text:
Clock and Data Recovery/Buffer Memory (Elastic Buffer)

Data Buffers in association with CDRs
The CDR function is primarily a layer 1 function, in the sense of the OSI Reference Model.

A Telecommunication buffer is a Data Buffer specialized for the Telecom application.

In the scope of CDR applications, the Telecom buffer further specializes to simply add a convenient delay to a serial data stream.

Such buffer, in principle, consists of a R/W memory with circularly sequential addresses, and of two counters. The write counter times the writing into the memory of an incoming serial flow of information, and the read counter sets, in turn, the timing of the reading operation.

Elastic buffers
In general a buffer memory may be used to absorb delays, or just delay variations (wander and/or jitter), generated by transmission over physical media, or by software elaboration, or other types of delays.

If the buffer is meant to absorb delay variations due to the transit along a transmission path (that is: designed to absorb wander and/or jitter),

then its size in bytes (or in bits) is smaller,

the control of the phase relation between the write and the read clocks is more accurate,

and its name specializes into “ elastic buffer ”.

An adder compares the content of the two counters, computing the difference between the two.

Its output gives an indication of the relative phase of the two clock signals, very similar to the output of a phase comparator of a PLL:

 * at the start-up of the system, the write counter is set to 0, and the reading counter is set to half the memory depth.

 * If the initial value of the read counter is set to less than half the memory depth, then less than the entire memory may be used and the transit delay through the elastic buffer may be less.
 * When the buffer depth is small ( a few bits or a few bytes ), the elastic buffer can be just a shift register that:
 * - is written (with the write clock) into the first flip-flop ;
 * - is read (with the read clock) from the flip-flop along the register that corresponds to the delay (in number of cycles) from the read to the write clock.

The operation in time of an elastic buffer is sketched in the figure below:

The delay (=phase) of the transitions in the incoming pulse stream is jittered with respect to then average transmission delay.

The buffer adds a complementary delay so that the sum of the jitter delay plus the buffer delay are a constant amount at any time.

The buffer depth (= the register length) is equal to the maximum peak-to-peak jitter expected (plus some margin).

The delay added by the elastic buffer, in the time diagram, is a curve mirroring vertically the jitter (=delay) of the transitions of the incoming pulse stream.

The mirror is located at a delay equal to the average transit delay (plus some little margin).

Phase aligners
A special case of elastic buffer is the "phase aligner"
 *  The phase aligner is an elastic buffer used inside a single clock domain. The CDR that recovers the write clock is typically implemented as a 1st order PLL.
 * A more formal definition, without mention of the operation within a single clock domain, can be:
 *  The phase aligner is a buffer memory that shifts the phase of the received signal so that it matches the phase of a reference clock.

 * in some application the phase aligner may be be defined as incorporating the CDR that recovers the write clock (wider definition), or not (stricter sense definition), as will be seen in the next page.
 * In some specialized cases it may be defined as accomplishing a CDR function itself in cascade to the CDR that recovers the write clock (de-jitterizer)


text:
Talk:Clock and Data Recovery/Introduction

response to the tag
This page was imported from a Wikipedia article, following a suggestion to transform the article (grown too long) into a Wikibook. Owing to my limited experience with Wikibooks, I am doing so piece by piece. This page should not be a candidate for removal. Pierandrea Borgato BORGATO Pierandrea (talk) 00:28, 4 February 2008 (UTC)

 * Ok, I will go ahead and create a main index that links this modules so they become accessible as part of a book. If not they are just unaggregated pages. It would be great if you keep building that "index" and state the scope of the work so other may contribute and share your goal. --Panic (talk) 00:53, 4 February 2008 (UTC)

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/


text:
Clock and Data Recovery

This is a reference textbook for readers that desire to complete and to render systematic their knowledge on this subject.

This book provides the electronic engineer with the knowledge of:
 * - what the CDR function and structure are
 * - where a CDR is used in a communication network
 * - the mathematical models (just three!) needed to understand the CDR operation (no matter how complex its actual implementation is!).

Prior knowledge of calculus and some experience with Fourier and Laplace transforms are required.

title: Clock and Data Recovery


text:
User talk:Rosarkar

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Laleena (talk) 01:46, 4 February 2008 (UTC)

title: User talk:Rosarkar


text:
User talk:212.62.97.23

unblock me please i have no idea why i am blocked? is it the region i am from? or the internet cable failure ??
 * Apparently Mike.lifeguard blocked you because you are an open proxy or zombie. Laleena (talk) 01:49, 4 February 2008 (UTC)
 * I understand that you are from Saudi Arabia, are not a known proxy, and I know all of the following about you:
 * redacted for brevity
 * Is this all correct? I will forward it to others and your case will be heard. Laleena (talk) 01:54, 4 February 2008 (UTC)
 * FYI: this IP currently has port 80 open, but is not a proxy. – Mike.lifeguard  | talk 03:29, 4 February 2008 (UTC)
 * So he was unblocked? Laleena (talk) 13:31, 4 February 2008 (UTC)

title: User talk:212.62.97.23


text:
User:Sfitc004

How can constructivism be used in a Classroom?

By: Sarah Twiford

Ms. Smith teaches her first grade class about the construction of a sentence. Each week the class is given new words to put on the word tree. To create a larger word tree, the students create new sentences on their own using their new weekly words. Then together as a class the students and Ms. Smith will discuss the new sentences and decide which ones should be used for the word tree. Ms. Smith uses constructive theory teaching to create a positive English lesson in the classroom.

Where did constructivism come from?

Bruner introduced the theory of instruction in 1966. Piaget researched childhood development and education in 1967. Piaget believed that childhood development was connected with cognitive learning. (Constructivism, 2008, paragraph 1)Bruner had four main aspects to his theory of learning. One, predisposition towards learning, Two, the ways in which a body of knowledge can be structured so that it can be most readily gasped by the learner, Three, the most effective sequences in which to present material, and Four, the nature and pacing of rewards and punishments.(Constructivism Theory J.Bruner, 1996, paragraph 3) These two philosophers, along with ideas and theories from others, like Vygotsky and Dewey, became the learning theory, constructivism.

