text:
User:Harriska2

Elementary Curriculum:

 * Elementary Curriculum and Training
 * Preschool Language and Skills
 * Direct Instruction Approach Specifications
 * Elementary Science K
 * Elementary Reading K
 * Elementary Math K
 * Elementary Math 3
 * Elementary Math Facts [[Image:00%.png]]
 * Elementary Typing
 * Elementary Writing & Logic 4

About Curriculum
Good, basic curriculum based on scientific evidence is hard to come by. Going back to traditional explicit instruction we can now use new technology available in either wiki format with embedded pictures and videos or printed format with seperately downloaded videos and pictures, or a combination of both.

= Kathy's template for templating :) =

HELP
http://en.wikiversity.org/wiki/Help:Wiki_markup_examples

http://en.wikipedia.org/wiki/Wikipedia:Picture_tutorial

http://en.wikiversity.org/wiki/Help:Media

http://en.wikiversity.org/wiki/Help:Table

LINKS

 * http://en.wikiversity.org/wiki/Elementary_Curriculum_and_Training
 * http://en.wikiversity.org/wiki/Elementary_Reading_1
 * http://en.wikiversity.org/wiki/Elementary_Math_1

http://en.wikiversity.org/wiki/Elementary_Curriculum_and_Training

http://en.wikiversity.org/wiki/Elementary_Reading_1

http://en.wikiversity.org/wiki/Elementary_Math_1

FIRST PAGE

 * Created: 2006 09 29 | Percent completed: [[Image:00%.png]]

What is Elementary Science K [[Image:25%.png]]
Elementary Science K is the teacher's guide for teaching reading at the first level. This can be started at the kindergarten level.

Each unit is numbered and can be taught in one day. Each unit also contains scripted instructions for the teacher. Many units contain workbook pages and activities.

Created: 2006 09 29 | Percent completed:

What is Elementary Science K [[Image:25%.png]]
Elementary Science K is the teacher's guide for teaching reading at the first level. This can be started at the kindergarten level.

Each unit is numbered and can be taught in one day. Each unit also contains scripted instructions for the teacher. Many units contain workbook pages and activities.

TEMPLATE
Lesson | 1 | 2 | 3 | 4 | 5 |

Text Style Sheet
The font and background colors are set at: Monobook CSS

= Interesting Formatting =

Header Box
LESSON 1: Stuff Goes Here Test LESSON 1: Stuff Goes Here Test

Reference Box (pink??)
 Textbooks references:
 * Q#R:17 → 1.2.2
 * Q#W:Article

 Textbooks references:
 * Q#R:17 → 1.2.2
 * Q#W:Article

Collapible Box With Blue Background for Header
 Going in-depth

 * Fauskanger's Lesson 2: 3rd section "the Article"

 Going in-depth

 * Fauskanger's Lesson 2: 3rd section "the Article"

Blue Background Table

 * {| border="2" cellpadding="5" style="margin: 1em 1em 1em 0; line-height: 1.2em; border-collapse: collapse; background: #f9f9f9; border: 1px #aaa solid;"

!class !description !plural !I !II !III
 * nouns ending in -a, -o, -i, -u, -ië, -lë
 * add -r
 * nouns ending in -ë
 * replace with -i
 * nouns ending in consonants
 * add -i
 * }
 * }

Yellow Quote Box

 * «The Eldarin languages distinguish in form and use between a "partitive" or "particular" plural, and the "general" or "total" plural.»

 * «The Eldarin languages distinguish in form and use between a "partitive" or "particular" plural, and the "general" or "total" plural.»

Light Yellow dashed Box (quote)
Stuff Goes Here

Stuff Goes Here < /pre >

title: User:Harriska2


text:
User:Sarah Ewart

 * Wikipedia userpage

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

title: User:Sarah Ewart


text:
Talk:Mercantilism (strategic simulation)

Suggestions

 * There should be an example game. Examples are better than just reading the rules. OMouse 15:43, 14 May 2007 (UTC)
 * It is unclear when the game ends. Are there a set number of turns


text:
Science for kindergarten

Created: 2007 05 14 | Percent completed:

What is Elementary Science K [[Image:25%.png]]
Elementary Science K is the teacher's guide for teaching science at the kindergarten level.

Each unit is numbered and can be taught in one day. Each unit also contains scripted instructions for the teacher. Most units contain workbook pages, activities, images, and/and video clips.

Short video clips [1] (5 to 20 seconds) can be added to integrate current events into the curriculum. For instance, the idea of science is to ask questions and get answers. Could there be life on Mars? To answer that we sent rockets and rovers to Mars to get pictures and samples of the surface. You can show video clips, often free from NASA, a government agency, that shows rover taking samples.

Also, pictures can be added to enhance and describe scientific ideas, experiments, or events.

What order do I teach this in?
Each state has different standards that include subject matter to be taught at specific times. This makes teaching this science module more difficult. It might be a good idea to align your state standards to this curriculum and make some modifications. Please make a note of your state standards and it's alignment to this program in the talk section (discussion tab).

Understand structure and properties of matter.

 * Describe size and color of objects.
 * Things are made of parts

Organisms: Understand the characteristics, structure, and functions of organisms.

 * People, animals, plants need water, food, and air.

Heredity: traits in living things

 * Cycles are patterns (leads to life cycles, hereditary)

Diversity/interdependence

 * Different external features of plants and animals

Earth materials

 * Materials can be used over again
 * Change can happen to many things
 * Things change in some ways and stay the same in some ways.
 * People can keep track of some things, seeing where they come from and where they go.
 * Things can change in different ways, such as in size, weight, color, and movement. Some small changes can be detected by taking measurements.
 * Some changes are so slow or so fast that they are hard to see

Earth in solar system & universe - Earth, sun, moon, and solar system

 * Identify the sun, moon, stars, and Earth.

Ask questions and get answers based on observations

 * Raise questions about the world around the students
 * Describe things in terms of their number, shape, size, and color
 * Make observations

Design investigation to answer question

 * Follow a list of steps

Collect and present data

 * Describe or draw simple observations
 * Understand and make a simple graph as a class or group
 * Observe changes in world

Analyze & interpret results

 * Describe data from graph

Activities

 * M&M counting activity
 * Guess how many things there are in a set and then count to see who is right
 * Students compare, combine, equalize, and change numbers as well as "take away" and "add to"
 * B is taller than A, C holds more than D - do bar graph

Authors and contributors
This Wikicurriculum has been written by (please add your name here if you are a contributor in order to comply with licensing):

 * Harriska2 (Contributions)

title: Science for kindergarten


text:
Template:Elementary Science K

Lesson | 1 | 2 | 3 | 4 | 5 |

title: Template:Elementary Science K


text: Category:Signals and systems

title: Category:Signals and systems


text:
Elementary curriculum and training

Created: 2007 05 14

Curriculum in Development

 * Elementary Curriculum and Training (this page) [[Image:100%.png]]
 * Direct Instruction Approach Specifications [[Image:75%.png]]
 * Preschool Language and Skills [[Image:50%.png]]
 * Elementary Science K [[Image:25%.png]]
 * Elementary Reading K [[Image:00%.png]]
 * Elementary Math K [[Image:00%.png]]
 * Elementary Math 3 [[Image:00%.png]]
 * Elementary Math Facts [[Image:25%.png]]
 * Elementary Typing [[Image:25%.png]]
 * Elementary Writing & Logic 4 [[Image:25%.png]]

What is Elementary Curriculum and Training [[Image:100%.png]]
Elementary Curriculum and Training is an electronic form of curriculum for parents and teachers in Science, Reading, and Math based on the teaching principles of explicit instruction. Depending on the use, it employs either a summary of what is to be taught or is a fully scripted curriculum that ensures an efficient teaching of skills and knowledge to mastery. Don't let the scripted option give you a sense of simplicity. There is much research and history in the principles of explicit instruction.

Currently there are no finished curriculum products. The starting points are Elementary Science K (Kindergarten Science), Elementary Math Facts, Elementary Math 3, and Elementary Writing & Logic 4. Once finished, next in line are Elementary Reading K and Elementary Math K (kindergarten level).

