OpenLLM-France/wikimedia huggingface dataset:
# German/Lessons

Lessons: Level I • Level II • Level III Level IV Level V
Grammar • Appendices • About (including print versions) • Q&A • Planning

## Information

| A printable version of German lessons is available. | Lesson Planning Downloadable and Print Versions |
* Updating:
** If a lesson is added or the name of an existing lesson is changed, please update:
*** The print version
*** The level one main page, The level two main page, The level three main page, The level four main page, or The level five main page
** It is not necessary to update these versions if the sections within these main lesson pages are altered.
# K-12 School Computer Networking/Chapter 29/Computer-based Communications: Internet, Web 2.0, Mindtools and more
## Introduction

Technology, Computers, Communication, Internet. Its a Digital World!

## References:

File:Ref.jpg
D.H. Jonassen, C. Carr, H-P Yueh. (March 1998), Computers as Mindtools for Engaging Learners in Critical Thinking.
“At School, Technology Starts to Turn a Corner,” by Steve Lohr , New York Times August 16, 2008 Decker, W and Soltis, J. (Aug. 2004). Curriculum And Aims (Thinking About Education Series)
Jonassen, D., Howland, J., Marra, R.M., & Crismond, D. (2008.) Meaningful learning with technology. Upper Saddle River, NJ: Pearson.
Meyers, M. , Pew study: Internet takes over papers as news source. December 24, 2008 Retrieved: July 15th, 2009 from: http://news.cnet.com/8301-1023_3-10128861-93.html
Commerce Department Digital Divide Report, October 2000, 2004: A Nation online Retreved July 02, 2009 from: http://www.ntia.doc.gov/ntiahome/fttn99/contents.html
Web 2.0 - Wikipedia, the free encyclopedia, 2009 Retrieved: July 20th, 2009 from: http://en.wikipedia.org/wiki/Web_2.0
Lovin, R. (1988). The School and the Articulation of Values. American Journal of Education, 96(2), 143-161. Wiggins G. & McTighe J., (2004) Understanding by Design. Expanded 2nd Edition. Association for Supervision and Curriculum Development
# K-12 School Computer Networking/Chapter 29

Please see the Discussion Page for more instructions on contributing to this chapter.

## Table of Contents -- Chapter 29

Developing technology and computer based curriculum: Internet, Web 2.0, Mindtools and more -- Itewari Ekpebu
Understanding the Salient aspects of Computer-based Communications --
# GTK+ By Example/Environment/Command Line Compilation

Here is a small example using GCC without compiler flags to get the page started.
gcc -o<file to output> <input> `pkg-config --cflags --libs gtk+-2.0`

## Compiler Flags Specific to GTK+ and Glib

--G_DISABLE_DEPRECATED

## Build Scripts

We probably should use an inter-book link for this.
* Automake
# GTK+ By Example/GTK+/Widgets/Custom Widgets
## Things you should understand before attempting this

* how to create a class that inherits from GObject.
* signals and listeners
# GTK+ By Example

This book aims to be an accessible introduction into creating applications with GTK+ widget toolkit. We introduce widgets and give examples on how to use them.

## Table of Chapters

* Chapter 1: Introduction
* Chapter 2: Beginning
* Chapter 3: Tree View
* Chapter 4: Glib
* Chapter 5: Theming
* Chapter 6: Texting with Pango
* Chapter 7: Primitive Drawing with GDK
* Chapter 8: Guilded Drawing with Cairo
* Chapter 9: Accessing with ATK

## Why a Wikibook on GTK+?

A wikibook is an undertaking similar to an open-source software project: A contributor creates content for the project to help others, for personal enrichment, or to accomplish something for the contributor's own work (e.g., lecture preparation).
An open book, just like an open program, requires time to complete, but it can benefit greatly from even modest contributions from readers. For example you can fix "bugs" in the text (where the bug might be typographic, expository, technical, aesthetic or otherwise) in order to make a better book. If you find an opportunity to fix a bug, simply click on "edit", make your changes, and click on save. Other contributors may review your changes to be sure they are appropriate for the book. If you are unsure, you can visit the discussion page and ask there. Use common sense.
If you would like to make bigger contributions, you can take a look at the sections or chapters that are too short or otherwise need more work and start writing! Be sure to skim the rest of the book first in order to avoid duplication of content. Additionally, you should read the Guidelines for Contributors page for consistency tips and advice.
Note that you don't need to contribute everything at once. You can mark sections as "TODO," with a description of what remains to be done, and perhaps someone else will finish those parts for you. Once all TODO items are finished, we'll have reached our First Edition!
Examples in this book should be written in C as that is the language GTK+ is written in most. Additionally, implementations of the algorithms as an appendix are welcome.

