text:
User:Warangkana

http://www.youtube.com/watch?v=kM91cXR85Qo

HW2

Iphone 4G

CPU & speed : Apple A4, 1 GHz Bus speed : Cache size : Storage: type and amount : RAM 512 MB. / 16GB or 32GB

Among 3 gadgets; Iphone, Ipad, Blackberry, I think that Iphone(4G) is the most technologically advance because it has the best functions among all. To compare Iphone4G with Ipad, there are a lot more to play with on iphone because Ipad doesn't have camera and it is unable to make a phone call. It is true that Ipad is big and wide. It is suitable for playing games and surfing on the internet. So basically, it is a downgrade version of Iphone with a big touch screen. For Iphone4g itself, it has new features like flash, 5millions mega pixels and front camera for facetime. However, if we compare Iphone4g, again, with blackberry, it is difficult to decide which one is better because blackberry is a true chat phone and iphone is a good entertainment phone. For me, if I had to decide to buy one, I would choose Iphone4G for its various functions.

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

title: User:Warangkana


text:
User:Treechadachok

My name is Treechada Choktanasermsakul. My nickname is Numnim.

title: User:Treechadachok


text:
User talk:Treechadachok

 http://www.youtube.com/watch?v=XheySESPoLg

Welcome
 Hello Treechadachok, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 17:56, 3 October 2010 (UTC)

iphone vs blackberry
Iphone 4 Specification

CPU Speed                      800 MHz Bus Speed                      512 MHz Cache size                     L1 4 32 KB        Storage type and amount         16 or 32 GB hard disk from Samsung RAM                            512 MB DRAM

Blackberry Torch 9800 Specification CPU Speed			624 MHz Cache size			4MB L2 cache Storage type and amount	       4 GB micro SD card RAM				512 MB

Between Blackberry 8900 and iphone4, they also share both differences and similarities. By the way, iphone is better than Blackberry in terms of speed processing. Also, iphone has more cache size of memory than Blackberry has. Anyhow, iphone and Blackberry share the same Ram at 512 MB.

title: User talk:Treechadachok


text:
User:Pornpailin

http://www.youtube.com/watch?v=C8rZGsCoTsw

Iphone 3GS Vs. Ipad

Iphone 3Gs: CPU:Samsung S5PC100 (ARM Cortex-A8 core)

CPU SPEED: 600MHz processor

Bus Speed:150MHz Cache size: L1: 32KB I-Cache + 32KB D-Cache L2: 256KB

Storage:8 GB, 16GB or 32GB

Storage type: Internal drive

Ipad: CPU: Apple A4 processor

CPU speed: 1GHz

Cache Size:640KB L2 cache Bus Speed:1GHz

Storage: 16 GB, 32 GB, 64 GB

Storage type: internal drive

Differences: iPhone 3Gs and iPad do not really have differences. However, they are still some slightly differences. Firstly, their processor is different. iPhone 3Gs' processor is Samsung S5PC100 (ARM cortex-A8 core) which runs at 600MHz, whereas iPad's processor is Apple A4, which is also ARM-based, and it runs at 1GHz. However, there is a rumor that they both made by Samsung for Apple. Moreover, it is obvious that bus speed of iPad is faster than iPhone 3Gs, and the cache size of iPhone is extremely lower than iPad.iPhone 3Gs can store 16GB or 32GB of Toshiba-manufactured flash storage. However, iPad also have 64GB options.

title: User:Pornpailin


text: File:Sudheesh problem2.jpg

title: File:Sudheesh problem2.jpg


text:
User talk:Pornpailin

 Hello Pornpailin, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 17:56, 3 October 2010 (UTC)

title: User talk:Pornpailin


text:
User talk:Warangkana

 Hello Warangkana, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
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 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 17:57, 3 October 2010 (UTC)

title: User talk:Warangkana


text:
User:Hut5080108

http://www.youtube.com/watch?v=e1S4ORygSnc

MUIC Invitation Video

iPad Specifications CPU Speed 1 ghz BUS Speed 500 mhz RAM 256 (Apple claimed that their iPad'll came out with 512 RAM, but the thruth is just only 256) Cache Size 4(?) 32k Memory - Internal slot 16, or 32 GB

After compared iPad and iPhone4

We found out that the got the sam CPU speed, BUS speed, and Catche Size. They would differ in terms of RAM (256 and 512) and their screen size (Display).

title: User:Hut5080108


text:
User:Maxkub123

helloooooooooo

this is my introduction for MUIC

Link : http://www.youtube.com/watch?v=hGP0-mUSjng

title: User:Maxkub123


text:
Talk:Ideas in Geometry/Instructive examples/Proving the Pythagorean Theorem By Picture

I think you guys did a really good job explaining how it would work. But, It would be alittle easier to understand this concept if there were pictures. Especially when explaining about how to find the length of the sides of the triangles. How are the two triangles similar? Im confused on how we know that the triangles are all similar? Did it state that they were all rigth triangles, or did you figure out side angle side method? I like the explanation how why the whole square is c^2 and why we need to add the smaller square and the triangles together. It is a helpful explanation

Discussion by Suzie Moon Smoo1244 18:23, 3 October 2010 (UTC)

Yes I agree with Suzie, it would be a lot easier to understand if there were a few different pictures up that illustrated what each of the things that you explain. The explanation is very good, it would just be very well supplemented with illustrations of what you are talking about. Also you should separate the c² from c= hypotenuse towards the middle of the page because it looks like you are writing c²c.

Discussion by Amanda Peterson User:APeterson2012

I really like your explanation. It seems to fit the goal of relating this topic to students, as it describes the approach in an easy to understand way that would allow someone who is not in the class to understand what is being solved. Not to keep on repeating the same thing as the above posts, but a picture definitely would help a lot, as it would illustrate the way that you went about it through visuals, which may help certain people learn more clearly. Some people learn well through explanation, but many learn through seeing how its done. Overall, this explanation is very well done.

