text:
Rubik's Cube/Reference Summary

 +-+ +-+
 * HOW TO FIND YOUR VERY OWN PERSONAL WAYS TO SOLVE RUBIK'S CUBE                              |
 * (Preliminary April 20, 2007 version)            |
 * by Mr. Ray Calvin Baker                         |
 * FREE Public Domain Educational Material         |
 * Chapter Ten - - - - - - - - - - Reference Summary of Useful Operations                     |
 * In a "group", (and mathematical group theory is a part of finite discrete mathematics      |
 * relevant to the solution of Rubik's Cube and many other puzzles) every operation has an    |
 * inverse operation which undoes what that operation does. The most important operation in a |
 * group is the identity operation -- it does nothing at all! A Cube fresh from the factory   |
 * represents the identity operation. Scrambling the Cube is another operation. Applying the  |
 * inverse of that scrambling operation is your goal. It restores the Cube to its pristine    |
 * condition, as if nothing at all had been done.                                             |
 * Here is a reference summary of the most useful moves, as scribbled on my work sheets.      |
 * INTERCHANGE THREE CORNER CUBIES                                                            |
 * _ a _  (h)     _ a _   (*)                       _ g _   (*)      _ g _   (h)          |
 * b _ T _ c      * _ T _ *                         * _ T _ *        b _ T _ c              |
 * | F d R |      | F d R |      "Fv R^ F^ Rv T2"   | F a R |        | F a R |              |
 * e _ | _ f      * _ | _ *      --->   * _ | _ *        e _ | _ f              |
 * g              g                                 d                d                  |
 * INTERCHANGE TWO CORNER CUBIES                                                              |
 * 1st: "Fv R^ F^ Rv T2"                                    |
 * _ a _  (h)     _ * _   (*)   2nd: "L^"                 _ * _   (*)      _ a _   (h)    |
 * b _ T _ c      * _ T _ *       3rd: "Fv R^ F^ Rv T2"   * _ T _ *        b _ T _ c        |
 * | F d R |      | F d R |       4th: "Fv R^ F^ Rv T2"   | F g R |        | F g R |        |
 * e _ | _ f      * _ | _ *       5th: "Lv"               * _ | _ *        e _ | _ f        |
 * g              g           6th: "Rv Tv R^"             d                d            |
 * CHANGE ORIENTATION OF TWO CORNER CUBIES                              _ * _    Corner       |
 * * _ 1 _ * cubie        |
 * 1st: "Fv R^ Fv R^ Fv R^"                            | 3 * 2 |  before...    |
 * 0 0 0 0 0  2nd: "Fv R^ Fv R^ Fv R^"   0 + - 0 0                 * _ | _ *               |
 * 0 0 0 0 0  3rd: "Fv"                  0 0 0 0 0         _ * _       *       _ * _       |
 * [F] [k]  4th: "Fv R^ Fv R^ Fv R^"     [F] [K]       * _ 2 _ *           * _ 3 _ *     |
 * 5th: "F^"                                 | 1 * 3 |           | 2 * 1 |     |
 * -->                  * _ | _ *           * _ | _ *     |
 * ...after "+".      ...after "-".    |
 * INTERCHANGE THREE EDGE CUBIES                                                              |
 * | |  |#3|  |  |  |#2|       Down-slice: "2R^ Rv"       |  |  |#1|  |  |  |#3|         |
 * +--+--+--+--+--+--+--+--+--+   TOP twice:  "T2"        +--+--+--+--+--+--+--+--+--+      |
 * | | L|  | F|  | R|  | K|  |    Up-slice:   "2Rv R^"    |  | L|  | F|  | R|  | K|  |      |
 * +--+--+--+--+--+--+--+--+--+   TOP twice:  "T2"        +--+--+--+--+--+--+--+--+--+      |
 * | |  |  |  |  |  |#1|                   --->       |  |  |  |  |  |  |#2|         |
 * CHANGE ORIENTATION OF TWO EDGE CUBIES                                                      |
 * Down-slice: "2R^ Rv"      (Only the orientation of       |
 * Turn TOP:  "Tv"            marked edge cubies            |
 * Down-slice: "2R^ Rv"       is changed -- "flipped",)     |
 * +--+ +--+  +--+  +--+       Turn TOP:   "Tv"           +--+  +--+  +--+  +--+         |
 * | |  |#3|  |  |  |#2|       Down-slice: "2R^ Rv"       |  |  |#3|  |  |  |#2|         |
 * +--+--+--+--+--+--+--+--+--+   TOP twice   "T2"        +--+--+--+--+--+--+--+--+--+      |
 * | | L|  | F|  | R|  | K|  |    Up-slice:   "2Rv R^"    |  | L|  | F|  | R|  | K|  |      |
 * +--+--+--+--+--+--+--+--+--+   Turn TOP:   "Tv"        +--+--+--+--+--+--+--+--+--+      |
 * | |  |  |  |  |  |  |       Up-slice:   "2Rv R^"       |  |  |  |  |  |  |  |         |
 * +--+ +--+  +--+  +--+       Turn TOP:   "Tv"           +--+  +--+  +--+  +--+         |
 * Up-slice:  "2Rv R^"   (Rubik's Maneuver does not change  |
 * TOP twice: "T2"        position of any cubie.)           |
 * Don't forget that you can use the ideas in Chapter Six, "Customize Your Moves --           |
 * Commutation", to "customize" these fundamental operations for those situations where the   |
 * Cube you are working with doesn't quite agree with the diagrams!                           |
 * I hope this book has helped you to solve the Cube. But, even more, I hope it has           |
 * encouraged you to seek and find more efficient methods -- YOUR VERY OWN PERSONAL WAYS      |
 * TO SOLVE RUBIK'S CUBE.                                                                     |
 * By the way, if you ever get tired of plain colors on all six sides of your Cube, you can   |
 * look for "Pretty Patterns" to make your Cube look more decorative. Try                     |
 * "2R2 R2 2F2 F2 2T2 T2" for a start. Douglas Hofstadter invented an entire alphabet,        |
 * so you can even make your Cube spell out messages (or at least your initials).             |
 * Now you should be ready to write Chapter Eleven, "MY VERY OWN PERSONAL WAY TO SOLVE RUBIK'S |
 * CUBE"! Then we can all say,                                                                |
 * " The end. ".                                           |
 * Down-slice: "2R^ Rv"      (Only the orientation of       |
 * Turn TOP:  "Tv"            marked edge cubies            |
 * Down-slice: "2R^ Rv"       is changed -- "flipped",)     |
 * +--+ +--+  +--+  +--+       Turn TOP:   "Tv"           +--+  +--+  +--+  +--+         |
 * | |  |#3|  |  |  |#2|       Down-slice: "2R^ Rv"       |  |  |#3|  |  |  |#2|         |
 * +--+--+--+--+--+--+--+--+--+   TOP twice   "T2"        +--+--+--+--+--+--+--+--+--+      |
 * | | L|  | F|  | R|  | K|  |    Up-slice:   "2Rv R^"    |  | L|  | F|  | R|  | K|  |      |
 * +--+--+--+--+--+--+--+--+--+   Turn TOP:   "Tv"        +--+--+--+--+--+--+--+--+--+      |
 * | |  |  |  |  |  |  |       Up-slice:   "2Rv R^"       |  |  |  |  |  |  |  |         |
 * +--+ +--+  +--+  +--+       Turn TOP:   "Tv"           +--+  +--+  +--+  +--+         |
 * Up-slice:  "2Rv R^"   (Rubik's Maneuver does not change  |
 * TOP twice: "T2"        position of any cubie.)           |
 * Don't forget that you can use the ideas in Chapter Six, "Customize Your Moves --           |
 * Commutation", to "customize" these fundamental operations for those situations where the   |
 * Cube you are working with doesn't quite agree with the diagrams!                           |
 * I hope this book has helped you to solve the Cube. But, even more, I hope it has           |
 * encouraged you to seek and find more efficient methods -- YOUR VERY OWN PERSONAL WAYS      |
 * TO SOLVE RUBIK'S CUBE.                                                                     |
 * By the way, if you ever get tired of plain colors on all six sides of your Cube, you can   |
 * look for "Pretty Patterns" to make your Cube look more decorative. Try                     |
 * "2R2 R2 2F2 F2 2T2 T2" for a start. Douglas Hofstadter invented an entire alphabet,        |
 * so you can even make your Cube spell out messages (or at least your initials).             |
 * Now you should be ready to write Chapter Eleven, "MY VERY OWN PERSONAL WAY TO SOLVE RUBIK'S |
 * CUBE"! Then we can all say,                                                                |
 * " The end. ".                                           |
 * look for "Pretty Patterns" to make your Cube look more decorative. Try                     |
 * "2R2 R2 2F2 F2 2T2 T2" for a start. Douglas Hofstadter invented an entire alphabet,        |
 * so you can even make your Cube spell out messages (or at least your initials).             |
 * Now you should be ready to write Chapter Eleven, "MY VERY OWN PERSONAL WAY TO SOLVE RUBIK'S |
 * CUBE"! Then we can all say,                                                                |
 * " The end. ".                                           |
 * " The end. ".                                           |

