text:
User:Tannertsf/Historical Documents/Pre 18th Century

 * /Acilian Law on the Right to Recovery of Property Offically Extorted, 122 B.C./
 * /The Act of Surrender of the Great Charter of New England to His Majesty: June 7, 1635/
 * /Agrarian Law; 111 B.C./
 * /Agreement of the Settlers at Exeter in New Hampshire, August 4, 1639/
 * /Anglo-Saxon Chronicle/
 * /Anglo-Saxon Law - Extracts From Early Laws of the English/
 * /The Articles of Confederation of the United Colonies of New England; May 19, 1643/
 * /Assize of Clarendon, 1166/
 * /The Athenian Constitution/
 * /Brief Observations Concerning Trade and Interest of Money by Josiah Childs: 1668/
 * /The Bull of Pope Adrain IV Empowering Henry II to Conquer Ireland. A.D. 1155/
 * /Capitulary of Charlemagne Issued in the Year 802/
 * /Charter for the Province of Pennslyvania: February 28, 1681/
 * /Charter of Acadia Granted by Henry IV of France to Pierre du Gast, Sieur de Monts; December 18, 1603/
 * /Charter of Carolina: March 24, 1663/
 * /Charter of Carolina: June 30, 1665/
 * /Charter of Connecticut: April 23, 1662/
 * /Charter of Maryland: June 20, 1632/
 * /Charter of Massachusetts Bay: March 4, 1629/
 * /Charter of Massachusetts Bay: October 7, 1691/
 * /Charter of New England: November 3, 1620/
 * /Charter of Privileges which Gustavus Adolphus Has Graciously Given by Letters Patent to the Newly Established Swedish South Company: June 14, 1626/
 * /Charter of Rhode Island and Providence Plantations: July 15, 1663/
 * /Charter of the Colony of New Plymouth Granted to William Bradford and His Associates: 1629/
 * /Charter of the Dutch West India Company: June 3, 1621/
 * /Charter of Urso, 44 B.C./
 * /The Charter or Fundamental Laws, of West New Jersey, Agreed Upon: 1676/
 * /Charter to Sir Walter Raleigh: March 25, 1584/
 * /Chronology of American History/
 * /Code of Hammurabi/
 * /Colonial Charters, Grants and Related Documents/
 * /The Combinations of the Inhabitants Upon the Piscataqua River for Government, October 22, 1641/
 * /Commission of John Cutt, September 18, 1680/
 * /Commission of Sir Edmund Andros for the Dominion of New England. April 7, 1688/
 * /Commission to Sir Ferdinando Gorges as Governer of New England by Charles; July 23, 1637/
 * /Concessions and Agreements of the Lords Proprietors of the Province of Carolina, 1665/
 * /The Concession and Agreement of the Lords Proprietors of the Province of New Caesarea, or New Jersey, to and With All and Every the Adventurers and All Such as Shall Settle or Plant There: February 10, 1664/
 * /Concessions to the Province of Pennslyvania: July 11, 1681/
 * /Confirmation of the Charters, 1297/
 * /Confirmation of the Grant from the Council for New England to Captain John Mason; 1635/
 * /Constitutions of Clarendon, 1164/
 * /Count Palatinate as Judge Over the Kings. Decree of the Nuremburg Diet, November 19, 1274/
 * /A Declaration and Proposals of the Lord Proprietor of Carolina: August 25-September 4, 1663/
 * /Declaration for Resignation of the Charter by the Council for New England; April 25, 1635/
 * /The Declaration of Arbroath; April 6, 1320/ Declaration of Arbroath
 * /A Declaration of the True Intent and Meaning of us the Lords Proprietors, and Explanation of There Concessions Made to the Adventurers and Planters of New Caesarea or New Jersey. December 6, 1672/
 * /Decree of the Emperor Henry IV Concerning a Truce of God (1085 A.D.)/
 * /The Dialogue Concerning the Excheqer. circa 1180/
 * /A Discouse Upon Coins by Bernado Davanzati: 1588/
 * /Discourses Upon Trade by Dudley North: 1691/
 * /Duke of York's Confirmation to the 24 proprietors: March 14, 1682/
 * /The Duke of York's Release to John Ford Berkely, and Sir George Carteret: June 24, 1664/
 * /Duke of York's Second Grant to William Penn, Gawn Lawry, Nicholas Lucas, John Eldridge, Edmund Warner, and Edward Byllynge, for the Soil and Government of West New Jersey: August 6, 1680/
 * /Edicts of Augustus and Decree of the Senate on the Judicial Process in Cyrene, 64 B.C./
 * /English Bill of Rights, 1689/
 * /An Essay on the East-India Trade by Charles D'Avenant/
 * /The Establishment of the Duchy of Austria; September 17, 1156/
 * /The First Charter of Virginia; April 10, 1606/
 * /The Foundation of the University of Heidelberg: A.D. 1386/
 * /Frame of Government of Pennslyvania: May 5, 1682/
 * /Frame of Government of Pennslyvania: February 2, 1683/
 * /Frame of Government of Pennslyvania: November 1, 1696/
 * /Fundamental Agreement, or Original Constitution of the Colony of New Haven: June 4, 1639/
 * /The Fundamental Constitutions for the Province of East New Jersey in America, Anno Domini 1683/
 * /The Fundamental Constitutions of Carolina: March 1, 1669/
 * /Fundamental Orders of January 14, 1639/
 * /Further Considerations Concerning Raising the Value of Money by John Locke/
 * /The Gelnhausen Charter; April 13, 1180 A.D./
 * /General Charter for Those who Discover Any New Passages, Havens, Countries, or Places; March 27, 1614/
 * /The Golden Bull of the Emperor Charles IV 1356 A.D./
 * /Government of New Haven Colony; October 7-November 6, 1643/
 * /Government of Rhode Island: March 16-19, 1641/
 * /Grant of Exclusive Trade to New Netherland by the States-General of the United Netherlands; October 11, 1614/
 * /Grant of His Interest in New Hampshire by Sir Ferdinando Gorges to Captain John Mason; September 17, 1635/
 * /Grant of Hampshire to Capt. John Mason, November 7, 1629/
 * /Grant of Laconia to Sir Ferdinando Gorges and Captain John Mason by the Council for New England; November 17, 1629/
 * /Grant of Land North of the Saco River to Thomas Lewis and Richard Bonighton by the Council for New England; February 12, 1629/
 * /A Grant of the Province of Maine to Sir Ferdinando Gorges and John Mason, August 12, 1622/
 * /Grant of the Province of Maine: April 3, 1639/
 * /Grant of the Province of Maine: March 12, 1664/
 * /Grant of the Province of Maine: June 29, 1674/
 * /Grant of the Province of New Hampshire from Mr. Wollaston to Mr. Mason: June 11, 1635/
 * /Grant of the Province of New Hampshire to John Wollaston: April 18, 1635/
 * /Grant of the Province of New Hampshire to Mr. Mason: April 22, 1635, By the Name of Masonia/
 * /Grant of the Province of New Hampshire to Mr. Mason: April 22, 1635, By the Name of New Hampshire/
 * /His Royal Highness's Grant to the Lords Proprietors, Sir George Carteret: July 29, 1674/
 * /History Of The Britons (Historia Brittonum)by Nennius Translated by J.A. Giles/
 * /Julian Law on Agrarian Matters, 58? B.C./
 * /The King's Letter Recognizing the Proprietors' Right to the Soil and Government: November 23, 1683/
 * /Law of Caesar on Municipalities, 44 B.C./
 * /Laws of Richard I (Coeur de Lion) Concerning Crusaders Who Where to Go by Sea: 1189 A.D./
 * /Laws of the Kings: 753-510 B.C./
 * /Laws of William the Conqueror/
 * /The Letters Patents of King Henry the Seventh Granted to Iohn Cabot and his Three Sonnes, Lewis, Sebastian, and Sancius for the Discouery of New and Unknown Lands: March 5, 1498/
 * /Letters Patent to Sir Humfrey Gylberte: June 11, 1578/
 * /Magna Carta, 1215/ Magna Carta
 * /The Manner of Holding Parliament/
 * /Mayflower Compact: November 11, 1620/
 * /Notification of the Purchase of Manhattan by the Dutch: November 5, 1626/
 * /The Ordinance of Luis the Pius - Division of the Empire of the Year 817/
 * /Ordinance of William I, Seperating the Spiritual and Temporal Courts./
 * /Ordinances for Virgina: July 24-August 3, 1621/
 * /Patent for Providence Plantations: March 14, 1643/
 * /Peace of the Land Established by Frederick Barbarossa: Between 1152 and 1157 A.D./
 * /Penn's Charter of Libertie: April 25, 1682/
 * /Petition for a Charter of New England by the Northern Company of Adventurers: March 3, 1619 or 1620/
 * /Plantation Agreement at Providence: August 27-September 6, 1640/
 * /Proclamation Against the Disorderly Transporting His Majesty's Subjects to the Plantations Within the Parts of America: April 30, 1637/
 * /Privileges and Prerogatives Granted by Their Catholic Majesties to Christopher Columbus: April 30, 1492/
 * /Province of West New-Jersey, in America: November 25, 1681/
 * /Quintipartite Deed of Revision, Between East and West Jersey: July 1, 1676/
 * /Resolutions of The Germantown Mennonites: February 18, 1688/
 * /Royal Commission for Regulating Plantations: April 28, 1634/
 * /The Salic Law/
 * /The Second Charter of Virginia: May 23, 1609/
 * /Short Observations on a Printed Paper, Entitled "For encouraging the coining Silver Money in England, and after for keeping it here." by John Locke/
 * /Sir Robert Heath's Patent 5 Charles 1st: October 30, 1629/
 * /Statute of Edward I Concerning the Buying and Selling of Land (Quai emptores): 1290/
 * /Statute of Laborers: 1351/
 * /Statute of Mortmain: November 15, 1279/
 * /The Third Charter of Virginia: March 12, 1611/
 * /Treaty at Aix Between Louis II and Charles the Bald Concerning the Division of the Kingdom of Lothar II: A.D. 870/
 * /Treaty Between Spain and Portugal, Concluded at Alcacovas: September 4, 1479/
 * /Treaty of Westphalia: October 24, 1648/
 * /The Twelve Tables: 450 B.C./
 * /Warrant for William Ussling to Establish a General Company for Trade to Asia, Africa, America and Magellanica: December 21, 1624/
 * /William Bradford, &c. Surrender of the Patent of Plymouth Colony to the Freeman: March 2, 1640/


text:
User talk:Elistir

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title: User talk:Elistir


text:
ICT in Education/Issues in the Use of ICTs in Education

Issues in the Use of ICTs in Education
Effectiveness, cost, equity, and sustainability are four broad intertwined issues which must be addressed when considering the overall impact of the use of ICTs in education.Ignorance on how to operate teaching machines is common because some people are used to the old black board method.Ict equipment are not regularly available and so hinders the process of learning

Does ICT-enhanced learning really work?
The educational effectiveness of ICTs depends on how they are used and for what purpose. And like any other educational tool or mode of educational delivery, ICTs do not work for everyone, everywhere in the same way.