Benefits of wiki [[Image:100%.png]]
By placing curriculum into an electronic media format you gain the following benefits:
 * Adaptable - if a set of instructions is weak, a teacher using the curriculum or a field testing teacher might login and either add to the discussion for the module (see tabs) or make a change in the module for the section. Furthermore, a teacher can make their own copy and customize it for his or her own use.
 * Portable - curriculum and scripted teacher instruction can be placed on a laptop and/or printed out. No more lugging books around.  Student booklets can be easily printed in black and white or color and easily replaced.
 * Reduced costs - Student books can currently cost $50-$80 each. Workbooks can currently cost $10 to $20 each.  Printed teacher editions can cost $80 on up.
 * Durable - electronic media can often be put into various types of formats such as a database, web page, or even printed in sections. Currently, teacher editions are spiral bound which can compress and become difficult to turn pages.
 * Expandable - the use of hyperlinks to get more information on an idea or item can assist teachers in learning the curriculum more completely and quickly.
 * Format/media - using electronic media allows curriculum to be developed in a way that is quicker for the teacher to learn to efficacy, thereby, allowing the teacher more time to work on student errors or more time to "punch up" the curriculum to make more fun. The use of small icons as cues can assist teachers in learning the curriculum more quickly.
 * Multimedia - the ability for a teacher to use pictures and short videos to make a point. Also allows the multimedia to include current events thus making the lessons more timely and linked to the students point of view.
 * Helpful for parents - parents of students (especially students with disabilities) can help pre-teach or firm areas for students that need extra practice. A teacher can print the information/workbooks or direct the parent to the wikiversity website.
 * Transformable - can translate the curriculum to different languages and even communication style (i.e. from written to sign language).

Who Should Contribute [[Image:100%.png]]
NEEDED: Illustrator, copyright attorney, funding, and direct instruction curriculum expert

Anyone interested in explicit, direct instruction curriculum development and a belief that knowledge should be free (see GNU Free Documentation License)

The idea of providing schools with free, effective, field tested curriculum will save money and give us a more educated, competitive populace.

How to Prepare in order to Contribute [[Image:100%.png]]
To truly understand and participate in this community, it would be best to review the following sites & books:

Basic Definitions and Open Source

 * Definition of curriculum
 * Definition of Direct Instruction or DI
 * Definition of Free Curriculum - read and extrapolate from Free Software Foundation (FSF). I realize that FSF is for software but you can use your imagination to extrapolate.
 * Definition of GNU Free Documentation Licence (GFDL)
 * How do I know what makes a DI program really based on DI? Direct Instruction Approach Specifications

Direct Instruction Methodology

 * Direct Instruction Approach Specifications [[Image:75%.png]]
 * Direct Instruction Rubric - large PDF file
 * Zig Site
 * Association for Direct Instruction
 * National Institute for Direct Instruction
 * Jeff Lindsay's DI Site
 * Martin Kozloff's DI Site
 * SRA Direct Instruction website

DI books [[Image:100%.png]]

 * Introduction to Direct Instruction
 * Direct Instruction Reading, Fourth Edition
 * Teaching Struggling and At-Risk Readers: A Direct Instruction Approach
 * Designing Effective Mathematics Instruction: A Direct Instruction Approach (4th Ed)

Wikibook links [[Image:100%.png]]

 * Newcomers
 * Contributing FAQ

Copyright links [[Image:100%.png]]

 * Copyright Basics
 * US Copyright
 * US Internet Law/Copyright
 * What is Not Protected by Copyright
 * Merger Doctrine
 * Idea Expression Divide
 * Limitations and Exceptions to Copyright

How to Contribute [[Image:100%.png]]
NEEDED: Illustrator, copyright attorney, funding, and direct instruction curriculum expert

 * If you wish to contribute please read the Direct Instruction links above and join us at the Contributors lounge.

OR

click on the discussion tab at the top of this page

 * DO NOT SUBMIT COPYRIGHTED WORK even with permission! We can most certainly reinvent this wheel with enough time and energy.  Might as well get started now - the sooner we get started the sooner schools can use this curriculum.

Authors and contributors [[Image:100%.png]]
This Wikicurriculum has been written by (please add your name here if you are a contributor in order to comply with licensing):

 * Harriska2 (Contributions)
 * Margoschaefer

title: Elementary curriculum and training


text:
D (programming language)

Introduction
Programming with the D Programming Language Part of the School of Computer Science

D is an object-oriented programming language created by Walter Bright and Andrei Alexandrescu in late 2001. Originally, D was a complete re-engineering of C++, but it later evolved into its own language. D fix many of the ' shortcomings ' of C++ and it includes many of C++'s feature plus some other features which do not exist in C++, like garbage collection and memory safety.

Prerequisites
''Prerequisites are courses it is suggested you understand before you attempt this course. If you're having a hard time understanding the material in this course, make sure you understand these prerequisites first.''

Away a
 * Introduction to Programming
 * C
 * Basic knowledge of C++ or Java

Sjnzbzve

Lessons
Many of these lessons are conversion
 * Lesson 1: /Variables and User Input/
 * Lesson 2: Simple Math
 * Lesson 3: Conditional Statements
 * Lesson 4: Loops
 * Lesson 5: Functions and Recursion
 * Lesson 6: Algorithms and Data Structures
 * Lesson 7: Objects and Classes
 * Lesson 8: Templates
 * Phobos, the standard library

Teachers or Contributors
If you are helping to develop this resource, please sign below by typing 4 tildes (~).
 * OMouse 07:25, 14 May 2007 (UTC)
 * Oswald 08:20, 4 August 2008 (UTC)
 * I8086 (discuss • contribs) 14:11, 12 December 2014 (UTC)

Students
If you are using this course as a learning resource, please sign below by typing 4 tildes (~).

title: D (programming language)


text:
Category:Wikiversity templates

ko:분류:위키배움터 틀

title: Category:Wikiversity templates


text:
User talk:Harriska2

Elementary typing
I saw the work that you did on Elementary Typing - what a great idea! Thanks for starting the module. --HappyCamper 16:59, 3 June 2007 (UTC)

making Wikiversity more welcoming
What do you think about Main Page/Draft version 0.2? Have you seen Pre-tertiary portal? --JWSchmidt 19:59, 4 June 2007 (UTC)
 * Got them both now on my watchlist. Thanks. Harriska2 20:54, 4 June 2007 (UTC)

 * I can start the "PreK-12" portal: what kind of page format do you like for a portal page? Is this format okay or would you like to see something else? --JWSchmidt 03:28, 12 September 2007 (UTC)
 * That would look just fine. Would a Pre K - 12 Portal be linked on the menu on the side and from the main page? Harriska2 22:39, 21 September 2007 (UTC)

Sorry about making extra work for you
Hi. You were one of only two users who ever made use of the old "disclosures" system. I reckoned it wasn't really necessary to make disclosures for primary school and pre-school, so I removed them from your resources. But you can keep them if you like them! I really support the creation of primary school and pre-school resources on Wikiversity, so give me a shout if you need any help! --McCormack 16:19, 7 June 2008 (UTC)

title: User talk:Harriska2


text: File:Speakers corner outside counstruction.JPG


text: File:Speakers corner inside construction.JPG


text:
D (programming language)/Variables and User Input

Part of the D|D Programming Language Course

Variables
A variable is the association of a name with a value of a particular type. This is done so that we can store values and retrieve them later on in a program.

To be more technical about it, the name is a pointer to a memory address that holds the value. The type declaration forces the value to fit into a certain number of bytes.

But we aren't concerned with that at the moment so here are some examples of assigning values to variables.

The integer we're calling x will hold the value of 3.

The character  will hold the value.

Basic Types
This way of creating variables can be simplified into the following form.

type name = value; where type is a data type in D,    name is the name we'll refer to when we want the value stored, value is a value of the same data type as type, and = assigns value to name.

The data type of a variable can be any of the following:
 * void - signifies the lack of a data type, like the word nothing
 * bool - shorthand for boolean and holds one of two values, true or false More detail
 * int - shorthand for integer, basically numbers that have no decimal point such as 3, 25, -1
 * float - shorthand for floating-point which are numbers that contain decimal places
 * char - shorthand for character

There are many more types, but since we've just started with the language we'll only look at those five.

Creating Variables
You can create a variable with no value with the following general form: type name;

When you do this, the value associated with name is the default of the data type. This is detailed here.

For our basic data types, the default values are:
 * void:-
 * bool: false
 * int: 0
 * float: float.nan, in other words, Not A Number
 * char: 0xFF

Creating Arrays
An array is a way of holding multiple objects of the same data type. There are two general forms for creating arrays.

One way creates an empty array that has no size specified. type[] name;

The other way is to create an empty array that has a size specified. type[] name = new type[size];

The important item to notice is the inclusion of [] in the type declaration. This tells us that name is an array of type.

Assigning Values
There is one small difference between assigning values to a variable and to an array. With an array, you need to specify exactly which variable in the array, the index, you'll be assign the value to. The general form for this is: name[i] = value; The value must be of the same data type as the name array was declared. You cannot, for example, assign a float like 0.0 to an int. Also, i must be more than or equal to 0 and less than the size of the array.

Another way to assign values is when you're creating an array: type[] name = [values]; The values must be separated by commas.

Getting The Values
To get a value out of an array, all you need to do is specify the index of the variable you'd like to extract the value from.

The general form:

Examples
An array of integers.

The values held by  are: 1, 2 and 3.

