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How to Connect Technology and Passion in the Service of LearningThe digital age has vastly expanded people's access to all sorts of information and resources, including educational materials. The Internet has also fostered a new culture of sharing, one in which content is freely contributed and distributed with few restrictions. Indeed, the latest evolution of the Internet, Web 2.0, is creating a new kind of participatory medium that is ideal for encouraging multiple types of learning.
Web 2.0 has blurred the line between producers and consumers of content and has shifted attention from access to information toward access to other people. New kinds of online resources — social-networking sites, blogs, wikis, and virtual communities — have allowed people with common interests to meet, share ideas, and collaborate in innovative ways.
Two of those ways involve social learning, based on the premise that our understanding of content is socially constructed, through conversations about that content and through interactions around problems or actions. The focus is not so much on what we learn as on how we learn. In addition, social learning concerns not only "learning about" the subject matter but also "learning to be" full participants in the field. That involves acquiring the practices and norms of established practitioners in that field or acculturating into a community of practice, such as an open-source community, where you are required to assimilate the sensibilities and ways of seeing the world embodied within that community. That culture of sharing and participation usually starts with the students themselves, as we see vividly in the complex, multiplayer gameIs The Web Becoming More Accessible For People With Visual Impairments?During the past five years, many dramatic changes have occurred on the Web. New services have been announced, new interfaces have been developed and the Web is approaching to be the new platform for many applications. Wikis, RSS feeds, Blogs to name just a few, are dubs of new Web applications (also know as Web 2.0) that sighted people are experimenting and enjoying nowadays. However, the question we want to address is: How these new applications and changes are going to affect on how visually impaired people access them? This paper aims to provide information about the tools, services, projects, and research that are taking place nowadays on the Web and the Semantic Web to make the Web more accessible for visually impaired people. Also, the authors will present a pilot experiment to check the accessibility of some Web 2.0 services.
The World Wide Web (WWW) is the largest information database humans have ever invented. People can find different kinds of information (e.g. news, research papers, quotes, etc.) that they can acquire and manipulate. But, as the WWW evolves and gets more advanced, new services and applications become more complicated. Therefore, the question that arises is: can people with visual impairments access information as easy as their sighted counterparts? Accessibility, by definition, is the ability to access information on the web by everyone. Visually Impaired People (VIP) include those who are blind or have a low vision. They should have an equal opportunity to access the different resources on the WebCoarse-Grain Parallel Programming in JadeThe goal of our research is to provide programming language support for exploiting coarse-grain concurrency, or concurrency in which each unit of serial computation executes at least several thousand instructions. There are two major reasons why automatic techniques that extract static parallelism from sequential programs cannot fully exploit available coarse-grain concurrency. First, only the programmer has the high-level knowledge necessary to decompose his program into coarse-grain tasks. This information is lost once the program is encoded in a conventional programming language.
Second, it is some- times important to exploit irregular, data-dependent concurrency available only as the program runs. The large grain size often makes it possible to pro?tably amortize the dynamic overhead required to exploit this last source of concurrency.
Download pdf Coarse-Grain Parallel Programming in Jade2006 Audi TT Coupe 1.8T Technical Specifications2006 Audi TT Coupe 1.8T. Technical Specifications. Technical Specifications. 2006 TT Coupe 1.8T. ENGINE:. Type. Four cylinder inline, turbocharged
Content inside:
Technical Specifications 2006 TT Coupe 1.8T
ENGINE:
Type Four cylinder inline, turbocharged, charge air intercooling (180 and 225 hp ) , six-cylinder spark-ignition DOHC (250 hp)
Arrangement Front mounted, transverse
180 hp version 225 hp version
Bore 3.18 in. 81 mm 3.18 in. 81 mm
Stroke 3.40 in. 86.4 mm 3.40 in. 86.4 mm
Displacement 109 cu. in. 1781 cc 109 cu. in. 1781 cc
Compression ratio
Fuel requirement Premium unleaded (91 AKI) recommended for maximum performance
Horsepower (SAE) 180 hp @ 5500 rpm 225 hp @ 5900 rpm
Max. Torque 173 lbs. ft. @ 1950 - 4700 rpm 207 lbs. ft. @ 2200-5500 rpm
Max. Turbo boost 1.8 bar 2.1 bar
ENGINE DESIGN:
Cylinder block Cast iron
Crankshaft Forged steel, 5 main bearings
Cylinder head Aluminum alloy
Valve train / intake DOHC, belt driven, hydraulic lifters
Firing order 1-3-4-2 (180 and 225 hp models)
Cooling system Water-cooled, thermostatically controlled radiator fan
Lubrication system Gear pump, pressurized, full flow with oil cooler
Fuel injection / ME 7.5 Motronic with electronic multi-point sequential fuel injection, hot film air mass sensor
Download Audi TT Coupe Technical SpecificationsWrecking Ball TutorialIn this tutorial you will use 3D Studio Max 6 and reactor to set up a physics simulation. Using these animation tools you will create a wrecking ball (swinging chain with heavy ball on the end used to break things, see figure 1). This tutorial will touch on some of the key elements to remember when using reactor. After completing this tutorial you will be able to create chains and hopefully you will avoid common mistakes that often frustrate people when using these techniques. This tutorial will give you the knowledge to explore and experiment with most of the reactor tools. If used properly, reactor is a powerful tool.
