Name: June 16, 20059:50 PM

(1) Navigating the Internet: A Uniform Resource Locator (URL) is the unique address which identifies a resource on the Internet for routing purposes. Know how to interpret URLs.

Use a "traceroute" program such as "WhatRoute" (Mac) or Neotrace (PC) to trace the route between your computer and and a website outside of the United States. Include a screen shot showing a map and the text of the specific route taken when contacting the website. Compare your findings with those of others in the class. Are websites always located in the country in which they are registered? What does this show about the nature of Internet-based business and commerce?

Compare the connection in the CSUN laboratory with your connection at home or school. What are the IP addresses of the computers you are working with? What kind of connections are your working with (dial-up, DSL, cable, 100-Base TX (twisted-pair LAN), 100-Base FX (fiber LAN), etc.)? Compare are your connection speeds.

Most schools have developed Acceptable Use Policies (AUP) and have installed filters to keep student focused on education. Include text (scan or download is easiest) of your school's AUP and a description of the filters in place. If a school AUP is not available, provide a sample AUP, cite its source, and provide a link. If your are not working in a school, summarize how filters work.

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Name: June 16, 20059:50 PM

The closest I came to following this assignment was to find a route searcher using Google. It provided step-by-step instructions to trace a route. I searched for a site that I use quite often, www.classbuilder.com. There was no map nor other grapical information provided. Shown below is a screenshot of the result:

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Name: June 16, 20059:50 PM

While I understand what I did, it is not clear to me what the value of this exercise is. We do know that websites can originate world wide. We also know that hackers can sometimes steal the URL of a computer and make it appear that SPAM is originating from it, rather than the hacker’s machine. Consequently, even if we learn the route followed, what good does it do?

With respect to acceptable use policies and filtered sites, both have problems. The acceptable use policy is ponderous to implement; half the semester can pass before I have necessary authorizations to release my students on the school computers with Internet access. Further, if the policy is being violated, it is generally impossible to trace it to an individual student because they are on and off the sites too quickly to track and it is done anonomously. Further, with the availability of computers in the classroom, machines from which the students cannot be locked out, they brazenly access prohibited materials even as the instructor tells them to turn off the machine and return to their seat. Pulling the plug is a temporary and ineffective measure.

The students also know how to defeat the filters meant to keep them from viewing various sites. The procedure is simple and takes mere seconds.

(2) Knowing your School: Teachers should have a good understanding of their school, students, and thc communities they represent. Much statistical data can be gained using online resources. *TPE-tip You may wish to develop a case study of your school using this and you personal observations to meet TPE 8.

Develop a written profile of your school and students. Your profile should include the following:

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School distinctives : Study your school website and discuss school history, distictives and goals.

Geography: Describe your campus and its community using satellite photos and maps. Using the photos, describe the nature of the community (commercial, apartments, single family homes, industry, etc.)

Socioeconomic status: Include maps showing the socioeconomic status (SES) of the communities contributing students to your school. Discuss two or more prominent SES characteristics of the school population.

School performance: Include test scores and the Academic Performance Index of your school. Discuss the academic climate of your school, including test scores, API, change in scores, dropout rate, English learners, students requiring special education, etc.

Panorama High School opened on 3 October 2006. It is too new to have a history, other than to have been constructed on the site formerly occupied by Carnation Company. Refer to the satellite photo, below:

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Name: June 16, 20059:50 PM

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The photo was taken prior to 3 October 2006, the date the school opened. This is known because there are service vehicles and equipment scattered throughout the site and beause the track/sports fields have not yet been completed.

Surrounding the school is mixed residential and commercial properties. The residential is variously multiple family residential and single family dwellings. Parcels occupied by multiple family structures appear deep and narrow and are clustered on the south (bottom) side of the photo, on Blythe Street. Such structures are typically home to a great many people in conditions that may be considered “crowded.” Other parcels are occupied by single family dwellings. Based on the density of development, the area is considered “mature.”

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Name: June 16, 20059:50 PM

It is known that crowded conditions give rise to abberant social behavior. Perhaps it is no coincidence then that the major gang in the area is named the Blythe Street gang.

Commercial development is obvious along the major streets, one of which is Van Nuys Blvd. From the type roof on the commercial buildings, it is clear that they are of relatively recent construction; arched roofs, a building style prevalent up though the 1950’s and the advent of glue-laminated beams, are generally absent. Two office towers are to the north (top). It is clear that these are towers by the long shadow cast compared to the other structures.