Enhancing access. It is difficult to quantify the degree to which ICTs have helped expand access to basic education since most of the interventions for this purpose have been small-scale and under-reported. One exception is the television-based project Telesecundaria (discussed in a previous section), which in 1997-98 was serving over 750,000 junior secondary students in 12,000 centres in Mexico. In Asia and Africa, assessments of distance learning projects at the junior secondary level using a combination of print, taped, and broadcast technologies have been less conclusive, while at the primary level there is little evidence that ICT-based models have thrived. In higher education and adult training, there is some evidence that educational opportunities are being opened to individuals and groups who are constrained from attending traditional universities. Each of the 11 so-called mega-universities, the biggest and most well-established open and distance institutions in the world (which include the Open University of the United Kingdom, the Indira Gandhi National Open University of India, the China TV University System, the Universitas Terbuka of Indonesia, and the University of South Africa, among others) has an annual enrollment of more than 100,000, and together they serve approximately 2.8 million. Compare that with the 14 million combined enrollment of the 3,500 colleges and universities in the United States.

Raising quality.The impact of educational radio and television broadcasts on the quality of basic education remains an under-researched area, but what little research there is suggests that these interventions are as effective as traditional classroom instruction. Of the many educational broadcast projects, the Interactive Radio Instruction project has been the most comprehensively analyzed. Findings provide strong evidence of the project’s effectiveness in raising the quality of education as demonstrated by increased scores on standardized tests as well as improved attendance.

In contrast, assessments of the use of computers, the Internet and related technologies for distance learning have been equivocal. Russell, in his comprehensive review of research, claims that there is “no significant difference” between the test scores of learners taking ICT-based distance learning courses and those receiving face-to-face instruction. However, others claim that such generalizations are inconclusive, pointing out that the large number of articles on ICT-based distance learning does not include original experimental research or case studies. Other critics argue that dropout rates are much higher when instruction is delivered at a distance via ICTs.

There have also been many studies that seem to support the claim that the use of computers enhances and amplifies existing curricula, as measured through standardized testing. Specifically, research shows that the use of computers as tutors, for drill and practice, and for instructional delivery, combined with traditional instruction, results in increases in learning in the traditional curriculum and basic skills areas, as well as higher test scores in some subjects compared to traditional instruction alone. Students also learn more quickly, demonstrate greater retention, and are better motivated to learn when they work with computers. But there are those who claim that these represent modest gains and, in any case, much of the research on which these claims are based are methodologically flawed.

Research likewise suggests that the use of computers, the Internet, and related technologies, given adequate teacher training and support, can indeed facilitate the transformation of the learning environment into a learner-centered one. But these studies are criticized for being mostly exploratory and descriptive in nature and lacking in empirical rigor. There is as yet no strong evidence that this new learning environment fosters improved learning outcomes. What does exist are qualitative data based on observations and analysis of student and teacher perceptions that suggest a positive impact on learning.

One of the most critical problems in trying to assess the effectiveness of computers and the Internet as transformational tools is that standardized tests cannot capture the kinds of benefits that are expected to be gained in a learner-centered environment. Moreover, since technology use is fully integrated into the larger learning system, it is very difficult to isolate the technology variable and determine whether any observed gains are due to technology use or to some other factor or combination of factors.

How much does it cost?
Broadly speaking, educational television broadcasts and computer-based and online learning are more expensive than radio broadcasts. There is disagreement, however, over whether television broadcasts are cheaper than computer-based and online learning. That said, categorical assessments of cost-effectiveness are difficult to make because of lack of data, differences in programs, problems of generalization, and problems of quantification of educational outcomes and opportunity costs. Speaking specifically of computers and the Internet, Blurton argues that “[w]hen considering whether ICT is “cost-effective” in educational settings, a definitive conclusion may not be possible for a variety of reasons. However, when considering the alternative of building more physical infrastructure, the cost savings to be realized from sharing resources, and the societal price of not providing access, ICT as a means of enabling teaching and learning appears to be an attractive and necessary alternative.”

A common mistake in estimating the cost of a particular ICT educational application is to focus too much on initial fixed costs—purchase of equipment, construction or retrofitting of physical facilities, initial materials production, and the like. But studies of the use of computers in classrooms, for example, show that installation of hardware and retrofitting of physical facilities account for only between 40% and 60% of the full cost of using the computers over their lifetime, or its total cost of ownership. In fact, while at first glance it may seem that the initial purchase of hardware and software is the costliest part of the process, the bulk of the total cost of ownership is spread out over time, with annual maintenance and support costs (known as variable or recurrent costs) constituting between 30% and 50% of the total cost of hardware and software. The cost of professional development, another variable cost, also accumulates over time. For computer-based approaches the total cost of ownership therefore includes:

FIXED COSTS

 * Retrofitting of physical facilities
 * Hardware and networking
 * Software
 * Upgrades and replacement (in about five years)

VARIABLE OR RECURRENT COSTS

 * Professional development
 * Connectivity, including Internet access and telephone time
 * Maintenance and support, including utilities and supplies

In order to determine cost efficiencies, fixed costs must be distinguished from variable costs, and the balance between the two understood. If the fixed costs of a technology project are high and its variable costs are low, then there will be cost advantages to scaling up. This is the case with general educational radio and television broadcasting. Programs such as Sesame Street and Discovery are more cost-efficient the larger their audience since the high cost of production is distributed over a larger viewer base while no staff expenditures are made for learner support.

On the other hand, the case of Telesecundaria in Mexico demonstrates that the impact of higher variable costs related to learner support may be offset if the scale of the project is sufficiently large to the point where per student costs compare favorably with those of traditional schools. Similarly, with the Interactive Radio Instruction project annual cost per student is estimated to fall from US$8.25 with 100,000 students to US$3.12 with 1,000,000. Obviously, these economies of scale may be achieved only in countries with large populations.

Open and distance learning institutions have also achieved cost-effectiveness through economies of scale. Per student costs of the 11 mega-universities range from only 5% to 50% of the average of the traditional universities in their respective countries.

The introduction of computers represents additional costs for schools but without short-term cost advantages. Data on cost of computer use per student in both primary and secondary schools in fact suggest cost-ineffectiveness. In Chile, for example, cost per primary school student is between US$22 and US$83, with expenditures for computer use requiring 10% to 37% of the national primary school budget.. In the U.S., computer investments accounted for 1.3% of total expenditure on schools, with annual cost per student at US$70.

Perraton and Creed suggest that these levels of cost support the argument against putting computers in every classroom, particularly in primary schools where there are no strong curricular arguments for investment in computers. In secondary schools, spending money on computers may be justified by the curriculum but this will come with significant increases in total school expenditure.

Another dimension of cost is location, or who will pay for what. In projects that involve computers connected to the Internet, either the school or student or both bear the variable costs related to operations such as maintenance, Internet service charges, and telephone line charges. In contrast, with radio programming the learner has to pay only for a radio and a set of batteries.

Is there equity of access to ICTs in education?
Given the wide disparities in access to ICTs between rich and poor countries and between different groups within countries, there are serious concerns that the use of ICTs in education will widen existing divisions drawn along economic, social, cultural, geographic, and gender lines.

Ideally, one wishes for equal opportunity to participate. But access for different actors—both as users and producers—is weighted by their resources. Hence, initial differences are often reproduced, reinforced, and even magnified….A formidable challenge, therefore, continues to face planners of international education: how to define the problem and provide assistance for development.

The introduction of ICTs in education, when done without careful deliberation, can result in the further marginalization of those who are already underserved and/or disadvantaged. For example, women have less access to ICTs and fewer opportunities for ICT-related training compared to men because of illiteracy and lack of education, lack of time, lack of mobility, and poverty. Boys are more likely than girls to have access to computers in school and at home. Not surprisingly, boys tend to enjoy working with computers more than girls. As the American Association of University Women reports, “Girls have narrowed some significant gender gaps, but technology is now the new ‘boys’ club’ in our nation’s public schools. While boys programme and problem solve with computers, girls use computers for word processing…”.

In an evaluation of its programme in four African countries, Worldlinks,. an organization that promotes project-based, international telecollaboration activities among secondary school teachers and students from developing countries, it was found that despite efforts to make the programme gender neutral, gender inequalities in access persist in Uganda and Ghana. Furthermore, while girls benefited more from the programme in terms of improved academic performance and communication skills, boys were able to hone their technological skills more. A complex of economic, organizational, and sociocultural factors account for these differences: “High student-to-computer ratios and first come-first serve policies do not favour girls (typically heavily outnumbered by boys at the secondary level), girls have earlier curfew hours and domestic chore responsibilities which limit their access time, and local patriarchal beliefs tend to allow boys to dominate the computer lab environment.”. Measures proposed to address this gender bias include encouraging schools to develop “fair use” policies in computer labs, conducting gender sensitivity sessions, and advocating for reducing the after-school duties of girls to give them more time to use the computer lab. Girls also need to have female role models to inspire them to participate in technology-related activities.

Providing access to ICTs is only one facet of efforts to address equity issues. Equal attention must be paid to ensuring that the technology is actually being used by the target learners and in ways that truly serve their needs. An ICT-supported educational programme that illustrates this wholistic approach is the Enlace Quiché:Bilingual Education in Guatemala Through Teacher Training programme.. The programme seeks to establish and maintain bilingual education technology centres for educators, students, teachers, parents, and community members in Quiché and neighboring areas. The technical teams for each centre are composed of three students, two teachers, and the centre administrator, with at least one female student and one female teacher. Another objective of Enlace Quiché is the creation of multimedia bilingual educational materials that are anchored on the Mayan culture and that reflect a constructivist approach to learning. As the project website notes, this “demonstrate[s] that the technology can be used to know, to conserve, to disclose and to value local knowledge.” The project thus illustrates a model for bridging the digital divide arising from the monopoly in Internet content provision by Western and English-speaking groups and from uneven capacities to make purposeful, relevant and critical use of digital resources (see section on language and content below).

