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From the students’ input, the researchers constructed an effective-teaching make my research paper profile that emphasized building relationships in the class, interactive teaching techniques, and group work, among other strategies

10 Free Parental Control Plugins For Chrome And Firefox |

Website Blocker

ProCon Latte Content Filter

Cloudacl WebFilter is cloud based porn content filtering application monitoring millions web sites and billion of web pages to keep you family especially your kids away from sex, nudity and adult content.

Website Blocker is useful when you want to concentrate on work.

In this post, we are presenting 10 free and amazing parental control plugins for the Google Chrome and Firefox. All these Parental control plugins will provide you the full control on the web content. Have a look at these Parental control plugins and download your favorite one which suite your requirement.




Nanny for Google Chrome


Parental Control App

If you want to block some websites that you do not want your children to access then use these Parental control plugins for the Google Chrome. The meaning of Parental control is “to have a control on the web content that you would like to see or hide”. With this Parental control you can easily hide or block your unwanted contents on web. In the twenty first century you can easily access almost everything through internet at anywhere. So these parental control plugins will help you in this case.

Cloudacl WebFilter is cloud based content filtering application which monitoring several million websites and billion of web pages to keep you family especially your kids have a safer internet surfing environment.

The tinyFilter extension is a tiny Web content filtering tool. As any other content filter, it uses predefined rules to filter a variety of Web sites. Additionally, tinyFilter provides a profanity filter to mask words that may be offensive to the user.

BlockSite is an extension, which automagically blocks websites of your choice. Additionally, this extension will disable all hyperlinks to these websites, by just displaying the link text without the clicking functionality.

WebFilter Pro


Web Filter and Parental Control application. Protects your employees, students and family from inappropriate content.

Parental Control App is a Free extension that enables safe browsing on the web. PC app makes sure your children practice safe browsing.

Nanny for Google Chrome allows you to be more productive and less distracted by blocking sites.

Anti-Porn Pro

LeechBlock is a simple productivity tool designed to block those time-wasting sites that can suck the life out of your working day. All you need to do is specify which sites to block and when to block them.

FoxFilter is a personal content filter that helps block pornographic and other inappropriate content. All filtering features are free! Premium features available with small support fee.

In a classroom in the first part of each school year in most of my classes, I lead a discussion with students asking whether they want our class to be a community of learners or a classroom of students

10 Free iPad Creativity Apps for Young Learners ~ Educational Technology and Mobile Learning

2- Pic Collage
5- Puppet Pals HD

Inkflow works like a word processor for visual thinking. It captures essay writing your ideas as easily as with pen and paper, then arrange and reorganize them with your fingers.This app lets you sculpt and paint interesting and realistic 3D shapes. It is very easy to use , just choose a shape from their library then push, pull and paint to make the sculpture your own.

Newer Post
7- j2e

iBrainstorm lets you capture and share your inner most creative genius via collaborating with others while working on a project or assignment.
Older Post
9- iBrainstorm
10- Inkflow

1- Draw Free for iPad
This is a great free iPad app that lets users create beautiful drawings. It has an intuitive interface and is very simple to use, ideal for young learners.

6- Skitch for iPad

This app lets you create your own unique shows with animations and audio in real time.

Our Story enables young children to take part in fun games which can help develop interests and skills that will be relevant to them when they start to read.
8- 123D Sculpt
Home3- Our Story

Get the story creation and sharing app that’s getting great reviews from parents, teachers and kids all around the world.
This apps opens up your creativity and allows you to use shapes, sketches and text annotation to get your point across fast.

4- Scribble Press
This is an app that allows you to create awesome collages of your friends and favourite stars using stickers, text, web images and many more.
j2e is an online creativity tool designed for education. It brings the power of the web into the classroom. Children can create, share and learn in an e-safe environment.