The school serves a student population initially comprised of students for whom it would be the neighborhood school, but also students sent from nearby high schools that had been on a year-round schedule. Schools sending students included James Monroe and Birmingham. The students from these schools were generally low achievers, students the administrators of the schools were delighted to be rid of. I know this because I taught at both Monroe and Birmingham when the arrangements for student transfers were being made. The opportunity to transfer problem students was freely and frankly acknowledged.

Demographically, the area is low income with few of the parents having completed secondary school. Spanish is the primary languagte spoken. An article from a Valley newspaper was even distributed by the school to teachers last semester acknowledging and describing in detail these social facts.

Data from indicated sources is provided for various communities in the Valley. STAR test data for 11th grade chemistry students, 2007, is provided for the several schools for comparison. I chose 11th grade chemistry bcause that is the subject and grade level I teach. A more complete comparison between Panorama HS and LAUSD as a whole is shown in the next figure. It shows results of testing for biology and chemistry.

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Selected demographic data, Communities in San Fernando Valley(Population data from 2000; educational standing from 2005; CST scores for 2007)

City, Community, or Area Burbank Canoga Park

Chatsworth Encino* North Hills*

Northridge Panorama City

San Fernando

Total Population 105,127 44,254 41,379 48,605 62,900 84,334 77,908 24,804Total Population 25+ 70,523 24,688 28,339 35,180 32,827 51,162 37,425 12,986Hispanic Pop. 25.3% 58.1% 14.2% 9.1% 58.8% 24.6% 74.7% 91.4%White non-Hispanic Pop. 61.2% 25.4% 62.0% 82.1% 22.6% 50.2% 8.3% 6.4%Nat. Amer/non-Hisp. Pop. 0.4% 0.4% 0.3% 0.2% 0.2% 0.2% 0.2% 0.5%Asian non-Hispanic Pop. 10.8% 11.3% 20.2% 5.6% 13.4% 18.8% 13.2% 0.9%Pacific Islander Pop. 0.1% 0.2% 0.1% 0.1% 0.2% 0.2% 0.1% 0.0%Black non-Hispanic Pop. 2.2% 4.7% 3.2% 2.9% 4.7% 6.0% 3.4% 0.7%No School Completed 1.9% 5.5% 5.5% 0.7% 5.3% 2.0% 7.7% 7.2%K-6 Gr 3.7% 12.1% 1.9% 1.3% 12.1% 3.9% 14.6% 21.1%7-12, No Diploma 11.2% 18.9% 7.3% 7.3% 19.8% 9.9% 26.0% 29.9%High School Graduate 21.3% 20.1% 20.5% 16.6% 19.8% 15.8% 18.2% 19.7%Some College, No Degree 24.8% 20.0% 24.3% 21.0% 18.8% 23.1% 14.7% 13.4%Associate Degree 8.0% 5.7% 7.9% 6.7% 5.5% 7.1% 4.4% 3.2%Bachelor (BA/BS) Degree 20.6% 13.2% 24.5% 26.3% 13.3% 24.7% 11.3% 3.6%Advanced Degree 8.4% 4.4% 12.7% 20.0% 5.5% 13.4% 3.1% 1.9%HS Graduate or Higher 83.1% 63.5% 89.8% 90.6% 62.8% 84.2% 51.6% 41.8%BA/BS Graduate or Higher 29.0% 17.7% 37.2% 46.3% 18.7% 38.2% 14.4% 5.4%11th gr. CST Chem–advan 3% 1% 13% 0% 2% 0% 0% 0%11th gr. CST Chem–prof 14% 12% 21% 5% 13% 10% 0% 3%11th gr. CST Chem–basic 47% 53% 47% 45% 48% 48% 26% 19%11th gr. CST Chem–b/bas 18% 18% 11% 28% 24% 21% 29% 25%11th gr. CST Chem–fb/bas 18% 17% 7% 22% 13% 20% 45% 52%* CST scores for Birmingham HS**CST scores for James Monroe H

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Name: June 16, 20059:50 PM

LAUSD – District-wide – 2007 CST

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Panorama HS--- 2007 CST

The results speak for themselves. LAUSD is criticized for low test scores as it is. Those for Panorama are even worse.