title: Rubik's Cube/Reference Summary


text: Category:Physical exercising

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

title: Category:Physical exercising


text:
Rubik's Cube/A Hidden Subgroup

I need to write Chapter Eleven. There is a "hidden" sub-group on the cube.

If the central label on each face is marked in some way, so that the four possible (rotational) orientations of that label are made visible, then it is possible that some of the labels have been turned away from their original positions. (Some cubes have pictures, or the digits "1" through "9", so this possibility is obvious.)

So, for this next-to-the-last chapter, I need to solve this part of the puzzle. It will give me a necessary demonstration that my methods really work!

Ray Calvin Baker 22:47, 6 December 2011 (UTC)

title: Rubik's Cube/A Hidden Subgroup


text:
Rubik's Cube/Your Solution

You get to write this chapter yourself! After all, this is "Your Very Own Personal Way to Solve Rubik's Cube"!

After you have recorded your own, better ways, then we can say, "The end".

title: Rubik's Cube/Your Solution


text:
Squat

Squat is a renowned element of many folk dances. In weightlifting and bodybuilding, as well as in other sports, squat is a physical exercise that strengthening the muscles of the thighs, hips and buttocks, as well as the bones, ligaments and insertion of the tendons throughout the lower body.

Health concerns
Although the squat is a basic element of weight training, it has been the subject of considerable controversy in recent years. Some trainers allege that squats are associated with injuries to the lumbar spine and knees. As a result, many trainers suggest that the standard barbell squat be modified in various ways. Others, however, reject all suggestions that the exercise be abandoned, continuing to advocate the squat.

title: Squat


text:
Template:Feedback

Please add feedback about this resource.

title: Template:Feedback


text: Template:Idea

title: Template:Idea


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Controversies in Science/Water fluoridation

(from Controversies in Science)

Science of Fluoridation
Adding fluoride to water helps government and individual spending in the long run by reducing the amount of money spent in dental bills and dental care as well as maintaining healthy teeth.

Bone Density
Studies conducted in the 1960's suggest that fluoride increases bone density and minimizes fractures, thus it was used in human clinical trials in the hopes of preventing osteoporosis. Although trials have confirmed that fluoride does increase bone density it can also decrease bone density of the cortical bone.

Socio-economic status and tooth decay
This article measures the dental health of socially deprived children in Scotland. Water fluoridation is suggested to reduce tooth decay. .

25% drop in cavities
When taking fluoride drops use by children both in fluoride treated and non-treated areas, there was a 25% drop in cavities in fluoride treated areas.

Children living in areas with fluoridated water had a mean DMFS of approximately 18% lower than those children living in areas with no water fluoridation.

Fluoridated water is better for your teeth.
Fluoride has been shown to improve the re-mineralization of the tooth.

Water fluoridation prevents dental caries
When fluoridation was stopped in 14 out of 22 analyses, dental caries increased. .

After a 10 year span (1993-2003) children were 74% less likely to be subjected to dental decay.
Children, ages 5-8, experienced a decrease of dental issues. The amount of cases decreased from 56-27 due to the water fluoridation of the Blue Mountain area and is expected to continue to decrease.

Fluoride withdrawal effects
Based on 22 analyses, 14 of which showed an increase in caries in areas where fluoridation was stopped, the authors concluded that caries prevalence increases following withdrawal of water fluoridation.

Decreases dental caries in low socioeconomic children.
5 year old children living in poor areas with fluoridated water are less likely to have dental caries than children who live in poor areas without fluoridated water. Water fluoridation in poor areas reduces inequalities in dental health between poor and affluent 5 year old children.

Water fluoridation reduces tooth decay.
When children in the age group of 5 to 11 are given fluoride in their water, they have 41% less tooth decay.

Helps baby teeth the most
Water fluoridation reduces cavities in baby teeth 30-60%. It reduces cavities later on, but to a lesser extent.

No increase in hip fractures
There is a false belief that fluroide in water makes bones brittle and increases hip fractures. .

Helps promote strong bones
Fluoride helps stimulate bone sell proliferation which increases mineral deposition in the bones. The correct amount of fluoride in water can help promote the growth of strong and healthy bones.

Fluoride Causes Abnormal Bone Growth
Ingesting fluoride has been shown to cause serious effects on bones in the human body by creating abnormal growths. The make up of bones is also compromised as your body is more ingesting fluoride for a longer amount of time. After ingesting fluoride for long periods, lesions start to present themselves on your bones; these lesions can be looked at as weaker or stronger parts of bone that allow the bone to grow in areas that are not formally known to grow; this creates abnormal growths. “The stages of bone lesions have been characterized by different names, including but not limited to; osteosclerosis, and osteomalacia (NA 2007) .”

Health Risks
Teeth staining and corrosion. Altering enzymes, necessary for essential processes. Increase in arthritis and osteoporosis; On july 9, 1998 a news reported fluoride poisoned water in Central India, causing severe arthritic damage to millions of individuals. Hip Fractures: The number of hip fractures doubles when drinking fluoridated water. Cancer: According to studies conducted in New Jersey Department of Health; a seven percent increase in bone cancer was found in young males. Infertility: Research suggests, that infertility in women increases with water fluoridation.

Fluoridation of drinking water may cause skeletal degradation
Studies in India have shown a positive correlation between skeletal fluorosis and drinking water fluoride levels as low as 1.35 ppm

We Already Have Fewer Cavities
Several studies conducted in fluoridated and non-fluoridated communities suggested that this method of delivering fluoride may be unnecessary for caries prevention, particularly in the industrialized countries where the caries level has became low.

Regardless of the concentration of water fluoridation in different countries, levels of caries has greatly decreased over the past thirty years. This could be attributed to fluoridated toothpastes and different nutritional values in diet.

Water Fluoridation is regarded by many as 'Mass Medication'
This process is highly controversial – the general population is being medicated without consent. For example, those without dental caries are receiving unneeded fluoride. .

Adding fluoride to the water supply does not take into consideration the individual's circumstances such as age, gender,and medical history; and is therefore unethical. Fluoridation is medicating people with an uncontrolled dose and can be hazardous to those who do not require it. For example, infants whose formula was made with fluoridated water are receiving a fluoride dose that is 100 times that of an infant who is breastfed. This mass medication of infants is extremely unethical.