To Get Started: It Only Takes One, Create the Chain-Link
Step 1. Open 3D Studio Max 6, or if it is already open, reset the scene.
Step 2. To start, draw a Torus in the front view-port. Radius 1 should be 60. Radius 2 should be 6. Use 26 segments and 15 sides. The parameter’s roll out should look like figure 2
Step 3. Now convert the torus into an editable poly and activate the vertex sub-object.
Step 4. Now drag-select the top half of the torus. This will select the vertices on the top of Torus01. Select the move tool. Move these vertices up to create the shape of a chain link. In the picture below the vertices were moved 72 units up. See Figure 3 for an example of this step.
Download pdf Wrecking Ball TutorialGetting Started with Maya TutorialViewing the Maya 3D scene Introduction Camera tools Workflow overview Viewing objects in shaded mode Grouping objects The Hypergraph Selection modes and masks Pivot points Save your work Beyond the lesson Lesson 4 Components and attributes Introduction Template display Components The Attribute Editor Surface materials Save your work Beyond the lesson Getting Started with Maya 4 Table of Contents 3 Polygonal Modeling Introduction Preparing for the lesson Lesson 1 Modeling a polygonal mesh Introduction Setting modeling preferences
Using 2D reference images Creating a polygon primitive Modeling in shaded mode Model symmetry Selecting components by painting Selecting edge loops Editing components in the orthographic views Editing components in the perspective view Drawing a polygon Extruding polygon components Bridging between edges Adding polygons to a mesh Splitting polygon faces Terminating edge loops Deleting construction history Mirror copying a mesh Working with a smoothed mesh Creasing and hardening edges on a mesh Beyond the lesson Getting Started with Maya 5 Table of Contents 4 NURBS Modeling Introduction Preparing for the lessons Lesson 1 Revolving a curve to create a surface Introduction Creating a profile curve Creating a revolve surface Editing a revolve surface Beyond the lesson Lesson 2 Sculpting a NURBS surface Introduction Preparing a surface for sculpting Basic sculpting techniques Additional sculpting techniques Sculpting a nose Sculpting eye sockets Sculpting eyebrows Sculpting a mouth Sculpting other facial features Beyond the lesson Lesson 3 Lofting curves to create a surface Introduction Creating profile curves for a surface Duplicating curves Lofting a surface Getting StartedMySQL Proxy The complete tutorialSome assessment questions
- Who has used MySQL Proxy?
- Who has read the "getting started" article?
- Who has read the datacharmer blog?
- Who uses MySQL Proxy in production?
what can you do with MySQL Proxy
- create new commands
- filter queries (deny specific queries)
- collect statistics on usage
- implement usage quotas
- execute shell commands
- create customized logs
- implement server-side pivot tables
- start/stop a MySQL server remotely
- play movies (seriously!)
