Tim McNamara writes:
2009/10/5 Caroline Meeks caroline at solutiongrove.com
Could we set Paint to have a transparent background on images
as a default rather then white? That would make it easier to
layer different drawings and have them interact. Is that
difficult programatically? Can
Benjamin M. Schwartz writes:
There are other options, such as HTML+Javascript, Squeak,
and C/C++, but they each suffer from some combination of
reduced functionality, problematic cross-platform guarantees,
and increased difficulty of programming.
Let's not ignore Python, which suffers
s.boutayeb at free.fr writes:
OpenOffice for Kids (OOO4Kids) is available
...
http://olpc-france.org/wiki/index.php?title=Image:Ooo4kids2.png
On the subject of adapting software for kids...
Good: eliminating or enlarging fiddly things that are hard to control
with the mouse (ESPECIALLY WHEN
Re: [IAEP] getsatisfaction.com
dfarn...@sugarlabs.org
David Farning writes:
I just wanted to thank everyone who is helping out at
http://getsatisfaction.com/sugarlabs .
Some URL there! All I can think of is this:
http://www.youtube.com/watch?v=TjgeXTF0WNQ
BTW, this works nicely, even on
First of all, it's wonderful to finally see this activity.
Plenty of words in the UI are not easy, starting with difficulty. :-)
There doesn't seem to be any scratch space to work in, but I'm just
looking at the screen shot. Can the user lay out a long division in
the standard form? Can the user
Jim Simmons writes:
A Journal entry consists of a file plus metadata. There is no real
advantage in NOT storing the book in the Journal. You can convert
whatever book format you're reading into a zipped archive of same on
reading it for the first time then mark the Journal entry with Read's
Tomeu Vizoso writes:
On Wed, May 27, 2009 at 20:20, Lucian Branescu
lucian.branescu at gmail.com wrote:
I'm new to Sugar, so I may be horribly wrong.
But to me, the Journal seems more of an annoyance than anything else.
A lot of the work I see done is towards bringing back some of the
Tomeu Vizoso writes:
On Wed, May 27, 2009 at 04:54, forster at ozonline.com.au wrote:
I am happy to expand this to the list. I have raised the journal once
or twice before but mainly kept quiet not wanting to be trollish.
...
The journal and sharing are probably the two central things that
James Zaki writes:
Understanding hierarchical file structures use the concepts of containers
and recursion with no limits (except for total capacity). It is not
naturally intuitive, like a tree where branches get smaller from the trunk
with fruit/leaves only at the end nodes.
Empirically
On Thu, May 28, 2009 at 5:49 AM, Jonas Smedegaard d...@jones.dk wrote:
On Thu, May 28, 2009 at 04:58:17AM -0400, Albert Cahalan wrote:
Tomeu Vizoso writes:
I think it's very important if we want to keep pushing Sugar that we
distinguish between design decisions and bugs and unimplemented
Expensive journals are obsolete.
http://pcic.merage.uci.edu/papers/2008/OneLaptop.pdf
___
IAEP -- It's An Education Project (not a laptop project!)
IAEP@lists.sugarlabs.org
http://lists.sugarlabs.org/listinfo/iaep
Kathy Pusztavari writes:
Caroline Meeks writes:
3. Improved authoring tools and other automation tools might
reduce the level of effort required to create this content.
*Yes, this will be key. I really liked some of the ideas that
Albert Cahalan put forth - even if I didn't fully
Maria Droujkova writes:
I think it may be useful to distinguish tracks, and destinations to
which they lead. The real deal destinations are to make mathematics:
coin definitions and refine them, pose problems, form conjectures,
construct example spaces, create models and so on. Activities
Costello, Rob R writes:
most teachers that i know want to know that any 'innovation'
'addresses the curriculum'
...
but this won't overturn the inertia in traditional curriculum content
To a teacher, is curriculum the raw state/national standard or is it
instead the content of the particular
On Mon, May 4, 2009 at 1:47 AM, Andrés Ambrois andresambr...@gmail.com wrote:
On Sunday 03 May 2009 06:29:26 pm Albert Cahalan wrote:
Vamsi Krishna Davuluri writes:
The priority is on sending the docs to cups-pdf for conversion and then
talking to Moodle for teacher review. It is a good idea
Vamsi Krishna Davuluri writes:
So, talking to Tomeu, we agreed that for Write and Read using
the gtkprint would be best as both support it as a printing API.