A Decrease in IQ Levels
The children's IQ levels decreased by 5 to 10 points when compared to those with high concentrations of fluoride and low concentrations of fluoride.

Overtime exposure to fluoride has shown to increase chances of adult tooth loss
Across the United States since the 1960's, surveys were conducted country and state wide based on fluoride in the water systems. It has been determined that exposure to fluoride has increased adult tooth loss.

Harmful to development of children's teeth
In various locations of India children are given fluoride supplements via drops or chewable tablets, causing dental fluorosis. .

Larger Amounts of Fluoride in drinking water causes higher risks of bone and hip fractures
Chinese populations that were exposed to larger amounts of Fluoride in drinking water (over 4.32 ppm) had higher risks of bone and hip fractures.

The amount of fluoridated water cannot be controlled
Since water fluoridation is a form of medication, it will be impossible to control the amount of water consumed by each individual because different people consume different amounts of water daily. This might lead to some health problems.


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Sport

Sport is commonly defined as a sort of game that requires physical activity and involves a degree of competition as, for example, baseball, soccer, bowling, or basketball. Many adolescents and adults play sports with their friends. Sportsmen need coaches to teach or train teams or individuals how to do better. Sports can be played indoors or outdoors.

Some people like to watch other people play sports. Those who like to watch people playing sports are called fans. While some fans watch sports on television, others actually go to places where people play sports to watch them in person. These fans are called spectators.

At present, there is a great variety of sports available, for example:
 * Acrobatics
 * Bodybuilding
 * Cricket
 * Gymnastics
 * Rhythmic gymnastics
 * Diving
 * Swimming
 * Association football

title: Sport


text:
Stretching

gym.]] Stretching is a kind of physical fitness exercise in which a muscle (or muscle group) is stretched on purpose to its fullest length in order to help the muscle's elasticity and its tone. This helps a person have better control of his or her muscles and be more flexible.

Stretching, in its most basic form, is a natural and instinctive activity; it is done by many animals including humans. It may be done while yawning. Stretching often is done instinctively after waking from sleep, after long periods of being inactive, or after leaving small spaces and areas.

Many athletes and dancers stretch deliberately before or after exercise in order to enhance performance and reduce injury.

title: Stretching


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Flexibility training

 Flexibility training refers to developing a wide range of movement in a joint or series of joints that is attainable in a momentary effort with the help of a partner or a piece of equipment. Human flexibility is not the same in all joints. Thus, some easily perform longitudinal splits but are very hard in transversal ones. Flexibility in some joints can be increased to a certain degree by stretching. Flexibility training has long been underestimated and perhaps overlooked by health-care professionals. Quality of life is considerably enhanced by improving and maintaining a good range of motion in the joints.

Other websites

 * Fitness training for children
 * Flexibility Training Section

title: Flexibility training


text:
User talk:Djg1013

 Hello Djg1013, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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title: User talk:Djg1013


text:
Strength training

Strength training is the use of resistance to muscular contraction to build the physical strength and endurance. There are many different methods of strength training, the most common being the weight/gravity training and the training with the help of resistive equipment.

When properly performed, strength training can provide significant functional benefits and improvement in overall health and well-being, including increased bone, muscle, tendon and ligament strength, improved joint function, reduced potential for injury, increased bone density, a temporary increase in metabolism, improved cardiac function.

Training commonly uses the technique of progressively increasing the force output of the muscle through incremental increases of weight, elastic tension or other resistance, and uses a variety of exercises and types of training equipment to target specific muscle groups. Strength training is primarily an anaerobic activity. Strength training differs from bodybuilding and weightlifting, which are sports rather than forms of exercise, although training for them depends on strength training.

Basic principles
The basic principles of strength training involve a number of repetitions (reps), sets, tempo, exercises and force to cause desired changes in strength, endurance, size or shape by overloading of a group of muscles. Specific combination of reps, sets, exercises, resistance and force depend on the purpose of the individual performing the exercise: sets with fewer reps can be performed using more force, but have a reduced impact on endurance.

Strength Training
With proper technique, strength training is not dangerous for growing bodies. Strength training for these growing bodies is not the same thing as powerlifting, weightlifting, or bodybuilding. However, these children wanting to participate in a strength training program must have the emotional maturity to accept and follow directions, which is why it is generally accepted that children should stay out of the weight room and focus on exercises that they can do with their own body weight until they are mature enough to grasp how important it is to have proper technique and safety in the weight room. Once they have matured these adolescents should not be focused on high intensity weightlifting, rather strength training for them refers to “a systematic program of exercises designed to increase an individual’s ability to exert or resist force” (ACSM). It is recommended by the American College of Sports Medicine (ACSM) that, “Although there are no scientific reports that define the optimal combinations of sets and repetitions for children and adolescents, one to three sets of six to fifteen repetitions performed two to three times per week on nonconsecutive days have been found to be reasonable. Beginning with one set of several upper and lower body exercises that focus on the major muscle groups will allow room for progress to be made. The program can be made more challenging by gradually increasing the weight or the number of sets and repetitions. Strength training with maximal weights is not recommended because of the potential for possible injuries related to the long bones, growth plates, and back. It must be underscored that the overriding emphasis should be on proper technique and safety — not on how much weight can be lifted” (ACSM).

Some more samples
Some samples of strength training exercises in a gym are presented in the picture gallery below.

As we mature into adulthood it is still very important to continue strength training. The Mayo Clinic states that “Muscle mass naturally diminishes with age. "If you don't do anything to replace the lean muscle you lose, you'll increase the percentage of fat in your body," says Edward Laskowski, M.D., a physical medicine and rehabilitation specialist at Mayo Clinic, Rochester, Minn., and co-director of the Mayo Clinic Sports Medicine Center. "But strength training can help you preserve and enhance your muscle mass — at any age””(Mayo Clinic). Strength training is especially important in reducing your risk of osteoperosis by developing strong bones, controlling your weight, reducing your risk of energy, boosting your stamina, and managing chronic conditions. Strength training is even more essential as we grow elder.

Strength training with the elders can also help to maintain the integrity of the bones, improve balance, improve coordination, improve mobility, and can even help to reduce the signs and symptoms of many chronic diseases, including arthritis. The Centers for Disease Control and Prevention states, “Scientific research has shown that exercise can slow the physiological aging clock. While aerobic exercise, such as walking, jogging, or swimming, has many excellent health benefits—it maintains the heart and lungs and increases cardiovascular fitness and endurance—it does not make your muscles strong. Strength training does. Studies have shown that lifting weights two or three times a week increases strength by building muscle mass and bone density” (CDC). It is very essential for older adults and the elderly to strength train. The CDC states that, “There are numerous benefits to strength training regularly, particularly as you grow older. It can be very powerful in reducing the signs and symptoms of numerous diseases and chronic conditions, among them: arthritis, diabetes, osteoporosis, obesity, back pain, and depression” (CDC). As people age, poor balance and flexibility are a major contributor to broken bones. This can result in disability and complications. Strength training is especially helpful in restoring balance which can lead to the reduction of falls. The CDC mentions that, “Strengthening exercises, when done properly and through the full range of motion, increase a person's flexibility and balance, which decrease the likelihood and severity of falls. One study in New Zealand in women 80 years of age and older showed a 40% reduction in falls with simple strength and balance training” (CDC). Also, another health concern for elderly women is that post-menopausal women can lose 1-2% of their bone mass annually. The Journal of American Medical Association in 1994 showed that strength training increases bone density and reduces the risk for fractures among women aged 50-70. (CDC). Strength training is also important to maintain a healthy state of mind, to improve sleep quality, and for better cardiac health.

title: Strength training


text:
Weightlifting

Weightlifting first started in the so called Dark Ages of the human history. It was usually done by the strongest men in villages all over Europe. It was considered to be a sport for the lower classes, however since then it has changed into the sport for other people as well. It has been in the Olympic Games since 1896.

