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Graphic Design/Pioneers of Graphic Design

Pictograms and ideograms from some 5,000 years ago represent the earliest known forms of graphic design. Traditionally, graphic design's purpose through history was the communication of ideas and meaning through the use of graphic elements like typography, photography, and illustration. Strictly an artistic enterprise in spirit, it stands apart from more traditional arts like painting, printmaking, and sculpture because its ubiquitous role it plays in mass media and technology. These factors and their associated pressures have come to define the utility in various parts of this field.

M.F. Agha
Agha was an emigre who was art director for Conde-Nast magazines.

Charles Anderson
Anderson works in a retro (30s-40s) style. He has been creating designs for Fossil watches and tins.

Saul Bass
American logo designer and designer of film graphics. Revolutionized film graphics and is most known for his work with Alfred Hitchcock and Otto Preminger.

Lester Beall
Beall was an ad man who did work for Caterpillar and Upjohn. His work is marked by the frequent use of arrows. He made the logos of International Paper and Stanley.

Alexey Brodovitch
Brodovitch was an emigre designer who worked for Harper's Bazaar. He is also known for his chairs made of dowels.

Neville Brody
Brody is a Deconstructivist typographer, known for his U.S. postage stamps and work for Nike.

 * Ludwig Mies van der Rohe
 * Laszlo Moholy-Nagy
 * David Carson
 * Art Chantry: posters and album covers

Chermayeff & Geismar
This firm has done work for Chase Manhattan, Best Stores, Univision, and the American Bicentennial campaign. They created the Warner Communications "eye & ear" logo, and Mobil's "big red O" logo. They also designed miniature replicas of the Statue of Liberty.

Seymour Chwast
Chwast was a co-founder of Push Pin Studios. He designed Push Pin's newsletter and logos. He is also known for his anti-war posters.

Doyle Dane Bernbach
Bill Bernbach created memorable campaigns for Ohrbach's and Levy's. He thought up Avis's "We're #2!" campaign.

This firm did work for Volkswagen and Uniroyal, and created the famous Juan Valdez character.

 * Henry Dreyfuss

Charles & Ray Eames
Charles and Ray Eames created innovative and artistic chair designs among many other things, including a case study house.

Shepard Fairey
Fairey is a modern street artist, who gained fame for his iconic "OBEY Giant" logo, and his Barack Obama posters designed for the 2008 US Presidential election.

Frank Gehry
Gehry is an architect and furniture designer. He has made furniture made of cardboard. He designed the "dancing" "Ginger & Fred" building, the Experience Music Project, and the Disney Music Center. He collaborated with Claes Oldenburg and Coosje van Bruggen on the Chiat/Day Building, which has an entryway shaped like a pair of binoculars. His most famous building is the Guggenheim Museum Bilbao.

Milton Glaser
Glaser was an expressionist who co-founded Push Pin Studios. His typefaces include Glaser Stencil, Rainbow, and Baby Teeth. He is best known for his "I (heart) NY" campaign. He is also the designer of the Childcraft toy store in New York, and the Rainbow Room in Rockefeller Center.

Michael Graves
Graves is a postmodernist architect and product designer. Structures that he is known for include the Portland Building, the Clos Pegase winery, the San Juan Capistrano library, the Humana building, the Best building. He was in charge of the restoration of the Washington Monument, and designed the Swan and Dolphin Resort at Walt Disney World in Florida. Graves has designed over 800 products sold through Target stores, from alarm clocks to toasters.

April Greiman
Greiman is a New Wave post-modernist who uses "hybrid imagery." She was one of the first designers to embrace the Apple Macintosh as a design tool. She is best known for her centerfold design for Design Quarterly, which was a complex collage and nude self-portrait.

Steven Heller
Self schooled, Author of over 80 books about design.

Takenobu Igarashi
Igarashi creates scultures of numbers and letters, and has done work for NeoCon and PARCO.

Yusaka Kamekura
Kamekura has done graphic design for Nippon magazine, Nikon, Expo '70, and the Sapporo Olympic Winter Games.

Lippincott-Margulies
This firm created the term "corporate identity." They have done work for Pizza Hut, CITGO, Del Monte, American Express, United Tech, Chevron, 76, RCA, Hardee's, Chrysler, American Airlines, Infiniti, Continental, and numerous banks. They designed the new Amtrak logo, the Cadillac Allante, and the look of Duracell coppertop batteries.

Raymond Loewy
Loewy believed that every object had an ideal form that would increase sales. He was a pioneer of streamlining.

His designs were used in Skylab and the Concorde. He also did work for Harper's Bazaar, Greyhound's logo and busses, the Studebaker, Lucky Strike, Coca-Cola, NASA, and Exxon. He created the Coast Guard's logo, and the new logos for Shell and BP.

George Lois
Lois is known for his "conversation ads." His design strategy was "Big Idea and Street Talk." He created covers for Esquire magazine, USA Today's 5-year anniversary campaign, and Naugahyde's Nauga mascot.

 * Ellen Lupton: Modern typography enthusiast and formalist

Alvin Lustig
Lustig designed book covers and ads for Knoll.

 * Joseph Muller-Brockmann: Pioneer of Swiss Graphic Design

Eliot Noyes
As a Harvard trained architect and industrial designer Noyes became the pioneer of Corporate Design in the development of comprehensive corporate-wide design programs that integrated both design strategy and business strategy. He and is firm were commissioned regularly by IBM, most famously the IBM Selectric typewriter and the IBM Aerospace Research Center in Los Angeles, California. Noyes collaborated with Paul Rand, Charles Eames and hired Chermayeff & Geismar for clients that included Mobil Oil, Cummins Engine and Westinghouse.

Paul Rand
The four stages of Rand's career were 1) Magazine covers and promotion, 2) Ads (1941-1954), 3) Corporate identity, and 4) Teaching (at Cooper, Pratt, and Yale). He's done work for IBM, Direction magazine, Westinghouse, Cummins, NeXT, Morningstar, and Ford (a logo which was rejected).

 * Kurt Schwitters: Dadaist and pioneer of collage

Ladislav Sutnar
Sutnar designed Sweet's catalogs. His work often uses the Futura typeface. His design strategy was the "three Fs": Function, Flow, and Form.

Ikko Tanaka
Tanaka was a famous abstract poster designer.

Bradbury Thompson
Thompson was a typographer. Arguing that it was confusing to have two symbols for one letter, he created "alphabet 26", a set of letters which had only one case. He did work for the Smithsonian magazine, and designed editions of The Red Badge of Courage and the Holy Bible.

Wes Wilson
Wilson is famous for his psychedelic rock posters and extremely complex lettering.

Louise Fili
Fili is a retro designer whose work has been used for restaurants and publications.

Paula Scher
Scher is a retro graphic designer who has created vinyl album sleeves and identity for the Public Theater. One of her better known pieces is an ad for Swatch which pays homage to Herbert Matter.

 * Mike Young


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Talk:Graphic Design/Pioneers of Graphic Design

Good Lord, this is a deep subject and well worth investigating. Don't stop with the more modern designers, get deep into the history of graphics! —The preceding unsigned comment was added by 64.81.34.159 (talk • contribs).

It seems sort of brief as well as incomplete. Where is Dieter Rams, who inspired much of modern industrial design, including Jonathan Ives, Design VP of Apple? 72.148.30.251 (talk) 01:35, 30 November 2010 (UTC)

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/


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Talk:Blended Learning in K-12/Characteristics of Blended Learning

The following is a transcript of a chat between Cheryl C., Warner F., and Hyung R. on October 10, 2005 using TappedIn Room: WarnerF_Ofc

HyungR joined the room.

HyungR: hey guys

WarnerF: How old are your kids, again?

CherylCh: 6 1/2 (Robin) and 3 1/2 (Harris)

WarnerF: Sounds like a handful (even when they are behaving!)

CherylCh: true

HyungR: i just came back from trying to help my dad start a dead SUV

CherylCh: fun

HyungR: what a way to spend my day off

CherylCh: is he in your neighborhood?

WarnerF: I take it that you were unsuccessful?

HyungR: he's about 30 minutes away

WarnerF: what a pain

HyungR: we need a new battery

HyungR: Frankemstein needs a new heart

HyungR: C, how was your trip

HyungR: ?

CherylCh: fun!

CherylCh: good football

WarnerF: a bad day for the blue and orange, though!

HyungR: great...at least someone is experiencing some good football...the bears stink

WarnerF :-(

HyungR: W, hope your class went well today

WarnerF: the bears always stink (just like the cubs!)

HyungR: Watch it there, Springfield

WarnerF: It was OK... the kids didn't behave very well, but the principal got to see that I know how to handle a class.

CherylCh: I didn't realize you were being observed!

WarnerF: today and tomorrow both!

WarnerF: They're all tired and cranky from Homecoming this weekend

HyungR: i bet.

CherylCh: ugh! I have never heard of it 2 days in a row.

WarnerF: At least it'll be over.

HyungR: C, I think you're the only one not being observed... i was last Friday...it's high stakes up here

CherylCh: tenure for 13 1/2 years should cover it until the spring at least

HyungR sits in envy

WarnerF: If you're non-tenured, they have to have been observed by october so that they can begin remediation if necessary

CherylCh: That is true here also, but not 2x in one week!

WarnerF: This evaluation doesn't really count, because I'm tenured, and off-cycle

HyungR: I keep forgeting that you're tenured...

WarnerF gloats and rubs it in

HyungR: i'll never be tenured

CherylCh: Are you in the same district but a new school?

WarnerF: yeah

CherylCh: So, why the observations? Doesn't he have some non-tenured teachers to bother?

WarnerF: I wanted to make sure that he knew he's always welcome in my classroom, that I'm not afraid to be observed, and that just become I'm tenured doesn't mean I'm taking the easy way out with my lessons

CherylCh: very noble of you. I approve.

HyungR: I thought you were just sucking up...jk

WarnerF: plus, there's a huge emphasis on literacy, and he thinks that the social studies teachers blow it off

CherylCh: H-were you being factecious (spelled wrong?), or do you only teach part time?

HyungR: I started a new position in Wilmette this year teaching 7th grade

HyungR: i have to start the whole tenure process again

CherylCh: 4 years or only 2?

HyungR: 4

CherylCh: ugh!

HyungR: no kidding...but the school actually adopted a new system of evaluating teachers and the admin only comes in 2x a year

HyungR: the other two are informally done my mentoring teachers

WarnerF: in some ways, that's even more intimidating

CherylCh: interesting yet annoying at the same time when you have already taught for a number of years

CherylCh agrees with Warner

HyungR: i only have to have the informal ones done this year since I'm not really a first year teacher...or at least that was a par tof the agreement

HyungR: i agree with you

HyungR: boith

CherylCh: I posted the last tapped in meeting

HyungR: C, thanks for posting

CherylCh: The rest of the project looks good.

WarnerF: I agree...

WarnerF: I looked at it when I got home from work today.

CherylCh: I made a number of document changes that Norma wanted done.

HyungR: Are we ok with the project?

HyungR: like what?

WarnerF: I figured you two wouldn't mind if I edited loose commas, dangling modifiers, and inconsistent verb tenses.

WarnerF: I didn't change any words though- that all sounded fine

HyungR: Thank you

CherylCh: format of the table of contents now has each topic numbered like everyone elses.

CherylCh thanks you also!

WarnerF: It looked really good. Thanks for doing that!

HyungR: Cool, thanks

HyungR: to the both of you

WarnerF: If someone gets a chance, could they take a look at mine? I can never spot my own mistakes.

CherylCh: I changed some page names so they linked with the book, something Norma said we didn't do.

CherylCh: The only things that still remain are...

HyungR: W, I can read your stuff tom.

WarnerF: Thanks, H

CherylCh: the last topic called blending online and face to face instructors and learners. Are we keeping it or deleting it? I vote delete as it seems repetative.

