There are 7 messages totalling 435 lines in this issue.
Topics of the day:
1. BOOK> "Learning Cocoa with Objective-C" Released by O'Reilly
2. K12> Mathematics Activities web site
3. MISC> [netsites] Appliance Use and Care Manuals
4. K12> Spacelink EXPRESS: Education File Schedule for November 2002
5. K12> ***COMMUNICATOR UPDATE: October 2002***
6. MISC> [DIG_REF] Computer Technology More Important Than Library For
Student Success In Higher Education?
7. Last: posting for Thursday, October 17, 2002
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Date: Thu, 17 Oct 2002 07:35:36 -0500
From: Gleason Sackmann <[EMAIL PROTECTED]>
Subject: BOOK> "Learning Cocoa with Objective-C" Released by O'Reilly
From: Kathryn Barrett [mailto:kathrynb@;oreilly.com]
Sent: Wednesday, October 16, 2002 3:29 PM
For Immediate Release
October 16, 2002
For more information, a review copy, cover art, or an interview with
the author, contact:
Kathryn Barrett (707) 827-7094 or [EMAIL PROTECTED]
O'Reilly Releases "Learning Cocoa with Objective-C"
New Book Covers Latest Updates to Mac OS X's Cocoa Frameworks
Sebastopol, CA--When it comes to building Cocoa applications for Mac OS
X, Objective-C is one of the main languages that developers can use
with the Cocoa APIs. "Learning Cocoa with Objective-C" by James Duncan
Davidson (O'Reilly, US $34.95) is the follow-up to "Learning Cocoa,"
and it has been thoroughly updated for Mac OS X version 10.2 "Jaguar,"
to show developers how to start building Cocoa applications using the
Objective-C binding to the Cocoa frameworks.
"Learning Cocoa with Objective-C" eases readers into the experience of
Cocoa development, not merely by reading, but by doing. Following an
introduction to the concepts of object-oriented programming with
Objective-C, readers are shown how to use Apple's Developer Tools such
as Project Builder and Interface Builder. The book then introduces
Cocoa's frameworks--Foundation and the Application Kit--by having the
reader build simple applications along the way.
Each chapter presents a different sample program for readers to build,
with easy-to-follow, step-by-step instructions that teach the
fundamentals of Cocoa programming. The techniques in each chapter lay
the foundation for more advanced techniques and concepts presented in
later chapters. Readers are shown how to:
-Use Apple's suite of Developer Tools, including Project Builder and
Interface Builder
-Build single- and multiple-window document-based applications
-Manipulate text data using Cocoa's text handling capabilities
-Draw with Cocoa
-Localize applications for multiple language support
-Polish off applications by adding an icon for use in the Dock,
providing Help, and packaging the program for distribution
"Learning Cocoa with Objective-C" covers the latest updates to the
Cocoa frameworks, including the Address Book framework. The book also
includes a handy API quick reference card and an appendix with a
listing of resources essential to any Cocoa developer--beginning or
advanced. "Learning Cocoa with Objective-C" is an Apple Developer
Connection recommended title.
Additional resources:
"Learning Cocoa with Objective-C" is also available on Safari Books
Online, see:
http://safari.oreilly.com
Chapter 3, "Object-Oriented Programming with Objective-C," is available
free online at:
http://www.oreilly.com/catalog/learncocoa2/chapter/index.html
For more information about the book, including Table of Contents,
index, author bio, and samples, see:
http://www.oreilly.com/catalog/learncocoa2/
For a cover graphic in jpeg format, go to:
ftp://ftp.ora.com/pub/graphics/book_covers/hi-res/0596003013.jpg
Learning Cocoa with Objective-C
James Duncan Davidson
ISBN 0-596-00301-3, 358 pages, $34.95 (US), $54.95 (CAN)
[EMAIL PROTECTED]
1-800-998-9938
1-707-827-7000
http://www.oreilly.com
About O'Reilly
O'Reilly & Associates is the premier information source for
leading-edge computer technologies. The company's books, conferences,
and web sites bring to light the knowledge of technology innovators.