## References

    See also Resources for expanding this book

## Contributors

    See also the sources list for contributions used with permission.
* Tim-Philipp Müller wrote the original tutorial on the GtkTreeView widget, this was already extensive in 2005 when he stopped working on it.
# GTK+ By Example/GTK+

A Description is required here showing that GTK depends on GLib, history should not be put here. Just a simple statement.

## random assortment of misplaced links

* Hello World
* Widgets
# GTK+ By Example/GTK+/Hello World

This small tutorial demonstrates creating a simple window with a single button. When the button is clicked, the contents of that label on the button is printed to stdout.
The label is packed into the button, which is in turn packed into the window.
Firstly, you must include the gtk header file.
Next, two callback functions prototypes are defined, one for closing the window, and one for clicking on the button. Callback functions are basically functions that are called by lower-level code (in this case, GTK itself) by being passed the function address.
# GTK+ By Example/GTK+/Windows
## Toplevel Windows

See GTK+ Developer API.

## Popup Windows

See GTK+ Developer API.

## Palette Windows

Palette Windows are like toplevel windows, except they are considered to be subordinate to a main window.
# GTK+ By Example/GTK+/Widgets
## Default Widgets

* Packing widgets
** Creating Menus
** TreeView
** TextView
* Interactive widgets

## Custom Widgets

* Creating a Custom Widget

## Theming Widgets

Can widgets be themed individually and in a reasonable way? I don't believe that will be possible until GTK+3. this book is not speculation, will be removed if I find otherwise.
# GTK+ By Example/Glib/GObject

See the GObject Developer Docs.
See creating a Gobject for an example on deriving objects.
GObject is implemented in Glib and builds Objects in run-time (unlike C++ and many other object oriented languages which do this at compile tim).
* similar to C++, using vtables.
* explicit upcasting and downcasting.
* Capable of meeting the three tenets of OOP. (See The Wikipedia Article).

## Example

create a person that says "hi my name is xxx". when person::talk is implemented
create an example dr_phil that inherits from person and says "And hows that working for you?" when person::talk is called.
this should provide us with deriving a first object, which is a pain to learn. and how inheritance works in Glib.

### What needs to be explained

* type check and type cast macros
* the purpose of get type
* the order in which objects are instantiated
** creating object
** construct and desctructor methods
** the difference between class and instance
** virtual functions
# Instructional Technology/Enhanced Mathematics/Tool Application Software

Tool applications use calculators and computer applications such as word processing and spreadsheets to act as tools in the learning process. These applications may often be the easiest to integrate into the curriculum because teachers can implement these tools without changing the structure of the lesson drasitically. Since most teachers use tools such as word processing and spreadsheets for professional or personal pruposes, they are able to draw on their own experiences with the tools to aid students.
Return to Using Technology to Enhance Mathematics Instruction.
# Instructional Technology/Enhanced Mathematics/Spreadsheet Software

Spreadsheet software is software designed to create spreadsheets and or worksheets. These spreadsheets and worksheets are created to organize data and complete mathematical computations. Spreadsheets are made up of rows and columns that vertically and horizontally connect to make cells. A group of cells is most associated with the range of certain cells. A combination of spreadsheets, and/or worksheets, are called a workbook. Workbooks are commonly used in the accounting and business profession and or may also be used for personal
Spreadsheets provide a way for students to process data and report results. The word spreadsheet has become almost synonymous with mathematics. Data is arranged on a grid, in rows and columns, and the program automatically calculates and re-calculates values. This promotes mathematics instruction because once students enter the data they must have a true understanding in order to use the correct computer command or formula to get the needed result. Data can easily be turned into a graphic which helps with visual learning. Teachers can use spreadsheets to calculate student marks, create schedules, or to develop examples for math lessons. Spreadsheet activities can range from easy (shading cells to create a picture) to difficult (calculating interest and payments on a car purchase). Return to Using Technology to Enhance Mathematics Instruction.
# Instructional Technology/Enhanced Mathematics/Tutor Application Software

When using tutor applications, the computer or software possesses all of the information and controls the learning environment. The computer presents the information to the students. The students respond to the information or question and the computer analyzes the response and presents new information or more practice. Tutor applications include drill and practice, tutorials and simulations.
Tutor Application Software
These types of software are designated as "courses in a box" and are found in many subject areas such as, math, music, software training, and even typing. Their application can be utilized in almost any category where learning is to be supplemented by a self study or self tutoring approach. Entering the keywords tutoring software in any web browser will produce millions of sites that offer specific tutoring application software on almost any topic. Just the effects of web-based tutoring software for mathematics can be explored further in a research project supported by the Wayang Outpost.
Return to Using Technology to Enhance Mathematics Instruction.
# Instructional Technology/Enhanced Mathematics/Worksheet Generating Software

Although the term "worksheet" currently has a negative connotation in education, putting pencil to paper is still a practical way for students to practice what they have learned. There are many software programs available that generate worksheets with just a few clicks of a mouse. These can be customized for any content area, including math.