HyungR votes to delete and agrees with C

WarnerF: Should we delete it, or just put a small blurb saying that it's repetative?

CherylCh: Also, I didn't pull all of your resources off of your pages, but they need to come off and be added to the giant resource list at the end of the table of contents.

HyungR: Or should we repeat the info

CherylCh: W-I kind of like that idea. I like how you did the work section. If you are volunteering to do it, go for it. If not, delete it.

WarnerF: It should probably just go at the end to be consistent

WarnerF: I'll take care of it. I think I can even reference one of those articles.

HyungR: thanks w

CherylCh applauds loudly

HyungR cheers and whistles

WarnerF: btw, thanks again for that article on pedagogy, C, it was great.

CherylCh: For the references, I just copied and pasted into the big one. I think 2 articles were already listed there anyway. Then go back and delete them from your page.

WarnerF: Should we each take care of our own, or do you want me to do that?

HyungR: So the resources are not suppose to appear on the individual sites?

WarnerF: right

HyungR: thanks just needed to clarify

WarnerF: even though I think it's more helpful to a reader doing it our way

CherylCh: I am glad you enjoyed the programme. I did mine. Yes H. It doesn't take long. I did the main page already.

CherylCh: I agree W. But...

HyungR: ok, I can do that right after the chat, unless wiki is down again

CherylCh: If it were a paper book, the resources would all be at the end. I had to rethink it myself.

HyungR: There might be a short list of resources from me, here just wasn't too much on the topic

WarnerF: true, but they would also be in chapter notes, as well as in a bibliography

CherylCh: Wiki was very slow today. I tried to get everything done during nap time andit was like a race against time.

CherylCh: W-spoken like a true English teacher. (Clearly I didn't know that!)

WarnerF: Thanks (I think)

WarnerF smiles

HyungR: Good thing W is in our group

WarnerF: thanks, H

WarnerF blushes

CherylCh: I did read your work today and didn't notice any glaring problems by the way.

HyungR: me or W

CherylCh: both but I read before 3:00.

CherylCh: Did either of you update after that?

WarnerF: No, other than the edits.

HyungR: No, I was running around like a mad man today

CherylCh: I changed someone's numbered work into bullets. I hope you didn't mind.

WarnerF: Bullets are good. Thanks. (It was probably mine)

HyungR: No, thery were mine

CherylCh: Technically they are teal squares.

WarnerF: Oh, whoops.

CherylCh: Do you prefer numbers?

HyungR: thanks C

HyungR: no not really

HyungR: they were jsut easier to remember

CherylCh: ok, so are we done with that project except for the quick thing Warner is going to add? I will add that into the table of contents btw.

HyungR: thanks

HyungR: C

WarnerF: Thanks....you read my mind I was going to ask if someone could do that!

HyungR: I can put the chat in the discussion

CherylCh: Final plans are as follows:

CherylCh: H posts t.i.

WarnerF: check

CherylCh: W adds last topic

WarnerF: check

CherylCh: C adds to table of contents

HyungR: double chech

HyungR: k

CherylCh: W&H get rid of references/move to giant list

WarnerF: check

HyungR: double check

CherylCh: H&C post to moodle about final project discussion as W already did

WarnerF: I apologize for the tone of that posting, btw, I was pretty frustrated

CherylCh: Anything I missed?

WarnerF: I think we've got it all.

HyungR: W, me too C, no, sounds like a plan

CherylCh: Ok, then I am off to finish that and grade 10 stories and go to bed!

CherylCh: Night!

HyungR: good night

CherylCh left the room (signed off).

WarnerF: see you at chat tomorrow!

HyungR left the room (signed off).

2005.10.10 18:53:18 Signoff

The follwing is a transcript of a chat between the 3 of us on October 6, 2005 using TappedIn.

CherylCh: That was annoying.

WarnerF: What was?

HyungR joined the room.

HyungR: Hey guys

CherylCh: I couldn't get in the office.

WarnerF: I hate it when that happens

CherylCh: Did either of you look at Whickerbill or Camtasia? Would either be useful for our wonderful project?

WarnerF: I thought wickerbill might be useful, particurarly for Hyung's part

CherylCh: Could you summarize wickerbill?

HyungR: C, was it easy finding some disadvantages

HyungR: ?

CherylCh: They were more opinion than fact, I think.

WarnerF: Do disadvantaves have to be supported by the research, or is common sense enough?

WarnerF: Or is that a dumb question?

CherylCh: I went common sense.

HyungR: i figure common sense...there isn;t enough research

HyungR: oh...i did post the last conversation

WarnerF: Funny, I was about to say there usually isn't enough common sense

HyungR: what is the last characteristic that we have to put together?

WarnerF: I noticed under references that one of the sources I was going to try to pick up on campus

WarnerF: was online, so I'll check that out

WarnerF: and the article C sent seems really good on Pedagogy

HyungR: could you foward that to me as well?

WarnerF: It seems like the stuff that we have to read before Tuesday's chat should be applicable as well

WarnerF: I can send it to you if you want.

CherylCh: I think it is from some Australian journal and calls b.l. a programme. Its a bit annoying.

HyungR: thanks

WarnerF: The spelling kept bothering me

CherylCh: I couldn't acces the readings for this week.

WarnerF: I haven't tried it yet-

HyungR: do you guys ahve comlumbus day off?

WarnerF: No

CherylCh: No!:

WarnerF: We get Yom Kippur off instead

CherylCh: Yes I do, but I was trying to respond to Warner's no with shock!

WarnerF: It's politically incorrect in Champaign

CherylCh: What a ridiculous trade off... The founder of North America vs. a small Jewish population celebrating and I'm Jewish!

WarnerF: Since it celebrates the destruction of indigenous peoples

WarnerF: The actual trade-off is that we don't get Pulaski day off either,

WarnerF: and instead take Good Friday

CherylCh: We have both!

CherylCh: When do you get out of school?

WarnerF: June 1

HyungR: middle of June

CherylCh: Reminder: the midterm is due October 12.

HyungR: no a/c either

WarnerF: At what time?

WarnerF: midnight>

WarnerF: ?

CherylCh: June 1 is a week earlier than us.

CherylCh: I'd go midnight.

HyungR: iis that wed?

WarnerF: yes

CherylCh: H-You have no air?? In Wilmette?

CherylCh: Are you on the wrong side of the tracks?

HyungR: yep, only the 6th grade wing has a/c ...they are located below the superindendent's office

HyungR smiles

WarnerF: How about I try to finish my stuff by Sunday night? (with a goal of getting most of it done Saturday)

CherylCh: Both of you, Sunday night at what time?

WarnerF: If it's not convenient for you, C, we could meet monday night

HyungR: i will also try to get done by sun

HyungR: yeah, that's not a problem C

CherylCh: I will be around Sunday night!

WarnerF: I just need to be sure that I get my editing done by Tuesday, because Wed. is Kol Nidre

HyungR: enjoy the weekend

HyungR: We'll dfinately be done on sun

WarnerF: C, would you prefer to meet MOnday?

WarnerF: that way, if you're running late, or tired, you don't need to stress.

HyungR: W and I can start on the editing

CherylCh: Do you want to meet then or just review each other's work and then meet Monday? That way if you are running late we should all be ok?

WarnerF: I know I'll have lots of stuff to edit on Hyungs (j/k)

CherylCh smiles

WarnerF: How about we review each other's work, and then meet Monday...

HyungR: soudns good

CherylCh: ok what time Mon?

HyungR: any time is ok for me

WarnerF: We can do final edits Monday night and finish up after chat Tuesday, so that we're done

CherylCh: sounds great

HyungR: good

WarnerF: Can we say 8?

CherylCh: yes

HyungR: yep

CherylCh: Ok, see you then. Thanks! Go IU!

WarnerF: Later!

CherylCh left the room (signed off).

The following is a transcript of a chat between Cheryl C., Warner F., and Hyung R. on Sunday, October 2 using TappedIn.

Room: WarnerF_Ofc

HyungR joined the room.

WarnerF: I did find one or two printed resources, and if I have a chance, I'll try to get over to campus to get ahold of them, but this week's pretty busy.

CherylCh: The few I read I used.

HyungR: Hey guys

CherylCh: I didn't explore much else yet.

WarnerF: I read what you've posted, and it looked pretty good to me

CherylCh: I meant on blended learning but I used them only on sync. and async.

HyungR: sorry I'm late...i had some brats burnin on the Goerge foreman grill

WarnerF: you cook your students?

CherylCh: It was nice enough to grill outside today! CherylCh: I don't understand why they want us to use the discussion forum in the wiki when you can't all "meet" there.

HyungR: i just saw the discussion board on the wiki site...

HyungR: C- i think you had a good idea to put the disadvantages as well as the advantages

CherylCh: I didn't really want to...

WarnerF: So we're evaluating the characteristics, as well as describing them?

CherylCh: I kind of felt like the assignment was to explain the characteristics and give them a positive spin...

CherylCh: but Tony said we should cover both sides of the story.

HyungR: that was the messege

HyungR: i think that placing one or two on each site is fine

WarnerF: I guess that makes sense. It's pretty easy for the characteristic I did this week, except that there isn't much published to back up what I say. The only thing I saw related to business, and suggested tailoring material to fit cultural norms

CherylCh: advantages and disadvantages, if I didn't explain that clearly

HyungR: W i think that you're right.. our descriptions will usually have the advantages imbedded in them.

CherylCh: The total needs to be around 1500 words, so if there are 7 topics, how many words should we think about for each?

CherylCh: Or should we not think that way?

HyungR: we only have to look up the majopr disadvantages

HyungR: I just posted the offline and online portion without the disadvantages.

CherylCh: same here

CherylCh: I can delete the phases part and add disadvantages.

WarnerF: Why not leave the phases in....

WarnerF: there's a good chance that anyone who reads this will skip to lists like that anyway?

CherylCh: Either way is fine. It was very random that I found them.

HyungR: I thought they were fine...i vote to leave them in as well

CherylCh: I don't think I "named" the page right either, but I will look at Tony's directions again. Phases stay.

WarnerF: I didn't "name" my section either, as far as I know...I just used the link from our list in the intro

HyungR: same here

HyungR: for our next step...

CherylCh: I am not sure, but I think there is something else to configure. I put it into the forum questions but I still don't totally understand.

HyungR: should each of us go on to another char...

CherylCh: yes?

WarnerF: I have to say, it's a good thing we've only got one chapter, instead of the original two. I'd never get this done

HyungR: or should we edit the ones we have?

CherylCh: I think we have to get started on both. We only have 10 days to finish the whole thing.

WarnerF: Would it be helpful if we each take another characteristic, and edit someone else's previous posting?

CherylCh: yes and no

WarnerF: that way, we catch each other's mistakes, and can ask for clarification.

CherylCh: I agree on that part...

CherylCh: but I did not read anything about your topics so could we save the editing until we finish all the parts first?

WarnerF: We could...

WarnerF: But our readers won't necessarily have read anything on these topics either...

CherylCh: true. I see your point.

WarnerF: so if we edit them without background knowledge, we'll be able to figure out what makes sense, and what doesn't

HyungR: for the sake of time, perhaps we should each start on another topic...

HyungR: that way we can tackle the changes collectively

CherylCh: first choices?

HyungR: then we can be on the same page with the changes and save time

WarnerF: no preference. I'll talk about the work/learning one in addition to what ever char. you want me to do

CherylCh: Didn't we can that one for some reason? I have it crossed out on my list.

WarnerF: We did- but I think we need to explain why we're not talking about it more

CherylCh: oh, because it was work and not education

WarnerF: exactly

HyungR: should we notify norma and tony via email or will this discussion be okay

HyungR: ?

WarnerF: I think the discussion should be sufficient

CherylCh: I think the copy paste from last week is fine.

HyungR: ok

CherylCh: Is self-pace and live, collaborative learning the same as sync./async.?