Discussion by Tim McCormick TMcCormick31 00:05, 8 October 2010 (UTC)

I also think your explanation is well done. It would be easier to follow if the picture were accompanying the explanation ( like everyone else said), but this would make the explanation even stronger. A step by step drawing would really work well with this one.Molly.mueller12 00:27, 8 October 2010 (UTC)

I think you guys had a thorough explanation and it was very easy to follow. I liked how you wrote out the equation to show that the figure contained parts that proved the Pythagorean Theorem. However, I do think that some pictures or diagrams would be a nice addition to the page because it would help to have a visual representation of the numbers you are discussing. Discussion by Marissa Eisen [{User:Mae8202}] Bold text


text:
User:Hataipats

http://www.youtube.com/user/hataipats2?feature=mhum

title: User:Hataipats


text:
User:Leutha/Therapeutic Communities

Core Values for Therapeutic Communities
Developed in 2007 See Core Values and Core Standards Briefing Paper at Values and Standards at Community of Communities, Royal College of Psychiatrists.
 * CV1: Healthy attachment is a developmental requirement for all human beings, and should be seen as a basic human right
 * CV2: A safe and supportive environment is required for an individual to develop, to grow or to change
 * CV3: People need to feel respected and valued by others to be healthy. Everybody is unique and nobody should be defined or described by their problems alone
 * CV4: All behaviour has meaning and represents communication which deserves understanding
 * CV5: Personal well-being arises from one's ability to develop relationships which recognise mutual need
 * CV6: Understanding how you relate to others and how others relate to you leads to better intimate, social and working relationships
 * CV7: Ability to influence one's environment and relationships is necessary for personal well-being. Being involved in decision-making is required for shared participation, responsibility and ownership.
 * CV8:There is not always a right answer and it is often useful for individuals, groups and larger organisations to reflect rather than act immediately
 * CV9: Positive and negative experiences are necessary for healthy development of individuals, groups and the community
 * CV10: Each individual has responsibility to the group, and the group in turn has collective responsibility to all individuals in it

title: User:Leutha/Therapeutic Communities


text:
User talk:Maxkub123

 Hello Maxkub123, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 20:29, 3 October 2010 (UTC)

iphone spec
iPone 4 Specifications CPU Speed 800 mhz BUS Speed 500 mhz RAM 512 Cache Size 4(?) 32k Memory - Internal slot 16, or 32 GB After compared iPad and iPhone4 We found out that the got the sam CPU speed, BUS speed, and Catche Size. They would differ in terms of RAM (256 and 512) and their screen size (Display).

title: User talk:Maxkub123


text:
User talk:Hataipats

 Hello Hataipats, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 20:29, 3 October 2010 (UTC)

title: User talk:Hataipats


text:
Northern Arizona University/Environmental Ethics/Journals/The Thinkers and the Workers

Looking out onto the blanket of trees that cover my neighborhood I see a diversity of botany. From what I can tell I see the Quaking (Snowbowl) Aspens, Acacia Greggiis, Acer Negundo (Maple), and a few Mesquites that have migrated to the residential area of my viewpoint. On the edges of town there are coniferous pines that line the mountain sides. I wonder if these old-time natives mind not being in the middle of all the blaring horns, machinery, and mayhem? Funny how one species gets pushed aside for another. Who really benefits and who really suffers?

This town of Flagstaff is new to me on many levels. People seem to live a simpler lifestyle than what I'm used to back in Southern California. People seem to genuinely be happy living at a slower rate than one would see in any metropolitan area. My neighbors are not work-a-holics who spend most of their time trying to get ahead, they simply maintain. This observance made me think of how our society is run. In a very general sense there are three kinds of workers and three kinds of thinkers. I'll note the former first. The workers of the world seem to spend their time either working for something in the future, functioning as maintenance in the present, or decaying their surroundings by being hung up on something in their past. The 'futurists' are very focused on working hard to make it to the end of the day or the end of the week or the end of the month or the end of the year. They are constantly fixated on future events and do not really take each moment in life as it arises as a means to see what is in front of them. It's always just around the corner. These workers often miss real opportunity for growth because real growth is not simply focusing on the future but taking all aspects of time as we know it (past, present, and future) and building off of that. Those that maintain usually are very grounded people in that they know very well what is going on in the present moment because part of maintaining or playing the role of maintenance entails making sure that a system works and is functioning properly. These people also tend to fall short on insight because they have no ambition for change or movement outside of the proverbial 'box' that they work hard to preserve. The third type of worker the "decayer" often diminishes their work and surroundings because they are focused on a memory or the remnants of past success or failure.

There are also the thinkers which somewhat resemble the workers but vary in operation. Those that are the "growers" are always thinking of the next step. In an almost compulsory way, these individuals make moves based on their vision of the future. Much like the workers it's always about what could be and never resting on what is. The "in-the-now" thinkers dissolve all constructs of what was and what might be. They truly live life in the moment without thought of regret or consequence. And finally there are those who have a somewhat delayed effect in that they seem to look at life after it passes them. These types of people often drive while looking through their rear-view mirror.

As I look out over the blanket of trees that cover my neighborhood I think of how one "species" of humans gets pushed aside for another. Who really benefits and who really suffers?


text:
Northern Arizona University/Environmental Ethics/Journals/What is Fate?

What is fate?

Is it a coincidence of occurrences that we humans attempt to add some sort of significance to or is there some kind of blueprint that connects life to the universe and fate is simply the universe filling gaps where necessary for life to continue, perhaps through some method of odds or probability (after all, was Edison not the only person inventing the lightbulb?). I think of John Muir's life and I imagine what shape our world would have had he not have gone blind. Would someone else have come to fill that evolutionary niche and preservation as we know it would exist or would we have turned this great nation into an exacerbated Easter Island? Would Theodore Roosevelt still have enacted the Antiquities Act of 1906 were it not for the advice and dialogue with John Muir? Would Gifford Pinchot have exercised his concept of conservation to "conservatively" timber old growth forests from the northern mountaintops of California? Would we have national parks today?


