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There are 10 messages in this issue.
Topics in this digest:
1. MEDICAL: HISTORY : MEDICAL: DISEASES: INFLUENZA: Review of 1918
From: David P. Dillard
2. [Net-Gold] Native Americans - Internet Resources
From: David P. Dillard
3. RELIGION: CHRISTIAN: CATHOLIC : BANKRUPTCY: Breaking Legal Document
From: David P. Dillard
4. File - Subscription-Management
From: [email protected]
5. LIBRARIES: GOVERNMENT: UNITED STATES : UNITED STATES: GOVERNMENT:
From: David P. Dillard
6. LIBRARY: ISSUES : WEBLOGS: The Library Garden
From: David P. Dillard
7. THE WAR ON TERROR IS THE LEADING CAUSE OF TERRORISM
From: George Lessard
8. Media Portrayals of Girls and Women
From: George Lessard
9. Saving Time, Saving Energy: Daylight Saving Time, Its History and Wh
From: George Lessard
10. Update of Julie Amero and New CSRIU Document
From: David P. Dillard
Messages
________________________________________________________________________
1. MEDICAL: HISTORY : MEDICAL: DISEASES: INFLUENZA: Review of 1918
Posted by: "David P. Dillard" [EMAIL PROTECTED] jwneastro
Date: Wed Feb 28, 2007 10:52 am ((PST))
MEDICAL: HISTORY :
MEDICAL: DISEASES: INFLUENZA:
Review of 1918 Pandemic Flu Studies Offers More Questions Than Answers
Date: Wed, 28 Feb 2007 09:20:35 -0500
From: "NIH OLIB (NIH/OD)" <[EMAIL PROTECTED]>
To: [EMAIL PROTECTED]
Subject: Review of 1918 Pandemic Flu Studies Offers More Questions Than
Answers
U.S. Department of Health and Human Services
NATIONAL INSTITUTES OF HEALTH
NIH News
National Institute of Allergy and Infectious Diseases (NIAID)
<http://www.niaid.nih.gov/>
FOR IMMEDIATE RELEASE: Wednesday, February 28, 2007
CONTACT: NIAID News Office, 301-402-1663
<e-mail: [EMAIL PROTECTED]>
REVIEW OF 1918 PANDEMIC FLU STUDIES OFFERS MORE QUESTIONS THAN ANSWERS
Experts Say Further Study of Past Pandemics Key to Preparedness
Scientists and public health officials, wary that the H5N1 avian influenza
virus could trigger an influenza pandemic, have looked to past pandemics,
including the 1918 "Spanish Flu," for insight into pandemic planning.
However, in a Journal of Infectious Diseases review article now posted
online, David M. Morens, M.D., and Anthony S. Fauci, M.D., of the National
Institute of Allergy and Infectious Diseases (NIAID), part of the National
Institutes of Health, conclude that studies of the 1918 influenza
pandemic, which killed some 50 to 100 million people around the globe,
have so far raised more questions than they answer.
"Today, nearly a century after the 1918 influenza pandemic, its mysteries
remain largely unexplained," says Dr. Fauci, NIAID director. "Much work
remains to be done, by scientists as well as by historians and other
scholars, with regard to the many unanswered questions surrounding this
historic pandemic. These studies must be part of our preparedness efforts
as we face the prospect of a future influenza pandemic."
Dr. Morens adds, "In addition to ongoing laboratory studies, we feel that
much can be learned from examining the vast scientific literature related
to the 1918 influenza pandemic and previous influenza pandemics. A
treasure trove of journal articles and other materials exists in many
languages that can be mined for novel information with practical
applications relevant to the threat of pandemic influenza we face."
In their article, Drs. Morens and Fauci review several topics, including
the origins of the 1918 pandemic influenza virus, the excess mortality of
the pandemic, the predilection to kill the young and healthy, the
lower-than-expected mortality among the elderly, and the cyclicity of
influenza pandemics over the past 100 years. Such topics are relevant
today as highly pathogenic H5N1 avian influenza viruses have spread from
Asia to the Middle East, Europe and Africa.
