Predator 1987 Full Movie Online

[Cori Riska]

This sentence sends a clear message to predators and pedophiles that targeting children for online sexual exploitation carries serious consequences," said U.S. Attorney Brower. "The prosecution of online child predators remains a top priority for the U.S. Department of Justice in Nevada."

Latham was indicted in November 2006 following an investigation by the FBI that was aimed at identifying persons who were sharing child pornography over the Internet via file sharing networks. Such networks allow users to search for and share various types of computer files, including movies, videos and pictures. In February 2005, an FBI Agent found hundreds of image files indicative of child pornography stored on an internet site associated with a computer registered to Latham's residence in Las Vegas. In June 2005, federal agents executed a search warrant at Latham's residence and seized his laptop computer. Agents discovered that Latham's computer contained over 500 images of child pornography, many of which were saved in organized folders labeled by name or category. Some of the images depicted prepubescent children, and sadistic and masochistic images.

Following a four-day jury trial, Latham was convicted in September 2008 of Notice to Distribute Child Pornography, Transporting Child Pornography, Receipt of Child Pornography, and Possession of Child Pornography.

Under federal law, Latham was subject to the life sentence because he had previously been convicted of a sex offense in which a minor was the victim. Latham was convicted in Alaska in 1987 of several counts of Sexual Abuse of a Minor and was sentenced to eight years in prison. According to the court documents in that case, Latham sexually molested his step-daughter over a period of several years, beginning when she was six years old.

This case was brought as part of Project Safe Childhood, a nationwide initiative launched by the U.S. Department of Justice in May 2006 to combat the growing epidemic of child sexual exploitation and abuse. For more information about Project Safe Childhood, please visit www.projectsafechildhood.gov.

Although teaching in the traditional classroom environment shares some common characteristics with the online setting, there are some distinct differences between the two. The literature suggests that online teaching requires a specific sets of skills that differ from the face-to-face environment, and that educators need to adapt to new roles in order to create effective and meaningful online learning experiences (Kreber & Kanuka, 2006). As we heard from the videos in the previous module, the online environment changes the nature of the interaction between the teacher, student, and content, which challenges educators to rethink their underlying assumptions about teaching and learning, and the role they play in the classroom (Stacey & Wiesenberg, 2007). A number of studies have been conducted to investigate the characteristics common to effective online educators and to identify the competencies needed to excel in the online environment. This module will explore the competencies required for online versus face-to-face teaching and learning, and will provide you with the opportunity to assess your personal readiness to teach online. It will also allow you to reflect on your existing teaching and learning beliefs and practices and examine how they might change in the online environment.

According to Anderson (2004), the affordances of the online medium create a unique environment for teaching and learning as the time and place of the educational interaction is shifted, content can be delivered in many formats and is widely accessible, and the ability to communicate both asynchronously and synchronously creates a communications-rich learning context. Cook (2007) suggests that it is common to underestimate the essential differences between online learning and the traditional classroom, and the roles learners and instructors play are fundamentally different online.

These roles were proposed at a time when educators were just moving to online environments, and where the main activities were designed around asynchronous online discussions. That said, these roles provided a helpful foundation on which modern theories were established. In 2009, Bawane and Spector summarized the following eight online instructor roles emerging from the contemporary literature:

Their study indicated that the pedagogical role was the highest ranked role, followed by professional, evaluator, social facilitator, technologist, advisor, administrator, and researcher roles. It should also be noted that in some online teaching and learning contexts, instructors share the roles and responsibilities with other team members, such as instructional designers, graphic designers, and multimedia developers (Baran, 2011). For each role, several competencies have been suggested depending on the context in which the online teaching is being performed (Bawane & Spector, 2009).

Please reflect on the role of the instructor in the online learning environment and consider how this role might be different from the face-to-face environment. According to Bawane and Spector (2009), the pedagogical role was the highest ranked role. Do you think this is true in the majority of cases? What role do you think is the most important within your teaching context? How do you think the pedagogical role might be different in the online environment? Record your thoughts so that you can add your reflections to your post for this week.

In addition to the various models related to instructor roles in the online environment, there are also a number of online teaching competency standards that can be found within the literature. Research suggests that online educators are required to possess a diverse set of competencies in order to contribute effectively within the online learning environment. When transitioning to online instruction, many experienced face-to-face educators may find themselves as novices or beginners, and often have to acquire new skills and competencies in order to thrive in the online world.

Since this publication in 1987, several studies have been conducted to validate these seven principles for the online environment, and the consensus seems to be that they are also applicable to effective online teaching (Watwood et al, 2009).

Based on the readings and the video, create a visual representation of what you believe are the key skills and competencies needed by online instructors. To create your visual representation you will want to use an infographic tool such as Canva, Piktochart, or Easel.ly . You will include your visual on your post for this week.

McQuiggan (2012) Preparing to teach online presents an opportunity to rethink assumptions and beliefs about teaching. Do faculty experience changes in their previously held assumptions and beliefs about teaching as a result of learning to teach online?

It maintains a space where the sheep can graze and feed themselves; holds the sheep together in that space, constantly bringing back strays; it protects the boundaries of the space to keep dangerous predators out; and when the grazing ground is depleted, it moves with the sheep to another space where they can get the food they need (1998, p. 148).

When you think about yourself as an online teacher, what metaphor illuminates your perspective? Please develop a metaphor that you feel represents your view of online teaching and learning and use this metaphor as a guide to develop an online teaching philosophy statement that articulates your beliefs about teaching and learning in the online environment.

For this weeks post consider how your perspectives on online teaching may have shifted. In a post to your blog consider the elements of online teaching and include your visual of the competencies of an online instructor.

Research suggests that online teaching requires different roles and competencies than teaching in the face-to-face environment. There are a number of models developed to identify the roles of online instructors, which include pedagogical, professional, evaluator, social facilitator, technologist, advisor, administrator, and researcher roles. There are also ranges of competency models that describe the characteristics common to effective online educators. With this in mind, it can be helpful to examine your readiness to teach online, and to consider your online teaching philosophy as this can shape your teaching and learning practices in the online classroom. In the next module, we will focus on learning theory and we will examine how theory can also inform online teaching and learning practice.

3a8082e126