As a competitive sport, Weightlifting is controlled by the International Weightlifting Federation (IWF). Based in Budapest, it was founded in 1905.

Snatch
The snatch is one of the two olympic weightlifting events. The essence of the event is to lift a barbell from the platform to locked arms overhead in a smooth continuous movement. The lift requires not only great strength training, but mastery of technical skills, a high degree of shoulder flexibility training, excellent balance, and speed.

Clean and jerk
The clean and jerk is another olympic weightlifting events. It is a highly technical lift that is known as "the king of lifts" because more weight can be lifted above one's head as compared to any other known weightlifting technique.

Other websites

 * International Weightlifting Federation

title: Weightlifting


text:
User:Gholamreza Baqeri

Gholamreza Baqeri Interested to Wiki.

title: User:Gholamreza Baqeri


text:
Gymnastics/Rhythmic

Rhythmic gymnastics (short:RG) is a sport in which individuals or teams of competitors (generally five) manipulate one or two apparatus: rope, hoop, ball, clubs, and ribbon. Rhythmic gymnastics is a sport that combines elements of ballet, gymnastics, dance, and apparatus manipulation. The victor is the participant who earns the most points, determined by a panel of judges, for leaps, balances, pirouettes, flexibilities, apparatus handling, execution, and artistic effect.

International competitions are split between Juniors, under sixteen by their year of birth; and Seniors, for women sixteen and over again by their year of birth. Gymnasts typically start training at a very young age and those at their peak are typically in their late teens or early twenties. The largest events in the sport are the Olympic Games, World Championships, and Grand-Prix Tournaments.

Other websites

 * Fédération Internationale de Gymnastique /
 * Rhythmic Gymnastics /
 * The Art of Gymnastics - The Israeli site of Rhythmic Gymnastics
 * Men's Rhythmic Gymnastics
 * More on rhythmic gymnastics

title: Gymnastics/Rhythmic


text:
Gymnastics

Gymnastics is a sport which involves running, jumping, tumbling, somersaulting, and balancing. For girls, there are four pieces of equipment that the gymnasts do tricks on: floor, bars, beam and vault. For boys, there are six pieces of equipment that the gymnasts do tricks on: floor, parallel bars, high bar, pommel horse, vault and the rings.

Gymnasts can compete with other gymnasts to see who can do their tricks are better. Usually the winner gets a trophy, ribbon, or a medal. Gymnastics is an Olympic sport.

Contents

 * /Somersault/
 * /Acrobatics/
 * /Equilibrioception/
 * /Rhythmic/
 * /Trampolining/
 * /Wheel/

History
Gymnastics began as a form of Calisthenics in early Greek times. It came about when a man jumped over a bull, and a series of competitions involving athletics is what it turned into. It involved running, carrying weights, climbing ropes, and jumping over hurdles. It was one of the first sports in the Olympics, and originally only men were allowed to do it.

When modern gymnastics came along, apparatus (floor, bars, beams, pommel horses, rings and vaults) came into play. Women had not practiced gymnastics until later times, and they had to compete on different apparatus.

Forms of gymnastics
There are several other forms of gymnastics, including, e.g., rhythmic gymnastics, which is also called artistic gymnastics, acrobatics, trampolining and wheel gymnastics. Artistic gymnastics is the one where a gymnast performs with apparatus, acrobatics is performing balance and flips on the floor or in the air, trampolining is doing flips only on the trampoline while wheel gymnasts exercise in a large wheel known as German wheel.

In rhythmic gymnastics, which is performed mostly by women, a gymnast works with ribbons, rope, ball, hoop and clubs. When doing gymnastics, the agility, flexibility and balance are needed. Gymnastics is one of those sports where you have to be patient to learn tricks when, on the other hand, some people just naturally have it in them!

 * FM Gymnastics- a list of Techniques and free animated comic tutorials for Floor Gymnastics.
 * Federation Internationale de Gymnastique

title: Gymnastics


text: Category:Gymnastics

title: Category:Gymnastics


text:
Gymnastics/Acrobatics

Acrobatics is usually understood as
 * a kind of physical exercises;
 * a kind of performing arts;
 * a sport.

Acrobatics requires extraordinary balance, agility and motor coordination. Acrobatic skills were known still in ancient Egypt, Greece, Rome and China. Since XXVIII century, acrobatic performance has been popular in circuses of Europe.

Other pages

 * Rhythmic gymnastics
 * Equilibrioception
 * Trampolining

title: Gymnastics/Acrobatics


text: Template:Gymnastics

title: Template:Gymnastics


text:
Gymnastics/Equilibrioception

Equilibrioception is the sense of balance. This is what prevents a person or animal from falling over while walking or doing other physical activity.

In humans
In humans, equilibrioception is mainly sensed by the detection of acceleration, which occurs in the vestibular system. Other senses play roles as well, e.g. the visual system and proprioception. The importance of visual input for balance is illustrated by its being harder to stand on one foot with eyes closed than with eyes open.

The sense of balance, usually, deteriorates in the process of aging of a person. However, it can be improved considerably with the help of special training.

Other pages

 * Physical fitness
 * Yoga

title: Gymnastics/Equilibrioception


text:
Gymnastics/Somersault

A somersault is an acrobatic move where a person moves the feet over the head whilst in mid-air. The somersault can be done forwards, backwards, or sideways and is similar to a flip (or, if performed backwards, a backflip). A backwards somersault while still moving forward is called a Gainer.

The word comes from the old French word sombresault, which is no longer used.

A somersault is widely performed in acrobatics, namely gymnastics, rhythmic gymnastics, trampolining, and many other sporting events.

title: Gymnastics/Somersault


text:
Gymnastics/Trampolining

Trampolining is a competitive Olympic sport in which gymnasts perform airborne acrobatics while bouncing on a trampoline. These can include simple jumps in the pike, tuck or straddle position to more complex combinations of forward or backward somersaults and twists. There are two related competitive rebound sports: synchronized trampoline and double mini-trampoline. The currently accepted basic format for individual trampoline competitions usually consists of two or three routines, one of which may involve a compulsory set of skills. The skills consist of various combinations of somersaults, shaped bounces, body landings and twists performed in various body positions.

History
In the early 1930s, an American gymnast George Nissen observed trapeze artistes performing tricks when bouncing off the safety net. He made the first modern trampoline in his garage to reproduce that net on a smaller scale and used it to help with his diving and tumbling activities. It was the beginning of a new sport.

In the USA, trampolining was quickly introduced into school physical education programs and was also used in private entertainment centers. Since trampolining became an Olympic sport in 2000, many countries have started developing programs for producing very competitive athletes.

Other websites

 * Directory of Trampoline Clubs worldwide at DMOZ
 * Everything about trampolining and acrobatic sports

title: Gymnastics/Trampolining


text:
User talk:Tmhoang81

 Hello Tmhoang81, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Ottava Rima (talk) 14:16, 27 November 2011 (UTC)

title: User talk:Tmhoang81


text:
User talk:Gholamreza Baqeri

 Hello Gholamreza Baqeri, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Ottava Rima (talk) 14:17, 27 November 2011 (UTC)

title: User talk:Gholamreza Baqeri


text:
File:Spkr-spkr.jpg

Licensing
for school project

title: File:Spkr-spkr.jpg


text:
User talk:Musicalgenius

 Hello Musicalgenius, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Ottava Rima (talk) 18:04, 27 November 2011 (UTC)

title: User talk:Musicalgenius


text:
User:Ray Calvin Baker/Sandbox

Ray Calvin Baker (talk) 21:08, 12 August 2012 (UTC)

" { { learning1| using templates } } "

I'm adding coded text for the templates and links so I won;t need to always switch to "edit" mode. Ray Calvin Baker (talk) 20:57, 12 August 2012 (UTC)

Ray Calvin Baker 22:40, 6 December 2011 (UTC)

Here's Simple Simon. I met him on a guided tour.