The focus on Write and Read is short sighted and may lead
to inflexible solutions.
Now, the current plan is:
1) We do journal
Edward Cherlin writes:
On Tue, Apr 28, 2009 at 7:39 PM, Caroline Meeks solutiongrove at gmail.com
wrote:
There are supposed to be a Bible and a Qur'an for the XO. I know where
the texts are for a dozen other religions, if anybody is interested in
providing them.
Sugar is not restricted to
Costello, Rob R writes:
So refreshing to have Albert trolling again - waiting
for us to rise to the bait
If you really believe I'm trolling, why did you give me a win?
Unfortunately for me, I had other reasons to post that email.
I'm annoyed at the double standards here.
If it looks like I'm
Christoph Derndorfer writes:
I honestly can't think of a use-case for including any sort
of 3D acceleration into the basic Sugar and activities. There's
about a million significantly more important things that people
should be working on before even thinking about 3D (IMHO).
One can use a 3D
Christian Marc Schmidt writes:
On Fri, Feb 27, 2009 at 8:58 AM, Caroline Meeks solutiongrove at
gmail.comwrote:
On Fri, Feb 27, 2009 at 8:56 AM, Christian Marc Schmidt christianmarc at
gmail.com wrote:
I think we'd need to know the specific points of contention.
I can't imagine which
Caryl Bigenho writes:
One man sat in front of the XO for several minutes with a puzzled
look on his face. Finally he asked, Where is your file manager?
I explained that he needed to forget everything he knew about
computers and just pretend he was a child again. He got up in
disgust and
John Watlington writes:
On Feb 19, 2009, at 12:34 PM, Tony Anderson wrote:
Really sad. Buying one desktop and creating 'five' seats is probably
cheaper than 5 or 6 XOs.
Is it really ? I don't even see a real cost benefit.
$450 - one low end desktop computer
$350 - (5) $70 monitors
$ 50
David Van Assche writes:
Actually there are a whole bunch of examples I uploaded
to schools.sugarlabs.org, the problem we have is of how
to categorise them. ie... do we put them via subject,
via class, via country, via language?
I can't see anything there. It keeps demanding an account.
I
Jecel Assumpcao Jr writes:
Holger Levsen wrote:
IIRC/IIUC this is one aspect why the ftpmasters didnt accept
it in main. More generally said, (IIRC) it's because the
impossibility to bootstrap etoys.
Is the subject correct? I mean I know we are talking about a directory
called non-free but
C. Scott Ananian writes:
On Tue, Jul 15, 2008 at 9:48 AM, Samuel Klein sj at laptop.org wrote:
Coloring something certainly helps remember it. And changing the
colors of shapes/objects in a drawing or scene or skin is one of
the simple pleasures in life. A simple implementation of coloring
Microsoft probably deserves to win. :-(
Problems can't get fixed unless you admit that they exist.
This may require the loss of a few sacred cows.
Responding to several people here...
I fear it was not a joke to suggest that Sugar on MIPS
would somehow be compelling. Let's not be totally out of
On Wed, Sep 17, 2008 at 5:51 AM, Bert Freudenberg [EMAIL PROTECTED] wrote:
Am 17.09.2008 um 10:19 schrieb Albert Cahalan:
Within the Sugar community, certain activities are adored.
They hold privileged positions, generally being installed
be default despite not being of a utility (shell
victor rajewski writes:
On Sat, Aug 16, 2008 at 3:05 PM, Albert Cahalan acahalan at gmail.com
wrote:
You're using it exclusively, right...? (no bash, no MacOS, etc.)
If it's not good enough for you, then it's definitely not good
enough to be forced on other people.
That would be like
Seth Woodworth writes:
[Future of Learning Group]
We are developing Constructionism as a theory of learning and
education. Constructionism is based on two different senses of
construction. It is grounded in the idea that people learn by
actively constructing new knowledge, rather than having
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