### Types of Worksheets

Types of sheets that can be created range from basic counting to complex algebraic equations. Depending on the robustness of the program, teachers can input custom information and generate worksheets that are specific to a single aspect of a particular concept. An example of this would be a sheet of multiple digit multiplication problems that allows regrouping only from the hundreds place with all problems having a zero in the tens place of the top factor.

### Benefits

Another way these customized worksheets can be beneficial is from the perspective of motivation. Students' names can be used as part of the text for word problems. Shared experiences can be incorporated into the worksheet to make them more relevant, as well. Using prices and products from the school store or from a fundraiser are an excellent example of this. Some programs allow the use of graphics. In addition, because these programs also supply answer sheets, teachers can easily have multiple versions of the same test. Worksheets are maninly beneficial for homework and additional practice or drill. Worksheet generating software can allow a student to focus on a specific skill or object and provide additional practice.

### Special Needs Students

Textbooks rarely contain enough practice, especially for students with special needs. With these worksheet generators, teachers have a quick and easy way to provide specific and appropriate practice so students can achieve mastery.
Teachers can also use worksheet generators to create their own lessons and units on subject matter that is not supported by the mainstream publishers.
For many students with special needs, traditional textbooks and worksheets are designed in such a way that they hinder, rather than enhance learning. Teachers that understand their students learning styles can design work and study sheets accordingly. Larger fonts, more white space, and fewer problems are examples of how this might be done. Keeping the content consistent with the regular education classroom but writing at a lower reading level allows students with special needs to access the curriculum as dictated by NCLB and other laws governing special education.
Return to Using Technology to Enhance Mathematics Instruction.
# Instructional Technology/Enhanced Mathematics/Pocket PCs

Using a Pocket PC in mathematics is like having a calculator, graphing calculator, word processor, and spreadsheet program all in one. (Sometimes the Pocket PCs contain even more programs than that.) Teachers are beginning to use Pocket PCs in the classroom to help manage information and complete work. Pocket PC's are excellent for on the spot grading observations in the classroom. A variety of grade programs are available for pocket pcs Students can graph on a pocket PC in multiple colors (different from the graphing calculator). Certain mathematics programs for the Pocket PC contain glossaries of mathematical terminolgy.
Some Features include:
* Many built-in functions for doing computer math
* Variable word size from 1 to 64 bits
* One's complement, Two's complement, and Unsigned integer modes
* Hexadecimal, Decimal, Octal, and Binary display formats
* Arithmetic and bit manipulation functions:
* division, multiplication, addition, subtraction
* square root, remainder
* double div, double mul, double rmd
* mask, shift, arithmetic shift
* rotate, rotate through carry
* and, or, xor, not
Floating-Point Decimal functions:
* division, multiplication, addition, subtraction
* reciprocal, square root, etc.
* Fully programmable in the HP-16C syntax:
* 999 program steps
* Seven flags
* conditional tests
* subroutine levels
* indexed looping
* label addressing
* indirect label addressing
Return to Using Technology to Enhance Mathematics Instruction.
# Instructional Technology/Human Performance Technology

Human Performance Technology
HPT in the Workplace
Return to Instructional Technology.
# Interlingual Energizers/Counting to 20

Facilitator :
| amount | 1 |
| language level | (medium) |
| Participants ||
| age | 12+ |
| group size | 5-20 |
| Setting ||
| materials | nothing special |
| space | free space, indoors |
| time | 5-10 min |
| Outcome ||
| concentration game, teambuilder ||
The activity Counting to 20 (Deutsch: Bis 20 zählen) is part of the collection of interlingual energizers. See a list of all activities.

## Introduction

The introduction is also available in 1 other languages: Deutsch
Let's play a game about listening to each other. It has been a very loud day. It's time to calm down a bit.

## Rules

The rules is also available in 1 other languages: Deutsch
* Please close your eyes.
* We're going to try to count to 20. Only one person can speak at the same time.
* If several people say something at the same time we start again from zero.

## Possible extensions

* This game can easily be used to learn the numbers in a foreign language.
* The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsi­ble for any use which may be made of the information contained therein.
# Interlingual Energizers/Am o casă mică

Facilitator :
| amount | 1 |
| language level | (simple) |
| Participants ||
| age | 4+ |
| group size | 5-30 |
| Setting ||
| materials | nothing special |
| space | any space |
| time | 3 min |
| Outcome ||
| energizer ||
The activity I have a small house (Deutsch: Ich habe ein kleines Haus, română: Am o casă mică) is part of the collection of interlingual energizers. See a list of all activities.