Another example of a wholistic approach to ICT integration in education is a radio instruction project in Mongolia called the Gobi Women’s Project. It seeks to provide literacy and numeracy instruction built around lessons of interest to around 15,000 nomadic women, and to create income opportunities for them. Among the programme topics are livestock rearing techniques; family care (family planning, health, nutrition and hygiene); income generation using locally available raw materials; and basic business skills for a new market economy.

Actionable Tips for Ensuring Equitable Use of ICTs
In the article, “What a Decade of Education Research Tells Us About Technology in the Hands of Underserved Students,” Stanford doctoral candidate Molly B. Zielezinski discusses what she and her colleagues discovered about “edutech” and equity after completing a comprehensive literature review of the subject. Not surprisingly, they discovered that, although technology has the ability to provide access to high quality digital learning materials, students in many low-income schools only have “access” to technology solely for the purposes of remediation. Ironically, using technology for remedial purposes rather than for authentic productive and creative purposes, broadens the digital divide between underserved students and their counterparts in wealthier school districts. At the end of the article, Ms. Zielezinkski and her colleagues provide five Actionable Tips for improving the quality and effectiveness of technology implementation in low-income schools. Recently, several Educational Technology graduate students at Michigan State University worked collaboratively to generate practical applications for each of the five Actionable Tips mentioned in the article. In the space below, you will find their ideas of technologies that can be used to match these applications for each tip suggested by Zielezinski.

Actionable tip #1: Stop using technology for remediation!
Unlike students enrolled in affluent school districts, students enrolled in low-income rural and urban districts are more likely to use technology for remedial purposes. Rather than using technology for skill and drill activities, teachers as well as students, should be using Web 2.0 technologies for authentic tasks. Listed below are resources to help accomplish this in the classroom.

Twitter
 * What is it? Twitter is a free social media microblog website that allows users to board cast posts. These post are called tweets.
 * Why is it useful? Students could use this tool to communicate and collaborate via sharing links, giving feedback, and advice. The use of hashtags can also be beneficial to organize discussion.
 * What are some examples of ways to use it in the classroom? Students can form discussion groups using hashtags or conduct research following different twitter handles. They may also seek help from other experts online as twitter users from different professional accounts often tweet back to help.

Wordpress
 * What is it? Wordpress is a platform where students can design and publish their own multimedia content.
 * Why is it useful? Wordpress is useful because designing and creating original web content gives students the opportunity to be content-creators rather than content-consumers.
 * What are some examples of ways to use it in the classroom? In a classroom, Wordpress can be used to create a portable, digital portfolio. Students are able to collaborate and communicate by commenting on articles written by other students and bloggers. Wordpress also allows you to add various forms of media such as images, video, widgets, and linking to various social media.

Virtual Dissection of Frogs Creately
 * What is it?  Online website that allows you to virtually dissect a frog.
 * Why is it useful?  This website provides some general information about frogs as well as dissections that could be used as an introduction to a live dissection
 * What are some examples of ways to use it in the classroom? If resources or time is limited to actually perform a live dissection in class, it allows you to do a virtual dissection. This tool explains even more about what the different organs and systems students would be observing during the dissection as well as offers a more accurate representation of a dissection compared to face-to-face.
 * What is it? Online flowchart maker
 * Why is it useful? This website allows users to create flowcharts from various templates and manipulate the chart.  There are also examples of flowcharts to search. It is free for up to 5 diagrams/flowcharts.
 * What are some examples of ways to use it in the classroom?   Students could use a flowchart to show the sequence of steps in an experiment, visually represent a food chain, or organize their thoughts for a written essay.

Padlet Here is a video tutorial of how to use Padlet to encourage students to describe their mathematical thinking.
 * What is it? Padlet is an app that allows students to post onto a digital “corkboard.”
 * Why is it useful? This can be a useful discussion tool that allows students to quickly view and share thoughts and ideas with other students. Often, students in remediation rooms, sitting at a computer, watching the screen as it feeds them ideas and expecting them to later regurgitate these same ideas on a quiz or test. With Padlet, students are communicating with one another, sharing knowledge, or comparing and contrasting their ideas about a particular topic.
 * What are some examples of ways to use it in the classroom? Padlet is great for idea sharing in the classroom. It can be useful for brainstorming activities, activating and accessing students’ prior knowledge, or to compare and contrast different ideas.

MakeBeliefsComix Learn how to make a comic using MakeBeliefsComix here.
 * What is it? MakeBeliefsComix is a basic comic book style platform that can be used for digital storytelling.
 * Why is it useful? Rather than having students complete a traditional retelling of a story, allow them to create their story using a digital storyboard.
 * What are some examples of ways to use it in the classroom? Digital Storytelling apps can be useful for storyboarding historical events, mapping procedural or “how-to” writing, or planning out personal narratives.

Actionable tip #2: Let students create original digital content.
By providing opportunities for students to create products (rather than continuously consuming pre-generated material), they gain a sense of ownership. Creative thinking spans disciplines and can involve real world learning. It allows the creator to take intellectual risks and try new things. Many times, students feel a sense of pride in sharing something they have created. This can lay a foundation for future skill development. Listed below are resources to help accomplish this in the classroom.

Educreations
 * What is it? Educreations is an iPad app that functions like a recordable whiteboard.
 * Why is it useful? Because it captures voice and handwriting and also allows the user to upload pictures to create interactive lessons and stories, Educreations is a powerful presentation tool.
 * What are some examples of ways to use it in the classroom? Students can write or dictate and then illustrate their own stories or create an animated re-telling of an existing story. It can also be used to annotate presentations.

Scratch
 * What is it? Scratch is a program that introduces visual, block-style computer coding.
 * Why is it useful? This free website allows students to create games and stories through the use of visual block style coding. Utilizing problem-solving skills, and a design-thinking approach, students animate their avatars (sprites) to act in certain ways. This is a great collaborative, creative tool that helps develop important Digital Literacy Skills.
 * What are some examples of ways to use it in the classroom? Students can use Scratch to animate stories and create games.

Piktochart
 * What is it? Piktochart is a free easy to use website that allows users to create info-graphs.
 * Why is it useful? Students will be able to visually display there thoughts through info-graphs. Whatever they choose to convey can be aided by custom or provided visuals.
 * What are some examples of ways to use it in the classroom? Piktochart can be used in any learning activity that requires students to respond to a question or topic. For example, students are given the topic of Water Cycle. This must teach about the Water Cycle using Piktochart. Students can now create whatever they would like to achieve this goal.

SketchUp
 * What is it? SketchUp is a 3-D modeling platform.
 * Why is it useful? This website allows students to create manipulable 3-D models. As they create their models, students will also learn the mechanics of using an online drawing program.
 * What are some examples of ways to use it in the classroom? Students could use SketchUp to design a building for an architecture class, to model a physical or mathematical concept, or to recreate scenes from a literary text.

Book Creator (app for iPad and other devices) PowToon
 * What is it?  Book Creator is an app that students can use to create digital books with photos, videos, sound, and narration.
 * Why is it useful?  Book Creator is useful because it allows students to have a digital platform to share their synthesis of various topics.
 * What are some examples of ways to use it in the classroom?  Book creator could be used to publish a piece of writing that students have spent time putting together.  This app could be used with various genres of writing.  Students would be able to insert pictures to enhance their writing and allow them more ownership over their work as they now have an audience to write for.  Another way book creator could be used is to create informational reports in a science class.  Students could research different animals and then put together a book about their animal and share it with their classmates.  Through both of these examples students are creating original, digital content.
 * What is it? Powtoon is a video creation website.
 * Why is it useful?  Powtoon is a website that allows the users to create videos or presentations from scratch or templates.The templates can be altered to fit the content. Users can import their own videos into Powtoon, voice overs, and later export to YouTube or download as a mp4.
 * What are some examples of ways to use it in the classroom?  Powtoon can be used in the classroom by having students create a video to explain the plot of a story, or show the steps to a science experiment, or describe a sequence of events that happened in history.

Actionable tip #3: Pick digital tools that promote interactivity and discovery.
Students develop problem-solving skills and increased levels of confidence through play. By providing interactive, open-ended tools, students can explore and tinker to develop their own understanding of how things work. This exploration provides a feeling of accomplishment that will often times lead to sharing and collaboration with classmates. Listed below are resources to help accomplish this in the classroom.

Minecraft
 * What is it: is a game where you dig and build different kinds of blocks and use permutations of them to craft different items. There are also enemies to kill, animals to tame and towns to build!
 * Why use it: students learn collaboration techniques, discover concepts using observation, trial-and-error and games-based activities. The openness of the game encourages exploration, letting students experiment to meet different goals. Teachers can make in-game student activities adapted to specific objectives and standards.
 * Activity: Students can use the in-game blocks to build one-, two-, and three-dimensional objects to discover the conversions, differences and similarities between length, area, and volume.

Desmos
 * What is it: Desmos is an online graphing calculator that can graph a host of functions in a quick, easy way.
 * Why use it: It is intuitive and easy to learn. There is also a free app for students to download that can give students with a smart phone access to a high-powered graphing calculator. The website also offers many ready-made activities for educators to use, or the tools to make their own.
 * Activity: Students are presented with a container that is being filled with water. They must estimate how the level of the water changes over time, and show their findings in the form of a graph. They do would do this again several times using increasingly complex containers.

Geogebra
 * What is it: Geogebra is a dynamic mathematics software that is designed to help students discover and learn mathematical principles through live manipulation.
 * Why use it:Geogebra contains several interactive apps including spreadsheets, a graphing calculator, a computer algebra system, geometry, 3D graphics, and probability. Students can create their own materials, use materials created by the teacher, or use other people’s previously created material to explore and manipulate mathematical concepts to find patterns and draw conclusions.
 * What are some examples of ways to use it in the classroom? Students can manipulate a transversal that is cutting across parallel lines to discover which angles will always be congruent and which angles will always be supplementary. Students can change pieces of a quadratic function and see how they affect the parabolic graph. They can discover how to translate a quadratic function.

