This was also done with , which is still under active development, though gameplay has many of the same issues as you pointed out in Natural Selection -- you needed a good commander. Additionally, you also need good teammates who will do what the commander asks (and doesn't).

Nothing is more frustrating (for a player and a commander) than to see a team disintegrate simply because half of the team wants run around and shoot things rather than work together to accomplish a goal.

This is really good advice here. I've used a rebranded (Smart) Wacom tablet in my classrooms for several years now. It takes about a week to get used to, and you sometimes need to push/encourage newbies to keep using it. Once they get used to writing on it, it's fantastic. Beyond that, you aren't tethered to one spot in the room.

The only downside is, because of the surface, drawing accurate curves (ie. graphing anything that's not linear) is pretty hard. I have a whiteboard that is pretty low glare, so I project directly to the white board, and use a marker to draw over the projection when I have to graph.

I just bought a tablet this year, and there are some nice things about it, but a wireless tablet is a great low cost (around $300/each) solution.

This is somewhat of an apples/oranges comparison. Linux proper is principally the kernel, while the development teams for most *BSD variants manage both the BSD kernel and the userland. While it may be the case (and I don't know for sure honestly) that there are no viable forks of the Linux kernel, that really doesn't provide a fair basis for comparison.

I would suggest that a BSD variant (OpenBSD, FreeBSD, etc) is much more analogous to a Linux distribution than just the Linux kernel. When you frame it that way, I think it is safe to say that there is much more fragmentation in the Linux world than the BSD world.

I'm sorry, but this is a little bit bigger than "bad ol Mr. Teacher yelled at my little snowflake for misbehaving, and scared him for life."

These kids were 7, and made to believe that a hostile alien force was camped outside of the school and kidnapping teachers. As far as believability vs age, this would be about equivalent to fooling the students at a junior high school that terrorists had taken over the school and taken teachers hostage.

Both scenarios are wildly inappropriate.

I've personally been involved in situations where a student's refusal to cooperate lead to the situation escalating far beyond what was necessary. I think sometimes they believe that if they dig in their heels, nothing bad will happen and the adult will let up. They don't understand that digging in just escalates the situation. When I encounter such a student, I usually have to explain the complete consequences of their actions (including ultimately getting cuffed and hauled out if need be), before they relent.

From reading the report, it's pretty clear that the student had multiple opportunities to come clean before being arrested, and refused to take advantage of them. Yes, I agree that arresting the girl was overkill, but the report mentions that the officer had prior [negative] dealings with the student before, so I would suspect that there is a story here that goes back a little farther than "ZOMG STUDENT ARRESTED FOR TEXTING." Arresting the girl was overkill *if* this was her first disciplinary issue. If this is one of a long string of issues, it's a different story. When sane, measured discipline isn't getting through to a kid, it may be a good time to over-react and try to get the kid's attention.

I don't know the kid, and I don't know her history, so I can't judge whether or not the officer was out of line. I can imagine plenty of scenarios where it is, and plenty where it isn't. I've had students get in a disproportionate amount of trouble for similarly stupid reasons, and it usually plays out the same way: a student with a long disciplinary history tries to press their luck over something moronic, and comes up with the short straw.

We're almost to this article's end-of-life as it gets pushed to the bottom. I easily have 40 recommendations here, and I can't thank you all enough. Now my only problem is I have to read all of these books!

Many thanks!
-T

God help us if the SAT is "life".

Fortunately, most of my students have completed the SAT before I get them.

And here I thought "Extreme Hosting" was just a slogan.

I think you're mistaken. I also live in this area, and work nearby.

While I'm sure there may be a few Amish/Mennonites, they certainly aren't there in any large number. The area around is airport has some farming, but has just as many housing developments and undeveloped land (with trees). It is also isn't flat. Map here http://tinyurl.com/8otcxn

Let's not try to play armchair quarterback too much. He obviously had an incentive to not crash. He lived in Bath, so he flew into the airport a lot and was probably familiar with the area. If safely landing in a field was available to him, I'm sure he would have taken advantage of the opportunity instead of crashing into a residential neighborhood like he did (he hit a vacant house). It was night, so he probably would have had a hard time spotting a field.

I taught in a laptop school several years ago. The technology was JUST maturing then, but most of my problems were person-driven rather than technology-driven.

Here are my tips
1) Firmly establish who actually owns what, because that determines the scope of your reach. If the computers are still school property, you have a lot more reach than if the kids buy them up front or buy on an installment plan.

2) Either way, you're going to have to amend your Acceptable Use Policy to address issues brought up by the laptops. I would do some research into other laptop schools and download their AUP. In fact, contacting other laptop schools is probably a good idea in general. It's always better to make your first mistakes vicariously through someone else.

3) Partition the laptops so that user data is stored on a separate partition, and invest in a good disk-imaging system. You're going to be imaging a lot of laptops after a few weeks. No matter how hard you lock them down, someone is going to screw something up so royally that you can spend 6 hours fixing it or 10 minutes imaging the disk, and it will happen frequently (how frequently depends on school size). In fact, you may want to get clever and make 3 partitions. 1 main, 1 user data, and 1 unmounted that holds a local copy of your image file. Image your main partition only, copy it to your "hidden" partition, and image the whole thing for deployment.

4) Figure out a theft-protection mechanism. This will eventually become an issue. Laptop insurance/warranties will also be an issue. If 15% of the laptops begin malfunctioning near the end of a 4-year-run, that will be enough to make it difficult for teachers to rely on those machines for classroom exercises. Nothing it more frustrating than having a whole lesson plan come to a stand-still because 4 kids' computers won't work. I've had it happen to me plenty of times. These also tend to be the kids who don't need any additional distractions.

5) If these are school-owned laptops, then you have a great deal of latitude in locking them down. Remote monitoring is another issue, and I would consult your district's attorney. As far as locking them down, the guiding question should be "what level of security supports the curriculum." Most slashdot users will think of these laptops as computers, with all of the implied potential. Thus any lockdowns curb that potential, and in turn the student's freedoms and opportunity. While this is a valid mode of thinking for personal machines intended for personal purposes, it is the wrong mindset to have in an educational environment. For starters, most students will never come close to tapping that potential (they want to surf the web and IM).

These laptops are being purchased to augment your curriculum, and should be configured in a way that makes it a platform for your curriculum. This may involve lots of restrictions, or just enough to keep a kid from accidentally breaking something. While you'll probably learn as you go, you should already have some idea of where that line is. If you don't, I'd recommend more research and consultation/training your teachers before writing that big check.

With totally unlocked computers, it is likely that a significant portion of the machines will begin malfunctioning due to user-abuse: "I'm going to install every piece of crap software I find! Isn't it great?" While it won't be a majority, it will be enough to make it difficult for teachers to rely on the machines to function properly during an activity (see above).