O'Reilly books, known for the animals on their covers, occupy a
treasured place on the shelves of the developers building the next
generation of software. O'Reilly conferences and summits bring alpha
geeks and forward-thinking business leaders together to shape the
revolutionary ideas that spark new industries. From the Internet to
XML, open source, .NET, Java, and web services, O'Reilly puts
technologies on the map. For more information: http://www.oreilly.com
# # #
O'Reilly is a registered trademark of O'Reilly & Associates, Inc. All
other trademarks are property of their respective owners.
------------------------------
Date: Thu, 17 Oct 2002 07:36:06 -0500
From: Gleason Sackmann <[EMAIL PROTECTED]>
Subject: K12> Mathematics Activities web site
Sent: Wednesday, October 16, 2002 7:46 PM
From: Martin Rowley <[EMAIL PROTECTED]>
Newsgroups: k12.chat.teacher
Subject: Mathematics Activities web site
http://www.cut-the-knot.com/Curriculum/index.shtml
fwiw
Martin
------------------------------
Date: Thu, 17 Oct 2002 07:36:24 -0500
From: Gleason Sackmann <[EMAIL PROTECTED]>
Subject: MISC> [netsites] Appliance Use and Care Manuals
From: Foggy [mailto:foggy1@;charter.net]
Sent: Wednesday, October 16, 2002 10:32 PM
To: [EMAIL PROTECTED]
Subject: [netsites] Appliance Use and Care Manuals
Appliance Use and Care Manuals
Just moved into a house or you're renting a place and you can't find any
of
the manuals to your appliances? Ahh, Grasshopper, unforrow that brow and
unbunch those panties because you can get replacement owner's manuals
for
most major appliances, usually for free and conveniently online, too.
http://www.fixitnow.com/2002_07_01_whatsnew_archive.htm#85295823
-Foggy-
------------------------------
Date: Thu, 17 Oct 2002 11:42:46 -0500
From: Gleason Sackmann <[EMAIL PROTECTED]>
Subject: K12> Spacelink EXPRESS: Education File Schedule for November 2002
From: [EMAIL PROTECTED] [mailto:express@;spacelink.nasa.gov] On
Behalf Of [EMAIL PROTECTED]
Sent: Thursday, October 17, 2002 11:35 AM
To: Multiple recipients of list
Subject: Spacelink EXPRESS: Education File Schedule
The NASA Television Education File schedule for November 2002 is
available
on NASA Spacelink at the following Internet address:
http://spacelink.nasa.gov/education.file/
NEW FEATURE COMING IN DECEMBER . . .
On December 17, 1903 the Wright Brothers achieved the first powered
flight. This December is the beginning of a year-long celebration
leading
up to the 100th anniversary.
NASA is encouraging educators and students to learn about the Wright
Brothers' achievements and the contributions of others whose vision,
persistence, and ingenuity led to the first powered flight, to the
surface
of the Moon, and on to a permanent presence in space today.
During the week of December 2 through December 6, NASA will be
"Celebrating Flight" by showcasing aeronautics-related videos on NASA
TV.
Multimedia products and web resources related to this theme will also be
highlighted.
------
Spacelink Staff
http://spacelink.nasa.gov/
------------------------------
Date: Thu, 17 Oct 2002 13:01:41 -0500
From: Gleason Sackmann <[EMAIL PROTECTED]>
Subject: K12> ***COMMUNICATOR UPDATE: October 2002***
From: Cindy Koeppel [mailto:ckoeppel@;dirksencenter.org]
Sent: Thursday, October 17, 2002 12:19 PM
COMMUNICATOR UPDATE: October 2002
Welcome to The Dirksen Congressional Center's "Communicator" - a
web-based e-newsletter providing educators with news and ideas to
enhance civic education and improve the understanding of Congress --
http://www.webcommunicator.org
********************************************
NEWS FROM THE DIRKSEN CENTER
********************************************
<<<Professional Development Opportunity>>>
Do you have a lesson plan idea? The Dirksen Center currently offers a
library of lesson plans posted on CongressLink --
http://www.congresslink.org/LessonPlanIntro.htm -- and is seeking new
lessons to publish and expand its library. The Dirksen Center will pay
between $100 and $350 to teachers who submit approved lesson plans using
CongressLink resources and features and who follow a few guidelines.