Energy Skate Park
 * What is it:Energy Skate Park is an interactive javascript where students learn about conservation of energy with a skater dude.
 * Why use it: Students build tracks, ramps and jumps for the skater and view the kinetic energy, potential energy and friction as he moves. Students can also take the skater to different planets or even space. There is also a list of teacher submitted activities available on the website.  On this same website, there are interactives ranging in various topics from electricity to light to power.  You can even search by grade level.
 * What are some examples of ways to use it in the classroom? This can be used to explore the law of conservation of energy as well as what factors impact more/less potential or kinetic energy.

DragonBox
 * What is it? DragonBox is a series of games that supplement the teaching of the basics of algebra to kids in a natural, fun, and effective way.
 * Why is it useful? DragonBox is useful because it gives students an introduction to algebra in a game like format and allows teachers to see an overview of the progress and knowledge each of their students are making.  DragonBox lets the students learn algebra by using colorful and fun objects that are gradually replaced by numbers and mathematical expressions similar to equations on paper.  It builds the conceptual knowledge in the early stages and leads students to the more abstract concepts as they achieve each level.  DragonBox allows them to discover the idea of isolating the variable and solving for that variable.
 * What are some examples of how it can be used in the classroom? This iPad app could be used with students to introduce the skill of isolating the variable or it could be used to reinforce these algebra concepts after being taught.

Teacher's Manual on DragonBox

Atmosphere Design Lab
 * What is it? This website is an interactive way for students to learn about the different types of gases that make up the atmosphere.
 * Why is it useful? This website is useful because it allows students to learn more about the gas and it’s importance in the atmosphere. You can read about what would happen if the percentage f each gas was increased or decreased.
 * What are some examples of how it can be used in the classroom? You could have students go through and explore this tool after learning about the different gases to understand more about how the levels affect our environment as well as why we need the composition we need to survive. The visual images also help to solidify some understanding of what the alternate worlds would look.

Duolingo

 * What is it? Duolingo is a free language-learning platform that includes a language-learning website and app, as well as a digital language proficiency assessment exam.
 * Why is it useful? Duolingo is ad-free and offers all its language courses free of charge. As of April 2016, the language-learning website and app offer 59 different language courses across 23 languages; with 23 additional courses in development. Students can definitely discover other cultures through languages.
 * What are some examples of how it can be used in the classroom? Allow students to choose a language and culture to study. Duolingo allows them to speak, practice, and explore using different languages. This is an extremely interactive website/app for students to use in whatever way you see fit.

Ripped Apart: A Civil War History
 * What is it? This is an app where students play a game using first hand accounts and artifacts from the American Civil War to solve mysteries from this time period.
 * Why is it useful? It gives students an interactive look into life during the civil war with artifacts and first hand accounts. Students play and interact with items from the National History Museum.
 * What are some examples of how it can be used in the classroom? Allow students to use this as an extension activity for your Civil War unit. They can interact with primary resources and the time period itself.

'''VoiceThread
 * What is it? VoiceThread can be used to create multimedia slideshows with video, images, documents and voiceovers.
 * Why is it useful? VoiceThread is useful because it is multimodal and shareable between teachers and students, and students with their classmates.
 * What are some examples of how it can be used in the classroom? Students and teachers could create a presentations to share, interact with one another’s presentations, and give feedback. When working in a group, each contributor can leave comments via text, voice, audio file or video.

Actionable tip #4: Honor students as experts, and let them share their expertise with an authentic audience.
Students have noteworthy knowledge and information that they are capable of sharing with authentic audiences. It up to us as teachers to give them an avenue to connect with these authentic audiences. Various technology tools can help us with this quest. Listed below are resources to help accomplish this in the classroom.

Kidblog
 *  What is it? Kidblog is a safe, simple, authentic, and transformative way for students to publish  their work on a blog and truly feel like they have an audience they are writing for.
 * Why is it useful? Kidblog is useful because it provides the tools to help students publish writing safely online and teachers can monitor all activity within their blogging community. Publishing is made very kid-friendly and the teacher can monitor all comments.  It increases students’ motivation to write because they have a meaningful purpose and it allows for engagement in the entire writing process.  Nothing goes live until the teacher says so.
 * What are some examples of ways to use it in the classroom? Kidblog could be used in the classroom for creative writing purposes, interactive science notebooks, or a digital portfolio to share work.

YouTube
 *  What is it? Youtube is a video hosting website where users can enjoy the videos and music, upload original content, and share it all with friends, family, and the world.  Users can create their own channels to house their videos and create playlists. However, be careful on the age restrictions--users should be 13 years old.  Youtube links with google accounts. It would be useful have students post the video as either private or can only be accessed with link if you have privacy concerns.
 * Why is it useful? Youtube gives the students the possibility of anyone in the world viewing it, therefore there is the authentic audience. Viewers have the option to leave feedback, rate the videos and even share the videos allowing for feedback for the student.  The playlist and channel features allow for students to be “experts” and have their own channels.
 * What are some examples of ways to use it in the classroom?This can be used in the classroom to have students create videos about various topics including their findings from an experiment or describe a concept.

Aurasma
 * What is it? Aurasma is a free app for iOS and Android devices that uses advanced imaging recognition to blend the real-world with rich interactive content such as videos and animations, called "Auras".  In other words, augmented reality for the classroom.  It allows students to look at an object through a mobile device and view additional information such as  graphics, animation, video, audio, and 3D content.  Aurasma is changing the way we interact with the world, one Aura at a time.
 * Why is it useful?  Aurasma can bring a lesson to life and make it more engaging.  It makes a lesson come alive for students.  It helps students learn at their own pace by revealing information when they are ready for it.  It can even provide differentiated instruction by creating different channels for different students.
 * What are some examples of ways to use it in the classroom? Students can use this app to share their learning in an authentic way. For example, students can create a book review for their peers to view using Aurasma. The book cover can be used as a trigger image. Students create a book review video to use as an overlay. Other students in the class can view the book reviews by hovering an iPad with the Aurasma app over book covers they are interested in reading.

WeVideo
 * What is it? WeVideo lets students show off their expertise by creating and editing videos and sharing them to video sites like YouTube. WeVideo is a great free, basic  video editor that allows students to timeline, title, caption, and soundtrack videos. Subscriptions activate additional features.
 * Why is it useful? WeVideo will take lessons, tutorials or presentations to the next level and increase student creativity and involvement.  It combines visuals, sounds, voice and video in clear explanations or engaging stories. Have students prove their multimedia skills and apply these to any educational topic.
 * What are some examples of ways to use it in the classroom? There are many possibilities for using WeVideo in the classroom.  Students can make a video of science  experiments, re-enact history, tell a story or show a real life example of the Pythagorean theorem.  The possibilities are endless.

Museum Box
 * What is it?  Museum Box, is a site that provides the tools for students to build up an argument or description of an event, person or historical period by placing items in a virtual box, much like a museum exhibit.
 * Why is it useful? This online program allows them to embed videos, pictures, and audio. User can easily navigate through the exhibit to view the presented ideas. With Museum Box students can present their expertise to the online community and their classrooms.
 * What are some examples of ways to use it in the classroom?  The great thing about museums is there is a museum for everything. Students can create their own online exhibit for which ever class that they would like. After all a museum is a place to protect knowledge and pass it own. Let them be the torch bearers of knowledge.

Powtoon
 * What is it? Powtoon is a site where students or teachers can create animated videos and presentations.
 * Why is it useful? Students can create engaging, professional-looking video presentations even without the use of a camera or video editing programs.
 * What are some ways to use it in the classroom? Students could use Powtoon to design a presentation on a topic that they have researched or to tell a video story.

Actionable tip #5: Find the right blend of teacher and technology.
Technology should not replace the teacher but rather assist the teacher in the classroom. Teachers play a critical role in orchestrating and maintaining a blended learning environment. While not much research has been done in this area, we know that students do the best when they are able to work with peers and feel supported by their teacher. In the blended learning environment, students need to receive immediate digital feedback from their teachers. Listed below are resources to help accomplish this in the classroom. Google Docs
 * What is it? Google docs are an online, collaborative tool where an individual can create word documents
 * Why is it useful? Google docs are useful because they are word documents that can be accessed from anywhere since they are online. Google docs are collaborative as multiple people are able to view, edit, and comment on a document at the same time. There is also the option to chat within a document if people have it enabled. Google docs also automatically save and record previous revisions of the document so you can track the changes that have been made as well as revert back to an older version.
 * What are some examples of ways to use it in the classroom? Google docs can be used  in the classroom for student’s papers or projects. When students are working in a Google doc they are able to share it with their teacher and classmates to receive feedback about it. You can also live chat on a document if the feature is enabled.

Padlet
 * What is it? Padlet is a virtual pin board that allows people to express their opinions on a common topic.
 * Why is it useful? Using Padlet, students write comments, post videos, and/or post images on a wall to communicate their understanding of a certain topic or reaction to a picture, movie, or event . Then they can respond to each others' comments and build a conversation or discussion about the topic.
 * What are some examples of ways to use it in the classroom? Students can use Padlet to brainstorm ways to attack a story problem. They can comment on which pieces of information they feel are essential. They can connect the problem to other problems they have done that are similar or related by posting pictures of examples. Students can post videos of mathematical concepts that would be needed to solve the problem. Using all the ideas posted on the Padlet, students should have more than enough information to be able to make an honest attempt at solving the problem.

NearPod
 * What is it? Nearpod is an interactive presentation and assessment tool that can have amazing effects in the classroom. The app’s concept is simple. A teacher can create presentations that can contain Quizzes, Polls, Videos, Images, Drawing-Boards, Web Content and so on. Students can interact with the presentation by completing quizzes or polls on their own mobile devices.
 * Why is it useful? This app enables you to connect with your students digitally, but with structure. The flexible nature of Nearpod allows you to use it in creative and innovative ways. A summary of the data for each student as well as for the entire class is automatically calculated and can be found in the Reports section on the site.
 * What are some examples of ways to use it in the classroom? Nearpod can be used anytime where a teacher would normally use a plain presentation. It allows teachers to pull ready-made presentations from a library of resources or just pull pieces of those presentations. Teachers can also create their own presentations. For example, a teacher who is doing a lesson on matter and its properties can begin the presentation by giving students a pre-assessment, then present students with content including images and videos, and finally check for understanding by asking to students to answer an open-ended question.

