Recent Changes for "DaVinci High School" - Davis Wikihttp://daviswiki.org/DaVinci_High_SchoolRecent Changes of the page "DaVinci High School" on Davis Wiki.en-us DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2013-01-08 09:37:08HiramJacksonUpdated principal info, school website <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 7: </td> <td> Line 7: </td> </tr> <tr> <td> </td> <td> <span>+ ||&lt;bgcolor='#E0E0FF'&gt;'''Principal'''||<br> + ||Rody Boonchouy||</span> </td> </tr> <tr> <td> Line 10: </td> <td> Line 12: </td> </tr> <tr> <td> <span>-</span> ||[http://<span>www.</span>davincih<span>igh</span>.net/]|| </td> <td> <span>+</span> ||[http://davinci<span>c</span>h<span>arteracademy</span>.net/]|| </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2012-01-30 16:55:57JabberWokky <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 1: </td> <td> Line 1: </td> </tr> <tr> <td> </td> <td> <span>+ [[Image(350px-Da_Vinci_Pictures_003.jpg, right, thumbnail, 400)]]<br> + <br> + </span> </td> </tr> <tr> <td> Line 24: </td> <td> Line 27: </td> </tr> <tr> <td> <span>- = Photos =</span> </td> <td> </td> </tr> <tr> <td> Line 26: </td> <td> Line 28: </td> </tr> <tr> <td> <span>- [[Image(350px-Da_Vinci_Pictures_003.jpg)]]</span> </td> <td> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2012-01-30 16:48:32JonDycaico <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 24: </td> <td> Line 24: </td> </tr> <tr> <td> </td> <td> <span>+ = Photos =<br> + </span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2012-01-30 16:47:52JonDycaico <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 11: </td> <td> Line 11: </td> </tr> <tr> <td> <span>- [[Image(350px-Da_Vinci_Pictures_003.jpg)]]</span> </td> <td> <span>+ </span> </td> </tr> <tr> <td> Line 24: </td> <td> Line 24: </td> </tr> <tr> <td> <span>- [[Include(PhotoRequest)]]</span> </td> <td> <span>+ [[Image(350px-Da_Vinci_Pictures_003.jpg)]]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2012-01-30 16:47:03JonDycaico <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 11: </td> <td> Line 11: </td> </tr> <tr> <td> </td> <td> <span>+ [[Image(350px-Da_Vinci_Pictures_003.jpg)]]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2012-01-30 16:46:26JonDycaicoUpload of image <a href="http://daviswiki.org/DaVinci_High_School?action=Files&do=view&target=350px-Da_Vinci_Pictures_003.jpg">350px-Da_Vinci_Pictures_003.jpg</a>.DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2011-05-18 00:23:06StevenDaubertComment added. <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 30: </td> <td> Line 30: </td> </tr> <tr> <td> </td> <td> <span>+ ------<br> + ''2011-05-18 01:23:06'' [[nbsp]] I remember when DaVinci was at DHS in it's first year... Everyone got laptops it was a big deal. Wasn't it supposed to wind up on UCD sooner or later? --["Users/StevenDaubert"]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2011-05-16 17:25:57JasonAller <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 17: </td> <td> Line 17: </td> </tr> <tr> <td> <span>- <br> - </span> </td> <td> </td> </tr> <tr> <td> Line 22: </td> <td> Line 20: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + see also: ["Team Blend"]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2011-04-21 10:18:43MikeFolfRemoved dated information. Added some updated info <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 11: </td> <td> Line 11: </td> </tr> <tr> <td> <span>-</span> '''DaVinci High School''', or '''DVHS''', is a new Davis high school, part of the [http://newtechfoundation.org/network.html New Technology Foundation Network], which centers around a small-classroom environment, project-based, collaborative and self-motivated learning. Their classes are technology-based, and each student receives a laptop for home and school use. The goal of these schools is to train students in, and in preparation for, a workplace environment. </td> <td> <span>+</span> '''DaVinci High School''', or '''DVHS''', is a new Davis high school, part of the [http://newtechfoundation.org/network.html New Technology Foundation Network], which centers around a small-classroom environment, project-based, collaborative and self-motivated learning. Their classes are technology-based, and each student receives a laptop for home and school use<span>, though students may also opt to use their personal laptop instead</span>. The goal of these schools is to train students in, and in preparation for, a workplace environment. </td> </tr> <tr> <td> Line 15: </td> <td> Line 15: </td> </tr> <tr> <td> <span>-</span> Parking on campus is limited to faculty (of both DaVinci and the Children Center), and students are forced to park behind Symposium.<span>&nbsp;Those that don't often get their license revoked by Andrew.</span> </td> <td> <span>+</span> Parking on campus is limited to faculty (of both DaVinci and the Children Center), and students are forced to park behind Symposium. </td> </tr> <tr> <td> Line 19: </td> <td> Line 19: </td> </tr> <tr> <td> <span>-</span> DVHS colors are ["Blue" light blue], ["black"], and ["silver"]; the official DVHS mascot is, by student vote in late fall of 2009, the Dinosaurs. </td> <td> <span>+</span> DVHS colors are ["Blue" light blue], ["black<span>"], ["green</span>"], and ["silver"]; the official DVHS mascot is, by student vote in late fall of 2009, the Dinosaurs. </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2010-07-29 20:18:11CovertProfessorremoving dead link <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 25: </td> <td> Line 25: </td> </tr> <tr> <td> <span>- =Media=<br> - <br> - * [http://www.davislifemagazine.com/Content.aspx?m=5/1/2008&amp;cId=1207 Read a story] in ["Davis Life Magazine"].<br> - </span> </td> <td> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2010-01-17 00:01:44MikeFolf(quick edit) <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 11: </td> <td> Line 11: </td> </tr> <tr> <td> <span>-</span> '''DaVinci High School''', or '''DVHS''', is a new Davis high school, part of the [http://newtechfoundation.org/network.html New Technology Foundation Network], which centers around a small-classroom environment, project-based, collaborative and self-motivated learning. Their classes are technology-based, and each student receives a laptop for home use. The goal of these schools is to train students in, and in preparation for, a workplace environment. </td> <td> <span>+</span> '''DaVinci High School''', or '''DVHS''', is a new Davis high school, part of the [http://newtechfoundation.org/network.html New Technology Foundation Network], which centers around a small-classroom environment, project-based, collaborative and self-motivated learning. Their classes are technology-based, and each student receives a laptop for home <span>and school </span>use. The goal of these schools is to train students in, and in preparation for, a workplace environment. </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2010-01-16 23:59:54MikeFolf(quick edit) <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 7: </td> <td> Line 7: </td> </tr> <tr> <td> <span>-</span> ||[http://www.d<span>jusd.k12.c</span>a<span>.us/DaV</span>inci<span>H</span>igh<span>School</span>/]|| </td> <td> <span>+</span> ||[http://www.da<span>v</span>inci<span>h</span>igh<span>.net</span>/]|| </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2010-01-12 20:12:08MikeFolf(quick edit) <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 13: </td> <td> Line 13: </td> </tr> <tr> <td> <span>-</span> Originally, Da Vinci ha<span>s</span> only 8 classrooms. After moving to the back half of Valley Oak in fall of 2009(as the front half is the Children's center), it now has 18 classrooms. </td> <td> <span>+</span> Originally, Da Vinci ha<span>d</span> only 8 classrooms. After moving to the back half of Valley Oak in fall of 2009(as the front half is the Children's center), it now has 18 classrooms. </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2010-01-11 05:28:19JabberWokky <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 11: </td> <td> Line 11: </td> </tr> <tr> <td> <span>- </span>DVHS is a new Davis high school, part of the [http://newtechfoundation.org/network.html New Technology Foundation Network], which centers around a small-classroom environment, project-based, collaborative and self-motivated learning. Their classes are technology-based, and each student receives a laptop for home use. The goal of these schools is to train students in, and in preparation for, a workplace environment. </td> <td> <span>+ '''DaVinci High School''', or '''</span>DVHS<span>''',</span> is a new Davis high school, part of the [http://newtechfoundation.org/network.html New Technology Foundation Network], which centers around a small-classroom environment, project-based, collaborative and self-motivated learning. Their classes are technology-based, and each student receives a laptop for home use. The goal of these schools is to train students in, and in preparation for, a workplace environment. </td> </tr> <tr> <td> Line 19: </td> <td> Line 19: </td> </tr> <tr> <td> <span>-</span> DVHS <span>C</span>olors are <span>L</span>ight <span>B</span>lue, <span>B</span>lack, and <span>S</span>ilver; the official DVHS mascot is, by student vote in late fall of 2009, the Dinosaurs. </td> <td> <span>+</span> DVHS <span>c</span>olors are <span>["Blue" l</span>ight <span>b</span>lue<span>]</span>, <span>["b</span>lack<span>"]</span>, and <span>["s</span>ilver<span>"]</span>; the official DVHS mascot is, by student vote in late fall of 2009, the Dinosaurs. </td> </tr> <tr> <td> Line 27: </td> <td> Line 27: </td> </tr> <tr> <td> <span>-</span> [http://www.davislifemagazine.com/Content.aspx?m=5/1/2008&amp;cId=1207 Read a story] in ["Davis Life Magazine"]. </td> <td> <span>+ *</span> [http://www.davislifemagazine.com/Content.aspx?m=5/1/2008&amp;cId=1207 Read a story] in ["Davis Life Magazine"]. </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2010-01-10 23:41:41MikeFolf(quick edit) <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 3: </td> <td> Line 3: </td> </tr> <tr> <td> <span>- ||located on the ["Davis Senior High School"] campus||</span> </td> <td> <span>+ ||Former Valley Oak Campus, behind the children's center||</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2010-01-10 23:41:13MikeFolf(quick edit) <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 2: </td> <td> Line 2: </td> </tr> <tr> <td> <span>-</span> ||[[Address(1400 E. ["8th Street"])]]<span>&nbsp;(Former Valley Oak Campus</span>|| </td> <td> <span>+</span> ||[[Address(1400 E. ["8th Street"])]]|| </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2010-01-10 23:40:48MikeFolf(quick edit) <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 2: </td> <td> Line 2: </td> </tr> <tr> <td> <span>- ||315 East 14th St (corner of 14th and Oak)||</span> </td> <td> <span>+ ||[[Address(1400 E. ["8th Street"])]] (Former Valley Oak Campus||</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2010-01-10 23:40:48MikeFolfMap location(s) modifiedDaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2010-01-10 23:39:42MikeFolfComment added. <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 32: </td> <td> Line 32: </td> </tr> <tr> <td> </td> <td> <span>+ ------<br> + ''2010-01-10 23:39:42'' [[nbsp]] Come on, there needs to be more than this. I can only contribute so much! --["Users/MikeFolf"]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2010-01-10 23:39:06MikeFolf(quick edit) <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 14: </td> <td> Line 14: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + Parking on campus is limited to faculty (of both DaVinci and the Children Center), and students are forced to park behind Symposium. Those that don't often get their license revoked by Andrew.</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2010-01-10 23:37:06MikeFolf(quick edit) <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 17: </td> <td> Line 17: </td> </tr> <tr> <td> <span>-</span> DVHS Colors are Light Blue, Black, and Silver; the DVHS mascot is the <span>Knights, or the Fight</span>in<span>g La</span>sa<span>gne</span>. </td> <td> <span>+</span> DVHS Colors are Light Blue, Black, and Silver; the <span>official </span>DVHS mascot is<span>, by student vote in late fall of 2009,</span> the <span>D</span>in<span>o</span>sa<span>urs</span>. </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2010-01-10 23:35:53MikeFolf(quick edit) <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 15: </td> <td> Line 15: </td> </tr> <tr> <td> <span>- Starting in the fall of 2009, Da Vinci will occupy the old Valley Oak Elementary campus.</span> </td> <td> <span>+ </span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2010-01-10 23:35:44MikeFolf(quick edit) <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 13: </td> <td> Line 13: </td> </tr> <tr> <td> <span>-</span> Originally, Da Vinci has only 8 classrooms. After moving to the back half of Valley Oak (as the front half is the Children's center), it now has 18 classrooms. </td> <td> <span>+</span> Originally, Da Vinci has only 8 classrooms. After moving to the back half of Valley Oak <span>in fall of 2009</span>(as the front half is the Children's center), it now has 18 classrooms. </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2010-01-10 23:35:23MikeFolf(quick edit) <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 13: </td> <td> Line 13: </td> </tr> <tr> <td> <span>- Currently, Da Vinci has only 8 classrooms, and approximately 240 students as of 2009.</span> </td> <td> <span>+ Originally, Da Vinci has only 8 classrooms. After moving to the back half of Valley Oak (as the front half is the Children's center), it now has 18 classrooms.</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2009-05-28 13:23:44MarklingUpdated media link. <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 19: </td> <td> Line 19: </td> </tr> <tr> <td> <span>- [http://may-2008.davislifemagazine.com/davinci/pg1 Read a story] in ["Davis Life Magazine"].<br> - </span> </td> <td> </td> </tr> <tr> <td> Line 25: </td> <td> Line 23: </td> </tr> <tr> <td> </td> <td> <span>+ =Media=<br> + <br> + [http://www.davislifemagazine.com/Content.aspx?m=5/1/2008&amp;cId=1207 Read a story] in ["Davis Life Magazine"].<br> + </span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2009-04-15 15:46:00JessalynEernisse <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 13: </td> <td> Line 13: </td> </tr> <tr> <td> <span>- It's a school with only 7 classrooms, and approximately 240 students as of 2007. In one year it plans to move away from the ["Davis High School"] Campus, to somewhere else in Davis. It receives money from the Gates Institute and from the New Technology Foundation.</span> </td> <td> <span>+ Currently, Da Vinci has only 8 classrooms, and approximately 240 students as of 2009.<br> + <br> + Starting in the fall of 2009, Da Vinci will occupy the old Valley Oak Elementary campus.</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2009-02-26 22:05:07JasonAllershouldn't some comments have been left? <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 21: </td> <td> Line 21: </td> </tr> <tr> <td> <span>- [[Include(IntegrateComments)]]<br> - </span> </td> <td> </td> </tr> <tr> <td> Line 25: </td> <td> Line 23: </td> </tr> <tr> <td> <span>-</span> ["Da<span>_</span>Vinci<span>_</span>Comments<span>_</span>2005" Comment<span>s</span>] about Da Vinci High from 2005. </td> <td> <span>+</span> <span>'''</span>["DaVinci<span>&nbsp;High School/</span>Comments<span>&nbsp;</span>2005" Comment<span>&nbsp;Archive</span>] about Da Vinci High from 2005.<span>'''</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2009-02-26 21:55:24ZacharyNorwood <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 25: </td> <td> Line 25: </td> </tr> <tr> <td> </td> <td> <span>+ ["Da_Vinci_Comments_2005" Comments] about Da Vinci High from 2005.<br> + </span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2009-02-26 21:50:44ZacharyNorwoodmoving old comments--don't want older material to give bad impressions <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 26: </td> <td> Line 26: </td> </tr> <tr> <td> <span>- <br> - The Principal of this school spends an inordinate amount of time at her desk monitoring the email traffic of the students in the school. The students are provided with a laptop computer with email and internet access. My suggestion to students, is to use the computer for school work only, send email messages that only discuss school work, don't chat with fellow students unless you keep in mind that she is also receiving each and every email. In fact, use your own computer and leave the laptop at school. Bring your work to school on a flash drive and don't send email at school at all. See the ACLU's website on students rights at http://www.aclunc.org/students/guide/introduction.html I encourage every student to read the information provided. -- ["Users/SharlaDaly"]<br> - <br> - What proof do you have that the principal is spending "inordinate" amounts of time checking e-mail? You are not a student, and your certainly not staff.<br> - --Curious Student<br> - <br> - <br> - * I'd like to highlight a passage in the ACLU guide mentioned by Sharla, above: "Contrary to what you may think, youth actually have a lot of rights under state and federal laws. For instance, according to the United States Supreme Court's ruling in 1969, 'It can hardly be argued that either students or teachers shed their constitutional right to freedom of speech or expression at the schoolhouse gate.' And youth have a lot of other rights besides the First Amendment provision of free speech and expression." -- ["Users/ZacharyNorwood" ZN]<br> - * Students may also want to check out some [http://www.space.net.au/~thomas/quickbrowse.html web-based proxies]. If you use one of those, all they will be able to see is that you are connected to the proxy. If you are using the school's provided email then they will always be able to monitor that.<br> - * Oh yeah, that's a great idea, especially since web-based proxies are a blatant violation of the student Network Acceptable Use Agreement, and students can have their network privileges (critical for basic academic functioning at a school like Da Vinci) drastically curtailed.<br> - ------<br> - ''2005-11-03 19:35:31'' [[nbsp]] I would really like to know what the Principal's explaination of this is. Was this disclosed to the students prior to their enrollment? Perhaps the school board candidates should be asked what their take on this is?<br> - <br> - I did a little bit of research: the district [http://www.djusd.k12.ca.us/DaVinciHighSchool/resources/registration/District%20AUP%20.pdf Acceptable Use Policy]:<br> - <br> - {{{G. Privacy<br> - <br> - a. You should expect no privacy in the contents of your personal files<br> - on the district Internet/network system and records of your online<br> - activity. All student use of the Internet will be supervised and<br> - monitored. The district's monitoring of Internet usage can reveal all<br> - activities you engage in using the district Internet system. The district<br> - specifically asserts ownership of all information on its system.}}}<br> - <br> - <br> - It then looks like even flash drives aren't safe and that proxies could give a false sense of security. These students agreed to leave any protections that they might have had behind when they signed up. Futher if students at other schools in the district signed the same AUP they are just as vulnerable. --["Users/JasonAller"]<br> - <br> - ''This is a public school and the students likely can't refuse the agreement if they wish to continue attending? Monitoring High School computer usage is pretty common. The issue may be whether the monitoring continues taking place when the students are no longer in their classes. Because the students keep their laptops while attending, the students may have developed a reasonable expectation of privacy and ownership.''<br> - <br> - I think the district has protected itself quite well with the AUP against a ''reasonable expectation''. I think that they are wrong and are setting a bad example, but it appears that they have crossed the t's and dotted the i's. Check out the last page of the [http://www.djusd.k12.ca.us/DaVinciHighSchool/resources/registration/District%20AUP%20.pdf Acceptable Use Policy]; I wonder how they would handle a student who didn't agree to either of the two sections at the end? How do you have a student on a technology campus who won't use your computer or your network? Also take the time to compare the district AUP to the campus [http://manuals.ucdavis.edu/ppm/310/310-16a.htm AUP].<br> - <br> - ''The policy is in place, no doubt, to reassure parents that their children won't be accessing inappropriate material or using their computers for non-educational purposes while in school.''