One of the great unsolved mysteries surrounding the 1918 pandemic is why
it tended to kill the young and healthy. Unlike yearly influenza
epidemics, in which death rates are highest among infants, the elderly and
those with chronic health conditions, the 1918 influenza pandemic took its
greatest toll on healthy adults between the ages of 20 and 40. One
possible explanation, supported by recent studies in mice with a
reconstructed version of the 1918 virus, is that an over-responsive immune
system may release a "cytokine storm," or excessive amount of immune
system proteins that trigger inflammation and harm the patient in the
process. Of note, most deaths among humans infected with the H5N1 avian
influenza virus have occurred in individuals under the age of 40. However,
as the authors point out, it is not yet known whether there is a higher
percentage of young people in the affected populations compared to older
people, whether younger people are more susceptible to infecti!
on or whether they have more exposure to infected birds.
Highly pathogenic H5N1 influenza viruses have primarily infected wild
birds and domestic poultry populations in dozens of countries, although at
least 275 people have been infected and 167 have died. As Drs. Morens and
Fauci point out, the H1N1 virus that caused the 1918 pandemic appears to
be avian in origin, but the host source of the 1918 virus has never been
identified. Furthermore, no major disease outbreaks among birds were
documented immediately before the 1918 pandemic. They suggest that an
avian influenza strain could have been hidden in an obscure ecological
niche, and the pandemic strain arose by the genetic adaptation of that
avian virus to a new human host.
"The more we learn about influenza A viruses and what they can do to
maintain their deadly relationship with the human species, the more
remarkable they seem," says Dr. Morens. "The challenge for us is to learn
as much about influenza viruses as they have already 'learned' about us."
Drs. Morens and Fauci also discuss the high number of deaths associated
with the 1918 pandemic and the disease process, based on clinical and
autopsy studies published between 1918 and 1922. Most pandemic deaths were
associated with either an aggressive bronchopneumonia, in which bacteria
could be cultivated from lung tissue at autopsy, or with a severe acute
respiratory distress-like syndrome (ARDS) characterized by blue-grey
facial discoloration and excessive fluid in the lungs. In neither case is
it known whether most deaths were caused by a secondary bacterial
infection or a primary viral infection. They propose that the many excess
deaths that occurred during the 1918 influenza pandemic resulted from a
disease process that began with a severe acute viral infection that spread
down the respiratory tree causing severe tissue damage, which was often
followed by secondary bacterial invasion. More definitive answers
regarding the causes of deaths due to the "Spanish Flu" may!
require a comprehensive re-examination of the 1918 autopsy series, they
note.
If a pandemic with similar characteristics were to occur in the near
future, Drs. Morens and Fauci predict that the relative number of deaths
would be substantially lower than that which occurred in 1918.
"Almost all 'then-versus now' comparisons in theory are encouraging," they
write. "In 2007 public health is much more advanced, with better
prevention knowledge, good influenza surveillance, more trained personnel
at all levels, well-established prevention programs featuring annual
vaccination with up-to-date influenza and pneumococcal vaccines, and a
national and international prevention infrastructure." In addition, two
classes of antiviral drugs are currently available, as well as antibiotics
effective against bacteria that cause influenza-associated pneumonia.
The most difficult challenge in mitigating the effects of a severe
pandemic today would be to ensure access to medical care and resources,
they note. Hospitals, medical personnel and drug suppliers could be
overwhelmed with huge demands for services, medicines and vaccines, a
situation that would be exacerbated in less developed countries and
impoverished regions.
Drs. Fauci and Morens conclude that the best hope for the future lies in
developing and stockpiling more broadly protective influenza vaccines. In
the meantime, prevention efforts should be directed towards logistical
planning, increased surveillance, the development of medical
countermeasures, an improved understanding of pandemic risks, and an
aggressive and broad research agenda.
NIAID is a component of the National Institutes of Health. NIAID supports
basic and applied research to prevent, diagnose and treat infectious
diseases such as HIV/AIDS and other sexually transmitted infections,
influenza, tuberculosis, malaria and illness from potential agents of
bioterrorism. NIAID also supports research on basic immunology,
transplantation and immune-related disorders, including autoimmune
diseases, asthma and allergies. News releases, fact sheets and other
NIAID-related materials are available on the NIAID Web site at
<http://www.niaid.nih.gov>.
The National Institutes of Health (NIH) -- The Nation's Medical Research
Agency -- includes 27 Institutes and Centers and is a component of the
U.S. Department of Health and Human Services. It is the primary federal
agency for conducting and supporting basic, clinical and translational
medical research, and it investigates the causes, treatments, and cures
for both common and rare diseases. For more information about NIH and its
programs, visit
<http://www.nih.gov>
###
--------------------------------
REFERENCE: DM Morens et al. The 1918 influenza pandemic: Insights for the
21st century. "The Journal of Infectious Diseases".
