restaurant<br /> <br /> 626 Frenchmen Street, Fauborg Marigny Arts &amp; Cultural district<br /> <br /> Lunch- Sat &amp; Sun 11:30- 5:00 pm<br /> <br /> Dinner- Starting at 5:00 pm daily<br /> <br /> Allow 2 Hours for dining<br /> <br /> (504) 949 – 0696<br /> <br /> www.snugjazz.com <br /> <br /> Restaurant Stanley ($)<br /> <br /> 547 St. Ann Street, Jackson Square<br /> <br /> Open Daily 7:00 am – 7:00 pm<br /> <br /> (504) 587-0093 <br /> <br /> www.stanleyrestaurant.com <br /> <br /> Upperline ($$$)<br /> <br /> 1413 Upperline Street, Garden District<br /> <br /> Dinner- Wed- Sun 5:30 pm<br /> <br /> (504) 891 - 9822<br /> <br /> www.upperline.com <br /> <br /> Willie Mae’s Scotch House ($)<br /> <br /> 2401 Saint Ann Street<br /> <br /> Open 11:00 am – 3 pm daily<br /> <br /> (504) 822- 9503<br /> <br /> ===registration===<br /> January 12, 2010<br /> <br /> The National Writing Project and the National Reading Initiative <br /> <br /> Dear Conference Registrant,<br /> <br /> Thank you for registering for The National Reading Initiative’s 2010 Conference on Reading entitled “What’s Next: Possibilities for Literacy and Content Area Learning”. We look forward to welcoming you to New Orleans’s historic French Quarter and the Monteleone Hotel, where we will examine the intersections of interesting threads of work related to adolescent literacy and content area learning which have surfaced from the ongoing programs funded by a grant from the Carnegie Corporation of New York.<br /> <br /> We have received your deposit check of $150. Conference registration is free, so we will return your deposit check when you check in at the conference registration table at the Hotel Monteleone located in the Registration lobby on the Mezzanine A level of the hotel. There you will receive your conference packet with a nametag. You will be able to check in all day Friday.<br /> <br /> NOTE: Please remember that any registrant who does not attend the conference will forfeit her or his deposit.<br /> <br /> The Conference<br /> <br /> The conference will begin at 5 PM Friday, March 5th with an opening reception, followed by a banquet at 6:30 PM in the Queen Anne Ballroom, just off the Registration lobby on the Mezzanine A level. Saturday morning a continental breakfast will be served in the Queen Anne Ballroom beginning at 7:30 AM followed by the keynote speech at 9 AM.<br /> <br /> There will a first round of morning sessions, lunch in the Queen Anne Ballroom from 12 Noon to 1:15 followed by 2 afternoon sessions.. The conference will end at 5:30 PM Saturday afternoon, March 6th. Your food during the conference is free. Dinner Saturday night will be on your own. We will have a list of great New Orleans’s restaurants available when you arrive at the conference<br /> <br /> Pre-Conference Opportunity – Friday, March 5th<br /> <br /> The Greater New Orleans Writing Project is happy to host a special pre-conference event on Friday, March 5 from 11:00 am – 3:00 pm. Come “pass a good time,” eat some marvelous New Orleans food, and learn about ways to use food as a nourishing subject for your student writers, while you experience the unique culinary culture of New Orleans. Some of the many things you will learn include:<br /> <br /> * The difference between Cajun and Creole.<br /> * How the po-boy sandwich got its name from a labor strike<br /> * Why okra is so prevalent in Southern cooking<br /> * How the sugar and rice industries shaped Louisiana and the Carolinas<br /> * Why New Orleanians don’t eat cornbread, but the rest of the Louisiana does<br /> <br /> This event will be hosted at the Southern Food and Beverage Museum, which is a very short cab ride or an enjoyable 15 -20 minute walk from the host Monteleone Hotel in the historic French Quarter. <br /> <br /> Registration for this event is separate from conference registration, and is limited to the first 40 participants. To register, please contact Ken Rayes, the Director of the Greater New Orleans Writing Project at krayes@uno.edu, or by phone at 504-280-7323. Cost is $45.00 per person which includes food and drink samples (payment will be by check only). You will be responsible for your transportation to and from this event. Come join us as we share in our unique New Orleans food and culture. <br /> <br /> Travel and Registration<br /> <br /> You should plan to arrive on Friday, March 5th.<br /> <br /> You will be making your own travel arrangements and hotel reservations Either you, or your site, will be responsible for paying your travel and lodging expenses. For reservations, please call the hotel’s reservation department directly at 800-535-9595 and identify yourself as a Reading Conference guest/attendee for the March 5 and 6th, 2010 conference. It’s important that you specify the group name and the dates of the conference to get the group rate. Please make your reservations no later than January 22.<br /> <br /> The hotel contact information is:<br /> <br /> Hotel Monteleone<br /> <br /> 214 Rue Royale<br /> <br /> New Orleans, La <br /> <br /> 70130-2201 | Phone: 8oo-535-9595<br /> <br /> http://www.hotelmonteleone.com/ <br /> <br /> If you have additional questions, please contact Rick Snodgrass at rsnodgrass@nwp.org or Tanya Baker at tbaker@nwp.org. <br /> <br /> We look forward to welcoming you to New Orleans!</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=NO10&diff=3901 2010-02-26T23:25:47Z

<p>71.234.133.230: /* hotel */</p> <hr /> <div>===flight===<br /> Orbitz record locator: AP130101CZ70LE0A<br /> Airline record locator: Continental Airlines - CZ70LE<br /> Ticket numbers: 00575743678591<br /> 00575743678580<br /> Total flight cost: $548.60 USD<br /> <br /> See if you've earned a Price Assurance refund.<br /> <br /> Traveler(s) Frequent flier details<br /> TIMOTHY MCKENNA <br /> <br /> PERI MCKENNA <br /> <br /> Leave Friday, March 5, 2010<br /> Continental Airlines 1531 Economy | Boeing 737-700 Passenger (73G) | Snack | 2hr 0min | <br /> Depart: 6:00am Boston, MA Boston Logan International (BOS)<br /> Arrive: 8:00am Cleveland, OH Cleveland Hopkins International (CLE)<br /> <br /> <br /> Your flight is confirmed. The airline is assigning seats at check-in Seat assignment: choose seats | <br /> <br /> Change planes. Time between flights: 0hr 50min<br /> Continental Airlines 5901 Economy | Embraer RJ135/ RJ140/ RJ145 (ERJ) | 2hr 44min | <br /> Depart: 8:50am Cleveland, OH Cleveland Hopkins International (CLE)<br /> Arrive: 10:34am New Orleans, LA New Orleans Louis Armstrong Int'l (MSY)<br /> <br /> <br /> Your flight is confirmed. The airline is assigning seats at check-in Seat assignment: choose seats | <br /> <br /> Total duration: 5hr 34min | Total miles: 0 miles<br /> Return Monday, March 8, 2010<br /> Continental Airlines 872 Economy | Boeing 737-800 Passenger (738) | 1hr 12min | <br /> Depart: 4:30pm New Orleans, LA New Orleans Louis Armstrong Int'l (MSY)<br /> Arrive: 5:42pm Houston, TX Houston George Bush Intercntl. (IAH)<br /> <br /> <br /> Your flight is confirmed. The airline is assigning seats at check-in Seat assignment: choose seats | <br /> <br /> Change planes. Time between flights: 1hr 13min<br /> Continental Airlines 582 Economy | Boeing 737-800 Passenger (738) | 3hr 40min | <br /> Depart: 6:55pm Houston, TX Houston George Bush Intercntl. (IAH)<br /> Arrive: 11:35pm Boston, MA Boston Logan International (BOS)<br /> <br /> <br /> Your flight is confirmed. The airline is assigning seats at check-in Seat assignment: choose seats | <br /> <br /> Total duration: 6hr 5min | Total miles: 0 miles<br /> ===pre-conference===<br /> This event will be hosted at the Southern Food and Beverage Museum<br /> <br /> http://southernfood.org/images/sofab-map.gif<br /> <br /> [http://maps.google.com/maps?oe=utf-8&amp;client=firefox-a&amp;ie=UTF8&amp;q=Southern+Food+and+Beverage+Museum&amp;fb=1&amp;gl=us&amp;hq=Southern+Food+and+Beverage+Museum&amp;hnear=New+Orleans,+LA&amp;cid=0,0,12828818613548142731&amp;ei=1VWIS_jELebz8Qbu9YGiDw&amp;ved=0CAcQnwIwAA&amp;ll=29.949357,-90.064416&amp;spn=0.009147,0.018518&amp;z=16&amp;iwloc=A located] at the Riverwalk Shopping Mall, which is a short cab ride or an enjoyable 15-20 minute walk from the host Monteleone Hotel in the historic French Quarter.<br /> <br /> Ken Rayes, Director of the Greater New Orleans Writing Project, at krayes@uno.edu, or by phone at 504-280-7323.<br /> <br /> ===hotel===<br /> from Hotel Monteleone &lt;info@hotelmonteleone.com&gt;<br /> reply-to Hotel Monteleone &lt;MjY2OTQwMzA5NDQ5@u.zmaildirect.com&gt;<br /> to Tim McKenna &lt;mckenna.tim@gmail.com&gt;<br /> date Fri, Feb 26, 2010 at 5:00 PM<br /> subject Your Updated Reservation Confirmation<br /> mailed-by b.zmaildirect.com<br /> Dear Tim McKenna,<br /> <br /> Thank you for contacting us to amend your upcoming reservation at the Hotel Monteleone.<br /> <br /> We are pleased to advise you that your booking has been updated, so please take a moment to check the information below to ensure it is correct.<br /> <br /> We look forward to welcoming you to the Hotel Monteleone.<br /> <br /> Warm regards,<br /> Kathy McQuirter<br /> Reservations Manager<br /> <br /> <br /> Location<br /> Reservation Information<br /> <br /> Confirmation Number: 2606974<br /> Guest Name: Tim McKenna<br /> Arrival Date: Friday, March 5, 2010<br /> Departure Date: Monday, March 8, 2010<br /> Room Type Requested: Preferred Double Double<br /> Room Rate: $205.00<br /> <br /> Policies<br /> <br /> Deposit Credit Card Guarantee<br /> Cancellation 72 hours prior to arrival<br /> Check-In Time 3:00 PM<br /> Check-Out Time 11:00 AM<br /> Room Tax 13% city &amp; state tax plus a $2.00 occupancy fee per night<br /> Rates Rates are subject to change if a change is made to dates, length of stay, bed type, and/or number of guests.<br /> <br /> Contact Information<br /> <br /> Main Telephone Number 504.523.3341<br /> Toll Free Reservations 800.535.9595<br /> Concierge Telephone Number 504.523.3341<br /> Hotel Website www.HotelMonteleone.com<br /> <br /> The Hotel Address is:<br /> http://maps.google.com/maps?q=monteleone+hotel&amp;gl=us&amp;hl=en&amp;cd=1&amp;ei=S1iIS6ewFom0MKHZ6cIG&amp;sll=29.95579,-90.064845&amp;sspn=0.009147,0.018518&amp;ie=UTF8&amp;view=map&amp;cid=9720045327975038506&amp;ved=0CFMQpQY&amp;hq=monteleone+hotel&amp;hnear=&amp;ll=29.955529,-90.068214&amp;spn=0.008682,0.018518&amp;z=16<br /> <br /> Hotel Monteleone 214 Rue Royale | New Orleans, Louisiana 70130-2201 | Phone: (866) 338-4684<br /> <br /> ===conference===<br /> You will all want to be at the Hotel Monteleone Friday afternoon in order to register before the Opening Reception at 5 PM. The Banquet and evening's presentation by Students at the Center of New Orleans begins at 6:30 PM.<br /> <br /> You will want to pick up your personal conference packets at the Registration Desk in the Registration Lobby outside of the Queen Anne Ballroom on Mezzanine Level A before dinner. Your checks will be returned to you in your packets.<br /> Please remember to bring your confirmation letters I've sent all of you.<br /> <br /> As a &quot;Lagniappe&quot; as they say in New Orleans (a little something extra) I thought that you would appreciate having our beautifully crafted list of recommended restaurants in advance so you can make plans for your meals before and after the conference. Friday dinner, and Saturday Breakfast and Lunch are included with the conference. <br /> <br /> These restaurants have been recommended by New Orleanians locals &quot;in the know&quot;, and are all wonderful places, many within walking distance of the conference hotel in the French Quarter.<br /> <br /> We are excited that about 200 of you are joining us for this exciting conference.<br /> <br /> Warm regards on behalf of the Reading Conference Team,<br /> <br /> <br /> Rick Snodgrass<br /> Program Specialist<br /> The National Writing Project<br /> California State University, Chico <br /> Chico, CA 95929-0252<br /> PH: 530-898-5508<br /> FAX: 530-898-6982<br /> rsnodgrass@nwp.org<br /> <br /> ===restaurants===<br /> <br /> Acme Oyster House ($)<br /> <br /> 724 Iberville Street, French Quarter<br /> <br /> Sun-Thurs 11 am-10 pm, Fri-Sat 11 am - 11 pm<br /> <br /> (504) 522-5973<br /> <br /> www.acmeoyster.com <br /> <br /> Ralph Brennan’s Bacco ($$$)<br /> <br /> 310 Chartres Street, French Quarter<br /> <br /> Lunch- Daily: 11:30 am - 2:30 pm <br /> Dinner- Sun - Thurs 6:00 pm-9:30 pm <br /> Fri - Sat 6:00 pm-10:00 pm<br /> <br /> (504) 522-2426<br /> <br /> www.bacco.com <br /> <br /> Bayona ($$$)<br /> <br /> 430 Dauphine Street, French Quarter<br /> <br /> Lunch- Wed. – Sat beginning at 11:30 am<br /> <br /> Dinner- Mon - Sat beginning at 6:00 pm<br /> <br /> Closed on Sundays<br /> <br /> (504)-525-4455<br /> <br /> www.bayona.com <br /> <br /> Bistro at Hotel Maison de Ville ($$$)<br /> <br /> 727 Rue Toulouse, French Quarter<br /> <br /> Lunch- Tues - Sat 11 am-3 pm<br /> <br /> Dinner-Tues - Sat 6 pm – 10 pm<br /> <br /> (504) 528-9206<br /> <br /> www.hotelmaisondeville.com/dining <br /> <br /> Bourbon House ($$$)<br /> <br /> 144 Bourbon Street, French Quarter<br /> <br /> Breakfast- 6:30 am - 10:30 am <br /> Lunch &amp; Dinner- Sun - Thurs 11am -10 pm<br /> <br /> Fri – Sat 11 am – 11 pm<br /> <br /> (504) 522-0111<br /> <br /> www.bourbonhouse.com<br /> <br /> Your browser may not support display of this image.<br /> <br /> Brigtsen’s ($$$)<br /> <br /> One of NOLA’s best and close friends of Rick’s!<br /> <br /> 723 Dante Street, Uptown Above Garden District<br /> <br /> Dinner-Tues- Sat 5:30-10:00 PM <br /> Closed Sunday &amp; Monday<br /> <br /> (504) 861-7610<br /> <br /> www.brigtsens.com <br /> <br /> Café Degas ($-$$)<br /> <br /> 3127 Esplanade Avenue, Mid City<br /> <br /> Lunch – Wed - Sat 11:00 am - 3:00 pm <br /> Brunch – Sun 10:30 am - 3:00 pm <br /> Dinner- Wed - Sat 6:00 pm - 10:00 pm <br /> Sun 6:00 pm - 9:30 pm <br /> <br /> (504) 945 – 5635<br /> <br /> www.cafedegas.com <br /> <br /> Café du Monde ($)<br /> <br /> 1039 Decatur Street, French Market<br /> <br /> Open 24 hours a day<br /> <br /> 504-525-4544<br /> <br /> www.cafedumonde.com <br /> <br /> Cochon ($$)<br /> <br /> 930 Tchoupitoulas St, Warehouse District<br /> <br /> Mon- Fri 11 am -10 pm, Sat 5:30 pm - 10 pm<br /> <br /> Closed Sunday<br /> <br /> (504) 588 -2123<br /> <br /> http://www.cochonrestaurant.com <br /> <br /> Coquette ($$)<br /> <br /> 2800 Magazine St, Garden District<br /> <br /> Lunch-Wed - Sat 11:30am - 3:00pm<br /> <br /> Dinner- Mon - Sat 5:30pm - 10:00pm<br /> <br /> ( 504) 265- 0421 <br /> http://www.coquette-nola.com <br /> <br /> <br /> <br /> <br /> Coulis ($)<br /> <br /> Great breakfast!<br /> <br /> 3625 Prytania Street<br /> <br /> Daily 6 am- 3 pm<br /> <br /> (504) 304-4265 <br /> <br /> Eat ($-$$)<br /> <br /> 900 Dumaine Street, French Quarter<br /> <br /> Tues- Fri 11am – 2 pm, 5:30 pm – 10 pm <br /> Saturday: 9 am – 2 pm, 5:30 pm – 10 pm <br /> Sunday brunch: 9 am – 2 pm <br /> Closed Monday<br /> <br /> (504) 522-7222<br /> <br /> www.eatnola.com <br /> <br /> Gautreau's Restaurant ($$$)<br /> <br /> 1728 Soniat Street, Uptown<br /> <br /> Tues-Sat 6 pm -10 pm<br /> <br /> Closed Sun &amp; Mon<br /> <br /> 504) 899-7397‎<br /> <br /> gautreausrestaurant.com <br /> <br /> Herbsaint ($$$)<br /> <br /> 701 Saint Charles Avenue, Warehouse District Building<br /> <br /> Mon-Fri 11:30 am – 10 pm<br /> <br /> Sat 5:30 pm – 10:00 pm<br /> <br /> Closed Sunday<br /> <br /> (504) 524-4114<br /> <br /> www.herbsaint.com <br /> <br /> Irene’s Cuisine ($$$)<br /> <br /> 539 Saint Philip Street, French Quarter<br /> <br /> Mon- Sat 5:30 pm – 10:30 pm<br /> <br /> Closed Sunday<br /> <br /> (504) 529-8811 <br /> <br /> <br /> <br /> <br /> <br /> Iris ($$$)<br /> <br /> 321 North Peters Street, French Quarter<br /> <br /> Lunch-Thurs &amp; Fri 11:30 am- 2 pm<br /> <br /> Dinner- Mon, Wed-Sat 6 pm –close<br /> <br /> www.irisneworleans.com<br /> <br /> (540) 299- 3944 <br /> <br /> K-Paul’s ($$$)<br /> <br /> 416 Chartres Street, French Quarter<br /> <br /> Lunch- Thurs – Sat 11:00 am -2 pm<br /> <br /> Dinner- 5:30 pm- 10:00 pm<br /> <br /> (504) 596-2530<br /> <br /> http://www.chefpaul.com/site297.php <br /> <br /> Mandina’s Restaurant ($)<br /> <br /> 3800 Canal St, Mid City<br /> <br /> Mon - Thurs 11:00 am - 9:30 pm <br /> Fri &amp; Sat 11:00am - 10:00 pm <br /> Sun 12:00 pm – 9 pm<br /> <br /> No Credit Cards<br /> <br /> (504) 482-9179<br /> <br /> http://mandinasrestaurant.com <br /> <br /> Marigny Brasserie ($)<br /> <br /> 640 Frenchmen Street<br /> <br /> Breakfast- Daily, 7:00am - 11am <br /> Lunch &amp; Dinner- Mon-Thurs 11:30 - 11:00 pm <br /> Fri- Sat 11:30 - 12:00 am <br /> Sun 11:30 am - 9:30 pm<br /> <br /> (504) 945-4472<br /> <br /> www.marignybrasserie.com <br /> <br /> Mr. B’s Bistro ($$$)<br /> <br /> 201 Royal Street, French Quarter<br /> <br /> Lunch- Mon- Sat 11:30 am - 5:30 pm<br /> <br /> Brunch- Sun 10:30 am- 2:00 pm<br /> <br /> Dinner- Nightly 5:30 – 9:00 pm<br /> <br /> (504) 523-2078<br /> <br /> www.mrbsbistro.com<br /> <br /> Napolean House ($)<br /> <br /> 500 Chartres Street, French Quarter<br /> <br /> Mon 11 am – 5:30 pm<br /> <br /> Tues – Thurs 11 am – 10 pm<br /> <br /> Fri – Sat 11 am – 11 pm<br /> <br /> Closed Sundays<br /> <br /> (504) 525 - 2431<br /> <br /> www.napoleonhouse.com <br /> <br /> Parkview Bakery and Tavern ($)<br /> <br /> Best Po-Boys! <br /> <br /> 538 Hagan Avenue, Mid City<br /> <br /> Daily Hours 11 am – 10 pm<br /> <br /> Closed Tuesdays<br /> <br /> (504) 482 -3047<br /> <br /> http://www.parkwaybakeryandtavernnola.com <br /> <br /> Pelican Club ($$$)<br /> <br /> 312 Exchange Alley, French Quarter<br /> <br /> Dinner – Sun-Thurs 5:30 pm - 9:30 pm<br /> <br /> Fri- Sat 5:30 pm - 10 pm<br /> <br /> Closed Monday<br /> <br /> (504) 523-1504<br /> <br /> www.pelicanclub.com <br /> <br /> Port Of Call ($-$$)<br /> <br /> 838 Esplanade Avenue, French Quarter<br /> <br /> Sun - Thurs 11 am - 12 am<br /> <br /> Fri – Sat 11 am – 1 am<br /> <br /> (504) 523-0120<br /> <br /> www.portofcallnola.com <br /> <br /> Rio Mar Seafood ($$)<br /> <br /> 800 South Peters Street, Warehouse District<br /> <br /> Lunch- Mon-Fri 11:30 am - 2 pm<br /> <br /> Dinner- Mon - Sat 6 pm - 10 pm <br /> Closed Sundays<br /> <br /> (504) 525- 3474<br /> <br /> http://riomarseafood.activepixel.com <br /> <br /> <br /> The Ruby Slipper ($)<br /> <br /> Great Breakfast, served all day!<br /> <br /> 139 South Cortez Street, Mid City <br /> Tues- Fri 7 am - 2pm <br /> Sat- Sun 8 am - 3pm<br /> <br /> Closed Monday<br /> <br /> (504) 309 - 5531<br /> <br /> www.therubyslippercafe.net <br /> <br /> Snug Harbor ( $$)<br /> <br /> Jazz Club &amp; Restaurant<br /> <br /> 626 Frenchmen Street, Fauborg Marigny Arts &amp; Cultural district<br /> <br /> Lunch- Sat &amp; Sun 11:30- 5:00 pm<br /> <br /> Dinner- Starting at 5:00 pm daily<br /> <br /> Allow 2 Hours for dining<br /> <br /> (504) 949 – 0696<br /> <br /> www.snugjazz.com <br /> <br /> Restaurant Stanley ($)<br /> <br /> 547 St. Ann Street, Jackson Square<br /> <br /> Open Daily 7:00 am – 7:00 pm<br /> <br /> (504) 587-0093 <br /> <br /> www.stanleyrestaurant.com <br /> <br /> Upperline ($$$)<br /> <br /> 1413 Upperline Street, Garden District<br /> <br /> Dinner- Wed- Sun 5:30 pm<br /> <br /> (504) 891 - 9822<br /> <br /> www.upperline.com <br /> <br /> Willie Mae’s Scotch House ($)<br /> <br /> 2401 Saint Ann Street<br /> <br /> Open 11:00 am – 3 pm daily<br /> <br /> (504) 822- 9503<br /> <br /> ===registration===<br /> January 12, 2010<br /> <br /> The National Writing Project and the National Reading Initiative <br /> <br /> Dear Conference Registrant,<br /> <br /> Thank you for registering for The National Reading Initiative’s 2010 Conference on Reading entitled “What’s Next: Possibilities for Literacy and Content Area Learning”. We look forward to welcoming you to New Orleans’s historic French Quarter and the Monteleone Hotel, where we will examine the intersections of interesting threads of work related to adolescent literacy and content area learning which have surfaced from the ongoing programs funded by a grant from the Carnegie Corporation of New York.<br /> <br /> We have received your deposit check of $150. Conference registration is free, so we will return your deposit check when you check in at the conference registration table at the Hotel Monteleone located in the Registration lobby on the Mezzanine A level of the hotel. There you will receive your conference packet with a nametag. You will be able to check in all day Friday.<br /> <br /> NOTE: Please remember that any registrant who does not attend the conference will forfeit her or his deposit.<br /> <br /> The Conference<br /> <br /> The conference will begin at 5 PM Friday, March 5th with an opening reception, followed by a banquet at 6:30 PM in the Queen Anne Ballroom, just off the Registration lobby on the Mezzanine A level. Saturday morning a continental breakfast will be served in the Queen Anne Ballroom beginning at 7:30 AM followed by the keynote speech at 9 AM.<br /> <br /> There will a first round of morning sessions, lunch in the Queen Anne Ballroom from 12 Noon to 1:15 followed by 2 afternoon sessions.. The conference will end at 5:30 PM Saturday afternoon, March 6th. Your food during the conference is free. Dinner Saturday night will be on your own. We will have a list of great New Orleans’s restaurants available when you arrive at the conference<br /> <br /> Pre-Conference Opportunity – Friday, March 5th<br /> <br /> The Greater New Orleans Writing Project is happy to host a special pre-conference event on Friday, March 5 from 11:00 am – 3:00 pm. Come “pass a good time,” eat some marvelous New Orleans food, and learn about ways to use food as a nourishing subject for your student writers, while you experience the unique culinary culture of New Orleans. Some of the many things you will learn include:<br /> <br /> * The difference between Cajun and Creole.<br /> * How the po-boy sandwich got its name from a labor strike<br /> * Why okra is so prevalent in Southern cooking<br /> * How the sugar and rice industries shaped Louisiana and the Carolinas<br /> * Why New Orleanians don’t eat cornbread, but the rest of the Louisiana does<br /> <br /> This event will be hosted at the Southern Food and Beverage Museum, which is a very short cab ride or an enjoyable 15 -20 minute walk from the host Monteleone Hotel in the historic French Quarter. <br /> <br /> Registration for this event is separate from conference registration, and is limited to the first 40 participants. To register, please contact Ken Rayes, the Director of the Greater New Orleans Writing Project at krayes@uno.edu, or by phone at 504-280-7323. Cost is $45.00 per person which includes food and drink samples (payment will be by check only). You will be responsible for your transportation to and from this event. Come join us as we share in our unique New Orleans food and culture. <br /> <br /> Travel and Registration<br /> <br /> You should plan to arrive on Friday, March 5th.<br /> <br /> You will be making your own travel arrangements and hotel reservations Either you, or your site, will be responsible for paying your travel and lodging expenses. For reservations, please call the hotel’s reservation department directly at 800-535-9595 and identify yourself as a Reading Conference guest/attendee for the March 5 and 6th, 2010 conference. It’s important that you specify the group name and the dates of the conference to get the group rate. Please make your reservations no later than January 22.<br /> <br /> The hotel contact information is:<br /> <br /> Hotel Monteleone<br /> <br /> 214 Rue Royale<br /> <br /> New Orleans, La <br /> <br /> 70130-2201 | Phone: 8oo-535-9595<br /> <br /> http://www.hotelmonteleone.com/ <br /> <br /> If you have additional questions, please contact Rick Snodgrass at rsnodgrass@nwp.org or Tanya Baker at tbaker@nwp.org. <br /> <br /> We look forward to welcoming you to New Orleans!</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=NO10&diff=3900 2010-02-26T23:22:32Z

<p>71.234.133.230: </p> <hr /> <div>===flight===<br /> Orbitz record locator: AP130101CZ70LE0A<br /> Airline record locator: Continental Airlines - CZ70LE<br /> Ticket numbers: 00575743678591<br /> 00575743678580<br /> Total flight cost: $548.60 USD<br /> <br /> See if you've earned a Price Assurance refund.<br /> <br /> Traveler(s) Frequent flier details<br /> TIMOTHY MCKENNA <br /> <br /> PERI MCKENNA <br /> <br /> Leave Friday, March 5, 2010<br /> Continental Airlines 1531 Economy | Boeing 737-700 Passenger (73G) | Snack | 2hr 0min | <br /> Depart: 6:00am Boston, MA Boston Logan International (BOS)<br /> Arrive: 8:00am Cleveland, OH Cleveland Hopkins International (CLE)<br /> <br /> <br /> Your flight is confirmed. The airline is assigning seats at check-in Seat assignment: choose seats | <br /> <br /> Change planes. Time between flights: 0hr 50min<br /> Continental Airlines 5901 Economy | Embraer RJ135/ RJ140/ RJ145 (ERJ) | 2hr 44min | <br /> Depart: 8:50am Cleveland, OH Cleveland Hopkins International (CLE)<br /> Arrive: 10:34am New Orleans, LA New Orleans Louis Armstrong Int'l (MSY)<br /> <br /> <br /> Your flight is confirmed. The airline is assigning seats at check-in Seat assignment: choose seats | <br /> <br /> Total duration: 5hr 34min | Total miles: 0 miles<br /> Return Monday, March 8, 2010<br /> Continental Airlines 872 Economy | Boeing 737-800 Passenger (738) | 1hr 12min | <br /> Depart: 4:30pm New Orleans, LA New Orleans Louis Armstrong Int'l (MSY)<br /> Arrive: 5:42pm Houston, TX Houston George Bush Intercntl. (IAH)<br /> <br /> <br /> Your flight is confirmed. The airline is assigning seats at check-in Seat assignment: choose seats | <br /> <br /> Change planes. Time between flights: 1hr 13min<br /> Continental Airlines 582 Economy | Boeing 737-800 Passenger (738) | 3hr 40min | <br /> Depart: 6:55pm Houston, TX Houston George Bush Intercntl. (IAH)<br /> Arrive: 11:35pm Boston, MA Boston Logan International (BOS)<br /> <br /> <br /> Your flight is confirmed. The airline is assigning seats at check-in Seat assignment: choose seats | <br /> <br /> Total duration: 6hr 5min | Total miles: 0 miles<br /> ===pre-conference===<br /> This event will be hosted at the Southern Food and Beverage Museum<br /> <br /> http://southernfood.org/images/sofab-map.gif<br /> <br /> [http://maps.google.com/maps?oe=utf-8&amp;client=firefox-a&amp;ie=UTF8&amp;q=Southern+Food+and+Beverage+Museum&amp;fb=1&amp;gl=us&amp;hq=Southern+Food+and+Beverage+Museum&amp;hnear=New+Orleans,+LA&amp;cid=0,0,12828818613548142731&amp;ei=1VWIS_jELebz8Qbu9YGiDw&amp;ved=0CAcQnwIwAA&amp;ll=29.949357,-90.064416&amp;spn=0.009147,0.018518&amp;z=16&amp;iwloc=A located] at the Riverwalk Shopping Mall, which is a short cab ride or an enjoyable 15-20 minute walk from the host Monteleone Hotel in the historic French Quarter.<br /> <br /> Ken Rayes, Director of the Greater New Orleans Writing Project, at krayes@uno.edu, or by phone at 504-280-7323.<br /> <br /> ===hotel===<br /> from Hotel Monteleone &lt;info@hotelmonteleone.com&gt;<br /> reply-to Hotel Monteleone &lt;MjY2OTQwMzA5NDQ5@u.zmaildirect.com&gt;<br /> to Tim McKenna &lt;mckenna.tim@gmail.com&gt;<br /> date Fri, Feb 26, 2010 at 5:00 PM<br /> subject Your Updated Reservation Confirmation<br /> mailed-by b.zmaildirect.com<br /> Dear Tim McKenna,<br /> <br /> Thank you for contacting us to amend your upcoming reservation at the Hotel Monteleone.<br /> <br /> We are pleased to advise you that your booking has been updated, so please take a moment to check the information below to ensure it is correct.<br /> <br /> We look forward to welcoming you to the Hotel Monteleone.<br /> <br /> Warm regards,<br /> Kathy McQuirter<br /> Reservations Manager<br /> <br /> <br /> Location<br /> Reservation Information<br /> <br /> Confirmation Number: 2606974<br /> Guest Name: Tim McKenna<br /> Arrival Date: Friday, March 5, 2010<br /> Departure Date: Monday, March 8, 2010<br /> Room Type Requested: Preferred Double Double<br /> Room Rate: $205.00<br /> <br /> Policies<br /> <br /> Deposit Credit Card Guarantee<br /> Cancellation 72 hours prior to arrival<br /> Check-In Time 3:00 PM<br /> Check-Out Time 11:00 AM<br /> Room Tax 13% city &amp; state tax plus a $2.00 occupancy fee per night<br /> Rates Rates are subject to change if a change is made to dates, length of stay, bed type, and/or number of guests.<br /> <br /> Contact Information<br /> <br /> Main Telephone Number 504.523.3341<br /> Toll Free Reservations 800.535.9595<br /> Concierge Telephone Number 504.523.3341<br /> Hotel Website www.HotelMonteleone.com<br /> <br /> The Hotel Address is:<br /> <br /> Hotel Monteleone 214 Rue Royale | New Orleans, Louisiana 70130-2201 | Phone: (866) 338-4684 <br /> <br /> ===conference===<br /> You will all want to be at the Hotel Monteleone Friday afternoon in order to register before the Opening Reception at 5 PM. The Banquet and evening's presentation by Students at the Center of New Orleans begins at 6:30 PM.<br /> <br /> You will want to pick up your personal conference packets at the Registration Desk in the Registration Lobby outside of the Queen Anne Ballroom on Mezzanine Level A before dinner. Your checks will be returned to you in your packets.<br /> Please remember to bring your confirmation letters I've sent all of you.<br /> <br /> As a &quot;Lagniappe&quot; as they say in New Orleans (a little something extra) I thought that you would appreciate having our beautifully crafted list of recommended restaurants in advance so you can make plans for your meals before and after the conference. Friday dinner, and Saturday Breakfast and Lunch are included with the conference. <br /> <br /> These restaurants have been recommended by New Orleanians locals &quot;in the know&quot;, and are all wonderful places, many within walking distance of the conference hotel in the French Quarter.<br /> <br /> We are excited that about 200 of you are joining us for this exciting conference.<br /> <br /> Warm regards on behalf of the Reading Conference Team,<br /> <br /> <br /> Rick Snodgrass<br /> Program Specialist<br /> The National Writing Project<br /> California State University, Chico <br /> Chico, CA 95929-0252<br /> PH: 530-898-5508<br /> FAX: 530-898-6982<br /> rsnodgrass@nwp.org<br /> <br /> ===restaurants===<br /> <br /> Acme Oyster House ($)<br /> <br /> 724 Iberville Street, French Quarter<br /> <br /> Sun-Thurs 11 am-10 pm, Fri-Sat 11 am - 11 pm<br /> <br /> (504) 522-5973<br /> <br /> www.acmeoyster.com <br /> <br /> Ralph Brennan’s Bacco ($$$)<br /> <br /> 310 Chartres Street, French Quarter<br /> <br /> Lunch- Daily: 11:30 am - 2:30 pm <br /> Dinner- Sun - Thurs 6:00 pm-9:30 pm <br /> Fri - Sat 6:00 pm-10:00 pm<br /> <br /> (504) 522-2426<br /> <br /> www.bacco.com <br /> <br /> Bayona ($$$)<br /> <br /> 430 Dauphine Street, French Quarter<br /> <br /> Lunch- Wed. – Sat beginning at 11:30 am<br /> <br /> Dinner- Mon - Sat beginning at 6:00 pm<br /> <br /> Closed on Sundays<br /> <br /> (504)-525-4455<br /> <br /> www.bayona.com <br /> <br /> Bistro at Hotel Maison de Ville ($$$)<br /> <br /> 727 Rue Toulouse, French Quarter<br /> <br /> Lunch- Tues - Sat 11 am-3 pm<br /> <br /> Dinner-Tues - Sat 6 pm – 10 pm<br /> <br /> (504) 528-9206<br /> <br /> www.hotelmaisondeville.com/dining <br /> <br /> Bourbon House ($$$)<br /> <br /> 144 Bourbon Street, French Quarter<br /> <br /> Breakfast- 6:30 am - 10:30 am <br /> Lunch &amp; Dinner- Sun - Thurs 11am -10 pm<br /> <br /> Fri – Sat 11 am – 11 pm<br /> <br /> (504) 522-0111<br /> <br /> www.bourbonhouse.com<br /> <br /> Your browser may not support display of this image.<br /> <br /> Brigtsen’s ($$$)<br /> <br /> One of NOLA’s best and close friends of Rick’s!<br /> <br /> 723 Dante Street, Uptown Above Garden District<br /> <br /> Dinner-Tues- Sat 5:30-10:00 PM <br /> Closed Sunday &amp; Monday<br /> <br /> (504) 861-7610<br /> <br /> www.brigtsens.com <br /> <br /> Café Degas ($-$$)<br /> <br /> 3127 Esplanade Avenue, Mid City<br /> <br /> Lunch – Wed - Sat 11:00 am - 3:00 pm <br /> Brunch – Sun 10:30 am - 3:00 pm <br /> Dinner- Wed - Sat 6:00 pm - 10:00 pm <br /> Sun 6:00 pm - 9:30 pm <br /> <br /> (504) 945 – 5635<br /> <br /> www.cafedegas.com <br /> <br /> Café du Monde ($)<br /> <br /> 1039 Decatur Street, French Market<br /> <br /> Open 24 hours a day<br /> <br /> 504-525-4544<br /> <br /> www.cafedumonde.com <br /> <br /> Cochon ($$)<br /> <br /> 930 Tchoupitoulas St, Warehouse District<br /> <br /> Mon- Fri 11 am -10 pm, Sat 5:30 pm - 10 pm<br /> <br /> Closed Sunday<br /> <br /> (504) 588 -2123<br /> <br /> http://www.cochonrestaurant.com <br /> <br /> Coquette ($$)<br /> <br /> 2800 Magazine St, Garden District<br /> <br /> Lunch-Wed - Sat 11:30am - 3:00pm<br /> <br /> Dinner- Mon - Sat 5:30pm - 10:00pm<br /> <br /> ( 504) 265- 0421 <br /> http://www.coquette-nola.com <br /> <br /> <br /> <br /> <br /> Coulis ($)<br /> <br /> Great breakfast!<br /> <br /> 3625 Prytania Street<br /> <br /> Daily 6 am- 3 pm<br /> <br /> (504) 304-4265 <br /> <br /> Eat ($-$$)<br /> <br /> 900 Dumaine Street, French Quarter<br /> <br /> Tues- Fri 11am – 2 pm, 5:30 pm – 10 pm <br /> Saturday: 9 am – 2 pm, 5:30 pm – 10 pm <br /> Sunday brunch: 9 am – 2 pm <br /> Closed Monday<br /> <br /> (504) 522-7222<br /> <br /> www.eatnola.com <br /> <br /> Gautreau's Restaurant ($$$)<br /> <br /> 1728 Soniat Street, Uptown<br /> <br /> Tues-Sat 6 pm -10 pm<br /> <br /> Closed Sun &amp; Mon<br /> <br /> 504) 899-7397‎<br /> <br /> gautreausrestaurant.com <br /> <br /> Herbsaint ($$$)<br /> <br /> 701 Saint Charles Avenue, Warehouse District Building<br /> <br /> Mon-Fri 11:30 am – 10 pm<br /> <br /> Sat 5:30 pm – 10:00 pm<br /> <br /> Closed Sunday<br /> <br /> (504) 524-4114<br /> <br /> www.herbsaint.com <br /> <br /> Irene’s Cuisine ($$$)<br /> <br /> 539 Saint Philip Street, French Quarter<br /> <br /> Mon- Sat 5:30 pm – 10:30 pm<br /> <br /> Closed Sunday<br /> <br /> (504) 529-8811 <br /> <br /> <br /> <br /> <br /> <br /> Iris ($$$)<br /> <br /> 321 North Peters Street, French Quarter<br /> <br /> Lunch-Thurs &amp; Fri 11:30 am- 2 pm<br /> <br /> Dinner- Mon, Wed-Sat 6 pm –close<br /> <br /> www.irisneworleans.com<br /> <br /> (540) 299- 3944 <br /> <br /> K-Paul’s ($$$)<br /> <br /> 416 Chartres Street, French Quarter<br /> <br /> Lunch- Thurs – Sat 11:00 am -2 pm<br /> <br /> Dinner- 5:30 pm- 10:00 pm<br /> <br /> (504) 596-2530<br /> <br /> http://www.chefpaul.com/site297.php <br /> <br /> Mandina’s Restaurant ($)<br /> <br /> 3800 Canal St, Mid City<br /> <br /> Mon - Thurs 11:00 am - 9:30 pm <br /> Fri &amp; Sat 11:00am - 10:00 pm <br /> Sun 12:00 pm – 9 pm<br /> <br /> No Credit Cards<br /> <br /> (504) 482-9179<br /> <br /> http://mandinasrestaurant.com <br /> <br /> Marigny Brasserie ($)<br /> <br /> 640 Frenchmen Street<br /> <br /> Breakfast- Daily, 7:00am - 11am <br /> Lunch &amp; Dinner- Mon-Thurs 11:30 - 11:00 pm <br /> Fri- Sat 11:30 - 12:00 am <br /> Sun 11:30 am - 9:30 pm<br /> <br /> (504) 945-4472<br /> <br /> www.marignybrasserie.com <br /> <br /> Mr. B’s Bistro ($$$)<br /> <br /> 201 Royal Street, French Quarter<br /> <br /> Lunch- Mon- Sat 11:30 am - 5:30 pm<br /> <br /> Brunch- Sun 10:30 am- 2:00 pm<br /> <br /> Dinner- Nightly 5:30 – 9:00 pm<br /> <br /> (504) 523-2078<br /> <br /> www.mrbsbistro.com<br /> <br /> Napolean House ($)<br /> <br /> 500 Chartres Street, French Quarter<br /> <br /> Mon 11 am – 5:30 pm<br /> <br /> Tues – Thurs 11 am – 10 pm<br /> <br /> Fri – Sat 11 am – 11 pm<br /> <br /> Closed Sundays<br /> <br /> (504) 525 - 2431<br /> <br /> www.napoleonhouse.com <br /> <br /> Parkview Bakery and Tavern ($)<br /> <br /> Best Po-Boys! <br /> <br /> 538 Hagan Avenue, Mid City<br /> <br /> Daily Hours 11 am – 10 pm<br /> <br /> Closed Tuesdays<br /> <br /> (504) 482 -3047<br /> <br /> http://www.parkwaybakeryandtavernnola.com <br /> <br /> Pelican Club ($$$)<br /> <br /> 312 Exchange Alley, French Quarter<br /> <br /> Dinner – Sun-Thurs 5:30 pm - 9:30 pm<br /> <br /> Fri- Sat 5:30 pm - 10 pm<br /> <br /> Closed Monday<br /> <br /> (504) 523-1504<br /> <br /> www.pelicanclub.com <br /> <br /> Port Of Call ($-$$)<br /> <br /> 838 Esplanade Avenue, French Quarter<br /> <br /> Sun - Thurs 11 am - 12 am<br /> <br /> Fri – Sat 11 am – 1 am<br /> <br /> (504) 523-0120<br /> <br /> www.portofcallnola.com <br /> <br /> Rio Mar Seafood ($$)<br /> <br /> 800 South Peters Street, Warehouse District<br /> <br /> Lunch- Mon-Fri 11:30 am - 2 pm<br /> <br /> Dinner- Mon - Sat 6 pm - 10 pm <br /> Closed Sundays<br /> <br /> (504) 525- 3474<br /> <br /> http://riomarseafood.activepixel.com <br /> <br /> <br /> The Ruby Slipper ($)<br /> <br /> Great Breakfast, served all day!<br /> <br /> 139 South Cortez Street, Mid City <br /> Tues- Fri 7 am - 2pm <br /> Sat- Sun 8 am - 3pm<br /> <br /> Closed Monday<br /> <br /> (504) 309 - 5531<br /> <br /> www.therubyslippercafe.net <br /> <br /> Snug Harbor ( $$)<br /> <br /> Jazz Club &amp; Restaurant<br /> <br /> 626 Frenchmen Street, Fauborg Marigny Arts &amp; Cultural district<br /> <br /> Lunch- Sat &amp; Sun 11:30- 5:00 pm<br /> <br /> Dinner- Starting at 5:00 pm daily<br /> <br /> Allow 2 Hours for dining<br /> <br /> (504) 949 – 0696<br /> <br /> www.snugjazz.com <br /> <br /> Restaurant Stanley ($)<br /> <br /> 547 St. Ann Street, Jackson Square<br /> <br /> Open Daily 7:00 am – 7:00 pm<br /> <br /> (504) 587-0093 <br /> <br /> www.stanleyrestaurant.com <br /> <br /> Upperline ($$$)<br /> <br /> 1413 Upperline Street, Garden District<br /> <br /> Dinner- Wed- Sun 5:30 pm<br /> <br /> (504) 891 - 9822<br /> <br /> www.upperline.com <br /> <br /> Willie Mae’s Scotch House ($)<br /> <br /> 2401 Saint Ann Street<br /> <br /> Open 11:00 am – 3 pm daily<br /> <br /> (504) 822- 9503<br /> <br /> ===registration===<br /> January 12, 2010<br /> <br /> The National Writing Project and the National Reading Initiative <br /> <br /> Dear Conference Registrant,<br /> <br /> Thank you for registering for The National Reading Initiative’s 2010 Conference on Reading entitled “What’s Next: Possibilities for Literacy and Content Area Learning”. We look forward to welcoming you to New Orleans’s historic French Quarter and the Monteleone Hotel, where we will examine the intersections of interesting threads of work related to adolescent literacy and content area learning which have surfaced from the ongoing programs funded by a grant from the Carnegie Corporation of New York.<br /> <br /> We have received your deposit check of $150. Conference registration is free, so we will return your deposit check when you check in at the conference registration table at the Hotel Monteleone located in the Registration lobby on the Mezzanine A level of the hotel. There you will receive your conference packet with a nametag. You will be able to check in all day Friday.<br /> <br /> NOTE: Please remember that any registrant who does not attend the conference will forfeit her or his deposit.<br /> <br /> The Conference<br /> <br /> The conference will begin at 5 PM Friday, March 5th with an opening reception, followed by a banquet at 6:30 PM in the Queen Anne Ballroom, just off the Registration lobby on the Mezzanine A level. Saturday morning a continental breakfast will be served in the Queen Anne Ballroom beginning at 7:30 AM followed by the keynote speech at 9 AM.<br /> <br /> There will a first round of morning sessions, lunch in the Queen Anne Ballroom from 12 Noon to 1:15 followed by 2 afternoon sessions.. The conference will end at 5:30 PM Saturday afternoon, March 6th. Your food during the conference is free. Dinner Saturday night will be on your own. We will have a list of great New Orleans’s restaurants available when you arrive at the conference<br /> <br /> Pre-Conference Opportunity – Friday, March 5th<br /> <br /> The Greater New Orleans Writing Project is happy to host a special pre-conference event on Friday, March 5 from 11:00 am – 3:00 pm. Come “pass a good time,” eat some marvelous New Orleans food, and learn about ways to use food as a nourishing subject for your student writers, while you experience the unique culinary culture of New Orleans. Some of the many things you will learn include:<br /> <br /> * The difference between Cajun and Creole.<br /> * How the po-boy sandwich got its name from a labor strike<br /> * Why okra is so prevalent in Southern cooking<br /> * How the sugar and rice industries shaped Louisiana and the Carolinas<br /> * Why New Orleanians don’t eat cornbread, but the rest of the Louisiana does<br /> <br /> This event will be hosted at the Southern Food and Beverage Museum, which is a very short cab ride or an enjoyable 15 -20 minute walk from the host Monteleone Hotel in the historic French Quarter. <br /> <br /> Registration for this event is separate from conference registration, and is limited to the first 40 participants. To register, please contact Ken Rayes, the Director of the Greater New Orleans Writing Project at krayes@uno.edu, or by phone at 504-280-7323. Cost is $45.00 per person which includes food and drink samples (payment will be by check only). You will be responsible for your transportation to and from this event. Come join us as we share in our unique New Orleans food and culture. <br /> <br /> Travel and Registration<br /> <br /> You should plan to arrive on Friday, March 5th.<br /> <br /> You will be making your own travel arrangements and hotel reservations Either you, or your site, will be responsible for paying your travel and lodging expenses. For reservations, please call the hotel’s reservation department directly at 800-535-9595 and identify yourself as a Reading Conference guest/attendee for the March 5 and 6th, 2010 conference. It’s important that you specify the group name and the dates of the conference to get the group rate. Please make your reservations no later than January 22.<br /> <br /> The hotel contact information is:<br /> <br /> Hotel Monteleone<br /> <br /> 214 Rue Royale<br /> <br /> New Orleans, La <br /> <br /> 70130-2201 | Phone: 8oo-535-9595<br /> <br /> http://www.hotelmonteleone.com/ <br /> <br /> If you have additional questions, please contact Rick Snodgrass at rsnodgrass@nwp.org or Tanya Baker at tbaker@nwp.org. <br /> <br /> We look forward to welcoming you to New Orleans!</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=NO10&diff=3899 2010-02-26T23:18:20Z

<p>71.234.133.230: </p> <hr /> <div>===flight===<br /> Orbitz record locator: AP130101CZ70LE0A<br /> Airline record locator: Continental Airlines - CZ70LE<br /> Ticket numbers: 00575743678591<br /> 00575743678580<br /> Total flight cost: $548.60 USD<br /> <br /> See if you've earned a Price Assurance refund.<br /> <br /> Traveler(s) Frequent flier details<br /> TIMOTHY MCKENNA <br /> <br /> PERI MCKENNA <br /> <br /> Leave Friday, March 5, 2010<br /> Continental Airlines 1531 Economy | Boeing 737-700 Passenger (73G) | Snack | 2hr 0min | <br /> Depart: 6:00am Boston, MA Boston Logan International (BOS)<br /> Arrive: 8:00am Cleveland, OH Cleveland Hopkins International (CLE)<br /> <br /> <br /> Your flight is confirmed. The airline is assigning seats at check-in Seat assignment: choose seats | <br /> <br /> Change planes. Time between flights: 0hr 50min<br /> Continental Airlines 5901 Economy | Embraer RJ135/ RJ140/ RJ145 (ERJ) | 2hr 44min | <br /> Depart: 8:50am Cleveland, OH Cleveland Hopkins International (CLE)<br /> Arrive: 10:34am New Orleans, LA New Orleans Louis Armstrong Int'l (MSY)<br /> <br /> <br /> Your flight is confirmed. The airline is assigning seats at check-in Seat assignment: choose seats | <br /> <br /> Total duration: 5hr 34min | Total miles: 0 miles<br /> Return Monday, March 8, 2010<br /> Continental Airlines 872 Economy | Boeing 737-800 Passenger (738) | 1hr 12min | <br /> Depart: 4:30pm New Orleans, LA New Orleans Louis Armstrong Int'l (MSY)<br /> Arrive: 5:42pm Houston, TX Houston George Bush Intercntl. (IAH)<br /> <br /> <br /> Your flight is confirmed. The airline is assigning seats at check-in Seat assignment: choose seats | <br /> <br /> Change planes. Time between flights: 1hr 13min<br /> Continental Airlines 582 Economy | Boeing 737-800 Passenger (738) | 3hr 40min | <br /> Depart: 6:55pm Houston, TX Houston George Bush Intercntl. (IAH)<br /> Arrive: 11:35pm Boston, MA Boston Logan International (BOS)<br /> <br /> <br /> Your flight is confirmed. The airline is assigning seats at check-in Seat assignment: choose seats | <br /> <br /> Total duration: 6hr 5min | Total miles: 0 miles<br /> ===pre-conference===<br /> This event will be hosted at the Southern Food and Beverage Museum [http://maps.google.com/maps?oe=utf-8&amp;client=firefox-a&amp;ie=UTF8&amp;q=Southern+Food+and+Beverage+Museum&amp;fb=1&amp;gl=us&amp;hq=Southern+Food+and+Beverage+Museum&amp;hnear=New+Orleans,+LA&amp;cid=0,0,12828818613548142731&amp;ei=1VWIS_jELebz8Qbu9YGiDw&amp;ved=0CAcQnwIwAA&amp;ll=29.949357,-90.064416&amp;spn=0.009147,0.018518&amp;z=16&amp;iwloc=A located] at the Riverwalk Shopping Mall, which is a short cab ride or an enjoyable 15-20 minute walk from the host Monteleone Hotel in the historic French Quarter.<br /> <br /> Ken Rayes, Director of the Greater New Orleans Writing Project, at krayes@uno.edu, or by phone at 504-280-7323.<br /> <br /> ===hotel===<br /> from Hotel Monteleone &lt;info@hotelmonteleone.com&gt;<br /> reply-to Hotel Monteleone &lt;MjY2OTQwMzA5NDQ5@u.zmaildirect.com&gt;<br /> to Tim McKenna &lt;mckenna.tim@gmail.com&gt;<br /> date Fri, Feb 26, 2010 at 5:00 PM<br /> subject Your Updated Reservation Confirmation<br /> mailed-by b.zmaildirect.com<br /> Dear Tim McKenna,<br /> <br /> Thank you for contacting us to amend your upcoming reservation at the Hotel Monteleone.<br /> <br /> We are pleased to advise you that your booking has been updated, so please take a moment to check the information below to ensure it is correct.<br /> <br /> We look forward to welcoming you to the Hotel Monteleone.<br /> <br /> Warm regards,<br /> Kathy McQuirter<br /> Reservations Manager<br /> <br /> <br /> Location<br /> Reservation Information<br /> <br /> Confirmation Number: 2606974<br /> Guest Name: Tim McKenna<br /> Arrival Date: Friday, March 5, 2010<br /> Departure Date: Monday, March 8, 2010<br /> Room Type Requested: Preferred Double Double<br /> Room Rate: $205.00<br /> <br /> Policies<br /> <br /> Deposit Credit Card Guarantee<br /> Cancellation 72 hours prior to arrival<br /> Check-In Time 3:00 PM<br /> Check-Out Time 11:00 AM<br /> Room Tax 13% city &amp; state tax plus a $2.00 occupancy fee per night<br /> Rates Rates are subject to change if a change is made to dates, length of stay, bed type, and/or number of guests.<br /> <br /> Contact Information<br /> <br /> Main Telephone Number 504.523.3341<br /> Toll Free Reservations 800.535.9595<br /> Concierge Telephone Number 504.523.3341<br /> Hotel Website www.HotelMonteleone.com<br /> <br /> The Hotel Address is:<br /> <br /> Hotel Monteleone 214 Rue Royale | New Orleans, Louisiana 70130-2201 | Phone: (866) 338-4684 <br /> <br /> ===conference===<br /> You will all want to be at the Hotel Monteleone Friday afternoon in order to register before the Opening Reception at 5 PM. The Banquet and evening's presentation by Students at the Center of New Orleans begins at 6:30 PM.<br /> <br /> You will want to pick up your personal conference packets at the Registration Desk in the Registration Lobby outside of the Queen Anne Ballroom on Mezzanine Level A before dinner. Your checks will be returned to you in your packets.<br /> Please remember to bring your confirmation letters I've sent all of you.<br /> <br /> As a &quot;Lagniappe&quot; as they say in New Orleans (a little something extra) I thought that you would appreciate having our beautifully crafted list of recommended restaurants in advance so you can make plans for your meals before and after the conference. Friday dinner, and Saturday Breakfast and Lunch are included with the conference. <br /> <br /> These restaurants have been recommended by New Orleanians locals &quot;in the know&quot;, and are all wonderful places, many within walking distance of the conference hotel in the French Quarter.<br /> <br /> We are excited that about 200 of you are joining us for this exciting conference.<br /> <br /> Warm regards on behalf of the Reading Conference Team,<br /> <br /> <br /> Rick Snodgrass<br /> Program Specialist<br /> The National Writing Project<br /> California State University, Chico <br /> Chico, CA 95929-0252<br /> PH: 530-898-5508<br /> FAX: 530-898-6982<br /> rsnodgrass@nwp.org<br /> <br /> ===restaurants===<br /> <br /> Acme Oyster House ($)<br /> <br /> 724 Iberville Street, French Quarter<br /> <br /> Sun-Thurs 11 am-10 pm, Fri-Sat 11 am - 11 pm<br /> <br /> (504) 522-5973<br /> <br /> www.acmeoyster.com <br /> <br /> Ralph Brennan’s Bacco ($$$)<br /> <br /> 310 Chartres Street, French Quarter<br /> <br /> Lunch- Daily: 11:30 am - 2:30 pm <br /> Dinner- Sun - Thurs 6:00 pm-9:30 pm <br /> Fri - Sat 6:00 pm-10:00 pm<br /> <br /> (504) 522-2426<br /> <br /> www.bacco.com <br /> <br /> Bayona ($$$)<br /> <br /> 430 Dauphine Street, French Quarter<br /> <br /> Lunch- Wed. – Sat beginning at 11:30 am<br /> <br /> Dinner- Mon - Sat beginning at 6:00 pm<br /> <br /> Closed on Sundays<br /> <br /> (504)-525-4455<br /> <br /> www.bayona.com <br /> <br /> Bistro at Hotel Maison de Ville ($$$)<br /> <br /> 727 Rue Toulouse, French Quarter<br /> <br /> Lunch- Tues - Sat 11 am-3 pm<br /> <br /> Dinner-Tues - Sat 6 pm – 10 pm<br /> <br /> (504) 528-9206<br /> <br /> www.hotelmaisondeville.com/dining <br /> <br /> Bourbon House ($$$)<br /> <br /> 144 Bourbon Street, French Quarter<br /> <br /> Breakfast- 6:30 am - 10:30 am <br /> Lunch &amp; Dinner- Sun - Thurs 11am -10 pm<br /> <br /> Fri – Sat 11 am – 11 pm<br /> <br /> (504) 522-0111<br /> <br /> www.bourbonhouse.com<br /> <br /> Your browser may not support display of this image.<br /> <br /> Brigtsen’s ($$$)<br /> <br /> One of NOLA’s best and close friends of Rick’s!<br /> <br /> 723 Dante Street, Uptown Above Garden District<br /> <br /> Dinner-Tues- Sat 5:30-10:00 PM <br /> Closed Sunday &amp; Monday<br /> <br /> (504) 861-7610<br /> <br /> www.brigtsens.com <br /> <br /> Café Degas ($-$$)<br /> <br /> 3127 Esplanade Avenue, Mid City<br /> <br /> Lunch – Wed - Sat 11:00 am - 3:00 pm <br /> Brunch – Sun 10:30 am - 3:00 pm <br /> Dinner- Wed - Sat 6:00 pm - 10:00 pm <br /> Sun 6:00 pm - 9:30 pm <br /> <br /> (504) 945 – 5635<br /> <br /> www.cafedegas.com <br /> <br /> Café du Monde ($)<br /> <br /> 1039 Decatur Street, French Market<br /> <br /> Open 24 hours a day<br /> <br /> 504-525-4544<br /> <br /> www.cafedumonde.com <br /> <br /> Cochon ($$)<br /> <br /> 930 Tchoupitoulas St, Warehouse District<br /> <br /> Mon- Fri 11 am -10 pm, Sat 5:30 pm - 10 pm<br /> <br /> Closed Sunday<br /> <br /> (504) 588 -2123<br /> <br /> http://www.cochonrestaurant.com <br /> <br /> Coquette ($$)<br /> <br /> 2800 Magazine St, Garden District<br /> <br /> Lunch-Wed - Sat 11:30am - 3:00pm<br /> <br /> Dinner- Mon - Sat 5:30pm - 10:00pm<br /> <br /> ( 504) 265- 0421 <br /> http://www.coquette-nola.com <br /> <br /> <br /> <br /> <br /> Coulis ($)<br /> <br /> Great breakfast!<br /> <br /> 3625 Prytania Street<br /> <br /> Daily 6 am- 3 pm<br /> <br /> (504) 304-4265 <br /> <br /> Eat ($-$$)<br /> <br /> 900 Dumaine Street, French Quarter<br /> <br /> Tues- Fri 11am – 2 pm, 5:30 pm – 10 pm <br /> Saturday: 9 am – 2 pm, 5:30 pm – 10 pm <br /> Sunday brunch: 9 am – 2 pm <br /> Closed Monday<br /> <br /> (504) 522-7222<br /> <br /> www.eatnola.com <br /> <br /> Gautreau's Restaurant ($$$)<br /> <br /> 1728 Soniat Street, Uptown<br /> <br /> Tues-Sat 6 pm -10 pm<br /> <br /> Closed Sun &amp; Mon<br /> <br /> 504) 899-7397‎<br /> <br /> gautreausrestaurant.com <br /> <br /> Herbsaint ($$$)<br /> <br /> 701 Saint Charles Avenue, Warehouse District Building<br /> <br /> Mon-Fri 11:30 am – 10 pm<br /> <br /> Sat 5:30 pm – 10:00 pm<br /> <br /> Closed Sunday<br /> <br /> (504) 524-4114<br /> <br /> www.herbsaint.com <br /> <br /> Irene’s Cuisine ($$$)<br /> <br /> 539 Saint Philip Street, French Quarter<br /> <br /> Mon- Sat 5:30 pm – 10:30 pm<br /> <br /> Closed Sunday<br /> <br /> (504) 529-8811 <br /> <br /> <br /> <br /> <br /> <br /> Iris ($$$)<br /> <br /> 321 North Peters Street, French Quarter<br /> <br /> Lunch-Thurs &amp; Fri 11:30 am- 2 pm<br /> <br /> Dinner- Mon, Wed-Sat 6 pm –close<br /> <br /> www.irisneworleans.com<br /> <br /> (540) 299- 3944 <br /> <br /> K-Paul’s ($$$)<br /> <br /> 416 Chartres Street, French Quarter<br /> <br /> Lunch- Thurs – Sat 11:00 am -2 pm<br /> <br /> Dinner- 5:30 pm- 10:00 pm<br /> <br /> (504) 596-2530<br /> <br /> http://www.chefpaul.com/site297.php <br /> <br /> Mandina’s Restaurant ($)<br /> <br /> 3800 Canal St, Mid City<br /> <br /> Mon - Thurs 11:00 am - 9:30 pm <br /> Fri &amp; Sat 11:00am - 10:00 pm <br /> Sun 12:00 pm – 9 pm<br /> <br /> No Credit Cards<br /> <br /> (504) 482-9179<br /> <br /> http://mandinasrestaurant.com <br /> <br /> Marigny Brasserie ($)<br /> <br /> 640 Frenchmen Street<br /> <br /> Breakfast- Daily, 7:00am - 11am <br /> Lunch &amp; Dinner- Mon-Thurs 11:30 - 11:00 pm <br /> Fri- Sat 11:30 - 12:00 am <br /> Sun 11:30 am - 9:30 pm<br /> <br /> (504) 945-4472<br /> <br /> www.marignybrasserie.com <br /> <br /> Mr. B’s Bistro ($$$)<br /> <br /> 201 Royal Street, French Quarter<br /> <br /> Lunch- Mon- Sat 11:30 am - 5:30 pm<br /> <br /> Brunch- Sun 10:30 am- 2:00 pm<br /> <br /> Dinner- Nightly 5:30 – 9:00 pm<br /> <br /> (504) 523-2078<br /> <br /> www.mrbsbistro.com<br /> <br /> Napolean House ($)<br /> <br /> 500 Chartres Street, French Quarter<br /> <br /> Mon 11 am – 5:30 pm<br /> <br /> Tues – Thurs 11 am – 10 pm<br /> <br /> Fri – Sat 11 am – 11 pm<br /> <br /> Closed Sundays<br /> <br /> (504) 525 - 2431<br /> <br /> www.napoleonhouse.com <br /> <br /> Parkview Bakery and Tavern ($)<br /> <br /> Best Po-Boys! <br /> <br /> 538 Hagan Avenue, Mid City<br /> <br /> Daily Hours 11 am – 10 pm<br /> <br /> Closed Tuesdays<br /> <br /> (504) 482 -3047<br /> <br /> http://www.parkwaybakeryandtavernnola.com <br /> <br /> Pelican Club ($$$)<br /> <br /> 312 Exchange Alley, French Quarter<br /> <br /> Dinner – Sun-Thurs 5:30 pm - 9:30 pm<br /> <br /> Fri- Sat 5:30 pm - 10 pm<br /> <br /> Closed Monday<br /> <br /> (504) 523-1504<br /> <br /> www.pelicanclub.com <br /> <br /> Port Of Call ($-$$)<br /> <br /> 838 Esplanade Avenue, French Quarter<br /> <br /> Sun - Thurs 11 am - 12 am<br /> <br /> Fri – Sat 11 am – 1 am<br /> <br /> (504) 523-0120<br /> <br /> www.portofcallnola.com <br /> <br /> Rio Mar Seafood ($$)<br /> <br /> 800 South Peters Street, Warehouse District<br /> <br /> Lunch- Mon-Fri 11:30 am - 2 pm<br /> <br /> Dinner- Mon - Sat 6 pm - 10 pm <br /> Closed Sundays<br /> <br /> (504) 525- 3474<br /> <br /> http://riomarseafood.activepixel.com <br /> <br /> <br /> The Ruby Slipper ($)<br /> <br /> Great Breakfast, served all day!<br /> <br /> 139 South Cortez Street, Mid City <br /> Tues- Fri 7 am - 2pm <br /> Sat- Sun 8 am - 3pm<br /> <br /> Closed Monday<br /> <br /> (504) 309 - 5531<br /> <br /> www.therubyslippercafe.net <br /> <br /> Snug Harbor ( $$)<br /> <br /> Jazz Club &amp; Restaurant<br /> <br /> 626 Frenchmen Street, Fauborg Marigny Arts &amp; Cultural district<br /> <br /> Lunch- Sat &amp; Sun 11:30- 5:00 pm<br /> <br /> Dinner- Starting at 5:00 pm daily<br /> <br /> Allow 2 Hours for dining<br /> <br /> (504) 949 – 0696<br /> <br /> www.snugjazz.com <br /> <br /> Restaurant Stanley ($)<br /> <br /> 547 St. Ann Street, Jackson Square<br /> <br /> Open Daily 7:00 am – 7:00 pm<br /> <br /> (504) 587-0093 <br /> <br /> www.stanleyrestaurant.com <br /> <br /> Upperline ($$$)<br /> <br /> 1413 Upperline Street, Garden District<br /> <br /> Dinner- Wed- Sun 5:30 pm<br /> <br /> (504) 891 - 9822<br /> <br /> www.upperline.com <br /> <br /> Willie Mae’s Scotch House ($)<br /> <br /> 2401 Saint Ann Street<br /> <br /> Open 11:00 am – 3 pm daily<br /> <br /> (504) 822- 9503<br /> <br /> ===registration===<br /> January 12, 2010<br /> <br /> The National Writing Project and the National Reading Initiative <br /> <br /> Dear Conference Registrant,<br /> <br /> Thank you for registering for The National Reading Initiative’s 2010 Conference on Reading entitled “What’s Next: Possibilities for Literacy and Content Area Learning”. We look forward to welcoming you to New Orleans’s historic French Quarter and the Monteleone Hotel, where we will examine the intersections of interesting threads of work related to adolescent literacy and content area learning which have surfaced from the ongoing programs funded by a grant from the Carnegie Corporation of New York.<br /> <br /> We have received your deposit check of $150. Conference registration is free, so we will return your deposit check when you check in at the conference registration table at the Hotel Monteleone located in the Registration lobby on the Mezzanine A level of the hotel. There you will receive your conference packet with a nametag. You will be able to check in all day Friday.<br /> <br /> NOTE: Please remember that any registrant who does not attend the conference will forfeit her or his deposit.<br /> <br /> The Conference<br /> <br /> The conference will begin at 5 PM Friday, March 5th with an opening reception, followed by a banquet at 6:30 PM in the Queen Anne Ballroom, just off the Registration lobby on the Mezzanine A level. Saturday morning a continental breakfast will be served in the Queen Anne Ballroom beginning at 7:30 AM followed by the keynote speech at 9 AM.<br /> <br /> There will a first round of morning sessions, lunch in the Queen Anne Ballroom from 12 Noon to 1:15 followed by 2 afternoon sessions.. The conference will end at 5:30 PM Saturday afternoon, March 6th. Your food during the conference is free. Dinner Saturday night will be on your own. We will have a list of great New Orleans’s restaurants available when you arrive at the conference<br /> <br /> Pre-Conference Opportunity – Friday, March 5th<br /> <br /> The Greater New Orleans Writing Project is happy to host a special pre-conference event on Friday, March 5 from 11:00 am – 3:00 pm. Come “pass a good time,” eat some marvelous New Orleans food, and learn about ways to use food as a nourishing subject for your student writers, while you experience the unique culinary culture of New Orleans. Some of the many things you will learn include:<br /> <br /> * The difference between Cajun and Creole.<br /> * How the po-boy sandwich got its name from a labor strike<br /> * Why okra is so prevalent in Southern cooking<br /> * How the sugar and rice industries shaped Louisiana and the Carolinas<br /> * Why New Orleanians don’t eat cornbread, but the rest of the Louisiana does<br /> <br /> This event will be hosted at the Southern Food and Beverage Museum, which is a very short cab ride or an enjoyable 15 -20 minute walk from the host Monteleone Hotel in the historic French Quarter. <br /> <br /> Registration for this event is separate from conference registration, and is limited to the first 40 participants. To register, please contact Ken Rayes, the Director of the Greater New Orleans Writing Project at krayes@uno.edu, or by phone at 504-280-7323. Cost is $45.00 per person which includes food and drink samples (payment will be by check only). You will be responsible for your transportation to and from this event. Come join us as we share in our unique New Orleans food and culture. <br /> <br /> Travel and Registration<br /> <br /> You should plan to arrive on Friday, March 5th.<br /> <br /> You will be making your own travel arrangements and hotel reservations Either you, or your site, will be responsible for paying your travel and lodging expenses. For reservations, please call the hotel’s reservation department directly at 800-535-9595 and identify yourself as a Reading Conference guest/attendee for the March 5 and 6th, 2010 conference. It’s important that you specify the group name and the dates of the conference to get the group rate. Please make your reservations no later than January 22.<br /> <br /> The hotel contact information is:<br /> <br /> Hotel Monteleone<br /> <br /> 214 Rue Royale<br /> <br /> New Orleans, La <br /> <br /> 70130-2201 | Phone: 8oo-535-9595<br /> <br /> http://www.hotelmonteleone.com/ <br /> <br /> If you have additional questions, please contact Rick Snodgrass at rsnodgrass@nwp.org or Tanya Baker at tbaker@nwp.org. <br /> <br /> We look forward to welcoming you to New Orleans!</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=NO10&diff=3898 2010-02-26T23:06:09Z

<p>71.234.133.230: </p> <hr /> <div>===flight===<br /> Orbitz record locator: AP130101CZ70LE0A<br /> Airline record locator: Continental Airlines - CZ70LE<br /> Ticket numbers: 00575743678591<br /> 00575743678580<br /> Total flight cost: $548.60 USD<br /> <br /> See if you've earned a Price Assurance refund.<br /> <br /> Traveler(s) Frequent flier details<br /> TIMOTHY MCKENNA <br /> <br /> PERI MCKENNA <br /> <br /> Leave Friday, March 5, 2010<br /> Continental Airlines 1531 Economy | Boeing 737-700 Passenger (73G) | Snack | 2hr 0min | <br /> Depart: 6:00am Boston, MA Boston Logan International (BOS)<br /> Arrive: 8:00am Cleveland, OH Cleveland Hopkins International (CLE)<br /> <br /> <br /> Your flight is confirmed. The airline is assigning seats at check-in Seat assignment: choose seats | <br /> <br /> Change planes. Time between flights: 0hr 50min<br /> Continental Airlines 5901 Economy | Embraer RJ135/ RJ140/ RJ145 (ERJ) | 2hr 44min | <br /> Depart: 8:50am Cleveland, OH Cleveland Hopkins International (CLE)<br /> Arrive: 10:34am New Orleans, LA New Orleans Louis Armstrong Int'l (MSY)<br /> <br /> <br /> Your flight is confirmed. The airline is assigning seats at check-in Seat assignment: choose seats | <br /> <br /> Total duration: 5hr 34min | Total miles: 0 miles<br /> Return Monday, March 8, 2010<br /> Continental Airlines 872 Economy | Boeing 737-800 Passenger (738) | 1hr 12min | <br /> Depart: 4:30pm New Orleans, LA New Orleans Louis Armstrong Int'l (MSY)<br /> Arrive: 5:42pm Houston, TX Houston George Bush Intercntl. (IAH)<br /> <br /> <br /> Your flight is confirmed. The airline is assigning seats at check-in Seat assignment: choose seats | <br /> <br /> Change planes. Time between flights: 1hr 13min<br /> Continental Airlines 582 Economy | Boeing 737-800 Passenger (738) | 3hr 40min | <br /> Depart: 6:55pm Houston, TX Houston George Bush Intercntl. (IAH)<br /> Arrive: 11:35pm Boston, MA Boston Logan International (BOS)<br /> <br /> <br /> Your flight is confirmed. The airline is assigning seats at check-in Seat assignment: choose seats | <br /> <br /> Total duration: 6hr 5min | Total miles: 0 miles<br /> <br /> <br /> ===hotel===<br /> from Hotel Monteleone &lt;info@hotelmonteleone.com&gt;<br /> reply-to Hotel Monteleone &lt;MjY2OTQwMzA5NDQ5@u.zmaildirect.com&gt;<br /> to Tim McKenna &lt;mckenna.tim@gmail.com&gt;<br /> date Fri, Feb 26, 2010 at 5:00 PM<br /> subject Your Updated Reservation Confirmation<br /> mailed-by b.zmaildirect.com<br /> Dear Tim McKenna,<br /> <br /> Thank you for contacting us to amend your upcoming reservation at the Hotel Monteleone.<br /> <br /> We are pleased to advise you that your booking has been updated, so please take a moment to check the information below to ensure it is correct.<br /> <br /> We look forward to welcoming you to the Hotel Monteleone.<br /> <br /> Warm regards,<br /> Kathy McQuirter<br /> Reservations Manager<br /> <br /> <br /> Location<br /> Reservation Information<br /> <br /> Confirmation Number: 2606974<br /> Guest Name: Tim McKenna<br /> Arrival Date: Friday, March 5, 2010<br /> Departure Date: Monday, March 8, 2010<br /> Room Type Requested: Preferred Double Double<br /> Room Rate: $205.00<br /> <br /> Policies<br /> <br /> Deposit Credit Card Guarantee<br /> Cancellation 72 hours prior to arrival<br /> Check-In Time 3:00 PM<br /> Check-Out Time 11:00 AM<br /> Room Tax 13% city &amp; state tax plus a $2.00 occupancy fee per night<br /> Rates Rates are subject to change if a change is made to dates, length of stay, bed type, and/or number of guests.<br /> <br /> Contact Information<br /> <br /> Main Telephone Number 504.523.3341<br /> Toll Free Reservations 800.535.9595<br /> Concierge Telephone Number 504.523.3341<br /> Hotel Website www.HotelMonteleone.com<br /> <br /> The Hotel Address is:<br /> <br /> Hotel Monteleone 214 Rue Royale | New Orleans, Louisiana 70130-2201 | Phone: (866) 338-4684 <br /> <br /> ===conference===<br /> You will all want to be at the Hotel Monteleone Friday afternoon in order to register before the Opening Reception at 5 PM. The Banquet and evening's presentation by Students at the Center of New Orleans begins at 6:30 PM.<br /> <br /> You will want to pick up your personal conference packets at the Registration Desk in the Registration Lobby outside of the Queen Anne Ballroom on Mezzanine Level A before dinner. Your checks will be returned to you in your packets.<br /> Please remember to bring your confirmation letters I've sent all of you.<br /> <br /> As a &quot;Lagniappe&quot; as they say in New Orleans (a little something extra) I thought that you would appreciate having our beautifully crafted list of recommended restaurants in advance so you can make plans for your meals before and after the conference. Friday dinner, and Saturday Breakfast and Lunch are included with the conference. <br /> <br /> These restaurants have been recommended by New Orleanians locals &quot;in the know&quot;, and are all wonderful places, many within walking distance of the conference hotel in the French Quarter.<br /> <br /> We are excited that about 200 of you are joining us for this exciting conference.<br /> <br /> Warm regards on behalf of the Reading Conference Team,<br /> <br /> <br /> Rick Snodgrass<br /> Program Specialist<br /> The National Writing Project<br /> California State University, Chico <br /> Chico, CA 95929-0252<br /> PH: 530-898-5508<br /> FAX: 530-898-6982<br /> rsnodgrass@nwp.org<br /> <br /> ===restaurants===<br /> <br /> Acme Oyster House ($)<br /> <br /> 724 Iberville Street, French Quarter<br /> <br /> Sun-Thurs 11 am-10 pm, Fri-Sat 11 am - 11 pm<br /> <br /> (504) 522-5973<br /> <br /> www.acmeoyster.com <br /> <br /> Ralph Brennan’s Bacco ($$$)<br /> <br /> 310 Chartres Street, French Quarter<br /> <br /> Lunch- Daily: 11:30 am - 2:30 pm <br /> Dinner- Sun - Thurs 6:00 pm-9:30 pm <br /> Fri - Sat 6:00 pm-10:00 pm<br /> <br /> (504) 522-2426<br /> <br /> www.bacco.com <br /> <br /> Bayona ($$$)<br /> <br /> 430 Dauphine Street, French Quarter<br /> <br /> Lunch- Wed. – Sat beginning at 11:30 am<br /> <br /> Dinner- Mon - Sat beginning at 6:00 pm<br /> <br /> Closed on Sundays<br /> <br /> (504)-525-4455<br /> <br /> www.bayona.com <br /> <br /> Bistro at Hotel Maison de Ville ($$$)<br /> <br /> 727 Rue Toulouse, French Quarter<br /> <br /> Lunch- Tues - Sat 11 am-3 pm<br /> <br /> Dinner-Tues - Sat 6 pm – 10 pm<br /> <br /> (504) 528-9206<br /> <br /> www.hotelmaisondeville.com/dining <br /> <br /> Bourbon House ($$$)<br /> <br /> 144 Bourbon Street, French Quarter<br /> <br /> Breakfast- 6:30 am - 10:30 am <br /> Lunch &amp; Dinner- Sun - Thurs 11am -10 pm<br /> <br /> Fri – Sat 11 am – 11 pm<br /> <br /> (504) 522-0111<br /> <br /> www.bourbonhouse.com<br /> <br /> Your browser may not support display of this image.<br /> <br /> Brigtsen’s ($$$)<br /> <br /> One of NOLA’s best and close friends of Rick’s!<br /> <br /> 723 Dante Street, Uptown Above Garden District<br /> <br /> Dinner-Tues- Sat 5:30-10:00 PM <br /> Closed Sunday &amp; Monday<br /> <br /> (504) 861-7610<br /> <br /> www.brigtsens.com <br /> <br /> Café Degas ($-$$)<br /> <br /> 3127 Esplanade Avenue, Mid City<br /> <br /> Lunch – Wed - Sat 11:00 am - 3:00 pm <br /> Brunch – Sun 10:30 am - 3:00 pm <br /> Dinner- Wed - Sat 6:00 pm - 10:00 pm <br /> Sun 6:00 pm - 9:30 pm <br /> <br /> (504) 945 – 5635<br /> <br /> www.cafedegas.com <br /> <br /> Café du Monde ($)<br /> <br /> 1039 Decatur Street, French Market<br /> <br /> Open 24 hours a day<br /> <br /> 504-525-4544<br /> <br /> www.cafedumonde.com <br /> <br /> Cochon ($$)<br /> <br /> 930 Tchoupitoulas St, Warehouse District<br /> <br /> Mon- Fri 11 am -10 pm, Sat 5:30 pm - 10 pm<br /> <br /> Closed Sunday<br /> <br /> (504) 588 -2123<br /> <br /> http://www.cochonrestaurant.com <br /> <br /> Coquette ($$)<br /> <br /> 2800 Magazine St, Garden District<br /> <br /> Lunch-Wed - Sat 11:30am - 3:00pm<br /> <br /> Dinner- Mon - Sat 5:30pm - 10:00pm<br /> <br /> ( 504) 265- 0421 <br /> http://www.coquette-nola.com <br /> <br /> <br /> <br /> <br /> Coulis ($)<br /> <br /> Great breakfast!<br /> <br /> 3625 Prytania Street<br /> <br /> Daily 6 am- 3 pm<br /> <br /> (504) 304-4265 <br /> <br /> Eat ($-$$)<br /> <br /> 900 Dumaine Street, French Quarter<br /> <br /> Tues- Fri 11am – 2 pm, 5:30 pm – 10 pm <br /> Saturday: 9 am – 2 pm, 5:30 pm – 10 pm <br /> Sunday brunch: 9 am – 2 pm <br /> Closed Monday<br /> <br /> (504) 522-7222<br /> <br /> www.eatnola.com <br /> <br /> Gautreau's Restaurant ($$$)<br /> <br /> 1728 Soniat Street, Uptown<br /> <br /> Tues-Sat 6 pm -10 pm<br /> <br /> Closed Sun &amp; Mon<br /> <br /> 504) 899-7397‎<br /> <br /> gautreausrestaurant.com <br /> <br /> Herbsaint ($$$)<br /> <br /> 701 Saint Charles Avenue, Warehouse District Building<br /> <br /> Mon-Fri 11:30 am – 10 pm<br /> <br /> Sat 5:30 pm – 10:00 pm<br /> <br /> Closed Sunday<br /> <br /> (504) 524-4114<br /> <br /> www.herbsaint.com <br /> <br /> Irene’s Cuisine ($$$)<br /> <br /> 539 Saint Philip Street, French Quarter<br /> <br /> Mon- Sat 5:30 pm – 10:30 pm<br /> <br /> Closed Sunday<br /> <br /> (504) 529-8811 <br /> <br /> <br /> <br /> <br /> <br /> Iris ($$$)<br /> <br /> 321 North Peters Street, French Quarter<br /> <br /> Lunch-Thurs &amp; Fri 11:30 am- 2 pm<br /> <br /> Dinner- Mon, Wed-Sat 6 pm –close<br /> <br /> www.irisneworleans.com<br /> <br /> (540) 299- 3944 <br /> <br /> K-Paul’s ($$$)<br /> <br /> 416 Chartres Street, French Quarter<br /> <br /> Lunch- Thurs – Sat 11:00 am -2 pm<br /> <br /> Dinner- 5:30 pm- 10:00 pm<br /> <br /> (504) 596-2530<br /> <br /> http://www.chefpaul.com/site297.php <br /> <br /> Mandina’s Restaurant ($)<br /> <br /> 3800 Canal St, Mid City<br /> <br /> Mon - Thurs 11:00 am - 9:30 pm <br /> Fri &amp; Sat 11:00am - 10:00 pm <br /> Sun 12:00 pm – 9 pm<br /> <br /> No Credit Cards<br /> <br /> (504) 482-9179<br /> <br /> http://mandinasrestaurant.com <br /> <br /> Marigny Brasserie ($)<br /> <br /> 640 Frenchmen Street<br /> <br /> Breakfast- Daily, 7:00am - 11am <br /> Lunch &amp; Dinner- Mon-Thurs 11:30 - 11:00 pm <br /> Fri- Sat 11:30 - 12:00 am <br /> Sun 11:30 am - 9:30 pm<br /> <br /> (504) 945-4472<br /> <br /> www.marignybrasserie.com <br /> <br /> Mr. B’s Bistro ($$$)<br /> <br /> 201 Royal Street, French Quarter<br /> <br /> Lunch- Mon- Sat 11:30 am - 5:30 pm<br /> <br /> Brunch- Sun 10:30 am- 2:00 pm<br /> <br /> Dinner- Nightly 5:30 – 9:00 pm<br /> <br /> (504) 523-2078<br /> <br /> www.mrbsbistro.com<br /> <br /> Napolean House ($)<br /> <br /> 500 Chartres Street, French Quarter<br /> <br /> Mon 11 am – 5:30 pm<br /> <br /> Tues – Thurs 11 am – 10 pm<br /> <br /> Fri – Sat 11 am – 11 pm<br /> <br /> Closed Sundays<br /> <br /> (504) 525 - 2431<br /> <br /> www.napoleonhouse.com <br /> <br /> Parkview Bakery and Tavern ($)<br /> <br /> Best Po-Boys! <br /> <br /> 538 Hagan Avenue, Mid City<br /> <br /> Daily Hours 11 am – 10 pm<br /> <br /> Closed Tuesdays<br /> <br /> (504) 482 -3047<br /> <br /> http://www.parkwaybakeryandtavernnola.com <br /> <br /> Pelican Club ($$$)<br /> <br /> 312 Exchange Alley, French Quarter<br /> <br /> Dinner – Sun-Thurs 5:30 pm - 9:30 pm<br /> <br /> Fri- Sat 5:30 pm - 10 pm<br /> <br /> Closed Monday<br /> <br /> (504) 523-1504<br /> <br /> www.pelicanclub.com <br /> <br /> Port Of Call ($-$$)<br /> <br /> 838 Esplanade Avenue, French Quarter<br /> <br /> Sun - Thurs 11 am - 12 am<br /> <br /> Fri – Sat 11 am – 1 am<br /> <br /> (504) 523-0120<br /> <br /> www.portofcallnola.com <br /> <br /> Rio Mar Seafood ($$)<br /> <br /> 800 South Peters Street, Warehouse District<br /> <br /> Lunch- Mon-Fri 11:30 am - 2 pm<br /> <br /> Dinner- Mon - Sat 6 pm - 10 pm <br /> Closed Sundays<br /> <br /> (504) 525- 3474<br /> <br /> http://riomarseafood.activepixel.com <br /> <br /> <br /> The Ruby Slipper ($)<br /> <br /> Great Breakfast, served all day!<br /> <br /> 139 South Cortez Street, Mid City <br /> Tues- Fri 7 am - 2pm <br /> Sat- Sun 8 am - 3pm<br /> <br /> Closed Monday<br /> <br /> (504) 309 - 5531<br /> <br /> www.therubyslippercafe.net <br /> <br /> Snug Harbor ( $$)<br /> <br /> Jazz Club &amp; Restaurant<br /> <br /> 626 Frenchmen Street, Fauborg Marigny Arts &amp; Cultural district<br /> <br /> Lunch- Sat &amp; Sun 11:30- 5:00 pm<br /> <br /> Dinner- Starting at 5:00 pm daily<br /> <br /> Allow 2 Hours for dining<br /> <br /> (504) 949 – 0696<br /> <br /> www.snugjazz.com <br /> <br /> Restaurant Stanley ($)<br /> <br /> 547 St. Ann Street, Jackson Square<br /> <br /> Open Daily 7:00 am – 7:00 pm<br /> <br /> (504) 587-0093 <br /> <br /> www.stanleyrestaurant.com <br /> <br /> Upperline ($$$)<br /> <br /> 1413 Upperline Street, Garden District<br /> <br /> Dinner- Wed- Sun 5:30 pm<br /> <br /> (504) 891 - 9822<br /> <br /> www.upperline.com <br /> <br /> Willie Mae’s Scotch House ($)<br /> <br /> 2401 Saint Ann Street<br /> <br /> Open 11:00 am – 3 pm daily<br /> <br /> (504) 822- 9503<br /> <br /> ===registration===<br /> January 12, 2010<br /> <br /> The National Writing Project and the National Reading Initiative <br /> <br /> Dear Conference Registrant,<br /> <br /> Thank you for registering for The National Reading Initiative’s 2010 Conference on Reading entitled “What’s Next: Possibilities for Literacy and Content Area Learning”. We look forward to welcoming you to New Orleans’s historic French Quarter and the Monteleone Hotel, where we will examine the intersections of interesting threads of work related to adolescent literacy and content area learning which have surfaced from the ongoing programs funded by a grant from the Carnegie Corporation of New York.<br /> <br /> We have received your deposit check of $150. Conference registration is free, so we will return your deposit check when you check in at the conference registration table at the Hotel Monteleone located in the Registration lobby on the Mezzanine A level of the hotel. There you will receive your conference packet with a nametag. You will be able to check in all day Friday.<br /> <br /> NOTE: Please remember that any registrant who does not attend the conference will forfeit her or his deposit.<br /> <br /> The Conference<br /> <br /> The conference will begin at 5 PM Friday, March 5th with an opening reception, followed by a banquet at 6:30 PM in the Queen Anne Ballroom, just off the Registration lobby on the Mezzanine A level. Saturday morning a continental breakfast will be served in the Queen Anne Ballroom beginning at 7:30 AM followed by the keynote speech at 9 AM.<br /> <br /> There will a first round of morning sessions, lunch in the Queen Anne Ballroom from 12 Noon to 1:15 followed by 2 afternoon sessions.. The conference will end at 5:30 PM Saturday afternoon, March 6th. Your food during the conference is free. Dinner Saturday night will be on your own. We will have a list of great New Orleans’s restaurants available when you arrive at the conference<br /> <br /> Pre-Conference Opportunity – Friday, March 5th<br /> <br /> The Greater New Orleans Writing Project is happy to host a special pre-conference event on Friday, March 5 from 11:00 am – 3:00 pm. Come “pass a good time,” eat some marvelous New Orleans food, and learn about ways to use food as a nourishing subject for your student writers, while you experience the unique culinary culture of New Orleans. Some of the many things you will learn include:<br /> <br /> * The difference between Cajun and Creole.<br /> * How the po-boy sandwich got its name from a labor strike<br /> * Why okra is so prevalent in Southern cooking<br /> * How the sugar and rice industries shaped Louisiana and the Carolinas<br /> * Why New Orleanians don’t eat cornbread, but the rest of the Louisiana does<br /> <br /> This event will be hosted at the Southern Food and Beverage Museum, which is a very short cab ride or an enjoyable 15 -20 minute walk from the host Monteleone Hotel in the historic French Quarter. <br /> <br /> Registration for this event is separate from conference registration, and is limited to the first 40 participants. To register, please contact Ken Rayes, the Director of the Greater New Orleans Writing Project at krayes@uno.edu, or by phone at 504-280-7323. Cost is $45.00 per person which includes food and drink samples (payment will be by check only). You will be responsible for your transportation to and from this event. Come join us as we share in our unique New Orleans food and culture. <br /> <br /> Travel and Registration<br /> <br /> You should plan to arrive on Friday, March 5th.<br /> <br /> You will be making your own travel arrangements and hotel reservations Either you, or your site, will be responsible for paying your travel and lodging expenses. For reservations, please call the hotel’s reservation department directly at 800-535-9595 and identify yourself as a Reading Conference guest/attendee for the March 5 and 6th, 2010 conference. It’s important that you specify the group name and the dates of the conference to get the group rate. Please make your reservations no later than January 22.<br /> <br /> The hotel contact information is:<br /> <br /> Hotel Monteleone<br /> <br /> 214 Rue Royale<br /> <br /> New Orleans, La <br /> <br /> 70130-2201 | Phone: 8oo-535-9595<br /> <br /> http://www.hotelmonteleone.com/ <br /> <br /> If you have additional questions, please contact Rick Snodgrass at rsnodgrass@nwp.org or Tanya Baker at tbaker@nwp.org. <br /> <br /> We look forward to welcoming you to New Orleans!</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=NO10&diff=3897 2010-02-26T22:07:43Z

