diff --git a/db/items.csv b/db/items.csv index 643ce37..4c18075 100644 --- a/db/items.csv +++ b/db/items.csv @@ -42,43 +42,43 @@ Spanish language,,,qna|http://spanish.stackexchange.com,languages/spanish,"",,,, Main Wikipedia: Spanish language,,,wiki|https://en.wikipedia.org/wiki/Spanish_language,languages/spanish,"",,,,, Simple Wikipedia: Spanish language,,,wiki|https://simple.wikipedia.org/wiki/Spanish_language,languages/spanish,"",,,,, Programming Language Foundations in Agda (2018),,,book|https://plfa.github.io/,programming-languages/agda,"",,,,, -Assembly language succinctly (2014),"By Christopher Rose - -OVERVIEW - -Assembly language is as close to writing machine code as you can get without writing in pure hexadecimal. Since it is such a low-level language, it’s not practical in all cases, but should definitely be considered when you’re looking to maximize performance. With Assembly Language Succinctly by Chris Rose, you’ll learn how to write x64 assembly for modern CPUs, first by writing inline assembly for 32-bit applications, and then writing native assembly for C++ projects. You’ll learn the basics of memory spaces, data segments, CISC instructions, SIMD instructions, and much more. Whether you’re working with Intel, AMD, or VIA CPUs, you’ll find this book a valuable starting point since many of the instructions are shared between processors. - -TABLE OF CONTENTS - - Introduction - - Assembly in Visual Studio - - Fundamentals - - Memory Spaces - - Addressing Modes - - Data Segment - - C Calling Convention - - Instruction Reference - - SIMD Instruction Sets - - Conclusion - - Recommended Reading - +Assembly language succinctly (2014),"By Christopher Rose + +OVERVIEW + +Assembly language is as close to writing machine code as you can get without writing in pure hexadecimal. Since it is such a low-level language, it’s not practical in all cases, but should definitely be considered when you’re looking to maximize performance. With Assembly Language Succinctly by Chris Rose, you’ll learn how to write x64 assembly for modern CPUs, first by writing inline assembly for 32-bit applications, and then writing native assembly for C++ projects. You’ll learn the basics of memory spaces, data segments, CISC instructions, SIMD instructions, and much more. Whether you’re working with Intel, AMD, or VIA CPUs, you’ll find this book a valuable starting point since many of the instructions are shared between processors. + +TABLE OF CONTENTS + + Introduction + + Assembly in Visual Studio + + Fundamentals + + Memory Spaces + + Addressing Modes + + Data Segment + + C Calling Convention + + Instruction Reference + + SIMD Instruction Sets + + Conclusion + + Recommended Reading + ",https://cdn.syncfusion.com/content/images/downloads/ebook/ebook-cover/Assembly-Language-Succinctly.jpg,book|https://www.syncfusion.com/resources/techportal/details/ebooks/assemblylanguage,programming-languages/assembly,"",2014,,,, Kevin Dungs,,,blog|https://dun.gs/,programming-languages/c++,"",,,,, Victor Zverovich,,,blog|http://zverovich.net/,programming-languages/c++,"",,,,, C++ primer (1989),,,book|http://www.goodreads.com/book/show/120642.C_Primer_Plus,programming-languages/c++,"",,,,, Beginning c++ through game programming (2004,,,book|http://www.goodreads.com/book/show/852335.Beginning_C_Through_Game_Programming,programming-languages/c++,"",,,,5.0, -C++ core guidelines (2017),"Edited by Bjarne Stroustrup and Herb Sutter - +C++ core guidelines (2017),"Edited by Bjarne Stroustrup and Herb Sutter + This is a living document under continuous improvement.","",book|https://github.com/isocpp/CppCoreGuidelines/blob/master/CppCoreGuidelines.md,programming-languages/c++,"",2020,,,, C++,,,qna|https://www.quora.com/topic/C++-programming-language,programming-languages/c++,"",,,,, Main Wikipedia: C%2B%2B,,,wiki|https://en.wikipedia.org/wiki/C%2B%2B,programming-languages/c++,"",,,,, @@ -94,14 +94,14 @@ Clojure by Example,,,website|https://kimh.github.io/clojure-by-example/,programm Boolean Knot,,,blog|https://www.booleanknot.com/blog/,programming-languages/clojure,"",,,,, Yogthos,,,blog|http://yogthos.net/,programming-languages/clojure,"",,,,, Elements of Clojure (2017),,,book|https://www.goodreads.com/book/show/31159768-elements-of-clojure,programming-languages/clojure,"",,,,, -Clojure for the Brave and True,"Learn how to: -–Wield Clojure’s core functions -–Use Emacs for Clojure development -–Write macros to modify Clojure itself -–Use Clojure’s tools to simplify concurrency and parallel programming - +Clojure for the Brave and True,"Learn how to: +–Wield Clojure’s core functions +–Use Emacs for Clojure development +–Write macros to modify Clojure itself +–Use Clojure’s tools to simplify concurrency and parallel programming + Clojure for the Brave and True assumes no prior experience with Clojure, the Java Virtual Machine, or functional programming. Are you ready, brave reader, to meet your true destiny? Grab your best pair of parentheses—you’re about to embark on an epic journey into the world of Clojure!",https://www.braveclojure.com/assets/images/home/png-book-cover.png,book|https://www.amazon.in/Clojure-Brave-True-Ultimate-Programmer/dp/1593275919,programming-languages/clojure,"",2015,,,, -The Joy of Clojure," +The Joy of Clojure," If you've seen how dozens of lines of Java or Ruby can dissolve into just a few lines of Clojure, you'll know why the authors of this book call it a ""joyful language."" Clojure is a dialect of Lisp that runs on the JVM. It combines the nice features of a scripting language with the powerful features of a production environment—features like persistent data structures and clean multithreading that you'll need for industrial-strength application development.","https://www.amazon.com/images/I/51LKOYzkfWL._SX399_BO1,204,203,200_.jpg",book|http://www.joyofclojure.com/,programming-languages/clojure,"",2011,,,, Visualizing Git,,,interactive|http://git-school.github.io/visualizing-git/,software-tools/git,"",,,,, 4Clojure,,,interactive|http://www.4clojure.com/,programming-languages/clojure,"",,,,, @@ -113,14 +113,14 @@ Learn CSS Layout the pedantic way (2015),"Walks you through every major concept CSS Grid by Wes Bos,,,course|https://github.com/wesbos/css-grid,programming-languages/css,"",,,,, Main Wikipedia: Cascading Style Sheets,,,wiki|https://en.wikipedia.org/wiki/Cascading_Style_Sheets,programming-languages/css,"",,,,, Simple Wikipedia: Cascading Style Sheets,,,wiki|https://simple.wikipedia.org/wiki/Cascading_Style_Sheets,programming-languages/css,"",,,,, -The D programming language (2010),"The D Programming Language is an authoritative and comprehensive introduction to D. Reflecting the author’s signature style, the writing is casual and conversational, but never at the expense of focus and pre­cision. It covers all aspects of the language (such as expressions, statements, types, functions, contracts, and modules), but it is much more than an enumeration of features. - -Inside the book you will find - - In-depth explanations, with idiomatic examples, for all language features - How feature groups support major programming paradigms - Rationale and best-use advice for each major feature - Discussion of cross-cutting issues, such as error handling, contract programming, and concurrency +The D programming language (2010),"The D Programming Language is an authoritative and comprehensive introduction to D. Reflecting the author’s signature style, the writing is casual and conversational, but never at the expense of focus and pre­cision. It covers all aspects of the language (such as expressions, statements, types, functions, contracts, and modules), but it is much more than an enumeration of features. + +Inside the book you will find + + In-depth explanations, with idiomatic examples, for all language features + How feature groups support major programming paradigms + Rationale and best-use advice for each major feature + Discussion of cross-cutting issues, such as error handling, contract programming, and concurrency Tables, figures, and “cheat sheets” that serve as a handy quick reference for day-to-day problem solving with D","https://images-na.ssl-images-amazon.com/images/I/4137JQFpiHL._SX381_BO1,204,203,200_.jpg",book|https://www.amazon.in/gp/product/0321635361,programming-languages/d,"",2010,,,, Programming in D (2015),"",http://ddili.org/ders/d.en/cover_thumb.png,book|http://ddili.org/ders/d.en/index.html,programming-languages/d,"",2015,,,, Official Website,,,website|https://dotnet.microsoft.com/,programming-languages/dotnet,"",,,,, @@ -143,16 +143,16 @@ Npf,,,blog|https://npf.io/blog/,programming-languages/go,"",,,,, Nsf,,,blog|https://nsfdev.wordpress.com/,programming-languages/go,"",,,,, Scott Mansfield,,,blog|http://blog.sgmansfield.com/,programming-languages/go,"",,,,, William Kennedy,,,blog|https://www.goinggo.net/,programming-languages/go,"",,,,, -Network programming with Go (2012),"v1.0, 27 April 2012 An e-book on building network applications using the Google Go programming language (golang) - +Network programming with Go (2012),"v1.0, 27 April 2012 An e-book on building network applications using the Google Go programming language (golang) + This book has been revised to cover Go 1. The book is not complete, and also Go is expected to introduce more packages as it evolves. ","",book|https://jan.newmarch.name/go/,programming-languages/go,"",2012,,,, -The little go book (2014),"update, 2017: The book might be a couple years old, but it's still relevant. Nothing fundamental or outwardly major has changed in Go (the team has promised a stable API until the next major version). The big changes have been with the tooling, compiler and runtime as well as enhancing the standard library (like supporting HTTP/2). - +The little go book (2014),"update, 2017: The book might be a couple years old, but it's still relevant. Nothing fundamental or outwardly major has changed in Go (the team has promised a stable API until the next major version). The big changes have been with the tooling, compiler and runtime as well as enhancing the standard library (like supporting HTTP/2). + The Little Go Book is a free introduction to Google's Go programming language. It's aimed at developers who might not be quite comfortable with the idea of pointers and static typing. It's longer than the other Little books, but hopefully still captures that little feeling.",https://www.openmymind.net/assets/go/title.png,book|http://openmymind.net/The-Little-Go-Book/,programming-languages/go,"",2014,,,, Learn Git Branching,,,interactive|https://learngitbranching.js.org/,software-tools/git,"",,,,, The go programming language (2015),,,book|http://www.goodreads.com/book/show/25080953-the-go-programming-language,programming-languages/go,"",,,,5.0, -Go 101 (2018),"Go 101 is a book focusing on Go syntax/semantics and all kinds of details (Go 1.15-pre ready). This book also tries to help gophers gain a deep and thorough understanding of Go. It is expected that this book is helpful for both beginner and experienced Go programmers. - +Go 101 (2018),"Go 101 is a book focusing on Go syntax/semantics and all kinds of details (Go 1.15-pre ready). This book also tries to help gophers gain a deep and thorough understanding of Go. It is expected that this book is helpful for both beginner and experienced Go programmers. + Go 101's official twitter account is @go100and1",https://go101.org/article/res/101-front-cover-1400x.jpg,book|https://www.amazon.com/dp/B07Q3HWZ98,programming-languages/go,"",,,,, Web app with go - anti text book,This is an easy to understand example based tutorial aimed at those who know a little of Go and nothing of webdev and want to learn how to write a webserver in Go. You will create a to do list application as you advance the chapters.,"",book|https://thewhitetulip.gitbooks.io/webapp-with-golang-anti-textbook/content/;video|https://www.youtube.com/playlist?list=PL41psiCma00wgiTKkAZwJiwtLTdcyEyc4,programming-languages/go,"",,,,, Build web application with golang,,,book|https://github.com/astaxie/build-web-application-with-golang/blob/master/en/preface.md,programming-languages/go,"",,,,, @@ -167,28 +167,28 @@ Nikita Volkov,,,blog|http://nikita-volkov.github.io/,programming-languages/haske Reasonably Polymorphic,,,blog|http://reasonablypolymorphic.com/blog/archives/,programming-languages/haskell,"",,,,, RUHaskell (Russian),,,blog|https://ruhaskell.org/,programming-languages/haskell,"",,,,, Vincent Hanquez,,,blog|http://tab.snarc.org/,programming-languages/haskell,"",,,,, -Learn You a Haskell for Great Good! (2011)," This guide is meant for people who have programmed already, but have yet to try functional programming. - -The whole thing is completely free to read online, but it's also available in print and I encourage you to buy as many copies as you can afford! - +Learn You a Haskell for Great Good! (2011)," This guide is meant for people who have programmed already, but have yet to try functional programming. + +The whole thing is completely free to read online, but it's also available in print and I encourage you to buy as many copies as you can afford! + To contact me, shoot me an email to: bonus at learnyouahaskell dot com! You can also find me idling on #haskell where I go by the name BONUS. ",http://learnyouahaskell.com/newsplash.png,book|https://nostarch.com/lyah.htm,programming-languages/haskell,"",2011,,,, -Write you a Haskell (2014),"By Stephen Diehl - -In 2014 I wrote a short tutorial about building a small imperative language in Haskell that compiled into LLVM. I was extremely happy with the effect the tutorial seemed to have, and the warm response I got from so many people was very encouraging. - -I've done a great bit of thinking about what the most impactful topic I could write about in 2015 could be; and decided throughout this year I will follow up with a large endeavor for another project-based tutorial on building a simple functional programming language from first principles. - -This is a nontrivial topic and is unfortunately very much underserved, the knowledge to build such a modern functional language is not widely disseminated among many programmers. The available resources most often discuss language theory in depth while completely glossing over the engineering details. I wished to write a project-based tutorial that included the engineering details and left the reader with a fully functional toy language at the end that could be extended for further projects. - -We will build a small functional language called Fun which is a partial Haskell 2010 toy language; complete with a parser, type inference, datatypes, pattern matching, desugaring, typeclasses, higher-kinded types, monadic IO, arbitrary-rank polymorphism, records, Core language, STG intermediate language, lazy evaluation, interpreter, native code generator, a runtime, and several optimization passes. - +Write you a Haskell (2014),"By Stephen Diehl + +In 2014 I wrote a short tutorial about building a small imperative language in Haskell that compiled into LLVM. I was extremely happy with the effect the tutorial seemed to have, and the warm response I got from so many people was very encouraging. + +I've done a great bit of thinking about what the most impactful topic I could write about in 2015 could be; and decided throughout this year I will follow up with a large endeavor for another project-based tutorial on building a simple functional programming language from first principles. + +This is a nontrivial topic and is unfortunately very much underserved, the knowledge to build such a modern functional language is not widely disseminated among many programmers. The available resources most often discuss language theory in depth while completely glossing over the engineering details. I wished to write a project-based tutorial that included the engineering details and left the reader with a fully functional toy language at the end that could be extended for further projects. + +We will build a small functional language called Fun which is a partial Haskell 2010 toy language; complete with a parser, type inference, datatypes, pattern matching, desugaring, typeclasses, higher-kinded types, monadic IO, arbitrary-rank polymorphism, records, Core language, STG intermediate language, lazy evaluation, interpreter, native code generator, a runtime, and several optimization passes. + As with most of my writing, this is the pre-edited rough cut version, which I will refine over time.","",book|http://dev.stephendiehl.com/fun/,programming-languages/haskell,"",,,,, Programming in Haskell (2016),,,book|http://www.goodreads.com/book/show/912217.Programming_in_Haskell,programming-languages/haskell,"",,,,, -Haskell in Depth (2018),"By Vitaly Bragilevsky - +Haskell in Depth (2018),"By Vitaly Bragilevsky + Turn the corner from “Haskell student” to “Haskell developer.” Haskell in Depth explores the important language features and programming skills you’ll need to build production-quality software using Haskell. And along the way, you’ll pick up some interesting insights into why Haskell looks and works the way it does. Get ready to go deep! ","",book|https://www.manning.com/books/haskell-in-depth,programming-languages/haskell,"",,,,, -Thinking with Types (2018),"By Sandy Maguire - +Thinking with Types (2018),"By Sandy Maguire + This book aims to be the comprehensive manual for type-level programming. It's about getting you from here to there---from a competent Haskell programmer to one who convinces the compiler to do their work for them.",https://d2sofvawe08yqg.cloudfront.net/thinking-with-types/hero?1549502499,book|https://leanpub.com/thinking-with-types,programming-languages/haskell,"",2019,,,, The Haskell School of Music (2018),,,book|https://www.goodreads.com/book/show/18299474-the-haskell-school-of-music,programming-languages/haskell,"",,,,, Advanced Programming (2017),,,course|https://www.seas.upenn.edu/~cis552/current/index.html,programming-languages/haskell,"",,,,, @@ -1000,8 +1000,8 @@ Simple Wikipedia: Cosmetics,,,wiki|https://simple.wikipedia.org/wiki/Cosmetics,c CPUs,,,qna|https://www.quora.com/topic/Central-Processing-Units-CPUs,cpu,"",,,,, Main Wikipedia: Central processing unit,,,wiki|https://en.wikipedia.org/wiki/Central_processing_unit,cpu,"",,,,, Simple Wikipedia: Central processing unit,,,wiki|https://simple.wikipedia.org/wiki/Central_processing_unit,cpu,"",,,,, -Introduction to Tensor Analysis,"By H. D. Block (Prof. @ Cornell University) - +Introduction to Tensor Analysis,"By H. D. Block (Prof. @ Cornell University) + ","",book|http://ruina.tam.cornell.edu/Courses/ME6700/references/block_tensor_analysis.pdf,tensor-analysis,"",1978,,,, A Whack on the Side of the Head (2008),,,book|https://www.amazon.in/Whack-Side-Head-Roger-Oech/dp/0446404667/?tag=learnawesome-21,creativity,"",,,,, Ask the Wise Fool Cards,,,flashcard|https://www.amazon.com/Ask-Wise-Fool-Roger-Oech/dp/1572819553/?tag=learnawesome-20,creativity,"",,,,, @@ -1963,7 +1963,7 @@ Simple Wikipedia: Pet,,,wiki|https://simple.wikipedia.org/wiki/Pet,pets,"",,,,, Photography: A Very Short Introduction,,,book|http://www.veryshortintroductions.com/abstract/10.1093/actrade/9780192801647.001.0001/actrade-9780192801647?rskey=sBHDD5&result=455,photography,"",,,,, Strobist Lighting 101,,,course|https://strobist.blogspot.com/2006/03/lighting-101.html,photography,"",,,,4.0, Photography,,,qna|https://photo.stackexchange.com,photography,"",,,,, -Why Mirrorless Cameras Are Taking Over,,,video|https://www.youtube.com/watch?v=p5PvHlk3yig,photography,"",,,,, +Why Mirrorless Cameras Are Taking Over,,https://img.youtube.com/vi/p5PvHlk3yig/0.jpg,video|https://www.youtube.com/watch?v=p5PvHlk3yig,photography,"",,,,, Main Wikipedia: Photography,,,wiki|https://en.wikipedia.org/wiki/Photography,photography,"",,,,, Simple Wikipedia: Photography,,,wiki|https://simple.wikipedia.org/wiki/Photography,photography,"",,,,, Science Friday,,,website|https://www.sciencefriday.com/topics/physics-chemistry/,physics,"",,,,, @@ -2220,25 +2220,25 @@ Beautiful racket,,,book|http://beautifulracket.com/,programming,"",,,,, Pauls Online Math Notes,,,website|https://tutorial.math.lamar.edu/,calculus,"",,,,, Applied Dynamic Programming,Richard Bellman and Stuart Dreyfus at Rand Corporation,"",book|https://www.rand.org/content/dam/rand/pubs/reports/2006/R352.pdf,dynamic-programming,"",1962,,,, MIT software construction (2016),,,course|http://web.mit.edu/6.005/www/fa16/,programming,"",,,,, -MIT structure and interpretation of computer programs (2005)," -##Course Features - -- Video lectures -- Captions/transcript -- Online textbooks -- Selected lecture notes -- Projects (no examples) -- Exams (no solutions) - -##Course Highlights - -This course features projects and supporting documentation. This course has virtually all of its course materials online. 6.001 is the first course in the core of departmental subjects which is required for all undergraduates in Electrical Engineering and Computer Science. It offers an online version of the textbook for the course, Structure and Interpretation of Computer Programs, 2nd ed., by Abelson, Sussman, and Sussman. -Course Description - -This course introduces students to the principles of computation. Upon completion of 6.001, students should be able to explain and apply the basic methods from programming languages to analyze computational systems, and to generate computational solutions to abstract problems. Substantial weekly programming assignments are an integral part of the course. This course is worth 4 Engineering Design Points. - -Instructor(s): Prof. Eric Grimson, Prof. Peter Szolovits, Prof. Trevor Darrell -MIT Course Number: 6.001 As Taught In Spring 2005 +MIT structure and interpretation of computer programs (2005)," +##Course Features + +- Video lectures +- Captions/transcript +- Online textbooks +- Selected lecture notes +- Projects (no examples) +- Exams (no solutions) + +##Course Highlights + +This course features projects and supporting documentation. This course has virtually all of its course materials online. 