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Notes from a speed reading workshop at Moray House today: http://cullaloe.net/w/index.php?title=Speed_Reading_Workshop.
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According to a popular Internet Meme, Maslow’s Hierarchy of Needs has a fundamental extension in the modern age – we all seem to need WiFi in order to function.
This need has created a fabulous opportunity for thieves. The term “WiFi” is a synonym for a Wireless (radio) Local Area Network or WLAN. Some WLANs may be password protected but many are not – these “open” networks are found in public spaces, provided by towns or shopping centres to attract trade. In open networks all devices in range can access the network’s resources – i.e. read what you’re typing.
Given that, why would you broadcast your login details, bank data, personal information and private conversations in an open space for all and anyone to listen to, take note of, and make use of at their convenience?
The best defence is to make sure that all internet activity on your mobile devices is sent over an encrypted, secure, connection. The WiFi providers don’t guarantee this, so you have to bring your own in the form of a Virtual Private Network or VPN.
Many corporate employers provide a VPN for staff to ensure that they are not exposed to commercial risk or litigation from data leaks. If that’s not available to you, you can use a service to keep yourself safe: my own personal choice is GoldenFrog’s VyperVPN. It costs a few dollars a year but has fast support and secure servers worldwide. You would normally use a nearby server for speed but if you’re trying to watch the BBC iPlayer in a bar in Prague, you can just connect via the London server to virtually relocate yourself back home to enjoy the latest episode of East Enders. I recommend you don’t use the apps they provide – they don’t work very well and will more often than not just stop you from using the internet. Manual configuration is the way to go: follow the Vyper guide here.
So, a VPN helps keep you safe by encrypting all of your data sent over WiFi; it also works for 3G/4G; and it can virtually relocate you to somewhere you aren’t. What it won’t do is protect you from stupidity – you still have to take care that you aren’t using easy passwords, you don’t use the same password for everything, and you know who’s looking at your screen, for example.
Finally, the image of Maslow’s Hierarchy of Needs above doesn’t really need that big box for WiFi. To be understood in the modern age, we should really put WiFi usage in the Belonging or Self-Esteem levels, but be aware that every user should take action to ensure that Safety is taken care of.
Well, it’s been quite an interesting couple of weeks. One of the things I am doing this week is to close down the Scottish Physics Teaching Resources site (sptr.net), which for the past few years has provided a vehicle for Physics teachers in Scotland to share all kinds of teaching resources. It has been useful in a time of badly conceived and implemented curriculum change in Scotland.
Why close it down? Two reasons. Until very recently, I was intending to leave the country and work overseas and I was uncertain that I could sustain the required commitment to keep the site functioning well. Plans have changed (and continue to do so on a daily basis) but the community of teachers needs something reliable to help them deliver a workable curriculum. The second reason is that I need to remove as many distractions as possible to enable me to pick up a project I have been trying to progress for the past two years, without having the time to do so satisfactorily. Like the overseas project, it may yet come to nothing but a learning experience, but I have to give it my best shot.
Keir Bloomer, in an article for Reform Scotland, notices what many of us in Scottish Education already know – it’s not as good an education system as it thinks it is. One aspect that has exercised me in the most recent few years is the blind, stupid, and patronising denial of the existence of problems when they are raised by the only people who really know how good the education system is – the teachers. These denials come from the politicians and the various agencies that are responsible for aspects of our educational infrastructure, most notably the SQA and the ironically named Education Scotland. Over a decade after its launch, Curriculum for Excellence is still not working, let alone “embedded”. The Secondary part of CfE is still a seven-year programme that school leaders and teachers are trying to make fit the six years available. Weaker managers, notably in certain parts of our Primary system, continue to use bullying and intimidation to drive teachers to deliver a curriculum that has been reduced ad absurdum to an impenetrable administrative ticky-box tangle. Unions have utterly failed to even recognise the challenges and abuses, let alone tackle them. The resulting damage to teacher morale, the quality of teaching and learning, and the consequences for life chances of our children and the prosperity of the country has been incalculable.
For reasons that some readers will be aware of, I have had cause recently to look at other curricular models and find their clarity, principle and self-consistent feasibility to stand in very stark contrast to the gibberish that is the current curriculum in Scotland. If you want an executive overview of an example, check out the Cambridge International Curriculum. It will show you what’s possible.