<p>71.234.133.230: </p> <hr /> <div>===hotel===<br /> from Hotel Monteleone &lt;info@hotelmonteleone.com&gt;<br /> reply-to Hotel Monteleone &lt;MjY2OTQwMzA5NDQ5@u.zmaildirect.com&gt;<br /> to Tim McKenna &lt;mckenna.tim@gmail.com&gt;<br /> date Fri, Feb 26, 2010 at 5:00 PM<br /> subject Your Updated Reservation Confirmation<br /> mailed-by b.zmaildirect.com<br /> Dear Tim McKenna,<br /> <br /> Thank you for contacting us to amend your upcoming reservation at the Hotel Monteleone.<br /> <br /> We are pleased to advise you that your booking has been updated, so please take a moment to check the information below to ensure it is correct.<br /> <br /> We look forward to welcoming you to the Hotel Monteleone.<br /> <br /> Warm regards,<br /> Kathy McQuirter<br /> Reservations Manager<br /> <br /> <br /> Location<br /> Reservation Information<br /> <br /> Confirmation Number: 2606974<br /> Guest Name: Tim McKenna<br /> Arrival Date: Friday, March 5, 2010<br /> Departure Date: Monday, March 8, 2010<br /> Room Type Requested: Preferred Double Double<br /> Room Rate: $205.00<br /> <br /> Policies<br /> <br /> Deposit Credit Card Guarantee<br /> Cancellation 72 hours prior to arrival<br /> Check-In Time 3:00 PM<br /> Check-Out Time 11:00 AM<br /> Room Tax 13% city &amp; state tax plus a $2.00 occupancy fee per night<br /> Rates Rates are subject to change if a change is made to dates, length of stay, bed type, and/or number of guests.<br /> <br /> Contact Information<br /> <br /> Main Telephone Number 504.523.3341<br /> Toll Free Reservations 800.535.9595<br /> Concierge Telephone Number 504.523.3341<br /> Hotel Website www.HotelMonteleone.com<br /> <br /> The Hotel Address is:<br /> <br /> Hotel Monteleone 214 Rue Royale | New Orleans, Louisiana 70130-2201 | Phone: (866) 338-4684 <br /> <br /> ===conference===<br /> You will all want to be at the Hotel Monteleone Friday afternoon in order to register before the Opening Reception at 5 PM. The Banquet and evening's presentation by Students at the Center of New Orleans begins at 6:30 PM.<br /> <br /> You will want to pick up your personal conference packets at the Registration Desk in the Registration Lobby outside of the Queen Anne Ballroom on Mezzanine Level A before dinner. Your checks will be returned to you in your packets.<br /> Please remember to bring your confirmation letters I've sent all of you.<br /> <br /> As a &quot;Lagniappe&quot; as they say in New Orleans (a little something extra) I thought that you would appreciate having our beautifully crafted list of recommended restaurants in advance so you can make plans for your meals before and after the conference. Friday dinner, and Saturday Breakfast and Lunch are included with the conference. <br /> <br /> These restaurants have been recommended by New Orleanians locals &quot;in the know&quot;, and are all wonderful places, many within walking distance of the conference hotel in the French Quarter.<br /> <br /> We are excited that about 200 of you are joining us for this exciting conference.<br /> <br /> Warm regards on behalf of the Reading Conference Team,<br /> <br /> <br /> Rick Snodgrass<br /> Program Specialist<br /> The National Writing Project<br /> California State University, Chico <br /> Chico, CA 95929-0252<br /> PH: 530-898-5508<br /> FAX: 530-898-6982<br /> rsnodgrass@nwp.org<br /> <br /> ===restaurants===<br /> <br /> Acme Oyster House ($)<br /> <br /> 724 Iberville Street, French Quarter<br /> <br /> Sun-Thurs 11 am-10 pm, Fri-Sat 11 am - 11 pm<br /> <br /> (504) 522-5973<br /> <br /> www.acmeoyster.com <br /> <br /> Ralph Brennan’s Bacco ($$$)<br /> <br /> 310 Chartres Street, French Quarter<br /> <br /> Lunch- Daily: 11:30 am - 2:30 pm <br /> Dinner- Sun - Thurs 6:00 pm-9:30 pm <br /> Fri - Sat 6:00 pm-10:00 pm<br /> <br /> (504) 522-2426<br /> <br /> www.bacco.com <br /> <br /> Bayona ($$$)<br /> <br /> 430 Dauphine Street, French Quarter<br /> <br /> Lunch- Wed. – Sat beginning at 11:30 am<br /> <br /> Dinner- Mon - Sat beginning at 6:00 pm<br /> <br /> Closed on Sundays<br /> <br /> (504)-525-4455<br /> <br /> www.bayona.com <br /> <br /> Bistro at Hotel Maison de Ville ($$$)<br /> <br /> 727 Rue Toulouse, French Quarter<br /> <br /> Lunch- Tues - Sat 11 am-3 pm<br /> <br /> Dinner-Tues - Sat 6 pm – 10 pm<br /> <br /> (504) 528-9206<br /> <br /> www.hotelmaisondeville.com/dining <br /> <br /> Bourbon House ($$$)<br /> <br /> 144 Bourbon Street, French Quarter<br /> <br /> Breakfast- 6:30 am - 10:30 am <br /> Lunch &amp; Dinner- Sun - Thurs 11am -10 pm<br /> <br /> Fri – Sat 11 am – 11 pm<br /> <br /> (504) 522-0111<br /> <br /> www.bourbonhouse.com<br /> <br /> Your browser may not support display of this image.<br /> <br /> Brigtsen’s ($$$)<br /> <br /> One of NOLA’s best and close friends of Rick’s!<br /> <br /> 723 Dante Street, Uptown Above Garden District<br /> <br /> Dinner-Tues- Sat 5:30-10:00 PM <br /> Closed Sunday &amp; Monday<br /> <br /> (504) 861-7610<br /> <br /> www.brigtsens.com <br /> <br /> Café Degas ($-$$)<br /> <br /> 3127 Esplanade Avenue, Mid City<br /> <br /> Lunch – Wed - Sat 11:00 am - 3:00 pm <br /> Brunch – Sun 10:30 am - 3:00 pm <br /> Dinner- Wed - Sat 6:00 pm - 10:00 pm <br /> Sun 6:00 pm - 9:30 pm <br /> <br /> (504) 945 – 5635<br /> <br /> www.cafedegas.com <br /> <br /> Café du Monde ($)<br /> <br /> 1039 Decatur Street, French Market<br /> <br /> Open 24 hours a day<br /> <br /> 504-525-4544<br /> <br /> www.cafedumonde.com <br /> <br /> Cochon ($$)<br /> <br /> 930 Tchoupitoulas St, Warehouse District<br /> <br /> Mon- Fri 11 am -10 pm, Sat 5:30 pm - 10 pm<br /> <br /> Closed Sunday<br /> <br /> (504) 588 -2123<br /> <br /> http://www.cochonrestaurant.com <br /> <br /> Coquette ($$)<br /> <br /> 2800 Magazine St, Garden District<br /> <br /> Lunch-Wed - Sat 11:30am - 3:00pm<br /> <br /> Dinner- Mon - Sat 5:30pm - 10:00pm<br /> <br /> ( 504) 265- 0421 <br /> http://www.coquette-nola.com <br /> <br /> <br /> <br /> <br /> Coulis ($)<br /> <br /> Great breakfast!<br /> <br /> 3625 Prytania Street<br /> <br /> Daily 6 am- 3 pm<br /> <br /> (504) 304-4265 <br /> <br /> Eat ($-$$)<br /> <br /> 900 Dumaine Street, French Quarter<br /> <br /> Tues- Fri 11am – 2 pm, 5:30 pm – 10 pm <br /> Saturday: 9 am – 2 pm, 5:30 pm – 10 pm <br /> Sunday brunch: 9 am – 2 pm <br /> Closed Monday<br /> <br /> (504) 522-7222<br /> <br /> www.eatnola.com <br /> <br /> Gautreau's Restaurant ($$$)<br /> <br /> 1728 Soniat Street, Uptown<br /> <br /> Tues-Sat 6 pm -10 pm<br /> <br /> Closed Sun &amp; Mon<br /> <br /> 504) 899-7397‎<br /> <br /> gautreausrestaurant.com <br /> <br /> Herbsaint ($$$)<br /> <br /> 701 Saint Charles Avenue, Warehouse District Building<br /> <br /> Mon-Fri 11:30 am – 10 pm<br /> <br /> Sat 5:30 pm – 10:00 pm<br /> <br /> Closed Sunday<br /> <br /> (504) 524-4114<br /> <br /> www.herbsaint.com <br /> <br /> Irene’s Cuisine ($$$)<br /> <br /> 539 Saint Philip Street, French Quarter<br /> <br /> Mon- Sat 5:30 pm – 10:30 pm<br /> <br /> Closed Sunday<br /> <br /> (504) 529-8811 <br /> <br /> <br /> <br /> <br /> <br /> Iris ($$$)<br /> <br /> 321 North Peters Street, French Quarter<br /> <br /> Lunch-Thurs &amp; Fri 11:30 am- 2 pm<br /> <br /> Dinner- Mon, Wed-Sat 6 pm –close<br /> <br /> www.irisneworleans.com<br /> <br /> (540) 299- 3944 <br /> <br /> K-Paul’s ($$$)<br /> <br /> 416 Chartres Street, French Quarter<br /> <br /> Lunch- Thurs – Sat 11:00 am -2 pm<br /> <br /> Dinner- 5:30 pm- 10:00 pm<br /> <br /> (504) 596-2530<br /> <br /> http://www.chefpaul.com/site297.php <br /> <br /> Mandina’s Restaurant ($)<br /> <br /> 3800 Canal St, Mid City<br /> <br /> Mon - Thurs 11:00 am - 9:30 pm <br /> Fri &amp; Sat 11:00am - 10:00 pm <br /> Sun 12:00 pm – 9 pm<br /> <br /> No Credit Cards<br /> <br /> (504) 482-9179<br /> <br /> http://mandinasrestaurant.com <br /> <br /> Marigny Brasserie ($)<br /> <br /> 640 Frenchmen Street<br /> <br /> Breakfast- Daily, 7:00am - 11am <br /> Lunch &amp; Dinner- Mon-Thurs 11:30 - 11:00 pm <br /> Fri- Sat 11:30 - 12:00 am <br /> Sun 11:30 am - 9:30 pm<br /> <br /> (504) 945-4472<br /> <br /> www.marignybrasserie.com <br /> <br /> Mr. B’s Bistro ($$$)<br /> <br /> 201 Royal Street, French Quarter<br /> <br /> Lunch- Mon- Sat 11:30 am - 5:30 pm<br /> <br /> Brunch- Sun 10:30 am- 2:00 pm<br /> <br /> Dinner- Nightly 5:30 – 9:00 pm<br /> <br /> (504) 523-2078<br /> <br /> www.mrbsbistro.com<br /> <br /> Napolean House ($)<br /> <br /> 500 Chartres Street, French Quarter<br /> <br /> Mon 11 am – 5:30 pm<br /> <br /> Tues – Thurs 11 am – 10 pm<br /> <br /> Fri – Sat 11 am – 11 pm<br /> <br /> Closed Sundays<br /> <br /> (504) 525 - 2431<br /> <br /> www.napoleonhouse.com <br /> <br /> Parkview Bakery and Tavern ($)<br /> <br /> Best Po-Boys! <br /> <br /> 538 Hagan Avenue, Mid City<br /> <br /> Daily Hours 11 am – 10 pm<br /> <br /> Closed Tuesdays<br /> <br /> (504) 482 -3047<br /> <br /> http://www.parkwaybakeryandtavernnola.com <br /> <br /> Pelican Club ($$$)<br /> <br /> 312 Exchange Alley, French Quarter<br /> <br /> Dinner – Sun-Thurs 5:30 pm - 9:30 pm<br /> <br /> Fri- Sat 5:30 pm - 10 pm<br /> <br /> Closed Monday<br /> <br /> (504) 523-1504<br /> <br /> www.pelicanclub.com <br /> <br /> Port Of Call ($-$$)<br /> <br /> 838 Esplanade Avenue, French Quarter<br /> <br /> Sun - Thurs 11 am - 12 am<br /> <br /> Fri – Sat 11 am – 1 am<br /> <br /> (504) 523-0120<br /> <br /> www.portofcallnola.com <br /> <br /> Rio Mar Seafood ($$)<br /> <br /> 800 South Peters Street, Warehouse District<br /> <br /> Lunch- Mon-Fri 11:30 am - 2 pm<br /> <br /> Dinner- Mon - Sat 6 pm - 10 pm <br /> Closed Sundays<br /> <br /> (504) 525- 3474<br /> <br /> http://riomarseafood.activepixel.com <br /> <br /> <br /> The Ruby Slipper ($)<br /> <br /> Great Breakfast, served all day!<br /> <br /> 139 South Cortez Street, Mid City <br /> Tues- Fri 7 am - 2pm <br /> Sat- Sun 8 am - 3pm<br /> <br /> Closed Monday<br /> <br /> (504) 309 - 5531<br /> <br /> www.therubyslippercafe.net <br /> <br /> Snug Harbor ( $$)<br /> <br /> Jazz Club &amp; Restaurant<br /> <br /> 626 Frenchmen Street, Fauborg Marigny Arts &amp; Cultural district<br /> <br /> Lunch- Sat &amp; Sun 11:30- 5:00 pm<br /> <br /> Dinner- Starting at 5:00 pm daily<br /> <br /> Allow 2 Hours for dining<br /> <br /> (504) 949 – 0696<br /> <br /> www.snugjazz.com <br /> <br /> Restaurant Stanley ($)<br /> <br /> 547 St. Ann Street, Jackson Square<br /> <br /> Open Daily 7:00 am – 7:00 pm<br /> <br /> (504) 587-0093 <br /> <br /> www.stanleyrestaurant.com <br /> <br /> Upperline ($$$)<br /> <br /> 1413 Upperline Street, Garden District<br /> <br /> Dinner- Wed- Sun 5:30 pm<br /> <br /> (504) 891 - 9822<br /> <br /> www.upperline.com <br /> <br /> Willie Mae’s Scotch House ($)<br /> <br /> 2401 Saint Ann Street<br /> <br /> Open 11:00 am – 3 pm daily<br /> <br /> (504) 822- 9503<br /> <br /> ===registration===<br /> January 12, 2010<br /> <br /> The National Writing Project and the National Reading Initiative <br /> <br /> Dear Conference Registrant,<br /> <br /> Thank you for registering for The National Reading Initiative’s 2010 Conference on Reading entitled “What’s Next: Possibilities for Literacy and Content Area Learning”. We look forward to welcoming you to New Orleans’s historic French Quarter and the Monteleone Hotel, where we will examine the intersections of interesting threads of work related to adolescent literacy and content area learning which have surfaced from the ongoing programs funded by a grant from the Carnegie Corporation of New York.<br /> <br /> We have received your deposit check of $150. Conference registration is free, so we will return your deposit check when you check in at the conference registration table at the Hotel Monteleone located in the Registration lobby on the Mezzanine A level of the hotel. There you will receive your conference packet with a nametag. You will be able to check in all day Friday.<br /> <br /> NOTE: Please remember that any registrant who does not attend the conference will forfeit her or his deposit.<br /> <br /> The Conference<br /> <br /> The conference will begin at 5 PM Friday, March 5th with an opening reception, followed by a banquet at 6:30 PM in the Queen Anne Ballroom, just off the Registration lobby on the Mezzanine A level. Saturday morning a continental breakfast will be served in the Queen Anne Ballroom beginning at 7:30 AM followed by the keynote speech at 9 AM.<br /> <br /> There will a first round of morning sessions, lunch in the Queen Anne Ballroom from 12 Noon to 1:15 followed by 2 afternoon sessions.. The conference will end at 5:30 PM Saturday afternoon, March 6th. Your food during the conference is free. Dinner Saturday night will be on your own. We will have a list of great New Orleans’s restaurants available when you arrive at the conference<br /> <br /> Pre-Conference Opportunity – Friday, March 5th<br /> <br /> The Greater New Orleans Writing Project is happy to host a special pre-conference event on Friday, March 5 from 11:00 am – 3:00 pm. Come “pass a good time,” eat some marvelous New Orleans food, and learn about ways to use food as a nourishing subject for your student writers, while you experience the unique culinary culture of New Orleans. Some of the many things you will learn include:<br /> <br /> * The difference between Cajun and Creole.<br /> * How the po-boy sandwich got its name from a labor strike<br /> * Why okra is so prevalent in Southern cooking<br /> * How the sugar and rice industries shaped Louisiana and the Carolinas<br /> * Why New Orleanians don’t eat cornbread, but the rest of the Louisiana does<br /> <br /> This event will be hosted at the Southern Food and Beverage Museum, which is a very short cab ride or an enjoyable 15 -20 minute walk from the host Monteleone Hotel in the historic French Quarter. <br /> <br /> Registration for this event is separate from conference registration, and is limited to the first 40 participants. To register, please contact Ken Rayes, the Director of the Greater New Orleans Writing Project at krayes@uno.edu, or by phone at 504-280-7323. Cost is $45.00 per person which includes food and drink samples (payment will be by check only). You will be responsible for your transportation to and from this event. Come join us as we share in our unique New Orleans food and culture. <br /> <br /> Travel and Registration<br /> <br /> You should plan to arrive on Friday, March 5th.<br /> <br /> You will be making your own travel arrangements and hotel reservations Either you, or your site, will be responsible for paying your travel and lodging expenses. For reservations, please call the hotel’s reservation department directly at 800-535-9595 and identify yourself as a Reading Conference guest/attendee for the March 5 and 6th, 2010 conference. It’s important that you specify the group name and the dates of the conference to get the group rate. Please make your reservations no later than January 22.<br /> <br /> The hotel contact information is:<br /> <br /> Hotel Monteleone<br /> <br /> 214 Rue Royale<br /> <br /> New Orleans, La <br /> <br /> 70130-2201 | Phone: 8oo-535-9595<br /> <br /> http://www.hotelmonteleone.com/ <br /> <br /> If you have additional questions, please contact Rick Snodgrass at rsnodgrass@nwp.org or Tanya Baker at tbaker@nwp.org. <br /> <br /> We look forward to welcoming you to New Orleans!</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=NO10&diff=3896 2010-02-26T22:04:45Z

<p>71.234.133.230: </p> <hr /> <div>===hotel===<br /> <br /> Dear Tim McKenna,<br /> <br /> Thank you for contacting us to amend your upcoming reservation at the Hotel Monteleone.<br /> <br /> We are pleased to advise you that your booking has been updated, so please take a moment to check the information below to ensure it is correct.<br /> <br /> We look forward to welcoming you to the Hotel Monteleone.<br /> <br /> Warm regards,<br /> Kathy McQuirter<br /> Reservations Manager<br /> <br /> <br /> <br /> Ask the Concierge<br /> Dining<br /> Frequently Asked Questions<br /> Spa<br /> Location<br /> Reservation Information<br /> <br /> Confirmation Number: 2606974<br /> Guest Name: Tim McKenna<br /> Arrival Date: Friday, March 5, 2010<br /> Departure Date: Monday, March 8, 2010<br /> Room Type Requested: Preferred Double Double<br /> Room Rate: $205.00<br /> <br /> Policies<br /> <br /> Deposit Credit Card Guarantee<br /> Cancellation 72 hours prior to arrival<br /> Check-In Time 3:00 PM<br /> Check-Out Time 11:00 AM<br /> Room Tax 13% city &amp; state tax plus a $2.00 occupancy fee per night<br /> Rates Rates are subject to change if a change is made to dates, length of stay, bed type, and/or number of guests.<br /> <br /> Contact Information<br /> <br /> Main Telephone Number 504.523.3341<br /> Toll Free Reservations 800.535.9595<br /> Concierge Telephone Number 504.523.3341<br /> Hotel Website www.HotelMonteleone.com<br /> <br /> The Hotel Address is:<br /> <br /> Hotel Monteleone 214 Rue Royale | New Orleans, Louisiana 70130-2201 | Phone: (866) 338-4684 <br /> <br /> ===conference===<br /> You will all want to be at the Hotel Monteleone Friday afternoon in order to register before the Opening Reception at 5 PM. The Banquet and evening's presentation by Students at the Center of New Orleans begins at 6:30 PM.<br /> <br /> You will want to pick up your personal conference packets at the Registration Desk in the Registration Lobby outside of the Queen Anne Ballroom on Mezzanine Level A before dinner. Your checks will be returned to you in your packets.<br /> Please remember to bring your confirmation letters I've sent all of you.<br /> <br /> As a &quot;Lagniappe&quot; as they say in New Orleans (a little something extra) I thought that you would appreciate having our beautifully crafted list of recommended restaurants in advance so you can make plans for your meals before and after the conference. Friday dinner, and Saturday Breakfast and Lunch are included with the conference. <br /> <br /> These restaurants have been recommended by New Orleanians locals &quot;in the know&quot;, and are all wonderful places, many within walking distance of the conference hotel in the French Quarter.<br /> <br /> We are excited that about 200 of you are joining us for this exciting conference.<br /> <br /> Warm regards on behalf of the Reading Conference Team,<br /> <br /> <br /> Rick Snodgrass<br /> Program Specialist<br /> The National Writing Project<br /> California State University, Chico <br /> Chico, CA 95929-0252<br /> PH: 530-898-5508<br /> FAX: 530-898-6982<br /> rsnodgrass@nwp.org<br /> <br /> ===restaurants===<br /> <br /> Acme Oyster House ($)<br /> <br /> 724 Iberville Street, French Quarter<br /> <br /> Sun-Thurs 11 am-10 pm, Fri-Sat 11 am - 11 pm<br /> <br /> (504) 522-5973<br /> <br /> www.acmeoyster.com <br /> <br /> Ralph Brennan’s Bacco ($$$)<br /> <br /> 310 Chartres Street, French Quarter<br /> <br /> Lunch- Daily: 11:30 am - 2:30 pm <br /> Dinner- Sun - Thurs 6:00 pm-9:30 pm <br /> Fri - Sat 6:00 pm-10:00 pm<br /> <br /> (504) 522-2426<br /> <br /> www.bacco.com <br /> <br /> Bayona ($$$)<br /> <br /> 430 Dauphine Street, French Quarter<br /> <br /> Lunch- Wed. – Sat beginning at 11:30 am<br /> <br /> Dinner- Mon - Sat beginning at 6:00 pm<br /> <br /> Closed on Sundays<br /> <br /> (504)-525-4455<br /> <br /> www.bayona.com <br /> <br /> Bistro at Hotel Maison de Ville ($$$)<br /> <br /> 727 Rue Toulouse, French Quarter<br /> <br /> Lunch- Tues - Sat 11 am-3 pm<br /> <br /> Dinner-Tues - Sat 6 pm – 10 pm<br /> <br /> (504) 528-9206<br /> <br /> www.hotelmaisondeville.com/dining <br /> <br /> Bourbon House ($$$)<br /> <br /> 144 Bourbon Street, French Quarter<br /> <br /> Breakfast- 6:30 am - 10:30 am <br /> Lunch &amp; Dinner- Sun - Thurs 11am -10 pm<br /> <br /> Fri – Sat 11 am – 11 pm<br /> <br /> (504) 522-0111<br /> <br /> www.bourbonhouse.com<br /> <br /> Your browser may not support display of this image.<br /> <br /> Brigtsen’s ($$$)<br /> <br /> One of NOLA’s best and close friends of Rick’s!<br /> <br /> 723 Dante Street, Uptown Above Garden District<br /> <br /> Dinner-Tues- Sat 5:30-10:00 PM <br /> Closed Sunday &amp; Monday<br /> <br /> (504) 861-7610<br /> <br /> www.brigtsens.com <br /> <br /> Café Degas ($-$$)<br /> <br /> 3127 Esplanade Avenue, Mid City<br /> <br /> Lunch – Wed - Sat 11:00 am - 3:00 pm <br /> Brunch – Sun 10:30 am - 3:00 pm <br /> Dinner- Wed - Sat 6:00 pm - 10:00 pm <br /> Sun 6:00 pm - 9:30 pm <br /> <br /> (504) 945 – 5635<br /> <br /> www.cafedegas.com <br /> <br /> Café du Monde ($)<br /> <br /> 1039 Decatur Street, French Market<br /> <br /> Open 24 hours a day<br /> <br /> 504-525-4544<br /> <br /> www.cafedumonde.com <br /> <br /> Cochon ($$)<br /> <br /> 930 Tchoupitoulas St, Warehouse District<br /> <br /> Mon- Fri 11 am -10 pm, Sat 5:30 pm - 10 pm<br /> <br /> Closed Sunday<br /> <br /> (504) 588 -2123<br /> <br /> http://www.cochonrestaurant.com <br /> <br /> Coquette ($$)<br /> <br /> 2800 Magazine St, Garden District<br /> <br /> Lunch-Wed - Sat 11:30am - 3:00pm<br /> <br /> Dinner- Mon - Sat 5:30pm - 10:00pm<br /> <br /> ( 504) 265- 0421 <br /> http://www.coquette-nola.com <br /> <br /> <br /> <br /> <br /> Coulis ($)<br /> <br /> Great breakfast!<br /> <br /> 3625 Prytania Street<br /> <br /> Daily 6 am- 3 pm<br /> <br /> (504) 304-4265 <br /> <br /> Eat ($-$$)<br /> <br /> 900 Dumaine Street, French Quarter<br /> <br /> Tues- Fri 11am – 2 pm, 5:30 pm – 10 pm <br /> Saturday: 9 am – 2 pm, 5:30 pm – 10 pm <br /> Sunday brunch: 9 am – 2 pm <br /> Closed Monday<br /> <br /> (504) 522-7222<br /> <br /> www.eatnola.com <br /> <br /> Gautreau's Restaurant ($$$)<br /> <br /> 1728 Soniat Street, Uptown<br /> <br /> Tues-Sat 6 pm -10 pm<br /> <br /> Closed Sun &amp; Mon<br /> <br /> 504) 899-7397‎<br /> <br /> gautreausrestaurant.com <br /> <br /> Herbsaint ($$$)<br /> <br /> 701 Saint Charles Avenue, Warehouse District Building<br /> <br /> Mon-Fri 11:30 am – 10 pm<br /> <br /> Sat 5:30 pm – 10:00 pm<br /> <br /> Closed Sunday<br /> <br /> (504) 524-4114<br /> <br /> www.herbsaint.com <br /> <br /> Irene’s Cuisine ($$$)<br /> <br /> 539 Saint Philip Street, French Quarter<br /> <br /> Mon- Sat 5:30 pm – 10:30 pm<br /> <br /> Closed Sunday<br /> <br /> (504) 529-8811 <br /> <br /> <br /> <br /> <br /> <br /> Iris ($$$)<br /> <br /> 321 North Peters Street, French Quarter<br /> <br /> Lunch-Thurs &amp; Fri 11:30 am- 2 pm<br /> <br /> Dinner- Mon, Wed-Sat 6 pm –close<br /> <br /> www.irisneworleans.com<br /> <br /> (540) 299- 3944 <br /> <br /> K-Paul’s ($$$)<br /> <br /> 416 Chartres Street, French Quarter<br /> <br /> Lunch- Thurs – Sat 11:00 am -2 pm<br /> <br /> Dinner- 5:30 pm- 10:00 pm<br /> <br /> (504) 596-2530<br /> <br /> http://www.chefpaul.com/site297.php <br /> <br /> Mandina’s Restaurant ($)<br /> <br /> 3800 Canal St, Mid City<br /> <br /> Mon - Thurs 11:00 am - 9:30 pm <br /> Fri &amp; Sat 11:00am - 10:00 pm <br /> Sun 12:00 pm – 9 pm<br /> <br /> No Credit Cards<br /> <br /> (504) 482-9179<br /> <br /> http://mandinasrestaurant.com <br /> <br /> Marigny Brasserie ($)<br /> <br /> 640 Frenchmen Street<br /> <br /> Breakfast- Daily, 7:00am - 11am <br /> Lunch &amp; Dinner- Mon-Thurs 11:30 - 11:00 pm <br /> Fri- Sat 11:30 - 12:00 am <br /> Sun 11:30 am - 9:30 pm<br /> <br /> (504) 945-4472<br /> <br /> www.marignybrasserie.com <br /> <br /> Mr. B’s Bistro ($$$)<br /> <br /> 201 Royal Street, French Quarter<br /> <br /> Lunch- Mon- Sat 11:30 am - 5:30 pm<br /> <br /> Brunch- Sun 10:30 am- 2:00 pm<br /> <br /> Dinner- Nightly 5:30 – 9:00 pm<br /> <br /> (504) 523-2078<br /> <br /> www.mrbsbistro.com<br /> <br /> Napolean House ($)<br /> <br /> 500 Chartres Street, French Quarter<br /> <br /> Mon 11 am – 5:30 pm<br /> <br /> Tues – Thurs 11 am – 10 pm<br /> <br /> Fri – Sat 11 am – 11 pm<br /> <br /> Closed Sundays<br /> <br /> (504) 525 - 2431<br /> <br /> www.napoleonhouse.com <br /> <br /> Parkview Bakery and Tavern ($)<br /> <br /> Best Po-Boys! <br /> <br /> 538 Hagan Avenue, Mid City<br /> <br /> Daily Hours 11 am – 10 pm<br /> <br /> Closed Tuesdays<br /> <br /> (504) 482 -3047<br /> <br /> http://www.parkwaybakeryandtavernnola.com <br /> <br /> Pelican Club ($$$)<br /> <br /> 312 Exchange Alley, French Quarter<br /> <br /> Dinner – Sun-Thurs 5:30 pm - 9:30 pm<br /> <br /> Fri- Sat 5:30 pm - 10 pm<br /> <br /> Closed Monday<br /> <br /> (504) 523-1504<br /> <br /> www.pelicanclub.com <br /> <br /> Port Of Call ($-$$)<br /> <br /> 838 Esplanade Avenue, French Quarter<br /> <br /> Sun - Thurs 11 am - 12 am<br /> <br /> Fri – Sat 11 am – 1 am<br /> <br /> (504) 523-0120<br /> <br /> www.portofcallnola.com <br /> <br /> Rio Mar Seafood ($$)<br /> <br /> 800 South Peters Street, Warehouse District<br /> <br /> Lunch- Mon-Fri 11:30 am - 2 pm<br /> <br /> Dinner- Mon - Sat 6 pm - 10 pm <br /> Closed Sundays<br /> <br /> (504) 525- 3474<br /> <br /> http://riomarseafood.activepixel.com <br /> <br /> <br /> The Ruby Slipper ($)<br /> <br /> Great Breakfast, served all day!<br /> <br /> 139 South Cortez Street, Mid City <br /> Tues- Fri 7 am - 2pm <br /> Sat- Sun 8 am - 3pm<br /> <br /> Closed Monday<br /> <br /> (504) 309 - 5531<br /> <br /> www.therubyslippercafe.net <br /> <br /> Snug Harbor ( $$)<br /> <br /> Jazz Club &amp; Restaurant<br /> <br /> 626 Frenchmen Street, Fauborg Marigny Arts &amp; Cultural district<br /> <br /> Lunch- Sat &amp; Sun 11:30- 5:00 pm<br /> <br /> Dinner- Starting at 5:00 pm daily<br /> <br /> Allow 2 Hours for dining<br /> <br /> (504) 949 – 0696<br /> <br /> www.snugjazz.com <br /> <br /> Restaurant Stanley ($)<br /> <br /> 547 St. Ann Street, Jackson Square<br /> <br /> Open Daily 7:00 am – 7:00 pm<br /> <br /> (504) 587-0093 <br /> <br /> www.stanleyrestaurant.com <br /> <br /> Upperline ($$$)<br /> <br /> 1413 Upperline Street, Garden District<br /> <br /> Dinner- Wed- Sun 5:30 pm<br /> <br /> (504) 891 - 9822<br /> <br /> www.upperline.com <br /> <br /> Willie Mae’s Scotch House ($)<br /> <br /> 2401 Saint Ann Street<br /> <br /> Open 11:00 am – 3 pm daily<br /> <br /> (504) 822- 9503<br /> <br /> ===registration===<br /> January 12, 2010<br /> <br /> The National Writing Project and the National Reading Initiative <br /> <br /> Dear Conference Registrant,<br /> <br /> Thank you for registering for The National Reading Initiative’s 2010 Conference on Reading entitled “What’s Next: Possibilities for Literacy and Content Area Learning”. We look forward to welcoming you to New Orleans’s historic French Quarter and the Monteleone Hotel, where we will examine the intersections of interesting threads of work related to adolescent literacy and content area learning which have surfaced from the ongoing programs funded by a grant from the Carnegie Corporation of New York.<br /> <br /> We have received your deposit check of $150. Conference registration is free, so we will return your deposit check when you check in at the conference registration table at the Hotel Monteleone located in the Registration lobby on the Mezzanine A level of the hotel. There you will receive your conference packet with a nametag. You will be able to check in all day Friday.<br /> <br /> NOTE: Please remember that any registrant who does not attend the conference will forfeit her or his deposit.<br /> <br /> The Conference<br /> <br /> The conference will begin at 5 PM Friday, March 5th with an opening reception, followed by a banquet at 6:30 PM in the Queen Anne Ballroom, just off the Registration lobby on the Mezzanine A level. Saturday morning a continental breakfast will be served in the Queen Anne Ballroom beginning at 7:30 AM followed by the keynote speech at 9 AM.<br /> <br /> There will a first round of morning sessions, lunch in the Queen Anne Ballroom from 12 Noon to 1:15 followed by 2 afternoon sessions.. The conference will end at 5:30 PM Saturday afternoon, March 6th. Your food during the conference is free. Dinner Saturday night will be on your own. We will have a list of great New Orleans’s restaurants available when you arrive at the conference<br /> <br /> Pre-Conference Opportunity – Friday, March 5th<br /> <br /> The Greater New Orleans Writing Project is happy to host a special pre-conference event on Friday, March 5 from 11:00 am – 3:00 pm. Come “pass a good time,” eat some marvelous New Orleans food, and learn about ways to use food as a nourishing subject for your student writers, while you experience the unique culinary culture of New Orleans. Some of the many things you will learn include:<br /> <br /> * The difference between Cajun and Creole.<br /> * How the po-boy sandwich got its name from a labor strike<br /> * Why okra is so prevalent in Southern cooking<br /> * How the sugar and rice industries shaped Louisiana and the Carolinas<br /> * Why New Orleanians don’t eat cornbread, but the rest of the Louisiana does<br /> <br /> This event will be hosted at the Southern Food and Beverage Museum, which is a very short cab ride or an enjoyable 15 -20 minute walk from the host Monteleone Hotel in the historic French Quarter. <br /> <br /> Registration for this event is separate from conference registration, and is limited to the first 40 participants. To register, please contact Ken Rayes, the Director of the Greater New Orleans Writing Project at krayes@uno.edu, or by phone at 504-280-7323. Cost is $45.00 per person which includes food and drink samples (payment will be by check only). You will be responsible for your transportation to and from this event. Come join us as we share in our unique New Orleans food and culture. <br /> <br /> Travel and Registration<br /> <br /> You should plan to arrive on Friday, March 5th.<br /> <br /> You will be making your own travel arrangements and hotel reservations Either you, or your site, will be responsible for paying your travel and lodging expenses. For reservations, please call the hotel’s reservation department directly at 800-535-9595 and identify yourself as a Reading Conference guest/attendee for the March 5 and 6th, 2010 conference. It’s important that you specify the group name and the dates of the conference to get the group rate. Please make your reservations no later than January 22.<br /> <br /> The hotel contact information is:<br /> <br /> Hotel Monteleone<br /> <br /> 214 Rue Royale<br /> <br /> New Orleans, La <br /> <br /> 70130-2201 | Phone: 8oo-535-9595<br /> <br /> http://www.hotelmonteleone.com/ <br /> <br /> If you have additional questions, please contact Rick Snodgrass at rsnodgrass@nwp.org or Tanya Baker at tbaker@nwp.org. <br /> <br /> We look forward to welcoming you to New Orleans!</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=NO10&diff=3895 2010-02-26T21:49:30Z

<p>71.234.133.230: </p> <hr /> <div>===hotel===<br /> The Hotel Address is:<br /> <br /> Hotel Monteleone 214 Rue Royale | New Orleans, Louisiana 70130-2201 | Phone: (866) 338-4684 <br /> <br /> ===conference===<br /> You will all want to be at the Hotel Monteleone Friday afternoon in order to register before the Opening Reception at 5 PM. The Banquet and evening's presentation by Students at the Center of New Orleans begins at 6:30 PM.<br /> <br /> You will want to pick up your personal conference packets at the Registration Desk in the Registration Lobby outside of the Queen Anne Ballroom on Mezzanine Level A before dinner. Your checks will be returned to you in your packets.<br /> Please remember to bring your confirmation letters I've sent all of you.<br /> <br /> As a &quot;Lagniappe&quot; as they say in New Orleans (a little something extra) I thought that you would appreciate having our beautifully crafted list of recommended restaurants in advance so you can make plans for your meals before and after the conference. Friday dinner, and Saturday Breakfast and Lunch are included with the conference. <br /> <br /> These restaurants have been recommended by New Orleanians locals &quot;in the know&quot;, and are all wonderful places, many within walking distance of the conference hotel in the French Quarter.<br /> <br /> We are excited that about 200 of you are joining us for this exciting conference.<br /> <br /> Warm regards on behalf of the Reading Conference Team,<br /> <br /> <br /> Rick Snodgrass<br /> Program Specialist<br /> The National Writing Project<br /> California State University, Chico <br /> Chico, CA 95929-0252<br /> PH: 530-898-5508<br /> FAX: 530-898-6982<br /> rsnodgrass@nwp.org<br /> <br /> ===restaurants===<br /> <br /> Acme Oyster House ($)<br /> <br /> 724 Iberville Street, French Quarter<br /> <br /> Sun-Thurs 11 am-10 pm, Fri-Sat 11 am - 11 pm<br /> <br /> (504) 522-5973<br /> <br /> www.acmeoyster.com <br /> <br /> Ralph Brennan’s Bacco ($$$)<br /> <br /> 310 Chartres Street, French Quarter<br /> <br /> Lunch- Daily: 11:30 am - 2:30 pm <br /> Dinner- Sun - Thurs 6:00 pm-9:30 pm <br /> Fri - Sat 6:00 pm-10:00 pm<br /> <br /> (504) 522-2426<br /> <br /> www.bacco.com <br /> <br /> Bayona ($$$)<br /> <br /> 430 Dauphine Street, French Quarter<br /> <br /> Lunch- Wed. – Sat beginning at 11:30 am<br /> <br /> Dinner- Mon - Sat beginning at 6:00 pm<br /> <br /> Closed on Sundays<br /> <br /> (504)-525-4455<br /> <br /> www.bayona.com <br /> <br /> Bistro at Hotel Maison de Ville ($$$)<br /> <br /> 727 Rue Toulouse, French Quarter<br /> <br /> Lunch- Tues - Sat 11 am-3 pm<br /> <br /> Dinner-Tues - Sat 6 pm – 10 pm<br /> <br /> (504) 528-9206<br /> <br /> www.hotelmaisondeville.com/dining <br /> <br /> Bourbon House ($$$)<br /> <br /> 144 Bourbon Street, French Quarter<br /> <br /> Breakfast- 6:30 am - 10:30 am <br /> Lunch &amp; Dinner- Sun - Thurs 11am -10 pm<br /> <br /> Fri – Sat 11 am – 11 pm<br /> <br /> (504) 522-0111<br /> <br /> www.bourbonhouse.com<br /> <br /> Your browser may not support display of this image.<br /> <br /> Brigtsen’s ($$$)<br /> <br /> One of NOLA’s best and close friends of Rick’s!<br /> <br /> 723 Dante Street, Uptown Above Garden District<br /> <br /> Dinner-Tues- Sat 5:30-10:00 PM <br /> Closed Sunday &amp; Monday<br /> <br /> (504) 861-7610<br /> <br /> www.brigtsens.com <br /> <br /> Café Degas ($-$$)<br /> <br /> 3127 Esplanade Avenue, Mid City<br /> <br /> Lunch – Wed - Sat 11:00 am - 3:00 pm <br /> Brunch – Sun 10:30 am - 3:00 pm <br /> Dinner- Wed - Sat 6:00 pm - 10:00 pm <br /> Sun 6:00 pm - 9:30 pm <br /> <br /> (504) 945 – 5635<br /> <br /> www.cafedegas.com <br /> <br /> Café du Monde ($)<br /> <br /> 1039 Decatur Street, French Market<br /> <br /> Open 24 hours a day<br /> <br /> 504-525-4544<br /> <br /> www.cafedumonde.com <br /> <br /> Cochon ($$)<br /> <br /> 930 Tchoupitoulas St, Warehouse District<br /> <br /> Mon- Fri 11 am -10 pm, Sat 5:30 pm - 10 pm<br /> <br /> Closed Sunday<br /> <br /> (504) 588 -2123<br /> <br /> http://www.cochonrestaurant.com <br /> <br /> Coquette ($$)<br /> <br /> 2800 Magazine St, Garden District<br /> <br /> Lunch-Wed - Sat 11:30am - 3:00pm<br /> <br /> Dinner- Mon - Sat 5:30pm - 10:00pm<br /> <br /> ( 504) 265- 0421 <br /> http://www.coquette-nola.com <br /> <br /> <br /> <br /> <br /> Coulis ($)<br /> <br /> Great breakfast!<br /> <br /> 3625 Prytania Street<br /> <br /> Daily 6 am- 3 pm<br /> <br /> (504) 304-4265 <br /> <br /> Eat ($-$$)<br /> <br /> 900 Dumaine Street, French Quarter<br /> <br /> Tues- Fri 11am – 2 pm, 5:30 pm – 10 pm <br /> Saturday: 9 am – 2 pm, 5:30 pm – 10 pm <br /> Sunday brunch: 9 am – 2 pm <br /> Closed Monday<br /> <br /> (504) 522-7222<br /> <br /> www.eatnola.com <br /> <br /> Gautreau's Restaurant ($$$)<br /> <br /> 1728 Soniat Street, Uptown<br /> <br /> Tues-Sat 6 pm -10 pm<br /> <br /> Closed Sun &amp; Mon<br /> <br /> 504) 899-7397‎<br /> <br /> gautreausrestaurant.com <br /> <br /> Herbsaint ($$$)<br /> <br /> 701 Saint Charles Avenue, Warehouse District Building<br /> <br /> Mon-Fri 11:30 am – 10 pm<br /> <br /> Sat 5:30 pm – 10:00 pm<br /> <br /> Closed Sunday<br /> <br /> (504) 524-4114<br /> <br /> www.herbsaint.com <br /> <br /> Irene’s Cuisine ($$$)<br /> <br /> 539 Saint Philip Street, French Quarter<br /> <br /> Mon- Sat 5:30 pm – 10:30 pm<br /> <br /> Closed Sunday<br /> <br /> (504) 529-8811 <br /> <br /> <br /> <br /> <br /> <br /> Iris ($$$)<br /> <br /> 321 North Peters Street, French Quarter<br /> <br /> Lunch-Thurs &amp; Fri 11:30 am- 2 pm<br /> <br /> Dinner- Mon, Wed-Sat 6 pm –close<br /> <br /> www.irisneworleans.com<br /> <br /> (540) 299- 3944 <br /> <br /> K-Paul’s ($$$)<br /> <br /> 416 Chartres Street, French Quarter<br /> <br /> Lunch- Thurs – Sat 11:00 am -2 pm<br /> <br /> Dinner- 5:30 pm- 10:00 pm<br /> <br /> (504) 596-2530<br /> <br /> http://www.chefpaul.com/site297.php <br /> <br /> Mandina’s Restaurant ($)<br /> <br /> 3800 Canal St, Mid City<br /> <br /> Mon - Thurs 11:00 am - 9:30 pm <br /> Fri &amp; Sat 11:00am - 10:00 pm <br /> Sun 12:00 pm – 9 pm<br /> <br /> No Credit Cards<br /> <br /> (504) 482-9179<br /> <br /> http://mandinasrestaurant.com <br /> <br /> Marigny Brasserie ($)<br /> <br /> 640 Frenchmen Street<br /> <br /> Breakfast- Daily, 7:00am - 11am <br /> Lunch &amp; Dinner- Mon-Thurs 11:30 - 11:00 pm <br /> Fri- Sat 11:30 - 12:00 am <br /> Sun 11:30 am - 9:30 pm<br /> <br /> (504) 945-4472<br /> <br /> www.marignybrasserie.com <br /> <br /> Mr. B’s Bistro ($$$)<br /> <br /> 201 Royal Street, French Quarter<br /> <br /> Lunch- Mon- Sat 11:30 am - 5:30 pm<br /> <br /> Brunch- Sun 10:30 am- 2:00 pm<br /> <br /> Dinner- Nightly 5:30 – 9:00 pm<br /> <br /> (504) 523-2078<br /> <br /> www.mrbsbistro.com<br /> <br /> Napolean House ($)<br /> <br /> 500 Chartres Street, French Quarter<br /> <br /> Mon 11 am – 5:30 pm<br /> <br /> Tues – Thurs 11 am – 10 pm<br /> <br /> Fri – Sat 11 am – 11 pm<br /> <br /> Closed Sundays<br /> <br /> (504) 525 - 2431<br /> <br /> www.napoleonhouse.com <br /> <br /> Parkview Bakery and Tavern ($)<br /> <br /> Best Po-Boys! <br /> <br /> 538 Hagan Avenue, Mid City<br /> <br /> Daily Hours 11 am – 10 pm<br /> <br /> Closed Tuesdays<br /> <br /> (504) 482 -3047<br /> <br /> http://www.parkwaybakeryandtavernnola.com <br /> <br /> Pelican Club ($$$)<br /> <br /> 312 Exchange Alley, French Quarter<br /> <br /> Dinner – Sun-Thurs 5:30 pm - 9:30 pm<br /> <br /> Fri- Sat 5:30 pm - 10 pm<br /> <br /> Closed Monday<br /> <br /> (504) 523-1504<br /> <br /> www.pelicanclub.com <br /> <br /> Port Of Call ($-$$)<br /> <br /> 838 Esplanade Avenue, French Quarter<br /> <br /> Sun - Thurs 11 am - 12 am<br /> <br /> Fri – Sat 11 am – 1 am<br /> <br /> (504) 523-0120<br /> <br /> www.portofcallnola.com <br /> <br /> Rio Mar Seafood ($$)<br /> <br /> 800 South Peters Street, Warehouse District<br /> <br /> Lunch- Mon-Fri 11:30 am - 2 pm<br /> <br /> Dinner- Mon - Sat 6 pm - 10 pm <br /> Closed Sundays<br /> <br /> (504) 525- 3474<br /> <br /> http://riomarseafood.activepixel.com <br /> <br /> <br /> The Ruby Slipper ($)<br /> <br /> Great Breakfast, served all day!<br /> <br /> 139 South Cortez Street, Mid City <br /> Tues- Fri 7 am - 2pm <br /> Sat- Sun 8 am - 3pm<br /> <br /> Closed Monday<br /> <br /> (504) 309 - 5531<br /> <br /> www.therubyslippercafe.net <br /> <br /> Snug Harbor ( $$)<br /> <br /> Jazz Club &amp; Restaurant<br /> <br /> 626 Frenchmen Street, Fauborg Marigny Arts &amp; Cultural district<br /> <br /> Lunch- Sat &amp; Sun 11:30- 5:00 pm<br /> <br /> Dinner- Starting at 5:00 pm daily<br /> <br /> Allow 2 Hours for dining<br /> <br /> (504) 949 – 0696<br /> <br /> www.snugjazz.com <br /> <br /> Restaurant Stanley ($)<br /> <br /> 547 St. Ann Street, Jackson Square<br /> <br /> Open Daily 7:00 am – 7:00 pm<br /> <br /> (504) 587-0093 <br /> <br /> www.stanleyrestaurant.com <br /> <br /> Upperline ($$$)<br /> <br /> 1413 Upperline Street, Garden District<br /> <br /> Dinner- Wed- Sun 5:30 pm<br /> <br /> (504) 891 - 9822<br /> <br /> www.upperline.com <br /> <br /> Willie Mae’s Scotch House ($)<br /> <br /> 2401 Saint Ann Street<br /> <br /> Open 11:00 am – 3 pm daily<br /> <br /> (504) 822- 9503<br /> <br /> ===registration===<br /> January 12, 2010<br /> <br /> The National Writing Project and the National Reading Initiative <br /> <br /> Dear Conference Registrant,<br /> <br /> Thank you for registering for The National Reading Initiative’s 2010 Conference on Reading entitled “What’s Next: Possibilities for Literacy and Content Area Learning”. We look forward to welcoming you to New Orleans’s historic French Quarter and the Monteleone Hotel, where we will examine the intersections of interesting threads of work related to adolescent literacy and content area learning which have surfaced from the ongoing programs funded by a grant from the Carnegie Corporation of New York.<br /> <br /> We have received your deposit check of $150. Conference registration is free, so we will return your deposit check when you check in at the conference registration table at the Hotel Monteleone located in the Registration lobby on the Mezzanine A level of the hotel. There you will receive your conference packet with a nametag. You will be able to check in all day Friday.<br /> <br /> NOTE: Please remember that any registrant who does not attend the conference will forfeit her or his deposit.<br /> <br /> The Conference<br /> <br /> The conference will begin at 5 PM Friday, March 5th with an opening reception, followed by a banquet at 6:30 PM in the Queen Anne Ballroom, just off the Registration lobby on the Mezzanine A level. Saturday morning a continental breakfast will be served in the Queen Anne Ballroom beginning at 7:30 AM followed by the keynote speech at 9 AM.<br /> <br /> There will a first round of morning sessions, lunch in the Queen Anne Ballroom from 12 Noon to 1:15 followed by 2 afternoon sessions.. The conference will end at 5:30 PM Saturday afternoon, March 6th. Your food during the conference is free. Dinner Saturday night will be on your own. We will have a list of great New Orleans’s restaurants available when you arrive at the conference<br /> <br /> Pre-Conference Opportunity – Friday, March 5th<br /> <br /> The Greater New Orleans Writing Project is happy to host a special pre-conference event on Friday, March 5 from 11:00 am – 3:00 pm. Come “pass a good time,” eat some marvelous New Orleans food, and learn about ways to use food as a nourishing subject for your student writers, while you experience the unique culinary culture of New Orleans. Some of the many things you will learn include:<br /> <br /> * The difference between Cajun and Creole.<br /> * How the po-boy sandwich got its name from a labor strike<br /> * Why okra is so prevalent in Southern cooking<br /> * How the sugar and rice industries shaped Louisiana and the Carolinas<br /> * Why New Orleanians don’t eat cornbread, but the rest of the Louisiana does<br /> <br /> This event will be hosted at the Southern Food and Beverage Museum, which is a very short cab ride or an enjoyable 15 -20 minute walk from the host Monteleone Hotel in the historic French Quarter. <br /> <br /> Registration for this event is separate from conference registration, and is limited to the first 40 participants. To register, please contact Ken Rayes, the Director of the Greater New Orleans Writing Project at krayes@uno.edu, or by phone at 504-280-7323. Cost is $45.00 per person which includes food and drink samples (payment will be by check only). You will be responsible for your transportation to and from this event. Come join us as we share in our unique New Orleans food and culture. <br /> <br /> Travel and Registration<br /> <br /> You should plan to arrive on Friday, March 5th.<br /> <br /> You will be making your own travel arrangements and hotel reservations Either you, or your site, will be responsible for paying your travel and lodging expenses. For reservations, please call the hotel’s reservation department directly at 800-535-9595 and identify yourself as a Reading Conference guest/attendee for the March 5 and 6th, 2010 conference. It’s important that you specify the group name and the dates of the conference to get the group rate. Please make your reservations no later than January 22.<br /> <br /> The hotel contact information is:<br /> <br /> Hotel Monteleone<br /> <br /> 214 Rue Royale<br /> <br /> New Orleans, La <br /> <br /> 70130-2201 | Phone: 8oo-535-9595<br /> <br /> http://www.hotelmonteleone.com/ <br /> <br /> If you have additional questions, please contact Rick Snodgrass at rsnodgrass@nwp.org or Tanya Baker at tbaker@nwp.org. <br /> <br /> We look forward to welcoming you to New Orleans!</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=NO10&diff=3894 2010-02-26T21:42:52Z

<p>71.234.133.230: </p> <hr /> <div>===hotel===<br /> The Hotel Address is:<br /> <br /> Hotel Monteleone 214 Rue Royale | New Orleans, Louisiana 70130-2201 | Phone: (866) 338-4684 <br /> <br /> ===conference===<br /> You will all want to be at the Hotel Monteleone Friday afternoon in order to register before the Opening Reception at 5 PM. The Banquet and evening's presentation by Students at the Center of New Orleans begins at 6:30 PM.<br /> <br /> You will want to pick up your personal conference packets at the Registration Desk in the Registration Lobby outside of the Queen Anne Ballroom on Mezzanine Level A before dinner. Your checks will be returned to you in your packets.<br /> Please remember to bring your confirmation letters I've sent all of you.<br /> <br /> As a &quot;Lagniappe&quot; as they say in New Orleans (a little something extra) I thought that you would appreciate having our beautifully crafted list of recommended restaurants in advance so you can make plans for your meals before and after the conference. Friday dinner, and Saturday Breakfast and Lunch are included with the conference. <br /> <br /> These restaurants have been recommended by New Orleanians locals &quot;in the know&quot;, and are all wonderful places, many within walking distance of the conference hotel in the French Quarter.<br /> <br /> We are excited that about 200 of you are joining us for this exciting conference.<br /> <br /> Warm regards on behalf of the Reading Conference Team,<br /> <br /> <br /> Rick Snodgrass<br /> Program Specialist<br /> The National Writing Project<br /> California State University, Chico <br /> Chico, CA 95929-0252<br /> PH: 530-898-5508<br /> FAX: 530-898-6982<br /> rsnodgrass@nwp.org<br /> <br /> ===restaurants===<br /> <br /> Acme Oyster House ($)<br /> <br /> 724 Iberville Street, French Quarter<br /> <br /> Sun-Thurs 11 am-10 pm, Fri-Sat 11 am - 11 pm<br /> <br /> (504) 522-5973<br /> <br /> www.acmeoyster.com <br /> <br /> Ralph Brennan’s Bacco ($$$)<br /> <br /> 310 Chartres Street, French Quarter<br /> <br /> Lunch- Daily: 11:30 am - 2:30 pm <br /> Dinner- Sun - Thurs 6:00 pm-9:30 pm <br /> Fri - Sat 6:00 pm-10:00 pm<br /> <br /> (504) 522-2426<br /> <br /> www.bacco.com <br /> <br /> Bayona ($$$)<br /> <br /> 430 Dauphine Street, French Quarter<br /> <br /> Lunch- Wed. – Sat beginning at 11:30 am<br /> <br /> Dinner- Mon - Sat beginning at 6:00 pm<br /> <br /> Closed on Sundays<br /> <br /> (504)-525-4455<br /> <br /> www.bayona.com <br /> <br /> Bistro at Hotel Maison de Ville ($$$)<br /> <br /> 727 Rue Toulouse, French Quarter<br /> <br /> Lunch- Tues - Sat 11 am-3 pm<br /> <br /> Dinner-Tues - Sat 6 pm – 10 pm<br /> <br /> (504) 528-9206<br /> <br /> www.hotelmaisondeville.com/dining <br /> <br /> Bourbon House ($$$)<br /> <br /> 144 Bourbon Street, French Quarter<br /> <br /> Breakfast- 6:30 am - 10:30 am <br /> Lunch &amp; Dinner- Sun - Thurs 11am -10 pm<br /> <br /> Fri – Sat 11 am – 11 pm<br /> <br /> (504) 522-0111<br /> <br /> www.bourbonhouse.com<br /> <br /> Your browser may not support display of this image.<br /> <br /> Brigtsen’s ($$$)<br /> <br /> One of NOLA’s best and close friends of Rick’s!<br /> <br /> 723 Dante Street, Uptown Above Garden District<br /> <br /> Dinner-Tues- Sat 5:30-10:00 PM <br /> Closed Sunday &amp; Monday<br /> <br /> (504) 861-7610<br /> <br /> www.brigtsens.com <br /> <br /> Café Degas ($-$$)<br /> <br /> 3127 Esplanade Avenue, Mid City<br /> <br /> Lunch – Wed - Sat 11:00 am - 3:00 pm <br /> Brunch – Sun 10:30 am - 3:00 pm <br /> Dinner- Wed - Sat 6:00 pm - 10:00 pm <br /> Sun 6:00 pm - 9:30 pm <br /> <br /> (504) 945 – 5635<br /> <br /> www.cafedegas.com <br /> <br /> Café du Monde ($)<br /> <br /> 1039 Decatur Street, French Market<br /> <br /> Open 24 hours a day<br /> <br /> 504-525-4544<br /> <br /> www.cafedumonde.com <br /> <br /> Cochon ($$)<br /> <br /> 930 Tchoupitoulas St, Warehouse District<br /> <br /> Mon- Fri 11 am -10 pm, Sat 5:30 pm - 10 pm<br /> <br /> Closed Sunday<br /> <br /> (504) 588 -2123<br /> <br /> http://www.cochonrestaurant.com <br /> <br /> Coquette ($$)<br /> <br /> 2800 Magazine St, Garden District<br /> <br /> Lunch-Wed - Sat 11:30am - 3:00pm<br /> <br /> Dinner- Mon - Sat 5:30pm - 10:00pm<br /> <br /> ( 504) 265- 0421 <br /> http://www.coquette-nola.com <br /> <br /> <br /> <br /> <br /> Coulis ($)<br /> <br /> Great breakfast!<br /> <br /> 3625 Prytania Street<br /> <br /> Daily 6 am- 3 pm<br /> <br /> (504) 304-4265 <br /> <br /> Eat ($-$$)<br /> <br /> 900 Dumaine Street, French Quarter<br /> <br /> Tues- Fri 11am – 2 pm, 5:30 pm – 10 pm <br /> Saturday: 9 am – 2 pm, 5:30 pm – 10 pm <br /> Sunday brunch: 9 am – 2 pm <br /> Closed Monday<br /> <br /> (504) 522-7222<br /> <br /> www.eatnola.com <br /> <br /> Gautreau's Restaurant ($$$)<br /> <br /> 1728 Soniat Street, Uptown<br /> <br /> Tues-Sat 6 pm -10 pm<br /> <br /> Closed Sun &amp; Mon<br /> <br /> 504) 899-7397‎<br /> <br /> gautreausrestaurant.com <br /> <br /> Herbsaint ($$$)<br /> <br /> 701 Saint Charles Avenue, Warehouse District Building<br /> <br /> Mon-Fri 11:30 am – 10 pm<br /> <br /> Sat 5:30 pm – 10:00 pm<br /> <br /> Closed Sunday<br /> <br /> (504) 524-4114<br /> <br /> www.herbsaint.com <br /> <br /> Irene’s Cuisine ($$$)<br /> <br /> 539 Saint Philip Street, French Quarter<br /> <br /> Mon- Sat 5:30 pm – 10:30 pm<br /> <br /> Closed Sunday<br /> <br /> (504) 529-8811 <br /> <br /> <br /> <br /> <br /> <br /> Iris ($$$)<br /> <br /> 321 North Peters Street, French Quarter<br /> <br /> Lunch-Thurs &amp; Fri 11:30 am- 2 pm<br /> <br /> Dinner- Mon, Wed-Sat 6 pm –close<br /> <br /> www.irisneworleans.com<br /> <br /> (540) 299- 3944 <br /> <br /> K-Paul’s ($$$)<br /> <br /> 416 Chartres Street, French Quarter<br /> <br /> Lunch- Thurs – Sat 11:00 am -2 pm<br /> <br /> Dinner- 5:30 pm- 10:00 pm<br /> <br /> (504) 596-2530<br /> <br /> http://www.chefpaul.com/site297.php <br /> <br /> Mandina’s Restaurant ($)<br /> <br /> 3800 Canal St, Mid City<br /> <br /> Mon - Thurs 11:00 am - 9:30 pm <br /> Fri &amp; Sat 11:00am - 10:00 pm <br /> Sun 12:00 pm – 9 pm<br /> <br /> No Credit Cards<br /> <br /> (504) 482-9179<br /> <br /> http://mandinasrestaurant.com <br /> <br /> Marigny Brasserie ($)<br /> <br /> 640 Frenchmen Street<br /> <br /> Breakfast- Daily, 7:00am - 11am <br /> Lunch &amp; Dinner- Mon-Thurs 11:30 - 11:00 pm <br /> Fri- Sat 11:30 - 12:00 am <br /> Sun 11:30 am - 9:30 pm<br /> <br /> (504) 945-4472<br /> <br /> www.marignybrasserie.com <br /> <br /> Mr. B’s Bistro ($$$)<br /> <br /> 201 Royal Street, French Quarter<br /> <br /> Lunch- Mon- Sat 11:30 am - 5:30 pm<br /> <br /> Brunch- Sun 10:30 am- 2:00 pm<br /> <br /> Dinner- Nightly 5:30 – 9:00 pm<br /> <br /> (504) 523-2078<br /> <br /> www.mrbsbistro.com<br /> <br /> Napolean House ($)<br /> <br /> 500 Chartres Street, French Quarter<br /> <br /> Mon 11 am – 5:30 pm<br /> <br /> Tues – Thurs 11 am – 10 pm<br /> <br /> Fri – Sat 11 am – 11 pm<br /> <br /> Closed Sundays<br /> <br /> (504) 525 - 2431<br /> <br /> www.napoleonhouse.com <br /> <br /> Parkview Bakery and Tavern ($)<br /> <br /> Best Po-Boys! <br /> <br /> 538 Hagan Avenue, Mid City<br /> <br /> Daily Hours 11 am – 10 pm<br /> <br /> Closed Tuesdays<br /> <br /> (504) 482 -3047<br /> <br /> http://www.parkwaybakeryandtavernnola.com <br /> <br /> Pelican Club ($$$)<br /> <br /> 312 Exchange Alley, French Quarter<br /> <br /> Dinner – Sun-Thurs 5:30 pm - 9:30 pm<br /> <br /> Fri- Sat 5:30 pm - 10 pm<br /> <br /> Closed Monday<br /> <br /> (504) 523-1504<br /> <br /> www.pelicanclub.com <br /> <br /> Port Of Call ($-$$)<br /> <br /> 838 Esplanade Avenue, French Quarter<br /> <br /> Sun - Thurs 11 am - 12 am<br /> <br /> Fri – Sat 11 am – 1 am<br /> <br /> (504) 523-0120<br /> <br /> www.portofcallnola.com <br /> <br /> Rio Mar Seafood ($$)<br /> <br /> 800 South Peters Street, Warehouse District<br /> <br /> Lunch- Mon-Fri 11:30 am - 2 pm<br /> <br /> Dinner- Mon - Sat 6 pm - 10 pm <br /> Closed Sundays<br /> <br /> (504) 525- 3474<br /> <br /> http://riomarseafood.activepixel.com <br /> <br /> <br /> The Ruby Slipper ($)<br /> <br /> Great Breakfast, served all day!<br /> <br /> 139 South Cortez Street, Mid City <br /> Tues- Fri 7 am - 2pm <br /> Sat- Sun 8 am - 3pm<br /> <br /> Closed Monday<br /> <br /> (504) 309 - 5531<br /> <br /> www.therubyslippercafe.net <br /> <br /> Snug Harbor ( $$)<br /> <br /> Jazz Club &amp; Restaurant<br /> <br /> 626 Frenchmen Street, Fauborg Marigny Arts &amp; Cultural district<br /> <br /> Lunch- Sat &amp; Sun 11:30- 5:00 pm<br /> <br /> Dinner- Starting at 5:00 pm daily<br /> <br /> Allow 2 Hours for dining<br /> <br /> (504) 949 – 0696<br /> <br /> www.snugjazz.com <br /> <br /> Restaurant Stanley ($)<br /> <br /> 547 St. Ann Street, Jackson Square<br /> <br /> Open Daily 7:00 am – 7:00 pm<br /> <br /> (504) 587-0093 <br /> <br /> www.stanleyrestaurant.com <br /> <br /> Upperline ($$$)<br /> <br /> 1413 Upperline Street, Garden District<br /> <br /> Dinner- Wed- Sun 5:30 pm<br /> <br /> (504) 891 - 9822<br /> <br /> www.upperline.com <br /> <br /> Willie Mae’s Scotch House ($)<br /> <br /> 2401 Saint Ann Street<br /> <br /> Open 11:00 am – 3 pm daily<br /> <br /> (504) 822- 9503</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=NO10&diff=3893 2010-02-26T21:42:00Z

<p>71.234.133.230: New page: The Hotel Address is: Hotel Monteleone 214 Rue Royale | New Orleans, Louisiana 70130-2201 | Phone: (866) 338-4684 You will all want to be at the Hotel Monteleone Friday afternoon ...</p> <hr /> <div>The Hotel Address is:<br /> <br /> Hotel Monteleone 214 Rue Royale | New Orleans, Louisiana 70130-2201 | Phone: (866) 338-4684 <br /> <br /> You will all want to be at the Hotel Monteleone Friday afternoon in order to register before the Opening Reception at 5 PM. The Banquet and evening's presentation by Students at the Center of New Orleans begins at 6:30 PM.<br /> <br /> You will want to pick up your personal conference packets at the Registration Desk in the Registration Lobby outside of the Queen Anne Ballroom on Mezzanine Level A before dinner. Your checks will be returned to you in your packets.<br /> Please remember to bring your confirmation letters I've sent all of you.<br /> <br /> As a &quot;Lagniappe&quot; as they say in New Orleans (a little something extra) I thought that you would appreciate having our beautifully crafted list of recommended restaurants in advance so you can make plans for your meals before and after the conference. Friday dinner, and Saturday Breakfast and Lunch are included with the conference. <br /> <br /> These restaurants have been recommended by New Orleanians locals &quot;in the know&quot;, and are all wonderful places, many within walking distance of the conference hotel in the French Quarter.<br /> <br /> We are excited that about 200 of you are joining us for this exciting conference.<br /> <br /> Warm regards on behalf of the Reading Conference Team,<br /> <br /> <br /> Rick Snodgrass<br /> Program Specialist<br /> The National Writing Project<br /> California State University, Chico <br /> Chico, CA 95929-0252<br /> PH: 530-898-5508<br /> FAX: 530-898-6982<br /> rsnodgrass@nwp.org<br /> <br /> <br /> <br /> Acme Oyster House ($)<br /> <br /> 724 Iberville Street, French Quarter<br /> <br /> Sun-Thurs 11 am-10 pm, Fri-Sat 11 am - 11 pm<br /> <br /> (504) 522-5973<br /> <br /> www.acmeoyster.com <br /> <br /> Ralph Brennan’s Bacco ($$$)<br /> <br /> 310 Chartres Street, French Quarter<br /> <br /> Lunch- Daily: 11:30 am - 2:30 pm <br /> Dinner- Sun - Thurs 6:00 pm-9:30 pm <br /> Fri - Sat 6:00 pm-10:00 pm<br /> <br /> (504) 522-2426<br /> <br /> www.bacco.com <br /> <br /> Bayona ($$$)<br /> <br /> 430 Dauphine Street, French Quarter<br /> <br /> Lunch- Wed. – Sat beginning at 11:30 am<br /> <br /> Dinner- Mon - Sat beginning at 6:00 pm<br /> <br /> Closed on Sundays<br /> <br /> (504)-525-4455<br /> <br /> www.bayona.com <br /> <br /> Bistro at Hotel Maison de Ville ($$$)<br /> <br /> 727 Rue Toulouse, French Quarter<br /> <br /> Lunch- Tues - Sat 11 am-3 pm<br /> <br /> Dinner-Tues - Sat 6 pm – 10 pm<br /> <br /> (504) 528-9206<br /> <br /> www.hotelmaisondeville.com/dining <br /> <br /> Bourbon House ($$$)<br /> <br /> 144 Bourbon Street, French Quarter<br /> <br /> Breakfast- 6:30 am - 10:30 am <br /> Lunch &amp; Dinner- Sun - Thurs 11am -10 pm<br /> <br /> Fri – Sat 11 am – 11 pm<br /> <br /> (504) 522-0111<br /> <br /> www.bourbonhouse.com<br /> <br /> Your browser may not support display of this image.<br /> <br /> Brigtsen’s ($$$)<br /> <br /> One of NOLA’s best and close friends of Rick’s!<br /> <br /> 723 Dante Street, Uptown Above Garden District<br /> <br /> Dinner-Tues- Sat 5:30-10:00 PM <br /> Closed Sunday &amp; Monday<br /> <br /> (504) 861-7610<br /> <br /> www.brigtsens.com <br /> <br /> Café Degas ($-$$)<br /> <br /> 3127 Esplanade Avenue, Mid City<br /> <br /> Lunch – Wed - Sat 11:00 am - 3:00 pm <br /> Brunch – Sun 10:30 am - 3:00 pm <br /> Dinner- Wed - Sat 6:00 pm - 10:00 pm <br /> Sun 6:00 pm - 9:30 pm <br /> <br /> (504) 945 – 5635<br /> <br /> www.cafedegas.com <br /> <br /> Café du Monde ($)<br /> <br /> 1039 Decatur Street, French Market<br /> <br /> Open 24 hours a day<br /> <br /> 504-525-4544<br /> <br /> www.cafedumonde.com <br /> <br /> Cochon ($$)<br /> <br /> 930 Tchoupitoulas St, Warehouse District<br /> <br /> Mon- Fri 11 am -10 pm, Sat 5:30 pm - 10 pm<br /> <br /> Closed Sunday<br /> <br /> (504) 588 -2123<br /> <br /> http://www.cochonrestaurant.com <br /> <br /> Coquette ($$)<br /> <br /> 2800 Magazine St, Garden District<br /> <br /> Lunch-Wed - Sat 11:30am - 3:00pm<br /> <br /> Dinner- Mon - Sat 5:30pm - 10:00pm<br /> <br /> ( 504) 265- 0421 <br /> http://www.coquette-nola.com <br /> <br /> <br /> <br /> <br /> Coulis ($)<br /> <br /> Great breakfast!<br /> <br /> 3625 Prytania Street<br /> <br /> Daily 6 am- 3 pm<br /> <br /> (504) 304-4265 <br /> <br /> Eat ($-$$)<br /> <br /> 900 Dumaine Street, French Quarter<br /> <br /> Tues- Fri 11am – 2 pm, 5:30 pm – 10 pm <br /> Saturday: 9 am – 2 pm, 5:30 pm – 10 pm <br /> Sunday brunch: 9 am – 2 pm <br /> Closed Monday<br /> <br /> (504) 522-7222<br /> <br /> www.eatnola.com <br /> <br /> Gautreau's Restaurant ($$$)<br /> <br /> 1728 Soniat Street, Uptown<br /> <br /> Tues-Sat 6 pm -10 pm<br /> <br /> Closed Sun &amp; Mon<br /> <br /> 504) 899-7397‎<br /> <br /> gautreausrestaurant.com <br /> <br /> Herbsaint ($$$)<br /> <br /> 701 Saint Charles Avenue, Warehouse District Building<br /> <br /> Mon-Fri 11:30 am – 10 pm<br /> <br /> Sat 5:30 pm – 10:00 pm<br /> <br /> Closed Sunday<br /> <br /> (504) 524-4114<br /> <br /> www.herbsaint.com <br /> <br /> Irene’s Cuisine ($$$)<br /> <br /> 539 Saint Philip Street, French Quarter<br /> <br /> Mon- Sat 5:30 pm – 10:30 pm<br /> <br /> Closed Sunday<br /> <br /> (504) 529-8811 <br /> <br /> <br /> <br /> <br /> <br /> Iris ($$$)<br /> <br /> 321 North Peters Street, French Quarter<br /> <br /> Lunch-Thurs &amp; Fri 11:30 am- 2 pm<br /> <br /> Dinner- Mon, Wed-Sat 6 pm –close<br /> <br /> www.irisneworleans.com<br /> <br /> (540) 299- 3944 <br /> <br /> K-Paul’s ($$$)<br /> <br /> 416 Chartres Street, French Quarter<br /> <br /> Lunch- Thurs – Sat 11:00 am -2 pm<br /> <br /> Dinner- 5:30 pm- 10:00 pm<br /> <br /> (504) 596-2530<br /> <br /> http://www.chefpaul.com/site297.php <br /> <br /> Mandina’s Restaurant ($)<br /> <br /> 3800 Canal St, Mid City<br /> <br /> Mon - Thurs 11:00 am - 9:30 pm <br /> Fri &amp; Sat 11:00am - 10:00 pm <br /> Sun 12:00 pm – 9 pm<br /> <br /> No Credit Cards<br /> <br /> (504) 482-9179<br /> <br /> http://mandinasrestaurant.com <br /> <br /> Marigny Brasserie ($)<br /> <br /> 640 Frenchmen Street<br /> <br /> Breakfast- Daily, 7:00am - 11am <br /> Lunch &amp; Dinner- Mon-Thurs 11:30 - 11:00 pm <br /> Fri- Sat 11:30 - 12:00 am <br /> Sun 11:30 am - 9:30 pm<br /> <br /> (504) 945-4472<br /> <br /> www.marignybrasserie.com <br /> <br /> Mr. B’s Bistro ($$$)<br /> <br /> 201 Royal Street, French Quarter<br /> <br /> Lunch- Mon- Sat 11:30 am - 5:30 pm<br /> <br /> Brunch- Sun 10:30 am- 2:00 pm<br /> <br /> Dinner- Nightly 5:30 – 9:00 pm<br /> <br /> (504) 523-2078<br /> <br /> www.mrbsbistro.com<br /> <br /> Napolean House ($)<br /> <br /> 500 Chartres Street, French Quarter<br /> <br /> Mon 11 am – 5:30 pm<br /> <br /> Tues – Thurs 11 am – 10 pm<br /> <br /> Fri – Sat 11 am – 11 pm<br /> <br /> Closed Sundays<br /> <br /> (504) 525 - 2431<br /> <br /> www.napoleonhouse.com <br /> <br /> Parkview Bakery and Tavern ($)<br /> <br /> Best Po-Boys! <br /> <br /> 538 Hagan Avenue, Mid City<br /> <br /> Daily Hours 11 am – 10 pm<br /> <br /> Closed Tuesdays<br /> <br /> (504) 482 -3047<br /> <br /> http://www.parkwaybakeryandtavernnola.com <br /> <br /> Pelican Club ($$$)<br /> <br /> 312 Exchange Alley, French Quarter<br /> <br /> Dinner – Sun-Thurs 5:30 pm - 9:30 pm<br /> <br /> Fri- Sat 5:30 pm - 10 pm<br /> <br /> Closed Monday<br /> <br /> (504) 523-1504<br /> <br /> www.pelicanclub.com <br /> <br /> Port Of Call ($-$$)<br /> <br /> 838 Esplanade Avenue, French Quarter<br /> <br /> Sun - Thurs 11 am - 12 am<br /> <br /> Fri – Sat 11 am – 1 am<br /> <br /> (504) 523-0120<br /> <br /> www.portofcallnola.com <br /> <br /> Rio Mar Seafood ($$)<br /> <br /> 800 South Peters Street, Warehouse District<br /> <br /> Lunch- Mon-Fri 11:30 am - 2 pm<br /> <br /> Dinner- Mon - Sat 6 pm - 10 pm <br /> Closed Sundays<br /> <br /> (504) 525- 3474<br /> <br /> http://riomarseafood.activepixel.com <br /> <br /> <br /> The Ruby Slipper ($)<br /> <br /> Great Breakfast, served all day!<br /> <br /> 139 South Cortez Street, Mid City <br /> Tues- Fri 7 am - 2pm <br /> Sat- Sun 8 am - 3pm<br /> <br /> Closed Monday<br /> <br /> (504) 309 - 5531<br /> <br /> www.therubyslippercafe.net <br /> <br /> Snug Harbor ( $$)<br /> <br /> Jazz Club &amp; Restaurant<br /> <br /> 626 Frenchmen Street, Fauborg Marigny Arts &amp; Cultural district<br /> <br /> Lunch- Sat &amp; Sun 11:30- 5:00 pm<br /> <br /> Dinner- Starting at 5:00 pm daily<br /> <br /> Allow 2 Hours for dining<br /> <br /> (504) 949 – 0696<br /> <br /> www.snugjazz.com <br /> <br /> Restaurant Stanley ($)<br /> <br /> 547 St. Ann Street, Jackson Square<br /> <br /> Open Daily 7:00 am – 7:00 pm<br /> <br /> (504) 587-0093 <br /> <br /> www.stanleyrestaurant.com <br /> <br /> Upperline ($$$)<br /> <br /> 1413 Upperline Street, Garden District<br /> <br /> Dinner- Wed- Sun 5:30 pm<br /> <br /> (504) 891 - 9822<br /> <br /> www.upperline.com <br /> <br /> Willie Mae’s Scotch House ($)<br /> <br /> 2401 Saint Ann Street<br /> <br /> Open 11:00 am – 3 pm daily<br /> <br /> (504) 822- 9503</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Places&diff=3892 2010-02-26T21:35:09Z

<p>71.234.133.230: </p> <hr /> <div>*[[Douala | Douala Cameroon dec 2007]]<br /> *[[Ca | California summer 2007]]<br /> *[[Costa Rica | Costa Rica feb 2009]]<br /> *[[korea | Japan, Korea, China summer 2009]]<br /> *[[feb10 | Puerto Rico feb 2010]]<br /> *[[NO10 | New Orleans March 2010]]</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Ideas_in_education&diff=3888 2010-02-12T20:11:47Z

<p>71.234.133.230: </p> <hr /> <div>===AN ACT RELATIVE TO THE ACHIEVEMENT GAP===<br /> I recently received a [http://sitebuilt.net/files/Gmail%20-%20RE_%20Education%20Reform%20Legislation.pdf response] from my state senator, Sonia Chang Diaz, on the [ http://www.mass.gov/legis/bills/senate/186/st02pdf/st02247.pdf AN ACT RELATIVE TO THE ACHIEVEMENT GAP] legislation. In it Ms. Diaz claims to &quot;sit firmly on both sides of many of the debates&quot; on education yet her words belie her.<br /> ====my response====<br /> ;A sense of urgency: the bill looks rushed, sloppy, repetitive and ill considered.<br /> <br /> ;Equality of service: &quot;delivered by charter schools to high-need populations, such as special education students, English language learners, and students with less engaged parents.&quot; The law fails to do what you claim to want to do. This is a toothless law. It boils down to a trading of mailing lists. The charters get the addresses of all the public school students for marketing purposes and they give back a list of the zip codes of their selected students. How is that equal? Charters are to make a good faith effort because in 5 years somebody may ask them about it when the charter is up for renewal. <br /> <br /> :We could call this the Cherry Picking Assistance Act. If you, as a state senator actually want to work in the interest of high-need populations, such as special education students, English language learners, and students with less engaged parents and (can I add disruptive students here). I challenge you to help me place some of those students from my school into the charter schools. Just giving 3 or 4 students from each of my classes that opportunity could make an enormous positive difference in what gets accomplished in my classes and in my school. In meetings with students and parents I could give out charter school promotional material and then hand the family off to your staff &quot;in conjunction with other community supports and service&quot; to ensure that they are given equal consideration for enrollment. <br /> <br /> ;Fairness in the funding mechanisms: The part at the end of the act seems to be some minor fiddling with the formula. The give-away of public resources and power listed as &quot;Education Collaborative Trust Funds&quot; seems both irresponsible and ill-considered. Let's see: each charter school gets its own school committee representative AND the power to go after the Federal and State money that the city of Boston kids are eligible for. What about my school and all the other Boston Public schools. Why don't we each get a board and school committee representation to ensure that we get a share of that money? You have given the green light for private companies to siphon off taxpayer money earmarked for Boston kids. One could interpret the recent history of Boston Public Schools as the same kind of dis-empowerment in letting organizations like the Boston Plan For Excellence siphon off grant and taxpayer money intended for Boston kids and using it hire consultants to develop and endless array of programs to be sold back to the schools. The corporate-ization of education is complete on your watch. I fear the concentration of power and the giveaway to charters. In a state among the most corrupt in the nation, where our disgrace of a government has had its last three House Speakers removed for corruption, and, the top leaders in the Department of Education have been implicated in the improper awarding of charters for new privatized schools, and, given that you campaigned on an anti-corruption platform, one would think you would be more cautious than to allow these 'trust' funds.<br /> <br /> ;Teacher participation: You often claim the former teacher mantle and I guess there is nothing wrong with that. Many people try teaching for a couple of years and then decide that they want to move on to something else. So I can see how you would relate to the charter school model where young people teach for a few years, add it to their resume and then go on to law school or education administration or senator. What bothers me is your calculus. You compare ''seeing'' [some] district victories to ''knowing'' charters improved ''thousands'' of lives. There are 14 charter schools, many with very mixed records. There are 135 Boston Public Schools. How do you know thousands? By reading charter school press releases? By MCAS score comparisons? Do you correct for selection method, disability, factor in those who drop out to public schools. Who wrote the study you base your ''know''ledge on? There is nothing in this bill for teachers or for the vast majority of students in Boston. It is as top down as it can be. It is a sellout that you could never get away with in a rich suburban community. <br /> <br /> :Charters were originally these incubators of new ideas, ideas that would be shared with the rest of the schools. That rhetoric continues in your bill. As someone who has actively tried to find out the best practices, I have discovered that charters have little to offer in that regard. The only mechanism that you put in place in your bill are these Collaborative Boards of Directors. You create a mechanism that couldn't be farther from the classroom if you located the boards on Wall Street. <br /> <br /> :I suppose legislation can be seen as top down too; something you do to the people. You make your deals and we pay. The bill reads more like a corporate charter than a education document. You are pandering to the private sector in order to get your piece of the $4.4 billion that the kids of America must share. Meanwhile that same corporate America just divided $143 billion in yearly bonuses between 38 banks. <br /> <br /> :In this bill, you end up in bed with an administration in Boston that may have far more responsibility for the problems in educating our kids than do the teachers they so much want to put in check. The problems in teaching may stem from a long term effort to tell them what to do rather than listen to what they can have to offer. Teachers have been damaged and are losing their ability to assess what is up with their students, and are losing their ability to communicate with each other. Most of the 'bad' teachers in Boston can be found in those who comply and cater to the whims and directives of the administration and take little interest in thinking about how what they are told to do is working. They will be the ones getting the 'merit' pay. I am a teacher and a student of teaching. In these 5 years of teaching I have learned a lot, mostly from my students. Second on the list of my effective mentors are my fellow teachers who are still teaching and are good at it. My third positive influence has been the historians and writers at the top of their fields in our universities in Boston. I have learned very little from the former teachers who are advancing themselves outside of the classroom and almost nothing from the myriad of consultants that the central administration have brought in to replace their own duties. The bill is all about top down and nothing about what we can learn from our students and the teachers who spend 6 hours a day with them. The bill is a dismal failure no matter what crumbs we get from Washington. By your vote I know where 'you sit'. <br /> January 26, 2010<br /> <br /> ====Chang Diaz's email====<br /> Re: Education Reform Legislation<br /> <br /> Dear<br /> <br /> In the last couple weeks, the Legislature passed and the Governor signed An Act Relative to the Achievement Gap (S. 2247), an education reform bill that aims to systematically improve student success, narrow the achievement gap for low-income students and students of color, and increase accountability in school administration. Many constituents have shared their views on this bill with me over recent weeks, and I have truly appreciated your advocacy and input. While this bill is not perfect, I cast my vote in favor of it because I believe it takes important steps toward addressing some of our most urgent and persistent needs and putting our children on a path to success.<br /> <br /> As you may know, I sit firmly on both sides of many of the debates that have surrounded this bill. As a former public school teacher, I have seen impressive victories happen in our district schools, often against long odds. I have also seen the immoral inadequacies that exist within our current public school system and know many children are being failed by it. And I know that charter schools in my district have changed the lives of thousands of students for the better. At the same time, I believe firmly that, as a state, we must craft a system that serves the thousands of children who will remain in district schools even if we lift the cap on charter schools.<br /> <br /> When this process began, I set out the goals I would be fighting for in the bill. Below is an accounting of how An Act Relative to the Achievement Gap addresses those core goals:<br /> <br /> * A sense of urgency when it comes to fixing failing schools. The bill puts in place strict timelines for turning around failing schools, including deadlines for superintendents and the Commissioner of Elementary and Secondary Education (the “Commissioner”), who are charged with improving underperforming schools. It also provides serious new tools for school administrators to implement in our failing schools, including expanding the school day or school year and providing for increased opportunities for teacher planning time and collaboration. By lifting the charter school cap, the bill also ensures that more children, especially students in low-performing districts, have additional school options. Under this bill, 30-35 school districts will be eligible for an increase in the cap.<br /> <br /> * Equality of service delivered by charter schools to high-need populations, such as special education students, English language learners, and students with less engaged parents. The bill requires charters to set specific goals for recruiting and retaining high-need student populations and requires the Board of Elementary and Secondary Education to assess, at the time of charter renewal, the extent to which charters have followed their recruitment and retention plans for such populations. It also requires charter schools to commit to population goals more comparable to what our district schools serve. While the bill takes a step in the right direction here, it is an area in which more work remains to be done. An amendment I filed to the bill that would have required charter schools to be evaluated, in part, on progress in reaching annual goals did not pass, due to charter school opposition. However, I will continue to fight for all our schools to be held to high standards of accountability.<br /> <br /> * Fairness in the funding mechanisms used to apportion money to district and charter schools. To assist districts in budget planning, the bill allows tuition payments from districts to charter schools to be based on prior year enrollment numbers. With respect to the state’s role in reimbursing sending districts for students who enroll in charter schools, the bill more accurately recognizes the overhead costs that stay with the district school even after the student leaves. In addition, the bill preserves a single line item for district schools and charter schools in the state budget, ensuring that funding is linked, in recognition of the fact that charter schools are public schools.<br /> <br /> * Effective transfer of best practices between district and charter schools. The bill requires charter schools to share best practices with district schools as a condition for charter renewal. The bill also requires the Commissioner to collect and disseminate best practices and urges superintendents to develop strategies for underperforming schools to study best practices in areas of demonstrated deficiency.<br /> <br /> * Teacher participation in the development of the standards by which we measure schools’ success. The bill requires the Department of Elementary and Secondary Education to develop a measure that takes into account, not just MCAS scores, but also “improvement in academic performance” in determining which schools and districts are “underperforming,” for purposes of takeover by a superintendent or the Commissioner. This combination of measures more accurately reflects the value added to a student’s education each year, especially in low-income and urban districts, where MCAS scores alone will often show low performance even when great strides have been made. (Contrary to some public perception, this provision does not narrow the number of school districts eligible for an increase in the charter school cap.) In addition, the bill includes teachers in the stakeholder groups charged with coming up with turnaround plans for underperforming schools. The final bill also preserves some critical fairness principles, such as giving teachers speedy but due process when superintendents seek to make changes to the collective bargaining agreement. The bill also requires a showing of “good cause” before a superintendent can terminate a teacher in an underperforming school.<br /> <br /> As a member of the Joint Committee on Education, I worked long and hard with the Chairman of the Committee, my other Senate colleagues, constituents, and education stakeholders to ensure these key principles were addressed.<br /> <br /> Finally, the bill recognizes something we have known for a long time: that all of this work must be undertaken in conjunction with other community supports and services. In creating plans for underperforming schools and districts, superintendents and the Commissioner must include steps to: (1) address the social service and health needs of students and their families, in order to help students arrive and remain at school ready to learn; (2) improve or expand child welfare services and, as appropriate, law enforcement services in the school community, in order to promote a safe and secure learning environment; and (3) improve workforce development services provided to students and their families at the school.<br /> <br /> Thank you again for reaching out to my office and for your continued advocacy, which is so important in bringing about better public policy in our Commonwealth. I look forward to working with you going forward, as we monitor the on-the-ground impacts of this bill. Please do not hesitate to contact me or my Legal Counsel, Angela Brooks, at (617) 722-1673 or angela.brooks@state.ma.us, should you have any additional questions or concerns.<br /> <br /> Saludos, <br /> <br /> Sonia Chang-Díaz <br /> State Senator<br /> Second Suffolk District<br /> <br /> ====notes and quotes====<br /> http://www.mass.gov/legis/bills/senate/186/st02pdf/st02247.pdf<br /> <br /> <br /> students for the betterhappen in our district schools<br /> <br /> in the development of the standards by which we measure schools’ success<br /> <br /> I believe it takes important steps toward addressing some of our most urgent and persistent needs and putting our children on a path to success.<br /> <br /> I sit firmly on both sides<br /> <br /> I believe firmly that, as a state, we must craft a system that serves the thousands of children who will remain in district schools even if we lift the cap on charter schools.<br /> <br /> A sense of urgency rush the bill.<br /> <br /> set specific goals for recruiting and retaining high-need student populations ... to assess [5 years later], at the time of charter renewal,<br /> <br /> Effective transfer of best practices between district and charter schools.<br /> <br /> The education collaborative shall be managed by a board of directors which shall be comprised of 1 person appoint ed by each member school committee and 1 person appoint ed by each member 22 charter board of trustees.23<br /> <br /> Each board of dir ect ors of an education collaborative shall establish and manage a trust fund, to be known as an Education Collaborative Trust Fund, and each such fund shall be designated by an 38 appropriate name. All monies contribut ed by the member municipalit ies and charter schools and all 39 grants or gifts from the federal gover nment, state government, charitable foundations, private 40 corporations or any other source shall be paid to the board of dir ect ors of the education collaborative and 41 deposit ed in the fund. 42<br /> <br /> apply for state, federal or corporate grants or contracts to obtain funds necessary to carry out the purpose for which such collaborative is established57<br /> <br /> The board of directors of the education collaborative shall be consider ed t o be a public employer and have the authority t o employ personnel, including teachers, to carry out the purposes and functions 67 of the education collaborative68<br /> <br /> (1) expand, alter or replace the curriculum and program offerings of the school, including the implementation of research­based early literacy programs, early int ervent ions for 198 struggling readers and the t eaching of advanced placement courses or ot her rigor ous nationally or 199 int ernationally recognized courses, if the school does not already have such programs or courses;<br /> <br /> (2) 200 reallocate the uses of the exist ing budget of the school;201<br /> <br /> (4) increase the salary of any administrator, or teacher in the school, to attract or retain highly­ 205 qualified administrators, or teachers or to reward administrators, or teachers who work in 206 underperfor ming schools that achieve t he annual goals set forth in the turnaround plan;<br /> <br /> (5) expand the 207 school day or school year or both of t he school; 208<br /> <br /> (7) following consultation with applicable local unions, requir e the principal and all administrators, teachers and staff to reapply 210 for their positions in the school, wit h full discr etion vested in the superint endent regarding his 211 consideration of and decisions on rehiring based on the reapplications.<br /> <br /> (8) limit, suspend or change 1 or 212 mor e provisions of any contract or collect ive bargaining agreement, as the contract or agreement applies 213 to the school; provided, that the superint endent shall not reduce the compensation of an administrator, 214 teacher or staff member unless the hours of the person are proportionately reduced;215<br /> <br /> (14) develop a strategy to search for and study best practices in areas of demonstrated deficiency in the school; 225<br /> <br /> (b) The purposes of establishing charter schools are: (i) to stimulat e the development of innovative programs wit hin public education; (ii) to provide opportunities for innovative learning and 900 assessments; (iii) to provide parents and students wit h greater options in selecting schools wit hin and 901 outside their school districts; (iv) to provide t eachers with a vehicle for establishing schools with 902 alternative, innovative met hods of educational instruction and school structure and management; (v) to 903 encourage perfor mance­based educational programs; (vi) to hold t eachers and school administrators accountable for students' educational outcomes; and (vii) to provide models for replication in ot her 905 public schools. 906<br /> <br /> Each local school district shall be required to grant a leave of absence t o any t eacher in the public schools syst em request ing such leave to t each in a commonwealth charter school. A t eacher may 1272 request a leave of absence for up to 2 years. 1273<br /> <br /> <br /> <br /> ===widget===<br /> <br /> ====quotes====<br /> Are teachers just interchangeable widgets? I just lost my teaching assignment, the job I had for 4 years of teaching humanities to seniors. The stated reason was that we should all be able to teach in any position. I guess this is better than last year. Last year I was told in the middle of the summer that I would be teaching tenth grade. On the first day of school I was told I was teaching twelfth grade after all. Some teachers found out what they were teaching a class they had never taught before. They found out on the first day of school. The students are the ultimate victims of this widget philosophy. <br /> <br /> Being a good teacher requires a tremendous amount of thought and design in preparation for the school year; on average I spend a couple of hundred hours even on the classes I have taught for years. In order for the material to be compelling to your students it has to be fresh and compelling for you. <br /> <br /> The beginning of the year has its own significant requirements for preparation. Every day you are getting feedback from your new students. Their individuality combined with the chemistry of each class has an enormous effect on your ideas of what you are going to do the next day and every day. <br /> <br /> [http://widgeteffect.org/downloads/TheWidgetEffect.pdf The Widget Effect] by <br /> &lt;b&gt;The New Teacher Project&lt;/b&gt; takes a critical look at how we view and value our teachers. It is their view that, &quot;a culture of indifference about the quality of instruction in each classroom dominates&quot;. I find this to be true. <br /> <br /> They postulate that, &quot;If districts could systematically identify which teachers perform at the highest level, they could use this information to inform teaching assignments, target teachers for teacher leader positions, and prioritize the retention of these teachers.&quot; I wish it were so easy. <br /> <br /> The authors move from &quot;If districts could systematically identify&quot; to &quot;yes districts can systematically identify.&quot; This is a huge leap and one that neglects the very real problems that make education such a messy business. <br /> <br /> In 30 years of running a company I became very dependent on having a systematic approach to product quality and customer satisfaction. Applying good business management practice will certainly reap improvements, but the run-it-as-a-business approach has already become part of the underlying problems.<br /> <br /> One example is the mission statement / shared vision / team approach to education promulgated by advisers based in business culture. Being on board is viewed as an indication of being a good teacher. Questioning the 'vision' is seen as detrimental to school culture. <br /> <br /> It is thought that teachers can be objectively evaluated using &quot;performance standards based upon student achievement outcomes&quot; and to a certain extent this is probably true. But we have created an industry that produces these standards measures externally from the classroom and another whole industry that creates products to help you meet those standards. It all becomes very self-referential and removed from the classroom and its students. <br /> <br /> Additionally we have the political dimension. Opinion leaders identify problems and schools try to address them. A &quot;good&quot; high school, for example is one in which students pass the standardized tests and graduate. A mayor or other official may expand the definition, perhaps instituting a plan in which the number of AP offerings must be increased by some percentage in a district. <br /> <br /> While on the face of it all of these ideas have some merit, as they become intertwined with the definition of a good teacher, we move further, not closer, to understanding and recognizing good teaching and good education. A &quot;good&quot; teacher agrees with the vision and happily consumes the products and lingo of the publishers, consultants and Ed. schools. A &quot;good&quot; teacher defines student expectations in line with the what makes the school look good and successful. <br /> <br /> Systematic identification of good teaching is far from a foregone conclusion in the real world of education. The very forces who say they would like to see it are often working against its realization. The externally influenced definitions of what good teaching is may have little to do with what it actually is. The Boston Teacher Residency teaches these external measures to its new teachers. Teachers attempt to comply, teaching the the script that they are given at the pace that is approved. They are immunized, cleared of responsibility for their students by their compliance with the strategies and standards. Their superiors are trained in the same vein by the Boston Principal Fellowship Program. The Ed. schools produce these programs in collaboration with Harvard Business School and they are implemented by NGO consultants with an interest of wresting education from the grip of the evil teachers' unions.<br /> <br /> The New Teachers Project oversimplifies the issue of why there are bad teachers. &quot;The contours of this debate are well-known. One side claims that teacher tenure and due process protections render dismissal a practical impossibility; shielding ineffective teachers from removal in all but the most egregious instances. The other argues that the process provides only minimal protection against arbitrary or discriminatory dismissal, but that administrators fail to document poor performance adequately and refuse to provide struggling teachers with sufficient support.&quot;<br /> <br /> The report has collected some interesting data. It states,&quot;47 percent of teachers report not having participated in a single informal conversation with their administrator over the last year about improving aspects of their instructional performance&quot;. With all of the external forces acting on the administrators, I am not sure that they are even capable of having that conversation. <br /> <br /> A more important conversation needs to happen and it needs to happen as the normal course of business. If the administration wants to support good teaching than it has to know what is going on in the classroom so that they are able to bring their considerable influence to bear in helping to make a case for that specific education to students they see in the halls and to motivate those students and keep them motivated. They cannot rely on platitudes.<br /> <br /> My students don't buy platitudes. They have been burned by them before, left high and dry while the rest of the world sails into an optimistic future. Part of being a good teacher is the ability to help students understand and define their own educational challenges, set personal goals and see them as attainable. A good administrator elicits those goals from and reinforces them.<br /> <br /> When I ran a construction company I made certain to see what 30 or 40 workers on a building site (of say 14 houses) were doing every day. I talked to each of the workers about how the job was going, was there anything in your way, did you see any problems. I did that and I ran a carpentry crew, working with the tools for 6 hour each day. It was a management style that worked, we produced good housing and we all made a good living.<br /> <br /> A school like mine (~300 students, 20 teachers) needs a leader who is involved in the education that is going on in the building. That involvement requires commitment, time and effort. It should not be delegated. Ask your teachers individually, every day: What are your current challenges? What are you thinking of doing to address them? Elicit ideas and contribute your own. Spend time in the classrooms to see how the ideas you toss around with your teachers are working out then catch up with them in the hall between classes and compare notes; judge together what works. It will be huge benefit to students. Students respond positively to an adult in the room. They are pleasantly surprised when someone knows what they are working on. It makes their work more important to them. All of this should become the core job definition. Avoid the bureaucracy, do what you have to quick and dirty, ignore what you can. <br /> <br /> My school spans parts of 3 floors. I have seen my headmaster on my floor 3 times this year. She was never in my classroom in spite of my open invitation. There are 2 other headmasters and another 4 or 5 people fulfilling administrative functions. Administrators define their job as protecting the students from the teachers. I worked for a city bureaucracy too and it wasn't as big but the Dept of Neighborhood Development was just ineffectual and distracting from the real job of building houses as BPS and its consultants are distracting to the real work of education. <br /> <br /> I was in the Boston Public Schools schools for 13*3 school-years as a parent. Involved parents got good at finding out who the good teachers were. We wanted our kids to have those teachers and wanted administrators who would stay out of their way. That was the best we thought we could get. Clearly that isn't enough. Supporting good teaching needs to be reformulated from the top down. You don't bring out the best in people with a periodically applied, computerized carrot and stick. &quot;A comprehensive performance evaluation system...that credibly differentiates teachers&quot; has to happen every day, it has to be local and it probably has little to do with a system. Teachers give up and get to stay since no one cares to check as long as they talk the talk. I would hypothesize that you can't hide having given up on your kids if someone is checking in with you every day and talking with you about what inspires you about your material and how you intend to inspire your students. If it is not working it should be self evident. A bad teacher will realize and accede that they can't do the job. Teachers wake up in the middle of the night and ask themselves that question anyway. There is no job as hard in my experience. I cannot say with certainty how long I will last. The administration usually gets to you first. I'd like to be in the classroom for as long as I am good at solving the puzzle of the kids, am inspired by my material, know I have something to say and still have the energy to run the show.<br /> <br /> <br /> ===other===<br /> <br /> *http://www.aft.org/innovate/index.htm<br /> <br /> http://www.tntp.org/newsandpress/060109_TNTP.html<br /> <br /> &quot;On education, we will expand exchange programs, and increase scholarships, like the one that brought my father to America, while encouraging more Americans to study in Muslim communities. And we will match promising Muslim students with internships in America; invest in on-line learning for teachers and children around the world; and create a new online network, so a teenager in Kansas can communicate instantly with a teenager in Cairo.<br /> <br /> On economic development, we will create a new corps of business volunteers to partner with counterparts in Muslim-majority countries. And I will host a Summit on Entrepreneurship this year to identify how we can deepen ties between business leaders, foundations and social entrepreneurs in the United States and Muslim communities around the world.&quot; - http://www.huffingtonpost.com/2009/06/04/obama-egypt-speech-video_n_211216.html</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Ideas_in_education&diff=3887 2010-02-12T19:54:38Z

