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I have four of them :) In the picture you can see my 12'' laptop and the 17'' TFT screen used by the rest three PCs. They all run Linux.
Inventor of computer mouse and pioneer of human computer interaction.
©Robert Holmgren, all rights reserved. bobholmgren@gmail.com
Dr. Douglas C. Engelbart is an American inventor and early computer pioneert. He is best known for inventing the computer mouse, as a pioneer of human-computer interaction whose team developed hypertext, networked computers, and precursors to GUIs; and as a committed and vocal proponent of the development and use of computers and networks to help cope with the world’s increasingly urgent and complex problems.
His lab at SRI was responsible for more breakthrough innovation than possibly any other lab before or since. Engelbart had embedded in his lab a set of organizing principles, which he termed his "bootstrapping strategy", which he specifically designed to bootstrap and accelerate the rate of innovation achievable.
young businessman at work - Young businessman at work using laptop, Model: Adam Mirani. To Download this image without watermarks for Free, visit: www.sourcepics.com/free-stock-photography/24724460-young-...
A Knox College student explains his project in 3D computer graphics, in a computer science department presentation at the end of spring term 2014. Photo by Peter Bailley. More about Computer Science at Knox: www.knox.edu/academics/majors-and-minors/computer-science
35/52 for the group 2020 Weekly Alphabet Challenge
This week's theme was: I is for Invention
I've had this keyboard since the 90s and I still love it. It needs a couple of converters these days so I can connect it to my new computer thanks to the invention of these converters. :-)
This photo shoot was an amazing use of taxpayer dollars. According to the Navy, this is what computer hackers look like.
Pentax K10D, 29mm-18mm, f/2.8, 1sec exposure, ISO100, Tripod Mounted -- This picture was lit using the LCD Computer Monitor next to the keyboard and a lamp mounted over the table.
Mira, Argonne's IBM Blue Gene/Q, has a peak performance of 10 petaflops. In 2013, the DOE's Innovative and Novel Computational Impact on Theory and Experiment (INCITE) program is awarding 2.83 billion core-hours to 37 projects at the Argonne Leadership Computing Facility. INCITE is the major means by which the scientific community gains access to DOE Leadership Computing resources.
First edition of the Digi-Comp II Kit-- in CNC carved wood. A recreation of the 1960's educatinoal binary mechanical computer that uses rolling balls and flip flops as computing elements. Read more about this on our blog, here.
Whats that, you want to know wth is going on? Ok ok..
My web storage / blog / wiki / gallery for 7 years, decided to take a nose dive during a gallery upgrade. I think I have most of the data. I thought the drive in question was my SATA drive, so I bought a few more so I could raid/mirror them for future issue.
It wasn't my SATA drive, it was an older EIDE.. My SATA was actually the main boot disc (running Fedora Core 3).
After much depression I got struck with an idea to DD (block disc copy) one disc to another, and then resize the partiion to take advantage of the new space. Looked great until I tried to mirror it, then found out my raid card was a fake-raid card (think software) and leenux just didn't like what it saw when I was finished mirroring it.
Sigh.. 10 hours of work getting all that setup..
Ok, now on order, a few 3.5" drive attachable fans (those new SATA's get hot hot hot), a PCI Slot fan that will help pull more air out of the machine. A new 3Ware Hardware Raid. I feel like a money sieve at the moment. I can only hope in the next few days I'll be working my way back to normal (everything gets here on friday).
Right now my blog is in limbo, the drive it's reading from is read-only so I can't post or do anything on that partition. I hate computer issues.. the bane of living a highly digital lifestyle.
A message left on my board by a sixth grade math and computer student in May. We worked hard, tried many new things, and learned a lot this year.
Saffa Girls School January 21, 2015
All photos by Bobby Neptune for USAID.
General:
The Saffa Girls School in Ramallah Governorate, West Bank, is one of 57 schools that USAID provided training to teachers and administrators through the Model School Network Program - a five-year initiative focused on developing a network of best practices for schools that would serve as a model for improving the quality of basic education in the West Bank. The project focused on the professional development of teachers and administrators, particularly in the areas of English, math, science, and information technology (IT). The school now has a thriving sports program and is providing healthier meals to its students to improve learning. The Saffa Girls School is also one of nine girlsâ schools (and one of 36 overall schools) that USAID is constructing or rehabilitating through the Local Government and Infrastructure Program - a five-year project designed to promote better local governance and provide basic community infrastructure necessary for improving the quality of life of Palestinians. The school has now 28 rehabilitated classrooms, computer and science lab, and library and resource center.
In the West Bank, girls are thriving in the classroom. Since 2000, USAID has constructed nearly 3,000 classrooms and renovated 2,700 moreâallowing many schools to cut class size and eliminate the need for students to learn in shifts. USAID not only invests in improving the physical conditions of schools and classrooms aiming to improve the learning environment, it also works through programs that improve teaching methodologies and introduce contemporary approaches to teaching and learning strategies, providing more learning opportunities for students.
