Thursday, 28 May 2009
Wednesday, 27 May 2009
Does anyone out there know what the Copyright regs are that apply to googlemaps? Is it legal to put a copy of a map on their websites. Could it be an image or does it have to be a link? Does the information of where the map came from have to remain if it is an image (I'm assuming so).
Earlier discussion still applies I believe. From the Act 1994
Things done for purposes of examination Copyright is not infringed by anything done for the purposes of an examination, whether by way of setting the questions, communicating the questions to the candidates, or answering the questions.This suggests to me that students don't need to do anything since Copyright Infringement can't happen when doing an assessment. ie answering the questions.
What do others think?
I realise that for exam purposes it can be used, but some of these kids are building real sites for real people.
2. Restrictions on Use. Unless you have received prior written authorization from Google (or, as applicable, from the provider of particular Content), you must not:
(a) access or use the Products or any Content through any technology or means other than those provided in the Products, or through other explicitly authorized means Google may designate (such as through the Google Maps/Google Earth APIs);
(b) copy, translate, modify, or make derivative works of the Content or any part thereof;
(c) redistribute, sublicense, rent, publish, sell, assign, lease, market, transfer, or otherwise make the Products or Content available to third parties;
(d) reverse engineer, decompile or otherwise attempt to extract the source code of the Service or any part thereof, unless this is expressly permitted or required by applicable law;
(e) use the Products in a manner that gives you or any other person access to mass downloads or bulk feeds of any Content, including but not limited to numerical latitude or longitude coordinates, imagery, and visible map data;
(f) delete, obscure, or in any manner alter any warning, notice (including but not limited to any copyright or other proprietary rights notice), or link that appears in the Products or the Content; or
(g) use the Service or Content with any products, systems, or applications for or in connection with (i) real time navigation or route guidance, including but not limited to turn-by-turn route guidance that is synchronized to the position of a user's sensor-enabled device; or (ii) any systems or functions for automatic or autonomous control of vehicle behavior
Tuesday, 26 May 2009
The books will have to be scanned, I have managed to get three book, I hope two are the same, the other one focuses on a area more specifically. Scanning them should not be a issue, though it will have to be a page at a time due to I dont want to cut the book. The reason behind this getting scanned is that more than one student can acces it at a time. Will have to look at the copyright statements at the front of the book just to make sure I am meeting what I teach.
This is a specific function that is unlikly to have any design, rather than the function of seeing what jobs have come in and been sent out in the fact of royalities.
This is going to be showing a lot of information... Previous sales, as well as those that have yet to be paid.
select * from cp_royal where paid = 1
select * from cp_royal wehere paid = 0
iinsert into cp_royal set id = NULL, date = '$sub_date', quantity = '$sub_quantity', .. how do we work out the total to be paid,
if paid = 0 then find out the royality payment for the book, this also needs to go against the author, so there almost needs to be a three stage process - > book -> author -> payments...
could create an array that adds it all in, though we do not know what ones have been paid of not and I do not want to make the tick go on automagically. As there could be a slip up, do I get staff to enter a verification code when payments are made, or is this too much
One thing I would like to see is a template on how this works. Possible to do one on paper and check that all the requirements will be meet.
Monday, 25 May 2009
Now on to royalities and colour coding where a job is up to.
Thursday, 21 May 2009
This blog post today started because of a post from Alfred Thompson's blogs where he asked for ideas about a First Computer Science Course:
In this blog he mentions a couple of aims that a Computer Science course should offer students:
a) get students interested in computer science and
b) give them some basics so that when they get to college/university they are ready to start if they have the interest
Yes, at the moment our courses are catering towards this, giving the students some basics/intermediate skills towards programming and the social issues of computing and Information Technology.
One of the comments from the post, looks at what makes up the three major topics that a Computer Science Course at High School Level
1. Computer Apps - how to use popular software to its fullest.
2. Computer Technology - the basics of hardware, networking and how to fix things when they go haywire.
Of the three the first is by far the most critical to a HS student. If they do not understand Office, job opportunities just go away. Is that technically CS though? It has the computer part but I am not sure about the science part.
I agree with his statement on the compute part, but we need more of that problem solving and thinking.
Computer Tech is kind of handy. To be able to walk in to a store to buy a computer and understand what the salesperson is saying is a useful skill. To be able to hook up a wireless network in your house is kind of nice. I have had several of my students get jobs at college computer help desks because of their knowledge from just those two classes.
