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2013 Education
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A school for

rocking out
By Melissa Ezarik
The Platt brothers of Shelton first jammed with their rock band last February — Bryan on electric guitar and Kevin on drums. In June 2012, at their first performance, the crowd was blown away by song after song of the rock band Aerosmith. “The crowd’s enthusiasm was infectious,” said Karen Platt, their mom and one of their biggest fans. “Their initial nerves gave way to them having fun and really demonstrating showmanship while playing songs we all knew and loved. After the shows, both boys were beaming, and I swear walking a little taller!” Yes, boys. Bryan is now 14 and in ninth grade, and Kevin is 11 and in fifth. Prior to this, neither had taken formal lessons, said Karen. Next up: A Feb. 8 and 9 “Dave Grohl Experience” performance at the Bear & Grill in Orange. “It’s hard to say who is more excited, them for the anticipation of playing or us for hearing Nirvana and Foo Fighters,” Karen said. Making it all possible is the School of Rock — a deliberately different kind of music school where students age seven to 17 learn harmonies, musicianship and how to perform in an authentic rock show environment. Show themes have run the gamut from Pink Floyd and AC/DC, to the 80s and punk rock. Students attend private weekly lessons in guitar, bass, drums, keyboard, or vocals, plus a weekly three-hour, whole-band rehearsal. Karen admits she was skeptical at first about the time commitment. But the boys practice (with passion) almost daily and have never been reluctant to bang out their homework on School of Rock days. Stamford native Craig Sasson is music director of the Shelton School of Rock, open since August 2011 and with

See Rock on page 8

Students at the Shelton School of Rock during a weekly rehearsal for their 2012 spring performance program — a tribute To Aerosmith, which the kids started in February and performed as a band in June at Bear & Grill in Orange.

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• Education • Hersam Acorn Newspapers •

• January 24, 2013 •

School: Public or private?
By Julie Butler
Although many of the public schools in Fairfield County are highly rated, with good, solid matriculation rates at the high school level, boasting well-educated and well-trained teachers (and they’re free!), sometimes a child may better benefit from a private (or boarding) school, where classes aren’t as large and curriculums are perhaps more varied and challenging than those at a public school. One of the advantages of private schools is that they have a small community atmosphere that allows for a lower student-to-teacher ratio. With smaller class sizes, teachers are able to focus more attention on individual students, and have more time to get to know them better. With fewer students, classmates also get a chance to form more intimate bonds with one another. Another advantage private education has that may not immediately spring to mind, is that independent schools also have the option of expulsion, which is rare in public schools, since public education is considered a “right” rather than a privilege. While this may not seem like one of the advantages of private schools, the possibility of expulsion might make some students less likely to fight, to take drugs or to cut classes. At boarding schools, children can reinvent themselves; they might have non-productive, preconceived opinions of themselves that they made in a traditional school setting, and this is a chance for a “do-over” of sorts. The same can be true of going to an be able to bring out confidence in a heretofore hesitant learner, not only through the experience in the classroom, but through a school’s extracurricular offerings as well. “What students find at Greenwich Academy is an array of curricular opportunities that is stunning in depth and quality,” Molly King, Head of School of the all-girl’s pre-K through grade 12, Greenwich-based school, said. “Such a reality is the consequence of dedicated, committed teachers who are well prepared, experienced, and patient mentors. Extra-curricular activities reinforce the development of well rounded sophisticated young women, anxious to explore those opportunities and venues that may be unique in their educational journey.” Small class size benefits If you have found your child to be struggling in a larger class setting in the public school, perhaps he or she would benefit from the smaller, more intimate learning environment at a private school. “With our small class sizes, our students truly feel known on a very personal level by their teachers,” Brazemore said on the subject. “Our teachers know their students not just by name, but by learning styles, strengths, needs and interests. It is impossible to fall through the cracks here.” With a smaller student population at a private vs. public institution, this intimacy is more easily accomplished, of course. It doesn’t mean that a private school educator is better than their public school counterpart, but rather, that a private school teacher simply has the advantage of having fewer students and, consequently, more time to devote to them. “Nothing at Greenwich Academy is random,” King said. “Everything we do is mindful of our goal to maximize each student’s experience.” Before sending your child to any school, public or private, you should do your homework. Find out the strengths and weaknesses of each school and what is most important to your child, be it sports or political science. “Both will be beneficial in your child’s future, but if you choose a school that focuses on something that does not interest your child you will just be throwing their school years away,” according to EducationBug. org. Lauralton Hall’s ultimate goal is “empowering women for life.” “We understand that the values, the growth, the education and the relationships that we help students develop during these formative years can set them on the road to lifelong success — however they choose to define it,” Iadarola said. For more information on the private schools mentioned, visit GreenwichAcademy.org, LauraltonHall.org, or CountrySchool. net. For a comprehensive listing of independent schools in the state, visit the Connecticut Association of Independent Schools at CAISCT.org.