General
Fifth Graders play [OR INSERT ACTION] at the Saffa Girls School in Ramallah Governorate, West Bank -- one of 93 schools that USAID helps renovate and provide training to teachers and administrators through the Model School Network and the Local Government and Infrastructure Programs. The Model School Network Program is a five-year initiative - implemented by AMIDEAST - that focused on replicating best practices to improve the quality of basic education (grades 1-9) in the West Bank and Gaza. The project focused on the professional development of teachers and administrators, particularly in the areas of English, math, science and information technology (IT). The program is implemented in 40 public and 17 private schools in the West Bank and Gaza. The Local Government and Infrastructure Program is a five-year initiative - implemented by Global Communities - designed to promote better local governance and provide the basic community infrastructure necessary for improving the quality of life for Palestinians. Through LGI, USAID has undertaken approximately 200 infrastructure projects for schools, health clinics, community centers, youth clubs, and roads, benefiting almost one million Palestinians.
Since 2000, USAID has constructed nearly 3,000 classrooms and renovated 2,700 moreâallowing many schools to cut class size and eliminate the need for students to learn in shifts.
USAID not only invests in improving the physical conditions of schools and classrooms aiming to improve the learning environment, it also works through programs that improve teaching methodologies and introduce contemporary approaches to teaching and learning strategies, providing more learning opportunities for students.
Principal ( Dressed in Red - One Portrait at Desk, One Portrait Outside speaking to Student)
Abeer Ali Badran, 36, is the principal at the model Saffa Girls School in the West Bank. With USAID support, she and the schoolâs teachers received training in school leadership and teaching in the areas of English, math, science and IT. USAID also helped renovate the school to provide a better learning environment for its 538 students, grades 1-12, including providing internet and computers. Abeer Badran says that one of the schoolsâ main challenges is retaining students after the 10th grade, when it is common to lose female students to early marriage.
Quote: âUsually when a woman is principal the school gets better results.â
Nicole (10) [Girl with High wavy pony tail thats in a lot of photos-Main Subject Student]
Nicole is a 5th Grade student at the Saffa Girls School in Ramallah Governorate, West Bank. The school received USAID support and funding to provide better facilities and higher levels of education for its 538 students. Since 2000, USAID has constructed nearly 3,000 classrooms and renovated 2,700 moreâallowing many schools to cut class size and eliminate the need for students to learn in shifts.
Nicole - a 5th-grade student at the Saffa Girls School in Ramallah Governorate, West Bank - says she likes studying English and wants to be a doctor. She is thankful for the renovations that USAID provided to the aging facility, including to its 28 classrooms, playground, drinking fountain, and the construction of a boundary wall that prohibits those who are not students from wandering into the facilities. Saffa is one of 93 schools that USAID helped to renovate and provided training to teachers and administrators under the Model School Network Program implemented by AMIDEAST and the Local Government and Infrastructure Program implemented by Global Communities.
Dama Karaja (18) [Not Pictured]
Dama Karaja is a 12th-grade student at the USAID-supported Saffa Girls School in Ramallah Governorate, West Bank. Saffa is one of 93 schools that USAID helped to renovate and provided training to teachers and administrators through the MSN and LGI projects. Dama wants to continue her education to become an engineer, but she is worried about the cost. Although she is finishing her education, she says that some of her female colleagues dropped out due to early marriage. âI think its very important to educate yourself because you can realize your dream,â she says.
Background on Saffa Girls school we visited:
USAID supported the Saffa Girls school by improving the physical conditions of the school and providing a better learning environment (rehabilitation work through implementing partner Global Communities) and providing training for the teachers and administrators (through implementing partner AMIDEAST) .
The Model School Network Program is a five-year initiative - implemented by AMIDEAST - that focused on replicating best practices to improve the quality of basic education (grades 1-9) in the West Bank and Gaza. The project focused on the professional development of teachers and administrators, particularly in the areas of English, math, science and information technology (IT). The program was implemented in 40 public and 17 private schools in the West Bank and Gaza.
The program introduced a student-centered, contemporary approach to teaching and learning within a network of 57 private and public schools in the West Bank and Gaza. Saffa Girls School was one of the 57 schools under the MSN Program. The program focused on the professional development of teachers and administrators at the model schools, particularly in the areas of English, math, science, and IT.
Professional networking, an annual, national and regional conference, and local peer-to-peer exchanges were also important features. Schools worked with parent-teacher associations, engaged in an after-school youth enrichment activities and students enjoyed summer English, math, and science camps.
These measures encouraged professional networking among schools and linkages between schools and their communities in order to foster âCommunities of Learningâ that best support childrenâs learning outcomes.
Math, English, science, and IT teachers of Saffa Girls School participated in the professional development program and received nine graduate credit hours.
This was an incentive to teachers and encouraged them to continue higher education studies at Palestinian universities. In addition, the school principal also participated in the one year Leadership Diploma Program. School facilities were renovated specifically the computer and science labs including furnishing and equipping and providing the school with internet connectivity. The school also received supplies such as library books and resource materials for teachers.
In addition, students were introduced to numerous extracurricular activities complementing classroom studies and engaging students in interactive learning experiences.
Saffa Girls School teaches grades 1 through 12. Saffa school has 538 students.