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A Minor case: OED contributions from a prison cell | OxfordWords blog

    Fryer’s book was the story of one man’s travels. Several books cited in Minor’s indexes recount similar adventures, such as The Travels of Monsieur de Thevenot into the Levant (1687), Purchas his Pilgrimage (1613), and A Relation of a Journey begun 1610 by George Sandys (1615). Others take a more historical view – Relations of the Most Famous Kingdoms and Commonweales thorough the World (1611) and Geographical Historie of Africa (1600). Clearly Minor enjoyed reading about the journeys and discoveries of others, perhaps reliving distant memories or travelling vicariously through them. Voyage Around the World (George Anson, 1748) was something of which he could only dream.

    William Minor had worked as a surgeon during the American Civil War and his experiences on the battlefield led to paranoid delusions and an unstable mind. He had come to London to recuperate. Fate dealt its final blow to George Merrett during his daily walk to work at Lambeth’s Red Lion Brewery. Believing someone was trying to enter his rooms, Minor ran on to the street and shot Merrett, who happened to be walking away from him. Minor was found not guilty of the crime on reasons of insanity, but was given a life sentence at what was then called Broadmoor Asylum.


    A Minor case: OED contributions from a prison cell

    A number of the books refer to Persia and the East Indies, understandable given Minor’s link to Ceylon. One such book was John Fryer’s snappily titled A New Account of East India and Persia in Eight Letters being Nine Years Travels begun 1672 and finished 1681. A slip written out by Minor from this book can be seen here – it concerns the word guz, an Indian measure of length. The book has gone on to provide quotations for almost 1000 entries in the OED.

    The OED archive now contains 42 of Minor’s word indexes, covering titles from philosophy, economics, art, to medicine. But what is interesting is that almost half of them relate to aspects of travel or foreign countries. Minor was no stranger to travel – he was born in Ceylon (now Sri Lanka) before moving to America and then on to England. But perhaps incarceration gave him a keener interest in discovering about distant lands.

    Looking in on life

    A man of method

    Journeys of the mind

    Another interesting area of books which Minor researched is satirical writings about city life. These take a witty and sometimes acerbic view of the customs and manners of urban living. One example is Jonathan Swift, writing as Simon Wagstaff, in A Complete Collection of Genteel and Ingenious Conversation (1738). In it, he studies the supposed pleasantries of social intercourse, which he felt were often laced with malicious undertones. Another is Remarques on the Humours and Conversations of the Town (1673), a sardonic look at London social life written by ‘a person of quality’. It seems Minor had a sense of humour too.

    17 February will mark a significant date in the annals of the Oxford English Dictionary. 17 February 1872 was the date on which a Dr. William Chester Minor, American army surgeon, shot and killed George Merrett in the early hours of the morning on a gloomy Lambeth street. Not an auspicious date, granted, but Minor went on to become one of the most important volunteer contributors to the OED.

  • The opinions and other information contained in OxfordWords blog posts and comments do not necessarily reflect the opinions or positions of Oxford University Press.
  • One such title associates with the history of Oxford University Press. Amusements Serious and Comical for the Meridian of London was written by Tom Brown in 1700. Tom Brown was a translator and satirist who first found fame when studying at Oxford University. It was here that he met Dr. John Fell, the Dean of Christ Church College, and the man who set up Oxford University’s first print shop in the Sheldonian Theatre. Hugely influential in the history of the Press, he had a reputation as a disciplinarian at college. When Brown got into trouble with Fell, it is said that he would be spared expulsion if he could translate a Latin epigram – Brown translated it thus: ‘I do not love thee, Dr Fell, the reason why I cannot tell, but this I know and know full well, I do not love thee Dr Fell.’ He went on to pen several famous writings, including the one Dr. Minor pored over in his little cell and which eventually helped to illustrate more than 200 entries in the OED.

The keen-eyed amongst you will have noticed that Minor had a penchant for 17th and 18th century literature. In his preface to the fifth volume of the OED, James Murray stated that ‘Second only to the contributions of Dr. Fitzedward Hall, in enhancing our illustration of the literary history of individual words, phrases, and constructions, have been those of Dr. W. C. Minor, received week by week for words at which we are actually working.’ Time well spent, I think.