<br> - <br> - It's more to protect the district. If one parent found a student doing something innapropriate on a school-owned computer, the school could get in a lot of trouble, and the principal would be blamed. They're protecting themselves and their property. If I were to send one of my students home with one of my computers I would definitely want to know what they were doing. If the student doesn't agree, they can go to ["Davis High School"] - ["Users/MiriamKaufman"]<br> - <br> - ------<br> - ''2005-11-03 21:23:43'' [[nbsp]] As US citizens, we have a fundamental right to privacy. Period. No amount of monitoring will obviate the origin of a student's desire to do something deemed 'inappropriate.' It’s up to the parents and teachers, ultimately, to instill a sense of propriety and a desire to spend computer time productively. No one should agree to a legal abrogation of his or her fundamental rights. --["Users/ZacharyNorwood"]<br> - * That is a very idealistic, and unfortunately unrealistic, goal for high school students. - ["Users/MiriamKaufman"]<br> - * Our fundamental rights are not ideals. Those who think they are unwittingly promote class oppression; they promote fundamental social inequality. Rights such as privacy, far from being ''merely ideals'', correspond to concrete, denotative realities, such as freedom of thought and action. To help frame the right to privacy in understandable terms, considerer this question: if students are abusing their privileges, what's the root cause? Obviously, it's something external to the school system, and it cannot be fixed by administrative snooping. There are other solutions that would be much more effective than abusing one's right to privacy, e.g., educating the teachers and parents about how important schooling is, how one's education translates into their ability to achieve, and so forth. An intrinsic desire to learn must be fostered; a proactive, not a reactive, solution must be sought. --["Users/ZacharyNorwood" ZN]<br> - * High school students don't have the same rights to privacy the rest of us do. While I agree with you in some ways that they should, the district cannot count on parents and teachers to motivate kids to want to learn, as sad as that sounds. Most parents have many more things to worry about than what their kids do in school. So, "administrative snooping" is so the schools can protect themselves from lawsuits, destruction of property, etc. They can't trust every single student not to abuse their priveledges at school. I'm not saying I agree, thats just the way it is. And its going to be a long long time until every single parent and teacher can motivate their kids to want to learn. But hey, you're right, that is the goal. -["Users/MiriamKaufman"]<br> - * If I had a child enrolled at Da Vinci High, I would first threaten, by way of formal letter, then, if necessary, take legal action to assure his or her right to privacy remained unthreatened by the administration; from my vantage, therefore, the present privacy policy at Da Vinci High is just as likely to produce lawsuits as it is to prevent them. It cannot be argued that our constitutional rights are nonexistent until we matriculate at the university level. If the administration is afraid of lawsuits of a different nature--such as legal action taken as a consequence of a child violating pornography laws--then would it not be equally as effective to have a policy that states clearly that the school is not responsible for the possible abuse of computer privileges? This seems to be the view adopted by UC campuses, and it is apparently working for them. What's more, the present policy at Da Vinci High seems arbitrary and Orwellian; arbitrary because other legal, protective measures could be adopted, such as using a policy similar to UC Davis, and Orwellian in the sense that the administration is actively and willfully spying on the students soley by motive of their own self-preservation. In my mind, there is no rationalization for this behavior. --["Users/ZacharyNorwood" ZN]<br> - * You're letter would get nowhere because, let me say it again, students (high school, not college) do not have the same rights to privacy as adults. Step foot on a high school campus and your privacy rights are gone. I will look it up and show you if you don't believe me (but, honestly, I don't want to make the effort right now, hopefully you will believe me). I'm not saying I agree with the district, I'm just telling you why they do the things they do. Schools do not take the stance that they are not responsible for student's actions because what would that say about them if some instance of abuse came up? Parents would be angry! The school might lose their funding - remember this is an experiential school. They are taking maximum preemptive measures to avoid problems. And I would really question how much the principal monitors, they've got enough on their plate than to sit perusing through student emails for hours. --["Users/MiriamKaufman"]<br> - * I appreciate your position, which is quite understandable given the circumstances and forces against progress, but I cannot respect your conscious conformity simply on account of "the way things are." Certainly, there are more complex issues preceding the behavior and tendencies of children than previously imagined. I'm deeply aware of this. Not only am I aware of the mind-numbing complexity of adolescent development from experience, I also study, regularly, the precursors of human behavior, both at the social and neural-cognitive/developmental level. Parents and peers, the political and economic zeitgeist, genetic predispositions, etc.--all of these factors must weigh in. And indeed, given the lack of experience, perspective, and knowledge of adolescents, some of their rights may be attenuated or forestalled until they gain sufficient psychological development to be self-reliant. Nevertheless, there's a major difference, both in degree and kind, between barring, for example, the right to drink alcohol, carry a weapon, and so forth, on the one hand, and implementing surveillance systems designed to punish students for viewing a dirty picture or sending private, non-academic emails, on the other. The real crux of the issue, therefore, is not the fact that rights may be rationally checked, for justified reasons, but rather the question as to the legitimacy of particular policies that overstep the bounds of rational justification and, in so doing, the bounds of our fundamental rights. This is why my contention remains. It seems obvious to me that the complexity surrounding the issue is precisely what casts doubt on this administration’s oversimplified, Orwellian approach to "solving the problem"--and we have not even agreed that there is a real problem. By any objective standard, this administration's "solution" creates a greater problem than it purports to solve. When you take away or temporarily attenuate one's freedom, the net result should be an increase in freedom for the greater number (while avoiding, of course, the tyranny of the majority). This, I believe, is not happening with this particular policy at Da Vinci High. In terms of seeking a real solution, I believe we have the collective power, if not legally then discursively, to fight bureaucracy, especially in such a small county where public opinion is so strong. As for myself, you can be certain that my hypothetical legal action--though I doubt such a minor case as this requires such action, since sustained, public engagement should be sufficient--would, if public engagement gained no ground, spark enough controversy to shed light on the issues; and if in the end my case failed, I would see the attempt itself as setting a precedent for future cases. Such is the nature of morally motivated civil action, and such is the love of one's children and the rights of all children. --["Users/ZacharyNorwood" ZN]<br> - <br> - Do we have a right to privacy as U.S. citizens? The 4th Ammendment grants that citizens may be secure from searches and seizures, but that could be constrained to not include privacy -especially if said citizen had no knowledge of being spied upon. Did you mean some other law? Unless there's a law granting a right, ''we ain't got it''. --["Users/SteveDavison"]<br> - * The Amendments in the Bill of Rights recognize some of the inalienable rights, they don't grant them. --["Users/JasonAller"]<br> - * In the [http://www.house.gov/Constitution/Constitution.html preamble] to the constitution, it states that one of its fundamental aims is to "secure the blessings of liberty to ourselves and our posterity;" in [http://www.archives.gov/national-archives-experience/charters/bill_of_rights_transcript.html amendment IV] to the Bill of Rights, it states that "The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated." And so I ask, what is ''liberty'' if not freedom to privacy, in thought and action? and what is the right to be ''secure in papers and effects'', if not a right to privacy of thought and action? On the contrary, ''we got it,'' and saying the amendments to the constitution simply recognize our rights but do not grant them is like saying "you have the right to avoid murder but, ultimately, if you are murdered, there may or may not be an investigation." This stance, which is rhetorical in nature, is absurd. It's grasping at infallible beliefs of a kind invulnerable to refutation. --["Users/ZacharyNorwood" ZN]<br> - ------<br> - ''2005-11-03 21:28:19'' [[nbsp]] It really isn't as bad as it made out to be here, just don't be an idiot and sell drugs over the school provided E-mail system. If you are really intersted in sending private E-mails and browsing privately, then there are ways around, like proxies, which do in fact keep your usage hidden, but are usually unavailable do to overusage. remember: DHS students don't usually get to E-mail at all in english, History, and Math classes, so it should be considered a privalage, anyway the computers were given for academic purposes, so you shouldn't expect for them to accomidate for other activities --["Users/DanielGonzales"]<br> - <br> - ------<br> - ''2005-11-03 21:39:43'' [[nbsp]] Should most of this discussion be moved to ["Acceptable Use Policies"]? Maybe leaving Sharla's comment and a pointer to the new location? --["Users/JasonAller"]<br> - ------<br> - ''2005-11-03 21:46:35'' [[nbsp]] A proxy accessed from a computer that has a [wiki:WikiPedia:Screen_scraping screen scraper] or other monitoring program is not private. --["Users/JasonAller"]<br> - ------<br> - ''2005-11-03 22:08:29'' [[nbsp]] as far as screen scraping goes, i don't think there's any of that going on. (this probably doesn't belong here, but whatever) All of the laptops have a program called "Security Agent Dashboard" from lightspeed systems installed. Does anyone know what it does/can do? It doesn't seem to do anything, but due to apathy and lasiness and the fact that i don't really do anything on this computer, (besides the wiki of course) i haven't looked into it much. --["Users/AlexNorris"]<br> - It could be that they are running a product from [http://lightspeedsystems.com/]. --["Users/JasonAller"]<br> - ------<br> - ''2005-11-03 22:35:49'' [[nbsp]] Schools are prisons. The Sex Pistols knew that a long time ago. You're not supposed to have any right to privacy at a primary or secondary school -- you forfeited that right the first day you attended Kindergarten. Your personal belongings and your locker can be searched at any time without a warrant and without probable cause. And we wonder why students go [wiki:WikiPedia:Columbine_High_School_massacre Columbining] their schools. Welcome to America, everyone, where the Bill of Rights only applies if you help your local congressmen get elected. --["Users/BrentLaabs"]<br> - * Compare the privacy bylaws of UCD to Da Vinci high--they're quite different. I empathize with your sentiment, but I nevertheless contend that schools, if they do what they're supposed to do, educate, are not prisons, but sources of life-long freedom: mental freedom, first, and material freedom, second. This is what schools ''should'' be, and you're right, oftentimes--maybe even most of the time--they're simply institutions designed to perpetuate class stratification. They're designed to bring one's skills up just enough to reinforce the economy. But we should never give up on education and the institutions that are designed to educate. We must fight for our right to true education. --["Users/ZacharyNorwood" ZN]<br> - * Whoa Brent, Columbine was NOT about lack of privacy at public schools. -["Users/MichelleAccurso"]<br> - ------<br> - ''2005-11-03 23:37:02'' [[nbsp]] About email reading, is encryption banned? What forms? I didn't see anything about encryption in the AUP. It could be fun to do pencil and paper cyphers. --["Users/NickSchmalenberger"]<br> - ------<br> - ''2005-11-04 07:17:37'' [[nbsp]] One person who goes there explained it to me. He said each student is loaned a laptop for the school year. They are periodically audited, so the student may not add their own software, etc. For your own stuff, you'll want your own computer. Below University level, schools are highly computer-phobic. --["Users/SteveDavison"]<br> - ------<br> - ''2005-11-04 07:30:38'' [[nbsp]] While software, etc. on the computer is periodically audited, email traffic is monitored on a daily basis. The Principal will interrupt email conversations between students, discipline based on content in the emails. The students should limit their email content to logistics for school projects only. No chatting. --["Users/SharlaDaly"]<br> - ------<br> - ''2005-11-04 07:40:22'' [[nbsp]] Can someone with one of the provided laptops post a list of the "approved" software? --["Users/JasonAller"]<br> - ------<br> - ''2005-11-04 16:05:00'' [[nbsp]] My understanding is that by "technology-based" they mean they use "technology" (laptops, Internet), it doesn't mean that they study technology itself. Their website confirms this. This may not be the place for the budding geek. --["Users/SteveDavison"]<br> - ------<br> - ''2005-11-05 09:22:58'' [[nbsp]] Well, just because they don't teach technology, does NOT mean that you can't learn it yourself :) As i have been doing since last year. One of the major benefits of having a laptop is being able to easily study whatever you want at any time. --["Users/AlexNorris"]<br> - ------<br> - ''2005-11-06 20:19:40'' [[nbsp]] As far as "approved software", we are really only allowed to install dial-up software, and nothing else. Last year they said I could Install blender 3d rendering program, and winamp, but this year they told us to not even download applications. The computers did come with the Adobe Creative Suite and six Macromedia Programs to keep us busy. --["Users/DanielGonzales"]<br> - ------<br> - ''2005-11-09 20:40:07'' [[nbsp]] I think the coolest thing about DaVinci is that, even though I don't attend any classes there, nor am part of the school, the teachers say hi to me when I'm on campus, and acknowldege my existance, unlike some of the teachers who I see every day at DHS. --["Users/JohnDudek"]<br> - ------<br> - ''2005-11-14 14:28:24'' [[nbsp]] Don't talk shit about ms. Mari. Shes awesome and she has an amamzingly hard job. She has a few thousand people who don' think that she can run this school, and on top of that, she is the principal of a school that has a bunch of irresponsible teenagers that run around with two thousand dollar laptops. Of course shes gonna read emails. She ahs to make sure that district property isn't being used for things that the district doesnt condone. And she doesnt read emails, only emails that have been flagged by the filters are read. These are filters that look at what is beign said in the email, and if specific words are said, then the email is flagged. --["Users/JulienBiewerElstob"]<br> - <br> - [[BR]]I can understand your loyalty, but if you read the school's policy, you'll see that your posting here would violate the school's computer use policy. Isn't it even more disturbing that there are "filters" scanning each and every email that you send?<br> - <br> - * Square one seems to be a good place for you to start, so I recommend reading Orwell's great dystopian satire, Nineteen-Eighty-Four. --["Users/ZacharyNorwood" ZN]<br> - * Under the old chestnut tree. Human rights are just another political tool, so don't be self-righteous about them. This isn't the type of problem that should be solved through normal political mechanisms like complaining and invoking "rights". The way to solve this is to just quietly work around it. As far as I have heard, there is still nothing in the AUP against students at Da Vinci from using pencil and paper ciphers (as distinct from codes, which are arbitrary word associations) because that way there wouldn't need to be any software installed on the district computer. If students at Da Vinci want more information on the use of ciphers, I remember there are several books in the DSHS library that would explain how to do this. Can you get reliable wireless access from outside to get around the district http filter? Are the laptops able to log on to other wireless networks? I think it is really important that you work only with the resources already available to you on the laptops instead of exploiting to get higher privileges because this way the district maybe can't get you. If they are really mad they can get you for whatever they want, so just don't make them really mad and you can probably get away with them not reading your email. P.S. The type of problem that __should__ be solved with political action is the district's Microsoft Windows homogeny. Maybe this could be an issue during the next school board election? --["Users/NickSchmalenberger"]<br> - * Human rights as political tools? At times, certainly; but in this instance? I think not. Based on your response, I suspect that you've been indoctrinated by cultural relativists and pluralists into believing there's no physical basis for ethics, and so all arguments against supposed abuses of humanity or so-called "rights" are founded on misconstruction. If you were to read Nussbaum's Upheavals of Thought, Cosmides' and Tooby's Adapted Mind, or E. O. Wilson's essays on ethics, to name a few relevant works, I doubt you'd maintain such a social constructionist outlook. The old, blank slate model of humanity is finally in the grave, thanks to progress in the neurosciences, yet it's still massively popular as a folk psychological explanation of cultural complexity. As with all outmoded paradigms, however, some time must pass before they fade away into that time-bound category of "metaphysics." Unfortunately, however, all obsolete paradigms have a social half-life, so to speak: they continue to reside in the minds of the previous generation of academicians, who in turn spread their self-reinforcing mental viruses to credulous students. While I admire your recommendation, or the use of software ciphers, I maintain that such solutions are merely reactionary and provisional, and should be used only until they are no longer necessary--that is, until a proactive solution is reached. And regarding Microsoft hegemony, I agree; but this problem is, at present, minor in comparison to snooping emails for comparatively insignificant reasons, which is a complete waste of time and money when you consider the comparative significance of other school-related problems. Until M$ starts taking our right to privacy away at the software level, as they plan for future releases, we should not turn a blind eye to immediate abuses of mental and material freedom. --["Users/ZacharyNorwood" ZN]<br> - ------<br> - Compare DaVinci's policy with UCD's policy in the recent [http://www.californiaaggie.com/media/paper981/news/2006/01/30/CityNews/University.Stands.On.Respecting.Privacy.Rights-1536259.shtml?norewrite&amp;sourcedomain=www.californiaaggie.com article] in the Aggie. Here's a sample quote: "What the university has done is set a clear policy to respect the privacy of all of its members with respect to their electronic communications," Donald Dudley said. "It's making a blanket policy that we're not going to routinely monitor, inspect or access student electronic information." --["Users/SharlaDaly"]<br> - ------<br> - ''2006-03-28 20:16:43'' [[nbsp]] As a former Da Vinci student (I am a Senior at DHS now) I want to say that after experiencing what I did at Da Vinci, I think it is completely the right-doing of the staff to flag whatever they need to. When I first began last year, there were absolutely no precautions on the machine really...we had the freedom to install anything we wanted. I even hacked it so that I could still access the internet and my computer would not be detected. I did this so I could install music players, have lots of random applications, etc, but I still was distracted by these things dramatically in class. The distractions that the computer cause for us (the students) cause us to have a much smaller curriculum than DHS students. All in all, I believe that Da Vinci can be the most fun and beneficial thing for the people who take it seriously; however students who joined just for the laptop and expecting to do less work definately did not find their way. --["Users/JoeyBennett"]<br> - ------<br> - ''2007-11-07 14:11:43'' [[nbsp]] There are legal reasons the school has to restrict the use of the computers. And besides, their purpose is for classroom use, not personal use. If you need some outside software installed for legitimate classroom purposes, you can ask and often it will be allowed.<br> - I've read articles about other schools in other parts of the country using laptops in class and how disruptive they've become, because the kids are allowed to do anything they want with them, so they waste class time playing games, chatting, etc. DaVinci is strict about the computer use because they are using the computers for learning, not playing. Students sign the acceptable use policy so they understand the restrictions.<br> - I am not a student there, but the parent of a recent grad. My student had very few, and very minor, issues with the restrictions. --["Users/NotSure"]</span> </td> <td> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2008-12-02 12:49:22StephenHudson(quick edit) <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 35: </td> <td> Line 35: </td> </tr> <tr> <td> </td> <td> <span>+ * Oh yeah, that's a great idea, especially since web-based proxies are a blatant violation of the student Network Acceptable Use Agreement, and students can have their network privileges (critical for basic academic functioning at a school like Da Vinci) drastically curtailed.</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2008-10-27 15:58:23CaryArnoldAdded media link. <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 16: </td> <td> Line 16: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + [http://may-2008.davislifemagazine.com/davinci/pg1 Read a story] in ["Davis Life Magazine"].