text:
User:Busakorn Wongwanit

Busakorn Wongwanit ID.5280361 ICNS 141 Computer Essential Sec.2 http://www.youtube.com/watch?v=c1xqAs77t3Q

http://www.sendspace.com/file/6al7nw Member: 1. Busakorn Wongwanit ID. 5280361 2. Warisara Kohpram    ID. 5280505

title: User:Busakorn Wongwanit


text:
User talk:Choochon11

URL:http://www.youtube.com/watch?v=CPNwGvWJLRQ file name: VID 00003 20101004 0943 choochon

title: User talk:Choochon11


text:
User talk:Nichapat

http://www.youtube.com/watch?v=C68ehiDg45E

Blackberry Bold 9700 Vs iPhone 3G
Blackberry Bold 9700 •	CPU speed - 624 MHz processor •	Bus speed - MHz 667 FSB •	Cache size - 2MB L2 cache •	Storage: type and amount - Internal memory: 256 MB RAM - External memory: 16 GB iPhone 3G - CPU speed: 412MHz - Bus speed: 103 MHz - Cache size: 32 Bytes - Storage: 16GB There are many differences between Blackberry Bold 9700 and iPhone 3G. First, their differences on their general specs: the CPU speed of them is different.Bold 9700 has 624 MHz processor while iPhone 3G has only 412 MHz. Moreover, their Bus speed is obviously different because bold 9700 have 667 MHz, whereas iPhone 3G has 103 MHz. A difference also exists in cache size because a bold 9700 has 2MB L2 cache, but iPhone 3G has 32 Bytes(not sure). Another difference between them is E-Mail. The E-Mail service of Blackberry is easier to use because a Blackberry set up with Microsoft Exchange server has intelligent push email service which can immediately downloads the message on the phone. In addition, blackberry will automatically show that the user receives messages, but iPhone recognizes new messages in 15 minutes and the user has to check messages by themselves. Third, their applications are comparison. Blackberry has outdated tools that do not cover customers’ needs, iPhone has thousands of developers developing millions of apps for the iPhone which satisfy customers. The next difference is internet because blackberry serve faster internet by the EDGE network when compare to safari browser on iPhone. Last, blackberry seems to run out of battery slower than iPhone does. It is because iPhone has touch screen and has more apps to use. All in all, I have to say that blackberry is better than iPhone because, for me, I found that blackberry make my life easier to communicate to the world because it is easy for me to chat with my friends who are both in Thailand and oversea through blackberry messenger. However, iPhone may suitable to many people who iPhone apps suit their routine life. Thus, it is hard to say which one is better, make your own decision which smart phones can best answer your life.

title: User talk:Nichapat


text:
User talk:Saranpat

http://www.youtube.com/watch?v=O_dkAn-AsSs

Blackberry Bold 9700 vs iPhone 3GS
Nowadays, electronic devices have played an important role on people lifestyle. Almost everyone has a mobile phone to communicate with others. Two of the most well known mobile phones that are very popular at this time are Blackberry Bold 9700 and iPhone 3GS. Blackberry has the CPU speed 624 MHz. On the other hand, iPhone has the CPU speed of 600 MHz, which is a little bit lower. Moreover, Blackberry has the bus speed of 667 MHz to transfer the information, which is quite faster than iPhone that has the bus speed of only 150 MHz. In addition, L2 cache size of Blackberry is 2 MB. Unlike iPhone that has L1 32KB I-Cache + 32KB D-Cache and L2 256 KB. Lastly, Blackberry has the storage of 256 MB, but iPhone has the storage of 16 GB and 32 GB. It is clear that Blackberry Bold 9700 has higher speed and specifications than iPhone 3GS. However, iPhone has much more applications to install and support which are productivity, games, video & music, utilities, and fun categories. One of the popular applications is Back-to-School application. This includes programs that are useful for students to organize their work and schedule. Blackberry is focusing more on chatting programs and playing internet, but it doesn't have as advanced programs as iPhone. Thus, iPhone 3GS is a more advance device than Blackberry Bold 9700 because of the terms of functions and usefulness.

title: User talk:Saranpat


text:
User:Cumberq

http://www.youtube.com/watch?v=DXCy9XCByTY

Usanisa Srisura 5280502

Specs on mobile equipment

Blackberry

CPU & Speed: 400 MHz

Bus Speed: 100 MHz

Storage (Type & Amount): 256 MB Flash Memories

In my opinion, among iPhone, Blackberry, and iPad, iPhone is the best. iPad can not be used to call like iPhone, although other functions might look similar. Also, iPhone is better than blackberry in terms of entertainment function. iPhone has a high quality in sounds and displays. The users better use iPhone if they love listening to music and watching videos. iPhone also provides the browsers called safari which is easy for users to access to the internet. iPhone is the best for the society today.

title: User:Cumberq


text:
User:Ha98574

 * /Railroad

title: User:Ha98574


text: User talk:Ha98574

title: User talk:Ha98574


text:
Ideas in Geometry/Instructive examples/Proving the Area of a Trapezoid

Problem7: Proving the trapeziod area formula by picture:

Let's start by looking at the picture. We labeled the top segment b1 (base one) and the bottom segment b2(base two) (even though the original picture has it labeled as B1). The shorter segment must always be base 1, and the longer base must be base 2. We then broke up the trapezoid by drawing in the height at two places. The height "h", are drawn to create a square with base of b1, and height h. the remaining space of B2 we labeled with x on each side. x is the base for the triangles of either side of the square. The second picture shows that we took the triangle on the left side, and rotated it and moved it on top of the triangle on the right side in order to make another square. This square is of base x and height h. It wouldn't matter which side you would rotated the triangle to make the square.