" [ [ File : Nuvola  apps  kopete . png | thumb | Simple  Simon ] ] "

... and here's the pi-man, in his BASIC suit.

" [ [ File : BASICPiMan.png | thumb | B  A  S  I  C ] ] "

Ray Calvin Baker (talk) 01:29, 21 May 2012 (UTC)

I need a "play" area to test how to set up links, how to format (nicer-looking) pages, how to organize and plan my ideas and materials, etc.

Ray Calvin Baker 21:51, 27 November 2011 (UTC)

I expect there will be lots of experiments and lots of minor edits here.

Templates, pictures, and other items do not always appear where I think they should. Sometimes, I have to tinker with the page to make it look better.

Ray Calvin Baker (talk) 01:57, 21 May 2012 (UTC)

You may play here too, please just post your fun activities at the bottom of this page, and sign (and date) your toys. If I like your stuff, we may wish to talk.

" { { maths } } "

" { { it } } "

" { { primary } } "

" { { secondary } } "

 Interesting! Double square brackets and HTML headers on the same line sometimes end up in the wrong order.
 A Book on Rubik's Cube
 RCB_RubikTOC
" [ [ RCB_RubikTOC ] ] "

Can I Start a New Section?
The answer is a resounding, "YES!"

And, the new sections show up nicely in the "contents" box, too. Ray Calvin Baker (talk) 02:44, 15 March 2012 (UTC)

 Starting a Course on Creativity
 The_Piman%27s_Creativity_Course
" [ [ ThePiman%27s_Creativity_Course ] ] "

It does exist! Now if only it can be adapted for elementary school students (and me, personally)!

Chuang, Isaac, and Neil Gershenfeld. MAS.863 How to Make (Almost) Anything, Fall 2002. (Massachusetts Institute of Technology: MIT OpenCourseWare), http://ocw.mit.edu (Accessed 15 May, 2012). License: Creative Commons BY-NC-SA [|This just gets the MIT index]
" [ [ http : / / ccw . mit . edu ] ] "
 Ray Calvin Baker (talk) 15:02, 15 May 2012 (UTC) Try again for the specific open courseware. Ray Calvin Baker (talk) 21:23, 12 August 2012 (UTC) [|Make almost anything]

This exists, too! Li, Jing, Erik Demaine, and Melissa Gymrek. SP.268 The Mathematics in Toys and Games, Spring 2010. (Massachusetts Institute of Technology: MIT OpenCourseWare), http://ocw.mit.edu (Accessed 15 May, 2012). License: Creative Commons BY-NC-SA Ray Calvin Baker (talk) 15:07, 15 May 2012 (UTC)

 My Journal "Before the Singularity"
 OBSOLETE_deleted

The long way (complete): [|The long way]
" [ [ http : / / en . wikiversity . org / wiki / RCB _ LastBSHistoryBook | The <sp> long <sp> way ] ] "

Compressed by TinyURL.com:

Can I add pictures? Yes; they belong on wikimedia Commons. Here is my first submission:

This is the "File:" format reference
" [ [ File : RegularPentagon . png | " File : " format ] ] "

This is the "https:" format reference.

Ray Calvin Baker (talk) 02:51, 15 May 2012 (UTC)

I look for info on "Nobel Prizes"
Five prizes were established by the Last Will of Alfred Nobel:

PHYSICS []

CHEMISTRY []

PEACE []

LITERATURE []

PHYSIOLOGY OR MEDICINE []

A memorial prize: ECONOMIC SCIENCES []

Ray Calvin Baker (talk) 15:13, 6 April 2012 (UTC)

 Two Miscellaneous Articles

Starting BASIC
" [ [ RCB _ StartingBASIC | Starting <sp> BASIC ] ] "

RCB_HowToCount
" [ [ RCB_HowToCount ] ] "

Yet a Third Section (if any of this works)

 Hub for following two articles
 RCB_StarTrekvsStarWars

Spock does the logical thing

Picard's Court Martial

 C++ Source Code -- Port to QB64 if possible
 RCB_Kurzweil_cpp

 C++ Source Code -- Port to QB64 if possible
 RCB_Recursive_cpp

 My Autobiography
 RCB_Sigma_Three

Files from commons
There are some beautiful animated pictures in Commons. Let me see if I can use one here.

[] Racetrack from Conway's Game of Life Click on the blue link to see an amazing (but not quite technically exact) animated demonstration of "Machine Theory". I discovered several interesting other devices while "reverse engineering" the picture into a workable data file.

 I need to post this with my contributions to the "Conway's Game of Life" talk page. It's a complex race track which exhibits several wonderful mechanisms of "Machine Theory". I have sucessfully reverse engineered this picture; I am working on a data file which works with my QB64 BASIC implementation of a working program. This may become an example for more material on "Reverse Engineering" for the Wikiversity.

Never before have I seen: (1) a contained shuttle (magenta), which sends gliders (yellow) around a    corner, (2) a linear "not" gate (green) -- no right angle turn here! (3) such a very compact "thin (by 2) gun" (green), (4) space ship eaters (blue), (5) glider (yellow) and space ship (red) collision, which sends out a glider (yellow), (6) glider streams which convert a third incoming glider (yellow) into a space ship (red) at a 45 degree angle,

William Poundstone, in _The_Recursive_Universe_, documents: (7) a space ship factory (grreen) pages 108 - 110 , (8) a pentadecathlon (magenta) reflecting a glider (yellow) pages 44, 45, (9) The kick-back collision of two gliders (yellow) pages 198 - 200 and other pagess, (10) the glider gun (green) pages 105 - 108, (11) the eater (blue) pages 38 -40, etc.

The color coding in the animation is very helpful -- but this is an animation, not a working program.

My key to the picture:

This is "RacetrackChart.txt", which was created MON 2012 APR 30 10:09 PM, revised TUE 2012 MAY 01 02:56 PM.

NOTE: You may need to view the following chart in "full screen" mode to see the complete diagram without wrap-around.

1 2  3  4  5  6  7  8  9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33    |                                                                                | 2  Coordinates on                                   (18,2) Corner                                     2 | this diagram are                                 "D" MAGENTA            (26,3) Pentadecathlon       | 3 only approximate. / \                   "D" MAGENTA              3 | See the data                                    /     \                      /                      | 4 file for         (7,4) Glider Gun               /        \                   /                     4 | exact            "A" GREEN                   /            \               /                         | 5 details. (10,5)  (13,5) Linear NOT Gate     \            /                        5 | vanish   "C" GREEN                   \        /     "Spaceship Factory"    | 6                          reaction        /                                      (28,6) Glider Gun  6 | /  \         /                     (22,7) Glider       "E" GREEN           | 7                        /       \     /                              bounces                        7 | /         \ /                                             Glider    Glider    | 8                     /            (13,8) Corner "<=<= Spaceship Path <=<="  26,8) Gun  (30,8) Gun   8 |                      /              "B" MAGENTA                   /          "F" GREEN   "G" GREEN     | 9                   /           (11,9) Crab                      /           (26,9) Crab              9 |                   /             "I"   BLUE                     /             "H" BLUE                  | 10               /                                            /                                      10 |                /                    "Compact Thin Gun"      /                                          | 11            /                      (13,11) Glider Gun    /                                         11 |             /                        "N" GREEN           /                                             | 12      (3,12) Corner        (10,12) Glider Gun         /                                            12 | "U" MAGENTA         "M" GREEN       \        /                                                | 13          \                    Eater (13,14) \    /                                               13 | \                   "L" BLUE      \  /                                                   | 14             \      (8,14) Eater    \       Spaceship                                             14 | \    "R" BLUE        \          forms                                                | 15           Glider\  /"<=<= Spaceship Path <=<="   \                                               15 | forms /                   \ (15,15) Eater                                               | 16  (2,16) Glider Gun   \     (11,16) Eater \"O" BLUE                                               16 | "Q" GREEN           \    "T" BLUE       \                                                        | 17                          \  /        (14,17) Glider Gun                                          17 | "Compact Thin Gun"    Kickback      "K" GREEN                                                     | 18  (2,18) Glider Gun      Reaction                                                                 18 | "P" GREEN             /                                                                          | 19                 (7,19) Glider Gun                                                                19 | "S" GREEN                                                                         | 20                                                                                20 |

