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This document provides information and advice about internet safety for high school students. It discusses risks like sharing private information online, cyberbullying, and interacting with strangers. It recommends being cautious about sharing personal details or photos, meeting online contacts in person, opening emails from unknown senders, and providing passwords or information in response to messages. The document also includes teaching scenarios and quiz questions related to internet safety best practices.
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Young people do a lot of things with technology - does that include learning?
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This document discusses steganography, which is hiding messages within seemingly harmless carriers or covers so that no one apart from the intended recipient knows a message has been sent. It provides examples of steganography in text, images, and audio, as well as methods used for each. These include techniques like least significant bit insertion and temporal sampling rates. The document also covers steganalysis, which aims to detect hidden communications by analyzing changes in the statistical properties of covers.
5 questions about the IoT (Internet of Things)
To obtain a foundational understanding of how the Internet of Things applies to your business, begin by exploring the answers to five key questions. To learn more, check out our special Internet of Things section in Deloitte Review Issue 17: http://deloi.tt/1TwfcmI
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This document discusses cyber security and the need for it. It begins by defining cyber security as the security offered through online services to protect information. It then discusses how security threats are increasing as more people go online. The document covers the meaning of the term "cyber," major security problems like viruses and hackers, and ways to implement and maintain cyber security, such as using strong passwords and firewalls. It concludes by emphasizing that cyber security is everyone's responsibility.
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The document discusses issues related to sexting among teens. It finds that 39% of teens send sexually suggestive messages and 48% receive them. It also finds that 44% of teens share such messages with others beyond the intended recipient. Additionally, 20% of teens report sending nude or semi-nude photos of themselves. However, sexting photos can have serious legal consequences, as they are considered child pornography, and can negatively impact teens' futures.
Digitial literacy and Citizenship
This document provides safety tips for children using the internet. It advises asking a parent or teacher for permission before going online. Children are told not to share any personal information with strangers online like their name, address, phone number, or school. The document warns children to be careful of the people and websites they interact with online and to tell a trusted adult if anything makes them feel uncomfortable. Children are also advised not to meet up with anyone they meet online without permission and supervision from a parent or guardian.
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This document provides advice for safely using social media and the internet. It outlines three simple rules: 1) Keep personal information private, use nicknames not real names, and don't share passwords. 2) Block inappropriate messages and don't open unknown links or attachments. 3) Flag anything upsetting or dangerous to a trusted adult. Following these guidelines will help kids enjoy the internet safely.
Internet safety
This document provides information about internet safety and dealing with online predators. It discusses how online predators try to befriend and get personal information from kids by chatting with them. It advises that if a online friend makes you uncomfortable or asks to meet in person, you should tell a trusted adult. The document also provides safety tips, such as not sharing private information online and remembering that you can't really know who you're talking to. Kids are tested on examples of unsafe online situations and choosing the right response of telling an adult instead of sharing photos or meeting in person.
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Staying Safe Online For Kids
This document provides tips for military children to stay safe online. It advises only chatting with known friends and family, avoiding sharing private information, and getting parental permission for activities like webcam chats. Specific dos and don'ts are outlined for chatting, instant messages, profiles, emails and more. The goal is to help kids understand potential dangers and how to avoid unsafe situations so they can enjoy the internet while staying protected.
Growing Up Digital - Cyberbullying in Schools
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Shasta COE cyberbullying2010
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E safety assembly
Presentation prepared by ICT teacher of British School INTERNATIONAL SCHOOL OF MADRID for Y5 to present during Assembly to Y3 & Y4
102009
BeNetSafe.org is an organization founded in 2002 that provides internet safety education to students, parents, educators and law enforcement. It started as an unfunded organization and became a non-profit in 2007. The organization aims to guide children safely through the internet as they would in the real world and helps over 7,000 students and 600 parents/educators annually understand online risks and how to prevent issues like cyberbullying, online predators, and privacy concerns.
Ellie Rowland\'s Esafety quiz.
The document is an online safety quiz that tests knowledge about safe internet use. The summary is:
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2) The quiz recommends telling parents or a child safety service like Childline if being cyberbullied, and to tell someone you trust if receiving nasty messages.
3) For friend requests from strangers, it suggests declining the request or asking parents/friends if they know the person before accepting.
Cyberbullying
This document discusses cyberbullying, defining it as tormenting, threatening, harassing, humiliating or embarrassing someone using the internet, digital technologies or mobile devices. It notes that a third of youth have experienced cyberbullying but only 10% tell parents or teachers. Examples are given of real cases that resulted in suicide. Cyberbullying can occur on emails, messaging, photos, social media, gaming sites and more. The document provides advice on how to prevent and respond to cyberbullying.
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Glen Grove Internet Safety
Digital citizenship and online safety are important topics for today's digital learners. Over half of teens have created online content using found materials, while one-third share their own creations. However, technology alone does not teach reflection and evaluation of online information. Issues like cyberbullying, through means such as flaming, exclusion, impersonation or proxy bullying, remain a concern. It is important for digital citizens to practice safe online behaviors, like avoiding sharing personal information and being wary of strangers.