</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2008-09-13 17:35:04JasonAllerlink fixes, spelling <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 20: </td> <td> Line 20: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + [[Include(PhotoRequest)]]</span> </td> </tr> <tr> <td> Line 66: </td> <td> Line 68: </td> </tr> <tr> <td> <span>-</span> * The Amendments in the Bill of Rights recogni<span>s</span>e some of the inalienable rights, they don't grant them. --["Users/JasonAller"] </td> <td> <span>+</span> * The Amendments in the Bill of Rights recogni<span>z</span>e some of the inalienable rights, they don't grant them. --["Users/JasonAller"] </td> </tr> <tr> <td> Line 103: </td> <td> Line 105: </td> </tr> <tr> <td> <span>-</span> * Square one seems to be a good place for you to start, so I recommend reading Orwell's great dystopian satire, Nineteen-Eighty-Four. --["ZacharyNorwood" ZN] </td> <td> <span>+</span> * Square one seems to be a good place for you to start, so I recommend reading Orwell's great dystopian satire, Nineteen-Eighty-Four. --["<span>Users/</span>ZacharyNorwood" ZN] </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2008-07-22 19:48:46JasonAllerlink fixes <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 17: </td> <td> Line 17: </td> </tr> <tr> <td> <span>-</span> ["JohnDudek" Kapoosh] is an informal member of DaVinci High. </td> <td> <span>+</span> ["<span>Users/</span>JohnDudek" Kapoosh] is an informal member of DaVinci High. </td> </tr> <tr> <td> Line 23: </td> <td> Line 23: </td> </tr> <tr> <td> <span>-</span> The Principal of this school spends an inordinate amount of time at her desk monitoring the email traffic of the students in the school. The students are provided with a laptop computer with email and internet access. My suggestion to students, is to use the computer for school work only, send email messages that only discuss school work, don't chat with fellow students unless you keep in mind that she is also receiving each and every email. In fact, use your own computer and leave the laptop at school. Bring your work to school on a flash drive and don't send email at school at all. See the ACLU's website on students rights at http://www.aclunc.org/students/guide/introduction.html I encourage every student to read the information provided. -- ["SharlaDaly"] </td> <td> <span>+</span> The Principal of this school spends an inordinate amount of time at her desk monitoring the email traffic of the students in the school. The students are provided with a laptop computer with email and internet access. My suggestion to students, is to use the computer for school work only, send email messages that only discuss school work, don't chat with fellow students unless you keep in mind that she is also receiving each and every email. In fact, use your own computer and leave the laptop at school. Bring your work to school on a flash drive and don't send email at school at all. See the ACLU's website on students rights at http://www.aclunc.org/students/guide/introduction.html I encourage every student to read the information provided. -- ["<span>Users/</span>SharlaDaly"] </td> </tr> <tr> <td> Line 29: </td> <td> Line 29: </td> </tr> <tr> <td> <span>-</span> * I'd like to highlight a passage in the ACLU guide mentioned by Sharla, above: "Contrary to what you may think, youth actually have a lot of rights under state and federal laws. For instance, according to the United States Supreme Court's ruling in 1969, 'It can hardly be argued that either students or teachers shed their constitutional right to freedom of speech or expression at the schoolhouse gate.' And youth have a lot of other rights besides the First Amendment provision of free speech and expression." -- ["ZacharyNorwood" ZN] </td> <td> <span>+</span> * I'd like to highlight a passage in the ACLU guide mentioned by Sharla, above: "Contrary to what you may think, youth actually have a lot of rights under state and federal laws. For instance, according to the United States Supreme Court's ruling in 1969, 'It can hardly be argued that either students or teachers shed their constitutional right to freedom of speech or expression at the schoolhouse gate.' And youth have a lot of other rights besides the First Amendment provision of free speech and expression." -- ["<span>Users/</span>ZacharyNorwood" ZN] </td> </tr> <tr> <td> Line 46: </td> <td> Line 46: </td> </tr> <tr> <td> <span>-</span> It then looks like even flash drives aren't safe and that proxies could give a false sense of security. These students agreed to leave any protections that they might have had behind when they signed up. Futher if students at other schools in the district signed the same AUP they are just as vulnerable. --["JasonAller"] </td> <td> <span>+</span> It then looks like even flash drives aren't safe and that proxies could give a false sense of security. These students agreed to leave any protections that they might have had behind when they signed up. Futher if students at other schools in the district signed the same AUP they are just as vulnerable. --["<span>Users/</span>JasonAller"] </td> </tr> <tr> <td> Line 54: </td> <td> Line 54: </td> </tr> <tr> <td> <span>-</span> It's more to protect the district. If one parent found a student doing something innapropriate on a school-owned computer, the school could get in a lot of trouble, and the principal would be blamed. They're protecting themselves and their property. If I were to send one of my students home with one of my computers I would definitely want to know what they were doing. If the student doesn't agree, they can go to ["Davis High School"] - ["MiriamKaufman"] </td> <td> <span>+</span> It's more to protect the district. If one parent found a student doing something innapropriate on a school-owned computer, the school could get in a lot of trouble, and the principal would be blamed. They're protecting themselves and their property. If I were to send one of my students home with one of my computers I would definitely want to know what they were doing. If the student doesn't agree, they can go to ["Davis High School"] - ["<span>Users/</span>MiriamKaufman"] </td> </tr> <tr> <td> Line 57: </td> <td> Line 57: </td> </tr> <tr> <td> <span>-</span> ''2005-11-03 21:23:43'' [[nbsp]] As US citizens, we have a fundamental right to privacy. Period. No amount of monitoring will obviate the origin of a student's desire to do something deemed 'inappropriate.' It’s up to the parents and teachers, ultimately, to instill a sense of propriety and a desire to spend computer time productively. No one should agree to a legal abrogation of his or her fundamental rights. --["ZacharyNorwood"]<br> <span>-</span> * That is a very idealistic, and unfortunately unrealistic, goal for high school students. - ["MiriamKaufman"]<br> <span>-</span> * Our fundamental rights are not ideals. Those who think they are unwittingly promote class oppression; they promote fundamental social inequality. Rights such as privacy, far from being ''merely ideals'', correspond to concrete, denotative realities, such as freedom of thought and action. To help frame the right to privacy in understandable terms, considerer this question: if students are abusing their privileges, what's the root cause? Obviously, it's something external to the school system, and it cannot be fixed by administrative snooping. There are other solutions that would be much more effective than abusing one's right to privacy, e.g., educating the teachers and parents about how important schooling is, how one's education translates into their ability to achieve, and so forth. An intrinsic desire to learn must be fostered; a proactive, not a reactive, solution must be sought. --["ZacharyNorwood" ZN]<br> <span>-</span> * High school students don't have the same rights to privacy the rest of us do. While I agree with you in some ways that they should, the district cannot count on parents and teachers to motivate kids to want to learn, as sad as that sounds. Most parents have many more things to worry about than what their kids do in school. So, "administrative snooping" is so the schools can protect themselves from lawsuits, destruction of property, etc. They can't trust every single student not to abuse their priveledges at school. I'm not saying I agree, thats just the way it is. And its going to be a long long time until every single parent and teacher can motivate their kids to want to learn. But hey, you're right, that is the goal. -["MiriamKaufman"]<br> <span>-</span> * If I had a child enrolled at Da Vinci High, I would first threaten, by way of formal letter, then, if necessary, take legal action to assure his or her right to privacy remained unthreatened by the administration; from my vantage, therefore, the present privacy policy at Da Vinci High is just as likely to produce lawsuits as it is to prevent them. It cannot be argued that our constitutional rights are nonexistent until we matriculate at the university level. If the administration is afraid of lawsuits of a different nature--such as legal action taken as a consequence of a child violating pornography laws--then would it not be equally as effective to have a policy that states clearly that the school is not responsible for the possible abuse of computer privileges? This seems to be the view adopted by UC campuses, and it is apparently working for them. What's more, the present policy at Da Vinci High seems arbitrary and Orwellian; arbitrary because other legal, protective measures could be adopted, such as using a policy similar to UC Davis, and Orwellian in the sense that the administration is actively and willfully spying on the students soley by motive of their own self-preservation. In my mind, there is no rationalization for this behavior. --["ZacharyNorwood" ZN]<br> <span>-</span> * You're letter would get nowhere because, let me say it again, students (high school, not college) do not have the same rights to privacy as adults. Step foot on a high school campus and your privacy rights are gone. I will look it up and show you if you don't believe me (but, honestly, I don't want to make the effort right now, hopefully you will believe me). I'm not saying I agree with the district, I'm just telling you why they do the things they do. Schools do not take the stance that they are not responsible for student's actions because what would that say about them if some instance of abuse came up? Parents would be angry! The school might lose their funding - remember this is an experiential school. They are taking maximum preemptive measures to avoid problems. And I would really question how much the principal monitors, they've got enough on their plate than to sit perusing through student emails for hours. --["MiriamKaufman"]<br> <span>-</span> * I appreciate your position, which is quite understandable given the circumstances and forces against progress, but I cannot respect your conscious conformity simply on account of "the way things are." Certainly, there are more complex issues preceding the behavior and tendencies of children than previously imagined. I'm deeply aware of this. Not only am I aware of the mind-numbing complexity of adolescent development from experience, I also study, regularly, the precursors of human behavior, both at the social and neural-cognitive/developmental level. Parents and peers, the political and economic zeitgeist, genetic predispositions, etc.--all of these factors must weigh in. And indeed, given the lack of experience, perspective, and knowledge of adolescents, some of their rights may be attenuated or forestalled until they gain sufficient psychological development to be self-reliant. Nevertheless, there's a major difference, both in degree and kind, between barring, for example, the right to drink alcohol, carry a weapon, and so forth, on the one hand, and implementing surveillance systems designed to punish students for viewing a dirty picture or sending private, non-academic emails, on the other. The real crux of the issue, therefore, is not the fact that rights may be rationally checked, for justified reasons, but rather the question as to the legitimacy of particular policies that overstep the bounds of rational justification and, in so doing, the bounds of our fundamental rights. This is why my contention remains. It seems obvious to me that the complexity surrounding the issue is precisely what casts doubt on this administration’s oversimplified, Orwellian approach to "solving the problem"--and we have not even agreed that there is a real problem. By any objective standard, this administration's "solution" creates a greater problem than it purports to solve. When you take away or temporarily attenuate one's freedom, the net result should be an increase in freedom for the greater number (while avoiding, of course, the tyranny of the majority). This, I believe, is not happening with this particular policy at Da Vinci High. In terms of seeking a real solution, I believe we have the collective power, if not legally then discursively, to fight bureaucracy, especially in such a small county where public opinion is so strong. As for myself, you can be certain that my hypothetical legal action--though I doubt such a minor case as this requires such action, since sustained, public engagement should be sufficient--would, if public engagement gained no ground, spark enough controversy to shed light on the issues; and if in the end my case failed, I would see the attempt itself as setting a precedent for future cases. Such is the nature of morally motivated civil action, and such is the love of one's children and the rights of all children. --["ZacharyNorwood" ZN] </td> <td> <span>+</span> ''2005-11-03 21:23:43'' [[nbsp]] As US citizens, we have a fundamental right to privacy. Period. No amount of monitoring will obviate the origin of a student's desire to do something deemed 'inappropriate.' It’s up to the parents and teachers, ultimately, to instill a sense of propriety and a desire to spend computer time productively. No one should agree to a legal abrogation of his or her fundamental rights. --["<span>Users/</span>ZacharyNorwood"]<br> <span>+</span> * That is a very idealistic, and unfortunately unrealistic, goal for high school students. - ["<span>Users/</span>MiriamKaufman"]<br> <span>+</span> * Our fundamental rights are not ideals. Those who think they are unwittingly promote class oppression; they promote fundamental social inequality. Rights such as privacy, far from being ''merely ideals'', correspond to concrete, denotative realities, such as freedom of thought and action. To help frame the right to privacy in understandable terms, considerer this question: if students are abusing their privileges, what's the root cause? Obviously, it's something external to the school system, and it cannot be fixed by administrative snooping. There are other solutions that would be much more effective than abusing one's right to privacy, e.g., educating the teachers and parents about how important schooling is, how one's education translates into their ability to achieve, and so forth. An intrinsic desire to learn must be fostered; a proactive, not a reactive, solution must be sought. --["<span>Users/</span>ZacharyNorwood" ZN]<br> <span>+</span> * High school students don't have the same rights to privacy the rest of us do. While I agree with you in some ways that they should, the district cannot count on parents and teachers to motivate kids to want to learn, as sad as that sounds. Most parents have many more things to worry about than what their kids do in school. So, "administrative snooping" is so the schools can protect themselves from lawsuits, destruction of property, etc. They can't trust every single student not to abuse their priveledges at school. I'm not saying I agree, thats just the way it is. And its going to be a long long time until every single parent and teacher can motivate their kids to want to learn. But hey, you're right, that is the goal. -["<span>Users/</span>MiriamKaufman"]<br> <span>+</span> * If I had a child enrolled at Da Vinci High, I would first threaten, by way of formal letter, then, if necessary, take legal action to assure his or her right to privacy remained unthreatened by the administration; from my vantage, therefore, the present privacy policy at Da Vinci High is just as likely to produce lawsuits as it is to prevent them. It cannot be argued that our constitutional rights are nonexistent until we matriculate at the university level. If the administration is afraid of lawsuits of a different nature--such as legal action taken as a consequence of a child violating pornography laws--then would it not be equally as effective to have a policy that states clearly that the school is not responsible for the possible abuse of computer privileges? This seems to be the view adopted by UC campuses, and it is apparently working for them. What's more, the present policy at Da Vinci High seems arbitrary and Orwellian; arbitrary because other legal, protective measures could be adopted, such as using a policy similar to UC Davis, and Orwellian in the sense that the administration is actively and willfully spying on the students soley by motive of their own self-preservation. In my mind, there is no rationalization for this behavior. --["<span>Users/</span>ZacharyNorwood" ZN]<br> <span>+</span> * You're letter would get nowhere because, let me say it again, students (high school, not college) do not have the same rights to privacy as adults. Step foot on a high school campus and your privacy rights are gone. I will look it up and show you if you don't believe me (but, honestly, I don't want to make the effort right now, hopefully you will believe me). I'm not saying I agree with the district, I'm just telling you why they do the things they do. Schools do not take the stance that they are not responsible for student's actions because what would that say about them if some instance of abuse came up? Parents would be angry! The school might lose their funding - remember this is an experiential school. They are taking maximum preemptive measures to avoid problems. And I would really question how much the principal monitors, they've got enough on their plate than to sit perusing through student emails for hours. --["<span>Users/</span>MiriamKaufman"]<br> <span>+</span> * I appreciate your position, which is quite understandable given the circumstances and forces against progress, but I cannot respect your conscious conformity simply on account of "the way things are." Certainly, there are more complex issues preceding the behavior and tendencies of children than previously imagined. I'm deeply aware of this. Not only am I aware of the mind-numbing complexity of adolescent development from experience, I also study, regularly, the precursors of human behavior, both at the social and neural-cognitive/developmental level. Parents and peers, the political and economic zeitgeist, genetic predispositions, etc.--all of these factors must weigh in. And indeed, given the lack of experience, perspective, and knowledge of adolescents, some of their rights may be attenuated or forestalled until they gain sufficient psychological development to be self-reliant. Nevertheless, there's a major difference, both in degree and kind, between barring, for example, the right to drink alcohol, carry a weapon, and so forth, on the one hand, and implementing surveillance systems designed to punish students for viewing a dirty picture or sending private, non-academic emails, on the other. The real crux of the issue, therefore, is not the fact that rights may be rationally checked, for justified reasons, but rather the question as to the legitimacy of particular policies that overstep the bounds of rational justification and, in so doing, the bounds of our fundamental rights. This is why my contention remains. It seems obvious to me that the complexity surrounding the issue is precisely what casts doubt on this administration’s oversimplified, Orwellian approach to "solving the problem"--and we have not even agreed that there is a real problem. By any objective standard, this administration's "solution" creates a greater problem than it purports to solve. When you take away or temporarily attenuate one's freedom, the net result should be an increase in freedom for the greater number (while avoiding, of course, the tyranny of the majority). This, I believe, is not happening with this particular policy at Da Vinci High. In terms of seeking a real solution, I believe we have the collective power, if not legally then discursively, to fight bureaucracy, especially in such a small county where public opinion is so strong. As for myself, you can be certain that my hypothetical legal action--though I doubt such a minor case as this requires such action, since sustained, public engagement should be sufficient--would, if public engagement gained no ground, spark enough controversy to shed light on the issues; and if in the end my case failed, I would see the attempt itself as setting a precedent for future cases. Such is the nature of morally motivated civil action, and such is the love of one's children and the rights of all children. --["<span>Users/</span>ZacharyNorwood" ZN] </td> </tr> <tr> <td> Line 65: </td> <td> Line 65: </td> </tr> <tr> <td> <span>-</span> Do we have a right to privacy as U.S. citizens? The 4th Ammendment grants that citizens may be secure from searches and seizures, but that could be constrained to not include privacy -especially if said citizen had no knowledge of being spied upon. Did you mean some other law? Unless there's a law granting a right, ''we ain't got it''. --["SteveDavison"]<br> <span>-</span> * The Amendments in the Bill of Rights recognise some of the inalienable rights, they don't grant them. --["JasonAller"]<br> <span>-</span> * In the [http://www.house.gov/Constitution/Constitution.html preamble] to the constitution, it states that one of its fundamental aims is to "secure the blessings of liberty to ourselves and our posterity;" in [http://www.archives.gov/national-archives-experience/charters/bill_of_rights_transcript.html amendment IV] to the Bill of Rights, it states that "The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated." And so I ask, what is ''liberty'' if not freedom to privacy, in thought and action? and what is the right to be ''secure in papers and effects'', if not a right to privacy of thought and action? On the contrary, ''we got it,'' and saying the amendments to the constitution simply recognize our rights but do not grant them is like saying "you have the right to avoid murder but, ultimately, if you are murdered, there may or may not be an investigation." This stance, which is rhetorical in nature, is absurd. It's grasping at infallible beliefs of a kind invulnerable to refutation. --["ZacharyNorwood" ZN] </td> <td> <span>+</span> Do we have a right to privacy as U.S. citizens? The 4th Ammendment grants that citizens may be secure from searches and seizures, but that could be constrained to not include privacy -especially if said citizen had no knowledge of being spied upon. Did you mean some other law? Unless there's a law granting a right, ''we ain't got it''. --["<span>Users/</span>SteveDavison"]<br> <span>+</span> * The Amendments in the Bill of Rights recognise some of the inalienable rights, they don't grant them. --["<span>Users/</span>JasonAller"]<br> <span>+</span> * In the [http://www.house.gov/Constitution/Constitution.html preamble] to the constitution, it states that one of its fundamental aims is to "secure the blessings of liberty to ourselves and our posterity;" in [http://www.archives.gov/national-archives-experience/charters/bill_of_rights_transcript.html amendment IV] to the Bill of Rights, it states that "The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated." And so I ask, what is ''liberty'' if not freedom to privacy, in thought and action? and what is the right to be ''secure in papers and effects'', if not a right to privacy of thought and action? On the contrary, ''we got it,'' and saying the amendments to the constitution simply recognize our rights but do not grant them is like saying "you have the right to avoid murder but, ultimately, if you are murdered, there may or may not be an investigation." This stance, which is rhetorical in nature, is absurd. It's grasping at infallible beliefs of a kind invulnerable to refutation. --["<span>Users/</span>ZacharyNorwood" ZN] </td> </tr> <tr> <td> Line 69: </td> <td> Line 69: </td> </tr> <tr> <td> <span>-</span> ''2005-11-03 21:28:19'' [[nbsp]] It really isn't as bad as it made out to be here, just don't be an idiot and sell drugs over the school provided E-mail system. If you are really intersted in sending private E-mails and browsing privately, then there are ways around, like proxies, which do in fact keep your usage hidden, but are usually unavailable do to overusage. remember: DHS students don't usually get to E-mail at all in english, History, and Math classes, so it should be considered a privalage, anyway the computers were given for academic purposes, so you shouldn't expect for them to accomidate for other activities --["DanielGonzales"] </td> <td> <span>+</span> ''2005-11-03 21:28:19'' [[nbsp]] It really isn't as bad as it made out to be here, just don't be an idiot and sell drugs over the school provided E-mail system. If you are really intersted in sending private E-mails and browsing privately, then there are