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Name: June 16, 20059:50 PM

(3) College Advisement: Secondary teachers often have the opportunity to advise students on decisions pertaining to college. In many environments, teachers are the only individuals students know who have been to college.

Describe a real or hypothetical student (interests, family SES, personality) who is interested in pursuing a career in a field related to what you teach. Recommend a major and 4-year college and explain the rationale for your recommendation using information found on college websites. Provide active links to the colleges, and quote relevant information.

Provide a paragraph of advice to the parents of this student regarding financing college. Consider their financial and family situation.

I have been promoting University of Nevada at Reno to my students. UNR has a fine mining engineering program. Many of the courses are similar to or identical with those that I took when I was earning my MS in Chemical Engineering. The university has a generous scholarship program and I made contacts with academic advisors at the school interested in promoting a summer on-campus course for qualified students from Panorama. I put up posters in the classroom with contact names and described the program. I solicited students for it and compared tuition costs to other schools. So far, there has been no interest by any of my students in the mining program or in attending UNR.

(4) Professional Growth: Teachers should model "life-long learning" by attending workshops, reading journals, and participating in professional organizations.*TPE-tip You may wish to research professional organizations and employment opportunities and include plans for professional involvement and career development as part of your Individual Induction Plan required for TPE 13.

Describe a professional conference (related to your field) you may benefit from attending. Describe the purpose and scope of the professional organization

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sponsoring the conference and provide a synopsis of the conference and one or more selected workshops or presentations you would like to attend. Include a link to the professional organization and to the specific conference.

I am required to complete continuing education hours each year to maintain my Qualified Applicator’s License with the California Department of Pesticide Regulation. While many classes can advantegeously be taken on-line, I have attended workshops and classes sponsored by PAPA (Pesticide Applicators Professional Association) with a web address of www.papaseminars.com. At the conferences/workshops, various speakers lecture on technical topics and on legal requirements. At the end of the workshop, an exam is conducted. Passing the exam is necessary to qualify for the continuing education hours.

(5) Employment: Most schools and districts advertise job openings on the Internet. Teachers should use such resources not only to find employment for themselves, but also to attract others to their schools and thus build strong departments.

Find a job announcement for a teaching position for which you are qualified. Include a screen capture of the advertisement. Describe the school and community using information found on the Internet. Cite your resources.

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With a median income in Redford of about $49,000, this position does not appear appealing. Housing is about $150,000 which, at a ratio of 5:1 suggests that a teacher can just barely afford to buy a home in Redford. The nearest city is Detroit. For more information, visit http://www.city-data.com/city/Redford-Michigan.html.

(6) Multi-media resources: Numerous educational videos, sound clips, and animations are available on the Internet. Teachers should be able to find appropriate multimedia resources, and link to or download such files.

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Identify an audio resource appropriate to teaching your subject (music, speech, animal sound, poem, newscast, etc.). Download the file and embed it in your portfolio, or provide an active link to it. Cite the source and describe how and why you will use it in instruction.

Identify a video or animation appropriate to teaching your subject. Download the file and embed it in your portfolio, or provide an active link to it. If you provide a link, also include screen captures of key sections of the video or animation. Cite the source and describe how and why you will use it in instruction.

(I need help with this; my computer cannot play the audio files as it is presently configured.)

(7) Interactive/Linked Unit Plan : Many application programs (including word processors, presentation managers and spreadsheets) allow users to hyperlink to local (e.g. movies, animations, presentations, text) and remote files. This can greatly facilitate the development and use of a unit plan. *TPE-tip You may wish to incorporate this material into a unit plan for TPE1.

Develop a unit plan (or augment an existing plan) for the subject you teach, incorporating as many resources as possible developed in this class.

Incorporate two or more good third-party lesson plans for teaching your subject. Cite the author and URL of the resources, and include screen captures of the relevant parts of the lessons.

Include links in you unit plan to at least five relevant external internet resources. Use a search engine with Boolean search features to locate web sites relevant to your subject. Embed the URLs for at least 5 excellent sites (or local files) that are related to a lesson you will provide.

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Provide links to other relevant documents or resources you have developed.

(Some of the information I want to show is on U-tube. This is a site blocked by LAUSD. Students showed me how to get around the block, and on the web are instructions for saving U-tube files to hard disk. However, I have not been successful at either of these steps on my own. Assistance here is needed.)

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