What is Constructivism?

The constructivist learning theory states that students use cognitive processes to construct knowledge or understanding of the material to be learned. The student is the key to learning. Constructivism is the way a student is able to build on knowledge to understand and develop new concepts. Bruner’s three main principles of constructivism are: readiness- instruction must be concerned with the experiences and contexts that make the student willing and able to learn. Spiral organization- instruction must be structured so that in can be easily grasped by the student and going beyond the information given- instruction should be designed to facilitate extrapolation and or fill in the gaps. (Constructivism, 2003, paragraph 8) Constructivism is the concept that by reflecting on our own experiences, we construct our own rules and modules of how to do something. From there we try to construct a new way to develop on old idea and module it to our liking. As a student, one most understand the whole concept first. Then the student will be able to construct new meaning. The teacher needs to understand the conception of the student, so the teacher is able to guide the student along. (Constructivism learning intervention, 2008, paragraphs 3-5)

How to use Constructivism as a Teaching Theory.

Constructive teaching is based on the recent research about the human brain and what is known about how learning occurs. The two main types of constructivism are social constructivism and cognitive constructivism. Social constructivism emphasizes on how meanings and understandings grow out of social encounters. Cognitive constructivism is about how the individual learner understands things, in terms of developmental stages and learning styles. This is greatly explained through Piaget. He has a developmental stage called accommodation. This is when a person has knowledge in their head and the person comes across new knowledge. That person will reconstruct the ideas within their head to accommodate the new ideas. In a classroom, the curriculum should not be standardized. It should be related to the students prior knowledge of a subject and emphasize on hands on problem solving. The teacher should focus mainly on making connections between facts and encouragement with new understandings from the students. Teaching strategist should be structured toward encouraging students to analyze, interpret, and predict information. (Constructivism, Instructors as facilitators, 2008, paragraphs 1-2) David Jonassen, a theorist, identified three major roles for a facilitator to support students in constructivist learning environments; modeling, scaffolding and coaching. (Constructivist teaching methods, 2008, paragraph 8) A great technique should be open-ended questions and extensive dialogue with the student. As for assessments, the student should assess themselves. The teacher should not create structured tests for the student. The student needs to judge themselves.

How to use Constructivism as a Learner.

Constructive learning should be based on the concepts of question or issue, case study, long term project or problem (multiple cases and projects integrated at curriculum level). This idea of constructive learning is stated by theorist, David Jonassen. (Constructivist teaching methods, 2008, paragraph 10) Students learn content theory through solving problems. Social constructivism is more widely recognized and accepted by both the teacher and the learner. A learner will use social constructivism to emphasize a discussion on creating and developing their own ideas of a concept. Learners with difficult skills and learning disabilities should collaborate in tasks and discussions in order to arrive at a shared understanding of the specific concept. (Constructivist teaching methods, 2008, paragraph 11) The student will assess themselves through oral discussion. The teacher should present the focus question and the students should accommodate the idea and develop on it. Another great constructive technique is hands on activities. Students seem to correspond better and grasp a concept quicker through hands on activities.

Key terms for the teacher and the learner to use with Constructivism

Key Terms: •	Meaningful Learning •	Discovery Learning •	Situated Learning •	Thinking about Thinking •	Holistic Approach •	Problem-Solving •	Case-Based •	Simulation •	Reflection •	Learner Controlled •	Teacher Facilitation

Key Phrases: •	Emphasize on learning not teaching •	Encourage and accept learners initiatives •	Think of learning as a process •	Nurture learners natural curiosity •	Takes the learner’s mental module into account •	Encourage learners to engage in dialogue with others •	Support co-operative learning •	Involves learners in real world situations •	Considers the beliefs and attitudes of the learners •	Encourages learners inquiry (http://hagar.up.ac.za/catts/learner/lindavr/lindapg1.htm)

Arguments and Misunderstandings behind Constructivism.

In contrast to behaviorism, constructivism focuses on process of learning rather than on learning behavior. (Becoming A Teacher, 2004, Chapter 3 page 90) Some observers of teaching theories confuse the concepts. Behaviorism is a theory of learning as nothing more than the acquisition of new behavior.(Behavorism, 1998-2001, paragraph 1) Experiments done to develop the theory include conditioning, both classic conditioning and behavioral conditioning. This theory relies on the observable behavior not the observation of the learning within the behavior. (Becoming A Teacher, 2004, Chapter 3 page 90) Other fields of study have had their authors voice their opinion on the central claims of constructivism. Groups of cognitive scientist have questioned the central concept, saying they are either misleading or contradicting known findings. Zhu and Simon (1987) state that because the emphasis is not based on acquiring and practicing basic skills, students in constructive classrooms tend to lag behind those in traditional classrooms in these areas. (Constructivist teaching methods, 2008, paragraph 11) What about the strong willed students who take over discussions? Does that mean students are being left out? Is there a way for the students to equally address concepts and have amble information to add? As a future teacher I hate to see a student get lost in the shuffle. Is there a way to have a more standard style of teaching with constructivism as a basis? Here are some concept questions I have thought of.

Summary

Constructivism is a learning theory that has been introduced by some of the greatest psychological theorists of the world; Piaget, Dewey, Vygotsky, and Bruner. Together they have created a theory that has the student as the main focus of learning, not only as the leaner but as the teacher to ones’ self and peers. Constructivism is a theory of perception and analysis. Students are to assess themselves and accommodate the knowledge around them. Teachers are there for the student as a guiding tool. The teacher is to give an initial idea and have the students explore their thoughts. A holistic approach to learning is great way to explain and understand constructivism.