A major, not a minor, help

From his cell, Minor began to send in contributions to the OED. He was a well-educated man and an avid reader, with a collection of rare antiquarian books which Broadmoor allowed him to keep in a second cell. It’s possible he saw one of Murray’s appeals in a consignment of books sent to him by one of his booksellers, and the relationship began. Scouring this literature for useful quotations came naturally to him, and he worked in a very methodical manner. Upon reading a book, he would prepare a small pamphlet headed with the title of the book in question. He would then note interesting words or usages of words in an alphabetical list, followed by their relevant page number. He soon built up a collection of these word indexes, which allowed him to supply the dictionary editors with quotations that were very relevant to the words they were working on. One example of his word indexes can be seen here, in minute handwriting.

In most cases, this comes in writing services by the form of paper-and-pencil tests that can be scored by computer and often are dominated by multiple-choice questions

5 Critical Mistakes Schools Make With iPads

With more schools opting for 1:1 student-to-iPad access, there exists a tremendous opportunity for a transformative shift in classrooms where students are empowered to navigate their own learning.

And we don’t introduce a single subject app. Instead we focus on the amazing range of consumption, curation, and creativity possible across grade levels and subjects using only four general apps: an annotation app, a screencasting app, an audio creation app, and a video creation app. In our workshops conversations about pedagogy center the iPad properly as an effective learning device. The content comes from a wide range of materials available across the Web and in our classrooms, not from apps.

It simply didn’t occur to him use the VoiceThread app to record his students speaking Latin, or perhaps create a collaborative discussion of Cicero. Or use the Animoto app for a lively student presentation on Latin vocabulary, or the Socrative app for a Latin quiz, or the Explain Everything app to create a grammar tutorial. There are so, so many possibilities, yet he was oblivious to them.

In addition, iPad mobility means that students can take pictures, record audio, and shoot video, in any number of places. They can tell multimedia stories, screencast how to solve math problems, create public service announcements, simulate virtual tours of ancient cities, and so much more. Active consumption, curation, and creativity ssuit the device. Stand-up-and-deliver teaching does not. So, put the iPads in the hands of teachers who understand that active learners learn best.

While iPads are engaging, technology needs to be — above everything else — in the service of learning. Administrators who fail to articulate the connection between iPads and learning often hamper their iPad initiative.

Focusing on iPad-versus.-laptop comparisons stifles the ability to see how the iPad facilitates student-centered learning. iPads are devices meant to compliment computers, not replace them.

Yet, from our vantage point, momentum for redefining the educational map with iPads is often derailed at schools as a result of a limited vision of the device and a failure to prepare teachers effectively. Schools that share a common vision for learning, extensive support for teachers in learning to use these new devices, and a willingness to learn from the teachers around the country who have already piloted these tools are much more likely to reap the benefits of their investments in iPads.

Author : Buffer, Inc

Without guidance, iPads become expensive notebooks used by students in very traditionally structured stand-and-deliver classrooms. Teachers need time for professional collaboration (and often external support) to learn to nurture reading, writing, speaking, and listening skills and to develop strategies to differentiate instruction using a range of apps and tablet-friendly Web tools.

At our iPads in the Classroom summer workshop at Harvard University we spend three full days with teachers actively exploring effective iPad integration tools and strategies.

School administrators should point out the improvements in teacher management of classroom time and space afforded by iPads, as well as the incredible flexibility it provides to vary learning activities at a moment’s notice. Finally, they should remind their constituents that with iPads students have the world at their fingertips– anywhere they might be — and the only limitation to what students might do in this vast space is the vision of educators.

Increasingly a 21st century education is less about place and more about space. And the iPad has become the leading device in which students can navigate and create exciting new worlds. Yet, when this device enters classrooms its impressive immersive capabilities are often overlooked or underdeveloped.

4) Treating iPads like multi-user devices

Simply handing a teacher an iPad in advance won’t serve to address these challenges when the school year starts. Fortunately, many early adopters have workflow plans that address these challenges, and schools need to protect their teachers from reinventing the workflow wheel.

It doesn’t.

Even the basics of workflow– sharing materials, collecting student work, making comments and grading, passing student work back–can be unfamiliar to teachers and quite complicated. The challenges of iPad workflow include understanding cloud computing environments and options, how different apps and types of files interact with each other, file format compatibility and file conversion tools, evaluating all-in-one management solutions, and translating these concepts simply and effectively to students.

