text:
Paideia High School/Man That Corrupted Hadleyburg

 is a Paideia Unit Plan. These guidelines address teachers for the purpose of guiding instruction. See Paideia Learning Plan for the student's point of view.

Column One
Column One teaching and learning should make up about 10% to 15% of the total scheduled instructional time. It is didactic in nature and uses teacher lectures, text books or other didactic instructional materials, and questioning appropriate to this mode of education. Teaching in this mode encompasses of three facets: Exoridium, Interpretation, and Erudition.

Exordium
The Exordium is the teacher's didactic introduction to the work that is the subject of a Paideia Unit Plan. This introduction consists of both an oral and physical (or electronic) presentation of the work. For longer works, the teacher may limit the oral presentation to key parts of the work. The teacher should read texts live distinctly, accurately, and intelligently. Other works should be orally presented similarly as appropriate to the type of work. In addition, the teacher should provide high quality audio and video recordings of works if possible. Students should have a consumable print copy of the work both electronically and in hard-copy if possible.

Oral Presentation

 *
 *

Written Presentation

 *
 *
 *

Interpretation
Textual Interpretation refers to the teacher's didactic analysis of a written work in terms of the four major questions a demanding reader should ask of a text. Using the term work instead of book, these questions are: (1) What is the text about as a whole? (2) What is being said in detail, and how? (3) Is the text true, in whole or part? and (4) What of it? The Exordium begins to answer the first question because it introduces the whole text both orally and in writing (although the oral presentation may be limited in the case of longer works). It is in the Interpretation stage of Column One instruction that the teacher didactically begins to thoroughly unlock the second question. The third and fourth questions are relevant to Interpretation, but question two receives most of the teacher's attention. It is only when the student begins Column Two activities that a fuller grasp of questions three and four begins to mature in the student's mind. Consistent with the purpose of Column One instruction, the teacher is simply introducing elements of proper interpretation for the student to build on during Column Two and Column Three learning.

These questions can be appropriately modified for analysis of a work in science, mathematics, or the fine arts. Analysis of these types of works proceeds in a manner analagous to that of a text. Inasmuch as imaginative literature can be considered a work of fine art, the analogies drawn in Adler's and Van Doren's How to Read a Book can serve as a guide to other types of works too.

Interpretation of  or
In textual interpretation, the teacher didactically presents the author's key terms in the stage of Interpretation of Words and Terms. In addition, the teacher anticipates unfamiliar general vocabulary. These words and terms are given didactically, either orally or in writing, or both, but the task of interpreting is a Column Two skill of learning that the teacher must coach. Consequently, the purpose of this Column One stage is merely to point out key terms and potentially unfamiliar terms. The student must learn how to interpret. Again, this planning can be adapted to other kinds of works.

Interpretation of Key Terms
The key terms are those few words or phrases the author uses in unique, special, or important ways. . In the Column Two stage, students are coached both to find these key terms and to "unlock" them on their own. This skill is essential to analytical reading. In this Column One stage, however, the teacher points out a list of such terms. Students should understand that this listing is not necessarily exhaustive. In addition, the teacher provides students with a handful of these terms worked out in detail for consideration; it should consist of about three to five terms.
 *
 *
 *

General Vocabulary
The teacher may anticipate general unfamiliar vocabulary and point out the more difficult words either orally or in writing or both. However, defining words using context, a dictionary, or a knowlegable friend or adult (including the teacher) is a Column Two skill that must be coached. Teachers must help students build good habits of knowing the meanings of words. Dictionaries, in both electronic and book form must be available, and students must be taught how to use them. They must also be taught how to ask for definitions--a perfectly acceptible life skill commonly used by demanding readers!

 *
 *
 *

Note: If the teacher points out words in anticipation of their potential difficulty, this should be done in context by giving citations or electronically highlighting the words.

Interpretation of Sentences
One point of didactic interpretation at the level of interpreting sentences is to use grammar to get at the author's meaning. As with interpreting words and terms, this level of interpretation is also a Column Two skill that must be coached. Consequently, at the Column One didactic level, a teacher should choose a handful of the most difficult sentences in the text for demonstration. The teacher will always unlock the grammar of a few important and more difficult sentences for students independent of whether these sentences are key premeses to an argument. As appropriate to the text, a teacher should also consider demonstrating the grammar of sentences that work together as propositions in the author's most important arguments.

Another important point is to demonstrate the meter and prosody in both poetry and prose texts. This aim is in great danger of being completely overlooked or forgotten in a world where oral reading is not nearly as common as it once was. Nevertheless, great speechs often succeed in part because the author understands prosody. Lincoln's Gettysburg Address and King's I Have a Dream serve as striking examples. The teacher should select sentences or versus to demonstrate both meter and rhythm.

 * :
 * <Second Sentence>: <etc.>
 * <Third Sentence>: <explanation of meter and rhythm, consideration of overall prosody>
 * <Fourth Sentence>: <etc.>

Interpretation of Passages
At the level of passages, the full trivium (grammar, logic, and rhetoric) come into play. First, a teacher should choose one or two of the author's most important arguments for a demonstration of how to use logic as a key to interpreting a text. Next, the teacher should select several passages to demonstrate how they conform (or not) to rhetorical, poetical, and sylistic rules. These rules, of course, must be didactically taught as prerequisites to interpretation of texts.

 * <Argument>: <demonstration of both the grammar of the sentences comprising premeses and of the concluding proposition along with the logic of the argument followed by an explanation of how the arguments help to unravel the author's meaning>
 * <Passage Illustrating Rhetorical Rules>: <demonstration of the rhetorical rules and their value in the success of the author's purpose>
 * <Passage Illustrating Poetical Rules>: <demonstration of the poetical rules and their value in the success of the author's purpose>
 * <Passage Illustration Stylistic Rules>: <demonstration of the stylistic rules and their value in the success of the author's purpose>

Erudition
Erudition refers to all manner of background information assumed by or necessary to understanding or fully appreciating the text.

<Note that these categories are presented alphabetically for ease of organization>

Anthropological References

 * <information relevant to anthropological issues and discoveries--include citations--delete if not used>

Antiquarian References

 * <information about references to things no longer commonly understood because of their situation in ages past--include citations--delete if not used>

Archaeological References

 * <information about details related to archaeological discoveries--include citations--delete if not used>

Biographical References

 * <information about the author--always include>
 * <information about other textual references to important people--include citations--delete if not used>

Cultural References

 * <information and links to cultural references--include citations--delete if not used>

Ethical References

 * <information and links to ethical references--include citations--delete if not used>

Geographical References

 * <links to relevant maps--delete if not used>
 * <information relevant to geographical references--include citations--delete if not used>

Historical References

 * <information and links to historical references--include citations--delete if not used>

Mathematical References

 * <information and links to mathematical references--include citations--delete if not used>

Political References

 * <information and links to political references--include citations--delete if not used>

Religious References

 * <information and links to religious references--include citations--delete if not used>

Scientific References

 * <information and links to scientific references--include citations--delete if not used>

Column Two
Column Two teaching consists of coaching. This mode of instruction aims at helping students to form habitual skills in the language, scientific, and fine arts. Thus, a teacher must correct students as they practice listening, speaking, reading, writing, observing with the senses unaided, observing with the aid of scientific apparatus, measuring, estimating, calculating, and exercising dexterity in the musical and visual arts. Each of these arts in turn rely upon the aquisition of fine and gross motor, imagination, and memory skills. These rules for developing Paideia Unit Plans address teachers. For their counterpart written for students, see Paideia Learning Plan.

Column Two learning comprises 65% to 75% of scheduled learning time. It's chief charactaristic is student activity. Students must be practicing some skill or skills while the teacher corrects him or her. While athletic coaching is an obvious example of this type of instruction, debate coaching, directing a drama, art instruction, and piano lessons also represent coaching. In order to coach well, a teacher must have a repertoire of activities carefully designed to exercised desired skills. Additionally, the teacher must have a clear idea of how to correct the skills as students practice them to ensure their habitual formation.

Mnuemonic Skills
<consider this category for every unit>

Listening Skills

 * <links to additional quality recordings--include citations--delete if not used>
 * <information relevant to listening for grammatical, logical, rhetorical, poetical, and stylistic elements of the work--include citations--delete if not used>

Speaking Skills

 * <imitation of quality oral readings--should be a part of every unit>
 * <recitations from memory--should be some part of every unit>
 * <oral presentations of written work--should be a part of most units>
 * <class discussions--should be a part of every unit>
 * <recitation of the rules of reading from Adler's and Van Doren's How to Read a Book or similar rules>

Reading Skills

 * <read hard-copy with a pencil in hand--always!>
 * <marking up a text both with a pencil and electronically>
 * <inspectional reading notes as taught in Adler's and Van Doren's How to Read a Book>
 * <analytical reading notes as taught in the same work>

Writing Skills

 * <Choose phrases from text and express them in different ways>
 * <Reconstruct a previously disarranged passage from the text>
 * <Compose verses or lines in imitation of the author>
 * <Change a passage or poem of one kind into another kind>
 * <Imitate a passage>
 * <Write a composition imitating the author>
 * <Translate sentences or passages into Latin or another language>

Seminar Question Writing Guidelines
The following table serves to guide teachers in understanding the types of questions that guide good seminars and how to write them. Good seminars follow the general structure given by Mortimer Adler and Charles Van Doren in their classic How to Read a Book published by Simon & Schuster in 1972. Column one gives the four main questions that a demanding reader should ask of any book. These questions guide the types of questions and the purpose of each type used in good seminars. The last column serves to illustrate questions that might be asked of The Declaration of Independence, The Gettysburg Address, or Hamlet. This table could be easily adapted for any work of fine art like a painting or a musical score.