(2007)
--------------------------------
This NIH News Release is available online at:
<http://www.nih.gov/news/pr/feb2007/niaid-28.htm>.
Sincerely,
David Dillard
Temple University
(215) 204 - 4584
[EMAIL PROTECTED]
Net-Gold
<http://groups.yahoo.com/group/net-gold>
<http://listserv.temple.edu/archives/net-gold.html>
<http://groups.google.com/group/net-gold>
<http://net-gold.mailspaces.com/>
General Internet & Print Resources
<http://library.temple.edu/articles/subject_guides/general.jsp>
<http://www.edu-cyberpg.com/ringleaders/davidd.html>
Digital Divide Network
<http://www.digitaldivide.net/profile/jwne>
Educator-Gold
<http://groups.yahoo.com/group/Educator-Gold/>
K12ADMINLIFE
<http://groups.yahoo.com/group/K12AdminLIFE/>
Messages in this topic (1)
________________________________________________________________________
________________________________________________________________________
2. [Net-Gold] Native Americans - Internet Resources
Posted by: "David P. Dillard" [EMAIL PROTECTED] jwneastro
Date: Wed Feb 28, 2007 1:46 pm ((PST))
Date: Wed, 28 Feb 2007 08:44:38 -0800 (PST)
From: Mischa Plunkett <[EMAIL PROTECTED]>
Reply-To: [EMAIL PROTECTED]
To: [EMAIL PROTECTED]
Subject: [Net-Gold] Native Americans - Internet Resources
Native Americans - Internet Resources
<http://falcon.jmu.edu/~ramseyil/native.htm>
"Welcome to the
Internet School Library Media Center
Native American page.
You will find bibliographies, directories
to pages of individual tribes, history and
historical documents, periodicals and
general links.
The ISLMC is a preview site for teachers,
librarians, students and parents. You can
search this site, use an index or sitemap.
The following sites have useful information
on Native Americans. This page revised 1/22/00.
NOTE: The Internet is being overwhelmed by
viruses and spam. Please protect your computer
with appropriate software. Also, many worthwhile
sites have "pop-ups" which may change to include
content unknown to me. Use preview sites before
using with children."
Content Categories
Bibliographies
Directories
Historical Documents & Online E-Texts
Author Pages
Study & Teaching
History
General Sites
Periodicals
-----------------------
Content Sample from Bibliographies
Bibliographies
Selected Bibliography on Native American Writers
and Their Writings
A Wallace library guide
Native Americans. Bibliography. Juvenile Books
Native Americans. Bibliography. Young Adult Books
Fiction; biography; poetry; drama by and about
Native Americans.
A Critical Bibliography on North American Indians,
for K-12 From Smithsonian Institution Anthropology
Outreach Office.
Index of Native American Bibliography Resources
on the Internet
Excellent index from Hanksville
Welcome to Hanksville. Bibliography
Bibliography of books for those who desire to
begin to build an understanding of Native
American cultures
Bibliography. Society, Culture and History
A professional bibliography of general references
and traditional environmental knowledge from Native
Americans.
Bibliography. NativeWeb.
Use search engine. Creek Indians and other
bibliographies.
Native American Book Centre
An excellent source of books by and about Native
Americans; criticism;
-------------------
There are many more sources in this and the other
categories to be explored from this link list web
page.
Mischa Plunkett
[EMAIL PROTECTED]
Graduate Temple University Student
Sport and Recreation Administration
____________________________________________________________________________________
Food fight? Enjoy some healthy debate
in the Yahoo! Answers Food & Drink Q&A.