Instead of sharing iPads across multiple classrooms, schools should be allocating them to a few select pilot classrooms for an entire year. Schools should be documenting pilot group successes and failures and begin to codify iPad integration functionality and elicit best practices to serve as a foundation for future iPad expansion. If a school cannot envision financially moving to a 1-1 iPad model, then Bring your Own Device (BYOD) models may prove much more compelling than shared iPad systems.

1) Focusing on content apps

School administrators should be explaining to their constituents that the iPad supports essential skill areas — complex communication, new media literacy, creativity, and self-directed learning. Instead of focusing on the convenience of ebooks, they should instead be emphasizing the incredibly immersive and active learning environment the iPad engenders and the unprecedented opportunities to develop personalized, student-centered learning. They should highlight some of the beneficial consumption, curation, and creativity activities the iPad facilitates — as well as the student empowerment it inspires.

Decades of research has shown that when teachers have access to new technologies, their instinct is to use new technologies to extend existing practices.

While we’ve witnessed many effective approaches to incorporating iPads successfully in the classroom, we’re struck by the common mistakes many schools are making with iPads, mistakes that are in some cases crippling the success of these initiatives. We’re sharing these common challenges with you, so your school doesn’t have to make them.

So, people who seek equivalent functionality become frustrated, and fail to realize the intrinsic benefits and features of the iPad’s native design.

Over the last few years K-12 schools and districts across the country have been investing heavily in iPads for classroom use. EdTechTeacher has been leading iPad professional development at many of these schools and we’ve seen firsthand how they approach iPad integration.

iPads were designed as a single-user device and not meant to be shared via carts. Financial constraints have forced many schools to abandon 1:1 aspirations, but sharing them separates the functionality from the user. Carts that rotate through several classrooms force teachers to take time away from learning, create a nightmare of student accounts, and often focus attention on workflow systems rather than learning.

Instead, schools should focus their energies on what iPads do best to engender active learning. iPads enable students to kinesthetically connect with their work (especially important for young learners). These tactile elements – using fingers to zoom, rotate in, pinch close, or swipe across – as well as increasingly interactive and immersive apps, facilitate hands-on learning.

3) Treating the iPad as a computer and expecting it to serve as a laptop.

Teachers need instruction on how to incorporate the devices into the learning process, which is quite different than trying out a few apps.

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Many school administrators simply fail to communicate to their constituents why they’ve purchased iPads. As a result, many initiatives face resistance from teachers, parents — and even students – who don’t understand why these devices are being introduced into their classrooms. Letting the purchase speak for itself isn’t enough – districts need to explain why they’ve invested in these devices.

Website : –>

Be sure to check out the April 10-12 EdTechTeacher iPad Summit to learn more about these issues and solutions.

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Chats Next Week: CMU Tepper and Michigan Ross

  • Monday, November 7, at 10:00 AM PT/ 1:00 PM ET/6:00 PM GMT when Laurie Stewart, Carnegie Mellon’s Director of MBA Admissions; Carolyn Gould, Associate Director of the Career Opportunities Center; and- Courtney Freeman, essay writing websites MBA Class of 2006 will participate in our’s annual CMU Tepper admissions chat.
  • Mark you calendars. resumes its series of MBA admissions chats next week:

  • Wednesday Nov. 9, 2005 at 10:00 AM PT/1:00 PM EST/6:00 PM GMT when Jim Hayes, Director of MBA Admissions at Michigan Ross and other members of the Ross admissions team will discuss Michigan Ross’ admissions practices and its action-based, inter-disciplinary program.
  • Both chats will take place in the chat room.

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    “Are You a Grammar Troll?” Quiz | Writing Service

    that makes sure everything you type is clear, effective, and mistake-free.

    What kind of writing personality do you have? What parts of writing are easy or challenging for you? Share your stories in the comments.

    Whether you’re the friend that everyone calls when they have a grammar question or you’re just a big English language geek, you love reading about and talking about language online. When writing mistakes happen online, however, language and grammar can get pretty divisive—quickly. We all have a tendency to chime in, but not all of us are as productive as others. Find out how much of a grammar troll you are in our short, fun quiz.