CherylCh: Or is it specific to group work?

HyungR: btw- i'll vounteer to post again this week. I think the both of you have more on your schedules

CherylCh: thanks!

WarnerF: thanks, H

HyungR: w-that's the same thing i noticed

CherylCh: Isn't this the idea of blended learning in the first place?

WarnerF: looking at the topics, I think maybe there are really only four categories?

HyungR: sorry, i'm trying to get back to the wiki page and read our c's

CherylCh: W-List them.

WarnerF: sturctured and unstructered learning sounds a lot like off-the shelf vs. custom content

CherylCh: sorry, haven't read anything on either

WarnerF: I'm just going by the titles

WarnerF: self-paced and live collaborative sounds like asynch/synch and blending online/f2f

HyungR: should we just create a sub headings for some of the c's that sound alike

CherylCh: I just skimmed your wiki and LOVE your last line...

CherylCh: Unfortunately, there does not seem to be much research on the subject.

WarnerF: I was going to make it sound better, but I ran out of patience....

HyungR: some sub headings, sorry

CherylCh: S and U learning may be different than the content topic. It sounds more student based to me. I can take it if you want if you don't want to see anything until Friday.

WarnerF: there ISN"T much research

WarnerF: Sounds OK to me.

CherylCh: Go for the work topic, as there is plenty to read.

WarnerF: C- did the article from Dewar explain what they meant by each of these things?

WarnerF: maybe the reference other stuff we could use in our descriptions?

HyungR: So i'll take the self paced topic, unless we got rid of that one

CherylCh: let me skim...

CherylCh: no...

HyungR: i'll be right back guys

CherylCh: it lists them and then goes on to define bl and discuss the interest in it.

WarnerF: I'll read it myself, then, so that I've at least got one reference for everything.

CherylCh: I would like to find the Singh article and see what his/her explanations are.

WarnerF: if nothing else, we can critique the categories

WarnerF: On the other hand, if go by singh,

HyungR: should we set the next meeting time? Thursday?

CherylCh: I just pulled it up and it describes the topics a bit...

HyungR: which topic again?

HyungR: sorry

CherylCh: but it doesn't list them all...

WarnerF: I was thinking the same thing.

WarnerF: in reference to meeting time

HyungR: that way we can edit over the weekend

CherylCh: and it seems like a vs. sy is very much like self-paced, etc.

CherylCh: Ok, I will do my best!

WarnerF: Should we revise the intro, so that it explains that scholars disagree over the characteristics?

HyungR: yeah that sounds good

CherylCh: We still have 2 topics besides what we are covering, I think. I like that idea!

CherylCh: Did you make your proposal for the "big" project idea yet?

WarnerF: Could we take the last two, and explain that they are similar to other topics, or are only different in slight ways?

HyungR: ok, just to clarify...are all three of us researching the last characteristics?

WarnerF: I haven't had a chance to think about the big one

CherylCh: Well, yes, except no on picked teh hideously named "pedagogical models" section.

WarnerF: I didn't see that one in our list

HyungR: hmm...i don't see that one there either C

WarnerF: I'm guessing there's a lot on that topic (relatively speaking)

WarnerF: It's probably safe to say that it's based on a higher-order thinking

WarnerF: constructivist approach

CherylCh: It includes blending constructivism, behaviorism, and cognitivims (Driscoll, 2002)

WarnerF: since it leaves most of the responsibility on the student

CherylCh: ignore spelling errors

WarnerF: I don't see the bahaviourist aspects

WarnerF: although the other two make sense

CherylCh: That topic isn't on our intro so we will need to add it if we want to (or have to) discuss it.

WarnerF: I hate to say it, but it sounds too crucial to leave it out....

WarnerF :-(

CherylCh: Ok, then what did we decide to do for Thursday?

CherylCh: I think I am doing structured and unstructured learning. Right?

WarnerF: I don't think I'll have to work to hard on the work/learning, so I'll tackle the pedagogical models, and if I can't get it done, you guys can help me out?

CherylCh: No way!!!!

HyungR: i'm doing self paced etc.

CherylCh smiles

WarnerF laughs

HyungR: fine...i would feel guilty if i didn;t

HyungR smiles

WarnerF: So we have them all covered?

CherylCh: I guess so.

HyungR: we decided that asynch and synch were in self paced?

CherylCh: They sound quite similar based on the Singh article.http://www.centra.com/download/whitepapers/blendedlearning.pdf

HyungR: ok thanks C

WarnerF: let's use that as our reference, I'll make sure we mention it in the intro,...

HyungR: i;kk add that in there

WarnerF: and then we can reiterate it in those sections

HyungR: sounds good

WarnerF: On another topci....

WarnerF: topic

WarnerF: Hyung and I worked on a project with the 1918 flu for a workshop this summer....

WarnerF: We're trying to figure out if we can incorporate it into the project for this semester....

WarnerF: if we did something interdisciplinary, would you be interested in adding a science component?

WarnerF: then we all turn in one big, interdisciplinary, integrated course proposal at the end of the semester.

CherylCh: Hmmm. That would be interesting. I had some other ideas, but let me think about it. Is our proposal due Wednesday? And can it change?

HyungR: i had no idea it was due Wednesday

CherylCh: I will ask in moodle it can change and if some form of a proposal is due Wed.

HyungR: anyway...thursdy sounds good with me

WarnerF: Thursday works for me. 8 pm?

HyungR: yep

HyungR: C?

CherylCh: fine!

WarnerF: On the final project, I was thinking that I could probably do some sort of reading strategy, as well as a writing...maybe an interactive quiz, or something?

WarnerF: cool, so Thursday at 8.

HyungR: yep

HyungR: thanks for the chat

CherylCh: I don't know how to do any of that. But I'd be willing to try.

HyungR: i have a

HyungR: feeeling

WarnerF: Me neither, but it's an idea that can be adjusted.

HyungR: W is looking in my direction

CherylCh: do you know what to do?

HyungR: sorry the key was stuck

WarnerF: For Social Studies, Hyung and I talked about a map that the kids could mark up, with the data they find...

HyungR: not really, but i know a guy who knows a guy who knows a guy

CherylCh laughs

WarnerF: If I could add a reading/writing part, that would give us the Language Arts,

WarnerF: and with the data, possibly math...

CherylCh: I could add the disease itself and how it affects the body and spreads

HyungR: cool

WarnerF: you took the words right out of my mouth, C!

WarnerF: no comments, hyung...

HyungR smiles

CherylCh: Did you read that novel about the flu epidemic?

WarnerF: which one?

CherylCh: maybe called 1913?

WarnerF: By John Barry? Yeah...

WarnerF: It was great!

CherylCh: That is pretty much my historical knowledge of the epidemic.

WarnerF: Although I'm thinking of a non-fiction book, actually

CherylCh: That would be good for the high-schoolers.

HyungR: well, i still have to plan the week( getting observed) i'll talk to you guys on Thursday. WarnerF: I'll look for the one you're talking about.

WarnerF: Cool. See you later Hyung.

CherylCh: Good night guys!

CherylCh left the room (signed off).

WarnerF: Good night!

HyungR left the room (signed off).

10/2/05 C&W-Let's meet in Warnerf's office in TappedIn @ 8pm. The discussion feature will not allow us to hold the covnersation that we need to have tonight.

10/2/05 Tony says both.

10/1/05 W and H- Do you think we are to discuss only the strengths of the characteristics, or should we include weaknesses as well? Let me know what you think.

The following is a transcript of a chat between Cheryl C., Warner F., and Hyung R. on Tuesday September 27, 2005 using TappedIn.

2005.09.27 18:39:53 Login

Room: WarnerF_Ofc

HyungR joined the room.

CherylCh: ok I am here now

HyungR: hey guys,

WarnerF: hey

WarnerF: Did I miss much in the chat?

HyungR: sorry i had to get off ellum...my mac won't let me be on both

HyungR: no comments on the mac, warner

CherylCh: Only that we are supposed to post all of our discussions on the wiki pages instead of by email

WarnerF: too tired to make fun of you

HyungR: we should post all of our stuff in wiki

WarnerF: oops

HyungR: no prob

WarnerF: So what's our next hurdle?

HyungR: should we think about dividing up the research and then coming together before each of us posts?

CherylCh: It seems like we need to work on the week 6 stuff and then add more to the intro.

CherylCh: I was thinking the same thing.

WarnerF: That works for me.

HyungR: is that the multimedia stuff?

CherylCh: that is week 6 separate from the midterm

CherylCh: Warner, did you get my email yesterday?

WarnerF: With your thoughts on the intro?

CherylCh: W-yes

WarnerF: then yes. I really liked the way your divided stuff up

WarnerF: I thought if we took out my second paragraph, and put in what you had, we'd be in good shape

HyungR: w, did u email my yahoo or school account?

CherylCh: Um, I think you missed an email or else I didn't send it. Will you check it now and see if I sent it?

CherylCh: I sent all through uiuc.

WarnerF: h- I sent it to yahoo

WarnerF: I'll check UIUC right now

CherylCh: I read an article that basically restated what you had already done was correct and my criteria was wrong.

CherylCh: Interesting, but wrong according to Norma.

HyungR: w, hmmm....i've been checking....i don't remember getting it

CherylCh: I know the attachment is called warner intro.

WarnerF: I see it. All of that sounds OK to me. Thanks for doing the reference-checking

HyungR: hold on for just a sec guys...i'm checking my email accounts

CherylCh: Should we divide the work by the 8 characteristics listed? Let's give Hyung all the hard ones since he can't find the email.

WarnerF: I think that's the best idea i've heard all day

WarnerF smiles

CherylCh: How is Africa?

WarnerF: OK- it turns out that high schoolers know even less than middle schoolers

CherylCh: Excellent.

HyungR: C, i can still see what you're writing :)

WarnerF: I'm doing a lot of read-alouds,

CherylCh: Did you look at the Tire Tracks site? I was looking at it today and it has a ton of resources.

WarnerF: I keep meaning to check it out. Right now, I'm still trying to stay a day ahead of the kids...I'm back to 12 hour days in the building, and then bringing work home.

HyungR: ok, i have Cheryl's with no attachment and Warner's in my uiuc account

CherylCh: ugh! Are the kids ok at least?

WarnerF: This time of year always hits me like a ton of bricks (you'd think I'd learn!)

CherylCh: H-I will send it to you now, but you still get the hard parts.

HyungR smiles

WarnerF: mostly their OK. I've got one class full of VERY sophomoric sophomores

CherylCh: What email address should I use?'

HyungR: me or warner?

CherylCh: you

HyungR: uiuc, i guess. to keep everything in order

HyungR: thanks C

CherylCh: ok, but what is it? I had you two nicknamed together but not separately

WarnerF: tweedle dum and tweedle dee?

HyungR: hyungro@uiuc.edu

WarnerF: (I'm tweedle dee!)

HyungR: do you see what i have to put up with?

HyungR: C, are u sure u wnat to joing up with us? jk

WarnerF: I don't know about you two, but if I don't laugh my way through this course, I'll need to book myself a padded room

CherylCh: I sent the email by the way.

CherylCh: W-Are you in the accelerated program?

HyungR: me too...C, i'll check now

WarnerF: I would not have called that extra course fun

CherylCh: There have to be easier courses for you to move up with, but I do feel like I have learned a lot of things I can actually apply.

CherylCh: Are you both going to graduation in May?

WarnerF: I'll probably be in town, unless it's the same weekend as a wedding that I'm in

CherylCh: May 14, Mother's Day weekend.

WarnerF: I'd like to go, and see everyone

WarnerF: I'll be there

ErikP joined the room.

CherylCh: ok I am back. I told you he's quick

CherylCh: Who is our new friend?

WarnerF: I'm impressed

ErikP: I'm just trying to figure this space out.

WarnerF: cool

WarnerF: we're using it to put together a group project for a grad course we're taking

ErikP: How do you set up an office?

