Tuesday, March 24, 2015
Thursday, January 8, 2015
Jesse Friedman's Case and the Appearance of Impropriety
This is the third article I've written in The Huffington Post about the Friedman case:
The
Friedman case continues to be defined by delay.
Two years after I posed the question, Is Actual
Innocence “Capturing the Friedmans”?, the frustrating answer is: We still don’t know. Below is a tangled story of: evidence
withheld by the Nassau County District Attorney’s office from its own case
advisory panel; a panelist’s subsequent modification of the panel’s original
recommendations; a defamation lawsuit filed by the defense against the DA’s
office; the recent election of DA Kathleen Rice to U.S. Congress; and a judge
set to hear Friedman’s case, though she worked as an Assistant DA with DA Rice
for years.
In the
above 2012 article, I summarized the case background:
On
November 25, 1987, I was sprawled out on my parents' couch, when my favorite
high school teacher appeared on the TV news. Arnold Friedman was a retired NYC instructor
who taught computer classes in his home for local kids. I watched as he and his 17-year old son,
Jesse, were handcuffed and hauled away for horrific child molestation crimes
occurring in their basement. I fell off
that couch in disbelief. Arnold and
Jesse Friedman each pled guilty to avoid a trial, and Jesse learned of his
father's prison suicide in 1995. Since
his release in 2001, Jesse has attempted to clear his name, so he no longer
must register as a Level 3 violent sexual predator. In 2003, new facts about
his case emerged in the Oscar-nominated documentary, Capturing the Friedmans, which examined the
evidence against the Friedmans and questioned whether any of the allegations
against them were truthful. On August 16, 2010, the United States Court of Appeals for the Second
Circuit found
"a reasonable likelihood that Jesse
Friedman was wrongfully convicted" and that "the police, prosecutors
and the [trial] judge did everything they could to coerce a guilty plea and
avoid a trial." That November, the Nassau County District Attorney
appointed a panel of four experts to
review the evidence against Jesse.
Tuesday, August 12, 2014
Monday, March 31, 2014
NEW: Pinterest & 99 Motivators
Everyone - Please take a moment and visit my Pinterest board, forward to others, and pin an item (if you use Pinterest).
Thanks!
Perry
Perry Binder, J.D.
Author: 99 Motivators for College Success
Saturday, February 15, 2014
From the Dorm to Lake Placid to Sochi
This article appears in The Huffington Post:
I like your hat, Bill offered mischievously to the middle-aged Russian man.
The man kept walking with a deliberate gait.
Trade you my Vikings football cap, Bill tries, with the tact of a paparazzo in the Olympic Village.
The Russian gentleman stopped and looked at Bill. Then at me, wrapped in a parka the size of the Hindenburg.
Nyet, the man delivered stoic faced, as he disappeared amidst the snow flurries.
The man kept walking with a deliberate gait.
Trade you my Vikings football cap, Bill tries, with the tact of a paparazzo in the Olympic Village.
The Russian gentleman stopped and looked at Bill. Then at me, wrapped in a parka the size of the Hindenburg.
Nyet, the man delivered stoic faced, as he disappeared amidst the snow flurries.
This was the beginning of my trip to Lake Placid. It was a safe bet that Bill and I were not destined to be good will ambassadors for these Games.
We left for Lake Placid from our Binghamton University dormitory at 2:00 a.m., to a mock chorus of God Bless America from the less than enlightened frat boys. About forty pioneers boarded a charter bus for the one day, 14-hour roundtrip journey from Vestal, New York. As we pulled away from campus, my thoughts wandered back to Franz Klammer's downhill run in 1976 at Innsbruck, and to the ice-cold keg of beer in the back of bus -- courtesy of those more than enlightened frat boys.
Headline - Monday, February 18, 1980 - Bus waits may last throughout Games
For the sixth day in a row, spectators were forced to wait for more than an hour-and-a-half at some venues sites.
For the sixth day in a row, spectators were forced to wait for more than an hour-and-a-half at some venues sites.
Headline - Many treated for frostbite
(UPI) A bitter wind from the Northwest ... plunged the 'chill factor' to minus 40 (F and C).
(UPI) A bitter wind from the Northwest ... plunged the 'chill factor' to minus 40 (F and C).
When the bus arrived at 9:00a.m., the first thing I wanted to do was see the Olympic torch and get in touch with all the good that it represents. The silver cauldron was perched about 100 feet above the snowdrifts. The base of the structure was a very unassuming platform from which the torch was first lit. After the lighting, the cauldron traveled up to its resting place along a track supported by two thin white beams, one on each side of the track. Access to the torch was permitted, as Bill took a picture of me on the platform. I posed with both arms raised in victory celebration form.
Continue reading From the Dorm to Lake Placid to Sochi
Thursday, February 13, 2014
Integrating Social Networks into Out-of-Class Activities
Abstract accepted for The Future of Education conference, June 2014:
Integrating Social Networks into Out-of-Class Activities for
Traditional and Hybrid College Courses
Traditional and Hybrid College Courses
Abstract
It is the framework which changes with each new technology and not just the picture within the frame.