References  1.“Behaviorism” (1998-2001). Fuderstanding. Febuary 1st, 2008. http://www.funderstanding.com/constructivism.cfm

2.“Constructive Theory (J. Bruner)” (1996). The Culture of Education, Cambridge, MA: Harvard University Press. http://tip.psychology.org/bruner.html

3.“Constructivism (learning theory)” (Revision January 6th, 2008). Wikipedia, the free encyclopedia. Febuary 1st, 2008 http://en.wikipedia.org/wiki/Constructivism_%28learning_theory%29

4.“Constructivism” (1998-2001). Fuderstanding. Febuary 1st, 2008. http://www.funderstanding.com/constructivism.cfm

5.“Constructivism” Huitt, W. (2003). Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date], from http://chiron.valdosta.edu/whuitt/col/cogsys/construct.html

6.Educating Everybody's Children: Increasing Interest, Motivation, and Engagement. ASCD. 2001. unitedstreaming. 3 February 2008 http://streaming.discoveryeducation.com/

7.Parkay, Forrest W. and Beverly Hardcastle Standford. Becoming A Teacher-6th Edition. Boston: Pearson Education, Inc.

Questions

1.Which teaching style is considered a constructive teaching method?

A. The teacher has the students write an essay on nature.

B. The teacher has the students in groups discussing a topic of their choice, related to nature.

C. The teacher has the students practice spelling words.

D. The teacher has the students take a test at the end of each semster to assess their learning.

2.Which two philosophers are mainly resposible for the Costructivism Theory?

A.Piaget and Dewey

B.Dewey and Bruner

C.Bruner and Piaget

D.Dewey and Vygotsky

3.What style of learning falls under Constructivism?

A. Having the teacher give you a word for word assignment.

B. Going along with the other students and not giving an opinion.

C. Having your own opinion and let other student critique it.

D. Not contributing to a class discussion.

4. What are some problems with Constructivism?

A. Scientist feel theat constructive learning is appropriate for all grade levels.

B. Students in constructive classrooms tend to lag behind those in traditional classrooms in these areas.

C. Children have no problems follow along.

D. All of the Above

'''5. Ms. Smith teaches her first grade class about the construction of a sentence. Each week the class is given new words to put on the word tree. To create a larger word tree, the students create new sentences on their own using their new weekly words. Then together as a class the students and Ms. Smith will discuss the new sentences and decide which ones should be used for the word tree. Ms. Smith uses constructive theory teaching to create a positive English lesson in the classroom. Whaich one(s) is the constructive teaching theory?'''

A. Ms. Smith teaches her first grade class about the construction of a sentence.

B. Together as a class the students and Ms. Smith will discuss the new sentences and decide which ones should be used for the word tree.

C. Ms. Smith gives the class is given new words to put on the word tree each week.

D. Non of the Above

Answers

1.B

2.C

3.C

4.B

5.B

title: User:Sfitc004


text:
User talk:Sfitc004

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Laleena (talk) 01:58, 4 February 2008 (UTC)

title: User talk:Sfitc004


text:
User talk:76.105.138.239

Webaware talk 02:07, 4 February 2008 (UTC)

title: User talk:76.105.138.239


text:
User talk:Hletc001

Hello! I had to comment on your page because it seems we have an identical view on teaching. If you look on my user page you'll see that I feel the exact same way about how getting through to one student would make my entire career well worth it. I think that's what has drawn me to teaching and also what will keep me in the proffession after the many years and headaches I'm sure to endure. One more thing, I have always wanted to go to a drive-in movie theater! Definatley jealous about that. And I do have verizon and, I could use a new phone...seriously! P.S what's your name, it's not on your page? Jbowe017 (talk) 17:42, 30 January 2009 (UTC)

I think its great that you feel that way about teaching. A friend of mine is currently teaching, and she says the exact thing for father does. I cannot wait to inspire and encourage at least one student in my class. Bwhit050 (talk) 16:10, 4 February 2009 (UTC)

title: User talk:Hletc001


text:
User talk:Plester001

Are the Best Teachers Qualified?

By: Patricia Jackson

January 28, 2008

Eci 301

�Table of Contents Subject							Page Number History of Teaching							3 Obtaining a Bachelor’s Degree					4 License To Teach							4-            5 Conclusion								6 Works Cited								7 Questions								8