6.001 is the first course in the core of departmental subjects which is required for all undergraduates in Electrical Engineering and Computer Science. It offers an online version of the textbook for the course, Structure and Interpretation of Computer Programs, 2nd ed., by Abelson, Sussman, and Sussman. +Course Description + +This course introduces students to the principles of computation. Upon completion of 6.001, students should be able to explain and apply the basic methods from programming languages to analyze computational systems, and to generate computational solutions to abstract problems. Substantial weekly programming assignments are an integral part of the course. This course is worth 4 Engineering Design Points. + +Instructor(s): Prof. Eric Grimson, Prof. Peter Szolovits, Prof. Trevor Darrell +MIT Course Number: 6.001 As Taught In Spring 2005 Level: Undergraduate","",course|https://ocw.mit.edu/courses/electrical-engineering-and-computer-science/6-001-structure-and-interpretation-of-computer-programs-spring-2005/index.htm,programming,"",,,,, Stanford C Programming,,,course|https://www.youtube.com/playlist?list=PLjn3WmBeabPOUzxcCkzk4jYMGRZMZ6ylF&app=desktop,programming,"",,,,, Structure and interpretation of computer programs (in Python) (2017),,,course|https://cs61a.org/,programming,"",,,,, @@ -2409,10 +2409,10 @@ The Startup Chat,,,audio|https://thestartupchat.com/,startups,"",,,,, Elad's Blog,,,blog|http://blog.eladgil.com/,startups,"",,,,, Paul Graham,,,blog|http://www.paulgraham.com/articles.html,startups,"",,,,, Running Lean (2012),,,book|https://www.goodreads.com/book/show/13078769-running-lean,startups,"",,,,, -Zero to one (2014),"If you want to build a better future, you must believe in secrets. - -The great secret of our time is that there are still uncharted frontiers to explore and new inventions to create. In Zero to One, legendary entrepreneur and investor Peter Thiel shows how we can find singular ways to create those new things. - +Zero to one (2014),"If you want to build a better future, you must believe in secrets. + +The great secret of our time is that there are still uncharted frontiers to explore and new inventions to create. In Zero to One, legendary entrepreneur and investor Peter Thiel shows how we can find singular ways to create those new things. + Thiel begins with the contrarian premise that we live in an age of technological stagnation, even if we’re too distracted by shiny mobile devices to notice. Information technology has improved rapidly, but there is no reason why progress should be limited to computers or Silicon Valley. Progress can be achieved in any industry or area of business. It comes from the most important skill that every leader must master: learning to think for yourself.","",book|http://www.goodreads.com/book/show/18050143-zero-to-one,startups;entrepreneurship,"",,,,, JUST FUCKING SHIP,By Amy Hoy,https://learn-awesome.github.io/assets/book_covers/23700819.jpg,book|https://www.goodreads.com/book/show/23700819-just-fucking-ship,startups,"",,,,, David Robinson,,,blog|http://varianceexplained.org/posts/,statistics,"",,,,, @@ -2782,8 +2782,8 @@ The Game You Win By Losing (Parrondo's Paradox),,,video|https://www.youtube.com/ Mindset - Summary by fourminutebooks.com - Summary by Derek Sivers,By Carol S. Dweck,https://learn-awesome.github.io/assets/book_covers/40745.jpg,summary|https://sivers.org/book/Mindset;summary|https://fourminutebooks.com/mindset-summary/,learning,Carol S. Dweck,,,,, a thing about chords!,"",https://i.ytimg.com/vi/uINxIvwK1eo/maxresdefault.jpg,video|https://www.youtube.com/watch?v=uINxIvwK1eo,music,"",,,,, chord personalities,"this is a big simplification of how chords work, but kinda how they feel for me! ill probably do a video about extended chords too but we'll see haha",https://i.ytimg.com/vi/4CAMOVeqoyE/maxresdefault.jpg,video|https://www.youtube.com/watch?v=4CAMOVeqoyE,music;piano,Louie Zong,2019,,,, -Reactive Design Patterns,"Reactive Design Patterns is a clearly written guide for building message-driven distributed systems that are resilient, responsive, and elastic. In this book you'll find patterns for messaging, flow control, resource management, and concurrency, along with practical issues like test-friendly designs. All patterns include concrete examples using Scala and Akka. - +Reactive Design Patterns,"Reactive Design Patterns is a clearly written guide for building message-driven distributed systems that are resilient, responsive, and elastic. In this book you'll find patterns for messaging, flow control, resource management, and concurrency, along with practical issues like test-friendly designs. All patterns include concrete examples using Scala and Akka. + ","",book|https://www.reactivedesignpatterns.com/,programming;functional-programming,"",,,,, How data forces you to achieve goals,An article about leveraging your own data to achieve goals.,"",article|https://hackernoon.com/how-data-forced-me-to-achieve-my-goals-52df76064903,data-science;productivity;open-data,"",2016,,,, Learning How To Learn - Summary on /r/GetMotivated,"","",summary|https://www.reddit.com/r/GetMotivated/comments/5950tm/text_i_just_finished_the_online_coursera_course/,learning,"",,,,, @@ -4156,8 +4156,8 @@ Mathematics for Machine Learning: Multivariate Calculus,By Imperial College Lond Investment Strategy,By Indian School of Business via Coursera,,course|https://www.coursera.org/learn/investment-philosophy,finance,"",,,,, Blockchain in the Energy Sector,By InnoEnergy via FutureLearn,,course|https://www.classcentral.com/course/futurelearn-blockchain-in-the-energy-sector-9526,blockchain;energy,"",,,,, Valuation and Financial Analysis For Startups Capstone,By Yonsei University via Coursera,,course|https://www.classcentral.com/course/coursera-valuation-and-financial-analysis-for-startups-capstone-6977,corporate-finance,"",,,,, -The Scratch Programming Language and Environment,"Abstract: - +The Scratch Programming Language and Environment,"Abstract: + Scratch is a visual programming environment that allows users (primarily ages 8 to 16) to learn computer programming while working on personally meaningful projects such as animated stories and games. A key design goal of Scratch is to support self-directed learning through tinkering and collaboration with peers. This article explores how the Scratch programming language and environment support this goal.","",research_paper|https://dl.acm.org/doi/abs/10.1145/1868358.1868363,programming-languages/scratch,"",,advanced,,, Buyer Behaviour and Analysis,By Curtin University via edX,,course|https://www.edx.org/course/buyer-behaviour-and-analysis-2,marketing,"",,,,, Computer Vision,"By Indian Institute of Technology, Kharagpur via Swayam",,course|https://swayam.gov.in/nd1_noc19_cs58/preview,computer-vision,"",,,,, @@ -4397,10 +4397,10 @@ Concurrent Programming in Erlang,By University of Kent via FutureLearn,,course|h Learning From Data (Introductory Machine Learning),By California Institute of Technology via edX,,course|https://www.classcentral.com/course/edx-learning-from-data-introductory-machine-learning-1240,machine-learning,"",,,,, Introduction to Logic,By Stanford University via Stanford OpenEdx,,course|https://www.classcentral.com/course/stanford-openedx-introduction-to-logic-7078,logic,"",,,,, Developing Microsoft Azure Solutions,By Microsoft via edX,,course|https://www.classcentral.com/course/edx-developing-microsoft-azure-solutions-7481,software-tools/azure,"",,,,, -Without Words: Mathematical Puzzles to Confound and Delight,"All real life mathematics is problem solving. And all those fascinated by puzzles are problem solvers at heart. But thinking mathematically is a skill we have to learn and one which it is easy to forget. Recreational mathematicians and students can practise problem solving in different ways. In this book solving puzzles is practised in a different way from most books they will have seen before: -• Readers get no clues to what the puzzle is about -• They may take hours or even days to work out what is being asked of them -• Even after that, some problems may have no solution +Without Words: Mathematical Puzzles to Confound and Delight,"All real life mathematics is problem solving. And all those fascinated by puzzles are problem solvers at heart. But thinking mathematically is a skill we have to learn and one which it is easy to forget. Recreational mathematicians and students can practise problem solving in different ways. In this book solving puzzles is practised in a different way from most books they will have seen before: +• Readers get no clues to what the puzzle is about +• They may take hours or even days to work out what is being asked of them +• Even after that, some problems may have no solution The result of this challenge is a really challenging book that will fascinate anyone interested in puzzles and recreational mathematicians in particular. This volume contains 36 puzzles ranging from quite easy to more difficult. The sister volume More Without Words: Mathematical Puzzles to Confound and Delight is also available – containing 36 more puzzles with more easy and fewer testing ones.",https://i.gr-assets.com/images/S/compressed.photo.goodreads.com/books/1567257807l/31498845._SX318_.jpg,book|https://www.goodreads.com/book/show/31498845-without-words;book|http://www.jamestanton.com/?p=1605,mathematics,"",,beginner,,, Fundamentals of Computer Architecture,By EIT Digital via Coursera,,course|https://www.classcentral.com/course/coursera-fundamentals-of-computer-architecture-7501,computer-architecture,"",,,,, "Reliable Distributed Algorithms, Part 1",By KTH Royal Institute of Technology via edX,,course|https://www.classcentral.com/course/edx-reliable-distributed-algorithms-part-1-6604,algorithms,"",,,,, @@ -12314,34 +12314,34 @@ Kaarana – Critiques of Aadhaar and digital India,"","",blog|https://medium.com The Magic & Joy of Exploding Dots,"","",book|https://www.goodreads.com/book/show/43083153-the-magic-joy-of-exploding-dots,exploding-dots;mathematics,"",,,,, Exploding Dots by James Tanton,"","",video|https://vimeo.com/204368634,exploding-dots;mathematics,"",,,,, Exploding Dots | G'Day Math,,,course|https://gdaymath.com/courses/exploding-dots/,exploding-dots,"",,,,, -LearnAwesome - The Book Project,"We are reading, summarizing and testing the ideas from the following books: - -https://learnawesome.org/items/8057d51a-5e86-4a7f-a858-55b2eeecf3de-learning-a-very-short-introduction - -https://learnawesome.org/items/ec8e3a9a-4cce-4c79-b53f-9a9c3af7dc8b-how-people-learn-brain-mind-experience-and-school - -https://learnawesome.org/items/1f42ca53-fb94-4a18-85c4-c1dd8779eb4e-the-art-of-learning - -https://learnawesome.org/items/282ab02b-79a9-4c23-906b-06c897ee8d44-learning-how-to-learn - -https://learnawesome.org/items/5e2f235b-ad3c-45c6-b9a9-e775c2de6110-mastery-by-robert-greene - -https://learnawesome.org/items/c3dcdf3f-eaad-4f39-80b3-759bb43a0a47-pragmatic-thinking-and-learning - -https://learnawesome.org/items/36dc7686-1a91-4d33-a899-0b0e9ac6a989-ultralearning - -https://learnawesome.org/items/4955e2f3-d311-45e5-b5bb-deae9957af95-the-4-hour-chef - -https://learnawesome.org/items/5c731d15-6a53-432e-82e4-a4de9fecb2d1-the-first-20-hours - -https://learnawesome.org/items/97752823-5409-4628-b604-b9d7150c12ee-the-power-of-habit - -https://learnawesome.org/items/1c1aa1c5-7244-4149-a4f2-7306d878a13b-peak - -https://learnawesome.org/items/0c1744e3-5aff-4ce9-9dcd-161581df9415-make-it-stick - -https://learnawesome.org/items/720c7ae5-8c05-403c-b695-85df2d84cfa1-teach-yourself-how-to-learn - +LearnAwesome - The Book Project,"We are reading, summarizing and testing the ideas from the following books: + +https://learnawesome.org/items/8057d51a-5e86-4a7f-a858-55b2eeecf3de-learning-a-very-short-introduction + +https://learnawesome.org/items/ec8e3a9a-4cce-4c79-b53f-9a9c3af7dc8b-how-people-learn-brain-mind-experience-and-school + +https://learnawesome.org/items/1f42ca53-fb94-4a18-85c4-c1dd8779eb4e-the-art-of-learning + +https://learnawesome.org/items/282ab02b-79a9-4c23-906b-06c897ee8d44-learning-how-to-learn + +https://learnawesome.org/items/5e2f235b-ad3c-45c6-b9a9-e775c2de6110-mastery-by-robert-greene + +https://learnawesome.org/items/c3dcdf3f-eaad-4f39-80b3-759bb43a0a47-pragmatic-thinking-and-learning + +https://learnawesome.org/items/36dc7686-1a91-4d33-a899-0b0e9ac6a989-ultralearning + +https://learnawesome.org/items/4955e2f3-d311-45e5-b5bb-deae9957af95-the-4-hour-chef + +https://learnawesome.org/items/5c731d15-6a53-432e-82e4-a4de9fecb2d1-the-first-20-hours + +https://learnawesome.org/items/97752823-5409-4628-b604-b9d7150c12ee-the-power-of-habit + +https://learnawesome.org/items/1c1aa1c5-7244-4149-a4f2-7306d878a13b-peak + +https://learnawesome.org/items/0c1744e3-5aff-4ce9-9dcd-161581df9415-make-it-stick + +https://learnawesome.org/items/720c7ae5-8c05-403c-b695-85df2d84cfa1-teach-yourself-how-to-learn + https://learnawesome.org/items/0bfdb9e5-0f1d-4c26-9172-80cfb228e431-bring-up-genius",,"",learning,"",,,,, Learn Reactjs | Coderplex,"","",learning_plan|https://coderplex.org/learn/reactjs/Choosing-ReactJS,software-tools/react,"",,,,, Choosing laravel | Learn Laravel | Coderplex,,,learning_plan|https://coderplex.org/learn/laravel/Choosing-laravel/,software-tools/laravel,"",,,,, @@ -12500,109 +12500,109 @@ Discuss Scratch,,,chat|https://scratch.mit.edu/discuss/,programming-languages/sc LightBot,"","",game|https://lightbot.com/,programming,"",,childlike,,, ScratchJr - Home,"","",game|https://www.scratchjr.org/,programming-languages/scratch,"",,childlike,,, Greatest Events of WWII in Colour | Netflix,,,video|https://www.netflix.com/ie/title/80989924,history;world-war-2;human-history,"",,,,, -Syllabus: Scratch programming for kids,"I noticed that these days, a lot of parents are being pressured by edtech industry to buy paid courses on ""programming for kids"" which are all simply using Scratch with bad instructions. Worse, many of them are using industrial languages like Javascript or Python which are completely unsuitable for the purpose of pedagogy. So, I have put together this syllabus/sequence of high-quality learning resources (apps/free courses/articles/videos) that I followed for my own daughter with spectacular success. - -We have a peer group of parents and children learning Scratch programming using this syllabus. If you'd like to join, come to [our Slack group](https://learnawesome.org/join_slack). - -## Why learn Scratch programming? - -Computational thinking skills may have a lot of practical value. It helps kids understand how computers work, and how to make new things with them. But [if you think programming is all about computers, you're wrong](https://twitter.com/nileshtrivedi/status/1261600393382883329). The core idea of programming is that a tiny set of simple instructions can be combined to produce immensely complex structures. We see this in cooking, knitting, chess, mathematics and much more. Your DNA, for example, is a series of instructions or a ""program"". - -But more importantly, programming is the only skill that lets you create ""interactive"" art. Other creators have ""readers"", ""audience"", ""spectators"" etc, but only programmers have ""users"". [If you haven't felt the joy of programming, you're really missing out](https://twitter.com/nileshtrivedi/status/1261601737854472192). - -This joy is what should be the main motivation for teaching programming to kids. Not career success. We don't know what careers will be in vogue 15 years from now, but the joy of creation is an eternal human blessing. - -Scratch is a visual programming language, built at MIT, that is used by children all over the globe. This visual language is in the shape of blocks (like Lego), and it allows its users to create online projects, games, apps, and many other things. The blocks eliminate the major source of frustration which comes from syntax errors. Scratch has a very active online community which makes this experience very engaging for kids, and they also learn collaboration and teamwork - besides figuring out how programs work. - -Scratch, which is completely free, is what's being used by many edtech platforms. You don't need to pay a lot of money for paid courses because I have collected the best quality resources here for you and put them in a sequence that is not rushed. - -In my opinion, it would be a mistake to start too soon with industrial languages like Python, Javascript because the child would be intimidated with a lot of details that only distract. Motivation is the #1 resource with the shortest supply. Do whatever you can to preserve it. I'd actually explore computer games like Age of Empires which provoke questions in their minds: ""I wonder how they wrote code for this game!"". - -## Preparedness: - -Can the child count things correctly? It's NOT easy. Suppose your boss wants you to work from 8am to 11am, and mop floors 8 to 11. Simple - it's one floor per hour, right? - -Nope! There are 4 floors to mop (8, 9, 10 and 11) but only 3 hours to work (8-9, 9-10, and 10-11). - -Whoa -- we count floors and hours differently? You bet. And somehow, if the boss said ""Mop floors 8 to 11 on April 8th to 11th"" everything would be ok. - -To understand this, read [this article](https://learnawesome.org/items/b269d560-c519-4242-91d5-66ad547cc43b-learning-how-to-count-avoiding-the-fencepost-problem-betterexplained) under [Counting](https://learnawesome.org/topics/b49bc6fd-b9bc-46c9-a6d3-ebcef2f01b07-counting) - -Does the child have some exposure to 2D coordinate systems? It's not a prerequisite, but will have to be discussed during the practice stage. -When you reach that stage, use resources from our [co-ordinate plane topic](https://learnawesome.org/topics/9d1d4677-7ebd-4077-9f1f-218806a340e9-coordinate-plane). - -Is any one of the parents experienced with [computational thinking](https://learnawesome.org/topics/13b5f596-e6e4-4a45-81f1-843ff7b42d82-computational-thinking)? If not, they too should go through this Scratch course. Following along with the child is also fine. - -Do you have a computing device at home (a desktop / laptop / tablet)? - -Parents should read [this](https://scratch.mit.edu/parents/) and [follow the Scratch team on Twitter](https://learnawesome.org/items/7a92e34a-982d-4d02-8c58-17de1de7f5db-scratch-team-scratch-twitter) - -## Motivation and priming: - -A lot of difficulty in programming is how it requires you to be very precise with language and instructions. Bringing this sensitivity is important. You can watch the [""Exact Instructions Challenge"" videos](https://www.youtube.com/watch?v=cDA3_5982h8). - -It is also important to create the REASON/MOTIVATION to learn Scratch such as to create your own games. So, first you should explore games made on [Scratch website](https://learnawesome.org/items/3e9de8b8-ef9f-4a61-a091-6608d264b1a4-scratch-homepage). See what is possible with Scratch. Remember, kids want to DO interesting things, and not LEARN something. - -## Experience: - -Cooking is not very different from algorithms. You can start in the kitchen. Parent and child can enact any of the [""Exact Instructions Challenges""](https://www.youtube.com/watch?v=cDA3_5982h8) on their own. You might want to record a video, but no need to publish it anywhere. - -After this, I recommend playing at least the first two levels of the programming puzzle game [Lightbot](https://learnawesome.org/items/2d6e8e6d-0e95-46d6-a4b8-0cf8d83c1634-lightbot). It's a free app which gives a highly-constrained and playful environment for algorithmic thinking that feels like playing a game instead of ""learning"". Remember, kids want to be able to ""do"" interesting stuff, not ""learn"" something. - -Avoid [Scratch Junior](https://learnawesome.org/items/9d0fe359-b80a-4446-bdd5-c7e62afbbccc-scratchjr-home). It's better to stop after Lightbot and wait for them to be ready for main Scratch. - -## Instruction and Practice: - -Scratch is available both as a website and as an [app that works offline](https://scratch.mit.edu/download). - -First try the [interactive online tutorial](https://scratch.mit.edu/projects/editor/?tutorial=getStarted). - -More tutorials are available [here](https://scratch.mit.edu/ideas). - -Now we are ready for a ""course"". [The best one is this free course on edX](https://learnawesome.org/items/a2dbab26-0c93-49b7-ae52-105f312c075a-programming-in-scratch) which will explain all the concepts in detail. Complete it as far as you can. Remember to try things out. Coding, like swimming, can only be learnt by doing. - -You can join other parents going through this syllabus in [our Slack group](https://learnawesome.org/join_slack). :-) - -## Getting help: - -Instead of helping you once, we will teach you how to find help yourself on the Internet: - -- Try these [strategies for getting unstuck](https://learnawesome.org/items/8cb38a52-03a2-4587-8f20-efc404291590-getting-unstuck-strategies) here. -- Check on [Scratch wiki](https://learnawesome.org/items/a7b45674-d23e-4d65-bc57-f80c07cf1ed9-scratch-wiki). -- And the [Scratch forum](https://learnawesome.org/items/08fdd0dc-792d-49b2-a24d-a0b16050cedc-discuss-scratch). -- There's a [Facebook group](https://learnawesome.org/items/6afac218-ee56-4539-b9f8-24d8d83125d9-teaching-with-scratch-public-group-facebook). -- Tweet to [Scratch team](https://learnawesome.org/items/7a92e34a-982d-4d02-8c58-17de1de7f5db-scratch-team-scratch-twitter) or [Scratch Junior team](https://twitter.com/ScratchJr) -- Ask fellow Scratch learners in [our Slack group](https://learnawesome.org/join_slack) - -## Performance: - -- Basic: The student should be able to Create a game with her own idea and publish it on scratch website. -- Advanced: Complete this [series of Scratch challenges](https://learnawesome.org/items/0db431c8-f480-4a96-8907-85fef9eb6a4a-creative-computing-lab-at-the-harvard-graduate-school-of-education). - -## Learn from the experts - -- Let the kid play games on Scratch. They should know what ""apps"" are, before they get interested in how apps get made. Occasionally, they will get curious and click on the ""See Inside"" button to bypass a difficult game level. At that point, they are hacking in its true spirit. Count yourself as a successful parent at this point! 😄 - -- Watch Scratch tutorials on YouTube, such as how to create their own platformer game in Scratch. Be patient at this point though. Let them make simpler games, stories etc before reaching this slightly difficult level. - -- Learn how to create custom blocks. This is a rough simulation of how functions work in industrial programming languages. - -## Teach: - -Your child should now teach Scratch to a friend or sibling. Teaching is one of the best ways to consolidate your [learning](https://learnawesome.org/topics/4e9769cb-5233-44fe-91d4-c49d601f6dbe-learning). - -## What next after Scratch? - -Frankly, there is no need to rush. Scratch alone can expose them to a wide variety of programming techniques, but if you do want to go forward, try these topics: - -- [Snap!](https://learnawesome.org/topics/efde49a5-47bf-4689-88b1-303a7bca5f4b-programming-languages-snap) This adds two key features to Scratch: Lists as a first-class object (so you can introduce data-structures like tree, stack, queue etc) and higher-order functions. But it doesn't have a great UI or an active community like Scratch does. - -- [Processing](https://learnawesome.org/topics/4cfd43da-19d7-40d4-b3d6-95297b1a31da-programming-languages-processing) is a textual language that still makes it easy to generate concrete, visual things like animations or games. It is important to work on concrete things because it shortens the feedback loop which is crucial for formation of concepts. - -- [Computational Thinking](https://learnawesome.org/topics/13b5f596-e6e4-4a45-81f1-843ff7b42d82-computational-thinking) - -## Help us spread the word. - +Syllabus: Scratch programming for kids,"I noticed that these days, a lot of parents are being pressured by edtech industry to buy paid courses on ""programming for kids"" which are all simply using Scratch with bad instructions. Worse, many of them are using industrial languages like Javascript or Python which are completely unsuitable for the purpose of pedagogy. So, I have put together this syllabus/sequence of high-quality learning resources (apps/free courses/articles/videos) that I followed for my own daughter with spectacular success. + +We have a peer group of parents and children learning Scratch programming using this syllabus. If you'd like to join, come to [our Slack group](https://learnawesome.org/join_slack). + +## Why learn Scratch programming? + +Computational thinking skills may have a lot of practical value. It helps kids understand how computers work, and how to make new things with them. But [if you think programming is all about computers, you're wrong](https://twitter.com/nileshtrivedi/status/1261600393382883329). The core idea of programming is that a tiny set of simple instructions can be combined to produce immensely complex structures. We see this in cooking, knitting, chess, mathematics and much more. Your DNA, for example, is a series of instructions or a ""program"". + +But more importantly, programming is the only skill that lets you create ""interactive"" art. Other creators have ""readers"", ""audience"", ""spectators"" etc, but only programmers have ""users"". [If you haven't felt the joy of programming, you're really missing out](https://twitter.com/nileshtrivedi/status/1261601737854472192). + +This joy is what should be the main motivation for teaching programming to kids. Not career success. We don't know what careers will be in vogue 15 years from now, but the joy of creation is an eternal human blessing. + +Scratch is a visual programming language, built at MIT, that is used by children all over the globe. This visual language is in the shape of blocks (like Lego), and it allows its users to create online projects, games, apps, and many other things. The blocks eliminate the major source of frustration which comes from syntax errors. Scratch has a very active online community which makes this experience very engaging for kids, and they also learn collaboration and teamwork - besides figuring out how programs work. + +Scratch, which is completely free, is what's being used by many edtech platforms. You don't need to pay a lot of money for paid courses because I have collected the best quality resources here for you and put them in a sequence that is not rushed. + +In my opinion, it would be a mistake to start too soon with industrial languages like Python, Javascript because the child would be intimidated with a lot of details that only distract. Motivation is the #1 resource with the shortest supply. Do whatever you can to preserve it. I'd actually explore computer games like Age of Empires which provoke questions in their minds: ""I wonder how they wrote code for this game!"". + +## Preparedness: + +Can the child count things correctly? It's NOT easy. Suppose your boss wants you to work from 8am to 11am, and mop floors 8 to 11. Simple - it's one floor per hour, right? + +Nope! There are 4 floors to mop (8, 9, 10 and 11) but only 3 hours to work (8-9, 9-10, and 10-11). + +Whoa -- we count floors and hours differently? You bet. And somehow, if the boss said ""Mop floors 8 to 11 on April 8th to 11th"" everything would be ok. + +To understand this, read [this article](https://learnawesome.org/items/b269d560-c519-4242-91d5-66ad547cc43b-learning-how-to-count-avoiding-the-fencepost-problem-betterexplained) under [Counting](https://learnawesome.org/topics/b49bc6fd-b9bc-46c9-a6d3-ebcef2f01b07-counting) + +Does the child have some exposure to 2D coordinate systems? It's not a prerequisite, but will have to be discussed during the practice stage. +When you reach that stage, use resources from our [co-ordinate plane topic](https://learnawesome.org/topics/9d1d4677-7ebd-4077-9f1f-218806a340e9-coordinate-plane). + +Is any one of the parents experienced with [computational thinking](https://learnawesome.org/topics/13b5f596-e6e4-4a45-81f1-843ff7b42d82-computational-thinking)? If not, they too should go through this Scratch course. Following along with the child is also fine. + +Do you have a computing device at home (a desktop / laptop / tablet)? + +Parents should read [this](https://scratch.mit.edu/parents/) and [follow the Scratch team on Twitter](https://learnawesome.org/items/7a92e34a-982d-4d02-8c58-17de1de7f5db-scratch-team-scratch-twitter) + +## Motivation and priming: + +A lot of difficulty in programming is how it requires you to be very precise with language and instructions. Bringing this sensitivity is important. You can watch the [""Exact Instructions Challenge"" videos](https://www.youtube.com/watch?v=cDA3_5982h8). + +It is also important to create the REASON/MOTIVATION to learn Scratch such as to create your own games. So, first you should explore games made on [Scratch website](https://learnawesome.org/items/3e9de8b8-ef9f-4a61-a091-6608d264b1a4-scratch-homepage). See what is possible with Scratch. Remember, kids want to DO interesting things, and not LEARN something. + +## Experience: + +Cooking is not very different from algorithms. You can start in the kitchen. Parent and child can enact any of the [""Exact Instructions Challenges""](https://www.youtube.com/watch?v=cDA3_5982h8) on their own. You might want to record a video, but no need to publish it anywhere. + +After this, I recommend playing at least the first two levels of the programming puzzle game [Lightbot](https://learnawesome.org/items/2d6e8e6d-0e95-46d6-a4b8-0cf8d83c1634-lightbot). It's a free app which gives a highly-constrained and playful environment for algorithmic thinking that feels like playing a game instead of ""learning"". Remember, kids want to be able to ""do"" interesting stuff, not ""learn"" something. + +Avoid [Scratch Junior](https://learnawesome.org/items/9d0fe359-b80a-4446-bdd5-c7e62afbbccc-scratchjr-home). It's better to stop after Lightbot and wait for them to be ready for main Scratch. + +## Instruction and Practice: + +Scratch is available both as a website and as an [app that works offline](https://scratch.mit.edu/download). + +First try the [interactive online tutorial](https://scratch.mit.edu/projects/editor/?tutorial=getStarted). + +More tutorials are available [here](https://scratch.mit.edu/ideas). + +Now we are ready for a ""course"". [The best one is this free course on edX](https://learnawesome.org/items/a2dbab26-0c93-49b7-ae52-105f312c075a-programming-in-scratch) which will explain all the concepts in detail. Complete it as far as you can. Remember to try things out. Coding, like swimming, can only be learnt by doing. + +You can join other parents going through this syllabus in [our Slack group](https://learnawesome.org/join_slack). :-) + +## Getting help: + +Instead of helping you once, we will teach you how to find help yourself on the Internet: + +- Try these [strategies for getting unstuck](https://learnawesome.org/items/8cb38a52-03a2-4587-8f20-efc404291590-getting-unstuck-strategies) here. +- Check on [Scratch wiki](https://learnawesome.org/items/a7b45674-d23e-4d65-bc57-f80c07cf1ed9-scratch-wiki). +- And the [Scratch forum](https://learnawesome.org/items/08fdd0dc-792d-49b2-a24d-a0b16050cedc-discuss-scratch). +- There's a [Facebook group](https://learnawesome.org/items/6afac218-ee56-4539-b9f8-24d8d83125d9-teaching-with-scratch-public-group-facebook). +- Tweet to [Scratch team](https://learnawesome.org/items/7a92e34a-982d-4d02-8c58-17de1de7f5db-scratch-team-scratch-twitter) or [Scratch Junior team](https://twitter.com/ScratchJr) +- Ask fellow Scratch learners in [our Slack group](https://learnawesome.org/join_slack) + +## Performance: + +- Basic: The student should be able to Create a game with her own idea and publish it on scratch website. +- Advanced: Complete this [series of Scratch challenges](https://learnawesome.org/items/0db431c8-f480-4a96-8907-85fef9eb6a4a-creative-computing-lab-at-the-harvard-graduate-school-of-education). + +## Learn from the experts + +- Let the kid play games on Scratch. They should know what ""apps"" are, before they get interested in how apps get made. Occasionally, they will get curious and click on the ""See Inside"" button to bypass a difficult game level. At that point, they are hacking in its true spirit. Count yourself as a successful parent at this point! 