Programming, on the other hand, I consider more of a specialty or industrial art like auto shop or wood shop. It teaches a skill as opposed to knowledge that is useful day to day. I teach programming to 8 – 11grade kids. I like the argument that it teaches logical thought processes, etc, etc. Of course, after having taught it off and on for 25 years, I am beginning to suspect that sophomores are not capable to logical thought. I think Computer Science should be more on how to make a movie using a video camera and software than programming. If we are going to attract kids to CS I do not care what language you are going to use, programming is not the way to do it.
A first course in CS should be a combination of software applications and a watered down A+ course. This would be the most useful to all students.
Wednesday, 20 May 2009
Tuesday, 19 May 2009
Monday, 18 May 2009
Top 100 Report
Rank Loans Title Author
1 45 Harry Potter and the half-blood prince ROWLING, J.K.
2 37 Anne Frank - the diary of a young girl [Text Paperback]
3 35 (un)arranged marriage [Text Paperback] RAI, Bali
4 34 To kill a mocking bird [Text Paperback] LEE, Harper
5 34 Harry Potter and the order of the Phoenix ROWLING, J.K.
6 31 Harry Potter and the deathly hallows ROWLING, J.K.
7 31 A child called "It" [Text Paperback] PELZER, Dave
8 30 Harry Potter and the prisoner of Azkaban ROWLING, J.K.
9 29 The skin I'm in [Text Paperback] FLAKE, Sharon G.
10 29 Love you to death [Text Paperback] CABOT, Meg
11 29 The secrets of love / [Text Paperback] RUSHTON, Rosie
12 28 Chinese cinderella and the secret dragon society [Text MAH, Adeline Yen Paperback]
13 27 The wish list / [Text Paperback] La'Brooy, Melanie.
14 27 The flood / [Text Paperback] Dietz, William C.
15 27 Rani & Sukh [Text Paperback] RAI, Bali
16 26 All American girl : ready or not / [Text Paperback] CABOT, Meg
17 26 Charmed : seasons of the witch, Vol.1 [Text Paperback] BURGE, Constance M.
18 26 Girls in tears [Text Paperback] WILSON, Jacqueline
19 26 Girls in love [Text Paperback] WILSON, Jacqueline
20 25 Chinese Cinderella - the secret story of an unwanted daughter MAH, Adeline Yen [Text Paperback]
21 25 Girls out late [Text Paperback] WILSON, Jacqueline
22 25 Bend it like Beckham [Text Paperback] DHAMI, Narinder
23 25 Drama queen [Text Paperback] RAYBAN, Chloe
24 25 Harry Potter and the philosopher's stone [Text Paperback] ROWLING, J.K.
25 25 How to be popular : when you're a social reject like me, CABOT, Meg Steph L. / [Text Paperback]
26 24 The day after forever [Text Paperback] SKIFFINGTON, Erin
27 24 Harry Potter and the goblet of fire ROWLING, J.K.
28 24 High stakes [Text Paperback] CABOT, Meg
29 24 Text game [Text Paperback] CANN, Kate
30 24 Does my head look big in this? / [Text Paperback] Abdel-Fattah, Randa.
31 24 Memoirs of a geisha / [Text Paperback] Golden, Arthur.
32 23 Lost for words [Text Paperback] LUTZEIER, Elizabeth
33 23 Mean spirits CABOT, Meg
34 23 The ghost next door [Text Paperback] STINE, R.L.
35 23 Sanctuary / [Text Paperback] CABOT, Meg
36 23 There's a boy in the girls' bathroom [Text Paperback] SACHAR, Louis
37 22 Nightmare hour [Text Paperback] STINE, R.L.
38 22 Noughts & crosses [Text Paperback] BLACKMAN, Malorie
39 22 Grave doubts [Text Paperback] CABOT, Meg
40 22 Something Wiccan this way comes [Text Paperback] HARRISON, Emma
41 22 Changeling places [Text Paperback] Ostow, Micol.
42 22 The lovely bones : a novel / [Text Paperback] Sebold, Alice.