WarnerF: It's been awhile, but I think it's through the registration process

CherylCh: hmmmm. It has been a while. The help desk is very helpful.

ErikP: I need one for a discussion I'm hoping to host tomorrow afternoon.

WarnerF: have you tried the help desk? they're usually pretty good

ErikP: I'll ask the help desk. Thanks.

WarnerF: no problem. Sorry we couldn't be more help

HyungR: hehe...C, what were you comments on the 2nd paragraph?

CherylCh: I have to pull it up, hold please...

WarnerF: I like the way your reworded it

CherylCh: I just changed it from the business wording that Warner had to something much more generic.

HyungR: yeah, good idea...W, does get a little technical sometimes :)

WarnerF: I like the flow of it, though. plus it gives us more room to expand

ErikP left the room.

CherylCh: that was odd for someone just to pop in, don't you think?

WarnerF: very strange

HyungR: yep

HyungR: wait, can he pop back in?

WarnerF: We don't have a way to lock others out

CherylCh: I think so, but he only sees what he is here for

WarnerF: he figured out how to get an office though. He's online in his office.

WarnerF: I say next time, he gets to bring the food

CherylCh: I am glad we could help him. :-)

CherylCh: Maybe we should go to his office and ask how he set it up.

WarnerF: It's a thought

CherylCh: ok, can I work on synchronous and asynchronous communication methods?

WarnerF: anyway...

WarnerF: sure

HyungR: sounds good

CherylCh: any first choices for either of you?

WarnerF: I think custom vs. off the shelf content could be interesting

HyungR: which one is more efficient?

CherylCh: yours Warner!

WarnerF: we should all probably take two and work on the others together

CherylCh: ok

CherylCh: Hyung do you have a first choice?

HyungR: no

WarnerF: I'm wondering if we really need to talk about the learn and work one, though, since that probably applies to busines

CherylCh: great point - Should we delete it from the intro?

WarnerF: Maybe we should just mention that it exists but isn't a factor for K-12?

CherylCh: good

HyungR: sure.

HyungR: there are only 4 topics then, tight?

HyungR: right?

WarnerF: I'll look into it briefly, so we can cite a source that backs us up on it

CherylCh: by the way, we should be having these discussions in wiki "discussions" so they can see that we are actually working

HyungR: cut an paste

HyungR: ?

HyungR: if you want I can cut an paste some of the transcript and post it onto the dicussion

WarnerF: that would be great.

CherylCh: ok

HyungR: i'll have to do that tomorrow

CherylCh: Remaining topics to either collaborate or divide:

WarnerF: So, with the one point cut out, that leaves 3 for each of us, with one that we all do?

CherylCh: I only count 7 now total

CherylCh: 2 for each and one collaborative?

WarnerF: I think we can do that.

HyungR: ♣

HyungR: ♣

HyungR: ♣

HyungR: ♣

HyungR: ♣

WarnerF: ?

CherylCh: What is that?

CherylCh: a lucky 3-leaf clover?

WarnerF: the four of clubs?

HyungR: i tried to cut and paste

HyungR: the bullet points from the intro

WarnerF: I think you have to wait for the transcript to be e-mailed to you

WarnerF: oh, i see

CherylCh: good attempt

HyungR: my bad

WarnerF: The final thing is due on the 12th, right?

HyungR: off and online learning

CherylCh: yes. That doesn't give us much time as far as I am concerned

CherylCh: Is that your choice or are you listing them

CherylCh: ?

HyungR: ♣

HyungR: arrgghh

WarnerF: We will be a bit crunched. Can we meet one evening next week ready with our first one?

HyungR: i'm trying to list them

WarnerF: Why don't we put the list on the wiki (it'll make them happy) and then just sign up for them there

CherylCh: Either Sunday night or Thursday night next week?

WarnerF: I personally don't have a preference about any of the others

HyungR: W and C, which one do you have again...i/'m trying to determine which one to reserach

WarnerF: Either is good for me

HyungR: ?

WarnerF: I've got custom or off the shelf content

CherylCh: Does the self-paced,etc go with sync/async? I'm sync/async.

CherylCh: I have no preference for the others either.

WarnerF: hyung says he's having trouble typing on the white board at the moment

WarnerF: (I think he cut himself with the scissors...all that cutting and pasting)

HyungR: ok, finally...i have off and online learning

HyungR: when are we meeting again

WarnerF: If we could be ready to go with our first bits on Sunday night,

HyungR: ?

CherylCh: What is your first bit H?

WarnerF: then we could have all of the next week on the second

WarnerF: with several days to put the final touches in place

HyungR: online and offline learning

CherylCh: I like the timeline.

HyungR: ok, but i have to go downtown on sat...getting rehap onmy ankel

HyungR: ankle

WarnerF: That's Ok...

WarnerF: I'll only have sunday to work on it,

CherylCh: Sunday after 8 sometime?

WarnerF: but if I spend the afternoon, then I'll be ready by sunday night

HyungR: sounds ok

WarnerF: where do we meet? I've not really done the wiki chat thing

HyungR: well, i'll see how the editing goes on the trascript, but should we saw Ti for now, WArnerF's office

HyungR: ?

CherylCh: If we go to the wiki and click on our chapter, there is a discussion board

HyungR: ok

HyungR: i'll post this chat there

WarnerF: the discussion board works for me then, and if we don't like it, we can come back here, then cut and paste again

CherylCh: Did we pick our second topic? Or should we do that on Sunday night?

HyungR: i thought there were 4 topics

WarnerF: let's tackle that sunday night...we can keep our eyes open for related stuff as we search for the first one, then we can help each other out

HyungR: ok sounds good

CherylCh: fine with me. what time on Sunday? At 8, or later? I prefer before 10.

HyungR: 8 is good with me

WarnerF: definitely before 10....

WarnerF: 8 should be good

HyungR: alright, thanks guys...this group is a lot more relaxed than my previous ones

CherylCh: ok, and if we aren't done, we are on our own timeline at this point so it is no big deal

HyungR: ok good night...see you on sunday

CherylCh: Mali or Ghana?

WarnerF: I could go on with this all night

WarnerF: Ghana, and the trading empires

CherylCh: It is a good break.

WarnerF: I think we'll do a semantic map

CherylCh: Did you talk about the stools yet, or is that in Mali?

CherylCh: Stools to sit on/

WarnerF: I'm not sure, but I'll look it up, since I have to cover them both

CherylCh: It's not a real exciting curriculum. Do you cover South Africa? We read a book called "Waiting for the Rain" that details apartheid. I can send you a copy and then 200 more if you like it. We dropped it this year.

CherylCh: Are you posting the intro into the wiki?

WarnerF: I'll see if we've got it in the book room. We spend a pretty good chunk of time on South Africa

WarnerF: I can if you want me to

WarnerF: Do I need to reformat the references?

CherylCh: Go for it. The links you had originally? Maybe, or maybe not until we post them in the reference section later? I have no opinion either way.

WarnerF: other than my own, that is?

WarnerF: cool. I'll take care of it.

WarnerF: I"ll talk to you all on Sunday! Good night!

CherylCh: "See" you Sunday.

CherylCh left the room (signed off).

WarnerF left the room (signed off).

HyungR left the room (signed off).


text:
Talk:Blended Learning in K-12/Design of Blended Learning in K-12

Max and Steve: what started as a few changes turned into a significant re-write. I hope I maintained the integrity of the original. In general, I was trying to be direct, use the active voice and frame the section in terms of the definition of instructional design as a process. My thinking is that we can use that structure, analysis, delivery system, materials & activities and evaluation, for the chapter. Perhaps it is my equivocation nature, but I shied away from assertions like "fool proof" or "poor planning is the (emphasis mine) reason...

My fear is that all I have accomplished is prose butchery and lost focus. If so, we can reinstate a previous version or modify this one.

Geoff

I just reviewed what I wrote last night. My transition from the second to the third para is weak. I'l work on it. - G

Does this section fit? {It is important to determine your role as a K-12 teacher in the learning process. Should it be one that is primarily directive or facilitative? Also, decide the importance of interaction amongst the students. These questions may be answered differently depending on the grade level being taught. In any event, blended learning lends itself to learner-centered, teacher-guided (as opposed to teacher-directed), interactive, and student-collaborative learning.}


text:
Gmail/Search

Searching mail is the greatest benefit of Gmail! Using Google's search interface, it's quick and easy to find messages.

Take a peek at the two buttons to the left of the entry bar: There's a button to "Search Mail". This makes it easy to enter a phrase and hit the search mail button.

Search Options

Searching Gmail, just like Google, can be very simple or very sophisticated.

title: Gmail/Search


text:
TeX

TeX is a language used to typeset documents, especially ones containing mathematics. It has both programming and mark-up features. In this book we will describe "primitive TeX"—the basic engine for the macro languages plain TeX, LaTeX, ConTeXt, and so on. If you are new to TeX, then this is probably not what you want to read: you may be looking for LaTeX, a macro package for TeX that makes it easier to produce standard documents.

TeX is Donald Knuth's macro language, written to typeset documents. TeX can in principle be used for any kind of program (it is a Turing complete programming language).

Other sources
The canonical source for learning the TeX language, both to write documents and to program, is the TeXbook by Donald Knuth. There's also a comprehensive programmer's reference called TeX by topic which the author has generously made available free at his website as well as /TeX for the Impatient/.

The Structure of TeX
We describe the basic anatomy of TeX: the registers, the parameters, and other resource that affect the processing of a TeX source file.

Basic Definitions

 * Badness : A measure of the quality of the spacing for a typeset line of text.
 * baseline:
 * hbox :
 * overfull error : TeX couldn't produce a result that doesn't overfill a box, and has given up. There is usually a hyphenation or justification problem: moving the last word on the line to the next line would make the spaces in the line wider than the current limit; keeping the word on the line would make the spaces smaller than the current limit, so the word is left on the line, but with the minimum allowed space between words, and which makes the line go over the edge.
 * underfull error : TeX couldn't produce a result that appropriately fills a box, and has given up. TeX cannot stretch the line wide enough to fit, without making the spacing bigger than its currently permitted maximum. The badness (0-10,000) indicates how severe this is.

Boxes
The concept of a box is fundamental to TeX. Boxes represent the content that make up a typeset page. For example, letters, lines of text, paragraphs, mathematical formula and its composite symbols are all conceptually just boxes that TeX pastes together to build the page, which itself is also a box. Boxes are often composed of smaller boxes.

Each box has a number of properties that TeX uses to paste the boxes together using various algorithms. These are:
 * baseline : This is a horizontal line that vertically divides the box.
 * height : The distance from the baseline to the top of the box.
 * depth : The distance from the baseline to the bottom of the box.
 * width : The horizontal length of the box.
 * reference point : The point where the baseline joins the left side of the box.

As an example, the letter 'a' is placed in a box so that is sits directly on the baseline; while letters such as 'p', 'g', or 'j' extend below the baseline. When TeX is building a line of ordinary text, all the baselines are aligned, and so a line of characters is positioned as one would expect. Font designers determine how to place each glyph within its respective box.

Glue
While boxes represent the contents of a page, glue represents the white space that fits in between boxes, and as TeX is building the page this glue can expand or contract to allow the contents to be positioned optimally. This glue is eventually 'set' after which it can no longer adjust--it's just fixed white space.

Many types of predefined glues exist to meet the different needs that can arise with typesetting.

Modes
At each point in the processing of a source file, TeX is in one of the following modes: How TeX interprets the source file depends on the current mode.
 * Vertical mode
 * Internal vertical mode
 * Horizontal mode
 * Restricted horizontal mode
 * Math mode
 * Display math mode

TeX Keywords
TeX has 25 keywords. These words have no backslash before them, and they are not case-sensitive. TeX interprets each of these words as a keyword only in certain contexts.