Modifying the integer array.

The values held by  are: 4, 2 and 3. If we were to print  out, we would see the number 2 on the screen.

Creating a character array, also known as a string.

This is the same as this:

Example 1: Reading strings
Now that we know how to store values, we can start using variables for something exciting. The source code for a program that asks for a user to enter their name and then prints out their name is below.

Line 1 imports the standard input/output module, using the  keyword, so that we can write to the screen and read input from the keyboard.

Line 3 declares the function  which is the starting point of any D program. When you compile a D program and run it, the  function is the first function executed.

Line 5 prints out  using the function.

Line 6 creates a variable  that is an array of char.

Line 7 reads an array of char until the user presses the Enter Key (also known as Return Key) on the user's keyboard. Whatever has been read by the  function is then assigned to.

Line 8 prints out  and then the , again using the   function.

Lines 4-9 enclose the body of the  function.

Example 2: Reading numbers
To read numbers from the user, you need to import  which contains all the functions that convert strings  to a number.

Line 7 reads in a line of  from the user. Notice how we've dropped the parenthesis? D allows us to do this when a function requires zero arguments.

Line 8 converts the line of  to an integer and stores it in.

Line 9 prints out  along with the result of 3 +.

Modules Used

 * std.stdio
 * std.conv


text: Template:Elementary Curriculum and Training


text:
Elementary Science K/1

Created: 2007 05 14 | Percent completed:

Unit 1 The Human Body - Overview [[Image:75%.png]]
Lesson deal with taking care of the body through cleanliness, rest, and healthy eating. Develop healthy habits at the beginning of the school year and assist children in following procedures all year long that are developed in September. Ex: Ensure students wash their hands prior to eating.

Review proper ways to cover the mouth and nose when coughing and sneezing and to wash after sneezing and coughing. Provide opportunity to eat healthy foods at snack time. Emphasize the importance of rest and how the body requires time to 'recharge' if nap time is a part of your day.

Recognize that the whole body is covered by skin.
Read a book to the children that talks about skin, germs, and cleanliness.

Understand the importance of washing the skin as protection against germs.
'''It is very important to keep our skin clean and healthy with soap and water. We are going to do an experiment to see whether there is dirt on our hands right now. Probably every one of you washed your hands and face, and maybe even your whole bodies before coming to school today. You wash your hands every time you finish going to the bathroom and before you eat your meals. You may think your hands are clean enough.'''

Next, show the children the two peeled potatoes, drawing attention to their color. Dry the potatoes with a paper towel to absorb any excess water before passing them around. Pass one of the peeled potatoes among all of the children. Place it on a paper plate that you have labeled unwashed hands, then have the children take a good look at the potato and tell what they see.

Have all the children wash their hands and then pass the second potato around. Place it on a paper plate that you have labeled washed hands. Have the children observe the difference between the potatoes at this point, and then compare the potatoes at several points later in the day. Invite them to talk about their observations, and write on the board anything that helps confirm the relationship between washing hands, cleanliness, and germs.

Activities
As a review of the way the human body moves, teach the children the poem, Head, Shoulders, Knees, and Toes (to the tune of Here We Go Round the Mulberry Bush).

Head, shoulders, knees, and toes.

Head, shoulders, knees, and toes.

Head, shoulders, knees, and toes,

As fast as I can.

Ears, tummy, hips, and shins.

Ears, tummy, hips, and shins.

Ears, tummy, hips, and shins,

As fast as I can.

First say (or sing) the words for the children, touching each body part as it is named. Next, have them join you. After they have done it a few times, speed it up so they will move faster in reaching for the parts of the body they name. (You may want to teach the two verses separately, adding the second verse only after the children have caught on to the words and movements of the first.

Books
Berger, Melvyn. Germs Make Me Sick. New York: HarperCollins, 1985, 1995.

Carrick, Donald. Milk. New York: Greenwillow, 1985.

Caseley, Judith. Grandpa's Garden Lunch. New York: Greenwillow, 1990.

Cobb, Vicki. Brush, Comb, Scrub: Inventions to Keep You Clean. New York; HarperCollins, 1989, Harper Torphy, 1993.

dePaola, Tomie. Pancakes for Breakfast. San Diego: HBJ, 1978.

Ehlert, Lois. Growing Vegetable Soup. San Diego: HBJ, 1987.

Gross, Ruth Belov. What's On My Plate? New York: Macmillan, 1990.

Rice, Judith. Those Mean Nasty Dirty Disgusting but...Invisible Germs. Toys'n'Things Press, 	1989.

title: Elementary Science K/1


text:
Wikiversity:External links

The proposed external links guideline explains why resources may include links to external websites. An external link in Wikiversity generally refers to a link to any page for any website outside of any Wikimedia project. An interwiki link generally refers to a link to any page for any Wikimedia project website, and can be linked easily like [[mw:Help:Links]]. Links may help participants further their educational goals.

What links should be considered?
You may include links to external websites that help participants further their education on a topic and help make Wikiversity a better place for education. Each external link should be considered on its merits when adding or removing an external link.

 * 1) Is the website mainly intended to educate, facilitate knowledge sharing, or to host research?
 * 2) Is the website content in the English language?
 * 3) Is the website content open and accessible to participants?
 * 4) Is the website content proper in the context of the resource project (useful, tasteful, informative, factual, etc.)?
 * 5) Is the website of quality value to Wikiversity participants?
 * 6) Is the website content properly balanced in the context of the resource project?
 * 7) Is the website respectful of people's privacy and personal property?
 * 8) Is the link functioning and likely to remain functional?

What can normally be linked?

 * 1) Resources about any organization, person, website, or other entity may link to the subject's official website, if any.
 * 2) Resources about any research topic may link to a website hosting a legally distributed copy of the work.
 * 3) Resources may link to websites that facilitate participants' ability to draw their own independent conclusions.
 * 4) Websites that contain neutral and accurate material that is relevant to an academic understanding of the subject and cannot be integrated into Wikiversity due to copyright issues, amount of detail (such as statistics, credits, interview transcripts), or other reasons. Good content that can be integrated belongs on Wikiversity.
 * 5) Blogs or social networking websites from recognized and knowledgeable sources that are relevant to an academic understanding of the subject in the context of a resource project.

When can I add or remove a link?
You can add or remove links as you participate in resource projects to help improve participants' understanding of the subject. Normally participants should assume good faith when a link is added or removed, but this does not mean a participant's good faith must be accepted. You should exercise caution and disclose conflicts of interest when you add, remove, or discuss links related to you, your organization, your competitors, or projects and products you or your competitors are involved with.

You may want to engage in dialog, ask nicely about why he or she added or removed a link, and reach a bilateral agreement when a participant is likely to return. Simply reverting without discussion may provoke an "edit war", which may keep others participants from being able to participate in collaborative education, and may as a result damage the reputation of all parties. You may want to review the sections on what can normally be linked and what links should be considered when discussing links.

Some reasons why a participant may revert changes to external links without engaging in dialog include:

 * A long list of external links were added or removed without explanation.
 * A link is in the Wikiversity, School, Portal or Topic namespaces, or on the main page; generally these namespaces and pages exist to help people around Wikiversity, not to help them away from Wikiversity. External links are normally only justified in exceptional circumstances.
 * A person's entire contributions to Wikiversity consist primarily of external links, or a person is adding links to the same or similar websites across a wide range of pages on Wikiversity. You can use Special:Linksearch to run searches across the whole of Wikiversity for links to specific sites. This is one method of tracking down long term skewing or spamming of Wikiversity. However this may also indicate an inexperienced editor who needs help and encouragement.
 * Sometimes entire websites are blacklisted and links will be automatically rejected. You may request whitelisting at Mediawiki talk:Spam-blacklist or Request custodian action.
 * A link to a competitor's website was removed, or a link to a website with conflicting or more complete knowledge was removed.

The general principle is that a high diversity of quality external links is good, and a quantity of external links to a low diversity of websites is bad.

Specific examples
The below subsections demonstrate by example some of the unique needs for external links at Wikiversity.

Media and the sandbox server
Audio and video media of many formats are much more essential to educational resources than they are to encyclopedia articles. The Wikimedia Foundation may not yet be technically in a position to allow the hosting of these files. Wikipedia specifically advises against linking to outside media. It is not obviously in Wikiversity's interest to do the same. A separate policy may have to be developed to cope with this problem. See sandbox server.

Minor educational sites
Many Wikiversity participants are educators with previous experience of using the internet for their educational projects, and it is likely that many participants have educational materials on other sites when they first come to Wikiversity. It is not practical to expect Wikiversitarians to import all their materials immediately, nor is it kind to ban them from linking their fledgling learning projects to their outside materials.
 * It would seem fair to make temporary exceptions for Wikiversitarians with pre-existing external educational resources, when adding external links to learning projects primarily authored by themselves. Otherwise we would be discouraging educators from moving to Wikiversity.
 * Wherever possible, materials should be imported in the course of time onto Wikiversity and the external links removed.