43 22 10 things to do before you're 16 / [Text Paperback] PLAISTED, Caroline
44 21 Pride and prejudice [Text Paperback] AUSTEN, Jane
45 21 The Princess diaries [Text Paperback] CABOT, Meg
46 21 Soul of the bride [Text Paperback] LENHARD, Elizabeth
47 21 Falling leaves - return to their roots [Text Paperback] MAH, Adeline Yen
48 21 Eragon : inheritance [Text Paperback] PAOLINI, Christopher
49 21 The Princess diaries : take two [Text Paperback] CABOT, Meg
50 21 Heaven sent [Text Paperback] CABOT, Meg
51 21 Holes [Text Paperback] SACHAR, Louis
52 21 Artemis Fowl [Text Paperback] COLFER, Eoin
53 21 The Princess diaries : third time lucky [Text Paperback] CABOT, Meg
54 21 Jahanara - princess of princesses LASKY, Kathryn
55 21 Garden of evil [Text Paperback] HARRISON, Emma
56 20 The power of one - young readers edition [Text Paperback] COURTNEY, Bryce
57 20 The haunted school [Text Paperback] STINE, R.L.
58 20 The power of one [Text Paperback] COURTENAY, Bryce
59 20 The haunting hour [Text Paperback] STINE, R.L.
60 20 Every boy's got one [Text Paperback] CABOT, Meg
61 20 Best friends [Text Paperback] WILSON, Jacqueline
62 20 Forever [Text Paperback] BLUME, Judy
63 20 Liz Jone's diary... ...how one single girl got married JONES, Liz [Text Paperback]
64 20 My desperate love diary by Kelly Ann / [Text Paperback] Rettig, Liz.
65 20 Sold [Text Paperback] McCORMICK, Patricia
66 20 Pounamu pounamu [Text Paperback] IHIMAERA, Witi
67 20 The haunted car [Text Paperback] STINE, R.L.
68 20 '... and thats when it fell off in my hand.' : further RENNISON, Louise fabbitty-fab confessions of Georgia Nicolson
69 20 Angus, thongs and full-frontal snogging [Text Paperback] RENNISON, Louise
70 20 Love lessons / [Text Paperback] WILSON, Jacqueline
71 19 The dead of the night [Text Paperback] MARSDEN, John
72 19 Soulmate [Text Paperback] SMITH L.J.
73 19 Startling moon [Text Paperback] HONG, LIU
74 19 Between you and me [Text Paperback] CLARKE, Julia
75 19 Ghost beach [Text Paperback] STINE, R.L.
76 19 My heartbeat [Text Paperback] FREYMANN-WEYR, Garret
77 19 Lola Rose [Text Paperback] WILSON, Jacqueline
78 19 Bindi babes [Text Paperback] DHAMI, Narinder
79 19 Mao's last dancer - young readers edition [Text Paperback] CUNXIN, Li
80 19 Stuff / [Text Paperback] STRONG, Jeremy
81 19 Princess [Text Paperback] SASSON, Jean P.
82 19 The village by the sea. [Text Paperback] DESAI, Anita
83 19 The legacy of Merlin [Text Paperback] FLOOD, Eloise
84 19 Sugar and spice / [Text Paperback] URE, Jean
85 19 Two-timer [Text Paperback] RAI, Bali
86 19 The whisperer / [Text Paperback] RAI, Bali
87 19 The boy in the striped pyjamas : a fable / Boyne, John.
88 19 Eldest - inheritance [Text Paperback] PAOLINI, Christopher
89 19 The amulet of Samarkand / [Text Paperback] STROUD, Jonathan
90 18 Of mice and men [Text Paperback] STEINBECK, John
91 18 The joy luck club [Text Paperback] TAN, Amy
92 18 Harry Potter and the chamber of secrets [Text Paperback] ROWLING, J.K.
93 18 Fifteen love [Text Paperback] CORBET, Robert
94 18 Locker 13 [Text Paperback] STINE, R.L.
95 18 Cupid & co [Text Paperback] JONES, Carol
96 18 When a girl is born [Text Paperback] GRANT, Pamela
97 18 One day at horrorland [Text Paperback] STINE, R.L.
98 18 Throwaway daughter [Text Paperback] YE, Ting-xing
99 18 The phone goes dead [Text Paperback] HOROWITZ, Anthony
100 18 You're the one that I want [Text Paperback] von ZIEGESAR, Cecily
Wednesday, 13 May 2009
If only blogger would let me copy and paste the code in...
anyway here is the website
getting the job information in now that I have the author details working right, though I have yet to test it under a new job or new title being entered. as I said this is just getting information displaying and updating for now. As we will be using pre loaded information when we get it.