## Introduction

The introduction is also available in 2 other languages: română, Deutsch
Let's sing a Romanian song together. It's about my small house.

## Rules

The rules is also available in 1 other languages: Deutsch
Please repeat what I'm doing.
    Am o căsuța mica, Așa și-așa
    Și fumul se ridică, Așa și așa
    Eu bat la ușa casei, Asa și așa
    Și mi lustruiesc pantifii, Așa și așa
You can repeat the song and sing it in a different way:
* And now louder!
* And now silenter!
* And now faster!
* And now slower!
* The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsi­ble for any use which may be made of the information contained therein.
# Interlingual Energizers/Big Fat Pony

Facilitator :
| amount | 2 |
| language level | (simple) |
| Participants ||
| age | 6+ |
| group size | 10-25 |
| Setting ||
| materials | nothing special |
| space | free space, preferably outdoor |
| time | 5-10 min |
| Outcome ||
| energizer, knowing a song in a foreign language ||
The activity Big Fat Pony (svenska: Big Fat Pony, Deutsch: Big Fat Pony, română: Big Fat Pony, español: Big Fat Pony) is part of the collection of interlingual energizers. See a list of all activities.

## Introduction

The introduction is also available in 3 other languages: español, Deutsch, svenska
Let's sing a song all together. It's the story of one of my oldest friends: My big fat pony.

## Rules

The rules is also available in 3 other languages: svenska, español, Deutsch
* Let's stand in a circle.
* I'll start running around the circle and sing the song.
    This is the story of my pony,
    Story of my big fat pony,
    This is the story of my pony,
    This is what they told me.
* At this moment I stop in front of a person in the circle and start dancing with her/him:
    Front, front, front, my baby.
    Side, side, side, my baby.
    Back, back, back, my baby.
    This is what they told me.
* Then I take the person I danced with and start running around with her/him again.

## Possible extensions

* In case your group got really into the English lyrics, you can introduce a more advanced version for the second part:
    Front to front, to front, my baby.
    Side to side, to side, my baby.
    Back to back, to back, my baby.
    This is what they told me.
* The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsi­ble for any use which may be made of the information contained therein.
# Interlingual Energizers/Bunny Bunny

Facilitator :
| amount | 1-3 (more for showing it for the first time) |
| language level | (medium) |
| Participants ||
| age | 10+ |
| group size | 7-20 |
| Setting ||
| materials | nothing special |
| space | free space, outdoors or indoors |
| time | 5-10 min |
| Outcome ||
| energizer, concentration and attention (teambuilder) ||
The activity Bunny Bunny (Deutsch: Bunny Bunny, română: Bunny Bunny) is part of the collection of interlingual energizers. See a list of all activities.

## Introduction

The introduction is also available in 1 other languages: Deutsch
Let's play a game about concentration and rhythms. You'll see that it's not so easy to follow each other and keep the rhythm at the same time.

## Rules

The rules is also available in 1 other languages: Deutsch
* The rhythm is very import. First, we will all do the same:
    Zunga, zunga, zunga…
* Now I start to introduce a new movement. It should always be in the same rhythm as zunga, zunga…:
    Bunny, bunny, bunny, bunny…
* It's about sending and receiving the bunny bunny. You should look at each other while doing it. Otherwise the signal gets lost.
* Let's do the last element too. The two persons next to the one doing bunny, bunny do this:
    Talky, talky, talky, talky …
* the first step: zunga, zunga…
* the second and third step: bunny, bunny, talky, talky…

## Possible extensions

* You can start to eliminate failing people.
* The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsi­ble for any use which may be made of the information contained therein.
# Interlingual Energizers

This book aims to be a guide for non-formal education activities such as energizers, icebreakers or team building games in an interlingual environment. In such an environment people with different native languages meet. The proposed activities can be facilitated with children as well as with adults.
This book provides an editable collection of such activities which are enhanced with instructions in several languages. English as a globally used language is considered only a starting point to use the activity for example in a Romanian, Spanish or Swedish etc. environment.

## Get started

To get an impression about what this book offers, have a look at some of the best interlingual energizers:
* Toaster
* Big Fat Pony
* Knight-Princess-Dragon

## Content

Browse all 32 interlingual energizers at the index.
The activities are structured using stages in an ideal workshop:
* energizers (20 activities)
* ice breakers or getting to know each other games (6 activities)
* teambuilders (10 activities)
Alternatively they are structures by topic:
* theater game
* songs
And they are structures by the required language level of the facilitator:
* simple (9 activities)
* medium (12 activities)
* advanced (8 activities)
You can also find them based on available translations:
This book also contains tips and tricks for facilitating interlingual energizers:
* How to facilitate an interlingual energizer?
* How to write an entry for this book?

## Contribute

* The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsi­ble for any use which may be made of the information contained therein.