http://answers.yahoo.com/dir/?link=list&sid=396545367
Messages in this topic (1)
________________________________________________________________________
________________________________________________________________________
3. RELIGION: CHRISTIAN: CATHOLIC : BANKRUPTCY: Breaking Legal Document
Posted by: "David P. Dillard" [EMAIL PROTECTED] jwneastro
Date: Thu Mar 1, 2007 1:39 am ((PST))
RELIGION: CHRISTIAN: CATHOLIC :
BANKRUPTCY:
Breaking Legal Documents -
Wednesday, February 28, 2007 :
San Diego Roman Catholic Diocese Files for Bankruptcy
Date: Wed, 28 Feb 2007 14:09:24 -0800
From: FindLaw <[EMAIL PROTECTED]>
Subject: Breaking Legal Documents - Wednesday, February 28, 2007
San Diego Roman Catholic Diocese Files for Bankruptcy
IN RE: ROMAIN CATHOLIC BISHOP OF SAN DIEGO
February 27, 2007
The San Diego Roman Catholic Diocese, via its Bishop Robert Brom, files
for Chapter 11 bankruptcy protection. In doing so, the Church may avoid
going to trial in over 140 pending lawsuits brought by plaintiffs charging
that they are victims of clergy sexual abuse in the Diocese. The Church is
claiming more than $100 million in assets, and alleging that it has more
than $100 million in liabilities.
<http://news.findlaw.com/hdocs/docs/abuse/sdrcd22707ch11.html>
Marci Hamilton: Why The Filing Is Wrong
<http://writ.lp.findlaw.com/hamilton/20070222.html>
San Diego Bishop Robert Brom Uses the Threat of Bankruptcy to Push for a
Settlement in Consolidated Clergy Child Abuse Cases:
How the Diocese Is Wrongly Trying to Triangulate A Simple Issue of
Accountability
By MARCI HAMILTON
----
Thursday, Feb. 22, 2007
On Sunday, February 18, Roman Catholic Bishop Robert Brom distributed
leaflets to the San Diego faithful in the pews. In the leaflets, he tried
to make the case that the San Diego Diocese could be forced into Chapter
11 bankruptcy because of the 143 consolidated clergy abuse cases against
the diocese for the hierarchy's role in the cover up of child abuse. . The
leaflets tried to cloud the simple issue that the plaintiffs' suits really
raise -- whether the Diocese and its hierarchy will take responsibility
for their wrongs to children.
If the bankruptcy were filed, this would be the fifth U.S. diocese to
declare bankruptcy. However, in the other four jurisdictions - Tucson, AZ;
Portland, OR; Spokane, WA; and Davenport, IA-- the declaration of intent
to file came on the eve of trial. Here, however, the declaration has come
over a week before the trials are scheduled to begin, on February 28. It
is thus geared toward setting the tone and context of ongoing pre-trial
settlement discussions (which Bishop Brom specifically mentions)-
pressuring plaintiffs to settle lower in order to avoid the inevitable
delays of a bankruptcy filing.
<snip>
The Real Issue: Keeping the Truth from Inhabiting the Public Square
The leaflets' talk of finances, though, is really just a smokescreen,
intended to divert the discussion away from what is most important for the
public, the victims, and the parishioners -- the truth.
<snip>
If the trials go forward, the actions that created the conditions for
serial child abuse will become palpable and real, in all their ugly
detail, for all to see. It is one thing to read of the stories in the
newspaper, or to hear about them second-hand. It is another to hear them
from the mouths of those who were in power and created the conditions for
child predators to prey on children. The message will extend well beyond
those leafleted last Sunday to the local and national community.
Doubtless, the fear of that public spectacle is what moves the hierarchy
to grab for any available delay, no matter the financial cost, the further
toll taken on victims, or the moral bankruptcy of grasping for cover
rather than genuine remorse.
----------------------------------------
The complete article may be read at the URL above.
Sincerely,
David Dillard
Temple University
(215) 204 - 4584
[EMAIL PROTECTED]
Net-Gold
<http://groups.yahoo.com/group/net-gold>
<http://listserv.temple.edu/archives/net-gold.html>
<http://groups.google.com/group/net-gold>
<http://net-gold.mailspaces.com/>
General Internet & Print Resources
<http://library.temple.edu/articles/subject_guides/general.jsp>
<http://www.edu-cyberpg.com/ringleaders/davidd.html>
Digital Divide Network
<http://www.digitaldivide.net/profile/jwne>
Educator-Gold
http://groups.yahoo.com/group/Educator-Gold/
K12ADMINLIFE
<http://groups.yahoo.com/group/K12AdminLIFE/>
Messages in this topic (1)
________________________________________________________________________
________________________________________________________________________
4. File - Subscription-Management
Posted by: "[email protected]" [email protected]
Date: Thu Mar 1, 2007 2:01 am ((PST))
To manage your MediaMentor subscription via e-mail...