<p>71.234.133.230: </p> <hr /> <div>===AN ACT RELATIVE TO THE ACHIEVEMENT GAP===<br /> ====my response====<br /> ;A sense of urgency: the bill looks rushed, sloppy, repetitive and ill considered.<br /> <br /> ;Equality of service: &quot;delivered by charter schools to high-need populations, such as special education students, English language learners, and students with less engaged parents.&quot; The law fails to do what you claim to want to do. This is a toothless law. It boils down to a trading of mailing lists. The charters get the addresses of all the public school students for marketing purposes and they give back a list of the zip codes of their selected students. How is that equal? Charters are to make a good faith effort because in 5 years somebody may ask them about it when the charter is up for renewal. <br /> <br /> :We could call this the Cherry Picking Assistance Act. If you, as a state senator actually want to work in the interest of high-need populations, such as special education students, English language learners, and students with less engaged parents and (can I add disruptive students here). I challenge you to help me place some of those students from my school into the charter schools. Just giving 3 or 4 students from each of my classes that opportunity could make an enormous positive difference in what gets accomplished in my classes and in my school. In meetings with students and parents I could give out charter school promotional material and then hand the family off to your staff &quot;in conjunction with other community supports and service&quot; to ensure that they are given equal consideration for enrollment. <br /> <br /> ;Fairness in the funding mechanisms: The part at the end of the act seems to be some minor fiddling with the formula. The give-away of public resources and power listed as &quot;Education Collaborative Trust Funds&quot; seems both irresponsible and ill-considered. Let's see: each charter school gets its own school committee representative AND the power to go after the Federal and State money that the city of Boston kids are eligible for. What about my school and all the other Boston Public schools. Why don't we each get a board and school committee representation to ensure that we get a share of that money? You have given the green light for private companies to siphon off taxpayer money earmarked for Boston kids. One could interpret the recent history of Boston Public Schools as the same kind of dis-empowerment in letting organizations like the Boston Plan For Excellence siphon off grant and taxpayer money intended for Boston kids and using it hire consultants to develop and endless array of programs to be sold back to the schools. The corporate-ization of education is complete on your watch. I fear the concentration of power and the giveaway to charters. In a state among the most corrupt in the nation, where our disgrace of a government has had its last three House Speakers removed for corruption, and, the top leaders in the Department of Education have been implicated in the improper awarding of charters for new privatized schools, and, given that you campaigned on an anti-corruption platform, one would think you would be more cautious than to allow these 'trust' funds.<br /> <br /> ;Teacher participation: You often claim the former teacher mantle and I guess there is nothing wrong with that. Many people try teaching for a couple of years and then decide that they want to move on to something else. So I can see how you would relate to the charter school model where young people teach for a few years, add it to their resume and then go on to law school or education administration or senator. What bothers me is your calculus. You compare ''seeing'' [some] district victories to ''knowing'' charters improved ''thousands'' of lives. There are 14 charter schools, many with very mixed records. There are 135 Boston Public Schools. How do you know thousands? By reading charter school press releases? By MCAS score comparisons? Do you correct for selection method, disability, factor in those who drop out to public schools. Who wrote the study you base your ''know''ledge on? There is nothing in this bill for teachers or for the vast majority of students in Boston. It is as top down as it can be. It is a sellout that you could never get away with in a rich suburban community. <br /> <br /> :Charters were originally these incubators of new ideas, ideas that would be shared with the rest of the schools. That rhetoric continues in your bill. As someone who has actively tried to find out the best practices, I have discovered that charters have little to offer in that regard. The only mechanism that you put in place in your bill are these Collaborative Boards of Directors. You create a mechanism that couldn't be farther from the classroom if you located the boards on Wall Street. <br /> <br /> :I suppose legislation can be seen as top down too; something you do to the people. You make your deals and we pay. The bill reads more like a corporate charter than a education document. You are pandering to the private sector in order to get your piece of the $4.4 billion that the kids of America must share. Meanwhile that same corporate America just divided $143 billion in yearly bonuses between 38 banks. <br /> <br /> :In this bill, you end up in bed with an administration in Boston that may have far more responsibility for the problems in educating our kids than do the teachers they so much want to put in check. The problems in teaching may stem from a long term effort to tell them what to do rather than listen to what they can have to offer. Teachers have been damaged and are losing their ability to assess what is up with their students, and are losing their ability to communicate with each other. Most of the 'bad' teachers in Boston can be found in those who comply and cater to the whims and directives of the administration and take little interest in thinking about how what they are told to do is working. They will be the ones getting the 'merit' pay. I am a teacher and a student of teaching. In these 5 years of teaching I have learned a lot, mostly from my students. Second on the list of my effective mentors are my fellow teachers who are still teaching and are good at it. My third positive influence has been the historians and writers at the top of their fields in our universities in Boston. I have learned very little from the former teachers who are advancing themselves outside of the classroom and almost nothing from the myriad of consultants that the central administration have brought in to replace their own duties. The bill is all about top down and nothing about what we can learn from our students and the teachers who spend 6 hours a day with them. The bill is a dismal failure no matter what crumbs we get from Washington. By your vote I know where 'you sit'. <br /> January 26, 2010<br /> <br /> ====Chang Diaz's email====<br /> Re: Education Reform Legislation<br /> <br /> Dear<br /> <br /> In the last couple weeks, the Legislature passed and the Governor signed An Act Relative to the Achievement Gap (S. 2247), an education reform bill that aims to systematically improve student success, narrow the achievement gap for low-income students and students of color, and increase accountability in school administration. Many constituents have shared their views on this bill with me over recent weeks, and I have truly appreciated your advocacy and input. While this bill is not perfect, I cast my vote in favor of it because I believe it takes important steps toward addressing some of our most urgent and persistent needs and putting our children on a path to success.<br /> <br /> As you may know, I sit firmly on both sides of many of the debates that have surrounded this bill. As a former public school teacher, I have seen impressive victories happen in our district schools, often against long odds. I have also seen the immoral inadequacies that exist within our current public school system and know many children are being failed by it. And I know that charter schools in my district have changed the lives of thousands of students for the better. At the same time, I believe firmly that, as a state, we must craft a system that serves the thousands of children who will remain in district schools even if we lift the cap on charter schools.<br /> <br /> When this process began, I set out the goals I would be fighting for in the bill. Below is an accounting of how An Act Relative to the Achievement Gap addresses those core goals:<br /> <br /> * A sense of urgency when it comes to fixing failing schools. The bill puts in place strict timelines for turning around failing schools, including deadlines for superintendents and the Commissioner of Elementary and Secondary Education (the “Commissioner”), who are charged with improving underperforming schools. It also provides serious new tools for school administrators to implement in our failing schools, including expanding the school day or school year and providing for increased opportunities for teacher planning time and collaboration. By lifting the charter school cap, the bill also ensures that more children, especially students in low-performing districts, have additional school options. Under this bill, 30-35 school districts will be eligible for an increase in the cap.<br /> <br /> * Equality of service delivered by charter schools to high-need populations, such as special education students, English language learners, and students with less engaged parents. The bill requires charters to set specific goals for recruiting and retaining high-need student populations and requires the Board of Elementary and Secondary Education to assess, at the time of charter renewal, the extent to which charters have followed their recruitment and retention plans for such populations. It also requires charter schools to commit to population goals more comparable to what our district schools serve. While the bill takes a step in the right direction here, it is an area in which more work remains to be done. An amendment I filed to the bill that would have required charter schools to be evaluated, in part, on progress in reaching annual goals did not pass, due to charter school opposition. However, I will continue to fight for all our schools to be held to high standards of accountability.<br /> <br /> * Fairness in the funding mechanisms used to apportion money to district and charter schools. To assist districts in budget planning, the bill allows tuition payments from districts to charter schools to be based on prior year enrollment numbers. With respect to the state’s role in reimbursing sending districts for students who enroll in charter schools, the bill more accurately recognizes the overhead costs that stay with the district school even after the student leaves. In addition, the bill preserves a single line item for district schools and charter schools in the state budget, ensuring that funding is linked, in recognition of the fact that charter schools are public schools.<br /> <br /> * Effective transfer of best practices between district and charter schools. The bill requires charter schools to share best practices with district schools as a condition for charter renewal. The bill also requires the Commissioner to collect and disseminate best practices and urges superintendents to develop strategies for underperforming schools to study best practices in areas of demonstrated deficiency.<br /> <br /> * Teacher participation in the development of the standards by which we measure schools’ success. The bill requires the Department of Elementary and Secondary Education to develop a measure that takes into account, not just MCAS scores, but also “improvement in academic performance” in determining which schools and districts are “underperforming,” for purposes of takeover by a superintendent or the Commissioner. This combination of measures more accurately reflects the value added to a student’s education each year, especially in low-income and urban districts, where MCAS scores alone will often show low performance even when great strides have been made. (Contrary to some public perception, this provision does not narrow the number of school districts eligible for an increase in the charter school cap.) In addition, the bill includes teachers in the stakeholder groups charged with coming up with turnaround plans for underperforming schools. The final bill also preserves some critical fairness principles, such as giving teachers speedy but due process when superintendents seek to make changes to the collective bargaining agreement. The bill also requires a showing of “good cause” before a superintendent can terminate a teacher in an underperforming school.<br /> <br /> As a member of the Joint Committee on Education, I worked long and hard with the Chairman of the Committee, my other Senate colleagues, constituents, and education stakeholders to ensure these key principles were addressed.<br /> <br /> Finally, the bill recognizes something we have known for a long time: that all of this work must be undertaken in conjunction with other community supports and services. In creating plans for underperforming schools and districts, superintendents and the Commissioner must include steps to: (1) address the social service and health needs of students and their families, in order to help students arrive and remain at school ready to learn; (2) improve or expand child welfare services and, as appropriate, law enforcement services in the school community, in order to promote a safe and secure learning environment; and (3) improve workforce development services provided to students and their families at the school.<br /> <br /> Thank you again for reaching out to my office and for your continued advocacy, which is so important in bringing about better public policy in our Commonwealth. I look forward to working with you going forward, as we monitor the on-the-ground impacts of this bill. Please do not hesitate to contact me or my Legal Counsel, Angela Brooks, at (617) 722-1673 or angela.brooks@state.ma.us, should you have any additional questions or concerns.<br /> <br /> Saludos, <br /> <br /> Sonia Chang-Díaz <br /> State Senator<br /> Second Suffolk District<br /> <br /> ====notes and quotes====<br /> http://www.mass.gov/legis/bills/senate/186/st02pdf/st02247.pdf<br /> <br /> <br /> students for the betterhappen in our district schools<br /> <br /> in the development of the standards by which we measure schools’ success<br /> <br /> I believe it takes important steps toward addressing some of our most urgent and persistent needs and putting our children on a path to success.<br /> <br /> I sit firmly on both sides<br /> <br /> I believe firmly that, as a state, we must craft a system that serves the thousands of children who will remain in district schools even if we lift the cap on charter schools.<br /> <br /> A sense of urgency rush the bill.<br /> <br /> set specific goals for recruiting and retaining high-need student populations ... to assess [5 years later], at the time of charter renewal,<br /> <br /> Effective transfer of best practices between district and charter schools.<br /> <br /> The education collaborative shall be managed by a board of directors which shall be comprised of 1 person appoint ed by each member school committee and 1 person appoint ed by each member 22 charter board of trustees.23<br /> <br /> Each board of dir ect ors of an education collaborative shall establish and manage a trust fund, to be known as an Education Collaborative Trust Fund, and each such fund shall be designated by an 38 appropriate name. All monies contribut ed by the member municipalit ies and charter schools and all 39 grants or gifts from the federal gover nment, state government, charitable foundations, private 40 corporations or any other source shall be paid to the board of dir ect ors of the education collaborative and 41 deposit ed in the fund. 42<br /> <br /> apply for state, federal or corporate grants or contracts to obtain funds necessary to carry out the purpose for which such collaborative is established57<br /> <br /> The board of directors of the education collaborative shall be consider ed t o be a public employer and have the authority t o employ personnel, including teachers, to carry out the purposes and functions 67 of the education collaborative68<br /> <br /> (1) expand, alter or replace the curriculum and program offerings of the school, including the implementation of research­based early literacy programs, early int ervent ions for 198 struggling readers and the t eaching of advanced placement courses or ot her rigor ous nationally or 199 int ernationally recognized courses, if the school does not already have such programs or courses;<br /> <br /> (2) 200 reallocate the uses of the exist ing budget of the school;201<br /> <br /> (4) increase the salary of any administrator, or teacher in the school, to attract or retain highly­ 205 qualified administrators, or teachers or to reward administrators, or teachers who work in 206 underperfor ming schools that achieve t he annual goals set forth in the turnaround plan;<br /> <br /> (5) expand the 207 school day or school year or both of t he school; 208<br /> <br /> (7) following consultation with applicable local unions, requir e the principal and all administrators, teachers and staff to reapply 210 for their positions in the school, wit h full discr etion vested in the superint endent regarding his 211 consideration of and decisions on rehiring based on the reapplications.<br /> <br /> (8) limit, suspend or change 1 or 212 mor e provisions of any contract or collect ive bargaining agreement, as the contract or agreement applies 213 to the school; provided, that the superint endent shall not reduce the compensation of an administrator, 214 teacher or staff member unless the hours of the person are proportionately reduced;215<br /> <br /> (14) develop a strategy to search for and study best practices in areas of demonstrated deficiency in the school; 225<br /> <br /> (b) The purposes of establishing charter schools are: (i) to stimulat e the development of innovative programs wit hin public education; (ii) to provide opportunities for innovative learning and 900 assessments; (iii) to provide parents and students wit h greater options in selecting schools wit hin and 901 outside their school districts; (iv) to provide t eachers with a vehicle for establishing schools with 902 alternative, innovative met hods of educational instruction and school structure and management; (v) to 903 encourage perfor mance­based educational programs; (vi) to hold t eachers and school administrators accountable for students' educational outcomes; and (vii) to provide models for replication in ot her 905 public schools. 906<br /> <br /> Each local school district shall be required to grant a leave of absence t o any t eacher in the public schools syst em request ing such leave to t each in a commonwealth charter school. A t eacher may 1272 request a leave of absence for up to 2 years. 1273<br /> <br /> <br /> <br /> ===widget===<br /> <br /> ====quotes====<br /> Are teachers just interchangeable widgets? I just lost my teaching assignment, the job I had for 4 years of teaching humanities to seniors. The stated reason was that we should all be able to teach in any position. I guess this is better than last year. Last year I was told in the middle of the summer that I would be teaching tenth grade. On the first day of school I was told I was teaching twelfth grade after all. Some teachers found out what they were teaching a class they had never taught before. They found out on the first day of school. The students are the ultimate victims of this widget philosophy. <br /> <br /> Being a good teacher requires a tremendous amount of thought and design in preparation for the school year; on average I spend a couple of hundred hours even on the classes I have taught for years. In order for the material to be compelling to your students it has to be fresh and compelling for you. <br /> <br /> The beginning of the year has its own significant requirements for preparation. Every day you are getting feedback from your new students. Their individuality combined with the chemistry of each class has an enormous effect on your ideas of what you are going to do the next day and every day. <br /> <br /> [http://widgeteffect.org/downloads/TheWidgetEffect.pdf The Widget Effect] by <br /> &lt;b&gt;The New Teacher Project&lt;/b&gt; takes a critical look at how we view and value our teachers. It is their view that, &quot;a culture of indifference about the quality of instruction in each classroom dominates&quot;. I find this to be true. <br /> <br /> They postulate that, &quot;If districts could systematically identify which teachers perform at the highest level, they could use this information to inform teaching assignments, target teachers for teacher leader positions, and prioritize the retention of these teachers.&quot; I wish it were so easy. <br /> <br /> The authors move from &quot;If districts could systematically identify&quot; to &quot;yes districts can systematically identify.&quot; This is a huge leap and one that neglects the very real problems that make education such a messy business. <br /> <br /> In 30 years of running a company I became very dependent on having a systematic approach to product quality and customer satisfaction. Applying good business management practice will certainly reap improvements, but the run-it-as-a-business approach has already become part of the underlying problems.<br /> <br /> One example is the mission statement / shared vision / team approach to education promulgated by advisers based in business culture. Being on board is viewed as an indication of being a good teacher. Questioning the 'vision' is seen as detrimental to school culture. <br /> <br /> It is thought that teachers can be objectively evaluated using &quot;performance standards based upon student achievement outcomes&quot; and to a certain extent this is probably true. But we have created an industry that produces these standards measures externally from the classroom and another whole industry that creates products to help you meet those standards. It all becomes very self-referential and removed from the classroom and its students. <br /> <br /> Additionally we have the political dimension. Opinion leaders identify problems and schools try to address them. A &quot;good&quot; high school, for example is one in which students pass the standardized tests and graduate. A mayor or other official may expand the definition, perhaps instituting a plan in which the number of AP offerings must be increased by some percentage in a district. <br /> <br /> While on the face of it all of these ideas have some merit, as they become intertwined with the definition of a good teacher, we move further, not closer, to understanding and recognizing good teaching and good education. A &quot;good&quot; teacher agrees with the vision and happily consumes the products and lingo of the publishers, consultants and Ed. schools. A &quot;good&quot; teacher defines student expectations in line with the what makes the school look good and successful. <br /> <br /> Systematic identification of good teaching is far from a foregone conclusion in the real world of education. The very forces who say they would like to see it are often working against its realization. The externally influenced definitions of what good teaching is may have little to do with what it actually is. The Boston Teacher Residency teaches these external measures to its new teachers. Teachers attempt to comply, teaching the the script that they are given at the pace that is approved. They are immunized, cleared of responsibility for their students by their compliance with the strategies and standards. Their superiors are trained in the same vein by the Boston Principal Fellowship Program. The Ed. schools produce these programs in collaboration with Harvard Business School and they are implemented by NGO consultants with an interest of wresting education from the grip of the evil teachers' unions.<br /> <br /> The New Teachers Project oversimplifies the issue of why there are bad teachers. &quot;The contours of this debate are well-known. One side claims that teacher tenure and due process protections render dismissal a practical impossibility; shielding ineffective teachers from removal in all but the most egregious instances. The other argues that the process provides only minimal protection against arbitrary or discriminatory dismissal, but that administrators fail to document poor performance adequately and refuse to provide struggling teachers with sufficient support.&quot;<br /> <br /> The report has collected some interesting data. It states,&quot;47 percent of teachers report not having participated in a single informal conversation with their administrator over the last year about improving aspects of their instructional performance&quot;. With all of the external forces acting on the administrators, I am not sure that they are even capable of having that conversation. <br /> <br /> A more important conversation needs to happen and it needs to happen as the normal course of business. If the administration wants to support good teaching than it has to know what is going on in the classroom so that they are able to bring their considerable influence to bear in helping to make a case for that specific education to students they see in the halls and to motivate those students and keep them motivated. They cannot rely on platitudes.<br /> <br /> My students don't buy platitudes. They have been burned by them before, left high and dry while the rest of the world sails into an optimistic future. Part of being a good teacher is the ability to help students understand and define their own educational challenges, set personal goals and see them as attainable. A good administrator elicits those goals from and reinforces them.<br /> <br /> When I ran a construction company I made certain to see what 30 or 40 workers on a building site (of say 14 houses) were doing every day. I talked to each of the workers about how the job was going, was there anything in your way, did you see any problems. I did that and I ran a carpentry crew, working with the tools for 6 hour each day. It was a management style that worked, we produced good housing and we all made a good living.<br /> <br /> A school like mine (~300 students, 20 teachers) needs a leader who is involved in the education that is going on in the building. That involvement requires commitment, time and effort. It should not be delegated. Ask your teachers individually, every day: What are your current challenges? What are you thinking of doing to address them? Elicit ideas and contribute your own. Spend time in the classrooms to see how the ideas you toss around with your teachers are working out then catch up with them in the hall between classes and compare notes; judge together what works. It will be huge benefit to students. Students respond positively to an adult in the room. They are pleasantly surprised when someone knows what they are working on. It makes their work more important to them. All of this should become the core job definition. Avoid the bureaucracy, do what you have to quick and dirty, ignore what you can. <br /> <br /> My school spans parts of 3 floors. I have seen my headmaster on my floor 3 times this year. She was never in my classroom in spite of my open invitation. There are 2 other headmasters and another 4 or 5 people fulfilling administrative functions. Administrators define their job as protecting the students from the teachers. I worked for a city bureaucracy too and it wasn't as big but the Dept of Neighborhood Development was just ineffectual and distracting from the real job of building houses as BPS and its consultants are distracting to the real work of education. <br /> <br /> I was in the Boston Public Schools schools for 13*3 school-years as a parent. Involved parents got good at finding out who the good teachers were. We wanted our kids to have those teachers and wanted administrators who would stay out of their way. That was the best we thought we could get. Clearly that isn't enough. Supporting good teaching needs to be reformulated from the top down. You don't bring out the best in people with a periodically applied, computerized carrot and stick. &quot;A comprehensive performance evaluation system...that credibly differentiates teachers&quot; has to happen every day, it has to be local and it probably has little to do with a system. Teachers give up and get to stay since no one cares to check as long as they talk the talk. I would hypothesize that you can't hide having given up on your kids if someone is checking in with you every day and talking with you about what inspires you about your material and how you intend to inspire your students. If it is not working it should be self evident. A bad teacher will realize and accede that they can't do the job. Teachers wake up in the middle of the night and ask themselves that question anyway. There is no job as hard in my experience. I cannot say with certainty how long I will last. The administration usually gets to you first. I'd like to be in the classroom for as long as I am good at solving the puzzle of the kids, am inspired by my material, know I have something to say and still have the energy to run the show.<br /> <br /> <br /> ===other===<br /> <br /> *http://www.aft.org/innovate/index.htm<br /> <br /> http://www.tntp.org/newsandpress/060109_TNTP.html<br /> <br /> &quot;On education, we will expand exchange programs, and increase scholarships, like the one that brought my father to America, while encouraging more Americans to study in Muslim communities. And we will match promising Muslim students with internships in America; invest in on-line learning for teachers and children around the world; and create a new online network, so a teenager in Kansas can communicate instantly with a teenager in Cairo.<br /> <br /> On economic development, we will create a new corps of business volunteers to partner with counterparts in Muslim-majority countries. And I will host a Summit on Entrepreneurship this year to identify how we can deepen ties between business leaders, foundations and social entrepreneurs in the United States and Muslim communities around the world.&quot; - http://www.huffingtonpost.com/2009/06/04/obama-egypt-speech-video_n_211216.html</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Ideas_in_education&diff=3886 2010-02-11T23:38:56Z

<p>71.234.133.230: </p> <hr /> <div>===AN ACT RELATIVE TO THE ACHIEVEMENT GAP===<br /> January 26, 2010<br /> <br /> <br /> Re: Education Reform Legislation<br /> <br /> <br /> <br /> Dear<br /> <br /> <br /> <br /> In the last couple weeks, the Legislature passed and the Governor signed An Act Relative to the Achievement Gap (S. 2247), an education reform bill that aims to systematically improve student success, narrow the achievement gap for low-income students and students of color, and increase accountability in school administration. Many constituents have shared their views on this bill with me over recent weeks, and I have truly appreciated your advocacy and input. While this bill is not perfect, I cast my vote in favor of it because I believe it takes important steps toward addressing some of our most urgent and persistent needs and putting our children on a path to success.<br /> <br /> <br /> <br /> As you may know, I sit firmly on both sides of many of the debates that have surrounded this bill. As a former public school teacher, I have seen impressive victories happen in our district schools, often against long odds. I have also seen the immoral inadequacies that exist within our current public school system and know many children are being failed by it. And I know that charter schools in my district have changed the lives of thousands of students for the better. At the same time, I believe firmly that, as a state, we must craft a system that serves the thousands of children who will remain in district schools even if we lift the cap on charter schools.<br /> <br /> <br /> <br /> When this process began, I set out the goals I would be fighting for in the bill. Below is an accounting of how An Act Relative to the Achievement Gap addresses those core goals:<br /> <br /> <br /> <br /> * A sense of urgency when it comes to fixing failing schools. The bill puts in place strict timelines for turning around failing schools, including deadlines for superintendents and the Commissioner of Elementary and Secondary Education (the “Commissioner”), who are charged with improving underperforming schools. It also provides serious new tools for school administrators to implement in our failing schools, including expanding the school day or school year and providing for increased opportunities for teacher planning time and collaboration. By lifting the charter school cap, the bill also ensures that more children, especially students in low-performing districts, have additional school options. Under this bill, 30-35 school districts will be eligible for an increase in the cap.<br /> <br /> <br /> <br /> * Equality of service delivered by charter schools to high-need populations, such as special education students, English language learners, and students with less engaged parents. The bill requires charters to set specific goals for recruiting and retaining high-need student populations and requires the Board of Elementary and Secondary Education to assess, at the time of charter renewal, the extent to which charters have followed their recruitment and retention plans for such populations. It also requires charter schools to commit to population goals more comparable to what our district schools serve. While the bill takes a step in the right direction here, it is an area in which more work remains to be done. An amendment I filed to the bill that would have required charter schools to be evaluated, in part, on progress in reaching annual goals did not pass, due to charter school opposition. However, I will continue to fight for all our schools to be held to high standards of accountability.<br /> <br /> <br /> <br /> * Fairness in the funding mechanisms used to apportion money to district and charter schools. To assist districts in budget planning, the bill allows tuition payments from districts to charter schools to be based on prior year enrollment numbers. With respect to the state’s role in reimbursing sending districts for students who enroll in charter schools, the bill more accurately recognizes the overhead costs that stay with the district school even after the student leaves. In addition, the bill preserves a single line item for district schools and charter schools in the state budget, ensuring that funding is linked, in recognition of the fact that charter schools are public schools.<br /> <br /> <br /> <br /> * Effective transfer of best practices between district and charter schools. The bill requires charter schools to share best practices with district schools as a condition for charter renewal. The bill also requires the Commissioner to collect and disseminate best practices and urges superintendents to develop strategies for underperforming schools to study best practices in areas of demonstrated deficiency.<br /> <br /> <br /> <br /> * Teacher participation in the development of the standards by which we measure schools’ success. The bill requires the Department of Elementary and Secondary Education to develop a measure that takes into account, not just MCAS scores, but also “improvement in academic performance” in determining which schools and districts are “underperforming,” for purposes of takeover by a superintendent or the Commissioner. This combination of measures more accurately reflects the value added to a student’s education each year, especially in low-income and urban districts, where MCAS scores alone will often show low performance even when great strides have been made. (Contrary to some public perception, this provision does not narrow the number of school districts eligible for an increase in the charter school cap.) In addition, the bill includes teachers in the stakeholder groups charged with coming up with turnaround plans for underperforming schools. The final bill also preserves some critical fairness principles, such as giving teachers speedy but due process when superintendents seek to make changes to the collective bargaining agreement. The bill also requires a showing of “good cause” before a superintendent can terminate a teacher in an underperforming school.<br /> <br /> <br /> <br /> As a member of the Joint Committee on Education, I worked long and hard with the Chairman of the Committee, my other Senate colleagues, constituents, and education stakeholders to ensure these key principles were addressed.<br /> <br /> <br /> <br /> Finally, the bill recognizes something we have known for a long time: that all of this work must be undertaken in conjunction with other community supports and services. In creating plans for underperforming schools and districts, superintendents and the Commissioner must include steps to: (1) address the social service and health needs of students and their families, in order to help students arrive and remain at school ready to learn; (2) improve or expand child welfare services and, as appropriate, law enforcement services in the school community, in order to promote a safe and secure learning environment; and (3) improve workforce development services provided to students and their families at the school.<br /> <br /> <br /> <br /> Thank you again for reaching out to my office and for your continued advocacy, which is so important in bringing about better public policy in our Commonwealth. I look forward to working with you going forward, as we monitor the on-the-ground impacts of this bill. Please do not hesitate to contact me or my Legal Counsel, Angela Brooks, at (617) 722-1673 or angela.brooks@state.ma.us, should you have any additional questions or concerns.<br /> <br /> Saludos, <br /> <br /> <br /> <br /> Sonia Chang-Díaz <br /> State Senator<br /> Second Suffolk District<br /> <br /> <br /> <br /> ;A sense of urgency: the bill looks rushed, sloppy, repetitive and ill considered.<br /> <br /> ;Equality of service: &quot;delivered by charter schools to high-need populations, such as special education students, English language learners, and students with less engaged parents.&quot; The law fails to do what you claim to want to do. This is a toothless law. It boils down to a trading of mailing lists. The charters get the addresses of all the public school students for marketing purposes and they give back a list of the zip codes of their selected students. How is that equal? Charters are to make a good faith effort because in 5 years somebody may ask them about it when the charter is up for renewal. <br /> <br /> :We could call this the Cherry Picking Assistance Act. If you, as a state senator actually want to work in the interest of high-need populations, such as special education students, English language learners, and students with less engaged parents and (can I add disruptive students here). I challenge you to help me place some of those students from my school into the charter schools. Just giving 3 or 4 students from each of my classes that opportunity could make an enormous positive difference in what gets accomplished in my classes and in my school. In meetings with students and parents I could give out charter school promotional material and then hand the family off to your staff &quot;in conjunction with other community supports and service&quot; to ensure that they are given equal consideration for enrollment. <br /> <br /> ;Fairness in the funding mechanisms: The part at the end of the act seems to be some minor fiddling with the formula. The give-away of public resources and power listed as &quot;Education Collaborative Trust Funds&quot; seems both irresponsible and ill-considered. Let's see: each charter school gets its own school committee representative AND the power to go after the Federal and State money that the city of Boston kids are eligible for. What about my school and all the other Boston Public schools. Why don't we each get a board and school committee representation to ensure that we get a share of that money? You have given the green light for private companies to siphon off taxpayer money earmarked for Boston kids. One could interpret the recent history of Boston Public Schools as the same kind of dis-empowerment in letting organizations like the Boston Plan For Excellence siphon off grant and taxpayer money intended for Boston kids and using it hire consultants to develop and endless array of programs to be sold back to the schools. The corporate-ization of education is complete on your watch. I fear the concentration of power and the giveaway to charters. In a state among the most corrupt in the nation, where our disgrace of a government has had its last three House Speakers removed for corruption, and, the top leaders in the Department of Education have been implicated in the improper awarding of charters for new privatized schools, and, given that you campaigned on an anti-corruption platform, one would think you would be more cautious than to allow these 'trust' funds.<br /> <br /> ;Teacher participation: You often claim the former teacher mantle and I guess there is nothing wrong with that. Many people try teaching for a couple of years and then decide that they want to move on to something else. So I can see how you would relate to the charter school model where young people teach for a few years, add it to their resume and then go on to law school or education administration or senator. What bothers me is your calculus. You compare ''seeing'' [some] district victories to ''knowing'' charters improved ''thousands'' of lives. There are 14 charter schools, many with very mixed records. There are 135 Boston Public Schools. How do you know thousands? By reading charter school press releases? By MCAS score comparisons? Do you correct for selection method, disability, factor in those who drop out to public schools. Who wrote the study you base your ''know''ledge on? There is nothing in this bill for teachers or for the vast majority of students in Boston. It is as top down as it can be. It is a sellout that you could never get away with in a rich suburban community. <br /> <br /> :Charters were originally these incubators of new ideas, ideas that would be shared with the rest of the schools. That rhetoric continues in your bill. As someone who has actively tried to find out the best practices, I have discovered that charters have little to offer in that regard. The only mechanism that you put in place in your bill are these Collaborative Boards of Directors. You create a mechanism that couldn't be farther from the classroom if you located the boards on Wall Street. <br /> <br /> :I suppose legislation can be seen as top down too; something you do to the people. You make your deals and we pay. The bill reads more like a corporate charter than a education document. You are pandering to the private sector in order to get your piece of the $4.4 billion that the kids of America must share. Meanwhile that same corporate America just divided $143 billion in yearly bonuses between 38 banks. <br /> <br /> :In this bill, you end up in bed with an administration in Boston that may have far more responsibility for the problems in educating our kids than do the teachers they so much want to put in check. The problems in teaching may stem from a long term effort to tell them what to do rather than listen to what they can have to offer. Teachers have been damaged and are losing their ability to assess what is up with their students, and are losing their ability to communicate with each other. Most of the 'bad' teachers in Boston can be found in those who comply and cater to the whims and directives of the administration and take little interest in thinking about how what they are told to do is working. They will be the ones getting the 'merit' pay. I am a teacher and a student of teaching. In these 5 years of teaching I have learned a lot, mostly from my students. Second on the list of my effective mentors are my fellow teachers who are still teaching and are good at it. My third positive influence has been the historians and writers at the top of their fields in our universities in Boston. I have learned very little from the former teachers who are advancing themselves outside of the classroom and almost nothing from the myriad of consultants that the central administration have brought in to replace their own duties. The bill is all about top down and nothing about what we can learn from our students and the teachers who spend 6 hours a day with them. The bill is a dismal failure no matter what crumbs we get from Washington. By your vote I know where 'you sit'. <br /> <br /> students for the betterhappen in our district schools<br /> <br /> in the development of the standards by which we measure schools’ success<br /> <br /> I believe it takes important steps toward addressing some of our most urgent and persistent needs and putting our children on a path to success.<br /> <br /> I sit firmly on both sides<br /> <br /> I believe firmly that, as a state, we must craft a system that serves the thousands of children who will remain in district schools even if we lift the cap on charter schools.<br /> <br /> A sense of urgency rush the bill.<br /> <br /> set specific goals for recruiting and retaining high-need student populations ... to assess [5 years later], at the time of charter renewal,<br /> <br /> Effective transfer of best practices between district and charter schools.<br /> <br /> The education collaborative shall be managed by a board of directors which shall be comprised of 1 person appoint ed by each member school committee and 1 person appoint ed by each member 22 charter board of trustees.23<br /> <br /> Each board of dir ect ors of an education collaborative shall establish and manage a trust fund, to be known as an Education Collaborative Trust Fund, and each such fund shall be designated by an 38 appropriate name. All monies contribut ed by the member municipalit ies and charter schools and all 39 grants or gifts from the federal gover nment, state government, charitable foundations, private 40 corporations or any other source shall be paid to the board of dir ect ors of the education collaborative and 41 deposit ed in the fund. 42<br /> <br /> apply for state, federal or corporate grants or contracts to obtain funds necessary to carry out the purpose for which such collaborative is established57<br /> <br /> The board of directors of the education collaborative shall be consider ed t o be a public employer and have the authority t o employ personnel, including teachers, to carry out the purposes and functions 67 of the education collaborative68<br /> <br /> (1) expand, alter or replace the curriculum and program offerings of the school, including the implementation of research­based early literacy programs, early int ervent ions for 198 struggling readers and the t eaching of advanced placement courses or ot her rigor ous nationally or 199 int ernationally recognized courses, if the school does not already have such programs or courses;<br /> <br /> (2) 200 reallocate the uses of the exist ing budget of the school;201<br /> <br /> (4) increase the salary of any administrator, or teacher in the school, to attract or retain highly­ 205 qualified administrators, or teachers or to reward administrators, or teachers who work in 206 underperfor ming schools that achieve t he annual goals set forth in the turnaround plan;<br /> <br /> (5) expand the 207 school day or school year or both of t he school; 208<br /> <br /> (7) following consultation with applicable local unions, requir e the principal and all administrators, teachers and staff to reapply 210 for their positions in the school, wit h full discr etion vested in the superint endent regarding his 211 consideration of and decisions on rehiring based on the reapplications.<br /> <br /> (8) limit, suspend or change 1 or 212 mor e provisions of any contract or collect ive bargaining agreement, as the contract or agreement applies 213 to the school; provided, that the superint endent shall not reduce the compensation of an administrator, 214 teacher or staff member unless the hours of the person are proportionately reduced;215<br /> <br /> (14) develop a strategy to search for and study best practices in areas of demonstrated deficiency in the school; 225<br /> <br /> (b) The purposes of establishing charter schools are: (i) to stimulat e the development of innovative programs wit hin public education; (ii) to provide opportunities for innovative learning and 900 assessments; (iii) to provide parents and students wit h greater options in selecting schools wit hin and 901 outside their school districts; (iv) to provide t eachers with a vehicle for establishing schools with 902 alternative, innovative met hods of educational instruction and school structure and management; (v) to 903 encourage perfor mance­based educational programs; (vi) to hold t eachers and school administrators accountable for students' educational outcomes; and (vii) to provide models for replication in ot her 905 public schools. 906<br /> <br /> Each local school district shall be required to grant a leave of absence t o any t eacher in the public schools syst em request ing such leave to t each in a commonwealth charter school. A t eacher may 1272 request a leave of absence for up to 2 years. 1273<br /> <br /> <br /> <br /> ===widget===<br /> <br /> ====quotes====<br /> Are teachers just interchangeable widgets? I just lost my teaching assignment, the job I had for 4 years of teaching humanities to seniors. The stated reason was that we should all be able to teach in any position. I guess this is better than last year. Last year I was told in the middle of the summer that I would be teaching tenth grade. On the first day of school I was told I was teaching twelfth grade after all. Some teachers found out what they were teaching a class they had never taught before. They found out on the first day of school. The students are the ultimate victims of this widget philosophy. <br /> <br /> Being a good teacher requires a tremendous amount of thought and design in preparation for the school year; on average I spend a couple of hundred hours even on the classes I have taught for years. In order for the material to be compelling to your students it has to be fresh and compelling for you. <br /> <br /> The beginning of the year has its own significant requirements for preparation. Every day you are getting feedback from your new students. Their individuality combined with the chemistry of each class has an enormous effect on your ideas of what you are going to do the next day and every day. <br /> <br /> [http://widgeteffect.org/downloads/TheWidgetEffect.pdf The Widget Effect] by <br /> &lt;b&gt;The New Teacher Project&lt;/b&gt; takes a critical look at how we view and value our teachers. It is their view that, &quot;a culture of indifference about the quality of instruction in each classroom dominates&quot;. I find this to be true. <br /> <br /> They postulate that, &quot;If districts could systematically identify which teachers perform at the highest level, they could use this information to inform teaching assignments, target teachers for teacher leader positions, and prioritize the retention of these teachers.&quot; I wish it were so easy. <br /> <br /> The authors move from &quot;If districts could systematically identify&quot; to &quot;yes districts can systematically identify.&quot; This is a huge leap and one that neglects the very real problems that make education such a messy business. <br /> <br /> In 30 years of running a company I became very dependent on having a systematic approach to product quality and customer satisfaction. Applying good business management practice will certainly reap improvements, but the run-it-as-a-business approach has already become part of the underlying problems.<br /> <br /> One example is the mission statement / shared vision / team approach to education promulgated by advisers based in business culture. Being on board is viewed as an indication of being a good teacher. Questioning the 'vision' is seen as detrimental to school culture. <br /> <br /> It is thought that teachers can be objectively evaluated using &quot;performance standards based upon student achievement outcomes&quot; and to a certain extent this is probably true. But we have created an industry that produces these standards measures externally from the classroom and another whole industry that creates products to help you meet those standards. It all becomes very self-referential and removed from the classroom and its students. <br /> <br /> Additionally we have the political dimension. Opinion leaders identify problems and schools try to address them. A &quot;good&quot; high school, for example is one in which students pass the standardized tests and graduate. A mayor or other official may expand the definition, perhaps instituting a plan in which the number of AP offerings must be increased by some percentage in a district. <br /> <br /> While on the face of it all of these ideas have some merit, as they become intertwined with the definition of a good teacher, we move further, not closer, to understanding and recognizing good teaching and good education. A &quot;good&quot; teacher agrees with the vision and happily consumes the products and lingo of the publishers, consultants and Ed. schools. A &quot;good&quot; teacher defines student expectations in line with the what makes the school look good and successful. <br /> <br /> Systematic identification of good teaching is far from a foregone conclusion in the real world of education. The very forces who say they would like to see it are often working against its realization. The externally influenced definitions of what good teaching is may have little to do with what it actually is. The Boston Teacher Residency teaches these external measures to its new teachers. Teachers attempt to comply, teaching the the script that they are given at the pace that is approved. They are immunized, cleared of responsibility for their students by their compliance with the strategies and standards. Their superiors are trained in the same vein by the Boston Principal Fellowship Program. The Ed. schools produce these programs in collaboration with Harvard Business School and they are implemented by NGO consultants with an interest of wresting education from the grip of the evil teachers' unions.<br /> <br /> The New Teachers Project oversimplifies the issue of why there are bad teachers. &quot;The contours of this debate are well-known. One side claims that teacher tenure and due process protections render dismissal a practical impossibility; shielding ineffective teachers from removal in all but the most egregious instances. The other argues that the process provides only minimal protection against arbitrary or discriminatory dismissal, but that administrators fail to document poor performance adequately and refuse to provide struggling teachers with sufficient support.&quot;<br /> <br /> The report has collected some interesting data. It states,&quot;47 percent of teachers report not having participated in a single informal conversation with their administrator over the last year about improving aspects of their instructional performance&quot;. With all of the external forces acting on the administrators, I am not sure that they are even capable of having that conversation. <br /> <br /> A more important conversation needs to happen and it needs to happen as the normal course of business. If the administration wants to support good teaching than it has to know what is going on in the classroom so that they are able to bring their considerable influence to bear in helping to make a case for that specific education to students they see in the halls and to motivate those students and keep them motivated. They cannot rely on platitudes.<br /> <br /> My students don't buy platitudes. They have been burned by them before, left high and dry while the rest of the world sails into an optimistic future. Part of being a good teacher is the ability to help students understand and define their own educational challenges, set personal goals and see them as attainable. A good administrator elicits those goals from and reinforces them.<br /> <br /> When I ran a construction company I made certain to see what 30 or 40 workers on a building site (of say 14 houses) were doing every day. I talked to each of the workers about how the job was going, was there anything in your way, did you see any problems. I did that and I ran a carpentry crew, working with the tools for 6 hour each day. It was a management style that worked, we produced good housing and we all made a good living.<br /> <br /> A school like mine (~300 students, 20 teachers) needs a leader who is involved in the education that is going on in the building. That involvement requires commitment, time and effort. It should not be delegated. Ask your teachers individually, every day: What are your current challenges? What are you thinking of doing to address them? Elicit ideas and contribute your own. Spend time in the classrooms to see how the ideas you toss around with your teachers are working out then catch up with them in the hall between classes and compare notes; judge together what works. It will be huge benefit to students. Students respond positively to an adult in the room. They are pleasantly surprised when someone knows what they are working on. It makes their work more important to them. All of this should become the core job definition. Avoid the bureaucracy, do what you have to quick and dirty, ignore what you can. <br /> <br /> My school spans parts of 3 floors. I have seen my headmaster on my floor 3 times this year. She was never in my classroom in spite of my open invitation. There are 2 other headmasters and another 4 or 5 people fulfilling administrative functions. Administrators define their job as protecting the students from the teachers. I worked for a city bureaucracy too and it wasn't as big but the Dept of Neighborhood Development was just ineffectual and distracting from the real job of building houses as BPS and its consultants are distracting to the real work of education. <br /> <br /> I was in the Boston Public Schools schools for 13*3 school-years as a parent. Involved parents got good at finding out who the good teachers were. We wanted our kids to have those teachers and wanted administrators who would stay out of their way. That was the best we thought we could get. Clearly that isn't enough. Supporting good teaching needs to be reformulated from the top down. You don't bring out the best in people with a periodically applied, computerized carrot and stick. &quot;A comprehensive performance evaluation system...that credibly differentiates teachers&quot; has to happen every day, it has to be local and it probably has little to do with a system. Teachers give up and get to stay since no one cares to check as long as they talk the talk. I would hypothesize that you can't hide having given up on your kids if someone is checking in with you every day and talking with you about what inspires you about your material and how you intend to inspire your students. If it is not working it should be self evident. A bad teacher will realize and accede that they can't do the job. Teachers wake up in the middle of the night and ask themselves that question anyway. There is no job as hard in my experience. I cannot say with certainty how long I will last. The administration usually gets to you first. I'd like to be in the classroom for as long as I am good at solving the puzzle of the kids, am inspired by my material, know I have something to say and still have the energy to run the show.<br /> <br /> <br /> ===other===<br /> <br /> *http://www.aft.org/innovate/index.htm<br /> <br /> http://www.tntp.org/newsandpress/060109_TNTP.html<br /> <br /> &quot;On education, we will expand exchange programs, and increase scholarships, like the one that brought my father to America, while encouraging more Americans to study in Muslim communities. And we will match promising Muslim students with internships in America; invest in on-line learning for teachers and children around the world; and create a new online network, so a teenager in Kansas can communicate instantly with a teenager in Cairo.<br /> <br /> On economic development, we will create a new corps of business volunteers to partner with counterparts in Muslim-majority countries. And I will host a Summit on Entrepreneurship this year to identify how we can deepen ties between business leaders, foundations and social entrepreneurs in the United States and Muslim communities around the world.&quot; - http://www.huffingtonpost.com/2009/06/04/obama-egypt-speech-video_n_211216.html</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Ideas_in_education&diff=3885 2010-02-11T23:37:53Z

<p>71.234.133.230: </p> <hr /> <div>===AN ACT RELATIVE TO THE ACHIEVEMENT GAP===<br /> January 26, 2010<br /> <br /> <br /> Re: Education Reform Legislation<br /> <br /> <br /> <br /> Dear<br /> <br /> <br /> <br /> In the last couple weeks, the Legislature passed and the Governor signed An Act Relative to the Achievement Gap (S. 2247), an education reform bill that aims to systematically improve student success, narrow the achievement gap for low-income students and students of color, and increase accountability in school administration. Many constituents have shared their views on this bill with me over recent weeks, and I have truly appreciated your advocacy and input. While this bill is not perfect, I cast my vote in favor of it because I believe it takes important steps toward addressing some of our most urgent and persistent needs and putting our children on a path to success.<br /> <br /> <br /> <br /> As you may know, I sit firmly on both sides of many of the debates that have surrounded this bill. As a former public school teacher, I have seen impressive victories happen in our district schools, often against long odds. I have also seen the immoral inadequacies that exist within our current public school system and know many children are being failed by it. And I know that charter schools in my district have changed the lives of thousands of students for the better. At the same time, I believe firmly that, as a state, we must craft a system that serves the thousands of children who will remain in district schools even if we lift the cap on charter schools.<br /> <br /> <br /> <br /> When this process began, I set out the goals I would be fighting for in the bill. Below is an accounting of how An Act Relative to the Achievement Gap addresses those core goals:<br /> <br /> <br /> <br /> * A sense of urgency when it comes to fixing failing schools. The bill puts in place strict timelines for turning around failing schools, including deadlines for superintendents and the Commissioner of Elementary and Secondary Education (the “Commissioner”), who are charged with improving underperforming schools. It also provides serious new tools for school administrators to implement in our failing schools, including expanding the school day or school year and providing for increased opportunities for teacher planning time and collaboration. By lifting the charter school cap, the bill also ensures that more children, especially students in low-performing districts, have additional school options. Under this bill, 30-35 school districts will be eligible for an increase in the cap.<br /> <br /> <br /> <br /> * Equality of service delivered by charter schools to high-need populations, such as special education students, English language learners, and students with less engaged parents. The bill requires charters to set specific goals for recruiting and retaining high-need student populations and requires the Board of Elementary and Secondary Education to assess, at the time of charter renewal, the extent to which charters have followed their recruitment and retention plans for such populations. It also requires charter schools to commit to population goals more comparable to what our district schools serve. While the bill takes a step in the right direction here, it is an area in which more work remains to be done. An amendment I filed to the bill that would have required charter schools to be evaluated, in part, on progress in reaching annual goals did not pass, due to charter school opposition. However, I will continue to fight for all our schools to be held to high standards of accountability.<br /> <br /> <br /> <br /> * Fairness in the funding mechanisms used to apportion money to district and charter schools. To assist districts in budget planning, the bill allows tuition payments from districts to charter schools to be based on prior year enrollment numbers. With respect to the state’s role in reimbursing sending districts for students who enroll in charter schools, the bill more accurately recognizes the overhead costs that stay with the district school even after the student leaves. In addition, the bill preserves a single line item for district schools and charter schools in the state budget, ensuring that funding is linked, in recognition of the fact that charter schools are public schools.<br /> <br /> <br /> <br /> * Effective transfer of best practices between district and charter schools. The bill requires charter schools to share best practices with district schools as a condition for charter renewal. The bill also requires the Commissioner to collect and disseminate best practices and urges superintendents to develop strategies for underperforming schools to study best practices in areas of demonstrated deficiency.<br /> <br /> <br /> <br /> * Teacher participation in the development of the standards by which we measure schools’ success. The bill requires the Department of Elementary and Secondary Education to develop a measure that takes into account, not just MCAS scores, but also “improvement in academic performance” in determining which schools and districts are “underperforming,” for purposes of takeover by a superintendent or the Commissioner. This combination of measures more accurately reflects the value added to a student’s education each year, especially in low-income and urban districts, where MCAS scores alone will often show low performance even when great strides have been made. (Contrary to some public perception, this provision does not narrow the number of school districts eligible for an increase in the charter school cap.) In addition, the bill includes teachers in the stakeholder groups charged with coming up with turnaround plans for underperforming schools. The final bill also preserves some critical fairness principles, such as giving teachers speedy but due process when superintendents seek to make changes to the collective bargaining agreement. The bill also requires a showing of “good cause” before a superintendent can terminate a teacher in an underperforming school.<br /> <br /> <br /> <br /> As a member of the Joint Committee on Education, I worked long and hard with the Chairman of the Committee, my other Senate colleagues, constituents, and education stakeholders to ensure these key principles were addressed.<br /> <br /> <br /> <br /> Finally, the bill recognizes something we have known for a long time: that all of this work must be undertaken in conjunction with other community supports and services. In creating plans for underperforming schools and districts, superintendents and the Commissioner must include steps to: (1) address the social service and health needs of students and their families, in order to help students arrive and remain at school ready to learn; (2) improve or expand child welfare services and, as appropriate, law enforcement services in the school community, in order to promote a safe and secure learning environment; and (3) improve workforce development services provided to students and their families at the school.<br /> <br /> <br /> <br /> Thank you again for reaching out to my office and for your continued advocacy, which is so important in bringing about better public policy in our Commonwealth. I look forward to working with you going forward, as we monitor the on-the-ground impacts of this bill. Please do not hesitate to contact me or my Legal Counsel, Angela Brooks, at (617) 722-1673 or angela.brooks@state.ma.us, should you have any additional questions or concerns.<br /> <br /> Saludos, <br /> <br /> <br /> <br /> Sonia Chang-Díaz <br /> State Senator<br /> Second Suffolk District<br /> <br /> <br /> <br /> ;A sense of urgency: the bill looks rushed, sloppy, repetitive and ill considered.<br /> <br /> ;Equality of service: &quot;delivered by charter schools to high-need populations, such as special education students, English language learners, and students with less engaged parents.&quot; The law fails to do what you claim to want to do. This is a toothless law. Why bother. It boils down to a trading of mailing lists. The charters get the addresses of all the public school students for marketing purposes and they give back a list of the zip codes of their selected students. How is that equal? Charters are to make a good faith effort because in 5 years somebody may ask them about it when the charter is up for renewal. <br /> <br /> :We could call this the Cherry Picking Assistance Act. If you, as a state senator actually want to work in the interest of high-need populations, such as special education students, English language learners, and students with less engaged parents and (can I add disruptive students here). I challenge you to help me place some of those students from my school into the charter schools. Just giving 3 or 4 students from each of my classes that opportunity could make an enormous positive difference in what gets accomplished in my classes and in my school. In meetings with students and parents I could give out charter school promotional material and then hand the family off to your staff &quot;in conjunction with other community supports and service&quot; to ensure that they are given equal consideration for enrollment. <br /> <br /> ;Fairness in the funding mechanisms: The part at the end of the act seems to be some minor fiddling with the formula. The give-away of public resources and power listed as &quot;Education Collaborative Trust Funds&quot; seems both irresponsible and ill-considered. Let's see: each charter school gets its own school committee representative AND the power to go after the Federal and State money that the city of Boston kids are eligible for. What about my school and all the other Boston Public schools. Why don't we each get a board and school committee representation to ensure that we get a share of that money? You have given the green light for private companies to siphon off taxpayer money earmarked for Boston kids. One could interpret the recent history of Boston Public Schools as the same kind of dis-empowerment in letting organizations like the Boston Plan For Excellence siphon off grant and taxpayer money intended for Boston kids and using it hire consultants to develop and endless array of programs to be sold back to the schools. The corporate-ization of education is complete on your watch. I fear the concentration of power and the giveaway to charters. In a state among the most corrupt in the nation, where our disgrace of a government has had its last three House Speakers removed for corruption, and, the top leaders in the Department of Education have been implicated in the improper awarding of charters for new privatized schools, and, given that you campaigned on an anti-corruption platform, one would think you would be more cautious than to allow these 'trust' funds.<br /> <br /> ;Teacher participation: You often claim the former teacher mantle and I guess there is nothing wrong with that. Many people try teaching for a couple of years and then decide that they want to move on to something else. So I can see how you would relate to the charter school model where young people teach for a few years, add it to their resume and then go on to law school or education administration or senator. What bothers me is your calculus. You compare ''seeing'' [some] district victories to ''knowing'' charters improved ''thousands'' of lives. There are 14 charter schools, many with very mixed records. There are 135 Boston Public Schools. How do you know thousands? By reading charter school press releases? By MCAS score comparisons? Do you correct for selection method, disability, factor in those who drop out to public schools. Who wrote the study you base your ''know''ledge on? There is nothing in this bill for teachers or for the vast majority of students in Boston. It is as top down as it can be. It is a sellout that you could never get away with in a rich suburban community. <br /> <br /> :Charters were originally these incubators of new ideas, ideas that would be shared with the rest of the schools. That rhetoric continues in your bill. As someone who has actively tried to find out the best practices, I have discovered that charters have little to offer in that regard. The only mechanism that you put in place in your bill are these Collaborative Boards of Directors. You create a mechanism that couldn't be farther from the classroom if you located the boards on Wall Street. <br /> <br /> :I suppose legislation can be seen as top down too; something you do to the people. You make your deals and we pay. The bill reads more like a corporate charter than a education document. You are pandering to the private sector in order to get your piece of the $4.4 billion that the kids of America must share. Meanwhile that same corporate America just divided $143 billion in yearly bonuses between 38 banks. <br /> <br /> :In this bill, you end up in bed with an administration in Boston that may have far more responsibility for the problems in educating our kids than do the teachers they so much want to put in check. The problems in teaching may stem from a long term effort to tell them what to do rather than listen to what they can have to offer. Teachers have been damaged and are losing their ability to assess what is up with their students, and are losing their ability to communicate with each other. Most of the 'bad' teachers in Boston can be found in those who comply and cater to the whims and directives of the administration and take little interest in thinking about how what they are told to do is working. They will be the ones getting the 'merit' pay. I am a teacher and a student of teaching. In these 5 years of teaching I have learned a lot, mostly from my students. Second on the list of my effective mentors are my fellow teachers who are still teaching and are good at it. My third positive influence has been the historians and writers at the top of their fields in our universities in Boston. I have learned very little from the former teachers who are advancing themselves outside of the classroom and almost nothing from the myriad of consultants that the central administration have brought in to replace their own duties. The bill is all about top down and nothing about what we can learn from our students and the teachers who spend 6 hours a day with them. The bill is a dismal failure no matter what crumbs we get from Washington. By your vote I know where 'you sit'. <br /> <br /> students for the betterhappen in our district schools<br /> <br /> in the development of the standards by which we measure schools’ success<br /> <br /> I believe it takes important steps toward addressing some of our most urgent and persistent needs and putting our children on a path to success.<br /> <br /> I sit firmly on both sides<br /> <br /> I believe firmly that, as a state, we must craft a system that serves the thousands of children who will remain in district schools even if we lift the cap on charter schools.<br /> <br /> A sense of urgency rush the bill.<br /> <br /> set specific goals for recruiting and retaining high-need student populations ... to assess [5 years later], at the time of charter renewal,<br /> <br /> Effective transfer of best practices between district and charter schools.<br /> <br /> The education collaborative shall be managed by a board of directors which shall be comprised of 1 person appoint ed by each member school committee and 1 person appoint ed by each member 22 charter board of trustees.23<br /> <br /> Each board of dir ect ors of an education collaborative shall establish and manage a trust fund, to be known as an Education Collaborative Trust Fund, and each such fund shall be designated by an 38 appropriate name. All monies contribut ed by the member municipalit ies and charter schools and all 39 grants or gifts from the federal gover nment, state government, charitable foundations, private 40 corporations or any other source shall be paid to the board of dir ect ors of the education collaborative and 41 deposit ed in the fund. 42<br /> <br /> apply for state, federal or corporate grants or contracts to obtain funds necessary to carry out the purpose for which such collaborative is established57<br /> <br /> The board of directors of the education collaborative shall be consider ed t o be a public employer and have the authority t o employ personnel, including teachers, to carry out the purposes and functions 67 of the education collaborative68<br /> <br /> (1) expand, alter or replace the curriculum and program offerings of the school, including the implementation of research­based early literacy programs, early int ervent ions for 198 struggling readers and the t eaching of advanced placement courses or ot her rigor ous nationally or 199 int ernationally recognized courses, if the school does not already have such programs or courses;<br /> <br /> (2) 200 reallocate the uses of the exist ing budget of the school;201<br /> <br /> (4) increase the salary of any administrator, or teacher in the school, to attract or retain highly­ 205 qualified administrators, or teachers or to reward administrators, or teachers who work in 206 underperfor ming schools that achieve t he annual goals set forth in the turnaround plan;<br /> <br /> (5) expand the 207 school day or school year or both of t he school; 208<br /> <br /> (7) following consultation with applicable local unions, requir e the principal and all administrators, teachers and staff to reapply 210 for their positions in the school, wit h full discr etion vested in the superint endent regarding his 211 consideration of and decisions on rehiring based on the reapplications.<br /> <br /> (8) limit, suspend or change 1 or 212 mor e provisions of any contract or collect ive bargaining agreement, as the contract or agreement applies 213 to the school; provided, that the superint endent shall not reduce the compensation of an administrator, 214 teacher or staff member unless the hours of the person are proportionately reduced;215<br /> <br /> (14) develop a strategy to search for and study best practices in areas of demonstrated deficiency in the school; 225<br /> <br /> (b) The purposes of establishing charter schools are: (i) to stimulat e the development of innovative programs wit hin public education; (ii) to provide opportunities for innovative learning and 900 assessments; (iii) to provide parents and students wit h greater options in selecting schools wit hin and 901 outside their school districts; (iv) to provide t eachers with a vehicle for establishing schools with 902 alternative, innovative met hods of educational instruction and school structure and management; (v) to 903 encourage perfor mance­based educational programs; (vi) to hold t eachers and school administrators accountable for students' educational outcomes; and (vii) to provide models for replication in ot her 905 public schools. 906<br /> <br /> Each local school district shall be required to grant a leave of absence t o any t eacher in the public schools syst em request ing such leave to t each in a commonwealth charter school. A t eacher may 1272 request a leave of absence for up to 2 years. 1273<br /> <br /> <br /> <br /> ===widget===<br /> <br /> ====quotes====<br /> Are teachers just interchangeable widgets? I just lost my teaching assignment, the job I had for 4 years of teaching humanities to seniors. The stated reason was that we should all be able to teach in any position. I guess this is better than last year. Last year I was told in the middle of the summer that I would be teaching tenth grade. On the first day of school I was told I was teaching twelfth grade after all. Some teachers found out what they were teaching a class they had never taught before. They found out on the first day of school. The students are the ultimate victims of this widget philosophy. <br /> <br /> Being a good teacher requires a tremendous amount of thought and design in preparation for the school year; on average I spend a couple of hundred hours even on the classes I have taught for years. In order for the material to be compelling to your students it has to be fresh and compelling for you. <br /> <br /> The beginning of the year has its own significant requirements for preparation. Every day you are getting feedback from your new students. Their individuality combined with the chemistry of each class has an enormous effect on your ideas of what you are going to do the next day and every day. <br /> <br /> [http://widgeteffect.org/downloads/TheWidgetEffect.pdf The Widget Effect] by <br /> &lt;b&gt;The New Teacher Project&lt;/b&gt; takes a critical look at how we view and value our teachers. It is their view that, &quot;a culture of indifference about the quality of instruction in each classroom dominates&quot;. I find this to be true. <br /> <br /> They postulate that, &quot;If districts could systematically identify which teachers perform at the highest level, they could use this information to inform teaching assignments, target teachers for teacher leader positions, and prioritize the retention of these teachers.&quot; I wish it were so easy. <br /> <br /> The authors move from &quot;If districts could systematically identify&quot; to &quot;yes districts can systematically identify.&quot; This is a huge leap and one that neglects the very real problems that make education such a messy business. <br /> <br /> In 30 years of running a company I became very dependent on having a systematic approach to product quality and customer satisfaction. Applying good business management practice will certainly reap improvements, but the run-it-as-a-business approach has already become part of the underlying problems.<br /> <br /> One example is the mission statement / shared vision / team approach to education promulgated by advisers based in business culture. Being on board is viewed as an indication of being a good teacher. Questioning the 'vision' is seen as detrimental to school culture. <br /> <br /> It is thought that teachers can be objectively evaluated using &quot;performance standards based upon student achievement outcomes&quot; and to a certain extent this is probably true. But we have created an industry that produces these standards measures externally from the classroom and another whole industry that creates products to help you meet those standards. It all becomes very self-referential and removed from the classroom and its students. <br /> <br /> Additionally we have the political dimension. Opinion leaders identify problems and schools try to address them. A &quot;good&quot; high school, for example is one in which students pass the standardized tests and graduate. A mayor or other official may expand the definition, perhaps instituting a plan in which the number of AP offerings must be increased by some percentage in a district. <br /> <br /> While on the face of it all of these ideas have some merit, as they become intertwined with the definition of a good teacher, we move further, not closer, to understanding and recognizing good teaching and good education. A &quot;good&quot; teacher agrees with the vision and happily consumes the products and lingo of the publishers, consultants and Ed. schools. A &quot;good&quot; teacher defines student expectations in line with the what makes the school look good and successful. <br /> <br /> Systematic identification of good teaching is far from a foregone conclusion in the real world of education. The very forces who say they would like to see it are often working against its realization. The externally influenced definitions of what good teaching is may have little to do with what it actually is. The Boston Teacher Residency teaches these external measures to its new teachers. Teachers attempt to comply, teaching the the script that they are given at the pace that is approved. They are immunized, cleared of responsibility for their students by their compliance with the strategies and standards. Their superiors are trained in the same vein by the Boston Principal Fellowship Program. The Ed. schools produce these programs in collaboration with Harvard Business School and they are implemented by NGO consultants with an interest of wresting education from the grip of the evil teachers' unions.<br /> <br /> The New Teachers Project oversimplifies the issue of why there are bad teachers. &quot;The contours of this debate are well-known. One side claims that teacher tenure and due process protections render dismissal a practical impossibility; shielding ineffective teachers from removal in all but the most egregious instances. The other argues that the process provides only minimal protection against arbitrary or discriminatory dismissal, but that administrators fail to document poor performance adequately and refuse to provide struggling teachers with sufficient support.&quot;<br /> <br /> The report has collected some interesting data. It states,&quot;47 percent of teachers report not having participated in a single informal conversation with their administrator over the last year about improving aspects of their instructional performance&quot;. With all of the external forces acting on the administrators, I am not sure that they are even capable of having that conversation. <br /> <br /> A more important conversation needs to happen and it needs to happen as the normal course of business. If the administration wants to support good teaching than it has to know what is going on in the classroom so that they are able to bring their considerable influence to bear in helping to make a case for that specific education to students they see in the halls and to motivate those students and keep them motivated. They cannot rely on platitudes.<br /> <br /> My students don't buy platitudes. They have been burned by them before, left high and dry while the rest of the world sails into an optimistic future. Part of being a good teacher is the ability to help students understand and define their own educational challenges, set personal goals and see them as attainable. A good administrator elicits those goals from and reinforces them.<br /> <br /> When I ran a construction company I made certain to see what 30 or 40 workers on a building site (of say 14 houses) were doing every day. I talked to each of the workers about how the job was going, was there anything in your way, did you see any problems. I did that and I ran a carpentry crew, working with the tools for 6 hour each day. It was a management style that worked, we produced good housing and we all made a good living.<br /> <br /> A school like mine (~300 students, 20 teachers) needs a leader who is involved in the education that is going on in the building. That involvement requires commitment, time and effort. It should not be delegated. Ask your teachers individually, every day: What are your current challenges? What are you thinking of doing to address them? Elicit ideas and contribute your own. Spend time in the classrooms to see how the ideas you toss around with your teachers are working out then catch up with them in the hall between classes and compare notes; judge together what works. It will be huge benefit to students. Students respond positively to an adult in the room. They are pleasantly surprised when someone knows what they are working on. It makes their work more important to them. All of this should become the core job definition. Avoid the bureaucracy, do what you have to quick and dirty, ignore what you can. <br /> <br /> My school spans parts of 3 floors. I have seen my headmaster on my floor 3 times this year. She was never in my classroom in spite of my open invitation. There are 2 other headmasters and another 4 or 5 people fulfilling administrative functions. Administrators define their job as protecting the students from the teachers. I worked for a city bureaucracy too and it wasn't as big but the Dept of Neighborhood Development was just ineffectual and distracting from the real job of building houses as BPS and its consultants are distracting to the real work of education. <br /> <br /> I was in the Boston Public Schools schools for 13*3 school-years as a parent. Involved parents got good at finding out who the good teachers were. We wanted our kids to have those teachers and wanted administrators who would stay out of their way. That was the best we thought we could get. Clearly that isn't enough. Supporting good teaching needs to be reformulated from the top down. You don't bring out the best in people with a periodically applied, computerized carrot and stick. &quot;A comprehensive performance evaluation system...that credibly differentiates teachers&quot; has to happen every day, it has to be local and it probably has little to do with a system. Teachers give up and get to stay since no one cares to check as long as they talk the talk. I would hypothesize that you can't hide having given up on your kids if someone is checking in with you every day and talking with you about what inspires you about your material and how you intend to inspire your students. If it is not working it should be self evident. A bad teacher will realize and accede that they can't do the job. Teachers wake up in the middle of the night and ask themselves that question anyway. There is no job as hard in my experience. I cannot say with certainty how long I will last. The administration usually gets to you first. I'd like to be in the classroom for as long as I am good at solving the puzzle of the kids, am inspired by my material, know I have something to say and still have the energy to run the show.<br /> <br /> <br /> ===other===<br /> <br /> *http://www.aft.org/innovate/index.htm<br /> <br /> http://www.tntp.org/newsandpress/060109_TNTP.html<br /> <br /> &quot;On education, we will expand exchange programs, and increase scholarships, like the one that brought my father to America, while encouraging more Americans to study in Muslim communities. And we will match promising Muslim students with internships in America; invest in on-line learning for teachers and children around the world; and create a new online network, so a teenager in Kansas can communicate instantly with a teenager in Cairo.<br /> <br /> On economic development, we will create a new corps of business volunteers to partner with counterparts in Muslim-majority countries. And I will host a Summit on Entrepreneurship this year to identify how we can deepen ties between business leaders, foundations and social entrepreneurs in the United States and Muslim communities around the world.&quot; - http://www.huffingtonpost.com/2009/06/04/obama-egypt-speech-video_n_211216.html</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Ideas_in_education&diff=3884 2010-02-11T23:30:52Z

<p>71.234.133.230: </p> <hr /> <div>===AN ACT RELATIVE TO THE ACHIEVEMENT GAP===<br /> January 26, 2010<br /> <br /> <br /> Re: Education Reform Legislation<br /> <br /> <br /> <br /> Dear<br /> <br /> <br /> <br /> In the last couple weeks, the Legislature passed and the Governor signed An Act Relative to the Achievement Gap (S. 2247), an education reform bill that aims to systematically improve student success, narrow the achievement gap for low-income students and students of color, and increase accountability in school administration. Many constituents have shared their views on this bill with me over recent weeks, and I have truly appreciated your advocacy and input. While this bill is not perfect, I cast my vote in favor of it because I believe it takes important steps toward addressing some of our most urgent and persistent needs and putting our children on a path to success.<br /> <br /> <br /> <br /> As you may know, I sit firmly on both sides of many of the debates that have surrounded this bill. As a former public school teacher, I have seen impressive victories happen in our district schools, often against long odds. I have also seen the immoral inadequacies that exist within our current public school system and know many children are being failed by it. And I know that charter schools in my district have changed the lives of thousands of students for the better. At the same time, I believe firmly that, as a state, we must craft a system that serves the thousands of children who will remain in district schools even if we lift the cap on charter schools.<br /> <br /> <br /> <br /> When this process began, I set out the goals I would be fighting for in the bill. Below is an accounting of how An Act Relative to the Achievement Gap addresses those core goals:<br /> <br /> <br /> <br /> * A sense of urgency when it comes to fixing failing schools. The bill puts in place strict timelines for turning around failing schools, including deadlines for superintendents and the Commissioner of Elementary and Secondary Education (the “Commissioner”), who are charged with improving underperforming schools. It also provides serious new tools for school administrators to implement in our failing schools, including expanding the school day or school year and providing for increased opportunities for teacher planning time and collaboration. By lifting the charter school cap, the bill also ensures that more children, especially students in low-performing districts, have additional school options. Under this bill, 30-35 school districts will be eligible for an increase in the cap.<br /> <br /> <br /> <br /> * Equality of service delivered by charter schools to high-need populations, such as special education students, English language learners, and students with less engaged parents. The bill requires charters to set specific goals for recruiting and retaining high-need student populations and requires the Board of Elementary and Secondary Education to assess, at the time of charter renewal, the extent to which charters have followed their recruitment and retention plans for such populations. It also requires charter schools to commit to population goals more comparable to what our district schools serve. While the bill takes a step in the right direction here, it is an area in which more work remains to be done. An amendment I filed to the bill that would have required charter schools to be evaluated, in part, on progress in reaching annual goals did not pass, due to charter school opposition. However, I will continue to fight for all our schools to be held to high standards of accountability.<br /> <br /> <br /> <br /> * Fairness in the funding mechanisms used to apportion money to district and charter schools. To assist districts in budget planning, the bill allows tuition payments from districts to charter schools to be based on prior year enrollment numbers. With respect to the state’s role in reimbursing sending districts for students who enroll in charter schools, the bill more accurately recognizes the overhead costs that stay with the district school even after the student leaves. In addition, the bill preserves a single line item for district schools and charter schools in the state budget, ensuring that funding is linked, in recognition of the fact that charter schools are public schools.<br /> <br /> <br /> <br /> * Effective transfer of best practices between district and charter schools. The bill requires charter schools to share best practices with district schools as a condition for charter renewal. The bill also requires the Commissioner to collect and disseminate best practices and urges superintendents to develop strategies for underperforming schools to study best practices in areas of demonstrated deficiency.<br /> <br /> <br /> <br /> * Teacher participation in the development of the standards by which we measure schools’ success. The bill requires the Department of Elementary and Secondary Education to develop a measure that takes into account, not just MCAS scores, but also “improvement in academic performance” in determining which schools and districts are “underperforming,” for purposes of takeover by a superintendent or the Commissioner. This combination of measures more accurately reflects the value added to a student’s education each year, especially in low-income and urban districts, where MCAS scores alone will often show low performance even when great strides have been made. (Contrary to some public perception, this provision does not narrow the number of school districts eligible for an increase in the charter school cap.) In addition, the bill includes teachers in the stakeholder groups charged with coming up with turnaround plans for underperforming schools. The final bill also preserves some critical fairness principles, such as giving teachers speedy but due process when superintendents seek to make changes to the collective bargaining agreement. The bill also requires a showing of “good cause” before a superintendent can terminate a teacher in an underperforming school.<br /> <br /> <br /> <br /> As a member of the Joint Committee on Education, I worked long and hard with the Chairman of the Committee, my other Senate colleagues, constituents, and education stakeholders to ensure these key principles were addressed.<br /> <br /> <br /> <br /> Finally, the bill recognizes something we have known for a long time: that all of this work must be undertaken in conjunction with other community supports and services. In creating plans for underperforming schools and districts, superintendents and the Commissioner must include steps to: (1) address the social service and health needs of students and their families, in order to help students arrive and remain at school ready to learn; (2) improve or expand child welfare services and, as appropriate, law enforcement services in the school community, in order to promote a safe and secure learning environment; and (3) improve workforce development services provided to students and their families at the school.<br /> <br /> <br /> <br /> Thank you again for reaching out to my office and for your continued advocacy, which is so important in bringing about better public policy in our Commonwealth. I look forward to working with you going forward, as we monitor the on-the-ground impacts of this bill. Please do not hesitate to contact me or my Legal Counsel, Angela Brooks, at (617) 722-1673 or angela.brooks@state.ma.us, should you have any additional questions or concerns.<br /> <br /> Saludos, <br /> <br /> <br /> <br /> Sonia Chang-Díaz <br /> State Senator<br /> Second Suffolk District<br /> <br /> <br /> <br /> ;A sense of urgency: the bill looks rushed, sloppy, repetitive and ill considered.<br /> <br /> ;Equality of service: &quot;delivered by charter schools to high-need populations, such as special education students, English language learners, and students with less engaged parents.&quot; The law fails to do what you claim to want to do. This is a toothless law. Why bother. It boils down to a trading of mailing lists. The charters get the addresses of all the public school students for marketing purposes and they give back a list of the zip codes of their selected students. How is that equal? Charters are to make a good faith effort because in 5 years somebody may ask them about it when the charter is up for renewal. <br /> :We could call this the Cherry Picking Assistance Act. If you, as a state senator actually want to work in the interest of high-need populations, such as special education students, English language learners, and students with less engaged parents and (can I add disruptive students here). I challenge you to help me place some of those students from my school into the charter schools. Just giving 3 or 4 students from each of my classes that opportunity could make an enormous positive difference in what gets accomplished in my classes and in my school. In meetings with students and parents I could give out charter school promotional material and then hand the family off to your staff &quot;in conjunction with other community supports and service&quot; to ensure that they are given equal consideration for enrollment. <br /> <br /> ;Fairness in the funding mechanisms: The part at the end of the act seems to be some minor fiddling with the formula. The give-away of public resources and power listed as &quot;Education Collaborative Trust Funds&quot; seems both irresponsible and ill-considered. Let's see: each charter school gets its own school committee representative AND the power to go after the Federal and State money that the city of Boston kids are eligible for. What about my school and all the other Boston Public schools. Why don't we each get a board and school committee representation to ensure that we get a share of that money? You have given the green light for private companies to siphon off taxpayer money earmarked for Boston kids. One could interpret the recent history of Boston Public Schools as the same kind of dis-empowerment in letting organizations like the Boston Plan For Excellence siphon off grant and taxpayer money intended for Boston kids and using it hire consultants to develop and endless array of programs to be sold back to the schools. The corporate-ization of education is complete on your watch. I fear the concentration of power and the giveaway to charters. In a state among the most corrupt in the nation, where our disgrace of a government has had its last three House Speakers removed for corruption, and, the top leaders in the Department of Education implicated in the improper awarding of charters for new privatized schools, and, given that you campaigned on an anti-corruption platform, one would think you would be more cautious than to allow these 'trust' funds.<br /> <br /> ;Teacher participation: You often claim the former teacher mantle and I guess there is nothing wrong with that. Many people try teaching for a couple of years and then decide that they want to move on to something else. So I can see how you would relate to the charter school model where young people teach for a few years, add it to their resume and then go on to law school or education administration or senator. What bothers me is your calculus. You compare ''seeing'' [some] district victories to ''knowing'' charters improved ''thousands'' of lives. There are 14 charter schools, many with very mixed records. There are 135 Boston Public Schools. How do you know thousands? By reading charter school press releases? By MCAS score comparisons? Do you correct for selection method, disability, factor in those who drop out to public schools. Who wrote the study you base your ''know''ledge on? There is nothing in this bill for teachers or for the vast majority of students in Boston. It is as top down as it can be. It is a sellout that you could never get away with in a rich suburban community. <br /> :Charters were originally these incubators of new ideas, ideas that would be shared with the rest of the schools. That rhetoric continues in your bill. As someone who has actively tried to find out the best practices, I have discovered that charters have little to offer in that regard. The only mechanism that you put in place in your bill are these Collaborative Boards of Directors. You create a mechanism that couldn't be farther from the classroom if you located the boards on Wall Street. <br /> :I suppose legislation can be seen as top down too; something you do to the people. You make your deals and we pay. The bill reads more like a corporate charter than a education document. You are pandering to the private sector in order to get your piece of the $4.4 billion that the kids of America must share. Meanwhile that same corporate America just divided $143 billion in yearly bonuses between 38 banks. <br /> :In this bill, you end up in bed with an administration in Boston that may have far more responsibility for the problems in educating our kids than do the teachers they so much want to put in check. The problems in teaching may stem from a long term effort to tell them what to do rather than listen to what they can have to offer. Teachers have been damaged and are losing their ability to assess what is up with their students, and are losing their ability to communicate with each other. Most of the 'bad' teachers in Boston can be found in those who comply and cater to the whims and directives of the administration and take little interest in thinking about how what they are told to do is working. They will be the ones getting the 'merit' pay. I am a teacher and a student of teaching. In these 5 years of teaching I have learned a lot, mostly from my students. Second on the list of my effective mentors are my fellow teachers who are still teaching and are good at it. My third positive influence has been the historians and writers at the top of their fields in our universities in Boston. I have learned very little from the former teachers who are advancing themselves outside of the classroom and almost nothing from the myriad of consultants that the central administration have brought in to replace their own duties. The bill is all about top down and nothing about what we can learn from our students and the teachers who spend 6 hours a day with them. The bill is a dismal failure no matter what crumbs we get from Washington. By your vote I know where 'you sit'. <br /> <br /> students for the betterhappen in our district schools<br /> <br /> in the development of the standards by which we measure schools’ success<br /> <br /> I believe it takes important steps toward addressing some of our most urgent and persistent needs and putting our children on a path to success.<br /> <br /> I sit firmly on both sides<br /> <br /> I believe firmly that, as a state, we must craft a system that serves the thousands of children who will remain in district schools even if we lift the cap on charter schools.<br /> <br /> A sense of urgency rush the bill.<br /> <br /> set specific goals for recruiting and retaining high-need student populations ... to assess [5 years later], at the time of charter renewal,<br /> <br /> Effective transfer of best practices between district and charter schools.<br /> <br /> The education collaborative shall be managed by a board of directors which shall be comprised of 1 person appoint ed by each member school committee and 1 person appoint ed by each member 22 charter board of trustees.23<br /> <br /> Each board of dir ect ors of an education collaborative shall establish and manage a trust fund, to be known as an Education Collaborative Trust Fund, and each such fund shall be designated by an 38 appropriate name. All monies contribut ed by the member municipalit ies and charter schools and all 39 grants or gifts from the federal gover nment, state government, charitable foundations, private 40 corporations or any other source shall be paid to the board of dir ect ors of the education collaborative and 41 deposit ed in the fund. 42<br /> <br /> apply for state, federal or corporate grants or contracts to obtain funds necessary to carry out the purpose for which such collaborative is established57<br /> <br /> The board of directors of the education collaborative shall be consider ed t o be a public employer and have the authority t o employ personnel, including teachers, to carry out the purposes and functions 67 of the education collaborative68<br /> <br /> (1) expand, alter or replace the curriculum and program offerings of the school, including the implementation of research­based early literacy programs, early int ervent ions for 198 struggling readers and the t eaching of advanced placement courses or ot her rigor ous nationally or 199 int ernationally recognized courses, if the school does not already have such programs or courses;<br /> <br /> (2) 200 reallocate the uses of the exist ing budget of the school;201<br /> <br /> (4) increase the salary of any administrator, or teacher in the school, to attract or retain highly­ 205 qualified administrators, or teachers or to reward administrators, or teachers who work in 206 underperfor ming schools that achieve t he annual goals set forth in the turnaround plan;<br /> <br /> (5) expand the 207 school day or school year or both of t he school; 208<br /> <br /> (7) following consultation with applicable local unions, requir e the principal and all administrators, teachers and staff to reapply 210 for their positions in the school, wit h full discr etion vested in the superint endent regarding his 211 consideration of and decisions on rehiring based on the reapplications.<br /> <br /> (8) limit, suspend or change 1 or 212 mor e provisions of any contract or collect ive bargaining agreement, as the contract or agreement applies 213 to the school; provided, that the superint endent shall not reduce the compensation of an administrator, 214 teacher or staff member unless the hours of the person are proportionately reduced;215<br /> <br /> (14) develop a strategy to search for and study best practices in areas of demonstrated deficiency in the school; 225<br /> <br /> (b) The purposes of establishing charter schools are: (i) to stimulat e the development of innovative programs wit hin public education; (ii) to provide opportunities for innovative learning and 900 assessments; (iii) to provide parents and students wit h greater options in selecting schools wit hin and 901 outside their school districts; (iv) to provide t eachers with a vehicle for establishing schools with 902 alternative, innovative met hods of educational instruction and school structure and management; (v) to 903 encourage perfor mance­based educational programs; (vi) to hold t eachers and school administrators accountable for students' educational outcomes; and (vii) to provide models for replication in ot her 905 public schools. 906<br /> <br /> Each local school district shall be required to grant a leave of absence t o any t eacher in the public schools syst em request ing such leave to t each in a commonwealth charter school. A t eacher may 1272 request a leave of absence for up to 2 years. 1273<br /> <br /> <br /> <br /> ===widget===<br /> <br /> ====quotes====<br /> Are teachers just interchangeable widgets? I just lost my teaching assignment, the job I had for 4 years of teaching humanities to seniors. The stated reason was that we should all be able to teach in any position. I guess this is better than last year. Last year I was told in the middle of the summer that I would be teaching tenth grade. On the first day of school I was told I was teaching twelfth grade after all. Some teachers found out what they were teaching a class they had never taught before. They found out on the first day of school. The students are the ultimate victims of this widget philosophy. <br /> <br /> Being a good teacher requires a tremendous amount of thought and design in preparation for the school year; on average I spend a couple of hundred hours even on the classes I have taught for years. In order for the material to be compelling to your students it has to be fresh and compelling for you. <br /> <br /> The beginning of the year has its own significant requirements for preparation. Every day you are getting feedback from your new students. Their individuality combined with the chemistry of each class has an enormous effect on your ideas of what you are going to do the next day and every day. <br /> <br /> [http://widgeteffect.org/downloads/TheWidgetEffect.pdf The Widget Effect] by <br /> &lt;b&gt;The New Teacher Project&lt;/b&gt; takes a critical look at how we view and value our teachers. It is their view that, &quot;a culture of indifference about the quality of instruction in each classroom dominates&quot;. I find this to be true. <br /> <br /> They postulate that, &quot;If districts could systematically identify which teachers perform at the highest level, they could use this information to inform teaching assignments, target teachers for teacher leader positions, and prioritize the retention of these teachers.&quot; I wish it were so easy. <br /> <br /> The authors move from &quot;If districts could systematically identify&quot; to &quot;yes districts can systematically identify.&quot; This is a huge leap and one that neglects the very real problems that make education such a messy business. <br /> <br /> In 30 years of running a company I became very dependent on having a systematic approach to product quality and customer satisfaction. Applying good business management practice will certainly reap improvements, but the run-it-as-a-business approach has already become part of the underlying problems.<br /> <br /> One example is the mission statement / shared vision / team approach to education promulgated by advisers based in business culture. Being on board is viewed as an indication of being a good teacher. Questioning the 'vision' is seen as detrimental to school culture. <br /> <br /> It is thought that teachers can be objectively evaluated using &quot;performance standards based upon student achievement outcomes&quot; and to a certain extent this is probably true. But we have created an industry that produces these standards measures externally from the classroom and another whole industry that creates products to help you meet those standards. It all becomes very self-referential and removed from the classroom and its students. <br /> <br /> Additionally we have the political dimension. Opinion leaders identify problems and schools try to address them. A &quot;good&quot; high school, for example is one in which students pass the standardized tests and graduate. A mayor or other official may expand the definition, perhaps instituting a plan in which the number of AP offerings must be increased by some percentage in a district. <br /> <br /> While on the face of it all of these ideas have some merit, as they become intertwined with the definition of a good teacher, we move further, not closer, to understanding and recognizing good teaching and good education. A &quot;good&quot; teacher agrees with the vision and happily consumes the products and lingo of the publishers, consultants and Ed. schools. A &quot;good&quot; teacher defines student expectations in line with the what makes the school look good and successful. <br /> <br /> Systematic identification of good teaching is far from a foregone conclusion in the real world of education. The very forces who say they would like to see it are often working against its realization. The externally influenced definitions of what good teaching is may have little to do with what it actually is. The Boston Teacher Residency teaches these external measures to its new teachers. Teachers attempt to comply, teaching the the script that they are given at the pace that is approved. They are immunized, cleared of responsibility for their students by their compliance with the strategies and standards. Their superiors are trained in the same vein by the Boston Principal Fellowship Program. The Ed. schools produce these programs in collaboration with Harvard Business School and they are implemented by NGO consultants with an interest of wresting education from the grip of the evil teachers' unions.<br /> <br /> The New Teachers Project oversimplifies the issue of why there are bad teachers. &quot;The contours of this debate are well-known. One side claims that teacher tenure and due process protections render dismissal a practical impossibility; shielding ineffective teachers from removal in all but the most egregious instances. The other argues that the process provides only minimal protection against arbitrary or discriminatory dismissal, but that administrators fail to document poor performance adequately and refuse to provide struggling teachers with sufficient support.&quot;<br /> <br /> The report has collected some interesting data. It states,&quot;47 percent of teachers report not having participated in a single informal conversation with their administrator over the last year about improving aspects of their instructional performance&quot;. With all of the external forces acting on the administrators, I am not sure that they are even capable of having that conversation. <br /> <br /> A more important conversation needs to happen and it needs to happen as the normal course of business. If the administration wants to support good teaching than it has to know what is going on in the classroom so that they are able to bring their considerable influence to bear in helping to make a case for that specific education to students they see in the halls and to motivate those students and keep them motivated. They cannot rely on platitudes.<br /> <br /> My students don't buy platitudes. They have been burned by them before, left high and dry while the rest of the world sails into an optimistic future. Part of being a good teacher is the ability to help students understand and define their own educational challenges, set personal goals and see them as attainable. A good administrator elicits those goals from and reinforces them.<br /> <br /> When I ran a construction company I made certain to see what 30 or 40 workers on a building site (of say 14 houses) were doing every day. I talked to each of the workers about how the job was going, was there anything in your way, did you see any problems. I did that and I ran a carpentry crew, working with the tools for 6 hour each day. It was a management style that worked, we produced good housing and we all made a good living.<br /> <br /> A school like mine (~300 students, 20 teachers) needs a leader who is involved in the education that is going on in the building. That involvement requires commitment, time and effort. It should not be delegated. Ask your teachers individually, every day: What are your current challenges? What are you thinking of doing to address them? Elicit ideas and contribute your own. Spend time in the classrooms to see how the ideas you toss around with your teachers are working out then catch up with them in the hall between classes and compare notes; judge together what works. It will be huge benefit to students. Students respond positively to an adult in the room. They are pleasantly surprised when someone knows what they are working on. It makes their work more important to them. All of this should become the core job definition. Avoid the bureaucracy, do what you have to quick and dirty, ignore what you can. <br /> <br /> My school spans parts of 3 floors. I have seen my headmaster on my floor 3 times this year. She was never in my classroom in spite of my open invitation. There are 2 other headmasters and another 4 or 5 people fulfilling administrative functions. Administrators define their job as protecting the students from the teachers. I worked for a city bureaucracy too and it wasn't as big but the Dept of Neighborhood Development was just ineffectual and distracting from the real job of building houses as BPS and its consultants are distracting to the real work of education. <br /> <br /> I was in the Boston Public Schools schools for 13*3 school-years as a parent. Involved parents got good at finding out who the good teachers were. We wanted our kids to have those teachers and wanted administrators who would stay out of their way. That was the best we thought we could get. Clearly that isn't enough. Supporting good teaching needs to be reformulated from the top down. You don't bring out the best in people with a periodically applied, computerized carrot and stick. &quot;A comprehensive performance evaluation system...that credibly differentiates teachers&quot; has to happen every day, it has to be local and it probably has little to do with a system. Teachers give up and get to stay since no one cares to check as long as they talk the talk. I would hypothesize that you can't hide having given up on your kids if someone is checking in with you every day and talking with you about what inspires you about your material and how you intend to inspire your students. If it is not working it should be self evident. A bad teacher will realize and accede that they can't do the job. Teachers wake up in the middle of the night and ask themselves that question anyway. There is no job as hard in my experience. I cannot say with certainty how long I will last. The administration usually gets to you first. I'd like to be in the classroom for as long as I am good at solving the puzzle of the kids, am inspired by my material, know I have something to say and still have the energy to run the show.<br /> <br /> <br /> ===other===<br /> <br /> *http://www.aft.org/innovate/index.htm<br /> <br /> http://www.tntp.org/newsandpress/060109_TNTP.html<br /> <br /> &quot;On education, we will expand exchange programs, and increase scholarships, like the one that brought my father to America, while encouraging more Americans to study in Muslim communities. And we will match promising Muslim students with internships in America; invest in on-line learning for teachers and children around the world; and create a new online network, so a teenager in Kansas can communicate instantly with a teenager in Cairo.<br /> <br /> On economic development, we will create a new corps of business volunteers to partner with counterparts in Muslim-majority countries. And I will host a Summit on Entrepreneurship this year to identify how we can deepen ties between business leaders, foundations and social entrepreneurs in the United States and Muslim communities around the world.&quot; - http://www.huffingtonpost.com/2009/06/04/obama-egypt-speech-video_n_211216.html</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Ideas_in_education&diff=3883 2010-02-11T23:20:04Z

<p>71.234.133.230: </p> <hr /> <div>===AN ACT RELATIVE TO THE ACHIEVEMENT GAP===<br /> January 26, 2010<br /> <br /> <br /> Re: Education Reform Legislation<br /> <br /> <br /> <br /> Dear<br /> <br /> <br /> <br /> In the last couple weeks, the Legislature passed and the Governor signed An Act Relative to the Achievement Gap (S. 2247), an education reform bill that aims to systematically improve student success, narrow the achievement gap for low-income students and students of color, and increase accountability in school administration. Many constituents have shared their views on this bill with me over recent weeks, and I have truly appreciated your advocacy and input. While this bill is not perfect, I cast my vote in favor of it because I believe it takes important steps toward addressing some of our most urgent and persistent needs and putting our children on a path to success.<br /> <br /> <br /> <br /> As you may know, I sit firmly on both sides of many of the debates that have surrounded this bill. As a former public school teacher, I have seen impressive victories happen in our district schools, often against long odds. I have also seen the immoral inadequacies that exist within our current public school system and know many children are being failed by it. And I know that charter schools in my district have changed the lives of thousands of students for the better. At the same time, I believe firmly that, as a state, we must craft a system that serves the thousands of children who will remain in district schools even if we lift the cap on charter schools.<br /> <br /> <br /> <br /> When this process began, I set out the goals I would be fighting for in the bill. Below is an accounting of how An Act Relative to the Achievement Gap addresses those core goals:<br /> <br /> <br /> <br /> * A sense of urgency when it comes to fixing failing schools. The bill puts in place strict timelines for turning around failing schools, including deadlines for superintendents and the Commissioner of Elementary and Secondary Education (the “Commissioner”), who are charged with improving underperforming schools. It also provides serious new tools for school administrators to implement in our failing schools, including expanding the school day or school year and providing for increased opportunities for teacher planning time and collaboration. By lifting the charter school cap, the bill also ensures that more children, especially students in low-performing districts, have additional school options. Under this bill, 30-35 school districts will be eligible for an increase in the cap.<br /> <br /> <br /> <br /> * Equality of service delivered by charter schools to high-need populations, such as special education students, English language learners, and students with less engaged parents. The bill requires charters to set specific goals for recruiting and retaining high-need student populations and requires the Board of Elementary and Secondary Education to assess, at the time of charter renewal, the extent to which charters have followed their recruitment and retention plans for such populations. It also requires charter schools to commit to population goals more comparable to what our district schools serve. While the bill takes a step in the right direction here, it is an area in which more work remains to be done. An amendment I filed to the bill that would have required charter schools to be evaluated, in part, on progress in reaching annual goals did not pass, due to charter school opposition. However, I will continue to fight for all our schools to be held to high standards of accountability.<br /> <br /> <br /> <br /> * Fairness in the funding mechanisms used to apportion money to district and charter schools. To assist districts in budget planning, the bill allows tuition payments from districts to charter schools to be based on prior year enrollment numbers. With respect to the state’s role in reimbursing sending districts for students who enroll in charter schools, the bill more accurately recognizes the overhead costs that stay with the district school even after the student leaves. In addition, the bill preserves a single line item for district schools and charter schools in the state budget, ensuring that funding is linked, in recognition of the fact that charter schools are public schools.<br /> <br /> <br /> <br /> * Effective transfer of best practices between district and charter schools. The bill requires charter schools to share best practices with district schools as a condition for charter renewal. The bill also requires the Commissioner to collect and disseminate best practices and urges superintendents to develop strategies for underperforming schools to study best practices in areas of demonstrated deficiency.<br /> <br /> <br /> <br /> * Teacher participation in the development of the standards by which we measure schools’ success. The bill requires the Department of Elementary and Secondary Education to develop a measure that takes into account, not just MCAS scores, but also “improvement in academic performance” in determining which schools and districts are “underperforming,” for purposes of takeover by a superintendent or the Commissioner. This combination of measures more accurately reflects the value added to a student’s education each year, especially in low-income and urban districts, where MCAS scores alone will often show low performance even when great strides have been made. (Contrary to some public perception, this provision does not narrow the number of school districts eligible for an increase in the charter school cap.) In addition, the bill includes teachers in the stakeholder groups charged with coming up with turnaround plans for underperforming schools. The final bill also preserves some critical fairness principles, such as giving teachers speedy but due process when superintendents seek to make changes to the collective bargaining agreement. The bill also requires a showing of “good cause” before a superintendent can terminate a teacher in an underperforming school.<br /> <br /> <br /> <br /> As a member of the Joint Committee on Education, I worked long and hard with the Chairman of the Committee, my other Senate colleagues, constituents, and education stakeholders to ensure these key principles were addressed.<br /> <br /> <br /> <br /> Finally, the bill recognizes something we have known for a long time: that all of this work must be undertaken in conjunction with other community supports and services. In creating plans for underperforming schools and districts, superintendents and the Commissioner must include steps to: (1) address the social service and health needs of students and their families, in order to help students arrive and remain at school ready to learn; (2) improve or expand child welfare services and, as appropriate, law enforcement services in the school community, in order to promote a safe and secure learning environment; and (3) improve workforce development services provided to students and their families at the school.<br /> <br /> <br /> <br /> Thank you again for reaching out to my office and for your continued advocacy, which is so important in bringing about better public policy in our Commonwealth. I look forward to working with you going forward, as we monitor the on-the-ground impacts of this bill. Please do not hesitate to contact me or my Legal Counsel, Angela Brooks, at (617) 722-1673 or angela.brooks@state.ma.us, should you have any additional questions or concerns.<br /> <br /> Saludos, <br /> <br /> <br /> <br /> Sonia Chang-Díaz <br /> State Senator<br /> Second Suffolk District<br /> <br /> <br /> <br /> ;A sense of urgency: the bill looks rushed, sloppy, repetitive and ill considered.<br /> <br /> ;Equality of service: &quot;delivered by charter schools to high-need populations, such as special education students, English language learners, and students with less engaged parents.&quot; The law fails to do what you claim to want to do. This is a toothless law. Why bother. It boils down to a trading of mailing lists. The charters get the addresses of all the public school students for marketing purposes and they give back a list of the zip codes of their selected students. How is that equal? Charters are to make a good faith effort because in 5 years somebody may ask them about it when the charter is up for renewal. <br /> :We could call this the Cherry Picking Assistance Act. If you, as a state senator actually want to work in the interest of high-need populations, such as special education students, English language learners, and students with less engaged parents and (can I add disruptive students here). I challenge you to help me place some of those students from my school into the charter schools. Just giving 3 or 4 students from each of my classes that opportunity could make an enormous positive difference in what gets accomplished in my classes and in my school. In meetings with students and parents I could give out charter school promotional material and then hand the family off to your staff &quot;in conjunction with other community supports and service&quot; to ensure that they are given equal consideration for enrollment. <br /> <br /> ;Fairness in the funding mechanisms: The part at the end of the act seems to be some minor fiddling with the formula. The give-away of public resources and power listed as &quot;Education Collaborative Trust Funds&quot; seems both irresponsible and ill-considered. Let's see: each charter school gets its own school committee representative AND the power to go after the Federal and State money that the city of Boston kids are eligible for. What about my school and all the other Boston Public schools. Why don't we each get a board and school committee representation to ensure that we get a share of that money? You have given the green light for private companies to siphon off taxpayer money earmarked for Boston kids. One could interpret the recent history of Boston Public Schools as the same kind of dis-empowerment in letting organizations like the Boston Plan For Excellence siphon off grant and taxpayer money intended for Boston kids, using it hire consultants to develop and endless array of programs to be sold back to the schools. The corporization of education is complete on your watch. I fear the concentration of power and the giveaway to charters. In a state among the most corrupt in the nation, where our disgrace of a government has had its last three House Speakers removed for corruption and the top leaders in the Department of Education implicated in the improper awarding of charters for new privatized schools and given that you campaigned on an anti-corruption platform, one would think you would be more cautious than to allow these 'trust' funds.<br /> <br /> ;Teacher participation: You often claim the former teacher mantle and I guess there is nothing wrong with that. Many people try teaching for a couple of years and then decide that they want to move on to something else. So I can see how you would relate to the charter school model where young people teach for a few years, add it to their resume and then go on to law school or education administration or senator. What bothers me is your calculus. You compare ''seeing'' [some] district victories to ''knowing'' charters improved ''thousands'' of lives. There are 14 charter schools, many with very mixed records. There are 135 Boston Public Schools. How do you know thousands? By reading their press releases? By MCAS score comparisons? Do you correct for selection method, disability, factor in those who drop out to public schools. Who wrote the study you base your ''know''ledge on? There is nothing in this bill for teachers or for the vast majority of students in Boston. It is as top down as it can be. It is a sellout that you could never get away with in a rich suburban community. <br /> :Charters were originally these incubators of new ideas, ideas that would be shared with the rest of the schools. That rhetoric continues in your bill. As someone who has actively tried to find out the best practices, I have discovered that charters have little to offer in that regard. The only mechanism that you put in place in your bill are these Collaborative Boards of Directors. You create a mechanism that couldn't be farther from the classroom unless you located the boards on Wall Street. <br /> :I suppose legislation can be seen as top down too; something you do to the people. You make your deals and we pay. The bill reads more like a corporate charter than a education document. You are pandering to the private sector in order to get your piece of the $4.4 billion that the kids of America must share. Meanwhile that same corporate America just divided $143 billion in yearly bonuses between 38 banks. <br /> :In this bill, you end up in bed with an administration in Boston that may have far more responsibility for the problems in educating our kids than do the teachers they so much want to put in check. The problems in teaching may stem from a long term effort to tell them what to do rather than listen to what they can have to offer. Teachers have been damaged and are losing their ability to assess what is up with their students, and are losing their ability to communicate with each other. More of the 'bad' teachers in Boston can be found in those who comply and cater to the whims and directives of the administration. They will be the ones getting the 'merit' pay. I am a teacher and a student of teaching. In these 5 years of teaching I have learned a lot, mostly from my students. Second on the list of my effective mentors are my fellow teachers who are still teaching and are good at it. My third positive influence has been the historians and writers at the top of their fields in our universities in Boston. I have learned very little from the former teachers who are advancing themselves outside of the classroom and almost nothing from the myriad of consultants that the central administration have brought in to replace their own duties. The bill is all about top down and nothing about what we can learn from our students and the teachers who spend 6 hours a day with them. The bill is a dismal failure no matter what crumbs we get from Washington. By your vote I know where 'you sit'. <br /> <br /> students for the betterhappen in our district schools<br /> <br /> in the development of the standards by which we measure schools’ success<br /> <br /> I believe it takes important steps toward addressing some of our most urgent and persistent needs and putting our children on a path to success.<br /> <br /> I sit firmly on both sides<br /> <br /> I believe firmly that, as a state, we must craft a system that serves the thousands of children who will remain in district schools even if we lift the cap on charter schools.<br /> <br /> A sense of urgency rush the bill.<br /> <br /> set specific goals for recruiting and retaining high-need student populations ... to assess [5 years later], at the time of charter renewal,<br /> <br /> Effective transfer of best practices between district and charter schools.<br /> <br /> The education collaborative shall be managed by a board of directors which shall be comprised of 1 person appoint ed by each member school committee and 1 person appoint ed by each member 22 charter board of trustees.23<br /> <br /> Each board of dir ect ors of an education collaborative shall establish and manage a trust fund, to be known as an Education Collaborative Trust Fund, and each such fund shall be designated by an 38 appropriate name. All monies contribut ed by the member municipalit ies and charter schools and all 39 grants or gifts from the federal gover nment, state government, charitable foundations, private 40 corporations or any other source shall be paid to the board of dir ect ors of the education collaborative and 41 deposit ed in the fund. 42<br /> <br /> apply for state, federal or corporate grants or contracts to obtain funds necessary to carry out the purpose for which such collaborative is established57<br /> <br /> The board of directors of the education collaborative shall be consider ed t o be a public employer and have the authority t o employ personnel, including teachers, to carry out the purposes and functions 67 of the education collaborative68<br /> <br /> (1) expand, alter or replace the curriculum and program offerings of the school, including the implementation of research­based early literacy programs, early int ervent ions for 198 struggling readers and the t eaching of advanced placement courses or ot her rigor ous nationally or 199 int ernationally recognized courses, if the school does not already have such programs or courses;<br /> <br /> (2) 200 reallocate the uses of the exist ing budget of the school;201<br /> <br /> (4) increase the salary of any administrator, or teacher in the school, to attract or retain highly­ 205 qualified administrators, or teachers or to reward administrators, or teachers who work in 206 underperfor ming schools that achieve t he annual goals set forth in the turnaround plan;<br /> <br /> (5) expand the 207 school day or school year or both of t he school; 208<br /> <br /> (7) following consultation with applicable local unions, requir e the principal and all administrators, teachers and staff to reapply 210 for their positions in the school, wit h full discr etion vested in the superint endent regarding his 211 consideration of and decisions on rehiring based on the reapplications.<br /> <br /> (8) limit, suspend or change 1 or 212 mor e provisions of any contract or collect ive bargaining agreement, as the contract or agreement applies 213 to the school; provided, that the superint endent shall not reduce the compensation of an administrator, 214 teacher or staff member unless the hours of the person are proportionately reduced;215<br /> <br /> (14) develop a strategy to search for and study best practices in areas of demonstrated deficiency in the school; 225<br /> <br /> (b) The purposes of establishing charter schools are: (i) to stimulat e the development of innovative programs wit hin public education; (ii) to provide opportunities for innovative learning and 900 assessments; (iii) to provide parents and students wit h greater options in selecting schools wit hin and 901 outside their school districts; (iv) to provide t eachers with a vehicle for establishing schools with 902 alternative, innovative met hods of educational instruction and school structure and management; (v) to 903 encourage perfor mance­based educational programs; (vi) to hold t eachers and school administrators accountable for students' educational outcomes; and (vii) to provide models for replication in ot her 905 public schools. 906<br /> <br /> Each local school district shall be required to grant a leave of absence t o any t eacher in the public schools syst em request ing such leave to t each in a commonwealth charter school. A t eacher may 1272 request a leave of absence for up to 2 years. 1273<br /> <br /> <br /> <br /> ===widget===<br /> <br /> ====quotes====<br /> Are teachers just interchangeable widgets? I just lost my teaching assignment, the job I had for 4 years of teaching humanities to seniors. The stated reason was that we should all be able to teach in any position. I guess this is better than last year. Last year I was told in the middle of the summer that I would be teaching tenth grade. On the first day of school I was told I was teaching twelfth grade after all. Some teachers found out what they were teaching a class they had never taught before. They found out on the first day of school. The students are the ultimate victims of this widget philosophy. <br /> <br /> Being a good teacher requires a tremendous amount of thought and design in preparation for the school year; on average I spend a couple of hundred hours even on the classes I have taught for years. In order for the material to be compelling to your students it has to be fresh and compelling for you. <br /> <br /> The beginning of the year has its own significant requirements for preparation. Every day you are getting feedback from your new students. Their individuality combined with the chemistry of each class has an enormous effect on your ideas of what you are going to do the next day and every day. <br /> <br /> [http://widgeteffect.org/downloads/TheWidgetEffect.pdf The Widget Effect] by <br /> &lt;b&gt;The New Teacher Project&lt;/b&gt; takes a critical look at how we view and value our teachers. It is their view that, &quot;a culture of indifference about the quality of instruction in each classroom dominates&quot;. I find this to be true. <br /> <br /> They postulate that, &quot;If districts could systematically identify which teachers perform at the highest level, they could use this information to inform teaching assignments, target teachers for teacher leader positions, and prioritize the retention of these teachers.&quot; I wish it were so easy. <br /> <br /> The authors move from &quot;If districts could systematically identify&quot; to &quot;yes districts can systematically identify.&quot; This is a huge leap and one that neglects the very real problems that make education such a messy business. <br /> <br /> In 30 years of running a company I became very dependent on having a systematic approach to product quality and customer satisfaction. Applying good business management practice will certainly reap improvements, but the run-it-as-a-business approach has already become part of the underlying problems.<br /> <br /> One example is the mission statement / shared vision / team approach to education promulgated by advisers based in business culture. Being on board is viewed as an indication of being a good teacher. Questioning the 'vision' is seen as detrimental to school culture. <br /> <br /> It is thought that teachers can be objectively evaluated using &quot;performance standards based upon student achievement outcomes&quot; and to a certain extent this is probably true. But we have created an industry that produces these standards measures externally from the classroom and another whole industry that creates products to help you meet those standards. It all becomes very self-referential and removed from the classroom and its students. <br /> <br /> Additionally we have the political dimension. Opinion leaders identify problems and schools try to address them. A &quot;good&quot; high school, for example is one in which students pass the standardized tests and graduate. A mayor or other official may expand the definition, perhaps instituting a plan in which the number of AP offerings must be increased by some percentage in a district. <br /> <br /> While on the face of it all of these ideas have some merit, as they become intertwined with the definition of a good teacher, we move further, not closer, to understanding and recognizing good teaching and good education. A &quot;good&quot; teacher agrees with the vision and happily consumes the products and lingo of the publishers, consultants and Ed. schools. A &quot;good&quot; teacher defines student expectations in line with the what makes the school look good and successful. <br /> <br /> Systematic identification of good teaching is far from a foregone conclusion in the real world of education. The very forces who say they would like to see it are often working against its realization. The externally influenced definitions of what good teaching is may have little to do with what it actually is. The Boston Teacher Residency teaches these external measures to its new teachers. Teachers attempt to comply, teaching the the script that they are given at the pace that is approved. They are immunized, cleared of responsibility for their students by their compliance with the strategies and standards. Their superiors are trained in the same vein by the Boston Principal Fellowship Program. The Ed. schools produce these programs in collaboration with Harvard Business School and they are implemented by NGO consultants with an interest of wresting education from the grip of the evil teachers' unions.<br /> <br /> The New Teachers Project oversimplifies the issue of why there are bad teachers. &quot;The contours of this debate are well-known. One side claims that teacher tenure and due process protections render dismissal a practical impossibility; shielding ineffective teachers from removal in all but the most egregious instances. The other argues that the process provides only minimal protection against arbitrary or discriminatory dismissal, but that administrators fail to document poor performance adequately and refuse to provide struggling teachers with sufficient support.&quot;<br /> <br /> The report has collected some interesting data. It states,&quot;47 percent of teachers report not having participated in a single informal conversation with their administrator over the last year about improving aspects of their instructional performance&quot;. With all of the external forces acting on the administrators, I am not sure that they are even capable of having that conversation. <br /> <br /> A more important conversation needs to happen and it needs to happen as the normal course of business. If the administration wants to support good teaching than it has to know what is going on in the classroom so that they are able to bring their considerable influence to bear in helping to make a case for that specific education to students they see in the halls and to motivate those students and keep them motivated. They cannot rely on platitudes.<br /> <br /> My students don't buy platitudes. They have been burned by them before, left high and dry while the rest of the world sails into an optimistic future. Part of being a good teacher is the ability to help students understand and define their own educational challenges, set personal goals and see them as attainable. A good administrator elicits those goals from and reinforces them.<br /> <br /> When I ran a construction company I made certain to see what 30 or 40 workers on a building site (of say 14 houses) were doing every day. I talked to each of the workers about how the job was going, was there anything in your way, did you see any problems. I did that and I ran a carpentry crew, working with the tools for 6 hour each day. It was a management style that worked, we produced good housing and we all made a good living.<br /> <br /> A school like mine (~300 students, 20 teachers) needs a leader who is involved in the education that is going on in the building. That involvement requires commitment, time and effort. It should not be delegated. Ask your teachers individually, every day: What are your current challenges? What are you thinking of doing to address them? Elicit ideas and contribute your own. Spend time in the classrooms to see how the ideas you toss around with your teachers are working out then catch up with them in the hall between classes and compare notes; judge together what works. It will be huge benefit to students. Students respond positively to an adult in the room. They are pleasantly surprised when someone knows what they are working on. It makes their work more important to them. All of this should become the core job definition. Avoid the bureaucracy, do what you have to quick and dirty, ignore what you can. <br /> <br /> My school spans parts of 3 floors. I have seen my headmaster on my floor 3 times this year. She was never in my classroom in spite of my open invitation. There are 2 other headmasters and another 4 or 5 people fulfilling administrative functions. Administrators define their job as protecting the students from the teachers. I worked for a city bureaucracy too and it wasn't as big but the Dept of Neighborhood Development was just ineffectual and distracting from the real job of building houses as BPS and its consultants are distracting to the real work of education. <br /> <br /> I was in the Boston Public Schools schools for 13*3 school-years as a parent. Involved parents got good at finding out who the good teachers were. We wanted our kids to have those teachers and wanted administrators who would stay out of their way. That was the best we thought we could get. Clearly that isn't enough. Supporting good teaching needs to be reformulated from the top down. You don't bring out the best in people with a periodically applied, computerized carrot and stick. &quot;A comprehensive performance evaluation system...that credibly differentiates teachers&quot; has to happen every day, it has to be local and it probably has little to do with a system. Teachers give up and get to stay since no one cares to check as long as they talk the talk. I would hypothesize that you can't hide having given up on your kids if someone is checking in with you every day and talking with you about what inspires you about your material and how you intend to inspire your students. If it is not working it should be self evident. A bad teacher will realize and accede that they can't do the job. Teachers wake up in the middle of the night and ask themselves that question anyway. There is no job as hard in my experience. I cannot say with certainty how long I will last. The administration usually gets to you first. I'd like to be in the classroom for as long as I am good at solving the puzzle of the kids, am inspired by my material, know I have something to say and still have the energy to run the show.<br /> <br /> <br /> ===other===<br /> <br /> *http://www.aft.org/innovate/index.htm<br /> <br /> http://www.tntp.org/newsandpress/060109_TNTP.html<br /> <br /> &quot;On education, we will expand exchange programs, and increase scholarships, like the one that brought my father to America, while encouraging more Americans to study in Muslim communities. And we will match promising Muslim students with internships in America; invest in on-line learning for teachers and children around the world; and create a new online network, so a teenager in Kansas can communicate instantly with a teenager in Cairo.<br /> <br /> On economic development, we will create a new corps of business volunteers to partner with counterparts in Muslim-majority countries. And I will host a Summit on Entrepreneurship this year to identify how we can deepen ties between business leaders, foundations and social entrepreneurs in the United States and Muslim communities around the world.&quot; - http://www.huffingtonpost.com/2009/06/04/obama-egypt-speech-video_n_211216.html</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Ideas_in_education&diff=3882 2010-02-11T23:13:46Z