Specific Seminars
<Include written plans of actual seminars that have been conducted here.>


text:
Paideia High School/Diamond as Big as the Ritz

 is a Paideia Unit Plan. These guidelines address teachers for the purpose of guiding instruction. See Paideia Learning Plan for the student's point of view.

Column One
Column One teaching and learning should make up about 10% to 15% of the total scheduled instructional time. It is didactic in nature and uses teacher lectures, text books or other didactic instructional materials, and questioning appropriate to this mode of education. Teaching in this mode encompasses of three facets: Exoridium, Interpretation, and Erudition.

Exordium
The Exordium is the teacher's didactic introduction to the work that is the subject of a Paideia Unit Plan. This introduction consists of both an oral and physical (or electronic) presentation of the work. For longer works, the teacher may limit the oral presentation to key parts of the work. The teacher should read texts live distinctly, accurately, and intelligently. Other works should be orally presented similarly as appropriate to the type of work. In addition, the teacher should provide high quality audio and video recordings of works if possible. Students should have a consumable print copy of the work both electronically and in hard-copy if possible.

Oral Presentation

 *
 *

Written Presentation

 * http://www.sc.edu/fitzgerald/diamond/diamond.html A copy with line numbers is available on the school's moodle in Reading and Writing I B, in the week of April 24, 2012
 *
 * This work is in the public domain.

Interpretation
Textual Interpretation refers to the teacher's didactic analysis of a written work in terms of the four major questions a demanding reader should ask of a text. Using the term work instead of book, these questions are: (1) What is the text about as a whole? (2) What is being said in detail, and how? (3) Is the text true, in whole or part? and (4) What of it? The Exordium begins to answer the first question because it introduces the whole text both orally and in writing (although the oral presentation may be limited in the case of longer works). It is in the Interpretation stage of Column One instruction that the teacher didactically begins to thoroughly unlock the second question. The third and fourth questions are relevant to Interpretation, but question two receives most of the teacher's attention. It is only when the student begins Column Two activities that a fuller grasp of questions three and four begins to mature in the student's mind. Consistent with the purpose of Column One instruction, the teacher is simply introducing elements of proper interpretation for the student to build on during Column Two and Column Three learning.

These questions can be appropriately modified for analysis of a work in science, mathematics, or the fine arts. Analysis of these types of works proceeds in a manner analagous to that of a text. Inasmuch as imaginative literature can be considered a work of fine art, the analogies drawn in Adler's and Van Doren's How to Read a Book can serve as a guide to other types of works too.

Interpretation of  or
In textual interpretation, the teacher didactically presents the author's key terms in the stage of Interpretation of Words and Terms. In addition, the teacher anticipates unfamiliar general vocabulary. These words and terms are given didactically, either orally or in writing, or both, but the task of interpreting is a Column Two skill of learning that the teacher must coach. Consequently, the purpose of this Column One stage is merely to point out key terms and potentially unfamiliar terms. The student must learn how to interpret. Again, this planning can be adapted to other kinds of works.

Interpretation of Key Terms
The key terms are those few words or phrases the author uses in unique, special, or important ways. . In the Column Two stage, students are coached both to find these key terms and to "unlock" them on their own. This skill is essential to analytical reading. In this Column One stage, however, the teacher points out a list of such terms. Students should understand that this listing is not necessarily exhaustive. In addition, the teacher provides students with a handful of these terms worked out in detail for consideration; it should consist of about three to five terms.
 *
 *
 *

General Vocabulary
The teacher may anticipate general unfamiliar vocabulary and point out the more difficult words either orally or in writing or both. However, defining words using context, a dictionary, or a knowlegable friend or adult (including the teacher) is a Column Two skill that must be coached. Teachers must help students build good habits of knowing the meanings of words. Dictionaries, in both electronic and book form must be available, and students must be taught how to use them. They must also be taught how to ask for definitions--a perfectly acceptible life skill commonly used by demanding readers!

 *
 *
 *

Note: If the teacher points out words in anticipation of their potential difficulty, this should be done in context by giving citations or electronically highlighting the words.

Interpretation of Sentences
One point of didactic interpretation at the level of interpreting sentences is to use grammar to get at the author's meaning. As with interpreting words and terms, this level of interpretation is also a Column Two skill that must be coached. Consequently, at the Column One didactic level, a teacher should choose a handful of the most difficult sentences in the text for demonstration. The teacher will always unlock the grammar of a few important and more difficult sentences for students independent of whether these sentences are key premeses to an argument. As appropriate to the text, a teacher should also consider demonstrating the grammar of sentences that work together as propositions in the author's most important arguments.

Another important point is to demonstrate the meter and prosody in both poetry and prose texts. This aim is in great danger of being completely overlooked or forgotten in a world where oral reading is not nearly as common as it once was. Nevertheless, great speechs often succeed in part because the author understands prosody. Lincoln's Gettysburg Address and King's I Have a Dream serve as striking examples. The teacher should select sentences or versus to demonstrate both meter and rhythm.

 * :
 * :
 * <Third Sentence>: <explanation of meter and rhythm, consideration of overall prosody>
 * <Fourth Sentence>: <etc.>

Interpretation of Passages
At the level of passages, the full trivium (grammar, logic, and rhetoric) come into play. First, a teacher should choose one or two of the author's most important arguments for a demonstration of how to use logic as a key to interpreting a text. Next, the teacher should select several passages to demonstrate how they conform (or not) to rhetorical, poetical, and sylistic rules. These rules, of course, must be didactically taught as prerequisites to interpretation of texts.

 * <Argument>: <demonstration of both the grammar of the sentences comprising premeses and of the concluding proposition along with the logic of the argument followed by an explanation of how the arguments help to unravel the author's meaning>
 * <Passage Illustrating Rhetorical Rules>: <demonstration of the rhetorical rules and their value in the success of the author's purpose>
 * <Passage Illustrating Poetical Rules>: <demonstration of the poetical rules and their value in the success of the author's purpose>
 * <Passage Illustration Stylistic Rules>: <demonstration of the stylistic rules and their value in the success of the author's purpose>

Erudition
Erudition refers to all manner of background information assumed by or necessary to understanding or fully appreciating the text.

<Note that these categories are presented alphabetically for ease of organization>

Anthropological References

 * <information relevant to anthropological issues and discoveries--include citations--delete if not used>

Antiquarian References

 * <information about references to things no longer commonly understood because of their situation in ages past--include citations--delete if not used>

Archaeological References

 * <information about details related to archaeological discoveries--include citations--delete if not used>

Biographical References

 * <information about the author--always include>
 * <information about other textual references to important people--include citations--delete if not used>

Cultural References

 * <information and links to cultural references--include citations--delete if not used>

Ethical References

 * <information and links to ethical references--include citations--delete if not used>

Geographical References

 * <links to relevant maps--delete if not used>
 * <information relevant to geographical references--include citations--delete if not used>

Historical References

 * <information and links to historical references--include citations--delete if not used>

Mathematical References

 * <information and links to mathematical references--include citations--delete if not used>

Political References

 * <information and links to political references--include citations--delete if not used>

Religious References

 * <information and links to religious references--include citations--delete if not used>

Scientific References

 * <information and links to scientific references--include citations--delete if not used>

Column Two
Column Two teaching consists of coaching. This mode of instruction aims at helping students to form habitual skills in the language, scientific, and fine arts. Thus, a teacher must correct students as they practice listening, speaking, reading, writing, observing with the senses unaided, observing with the aid of scientific apparatus, measuring, estimating, calculating, and exercising dexterity in the musical and visual arts. Each of these arts in turn rely upon the aquisition of fine and gross motor, imagination, and memory skills. These rules for developing Paideia Unit Plans address teachers. For their counterpart written for students, see Paideia Learning Plan.

Column Two learning comprises 65% to 75% of scheduled learning time. It's chief charactaristic is student activity. Students must be practicing some skill or skills while the teacher corrects him or her. While athletic coaching is an obvious example of this type of instruction, debate coaching, directing a drama, art instruction, and piano lessons also represent coaching. In order to coach well, a teacher must have a repertoire of activities carefully designed to exercised desired skills. Additionally, the teacher must have a clear idea of how to correct the skills as students practice them to ensure their habitual formation.

Listening Skills

 * <links to additional quality recordings--include citations--delete if not used>
 * <information relevant to listening for grammatical, logical, rhetorical, poetical, and stylistic elements of the work--include citations--delete if not used>

Speaking Skills

 * <imitation of quality oral readings--should be a part of every unit>
 * <recitations from memory--should be some part of every unit>
 * <oral presentations of written work--should be a part of most units>
 * <class discussions--should be a part of every unit>
 * <recitation of the rules of reading from Adler's and Van Doren's How to Read a Book or similar rules>

Reading Skills

 * <read hard-copy with a pencil in hand--always!>
 * <marking up a text both with a pencil and electronically>
 * <inspectional reading notes as taught in Adler's and Van Doren's How to Read a Book>
 * Assignment for reading:

“The Diamond as Big as the Ritz” Plot outline Write a plot outline of the story, “The Diamond as Big as the Ritz.” I have started it for you below—continue it from there. Make sure to include details that will be important to the story as it unfolds later, but do not include excessive detail. Excessive details include things that may have been interesting, but aren’t important to plot, like what Kismine was wearing or how the rooms in the mansion were decorated. Beginning: We meet John Unger of Hades. His family sends him away to St. Midas’ school, where he meets lots of boys from rich families and makes friends with them. He meets Percy Washington, who invites him home with him for the summer. When the boys reach the Washingtons’ home, John discovers that the location and composition of the home is a secret even from the US Government, for fear that the source of the family’s wealth, a diamond that is a mountain, would be claimed by the government and stolen if others knew of it. As he lives in fabulous luxury and wealth with the Washington family, John falls in love with the younger sister of his friend, a girl named Kismine. John learns some further things about the Washington family and their way of life:

Writing Skills
After finishing the seminar on "Diamond" have students write a "where are they now" about John, Kismine, and Jasmine for one year after the story ends.