... anytime ... please use the following e-mail addresses.
(They only work from the e-mail address you used to subscribe)
Change your subscription to full text "daily digest" mode
by sending a blank message to:
[EMAIL PROTECTED]
Change your subscription to individual e-mails
by sending a blank message to:
[EMAIL PROTECTED]
Put your e-mail message delivery on hold for your vacation
by sending a blank message to:
[EMAIL PROTECTED]
To post messages to the group:
[email protected]
To subscribe, one may send an empty e-mail to:
[EMAIL PROTECTED]
To unsubscribe, send an empty e-mail to:
[EMAIL PROTECTED]
Feedback / help with list problems contact:
[EMAIL PROTECTED]
(This is the only address that works from any e-mail account.)
You might also be interested in another list I moderate.... Creative-Radio
Creative-Radio is a forum for people active or interested in using radio
creatively in international public health, development and related fields.
http://groups.yahoo.com/group/creative-radio/
Messages in this topic (37)
________________________________________________________________________
________________________________________________________________________
5. LIBRARIES: GOVERNMENT: UNITED STATES : UNITED STATES: GOVERNMENT:
Posted by: "David P. Dillard" [EMAIL PROTECTED] jwneastro
Date: Thu Mar 1, 2007 3:06 am ((PST))
LIBRARIES: GOVERNMENT: UNITED STATES :
UNITED STATES: GOVERNMENT: FEDERAL:
National Highway Traffic Safety National Highway Traffic Safety
Administration of DOT Reading Room Downsized and Threatened With Closure
News, Updates & Resources
Transportation Library Connectivity Pooled Fund Study
National Highway Traffic Safety National Highway Traffic Safety
Administration of DOT Reading Room Downsized and Threatened With Closure
<http://www.ctcandassociates.com/lpfblog/?p=221>
The National Highway Traffic Safety Administration of the DOT reading room
is being downsized and threatened with closure.
The National Highway Traffic Safety Administration (NHTSA) of the
Department of Transportation reading room located at 400 7th St. SW in
Washington, D.C. is being downsized and threatened with closure. Regular
researchers report that documents that they have used for years are
suddenly not there. They have been told that older material is being sent
to NARA storage center in Suitland even though that information is not
available on the NHTSA web site. Access at Suitland is difficult for the
public.
The reading room includes the following kinds of information in its
collection: 1) Technical Information Services (TIS) information, 2)
dockets and NHTSA comments to dockets, 3) research note books that help
users find Federal Register notices and identify dockets relevant to their
research, 4) papers from the Society of Automotive Engineers, 5) service
bulletins for vehicles, 6) NHTSA news releases, 7) motor vehicle recalls,
defects investigations, 8) NHTSA sponsored research, 9) presentations to
1988-89 series of meetings on roll over prevention and much more.
----------------------------------------
The complete weblog entry may be read at the URL above.
Sincerely,
David Dillard
Temple University
(215) 204 - 4584
[EMAIL PROTECTED]
Net-Gold
<http://groups.yahoo.com/group/net-gold>
<http://listserv.temple.edu/archives/net-gold.html>
<http://groups.google.com/group/net-gold?hl=en>
<http://net-gold.mailspaces.com/>
General Internet & Print Resources
<http://library.temple.edu/articles/subject_guides/general.jsp>
<http://www.edu-cyberpg.com/ringleaders/davidd.html>
Digital Divide Network
<http://www.digitaldivide.net/profile/jwne>
Educator-Gold
<http://groups.yahoo.com/group/Educator-Gold/>
K12ADMINLIFE
<http://groups.yahoo.com/group/K12AdminLIFE/>
Messages in this topic (1)
________________________________________________________________________
________________________________________________________________________
6. LIBRARY: ISSUES : WEBLOGS: The Library Garden
Posted by: "David P. Dillard" [EMAIL PROTECTED] jwneastro
Date: Thu Mar 1, 2007 5:48 am ((PST))
LIBRARY: ISSUES : WEBLOGS: The Library Garden
The Library Garden
http://librarygarden.blogspot.com/
About Library Garden
<http://librarygarden.blogspot.com/2006/03/about-library-garden.html>
"Library Garden has been conceived as an ongoing conversation among
librarians with differing perspectives (public, academic, consortial,
state, youth, LIS) but one shared goal: ensuring the health and relevance
of libraries.