History and Rewards of Teaching

“Teaching is a process in which a person helps other people to learn,#”. Teaching educates individuals by increasing their knowledge, thus opening doors of opportunities for independence. Education allows a person to live a more productive life with greater job security. It also trains an individual to be more responsible and it offers rewards of personal gratification. Education developed from scholars like Aristotle, Socrates, and other philosophers in ancient Greece. The creation of knowledge began in ancient Athens and other Greek cities. Education also flourished in China. The Orient made important contributions to art and science. The first scholars began in Europe around churches and monasteries. The Renaissance Era opened paths to the education of mind and spirit. Most teaching occurs at home as parents teach their children informal values such as habits and manners. The most effective teaching takes place formally in schools by professional teachers. The first teacher based schools began in Western Europe in the 1800’s and before then teachers received no training at all. Today, most teachers are educated in an accredited program. “Public school teachers must have at least a bachelor’s degree, complete an approved teacher’s education program and be licensed.#” Obtaining a Bachelors Degree “The National Council for Accreditation of Teacher Education currently accredits teachers across the United States,#”. A student must first obtain a bachelor degree in liberal arts. General colleges and universities offer teacher training programs. Students must apply to a teacher program by their sophomore year. In their junior and senior years, elementary school teachers must complete a wide variety of subjects they plan on teaching such as mathematics, art, litature, physical science, social science and music. They also must complete professional educational classes like teaching methods, the philosophy of education and the psychology of learning. Most states use their own state exams and the National Teacher Examination (NTE) Core Battery Test for certification. Also, every state has its own passing scores. The state of Virginia uses the NTE core battery exam and area specialty exams. “Passing scores on the three battery test are as follows: communication skills-649, professional knowledge-639, general knowledge-639, # “. License to Teach Public school teachers must be licensed in the state of Virginia. The State Board of Education usually grants the license or it can be through a licensure advisory board. Teachers must be licensed to teach preschool through twelve grade. “Requirements for regular license to teach kindergarten through grade twelve vary by state, #”. “The Virginia licensure regulations stipulate three routes for an individual to become licensed in Virginia: 1.) Approved Program, 2.) Reciprocity, 3.) Alternative Licensure ,#”. 	In a program the state of Virginia requires the student to be enrolled in a teacher educational program. In reciprocity, an individual can acquire accreditation from another state if they have completed similar educational requirements through a state-approved program or the individual can hold a out of state license. The alternative licensure is another route made through a private school or through an recommendation of another teacher. Then, the teacher can obtain a three year nonrenewable provisional license from the state if they possess a baccalaureate degree from an accredited university and satisfies one or more teaching endorsements areas.	The fifty state system is now responsible for licensing teachers in 3,000 local licensing authorities. New York and Chicago allow their large school district to license teachers. In recent years, some states have tightened certification by requiring five years of preparation. Other states like Virginia have make it easier for teachers to enter the profession. They have opened doors to students with other college major who had no teacher education. Conclusion Teaching contributes to our society and to our future in very special ways. It is a challenging profession. The work is demanding but satisfying. It has unlimited opportunities for life long learning and intellectual growth. The Board of Education predicts a significant increase in elementary and secondary school teachers over the next twenty years because of our rapid population growth and from the retirement of a large number of teachers in the next few years. College admission requirements for teacher training program vary in different states. First, an interested individual needs a good high school academic record to meet basic requirements for the college they are applying for. Next, they must apply for a teacher’s training program at the institution of their choice. Then, they must apply for their license. The best teachers are the only ones qualified to teach our children. Teachers professional knowledge is unique. Engineers, lawyers or nurses acquire specialist knowledge that is directly related to their field of practice. Teachers first acquire knowledge of their chosen subject. Then, they apply their knowledge to teach a planned curriculum. They are also responsible for the entire school program of their grade. Teachers also teach all subjects. They supervise lunch periods and meet with parents. They are essential to the growth and development of our young children. Teachers communicate with their students as they share what they know. Their greatest accomplishments are encouraging the youngest mind to explore, learn and develop into a responsible adult.

Bibliography

Dimock, Magnusson Elna. Acro Teacher Certification Tests. A Simon & Schuster 	Macmillian Company, New York, NY, 1996.

Fine, Janet. Opportunities in Teaching Careers. VGM Career Horizons Publisher’s Group Inc., 	Chicago, IL, 2000.

“Free Praxis Information.” www.praxisprefinfo.com. September 8, 2007. National Board Certified Teachers in Virginia At-A-Glance. www.per.k12.va.us/vdoe/national.pdf September 9, 2007.

“Professional Teacher’s Assessment Requirements for Virginal Licensure and The Scholl 	Leaders Licensure Assessment for Principals”. www.doe.va.gov/VDOE/newvadoe.praxis.com. September 14, 2007.

Robson, Jocelyn. Teacher Professionalism in Further and Higher Education. Taylor and      	Francis Group, New York, New York, 2006.

The World Book Encyclopedia.”Teaching.”. The World Book Encyclopedia Press, 	Chicago, Vol. 19, 1992.

U.S. Department of Labor, Bureau of Labor Statistics. Occupational Outlook Handbook, 	2006-2007 Edition. www.bls.gov. September 7, 2007.

“Ways of getting intoTeaching.” www.tda.gov.uk/Recruit.asp. September 9, 2007

1. In what ancient city did education begin? A. Rome  B. Greece  C.  Egypt

2. _______________ was one of the first scholars to develop education. A. Aristotle B. Napoleon  C. Alex the Great

3.Where was early education taught? A. At School B. at Home  C. at Grandma’s

4. In what county was education first taught publicly? A. France B. China  C. Western Europe

5. Who issues a teacher’s license? A. The school B. College  C. The state

title: User talk:Plester001


text:
User:Bdavis6868

Introduction
The question that had crossed everyone’s mind as a teacher is whether or not positive discipline works better? There are many discipline problems in the classroom, but the most frequently disruptions in the classroom are, acts of disruption such as talking and fidgeting, acts of defiance such as disrespectful behavior and disobedience, and acts of inattention such as being off task, not doing one's work, or out of their seat( Geiger,2000, par. 3). Should these students be punished with the zero tolerance or by the positive discipline method? In this article we will go over positive discipline, zero tolerance discipline, and which way is really the best way.

.

Positive discipline
This new orientation called positive discipline; aims at establishing a nurturing learning environment by using positive approaches for intervention (McGinnis, Frederick, & Edwards, 1995, par. 7) Misbehaving children are discouraged children who have mistaken ideas on how to accomplish their primary goal, which is to belong. Their mistaken ideas will eventually lead them to misbehavior. We cannot be effective unless we address the mistaken beliefs rather than just the misbehavior. An example of positive discipline is instead of saying, “don’t kick the desk,” you could say, “keep your feet on the floor.” Some good ways to handle misbehavior with positive discipline is to ignore. Effective ignoring involves not talking to or looking at the child or using any body language that indicates attention. Redirecting is another good way to help the child find an alternative activity that is relative to the work. Cooling off is another way to help with sudden outbursts or anger, and sending a child somewhere quiet to cool off is a good way for children to calm down and get their thoughts together. The last way to handle misbehavior with positive discipline is with allowing consequences do they have choices and learn from the consequences of their choices. According to Jane Nelson who wrote a book called Positive Discipline Guide she said that, “Punishment may "work" if all you are interested in is stopping misbehavior for "the moment." Sometimes we must beware of what works when the long-range results are negative—resentment, rebellion, revenge, or retreat” (Nelson, 2001, par 13).She also talked about that teaching children that make mistakes are wonderful opportunities to learn and that you can do this by using the three ‘R’s, which are to recognize your mistake, reconcile: Be willing to say "I'm sorry, I didn't like the way I handled that,” and resolve: focus on solutions rather than blame (Nelson, 2001, par.14). The overall goal of positive discipline is to give them skills for making decisions, gradually gaining self control, and being responsible for their own behavior.