😄 + +- Watch Scratch tutorials on YouTube, such as how to create their own platformer game in Scratch. Be patient at this point though. Let them make simpler games, stories etc before reaching this slightly difficult level. + +- Learn how to create custom blocks. This is a rough simulation of how functions work in industrial programming languages. + +## Teach: + +Your child should now teach Scratch to a friend or sibling. Teaching is one of the best ways to consolidate your [learning](https://learnawesome.org/topics/4e9769cb-5233-44fe-91d4-c49d601f6dbe-learning). + +## What next after Scratch? + +Frankly, there is no need to rush. Scratch alone can expose them to a wide variety of programming techniques, but if you do want to go forward, try these topics: + +- [Snap!](https://learnawesome.org/topics/efde49a5-47bf-4689-88b1-303a7bca5f4b-programming-languages-snap) This adds two key features to Scratch: Lists as a first-class object (so you can introduce data-structures like tree, stack, queue etc) and higher-order functions. But it doesn't have a great UI or an active community like Scratch does. + +- [Processing](https://learnawesome.org/topics/4cfd43da-19d7-40d4-b3d6-95297b1a31da-programming-languages-processing) is a textual language that still makes it easy to generate concrete, visual things like animations or games. It is important to work on concrete things because it shortens the feedback loop which is crucial for formation of concepts. + +- [Computational Thinking](https://learnawesome.org/topics/13b5f596-e6e4-4a45-81f1-843ff7b42d82-computational-thinking) + +## Help us spread the word. + We are building a community of lifelong learners. If you have landed here, you probably have an immense love for learning like us. We would love to have you join [our Slack group](https://learnawesome.org/join_slack).","","",programming-languages/scratch,"",,,,, Penguins (2019) - IMDb,,,video|https://www.imdb.com/title/tt8080302/,penguins;antarctica,"",,,,, The Eighty Five Percent Rule for optimal learning | Nature Communications,,,research_paper|https://www.nature.com/articles/s41467-019-12552-4,learning,"",,,,, @@ -12614,109 +12614,109 @@ researchseminars.org - Browse talks,,,webconf|https://researchseminars.org/,scie "In Praise of Idleness, by Bertrand Russell | Harper's Magazine",,,article|https://harpers.org/archive/1932/10/in-praise-of-idleness/,economics,"",,,,, Autism and Perfect Pitch | Henny Kupferstein,,,article|https://hennyk.com/autism-and-perfect-pitch/,perfect-pitch;autism,"",,,,, Pitch Perception Shift: A Rare Side-Effect of Carbamazepine - PubMed,,,research_paper|https://pubmed.ncbi.nlm.nih.gov/11442894/,perfect-pitch,"",,,,, -Syllabus: Machine Learning for Managers,"![Machine learning v/s Classical programming](https://web.archive.org/web/20200728133730if_/https://pbs.twimg.com/media/ECQDlFOWkAEJzlY?format=jpg&name=small) - -[This picture](https://learnawesome.org/items/4755bf41-11ec-42b4-a696-cd57851e18bb-machine-learning-v-s-classical-programming) explains the difference between machine learning and classical program. Instead of figuring out the underlying mechanism of any phenomena (such as what causes cancer and what makes it show up in X-ray), the machine-learning approach just requires us to label the data (which x-rays came from cancer patients, and which ones came from healthy people). In this picture, this labeling is what is called ""Answers"". -Computer is very good at number-crunching. If we provide sufficient data, it can detect all kind of correlations and patterns (i.e. ""Rules""). Those rules can then be used in classical programming way to look at unlabeled data, and make a fairly-accurate prediction. - -We'll start with training basic regression models in Excel. Did you know that [most of us suck at Excel](https://learnawesome.org/items/ee3f3b19-849f-45c9-b2ad-fddd105d4bc7-you-suck-at-excel)? This is almost an hour-long video but worth a watch for anybody who spends significant amount of time in Excel. - -Let's train our first machine-learning model, using nothing but Excel. [Here's a good article](https://learnawesome.org/items/a599ce44-88ae-4263-b0d2-f40f1fe01c23-regression-basics-for-business-analysis) that touches only a little bit of math. - -That's right! Linear regression is an ML technique! If you'd like to go deeper into it, there are some resources on our [Linear Regression](https://learnawesome.org/topics/afb2268e-8386-43a9-8528-b6db6349d06a-linear-regression) topic. - -Linear Regression is a simple model: It will only work in situations where the output variable is directly proportional to all input variables separately. No squares, or sines, or even reciprocals. This is why its utility is quite limited. -So, if you have y as the output variable that you suspect that it depends on 3 input variables, x1, x2, and x3, the model you are training is y = a*x1 + b*x2 + c*x3 + d. Excel will help you find the values of a, b, c, and d that represents the straight line that best fits the given data. - -As long as the relationship is linear, the same technique will work - even for hundreds, thousands or even millions of variables. You'll just a more powerful machine to do the regression though. - -If you've done your first regression model in Excel, you should download [RapidMiner Studio](https://learnawesome.org/items/0144711f-6169-42bd-a65e-893642920a48-predictive-analytics-software-rapidminer-studio) - -This is a free tool that will let you visually build data pipelines for reading, cleaning, re-structuring data and training plus testing your models. The free version has a limit of 10,000 rows but we're recommending this because our goal is to understand ML, not get lost in the whole programming rabbithole. - -You should now try to create a ""Decision Tree"" model in RapidMiner. They have a [catalog of video lessons here](https://learnawesome.org/items/c690fb51-0436-457f-ad45-c268f6afa14c-machine-learning-and-rapidminer-tutorials-rapidminer-academy/edit?item_id=c690fb51-0436-457f-ad45-c268f6afa14c). - -By the time you reach the Create a model -> Apply a model -> Test a model -> Validate a model, you would have finished your first non-trivial machine learning problem. - -[This article](https://learnawesome.org/items/c6000899-c51e-433c-83db-d264d73df2ea-machine-learning-is-fun-adam-geitgey-medium) will give you a very nice high-level, but not vague overview of machine learning. - -Once you've completed the Decision Tree model in RapidMiner, you can try the other [built-in samples exercises](https://docs.rapidminer.com/latest/studio/getting-started/studio-samples.html) it has which cover a wide range of techniques. [MadeWithML](https://learnawesome.org/items/bcfa7ea8-1aa1-4752-9ad3-6fab43d0d775-made-with-ml) has good introductions to many of these topics. - -Here are some other [interesting datasets](https://rs.io/100-interesting-data-sets-for-statistics/) to play with. - -Now you're ready to get introduced to neural networks - which are all the rage these days. Here's an [interactive playground](https://learnawesome.org/items/bdc17d5c-771c-4b4c-95b3-6c2b80627aa7-neural-network-playground) to start with. - +Syllabus: Machine Learning for Managers,"![Machine learning v/s Classical programming](https://web.archive.org/web/20200728133730if_/https://pbs.twimg.com/media/ECQDlFOWkAEJzlY?format=jpg&name=small) + +[This picture](https://learnawesome.org/items/4755bf41-11ec-42b4-a696-cd57851e18bb-machine-learning-v-s-classical-programming) explains the difference between machine learning and classical program. Instead of figuring out the underlying mechanism of any phenomena (such as what causes cancer and what makes it show up in X-ray), the machine-learning approach just requires us to label the data (which x-rays came from cancer patients, and which ones came from healthy people). In this picture, this labeling is what is called ""Answers"". +Computer is very good at number-crunching. If we provide sufficient data, it can detect all kind of correlations and patterns (i.e. ""Rules""). Those rules can then be used in classical programming way to look at unlabeled data, and make a fairly-accurate prediction. + +We'll start with training basic regression models in Excel. Did you know that [most of us suck at Excel](https://learnawesome.org/items/ee3f3b19-849f-45c9-b2ad-fddd105d4bc7-you-suck-at-excel)? This is almost an hour-long video but worth a watch for anybody who spends significant amount of time in Excel. + +Let's train our first machine-learning model, using nothing but Excel. [Here's a good article](https://learnawesome.org/items/a599ce44-88ae-4263-b0d2-f40f1fe01c23-regression-basics-for-business-analysis) that touches only a little bit of math. + +That's right! Linear regression is an ML technique! If you'd like to go deeper into it, there are some resources on our [Linear Regression](https://learnawesome.org/topics/afb2268e-8386-43a9-8528-b6db6349d06a-linear-regression) topic. + +Linear Regression is a simple model: It will only work in situations where the output variable is directly proportional to all input variables separately. No squares, or sines, or even reciprocals. This is why its utility is quite limited. +So, if you have y as the output variable that you suspect that it depends on 3 input variables, x1, x2, and x3, the model you are training is y = a*x1 + b*x2 + c*x3 + d. Excel will help you find the values of a, b, c, and d that represents the straight line that best fits the given data. + +As long as the relationship is linear, the same technique will work - even for hundreds, thousands or even millions of variables. You'll just a more powerful machine to do the regression though. + +If you've done your first regression model in Excel, you should download [RapidMiner Studio](https://learnawesome.org/items/0144711f-6169-42bd-a65e-893642920a48-predictive-analytics-software-rapidminer-studio) + +This is a free tool that will let you visually build data pipelines for reading, cleaning, re-structuring data and training plus testing your models. The free version has a limit of 10,000 rows but we're recommending this because our goal is to understand ML, not get lost in the whole programming rabbithole. + +You should now try to create a ""Decision Tree"" model in RapidMiner. They have a [catalog of video lessons here](https://learnawesome.org/items/c690fb51-0436-457f-ad45-c268f6afa14c-machine-learning-and-rapidminer-tutorials-rapidminer-academy/edit?item_id=c690fb51-0436-457f-ad45-c268f6afa14c). + +By the time you reach the Create a model -> Apply a model -> Test a model -> Validate a model, you would have finished your first non-trivial machine learning problem. + +[This article](https://learnawesome.org/items/c6000899-c51e-433c-83db-d264d73df2ea-machine-learning-is-fun-adam-geitgey-medium) will give you a very nice high-level, but not vague overview of machine learning. + +Once you've completed the Decision Tree model in RapidMiner, you can try the other [built-in samples exercises](https://docs.rapidminer.com/latest/studio/getting-started/studio-samples.html) it has which cover a wide range of techniques. [MadeWithML](https://learnawesome.org/items/bcfa7ea8-1aa1-4752-9ad3-6fab43d0d775-made-with-ml) has good introductions to many of these topics. + +Here are some other [interesting datasets](https://rs.io/100-interesting-data-sets-for-statistics/) to play with. + +Now you're ready to get introduced to neural networks - which are all the rage these days. Here's an [interactive playground](https://learnawesome.org/items/bdc17d5c-771c-4b4c-95b3-6c2b80627aa7-neural-network-playground) to start with. + [3Blue1Brown has a nice 20-minute video about how neural networks actually work](https://learnawesome.org/items/59ffea74-ece9-43f4-a701-b323c095ae51-but-what-is-a-neural-network-deep-learning-chapter-1). Must watch!","","",machine-learning,"",,,,5.0, -Syllabus: Fiction Writing for Beginners,"## Preparedness - -### Books to read for creative writing inspiration: -[Bird by Bird](https://www.amazon.in/Bird-Some-Instructions-Writing-Life/dp/0385480016) -[The Artist’s Way](https://www.amazon.in/Artists-Way-Spiritual-Higher-Creativity/dp/1585421464) - -### Books that help you write well -[On Writing Well](https://www.amazon.in/Writing-Wel-Classic-Guide-Nonfiction/dp/0060891548) -[Elements of Style](https://www.amazon.in/Elements-Style-William-Strunk-Jr/dp/020530902X/ref=sr_1_1?crid=II3CN8JKWYZZ&dchild=1&keywords=elements+of+style&qid=1589554987&s=books&sprefix=elements+of+style%2Cstripbooks%2C311&sr=1-1) - -### Inspiring reads -[Ten Rules for Writing Fiction](https://www.theguardian.com/books/2010/feb/20/ten-rules-for-writing-fiction-part-one) - - -#Genre Writing - -### Sci-Fi -[MIT Sci-fi Writing Syllabus](https://ocw.mit.edu/courses/comparative-media-studies-writing/21w-759-writing-science-fiction-spring-2016/syllabus/) - -[How to write a great science fiction novel](https://io9.gizmodo.com/how-to-write-a-great-science-fiction-novel-in-7-easy-st-1565393502) - -### Crime -[Writing Suspense](https://www.amazon.in/Plotting-Writing-Suspense-Patricia-Highsmith/dp/0751565970) -[Crime Fiction Tips](https://nationalcentreforwriting.org.uk/article/crime-fiction-tips/) - -### Romance -[Tips for writing your first romance novel](https://nybookeditors.com/2016/10/tips-writing-first-romance-novel/) - -### Historical fiction -[Writing Historical Fiction](https://www.amazon.in/Started-Writing-Historical-Fiction-Yourself-ebook/dp/B00X61MZVM/ref=sr_1_1?dchild=1&keywords=Get+Started+in+Writing+Historical+Fiction&qid=1589989391&sr=8-1) - - -#Priming with Prompts - -Inspiration to create your own fiction - -[Prompts are everywhere](https://blog.reedsy.com/creative-writing-prompts/) - - -# Understanding Elements of Fiction -Listen to [Brandon Sanderson’s course](https://www.youtube.com/playlist?list=PLH3mK1NZn9QqOSj3ObrP3xL8tEJQ12-vL) on the various aspects of writing fiction - -### Writing a novel -[Some Resources](https://www.thecreativepenn.com/write-novel-resources/) - - -### Characterization: -[Creating Character](https://www.nownovel.com/blog/creating-character/) -[MasterClass: How to develop fictional characters](https://www.masterclass.com/articles/how-to-develop-fictional-characters#8-tips-for-character-development) -[Character Traits](https://www.amazon.in/Writers-Guide-Character-Traits/dp/1582973903) - -### Setting -- [Discover the basic elements of setting in a story](https://www.writersdigest.com/improve-my-writing/discover-the-basic-elements-of-setting-in-a-story) -- [Importance of setting in your story](https://blog.bookbaby.com/2018/02/importance-of-setting-in-your-story/) -- Beyond the backdrop: Mastering setting in fiction - The Writer - -### Plot Arc -- [MasterClass: Everything You Need To Know About Writing Plot](https://www.masterclass.com/articles/everything-you-need-to-know-about-writing-plot) - - -# Short Story or Novel? -- [How to write a short story](https://jerryjenkins.com/how-to-write-short-stories/) -- [How to write a novel using the snowflake method](https://bubblecow.com/blog/see-how-easily-you-can-write-a-novel-using-the-snowflake-method) -- [How to write a book in 30 days](https://www.theguardian.com/books/2012/oct/20/writing-your-novel-30-days-method) - -# Write your own work - -- [30 days method](https://www.theguardian.com/books/2012/oct/20/writing-your-novel-30-days-method) -- [Write your first novel](https://www.coursera.org/learn/write-your-first-novel) - +Syllabus: Fiction Writing for Beginners,"## Preparedness + +### Books to read for creative writing inspiration: +[Bird by Bird](https://www.amazon.in/Bird-Some-Instructions-Writing-Life/dp/0385480016) +[The Artist’s Way](https://www.amazon.in/Artists-Way-Spiritual-Higher-Creativity/dp/1585421464) + +### Books that help you write well +[On Writing Well](https://www.amazon.in/Writing-Wel-Classic-Guide-Nonfiction/dp/0060891548) +[Elements of Style](https://www.amazon.in/Elements-Style-William-Strunk-Jr/dp/020530902X/ref=sr_1_1?crid=II3CN8JKWYZZ&dchild=1&keywords=elements+of+style&qid=1589554987&s=books&sprefix=elements+of+style%2Cstripbooks%2C311&sr=1-1) + +### Inspiring reads +[Ten Rules for Writing Fiction](https://www.theguardian.com/books/2010/feb/20/ten-rules-for-writing-fiction-part-one) + + +#Genre Writing + +### Sci-Fi +[MIT Sci-fi Writing Syllabus](https://ocw.mit.edu/courses/comparative-media-studies-writing/21w-759-writing-science-fiction-spring-2016/syllabus/) + +[How to write a great science fiction novel](https://io9.gizmodo.com/how-to-write-a-great-science-fiction-novel-in-7-easy-st-1565393502) + +### Crime +[Writing Suspense](https://www.amazon.in/Plotting-Writing-Suspense-Patricia-Highsmith/dp/0751565970) +[Crime Fiction Tips](https://nationalcentreforwriting.org.uk/article/crime-fiction-tips/) + +### Romance +[Tips for writing your first romance novel](https://nybookeditors.com/2016/10/tips-writing-first-romance-novel/) + +### Historical fiction +[Writing Historical Fiction](https://www.amazon.in/Started-Writing-Historical-Fiction-Yourself-ebook/dp/B00X61MZVM/ref=sr_1_1?dchild=1&keywords=Get+Started+in+Writing+Historical+Fiction&qid=1589989391&sr=8-1) + + +#Priming with Prompts + +Inspiration to create your own fiction + +[Prompts are everywhere](https://blog.reedsy.com/creative-writing-prompts/) + + +# Understanding Elements of Fiction +Listen to [Brandon Sanderson’s course](https://www.youtube.com/playlist?list=PLH3mK1NZn9QqOSj3ObrP3xL8tEJQ12-vL) on the various aspects of writing fiction + +### Writing a novel +[Some Resources](https://www.thecreativepenn.com/write-novel-resources/) + + +### Characterization: +[Creating Character](https://www.nownovel.com/blog/creating-character/) +[MasterClass: How to develop fictional characters](https://www.masterclass.com/articles/how-to-develop-fictional-characters#8-tips-for-character-development) +[Character Traits](https://www.amazon.in/Writers-Guide-Character-Traits/dp/1582973903) + +### Setting +- [Discover the basic elements of setting in a story](https://www.writersdigest.com/improve-my-writing/discover-the-basic-elements-of-setting-in-a-story) +- [Importance of setting in your story](https://blog.bookbaby.com/2018/02/importance-of-setting-in-your-story/) +- Beyond the backdrop: Mastering setting in fiction - The Writer + +### Plot Arc +- [MasterClass: Everything You Need To Know About Writing Plot](https://www.masterclass.com/articles/everything-you-need-to-know-about-writing-plot) + + +# Short Story or Novel? +- [How to write a short story](https://jerryjenkins.com/how-to-write-short-stories/) +- [How to write a novel using the snowflake method](https://bubblecow.com/blog/see-how-easily-you-can-write-a-novel-using-the-snowflake-method) +- [How to write a book in 30 days](https://www.theguardian.com/books/2012/oct/20/writing-your-novel-30-days-method) + +# Write your own work + +- [30 days method](https://www.theguardian.com/books/2012/oct/20/writing-your-novel-30-days-method) +- [Write your first novel](https://www.coursera.org/learn/write-your-first-novel) + ","","",fiction-writing,"",,,,, Syllabus: Cooking with Food Science,# Coming soon,"","",cooking,"",,,,, Cyclists’ Time-Trial Dilemma Solved | MIT Technology Review,,,article|https://www.technologyreview.com/2013/09/23/83039/cyclists-time-trial-dilemma-solved/,sports/cycling;optimization,"",,,,, @@ -12735,10 +12735,10 @@ Predictive Analytics Software | RapidMiner Studio,,,app|https://rapidminer.com/p The Miracle Sudoku,,,video|https://www.youtube.com/watch?v=yKf9aUIxdb4,sudoku;mathematical-thinking,"",,,,, Samskrit Tutorial | Best Website to Learn Samskrit,,,website|https://www.samskrittutorial.in/,languages/sanskrit,"",,,,, A Complete 4-Year Course Plan for an Artificial Intelligence Undergraduate Degree - Mihail Eric,,,learning_plan|https://www.mihaileric.com/posts/complete-artificial-intelligence-undergraduate-course-plan/,artificial-intelligence,"",,,,, -Machine Learning Summer School 2020,"The Machine Learning Summer School (MLSS) Series -The machine learning summer school (MLSS) series was started in 2002 with the motivation to promulgate modern methods of statistical machine learning and inference. It was motivated by the observation that while many students are keen to learn about machine learning, and an increasing number of researchers want to apply machine learning methods to their research problems, only few machine learning courses are taught at universities. Machine learning summer schools present topics which are at the core of modern Machine Learning, from fundamentals to state-of-the-art practice. The speakers are leading experts in their field who talk with enthusiasm about their subjects. - -MLSS 2020 in Tübingen, Germany +Machine Learning Summer School 2020,"The Machine Learning Summer School (MLSS) Series +The machine learning summer school (MLSS) series was started in 2002 with the motivation to promulgate modern methods of statistical machine learning and inference. It was motivated by the observation that while many students are keen to learn about machine learning, and an increasing number of researchers want to apply machine learning methods to their research problems, only few machine learning courses are taught at universities. Machine learning summer schools present topics which are at the core of modern Machine Learning, from fundamentals to state-of-the-art practice. The speakers are leading experts in their field who talk with enthusiasm about their subjects. + +MLSS 2020 in Tübingen, Germany After having numerous discussions among the organizers, and gathering thoughts from our speakers and potential students, we concluded that holding the event this year in a virtual form is more beneficial than postponing it to next year, as there is no guarantee that holding it physically would be possible next summer. Therefore, the MLSS 2020 will be a virtual event between 28 June to 10 July 2020. Most of our lectures will be livestreamed on YouTube, depending on the speaker's agreement.","",course|http://mlss.tuebingen.mpg.de/2020/,machine-learning,"",,,,, The Power of Compound Interest ( Must Watch ),,,video|https://www.youtube.com/watch?v=8NC_OHBgV2Q,personal-finance;money,"",,,,, "₹e-Assemble Step1: Goals, Dreams, Nightmares - YouTube",,,video|https://youtu.be/n3zOlltE-8s?t=120,personal-finance;money,"",,,,, @@ -12780,27 +12780,27 @@ Akin's Laws of Spacecraft Design,,,article|https://spacecraft.ssl.umd.edu/akins_ The Mathematics of Music,"","",book|https://imaginary.org/sites/default/files/20190911-lala-booklet-v0.4-web-text.pdf,music;mathematics,"",,,,, Biohacking Lite,,,article|http://karpathy.github.io/2020/06/11/biohacking-lite/,weight-loss,"",,,,, The Sea Floor,"By Eugen Seibold, Wolfgang Berger",,book|http://link.springer.com/openurl?genre=book&isbn=978-3-319-51412-3,oceans,"",,,,, -Fixing Sleep," ---BLURBDOC-- - -I and people around me have been struggling on-and-off with sleep deprivation. Over the next couple of weeks, I intend to learn about [sleep](https://learnawesome.org/topics/663d33c6-338d-4c16-8f45-67ae74b0b69b-sleep) - how it works and how to fix it - using these resources. - -- Why