Seminar Question Writing Guidelines
The following table serves to guide teachers in understanding the types of questions that guide good seminars and how to write them. Good seminars follow the general structure given by Mortimer Adler and Charles Van Doren in their classic How to Read a Book published by Simon & Schuster in 1972. Column one gives the four main questions that a demanding reader should ask of any book. These questions guide the types of questions and the purpose of each type used in good seminars. The last column serves to illustrate questions that might be asked of The Declaration of Independence, The Gettysburg Address, or Hamlet. This table could be easily adapted for any work of fine art like a painting or a musical score.

Specific Seminars
January, 2011 Seminar

Authors often make statements about bigger ideas through their stories. This story deals with morality and how it can be affected by wealth and privilege.

What does Mr. Washington, and by extension his family, most value? Support from the text How does Mr. Washington relate to God? Give examples. Why does he approach God in this way?

What does John most value? How does that form his actions and reactions in the story? Give examples.

Does John change through the story?

If no, why not? Should he? If yes, how is he different at the end of the story than he is at the beginning?

A grid here: AB, MB, MW, AW

At the beginning of the story, John says: “I like rich people. The richer they are, the better I like them.” Why did he feel that way?

Do you think he still would say or believe that at the end of the story?

Kismine says she is happy to be poor at the end of the story. Why? How has being rich affected her?

Will she and John change further? Why do you think that?

Did the Washington’s wealth have to make them as bad as they were?

Do you think Jasmine and Kismine will be better people after the story ends? Why?

For those who say yes, would they still be better people if Kismine had brought out a pocket full of jewels?

What is the author saying about wealth and morality? Support with evidence from the story

Do you agree?

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


text:
Paideia High School/Constitution of the United States

 is a Paideia Unit Plan. These guidelines address teachers for the purpose of guiding instruction. See Paideia Learning Plan for the student's point of view.

Column One
Column One teaching and learning should make up about 10% to 15% of the total scheduled instructional time. It is didactic in nature and uses teacher lectures, text books or other didactic instructional materials, and questioning appropriate to this mode of education. Teaching in this mode encompasses of three facets: Exoridium, Interpretation, and Erudition.

Exordium
The Exordium is the teacher's didactic introduction to the work that is the subject of a Paideia Unit Plan. This introduction consists of both an oral and physical (or electronic) presentation of the work. For longer works, the teacher may limit the oral presentation to key parts of the work. The teacher should read texts live distinctly, accurately, and intelligently. Other works should be orally presented similarly as appropriate to the type of work. In addition, the teacher should provide high quality audio and video recordings of works if possible. Students should have a consumable print copy of the work both electronically and in hard-copy if possible.

Oral Presentation

 *
 *

Written Presentation

 *
 *
 *

Interpretation
Textual Interpretation refers to the teacher's didactic analysis of a written work in terms of the four major questions a demanding reader should ask of a text. Using the term work instead of book, these questions are: (1) What is the text about as a whole? (2) What is being said in detail, and how? (3) Is the text true, in whole or part? and (4) What of it? The Exordium begins to answer the first question because it introduces the whole text both orally and in writing (although the oral presentation may be limited in the case of longer works). It is in the Interpretation stage of Column One instruction that the teacher didactically begins to thoroughly unlock the second question. The third and fourth questions are relevant to Interpretation, but question two receives most of the teacher's attention. It is only when the student begins Column Two activities that a fuller grasp of questions three and four begins to mature in the student's mind. Consistent with the purpose of Column One instruction, the teacher is simply introducing elements of proper interpretation for the student to build on during Column Two and Column Three learning.

These questions can be appropriately modified for analysis of a work in science, mathematics, or the fine arts. Analysis of these types of works proceeds in a manner analagous to that of a text. Inasmuch as imaginative literature can be considered a work of fine art, the analogies drawn in Adler's and Van Doren's How to Read a Book can serve as a guide to other types of works too.

Interpretation of  or
In textual interpretation, the teacher didactically presents the author's key terms in the stage of Interpretation of Words and Terms. In addition, the teacher anticipates unfamiliar general vocabulary. These words and terms are given didactically, either orally or in writing, or both, but the task of interpreting is a Column Two skill of learning that the teacher must coach. Consequently, the purpose of this Column One stage is merely to point out key terms and potentially unfamiliar terms. The student must learn how to interpret. Again, this planning can be adapted to other kinds of works.

Interpretation of Key Terms
The key terms are those few words or phrases the author uses in unique, special, or important ways. . In the Column Two stage, students are coached both to find these key terms and to "unlock" them on their own. This skill is essential to analytical reading. In this Column One stage, however, the teacher points out a list of such terms. Students should understand that this listing is not necessarily exhaustive. In addition, the teacher provides students with a handful of these terms worked out in detail for consideration; it should consist of about three to five terms.
 *
 *
 *

General Vocabulary
The teacher may anticipate general unfamiliar vocabulary and point out the more difficult words either orally or in writing or both. However, defining words using context, a dictionary, or a knowlegable friend or adult (including the teacher) is a Column Two skill that must be coached. Teachers must help students build good habits of knowing the meanings of words. Dictionaries, in both electronic and book form must be available, and students must be taught how to use them. They must also be taught how to ask for definitions--a perfectly acceptible life skill commonly used by demanding readers!

 *
 *
 *

Note: If the teacher points out words in anticipation of their potential difficulty, this should be done in context by giving citations or electronically highlighting the words.

Interpretation of Sentences
One point of didactic interpretation at the level of interpreting sentences is to use grammar to get at the author's meaning. As with interpreting words and terms, this level of interpretation is also a Column Two skill that must be coached. Consequently, at the Column One didactic level, a teacher should choose a handful of the most difficult sentences in the text for demonstration. The teacher will always unlock the grammar of a few important and more difficult sentences for students independent of whether these sentences are key premeses to an argument. As appropriate to the text, a teacher should also consider demonstrating the grammar of sentences that work together as propositions in the author's most important arguments.

Another important point is to demonstrate the meter and prosody in both poetry and prose texts. This aim is in great danger of being completely overlooked or forgotten in a world where oral reading is not nearly as common as it once was. Nevertheless, great speechs often succeed in part because the author understands prosody. Lincoln's Gettysburg Address and King's I Have a Dream serve as striking examples. The teacher should select sentences or versus to demonstrate both meter and rhythm.

 * :
 * <Second Sentence>: <etc.>
 * <Third Sentence>: <explanation of meter and rhythm, consideration of overall prosody>
 * <Fourth Sentence>: <etc.>

Interpretation of Passages
At the level of passages, the full trivium (grammar, logic, and rhetoric) come into play. First, a teacher should choose one or two of the author's most important arguments for a demonstration of how to use logic as a key to interpreting a text. Next, the teacher should select several passages to demonstrate how they conform (or not) to rhetorical, poetical, and sylistic rules. These rules, of course, must be didactically taught as prerequisites to interpretation of texts.

 * <Argument>: <demonstration of both the grammar of the sentences comprising premeses and of the concluding proposition along with the logic of the argument followed by an explanation of how the arguments help to unravel the author's meaning>
 * <Passage Illustrating Rhetorical Rules>: <demonstration of the rhetorical rules and their value in the success of the author's purpose>
 * <Passage Illustrating Poetical Rules>: <demonstration of the poetical rules and their value in the success of the author's purpose>
 * <Passage Illustration Stylistic Rules>: <demonstration of the stylistic rules and their value in the success of the author's purpose>

Erudition
Erudition refers to all manner of background information assumed by or necessary to understanding or fully appreciating the text.

<Note that these categories are presented alphabetically for ease of organization>

Anthropological References

 * <information relevant to anthropological issues and discoveries--include citations--delete if not used>

Antiquarian References

 * <information about references to things no longer commonly understood because of their situation in ages past--include citations--delete if not used>

Archaeological References

 * <information about details related to archaeological discoveries--include citations--delete if not used>

Biographical References

 * <information about the author--always include>
 * <information about other textual references to important people--include citations--delete if not used>

Cultural References

 * <information and links to cultural references--include citations--delete if not used>

Ethical References

 * <information and links to ethical references--include citations--delete if not used>

Geographical References

 * <links to relevant maps--delete if not used>
 * <information relevant to geographical references--include citations--delete if not used>

Historical References

 * <information and links to historical references--include citations--delete if not used>

Mathematical References

 * <information and links to mathematical references--include citations--delete if not used>

Political References

 * <information and links to political references--include citations--delete if not used>

Religious References

 * <information and links to religious references--include citations--delete if not used>

Scientific References

 * <information and links to scientific references--include citations--delete if not used>

Column Two
Column Two teaching consists of coaching. This mode of instruction aims at helping students to form habitual skills in the language, scientific, and fine arts. Thus, a teacher must correct students as they practice listening, speaking, reading, writing, observing with the senses unaided, observing with the aid of scientific apparatus, measuring, estimating, calculating, and exercising dexterity in the musical and visual arts. Each of these arts in turn rely upon the aquisition of fine and gross motor, imagination, and memory skills. These rules for developing Paideia Unit Plans address teachers. For their counterpart written for students, see Paideia Learning Plan.