Have been asked to develop extra on the book page, to include sales of book so royalities can be paid out.
Monday, 11 May 2009
Friday, 8 May 2009
Thursday, 7 May 2009
Wednesday, 6 May 2009
Tuesday, 5 May 2009
Science should be dropped as one of the tested core primary subjects to be replaced by ICT, according to a government-sponsored report recommending changes to the curriculum from 2011.
Sir Jim Rose, who carried out the independent review for the Government, has suggested “literacy, numeracy and ICT should form the new core” and should be assessed.
Science has been a core subject of the national curriculum since 1989, while ICT did not even become an official curriculum subject until 1995. The key stage tests in the core subjects of English, maths and science were introduced in the mid-1990s. Science is the subject in which 11-year- olds have done best: 88 per cent reached level 4 last year compared to 81 per cent in English and 79 per cent in maths.
But with no national targets, it has never been as politically sensitive as the English and maths tests.
The key stage 2 science Sats may still be retained as the Government was expected to leave that decision in the hands of the “expert group” examining assessments, which includes Sir Jim.
The National Association of Head Teachers is due to vote this weekend over whether it will join the NUT in balloting for a boycott of the tests next year.
Under Sir Jim’s proposals, science will continue to be key to the curriculum. It will be included in “scientific and technical understanding”, one of six broad areas of learning (see panel, below) designed to encourage more cross-curricular teaching and smooth the transition between early years and secondary. But Sir Jim stressed that this would not mean scrapping traditional subjects. “Subjects remain as recognisable, powerful organisers of worthwhile curriculum content in the areas of learning,” his report said.
Sir Jim has not budged from his recommendation in the interim report that all children begin reception in the September after they turn four, which is the case in most authorities, but is not supported by the Government’s early years advisers. The final report nods towards widespread concern saying that parents’ views should be taken into account and part-time attendance allowed.
Sir Jim was also asked to review two of the 69 early learning goals for five-year-olds: that children begin to write simple sentences and use their phonic knowledge to attempt complex words.
The emphasis on ICT has been welcomed by Becta, the government agency for technology in learning. Stephen Crowne, its chief executive, said: “Without an appropriate emphasis on technology from an early age there is the risk of a digital underclass developing.”
The Government will now decide which recommendations to take forward, then the Qualifications and Curriculum Authority will carry out a formal 12- week consultation. The new curriculum would then be sent to schools at the end of this year, giving teachers and heads about five terms to prepare for its implementation in 2011.
Before any major changes are adopted, a general election must take place and the Conservatives have made it clear they will abandon the Rose review if they win.
Sir Jim’s six areas of learning
Understanding English, communication and languages
Scientific and technological understanding
Historical, geographical and social understanding*
Understanding physical development, health and wellbeing*
Understanding the arts*
* Changed since the interim report.
Sunday, 3 May 2009
Detail to be released after minister is briefed
By Stephen Bell Auckland | Friday, 1 May, 2009
Collaboration between the teaching profession, the Ministry of Education and the NZ Computer Society has produced a “model and framework” for putting computer-related education in schools on a more relevant footing.
By agreement between the parties the detail of the new structure is not being released “until they have been formalised and the minister briefed”, says NZCS CEO Paul Matthews.
However, he believes they “finally lead to resolution of many of the problems outlined in the NZCS Report and since”.
The report he refers to, published last year, identified substantial shortcomings in the ICT-related material being offered in schools and particularly a lack of relevant and workable NCEA achievement standards in the subject (Computerworld, June 2, 2008).
It was written by Gordon Grimsey from the Auckland University of Technology and teacher Margot Phillipps, and edited and reviewed by a team of 13 senior academics and ICT professionals from around New Zealand.
“We’re happy also to report that a new Computing Subject Association has been established,” Matthews says.
“NZCS, along with PPTA, pushed for the formation of this group and ICT teacher Vilna Gough-Jones, from Burnside High School in Christchurch, and others carried this through and formed the association.”
A Subject Association is formed by a group of teachers of a specific subject, to look after the professional development of teachers and curriculum development.
“It’s excellent to see one finally in place for computing teachers,” Matthews says.
“NZCS already has a strong relationship with this group and are looking at how we can continue to support their work further.”