Moodle
 * What is it? Moodle is a web based application  used to help teachers create and deliver effective online learning environments.  Moodle is a classroom tool used to provide online material for a course.  Teachers can include files, images, internet  links, quizzes, surveys, lessons and more complete with due dates.
 * Why is it useful? Moodle allows teachers to create a learning platform that can include all of the materials needed for a class in one location.  It gives teachers the ability to grade student work online, store the grades and provide a space for feedback.   It allows students to continue learning when they are not in the classroom and can be used in a flipped classroom setting.
 * What are some examples of ways to use it in the classroom? Moodle can be used in any classroom and with almost any content.  It can provide homework assignments in math class, additional reading in science, a place to upload written work in English Language Arts or images of artwork in art.

Google Classroom
 * What is it? Google Classroom is a multimedia site that can be used to house and distribute classroom resources.
 * Why is it useful? Google Classroom allows students and teachers to communicate, discuss, and collaborate online.
 * What are some examples of ways to use it in a classroom? Teachers can post online assignments, post announcements, create discussions online. Students can access videos and multimedia files, complete assessments and submit work online.

ClassDojo
 * What is it? ClassDojo is an online classroom management website. It is free for parents, students, and teachers to use.
 * Why is it useful? ClassDojo allows teachers to create a classroom roster with  custom aviators for students. Teachers can award positive points and "need work" points to track student behavior. There is a high "ding" noise and a low "swoosh" noise for each award and consequence. Students respond to this noise.  ClassDojo also acts a medium of communication between parents and teachers through the website and apps instant messaging feature. Teachers may also upload video and pictures to the app so parents can see what is going on at school. Students and parents have access to their behavior data.
 * What are some examples of ways to use it in the classroom? You can use ClassDojo in a number of different ways to track behavioral data. I find it best to allow students to hear the positive point and negative point but reframe from letting view who it is that the points are for. The noise redirects students because their parents are able to see the reports and it ties into their classroom behavior consequence and participation grade.

Are ICT-enhanced educational projects sustainable?
One aspect of development programs that is often neglected is sustainability. The long history of development aid has shown that too many projects and programs start with a bang but all too soon fade out with a whimper, to be quickly forgotten. This is true for many ICT-based educational projects as well. In many instances, these projects are initiated by third party donors—such as international aid agencies or corporations—and not enough attention is paid to establishing a mechanism by which the educational institution or community involved can pursue the project on its own or in partnership with other stakeholders after the initiating donor exits. But cost and financing are not the only barriers to sustainability. According to Cisler, the sustainability of ICT-enabled programs has four components: social, political, technological, and economic.

Economic sustainability refers to the ability of a school and community to finance an ICT-enabled programme over the long term. Cost-effectiveness is key, as technology investments typically run high and in many cases divert funds from other equally pressing needs. Planners should look to the total cost of ownership (see preceding discussion on cost) and build lucrative partnerships with the community to be able to defray all expenses over the long term. The need to develop multiple channels of financing through community participation ties economic sustainability closely to social and political sustainability.

Social sustainability is a function of community involvement. The school does not exist in a vacuum, and for an ICT-enabled project to succeed the buy-in of parents, political leaders, business leaders and other stakeholders is essential. Innovation can happen only when all those who will be affected by it, whether directly or indirectly, know exactly why such an innovation is being introduced, what the implications are on their lives, and what part they can play in ensuring its success. ICT-enabled programs must ultimately serve the needs of the community. Thus community-wide consultation and mobilization are processes critical to sustainability. In short, a sense of ownership for the project must be developed among all stakeholders for sustainability to be achieved.

Political sustainability refers to issues of policy and leadership. One of the biggest threats to ICT-enabled projects is resistance to change. If, for instance, teachers refuse to use ICTs in their classrooms, then use of ICTs can hardly take off, much less be sustained over the long term. Because of the innovative nature of ICT-enabled projects, leaders must have a keen understanding of the innovation process, identify the corresponding requirements for successful adoption, and harmonize plans and actions accordingly.

Technological sustainability involves choosing technology that will be effective over the long term. In a rapidly changing technology environment, this becomes a particularly tricky issue as planners must contend with the threat of technological obsolescence. At the same time, there is the tendency to acquire only the latest technologies (which is understandable in part because these are the models which vendors are likely to push aggressively) Generally, however, planners should go with tried and tested systems; stability issues plague many of the latest technologies. Again, the rule of thumb is to let the learning objectives drive the technology choice and not vice versa—the latest technologies may not be the most appropriate tools for achieving the desired educational goals.When making technology decisions, planners should also factor in not just costs but also the availability of spare parts and technical support.


text: Category:Book:ICT in Education

title: Category:Book:ICT in Education


text:
User:Zaleski

I am Stéphane Zaleski, currently working at Universite Pierre et Marie Curie in Paris. Here is my home page for more details http://www.lmm.jussieu.fr/~zaleski

title: User:Zaleski


text:
TI 83 Plus Assembly/Memory

=Main memory map= The basic memory map of the TI-83+ looks like this: You generally won't care about what's in $0000–$7FFF, and I wouldn't try changing anything in that range. Unless you're writing a Flash app, which executes in $4000-$7FFF. $8000–$FFFF is the calculator's RAM and contains fixed locations, fixed variables, and Flags used by the OS. IY should always point to these flags so do not mess with IY unless you know what you're doing. Know however that PUSH and POP change the memory at $C000-$FFFF, and that you can NOT execute in this area.
 * $0000–$3FFF: Boot ROM page (fixed)
 * $4000–$7FFF: Swappable Memory block A
 * $8000–$BFFF: Swappable Memory block B
 * $C000-$FFFF: Swappable RAM block

title: TI 83 Plus Assembly/Memory


text:
Muggles' Guide to Harry Potter/Magic/Grim

Overview
The Grim, an omen of imminent death, has the appearance of an extremely large black dog. Being spectral, it is visible only to the person whose death is imminent.

Extended Description
At a number of points in Harry Potter and the Prisoner of Azkaban, Harry sees a large black dog; the first two times he sees it, he almost immediately narrowly escapes being killed: the first time, he is almost run over by the Knight Bus; the second time, debilitated by Dementors, he falls fifty feet from his broom; in neither case does anyone else see the dog, and at a second look it has vanished. In between, he has found, at Flourish and Blotts, a book of death omens with a picture on the cover that matches his recollection of the dog, and Professor Trelawney has read his tea leaves in Divination class and seen a Grim there. Later, Professor Trelawney apparently sees a Grim in Harry's crystal ball as well.

Taken all together, this leads Harry to rather believe in omens. However, he does see the big black dog again just before the Quidditch match with Slytherin, and that time it appears that Crookshanks can see him, so he begins to wonder if perhaps the dog is merely a dog, rather than an omen.

Questions

 * 1) Do you believe in omens such as the grim?
 * 2) How superstitious is the Wizarding World?


text: Talk:Cryptography/One time pads

title: Talk:Cryptography/One time pads


text:
Cookbook:Eggnog

Ingredients

 * 6 eggs, cold
 * 240 ml (1 cup + 1 tablespoon) sugar
 * 2 ml (½ teaspoon) vanilla extract
 * 1 ml ground (¼ teaspoon) nutmeg
 * 180 ml (¾ cup) brandy, cold
 * 80 ml (⅓ cup) dark rum, cold
 * 480 ml (2 cups) cups whipping cream, cold
 * 480 ml (2 cups) milk, cold

Procedure

 * 1) Whip the eggs for 2 or 3 minutes with an electric mixer at medium speed until very frothy.
 * 2) Gradually beat in the sugar, vanilla, and nutmeg.
 * 3) Turn the mixer off and stir in the cold brandy, rum, whipping cream, and milk.
 * 4) Chill well.
 * 5) To serve, sprinkle individual servings with more nutmeg.

Notes, tips, and variations

 * The brandy may be replaced with dark rum.

Variation I – Extra frothy eggnog

 * 1) Separate egg yolks from egg whites.
 * 2) Beat egg yolks first, allowing them to lighten in color.
 * 3) Gradually beat in 1 cup sugar, vanilla, and nutmeg.
 * 4) Turn the mixer off and add liquids.
 * 5) Beat egg whites separately, adding the 1 T sugar when peaks form. Continue beating until peaks stiffen.
 * 6) Whisk egg whites into the main mixture.
 * 7) Chill and serve.

Variation II – Cooked eggnog

 * 1) Heat milk and cream to scalding. If you wish to make a lower-alcohol version, mix in the liqueurs before scalding to cook out the alcohol.
 * 2) Temper the beaten and sweetened egg yolks with the hot milk, before mixing the two.

title: Cookbook:Eggnog


text:
Cookbook talk:Eggnog

awesome. more booze = more fun.

I don't understand this recipe. What is a 'cup'? Is this a large cup or a small one? I have only 4 cups in my flat and they're all different sizes. As every country in the world except Myanmar and the USA use metric measurements surely this is what should be used? Xania 20:03, 22 October 2006 (UTC)

"I don't understand this recipe. What is a 'cup'? Is this a large cup or a small one? I have only 4 cups in my flat and they're all different sizes." "A US unit of liquid measure equal to 8 fluid ounces, 1/16 of a US gallon, or 236.5882365 ml." I'm glad I don't use metric, it appears it makes one forget things.

--

Has anyone even tried this recipe? Certainly, it's one of the top hits when you google for "egg nog recipe", but you gotta wonder when the sum of the liquid ingredients measures 1,230ml (1.3 quarts), yet the yield is 2.5 quarts.

124.210.205.17 12:44, 13 December 2006 (UTC)

I made it, and it came out to a little over 2L. Beating the whites separately adds a lot of volume. --68.144.96.231 (discuss) 05:26, 16 December 2014 (UTC)

Raw eggs
Eggnog needs to be cooked before drinking. Using raw eggs and chilling the eggnog can lead to food poisoning. The eggnog needs to be cooked to 160F degrees. SarahRead (discuss • contribs) 04:30, 23 January 2012 (UTC)

title: Cookbook talk:Eggnog


text:
English in Use/Articles

An article is the word the, an, or a, which we put before nouns to limit their signification: as, the air, the stars, an island, a ship.

The articles can seldom be put one for the other, without gross impropriety; and of course either is to be preferred to the other, as it better suits the sense: as,

 * "The violation of this rule never fails to hurt and displease a reader."—Blair's Lectures, p. 107.
 * Say, "A violation of this rule never fails to displease the reader."

Nouns without any article
A common noun, when taken in its widest sense, usually admits no article: as,

 * "A candid temper is proper for man; that is, for all mankind."—Murray.