Column Two learning comprises 65% to 75% of scheduled learning time. It's chief charactaristic is student activity. Students must be practicing some skill or skills while the teacher corrects him or her. While athletic coaching is an obvious example of this type of instruction, debate coaching, directing a drama, art instruction, and piano lessons also represent coaching. In order to coach well, a teacher must have a repertoire of activities carefully designed to exercised desired skills. Additionally, the teacher must have a clear idea of how to correct the skills as students practice them to ensure their habitual formation.

Mnuemonic Skills
<consider this category for every unit>

Listening Skills

 * <links to additional quality recordings--include citations--delete if not used>
 * <information relevant to listening for grammatical, logical, rhetorical, poetical, and stylistic elements of the work--include citations--delete if not used>

Speaking Skills

 * <imitation of quality oral readings--should be a part of every unit>
 * <recitations from memory--should be some part of every unit>
 * <oral presentations of written work--should be a part of most units>
 * <class discussions--should be a part of every unit>
 * <recitation of the rules of reading from Adler's and Van Doren's How to Read a Book or similar rules>

Reading Skills

 * <read hard-copy with a pencil in hand--always!>
 * <marking up a text both with a pencil and electronically>
 * <inspectional reading notes as taught in Adler's and Van Doren's How to Read a Book>
 * <analytical reading notes as taught in the same work>

Writing Skills

 * <Choose phrases from text and express them in different ways>
 * <Reconstruct a previously disarranged passage from the text>
 * <Compose verses or lines in imitation of the author>
 * <Change a passage or poem of one kind into another kind>
 * <Imitate a passage>
 * <Write a composition imitating the author>
 * <Translate sentences or passages into Latin or another language>

Seminar Question Writing Guidelines
The following table serves to guide teachers in understanding the types of questions that guide good seminars and how to write them. Good seminars follow the general structure given by Mortimer Adler and Charles Van Doren in their classic How to Read a Book published by Simon & Schuster in 1972. Column one gives the four main questions that a demanding reader should ask of any book. These questions guide the types of questions and the purpose of each type used in good seminars. The last column serves to illustrate questions that might be asked of The Declaration of Independence, The Gettysburg Address, or Hamlet. This table could be easily adapted for any work of fine art like a painting or a musical score.

Specific Seminars
<Include written plans of actual seminars that have been conducted here.>


text:
File:WBS Sunpower.pdf.pdf

Licensing
for school project

title: File:WBS Sunpower.pdf.pdf


text: File:Screen Shot 2012-03-19 at 7.14.11 PM.png


text:
User:MaxDawsonC

ABANDONED ACCOUNT

title: User:MaxDawsonC


text:
User:Deakin2074/enes100/My work

Write problem/project Goal
the goal of the fan wing is to create the squirrle cage. the design will be placed onto the wings of a model airplane and provide the ability to fly. the main problem will be to create this cage perfectly, the model plane is secondary and only used as the mounting point for the fan.

My First Task
the first task i am to complete this weekend is my own design of the squirrle cage, and to bring the design into class to discuss with my group.

Summary of actual work over first weekend
How is what you did different than what you planned?

Week1 Narrative
Tell a detailed story describing what you did for your team over the weekend.

My Second Task
Record what you are planning on doing for the team during the second weekend.

Summary of actual work over second weekend
How is what you did different than what you planned?

Week2 Narrative
Tell a detailed story describing what you did for your team over the weekend.

My Third task
Record what you are planning on doing for the team during the third weekend.

Summary of actual work over third weekend
How is what you did different than what you planned?

Week3 Narrative
Tell a detailed story describing what you did for your team over the weekend.

My Fourth task
''Record what you are planning on doing for the team during the final weekend of project work. ''

Summary of actual work over fourth weekend
How is what you did different than what you planned?

Week4 Narrative
Tell a detailed story describing what you did for your team over the weekend.

title: User:Deakin2074/enes100/My work


text:
User:2jjones/enes100/Mywork2

Write problem/project Goal
The purpose of this project is to create a working Wind Tunnel so that an objects aerodynamics can be tested, precisely and scientifically.

My First Task
Over the first weekend I will be designing a prototype wind tunnel using 123 CAD software.

Summary of actual work over first weekend
- Found that there must be a compressor, diffuser, and test section. This will be important in my design. - Found that a filter or honeycomb needs to be incorporated on the compressor to reduce buffer and create even current of air. - My first design was not practical because I made the test section too long. This reduces wind speed and precision of data. - In the second design I shortened the test section, along with enlarging the diffuser and compressor to enable higher wind speeds. -But I had problems with the software and could not bore out the center of objects. - In my final design I found that i needed to use the shell feature to bore out the center to be able to show where the air would flow. -I also displayed the materials which would be used in the building.
 * Researched different forms of wind tunnels including sub sonic and super sonic to learn about design elements necessary.
 * Designed multiple wind tunnels

Week1 Narrative
Designed a prototype wind tunnel to work off of during the construction.

My Second Task
Over the second weekend it will be my job to start planning and building the air compressor for the windtunnel

Summary of actual work over second weekend
My plan was to simply build the air compressor with particle board in the engineering lab. What made this different was that I had a set measurement of 9 inches for the straws to diffuse the air. I got this measurement by measuring the straw I wanted to use earlier in the week. However, I could not find this kind of straw to purchase. I made my cuts with a length of 9 inches though, so I had to cut all the boards back by 2 inches to fit the straws. Another problem I faced is that I could not calculate how many straws I needed to fill the air compressor so I ended up not having enough. The final problem I faced was holding the straws together. I thought this would be a simple task however the straws were hard to work with. I decided to zip tie the straws into bundles and then stuff them into the box so that it was a tight fit. I may need to hold them in a different manner however, because the zip ties leave small gaps that I do not know how to fill.

Week2 Narrative
I researched wind tunnels in multiple data bases including NASA to try and find the correct design. through this research I found that most of the wind tunnels pull the air through instead of pushing. I decided to follow their science and put the fan on the back of the compressor. This however means that we need to put a guard on the blade so that nothing gets sucked through the fan. I built the compressor by first making 4 12x9 cuts in particle board to make a cube. I found that this would not work because the straws did not match these dimensions. So I cut down each side by 2 inches to accommodate. I then found that I could not make a perfect cube if all the sides were the same length. because of this I decided to measure the width of the board and cut that away from each side of the bottom piece, to make all the sides equal to fit. I then secured the sides with an air compressed nail gun so as the make the seal as tight as possible along the vertices. After that I chose to seal all the seams with industrial gap sealer which is air tight, waterproof, and sandable. I found a problem with this because I could not get it completely into the crevices also, it expands a great amount and clumps off. I believe that if I apply it in a better fashion, I can sand it down to make the seals perfect for air draw.

My Third task
I will be designing and building the fan mount and air diffuser for the wind tunnel.

Summary of actual work over third weekend
I planned to just build the engine mount and beginning of the diffuser through simple assembly, but some of the measurements were off so I had to correct this with a table saw before I was able to proceed.

Week3 Narrative
Cut 4 8x13 boards for the engine mount. The blades of the fan are 11 inches long so I gave an inch of room on each side for the blade to spin without interference. Some of the cuts were varied so I exacted the measures with a table saw. I then assembled the boards together using 5 finishing nails per side. After that I decided to seal off the edges so as to not pull in any extraneous air. I used plumbing sealant for its waterproof, airtight, and durable qualities.

My Fourth task
I will be designing and assembling the test section as well as the connections for the diffuser and compressor.

Summary of actual work over fourth weekend
In actuality I ended up making the piece for the fan to attach to on the diffuser of the windtunnel. this is different from what I expected cause I thought I was going to begin the test section and connections which would involve cutting the plexi glass.

Week4 Narrative
-brainstormed Ideas on how to mount the fan onto the air diffuser so that air could be effectively pulled through at the same velocity that it is pushed. I believe that if the wind tunnel is air tight the volume of air being pushed by the fan must be coming through the wind tunnel due to diffusion and the idea that if the fan speed does not change it needs the same volume of air even if its drawing area is confined. I decided to mount the fan on a single inch thick stand that is equidistant from all sides of the diffuser. This provides the most strength without interfering with the dynamics.

What I ended up doing is taking the stake and cutting about 2 inches off with a table saw so that it would fit exactly inside the diffuser. This measured about 18 1/2 inches which is the same as the width and height of the cube. I then secured it down in the very center of the cube with finishing nails. Finally, to prevent any side currents, I secured all the vertices with plumbing sealant which is waterproof and airtight.

Complete Team Page
Fill out the Team Form (should have already copied the form, created the team page, linked to it and started filling it out).

title: User:2jjones/enes100/Mywork2


title: File:5.6.jpg


text:
Engineering Projects/HoverCraft/Howard Community College/Spring2012/p2550JW

Please delete everything in italics after filling it out.