EXPLANATION

A signal propagates around this tortuous racetrack. Sometimes it is embodied as a Glider. Sometimes, it is embodied as a Spaceship. Sometimes, it is a gap in a regular stream of Gliders.

The rows of blue or navy Blocks are merely decorative. They never interact with anything else during this simulation.

1. Glider Gun "A" fires a Glider stream into Corner "B". Notice that there is a gap in the Glider stream at start-up time, between Corner "B" and the "Linear NOT Gate", "C". This gap is the racing signal. After the racing signal traverses the entire racetrack, it removes one glider from the stream, leaving a gap to carry the signal. 2. Corner "B" deflects The Glider stream into the "Linear NOT Gate", "C", which is really just a normal Glider Gun, except incoming Gliders which approach just right temporarily inhibit the formation of new Gliders. 3. The "Linear NOT Gate", "C", converts the incoming gap into an outgoing Glider. 4. The Glider "bounces" off of Corner "D", and eventually encounters a stream of Spaceships. 5. A stream of Spaceships is created by the "Spaceship Factory", which is       composed of Glider Guns "E", "F", and "G". I initialized the "Spaceship Factory" by including a temporary Block, which removes a premature Glider, before it destroys one of the Glider Guns. 6. The rightmost "Crab", "H", removes every other Spaceship from the stream. (I call it a "crab", because I think it looks somewhat like a crab.	You can call it a "Grab", because that's what it does, or        you can call it a "Spaceship Eater", because that's what it is.) This leaves a gap in the Spaceship stream, through which the Glider returning from the Pentadecathlon "E" can safely pass. 6. One Spaceship and the incoming Glider collide and are destroyed, but a new Glider, heading toward Pentadecathlon "E", is formed from the debris of the collision. 7. When the incoming Glider collides with the Pentadecathlon, "E", it is destroyed, but a new outgoing Glider, heading in the opposite direction, is formed from the collision debris. The Pentadecaqthlon "E" continues its oscillation unharmed. 8. All of the surviving Spaceships in the stream are destroyed by Crab "I".

Notice the similarities between the streams of Gliders (two streams are parallel, but moving in opposite directions) produced by the "Spaceship Factory", Guns "E", "F", and "G", and the streams of produced by Gun "K" and Compact Thin Glider Guns "M" and "N". These Glider streams (parallel, but moving in opposite directions) interact with the incoming racing Glider to form a nes Spaceship.

9. Glider Gun "K" fires a stream of Gliders into Eater "L". 10. Two Glider Guns, "M" and "N", comprise a "Compact Thin Gun". If you number the Gliders in the streams from "M" and "N" properly, you can see that "odd" numbered Gliders collide to form a temporary Eater. The next even numbered Glider from Gun "N" destroys itself and the temporary Eater, which allows the even numbered Glider from Gun "M" to escape in the thinned Glider stream. A temporary Eater precursor and three Gliders are required to start the "Compact Thin Gun" so that it emits a Glider stream with the correct phase. An incoming glider (the racing signal) then may interact with a Glider from the "Compact Thin Gun" stream and the Glider stream passing between Gun "K" and Eater "L", to form a new Spaceship. 11. Gliders not consumed by the formation of a nes Spaceship are destroyed by Eater "O", which regenerates itself. 12. Glider Guns "P" and "Q" comprise a slightly different form of "Compact Thin Gun". Temporary Blocks are formed by collisions of Gliders from each Glider stream. Then a Glider from Gun "Q" removes the Block, just in time to allow a       Glider from Gun "P" to pass through. Gaps in the resulting "thinned" stream are required, to allow the racing signal to pass through, after it is reflected by the "kickback reaction" with a Glider from Gun "S". 13. Eater "R" removes excess Gliders from the "Compact Thin Gun", "P" and "Q". 14. Glider Gun "S" fires a stream of Gliders into Eater "T". When the racing signal Glider encounters this stream, two Gliders are destroyed, but a new Glider, heading for Corner "U" is formed from the collision debris. 15. The new racing signal Glider passes through a gap in the thinned stream, and "bounces" off Corner "U". 16. The "bounced" racing signal Glider meeets the Glider stream from Gun "A" in the vanish reaction, leaving a gap in the stream to carry the signal.

The cycle repeats indefinitely (forever). This entire configuration becomes a very long period oscillator, after the stream of Spaceships is completed. I took some liberties, to reduce the cell count, in starting the "Spaceship Factory".

Your grandparents may remember Rube Goldberg's cartoon contraptions. You have John Horton Conway's "Life" game, and can create your own, even more fantastic "Rube Goldberg" machines.

 Some minor clean-up for this article -- Ray Calvin Baker (talk) 20:57, 15 May 2012 (UTC)

Here is a link to the Wikipedia article on "Rube Goldberg".

[] Rube Goldberg

Ray Calvin Baker (talk) 22:30, 1 May 2012 (UTC)

The end of of the "RacetrackChart.txt" file.

The colors I used in my LIFE04.exe program were not designed or intended for such a display as this animation presents.

Ray Calvin Baker (talk) 02:03, 27 April 2012 (UTC)

Ray Calvin Baker (talk) 02:50, 27 April 2012 (UTC)

TETRAHEDRON

Here is one of the files I need for my "Dance with the Stars" lesson plans. Ray Calvin Baker (talk) 07:40, 27 April 2012 (UTC)

CUBE
[]

I love animated stereoscopic pairs! Ray Calvin Baker (talk) 07:46, 27 April 2012 (UTC)

OCTAHEDRON
[]

The first three of these "Platonic Solids" can be generalized into any space having at least three dimensions. Ray Calvin Baker (talk) 07:53, 27 April 2012 (UTC)

TWELVE REGULAR PENTAGONS
[]

Ray Calvin Baker (talk) 23:04, 28 April 2012 (UTC)

TWENTY EQUILATERAL TRIANGLES
[]

Ray Calvin Baker (talk) 23:11, 28 April 2012 (UTC)

The end (for now). Ray Calvin Baker 04:31, 28 November 2011 (UTC)

Friends, mascots, and other interested persons are invited to play here, too. Templates and categories are neat! Ray Calvin Baker 22:40, 6 December 2011 (UTC)

More Pictures from Commons

Ray Calvin Baker (talk) 21:08, 15 May 2012 (UTC)

title: User:Ray Calvin Baker/Sandbox


text:
Gymnastics/Wheel

Wheel gymnastics is a form of gymnastics which originated in Germany.

Wheel gymnasts do exercises in a large wheel known as the Rhönrad, gymnastics wheel, gym wheel, or German wheel.

There are three main categories of exercise in wheel gymnasts. They are: straight line, spiral, and vault.