Photo courtesy of Lauralton Hall, Milford.

independent day school. Independent thinkers Private and boarding school students also tend to become more independent thinkers, since they must make many decisions on their own — mostly those living away from their family. “What really makes an independent school independent is our ability to design curriculum that challenges children to think more deeply than the typical standardized curriculum or test,” Tim Brazemore, New Canaan Country School Head of School, said. “Our students love to learn because passionate teachers design lessons that are relevant, interesting and complex.” The Country School serves students from lower Fairfield County in

grades pre-K through nine. According to Brazemore, “Our mission is to guide students to reach their intellectual, creative, moral and physical potential. That means we expect students to develop skills and confidence in all of these areas as preparation for their next schools and for life.” This philosophy is echoed at Lauralton Hall in Milford, a Catholic college-preparatory school for girls in grades nine through 12. “Independent schools are remarkable for their ability to foster community,” Antoinette Iadarola, Ph.D., school president, said. “We have the opportunity to build strong, personal relationships, helping these young women develop both as individuals and leaders. For many, these bonds last a lifetime.” Often, a private education may

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TLC...where children come to learn and play!

• January 24, 2013 •

• Education • Hersam Acorn Newspapers •

•3•

Helping boys become better readers
Conventional wisdom has long intimated that girls are more adept at language arts and reading than boys of the same age. A recent study indicates there may be some merit to the assumption that boys tend to lag behind girls in reading. In order to bolster interest in books and reading comprehension, parents and educators can look to many successful literary series that tend to draw the attention of boys. active than about 69% of girls.

Choosing reading materials
Finding reading material to which boys will relate can be challenging. There is no blanket approach to finding the right books. Boys may need to be approached individually to find subject matter that will interest them and take them out of their comfort zones. Should schoolmates be viewed reading frequently, it may help other boys surpass their own reading fears and hurdles. Here are some titles boys can explore. • “2095,” by Adam McCauley: children on a field trip to New York’s Museum of Natural History travel 100 years into the future. • “Adventures of Captain Underpants,” by Dav Pilkey: fourth grade boys get into trouble with their principal and decide to hypnotize him into the superhero “Captain Underpants.” • “Babe & Me: A Baseball Card Adventure,” by Dan Gutman: main character Joe wants to discover the legend of Babe Ruth and his home run predictions. • “The Beast in Ms. Rooney’s Room,” by Patricia Reilly Giff: Ms. Paris, the reading teacher, helps Richard get serious about reading and win a contest for best class. • “Encyclopedia Brown” series, by Donald Sobol: readers solve the cases and explore adventures through the stories. • “Hatchet,” by Gary Paulsen: a boy must learn to live in the wild alone after the plane he was traveling in with his father crashes. • “Lunch Money,” by Andrew Clements: Greg is a sixth-grader who is good with money. He begins creating and selling comic books at lunch until a rival cuts into his business. • “Rufus and Magic Run Amok,” by Marilyn Levinson: Rufus discovers he has magical powers, but this special talent isn’t what he expected.