Zero Tolerance
“Zero tolerance means that a school will automatically and severely punish a student for a variety of infractions (Tebo, 2000).” By 1993 zero tolerance policies were being adopted by school boards across the country, often broadened to include not only drugs and weapons but also tobacco-related offenses and school disruption (Russ Skiba and Reece Peterson par. 7). It has been almost a decade since school districts first began to adopt zero tolerance policies, and it has been four years since the policy was institutionalized nationally in the Gun-Free Schools Act. It was first started to keep violence out of schools, but now it has been adopted as a solution for any kind of problem a teacher may be having with a child. How exactly has it been working out for schools? After four years of implementation, the NCES found that schools that using zero tolerance policies are still less safe than those without such policies (Russ Skiba and Reece Peterson par. 17). “School administrators and school boards claim that their hands are tied by federal or state law and they also claim that continuation of the application of zero tolerance is necessary to send a message to disruptive students”( Russ Skiba and Reece Peterson par. 17)

Which is better?
So overall, which way of discipline is actually better? Well the zero tolerance approach has led to increases in the use of school suspension and expulsion; unfortunately, there is no evidence that suspension and expulsion are effective in changing student behavior or improving school safety. “Despite a widespread perception that suspension and expulsion are reserved for serious incidents, those consequences are often used indiscriminately; in 1997-98, only about 4% of the suspensions and expulsions in Indiana were in response to serious disruptions (Indiana University). Also, exclusionary approaches tend to be used inconsistently: one researcher concluded that students wishing to reduce their rates of suspension would do better changing schools than improving their behavior or attitudes (Indiana University, 2000, par. 5). Finally, while there is little data on the short-term effectiveness of suspension, in the long term, it is associated with higher rates of school dropout. Other strategies found ineffective included threats, warnings, and taking no action which had respectively 27, 14, and 20 percent success rate (Tulley & Chiu, 1995). Corporal punishment, public humiliation, and reprimand were the least desired interventions (Ringer et al., 1993). Based on student-teachers' narratives, the most effective strategy to resolve discipline problems was found to be positive reinforcement. Praise, approval and/or reward, and planned ignoring were reported to have a 92 percent success rate when used to solve disruption problems (Ringer, Doerr, Hollenshead, & Wills, 1993; Tulley & Chiu, 1995, par.11).

Conclusion
After researching for the positive discipline and the zero tolerance discipline, I have learned a lot about both sides of these two disciplines. Although zero tolerance is a quick solution to a problem at that time, but it is not a lasting effect on the student. With the positive discipline, you are working with the child and understanding their problems more and you are also getting to know who they are. When I think of zero tolerance, I begin to think of children that bring guns to school or threaten someone’s life, or something that is endangering someone’s life. I don’t think of zero tolerance as someone being suspended for being tardy a few times or just acting up in class. There is a place and time for zero tolerance to be in effect but for most schools around the country, they are not having problems related to that. Positive discipline has seemed to work in the past years for students, and statistically positive discipline works a whole lot better than zero tolerance, and positive discipline is definitely a strategy that I will be using with my students in the future

Questions
1) Which of these problems is a problem in the classroom? a. disruption b. playing c. working d. listening

2) Which of these is one of the three "R"s? a. relisten b. resolve c. revisit d. recall

3) Which of these is an example of zero tolerance? a. bringing a gun to school b. talking too much c. getting up out of your seat d. not doing your work.

4) Which way has proved to be a better choice of discipline? a. positive b. zero tolerance

5)Which one is an example of positive discipline? a. Don't do that b. Let's see how we can fix this c. what's the matter with you

Answers
1. A 2. B 3. A 4. A 5. B

title: User:Bdavis6868


text:
User talk:Jcrockar

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. – Mike.lifeguard  | talk 04:01, 4 February 2008 (UTC)
 * We use User talk: pages to communicate with each other, so I moved the draft you had here to your userspace at User:Jcrockar. Welcome to Wikibooks! If you need help with anything, you can always ask on my talk page or at WB:HELP. Happy editing! – Mike.lifeguard  | talk 04:01, 4 February 2008 (UTC)

Image uploads
Would you please provide sources for your image uploads such as Image:Children at play.jpg; we need to be able to verify the source to confirm that a particular image is in the public domain. Thanks! – Mike.lifeguard  | talk 04:05, 4 February 2008 (UTC)

title: User talk:Jcrockar


text:
User talk:Dscot018

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 04:03, 4 February 2008 (UTC)

title: User talk:Dscot018


text:
User talk:Shellysimonds

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 04:03, 4 February 2008 (UTC)

Image:Employment08 06 2007.gif
Would you please provide the source for this image? We need to be able to verify the licensing for it. A link to the page you got it from is fine. Thanks! – Mike.lifeguard  | talk 21:29, 7 February 2008 (UTC)

 * This graph comes from the Data Snapshot Archieve of the National Center for Education Statistics. This is part of the US Department of Education and the IES (Institute for Education Sciences). I retrieved it from http://nces.ed.gov/fastfacts/dailyarchive.asp. What exact info do I need to include as a reference?Shellysimonds (talk) 14:59, 15 February 2008 (UTC)

title: User talk:Shellysimonds


text:
User talk:Lbaze002

Welcome!
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title: User talk:Lbaze002


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User talk:Jrtayloriv

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. – Mike.lifeguard  | talk 04:08, 4 February 2008 (UTC)
 * If you need pages deleted, just add at the top of the page; an administrator will come along and take care of it. Happy editing!  – Mike.lifeguard  | talk 04:08, 4 February 2008 (UTC)

binary search
Dear Jrtayloriv,

While I agree that "Readability more important than kewlness", I was recently stunned -- STUNNED! -- to discover that pretty much all the binary search implementations I've ever seen -- including my own -- have a subtle bug that none of my test routines ever checked. I dropped a pointer on the Algorithm Implementation/Search/Binary search to a detailed description of that subtle bug.