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Cyber bullying involves bullying that occurs online or through electronic means such as text messages. It can be done by classmates, friends, online acquaintances, or anonymously. Common forms of cyber bullying include spreading rumors online, tricking people, sending mean texts or messages, and posting embarrassing photos without consent. Victims may feel embarrassed, angry, or scared and could seek revenge, avoid friends, or bully back. It is important for youth to tell a trusted adult if they are being cyber bullied.
Internet safety
This document discusses internet bullying and provides tips for staying safe online. It defines internet bullying as threats or torment occurring online. It advises not sharing personal information or accepting friend requests from unknown people on social media sites like Facebook. When playing online games, it recommends not accepting friend requests from unknown people and using report buttons if being bullied. The document also warns against sharing email addresses or phone numbers publicly since this information could be used to harass or stalk someone. Overall, it encourages parents to allow children to use the internet safely while also implementing security measures.
022010
- BeNetSafe.org is a nonprofit organization founded in 2002 that provides internet safety education to students, parents, educators and law enforcement.
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Cyber bullying
Teachers can help prevent cyber-bullying by attending classes and workshops on the topic. Keeping students busy with activities can also help prevent cyber-bullying. Creating a trusting environment where students feel comfortable talking about problems they face in school is important. Some key ways to prevent being cyber-bullied include being patient, ignoring bullies, not responding to angry messages, not posting personal information online, checking who messages are being sent to before sending, never opening messages from strangers, and not posting anything too private online.
Wrong and right
This document provides 8 scenarios related to internet safety and appropriate responses. It discusses situations such as receiving threatening texts, interacting with unknown users online, inappropriate photos being shared, creating hurtful websites, computer viruses, insulting friends online, embarrassing videos being shared, and criticizing teachers in past blog posts. The recommended responses focus on talking to trusted adults and authorities, removing hurtful content, apologizing, and taking responsibility for past mistakes.
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ELL
1) Teachers face challenges in educating a large population of English language learners who have high transience. ELL students need extensive language exposure through hearing, writing, speaking and reading English.
2) Computers can provide valuable language experiences for ELL students by offering supplemental instruction tools like computer-assisted instruction.
3) Websites, software, and productivity tools allow ELL students to practice their English skills independently and without judgment, supporting language development through repetition in an engaging way.
Physical Education
Physical education teachers are integrating more technology into gym classes to increase participation. Heart rate monitors allow students to see feedback on their fitness levels in real-time. Webquests and simulations that incorporate computers can replace traditional activities like dodgeball. Software programs analyze student movement and progress to make physical education more engaging for students not interested in traditional sports.
Physical Education
Physical education teachers need to integrate more technology into gym classes to engage students growing up with computers and video games. Heart rate monitors and activity calorie calculators can help students monitor their fitness levels. Webquests, simulations, and instructional software on topics like healthy eating and fitness can replace traditional gym activities and incorporate gaming. Locating appropriate physical education lessons and resources requires searching sites like TeachNet, Discovery Education, and PE Central.
Physical Education
Physical education teachers need to integrate more technology into gym classes to engage students growing up with computers and video games. Heart rate monitors and activity trackers can motivate students by allowing them to see the results of exercise in real-time. Several instructional software programs and online resources were presented that incorporate fitness topics, simulate physical activities, and track students' progress. Integrating gaming into physical education classes could increase participation among more types of students.
Physical Education
The document discusses strategies for integrating technology into physical education classes to engage students. It proposes using heart rate monitors, calorie calculators, and BMI calculators to give students real-time feedback on their health and fitness. It also suggests creating computer-based projects and simulations on health topics and incorporating gaming into gym classes to increase participation. Webquests and online resources for lifetime sports are presented as ways to teach about healthy living through technology.
ELL Presentation
1) ELL students need extensive language support as they learn a new language. Computers and computer-assisted instruction can provide valuable language experiences by allowing students to hear, write, speak and read language.
2) Websites, software tools, and online productivity applications that are free can be used to develop ELL students' language skills through activities like vocabulary games and language drills in an engaging way.
3) Lesson plans and resources are available online to help teachers incorporate technology into ELL instruction and develop students' language abilities through computer use.
ELL presentation
This document discusses using technology to support English language learners (ELLs). It provides examples of websites, software tools, and online resources that teachers can use to help ELLs practice hearing, writing, speaking, and reading English. Some highlighted tools include websites for vocabulary games, pronunciation practice, online dictionaries, current events articles, and free productivity software like Audacity and Quizlet for creating lessons and activities. The document emphasizes that technology can provide supplemental instruction and engaging practice to help ELLs develop language skills.