Library Garden is maintained by a team of contributing editors. We will
each contribute to the blog, offering our individual perspectives on
issues that affect or relate to libraries of all types. But we will also
get together for regular topical conversations -- conversations with each
other, with others, with you -- and post those conversations to the blog.
We love reading interviews, and often find them more interesting and
stimulating than the articles that appear in our professional literature.
Therefore, we intend to interview members of our extended library family,
and occasionally interview folks from outside of the library fold, and
post those interviews to the blog for your reading pleasure."
Previous Posts
The 2007 New York Comicconmade the 2006 look like ...
Should Accessing Open Wi-Fi Spots be Illegal?
Not Enough Friends? Buy Some!
User 2.0: Innovative Library Sites (Part 2 - Publi...
Cyberbullying and Libraries
A tempest has been brewing... AKA, yet even more ...
User 2.0: Innovative Library Sites (...
Books that Would be Awesome Band Names
2 Great Posts on DRM
Eastwood and Beethoven
Archives
February 2006
March 2006
April 2006
May 2006
June 2006
July 2006
August 2006
September 2006
October 2006
November 2006
December 2006
January 2007
February 2007
Some blogs we're reading
Sample from a Longer List
ALA Tech Source
(Norma) Blake's Blog
Blog About Libraries
Blyberg.net (John Blyberg)
Brand Autopsy
(Leslie) Burger's Blog
A Chair, A Fireplace and a Tea Cozy (Liz Burns)
Creating Passionate Users
David Lee King
Disruptive Library Technology Jester
Free Range Librarian (Karen Schneider)
The Idea Sandbox
Information Wants To Be Free (Merideth Farkas)
It's All Good
Librarian.Net (Jessamyn West)
Librarian In Black (Sarah Houghton)
Library Angst (John Klima)
Library Crunch (Michael Casey)
Library Dust (Michael McGrorty)
Library Marketing: Thinking Outside the Book
Library Stuff (Stephen Cohen)
Library Success: Best Practices Wiki
The Long Tail
Content Sample from a Post to this Weblog
Cyberbullying and Libraries
"There is often a really fine line between what is funny, what is
offensive and to what degree someone is offended.
Make no mistake, there is some joy to be had in bullying. It is about
empowerment, positioning, status, hierarchy and the pleasure is the
solidification of one's place through the bullying act. In other words, it
is largely about attention and acceptance.
And if someone is looking for attention, then the Internet is a heaven for
their needs.
As much as I am a fan for social networks and social technologies I can
understand peoples' concern about its bullying potential. Text messages,
Instant messages, photoshops, podcasts and blogs (forgive me if I left a
few tactics out) don't just make a myriad of methods to bully with, but
also encourage the creativity of the bully... and the reward is the
hundreds to thousands of hits their post may receive.
Example? Check out Ghyslain Raza, better known as the Star Wars Kid. He
filmed a solo light saber sequence as part of a school project but when
some of his classmates got a hold of the film, Ghyslain became an
overnight cyber-celebrity. When the Canadian news source, National Post,
asked him how he felt about all the 'attention,' he responsed "I want my
life back."
A hell for Gyshlain but incredible empowerment for the kids who posted it!
Rather than make this post solely about cyberbullying, lets think about
what it could mean for libraries."
<snip>
Sincerely,
David Dillard
Temple University
(215) 204 - 4584
[EMAIL PROTECTED]
Net-Gold
<http://groups.yahoo.com/group/net-gold>
<http://listserv.temple.edu/archives/net-gold.html>
<http://groups.google.com/group/net-gold>
<http://net-gold.mailspaces.com/>
General Internet & Print Resources
<http://library.temple.edu/articles/subject_guides/general.jsp>
<http://www.edu-cyberpg.com/ringleaders/davidd.html>
Digital Divide Network
<http://www.digitaldivide.net/profile/jwne>
Educator-Gold
http://groups.yahoo.com/group/Educator-Gold/
K12ADMINLIFE
<http://groups.yahoo.com/group/K12AdminLIFE/>
Messages in this topic (1)
________________________________________________________________________
________________________________________________________________________
7. THE WAR ON TERROR IS THE LEADING CAUSE OF TERRORISM
Posted by: "George Lessard" [EMAIL PROTECTED] themediamentor
Date: Thu Mar 1, 2007 5:52 am ((PST))
THE WAR ON TERROR IS THE LEADING CAUSE OF TERRORISM
By Kim Sengupta, Patrick Cockburn, The Independent UK
It's official: A new report shows that the U.S. has made the
world more dangerous -- not just for Americans, but for everyone.