TeX Primitives
Here we describe each of the 325 TeX primitive control sequences. Each entry gives a synopsis, description, and examples. The synopsis gives the proper syntactical context of the control sequence. For example, \pretolerance= gives the syntax of one of TeX's integer parameters. In the source file, the needs to be replaced by an actual integer as described in the 'description' section of the entry \pretolerance. In general anything of the form <...>, where the ellipse is some descriptive word, needs to be replaced by something appropriate; the 'description' section will tell you what is allowable.

Sometimes part of the syntax is optional, this is indicated by placing it in between brackets, as in \ifmmode  [\else ] \fi which gives the syntax of one of TeX's if-then-else control structures. The brackets here indicate that '\else ' need not be included in actual use. In either case, the brackets should not be used in actual use.

Sources on the Web

 * www.tug.org — TeX Users Group
 * ctan.tug.org/tex-archive/info/gentle/gentle.pdf — Michael Doob's guide to TeX
 * TeX for the Impatient
 * TeX Primitive Control Sequences — TeX Reference Manual
 * TeX by Topic — Book by Victor Eijkhout that has been made freely available.

Other wikibooks

 * LaTeX

TeX

title: TeX


text:
Employment Discrimination

Contents

 * 1) /Preface/[[Image:50%.svg]]
 * 2) /Introduction/[[Image:25%.svg]]
 * 3) History[[File:00%.svg]]
 * 4) The Common Law Conception of Employment[[File:00%.svg]]
 * 5) History of Federal Employment Law Statutes[[File:00%.svg]]
 * 6) Title VII[[File:00%.svg]]
 * 7) Basic Provision[[File:00%.svg]]
 * 8) Procedure[[File:00%.svg]]
 * 9) The Plaintiff's Case[[File:00%.svg]]
 * 10) Disparate Treatment[[File:00%.svg]]
 * 11) Disparate Impact[[File:00%.svg]]
 * 12) The Defenses[[File:00%.svg]]
 * 13) Bona Fide Occupational Qualification[[File:00%.svg]]
 * 14) Business Necessity[[File:00%.svg]]
 * 15) Seniority System[[File:00%.svg]]
 * 16) The Protected Classes[[File:00%.svg]]
 * 17) Race[[File:00%.svg]]
 * 18) Color[[File:00%.svg]]
 * 19) National Origin[[File:00%.svg]]
 * 20) Religion[[File:00%.svg]]
 * 21) Sex[[File:00%.svg]]
 * 22) Harassment & Sexual Harassment[[File:00%.svg]]
 * 23) The Americans with Disabilities Act[[File:00%.svg]]
 * 24) The Age Discrimination in Employment Act[[File:00%.svg]]
 * 25) Areas of State Enforcement[[File:00%.svg]]
 * 26) State Enforcement Generally[[File:00%.svg]]
 * 27) Sexual Orientation[[File:00%.svg]]
 * 28) Marital Status[[File:00%.svg]]
 * 29) Family Status[[File:00%.svg]]
 * 30) Veteran Status[[File:00%.svg]]
 * 31) The Future[[File:00%.svg]]
 * 32) Appendices[[File:00%.svg]]
 * 33) Title VII of the Civil Rights Act of 1964[[File:00%.svg]]
 * 34) Americans with Disabilities Act[[File:00%.svg]]
 * 35) Age Discrimination in Employment Act[[File:00%.svg]]
 * 36) References[[File:00%.svg]]
 * 37) Contributors[[File:00%.svg]]

title: Employment Discrimination


text:
Employment Discrimination/Preface

=Preface=

This is a textbook in the United States (primarily federal) law of employment discrimination. It is designed primarily for undergraduate students who have an interest in the field, not for law school students who would require a more detailed analysis of the statutes and cases involved.

The text assumes a basic familiarity with such legal concepts as common law reasoning, the creation of statutes, the fundamentals of contract and tort, etc.

Kenneth Schneyer (a.k.a. kschneyer), Professor of Legal Studies at Johnson & Wales University, began work on this wikibook on September 29, 2005.

To maintain consistency, contributors should name each new page "EmplDiscr xxxxx", where "xxxxx" is the name of the new page.

title: Employment Discrimination/Preface


text:
TeX/TeX for the Impatient

 * Syntactic conventions[2]
 * Descriptions of the commands[3]

 * Using TeX[2][7]
 * Turning input into ink[7]
 * Programs and files you need[7]
 * Running TeX[9]
 * Preparing an input file[10]
 * Commands and control sequences[10]
 * Arguments[11]
 * Parameters[12]
 * Spaces[12]
 * Comments[13]
 * Punctuation[13]
 * Special characters[15]
 * Groups[15]
 * Math formulas[16]
 * How TeX works[16]
 * New TeX versus old TeX[18]
 * Resources[18]
 * Examples[3][21]
 * Entering simple text[22]
 * Indentation[24]
 * Fonts and special characters[26]
 * Interline spacing[28]
 * Spacing, rules, and boxes[30]
 * Odds and ends[32]
 * Using fonts from other sources[34]
 * A ruled table[36]
 * Typesetting mathematics[38]
 * More mathematics[40]
 * Concepts[4][43]
 * Commands for composing paragraphs[5][97]
 * Characters and accents[97]
 * Letters and ligatures for European alphabets[97]
 * Special symbols[98]
 * Arbitrary characters[99]
 * Accents[100]
 * Defeating boundary ligatures[101]
 * Selecting fonts[102]
 * Particular fonts[102]
 * Type styles[103]
 * Uppercase and lowercase[103]
 * Interword spacing[104]
 * Centering and justifying lines[108]
 * Shaping paragraphs[110]
 * Starting, ending, and indenting paragraphs[110]
 * Shaping entire paragraphs[114]
 * Line breaks[120]
 * Encouraging or discouraging line breaks[120]
 * Line breaking parameters[123]
 * Hyphenation[126]
 * Section headings, lists, and theorems[129]
 * Commands for composing pages[6][133]
 * Interline and interparagraph spaces[133]
 * Page breaks[136]
 * Encouraging or discouraging page breaks[136]
 * Page breaking parameters[138]
 * Page layout[140]
 * Page description parameters[140]
 * Page numbers[142]
 * Header and footer lines[143]
 * Marks[144]
 * Insertions[145]
 * Footnotes[145]
 * General insertions[146]
 * Modifying the output routine[148]
 * Splitting vertical lists[149]
 * Commands for horizontal and vertical modes[7][153]
 * Producing space[153]
 * Fixed-width horizontal space[153]
 * Fixed-length vertical space[154]
 * Variable-size space[155]
 * Manipulating boxes[160]
 * Constructing hboxes and vboxes[160]
 * Setting and retrieving the contents of boxes[164]
 * Shifting boxes[166]
 * Dimensions of box registers[167]
 * Struts, phantoms, and empty boxes[167]
 * Parameters pertaining to malformed boxes[170]
 * Retrieving the last item from a list[171]
 * Rules and leaders[172]
 * Alignments[176]
 * Tabbing alignments[176]
 * General alignments[178]
 * Commands for composing math formulas[8][187]
 * Simple parts of formulas[187]
 * Greek letters[187]
 * Miscellaneous ordinary math symbols[188]
 * Binary operations[189]
 * Relations[190]
 * Left and right delimiters[191]
 * Arrows[192]
 * Named mathematical functions[193]
 * Large operators[194]
 * Punctuation[196]
 * Superscripts and subscripts[197]
 * Selecting and using styles[198]
 * Compound symbols[199]
 * Math accents[199]
 * Fractions and other stacking operations[200]
 * Dots[203]
 * Delimiters[204]
 * Matrices[205]
 * Roots and radicals[206]
 * Equation numbers[207]
 * Multiline displays[208]
 * Fonts in math formulas[209]
 * Constructing math symbols[211]
 * Making delimiters bigger[211]
 * Parts of large symbols[211]
 * Aligning parts of a formula[212]
 * Aligning accents[212]
 * Aligning material vertically[213]
 * Producing spaces[214]
 * Fixed-width math spaces[214]
 * Variable-width math spaces[215]
 * Spacing parameters for displays[216]
 * Other spacing parameters for math[217]
 * Categorizing math constructs[218]
 * Special actions for math formulas[218]
 * Commands for general operations[9][221]
 * Naming and modifying fonts[221]
 * Converting information to tokens[224]
 * Numbers[224]
 * Environmental information[224]
 * Values of variables[226]
 * Grouping[227]
 * Macros[230]
 * Defining macros[230]
 * Other definitions[232]
 * Controlling expansion[233]
 * Conditional tests[235]
 * Repeated actions[240]
 * Doing nothing[241]
 * Registers[242]
 * Using registers[242]
 * Naming and reserving registers, etc.[244]
 * Doing arithmetic in registers[245]
 * Ending the job[246]
 * Input and output[247]
 * Operations on input files[247]
 * Operations on output files[249]
 * Interpreting input characters[251]
 * Controlling interaction with TeX [252]
 * Diagnostic aids[253]
 * Displaying internal data[253]
 * Specifying what is traced[256]
 * Sending messages[261]
 * Initializing TeX [263]
 * Tips and techniques[10][265]
 * Correcting bad page breaks[265]
 * Preserving the end of a page[267]
 * Leaving space at the top of a page[267]
 * Correcting bad line breaks[268]
 * Correcting overfull or underfull boxes[268]
 * Recovering lost interword spaces[270]
 * Avoiding unwanted interword spaces[270]
 * Avoiding excess space around a display[271]
 * Avoiding excess space after a paragraph[271]
 * Changing the paragraph shape[272]
 * Putting paragraphs into a box[272]
 * Drawing lines[273]
 * Creating multiline headers or footers[274]
 * Finding mismatched braces[275]
 * Setting dimensions[276]
 * Creating composite fonts[276]
 * Reproducing text verbatim[277]
 * Using outer macros[279]
 * Changing category codes[280]
 * Making macro files more readable[281]
 * Making sense of error messages[11][283]
 * A compendium of useful macros[12][291]
 * Preliminaries[291]
 * Displays[295]
 * Time of day[297]
 * Lists[298]
 * Verbatim listing[300]
 * Tables of contents[301]
 * Cross-references[302]
 * Environments[304]
 * Justification[306]
 * Tables[307]
 * Footnotes[309]
 * Double columns[309]
 * Finishing up[311]

Source: http://mirrors.ctan.org/info/impatient/book.pdf

title: TeX/TeX for the Impatient


text:
Employment Discrimination/Introduction

Employment discrimination has become one of the most prominent areas of modern litigation. Businesses are sued more often by their employees than by any other category of litigant—more than by competitors, customers or regulators. The great majority of those lawsuits by employees involve the accusation of employment discrimination. The threat of employment discrimination lawsuits has changed the nature of the employment relationship and caused employers to implement safeguards, procedures and technicalities they would have never considered fifty years ago. Further, discrimination has entered the popular consciousness as a legal concept much more successfully than many older (and, in daily life, arguably more important) legal concepts or categories. Employment discrimination is a representative case of how common law concepts can be revolutionized by single statutory enactments. While other laws influenced the development of employment discrimination, it is largely Title VII of the Civil Rights Act of 1964 that began the sweeping changes in business and public attitude.