ways around, like proxies, which do in fact keep your usage hidden, but are usually unavailable do to overusage. remember: DHS students don't usually get to E-mail at all in english, History, and Math classes, so it should be considered a privalage, anyway the computers were given for academic purposes, so you shouldn't expect for them to accomidate for other activities --["<span>Users/</span>DanielGonzales"] </td> </tr> <tr> <td> Line 72: </td> <td> Line 72: </td> </tr> <tr> <td> <span>-</span> ''2005-11-03 21:39:43'' [[nbsp]] Should most of this discussion be moved to ["Acceptable Use Policies"]? Maybe leaving Sharla's comment and a pointer to the new location? --["JasonAller"] </td> <td> <span>+</span> ''2005-11-03 21:39:43'' [[nbsp]] Should most of this discussion be moved to ["Acceptable Use Policies"]? Maybe leaving Sharla's comment and a pointer to the new location? --["<span>Users/</span>JasonAller"] </td> </tr> <tr> <td> Line 74: </td> <td> Line 74: </td> </tr> <tr> <td> <span>-</span> ''2005-11-03 21:46:35'' [[nbsp]] A proxy accessed from a computer that has a [wiki:WikiPedia:Screen_scraping screen scraper] or other monitoring program is not private. --["JasonAller"] </td> <td> <span>+</span> ''2005-11-03 21:46:35'' [[nbsp]] A proxy accessed from a computer that has a [wiki:WikiPedia:Screen_scraping screen scraper] or other monitoring program is not private. --["<span>Users/</span>JasonAller"] </td> </tr> <tr> <td> Line 76: </td> <td> Line 76: </td> </tr> <tr> <td> <span>-</span> ''2005-11-03 22:08:29'' [[nbsp]] as far as screen scraping goes, i don't think there's any of that going on. (this probably doesn't belong here, but whatever) All of the laptops have a program called "Security Agent Dashboard" from lightspeed systems installed. Does anyone know what it does/can do? It doesn't seem to do anything, but due to apathy and lasiness and the fact that i don't really do anything on this computer, (besides the wiki of course) i haven't looked into it much. --["AlexNorris"]<br> <span>-</span> It could be that they are running a product from [http://lightspeedsystems.com/]. --["JasonAller"] </td> <td> <span>+</span> ''2005-11-03 22:08:29'' [[nbsp]] as far as screen scraping goes, i don't think there's any of that going on. (this probably doesn't belong here, but whatever) All of the laptops have a program called "Security Agent Dashboard" from lightspeed systems installed. Does anyone know what it does/can do? It doesn't seem to do anything, but due to apathy and lasiness and the fact that i don't really do anything on this computer, (besides the wiki of course) i haven't looked into it much. --["<span>Users/</span>AlexNorris"]<br> <span>+</span> It could be that they are running a product from [http://lightspeedsystems.com/]. --["<span>Users/</span>JasonAller"] </td> </tr> <tr> <td> Line 79: </td> <td> Line 79: </td> </tr> <tr> <td> <span>-</span> ''2005-11-03 22:35:49'' [[nbsp]] Schools are prisons. The Sex Pistols knew that a long time ago. You're not supposed to have any right to privacy at a primary or secondary school -- you forfeited that right the first day you attended Kindergarten. Your personal belongings and your locker can be searched at any time without a warrant and without probable cause. And we wonder why students go [wiki:WikiPedia:Columbine_High_School_massacre Columbining] their schools. Welcome to America, everyone, where the Bill of Rights only applies if you help your local congressmen get elected. --["BrentLaabs"]<br> <span>-</span> * Compare the privacy bylaws of UCD to Da Vinci high--they're quite different. I empathize with your sentiment, but I nevertheless contend that schools, if they do what they're supposed to do, educate, are not prisons, but sources of life-long freedom: mental freedom, first, and material freedom, second. This is what schools ''should'' be, and you're right, oftentimes--maybe even most of the time--they're simply institutions designed to perpetuate class stratification. They're designed to bring one's skills up just enough to reinforce the economy. But we should never give up on education and the institutions that are designed to educate. We must fight for our right to true education. --["ZacharyNorwood" ZN]<br> <span>-</span> * Whoa Brent, Columbine was NOT about lack of privacy at public schools. -["MichelleAccurso"] </td> <td> <span>+</span> ''2005-11-03 22:35:49'' [[nbsp]] Schools are prisons. The Sex Pistols knew that a long time ago. You're not supposed to have any right to privacy at a primary or secondary school -- you forfeited that right the first day you attended Kindergarten. Your personal belongings and your locker can be searched at any time without a warrant and without probable cause. And we wonder why students go [wiki:WikiPedia:Columbine_High_School_massacre Columbining] their schools. Welcome to America, everyone, where the Bill of Rights only applies if you help your local congressmen get elected. --["<span>Users/</span>BrentLaabs"]<br> <span>+</span> * Compare the privacy bylaws of UCD to Da Vinci high--they're quite different. I empathize with your sentiment, but I nevertheless contend that schools, if they do what they're supposed to do, educate, are not prisons, but sources of life-long freedom: mental freedom, first, and material freedom, second. This is what schools ''should'' be, and you're right, oftentimes--maybe even most of the time--they're simply institutions designed to perpetuate class stratification. They're designed to bring one's skills up just enough to reinforce the economy. But we should never give up on education and the institutions that are designed to educate. We must fight for our right to true education. --["<span>Users/</span>ZacharyNorwood" ZN]<br> <span>+</span> * Whoa Brent, Columbine was NOT about lack of privacy at public schools. -["<span>Users/</span>MichelleAccurso"] </td> </tr> <tr> <td> Line 83: </td> <td> Line 83: </td> </tr> <tr> <td> <span>-</span> ''2005-11-03 23:37:02'' [[nbsp]] About email reading, is encryption banned? What forms? I didn't see anything about encryption in the AUP. It could be fun to do pencil and paper cyphers. --["NickSchmalenberger"] </td> <td> <span>+</span> ''2005-11-03 23:37:02'' [[nbsp]] About email reading, is encryption banned? What forms? I didn't see anything about encryption in the AUP. It could be fun to do pencil and paper cyphers. --["<span>Users/</span>NickSchmalenberger"] </td> </tr> <tr> <td> Line 85: </td> <td> Line 85: </td> </tr> <tr> <td> <span>-</span> ''2005-11-04 07:17:37'' [[nbsp]] One person who goes there explained it to me. He said each student is loaned a laptop for the school year. They are periodically audited, so the student may not add their own software, etc. For your own stuff, you'll want your own computer. Below University level, schools are highly computer-phobic. --["SteveDavison"] </td> <td> <span>+</span> ''2005-11-04 07:17:37'' [[nbsp]] One person who goes there explained it to me. He said each student is loaned a laptop for the school year. They are periodically audited, so the student may not add their own software, etc. For your own stuff, you'll want your own computer. Below University level, schools are highly computer-phobic. --["<span>Users/</span>SteveDavison"] </td> </tr> <tr> <td> Line 87: </td> <td> Line 87: </td> </tr> <tr> <td> <span>-</span> ''2005-11-04 07:30:38'' [[nbsp]] While software, etc. on the computer is periodically audited, email traffic is monitored on a daily basis. The Principal will interrupt email conversations between students, discipline based on content in the emails. The students should limit their email content to logistics for school projects only. No chatting. --["SharlaDaly"] </td> <td> <span>+</span> ''2005-11-04 07:30:38'' [[nbsp]] While software, etc. on the computer is periodically audited, email traffic is monitored on a daily basis. The Principal will interrupt email conversations between students, discipline based on content in the emails. The students should limit their email content to logistics for school projects only. No chatting. --["<span>Users/</span>SharlaDaly"] </td> </tr> <tr> <td> Line 89: </td> <td> Line 89: </td> </tr> <tr> <td> <span>-</span> ''2005-11-04 07:40:22'' [[nbsp]] Can someone with one of the provided laptops post a list of the "approved" software? --["JasonAller"] </td> <td> <span>+</span> ''2005-11-04 07:40:22'' [[nbsp]] Can someone with one of the provided laptops post a list of the "approved" software? --["<span>Users/</span>JasonAller"] </td> </tr> <tr> <td> Line 91: </td> <td> Line 91: </td> </tr> <tr> <td> <span>-</span> ''2005-11-04 16:05:00'' [[nbsp]] My understanding is that by "technology-based" they mean they use "technology" (laptops, Internet), it doesn't mean that they study technology itself. Their website confirms this. This may not be the place for the budding geek. --["SteveDavison"] </td> <td> <span>+</span> ''2005-11-04 16:05:00'' [[nbsp]] My understanding is that by "technology-based" they mean they use "technology" (laptops, Internet), it doesn't mean that they study technology itself. Their website confirms this. This may not be the place for the budding geek. --["<span>Users/</span>SteveDavison"] </td> </tr> <tr> <td> Line 93: </td> <td> Line 93: </td> </tr> <tr> <td> <span>-</span> ''2005-11-05 09:22:58'' [[nbsp]] Well, just because they don't teach technology, does NOT mean that you can't learn it yourself :) As i have been doing since last year. One of the major benefits of having a laptop is being able to easily study whatever you want at any time. --["AlexNorris"] </td> <td> <span>+</span> ''2005-11-05 09:22:58'' [[nbsp]] Well, just because they don't teach technology, does NOT mean that you can't learn it yourself :) As i have been doing since last year. One of the major benefits of having a laptop is being able to easily study whatever you want at any time. --["<span>Users/</span>AlexNorris"] </td> </tr> <tr> <td> Line 95: </td> <td> Line 95: </td> </tr> <tr> <td> <span>-</span> ''2005-11-06 20:19:40'' [[nbsp]] As far as "approved software", we are really only allowed to install dial-up software, and nothing else. Last year they said I could Install blender 3d rendering program, and winamp, but this year they told us to not even download applications. The computers did come with the Adobe Creative Suite and six Macromedia Programs to keep us busy. --["DanielGonzales"] </td> <td> <span>+</span> ''2005-11-06 20:19:40'' [[nbsp]] As far as "approved software", we are really only allowed to install dial-up software, and nothing else. Last year they said I could Install blender 3d rendering program, and winamp, but this year they told us to not even download applications. The computers did come with the Adobe Creative Suite and six Macromedia Programs to keep us busy. --["<span>Users/</span>DanielGonzales"] </td> </tr> <tr> <td> Line 97: </td> <td> Line 97: </td> </tr> <tr> <td> <span>-</span> ''2005-11-09 20:40:07'' [[nbsp]] I think the coolest thing about DaVinci is that, even though I don't attend any classes there, nor am part of the school, the teachers say hi to me when I'm on campus, and acknowldege my existance, unlike some of the teachers who I see every day at DHS. --["JohnDudek"] </td> <td> <span>+</span> ''2005-11-09 20:40:07'' [[nbsp]] I think the coolest thing about DaVinci is that, even though I don't attend any classes there, nor am part of the school, the teachers say hi to me when I'm on campus, and acknowldege my existance, unlike some of the teachers who I see every day at DHS. --["<span>Users/</span>JohnDudek"] </td> </tr> <tr> <td> Line 99: </td> <td> Line 99: </td> </tr> <tr> <td> <span>-</span> ''2005-11-14 14:28:24'' [[nbsp]] Don't talk shit about ms. Mari. Shes awesome and she has an amamzingly hard job. She has a few thousand people who don' think that she can run this school, and on top of that, she is the principal of a school that has a bunch of irresponsible teenagers that run around with two thousand dollar laptops. Of course shes gonna read emails. She ahs to make sure that district property isn't being used for things that the district doesnt condone. And she doesnt read emails, only emails that have been flagged by the filters are read. These are filters that look at what is beign said in the email, and if specific words are said, then the email is flagged. --["JulienBiewerElstob"] </td> <td> <span>+</span> ''2005-11-14 14:28:24'' [[nbsp]] Don't talk shit about ms. Mari. Shes awesome and she has an amamzingly hard job. She has a few thousand people who don' think that she can run this school, and on top of that, she is the principal of a school that has a bunch of irresponsible teenagers that run around with two thousand dollar laptops. Of course shes gonna read emails. She ahs to make sure that district property isn't being used for things that the district doesnt condone. And she doesnt read emails, only emails that have been flagged by the filters are read. These are filters that look at what is beign said in the email, and if specific words are said, then the email is flagged. --["<span>Users/</span>JulienBiewerElstob"] </td> </tr> <tr> <td> Line 104: </td> <td> Line 104: </td> </tr> <tr> <td> <span>-</span> * Under the old chestnut tree. Human rights are just another political tool, so don't be self-righteous about them. This isn't the type of problem that should be solved through normal political mechanisms like complaining and invoking "rights". The way to solve this is to just quietly work around it. As far as I have heard, there is still nothing in the AUP against students at Da Vinci from using pencil and paper ciphers (as distinct from codes, which are arbitrary word associations) because that way there wouldn't need to be any software installed on the district computer. If students at Da Vinci want more information on the use of ciphers, I remember there are several books in the DSHS library that would explain how to do this. Can you get reliable wireless access from outside to get around the district http filter? Are the laptops able to log on to other wireless networks? I think it is really important that you work only with the resources already available to you on the laptops instead of exploiting to get higher privileges because this way the district maybe can't get you. If they are really mad they can get you for whatever they want, so just don't make them really mad and you can probably get away with them not reading your email. P.S. The type of problem that __should__ be solved with political action is the district's Microsoft Windows homogeny. Maybe this could be an issue during the next school board election? --["NickSchmalenberger"]<br> <span>-</span> * Human rights as political tools? At times, certainly; but in this instance? I think not. Based on your response, I suspect that you've been indoctrinated by cultural relativists and pluralists into believing there's no physical basis for ethics, and so all arguments against supposed abuses of humanity or so-called "rights" are founded on misconstruction. If you were to read Nussbaum's Upheavals of Thought, Cosmides' and Tooby's Adapted Mind, or E. O. Wilson's essays on ethics, to name a few relevant works, I doubt you'd maintain such a social constructionist outlook. The old, blank slate model of humanity is finally in the grave, thanks to progress in the neurosciences, yet it's still massively popular as a folk psychological explanation of cultural complexity. As with all outmoded paradigms, however, some time must pass before they fade away into that time-bound category of "metaphysics." Unfortunately, however, all obsolete paradigms have a social half-life, so to speak: they continue to reside in the minds of the previous generation of academicians, who in turn spread their self-reinforcing mental viruses to credulous students. While I admire your recommendation, or the use of software ciphers, I maintain that such solutions are merely reactionary and provisional, and should be used only until they are no longer necessary--that is, until a proactive solution is reached. And regarding Microsoft hegemony, I agree; but this problem is, at present, minor in comparison to snooping emails for comparatively insignificant reasons, which is a complete waste of time and money when you consider the comparative significance of other school-related problems. Until M$ starts taking our right to privacy away at the software level, as they plan for future releases, we should not turn a blind eye to immediate abuses of mental and material freedom. --["ZacharyNorwood" ZN] </td> <td> <span>+</span> * Under the old chestnut tree. Human rights are just another political tool, so don't be self-righteous about them. This isn't the type of problem that should be solved through normal political mechanisms like complaining and invoking "rights". The way to solve this is to just quietly work around it. As far as I have heard, there is still nothing in the AUP against students at Da Vinci from using pencil and paper ciphers (as distinct from codes, which are arbitrary word associations) because that way there wouldn't need to be any software installed on the district computer. If students at Da Vinci want more information on the use of ciphers, I remember there are several books in the DSHS library that would explain how to do this. Can you get reliable wireless access from outside to get around the district http filter? Are the laptops able to log on to other wireless networks? I think it is really important that you work only with the resources already available to you on the laptops instead of exploiting to get higher privileges because this way the district maybe can't get you. If they are really mad they can get you for whatever they want, so just don't make them really mad and you can probably get away with them not reading your email. P.S. The type of problem that __should__ be solved with political action is the district's Microsoft Windows homogeny. Maybe this could be an issue during the next school board election? --["<span>Users/</span>NickSchmalenberger"]<br> <span>+</span> * Human rights as political tools? At times, certainly; but in this instance? I think not. Based on your response, I suspect that you've been indoctrinated by cultural relativists and pluralists into believing there's no physical basis for ethics, and so all arguments against supposed abuses of humanity or so-called "rights" are founded on misconstruction. If you were to read Nussbaum's Upheavals of Thought, Cosmides' and Tooby's Adapted Mind, or E. O. Wilson's essays on ethics, to name a few relevant works, I doubt you'd maintain such a social constructionist outlook. The old, blank slate model of humanity is finally in the grave, thanks to progress in the neurosciences, yet it's still massively popular as a folk psychological explanation of cultural complexity. As with all outmoded paradigms, however, some time must pass before they fade away into that time-bound category of "metaphysics." Unfortunately, however, all obsolete paradigms have a social half-life, so to speak: they continue to reside in the minds of the previous generation of academicians, who in turn spread their self-reinforcing mental viruses to credulous students. While I admire your recommendation, or the use of software ciphers, I maintain that such solutions are merely reactionary and provisional, and should be used only until they are no longer necessary--that is, until a proactive solution is reached. And regarding Microsoft hegemony, I agree; but this problem is, at present, minor in comparison to snooping emails for comparatively insignificant reasons, which is a complete waste of time and money when you consider the comparative significance of other school-related problems. Until M$ starts taking our right to privacy away at the software level, as they plan for future releases, we should not turn a blind eye to immediate abuses of mental and material freedom. --["<span>Users/</span>ZacharyNorwood" ZN] </td> </tr> <tr> <td> Line 107: </td> <td> Line 107: </td> </tr> <tr> <td> <span>-</span> Compare DaVinci's policy with UCD's policy in the recent [http://www.californiaaggie.com/media/paper981/news/2006/01/30/CityNews/University.Stands.On.Respecting.Privacy.Rights-1536259.shtml?norewrite&amp;sourcedomain=www.californiaaggie.com article] in the Aggie. Here's a sample quote: "What the university has done is set a clear policy to respect the privacy of all of its members with respect to their electronic communications," Donald Dudley said. "It's making a blanket policy that we're not going to routinely monitor, inspect or access student electronic information." --["SharlaDaly"] </td> <td> <span>+</span> Compare DaVinci's policy with UCD's policy in the recent [http://www.californiaaggie.com/media/paper981/news/2006/01/30/CityNews/University.Stands.On.Respecting.Privacy.Rights-1536259.shtml?norewrite&amp;sourcedomain=www.californiaaggie.com article] in the Aggie. Here's a sample quote: "What the university has done is set a clear policy to respect the privacy of all of its members with respect to their electronic communications," Donald Dudley said. "It's making a blanket policy that we're not going to routinely monitor, inspect or access student electronic information." --["<span>Users/</span>SharlaDaly"] </td> </tr> <tr> <td> Line 109: </td> <td> Line 109: </td> </tr> <tr> <td> <span>-</span> ''2006-03-28 20:16:43'' [[nbsp]] As a former Da Vinci student (I am a Senior at DHS now) I want to say that after experiencing what I did at Da Vinci, I think it is completely the right-doing of the staff to flag whatever they need to. When I first began last year, there were absolutely no precautions on the machine really...we had the freedom to install anything we wanted. I even hacked it so that I could still access the internet and my computer would not be detected. I did this so I could install music players, have lots of random applications, etc, but I still was distracted by these things dramatically in class. The distractions that the computer cause for us (the students) cause us to have a much smaller curriculum than DHS students. All in all, I believe that Da Vinci can be the most fun and beneficial thing for the people who take it seriously; however students who joined just for the laptop and expecting to do less work definately did not find their way. --["JoeyBennett"] </td> <td> <span>+</span> ''2006-03-28 20:16:43'' [[nbsp]] As a former Da Vinci student (I am a Senior at DHS now) I want to say that after experiencing what I did at Da Vinci, I think it is completely the right-doing of the staff to flag whatever they need to. When I first began last year, there were absolutely no precautions on the machine really...we had the freedom to install anything we wanted. I even hacked it so that I could still access the internet and my computer would not be detected. I did this so I could install music players, have lots of random applications, etc, but I still was distracted by these things dramatically in class. The distractions that the computer cause for us (the students) cause us to have a much smaller curriculum than DHS students. All in all, I believe that Da Vinci can be the most fun and beneficial thing for the people who take it seriously; however students who joined just for the laptop and expecting to do less work definately did not find their way. --["<span>Users/</span>JoeyBennett"] </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2007-11-07 14:11:43NotSureComment added. <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 110: </td> <td> Line 110: </td> </tr> <tr> <td> </td> <td> <span>+ ------<br> + ''2007-11-07 14:11:43'' [[nbsp]] There are legal reasons the school has to restrict the use of the computers. And besides, their purpose is for classroom use, not personal use. If you need some outside software installed for legitimate classroom purposes, you can ask and often it will be allowed.