Boys and reading
A 2010 study by the Center on Education Policy that looked at trends beginning from 2002 to 2008 found boys have been lagging behind girls on standardized reading tests in all 50 states. According to Jack Jennings, president of the Center on Education Policy, “We found no state in which boys did not lag behind girls in reading at the elementary level, the middle school level and the high school level. So it’s pretty clear: boys are not doing as well as girls in reading.” There are many theories as to why boys seem to eschew reading for other things. Some say that boys in general are always on the defensive, and reading — which often calls to mind emotion and vulnerability — is not something that boys would like to admit to doing. Furthermore, schools heavily push classics full of fictional characters as the mainstay of literary curricula. However, research points out that boys tend to gravitate toward nonfiction. Others argue that boys do not have enough male literary role models. The majority of adults involved in shaping boys’ interest in reading are women, and boys might not view picking up a good book as a masculine activity. Another theory as to why girls perform better on standardized reading tests revolves around brain function. Girls’ brains tend to be more verbally oriented, which can make

reading skills easier. Boys are more visually oriented. It stands to reason that boys are more physically restless than girls as well. Sitting for long periods of time reading can be challenging, even for an otherwise well-behaved male

student. This was discovered as early as 1986 in an analysis of more than 100 studies by psychologist Warren Eaton and his colleagues at the University of Manitoba in Canada. The findings revealed that the average boy is more

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• Education • Hersam Acorn Newspapers •

• January 24, 2013 •

Fairchild Wheeler Interdistrict Magnet School

New magnet school opening in Trumbull
By Donald Eng
Students enrolling at the Fairchild Wheeler Interdistrict Magnet School in the fall of 2013, will find an education unlike any other, according to John Curtis, director of the Regional Aquaculture Science & Technology School. Curtis saw the aquaculture school open with 12 students in the early 1990s and expand to a state-of-the-art facility with enrollment of more than 500. He foresees similar success for the new magnet school. “This is a one-of-a-kind school in the entire country,” Curtis told a group of prospective Trumbull parents earlier in January. Curtis and former Westport Superintendent Claire Gold spoke to a group of about 20 prospective Trumbull parents at an informational meeting Wednesday about the magnet school currently under construction on Quarry Road. The school will eventually have 1,500 students with about two-thirds coming from Bridgeport and the rest from seven suburban towns. The school has about 20 spots in each class for Trumbull students, though the school will open in September with only grades nine and 10. Gold, credited as the driving force behind the Fairchild Wheeler school, said New Haven and Hartford had already transformed their school systems using magnet schools to draw suburban students into the cities. “When I was superintendent of Westport, we became involved with many of the regional programs available, specifically the Six to Six Magnet School,” she said. The programs helped address racial isolation between the heavily minority populations in the cities and the predominantly white suburbs, which Gold said was “unfortunate for both” groups. Gold said the idea for the interdistrict magnet school originated as she drove past the Discovery Magnet School on Park Avenue, an elementary school that currently enrolls 44 Trumbull students. “I thought, with Sacred Heart and the Discovery Museum right here, somebody ought to do something about building a high school,” she said. As time passed, she said, she then began thinking, “Maybe that someone is me.” When the school is completed, Curtis said, the education delivered there will be revolutionary. “Students and teachers will be partners in learning projects,” he said. “There’s no lectures, no 45-minute classes. Engineers will assign projects, and students and teachers will work together to solve problems and reach objectives.” Such a learning environment has worked well at the aquaculture school, Curtis said. Engineers from companies such as General Motors have set challenges in front of students and forced them to deliver real-world solutions, he said. “We have students designing commercial ships using software programs that other students have written,” Curtis said. “We have a 3-D simulator that puts students on the bridge of a virtual vessel where they have to deal with all the situations we can create.” The design of the Fairchild Wheeler school will lend itself to similar learning, Curtis said. Each of the school’s three wings has a focus on a specific area of science research: biological science, physical science and information/technological science. The wings share a common area, which includes a 500-seat “black box” theater with a 3-D simulator. Curtis said the simulations provide a chance to tie the school’s three wings together as the technology students write software that the biological science and physical science students use to complete projects. “We’ve thrown out the traditional to provide a unique learning experience,” he said. Though some might have reservations about the instruction at the magnet school, Gold said it has proven itself throughout the state. “It’s very clear parents want choices in their children’s education,” she said. “We already have the Agriscience Center, the Aquaculture school, the Discovery school, and the Six to Six school, and there’s always a waiting list.”