Is there any way to tweak Algorithm Implementation/Search/Binary search to that it is *both* highly readable *and* also correct? --DavidCary (discuss • contribs) 19:16, 7 May 2011 (UTC)

title: User talk:Jrtayloriv


text:
User talk:Llewi034

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. – Mike.lifeguard  | talk 23:25, 4 February 2008 (UTC)

Image:Projector.jpg
Would you please use to provide at least source information and a description for this image? Thanks – Mike.lifeguard  | talk 03:28, 18 February 2008 (UTC)
 * Same for Image:Computer.jpg. – Mike.lifeguard  | talk 03:31, 18 February 2008 (UTC)

title: User talk:Llewi034


text:
User:Clewi034

Table of Contents I. Introduction II. College Prep vs. Vocational Education III. Main Targets of College Prep and Vocational Education IV. Programs and Curriculum V. My experience with Vocational Education and College Preparation VI. Curriculum Advancement VII. Conclusion

College Preparation vs. Vocational Education By: Cassaundra Lewis

Introduction

 * Every year thousands of students graduate from high school and go on to college. Every year hundreds are not as successful. What can be done to assure that more high school students go on to college? What can we do to prepare students for college? The United States has been debating these questions not only on state levels, but national as well. In this article I will discuss some of the benefits, hindrances, advances, and content of vocational education and college preparation courses.

What are college prep and vocational education?

 * First we should define college preparation and vocational education. College preparation is a course or series of courses that help students adjust to many college-level requirements. Vocational education is a course or series of courses that give students work related experience to express the nature of careers and help them learn skills that will assist towards careers in the future. William Tierney writes, “Important objectives of most programs are the smoothing of the transition from school to college, improvement of study habits, increase of general academic readiness, and expansion of academic options” (Increasing Access to College, 2002, pg 3.

Who is targeted?

 * One of the main targets of college preparation courses are low-income students and minorities, who make up a very small percentage of students attending both two and four year colleges directly after high school. Vocational education targets those who are even less likely to attend college immediately after high school. Both college prep and vocational education attempt to enlighten students about career choices and assist them with the transition from high school into the real world.

What progress is being made?

 * According to Anne Lewis, of the Education Digest, “more students are taking upper-level math and science classes and more are enrolled in Advanced Placement classes” (College Prep, 2004, paragraph 1). She goes on to state, “the likelihood of ninth-graders completing high school and enrolling in college by age 19 (…, having graduated from high school within four years and directly entered a higher education institution) has declined”(paragraph 2). The National Center for Public Policy and Higher Education grades each state, on a scale of A to F, on ability to effectively prepare students for college. Seven states received an “A,” Connecticut, Colorado, Massachusetts (who scored the highest), Maryland, New Jersey, New York, and Utah. Louisiana and New Mexico were the only states to receive a “F.”

What all is included in the curriculum for college preparation and vocational education?

 * What factors help in considering whether or not a program should be added or subtracted? Unfortunately, there is no fool proof way of being able to tell what is going to help and what isn’t. There are many things to take into consideration when choosing what programs to keep and eliminate. As far as college preparation is concerned, a lot of the learning occurs in advanced classes. Many different approaches are used, such as computer-based assessment and writing assessment. With vocational education, you must determine: What will the student want to study? What does the community need as far as work experience? What will motivate the students toward life after high school?

My Experience with college prep and vocational education.

 * While I was in high school, I was fortunate enough to experience both college preparation and vocational education. In my opinion, college preparation did very little to help me familiarize myself with what college would actually be like. During my time as a vocational education student, I had hands on job training and was able to get my license as a cosmetologist when I graduated from high school. Vocational education did more for me on an overall level than college preparation. I do understand that not everyone was as fortunate as I and may not have had the same type of support that I received. One contributing factor, that is very often overlooked, is the influence of home life on attending college directly after high school.

Conclusion

 * In my opinion, America will constantly have research to do to determine what all should be included in college prep and vocational education curriculum as the nations needs change. Economy is one of the leading factors in what should and shouldn't be included as part of the curriculum.

Sources

Law, C. J. (1994). Tech Prep Education: A Total Quality Approach. Lancaster, PA: Technomic Publishing Company.

Lewis, A. C. (2004). College Prep. The Education Digest, 70, 69-70.

Finch, C. R., Crunkilton, J. R. (1999). Curriculum Development in Vocational and Technical Education: Planning, Content, and Implementation (5th ed.). Boston: Viacom Company.

Tierney, W. G., Corwin, Z. B., and Colyar, J. E. (2005). Preparing for College: Nine Elements of Effective Outreach. New York: State University of New York Press.

Tierney, W. G., Hagedorn, L. S. (2002). Increasing Access to College: Extending Possibilities for All Students. New York: State University of New York Press.

Walter, D. M. (1992). Tech Prep: Challenges and Opportunities For Community Colleges. Southern Association of Community, Junior, and Technical Colleges (SACJTC) Occasional Paper, 10, 3-8.

Multiple Choice Questions

1. Which of the following indicates the group being target by college preparation and vocationall education classes?

A. whites with low incomes B. blacks with low incomes C. students in low income households D. minorities E. c and d

2. Which of the following states scored the highest based on the report from the National Center for Public Policy and Higher Education?

A. Virginia B. California C. Florida D. Massachussets E. None of the above

3. Which of the following states scored the lowest based on the report from the National Center for Public Policy and Higher Education?