We were out to prove that the area of a trapezoid is h(b1+b2)/2. First we labeled our picture in order to see what we could compare. We drew in the heights, labeling them "h" and also drew in Base 1, "B1", and "x" is the left over space in either side of b1 to make up b2. since the triangles on either side of the large rectangle are equal, we know that x is equal. and that 2x+b1=b2. We then solved for x. Knowing that B2=b1+2x, this means that b2-b1=2x. Thus x=(b2-B1)/2 Noting that the triangles were equal, we moved, and rotated the triangle on top of the other triangle to crate a rectangle with height "h" and width "x". We now have two rectangles next to each other. One of height "h" and length "b1", and the other of height "h" and length "x"

Using this logic, we then solved for the entire rectangle created. We know that the area of a rectangle is base times height. The height of the rectangle we looked for was "h" and the base was b1+x. So Area = h(b1+x). We then plugged in our previous x value (x= (b2-b1)/2) and go that area=h(b1-(b2-b1)/2). We then distributed the h value to get that area=hb1+(b2h/2)+(b1h/2). We then pulled out a 1/2 giving us that area=1/2 h (2b1+b2-b1) we then combined like terms and distributed giving us that area=(h(b1+b2))/2

Picture is Below

By: Becky Paul paul18@illinois.edu, Heather Brozowski hbrozowski@gmail.com, Tim McCormick tmccorm2@illinois.edu, Brianne Kilgallon, Sarah, and Shannon


text:
User:Anusara k

Link Youtube: []

title: User:Anusara k


text:
User talk:Buranee

Hi! my name is Buranee Suksamitti

Youtube link- []

Group Homework: Anusara 5280449, Buranee 5280451, Issariyaphorn 5280452

iPhone CPU& speed: RAM: 600MHz Bus speed : 1GHz Apple A4 Cache size : L1 cache size of 32 KB I-Cache and 32 KB D-Cache, and an L2 cache size of 256 KB Storage(type and amount)  : Memory (16GB or 32GB flash drive)

iPad CPU & speed : RAM : 256MB Bus speed  : 1GHz Apple A4 Cache size : 64 KB of cache L1, 640 KB of cache L2 Storage(type and amount)  : Internal storage (16 GB, 32GB, 64GB Flash)

Blackberry CPU& speed: RAM: 400MHz Bus speed : 100MHz Cache size : 1 MB L2 Storage(type and amount) : external –MicroSD : internal storage 1GB

- iPhone has many applications, such as making phone call, storages, multitasking and etc. - Whereas, we can store data in iPad, but we can’t use to make a phone call. - Blackberry has advanced application which is blackberry messenger, but from our own experience it’s very slow and is always frozen. It has only 1 GB of internal memory which is the lowest.

Conclusion: we think that iPhone is the best because it is advance in applications, speed, and storages

title: User talk:Buranee


text:
User:Mint kk

http://www.youtube.com/watch?v=LaW1ozTytlw

my homework "Welcome to MUIC"

title: User:Mint kk


text:
User:Warisara.K

http://www.youtube.com/watch?v=xy2GBjbx9AM

http://www.sendspace.com/file/6al7nw iPad Vs. iPhone

title: User:Warisara.K


text:
User:Polypeppu

http://www.youtube.com/watch?v=QdP_H58zsQ8

Netbook - Sony Vaio VGN P33GK CPU : Intel (R) CPU Z530 Bus Speed : 1.60 GHz Cache size : 512 KB Storage : 2.00 GB 5280399-Natthida compare to Black berry CPU : 512 MHz processor Bus Speed : 512 MHz Cache size : - Storage : 256 MB ROM 5280379-Akarapol

title: User:Polypeppu


text:
User:Siwaporn

http://www.youtube.com/watch?v=88w7Nc9-3yA

Siwaporn Photong 5280352

iPad

CPU & Speed: 1GHz

Bus Speed:

Cache Size:

Storage (Type & Amount): 16GB, 32GB, or 64GB flash drive

In my opinion, among iPhone, Blackberry, and iPad, iPhone is the best. iPad can not be used to call like iPhone, although other functions might look similar. Also, iPhone is better than blackberry in terms of entertainment function. iPhone has a high quality in sounds and displays. The users better use iPhone if they love listening to music and watching videos. iPhone also provides the browsers called safari which is easy for users to access to the internet. iPhone is the best for the society today.

title: User:Siwaporn


text:
User talk:U5280346

 Hello U5280346, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:19, 4 October 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:19, 4 October 2010 (UTC)

title: User talk:U5280346


text:
User talk:Hut5080108

 Hello Hut5080108, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:19, 4 October 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:19, 4 October 2010 (UTC)

title: User talk:Hut5080108


text:
User talk:Jennette

 Hello Jennette, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:19, 4 October 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:19, 4 October 2010 (UTC)

title: User talk:Jennette


text:
User talk:Warisara.K

 Hello Warisara.K, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:19, 4 October 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:19, 4 October 2010 (UTC)

title: User talk:Warisara.K


text:
User:Panupon

Second homework: computer essentail 141

I Phone 3

 * CPU & speed : ARM 11 412 MHz
 * Bus speed :  -
 * Cache size : -
 * Storage: type and amount : 8 GB/ 16 GB storage,

Blackberry 8900
 * CPU & speed : 512 MHz processor
 * Bus speed :  -
 * Cache size : -
 * Storage: type and amount : 256 MB ROM

I Phone 3 is more technologically advance because the CPU speed of I Phone 3 is ARM 11 412 MHz However, CPU speed of Blackberry 8900 is 512 MHz processor, which means the I Phone 3 is faster in term of the number of the MHz speed. Moreover, the amount storage of Blackberry 8900 is less than I Phone 3 (256MB VS. 8 GB/16GB), which means the Blackberry 8900 can save less data comparing to the I Phone 3. Even though the specs of I Phone are better than Blackberry 8900, I Phone may not be suitable for persons who don’t use and play the function of I Phone 3. In addition, the usage of I Phone3 is more complicated than Blackberry 8900.