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• January 24, 2013 •

• Education • Hersam Acorn Newspapers •

•5•

SAT classes: A must?
Now is the time of year when high school seniors — and even some juniors — prepare for and then take the SAT. It is a stressful and anxious time, not just for the student, but often the parents as well. Should they try and give their kid a “leg up” by insisting upon enrolling them in an SAT class? Hire a tutor for one-on-one test preparation? Or just let the teen fend for themselves, so to speak, with an SAT book and their own brand of self-motivation. It’s a topic fraught with emotion. In 2009, the National Association for College Admission Counseling (NACAC) released a report showing that expensive test preparation courses provide only modest score increases. For the SAT, for example, test prep services improved students’ total scores by an average of just 30 points. The report, however, also shows that these small gains might, in fact, have an impact on a student’s admission prospects (think about it — a score of 600 looks much better than a 570). “So what does this all mean?” Jeannette Payne, a writer on Helium.com, says. “Should you or shouldn’t you invest in a pricey test prep class? In the end, the decision is clearly a personal one. For a student with limited resources, a $15 SAT book and a lot of self discipline will produce equally good results. For students who lack motivation, a course at least has the advantage of providing structure. I’ve heard from many students who have achieved 100-plus point gains through a test prep course, and I’ve heard from other students who didn’t improve at all.” assume because something costs $500, it must be worth it.” Many test-prep classes involve a series of practice tests that students can take at home for free, he says. The SAT is designed to measure the academic skills students learn throughout high school and their ability to apply that knowledge, says Angela Maria Garcia, the executive director of SAT publications and information at the College Board. “The best way to get ready is to do well in school, take challenging courses, and read,” she said. “There really is no shortcut to prepare for the SAT.” The College Board encourages students to use the free resources on its website, such as the SAT question of the day and practice tests to get familiar with the format. Cons These courses can be very expensive depending on the one that is chosen. A person might be able to find one for less than $100, but generally speaking, these courses run up to more than $500 and in some cases cost more than $1,000. “Parents are sacrificing, even borrowing on their credit cards, to pay these high prices for prep courses,” said Dave Berry, a co-founder of and senior adviser for College Confidential, a college-admissions website. “In fact, kids — if they are dedicated, that’s a big if — can get the prep books and do the exercises and most likely increase their scores to within a reasonable degree of the amount they could get through the prep courses.” Derek Briggs, the chairman of the research and evaluation methodology program in the school of education at the University of Colorado at Boulder, has this advice to parents: “Don’t buy the hype. Too often, people The bottom line Students often improve their score by merely taking the test a second time, as they gain more knowledge in school and are more comfortable with its structure. Colleges then take the best mix of scores from each sitting. No matter what a student chooses, counselors caution that students keep in mind test scores are just one part of the college-admissions decision. According to surveys by the National Association for College Admission Counselors, in Arlington, Va., SAT and ACT scores have consistently ranked third in importance, behind grades and strength of curriculum. “High SATs do not get you into college, a strong academic record does,” Debra Shaver, the director of admissions at Smith College in Northampton, Mass., says. “Students should concentrate more on their homework and worry less about SATs.”

test questions and orientation to the format of the test. “There are a few definite pros of SAT prep courses if a person takes the right one,” Payne says. “In order to benefit properly however, the student also has to do the work.” Organization and structure are two things prep courses have going for them. “Studying alone without guidance can be overwhelming,” Payne says. “The SAT prep courses give structure to the way of studying and presenting the information. They are designed to provide extra organization, especially for individuals who don’t know where to start.” Other pros are intense instruction and study. “The best SAT prep courses are intense and they really make the mind work,” says Payne. Prep class pros Courses that last five weeks or more and last Test-prep programs generally include three for several hours a day tend to be the best ones, elements: a review of test content, practice on she says.

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St. Catherine of Siena School
OPEN HOUSE Tues., Jan. 29 8:00-10:00am T 203.375.1947 190 Shelton Road Trumbull, CT 06611

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St. Catherine of Siena School provides students the tools to excel academically, the opportunities to develop leadership skills, and the time and space to enjoy childhood in a community which models our Catholic values.

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St Catherine of Siena School admits students of any race, color, and national or ethnic origin.