<br> + I've read articles about other schools in other parts of the country using laptops in class and how disruptive they've become, because the kids are allowed to do anything they want with them, so they waste class time playing games, chatting, etc. DaVinci is strict about the computer use because they are using the computers for learning, not playing. Students sign the acceptable use policy so they understand the restrictions.<br> + I am not a student there, but the parent of a recent grad. My student had very few, and very minor, issues with the restrictions. --["Users/NotSure"]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2007-02-12 12:47:06JabberWokky <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 11: </td> <td> Line 11: </td> </tr> <tr> <td> <span>-</span> DVHS is a new Davis high school, part of the [http://newtechfoundation.org/network.html New Technology Foundation Network], which centers around a small-classroom environment, project-based, collaborative and self-motivated learning. </td> <td> <span>+</span> DVHS is a new Davis high school, part of the [http://newtechfoundation.org/network.html New Technology Foundation Network], which centers around a small-classroom environment, project-based, collaborative and self-motivated learning.<span>&nbsp;Their classes are technology-based, and each student receives a laptop for home use. The goal of these schools is to train students in, and in preparation for, a workplace environment.</span> </td> </tr> <tr> <td> Line 13: </td> <td> Line 13: </td> </tr> <tr> <td> <span>- Their classes are technology-based, and each student receives a laptop for home use. The goal of these schools is to train students in, and in preparation for, a workplace environment.<br> - <br> -</span> It's a school with only 7 classrooms, and approximately 240 students as of 2007. In one year<span>s</span> it plans to move away from the ["Davis High School"] Campus, to somewhere else in Davis. It receives money from the Gates Institute and from the New Technology Foundation. </td> <td> <span>+</span> It's a school with only 7 classrooms, and approximately 240 students as of 2007. In one year it plans to move away from the ["Davis High School"] Campus, to somewhere else in Davis. It receives money from the Gates Institute and from the New Technology Foundation. </td> </tr> <tr> <td> Line 31: </td> <td> Line 29: </td> </tr> <tr> <td> <span>-</span> * I'd like to highlight a passage in the ACLU guide mentioned by Sharla, above: "Contrary to what you may think, youth actually have a lot of rights under state and federal laws. For instance, according to the United States Supreme Court<span>’</span>s ruling in 1969, 'It can hardly be argued that either students or teachers shed their constitutional right to freedom of speech or expression at the schoolhouse gate.' And youth have a lot of other rights besides the First Amendment provision of free speech and expression." -- ["ZacharyNorwood" ZN] </td> <td> <span>+</span> * I'd like to highlight a passage in the ACLU guide mentioned by Sharla, above: "Contrary to what you may think, youth actually have a lot of rights under state and federal laws. For instance, according to the United States Supreme Court<span>'</span>s ruling in 1969, 'It can hardly be argued that either students or teachers shed their constitutional right to freedom of speech or expression at the schoolhouse gate.' And youth have a lot of other rights besides the First Amendment provision of free speech and expression." -- ["ZacharyNorwood" ZN] </td> </tr> <tr> <td> Line 111: </td> <td> Line 109: </td> </tr> <tr> <td> <span>- ------</span> </td> <td> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2007-02-12 12:24:13DaVinciStudent <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 15: </td> <td> Line 15: </td> </tr> <tr> <td> <span>-</span> It's a school with only <span>6</span> classrooms, and <span>less than</span> 200<span>&nbsp;students</span>. In <span>two</span> years it plans to move away from the ["Davis High School"] Campus, to somewhere else in Davis. It receives money from the Gates Institute and from the New Technology Foundation. </td> <td> <span>+</span> It's a school with only <span>7</span> classrooms, and <span>approximately 240 students as of</span> 200<span>7</span>. In <span>one</span> years it plans to move away from the ["Davis High School"] Campus, to somewhere else in Davis. It receives money from the Gates Institute and from the New Technology Foundation. </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2007-02-12 12:22:56DaVinciStudent <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 28: </td> <td> Line 28: </td> </tr> <tr> <td> </td> <td> <span>+ --Curious Student</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2007-02-12 12:21:41DaVinciStudent <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 26: </td> <td> Line 26: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + What proof do you have that the principal is spending "inordinate" amounts of time checking e-mail? You are not a student, and your certainly not staff.<br> + <br> + </span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2007-02-10 01:54:12BrentLaabsway too much thread mode. partially my fault too. please integrate comments. <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 5: </td> <td> Line 5: </td> </tr> <tr> <td> <span>-</span> ||(530)757-7154|| </td> <td> <span>+</span> ||(530)<span>&nbsp;</span>757-7154|| </td> </tr> <tr> <td> Line 17: </td> <td> Line 17: </td> </tr> <tr> <td> <span>-</span> DVHS Colors are Light Blue, Black, and Silver<span>.<br> -</span> <span><br> - T</span>he DVHS mascot is the Knights, or the Fighting Lasagne. </td> <td> <span>+</span> DVHS Colors are Light Blue, Black, and Silver<span>;</span> <span>t</span>he DVHS mascot is the Knights, or the Fighting Lasagne. </td> </tr> <tr> <td> Line 22: </td> <td> Line 20: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + [[Include(IntegrateComments)]]</span> </td> </tr> <tr> <td> Line 48: </td> <td> Line 48: </td> </tr> <tr> <td> <span>- </span> </td> <td> <span>+ </span> </td> </tr> <tr> <td> Line 50: </td> <td> Line 50: </td> </tr> <tr> <td> <span>- </span> </td> <td> <span>+ </span> </td> </tr> <tr> <td> Line 55: </td> <td> Line 55: </td> </tr> <tr> <td> <span>-</span> * That is a very idealistic, and unfortunately unrealistic, goal for high school students. - ["MiriamKaufman"]<span>&nbsp;</span> </td> <td> <span>+</span> * That is a very idealistic, and unfortunately unrealistic, goal for high school students. - ["MiriamKaufman"] </td> </tr> <tr> <td> Line 97: </td> <td> Line 97: </td> </tr> <tr> <td> <span>- </span> </td> <td> <span>+ </span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2006-03-28 19:16:43JoeyBennettComment added. <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 25: </td> <td> Line 25: </td> </tr> <tr> <td> <span>-</span> The Principal of this school spends an inordinate amount of time at her desk monitoring the email traffic of the students in the school. The students are provided with a laptop computer with email and internet access. My suggestion to students, is to use the computer for school work only, send email messages that only discuss school work, don't chat with fellow students unless you keep in mind that she is also receiving each and every email. In fact, use your own computer and leave the laptop at school. Bring your work to school on a flash drive and don't send email at school at all.<span><br> -</span> See the ACLU's website on students rights at http://www.aclunc.org/students/guide/introduction.html<span><br> -</span> I encourage every student to read the information provided. -- ["SharlaDaly"] </td> <td> <span>+</span> The Principal of this school spends an inordinate amount of time at her desk monitoring the email traffic of the students in the school. The students are provided with a laptop computer with email and internet access. My suggestion to students, is to use the computer for school work only, send email messages that only discuss school work, don't chat with fellow students unless you keep in mind that she is also receiving each and every email. In fact, use your own computer and leave the laptop at school. Bring your work to school on a flash drive and don't send email at school at all. See the ACLU's website on students rights at http://www.aclunc.org/students/guide/introduction.html I encourage every student to read the information provided. -- ["SharlaDaly"] </td> </tr> <tr> <td> Line 108: </td> <td> Line 106: </td> </tr> <tr> <td> </td> <td> <span>+ ------<br> + ''2006-03-28 20:16:43'' [[nbsp]] As a former Da Vinci student (I am a Senior at DHS now) I want to say that after experiencing what I did at Da Vinci, I think it is completely the right-doing of the staff to flag whatever they need to. When I first began last year, there were absolutely no precautions on the machine really...we had the freedom to install anything we wanted. I even hacked it so that I could still access the internet and my computer would not be detected. I did this so I could install music players, have lots of random applications, etc, but I still was distracted by these things dramatically in class. The distractions that the computer cause for us (the students) cause us to have a much smaller curriculum than DHS students. All in all, I believe that Da Vinci can be the most fun and beneficial thing for the people who take it seriously; however students who joined just for the laptop and expecting to do less work definately did not find their way. --["JoeyBennett"]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2006-01-30 17:52:09ZacharyNorwoodupdate <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 104: </td> <td> Line 104: </td> </tr> <tr> <td> <span>-</span> * Human rights as political tools? At times, certainly; but in this instance? I think not. Based on your response, I suspect that you've been indoctrinated by cultural relativists and pluralists into believing there's no physical basis for ethics, and so all arguments against supposed abuses of humanity or so-called "rights" are founded on misconstruction. If you were to read Nussbaum's Upheavals of Thought, Cosmides' and Tooby's Adapted Mind, or E. O. Wilson's essays on ethics, to name a few relevant works, I doubt you'd maintain such a social constructionist outlook. The old, blank slate model of humanity is finally in the grave, thanks to progress in the neurosciences, yet it's still massively popular as a folk psychological explanation of cultural complexity. As with all outmoded paradigms, however, some time must pass before they fade away into that time-bund category of "metaphysics<span>,</span>" <span>for</span> all obsolete paradigms have a half-life<span>;</span> they continue to reside in the minds of the previous generation of academicians, who in turn spread their self-reinforcing mental viruses to credulous students. While I admire your recommendation, or the use of software ciphers, I maintain that such solutions are merely provisional until they are no longer necessary--that is, until a proactive solution is reached. And regarding Microsoft hegemony, I agree; but this problem is, at present, minor in comparison to snooping emails for comparatively insignificant reasons, a complete waste of time and money when you consider the comparative significance of other school-related problems. Until M$ starts taking our right to privacy away at the software level, as they plan for future releases, we should not turn a blind eye to immediate abuses of mental and material freedom. --["ZacharyNorwood" ZN]<span><br> - <br> - Compare DaVinci's policy with UCD's policy in the recent article in the Aggie. ["SharlaDaly"] [http://www.californiaaggie.com/media/paper981/news/2006/01/30/CityNews/University.Stands.On.Respecting.Privacy.Rights-1536259.shtml?norewrite&amp;sourcedomain=www.californiaaggie.com University Stands on Respecting Privacy]:<br> - "What the university has done is set a clear policy to respect the privacy of all of its members with respect to their electronic communications," (Donald)Dudley said. "It's making a blanket policy that we're not going to routinely monitor, inspect or access student electronic information."</span> </td> <td> <span>+</span> * Human rights as political tools? At times, certainly; but in this instance? I think not. Based on your response, I suspect that you've been indoctrinated by cultural relativists and pluralists into believing there's no physical basis for ethics, and so all arguments against supposed abuses of humanity or so-called "rights" are founded on misconstruction. If you were to read Nussbaum's Upheavals of Thought, Cosmides' and Tooby's Adapted Mind, or E. O. Wilson's essays on ethics, to name a few relevant works, I doubt you'd maintain such a social constructionist outlook. The old, blank slate model of humanity is finally in the grave, thanks to progress in the neurosciences, yet it's still massively popular as a folk psychological explanation of cultural complexity. As with all outmoded paradigms, however, some time must pass before they fade away into that time-b<span>o</span>und category of "metaphysics<span>.</span>" <span>Unfortunately, however,</span> all obsolete paradigms have a <span>social </span>half-life<span>, so to speak:</span> they continue to reside in the minds of the previous generation of academicians, who in turn spread their self-reinforcing mental viruses to credulous students. While I admire your recommendation, or the use of software ciphers, I maintain that such solutions are merely <span>reactionary and </span>provisional<span>, and should be used only</span> until they are no longer necessary--that is, until a proactive solution is reached. And regarding Microsoft hegemony, I agree; but this problem is, at present, minor in comparison to snooping emails for comparatively insignificant reasons,<span>&nbsp;which is</span> a complete waste of time and money when you consider the comparative significance of other school-related problems. Until M$ starts taking our right to privacy away at the software level, as they plan for future releases, we should not turn a blind eye to immediate abuses of mental and material freedom. --["ZacharyNorwood" ZN] </td> </tr> <tr> <td> Line 109: </td> <td> Line 106: </td> </tr> <tr> <td> </td> <td> <span>+ Compare DaVinci's policy with UCD's policy in the recent [http://www.californiaaggie.com/media/paper981/news/2006/01/30/CityNews/University.Stands.On.Respecting.Privacy.Rights-1536259.shtml?norewrite&amp;sourcedomain=www.californiaaggie.com article] in the Aggie. Here's a sample quote: "What the university has done is set a clear policy to respect the privacy of all of its members with respect to their electronic communications," Donald Dudley said. "It's making a blanket policy that we're not going to routinely monitor, inspect or access student electronic information." --["SharlaDaly"]<br> + ------</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2006-01-30 16:11:25SharlaDalycomment <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 43: </td> <td> Line 43: </td> </tr> <tr> <td> </td> <td> <span>+ </span> </td> </tr> <tr> <td> Line 104: </td> <td> Line 105: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + Compare DaVinci's policy with UCD's policy in the recent article in the Aggie. ["SharlaDaly"] [http://www.californiaaggie.com/media/paper981/news/2006/01/30/CityNews/University.Stands.On.Respecting.Privacy.Rights-1536259.shtml?norewrite&amp;sourcedomain=www.californiaaggie.com University Stands on Respecting Privacy]:<br> + "What the university has done is set a clear policy to respect the privacy of all of its members with respect to their electronic communications," (Donald)Dudley said. "It's making a blanket policy that we're not going to routinely monitor, inspect or access student electronic information."</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-17 13:22:05SamanthaSpada <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 21: </td> <td> Line 21: </td> </tr> <tr> <td> <span>-</span> ["JohnDudek"] is an informal member of DaVinci High. </td> <td> <span>+</span> ["JohnDudek"<span>&nbsp;Kapoosh</span>] is an informal member of DaVinci High. </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-17 11:21:48AlexNorrisremoved some stuff. <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 89: </td> <td> Line 89: </td> </tr> <tr> <td> <span>- ''2005-11-04 07:50:57'' [[nbsp]] As far as encryption goes, there is nothing against it in the agreement everyone signed, and i used it quite a bit last year. The only problem was, nobody i was sending messages to knew what the hell was going on :) --["AlexNorris"]<br> - ------</span> </td> <td> </td> </tr> <tr> <td> Line 107: </td> <td> Line 105: </td> </tr> <tr> <td> <span>- ''2005-11-15 08:43:30'' [[nbsp]] As far as pencil and paper ciphers, i have a TON of information for anyone who wants it regarding creating and cracking them. Just drop me a line and let me know if you want it. --["AlexNorris"]</span> </td> <td> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-15 07:44:06AlexNorrisfixed a comment. <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 107: </td> <td> Line 107: </td> </tr> <tr> <td> <span>-</span> ''2005-11-15 08:43:30'' [[nbsp]] As far as pencil and paper ciphers, i have a TON of information for anyone who wants it regarding creating and cracking them. --["AlexNorris"] </td> <td> <span>+</span> ''2005-11-15 08:43:30'' [[nbsp]] As far as pencil and paper ciphers, i have a TON of information for anyone who wants it regarding creating and cracking them. <span>&nbsp;Just drop me a line and let me know if you want it. </span>--["AlexNorris"] </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-15 07:43:30AlexNorrisComment added. <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 106: </td> <td> Line 106: </td> </tr> <tr> <td> </td> <td> <span>+ ------<br> + ''2005-11-15 08:43:30'' [[nbsp]] As far as pencil and paper ciphers, i have a TON of information for anyone who wants it regarding creating and cracking them. --["AlexNorris"]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-15 00:49:25ZacharyNorwoodhilighted ACLU commentary <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 28: </td> <td> Line 28: </td> </tr> <tr> <td> </td> <td> <span>+ * I'd like to highlight a passage in the ACLU guide mentioned by Sharla, above: "Contrary to what you may think, youth actually have a lot of rights under state and federal laws. For instance, according to the United States Supreme Court’s ruling in 1969, 'It can hardly be argued that either students or teachers shed their constitutional right to freedom of speech or expression at the schoolhouse gate.' And youth have a lot of other rights besides the First Amendment provision of free speech and expression." -- ["ZacharyNorwood" ZN]</span> </td> </tr> <tr> <td> Line 104: </td> <td> Line 105: </td> </tr> <tr> <td> <span>-</span> * Human rights as political tools? At times, certainly; but in this instance? I think not. Based on your response, I suspect that you've been indoctrinated by cultural relativists and pluralists into believing there's no physical basis for ethics, and so all arguments against supposed abuses of humanity or so-called "rights" are founded on misconstruction. If you were to read Nussbaum's Upheavals of Thought, Cosmides' and Tooby's Adapted Mind, or E. O. Wilson's essays on ethics, to name a few relevant works, I doubt you'd maintain such a social constructionist outlook. The old, blank slate model of humanity is finally in the grave, thanks to progress in the neurosciences, yet it's still massively popular as a folk psychological explanation <span>for</span> cultural complexity. As with all outmoded paradigms, however, some time must pass before they fade away into that time-bund category of "metaphysics," for all obsolete paradigms have a half-life; they continue to reside in the minds of the previous generation of academicians, who in turn spread their self-reinforcing mental viruses to credulous students. While I admire your recommendation, or the use of software ciphers, I maintain that such solutions are merely provisional until they are no longer necessary--that is, until a proactive solution is reached. And regarding Microsoft hegemony, I agree; but this problem is, at present, minor in comparison to snooping emails for comparatively insignificant reasons, a complete waste of time and money when you consider the comparative significance of other school-related problems. Until M$ starts taking our right to privacy away at the software level, as they plan for future releases, we should not turn a blind eye to immediate abuses of mental and material freedom. --["ZacharyNorwood" ZN] </td> <td> <span>+</span> * Human rights as political tools? At times, certainly; but in this instance? I think not. Based on your response, I suspect that you've been indoctrinated by cultural relativists and pluralists into believing there's no physical basis for ethics, and so all arguments against supposed abuses of humanity or so-called "rights" are founded on misconstruction. If you were to read Nussbaum's Upheavals of Thought, Cosmides' and Tooby's Adapted Mind, or E. O. Wilson's essays on ethics, to name a few relevant works, I doubt you'd maintain such a social constructionist outlook. The old, blank slate model of humanity is finally in the grave, thanks to progress in the neurosciences, yet it's still massively popular as a folk psychological explanation <span>of</span> cultural complexity. As with all outmoded paradigms, however, some time must pass before they fade away into that time-bund category of "metaphysics," for all obsolete paradigms have a half-life; they continue to reside in the minds of the previous generation of academicians, who in turn spread their self-reinforcing mental viruses to credulous students. While I admire your recommendation, or the use of software ciphers, I maintain that such solutions are merely provisional until they are no longer necessary--that is, until a proactive solution is reached. And regarding Microsoft hegemony, I agree; but this problem is, at present, minor in comparison to snooping emails for comparatively insignificant reasons, a complete waste of time and money when you consider the comparative significance of other school-related problems. Until M$ starts taking our right to privacy away at the software level, as they plan for future releases, we should not turn a blind eye to immediate abuses of mental and material freedom. --["ZacharyNorwood" ZN] </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-14 21:34:28SharlaDaly <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 99: </td> <td> Line 99: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + [[BR]]I can understand your loyalty, but if you read the school's policy, you'll see that your posting here would violate the school's computer use policy. Isn't it even more disturbing that there are "filters" scanning each and every email that you send?