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|Nahavandipoor, Vandad||O'Reilly Media||ePub|
We write iOS applications using the MVC architecture. MVC is an abbreviation for Model-View-Controller. These are the three main components of an iOS application from an architectural perspective. The model is the brain of the application. It does the calculations; it creates a virtual world for itself that can live without the views and controllers. In other words, think of a model as a virtual copy of your application, without a face!
Controllers in Xcode usually refer to view controllers. Think of view controllers as a bridge between the model and your views. A view is the window through which your users interact with your application. It displays whats inside the model most of the time, but in addition to that, it accepts users interactions. Any interaction between the user and your application is sent to a view, which then can be captured by a view controller and sent to the model.
In this chapter, you will learn how the structure of iOS applications is created and how to use views and view controllers to create intuitive applications.See All Chapters
|Robert J. Marzano||Marzano Research||ePub|
The taxonomy presented here is part of a more comprehensive framework titled The New Taxonomy of Educational Objectives (Marzano & Kendall, 2007; see also Marzano & Kendall, 2008). Robert J. Marzano (2009) previously described the relationship between this taxonomy and designing and teaching learning goals and objectives in Designing & Teaching Learning Goals & Objectives.
As described in chapter 2 (page 25), the taxonomy includes four levels.
Level 4 (Knowledge Utilization)
Level 3 (Analysis)
Level 2 (Comprehension)
Level 1 (Retrieval)
To understand the taxonomy as it applies to academic content, it is necessary to address two types of knowledge: (1) declarative knowledge and (2) procedural knowledge. Declarative knowledge is informational content that can be conceptualized as a hierarchy in its own right. At the bottom of the declarative knowledge hierarchy is vocabulary—terms and phrases about which an individual has an accurate but not necessarily deep understanding. Facts reside a level above vocabulary terms and phrases. The highest level of the declarative knowledge hierarchy consists of generalizations, principles, and concepts.See All Chapters
|Thomas Eisenmann||O'Reilly Media||ePub|
I was surprised to find that it has been more than two years since my post summarizing the state of the seed stage market, and trying to bring a balanced view on the rise of Super Angels and Micro-VCs.
The venture capital market continues to be in transition, and a lot of changes have occurred in the early stages of the market. In some ways, many of the forces that drove the rise of Micro-VCs are as strong as ever. But there are also a whole host of new questions that have arisen. Here’s my take on the state of things as they stand at the end of 2012.
I call “dedicated seed funds” ones that, at their core, make seed investments. These are not funds that “do seeds but pile in on the winners.” Those are what I’d call more traditional “life-cycle funds.” Overall, I’d say that if your model is to “lead” the Series A of your best seeds, that is not really a dedicated seed strategy. To do that means that you have a large enough fund to write a $3–$5m Series A check, which is great, but creates a lot of misalignments that true dedicated seed funds have.See All Chapters
|Richard E Ferdig||Solution Tree Press||ePub|
The Reading and Writing Connection
Educators have long noted the complex relationship between reading and writing (Coker & Lewis, 2008; Pearson & Tierney, 1984). Obviously, there are differences: reading requires students to make “mental representations of words produced by others,” while writing necessitates that they “formulate their own thoughts” and “transcribe those mental representations into words” (Coker & Lewis, 2008, p. 233). However, there is an important interplay between the two cognitive processes. Many educators are interested in how deepening this relationship helps students grow as both readers and writers.
Professional writers point to reading as critical to their growth as writers. The importance of reading has been found to be effective for instruction as well. Two research meta-analyses (Graham & Perin, 2007c; Hillocks, 1986) support the idea that through close readings of texts, students can develop effective writing techniques. Studying quality examples allows students to read and analyze what makes a piece of writing “good.” Students can then emulate these elements in their own writing. Well-known practitioners such as Kelly Gallagher (2006) and Penny Kittle (2008) have examined the power of explicitly teaching students to deconstruct text to inform writing. They have noted that this not only teaches students about specific features of writing but allows them to create specific goals for their writing and empowers them to recognize the intentional decisions writers make.See All Chapters
|Laurence Chen||TidBITS Publishing, Inc.||ePub|
Before you buy a camera, I suggest that you prioritize features and accessories that you'll be looking for. Print our two-page cheat sheet and checklistit begins on the next pageto keep track of what's important to you during your research, and then refer to it when you choose a camera.
TableA-1.PICTURES AND PRIORITIES
If you want to take
Candid shots of family, friends, pets, etc.
Fast operation, flash
"Action" shots, such as sports
Fast operation, accurate focus
Landscape or nature photos
Image quality, color quality, wide angle lens
Image quality, color fidelity, fast operation
Macro (close-up) photography
Image quality, manual control, focusing distance
Ease of use
TableA-2.USABILITYMark options that are important to you, or that you want to keep in mind when comparing models.
Physical camera design
Size (small "pocketable" rectangular, flip-open style, or chunky irregular shape)See All Chapters
Business & Economics