We Sleep (Book by Matthew Walker): ([summary 1](https://learnawesome.org/items/65884cd9-ef88-474d-9444-b5b5a20c087d-why-we-sleep-unlocking-the-power-of-sleep-and-dreams-summary-at-blas-com), [summary 2](https://learnawesome.org/items/f3bfcbbb-064d-4ee5-a4f4-4134f3f328bc-why-we-sleep-unlocking-the-power-of-sleep-and-dreams-2017), [critique](https://learnawesome.org/items/2ec6df50-4565-4305-9eea-cb29e31e1664-matthew-walker-s-why-we-sleep-is-riddled-with-scientific-and-factual-errors-alexey-guzey), and if possible, [the full book](https://learnawesome.org/items/4b8563a3-6fb9-439f-854a-7c19b2c68bb9-why-we-sleep-unlocking-the-power-of-sleep-and-dreams-2017)) - -- [Why Sleep Matters (1 hr 45 mins video)](https://learnawesome.org/items/ba0e1adf-3735-414a-9e1c-220b0d023b32-why-sleep-matters) - -A couple more book summaries to get alternate perspectives: - -- [Sleep Smarter](https://learnawesome.org/items/da6fea8b-4cfc-4157-8f58-6134993afd8d-sleep-smarter-summary-by-fourminutebooks) -- [The Sleep Revolution](https://learnawesome.org/items/5cacfc0e-5a9a-43e9-94b5-4fae19a81ed8-the-sleep-revolution-summary-by-fourminutebooks) - -I will also start maintaining a [Sleep Diary](https://learnawesome.org/items/2f32e656-b597-49eb-baaa-a20c9aea3583-keeping-a-sleep-diary) - -And a couple of research papers: - -- [Brain Basics: Understanding Sleep](https://learnawesome.org/items/77b35cae-992c-40ad-b4ea-b65b65d8c094-brain-basics-understanding-sleep-national-institute-of-neurological-disorders-and-stroke) by NIH -- [Repaying your sleep debt](https://learnawesome.org/items/46a757a7-6886-41e9-986a-8005603701c7-repaying-your-sleep-debt-harvard-health) by Harvard Health - +Fixing Sleep," +--BLURBDOC-- + +I and people around me have been struggling on-and-off with sleep deprivation. Over the next couple of weeks, I intend to learn about [sleep](https://learnawesome.org/topics/663d33c6-338d-4c16-8f45-67ae74b0b69b-sleep) - how it works and how to fix it - using these resources. + +- Why We Sleep (Book by Matthew Walker): ([summary 1](https://learnawesome.org/items/65884cd9-ef88-474d-9444-b5b5a20c087d-why-we-sleep-unlocking-the-power-of-sleep-and-dreams-summary-at-blas-com), [summary 2](https://learnawesome.org/items/f3bfcbbb-064d-4ee5-a4f4-4134f3f328bc-why-we-sleep-unlocking-the-power-of-sleep-and-dreams-2017), [critique](https://learnawesome.org/items/2ec6df50-4565-4305-9eea-cb29e31e1664-matthew-walker-s-why-we-sleep-is-riddled-with-scientific-and-factual-errors-alexey-guzey), and if possible, [the full book](https://learnawesome.org/items/4b8563a3-6fb9-439f-854a-7c19b2c68bb9-why-we-sleep-unlocking-the-power-of-sleep-and-dreams-2017)) + +- [Why Sleep Matters (1 hr 45 mins video)](https://learnawesome.org/items/ba0e1adf-3735-414a-9e1c-220b0d023b32-why-sleep-matters) + +A couple more book summaries to get alternate perspectives: + +- [Sleep Smarter](https://learnawesome.org/items/da6fea8b-4cfc-4157-8f58-6134993afd8d-sleep-smarter-summary-by-fourminutebooks) +- [The Sleep Revolution](https://learnawesome.org/items/5cacfc0e-5a9a-43e9-94b5-4fae19a81ed8-the-sleep-revolution-summary-by-fourminutebooks) + +I will also start maintaining a [Sleep Diary](https://learnawesome.org/items/2f32e656-b597-49eb-baaa-a20c9aea3583-keeping-a-sleep-diary) + +And a couple of research papers: + +- [Brain Basics: Understanding Sleep](https://learnawesome.org/items/77b35cae-992c-40ad-b4ea-b65b65d8c094-brain-basics-understanding-sleep-national-institute-of-neurological-disorders-and-stroke) by NIH +- [Repaying your sleep debt](https://learnawesome.org/items/46a757a7-6886-41e9-986a-8005603701c7-repaying-your-sleep-debt-harvard-health) by Harvard Health + As I start applying these ideas to fix my sleep, I will add more resources to this topic. If you'd like to join me and discuss this, join the [LearnAwesome slack](https://learnawesome.org/join_slack)","","",sleep,"",,,,, The effects on cognition of sleeping 4 hours per night for 12-14 days | Hacker News,,,thread|https://news.ycombinator.com/item?id=23211068,sleep,"",,,,, Modelling Computing Systems,"By Faron Moller, Georg Struth",,book|http://link.springer.com/openurl?genre=book&isbn=978-1-84800-322-4,computer-science,"",,,,, @@ -12851,71 +12851,71 @@ Elixir Forum,"","",chat|https://elixirforum.com/,programming-languages/elixir,"" Hello English : Learn English | Best English Speaking App,,,app|https://helloenglish.com,languages/english,"",,,,, Personal Information Management,"","",research_paper|https://asistdl.onlinelibrary.wiley.com/doi/abs/10.1002/aris.2007.1440410117,personal-knowledge-management,"",,,,, RoamBrain.com,,,website|https://www.roambrain.com/,software-tools/roam,"",,,,, -Syllabus: Personal Finance,"## Introduction -Albert Einstein supposedly said: - -> *Compound interest is the 8th wonder of the world.* - -We don’t know if he really said that but compound interest is indeed the most powerful force in the universe. And when it comes to money, investing, and personal finance, the most important lever that one needs to recognize and pull is the lever of compounding. - -## Step 1 -[Watch this Khan Academy](https://learnawesome.org/items/4d4c31e1-f575-48da-969a-ad644ba7b50c-compound-interest-introduction-interest-and-debt-finance-capital-markets-khan-academy) video to refresh your compound interest concepts. Pay special attention to the section where he talks about **how long does it take to double your money.**(The rule of 72) - -### Exercise -Compound interest is very counterintuitive for humans to wrap their head around. To get some intuitive understanding about compounding use this [compound interest calculator](https://financialmentor.com/calculator/compound-interest-calculator) and play by inserting some numbers. Observe the charts and table generated by the calculator. - -## Step 2 -Join this Facebook group — [Asan Ideas for Wealth](https://learnawesome.org/items/de27a7be-0b90-443f-99ac-1bad5679e17a-asan-ideas-for-wealth-public-group-facebook) This is an active community. You can get answers to your personal finance/investing/money related questions here. - -### Exercise -Browse through some of the discussions and comments. Don’t spend more than 15-20 minutes initially. The idea is to get access to this forum. - -## Step 3 -So, why are you interested in Personal Finance? Because you want to be a little more certain about availability of money in the future for your needs/wants. Right? So [watch this video](https://learnawesome.org/items/f60ffa9f-5dd2-49ce-82af-25cb43fc0352-a-e-assemble-step1-goals-dreams-nightmares-youtube). (Start watching from 2:00 min onwards) - -### Exercise -Take as much time as needed to do the exercise suggested in it. The exercise could take a couple of hours or the whole weekend. At the end of the exercise you should have a fairly descriptive list of your goals, dreams, and nightmares. Describe the spreadsheet to your significant other or to someone you feel comfortable sharing your finances. - -## Step 4 -Remember, during the initial years compounding tests your patience and during the later years, your bewilderment. So, time to remind yourself about the miracle of compounding again. [Watch this video](https://learnawesome.org/items/a1350591-aa80-47ab-87d1-99fc5de51278-the-power-of-compound-interest-must-watch). Focus on the first 2min 40s — the story of the king and the chessboard. - -### Exercise -Share the Chess Story with 3 of your friends. Then, crack open an excel spreadsheet, and do the math to come up with your own estimate of “the amount of grain on the chessboard.” - -## Step 5 -Simple doesn’t mean easy. It takes time to appreciate and develop good personal finance habits. Not days or months. It takes years. To ensure that your mind doesn’t forget the basics of good personal finance hygiene subscribe to these two blogs - - -1. [Mr. Money Mustache](https://learnawesome.org/items/f731f093-dad6-4456-bbf2-90d722fe61fe-mr-money-mustache-early-retirement-through-badassity) -2. [Get Rich Slowly](https://learnawesome.org/items/6776b6e1-fd61-4bdb-81a5-bccdac3e3de2-get-rich-slowly-personal-finance-that-makes-sense) - -## Assignment 1 -Revisit the list that you created in Step 3. Now that you’re clear about your goals, to chart the path to your destination, you need to know where you stand today. To make an assessment of where you are today, [visit this link](https://learnawesome.org/items/72bc1636-f6b5-421e-9a6c-13e8451fb304-personal-financial-statement-for-excel) and follow the instructions to create an excel sheet which captures all your finances — your cash flows, assets, liabilities, etc. - -Capture every possible minute details. All your bank accounts, FDs, Mutual Funds, Insurance policies, Equity/Stocks, Real Estate, Loans, Income, Expenses — everything. If you’re doing this for the first time, it might be an overwhelming task but don’t cut corners. It’s important that you do it properly, even if it takes 2-3 days. - -Remember, fixing your personal finances isn't a quick weekend activity. It will take time. - -Once you're done with this excel sheet, remove the numbers (or replace them with dummy figures) and share the excel template in the personal finance Slack group. This will help others in tweaking their own excel sheet and in the process you will also learn from others' templates. - -## Step 6 -Buy these two books and read them: - -1. [Rich Dad Poor Dad](https://learnawesome.org/items/3c698e46-8577-4ea6-b056-f31b0a1e89a4-rich-dad-poor-dad) - -2. [Richest Man in Babylon](https://learnawesome.org/items/cb8a617b-0d78-4644-b2e3-75b6d2d7756c-the-richest-man-in-babylon) - -To begin, you could start with the book summaries: - -1. [Rich Dad Poor Dad book summary](https://learnawesome.org/items/2ac61164-9cfc-4d51-a80a-35e0d9c3f0d6-rich-dad-poor-dad-summary-by-fourminutebooks) - -2. [Richest Man in Babylon book summary](https://learnawesome.org/items/dc694591-26dc-498e-a832-8df5f9f2eccf-the-richest-man-in-babylon-summary-by-fourminutebooks) - -Remember, the summary is just to get you started. It's important that you read the books also when you're done with the summaries. Don't worry if it takes time. Read the books slowly. There are no extra points for finishing the books fast. In fact, you may even have to read those books multiple times. Like compound interest, knowledge also builds slowly initially. Keep at it. - -## Assignment 2 - -List down 10 most important lessons from each of the books. Share it in the Personal Finance Slack channel. - +Syllabus: Personal Finance,"## Introduction +Albert Einstein supposedly said: + +> *Compound interest is the 8th wonder of the world.* + +We don’t know if he really said that but compound interest is indeed the most powerful force in the universe. And when it comes to money, investing, and personal finance, the most important lever that one needs to recognize and pull is the lever of compounding. + +## Step 1 +[Watch this Khan Academy](https://learnawesome.org/items/4d4c31e1-f575-48da-969a-ad644ba7b50c-compound-interest-introduction-interest-and-debt-finance-capital-markets-khan-academy) video to refresh your compound interest concepts. Pay special attention to the section where he talks about **how long does it take to double your money.**(The rule of 72) + +### Exercise +Compound interest is very counterintuitive for humans to wrap their head around. To get some intuitive understanding about compounding use this [compound interest calculator](https://financialmentor.com/calculator/compound-interest-calculator) and play by inserting some numbers. Observe the charts and table generated by the calculator. + +## Step 2 +Join this Facebook group — [Asan Ideas for Wealth](https://learnawesome.org/items/de27a7be-0b90-443f-99ac-1bad5679e17a-asan-ideas-for-wealth-public-group-facebook) This is an active community. You can get answers to your personal finance/investing/money related questions here. + +### Exercise +Browse through some of the discussions and comments. Don’t spend more than 15-20 minutes initially. The idea is to get access to this forum. + +## Step 3 +So, why are you interested in Personal Finance? Because you want to be a little more certain about availability of money in the future for your needs/wants. Right? So [watch this video](https://learnawesome.org/items/f60ffa9f-5dd2-49ce-82af-25cb43fc0352-a-e-assemble-step1-goals-dreams-nightmares-youtube). (Start watching from 2:00 min onwards) + +### Exercise +Take as much time as needed to do the exercise suggested in it. The exercise could take a couple of hours or the whole weekend. At the end of the exercise you should have a fairly descriptive list of your goals, dreams, and nightmares. Describe the spreadsheet to your significant other or to someone you feel comfortable sharing your finances. + +## Step 4 +Remember, during the initial years compounding tests your patience and during the later years, your bewilderment. So, time to remind yourself about the miracle of compounding again. [Watch this video](https://learnawesome.org/items/a1350591-aa80-47ab-87d1-99fc5de51278-the-power-of-compound-interest-must-watch). Focus on the first 2min 40s — the story of the king and the chessboard. + +### Exercise +Share the Chess Story with 3 of your friends. Then, crack open an excel spreadsheet, and do the math to come up with your own estimate of “the amount of grain on the chessboard.” + +## Step 5 +Simple doesn’t mean easy. It takes time to appreciate and develop good personal finance habits. Not days or months. It takes years. To ensure that your mind doesn’t forget the basics of good personal finance hygiene subscribe to these two blogs - + +1. [Mr. Money Mustache](https://learnawesome.org/items/f731f093-dad6-4456-bbf2-90d722fe61fe-mr-money-mustache-early-retirement-through-badassity) +2. [Get Rich Slowly](https://learnawesome.org/items/6776b6e1-fd61-4bdb-81a5-bccdac3e3de2-get-rich-slowly-personal-finance-that-makes-sense) + +## Assignment 1 +Revisit the list that you created in Step 3. Now that you’re clear about your goals, to chart the path to your destination, you need to know where you stand today. To make an assessment of where you are today, [visit this link](https://learnawesome.org/items/72bc1636-f6b5-421e-9a6c-13e8451fb304-personal-financial-statement-for-excel) and follow the instructions to create an excel sheet which captures all your finances — your cash flows, assets, liabilities, etc. + +Capture every possible minute details. All your bank accounts, FDs, Mutual Funds, Insurance policies, Equity/Stocks, Real Estate, Loans, Income, Expenses — everything. If you’re doing this for the first time, it might be an overwhelming task but don’t cut corners. It’s important that you do it properly, even if it takes 2-3 days. + +Remember, fixing your personal finances isn't a quick weekend activity. It will take time. + +Once you're done with this excel sheet, remove the numbers (or replace them with dummy figures) and share the excel template in the personal finance Slack group. This will help others in tweaking their own excel sheet and in the process you will also learn from others' templates. + +## Step 6 +Buy these two books and read them: + +1. [Rich Dad Poor Dad](https://learnawesome.org/items/3c698e46-8577-4ea6-b056-f31b0a1e89a4-rich-dad-poor-dad) + +2. [Richest Man in Babylon](https://learnawesome.org/items/cb8a617b-0d78-4644-b2e3-75b6d2d7756c-the-richest-man-in-babylon) + +To begin, you could start with the book summaries: + +1. [Rich Dad Poor Dad book summary](https://learnawesome.org/items/2ac61164-9cfc-4d51-a80a-35e0d9c3f0d6-rich-dad-poor-dad-summary-by-fourminutebooks) + +2. [Richest Man in Babylon book summary](https://learnawesome.org/items/dc694591-26dc-498e-a832-8df5f9f2eccf-the-richest-man-in-babylon-summary-by-fourminutebooks) + +Remember, the summary is just to get you started. It's important that you read the books also when you're done with the summaries. Don't worry if it takes time. Read the books slowly. There are no extra points for finishing the books fast. In fact, you may even have to read those books multiple times. Like compound interest, knowledge also builds slowly initially. Keep at it. + +## Assignment 2 + +List down 10 most important lessons from each of the books. Share it in the Personal Finance Slack channel. + The most effective (yet uncomfortable) way of learning anything is to teach it. So share your lessons on social media (WhatsApp, FB, Twitter, LinkedIn). The more you talk about it, deeper those learnings will go in your own mind and become a permanent part of how you think about money.","","",personal-finance,"",2020,,,5.0, Principles of Economics – Open Textbook,,,book|https://opentextbc.ca/principlesofeconomics/,economics,"",,,,, Course Notes: The Art Of Reading Course (Farnam Street) — Joshua Poh,,,article|https://www.joshuapoh.com/blog/course-notes-the-art-of-reading-farnam-street,reading,"",,,,, @@ -14334,12 +14334,12 @@ Where Are the Customer’s Yachts? - Summary at Blas.com,"A classic book on inve Microeconomics,By Peter Dorman,,book|http://link.springer.com/openurl?genre=book&isbn=978-3-642-37434-0,microeconomics,"",,,,, Design Research in Information Systems,"By Alan Hevner, Samir Chatterjee",,book|http://link.springer.com/openurl?genre=book&isbn=978-1-4419-5653-8,design;informatics,"",,,,, Strategic International Management,"By Dirk Morschett, Hanna Schramm-Klein, Joachim Zentes",,book|http://link.springer.com/openurl?genre=book&isbn=978-3-8349-6331-4,strategic-management,"",,,,, -Indian Mathematics,"Indian Mathematics gives a unique insight into the history of mathematics within a historical global context. It builds on research into the connection between mathematics and the world-wide advancement of economics and technology. Joseph draws out parallel developments in other cultures and carefully examines the transmission of mathematical ideas across geographical and cultural borders. Accessible to those who have an interest in the global history of mathematical ideas, for the historians, philosophers and sociologists of mathematics, it is a book not to be missed. - -Author(s): George Gheverghese Joseph - -Publisher: World Scientific Publishing (UK), Year: 2016 - +Indian Mathematics,"Indian Mathematics gives a unique insight into the history of mathematics within a historical global context. It builds on research into the connection between mathematics and the world-wide advancement of economics and technology. Joseph draws out parallel developments in other cultures and carefully examines the transmission of mathematical ideas across geographical and cultural borders. Accessible to those who have an interest in the global history of mathematical ideas, for the historians, philosophers and sociologists of mathematics, it is a book not to be missed. + +Author(s): George Gheverghese Joseph + +Publisher: World Scientific Publishing (UK), Year: 2016 + ISBN: 1786340607,9781786340603",http://93.174.95.29/covers/1634000/3845f0699253022f62dd15e74c8ca6e8-d.jpg,book|https://www.goodreads.com/book/show/28650051-indian-mathematics,mathematics;nations/india/history,"",2016,,,, The Diary of Soren Kierkegaard - Summary at Blas.com,"Passages from Kierkegaard’s own diary and it details his life, childhood, engagement and other …",https://blas.com/wp-content/uploads/2015/03/Diary-of-Soren-184x300-1-184x300.jpg,summary|https://blas.com/the-diary-of-soren-kierkegaard/,existentialism;kierkegaard;philosophy,"",,,,, Winning the Loser’s Game - Summary at Blas.com,Charles Ellis argues that financial advisors have gotten off track recently due to the overpromising of …,https://blas.com/wp-content/uploads/2015/03/The-Winners-Game-197x300-1-197x300.jpg,summary|https://blas.com/winning-the-losers-game/,charles-d-ellis;investing,Lucius Annaeus Seneca,,,,, @@ -14455,9 +14455,9 @@ Learn Git Version Control using Interactive Browser-Based Labs | Katacoda,,,inte GitHub - sindresorhus/awesome: 😎 Awesome lists about all kinds of interesting topics,,,article|https://github.com/sindresorhus/awesome,programming,"",,,,, """COVID-19, SARS-CoV-2 and the Pandemic"" (7.00) - MIT Department of Biology",,,course|https://biology.mit.edu/undergraduate/current-students/subject-offerings/covid-19-sars-cov-2-and-the-pandemic/,coronavirus;pandemics,"",,,,, 6 Exciting Data Science Projects for Beginners in 2020 | FavTutor,,,article|https://favtutor.com/blog-details/Data-Science-Projects-For-Beginners,data-analysis;programming-languages/python,"",,,,, -Masala Lab ,"Ever wondered why your grandmother threw a teabag into the pressure cooker while boiling chickpeas, or why she measured using the knuckle of her index finger? Why does a counter-intuitive pinch of salt make your kheer more intensely flavourful? What is the Maillard reaction and what does it have to do with fenugreek? What does your high-school chemistry knowledge, or what you remember of it, have to do with perfectly browning your onions? -Masala Lab by Krish Ashok is a science nerd’s exploration of Indian cooking with the ultimate aim of making the reader a better cook and turning the kitchen into a joyful, creative playground for culinary experimentation. Just like memorizing an equation might have helped you pass an exam but not become a chemist, following a recipe without knowing its rationale can be a sub-optimal way of learning how to cook. - +Masala Lab ,"Ever wondered why your grandmother threw a teabag into the pressure cooker while boiling chickpeas, or why she measured using the knuckle of her index finger? Why does a counter-intuitive pinch of salt make your kheer more intensely flavourful? What is the Maillard reaction and what does it have to do with fenugreek? What does your high-school chemistry knowledge, or what you remember of it, have to do with perfectly browning your onions? +Masala Lab by Krish Ashok is a science nerd’s exploration of Indian cooking with the ultimate aim of making the reader a better cook and turning the kitchen into a joyful, creative playground for culinary experimentation. Just like memorizing an equation might have helped you pass an exam but not become a chemist, following a recipe without knowing its rationale can be a sub-optimal way of learning how to cook. + Exhaustively tested and researched, and with a curious and engaging approach to food, Krish Ashok puts together the one book the Indian kitchen definitely needs, proving along the way that your grandmother was right all along.","",video|https://www.youtube.com/watch?v=s6-NqgCwDfY;book|https://www.goodreads.com/book/show/54968807-masala-lab,cooking,"",,,,, Teaching symmetry in the introductory physics curriculum,"Modern physics is largely defined by fundamental symmetry principles and Noether’s theorem. Yet these are not taught, or rarely mentioned, to beginning students, thus missing an opportunity to reveal that the subject of physics is as lively and contemporary as molecular biology, and as beautiful as the arts. We prescribe a symmetry module, of a week’s length, to insert into the curriculum.","",research_paper|https://aapt.scitation.org/doi/abs/10.1119/1.1321816,noethers-theorem;physics,"",,,,, Symmetries and conservation laws: Consequences of Noether's theorem,,,article|http://eftaylor.com/pub/symmetry.html,noethers-theorem,"",,,,, @@ -14479,34 +14479,34 @@ Ethical Hacking Online Course | Ethical Hacking Certification Training | FITA Ac National Education Policy 2020,"","",article|https://ncert.nic.in/pdf/nep//NEP_2020.pdf,nations/india/education,"",,,,, Why Gravity is NOT a force,"","",video|https://www.youtube.com/watch?v=XRr1kaXKBsU,gravity,"",,,,, Infinite Powers,"",https://i.gr-assets.com/images/S/compressed.photo.goodreads.com/books/1562985482l/40796176._SY475_.jpg,book|https://www.goodreads.com/book/show/40796176-infinite-powers;video|https://www.youtube.com/watch?v=1r6893ga_So,calculus,"",,beginner,,, -3030 STEM : An IIT Gandhinagar and CBSE initiative,"In line with NEP 2020 (New Education Policy), CBSE is launching 30-30 STEM, an online program focusing on basic conceptual understanding and critical thinking of Math/Science. The aim of the program is to Unlock the hidden mysteries, beauty and magic of Science/Math that is all around us and the content will be interesting for all Teachers, Parents and Students of all discipline and of any age. - -The program will consist of 30, 1-hour online sessions on Sundays, bringing out the joy and inherent beauty in the curriculum. The first session was broadcast on 16th August (4 to 5 PM), first Sunday after Independence Day. Revised Schedule: New sessions will be broadcast each Sunday 2:30 pm to 3:30 pm. - -Facilitators are: The Center for Creative Learning, Indian Institute of Technology, Gandhinagar in collaboration with Indian Institute of Science Education and Research, Pune - -1 hour Live sessions on IITGN CCL YouTube Channel, Sunday 2:30-3:30 PM - -Youtube Channel: https://www.youtube.com/iitgncli - -Sessions will be available on YouTube for later viewing. Live viewing is encouraged to be part of an interactive question answer - -Homework Submission on Google form -For any comment, feel free to write to us at 3030stem@gmail.com - - -Previous Episodes - -0: Come Fall in Love with Math -1: The Adventures of A4 Sheet | काग़ज़ पे चर्चा -2: Finding your Lung Capacity | फेफड़ों पर चर्चा -3: The Wonder of Calendar | कैलेंडर पर चर्चा -4: The Science of Stars, Earth, and Moon | धरती पर दिन रात की चर्चा -5: Computational Thinking | कम्प्यूटर की गणित -6: What is a Machine? | मशीन पे चर्चा -7: Math in Vegetables | सब्ज़ियों में गणित -8: Language of Science and Math | गणित और विज्ञान की भाषा -9: The Science of Vision | दृष्टि और दृष्टिकोण +3030 STEM : An IIT Gandhinagar and CBSE initiative,"In line with NEP 2020 (New Education Policy), CBSE is launching 30-30 STEM, an online program focusing on basic conceptual understanding and critical thinking of Math/Science. The aim of the program is to Unlock the