Worked with: Kaisan #5180092

---

Computer Essential 1st project " Welcoming to MUIC"

http://www.youtube.com/watch?v=hQC7a12CYas

title: User:Panupon


text:
User talk:Sjamalzaidi

About International Affairs' Office
S. Jamal H. Zaidi 09:55, 4 October 2010 (UTC)

title: User talk:Sjamalzaidi


text:
User talk:Jasleen

Homework

Welcome to MUIC video homework

http://www.youtube.com/watch?v=pKGgi9Ax0e4

title: User talk:Jasleen


text:
User:Jasleen

Homework

Welcome to MUIC video homework

http://www.youtube.com/watch?v=pKGgi9Ax0e4

Homework

Specs on mobile equipment

Iphone 4 Storage- 16GB or 32GB flash drive CPU- Chip- A4 chip CPU Name:- Cortex-A8 (is the A4 chip) (1 gigahertz speed) GPU Name: -PowerVR SGX 535 (A4 is in the chip) Cache- L1 Cache -32 KB by Instruction + 32 KB of data/time L2 Cache- 640 KB Bus Speed- 512MB

Blackberry 8900 CPU & speed- 512 GHz RAM: 256MB Bus speed- XScale 512 MHz processor. 64 MB built-in RAM. Approximately 119 megs free Flash ROM for program installation. Cache size- Storage: type and amount Internal memory- Yes External memory- 16GB Memory slots- Yes Storage types- MicroSD

Ipad:

CPU : 1 GHz Speed:- 1. boot-up time: 23.1 seconds 2. webpage rendering: 5.4 seconds 3. SunSpider JavaScript benchmark: 12,591 ms

Bus Speed: 800 MHz Cache size: 5 MB Storage type: internal storage Storage amount: 16 GB

We think that Iphone 4 is the most advanced because of its high GB. The CPU's speed is the highest among the three devices too.

title: User:Jasleen


text:
Motivation and emotion/Book/2010/Emotion and culture

Introduction
Covered in previous chapters are theories on emotion based on evolution, biology and neuroscience, and cognitive appraisal. Building on these theories is the notion that culture can influence emotion. This chapter will focus on the relationship between culture and emotion.

Before you begin, imagine your emotions around an event such as an engagement. Would your emotions be an innate response? Or, perhaps they are influenced by governing social norms that assert engagements to be positive and happy events in Western culture? Now consider how you would feel if your mother did not like your partner. Would this have any influence on how you felt about the engagement? Would it matter that it affected those closest to you? Or would your focus be on the next stage in your life and not your parents’ views? What if the social norms in your culture asserted that you had caused your family to lose face as a result of an engagement they didn’t agree with? What emotions might you feel? And would these emotions be innate or shaped by the social norms of that culture? This issue is presented in John and Shirama’s story.

John and Shirama are both part of the same event, so should they not all be experiencing similar emotions? This chapter will seek to explain some of the issues raised thorough out the course of this chapter.

What is culture?
The term culture has various meanings relating to shared commonalities among particular groups of people (Triandis,1994). In the context of this chapter, culture will refer to that which is shared within racial groups. Racial groups share political systems, rituals, language, social institutions, behaviour patterns, and belief and value systems (Scherer & Brosch, 2009). These influencing factors can be distinct or similar to other cultures, essentially shaping what the group has in common (Mesquita & Karasawa, 2002; Scherer & Brosch, 2009). The diverse factors impacting on culture has seen a rise in theories between culture and psychology. One key area of interest is culture and emotion. This chapter will examine the role that culture plays in emotion.

Emotion and culture
In the most general form, emotions develop from the appraisal of a situation that is relevant to an individual’s concerns (Mesquita, 2001). These are contingent on the desire of the occurrence or non-occurrence of an event or situation (Mesquita & Karasawa, 2002). A situation should elicit positive feelings if it is desired or negative feelings if undesired. Concerns vary across cultures and consist of goals, motives, values, and expectations about oneself or others and their world (Frijida & Mesquita, 1994, Mesquita & Karasawa; Mesquita).

When considering emotion across cultures, it is useful to distinguish between recognition and expression of emotion (Ellsworth et al., 2008). Research into the recognition of emotion is mostly based on basic emotion theory, starting with Darwin’s theory that emotions are universal and innate. (1872, as cited Ellsworth et al.). Also contributing to basic emotion theory is Ekman, who suggested there are six basic universal emotions commonly referred to in the literature (1970, 1972, 1992, 1993, cited in Ellsworth et al.). We will cover these theories in greater detail in subsequent sections.

Expression of emotion is concerned with biological, cognitive and social construct theory and whether emotions are universally expressed or are influenced and/or constructed by culture. This raises the question, do diverse cultures experience different emotions or are they innate in us all?

Emotion in culture or culture's influence on emotion?
Research has focused on the different cultural modes adopted in constructing the self (Kitayama, Markus & Kurokawa, 2000, van Hemert et al., 2007). Kitayama et al. suggest that these influences are integrated in the combined construct and definition of the self. They postulated a theory of ‘self-ways’ that explains the different ways individuals participate in cultures. The variation in construction of the selves across cultures implies difference in central concerns. Thus, they suggest social orientation is an important factor in emotional experience across culture. Of interest is the role of social orientation through independent and interdependent influences with Kitayama et al. suggesting these factors determine the approach to social construction of emotions.

Collective cultures
Collective cultures are characterised by interdependent relationships that focus the group’s harmony and social cohesion (Triandis, 1994). The central focus of interdependence is that the self is not and cannot be separated from others (Markus & Kitayama, 1994). The concept of the self is tied to surrounding social contexts with the goal being the self in relation to others (Markus & Kitayama).

Cultures that typically epitomise collective philosophies are Indian, Middle Eastern, Asian, Mediterranean European and Indigenous cultures (Tang,et al.,2004).

Individualist cultures
Individualist cultures, in contrast are typified by independent relationships with a focus on the self (Triandis,1994). Self definition in these cultures is concerned with ways of being, independence, and strive toward self contained beings (Markus & Kitayama, 1994). The independent individual believes they contain unique internal attributions and behave in accordance with these attributions. A goal of this group is to separate oneself from others (Markus & Kitayama).

Individualist culture is rooted in Western philosophical tradition where the goal of existence is to objectify the self (Markus & Kitayama, 1994). Individualist cultures include countries such as Australia, North America, the United Kingdom, and most of Western Europe.

Scherer and Brosch (2009) proposed three main dimensions where culture varies in priority; Role of the individual in society; the influence of social structures and norms; and the role of the self and control in determining outcomes. These dimensions can be identified in both collectivist and individualist cultures.

