Chapter 6: Creating and Adapting Lessons for High-Quality Instruction The only limit to our realization of tomorrow will be our doubts of today.—Franklin D. Roosevelt
Traditional textbook lessons present several concerns. The lesson format generally lends itself to teacher-centered instruction instead of student-centered instruction. The content of standard textbook lessons rarely includes examples and problems with the cognitive rigor necessary to prepare students for success—whether success is measured by standardized tests or readiness for post–high school education. Such lessons seldom include strategies for building common background, developing vocabulary, providing comprehensibility, and solving authentic problems in an atmosphere ripe for interaction. Therefore, teachers often face the challenge of creating lessons or adapting textbook lessons to meet the needs of students with special needs. Adapting a textbook lesson to create highquality instruction involves a few subtle but important changes. Let’s take a look at a typical textbook lesson (see fig. 6.1, pages 122–123).See more
This subtree contains data about the currently logged on user, that is taken from her user profile.
This subtree contains all the hardware-specific configuration data for the machine, which essentially includes operating system configuration and hardware devices and drivers. The operating system, applications, device drivers, and system startup read this data. This data is the same for every user of the computer.
This subtree contains a default set of settings as well as data for each user profile. The information for a particular user is copied to the HKEY_
CURRENT_USER when a user logs on to the computer.
This subtree contains data about the currently loaded hardware profile.
Certain applications and device drivers use this data for dynamic configuration information.
Under extreme circumstances when you require changes to the Registry, you should first make a backup copy of the existing Registry files. The Registry Editor
It was the best of times, it was the worst of times, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way—in short, the period was so far like the present period.
Charles Dickens compares Paris and London at the time of the French Revolution with the 1850s when he was writing.1 This comparison rings true today with analogies to the haves and have-nots of globalization. It is the best of times for a select few and the worst of times for the many. This chapter is about Post-Neoliberalism and the adjustments made by those at the bottom of the economic scale. I use the concept of “up the mode” to explain the process, which addresses the capitalist mode. The period of up the mode occurred during counter-neoliberal attempts to raise the economic and social status of subaltern groups. The period for Neoliberalism is generally identified with the beginning of neo-conservatism during the presidency of Ronald Reagan in 1980, but the underpinnings of the concept began with the likes of F. A. Hayek, Milton Friedman, Barry Goldwater, and Ayn Rand. I give an approximate date for the beginning of Post-Neoliberalism as 1990, but I explain later that there have been earlier objections to Neoliberalism (Weaver 2009:365–367). Today, techniques previously available only to corporations and governments in developed countries are utilized more and more by disenfranchised people. Good examples are the 2011 revolutionary demands for democracy in North African states initiated by youths’ use of Internet social networks. I lay the ground for my discussion with a brief review of Neoliberalism.
if (myParagraph.leading == 1635019116) //if leading is auto var myLeading = myParagraph.pointSize * (myPar.autoLeading / 100); else var myLeading = myParagraph.leading; myPar.spaceBefore += myLeading / 2;
In the first line, we check the state of the paragraph’s leading (“if the leading is autoleading”). If leading is auto, in the second line, we get the paragraph’s point size and multiply that by the paragraph’s autoleading value divided by 100 (e.g., for a value of 120%, we need the multiplier to be 1.2) and assign the outcome to another variable, which we here call myLeading. If the leading is not auto (i.e., it is fixed), we simply assign to the myLeading variable the value of the paragraph’s leading. Finally, we add half of myLeading’s value to the paragraph’s space before.
I use these scripts a lot. In fact, I use six of them a lot: one to add half a line of white before a paragraph, one to add 1 point to, and one to subtract 1 point from the space before the current paragragraph. A comparable set of three work on the space after a paragraph. Naturally, these six scripts are assigned to keyboard shortcuts.
Microsoft recently announced that it's going to stop selling its consumer security product OneCare; instead, it's going to give the product away.
I've had several people ask me questions including, "Why would Microsoft do that?" and, "Do you think McAfee and Symantec are scared?" I recently read an article (http://news.cnet.com/8301-10789_3-10102154-57.html) that said:
With traditional antivirus protection perhaps becoming obsolete, maybe it's time that Symantec and McAfee start offering free versions of their own antivirus productssomething that I've said for years.
AV vendors certainly were worried stiff when Microsoft first entered the AV market. They assumed that Microsoft would do the same thing it does in every other marketdominate it and drive everyone else out.
The big vendors started focusing on how they could make up for the revenue loss that they considered inevitable. They felt that while Microsoft could trounce their consumer business, they would not be in a good position to meet enterprise needs any time soon (and there is some truth to that).