Link directories
Wikipedia strongly discourages pages which are mere lists of links. It is conceivable that on Wikiversity, an editor might include a list of external links as a separate subpage within a learning project. If an editor has created such a subpage as part of a bona fide learning project, the mere fact that it is a page consisting only of external links should not be used as a reason for deletion - other factors, such as the quality and diversity of the links, should be taken into account. An example: School:Film/External links.

Wikiversity Outreach
The Wikiversity Outreach programme invites people to add external links and information relating to their own organisations to a specific page on Wikiversity. This programme should not be misunderstood.
 * Wikiversity Outreach is not a licence to spam. Outreach sites may not regard themselves as privileged to pepper the rest of Wikiversity with links to their site. Nor can the Outreach programme be developed in this direction, as it would breach the Wikimedia Foundation's commitment to neutrality. The Outreach programme exists for purposes not opposed to neutrality, such as coordination of metadata formats for learning objects or jointly conceiving of new methods of using the MediaWiki software for educational purposes.
 * For pages about Outreach sites, subpages of the the Outreach project can be created (recommended: one page per site). The pages should adhere to neutrality principles, or present a balanced view. Advocacy and marketing are not permitted.
 * If your site is on Wikiversity Outreach, this is equivalent to a declaration of a potential conflict of interest. Please observe conflict of interest rules.

title: Wikiversity:External links


text:
Elementary Science K/2

Created: 2007 05 14 | Percent completed:

Materials
Toothpaste, Soap, Toothbrush

Tell the children that it is nice to be around people who are clean. Keeping your body, hands, face, and hair clean helps to keep away germs. Review with them that germs are tiny things we cannot see, but can make people sick. Germs get into our bodies and make us feel bad.

Discuss with the class some of the ways we take care of our bodies, such as washing our hands and face with soap and water, brushing our teeth, etc. Demonstrate how to properly wash hands and brush teeth using real materials (show the children toothpaste, a toothbrush, soap, etc.) if possible.

Activities
Sing the following verses while using the hand and body movements (adding your own if you wish) to the tune of "Here We Go Round the Mulberry Bush":

This is the way we brush our teeth (simulate brushing teeth)

Brush our teeth, brush our teeth.

This is the way we brush our teeth

To keep our bodies healthy.

This is the way we wash our hands... (simulate washing hands)

This is the way we exercise.... (do jumping jacks)

This is the way we take a nap... (tilt head, place on folded hands)

This is the way we eat good food... (simulate spooning food into mouth)

This is the way we wash our face... (simulate washing face)

This is the way we take a bath... (rub arms as if washing)

This is the way we wash our hair... (simulate washing hair)

title: Elementary Science K/2


text:
Elementary Science K/3

Created: 2007 05 14 | Percent completed:

Materials
Chart paper, markers

Procedure
Tell the children that eating good food helps bodies stay healthy. Good foods keep bodies growing and working. Make a web by writing "Foods We Like to Eat" in the middle and adding the children's favorite foods around the phrase.

Make a large chart on a piece of paper, showing four equal sections. Label the four columns of the chart with the words breads and cereals, fruits and vegetables, meat and fish, and dairy products. Discuss with the children the four categories.

Have the children cut pictures of food (including bread, cereal, fruits, vegetables, meat, fish, milk, cheese) from magazines. As you collect the pictures, have children identify the foods in the pictures. Then, redistribute the pictures, one to each child. Place the chart on the floor and invite children one at a time to place the picture on the chart under the appropriate label.

Encourage them to tell why they placed the pictures where they did. Explain to the children that it is good to eat foods from the different food groups every day.

Materials
Ingredients for simple snacks - carrots, cucumbers, apples, etc.

Procedure
As you prepare a snack of vegetables and fruits, talk about the foods you are using--appearance, texture, and odor. You might mention the food group to which each belongs and talk about how the foods' appearance changes as you prepare them. Cut off the edible parts to use for the snack and save the inedible parts (end of carrot or cucumber, apple core, etc.) to use for printing in the art activity that follows.

Materials
Tempera paint, Sponges, Pie plates, Vegetable and fruit parts

Procedure
Use the inedible fruit and vegetable parts for printing. Press an inedible plant part, such as an apple core or a corn husk, into a tempera paint-soaked sponge in a pie pan and stamp the vegetable or fruit onto paper.

Books
Carrick, Donald. Milk. New York: Greenwillow, 1985.

Caseley, Judith. Grandpa's Garden Lunch. New York: Greenwillow, 1990.

dePaola, Tomie. Pancakes for Breakfast. San Diego: HBJ, 1978.

Ehlert, Lois. Growing Vegetable Soup. San Diego: HBJ, 1987.

Gross, Ruth Belov. What's On My Plate? New York: Macmillan, 1990.

Hoban, Russell. Bread and Jam for Frances. New York: Harper, 1964.

Novak, Matt. Mr. Floop's Lunch. New York: Lothrop, 1989.

title: Elementary Science K/3


text:
Elementary Science K/4

Created: 2007 05 14 | Percent completed:

Materials
Drawing paper, Crayons

Procedure
Write the word exercise on the board. Tell the children that the word exercise means doing activities that keep our bodies in shape. When you play kickball, baseball, soccer, or basketball, you are exercising. You are also exercising when you take a walk with a friend or run home after school. Ask the children to discuss their favorite types of exercises or activities and to tell why they enjoy them. List their responses on the blackboard.

Have the children draw pictures of activities or exercises they like to do. Children may enjoy demonstrating for the class some activities they can do.

Procedure
Stretch like a cat - Start on your hands and knees with your back straight. Slowly raise your back up high and hold. Lower your back until it is straight.

Fly like a bird - Start with your hands at your sides. Slowly lift them up behind you as high as you can. Bend your head down. Hold, then relax in standing position.

Yawn like a lion - Kneel, sitting back on your feet with hands on your knees. Lean forward on your knees as you open your eyes and mouth very wide. Stick out your tongue as far as you can. Hold. Roar if you wish. Relax and sit back up.

Kneel like a camel - Kneel on the ground. Rest your right hand on your right heel, and your left hand on your left heel. Raise your chest up, bend your head back, and hold. Return to kneeling position and rest.

Sit like a frog - Sit on the floor with knees bent out and the bottoms of your feet touching each other (Indian style, but with your feet touching instead of ankles crossed). Grab hold of your feet and pull them in toward your body. Gently press your knees toward the floor. Keep your back straight and hold.

Relax like a jellyfish - Lie on the ground on your back. Close your eyes. Relax every part of your body. Pretend that you are made of jelly. Breathe in and out slowly for several minutes.

title: Elementary Science K/4


text:
Elementary Science K/5

Created: 2007 05 14 | Percent completed:

Objectives

 * Observe how senses are used.
 * Identify the five sense organs.

Materials
Popcorn popper, Popcorn kernels, butter, and salt Large bowl Cups and/or napkins for individual servings of popcorn

Background
This lesson merely introduces children to the five senses. Each sense will be investigated further in upcoming lessons.

Procedure
Ask students to wash their hands before beginning this activity. Review how washing hands to eliminate germs and dirt is especially important prior to eating.

Give each student one or two kernels of unpopped corn. (Warn children of the choking danger of putting a small kernel of corn in their mouths before it is popped.) Ask: How does the unpopped corn look? Allow several responses. Ask: How does the unpopped corn feel? Again allow for several responses. Ask: Does the unpopped corn have any smell? Ask children to throw away the unpopped corn they have been handling. Stress how proper food handling will eliminate germs and keep us healthy. Be sure all children are seated and safely away from popcorn popper before continuing.

Begin popping clean popcorn kernels. As the kernels are popping, discuss the sounds students hear and what they smell. When popping is complete, serve each child an individual serving of the popcorn. Before they eat it, compare the touch, sight, and smell of the popped corn to the unpopped kernels. Allow time for the children to eat the popcorn. Ask students to describe how the popcorn tastes. Ask: What did you learn about popcorn? Guide students to identify all five sense organs and tell how each sense organ helped them gain information about the popcorn.

Sample questions might be: How does the popcorn look before it is popped? (It's yellow. It's small.) What part of our body helped us to know? (our eyes) How does the popcorn smell after we popped it? (yummy, warm) What part of our body helped us to know? (our nose) How does the popcorn taste? (buttery, salty) What part of our body helped us to know? (our tongue - Accept mouth as a correct answer at this point.) How did the popcorn sound as it popped? (It was loud.) What part of our body helped us to know? (our ears) How did the unpopped corn feel in our hands? (smooth, hard, flat, cool) What about after it was popped? (soft, warm, bumpy) What part of our body helped us to know? (our skin; Accept hands or fingers as a correct response.)