Nouns without any article, or other definitive, are often used in a sense indefinitely partitive: as,

 * "He took bread, and gave thanks."—Acts.
 * That is, "Some bread."
 * "To buy food are your servants come."—Genesis.
 * That is, "Some food."
 * "There are fishes that have wings, and are not strangers to the airy region."—Locke's Essay, p. 322.
 * That is, "Some fishes."
 * Words in which nothing but the mere being of anything is implied, are used without articles: as, 'This is not beer, but water;' 'This is not brass, but steel.'—Dr. Johnson's Gram., p. 5.

Indefinite articles
The indefinite article is an or a, which denotes one thing of a kind, but not any particular one: as, a boy, an orange.

An is used in preference to a, whenever the following word begins with a vowel sound: as, an art, an end, an heir, an inch, an ounce, an hour, an urn.

A is used in preference to an, whenever the following word begins with a consonant sound: as, a man, a house, a wonder, a one, a yew, a use, a ewer, a European car.

The consonant sounds of w and y, even when expressed by other letters, require a and not an before them: as,

 * "In an epic poem, or a poem upon an elevated subject, a writer ought to avoid raising a simile on a low image."—Ld. Kames.

An or a before the genus, may refer to a whole species; and the before the species, may denote that whole species emphatically: as,

 * "A certain bird is termed the cuckoo, from the sound which it emits."—Blair.

But an or a is commonly used to denote individuals as unknown, or as not specially distinguished from others: as,

 * "I see an object pass by, which I never saw till now; and I say, 'There goes a beggar with a long beard.'"—Harris.

The article an or a implies unity, or one, and of course belongs to nouns of the singular number only: as, a man, an old man, a good boy.

An or a sometimes gives a collective meaning to a numeral, when the noun following is plural: as, a few days, a hundred men, one hundred pounds sterling.

Definite articles
The definite article is the, which denotes some particular thing or things: as, the boy, the oranges.

The definite article is commonly used to denote individuals as known, or as specially distinguished from others: as,

 * "The man departs, and returns a week after; and I say, 'There goes the beggar with the long beard.'"—Id.

The article the is applied to nouns of either number: as, the man, the men; the good boy, the good boys.

The is commonly required before adjectives that are used by ellipsis as nouns: as,

 * "The young are slaves to novelty; the old, to custom."—Ld. Kames.

Pronunciation of "the" all depends on the word it's referring to and whether that word starts with a vowel sound or a consonant sound. When the word begins with a vowel sound we use the long "the" (thee). For example: The (thee) Apple, the (thee hOur). When the word begins with a consonant sound we use the short "the" (thuh). For example: The (thuh) Banana, the (thuh) University.

Sometime's "the" is used to emphasize a noun, especially when that noun is unique. When writing this particular use of "the" it is almost always written in Italics "the".

For Example: "I saw the Queen last week." "What?! The (thee) Queen? As in Queen Elizabeth the 2nd?" "Yes, Queen Elizabeth."

General rules
Articles should be inserted as often as the sense requires them: as,

 * "Repeat the preterit and [the] past participle of the verb to abide."—Merchant's American School Grammar, p. 66.

Needless articles should be omitted; they seldom fail to pervert the sense: as,

 * "The Rhine, the Danube, the Tanais, the Po, the Volga, the Ganges, like many hundreds of similar names, rose not from any obscure jargon or irrational dialect."—Dr. Murray's Hist. of Europ. Lang., Vol. i, p. 327.

A short syntax
Articles relate to the nouns which they limit, as "The blind beggar," except the following cases: the comparative or the superlative degree, as "The mightiest," and an unstressed numeral, as "A hundred men."