<br> + </span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-14 19:57:47ZacharyNorwoodre 2 <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 100: </td> <td> Line 100: </td> </tr> <tr> <td> <span>-</span> * Under the old chestnut tree. Human rights are just another political tool, so don't be self-righteous about them. This isn't the type of problem that should be solved through normal political mechanisms like complaining and invoking "rights". The way to solve this is to just quietly work around it. As far as I have heard, there is still nothing in the AUP against students at Da Vinci from using pencil and paper ciphers (as distinct from codes, which are arbitrary word associations) because that way there wouldn't need to be any software installed on the district computer. If students at Da Vinci want more information on the use of ciphers, I remember there are several books in the DSHS library that would explain how to do this. Can you get reliable wireless access from outside to get around the district http filter? Are the laptops able to log on to other wireless networks? I think it is really important that you work only with the resources already available to you on the laptops instead of exploiting to get higher privileges because this way the district maybe can't get you. If they are really mad they can get you for whatever they want, so just don't make them really mad and you can probably get away with them not reading your email. -["NickSchmalenberger"]<br> -<span>&nbsp;&nbsp;&nbsp;P</span>.<span>S</span>. The <span>type of problem that __should__ be sol</span>ve<span>d with political action is the distric</span>t's Microsoft <span>Windows homogeny</span>. M<span>aybe this could be an issue during the next school board election?</span> </td> <td> <span>+</span> * Under the old chestnut tree. Human rights are just another political tool, so don't be self-righteous about them. This isn't the type of problem that should be solved through normal political mechanisms like complaining and invoking "rights". The way to solve this is to just quietly work around it. As far as I have heard, there is still nothing in the AUP against students at Da Vinci from using pencil and paper ciphers (as distinct from codes, which are arbitrary word associations) because that way there wouldn't need to be any software installed on the district computer. If students at Da Vinci want more information on the use of ciphers, I remember there are several books in the DSHS library that would explain how to do this. Can you get reliable wireless access from outside to get around the district http filter? Are the laptops able to log on to other wireless networks? I think it is really important that you work only with the resources already available to you on the laptops instead of exploiting to get higher privileges because this way the district maybe can't get you. If they are really mad they can get you for whatever they want, so just don't make them really mad and you can probably get away with them not reading your email. <span>P.S. The type of problem that __should__ be solved with political action is the district's Microsoft Windows homogeny. Maybe this could be an issue during the next school board election? -</span>-["NickSchmalenberger"]<br> <span>+ * Human rights as political tools? At times, certainly; but in this instance? I think not. Based on your response, I suspect that you've been indoctrinated by cultural relativists and pluralists into believing there's no physical basis for ethics, and so all arguments against supposed abuses of humanity or so</span>-<span>called "rights" are founded on misconstruction</span>.<span>&nbsp;If you were to read Nussbaum's Upheavals of Thought, Cosmides' and Tooby's Adapted Mind, or E</span>. <span>O. Wilson's essays on ethics, to name a few relevant works, I doubt you'd maintain such a social constructionist outlook. </span>The <span>old, blank slate model of humanity is finally in the gra</span>ve<span>, thanks to progress in the neurosciences, yet i</span>t's <span>still massively popular as a folk psychological explanation for cultural complexity. As with all outmoded paradigms, however, some time must pass before they fade away into that time-bund category of "metaphysics," for all obsolete paradigms have a half-life; they continue to reside in the minds of the previous generation of academicians, who in turn spread their self-reinforcing mental viruses to credulous students. While I admire your recommendation, or the use of software ciphers, I maintain that such solutions are merely provisional until they are no longer necessary--that is, until a proactive solution is reached. And regarding </span>Microsoft <span>hegemony, I agree; but this problem is, at present, minor in comparison to snooping emails for comparatively insignificant reasons, a complete waste of time and money when you consider the comparative significance of other school-related problems</span>. <span>Until </span>M<span>$ starts taking our right to privacy away at the software level, as they plan for future releases, we should not turn a blind eye to immediate abuses of mental and material freedom. --["ZacharyNorwood" ZN]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-14 18:55:42NickSchmalenbergerUnder the old chestnut tree. <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 100: </td> <td> Line 100: </td> </tr> <tr> <td> </td> <td> <span>+ * Under the old chestnut tree. Human rights are just another political tool, so don't be self-righteous about them. This isn't the type of problem that should be solved through normal political mechanisms like complaining and invoking "rights". The way to solve this is to just quietly work around it. As far as I have heard, there is still nothing in the AUP against students at Da Vinci from using pencil and paper ciphers (as distinct from codes, which are arbitrary word associations) because that way there wouldn't need to be any software installed on the district computer. If students at Da Vinci want more information on the use of ciphers, I remember there are several books in the DSHS library that would explain how to do this. Can you get reliable wireless access from outside to get around the district http filter? Are the laptops able to log on to other wireless networks? I think it is really important that you work only with the resources already available to you on the laptops instead of exploiting to get higher privileges because this way the district maybe can't get you. If they are really mad they can get you for whatever they want, so just don't make them really mad and you can probably get away with them not reading your email. -["NickSchmalenberger"]<br> + P.S. The type of problem that __should__ be solved with political action is the district's Microsoft Windows homogeny. Maybe this could be an issue during the next school board election?</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-14 14:37:29ZacharyNorwoodre <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 99: </td> <td> Line 99: </td> </tr> <tr> <td> </td> <td> <span>+ * Square one seems to be a good place for you to start, so I recommend reading Orwell's great dystopian satire, Nineteen-Eighty-Four. --["ZacharyNorwood" ZN]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-14 13:28:24JulienBiewerElstobComment added. <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 98: </td> <td> Line 98: </td> </tr> <tr> <td> <span>-</span> ''2005-11-14 14:28:2<span>3</span>'' [[nbsp]] Don't talk shit about ms. Mari. Shes awesome and she has an amamzingly hard job. She has a few thousand people who don' think that she can run this school, and on top of that, she is the principal of a school that has a bunch of irresponsible teenagers that run around with two thousand dollar laptops. Of course shes gonna read emails. She ahs to make sure that district property isn't being used for things that the district doesnt condone. And she doesnt read emails, only emails that have been flagged by the filters are read. These are filters that look at what is beign said in the email, and if specific words are said, then the email is flagged. --["JulienBiewerElstob"] </td> <td> <span>+</span> ''2005-11-14 14:28:2<span>4</span>'' [[nbsp]] Don't talk shit about ms. Mari. Shes awesome and she has an amamzingly hard job. She has a few thousand people who don' think that she can run this school, and on top of that, she is the principal of a school that has a bunch of irresponsible teenagers that run around with two thousand dollar laptops. Of course shes gonna read emails. She ahs to make sure that district property isn't being used for things that the district doesnt condone. And she doesnt read emails, only emails that have been flagged by the filters are read. These are filters that look at what is beign said in the email, and if specific words are said, then the email is flagged. --["JulienBiewerElstob"] </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-14 13:28:23JulienBiewerElstobComment added. <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 97: </td> <td> Line 97: </td> </tr> <tr> <td> </td> <td> <span>+ ------<br> + ''2005-11-14 14:28:23'' [[nbsp]] Don't talk shit about ms. Mari. Shes awesome and she has an amamzingly hard job. She has a few thousand people who don' think that she can run this school, and on top of that, she is the principal of a school that has a bunch of irresponsible teenagers that run around with two thousand dollar laptops. Of course shes gonna read emails. She ahs to make sure that district property isn't being used for things that the district doesnt condone. And she doesnt read emails, only emails that have been flagged by the filters are read. These are filters that look at what is beign said in the email, and if specific words are said, then the email is flagged. --["JulienBiewerElstob"]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-09 19:40:07JohnDudekComment added. <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 95: </td> <td> Line 95: </td> </tr> <tr> <td> </td> <td> <span>+ ------<br> + ''2005-11-09 20:40:07'' [[nbsp]] I think the coolest thing about DaVinci is that, even though I don't attend any classes there, nor am part of the school, the teachers say hi to me when I'm on campus, and acknowldege my existance, unlike some of the teachers who I see every day at DHS. --["JohnDudek"]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-06 19:21:25DanielGonzales <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 94: </td> <td> Line 94: </td> </tr> <tr> <td> <span>-</span> ''2005-11-06 20:19:40'' [[nbsp]] As far as "approved software", we are really only allowed to install dial-up software, and nothing else. Last year they said I could Install blender 3d rendering program, and winamp, but this year they t<span>ell you not to</span> even download applications. <span>Lu</span>c<span>kily, the computers</span> come with the Adobe Creative Suite and six Macromedia Programs to keep us busy. --["DanielGonzales"] </td> <td> <span>+</span> ''2005-11-06 20:19:40'' [[nbsp]] As far as "approved software", we are really only allowed to install dial-up software, and nothing else. Last year they said I could Install blender 3d rendering program, and winamp, but this year they t<span>old us to not</span> even download applications. <span>The </span>c<span>omputers did</span> come with the Adobe Creative Suite and six Macromedia Programs to keep us busy. --["DanielGonzales"] </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-06 19:19:40DanielGonzalesComment added. <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 93: </td> <td> Line 93: </td> </tr> <tr> <td> </td> <td> <span>+ ------<br> + ''2005-11-06 20:19:40'' [[nbsp]] As far as "approved software", we are really only allowed to install dial-up software, and nothing else. Last year they said I could Install blender 3d rendering program, and winamp, but this year they tell you not to even download applications. Luckily, the computers come with the Adobe Creative Suite and six Macromedia Programs to keep us busy. --["DanielGonzales"]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-05 08:22:58AlexNorrisComment added. <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 91: </td> <td> Line 91: </td> </tr> <tr> <td> </td> <td> <span>+ ------<br> + ''2005-11-05 09:22:58'' [[nbsp]] Well, just because they don't teach technology, does NOT mean that you can't learn it yourself :) As i have been doing since last year. One of the major benefits of having a laptop is being able to easily study whatever you want at any time. --["AlexNorris"]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-05 03:44:00ZacharyNorwoodresponded to Miriam's argument and tightened the scope of mine <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 60: </td> <td> Line 60: </td> </tr> <tr> <td> <span>- * I appreciate your position, which is quite understandable given the circumstances and forces against progress, but I cannot respect your conscious conformity simply on account of "the way things are." Certainly there are more complex issues preceding the behavior and tendencies of children. I'm deeply aware of this. Not only am I aware of the mind-numbing complexity of adolescent development from experience, I also study, regularly, the precursors of human behavior, both at the social and neural-cognitive/developmental level. Parents and peers, the political and economic zeitgeist, genetic predispositions, etc.--all of these factors must weigh in. Yet it's precisely due to the complexity surrounding the issue that casts doubt on this administration’s oversimplified, Orwellian approach to "solving the problem," which is, by any objective standard, a sham-solution with a loss more detrimental than the purported gain. Despite existing policies, do we not have the collective power, if not legally then discursively, to fight bureaucracy, especially in such a small county where public opinion is so strong? The answer is emphatically "Yes." You can be certain that my legal action--though I doubt such a minor case as this would require it, since public engagement would do the trick--would spark enough controversy to shed light on the issues; and if in the end my case failed, I would see the attempt itself as setting a precedent for future cases. Such is the nature of morally motivated civil action, and such is the love of one's children and the rights of all children. --["ZacharyNorwood" ZN]</span> </td> <td> <span>+ * I appreciate your position, which is quite understandable given the circumstances and forces against progress, but I cannot respect your conscious conformity simply on account of "the way things are." Certainly, there are more complex issues preceding the behavior and tendencies of children than previously imagined. I'm deeply aware of this. Not only am I aware of the mind-numbing complexity of adolescent development from experience, I also study, regularly, the precursors of human behavior, both at the social and neural-cognitive/developmental level. Parents and peers, the political and economic zeitgeist, genetic predispositions, etc.--all of these factors must weigh in. And indeed, given the lack of experience, perspective, and knowledge of adolescents, some of their rights may be attenuated or forestalled until they gain sufficient psychological development to be self-reliant. Nevertheless, there's a major difference, both in degree and kind, between barring, for example, the right to drink alcohol, carry a weapon, and so forth, on the one hand, and implementing surveillance systems designed to punish students for viewing a dirty picture or sending private, non-academic emails, on the other. The real crux of the issue, therefore, is not the fact that rights may be rationally checked, for justified reasons, but rather the question as to the legitimacy of particular policies that overstep the bounds of rational justification and, in so doing, the bounds of our fundamental rights. This is why my contention remains. It seems obvious to me that the complexity surrounding the issue is precisely what casts doubt on this administration’s oversimplified, Orwellian approach to "solving the problem"--and we have not even agreed that there is a real problem. By any objective standard, this administration's "solution" creates a greater problem than it purports to solve. When you take away or temporarily attenuate one's freedom, the net result should be an increase in freedom for the greater number (while avoiding, of course, the tyranny of the majority). This, I believe, is not happening with this particular policy at Da Vinci High. In terms of seeking a real solution, I believe we have the collective power, if not legally then discursively, to fight bureaucracy, especially in such a small county where public opinion is so strong. As for myself, you can be certain that my hypothetical legal action--though I doubt such a minor case as this requires such action, since sustained, public engagement should be sufficient--would, if public engagement gained no ground, spark enough controversy to shed light on the issues; and if in the end my case failed, I would see the attempt itself as setting a precedent for future cases. Such is the nature of morally motivated civil action, and such is the love of one's children and the rights of all children. --["ZacharyNorwood" ZN]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-05 02:13:54ZacharyNorwoodedited out my rhetorical wanderings <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 60: </td> <td> Line 60: </td> </tr> <tr> <td> <span>- * I appreciate your position, which is quite understandable given the circumstances and forces against progress, but I cannot respect your conscious conformity simply on account of "the way things are." Certainly there are more complex issues preceding the behavior and tendencies of children. I'm deeply aware of this. Not only am I aware of the mind-numbing complexity of adolescent development from experience, I also study, regularly, the precursors of human behavior, both at the social and neural-cognitive/developmental level. Parents and peers, the political and economic zeitgeist, genetic predispositions, etc.--all of these factors must weigh in. Nevertheless, I would fight, tooth and nail, to uphold my child's right to privacy. From my vantage, and from the vantage of free-thinkers and religiously motivated figures before me--Russell, Mill, Popper, Berlin, the Framers of the Constitution, et al.--the right to privacy is an intrinsic right, a right that is a precursor for intellectual and material freedom. And I would fight for this right despite the opposition from all sides, whether from top-down economic pressure, such as the self-perpetuating corporate motive to maintain lower wages, a surplus intracompetitive labor force, and industry-minded education standards; or from bottom-up environmental, cultural, dispositional, and familial influences. And it's precisely due to the complexity surrounding the issue that casts doubt on this administration’s oversimplified, Orwellian approach to "solving the problem," which is, by any objective standard, a sham-solution with a loss more detrimental than the purported gain. And do we not have the collective power, if not legally then discursively, to fight bureaucracy, especially in such a small county where public opinion is so strong? The answer is emphatically "Yes," and beyond our collective civil responsibilities, each of us should strive to fight perceived injustice--another palpable, intrinsic right that I would never forego for the convenience of perpetuating flawed, intentionally inegalitarian systems, whether at the national or local level. You can be certain that my legal action and public engagement, however small and under-funded, would spark enough controversy to shed light on the issues, and if in the end my case failed, I would see the attempt itself as setting a precedent for future cases. Such is the nature of morally motivated legal action, and such is the love of one's own children and the rights of all children. --["ZacharyNorwood" ZN]</span> </td> <td> <span>+ * I appreciate your position, which is quite understandable given the circumstances and forces against progress, but I cannot respect your conscious conformity simply on account of "the way things are." Certainly there are more complex issues preceding the behavior and tendencies of children. I'm deeply aware of this. Not only am I aware of the mind-numbing complexity of adolescent development from experience, I also study, regularly, the precursors of human behavior, both at the social and neural-cognitive/developmental level. Parents and peers, the political and economic zeitgeist, genetic predispositions, etc.--all of these factors must weigh in. Yet it's precisely due to the complexity surrounding the issue that casts doubt on this administration’s oversimplified, Orwellian approach to "solving the problem," which is, by any objective standard, a sham-solution with a loss more detrimental than the purported gain. Despite existing policies, do we not have the collective power, if not legally then discursively, to fight bureaucracy, especially in such a small county where public opinion is so strong? The answer is emphatically "Yes." You can be certain that my legal action--though I doubt such a minor case as this would require it, since public engagement would do the trick--would spark enough controversy to shed light on the issues; and if in the end my case failed, I would see the attempt itself as setting a precedent for future cases. Such is the nature of morally motivated civil action, and such is the love of one's children and the rights of all children. --["ZacharyNorwood" ZN]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-05 01:38:59ZacharyNorwoodre 5; this is getting long--for that, I apologize. I'm verbose by nature :( <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 59: </td> <td> Line 59: </td> </tr> <tr> <td> <span>- * You're letter would get nowhere because, let me say it again, students (high school, not college) do not have the same rights to privacy as adults. Step foot on a high school campus and your privacy rights are gone. I will look it up and show you if you don't believe me (but, honestly, I don't want to make the effort right now, hopefully you will believe me). I'm not saying I agree with the district, I'm just telling you why they do the things they do. Schools do not take the stance that they are not responsible for student's actions because what would that say about them if some instance of abuse came up? Parents would be angry! The school might lose their funding - remember this is an experiential school. They are taking maximum preemptive measures to avoid problems. And I would really question how much the principal monitors, they've got enough on their plate than to sit perusing through student emails for hours.