''Project documentation focuses on how the team organized itself to tackle the unknown. This is a creative process. The details learned should be captured in tutorials. Project documentation should focus on how the team organized itself to step out into the unknown. Failure is common. The single most effective way to increase engineering respect is to document failures in a creative way that stimulates, inspires and helps others continue the project. Projects are never done. There are always loose ends. There are always decisions that might have been made more clearly. There are always other alternatives that might have been considered. None of this stuff appears in a tutorial. It does appear in the team documentation.''

Problem Statement
Get Hovercraft to react based on infrared sensor input.

Team Members

 * Josh Bers
 * Wendell Phipps

Summary
The goal was to use the arduino with the hovercraft and control it with an infrared sensor. We were to use the Arduino and IR sensor in place of the RC controller, but to start we used the RC controller with the arduino instead of the IR sensor.

Story
This rotation was full of frustration. Near the begginning, we were having some trouble figuring out exactly what the goal was. Once we divided the work, we then got started. At first things went well, but near the end of the project cycle, the circuit was destroyed. While we were waiting for the new one to come in, we spent time using different sensors an motor systems to learn more about how they worked. most of the time was spent using the printer head IR sensors, which went well.

Decision List

 * Wendell decided to look up an Infrared Sensor that was known to work with the Arduino.

 * Wendell decided take the printer home while waiting for the sensors to come in and use it with the arduino. the IR sensor on the printer was recorded by the serial counter on the arduino program.

Material List

 * 1 Arduino Uno
 * 1 Toy Hovercraft
 * Motor Shield
 * Infrared Sensor
 * Touch Sensor
 * Soldering Iron
 * Solder
 * Camera
 * Scanning Head from a Printer

Software List
Arduino

Time
Total team time spent: 29 Hours

Next Steps
The biggest next step is to integrate the IR sensor that comes in with the Arduino software


text:
User:JBers/enes100/My Work2

''This is designed for a person working on a project for 4 weeks as part of a 3 credit class. Please copy this form to your user page. Then delete everything in italics when filling out this form.''

Write problem/project Goal
integrate RC controller Arduino Hack with fully powered Hovercraft

My First Task
The first weekend will see me trying to get the main propulsion fans powered and controlled via the arduino with the RC Hack.

Summary of actual work over first weekend
How is what you did different than what you planned?

Week1 Narrative
Tell a detailed story describing what you did for your team over the weekend.

My Second Task
Record what you are planning on doing for the team during the second weekend.

Summary of actual work over second weekend
How is what you did different than what you planned?

Week2 Narrative
Tell a detailed story describing what you did for your team over the weekend.

My Third task
Record what you are planning on doing for the team during the third weekend.

Summary of actual work over third weekend
How is what you did different than what you planned?

Week3 Narrative
Tell a detailed story describing what you did for your team over the weekend.

My Fourth task
''Record what you are planning on doing for the team during the final weekend of project work. ''

Summary of actual work over fourth weekend
How is what you did different than what you planned?

Week4 Narrative
Tell a detailed story describing what you did for your team over the weekend.

Complete Team Page
Fill out the Team Form (should have already copied the form, created the team page, linked to it and started filling it out).

title: User:JBers/enes100/My Work2


text:
MakerBot/Kinect

Purpose
The purpose of this tutorial is to assist students who are trying to create a depth image or point cloud using The Xbox Kinect.

Kinect: Procedures
Using Xbox Kinect's point cloud feature to scan objects for 3D Printing

Steps

 * 1. Download Processings from http://processing.org/. The is a free IDE for creating interactive programs using 2D, 3D or PDF output.

 * 2. Create a folder in "My Documents" and name is Processing

 * 3. Create another folder inside Processing and name it “Libraries”, this is the folder where all the libraries associated with running depth data and cloud point data software will be stored Folder Structure.jpg

 * 4. Download drivers and software from https://github.com/diwi/dLibs, download and unzip in the "libraries" folder

 * 5. Install Drivers using the device manager and manually install each driver from "C:\Documents\Processing\Libraries\dLibs_freenect\library\kinect_driver_windows" folder. This path can be used to find all three drivers. Kinect drivers.jpg

 * 6. Install all three drivers manually using the device manager(Plug in the Kinect First).

-Follow the steps in the InstallingDrivers image. -Repeat the process for all three drivers.

 * 7. Open Processing and navigate to file > sketchbook > libraries >dlibs_freeKinect > Examples > kinect_basic_3D_export_scan. This will open the code that will be able to scan and save a depth image. Press the run button at top left hand corner and a new window will appear showing the depth data. Press the M key to export mesh, data is saved in the kinect_basic_3D_export_scan folder in the processing folder in my documents. FilePath.jpg

Saving Point Cloud Data From Kinect

 * 8. Open the point cloud library in the processing IDE

 * 9. Press the "M" key to save the point cloud data. The file is saved in the kinect_basic_3D_export_scan folder in the processing folder. CloudPointData.png

 * 10. The file extension is .obj. This means that the point cloud files are saved as object files and can be opened in any 3D software package.

Purpose
With the proper easy to follow procedure one will be able to use the Kinect to capture a 360 degree 3D view of an object

RGB-Demo

 * 1. Visit the RGB-Demo website, go to the "Download" page and download the all in one driver package named "Zigfu"

 * 2. Extract the files from the .zip folder and install each driver manually going through the Control Panel > Device Manager > Kinect (Plug in/Disconnect the USB to the computer to find the right Com port if it is not recognized)> Properties > Hardware > Properties > Driver > Update Driver > Browse my computer... > Browse... > Find the extracted driver (Repeat for each driver, installing them in the order they appear in the Zigfu folder)

 * 3. Download and extract the RGB-Demo software

 * 4a. For 360 degree views try using calibrate-kinect-ir.exe. I have not had success with this execution file, but this may be because I did not install the drivers manually. I just realized this as a possible solution after reading my partners tutorial above. After calibrating the Kinect (or perhaps calibration is an unnecessary step), 3D scanning using rgbd-scan-markers should work to capture a 360 degree view point cloud. I will update this tutorial if I get this step working. Otherwise, the following steps will stay for a simple procedure to create a point cloud, mesh, and object file for a perspective view of an object.

 * 4b. Use the rgbd-viewer or rgbd-reconstructor to see a color image and a RGB (red-green-blue) image through the Kinect
 * Note: Use the execution files one at a time, otherwise they crash

 * 5. Use the grab-mesh (automatically captures mesh) or rgbd-reconstructor (use start button) to capture a point cloud which is saved as a .ply (polygon) mesh in the RGB-Demo folder

 * 6. Download and install MeshLab (search google)

 * 7. Refer to our tutorial on cleaning up Point Clouds in MeshLab to push your project towards 3D printing

title: MakerBot/Kinect


text:
Project Two/Howard Community College/Spring2012/p1501EEE

Problem Statement
What is the final, negotiated problem statement?

Team Members
''Put each team members name here with links to their user pages here. Real names do not have to be used.''

Summary
Put an overall, short one paragraph summary here.

Poster
''Put a graphic in wikimedia, include the graphic here or link to it here. The graphic should be suitable for creating a traditional project poster.''

Story
''Tell a detailed story of the project. Describe how split up, what the obstacles were, what testing was done, what informal decisions were made, what assumptions were made, what the results were.''

Decision List
List all formal decisions made with links to their documentation such as a decision tree or decision matrix.

Material List

 * 1. List materials used, quantity, size, cost.
 * 2. Describe what needs to be purchased in the future to continue working on this project.

Software List
''You installed different software packages or used already installed software. Describ the programs here.''

Time
''Put one number here. Hours. Total hours that everyone worked on the project. Do not estimate. Do not talk about it. ADD.''

Tutorials
''All projects create new tutorials of technical details future participants are going to want to know. They are going to be separate pages that are linked to here.''

Next Steps
List specific details, advice, describe the current problems that the next team faces associated with the project here.


text:
Engineering Projects/Rube Goldberg/Howard Community College/Spring2012/p1501-ZEL

Problem Statement
To create a Rube Goldberg machine as shown in the OK Go video "This too shall pass."

Team Members

 * Zechariah Bennett
 * Erika Spangler
 * Lemuel Sun

Summary
The team spent the last four weeks constructing a Rube Goldberg Machine. Ideally we would mount patches of gears from broken printers onto a board and power them with motors attached to arduinos or external power boxes. In the middle of the process, the main motor that was to be used short-circuited, and became unusable. To overcome this obstacle, the team had to figure out the wiring for another motor, which had six wires attached to its board. A third team member worked on designing different water jet prototypes. Ideally we would integrate the two.

Story
''Tell a detailed story of the project. Describe how split up, what the obstacles were, what testing was done, what informal decisions were made, what assumptions were made, what the results were.''

At the start of the project, the team was planning on creating a traditional Rube Goldberg machine. However, when "advised" the team decided to use printer boards, which contain many sets of gears and solenoids. The team decided that it would be best to attach the various printer boards to a sheet of plywood. When attempting to connect multiple printer boards together, the team encountered a few problems. The easiest problem to overcome was that the metal protection shields that are attached to the printer boards got in the way of two different printer boards from meshing the gears together. The team had to cut part of the metal shield off, and then sanded down the edges of the metal, so that it would not cut future students or viewers who decided they wanted to touch it. The biggest single obstacle to the whole project was when the primary motor short-circuited, rendering it useless. In order to keep moving forward, the team had to use another, older motor. This motor had six wires attached to it, so the team had to determine which wires did what. After finding this, the team was back on track.

Decision List
List all formal decisions made with links to their documentation such as a decision tree or decision matrix.