hidden mysteries, beauty and magic of Science/Math that is all around us and the content will be interesting for all Teachers, Parents and Students of all discipline and of any age. + +The program will consist of 30, 1-hour online sessions on Sundays, bringing out the joy and inherent beauty in the curriculum. The first session was broadcast on 16th August (4 to 5 PM), first Sunday after Independence Day. Revised Schedule: New sessions will be broadcast each Sunday 2:30 pm to 3:30 pm. + +Facilitators are: The Center for Creative Learning, Indian Institute of Technology, Gandhinagar in collaboration with Indian Institute of Science Education and Research, Pune + +1 hour Live sessions on IITGN CCL YouTube Channel, Sunday 2:30-3:30 PM + +Youtube Channel: https://www.youtube.com/iitgncli + +Sessions will be available on YouTube for later viewing. Live viewing is encouraged to be part of an interactive question answer + +Homework Submission on Google form +For any comment, feel free to write to us at 3030stem@gmail.com + + +Previous Episodes + +0: Come Fall in Love with Math +1: The Adventures of A4 Sheet | काग़ज़ पे चर्चा +2: Finding your Lung Capacity | फेफड़ों पर चर्चा +3: The Wonder of Calendar | कैलेंडर पर चर्चा +4: The Science of Stars, Earth, and Moon | धरती पर दिन रात की चर्चा +5: Computational Thinking | कम्प्यूटर की गणित +6: What is a Machine? | मशीन पे चर्चा +7: Math in Vegetables | सब्ज़ियों में गणित +8: Language of Science and Math | गणित और विज्ञान की भाषा +9: The Science of Vision | दृष्टि और दृष्टिकोण ","",course|http://ccl.iitgn.ac.in.s3-website.ap-south-1.amazonaws.com/,science;mathematics,"",,beginner,,, https://www.amazon.com/Complexity-Guided-Tour-Melanie-Mitchell/dp/0199798109,,,book|https://www.amazon.com/Complexity-Guided-Tour-Melanie-Mitchell/dp/0199798109,complexity-science,"",,beginner,,, Bootstrapping vs Funding - a tax arbitrage – Zerodha,"","",article|https://zerodha.com/z-connect/rainmatter/bootstrapping-vs-funding-a-tax-arbitrage,economics;startups,"",,beginner,,, @@ -14615,634 +14615,634 @@ Implementing complex UI with Flutter - Marcin Szałek | Flutter Europe,,,video "ഓളം ഇംഗ്ലീഷ്-മലയാളം നിഘണ്ടു – Olam, English - Malayalam Dictionary",,,app|https://olam.in/,languages/malayalam,"",,,,, Project List,,,project|https://fossunited.org/hackathon/2020/projects,code,"",,,,, Architecture Patterns with Python,,,book|https://www.goodreads.com/book/show/50083115-architecture-patterns-with-python,programming-languages/python,"",,,,, -NCERT Math syllabus: Grade 1 to 5,"Make sure to read the ""General Points for Textbook Writers"" in the linked doc because that explains the philosophy of why this syllabus is designed this way and how it should be executed. For example, they've taken a thumb rule o 140 classes o 30-40 minutes each per year. They also say that sequencing of concepts should not be linear, but spiral. They also emphasise the need for students to articulate their reason which is an important aspect of meta-cognition which is known to be crucial for effective learning. - -# Grade 1 - -## Geometry (10 hrs.) - -**SHAPES & SPATIAL UNDERSTANDING** - -• Develops and uses vocabulary of spatial relationship(Top, Bottom, On, Under, Inside, Outside, Above, Below, Near, Far, Before, After) - -**SOLIDS AROUND US** - -• Collects objects from the surroundings having different sizes and shapes like pebbles, boxes, balls, cones, pipes etc. - -• Sorts, Classifies and describes the objects on the basis of shapes, and other observable properties. - -• Observes and describes the way shapes affect movements like rolling and sliding. - -• Sorts 2-D shapes such as flat objects made of card etc. - -## Numbers (46 hrs.) - -**DEVELOPING A SENSE OF NUMBERNESS, COUNTING AND OPERATIONS OF NUMBERS 1 - 9 AND ZERO** - -• Observes object and makes collections of objects. - -• Arranges the collection of objects in order by - – Matching and - – One to one correspondence - -• Counts the number of objects in a collection. - -• Makes collection of objects corresponding to a specificnumber. - -• Recognises and speaks numbers from 1 to 9. - -• Uses numbers from 1 to 9 in counting and comparison. (Real objects and repeated events like clapping to be used for counting) - -• Reads and writes numerals from 1 to 9. - -• Adds and subtracts using real objects and pictures. - -• Adds and subtracts the numbers using symbols ‘+’and ‘-’. - -• Approaches zero through the subtraction pattern (suchas 3 – 1 = 2, 3 – 2 = 1, 3 – 3 = 0). - -**NUMBERS FROM (10 - 20)** - -• Forms Number sequence from 10 to 20. - -• Counts objects using these numbers. - -• Groups objects into a group of 10s and single objects. - -• Develops the vocabulary of group of ‘tens’ and ‘ones’. - -• Shows the group of tens and ones by drawing. - -• Counts the number of tens and ones in a given number. - -• Writes the numerals for eleven to nineteen. - -• Writes numerals for ten and twenty. - -• Compares numbers upto 20. - -**ADDITION AND SUBTRACTION (UPTO 20)** - -• Adds and subtracts numbers upto 20. - -**NUMBERS FROM 21 - 99** - -• Writes numerals for Twenty-one to Ninety nine.·Groups objects into tens and ones. - -• Draws representation for groups of ten and ones. - -• Groups a number orally into tens and ones - -**MENTAL ARITHMETIC** - -• Adds two single digit numbers mentally. - -## Money (3 hrs.) - -• Identifies common currency notes and coins. - -• Puts together small amounts of money. - -## Measurement (13 hrs.) - -**LENGTH** - -• Distinguishes between near, far, thin, thick, longer/taller,shorter, high, low. - -• Seriates objects by comparing their length - -• Measures short lengths in terms of non-uniform units(in the context of games e.g. ‘Gilli Danda’ and ‘marble-games’). - -• Estimates distance and length, and verifies using non-uniform units (e.g. hand span etc.) - -**WEIGHT** - -• Compares between heavy and light objects. - -**TIME** - -• Distinguishes between events occurring in time using terms -earlier and later. - -• Gets the qualitative feel of long & short duration, of school days v/s holidays. - -• Narrates the sequence of events in a day. - -## Data Handling (6 hrs.) - -• Collects, represents and interprets simple data such as measuring the arm length or circumference of the head using a paper strip - -## Patterns (10 hrs. ) - -• Describes sequences of simple patterns found in shapes in the surroundings and in numbers, e.g. stamping activity using fingers and thumb. - -• Completes a given sequence of simple patterns found in shapes in the surroundings and in numbers. - - -# Grade 2 - -## Geometry (13 hrs.) - -**SHAPES & SPATIAL UNDERSTANDING** -3-D and 2-D Shapes - -• Observes objects in the environment and gets aqualitative feel for their geometrical attributes.• Identifies the basic 3-D shapes such as cuboid, cylinder,cone, sphere by their names. - -• Traces the 2-D outlines of 3-D objects. - -• Observes and identifies these 2-D shapes. - -• Identifies 2-D shapes viz., rectangle, square, triangle,circle by their names. - -• Describes intuitively the properties of these 2-D shapes. - -• Identifies and makes straight lines by folding, straight edged objects, stretched strings and draws free handand with a ruler. - -• Draws horizontal, vertical and slant lines (free hand). - -• Distinguishes between straight and curved lines. - -• Identifies objects by observing their shadows. - -## Numbers (46 hrs.) - -• Reads and writes numerals for numbers up to ninety-nine. - -• Expands a number with respect to place values. - -• Counts and regroups objects into tens and ones. - -• Uses the concept of place value in the comparison ofnumbers. - -• Counts in various ways:–Starting from any number.–Group counting etc. - -• Arranges numbers upto hundred in ascending and descending order. - -• Forms the greatest and the smallest two digit numbers with and without repetition of given digits. - -• Indicates and identifies the position of an object in aline. - -**ADDITION AND SUBTRACTION** - -• Adds and subtracts two digit numbers by drawing representations of tens and ones without and with regrouping. - -• Adds zero to a number and subtracts zero from anumber. - -• Observes the commutative property of addition through patterns. - -• Solves addition, subtraction problems presented through pictures and verbal description. - -• Describes orally the situations that correspond to the given addition and subtraction facts. - -• Estimates the result of addition and subtraction and compares the result with another given number. - -**PREPARATION FOR MULTIPLICATION AND DIVISION** - -• Discussion of situations involving repeated addition and situations involving equal sharing. - -• Activities of making equal groups. - -**MENTAL ARITHMETIC** - -• Adds and subtracts single digit numbers mentally. - -• Adds and subtracts multiples of ten mentally - -## Money (3 hrs.) - -• Identifies currency - notes and coins. - -• Puts together amounts of money not exceedingRs 50/-. - -• Adds and subtracts small amounts of money mentally. - -• Transacts an amount using 3-4 notes. - -## Measurement (13 hrs.) - -**LENGTH** - -• Measures lengths & distances along short & long paths using uniform (non-standard) units, extends to longer lengths. - -**WEIGHT** - -• Compares two or more objects by their weight. - -• Appreciates the need for a simple balance. - -• Compares weights of given objects using simple balance. - -**CAPACITY (VOLUME)** - -• Compares and orders containers in terms of internal volume(capacity). - -• Orders given containers as per their capacities on the basis of perception & verifies by pouring out etc. - -**TIME** - -• Gets familiar with the days of the week and months of the year. - -• Gets a feel for sequence of seasons (varying locally). - -• Sequences the events occurring over longer periods in terms of dates/days. - -## Data Handling (6 hrs.) - -• Collects data through measurement. - -• Represents the data followed by discussion (e.g. heightsof children). - -• Collects and presents the data on birthdays. - -• Draws inferences from the data at the appropriate level. - -## Patterns (10 hrs.) - -• Observes and extends patterns in sequence of shapes and numbers. - -• Searches for patterns in different ways of splitting anumber. - -• Creates block patterns by stamping thumbprints, leafprints, vegetable prints, etc. - -• Creates patterns of regular shapes by stamping. - -# Grade 3 -## Geometry (16 hrs.) - -**SHAPES & SPATIAL UNDERSTANDING** - -• Creates shapes through paperfolding, paper cutting. - -• Identifies 2-D shapes - -• Describes the various 2-D shapes by counting their sides, corners and diagonals. - -• Makes shapes on the dot-grid using straight lines and curves. - -• Creates shapes using tangram pieces. - -• Matches the properties of two 2-D shapes by observing their sides and corners (vertices). - -• Tiles a given region using a tile of a given shape. - -• Distinguishes between shapes that tile and that do not tile. - -• Intuitive idea of a map. Reads simple maps (not necessarily scaled) - -• Draws some 3D-objects. - -## Numbers (42 hrs.) - -**NUMBER SEQUENCE UP TO 1000** - -• Reads and writes 3-digit numbers. - -• Expands a number w.r.t. place values. - -• Counts in different ways - starting from any number - -• Compares numbers. - -• Forms greatest and smallest numbers using given digits. - -**ADDITION AND SUBTRACTION** - -• Adds and subtracts numbers by writing them vertically in the following two cases: - -– without regrouping. - -– with regrouping. - -• Uses the place value in standard algorithm of addition and subtraction. - -• Solves addition and subtraction problems in different situations presented through pictures and stories. - -• Frames problems for addition and subtraction facts. - -•Estimates the sum of, and difference between, two given numbers. - -**MULTIPLICATION** - -• Explains the meaning ofmultiplication (as repeated addition). - -• Identifies the sign of multiplication. - -• Constructs the multiplication tablesof 2, 3, 4, 5 and 10 - -• Uses multiplication facts in situations. - -• Multiplies two digit numbers using standard algorithm and Lattice multiplication algorithm. - -**DIVISION** - -• Explains the meaning of division from context of equal grouping and sharing. - -• Relates division with multiplication. - -• Completes division facts: - -– by grouping - -– by using multiplication tables. - -**MENTAL ARITHMETIC** - -• Adds and subtracts single digit numbers and two digit numbers mentally. - -• Doubles two digit numbers mentally (result not exceeding two digits). - -## Money (5 hrs.) - -• Converts Rupee. to Paise using play money. - -• Adds and subtracts amounts using column addition, and subtraction without regrouping. - -• Makes rate charts and bills. - -## Measurement (21 hrs.) - -**LENGTH** - -• Appreciates the need for a standard unit. - -• Measures length using appropriate standard units of length by choosing between centimetres. and metres. - -• Estimates the length of given object in standard units and verifies by measuring. - -• Uses a ruler - -• Relates centimetre. and metre. - -**WEIGHT** - -• Weighs objects using non-standard Units. - -• Appreciates the conservation of weight. - -**VOLUME** - -• Measures and compares the capacity of different containers in terms of non-standard units. - -• Appreciates the conservation of volume. - -**TIME** - -• Reads a calendar to find a particularday and date. - -• Reads the time correct to the hour. - -• Sequences the events chronologically - -## Data Handling (6 hrs.) - -• Records data using tally marks. - -• Collects data and represents interms of pictograph choosing appropriate scale and unit for display through pictographs. - -• Draws conclusions from the data by discussing with the teacher. - -## Patterns (6 hrs.) - -• Identifies simple symmetrical shapes and patterns. - -• Makes patterns and designs from straight lines and other geometrical shapes. - -• Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers. - -• Partitions a number in differentways. - -• Identifies patterns in his surroundings - -• Identifies patterns in multiplication with, and dividing by 10s. - - -# Grade 4 - -## Geometry (16 hrs.) - -**SHAPES & SPATIAL UNDERSTANDING** - -• Draws a circle free hand and withcompass. - -• Identifies centre, radius and diameter of a circle. - -• Uses Tangrams to create different shapes. - -• Tiles geometrical shapes: using oneor two shapes. - -• Chooses a tile among a given number of tiles that can tile a given region both intuitively and experimentally. - -• Explores intuitively the area and perimeter of simple shapes. - -• Makes 4-faced, 5-faced and 6-faced cubes from given nets especially designed for the same. - -• Explores intuitively the reflections through inkblots, paper cutting and paper folding. - -• Reads and draws 3-D objects, making use of the familiarity withthe conventions used in this. - -• Draws intuitively the plan, elevation and side view of simple objects. - -## Numbers (40 hrs.) - -**NUMBERS AND OPERATIONS** - -• Writes multiplication facts. - -• Writes tables upto 10 × 10. - -• Multiplies two and three digit numbers using lattice algorithm and the standard (column) algorithm. - -• Divides a given number by another number in various ways such as: - -– by drawing dots. - -– by grouping. - -– by using multiplication facts. - -– by repeated subtraction. - -• Applies the four operations to life situations. - -• Frames word problems. - -• Estimates sums, differences and products of given numbers. - -**MENTAL ARITHMETIC** - -• Adds and subtracts multiples of 10 and 100, mentally. - -• Completes multiplication facts by adding partial products, mentally (e.g. 7 × 6 = 5 × 6 + 2 × 6). - -**FRACTIONAL NUMBERS** - -• Identifies half, one fourth and three-fourths of a whole. - -• Identifies the symbols: 1/2 , 1/4, 3/4 - -• Explains the meaning of 1/2, 1/4 and 3/4. - -• Appreciates equivalence of 2/4 and 1/2; and of 2/2, 3/3, 4/4 and 1. - -## Money (5 hrs.) - -**MONEY** - -•Converts Rupees to Paise. - -• Adds and subtracts amounts using column addition and subtraction with regrouping. - -• Uses operations to find totals,change, multiple costs and unitcost. - -• Estimates roughly the totals and total cost. - -## Measurement (21 hrs.) - -**LENGTH** - -• Relates metre with centimetre; - -• Converts metre into centimetres and vice versa. - -• Solves problems involving length and distances. - -• Estimates length of an object and distance between two given locations. - -**WEIGHT** - -• Weighs objects using a balance andstandard units. - -• Determines sums and differencesof weights. - -• Estimates the weight of an objectand verifies using a balance. - -**VOLUME** - -• Measures volumes of given liquidusing containers marked withstandard units. - -• Determines sums and differences of volumes. - -• Estimates the volume of a liquid contained in a vessel and verifies by measuring. - -**TIME** - -• Computes the number of weeks in a year. - -• Correlates the number of days in a year with the number of days in each month. - -• Justifies the reason for the need of a leap year. - -• Reads clock time to the nearest hours and minutes. - -• Expresses time, using the terms,‘a.m.’ and ‘p.m.’ - -• Estimates the duration of familiar events. - -• Finds approximate time elapsed by (to the nearest hour) forward counting. - -• Computes the number of days between two dates. - -## Data Handling (6 hrs.) - -• Collects data and represents in the form of bar graphs; - -• Draws Inferences by discussing with the teacher. - -## Patterns (6 hrs.) - -• Identifies patterns in multiplication and division: multiples of 9, - -• Casts out nines from a given number to check if it is a multipleof nine. - -• Multiplies and divides by 10s, 100s. - -• Identifies geometrical patterns based on symmetry. - -# Grade 5 - -## Geometry (16 hrs.) - -**SHAPES & SPATIAL UNDERSTANDING** - -• Gets the feel of perspective whiledrawing a 3-D object in 2-D. - -• Gets the feel of an angle through observation and paper folding. - -• Identifies right angles in the environment. - -• Classifies angles into right, acute and obtuse angles. - -• Represents right angle, acute angle and obtuse angle by drawing andtracing. - -• Explores intuitively rotations and reflections of familiar 2-D shapes. - -• Explores intuitively symmetry in familiar 3-D shapes. - -• Makes the shapes of cubes,cylinders and cones using nets especially designed for this purpose. - -## Numbers (40 hrs.) - -**NUMBERS AND OPERATIONS** - -• Finds place value in numbers beyond 1000. - -• Appreciates the role of place value in addition, subtraction and multiplication algorithms. - -• Uses informal and standard division algorithms.• Explains the meaning of factors and multiples. - -**MENTAL ARITHMETIC** - -• Estimates sums, differences, products and quotients and verifies using approximation. - -**FRACTIONAL NUMBERS** - -• Finds the fractional part of a collection. - -• Compares fractions. - -• Identifies equivalent fractions. - -• Estimates the degree of closeness of a fraction to known fractions (1/2, 1/4, 3/4 etc.) - -• Uses decimal fractions in the context of units of length and money. - -• Expresses a given fraction in decimal notation and vice versa. - -## Money (5 hrs.) - -• Applies the four operations insolving problems involvingmoney. - -## Measurement (26 hrs.) - -**LENGTH** - -• Determines area and perimeter of simple geometrical figures. - -• Applies the four operations in solving problems involving length,weight and volume. - -• Relates commonly used larger and smaller units of length, weight and volume and converts one to the other. - -• Applies simple fractions to quantities. - -• Converts fractional larger unit intocomplete smaller units. - -• Appreciates volume of a solid body: intuitively and also by informal measurement. - -• Uses addition and subtraction in finding time intervals in simple cases. - -## Data Handling (6 hrs.) - -• Collects two-dimensional quantitative data. - -• Represents the data in the form of a table. - -• Draws a bar graph or a pictograph to present a data. - -## Patterns (6 hrs.) - -• Identifies patterns in square numbers, triangular numbers. - -• Relates sequences of odd numbers between consecutive square numbers. - +NCERT Math syllabus: Grade 1 to 5,"Make sure to read the ""General Points for Textbook Writers"" in the linked doc because that explains the philosophy of why this syllabus is designed this way and how it should be executed. For example, they've taken a thumb rule o 140 classes o 30-40 minutes each per year. They also say that sequencing of concepts should not be linear, but spiral. They also emphasise the need for students to articulate their reason which is an important aspect of meta-cognition which is known to be crucial for effective learning. + +# Grade 1 + +## Geometry (10 hrs.) + +**SHAPES & SPATIAL UNDERSTANDING** + +• Develops and uses vocabulary of spatial relationship(Top, Bottom, On, Under, Inside, Outside, Above, Below, Near, Far, Before, After) + +**SOLIDS AROUND US** + +• Collects objects from the surroundings having different sizes and shapes like pebbles, boxes, balls, cones, pipes etc. + +• Sorts, Classifies and describes the objects on the basis of shapes, and other observable properties. + +• Observes and describes the way shapes affect movements like rolling and sliding. + +• Sorts 2-D shapes such as flat objects made of card etc. + +## Numbers (46 hrs.) + +**DEVELOPING A SENSE OF NUMBERNESS, COUNTING AND OPERATIONS OF NUMBERS 1 - 9 AND ZERO** + +• Observes object and makes collections of objects. + +• Arranges the collection of objects in order by + – Matching and + – One to one correspondence + +• Counts the number of objects in a collection. + +• Makes collection of objects corresponding to a specificnumber. + +• Recognises and speaks numbers from 1 to 9. + +• Uses numbers from 1 to 9 in counting and comparison. (Real objects and repeated events like clapping to be used for counting) + +• Reads and writes numerals from 1 to 9. + +• Adds and subtracts using real objects and pictures. + +• Adds and subtracts the numbers using symbols ‘+’and ‘-’. + +• Approaches zero through the subtraction pattern (suchas 3 – 1 = 2, 3 – 2 = 1, 3 – 3 = 0). + +**NUMBERS FROM (10 - 20)** + +• Forms Number sequence from 10 to 20. + +• Counts objects using these numbers. + +• Groups objects into a group of 10s and single objects. + +• Develops the vocabulary of group of ‘tens’ and ‘ones’. + +• Shows the group of tens and ones by drawing. + +• Counts the number of tens and ones in a given number. + +• Writes the numerals for eleven to nineteen. + +• Writes numerals for ten and twenty. + +• Compares numbers upto 20. + +**ADDITION AND SUBTRACTION (UPTO 20)** + +• Adds and subtracts numbers upto 20. + +**NUMBERS FROM 21 - 99** + +• Writes numerals for Twenty-one to Ninety nine.·Groups objects into tens and ones. + +• Draws representation for groups of ten and ones. + +• Groups a number orally into tens and ones + +**MENTAL ARITHMETIC** + +• Adds two single digit numbers mentally. + +## Money (3 hrs.) + +• Identifies common currency notes and coins. + +• Puts together small amounts of money. + +## Measurement (13 hrs.) + +**LENGTH** + +• Distinguishes between near, far, thin, thick, longer/taller,shorter, high, low. + +• Seriates objects by comparing their length + +• Measures short lengths in terms of non-uniform units(in the context of games e.g. ‘Gilli Danda’ and ‘marble-games’). + +• Estimates distance and length, and verifies using non-uniform units (e.g. hand span etc.) + +**WEIGHT** + +• Compares between heavy and light objects. + +**TIME** + +• Distinguishes between events occurring in time using terms -earlier and later. + +• Gets the qualitative feel of long & short duration, of school days v/s holidays. + +• Narrates the sequence of events in a day. + +## Data Handling (6 hrs.) + +• Collects, represents and interprets simple data such as measuring the arm length or circumference of the head using a paper strip + +## Patterns (10 hrs. ) + +• Describes sequences of simple patterns found in shapes in the surroundings and in numbers, e.g. stamping activity using fingers and thumb. + +• Completes a given sequence of simple patterns found in shapes in the surroundings and in numbers. + + +# Grade 2 + +## Geometry (13 hrs.) + +**SHAPES & SPATIAL UNDERSTANDING** +3-D and 2-D Shapes + +• Observes objects in the environment and gets aqualitative feel for their geometrical attributes.• Identifies the basic 3-D shapes such as cuboid, cylinder,cone, sphere by their names. + +• Traces the 2-D outlines of 3-D objects. + +• Observes and identifies these 2-D shapes. + +• Identifies 2-D shapes viz., rectangle, square, triangle,circle by their names. + +• Describes intuitively the properties of these 2-D shapes. + +• Identifies and makes straight lines by folding, straight edged objects, stretched strings and draws free handand with a ruler. + +• Draws horizontal, vertical and slant lines (free hand). + +• Distinguishes between straight and curved lines. + +• Identifies objects by observing their shadows. + +## Numbers (46 hrs.) + +• Reads and writes numerals for numbers up to ninety-nine. + +• Expands a number with respect to place values. + +• Counts and regroups objects into tens and ones. + +• Uses the concept of place value in the comparison ofnumbers. + +• Counts in various ways:–Starting from any number.