</span> </td> <td> <span>+ * You're letter would get nowhere because, let me say it again, students (high school, not college) do not have the same rights to privacy as adults. Step foot on a high school campus and your privacy rights are gone. I will look it up and show you if you don't believe me (but, honestly, I don't want to make the effort right now, hopefully you will believe me). I'm not saying I agree with the district, I'm just telling you why they do the things they do. Schools do not take the stance that they are not responsible for student's actions because what would that say about them if some instance of abuse came up? Parents would be angry! The school might lose their funding - remember this is an experiential school. They are taking maximum preemptive measures to avoid problems. And I would really question how much the principal monitors, they've got enough on their plate than to sit perusing through student emails for hours. --["MiriamKaufman"]<br> + * I appreciate your position, which is quite understandable given the circumstances and forces against progress, but I cannot respect your conscious conformity simply on account of "the way things are." Certainly there are more complex issues preceding the behavior and tendencies of children. I'm deeply aware of this. Not only am I aware of the mind-numbing complexity of adolescent development from experience, I also study, regularly, the precursors of human behavior, both at the social and neural-cognitive/developmental level. Parents and peers, the political and economic zeitgeist, genetic predispositions, etc.--all of these factors must weigh in. Nevertheless, I would fight, tooth and nail, to uphold my child's right to privacy. From my vantage, and from the vantage of free-thinkers and religiously motivated figures before me--Russell, Mill, Popper, Berlin, the Framers of the Constitution, et al.--the right to privacy is an intrinsic right, a right that is a precursor for intellectual and material freedom. And I would fight for this right despite the opposition from all sides, whether from top-down economic pressure, such as the self-perpetuating corporate motive to maintain lower wages, a surplus intracompetitive labor force, and industry-minded education standards; or from bottom-up environmental, cultural, dispositional, and familial influences. And it's precisely due to the complexity surrounding the issue that casts doubt on this administration’s oversimplified, Orwellian approach to "solving the problem," which is, by any objective standard, a sham-solution with a loss more detrimental than the purported gain. And do we not have the collective power, if not legally then discursively, to fight bureaucracy, especially in such a small county where public opinion is so strong? The answer is emphatically "Yes," and beyond our collective civil responsibilities, each of us should strive to fight perceived injustice--another palpable, intrinsic right that I would never forego for the convenience of perpetuating flawed, intentionally inegalitarian systems, whether at the national or local level. You can be certain that my legal action and public engagement, however small and under-funded, would spark enough controversy to shed light on the issues, and if in the end my case failed, I would see the attempt itself as setting a precedent for future cases. Such is the nature of morally motivated legal action, and such is the love of one's own children and the rights of all children. --["ZacharyNorwood" ZN]<br> + </span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-05 00:34:27MiriamKaufman <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 59: </td> <td> Line 59: </td> </tr> <tr> <td> </td> <td> <span>+ * You're letter would get nowhere because, let me say it again, students (high school, not college) do not have the same rights to privacy as adults. Step foot on a high school campus and your privacy rights are gone. I will look it up and show you if you don't believe me (but, honestly, I don't want to make the effort right now, hopefully you will believe me). I'm not saying I agree with the district, I'm just telling you why they do the things they do. Schools do not take the stance that they are not responsible for student's actions because what would that say about them if some instance of abuse came up? Parents would be angry! The school might lose their funding - remember this is an experiential school. They are taking maximum preemptive measures to avoid problems. And I would really question how much the principal monitors, they've got enough on their plate than to sit perusing through student emails for hours.</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-04 19:21:58ZacharyNorwoodre 4 <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 60: </td> <td> Line 60: </td> </tr> <tr> <td> <span>- The Amendments in the Bill of Rights recognise some of the inalienable rights, they don't grant them. --["JasonAller"]</span> </td> <td> <span>+ * The Amendments in the Bill of Rights recognise some of the inalienable rights, they don't grant them. --["JasonAller"]<br> + * In the [http://www.house.gov/Constitution/Constitution.html preamble] to the constitution, it states that one of its fundamental aims is to "secure the blessings of liberty to ourselves and our posterity;" in [http://www.archives.gov/national-archives-experience/charters/bill_of_rights_transcript.html amendment IV] to the Bill of Rights, it states that "The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated." And so I ask, what is ''liberty'' if not freedom to privacy, in thought and action? and what is the right to be ''secure in papers and effects'', if not a right to privacy of thought and action? On the contrary, ''we got it,'' and saying the amendments to the constitution simply recognize our rights but do not grant them is like saying "you have the right to avoid murder but, ultimately, if you are murdered, there may or may not be an investigation." This stance, which is rhetorical in nature, is absurd. It's grasping at infallible beliefs of a kind invulnerable to refutation. --["ZacharyNorwood" ZN]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-04 19:11:09JasonAllerSorry Steve, I'm withdrawing your nomination to the Supreme Court. <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 60: </td> <td> Line 60: </td> </tr> <tr> <td> </td> <td> <span>+ The Amendments in the Bill of Rights recognise some of the inalienable rights, they don't grant them. --["JasonAller"]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-04 18:58:23SteveDavisonWhat law says we have a right to privacy? <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 59: </td> <td> Line 59: </td> </tr> <tr> <td> </td> <td> <span>+ Do we have a right to privacy as U.S. citizens? The 4th Ammendment grants that citizens may be secure from searches and seizures, but that could be constrained to not include privacy -especially if said citizen had no knowledge of being spied upon. Did you mean some other law? Unless there's a law granting a right, ''we ain't got it''. --["SteveDavison"]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-04 18:35:05ZacharyNorwoodre 3 <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 56: </td> <td> Line 56: </td> </tr> <tr> <td> <span>-</span> * Our fundamental rights are not ideals. <span>If anyone</span> think<span>s they are, then they</span> unwittingly promote class oppression; they promote fundamental social inequality. Rights<span>, such as privacy, are abstract terms corresponding to concrete realities</span>. <span>All you need to ask to frame the right to privacy is this</span>: if students are abusing their privileges, what's the root cause? Obviously, it's something external to the school system, and it cannot be fixed by administrative snooping. There are other solutions that would be much more effective than abusing one's right to privacy, e.g., educating the teachers and parents about how important schooling is, how one's education translates into their ability to achieve, and so forth. An intrinsic desire to learn must be fostered; a proactive, not a reactive, solution must be sought. --["ZacharyNorwood" ZN] </td> <td> <span>+</span> * Our fundamental rights are not ideals. <span>Those who</span> think<span>&nbsp;they are</span> unwittingly promote class oppression; they promote fundamental social inequality. Rights<span>&nbsp;such as privacy, far from being ''merely ideals'', correspond to concrete, denotative realities, such as freedom of thought and action</span>. <span>To help frame the right to privacy in understandable terms, considerer this question</span>: if students are abusing their privileges, what's the root cause? Obviously, it's something external to the school system, and it cannot be fixed by administrative snooping. There are other solutions that would be much more effective than abusing one's right to privacy, e.g., educating the teachers and parents about how important schooling is, how one's education translates into their ability to achieve, and so forth. An intrinsic desire to learn must be fostered; a proactive, not a reactive, solution must be sought. --["ZacharyNorwood" ZN] </td> </tr> <tr> <td> Line 58: </td> <td> Line 58: </td> </tr> <tr> <td> </td> <td> <span>+ * If I had a child enrolled at Da Vinci High, I would first threaten, by way of formal letter, then, if necessary, take legal action to assure his or her right to privacy remained unthreatened by the administration; from my vantage, therefore, the present privacy policy at Da Vinci High is just as likely to produce lawsuits as it is to prevent them. It cannot be argued that our constitutional rights are nonexistent until we matriculate at the university level. If the administration is afraid of lawsuits of a different nature--such as legal action taken as a consequence of a child violating pornography laws--then would it not be equally as effective to have a policy that states clearly that the school is not responsible for the possible abuse of computer privileges? This seems to be the view adopted by UC campuses, and it is apparently working for them. What's more, the present policy at Da Vinci High seems arbitrary and Orwellian; arbitrary because other legal, protective measures could be adopted, such as using a policy similar to UC Davis, and Orwellian in the sense that the administration is actively and willfully spying on the students soley by motive of their own self-preservation. In my mind, there is no rationalization for this behavior. --["ZacharyNorwood" ZN]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-04 15:05:00SteveDavisonComment added. <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 82: </td> <td> Line 82: </td> </tr> <tr> <td> </td> <td> <span>+ ------<br> + ''2005-11-04 16:05:00'' [[nbsp]] My understanding is that by "technology-based" they mean they use "technology" (laptops, Internet), it doesn't mean that they study technology itself. Their website confirms this. This may not be the place for the budding geek. --["SteveDavison"]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-04 12:37:16PhilipNeustromtotally not relevant <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 75: </td> <td> Line 75: </td> </tr> <tr> <td> <span>- ''2005-11-04 00:02:17'' [[nbsp]] Two words: [wiki:WikiPedia:Onion_Routing onion routing]. --["BrentLaabs"]<br> - That is cool. --["NickSchmalenberger"]<br> - ------</span> </td> <td> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-04 06:50:57AlexNorrisComment added. <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 83: </td> <td> Line 83: </td> </tr> <tr> <td> </td> <td> <span>+ ------<br> + ''2005-11-04 07:50:57'' [[nbsp]] As far as encryption goes, there is nothing against it in the agreement everyone signed, and i used it quite a bit last year. The only problem was, nobody i was sending messages to knew what the hell was going on :) --["AlexNorris"]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-04 06:45:34JasonAller <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 67: </td> <td> Line 67: </td> </tr> <tr> <td> </td> <td> <span>+ It could be that they are running a product from [http://lightspeedsystems.com/]. --["JasonAller"]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-04 06:40:22JasonAllerComment added. <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 80: </td> <td> Line 80: </td> </tr> <tr> <td> </td> <td> <span>+ ------<br> + ''2005-11-04 07:40:22'' [[nbsp]] Can someone with one of the provided laptops post a list of the "approved" software? --["JasonAller"]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-04 06:30:38SharlaDalyComment added. <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 78: </td> <td> Line 78: </td> </tr> <tr> <td> </td> <td> <span>+ ------<br> + ''2005-11-04 07:30:38'' [[nbsp]] While software, etc. on the computer is periodically audited, email traffic is monitored on a daily basis. The Principal will interrupt email conversations between students, discipline based on content in the emails. The students should limit their email content to logistics for school projects only. No chatting. --["SharlaDaly"]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-04 06:17:37SteveDavisonComment added. <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 76: </td> <td> Line 76: </td> </tr> <tr> <td> </td> <td> <span>+ ------<br> + ''2005-11-04 07:17:37'' [[nbsp]] One person who goes there explained it to me. He said each student is loaned a laptop for the school year. They are periodically audited, so the student may not add their own software, etc. For your own stuff, you'll want your own computer. Below University level, schools are highly computer-phobic. --["SteveDavison"]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-04 02:38:45MiriamKaufmanmore of the same <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 57: </td> <td> Line 57: </td> </tr> <tr> <td> </td> <td> <span>+ * High school students don't have the same rights to privacy the rest of us do. While I agree with you in some ways that they should, the district cannot count on parents and teachers to motivate kids to want to learn, as sad as that sounds. Most parents have many more things to worry about than what their kids do in school. So, "administrative snooping" is so the schools can protect themselves from lawsuits, destruction of property, etc. They can't trust every single student not to abuse their priveledges at school. I'm not saying I agree, thats just the way it is. And its going to be a long long time until every single parent and teacher can motivate their kids to want to learn. But hey, you're right, that is the goal. -["MiriamKaufman"]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-03 23:46:49NickSchmalenberger <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 74: </td> <td> Line 74: </td> </tr> <tr> <td> </td> <td> <span>+ That is cool. --["NickSchmalenberger"]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-03 23:02:17BrentLaabsComment added. <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 72: </td> <td> Line 72: </td> </tr> <tr> <td> </td> <td> <span>+ ------<br> + ''2005-11-04 00:02:17'' [[nbsp]] Two words: [wiki:WikiPedia:Onion_Routing onion routing]. --["BrentLaabs"]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-03 22:42:01NickSchmalenberger <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 71: </td> <td> Line 71: </td> </tr> <tr> <td> <span>-</span> ''2005-11-03 23:37:02'' [[nbsp]] About email reading, is em<span>ail encryption banned</span>? <span>What</span> f<span>orms?</span> --["NickSchmalenberger"] </td> <td> <span>+</span> ''2005-11-03 23:37:02'' [[nbsp]] About email reading, is e<span>ncryption banned? What for</span>m<span>s</span>? <span>I didn't see anything about encryption in the AUP. It could be</span> f<span>un to do pencil and paper cyphers.</span> --["NickSchmalenberger"] </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-03 22:40:18NickSchmalenberger <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 71: </td> <td> Line 71: </td> </tr> <tr> <td> <span>-</span> ''2005-11-03 23:37:02'' [[nbsp]] About email reading, <span>th</span>e<span>y</span> <span>can never take p</span>enci<span>l</span> and <span>p</span>a<span>per cyphers away</span> fr<span>o</span>m<span>&nbsp;you.</span> --["NickSchmalenberger"] </td> <td> <span>+</span> ''2005-11-03 23:37:02'' [[nbsp]] About email reading, <span>is </span>e<span>mail</span> enc<span>rypt</span>i<span>on</span> <span>b</span>an<span>ne</span>d<span>?</span> <span>Wh</span>a<span>t</span> f<span>o</span>rm<span>s?</span> --["NickSchmalenberger"] </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-03 22:37:02NickSchmalenbergerComment added. <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 70: </td> <td> Line 70: </td> </tr> <tr> <td> </td> <td> <span>+ ------<br> + ''2005-11-03 23:37:02'' [[nbsp]] About email reading, they can never take pencil and paper cyphers away from you. --["NickSchmalenberger"]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-03 22:09:18MichelleAccurso <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 69: </td> <td> Line 69: </td> </tr> <tr> <td> </td> <td> <span>+ * Whoa Brent, Columbine was NOT about lack of privacy at public schools. -["MichelleAccurso"]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-03 21:55:00ZacharyNorwoodre <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 56: </td> <td> Line 56: </td> </tr> <tr> <td> <span>- * Our fundamental rights are not ideals, Miriam--if you think they are ideals, then you are promoting class oppression, unwittingly; you are promoting fundamental social inequality. All you need to ask to frame the right to privacy is this: if students are abusing their privileges, what's the root cause? Obviously, it's something external to the school system, and it cannot be fixed by administrative snooping. There are other solutions that would be much more effective than abusing one's right to privacy, e.g., educating the teachers and parents about how important schooling is, how one's education translates into their ability to achieve, and so forth. An intrinsic desire to learn must be fostered--a proactive, not a reactive, solution must be sought.</span> </td> <td> <span>+ * Our fundamental rights are not ideals. If anyone thinks they are, then they unwittingly promote class oppression; they promote fundamental social inequality. Rights, such as privacy, are abstract terms corresponding to concrete realities. All you need to ask to frame the right to privacy is this: if students are abusing their privileges, what's the root cause? Obviously, it's something external to the school system, and it cannot be fixed by administrative snooping. There are other solutions that would be much more effective than abusing one's right to privacy, e.g., educating the teachers and parents about how important schooling is, how one's education translates into their ability to achieve, and so forth. An intrinsic desire to learn must be fostered; a proactive, not a reactive, solution must be sought. --["ZacharyNorwood" ZN]</span> </td> </tr> <tr> <td> Line 68: </td> <td> Line 68: </td> </tr> <tr> <td> </td> <td> <span>+ * Compare the privacy bylaws of UCD to Da Vinci high--they're quite different. I empathize with your sentiment, but I nevertheless contend that schools, if they do what they're supposed to do, educate, are not prisons, but sources of life-long freedom: mental freedom, first, and material freedom, second. This is what schools ''should'' be, and you're right, oftentimes--maybe even most of the time--they're simply institutions designed to perpetuate class stratification. They're designed to bring one's skills up just enough to reinforce the economy. But we should never give up on education and the institutions that are designed to educate. We must fight for our right to true education. --["ZacharyNorwood" ZN]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-03 21:35:49BrentLaabsComment added. <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 66: </td> <td> Line 66: </td> </tr> <tr> <td> </td> <td> <span>+ ------<br> + ''2005-11-03 22:35:49'' [[nbsp]] Schools are prisons. The Sex Pistols knew that a long time ago. You're not supposed to have any right to privacy at a primary or secondary school -- you forfeited that right the first day you attended Kindergarten. Your personal belongings and your locker can be searched at any time without a warrant and without probable cause. And we wonder why students go [wiki:WikiPedia:Columbine_High_School_massacre Columbining] their schools. Welcome to America, everyone, where the Bill of Rights only applies if you help your local congressmen get elected. --["BrentLaabs"]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-03 21:08:29AlexNorrisComment added. <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 64: </td> <td> Line 64: </td> </tr> <tr> <td> </td> <td> <span>+ ------<br> + ''2005-11-03 22:08:29'' [[nbsp]] as far as screen scraping goes, i don't think there's any of that going on. (this probably doesn't belong here, but whatever) All of the laptops have a program called "Security Agent Dashboard" from lightspeed systems installed. Does anyone know what it does/can do? It doesn't seem to do anything, but due to apathy and lasiness and the fact that i don't really do anything on this computer, (besides the wiki of course) i haven't looked into it much. --["AlexNorris"]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-03 20:46:35JasonAllerComment added. <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 62: </td> <td> Line 62: </td> </tr> <tr> <td> </td> <td> <span>+ ------<br> + ''2005-11-03 21:46:35'' [[nbsp]] A proxy accessed from a computer that has a [wiki:WikiPedia:Screen_scraping screen scraper] or other monitoring program is not private. --["JasonAller"]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-03 20:44:15PhilipNeustrom <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 54: </td> <td> Line 54: </td> </tr> <tr> <td> <span>-</span> ''2005-11-03 21:23:43'' [[nbsp]] As U<span>C</span> citizens, we have a fundamental right to privacy. Period. No amount of monitoring will obviate the origin of a student's desire to do something deemed 'inappropriate.' It’s up to the parents and teachers, ultimately, to instill a sense of propriety and a desire to spend computer time productively. No one should agree to a legal abrogation of his or her fundamental rights. --["ZacharyNorwood"] </td> <td> <span>+</span> ''2005-11-03 21:23:43'' [[nbsp]] As U<span>S</span> citizens, we have a fundamental right to privacy. Period. No amount of monitoring will obviate the origin of a student's desire to do something deemed 'inappropriate.' It’s up to the parents and teachers, ultimately, to instill a sense of propriety and a desire to spend computer time productively. No one should agree to a legal abrogation of his or her fundamental rights. --["ZacharyNorwood"] </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-03 20:41:55PhilipNeustromre-added deleted comment <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 57: </td> <td> Line 57: </td> </tr> <tr> <td> </td> <td> <span>+ ------<br> + ''2005-11-03 21:28:19'' [[nbsp]] It really isn't as bad as it made out to be here, just don't be an idiot and sell drugs over the school provided E-mail system. If you are really intersted in sending private E-mails and browsing privately, then there are ways around, like proxies, which do in fact keep your usage hidden, but are usually unavailable do to overusage. remember: DHS students don't usually get to E-mail at all in english, History, and Math classes, so it should be considered a privalage, anyway the computers were given for academic purposes, so you shouldn't expect for them to accomidate for other activities --["DanielGonzales"]</span> </td> </tr> <tr> <td> Line 59: </td> <td> Line 61: </td> </tr> <tr> <td> <span>- ------<br> - ------</span> </td> <td> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-03 20:39:43JasonAllerComment added. <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 60: </td> <td> Line 60: </td> </tr> <tr> <td> </td> <td> <span>+ ------<br> + ''2005-11-03 21:39:43'' [[nbsp]] Should most of this discussion be moved to ["Acceptable Use Policies"]? Maybe leaving Sharla's comment and a pointer to the new location? --["JasonAller"]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-03 20:38:37ZacharyNorwoodresponse 2 <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 55: </td> <td> Line 55: </td> </tr> <tr> <td> <span>- <br> - That is a very idealistic, and unfortunately unrealistic, goal for high school students. - ["MiriamKaufman"] <br> - <br> - </span> </td> <td> <span>+ * That is a very idealistic, and unfortunately unrealistic, goal for high school students. - ["MiriamKaufman"] <br> + * Our fundamental rights are not ideals, Miriam--if you think they are ideals, then you are promoting class oppression, unwittingly; you are promoting fundamental social inequality. All you need to ask to frame the right to privacy is this: if students are abusing their privileges, what's the root cause? Obviously, it's something external to the school system, and it cannot be fixed by administrative snooping. There are other solutions that would be much more effective than abusing one's right to privacy, e.g., educating the teachers and parents about how important schooling is, how one's education translates into their ability to achieve, and so forth. An intrinsic desire to learn must be fostered--a proactive, not a reactive, solution must be sought.