Marshall McLuhan, 1955
Marshall McLuhan, 1955
This paper supports the proposition that student use of social networking tools outside of class increases student-to-student and student-to-professor interaction, while enhancing critical thinking skills in the classroom. Given the trend to move some classes into a hybrid format, the increased use of social networks on the students’ preferred “technology turf” is a key component in facilitating learning in such activities. Further, the paper will offer insight from the perspective of a professor and a graduate teaching assistant (GTA), as they discuss the pros and cons of integrating social networks into out-of-class activities. For example, the paper demonstrates how students and a professor formed an online Twitter community in an Internet Law business course, where students shared and commented on the latest international law news affecting the internet and social networks. The class then assessed the legal context of social network behavior when they re-grouped in class. As another example, a professor created a Facebook project, and (with a bit of trepidation) asked students to “friend” him. In the project, students were instructed to find inappropriate comments posted anywhere on Facebook, re-post them on the professor’s “wall,” and comment on the implications of such postings if an employer actually read them. Hand-in-hand with the pedagogical benefits of social networks, there is an overarching need to ensure student privacy in learning environments. A major challenge faced by educators is how to teach students to navigate and leverage social networks in the business world, while maintaining their comfort level of privacy on the internet. This paper addresses the importance of guiding students on how to be responsible digital citizens, as they analyze and assess the ethical use of social networks in the global workplace. Thus, in a professor-GTA discussion over whether students in a study abroad class should maintain a public blog or a closed Facebook group for communication, the closed group option was chosen for privacy reasons. Finally, the paper will introduce how out-of-class social network activities, when augmented with “gamification” (applying game-design thinking to non-game applications in an attempt to make the latter more fun), can elevate student engagement and learning in traditional and hybrid courses.
Wednesday, February 12, 2014
The Inspiring Teacher Series: Interviews with Master Teachers from K-12 to College
My favorite blog posts over the years involved interviews with great teachers who've inspired students year after year. This blog post brings all of those interviews together.
The Inspiring Teacher Series: Interviews with Master Teachers from K-12 to College
Enjoy!
Questions included:
What inspired you to teach?
What teaching methods are most helpful in guiding students towards their goals?
What would you like to improve about your teaching?
What is the one thing you wish you'd known when you started your teaching career?
Kindergarten
Bridget Robbins
Middle School
Travis Tingle
High School
Paul Cohen
Brendan Halpin
Barry Hantman
College
Jody Blanke
Greg Henley
Mara Mooney
Wednesday, January 22, 2014
Top Takeaways: Success in College Life, Career Direction & the Classroom
TOP TAKEAWAYS: SUCCESS IN ADJUSTING TO COLLEGE LIFE
- Every college has many social and career-focused organizations. Figure out which groups to participate in for fun and for your future.
- Learn what your strengths are and how to use them in stressful situations. You already know what your weaknesses are – now figure out how to compensate for them.
- Live life with no regrets but understand the consequences of your decisions, whether they relate to classes, your future, or personal matters.
TOP TAKEAWAYS: SUCCESS IN PICKING A MAJOR OR CAREER PATH
- The media shapes our impressions of what different careers are like. Research the benefits and challenges of your major and career path by interviewing people who work in that industry, and by securing an internship in that field.
- Keep an open mind when choosing a major or career path. Base these decisions on your likes, dislikes, personality, and work style, rather than on the expectations placed on you by family and peers.
- Don’t let anyone crush your dreams. However, the riskier your dream, the better your backup plan must be.
TOP TAKEAWAYS: SUCCESS IN THE COLLEGE CLASSROOM
- Seek out a friend in every class you take, so you can share lecture notes and maybe even study together.
- Develop and stick to a firm studying schedule. Procrastinators often claim to be self-motivators and need to consider working like structure people.
- Your professors are rooting for you to succeed. Ask them how they would study for their own exams. Request practice quizzes, with the answers explained in class.
Excerpt: 99 Motivators for College Success
Sunday, December 15, 2013
Teacher who dropped out recalls experience to inspire at-risk students
Excellent and inspiring article for students of all ages, for this holiday season:
Tears well up in Deborah LaPlante’s eyes as she sits at the back of the Orleans Arena, watching intently as her students file one by one across the stage to receive their high school diplomas.
As with most graduations, it’s a joyful occasion. Parents are smiling, teachers are beaming and students are radiating pride and hope for the future.
LaPlante, a 51-year-old teacher at Chaparral High School, never experienced the triumph of a high school graduation. In 1976, she dropped out of Orange Glen High School in Escondido, Calif., just a few weeks into her junior year. She was 16.
http://www.lasvegassun.com/news/2011/jun/21/chaparral-teacher-uses-personal-experience-inspire/
Saturday, August 17, 2013
The Case for Humor in the College Classroom
My light thoughts for a new semester...
As college professors nationwide prepare for a new academic year, my message for them is simple: Lighten up! Your students just might engage and learn.
I never dreamed of being a college professor. Does anybody? When my third grade teacher asked us about our dream job, Molly said an astronaut; Evan, an actor. Perry: Obtain a terminal degree and lecture on legal morasses.
Whether the subject is law or nuclear physics, every student wants a good laugh. As teacher accountability objectives collide with shorter attention spans, laughter is the secret ingredient to keep everyone on task. Humor can even be found in the most stressful situations. ...
Continue reading
The Case for Humor in the College Classroom
The Huffington Post, College Section
Perry Binder
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