http://www.alternet.org/waroniraq/48620/
Messages in this topic (1)
________________________________________________________________________
________________________________________________________________________
8. Media Portrayals of Girls and Women
Posted by: "George Lessard" [EMAIL PROTECTED] themediamentor
Date: Thu Mar 1, 2007 6:09 am ((PST))
Media Portrayals of Girls and Women
This site "provides a snapshot of the issues around the media's portrayal
of women
and girls -- from effects on body image and self-identity to ramifications
in sports
and politics. It looks at the economic interests behind the
objectification and
eroticization of females by the media as well as efforts to counter negative
stereotyping." Also includes links to material about media portrayal of
minorities,
men, and gays and lesbians. From the Media Awareness Network.
URL TRUNCATED, SEE LII ITEM
LII Item: http://lii.org/cs/lii/view/item/23416
Messages in this topic (1)
________________________________________________________________________
________________________________________________________________________
9. Saving Time, Saving Energy: Daylight Saving Time, Its History and Wh
Posted by: "George Lessard" [EMAIL PROTECTED] themediamentor
Date: Thu Mar 1, 2007 6:13 am ((PST))
Beginning in 2007, Daylight Saving Time is extended one month and begins
for most of the United States at:
2 a.m. on the Second Sunday in March
to
2 a.m. on the First Sunday of November.
Saving Time, Saving Energy: Daylight Saving Time, Its History and Why We
Use It
Explains why we adjust our clocks one hour forward in the spring and back
in the
fall ("spring forward, fall back"). Also find the history of Daylight
Saving Time
and a schedule for its occurrences from 1990 to 2015. Includes trivia
about time and
links to related sites. From the California Energy Commission.
URL: http://www.energy.ca.gov/daylightsaving.html
LII Item: http://lii.org/cs/lii/view/item/6254
Messages in this topic (1)
________________________________________________________________________
________________________________________________________________________
10. Update of Julie Amero and New CSRIU Document
Posted by: "David P. Dillard" [EMAIL PROTECTED] jwneastro
Date: Thu Mar 1, 2007 9:30 am ((PST))
Date: Thu, 1 Mar 2007 08:57:34 -0500
From: EDTECH Editor-Eiffert <[EMAIL PROTECTED]>
Reply-To: EDTECH - Educational Technology <[EMAIL PROTECTED]>
To: [EMAIL PROTECTED]
Newsgroups: bit.listserv.edtech
Subject: Update of Julie Amero and new CSRIU document
From: Nancy Willard <[EMAIL PROTECTED]>
Hi all,
I keep getting private messages thanking me for these updates, so I will
continue sending them.
First, I have just posted a new document on my CSRIU site http://csriu.org/.
In the Amero case, it is clear that the computer was not adequately
protected, Amero had not received effective training, and the investigation
was thoroughly mismanaged. This document outlines how school districts can
limit the potential of such incidents occurring through technical protection
and education, ensure that students and staff know how to effectively
respond, and conduct a responsible investigation.
Please feel free to download and provide this document to anyone. You all
know I like to focus on "teachable moments." This case is a major teachable
moment for how school districts MUST approach this concern.
Update on the case. Julie has a new attorney, who has significant expertise
in criminal law. The sentencing has been postponed until March 29. The
transcript is available on the local newspaper site:
http://norwichbulletin.com/apps/pbcs.dll/article?AID=/20070225/NEWS01/702250
334.
Some folks on various lists have asked why she didn't turn off the computer,
what did she do, how much did the students see and under what circumstances,
and why was she convicted. I am going to provide some brief answers to this,
because I think they are very relevant to a better understanding. More
in-depth information is available in the other report on my web site.
Why didn't she turn off the computer? Julie indicated that she was told not
to turn off the computer and did not know how. Further, she testified she
did not know the difference between the button to turn off the monitor and
the buttons on the computer -- she was a true computer neophyte. She has not
said this, but I know that computer neophytes are very afraid that if they
do something wrong, they will break the computer or erase everything on the
machine.