<p>71.234.133.230: </p> <hr /> <div>===AN ACT RELATIVE TO THE ACHIEVEMENT GAP===<br /> January 26, 2010<br /> <br /> <br /> Re: Education Reform Legislation<br /> <br /> <br /> <br /> Dear<br /> <br /> <br /> <br /> In the last couple weeks, the Legislature passed and the Governor signed An Act Relative to the Achievement Gap (S. 2247), an education reform bill that aims to systematically improve student success, narrow the achievement gap for low-income students and students of color, and increase accountability in school administration. Many constituents have shared their views on this bill with me over recent weeks, and I have truly appreciated your advocacy and input. While this bill is not perfect, I cast my vote in favor of it because I believe it takes important steps toward addressing some of our most urgent and persistent needs and putting our children on a path to success.<br /> <br /> <br /> <br /> As you may know, I sit firmly on both sides of many of the debates that have surrounded this bill. As a former public school teacher, I have seen impressive victories happen in our district schools, often against long odds. I have also seen the immoral inadequacies that exist within our current public school system and know many children are being failed by it. And I know that charter schools in my district have changed the lives of thousands of students for the better. At the same time, I believe firmly that, as a state, we must craft a system that serves the thousands of children who will remain in district schools even if we lift the cap on charter schools.<br /> <br /> <br /> <br /> When this process began, I set out the goals I would be fighting for in the bill. Below is an accounting of how An Act Relative to the Achievement Gap addresses those core goals:<br /> <br /> <br /> <br /> * A sense of urgency when it comes to fixing failing schools. The bill puts in place strict timelines for turning around failing schools, including deadlines for superintendents and the Commissioner of Elementary and Secondary Education (the “Commissioner”), who are charged with improving underperforming schools. It also provides serious new tools for school administrators to implement in our failing schools, including expanding the school day or school year and providing for increased opportunities for teacher planning time and collaboration. By lifting the charter school cap, the bill also ensures that more children, especially students in low-performing districts, have additional school options. Under this bill, 30-35 school districts will be eligible for an increase in the cap.<br /> <br /> <br /> <br /> * Equality of service delivered by charter schools to high-need populations, such as special education students, English language learners, and students with less engaged parents. The bill requires charters to set specific goals for recruiting and retaining high-need student populations and requires the Board of Elementary and Secondary Education to assess, at the time of charter renewal, the extent to which charters have followed their recruitment and retention plans for such populations. It also requires charter schools to commit to population goals more comparable to what our district schools serve. While the bill takes a step in the right direction here, it is an area in which more work remains to be done. An amendment I filed to the bill that would have required charter schools to be evaluated, in part, on progress in reaching annual goals did not pass, due to charter school opposition. However, I will continue to fight for all our schools to be held to high standards of accountability.<br /> <br /> <br /> <br /> * Fairness in the funding mechanisms used to apportion money to district and charter schools. To assist districts in budget planning, the bill allows tuition payments from districts to charter schools to be based on prior year enrollment numbers. With respect to the state’s role in reimbursing sending districts for students who enroll in charter schools, the bill more accurately recognizes the overhead costs that stay with the district school even after the student leaves. In addition, the bill preserves a single line item for district schools and charter schools in the state budget, ensuring that funding is linked, in recognition of the fact that charter schools are public schools.<br /> <br /> <br /> <br /> * Effective transfer of best practices between district and charter schools. The bill requires charter schools to share best practices with district schools as a condition for charter renewal. The bill also requires the Commissioner to collect and disseminate best practices and urges superintendents to develop strategies for underperforming schools to study best practices in areas of demonstrated deficiency.<br /> <br /> <br /> <br /> * Teacher participation in the development of the standards by which we measure schools’ success. The bill requires the Department of Elementary and Secondary Education to develop a measure that takes into account, not just MCAS scores, but also “improvement in academic performance” in determining which schools and districts are “underperforming,” for purposes of takeover by a superintendent or the Commissioner. This combination of measures more accurately reflects the value added to a student’s education each year, especially in low-income and urban districts, where MCAS scores alone will often show low performance even when great strides have been made. (Contrary to some public perception, this provision does not narrow the number of school districts eligible for an increase in the charter school cap.) In addition, the bill includes teachers in the stakeholder groups charged with coming up with turnaround plans for underperforming schools. The final bill also preserves some critical fairness principles, such as giving teachers speedy but due process when superintendents seek to make changes to the collective bargaining agreement. The bill also requires a showing of “good cause” before a superintendent can terminate a teacher in an underperforming school.<br /> <br /> <br /> <br /> As a member of the Joint Committee on Education, I worked long and hard with the Chairman of the Committee, my other Senate colleagues, constituents, and education stakeholders to ensure these key principles were addressed.<br /> <br /> <br /> <br /> Finally, the bill recognizes something we have known for a long time: that all of this work must be undertaken in conjunction with other community supports and services. In creating plans for underperforming schools and districts, superintendents and the Commissioner must include steps to: (1) address the social service and health needs of students and their families, in order to help students arrive and remain at school ready to learn; (2) improve or expand child welfare services and, as appropriate, law enforcement services in the school community, in order to promote a safe and secure learning environment; and (3) improve workforce development services provided to students and their families at the school.<br /> <br /> <br /> <br /> Thank you again for reaching out to my office and for your continued advocacy, which is so important in bringing about better public policy in our Commonwealth. I look forward to working with you going forward, as we monitor the on-the-ground impacts of this bill. Please do not hesitate to contact me or my Legal Counsel, Angela Brooks, at (617) 722-1673 or angela.brooks@state.ma.us, should you have any additional questions or concerns.<br /> <br /> Saludos, <br /> <br /> <br /> <br /> Sonia Chang-Díaz <br /> State Senator<br /> Second Suffolk District<br /> <br /> <br /> <br /> ;A sense of urgency: the bill looks rushed, sloppy, repetitive and ill considered.<br /> <br /> ;Equality of service: &quot;delivered by charter schools to high-need populations, such as special education students, English language learners, and students with less engaged parents.&quot; The law fails to do what you claim to want to do. This is a toothless law. Why bother. It boils down to a trading of mailing lists. The charters get the addresses of all the public school students for marketing purposes and they give back a list of the zip codes of their selected students. How is that equal? Charters are to make a good faith effort because in 5 years somebody may ask them about it when the charter is up for renewal. <br /> :We could call this the Cherry Picking Assistance Act. If you, as a state senator actually want to work in the interest of high-need populations, such as special education students, English language learners, and students with less engaged parents and (can I add disruptive students here). I challenge you to help me place some of those students from my school into the charter schools. Just giving 3 or 4 students from each of my classes that opportunity could make an enormous positive difference in what gets accomplished in my classes and in my school. In meetings with students and parents I could give out charter school promotional material and then hand the family off to your staff &quot;in conjunction with other community supports and service&quot; to ensure that they are given equal consideration for enrollment. <br /> <br /> ;Fairness in the funding mechanisms: The part at the end of the act seems to be some minor fiddling with the formula. The give-away of public resources and power listed as &quot;Education Collaborative Trust Funds&quot; seems both irresponsible and ill-considered. Let's see: each charter school gets its own school committee representative AND the power to go after the Federal and State money that the city of Boston kids are eligible for. What about my school and all the other Boston Public schools. Why don't we each get a board and school committee representation to ensure that we get a share of that money? You have given the green light for private companies to siphon off taxpayer money earmarked for Boston kids. One could interpret the recent history of Boston Public Schools as the same kind of dis-empowerment in letting organizations like the Boston Plan For Excellence siphon off grant and taxpayer money intended for Boston kids, using it hire consultants to develop and endless array of programs to be sold back to the schools. The corporization of education is complete on your watch. I fear the concentration of power and the giveaway to charters. In a state among the most corrupt in the nation, where our disgrace of a government has had its last three House Speakers removed for corruption and the top leaders in the Department of Education implicated in the improper awarding of charters for new privatized schools and given that you campaigned on an anti-corruption platform, one would think you would be more cautious than to allow these 'trust' funds.<br /> <br /> ;Teacher participation: You often claim the former teacher mantle and I guess there is nothing wrong with that. Many people try teaching for a couple of years and then decide that they want to move on to something else. So I can see how you would relate to the charter school model where young people teach for a few years, add it to their resume and then go on to law school or education administration or senator. What bothers me is your calculus. You compare ''seeing'' [some] district victories to ''knowing'' charters improved ''thousands'' of lives. There are 14 charter schools, many with very mixed records. There are 135 Boston Public Schools. How do you know thousands? By reading their press releases? By MCAS score comparisons? Do you correct for selection method, disability, factor in those who drop out to public schools. Who wrote the study you base your ''know''ledge on? There is nothing in this bill for teachers or for the vast majority of students in Boston. It is as top down as it can be. It is a sellout that you could never get away with in a rich suburban community. <br /> :Charters were originally these incubators of new ideas, ideas that would be shared with the rest of the schools. That rhetoric continues in your bill. As someone who has actively tried to find out the best practices, I have discovered that charters have little to offer in that regard. The only mechanism that you put in place in your bill are these Collaborative Boards of Directors. You couldn't be farther from the classroom unless you located the boards on Wall Street. <br /> :I suppose legislation can be seen as top down too; something you do to the people. You make your deals and we pay. The bill reads more like a corporate charter than a education document. You are pandering to the private sector in order to get your piece of the $4.4 billion that the kids of America must share. Meanwhile that same corporate America just divided $143 billion in yearly bonuses between 38 banks. <br /> :In this bill, you end up in bed with an administration in Boston that may have far more responsibility for the problems in educating our kids than do the teachers they so much want to put in check. The problems in teaching may stem from a long term effort to tell them what to do rather than listen to what they can have to offer. Teachers have been damaged and are losing their ability to assess what is up with their students, and are losing their ability to communicate with each other. More of the 'bad' teachers in Boston can be found in those who comply and cater to the whims and directives of the administration. They will be the ones getting the 'merit' pay. I am a teacher and a student of teaching. In these 5 years of teaching I have learned a lot, mostly from my students. Second on the list of my effective mentors are my fellow teachers who are still teaching and are good at it. My third positive influence has been the historians and writers at the top of their fields in our universities in Boston. I have learned very little from the former teachers who are advancing themselves outside of the classroom and almost nothing from the myriad of consultants that the central administration have brought in to replace their own duties. The bill is all about top down and nothing about what we can learn from our students and the teachers who spend 6 hours a day with them. The bill is a dismal failure. <br /> <br /> students for the betterhappen in our district schools<br /> <br /> in the development of the standards by which we measure schools’ success<br /> <br /> I believe it takes important steps toward addressing some of our most urgent and persistent needs and putting our children on a path to success.<br /> <br /> I sit firmly on both sides<br /> <br /> I believe firmly that, as a state, we must craft a system that serves the thousands of children who will remain in district schools even if we lift the cap on charter schools.<br /> <br /> A sense of urgency rush the bill.<br /> <br /> set specific goals for recruiting and retaining high-need student populations ... to assess [5 years later], at the time of charter renewal,<br /> <br /> Effective transfer of best practices between district and charter schools.<br /> <br /> The education collaborative shall be managed by a board of directors which shall be comprised of 1 person appoint ed by each member school committee and 1 person appoint ed by each member 22 charter board of trustees.23<br /> <br /> Each board of dir ect ors of an education collaborative shall establish and manage a trust fund, to be known as an Education Collaborative Trust Fund, and each such fund shall be designated by an 38 appropriate name. All monies contribut ed by the member municipalit ies and charter schools and all 39 grants or gifts from the federal gover nment, state government, charitable foundations, private 40 corporations or any other source shall be paid to the board of dir ect ors of the education collaborative and 41 deposit ed in the fund. 42<br /> <br /> apply for state, federal or corporate grants or contracts to obtain funds necessary to carry out the purpose for which such collaborative is established57<br /> <br /> The board of directors of the education collaborative shall be consider ed t o be a public employer and have the authority t o employ personnel, including teachers, to carry out the purposes and functions 67 of the education collaborative68<br /> <br /> (1) expand, alter or replace the curriculum and program offerings of the school, including the implementation of research­based early literacy programs, early int ervent ions for 198 struggling readers and the t eaching of advanced placement courses or ot her rigor ous nationally or 199 int ernationally recognized courses, if the school does not already have such programs or courses;<br /> <br /> (2) 200 reallocate the uses of the exist ing budget of the school;201<br /> <br /> (4) increase the salary of any administrator, or teacher in the school, to attract or retain highly­ 205 qualified administrators, or teachers or to reward administrators, or teachers who work in 206 underperfor ming schools that achieve t he annual goals set forth in the turnaround plan;<br /> <br /> (5) expand the 207 school day or school year or both of t he school; 208<br /> <br /> (7) following consultation with applicable local unions, requir e the principal and all administrators, teachers and staff to reapply 210 for their positions in the school, wit h full discr etion vested in the superint endent regarding his 211 consideration of and decisions on rehiring based on the reapplications.<br /> <br /> (8) limit, suspend or change 1 or 212 mor e provisions of any contract or collect ive bargaining agreement, as the contract or agreement applies 213 to the school; provided, that the superint endent shall not reduce the compensation of an administrator, 214 teacher or staff member unless the hours of the person are proportionately reduced;215<br /> <br /> (14) develop a strategy to search for and study best practices in areas of demonstrated deficiency in the school; 225<br /> <br /> (b) The purposes of establishing charter schools are: (i) to stimulat e the development of innovative programs wit hin public education; (ii) to provide opportunities for innovative learning and 900 assessments; (iii) to provide parents and students wit h greater options in selecting schools wit hin and 901 outside their school districts; (iv) to provide t eachers with a vehicle for establishing schools with 902 alternative, innovative met hods of educational instruction and school structure and management; (v) to 903 encourage perfor mance­based educational programs; (vi) to hold t eachers and school administrators accountable for students' educational outcomes; and (vii) to provide models for replication in ot her 905 public schools. 906<br /> <br /> Each local school district shall be required to grant a leave of absence t o any t eacher in the public schools syst em request ing such leave to t each in a commonwealth charter school. A t eacher may 1272 request a leave of absence for up to 2 years. 1273<br /> <br /> <br /> <br /> ===widget===<br /> <br /> ====quotes====<br /> Are teachers just interchangeable widgets? I just lost my teaching assignment, the job I had for 4 years of teaching humanities to seniors. The stated reason was that we should all be able to teach in any position. I guess this is better than last year. Last year I was told in the middle of the summer that I would be teaching tenth grade. On the first day of school I was told I was teaching twelfth grade after all. Some teachers found out what they were teaching a class they had never taught before. They found out on the first day of school. The students are the ultimate victims of this widget philosophy. <br /> <br /> Being a good teacher requires a tremendous amount of thought and design in preparation for the school year; on average I spend a couple of hundred hours even on the classes I have taught for years. In order for the material to be compelling to your students it has to be fresh and compelling for you. <br /> <br /> The beginning of the year has its own significant requirements for preparation. Every day you are getting feedback from your new students. Their individuality combined with the chemistry of each class has an enormous effect on your ideas of what you are going to do the next day and every day. <br /> <br /> [http://widgeteffect.org/downloads/TheWidgetEffect.pdf The Widget Effect] by <br /> &lt;b&gt;The New Teacher Project&lt;/b&gt; takes a critical look at how we view and value our teachers. It is their view that, &quot;a culture of indifference about the quality of instruction in each classroom dominates&quot;. I find this to be true. <br /> <br /> They postulate that, &quot;If districts could systematically identify which teachers perform at the highest level, they could use this information to inform teaching assignments, target teachers for teacher leader positions, and prioritize the retention of these teachers.&quot; I wish it were so easy. <br /> <br /> The authors move from &quot;If districts could systematically identify&quot; to &quot;yes districts can systematically identify.&quot; This is a huge leap and one that neglects the very real problems that make education such a messy business. <br /> <br /> In 30 years of running a company I became very dependent on having a systematic approach to product quality and customer satisfaction. Applying good business management practice will certainly reap improvements, but the run-it-as-a-business approach has already become part of the underlying problems.<br /> <br /> One example is the mission statement / shared vision / team approach to education promulgated by advisers based in business culture. Being on board is viewed as an indication of being a good teacher. Questioning the 'vision' is seen as detrimental to school culture. <br /> <br /> It is thought that teachers can be objectively evaluated using &quot;performance standards based upon student achievement outcomes&quot; and to a certain extent this is probably true. But we have created an industry that produces these standards measures externally from the classroom and another whole industry that creates products to help you meet those standards. It all becomes very self-referential and removed from the classroom and its students. <br /> <br /> Additionally we have the political dimension. Opinion leaders identify problems and schools try to address them. A &quot;good&quot; high school, for example is one in which students pass the standardized tests and graduate. A mayor or other official may expand the definition, perhaps instituting a plan in which the number of AP offerings must be increased by some percentage in a district. <br /> <br /> While on the face of it all of these ideas have some merit, as they become intertwined with the definition of a good teacher, we move further, not closer, to understanding and recognizing good teaching and good education. A &quot;good&quot; teacher agrees with the vision and happily consumes the products and lingo of the publishers, consultants and Ed. schools. A &quot;good&quot; teacher defines student expectations in line with the what makes the school look good and successful. <br /> <br /> Systematic identification of good teaching is far from a foregone conclusion in the real world of education. The very forces who say they would like to see it are often working against its realization. The externally influenced definitions of what good teaching is may have little to do with what it actually is. The Boston Teacher Residency teaches these external measures to its new teachers. Teachers attempt to comply, teaching the the script that they are given at the pace that is approved. They are immunized, cleared of responsibility for their students by their compliance with the strategies and standards. Their superiors are trained in the same vein by the Boston Principal Fellowship Program. The Ed. schools produce these programs in collaboration with Harvard Business School and they are implemented by NGO consultants with an interest of wresting education from the grip of the evil teachers' unions.<br /> <br /> The New Teachers Project oversimplifies the issue of why there are bad teachers. &quot;The contours of this debate are well-known. One side claims that teacher tenure and due process protections render dismissal a practical impossibility; shielding ineffective teachers from removal in all but the most egregious instances. The other argues that the process provides only minimal protection against arbitrary or discriminatory dismissal, but that administrators fail to document poor performance adequately and refuse to provide struggling teachers with sufficient support.&quot;<br /> <br /> The report has collected some interesting data. It states,&quot;47 percent of teachers report not having participated in a single informal conversation with their administrator over the last year about improving aspects of their instructional performance&quot;. With all of the external forces acting on the administrators, I am not sure that they are even capable of having that conversation. <br /> <br /> A more important conversation needs to happen and it needs to happen as the normal course of business. If the administration wants to support good teaching than it has to know what is going on in the classroom so that they are able to bring their considerable influence to bear in helping to make a case for that specific education to students they see in the halls and to motivate those students and keep them motivated. They cannot rely on platitudes.<br /> <br /> My students don't buy platitudes. They have been burned by them before, left high and dry while the rest of the world sails into an optimistic future. Part of being a good teacher is the ability to help students understand and define their own educational challenges, set personal goals and see them as attainable. A good administrator elicits those goals from and reinforces them.<br /> <br /> When I ran a construction company I made certain to see what 30 or 40 workers on a building site (of say 14 houses) were doing every day. I talked to each of the workers about how the job was going, was there anything in your way, did you see any problems. I did that and I ran a carpentry crew, working with the tools for 6 hour each day. It was a management style that worked, we produced good housing and we all made a good living.<br /> <br /> A school like mine (~300 students, 20 teachers) needs a leader who is involved in the education that is going on in the building. That involvement requires commitment, time and effort. It should not be delegated. Ask your teachers individually, every day: What are your current challenges? What are you thinking of doing to address them? Elicit ideas and contribute your own. Spend time in the classrooms to see how the ideas you toss around with your teachers are working out then catch up with them in the hall between classes and compare notes; judge together what works. It will be huge benefit to students. Students respond positively to an adult in the room. They are pleasantly surprised when someone knows what they are working on. It makes their work more important to them. All of this should become the core job definition. Avoid the bureaucracy, do what you have to quick and dirty, ignore what you can. <br /> <br /> My school spans parts of 3 floors. I have seen my headmaster on my floor 3 times this year. She was never in my classroom in spite of my open invitation. There are 2 other headmasters and another 4 or 5 people fulfilling administrative functions. Administrators define their job as protecting the students from the teachers. I worked for a city bureaucracy too and it wasn't as big but the Dept of Neighborhood Development was just ineffectual and distracting from the real job of building houses as BPS and its consultants are distracting to the real work of education. <br /> <br /> I was in the Boston Public Schools schools for 13*3 school-years as a parent. Involved parents got good at finding out who the good teachers were. We wanted our kids to have those teachers and wanted administrators who would stay out of their way. That was the best we thought we could get. Clearly that isn't enough. Supporting good teaching needs to be reformulated from the top down. You don't bring out the best in people with a periodically applied, computerized carrot and stick. &quot;A comprehensive performance evaluation system...that credibly differentiates teachers&quot; has to happen every day, it has to be local and it probably has little to do with a system. Teachers give up and get to stay since no one cares to check as long as they talk the talk. I would hypothesize that you can't hide having given up on your kids if someone is checking in with you every day and talking with you about what inspires you about your material and how you intend to inspire your students. If it is not working it should be self evident. A bad teacher will realize and accede that they can't do the job. Teachers wake up in the middle of the night and ask themselves that question anyway. There is no job as hard in my experience. I cannot say with certainty how long I will last. The administration usually gets to you first. I'd like to be in the classroom for as long as I am good at solving the puzzle of the kids, am inspired by my material, know I have something to say and still have the energy to run the show.<br /> <br /> <br /> ===other===<br /> <br /> *http://www.aft.org/innovate/index.htm<br /> <br /> http://www.tntp.org/newsandpress/060109_TNTP.html<br /> <br /> &quot;On education, we will expand exchange programs, and increase scholarships, like the one that brought my father to America, while encouraging more Americans to study in Muslim communities. And we will match promising Muslim students with internships in America; invest in on-line learning for teachers and children around the world; and create a new online network, so a teenager in Kansas can communicate instantly with a teenager in Cairo.<br /> <br /> On economic development, we will create a new corps of business volunteers to partner with counterparts in Muslim-majority countries. And I will host a Summit on Entrepreneurship this year to identify how we can deepen ties between business leaders, foundations and social entrepreneurs in the United States and Muslim communities around the world.&quot; - http://www.huffingtonpost.com/2009/06/04/obama-egypt-speech-video_n_211216.html</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Ideas_in_education&diff=3881 2010-02-11T22:34:21Z

<p>71.234.133.230: </p> <hr /> <div>===AN ACT RELATIVE TO THE ACHIEVEMENT GAP===<br /> January 26, 2010<br /> <br /> <br /> Re: Education Reform Legislation<br /> <br /> <br /> <br /> Dear<br /> <br /> <br /> <br /> In the last couple weeks, the Legislature passed and the Governor signed An Act Relative to the Achievement Gap (S. 2247), an education reform bill that aims to systematically improve student success, narrow the achievement gap for low-income students and students of color, and increase accountability in school administration. Many constituents have shared their views on this bill with me over recent weeks, and I have truly appreciated your advocacy and input. While this bill is not perfect, I cast my vote in favor of it because I believe it takes important steps toward addressing some of our most urgent and persistent needs and putting our children on a path to success.<br /> <br /> <br /> <br /> As you may know, I sit firmly on both sides of many of the debates that have surrounded this bill. As a former public school teacher, I have seen impressive victories happen in our district schools, often against long odds. I have also seen the immoral inadequacies that exist within our current public school system and know many children are being failed by it. And I know that charter schools in my district have changed the lives of thousands of students for the better. At the same time, I believe firmly that, as a state, we must craft a system that serves the thousands of children who will remain in district schools even if we lift the cap on charter schools.<br /> <br /> <br /> <br /> When this process began, I set out the goals I would be fighting for in the bill. Below is an accounting of how An Act Relative to the Achievement Gap addresses those core goals:<br /> <br /> <br /> <br /> * A sense of urgency when it comes to fixing failing schools. The bill puts in place strict timelines for turning around failing schools, including deadlines for superintendents and the Commissioner of Elementary and Secondary Education (the “Commissioner”), who are charged with improving underperforming schools. It also provides serious new tools for school administrators to implement in our failing schools, including expanding the school day or school year and providing for increased opportunities for teacher planning time and collaboration. By lifting the charter school cap, the bill also ensures that more children, especially students in low-performing districts, have additional school options. Under this bill, 30-35 school districts will be eligible for an increase in the cap.<br /> <br /> <br /> <br /> * Equality of service delivered by charter schools to high-need populations, such as special education students, English language learners, and students with less engaged parents. The bill requires charters to set specific goals for recruiting and retaining high-need student populations and requires the Board of Elementary and Secondary Education to assess, at the time of charter renewal, the extent to which charters have followed their recruitment and retention plans for such populations. It also requires charter schools to commit to population goals more comparable to what our district schools serve. While the bill takes a step in the right direction here, it is an area in which more work remains to be done. An amendment I filed to the bill that would have required charter schools to be evaluated, in part, on progress in reaching annual goals did not pass, due to charter school opposition. However, I will continue to fight for all our schools to be held to high standards of accountability.<br /> <br /> <br /> <br /> * Fairness in the funding mechanisms used to apportion money to district and charter schools. To assist districts in budget planning, the bill allows tuition payments from districts to charter schools to be based on prior year enrollment numbers. With respect to the state’s role in reimbursing sending districts for students who enroll in charter schools, the bill more accurately recognizes the overhead costs that stay with the district school even after the student leaves. In addition, the bill preserves a single line item for district schools and charter schools in the state budget, ensuring that funding is linked, in recognition of the fact that charter schools are public schools.<br /> <br /> <br /> <br /> * Effective transfer of best practices between district and charter schools. The bill requires charter schools to share best practices with district schools as a condition for charter renewal. The bill also requires the Commissioner to collect and disseminate best practices and urges superintendents to develop strategies for underperforming schools to study best practices in areas of demonstrated deficiency.<br /> <br /> <br /> <br /> * Teacher participation in the development of the standards by which we measure schools’ success. The bill requires the Department of Elementary and Secondary Education to develop a measure that takes into account, not just MCAS scores, but also “improvement in academic performance” in determining which schools and districts are “underperforming,” for purposes of takeover by a superintendent or the Commissioner. This combination of measures more accurately reflects the value added to a student’s education each year, especially in low-income and urban districts, where MCAS scores alone will often show low performance even when great strides have been made. (Contrary to some public perception, this provision does not narrow the number of school districts eligible for an increase in the charter school cap.) In addition, the bill includes teachers in the stakeholder groups charged with coming up with turnaround plans for underperforming schools. The final bill also preserves some critical fairness principles, such as giving teachers speedy but due process when superintendents seek to make changes to the collective bargaining agreement. The bill also requires a showing of “good cause” before a superintendent can terminate a teacher in an underperforming school.<br /> <br /> <br /> <br /> As a member of the Joint Committee on Education, I worked long and hard with the Chairman of the Committee, my other Senate colleagues, constituents, and education stakeholders to ensure these key principles were addressed.<br /> <br /> <br /> <br /> Finally, the bill recognizes something we have known for a long time: that all of this work must be undertaken in conjunction with other community supports and services. In creating plans for underperforming schools and districts, superintendents and the Commissioner must include steps to: (1) address the social service and health needs of students and their families, in order to help students arrive and remain at school ready to learn; (2) improve or expand child welfare services and, as appropriate, law enforcement services in the school community, in order to promote a safe and secure learning environment; and (3) improve workforce development services provided to students and their families at the school.<br /> <br /> <br /> <br /> Thank you again for reaching out to my office and for your continued advocacy, which is so important in bringing about better public policy in our Commonwealth. I look forward to working with you going forward, as we monitor the on-the-ground impacts of this bill. Please do not hesitate to contact me or my Legal Counsel, Angela Brooks, at (617) 722-1673 or angela.brooks@state.ma.us, should you have any additional questions or concerns.<br /> <br /> Saludos, <br /> <br /> <br /> <br /> Sonia Chang-Díaz <br /> State Senator<br /> Second Suffolk District<br /> <br /> <br /> <br /> ;A sense of urgency: the bill looks rushed, sloppy, repetitive and ill considered.<br /> <br /> ;Equality of service: &quot;delivered by charter schools to high-need populations, such as special education students, English language learners, and students with less engaged parents.&quot; The law fails to do what you claim to want to do. This is a toothless law. Why bother. It boils down to a trading of mailing lists. The charters get the addresses of all the public school students for marketing purposes and they give back a list of the zip codes of their selected students. How is that equal? Charters are to make a good faith effort because in 5 years somebody may ask them about it when the charter is up for renewal. <br /> :We could call this the Cherry Picking Assistance Act. If you, as a state senator actually want to work in the interest of high-need populations, such as special education students, English language learners, and students with less engaged parents and (can I add disruptive students here). I challenge you to help me place some of those students from my school into the charter schools. Just giving 3 or 4 students from each of my classes that opportunity could make an enormous positive difference in what gets accomplished in my classes and in my school. In meetings with students and parents I could give out charter school promotional material and then hand the family off to your staff &quot;in conjunction with other community supports and service&quot; to ensure that they are given equal consideration for enrollment. <br /> <br /> ;Fairness in the funding mechanisms: The part at the end of the act seems to be some minor fiddling with the formula. The give-away of public resources and power listed as &quot;Education Collaborative Trust Funds&quot; seems both irresponsible and ill-considered. Let's see: each charter school gets its own school committee representative AND the power to go after the Federal and State money that the city of Boston kids are eligible for. What about my school and all the other Boston Public schools. Why don't we each get a board and school committee representation to ensure that we get a share of that money? You have given the green light for private companies to siphon off taxpayer money earmarked for Boston kids. One could interpret the recent history of Boston Public Schools as the same kind of dis-empowerment in letting organizations like the Boston Plan For Excellence siphon off grant and taxpayer money intended for Boston kids, using it hire consultants to develop and endless array of programs to be sold back to the schools. The corporization of education is complete on your watch. I fear the concentration of power and the giveaway to charters. In a state among the most corrupt in the nation, where our disgrace of a government has had its last three House Speakers removed for corruption and the top leaders in the Department of Education implicated in the improper awarding of charters for new privatized schools and given that you campaigned on an anti-corruption platform, one would think you would be more cautious than to allow these 'trust' funds.<br /> <br /> ;Teacher participation: You often claim the former teacher mantle and I guess there is nothing wrong with that. Many people try teaching for a couple of years and then decide that they want to move on to something else. So I can see how you would relate to the charter school model where young people teach for a few years, add it to their resume and then go on to law school or education administration or senator. What bothers me is your calculus. You compare ''seeing'' [some] district victories to ''knowing'' charters improved ''thousands'' of lives. There are 14 charter schools, many with very mixed records. There are 135 Boston Public Schools. How do you know thousands? By reading their press releases? By MCAS score comparisons? Do you correct for selection method, disability, factor in those who drop out to public schools. Who wrote the study you base your ''know''ledge on? There is nothing in this bill for teachers or for the vast majority of students in Boston. It is as top down as it can be. It is a sellout that you could never get away with in a rich suburban community. <br /> <br /> students for the betterhappen in our district schools<br /> <br /> in the development of the standards by which we measure schools’ success<br /> <br /> I believe it takes important steps toward addressing some of our most urgent and persistent needs and putting our children on a path to success.<br /> <br /> I sit firmly on both sides<br /> <br /> I believe firmly that, as a state, we must craft a system that serves the thousands of children who will remain in district schools even if we lift the cap on charter schools.<br /> <br /> A sense of urgency rush the bill.<br /> <br /> set specific goals for recruiting and retaining high-need student populations ... to assess [5 years later], at the time of charter renewal,<br /> <br /> Effective transfer of best practices between district and charter schools.<br /> <br /> The education collaborative shall be managed by a board of directors which shall be comprised of 1 person appoint ed by each member school committee and 1 person appoint ed by each member 22 charter board of trustees.23<br /> <br /> Each board of dir ect ors of an education collaborative shall establish and manage a trust fund, to be known as an Education Collaborative Trust Fund, and each such fund shall be designated by an 38 appropriate name. All monies contribut ed by the member municipalit ies and charter schools and all 39 grants or gifts from the federal gover nment, state government, charitable foundations, private 40 corporations or any other source shall be paid to the board of dir ect ors of the education collaborative and 41 deposit ed in the fund. 42<br /> <br /> apply for state, federal or corporate grants or contracts to obtain funds necessary to carry out the purpose for which such collaborative is established57<br /> <br /> The board of directors of the education collaborative shall be consider ed t o be a public employer and have the authority t o employ personnel, including teachers, to carry out the purposes and functions 67 of the education collaborative68<br /> <br /> (1) expand, alter or replace the curriculum and program offerings of the school, including the implementation of research­based early literacy programs, early int ervent ions for 198 struggling readers and the t eaching of advanced placement courses or ot her rigor ous nationally or 199 int ernationally recognized courses, if the school does not already have such programs or courses;<br /> <br /> (2) 200 reallocate the uses of the exist ing budget of the school;201<br /> <br /> (4) increase the salary of any administrator, or teacher in the school, to attract or retain highly­ 205 qualified administrators, or teachers or to reward administrators, or teachers who work in 206 underperfor ming schools that achieve t he annual goals set forth in the turnaround plan;<br /> <br /> (5) expand the 207 school day or school year or both of t he school; 208<br /> <br /> (7) following consultation with applicable local unions, requir e the principal and all administrators, teachers and staff to reapply 210 for their positions in the school, wit h full discr etion vested in the superint endent regarding his 211 consideration of and decisions on rehiring based on the reapplications.<br /> <br /> (8) limit, suspend or change 1 or 212 mor e provisions of any contract or collect ive bargaining agreement, as the contract or agreement applies 213 to the school; provided, that the superint endent shall not reduce the compensation of an administrator, 214 teacher or staff member unless the hours of the person are proportionately reduced;215<br /> <br /> (14) develop a strategy to search for and study best practices in areas of demonstrated deficiency in the school; 225<br /> <br /> (b) The purposes of establishing charter schools are: (i) to stimulat e the development of innovative programs wit hin public education; (ii) to provide opportunities for innovative learning and 900 assessments; (iii) to provide parents and students wit h greater options in selecting schools wit hin and 901 outside their school districts; (iv) to provide t eachers with a vehicle for establishing schools with 902 alternative, innovative met hods of educational instruction and school structure and management; (v) to 903 encourage perfor mance­based educational programs; (vi) to hold t eachers and school administrators accountable for students' educational outcomes; and (vii) to provide models for replication in ot her 905 public schools. 906<br /> <br /> Each local school district shall be required to grant a leave of absence t o any t eacher in the public schools syst em request ing such leave to t each in a commonwealth charter school. A t eacher may 1272 request a leave of absence for up to 2 years. 1273<br /> <br /> <br /> <br /> ===widget===<br /> <br /> ====quotes====<br /> Are teachers just interchangeable widgets? I just lost my teaching assignment, the job I had for 4 years of teaching humanities to seniors. The stated reason was that we should all be able to teach in any position. I guess this is better than last year. Last year I was told in the middle of the summer that I would be teaching tenth grade. On the first day of school I was told I was teaching twelfth grade after all. Some teachers found out what they were teaching a class they had never taught before. They found out on the first day of school. The students are the ultimate victims of this widget philosophy. <br /> <br /> Being a good teacher requires a tremendous amount of thought and design in preparation for the school year; on average I spend a couple of hundred hours even on the classes I have taught for years. In order for the material to be compelling to your students it has to be fresh and compelling for you. <br /> <br /> The beginning of the year has its own significant requirements for preparation. Every day you are getting feedback from your new students. Their individuality combined with the chemistry of each class has an enormous effect on your ideas of what you are going to do the next day and every day. <br /> <br /> [http://widgeteffect.org/downloads/TheWidgetEffect.pdf The Widget Effect] by <br /> &lt;b&gt;The New Teacher Project&lt;/b&gt; takes a critical look at how we view and value our teachers. It is their view that, &quot;a culture of indifference about the quality of instruction in each classroom dominates&quot;. I find this to be true. <br /> <br /> They postulate that, &quot;If districts could systematically identify which teachers perform at the highest level, they could use this information to inform teaching assignments, target teachers for teacher leader positions, and prioritize the retention of these teachers.&quot; I wish it were so easy. <br /> <br /> The authors move from &quot;If districts could systematically identify&quot; to &quot;yes districts can systematically identify.&quot; This is a huge leap and one that neglects the very real problems that make education such a messy business. <br /> <br /> In 30 years of running a company I became very dependent on having a systematic approach to product quality and customer satisfaction. Applying good business management practice will certainly reap improvements, but the run-it-as-a-business approach has already become part of the underlying problems.<br /> <br /> One example is the mission statement / shared vision / team approach to education promulgated by advisers based in business culture. Being on board is viewed as an indication of being a good teacher. Questioning the 'vision' is seen as detrimental to school culture. <br /> <br /> It is thought that teachers can be objectively evaluated using &quot;performance standards based upon student achievement outcomes&quot; and to a certain extent this is probably true. But we have created an industry that produces these standards measures externally from the classroom and another whole industry that creates products to help you meet those standards. It all becomes very self-referential and removed from the classroom and its students. <br /> <br /> Additionally we have the political dimension. Opinion leaders identify problems and schools try to address them. A &quot;good&quot; high school, for example is one in which students pass the standardized tests and graduate. A mayor or other official may expand the definition, perhaps instituting a plan in which the number of AP offerings must be increased by some percentage in a district. <br /> <br /> While on the face of it all of these ideas have some merit, as they become intertwined with the definition of a good teacher, we move further, not closer, to understanding and recognizing good teaching and good education. A &quot;good&quot; teacher agrees with the vision and happily consumes the products and lingo of the publishers, consultants and Ed. schools. A &quot;good&quot; teacher defines student expectations in line with the what makes the school look good and successful. <br /> <br /> Systematic identification of good teaching is far from a foregone conclusion in the real world of education. The very forces who say they would like to see it are often working against its realization. The externally influenced definitions of what good teaching is may have little to do with what it actually is. The Boston Teacher Residency teaches these external measures to its new teachers. Teachers attempt to comply, teaching the the script that they are given at the pace that is approved. They are immunized, cleared of responsibility for their students by their compliance with the strategies and standards. Their superiors are trained in the same vein by the Boston Principal Fellowship Program. The Ed. schools produce these programs in collaboration with Harvard Business School and they are implemented by NGO consultants with an interest of wresting education from the grip of the evil teachers' unions.<br /> <br /> The New Teachers Project oversimplifies the issue of why there are bad teachers. &quot;The contours of this debate are well-known. One side claims that teacher tenure and due process protections render dismissal a practical impossibility; shielding ineffective teachers from removal in all but the most egregious instances. The other argues that the process provides only minimal protection against arbitrary or discriminatory dismissal, but that administrators fail to document poor performance adequately and refuse to provide struggling teachers with sufficient support.&quot;<br /> <br /> The report has collected some interesting data. It states,&quot;47 percent of teachers report not having participated in a single informal conversation with their administrator over the last year about improving aspects of their instructional performance&quot;. With all of the external forces acting on the administrators, I am not sure that they are even capable of having that conversation. <br /> <br /> A more important conversation needs to happen and it needs to happen as the normal course of business. If the administration wants to support good teaching than it has to know what is going on in the classroom so that they are able to bring their considerable influence to bear in helping to make a case for that specific education to students they see in the halls and to motivate those students and keep them motivated. They cannot rely on platitudes.<br /> <br /> My students don't buy platitudes. They have been burned by them before, left high and dry while the rest of the world sails into an optimistic future. Part of being a good teacher is the ability to help students understand and define their own educational challenges, set personal goals and see them as attainable. A good administrator elicits those goals from and reinforces them.<br /> <br /> When I ran a construction company I made certain to see what 30 or 40 workers on a building site (of say 14 houses) were doing every day. I talked to each of the workers about how the job was going, was there anything in your way, did you see any problems. I did that and I ran a carpentry crew, working with the tools for 6 hour each day. It was a management style that worked, we produced good housing and we all made a good living.<br /> <br /> A school like mine (~300 students, 20 teachers) needs a leader who is involved in the education that is going on in the building. That involvement requires commitment, time and effort. It should not be delegated. Ask your teachers individually, every day: What are your current challenges? What are you thinking of doing to address them? Elicit ideas and contribute your own. Spend time in the classrooms to see how the ideas you toss around with your teachers are working out then catch up with them in the hall between classes and compare notes; judge together what works. It will be huge benefit to students. Students respond positively to an adult in the room. They are pleasantly surprised when someone knows what they are working on. It makes their work more important to them. All of this should become the core job definition. Avoid the bureaucracy, do what you have to quick and dirty, ignore what you can. <br /> <br /> My school spans parts of 3 floors. I have seen my headmaster on my floor 3 times this year. She was never in my classroom in spite of my open invitation. There are 2 other headmasters and another 4 or 5 people fulfilling administrative functions. Administrators define their job as protecting the students from the teachers. I worked for a city bureaucracy too and it wasn't as big but the Dept of Neighborhood Development was just ineffectual and distracting from the real job of building houses as BPS and its consultants are distracting to the real work of education. <br /> <br /> I was in the Boston Public Schools schools for 13*3 school-years as a parent. Involved parents got good at finding out who the good teachers were. We wanted our kids to have those teachers and wanted administrators who would stay out of their way. That was the best we thought we could get. Clearly that isn't enough. Supporting good teaching needs to be reformulated from the top down. You don't bring out the best in people with a periodically applied, computerized carrot and stick. &quot;A comprehensive performance evaluation system...that credibly differentiates teachers&quot; has to happen every day, it has to be local and it probably has little to do with a system. Teachers give up and get to stay since no one cares to check as long as they talk the talk. I would hypothesize that you can't hide having given up on your kids if someone is checking in with you every day and talking with you about what inspires you about your material and how you intend to inspire your students. If it is not working it should be self evident. A bad teacher will realize and accede that they can't do the job. Teachers wake up in the middle of the night and ask themselves that question anyway. There is no job as hard in my experience. I cannot say with certainty how long I will last. The administration usually gets to you first. I'd like to be in the classroom for as long as I am good at solving the puzzle of the kids, am inspired by my material, know I have something to say and still have the energy to run the show.<br /> <br /> <br /> ===other===<br /> <br /> *http://www.aft.org/innovate/index.htm<br /> <br /> http://www.tntp.org/newsandpress/060109_TNTP.html<br /> <br /> &quot;On education, we will expand exchange programs, and increase scholarships, like the one that brought my father to America, while encouraging more Americans to study in Muslim communities. And we will match promising Muslim students with internships in America; invest in on-line learning for teachers and children around the world; and create a new online network, so a teenager in Kansas can communicate instantly with a teenager in Cairo.<br /> <br /> On economic development, we will create a new corps of business volunteers to partner with counterparts in Muslim-majority countries. And I will host a Summit on Entrepreneurship this year to identify how we can deepen ties between business leaders, foundations and social entrepreneurs in the United States and Muslim communities around the world.&quot; - http://www.huffingtonpost.com/2009/06/04/obama-egypt-speech-video_n_211216.html</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Ideas_in_education&diff=3880 2010-02-11T22:30:09Z

<p>71.234.133.230: </p> <hr /> <div>===AN ACT RELATIVE TO THE ACHIEVEMENT GAP===<br /> January 26, 2010<br /> <br /> <br /> Re: Education Reform Legislation<br /> <br /> <br /> <br /> Dear<br /> <br /> <br /> <br /> In the last couple weeks, the Legislature passed and the Governor signed An Act Relative to the Achievement Gap (S. 2247), an education reform bill that aims to systematically improve student success, narrow the achievement gap for low-income students and students of color, and increase accountability in school administration. Many constituents have shared their views on this bill with me over recent weeks, and I have truly appreciated your advocacy and input. While this bill is not perfect, I cast my vote in favor of it because I believe it takes important steps toward addressing some of our most urgent and persistent needs and putting our children on a path to success.<br /> <br /> <br /> <br /> As you may know, I sit firmly on both sides of many of the debates that have surrounded this bill. As a former public school teacher, I have seen impressive victories happen in our district schools, often against long odds. I have also seen the immoral inadequacies that exist within our current public school system and know many children are being failed by it. And I know that charter schools in my district have changed the lives of thousands of students for the better. At the same time, I believe firmly that, as a state, we must craft a system that serves the thousands of children who will remain in district schools even if we lift the cap on charter schools.<br /> <br /> <br /> <br /> When this process began, I set out the goals I would be fighting for in the bill. Below is an accounting of how An Act Relative to the Achievement Gap addresses those core goals:<br /> <br /> <br /> <br /> * A sense of urgency when it comes to fixing failing schools. The bill puts in place strict timelines for turning around failing schools, including deadlines for superintendents and the Commissioner of Elementary and Secondary Education (the “Commissioner”), who are charged with improving underperforming schools. It also provides serious new tools for school administrators to implement in our failing schools, including expanding the school day or school year and providing for increased opportunities for teacher planning time and collaboration. By lifting the charter school cap, the bill also ensures that more children, especially students in low-performing districts, have additional school options. Under this bill, 30-35 school districts will be eligible for an increase in the cap.<br /> <br /> <br /> <br /> * Equality of service delivered by charter schools to high-need populations, such as special education students, English language learners, and students with less engaged parents. The bill requires charters to set specific goals for recruiting and retaining high-need student populations and requires the Board of Elementary and Secondary Education to assess, at the time of charter renewal, the extent to which charters have followed their recruitment and retention plans for such populations. It also requires charter schools to commit to population goals more comparable to what our district schools serve. While the bill takes a step in the right direction here, it is an area in which more work remains to be done. An amendment I filed to the bill that would have required charter schools to be evaluated, in part, on progress in reaching annual goals did not pass, due to charter school opposition. However, I will continue to fight for all our schools to be held to high standards of accountability.<br /> <br /> <br /> <br /> * Fairness in the funding mechanisms used to apportion money to district and charter schools. To assist districts in budget planning, the bill allows tuition payments from districts to charter schools to be based on prior year enrollment numbers. With respect to the state’s role in reimbursing sending districts for students who enroll in charter schools, the bill more accurately recognizes the overhead costs that stay with the district school even after the student leaves. In addition, the bill preserves a single line item for district schools and charter schools in the state budget, ensuring that funding is linked, in recognition of the fact that charter schools are public schools.<br /> <br /> <br /> <br /> * Effective transfer of best practices between district and charter schools. The bill requires charter schools to share best practices with district schools as a condition for charter renewal. The bill also requires the Commissioner to collect and disseminate best practices and urges superintendents to develop strategies for underperforming schools to study best practices in areas of demonstrated deficiency.<br /> <br /> <br /> <br /> * Teacher participation in the development of the standards by which we measure schools’ success. The bill requires the Department of Elementary and Secondary Education to develop a measure that takes into account, not just MCAS scores, but also “improvement in academic performance” in determining which schools and districts are “underperforming,” for purposes of takeover by a superintendent or the Commissioner. This combination of measures more accurately reflects the value added to a student’s education each year, especially in low-income and urban districts, where MCAS scores alone will often show low performance even when great strides have been made. (Contrary to some public perception, this provision does not narrow the number of school districts eligible for an increase in the charter school cap.) In addition, the bill includes teachers in the stakeholder groups charged with coming up with turnaround plans for underperforming schools. The final bill also preserves some critical fairness principles, such as giving teachers speedy but due process when superintendents seek to make changes to the collective bargaining agreement. The bill also requires a showing of “good cause” before a superintendent can terminate a teacher in an underperforming school.<br /> <br /> <br /> <br /> As a member of the Joint Committee on Education, I worked long and hard with the Chairman of the Committee, my other Senate colleagues, constituents, and education stakeholders to ensure these key principles were addressed.<br /> <br /> <br /> <br /> Finally, the bill recognizes something we have known for a long time: that all of this work must be undertaken in conjunction with other community supports and services. In creating plans for underperforming schools and districts, superintendents and the Commissioner must include steps to: (1) address the social service and health needs of students and their families, in order to help students arrive and remain at school ready to learn; (2) improve or expand child welfare services and, as appropriate, law enforcement services in the school community, in order to promote a safe and secure learning environment; and (3) improve workforce development services provided to students and their families at the school.<br /> <br /> <br /> <br /> Thank you again for reaching out to my office and for your continued advocacy, which is so important in bringing about better public policy in our Commonwealth. I look forward to working with you going forward, as we monitor the on-the-ground impacts of this bill. Please do not hesitate to contact me or my Legal Counsel, Angela Brooks, at (617) 722-1673 or angela.brooks@state.ma.us, should you have any additional questions or concerns.<br /> <br /> Saludos, <br /> <br /> <br /> <br /> Sonia Chang-Díaz <br /> State Senator<br /> Second Suffolk District<br /> <br /> <br /> <br /> ;A sense of urgency: the bill looks rushed, sloppy, repetitive and ill considered.<br /> <br /> ;Equality of service: &quot;delivered by charter schools to high-need populations, such as special education students, English language learners, and students with less engaged parents.&quot; The law fails to do what you claim to want to do. This is a toothless law. Why bother. It boils down to a trading of mailing lists. The charters get the addresses of all the public school students for marketing purposes and they give back a list of the zip codes of their selected students. How is that equal? Charters are to make a good faith effort because in 5 years somebody may ask them about it when the charter is up for renewal. <br /> :We could call this the Cherry Picking Assistance Act. If you, as a state senator actually want to work in the interest of high-need populations, such as special education students, English language learners, and students with less engaged parents and (can I add disruptive students here). I challenge you to help me place some of those students from my school into the charter schools. Just giving 3 or 4 students from each of my classes that opportunity could make an enormous positive difference in what gets accomplished in my classes and in my school. In meetings with students and parents I could give out charter school promotional material and then hand the family off to your staff &quot;in conjunction with other community supports and service&quot; to ensure that they are given equal consideration for enrollment. <br /> <br /> ;Fairness in the funding mechanisms: The part at the end of the act seems to be some minor fiddling with the formula. The give-away of public resources and power listed as &quot;Education Collaborative Trust Funds&quot; seems both irresponsible and ill-considered. Let's see: each charter school gets its own school committee representative AND the power to go after the Federal and State money that the city of Boston kids are eligible for. What about my school and all the other Boston Public schools. Why don't we each get a board and school committee representation to ensure that we get a share of that money? You have given the green light for private companies to siphon off taxpayer money earmarked for Boston kids. One could interpret the recent history of Boston Public Schools as the same kind of dis-empowerment in letting organizations like the Boston Plan For Excellence siphon off grant and taxpayer money intended for Boston kids, using it hire consultants to develop and endless array of programs to be sold back to the schools. The corporization of education is complete on your watch. I fear the concentration of power and the giveaway to charters. In a state among the most corrupt in the nation, where our disgrace of a government has had its last three House Speakers removed for corruption and the top leaders in the Department of Education implicated in the improper awarding of charters for new privatized schools and given that you campaigned on an anti-corruption platform, one would think you would be more cautious than to allow these 'trust' funds.<br /> <br /> ;Teacher participation: You often claim the former teacher mantle and I guess there is nothing wrong with that. Many people try teaching for a couple of years and then decide that they want to move on to something else. So I can see how you would relate to the charter school model where young people teach for a few years, add it to their resume and then go on to law school or education administration or senator. What bothers me is your calculus. You compare ''seeing'' [some] district victories to ''knowing'' charters improved ''thousands'' of lives. There are 14 charter schools, many with very mixed records. There are 135 Boston Public Schools. How do you know thousands? By reading their press releases? By MCAS score comparisons? Do you correct for selection method, disability, factor in those who drop out to public schools. Who wrote the study you base your ''know''ledge on? There is nothing in this bill for teachers or for the vast majority of students in Boston. It is as top down as it can be. It is a sellout that you could never get away with in a rich suburban community. <br /> <br /> students for the betterhappen in our district schools<br /> <br /> I have seen impressive victories happen in our district schools, often against long odds. I have also seen the immoral inadequacies that exist within our current public school system and know many children are being failed by it. And I know that charter schools in my district have changed the lives of thousands of students for the better. At the same time, I believe firmly that, as a state, we must craft a system that serves the thousands of children who will remain in district schools even if we lift the cap on charter schools.in the development of the standards by which we measure schools’ success<br /> <br /> <br /> I believe it takes important steps toward addressing some of our most urgent and persistent needs and putting our children on a path to success.<br /> <br /> I sit firmly on both sides <br /> <br /> I believe firmly that, as a state, we must craft a system that serves the thousands of children who will remain in district schools even if we lift the cap on charter schools. <br /> <br /> A sense of urgency rush the bill.<br /> <br /> set specific goals for recruiting and retaining high-need student populations ... to assess <br /> [5 years later], at the time of charter renewal,<br /> <br /> Effective transfer of best practices between district and charter schools. <br /> <br /> <br /> <br /> The  education collaborative shall be  managed by a board of directors which shall be comprised  <br /> of 1 person appoint ed by each  member school committee and 1 person appoint ed by  each  member  <br /> 22  <br /> charter board of trustees.23  <br /> <br /> <br /> Each board of dir ect ors of an education collaborative shall  establish and  manage a trust fund, to  <br /> be  known as an Education Collaborative Trust Fund, and  each such fund shall be designated by an  <br /> 38  <br /> appropriate name. All  monies contribut ed by the  member  municipalit ies and charter schools and all  <br /> 39  <br /> grants or gifts from the federal  gover nment, state government, charitable foundations, private  <br /> 40  <br /> corporations or any  other source shall be paid to the board of dir ect ors of the  education collaborative and  <br /> 41  <br /> deposit ed in the fund.  <br /> 42  <br /> <br /> apply for state, federal or corporate grants or contracts  <br /> to obtain funds necessary to carry out the purpose for which such collaborative is  established57  <br /> <br /> The board of directors of the  education collaborative shall be consider ed t o be a public  employer  <br /> and  have the authority t o employ personnel, including teachers, to carry out the purposes and functions  <br /> 67  <br /> of the  education collaborative68  <br /> <br />  (1)  expand, alter or replace the curriculum and program offerings of the school,  <br /> including the  implementation of research­based  early literacy programs, early int ervent ions for  <br /> 198  <br /> struggling readers and the t eaching  of advanced placement courses or ot her rigor ous nationally or  <br /> 199  <br /> int ernationally recognized courses, if the school does  not already have such programs or courses; <br /> <br /> (2)  <br /> 200  <br /> reallocate the uses of the  exist ing budget of the school;201  <br /> <br /> (4) increase the salary of any administrator, or teacher in the school, to attract or retain highly­  <br /> 205  <br /> qualified administrators, or teachers or to reward administrators, or teachers who work in  <br /> 206  <br /> underperfor ming schools that achieve t he annual goals  set forth in the turnaround plan; <br /> <br /> (5) expand the  <br /> 207  <br /> school day  or school year  or both of t he school; 208  <br /> <br /> (7) following consultation  <br /> with applicable local unions, requir e the principal and all administrators,  teachers and staff to reapply  <br /> 210  <br /> for their positions in the school, wit h full discr etion vested in the superint endent  regarding  his  <br /> 211  <br /> consideration of and decisions  on rehiring based on the  reapplications. <br /> <br /> (8) limit, suspend or change 1  or  <br /> 212  <br /> mor e provisions of any contract or collect ive bargaining agreement, as the contract or agreement applies  <br /> 213  <br /> to the school; provided, that the superint endent shall not reduce the  compensation of an administrator,  <br /> 214  <br /> teacher or staff member unless the hours of the person are proportionately reduced;215  <br /> <br /> (14) develop a strategy to search for  <br /> and study best practices in areas of demonstrated deficiency in the school; 225  <br /> <br /> (b) The purposes of  establishing charter schools are: (i) to stimulat e the development  of  <br /> innovative programs  wit hin public education; (ii) to provide opportunities for innovative learning and  <br /> 900  <br /> assessments; (iii) to provide parents and students  wit h greater options in selecting schools  wit hin and  <br /> 901  <br /> outside their school districts; (iv) to provide t eachers with a vehicle for establishing schools with  <br /> 902  <br /> alternative, innovative  met hods of  educational instruction and school structure and  management; (v) to  <br /> 903 encourage perfor mance­based  educational programs; (vi) to hold t eachers and school administrators  <br /> accountable for students' educational  outcomes; and (vii) to provide  models for replication in ot her  <br /> 905  <br /> public schools.  <br /> 906  <br /> <br /> Each local school district shall be required to  grant a leave  of absence t o any t eacher in the  <br /> public schools syst em request ing such leave to t each  in  a commonwealth charter school. A t eacher  may  <br /> 1272  <br /> request a leave  of absence for up to 2 years.  1273  <br /> <br /> <br /> <br /> <br /> ===widget===<br /> <br /> ====quotes====<br /> Are teachers just interchangeable widgets? I just lost my teaching assignment, the job I had for 4 years of teaching humanities to seniors. The stated reason was that we should all be able to teach in any position. I guess this is better than last year. Last year I was told in the middle of the summer that I would be teaching tenth grade. On the first day of school I was told I was teaching twelfth grade after all. Some teachers found out what they were teaching a class they had never taught before. They found out on the first day of school. The students are the ultimate victims of this widget philosophy. <br /> <br /> Being a good teacher requires a tremendous amount of thought and design in preparation for the school year; on average I spend a couple of hundred hours even on the classes I have taught for years. In order for the material to be compelling to your students it has to be fresh and compelling for you. <br /> <br /> The beginning of the year has its own significant requirements for preparation. Every day you are getting feedback from your new students. Their individuality combined with the chemistry of each class has an enormous effect on your ideas of what you are going to do the next day and every day. <br /> <br /> [http://widgeteffect.org/downloads/TheWidgetEffect.pdf The Widget Effect] by <br /> &lt;b&gt;The New Teacher Project&lt;/b&gt; takes a critical look at how we view and value our teachers. It is their view that, &quot;a culture of indifference about the quality of instruction in each classroom dominates&quot;. I find this to be true. <br /> <br /> They postulate that, &quot;If districts could systematically identify which teachers perform at the highest level, they could use this information to inform teaching assignments, target teachers for teacher leader positions, and prioritize the retention of these teachers.&quot; I wish it were so easy. <br /> <br /> The authors move from &quot;If districts could systematically identify&quot; to &quot;yes districts can systematically identify.&quot; This is a huge leap and one that neglects the very real problems that make education such a messy business. <br /> <br /> In 30 years of running a company I became very dependent on having a systematic approach to product quality and customer satisfaction. Applying good business management practice will certainly reap improvements, but the run-it-as-a-business approach has already become part of the underlying problems.<br /> <br /> One example is the mission statement / shared vision / team approach to education promulgated by advisers based in business culture. Being on board is viewed as an indication of being a good teacher. Questioning the 'vision' is seen as detrimental to school culture. <br /> <br /> It is thought that teachers can be objectively evaluated using &quot;performance standards based upon student achievement outcomes&quot; and to a certain extent this is probably true. But we have created an industry that produces these standards measures externally from the classroom and another whole industry that creates products to help you meet those standards. It all becomes very self-referential and removed from the classroom and its students. <br /> <br /> Additionally we have the political dimension. Opinion leaders identify problems and schools try to address them. A &quot;good&quot; high school, for example is one in which students pass the standardized tests and graduate. A mayor or other official may expand the definition, perhaps instituting a plan in which the number of AP offerings must be increased by some percentage in a district. <br /> <br /> While on the face of it all of these ideas have some merit, as they become intertwined with the definition of a good teacher, we move further, not closer, to understanding and recognizing good teaching and good education. A &quot;good&quot; teacher agrees with the vision and happily consumes the products and lingo of the publishers, consultants and Ed. schools. A &quot;good&quot; teacher defines student expectations in line with the what makes the school look good and successful. <br /> <br /> Systematic identification of good teaching is far from a foregone conclusion in the real world of education. The very forces who say they would like to see it are often working against its realization. The externally influenced definitions of what good teaching is may have little to do with what it actually is. The Boston Teacher Residency teaches these external measures to its new teachers. Teachers attempt to comply, teaching the the script that they are given at the pace that is approved. They are immunized, cleared of responsibility for their students by their compliance with the strategies and standards. Their superiors are trained in the same vein by the Boston Principal Fellowship Program. The Ed. schools produce these programs in collaboration with Harvard Business School and they are implemented by NGO consultants with an interest of wresting education from the grip of the evil teachers' unions.<br /> <br /> The New Teachers Project oversimplifies the issue of why there are bad teachers. &quot;The contours of this debate are well-known. One side claims that teacher tenure and due process protections render dismissal a practical impossibility; shielding ineffective teachers from removal in all but the most egregious instances. The other argues that the process provides only minimal protection against arbitrary or discriminatory dismissal, but that administrators fail to document poor performance adequately and refuse to provide struggling teachers with sufficient support.&quot;<br /> <br /> The report has collected some interesting data. It states,&quot;47 percent of teachers report not having participated in a single informal conversation with their administrator over the last year about improving aspects of their instructional performance&quot;. With all of the external forces acting on the administrators, I am not sure that they are even capable of having that conversation. <br /> <br /> A more important conversation needs to happen and it needs to happen as the normal course of business. If the administration wants to support good teaching than it has to know what is going on in the classroom so that they are able to bring their considerable influence to bear in helping to make a case for that specific education to students they see in the halls and to motivate those students and keep them motivated. They cannot rely on platitudes.<br /> <br /> My students don't buy platitudes. They have been burned by them before, left high and dry while the rest of the world sails into an optimistic future. Part of being a good teacher is the ability to help students understand and define their own educational challenges, set personal goals and see them as attainable. A good administrator elicits those goals from and reinforces them.<br /> <br /> When I ran a construction company I made certain to see what 30 or 40 workers on a building site (of say 14 houses) were doing every day. I talked to each of the workers about how the job was going, was there anything in your way, did you see any problems. I did that and I ran a carpentry crew, working with the tools for 6 hour each day. It was a management style that worked, we produced good housing and we all made a good living.<br /> <br /> A school like mine (~300 students, 20 teachers) needs a leader who is involved in the education that is going on in the building. That involvement requires commitment, time and effort. It should not be delegated. Ask your teachers individually, every day: What are your current challenges? What are you thinking of doing to address them? Elicit ideas and contribute your own. Spend time in the classrooms to see how the ideas you toss around with your teachers are working out then catch up with them in the hall between classes and compare notes; judge together what works. It will be huge benefit to students. Students respond positively to an adult in the room. They are pleasantly surprised when someone knows what they are working on. It makes their work more important to them. All of this should become the core job definition. Avoid the bureaucracy, do what you have to quick and dirty, ignore what you can. <br /> <br /> My school spans parts of 3 floors. I have seen my headmaster on my floor 3 times this year. She was never in my classroom in spite of my open invitation. There are 2 other headmasters and another 4 or 5 people fulfilling administrative functions. Administrators define their job as protecting the students from the teachers. I worked for a city bureaucracy too and it wasn't as big but the Dept of Neighborhood Development was just ineffectual and distracting from the real job of building houses as BPS and its consultants are distracting to the real work of education. <br /> <br /> I was in the Boston Public Schools schools for 13*3 school-years as a parent. Involved parents got good at finding out who the good teachers were. We wanted our kids to have those teachers and wanted administrators who would stay out of their way. That was the best we thought we could get. Clearly that isn't enough. Supporting good teaching needs to be reformulated from the top down. You don't bring out the best in people with a periodically applied, computerized carrot and stick. &quot;A comprehensive performance evaluation system...that credibly differentiates teachers&quot; has to happen every day, it has to be local and it probably has little to do with a system. Teachers give up and get to stay since no one cares to check as long as they talk the talk. I would hypothesize that you can't hide having given up on your kids if someone is checking in with you every day and talking with you about what inspires you about your material and how you intend to inspire your students. If it is not working it should be self evident. A bad teacher will realize and accede that they can't do the job. Teachers wake up in the middle of the night and ask themselves that question anyway. There is no job as hard in my experience. I cannot say with certainty how long I will last. The administration usually gets to you first. I'd like to be in the classroom for as long as I am good at solving the puzzle of the kids, am inspired by my material, know I have something to say and still have the energy to run the show.<br /> <br /> <br /> ===other===<br /> <br /> *http://www.aft.org/innovate/index.htm<br /> <br /> http://www.tntp.org/newsandpress/060109_TNTP.html<br /> <br /> &quot;On education, we will expand exchange programs, and increase scholarships, like the one that brought my father to America, while encouraging more Americans to study in Muslim communities. And we will match promising Muslim students with internships in America; invest in on-line learning for teachers and children around the world; and create a new online network, so a teenager in Kansas can communicate instantly with a teenager in Cairo.<br /> <br /> On economic development, we will create a new corps of business volunteers to partner with counterparts in Muslim-majority countries. And I will host a Summit on Entrepreneurship this year to identify how we can deepen ties between business leaders, foundations and social entrepreneurs in the United States and Muslim communities around the world.&quot; - http://www.huffingtonpost.com/2009/06/04/obama-egypt-speech-video_n_211216.html</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Ideas_in_education&diff=3879 2010-02-11T22:09:39Z

<p>71.234.133.230: </p> <hr /> <div>===AN ACT RELATIVE TO THE ACHIEVEMENT GAP===<br /> January 26, 2010<br /> <br /> <br /> Re: Education Reform Legislation<br /> <br /> <br /> <br /> Dear<br /> <br /> <br /> <br /> In the last couple weeks, the Legislature passed and the Governor signed An Act Relative to the Achievement Gap (S. 2247), an education reform bill that aims to systematically improve student success, narrow the achievement gap for low-income students and students of color, and increase accountability in school administration. Many constituents have shared their views on this bill with me over recent weeks, and I have truly appreciated your advocacy and input. While this bill is not perfect, I cast my vote in favor of it because I believe it takes important steps toward addressing some of our most urgent and persistent needs and putting our children on a path to success.<br /> <br /> <br /> <br /> As you may know, I sit firmly on both sides of many of the debates that have surrounded this bill. As a former public school teacher, I have seen impressive victories happen in our district schools, often against long odds. I have also seen the immoral inadequacies that exist within our current public school system and know many children are being failed by it. And I know that charter schools in my district have changed the lives of thousands of students for the better. At the same time, I believe firmly that, as a state, we must craft a system that serves the thousands of children who will remain in district schools even if we lift the cap on charter schools.<br /> <br /> <br /> <br /> When this process began, I set out the goals I would be fighting for in the bill. Below is an accounting of how An Act Relative to the Achievement Gap addresses those core goals:<br /> <br /> <br /> <br /> * A sense of urgency when it comes to fixing failing schools. The bill puts in place strict timelines for turning around failing schools, including deadlines for superintendents and the Commissioner of Elementary and Secondary Education (the “Commissioner”), who are charged with improving underperforming schools. It also provides serious new tools for school administrators to implement in our failing schools, including expanding the school day or school year and providing for increased opportunities for teacher planning time and collaboration. By lifting the charter school cap, the bill also ensures that more children, especially students in low-performing districts, have additional school options. Under this bill, 30-35 school districts will be eligible for an increase in the cap.<br /> <br /> <br /> <br /> * Equality of service delivered by charter schools to high-need populations, such as special education students, English language learners, and students with less engaged parents. The bill requires charters to set specific goals for recruiting and retaining high-need student populations and requires the Board of Elementary and Secondary Education to assess, at the time of charter renewal, the extent to which charters have followed their recruitment and retention plans for such populations. It also requires charter schools to commit to population goals more comparable to what our district schools serve. While the bill takes a step in the right direction here, it is an area in which more work remains to be done. An amendment I filed to the bill that would have required charter schools to be evaluated, in part, on progress in reaching annual goals did not pass, due to charter school opposition. However, I will continue to fight for all our schools to be held to high standards of accountability.<br /> <br /> <br /> <br /> * Fairness in the funding mechanisms used to apportion money to district and charter schools. To assist districts in budget planning, the bill allows tuition payments from districts to charter schools to be based on prior year enrollment numbers. With respect to the state’s role in reimbursing sending districts for students who enroll in charter schools, the bill more accurately recognizes the overhead costs that stay with the district school even after the student leaves. In addition, the bill preserves a single line item for district schools and charter schools in the state budget, ensuring that funding is linked, in recognition of the fact that charter schools are public schools.<br /> <br /> <br /> <br /> * Effective transfer of best practices between district and charter schools. The bill requires charter schools to share best practices with district schools as a condition for charter renewal. The bill also requires the Commissioner to collect and disseminate best practices and urges superintendents to develop strategies for underperforming schools to study best practices in areas of demonstrated deficiency.<br /> <br /> <br /> <br /> * Teacher participation in the development of the standards by which we measure schools’ success. The bill requires the Department of Elementary and Secondary Education to develop a measure that takes into account, not just MCAS scores, but also “improvement in academic performance” in determining which schools and districts are “underperforming,” for purposes of takeover by a superintendent or the Commissioner. This combination of measures more accurately reflects the value added to a student’s education each year, especially in low-income and urban districts, where MCAS scores alone will often show low performance even when great strides have been made. (Contrary to some public perception, this provision does not narrow the number of school districts eligible for an increase in the charter school cap.) In addition, the bill includes teachers in the stakeholder groups charged with coming up with turnaround plans for underperforming schools. The final bill also preserves some critical fairness principles, such as giving teachers speedy but due process when superintendents seek to make changes to the collective bargaining agreement. The bill also requires a showing of “good cause” before a superintendent can terminate a teacher in an underperforming school.<br /> <br /> <br /> <br /> As a member of the Joint Committee on Education, I worked long and hard with the Chairman of the Committee, my other Senate colleagues, constituents, and education stakeholders to ensure these key principles were addressed.<br /> <br /> <br /> <br /> Finally, the bill recognizes something we have known for a long time: that all of this work must be undertaken in conjunction with other community supports and services. In creating plans for underperforming schools and districts, superintendents and the Commissioner must include steps to: (1) address the social service and health needs of students and their families, in order to help students arrive and remain at school ready to learn; (2) improve or expand child welfare services and, as appropriate, law enforcement services in the school community, in order to promote a safe and secure learning environment; and (3) improve workforce development services provided to students and their families at the school.<br /> <br /> <br /> <br /> Thank you again for reaching out to my office and for your continued advocacy, which is so important in bringing about better public policy in our Commonwealth. I look forward to working with you going forward, as we monitor the on-the-ground impacts of this bill. Please do not hesitate to contact me or my Legal Counsel, Angela Brooks, at (617) 722-1673 or angela.brooks@state.ma.us, should you have any additional questions or concerns.<br /> <br /> Saludos, <br /> <br /> <br /> <br /> Sonia Chang-Díaz <br /> State Senator<br /> Second Suffolk District<br /> <br /> <br /> <br /> ;A sense of urgency: the bill looks rushed, sloppy, repetitive and ill considered.<br /> <br /> ;Equality of service: &quot;delivered by charter schools to high-need populations, such as special education students, English language learners, and students with less engaged parents.&quot; The law fails to do what you claim to want to do. This is a toothless law. Why bother. It boils down to a trading of mailing lists. The charters get the addresses of all the public school students for marketing purposes and they give back a list of the zip codes of their selected students. How is that equal? Charters are to make a good faith effort because in 5 years somebody may ask them about it when the charter is up for renewal. <br /> :We could call this the Cherry Picking Assistance Act. If you, as a state senator actually want to work in the interest of high-need populations, such as special education students, English language learners, and students with less engaged parents and (can I add disruptive students here). I challenge you to help me place some of those students from my school into the charter schools. Just giving 3 or 4 students from each of my classes that opportunity could make an enormous positive difference in what gets accomplished in my classes and in my school. In meetings with students and parents I could give out charter school promotional material and then hand the family off to your staff &quot;in conjunction with other community supports and service&quot; to ensure that they are given equal consideration for enrollment. <br /> <br /> ;Fairness in the funding mechanisms: The part at the end of the act seems to be some minor fiddling with the formula. The give-away of public resources and power listed as &quot;Education Collaborative Trust Funds&quot; seems both irresponsible and ill-considered. Let's see: each charter school gets its own school committee representative AND the power to go after the Federal and State money that the city of Boston kids are eligible for. What about my school and all the other Boston Public schools. Why don't we each get a board and school committee representation to ensure that we get a share of that money? You have given the green light for private companies to siphon off taxpayer money earmarked for Boston kids. One could interpret the recent history of Boston Public Schools as the same kind of dis-empowerment in letting organizations like the Boston Plan For Excellence siphon off grant and taxpayer money intended for Boston kids, using it hire consultants to develop and endless array of programs to be sold back to the schools. The corporization of education is complete on your watch. I fear the concentration of power and the giveaway to charters. In a state among the most corrupt in the nation, where our disgrace of a government has had its last three House Speakers removed for corruption and the top leaders in the Department of Education implicated in the improper awarding of charters for new privatized schools and given that you campaigned on an anti-corruption platform, one would think you would be more cautious than to allow these 'trust' funds.<br /> <br /> ;Teacher participation: You often claim the former teacher mantle and I guess there is nothing wrong with that. Many people try teaching for a couple of years and then decide that they want to move on to something else. So I can see how you would relate to the charter school model where young people teach for a few years, add it to their resume and then go on to law school or education administration or senator. What bothers me is your calculus. in the development of the standards by which we measure schools’ success<br /> <br /> <br /> I believe it takes important steps toward addressing some of our most urgent and persistent needs and putting our children on a path to success.<br /> <br /> I sit firmly on both sides <br /> <br /> I believe firmly that, as a state, we must craft a system that serves the thousands of children who will remain in district schools even if we lift the cap on charter schools. <br /> <br /> A sense of urgency rush the bill.<br /> <br /> set specific goals for recruiting and retaining high-need student populations ... to assess <br /> [5 years later], at the time of charter renewal,<br /> <br /> Effective transfer of best practices between district and charter schools. <br /> <br /> <br /> <br /> The  education collaborative shall be  managed by a board of directors which shall be comprised  <br /> of 1 person appoint ed by each  member school committee and 1 person appoint ed by  each  member  <br /> 22  <br /> charter board of trustees.23  <br /> <br /> <br /> Each board of dir ect ors of an education collaborative shall  establish and  manage a trust fund, to  <br /> be  known as an Education Collaborative Trust Fund, and  each such fund shall be designated by an  <br /> 38  <br /> appropriate name. All  monies contribut ed by the  member  municipalit ies and charter schools and all  <br /> 39  <br /> grants or gifts from the federal  gover nment, state government, charitable foundations, private  <br /> 40  <br /> corporations or any  other source shall be paid to the board of dir ect ors of the  education collaborative and  <br /> 41  <br /> deposit ed in the fund.  <br /> 42  <br /> <br /> apply for state, federal or corporate grants or contracts  <br /> to obtain funds necessary to carry out the purpose for which such collaborative is  established57  <br /> <br /> The board of directors of the  education collaborative shall be consider ed t o be a public  employer  <br /> and  have the authority t o employ personnel, including teachers, to carry out the purposes and functions  <br /> 67  <br /> of the  education collaborative68  <br /> <br />  (1)  expand, alter or replace the curriculum and program offerings of the school,  <br /> including the  implementation of research­based  early literacy programs, early int ervent ions for  <br /> 198  <br /> struggling readers and the t eaching  of advanced placement courses or ot her rigor ous nationally or  <br /> 199  <br /> int ernationally recognized courses, if the school does  not already have such programs or courses; <br /> <br /> (2)  <br /> 200  <br /> reallocate the uses of the  exist ing budget of the school;201  <br /> <br /> (4) increase the salary of any administrator, or teacher in the school, to attract or retain highly­  <br /> 205  <br /> qualified administrators, or teachers or to reward administrators, or teachers who work in  <br /> 206  <br /> underperfor ming schools that achieve t he annual goals  set forth in the turnaround plan; <br /> <br /> (5) expand the  <br /> 207  <br /> school day  or school year  or both of t he school; 208  <br /> <br /> (7) following consultation  <br /> with applicable local unions, requir e the principal and all administrators,  teachers and staff to reapply  <br /> 210  <br /> for their positions in the school, wit h full discr etion vested in the superint endent  regarding  his  <br /> 211  <br /> consideration of and decisions  on rehiring based on the  reapplications. <br /> <br /> (8) limit, suspend or change 1  or  <br /> 212  <br /> mor e provisions of any contract or collect ive bargaining agreement, as the contract or agreement applies  <br /> 213  <br /> to the school; provided, that the superint endent shall not reduce the  compensation of an administrator,  <br /> 214  <br /> teacher or staff member unless the hours of the person are proportionately reduced;215  <br /> <br /> (14) develop a strategy to search for  <br /> and study best practices in areas of demonstrated deficiency in the school; 225  <br /> <br /> (b) The purposes of  establishing charter schools are: (i) to stimulat e the development  of  <br /> innovative programs  wit hin public education; (ii) to provide opportunities for innovative learning and  <br /> 900  <br /> assessments; (iii) to provide parents and students  wit h greater options in selecting schools  wit hin and  <br /> 901  <br /> outside their school districts; (iv) to provide t eachers with a vehicle for establishing schools with  <br /> 902  <br /> alternative, innovative  met hods of  educational instruction and school structure and  management; (v) to  <br /> 903 encourage perfor mance­based  educational programs; (vi) to hold t eachers and school administrators  <br /> accountable for students' educational  outcomes; and (vii) to provide  models for replication in ot her  <br /> 905  <br /> public schools.  <br /> 906  <br /> <br /> Each local school district shall be required to  grant a leave  of absence t o any t eacher in the  <br /> public schools syst em request ing such leave to t each  in  a commonwealth charter school. A t eacher  may  <br /> 1272  <br /> request a leave  of absence for up to 2 years.  1273  <br /> <br /> <br /> <br /> <br /> ===widget===<br /> <br /> ====quotes====<br /> Are teachers just interchangeable widgets? I just lost my teaching assignment, the job I had for 4 years of teaching humanities to seniors. The stated reason was that we should all be able to teach in any position. I guess this is better than last year. Last year I was told in the middle of the summer that I would be teaching tenth grade. On the first day of school I was told I was teaching twelfth grade after all. Some teachers found out what they were teaching a class they had never taught before. They found out on the first day of school. The students are the ultimate victims of this widget philosophy. <br /> <br /> Being a good teacher requires a tremendous amount of thought and design in preparation for the school year; on average I spend a couple of hundred hours even on the classes I have taught for years. In order for the material to be compelling to your students it has to be fresh and compelling for you. <br /> <br /> The beginning of the year has its own significant requirements for preparation. Every day you are getting feedback from your new students. Their individuality combined with the chemistry of each class has an enormous effect on your ideas of what you are going to do the next day and every day. <br /> <br /> [http://widgeteffect.org/downloads/TheWidgetEffect.pdf The Widget Effect] by <br /> &lt;b&gt;The New Teacher Project&lt;/b&gt; takes a critical look at how we view and value our teachers. It is their view that, &quot;a culture of indifference about the quality of instruction in each classroom dominates&quot;. I find this to be true. <br /> <br /> They postulate that, &quot;If districts could systematically identify which teachers perform at the highest level, they could use this information to inform teaching assignments, target teachers for teacher leader positions, and prioritize the retention of these teachers.&quot; I wish it were so easy. <br /> <br /> The authors move from &quot;If districts could systematically identify&quot; to &quot;yes districts can systematically identify.&quot; This is a huge leap and one that neglects the very real problems that make education such a messy business. <br /> <br /> In 30 years of running a company I became very dependent on having a systematic approach to product quality and customer satisfaction. Applying good business management practice will certainly reap improvements, but the run-it-as-a-business approach has already become part of the underlying problems.<br /> <br /> One example is the mission statement / shared vision / team approach to education promulgated by advisers based in business culture. Being on board is viewed as an indication of being a good teacher. Questioning the 'vision' is seen as detrimental to school culture. <br /> <br /> It is thought that teachers can be objectively evaluated using &quot;performance standards based upon student achievement outcomes&quot; and to a certain extent this is probably true. But we have created an industry that produces these standards measures externally from the classroom and another whole industry that creates products to help you meet those standards. It all becomes very self-referential and removed from the classroom and its students. <br /> <br /> Additionally we have the political dimension. Opinion leaders identify problems and schools try to address them. A &quot;good&quot; high school, for example is one in which students pass the standardized tests and graduate. A mayor or other official may expand the definition, perhaps instituting a plan in which the number of AP offerings must be increased by some percentage in a district. <br /> <br /> While on the face of it all of these ideas have some merit, as they become intertwined with the definition of a good teacher, we move further, not closer, to understanding and recognizing good teaching and good education. A &quot;good&quot; teacher agrees with the vision and happily consumes the products and lingo of the publishers, consultants and Ed. schools. A &quot;good&quot; teacher defines student expectations in line with the what makes the school look good and successful. <br /> <br /> Systematic identification of good teaching is far from a foregone conclusion in the real world of education. The very forces who say they would like to see it are often working against its realization. The externally influenced definitions of what good teaching is may have little to do with what it actually is. The Boston Teacher Residency teaches these external measures to its new teachers. Teachers attempt to comply, teaching the the script that they are given at the pace that is approved. They are immunized, cleared of responsibility for their students by their compliance with the strategies and standards. Their superiors are trained in the same vein by the Boston Principal Fellowship Program. The Ed. schools produce these programs in collaboration with Harvard Business School and they are implemented by NGO consultants with an interest of wresting education from the grip of the evil teachers' unions.<br /> <br /> The New Teachers Project oversimplifies the issue of why there are bad teachers. &quot;The contours of this debate are well-known. One side claims that teacher tenure and due process protections render dismissal a practical impossibility; shielding ineffective teachers from removal in all but the most egregious instances. The other argues that the process provides only minimal protection against arbitrary or discriminatory dismissal, but that administrators fail to document poor performance adequately and refuse to provide struggling teachers with sufficient support.&quot;<br /> <br /> The report has collected some interesting data. It states,&quot;47 percent of teachers report not having participated in a single informal conversation with their administrator over the last year about improving aspects of their instructional performance&quot;. With all of the external forces acting on the administrators, I am not sure that they are even capable of having that conversation. <br /> <br /> A more important conversation needs to happen and it needs to happen as the normal course of business. If the administration wants to support good teaching than it has to know what is going on in the classroom so that they are able to bring their considerable influence to bear in helping to make a case for that specific education to students they see in the halls and to motivate those students and keep them motivated. They cannot rely on platitudes.<br /> <br /> My students don't buy platitudes. They have been burned by them before, left high and dry while the rest of the world sails into an optimistic future. Part of being a good teacher is the ability to help students understand and define their own educational challenges, set personal goals and see them as attainable. A good administrator elicits those goals from and reinforces them.<br /> <br /> When I ran a construction company I made certain to see what 30 or 40 workers on a building site (of say 14 houses) were doing every day. I talked to each of the workers about how the job was going, was there anything in your way, did you see any problems. I did that and I ran a carpentry crew, working with the tools for 6 hour each day. It was a management style that worked, we produced good housing and we all made a good living.<br /> <br /> A school like mine (~300 students, 20 teachers) needs a leader who is involved in the education that is going on in the building. That involvement requires commitment, time and effort. It should not be delegated. Ask your teachers individually, every day: What are your current challenges? What are you thinking of doing to address them? Elicit ideas and contribute your own. Spend time in the classrooms to see how the ideas you toss around with your teachers are working out then catch up with them in the hall between classes and compare notes; judge together what works. It will be huge benefit to students. Students respond positively to an adult in the room. They are pleasantly surprised when someone knows what they are working on. It makes their work more important to them. All of this should become the core job definition. Avoid the bureaucracy, do what you have to quick and dirty, ignore what you can. <br /> <br /> My school spans parts of 3 floors. I have seen my headmaster on my floor 3 times this year. She was never in my classroom in spite of my open invitation. There are 2 other headmasters and another 4 or 5 people fulfilling administrative functions. Administrators define their job as protecting the students from the teachers. I worked for a city bureaucracy too and it wasn't as big but the Dept of Neighborhood Development was just ineffectual and distracting from the real job of building houses as BPS and its consultants are distracting to the real work of education. <br /> <br /> I was in the Boston Public Schools schools for 13*3 school-years as a parent. Involved parents got good at finding out who the good teachers were. We wanted our kids to have those teachers and wanted administrators who would stay out of their way. That was the best we thought we could get. Clearly that isn't enough. Supporting good teaching needs to be reformulated from the top down. You don't bring out the best in people with a periodically applied, computerized carrot and stick. &quot;A comprehensive performance evaluation system...that credibly differentiates teachers&quot; has to happen every day, it has to be local and it probably has little to do with a system. Teachers give up and get to stay since no one cares to check as long as they talk the talk. I would hypothesize that you can't hide having given up on your kids if someone is checking in with you every day and talking with you about what inspires you about your material and how you intend to inspire your students. If it is not working it should be self evident. A bad teacher will realize and accede that they can't do the job. Teachers wake up in the middle of the night and ask themselves that question anyway. There is no job as hard in my experience. I cannot say with certainty how long I will last. The administration usually gets to you first. I'd like to be in the classroom for as long as I am good at solving the puzzle of the kids, am inspired by my material, know I have something to say and still have the energy to run the show.<br /> <br /> <br /> ===other===<br /> <br /> *http://www.aft.org/innovate/index.htm<br /> <br /> http://www.tntp.org/newsandpress/060109_TNTP.html<br /> <br /> &quot;On education, we will expand exchange programs, and increase scholarships, like the one that brought my father to America, while encouraging more Americans to study in Muslim communities. And we will match promising Muslim students with internships in America; invest in on-line learning for teachers and children around the world; and create a new online network, so a teenager in Kansas can communicate instantly with a teenager in Cairo.<br /> <br /> On economic development, we will create a new corps of business volunteers to partner with counterparts in Muslim-majority countries. And I will host a Summit on Entrepreneurship this year to identify how we can deepen ties between business leaders, foundations and social entrepreneurs in the United States and Muslim communities around the world.&quot; - http://www.huffingtonpost.com/2009/06/04/obama-egypt-speech-video_n_211216.html</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Ideas_in_education&diff=3878 2010-02-11T21:22:26Z