Stop and think
John and Shirama’s scenario earlier are examples of collective and individualist approaches to emotion to the same event. John displayed blissful joy, most likely, because he was in love. His family were excited and happy to see him content, though the same sentiments cannot be applied to Shirama and her family. Despite having found love with John, Shirama feels guilt and sadness that she has upset her family. Shirama’s family feel shame and are embarrassed their daughter has not followed their wishes.

In many Eastern collective cultures (Asian, Indian, Middle Eastern) love (particularly romantic love) is associated with sadness (Potter, 1988 cited in Reeve, 2009). Romantic love is not valued in these cultures as it is seen as a hindrance that does not align with the value of a union assessed as beneficial by the families for the individuals involved, and the collective interest of the families (Reeve). The role of shame can regulate and shape social behaviour (Fessler, 2004; Frijda & Mesquita, 1994). In this scenario it is not surprising that shame is a predominant emotion for the collectivist family.

Appraisal
Appraisal processes in emotion theory asserts that perception of an emotion-eliciting event is a subjective experience influenced by the individual (Scherer & Brosch, 2009). Appraisal is the process of evaluating dimensions of emotions such as pleasantness or unpleasantness, control, and level of agency (such as responsibility) (Mesquita, 2001). Events are evaluated and coded in terms of the individual’s knowledge and whether they are relevant to their concerns and how the event is experienced (Frijda & Mesquita, 1994). Appraisal processes are influenced by the particular meaning of an event, rather than the nature of the event (Frijda & Mesquita, 1994).

The strength of appraisal theory is that it can explain discrepancies in emotional responses to seemingly similar events in different individuals (Scherer & Brosch, 2009). Frijda and Mesquita (1994) suggest that while eliciting emotion events and the significance they hold may vary between cultures, the process of appraisal is similar across all cultures. Research into the area supports this notion, finding the structure and representation of emotion universally similar (Shaver & Fraley (2001). Shaver and Fraley suggest this is due to the biology of emotions.

As outlined earlier, there are universal core emotions or underlying core appraisals of certain emotions that are common across cultures (Mesquita 2001). Mequita suggests that the appraisal of core emotions can by no means cover the entire range of meanings different emotional concepts and words hold and that a one-to-one relationship between core appraisals and emotion words and concepts cannot be concluded. This is not surprising given appraisal is identified as one of several components contributing to emotional experiences and suggests that there are other factors that influence emotion (Frijda & Mesquita, 1994; Markus & Kitayama, 1997).

Social construct
An alternative approach is social construct theory. Social construct theory acknowledges that emotions are biologically based with neurobiological and physiological pathways (Kityama et al., 2000). The theory postulates that the biological process of emotions is constructed through patterns of social interactions and concepts. Emotions are seen as a social product facilitated by biological processes (Kityama et al.).

Cultural values and beliefs systems shape emotional experience and determine that which is meaningful, varying across cultures with distinct patterns (Kityama, Markus, Kurokawa, 2000; Strongman, 2003). This suggests emotion is relative, subjective and changeable.

The theory argues that socio-cultural contexts contribute to the cultural understanding of emotion over appraisal theory given the significant role culture plays in influencing emotion. The greatest support for this theory is the divergent approaches to emotion by collective and individualist culture, examined earlier.

Stop and think ''Could social construct theory explain the differences in priority of concern over John and Shirama's engagement? Or is it simply a case of different appraisal processes?''

Facial expression
Research into facial expressions supports theories that emotions are innate and universal (Wierzbicka, 1994). Research by Ekman found cross cultural convergence in the recognition of six basic emotional expressions for anger, fear, disgust, happy, sad, and surprise (1984, cited in White, 1994). The findings suggest that humans have at least six core universal emotions and suggests emotions are rooted in neurology (White, 1994).

Research has also suggested that recognition of emotions expressed through facial expressions is more accurate for perceivers within the same cultural group as the expressor as they have an in group advantage (Elfenbein & Ambady, 2003; Matsumoto & Willingham, 2009). In theory, this could lend support to Ekman’s hypotheses that within the six categories of emotion he identified, also existed families of related states (Wierzbicka, 1994). Elfenbein and Ambady hypothesise these are more easily recognisable within cultures with shared understandings of the expressions of common emotional states. However, Elfenbein and Ambady's theory has not been supported in further research and researchers have question the validity of ‘in group’ identification (Lee, Chiu & Chan, 2005).

An interesting study by Masuda et al. (2008) researched emotional recognition derived from facial expression in Western European and Japanese participants. The study had participants watch cartoon characters displaying a range of emotions, surrounded by other characters depicting the same or different emotions. The Japanese participants’ perception of emotion were influenced by the surrounding character’s emotions, whereas the Western European participants’ perception was only influenced by the central character. These findings were also confirmed by eye tracking data of the participants. While the findings suggest a difference in attention, with Japanese participants looking more often at the surrounding characters, it also supports that individualist cultures see emotions as individual feelings, whereas collectivist cultures see them as part of the group (Masuda). It is of interest to note, that Japanese participants perceived the smiling individual as happier if those around them were also happy, whereas when the group was not sharing in the emotion of the individual, the perception of emotion was tempered. This suggests a significant difference in the way individuals from collective cultures recognise and appraise facial emotional expression.

Masuda et al.’s (2008) research also supports findings by Levenson et al. (2002, cited in Markus and Kityama, 1994). In a study where individuals from collectivist and independent cultures had to identify facial emotional expressions, mimic and describe them, they found that participants from collective cultures had difficulty describing their emotional state because they were alone. This provides further support that individuals from collective cultures view facial expressions in a social context, as well as appraise their own emotions in a social context.

Vocalisation
Contributing to research in the area of facial emotional recognition, is research into vocal emotional recognition.

Bryant and Barrett (2008) examined the perception of vocal emotional expressions among an Indigenous South American group and American college students. Participants in each group were tasked with listening and correctly identifying six different cultural vocal emotional displays and matching them to correct facial expressions (Bryant & Barrett). In using two distinct cultures the researchers found that vocal emotions were reliably identified for the emotions, happy, angry, fearful, and sad independent of verbal content. Bryant and Barrett surmise the correct identification can be attributed to universal utterances related to factors such as pitch and speed that relate to emotional categories. For example, vocalisations conveying happiness is fast, has elevated pitch variability and is high in average pitch. This compared to sad vocalisations that tends to be soft and slow with low pitch variability and is below average in pitch. Research in the area suggests listeners discern emotions through discrete categories (Bryant & Barrett).