Ask: Do you think anyone else in school knew we were popping popcorn today? How might they have known? (They could smell the popcorn. They could hear the corn popping.)

Tell children that our body helps us to learn about the world around us. Tell children they will be exploring and learning more about their eyes, ears, nose, tongue, and skin in science lessons to follow.

Activities
Read The Popcorn Book by Tomie dePaola (Holiday House, 1978) as a follow-up to the lesson. This is a wonderful book full of facts about how popcorn is made, how Native Americans used it, and how Americans today enjoy it.

title: Elementary Science K/5


text:
Wikiversity:Candidates for Custodianship/Remi

This is an archive of community discussion related to the nomination for full custodianship of User:Remi.

Note: User:Remi was previously User:Remi0o.

 * Self nomination for custodianship. Remi 10:02, 7 April 2007 (UTC)
 * I think custodians should have an active email address in the Email system. --JWSchmidt 14:05, 7 April 2007 (UTC)
 * I agree. =) --Remi 02:34, 9 April 2007 (UTC)

Mentoring

 * --JWSchmidt 15:25, 10 April 2007 (UTC)
 * Acceptance by Remi0o 05:11, 12 April 2007 (UTC)

✅ Remi0o now has probationary custodian status. sebmol ? 19:33, 13 April 2007 (UTC)

Nomination for full custodianship

 * Mentor:
 * Evaluation
 * I nominate Remi for full custodianship. Remi has been a probationary custodian since April 13, 2007. During the past month, Remi has helped with the deletion of pages that were not needed and with cleaning up vandalism (see, and). Remi's efforts for Wikiversity have been facilitated by participation at Colloquium and the Wikiversity chat channel. Remi has also shown a willingness to do additional "grunt work" for the community by helping with tasks such as categorize pages and moving (re-naming) pages that have bad page names. After having served the community during the probationary period, Remi should be confirmed by the Wikiversity community as a full custodian. --JWSchmidt 18:48, 14 May 2007 (UTC)

Questions and Discussion
Five days of community discussion from 14 May to 19 May.
 * Capable and dedicated. A tremendous asset to the community as a regular editor, and as a custodian. Remi has my total confidence and support. I'd also like to highlight a story about custodianship - I thought Remi's handling of this was absolutely spot on. Not to mention this great example of teamwork afterwards. --HappyCamper 16:12, 17 May 2007 (UTC)
 * I find Remi a very open, personable participant - and I think it's so important for custodians to be open, calm, friendly. He also does a ton of good work in organising content - support. :-) Cormaggio talk 17:18, 17 May 2007 (UTC)
 * Support. I echo the ton of organisational work - phenomenal. McCormack 17:30, 17 May 2007 (UTC)

Closing
All community comments supported full custodianship for User:Remi after a one month probationary period ending 14 May. The 5 day period for comments on this nomination ended on 19 May 2007. Remi became a full custodian on 20 May 2007.


text:
User:Brahmaparush

My full name is Dmitriy Eduard Averyanov, I am a student of architecture at Kazan State University of Architecture and Building Design in Kazan. a capital city of the Republic of Tatarstan.

My professional interests are landscape architecture and computer-aided design. My hobbies are writing and martial arts. I joined the Wikiversity to improve my English and to learn how to write academic (and not-so-academic) papers in English.

title: User:Brahmaparush


text:
Talk:Critical Pedagogy

Huh?
Geez, I'm in a teacher ed program and have never hear of critical pedagogy. Are you sure your not just making this stuff up? How about inquiry learning, cooperative group learning, self learning, direct instruction, etc. Harriska2 19:58, 14 May 2007 (UTC)
 * Searching Google for the quoted term "critical pedagogy" within only .edu sites brings up ~62,000 results. It has its own article on Wikipedia but only carries the minimal two citations to demonstrate notability of the topic. However, one of the educational sites that Google brings up links to a list of critical pedagogy journals. There are also other branches of critical thinking such as critical psychology, which also has its own journals. I hope that helps. --Remi 20:46, 14 May 2007 (UTC)
 * Thanks - looks like edubabble. Specific to constructivism... Harriska2 20:30, 23 June 2007 (UTC)

The page looks almost exactly the same as Critical pedagogy does... a better approach might be to use this template: w:Template:Wikiversity on the Wikipedia page to link to the page on Wikiversity then start a learning project around what already exists on Wikipedia. Countrymike 03:17, 6 November 2007 (UTC)

title: Talk:Critical Pedagogy


text:
Introduction to Computers/Personal

Course Navigation

Time shifting
Time shifting refers to the saving of a program (audio/visual) to a storage medium for future use. Specific types of softwares are listed below. Time_shifting

TiVo
TiVo is a common brand of DVR (Digital Video Recorder) in the United States. The DVR is a device which allows viewers to record television programs onto a hard disk, enabling the program to be watched at a different time than when it airs. The recording can also be done at the same time as viewing another program; this is called "time shifting". TiVo Tivo can be programed to automatically record specific shows, or even entire seasons of shows. Because it is set up with an account, it can be accessed anywhere in the world.

VOD
VOD, or Video on Demand is a system that allows viewers to watch videos or clips of videos over a network. It is part of an interactive television system. (Wikipedia 2007).

VOD has a hard drive around 200 hours and is able to save and play back video when you want at your convenience

Video on Demand has its advantage over pay per view because it allows you to start the movie you want as soon as you order. It also allows you to watch the movie as many times as you want in a 24 hr period.

The first commercial VOD service to take place was in Hong Kong in 1990. Video_on_demand

space shifting
Is similar to time shifting only in the way of storage. Space shifted materials are usually converted into a different file type, which leads to legal arguments about copyright infringement.Space_shifting

MobiTV
Is a global television and digital radio provider for mobile phones, palm devices, PCs and Windows mobiles. This service makes it possible for individuals to have access several popular TV and radio stations right from their personal phone! (wikipedia, 2007)

TU Media
TU Media stands for "TV for you". It was the frist mobile service company and is based in Seoul, South Korea. Currently there are about a half million subscribersTU_Media

digital radio
Digital radio is the next generation of radio. It has the capacity to provide listeners with more services, clearer reception and sound quality and a range of other features, including tuning by station name, record and rewind capability, text information, graphics, pictures and web pages.

Digital radio offers:

Better Sound and Reception

The digital radio receiver locks on to the strongest signal it can find and ignores everything else.

More Choice

As digital radio transmission is far more efficient than analogue AM/FM, more stations can be broadcast within the same amount spectrum. This means it has the potential to offer new services to expand listeners' choice - specialist program formats, for example, such as sport or specialist music.

Easier Tuning

With digital radio there's no need to remember the frequencies of stations, as you can tune by station name.

Rewind and Record

Digital radio receivers are essentially computers that receive and decode a digital program stream into a format that you can hear (and see in the small screen). Like computers, they also have the capacity to store information. Digital radio receivers can therefore pause, re-wind for a few minutes or store audio (via a memory card) for later listening.

satellite
Satellite radio is also called digital radio. This radio service is sent from satelites that are orbiting the earth. Only people that subscribe to this service have access to decoding their signals. Exx. Sirius radio and XM radio Sirius Canada has approx. 300,000 paid subscribers while XM radio has around 270,000. (wikipedia, 2007) Approx. 4 million subscribers in the states. Subscription is approx $9.95/month - $12.95/month. There are are 2 SDARS ( satellite digital audio radio service ) providers in the states. Satellite radio allows the subscriber to access more content from different parts of the globe, providing greater variety in their music/talk show selection.

CD quality
The quality is as good as a CD!

hundreds of channels
Compared to a regular radio, digital radio has many more channels available.

No Commercials
No commercials as the radio is sponsored by the satellite provider and of course, the subscribers also share the burden of the cost of operation.

HD radio
Is a higher quality of media output compared to the traditional radio. Using better compression and better delivery methods to a propriety equipment, The client will be able to enjoy a wider range of programs at close to CD quality. How it operates (four steps): 1. Radio Stations 2. Digital Signal Layer 3. Combined Analog 4. Receivers Reduce Interface

analog + 2 digital
Just because you want the latest and greatest, it doesn't mean you have to abandon the old analog format completely. The new HD radio receivers are often HYBRID which will allow the client to listen to more choices of stations.

better quality
The compression of music is increase thus allowing close to CD quality medias to be streamed to the radio.

hundreds of channels
1200 stations to choose from AM and FM frequency

free
YES! Like traditional radio stations, all the programming in HD Radio both in FM and AM are FREE as they are supported by commercial advertising.