A. Louisiana B. Massachussets C. Virginia D. New Mexico E. A and D

Answers 1.E 2.D 3.E

title: User:Clewi034


text:
Cookbook talk:Beef Heart Kabobs (Anticuchos)

This is not a Chilean recipe for anticuchos, I'm Chilean and I've never heard of it —Preceding unsigned comment added by 74.171.11.226 (discuss • contribs) 06:08, 4 February 2008
 * I agree. In the Spanish Wikipedia there is lot of discussion because anticuchos is a word meaning different things in Peru and in Chile. I'll suppress the references to Chilean cuisine. Esmito (talk) 14:20, 29 April 2010 (UTC)


text:
User talk:Trinithis

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title: User talk:Trinithis


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User talk:MNagiliMom

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User talk:P858snake

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User talk:CHL~enwikibooks

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Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called CHL. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name CHL~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

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User talk:Felipe Aira

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User talk:Kearsley

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User talk:M0zm0z

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User talk:Naxiketa~enwikibooks

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Naxiketa. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Naxiketa~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:32, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:17, 19 April 2015 (UTC)

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User talk:Dineshjayaraj88

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text: User talk:202.78.123.66

title: User talk:202.78.123.66


text:
Bicycles/Maintenance and Repair/Wheels and Tires/Inflating Tires

Tire inflation is by far the most frequent task that the bicycle owner encounters. Fortunately, inflating tires is simple to learn.

Overview
Bicycle tires, for the most part, have an inner tube, and a protective rubber casing. Tire inner tubes are inflated with air using a pump. This is done via a one-way valve in the tube, that prevents the air from spilling out again.

Even when tires do not have punctures, manufacturing limitations cause small amounts of air to leak from them over a number of days. The resulting deflated tires make for heavier work pedalling. In addition, low tire pressures increase the number of punctures. See  Repairing Punctures for details of such repairs.

Preliminaries

 * Although tires exist that do not use an inner tube, these comments apply to tires with tubes.
 * The manufacturer's recommended tire pressure is found written on the side of the tire.  For adult-sized bikes it is usually a figure between 50 and 100 psi, (pounds per square inch), though figures vary greatly.
 * If you have no restrictions in choosing a pump, try to find one with a pressure gauge on it.  It will help to get the tire pressures right each time.
 * If there is no pressure gauge on the pump then consider a separate gauge, sold as an accessory.
 * If no gauge is available at all then there is no alternative but experience of how hard the tires should feel.
 * Be careful not to over inflate tires when using compressed air lines as they can explode. Air lines used for inflating truck tires and narrow track bicycle tires are capable of supplying more pressure than a wider bicycle tire can withstand.

Valves
Tubes have one of two main valve types: Schrader valve types have springs inside them, so they do not need locknuts to seal them. After removing the dust cap, the pump can be applied directly or a pump-adaptor screwed into position.
 * Schrader valves. These are similar to the kind found on motorcar tires.
 * Presta valves. These are thinner than Schraders and have a small locknut on the end of the valve body, and a nut on the rim.

Presta valves need the locknut on the end of the stem unscrewed as far as it will go before securing the pump or adaptor to the valve stem. Once the tube has been inflated, the locknut should be screwed closed again. The locknut only needs to be finger-tightened so that it is snug when opening or closing. Do not overtighten it.

It is unusual for valves to become blocked, except perhaps in the use of innertube sealants. If valves are blocked then pumping becomes difficult. Schrader valve cores can be removed for cleaning, but in general Presta valves cannot. (Bontrager and Schwalbe Presta valves are exceptions and do have removable cores). Before attaching a pump it is a good idea to press the end of the valve so that escaping air can unblock any debris.

Connectors
By far the most common connector is the threaded flexible tube that is screwed onto the valve and into the pump. Press-on plastic connectors also have a lever to switch the air-flow on and off. The fittings for press-on connectors differ for the two valve types also, though some pumps have fittings for both. The press-on fitting is faster to use so is found on most track pumps.
 * Both valve types have threads on their stems for connections, and hand pumps often need flexible adaptors to connect between the pump and the thread on the valve.  These connections, although used on the cheaper pumps, are useful in that they avoid stress on the valve stems during pumping.   Pumps of this kind can be used for both types of valve simply by changing the adaptor.
 * The Schrader and Presta flexible adaptors have different threads; the Schrader is wide and the Presta is thin, so it is important to get the right adaptor for the valves on the tires.
 * Other pumps do not use flexibles but are attached directly to the tops of the valves.  Some of these have connection heads that can be interchanged in the same pump, but some others are made only for one kind of valve.
 * Some bicycle shops sell brass adaptors that allow any Schrader pump to convert to use with flexible adaptors of either kind, thus extending the use of the pump.
 * Track pumps, the kind that stand on the ground, use long flexible tubes and a choice of heads for direct attachment.

Pumps that use a flexible connection tube are said to place lower stresses on the valve stems than those that press onto the valve stem directly. (See the technical note box above). The Presta valve has a locknut to hold it onto the wheel rim and that is also said to reduce valve stress. This rim locknut should be finger-tight, and never over tightened.

Choosing a Pump
Use the points below for guidance in choosing pumps. For more information on pumps see Bicycle Pumps.
 * The pump must be suitable for inflating to the pressures intended.  Some pumps cannot attain higher pressures.
 * The valve fitting must be the right kind for your tubes; Schrader or Presta; having both is best in case you can't find the right innertube.
 * Consider how much effort is needed to use the pump.  Some lightweight riders might have trouble pumping to 100psi, even with a track pump.  Narrow-tubed pumps need less effort than wide-tubed pumps but take slightly longer to complete the task.
 * Some pumps are small enough to take on the bike, and can often be clipped to the frame. In fact, some pumps are made to be the hidden part of the seat post.
 * Inflation of tires is easiest with a fairly bulky track pump. It is an upright pump that stands on the ground with a handle on top.   Some have a pressure gauge and have fittings for both valve types.  Since most tire inflation is done at home, the size of the pump is not a disadvantage.
 * Always ask the advice of the bike store, since they know what works best.  Also, browse on the internet for comments on your intended purchase.
 * Ask at the store whether or not spares exist for the pump.