- make coffee (now, you're kidding, right? nope)
- load balancing servers
Download pdf MySQL Proxy The complete tutorialThe Sleekest Link AlgorithmHow does Google decide which web sites are important? It uses an ingenious algorithm that exploits the structure of the web and is resistant to hacking. Here, we describe this PageRank algorithm, illustrate it by example, and show how it can be interpreted as a Jacobi iteration and a teleporting random walk. We also ask the algorithm to rank the undergraduate mathematics classes offered at the University of Strathclyde. PageRank draws upon ideas from linear algebra, graph theory and stochastic processes, and it throws up research-level challenges in scientific computing. It thus forms an exciting and modern application area that could brighten up many a mathematics class syllabus.
PageRank, a sleek algorithm in computational graph theory, shows how one killer mathematical idea can build up a global brand name. Google began as a research project for Ph.D. candidates Page and Brin when they were, respectively, 24 and 23 years old. It now answers over 200 million queries per day. Our aim here is to describe PageRank, illustrate it via simple examples, and use it to pull together ideas from numerical analysis and stochastic processes. We also point out, via a somewhat frivolous example, how its utility extends well beyond the world wide web.
The observations in sections 4 and 5 are not new. Indeed, both the linear system/eigenvector formulation and the random walk interpretation are mentioned in the original work [15]. However, we believe that there are benefits to be had from a unified, low-level review—in particular, teachers in further and higherAdd-On Vehicle Belts, Buckles, and Clips ManualMany older vehicles (made before the 1996 model year) from certain manufacturers have safety belts in the front seat that are not designed to anchor child safety seats tightly. Some have buckles anchored very far forward. Many have automatic (passive) front safety belts either attached to the door of the vehicle or moving on a track above the door. Some have separate lap belts that do not lock tightly around child safety seats. Special parts may be ordered from the vehicle manufacturer to solve some of these problems. Children should be buckled up in the back seat, if possible. However, it may be necessary to place a child safety seat in the front if all rear seating positions are in use by other children or the child safety seat cannot be firmly attached in the rear.
Some manufacturers of cars with automatic belts have provided special child seat buckles or belts for anchoring a child safety seat tightly in the front seat, if necessary. The parts listed below should ONLY be used when installing a child safety seat in one of these specific vehicles, not for restraining an older child or adult passenger. Order them from your local dealership. Dealer parts departments may not be familiar with these parts, as they are not ordered frequently. Manufacturer customer service numbers are included, in case you wish to inquire further.
Download Add-On Vehicle Belts, Buckles, and Clips ManualFord Sierra Repair Manual PDFIntroduction to the Ford Sierra Page 0? 4 Acknowledgements Page 0? 4 Safety first! Page 0? 5 ROADSIDE REPAIRS Jacking, vehicle support and wheel changing Page 0? 6 Towing Page 0? 7 Identifying leaks Page 0? 8 Jump starting Page 0? 9 Weekly Checks Introduction Page 0? 10 Underbonnet check points Page 0? 10 Engine Oil level Page 0? 12 Coolant level Page 0? 12 Screen washer fluid level Page 0? 13 Brake fluid level Page 0? 13 Power steering fluid level Page 0? 14 Electrical systems Page 0? 14 Battery Page 0? 15 Wiper blades Page 0? 15 Tyre condition and pressure Page 0? 16 Lubricants and fluids Page 0? 17 Tyre pressures Page 0? 18 MAINTENANCE Routine Maintenance and Servicing Page 1? 1 Maintenance schedule Page 1? 4 Maintenance procedures Page 1? 9 Contents REPAIRS AND OVERHAUL Engine and Associated Systems SOHC engines Page 2A” 1 DOHC engines Page 2B” 1 CVH engines Page 2C” 1 Cooling, heating and air conditioning systems Page 3? 1 Fuel/exhaust systems - carburettor models Page 4A” 1 Fuel/exhaust systems - fuel injection models Page 4B” 1 Engine electrical systems Page 5? 1 TRANSMISSION Clutch Page 6? 1 Manual gearbox Page 7A” 1 Automatic transmission Page 7B” 1 Propellor shaft
Page 8? 1 Final drive and driveshafts Page 9? 1 BRAKES AND SUSPENSION Braking system Page 10? 1 Suspension and steering Page 11? 1 BODY EQUIPMENT Bodywork, trim and fittings Page 12? 1 Body electrical systems Page 13? 1 Wiring Diagrams Page 13?