–Group counting etc. + +• Arranges numbers upto hundred in ascending and descending order. + +• Forms the greatest and the smallest two digit numbers with and without repetition of given digits. + +• Indicates and identifies the position of an object in aline. + +**ADDITION AND SUBTRACTION** + +• Adds and subtracts two digit numbers by drawing representations of tens and ones without and with regrouping. + +• Adds zero to a number and subtracts zero from anumber. + +• Observes the commutative property of addition through patterns. + +• Solves addition, subtraction problems presented through pictures and verbal description. + +• Describes orally the situations that correspond to the given addition and subtraction facts. + +• Estimates the result of addition and subtraction and compares the result with another given number. + +**PREPARATION FOR MULTIPLICATION AND DIVISION** + +• Discussion of situations involving repeated addition and situations involving equal sharing. + +• Activities of making equal groups. + +**MENTAL ARITHMETIC** + +• Adds and subtracts single digit numbers mentally. + +• Adds and subtracts multiples of ten mentally + +## Money (3 hrs.) + +• Identifies currency - notes and coins. + +• Puts together amounts of money not exceedingRs 50/-. + +• Adds and subtracts small amounts of money mentally. + +• Transacts an amount using 3-4 notes. + +## Measurement (13 hrs.) + +**LENGTH** + +• Measures lengths & distances along short & long paths using uniform (non-standard) units, extends to longer lengths. + +**WEIGHT** + +• Compares two or more objects by their weight. + +• Appreciates the need for a simple balance. + +• Compares weights of given objects using simple balance. + +**CAPACITY (VOLUME)** + +• Compares and orders containers in terms of internal volume(capacity). + +• Orders given containers as per their capacities on the basis of perception & verifies by pouring out etc. + +**TIME** + +• Gets familiar with the days of the week and months of the year. + +• Gets a feel for sequence of seasons (varying locally). + +• Sequences the events occurring over longer periods in terms of dates/days. + +## Data Handling (6 hrs.) + +• Collects data through measurement. + +• Represents the data followed by discussion (e.g. heightsof children). + +• Collects and presents the data on birthdays. + +• Draws inferences from the data at the appropriate level. + +## Patterns (10 hrs.) + +• Observes and extends patterns in sequence of shapes and numbers. + +• Searches for patterns in different ways of splitting anumber. + +• Creates block patterns by stamping thumbprints, leafprints, vegetable prints, etc. + +• Creates patterns of regular shapes by stamping. + +# Grade 3 +## Geometry (16 hrs.) + +**SHAPES & SPATIAL UNDERSTANDING** + +• Creates shapes through paperfolding, paper cutting. + +• Identifies 2-D shapes + +• Describes the various 2-D shapes by counting their sides, corners and diagonals. + +• Makes shapes on the dot-grid using straight lines and curves. + +• Creates shapes using tangram pieces. + +• Matches the properties of two 2-D shapes by observing their sides and corners (vertices). + +• Tiles a given region using a tile of a given shape. + +• Distinguishes between shapes that tile and that do not tile. + +• Intuitive idea of a map. Reads simple maps (not necessarily scaled) + +• Draws some 3D-objects. + +## Numbers (42 hrs.) + +**NUMBER SEQUENCE UP TO 1000** + +• Reads and writes 3-digit numbers. + +• Expands a number w.r.t. place values. + +• Counts in different ways - starting from any number + +• Compares numbers. + +• Forms greatest and smallest numbers using given digits. + +**ADDITION AND SUBTRACTION** + +• Adds and subtracts numbers by writing them vertically in the following two cases: + +– without regrouping. + +– with regrouping. + +• Uses the place value in standard algorithm of addition and subtraction. + +• Solves addition and subtraction problems in different situations presented through pictures and stories. + +• Frames problems for addition and subtraction facts. + +•Estimates the sum of, and difference between, two given numbers. + +**MULTIPLICATION** + +• Explains the meaning ofmultiplication (as repeated addition). + +• Identifies the sign of multiplication. + +• Constructs the multiplication tablesof 2, 3, 4, 5 and 10 + +• Uses multiplication facts in situations. + +• Multiplies two digit numbers using standard algorithm and Lattice multiplication algorithm. + +**DIVISION** + +• Explains the meaning of division from context of equal grouping and sharing. + +• Relates division with multiplication. + +• Completes division facts: + +– by grouping + +– by using multiplication tables. + +**MENTAL ARITHMETIC** + +• Adds and subtracts single digit numbers and two digit numbers mentally. + +• Doubles two digit numbers mentally (result not exceeding two digits). + +## Money (5 hrs.) + +• Converts Rupee. to Paise using play money. + +• Adds and subtracts amounts using column addition, and subtraction without regrouping. + +• Makes rate charts and bills. + +## Measurement (21 hrs.) + +**LENGTH** + +• Appreciates the need for a standard unit. + +• Measures length using appropriate standard units of length by choosing between centimetres. and metres. + +• Estimates the length of given object in standard units and verifies by measuring. + +• Uses a ruler + +• Relates centimetre. and metre. + +**WEIGHT** + +• Weighs objects using non-standard Units. + +• Appreciates the conservation of weight. + +**VOLUME** + +• Measures and compares the capacity of different containers in terms of non-standard units. + +• Appreciates the conservation of volume. + +**TIME** + +• Reads a calendar to find a particularday and date. + +• Reads the time correct to the hour. + +• Sequences the events chronologically + +## Data Handling (6 hrs.) + +• Records data using tally marks. + +• Collects data and represents interms of pictograph choosing appropriate scale and unit for display through pictographs. + +• Draws conclusions from the data by discussing with the teacher. + +## Patterns (6 hrs.) + +• Identifies simple symmetrical shapes and patterns. + +• Makes patterns and designs from straight lines and other geometrical shapes. + +• Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers. + +• Partitions a number in differentways. + +• Identifies patterns in his surroundings + +• Identifies patterns in multiplication with, and dividing by 10s. + + +# Grade 4 + +## Geometry (16 hrs.) + +**SHAPES & SPATIAL UNDERSTANDING** + +• Draws a circle free hand and withcompass. + +• Identifies centre, radius and diameter of a circle. + +• Uses Tangrams to create different shapes. + +• Tiles geometrical shapes: using oneor two shapes. + +• Chooses a tile among a given number of tiles that can tile a given region both intuitively and experimentally. + +• Explores intuitively the area and perimeter of simple shapes. + +• Makes 4-faced, 5-faced and 6-faced cubes from given nets especially designed for the same. + +• Explores intuitively the reflections through inkblots, paper cutting and paper folding. + +• Reads and draws 3-D objects, making use of the familiarity withthe conventions used in this. + +• Draws intuitively the plan, elevation and side view of simple objects. + +## Numbers (40 hrs.) + +**NUMBERS AND OPERATIONS** + +• Writes multiplication facts. + +• Writes tables upto 10 × 10. + +• Multiplies two and three digit numbers using lattice algorithm and the standard (column) algorithm. + +• Divides a given number by another number in various ways such as: + +– by drawing dots. + +– by grouping. + +– by using multiplication facts. + +– by repeated subtraction. + +• Applies the four operations to life situations. + +• Frames word problems. + +• Estimates sums, differences and products of given numbers. + +**MENTAL ARITHMETIC** + +• Adds and subtracts multiples of 10 and 100, mentally. + +• Completes multiplication facts by adding partial products, mentally (e.g. 7 × 6 = 5 × 6 + 2 × 6). + +**FRACTIONAL NUMBERS** + +• Identifies half, one fourth and three-fourths of a whole. + +• Identifies the symbols: 1/2 , 1/4, 3/4 + +• Explains the meaning of 1/2, 1/4 and 3/4. + +• Appreciates equivalence of 2/4 and 1/2; and of 2/2, 3/3, 4/4 and 1. + +## Money (5 hrs.) + +**MONEY** + +•Converts Rupees to Paise. + +• Adds and subtracts amounts using column addition and subtraction with regrouping. + +• Uses operations to find totals,change, multiple costs and unitcost. + +• Estimates roughly the totals and total cost. + +## Measurement (21 hrs.) + +**LENGTH** + +• Relates metre with centimetre; + +• Converts metre into centimetres and vice versa. + +• Solves problems involving length and distances. + +• Estimates length of an object and distance between two given locations. + +**WEIGHT** + +• Weighs objects using a balance andstandard units. + +• Determines sums and differencesof weights. + +• Estimates the weight of an objectand verifies using a balance. + +**VOLUME** + +• Measures volumes of given liquidusing containers marked withstandard units. + +• Determines sums and differences of volumes. + +• Estimates the volume of a liquid contained in a vessel and verifies by measuring. + +**TIME** + +• Computes the number of weeks in a year. + +• Correlates the number of days in a year with the number of days in each month. + +• Justifies the reason for the need of a leap year. + +• Reads clock time to the nearest hours and minutes. + +• Expresses time, using the terms,‘a.m.’ and ‘p.m.’ + +• Estimates the duration of familiar events. + +• Finds approximate time elapsed by (to the nearest hour) forward counting. + +• Computes the number of days between two dates. + +## Data Handling (6 hrs.) + +• Collects data and represents in the form of bar graphs; + +• Draws Inferences by discussing with the teacher. + +## Patterns (6 hrs.) + +• Identifies patterns in multiplication and division: multiples of 9, + +• Casts out nines from a given number to check if it is a multipleof nine. + +• Multiplies and divides by 10s, 100s. + +• Identifies geometrical patterns based on symmetry. + +# Grade 5 + +## Geometry (16 hrs.) + +**SHAPES & SPATIAL UNDERSTANDING** + +• Gets the feel of perspective whiledrawing a 3-D object in 2-D. + +• Gets the feel of an angle through observation and paper folding. + +• Identifies right angles in the environment. + +• Classifies angles into right, acute and obtuse angles. + +• Represents right angle, acute angle and obtuse angle by drawing andtracing. + +• Explores intuitively rotations and reflections of familiar 2-D shapes. + +• Explores intuitively symmetry in familiar 3-D shapes. + +• Makes the shapes of cubes,cylinders and cones using nets especially designed for this purpose. + +## Numbers (40 hrs.) + +**NUMBERS AND OPERATIONS** + +• Finds place value in numbers beyond 1000. + +• Appreciates the role of place value in addition, subtraction and multiplication algorithms. + +• Uses informal and standard division algorithms.• Explains the meaning of factors and multiples. + +**MENTAL ARITHMETIC** + +• Estimates sums, differences, products and quotients and verifies using approximation. + +**FRACTIONAL NUMBERS** + +• Finds the fractional part of a collection. + +• Compares fractions. + +• Identifies equivalent fractions. + +• Estimates the degree of closeness of a fraction to known fractions (1/2, 1/4, 3/4 etc.) + +• Uses decimal fractions in the context of units of length and money. + +• Expresses a given fraction in decimal notation and vice versa. + +## Money (5 hrs.) + +• Applies the four operations insolving problems involvingmoney. + +## Measurement (26 hrs.) + +**LENGTH** + +• Determines area and perimeter of simple geometrical figures. + +• Applies the four operations in solving problems involving length,weight and volume. + +• Relates commonly used larger and smaller units of length, weight and volume and converts one to the other. + +• Applies simple fractions to quantities. + +• Converts fractional larger unit intocomplete smaller units. + +• Appreciates volume of a solid body: intuitively and also by informal measurement. + +• Uses addition and subtraction in finding time intervals in simple cases. + +## Data Handling (6 hrs.) + +• Collects two-dimensional quantitative data. + +• Represents the data in the form of a table. + +• Draws a bar graph or a pictograph to present a data. + +## Patterns (6 hrs.) + +• Identifies patterns in square numbers, triangular numbers. + +• Relates sequences of odd numbers between consecutive square numbers. + • Makes border strip and tiling patterns.","",learning_plan|https://ncert.nic.in/pdf/syllabus/06Math%20(I-V).pdf,mathematics,"",,childlike,,, Tailwind Play,,,interactive|https://play.tailwindcss.com/,software-tools/tailwindcss,"",,,,, "How to play piano: The basics, Piano Lesson #1",,,video|https://www.youtube.com/watch?v=vphWgqbF-AM&list=PL253192EED47525A8,piano,"",,beginner,,, @@ -15284,428 +15284,428 @@ Building Anagram Game using Python (with Code) | FavTutor,,,article|https://favt Android Online Training | Best Android App Development Online Course,,,cert|https://www.acte.in/android-online-training,software-tools/android,"",,,,, Alex,,,video|https://www.youtube.com/channel/UCPzFLpOblZEaIx2lpym1l1A,cooking,"",,,,, 7 Tips to Reduce Online Game lag,,,app|https://theglobaldelta.blogspot.com/2020/10/9-tips-to-reduce-online-game-lag-what.html,3d-printing;3d-graphics,"",,,,, -NCERT Math syllabus: Grade 6 to 8,"# Grade 6 - -## Number System (60 hrs) - -**(i) Knowing our Numbers:** - -Consolidating the sense of numberness up to 5 digits, Size, estimation of numbers, identifying smaller, larger, etc. Place value (recapitulation and extension), connectives: use of symbols =, <, >and use of brackets, word problems on number operations involving large numbers up to a maximum of5 digits in the answer after all operations. This would include conversions of units of length &mass (from the larger to the smaller units), estimation of outcome ofnumber operations. Introduction to a sense of the largeness of, and initial familiarity with, large numbers up to 8 digits and approximation of large numbers) - -**(ii) Playing with Numbers:** - -Simplification of brackets, Multiples and factors, divisibility rule of 2, 3, 4, 5, 6, 8, 9, 10, 11.(All these through observing patterns. Children would be helped in deducing some and then asked to derive some that are a combination of the basic patterns of divisibility.) Even/odd and prime/composite numbers, Co-prime numbers, prime factorisation, every number can be written as products of primefactors. HCF and LCM, prime factorization and division methodf or HCF and LCM, the property LCM × HCF = product of two numbers. All this is to be embedded in contexts that bring out the significance and provide motivationto the child for learning these ideas. - -**(iii) Whole numbers** - -Natural numbers, whole numbers, properties of numbers (commutative, associative, distributive, additive identity, multiplicative identity), number line. Seeing patterns, identifying and formulating rules to be done by children. (As familiarity with algebra grows, the child can express the generic pattern.) - -**(iv) Negative Numbers and Integers** - -How negative numbers arise, models of negative numbers, connection to daily life, ordering of negative numbers, representation of negative numbers on number line. Children to see patterns, identify and formulate rules. What are integers, identification of integers on the number line,operation of addition and subtraction of integers, showing the operations on the number line (addition of negative integer reduces the value of the number) comparison of integers, ordering of integers. - -**(v) Fractions:** - -Revision of what a fraction is, Fraction as a part of whole, Representation of fractions (pictorially and on number line),fraction as a division, proper,improper & mixed fractions,equivalent fractions, comparison of fractions, addition and subtractionof fractions (Avoid large and complicated unnecessary tasks).(Moving towards abstraction infractions) - -Review of the idea of a decimal fraction, place value in the context of decimal fraction, inter conversion of fractions and decimal fractions(avoid recurring decimals at thisstage), word problems involving addition and subtraction of decimals (two operations together on money, mass, length and temperature) - -## Algebra (15 hrs) - -**INTRODUCTIONTO ALGEBRA** - -• Introduction to variable through patterns and through appropriate word problems and generalisations (example 5 × 1 = 5 etc.) - -• Generate such patterns with more examples. - -• Introduction to unknowns through examples with simple contexts (single operations) - -## Ratio and Proportion (15 hrs) - -• Concept of Ratio - -• Proportion as equality of two ratios - -• Unitary method (with only direct variation implied) - -• Word problems - -## Geometry (65 hrs) - -**(i) Basic geometrical ideas (2 -D):** - -Introduction to geometry. Its linkage with and reflection in everyday experience. - -• Line, line segment, ray. - -• Open and closed figures. - -• Interior and exterior of closed figures. - -• Curvilinear and linear boundaries - -• Angle — Vertex, arm, interiorand exterior, - -• Triangle — vertices, sides, angles,interior and exterior, altitude andmedian - -• Quadrilateral — Sides, vertices,angles, diagonals, adjacent sidesand opposite sides (only convexquadrilateral are to be discussed),interior and exterior of aquadrilateral. - -• Circle — Centre, radius,diameter, arc, sector, chord,segment, semicircle, circumference,interior and exterior. - -**(ii)Understanding ElementaryShapes (2-D and 3-D):** - -• Measure of Line segment - -• Measure of angles - -• Pair of lines - -– Intersecting and perpendi-cular lines - -– Parallel lines - -• Types of angles- acute, obtuse,right, straight, reflex, completeand zero angle•Classification of triangles (on thebasis of sides, and of angles) - -• Types of quadrilaterals –Trapezium, parallelogram,rectangle, square, rhombus. - -• Simple polygons (introduction)(Upto octagons regulars as wellas non regular). - -•Identification of 3-D shapes: Cubes,Cuboids, cylinder, sphere, cone, prism (triangular), pyramid(triangular and square)Identification and locating in thesurroundings - -• Elements of 3-D figures. (Faces,Edges and vertices) - -• Nets for cube, cuboids, cylinders,cones and tetrahedrons. - -**(iii) Symmetry: (reflection)** - -• Observation and identificationof 2-D symmetrical objects forreflection symmetry - -• Operation of reflection (takingmirror images) of simple 2-Dobjects - -• Recognising reflection symmetry(identifying axes) - -**(iv) Constructions (using Straight edge Scale,protractor, compasses)** - -• Drawing of a line segment - -• Construction of circle - -• Perpendicular bisector - -• Construction of angles (using protractor) - -• Angle 60°, 120° (Using Compasses) - -• Angle bisector- making angles of 30°, 45°, 90° etc. (using compasses) - -• Angle equal to a given angle (using compass) - -• Drawing a line perpendicular to a given line from a point a) on the line b) outside the line - -## Mensuration (15 hrs) - -**CONCEPT OF PERIMETER AND INTRODUCTION TO AREA** - -Introduction and general understanding of perimeter using many shapes. Shapes of different kinds with the same perimeter. Concept of area, Area of a rectangle and a square Counter examples to different misconcepts related to perimeter and area. - -Perimeter of a rectangle – and its special case – a square. Deducing the formula of the perimeter for a rectangle and then a square through pattern and generalisation. - -## Data handling (10 hrs) - -(i) What is data - choosing data to examine a hypothesis? - -(ii)Collection and organisation ofdata - examples of organising it in tally bars and a table. - -(iii)Pictograph- Need for scaling in pictographs interpretation & construction. - -(iv)Making bar graphs for given data interpreting bar graphs+. -# Grade 7 - -## Number System (50 hrs) - -**(i) Knowing our Numbers: Integers** - -• Multiplication and division of integers (through patterns). Division by zero is meaningless - -• Properties of integers (including identities for addition & multiplication, commutative, associative, distributive) (through patterns). These would include examples from whole numbers as well. Involve expressing commutative and associative properties in a general form. Construction of counter-examples, including some by children. Counter examples like subtraction is not commutative. - -• Word problems including integers (all operations) - -**(ii) Fractions and rationalnumbers:** - -• Multiplication of fractions - -• Fraction as an operator - -• Reciprocal of a fraction - -• Division of fractions - -• Word problems involving mixedfractions - -• Introduction to rational numbers (with representation on number line) - -• Operations on rational numbers(all operations) - -• Representation of rational number as a decimal. - -• Word problems on rational numbers (all operations) - -• Multiplication and division of decimal fractions - -• Conversion of units (length & mass) - -• Word problems (including all operations) - -**(iii) Powers:** - -• Exponents only naturalnumbers. - -• Laws of exponents (through observing patterns to arrive at generalisation.) - -(i) a^m.a^n = a^(m+n) - -(ii) (a^m)^n = a^(m.n) - -(iii) a^m / a^n = a^(m-n) , where m - n ∈ N - -## Algebra (20 hrs) - -**ALGEBRAIC EXPRESSIONS** - -• Generate algebraic expressions(simple) involving one or twovariables - -• Identifying constants, coefficient,powers - -• Like and unlike terms, degree ofexpressions e.g., x^2.y etc. (exponent≤ 3, number of variables ) - -• Addition, subtraction of algebraic expressions (coefficients shouldbe integers). - -• Simple linear equations in onevariable (in contextual problems)with two operations (avoidcomplicated coefficients) - -## Ratio and Proportion (20 hrs) - -• Ratio and proportion (revision) - -• Unitary method continued, consolidation, generalexpression. - -• Percentage- an introduction. - -• Understanding percentage as a fraction with denominator 100 - -• Converting fractions and decimals into percentage andvice-versa. - -• Application to profit and loss(single transaction only) - -• Application to simple interest(time period in complete years). - -## Geometry (60 hrs) - -***(i) Understanding shapes:*** - -• Pairs of angles (linear, supplementary, complementary,adjacent, vertically opposite)(verification and simple proof of vertically opposite angles) - -• Properties of parallel lines with transversal (alternate, corresponding, interior, exteriorangles) - -**(ii) Properties of triangles:** - -• Angle sum property (with notions of proof & verification through paper folding, proofs using property of parallel lines,difference between proof and verification.) - -• Exterior angle property - -• Sum of two sides of a it’sthird side - -• Pythagoras Theorem(Verification only) - -**(iii) Symmetry** - -• Recalling reflection symmetry - -• Idea of rotational symmetry, observations of rotational symmetry of 2-D objects. (90 degree, 120 degree, 180 degree) - -• Operation of rotation through 90 degree and 180 degree of simple figures. - -• Examples of figures with both rotation and reflection symmetry (both operations) - -• Examples of figures that have reflection and rotation symmetry and vice-versa - -**(iv)Representing 3-D in 2-D:** - -• Drawing 3-D figures in 2-D showing hidden faces. - -• Identification and counting of vertices, edges, faces, nets (for cubes, cuboids, and cylinders, cones). - -• Matching pictures with objects (Identifying names) - -• Mapping the space around approximately through visual estimation. - -**(v) Congruence** - -• Congruence through superposition (examples-blades, stamps, etc.) - -• Extend congruence to simple geometrical shapes e.g. triangles,circles. - -• Criteria of congruence (by verification) SSS, SAS, ASA, RHS - -**(vi)Construction (Using scale,protractor, compass)** - -• Construction of a line parallel to a given line from a point outside it.(Simple proof as remark with the reasoning of alternate angles) - -• Construction of simple triangles. Like given three sides, given a side and two angles on it, given two sides and the angle between them. - -## Mensuration (15 hrs) - -• Revision of perimeter, Idea of, Circumference of Circle - -**Area** - -Concept of measurement using a basic unit area of a square, rectangle,triangle, parallelogram and circle, area between two rectangles and two concentric circles. - -## Data handling (15 hrs) - -(i) Collection and organisation of data – choosing the data to collect for a hypothesis testing. - -(ii)Mean, median and mode of ungrouped data – understanding what they represent. - -(iii)Constructing bargraphs - -(iv) Feel of probability using datathrough experiments. Notion of chance in events like tossing coins, dice etc. Tabulating andc ounting occurrences of 1 through 6 in a number of throws. Comparing the observation with that for a coin. Observing strings of throws, notion of randomness. -# Grade 8 - -## Number System (50 hrs) - -**(i) Rational Numbers:** - -• Properties of rational numbers.(including identities). Using general form of expression to describe properties - -• Consolidation of operations on rational numbers. - -• Representation of rational numbers on the number line - -• Between any two rational numbers there lies another rational number (Making children see that if we take two rational numbers then unlike for whole numbers, in this case you can keep finding more and more numbers that lie between them.) - -• Word problem (higher logic,two operations, including ideas like area) - -**(ii) Powers** - -• Integers as exponents. - -• Laws of exponents with integralpowers - -**(iii)Squares, Square roots,Cubes, Cube roots.** - -• Square and Square roots - -• Square roots using factor method and division method for numbers containing (a) no more than total 4 digits and (b) no more than 2 decimal places - -• Cubes and cubes roots (only factor method for numbers containing at most 3 digits)• Estimating square roots and cube roots. Learning the process of moving nearer to the required number. - -**(iv) Playing with numbers** - -• Writing and understanding a 2 and 3 digit number in generalized form (100a + 10b + c , where a,b, c can be only digit 0-9) and engaging with various puzzles concerning this. (Like finding the missing numerals represented by alphabets in sums involving any of the four operations.) Children to solve and create problems and puzzles. - -• Number puzzles and games - -• Deducing the divisibility test rules of 2, 3, 5, 9, 10 for a two or three-digit number expressed in the general form. - -## Algebra (20 hrs) - -**(i) Algebraic Expressions** - -• Multiplication and division of algebraic exp.