Example: Suppose we want to post a lesson plan that teaches about
federalism or a type of government in which the power is divided between
the national government and other governmental units using CongressLink
resources and features. The learning objectives or skills could
include: (1) students will consider how the national government should
relate to the states, (2) students will explore the role played by
different branches of government in shaping that relationship, and (3)
students will understand the political implications of changes in the
federal structure.
While the Constitution addresses only the relationship between the
federal government and the states, the American people are under
multiple jurisdictions. Students could make conscious value judgments
based on clearly defined criteria about these multiple jurisdictions.
As an example, take a look at this CongressLink lesson plan - "Checks
and Balances: The Line Item Veto" --
http://www.congresslink.org/lessonplans/lineitem.html In this lesson,
students cite evidence from primary sources, constructing a position on
the Line-Item Veto Amendment. While writing a persuasive letter to
their Congress Member, demonstrating their knowledge, understanding, and
mastery of the concepts of checks and balances, students will refer to
facts and frequently asked questions such as "Do any forms of government
in Federalism use the line-item veto?" --
http://www.congresslink.org/lessonplans/lineitem.html#faqs
If you are interested in creating a lesson that teaches about federalism
or have other lesson plan ideas, contact Frank Mackaman at:
mailto:fmackaman@;dirksencenter.org
************************************************************************
<<< VOTING AND ELECTIONS: THE EXPANSION OF SUFFRAGE>>>
It is a citizen's responsibility in a democratic society to vote in
elections. Large numbers of Americans were denied this right for many
years. If you are looking for resources that will help your students
track the expansion of voting rights in America, you will want to visit
The Dirksen Center's Web suite --
http://www.dirksencongressionalcenter.org
The Constitution -- http://www.congresslink.org/resourc.html --
specifies responsibility for setting residency requirements and other
qualifications for voting to the states. In the late 18th century, for
example, some states limited the right to vote to white male property
owners - poor white men, women, and slaves were excluded.
Amending the Constitution would be one way to change suffrage
requirements. How does one go about doing that? A CongressLink lesson
plan - "Amending the Constitution" --
http://www.congresslink.org/lessonplans/amends.html -- will give you
good ideas.
In the late 19th century, such leaders as Susan B. Anthony and Elizabeth
Cady Stanton started the long campaign for women's suffrage which
culminated in the 19th Amendment (1920). Find "Charters of Freedom" on
AboutGovernment at: http://www.aboutgovernment.org/electionsvoting.htm
The Women's Suffrage Movement highlighted a time in America when women
spoke up and demanded the right to vote. Test your knowledge about the
suffrage movement era from 1848 to 1928 by taking one of three different
online multiple-choice quizzes. Find "Suffrage Movement and the
Amendments" at:
http://www.congressforkids.net/games/amendments/2_amendments.htm
The Civil Rights Act of 1964 completed another chapter in the struggle
to guarantee the right to vote to all citizens. For a summary, see "A
Case History: The 1964 Civil Rights Action - Historical Pressure for
Legislative Action at:
http://www.congresslink.org/civil/essay.html#history
Senator Robert Byrd, the unofficial historian of the Senate, described
the tactics used in the unsuccessful filibuster against the Civil Rights
Act of 1964, an effort to restrict the right to vote for minorities --
http://www.congresslink.org/notes.html#byrd
The Voting Rights Act of 1965 took further steps. Read a brief overview
of the circumstances leading to the passage of the act, including links
to historical documents found in Everett Dirksen's Papers at:
http://www.congresslink.org/voting1965.htm
<<<Featured Project>>>
The right to vote is the right to determine who governs. In Everett
Dirksen's day, voter registration requirements made it difficult, if not
impossible, for some people to vote. Our featured project this month is
Everett Dirksen's "The Problem of Voting Rights VFI-65/3/15-1" --
http://www.dirksencenter.org/recordings/videoembed-5b.htm This video
segment features Dirksen discussing the importance of ensuring the right
to vote. QuickTime is required to view the video segment. If you do
not have QuickTime installed, open the appropriate self-extracting
installer file from the link provided --
http://www.apple.com/quicktime/download -- and follow that program's
instructions. Download time could take approximately 5-10 minutes for
the video segment, depending on the speed of individual computers.