Language
Emotions are commonly defined by the labels assigned and understood as prescribed by language (Shaver & Fraley, 2001). Emotions are conveyed and understood in linguistic terms available through respective cultures. Thus, Och and Schieffen (1984) argue that language defining emotion is influenced by culture.

The acquisition of emotional expression and in turn emotional recognition occurs early in children through the use of language. Research by Ochs and Schieffen (1984) found that caregivers are concerned in ensuring their children are able to display and are aware of appropriate behaviour to social situations. They hypothesised that the process of becoming a competent member of society is achieved through language. Children are taught particular structures and patterns that are given priority by the caregivers and members of their culture. For example, children in Western cultures are encouraged to use first nominal forms (I, you, someone) in labelling, this is not done in a collectivist society such as Samoa.

In addition, individualist cultures place greater emphasis on emotional meaning and consequently have a large affective vocabulary and understanding of emotion (Elfenbein & Ambady, 2003). Language is reflective of the culture’s social norms, values and beliefs and given cultures vary among themselves it is not surprising that not all languages have and reflect the same meanings. This hold true for words with affective meaning, where some emotion words do not have do not have a translation equivalent in another language (Mesquita, Kitayama & Karasawa, 2006). Table 1 lists emotion words unique to particular cultures, with no English equivalent.

 * Culture is the shared commonalaties among particular groups of people.
 * Emotion in culture is identified through the expression and recognition of emotion across cultural groups.
 * Recognition of emotion is based in emotion theory. Expression of emotion is linked to biological, cognitive and social construct theories.
 * Emotion and culture examines whether diverse cultures experience different emotions or whether emotions are innate across all cultures.
 * Collective and individualist styles of culture determine the approach to the social construction of emotion.
 * Theoretical approaches suggest an appraisal theory and social construct theory influence emotion in culture. Appraisal is the process of evaluating dimensions of emotion relevant to an individual’s concerns. Social construct theory postulates the biological processes of emotions are constructed through patterns of social interaction.
 * Facial and vocal emotional expression support theories that there are universal basic emotions. Research into these areas highlighted through the different approaches collective and individualist cultures use in facial emotion recognition. The collectivist individual’s perception of facial emotion of central characters are influenced by others.
 * Emotions are commonly defined and understood by the labels assigned by language. Language defining emotion is influenced by culture.
 * Research provides support for both universal commonalities and cultural variation in emotional expression across culture.


text:
User:Cocodelcorazon

Technical Writing Exercise 1: Wiki Contributors

Wikipedia is a popular open-source, online encyclopaedia. Available in multi-lingual versions, the English version alone has well over three million articles from countless anonymous contributors. Writers receive no monetary reward and articles once written, are often edited by numerous other contributors. Who are these people?

Wikipedia was initially linked to Nupedia, an online encyclopaedia which relied on highly qualified volunteer contributors and an elaborate multi-step peer review process. However, despite it's noble intentions, Nupedia managed to create only twelve articles in it's first year. Wikipedia could not have reached the size that it is today based on the elitist Nupedia model.

Nonetheless, despite being open-source, Wikipedia is largely compiled by an elite group of contributors. Statistics from 2005 showed that 50% of all Wikipedia edits were made by just 0.7% of users and 72% of articles were written by 1.8% of users. Out of the top ten Wikipedia contributors, at least eight are male.

According to 2008 United Nations University survey of 130,000 Wikipedia users, the average age of a contributor is 26.8 years, 87% are male and at least 46% are not university educated. Due to the nature of contributing, users must also be highly technically proficient.

Due to the anonymity of contributors, most is unknown. Political or commercial affiliations, level of expertise in the area in which they are writing are all questions one should consider when reading an article. Since articles can be edited by different users one cannot attribute content to any particular contributor.

Exercise 2 How to make instant coffees.

Making an instant coffee is very similar to making a cup of tea. All you need is a jar of instant coffee, boiling water, a teaspoon and of course, a heat resistant cup. Place one teaspoon of instant coffee into your cup, pour in boiling water and stir. Milk and sugar are optional. Instant coffee to a coffee lover is like an old tea bag to a tea lover. If you have a discerning palate make sure you try an espresso coffee made by a good barista sometime. The art of blending, roasting, grinding and then extracting oils from coffee beans creates a flavour profile more complex than a great wine. Historically, coffee houses were places where great thinkers would connect. Get out of that cluttered office, meet up with friends or colleagues in your local cafe and connect over a great coffee.

title: User:Cocodelcorazon


text:
User:Boss40787

Name : Ariya Thanasiripong Nick Name : BoSs ID : 5280155 Age: 21 Nation : Thai Blood Group : O Family Members : 4 Appearance : Tall, Fat, Chinese-Thai face Sports : Football, Swimming, Badminton, and Pingpong Hobbies : Modify my car, Play sports, Drive car on track, watch movies, and Hang around

My youtube that introduce MUIC :http://www.youtube.com/watch?v=4CvmdcvzypA

Blackberry Storm2 9550 CPU & Speed : Dual Core CPU ARM11 400 MHz and ARM9 274 MHz Bus Speed : 32-bit Cache Size : Storage Type & Amount : On-board 2GB and MicroSD Card up to 32GB Information From : http://en.wikipedia.org/wiki/Blackberry_9550

iPad Specification iPad CPU: 1GHz Apple A4 custom-designed, high-performance, low-power system-on-a-chip, 256 MB DRAM BUS Speed: Cache size: 5 MB storage type and amount: 16GB, 32GB, or 64GB flash drive operating system: iOS For more information please visit :http://gizmodo.com/5508864/ipad-test-notes-speed

iPhone 4 Specification CPU: 1Ghz Apple A4 processor Bus speed: ARM's 64-bit-wide AMBA 3 AXI bus Cache size: 4 MB Storage type and amount: 16/32 GB storage, 512 MB RAM Operating system: iOS4 For more information please visit: http://www.gsmarena.com/apple_iphone_4-3275.php

Which device is more advance and why? I think iPad is more advance because the CPU is custom from Apple, and the CPU is high performance, and the CPU use less power, and iPad has more momory amount.

title: User:Boss40787


text:
Laboratory on Mathematics and Mathematics Education/Glossary

During the whole course we will create a glossary of the key terms collaboratively. Describe the key terms in a few sentences.