(Coefficient should be integers) - -• Some common errors (e.g. 2 +x≠ 2x, 7x + y≠ 7xy ) - -• Identities (a ± b)^2 = a^2 ± 2ab + b^2, a^2 – b^2 = (a – b).(a + b) - -Factorisation (simple cases only) as examples the following types a(x + y), (x ± y)^2, a^2 – b^2, (x + a).(x + b) - -• Solving linear equations in one variable in contextual problems involving multiplication and division (word problems) (avoid complex coefficient in the equations) - -## Ratio and Proportion (25 hrs) - -• Slightly advanced problems involving applications on percentages, profit & loss,overhead expenses, Discount,tax. - -• Difference between simple and compound interest (compounded yearly up to 3 years or half-yearly up to 3 steps only), Arriving at the formula for compound interest through patterns and using it for simple problems. - -• Direct variation – Simple and direct word problems - -• Inverse variation – Simple and direct word problems - -• Time & work problems – Simple and direct word problems - -## Geometry(40 hrs) - -**(i) Understanding shapes:** - -• Properties of quadrilaterals – Sum of angles of a quadrilateralis equal to 360 degrees (By verification) - -• Properties of parallelogram (By verification) - -(i) Opposite sides of a parallelogram are equal, - -ii)Opposite angles of a parallelogram are equal, - -(iii)Diagonals of a parallelogram bisect each other. Why (iv), (v)and (vi) follow from (ii) - -(iv)Diagonals of a rectangle are equal and bisect each other. - -(v) Diagonals of a rhombus bisect each other at right angles. - -(vi)Diagonals of a square are equal and bisect each other at right angles. - -**(ii) Representing 3-D in 2-D** - -• Identify and Match pictures with objects (more complicated e.g.nested, joint 2-D and 3-D shapes (not more than 2)). - -• Drawing 2-D representation of 3-D objects (Continued and extended) - -• Counting vertices, edges & faces & verifying Euler’s relation for3-D figures with flat faces(cubes, cuboids, tetrahedrons, prisms and pyramids) - -**(iii) Construction:** - -Construction of Quadrilaterals: - -• Given four sides and onediagonal - -• Three sides and two diagonals - -• Three sides and two included angles - -• Two adjacent sides and threeangles - -## Mensuration (15 hrs) - -(i) Area of a trapezium and apolygon. - -(ii)Concept of volume,measurement of volumeusing a basic unit, volume of a cube, cuboid and cylinder - -(iii) Volume and capacity(measurement of capacity) - -(iv)Surface area of a cube, cuboid,cylinder. - -## Data handling (15 hrs) - -(i) Reading bar-graphs,ungrouped data, arranging it into groups, representation of grouped data through bar-graphs, constructing and interpreting bar-graphs. - -(ii) Simple Pie charts with reasonable data numbers - -(iii) Consolidating and generalising the notion of chance in events like tossing coins, dice etc. Relating it to chance in life events. Visual representation of frequency outcomes of repeated throws of the same kind of coins or dice. - -Throwing a large number of identical dice/coins together and aggregating the result of the throws to get large number of individual events. Observing the aggregating numbers over a large number of repeated events. Comparing with the data for a coin. Observing strings of throws, notion of randomness - -## Introduction to graphs (15 hrs) - -**PRELIMINARIES:** - -(i) Axes (Same units), Cartesian Plane - -(ii)Plotting points for different kind of situations (perimeter vs length for squares, area as a function of side of a square, plotting of multiples of different numbers, simple interest vs number of years etc.) - -(iii)Reading off from the graphs - -• Reading of linear graphs - +NCERT Math syllabus: Grade 6 to 8,"# Grade 6 + +## Number System (60 hrs) + +**(i) Knowing our Numbers:** + +Consolidating the sense of numberness up to 5 digits, Size, estimation of numbers, identifying smaller, larger, etc. Place value (recapitulation and extension), connectives: use of symbols =, <, >and use of brackets, word problems on number operations involving large numbers up to a maximum of5 digits in the answer after all operations. This would include conversions of units of length &mass (from the larger to the smaller units), estimation of outcome ofnumber operations. Introduction to a sense of the largeness of, and initial familiarity with, large numbers up to 8 digits and approximation of large numbers) + +**(ii) Playing with Numbers:** + +Simplification of brackets, Multiples and factors, divisibility rule of 2, 3, 4, 5, 6, 8, 9, 10, 11.(All these through observing patterns. Children would be helped in deducing some and then asked to derive some that are a combination of the basic patterns of divisibility.) Even/odd and prime/composite numbers, Co-prime numbers, prime factorisation, every number can be written as products of primefactors. HCF and LCM, prime factorization and division methodf or HCF and LCM, the property LCM × HCF = product of two numbers. All this is to be embedded in contexts that bring out the significance and provide motivationto the child for learning these ideas. + +**(iii) Whole numbers** + +Natural numbers, whole numbers, properties of numbers (commutative, associative, distributive, additive identity, multiplicative identity), number line. Seeing patterns, identifying and formulating rules to be done by children. (As familiarity with algebra grows, the child can express the generic pattern.) + +**(iv) Negative Numbers and Integers** + +How negative numbers arise, models of negative numbers, connection to daily life, ordering of negative numbers, representation of negative numbers on number line. Children to see patterns, identify and formulate rules. What are integers, identification of integers on the number line,operation of addition and subtraction of integers, showing the operations on the number line (addition of negative integer reduces the value of the number) comparison of integers, ordering of integers. + +**(v) Fractions:** + +Revision of what a fraction is, Fraction as a part of whole, Representation of fractions (pictorially and on number line),fraction as a division, proper,improper & mixed fractions,equivalent fractions, comparison of fractions, addition and subtractionof fractions (Avoid large and complicated unnecessary tasks).(Moving towards abstraction infractions) + +Review of the idea of a decimal fraction, place value in the context of decimal fraction, inter conversion of fractions and decimal fractions(avoid recurring decimals at thisstage), word problems involving addition and subtraction of decimals (two operations together on money, mass, length and temperature) + +## Algebra (15 hrs) + +**INTRODUCTIONTO ALGEBRA** + +• Introduction to variable through patterns and through appropriate word problems and generalisations (example 5 × 1 = 5 etc.) + +• Generate such patterns with more examples. + +• Introduction to unknowns through examples with simple contexts (single operations) + +## Ratio and Proportion (15 hrs) + +• Concept of Ratio + +• Proportion as equality of two ratios + +• Unitary method (with only direct variation implied) + +• Word problems + +## Geometry (65 hrs) + +**(i) Basic geometrical ideas (2 -D):** + +Introduction to geometry. Its linkage with and reflection in everyday experience. + +• Line, line segment, ray. + +• Open and closed figures. + +• Interior and exterior of closed figures. + +• Curvilinear and linear boundaries + +• Angle — Vertex, arm, interiorand exterior, + +• Triangle — vertices, sides, angles,interior and exterior, altitude andmedian + +• Quadrilateral — Sides, vertices,angles, diagonals, adjacent sidesand opposite sides (only convexquadrilateral are to be discussed),interior and exterior of aquadrilateral. + +• Circle — Centre, radius,diameter, arc, sector, chord,segment, semicircle, circumference,interior and exterior. + +**(ii)Understanding ElementaryShapes (2-D and 3-D):** + +• Measure of Line segment + +• Measure of angles + +• Pair of lines + +– Intersecting and perpendi-cular lines + +– Parallel lines + +• Types of angles- acute, obtuse,right, straight, reflex, completeand zero angle•Classification of triangles (on thebasis of sides, and of angles) + +• Types of quadrilaterals –Trapezium, parallelogram,rectangle, square, rhombus. + +• Simple polygons (introduction)(Upto octagons regulars as wellas non regular). + +•Identification of 3-D shapes: Cubes,Cuboids, cylinder, sphere, cone, prism (triangular), pyramid(triangular and square)Identification and locating in thesurroundings + +• Elements of 3-D figures. (Faces,Edges and vertices) + +• Nets for cube, cuboids, cylinders,cones and tetrahedrons. + +**(iii) Symmetry: (reflection)** + +• Observation and identificationof 2-D symmetrical objects forreflection symmetry + +• Operation of reflection (takingmirror images) of simple 2-Dobjects + +• Recognising reflection symmetry(identifying axes) + +**(iv) Constructions (using Straight edge Scale,protractor, compasses)** + +• Drawing of a line segment + +• Construction of circle + +• Perpendicular bisector + +• Construction of angles (using protractor) + +• Angle 60°, 120° (Using Compasses) + +• Angle bisector- making angles of 30°, 45°, 90° etc. (using compasses) + +• Angle equal to a given angle (using compass) + +• Drawing a line perpendicular to a given line from a point a) on the line b) outside the line + +## Mensuration (15 hrs) + +**CONCEPT OF PERIMETER AND INTRODUCTION TO AREA** + +Introduction and general understanding of perimeter using many shapes. Shapes of different kinds with the same perimeter. Concept of area, Area of a rectangle and a square Counter examples to different misconcepts related to perimeter and area. + +Perimeter of a rectangle – and its special case – a square. Deducing the formula of the perimeter for a rectangle and then a square through pattern and generalisation. + +## Data handling (10 hrs) + +(i) What is data - choosing data to examine a hypothesis? + +(ii)Collection and organisation ofdata - examples of organising it in tally bars and a table. + +(iii)Pictograph- Need for scaling in pictographs interpretation & construction. + +(iv)Making bar graphs for given data interpreting bar graphs+. +# Grade 7 + +## Number System (50 hrs) + +**(i) Knowing our Numbers: Integers** + +• Multiplication and division of integers (through patterns). Division by zero is meaningless + +• Properties of integers (including identities for addition & multiplication, commutative, associative, distributive) (through patterns). These would include examples from whole numbers as well. Involve expressing commutative and associative properties in a general form. Construction of counter-examples, including some by children. Counter examples like subtraction is not commutative. + +• Word problems including integers (all operations) + +**(ii) Fractions and rationalnumbers:** + +• Multiplication of fractions + +• Fraction as an operator + +• Reciprocal of a fraction + +• Division of fractions + +• Word problems involving mixedfractions + +• Introduction to rational numbers (with representation on number line) + +• Operations on rational numbers(all operations) + +• Representation of rational number as a decimal. + +• Word problems on rational numbers (all operations) + +• Multiplication and division of decimal fractions + +• Conversion of units (length & mass) + +• Word problems (including all operations) + +**(iii) Powers:** + +• Exponents only naturalnumbers. + +• Laws of exponents (through observing patterns to arrive at generalisation.) + +(i) a^m.a^n = a^(m+n) + +(ii) (a^m)^n = a^(m.n) + +(iii) a^m / a^n = a^(m-n) , where m - n ∈ N + +## Algebra (20 hrs) + +**ALGEBRAIC EXPRESSIONS** + +• Generate algebraic expressions(simple) involving one or twovariables + +• Identifying constants, coefficient,powers + +• Like and unlike terms, degree ofexpressions e.g., x^2.y etc. (exponent≤ 3, number of variables ) + +• Addition, subtraction of algebraic expressions (coefficients shouldbe integers). + +• Simple linear equations in onevariable (in contextual problems)with two operations (avoidcomplicated coefficients) + +## Ratio and Proportion (20 hrs) + +• Ratio and proportion (revision) + +• Unitary method continued, consolidation, generalexpression. + +• Percentage- an introduction. + +• Understanding percentage as a fraction with denominator 100 + +• Converting fractions and decimals into percentage andvice-versa. + +• Application to profit and loss(single transaction only) + +• Application to simple interest(time period in complete years). + +## Geometry (60 hrs) + +***(i) Understanding shapes:*** + +• Pairs of angles (linear, supplementary, complementary,adjacent, vertically opposite)(verification and simple proof of vertically opposite angles) + +• Properties of parallel lines with transversal (alternate, corresponding, interior, exteriorangles) + +**(ii) Properties of triangles:** + +• Angle sum property (with notions of proof & verification through paper folding, proofs using property of parallel lines,difference between proof and verification.) + +• Exterior angle property + +• Sum of two sides of a it’sthird side + +• Pythagoras Theorem(Verification only) + +**(iii) Symmetry** + +• Recalling reflection symmetry + +• Idea of rotational symmetry, observations of rotational symmetry of 2-D objects. (90 degree, 120 degree, 180 degree) + +• Operation of rotation through 90 degree and 180 degree of simple figures. + +• Examples of figures with both rotation and reflection symmetry (both operations) + +• Examples of figures that have reflection and rotation symmetry and vice-versa + +**(iv)Representing 3-D in 2-D:** + +• Drawing 3-D figures in 2-D showing hidden faces. + +• Identification and counting of vertices, edges, faces, nets (for cubes, cuboids, and cylinders, cones). + +• Matching pictures with objects (Identifying names) + +• Mapping the space around approximately through visual estimation. + +**(v) Congruence** + +• Congruence through superposition (examples-blades, stamps, etc.) + +• Extend congruence to simple geometrical shapes e.g. triangles,circles. + +• Criteria of congruence (by verification) SSS, SAS, ASA, RHS + +**(vi)Construction (Using scale,protractor, compass)** + +• Construction of a line parallel to a given line from a point outside it.(Simple proof as remark with the reasoning of alternate angles) + +• Construction of simple triangles. Like given three sides, given a side and two angles on it, given two sides and the angle between them. + +## Mensuration (15 hrs) + +• Revision of perimeter, Idea of, Circumference of Circle + +**Area** + +Concept of measurement using a basic unit area of a square, rectangle,triangle, parallelogram and circle, area between two rectangles and two concentric circles. + +## Data handling (15 hrs) + +(i) Collection and organisation of data – choosing the data to collect for a hypothesis testing. + +(ii)Mean, median and mode of ungrouped data – understanding what they represent. + +(iii)Constructing bargraphs + +(iv) Feel of probability using datathrough experiments. Notion of chance in events like tossing coins, dice etc. Tabulating andc ounting occurrences of 1 through 6 in a number of throws. Comparing the observation with that for a coin. Observing strings of throws, notion of randomness. +# Grade 8 + +## Number System (50 hrs) + +**(i) Rational Numbers:** + +• Properties of rational numbers.(including identities). Using general form of expression to describe properties + +• Consolidation of operations on rational numbers. + +• Representation of rational numbers on the number line + +• Between any two rational numbers there lies another rational number (Making children see that if we take two rational numbers then unlike for whole numbers, in this case you can keep finding more and more numbers that lie between them.) + +• Word problem (higher logic,two operations, including ideas like area) + +**(ii) Powers** + +• Integers as exponents. + +• Laws of exponents with integralpowers + +**(iii)Squares, Square roots,Cubes, Cube roots.** + +• Square and Square roots + +• Square roots using factor method and division method for numbers containing (a) no more than total 4 digits and (b) no more than 2 decimal places + +• Cubes and cubes roots (only factor method for numbers containing at most 3 digits)• Estimating square roots and cube roots. Learning the process of moving nearer to the required number. + +**(iv) Playing with numbers** + +• Writing and understanding a 2 and 3 digit number in generalized form (100a + 10b + c , where a,b, c can be only digit 0-9) and engaging with various puzzles concerning this. (Like finding the missing numerals represented by alphabets in sums involving any of the four operations.) Children to solve and create problems and puzzles. + +• Number puzzles and games + +• Deducing the divisibility test rules of 2, 3, 5, 9, 10 for a two or three-digit number expressed in the general form. + +## Algebra (20 hrs) + +**(i) Algebraic Expressions** + +• Multiplication and division of algebraic exp.(Coefficient should be integers) + +• Some common errors (e.g. 2 +x≠ 2x, 7x + y≠ 7xy ) + +• Identities (a ± b)^2 = a^2 ± 2ab + b^2, a^2 – b^2 = (a – b).(a + b) + +Factorisation (simple cases only) as examples the following types a(x + y), (x ± y)^2, a^2 – b^2, (x + a).(x + b) + +• Solving linear equations in one variable in contextual problems involving multiplication and division (word problems) (avoid complex coefficient in the equations) + +## Ratio and Proportion (25 hrs) + +• Slightly advanced problems involving applications on percentages, profit & loss,overhead expenses, Discount,tax. + +• Difference between simple and compound interest (compounded yearly up to 3 years or half-yearly up to 3 steps only), Arriving at the formula for compound interest through patterns and using it for simple problems. + +• Direct variation – Simple and direct word problems + +• Inverse variation – Simple and direct word problems + +• Time & work problems – Simple and direct word problems + +## Geometry(40 hrs) + +**(i) Understanding shapes:** + +• Properties of quadrilaterals – Sum of angles of a quadrilateralis equal to 360 degrees (By verification) + +• Properties of parallelogram (By verification) + +(i) Opposite sides of a parallelogram are equal, + +ii)Opposite angles of a parallelogram are equal, + +(iii)Diagonals of a parallelogram bisect each other. Why (iv), (v)and (vi) follow from (ii) + +(iv)Diagonals of a rectangle are equal and bisect each other. + +(v) Diagonals of a rhombus bisect each other at right angles. + +(vi)Diagonals of a square are equal and bisect each other at right angles. + +**(ii) Representing 3-D in 2-D** + +• Identify and Match pictures with objects (more complicated e.g.nested, joint 2-D and 3-D shapes (not more than 2)). + +• Drawing 2-D representation of 3-D objects (Continued and extended) + +• Counting vertices, edges & faces & verifying Euler’s relation for3-D figures with flat faces(cubes, cuboids, tetrahedrons, prisms and pyramids) + +**(iii) Construction:** + +Construction of Quadrilaterals: + +• Given four sides and onediagonal + +• Three sides and two diagonals + +• Three sides and two included angles + +• Two adjacent sides and threeangles + +## Mensuration (15 hrs) + +(i) Area of a trapezium and apolygon. + +(ii)Concept of volume,measurement of volumeusing a basic unit, volume of a cube, cuboid and cylinder + +(iii) Volume and capacity(measurement of capacity) + +(iv)Surface area of a cube, cuboid,cylinder. + +## Data handling (15 hrs) + +(i) Reading bar-graphs,ungrouped data, arranging it into groups, representation of grouped data through bar-graphs, constructing and interpreting bar-graphs. + +(ii) Simple Pie charts with reasonable data numbers + +(iii) Consolidating and generalising the notion of chance in events like tossing coins, dice etc. Relating it to chance in life events. Visual representation of frequency outcomes of repeated throws of the same kind of coins or dice. + +Throwing a large number of identical dice/coins together and aggregating the result of the throws to get large number of individual events. Observing the aggregating numbers over a large number of repeated events. Comparing with the data for a coin. Observing strings of throws, notion of randomness + +## Introduction to graphs (15 hrs) + +**PRELIMINARIES:** + +(i) Axes (Same units), Cartesian Plane + +(ii)Plotting points for different kind of situations (perimeter vs length for squares, area as a function of side of a square, plotting of multiples of different numbers, simple interest vs number of years etc.) + +(iii)Reading off from the graphs + +• Reading of linear graphs + • Reading of distance vs timegraph","",learning_plan|https://ncert.nic.in/pdf/syllabus/07Math%20(VI-VIII).pdf,mathematics,"",,beginner,,, Investigating the Periodic Table with Experiments - with Peter Wothers,By The Royal Institution,"",video|https://www.youtube.com/watch?v=kqe9tEcZkno,periodic-table,"",,,,, Beginner's Series to: Node.js,,,video|http://www.youtube.com/playlist?list=PLlrxD0HtieHje-_287YJKhY8tDeSItwtg,programming-languages/javascript;programming-languages/typescript,"",,beginner,,, @@ -15958,22 +15958,22 @@ Extraordinary Tennis for the Ordinary Player (Hardcover),By Simon Ramo,,book|htt How We Got to Now: Six Innovations That Made the Modern World (Hardcover),By Steven Johnson,https://learn-awesome.github.io/assets/book_covers/20893477.jpg,book|https://www.goodreads.com/book/show/20893477-how-we-got-to-now,non-fiction,"",,,,, Social: Why Our Brains Are Wired to Connect (Hardcover),By Matthew D. Lieberman,https://learn-awesome.github.io/assets/book_covers/17237217.jpg,book|https://www.goodreads.com/book/show/17237217-social,psychology,"",,,,, Chapters In My Life (Hardcover),By Helen Keller,https://learn-awesome.github.io/assets/book_covers/821611.jpg,book|https://www.goodreads.com/book/show/821611.The_Story_of_My_Life,non-fiction,"",,,,, -Level Up Your Life,"How to Unlock Adventure and Happiness by Becoming the Hero of Your Own Story - -Level Up Your Life uses the principles of video games, movies, television, comic books, and pop culture to teach you how to transform your life in extraordinary ways and collect real-world experiences that are just as amazing and fulfilling as the adventures of comic book heroes and video game characters. Learn how to design your own personal Epic Quest of Awesome through advice on health, fitness, travel, and finance. - -Author Steven Kamb, the founder/creator of NerdFitness.com, leads you on a journey to discover the kind of game you want to play, including how to: - -* Develop a leveling structure -* Create a personal Origin Story (every hero has a great origin story) -* Determine what your Level 50 character will look like -* Build your own quest lists -* Hack your productivity, habits, and willpower to build momentum -* Build in rewards and accountability -* Add members to your party, expanding your community -* Find your own personal Yoda or Morpheus (i.e. mentor) to help you along the way -* Restart and earn Extra Lives (how to keep going when you get scared or stuck) - +Level Up Your Life,"How to Unlock Adventure and Happiness by Becoming the Hero of Your Own Story + +Level Up Your Life uses the principles of video games, movies, television, comic books, and pop culture to teach you how to transform your life in extraordinary ways and collect real-world experiences that are just as amazing and fulfilling as the adventures of comic book heroes and video game characters. Learn how to design your own personal Epic Quest of Awesome through advice on health, fitness, travel, and finance. + +Author Steven Kamb, the founder/creator of NerdFitness.com, leads you on a journey to discover the kind of game you want to play, including how to: + +* Develop a leveling structure +* Create a personal Origin Story (every hero has a great origin story) +* Determine what your Level 50 character will look like +* Build your own quest lists +* Hack your productivity, habits, and willpower to build momentum +* Build in rewards and accountability +* Add members to your party, expanding your community +* Find your own personal Yoda or Morpheus (i.e. mentor) to help you along the way +* Restart and earn Extra Lives (how to keep going when you get scared or stuck) + By Steve Kamb",https://learn-awesome.github.io/assets/book_covers/24615920.jpg,book|https://www.goodreads.com/book/show/24615920-level-up-your-life,personal-development;gamification,"",,,,, The Feeling of Risk: New Perspectives on Risk Perception (Paperback),By Paul Slovic,https://learn-awesome.github.io/assets/book_covers/10279606.jpg,book|https://www.goodreads.com/book/show/10279606-the-feeling-of-risk,science,"",,,,, Investing: The Last Liberal Art (Paperback),By Robert G. Hagstrom,https://learn-awesome.github.io/assets/book_covers/209954.jpg,book|https://www.goodreads.com/book/show/209954.Investing,investing,"",,,,, diff --git a/learn.db b/learn.db index 6f82515..86b378d 100644 Binary files a/learn.db and b/learn.db differ diff --git a/src/App.svelte b/src/App.svelte index a8fb55a..a88da5d 100644 --- a/src/App.svelte +++ b/src/App.svelte @@ -50,6 +50,7 @@ + @@ -82,11 +83,11 @@ - + Topics - + Formats @@ -94,7 +95,7 @@ Random Item - + Search diff --git a/src/BookCard.svelte b/src/BookCard.svelte new file mode 100644 index 0000000..9431c6c --- /dev/null +++ b/src/BookCard.svelte @@ -0,0 +1,16 @@ + + + + {item.name} +

