Reform: Competition • Magnet Schools • Specialized curriculum, new approach to learning • Tacoma 1968 and Boston 1969 • Accepted by courts to address issues of segregation • Charter schools • Established privately • Funded by government • St Paul, Minnesota 1992
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Which Connections Are Open on a Host? Apples-MacBook-Pro:~ rigrazia$ netstat Active Internet connections Proto Recv-Q Send-Q Local Address tcp4 0 0 10.0.0.108.54500 tcp4 0 0 10.0.0.108.54485 tcp6 0 0 2601:9:6800:1e6:.54455 tcp6 0 0 2601:9:6800:1e6:.54419 tcp6 0 0 2601:9:6800:1e6:.54400 tcp4 0 0 10.0.0.108.54385 tcp4 0 0 10.0.0.108.54368 tcp6 0 0 2601:9:6800:1e6:.54297 tcp4 0 0 10.0.0.108.53964 tcp4 0 0 10.0.0.108.53939 tcp4 0 0 10.0.0.108.53913 tcp4 0 0 10.0.0.108.53836 tcp4 0 0 localhost.49961 tcp4 0 0 localhost.53264 tcp4 0 0 localhost.49961 tcp4 0 0 localhost.53263 tcp4 0 0 10.0.0.108.52960 tcp4 0 0 10.0.0.108.50737 tcp4 0 0 10.0.0.108.62510 tcp4 0 0 10.0.0.108.62508 Foreign Address a184-51-102-51.d.http g1.v.fwmrm.net.http nuq05s01-in-x11..https edge-star6-shv-0.https 2001:559:0:54::6.https a184-51-102-42.d.http a184-84-222-181..macro nuq05s02-in-x01..https valiente.cabrill.ssh valiente.cabrill.ssh gw094.lphbs.com.http 68.71.212.186.http localhost.53264 localhost.49961 localhost.53263 localhost.49961 channelproxy-shv.https boris.cabrillo.e.imaps boris.cabrillo.e.imaps boris.cabrillo.e.imaps (state) ESTABLISHED ESTABLISHED ESTABLISHED ESTABLISHED ESTABLISHED CLOSE_WAIT ESTABLISHED ESTABLISHED ESTABLISHED ESTABLISHED ESTABLISHED ESTABLISHED ESTABLISHED ESTABLISHED ESTABLISHED ESTABLISHED ESTABLISHED ESTABLISHED ESTABLISHED ESTABLISHED  Sometimes it is necessary to know which active TCP connections are open and running on a networked host.  Netstat is a network utility that can be used to verify those connections.  It lists the protocol in use, the local address and port number, the foreign address and port number, and the state of the connection. 67
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Charter Schools  House hearing The House Committee on Education and the Workforce, chaired by Rep. John Kline (R-MN), today held a hearing entitled, “Raising the Bar: The Role of Charter Schools in K-12 Education.”  Chairman Kline said, “For many children and their parents, charter schools are a beacon of hope for a better education – and a better life. The schools are extraordinarily in demand; wait lists for charter schools have grown steadily in recent years, reaching a new record of 920,000 students in 2012.”  House passed Student Success Act included provisions to reauthorize the Charter Schools Program and encourage the growth and expansion of these institutions. Read more about the Student Success Act here.  Public comment process on increased data collection for the charter schools national database related to children with disabilities
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C:\Users\Admin>netstat Active Connections Proto TCP TCP TCP TCP TCP TCP TCP TCP TCP TCP TCP TCP TCP TCP TCP TCP TCP TCP Local Address 127.0.0.1:5354 127.0.0.1:5354 127.0.0.1:19872 127.0.0.1:27015 127.0.0.1:49155 127.0.0.1:49156 127.0.0.1:49168 127.0.0.1:49172 192.168.1.116:2869 192.168.1.116:49826 192.168.1.116:49828 192.168.1.116:49950 192.168.1.116:50010 192.168.1.116:50011 192.168.1.116:50012 192.168.1.116:50013 [::1]:49772 [::1]:49774 Foreign Address Admin-PC:49155 Admin-PC:49156 Admin-PC:49172 Admin-PC:49168 Admin-PC:5354 Admin-PC:5354 Admin-PC:27015 Admin-PC:19872 Home-Net:42808 www.cisco.com:http 17.172.232.124:5223 17.158.10.21:https ec2-204-236-229-250:http ec2-204-236-229-250:http ec2-204-236-229-250:http ec2-204-236-229-250:http Admin-PC:49774 Admin-PC:49772 State ESTABLISHED ESTABLISHED ESTABLISHED ESTABLISHED ESTABLISHED ESTABLISHED ESTABLISHED ESTABLISHED TIME_WAIT ESTABLISHED ESTABLISHED CLOSE_WAIT TIME_WAIT TIME_WAIT ESTABLISHED TIME_WAIT ESTABLISHED ESTABLISHED C:\Users\Admin> 70
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Drug Courts’ Effects on Criminal Offending for Juvenile and Adults (2012).  Study found for juvenile drug courts, these courts have considerably smaller effects on recidivism than either adult or DWI (DUI) drug courts. Evaluations of these courts indicate that the average participation in a juvenile drug court is equivalent to a reduction in:  Recidivism from 50% to approximately 43.5%.  This average effect is more than 40% smaller than the average estimated effects of participation in an adult or DWI court.  Programs with less severe populations are more effective in reducing general recidivism.  That courts with violent offenders are less effective in reducing general recidivism.  Why are Juvenile Drug Courts less effective than adult and DWI (DUI) courts?  Generally provide services to relatively high-risk offenders, whereas other kinds of drug courts typically exclude high-risk offenders; and  Appear to be less demanding interventions than adult drug courts, in that, drug testing and status hearings appear to be less frequent, and the program participation appears to be shorter in duration.