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•6•

• Education • Hersam Acorn Newspapers •

• January 24, 2013 •

College admissions workshop offered
“Navigating the College Admissions Journey” will be presented at the Huntington Branch Library, 41 Church St., Shelton, on Tuesday, Feb. 26, from 6:30 to 8:30 p.m. This is a free workshop which will cover strategies for successfully navigating the college application process and helping students make the most of their college experience. No advance registration is required. Conversation topics will include: • How to develop a college list to suit values, interests, personality-style and skills; • How to review an application like an admissions counselor; • Tips for successful essays; • Making the most of interviews and campus visits; • Reducing the cost of college; • Overall organization of the process. The presentation will be given by Eric Dobler, the founder and president of Dobler College Consulting, an independent college counseling firm which works with high school students and their families. Dobler spent 13 years in higher education as both an admissions counselor and an academic advisor. More info: Dobler at 203-525-4096, eric@doblercolleg econsulting.com, DoblerCollegeConsulting.com, facebook. com/DoblerCollegeConsulting

Connecticut law firm offers scholarship on safe teen driving
The law offices of Carter Mario Injury Lawyers announces the 2013 Arrive Alive scholarship Program, a combination effort to assist students going on to college financially, but also to help make teens aware of the real dangers of drunk driving and distracted driving. Each applicant will be asked to prepare a presentation on making the right choices while behind the wheel, focusing on the dangers of distracted driving by teens and drunk driving. Connecticut’s injury lawyer, Carter Mario, and his staff will judge the presentations — a combination of videos, graphic presentations and other presentations consisting of essays, brochures, booklets or songs. The statewide firm will award $1,000 a piece to 10 high school seniors in the state of Connecticut attending a fouryear college or university in the fall. “As we celebrate our eighth year of supporting the academic excellence of Connecticut’s youth and encouraging Scholarship is the only scholarship program of its kind in Connecticut. Since the program’s inception in 2006, Carter Mario has awarded more than $64,000 in scholarship money to 63 graduating high school seniors in Connecticut. In 2012, the firm increased its efforts to put an end to distracted driving in Connecticut by launching the “Stow Before You Go” anti-distracted driving public service message campaign. The campaign is supported through a robust bus ad campaign, billboards and online via StowBeforeYouGo.com. Connecticut high school seniors interested in the scholarship can obtain the application at GetCarter.com or from their school’s guidance department or guidance counselor. All entries must be postmarked no later than Monday, March 25, to qualify for the scholarship. More info: 203-876-2711 (Milford office), CarterMario.com

our young people to make smart decisions while behind the wheel, our goal remains the same,“ Mario, president and chief executive officer of the law firm, said. “If we can help to save one life, it is worth it. This scholarship program is our firm taking a stance on distracted driving and alcohol abuse by our state’s teens.” The focus of the Arrive Alive

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• January 24, 2013 •

• Education • Hersam Acorn Newspapers •

•7•

Is Your Child’s Middle Name ‘Procrastinate?’
by Polly Tafrate
It’s Sunday evening. Owen asks his mother where he can find a shoe box. “Why do you need it?” she asks. “I need to make a diorama for a book report,” he says. “It’s due tomorrow.” Kaitlin creeps downstairs after her mother thinks she’s asleep to tell her that she “forgot” to study for a spelling test the next day. Aiden accuses his dad of picking on him when repeatedly reminded to clean out the gerbil cage or empty the garbage. “I told you, I’ll do it after dinner,” he snarls, but he doesn’t. “Tomorrow,” he promises when prodded again. But that doesn’t happen either. What are these kids hoping to accomplish by postponing these tasks? Do they think they’ll go away? Or you’ll forget to remind them? Or do they hope that if they delay doing them long enough you’ll give in and do it for them? If any of this sounds familiar, then you’re living with procrastinators. They’ve learned how to play for time and substitute something they’d rather do for a not-so-fun responsibility. Unless channeled, this stalling will become worse as they get older and add unnecessary pressure to their lives. There is no procrastination gene although it can develop into a personality trait. This is a learned behavior and one doesn’t need to wander too far from that tree with the falling apples to discover where they learned it. “It gives kids a wonderful sense of power,” says Rita Emmett, author of “The Procrastinating Child.” “As they grow, they begin to learn they have choices, not all of which are dictated by their parents. Procrastinating becomes just one way kids express their dawning sense of independence.” What can you, as a parent, do to help your kids break this habit? The following are a few suggestions. First of all, when expecting your child to do something, make it age appropriate. For example, telling a five-year-old to clean up her room is unrealistic, but listing three things to make this happen works — “Put your dirty clothes in the hamper, put your shoes in the closet, put your books on the shelf.” Giving kids a warning can be helpful as it lets them finish what they’re doing and gives them a sense of control. “In 15 minutes I want to see you start your homework.” If necessary, set a timer so it’s not your voice they hear, but the bell. As a working mother of three, Laura jokingly calls herself the Queen of Procrastination. Throughout the years she’s developed a workable strategy to help her overcome this tendency which she’s passing on to her kids. “I call it the reward system,” she says. “If I start the laundry, empty the dishwasher and change the sheets on the beds, then I’ll treat myself to a phone chat with Rita. Larger chores get larger rewards,” she adds. “If I clean the bathrooms until they sparkle, then I will sit down and read the next chapter in my book.” Betty is the mother of teens. “I used to be a procrastinator,” she says, “but not anymore.” Every Sunday she sits down at the kitchen table and makes three lists on three different pieces of paper prioritizing what she needs to accomplish that week. On the A list she puts things that must be done the next day; on the B list go the ones that need to be done within a few days, and on the C list are those that should be accomplished by week’s end. As she completes each one she takes a Sharpie marker and crosses it off the list. Another mother was desperate about her son’s increasing stalling and dawdling whenever he was asked to do something. When especially frustrated, she stooped to calling him lazy, a loafer or a goof-off and made unrealistic threats. He felt she was always picking on him and became moody whenever a must-do subject arose. While shopping at Staples one day she saw the “That Was Easy” button. She bought it and gave it to him suggesting that he push it when he finished a chore. Hearing “That was Easy” eliminated her nagging and gave him a sense of accomplishment. Breaking the procrastination habit isn’t easy, but when you see success lavish your kids with praise. As a positive take-away from all your supportive coaching, you may find that you’re less likely to procrastinate yourself.