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    A Lawyer’s Real Job [Spoiler Alert: Reality Check]

    5. Sometimes, you lose. This happens to television lawyers as well, but it’s worth noting. If you are applying to law school hoping to rely on your ability to persuade anyone based on your excellent debate skills – well, believe it or not, sometimes justice isn’t on your side.

    Related Resources:

    With the rise of true-crime series and podcasts – I’m looking at you Making of a Murderer and Serial – some people may be applying to law school with stars in their eyes. While lawyers do have important jobs – criminal justice couldn’t run without them – there are some realities you should be aware of when you apply to law school.

    • The Law School Admissions Guide: 8 Tips for Success [free guide]
    Make sure you are keeping check of reality whilst watching reality law shows!

    Jessica Pishko graduated with a J.D. from Harvard Law School and received an M.F.A. from Columbia University. She spent two years guiding students through the medical school application process at Columbia’s PostBacc Program and teaches writing at all levels. 

    As an applicant, what should you do? Should you allow your television or podcast habits to influence your personal statement? Not really. Many people who apply to law school are idealists, like the defense lawyers in Making of a Murderer and want to make a difference in people’s lives. A better way to show your idealism and a mature, realistic understanding of the law is to emphasize your ability to think analytically as well as your ability see both sides of an issue.

    3. Lawyers represent their clients. In some ways, being a lawyer is not a lot different from serving food at a restaurant – the client dictates the time and costs constraints as well as the result they want. A large part of being a lawyer in the real world is doing the best thing for your client, even if it’s not particularly advantageous to your career or your own desire to make a particular point. The actual people you represent have their own ideas about what is important.

    2. The wheels of justice turn slowly. Being a lawyer means accepting that sometimes you can only nudge the needle a little bit at a time. I had a great law professor who told me that his initial goal was never to win, but rather to lose after some amount of consideration. It can take a long time to change laws using the courts.

    • Characteristics Law Schools Are Seeking in Applicants

    1. Law is actually fairly tedious. By the time you finish reading International Shoe and annotating footnotes in your Civil Procedure textbook, you will figure out that, like many academic professions, law requires patience and the ability to sift through a large amount of detail.

    4. Law applies to the real world. There’s a law school maxim that “bad facts make bad law.” It’s true in practice, too. Usually, the facts of the case – the who, what, when, where – matter more than the theory behind it. There’s always an underlying principle that legal decisions have to make some sense. Now, that’s something you can borrow for your moot court debate.

    • 5 Tips for Your Law School Personal Statement
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    3rd Year Med Students: 3 Things to Watch For

    2. Watch your patients. Observe how patients and their family members respond – do they ever surprise you? Which cases really piqued your interest? You may already be keeping a case log; if so, that will help supply the medical side when you want to write about specific patients. But your personal statement will be richer when seasoned with personal details that aren’t recorded in case logs.

    1. Watch your attendings. What did your attending do today that struck you? This can be anything, from observing how they reacted to a patient’s nonverbal cues or defused an upset family member’s anger to noting how they communicated relevant information to other health professionals. Describe the details so you can recall them later. If what you saw today differed from what you’ve seen in other rotations, think about whether it’s due to the specialty or just this individual’s style. And make critical judgments – did anything you saw about this physician or today’s tasks make you think about the kind of doctor you want to be?

    3. Watch yourself. Since what you write is private, use this space courageously. What did you do well? What did you do not so well? What were the things that interested you and what bored you silly? Not only can this help you to critically evaluate your educational progress, but it can also give you some insights into your future. What is pushing you towards certain specialties and away from others? How are your actions today helping you to envision the kind of doctor that you hope to be?

    By Cydney Foote, Accepted consultant and author of Write Your Way to Medical School, who has helped future physicians craft winning applications since 2001.

    Three things to watch for now, ensuring that you’ll have less clock-watching to do as deadlines approach.

    What did your attending do today that struck you?

    Last week, I mentioned keeping a diary during your rotations. But what exactly should you be keeping track of in your Diary? Here are three things you can watch for that will get you in great shape for later:

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