+ +

+ {#if !item.image} +
+

{item.name}

+

{item.creators}

+
+ {/if} + \ No newline at end of file diff --git a/src/ButtonGroup.svelte b/src/ButtonGroup.svelte index 7dd0e00..66dde61 100644 --- a/src/ButtonGroup.svelte +++ b/src/ButtonGroup.svelte @@ -22,8 +22,8 @@ relative inline-flex flex-nowrap items-center px-4 py-2 {i == 0 && 'rounded-l-md'} {i == tabs.length-1 && 'rounded-r-md'} - border border-indigo-500 text-sm font-medium focus:z-10 focus:outline-none - {currentlySelected === i? 'bg-indigo-700 text-white' : 'bg-gray-100 text-gray-800'} + border border-gray-800 text-sm font-medium focus:z-10 focus:outline-none + {currentlySelected === i? 'bg-green-800 text-white' : 'bg-gray-100 text-gray-800'} " > {tab} diff --git a/src/FormatDetail.svelte b/src/FormatDetail.svelte index 909c007..9fa3181 100644 --- a/src/FormatDetail.svelte +++ b/src/FormatDetail.svelte @@ -1,5 +1,7 @@ -
+
{#each formats as format}
- +
-

{format.name}

+

{format.name}

 {/each} diff --git a/src/GenericCard.svelte b/src/GenericCard.svelte new file mode 100644 index 0000000..c1d9da6 --- /dev/null +++ b/src/GenericCard.svelte @@ -0,0 +1,10 @@ + + + +
+ {item.name} + {item.creators} +
+ \ No newline at end of file diff --git a/src/ItemCard.svelte b/src/ItemCard.svelte index 4cda857..5553b70 100644 --- a/src/ItemCard.svelte +++ b/src/ItemCard.svelte @@ -1,13 +1,73 @@ - -
- {item.name} + + + +{#if item.links.includes('book|') && item.links.includes('video|')} + {#if displayType == 'video'} + + {:else} + + {/if} +{:else if item.links.includes('book|')} + +{:else if item.links.includes('video|')} + +{:else} + +{/if} \ No newline at end of file diff --git a/src/ItemDetail.svelte b/src/ItemDetail.svelte index 480cc61..d1fb812 100644 --- a/src/ItemDetail.svelte +++ b/src/ItemDetail.svelte @@ -1,6 +1,7 @@ + + {#if item}
+

+ {#each item.topics.split(";") as topicname} + {topicname} + {/each} +

- +
-
+
-

{item.name}

-

Into Several Rmote Regions of the World

+

{item.name}

+

{item.description}

{item.creators}
@@ -57,9 +88,11 @@
- Book - - Video + {#each item.links.split(";") as type} + {type.split("|")[0]} + + + {/each}
@@ -68,15 +101,15 @@
-

Description

-

{item.description}

+

Description

+

{item.description}

-
+
-

genre

+

genre

@@ -84,7 +117,7 @@
- Fiction + Fiction
@@ -130,7 +163,7 @@
-

Reviews

+

Reviews

@@ -147,7 +180,6 @@
-
+ +
+
+ + {#each formats as format} + {format.name} + + {#if format.id == 'book'} + +
+ {#each items.filter(x => x.links.includes(format.id + '|')) as item} + + {/each} +
+ + + + {:else if format.id == 'video'} + +
+ {#each items.filter(x => x.links.includes(format.id + '|')) as item} + + {/each} +
+ + + {:else} + +
+ {#each items.filter(x => x.links.includes(format.id + '|')) as item} + + {/each} +
+ + {/if} + {/each} + +
+ +
+ diff --git a/src/TopicList.svelte b/src/TopicList.svelte index b4cfdfc..d300d9e 100644 --- a/src/TopicList.svelte +++ b/src/TopicList.svelte @@ -3,5 +3,4 @@ export let alltopics; - - \ No newline at end of file + diff --git a/src/TopicMasonryGrid.svelte b/src/TopicMasonryGrid.svelte index 041e70a..9de4fff 100644 --- a/src/TopicMasonryGrid.svelte +++ b/src/TopicMasonryGrid.svelte @@ -67,7 +67,7 @@ -

+

{#if topic} {capitalize(topic.display_name)} {:else} @@ -78,15 +78,16 @@
{#each [...map.entries()] as parent} -
- { format_topic_name(parent[0]) } +
+ { format_topic_name(parent[0]) }
{#each parent[1] as child} - {format_topic_name(child)} + {format_topic_name(child)} {/each}
{/each}
+ diff --git a/src/VideoCard.svelte b/src/VideoCard.svelte new file mode 100644 index 0000000..78d9b25 --- /dev/null +++ b/src/VideoCard.svelte @@ -0,0 +1,41 @@ + + + + +
+
+ + {#if item.image || thumbnail_image_url} + +
+ {item.name} + +
+ + {:else} + + + + {/if} +
+ +
+ {item.name} + {item.creators} +
+
+ + diff --git a/src/formats.js b/src/formats.js new file mode 100644 index 0000000..90e6c4c --- /dev/null +++ b/src/formats.js @@ -0,0 +1,33 @@ +export const formats = [ + {id: "book", name: "Books", image: "https://images.unsplash.com/photo-1524578271613-d550eacf6090?crop=entropy&cs=tinysrgb&fm=jpg&ixlib=rb-1.2.1&q=60&raw_url=true&ixid=MnwxMjA3fDB8MHxzZWFyY2h8MTN8fGJvb2tzfGVufDB8fDB8fA%3D%3D&auto=format&fit=crop&w=300"}, + {id: "podcast", name: "Podcasts / Audio", image: "https://images.unsplash.com/photo-1505740420928-5e560c06d30e?crop=entropy&cs=tinysrgb&fm=jpg&ixlib=rb-1.2.1&q=80&raw_url=true&ixid=MnwxMjA3fDB8MHxwaG90by1wYWdlfHx8fGVufDB8fHx8&auto=format&fit=crop&w=400"}, + {id: "video", name: "Videos / Films", image: "https://images.unsplash.com/photo-1611162616475-46b635cb6868?crop=entropy&cs=tinysrgb&fm=jpg&ixlib=rb-1.2.1&q=80&raw_url=true&ixid=MnwxMjA3fDB8MHxwaG90by1wYWdlfHx8fGVufDB8fHx8&auto=format&fit=crop&w=400"}, + {id: "article", name: "Articles", image: "https://images.unsplash.com/photo-1623039405147-547794f92e9e?crop=entropy&cs=tinysrgb&fm=jpg&ixlib=rb-1.2.1&q=80&raw_url=true&ixid=MnwxMjA3fDB8MHxwaG90by1wYWdlfHx8fGVufDB8fHx8&auto=format&fit=crop&w=400"}, + {id: "app", name: "Apps / Software", image: "https://images.unsplash.com/photo-1601034913836-a1f43e143611?crop=entropy&cs=tinysrgb&fm=jpg&ixlib=rb-1.2.1&q=60&raw_url=true&ixid=MnwxMjA3fDB8MHxzZWFyY2h8MTV8fGFwcHxlbnwwfHwwfHw%3D&auto=format&fit=crop&w=400"}, + {id: "blog", name: "Blogs / Microblogs", image: "https://images.unsplash.com/photo-1649180554466-0c15f6c70d51?crop=entropy&cs=tinysrgb&fm=jpg&ixlib=rb-1.2.1&q=60&raw_url=true&ixid=MnwxMjA3fDB8MHxzZWFyY2h8MTM2fHx0d2l0dGVyfGVufDB8fDB8fA%3D%3D&auto=format&fit=crop&w=400"}, + {id: "chat", name: "Chat groups / Forums", image: "https://images.unsplash.com/photo-1611746869696-d09bce200020?crop=entropy&cs=tinysrgb&fm=jpg&ixlib=rb-1.2.1&q=80&raw_url=true&ixid=MnwxMjA3fDB8MHxwaG90by1wYWdlfHx8fGVufDB8fHx8&auto=format&fit=crop&w=400"}, + {id: "cheatsheet", name: "Cheatsheets", image: "https://images.unsplash.com/photo-1432888498266-38ffec3eaf0a?crop=entropy&cs=tinysrgb&fm=jpg&ixlib=rb-1.2.1&q=80&raw_url=true&ixid=MnwxMjA3fDB8MHxwaG90by1wYWdlfHx8fGVufDB8fHx8&auto=format&fit=crop&w=400"}, + {id: "code", name: "Code", image: "https://images.unsplash.com/photo-1627398242454-45a1465c2479?crop=entropy&cs=tinysrgb&fm=jpg&ixlib=rb-1.2.1&q=60&raw_url=true&ixid=MnwxMjA3fDB8MHxzZWFyY2h8MzF8fGNvZGV8ZW58MHx8MHx8&auto=format&fit=crop&w=400"}, + {id: "conference", name: "Conferences", image: "https://images.unsplash.com/photo-1477281765962-ef34e8bb0967?ixlib=rb-1.2.1&raw_url=true&q=80&fm=jpg&crop=entropy&cs=tinysrgb&ixid=MnwxMjA3fDB8MHxwaG90by1wYWdlfHx8fGVufDB8fHx8&auto=format&fit=crop&w=400"}, + {id: "course", name: "Courses", image: "https://images.unsplash.com/photo-1604134967494-8a9ed3adea0d?crop=entropy&cs=tinysrgb&fm=jpg&ixlib=rb-1.2.1&q=80&raw_url=true&ixid=MnwxMjA3fDB8MHxwaG90by1wYWdlfHx8fGVufDB8fHx8&auto=format&fit=crop&w=400"}, + {id: "flashcard", name: "Flashcards", image: "https://images.unsplash.com/photo-1616628188859-7a11abb6fcc9?crop=entropy&cs=tinysrgb&fm=jpg&ixlib=rb-1.2.1&q=80&raw_url=true&ixid=MnwxMjA3fDB8MHxwaG90by1wYWdlfHx8fGVufDB8fHx8&auto=format&fit=crop&w=400"}, + {id: "game", name: "Games", image: "https://images.unsplash.com/photo-1493711662062-fa541adb3fc8?crop=entropy&cs=tinysrgb&fm=jpg&ixlib=rb-1.2.1&q=60&raw_url=true&ixid=MnwxMjA3fDB8MHxzZWFyY2h8MXx8dmlkZW8lMjBnYW1lfGVufDB8fDB8fA%3D%3D&auto=format&fit=crop&w=400"}, + {id: "image", name: "Pictures & Infographics", image: "https://images.unsplash.com/photo-1551288049-bebda4e38f71?crop=entropy&cs=tinysrgb&fm=jpg&ixlib=rb-1.2.1&q=80&raw_url=true&ixid=MnwxMjA3fDB8MHxwaG90by1wYWdlfHx8fGVufDB8fHx8&auto=format&fit=crop&w=400"}, + {id: "interactive", name: "Interactives & Explorables", image: "https://images.unsplash.com/photo-1516321497487-e288fb19713f?crop=entropy&cs=tinysrgb&fm=jpg&ixlib=rb-1.2.1&q=80&raw_url=true&ixid=MnwxMjA3fDB8MHxwaG90by1wYWdlfHx8fGVufDB8fHx8&auto=format&fit=crop&w=400"}, + {id: "journal", name: "Journals & Magazines", image: "https://images.unsplash.com/photo-1516179257071-71a54dbb4853?crop=entropy&cs=tinysrgb&fm=jpg&ixlib=rb-1.2.1&q=60&raw_url=true&ixid=MnwxMjA3fDB8MHxzZWFyY2h8NHx8bWFnYXppbmV8ZW58MHx8MHx8&auto=format&fit=crop&w=400"}, + {id: "learning_plan", name: "Syllabuses", image: "https://images.unsplash.com/photo-1493711662062-fa541adb3fc8?crop=entropy&cs=tinysrgb&fm=jpg&ixlib=rb-1.2.1&q=60&raw_url=true&ixid=MnwxMjA3fDB8MHxzZWFyY2h8MXx8dmlkZW8lMjBnYW1lfGVufDB8fDB8fA%3D%3D&auto=format&fit=crop&w=400"}, + {id: "livestream", name: "Livestreams", image: "https://images.unsplash.com/photo-1493711662062-fa541adb3fc8?crop=entropy&cs=tinysrgb&fm=jpg&ixlib=rb-1.2.1&q=60&raw_url=true&ixid=MnwxMjA3fDB8MHxzZWFyY2h8MXx8dmlkZW8lMjBnYW1lfGVufDB8fDB8fA%3D%3D&auto=format&fit=crop&w=400"}, + {id: "meetup", name: "Meetups", image: "https://images.unsplash.com/photo-1591115765373-5207764f72e7?crop=entropy&cs=tinysrgb&fm=jpg&ixlib=rb-1.2.1&q=80&raw_url=true&ixid=MnwxMjA3fDB8MHxwaG90by1wYWdlfHx8fGVufDB8fHx8&auto=format&fit=crop&w=400"}, + {id: "newsletter", name: "Newsletters", image: "https://images.unsplash.com/photo-1493711662062-fa541adb3fc8?crop=entropy&cs=tinysrgb&fm=jpg&ixlib=rb-1.2.1&q=60&raw_url=true&ixid=MnwxMjA3fDB8MHxzZWFyY2h8MXx8dmlkZW8lMjBnYW1lfGVufDB8fDB8fA%3D%3D&auto=format&fit=crop&w=400"}, + {id: "people", name: "People", image: "https://images.unsplash.com/photo-1493711662062-fa541adb3fc8?crop=entropy&cs=tinysrgb&fm=jpg&ixlib=rb-1.2.1&q=60&raw_url=true&ixid=MnwxMjA3fDB8MHxzZWFyY2h8MXx8dmlkZW8lMjBnYW1lfGVufDB8fDB8fA%3D%3D&auto=format&fit=crop&w=400"}, + {id: "qna", name: "Q&A forums", image: "https://images.unsplash.com/photo-1493711662062-fa541adb3fc8?crop=entropy&cs=tinysrgb&fm=jpg&ixlib=rb-1.2.1&q=60&raw_url=true&ixid=MnwxMjA3fDB8MHxzZWFyY2h8MXx8dmlkZW8lMjBnYW1lfGVufDB8fDB8fA%3D%3D&auto=format&fit=crop&w=400"}, + {id: "research_paper", name: "Research Papers", image: "https://images.unsplash.com/photo-1532153955177-f59af40d6472?crop=entropy&cs=tinysrgb&fm=jpg&ixlib=rb-1.2.1&q=80&raw_url=true&ixid=MnwxMjA3fDB8MHxwaG90by1wYWdlfHx8fGVufDB8fHx8&auto=format&fit=crop&w=400"}, + {id: "website", name: "Websites", image: "https://images.unsplash.com/photo-1460925895917-afdab827c52f?ixlib=rb-1.2.1&raw_url=true&q=80&fm=jpg&crop=entropy&cs=tinysrgb&ixid=MnwxMjA3fDB8MHxwaG90by1wYWdlfHx8fGVufDB8fHx8&auto=format&fit=crop&w=400"}, + {id: "wiki", name: "Wikis", image: "https://images.unsplash.com/photo-1566396223585-c8fbf7fa6b6d?crop=entropy&cs=tinysrgb&fm=jpg&ixlib=rb-1.2.1&q=80&raw_url=true&ixid=MnwxMjA3fDB8MHxwaG90by1wYWdlfHx8fGVufDB8fHx8&auto=format&fit=crop&w=400"}, + {id: "thread", name: "Discussion threads", image: "https://images.unsplash.com/photo-1493711662062-fa541adb3fc8?crop=entropy&cs=tinysrgb&fm=jpg&ixlib=rb-1.2.1&q=60&raw_url=true&ixid=MnwxMjA3fDB8MHxzZWFyY2h8MXx8dmlkZW8lMjBnYW1lfGVufDB8fDB8fA%3D%3D&auto=format&fit=crop&w=400"}, + {id: "project", name: "Projects", image: "https://images.unsplash.com/photo-1620325867502-221cfb5faa5f?crop=entropy&cs=tinysrgb&fm=jpg&ixlib=rb-1.2.1&q=60&raw_url=true&ixid=MnwxMjA3fDB8MHxzZWFyY2h8MXx8cHJvamVjdHxlbnwwfHwwfHw%3D&auto=format&fit=crop&w=400"}, + {id: "webmeet", name: "Online meetups", image: "https://images.unsplash.com/photo-1586543354240-2187898bb2e8?crop=entropy&cs=tinysrgb&fm=jpg&ixlib=rb-1.2.1&q=80&raw_url=true&ixid=MnwxMjA3fDB8MHxwaG90by1wYWdlfHx8fGVufDB8fHx8&auto=format&fit=crop&w=400"}, + {id: "webconf", name: "Online conferences", image: "https://images.unsplash.com/photo-1586985564150-11ee04838034?crop=entropy&cs=tinysrgb&fm=jpg&ixlib=rb-1.2.1&q=80&raw_url=true&ixid=MnwxMjA3fDB8MHxwaG90by1wYWdlfHx8fGVufDB8fHx8&auto=format&fit=crop&w=400"}, + {id: "thing", name: "Things & Toys", image: "https://images.unsplash.com/photo-1416339134316-0e91dc9ded92?ixlib=rb-1.2.1&raw_url=true&q=60&fm=jpg&crop=entropy&cs=tinysrgb&ixid=MnwxMjA3fDB8MHxzZWFyY2h8Nnx8c3R1ZmZ8ZW58MHx8MHx8&auto=format&fit=crop&w=400"}, + +] \ No newline at end of file diff --git a/src/tailwindui/AppShell.svelte b/src/tailwindui/AppShell.svelte index 6ea0e25..3cb83f6 100644 --- a/src/tailwindui/AppShell.svelte +++ b/src/tailwindui/AppShell.svelte @@ -9,7 +9,7 @@ -
+
{#if isNavDrawerOpen}