Hd_radio

internet radio

Internet radio is a free service provided so that you can access a wider range of music just as easily as digital radio. Internet radio can be streamed and played by a software media player in the computer, such as iTunes. Internet radio offers listeners with a continuous stream of audio that the listener cannot alter. It also provides listeners with the ability to listen in on international stations.[ http://en.wikipedia.org/wiki/Internet_radio]

most popular
The most popular internet radio providers are Yahoo, AOL & MSN.

hundreds of channels
Currently there are more than 4,000 broadcasts available on the Internet.

free
Most internet radio broadcasts are free, such as SHOUT, Yahoo and Pandora.

MP3 players

An MP3 is a device used to listen to music (or recordings) portably. The most famous of which is an Apple iPod. MP3 is a format that allows audio recordings to be compressed so they are small enough to be sent over the internet or stored as a digital file.

hard drive vs flash
A hard drive is much more common than a flash drive as it allows for more downloads, although a flash drive is susceptible to a drive crash.

sampling rate
This is the amount of times, in KB/second that a song is recorded and converted into a digital value. The better quality the song (or sampling rate) the more space it will take on your MP3.

video
Some MP3 players, such as the Apple iPod offer music video downloads along with the song. This obviously takes a lot more space.

listening habits
An MP3 makes listening to music in any environment possible. Some examples are: while working, during a boring lecture, jogging or while being forced to listen to someone's horrible taste in music in the car. (Selena & Mardi)

It is important because users have access to hundreds of songs while they are on the go!!!!

MP3 Webiste link:

clearer
Digital television (DTV) is a television system that uses digital signals, rather than analog signals used by analog (traditional) TV.DTV (digital television) is much clearer than analog TV. Picture and sound quality are noticeably better because digital transmissions are free of snow, ghosts, or static noises.

http://dtvfacts.com/

Less prone to interference than an analog TV

not pure digital
DTV takes analog broadcast signals, coverts them into digital signals and then coverts them back into analog signals for viewing.

digital broadcast by 2006
The Federal Communications Commission (FCC) has mandated that all TV stations must be able to broadcast DTV by 2006. Viewers will be able to get movie-quality pictures, CD-quality sound as well as receive different kinds of information services.

The expected problems are that the old analog tv's will not work after the switch to digital. Some governments have allocated money for people to purchase the converter boxes that will soon be necessary. They also plan to use some of that money for public education on the digital transition.

HDTV

HDTV is short for "high definition television". It has a wider screen and a higher resolution than standard resolution. The term "high definition" was first used in the 1930's and 1940's to describe the television systems in their infancy. The High Definition works with digital broadcasting signals and has a wider screen and higher resolution than standard resolution. HDTV technology was introduced in the United States in the 1990s by the Digital HDTV Grand Alliance, a group of television companies and MIT. Terrestrial Analog Broadcasting will be terminated in all full power stations and replaced by Digital broadcasting, as of February 17, 2009.

Way More Clear
HDTV makes its picture clearer by using a wider screen and a greater resolution

HDTV allows for smoother motion, more natural colors, surround sound, and allows several input devices to work together. HDTV

pure digital
Pure Digital refers to a constant stream of digital view as opposed to streams of digital-analog-digital

16x9 like movies (not 4x3 like TV)
Standard televisions have a 4:3 width:height ratio, whereas in contrast a HDTV has a 16:9 width:height ratio.

expensive
Brand new HDTV's can cost anywhere between $500- $2000, but it all depends on the style of the TV, a tube system will cost less than a projection system

New York Leads in HD Uptake
New Yorkers are leading in numbers when it comes to the HD movement. A recent survey shows that 17.5 percent of New Yorkers get HD broadcasts, above the 11.3 percent national average.

It is important because it has a wider screen and resolution than a regular tv.

Aigo USB Dongle
This new Dongle toy is one of many HD (High Definition) transmitters being installed in taxis, buses and public places all over China. It uses a chip which picks up China's new HDTV mobile broadcast network. The network was set up specifically for Beijing's 2008 Olympics. Just plug it into a laptop's USB port and receive the HD wireless feed.

click here to see picture

SDTV
Standard-definition television or SDTV refers to television systems that have a resolution that meets standards but not considered either enhanced definition or high definition. The term is usually used in reference to digital television, in particular when broadcasting at the same (or similar) resolution as analog systems. http://en.wikipedia.org/wiki/Standard-definition_television

The difference between SDTV and HDTV is that the signal on SDTV is more compressed than that of HDTV. As the digital signal is compressed, broadcasters can transmit five SDTV programs, whereas HDTV can only broadcast one. Multiple program broadcasting, called multicasting, was not previously available with analog transmissions. The picture definition of SDTV is also slightly lower than on HDTV.

DVD clearer (less than HDTV)
Standard definition is equal to that of a DVD.

Quality of media that does not match high-definition or enhanced definition, so it is refered to as standard. SDTV

more stations
Because an HDTV is so expensive, broadcasters will use SDTV instead.

It is important because it enables broadcasters to transmit more info within the bandwidth allowing them to multicast their products.

Smell-Phones
Do you need to freshen up your room? Usually, to acquire a pleasant smell, one must either light up a scented candle or obtain the object that produces the desired smell. But wouldn't it be easier to simply press a few buttons on your cell phone? NTT Communication has decided to attempt to create such a phone.

This may seem a bit far fetched, sending smells from cell phone to cell phone. But sounds and images and even videos have traveled with cell phones, why not smells? NTT Communication has found a reasonable, reachable, believable method of allowing smells to travel, too. In their new cell-phones, sixteen base smells are stored. To send a fragrance, one must simply select the scent they would like to send. Then, the sending cell phone gives a "recipe" to the receiving cell phone. This recipe instructs the phone to release certain amounts of certain base smells. These base smells will combine to give off a familiar fragrance, such as roses or vanilla. This is much like how a printer combines the primary colours to make thousands of colours.

Furthermore, a holder of these new cell phones can create new smells with the base smells. If they wish they can post these recipes on the internet for fellow scented cell phone holders to use.

digital camera
[[Image:800px-Small_sipix_ubt.jpeg|thumb|200px|[[w:Image:Small_sipix_ubt.jpeg|Example of a digital camera]]]A digital camera is an electronic device used to capture and store pictures digitally, instead of using film like regular cameras. Digital_camera It then can be downloaded onto a computer to be edited and/or printed.

Older types of cameras tend to use 35mm photographic tape to store images. Most digital cameras are multi-functional, being able to record video, sound as well as pictures in digital format. Digital_camera

point n’ shoot
Point n' Shoot cameras are (compact cameras) designed primarily for simple operation (eg taking pictures on a trip). Most of them use autofocus or focus free lenses and automatic exposure as well. Point-and-shoots are by far the best selling type of camera. They are really simple to use. http://en.wikipedia.org/wiki/Point-and-shoot_camera

SLR
SLR stands for single lens reflex in digital cameras. This particular design allows one camera to accommodate a very wide range of lens focal lengths. SLR has only one lens, and a mirror diverts the image from the lens into the viewfinder; that mirror then retracts when the picture is taken so that the image can be recorded on the light sensor. http://reviews.cnet.com/4520-7603_7-6241014-1.html http://en.wikipedia.org/wiki/Point-and-shoot_camera

megapixels
a megapixel refers to one million pixels. Each pixel is a single point or "sample" in a graphic image. With context to the digital camera, megapixels refers to the number of sensor elements or number of display elements. With a greater number of megapixels, the higher resolution photos a camera will be able to take, because the image will contain more data that translates to greater detail in the photo. Most digitals cameras today have approximately 5-10 MP. (http://www.kenrockwell.com/tech/mpmyth.htm)

storage
Flash memory card stores pictures instead of being stored on film. Flash card come in different formats, such as: Secure Digital, Multimedia, Compact Flash, Memory Sick and Smart Media. Most digital cameras come with a starter card that holds a handful of photos. You can get reusable cards with at least 1 Gigabyte of storage space holding hundreds images.

LCD screens
LCD stands for Liquid Crystal Display. Liquid crystals are lined up between two sheets of glass. They are chemically altered to transmit or block light. LCD is used in digital cameras, cellular phones, and digital clocks.

3D LCD TVs Could Debut Within Two Years
A Taiwanese research group has developed 3D (three-dimensional) television picture technology that can be used on LCD (liquid crystal display) TVs as big as 42 inches, and believes such TVs will be on sale within two years. Users would be required to wear a specific polarized set of glasses for a clear 3D picture on the 3D LCD TV.

video clips
The digital camera also has the ability to record images in video format. Whereas before, a digital camera could only shoot about 30 seconds of video, today some digital cameras can shoot as much as 44minutes of video.

transfer images
The principal methods for transferring images from the digital camera: 1) By using a direct connection between your camera and computer usually with a USB cable. 2) Insert the memory card into your computer or a card reader. 3) Putting the camera in a cradle attached to the PC 4) Using a photo printer with a built in card reader. 5) Use a portable hard drive-a Tripper. 6) Use a portable CD burner 7) Use a photo lab or a photo-printing kiosk.