This glossary is still work in progress. There are many things which can be improved. So, be free to change things or add more key terms if you think that something is missing.

active learning / principle of operation
is a kind of dynamic learning where students perform the activities. Students ask questions like "What will happen if..." and answer them by doing operations.

cognitive apprenticeship
teaching method that allows the development of student skills. First the teacher shows the process (modeling), afterwards students solve tasks by themselves while teacher coaches them (scaffolding, fading, feedback).

constructionism
is a learning theory in mathematics that is based on the idea of learning by making in order to construct a product.

dynamic aspects of functions
learned-here relate action with your interpretation gràfica. This is the process of exit of tap water for the bath for example, exit a child for school, it pervades a space and time which ves these relate in accordance with its acceleration. In accordance with such action can have graficos quadraticos linear or a type to be determined. (aprendeu-se aqui a relacionar uma acção com a sua interpretação grafica. Isto É o processo da saida da agua da torneira para a banheira por exemplo, a saida duma criança de casa para escola, ela percorre um determinado espaso e tempo que por sua ves estes se relacionam de acordo com a sua aceleração. De acordo com tal acção podemos ter graficos lineares ou quadraticos dum tipo a determinar.)

 * Question: Is this an automatic translation made by Google? ;-)

EIS principle
difentes tipe of representation on mathematics Enactive Icon and Simbolic

estimation
A estimacao e importante para o estudo da matematica pois usamos para a modelagem de varios fenomenos.

Fermi question
Fermi questions are open-ended problems where students have to estimate missing data.

Opens new horizons for students to develop research capacity, criativity and critical analysis of solution as a function of reality.

GeoGebra
GeoGebra is dynamic mathematics software for schools that joins geometry, algebra, and calculus.

In Geogebra learned a great deal, like much still in particular the construction of figures geometricas but also the demonstration of some teoremas important for the lecionacao Geometry and/or algebra in our schools.(Na Geogebra aprendemos muito, gostamos muito ainda em particular a construção de figuras geometricas como também na demonstração de alguns teoremas importantes para a lecionacao da Geometria e/ou algebra nas nossas escolas).

internet search
Desenvolve a capacidade de pesquisa e seleccao de informacoes relevantes.

Logo
is a simple  educational platform programming for children based on commands and manipulation of a turtle to graphic design.

Logo is a program that helps the student to have a logical reasoning of a geometric figure.

Logo is a wonderful programming language and interessiting teaching tools

Comment: think this idea should be commented in detail. What comprehends not but praise and explain its contribution in learning.

Learn better by doing, talking and thinking

With the programming logo just a great opportunity to motivate students to develop the capacities of construction of various figures

recursion
is a programming method in which a function can call itself.

teaching thinking
Recursão em matemática e informática é um método de definição de funções em que a função que está sendo definida é aplicada dentro de sua própria definição.

WebQuest
WebQuests is an Internet application for educators and teachers used to teach students in the Internet research.is agood way to integrate the Internet in classrooms.


text:
User talk:Priya Sethi

http://www.youtube.com/watch?v=tt4-lVMPeTc

title: User talk:Priya Sethi


text:
User:Jennette

http://www.youtube.com/watch?v=MO5e6NRhBUM

title: User:Jennette


text:
User:Palita~enwikiversity

Insert non-formatted text here http://www.youtube.com/watch?v=l5i2QLso7ig

--125.24.69.116 16:59, 22 October 2010 (UTC) Netbook (Samsung N210) CPU: intel Atom N450 Storage: 250GB Hard drive capacity 5400 RPM Hard drive Cache size: L2 512KB Bus speed: 667MHz Blackberry Curve 8310 CPU: 32-bit intel XScale PXA272 312 MHz Cache size: L1 32KB data cache/ 32KB instruction cache Storage: RAM type: SDRAM RAM capacity: 16MB ROM type: Flash EEPROM Rom capacity: 64MB

title: User:Palita~enwikiversity


text:
User talk:Cmilesbmiles

 Hello Cmilesbmiles, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 17:37, 4 October 2010 (UTC)

title: User talk:Cmilesbmiles


text:
User talk:Palita~enwikiversity

 Hello Palita, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 17:37, 4 October 2010 (UTC)

--125.24.69.116 16:59, 22 October 2010 (UTC) Netbook (Samsung N210) CPU: intel Atom N450 Storage: 250GB Hard drive capacity 5400 RPM Hard drive Cache size: L2 512KB Bus speed: 667MHz Blackberry Curve 8310 CPU: 32-bit intel XScale PXA272 312 MHz Cache size: L1 32KB data cache/ 32KB instruction cache Storage: RAM type: SDRAM RAM capacity: 16MB ROM type: Flash EEPROM Rom capacity: 64MB

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:40, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:17, 19 April 2015 (UTC)

title: User talk:Palita~enwikiversity


text:
User talk:Nanthida

 Hello Nanthida, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 17:37, 4 October 2010 (UTC)

title: User talk:Nanthida


text:
User talk:Dehinrsu

 Hello Dehinrsu, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 17:37, 4 October 2010 (UTC)

title: User talk:Dehinrsu


text:
User talk:Kinleea

 Hello Kinleea, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 17:37, 4 October 2010 (UTC)

title: User talk:Kinleea


text:
User talk:Cocodelcorazon

 Hello Cocodelcorazon, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 17:38, 4 October 2010 (UTC)

title: User talk:Cocodelcorazon


text:
User talk:FilL

 Hello FilL, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 17:38, 4 October 2010 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn by creating new learning resources or help us by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 10:52, 1 November 2010 (UTC)

-- Jtneill - Talk - c 01:46, 15 December 2010 (UTC)

title: User talk:FilL