title: English in Use/Articles


text:
User:Tannertsf/Historical Documents/18th Century

 * /An Act for the Gradual Abolition of Slavery - Pennslyvania: March 1, 1780/
 * /An Act Repealing the Stamp Act: March 18, 1766/
 * /The Administration of Justice Act: May 20, 1774/
 * /Albany Plan of Union: 1754/
 * /Alexander Hamilton's Opinion as to the Counstitutionality of the Bank of the United States: 1791/
 * /Algeria: Treaty of Peace and Amity; September 5, 1795/
 * /The Alien Act - An Act Respecting Alien Enemies: July 6, 1798/
 * /The Alien and Sedition Acts: 1798/
 * /The American Crisis by Thomas Paine/
 * /The Annapolis Convention: September 11, 1786/
 * /Annual Messages of the Presidents of the United States/
 * /The Articles of Association: October 20, 1774/
 * /Articles of Capitulation: October 18, 1781/
 * /Articles of Confederation: March 1, 1781/
 * /Articles of Convention Between Lieutenant-General Burgoyne and Major General Gates: October 16, 1777/
 * /Association of the Sons of Liberty in New York: December 15, 1773/
 * /The Association of the Virginia Convention: August 1-6, 1774/
 * /The Barbary Treaties: 1786-1836/
 * /Blackstone's Commentaries on the Laws of England: 1765-1769/
 * /Boston Non-Importation Agreement: August 1, 1768/
 * /The Boston Port Act: March 31, 1774/
 * /British-American Diplomacy/
 * /Charles II's Grant of New England to the Duke of York: 1676 - Exemplified by Queen Anne: 1712/
 * /Charleston Non-Importation Agreement: July 22, 1769/
 * /The Charlotte Town Resolves: May 31, 1775/
 * /Charter of Delaware: October 28, 1701/
 * /Charter of Georgia: June 9, 1732/
 * /Charter of Privileges Granted by William Penn, esq. to the Inhabitants of Pennslyvania and Territories: October 28, 1701/
 * /Chronology of American History/
 * /Circular Letter of the Boston Committee of Correspondence: May 13, 1774/
 * /Circular Letter to the Governers in America: April 21, 1768/
 * /Circular Letter of the Secretary of Congress; Transmitting Copy of the Constitution to the Several Governers: September 28, 1787/
 * /Colonial Charters, Grants and Related Documents/
 * /Connecticut Resolutions on the Stamp Act: December 10, 1765/
 * /Constitution of Delaware: September 21, 1776/
 * /Constitution of Georgia: February 5, 1777/
 * /Constitution of Maryland: November 11, 1776/
 * /Constitution of New Hampshire: January 5, 1776/
 * /Constitution of New Jersey: July 2, 1776/
 * /Constitution of New York: April 20, 1777/
 * /Constitution of North Carolina: December 18, 1776/
 * /Constitution of Pennslyvania: September 28, 1776/
 * /Constitution of South Carolina: March 26, 1776/
 * /Constitution of the United States: 1787/ Constitution of the United States of America
 * /Constitution of Vermont: July 8, 1777/
 * /Constitution of Vermont: July 4, 1786/
 * /The Constitution of Virginia: June 29, 1776/
 * /Contract Between the King and the Thirteen United States of North America, signed at Versailles: July 16, 1782/
 * /Contract Between the King and the Thirteen United States of North America: February 25, 1783/
 * /Convention Defining and Establishing the Functions and Privileges of Consuls and Vice Consuls, signed at Versailles: November 14, 1788/
 * /The Currency Act: April 19, 1764/
 * /Declarations for Suspension of Arms and Cessation of Hostilities: January 20, 1783/
 * /Declaration of Independence: July 4, 1776/ United States Declaration of Independence
 * /Declaration of the Causes and Necessity of Taking Up Arms: July 6, 1775/
 * /Declaration of the Commissioners under Article 5 of the Jay Treaty: October 25, 1798/
 * /Declaration of the Rights of Man: 1789/
 * /Declarations and Resolves of the First Continental Congress: October 14, 1774/
 * /The Declaratory Act: March 18, 1766/
 * /Draft Constitution of Virginia: June 1776/
 * /Exchange of Notes Referring to Articles 2 and 3 of the Treaty of Amity and Commerce with France: February 6, 1778/
 * /Explanatory Article to Article 3 of the Jay Treaty: May 5, 1796/
 * /Explanatory Article to Article 5 of the Jay Treaty: March 15, 1798/
 * /Explanatory Charter of Masachusetts Bay: August 26, 1725/
 * /The Federalist Papers/
 * /France: Treaties of 1778 and Associated Documents/
 * /Franco-American Diplomacy/
 * /George Washington: Papers/
 * /Gervaise, Isaac: The System or Theory of the Trade of the World: 1720/
 * /Treaty of Greenville: August 3, 1795/
 * /Hamilton's Opinion as to the Constitutionality of the Bank of the United States: 1791/
 * /Inaugural Addresses of the Presidents of the United States/
 * /James Madison: Papers/
 * /The Jay Treaty 1794 and Associated Documents/
 * /The Jefferson Papers/
 * /Jefferson's Opinion on the Constitutionality of a National Bank: 1791/
 * /Journals of the Continental Congress 1774-1789/
 * /The Judiciary Act: September 24, 1789/
 * /Kentucky Resolutions - Draft: October 1798/
 * /Kentucky Resolution: 1799/
 * /Lee's Resolution: June 7, 1776/
 * /Letter from Lieutenant-Governer Colden to the Earl of Dartmouth: June 1, 1774/
 * /Letter from the New York Committee of Fifty-One to the Boston Committee of Correspondence: May 23, 1774/
 * /Letter of the President of the Federal Convention, to the President of Congress, Transmitting the Constitution: September 17, 1787/
 * /Letters From an American Farmer/
 * /Maryland Toleration Act: September 21, 1649/
 * /The Massachusetts Government Act: May 20, 1774/
 * /The Mecklenburgh Resolutions: May 20, 1775/
 * /Madison's Notes on Debates in the Federal Convention of 1787/
 * /Massachusetts Circular Letter to the Colonial Legislatures: February 11, 1768/
 * /Money and Trade Considered With a Proposal for Supplying the Nation with Money by John Law: 1705/
 * /Morocco - Treaty of Treaty of Peace and Friendship: 1786/
 * /Native Americans: Statutes of the United States/
 * /Native Americans: Treaties with the United States/
 * /New Hampshire Constitution: January 5, 1776/
 * /New York Merchants Non-importation Agreement: October 31, 1765/
 * /Northwest Ordinance: July 13, 1787/
 * /Notes of Alexander Hamilton in the Federal Convention of 1787/
 * /Notes of Major William Pierce (Georgia) in the Federal Convention of 1787/
 * /Notes of Rufus King in the Federal Convention of 1787/
 * /Notes of William Patterson in the Federal Convention of 1787/
 * /Notes on Debates in the Federal Convention of 1787; Reported by James Madison/
 * /Notes of the Secret Debates of the Federal Convention of 1787, Taken by the Late Hon Robert Yates, Chief Justice of the State of New York, and One of the Delegates from That State to the Said Convention/
 * /Papers of Dr. James McHenry on the Federal Convention of 1787/
 * /Papers of the Presidents of the United States/
 * /The Paris Peace Treaty of 1783 and Associated Documents/
 * /Patrick Henry - Give Me Liberty Or Give Me Death: March 23, 1775/
 * /Petition from the Massachusetts House of Representatives to the House of Commons: November 3, 1764/
 * /Petition of the Virginia House of Burgesses to the House of Commons: November 3, 1764/
 * /The Philadelphia Resolutions: October 16, 1773/
 * /The Plan of Charles Pinckney (South Carolina), Presented to the Federal Convention: May 29, 1787/
 * /Plan of the Treaties with France of 1778/
 * /Preamble and Resolution of the Virginia Convention: May 15, 1776/
 * /Preliminary Articles of Peace: November 30, 1782/
 * /Proceedings of Commissioners to Remedy Defects of the Federal Government: Seotember 11, 1786/
 * /Proceedings of Farmington, Connecticut, on the Boston Port Act: May 19, 1774/
 * /Proceedings of the Inhabitants of Philadelphia: June 18, 1774/
 * /Proclamation Declaring the Cessation of Arms: April 11, 1783/
 * /The Proclamation of Neutrality: April 22, 1793/
 * /A Project for Perpetual Peace: 1761/
 * /The Quartering Act: May 15, 1765/
 * /The Quartering Act: June 2, 1774/
 * /Quasi War with France: 1791-1800/
 * /The Quebec Act: October 7, 1774/
 * /The Queen's Acceptance of the Surrender of Government: April 17, 1709/
 * /Ratification of the Constitution by the State of Connecticut: January 8, 1788/
 * /Ratification of the Constitution by the State of Delaware: December 7, 1787/
 * /Ratification of the Constitution by the State of Georgia: January 2, 1788/
 * /Ratification of the Constitution by the State of Maryland: April 28, 1788/
 * /Ratification of the Constitution by the State of Massachusetts: February 6, 1788/
 * /Ratification of the Constitution by the State of New Hampshire: June 21, 1788/
 * /Ratification of the Constitution by the State of New Jersey: December 18, 1787/
 * /Ratification of the Constitution by the State of New York: July 26, 1788/
 * /Ratification of the Constitution by the State of North Carolina: November 21, 1789/
 * /Ratification of the Constitution by the State of Pennslyvania: December 12, 1787/
 * /Ratification of the Constitution by the State of Rhode Island: May 29, 1790/
 * /Ratification of the Constitution by the State of South Carolina: May 23, 1788/
 * /Ratification of the Constitution by the State of Virginia: June 26, 1788/
 * /Relations Between the United States and Native Americans/
 * /Report of Proceedings in Congress: February 21, 1787/
 * /Report on Government for Western Territory: March 1, 1784/
 * /Resolution of Congress, Submitting Ratifications of the Constitution to a Committee: July 2, 1788/
 * /Resolution of the Congress, Fixing Date for Election of a President, and the Organization of the Government Under the Constitution, in the City of New York: September 13, 1788/
 * /Resolution of Congress, Submiting the Constitution to the Several States: September 28, 1787/
 * /Resolution of the First Congress Submitting Twelve Amendments to the Constitution: March 4, 1789/
 * /Resolution of Secrecy Adopted by the Continental Congress: November 9, 1775/
 * /Resolution of the Federal Convention Submitting the Constitution to Congress: September 17, 1787/
 * /Resolution of the General Assembly of Virginia: January 21, 1786/
 * /Resolutions of the Boston Town Meeting: September 13, 1768/
 * /Resolutions of the Congress: October 19, 1765/
 * /Resolutions of the Massachusetts House of Representatives Agreeing to the Virginia Proposal: May 28, 1773/
 * /Resolutions of the Provincial Congress of Virginia: March 23, 1775/
 * /Resolves of the Pennslyvania Assembly on the Stamp Act: September 21, 1765/
 * /Rights of Man by Thomas Paine: 1792/
 * /The Royal Proclamation: October 7, 1763/
 * /Sedition Act - An Act in Addition to the Act, Entitled "An Act for the Punishment of Certain Crimes Against the United States.": July 14, 1798/
 * /Spanish-American Diplomacy/
 * /The Stamp Act: March 22, 1765/
 * /The Statute of Anne: April 10, 1710/
 * /Statutes of the United States/
 * /Statutes of the United States Concerning Native Americans/
 * /Statutes of the United States Concerning Slavery/
 * /The Sugar Act: September 29, 1764/
 * /Surrender of the Proprietors of East and West New Jersey, of Their Pretended Right of Government to Her Majesty: 1702/
 * /The System or Theory of the Trade of the World by Isaac Gervaise: 1720/
 * /Thomas Jefferson: Papers/
 * /Thomas Jefferson's Opinion on the Constitutionality of a National Bank: 1791/
 * /The Townshend Act: November 20, 1767/
 * /Treaty of 1790 Between the Creeks and the United States - Documents/
 * /A Treaty of Amity and Commerce between His Majesty the King of Prussia, and the United States of America: September 10, 1785/
 * /Treaty of Friendship, Limits, and Navigation between Spain and The United States: October 27, 1795/
 * /The Treaty of Paris: February 10, 1763/
 * /The Treaty of Paris 1783 and Associated Documents/
 * /Treaty of Peace and Amity Between the United States and Algeria: September 5, 1795/
 * /Treaty of Peace and Friendship Between the United States and Morroco: 1786/
 * /Tripoli: Treaty of Peace and Friendship: November 4, 1796/
 * /Tunis: Treaty of Peace and Friendship: August 28, 1797/
 * /United States Constitution/
 * /Variant Texts of the Plan Presented by Hamilton to the Federal Convention: June 18, 1787; Texts A-E/
 * /Variant Texts of the Plan Presented by William Patterson (N.J.) to the Federal Convention: June 15, 1787; Texts A-C/
 * /Variant Texts of the Virginia Plan, Presented by Edmund Randolph to the Federal Convention: May 29, 1787; Texts A-C/
 * /Virginia Declaration of Rights: June 12, 1776/
 * /Virginia Resolution: December 24, 1798/
 * /Virginia Resolutions Establishing A Committee of Correspondence: March 12, 1773/
 * /Washington's Farewell Address: 1796/
 * /Washington, George: Papers/
 * /Wharton's Revolutionary Diplomatic Correspondence Volume 6/
 * /The Whiskey Rebellion: August 7, 1794/


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User talk:Panic2k4/EFFLetter

= Copy of the Fax sent to Jimmy Wales and the letter/e-mail to the EFF =

I couldn't find an easy way to appeal to a higher instance on a, well, so simple case but at the very core of the Wikibooks community, since the other proper channels can't seem to provide a solution. I'm sorry to disturb you on such a simple case but your input should be given on the subject and for once help to finish this sort of disputes. I'm willing to help writing a clear policy that would standardize the GFDL and copyright problems at Wikibooks. Please consider that I don't claim sole ownership, sole say on any of the content but only the protection of my and others contributions to several works that have been placed under the GFDL on Wikibooks. I'm sending a copy of the letter sent to the EFF.

Hello,

I'm writing to you about a problem, that, we as a community are having on Wikibooks dealing with the legality of the authorship and the GFDL requirements taking in consideration the changes done to the license by Wikibooks (http://en.wikibooks.org).

(Wikibooks:GNU Free Documentation License http://en.wikibooks.org/wiki/GNU_Free_Documentation_License)

(Wikibooks:Copyrights http://en.wikibooks.org/wiki/Wikibooks:Copyrights)

1) I'm an author of the C++ Programming book. There is a page (http://en.wikibooks.org/wiki/C%2B%2B_Programming/TOC2/Print_Version) that is intended to make a derived copy of this work and that intentionally removes the list of authors that contributed and books that have been used as references. Even considering the changes from the Wikibooks GFDL version, and adaptations needed to a Wiki platform, it clearly violates the GFDL license, and my rights as an author that in the original version are granted to the EFF under the GFDL.

(see discussion page http://en.wikibooks.org/wiki/Talk:C%2B%2B_Programming/TOC2/Print_Version )

2) There seems to be a misconception on Wikibooks as to what an author is (probably due to the close relation to Wikipedia). We, as a community, would benefit greatly from any contribution from the EFF, as repository of those rights, that would help us establish local policies that might help to clarify these questions.

Thank you in advance for any help you might provide... Panic (http://en.wikibooks.org/wiki/User:Panic2k4)

PS: English is not my native language, so please take that in consideration if I fail to be clear on any aspect. I will gladly provide any further clarifications you might find necessary.

Update - The emails that I've sent to EFF to mailto:information@eff.org are being returned with the error:

I have yet to ask the webmaster for information regarding that address that it is posted on their page, if that fails, Ill try EFF-Europe, as for the FAX I don't have at the moment a receipt that it has reached it's destination and probably will resend it in another way after the email reaches it's destination...--Panic 06:53, 2 November 2006 (UTC)

title: User talk:Panic2k4/EFFLetter


text:
Template:Excerpt version notice

de:Vorlage:Druckversionsnotiz pl:Szablon:Drukowanie porada es:Plantilla:Versión para imprimir

title: Template:Excerpt version notice


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Cookbook:Baloney Sandwich

| U.S. Cuisine

This is a very basic recipe for a bologna (baloney) sandwich. See variations for different ways to prepare it.

Ingredients

 * 16 slices of bologna
 * 1 oz brown prepared mustard
 * 1 Kaiser bun, sliced in half

Procedure

 * 1) On one slice of the bun, pile the bologna slices in the shape of a Venn diagram, alternating between those on the left and those on the right, so that your Venn diagram is made of bologna that hangs off the edges of the bottom of the Kaiser bun.
 * 2) Smear brown mustard on the soft part of the other half of the bun. Top sandwich with the bun.

Notes, tips, and variations

 * Feel free to use any bread or sliced roll for the sandwich.
 * You can reduce or increase the amount of bologna, as desired.
 * Other sandwich fillings can be used, such as sliced tomato, lettuce, mayonnaise, and sliced cheese.