<p>71.234.133.230: </p> <hr /> <div>===AN ACT RELATIVE TO THE ACHIEVEMENT GAP===<br /> January 26, 2010<br /> <br /> <br /> Re: Education Reform Legislation<br /> <br /> <br /> <br /> Dear<br /> <br /> <br /> <br /> In the last couple weeks, the Legislature passed and the Governor signed An Act Relative to the Achievement Gap (S. 2247), an education reform bill that aims to systematically improve student success, narrow the achievement gap for low-income students and students of color, and increase accountability in school administration. Many constituents have shared their views on this bill with me over recent weeks, and I have truly appreciated your advocacy and input. While this bill is not perfect, I cast my vote in favor of it because I believe it takes important steps toward addressing some of our most urgent and persistent needs and putting our children on a path to success.<br /> <br /> <br /> <br /> As you may know, I sit firmly on both sides of many of the debates that have surrounded this bill. As a former public school teacher, I have seen impressive victories happen in our district schools, often against long odds. I have also seen the immoral inadequacies that exist within our current public school system and know many children are being failed by it. And I know that charter schools in my district have changed the lives of thousands of students for the better. At the same time, I believe firmly that, as a state, we must craft a system that serves the thousands of children who will remain in district schools even if we lift the cap on charter schools.<br /> <br /> <br /> <br /> When this process began, I set out the goals I would be fighting for in the bill. Below is an accounting of how An Act Relative to the Achievement Gap addresses those core goals:<br /> <br /> <br /> <br /> * A sense of urgency when it comes to fixing failing schools. The bill puts in place strict timelines for turning around failing schools, including deadlines for superintendents and the Commissioner of Elementary and Secondary Education (the “Commissioner”), who are charged with improving underperforming schools. It also provides serious new tools for school administrators to implement in our failing schools, including expanding the school day or school year and providing for increased opportunities for teacher planning time and collaboration. By lifting the charter school cap, the bill also ensures that more children, especially students in low-performing districts, have additional school options. Under this bill, 30-35 school districts will be eligible for an increase in the cap.<br /> <br /> <br /> <br /> * Equality of service delivered by charter schools to high-need populations, such as special education students, English language learners, and students with less engaged parents. The bill requires charters to set specific goals for recruiting and retaining high-need student populations and requires the Board of Elementary and Secondary Education to assess, at the time of charter renewal, the extent to which charters have followed their recruitment and retention plans for such populations. It also requires charter schools to commit to population goals more comparable to what our district schools serve. While the bill takes a step in the right direction here, it is an area in which more work remains to be done. An amendment I filed to the bill that would have required charter schools to be evaluated, in part, on progress in reaching annual goals did not pass, due to charter school opposition. However, I will continue to fight for all our schools to be held to high standards of accountability.<br /> <br /> <br /> <br /> * Fairness in the funding mechanisms used to apportion money to district and charter schools. To assist districts in budget planning, the bill allows tuition payments from districts to charter schools to be based on prior year enrollment numbers. With respect to the state’s role in reimbursing sending districts for students who enroll in charter schools, the bill more accurately recognizes the overhead costs that stay with the district school even after the student leaves. In addition, the bill preserves a single line item for district schools and charter schools in the state budget, ensuring that funding is linked, in recognition of the fact that charter schools are public schools.<br /> <br /> <br /> <br /> * Effective transfer of best practices between district and charter schools. The bill requires charter schools to share best practices with district schools as a condition for charter renewal. The bill also requires the Commissioner to collect and disseminate best practices and urges superintendents to develop strategies for underperforming schools to study best practices in areas of demonstrated deficiency.<br /> <br /> <br /> <br /> * Teacher participation in the development of the standards by which we measure schools’ success. The bill requires the Department of Elementary and Secondary Education to develop a measure that takes into account, not just MCAS scores, but also “improvement in academic performance” in determining which schools and districts are “underperforming,” for purposes of takeover by a superintendent or the Commissioner. This combination of measures more accurately reflects the value added to a student’s education each year, especially in low-income and urban districts, where MCAS scores alone will often show low performance even when great strides have been made. (Contrary to some public perception, this provision does not narrow the number of school districts eligible for an increase in the charter school cap.) In addition, the bill includes teachers in the stakeholder groups charged with coming up with turnaround plans for underperforming schools. The final bill also preserves some critical fairness principles, such as giving teachers speedy but due process when superintendents seek to make changes to the collective bargaining agreement. The bill also requires a showing of “good cause” before a superintendent can terminate a teacher in an underperforming school.<br /> <br /> <br /> <br /> As a member of the Joint Committee on Education, I worked long and hard with the Chairman of the Committee, my other Senate colleagues, constituents, and education stakeholders to ensure these key principles were addressed.<br /> <br /> <br /> <br /> Finally, the bill recognizes something we have known for a long time: that all of this work must be undertaken in conjunction with other community supports and services. In creating plans for underperforming schools and districts, superintendents and the Commissioner must include steps to: (1) address the social service and health needs of students and their families, in order to help students arrive and remain at school ready to learn; (2) improve or expand child welfare services and, as appropriate, law enforcement services in the school community, in order to promote a safe and secure learning environment; and (3) improve workforce development services provided to students and their families at the school.<br /> <br /> <br /> <br /> Thank you again for reaching out to my office and for your continued advocacy, which is so important in bringing about better public policy in our Commonwealth. I look forward to working with you going forward, as we monitor the on-the-ground impacts of this bill. Please do not hesitate to contact me or my Legal Counsel, Angela Brooks, at (617) 722-1673 or angela.brooks@state.ma.us, should you have any additional questions or concerns.<br /> <br /> Saludos, <br /> <br /> <br /> <br /> Sonia Chang-Díaz <br /> State Senator<br /> Second Suffolk District<br /> <br /> <br /> <br /> ;A sense of urgency: the bill looks rushed, sloppy repetitive and ill considered.<br /> <br /> ;Equality of service delivered by charter schools to high-need populations, such as special education students, English language learners, and students with less engaged parents: a toothless law it appears, <br /> <br /> ;Fairness in the funding mechanisms: The part at the end of the act seems to be some minor fiddling with the formula. The give-away of public resources and power listed as &quot;Education Collaborative Trust Funds&quot; seems both irresponsible and ill-considered. Let's see: each charter school gets its own school committee representative AND the power to go after the Federal and State money that the city of Boston kids are eligible for. What about my school and all the other Boston Public schools. Why don't we each get a board and school committee representation to ensure that we get a share of that money? You have given the green light for private companies to siphon off taxpayer money earmarked for Boston kids. One could interpret the recent history of Boston Public Schools as the same kind of dis-empowerment in letting organizations like the Boston Plan For Excellence siphon off grant and taxpayer money intended for Boston kids, using it hire consultants to develop and endless array of programs to be sold back to the schools. The corporization of education is complete on your watch. I fear the concentration of power and the giveaway to charters. In a state among the most corrupt in the nation, where our disgrace of a government has had its last three House Speakers removed for corruption and the top leaders in the Department of Education implicated in the improper awarding of charters for new privatized schools, you would think you would be more cautious than to allow these 'trust' funds.<br /> <br /> ;Teacher participation: in the development of the standards by which we measure schools’ success<br /> <br /> <br /> I believe it takes important steps toward addressing some of our most urgent and persistent needs and putting our children on a path to success.<br /> <br /> I sit firmly on both sides <br /> <br /> I believe firmly that, as a state, we must craft a system that serves the thousands of children who will remain in district schools even if we lift the cap on charter schools. <br /> <br /> A sense of urgency rush the bill.<br /> <br /> set specific goals for recruiting and retaining high-need student populations ... to assess <br /> [5 years later], at the time of charter renewal,<br /> <br /> Effective transfer of best practices between district and charter schools. <br /> <br /> <br /> <br /> The  education collaborative shall be  managed by a board of directors which shall be comprised  <br /> of 1 person appoint ed by each  member school committee and 1 person appoint ed by  each  member  <br /> 22  <br /> charter board of trustees.23  <br /> <br /> <br /> Each board of dir ect ors of an education collaborative shall  establish and  manage a trust fund, to  <br /> be  known as an Education Collaborative Trust Fund, and  each such fund shall be designated by an  <br /> 38  <br /> appropriate name. All  monies contribut ed by the  member  municipalit ies and charter schools and all  <br /> 39  <br /> grants or gifts from the federal  gover nment, state government, charitable foundations, private  <br /> 40  <br /> corporations or any  other source shall be paid to the board of dir ect ors of the  education collaborative and  <br /> 41  <br /> deposit ed in the fund.  <br /> 42  <br /> <br /> apply for state, federal or corporate grants or contracts  <br /> to obtain funds necessary to carry out the purpose for which such collaborative is  established57  <br /> <br /> The board of directors of the  education collaborative shall be consider ed t o be a public  employer  <br /> and  have the authority t o employ personnel, including teachers, to carry out the purposes and functions  <br /> 67  <br /> of the  education collaborative68  <br /> <br />  (1)  expand, alter or replace the curriculum and program offerings of the school,  <br /> including the  implementation of research­based  early literacy programs, early int ervent ions for  <br /> 198  <br /> struggling readers and the t eaching  of advanced placement courses or ot her rigor ous nationally or  <br /> 199  <br /> int ernationally recognized courses, if the school does  not already have such programs or courses; <br /> <br /> (2)  <br /> 200  <br /> reallocate the uses of the  exist ing budget of the school;201  <br /> <br /> (4) increase the salary of any administrator, or teacher in the school, to attract or retain highly­  <br /> 205  <br /> qualified administrators, or teachers or to reward administrators, or teachers who work in  <br /> 206  <br /> underperfor ming schools that achieve t he annual goals  set forth in the turnaround plan; <br /> <br /> (5) expand the  <br /> 207  <br /> school day  or school year  or both of t he school; 208  <br /> <br /> (7) following consultation  <br /> with applicable local unions, requir e the principal and all administrators,  teachers and staff to reapply  <br /> 210  <br /> for their positions in the school, wit h full discr etion vested in the superint endent  regarding  his  <br /> 211  <br /> consideration of and decisions  on rehiring based on the  reapplications. <br /> <br /> (8) limit, suspend or change 1  or  <br /> 212  <br /> mor e provisions of any contract or collect ive bargaining agreement, as the contract or agreement applies  <br /> 213  <br /> to the school; provided, that the superint endent shall not reduce the  compensation of an administrator,  <br /> 214  <br /> teacher or staff member unless the hours of the person are proportionately reduced;215  <br /> <br /> (14) develop a strategy to search for  <br /> and study best practices in areas of demonstrated deficiency in the school; 225  <br /> <br /> (b) The purposes of  establishing charter schools are: (i) to stimulat e the development  of  <br /> innovative programs  wit hin public education; (ii) to provide opportunities for innovative learning and  <br /> 900  <br /> assessments; (iii) to provide parents and students  wit h greater options in selecting schools  wit hin and  <br /> 901  <br /> outside their school districts; (iv) to provide t eachers with a vehicle for establishing schools with  <br /> 902  <br /> alternative, innovative  met hods of  educational instruction and school structure and  management; (v) to  <br /> 903 encourage perfor mance­based  educational programs; (vi) to hold t eachers and school administrators  <br /> accountable for students' educational  outcomes; and (vii) to provide  models for replication in ot her  <br /> 905  <br /> public schools.  <br /> 906  <br /> <br /> Each local school district shall be required to  grant a leave  of absence t o any t eacher in the  <br /> public schools syst em request ing such leave to t each  in  a commonwealth charter school. A t eacher  may  <br /> 1272  <br /> request a leave  of absence for up to 2 years.  1273  <br /> <br /> <br /> <br /> <br /> ===widget===<br /> <br /> ====quotes====<br /> Are teachers just interchangeable widgets? I just lost my teaching assignment, the job I had for 4 years of teaching humanities to seniors. The stated reason was that we should all be able to teach in any position. I guess this is better than last year. Last year I was told in the middle of the summer that I would be teaching tenth grade. On the first day of school I was told I was teaching twelfth grade after all. Some teachers found out what they were teaching a class they had never taught before. They found out on the first day of school. The students are the ultimate victims of this widget philosophy. <br /> <br /> Being a good teacher requires a tremendous amount of thought and design in preparation for the school year; on average I spend a couple of hundred hours even on the classes I have taught for years. In order for the material to be compelling to your students it has to be fresh and compelling for you. <br /> <br /> The beginning of the year has its own significant requirements for preparation. Every day you are getting feedback from your new students. Their individuality combined with the chemistry of each class has an enormous effect on your ideas of what you are going to do the next day and every day. <br /> <br /> [http://widgeteffect.org/downloads/TheWidgetEffect.pdf The Widget Effect] by <br /> &lt;b&gt;The New Teacher Project&lt;/b&gt; takes a critical look at how we view and value our teachers. It is their view that, &quot;a culture of indifference about the quality of instruction in each classroom dominates&quot;. I find this to be true. <br /> <br /> They postulate that, &quot;If districts could systematically identify which teachers perform at the highest level, they could use this information to inform teaching assignments, target teachers for teacher leader positions, and prioritize the retention of these teachers.&quot; I wish it were so easy. <br /> <br /> The authors move from &quot;If districts could systematically identify&quot; to &quot;yes districts can systematically identify.&quot; This is a huge leap and one that neglects the very real problems that make education such a messy business. <br /> <br /> In 30 years of running a company I became very dependent on having a systematic approach to product quality and customer satisfaction. Applying good business management practice will certainly reap improvements, but the run-it-as-a-business approach has already become part of the underlying problems.<br /> <br /> One example is the mission statement / shared vision / team approach to education promulgated by advisers based in business culture. Being on board is viewed as an indication of being a good teacher. Questioning the 'vision' is seen as detrimental to school culture. <br /> <br /> It is thought that teachers can be objectively evaluated using &quot;performance standards based upon student achievement outcomes&quot; and to a certain extent this is probably true. But we have created an industry that produces these standards measures externally from the classroom and another whole industry that creates products to help you meet those standards. It all becomes very self-referential and removed from the classroom and its students. <br /> <br /> Additionally we have the political dimension. Opinion leaders identify problems and schools try to address them. A &quot;good&quot; high school, for example is one in which students pass the standardized tests and graduate. A mayor or other official may expand the definition, perhaps instituting a plan in which the number of AP offerings must be increased by some percentage in a district. <br /> <br /> While on the face of it all of these ideas have some merit, as they become intertwined with the definition of a good teacher, we move further, not closer, to understanding and recognizing good teaching and good education. A &quot;good&quot; teacher agrees with the vision and happily consumes the products and lingo of the publishers, consultants and Ed. schools. A &quot;good&quot; teacher defines student expectations in line with the what makes the school look good and successful. <br /> <br /> Systematic identification of good teaching is far from a foregone conclusion in the real world of education. The very forces who say they would like to see it are often working against its realization. The externally influenced definitions of what good teaching is may have little to do with what it actually is. The Boston Teacher Residency teaches these external measures to its new teachers. Teachers attempt to comply, teaching the the script that they are given at the pace that is approved. They are immunized, cleared of responsibility for their students by their compliance with the strategies and standards. Their superiors are trained in the same vein by the Boston Principal Fellowship Program. The Ed. schools produce these programs in collaboration with Harvard Business School and they are implemented by NGO consultants with an interest of wresting education from the grip of the evil teachers' unions.<br /> <br /> The New Teachers Project oversimplifies the issue of why there are bad teachers. &quot;The contours of this debate are well-known. One side claims that teacher tenure and due process protections render dismissal a practical impossibility; shielding ineffective teachers from removal in all but the most egregious instances. The other argues that the process provides only minimal protection against arbitrary or discriminatory dismissal, but that administrators fail to document poor performance adequately and refuse to provide struggling teachers with sufficient support.&quot;<br /> <br /> The report has collected some interesting data. It states,&quot;47 percent of teachers report not having participated in a single informal conversation with their administrator over the last year about improving aspects of their instructional performance&quot;. With all of the external forces acting on the administrators, I am not sure that they are even capable of having that conversation. <br /> <br /> A more important conversation needs to happen and it needs to happen as the normal course of business. If the administration wants to support good teaching than it has to know what is going on in the classroom so that they are able to bring their considerable influence to bear in helping to make a case for that specific education to students they see in the halls and to motivate those students and keep them motivated. They cannot rely on platitudes.<br /> <br /> My students don't buy platitudes. They have been burned by them before, left high and dry while the rest of the world sails into an optimistic future. Part of being a good teacher is the ability to help students understand and define their own educational challenges, set personal goals and see them as attainable. A good administrator elicits those goals from and reinforces them.<br /> <br /> When I ran a construction company I made certain to see what 30 or 40 workers on a building site (of say 14 houses) were doing every day. I talked to each of the workers about how the job was going, was there anything in your way, did you see any problems. I did that and I ran a carpentry crew, working with the tools for 6 hour each day. It was a management style that worked, we produced good housing and we all made a good living.<br /> <br /> A school like mine (~300 students, 20 teachers) needs a leader who is involved in the education that is going on in the building. That involvement requires commitment, time and effort. It should not be delegated. Ask your teachers individually, every day: What are your current challenges? What are you thinking of doing to address them? Elicit ideas and contribute your own. Spend time in the classrooms to see how the ideas you toss around with your teachers are working out then catch up with them in the hall between classes and compare notes; judge together what works. It will be huge benefit to students. Students respond positively to an adult in the room. They are pleasantly surprised when someone knows what they are working on. It makes their work more important to them. All of this should become the core job definition. Avoid the bureaucracy, do what you have to quick and dirty, ignore what you can. <br /> <br /> My school spans parts of 3 floors. I have seen my headmaster on my floor 3 times this year. She was never in my classroom in spite of my open invitation. There are 2 other headmasters and another 4 or 5 people fulfilling administrative functions. Administrators define their job as protecting the students from the teachers. I worked for a city bureaucracy too and it wasn't as big but the Dept of Neighborhood Development was just ineffectual and distracting from the real job of building houses as BPS and its consultants are distracting to the real work of education. <br /> <br /> I was in the Boston Public Schools schools for 13*3 school-years as a parent. Involved parents got good at finding out who the good teachers were. We wanted our kids to have those teachers and wanted administrators who would stay out of their way. That was the best we thought we could get. Clearly that isn't enough. Supporting good teaching needs to be reformulated from the top down. You don't bring out the best in people with a periodically applied, computerized carrot and stick. &quot;A comprehensive performance evaluation system...that credibly differentiates teachers&quot; has to happen every day, it has to be local and it probably has little to do with a system. Teachers give up and get to stay since no one cares to check as long as they talk the talk. I would hypothesize that you can't hide having given up on your kids if someone is checking in with you every day and talking with you about what inspires you about your material and how you intend to inspire your students. If it is not working it should be self evident. A bad teacher will realize and accede that they can't do the job. Teachers wake up in the middle of the night and ask themselves that question anyway. There is no job as hard in my experience. I cannot say with certainty how long I will last. The administration usually gets to you first. I'd like to be in the classroom for as long as I am good at solving the puzzle of the kids, am inspired by my material, know I have something to say and still have the energy to run the show.<br /> <br /> <br /> ===other===<br /> <br /> *http://www.aft.org/innovate/index.htm<br /> <br /> http://www.tntp.org/newsandpress/060109_TNTP.html<br /> <br /> &quot;On education, we will expand exchange programs, and increase scholarships, like the one that brought my father to America, while encouraging more Americans to study in Muslim communities. And we will match promising Muslim students with internships in America; invest in on-line learning for teachers and children around the world; and create a new online network, so a teenager in Kansas can communicate instantly with a teenager in Cairo.<br /> <br /> On economic development, we will create a new corps of business volunteers to partner with counterparts in Muslim-majority countries. And I will host a Summit on Entrepreneurship this year to identify how we can deepen ties between business leaders, foundations and social entrepreneurs in the United States and Muslim communities around the world.&quot; - http://www.huffingtonpost.com/2009/06/04/obama-egypt-speech-video_n_211216.html</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Ideas_in_education&diff=3877 2010-02-11T21:04:39Z

<p>71.234.133.230: </p> <hr /> <div>===AN ACT RELATIVE TO THE ACHIEVEMENT GAP===<br /> January 26, 2010<br /> <br /> <br /> Re: Education Reform Legislation<br /> <br /> <br /> <br /> Dear<br /> <br /> <br /> <br /> In the last couple weeks, the Legislature passed and the Governor signed An Act Relative to the Achievement Gap (S. 2247), an education reform bill that aims to systematically improve student success, narrow the achievement gap for low-income students and students of color, and increase accountability in school administration. Many constituents have shared their views on this bill with me over recent weeks, and I have truly appreciated your advocacy and input. While this bill is not perfect, I cast my vote in favor of it because I believe it takes important steps toward addressing some of our most urgent and persistent needs and putting our children on a path to success.<br /> <br /> <br /> <br /> As you may know, I sit firmly on both sides of many of the debates that have surrounded this bill. As a former public school teacher, I have seen impressive victories happen in our district schools, often against long odds. I have also seen the immoral inadequacies that exist within our current public school system and know many children are being failed by it. And I know that charter schools in my district have changed the lives of thousands of students for the better. At the same time, I believe firmly that, as a state, we must craft a system that serves the thousands of children who will remain in district schools even if we lift the cap on charter schools.<br /> <br /> <br /> <br /> When this process began, I set out the goals I would be fighting for in the bill. Below is an accounting of how An Act Relative to the Achievement Gap addresses those core goals:<br /> <br /> <br /> <br /> * A sense of urgency when it comes to fixing failing schools. The bill puts in place strict timelines for turning around failing schools, including deadlines for superintendents and the Commissioner of Elementary and Secondary Education (the “Commissioner”), who are charged with improving underperforming schools. It also provides serious new tools for school administrators to implement in our failing schools, including expanding the school day or school year and providing for increased opportunities for teacher planning time and collaboration. By lifting the charter school cap, the bill also ensures that more children, especially students in low-performing districts, have additional school options. Under this bill, 30-35 school districts will be eligible for an increase in the cap.<br /> <br /> <br /> <br /> * Equality of service delivered by charter schools to high-need populations, such as special education students, English language learners, and students with less engaged parents. The bill requires charters to set specific goals for recruiting and retaining high-need student populations and requires the Board of Elementary and Secondary Education to assess, at the time of charter renewal, the extent to which charters have followed their recruitment and retention plans for such populations. It also requires charter schools to commit to population goals more comparable to what our district schools serve. While the bill takes a step in the right direction here, it is an area in which more work remains to be done. An amendment I filed to the bill that would have required charter schools to be evaluated, in part, on progress in reaching annual goals did not pass, due to charter school opposition. However, I will continue to fight for all our schools to be held to high standards of accountability.<br /> <br /> <br /> <br /> * Fairness in the funding mechanisms used to apportion money to district and charter schools. To assist districts in budget planning, the bill allows tuition payments from districts to charter schools to be based on prior year enrollment numbers. With respect to the state’s role in reimbursing sending districts for students who enroll in charter schools, the bill more accurately recognizes the overhead costs that stay with the district school even after the student leaves. In addition, the bill preserves a single line item for district schools and charter schools in the state budget, ensuring that funding is linked, in recognition of the fact that charter schools are public schools.<br /> <br /> <br /> <br /> * Effective transfer of best practices between district and charter schools. The bill requires charter schools to share best practices with district schools as a condition for charter renewal. The bill also requires the Commissioner to collect and disseminate best practices and urges superintendents to develop strategies for underperforming schools to study best practices in areas of demonstrated deficiency.<br /> <br /> <br /> <br /> * Teacher participation in the development of the standards by which we measure schools’ success. The bill requires the Department of Elementary and Secondary Education to develop a measure that takes into account, not just MCAS scores, but also “improvement in academic performance” in determining which schools and districts are “underperforming,” for purposes of takeover by a superintendent or the Commissioner. This combination of measures more accurately reflects the value added to a student’s education each year, especially in low-income and urban districts, where MCAS scores alone will often show low performance even when great strides have been made. (Contrary to some public perception, this provision does not narrow the number of school districts eligible for an increase in the charter school cap.) In addition, the bill includes teachers in the stakeholder groups charged with coming up with turnaround plans for underperforming schools. The final bill also preserves some critical fairness principles, such as giving teachers speedy but due process when superintendents seek to make changes to the collective bargaining agreement. The bill also requires a showing of “good cause” before a superintendent can terminate a teacher in an underperforming school.<br /> <br /> <br /> <br /> As a member of the Joint Committee on Education, I worked long and hard with the Chairman of the Committee, my other Senate colleagues, constituents, and education stakeholders to ensure these key principles were addressed.<br /> <br /> <br /> <br /> Finally, the bill recognizes something we have known for a long time: that all of this work must be undertaken in conjunction with other community supports and services. In creating plans for underperforming schools and districts, superintendents and the Commissioner must include steps to: (1) address the social service and health needs of students and their families, in order to help students arrive and remain at school ready to learn; (2) improve or expand child welfare services and, as appropriate, law enforcement services in the school community, in order to promote a safe and secure learning environment; and (3) improve workforce development services provided to students and their families at the school.<br /> <br /> <br /> <br /> Thank you again for reaching out to my office and for your continued advocacy, which is so important in bringing about better public policy in our Commonwealth. I look forward to working with you going forward, as we monitor the on-the-ground impacts of this bill. Please do not hesitate to contact me or my Legal Counsel, Angela Brooks, at (617) 722-1673 or angela.brooks@state.ma.us, should you have any additional questions or concerns.<br /> <br /> Saludos, <br /> <br /> <br /> <br /> Sonia Chang-Díaz <br /> State Senator<br /> Second Suffolk District<br /> <br /> <br /> <br /> ;A sense of urgency: the bill looks rushed, sloppy repetitive and ill considered.<br /> <br /> ;Equality of service delivered by charter schools to high-need populations, such as special education students, English language learners, and students with less engaged parents: a toothless law it appears, <br /> <br /> ;Fairness in the funding mechanisms: The part at the end of the act seems to be meaningless fiddling with the formula. The give-away of public resources and power listed as &quot;Education Collaborative Trust Funds&quot; seems both irresponsible and ill-considered. Let's see: each charter school gets its own school committee representative AND the power to go after the Federal and State money that the city of Boston kids are eligible for. What about my school and the other Boston Public schools. Why don't we each get a board and school committee representation to ensure that we get a share of that money? You have given the green light for private companies to siphon off taxpayer money earmarked for Boston kids. One could interpret the recent history of Boston Public Schools as the same kind of dis-empowerment in letting organizations like the Boston Plan For Excellence siphon off grant and taxpayer money intended for Boston kids and using it to develop programs like <br /> <br /> ;Teacher participation: in the development of the standards by which we measure schools’ success<br /> <br /> <br /> I believe it takes important steps toward addressing some of our most urgent and persistent needs and putting our children on a path to success.<br /> <br /> I sit firmly on both sides <br /> <br /> I believe firmly that, as a state, we must craft a system that serves the thousands of children who will remain in district schools even if we lift the cap on charter schools. <br /> <br /> A sense of urgency rush the bill.<br /> <br /> set specific goals for recruiting and retaining high-need student populations ... to assess <br /> [5 years later], at the time of charter renewal,<br /> <br /> Effective transfer of best practices between district and charter schools. <br /> <br /> <br /> <br /> The  education collaborative shall be  managed by a board of directors which shall be comprised  <br /> of 1 person appoint ed by each  member school committee and 1 person appoint ed by  each  member  <br /> 22  <br /> charter board of trustees.23  <br /> <br /> <br /> Each board of dir ect ors of an education collaborative shall  establish and  manage a trust fund, to  <br /> be  known as an Education Collaborative Trust Fund, and  each such fund shall be designated by an  <br /> 38  <br /> appropriate name. All  monies contribut ed by the  member  municipalit ies and charter schools and all  <br /> 39  <br /> grants or gifts from the federal  gover nment, state government, charitable foundations, private  <br /> 40  <br /> corporations or any  other source shall be paid to the board of dir ect ors of the  education collaborative and  <br /> 41  <br /> deposit ed in the fund.  <br /> 42  <br /> <br /> apply for state, federal or corporate grants or contracts  <br /> to obtain funds necessary to carry out the purpose for which such collaborative is  established57  <br /> <br /> The board of directors of the  education collaborative shall be consider ed t o be a public  employer  <br /> and  have the authority t o employ personnel, including teachers, to carry out the purposes and functions  <br /> 67  <br /> of the  education collaborative68  <br /> <br />  (1)  expand, alter or replace the curriculum and program offerings of the school,  <br /> including the  implementation of research­based  early literacy programs, early int ervent ions for  <br /> 198  <br /> struggling readers and the t eaching  of advanced placement courses or ot her rigor ous nationally or  <br /> 199  <br /> int ernationally recognized courses, if the school does  not already have such programs or courses; <br /> <br /> (2)  <br /> 200  <br /> reallocate the uses of the  exist ing budget of the school;201  <br /> <br /> (4) increase the salary of any administrator, or teacher in the school, to attract or retain highly­  <br /> 205  <br /> qualified administrators, or teachers or to reward administrators, or teachers who work in  <br /> 206  <br /> underperfor ming schools that achieve t he annual goals  set forth in the turnaround plan; <br /> <br /> (5) expand the  <br /> 207  <br /> school day  or school year  or both of t he school; 208  <br /> <br /> (7) following consultation  <br /> with applicable local unions, requir e the principal and all administrators,  teachers and staff to reapply  <br /> 210  <br /> for their positions in the school, wit h full discr etion vested in the superint endent  regarding  his  <br /> 211  <br /> consideration of and decisions  on rehiring based on the  reapplications. <br /> <br /> (8) limit, suspend or change 1  or  <br /> 212  <br /> mor e provisions of any contract or collect ive bargaining agreement, as the contract or agreement applies  <br /> 213  <br /> to the school; provided, that the superint endent shall not reduce the  compensation of an administrator,  <br /> 214  <br /> teacher or staff member unless the hours of the person are proportionately reduced;215  <br /> <br /> (14) develop a strategy to search for  <br /> and study best practices in areas of demonstrated deficiency in the school; 225  <br /> <br /> (b) The purposes of  establishing charter schools are: (i) to stimulat e the development  of  <br /> innovative programs  wit hin public education; (ii) to provide opportunities for innovative learning and  <br /> 900  <br /> assessments; (iii) to provide parents and students  wit h greater options in selecting schools  wit hin and  <br /> 901  <br /> outside their school districts; (iv) to provide t eachers with a vehicle for establishing schools with  <br /> 902  <br /> alternative, innovative  met hods of  educational instruction and school structure and  management; (v) to  <br /> 903 encourage perfor mance­based  educational programs; (vi) to hold t eachers and school administrators  <br /> accountable for students' educational  outcomes; and (vii) to provide  models for replication in ot her  <br /> 905  <br /> public schools.  <br /> 906  <br /> <br /> Each local school district shall be required to  grant a leave  of absence t o any t eacher in the  <br /> public schools syst em request ing such leave to t each  in  a commonwealth charter school. A t eacher  may  <br /> 1272  <br /> request a leave  of absence for up to 2 years.  1273  <br /> <br /> <br /> <br /> <br /> ===widget===<br /> <br /> ====quotes====<br /> Are teachers just interchangeable widgets? I just lost my teaching assignment, the job I had for 4 years of teaching humanities to seniors. The stated reason was that we should all be able to teach in any position. I guess this is better than last year. Last year I was told in the middle of the summer that I would be teaching tenth grade. On the first day of school I was told I was teaching twelfth grade after all. Some teachers found out what they were teaching a class they had never taught before. They found out on the first day of school. The students are the ultimate victims of this widget philosophy. <br /> <br /> Being a good teacher requires a tremendous amount of thought and design in preparation for the school year; on average I spend a couple of hundred hours even on the classes I have taught for years. In order for the material to be compelling to your students it has to be fresh and compelling for you. <br /> <br /> The beginning of the year has its own significant requirements for preparation. Every day you are getting feedback from your new students. Their individuality combined with the chemistry of each class has an enormous effect on your ideas of what you are going to do the next day and every day. <br /> <br /> [http://widgeteffect.org/downloads/TheWidgetEffect.pdf The Widget Effect] by <br /> &lt;b&gt;The New Teacher Project&lt;/b&gt; takes a critical look at how we view and value our teachers. It is their view that, &quot;a culture of indifference about the quality of instruction in each classroom dominates&quot;. I find this to be true. <br /> <br /> They postulate that, &quot;If districts could systematically identify which teachers perform at the highest level, they could use this information to inform teaching assignments, target teachers for teacher leader positions, and prioritize the retention of these teachers.&quot; I wish it were so easy. <br /> <br /> The authors move from &quot;If districts could systematically identify&quot; to &quot;yes districts can systematically identify.&quot; This is a huge leap and one that neglects the very real problems that make education such a messy business. <br /> <br /> In 30 years of running a company I became very dependent on having a systematic approach to product quality and customer satisfaction. Applying good business management practice will certainly reap improvements, but the run-it-as-a-business approach has already become part of the underlying problems.<br /> <br /> One example is the mission statement / shared vision / team approach to education promulgated by advisers based in business culture. Being on board is viewed as an indication of being a good teacher. Questioning the 'vision' is seen as detrimental to school culture. <br /> <br /> It is thought that teachers can be objectively evaluated using &quot;performance standards based upon student achievement outcomes&quot; and to a certain extent this is probably true. But we have created an industry that produces these standards measures externally from the classroom and another whole industry that creates products to help you meet those standards. It all becomes very self-referential and removed from the classroom and its students. <br /> <br /> Additionally we have the political dimension. Opinion leaders identify problems and schools try to address them. A &quot;good&quot; high school, for example is one in which students pass the standardized tests and graduate. A mayor or other official may expand the definition, perhaps instituting a plan in which the number of AP offerings must be increased by some percentage in a district. <br /> <br /> While on the face of it all of these ideas have some merit, as they become intertwined with the definition of a good teacher, we move further, not closer, to understanding and recognizing good teaching and good education. A &quot;good&quot; teacher agrees with the vision and happily consumes the products and lingo of the publishers, consultants and Ed. schools. A &quot;good&quot; teacher defines student expectations in line with the what makes the school look good and successful. <br /> <br /> Systematic identification of good teaching is far from a foregone conclusion in the real world of education. The very forces who say they would like to see it are often working against its realization. The externally influenced definitions of what good teaching is may have little to do with what it actually is. The Boston Teacher Residency teaches these external measures to its new teachers. Teachers attempt to comply, teaching the the script that they are given at the pace that is approved. They are immunized, cleared of responsibility for their students by their compliance with the strategies and standards. Their superiors are trained in the same vein by the Boston Principal Fellowship Program. The Ed. schools produce these programs in collaboration with Harvard Business School and they are implemented by NGO consultants with an interest of wresting education from the grip of the evil teachers' unions.<br /> <br /> The New Teachers Project oversimplifies the issue of why there are bad teachers. &quot;The contours of this debate are well-known. One side claims that teacher tenure and due process protections render dismissal a practical impossibility; shielding ineffective teachers from removal in all but the most egregious instances. The other argues that the process provides only minimal protection against arbitrary or discriminatory dismissal, but that administrators fail to document poor performance adequately and refuse to provide struggling teachers with sufficient support.&quot;<br /> <br /> The report has collected some interesting data. It states,&quot;47 percent of teachers report not having participated in a single informal conversation with their administrator over the last year about improving aspects of their instructional performance&quot;. With all of the external forces acting on the administrators, I am not sure that they are even capable of having that conversation. <br /> <br /> A more important conversation needs to happen and it needs to happen as the normal course of business. If the administration wants to support good teaching than it has to know what is going on in the classroom so that they are able to bring their considerable influence to bear in helping to make a case for that specific education to students they see in the halls and to motivate those students and keep them motivated. They cannot rely on platitudes.<br /> <br /> My students don't buy platitudes. They have been burned by them before, left high and dry while the rest of the world sails into an optimistic future. Part of being a good teacher is the ability to help students understand and define their own educational challenges, set personal goals and see them as attainable. A good administrator elicits those goals from and reinforces them.<br /> <br /> When I ran a construction company I made certain to see what 30 or 40 workers on a building site (of say 14 houses) were doing every day. I talked to each of the workers about how the job was going, was there anything in your way, did you see any problems. I did that and I ran a carpentry crew, working with the tools for 6 hour each day. It was a management style that worked, we produced good housing and we all made a good living.<br /> <br /> A school like mine (~300 students, 20 teachers) needs a leader who is involved in the education that is going on in the building. That involvement requires commitment, time and effort. It should not be delegated. Ask your teachers individually, every day: What are your current challenges? What are you thinking of doing to address them? Elicit ideas and contribute your own. Spend time in the classrooms to see how the ideas you toss around with your teachers are working out then catch up with them in the hall between classes and compare notes; judge together what works. It will be huge benefit to students. Students respond positively to an adult in the room. They are pleasantly surprised when someone knows what they are working on. It makes their work more important to them. All of this should become the core job definition. Avoid the bureaucracy, do what you have to quick and dirty, ignore what you can. <br /> <br /> My school spans parts of 3 floors. I have seen my headmaster on my floor 3 times this year. She was never in my classroom in spite of my open invitation. There are 2 other headmasters and another 4 or 5 people fulfilling administrative functions. Administrators define their job as protecting the students from the teachers. I worked for a city bureaucracy too and it wasn't as big but the Dept of Neighborhood Development was just ineffectual and distracting from the real job of building houses as BPS and its consultants are distracting to the real work of education. <br /> <br /> I was in the Boston Public Schools schools for 13*3 school-years as a parent. Involved parents got good at finding out who the good teachers were. We wanted our kids to have those teachers and wanted administrators who would stay out of their way. That was the best we thought we could get. Clearly that isn't enough. Supporting good teaching needs to be reformulated from the top down. You don't bring out the best in people with a periodically applied, computerized carrot and stick. &quot;A comprehensive performance evaluation system...that credibly differentiates teachers&quot; has to happen every day, it has to be local and it probably has little to do with a system. Teachers give up and get to stay since no one cares to check as long as they talk the talk. I would hypothesize that you can't hide having given up on your kids if someone is checking in with you every day and talking with you about what inspires you about your material and how you intend to inspire your students. If it is not working it should be self evident. A bad teacher will realize and accede that they can't do the job. Teachers wake up in the middle of the night and ask themselves that question anyway. There is no job as hard in my experience. I cannot say with certainty how long I will last. The administration usually gets to you first. I'd like to be in the classroom for as long as I am good at solving the puzzle of the kids, am inspired by my material, know I have something to say and still have the energy to run the show.<br /> <br /> <br /> ===other===<br /> <br /> *http://www.aft.org/innovate/index.htm<br /> <br /> http://www.tntp.org/newsandpress/060109_TNTP.html<br /> <br /> &quot;On education, we will expand exchange programs, and increase scholarships, like the one that brought my father to America, while encouraging more Americans to study in Muslim communities. And we will match promising Muslim students with internships in America; invest in on-line learning for teachers and children around the world; and create a new online network, so a teenager in Kansas can communicate instantly with a teenager in Cairo.<br /> <br /> On economic development, we will create a new corps of business volunteers to partner with counterparts in Muslim-majority countries. And I will host a Summit on Entrepreneurship this year to identify how we can deepen ties between business leaders, foundations and social entrepreneurs in the United States and Muslim communities around the world.&quot; - http://www.huffingtonpost.com/2009/06/04/obama-egypt-speech-video_n_211216.html</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Technology&diff=3876 2010-02-11T02:15:06Z

<p>71.234.133.230: /* xslt */</p> <hr /> <div>==log==<br /> ====todo====<br /> 2/5/10<br /> *to see changes in xsl stylesheet change its name and the reference to it in the .js page.<br /> 1/18/10<br /> *set up test dir http://localhost:8888/test/waffle.xml<br /> *adjusted nested match=&quot;/&quot; to work http://localhost:8888/vocab/grid2/test/test4/change.xml<br /> 12/31/09<br /> *MAMP now points to code/hosted. updateRow() from javascript sentds a good query string but test.php doesn't know what to do with it. After that is implemented the next thing would be the paging part. <br /> *You can debug the socument.elements selectors used by javascript by making [http://localhost:8888/vocab/grid2/test/test4/generatedSource.html# a copy of generated source code that uses alert to test by including gstest.js]<br /> <br /> <br /> *create an editable grid with multiple records<br /> **then make it selectable for certain words or submitters<br /> <br /> *output select words into an: <br /> **eggquiz<br /> **quizlet<br /> **wikipage<br /> <br /> *autocomp word entry <br /> <br /> there is a book on Ajax in pdf in code<br /> <br /> ;autocompl: have put up autocompl for voacab database in http://pathboston.com/vocab/autocomp<br /> <br /> ;grid: http://pathboston.com/vocab/grid/ has code to get from vocab xml file to web To see the data generated by the server, make a simple call to http://pathboston.com/vocab/grid/grid.php?action=FEED_GRID_PAGE&amp;page=1<br /> <br /> <br /> =====quizlet export -&gt; csv2sql -&gt;mysql=====<br /> http://pathboston.com/ajax/csv2sql.php runs the conversion which gets uploaded through phpmyadmin<br /> <br /> =====visualthesaurus vocgrabber to db=====<br /> 11/19 - vocab from vocabgrabber a javascript that you run with an article open in the browser that you want to grab then you select the words you want and save the list. <br /> <br /> javascript:var%20_vgurl='http://www.visualthesaurus.com';%20var%20s=document.createElement('script');s.src=_vgurl+'/vocabgrabber/bookmarklet.js';document.getElementsByTagName('head')[0].appendChild(s);%20void(0);<br /> <br /> http://pathboston.com/vocab/grab/vocabgrab.html goes to the visualthesuarus list page and parses the word and usage into arrays, looks up the definition<br /> <br /> ==mediawiki==<br /> :mailto:mediawiki-l@lists.wikimedia.org<br /> ===bot===<br /> :[http://www.mediawiki.org/wiki/API mediawiki API]<br /> :[http://en.wikipedia.org/wiki/API.php#APIs_for_bots creating a bot]<br /> :[http://pathboston.com/forms/mw/loginbot.html login bot (MrMcKenna bh)]<br /> :[http://pathboston.com/forms/mw/append21.html append21.html (gets error badtoken)]<br /> Trying to send stuff to api.php to append to a page. Eventually I want to append to the main page of all users. First I'll us a POST form then I'll try multiple POSTS without a form using this [http://netevil.org/blog/2006/nov/http-post-from-php-without-curl snippet] <br /> <br /> <br /> http://www.linux.com/archive/feature/54334<br /> ===bulk import to users===<br /> http://pathboston.com/forms/bulk.html<br /> then from terminal ssh'd to pathboston.com<br /> :cd public_html/hum310/maintenance/<br /> :php importUserSubpage.php --title test <br /> will put a page with that title on each user page<br /> <br /> Don't transclude especially not sources:biblio<br /> <br /> ==tesseract-ocr==<br /> ===to OCR an image===<br /> #open ~/Applications/ControlCenter.sh, use custom scan toBWtiff<br /> #get it on screen (big) and 'file/grab' it or take a snapshot of it<br /> #saveas 'j' nocompress, noalpha, TIFF<br /> #open a terminal and run ocrjtif (it is in $PATH in /opt/sbin) and then copy and paste the ocr'd text from the terminal window.<br /> <br /> ==quiz authoring environments==<br /> http://escholarship.bc.edu/jtla/vol4/6/<br /> <br /> http://www.attotron.com/pub/quizmaker.html<br /> <br /> http://www.tecnick.com/public/code/cp_dpage.php?aiocp_dp=tcexam_description<br /> <br /> http://www.bridgewater.edu/~rbowman/JSQuizMaker/makeselftest-questions.html<br /> <br /> http://www.extropia.com/<br /> ==vocab==<br /> http://wise.sourceforge.net/<br /> http://xdxf.revdanica.com/down/index.php<br /> <br /> ==web development==<br /> ===vocab grid===<br /> ====actual function====<br /> ;init by creating a drop down box: return an array of article names -get articles.php<br /> ;on submit send source choice to server: return a page of data<br /> ====development version====<br /> ;init by creating a drop down box: return an array of article names -get articles.php<br /> ;on submit send source choice to server: return a message<br /> <br /> <br /> http://www.w3schools.com/sitemap/sitemap_tutorials.asp<br /> <br /> http://www.tonymarston.net/php-mysql/sample-application.html<br /> <br /> http://www.w3schools.com/PHP/php_ajax_database.asp<br /> <br /> [http://pathboston.com/ajax/csv2sql.php csv2sql converter on pathboston.com]<br /> <br /> http://style-sheet.info/<br /> <br /> http://www.computorcompanion.com/LPMArticle.asp?ID=202<br /> <br /> ==javascript==<br /> http://www.daaq.net/old/javascript/ javascript tutorial<br /> <br /> http://www.javascript-coder.com/javascript-form/javascript-get-form.htm<br /> <br /> ==css==<br /> http://css.maxdesign.com.au/index.htm<br /> =web development using ajax=<br /> ==xslt==<br /> ===http://www.developer.com/xml/article.php/3630526/JavaScript-XSLT-Support-in-Firefox===<br /> ===http://www.xmlfiles.com/xsl/xsl_client.asp===<br /> ===[http://docstore.mik.ua/orelly/xml/xslt/index.htm Oreilly XSLT book]===<br /> ===[http://www.learn-xslt-tutorial.com/ XSLT tutorial]===<br /> <br /> ==_SESSION variables==<br /> The problem with having stuff happen on the server is that it always forgets what is going on from moment to moment. The server waits for a request, it could be from anywhere in the world. It doesn't know you from a whole in the wall. The only thing you can do to be remembered is stick stuff in _SESSION variables. <br /> ==ajax==<br /> Asynchronous Javascript and XML(XSL) is a way to update just the part of a html page that changes instead of redrawing the whole page. AJAX combines languages like html, javascript, php, sql, xml and xsl. <br /> ===historically===<br /> There are a number of mechanisms used to combine them.<br /> <br /> *You call an HTML page and it displays<br /> *You call an PHP page and it displays<br /> *You call an HTML page and it calls a PHP page which gets combined and displays<br /> *You call an HTML or PHP page and it calls a javascript page which gets combined and displays<br /> ===ajax does all this===<br /> *You call an HTML page that includes a javascript page that responds to events by sending some action to PHP on the server which then instantiates a class and calls class methods some of which access a MYSQL database using SQL and then puts the results in a XML container which gets sent back to the browser then gets interpreted into XHTML by an XSL file and gets injected into some location in the page. <br /> ===breaking it down===<br /> ====to check what's going on at the server====<br /> Send some stuff: http://pathboston.com/vocab/grid2/test/test.php?action=CHANGE_SOURCE&amp;source=NFLhistory and get the XML back.<br /> ====to check the XSL====<br /> Create a file of the XML that will be coming back from the server and then include an XSL file and see how it does.<br /> ====simple bang bang browser to server to browser to server to browser====<br /> Call for data. Select from that data to query <br /> <br /> ====getting around a XSL page using javascript====<br /> :ex: You want to update a database based upon what is in some text fields. How do you find the name/value pairs that you want to send to the server? The construct document.forms.grid_form_id has some elements? What are its elements?<br /> <br /> =====[http://www.tizag.com/javascriptT/javascript-innerHTML.php innerHTML]=====<br /> === a complex example form the AJAX boook=== <br /> index.html includes grid.js which replaces the &lt;div id=&quot;gridDiv&quot; /&gt; portion of the html page. (also loads the grid.css)<br /> <br /> grid.js initializes creating a xmlhttp request object loading a XSL stylesheet and page1 of the grid<br /> <br /> FEED_GRID_PAGE<br /> To create page 1 of the grid has to create a URL query = grid.php?action=FEED_GRID_PAGE&amp;page=1 and then send that query to the server by opening the request object with the query - xmlHttp.open(&quot;GET&quot;, query, true);<br /> <br /> The script running in the browser acts once the data comes back from the server. When the readyState property changes to 4, the xmlhttp.onreadystatechange handleGridPageLoad() function will be executed. It gets the data sent back from a server using the xmlhttp.responseText property to get the xml data. The (previosly loaded) xsl stylesheet loads the XML putting it in xmlResponse=stylesheetDoc.load(xmlHttp.responseXML) <br /> <br /> The XML is transformed to HTML and put in page = xsltProcessor.transformToFragment(xmlResponse, document);<br /> <br /> Meanwhile to replace the gridDiv from the index.html page we've got to get the ID and put the html in there:<br /> <br /> var gridDiv = document.getElementById(gridDivId);<br /> gridDiv.innerHTML = &quot;&quot;;<br /> gridDiv.appendChild(page);<br /> <br /> <br /> meanwhile at the server...<br /> <br /> The server just sits there waiting to do shit getting its instructions to grid.php. Grid.php takes some 'action' and then echos shit back to the browser.<br /> <br /> The actions can be FEED_GRID_PAGE or UPDATE_ROW or DELETE_ROW. <br /> <br /> FEED_GRID_PAGE calls the grid-class function read page and it creates the key-value pairs of the XML and puts them in in a variable that comes back as getGridXML() <br /> <br /> The whole show runs out of the grid.xsl file which has certain live buttons that respond to &quot;on click&quot; events. The xsl has a menu template sitting on top of and below a table. The table has heading then a foreach row section. <br /> <br /> The loadGridPage() function is whenever you hit previous page and next page.<br /> <br /> EditID() is called when you click on a particular row's &quot;edit&quot; link. The first parameter is some unique ID which seems to be assigned for the &quot;tr&quot; element right after foreeach statement. It is set equal to the database ID value for the record. The function on the first time through has edit as &quot;true&quot; and it replaces the inner html with input boxes and update,cancel and delete buttons. The Cancel button calls editID again this time has edit as false and just displays the row data. <br /> <br /> The update button appears when the input boxes are drawn and when clicked it calls the updateRow() which puts together a url query ?action=UPDATE_ROW&amp;id=&quot; + id completing it with createUpdateUrl(grid). <br /> <br /> In createUpdateUrl(grid), grid is from document.forms.grid_form_id and document.forms.grid_form_id.elements[i].name and value pairs are added to the url query. <br /> <br /> Update row finishes by sending off the query to grid.php and waits for the reply. It uses:<br /> xmlHttp.open(&quot;GET&quot;, query, true);<br /> xmlHttp.onreadystatechange = handleUpdatingRow;<br /> xmlHttp.send(null);<br /> <br /> I suppose you could edit any record in the database just by sending it something like: <br /> http://pathboston.cpm/vocab/grid2/grid.php?action=UPDATE_ROW&amp;id=224&amp;word=covert&amp;def=sneaky&amp;usage=you_are_covert<br /> <br /> All the server (grid.php) sends back is a number, if it is -1 everything is cool and edit mode is turned off and the screen is redrawn with new values by calling editID(id,false).<br /> <br /> <br /> &lt;source lang=&quot;php&quot;&gt;<br /> &lt;!DOCTYPE html PUBLIC &quot;-//W3C//DTD XHTML 1.0 Transitional//EN&quot; <br /> &quot;http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd&quot;&gt;<br /> &lt;html&gt;<br /> &lt;head&gt;<br /> &lt;title&gt;AJAX Grid&lt;/title&gt;<br /> &lt;script type=&quot;text/javascript&quot; src=&quot;test.js&quot;&gt;&lt;/script&gt; <br /> &lt;/head&gt; <br /> &lt;body onload=&quot;init();&quot;&gt;<br /> &lt;a href=&quot;javascript:sndReq('bar')&quot;&gt;[bar]&lt;/a&gt;<br /> &lt;a href=&quot;javascript:getList()&quot;&gt;[foo]&lt;/a&gt;<br /> &lt;a href=&quot;javascript:loadGridPage(1)&quot;&gt;[ant]&lt;/a&gt;<br /> &lt;p&gt;This is a version using msqli and adding an OOclass to handle wuff&lt;/p&gt;<br /> &lt;div id=&quot;listDiv&quot;&gt;frog &lt;/div&gt;<br /> &lt;/br&gt;<br /> &lt;div id=&quot;test2Div&quot;&gt;duck &lt;/div&gt;<br /> &lt;/br&gt;<br /> &lt;div id=&quot;gridDiv&quot;&gt;antelope &lt;/div&gt;<br /> &lt;/body&gt;<br /> &lt;/html&gt;<br /> &lt;/source&gt;<br /> [http://xmlzoo.net/xsl/?xml=00.xml XSL tutorial]<br /> <br /> http://www.smallbizonline.co.uk/php_session_variables.php<br /> <br /> http://roshanbh.com.np <br /> <br /> http://rajshekhar.net/blog/archives/85-Rasmus-30-second-AJAX-Tutorial.html<br /> <br /> ==xml and db==<br /> http://www.rpbourret.com/xml/XMLAndDatabases.htm<br /> <br /> What techniques have you tried already? With java, there are 2 main ways of reading XML documents:<br /> <br /> 1. DOM - Document Object Model interface. This loads the XML document into main memory. With the Document Object Model, you can build documents, navigate their structure, and add, modify, or delete elements and content. Basically the DOM specifies an abstract datatype for XML logical structure. In Java the API for this is known as JAXP<br /> <br /> http://java.sun.com/j2se/1.5.0/docs/...e-summary.html<br /> <br /> An example of reading in a doc could be:<br /> <br /> Expand|Select|Wrap|Line Numbers<br /> <br /> 1. public void readDoc() {<br /> 2. try {<br /> 3. <br /> 4. DocumentBuilderFactory factory = DocumentBuilderFactory.newInstance();<br /> 5. DocumentBuilder builder = factory.newDocumentBuilder();<br /> 6. doc = builder.parse( new File(&quot;myXMLFile.xml&quot;) );<br /> 7. <br /> 8. }<br /> 9. catch (FactoryConfigurationError fce){<br /> 10. System.err.println(&quot;Could not create DocumentBuilderFactory&quot;);<br /> 11. }<br /> 12. catch (ParserConfigurationException pce) { <br /> 13. System.out.println(&quot;Could not locate a JAXP parser&quot;); <br /> 14. }<br /> 15. catch (SAXException se) {<br /> 16. System.out.println(&quot;XML file is not well-formed.&quot;);<br /> 17. }<br /> 18. catch (IOException ioe) { <br /> 19. System.out.println(<br /> 20. &quot;Due to an IOException, the parser could not read the XML file&quot;<br /> 21. ); <br /> 22. }<br /> 23. }<br /> 24. <br /> <br /> doc is the object which holds the xml document in.<br /> <br /> obviously you'd need to import all relevant packages etc.<br /> <br /> Expand|Select|Wrap|Line Numbers<br /> <br /> 1. <br /> 2. import javax.xml.parsers.DocumentBuilder;<br /> 3. import javax.xml.parsers.DocumentBuilderFactory;<br /> 4. import javax.xml.parsers.FactoryConfigurationError;<br /> 5. import javax.xml.parsers.ParserConfigurationException;<br /> 6. <br /> 7. import org.xml.sax.SAXException;<br /> 8. import org.xml.sax.SAXParseException;<br /> 9. <br /> 10. import java.io.File;<br /> 11. import java.io.IOException;<br /> 12. <br /> 13. import org.w3c.dom.*;<br /> 14. <br /> 15. <br /> <br /> 2. The second way in java is to use the SAXP API, which doesn't load the XML file into memory. This is quicker than JAXP, and is useful when you know the structure of the xml file isn't going to change etc.<br /> <br /> http://java.sun.com/j2se/1.5.0/docs/...SAXParser.html<br /> <br /> Finally, to send it to mySQL, you need to open a connection String to the mySQL database, and then run whatever queries you want. You can use a system ODBC driver, or Sun's own JDBC driver if you haven't got the first one.<br /> <br /> This isn't comprehensive, but should give you enough to start.....<br /> <br /> mharrison<br /> Reply<br /> <br /> ==xp pro==<br /> CD KEY:<br /> <br /> V2C47-MK7JD-3R89F-D2KXW-VPK3J<br /> <br /> ==[[firefox extensions]]==<br /> /Applications/Firefox.app/Contents/MacOS/firefox-bin --profilemanager<br /> <br /> /Applications/Firefox.app/Contents/MacOS/firefox-bin -no-remote -P dev &amp;<br /> <br /> <br /> http://lifehacker.com/software/programming/how-to-build-a-firefox-extension-264490.php<br /> <br /> ==unix==<br /> ===php===<br /> [http://www.php-editors.com/articles/simple_php_classes.php good class tutorial]<br /> <br /> http://www.weberdev.com/Manuals/PHP/function.get-meta-tags.html<br /> <br /> authentication script http://sitebuilt.net/w/index.php?title=Comp&amp;action=edit&amp;section=9<br /> <br /> ===perl===<br /> *[http://download.boulder.ibm.com/ibmdl/pub/software/dw/library/l-p102/tomc.txt one liners]<br /> *http://www.somacon.com/p127.php<br /> ====handy code====<br /> =====remove blank lines from file=====<br /> perl -wnl -e 'print $_ unless /^$/' infile.txt &gt;outfile.txt <br /> <br /> ===sed awk===<br /> *[https://www.cs.hmc.edu/twiki/bin/view/QREF/Sed SED tutorial]<br /> *http://tech.bluesmoon.info/2008/09/programming-patterns-in-sed.html<br /> *http://www.vectorsite.net/tsawk_2.html<br /> ==regex==<br /> ===sites===<br /> *http://www.grymoire.com/Unix/Regular.html#uh-2<br /> *http://www.regular-expressions.info/php.html<br /> ===expressions===<br /> If you want to get'Aloha World'out<br /> <br /> Input:<br /> <br /> &lt;div class=&quot;test&quot;&gt;Hello World&lt;/div&gt;<br /> &lt;div class=&quot;somename&quot;&gt;Aloha World&lt;/div&gt;<br /> &lt;div&gt;Hey There&lt;/div&gt;<br /> <br /> RegEx:<br /> <br /> &lt;pre&gt; \&lt;div\sclass\=\&quot;somename\&quot;\&gt;(?&lt;Text&gt;.*?)\&lt;\/div\&gt;&lt;/pre&gt;<br /> <br /> Yields:<br /> <br /> Aloha World (note: In a single group named Text)<br /> <br /> <br /> <br /> *[1-9]\. //finds all the line numbers. (replace with #)<br /> *[A-E]\. //find A. etc (replace with ##)<br /> <br /> <br /> to clean special characters from a string<br /> $clean = preg_replace(&quot;/^[^a-z0-9]?(.*?)[^a-z0-9]?$/i&quot;, &quot;$1&quot;, $text);<br /> <br /> ==mycode==<br /> ===file:///Users/teacher/code/===<br /> *[[parsemeta.php]]<br /> *[[txt2flp.pl]]<br /> *[[parsephr.php]]<br /> <br /> ==msaccess/excel==<br /> http://support.microsoft.com/?kbid=208840<br /> <br /> http://www.thescripts.com/forum/thread546932.html<br /> <br /> http://www.blueclaw-db.com/mail_rtf_report_access.htm &lt;br&gt;http://forums.aspfree.com/microsoft-access-help-18/ms-access-email-report-19094.html&lt;br&gt;emailing reports<br /> <br /> http://support.microsoft.com/kb/319317 printing to particular printer<br /> <br /> http://www.vertex42.com/ExcelArticles/user-defined-functions.html<br /> <br /> http://www.contextures.com/xlToolbar02.html<br /> <br /> http://www.ozgrid.com/VBA/sum-count-cells-by-color.htm<br /> <br /> http://www.techonthenet.com/excel/formulas/index_vba.php<br /> <br /> <br /> ====online tools====<br /> <br /> http://www.sitebuilt.net/moodle/course/view.php?id=2&amp;edit=1&amp;sesskey=zsCDYluKen<br /> http://www.sitebuilt.net/moodle/course/mod.php?id=2&amp;section=0&amp;sesskey=zsCDYluKen&amp;add=quiz<br /> <br /> Ari's phone: 011 237 529-4438<br /> calling card:<br /> <br /> *18008872991<br /> *617<br /> <br /> =[[installedMACtools]]=<br /> <br /> ==pic==<br /> http://www.rentron.com/Myke3.htm<br /> <br /> http://www.play-hookey.com/digital/jk_nand_flip-flop.html<br /> <br /> http://www.digital-diy.net/16F%20Examples/LM35DZ.aspx<br /> <br /> [http://www.opencircuits.com/Main_Page open source circuits wiki]<br /> <br /> [http://www.sparkfun.com/commerce/tutorials.php sparkfun hobby shop]<br /> <br /> [http://www.batchpcb.com/index.php/Home batchpcb.com pcb fabrication]<br /> <br /> [http://www.avrfreaks.net/index.php?module=Freaks%20Devices&amp;func=displayDev&amp;objectid=78 AVR is alternative to PIC]<br /> <br /> [http://www.sparkfun.com/commerce/tutorial_info.php?tutorials_id=57 a good tutorial on embedded systems]<br /> :Google any of these for more info. I have chosen the ATmega168 as the learning IC of choice. Why?<br /> <br /> * 20 MIPs (million instructions per second!) is powerful enough to do some really cool projects<br /> * It's cheap! $2.13 currently<br /> * It's got all the goodies under the hood (UART, SPI, I2C, ADC, internal osc, PWM, kitchen sink, etc)<br /> * 16K of program memory is enough for almost any beginner project<br /> * The tools are free! (C compilers for many of the other micros cost a lot of money)<br /> * The programming and debugging tools are low cost ($20 will get you started)<br /> <br /> [http://www.evilmadscientist.com/article.php/avrtargetboards evil mad scientist on AVR programming]<br /> <br /> ==isp==<br /> host<br /> 206.71.150.94<br /> <br /> http://www.networksolutions.com/whois/index.jsp<br /> <br /> http://www.namecheap.com/myaccount/index.asp mckennatim nanj<br /> <br /> https://thenynocportal.com/clientarea.php<br /> <br /> ==text a photo to picasa==<br /> text it to your and then forward it without the tmobile gifs then forward it to mckenna.tim.upload@picasaweb.com<br /> <br /> ==making transparent in gimp==<br /> 1. open image<br /> <br /> 2. Right click the image and go to LAYERS then ADD ALPHA CHANNEL. You won't notice anything happening, but don't be concerned. It basically adds a transparent layer at the bottom of your image so when we erase the colors.....it's shows the transparent layer. Which of course would show whatever was under it on the screen.<br /> <br /> 3. Right click on the image again and go to SELECT and then down to BY COLOR. A window that is all black opens up. Don't change any of the settings....just use the defaults for now.<br /> <br /> 4. Now click on the color in the image you want to be transparent. These colors will now show up outlined.<br /> <br /> 5. Right click on the image again and go to EDIT and then down to CLEAR. This should now erase the outlined color you just picked from the image and the &quot;transparent gimp checkerbox&quot; should show through. This is the Gimps way of showing you that section is now transparent.<br /> <br /> 6. Right click on the image and choose SAVE AS and make sure to save as a GIF file if you want the transparency to work on the web.<br /> <br /> ==embedding video==<br /> 1. find the file Sanitizer.php in the folder /includes of your mediawiki installation<br /> 2. find the function removeHTMLtags in that file. below that you’ll find a list of whitelisted HTML tags. add the tag embed to the list.<br /> 3. find the function setupAttributeWhitelist in the same file. several lines below you will find HTML-attributes being whitelisted for each HTML tag. so you add a new line (maybe below the line that defines span):<br /> ‘embed’ =&gt; array( ’style’, ‘id’, ‘type’, ’src’, ‘width’, ‘height’ ),<br /> <br /> take care to replace the typographic ‘-quotes by straight ones when doing copy&amp;paste. (wordpress converts the quotes on this blog, so you need to convert them back.)<br /> <br /> you’re done. now you can copy the HTML-code provided by google or youtube into your wiki textbox and it’ll work. (make sure to make backups and document so you know what you’ve changed. when upgrading you’ll have to repeat the process. no warranties for possibile security leaks resulting from the hack.)<br /> <br /> update april 2007: i just tested, this hack also works with mediawiki 1.9.2, just that you need to add embed to $htmlpairs. (note: in case the embed-code you want to use has the format &lt;embed /&gt; you now have to convert it to &lt;embed&gt; &lt;/embed&gt; before posting it to your wiki.) i also would recommend to paste the last line of code near br instead of span (the file has got rearranged a bit).<br /> ==mediawiki memory problem==<br /> php.ini is in public_html, it has to be copied into everywhere that uses php<br /> left ini_set commented out in localsettins.php<br /> .htaccess php_mem ... didn't work<br /> ==mediawiki upgrade==<br /> http://www.g-loaded.eu/2006/09/05/mediawiki-upgrade-procedure/<br /> easy way: <br /> *goto maintainance directory and run php dumpBackup.php --current&gt; dumfile.xml <br /> *on new site install wiki, put dumpfile.xml on its maintenance dir run php importDump.php dumfile.xml<br /> <br /> ==mediawiki css==<br /> *sitewide changes go in Mediawiki:Monobook.css<br /> *user changes go in User:MrMcKenna/monobook.css<br /> ==lynx==<br /> ==[[Moving_from_shared_to_VPS]]==</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Technology&diff=3875 2010-02-10T23:31:44Z

<p>71.234.133.230: /* xslt */</p> <hr /> <div>==log==<br /> ====todo====<br /> 2/5/10<br /> *to see changes in xsl stylesheet change its name and the reference to it in the .js page.<br /> 1/18/10<br /> *set up test dir http://localhost:8888/test/waffle.xml<br /> *adjusted nested match=&quot;/&quot; to work http://localhost:8888/vocab/grid2/test/test4/change.xml<br /> 12/31/09<br /> *MAMP now points to code/hosted. updateRow() from javascript sentds a good query string but test.php doesn't know what to do with it. After that is implemented the next thing would be the paging part. <br /> *You can debug the socument.elements selectors used by javascript by making [http://localhost:8888/vocab/grid2/test/test4/generatedSource.html# a copy of generated source code that uses alert to test by including gstest.js]<br /> <br /> <br /> *create an editable grid with multiple records<br /> **then make it selectable for certain words or submitters<br /> <br /> *output select words into an: <br /> **eggquiz<br /> **quizlet<br /> **wikipage<br /> <br /> *autocomp word entry <br /> <br /> there is a book on Ajax in pdf in code<br /> <br /> ;autocompl: have put up autocompl for voacab database in http://pathboston.com/vocab/autocomp<br /> <br /> ;grid: http://pathboston.com/vocab/grid/ has code to get from vocab xml file to web To see the data generated by the server, make a simple call to http://pathboston.com/vocab/grid/grid.php?action=FEED_GRID_PAGE&amp;page=1<br /> <br /> <br /> =====quizlet export -&gt; csv2sql -&gt;mysql=====<br /> http://pathboston.com/ajax/csv2sql.php runs the conversion which gets uploaded through phpmyadmin<br /> <br /> =====visualthesaurus vocgrabber to db=====<br /> 11/19 - vocab from vocabgrabber a javascript that you run with an article open in the browser that you want to grab then you select the words you want and save the list. <br /> <br /> javascript:var%20_vgurl='http://www.visualthesaurus.com';%20var%20s=document.createElement('script');s.src=_vgurl+'/vocabgrabber/bookmarklet.js';document.getElementsByTagName('head')[0].appendChild(s);%20void(0);<br /> <br /> http://pathboston.com/vocab/grab/vocabgrab.html goes to the visualthesuarus list page and parses the word and usage into arrays, looks up the definition<br /> <br /> ==mediawiki==<br /> :mailto:mediawiki-l@lists.wikimedia.org<br /> ===bot===<br /> :[http://www.mediawiki.org/wiki/API mediawiki API]<br /> :[http://en.wikipedia.org/wiki/API.php#APIs_for_bots creating a bot]<br /> :[http://pathboston.com/forms/mw/loginbot.html login bot (MrMcKenna bh)]<br /> :[http://pathboston.com/forms/mw/append21.html append21.html (gets error badtoken)]<br /> Trying to send stuff to api.php to append to a page. Eventually I want to append to the main page of all users. First I'll us a POST form then I'll try multiple POSTS without a form using this [http://netevil.org/blog/2006/nov/http-post-from-php-without-curl snippet] <br /> <br /> <br /> http://www.linux.com/archive/feature/54334<br /> ===bulk import to users===<br /> http://pathboston.com/forms/bulk.html<br /> then from terminal ssh'd to pathboston.com<br /> :cd public_html/hum310/maintenance/<br /> :php importUserSubpage.php --title test <br /> will put a page with that title on each user page<br /> <br /> Don't transclude especially not sources:biblio<br /> <br /> ==tesseract-ocr==<br /> ===to OCR an image===<br /> #open ~/Applications/ControlCenter.sh, use custom scan toBWtiff<br /> #get it on screen (big) and 'file/grab' it or take a snapshot of it<br /> #saveas 'j' nocompress, noalpha, TIFF<br /> #open a terminal and run ocrjtif (it is in $PATH in /opt/sbin) and then copy and paste the ocr'd text from the terminal window.<br /> <br /> ==quiz authoring environments==<br /> http://escholarship.bc.edu/jtla/vol4/6/<br /> <br /> http://www.attotron.com/pub/quizmaker.html<br /> <br /> http://www.tecnick.com/public/code/cp_dpage.php?aiocp_dp=tcexam_description<br /> <br /> http://www.bridgewater.edu/~rbowman/JSQuizMaker/makeselftest-questions.html<br /> <br /> http://www.extropia.com/<br /> ==vocab==<br /> http://wise.sourceforge.net/<br /> http://xdxf.revdanica.com/down/index.php<br /> <br /> ==web development==<br /> ===vocab grid===<br /> ====actual function====<br /> ;init by creating a drop down box: return an array of article names -get articles.php<br /> ;on submit send source choice to server: return a page of data<br /> ====development version====<br /> ;init by creating a drop down box: return an array of article names -get articles.php<br /> ;on submit send source choice to server: return a message<br /> <br /> <br /> http://www.w3schools.com/sitemap/sitemap_tutorials.asp<br /> <br /> http://www.tonymarston.net/php-mysql/sample-application.html<br /> <br /> http://www.w3schools.com/PHP/php_ajax_database.asp<br /> <br /> [http://pathboston.com/ajax/csv2sql.php csv2sql converter on pathboston.com]<br /> <br /> http://style-sheet.info/<br /> <br /> http://www.computorcompanion.com/LPMArticle.asp?ID=202<br /> <br /> ==javascript==<br /> http://www.daaq.net/old/javascript/ javascript tutorial<br /> <br /> http://www.javascript-coder.com/javascript-form/javascript-get-form.htm<br /> <br /> ==css==<br /> http://css.maxdesign.com.au/index.htm<br /> =web development using ajax=<br /> ==xslt==<br /> ===http://www.xmlfiles.com/xsl/xsl_client.asp<br /> ===[http://docstore.mik.ua/orelly/xml/xslt/index.htm Oreilly XSLT book]===<br /> ===[http://www.learn-xslt-tutorial.com/ XSLT tutorial]===<br /> <br /> ==_SESSION variables==<br /> The problem with having stuff happen on the server is that it always forgets what is going on from moment to moment. The server waits for a request, it could be from anywhere in the world. It doesn't know you from a whole in the wall. The only thing you can do to be remembered is stick stuff in _SESSION variables. <br /> ==ajax==<br /> Asynchronous Javascript and XML(XSL) is a way to update just the part of a html page that changes instead of redrawing the whole page. AJAX combines languages like html, javascript, php, sql, xml and xsl. <br /> ===historically===<br /> There are a number of mechanisms used to combine them.<br /> <br /> *You call an HTML page and it displays<br /> *You call an PHP page and it displays<br /> *You call an HTML page and it calls a PHP page which gets combined and displays<br /> *You call an HTML or PHP page and it calls a javascript page which gets combined and displays<br /> ===ajax does all this===<br /> *You call an HTML page that includes a javascript page that responds to events by sending some action to PHP on the server which then instantiates a class and calls class methods some of which access a MYSQL database using SQL and then puts the results in a XML container which gets sent back to the browser then gets interpreted into XHTML by an XSL file and gets injected into some location in the page. <br /> ===breaking it down===<br /> ====to check what's going on at the server====<br /> Send some stuff: http://pathboston.com/vocab/grid2/test/test.php?action=CHANGE_SOURCE&amp;source=NFLhistory and get the XML back.<br /> ====to check the XSL====<br /> Create a file of the XML that will be coming back from the server and then include an XSL file and see how it does.<br /> ====simple bang bang browser to server to browser to server to browser====<br /> Call for data. Select from that data to query <br /> <br /> ====getting around a XSL page using javascript====<br /> :ex: You want to update a database based upon what is in some text fields. How do you find the name/value pairs that you want to send to the server? The construct document.forms.grid_form_id has some elements? What are its elements?<br /> <br /> =====[http://www.tizag.com/javascriptT/javascript-innerHTML.php innerHTML]=====<br /> === a complex example form the AJAX boook=== <br /> index.html includes grid.js which replaces the &lt;div id=&quot;gridDiv&quot; /&gt; portion of the html page. (also loads the grid.css)<br /> <br /> grid.js initializes creating a xmlhttp request object loading a XSL stylesheet and page1 of the grid<br /> <br /> FEED_GRID_PAGE<br /> To create page 1 of the grid has to create a URL query = grid.php?action=FEED_GRID_PAGE&amp;page=1 and then send that query to the server by opening the request object with the query - xmlHttp.open(&quot;GET&quot;, query, true);<br /> <br /> The script running in the browser acts once the data comes back from the server. When the readyState property changes to 4, the xmlhttp.onreadystatechange handleGridPageLoad() function will be executed. It gets the data sent back from a server using the xmlhttp.responseText property to get the xml data. The (previosly loaded) xsl stylesheet loads the XML putting it in xmlResponse=stylesheetDoc.load(xmlHttp.responseXML) <br /> <br /> The XML is transformed to HTML and put in page = xsltProcessor.transformToFragment(xmlResponse, document);<br /> <br /> Meanwhile to replace the gridDiv from the index.html page we've got to get the ID and put the html in there:<br /> <br /> var gridDiv = document.getElementById(gridDivId);<br /> gridDiv.innerHTML = &quot;&quot;;<br /> gridDiv.appendChild(page);<br /> <br /> <br /> meanwhile at the server...<br /> <br /> The server just sits there waiting to do shit getting its instructions to grid.php. Grid.php takes some 'action' and then echos shit back to the browser.<br /> <br /> The actions can be FEED_GRID_PAGE or UPDATE_ROW or DELETE_ROW. <br /> <br /> FEED_GRID_PAGE calls the grid-class function read page and it creates the key-value pairs of the XML and puts them in in a variable that comes back as getGridXML() <br /> <br /> The whole show runs out of the grid.xsl file which has certain live buttons that respond to &quot;on click&quot; events. The xsl has a menu template sitting on top of and below a table. The table has heading then a foreach row section. <br /> <br /> The loadGridPage() function is whenever you hit previous page and next page.<br /> <br /> EditID() is called when you click on a particular row's &quot;edit&quot; link. The first parameter is some unique ID which seems to be assigned for the &quot;tr&quot; element right after foreeach statement. It is set equal to the database ID value for the record. The function on the first time through has edit as &quot;true&quot; and it replaces the inner html with input boxes and update,cancel and delete buttons. The Cancel button calls editID again this time has edit as false and just displays the row data. <br /> <br /> The update button appears when the input boxes are drawn and when clicked it calls the updateRow() which puts together a url query ?action=UPDATE_ROW&amp;id=&quot; + id completing it with createUpdateUrl(grid). <br /> <br /> In createUpdateUrl(grid), grid is from document.forms.grid_form_id and document.forms.grid_form_id.elements[i].name and value pairs are added to the url query. <br /> <br /> Update row finishes by sending off the query to grid.php and waits for the reply. It uses:<br /> xmlHttp.open(&quot;GET&quot;, query, true);<br /> xmlHttp.onreadystatechange = handleUpdatingRow;<br /> xmlHttp.send(null);<br /> <br /> I suppose you could edit any record in the database just by sending it something like: <br /> http://pathboston.cpm/vocab/grid2/grid.php?action=UPDATE_ROW&amp;id=224&amp;word=covert&amp;def=sneaky&amp;usage=you_are_covert<br /> <br /> All the server (grid.php) sends back is a number, if it is -1 everything is cool and edit mode is turned off and the screen is redrawn with new values by calling editID(id,false).<br /> <br /> <br /> &lt;source lang=&quot;php&quot;&gt;<br /> &lt;!DOCTYPE html PUBLIC &quot;-//W3C//DTD XHTML 1.0 Transitional//EN&quot; <br /> &quot;http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd&quot;&gt;<br /> &lt;html&gt;<br /> &lt;head&gt;<br /> &lt;title&gt;AJAX Grid&lt;/title&gt;<br /> &lt;script type=&quot;text/javascript&quot; src=&quot;test.js&quot;&gt;&lt;/script&gt; <br /> &lt;/head&gt; <br /> &lt;body onload=&quot;init();&quot;&gt;<br /> &lt;a href=&quot;javascript:sndReq('bar')&quot;&gt;[bar]&lt;/a&gt;<br /> &lt;a href=&quot;javascript:getList()&quot;&gt;[foo]&lt;/a&gt;<br /> &lt;a href=&quot;javascript:loadGridPage(1)&quot;&gt;[ant]&lt;/a&gt;<br /> &lt;p&gt;This is a version using msqli and adding an OOclass to handle wuff&lt;/p&gt;<br /> &lt;div id=&quot;listDiv&quot;&gt;frog &lt;/div&gt;<br /> &lt;/br&gt;<br /> &lt;div id=&quot;test2Div&quot;&gt;duck &lt;/div&gt;<br /> &lt;/br&gt;<br /> &lt;div id=&quot;gridDiv&quot;&gt;antelope &lt;/div&gt;<br /> &lt;/body&gt;<br /> &lt;/html&gt;<br /> &lt;/source&gt;<br /> [http://xmlzoo.net/xsl/?xml=00.xml XSL tutorial]<br /> <br /> http://www.smallbizonline.co.uk/php_session_variables.php<br /> <br /> http://roshanbh.com.np <br /> <br /> http://rajshekhar.net/blog/archives/85-Rasmus-30-second-AJAX-Tutorial.html<br /> <br /> ==xml and db==<br /> http://www.rpbourret.com/xml/XMLAndDatabases.htm<br /> <br /> What techniques have you tried already? With java, there are 2 main ways of reading XML documents:<br /> <br /> 1. DOM - Document Object Model interface. This loads the XML document into main memory. With the Document Object Model, you can build documents, navigate their structure, and add, modify, or delete elements and content. Basically the DOM specifies an abstract datatype for XML logical structure. In Java the API for this is known as JAXP<br /> <br /> http://java.sun.com/j2se/1.5.0/docs/...e-summary.html<br /> <br /> An example of reading in a doc could be:<br /> <br /> Expand|Select|Wrap|Line Numbers<br /> <br /> 1. public void readDoc() {<br /> 2. try {<br /> 3. <br /> 4. DocumentBuilderFactory factory = DocumentBuilderFactory.newInstance();<br /> 5. DocumentBuilder builder = factory.newDocumentBuilder();<br /> 6. doc = builder.parse( new File(&quot;myXMLFile.xml&quot;) );<br /> 7. <br /> 8. }<br /> 9. catch (FactoryConfigurationError fce){<br /> 10. System.err.println(&quot;Could not create DocumentBuilderFactory&quot;);<br /> 11. }<br /> 12. catch (ParserConfigurationException pce) { <br /> 13. System.out.println(&quot;Could not locate a JAXP parser&quot;); <br /> 14. }<br /> 15. catch (SAXException se) {<br /> 16. System.out.println(&quot;XML file is not well-formed.&quot;);<br /> 17. }<br /> 18. catch (IOException ioe) { <br /> 19. System.out.println(<br /> 20. &quot;Due to an IOException, the parser could not read the XML file&quot;<br /> 21. ); <br /> 22. }<br /> 23. }<br /> 24. <br /> <br /> doc is the object which holds the xml document in.<br /> <br /> obviously you'd need to import all relevant packages etc.<br /> <br /> Expand|Select|Wrap|Line Numbers<br /> <br /> 1. <br /> 2. import javax.xml.parsers.DocumentBuilder;<br /> 3. import javax.xml.parsers.DocumentBuilderFactory;<br /> 4. import javax.xml.parsers.FactoryConfigurationError;<br /> 5. import javax.xml.parsers.ParserConfigurationException;<br /> 6. <br /> 7. import org.xml.sax.SAXException;<br /> 8. import org.xml.sax.SAXParseException;<br /> 9. <br /> 10. import java.io.File;<br /> 11. import java.io.IOException;<br /> 12. <br /> 13. import org.w3c.dom.*;<br /> 14. <br /> 15. <br /> <br /> 2. The second way in java is to use the SAXP API, which doesn't load the XML file into memory. This is quicker than JAXP, and is useful when you know the structure of the xml file isn't going to change etc.<br /> <br /> http://java.sun.com/j2se/1.5.0/docs/...SAXParser.html<br /> <br /> Finally, to send it to mySQL, you need to open a connection String to the mySQL database, and then run whatever queries you want. You can use a system ODBC driver, or Sun's own JDBC driver if you haven't got the first one.<br /> <br /> This isn't comprehensive, but should give you enough to start.....<br /> <br /> mharrison<br /> Reply<br /> <br /> ==xp pro==<br /> CD KEY:<br /> <br /> V2C47-MK7JD-3R89F-D2KXW-VPK3J<br /> <br /> ==[[firefox extensions]]==<br /> /Applications/Firefox.app/Contents/MacOS/firefox-bin --profilemanager<br /> <br /> /Applications/Firefox.app/Contents/MacOS/firefox-bin -no-remote -P dev &amp;<br /> <br /> <br /> http://lifehacker.com/software/programming/how-to-build-a-firefox-extension-264490.php<br /> <br /> ==unix==<br /> ===php===<br /> [http://www.php-editors.com/articles/simple_php_classes.php good class tutorial]<br /> <br /> http://www.weberdev.com/Manuals/PHP/function.get-meta-tags.html<br /> <br /> authentication script http://sitebuilt.net/w/index.php?title=Comp&amp;action=edit&amp;section=9<br /> <br /> ===perl===<br /> *[http://download.boulder.ibm.com/ibmdl/pub/software/dw/library/l-p102/tomc.txt one liners]<br /> *http://www.somacon.com/p127.php<br /> ====handy code====<br /> =====remove blank lines from file=====<br /> perl -wnl -e 'print $_ unless /^$/' infile.txt &gt;outfile.txt <br /> <br /> ===sed awk===<br /> *[https://www.cs.hmc.edu/twiki/bin/view/QREF/Sed SED tutorial]<br /> *http://tech.bluesmoon.info/2008/09/programming-patterns-in-sed.html<br /> *http://www.vectorsite.net/tsawk_2.html<br /> ==regex==<br /> ===sites===<br /> *http://www.grymoire.com/Unix/Regular.html#uh-2<br /> *http://www.regular-expressions.info/php.html<br /> ===expressions===<br /> If you want to get'Aloha World'out<br /> <br /> Input:<br /> <br /> &lt;div class=&quot;test&quot;&gt;Hello World&lt;/div&gt;<br /> &lt;div class=&quot;somename&quot;&gt;Aloha World&lt;/div&gt;<br /> &lt;div&gt;Hey There&lt;/div&gt;<br /> <br /> RegEx:<br /> <br /> &lt;pre&gt; \&lt;div\sclass\=\&quot;somename\&quot;\&gt;(?&lt;Text&gt;.*?)\&lt;\/div\&gt;&lt;/pre&gt;<br /> <br /> Yields:<br /> <br /> Aloha World (note: In a single group named Text)<br /> <br /> <br /> <br /> *[1-9]\. //finds all the line numbers. (replace with #)<br /> *[A-E]\. //find A. etc (replace with ##)<br /> <br /> <br /> to clean special characters from a string<br /> $clean = preg_replace(&quot;/^[^a-z0-9]?(.*?)[^a-z0-9]?$/i&quot;, &quot;$1&quot;, $text);<br /> <br /> ==mycode==<br /> ===file:///Users/teacher/code/===<br /> *[[parsemeta.php]]<br /> *[[txt2flp.pl]]<br /> *[[parsephr.php]]<br /> <br /> ==msaccess/excel==<br /> http://support.microsoft.com/?kbid=208840<br /> <br /> http://www.thescripts.com/forum/thread546932.html<br /> <br /> http://www.blueclaw-db.com/mail_rtf_report_access.htm &lt;br&gt;http://forums.aspfree.com/microsoft-access-help-18/ms-access-email-report-19094.html&lt;br&gt;emailing reports<br /> <br /> http://support.microsoft.com/kb/319317 printing to particular printer<br /> <br /> http://www.vertex42.com/ExcelArticles/user-defined-functions.html<br /> <br /> http://www.contextures.com/xlToolbar02.html<br /> <br /> http://www.ozgrid.com/VBA/sum-count-cells-by-color.htm<br /> <br /> http://www.techonthenet.com/excel/formulas/index_vba.php<br /> <br /> <br /> ====online tools====<br /> <br /> http://www.sitebuilt.net/moodle/course/view.php?id=2&amp;edit=1&amp;sesskey=zsCDYluKen<br /> http://www.sitebuilt.net/moodle/course/mod.php?id=2&amp;section=0&amp;sesskey=zsCDYluKen&amp;add=quiz<br /> <br /> Ari's phone: 011 237 529-4438<br /> calling card:<br /> <br /> *18008872991<br /> *617<br /> <br /> =[[installedMACtools]]=<br /> <br /> ==pic==<br /> http://www.rentron.com/Myke3.htm<br /> <br /> http://www.play-hookey.com/digital/jk_nand_flip-flop.html<br /> <br /> http://www.digital-diy.net/16F%20Examples/LM35DZ.aspx<br /> <br /> [http://www.opencircuits.com/Main_Page open source circuits wiki]<br /> <br /> [http://www.sparkfun.com/commerce/tutorials.php sparkfun hobby shop]<br /> <br /> [http://www.batchpcb.com/index.php/Home batchpcb.com pcb fabrication]<br /> <br /> [http://www.avrfreaks.net/index.php?module=Freaks%20Devices&amp;func=displayDev&amp;objectid=78 AVR is alternative to PIC]<br /> <br /> [http://www.sparkfun.com/commerce/tutorial_info.php?tutorials_id=57 a good tutorial on embedded systems]<br /> :Google any of these for more info. I have chosen the ATmega168 as the learning IC of choice. Why?<br /> <br /> * 20 MIPs (million instructions per second!) is powerful enough to do some really cool projects<br /> * It's cheap! $2.13 currently<br /> * It's got all the goodies under the hood (UART, SPI, I2C, ADC, internal osc, PWM, kitchen sink, etc)<br /> * 16K of program memory is enough for almost any beginner project<br /> * The tools are free! (C compilers for many of the other micros cost a lot of money)<br /> * The programming and debugging tools are low cost ($20 will get you started)<br /> <br /> [http://www.evilmadscientist.com/article.php/avrtargetboards evil mad scientist on AVR programming]<br /> <br /> ==isp==<br /> host<br /> 206.71.150.94<br /> <br /> http://www.networksolutions.com/whois/index.jsp<br /> <br /> http://www.namecheap.com/myaccount/index.asp mckennatim nanj<br /> <br /> https://thenynocportal.com/clientarea.php<br /> <br /> ==text a photo to picasa==<br /> text it to your and then forward it without the tmobile gifs then forward it to mckenna.tim.upload@picasaweb.com<br /> <br /> ==making transparent in gimp==<br /> 1. open image<br /> <br /> 2. Right click the image and go to LAYERS then ADD ALPHA CHANNEL. You won't notice anything happening, but don't be concerned. It basically adds a transparent layer at the bottom of your image so when we erase the colors.....it's shows the transparent layer. Which of course would show whatever was under it on the screen.<br /> <br /> 3. Right click on the image again and go to SELECT and then down to BY COLOR. A window that is all black opens up. Don't change any of the settings....just use the defaults for now.<br /> <br /> 4. Now click on the color in the image you want to be transparent. These colors will now show up outlined.<br /> <br /> 5. Right click on the image again and go to EDIT and then down to CLEAR. This should now erase the outlined color you just picked from the image and the &quot;transparent gimp checkerbox&quot; should show through. This is the Gimps way of showing you that section is now transparent.<br /> <br /> 6. Right click on the image and choose SAVE AS and make sure to save as a GIF file if you want the transparency to work on the web.<br /> <br /> ==embedding video==<br /> 1. find the file Sanitizer.php in the folder /includes of your mediawiki installation<br /> 2. find the function removeHTMLtags in that file. below that you’ll find a list of whitelisted HTML tags. add the tag embed to the list.<br /> 3. find the function setupAttributeWhitelist in the same file. several lines below you will find HTML-attributes being whitelisted for each HTML tag. so you add a new line (maybe below the line that defines span):<br /> ‘embed’ =&gt; array( ’style’, ‘id’, ‘type’, ’src’, ‘width’, ‘height’ ),<br /> <br /> take care to replace the typographic ‘-quotes by straight ones when doing copy&amp;paste. (wordpress converts the quotes on this blog, so you need to convert them back.)<br /> <br /> you’re done. now you can copy the HTML-code provided by google or youtube into your wiki textbox and it’ll work. (make sure to make backups and document so you know what you’ve changed. when upgrading you’ll have to repeat the process. no warranties for possibile security leaks resulting from the hack.)<br /> <br /> update april 2007: i just tested, this hack also works with mediawiki 1.9.2, just that you need to add embed to $htmlpairs. (note: in case the embed-code you want to use has the format &lt;embed /&gt; you now have to convert it to &lt;embed&gt; &lt;/embed&gt; before posting it to your wiki.) i also would recommend to paste the last line of code near br instead of span (the file has got rearranged a bit).<br /> ==mediawiki memory problem==<br /> php.ini is in public_html, it has to be copied into everywhere that uses php<br /> left ini_set commented out in localsettins.php<br /> .htaccess php_mem ... didn't work<br /> ==mediawiki upgrade==<br /> http://www.g-loaded.eu/2006/09/05/mediawiki-upgrade-procedure/<br /> easy way: <br /> *goto maintainance directory and run php dumpBackup.php --current&gt; dumfile.xml <br /> *on new site install wiki, put dumpfile.xml on its maintenance dir run php importDump.php dumfile.xml<br /> <br /> ==mediawiki css==<br /> *sitewide changes go in Mediawiki:Monobook.css<br /> *user changes go in User:MrMcKenna/monobook.css<br /> ==lynx==<br /> ==[[Moving_from_shared_to_VPS]]==</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Ideas_in_education&diff=3874 2010-02-10T04:54:21Z

<p>71.234.133.230: </p> <hr /> <div>===AN ACT RELATIVE TO THE ACHIEVEMENT GAP===<br /> I believe it takes important steps toward addressing some of our most urgent and persistent needs and putting our children on a path to success.<br /> <br /> I sit firmly on both sides <br /> <br /> I believe firmly that, as a state, we must craft a system that serves the thousands of children who will remain in district schools even if we lift the cap on charter schools. <br /> <br /> A sense of urgency rush the bill.<br /> <br /> set specific goals for recruiting and retaining high-need student populations ... to assess <br /> [5 years later], at the time of charter renewal,<br /> <br /> Effective transfer of best practices between district and charter schools. <br /> <br /> <br /> <br /> The  education collaborative shall be  managed by a board of directors which shall be comprised  <br /> of 1 person appoint ed by each  member school committee and 1 person appoint ed by  each  member  <br /> 22  <br /> charter board of trustees.23  <br /> <br /> <br /> Each board of dir ect ors of an education collaborative shall  establish and  manage a trust fund, to  <br /> be  known as an Education Collaborative Trust Fund, and  each such fund shall be designated by an  <br /> 38  <br /> appropriate name. All  monies contribut ed by the  member  municipalit ies and charter schools and all  <br /> 39  <br /> grants or gifts from the federal  gover nment, state government, charitable foundations, private  <br /> 40  <br /> corporations or any  other source shall be paid to the board of dir ect ors of the  education collaborative and  <br /> 41  <br /> deposit ed in the fund.  <br /> 42  <br /> <br /> apply for state, federal or corporate grants or contracts  <br /> to obtain funds necessary to carry out the purpose for which such collaborative is  established57  <br /> <br /> The board of directors of the  education collaborative shall be consider ed t o be a public  employer  <br /> and  have the authority t o employ personnel, including teachers, to carry out the purposes and functions  <br /> 67  <br /> of the  education collaborative68  <br /> <br />  (1)  expand, alter or replace the curriculum and program offerings of the school,  <br /> including the  implementation of research­based  early literacy programs, early int ervent ions for  <br /> 198  <br /> struggling readers and the t eaching  of advanced placement courses or ot her rigor ous nationally or  <br /> 199  <br /> int ernationally recognized courses, if the school does  not already have such programs or courses; <br /> <br /> (2)  <br /> 200  <br /> reallocate the uses of the  exist ing budget of the school;201  <br /> <br /> (4) increase the salary of any administrator, or teacher in the school, to attract or retain highly­  <br /> 205  <br /> qualified administrators, or teachers or to reward administrators, or teachers who work in  <br /> 206  <br /> underperfor ming schools that achieve t he annual goals  set forth in the turnaround plan; <br /> <br /> (5) expand the  <br /> 207  <br /> school day  or school year  or both of t he school; 208  <br /> <br /> (7) following consultation  <br /> with applicable local unions, requir e the principal and all administrators,  teachers and staff to reapply  <br /> 210  <br /> for their positions in the school, wit h full discr etion vested in the superint endent  regarding  his  <br /> 211  <br /> consideration of and decisions  on rehiring based on the  reapplications. <br /> <br /> (8) limit, suspend or change 1  or  <br /> 212  <br /> mor e provisions of any contract or collect ive bargaining agreement, as the contract or agreement applies  <br /> 213  <br /> to the school; provided, that the superint endent shall not reduce the  compensation of an administrator,  <br /> 214  <br /> teacher or staff member unless the hours of the person are proportionately reduced;215  <br /> <br /> (14) develop a strategy to search for  <br /> and study best practices in areas of demonstrated deficiency in the school; 225  <br /> <br /> (b) The purposes of  establishing charter schools are: (i) to stimulat e the development  of  <br /> innovative programs  wit hin public education; (ii) to provide opportunities for innovative learning and  <br /> 900  <br /> assessments; (iii) to provide parents and students  wit h greater options in selecting schools  wit hin and  <br /> 901  <br /> outside their school districts; (iv) to provide t eachers with a vehicle for establishing schools with  <br /> 902  <br /> alternative, innovative  met hods of  educational instruction and school structure and  management; (v) to  <br /> 903 encourage perfor mance­based  educational programs; (vi) to hold t eachers and school administrators  <br /> accountable for students' educational  outcomes; and (vii) to provide  models for replication in ot her  <br /> 905  <br /> public schools.  <br /> 906  <br /> <br /> Each local school district shall be required to  grant a leave  of absence t o any t eacher in the  <br /> public schools syst em request ing such leave to t each  in  a commonwealth charter school. A t eacher  may  <br /> 1272  <br /> request a leave  of absence for up to 2 years.  1273  <br /> <br /> <br /> <br /> <br /> ===widget===<br /> <br /> ====quotes====<br /> Are teachers just interchangeable widgets? I just lost my teaching assignment, the job I had for 4 years of teaching humanities to seniors. The stated reason was that we should all be able to teach in any position. I guess this is better than last year. Last year I was told in the middle of the summer that I would be teaching tenth grade. On the first day of school I was told I was teaching twelfth grade after all. Some teachers found out what they were teaching a class they had never taught before. They found out on the first day of school. The students are the ultimate victims of this widget philosophy. <br /> <br /> Being a good teacher requires a tremendous amount of thought and design in preparation for the school year; on average I spend a couple of hundred hours even on the classes I have taught for years. In order for the material to be compelling to your students it has to be fresh and compelling for you. <br /> <br /> The beginning of the year has its own significant requirements for preparation. Every day you are getting feedback from your new students. Their individuality combined with the chemistry of each class has an enormous effect on your ideas of what you are going to do the next day and every day. <br /> <br /> [http://widgeteffect.org/downloads/TheWidgetEffect.pdf The Widget Effect] by <br /> &lt;b&gt;The New Teacher Project&lt;/b&gt; takes a critical look at how we view and value our teachers. It is their view that, &quot;a culture of indifference about the quality of instruction in each classroom dominates&quot;. I find this to be true. <br /> <br /> They postulate that, &quot;If districts could systematically identify which teachers perform at the highest level, they could use this information to inform teaching assignments, target teachers for teacher leader positions, and prioritize the retention of these teachers.&quot; I wish it were so easy. <br /> <br /> The authors move from &quot;If districts could systematically identify&quot; to &quot;yes districts can systematically identify.&quot; This is a huge leap and one that neglects the very real problems that make education such a messy business. <br /> <br /> In 30 years of running a company I became very dependent on having a systematic approach to product quality and customer satisfaction. Applying good business management practice will certainly reap improvements, but the run-it-as-a-business approach has already become part of the underlying problems.<br /> <br /> One example is the mission statement / shared vision / team approach to education promulgated by advisers based in business culture. Being on board is viewed as an indication of being a good teacher. Questioning the 'vision' is seen as detrimental to school culture. <br /> <br /> It is thought that teachers can be objectively evaluated using &quot;performance standards based upon student achievement outcomes&quot; and to a certain extent this is probably true. But we have created an industry that produces these standards measures externally from the classroom and another whole industry that creates products to help you meet those standards. It all becomes very self-referential and removed from the classroom and its students. <br /> <br /> Additionally we have the political dimension. Opinion leaders identify problems and schools try to address them. A &quot;good&quot; high school, for example is one in which students pass the standardized tests and graduate. A mayor or other official may expand the definition, perhaps instituting a plan in which the number of AP offerings must be increased by some percentage in a district. <br /> <br /> While on the face of it all of these ideas have some merit, as they become intertwined with the definition of a good teacher, we move further, not closer, to understanding and recognizing good teaching and good education. A &quot;good&quot; teacher agrees with the vision and happily consumes the products and lingo of the publishers, consultants and Ed. schools. A &quot;good&quot; teacher defines student expectations in line with the what makes the school look good and successful. <br /> <br /> Systematic identification of good teaching is far from a foregone conclusion in the real world of education. The very forces who say they would like to see it are often working against its realization. The externally influenced definitions of what good teaching is may have little to do with what it actually is. The Boston Teacher Residency teaches these external measures to its new teachers. Teachers attempt to comply, teaching the the script that they are given at the pace that is approved. They are immunized, cleared of responsibility for their students by their compliance with the strategies and standards. Their superiors are trained in the same vein by the Boston Principal Fellowship Program. The Ed. schools produce these programs in collaboration with Harvard Business School and they are implemented by NGO consultants with an interest of wresting education from the grip of the evil teachers' unions.<br /> <br /> The New Teachers Project oversimplifies the issue of why there are bad teachers. &quot;The contours of this debate are well-known. One side claims that teacher tenure and due process protections render dismissal a practical impossibility; shielding ineffective teachers from removal in all but the most egregious instances. The other argues that the process provides only minimal protection against arbitrary or discriminatory dismissal, but that administrators fail to document poor performance adequately and refuse to provide struggling teachers with sufficient support.&quot;<br /> <br /> The report has collected some interesting data. It states,&quot;47 percent of teachers report not having participated in a single informal conversation with their administrator over the last year about improving aspects of their instructional performance&quot;. With all of the external forces acting on the administrators, I am not sure that they are even capable of having that conversation. <br /> <br /> A more important conversation needs to happen and it needs to happen as the normal course of business. If the administration wants to support good teaching than it has to know what is going on in the classroom so that they are able to bring their considerable influence to bear in helping to make a case for that specific education to students they see in the halls and to motivate those students and keep them motivated. They cannot rely on platitudes.<br /> <br /> My students don't buy platitudes. They have been burned by them before, left high and dry while the rest of the world sails into an optimistic future. Part of being a good teacher is the ability to help students understand and define their own educational challenges, set personal goals and see them as attainable. A good administrator elicits those goals from and reinforces them.<br /> <br /> When I ran a construction company I made certain to see what 30 or 40 workers on a building site (of say 14 houses) were doing every day. I talked to each of the workers about how the job was going, was there anything in your way, did you see any problems. I did that and I ran a carpentry crew, working with the tools for 6 hour each day. It was a management style that worked, we produced good housing and we all made a good living.<br /> <br /> A school like mine (~300 students, 20 teachers) needs a leader who is involved in the education that is going on in the building. That involvement requires commitment, time and effort. It should not be delegated. Ask your teachers individually, every day: What are your current challenges? What are you thinking of doing to address them? Elicit ideas and contribute your own. Spend time in the classrooms to see how the ideas you toss around with your teachers are working out then catch up with them in the hall between classes and compare notes; judge together what works. It will be huge benefit to students. Students respond positively to an adult in the room. They are pleasantly surprised when someone knows what they are working on. It makes their work more important to them. All of this should become the core job definition. Avoid the bureaucracy, do what you have to quick and dirty, ignore what you can. <br /> <br /> My school spans parts of 3 floors. I have seen my headmaster on my floor 3 times this year. She was never in my classroom in spite of my open invitation. There are 2 other headmasters and another 4 or 5 people fulfilling administrative functions. Administrators define their job as protecting the students from the teachers. I worked for a city bureaucracy too and it wasn't as big but the Dept of Neighborhood Development was just ineffectual and distracting from the real job of building houses as BPS and its consultants are distracting to the real work of education. <br /> <br /> I was in the Boston Public Schools schools for 13*3 school-years as a parent. Involved parents got good at finding out who the good teachers were. We wanted our kids to have those teachers and wanted administrators who would stay out of their way. That was the best we thought we could get. Clearly that isn't enough. Supporting good teaching needs to be reformulated from the top down. You don't bring out the best in people with a periodically applied, computerized carrot and stick. &quot;A comprehensive performance evaluation system...that credibly differentiates teachers&quot; has to happen every day, it has to be local and it probably has little to do with a system. Teachers give up and get to stay since no one cares to check as long as they talk the talk. I would hypothesize that you can't hide having given up on your kids if someone is checking in with you every day and talking with you about what inspires you about your material and how you intend to inspire your students. If it is not working it should be self evident. A bad teacher will realize and accede that they can't do the job. Teachers wake up in the middle of the night and ask themselves that question anyway. There is no job as hard in my experience. I cannot say with certainty how long I will last. The administration usually gets to you first. I'd like to be in the classroom for as long as I am good at solving the puzzle of the kids, am inspired by my material, know I have something to say and still have the energy to run the show.<br /> <br /> <br /> ===other===<br /> <br /> *http://www.aft.org/innovate/index.htm<br /> <br /> http://www.tntp.org/newsandpress/060109_TNTP.html<br /> <br /> &quot;On education, we will expand exchange programs, and increase scholarships, like the one that brought my father to America, while encouraging more Americans to study in Muslim communities. And we will match promising Muslim students with internships in America; invest in on-line learning for teachers and children around the world; and create a new online network, so a teenager in Kansas can communicate instantly with a teenager in Cairo.<br /> <br /> On economic development, we will create a new corps of business volunteers to partner with counterparts in Muslim-majority countries. And I will host a Summit on Entrepreneurship this year to identify how we can deepen ties between business leaders, foundations and social entrepreneurs in the United States and Muslim communities around the world.&quot; - http://www.huffingtonpost.com/2009/06/04/obama-egypt-speech-video_n_211216.html</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Ideas_in_education&diff=3873 2010-02-10T04:40:20Z