Decision Matrix for Selecting a Water Jet Design

Erika

Sam

Zechariah

Material List
Currently used:

Future acquisitions:

Future acquisitions will vary based on what kind of devices we decide to mount and incorporate

Software List
Arduino Software installed on Laptop: allowed for the control of devices like the motor through various programs implanted on the arduino

Time
32.6 hours

Tutorials
Arduino tutorials

Guide to laser printer motor

Next Steps
The motors are now ready to go and so from now on, we would continue to mount the gears to the board and figure out how to incorporate the motor onto the board. Furthermore, we could begin to mount additional new devices and mechanisms onto the board. Also need to make the board possibly more aesthetically pleasing.


text:
User:Ffffnm

chaus

title: User:Ffffnm


text:
Creating Accessible Courses

If you work in formal education you're probably used to planning assignments and sequencing information and activities in the hope it will help people to efficiently and effectively learn things, and demonstrate their learning to assessors. You're also probably used to using systems and tools that are fairly unique to the organisation or sector you work in.

This is a course designed for professional teachers looking to develop independent skills. It will guide you in setting up an openly accessible course, using free and widely used tools on the Internet. You'll consider how to develop and document a course outline, ways to manage information and resources relating for the course, set up a course website, and consider a range of communication channels to support learning in your course.

Objectives

 * 1) Develop learning objectives (acceptable to an over arching education regulator such as the Australian Qualification Framework) and flexible assessment methods
 * 2) Publish a course outline, course website and set up communication channels
 * 3) Develop, publish and facilitate accessible learning activities
 * 4) Manage and publish information and data related to the course
 * 5) Facilitate, moderate and administer an accessible course

Projects

 * 1) /Develop and publish a course outline/
 * 2) /Set up a course website and communications/
 * 3) /Use Wikipedia to manage course information/

Assessment
As you progress through the above projects, at your own pace and in the order you wish, you can ask a program coordinator or accredited peers to mentor and assess your efforts and outcomes. Once you have demonstrated learning outcomes or capability in the above learning objectives, they will award you a badge of recognition that you can display in your email signature and other profile pages. This badge is also useful in applications for teacher's awards, job applications and funding proposals.

title: Creating Accessible Courses


text:
Category:Mindfulness

Mindfulness training programs:

title: Category:Mindfulness


text:
User talk:TheGeneralUser

Welcome to my talk page. Please sign your posts when you edit. Thank you.

title: User talk:TheGeneralUser


text:
User:TheGeneralUser

Welcome to TheGeneralUsers User Page.

title: User:TheGeneralUser


text:
User:Chitransh

my self chitransh karade i am an engineering student from India :-)

title: User:Chitransh


text:
Talk:Engineering Projects/HoverCraft/Howard Community College/Spring2012/p1550JJIW

good poster I think it works really well.

grading 1sfoerster (talk) 16:12, 20 March 2012 (UTC)
 * 100 team points .. good job


title: File:Sampling.2.B.BandPass.20120320.pdf


text:
Spring2012

Please delete everything in italics after filling it out.

''Project documentation focuses on how the team organized itself to tackle the unknown. This is a creative process. The details learned should be captured in tutorials. Project documentation should focus on how the team organized itself to step out into the unknown. Failure is common. The single most effective way to increase engineering respect is to document failures in a creative way that stimulates, inspires and helps others continue the project. Projects are never done. There are always loose ends. There are always decisions that might have been made more clearly. There are always other alternatives that might have been considered. None of this stuff appears in a tutorial. It does appear in the team documentation.''

Problem Statement
What is the final, negotiated problem statement?

Team Members
''Put each team members name here with links to their user pages here. Real names do not have to be used.''

Summary
Put an overall, short one paragraph summary here.

Poster
''Put a graphic in wikimedia, include the graphic here or link to it here. The graphic should be suitable for creating a traditional project poster.''

Story
''Tell a detailed story of the project. Describe how split up, what the obstacles were, what testing was done, what informal decisions were made, what assumptions were made, what the results were.''

Decision List
List all formal decisions made with links to their documentation such as a decision tree or decision matrix.

Material List

 * 1. List materials used, quantity, size, cost.
 * 2. Describe what needs to be purchased in the future to continue working on this project.

Software List
''You installed different software packages or used already installed software. Describ the programs here.''

Time
''Put one number here. Hours. Total hours that everyone worked on the project. Do not estimate. Do not talk about it. ADD.''

Tutorials
''All projects create new tutorials of technical details future participants are going to want to know. They are going to be separate pages that are linked to here.''

Next Steps
List specific details, advice, describe the current problems that the next team faces associated with the project here.

title: Spring2012


text:
User:1wPhipps/enes100/myWork for Part 2

''This is designed for a person working on a project for 4 weeks as part of a 3 credit class. Please copy this form to your user page. Then delete everything in italics when filling out this form.''

Write problem/project Goal
The goal of this cycle is to continue the project from the last cycle. This time, we will try to introduce the use of an infrared sensor to the hovercraft

My First Task
Develop team and individual page for the project

Summary of actual work over first weekend
At first my job was to get the arduino to recognize the NXT sensor, but I did some more homework and found something I think will benefit the team more.

Summary of actual work over first weekend
I searched the web to see different ways to make a robot follow a line. Here are some of the results I came up with.

 * Pololu QTR-6A IR Reflectance Sensor
 * Another Option, to Be Used With Arduino
 * Pololu QTR-8RC Sensor

After looking at what other people have done to create line following robots that work with an arduino, I feel that it is in the team's best interest to purchase one of these sensors instead of using the NXT sensor. It is more simple, and the process is more smooth.

My Second Task
Over the Second weekend, my job will be to research ways to use the new sensor with the arduino, and get it to work

Summary of actual work over second weekend
How is what you did different than what you planned?

Week2 Narrative
Tell a detailed story describing what you did for your team over the weekend.

My Third task
Use an infrared sensor from a printer and use it to sense the shadows

Summary of actual work over third weekend
It went exactly as planned

Week3 Narrative
At first I was having a lot of trouble getting it to work, either the wires were in the wrong place or the printer wasn't sensing any of the shadows. But after watching the tutorial a couple more times, it worked.

My Fourth task
Now that I have a new and working hovercraft, I will get it to at least turn on with the arduino

Summary of actual work over fourth weekend
How is what you did different than what you planned?

Week4 Narrative
Tell a detailed story describing what you did for your team over the weekend.

Complete Team Page
Fill out the Team Form (should have already copied the form, created the team page, linked to it and started filling it out).

title: User:1wPhipps/enes100/myWork for Part 2


text:
MakerBot/Cleaning up cloud point mesh in mesh lab for 3D printing

Purpose
Cleaning up a cloud point mesh of an object in meshlab so that it can be printed using a 3D printer.

 * 1. Open the obj file in mash lab which was taken from the kinect. http://commons.wikimedia.org/wiki/File%3AMesh1.png SelectPoints.gif

 * 2. Zoom in and select points you want to keep by deleting unwanted points. Make a selection around the points you want to keep and then go to filter > render and click on invert selection then press ctrl and delete. This will delete unwanted points from the mesh.

 * 3.Get normals using Render > show vertex Normals ( this will create normals which pointing backwards) they need to be recomputed so that the normals are facing forward.

 * 4. Recompute normals using filter > pointset> compute Normals for point sets, change number to 16 for the number of neighbors and also check the box for FlipNormals. Change the camera to -1000 so that the sampling program knows that the cloud point data was taken from a large distance, this would give it a better idea where the normals should go.

 * 5. Turn on layers, top menu bar.

 * 6. Now create a subset of the point cloud, got filters>sampling> poisson-disk sampling, change the number of sampes to 5000 and check the box for base mesh sub-sampling. This will create an even sampling distribution of the cloud points, and will give a general surface to work with.

 * 7. Now go to filters > point set > surface reconstruction: Poisson, set parameters, 12 for octree depth and 7 for solver divide, these numbers can be changed depending on the scale of the original cloud point mesh. Make the numbers bigger if the cloud point is big.

 * 8. Turn on light, this can found at the top within the tool bar and also turn on smoothing which is next to the light button.

 * 9. Now approximate some of the cloud points to add more detail. Do add more points go to filter > re- meshing-simplification and reconstruction > use sub-division algorithm called LS3 loop. This algorithm will add more detail to the cloud point mesh.Sub-sample it three time, --> iterations = 3(this will sample it 3 times, can be done more times, just change the iteration to a high number.)Addmorevertices.png

 * 10. Step 9 should give the final version of the mesh which can be printed using a 3d printer.TurnOnSmoothing.png


title: File:VHDL.Signal.1.A.20120320.pdf


text:
User:Eshipley/my work 2

Write problem/project Goal
Design a robotic car that runs using the Kinect.

My First Task
I will reverse engineer an old RC car.

Summary of actual work over first weekend
How is what you did different than what you planned?

 * Instead of taking apart the car I took apart a remote control I found at school that transmits at 49 Hz, the same frequency the car's receiver uses.

I need a battery to run the car in order to easily test the hardware on the controller. I ordered a battery last Saturday.

Week1 Narrative
I took pictures inside the remote and found a datasheet for the data chip inside, so that I can configure the chip on the board with the arduino.

My Second Task
I will use the Kinect, connected to an Arduino to cause servo motors to turn forward or backward based on my gestures.

Summary of actual work over second weekend
I organized tutorials for the Kinect and Arduino in a Google document.