料理本/バロニーサンド

title: Cookbook:Baloney Sandwich


text:
Ancient History/Americas/Aztec Empire/Origins of the Aztec

The Aztecs were from a place called atzlan which is where the term Aztec derives form, ironically enough they swore they would never be called by this name again upon leaving and preferred the term Mexica which is where the name of the country Mexico derives from

Aztlan
Atzlan is Nahuatl for place of the heron which was an island whose location is disputed due to the fact that only the aztecs lived there and hadn't for 100's of years when the first Europeans arrived. They got to that island through 7 caves which the culture of the island had been living in supposedly since humanity began, which is either off the coast of northwestern Mexico or somewhere else. Some people have said it's as far as Wisconsin while others claim it was a town now called Aztlan, and others say it's a mythical place and the whole story is made up.

The 7 Tribes
The 7 Tribes each originating from 1 of the caves agreed to leave atzlan in hopes of building a new city that they could live in. It would be called Tenochtitlan which is aztec for Cactus Rock. Their god had told them to look for it as "A place where there is a cactus growing from a rock with an eagle perched on it with a snake in it's mouth". He had said to settle in the place where they found it when they began their journey South or possibly Southwest to what today is Central Mexico.

Their Journey
The Aztecs went south through Mexico toward Tenochtitlan. Not yet knowing where that was they went south looking for the sign their god had told them about. The people of Mexico called the Toltecs, who had been around for a very long time and were similar to the Maya, these peoples land was now being entered by stray tribes such as the Aztecs but by the time they got there, most of the land in the area had already been taken They were influenced by Toltec Culture and added some of their gods to their religion (later a fatal mistake). They were accepted into one society who they angered when they sacrificed a woman they gave them, who they expected their ruler to marry. Then they banished the Aztec into the lake. They went through lake Texcoco and found the sign, there they settled.


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The Computer Revolution/Networks/Four Types of Wireless Communications

 * 1) Infrared Wireless Transmission- "Tranmission of data signals using infrared-light waves"(williams/sayer,2007) These infrared-light waves are at a frequency too low for human eyes to receive and interpret. Infrared ports can be found in digital cameras, laptops, and printers as well as wireless mice.
 * 'Advantages'
 * no cords
 * 'Disavantages'
 * Line-of-sight communication is required-there must be an unobstructed view between transmitter and receiver
 * 'Examples'
 * http://www.computer-accessories.biz/mouse/wireless_mouse.htm

A communications satellite (sometimes abbreviated to comsat) is an artificial satellite stationed in space for the purposes of telecommunications.
 * 1) Broadcast Radio- a wireless transmission medium that sends data over long distances (regions, states, countries) at up to 2 megabits per second (AM/FM Radio)
 * 2) Microwave Radio- Transmission of voice and data through the atmosphere as super high-frequency radio waves called microwaves. These frequencies are used to transmit messages between ground-based stations and satellite communications systems. (Williams & Sawyer, 2007).
 * 3) Communications Satellites- are microwave relay stations in orbit around the earth.

Reference: Williams B. & Sawyer, S. (2007). Italic textUsing Information Technology-A Practical Introduction to Computers & Communications. Boston: McGraw-Hill Irwin.


text:
The Computer Revolution/Networks/Ways to Minimize Virus Attacks

 * Do not open/download/execute files from unknown sources
 * Delete spam and emails from unknown sources
 * Do not start your computer with a floppy disk in the drive
 * Back up files regularly
 * Install virus protection software
 * Scan your entire system with antivirus software
 * Update Protection and Security Systems
 * Use firewall software
 * Sign up for email alerts through a trusted security company

While setting up a network, whether wired or wireless, you will need to make sure it is secure. Setting up complicated passwords, mixed with letters, numbers and symbols, is one way to prevent unwanted people from accessing any and all information in the network. Encrypting private files or setting the network up as hidden are other ways to prevent access to that information.

Prevent Virus Attacks
These are just some simple measures you can take to prevent the headache of having to re-format your computer when a virus attacks: change your password periodically to prevent password hacking, backup your programs and data regularly, install virus scanning and cleaning software in each computer, update regularly the virus scanning software from the supplier to detect new viruses, scan the computer regularly with virus scanning software, stay alert with the danger of the open exposure of your files over the internet, switch off automatic processing of e-mail attachments in the Internet e-mail software, scan any downloaded files and e-mail attachments from the Internet for viruses before opening them, scan floppy disks, compact disks and other storage media, especially those of unknown sources, with virus scanning software before use. Also, keep in mind that purchasing anti-virus software is a wise investment if you have valuable data kept on your computer. It should be a routine for you to back up your work as well (save it on another source so you can access it even if your computer crashes or becomes inaccessible).

Regular PC check up
It is important to have regular PC checks ups they can help clean out viruses and prevent serious damage to your computer. PC clean ups can help make your computer run faster as well as remove unwanted software. It is also a good way to free up space on your memory. Be aware of free anti-virus as they offer almost no protection for your computer.


text:
Theoretical Mechanics/Cover

<Cover and Inter-Wiki This book will cover statics, kinematics and dynamics at college level. This book is barely started

Overview
Theoretical mechanics is the basic science of many fields in engineering. This book covers the newtonian mechanics as this is what is used to design any kind of machine or building that is significantly larger than an atom and smaller than a planet.

There are several field of mechanics:
 * Theoretical Mechanics: studies the relation between forces acting on bodies and forces caused by bodies touching each other. It assumes that those bodies do not deform.
 * Solid Mechanics: studies the forces inside bodies and deformations.
 * Fluid Mechanics: Studies forces caused by and acting on fluids and their environment. Fluids are both liquids as gasses.

title: Theoretical Mechanics/Cover


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Theoretical Mechanics/Authors

 * Patrik - I started this book as mechanics wasn't represented as a wikibook. Although it may be part of a physics book, mechanics is broad field that deserves more than a small chapter in a physics book. I've quite a few sources for the information that'll have to be in this book (including course notes for 2 years of mechanics spanning 3 binders). Most of the trouble involves translating certain words and concepts.

 * eienmaru - I might be a math/philosophy student during my day job, but physics is certainly a field I've had a fair amount of experience in. I'll be working from my personal notes as well.

title: Theoretical Mechanics/Authors


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Classical Mechanics

Classical mechanics is the study of the motion of bodies based upon Isaac Newton's famous laws of mechanics. There are no new physical concepts in classical mechanics that are not already extant in other areas of physics. What classical mechanics does is mathematically reformulate Newtonian physics to address a huge range of problems ranging from molecular dynamics to the motion of celestial bodies.

As one of the oldest branches of physics, it has long ago been displaced in many fields of study by newer theories (the foremost of these being quantum mechanics and relativity), but classical mechanics is far from being obsolete. Classical mechanics is very useful for analyzing problems in which quantum and relativistic effects are negligible, and its principles and mathematics are the foundation upon which numerous branches of modern physics are founded (including quantum mechanics and relativity). And finally, it is fascinating field of study unto itself—or at least some people think so. Maybe you'll be a fan of classical mechanics too, after having studied it.

Prerequisites
The reader should be comfortable with Newton's laws and with basic physics concepts such as mass, moments of inertia, length, force and time (q.v. basic concepts). In addition, math is the crucial tool of physics, familiarity with geometry, algebra, and calculus is a must. In particular, the reader should be comfortable with multivariable calculus (if you do not know the difference between '∂f/∂x' and 'df/dx', then it's time to spend some quality time with a math textbook).

That said, mathematics is tool for physics, and only a tool. As much as it is important for the study of physics, physics is more than a mere exercise in math. It is also about finding different ways to look at the physical world, and developing intuition about how to predict natural phenomena ("how things work"). Readers need not have understood everything that was ever taught to them in a math course.

Suggested books to study
There is an extraordinarily large number of textbooks in theoretical mechanics, because it is a fairly old and well-studied subject. You need any textbook on classical mechanics that you can understand and that talks about "Lagrangians" early on. (Books that only talk about accelerations, forces, and torques may be quite advanced but they do not cover the subject of theoretical mechanics.)

 * H. Goldstein. Classical mechanics. - Has everything standard in it and quite a few advanced topics. An old classic.
 * L.N. Hand, J.D. Finch. Analytical mechanics (Cambridge, 1998). - A fresher, more didactic exposition of mechanics. Standard material.
 * L. Landau, E. Lifshitz. Mechanics. -- A short, clean, concise treatment of mechanics.
 * V.I. Arnold. Mathematical methods of classical mechanics. -- Has almost nothing standard in it but is excellent for a more mathematically minded student. Not for beginners.

Part 1: Core material

 * A brief review of Newtonian physics
 * (Introduction and overview)
 * A brief primer on differential equations
 * The Lagrangian formulation of mechanics
 * Exercises in setting up Lagrangian functions
 * Constrained systems and Lagrange multipliers
 * Overview of applications and further directions
 * Motion in a central force field
 * More on Lagrangian formalism
 * Small oscillations
 * Symmetries and conservation laws
 * Mechanics of rigid bodies
 * Non-Inertial Reference Frames
 * Hamiltonian formalism
 * Special Relativity

Part 2: Optional material

 * Pendulum motion
 * Virial theorem
 * Scattering theory
 * Anharmonic oscillations

Resources and Further Reading

 * Calculus
 * Modern Physics
 * Astrodynamics

Mecánica clásica Klassieke Mechanica 古典力学

title: Classical Mechanics


text:
Talk:Theoretical Mechanics

This book should be moved to the Engineering Bookshelf

title: Talk:Theoretical Mechanics


text:
C Sharp Programming/Keywords/default

The keyword can be used in the  statement or in generic code:
 * The switch statement: Specifies the default label.
 * Generic code: Specifies the default value of the type parameter. This will be for reference types and zero for value types.

title: C Sharp Programming/Keywords/default


text:
Mass Media/World Wide Web, Newsgroups and Discussion Groups

The United States Congress funded the federal Do Not Call list, which allows citizens to opt-out of telemarketing. The website is located at http://www.donotcall.gov/. So far, 50,000,000 have signed up. AT&T was sued by the US government when they refused to follow the Do Not Call list.


text:
C Sharp Programming/Keywords/switch

The statement is a control statement that handles multiple selections and enumerations by passing control to one of the case statements within its body.

This is an example of a switch statement:

Console Output You're finally an adult!

/Keywords

title: C Sharp Programming/Keywords/switch