History
While being a child, Otto Feick, the son of a blacksmith from Reichenbach, Germany, used to roll down a hill in two wagon tires which inspired him later to invent the wheel gymnastics between 1920-1922. The current wheel gymnastics obtained its final shape in 1974 with the introduction of the PVC coating. Now, it's a competitive sport practiced in Belgium, Denmark, Netherlands, Austria, Switzerland, Japan, and United States of America.

title: Gymnastics/Wheel


text:
QuickBASIC/Starting

 This is the "Starting.txt" file, created TUE 2011 NOV 15 06:56 PM, (Eastern Standard time) revised SUN 2011 NOV 27 06:18 PM, revised TUE 2012 JAN 03 07:52 PM. (mostly correcting typos and minor errorsa)

Mr. Ted Felix wrote a tutorial entitled, "QBasic for Kids". He also has a companion website, "Computer Science for Kids". I also found the original manual for BASIC, from Dartmouth college, if you can bear the concepts of "time sharing" and "teletype machines". I think we can all enjoy the material that already exists in the forums -- plus benefits to be gained by the opportunity to join an active user community!.

If you Google "Ted Felix", you should be able to find Ted's home page. I will be studying his tutorials myself, but I think I must warn you first that there are MANY variations in operating systems, computer hardware, and many variations of BASIC dialects. I hope to give you a "heads up", so that you will not be unduly discouraged when you find some differences between what Ted describes, and your own experiences.

P. S. You can, if you want to, look for and find the ORIGINAL User's Manual for BASIC from Dartmouth College. Your laptop should allow you to do things so much more easily than the "teletype machines" and "time sharing" facilities the original authors had to use. Perhaps you will think that "ancient history" is quaint! ~

HELLO!

Hello! I hope you have had some help getting acquainted with your computer. I have to assume that you can find articles on the Web, and that you can "click" a mouse. I trust also, that you are actively learning to use the vocabulary of Computer Science.

Two brief notes for beginners -- (1) executable computer programs are often called "apps", or "applications". (2) in computer langauge, "execute" does NOT mean to put your program before a firing squad. It only means to run your program, that is, cause it to perform your instructions.

Computer hardware and software changes so rapidly, and there are so many (slightly) different products, that it is difficult to keep up! So, I am trying to report as accurately as I can my own current (see date above) experiences on my NEW machine. It is a Toshiba laptop, with the Windows 7 operating system. Again, this is merely fact, not an endorsement.

I hate it when I must change from familiar hardware and software (so did the late mister Noyce, one of the inventors of the integrated circuit chips which make personal computers possible). I must learn all over again how to do many things in new ways.  The keyboard doesn't feel the same! Some of the puntuation keys are in different places. The mouse doesn't work the same way! Windows 7 doesn't track "recent files", or search for them, the same way Windows XP did! And on and on, as I am in the process of discovering. Much of my old software is no longer compatible with the new operating system. My favorite programs don't work any more! :-(

It was a MAJOR switch from Disk Operating System (DOS) to Windows. It was a MAJOR switch from a 16-bit operating system to a 32-bit operatiog system (more than a gigabyte of documentation to read!). But even this was not sufficient to solve all of the world's problems. You can't even count to five billion with only 32 bits. And there are more than seven billion people on this planet now. And I'm sure that many people have more than one problem. Now it is a MAJOR switch from a 32-bit operating system to a 64-bit operatiog system, but I am confident that I will adapt. You will, too.

I intend to use this newness as an opportunity to help beginners, because I am having to make a fresh new start myself. CAUTION! Sooner or later, you must learn to be very flexible to adapt to the continuing changes!

WARNING! Not everyone is a "white hat" computer user. Some Web sites may be used to perpetrate scams, and some sites are fraudulent. Ask your computer teacher at school for her advice on how to avoid "malware", viruses, identity theft, and other frauds. Also, if your computer system (hardware and software) is not exactly like mine, (and, it probably isn't EXACTLY), you will experience some differences from what I am about to describe. Adapt! :-|

I hope that I can help you by recording my experiences, as I start working with my new laptop computer. Just as there were many changes when I had to switch from a 16-bit operating system to a 32-bit system, so do I expect that there will be many changes when in switching from a 32-bit operating system to a 64-bit system. I have already discovered that many of my favorite (old) programs have incompatibility issues. But I have used QB64 sucessfully to run several of my old BASIC programs. They ran 10 times FASTER, and I can use windows MUCH LARGER than 640 pixels by 480 pixels.

THERE ARE MANY OTHER RESOURCES

There are many resources available for you -- you won't need to rely exclusively on me. In fact, I expect you to explore a lot. The more sources, tutorials, and sample programs you encounter, the more robust your working knowledge base will become. I do not expect you to rely entirely on me. You must learn for yourself, and learn to be flexible!

For example: at the very bottom of the Official QB64 Website page, there is a blue rectangle, with words next to it on either side, "Video (2)" and, "QB64 Tutorial -- QBasic for Windows 7 Vista Linux -- Free".

(*) Place your mouse in the blue rectangle. (This works best when    the QB64 page occupies your full screen. You may not see all of     the pop-up window otherwise.)

You should see a large black rectangle (the play-back area where your choice of videos will appear.) To the right of this are two Smaller blue rectangles, labelled "QB64 Tutorial -- QBasic for Windows 7 Vista" and "QBasic Tutorial 1 -- Getting Started -- Free".

(*) Place your mouse in your choice of the two small blue rectangles. Be careful that your mouse doesn't pass over the OTHER rectangle when you are trying to select the other video. The selected video (with spoken sounds) should start to play automatically.

(*) I recommend that you listen to BOTH tutorials (they last only about five minutes) -- it won't hurt you to know a little bit about several slightly different versions of BASIC, running in several different environments. The people at School Freeware may even explain some things to you even better than I can!

You may notice that QB64 does not have a "Help" option. Fear not! There is a documentation wiki available, which will give you full details on all QB64 BASIC keywords. I will explain how to find this documentation later, after I have explained how to write a simple program.

One of the BASIC programs talked about in the videos is an INTERPRETER -- it has its own separate, special option to make an executable file.

QB64 is a COMPILER -- it only creates executable files. This usually takes about a minute before you can run your program, but the resulting program will run so much faster! You can run your new executable app over and over, and will not need to use QB64 again, until you want to change your app or write a new one.

HOW TO OBTAIN SOME USEFUL RESOURCES

Use your search engine of choice. (I have used Google in a car dealership while waiting for car repairs, and Firefox at the Caroline County (Maryland) public library; I use Norton Safe Search at home. This is a statement of fact, not an endorsement for any one of these products.)

I'm writing these instructions in "baby steps", because I understand that Computer Science can be very confusing to beginners. Above most other priorities, I want lots of students to learn how to write their own apps. This is NOT "The App Store" -- this is a free, Do-it-yourself "App FACTORY"!

(1) Search for "Go To _Wikipedia_" seems to be the most useful link. (I put    my underscores in front of and behind the words of titles.     This helps ME avoid confusion with Internet links. It's also      I hope, more legible and easier than underlining the     entire title, especially since I use "good old Notepad" as     my editor of choice.)

(2) Click on the word "_Wikipedia_" in the phrase, "Go To    _Wikipedia_". It's blue or purple, and underlined, to indicate that this is a link to another Web page.

A new page should appear, with the title "Wikipedia", and a    picture of a sphere with symbols from various alphabets, surrounded by the names of several different languages. I will be exploring only the "English" Wikipedia.

(3) Click on the blue word, "English", just above the phrase, "The Free Encyclopedia".

Another new page should appear. At the top, it says, "Log in / create account". (You may want to use this later,    but perhaps not today -- and not without permission.) Just below this is a rectangle containing the word, "Search", and a picture of a detective's magnifying glass. This rectangle is what we want now.