<p>71.234.133.230: </p> <hr /> <div>===AN ACT RELATIVE TO THE ACHIEVEMENT GAP===<br /> I believe it takes important steps toward addressing some of our most urgent and persistent needs and putting our children on a path to success.<br /> <br /> The  education collaborative shall be  managed by a board of directors which shall be comprised  <br /> of 1 person appoint ed by each  member school committ ee and 1 person appoint ed by  each  member  <br /> 22  <br /> charter board of trustees.23  <br /> <br /> <br /> Each board of dir ect ors of an education collaborative shall  establish and  manage a trust fund, to  <br /> be  known as an Education Collaborative Trust Fund, and  each such fund shall be designated by an  <br /> 38  <br /> appropriate name. All  monies contribut ed by the  member  municipalit ies and charter schools and all  <br /> 39  <br /> grants or gifts from the federal  gover nment, state government, charitable foundations, private  <br /> 40  <br /> corporations or any  other source shall be paid to the board of dir ect ors of the  education collaborative and  <br /> 41  <br /> deposit ed in the fund.  <br /> 42  <br /> <br /> apply for state, federal or corporate grants or contracts  <br /> to obtain funds necessary to carry out the purpose for which such collaborative is  established57  <br /> <br /> The board of directors of the  education collaborative shall be consider ed t o be a public  employer  <br /> and  have the authority t o employ personnel, including teachers, to carry out the purposes and functions  <br /> 67  <br /> of the  education collaborative68  <br /> <br />  (1)  expand, alter or replace the curriculum and program offerings of the school,  <br /> including the  implementation of research­based  early literacy programs, early int ervent ions for  <br /> 198  <br /> struggling readers and the t eaching  of advanced placement courses or ot her rigor ous nationally or  <br /> 199  <br /> int ernationally recognized courses, if the school does  not already have such programs or courses; <br /> <br /> (2)  <br /> 200  <br /> reallocate the uses of the  exist ing budget of the school;201  <br /> <br /> (4) increase the salary of any administrator, or teacher in the school, to attract or retain highly­  <br /> 205  <br /> qualified administrators, or teachers or to reward administrators, or teachers who work in  <br /> 206  <br /> underperfor ming schools that achieve t he annual goals  set forth in the turnaround plan; <br /> <br /> (5) expand the  <br /> 207  <br /> school day  or school year  or both of t he school; 208  <br /> <br /> (7) following consultation  <br /> with applicable local unions, requir e the principal and all administrators,  teachers and staff to reapply  <br /> 210  <br /> for their positions in the school, wit h full discr etion vested in the superint endent  regarding  his  <br /> 211  <br /> consideration of and decisions  on rehiring based on the  reapplications. <br /> <br /> (8) limit, suspend or change 1  or  <br /> 212  <br /> mor e provisions of any contract or collect ive bargaining agreement, as the contract or agreement applies  <br /> 213  <br /> to the school; provided, that the superint endent shall not reduce the  compensation of an administrator,  <br /> 214  <br /> teacher or staff member unless the hours of the person are proportionately reduced;215  <br /> <br /> (14) develop a strategy to search for  <br /> and study best practices in areas of demonstrated deficiency in the school; 225  <br /> <br /> (b) The purposes of  establishing charter schools are: (i) to stimulat e the development  of  <br /> innovative programs  wit hin public education; (ii) to provide opportunities for innovative learning and  <br /> 900  <br /> assessments; (iii) to provide parents and students  wit h greater options in selecting schools  wit hin and  <br /> 901  <br /> outside their school districts; (iv) to provide t eachers with a vehicle for establishing schools with  <br /> 902  <br /> alternative, innovative  met hods of  educational instruction and school structure and  management; (v) to  <br /> 903 encourage perfor mance­based  educational programs; (vi) to hold t eachers and school administrators  <br /> accountable for students' educational  outcomes; and (vii) to provide  models for replication in ot her  <br /> 905  <br /> public schools.  <br /> 906  <br /> <br /> Each local school district shall be required to  grant a leave  of absence t o any t eacher in the  <br /> public schools syst em request ing such leave to t each  in  a commonwealth charter school. A t eacher  may  <br /> 1272  <br /> request a leave  of absence for up to 2 years.  1273  <br /> <br /> <br /> <br /> <br /> ===widget===<br /> <br /> ====quotes====<br /> Are teachers just interchangeable widgets? I just lost my teaching assignment, the job I had for 4 years of teaching humanities to seniors. The stated reason was that we should all be able to teach in any position. I guess this is better than last year. Last year I was told in the middle of the summer that I would be teaching tenth grade. On the first day of school I was told I was teaching twelfth grade after all. Some teachers found out what they were teaching a class they had never taught before. They found out on the first day of school. The students are the ultimate victims of this widget philosophy. <br /> <br /> Being a good teacher requires a tremendous amount of thought and design in preparation for the school year; on average I spend a couple of hundred hours even on the classes I have taught for years. In order for the material to be compelling to your students it has to be fresh and compelling for you. <br /> <br /> The beginning of the year has its own significant requirements for preparation. Every day you are getting feedback from your new students. Their individuality combined with the chemistry of each class has an enormous effect on your ideas of what you are going to do the next day and every day. <br /> <br /> [http://widgeteffect.org/downloads/TheWidgetEffect.pdf The Widget Effect] by <br /> &lt;b&gt;The New Teacher Project&lt;/b&gt; takes a critical look at how we view and value our teachers. It is their view that, &quot;a culture of indifference about the quality of instruction in each classroom dominates&quot;. I find this to be true. <br /> <br /> They postulate that, &quot;If districts could systematically identify which teachers perform at the highest level, they could use this information to inform teaching assignments, target teachers for teacher leader positions, and prioritize the retention of these teachers.&quot; I wish it were so easy. <br /> <br /> The authors move from &quot;If districts could systematically identify&quot; to &quot;yes districts can systematically identify.&quot; This is a huge leap and one that neglects the very real problems that make education such a messy business. <br /> <br /> In 30 years of running a company I became very dependent on having a systematic approach to product quality and customer satisfaction. Applying good business management practice will certainly reap improvements, but the run-it-as-a-business approach has already become part of the underlying problems.<br /> <br /> One example is the mission statement / shared vision / team approach to education promulgated by advisers based in business culture. Being on board is viewed as an indication of being a good teacher. Questioning the 'vision' is seen as detrimental to school culture. <br /> <br /> It is thought that teachers can be objectively evaluated using &quot;performance standards based upon student achievement outcomes&quot; and to a certain extent this is probably true. But we have created an industry that produces these standards measures externally from the classroom and another whole industry that creates products to help you meet those standards. It all becomes very self-referential and removed from the classroom and its students. <br /> <br /> Additionally we have the political dimension. Opinion leaders identify problems and schools try to address them. A &quot;good&quot; high school, for example is one in which students pass the standardized tests and graduate. A mayor or other official may expand the definition, perhaps instituting a plan in which the number of AP offerings must be increased by some percentage in a district. <br /> <br /> While on the face of it all of these ideas have some merit, as they become intertwined with the definition of a good teacher, we move further, not closer, to understanding and recognizing good teaching and good education. A &quot;good&quot; teacher agrees with the vision and happily consumes the products and lingo of the publishers, consultants and Ed. schools. A &quot;good&quot; teacher defines student expectations in line with the what makes the school look good and successful. <br /> <br /> Systematic identification of good teaching is far from a foregone conclusion in the real world of education. The very forces who say they would like to see it are often working against its realization. The externally influenced definitions of what good teaching is may have little to do with what it actually is. The Boston Teacher Residency teaches these external measures to its new teachers. Teachers attempt to comply, teaching the the script that they are given at the pace that is approved. They are immunized, cleared of responsibility for their students by their compliance with the strategies and standards. Their superiors are trained in the same vein by the Boston Principal Fellowship Program. The Ed. schools produce these programs in collaboration with Harvard Business School and they are implemented by NGO consultants with an interest of wresting education from the grip of the evil teachers' unions.<br /> <br /> The New Teachers Project oversimplifies the issue of why there are bad teachers. &quot;The contours of this debate are well-known. One side claims that teacher tenure and due process protections render dismissal a practical impossibility; shielding ineffective teachers from removal in all but the most egregious instances. The other argues that the process provides only minimal protection against arbitrary or discriminatory dismissal, but that administrators fail to document poor performance adequately and refuse to provide struggling teachers with sufficient support.&quot;<br /> <br /> The report has collected some interesting data. It states,&quot;47 percent of teachers report not having participated in a single informal conversation with their administrator over the last year about improving aspects of their instructional performance&quot;. With all of the external forces acting on the administrators, I am not sure that they are even capable of having that conversation. <br /> <br /> A more important conversation needs to happen and it needs to happen as the normal course of business. If the administration wants to support good teaching than it has to know what is going on in the classroom so that they are able to bring their considerable influence to bear in helping to make a case for that specific education to students they see in the halls and to motivate those students and keep them motivated. They cannot rely on platitudes.<br /> <br /> My students don't buy platitudes. They have been burned by them before, left high and dry while the rest of the world sails into an optimistic future. Part of being a good teacher is the ability to help students understand and define their own educational challenges, set personal goals and see them as attainable. A good administrator elicits those goals from and reinforces them.<br /> <br /> When I ran a construction company I made certain to see what 30 or 40 workers on a building site (of say 14 houses) were doing every day. I talked to each of the workers about how the job was going, was there anything in your way, did you see any problems. I did that and I ran a carpentry crew, working with the tools for 6 hour each day. It was a management style that worked, we produced good housing and we all made a good living.<br /> <br /> A school like mine (~300 students, 20 teachers) needs a leader who is involved in the education that is going on in the building. That involvement requires commitment, time and effort. It should not be delegated. Ask your teachers individually, every day: What are your current challenges? What are you thinking of doing to address them? Elicit ideas and contribute your own. Spend time in the classrooms to see how the ideas you toss around with your teachers are working out then catch up with them in the hall between classes and compare notes; judge together what works. It will be huge benefit to students. Students respond positively to an adult in the room. They are pleasantly surprised when someone knows what they are working on. It makes their work more important to them. All of this should become the core job definition. Avoid the bureaucracy, do what you have to quick and dirty, ignore what you can. <br /> <br /> My school spans parts of 3 floors. I have seen my headmaster on my floor 3 times this year. She was never in my classroom in spite of my open invitation. There are 2 other headmasters and another 4 or 5 people fulfilling administrative functions. Administrators define their job as protecting the students from the teachers. I worked for a city bureaucracy too and it wasn't as big but the Dept of Neighborhood Development was just ineffectual and distracting from the real job of building houses as BPS and its consultants are distracting to the real work of education. <br /> <br /> I was in the Boston Public Schools schools for 13*3 school-years as a parent. Involved parents got good at finding out who the good teachers were. We wanted our kids to have those teachers and wanted administrators who would stay out of their way. That was the best we thought we could get. Clearly that isn't enough. Supporting good teaching needs to be reformulated from the top down. You don't bring out the best in people with a periodically applied, computerized carrot and stick. &quot;A comprehensive performance evaluation system...that credibly differentiates teachers&quot; has to happen every day, it has to be local and it probably has little to do with a system. Teachers give up and get to stay since no one cares to check as long as they talk the talk. I would hypothesize that you can't hide having given up on your kids if someone is checking in with you every day and talking with you about what inspires you about your material and how you intend to inspire your students. If it is not working it should be self evident. A bad teacher will realize and accede that they can't do the job. Teachers wake up in the middle of the night and ask themselves that question anyway. There is no job as hard in my experience. I cannot say with certainty how long I will last. The administration usually gets to you first. I'd like to be in the classroom for as long as I am good at solving the puzzle of the kids, am inspired by my material, know I have something to say and still have the energy to run the show.<br /> <br /> <br /> ===other===<br /> <br /> *http://www.aft.org/innovate/index.htm<br /> <br /> http://www.tntp.org/newsandpress/060109_TNTP.html<br /> <br /> &quot;On education, we will expand exchange programs, and increase scholarships, like the one that brought my father to America, while encouraging more Americans to study in Muslim communities. And we will match promising Muslim students with internships in America; invest in on-line learning for teachers and children around the world; and create a new online network, so a teenager in Kansas can communicate instantly with a teenager in Cairo.<br /> <br /> On economic development, we will create a new corps of business volunteers to partner with counterparts in Muslim-majority countries. And I will host a Summit on Entrepreneurship this year to identify how we can deepen ties between business leaders, foundations and social entrepreneurs in the United States and Muslim communities around the world.&quot; - http://www.huffingtonpost.com/2009/06/04/obama-egypt-speech-video_n_211216.html</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Ideas_in_education&diff=3872 2010-02-10T04:06:28Z

<p>71.234.133.230: </p> <hr /> <div>===AN ACT RELATIVE TO THE ACHIEVEMENT GAP===<br /> I believe it takes important steps toward addressing some of our most urgent and persistent needs and putting our children on a path to success.<br /> <br /> The  education collaborative shall be  managed by a board of directors which shall be comprised  <br /> of 1 person appoint ed by each  member school committ ee and 1 person appoint ed by  each  member  <br /> 22  <br /> charter board of trustees.23  <br /> <br /> <br /> Each board of dir ect ors of an education collaborative shall  establish and  manage a trust fund, to  <br /> be  known as an Education Collaborative Trust Fund, and  each such fund shall be designated by an  <br /> 38  <br /> appropriate name. All  monies contribut ed by the  member  municipalit ies and charter schools and all  <br /> 39  <br /> grants or gifts from the federal  gover nment, state government, charitable foundations, private  <br /> 40  <br /> corporations or any  other source shall be paid to the board of dir ect ors of the  education collaborative and  <br /> 41  <br /> deposit ed in the fund.  <br /> 42  <br /> <br /> apply for state, federal or corporate grants or contracts  <br /> to obtain funds necessary to carry out the purpose for which such collaborative is  established57  <br /> <br /> The board of directors of the  education collaborative shall be consider ed t o be a public  employer  <br /> and  have the authority t o employ personnel, including teachers, to carry out the purposes and functions  <br /> 67  <br /> of the  education collaborative68  <br /> <br />  (1)  expand, alter or replace the curriculum and program offerings of the school,  <br /> including the  implementation of research­based  early literacy programs, early int ervent ions for  <br /> 198  <br /> struggling readers and the t eaching  of advanced placement courses or ot her rigor ous nationally or  <br /> 199  <br /> int ernationally recognized courses, if the school does  not already have such programs or courses; <br /> <br /> (2)  <br /> 200  <br /> reallocate the uses of the  exist ing budget of the school;201  <br /> <br /> (4) increase the salary of any administrator, or teacher in the school, to attract or retain highly­  <br /> 205  <br /> qualified administrators, or teachers or to reward administrators, or teachers who work in  <br /> 206  <br /> underperfor ming schools that achieve t he annual goals  set forth in the turnaround plan; <br /> <br /> (5) expand the  <br /> 207  <br /> school day  or school year  or both of t he school; 208  <br /> <br /> <br /> ===widget===<br /> <br /> ====quotes====<br /> Are teachers just interchangeable widgets? I just lost my teaching assignment, the job I had for 4 years of teaching humanities to seniors. The stated reason was that we should all be able to teach in any position. I guess this is better than last year. Last year I was told in the middle of the summer that I would be teaching tenth grade. On the first day of school I was told I was teaching twelfth grade after all. Some teachers found out what they were teaching a class they had never taught before. They found out on the first day of school. The students are the ultimate victims of this widget philosophy. <br /> <br /> Being a good teacher requires a tremendous amount of thought and design in preparation for the school year; on average I spend a couple of hundred hours even on the classes I have taught for years. In order for the material to be compelling to your students it has to be fresh and compelling for you. <br /> <br /> The beginning of the year has its own significant requirements for preparation. Every day you are getting feedback from your new students. Their individuality combined with the chemistry of each class has an enormous effect on your ideas of what you are going to do the next day and every day. <br /> <br /> [http://widgeteffect.org/downloads/TheWidgetEffect.pdf The Widget Effect] by <br /> &lt;b&gt;The New Teacher Project&lt;/b&gt; takes a critical look at how we view and value our teachers. It is their view that, &quot;a culture of indifference about the quality of instruction in each classroom dominates&quot;. I find this to be true. <br /> <br /> They postulate that, &quot;If districts could systematically identify which teachers perform at the highest level, they could use this information to inform teaching assignments, target teachers for teacher leader positions, and prioritize the retention of these teachers.&quot; I wish it were so easy. <br /> <br /> The authors move from &quot;If districts could systematically identify&quot; to &quot;yes districts can systematically identify.&quot; This is a huge leap and one that neglects the very real problems that make education such a messy business. <br /> <br /> In 30 years of running a company I became very dependent on having a systematic approach to product quality and customer satisfaction. Applying good business management practice will certainly reap improvements, but the run-it-as-a-business approach has already become part of the underlying problems.<br /> <br /> One example is the mission statement / shared vision / team approach to education promulgated by advisers based in business culture. Being on board is viewed as an indication of being a good teacher. Questioning the 'vision' is seen as detrimental to school culture. <br /> <br /> It is thought that teachers can be objectively evaluated using &quot;performance standards based upon student achievement outcomes&quot; and to a certain extent this is probably true. But we have created an industry that produces these standards measures externally from the classroom and another whole industry that creates products to help you meet those standards. It all becomes very self-referential and removed from the classroom and its students. <br /> <br /> Additionally we have the political dimension. Opinion leaders identify problems and schools try to address them. A &quot;good&quot; high school, for example is one in which students pass the standardized tests and graduate. A mayor or other official may expand the definition, perhaps instituting a plan in which the number of AP offerings must be increased by some percentage in a district. <br /> <br /> While on the face of it all of these ideas have some merit, as they become intertwined with the definition of a good teacher, we move further, not closer, to understanding and recognizing good teaching and good education. A &quot;good&quot; teacher agrees with the vision and happily consumes the products and lingo of the publishers, consultants and Ed. schools. A &quot;good&quot; teacher defines student expectations in line with the what makes the school look good and successful. <br /> <br /> Systematic identification of good teaching is far from a foregone conclusion in the real world of education. The very forces who say they would like to see it are often working against its realization. The externally influenced definitions of what good teaching is may have little to do with what it actually is. The Boston Teacher Residency teaches these external measures to its new teachers. Teachers attempt to comply, teaching the the script that they are given at the pace that is approved. They are immunized, cleared of responsibility for their students by their compliance with the strategies and standards. Their superiors are trained in the same vein by the Boston Principal Fellowship Program. The Ed. schools produce these programs in collaboration with Harvard Business School and they are implemented by NGO consultants with an interest of wresting education from the grip of the evil teachers' unions.<br /> <br /> The New Teachers Project oversimplifies the issue of why there are bad teachers. &quot;The contours of this debate are well-known. One side claims that teacher tenure and due process protections render dismissal a practical impossibility; shielding ineffective teachers from removal in all but the most egregious instances. The other argues that the process provides only minimal protection against arbitrary or discriminatory dismissal, but that administrators fail to document poor performance adequately and refuse to provide struggling teachers with sufficient support.&quot;<br /> <br /> The report has collected some interesting data. It states,&quot;47 percent of teachers report not having participated in a single informal conversation with their administrator over the last year about improving aspects of their instructional performance&quot;. With all of the external forces acting on the administrators, I am not sure that they are even capable of having that conversation. <br /> <br /> A more important conversation needs to happen and it needs to happen as the normal course of business. If the administration wants to support good teaching than it has to know what is going on in the classroom so that they are able to bring their considerable influence to bear in helping to make a case for that specific education to students they see in the halls and to motivate those students and keep them motivated. They cannot rely on platitudes.<br /> <br /> My students don't buy platitudes. They have been burned by them before, left high and dry while the rest of the world sails into an optimistic future. Part of being a good teacher is the ability to help students understand and define their own educational challenges, set personal goals and see them as attainable. A good administrator elicits those goals from and reinforces them.<br /> <br /> When I ran a construction company I made certain to see what 30 or 40 workers on a building site (of say 14 houses) were doing every day. I talked to each of the workers about how the job was going, was there anything in your way, did you see any problems. I did that and I ran a carpentry crew, working with the tools for 6 hour each day. It was a management style that worked, we produced good housing and we all made a good living.<br /> <br /> A school like mine (~300 students, 20 teachers) needs a leader who is involved in the education that is going on in the building. That involvement requires commitment, time and effort. It should not be delegated. Ask your teachers individually, every day: What are your current challenges? What are you thinking of doing to address them? Elicit ideas and contribute your own. Spend time in the classrooms to see how the ideas you toss around with your teachers are working out then catch up with them in the hall between classes and compare notes; judge together what works. It will be huge benefit to students. Students respond positively to an adult in the room. They are pleasantly surprised when someone knows what they are working on. It makes their work more important to them. All of this should become the core job definition. Avoid the bureaucracy, do what you have to quick and dirty, ignore what you can. <br /> <br /> My school spans parts of 3 floors. I have seen my headmaster on my floor 3 times this year. She was never in my classroom in spite of my open invitation. There are 2 other headmasters and another 4 or 5 people fulfilling administrative functions. Administrators define their job as protecting the students from the teachers. I worked for a city bureaucracy too and it wasn't as big but the Dept of Neighborhood Development was just ineffectual and distracting from the real job of building houses as BPS and its consultants are distracting to the real work of education. <br /> <br /> I was in the Boston Public Schools schools for 13*3 school-years as a parent. Involved parents got good at finding out who the good teachers were. We wanted our kids to have those teachers and wanted administrators who would stay out of their way. That was the best we thought we could get. Clearly that isn't enough. Supporting good teaching needs to be reformulated from the top down. You don't bring out the best in people with a periodically applied, computerized carrot and stick. &quot;A comprehensive performance evaluation system...that credibly differentiates teachers&quot; has to happen every day, it has to be local and it probably has little to do with a system. Teachers give up and get to stay since no one cares to check as long as they talk the talk. I would hypothesize that you can't hide having given up on your kids if someone is checking in with you every day and talking with you about what inspires you about your material and how you intend to inspire your students. If it is not working it should be self evident. A bad teacher will realize and accede that they can't do the job. Teachers wake up in the middle of the night and ask themselves that question anyway. There is no job as hard in my experience. I cannot say with certainty how long I will last. The administration usually gets to you first. I'd like to be in the classroom for as long as I am good at solving the puzzle of the kids, am inspired by my material, know I have something to say and still have the energy to run the show.<br /> <br /> <br /> ===other===<br /> <br /> *http://www.aft.org/innovate/index.htm<br /> <br /> http://www.tntp.org/newsandpress/060109_TNTP.html<br /> <br /> &quot;On education, we will expand exchange programs, and increase scholarships, like the one that brought my father to America, while encouraging more Americans to study in Muslim communities. And we will match promising Muslim students with internships in America; invest in on-line learning for teachers and children around the world; and create a new online network, so a teenager in Kansas can communicate instantly with a teenager in Cairo.<br /> <br /> On economic development, we will create a new corps of business volunteers to partner with counterparts in Muslim-majority countries. And I will host a Summit on Entrepreneurship this year to identify how we can deepen ties between business leaders, foundations and social entrepreneurs in the United States and Muslim communities around the world.&quot; - http://www.huffingtonpost.com/2009/06/04/obama-egypt-speech-video_n_211216.html</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Technology&diff=3871 2010-02-09T23:22:48Z

<p>71.234.133.230: /* web development using ajax */</p> <hr /> <div>==log==<br /> ====todo====<br /> 2/5/10<br /> *to see changes in xsl stylesheet change its name and the reference to it in the .js page.<br /> 1/18/10<br /> *set up test dir http://localhost:8888/test/waffle.xml<br /> *adjusted nested match=&quot;/&quot; to work http://localhost:8888/vocab/grid2/test/test4/change.xml<br /> 12/31/09<br /> *MAMP now points to code/hosted. updateRow() from javascript sentds a good query string but test.php doesn't know what to do with it. After that is implemented the next thing would be the paging part. <br /> *You can debug the socument.elements selectors used by javascript by making [http://localhost:8888/vocab/grid2/test/test4/generatedSource.html# a copy of generated source code that uses alert to test by including gstest.js]<br /> <br /> <br /> *create an editable grid with multiple records<br /> **then make it selectable for certain words or submitters<br /> <br /> *output select words into an: <br /> **eggquiz<br /> **quizlet<br /> **wikipage<br /> <br /> *autocomp word entry <br /> <br /> there is a book on Ajax in pdf in code<br /> <br /> ;autocompl: have put up autocompl for voacab database in http://pathboston.com/vocab/autocomp<br /> <br /> ;grid: http://pathboston.com/vocab/grid/ has code to get from vocab xml file to web To see the data generated by the server, make a simple call to http://pathboston.com/vocab/grid/grid.php?action=FEED_GRID_PAGE&amp;page=1<br /> <br /> <br /> =====quizlet export -&gt; csv2sql -&gt;mysql=====<br /> http://pathboston.com/ajax/csv2sql.php runs the conversion which gets uploaded through phpmyadmin<br /> <br /> =====visualthesaurus vocgrabber to db=====<br /> 11/19 - vocab from vocabgrabber a javascript that you run with an article open in the browser that you want to grab then you select the words you want and save the list. <br /> <br /> javascript:var%20_vgurl='http://www.visualthesaurus.com';%20var%20s=document.createElement('script');s.src=_vgurl+'/vocabgrabber/bookmarklet.js';document.getElementsByTagName('head')[0].appendChild(s);%20void(0);<br /> <br /> http://pathboston.com/vocab/grab/vocabgrab.html goes to the visualthesuarus list page and parses the word and usage into arrays, looks up the definition<br /> <br /> ==mediawiki==<br /> :mailto:mediawiki-l@lists.wikimedia.org<br /> ===bot===<br /> :[http://www.mediawiki.org/wiki/API mediawiki API]<br /> :[http://en.wikipedia.org/wiki/API.php#APIs_for_bots creating a bot]<br /> :[http://pathboston.com/forms/mw/loginbot.html login bot (MrMcKenna bh)]<br /> :[http://pathboston.com/forms/mw/append21.html append21.html (gets error badtoken)]<br /> Trying to send stuff to api.php to append to a page. Eventually I want to append to the main page of all users. First I'll us a POST form then I'll try multiple POSTS without a form using this [http://netevil.org/blog/2006/nov/http-post-from-php-without-curl snippet] <br /> <br /> <br /> http://www.linux.com/archive/feature/54334<br /> ===bulk import to users===<br /> http://pathboston.com/forms/bulk.html<br /> then from terminal ssh'd to pathboston.com<br /> :cd public_html/hum310/maintenance/<br /> :php importUserSubpage.php --title test <br /> will put a page with that title on each user page<br /> <br /> Don't transclude especially not sources:biblio<br /> <br /> ==tesseract-ocr==<br /> ===to OCR an image===<br /> #open ~/Applications/ControlCenter.sh, use custom scan toBWtiff<br /> #get it on screen (big) and 'file/grab' it or take a snapshot of it<br /> #saveas 'j' nocompress, noalpha, TIFF<br /> #open a terminal and run ocrjtif (it is in $PATH in /opt/sbin) and then copy and paste the ocr'd text from the terminal window.<br /> <br /> ==quiz authoring environments==<br /> http://escholarship.bc.edu/jtla/vol4/6/<br /> <br /> http://www.attotron.com/pub/quizmaker.html<br /> <br /> http://www.tecnick.com/public/code/cp_dpage.php?aiocp_dp=tcexam_description<br /> <br /> http://www.bridgewater.edu/~rbowman/JSQuizMaker/makeselftest-questions.html<br /> <br /> http://www.extropia.com/<br /> ==vocab==<br /> http://wise.sourceforge.net/<br /> http://xdxf.revdanica.com/down/index.php<br /> <br /> ==web development==<br /> ===vocab grid===<br /> ====actual function====<br /> ;init by creating a drop down box: return an array of article names -get articles.php<br /> ;on submit send source choice to server: return a page of data<br /> ====development version====<br /> ;init by creating a drop down box: return an array of article names -get articles.php<br /> ;on submit send source choice to server: return a message<br /> <br /> <br /> http://www.w3schools.com/sitemap/sitemap_tutorials.asp<br /> <br /> http://www.tonymarston.net/php-mysql/sample-application.html<br /> <br /> http://www.w3schools.com/PHP/php_ajax_database.asp<br /> <br /> [http://pathboston.com/ajax/csv2sql.php csv2sql converter on pathboston.com]<br /> <br /> http://style-sheet.info/<br /> <br /> http://www.computorcompanion.com/LPMArticle.asp?ID=202<br /> <br /> ==javascript==<br /> http://www.daaq.net/old/javascript/ javascript tutorial<br /> <br /> http://www.javascript-coder.com/javascript-form/javascript-get-form.htm<br /> <br /> ==css==<br /> http://css.maxdesign.com.au/index.htm<br /> =web development using ajax=<br /> ==xslt==<br /> ===[http://docstore.mik.ua/orelly/xml/xslt/index.htm Oreilly XSLT book]===<br /> ===[http://www.learn-xslt-tutorial.com/ XSLT tutorial]===<br /> ==_SESSION variables==<br /> The problem with having stuff happen on the server is that it always forgets what is going on from moment to moment. The server waits for a request, it could be from anywhere in the world. It doesn't know you from a whole in the wall. The only thing you can do to be remembered is stick stuff in _SESSION variables. <br /> ==ajax==<br /> Asynchronous Javascript and XML(XSL) is a way to update just the part of a html page that changes instead of redrawing the whole page. AJAX combines languages like html, javascript, php, sql, xml and xsl. <br /> ===historically===<br /> There are a number of mechanisms used to combine them.<br /> <br /> *You call an HTML page and it displays<br /> *You call an PHP page and it displays<br /> *You call an HTML page and it calls a PHP page which gets combined and displays<br /> *You call an HTML or PHP page and it calls a javascript page which gets combined and displays<br /> ===ajax does all this===<br /> *You call an HTML page that includes a javascript page that responds to events by sending some action to PHP on the server which then instantiates a class and calls class methods some of which access a MYSQL database using SQL and then puts the results in a XML container which gets sent back to the browser then gets interpreted into XHTML by an XSL file and gets injected into some location in the page. <br /> ===breaking it down===<br /> ====to check what's going on at the server====<br /> Send some stuff: http://pathboston.com/vocab/grid2/test/test.php?action=CHANGE_SOURCE&amp;source=NFLhistory and get the XML back.<br /> ====to check the XSL====<br /> Create a file of the XML that will be coming back from the server and then include an XSL file and see how it does.<br /> ====simple bang bang browser to server to browser to server to browser====<br /> Call for data. Select from that data to query <br /> <br /> ====getting around a XSL page using javascript====<br /> :ex: You want to update a database based upon what is in some text fields. How do you find the name/value pairs that you want to send to the server? The construct document.forms.grid_form_id has some elements? What are its elements?<br /> <br /> =====[http://www.tizag.com/javascriptT/javascript-innerHTML.php innerHTML]=====<br /> === a complex example form the AJAX boook=== <br /> index.html includes grid.js which replaces the &lt;div id=&quot;gridDiv&quot; /&gt; portion of the html page. (also loads the grid.css)<br /> <br /> grid.js initializes creating a xmlhttp request object loading a XSL stylesheet and page1 of the grid<br /> <br /> FEED_GRID_PAGE<br /> To create page 1 of the grid has to create a URL query = grid.php?action=FEED_GRID_PAGE&amp;page=1 and then send that query to the server by opening the request object with the query - xmlHttp.open(&quot;GET&quot;, query, true);<br /> <br /> The script running in the browser acts once the data comes back from the server. When the readyState property changes to 4, the xmlhttp.onreadystatechange handleGridPageLoad() function will be executed. It gets the data sent back from a server using the xmlhttp.responseText property to get the xml data. The (previosly loaded) xsl stylesheet loads the XML putting it in xmlResponse=stylesheetDoc.load(xmlHttp.responseXML) <br /> <br /> The XML is transformed to HTML and put in page = xsltProcessor.transformToFragment(xmlResponse, document);<br /> <br /> Meanwhile to replace the gridDiv from the index.html page we've got to get the ID and put the html in there:<br /> <br /> var gridDiv = document.getElementById(gridDivId);<br /> gridDiv.innerHTML = &quot;&quot;;<br /> gridDiv.appendChild(page);<br /> <br /> <br /> meanwhile at the server...<br /> <br /> The server just sits there waiting to do shit getting its instructions to grid.php. Grid.php takes some 'action' and then echos shit back to the browser.<br /> <br /> The actions can be FEED_GRID_PAGE or UPDATE_ROW or DELETE_ROW. <br /> <br /> FEED_GRID_PAGE calls the grid-class function read page and it creates the key-value pairs of the XML and puts them in in a variable that comes back as getGridXML() <br /> <br /> The whole show runs out of the grid.xsl file which has certain live buttons that respond to &quot;on click&quot; events. The xsl has a menu template sitting on top of and below a table. The table has heading then a foreach row section. <br /> <br /> The loadGridPage() function is whenever you hit previous page and next page.<br /> <br /> EditID() is called when you click on a particular row's &quot;edit&quot; link. The first parameter is some unique ID which seems to be assigned for the &quot;tr&quot; element right after foreeach statement. It is set equal to the database ID value for the record. The function on the first time through has edit as &quot;true&quot; and it replaces the inner html with input boxes and update,cancel and delete buttons. The Cancel button calls editID again this time has edit as false and just displays the row data. <br /> <br /> The update button appears when the input boxes are drawn and when clicked it calls the updateRow() which puts together a url query ?action=UPDATE_ROW&amp;id=&quot; + id completing it with createUpdateUrl(grid). <br /> <br /> In createUpdateUrl(grid), grid is from document.forms.grid_form_id and document.forms.grid_form_id.elements[i].name and value pairs are added to the url query. <br /> <br /> Update row finishes by sending off the query to grid.php and waits for the reply. It uses:<br /> xmlHttp.open(&quot;GET&quot;, query, true);<br /> xmlHttp.onreadystatechange = handleUpdatingRow;<br /> xmlHttp.send(null);<br /> <br /> I suppose you could edit any record in the database just by sending it something like: <br /> http://pathboston.cpm/vocab/grid2/grid.php?action=UPDATE_ROW&amp;id=224&amp;word=covert&amp;def=sneaky&amp;usage=you_are_covert<br /> <br /> All the server (grid.php) sends back is a number, if it is -1 everything is cool and edit mode is turned off and the screen is redrawn with new values by calling editID(id,false).<br /> <br /> <br /> &lt;source lang=&quot;php&quot;&gt;<br /> &lt;!DOCTYPE html PUBLIC &quot;-//W3C//DTD XHTML 1.0 Transitional//EN&quot; <br /> &quot;http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd&quot;&gt;<br /> &lt;html&gt;<br /> &lt;head&gt;<br /> &lt;title&gt;AJAX Grid&lt;/title&gt;<br /> &lt;script type=&quot;text/javascript&quot; src=&quot;test.js&quot;&gt;&lt;/script&gt; <br /> &lt;/head&gt; <br /> &lt;body onload=&quot;init();&quot;&gt;<br /> &lt;a href=&quot;javascript:sndReq('bar')&quot;&gt;[bar]&lt;/a&gt;<br /> &lt;a href=&quot;javascript:getList()&quot;&gt;[foo]&lt;/a&gt;<br /> &lt;a href=&quot;javascript:loadGridPage(1)&quot;&gt;[ant]&lt;/a&gt;<br /> &lt;p&gt;This is a version using msqli and adding an OOclass to handle wuff&lt;/p&gt;<br /> &lt;div id=&quot;listDiv&quot;&gt;frog &lt;/div&gt;<br /> &lt;/br&gt;<br /> &lt;div id=&quot;test2Div&quot;&gt;duck &lt;/div&gt;<br /> &lt;/br&gt;<br /> &lt;div id=&quot;gridDiv&quot;&gt;antelope &lt;/div&gt;<br /> &lt;/body&gt;<br /> &lt;/html&gt;<br /> &lt;/source&gt;<br /> [http://xmlzoo.net/xsl/?xml=00.xml XSL tutorial]<br /> <br /> http://www.smallbizonline.co.uk/php_session_variables.php<br /> <br /> http://roshanbh.com.np <br /> <br /> http://rajshekhar.net/blog/archives/85-Rasmus-30-second-AJAX-Tutorial.html<br /> <br /> ==xml and db==<br /> http://www.rpbourret.com/xml/XMLAndDatabases.htm<br /> <br /> What techniques have you tried already? With java, there are 2 main ways of reading XML documents:<br /> <br /> 1. DOM - Document Object Model interface. This loads the XML document into main memory. With the Document Object Model, you can build documents, navigate their structure, and add, modify, or delete elements and content. Basically the DOM specifies an abstract datatype for XML logical structure. In Java the API for this is known as JAXP<br /> <br /> http://java.sun.com/j2se/1.5.0/docs/...e-summary.html<br /> <br /> An example of reading in a doc could be:<br /> <br /> Expand|Select|Wrap|Line Numbers<br /> <br /> 1. public void readDoc() {<br /> 2. try {<br /> 3. <br /> 4. DocumentBuilderFactory factory = DocumentBuilderFactory.newInstance();<br /> 5. DocumentBuilder builder = factory.newDocumentBuilder();<br /> 6. doc = builder.parse( new File(&quot;myXMLFile.xml&quot;) );<br /> 7. <br /> 8. }<br /> 9. catch (FactoryConfigurationError fce){<br /> 10. System.err.println(&quot;Could not create DocumentBuilderFactory&quot;);<br /> 11. }<br /> 12. catch (ParserConfigurationException pce) { <br /> 13. System.out.println(&quot;Could not locate a JAXP parser&quot;); <br /> 14. }<br /> 15. catch (SAXException se) {<br /> 16. System.out.println(&quot;XML file is not well-formed.&quot;);<br /> 17. }<br /> 18. catch (IOException ioe) { <br /> 19. System.out.println(<br /> 20. &quot;Due to an IOException, the parser could not read the XML file&quot;<br /> 21. ); <br /> 22. }<br /> 23. }<br /> 24. <br /> <br /> doc is the object which holds the xml document in.<br /> <br /> obviously you'd need to import all relevant packages etc.<br /> <br /> Expand|Select|Wrap|Line Numbers<br /> <br /> 1. <br /> 2. import javax.xml.parsers.DocumentBuilder;<br /> 3. import javax.xml.parsers.DocumentBuilderFactory;<br /> 4. import javax.xml.parsers.FactoryConfigurationError;<br /> 5. import javax.xml.parsers.ParserConfigurationException;<br /> 6. <br /> 7. import org.xml.sax.SAXException;<br /> 8. import org.xml.sax.SAXParseException;<br /> 9. <br /> 10. import java.io.File;<br /> 11. import java.io.IOException;<br /> 12. <br /> 13. import org.w3c.dom.*;<br /> 14. <br /> 15. <br /> <br /> 2. The second way in java is to use the SAXP API, which doesn't load the XML file into memory. This is quicker than JAXP, and is useful when you know the structure of the xml file isn't going to change etc.<br /> <br /> http://java.sun.com/j2se/1.5.0/docs/...SAXParser.html<br /> <br /> Finally, to send it to mySQL, you need to open a connection String to the mySQL database, and then run whatever queries you want. You can use a system ODBC driver, or Sun's own JDBC driver if you haven't got the first one.<br /> <br /> This isn't comprehensive, but should give you enough to start.....<br /> <br /> mharrison<br /> Reply<br /> <br /> ==xp pro==<br /> CD KEY:<br /> <br /> V2C47-MK7JD-3R89F-D2KXW-VPK3J<br /> <br /> ==[[firefox extensions]]==<br /> /Applications/Firefox.app/Contents/MacOS/firefox-bin --profilemanager<br /> <br /> /Applications/Firefox.app/Contents/MacOS/firefox-bin -no-remote -P dev &amp;<br /> <br /> <br /> http://lifehacker.com/software/programming/how-to-build-a-firefox-extension-264490.php<br /> <br /> ==unix==<br /> ===php===<br /> [http://www.php-editors.com/articles/simple_php_classes.php good class tutorial]<br /> <br /> http://www.weberdev.com/Manuals/PHP/function.get-meta-tags.html<br /> <br /> authentication script http://sitebuilt.net/w/index.php?title=Comp&amp;action=edit&amp;section=9<br /> <br /> ===perl===<br /> *[http://download.boulder.ibm.com/ibmdl/pub/software/dw/library/l-p102/tomc.txt one liners]<br /> *http://www.somacon.com/p127.php<br /> ====handy code====<br /> =====remove blank lines from file=====<br /> perl -wnl -e 'print $_ unless /^$/' infile.txt &gt;outfile.txt <br /> <br /> ===sed awk===<br /> *[https://www.cs.hmc.edu/twiki/bin/view/QREF/Sed SED tutorial]<br /> *http://tech.bluesmoon.info/2008/09/programming-patterns-in-sed.html<br /> *http://www.vectorsite.net/tsawk_2.html<br /> ==regex==<br /> ===sites===<br /> *http://www.grymoire.com/Unix/Regular.html#uh-2<br /> *http://www.regular-expressions.info/php.html<br /> ===expressions===<br /> If you want to get'Aloha World'out<br /> <br /> Input:<br /> <br /> &lt;div class=&quot;test&quot;&gt;Hello World&lt;/div&gt;<br /> &lt;div class=&quot;somename&quot;&gt;Aloha World&lt;/div&gt;<br /> &lt;div&gt;Hey There&lt;/div&gt;<br /> <br /> RegEx:<br /> <br /> &lt;pre&gt; \&lt;div\sclass\=\&quot;somename\&quot;\&gt;(?&lt;Text&gt;.*?)\&lt;\/div\&gt;&lt;/pre&gt;<br /> <br /> Yields:<br /> <br /> Aloha World (note: In a single group named Text)<br /> <br /> <br /> <br /> *[1-9]\. //finds all the line numbers. (replace with #)<br /> *[A-E]\. //find A. etc (replace with ##)<br /> <br /> <br /> to clean special characters from a string<br /> $clean = preg_replace(&quot;/^[^a-z0-9]?(.*?)[^a-z0-9]?$/i&quot;, &quot;$1&quot;, $text);<br /> <br /> ==mycode==<br /> ===file:///Users/teacher/code/===<br /> *[[parsemeta.php]]<br /> *[[txt2flp.pl]]<br /> *[[parsephr.php]]<br /> <br /> ==msaccess/excel==<br /> http://support.microsoft.com/?kbid=208840<br /> <br /> http://www.thescripts.com/forum/thread546932.html<br /> <br /> http://www.blueclaw-db.com/mail_rtf_report_access.htm &lt;br&gt;http://forums.aspfree.com/microsoft-access-help-18/ms-access-email-report-19094.html&lt;br&gt;emailing reports<br /> <br /> http://support.microsoft.com/kb/319317 printing to particular printer<br /> <br /> http://www.vertex42.com/ExcelArticles/user-defined-functions.html<br /> <br /> http://www.contextures.com/xlToolbar02.html<br /> <br /> http://www.ozgrid.com/VBA/sum-count-cells-by-color.htm<br /> <br /> http://www.techonthenet.com/excel/formulas/index_vba.php<br /> <br /> <br /> ====online tools====<br /> <br /> http://www.sitebuilt.net/moodle/course/view.php?id=2&amp;edit=1&amp;sesskey=zsCDYluKen<br /> http://www.sitebuilt.net/moodle/course/mod.php?id=2&amp;section=0&amp;sesskey=zsCDYluKen&amp;add=quiz<br /> <br /> Ari's phone: 011 237 529-4438<br /> calling card:<br /> <br /> *18008872991<br /> *617<br /> <br /> =[[installedMACtools]]=<br /> <br /> ==pic==<br /> http://www.rentron.com/Myke3.htm<br /> <br /> http://www.play-hookey.com/digital/jk_nand_flip-flop.html<br /> <br /> http://www.digital-diy.net/16F%20Examples/LM35DZ.aspx<br /> <br /> [http://www.opencircuits.com/Main_Page open source circuits wiki]<br /> <br /> [http://www.sparkfun.com/commerce/tutorials.php sparkfun hobby shop]<br /> <br /> [http://www.batchpcb.com/index.php/Home batchpcb.com pcb fabrication]<br /> <br /> [http://www.avrfreaks.net/index.php?module=Freaks%20Devices&amp;func=displayDev&amp;objectid=78 AVR is alternative to PIC]<br /> <br /> [http://www.sparkfun.com/commerce/tutorial_info.php?tutorials_id=57 a good tutorial on embedded systems]<br /> :Google any of these for more info. I have chosen the ATmega168 as the learning IC of choice. Why?<br /> <br /> * 20 MIPs (million instructions per second!) is powerful enough to do some really cool projects<br /> * It's cheap! $2.13 currently<br /> * It's got all the goodies under the hood (UART, SPI, I2C, ADC, internal osc, PWM, kitchen sink, etc)<br /> * 16K of program memory is enough for almost any beginner project<br /> * The tools are free! (C compilers for many of the other micros cost a lot of money)<br /> * The programming and debugging tools are low cost ($20 will get you started)<br /> <br /> [http://www.evilmadscientist.com/article.php/avrtargetboards evil mad scientist on AVR programming]<br /> <br /> ==isp==<br /> host<br /> 206.71.150.94<br /> <br /> http://www.networksolutions.com/whois/index.jsp<br /> <br /> http://www.namecheap.com/myaccount/index.asp mckennatim nanj<br /> <br /> https://thenynocportal.com/clientarea.php<br /> <br /> ==text a photo to picasa==<br /> text it to your and then forward it without the tmobile gifs then forward it to mckenna.tim.upload@picasaweb.com<br /> <br /> ==making transparent in gimp==<br /> 1. open image<br /> <br /> 2. Right click the image and go to LAYERS then ADD ALPHA CHANNEL. You won't notice anything happening, but don't be concerned. It basically adds a transparent layer at the bottom of your image so when we erase the colors.....it's shows the transparent layer. Which of course would show whatever was under it on the screen.<br /> <br /> 3. Right click on the image again and go to SELECT and then down to BY COLOR. A window that is all black opens up. Don't change any of the settings....just use the defaults for now.<br /> <br /> 4. Now click on the color in the image you want to be transparent. These colors will now show up outlined.<br /> <br /> 5. Right click on the image again and go to EDIT and then down to CLEAR. This should now erase the outlined color you just picked from the image and the &quot;transparent gimp checkerbox&quot; should show through. This is the Gimps way of showing you that section is now transparent.<br /> <br /> 6. Right click on the image and choose SAVE AS and make sure to save as a GIF file if you want the transparency to work on the web.<br /> <br /> ==embedding video==<br /> 1. find the file Sanitizer.php in the folder /includes of your mediawiki installation<br /> 2. find the function removeHTMLtags in that file. below that you’ll find a list of whitelisted HTML tags. add the tag embed to the list.<br /> 3. find the function setupAttributeWhitelist in the same file. several lines below you will find HTML-attributes being whitelisted for each HTML tag. so you add a new line (maybe below the line that defines span):<br /> ‘embed’ =&gt; array( ’style’, ‘id’, ‘type’, ’src’, ‘width’, ‘height’ ),<br /> <br /> take care to replace the typographic ‘-quotes by straight ones when doing copy&amp;paste. (wordpress converts the quotes on this blog, so you need to convert them back.)<br /> <br /> you’re done. now you can copy the HTML-code provided by google or youtube into your wiki textbox and it’ll work. (make sure to make backups and document so you know what you’ve changed. when upgrading you’ll have to repeat the process. no warranties for possibile security leaks resulting from the hack.)<br /> <br /> update april 2007: i just tested, this hack also works with mediawiki 1.9.2, just that you need to add embed to $htmlpairs. (note: in case the embed-code you want to use has the format &lt;embed /&gt; you now have to convert it to &lt;embed&gt; &lt;/embed&gt; before posting it to your wiki.) i also would recommend to paste the last line of code near br instead of span (the file has got rearranged a bit).<br /> ==mediawiki memory problem==<br /> php.ini is in public_html, it has to be copied into everywhere that uses php<br /> left ini_set commented out in localsettins.php<br /> .htaccess php_mem ... didn't work<br /> ==mediawiki upgrade==<br /> http://www.g-loaded.eu/2006/09/05/mediawiki-upgrade-procedure/<br /> easy way: <br /> *goto maintainance directory and run php dumpBackup.php --current&gt; dumfile.xml <br /> *on new site install wiki, put dumpfile.xml on its maintenance dir run php importDump.php dumfile.xml<br /> <br /> ==mediawiki css==<br /> *sitewide changes go in Mediawiki:Monobook.css<br /> *user changes go in User:MrMcKenna/monobook.css<br /> ==lynx==<br /> ==[[Moving_from_shared_to_VPS]]==</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Technology&diff=3870 2010-02-09T15:40:12Z

<p>71.234.133.230: /* bulk import to users */</p> <hr /> <div>==log==<br /> ====todo====<br /> 2/5/10<br /> *to see changes in xsl stylesheet change its name and the reference to it in the .js page.<br /> 1/18/10<br /> *set up test dir http://localhost:8888/test/waffle.xml<br /> *adjusted nested match=&quot;/&quot; to work http://localhost:8888/vocab/grid2/test/test4/change.xml<br /> 12/31/09<br /> *MAMP now points to code/hosted. updateRow() from javascript sentds a good query string but test.php doesn't know what to do with it. After that is implemented the next thing would be the paging part. <br /> *You can debug the socument.elements selectors used by javascript by making [http://localhost:8888/vocab/grid2/test/test4/generatedSource.html# a copy of generated source code that uses alert to test by including gstest.js]<br /> <br /> <br /> *create an editable grid with multiple records<br /> **then make it selectable for certain words or submitters<br /> <br /> *output select words into an: <br /> **eggquiz<br /> **quizlet<br /> **wikipage<br /> <br /> *autocomp word entry <br /> <br /> there is a book on Ajax in pdf in code<br /> <br /> ;autocompl: have put up autocompl for voacab database in http://pathboston.com/vocab/autocomp<br /> <br /> ;grid: http://pathboston.com/vocab/grid/ has code to get from vocab xml file to web To see the data generated by the server, make a simple call to http://pathboston.com/vocab/grid/grid.php?action=FEED_GRID_PAGE&amp;page=1<br /> <br /> <br /> =====quizlet export -&gt; csv2sql -&gt;mysql=====<br /> http://pathboston.com/ajax/csv2sql.php runs the conversion which gets uploaded through phpmyadmin<br /> <br /> =====visualthesaurus vocgrabber to db=====<br /> 11/19 - vocab from vocabgrabber a javascript that you run with an article open in the browser that you want to grab then you select the words you want and save the list. <br /> <br /> javascript:var%20_vgurl='http://www.visualthesaurus.com';%20var%20s=document.createElement('script');s.src=_vgurl+'/vocabgrabber/bookmarklet.js';document.getElementsByTagName('head')[0].appendChild(s);%20void(0);<br /> <br /> http://pathboston.com/vocab/grab/vocabgrab.html goes to the visualthesuarus list page and parses the word and usage into arrays, looks up the definition<br /> <br /> ==mediawiki==<br /> :mailto:mediawiki-l@lists.wikimedia.org<br /> ===bot===<br /> :[http://www.mediawiki.org/wiki/API mediawiki API]<br /> :[http://en.wikipedia.org/wiki/API.php#APIs_for_bots creating a bot]<br /> :[http://pathboston.com/forms/mw/loginbot.html login bot (MrMcKenna bh)]<br /> :[http://pathboston.com/forms/mw/append21.html append21.html (gets error badtoken)]<br /> Trying to send stuff to api.php to append to a page. Eventually I want to append to the main page of all users. First I'll us a POST form then I'll try multiple POSTS without a form using this [http://netevil.org/blog/2006/nov/http-post-from-php-without-curl snippet] <br /> <br /> <br /> http://www.linux.com/archive/feature/54334<br /> ===bulk import to users===<br /> http://pathboston.com/forms/bulk.html<br /> then from terminal ssh'd to pathboston.com<br /> :cd public_html/hum310/maintenance/<br /> :php importUserSubpage.php --title test <br /> will put a page with that title on each user page<br /> <br /> Don't transclude especially not sources:biblio<br /> <br /> ==tesseract-ocr==<br /> ===to OCR an image===<br /> #open ~/Applications/ControlCenter.sh, use custom scan toBWtiff<br /> #get it on screen (big) and 'file/grab' it or take a snapshot of it<br /> #saveas 'j' nocompress, noalpha, TIFF<br /> #open a terminal and run ocrjtif (it is in $PATH in /opt/sbin) and then copy and paste the ocr'd text from the terminal window.<br /> <br /> ==quiz authoring environments==<br /> http://escholarship.bc.edu/jtla/vol4/6/<br /> <br /> http://www.attotron.com/pub/quizmaker.html<br /> <br /> http://www.tecnick.com/public/code/cp_dpage.php?aiocp_dp=tcexam_description<br /> <br /> http://www.bridgewater.edu/~rbowman/JSQuizMaker/makeselftest-questions.html<br /> <br /> http://www.extropia.com/<br /> ==vocab==<br /> http://wise.sourceforge.net/<br /> http://xdxf.revdanica.com/down/index.php<br /> <br /> ==web development==<br /> ===vocab grid===<br /> ====actual function====<br /> ;init by creating a drop down box: return an array of article names -get articles.php<br /> ;on submit send source choice to server: return a page of data<br /> ====development version====<br /> ;init by creating a drop down box: return an array of article names -get articles.php<br /> ;on submit send source choice to server: return a message<br /> <br /> <br /> http://www.w3schools.com/sitemap/sitemap_tutorials.asp<br /> <br /> http://www.tonymarston.net/php-mysql/sample-application.html<br /> <br /> http://www.w3schools.com/PHP/php_ajax_database.asp<br /> <br /> [http://pathboston.com/ajax/csv2sql.php csv2sql converter on pathboston.com]<br /> <br /> http://style-sheet.info/<br /> <br /> http://www.computorcompanion.com/LPMArticle.asp?ID=202<br /> <br /> ==javascript==<br /> http://www.daaq.net/old/javascript/ javascript tutorial<br /> <br /> http://www.javascript-coder.com/javascript-form/javascript-get-form.htm<br /> <br /> ==css==<br /> http://css.maxdesign.com.au/index.htm<br /> =web development using ajax=<br /> ==[http://docstore.mik.ua/orelly/xml/xslt/index.htm Oreilly XSLT book]==<br /> ==_SESSION variables==<br /> The problem with having stuff happen on the server is that it always forgets what is going on from moment to moment. The server waits for a request, it could be from anywhere in the world. It doesn't know you from a whole in the wall. The only thing you can do to be remembered is stick stuff in _SESSION variables. <br /> ==ajax==<br /> Asynchronous Javascript and XML(XSL) is a way to update just the part of a html page that changes instead of redrawing the whole page. AJAX combines languages like html, javascript, php, sql, xml and xsl. <br /> ===historically===<br /> There are a number of mechanisms used to combine them.<br /> <br /> *You call an HTML page and it displays<br /> *You call an PHP page and it displays<br /> *You call an HTML page and it calls a PHP page which gets combined and displays<br /> *You call an HTML or PHP page and it calls a javascript page which gets combined and displays<br /> ===ajax does all this===<br /> *You call an HTML page that includes a javascript page that responds to events by sending some action to PHP on the server which then instantiates a class and calls class methods some of which access a MYSQL database using SQL and then puts the results in a XML container which gets sent back to the browser then gets interpreted into XHTML by an XSL file and gets injected into some location in the page. <br /> ===breaking it down===<br /> ====to check what's going on at the server====<br /> Send some stuff: http://pathboston.com/vocab/grid2/test/test.php?action=CHANGE_SOURCE&amp;source=NFLhistory and get the XML back.<br /> ====to check the XSL====<br /> Create a file of the XML that will be coming back from the server and then include an XSL file and see how it does.<br /> ====simple bang bang browser to server to browser to server to browser====<br /> Call for data. Select from that data to query <br /> <br /> ====getting around a XSL page using javascript====<br /> :ex: You want to update a database based upon what is in some text fields. How do you find the name/value pairs that you want to send to the server? The construct document.forms.grid_form_id has some elements? What are its elements?<br /> <br /> =====[http://www.tizag.com/javascriptT/javascript-innerHTML.php innerHTML]=====<br /> === a complex example form the AJAX boook=== <br /> index.html includes grid.js which replaces the &lt;div id=&quot;gridDiv&quot; /&gt; portion of the html page. (also loads the grid.css)<br /> <br /> grid.js initializes creating a xmlhttp request object loading a XSL stylesheet and page1 of the grid<br /> <br /> FEED_GRID_PAGE<br /> To create page 1 of the grid has to create a URL query = grid.php?action=FEED_GRID_PAGE&amp;page=1 and then send that query to the server by opening the request object with the query - xmlHttp.open(&quot;GET&quot;, query, true);<br /> <br /> The script running in the browser acts once the data comes back from the server. When the readyState property changes to 4, the xmlhttp.onreadystatechange handleGridPageLoad() function will be executed. It gets the data sent back from a server using the xmlhttp.responseText property to get the xml data. The (previosly loaded) xsl stylesheet loads the XML putting it in xmlResponse=stylesheetDoc.load(xmlHttp.responseXML) <br /> <br /> The XML is transformed to HTML and put in page = xsltProcessor.transformToFragment(xmlResponse, document);<br /> <br /> Meanwhile to replace the gridDiv from the index.html page we've got to get the ID and put the html in there:<br /> <br /> var gridDiv = document.getElementById(gridDivId);<br /> gridDiv.innerHTML = &quot;&quot;;<br /> gridDiv.appendChild(page);<br /> <br /> <br /> meanwhile at the server...<br /> <br /> The server just sits there waiting to do shit getting its instructions to grid.php. Grid.php takes some 'action' and then echos shit back to the browser.<br /> <br /> The actions can be FEED_GRID_PAGE or UPDATE_ROW or DELETE_ROW. <br /> <br /> FEED_GRID_PAGE calls the grid-class function read page and it creates the key-value pairs of the XML and puts them in in a variable that comes back as getGridXML() <br /> <br /> The whole show runs out of the grid.xsl file which has certain live buttons that respond to &quot;on click&quot; events. The xsl has a menu template sitting on top of and below a table. The table has heading then a foreach row section. <br /> <br /> The loadGridPage() function is whenever you hit previous page and next page.<br /> <br /> EditID() is called when you click on a particular row's &quot;edit&quot; link. The first parameter is some unique ID which seems to be assigned for the &quot;tr&quot; element right after foreeach statement. It is set equal to the database ID value for the record. The function on the first time through has edit as &quot;true&quot; and it replaces the inner html with input boxes and update,cancel and delete buttons. The Cancel button calls editID again this time has edit as false and just displays the row data. <br /> <br /> The update button appears when the input boxes are drawn and when clicked it calls the updateRow() which puts together a url query ?action=UPDATE_ROW&amp;id=&quot; + id completing it with createUpdateUrl(grid). <br /> <br /> In createUpdateUrl(grid), grid is from document.forms.grid_form_id and document.forms.grid_form_id.elements[i].name and value pairs are added to the url query. <br /> <br /> Update row finishes by sending off the query to grid.php and waits for the reply. It uses:<br /> xmlHttp.open(&quot;GET&quot;, query, true);<br /> xmlHttp.onreadystatechange = handleUpdatingRow;<br /> xmlHttp.send(null);<br /> <br /> I suppose you could edit any record in the database just by sending it something like: <br /> http://pathboston.cpm/vocab/grid2/grid.php?action=UPDATE_ROW&amp;id=224&amp;word=covert&amp;def=sneaky&amp;usage=you_are_covert<br /> <br /> All the server (grid.php) sends back is a number, if it is -1 everything is cool and edit mode is turned off and the screen is redrawn with new values by calling editID(id,false).<br /> <br /> <br /> &lt;source lang=&quot;php&quot;&gt;<br /> &lt;!DOCTYPE html PUBLIC &quot;-//W3C//DTD XHTML 1.0 Transitional//EN&quot; <br /> &quot;http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd&quot;&gt;<br /> &lt;html&gt;<br /> &lt;head&gt;<br /> &lt;title&gt;AJAX Grid&lt;/title&gt;<br /> &lt;script type=&quot;text/javascript&quot; src=&quot;test.js&quot;&gt;&lt;/script&gt; <br /> &lt;/head&gt; <br /> &lt;body onload=&quot;init();&quot;&gt;<br /> &lt;a href=&quot;javascript:sndReq('bar')&quot;&gt;[bar]&lt;/a&gt;<br /> &lt;a href=&quot;javascript:getList()&quot;&gt;[foo]&lt;/a&gt;<br /> &lt;a href=&quot;javascript:loadGridPage(1)&quot;&gt;[ant]&lt;/a&gt;<br /> &lt;p&gt;This is a version using msqli and adding an OOclass to handle wuff&lt;/p&gt;<br /> &lt;div id=&quot;listDiv&quot;&gt;frog &lt;/div&gt;<br /> &lt;/br&gt;<br /> &lt;div id=&quot;test2Div&quot;&gt;duck &lt;/div&gt;<br /> &lt;/br&gt;<br /> &lt;div id=&quot;gridDiv&quot;&gt;antelope &lt;/div&gt;<br /> &lt;/body&gt;<br /> &lt;/html&gt;<br /> &lt;/source&gt;<br /> [http://xmlzoo.net/xsl/?xml=00.xml XSL tutorial]<br /> <br /> http://www.smallbizonline.co.uk/php_session_variables.php<br /> <br /> http://roshanbh.com.np <br /> <br /> http://rajshekhar.net/blog/archives/85-Rasmus-30-second-AJAX-Tutorial.html<br /> <br /> ==xml and db==<br /> http://www.rpbourret.com/xml/XMLAndDatabases.htm<br /> <br /> What techniques have you tried already? With java, there are 2 main ways of reading XML documents:<br /> <br /> 1. DOM - Document Object Model interface. This loads the XML document into main memory. With the Document Object Model, you can build documents, navigate their structure, and add, modify, or delete elements and content. Basically the DOM specifies an abstract datatype for XML logical structure. In Java the API for this is known as JAXP<br /> <br /> http://java.sun.com/j2se/1.5.0/docs/...e-summary.html<br /> <br /> An example of reading in a doc could be:<br /> <br /> Expand|Select|Wrap|Line Numbers<br /> <br /> 1. public void readDoc() {<br /> 2. try {<br /> 3. <br /> 4. DocumentBuilderFactory factory = DocumentBuilderFactory.newInstance();<br /> 5. DocumentBuilder builder = factory.newDocumentBuilder();<br /> 6. doc = builder.parse( new File(&quot;myXMLFile.xml&quot;) );<br /> 7. <br /> 8. }<br /> 9. catch (FactoryConfigurationError fce){<br /> 10. System.err.println(&quot;Could not create DocumentBuilderFactory&quot;);<br /> 11. }<br /> 12. catch (ParserConfigurationException pce) { <br /> 13. System.out.println(&quot;Could not locate a JAXP parser&quot;); <br /> 14. }<br /> 15. catch (SAXException se) {<br /> 16. System.out.println(&quot;XML file is not well-formed.&quot;);<br /> 17. }<br /> 18. catch (IOException ioe) { <br /> 19. System.out.println(<br /> 20. &quot;Due to an IOException, the parser could not read the XML file&quot;<br /> 21. ); <br /> 22. }<br /> 23. }<br /> 24. <br /> <br /> doc is the object which holds the xml document in.<br /> <br /> obviously you'd need to import all relevant packages etc.<br /> <br /> Expand|Select|Wrap|Line Numbers<br /> <br /> 1. <br /> 2. import javax.xml.parsers.DocumentBuilder;<br /> 3. import javax.xml.parsers.DocumentBuilderFactory;<br /> 4. import javax.xml.parsers.FactoryConfigurationError;<br /> 5. import javax.xml.parsers.ParserConfigurationException;<br /> 6. <br /> 7. import org.xml.sax.SAXException;<br /> 8. import org.xml.sax.SAXParseException;<br /> 9. <br /> 10. import java.io.File;<br /> 11. import java.io.IOException;<br /> 12. <br /> 13. import org.w3c.dom.*;<br /> 14. <br /> 15. <br /> <br /> 2. The second way in java is to use the SAXP API, which doesn't load the XML file into memory. This is quicker than JAXP, and is useful when you know the structure of the xml file isn't going to change etc.<br /> <br /> http://java.sun.com/j2se/1.5.0/docs/...SAXParser.html<br /> <br /> Finally, to send it to mySQL, you need to open a connection String to the mySQL database, and then run whatever queries you want. You can use a system ODBC driver, or Sun's own JDBC driver if you haven't got the first one.<br /> <br /> This isn't comprehensive, but should give you enough to start.....<br /> <br /> mharrison<br /> Reply<br /> <br /> ==xp pro==<br /> CD KEY:<br /> <br /> V2C47-MK7JD-3R89F-D2KXW-VPK3J<br /> <br /> ==[[firefox extensions]]==<br /> /Applications/Firefox.app/Contents/MacOS/firefox-bin --profilemanager<br /> <br /> /Applications/Firefox.app/Contents/MacOS/firefox-bin -no-remote -P dev &amp;<br /> <br /> <br /> http://lifehacker.com/software/programming/how-to-build-a-firefox-extension-264490.php<br /> <br /> ==unix==<br /> ===php===<br /> [http://www.php-editors.com/articles/simple_php_classes.php good class tutorial]<br /> <br /> http://www.weberdev.com/Manuals/PHP/function.get-meta-tags.html<br /> <br /> authentication script http://sitebuilt.net/w/index.php?title=Comp&amp;action=edit&amp;section=9<br /> <br /> ===perl===<br /> *[http://download.boulder.ibm.com/ibmdl/pub/software/dw/library/l-p102/tomc.txt one liners]<br /> *http://www.somacon.com/p127.php<br /> ====handy code====<br /> =====remove blank lines from file=====<br /> perl -wnl -e 'print $_ unless /^$/' infile.txt &gt;outfile.txt <br /> <br /> ===sed awk===<br /> *[https://www.cs.hmc.edu/twiki/bin/view/QREF/Sed SED tutorial]<br /> *http://tech.bluesmoon.info/2008/09/programming-patterns-in-sed.html<br /> *http://www.vectorsite.net/tsawk_2.html<br /> ==regex==<br /> ===sites===<br /> *http://www.grymoire.com/Unix/Regular.html#uh-2<br /> *http://www.regular-expressions.info/php.html<br /> ===expressions===<br /> If you want to get'Aloha World'out<br /> <br /> Input:<br /> <br /> &lt;div class=&quot;test&quot;&gt;Hello World&lt;/div&gt;<br /> &lt;div class=&quot;somename&quot;&gt;Aloha World&lt;/div&gt;<br /> &lt;div&gt;Hey There&lt;/div&gt;<br /> <br /> RegEx:<br /> <br /> &lt;pre&gt; \&lt;div\sclass\=\&quot;somename\&quot;\&gt;(?&lt;Text&gt;.*?)\&lt;\/div\&gt;&lt;/pre&gt;<br /> <br /> Yields:<br /> <br /> Aloha World (note: In a single group named Text)<br /> <br /> <br /> <br /> *[1-9]\. //finds all the line numbers. (replace with #)<br /> *[A-E]\. //find A. etc (replace with ##)<br /> <br /> <br /> to clean special characters from a string<br /> $clean = preg_replace(&quot;/^[^a-z0-9]?(.*?)[^a-z0-9]?$/i&quot;, &quot;$1&quot;, $text);<br /> <br /> ==mycode==<br /> ===file:///Users/teacher/code/===<br /> *[[parsemeta.php]]<br /> *[[txt2flp.pl]]<br /> *[[parsephr.php]]<br /> <br /> ==msaccess/excel==<br /> http://support.microsoft.com/?kbid=208840<br /> <br /> http://www.thescripts.com/forum/thread546932.html<br /> <br /> http://www.blueclaw-db.com/mail_rtf_report_access.htm &lt;br&gt;http://forums.aspfree.com/microsoft-access-help-18/ms-access-email-report-19094.html&lt;br&gt;emailing reports<br /> <br /> http://support.microsoft.com/kb/319317 printing to particular printer<br /> <br /> http://www.vertex42.com/ExcelArticles/user-defined-functions.html<br /> <br /> http://www.contextures.com/xlToolbar02.html<br /> <br /> http://www.ozgrid.com/VBA/sum-count-cells-by-color.htm<br /> <br /> http://www.techonthenet.com/excel/formulas/index_vba.php<br /> <br /> <br /> ====online tools====<br /> <br /> http://www.sitebuilt.net/moodle/course/view.php?id=2&amp;edit=1&amp;sesskey=zsCDYluKen<br /> http://www.sitebuilt.net/moodle/course/mod.php?id=2&amp;section=0&amp;sesskey=zsCDYluKen&amp;add=quiz<br /> <br /> Ari's phone: 011 237 529-4438<br /> calling card:<br /> <br /> *18008872991<br /> *617<br /> <br /> =[[installedMACtools]]=<br /> <br /> ==pic==<br /> http://www.rentron.com/Myke3.htm<br /> <br /> http://www.play-hookey.com/digital/jk_nand_flip-flop.html<br /> <br /> http://www.digital-diy.net/16F%20Examples/LM35DZ.aspx<br /> <br /> [http://www.opencircuits.com/Main_Page open source circuits wiki]<br /> <br /> [http://www.sparkfun.com/commerce/tutorials.php sparkfun hobby shop]<br /> <br /> [http://www.batchpcb.com/index.php/Home batchpcb.com pcb fabrication]<br /> <br /> [http://www.avrfreaks.net/index.php?module=Freaks%20Devices&amp;func=displayDev&amp;objectid=78 AVR is alternative to PIC]<br /> <br /> [http://www.sparkfun.com/commerce/tutorial_info.php?tutorials_id=57 a good tutorial on embedded systems]<br /> :Google any of these for more info. I have chosen the ATmega168 as the learning IC of choice. Why?<br /> <br /> * 20 MIPs (million instructions per second!) is powerful enough to do some really cool projects<br /> * It's cheap! $2.13 currently<br /> * It's got all the goodies under the hood (UART, SPI, I2C, ADC, internal osc, PWM, kitchen sink, etc)<br /> * 16K of program memory is enough for almost any beginner project<br /> * The tools are free! (C compilers for many of the other micros cost a lot of money)<br /> * The programming and debugging tools are low cost ($20 will get you started)<br /> <br /> [http://www.evilmadscientist.com/article.php/avrtargetboards evil mad scientist on AVR programming]<br /> <br /> ==isp==<br /> host<br /> 206.71.150.94<br /> <br /> http://www.networksolutions.com/whois/index.jsp<br /> <br /> http://www.namecheap.com/myaccount/index.asp mckennatim nanj<br /> <br /> https://thenynocportal.com/clientarea.php<br /> <br /> ==text a photo to picasa==<br /> text it to your and then forward it without the tmobile gifs then forward it to mckenna.tim.upload@picasaweb.com<br /> <br /> ==making transparent in gimp==<br /> 1. open image<br /> <br /> 2. Right click the image and go to LAYERS then ADD ALPHA CHANNEL. You won't notice anything happening, but don't be concerned. It basically adds a transparent layer at the bottom of your image so when we erase the colors.....it's shows the transparent layer. Which of course would show whatever was under it on the screen.<br /> <br /> 3. Right click on the image again and go to SELECT and then down to BY COLOR. A window that is all black opens up. Don't change any of the settings....just use the defaults for now.<br /> <br /> 4. Now click on the color in the image you want to be transparent. These colors will now show up outlined.<br /> <br /> 5. Right click on the image again and go to EDIT and then down to CLEAR. This should now erase the outlined color you just picked from the image and the &quot;transparent gimp checkerbox&quot; should show through. This is the Gimps way of showing you that section is now transparent.<br /> <br /> 6. Right click on the image and choose SAVE AS and make sure to save as a GIF file if you want the transparency to work on the web.<br /> <br /> ==embedding video==<br /> 1. find the file Sanitizer.php in the folder /includes of your mediawiki installation<br /> 2. find the function removeHTMLtags in that file. below that you’ll find a list of whitelisted HTML tags. add the tag embed to the list.<br /> 3. find the function setupAttributeWhitelist in the same file. several lines below you will find HTML-attributes being whitelisted for each HTML tag. so you add a new line (maybe below the line that defines span):<br /> ‘embed’ =&gt; array( ’style’, ‘id’, ‘type’, ’src’, ‘width’, ‘height’ ),<br /> <br /> take care to replace the typographic ‘-quotes by straight ones when doing copy&amp;paste. (wordpress converts the quotes on this blog, so you need to convert them back.)<br /> <br /> you’re done. now you can copy the HTML-code provided by google or youtube into your wiki textbox and it’ll work. (make sure to make backups and document so you know what you’ve changed. when upgrading you’ll have to repeat the process. no warranties for possibile security leaks resulting from the hack.)<br /> <br /> update april 2007: i just tested, this hack also works with mediawiki 1.9.2, just that you need to add embed to $htmlpairs. (note: in case the embed-code you want to use has the format &lt;embed /&gt; you now have to convert it to &lt;embed&gt; &lt;/embed&gt; before posting it to your wiki.) i also would recommend to paste the last line of code near br instead of span (the file has got rearranged a bit).<br /> ==mediawiki memory problem==<br /> php.ini is in public_html, it has to be copied into everywhere that uses php<br /> left ini_set commented out in localsettins.php<br /> .htaccess php_mem ... didn't work<br /> ==mediawiki upgrade==<br /> http://www.g-loaded.eu/2006/09/05/mediawiki-upgrade-procedure/<br /> easy way: <br /> *goto maintainance directory and run php dumpBackup.php --current&gt; dumfile.xml <br /> *on new site install wiki, put dumpfile.xml on its maintenance dir run php importDump.php dumfile.xml<br /> <br /> ==mediawiki css==<br /> *sitewide changes go in Mediawiki:Monobook.css<br /> *user changes go in User:MrMcKenna/monobook.css<br /> ==lynx==<br /> ==[[Moving_from_shared_to_VPS]]==</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Technology&diff=3869 2010-02-06T23:27:00Z

<p>71.234.133.230: /* todo */</p> <hr /> <div>==log==<br /> ====todo====<br /> 2/5/10<br /> *to see changes in xsl stylesheet change its name and the reference to it in the .js page.<br /> 1/18/10<br /> *set up test dir http://localhost:8888/test/waffle.xml<br /> *adjusted nested match=&quot;/&quot; to work http://localhost:8888/vocab/grid2/test/test4/change.xml<br /> 12/31/09<br /> *MAMP now points to code/hosted. updateRow() from javascript sentds a good query string but test.php doesn't know what to do with it. After that is implemented the next thing would be the paging part. <br /> *You can debug the socument.elements selectors used by javascript by making [http://localhost:8888/vocab/grid2/test/test4/generatedSource.html# a copy of generated source code that uses alert to test by including gstest.js]<br /> <br /> <br /> *create an editable grid with multiple records<br /> **then make it selectable for certain words or submitters<br /> <br /> *output select words into an: <br /> **eggquiz<br /> **quizlet<br /> **wikipage<br /> <br /> *autocomp word entry <br /> <br /> there is a book on Ajax in pdf in code<br /> <br /> ;autocompl: have put up autocompl for voacab database in http://pathboston.com/vocab/autocomp<br /> <br /> ;grid: http://pathboston.com/vocab/grid/ has code to get from vocab xml file to web To see the data generated by the server, make a simple call to http://pathboston.com/vocab/grid/grid.php?action=FEED_GRID_PAGE&amp;page=1<br /> <br /> <br /> =====quizlet export -&gt; csv2sql -&gt;mysql=====<br /> http://pathboston.com/ajax/csv2sql.php runs the conversion which gets uploaded through phpmyadmin<br /> <br /> =====visualthesaurus vocgrabber to db=====<br /> 11/19 - vocab from vocabgrabber a javascript that you run with an article open in the browser that you want to grab then you select the words you want and save the list. <br /> <br /> javascript:var%20_vgurl='http://www.visualthesaurus.com';%20var%20s=document.createElement('script');s.src=_vgurl+'/vocabgrabber/bookmarklet.js';document.getElementsByTagName('head')[0].appendChild(s);%20void(0);<br /> <br /> http://pathboston.com/vocab/grab/vocabgrab.html goes to the visualthesuarus list page and parses the word and usage into arrays, looks up the definition<br /> <br /> ==mediawiki==<br /> :mailto:mediawiki-l@lists.wikimedia.org<br /> ===bot===<br /> :[http://www.mediawiki.org/wiki/API mediawiki API]<br /> :[http://en.wikipedia.org/wiki/API.php#APIs_for_bots creating a bot]<br /> :[http://pathboston.com/forms/mw/loginbot.html login bot (MrMcKenna bh)]<br /> :[http://pathboston.com/forms/mw/append21.html append21.html (gets error badtoken)]<br /> Trying to send stuff to api.php to append to a page. Eventually I want to append to the main page of all users. First I'll us a POST form then I'll try multiple POSTS without a form using this [http://netevil.org/blog/2006/nov/http-post-from-php-without-curl snippet] <br /> <br /> <br /> http://www.linux.com/archive/feature/54334<br /> ===bulk import to users===<br /> http://pathboston.com/forms/bulk.html<br /> then from terminal ssh'd to pathboston.com<br /> :cd public_html/hum310/maintenance/<br /> :php importUserSubpage.php --title test <br /> will put a page with that title on each user page<br /> <br /> ==tesseract-ocr==<br /> ===to OCR an image===<br /> #open ~/Applications/ControlCenter.sh, use custom scan toBWtiff<br /> #get it on screen (big) and 'file/grab' it or take a snapshot of it<br /> #saveas 'j' nocompress, noalpha, TIFF<br /> #open a terminal and run ocrjtif (it is in $PATH in /opt/sbin) and then copy and paste the ocr'd text from the terminal window.<br /> <br /> ==quiz authoring environments==<br /> http://escholarship.bc.edu/jtla/vol4/6/<br /> <br /> http://www.attotron.com/pub/quizmaker.html<br /> <br /> http://www.tecnick.com/public/code/cp_dpage.php?aiocp_dp=tcexam_description<br /> <br /> http://www.bridgewater.edu/~rbowman/JSQuizMaker/makeselftest-questions.html<br /> <br /> http://www.extropia.com/<br /> ==vocab==<br /> http://wise.sourceforge.net/<br /> http://xdxf.revdanica.com/down/index.php<br /> <br /> ==web development==<br /> ===vocab grid===<br /> ====actual function====<br /> ;init by creating a drop down box: return an array of article names -get articles.php<br /> ;on submit send source choice to server: return a page of data<br /> ====development version====<br /> ;init by creating a drop down box: return an array of article names -get articles.php<br /> ;on submit send source choice to server: return a message<br /> <br /> <br /> http://www.w3schools.com/sitemap/sitemap_tutorials.asp<br /> <br /> http://www.tonymarston.net/php-mysql/sample-application.html<br /> <br /> http://www.w3schools.com/PHP/php_ajax_database.asp<br /> <br /> [http://pathboston.com/ajax/csv2sql.php csv2sql converter on pathboston.com]<br /> <br /> http://style-sheet.info/<br /> <br /> http://www.computorcompanion.com/LPMArticle.asp?ID=202<br /> <br /> ==javascript==<br /> http://www.daaq.net/old/javascript/ javascript tutorial<br /> <br /> http://www.javascript-coder.com/javascript-form/javascript-get-form.htm<br /> <br /> ==css==<br /> http://css.maxdesign.com.au/index.htm<br /> =web development using ajax=<br /> ==[http://docstore.mik.ua/orelly/xml/xslt/index.htm Oreilly XSLT book]==<br /> ==_SESSION variables==<br /> The problem with having stuff happen on the server is that it always forgets what is going on from moment to moment. The server waits for a request, it could be from anywhere in the world. It doesn't know you from a whole in the wall. The only thing you can do to be remembered is stick stuff in _SESSION variables. <br /> ==ajax==<br /> Asynchronous Javascript and XML(XSL) is a way to update just the part of a html page that changes instead of redrawing the whole page. AJAX combines languages like html, javascript, php, sql, xml and xsl. <br /> ===historically===<br /> There are a number of mechanisms used to combine them.<br /> <br /> *You call an HTML page and it displays<br /> *You call an PHP page and it displays<br /> *You call an HTML page and it calls a PHP page which gets combined and displays<br /> *You call an HTML or PHP page and it calls a javascript page which gets combined and displays<br /> ===ajax does all this===<br /> *You call an HTML page that includes a javascript page that responds to events by sending some action to PHP on the server which then instantiates a class and calls class methods some of which access a MYSQL database using SQL and then puts the results in a XML container which gets sent back to the browser then gets interpreted into XHTML by an XSL file and gets injected into some location in the page. <br /> ===breaking it down===<br /> ====to check what's going on at the server====<br /> Send some stuff: http://pathboston.com/vocab/grid2/test/test.php?action=CHANGE_SOURCE&amp;source=NFLhistory and get the XML back.<br /> ====to check the XSL====<br /> Create a file of the XML that will be coming back from the server and then include an XSL file and see how it does.<br /> ====simple bang bang browser to server to browser to server to browser====<br /> Call for data. Select from that data to query <br /> <br /> ====getting around a XSL page using javascript====<br /> :ex: You want to update a database based upon what is in some text fields. How do you find the name/value pairs that you want to send to the server? The construct document.forms.grid_form_id has some elements? What are its elements?<br /> <br /> =====[http://www.tizag.com/javascriptT/javascript-innerHTML.php innerHTML]=====<br /> === a complex example form the AJAX boook=== <br /> index.html includes grid.js which replaces the &lt;div id=&quot;gridDiv&quot; /&gt; portion of the html page. (also loads the grid.css)<br /> <br /> grid.js initializes creating a xmlhttp request object loading a XSL stylesheet and page1 of the grid<br /> <br /> FEED_GRID_PAGE<br /> To create page 1 of the grid has to create a URL query = grid.php?action=FEED_GRID_PAGE&amp;page=1 and then send that query to the server by opening the request object with the query - xmlHttp.open(&quot;GET&quot;, query, true);<br /> <br /> The script running in the browser acts once the data comes back from the server. When the readyState property changes to 4, the xmlhttp.onreadystatechange handleGridPageLoad() function will be executed. It gets the data sent back from a server using the xmlhttp.responseText property to get the xml data. The (previosly loaded) xsl stylesheet loads the XML putting it in xmlResponse=stylesheetDoc.load(xmlHttp.responseXML) <br /> <br /> The XML is transformed to HTML and put in page = xsltProcessor.transformToFragment(xmlResponse, document);<br /> <br /> Meanwhile to replace the gridDiv from the index.html page we've got to get the ID and put the html in there:<br /> <br /> var gridDiv = document.getElementById(gridDivId);<br /> gridDiv.innerHTML = &quot;&quot;;<br /> gridDiv.appendChild(page);<br /> <br /> <br /> meanwhile at the server...<br /> <br /> The server just sits there waiting to do shit getting its instructions to grid.php. Grid.php takes some 'action' and then echos shit back to the browser.<br /> <br /> The actions can be FEED_GRID_PAGE or UPDATE_ROW or DELETE_ROW. <br /> <br /> FEED_GRID_PAGE calls the grid-class function read page and it creates the key-value pairs of the XML and puts them in in a variable that comes back as getGridXML() <br /> <br /> The whole show runs out of the grid.xsl file which has certain live buttons that respond to &quot;on click&quot; events. The xsl has a menu template sitting on top of and below a table. The table has heading then a foreach row section. <br /> <br /> The loadGridPage() function is whenever you hit previous page and next page.<br /> <br /> EditID() is called when you click on a particular row's &quot;edit&quot; link. The first parameter is some unique ID which seems to be assigned for the &quot;tr&quot; element right after foreeach statement. It is set equal to the database ID value for the record. The function on the first time through has edit as &quot;true&quot; and it replaces the inner html with input boxes and update,cancel and delete buttons. The Cancel button calls editID again this time has edit as false and just displays the row data. <br /> <br /> The update button appears when the input boxes are drawn and when clicked it calls the updateRow() which puts together a url query ?action=UPDATE_ROW&amp;id=&quot; + id completing it with createUpdateUrl(grid). <br /> <br /> In createUpdateUrl(grid), grid is from document.forms.grid_form_id and document.forms.grid_form_id.elements[i].name and value pairs are added to the url query. <br /> <br /> Update row finishes by sending off the query to grid.php and waits for the reply. It uses:<br /> xmlHttp.open(&quot;GET&quot;, query, true);<br /> xmlHttp.onreadystatechange = handleUpdatingRow;<br /> xmlHttp.send(null);<br /> <br /> I suppose you could edit any record in the database just by sending it something like: <br /> http://pathboston.cpm/vocab/grid2/grid.php?action=UPDATE_ROW&amp;id=224&amp;word=covert&amp;def=sneaky&amp;usage=you_are_covert<br /> <br /> All the server (grid.php) sends back is a number, if it is -1 everything is cool and edit mode is turned off and the screen is redrawn with new values by calling editID(id,false).<br /> <br /> <br /> &lt;source lang=&quot;php&quot;&gt;<br /> &lt;!DOCTYPE html PUBLIC &quot;-//W3C//DTD XHTML 1.0 Transitional//EN&quot; <br /> &quot;http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd&quot;&gt;<br /> &lt;html&gt;<br /> &lt;head&gt;<br /> &lt;title&gt;AJAX Grid&lt;/title&gt;<br /> &lt;script type=&quot;text/javascript&quot; src=&quot;test.js&quot;&gt;&lt;/script&gt; <br /> &lt;/head&gt; <br /> &lt;body onload=&quot;init();&quot;&gt;<br /> &lt;a href=&quot;javascript:sndReq('bar')&quot;&gt;[bar]&lt;/a&gt;<br /> &lt;a href=&quot;javascript:getList()&quot;&gt;[foo]&lt;/a&gt;<br /> &lt;a href=&quot;javascript:loadGridPage(1)&quot;&gt;[ant]&lt;/a&gt;<br /> &lt;p&gt;This is a version using msqli and adding an OOclass to handle wuff&lt;/p&gt;<br /> &lt;div id=&quot;listDiv&quot;&gt;frog &lt;/div&gt;<br /> &lt;/br&gt;<br /> &lt;div id=&quot;test2Div&quot;&gt;duck &lt;/div&gt;<br /> &lt;/br&gt;<br /> &lt;div id=&quot;gridDiv&quot;&gt;antelope &lt;/div&gt;<br /> &lt;/body&gt;<br /> &lt;/html&gt;<br /> &lt;/source&gt;<br /> [http://xmlzoo.net/xsl/?xml=00.xml XSL tutorial]<br /> <br /> http://www.smallbizonline.co.uk/php_session_variables.php<br /> <br /> http://roshanbh.com.np <br /> <br /> http://rajshekhar.net/blog/archives/85-Rasmus-30-second-AJAX-Tutorial.html<br /> <br /> ==xml and db==<br /> http://www.rpbourret.com/xml/XMLAndDatabases.htm<br /> <br /> What techniques have you tried already? With java, there are 2 main ways of reading XML documents:<br /> <br /> 1. DOM - Document Object Model interface. This loads the XML document into main memory. With the Document Object Model, you can build documents, navigate their structure, and add, modify, or delete elements and content. Basically the DOM specifies an abstract datatype for XML logical structure. In Java the API for this is known as JAXP<br /> <br /> http://java.sun.com/j2se/1.5.0/docs/...e-summary.html<br /> <br /> An example of reading in a doc could be:<br /> <br /> Expand|Select|Wrap|Line Numbers<br /> <br /> 1. public void readDoc() {<br /> 2. try {<br /> 3. <br /> 4. DocumentBuilderFactory factory = DocumentBuilderFactory.newInstance();<br /> 5. DocumentBuilder builder = factory.newDocumentBuilder();<br /> 6. doc = builder.parse( new File(&quot;myXMLFile.xml&quot;) );<br /> 7. <br /> 8. }<br /> 9. catch (FactoryConfigurationError fce){<br /> 10. System.err.println(&quot;Could not create DocumentBuilderFactory&quot;);<br /> 11. }<br /> 12. catch (ParserConfigurationException pce) { <br /> 13. System.out.println(&quot;Could not locate a JAXP parser&quot;); <br /> 14. }<br /> 15. catch (SAXException se) {<br /> 16. System.out.println(&quot;XML file is not well-formed.&quot;);<br /> 17. }<br /> 18. catch (IOException ioe) { <br /> 19. System.out.println(<br /> 20. &quot;Due to an IOException, the parser could not read the XML file&quot;<br /> 21. ); <br /> 22. }<br /> 23. }<br /> 24. <br /> <br /> doc is the object which holds the xml document in.<br /> <br /> obviously you'd need to import all relevant packages etc.<br /> <br /> Expand|Select|Wrap|Line Numbers<br /> <br /> 1. <br /> 2. import javax.xml.parsers.DocumentBuilder;<br /> 3. import javax.xml.parsers.DocumentBuilderFactory;<br /> 4. import javax.xml.parsers.FactoryConfigurationError;<br /> 5. import javax.xml.parsers.ParserConfigurationException;<br /> 6. <br /> 7. import org.xml.sax.SAXException;<br /> 8. import org.xml.sax.SAXParseException;<br /> 9. <br /> 10. import java.io.File;<br /> 11. import java.io.IOException;<br /> 12. <br /> 13. import org.w3c.dom.*;<br /> 14. <br /> 15. <br /> <br /> 2. The second way in java is to use the SAXP API, which doesn't load the XML file into memory. This is quicker than JAXP, and is useful when you know the structure of the xml file isn't going to change etc.<br /> <br /> http://java.sun.com/j2se/1.5.0/docs/...SAXParser.html<br /> <br /> Finally, to send it to mySQL, you need to open a connection String to the mySQL database, and then run whatever queries you want. You can use a system ODBC driver, or Sun's own JDBC driver if you haven't got the first one.<br /> <br /> This isn't comprehensive, but should give you enough to start.....<br /> <br /> mharrison<br /> Reply<br /> <br /> ==xp pro==<br /> CD KEY:<br /> <br /> V2C47-MK7JD-3R89F-D2KXW-VPK3J<br /> <br /> ==[[firefox extensions]]==<br /> /Applications/Firefox.app/Contents/MacOS/firefox-bin --profilemanager<br /> <br /> /Applications/Firefox.app/Contents/MacOS/firefox-bin -no-remote -P dev &amp;<br /> <br /> <br /> http://lifehacker.com/software/programming/how-to-build-a-firefox-extension-264490.php<br /> <br /> ==unix==<br /> ===php===<br /> [http://www.php-editors.com/articles/simple_php_classes.php good class tutorial]<br /> <br /> http://www.weberdev.com/Manuals/PHP/function.get-meta-tags.html<br /> <br /> authentication script http://sitebuilt.net/w/index.php?title=Comp&amp;action=edit&amp;section=9<br /> <br /> ===perl===<br /> *[http://download.boulder.ibm.com/ibmdl/pub/software/dw/library/l-p102/tomc.txt one liners]<br /> *http://www.somacon.com/p127.php<br /> ====handy code====<br /> =====remove blank lines from file=====<br /> perl -wnl -e 'print $_ unless /^$/' infile.txt &gt;outfile.txt <br /> <br /> ===sed awk===<br /> *[https://www.cs.hmc.edu/twiki/bin/view/QREF/Sed SED tutorial]<br /> *http://tech.bluesmoon.info/2008/09/programming-patterns-in-sed.html<br /> *http://www.vectorsite.net/tsawk_2.html<br /> ==regex==<br /> ===sites===<br /> *http://www.grymoire.com/Unix/Regular.html#uh-2<br /> *http://www.regular-expressions.info/php.html<br /> ===expressions===<br /> If you want to get'Aloha World'out<br /> <br /> Input:<br /> <br /> &lt;div class=&quot;test&quot;&gt;Hello World&lt;/div&gt;<br /> &lt;div class=&quot;somename&quot;&gt;Aloha World&lt;/div&gt;<br /> &lt;div&gt;Hey There&lt;/div&gt;<br /> <br /> RegEx:<br /> <br /> &lt;pre&gt; \&lt;div\sclass\=\&quot;somename\&quot;\&gt;(?&lt;Text&gt;.*?)\&lt;\/div\&gt;&lt;/pre&gt;<br /> <br /> Yields:<br /> <br /> Aloha World (note: In a single group named Text)<br /> <br /> <br /> <br /> *[1-9]\. //finds all the line numbers. (replace with #)<br /> *[A-E]\. //find A. etc (replace with ##)<br /> <br /> <br /> to clean special characters from a string<br /> $clean = preg_replace(&quot;/^[^a-z0-9]?(.*?)[^a-z0-9]?$/i&quot;, &quot;$1&quot;, $text);<br /> <br /> ==mycode==<br /> ===file:///Users/teacher/code/===<br /> *[[parsemeta.php]]<br /> *[[txt2flp.pl]]<br /> *[[parsephr.php]]<br /> <br /> ==msaccess/excel==<br /> http://support.microsoft.com/?kbid=208840<br /> <br /> http://www.thescripts.com/forum/thread546932.html<br /> <br /> http://www.blueclaw-db.com/mail_rtf_report_access.htm &lt;br&gt;http://forums.aspfree.com/microsoft-access-help-18/ms-access-email-report-19094.html&lt;br&gt;emailing reports<br /> <br /> http://support.microsoft.com/kb/319317 printing to particular printer<br /> <br /> http://www.vertex42.com/ExcelArticles/user-defined-functions.html<br /> <br /> http://www.contextures.com/xlToolbar02.html<br /> <br /> http://www.ozgrid.com/VBA/sum-count-cells-by-color.htm<br /> <br /> http://www.techonthenet.com/excel/formulas/index_vba.php<br /> <br /> <br /> ====online tools====<br /> <br /> http://www.sitebuilt.net/moodle/course/view.php?id=2&amp;edit=1&amp;sesskey=zsCDYluKen<br /> http://www.sitebuilt.net/moodle/course/mod.php?id=2&amp;section=0&amp;sesskey=zsCDYluKen&amp;add=quiz<br /> <br /> Ari's phone: 011 237 529-4438<br /> calling card:<br /> <br /> *18008872991<br /> *617<br /> <br /> =[[installedMACtools]]=<br /> <br /> ==pic==<br /> http://www.rentron.com/Myke3.htm<br /> <br /> http://www.play-hookey.com/digital/jk_nand_flip-flop.html<br /> <br /> http://www.digital-diy.net/16F%20Examples/LM35DZ.aspx<br /> <br /> [http://www.opencircuits.com/Main_Page open source circuits wiki]<br /> <br /> [http://www.sparkfun.com/commerce/tutorials.php sparkfun hobby shop]<br /> <br /> [http://www.batchpcb.com/index.php/Home batchpcb.com pcb fabrication]<br /> <br /> [http://www.avrfreaks.net/index.php?module=Freaks%20Devices&amp;func=displayDev&amp;objectid=78 AVR is alternative to PIC]<br /> <br /> [http://www.sparkfun.com/commerce/tutorial_info.php?tutorials_id=57 a good tutorial on embedded systems]<br /> :Google any of these for more info. I have chosen the ATmega168 as the learning IC of choice. Why?<br /> <br /> * 20 MIPs (million instructions per second!) is powerful enough to do some really cool projects<br /> * It's cheap! $2.13 currently<br /> * It's got all the goodies under the hood (UART, SPI, I2C, ADC, internal osc, PWM, kitchen sink, etc)<br /> * 16K of program memory is enough for almost any beginner project<br /> * The tools are free! (C compilers for many of the other micros cost a lot of money)<br /> * The programming and debugging tools are low cost ($20 will get you started)<br /> <br /> [http://www.evilmadscientist.com/article.php/avrtargetboards evil mad scientist on AVR programming]<br /> <br /> ==isp==<br /> host<br /> 206.71.150.94<br /> <br /> http://www.networksolutions.com/whois/index.jsp<br /> <br /> http://www.namecheap.com/myaccount/index.asp mckennatim nanj<br /> <br /> https://thenynocportal.com/clientarea.php<br /> <br /> ==text a photo to picasa==<br /> text it to your and then forward it without the tmobile gifs then forward it to mckenna.tim.upload@picasaweb.com<br /> <br /> ==making transparent in gimp==<br /> 1. open image<br /> <br /> 2. Right click the image and go to LAYERS then ADD ALPHA CHANNEL. You won't notice anything happening, but don't be concerned. It basically adds a transparent layer at the bottom of your image so when we erase the colors.....it's shows the transparent layer. Which of course would show whatever was under it on the screen.<br /> <br /> 3. Right click on the image again and go to SELECT and then down to BY COLOR. A window that is all black opens up. Don't change any of the settings....just use the defaults for now.<br /> <br /> 4. Now click on the color in the image you want to be transparent. These colors will now show up outlined.<br /> <br /> 5. Right click on the image again and go to EDIT and then down to CLEAR. This should now erase the outlined color you just picked from the image and the &quot;transparent gimp checkerbox&quot; should show through. This is the Gimps way of showing you that section is now transparent.<br /> <br /> 6. Right click on the image and choose SAVE AS and make sure to save as a GIF file if you want the transparency to work on the web.<br /> <br /> ==embedding video==<br /> 1. find the file Sanitizer.php in the folder /includes of your mediawiki installation<br /> 2. find the function removeHTMLtags in that file. below that you’ll find a list of whitelisted HTML tags. add the tag embed to the list.<br /> 3. find the function setupAttributeWhitelist in the same file. several lines below you will find HTML-attributes being whitelisted for each HTML tag. so you add a new line (maybe below the line that defines span):<br /> ‘embed’ =&gt; array( ’style’, ‘id’, ‘type’, ’src’, ‘width’, ‘height’ ),<br /> <br /> take care to replace the typographic ‘-quotes by straight ones when doing copy&amp;paste. (wordpress converts the quotes on this blog, so you need to convert them back.)<br /> <br /> you’re done. now you can copy the HTML-code provided by google or youtube into your wiki textbox and it’ll work. (make sure to make backups and document so you know what you’ve changed. when upgrading you’ll have to repeat the process. no warranties for possibile security leaks resulting from the hack.)<br /> <br /> update april 2007: i just tested, this hack also works with mediawiki 1.9.2, just that you need to add embed to $htmlpairs. (note: in case the embed-code you want to use has the format &lt;embed /&gt; you now have to convert it to &lt;embed&gt; &lt;/embed&gt; before posting it to your wiki.) i also would recommend to paste the last line of code near br instead of span (the file has got rearranged a bit).<br /> ==mediawiki memory problem==<br /> php.ini is in public_html, it has to be copied into everywhere that uses php<br /> left ini_set commented out in localsettins.php<br /> .htaccess php_mem ... didn't work<br /> ==mediawiki upgrade==<br /> http://www.g-loaded.eu/2006/09/05/mediawiki-upgrade-procedure/<br /> easy way: <br /> *goto maintainance directory and run php dumpBackup.php --current&gt; dumfile.xml <br /> *on new site install wiki, put dumpfile.xml on its maintenance dir run php importDump.php dumfile.xml<br /> <br /> ==mediawiki css==<br /> *sitewide changes go in Mediawiki:Monobook.css<br /> *user changes go in User:MrMcKenna/monobook.css<br /> ==lynx==<br /> ==[[Moving_from_shared_to_VPS]]==</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Technology&diff=3868 2010-02-06T19:00:45Z