Week2 Narrative
I did not find the Servo motors or sign out other equipment by the end of class from the previous week. Over the weekend my order of the battery from amazon was canceled two times because my available balance at my credit union is fluctuating. I made sure that it finally got shipped. I started a Google Doc collaboration in which I posted all the necessary screenshots for the tutorial involving the Kinect and the Servo motors. I also researched "autonomous RC cars with Kinect".

My Third task
Create a tutorial on wikiversity for reading gestures with the Kinect through the Arduino software.

Summary of actual work over third weekend
I was able to get a motor working with the Servo example Knob in the Arduino software. I was able to track basic skeletons using the Kinect SDK Explorer Sample. I soldered and heat shrunk connection wires to a connector attachment I found that fit the pins on a stepper motor.

Week3 Narrative
Tell a detailed story describing what you did for your team over the weekend.

My Fourth task
''Record what you are planning on doing for the team during the final weekend of project work. ''

Summary of actual work over fourth weekend
How is what you did different than what you planned?

Week4 Narrative
Tell a detailed story describing what you did for your team over the weekend.

Complete Team Page
Fill out the Team Form (should have already copied the form, created the team page, linked to it and started filling it out).

title: User:Eshipley/my work 2


text:
Talk:3D Scan/Kinect Makerbot/Howard Community College/Spring2012/P1550jme

project grading 1sfoerster (talk) 16:17, 20 March 2012 (UTC)
 * 90 points .. no team poster


text:
Talk:Engineering Projects/Power projects/Howard Community College/Spring2012/p1550KMN

project grading 1sfoerster (talk) 16:23, 20 March 2012 (UTC)
 * 100 points ... good job


text:
Talk:Static electricity/Howard Community College/Spring2012/p550CM

project grading 1sfoerster (talk) 16:25, 20 March 2012 (UTC)
 * 100 points .. good job


title: File:Pea2.s12.sec48.d.djvu


title: File:Pea2.s12.sec48.e.djvu


text:
MakerBot/Scanning an object using kinect: Full 360degree view

Purpose
The tutorial will show how to scan a an object in 360 degree view for 3d printing.

Procedure
Steps

 * 1. Install drivers from http://labs.manctl.com/rgbdemo/index.php/Main/Download.

The drivers must be installed in this order, 1)OpenNI 1.5.2.23.       2)SensorKinect 5.1.0.25. 3)Nite 1.5.2.21. A simple process of installing all the drivers without worrying about the order they are installed is to use an all-in-one installer from zigu, can be found on the same website (http://labs.manctl.com/rgbdemo/index.php/Main/Download)

 * 2. download and unzip RgbDemo in any folder on the computer.

 * 3. Plug in the kinect

 * 4.Collaborate the kinect with the printed checkered board so that the kinect can follow all the movements, when scan an object in 360degree view.

after collaborating the image would look similar to this: http://nicolas.burrus.name/index.php/Research/KinectCalibration

 * 5. After printing the board collaborate the kinect using the software rgbdemo folder.After collaborating the image would look similar to this: http://nicolas.burrus.name/index.php/Research/KinectCalibration

 * 6.Run the maker software found in the rgbdemo folder

 * 7. There are options for saving the model and they are saved in the same folder where the software is found.

 * 8.This website show a demo as to how the rotating of the board will create 3d scan of an object http://labs.manctl.com/rgbdemo/index.php/Main/HomePage. After scanning save the file as obj file format and open it in any 3d software package.


text:
User:Cpt.Daniel/TAO-CoP-Draft

Coordination

 Choose your Entry Point

Or choose a particular project/activity:

SILBERWISSEN

FREIE FAHRT INS INTERNET

WIKI LOVES MONUMENTS

SENIORKS

title: User:Cpt.Daniel/TAO-CoP-Draft


text:
Russian literature

Introduction to the Russian Novel
Russia’s contribution to world culture in literature and the arts (e.g., painting, dance, theater, and music) has been incredibly robust in the past century and a half, with the Russian novel emerging as preeminent in the development of the novel as a literary form. What were the social and cultural factors that led to nineteenth- and twentieth-century Russian writers producing such a remarkable outpouring of literary works? Why did these texts resonate so strongly with European and American readers to earn them the reputation of some of the best works of literature ever written? How did the novel become such a prominent form not only of literary art, but also of social criticism? How has Russia’s position between East and West shaped this intellectual tradition and informed the productive and destructive tensions that have defined Russia’s cultural heritage?

These are just some of the questions addressed in this introductory course on the Russian novel. Whether you are deeply interested and well read in Russian cultural history or just an avid reader looking for some great books, this course provides much of the necessary background to bring these famous books to life. The study questions below will help direct the reading of those new to Russian literature, and will provide food for thought even for those well verse in Russian literary history.

Readings
Any standard edition of the following works will suffice for those looking for a convenient introduction to the Russian, but we have listed preferred translations for those who feel that translations matter (we do). By clicking on the links to each novel below, you will find a comprehensive introduction to each work, including plot summaries, major themes, lists of main characters, publication histories, and references to scholarly works on each novel.

Alexander Pushkin, Eugene Onegin, trans. James Falen (available on Kindle)

Nikolai Gogol, Dead Souls, trans. Bernard Guerney, ed. Susanne Fusso

Mikhail Lermontov, A Hero of Our Time, trans. Vladimir and Dmitri Nabokov

Ivan Turgenev, Fathers and Children, trans. Michael Katz

Fyodor Dostoevsky, Notes from Underground, trans. Michael Katz

Leo Tolstoy, Anna Karenina, trans. Richard Pevear and Larissa Volokhonsky

Yevgeney Zamyatin, We, trans. Natasha Randall and Bruce Sterling

Yuri Olesha, Envy, trans. Marian Schwartz

Mikhail Bulgakov, The Master and Margarita, trans. R. Pevear and L. Volokhonsky

Viktor Pelevin, Buddha’s Little Finger, trans. Andrew Bromfield

title: Russian literature


text:
User:Jromanch0088/My Work Project

Write problem/project Goal
To build a quad copter controlled autonomously by the arduino

My First Task
I am going to help hook up four motors to a single arduino, and also test the different motors to see how much lift they can generate.

Summary of actual work over first weekend
I did not get around to hooking up and testing the four motors, instead I tested the Zagi motor (orange prop) with two different setups. The first setup was very crude and I was afraid the motor was going to pull the screw out so I made a different one and tested that.

Week1 Narrative
I created the "lift test" platform during the week, there were two versions, the first was a very crude setup which consisted of a block of wood, the motor, and a screw. I tested this and after running it for less than 2 seconds and I was afraid the screw was going to get ripped out. So I made a better design for a new platform, drilled out a hole for the motor, secured the motor with three screws, and also a tether system was used this time so we would not have to endanger our fingers. We could not achieve lift off with this program, it was right at the point of lifting off but it couldn't actually lift the block of wood off the table. It was kind of "floating" if you could say that. You could push the motor around and it would move freely on the table with no friction but it was not "flying". Because of this we decided to change the program because we wanted to achieve liftoff. After running the program a few times a change was made so the motor would run at its maximum speed of 150 for 15 seconds. The motor ran for about 8 seconds at this speed then at this point it started smoking and smelled of burning parts. Success on killing our first motor! The first time we tried the lift test we could not achieve spin up. This was because we needed the ESC to reset but we could not get it too at first. Here is that video. First lift test (Failed) This is the first video of testing with the first block setup which was actually successful. First Lift Test This second video is of the second block with the tether system. Second Lift Test This video is of the Spin Up program, we had some problems with this program for some reason. It would spin up as seen but it would not hold its spin up speed as long as it had been set to hold it for. Anyhow here is the video for this. Spin Up with lift test The video of when we killed the motor with the modified spin up test. The video did not start when I hit play that is why the motor is spinning when the video starts. It started about 5 seconds after spinning, then the motor died. Here is the video of that. Killed Motor

My Second Task
I plan on testing the other purple motor with the lift test, as well as trying to get four motors hooked up to the arduino.

Summary of actual work over second weekend
I documented the different propellers and got the Hacker A10-13L motor running with three different propellers.

Helicopter Propellers & Lift Test
I found and documented the different propellers available to the group. There was a problem with the propeller on the lift test. This problem was that the helicopter blade was pushing air up, not down. This caused the lift test to fail completely because the propeller was pushing the platform into the table, not away. Here is the video of the lift test with the propeller pushing air up, propeller name R8x4.5 Lift Test #2 R8x4.5. I took a guess at possible solutions and first I tried just flipping the propeller upside down. This produced and interesting result, the propeller pushed even more air in the upwards direction. Here is the video for Lift Test #2 R8x4.5 (UpsideDownPropeller). Another possible solution I came up with was to change out the propeller. I found a 12x4.5 blade and swapped it out with the original R8x4.5 propeller. After a few problems with the power supply, I got the blade spinning and this blade had the correct orientation. Here are the two videos with two different power supplies that both did not supply enough power First Failed Attempt with 12x4.5. After switching the power supply out I got the same result here is the video of that Second Failed attempt with 12x4.5. And the final failed time Third Failure. While the propeller spins, it only spins once for about 1 second then I have to change the power supply. Finally I found a power supply that supplied enough power to spin the blade. It was pushing air downwards and liftoff was achieved. Here is the first successful liftoff Lift test success!. At this point I figured out how the labeling key worked on the propellers. If the propeller dimensions have an "R" in front of the dimensions that propeller requires a motor spinning clockwise to achieve lift. If the propeller dimensions do not have an "R" in front of the dimensions the propeller requires a motor spinning counter-clockwise to achieve lift. There are three different propellers I documented. The 12x4.5 is the largest of all of the propeller. The amount of lift generated by the 12x4.5 seems to be the same as the other two propellers but with the large blade it takes longer for it to lift off. This is most likely because the propeller it larger so its spin up is not quite as fast. The 10x4.5 is the medium sized propeller. It creates a large amount of lift with quick liftoff. Barely any delay when the ESC resets to when it is airborne. The last propeller is the 8x4.5 propeller. It can lift the same amount as the 12x4.5 blade. This is probably the blade we should go with considering the size-lift ratio.