(4) Click inside the "Search" rectangle. Type in the characters, "QB64". then click on the picture of the magnifying glass inside the rectangle.

This should bring up the page with the title, "QB64", and a    picture -- the QB64 logo. This is NOT the QB64 home page, but it's within hailing distance.

The bottom line in the medium-sized rectangle containing the picture of the bee, says, "Website http://WWW.QB64.net", (in purple text, followed    by a small box with a blue arrow). This is another link.

(5) Click on the purple text, "http://WWW.QB64.net". (This IS    the URL for the QB64 home page.)

You should see the "bee" logo again, with the caption, "The Official QB64 Website". To the right of the bee is    a column of three icons: (A) THe red, green, blue, and yellow Windows icon, (B) a penguin icon, and (C) a silver Apple logo. These emblems correspond to (A) the Windows operating system, (B) the Unix operating system, and (C) Apple's operating system.

To the left of the "bee" logo, you should see "Documentation (WIKI)". You will want to use this as a    source of reference information, later. It discusses, in detail, most of the things you will need to know to    create your own apps, AFTER you have your own free copy of the QB64 BASIC compiler.

FOR YOUR INFORMATION

For your information: downloading the file takes about 15 minutes. I succeeded in installing the QB64 compiler a    few days ago, and am unwilling to risk messing up a     situation that appears to be working for me, on my     computer. Therefore, I cannot guarantee thgat EVERY DETAIL for the next few steps is absolutely correct (I just do    my best.) Besides, if you have different hardware or a      different operating system, some details (for you) are certain to be slightly different.

YOU MAY NEED MORE HELP HERE THAN I (alone, and far away) CAN GIVE YOU

(6) If you have permission (and you may need the help and    support of your computer teacher, too) find and click on the purple "Download Details" text which is most suitable for YOUR computer system.

You may see a dialog box titled "File Download". "Do you    want to save this file, or find a program online to open     it?" Your options are, "Find", "Save", and "Cancel".

Notice the warning -- this is serious! You need permission, and you may need help. ASK for help if you need it, or    click on "Cancel", if you're not sure what to do.

"While files from the Internet can be useful, some files    can potentially harm your computer. If you do not trust     the source, do not find a program to open this file or     save this file."

"What's the risk?" links to a list of "Frequently Asked    Questions" (FAQ's) titled, "Downloading files from the     Internet: frequently asked questions".

(7) If you have successfully downloaded the compiler program, you will need to find it.

Perhaps this advice will help:

"Where are downloaded files saved?"

"When you download files, Windows usually saves them in    the Downloads folder, which is located under your user     name in the Users folder on the drive where Windows is     installed (for example C:\users\your name\downloads).     When you are saving the file, you can choose to save it     to a different folder. Some different types of files are     saved to different folders by default. For example, if     you right-click a picture on a webpage and then choose     Save Picture As from the menu, the picture will be saved     to the Pictures folder by default. If you're not sure     where the file was saved, you can search for it from the     Start menu."

The above text is the advice I got from my windows 7 system. Since your system is almost certainly NOT exactly like mine, you will need to learn to be flexible!

I found a file named "qb64v0942-win", of type "Compressed    (zipped) folder", and put in in a new folder I named, "QB64Folder".

(8) Double click on the downloaded file. It should open up    into everything (every file) you need to compile your own apps.

I found three folders: "internal", "samples", and "source", plus a number of ".dll" files, (which are    support files for running QB64 and the apps it creates,) and the "qb64" application itself.

A NOTE

I was very pleased to find an elementary tutorial by Ted Felix. It looks like a great introduction! Unfortunately, he seems to be using a slightly older operating system, and possibly an earlier version of BASIC, too.

Consequently, you will find that some things may not work EXACTLY the ways he describes, especially in the first few chapters. You will need to be adaptible!

STOPPING AN OUT-OF-CONTROL PROGRAM

This stuff is IMPORTANT TO KNOW before you start writing programs which can loop forever and never end (without your help).

My laptop does not have a "Break" key! I need to do the following steps to stop a program caught in an endless loop, or otherwise "out of control":

(A) Hold down these three keys, all at the same time -- "CTRL", "ALT", and "DEL".

These messages (from the Windows 7 operating system) should fill the display screen:

--> Lock this computer

--> Switch User

--> Log off

--> Change a password...

--> Start Task Manager

WHAT TO DO

(B) Select "Task Manager" from this list.

You should see a window containing a list of all of the programs which are running. The name of your program should be on this list.

(C) Find and select the name of the program which is running "out of control".

You should see a window intended to verify the action of closing down a program. It has these options:

(programname) is not responding

Close the program

Wait for the program to respond

(D) Click on "Close the program".

Sometimes, a program leaves a window on the screen after it is closed. Most windows have three buttons at the top, some-what ike these: "_", "[]", and "X". If this happens, ...

(E) click on the "X" button to close the window.

You should now be able to resume normal operation of your computer. But, you have found evidence that there is a serious problem (a "bug") in your program. So, before you run your (defective) program again, ...

(F) Restart your QB64 compiler.

(G) Reload your program's source code.

(H) Try to find the problem, then try to fix it by editing your source code.

(I) Save your edited source code.

(J) Recompile your program.

(K) Test your program again, until it works properly. If it still doen't work properly, you will need to continue "debugging" the program -- reoeat the above steps until it does work.

A SIMPLE COURTESY

Sometimes, your computer's operating system will encounter a problem while executing one of your programs. It may present you with an error message screen with two buttons: "Send report", and "Don't Send". I think, in most situations, it is only polite to click the "Don't Send" button, because it's most likely that it is a coding error in your program, which is causing the problem.

It is more appropriate to search the User Forum associated with your free software -- perhaps someone else has already posted a report on a problem similar to yours. And, even if nothing similar has been posted there, the User Community will probably be more sympathetic, and more knowledgable.

vvvvv < VERIFY THIS! > vvvvv

HOW TO CREATE AN APP

(9) Double click on the icon for the "qb64" application. Caution! these is also a "qb64.bas" file, which you probably will never need, but may find interesting someday, after you learn the fundamentals of BASIC programming.

You should find yourself in the QB64 Integrated Development Environment (the IDE).

(10) Click on "New". This should put you into the integrated source code editor.

(11) Type in: PRINT "Hello, World!"

(12) Click on "Save As" then give your new app a new, unique name.

(13) Click on "Run" and "Start". You should see several messages:

"Creating exe"

"Starting program"

Finally, you should see a window with the text, "Hello, World!" displayed in it. This is your program, running! (Or, at least, it ran in a fraction of a second.)

Congratulations! You have just created a new app! Look for it in the list of files in your QB64 folder. You can click on the icon for your new app to run it again -- you don't need to compile it again, unless you make changes to the source code.

HOW TO FIND THE QB64 DOCUMENTATION

Navigate to "The Official ... "Documentation Wiki" ... In the Contents box: "1 Keywords" ... "Keyword Reference - Alphabetical" ... "Keyword Reference - By usage" ... "Keyword Reference - By usage" will probably be more helpful as you begin learning. Once you understand what most of the keywords are for, the alphabetical listing is a handy reference.

HOW TO FIND TED FELIX's TUTORIAL

Just remember that Ted was using slightly older software. I hope the material I have written will help you work around the differences. Once you get through the first few chapters, Ted will be writing mostly about BASIC programming, and the differences between different operating systems will not matter nearly so much.

NOW, START LOOKING AT SAMPLE PROGRAMS

The QB64 User Community has provided plenty of these! I will review a few simple programs to get you started. After that, you are on your own. May you have good success! :-)

The end.

title: QuickBASIC/Starting