title: Employment Discrimination/Introduction


text:
Autistic Survival Guide

"Theories should be as simple as possible, but no simpler" - Albert Einstein

Table of Contents

 * 1) Introduction
 * 2) Preamble
 * 3) A Note to Professionals
 * 4) Developing Social Learning Skills
 * 5) Social Interaction Guidelines
 * 6) Understanding Non-autistic Thought Processes
 * 7) Sexual and Romantic Relationships
 * 8) Schooling
 * 9) Choosing a Profession
 * 10) Holding Down a Job
 * 11) Self Esteem
 * 12) Co-occurring Conditions
 * 13) Autistic Community Building
 * 14) Survival Strategies
 * 15) Territorial Theory
 * 16) Random Notes
 * 17) Author Comments
 * 18) Further Reading

title: Autistic Survival Guide


text:
User talk:Mitchc/mathsCassigmentwork

Im just going to start typing my maths assigment here because it will make it a lot easier with all the math symbols. Ill delete this page later. ^_^	+	$$ \sum_{i=1}^{N-1}$$ -	 	+	$$\sum_{i=1}^{n-1} \letf (\frac {top}{bottom} \right)$$ -	$$ \pi\ \int_{x_0}^{x_n} \, y^2 dx $$	+ -	 	+	-	 	+	-	$$ \pi\ \int_{y_0}^{y_n} \, x^2 dy $$	+ -	 	+	-	$$ x^2 + y^2 = a^2 $$	+ -	 	+	-	$$ x^2 + y^2 = 25 $$	+ -	 	+	-	$$ x^2 + 1^2 = 25 $$	+ -	 	+	-	$$ x^2 = 25 - 1 $$	+ -	 	+	-	$$ x^2 = 24 $$	+ -	 	+	-	$$ x = \pm \;\sqrt{24}$$	+ -	 	+	-	 	+	-	$$ \pi\ \int_{-\sqrt{24}}^{\sqrt{24}} \, 25 - x^2 dx $$	+ -	 	+	-	$$\pi\ \Bigg\lfloor 25x - \frac {x^3}{3} + C \Bigg\rceil_{-\sqrt{24}}^{\sqrt{24}} $$	+ -	 	+	-	$$\pi\ \Bigg\lfloor \left ( 25\sqrt{24} - \frac {\sqrt{24}^3}{3} + C \right )\, - \, \left ( -25\sqrt{24} - \frac {(-\sqrt{24})^3}{3} + C \right ) \Bigg\rceil $$	+ -	 	+	-	$$ \pi\,r^2h $$	+ -	 	+	-	$$ \pi\,1^2 \, 2\sqrt{24}$$	+ -	 	+	-	$$ \frac {x^2}{a^2} + \frac {y^2}{b^2} = 1 $$	+ -	 	+	-	 	+	-	$$ \frac {x^2}{64} + \frac {y^2}{16} = 1 $$	+ -	 	+	-	$$ \frac {x^2}{64} + \frac {1^2}{16} = 1 $$	+ -	 	+	-	$$ \frac {x^2}{64} = 1 - \frac {1}{16} $$	+ -	 	+	-	$$ x^2 = \left ( \frac{15}{16} \right )64 $$	+ -	 	+	-	$$ x^2 = 60 $$	+ -	 	+	-	$$ x = \pm \;\sqrt{60}$$	+ -	 	+	-	$$ y^2 = \frac {63}{4}$$	+ -	 	+	-	$$ \frac {y^2}{16} = 1 - \frac {x^2}{64} $$	+ -	 	+	-	$$ y^2 = \left ( 1 - \frac {x^2}{64} \right )16 $$	+ -	 	+	-	$$ y^2 = 16 - \frac {x^2}{4} $$	+ -	 	+	-	$$ \pi\ \int_{- \sqrt{60}}^{\sqrt{60}} \, 16 - \frac {x^2}{4} \,dx $$	+ -	 	+	-	$$\pi\ \Bigg\lfloor 16x - \frac {x^3}{12} + C \Bigg\rceil_{-\sqrt{60}}^{\sqrt{60}} $$	+ -	 	+	-	 	+	-	$$\pi\ \Bigg\lfloor \left ( 16\sqrt{60} - \frac {\sqrt{60}^3}{12} + C \right )\, - \, \left ( -16\sqrt{60} - \frac {(-\sqrt{60})^3}{12} + C \right ) \Bigg\rceil $$

$$ax^n + bx^{(n-1)}+ ...+ cx^{(n-n)} $$ $$3x^5 + x^3 + 2x^2 + 5$$

$$\frac {x^2 + 6x + 9}{x + 3}$$$$\frac {(x + 3)(x + 3)}{x + 3}$$

$$\frac {x^2 + 3x + 9}{x + 3}$$

title: User talk:Mitchc/mathsCassigmentwork


text: User talk:60.26.29.29

title: User talk:60.26.29.29


text: User talk:81.25.2.171

title: User talk:81.25.2.171


text: User talk:24.239.156.252

title: User talk:24.239.156.252


text:
User talk:87.248.164.43

You have been temporarily blocked from editing Wikibooks. You were warned several times that linking to commercial sites is not allowed. If you wish to make useful contributions, you are welcome to come back after the block expires.

title: User talk:87.248.164.43


text:
Radiation Oncology/Gall bladder

Please see the Bile Duct section for more information. Some papers report jointly on bile duct and gall bladder cancers.

Overview

 * Incidence: 1.1 per 100,000 in U.S. with 5,000 annual cases reported via SEER
 * Surgery primary treatment, but only minority resectable
 * Reports generally limited to single institution experience

 * SEER 1973-03 ASTRO Abstract Conditional Survival of Gallbladder Adenocarcinoma Treated with Radiotherapy: Analysis from the SEER Database (2005 Fuller CD, 2005 ASTRO, Abstract #2074)
 * 850 histologically confirmed GB cases, who received RT as part of treatment. 128 local disease, 469 regional disease, 237 distant disease
 * 5-year OS: 6%; conditional survival at 5-years 60-70%
 * Conclusion : "This is the first attempt, in the absence of well-designed clinical trials, to define population survival rates for patients with gallbladder carcinomas who have received radiation therapy as a component of their management. This dataset represents the largest pooled data for gallbladder carcinoma, and is markedly larger than any given institutional series. Consequently, while imperfect, this data represents a useful estimate for patients with considerable post-diagnosis survival. Although the disease-free survival outcomes for patients with gallbladder adenocarcinoma treated with radiotherapy remain low, for those patient surviving even 1 year post-diagnosis, conditional survival estimates increase rapidly."

Staging
AJCC 7th Edition (2009) Primary Tumor:
 * Tis - carcinoma in situ
 * T1
 * T1a - invades lamina propria
 * T1b - invades muscular layer
 * T2 - invades perimuscular connective tissue; no extension beyond serosa or into liver
 * T3 - perforates the serosa (visceral peritoneum) and/or directly invades the liver and/or one other adjacent organ or structure (such as stomach, duodenum, colon, pancreas, omentum, or extrahepatic bile ducts)
 * T4 - invades main portal vein or hepatic artery; or invades two or more extrahepatic organs or structures

Regional Lymph Nodes:
 * N0 - none
 * N1 - metastases to nodes along the cystic duct, common bile duct, hepatic artery, and/or portal vein
 * N2 - metastases to periaortic, pericaval, superior mesenteric artery, and/or celiac artery lymph nodes

Distant Metastases:
 * M0 - none
 * M1 - yes

Stage Grouping:
 * I - T1 N0
 * II - T2 N0
 * IIIA - T3 N0
 * IIIB - T1-3 N1
 * IVA - T4 N0-1
 * IVB - N2 or M1

Changes from 6th Edition:
 * N divided into N1 and N2
 * Stage groupings have shifted: Stage I is now T1N0 (was T1-2N0), T2N0 moved from Stage IB to II, T3N0 from IIA to IIIA, T4 is now Stage IVA, N+ moved to Stage IIIB or IV (depending on N1 or N2)

Previous staging editions
AJCC 6th Edition (2002) Primary Tumor:
 * Tis - carcinoma in situ
 * T1
 * T1a - invades lamina propria
 * T1b - invades muscular layer
 * T2 - invades perimuscular connective tissue; no extension beyond serosa or into liver
 * T3 - perforates the serosa (visceral peritoneum) and/or directly invades the liver and/or one other adjacent organ or structure (such as stomach, duodenum, colon, pancreas, omentum, or extrahepatic bile ducts)
 * T4 - invades main portal vein or hepatic artery; or invades two or more extrahepatic organs or structures

Regional Lymph Nodes:
 * N0 - none
 * N1 - yes

Distant Metastases:
 * M0 - none
 * M1 - yes

Stage Grouping:
 * IA - T1 N0
 * IB - T2 N0
 * IIA - T3 N0
 * IIB - T1-3 N1
 * III - T4
 * IV - M1

Surgery

 * MSKCC 1990-2001 PMID 14534886 -- Patterns of initial disease recurrence after resection of gallbladder carcinoma and hilar cholangiocarcinoma: implications for adjuvant therapeutic strategies. (Jarnagin WR, Cancer. 2003 Oct 15;98(8):1689-700.)
 * Retrospective. 80 GB and 76 hilar CCA reviewed
 * Recurrence: 66% GB vs. 68% CCA at 2 years; median time to recurrence GB 11.5 months vs. CCA 20.3 months (p=0.007)
 * Site of recurrence: isolated locoregional GB 15% vs. 59% CCA; distant (with or without concomitant locoregional) GB 85% vs. 41% CCA. Site of recurrence no apparent impact on survival
 * Conclusion: "After resection, recurrent GBCA is much more likely than recurrent HCCA to involve a distant site. GBCA is also associated with a much shorter time to recurrence and a shorter survival period after recurrence. The results demonstrated significant differences in the clinical behavior of these tumors and suggested that an adjuvant therapeutic strategy targeting locoregional disease, such as radiotherapy, is unlikely to have a significant impact in the overall management of GBCA. Conversely, there is at least some rationale for such an approach in patients with HCCA based on the pattern of initial recurrence."

RT alone / Palliation

 * Duke, 2005 - PMID 15990005 — "Adjuvant external-beam radiotherapy with concurrent chemotherapy after resection of primary gallbladder carcinoma: a 23-year experience." Willett CG et al. Int J Radiat Oncol Biol Phys. 2005 Jul 15;62(4):1030-4.
 * 22 pts treated with surgery + RT + concurrent 5-FU (in 18).
 * Median f/u 1.7 yrs. The 5-year OS, DFS, metastases-free survival, and LRC were 37%, 33%, 36%, and 59%, respectively. Median survival was 1.9 years.

 * PMID 2472186 Houry S, Br J Surg. 1989 May;76(5):448-50.
 * Conclusion : "This experience is the largest published and suggests that radiotherapy may increase survival after no resection or palliative resection of gallbladder carcinoma."

 * PMID 5268194 Vaittinen E, Ann Chir Gynaecol Fenn Suppl. 1970;168:1-81.
 * No abstract
 * Palliative resection, survival improved with EBRT 13 months vs. surgery only 8 months (p<0.1)

Adjuvant RT

 * SEER database; 2007 (1992-2002) PMID 17516546 -- "Adjuvant radiation therapy is associated with improved survival for gallbladder carcinoma with regional metastatic disease." (Mojica P, J Surg Oncol. 2007 Jul 1;96(1):8-13.)
 * SEER review. 3,187 cases (35% Stage I, 36% Stage II, 6% Stage III, 21% Stage IV). Adjuvant RT given in 17%
 * Outcome: median OS RT 14 months vs. no RT 8 months (SS); survival benefit only if regional spread or liver infiltration
 * Conclusion: adjuvant RT improves survival with locally advanced GB cancer

 * Santiago Chile; 2005 (1991-02) ASTRO Abstract "Post-Operative Adjuvant Radiochemotherapy in the Treatment of Gallbladder Cancer." (Baeza MR, ASTRO 2005, Abstract 2094)
 * Retrospective. 49 patients with completely resected GB, treated adjuvantly with RT (WA + boost or boost only) + chemotherapy (5-FU or Gemcitabine)
 * 5-year OS: 52%; treatment well tolerated
 * Conclusion: "Adjuvant radiochemotherapy is a safe and useful treatment for gallbladder cancer after a macroscopically complete resection. The results achieved of 52% survival at 5 years in patients who have had a complete macroscopic resection, compares favorably with the survival reported after surgery alone for those patients."