PDA
Stands for 'Personal Digital Assistants' which are basically a pocket sized computer that's used for calculations, calendars, reminders, e-mails etc. Personal_digital_assistant

flash memory
A memory storage device in which the data is retained when power has been turned off.( non-volatile memory ) Lead to the introduction of small, light-weight items including PDA's.

synchronizing
The ability to coordinate data with a PC. Ensures that information stored on a PDA is up to date and consistent with the host computer. Personal_digital_assistant

future PDA
Ex. Smart phones

TV
Personal Digital Assistant might be able to play TV shows Both broadcasting and receiving moving pictures and sound over a distance. Television

photographs
Rather than using a PDA as an organizer, it may also become a handheld device that takes and displays photos, or powerpoint slides Photograph

weather meter
Handheld weather meter can be useful to predict future weather conditions when going swimming, planning to play golf, or even going on a picnic. Also, a handheld weather meter may even detect wind chill perfect for snowboarders

GPS
Wrist watch models of GPS (geo postioning system), a satellite based navigation system allows clients to monitor heart rates when jogging. PDAs and even regular cellphones also have GPS capability to allow clients to know where they are. GPS locators have already become popular with serious hiking buffs.

Tablets
A Tablet PC is a notebook or slate-shaped mobile computer. Its touchscreen or graphics tablet/screen hybrid technology allows the user to operate the computer with a stylus or digital pen, or a fingertip, instead of a keyboard or mouse.A user can enter text using handwriting recognition, an on-screen (virtual) keyboard, speech recognition, or standard keyboard. Shorthand-like entry methods, which enable pen-driven input at speeds comparable to touch-typing.

There are different types of Tablets:

Slates
Slates, which resemble writing slates, are tablet PCs without a dedicated keyboard. Keyboards can usually be attached via a wireless or USB connection.

Thin-client slates
Thin-client slates consist of a touchscreen and an integrated wireless connection device. These units by design have limited processing power which is chiefly involved with Input/Output data processing such as video display, network communications, audio encoding/decoding, and input capture (touchscreen input, bar code reading, magnetic stripe reading (credit card swipe). The unit transmits data via a secured wireless connection to a remote server for processing

Convertibles
Convertible notebooks have a base body with an attached keyboard. They more closely resemble modern notebooks/laptops, and are usually heavier and larger than slates.

Hybrids
Hybrids share the features of the slate and convertible by using a detachable keyboard which operates in a similar fashion to a convertible when attached.

This is not to be confused with slate models that have a detachable keyboard—detachable keyboards for pure slate models do not rotate around to allow the tablet to rest on it like a convertible.

Tablet_PC

mini tablet
The mini tablet is a more advanced version of the tablet PC. The technology has improved to allow it to do things such as store electronic books. It is also significantly smaller, it measures 6" x 8".

smartphone
Sim Chips

A Sim Chip is a chip that enables the use of GSM Cell phones in other countries. This can be beneficial for students, and those in any profession that involves travel.

http://wso.williams.edu/wiki/index.php/Williams_SIM_Chip_Library

A smartphone is a mobile phone offering advanced capabilities mobile phone. Smartphone

iphone
I-phone - The I-Phone is a multi-media device which combines a cellular phone, camera, personal media player,and an internet-enabled computer with a virtual keyboard. It is designed and marketed by Apple inc.

However, this device does not fit the category of UMPC as the end user only have read function and not edit function. The document suites in the device will only allow you to open without making edit.

iPhone includes an SMS application with a full QWERTY soft keyboard to easily send and receive SMS messages in multiple sessions

new phone
Cellphones are now a form of PDA, they double as music players, TVs and personal organizers. Cellphones are no longer limited to communications. Future cell phones will have the ability to provide live video conversation services.

Ever dropped your cell phone in the lake or pool or toilet and it never worked the same?

You Need This!

Fujitsu has come out with the first 3G waterproof cell phone. It's the Fujitsu F705i.

Features of this awesome phone include:
 * waterproof up to 1 minute of submersion
 * eight levels of ZOOM to make reading emails easier
 * "super clear voice" automatically adjusts the volume of incoming calls to a comfortable and audible level based on the amount of ambient noise
 * 1.3 megapixel camera
 * noise cancellation to drown out background noise

keyboard/stylus
Finger-operated touch-screens are excellent in the iphone which is easy to use.

LCD screen
The screen's resolution is 320 pixels and it is 3.5 inches diagonal. It has a special feature called multi-touch, where you can touch the screen to navigate.

It has a 160 ppi (pixels per inch) pixel density.

The current iPod screen is excellent, with crisp 160ppi detail and a remarkable ability to let your mind read "in between the pixels" on album covers

E-mail
The iPhone also features an e-mail program that supports HTML e-mail, which enables the user to embed photos in an e-mail message. PDF, Microsoft Word, and Microsoft Excel attachments to mail messages can be viewed on the phone. Yahoo is currently the only e-mail provider. IPhone

the iPhone syncs to your address book

camera
The iphone is equipped with a 2.0 megapixel camera. The images are clear in well lit areas; however, it lacks a flash and is not able to zoom.

music/video
The iphone Supports a veriety of media. It is able to support such video formats as *.m4v, *.mp4,*.mov file and Music formats as AAC, Protected *AAC, *MP3, *MP3 *VBR, Audible formats 1, 2, and 3, Apple Lossless, *AIFF, and *WAV.

iTouch
The NEW itouch is very similar to the iPhone. The only difference is that iTouch has a touch-screen with a built in wifi syste. This means that the iTouch is an iPod with WiFi capability. You could say that the iPhone is superior as it comes with the same features plus the fact that it can be used as a phone as well.

iPhone to Become Blu-Ray Player Remote

According to NetBlender, iPhone and iPod touch users will be able to control their Blu-ray players using an application called BD Touch. The application will use the network capabilities of Blu-ray hardware and Apple's handheld devices to transfer data, allowing you to do many different things beyond controlling movie playback.

It will include a number of features that will be supported by the technology, such as automatically updating film collections held on an iPhone, including a feature which lets Blu-ray players/discs send a digital copy of a video to an iPhone.

tree-and-branch
[[Image:800px-HFC_Network_Diagram.png|frame|500px|[[w:Image:HFC_Network_Diagram.png|Cable example]]]Broadcasting, where one central location delivers content simultaneously to many users (cable TV Hybrid_fibre-coaxial, radio)

switched-network
users contact specific users as in a telephone network Public_switched_telephone_network

2nd life
Second Life is an Internet-based virtual world which came to international attention via mainstream news media in late 2006 and early 2007. A downloadable client program called the Second Life Viewer enables its users, called "Residents", to interact with each other, providing an advanced level of a social network service combined with general aspects of a metaverse. Residents can explore, meet other Residents, socialize, participate in individual and group activities, create and trade items (virtual property) and services from one another.Second_Life A similar program to the one Second Life will be adding is called BrainGate. It is a brain implant system designed to help those who have lost control of their limbs, or other bodily functions, such as patients with (ALS) or spinal cord injury. A computer chip is implanted into the brain, it monitors brain activity in the patient and converts the intention of the user into computer commands. Hair-thin electrodes sense the electro-magnetic signature of neurons firing in specific areas of the brain, the activity is translated into electrically charged signals and are then sent and decoded using a program, which can move either a robotic arm or a computer cursor.BrainGate

Second life is a program that can be used successfully with those who are paralyzed to stimulate mobility, it could also trace brain activity and arrest disease, it is capable of interpreting intention and commercial transations could be activated with the use of Linden dollars which can be later exchanged for US dollars.

Second Life can be used in a distance learning technology where virtual (but real) you can take classes; get a real filling of meeting other students, borrow books from libraries, do Tai Chi, go to the beach. This is very useful for people who are not able to go to the class or for people who don’t want to leave their homes. http://www.kqed.org/quest/television/view/611 (http://www.pcworld.com/article/id,139969-c,technology/article.html)

Xbox
Xbox the first game console developed by Microsoft It comes with a large hard drive, wireless controller and wired headset. Xbox 360 is the latest version and has the best graphics of any video console on the market. This gaming unit is excellent for all role playing games, sports and learning software. (http://www.xbox.com/en-CA/)  Xbox_360

online video games
Xbox has an online gaming platform called xbox live. People have to subscribe to play multiplayer with members from all around the world. With the exception of single player specific games, all of Xbox360 titles now are online compatiable. XBOX live also allows the player to interact with others through communication devices. XBOX Live is convienient in the sense that there is no monthly fee, it is annual. Xbox

There are future talks of Microsoft merging the Xbox live with PC user platform with the "GAMES for PC" roll out. However, this will give the mouse and keyboard combination an advantage over game pad users on virtually all games.

media hub of house
This is a system for extender play which is pre installed in all the x-box 360s. Includes movies, music, videos and pictures.