Gas Inflators
On the road it is often convenient to use a carbon dioxide gas canister to inflate tires. These disposables are only about three inches in length, and contain some sixteen grams of gas at sufficient pressure to inflate most tires. This assumes that any punctures are patched in the usual way.

The accessory consists of a tool to hold the gas cylinder in place and a control valve to adjust the rate of inflation. The tool with its cylinder is hand-sized so is small enough to carry on the bike or in a back-pack.

Another method uses a puncture repair fluid combined with air pressure and manufacturers claim that it makes internal repairs to punctures and inflates the tire at the same time. The repair fluid is retained for the life of the tire. Such treatments are supplied in a container comparable in size to a deodorant aerosol.

Separate containers of internal repair fluid, (Slime), without gas inflation are also available, and these are usually poured into the tube after removing the valve core. A connection tube as a pourer and a valve stem remover for Schrader valves is supplied with the bottle. All Schrader valve cores can be removed, but only Bontrager and Schwalbe tubes have removable Presta valve cores. In any case Slime products are not supplied with removal tools for Presta valves, and because the Presta valve stems are thinner, the filling tubes would not fit. Presta valve users, and for that matter Shrader users, are best to purchase inner tubes that are pre-filled with sealant by the manufacturer;  they are not much more expensive than the plain tubes.

Inflating the Tire
If the tire is completely flat: for example, when a puncture has been repaired
 * Add just enough air to the inner tube to give the tire some structure.
 * Work around the tire with your fingers, pressing in the sides to make sure that the edges are properly seated.
 * Then, inflate the tire in accordance with the usual methods given below.

Inflating with the Presta valve:
 * First rotate the bike's wheel to a convenient valve position.
 * Remove the valve's plastic dust cap and place it somewhere safe.
 * Unscrew the small nut on the valve stem all the way to the end.
 * Depress the valve end briefly to air blast any debris from the valve
 * Attach the pump to the valve.
 * Inflate with the pump to the required pressure.  If the pump feels pressure-blocked, rather than forcing it, check again for the proper fitting of the head, (see the technical note above), and try again. This will usually correct the problem.
 * Remove the pump from the tire and retighten the small nut on the valve stem.  If much pressure is lost in removing the pump then consider a slight overpressure during the pumping process.
 * Replace the valve's plastic dust cap, and make sure that the nut at the tire's rim is only finger-tight.

Inflating with the Schrader valve:
 * First rotate the bike's wheel to a convenient valve position.
 * Remove the valve's plastic dust cap and place it somewhere safe.
 * Depress the pin in the end of the valve briefly to air blast any debris from the valve.
 * Attach the pump to the valve.
 * Inflate with the pump to the required pressure.  If the pump feels pressure-blocked, rather than forcing it, check again for the proper fitting of the head, (see the technical note above), and try again.   This will usually correct the problem.
 * Remove the pump from the tire.  If much pressure is lost in removing the pump then consider a slight overpressure during the pumping process.
 * Replace the valve's plastic dust cap.


text:
The American School

This book is the result work by undergraduate students in an introductory course labeled The American School offered at Northern Michigan University. The focus of the course was to engage non-educators in authentic discussions about American schooling. Our goal for the project was to develop a means to facilitate thought and reflection on what schools are for. The undergraduates involved in this project chose topics of interest to them and related to them to a school environment. They viewed the topics as members of the community who would like to support and question what schools do. These papers led to the formation of school mission and goal statements used to engage current and former principals and superintendents in a discussion on the “ideal” school environment. The work presented in writing and in the final presentations went through the peer review process. We encourage you to comment on the topics these undergraduates chose to research and present. Any additions to what the American school is or has to offer will only further help to facilitate our ongoing discussion of how the public can help shape our educational system.

Table of Contents

 * /Introduction/

 * 1) /The Role of Education in a Democratic Society/
 * 2) /The Cultural Diversity of our Society and the Implications for Education/
 * 3) /Cultural Differences in Schools/
 * 4) /Public vs. Private Schools/
 * 5) /Charter vs. Public Schools/
 * 6) Controversial Issues in America's Schools: Sex Education
 * 7) /The Forces That Shape Curricula/
 * 8) /Sports in Public and Private Schools/
 * 9) /The Role of Media in Education/
 * 10) Complexity and Controversy Surrounding The No Child Left Behind Act

title: The American School


text:
The American School/Introduction

This book is the result work by undergraduate students in an introductory course labeled The American School offered at Northern Michigan University. The focus of the course was to engage non-educators in authentic discussions about American schooling. Our goal for the project was to develop a means to facilitate thought and reflection on what schools are for. The undergraduates involved in this project chose topics of interest to them and related to them to a school environment. They viewed the topics as members of the community who would like to support and question what schools do. These papers led to the formation of school mission and goal statements used to engage current and former principals and superintendents in a discussion on the “ideal” school environment. The work presented in writing and in the final presentations went through the peer review process. We encourage you to comment on the topics these undergraduates chose to research and present. Any additions to what the American school is or has to offer will only further help to facilitate our ongoing discussion of how the public can help shape our educational system.

Home Introduction ../The Role of Education in a Democratic Society/

title: The American School/Introduction


text: Bicycles/Maintenance and Repair/Chains

title: Bicycles/Maintenance and Repair/Chains


text: Bicycles/Maintenance and Repair/Wheels and Tires


text:
Bicycles/Maintenance and Repair/Brakes

Brakes
There are many different types of brakes for bicycles. Most bicycle brake systems have three basic parts: a mechanism for the rider to apply the brakes, such as brake levers or pedals; cables or the bicycle chain to enact the braking of the bicycle; and the brake itself, a pad or the reversal of momentum, which actually stops the bicycle with pressure.

Brake cables often come loose, pads often become slick in the rain or worn down, and these problems should be addressed immediately for safe riding.

title: Bicycles/Maintenance and Repair/Brakes


text: Bicycles/Maintenance and Repair/Hubs

title: Bicycles/Maintenance and Repair/Hubs