<p>71.234.133.230: /* web development using ajax */</p> <hr /> <div>==log==<br /> ====todo====<br /> 1/18/10<br /> *set up test dir http://localhost:8888/test/waffle.xml<br /> *adjusted nested match=&quot;/&quot; to work http://localhost:8888/vocab/grid2/test/test4/change.xml<br /> 12/31/09<br /> *MAMP now points to code/hosted. updateRow() from javascript sentds a good query string but test.php doesn't know what to do with it. After that is implemented the next thing would be the paging part. <br /> *You can debug the socument.elements selectors used by javascript by making [http://localhost:8888/vocab/grid2/test/test4/generatedSource.html# a copy of generated source code that uses alert to test by including gstest.js]<br /> <br /> <br /> *create an editable grid with multiple records<br /> **then make it selectable for certain words or submitters<br /> <br /> *output select words into an: <br /> **eggquiz<br /> **quizlet<br /> **wikipage<br /> <br /> *autocomp word entry <br /> <br /> there is a book on Ajax in pdf in code<br /> <br /> ;autocompl: have put up autocompl for voacab database in http://pathboston.com/vocab/autocomp<br /> <br /> ;grid: http://pathboston.com/vocab/grid/ has code to get from vocab xml file to web To see the data generated by the server, make a simple call to http://pathboston.com/vocab/grid/grid.php?action=FEED_GRID_PAGE&amp;page=1<br /> <br /> <br /> =====quizlet export -&gt; csv2sql -&gt;mysql=====<br /> http://pathboston.com/ajax/csv2sql.php runs the conversion which gets uploaded through phpmyadmin<br /> <br /> =====visualthesaurus vocgrabber to db=====<br /> 11/19 - vocab from vocabgrabber a javascript that you run with an article open in the browser that you want to grab then you select the words you want and save the list. <br /> <br /> javascript:var%20_vgurl='http://www.visualthesaurus.com';%20var%20s=document.createElement('script');s.src=_vgurl+'/vocabgrabber/bookmarklet.js';document.getElementsByTagName('head')[0].appendChild(s);%20void(0);<br /> <br /> http://pathboston.com/vocab/grab/vocabgrab.html goes to the visualthesuarus list page and parses the word and usage into arrays, looks up the definition<br /> <br /> ==mediawiki==<br /> :mailto:mediawiki-l@lists.wikimedia.org<br /> ===bot===<br /> :[http://www.mediawiki.org/wiki/API mediawiki API]<br /> :[http://en.wikipedia.org/wiki/API.php#APIs_for_bots creating a bot]<br /> :[http://pathboston.com/forms/mw/loginbot.html login bot (MrMcKenna bh)]<br /> :[http://pathboston.com/forms/mw/append21.html append21.html (gets error badtoken)]<br /> Trying to send stuff to api.php to append to a page. Eventually I want to append to the main page of all users. First I'll us a POST form then I'll try multiple POSTS without a form using this [http://netevil.org/blog/2006/nov/http-post-from-php-without-curl snippet] <br /> <br /> <br /> http://www.linux.com/archive/feature/54334<br /> ===bulk import to users===<br /> http://pathboston.com/forms/bulk.html<br /> then from terminal ssh'd to pathboston.com<br /> :cd public_html/hum310/maintenance/<br /> :php importUserSubpage.php --title test <br /> will put a page with that title on each user page<br /> <br /> ==tesseract-ocr==<br /> ===to OCR an image===<br /> #open ~/Applications/ControlCenter.sh, use custom scan toBWtiff<br /> #get it on screen (big) and 'file/grab' it or take a snapshot of it<br /> #saveas 'j' nocompress, noalpha, TIFF<br /> #open a terminal and run ocrjtif (it is in $PATH in /opt/sbin) and then copy and paste the ocr'd text from the terminal window.<br /> <br /> ==quiz authoring environments==<br /> http://escholarship.bc.edu/jtla/vol4/6/<br /> <br /> http://www.attotron.com/pub/quizmaker.html<br /> <br /> http://www.tecnick.com/public/code/cp_dpage.php?aiocp_dp=tcexam_description<br /> <br /> http://www.bridgewater.edu/~rbowman/JSQuizMaker/makeselftest-questions.html<br /> <br /> http://www.extropia.com/<br /> ==vocab==<br /> http://wise.sourceforge.net/<br /> http://xdxf.revdanica.com/down/index.php<br /> <br /> ==web development==<br /> ===vocab grid===<br /> ====actual function====<br /> ;init by creating a drop down box: return an array of article names -get articles.php<br /> ;on submit send source choice to server: return a page of data<br /> ====development version====<br /> ;init by creating a drop down box: return an array of article names -get articles.php<br /> ;on submit send source choice to server: return a message<br /> <br /> <br /> http://www.w3schools.com/sitemap/sitemap_tutorials.asp<br /> <br /> http://www.tonymarston.net/php-mysql/sample-application.html<br /> <br /> http://www.w3schools.com/PHP/php_ajax_database.asp<br /> <br /> [http://pathboston.com/ajax/csv2sql.php csv2sql converter on pathboston.com]<br /> <br /> http://style-sheet.info/<br /> <br /> http://www.computorcompanion.com/LPMArticle.asp?ID=202<br /> <br /> ==javascript==<br /> http://www.daaq.net/old/javascript/ javascript tutorial<br /> <br /> http://www.javascript-coder.com/javascript-form/javascript-get-form.htm<br /> <br /> ==css==<br /> http://css.maxdesign.com.au/index.htm<br /> =web development using ajax=<br /> ==[http://docstore.mik.ua/orelly/xml/xslt/index.htm Oreilly XSLT book]==<br /> ==_SESSION variables==<br /> The problem with having stuff happen on the server is that it always forgets what is going on from moment to moment. The server waits for a request, it could be from anywhere in the world. It doesn't know you from a whole in the wall. The only thing you can do to be remembered is stick stuff in _SESSION variables. <br /> ==ajax==<br /> Asynchronous Javascript and XML(XSL) is a way to update just the part of a html page that changes instead of redrawing the whole page. AJAX combines languages like html, javascript, php, sql, xml and xsl. <br /> ===historically===<br /> There are a number of mechanisms used to combine them.<br /> <br /> *You call an HTML page and it displays<br /> *You call an PHP page and it displays<br /> *You call an HTML page and it calls a PHP page which gets combined and displays<br /> *You call an HTML or PHP page and it calls a javascript page which gets combined and displays<br /> ===ajax does all this===<br /> *You call an HTML page that includes a javascript page that responds to events by sending some action to PHP on the server which then instantiates a class and calls class methods some of which access a MYSQL database using SQL and then puts the results in a XML container which gets sent back to the browser then gets interpreted into XHTML by an XSL file and gets injected into some location in the page. <br /> ===breaking it down===<br /> ====to check what's going on at the server====<br /> Send some stuff: http://pathboston.com/vocab/grid2/test/test.php?action=CHANGE_SOURCE&amp;source=NFLhistory and get the XML back.<br /> ====to check the XSL====<br /> Create a file of the XML that will be coming back from the server and then include an XSL file and see how it does.<br /> ====simple bang bang browser to server to browser to server to browser====<br /> Call for data. Select from that data to query <br /> <br /> ====getting around a XSL page using javascript====<br /> :ex: You want to update a database based upon what is in some text fields. How do you find the name/value pairs that you want to send to the server? The construct document.forms.grid_form_id has some elements? What are its elements?<br /> <br /> =====[http://www.tizag.com/javascriptT/javascript-innerHTML.php innerHTML]=====<br /> === a complex example form the AJAX boook=== <br /> index.html includes grid.js which replaces the &lt;div id=&quot;gridDiv&quot; /&gt; portion of the html page. (also loads the grid.css)<br /> <br /> grid.js initializes creating a xmlhttp request object loading a XSL stylesheet and page1 of the grid<br /> <br /> FEED_GRID_PAGE<br /> To create page 1 of the grid has to create a URL query = grid.php?action=FEED_GRID_PAGE&amp;page=1 and then send that query to the server by opening the request object with the query - xmlHttp.open(&quot;GET&quot;, query, true);<br /> <br /> The script running in the browser acts once the data comes back from the server. When the readyState property changes to 4, the xmlhttp.onreadystatechange handleGridPageLoad() function will be executed. It gets the data sent back from a server using the xmlhttp.responseText property to get the xml data. The (previosly loaded) xsl stylesheet loads the XML putting it in xmlResponse=stylesheetDoc.load(xmlHttp.responseXML) <br /> <br /> The XML is transformed to HTML and put in page = xsltProcessor.transformToFragment(xmlResponse, document);<br /> <br /> Meanwhile to replace the gridDiv from the index.html page we've got to get the ID and put the html in there:<br /> <br /> var gridDiv = document.getElementById(gridDivId);<br /> gridDiv.innerHTML = &quot;&quot;;<br /> gridDiv.appendChild(page);<br /> <br /> <br /> meanwhile at the server...<br /> <br /> The server just sits there waiting to do shit getting its instructions to grid.php. Grid.php takes some 'action' and then echos shit back to the browser.<br /> <br /> The actions can be FEED_GRID_PAGE or UPDATE_ROW or DELETE_ROW. <br /> <br /> FEED_GRID_PAGE calls the grid-class function read page and it creates the key-value pairs of the XML and puts them in in a variable that comes back as getGridXML() <br /> <br /> The whole show runs out of the grid.xsl file which has certain live buttons that respond to &quot;on click&quot; events. The xsl has a menu template sitting on top of and below a table. The table has heading then a foreach row section. <br /> <br /> The loadGridPage() function is whenever you hit previous page and next page.<br /> <br /> EditID() is called when you click on a particular row's &quot;edit&quot; link. The first parameter is some unique ID which seems to be assigned for the &quot;tr&quot; element right after foreeach statement. It is set equal to the database ID value for the record. The function on the first time through has edit as &quot;true&quot; and it replaces the inner html with input boxes and update,cancel and delete buttons. The Cancel button calls editID again this time has edit as false and just displays the row data. <br /> <br /> The update button appears when the input boxes are drawn and when clicked it calls the updateRow() which puts together a url query ?action=UPDATE_ROW&amp;id=&quot; + id completing it with createUpdateUrl(grid). <br /> <br /> In createUpdateUrl(grid), grid is from document.forms.grid_form_id and document.forms.grid_form_id.elements[i].name and value pairs are added to the url query. <br /> <br /> Update row finishes by sending off the query to grid.php and waits for the reply. It uses:<br /> xmlHttp.open(&quot;GET&quot;, query, true);<br /> xmlHttp.onreadystatechange = handleUpdatingRow;<br /> xmlHttp.send(null);<br /> <br /> I suppose you could edit any record in the database just by sending it something like: <br /> http://pathboston.cpm/vocab/grid2/grid.php?action=UPDATE_ROW&amp;id=224&amp;word=covert&amp;def=sneaky&amp;usage=you_are_covert<br /> <br /> All the server (grid.php) sends back is a number, if it is -1 everything is cool and edit mode is turned off and the screen is redrawn with new values by calling editID(id,false).<br /> <br /> <br /> &lt;source lang=&quot;php&quot;&gt;<br /> &lt;!DOCTYPE html PUBLIC &quot;-//W3C//DTD XHTML 1.0 Transitional//EN&quot; <br /> &quot;http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd&quot;&gt;<br /> &lt;html&gt;<br /> &lt;head&gt;<br /> &lt;title&gt;AJAX Grid&lt;/title&gt;<br /> &lt;script type=&quot;text/javascript&quot; src=&quot;test.js&quot;&gt;&lt;/script&gt; <br /> &lt;/head&gt; <br /> &lt;body onload=&quot;init();&quot;&gt;<br /> &lt;a href=&quot;javascript:sndReq('bar')&quot;&gt;[bar]&lt;/a&gt;<br /> &lt;a href=&quot;javascript:getList()&quot;&gt;[foo]&lt;/a&gt;<br /> &lt;a href=&quot;javascript:loadGridPage(1)&quot;&gt;[ant]&lt;/a&gt;<br /> &lt;p&gt;This is a version using msqli and adding an OOclass to handle wuff&lt;/p&gt;<br /> &lt;div id=&quot;listDiv&quot;&gt;frog &lt;/div&gt;<br /> &lt;/br&gt;<br /> &lt;div id=&quot;test2Div&quot;&gt;duck &lt;/div&gt;<br /> &lt;/br&gt;<br /> &lt;div id=&quot;gridDiv&quot;&gt;antelope &lt;/div&gt;<br /> &lt;/body&gt;<br /> &lt;/html&gt;<br /> &lt;/source&gt;<br /> [http://xmlzoo.net/xsl/?xml=00.xml XSL tutorial]<br /> <br /> http://www.smallbizonline.co.uk/php_session_variables.php<br /> <br /> http://roshanbh.com.np <br /> <br /> http://rajshekhar.net/blog/archives/85-Rasmus-30-second-AJAX-Tutorial.html<br /> <br /> ==xml and db==<br /> http://www.rpbourret.com/xml/XMLAndDatabases.htm<br /> <br /> What techniques have you tried already? With java, there are 2 main ways of reading XML documents:<br /> <br /> 1. DOM - Document Object Model interface. This loads the XML document into main memory. With the Document Object Model, you can build documents, navigate their structure, and add, modify, or delete elements and content. Basically the DOM specifies an abstract datatype for XML logical structure. In Java the API for this is known as JAXP<br /> <br /> http://java.sun.com/j2se/1.5.0/docs/...e-summary.html<br /> <br /> An example of reading in a doc could be:<br /> <br /> Expand|Select|Wrap|Line Numbers<br /> <br /> 1. public void readDoc() {<br /> 2. try {<br /> 3. <br /> 4. DocumentBuilderFactory factory = DocumentBuilderFactory.newInstance();<br /> 5. DocumentBuilder builder = factory.newDocumentBuilder();<br /> 6. doc = builder.parse( new File(&quot;myXMLFile.xml&quot;) );<br /> 7. <br /> 8. }<br /> 9. catch (FactoryConfigurationError fce){<br /> 10. System.err.println(&quot;Could not create DocumentBuilderFactory&quot;);<br /> 11. }<br /> 12. catch (ParserConfigurationException pce) { <br /> 13. System.out.println(&quot;Could not locate a JAXP parser&quot;); <br /> 14. }<br /> 15. catch (SAXException se) {<br /> 16. System.out.println(&quot;XML file is not well-formed.&quot;);<br /> 17. }<br /> 18. catch (IOException ioe) { <br /> 19. System.out.println(<br /> 20. &quot;Due to an IOException, the parser could not read the XML file&quot;<br /> 21. ); <br /> 22. }<br /> 23. }<br /> 24. <br /> <br /> doc is the object which holds the xml document in.<br /> <br /> obviously you'd need to import all relevant packages etc.<br /> <br /> Expand|Select|Wrap|Line Numbers<br /> <br /> 1. <br /> 2. import javax.xml.parsers.DocumentBuilder;<br /> 3. import javax.xml.parsers.DocumentBuilderFactory;<br /> 4. import javax.xml.parsers.FactoryConfigurationError;<br /> 5. import javax.xml.parsers.ParserConfigurationException;<br /> 6. <br /> 7. import org.xml.sax.SAXException;<br /> 8. import org.xml.sax.SAXParseException;<br /> 9. <br /> 10. import java.io.File;<br /> 11. import java.io.IOException;<br /> 12. <br /> 13. import org.w3c.dom.*;<br /> 14. <br /> 15. <br /> <br /> 2. The second way in java is to use the SAXP API, which doesn't load the XML file into memory. This is quicker than JAXP, and is useful when you know the structure of the xml file isn't going to change etc.<br /> <br /> http://java.sun.com/j2se/1.5.0/docs/...SAXParser.html<br /> <br /> Finally, to send it to mySQL, you need to open a connection String to the mySQL database, and then run whatever queries you want. You can use a system ODBC driver, or Sun's own JDBC driver if you haven't got the first one.<br /> <br /> This isn't comprehensive, but should give you enough to start.....<br /> <br /> mharrison<br /> Reply<br /> <br /> ==xp pro==<br /> CD KEY:<br /> <br /> V2C47-MK7JD-3R89F-D2KXW-VPK3J<br /> <br /> ==[[firefox extensions]]==<br /> /Applications/Firefox.app/Contents/MacOS/firefox-bin --profilemanager<br /> <br /> /Applications/Firefox.app/Contents/MacOS/firefox-bin -no-remote -P dev &amp;<br /> <br /> <br /> http://lifehacker.com/software/programming/how-to-build-a-firefox-extension-264490.php<br /> <br /> ==unix==<br /> ===php===<br /> [http://www.php-editors.com/articles/simple_php_classes.php good class tutorial]<br /> <br /> http://www.weberdev.com/Manuals/PHP/function.get-meta-tags.html<br /> <br /> authentication script http://sitebuilt.net/w/index.php?title=Comp&amp;action=edit&amp;section=9<br /> <br /> ===perl===<br /> *[http://download.boulder.ibm.com/ibmdl/pub/software/dw/library/l-p102/tomc.txt one liners]<br /> *http://www.somacon.com/p127.php<br /> ====handy code====<br /> =====remove blank lines from file=====<br /> perl -wnl -e 'print $_ unless /^$/' infile.txt &gt;outfile.txt <br /> <br /> ===sed awk===<br /> *[https://www.cs.hmc.edu/twiki/bin/view/QREF/Sed SED tutorial]<br /> *http://tech.bluesmoon.info/2008/09/programming-patterns-in-sed.html<br /> *http://www.vectorsite.net/tsawk_2.html<br /> ==regex==<br /> ===sites===<br /> *http://www.grymoire.com/Unix/Regular.html#uh-2<br /> *http://www.regular-expressions.info/php.html<br /> ===expressions===<br /> If you want to get'Aloha World'out<br /> <br /> Input:<br /> <br /> &lt;div class=&quot;test&quot;&gt;Hello World&lt;/div&gt;<br /> &lt;div class=&quot;somename&quot;&gt;Aloha World&lt;/div&gt;<br /> &lt;div&gt;Hey There&lt;/div&gt;<br /> <br /> RegEx:<br /> <br /> &lt;pre&gt; \&lt;div\sclass\=\&quot;somename\&quot;\&gt;(?&lt;Text&gt;.*?)\&lt;\/div\&gt;&lt;/pre&gt;<br /> <br /> Yields:<br /> <br /> Aloha World (note: In a single group named Text)<br /> <br /> <br /> <br /> *[1-9]\. //finds all the line numbers. (replace with #)<br /> *[A-E]\. //find A. etc (replace with ##)<br /> <br /> <br /> to clean special characters from a string<br /> $clean = preg_replace(&quot;/^[^a-z0-9]?(.*?)[^a-z0-9]?$/i&quot;, &quot;$1&quot;, $text);<br /> <br /> ==mycode==<br /> ===file:///Users/teacher/code/===<br /> *[[parsemeta.php]]<br /> *[[txt2flp.pl]]<br /> *[[parsephr.php]]<br /> <br /> ==msaccess/excel==<br /> http://support.microsoft.com/?kbid=208840<br /> <br /> http://www.thescripts.com/forum/thread546932.html<br /> <br /> http://www.blueclaw-db.com/mail_rtf_report_access.htm &lt;br&gt;http://forums.aspfree.com/microsoft-access-help-18/ms-access-email-report-19094.html&lt;br&gt;emailing reports<br /> <br /> http://support.microsoft.com/kb/319317 printing to particular printer<br /> <br /> http://www.vertex42.com/ExcelArticles/user-defined-functions.html<br /> <br /> http://www.contextures.com/xlToolbar02.html<br /> <br /> http://www.ozgrid.com/VBA/sum-count-cells-by-color.htm<br /> <br /> http://www.techonthenet.com/excel/formulas/index_vba.php<br /> <br /> <br /> ====online tools====<br /> <br /> http://www.sitebuilt.net/moodle/course/view.php?id=2&amp;edit=1&amp;sesskey=zsCDYluKen<br /> http://www.sitebuilt.net/moodle/course/mod.php?id=2&amp;section=0&amp;sesskey=zsCDYluKen&amp;add=quiz<br /> <br /> Ari's phone: 011 237 529-4438<br /> calling card:<br /> <br /> *18008872991<br /> *617<br /> <br /> =[[installedMACtools]]=<br /> <br /> ==pic==<br /> http://www.rentron.com/Myke3.htm<br /> <br /> http://www.play-hookey.com/digital/jk_nand_flip-flop.html<br /> <br /> http://www.digital-diy.net/16F%20Examples/LM35DZ.aspx<br /> <br /> [http://www.opencircuits.com/Main_Page open source circuits wiki]<br /> <br /> [http://www.sparkfun.com/commerce/tutorials.php sparkfun hobby shop]<br /> <br /> [http://www.batchpcb.com/index.php/Home batchpcb.com pcb fabrication]<br /> <br /> [http://www.avrfreaks.net/index.php?module=Freaks%20Devices&amp;func=displayDev&amp;objectid=78 AVR is alternative to PIC]<br /> <br /> [http://www.sparkfun.com/commerce/tutorial_info.php?tutorials_id=57 a good tutorial on embedded systems]<br /> :Google any of these for more info. I have chosen the ATmega168 as the learning IC of choice. Why?<br /> <br /> * 20 MIPs (million instructions per second!) is powerful enough to do some really cool projects<br /> * It's cheap! $2.13 currently<br /> * It's got all the goodies under the hood (UART, SPI, I2C, ADC, internal osc, PWM, kitchen sink, etc)<br /> * 16K of program memory is enough for almost any beginner project<br /> * The tools are free! (C compilers for many of the other micros cost a lot of money)<br /> * The programming and debugging tools are low cost ($20 will get you started)<br /> <br /> [http://www.evilmadscientist.com/article.php/avrtargetboards evil mad scientist on AVR programming]<br /> <br /> ==isp==<br /> host<br /> 206.71.150.94<br /> <br /> http://www.networksolutions.com/whois/index.jsp<br /> <br /> http://www.namecheap.com/myaccount/index.asp mckennatim nanj<br /> <br /> https://thenynocportal.com/clientarea.php<br /> <br /> ==text a photo to picasa==<br /> text it to your and then forward it without the tmobile gifs then forward it to mckenna.tim.upload@picasaweb.com<br /> <br /> ==making transparent in gimp==<br /> 1. open image<br /> <br /> 2. Right click the image and go to LAYERS then ADD ALPHA CHANNEL. You won't notice anything happening, but don't be concerned. It basically adds a transparent layer at the bottom of your image so when we erase the colors.....it's shows the transparent layer. Which of course would show whatever was under it on the screen.<br /> <br /> 3. Right click on the image again and go to SELECT and then down to BY COLOR. A window that is all black opens up. Don't change any of the settings....just use the defaults for now.<br /> <br /> 4. Now click on the color in the image you want to be transparent. These colors will now show up outlined.<br /> <br /> 5. Right click on the image again and go to EDIT and then down to CLEAR. This should now erase the outlined color you just picked from the image and the &quot;transparent gimp checkerbox&quot; should show through. This is the Gimps way of showing you that section is now transparent.<br /> <br /> 6. Right click on the image and choose SAVE AS and make sure to save as a GIF file if you want the transparency to work on the web.<br /> <br /> ==embedding video==<br /> 1. find the file Sanitizer.php in the folder /includes of your mediawiki installation<br /> 2. find the function removeHTMLtags in that file. below that you’ll find a list of whitelisted HTML tags. add the tag embed to the list.<br /> 3. find the function setupAttributeWhitelist in the same file. several lines below you will find HTML-attributes being whitelisted for each HTML tag. so you add a new line (maybe below the line that defines span):<br /> ‘embed’ =&gt; array( ’style’, ‘id’, ‘type’, ’src’, ‘width’, ‘height’ ),<br /> <br /> take care to replace the typographic ‘-quotes by straight ones when doing copy&amp;paste. (wordpress converts the quotes on this blog, so you need to convert them back.)<br /> <br /> you’re done. now you can copy the HTML-code provided by google or youtube into your wiki textbox and it’ll work. (make sure to make backups and document so you know what you’ve changed. when upgrading you’ll have to repeat the process. no warranties for possibile security leaks resulting from the hack.)<br /> <br /> update april 2007: i just tested, this hack also works with mediawiki 1.9.2, just that you need to add embed to $htmlpairs. (note: in case the embed-code you want to use has the format &lt;embed /&gt; you now have to convert it to &lt;embed&gt; &lt;/embed&gt; before posting it to your wiki.) i also would recommend to paste the last line of code near br instead of span (the file has got rearranged a bit).<br /> ==mediawiki memory problem==<br /> php.ini is in public_html, it has to be copied into everywhere that uses php<br /> left ini_set commented out in localsettins.php<br /> .htaccess php_mem ... didn't work<br /> ==mediawiki upgrade==<br /> http://www.g-loaded.eu/2006/09/05/mediawiki-upgrade-procedure/<br /> easy way: <br /> *goto maintainance directory and run php dumpBackup.php --current&gt; dumfile.xml <br /> *on new site install wiki, put dumpfile.xml on its maintenance dir run php importDump.php dumfile.xml<br /> <br /> ==mediawiki css==<br /> *sitewide changes go in Mediawiki:Monobook.css<br /> *user changes go in User:MrMcKenna/monobook.css<br /> ==lynx==<br /> ==[[Moving_from_shared_to_VPS]]==</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Feb10&diff=3867 2010-02-01T00:32:48Z

<p>71.234.133.230: </p> <hr /> <div>===Luquillo (week rental)===<br /> &lt;big&gt;[http://www.luquillorental.com/casita.htm Luquillo Town 'Casita de las Olas']&lt;/big&gt; &lt;s&gt;awaiting confirmation&lt;/s&gt; confirmed by phone 1/22 2:30p $700/wk deposit $140 to You are all set, I just have not had time to go to the post office lately<br /> ::Helena Humphrey<br /> ::P.O. Box 1888<br /> ::Luquillo, Puerto Rico (USA) 99773<br /> ::Elena: NEW tel. 787-516-6199<br /> ::Casita de las Olas<br /> <br /> http://pathboston.com/files/EastMap.jpg<br /> <br /> http://pathboston.com/files/luquillomap.jpg<br /> <br /> &lt;big&gt;[http://maps.google.com/maps?daddr=6000+Rio+Mar+Boulevard,+p+o+box+2006,+Not+Specified,+San+Juan,+00745-6100,+Puerto+Rico+(Westin+Rio+Mar+Beach+Resort)&amp;geocode=CYnyX-RguQ3QFSGdGAEd2ZwU_CG69WnxAPCjdw&amp;dirflg=&amp;saddr=Cll+Del+Carmen,+Luquillo+00773,+Puerto+Rico&amp;f=d&amp;gl=us&amp;hl=en&amp;sll=18.392484,-65.738668&amp;sspn=0.041375,0.076046&amp;ie=UTF8&amp;ll=18.379126,-65.737638&amp;spn=0.041378,0.076046&amp;t=h&amp;z=14 map to Meg]&lt;/big&gt;<br /> <br /> http://lh3.ggpht.com/_Kn7Ui27B0yc/S1oUNrbKCPI/AAAAAAAAAkg/vqm8Fml6tXw/s640/OlasLuqmap.jpg<br /> <br /> &lt;s&gt;<br /> :http://www.vrbo.com/267171 http://www.vrbo.com/global/siteFrame.aspx?l=267171&amp;k=1<br /> :http://www.elyunque.com/lasolas.html<br /> :http://www.rainforestsafari.com/camp.htm<br /> :[http://tamarindoestates.com Tamarindo Estates] :7877423343<br /> :http://www.elyunque.com/luquillosunrise.htm 16/17th king ocean or 19/20garden&lt;/s&gt;<br /> <br /> We are sure you will enjoy a day visit to the [http://www.fs.fed.us/r8/caribbean/ El Yunque National Rain Forest] where the views and nature trails will mesmerize you with the splendor of exquisite natural foliage. Make sure you take the trail to the Coca waterfall and wear shorts or a swim trunk so that you can take a plunge in the cool pristine water pond where the river downstream is born; you will never forget this one. The El Faro Lighthouse Museum and adjacent Las Cabezas de San Juan Nature Reserve (bioluminescent mangrove lagoon) and the above water boardwalk and nature trail walk are found a short 15 minutes drive on the scenic road that leads to &lt;span style=&quot;color: purple; font-style: italic&quot;&gt;Las Croabas&lt;/span&gt; in the neighboring town of Fajardo where you can take day trips by Ferry to Vieques and Culebra. At the foot of this same road you will find &lt;span style=&quot;color: purple; font-style: italic&quot;&gt;local fishermen selling their catch of the day&lt;/span&gt; and some are for hire and will take you out on day excursions to the many little isolated islands including Palomino Island, Cayo Icacos and others.<br /> ====[http://www.fs.fed.us/r8/caribbean/ El Yunque Rain Forest]====<br /> :[http://www.fs.fed.us/r8/caribbean/maps/ho_ey_map.pdf pdf map]<br /> :[http://www.fs.fed.us/r8/caribbean/recreation/recreation_hiking.shtml interactive trail map]<br /> <br /> ===Culebra===<br /> ====[http://www.islaculebra.com/puerto-rico/culebra-ferry-schedule.html ferry schedule]====<br /> Passengers only<br /> Fare is $2.25 one way $4.50 round trip<br /> =====Fajardo-Culebra=====<br /> <br /> :9:00 AM<br /> :3:00 PM<br /> :7:00 PM <br /> =====Culebra-Fajardo=====<br /> <br /> :6:30 AM<br /> :1:00 PM<br /> :5:00 PM<br /> <br /> For reservations call - Culebra (787) 742-3161<br /> Fajardo (787) 863-0705, (787) 863-0852, (787) 860-8618<br /> 800-981-2005 - sometimes they answer and then again, sometimes they do not :)<br /> <br /> All times are given WITHOUT warranty. Last update: 1/2010<br /> ====[http://flamencobeachcampground.com/ Flamenco Camping] 787-742-0700====<br /> Reservations are usually not needed to stay in Flamenco Beach Campground. Just stop by the main office when you arrive on the island and check-in; at this time the front desk staff will assign you a camp site location to pitch your tent. The daily rate to pitch a tent at the campsite is $20, which allows you to accommodate a maximum number of 6 people in your tent. Unfortunately, you may only camp for up to seven (7) consecutives nights. Check-in time starts at 8:00 am and check-out time is at 4:00 pm.<br /> <br /> ====culebra food====<br /> http://www.juanitabananas.com/ourmenu.html#<br /> ====snorkeling====<br /> *snorkeling Carlos Rosario 20 minutes past Flamenco, trail starts at gate located along parking lot fence<br /> *Snorkeling from the beach at Carlos Rosario and the beach around the corner to the left (going toward Tamarindo) was fantastic! You have a 15 minute hike to C.Rosario from the parking lot at Flamenco. At the end of the trail there's a path to the right to Rosario. The path to the left leads to great snorkeling. Right when you see the beach, you'll see a sandy trail in the water straight ahead. Snorkel around to the right - it's amazing. Saw turtle there too. You can also get in from the rocky beach at Melone's, although it requires paying close attention to where the sea urchins are. We also rented a boat from Butch at Culebra Boat Rentals and had a blast! Snorkeling at Melones from the boat was incredible. Saw turtles and spotted eagle rays. Saw dozens upons dozens of different kinds of fish, coral and fans. Very colorful; very diverse. There were high surf advisories almost the entire 12 days we were in Vieques and Culebra so it made snorkeling more challenging and visibility less than perfect. But still incredible! You can easily check out the shark pen area on Flamenco - easy to get in there from the beach. Go all the way down Flamenco past Coconuts and you'll see the old shark pen.<br /> *I like Punta Soldado. Adventurous drive, nice patch reef right offshore. I have seen moray eels, barracudas, and even an eagle ray there.<br /> <br /> http://ahoooadventure.com/CulebraMap_lg.jpg<br /> <br /> ====boat rental====<br /> :culebra boat rental 142 Escudera 7877423559 8662100709<br /> ===near San Juan===<br /> ====pinones====<br /> :26 to 187 left after bridge<br /> :Pulpo loco bikes $20/day<br /> <br /> ===good surf in PR===<br /> :Aviones, Chatarra and Tacones - in Pinones<br /> :La Pareda ocho bus stop 8<br /> <br /> ===flight info===<br /> http://mail.google.com/mail/?view=cm&amp;fs=1&amp;to=michelle.feliz%40umb.edu&amp;shva=1#inbox/126158514f848f54<br /> <br /> &lt;pre&gt; <br /> Passenger(s): TIMOTHY MCKENNA,<br /> PERI MCKENNA<br /> <br /> JetBlue Airways record locator: TKVSA1<br /> <br /> Ticket type requested: electronic (e-ticket)<br /> Orbitz record locator: AP270101NVPNLY0A<br /> <br /> Airline ticket number(s): Issued by the airline<br /> <br /> <br /> Please note: JetBlue Airways charges an additional fee for checked baggage.The fee is not included in your total trip cost.See details<br /> <br /> Please note: Meal requests are subject to the type of service offered on your flight and cannot be guaranteed by Orbitz or the airline.Special requests should be confirmed directly with the airline 24 hours prior to departure.<br /> <br /> Saturday, February 13, 2010<br /> JetBlue Airways # 731<br /> <br /> Boston Logan International (BOS) to San Juan Luis Munoz Marin Intl (SJU)<br /> Departure (BOS): February 13, 11:59 PM EST (evening)<br /> Arrival (SJU): February 14, 4:54 AM AST (morning)<br /> <br /> This is an overnight flight.<br /> <br /> Class: Economy<br /> <br /> <br /> View the latest airport conditions at: BOS<br /> --------------------------------<br /> <br /> Monday, February 22, 2010<br /> JetBlue Airways # 732<br /> <br /> <br /> San Juan Luis Munoz Marin Intl (SJU) to Boston Logan International (BOS)<br /> Departure (SJU): February 22, 1:56 AM AST (morning)<br /> Arrival (BOS): February 22, 5:00 AM EST (morning)&lt;/pre&gt;<br /> ====car res alamo====<br /> &lt;pre&gt;750120338COUNT<br /> Primary driver:PERI MCKENNA<br /> <br /> :Alamo Rent A Car Full Size<br /> Pick-up Sun, Feb 14, 2010 5:00am San Juan Luis Munoz Marin Intl (SJU) (in terminal)<br /> <br /> :Phone: 787-791-1805 800-327-9633 Hours: Open 24 hours<br /> Drop-off Mon, Feb 22, 2010 12:30am drop-off location same as pick-up location listed above<br /> <br /> Car Information<br /> Trip Name: San Juan 02/14/10<br /> Driver: PERI MCKENNA<br /> <br /> Rental car company: Alamo Rent A Car<br /> Confirmation number: 750120338COUNT<br /> Car type: Full Size Car<br /> Pick-up date: Sun, Feb 14, 2010 5:00 AM AST<br /> Drop-off date: Mon, Feb 22, 2010 12:30 AM AST<br /> Pick-up location:<br /> Alamo Rent A Car<br /> Luis Munos Marin International Airport<br /> San Juan<br /> PR<br /> 00979<br /> Drop-off location: Same as pick up<br /> Weekly rate:$229.80*<br /> Base rate $268.10<br /> Taxes and fees $29.49<br /> CONCESSION RECOUPMENT FEE 11 PCT @ 29.49 USD<br /> Total car rental estimate <br /> $297.59 USD*<br /> Amount paid at reservation $0.00<br /> Minimum rental: 8 days<br /> &lt;/pre&gt;<br /> ====megans hotel====<br /> Hi Tim,<br /> <br /> Here's the info on where we are staying. It is right across from the rain forest. If you contact them, check about the 2 for 1 deal - stay for 2 nights get one for free. And get your room near ours. There is a bakery at the bottom of the hill from the hotel that has a great breakfast.<br /> <br /> <br /> We are arriving in San Juan on Mon. 2/15 at 12:00 and leaving on 2/22 @ 8:45 pm. We rented a car. The hotel is near Luquillo - good beaches and Fajardo. We will leave from Fajardo to go to Culebra for a day.<br /> <br /> Rio Mar Resort and Spa, a Wyndham Grand Resort<br /> <br /> 6000 RIO MAR BLVD<br /> Rio Grande<br /> 00745-6100<br /> <br /> Telephone: 787.888.6000 (questions for this hotel)<br /> <br /> Check in: Mon, Feb 15, 2010<br /> Check out: Mon, Feb 22, 2010<br /> <br /> Room 1: Room Resort View ( 2 Adults , 1 Child)<br /> <br /> <br /> We are happy that you are coming. We'll have a lot of fun. Do you bring snorkeling equip.? We are excited about hiking in the rain forest and observing the wildlife and waterfalls. Also can't wait to snorkel and eat delicious Puerto Rican food.<br /> <br /> Love,<br /> <br /> Meg</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Technology&diff=3864 2010-01-31T19:42:32Z

<p>71.234.133.230: </p> <hr /> <div>==log==<br /> ====todo====<br /> 1/18/10<br /> *set up test dir http://localhost:8888/test/waffle.xml<br /> *adjusted nested match=&quot;/&quot; to work http://localhost:8888/vocab/grid2/test/test4/change.xml<br /> 12/31/09<br /> *MAMP now points to code/hosted. updateRow() from javascript sentds a good query string but test.php doesn't know what to do with it. After that is implemented the next thing would be the paging part. <br /> *You can debug the socument.elements selectors used by javascript by making [http://localhost:8888/vocab/grid2/test/test4/generatedSource.html# a copy of generated source code that uses alert to test by including gstest.js]<br /> <br /> <br /> *create an editable grid with multiple records<br /> **then make it selectable for certain words or submitters<br /> <br /> *output select words into an: <br /> **eggquiz<br /> **quizlet<br /> **wikipage<br /> <br /> *autocomp word entry <br /> <br /> there is a book on Ajax in pdf in code<br /> <br /> ;autocompl: have put up autocompl for voacab database in http://pathboston.com/vocab/autocomp<br /> <br /> ;grid: http://pathboston.com/vocab/grid/ has code to get from vocab xml file to web To see the data generated by the server, make a simple call to http://pathboston.com/vocab/grid/grid.php?action=FEED_GRID_PAGE&amp;page=1<br /> <br /> <br /> =====quizlet export -&gt; csv2sql -&gt;mysql=====<br /> http://pathboston.com/ajax/csv2sql.php runs the conversion which gets uploaded through phpmyadmin<br /> <br /> =====visualthesaurus vocgrabber to db=====<br /> 11/19 - vocab from vocabgrabber a javascript that you run with an article open in the browser that you want to grab then you select the words you want and save the list. <br /> <br /> javascript:var%20_vgurl='http://www.visualthesaurus.com';%20var%20s=document.createElement('script');s.src=_vgurl+'/vocabgrabber/bookmarklet.js';document.getElementsByTagName('head')[0].appendChild(s);%20void(0);<br /> <br /> http://pathboston.com/vocab/grab/vocabgrab.html goes to the visualthesuarus list page and parses the word and usage into arrays, looks up the definition<br /> <br /> ==mediawiki==<br /> :[http://www.mediawiki.org/wiki/API mediawiki API]<br /> :[http://en.wikipedia.org/wiki/API.php#APIs_for_bots creating a bot]<br /> Trying to send stuff to api.php to append to a page. Eventually I want to append to the main page of all users. First I'll us a POST form then I'll try multiple POSTS without a form using this [http://netevil.org/blog/2006/nov/http-post-from-php-without-curl snippet] <br /> <br /> <br /> http://www.linux.com/archive/feature/54334<br /> ===bulk import to users===<br /> http://pathboston.com/forms/bulk.html<br /> then from terminal ssh'd to pathboston.com<br /> :cd public_html/hum310/maintenance/<br /> :php importUserSubpage.php --title test <br /> will put a page with that title on each user page<br /> <br /> ==tesseract-ocr==<br /> ===to OCR an image===<br /> #open ~/Applications/ControlCenter.sh, use custom scan toBWtiff<br /> #get it on screen (big) and 'file/grab' it or take a snapshot of it<br /> #saveas 'j' nocompress, noalpha, TIFF<br /> #open a terminal and run ocrjtif (it is in $PATH in /opt/sbin) and then copy and paste the ocr'd text from the terminal window.<br /> <br /> ==quiz authoring environments==<br /> http://escholarship.bc.edu/jtla/vol4/6/<br /> <br /> http://www.attotron.com/pub/quizmaker.html<br /> <br /> http://www.tecnick.com/public/code/cp_dpage.php?aiocp_dp=tcexam_description<br /> <br /> http://www.bridgewater.edu/~rbowman/JSQuizMaker/makeselftest-questions.html<br /> <br /> http://www.extropia.com/<br /> ==vocab==<br /> http://wise.sourceforge.net/<br /> http://xdxf.revdanica.com/down/index.php<br /> <br /> ==web development==<br /> ===vocab grid===<br /> ====actual function====<br /> ;init by creating a drop down box: return an array of article names -get articles.php<br /> ;on submit send source choice to server: return a page of data<br /> ====development version====<br /> ;init by creating a drop down box: return an array of article names -get articles.php<br /> ;on submit send source choice to server: return a message<br /> <br /> <br /> http://www.w3schools.com/sitemap/sitemap_tutorials.asp<br /> <br /> http://www.tonymarston.net/php-mysql/sample-application.html<br /> <br /> http://www.w3schools.com/PHP/php_ajax_database.asp<br /> <br /> [http://pathboston.com/ajax/csv2sql.php csv2sql converter on pathboston.com]<br /> <br /> http://style-sheet.info/<br /> <br /> http://www.computorcompanion.com/LPMArticle.asp?ID=202<br /> <br /> ==javascript==<br /> http://www.daaq.net/old/javascript/ javascript tutorial<br /> <br /> http://www.javascript-coder.com/javascript-form/javascript-get-form.htm<br /> <br /> ==css==<br /> http://css.maxdesign.com.au/index.htm<br /> =web development using ajax=<br /> ==[http://docstore.mik.ua/orelly/xml/xslt/index.htm Oreilly XSLT book]==<br /> ==_SESSION variables==<br /> The problem with having stuff happen on the server is that it always forgets what is going on from moment to moment. The server waits for a request, it could be from anywhere in the world. It doesn't know you from a whole in the wall. The only thing you can do to be remembered is stick stuff in _SESSION variables. <br /> ==ajax==<br /> Asynchronous Javascript and XML(XSL) is a way to update just the part of a html page that changes instead of redrawing the whole page. AJAX combines languages like html, javascript, php, sql, xml and xsl. <br /> ===historically===<br /> There are a number of mechanisms used to combine them.<br /> <br /> *You call an HTML page and it displays<br /> *You call an PHP page and it displays<br /> *You call an HTML page and it calls a PHP page which gets combined and displays<br /> *You call an HTML or PHP page and it calls a javascript page which gets combined and displays<br /> ===ajax does all this===<br /> *You call an HTML page that includes a javascript page that responds to events by sending some action to PHP on the server which then instantiates a class and calls class methods some of which access a MYSQL database using SQL and then puts the results in a XML container which gets sent back to the browser then gets interpreted into XHTML by an XSL file and gets injected into some location in the page. <br /> ===breaking it down===<br /> ====to check what's going on at the server====<br /> Send some stuff: http://pathboston.com/vocab/grid2/test/test.php?action=CHANGE_SOURCE&amp;source=NFLhistory and get the XML back.<br /> ====to check the XSL====<br /> Create a file of the XML that will be coming back from the server and then include an XSL file and see how it does.<br /> ====simple bang bang browser to server to browser to server to browser====<br /> Call for data. Select from that data to query <br /> <br /> ====getting around a XSL page using javascript====<br /> :ex: You want to update a database based upon what is in some text fields. How do you find the name/value pairs that you want to send to the server? The construct document.forms.grid_form_id has some elements? What are its elements?<br /> <br /> === a complex example form the AJAX boook=== <br /> index.html includes grid.js which replaces the &lt;div id=&quot;gridDiv&quot; /&gt; portion of the html page. (also loads the grid.css)<br /> <br /> grid.js initializes creating a xmlhttp request object loading a XSL stylesheet and page1 of the grid<br /> <br /> FEED_GRID_PAGE<br /> To create page 1 of the grid has to create a URL query = grid.php?action=FEED_GRID_PAGE&amp;page=1 and then send that query to the server by opening the request object with the query - xmlHttp.open(&quot;GET&quot;, query, true);<br /> <br /> The script running in the browser acts once the data comes back from the server. When the readyState property changes to 4, the xmlhttp.onreadystatechange handleGridPageLoad() function will be executed. It gets the data sent back from a server using the xmlhttp.responseText property to get the xml data. The (previosly loaded) xsl stylesheet loads the XML putting it in xmlResponse=stylesheetDoc.load(xmlHttp.responseXML) <br /> <br /> The XML is transformed to HTML and put in page = xsltProcessor.transformToFragment(xmlResponse, document);<br /> <br /> Meanwhile to replace the gridDiv from the index.html page we've got to get the ID and put the html in there:<br /> <br /> var gridDiv = document.getElementById(gridDivId);<br /> gridDiv.innerHTML = &quot;&quot;;<br /> gridDiv.appendChild(page);<br /> <br /> <br /> meanwhile at the server...<br /> <br /> The server just sits there waiting to do shit getting its instructions to grid.php. Grid.php takes some 'action' and then echos shit back to the browser.<br /> <br /> The actions can be FEED_GRID_PAGE or UPDATE_ROW or DELETE_ROW. <br /> <br /> FEED_GRID_PAGE calls the grid-class function read page and it creates the key-value pairs of the XML and puts them in in a variable that comes back as getGridXML() <br /> <br /> The whole show runs out of the grid.xsl file which has certain live buttons that respond to &quot;on click&quot; events. The xsl has a menu template sitting on top of and below a table. The table has heading then a foreach row section. <br /> <br /> The loadGridPage() function is whenever you hit previous page and next page.<br /> <br /> EditID() is called when you click on a particular row's &quot;edit&quot; link. The first parameter is some unique ID which seems to be assigned for the &quot;tr&quot; element right after foreeach statement. It is set equal to the database ID value for the record. The function on the first time through has edit as &quot;true&quot; and it replaces the inner html with input boxes and update,cancel and delete buttons. The Cancel button calls editID again this time has edit as false and just displays the row data. <br /> <br /> The update button appears when the input boxes are drawn and when clicked it calls the updateRow() which puts together a url query ?action=UPDATE_ROW&amp;id=&quot; + id completing it with createUpdateUrl(grid). <br /> <br /> In createUpdateUrl(grid), grid is from document.forms.grid_form_id and document.forms.grid_form_id.elements[i].name and value pairs are added to the url query. <br /> <br /> Update row finishes by sending off the query to grid.php and waits for the reply. It uses:<br /> xmlHttp.open(&quot;GET&quot;, query, true);<br /> xmlHttp.onreadystatechange = handleUpdatingRow;<br /> xmlHttp.send(null);<br /> <br /> I suppose you could edit any record in the database just by sending it something like: <br /> http://pathboston.cpm/vocab/grid2/grid.php?action=UPDATE_ROW&amp;id=224&amp;word=covert&amp;def=sneaky&amp;usage=you_are_covert<br /> <br /> All the server (grid.php) sends back is a number, if it is -1 everything is cool and edit mode is turned off and the screen is redrawn with new values by calling editID(id,false).<br /> <br /> <br /> &lt;source lang=&quot;php&quot;&gt;<br /> &lt;!DOCTYPE html PUBLIC &quot;-//W3C//DTD XHTML 1.0 Transitional//EN&quot; <br /> &quot;http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd&quot;&gt;<br /> &lt;html&gt;<br /> &lt;head&gt;<br /> &lt;title&gt;AJAX Grid&lt;/title&gt;<br /> &lt;script type=&quot;text/javascript&quot; src=&quot;test.js&quot;&gt;&lt;/script&gt; <br /> &lt;/head&gt; <br /> &lt;body onload=&quot;init();&quot;&gt;<br /> &lt;a href=&quot;javascript:sndReq('bar')&quot;&gt;[bar]&lt;/a&gt;<br /> &lt;a href=&quot;javascript:getList()&quot;&gt;[foo]&lt;/a&gt;<br /> &lt;a href=&quot;javascript:loadGridPage(1)&quot;&gt;[ant]&lt;/a&gt;<br /> &lt;p&gt;This is a version using msqli and adding an OOclass to handle wuff&lt;/p&gt;<br /> &lt;div id=&quot;listDiv&quot;&gt;frog &lt;/div&gt;<br /> &lt;/br&gt;<br /> &lt;div id=&quot;test2Div&quot;&gt;duck &lt;/div&gt;<br /> &lt;/br&gt;<br /> &lt;div id=&quot;gridDiv&quot;&gt;antelope &lt;/div&gt;<br /> &lt;/body&gt;<br /> &lt;/html&gt;<br /> &lt;/source&gt;<br /> [http://xmlzoo.net/xsl/?xml=00.xml XSL tutorial]<br /> <br /> http://www.smallbizonline.co.uk/php_session_variables.php<br /> <br /> http://roshanbh.com.np <br /> <br /> http://rajshekhar.net/blog/archives/85-Rasmus-30-second-AJAX-Tutorial.html<br /> <br /> ==xml and db==<br /> http://www.rpbourret.com/xml/XMLAndDatabases.htm<br /> <br /> What techniques have you tried already? With java, there are 2 main ways of reading XML documents:<br /> <br /> 1. DOM - Document Object Model interface. This loads the XML document into main memory. With the Document Object Model, you can build documents, navigate their structure, and add, modify, or delete elements and content. Basically the DOM specifies an abstract datatype for XML logical structure. In Java the API for this is known as JAXP<br /> <br /> http://java.sun.com/j2se/1.5.0/docs/...e-summary.html<br /> <br /> An example of reading in a doc could be:<br /> <br /> Expand|Select|Wrap|Line Numbers<br /> <br /> 1. public void readDoc() {<br /> 2. try {<br /> 3. <br /> 4. DocumentBuilderFactory factory = DocumentBuilderFactory.newInstance();<br /> 5. DocumentBuilder builder = factory.newDocumentBuilder();<br /> 6. doc = builder.parse( new File(&quot;myXMLFile.xml&quot;) );<br /> 7. <br /> 8. }<br /> 9. catch (FactoryConfigurationError fce){<br /> 10. System.err.println(&quot;Could not create DocumentBuilderFactory&quot;);<br /> 11. }<br /> 12. catch (ParserConfigurationException pce) { <br /> 13. System.out.println(&quot;Could not locate a JAXP parser&quot;); <br /> 14. }<br /> 15. catch (SAXException se) {<br /> 16. System.out.println(&quot;XML file is not well-formed.&quot;);<br /> 17. }<br /> 18. catch (IOException ioe) { <br /> 19. System.out.println(<br /> 20. &quot;Due to an IOException, the parser could not read the XML file&quot;<br /> 21. ); <br /> 22. }<br /> 23. }<br /> 24. <br /> <br /> doc is the object which holds the xml document in.<br /> <br /> obviously you'd need to import all relevant packages etc.<br /> <br /> Expand|Select|Wrap|Line Numbers<br /> <br /> 1. <br /> 2. import javax.xml.parsers.DocumentBuilder;<br /> 3. import javax.xml.parsers.DocumentBuilderFactory;<br /> 4. import javax.xml.parsers.FactoryConfigurationError;<br /> 5. import javax.xml.parsers.ParserConfigurationException;<br /> 6. <br /> 7. import org.xml.sax.SAXException;<br /> 8. import org.xml.sax.SAXParseException;<br /> 9. <br /> 10. import java.io.File;<br /> 11. import java.io.IOException;<br /> 12. <br /> 13. import org.w3c.dom.*;<br /> 14. <br /> 15. <br /> <br /> 2. The second way in java is to use the SAXP API, which doesn't load the XML file into memory. This is quicker than JAXP, and is useful when you know the structure of the xml file isn't going to change etc.<br /> <br /> http://java.sun.com/j2se/1.5.0/docs/...SAXParser.html<br /> <br /> Finally, to send it to mySQL, you need to open a connection String to the mySQL database, and then run whatever queries you want. You can use a system ODBC driver, or Sun's own JDBC driver if you haven't got the first one.<br /> <br /> This isn't comprehensive, but should give you enough to start.....<br /> <br /> mharrison<br /> Reply<br /> <br /> ==xp pro==<br /> CD KEY:<br /> <br /> V2C47-MK7JD-3R89F-D2KXW-VPK3J<br /> <br /> ==[[firefox extensions]]==<br /> /Applications/Firefox.app/Contents/MacOS/firefox-bin --profilemanager<br /> <br /> /Applications/Firefox.app/Contents/MacOS/firefox-bin -no-remote -P dev &amp;<br /> <br /> <br /> http://lifehacker.com/software/programming/how-to-build-a-firefox-extension-264490.php<br /> <br /> ==unix==<br /> ===php===<br /> [http://www.php-editors.com/articles/simple_php_classes.php good class tutorial]<br /> <br /> http://www.weberdev.com/Manuals/PHP/function.get-meta-tags.html<br /> <br /> authentication script http://sitebuilt.net/w/index.php?title=Comp&amp;action=edit&amp;section=9<br /> <br /> ===perl===<br /> *[http://download.boulder.ibm.com/ibmdl/pub/software/dw/library/l-p102/tomc.txt one liners]<br /> *http://www.somacon.com/p127.php<br /> ====handy code====<br /> =====remove blank lines from file=====<br /> perl -wnl -e 'print $_ unless /^$/' infile.txt &gt;outfile.txt <br /> <br /> ===sed awk===<br /> *[https://www.cs.hmc.edu/twiki/bin/view/QREF/Sed SED tutorial]<br /> *http://tech.bluesmoon.info/2008/09/programming-patterns-in-sed.html<br /> *http://www.vectorsite.net/tsawk_2.html<br /> ==regex==<br /> ===sites===<br /> *http://www.grymoire.com/Unix/Regular.html#uh-2<br /> *http://www.regular-expressions.info/php.html<br /> ===expressions===<br /> If you want to get'Aloha World'out<br /> <br /> Input:<br /> <br /> &lt;div class=&quot;test&quot;&gt;Hello World&lt;/div&gt;<br /> &lt;div class=&quot;somename&quot;&gt;Aloha World&lt;/div&gt;<br /> &lt;div&gt;Hey There&lt;/div&gt;<br /> <br /> RegEx:<br /> <br /> &lt;pre&gt; \&lt;div\sclass\=\&quot;somename\&quot;\&gt;(?&lt;Text&gt;.*?)\&lt;\/div\&gt;&lt;/pre&gt;<br /> <br /> Yields:<br /> <br /> Aloha World (note: In a single group named Text)<br /> <br /> <br /> <br /> *[1-9]\. //finds all the line numbers. (replace with #)<br /> *[A-E]\. //find A. etc (replace with ##)<br /> <br /> <br /> to clean special characters from a string<br /> $clean = preg_replace(&quot;/^[^a-z0-9]?(.*?)[^a-z0-9]?$/i&quot;, &quot;$1&quot;, $text);<br /> <br /> ==mycode==<br /> ===file:///Users/teacher/code/===<br /> *[[parsemeta.php]]<br /> *[[txt2flp.pl]]<br /> *[[parsephr.php]]<br /> <br /> ==msaccess/excel==<br /> http://support.microsoft.com/?kbid=208840<br /> <br /> http://www.thescripts.com/forum/thread546932.html<br /> <br /> http://www.blueclaw-db.com/mail_rtf_report_access.htm &lt;br&gt;http://forums.aspfree.com/microsoft-access-help-18/ms-access-email-report-19094.html&lt;br&gt;emailing reports<br /> <br /> http://support.microsoft.com/kb/319317 printing to particular printer<br /> <br /> http://www.vertex42.com/ExcelArticles/user-defined-functions.html<br /> <br /> http://www.contextures.com/xlToolbar02.html<br /> <br /> http://www.ozgrid.com/VBA/sum-count-cells-by-color.htm<br /> <br /> http://www.techonthenet.com/excel/formulas/index_vba.php<br /> <br /> <br /> ====online tools====<br /> <br /> http://www.sitebuilt.net/moodle/course/view.php?id=2&amp;edit=1&amp;sesskey=zsCDYluKen<br /> http://www.sitebuilt.net/moodle/course/mod.php?id=2&amp;section=0&amp;sesskey=zsCDYluKen&amp;add=quiz<br /> <br /> Ari's phone: 011 237 529-4438<br /> calling card:<br /> <br /> *18008872991<br /> *617<br /> <br /> =[[installedMACtools]]=<br /> <br /> ==pic==<br /> http://www.rentron.com/Myke3.htm<br /> <br /> http://www.play-hookey.com/digital/jk_nand_flip-flop.html<br /> <br /> http://www.digital-diy.net/16F%20Examples/LM35DZ.aspx<br /> <br /> [http://www.opencircuits.com/Main_Page open source circuits wiki]<br /> <br /> [http://www.sparkfun.com/commerce/tutorials.php sparkfun hobby shop]<br /> <br /> [http://www.batchpcb.com/index.php/Home batchpcb.com pcb fabrication]<br /> <br /> [http://www.avrfreaks.net/index.php?module=Freaks%20Devices&amp;func=displayDev&amp;objectid=78 AVR is alternative to PIC]<br /> <br /> [http://www.sparkfun.com/commerce/tutorial_info.php?tutorials_id=57 a good tutorial on embedded systems]<br /> :Google any of these for more info. I have chosen the ATmega168 as the learning IC of choice. Why?<br /> <br /> * 20 MIPs (million instructions per second!) is powerful enough to do some really cool projects<br /> * It's cheap! $2.13 currently<br /> * It's got all the goodies under the hood (UART, SPI, I2C, ADC, internal osc, PWM, kitchen sink, etc)<br /> * 16K of program memory is enough for almost any beginner project<br /> * The tools are free! (C compilers for many of the other micros cost a lot of money)<br /> * The programming and debugging tools are low cost ($20 will get you started)<br /> <br /> [http://www.evilmadscientist.com/article.php/avrtargetboards evil mad scientist on AVR programming]<br /> <br /> ==isp==<br /> host<br /> 206.71.150.94<br /> <br /> http://www.networksolutions.com/whois/index.jsp<br /> <br /> http://www.namecheap.com/myaccount/index.asp mckennatim nanj<br /> <br /> https://thenynocportal.com/clientarea.php<br /> <br /> ==text a photo to picasa==<br /> text it to your and then forward it without the tmobile gifs then forward it to mckenna.tim.upload@picasaweb.com<br /> <br /> ==making transparent in gimp==<br /> 1. open image<br /> <br /> 2. Right click the image and go to LAYERS then ADD ALPHA CHANNEL. You won't notice anything happening, but don't be concerned. It basically adds a transparent layer at the bottom of your image so when we erase the colors.....it's shows the transparent layer. Which of course would show whatever was under it on the screen.<br /> <br /> 3. Right click on the image again and go to SELECT and then down to BY COLOR. A window that is all black opens up. Don't change any of the settings....just use the defaults for now.<br /> <br /> 4. Now click on the color in the image you want to be transparent. These colors will now show up outlined.<br /> <br /> 5. Right click on the image again and go to EDIT and then down to CLEAR. This should now erase the outlined color you just picked from the image and the &quot;transparent gimp checkerbox&quot; should show through. This is the Gimps way of showing you that section is now transparent.<br /> <br /> 6. Right click on the image and choose SAVE AS and make sure to save as a GIF file if you want the transparency to work on the web.<br /> <br /> ==embedding video==<br /> 1. find the file Sanitizer.php in the folder /includes of your mediawiki installation<br /> 2. find the function removeHTMLtags in that file. below that you’ll find a list of whitelisted HTML tags. add the tag embed to the list.<br /> 3. find the function setupAttributeWhitelist in the same file. several lines below you will find HTML-attributes being whitelisted for each HTML tag. so you add a new line (maybe below the line that defines span):<br /> ‘embed’ =&gt; array( ’style’, ‘id’, ‘type’, ’src’, ‘width’, ‘height’ ),<br /> <br /> take care to replace the typographic ‘-quotes by straight ones when doing copy&amp;paste. (wordpress converts the quotes on this blog, so you need to convert them back.)<br /> <br /> you’re done. now you can copy the HTML-code provided by google or youtube into your wiki textbox and it’ll work. (make sure to make backups and document so you know what you’ve changed. when upgrading you’ll have to repeat the process. no warranties for possibile security leaks resulting from the hack.)<br /> <br /> update april 2007: i just tested, this hack also works with mediawiki 1.9.2, just that you need to add embed to $htmlpairs. (note: in case the embed-code you want to use has the format &lt;embed /&gt; you now have to convert it to &lt;embed&gt; &lt;/embed&gt; before posting it to your wiki.) i also would recommend to paste the last line of code near br instead of span (the file has got rearranged a bit).<br /> ==mediawiki memory problem==<br /> php.ini is in public_html, it has to be copied into everywhere that uses php<br /> left ini_set commented out in localsettins.php<br /> .htaccess php_mem ... didn't work<br /> ==mediawiki upgrade==<br /> http://www.g-loaded.eu/2006/09/05/mediawiki-upgrade-procedure/<br /> easy way: <br /> *goto maintainance directory and run php dumpBackup.php --current&gt; dumfile.xml <br /> *on new site install wiki, put dumpfile.xml on its maintenance dir run php importDump.php dumfile.xml<br /> <br /> ==mediawiki css==<br /> *sitewide changes go in Mediawiki:Monobook.css<br /> *user changes go in User:MrMcKenna/monobook.css<br /> ==lynx==<br /> ==[[Moving_from_shared_to_VPS]]==</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Technology&diff=3863 2010-01-31T17:35:33Z

<p>71.234.133.230: /* mediawiki */</p> <hr /> <div>==log==<br /> ====todo====<br /> 1/18/10<br /> *set up test dir http://localhost:8888/test/waffle.xml<br /> *adjusted nested match=&quot;/&quot; to work http://localhost:8888/vocab/grid2/test/test4/change.xml<br /> 12/31/09<br /> *MAMP now points to code/hosted. updateRow() from javascript sentds a good query string but test.php doesn't know what to do with it. After that is implemented the next thing would be the paging part. <br /> *You can debug the socument.elements selectors used by javascript by making [http://localhost:8888/vocab/grid2/test/test4/generatedSource.html# a copy of generated source code that uses alert to test by including gstest.js]<br /> <br /> <br /> *create an editable grid with multiple records<br /> **then make it selectable for certain words or submitters<br /> <br /> *output select words into an: <br /> **eggquiz<br /> **quizlet<br /> **wikipage<br /> <br /> *autocomp word entry <br /> <br /> there is a book on Ajax in pdf in code<br /> <br /> ;autocompl: have put up autocompl for voacab database in http://pathboston.com/vocab/autocomp<br /> <br /> ;grid: http://pathboston.com/vocab/grid/ has code to get from vocab xml file to web To see the data generated by the server, make a simple call to http://pathboston.com/vocab/grid/grid.php?action=FEED_GRID_PAGE&amp;page=1<br /> <br /> <br /> =====quizlet export -&gt; csv2sql -&gt;mysql=====<br /> http://pathboston.com/ajax/csv2sql.php runs the conversion which gets uploaded through phpmyadmin<br /> <br /> =====visualthesaurus vocgrabber to db=====<br /> 11/19 - vocab from vocabgrabber a javascript that you run with an article open in the browser that you want to grab then you select the words you want and save the list. <br /> <br /> javascript:var%20_vgurl='http://www.visualthesaurus.com';%20var%20s=document.createElement('script');s.src=_vgurl+'/vocabgrabber/bookmarklet.js';document.getElementsByTagName('head')[0].appendChild(s);%20void(0);<br /> <br /> http://pathboston.com/vocab/grab/vocabgrab.html goes to the visualthesuarus list page and parses the word and usage into arrays, looks up the definition<br /> <br /> ==mediawiki==<br /> Trying to send stuff to api.php to append to a page. Eventually I want to append to the main page of all users. First I'll us a POST form then I'll try multiple POSTS without a form using this [http://netevil.org/blog/2006/nov/http-post-from-php-without-curl snippet] <br /> <br /> <br /> http://www.linux.com/archive/feature/54334<br /> ===bulk import to users===<br /> http://pathboston.com/forms/bulk.html<br /> then from terminal ssh'd to pathboston.com<br /> :cd public_html/hum310/maintenance/<br /> :php importUserSubpage.php --title test <br /> will put a page with that title on each user page<br /> <br /> ==tesseract-ocr==<br /> ===to OCR an image===<br /> #open ~/Applications/ControlCenter.sh, use custom scan toBWtiff<br /> #get it on screen (big) and 'file/grab' it or take a snapshot of it<br /> #saveas 'j' nocompress, noalpha, TIFF<br /> #open a terminal and run ocrjtif (it is in $PATH in /opt/sbin) and then copy and paste the ocr'd text from the terminal window.<br /> <br /> ==quiz authoring environments==<br /> http://escholarship.bc.edu/jtla/vol4/6/<br /> <br /> http://www.attotron.com/pub/quizmaker.html<br /> <br /> http://www.tecnick.com/public/code/cp_dpage.php?aiocp_dp=tcexam_description<br /> <br /> http://www.bridgewater.edu/~rbowman/JSQuizMaker/makeselftest-questions.html<br /> <br /> http://www.extropia.com/<br /> ==vocab==<br /> http://wise.sourceforge.net/<br /> http://xdxf.revdanica.com/down/index.php<br /> <br /> ==web development==<br /> ===vocab grid===<br /> ====actual function====<br /> ;init by creating a drop down box: return an array of article names -get articles.php<br /> ;on submit send source choice to server: return a page of data<br /> ====development version====<br /> ;init by creating a drop down box: return an array of article names -get articles.php<br /> ;on submit send source choice to server: return a message<br /> <br /> <br /> http://www.w3schools.com/sitemap/sitemap_tutorials.asp<br /> <br /> http://www.tonymarston.net/php-mysql/sample-application.html<br /> <br /> http://www.w3schools.com/PHP/php_ajax_database.asp<br /> <br /> [http://pathboston.com/ajax/csv2sql.php csv2sql converter on pathboston.com]<br /> <br /> http://style-sheet.info/<br /> <br /> http://www.computorcompanion.com/LPMArticle.asp?ID=202<br /> <br /> ==javascript==<br /> http://www.daaq.net/old/javascript/ javascript tutorial<br /> <br /> http://www.javascript-coder.com/javascript-form/javascript-get-form.htm<br /> <br /> ==css==<br /> http://css.maxdesign.com.au/index.htm<br /> =web development using ajax=<br /> ==[http://docstore.mik.ua/orelly/xml/xslt/index.htm Oreilly XSLT book]==<br /> ==_SESSION variables==<br /> The problem with having stuff happen on the server is that it always forgets what is going on from moment to moment. The server waits for a request, it could be from anywhere in the world. It doesn't know you from a whole in the wall. The only thing you can do to be remembered is stick stuff in _SESSION variables. <br /> ==ajax==<br /> Asynchronous Javascript and XML(XSL) is a way to update just the part of a html page that changes instead of redrawing the whole page. AJAX combines languages like html, javascript, php, sql, xml and xsl. <br /> ===historically===<br /> There are a number of mechanisms used to combine them.<br /> <br /> *You call an HTML page and it displays<br /> *You call an PHP page and it displays<br /> *You call an HTML page and it calls a PHP page which gets combined and displays<br /> *You call an HTML or PHP page and it calls a javascript page which gets combined and displays<br /> ===ajax does all this===<br /> *You call an HTML page that includes a javascript page that responds to events by sending some action to PHP on the server which then instantiates a class and calls class methods some of which access a MYSQL database using SQL and then puts the results in a XML container which gets sent back to the browser then gets interpreted into XHTML by an XSL file and gets injected into some location in the page. <br /> ===breaking it down===<br /> ====to check what's going on at the server====<br /> Send some stuff: http://pathboston.com/vocab/grid2/test/test.php?action=CHANGE_SOURCE&amp;source=NFLhistory and get the XML back.<br /> ====to check the XSL====<br /> Create a file of the XML that will be coming back from the server and then include an XSL file and see how it does.<br /> ====simple bang bang browser to server to browser to server to browser====<br /> Call for data. Select from that data to query <br /> <br /> ====getting around a XSL page using javascript====<br /> :ex: You want to update a database based upon what is in some text fields. How do you find the name/value pairs that you want to send to the server? The construct document.forms.grid_form_id has some elements? What are its elements?<br /> <br /> === a complex example form the AJAX boook=== <br /> index.html includes grid.js which replaces the &lt;div id=&quot;gridDiv&quot; /&gt; portion of the html page. (also loads the grid.css)<br /> <br /> grid.js initializes creating a xmlhttp request object loading a XSL stylesheet and page1 of the grid<br /> <br /> FEED_GRID_PAGE<br /> To create page 1 of the grid has to create a URL query = grid.php?action=FEED_GRID_PAGE&amp;page=1 and then send that query to the server by opening the request object with the query - xmlHttp.open(&quot;GET&quot;, query, true);<br /> <br /> The script running in the browser acts once the data comes back from the server. When the readyState property changes to 4, the xmlhttp.onreadystatechange handleGridPageLoad() function will be executed. It gets the data sent back from a server using the xmlhttp.responseText property to get the xml data. The (previosly loaded) xsl stylesheet loads the XML putting it in xmlResponse=stylesheetDoc.load(xmlHttp.responseXML) <br /> <br /> The XML is transformed to HTML and put in page = xsltProcessor.transformToFragment(xmlResponse, document);<br /> <br /> Meanwhile to replace the gridDiv from the index.html page we've got to get the ID and put the html in there:<br /> <br /> var gridDiv = document.getElementById(gridDivId);<br /> gridDiv.innerHTML = &quot;&quot;;<br /> gridDiv.appendChild(page);<br /> <br /> <br /> meanwhile at the server...<br /> <br /> The server just sits there waiting to do shit getting its instructions to grid.php. Grid.php takes some 'action' and then echos shit back to the browser.<br /> <br /> The actions can be FEED_GRID_PAGE or UPDATE_ROW or DELETE_ROW. <br /> <br /> FEED_GRID_PAGE calls the grid-class function read page and it creates the key-value pairs of the XML and puts them in in a variable that comes back as getGridXML() <br /> <br /> The whole show runs out of the grid.xsl file which has certain live buttons that respond to &quot;on click&quot; events. The xsl has a menu template sitting on top of and below a table. The table has heading then a foreach row section. <br /> <br /> The loadGridPage() function is whenever you hit previous page and next page.<br /> <br /> EditID() is called when you click on a particular row's &quot;edit&quot; link. The first parameter is some unique ID which seems to be assigned for the &quot;tr&quot; element right after foreeach statement. It is set equal to the database ID value for the record. The function on the first time through has edit as &quot;true&quot; and it replaces the inner html with input boxes and update,cancel and delete buttons. The Cancel button calls editID again this time has edit as false and just displays the row data. <br /> <br /> The update button appears when the input boxes are drawn and when clicked it calls the updateRow() which puts together a url query ?action=UPDATE_ROW&amp;id=&quot; + id completing it with createUpdateUrl(grid). <br /> <br /> In createUpdateUrl(grid), grid is from document.forms.grid_form_id and document.forms.grid_form_id.elements[i].name and value pairs are added to the url query. <br /> <br /> Update row finishes by sending off the query to grid.php and waits for the reply. It uses:<br /> xmlHttp.open(&quot;GET&quot;, query, true);<br /> xmlHttp.onreadystatechange = handleUpdatingRow;<br /> xmlHttp.send(null);<br /> <br /> I suppose you could edit any record in the database just by sending it something like: <br /> http://pathboston.cpm/vocab/grid2/grid.php?action=UPDATE_ROW&amp;id=224&amp;word=covert&amp;def=sneaky&amp;usage=you_are_covert<br /> <br /> All the server (grid.php) sends back is a number, if it is -1 everything is cool and edit mode is turned off and the screen is redrawn with new values by calling editID(id,false).<br /> <br /> <br /> &lt;source lang=&quot;php&quot;&gt;<br /> &lt;!DOCTYPE html PUBLIC &quot;-//W3C//DTD XHTML 1.0 Transitional//EN&quot; <br /> &quot;http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd&quot;&gt;<br /> &lt;html&gt;<br /> &lt;head&gt;<br /> &lt;title&gt;AJAX Grid&lt;/title&gt;<br /> &lt;script type=&quot;text/javascript&quot; src=&quot;test.js&quot;&gt;&lt;/script&gt; <br /> &lt;/head&gt; <br /> &lt;body onload=&quot;init();&quot;&gt;<br /> &lt;a href=&quot;javascript:sndReq('bar')&quot;&gt;[bar]&lt;/a&gt;<br /> &lt;a href=&quot;javascript:getList()&quot;&gt;[foo]&lt;/a&gt;<br /> &lt;a href=&quot;javascript:loadGridPage(1)&quot;&gt;[ant]&lt;/a&gt;<br /> &lt;p&gt;This is a version using msqli and adding an OOclass to handle wuff&lt;/p&gt;<br /> &lt;div id=&quot;listDiv&quot;&gt;frog &lt;/div&gt;<br /> &lt;/br&gt;<br /> &lt;div id=&quot;test2Div&quot;&gt;duck &lt;/div&gt;<br /> &lt;/br&gt;<br /> &lt;div id=&quot;gridDiv&quot;&gt;antelope &lt;/div&gt;<br /> &lt;/body&gt;<br /> &lt;/html&gt;<br /> &lt;/source&gt;<br /> [http://xmlzoo.net/xsl/?xml=00.xml XSL tutorial]<br /> <br /> http://www.smallbizonline.co.uk/php_session_variables.php<br /> <br /> http://roshanbh.com.np <br /> <br /> http://rajshekhar.net/blog/archives/85-Rasmus-30-second-AJAX-Tutorial.html<br /> <br /> ==xml and db==<br /> http://www.rpbourret.com/xml/XMLAndDatabases.htm<br /> <br /> What techniques have you tried already? With java, there are 2 main ways of reading XML documents:<br /> <br /> 1. DOM - Document Object Model interface. This loads the XML document into main memory. With the Document Object Model, you can build documents, navigate their structure, and add, modify, or delete elements and content. Basically the DOM specifies an abstract datatype for XML logical structure. In Java the API for this is known as JAXP<br /> <br /> http://java.sun.com/j2se/1.5.0/docs/...e-summary.html<br /> <br /> An example of reading in a doc could be:<br /> <br /> Expand|Select|Wrap|Line Numbers<br /> <br /> 1. public void readDoc() {<br /> 2. try {<br /> 3. <br /> 4. DocumentBuilderFactory factory = DocumentBuilderFactory.newInstance();<br /> 5. DocumentBuilder builder = factory.newDocumentBuilder();<br /> 6. doc = builder.parse( new File(&quot;myXMLFile.xml&quot;) );<br /> 7. <br /> 8. }<br /> 9. catch (FactoryConfigurationError fce){<br /> 10. System.err.println(&quot;Could not create DocumentBuilderFactory&quot;);<br /> 11. }<br /> 12. catch (ParserConfigurationException pce) { <br /> 13. System.out.println(&quot;Could not locate a JAXP parser&quot;); <br /> 14. }<br /> 15. catch (SAXException se) {<br /> 16. System.out.println(&quot;XML file is not well-formed.&quot;);<br /> 17. }<br /> 18. catch (IOException ioe) { <br /> 19. System.out.println(<br /> 20. &quot;Due to an IOException, the parser could not read the XML file&quot;<br /> 21. ); <br /> 22. }<br /> 23. }<br /> 24. <br /> <br /> doc is the object which holds the xml document in.<br /> <br /> obviously you'd need to import all relevant packages etc.<br /> <br /> Expand|Select|Wrap|Line Numbers<br /> <br /> 1. <br /> 2. import javax.xml.parsers.DocumentBuilder;<br /> 3. import javax.xml.parsers.DocumentBuilderFactory;<br /> 4. import javax.xml.parsers.FactoryConfigurationError;<br /> 5. import javax.xml.parsers.ParserConfigurationException;<br /> 6. <br /> 7. import org.xml.sax.SAXException;<br /> 8. import org.xml.sax.SAXParseException;<br /> 9. <br /> 10. import java.io.File;<br /> 11. import java.io.IOException;<br /> 12. <br /> 13. import org.w3c.dom.*;<br /> 14. <br /> 15. <br /> <br /> 2. The second way in java is to use the SAXP API, which doesn't load the XML file into memory. This is quicker than JAXP, and is useful when you know the structure of the xml file isn't going to change etc.<br /> <br /> http://java.sun.com/j2se/1.5.0/docs/...SAXParser.html<br /> <br /> Finally, to send it to mySQL, you need to open a connection String to the mySQL database, and then run whatever queries you want. You can use a system ODBC driver, or Sun's own JDBC driver if you haven't got the first one.<br /> <br /> This isn't comprehensive, but should give you enough to start.....<br /> <br /> mharrison<br /> Reply<br /> <br /> ==xp pro==<br /> CD KEY:<br /> <br /> V2C47-MK7JD-3R89F-D2KXW-VPK3J<br /> <br /> ==[[firefox extensions]]==<br /> /Applications/Firefox.app/Contents/MacOS/firefox-bin --profilemanager<br /> <br /> /Applications/Firefox.app/Contents/MacOS/firefox-bin -no-remote -P dev &amp;<br /> <br /> <br /> http://lifehacker.com/software/programming/how-to-build-a-firefox-extension-264490.php<br /> <br /> ==unix==<br /> ===php===<br /> [http://www.php-editors.com/articles/simple_php_classes.php good class tutorial]<br /> <br /> http://www.weberdev.com/Manuals/PHP/function.get-meta-tags.html<br /> <br /> authentication script http://sitebuilt.net/w/index.php?title=Comp&amp;action=edit&amp;section=9<br /> <br /> ===perl===<br /> *[http://download.boulder.ibm.com/ibmdl/pub/software/dw/library/l-p102/tomc.txt one liners]<br /> *http://www.somacon.com/p127.php<br /> ====handy code====<br /> =====remove blank lines from file=====<br /> perl -wnl -e 'print $_ unless /^$/' infile.txt &gt;outfile.txt <br /> <br /> ===sed awk===<br /> *[https://www.cs.hmc.edu/twiki/bin/view/QREF/Sed SED tutorial]<br /> *http://tech.bluesmoon.info/2008/09/programming-patterns-in-sed.html<br /> *http://www.vectorsite.net/tsawk_2.html<br /> ==regex==<br /> ===sites===<br /> *http://www.grymoire.com/Unix/Regular.html#uh-2<br /> *http://www.regular-expressions.info/php.html<br /> ===expressions===<br /> If you want to get'Aloha World'out<br /> <br /> Input:<br /> <br /> &lt;div class=&quot;test&quot;&gt;Hello World&lt;/div&gt;<br /> &lt;div class=&quot;somename&quot;&gt;Aloha World&lt;/div&gt;<br /> &lt;div&gt;Hey There&lt;/div&gt;<br /> <br /> RegEx:<br /> <br /> &lt;pre&gt; \&lt;div\sclass\=\&quot;somename\&quot;\&gt;(?&lt;Text&gt;.*?)\&lt;\/div\&gt;&lt;/pre&gt;<br /> <br /> Yields:<br /> <br /> Aloha World (note: In a single group named Text)<br /> <br /> <br /> <br /> *[1-9]\. //finds all the line numbers. (replace with #)<br /> *[A-E]\. //find A. etc (replace with ##)<br /> <br /> <br /> to clean special characters from a string<br /> $clean = preg_replace(&quot;/^[^a-z0-9]?(.*?)[^a-z0-9]?$/i&quot;, &quot;$1&quot;, $text);<br /> <br /> ==mycode==<br /> ===file:///Users/teacher/code/===<br /> *[[parsemeta.php]]<br /> *[[txt2flp.pl]]<br /> *[[parsephr.php]]<br /> <br /> ==msaccess/excel==<br /> http://support.microsoft.com/?kbid=208840<br /> <br /> http://www.thescripts.com/forum/thread546932.html<br /> <br /> http://www.blueclaw-db.com/mail_rtf_report_access.htm &lt;br&gt;http://forums.aspfree.com/microsoft-access-help-18/ms-access-email-report-19094.html&lt;br&gt;emailing reports<br /> <br /> http://support.microsoft.com/kb/319317 printing to particular printer<br /> <br /> http://www.vertex42.com/ExcelArticles/user-defined-functions.html<br /> <br /> http://www.contextures.com/xlToolbar02.html<br /> <br /> http://www.ozgrid.com/VBA/sum-count-cells-by-color.htm<br /> <br /> http://www.techonthenet.com/excel/formulas/index_vba.php<br /> <br /> <br /> ====online tools====<br /> <br /> http://www.sitebuilt.net/moodle/course/view.php?id=2&amp;edit=1&amp;sesskey=zsCDYluKen<br /> http://www.sitebuilt.net/moodle/course/mod.php?id=2&amp;section=0&amp;sesskey=zsCDYluKen&amp;add=quiz<br /> <br /> Ari's phone: 011 237 529-4438<br /> calling card:<br /> <br /> *18008872991<br /> *617<br /> <br /> =[[installedMACtools]]=<br /> <br /> ==pic==<br /> http://www.rentron.com/Myke3.htm<br /> <br /> http://www.play-hookey.com/digital/jk_nand_flip-flop.html<br /> <br /> http://www.digital-diy.net/16F%20Examples/LM35DZ.aspx<br /> <br /> [http://www.opencircuits.com/Main_Page open source circuits wiki]<br /> <br /> [http://www.sparkfun.com/commerce/tutorials.php sparkfun hobby shop]<br /> <br /> [http://www.batchpcb.com/index.php/Home batchpcb.com pcb fabrication]<br /> <br /> [http://www.avrfreaks.net/index.php?module=Freaks%20Devices&amp;func=displayDev&amp;objectid=78 AVR is alternative to PIC]<br /> <br /> [http://www.sparkfun.com/commerce/tutorial_info.php?tutorials_id=57 a good tutorial on embedded systems]<br /> :Google any of these for more info. I have chosen the ATmega168 as the learning IC of choice. Why?<br /> <br /> * 20 MIPs (million instructions per second!) is powerful enough to do some really cool projects<br /> * It's cheap! $2.13 currently<br /> * It's got all the goodies under the hood (UART, SPI, I2C, ADC, internal osc, PWM, kitchen sink, etc)<br /> * 16K of program memory is enough for almost any beginner project<br /> * The tools are free! (C compilers for many of the other micros cost a lot of money)<br /> * The programming and debugging tools are low cost ($20 will get you started)<br /> <br /> [http://www.evilmadscientist.com/article.php/avrtargetboards evil mad scientist on AVR programming]<br /> <br /> ==isp==<br /> host<br /> 206.71.150.94<br /> <br /> http://www.networksolutions.com/whois/index.jsp<br /> <br /> http://www.namecheap.com/myaccount/index.asp mckennatim nanj<br /> <br /> https://thenynocportal.com/clientarea.php<br /> <br /> ==text a photo to picasa==<br /> text it to your and then forward it without the tmobile gifs then forward it to mckenna.tim.upload@picasaweb.com<br /> <br /> ==making transparent in gimp==<br /> 1. open image<br /> <br /> 2. Right click the image and go to LAYERS then ADD ALPHA CHANNEL. You won't notice anything happening, but don't be concerned. It basically adds a transparent layer at the bottom of your image so when we erase the colors.....it's shows the transparent layer. Which of course would show whatever was under it on the screen.<br /> <br /> 3. Right click on the image again and go to SELECT and then down to BY COLOR. A window that is all black opens up. Don't change any of the settings....just use the defaults for now.<br /> <br /> 4. Now click on the color in the image you want to be transparent. These colors will now show up outlined.<br /> <br /> 5. Right click on the image again and go to EDIT and then down to CLEAR. This should now erase the outlined color you just picked from the image and the &quot;transparent gimp checkerbox&quot; should show through. This is the Gimps way of showing you that section is now transparent.<br /> <br /> 6. Right click on the image and choose SAVE AS and make sure to save as a GIF file if you want the transparency to work on the web.<br /> <br /> ==embedding video==<br /> 1. find the file Sanitizer.php in the folder /includes of your mediawiki installation<br /> 2. find the function removeHTMLtags in that file. below that you’ll find a list of whitelisted HTML tags. add the tag embed to the list.<br /> 3. find the function setupAttributeWhitelist in the same file. several lines below you will find HTML-attributes being whitelisted for each HTML tag. so you add a new line (maybe below the line that defines span):<br /> ‘embed’ =&gt; array( ’style’, ‘id’, ‘type’, ’src’, ‘width’, ‘height’ ),<br /> <br /> take care to replace the typographic ‘-quotes by straight ones when doing copy&amp;paste. (wordpress converts the quotes on this blog, so you need to convert them back.)<br /> <br /> you’re done. now you can copy the HTML-code provided by google or youtube into your wiki textbox and it’ll work. (make sure to make backups and document so you know what you’ve changed. when upgrading you’ll have to repeat the process. no warranties for possibile security leaks resulting from the hack.)<br /> <br /> update april 2007: i just tested, this hack also works with mediawiki 1.9.2, just that you need to add embed to $htmlpairs. (note: in case the embed-code you want to use has the format &lt;embed /&gt; you now have to convert it to &lt;embed&gt; &lt;/embed&gt; before posting it to your wiki.) i also would recommend to paste the last line of code near br instead of span (the file has got rearranged a bit).<br /> ==mediawiki memory problem==<br /> php.ini is in public_html, it has to be copied into everywhere that uses php<br /> left ini_set commented out in localsettins.php<br /> .htaccess php_mem ... didn't work<br /> ==mediawiki upgrade==<br /> http://www.g-loaded.eu/2006/09/05/mediawiki-upgrade-procedure/<br /> easy way: <br /> *goto maintainance directory and run php dumpBackup.php --current&gt; dumfile.xml <br /> *on new site install wiki, put dumpfile.xml on its maintenance dir run php importDump.php dumfile.xml<br /> <br /> ==mediawiki css==<br /> *sitewide changes go in Mediawiki:Monobook.css<br /> *user changes go in User:MrMcKenna/monobook.css<br /> ==lynx==<br /> ==[[Moving_from_shared_to_VPS]]==</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Technology&diff=3862 2010-01-30T04:57:40Z