PS3

The PlayStation 3 is the third iteration of a home console produced by Sony. The PlayStation 3 offers a unified online gaming service known as the PlayStation Network. Other features include connectivity with the PlayStation Portable, Blu-ray disc and large hard-drive capacity for a console. The PlayStation 3 was first released on November 11, 2006 in Japan, November 17, 2006 in North America, and March 23, 2007 in Europe. PlayStation_3

movie quality graphics
The PS3 features a Full HD (up to 1080p) x 2 channels

Specs.
The PSP (Play Station Portable) is a handheld portable consel that consists of video, music, games and internet.

Reference Wikisite

functions
The functions are: -video capibilities: which you can buy (UMDs) and/or download (MPEGs) -music: download (MP3s) -access internet through WI-FI -pictures (JPEGs) -main function is to play games (UMDs- Universal Media Disc) PlayStation_Portable

advantages
1. Many different variations and accessories (head set, carrying case, cleaning cloth, wrist strap, head phones, etc.) 2. New and exciting colours 3. More games 4. Download games 5. Play Back Movies 6. Access to Wireless Networks 7. Share Games with Friends 8. Slimmer and Lighter

disadvantages
1. Screen is smaller 2. Only 2 hours of game play 3. You must buy your own memory cards 4. Fairly heavy 5. Design is not very attractive 6. Can't hook it up to your T.V. or stereo

cell interacts
The ps3 cell is a 9 core processor, one of these cores is a PowerPC and acts as a controller. The remaining 8 cores are called SPEs and these are very high performance vector processors. Each SPE contains it's own block of high speed RAM and is capable of 32 GigaFlops. The SPEs are independent processors and can act alone or can be set up to process a stream of data with different SPEs working on different stages.

simpler
Nintendo Wii is fitted with a motion sensor so it allow players to simplify the game controls comparing to the traditional game pad. The games that are available on the Wii platform are often very intuitive and can be picked up by people of all ages.

This is a game system that kids/teens like to use.

cheaper
It cost less than $250 US The first Nintendo was marketed for $199 US.

wireless motion
The Wireless Remote is motion sensing capability. It allows the user to interact with items on screen via movement and pointing through the use of accelerometer and optical sensor technology.

sensor console
Unlike a light gun that senses light from a television screen, the Wii Remote senses light from the consoles Sensor Bar (model number RVL-014), which allows consistent usage regardless of a television's type or size.

Smart Downloads
Japan has launched a download channel which allows Wii users to download game demos, view promos, and see screen shots free of charge. It downloads temporary information into hand held internal memory and is deleted once the unit is turned off. It is also smart because it recommends game choice based on your playing record, your age and gender preferences.

Other benefits for Wii owners is that, they are able to view:Commercials, box art, game play footage screen shots, and interviews about various Nintendo products including prices and release dates for upcoming DS and Wii games.

Description
The Wii is the fifth home video game console released by nintendo. The distinguishing feature of the Wii is it wireless controller (the wii remote) which can be used as a handheld pointing device and can detect acceleration in three dimensions. There have been many speculations as to why the company chose Wii for the name, the official reason is “ Wii sounds like 'we', which emphasizes that the console is for everyone. Wii can easily be remembered by people around the world, no matter what language they speak. No confusion. No need to abbreviate. Just Wii.[11] ”. The Wii remote is the main controler for the console. It uses built-in accelerometers and infrared detection to sense its position in 3D space when its pointed at the LED lights within the sensor bar. It connects to the concole using bluetooth.

Even Microsoft has noticed Nintendos success with their new Bluetooth infused controllers. In late 2008 Microsoft plans to release a "Wii" like controller for their current gaming consol, the Xbox 360. http://www.pcworld.com/article/id,144223/article.html?tk=nl_dnxnws

Wii They are a great alternative for kids and families as the games are generally rated E for everyone and it keeps kids active while they are gaming.

Cost
The Wii's price at the time of introduction was approximately $249.99, with the remote costing $39.99 and the individulal games costing $49.99. Prices have been $100 - $200 more than the asking price because of the high demand, but do expect to go down to the average of $250 soon.

Supply
Wii is available for purchase at all major department stores. There have been some speculations that Nintendo has been producing fewer units than needed to meet demand, thus increasing the price people will pay for it. There are approximately 1.8 millions Wii units produced per month.

Demand
Since first launching the Wii in November of last year, Nintendo has seen widespread shortages at retail. The demand has been so high that Nintendo says it is working at maximum capacity in producing 1.8 million Wii units per month, hopefully in time for Christmas.

Safety and Ergonomics
Prolonged use of computers can be a health risk to your body.

eye
The eye can also be a victim and symptom of extended use on the computer. This eye condition also called "Computer Vision Syndrome" or CVS and is a member of the family referred to RSI or Repetitive Strain Injury. Prolonged periods of continuous focusing on a computer screen for uninterrupted periods of time. Aggravating the condition can be improper light or air moving past the eye from overhead vents or fans. Symptoms of the condition can include headaches, blurred vision, neck pain, fatigue, eye strain, dry, irritated and difficulty on refocusing.

A couple of ways to treat the condition is to allow time to rest your eye, redirecting your focus away from the screen, also the purchase of over the counter eye drops are both easy solutions. There is a catchphrase that has proven to be a well know solution among "computerites". It is called 20-20-20 ~ focus your eyes on an object 20 feet away for 20 seconds every 20 minutes.

neck/back
'Neck and back pain are common complaints. The cause is usually poor posture, which decreases blood flow to certain muscles. These muscles stiffen up and hurt.'

Neck Pain: Often begins gradually as a result of fixed staring at a small area or glancing repeatedly from one to another (from the screen to a document on your desk for example). If the head is held at an angle greater than 15 degrees (for example holding the phone between your neck or shoulder, or looking down at your keyboard) will cause greater muscular fatigue and pain will become apparent more rapidly

Back Pain: Sitting is one of the hardest positions in which to maintain proper posture, and many computer users regularly feel back pain. Spinal compression is one of the most common problems because sitting tends to tilt the pelvis backward, flattening the lumbar curve and resulting in uneven and increased pressure on spinal disks.

Prevention ]]
 * Be sure you have a proper workstation set-up.
 * Take active breaks, move around and do a few stretches.
 * Shift positions every now and then.
 * Try not to fall habitually into one computer position – even small changes help avoid overtaxing certain muscles.
 * Try not to round your shoulders – this puts extra pressure on your upper spine.
 * Stay active, get up and move around to circulate your blood. Sitting still for too long can slow blood circulation and muscle fatigue can set in.

wrist
RSI (also know as cumulative trauma disorder) is a soft-tissue injury in which muscles, nerves, or tendons become irritated or inflamed. RSI is caused by repetitive motions, excessive force, and extremes of motion. Over time these motions can strain the soft tissues, reducing circulation. These stresses create tiny tears in the muscles and tendons, which become inflamed. In extreme cases it can cause permanent tissue damage and disability.

The computer keyboard is an ergonomic nightmare. It tends to force you into an unnatural palms-down (pronated) wrist-cocked position. This strains the delicate muscles and tendons of the fingers and wrists, reducing circulation.

Carpal tunnel syndrome as referred to by many different websites is one of the main injuries associated with the wrist. Daily exercises and breaks away from the repetitive typing of the computer can help alleviate some of the symptoms of carpal tunnel syndrome.

Symptoms usually start gradually, with frequent burning, tingling, or itching numbness in the palm of the hand and the fingers, especially the thumb and the index and middle fingers. Some carpal tunnel sufferers say their fingers feel useless and swollen, even though little or no swelling is apparent. The symptoms often first appear in one or both hands during the night, since many people sleep with flexed wrists. A person with carpal tunnel syndrome may wake up feeling the need to "shake out" the hand or wrist. As symptoms worsen, people might feel tingling during the day. Decreased grip strength may make it difficult to form a fist, grasp small objects, or perform other manual tasks. In chronic and/or untreated cases, the muscles at the base of the thumb may waste away. Some people are unable to tell between hot and cold by touch.

Prevention At the workplace, workers can do on-the-job conditioning, perform stretching exercises, take frequent rest breaks, wear splints to keep wrists straight, and use correct posture and wrist position. Wearing fingerless gloves can help keep hands warm and flexible. Workstations, tools and tool handles, and tasks can be redesigned to enable the worker's wrist to maintain a natural position during work. Jobs can be rotated among workers. Employers can develop programs in ergonomics, the process of adapting workplace conditions and job demands to the capabilities of workers. However, research has not conclusively shown that these workplace changes prevent the occurrence of carpal tunnel syndrome.

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title: Introduction to Computers/Personal


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