<<<Voting Venture: Have a Voice, Have a Say, Choose an Answer>>>
1. Which obstacle to voting was outlawed by constitutional amendment?
A) Poll taxes
B) Literacy taxes
C) Residency requirements
D) Good character tests
E) Grandfather clauses
F) Candidates who are not worth voting for anyway
2. The United States has slowly expanded the _____ (another term for
"vote") to include African Americans, women, Native Americans, and
adults under age 21.
A) Referendum
B) Split ticket
C) Suffrage or franchise
D) Open elections
Possible Essay Question:
In the 1820s, America is often referred to as an age of mass democracy.
Why? Is universal manhood suffrage better than having property
qualifications for voters? State your best case for property
qualifications. Have you considered other qualifications such as age,
literacy, citizenship, and residency? Do you believe that everyone
should have the right to vote (e.g., convicts, drug dealers)? Why?
Answers to September's issue of "Fun, Facts, and Trivia" link here:
http://www.webcommunicator.org/funfactstrivia0902ans.htm
Hope you are enjoying the fall weather! Encourage your colleagues to
subscribe to the Communicator. If you have questions, comments, or
suggestions, contact Cindy Koeppel at mailto:ckoeppel@;dirksencenter.org
***************************************************
NOTICE REGARDING E-MAIL ADDRESSES: Communicator's mailing list has over
8,000 names and is still growing. Please follow the instructions below
to help us with list editing:
TO SUBSCRIBE to the Communicator, please follow these instructions: Send
an e-mail to mailto:ckoeppel@;dirksencenter.org with the phrase -
"subscribe Communicator" - in the body of the message. Your e-mail
address will be added to our mailing list.
If you experience any problem, send an e-mail to Cindy Koeppel at
mailto:ckoeppel@;dirksencenter.org
------------------------------
Date: Thu, 17 Oct 2002 13:17:03 -0500
From: Gleason Sackmann <[EMAIL PROTECTED]>
Subject: MISC> [DIG_REF] Computer Technology More Important Than Library For
Student Success In Higher Education?
From: Dig_Ref [mailto:dig_ref@;listserv.syr.edu] On Behalf Of Sloan,
Bernie
Sent: Thursday, October 17, 2002 12:55 PM
To: [EMAIL PROTECTED]
Subject: [DIG_REF] Computer Technology More Important Than Library For
Student Succe ss In Higher Education?
FYI...for what it's worth:
Computer Technology More Important Than the Library or Tutoring For
Student
Success In Higher Education:
"An independent survey sponsored by McGraw-Hill Ryerson found that
web-based
technology is considered by higher education faculty to be the most
effective institutional resource in encouraging student success,
outweighing
traditional resources such as the library and tutoring."
http://www.businesswire.com/cgi-bin/f_headline.cgi?bw.101502/222882156&t
icke
r=MHP
"The full 171-page report is available for $100.00. (These prices are
available only to academics or employees of an academic or government
institution.)"
Thanks to Gary Price for pointing this out to me.
Bernie Sloan
Senior Library Information Systems Consultant
University of Illinois Office for Planning and Budgeting
338 Henry Administration Building
506 S. Wright Street
Urbana, IL 61801
Phone: (217) 333-4895
Fax: (217) 265-0454
E-mail: [EMAIL PROTECTED]
------------------------------
Date: Thu, 17 Oct 2002 14:55:11 -0500
From: Gleason Sackmann <[EMAIL PROTECTED]>
Subject: Last: posting for Thursday, October 17, 2002
Last: posting for Thursday, October 17, 2002
NOTE: This is primarily for website readers.
If list subscribers do not want to see this notice any longer, send the
message: SET [name of this list] TOPICS -last
to: [EMAIL PROTECTED]
------------------------------
End of NET-HAPPENINGS Digest - 16 Oct 2002 to 17 Oct 2002 (#2002-635)
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