 * 1994 PMID 7536333 Mahe M, Radiother Oncol. 1994 Dec;33(3):204-8.
 * Conclusion : "From this experience it appears that ERT in gall-bladder carcinoma is well tolerated, can obtain local control and prolonged survival after complete resection and good palliation in non-resectable tumors."

Prediction Model for ChemoRT Benefit
 * Oregon; 2011 PMID 22067404 -- "A Nomogram for Predicting the Benefit of Adjuvant Chemoradiotherapy for Resected Gallbladder Cancer." (Wang SJ, Lemieux A, Kalpathy-Cramer J, Ord CB, Walker GV, Fuller CD, Kim JS, Thomas CR. A Nomogram for Predicting the Benefit of Adjuvant Chemoradiotherapy for Resected Gallbladder Cancer. J Clin Onc, 2011, 29(35):4627-4632, http://dx.doi.org/10.1200/JCO.2010.33.8020)
 * Nomogram
 * SEER database 4180 patients from 1988-2003. Multivariate Cox proportional hazards model developed. Concordance index from boostrap modeling 0.71
 * Conclusion: In absence of large randomized data, regression model can be used for individualized predictions of survival benefit from adjuvant RT

Adjuvant Chemo

 * Japan (1986-1992)
 * Randomized. 508 patients (pancreas n=173, cholangio n=139, gallbladder n=140, ampulla n=56), s/p surgery. Stage II-IV. Arm 1) adjuvant chemo with mitomycin C + 5-FU x2 courses, followed by 5-FU until recurrence vs. Arm 2) observation
 * 2002 PMID 12365016 -- "Is postoperative adjuvant chemotherapy useful for gallbladder carcinoma? A phase III multicenter prospective randomized controlled trial in patients with resected pancreaticobiliary carcinoma." (Takada T, Cancer. 2002 Oct 15;95(8):1685-95.)
 * Outcome: 5-year OS chemo 26% vs. observation 14% (SS); DSS 20% vs. 12% (SS)
 * Conclusion: There may be benefit for systemic chemotherapy

Stage IV

 * Tsukuba Japan 1976-90 PMID 1853615 -- Resection combined with intraoperative radiation therapy (IORT) for stage IV (TNM) gallbladder carcinoma. (1991 Todoroki T, World J Surg. 1991 May-Jun;15(3):357-66.)
 * 86 pts with Stage IV. 30% resection, 50% palliative surgery, 20% no surgery
 * 27 resected pts: 9 surgery alone, 17 IORT (20-30 Gy) +/- PORT (mean 36.4 Gy), 1 PORT
 * 3-year OS: 10% resection + IORT, 0% surgery alone

Review

 * PMID 10430298 Houry S, Hepatogastroenterology. 1999 May-Jun;46(27):1578-84.
 * Conclusion : "The results published encourage further trials in well defined populations. Radiotherapy seems to be a safe procedure, morbidity is minimal, and a slight effect on survival is observed after curative or palliative surgical procedures."

title: Radiation Oncology/Gall bladder


text:
Talk:Neuroscience

Hi,

I've moved some books into this book, namely:

 * Cognitive Neuroscience
 * Neuroanatomy
 * Neurodegenerative disease
 * Neurobiology

There are some pros and cons of consolidating all this "neuroscience" into one book, namely:

Pros
 * Modern neuroscience is highly interdisciplinary. Hence the wikibooks content should be interdisciplinary.
 * The "neuroscience" book will get higher statistical ratings (i.e. we'll be listed higher in the "ordering of books by number of edits")

Cons
 * The names will be that bit longer (e.g. Neuroscience/Cognitive Neuroscience/Memory/The Role of the Hippocampus instead of Cognitive Neuroscience/Memory/The Role of the Hippocampus )

Let me know your thoughts on these issues. Thanks, Dan AKA Jack 12:10 GMT 30 Sept 2005

 * I've started a discussion on this issue over in the Staff Lounge. Thanks,  dan_aka_jack. 13:26, 7 October 2005 (UTC)

You may be able to use Transwiki:List of mnemonics for the cranial nerves as seed material. – Mike.lifeguard  | talk 00:57, 8 November 2007 (UTC)

title: Talk:Neuroscience


text:
Talk:Managerial Economics/Interest Calculations

Lots of mistakes on this page:

Does not take account of compounding in section: Converting Interest Rates to different Interest Periods

Also "I think it is an irrational number". Whats the point of even writing something in a textbook if you only think it?

I would appreciate it if someone would check the spelling and grammar of the perpetuity section as I am not a native English speaker. Davy ;)


text:
Category:Book:Movie Making Manual/Festivals

Festivals


text: User talk:210.23.237.237

title: User talk:210.23.237.237


text:
Neuroscience/Developmental Neurobiology

 * Activity Dependent shaping of neuronal circuitry during development
 * Neural Induction
 * Compartments and Segments
 * Neurogenesis
 * Oligodendrocyte Development
 * Neuronal Migration
 * Neuronal Death
 * Axon Guidance
 * Synapse Assembly
 * Adult Neural Stem Cell Biology
 * Electrical Development

title: Neuroscience/Developmental Neurobiology


text:
Neuroscience/Developmental Neurobiology/Activity Dependent

Activity Dependent shaping of neuronal circuitry during development
Aaron et al (2005) have demonstrated that the brains of mice lacking a protein found on most cortical neurons, the so-called Nogo receptor, can adapt to the loss of sight in one eye long after the brains of normal mice have lost this ability. The findings represent a dramatic demonstration that this type of neural plasticity, which normally is restricted to a critical period early in life, can be extended well into adulthood.


text:
Neuroscience/Preface/Contributors

 * NancyWilliam
 * Dan AKA Jack
 * PsychoFarm
 * Marmadukenukem
 * Osteveliam
 * Armaun.sanayei

title: Neuroscience/Preface/Contributors


text:
Template:Cc-by-2.5

pl:Szablon:cc-by-2.5

title: Template:Cc-by-2.5


text:
Neuroscience/Preface/How You Can Help

What is this thing you call a "Neuroscience WikiBook"?
The Neuroscience Wikibook is also a wiki which means that anyone can edit it. This is considered a Good Idea™ because every reader effectively becomes an editor so the content matures and improves over time. As more people read and edit, the content becomes more accurate, more up-to-date and more balanced.

It's a Wiki!
You can fully edit this book. Please feel free to remove mistakes, flesh out existing pages or even to start entire new pages. If you've never used a Wiki before then take a look at the Help:Contents page to get started and the MediaWiki users' guide for more detailed information. Also have a look at the To Do page.

OK... sell it to me... why should I spend my time contributing?

 * It's fun showing off how damn clever you are.

 * It's a pleasure to contribute to a wiki because it's a collaborative process. What does that mean?  Well... you add a little bit and then you come back the next day to find that someone has added a little bit more and so on.  Remember those cress-growing kits kids used to get before Play Stations were developed?  Contributing to a wiki is a little like growing cress... you lay the seeds, let it grow a bit, then take some for your sandwhich, then let it grow some more (OK, crap analogy but you get the idea).  You get to participate in and nurture a growing document.

 * As a researcher or student, you'll spend a lot of your time doing your own independent research. Before you do your next bit of research, take a look at this book to see if we already have some answers to your questions.  If not, start a new page and use it to make your research notes on (you were gonna make notes anyway, right?).  Now you're killing two birds with one stone: not only are you doing yourself a favour by taking organised notes but you're also setting the foundations for a full-fleshed-out page that will help others.  Don't worry... you don't have to leave the page in a pristine condition... just do what you can and others will add to it later.

 * You get to feel like you're doing something useful with those hours spent in front of the computer!

Yes, I want to contribute! How do I get started?
There are no concrete regulations but the following could be considered "best practice":

 * 1) Register at WikiBooks (click the "register" link at the top right).  This is free and they wont spam you.  Registering will mean that your edits will be signed with your username.
 * 2) If you haven't done so yet then read up on how to edit WikiBooks on this help page and this users' guide for more detailed information.
 * 3) Add your name to the list of contributors.
 * 4) Before contributing, make sure the book doesn't already contain the information you're planning to write about.
 * 5) Have a quick look over the formatting guide below...

The Neuroscience wikibook and WikiPedia
Before editing or writing an article, check to see if Wikipedia has an article on what you're about to write about. If it does then your job is to integrate the Wikipedia content into the Neuroscience wikibook. First, link from the Neuroscience wikibook to Wikipedia (this is easy using interwiki links, you just write a link like this: Interesting Wikipedia page ). Then, if appropriate, link back from Wikipedia to the Neuroscience wikibook. Useful Wikipedia categories include:
 * Neuroscience

It's very important that we don't try to duplicate what's already on Wikipedia. The Neuroscience wikibook is focussed on the more in-depth aspects of Neuroscience. For example, WikiPedia has some excellent articles on memory but doesn't even begin to tell you how to research memory. The Neuroscience wikibook should be based firmly on research: ideally, every statement would be backed up by a citation.

If you have found (or if you have added) a Neuroscience wikibook page that contains content that isn't covered in Wikipedia then it may be appropriate to start a Wikipedia stub article containing a brief, "encyclopaedic" introduction to the subject and then add a link to the Neuroscience wikibook page.

Tone
One of the fears with a collaborative book effort is that it loses any sense of "voice". Here are a few guidelines for this.

 * Be direct. Don't be afraid to give it to the reader straight.
 * Use a natural tone. Pretend you are explaining the topic to your best friend.
 * Try your hardest to put across a neutral point of view (NPOV).
 * Try to back up every statement you make with a citation.

Style

 * Use the present tense.
 * Use the active voice.

Personal opinions and experiences
The main narrative of this book should be impartial. But don't shy away from expressing your own opinion. Just make sure it's perfectly clear to the reader which sections are impartial and which bits are personal opinions. For example, you might want to put your opinions or brief case studies in Side Note Boxes.

Pictures

 * 1) Make sure you have the right to use the picture
 * 2) Upload your pictures to Commons
 * 3) Select the appropriate "free" license
 * 4) Name your picture Neuroscience_picturename
 * 5) Link to your photo like this:

For more details, have a look at this help page and this one

Registered trade mark
Whenever you mention a copyrighted trade mark then you should put an ® by the name and add a footnote to say to whom the trade mark is registered. The code to insert this symbol is:

&reg;

When to use WikiBooks
For some reason, wikibooks seems to be fastest in the morning (GMT). It slows down considerably as the evening wears on. Hopefully things will get better as the MediaWiki Foundation get more funding.

Page naming conventions
See the WikiBooks Naming Policy for more info. Our naming policy runs like this:

Neuroscience/Chapter Name/Module Page

e.g.

Neuroscience/Cognitive Neuroscience

Chapter names
Chapter name (examples of pages they contain)

Preface (contributers, how you can help, how to navigate this book) Introduction (basics of neuroscience) Cognitive Neuroscience Cellular Neurobiology Developmental Neurobiology Neuroanatomy Cognitive Neuroscience Learning and Memory Computational Neurobiology Neurodegenerative Disease Sleep

Structure of the book
The Neuroscience wikibook has a hierachical structure. The naming is hierachical and we also make good use of the MediaWiki categorization system to provide a hierachical structure (see below for more information on the Neuroscience WikiBook's categorization implementation).

(This will soon change... we'll soon be using a hierarchical naming convention)

Headers
Please put a link to one of our page header templates at the top of each new page created. Just put one of these at the top of your new page:

Categories
The MediaWiki Category feature is a powerful way to... well.. categorise pages! There are several great things about this feature:

 * Category indexes are generated automatically
 * Each page can be in as many categories as you want.
 * Categories allow the wiki to become more "booklike" whilst inheriting all the coolness that databases and hyperlinking provide.

Please put the correct category at the bottom of each page:

Promoting Neuroscience WikiBook
We are actively looking for new contributors to the Neuroscience WikiBook. If we can get enough contributors this book could be THE definitive Neuroscience resource.