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Seeks to foster the physical, educational, spiritual, emotional and social development of persons with disabilities so they may play, learn, work and live in the community.

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OUR PROGRAMS & SERVICES
St. Vincent's Special Needs Services (SVSNS) is a 501(c)(3) nonprofit organization that serves approxi����������������������������������������� ����������������������������������� ��������������������������������������������������������������������������� ���������������������������������������������������������������������

Birth-to-3 SVSNS provides early intervention services to children from birth to age three who have been identified as having special developmental needs. The School The FEROLETO Children's Development Center in Trumbull is an alternative school for children ages 3 to 21 with significant developmental or medical disabilities. The school provides year-round education and therapy services to meet each child's needs. Adult Day Services The CHANGING IMAGES Day Programs in Stratford and Norwalk engage adults in recreational, educational, social and work activities and stimulating experiences in the Centers and in the community. Residential Services Our 12 group homes located around Fairfield County are specifically designed and staffed to meet the unique requirements and comford of each resident. Family Services The Family Center provides information, programs and guidance to support familieis and guardians caring for a loved one with disabilities.

mately 400 children and adults with highly complex developmental and medical disabilities, such as cerebral palsy, acute brain injury, and neuromuscular disorders.

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•8•

• Education • Hersam Acorn Newspapers •

• January 24, 2013 •

BYOD (Bring Your Own Device)

Technology on Campus: What to Watch For
By Melissa Ezarik
Shiny new tech gadgets and gaming systems have a way of popping up under Christmas trees and calling to college students shopping in the season of rock bottom prices. But as undergrads headed back to campus this month know and high school seniors en route to college in the fall will soon find out, using those new devices on campus means having to follow institutional policy. Campuses today generally impress with their state-of-theart network resources available to support high-speed internet connectivity for all sorts of devices — personal computers, tablets, smartphones, and gaming or media devices, points out Dennis Muley, president of Impulse Point, which works with colleges to help their networks stay secure. But with that benefit comes responsibility. Colleges require students to agree to an Acceptable Use Policy for network access privileges. Policies vary by school, but typically include the need to register devices and maintain up-to-date anti-virus and malware software and operating system patches. Restrictions, requirements At Eckerd College (Fla.), for example, every networkable device — including smartphones, Internet-ready TVs, laptops, iPads, Kindles, and gaming systems — must register on the campus network, says John Duff, director of Internet technology services. At some schools, gaming systems are not allowed on the campus network or have restrictions, or video streaming is protect. “Unfortunately, judging from those that visit our student repair shop, students seem to fall victim to viruses and other malware on a regular basis,” Duff says. Requiring device registration allows schools to force compliance with network security, such as through operating system upgrades and security patches, Scott J. Coopee, assistant vice president of IT at Western New England University (Mass.), says. And, he adds, “Knowing who and what devices are connected to the network helps schools ensure that protected data is not accessed by unauthorized users.” Colleges can, if necessary, disable access for a computer with malware installed that is flooding the network with unnecessary traffic. Bandwidth issues are a constant concern for schools. “In a public wireless space, if several people’s devices are constantly downloading content, it may severely limit the wireless bandwidth remaining for others to use,” says Coppee. “We want to maintain equal access for all.” What’s an undergrad to do? Duff suggests having an Ethernet cable handy; it will allow devices to be plugged in when in wireless is weak or unavailable. Also, consider purchasing a mobile hotspot, which can generally accommodate up to five wireless devices at 4G speed. He says, “As prices come down, more and more students will head off to campus with what is essentially their own network.”