Through the MSN Program, Saffa Girls school received approximately $66,000. This amount doesnât include training costs.
Through the LGI Program, Saffa Girls school received $171,467 for rehabilitation works. Works included rehabilitation of 28 educational rooms in the three-floor school building. Internal works consisted of plastering, painting, and electrical works in addition to maintenance of tiles, doors, aluminum windows, and sanitary units. External works included construction of a canteen, boundary walls, drinking water fountain, and rehabilitation of the playground.
General
Through the LGI Program, USAID completed the construction of additional schools for, and general rehabilitation of three primary and three secondary girlsâ schools for a total value of $1.49 million benefiting itâs 1,781 students. Currently, LGI is constructing additional classrooms for two secondary girlsâ school at a total value of $1.37 benefiting its 463 students. In addition, USAID is in the process of awarding the construction of a secondary girlsâ school for a total value of $975,000 benefiting its 296 students. Through the LGI Program, USAID supports nine girls school benefiting its 2,540 students (out of a total of 36 schools supported).
Through the MSN program, USAID supported 24 girlsâ school benefiting more than its 14,000 students (out of a total of 57 schools supported).
USAID has additional education programs supporting girls education:
The School Support Program (SSP) is a four-year initiative that supports marginalized schools by upgrading classrooms and school facilities, enhancing the schoolsâ learning and teaching environment through teacher training and leadership for principals; and implementing extracurricular, career counseling, and sports activities. Through the School Support Program USAID supports 19 girlsâ schools benefiting more than its 8,000 students (out of a total 50 schools supported).
The Leadership and Teacher Development (LTD) Program is a student-based four-year initiative that improves the competencies of thousands of teachers and principals through a results-based approach to training and leadership development. Through the LTD Program USAID supports 122 girlsâ schools benefiting more than its 31,000 students (out of a total 232 schools supported).
Student performance in USAID-supported Palestinian schools in the West Bank has improved substantially since the launch of the LTD Program in 2012. Students in schools that received teacher and principal training scored an average of 7% higher on standardized examinations when compared to other students in their district whose teachers and principals had not received this training.
There are more than 1,600 public schools and 320 private schools in the West Bank.
USAIDâs education reform initiatives have played a critical role in beginning the process of transforming the Palestinian education system from one based on textbooks and rote-learning to one aimed at developing studentsâ 21st century skills.
Zach found a huge pile of computer cases in the garbage at York, so we took as many as we could in a shopping cart we found
A quick break in arty experimentation to show our new mini keyboard for the shared server PC - a cunning plan to reduce clutter on our desk (or at least to make room for different, more imaginative clutter).
Only problem is, it's a bugger to type on...
Beginner Computer Class – Join with students of SWCSS in this class. A fun and exciting class for challenged students to learn basic computer skills through the use of special educational games and keyboard exercises. Not only will SEN students learn to enjoy the computer, it will also be wonderful exercise to help them develop fine motor skills. Increase your communication skills by joining this class.
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I learned a lot this afternoon from simply asking library staff if I could take some photos in the library. First of all, that no one whom I initially asked knew the answer to my question suggests that not many people take photos in the library, for whatever reason, for which reason the staff did not know whether or not I could take photos. Second, that the more I asked around, the more my question crept quietly up the chain of command, until at length the director of the library was asked, when she walked onto the premises after lunch, suggests that there is a centralized command in the library; in that regard, this institution is not organized in a similar manner to the way by which HKU is organized. Finally, that nobody knew the answer but rather than assume authority deferred to the director's discretion suggests that there are very few change agents, if any at all, in this institution. That isn't necessarily a bad thing, however, because this organization likely doesn't have to deal with major change at the moment: the best course of action is plodding straight ahead.
Likewise, no one whom I asked knew about the library's renovation cost and the cost of being a donor; but these staff members did point me to someone else who could possibly answer my question!
The lights were off in the men's washroom. It seems as if the washroom isn't used much. Inside the washroom, I noticed the automated sinks, urinals and paper towel dispenser -- that reminded me much of Hong Kong and South Korea; automation has arrived in America! In addition, I enjoyed the hot water flowing from the sinks. That was a pleasant surprise.
What impresses me the most about this library is the seating variety. There are not only many different types of seating furniture, but also many different environments in which these seats are placed: by windows; inside rooms; in seating areas; in corners. In addition, just as there were many different types of furniture looks, so there were, in fact, more broadly, many different, conspicuous areas in the library. They were clearly labeled to boot. In this way, this library shares its best feature with the City University of Hong Kong library: such a variety of learning spaces that surely one would find at least one type conducive toward studying. In this instance, I liked to study at the rectangular table in the cafe area. Many libraries, including the HKU library, could certainly improve its learning space by following the diversity model adopted by both the CityU library and the Livingston library.
What also makes this library conducive toward studying is its underuse. One could find a seat anywhere in the library: no squatting, thankfully. The shelves also seem underutilized. While on an individual basis, this surplus in seating is a boon, this surplus is lamentable for the community since it obviously isn't taking full advantage of this invaluable learning space!
I gushed about the effectiveness of the library's learning space to the staff. Perhaps they were amused that such a mundane environment to them could be so special to me.