<p>71.234.133.230: /* mediawiki */</p> <hr /> <div>==log==<br /> ====todo====<br /> 1/18/10<br /> *set up test dir http://localhost:8888/test/waffle.xml<br /> *adjusted nested match=&quot;/&quot; to work http://localhost:8888/vocab/grid2/test/test4/change.xml<br /> 12/31/09<br /> *MAMP now points to code/hosted. updateRow() from javascript sentds a good query string but test.php doesn't know what to do with it. After that is implemented the next thing would be the paging part. <br /> *You can debug the socument.elements selectors used by javascript by making [http://localhost:8888/vocab/grid2/test/test4/generatedSource.html# a copy of generated source code that uses alert to test by including gstest.js]<br /> <br /> <br /> *create an editable grid with multiple records<br /> **then make it selectable for certain words or submitters<br /> <br /> *output select words into an: <br /> **eggquiz<br /> **quizlet<br /> **wikipage<br /> <br /> *autocomp word entry <br /> <br /> there is a book on Ajax in pdf in code<br /> <br /> ;autocompl: have put up autocompl for voacab database in http://pathboston.com/vocab/autocomp<br /> <br /> ;grid: http://pathboston.com/vocab/grid/ has code to get from vocab xml file to web To see the data generated by the server, make a simple call to http://pathboston.com/vocab/grid/grid.php?action=FEED_GRID_PAGE&amp;page=1<br /> <br /> <br /> =====quizlet export -&gt; csv2sql -&gt;mysql=====<br /> http://pathboston.com/ajax/csv2sql.php runs the conversion which gets uploaded through phpmyadmin<br /> <br /> =====visualthesaurus vocgrabber to db=====<br /> 11/19 - vocab from vocabgrabber a javascript that you run with an article open in the browser that you want to grab then you select the words you want and save the list. <br /> <br /> javascript:var%20_vgurl='http://www.visualthesaurus.com';%20var%20s=document.createElement('script');s.src=_vgurl+'/vocabgrabber/bookmarklet.js';document.getElementsByTagName('head')[0].appendChild(s);%20void(0);<br /> <br /> http://pathboston.com/vocab/grab/vocabgrab.html goes to the visualthesuarus list page and parses the word and usage into arrays, looks up the definition<br /> <br /> ==mediawiki==<br /> http://www.linux.com/archive/feature/54334<br /> ===bulk import to users===<br /> http://pathboston.com/forms/bulk.html<br /> then from terminal ssh'd to pathboston.com<br /> :cd public_html/hum310/maintenance/<br /> :php importUserSubpage.php --title test <br /> will put a page with that title on each user page<br /> <br /> ==tesseract-ocr==<br /> ===to OCR an image===<br /> #open ~/Applications/ControlCenter.sh, use custom scan toBWtiff<br /> #get it on screen (big) and 'file/grab' it or take a snapshot of it<br /> #saveas 'j' nocompress, noalpha, TIFF<br /> #open a terminal and run ocrjtif (it is in $PATH in /opt/sbin) and then copy and paste the ocr'd text from the terminal window.<br /> <br /> ==quiz authoring environments==<br /> http://escholarship.bc.edu/jtla/vol4/6/<br /> <br /> http://www.attotron.com/pub/quizmaker.html<br /> <br /> http://www.tecnick.com/public/code/cp_dpage.php?aiocp_dp=tcexam_description<br /> <br /> http://www.bridgewater.edu/~rbowman/JSQuizMaker/makeselftest-questions.html<br /> <br /> http://www.extropia.com/<br /> ==vocab==<br /> http://wise.sourceforge.net/<br /> http://xdxf.revdanica.com/down/index.php<br /> <br /> ==web development==<br /> ===vocab grid===<br /> ====actual function====<br /> ;init by creating a drop down box: return an array of article names -get articles.php<br /> ;on submit send source choice to server: return a page of data<br /> ====development version====<br /> ;init by creating a drop down box: return an array of article names -get articles.php<br /> ;on submit send source choice to server: return a message<br /> <br /> <br /> http://www.w3schools.com/sitemap/sitemap_tutorials.asp<br /> <br /> http://www.tonymarston.net/php-mysql/sample-application.html<br /> <br /> http://www.w3schools.com/PHP/php_ajax_database.asp<br /> <br /> [http://pathboston.com/ajax/csv2sql.php csv2sql converter on pathboston.com]<br /> <br /> http://style-sheet.info/<br /> <br /> http://www.computorcompanion.com/LPMArticle.asp?ID=202<br /> <br /> ==javascript==<br /> http://www.daaq.net/old/javascript/ javascript tutorial<br /> <br /> http://www.javascript-coder.com/javascript-form/javascript-get-form.htm<br /> <br /> ==css==<br /> http://css.maxdesign.com.au/index.htm<br /> =web development using ajax=<br /> ==[http://docstore.mik.ua/orelly/xml/xslt/index.htm Oreilly XSLT book]==<br /> ==_SESSION variables==<br /> The problem with having stuff happen on the server is that it always forgets what is going on from moment to moment. The server waits for a request, it could be from anywhere in the world. It doesn't know you from a whole in the wall. The only thing you can do to be remembered is stick stuff in _SESSION variables. <br /> ==ajax==<br /> Asynchronous Javascript and XML(XSL) is a way to update just the part of a html page that changes instead of redrawing the whole page. AJAX combines languages like html, javascript, php, sql, xml and xsl. <br /> ===historically===<br /> There are a number of mechanisms used to combine them.<br /> <br /> *You call an HTML page and it displays<br /> *You call an PHP page and it displays<br /> *You call an HTML page and it calls a PHP page which gets combined and displays<br /> *You call an HTML or PHP page and it calls a javascript page which gets combined and displays<br /> ===ajax does all this===<br /> *You call an HTML page that includes a javascript page that responds to events by sending some action to PHP on the server which then instantiates a class and calls class methods some of which access a MYSQL database using SQL and then puts the results in a XML container which gets sent back to the browser then gets interpreted into XHTML by an XSL file and gets injected into some location in the page. <br /> ===breaking it down===<br /> ====to check what's going on at the server====<br /> Send some stuff: http://pathboston.com/vocab/grid2/test/test.php?action=CHANGE_SOURCE&amp;source=NFLhistory and get the XML back.<br /> ====to check the XSL====<br /> Create a file of the XML that will be coming back from the server and then include an XSL file and see how it does.<br /> ====simple bang bang browser to server to browser to server to browser====<br /> Call for data. Select from that data to query <br /> <br /> ====getting around a XSL page using javascript====<br /> :ex: You want to update a database based upon what is in some text fields. How do you find the name/value pairs that you want to send to the server? The construct document.forms.grid_form_id has some elements? What are its elements?<br /> <br /> === a complex example form the AJAX boook=== <br /> index.html includes grid.js which replaces the &lt;div id=&quot;gridDiv&quot; /&gt; portion of the html page. (also loads the grid.css)<br /> <br /> grid.js initializes creating a xmlhttp request object loading a XSL stylesheet and page1 of the grid<br /> <br /> FEED_GRID_PAGE<br /> To create page 1 of the grid has to create a URL query = grid.php?action=FEED_GRID_PAGE&amp;page=1 and then send that query to the server by opening the request object with the query - xmlHttp.open(&quot;GET&quot;, query, true);<br /> <br /> The script running in the browser acts once the data comes back from the server. When the readyState property changes to 4, the xmlhttp.onreadystatechange handleGridPageLoad() function will be executed. It gets the data sent back from a server using the xmlhttp.responseText property to get the xml data. The (previosly loaded) xsl stylesheet loads the XML putting it in xmlResponse=stylesheetDoc.load(xmlHttp.responseXML) <br /> <br /> The XML is transformed to HTML and put in page = xsltProcessor.transformToFragment(xmlResponse, document);<br /> <br /> Meanwhile to replace the gridDiv from the index.html page we've got to get the ID and put the html in there:<br /> <br /> var gridDiv = document.getElementById(gridDivId);<br /> gridDiv.innerHTML = &quot;&quot;;<br /> gridDiv.appendChild(page);<br /> <br /> <br /> meanwhile at the server...<br /> <br /> The server just sits there waiting to do shit getting its instructions to grid.php. Grid.php takes some 'action' and then echos shit back to the browser.<br /> <br /> The actions can be FEED_GRID_PAGE or UPDATE_ROW or DELETE_ROW. <br /> <br /> FEED_GRID_PAGE calls the grid-class function read page and it creates the key-value pairs of the XML and puts them in in a variable that comes back as getGridXML() <br /> <br /> The whole show runs out of the grid.xsl file which has certain live buttons that respond to &quot;on click&quot; events. The xsl has a menu template sitting on top of and below a table. The table has heading then a foreach row section. <br /> <br /> The loadGridPage() function is whenever you hit previous page and next page.<br /> <br /> EditID() is called when you click on a particular row's &quot;edit&quot; link. The first parameter is some unique ID which seems to be assigned for the &quot;tr&quot; element right after foreeach statement. It is set equal to the database ID value for the record. The function on the first time through has edit as &quot;true&quot; and it replaces the inner html with input boxes and update,cancel and delete buttons. The Cancel button calls editID again this time has edit as false and just displays the row data. <br /> <br /> The update button appears when the input boxes are drawn and when clicked it calls the updateRow() which puts together a url query ?action=UPDATE_ROW&amp;id=&quot; + id completing it with createUpdateUrl(grid). <br /> <br /> In createUpdateUrl(grid), grid is from document.forms.grid_form_id and document.forms.grid_form_id.elements[i].name and value pairs are added to the url query. <br /> <br /> Update row finishes by sending off the query to grid.php and waits for the reply. It uses:<br /> xmlHttp.open(&quot;GET&quot;, query, true);<br /> xmlHttp.onreadystatechange = handleUpdatingRow;<br /> xmlHttp.send(null);<br /> <br /> I suppose you could edit any record in the database just by sending it something like: <br /> http://pathboston.cpm/vocab/grid2/grid.php?action=UPDATE_ROW&amp;id=224&amp;word=covert&amp;def=sneaky&amp;usage=you_are_covert<br /> <br /> All the server (grid.php) sends back is a number, if it is -1 everything is cool and edit mode is turned off and the screen is redrawn with new values by calling editID(id,false).<br /> <br /> <br /> &lt;source lang=&quot;php&quot;&gt;<br /> &lt;!DOCTYPE html PUBLIC &quot;-//W3C//DTD XHTML 1.0 Transitional//EN&quot; <br /> &quot;http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd&quot;&gt;<br /> &lt;html&gt;<br /> &lt;head&gt;<br /> &lt;title&gt;AJAX Grid&lt;/title&gt;<br /> &lt;script type=&quot;text/javascript&quot; src=&quot;test.js&quot;&gt;&lt;/script&gt; <br /> &lt;/head&gt; <br /> &lt;body onload=&quot;init();&quot;&gt;<br /> &lt;a href=&quot;javascript:sndReq('bar')&quot;&gt;[bar]&lt;/a&gt;<br /> &lt;a href=&quot;javascript:getList()&quot;&gt;[foo]&lt;/a&gt;<br /> &lt;a href=&quot;javascript:loadGridPage(1)&quot;&gt;[ant]&lt;/a&gt;<br /> &lt;p&gt;This is a version using msqli and adding an OOclass to handle wuff&lt;/p&gt;<br /> &lt;div id=&quot;listDiv&quot;&gt;frog &lt;/div&gt;<br /> &lt;/br&gt;<br /> &lt;div id=&quot;test2Div&quot;&gt;duck &lt;/div&gt;<br /> &lt;/br&gt;<br /> &lt;div id=&quot;gridDiv&quot;&gt;antelope &lt;/div&gt;<br /> &lt;/body&gt;<br /> &lt;/html&gt;<br /> &lt;/source&gt;<br /> [http://xmlzoo.net/xsl/?xml=00.xml XSL tutorial]<br /> <br /> http://www.smallbizonline.co.uk/php_session_variables.php<br /> <br /> http://roshanbh.com.np <br /> <br /> http://rajshekhar.net/blog/archives/85-Rasmus-30-second-AJAX-Tutorial.html<br /> <br /> ==xml and db==<br /> http://www.rpbourret.com/xml/XMLAndDatabases.htm<br /> <br /> What techniques have you tried already? With java, there are 2 main ways of reading XML documents:<br /> <br /> 1. DOM - Document Object Model interface. This loads the XML document into main memory. With the Document Object Model, you can build documents, navigate their structure, and add, modify, or delete elements and content. Basically the DOM specifies an abstract datatype for XML logical structure. In Java the API for this is known as JAXP<br /> <br /> http://java.sun.com/j2se/1.5.0/docs/...e-summary.html<br /> <br /> An example of reading in a doc could be:<br /> <br /> Expand|Select|Wrap|Line Numbers<br /> <br /> 1. public void readDoc() {<br /> 2. try {<br /> 3. <br /> 4. DocumentBuilderFactory factory = DocumentBuilderFactory.newInstance();<br /> 5. DocumentBuilder builder = factory.newDocumentBuilder();<br /> 6. doc = builder.parse( new File(&quot;myXMLFile.xml&quot;) );<br /> 7. <br /> 8. }<br /> 9. catch (FactoryConfigurationError fce){<br /> 10. System.err.println(&quot;Could not create DocumentBuilderFactory&quot;);<br /> 11. }<br /> 12. catch (ParserConfigurationException pce) { <br /> 13. System.out.println(&quot;Could not locate a JAXP parser&quot;); <br /> 14. }<br /> 15. catch (SAXException se) {<br /> 16. System.out.println(&quot;XML file is not well-formed.&quot;);<br /> 17. }<br /> 18. catch (IOException ioe) { <br /> 19. System.out.println(<br /> 20. &quot;Due to an IOException, the parser could not read the XML file&quot;<br /> 21. ); <br /> 22. }<br /> 23. }<br /> 24. <br /> <br /> doc is the object which holds the xml document in.<br /> <br /> obviously you'd need to import all relevant packages etc.<br /> <br /> Expand|Select|Wrap|Line Numbers<br /> <br /> 1. <br /> 2. import javax.xml.parsers.DocumentBuilder;<br /> 3. import javax.xml.parsers.DocumentBuilderFactory;<br /> 4. import javax.xml.parsers.FactoryConfigurationError;<br /> 5. import javax.xml.parsers.ParserConfigurationException;<br /> 6. <br /> 7. import org.xml.sax.SAXException;<br /> 8. import org.xml.sax.SAXParseException;<br /> 9. <br /> 10. import java.io.File;<br /> 11. import java.io.IOException;<br /> 12. <br /> 13. import org.w3c.dom.*;<br /> 14. <br /> 15. <br /> <br /> 2. The second way in java is to use the SAXP API, which doesn't load the XML file into memory. This is quicker than JAXP, and is useful when you know the structure of the xml file isn't going to change etc.<br /> <br /> http://java.sun.com/j2se/1.5.0/docs/...SAXParser.html<br /> <br /> Finally, to send it to mySQL, you need to open a connection String to the mySQL database, and then run whatever queries you want. You can use a system ODBC driver, or Sun's own JDBC driver if you haven't got the first one.<br /> <br /> This isn't comprehensive, but should give you enough to start.....<br /> <br /> mharrison<br /> Reply<br /> <br /> ==xp pro==<br /> CD KEY:<br /> <br /> V2C47-MK7JD-3R89F-D2KXW-VPK3J<br /> <br /> ==[[firefox extensions]]==<br /> /Applications/Firefox.app/Contents/MacOS/firefox-bin --profilemanager<br /> <br /> /Applications/Firefox.app/Contents/MacOS/firefox-bin -no-remote -P dev &amp;<br /> <br /> <br /> http://lifehacker.com/software/programming/how-to-build-a-firefox-extension-264490.php<br /> <br /> ==unix==<br /> ===php===<br /> [http://www.php-editors.com/articles/simple_php_classes.php good class tutorial]<br /> <br /> http://www.weberdev.com/Manuals/PHP/function.get-meta-tags.html<br /> <br /> authentication script http://sitebuilt.net/w/index.php?title=Comp&amp;action=edit&amp;section=9<br /> <br /> ===perl===<br /> *[http://download.boulder.ibm.com/ibmdl/pub/software/dw/library/l-p102/tomc.txt one liners]<br /> *http://www.somacon.com/p127.php<br /> ====handy code====<br /> =====remove blank lines from file=====<br /> perl -wnl -e 'print $_ unless /^$/' infile.txt &gt;outfile.txt <br /> <br /> ===sed awk===<br /> *[https://www.cs.hmc.edu/twiki/bin/view/QREF/Sed SED tutorial]<br /> *http://tech.bluesmoon.info/2008/09/programming-patterns-in-sed.html<br /> *http://www.vectorsite.net/tsawk_2.html<br /> ==regex==<br /> ===sites===<br /> *http://www.grymoire.com/Unix/Regular.html#uh-2<br /> *http://www.regular-expressions.info/php.html<br /> ===expressions===<br /> If you want to get'Aloha World'out<br /> <br /> Input:<br /> <br /> &lt;div class=&quot;test&quot;&gt;Hello World&lt;/div&gt;<br /> &lt;div class=&quot;somename&quot;&gt;Aloha World&lt;/div&gt;<br /> &lt;div&gt;Hey There&lt;/div&gt;<br /> <br /> RegEx:<br /> <br /> &lt;pre&gt; \&lt;div\sclass\=\&quot;somename\&quot;\&gt;(?&lt;Text&gt;.*?)\&lt;\/div\&gt;&lt;/pre&gt;<br /> <br /> Yields:<br /> <br /> Aloha World (note: In a single group named Text)<br /> <br /> <br /> <br /> *[1-9]\. //finds all the line numbers. (replace with #)<br /> *[A-E]\. //find A. etc (replace with ##)<br /> <br /> <br /> to clean special characters from a string<br /> $clean = preg_replace(&quot;/^[^a-z0-9]?(.*?)[^a-z0-9]?$/i&quot;, &quot;$1&quot;, $text);<br /> <br /> ==mycode==<br /> ===file:///Users/teacher/code/===<br /> *[[parsemeta.php]]<br /> *[[txt2flp.pl]]<br /> *[[parsephr.php]]<br /> <br /> ==msaccess/excel==<br /> http://support.microsoft.com/?kbid=208840<br /> <br /> http://www.thescripts.com/forum/thread546932.html<br /> <br /> http://www.blueclaw-db.com/mail_rtf_report_access.htm &lt;br&gt;http://forums.aspfree.com/microsoft-access-help-18/ms-access-email-report-19094.html&lt;br&gt;emailing reports<br /> <br /> http://support.microsoft.com/kb/319317 printing to particular printer<br /> <br /> http://www.vertex42.com/ExcelArticles/user-defined-functions.html<br /> <br /> http://www.contextures.com/xlToolbar02.html<br /> <br /> http://www.ozgrid.com/VBA/sum-count-cells-by-color.htm<br /> <br /> http://www.techonthenet.com/excel/formulas/index_vba.php<br /> <br /> <br /> ====online tools====<br /> <br /> http://www.sitebuilt.net/moodle/course/view.php?id=2&amp;edit=1&amp;sesskey=zsCDYluKen<br /> http://www.sitebuilt.net/moodle/course/mod.php?id=2&amp;section=0&amp;sesskey=zsCDYluKen&amp;add=quiz<br /> <br /> Ari's phone: 011 237 529-4438<br /> calling card:<br /> <br /> *18008872991<br /> *617<br /> <br /> =[[installedMACtools]]=<br /> <br /> ==pic==<br /> http://www.rentron.com/Myke3.htm<br /> <br /> http://www.play-hookey.com/digital/jk_nand_flip-flop.html<br /> <br /> http://www.digital-diy.net/16F%20Examples/LM35DZ.aspx<br /> <br /> [http://www.opencircuits.com/Main_Page open source circuits wiki]<br /> <br /> [http://www.sparkfun.com/commerce/tutorials.php sparkfun hobby shop]<br /> <br /> [http://www.batchpcb.com/index.php/Home batchpcb.com pcb fabrication]<br /> <br /> [http://www.avrfreaks.net/index.php?module=Freaks%20Devices&amp;func=displayDev&amp;objectid=78 AVR is alternative to PIC]<br /> <br /> [http://www.sparkfun.com/commerce/tutorial_info.php?tutorials_id=57 a good tutorial on embedded systems]<br /> :Google any of these for more info. I have chosen the ATmega168 as the learning IC of choice. Why?<br /> <br /> * 20 MIPs (million instructions per second!) is powerful enough to do some really cool projects<br /> * It's cheap! $2.13 currently<br /> * It's got all the goodies under the hood (UART, SPI, I2C, ADC, internal osc, PWM, kitchen sink, etc)<br /> * 16K of program memory is enough for almost any beginner project<br /> * The tools are free! (C compilers for many of the other micros cost a lot of money)<br /> * The programming and debugging tools are low cost ($20 will get you started)<br /> <br /> [http://www.evilmadscientist.com/article.php/avrtargetboards evil mad scientist on AVR programming]<br /> <br /> ==isp==<br /> host<br /> 206.71.150.94<br /> <br /> http://www.networksolutions.com/whois/index.jsp<br /> <br /> http://www.namecheap.com/myaccount/index.asp mckennatim nanj<br /> <br /> https://thenynocportal.com/clientarea.php<br /> <br /> ==text a photo to picasa==<br /> text it to your and then forward it without the tmobile gifs then forward it to mckenna.tim.upload@picasaweb.com<br /> <br /> ==making transparent in gimp==<br /> 1. open image<br /> <br /> 2. Right click the image and go to LAYERS then ADD ALPHA CHANNEL. You won't notice anything happening, but don't be concerned. It basically adds a transparent layer at the bottom of your image so when we erase the colors.....it's shows the transparent layer. Which of course would show whatever was under it on the screen.<br /> <br /> 3. Right click on the image again and go to SELECT and then down to BY COLOR. A window that is all black opens up. Don't change any of the settings....just use the defaults for now.<br /> <br /> 4. Now click on the color in the image you want to be transparent. These colors will now show up outlined.<br /> <br /> 5. Right click on the image again and go to EDIT and then down to CLEAR. This should now erase the outlined color you just picked from the image and the &quot;transparent gimp checkerbox&quot; should show through. This is the Gimps way of showing you that section is now transparent.<br /> <br /> 6. Right click on the image and choose SAVE AS and make sure to save as a GIF file if you want the transparency to work on the web.<br /> <br /> ==embedding video==<br /> 1. find the file Sanitizer.php in the folder /includes of your mediawiki installation<br /> 2. find the function removeHTMLtags in that file. below that you’ll find a list of whitelisted HTML tags. add the tag embed to the list.<br /> 3. find the function setupAttributeWhitelist in the same file. several lines below you will find HTML-attributes being whitelisted for each HTML tag. so you add a new line (maybe below the line that defines span):<br /> ‘embed’ =&gt; array( ’style’, ‘id’, ‘type’, ’src’, ‘width’, ‘height’ ),<br /> <br /> take care to replace the typographic ‘-quotes by straight ones when doing copy&amp;paste. (wordpress converts the quotes on this blog, so you need to convert them back.)<br /> <br /> you’re done. now you can copy the HTML-code provided by google or youtube into your wiki textbox and it’ll work. (make sure to make backups and document so you know what you’ve changed. when upgrading you’ll have to repeat the process. no warranties for possibile security leaks resulting from the hack.)<br /> <br /> update april 2007: i just tested, this hack also works with mediawiki 1.9.2, just that you need to add embed to $htmlpairs. (note: in case the embed-code you want to use has the format &lt;embed /&gt; you now have to convert it to &lt;embed&gt; &lt;/embed&gt; before posting it to your wiki.) i also would recommend to paste the last line of code near br instead of span (the file has got rearranged a bit).<br /> ==mediawiki memory problem==<br /> php.ini is in public_html, it has to be copied into everywhere that uses php<br /> left ini_set commented out in localsettins.php<br /> .htaccess php_mem ... didn't work<br /> ==mediawiki upgrade==<br /> http://www.g-loaded.eu/2006/09/05/mediawiki-upgrade-procedure/<br /> easy way: <br /> *goto maintainance directory and run php dumpBackup.php --current&gt; dumfile.xml <br /> *on new site install wiki, put dumpfile.xml on its maintenance dir run php importDump.php dumfile.xml<br /> <br /> ==mediawiki css==<br /> *sitewide changes go in Mediawiki:Monobook.css<br /> *user changes go in User:MrMcKenna/monobook.css<br /> ==lynx==<br /> ==[[Moving_from_shared_to_VPS]]==</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Technology&diff=3861 2010-01-23T20:14:49Z

<p>71.234.133.230: /* web development using ajax */</p> <hr /> <div>==log==<br /> ====todo====<br /> 1/18/10<br /> *set up test dir http://localhost:8888/test/waffle.xml<br /> *adjusted nested match=&quot;/&quot; to work http://localhost:8888/vocab/grid2/test/test4/change.xml<br /> 12/31/09<br /> *MAMP now points to code/hosted. updateRow() from javascript sentds a good query string but test.php doesn't know what to do with it. After that is implemented the next thing would be the paging part. <br /> *You can debug the socument.elements selectors used by javascript by making [http://localhost:8888/vocab/grid2/test/test4/generatedSource.html# a copy of generated source code that uses alert to test by including gstest.js]<br /> <br /> <br /> *create an editable grid with multiple records<br /> **then make it selectable for certain words or submitters<br /> <br /> *output select words into an: <br /> **eggquiz<br /> **quizlet<br /> **wikipage<br /> <br /> *autocomp word entry <br /> <br /> there is a book on Ajax in pdf in code<br /> <br /> ;autocompl: have put up autocompl for voacab database in http://pathboston.com/vocab/autocomp<br /> <br /> ;grid: http://pathboston.com/vocab/grid/ has code to get from vocab xml file to web To see the data generated by the server, make a simple call to http://pathboston.com/vocab/grid/grid.php?action=FEED_GRID_PAGE&amp;page=1<br /> <br /> <br /> =====quizlet export -&gt; csv2sql -&gt;mysql=====<br /> http://pathboston.com/ajax/csv2sql.php runs the conversion which gets uploaded through phpmyadmin<br /> <br /> =====visualthesaurus vocgrabber to db=====<br /> 11/19 - vocab from vocabgrabber a javascript that you run with an article open in the browser that you want to grab then you select the words you want and save the list. <br /> <br /> javascript:var%20_vgurl='http://www.visualthesaurus.com';%20var%20s=document.createElement('script');s.src=_vgurl+'/vocabgrabber/bookmarklet.js';document.getElementsByTagName('head')[0].appendChild(s);%20void(0);<br /> <br /> http://pathboston.com/vocab/grab/vocabgrab.html goes to the visualthesuarus list page and parses the word and usage into arrays, looks up the definition<br /> <br /> ==mediawiki==<br /> http://www.linux.com/archive/feature/54334<br /> ==tesseract-ocr==<br /> ===to OCR an image===<br /> #open ~/Applications/ControlCenter.sh, use custom scan toBWtiff<br /> #get it on screen (big) and 'file/grab' it or take a snapshot of it<br /> #saveas 'j' nocompress, noalpha, TIFF<br /> #open a terminal and run ocrjtif (it is in $PATH in /opt/sbin) and then copy and paste the ocr'd text from the terminal window.<br /> <br /> ==quiz authoring environments==<br /> http://escholarship.bc.edu/jtla/vol4/6/<br /> <br /> http://www.attotron.com/pub/quizmaker.html<br /> <br /> http://www.tecnick.com/public/code/cp_dpage.php?aiocp_dp=tcexam_description<br /> <br /> http://www.bridgewater.edu/~rbowman/JSQuizMaker/makeselftest-questions.html<br /> <br /> http://www.extropia.com/<br /> ==vocab==<br /> http://wise.sourceforge.net/<br /> http://xdxf.revdanica.com/down/index.php<br /> <br /> ==web development==<br /> ===vocab grid===<br /> ====actual function====<br /> ;init by creating a drop down box: return an array of article names -get articles.php<br /> ;on submit send source choice to server: return a page of data<br /> ====development version====<br /> ;init by creating a drop down box: return an array of article names -get articles.php<br /> ;on submit send source choice to server: return a message<br /> <br /> <br /> http://www.w3schools.com/sitemap/sitemap_tutorials.asp<br /> <br /> http://www.tonymarston.net/php-mysql/sample-application.html<br /> <br /> http://www.w3schools.com/PHP/php_ajax_database.asp<br /> <br /> [http://pathboston.com/ajax/csv2sql.php csv2sql converter on pathboston.com]<br /> <br /> http://style-sheet.info/<br /> <br /> http://www.computorcompanion.com/LPMArticle.asp?ID=202<br /> <br /> ==javascript==<br /> http://www.daaq.net/old/javascript/ javascript tutorial<br /> <br /> http://www.javascript-coder.com/javascript-form/javascript-get-form.htm<br /> <br /> ==css==<br /> http://css.maxdesign.com.au/index.htm<br /> =web development using ajax=<br /> ==[http://docstore.mik.ua/orelly/xml/xslt/index.htm Oreilly XSLT book]==<br /> ==_SESSION variables==<br /> The problem with having stuff happen on the server is that it always forgets what is going on from moment to moment. The server waits for a request, it could be from anywhere in the world. It doesn't know you from a whole in the wall. The only thing you can do to be remembered is stick stuff in _SESSION variables. <br /> ==ajax==<br /> Asynchronous Javascript and XML(XSL) is a way to update just the part of a html page that changes instead of redrawing the whole page. AJAX combines languages like html, javascript, php, sql, xml and xsl. <br /> ===historically===<br /> There are a number of mechanisms used to combine them.<br /> <br /> *You call an HTML page and it displays<br /> *You call an PHP page and it displays<br /> *You call an HTML page and it calls a PHP page which gets combined and displays<br /> *You call an HTML or PHP page and it calls a javascript page which gets combined and displays<br /> ===ajax does all this===<br /> *You call an HTML page that includes a javascript page that responds to events by sending some action to PHP on the server which then instantiates a class and calls class methods some of which access a MYSQL database using SQL and then puts the results in a XML container which gets sent back to the browser then gets interpreted into XHTML by an XSL file and gets injected into some location in the page. <br /> ===breaking it down===<br /> ====to check what's going on at the server====<br /> Send some stuff: http://pathboston.com/vocab/grid2/test/test.php?action=CHANGE_SOURCE&amp;source=NFLhistory and get the XML back.<br /> ====to check the XSL====<br /> Create a file of the XML that will be coming back from the server and then include an XSL file and see how it does.<br /> ====simple bang bang browser to server to browser to server to browser====<br /> Call for data. Select from that data to query <br /> <br /> ====getting around a XSL page using javascript====<br /> :ex: You want to update a database based upon what is in some text fields. How do you find the name/value pairs that you want to send to the server? The construct document.forms.grid_form_id has some elements? What are its elements?<br /> <br /> === a complex example form the AJAX boook=== <br /> index.html includes grid.js which replaces the &lt;div id=&quot;gridDiv&quot; /&gt; portion of the html page. (also loads the grid.css)<br /> <br /> grid.js initializes creating a xmlhttp request object loading a XSL stylesheet and page1 of the grid<br /> <br /> FEED_GRID_PAGE<br /> To create page 1 of the grid has to create a URL query = grid.php?action=FEED_GRID_PAGE&amp;page=1 and then send that query to the server by opening the request object with the query - xmlHttp.open(&quot;GET&quot;, query, true);<br /> <br /> The script running in the browser acts once the data comes back from the server. When the readyState property changes to 4, the xmlhttp.onreadystatechange handleGridPageLoad() function will be executed. It gets the data sent back from a server using the xmlhttp.responseText property to get the xml data. The (previosly loaded) xsl stylesheet loads the XML putting it in xmlResponse=stylesheetDoc.load(xmlHttp.responseXML) <br /> <br /> The XML is transformed to HTML and put in page = xsltProcessor.transformToFragment(xmlResponse, document);<br /> <br /> Meanwhile to replace the gridDiv from the index.html page we've got to get the ID and put the html in there:<br /> <br /> var gridDiv = document.getElementById(gridDivId);<br /> gridDiv.innerHTML = &quot;&quot;;<br /> gridDiv.appendChild(page);<br /> <br /> <br /> meanwhile at the server...<br /> <br /> The server just sits there waiting to do shit getting its instructions to grid.php. Grid.php takes some 'action' and then echos shit back to the browser.<br /> <br /> The actions can be FEED_GRID_PAGE or UPDATE_ROW or DELETE_ROW. <br /> <br /> FEED_GRID_PAGE calls the grid-class function read page and it creates the key-value pairs of the XML and puts them in in a variable that comes back as getGridXML() <br /> <br /> The whole show runs out of the grid.xsl file which has certain live buttons that respond to &quot;on click&quot; events. The xsl has a menu template sitting on top of and below a table. The table has heading then a foreach row section. <br /> <br /> The loadGridPage() function is whenever you hit previous page and next page.<br /> <br /> EditID() is called when you click on a particular row's &quot;edit&quot; link. The first parameter is some unique ID which seems to be assigned for the &quot;tr&quot; element right after foreeach statement. It is set equal to the database ID value for the record. The function on the first time through has edit as &quot;true&quot; and it replaces the inner html with input boxes and update,cancel and delete buttons. The Cancel button calls editID again this time has edit as false and just displays the row data. <br /> <br /> The update button appears when the input boxes are drawn and when clicked it calls the updateRow() which puts together a url query ?action=UPDATE_ROW&amp;id=&quot; + id completing it with createUpdateUrl(grid). <br /> <br /> In createUpdateUrl(grid), grid is from document.forms.grid_form_id and document.forms.grid_form_id.elements[i].name and value pairs are added to the url query. <br /> <br /> Update row finishes by sending off the query to grid.php and waits for the reply. It uses:<br /> xmlHttp.open(&quot;GET&quot;, query, true);<br /> xmlHttp.onreadystatechange = handleUpdatingRow;<br /> xmlHttp.send(null);<br /> <br /> I suppose you could edit any record in the database just by sending it something like: <br /> http://pathboston.cpm/vocab/grid2/grid.php?action=UPDATE_ROW&amp;id=224&amp;word=covert&amp;def=sneaky&amp;usage=you_are_covert<br /> <br /> All the server (grid.php) sends back is a number, if it is -1 everything is cool and edit mode is turned off and the screen is redrawn with new values by calling editID(id,false).<br /> <br /> <br /> &lt;source lang=&quot;php&quot;&gt;<br /> &lt;!DOCTYPE html PUBLIC &quot;-//W3C//DTD XHTML 1.0 Transitional//EN&quot; <br /> &quot;http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd&quot;&gt;<br /> &lt;html&gt;<br /> &lt;head&gt;<br /> &lt;title&gt;AJAX Grid&lt;/title&gt;<br /> &lt;script type=&quot;text/javascript&quot; src=&quot;test.js&quot;&gt;&lt;/script&gt; <br /> &lt;/head&gt; <br /> &lt;body onload=&quot;init();&quot;&gt;<br /> &lt;a href=&quot;javascript:sndReq('bar')&quot;&gt;[bar]&lt;/a&gt;<br /> &lt;a href=&quot;javascript:getList()&quot;&gt;[foo]&lt;/a&gt;<br /> &lt;a href=&quot;javascript:loadGridPage(1)&quot;&gt;[ant]&lt;/a&gt;<br /> &lt;p&gt;This is a version using msqli and adding an OOclass to handle wuff&lt;/p&gt;<br /> &lt;div id=&quot;listDiv&quot;&gt;frog &lt;/div&gt;<br /> &lt;/br&gt;<br /> &lt;div id=&quot;test2Div&quot;&gt;duck &lt;/div&gt;<br /> &lt;/br&gt;<br /> &lt;div id=&quot;gridDiv&quot;&gt;antelope &lt;/div&gt;<br /> &lt;/body&gt;<br /> &lt;/html&gt;<br /> &lt;/source&gt;<br /> [http://xmlzoo.net/xsl/?xml=00.xml XSL tutorial]<br /> <br /> http://www.smallbizonline.co.uk/php_session_variables.php<br /> <br /> http://roshanbh.com.np <br /> <br /> http://rajshekhar.net/blog/archives/85-Rasmus-30-second-AJAX-Tutorial.html<br /> <br /> ==xml and db==<br /> http://www.rpbourret.com/xml/XMLAndDatabases.htm<br /> <br /> What techniques have you tried already? With java, there are 2 main ways of reading XML documents:<br /> <br /> 1. DOM - Document Object Model interface. This loads the XML document into main memory. With the Document Object Model, you can build documents, navigate their structure, and add, modify, or delete elements and content. Basically the DOM specifies an abstract datatype for XML logical structure. In Java the API for this is known as JAXP<br /> <br /> http://java.sun.com/j2se/1.5.0/docs/...e-summary.html<br /> <br /> An example of reading in a doc could be:<br /> <br /> Expand|Select|Wrap|Line Numbers<br /> <br /> 1. public void readDoc() {<br /> 2. try {<br /> 3. <br /> 4. DocumentBuilderFactory factory = DocumentBuilderFactory.newInstance();<br /> 5. DocumentBuilder builder = factory.newDocumentBuilder();<br /> 6. doc = builder.parse( new File(&quot;myXMLFile.xml&quot;) );<br /> 7. <br /> 8. }<br /> 9. catch (FactoryConfigurationError fce){<br /> 10. System.err.println(&quot;Could not create DocumentBuilderFactory&quot;);<br /> 11. }<br /> 12. catch (ParserConfigurationException pce) { <br /> 13. System.out.println(&quot;Could not locate a JAXP parser&quot;); <br /> 14. }<br /> 15. catch (SAXException se) {<br /> 16. System.out.println(&quot;XML file is not well-formed.&quot;);<br /> 17. }<br /> 18. catch (IOException ioe) { <br /> 19. System.out.println(<br /> 20. &quot;Due to an IOException, the parser could not read the XML file&quot;<br /> 21. ); <br /> 22. }<br /> 23. }<br /> 24. <br /> <br /> doc is the object which holds the xml document in.<br /> <br /> obviously you'd need to import all relevant packages etc.<br /> <br /> Expand|Select|Wrap|Line Numbers<br /> <br /> 1. <br /> 2. import javax.xml.parsers.DocumentBuilder;<br /> 3. import javax.xml.parsers.DocumentBuilderFactory;<br /> 4. import javax.xml.parsers.FactoryConfigurationError;<br /> 5. import javax.xml.parsers.ParserConfigurationException;<br /> 6. <br /> 7. import org.xml.sax.SAXException;<br /> 8. import org.xml.sax.SAXParseException;<br /> 9. <br /> 10. import java.io.File;<br /> 11. import java.io.IOException;<br /> 12. <br /> 13. import org.w3c.dom.*;<br /> 14. <br /> 15. <br /> <br /> 2. The second way in java is to use the SAXP API, which doesn't load the XML file into memory. This is quicker than JAXP, and is useful when you know the structure of the xml file isn't going to change etc.<br /> <br /> http://java.sun.com/j2se/1.5.0/docs/...SAXParser.html<br /> <br /> Finally, to send it to mySQL, you need to open a connection String to the mySQL database, and then run whatever queries you want. You can use a system ODBC driver, or Sun's own JDBC driver if you haven't got the first one.<br /> <br /> This isn't comprehensive, but should give you enough to start.....<br /> <br /> mharrison<br /> Reply<br /> <br /> ==xp pro==<br /> CD KEY:<br /> <br /> V2C47-MK7JD-3R89F-D2KXW-VPK3J<br /> <br /> ==[[firefox extensions]]==<br /> /Applications/Firefox.app/Contents/MacOS/firefox-bin --profilemanager<br /> <br /> /Applications/Firefox.app/Contents/MacOS/firefox-bin -no-remote -P dev &amp;<br /> <br /> <br /> http://lifehacker.com/software/programming/how-to-build-a-firefox-extension-264490.php<br /> <br /> ==unix==<br /> ===php===<br /> [http://www.php-editors.com/articles/simple_php_classes.php good class tutorial]<br /> <br /> http://www.weberdev.com/Manuals/PHP/function.get-meta-tags.html<br /> <br /> authentication script http://sitebuilt.net/w/index.php?title=Comp&amp;action=edit&amp;section=9<br /> <br /> ===perl===<br /> *[http://download.boulder.ibm.com/ibmdl/pub/software/dw/library/l-p102/tomc.txt one liners]<br /> *http://www.somacon.com/p127.php<br /> ====handy code====<br /> =====remove blank lines from file=====<br /> perl -wnl -e 'print $_ unless /^$/' infile.txt &gt;outfile.txt <br /> <br /> ===sed awk===<br /> *[https://www.cs.hmc.edu/twiki/bin/view/QREF/Sed SED tutorial]<br /> *http://tech.bluesmoon.info/2008/09/programming-patterns-in-sed.html<br /> *http://www.vectorsite.net/tsawk_2.html<br /> ==regex==<br /> ===sites===<br /> *http://www.grymoire.com/Unix/Regular.html#uh-2<br /> *http://www.regular-expressions.info/php.html<br /> ===expressions===<br /> If you want to get'Aloha World'out<br /> <br /> Input:<br /> <br /> &lt;div class=&quot;test&quot;&gt;Hello World&lt;/div&gt;<br /> &lt;div class=&quot;somename&quot;&gt;Aloha World&lt;/div&gt;<br /> &lt;div&gt;Hey There&lt;/div&gt;<br /> <br /> RegEx:<br /> <br /> &lt;pre&gt; \&lt;div\sclass\=\&quot;somename\&quot;\&gt;(?&lt;Text&gt;.*?)\&lt;\/div\&gt;&lt;/pre&gt;<br /> <br /> Yields:<br /> <br /> Aloha World (note: In a single group named Text)<br /> <br /> <br /> <br /> *[1-9]\. //finds all the line numbers. (replace with #)<br /> *[A-E]\. //find A. etc (replace with ##)<br /> <br /> <br /> to clean special characters from a string<br /> $clean = preg_replace(&quot;/^[^a-z0-9]?(.*?)[^a-z0-9]?$/i&quot;, &quot;$1&quot;, $text);<br /> <br /> ==mycode==<br /> ===file:///Users/teacher/code/===<br /> *[[parsemeta.php]]<br /> *[[txt2flp.pl]]<br /> *[[parsephr.php]]<br /> <br /> ==msaccess/excel==<br /> http://support.microsoft.com/?kbid=208840<br /> <br /> http://www.thescripts.com/forum/thread546932.html<br /> <br /> http://www.blueclaw-db.com/mail_rtf_report_access.htm &lt;br&gt;http://forums.aspfree.com/microsoft-access-help-18/ms-access-email-report-19094.html&lt;br&gt;emailing reports<br /> <br /> http://support.microsoft.com/kb/319317 printing to particular printer<br /> <br /> http://www.vertex42.com/ExcelArticles/user-defined-functions.html<br /> <br /> http://www.contextures.com/xlToolbar02.html<br /> <br /> http://www.ozgrid.com/VBA/sum-count-cells-by-color.htm<br /> <br /> http://www.techonthenet.com/excel/formulas/index_vba.php<br /> <br /> <br /> ====online tools====<br /> <br /> http://www.sitebuilt.net/moodle/course/view.php?id=2&amp;edit=1&amp;sesskey=zsCDYluKen<br /> http://www.sitebuilt.net/moodle/course/mod.php?id=2&amp;section=0&amp;sesskey=zsCDYluKen&amp;add=quiz<br /> <br /> Ari's phone: 011 237 529-4438<br /> calling card:<br /> <br /> *18008872991<br /> *617<br /> <br /> =[[installedMACtools]]=<br /> <br /> ==pic==<br /> http://www.rentron.com/Myke3.htm<br /> <br /> http://www.play-hookey.com/digital/jk_nand_flip-flop.html<br /> <br /> http://www.digital-diy.net/16F%20Examples/LM35DZ.aspx<br /> <br /> [http://www.opencircuits.com/Main_Page open source circuits wiki]<br /> <br /> [http://www.sparkfun.com/commerce/tutorials.php sparkfun hobby shop]<br /> <br /> [http://www.batchpcb.com/index.php/Home batchpcb.com pcb fabrication]<br /> <br /> [http://www.avrfreaks.net/index.php?module=Freaks%20Devices&amp;func=displayDev&amp;objectid=78 AVR is alternative to PIC]<br /> <br /> [http://www.sparkfun.com/commerce/tutorial_info.php?tutorials_id=57 a good tutorial on embedded systems]<br /> :Google any of these for more info. I have chosen the ATmega168 as the learning IC of choice. Why?<br /> <br /> * 20 MIPs (million instructions per second!) is powerful enough to do some really cool projects<br /> * It's cheap! $2.13 currently<br /> * It's got all the goodies under the hood (UART, SPI, I2C, ADC, internal osc, PWM, kitchen sink, etc)<br /> * 16K of program memory is enough for almost any beginner project<br /> * The tools are free! (C compilers for many of the other micros cost a lot of money)<br /> * The programming and debugging tools are low cost ($20 will get you started)<br /> <br /> [http://www.evilmadscientist.com/article.php/avrtargetboards evil mad scientist on AVR programming]<br /> <br /> ==isp==<br /> host<br /> 206.71.150.94<br /> <br /> http://www.networksolutions.com/whois/index.jsp<br /> <br /> http://www.namecheap.com/myaccount/index.asp mckennatim nanj<br /> <br /> https://thenynocportal.com/clientarea.php<br /> <br /> ==text a photo to picasa==<br /> text it to your and then forward it without the tmobile gifs then forward it to mckenna.tim.upload@picasaweb.com<br /> <br /> ==making transparent in gimp==<br /> 1. open image<br /> <br /> 2. Right click the image and go to LAYERS then ADD ALPHA CHANNEL. You won't notice anything happening, but don't be concerned. It basically adds a transparent layer at the bottom of your image so when we erase the colors.....it's shows the transparent layer. Which of course would show whatever was under it on the screen.<br /> <br /> 3. Right click on the image again and go to SELECT and then down to BY COLOR. A window that is all black opens up. Don't change any of the settings....just use the defaults for now.<br /> <br /> 4. Now click on the color in the image you want to be transparent. These colors will now show up outlined.<br /> <br /> 5. Right click on the image again and go to EDIT and then down to CLEAR. This should now erase the outlined color you just picked from the image and the &quot;transparent gimp checkerbox&quot; should show through. This is the Gimps way of showing you that section is now transparent.<br /> <br /> 6. Right click on the image and choose SAVE AS and make sure to save as a GIF file if you want the transparency to work on the web.<br /> <br /> ==embedding video==<br /> 1. find the file Sanitizer.php in the folder /includes of your mediawiki installation<br /> 2. find the function removeHTMLtags in that file. below that you’ll find a list of whitelisted HTML tags. add the tag embed to the list.<br /> 3. find the function setupAttributeWhitelist in the same file. several lines below you will find HTML-attributes being whitelisted for each HTML tag. so you add a new line (maybe below the line that defines span):<br /> ‘embed’ =&gt; array( ’style’, ‘id’, ‘type’, ’src’, ‘width’, ‘height’ ),<br /> <br /> take care to replace the typographic ‘-quotes by straight ones when doing copy&amp;paste. (wordpress converts the quotes on this blog, so you need to convert them back.)<br /> <br /> you’re done. now you can copy the HTML-code provided by google or youtube into your wiki textbox and it’ll work. (make sure to make backups and document so you know what you’ve changed. when upgrading you’ll have to repeat the process. no warranties for possibile security leaks resulting from the hack.)<br /> <br /> update april 2007: i just tested, this hack also works with mediawiki 1.9.2, just that you need to add embed to $htmlpairs. (note: in case the embed-code you want to use has the format &lt;embed /&gt; you now have to convert it to &lt;embed&gt; &lt;/embed&gt; before posting it to your wiki.) i also would recommend to paste the last line of code near br instead of span (the file has got rearranged a bit).<br /> ==mediawiki memory problem==<br /> php.ini is in public_html, it has to be copied into everywhere that uses php<br /> left ini_set commented out in localsettins.php<br /> .htaccess php_mem ... didn't work<br /> ==mediawiki upgrade==<br /> http://www.g-loaded.eu/2006/09/05/mediawiki-upgrade-procedure/<br /> easy way: <br /> *goto maintainance directory and run php dumpBackup.php --current&gt; dumfile.xml <br /> *on new site install wiki, put dumpfile.xml on its maintenance dir run php importDump.php dumfile.xml<br /> <br /> ==mediawiki css==<br /> *sitewide changes go in Mediawiki:Monobook.css<br /> *user changes go in User:MrMcKenna/monobook.css<br /> ==lynx==<br /> ==[[Moving_from_shared_to_VPS]]==</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Feb10&diff=3839 2010-01-23T15:18:38Z

<p>71.234.133.230: /* Luquillo (week rental) */</p> <hr /> <div>===Luquillo (week rental)===<br /> &lt;big&gt;[http://www.luquillorental.com/casita.htm Luquillo Town 'Casita de las Olas']&lt;/big&gt; &lt;s&gt;awaiting confirmation&lt;/s&gt; confirmed by phone 1/22 2:30p $700/wk deposit $140 to <br /> ::Helena Humphrey<br /> ::P.O. Box 1888<br /> ::Luquillo, Puerto Rico (USA) 99773<br /> <br /> http://lh3.ggpht.com/_Kn7Ui27B0yc/S1oUNrbKCPI/AAAAAAAAAkg/vqm8Fml6tXw/s640/OlasLuqmap.jpg<br /> <br /> &lt;s&gt;<br /> :http://www.vrbo.com/267171 http://www.vrbo.com/global/siteFrame.aspx?l=267171&amp;k=1<br /> :http://www.elyunque.com/lasolas.html<br /> :http://www.rainforestsafari.com/camp.htm<br /> :[http://tamarindoestates.com Tamarindo Estates] :7877423343<br /> :http://www.elyunque.com/luquillosunrise.htm 16/17th king ocean or 19/20garden&lt;/s&gt;<br /> <br /> We are sure you will enjoy a day visit to the [http://www.fs.fed.us/r8/caribbean/ El Yunque National Rain Forest] where the views and nature trails will mesmerize you with the splendor of exquisite natural foliage. Make sure you take the trail to the Coca waterfall and wear shorts or a swim trunk so that you can take a plunge in the cool pristine water pond where the river downstream is born; you will never forget this one. The El Faro Lighthouse Museum and adjacent Las Cabezas de San Juan Nature Reserve (bioluminescent mangrove lagoon) and the above water boardwalk and nature trail walk are found a short 15 minutes drive on the scenic road that leads to Las Croabas in the neighboring town of Fajardo where you can take day trips by Ferry to Vieques and Culebra. At the foot of this same road you will find local fishermen selling their catch of the day and some are for hire and will take you out on day excursions to the many little isolated islands including Palomino Island, Cayo Icacos and others.<br /> <br /> ===Culebra===<br /> http://ahoooadventure.com/CulebraMap_lg.jpg<br /> ====[http://www.islaculebra.com/puerto-rico/culebra-ferry-schedule.html ferry schedule]====<br /> Passengers only<br /> Fare is $2.25 one way $4.50 round trip<br /> =====Fajardo-Culebra=====<br /> <br /> :9:00 AM<br /> :3:00 PM<br /> :7:00 PM <br /> =====Culebra-Fajardo=====<br /> <br /> :6:30 AM<br /> :1:00 PM<br /> :5:00 PM<br /> <br /> For reservations call - Culebra (787) 742-3161<br /> Fajardo (787) 863-0705, (787) 863-0852, (787) 860-8618<br /> 800-981-2005 - sometimes they answer and then again, sometimes they do not :)<br /> <br /> All times are given WITHOUT warranty. Last update: 1/2010<br /> ====[http://flamencobeachcampground.com/ Flamenco Camping] 787-742-0700====<br /> Reservations are usually not needed to stay in Flamenco Beach Campground. Just stop by the main office when you arrive on the island and check-in; at this time the front desk staff will assign you a camp site location to pitch your tent. The daily rate to pitch a tent at the campsite is $20, which allows you to accommodate a maximum number of 6 people in your tent. Unfortunately, you may only camp for up to seven (7) consecutives nights. Check-in time starts at 8:00 am and check-out time is at 4:00 pm.<br /> <br /> ====culebra food====<br /> http://www.juanitabananas.com/ourmenu.html#<br /> ====snorkeling====<br /> :snorkeling Carlos Rosario 20 minutes past Flamenco, trail starts at gate located along parking lot fence<br /> ====boat rental====<br /> :culebra boat rental 142 Escudera 7877423559 8662100709<br /> ===near San Juan===<br /> ====pinones====<br /> :26 to 187 left after bridge<br /> :Pulpo loco bikes $20/day<br /> <br /> ===good surf in PR===<br /> :Aviones, Chatarra and Tacones - in Pinones<br /> :La Pareda ocho bus stop 8<br /> <br /> ===flight info===<br /> http://mail.google.com/mail/?view=cm&amp;fs=1&amp;to=michelle.feliz%40umb.edu&amp;shva=1#inbox/126158514f848f54<br /> <br /> &lt;pre&gt; <br /> Passenger(s): TIMOTHY MCKENNA,<br /> PERI MCKENNA<br /> <br /> JetBlue Airways record locator: TKVSA1<br /> <br /> Ticket type requested: electronic (e-ticket)<br /> Orbitz record locator: AP270101NVPNLY0A<br /> <br /> Airline ticket number(s): Issued by the airline<br /> <br /> <br /> Please note: JetBlue Airways charges an additional fee for checked baggage.The fee is not included in your total trip cost.See details<br /> <br /> Please note: Meal requests are subject to the type of service offered on your flight and cannot be guaranteed by Orbitz or the airline.Special requests should be confirmed directly with the airline 24 hours prior to departure.<br /> <br /> Saturday, February 13, 2010<br /> JetBlue Airways # 731<br /> <br /> Boston Logan International (BOS) to San Juan Luis Munoz Marin Intl (SJU)<br /> Departure (BOS): February 13, 11:59 PM EST (evening)<br /> Arrival (SJU): February 14, 4:54 AM AST (morning)<br /> <br /> This is an overnight flight.<br /> <br /> Class: Economy<br /> <br /> <br /> View the latest airport conditions at: BOS<br /> --------------------------------<br /> <br /> Monday, February 22, 2010<br /> JetBlue Airways # 732<br /> <br /> <br /> San Juan Luis Munoz Marin Intl (SJU) to Boston Logan International (BOS)<br /> Departure (SJU): February 22, 1:56 AM AST (morning)<br /> Arrival (BOS): February 22, 5:00 AM EST (morning)&lt;/pre&gt;<br /> ====car res alamo====<br /> &lt;pre&gt;750120338COUNT<br /> Primary driver:PERI MCKENNA<br /> <br /> :Alamo Rent A Car Full Size<br /> Pick-up Sun, Feb 14, 2010 5:00am San Juan Luis Munoz Marin Intl (SJU) (in terminal)<br /> <br /> :Phone: 787-791-1805 800-327-9633 Hours: Open 24 hours<br /> Drop-off Mon, Feb 22, 2010 12:30am drop-off location same as pick-up location listed above<br /> <br /> Car Information<br /> Trip Name: San Juan 02/14/10<br /> Driver: PERI MCKENNA<br /> <br /> Rental car company: Alamo Rent A Car<br /> Confirmation number: 750120338COUNT<br /> Car type: Full Size Car<br /> Pick-up date: Sun, Feb 14, 2010 5:00 AM AST<br /> Drop-off date: Mon, Feb 22, 2010 12:30 AM AST<br /> Pick-up location:<br /> Alamo Rent A Car<br /> Luis Munos Marin International Airport<br /> San Juan<br /> PR<br /> 00979<br /> Drop-off location: Same as pick up<br /> Weekly rate:$229.80*<br /> Base rate $268.10<br /> Taxes and fees $29.49<br /> CONCESSION RECOUPMENT FEE 11 PCT @ 29.49 USD<br /> Total car rental estimate <br /> $297.59 USD*<br /> Amount paid at reservation $0.00<br /> Minimum rental: 8 days<br /> &lt;/pre&gt;<br /> ====megans hotel====<br /> Hi Tim,<br /> <br /> Here's the info on where we are staying. It is right across from the rain forest. If you contact them, check about the 2 for 1 deal - stay for 2 nights get one for free. And get your room near ours. There is a bakery at the bottom of the hill from the hotel that has a great breakfast.<br /> <br /> <br /> We are arriving in San Juan on Mon. 2/15 at 12:00 and leaving on 2/22 @ 8:45 pm. We rented a car. The hotel is near Luquillo - good beaches and Fajardo. We will leave from Fajardo to go to Culebra for a day.<br /> <br /> Rio Mar Resort and Spa, a Wyndham Grand Resort<br /> <br /> 6000 RIO MAR BLVD<br /> Rio Grande<br /> 00745-6100<br /> <br /> Telephone: 787.888.6000 (questions for this hotel)<br /> <br /> Check in: Mon, Feb 15, 2010<br /> Check out: Mon, Feb 22, 2010<br /> <br /> Room 1: Room Resort View ( 2 Adults , 1 Child)<br /> <br /> <br /> We are happy that you are coming. We'll have a lot of fun. Do you bring snorkeling equip.? We are excited about hiking in the rain forest and observing the wildlife and waterfalls. Also can't wait to snorkel and eat delicious Puerto Rican food.<br /> <br /> Love,<br /> <br /> Meg</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Feb10&diff=3837 2010-01-23T03:09:33Z

<p>71.234.133.230: </p> <hr /> <div>===Luquillo (week rental)===<br /> &lt;big&gt;[http://www.luquillorental.com/casita.htm Luquillo Town 'Casita de las Olas']&lt;/big&gt; &lt;s&gt;awaiting confirmation&lt;/s&gt; confirmed by phone 1/22 2:30p $700/wk deposit $140 to <br /> ::Helena Humphrey<br /> ::P.O. Box 1888<br /> ::Luquillo, Puerto Rico (USA) 99773<br /> <br /> &lt;big&gt;[http://maps.google.com/maps?daddr=6000+Rio+Mar+Boulevard,+p+o+box+2006,+Not+Specified,+San+Juan,+00745-6100,+Puerto+Rico+(Westin+Rio+Mar+Beach+Resort)&amp;geocode=CYnyX-RguQ3QFSGdGAEd2ZwU_CG69WnxAPCjdw&amp;dirflg=&amp;saddr=Cll+Del+Carmen,+Luquillo+00773,+Puerto+Rico&amp;f=d&amp;gl=us&amp;hl=en&amp;sll=18.392484,-65.738668&amp;sspn=0.041375,0.076046&amp;ie=UTF8&amp;ll=18.379126,-65.737638&amp;spn=0.041378,0.076046&amp;t=h&amp;z=14 map to Meg]&lt;/big&gt;<br /> <br /> http://lh3.ggpht.com/_Kn7Ui27B0yc/S1oUNrbKCPI/AAAAAAAAAkg/vqm8Fml6tXw/s640/OlasLuqmap.jpg<br /> <br /> &lt;s&gt;<br /> :http://www.vrbo.com/267171 http://www.vrbo.com/global/siteFrame.aspx?l=267171&amp;k=1<br /> :http://www.elyunque.com/lasolas.html<br /> :http://www.rainforestsafari.com/camp.htm<br /> :[http://tamarindoestates.com Tamarindo Estates] :7877423343<br /> :http://www.elyunque.com/luquillosunrise.htm 16/17th king ocean or 19/20garden&lt;/s&gt;<br /> <br /> ===[http://www.islaculebra.com/puerto-rico/culebra-travel.html Culebra]===<br /> ====[http://www.islaculebra.com/puerto-rico/culebra-ferry-schedule.html ferry schedule]====<br /> Passengers only<br /> Fare is $2.25 one way $4.50 round trip<br /> =====Fajardo-Culebra=====<br /> <br /> :9:00 AM<br /> :3:00 PM<br /> :7:00 PM <br /> =====Culebra-Fajardo=====<br /> <br /> :6:30 AM<br /> :1:00 PM<br /> :5:00 PM<br /> <br /> For reservations call - Culebra (787) 742-3161<br /> Fajardo (787) 863-0705, (787) 863-0852, (787) 860-8618<br /> 800-981-2005 - sometimes they answer and then again, sometimes they do not :)<br /> <br /> All times are given WITHOUT warranty. Last update: 1/2010<br /> ====[http://flamencobeachcampground.com/ Flamenco Camping] 787-742-0700====<br /> Reservations are usually not needed to stay in Flamenco Beach Campground. Just stop by the main office when you arrive on the island and check-in; at this time the front desk staff will assign you a camp site location to pitch your tent. The daily rate to pitch a tent at the campsite is $20, which allows you to accommodate a maximum number of 6 people in your tent. Unfortunately, you may only camp for up to seven (7) consecutives nights. Check-in time starts at 8:00 am and check-out time is at 4:00 pm.<br /> <br /> ====culebra food====<br /> http://www.juanitabananas.com/ourmenu.html#<br /> ====snorkeling====<br /> :snorkeling Carlos Rosario 20 minutes past Flamenco, trail starts at gate located along parking lot fence<br /> :Melones, Carlos Rosario, Punta Soldado, Flamenco to name just a few of really good snorkeling beaches, where the reef is within easy reach of the beach!<br /> :Snorkeling from the beach at Carlos Rosario and the beach around the corner to the left (going toward Tamarindo) was fantastic! You have a 15 minute hike to C.Rosario from the parking lot at Flamenco. At the end of the trail there's a path to the right to Rosario. The path to the left leads to great snorkeling. Right when you see the beach, you'll see a sandy trail in the water straight ahead. Snorkel around to the right - it's amazing. Saw turtle there too. You can also get in from the rocky beach at Melone's, although it requires paying close attention to where the sea urchins are. We also rented a boat from Butch at Culebra Boat Rentals and had a blast! Snorkeling at Melones from the boat was incredible. Saw turtles and spotted eagle rays. Saw dozens upons dozens of different kinds of fish, coral and fans. Very colorful; very diverse. There were high surf advisories almost the entire 12 days we were in Vieques and Culebra so it made snorkeling more challenging and visibility less than perfect. But still incredible! You can easily check out the shark pen area on Flamenco - easy to get in there from the beach. Go all the way down Flamenco past Coconuts and you'll see the old shark pen.<br /> <br /> ====boat rental====<br /> :culebra boat rental 142 Escudera 7877423559 8662100709<br /> ===near San Juan===<br /> ====pinones====<br /> :26 to 187 left after bridge<br /> :Pulpo loco bikes $20/day<br /> <br /> ===good surf in PR===<br /> :Aviones, Chatarra and Tacones - in Pinones<br /> :La Pareda ocho bus stop 8<br /> <br /> ===flight info===<br /> http://mail.google.com/mail/?view=cm&amp;fs=1&amp;to=michelle.feliz%40umb.edu&amp;shva=1#inbox/126158514f848f54<br /> <br /> &lt;pre&gt; <br /> Passenger(s): TIMOTHY MCKENNA,<br /> PERI MCKENNA<br /> <br /> JetBlue Airways record locator: TKVSA1<br /> <br /> Ticket type requested: electronic (e-ticket)<br /> Orbitz record locator: AP270101NVPNLY0A<br /> <br /> Airline ticket number(s): Issued by the airline<br /> <br /> <br /> Please note: JetBlue Airways charges an additional fee for checked baggage.The fee is not included in your total trip cost.See details<br /> <br /> Please note: Meal requests are subject to the type of service offered on your flight and cannot be guaranteed by Orbitz or the airline.Special requests should be confirmed directly with the airline 24 hours prior to departure.<br /> <br /> Saturday, February 13, 2010<br /> JetBlue Airways # 731<br /> <br /> Boston Logan International (BOS) to San Juan Luis Munoz Marin Intl (SJU)<br /> Departure (BOS): February 13, 11:59 PM EST (evening)<br /> Arrival (SJU): February 14, 4:54 AM AST (morning)<br /> <br /> This is an overnight flight.<br /> <br /> Class: Economy<br /> <br /> <br /> View the latest airport conditions at: BOS<br /> --------------------------------<br /> <br /> Monday, February 22, 2010<br /> JetBlue Airways # 732<br /> <br /> <br /> San Juan Luis Munoz Marin Intl (SJU) to Boston Logan International (BOS)<br /> Departure (SJU): February 22, 1:56 AM AST (morning)<br /> Arrival (BOS): February 22, 5:00 AM EST (morning)&lt;/pre&gt;<br /> ====car res alamo====<br /> &lt;pre&gt;750120338COUNT<br /> Primary driver:PERI MCKENNA<br /> <br /> :Alamo Rent A Car Full Size<br /> Pick-up Sun, Feb 14, 2010 5:00am San Juan Luis Munoz Marin Intl (SJU) (in terminal)<br /> <br /> :Phone: 787-791-1805 800-327-9633 Hours: Open 24 hours<br /> Drop-off Mon, Feb 22, 2010 12:30am drop-off location same as pick-up location listed above<br /> <br /> Car Information<br /> Trip Name: San Juan 02/14/10<br /> Driver: PERI MCKENNA<br /> <br /> Rental car company: Alamo Rent A Car<br /> Confirmation number: 750120338COUNT<br /> Car type: Full Size Car<br /> Pick-up date: Sun, Feb 14, 2010 5:00 AM AST<br /> Drop-off date: Mon, Feb 22, 2010 12:30 AM AST<br /> Pick-up location:<br /> Alamo Rent A Car<br /> Luis Munos Marin International Airport<br /> San Juan<br /> PR<br /> 00979<br /> Drop-off location: Same as pick up<br /> Weekly rate:$229.80*<br /> Base rate $268.10<br /> Taxes and fees $29.49<br /> CONCESSION RECOUPMENT FEE 11 PCT @ 29.49 USD<br /> Total car rental estimate <br /> $297.59 USD*<br /> Amount paid at reservation $0.00<br /> Minimum rental: 8 days<br /> &lt;/pre&gt;<br /> ====megans hotel====<br /> Hi Tim,<br /> <br /> Here's the info on where we are staying. It is right across from the rain forest. If you contact them, check about the 2 for 1 deal - stay for 2 nights get one for free. And get your room near ours. There is a bakery at the bottom of the hill from the hotel that has a great breakfast.<br /> <br /> <br /> We are arriving in San Juan on Mon. 2/15 at 12:00 and leaving on 2/22 @ 8:45 pm. We rented a car. The hotel is near Luquillo - good beaches and Fajardo. We will leave from Fajardo to go to Culebra for a day.<br /> <br /> Rio Mar Resort and Spa, a Wyndham Grand Resort<br /> <br /> 6000 RIO MAR BLVD<br /> Rio Grande<br /> 00745-6100<br /> <br /> Telephone: 787.888.6000 (questions for this hotel)<br /> <br /> Check in: Mon, Feb 15, 2010<br /> Check out: Mon, Feb 22, 2010<br /> <br /> Room 1: Room Resort View ( 2 Adults , 1 Child)<br /> <br /> <br /> We are happy that you are coming. We'll have a lot of fun. Do you bring snorkeling equip.? We are excited about hiking in the rain forest and observing the wildlife and waterfalls. Also can't wait to snorkel and eat delicious Puerto Rican food.<br /> <br /> Love,<br /> <br /> Meg</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Feb10&diff=3836 2010-01-23T03:08:14Z

<p>71.234.133.230: /* snorkeling */</p> <hr /> <div>===Luquillo (week rental)===<br /> &lt;big&gt;[http://www.luquillorental.com/casita.htm Luquillo Town 'Casita de las Olas']&lt;/big&gt; &lt;s&gt;awaiting confirmation&lt;/s&gt; confirmed by phone 1/22 2:30p $700/wk deposit $140 to <br /> ::Helena Humphrey<br /> ::P.O. Box 1888<br /> ::Luquillo, Puerto Rico (USA) 99773<br /> <br /> &lt;big&gt;[http://maps.google.com/maps?daddr=6000+Rio+Mar+Boulevard,+p+o+box+2006,+Not+Specified,+San+Juan,+00745-6100,+Puerto+Rico+(Westin+Rio+Mar+Beach+Resort)&amp;geocode=CYnyX-RguQ3QFSGdGAEd2ZwU_CG69WnxAPCjdw&amp;dirflg=&amp;saddr=Cll+Del+Carmen,+Luquillo+00773,+Puerto+Rico&amp;f=d&amp;gl=us&amp;hl=en&amp;sll=18.392484,-65.738668&amp;sspn=0.041375,0.076046&amp;ie=UTF8&amp;ll=18.379126,-65.737638&amp;spn=0.041378,0.076046&amp;t=h&amp;z=14 map to Meg]&lt;/big&gt;<br /> <br /> http://lh3.ggpht.com/_Kn7Ui27B0yc/S1oUNrbKCPI/AAAAAAAAAkg/vqm8Fml6tXw/s640/OlasLuqmap.jpg<br /> <br /> &lt;s&gt;<br /> :http://www.vrbo.com/267171 http://www.vrbo.com/global/siteFrame.aspx?l=267171&amp;k=1<br /> :http://www.elyunque.com/lasolas.html<br /> :http://www.rainforestsafari.com/camp.htm<br /> :[http://tamarindoestates.com Tamarindo Estates] :7877423343<br /> :http://www.elyunque.com/luquillosunrise.htm 16/17th king ocean or 19/20garden&lt;/s&gt;<br /> <br /> ===Culebra===<br /> ====[http://www.islaculebra.com/puerto-rico/culebra-ferry-schedule.html ferry schedule]====<br /> Passengers only<br /> Fare is $2.25 one way $4.50 round trip<br /> =====Fajardo-Culebra=====<br /> <br /> :9:00 AM<br /> :3:00 PM<br /> :7:00 PM <br /> =====Culebra-Fajardo=====<br /> <br /> :6:30 AM<br /> :1:00 PM<br /> :5:00 PM<br /> <br /> For reservations call - Culebra (787) 742-3161<br /> Fajardo (787) 863-0705, (787) 863-0852, (787) 860-8618<br /> 800-981-2005 - sometimes they answer and then again, sometimes they do not :)<br /> <br /> All times are given WITHOUT warranty. Last update: 1/2010<br /> ====[http://flamencobeachcampground.com/ Flamenco Camping] 787-742-0700====<br /> Reservations are usually not needed to stay in Flamenco Beach Campground. Just stop by the main office when you arrive on the island and check-in; at this time the front desk staff will assign you a camp site location to pitch your tent. The daily rate to pitch a tent at the campsite is $20, which allows you to accommodate a maximum number of 6 people in your tent. Unfortunately, you may only camp for up to seven (7) consecutives nights. Check-in time starts at 8:00 am and check-out time is at 4:00 pm.<br /> <br /> ====culebra food====<br /> http://www.juanitabananas.com/ourmenu.html#<br /> ====snorkeling====<br /> :snorkeling Carlos Rosario 20 minutes past Flamenco, trail starts at gate located along parking lot fence<br /> :Melones, Carlos Rosario, Punta Soldado, Flamenco to name just a few of really good snorkeling beaches, where the reef is within easy reach of the beach!<br /> :Snorkeling from the beach at Carlos Rosario and the beach around the corner to the left (going toward Tamarindo) was fantastic! You have a 15 minute hike to C.Rosario from the parking lot at Flamenco. At the end of the trail there's a path to the right to Rosario. The path to the left leads to great snorkeling. Right when you see the beach, you'll see a sandy trail in the water straight ahead. Snorkel around to the right - it's amazing. Saw turtle there too. You can also get in from the rocky beach at Melone's, although it requires paying close attention to where the sea urchins are. We also rented a boat from Butch at Culebra Boat Rentals and had a blast! Snorkeling at Melones from the boat was incredible. Saw turtles and spotted eagle rays. Saw dozens upons dozens of different kinds of fish, coral and fans. Very colorful; very diverse. There were high surf advisories almost the entire 12 days we were in Vieques and Culebra so it made snorkeling more challenging and visibility less than perfect. But still incredible! You can easily check out the shark pen area on Flamenco - easy to get in there from the beach. Go all the way down Flamenco past Coconuts and you'll see the old shark pen.<br /> <br /> ====boat rental====<br /> :culebra boat rental 142 Escudera 7877423559 8662100709<br /> ===near San Juan===<br /> ====pinones====<br /> :26 to 187 left after bridge<br /> :Pulpo loco bikes $20/day<br /> <br /> ===good surf in PR===<br /> :Aviones, Chatarra and Tacones - in Pinones<br /> :La Pareda ocho bus stop 8<br /> <br /> ===flight info===<br /> http://mail.google.com/mail/?view=cm&amp;fs=1&amp;to=michelle.feliz%40umb.edu&amp;shva=1#inbox/126158514f848f54<br /> <br /> &lt;pre&gt; <br /> Passenger(s): TIMOTHY MCKENNA,<br /> PERI MCKENNA<br /> <br /> JetBlue Airways record locator: TKVSA1<br /> <br /> Ticket type requested: electronic (e-ticket)<br /> Orbitz record locator: AP270101NVPNLY0A<br /> <br /> Airline ticket number(s): Issued by the airline<br /> <br /> <br /> Please note: JetBlue Airways charges an additional fee for checked baggage.The fee is not included in your total trip cost.See details<br /> <br /> Please note: Meal requests are subject to the type of service offered on your flight and cannot be guaranteed by Orbitz or the airline.Special requests should be confirmed directly with the airline 24 hours prior to departure.<br /> <br /> Saturday, February 13, 2010<br /> JetBlue Airways # 731<br /> <br /> Boston Logan International (BOS) to San Juan Luis Munoz Marin Intl (SJU)<br /> Departure (BOS): February 13, 11:59 PM EST (evening)<br /> Arrival (SJU): February 14, 4:54 AM AST (morning)<br /> <br /> This is an overnight flight.<br /> <br /> Class: Economy<br /> <br /> <br /> View the latest airport conditions at: BOS<br /> --------------------------------<br /> <br /> Monday, February 22, 2010<br /> JetBlue Airways # 732<br /> <br /> <br /> San Juan Luis Munoz Marin Intl (SJU) to Boston Logan International (BOS)<br /> Departure (SJU): February 22, 1:56 AM AST (morning)<br /> Arrival (BOS): February 22, 5:00 AM EST (morning)&lt;/pre&gt;<br /> ====car res alamo====<br /> &lt;pre&gt;750120338COUNT<br /> Primary driver:PERI MCKENNA<br /> <br /> :Alamo Rent A Car Full Size<br /> Pick-up Sun, Feb 14, 2010 5:00am San Juan Luis Munoz Marin Intl (SJU) (in terminal)<br /> <br /> :Phone: 787-791-1805 800-327-9633 Hours: Open 24 hours<br /> Drop-off Mon, Feb 22, 2010 12:30am drop-off location same as pick-up location listed above<br /> <br /> Car Information<br /> Trip Name: San Juan 02/14/10<br /> Driver: PERI MCKENNA<br /> <br /> Rental car company: Alamo Rent A Car<br /> Confirmation number: 750120338COUNT<br /> Car type: Full Size Car<br /> Pick-up date: Sun, Feb 14, 2010 5:00 AM AST<br /> Drop-off date: Mon, Feb 22, 2010 12:30 AM AST<br /> Pick-up location:<br /> Alamo Rent A Car<br /> Luis Munos Marin International Airport<br /> San Juan<br /> PR<br /> 00979<br /> Drop-off location: Same as pick up<br /> Weekly rate:$229.80*<br /> Base rate $268.10<br /> Taxes and fees $29.49<br /> CONCESSION RECOUPMENT FEE 11 PCT @ 29.49 USD<br /> Total car rental estimate <br /> $297.59 USD*<br /> Amount paid at reservation $0.00<br /> Minimum rental: 8 days<br /> &lt;/pre&gt;<br /> ====megans hotel====<br /> Hi Tim,<br /> <br /> Here's the info on where we are staying. It is right across from the rain forest. If you contact them, check about the 2 for 1 deal - stay for 2 nights get one for free. And get your room near ours. There is a bakery at the bottom of the hill from the hotel that has a great breakfast.<br /> <br /> <br /> We are arriving in San Juan on Mon. 2/15 at 12:00 and leaving on 2/22 @ 8:45 pm. We rented a car. The hotel is near Luquillo - good beaches and Fajardo. We will leave from Fajardo to go to Culebra for a day.<br /> <br /> Rio Mar Resort and Spa, a Wyndham Grand Resort<br /> <br /> 6000 RIO MAR BLVD<br /> Rio Grande<br /> 00745-6100<br /> <br /> Telephone: 787.888.6000 (questions for this hotel)<br /> <br /> Check in: Mon, Feb 15, 2010<br /> Check out: Mon, Feb 22, 2010<br /> <br /> Room 1: Room Resort View ( 2 Adults , 1 Child)<br /> <br /> <br /> We are happy that you are coming. We'll have a lot of fun. Do you bring snorkeling equip.? We are excited about hiking in the rain forest and observing the wildlife and waterfalls. Also can't wait to snorkel and eat delicious Puerto Rican food.<br /> <br /> Love,<br /> <br /> Meg</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Feb10&diff=3833 2010-01-22T21:20:53Z

<p>71.234.133.230: </p> <hr /> <div>===luquillo (week rental)===<br /> &lt;big&gt;[http://www.luquillorental.com/casita.htm Luquillo Town 'Casita de las Olas']&lt;/big&gt; &lt;s&gt;awaiting confirmation&lt;/s&gt; confirmed by phone 1/22 2:30p $700/wk deposit $140 to <br /> ::Helena Humphrey<br /> ::P.O. Box 1888<br /> ::Luquillo, Puerto Rico (USA) 99773<br /> <br /> http://lh3.ggpht.com/_Kn7Ui27B0yc/S1oUNrbKCPI/AAAAAAAAAkg/vqm8Fml6tXw/s640/OlasLuqmap.jpg<br /> <br /> &lt;s&gt;<br /> :http://www.vrbo.com/267171 http://www.vrbo.com/global/siteFrame.aspx?l=267171&amp;k=1<br /> :http://www.elyunque.com/lasolas.html<br /> :http://www.rainforestsafari.com/camp.htm<br /> :[http://tamarindoestates.com Tamarindo Estates] :7877423343<br /> :http://www.elyunque.com/luquillosunrise.htm 16/17th king ocean or 19/20garden&lt;/s&gt;<br /> <br /> ===Culebra===<br /> ====[http://www.islaculebra.com/puerto-rico/culebra-ferry-schedule.html ferry schedule]====<br /> Passengers only<br /> Fare is $2.25 one way $4.50 round trip<br /> =====Fajardo-Culebra=====<br /> <br /> :9:00 AM<br /> :3:00 PM<br /> :7:00 PM <br /> =====Culebra-Fajardo=====<br /> <br /> :6:30 AM<br /> :1:00 PM<br /> :5:00 PM<br /> <br /> For reservations call - Culebra (787) 742-3161<br /> Fajardo (787) 863-0705, (787) 863-0852, (787) 860-8618<br /> 800-981-2005 - sometimes they answer and then again, sometimes they do not :)<br /> <br /> All times are given WITHOUT warranty. Last update: 1/2010<br /> ====[http://flamencobeachcampground.com/ Flamenco Camping] 787-742-0700====<br /> Reservations are usually not needed to stay in Flamenco Beach Campground. Just stop by the main office when you arrive on the island and check-in; at this time the front desk staff will assign you a camp site location to pitch your tent. The daily rate to pitch a tent at the campsite is $20, which allows you to accommodate a maximum number of 6 people in your tent. Unfortunately, you may only camp for up to seven (7) consecutives nights. Check-in time starts at 8:00 am and check-out time is at 4:00 pm.<br /> <br /> ====culebra food====<br /> http://www.juanitabananas.com/ourmenu.html#<br /> ====snorkeling====<br /> :snorkeling Carlos Rosario 20 minutes past Flamenco, trail starts at gate located along parking lot fence<br /> ====boat rental====<br /> :culebra boat rental 142 Escudera 7877423559 8662100709<br /> ===near San Juan===<br /> ====pinones====<br /> :26 to 187 left after bridge<br /> :Pulpo loco bikes $20/day<br /> <br /> ===good surf in PR===<br /> :Aviones, Chatarra and Tacones - in Pinones<br /> :La Pareda ocho bus stop 8<br /> <br /> ===flight info===<br /> http://mail.google.com/mail/?view=cm&amp;fs=1&amp;to=michelle.feliz%40umb.edu&amp;shva=1#inbox/126158514f848f54<br /> <br /> &lt;pre&gt; <br /> Passenger(s): TIMOTHY MCKENNA,<br /> PERI MCKENNA<br /> <br /> JetBlue Airways record locator: TKVSA1<br /> <br /> Ticket type requested: electronic (e-ticket)<br /> Orbitz record locator: AP270101NVPNLY0A<br /> <br /> Airline ticket number(s): Issued by the airline<br /> <br /> <br /> Please note: JetBlue Airways charges an additional fee for checked baggage.The fee is not included in your total trip cost.See details<br /> <br /> Please note: Meal requests are subject to the type of service offered on your flight and cannot be guaranteed by Orbitz or the airline.Special requests should be confirmed directly with the airline 24 hours prior to departure.<br /> <br /> Saturday, February 13, 2010<br /> JetBlue Airways # 731<br /> <br /> Boston Logan International (BOS) to San Juan Luis Munoz Marin Intl (SJU)<br /> Departure (BOS): February 13, 11:59 PM EST (evening)<br /> Arrival (SJU): February 14, 4:54 AM AST (morning)<br /> <br /> This is an overnight flight.<br /> <br /> Class: Economy<br /> <br /> <br /> View the latest airport conditions at: BOS<br /> --------------------------------<br /> <br /> Monday, February 22, 2010<br /> JetBlue Airways # 732<br /> <br /> <br /> San Juan Luis Munoz Marin Intl (SJU) to Boston Logan International (BOS)<br /> Departure (SJU): February 22, 1:56 AM AST (morning)<br /> Arrival (BOS): February 22, 5:00 AM EST (morning)&lt;/pre&gt;<br /> ====car res alamo====<br /> &lt;pre&gt;750120338COUNT<br /> Primary driver:PERI MCKENNA<br /> <br /> :Alamo Rent A Car Full Size<br /> Pick-up Sun, Feb 14, 2010 5:00am San Juan Luis Munoz Marin Intl (SJU) (in terminal)<br /> <br /> :Phone: 787-791-1805 800-327-9633 Hours: Open 24 hours<br /> Drop-off Mon, Feb 22, 2010 12:30am drop-off location same as pick-up location listed above<br /> <br /> Car Information<br /> Trip Name: San Juan 02/14/10<br /> Driver: PERI MCKENNA<br /> <br /> Rental car company: Alamo Rent A Car<br /> Confirmation number: 750120338COUNT<br /> Car type: Full Size Car<br /> Pick-up date: Sun, Feb 14, 2010 5:00 AM AST<br /> Drop-off date: Mon, Feb 22, 2010 12:30 AM AST<br /> Pick-up location:<br /> Alamo Rent A Car<br /> Luis Munos Marin International Airport<br /> San Juan<br /> PR<br /> 00979<br /> Drop-off location: Same as pick up<br /> Weekly rate:$229.80*<br /> Base rate $268.10<br /> Taxes and fees $29.49<br /> CONCESSION RECOUPMENT FEE 11 PCT @ 29.49 USD<br /> Total car rental estimate <br /> $297.59 USD*<br /> Amount paid at reservation $0.00<br /> Minimum rental: 8 days<br /> &lt;/pre&gt;<br /> ====megans hotel====<br /> Hi Tim,<br /> <br /> Here's the info on where we are staying. It is right across from the rain forest. If you contact them, check about the 2 for 1 deal - stay for 2 nights get one for free. And get your room near ours. There is a bakery at the bottom of the hill from the hotel that has a great breakfast.<br /> <br /> <br /> We are arriving in San Juan on Mon. 2/15 at 12:00 and leaving on 2/22 @ 8:45 pm. We rented a car. The hotel is near Luquillo - good beaches and Fajardo. We will leave from Fajardo to go to Culebra for a day.<br /> <br /> Rio Mar Resort and Spa, a Wyndham Grand Resort<br /> <br /> 6000 RIO MAR BLVD<br /> Rio Grande<br /> 00745-6100<br /> <br /> Telephone: 787.888.6000 (questions for this hotel)<br /> <br /> Check in: Mon, Feb 15, 2010<br /> Check out: Mon, Feb 22, 2010<br /> <br /> Room 1: Room Resort View ( 2 Adults , 1 Child)<br /> <br /> <br /> We are happy that you are coming. We'll have a lot of fun. Do you bring snorkeling equip.? We are excited about hiking in the rain forest and observing the wildlife and waterfalls. Also can't wait to snorkel and eat delicious Puerto Rican food.<br /> <br /> Love,<br /> <br /> Meg</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Feb10&diff=3832 2010-01-22T21:17:21Z

<p>71.234.133.230: </p> <hr /> <div>==culebra food==<br /> http://www.juanitabananas.com/ourmenu.html#<br /> <br /> ==luquillo (week rental)==<br /> &lt;big&gt;[http://www.luquillorental.com/casita.htm Luquillo Town 'Casita de las Olas']&lt;/big&gt; &lt;s&gt;awaiting confirmation&lt;/s&gt; confirmed by phone 1/22 2:30p $700/wk deposit $140 to <br /> ::Helena Humphrey<br /> ::P.O. Box 1888<br /> ::Luquillo, Puerto Rico (USA) 99773<br /> <br /> http://lh3.ggpht.com/_Kn7Ui27B0yc/S1oUNrbKCPI/AAAAAAAAAkg/vqm8Fml6tXw/s640/OlasLuqmap.jpg<br /> <br /> &lt;s&gt;<br /> :http://www.vrbo.com/267171 http://www.vrbo.com/global/siteFrame.aspx?l=267171&amp;k=1<br /> :http://www.elyunque.com/lasolas.html<br /> :http://www.rainforestsafari.com/camp.htm<br /> :[http://tamarindoestates.com Tamarindo Estates] :7877423343<br /> :http://www.elyunque.com/luquillosunrise.htm 16/17th king ocean or 19/20garden&lt;/s&gt;<br /> ====Flamenco Camping 787-742-0700====<br /> Reservations are usually not needed to stay in Flamenco Beach Campground. Just stop by the main office when you arrive on the island and check-in; at this time the front desk staff will assign you a camp site location to pitch your tent. The daily rate to pitch a tent at the campsite is $20, which allows you to accommodate a maximum number of 6 people in your tent. Unfortunately, you may only camp for up to seven (7) consecutives nights. Check-in time starts at 8:00 am and check-out time is at 4:00 pm.<br /> <br /> ===Culebra===<br /> ====[http://www.islaculebra.com/puerto-rico/culebra-ferry-schedule.html ferry schedule]====<br /> Passengers only<br /> Fare is $2.25 one way $4.50 round trip<br /> =====Fajardo-Culebra=====<br /> <br /> :9:00 AM<br /> :3:00 PM<br /> :7:00 PM <br /> =====Culebra-Fajardo=====<br /> <br /> :6:30 AM<br /> :1:00 PM<br /> :5:00 PM<br /> <br /> For reservations call - Culebra (787) 742-3161<br /> Fajardo (787) 863-0705, (787) 863-0852, (787) 860-8618<br /> 800-981-2005 - sometimes they answer and then again, sometimes they do not :)<br /> <br /> All times are given WITHOUT warranty. Last update: 1/2010<br /> <br /> ====snorkeling====<br /> :snorkeling Carlos Rosario 20 minutes past Flamenco, trail starts at gate located along parking lot fence<br /> <br /> ====boat rental====<br /> :culebra boat rental 142 Escudera 7877423559 8662100709<br /> ===near San Juan===<br /> ====pinones====<br /> :26 to 187 left after bridge<br /> :Pulpo loco bikes $20/day<br /> <br /> ===good surf in PR===<br /> :Aviones, Chatarra and Tacones - in Pinones<br /> :La Pareda ocho bus stop 8<br /> <br /> ==flight info==<br /> http://mail.google.com/mail/?view=cm&amp;fs=1&amp;to=michelle.feliz%40umb.edu&amp;shva=1#inbox/126158514f848f54<br /> <br /> &lt;pre&gt; <br /> Passenger(s): TIMOTHY MCKENNA,<br /> PERI MCKENNA<br /> <br /> JetBlue Airways record locator: TKVSA1<br /> <br /> Ticket type requested: electronic (e-ticket)<br /> Orbitz record locator: AP270101NVPNLY0A<br /> <br /> Airline ticket number(s): Issued by the airline<br /> <br /> <br /> Please note: JetBlue Airways charges an additional fee for checked baggage.The fee is not included in your total trip cost.See details<br /> <br /> Please note: Meal requests are subject to the type of service offered on your flight and cannot be guaranteed by Orbitz or the airline.Special requests should be confirmed directly with the airline 24 hours prior to departure.<br /> <br /> Saturday, February 13, 2010<br /> JetBlue Airways # 731<br /> <br /> Boston Logan International (BOS) to San Juan Luis Munoz Marin Intl (SJU)<br /> Departure (BOS): February 13, 11:59 PM EST (evening)<br /> Arrival (SJU): February 14, 4:54 AM AST (morning)<br /> <br /> This is an overnight flight.<br /> <br /> Class: Economy<br /> <br /> <br /> View the latest airport conditions at: BOS<br /> --------------------------------<br /> <br /> Monday, February 22, 2010<br /> JetBlue Airways # 732<br /> <br /> <br /> San Juan Luis Munoz Marin Intl (SJU) to Boston Logan International (BOS)<br /> Departure (SJU): February 22, 1:56 AM AST (morning)<br /> Arrival (BOS): February 22, 5:00 AM EST (morning)&lt;/pre&gt;<br /> ====car res alamo====<br /> &lt;pre&gt;750120338COUNT<br /> Primary driver:PERI MCKENNA<br /> <br /> :Alamo Rent A Car Full Size<br /> Pick-up Sun, Feb 14, 2010 5:00am San Juan Luis Munoz Marin Intl (SJU) (in terminal)<br /> <br /> :Phone: 787-791-1805 800-327-9633 Hours: Open 24 hours<br /> Drop-off Mon, Feb 22, 2010 12:30am drop-off location same as pick-up location listed above<br /> <br /> Car Information<br /> Trip Name: San Juan 02/14/10<br /> Driver: PERI MCKENNA<br /> <br /> Rental car company: Alamo Rent A Car<br /> Confirmation number: 750120338COUNT<br /> Car type: Full Size Car<br /> Pick-up date: Sun, Feb 14, 2010 5:00 AM AST<br /> Drop-off date: Mon, Feb 22, 2010 12:30 AM AST<br /> Pick-up location:<br /> Alamo Rent A Car<br /> Luis Munos Marin International Airport<br /> San Juan<br /> PR<br /> 00979<br /> Drop-off location: Same as pick up<br /> Weekly rate:$229.80*<br /> Base rate $268.10<br /> Taxes and fees $29.49<br /> CONCESSION RECOUPMENT FEE 11 PCT @ 29.49 USD<br /> Total car rental estimate <br /> $297.59 USD*<br /> Amount paid at reservation $0.00<br /> Minimum rental: 8 days<br /> &lt;/pre&gt;<br /> ====megans hotel====<br /> Hi Tim,<br /> <br /> Here's the info on where we are staying. It is right across from the rain forest. If you contact them, check about the 2 for 1 deal - stay for 2 nights get one for free. And get your room near ours. There is a bakery at the bottom of the hill from the hotel that has a great breakfast.<br /> <br /> <br /> We are arriving in San Juan on Mon. 2/15 at 12:00 and leaving on 2/22 @ 8:45 pm. We rented a car. The hotel is near Luquillo - good beaches and Fajardo. We will leave from Fajardo to go to Culebra for a day.<br /> <br /> Rio Mar Resort and Spa, a Wyndham Grand Resort<br /> <br /> 6000 RIO MAR BLVD<br /> Rio Grande<br /> 00745-6100<br /> <br /> Telephone: 787.888.6000 (questions for this hotel)<br /> <br /> Check in: Mon, Feb 15, 2010<br /> Check out: Mon, Feb 22, 2010<br /> <br /> Room 1: Room Resort View ( 2 Adults , 1 Child)<br /> <br /> <br /> We are happy that you are coming. We'll have a lot of fun. Do you bring snorkeling equip.? We are excited about hiking in the rain forest and observing the wildlife and waterfalls. Also can't wait to snorkel and eat delicious Puerto Rican food.<br /> <br /> Love,<br /> <br /> Meg</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Feb10&diff=3831 2010-01-22T21:03:05Z

<p>71.234.133.230: </p> <hr /> <div>==culebra food==<br /> http://www.juanitabananas.com/ourmenu.html#<br /> <br /> ==luquillo (week rental)==<br /> &lt;big&gt;[http://www.luquillorental.com/casita.htm Luquillo Town 'Casita de las Olas']&lt;/big&gt; &lt;s&gt;awaiting confirmation&lt;/s&gt; confirmed by phone 1/22 2:30p $700/wk deposit $140 to <br /> ::Helena Humphrey<br /> ::P.O. Box 1888<br /> ::Luquillo, Puerto Rico (USA) 99773<br /> <br /> &lt;s&gt;<br /> :http://www.vrbo.com/267171 http://www.vrbo.com/global/siteFrame.aspx?l=267171&amp;k=1<br /> :http://www.elyunque.com/lasolas.html<br /> :http://www.rainforestsafari.com/camp.htm<br /> :[http://tamarindoestates.com Tamarindo Estates] :7877423343<br /> :http://www.elyunque.com/luquillosunrise.htm 16/17th king ocean or 19/20garden&lt;/s&gt;<br /> ====Flamenco Camping 787-742-0700====<br /> Reservations are usually not needed to stay in Flamenco Beach Campground. Just stop by the main office when you arrive on the island and check-in; at this time the front desk staff will assign you a camp site location to pitch your tent. The daily rate to pitch a tent at the campsite is $20, which allows you to accommodate a maximum number of 6 people in your tent. Unfortunately, you may only camp for up to seven (7) consecutives nights. Check-in time starts at 8:00 am and check-out time is at 4:00 pm.<br /> <br /> ====snorkeling====<br /> :snorkeling Carlos Rosario 20 minutes past Flamenco, trail starts at gate located along parking lot fence<br /> <br /> ====boat rental====<br /> :culebra boat rental 142 Escudera 7877423559 8662100709<br /> <br /> ====pinones====<br /> :26 to 187 left after bridge<br /> :Pulpo loco bikes $20/day<br /> <br /> ====good surf====<br /> :Aviones, Chatarra and Tacones - in Pinones<br /> :La Pareda ocho bus stop 8<br /> <br /> ==flight info==<br /> http://mail.google.com/mail/?view=cm&amp;fs=1&amp;to=michelle.feliz%40umb.edu&amp;shva=1#inbox/126158514f848f54<br /> <br /> &lt;pre&gt; <br /> Passenger(s): TIMOTHY MCKENNA,<br /> PERI MCKENNA<br /> <br /> JetBlue Airways record locator: TKVSA1<br /> <br /> Ticket type requested: electronic (e-ticket)<br /> Orbitz record locator: AP270101NVPNLY0A<br /> <br /> Airline ticket number(s): Issued by the airline<br /> <br /> <br /> Please note: JetBlue Airways charges an additional fee for checked baggage.The fee is not included in your total trip cost.See details<br /> <br /> Please note: Meal requests are subject to the type of service offered on your flight and cannot be guaranteed by Orbitz or the airline.Special requests should be confirmed directly with the airline 24 hours prior to departure.<br /> <br /> Saturday, February 13, 2010<br /> JetBlue Airways # 731<br /> <br /> Boston Logan International (BOS) to San Juan Luis Munoz Marin Intl (SJU)<br /> Departure (BOS): February 13, 11:59 PM EST (evening)<br /> Arrival (SJU): February 14, 4:54 AM AST (morning)<br /> <br /> This is an overnight flight.<br /> <br /> Class: Economy<br /> <br /> <br /> View the latest airport conditions at: BOS<br /> --------------------------------<br /> <br /> Monday, February 22, 2010<br /> JetBlue Airways # 732<br /> <br /> <br /> San Juan Luis Munoz Marin Intl (SJU) to Boston Logan International (BOS)<br /> Departure (SJU): February 22, 1:56 AM AST (morning)<br /> Arrival (BOS): February 22, 5:00 AM EST (morning)&lt;/pre&gt;<br /> ====car res alamo====<br /> &lt;pre&gt;750120338COUNT<br /> Primary driver:PERI MCKENNA<br /> <br /> :Alamo Rent A Car Full Size<br /> Pick-up Sun, Feb 14, 2010 5:00am San Juan Luis Munoz Marin Intl (SJU) (in terminal)<br /> <br /> :Phone: 787-791-1805 800-327-9633 Hours: Open 24 hours<br /> Drop-off Mon, Feb 22, 2010 12:30am drop-off location same as pick-up location listed above<br /> <br /> Car Information<br /> Trip Name: San Juan 02/14/10<br /> Driver: PERI MCKENNA<br /> <br /> Rental car company: Alamo Rent A Car<br /> Confirmation number: 750120338COUNT<br /> Car type: Full Size Car<br /> Pick-up date: Sun, Feb 14, 2010 5:00 AM AST<br /> Drop-off date: Mon, Feb 22, 2010 12:30 AM AST<br /> Pick-up location:<br /> Alamo Rent A Car<br /> Luis Munos Marin International Airport<br /> San Juan<br /> PR<br /> 00979<br /> Drop-off location: Same as pick up<br /> Weekly rate:$229.80*<br /> Base rate $268.10<br /> Taxes and fees $29.49<br /> CONCESSION RECOUPMENT FEE 11 PCT @ 29.49 USD<br /> Total car rental estimate <br /> $297.59 USD*<br /> Amount paid at reservation $0.00<br /> Minimum rental: 8 days<br /> &lt;/pre&gt;<br /> ====megans hotel====<br /> Hi Tim,<br /> <br /> Here's the info on where we are staying. It is right across from the rain forest. If you contact them, check about the 2 for 1 deal - stay for 2 nights get one for free. And get your room near ours. There is a bakery at the bottom of the hill from the hotel that has a great breakfast.<br /> <br /> <br /> We are arriving in San Juan on Mon. 2/15 at 12:00 and leaving on 2/22 @ 8:45 pm. We rented a car. The hotel is near Luquillo - good beaches and Fajardo. We will leave from Fajardo to go to Culebra for a day.<br /> <br /> Rio Mar Resort and Spa, a Wyndham Grand Resort<br /> <br /> 6000 RIO MAR BLVD<br /> Rio Grande<br /> 00745-6100<br /> <br /> Telephone: 787.888.6000 (questions for this hotel)<br /> <br /> Check in: Mon, Feb 15, 2010<br /> Check out: Mon, Feb 22, 2010<br /> <br /> Room 1: Room Resort View ( 2 Adults , 1 Child)<br /> <br /> <br /> We are happy that you are coming. We'll have a lot of fun. Do you bring snorkeling equip.? We are excited about hiking in the rain forest and observing the wildlife and waterfalls. Also can't wait to snorkel and eat delicious Puerto Rican food.<br /> <br /> Love,<br /> <br /> Meg</div>

71.234.133.230 https://wiki2.sitebuilt.net/index.php?title=Feb10&diff=3830 2010-01-22T20:59:02Z

<p>71.234.133.230: /* luquillo rental */</p> <hr /> <div>==culebra food==<br /> http://www.juanitabananas.com/ourmenu.html#<br /> <br /> ==luquillo (week rental)==<br /> &lt;big&gt;[http://www.luquillorental.com/casita.htm Luquillo Town 'Casita de las Olas']&lt;/big&gt; &lt;s&gt;awaiting confirmation&lt;/s&gt; confirmed by phone 1/22 2:30p $700/wk deposit $140 to <br /> ::Helena Humphrey<br /> ::P.O. Box 1888<br /> ::Luquillo, Puerto Rico (USA) 99773<br /> <br /> &lt;s&gt;<br /> :http://www.vrbo.com/267171 http://www.vrbo.com/global/siteFrame.aspx?l=267171&amp;k=1<br /> :http://www.elyunque.com/lasolas.html<br /> :http://www.rainforestsafari.com/camp.htm<br /> :[http://tamarindoestates.com Tamarindo Estates] :7877423343<br /> :http://www.elyunque.com/luquillosunrise.htm 16/17th king ocean or 19/20garden&lt;/s&gt;<br /> ====Flamenco Camping 787-742-0700====<br /> Reservations are usually not needed to stay in Flamenco Beach Campground. Just stop by the main office when you arrive on the island and check-in; at this time the front desk staff will assign you a camp site location to pitch your tent. The daily rate to pitch a tent at the campsite is $20, which allows you to accommodate a maximum number of 6 people in your tent. Unfortunately, you may only camp for up to seven (7) consecutives nights. Check-in time starts at 8:00 am and check-out time is at 4:00 pm.<br /> <br /> ====snorkeling====<br /> :snorkeling Carlos Rosario 20 minutes past Flamenco, trail starts at gate located along parking lot fence<br /> <br /> ====boat rental====<br /> :culebra boat rental 142 Escudera 7877423559 8662100709<br /> <br /> ====pinones====<br /> :26 to 187 left after bridge<br /> :Pulpo loco bikes $20/day<br /> <br /> ====good surf====<br /> :Aviones, Chatarra and Tacones - in Pinones<br /> :La Pareda ocho bus stop 8<br /> <br /> ==flight info==<br /> http://mail.google.com/mail/?view=cm&amp;fs=1&amp;to=michelle.feliz%40umb.edu&amp;shva=1#inbox/126158514f848f54<br /> <br /> &lt;pre&gt; <br /> Passenger(s): TIMOTHY MCKENNA,<br /> PERI MCKENNA<br /> <br /> JetBlue Airways record locator: TKVSA1<br /> <br /> Ticket type requested: electronic (e-ticket)<br /> Orbitz record locator: AP270101NVPNLY0A<br /> <br /> Airline ticket number(s): Issued by the airline<br /> <br /> <br /> Please note: JetBlue Airways charges an additional fee for checked baggage.The fee is not included in your total trip cost.See details<br /> <br /> Please note: Meal requests are subject to the type of service offered on your flight and cannot be guaranteed by Orbitz or the airline.Special requests should be confirmed directly with the airline 24 hours prior to departure.<br /> <br /> Saturday, February 13, 2010<br /> JetBlue Airways # 731<br /> <br /> Boston Logan International (BOS) to San Juan Luis Munoz Marin Intl (SJU)<br /> Departure (BOS): February 13, 11:59 PM EST (evening)<br /> Arrival (SJU): February 14, 4:54 AM AST (morning)<br /> <br /> This is an overnight flight.<br /> <br /> Class: Economy<br /> <br /> <br /> View the latest airport conditions at: BOS<br /> --------------------------------<br /> <br /> Monday, February 22, 2010<br /> JetBlue Airways # 732<br /> <br /> <br /> San Juan Luis Munoz Marin Intl (SJU) to Boston Logan International (BOS)<br /> Departure (SJU): February 22, 1:56 AM AST (morning)<br /> Arrival (BOS): February 22, 5:00 AM EST (morning)&lt;/pre&gt;<br /> ====car res alamo====<br /> 750120338COUNT<br /> Primary driver:PERI MCKENNA<br /> Weekly rate:$229.80*<br /> <br /> :Alamo Rent A Car Full Size<br /> Pick-up Sun, Feb 14, 2010 5:00am San Juan Luis Munoz Marin Intl (SJU) (in terminal)<br /> <br /> :Phone: 787-791-1805 800-327-9633 Hours: Open 24 hours<br /> Drop-off Mon, Feb 22, 2010 12:30am drop-off location same as pick-up location listed above<br /> <br /> <br /> Your Car Rental Confirmation<br /> <br /> Hello Tim,<br /> <br /> Thanks for booking on Orbitz. This e-mail confirms your car rental reservation.<br /> <br /> You can review the details of this reservation in the &quot;My Trips&quot; section on the Orbitz site. If you have any questions, please e-mail us.<br /> <br /> Visit &quot;My Trips&quot; to add this reservation to your calendar.<br /> <br /> Car Information<br /> Trip Name: San Juan 02/14/10<br /> Driver: PERI MCKENNA<br /> <br /> Rental car company: Alamo Rent A Car<br /> Confirmation number: 750120338COUNT<br /> Car type: Full Size Car<br /> Pick-up date: Sun, Feb 14, 2010 5:00 AM AST<br /> Drop-off date: Mon, Feb 22, 2010 12:30 AM AST<br /> Pick-up location:<br /> Alamo Rent A Car<br /> Luis Munos Marin International Airport<br /> San Juan<br /> PR<br /> 00979<br /> Drop-off location: Same as pick up<br /> <br /> Base rate $268.10<br /> Taxes and fees $29.49<br /> CONCESSION RECOUPMENT FEE 11 PCT @ 29.49 USD<br /> Total car rental estimate <br /> <br /> $297.59 USD*<br /> <br /> Amount paid at reservation<br /> <br /> $0.00 USD<br /> <br /> Amount due upon rental $297.59 USD<br /> Base rate and taxes and fees<br /> <br /> <br /> Unless otherwise specified, all costs are provided in US dollars.<br /> * This amount is based on information available at the time of reservation.<br /> <br /> Mileage and rates**<br /> Unlimited free miles<br /> Weekly base rate: $229.80*<br /> extra hour: $12.77<br /> extra day: $38.30<br /> Minimum rental: 8 days<br /> <br /> ====megans hotel====<br /> Hi Tim,<br /> <br /> Here's the info on where we are staying. It is right across from the rain forest. If you contact them, check about the 2 for 1 deal - stay for 2 nights get one for free. And get your room near ours. There is a bakery at the bottom of the hill from the hotel that has a great breakfast.<br /> <br /> <br /> We are arriving in San Juan on Mon. 2/15 at 12:00 and leaving on 2/22 @ 8:45 pm. We rented a car. The hotel is near Luquillo - good beaches and Fajardo. We will leave from Fajardo to go to Culebra for a day.<br /> <br /> Rio Mar Resort and Spa, a Wyndham Grand Resort<br /> <br /> 6000 RIO MAR BLVD<br /> Rio Grande<br /> 00745-6100<br /> <br /> Telephone: 787.888.6000 (questions for this hotel)<br /> <br /> Check in: Mon, Feb 15, 2010<br /> Check out: Mon, Feb 22, 2010<br /> <br /> Room 1: Room Resort View ( 2 Adults , 1 Child)<br /> <br /> <br /> We are happy that you are coming. We'll have a lot of fun. Do you bring snorkeling equip.? We are excited about hiking in the rain forest and observing the wildlife and waterfalls. Also can't wait to snorkel and eat delicious Puerto Rican food.<br /> <br /> Love,<br /> <br /> Meg</div>

71.234.133.230