Rock

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about 50 students. It’s one of approximately 100 U.S. locations, and Shelton’s owners also operate a school in Fairfield (circa 2008, nearly 300 current students), New Canaan (2011, with enrollment of 150), and Bedford, N.Y. (just opened). A handful of students have already proven they are truly destined for greatness. For instance, seven-year-old vocalist Charlotte Rose Masi, a Shelton School of Rock veteran, is now on Broadway performing with Scarlett Johansson in “Cat on a Hot Tin Roof.” Still, every performer feels like a star. “You can take lessons other places, but the fact that we put kids into bands, and use music the kids like and the parents like, and teach theory too, there’s nothing like it,” said Sasson, a 20-plus-year local musician who’s currently part of Darik and the Funbags. “All of our teachers here are professional musicians. Everybody is actively in a band.” Even the private lessons, including appropriate doses of music theory, are kept fun. Instead of just explaining what an A-chord is, for example, the instructors will pop on Nirvana and point out the Achords. “It’s kind of like we’re hiding vegetables in something good,” Sasson said. While the sheer number of kids make rehearsals a teaching challenge, Sasson is “blown away” by their weekly improvement. At show time — with each student guaranteed at least three songs — he added, “the minute they hit the stage, they just step up to the plate. As the show ends, the place goes nuts.” And each band member goes home with School of Rock dog tags engraved with the show name. There’s no cover charge for shows, and free trial lessons are typically available to audience members. More info: SchoolofRock.com.
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limited. Other institutions have a campus daily, weekly, or monthly default bandwidth limit. The University of Texas at Austin, for one, requires that those needing more than allocated purchase a bandwidth subscription plan. At Carnegie Mellon University in Pittsburgh, bandwidth use violations can lead to loss of network access altogether. Cornell, meanwhile, charges students by the byte after they reach a monthly gigabyte allowance. Often, it’s heavy use of Skype or Netflix that causes students to reach these limits. Why the restrictions at all? “Colleges need to deal with legal, security and network management issues,” Duff explains. Under the Digital Millennium Copyright Act, colleges are considered Internet Service Providers and must implement measures to restrict illegal downloading, fire sharing and use of protected material. Also, campuses have a lot of confidential data to

“Embraced by love, Empowered to learn”
Programs available for From 15 mos., 2’s, 3’s, 4’s, 5’s & Kindergarten Limited spaces available for 2013 – 2014 year Call now to enroll Donna/Lesley (203) 227-7920 41 Easton Road, Westport, CT 06880 www.stpaulchristianschool.org

St. Paul Christian School

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- Suleiman Abiola CHS Class of 2012 Freshman at Johns Hopkins University Presidential Scholarship Winner Studying Public Health

Robust Academics ������������������������������������������� �������������������������������������������������������� ���������������������������������������������������������� ��������������������������������������������������� �������������������������������������������������� ������������������������������� ����������������������� ��������������������������������������������

Spiritual Depth ������������������������������������������������ ���������������������������������������������� ���������������������������������������������� ������������������������������������������������� ����������������������������������������������������� - Olivia Tyrrell, CHS Class of 2009 ������������������������������������������ � Houghton Class of 2012 English & Political Science double major Impressive Arts, Athletics & Accessibility Teach for America 2012-14 Scholarship to Cornell Law School �������������������������������������� ��������������������������������������������� ��������������������������������������

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