ELL presentation
This document provides resources and strategies for using technology to support English language learners (ELLs). It outlines websites, software, and tools that allow ELLs to hear, write, speak and read English. Suggestions include using Howjsay.com for pronunciation, Internet Picture Dictionary for vocabulary, Breaking News English for reading practice, and Microsoft Excel, PowerPoint and Audacity for interactive projects. The goal is to provide ELLs with varied language experiences through computer-assisted instruction to supplement classroom teaching.
Ell content presentation
Teachers face challenges in teaching English to students who do not speak the language and have high transiency. These English language learners need extensive language exposure through hearing, writing, speaking and reading English. Computers can help provide these experiences through programs for recording audio, creating sound files, teaching pronunciation, online grammar exercises and quizzes, conversation questions, and paired stories to read and listen to. The document provides many online resources for each skill and planning ELL lessons that incorporate technology.
Language Arts
The document discusses strategies for using technology to develop skills like creativity, critical thinking, and collaboration that are important for the 21st century. It provides examples of several online tools that can be used for language arts instruction, including websites for practicing grammar, learning vocabulary, writing collaboratively, and publishing student work. The rationale discussed is that technology allows for more active, authentic, and global learning experiences.
Language Arts
The document discusses strategies for using technology to develop key 21st century skills like creativity, critical thinking, and collaboration in language arts classrooms. It provides examples of several online tools that teachers can use to enhance instruction, engage students in authentic writing experiences, build vocabulary, and publish student work. These tools include websites for daily grammar lessons, analyzing literature, visual dictionaries, collaborative writing platforms, vocabulary games, and options for student publishing. The document advocates for technology integration to support modern learning needs and foster real-world skills.
Social studies
The document discusses various ways that technology can be integrated into the social studies curriculum to make learning more engaging for students and promote higher rates of information retention. It provides examples of software tools like Cover It Live, Skype, and filmmaking that can be used. It also discusses interactive software like webquests and games that can supplement textbook learning. Productivity tools like Google Earth and timelines can allow students to demonstrate and share their knowledge in new ways. Overall, the document advocates for incorporating a variety of technology tools and active learning methods into social studies lessons.
Physical Education
1) Physical education teachers are starting to use technology like heart rate monitors and active video games to increase student participation and motivation in gym class.
2) These tools provide immediate feedback that incentivizes students and can help address issues like childhood obesity.
3) Integrating gaming into physical education appeals to students who grew up with video games and makes exercise more engaging.
Language Arts
The document discusses various online tools that can be used to teach and practice language arts skills. It describes Daily Grammar for learning grammar, 60 Second Recap for summarizing literature, and Wordia as an online visual dictionary. It also mentions tools for writing like Writing With Writers workshops, WeBook for online writing communities, and BookRix for connecting writers and readers. Finally, it discusses the benefits of incorporating technology into language arts instruction, such as developing 21st century skills and making global connections.
Social studies
This document discusses various technologies that can be integrated into the social studies curriculum, including communication tools like Cover It Live and Skype, filmmaking software, online tutorials and games. It explains how these tools can be used, such as allowing students to discuss readings online, recreate historic events on film, or play educational games that simulate historical events. The document also provides research on how people retain information through different learning methods like reading, audiovisual aids, and teaching others.
Accounting
This document outlines an assignment for high school accounting students that incorporates social networking tools to complete career exploration and financial analysis activities. Students will be divided into groups, each paired with an accounting mentor. They will analyze the financial statements of publicly traded companies and interview their mentors via Skype. Students will share their analyses, create videos of the interviews, and write reviews using Google Docs, Mixedink, and Facebook for collaboration and communication. Mentors will provide feedback and students will present their findings to the class.
Accounting
This document outlines an integrated social networking assignment for high school accounting students. It involves dividing students into groups, assigning each an accounting alumni mentor, and having them analyze the financial statements of a publicly traded company. Students will collaborate using Google Docs, communicate with mentors over Skype, write reviews in Mixedink with mentor editing, and use Facebook for additional group communication. They will present their analysis to the class and be evaluated by their mentor and teacher.
Accounting
This document outlines an integrated social networking assignment for high school accounting students. It involves dividing students into groups, assigning each an accounting alumni mentor, and having them analyze the financial statements of a publicly traded company. Students will collaborate using Google Docs, communicate with mentors over Skype, write reviews in Mixedink with mentor editing, and use Facebook for additional group communication. They will present their analysis to the class and be evaluated by their mentor and teacher.
Anatomy of a network
The document summarizes the network configuration of Dodgeville High School from the perspective of a teacher returning after a 4 year absence. The key points are:
1) The network uses a star topology with Ethernet cables running from each classroom PC through the ceiling to hubs in the network administrator's office.
2) There are 6 servers including 2 Novell servers for student/teacher data and 4 Windows servers for other functions like the library catalog.
3) Software runs locally on each PC rather than from a server for faster performance. Files are stored on user directories on the file server.
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- 1. Internet Safety HIGH SCHOOL LEVEL PRESENTATION Lori S. Crum EDTECH 541