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Figure 4: Logic Model for the Quality Enhancement Plan Figure 6. Logic M odel for the Q uality Enhancement Plan Ra tionale Inputs Activities Outputs Outcome Why is this important? What are we doing now? What will we do? What products, events, & services will lead to program outcomes? What learning outcomes will be achieved? • Students must be C urriculum • Global learning content in general education (core) courses • Global learning content in selected academic majors representing each academic college • Collaboration with community resources with global focus to support course assignments • Study abroad program prepared to compete in a global market • Students must understand their role within an international community • Students need to be prepared to engage in increasingly diverse communities C o-Curricular • Global learning/engagement activities sponsored by student organizations • Freshman common read program • International learning community in residence hall Budget to support QEP activities • $1,153,233 budgeted over five year implementation period C urriculum • Incorporate global learning/engagement content/activities in general education (core) discipline courses • Conduct curriculum mapping for coursework in selected majors to enhance global learning/engagement C ampus Initiatives • Increase service learning opportunities within Study Abroad program • Coordinate student recognition and curriculum development activities with the Service Learning program C o-Curricular • Expand global learning/engagement activities sponsored by Student organizations • Increase international interactions C ommunity • Increase collaborative work with community organizations to support global learning/engagement activities • Increase collaborative work with international organizations to support global learning/engagement activities Curriculum E nhance ment • Number of general education (core) courses modified to include global learning/engagement activities • Number of courses in academic majors modified to include global learning/engagement activities • Number of students by college participating in global learning/engagement courses • Number and type of faculty participating in professional development activities and learning communities Co-Curricular • Number of student organizations sponsoring global learning/engagement activities • Number and demographics of students participating in global learning/engagement activities Community • Number of community organizations supporting global learning/engagement activities • Number of international organizations supporting global learning/engagement activities Knowledge • Students identify, describe, and explain global and intercultural conditions and interdependencies. • Students make informed critical assessments of global events, processes, trends and issues and convey the interconnectedness of political, economic and environmental systems. Skills • Students analyze, interpret, and evaluate global and intercultural issues via engagement strategies including the use of information technologies. • Students demonstrate an ability to communicate and interact effectively with members of other cultures. Attitude s • Students reflect upon and integrate global learning and engagement experiences. • Students recognize and appreciate cultural diversity and multiple world views.
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The Impact of Technology on the Courts: IT and Court Specialization  Community Courts: focus on restorative justice, emphasizing the needs of offenders and victims  Drug Courts: focus on addiction as a disease and the need for linking offenders to treatment and support  DV Courts: focus on the complex dynamics of family violence; linkages to family, juvenile, and criminal court/ specialized courts; assess risk to children, partners using new assessment technology;  Reentry Courts: Target offenders under community supervision and emphasize targeting resources to high risk offenders, times, and places in order to reduce both technical violations and new criminal behavior.  Mental Health Courts: target the growing number of offenders in our court and correctional system with serious mental health problems( 1 in 5); diversion to mental health treatment; civil commitment; sexually dangerous offender statutes.
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