What did she do? She turned the screen to the front of the class away from
the students and tried to get rid of the images by clicking off the sites as
they appeared on the monitor. And she did not realize that this would not
work. At lunch (after 3 back-to-back classes) she ran to the faculty room
and asked for help. No help came. She told the assistant principal after
school. She was likely in total panic the entire school day.
How much did they see? I privately challenged Andy Carvin because he wrote
in his blog "students saw a flood of adult images." This is not true and has
been an unfortunate message communicated by the news media.
I have read all of the student reports. There were approximately 60 students
in that classroom that day. Of these students, 10 reported seeing something
online. One other reported that he tried to look. Of these 10, 8 reportedly
briefly saw mild erotica. Here are their descriptions in their words: ³two
women with bathing suits,² a photo of a naked woman, ³nude men,² ³two naked
girls,² ³small boxes which had women in them naked,² ³two naked women
they were anime.²
The two who described more concerning images both also reported that there
were a little pictures on the screen and also reported that they were far
enough away that Julie did not notice them. The description provided by one
student left no doubt in my mind that he had some prior exposure. Both of
these two students also tried to look after being told.
Of the eleven students, 6 specifically indicated that they tried to look
after being told by another student about the situation. (My assumption is
that by the third class, every student knew even if he did not report.) Here
are some of the creative ways they tried to look:
Student 8: ³I heard (Student 3) tell (Student 4) the teacher was looking at
porn. I turned my head to look at the computer screen but I couldn¹t see
what was on the screen. I wanted to see what was on the screen so I walked
toward the teacher to ask her a question.²
Student 7: ³I went over to ask her a question about my homework. . Before I
went over to the teacher I heard she was looking at porn on the computer. I
heard from (Student 2) and (unknown).²
Student 2: ³I had to throw something away in the garbage, which is right
next to the teacher¹s computer. Before I went up there, Student 3 told me
the teacher was looking at porn. I walked up to see what was on the
computer. I crumpled a piece of paper and put it in the trash can next to
where the teacher was sitting.² ("had to throw something away"???)
Of the eleven students, five reported that the Amero took specific actions
to block their view, one who walked up to the desk reported specifically
that the teacher did not notice him, three were sitting at desks about 15
feet away (my estimate) and Amero likely did not know they could see, and
two students who did walk up to the desk did not report whether Amero
noticed them or any protection action, but they only reported brief views.
WHY was she convicted? One factor is that her attorney is reportedly an
older man who has severe MS, which appears to have really hampered his
defense. I have read the transcript and although I have not done anything in
criminal law since 1985 (agh, I am old) I could see countless places where
he should have done a better job in making an objection, making a motion,
and cross examining witnesses.
The other factor, that I think was really influential, is that the judge
allowed the prosecutor to show really big images of the sites that came up
on the computer -- NOT the ones that the students saw. The defense attorney
did rightly object to the fact that these were inflammatory, which they
clearly were. He should have also objected that there was no foundation that
these were the images that the students actually saw, or at least similar
to. I personally think that after seeing these images, the jurors were ready
to hang Julie, not merely convict her.
The thing that concerns me the most about this case is revealed in the
testimony of Scott Fain. His testimony makes it clear that he knew that
Julie had tried to get help the day of the incident. And in looking at the
police investigative report -- after the district reported the "crime" to
the police -- there is no mention that Julie had asked for help on the day
of the incident. Also, there is no mention that the district's filter
license had lapsed. People who are intentionally trying to access porn do
not ask for help.
Whose responsibility was it to make sure substitute teachers are properly
informed about what do to? Whose responsibility was it to make sure the
computers were as secure as possible? Whose responsibility was it to review
the logs to determine if the sites appeared in a random manner (indicating a
porn trap) or a "linked" manner (indicating intentional access) and to
review the computer to determining the presence of any malware?
I personally think that as parental anger and concern was mounting and
firing Julie was not enough, the school officials simply threw her in front
of the school bus.
Nancy
--
Nancy Willard, M.S., J.D.
Center for Safe and Responsible Internet Use
http://csriu.org
http://cyberbully.org
[EMAIL PROTECTED]
Cyberbullying and Cyberthreats: Responding to the Challenge of Online Social
Aggression, Threats, and Distress. New edition, published by Research Press.
Cyber-Safe Kids, Cyber-Savvy Teens: Helping Young People Learn to Use the
Internet Safely and Responsibly. Jossey-Bass (March 16, 2007)
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