</span> </td> </tr> <tr> <td> Line 62: </td> <td> Line 60: </td> </tr> <tr> <td> <span>- ''2005-11-03 21:36:23'' [[nbsp]] Should most of this discussion be moved to ["Acceptable Use Policies"]? Maybe leaving Sharla's comment and a pointer to the new location? --["JasonAller"]</span> </td> <td> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-03 20:36:23JasonAllerComment added. <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 61: </td> <td> Line 61: </td> </tr> <tr> <td> </td> <td> <span>+ ------<br> + ''2005-11-03 21:36:23'' [[nbsp]] Should most of this discussion be moved to ["Acceptable Use Policies"]? Maybe leaving Sharla's comment and a pointer to the new location? --["JasonAller"]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-03 20:29:08MiriamKaufmanstop commenting while Im editing <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 50: </td> <td> Line 50: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + It's more to protect the district. If one parent found a student doing something innapropriate on a school-owned computer, the school could get in a lot of trouble, and the principal would be blamed. They're protecting themselves and their property. If I were to send one of my students home with one of my computers I would definitely want to know what they were doing. If the student doesn't agree, they can go to ["Davis High School"] - ["MiriamKaufman"]<br> + </span> </td> </tr> <tr> <td> Line 52: </td> <td> Line 55: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + That is a very idealistic, and unfortunately unrealistic, goal for high school students. - ["MiriamKaufman"] <br> + <br> + <br> + </span> </td> </tr> <tr> <td> Line 53: </td> <td> Line 61: </td> </tr> <tr> <td> <span>- ''2005-11-03 21:28:19'' [[nbsp]] It really isn't as bad as it made out to be here, just don't be an idiot and sell drugs over the school provided E-mail system. If you are really intersted in sending private E-mails and browsing privately, then there are ways around, like proxies, which do in fact keep your usage hidden, but are usually unavailable do to overusage. remember: DHS students don't usually get to E-mail at all in english, History, and Math classes, so it should be considered a privalage, anyway the computers were given for academic purposes, so you shouldn't expect for them to accomidate for other activities --["DanielGonzales"]</span> </td> <td> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-03 20:28:19DanielGonzalesComment added. <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 52: </td> <td> Line 52: </td> </tr> <tr> <td> </td> <td> <span>+ ------<br> + ''2005-11-03 21:28:19'' [[nbsp]] It really isn't as bad as it made out to be here, just don't be an idiot and sell drugs over the school provided E-mail system. If you are really intersted in sending private E-mails and browsing privately, then there are ways around, like proxies, which do in fact keep your usage hidden, but are usually unavailable do to overusage. remember: DHS students don't usually get to E-mail at all in english, History, and Math classes, so it should be considered a privalage, anyway the computers were given for academic purposes, so you shouldn't expect for them to accomidate for other activities --["DanielGonzales"]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-03 20:23:43ZacharyNorwoodComment added. <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 50: </td> <td> Line 50: </td> </tr> <tr> <td> </td> <td> <span>+ ------<br> + ''2005-11-03 21:23:43'' [[nbsp]] As UC citizens, we have a fundamental right to privacy. Period. No amount of monitoring will obviate the origin of a student's desire to do something deemed 'inappropriate.' It’s up to the parents and teachers, ultimately, to instill a sense of propriety and a desire to spend computer time productively. No one should agree to a legal abrogation of his or her fundamental rights. --["ZacharyNorwood"]</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-03 20:14:38PhilipNeustrom <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 24: </td> <td> Line 24: </td> </tr> <tr> <td> <span>- ------</span> </td> <td> <span>+ </span> </td> </tr> <tr> <td> Line 43: </td> <td> Line 43: </td> </tr> <tr> <td> <span>- </span> It then looks like even flash drives aren't safe and that proxies could give a false sense of security. These students agreed to leave any protections that they might have had behind when they signed up. Futher if students at other schools in the district signed the same AUP they are just as vulnerable. --["JasonAller"] </td> <td> <span>+</span> It then looks like even flash drives aren't safe and that proxies could give a false sense of security. These students agreed to leave any protections that they might have had behind when they signed up. Futher if students at other schools in the district signed the same AUP they are just as vulnerable. --["JasonAller"] </td> </tr> <tr> <td> Line 45: </td> <td> Line 45: </td> </tr> <tr> <td> <span>- </span> ''This is a public school and the students likely can't refuse the agreement if they wish to continue attending? Monitoring High School computer usage is pretty common. <span>I supposed the issue is</span> whether the monitoring continues taking place when the students are no longer in their classes. Because the students keep their laptops while attending, the students may have developed a reasonable expectation of privacy and ownership.''<span>&nbsp;--["PhilipNeustrom"]</span> </td> <td> <span>+</span> ''This is a public school and the students likely can't refuse the agreement if they wish to continue attending? Monitoring High School computer usage is pretty common. <span>The issue may be</span> whether the monitoring continues taking place when the students are no longer in their classes. Because the students keep their laptops while attending, the students may have developed a reasonable expectation of privacy and ownership.'' </td> </tr> <tr> <td> Line 47: </td> <td> Line 47: </td> </tr> <tr> <td> <span>- Sorry Philip,</span> I think the district has protected itself quite well with the AUP against a ''reasonable expectation''. I think that they are wrong and are setting a bad example, but it appears that they have crossed the t's and dotted the i's. Check out the last page of the [http://www.djusd.k12.ca.us/DaVinciHighSchool/resources/registration/District%20AUP%20.pdf Acceptable Use Policy]; I wonder how they would handle a student who didn't agree to either of the two sections at the end? How do you have a student on a technology campus who won't use your computer or your network? Also take the time to compare the district AUP to the campus [http://manuals.ucdavis.edu/ppm/310/310-16a.htm AUP]. </td> <td> <span>+ </span> I think the district has protected itself quite well with the AUP against a ''reasonable expectation''. I think that they are wrong and are setting a bad example, but it appears that they have crossed the t's and dotted the i's. Check out the last page of the [http://www.djusd.k12.ca.us/DaVinciHighSchool/resources/registration/District%20AUP%20.pdf Acceptable Use Policy]; I wonder how they would handle a student who didn't agree to either of the two sections at the end? How do you have a student on a technology campus who won't use your computer or your network? Also take the time to compare the district AUP to the campus [http://manuals.ucdavis.edu/ppm/310/310-16a.htm AUP].<span><br> + <br> + ''The policy is in place, no doubt, to reassure parents that their children won't be accessing inappropriate material or using their computers for non-educational purposes while in school.''</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-03 20:03:08JasonAllerthose who give up freedom for education... <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 43: </td> <td> Line 43: </td> </tr> <tr> <td> <span>-</span> It then looks like even flash drives aren't safe and that proxies could give a false sense of security. These students agreed to leave any protections that they might have had behind when they signed up. Futher if students at other schools in the district signed the same AUP they are just as vunerable. --["JasonAller"] </td> <td> <span>+</span> It then looks like even flash drives aren't safe and that proxies could give a false sense of security. These students agreed to leave any protections that they might have had behind when they signed up. Futher if students at other schools in the district signed the same AUP they are just as vu<span>l</span>nerable. --["JasonAller"] </td> </tr> <tr> <td> Line 45: </td> <td> Line 45: </td> </tr> <tr> <td> <span>- ''This is a public school and the students likely can't refuse the agreement if they wish to continue attending? Monitoring High School computer usage is pretty common. I supposed the issue is whether the monitoring continues taking place when the students are no longer in their classes. Because the students keep their laptops while attending, the students may have developed a reasonable expectation of privacy and ownership.''</span> </td> <td> <span>+ ''This is a public school and the students likely can't refuse the agreement if they wish to continue attending? Monitoring High School computer usage is pretty common. I supposed the issue is whether the monitoring continues taking place when the students are no longer in their classes. Because the students keep their laptops while attending, the students may have developed a reasonable expectation of privacy and ownership.'' --["PhilipNeustrom"]<br> + <br> + Sorry Philip, I think the district has protected itself quite well with the AUP against a ''reasonable expectation''. I think that they are wrong and are setting a bad example, but it appears that they have crossed the t's and dotted the i's. Check out the last page of the [http://www.djusd.k12.ca.us/DaVinciHighSchool/resources/registration/District%20AUP%20.pdf Acceptable Use Policy]; I wonder how they would handle a student who didn't agree to either of the two sections at the end? How do you have a student on a technology campus who won't use your computer or your network? Also take the time to compare the district AUP to the campus [http://manuals.ucdavis.edu/ppm/310/310-16a.htm AUP].</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-03 19:47:57PhilipNeustromi keep revising my comment, sorry <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 45: </td> <td> Line 45: </td> </tr> <tr> <td> <span>-</span> ''This is a public school and the students likely can't refuse the agreement if they wish to continue attending? Monitoring High School computer usage is pretty common. I supposed the issue is whether the monitoring continues taking place when the students are no longer in their classes. Because the students keep their laptops while attending, the<span>y</span> may have developed a reasonable expectation of privacy and ownership.'' </td> <td> <span>+</span> ''This is a public school and the students likely can't refuse the agreement if they wish to continue attending? Monitoring High School computer usage is pretty common. I supposed the issue is whether the monitoring continues taking place when the students are no longer in their classes. Because the students keep their laptops while attending, the<span>&nbsp;students</span> may have developed a reasonable expectation of privacy and ownership.'' </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-03 19:47:19PhilipNeustrom <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 45: </td> <td> Line 45: </td> </tr> <tr> <td> <span>-</span> ''This is a public school and the students likely can't refuse the agreement if they wish to continue attending? Monitoring High School computer usage is pretty common. I supposed the issue is whether the monitoring continues taking place when the students are no longer in their classes.'' </td> <td> <span>+</span> ''This is a public school and the students likely can't refuse the agreement if they wish to continue attending? Monitoring High School computer usage is pretty common. I supposed the issue is whether the monitoring continues taking place when the students are no longer in their classes.<span>&nbsp;&nbsp;Because the students keep their laptops while attending, they may have developed a reasonable expectation of privacy and ownership.</span>'' </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-03 19:46:22PhilipNeustrom <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 45: </td> <td> Line 45: </td> </tr> <tr> <td> <span>- ''Such usage policies are common in the private sector, but this is a public school and the students likely can't refuse the agreement if they wish to continue attending? Monitoring High School computer usage is pretty common. I supposed the issue is whether the monitoring continues taking place when the students are no longer in their classes.''</span> </td> <td> <span>+ ''This is a public school and the students likely can't refuse the agreement if they wish to continue attending? Monitoring High School computer usage is pretty common. I supposed the issue is whether the monitoring continues taking place when the students are no longer in their classes.''</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-03 19:45:37PhilipNeustrom <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 45: </td> <td> Line 45: </td> </tr> <tr> <td> <span>-</span> ''Such usage policies are common in the private sector, but this is a public school and the students likely can't refuse the agreement if they wish to continue attending?<span>''</span> </td> <td> <span>+</span> ''Such usage policies are common in the private sector, but this is a public school and the students likely can't refuse the agreement if they wish to continue attending?<span>&nbsp;&nbsp;Monitoring High School computer usage is pretty common. I supposed the issue is whether the monitoring continues taking place when the students are no longer in their classes.''</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-03 19:43:42PhilipNeustrom <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 30: </td> <td> Line 30: </td> </tr> <tr> <td> <span>-</span> ''2005-11-03 19:35:31'' [[nbsp]] I would really like to know what the Principal's explaination of this is. Was this disclosed to the students prior to their enrollment? Perhaps the school board candidates should be asked what their take on this is?<span>&nbsp;--["JasonAller"]</span><br> <span>- </span> I did a little bit of research: the district [http://www.djusd.k12.ca.us/DaVinciHighSchool/resources/registration/District%20AUP%20.pdf Acceptable Use Policy]: </td> <td> <span>+</span> ''2005-11-03 19:35:31'' [[nbsp]] I would really like to know what the Principal's explaination of this is. Was this disclosed to the students prior to their enrollment? Perhaps the school board candidates should be asked what their take on this is?<br> <span>+ <br> +</span> I did a little bit of research: the district [http://www.djusd.k12.ca.us/DaVinciHighSchool/resources/registration/District%20AUP%20.pdf Acceptable Use Policy]: </td> </tr> <tr> <td> Line 42: </td> <td> Line 43: </td> </tr> <tr> <td> <span>-</span> It then looks like even flash drives aren't safe and that proxies could give a false sense of security. These students agreed to leave any protections that they might have had behind when they signed up. Futher if students at other schools in the district signed the same AUP they are just as vunerable. </td> <td> <span>+</span> It then looks like even flash drives aren't safe and that proxies could give a false sense of security. These students agreed to leave any protections that they might have had behind when they signed up. Futher if students at other schools in the district signed the same AUP they are just as vunerable.<span>&nbsp;&nbsp;--["JasonAller"]<br> + <br> + ''Such usage policies are common in the private sector, but this is a public school and the students likely can't refuse the agreement if they wish to continue attending?''</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-03 19:30:13JasonAlleryou've got to know what rights you are signing away... <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 11: </td> <td> Line 11: </td> </tr> <tr> <td> <span>-</span> DVHS is a new Davis high school, part of the [http://newtechfoundation.org/network.html New Technology Foundation Network], which centers around a small-classroom environment, project-based, collaborative and self-motivated learning.<span>&nbsp;&nbsp;</span> </td> <td> <span>+</span> DVHS is a new Davis high school, part of the [http://newtechfoundation.org/network.html New Technology Foundation Network], which centers around a small-classroom environment, project-based, collaborative and self-motivated learning. </td> </tr> <tr> <td> Line 13: </td> <td> Line 13: </td> </tr> <tr> <td> <span>-</span> Their classes are technology-based, and each student receives a laptop for home use. The goal of these schools is to train students in, and in preparation for, a workplace environment.<span>&nbsp;</span> </td> <td> <span>+</span> Their classes are technology-based, and each student receives a laptop for home use. The goal of these schools is to train students in, and in preparation for, a workplace environment. </td> </tr> <tr> <td> Line 25: </td> <td> Line 25: </td> </tr> <tr> <td> <span>-</span> The Principal of this school spends an inordinate amount of time at her desk monitoring the email traffic of the students in the school. The students are provided with a laptop computer with email and internet access. My suggestion to students, is to use the computer for school work only, send email messages that only discuss school work, don't chat with fellow students unless you keep in mind that she is also receiving each and every email. In fact, use your own computer and leave the laptop at school. Bring your work to school on a flash drive and don't send email at school at all.<span>&nbsp;</span> </td> <td> <span>+</span> The Principal of this school spends an inordinate amount of time at her desk monitoring the email traffic of the students in the school. The students are provided with a laptop computer with email and internet access. My suggestion to students, is to use the computer for school work only, send email messages that only discuss school work, don't chat with fellow students unless you keep in mind that she is also receiving each and every email. In fact, use your own computer and leave the laptop at school. Bring your work to school on a flash drive and don't send email at school at all. </td> </tr> <tr> <td> Line 31: </td> <td> Line 31: </td> </tr> <tr> <td> </td> <td> <span>+ I did a little bit of research: the district [http://www.djusd.k12.ca.us/DaVinciHighSchool/resources/registration/District%20AUP%20.pdf Acceptable Use Policy]:<br> + <br> + {{{G. Privacy<br> + <br> + a. You should expect no privacy in the contents of your personal files<br> + on the district Internet/network system and records of your online<br> + activity. All student use of the Internet will be supervised and<br> + monitored. The district's monitoring of Internet usage can reveal all<br> + activities you engage in using the district Internet system. The district<br> + specifically asserts ownership of all information on its system.}}}<br> + <br> + It then looks like even flash drives aren't safe and that proxies could give a false sense of security. These students agreed to leave any protections that they might have had behind when they signed up. Futher if students at other schools in the district signed the same AUP they are just as vunerable.</span> </td> </tr> </table> </div> DaVinci High Schoolhttp://daviswiki.org/DaVinci_High_School2005-11-03 18:41:44PhilipNeustromproxy <div id="content" class="wikipage content"> Differences for DaVinci High School<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 28: </td> <td> Line 28: </td> </tr> <tr> <td> </td> <td> <span>+ * Students may also want to check out some [http://www.space.net.au/~thomas/quickbrowse.html web-based proxies]. If you use one of those, all they will be able to see is that you are connected to the proxy. If you are using the school's provided email then they will always be able to monitor that.</span> </td> </tr> </table> </div>