Here are the other videos of the lift test that I took:

First lift test setup with 12x4.5 Propeller, achieved liftoff. - First lift test setup

First lift test setup with 12x4.5 Propeller with extra weight, this could not achieve liftoff. - Extra weight

First lift test setup with 12x4.5 Propeller with half the extra weight as the above video, liftoff just achieved. - Half extra weight

First lift test setup with 12x4.5 propeller with half extra weight and liftoff achieved much more visibly - True liftoff with half weight

Second lift test setup with 12x4.5 propeller with half extra weight, liftoff achieved but barely visible because the tethers were too tight - Second lift test extra weight

Second lift test setup with 12x4.5 propeller with no extra weight, liftoff achieved - Second lift test no extra weight

Second lift test setup with 10x4.5 propeller with no extra weight - Second lift test 10x4.5

Second lift test setup with 8x4.5 propeller with no extra weight - Second lift test 8x4.5

Sea-Saw
In class our team worked on setting up the sea-saw so we could begin testing the accelerometer and gyro. I drilled the holes for the motor with help from Amir. Then I attached the motors. After that i attached the escs then ran wires to the arduino which was centered in the middle of the sea-saw.

My Third task
I am going to try and get both motors running off of one arduino so I can test out the sea saw.

Summary of actual work over third weekend
What I did over the third week was test the see saw. I also wrote some new programs to alter the behavior of the see saw.

Week3 Narrative
Over the week I worked with the see saw. My main problem was with the power supply. After successfully running the esc spinup programs the power supply failed after running the program for about .5 seconds. This causes major issues for me because I could not test out the new programs I wrote to test if they work. I wrote a program that runs the propellers at a low speed and with a teeter totter motion. This program was run successfully for 2 minutes nonstop, then the power supply started acting up.

My Fourth task
My next goal is to try and figure out what is causing the power supply to fail. As well as test my new programs if i get the power supplies up and running.

Summary of actual work over fourth weekend
What I did over the week was figuring out how the power supplies worked. As well as testing out my new code which worked.

Week4 Narrative
I played with the see saw, as well as figuring out a wiring issue that was related with the power supply failures.

Complete Team Page
Heli team page

title: User:Jromanch0088/My Work Project


title: File:Spring2012StaticGraphic.jpg


text:
Talk:Wind Turbine/Howard Community College/Spring2012/p1502sid

project grading 1sfoerster (talk) 19:43, 20 March 2012 (UTC)
 * 100 points ... good job

^FTW Inh117 (talk) 15:44, 21 March 2012 (UTC)


text:
User:Navid jahanpour/enes100/my work02

Write problem/project Goal
What is your wording of the overall problem/project goal? my second project is abut the flashing fiber that control by smal high frequncy signal genrator. i have to design the new signal genrator to flash the fiber led with adrino.

My First Task
What are you going to do for the team this first weekend? frist i try to figur out what is the out put signal in black smal box because i need it for the adrino i need the frequncy that i need for flash on and off and dealy that i have to put in program so use osc for see the out put signal you can see on picture

Summary of actual work over six weekend
I want to compare the out put of the black box and adrino voltage on OSC Because black box can drive the optic long led but adrino cant may be some Thing wrong on voltage signal from or domination.

Week1 Narrative
Frint i conract the Osc prob to the prot 13 and gnd port you can see the Out put signal on picture 1 and the domantion of this signal is 2 avr. in other side i contact the Osc prob to the black box out put port but there are big defrence the from os signal was three angel but it dosnt mater but the domination of voltage is defrence its 280 avr volt. this is the Problem that the adrino cant drive the optic led.the out put of black box shown with\ 1/1000 i use the red Hv prob to senc it.

My second task
such as the this week i have the big problem with adrino on domanation of out put voltage for next week i have to got the transformer and some part of borken board of black box i desgin the out put part of black box circut.for change the domination of the adrino voltage.

Summary of actual work over seven weekend
this week i want to pike up the some part of the black box

and contact it to android i have to get the transformer and some other

part.

Week 2 Narrative
first prat that i get of black box board is the small Hv transfor mer

this trans change the domination of the voltage form 5 volt to 280 dc

volt i use the heater and vacum for pike up the transformer from board

then i have the some part in out put part of board two captur and one resistance

the capacity of the both capture are 100 nF and resistance is 3K on of the captue

with resistance fix the out put ferquncy to 3K hz and other cap just for filtering

after that i join the all of these parts voltage level such as shown in the picture

two is to low and not enough to turn on the led.

My third task
for next week i try to figure out why the voltage level is down on the out put of transformer

Summary of actual work over 8 weekend
For this week i want to test the some elctronic part Like than transistor and transformer in black box that Used for LED I want to show how we can test the Pnp transistor and how we can test the transformer.then i want to fix the circuit that control the led.

Week 3 Narrative
first i want to show how we can test the Pnp and npn transistor i show the some video from you tube but first we need to know what is the transistor i show with video from you tube you you can see the video clicking on the internet link:

[|what is the transistor]

now i want to show how we can test the transistor you can see the video by clicking

on the link  how to test the transistor and here is the another link to learn the how to test the transistor

how to test the transistor

so after that i got the transistor from circuit and test it i understand that transistor have the problem and born so waht is the next step i have to find the another transistor for circuit now how i can understand witch transistor is useful for mine circuit i tell the esay way to identify the same transistor. there are some number on the transistor first you have to read it i show on the picture two transistor one of them is past and not working transistor and second one is the new transistor that i pike of the transistor box so you have to look on the transistor for example in this case i use the MPS 6522 PNP transistor that i find in transistor box instaet of 3855 transistor how i can understand that i can use 6522 instaet of 3855 such as i said befor you have read the first transistor data sheet on the transistor and then you have to wright it in the any data sheet website and compare with some other transistor to find the usefull device for example i use the this web site: [http://www.datasheetcatalog.com you can find and elctronic device data sheet here and here is the transistor data sheet that i used

after that i check the transistor i want to explain about the transformer and what is the transformer you can see the video from youtube that i upload what is the transformer what is the transformer 2 after this two video i want to show video about the how to test the transformer

how we can test the transformer in the end after that i test the transistor and change the damged with new one circuit start to work.

My 4 task
for next week i want to work more on the black box circuit and understand how i can mix it with ardino circuit.i have to find way to contact the transformer in safe mode to ardino or have to find to amplify the 2 volt to 200 volt with low Amp.

title: User:Navid jahanpour/enes100/my work02


text: File:Heart rate vs time.png

title: File:Heart rate vs time.png


text: File:Temp vs time.png

title: File:Temp vs time.png


text: File:6 weeks of presses.png

title: File:6 weeks of presses.png


text: File:6 weeks of pull ups.png

title: File:6 weeks of pull ups.png


text:
Talk:Engineering Projects/Rubberband gun/Howard Community College/spring2012/p1501jds

project grading 1sfoerster (talk) 20:23, 20 March 2012 (UTC)
 * 100 points plus 100 for the decision matrix


text:
User:Mwnuk/myWork CoreControl/Week1 Photos

 * Video 1
 * Video 2
 * Video 3


text: File:CoreControl-DIY.jpg

title: File:CoreControl-DIY.jpg


text: File:8 LEDs.jpg

title: File:8 LEDs.jpg


text: File:555 timer circuit.jpg

title: File:555 timer circuit.jpg


text:
User:Engsihn/myWork2

Write problem/project Goal
Continue working on Lazy Susan.

My First Task
Turning stepper motor has been done. Now I have to discuss and draft a structure for lazy susan.

Summary of actual work over first weekend
Made little demonstration of Lazy Susan to sort out materials and simplify structure.

Week1 Narrative
Tip gear of 5-wired stepper motor is vertical. Toothpicks and cardboard cuts could easily attached on top but limits shape and weight of objects. Another stepper motor with 6 wires seem to output stronger rpm and top gear is diagonally shaped. This shape fits with another gear that can act as medium between spinning top of Lazy Susan and motor. In this way, object and motor is indirectly connected so that shape is not restricted and only power of motor is required. Base will be square-cut wooden board. Top is already made and only one is available currently. After considerable drafting, the model will be made.

My Second Task
Decide possible drafts of Lazy Susan and construct a real model.

Summary of actual work over second weekend
How is what you did different than what you planned?

Week2 Narrative
Tell a detailed story describing what you did for your team over the weekend.

My Third task
Record what you are planning on doing for the team during the third weekend.

Summary of actual work over third weekend
How is what you did different than what you planned?

Week3 Narrative
Tell a detailed story describing what you did for your team over the weekend.

My Fourth task
''Record what you are planning on doing for the team during the final weekend of project work. ''

Summary of actual work over fourth weekend
How is what you did different than what you planned?

Week4 Narrative
Tell a detailed story describing what you did for your team over the weekend.

Complete Team Page
Fill out the Team Form (should have already copied the form, created the team page, linked to it and started filling it out).

title: User:Engsihn/myWork2