Before you promote the Neuroscience wikibook check out the Neuroscience Promotion Tracking Page to ensure someone else has not very recently publicised it where you were going to. 1 per month per forum should be plenty of promotion :-)!

title: Neuroscience/Preface/How You Can Help


text:
Carpentry/Cabinetry/Joints

Biscuit Jointer
A biscuit jointer machines a groove of fixed depth & width into a piece of lumber. The grooves are of set standard sizes. An oval "biscuit" of pressed beech is placed into the groove. This biscuit expands when exposed to a water-based glue, thus strengthening the joint. In some cases biscuit jointing provides a stronger joint than traditional dowel joints.

title: Carpentry/Cabinetry/Joints


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Neuroscience/Cognitive Neuroscience/Neglect

Thiebaut de Schotten et al. (2005) produced "temporary" neglect in human patients by brief electrical inactivation of the cortex of the parietal lobe. This finding gives strong support to the idea that neglect results from the disruption of a widespread cortical network that involves neuronal cell bodies in large areas of cortex, including the frontal lobe, parietal lobe, and possibly the occipital lobe.

Ablation of large areas of the gray matter of the parietal cortex in the monkey, leaving the underlying white matter intact, does not result in neglect. However, neglect can be produced by cutting through the white matter, with only minimal damage to the gray matter (Gaffan & Hornak 1997).

= References =

 * Michel Thiebaut de Schotten, Marika Urbanski, Hugues Duffau, Emmanuelle Volle, Richard Lévy, Bruno Dubois, and Paolo Bartolomeo: Direct Evidence for a Parietal-Frontal Pathway Subserving Spatial Awareness in Humans Science 30 September 2005: 2226-2228


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Neuroscience/Cognitive Neuroscience/Memory Networks

=Medial Temporal Lobe=

Hippocampus
=Frontal Lobes=

=Thalamus=

=Sensory Cortices=

=White matter tracts= Transection of the fornix results in a temporal lobe amnesia. A much more severe and dense amnesia than that produced by fornix transection is seen when other subcortical pathways, in addition to the fornix, are cut (Gaffan 2001). In naturally occurring lesions in the human brain these other pathways are damaged only in conjunction with the medial temporal cortex itself. Dense amnesia can be produced in monkeys experimentally by a surgical procedure that destroys the subcortical white matter pathways while leaving intact the medial temporal cortical areas (namely the hippocampus, the entorhinal and perirhinal cortex, and the parahippocampal gyrus (Gaffan 2001)). The crucial pathways that are interrupted in dense amnesia are thought to be the ascending axon projections from the basal forebrain and brainstem that pass through the anterior medial temporal lobe on their way to widespread cortical targets (Easton & Gaffan 2001 and Easton et al 2002 ).


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Neuroscience/Neurobiology of Disease

Neurodegenerative Diseases

 * Alzheimer disease

Psychiatric Disorders

 * Schizophrenia

title: Neuroscience/Neurobiology of Disease


text:
Puzzles/Lateral puzzles/10

Puzzles | Lateral puzzles | Lateral puzzle 10

Between two men stands a pole, nearby sits an eagle.

Explain...

Solution

title: Puzzles/Lateral puzzles/10


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Puzzles/Lateral puzzles/10/Solution

Puzzles | Lateral puzzles | Lateral puzzle 10 | Solution

The two men are the astronauts that landed on the moon. The pole is a flag pole. The eagle is the lunar lander.

They were playing golf, and one just scored an eagle

title: Puzzles/Lateral puzzles/10/Solution


text: User talk:202.190.138.16

title: User talk:202.190.138.16


text:
User:Bevo

User:Bevo

title: User:Bevo


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User talk:Bevo

User talk:Bevo

title: User talk:Bevo


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A-level Mathematics/OCR/M1/Kinematics of Motion in a Straight Line

Introduction to Kinematics
Kinematics is the study of the motion of a body, but not the ways the motion is produced. To study a ball's motion through a parabolic path is kinematics. Studying how the ball was thrown in the first place is mechanics. Kinematics is one of the most useful parts of physics, and it has wide range of applications. In fact, a lot of dynamics uses kinematical relations.

When we consider the speed of a body, we do not discuss the direction. A ball thrown up with a speed of 20 m/s is equivalent to a ball thrown in any other direction with the same speed. However, these motions are vastly different and gravity will act differently on the ball. So a complete discussion of the motion of a body depends on the direction as well as the speed. Together we get a vector quantity that is called velocity, and is denoted by $$\vec v $$.

then, explain their equivalents: velocity and displacement (use diagrams), and show they are vector quantities (provide example in 1 dimension).

Constant Acceleration
Explain constant acceleration and why we simplify problems by assuming it is constant, and show how to solve some problems involving motion with a constant acceleration

An object under constant acceleration in 1 dimension has its kinematic quantities governed by the SUVAT equations. S is displacement, U is starting velocity, V is final velocity, A is acceleration, and T is time. Knowing three of these quantities allows the other two to be found. The equations are as follows:

$$v = u + at$$

$$s = ut + \frac{1} {2} a{t}^{2}$$

$$s = vt - \frac{1} {2} a{t}^{2}$$

$$s = \frac{u + v} {2} t$$

$${v}^{2} = {u}^{2} + 2as$$

For example, a particle dropped from a ledge 2 m high accelerating under gravity has $$u = 0 {\text{ ms}}^{-1}$$, $$a = -9.8 {\text{ ms}}^{-2}$$, and $$s = 2 \text{ m}$$. If you wanted to find the time it takes to fall, you would substitute these values into $$s = ut + \frac{1} {2} a{t}^{2}$$ and solve for t.

The Relationship Between Kinematic Quantities
show (t,x) and (t,v) graphs and emphasise memorizing features of each graph:

(i) the area under a (t,v) graph represents displacement,

(ii) the gradient of a (t, x) graph represents velocity,

(iii) the gradient of a (t,v) graph represents acceleration;

Deriving Kinematic Quantities Using Calculus
We have seen how the (x,t) graph shows the position x at any moment t. This means that the position x is a function of the time t.

Position
As motion happens to happen in time, the position of a moving point is a function of time. The motion of a point moving along the x-axis may be described by the position x(t) as a function of the time (moment) t. A point moving with constant speed in the positive direction may be described by:
 * $$ x(t) = 1+3t$$.

From this equation we learn:
 * $$ x(0) = 1+3\times 0 = 1$$

which means that the motion started at time t = 0 in the point x = 1. At the moment t=1, the point has reached the point x = 4, as we can see by calculating:
 * $$ x(1) = 1+3\times 1 = 4$$.

At the moment t=2, the point has reached the point x = 7:
 * $$ x(2) = 1+3\times 2 = 7$$.

Notice that during the first unit of time: from t = 0 to t = 1, the point has moved from x = 1 to x = 4, hence advanced 3 units in distance; during the second unit of time, from t = 1 to t = 2, it moved from x = 4 to x = 7, again advancing 3 units. It seems to advance 3 units in distance every unit of time, meaning it moves with constant velocity of 3.

Velocity
If the point moves with constant speed t, this speed may be calculated from the time it took to move a certain distance from one position to another. If, as in the example above it took 1 time unit to move a distance 3, i.e. from x = 1 to x = 4, the velocity must be v = 3/1 = 3. We could calculate this velocity from the fact that it took 2 units of time to move a distance 6, namely from x = 1 to x = 7, hence v = 6/2 = 3.

In general we calculate the velocity of a motion with constant speed by looking at the time interval from t = t1 to t = t2, in which the point has moved from has travelled from x = x(t1) to d = x(t2), of as the quotient of the travelled distance and the time it took:
 * $$v = \frac {\mathrm{travelled\; distance}}{\mathrm{required\;time}} = \frac{x(t_2)-x(t_1)}{t_2-t_1}$$.

We verify that in the above example the speed is indeed constant 3, by calculating for an arbitrary time interval the speed v:

 * $$v = \frac{x(t_2)-x(t_1)}{t_2-t_1}=\frac{(1+3t_2)-(1+3t_1)}{t_2-t_1}=\frac{3t_2-3t_1}{t_2-t_1}=\frac{3(t_2-t_1)}{t_2-t_1} = 3$$.

For a motion with constant speed v the equation of motion is:
 * $$x(t) = x(0) + vt$$.

In non-general the motion will not be with constant velocity. Let us take an example with:
 * $$x(t) = 1 + 3t + 2t^2$$.

It starts at t = 0 in x(0) = 1. At the moment t = 1 it reaches x(1) = 1 + 3 + 2 = 6. The average speed during this time interval, or on this traject is:

 * $$\overline{v} = \frac{x(1)-x(0)}{1-0} =\frac{6-1}1 = 5$$.

But during the final time unit:
 * $$\overline{v} = \frac{x(2)-x(1)}{2-1} =\frac{(1+6+8)-(1+3+2)}1 = 9$$.

The speed has increased. The speed is also a function v(t) of the time. But what would be the (instantaneous) velocity v(t) at the moment t We may calculate this velocity by taking a (very) small time interval from t to t + h. Then the average speed during this interval is approximately equal to the velocity at the moment t. We get the exact value of the velocity by letting the time interval shrink to zero and taking the limit, which is not just the derivative of the position x(t):

 * $$v(t) = \lim_{h \to 0} \frac{x(t+h)-x(t)}{h} = \frac{d}{dt} x(t)$$.

here is where the original author can put his or her work back in to the page!

''just remember to keep it simple though, perhaps no need to explain it using first principles. Just a simple explanation of how to go from one to another (displacement, velocity, acceleration) and back again by differentiation or integration''


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Music Theory/Hymn

A Hymn is a stylized poem or from the Greek a paeon, which, traditionally is sung in either in unison or parts, by a group or a congregation, in praise to a God or to a deity. The book of Psalms, in the Old Testament of the Hebrew and Christian texts, is an early example of the stylized poem, which was incorporated for group usage by the body of beleivers in both Christianity and Judaism. The hymn form of music has evolved over the intervening centuries to incorporate, other stylizations such as plainsong, other scriptural passages set in rythmical and tonal systems, such as canticles and metrical latin hymnody. Late additions to the hymn's historical development incorporate elements in "gospel" hymns from prevailing popular music genres, in order to maintain contact with the leading edge of the developments of other forms of music.

title: Music Theory/Hymn


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Talk:A-level Mathematics/OCR/M1/Kinematics of Motion in a Straight Line

What Needs to Be Done
This page was made for the physics section, hence is physics orientated. As an open request, I would like some one to make the page more "mathematical". Thanks a lot.

Different approach
I noticed that the author has started with a vector approach. Instead of simply listing formulas, perhaps we could describe the derivations as well. Then we could show how the scalar forms of the formulas described in the OCR specifications are just special cases of the more general framework.

Moved
Not sure if this is quite the right place for this, as it seems to complex for the M1 module. Aleksev 11:48, 12 December 2005 (UTC)

Far too difficult!
I teach the M1 course and this approach is totally inappropriate!

A simple derivation based upon the definition of acceleration and using the fact that the distance is the area under a v-t graph will be sufficient. But for M1 it is the use, not the derivation, that is the most important.

The use of vectors, vector intergration etc is well above the level required for M1


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Chess Opening Theory/1. e4/1...c5/2. Nf3/2...d6/3. d4/3...cxd4/4. Nxd4/4...Nf6/5. Nc3

= Open Sicilian = Time has come for Black to make an important strategic choice.

 * They may keep on developing their forces by playing /5...Nc6/.
 * They can choose to strengthen their pawn structure and to reinforce their control of the center with /5...e6/.
 * They can also start to take the control of the queen-side with /5...a6/.
 * They may decide to put a deadly bishop in g7 and play /5...g6/.

These are the four main variations. Another more aggressive option is /5...e5/, less popular than the previous moves.

Theory table
.

'''1. e4 c5 2. Nf3 d6 3. d4 cxd4 4. Nxd4 Nf6 5. Nc3'''