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Acoustics/Fundamentals of Psychoacoustics

Due to the famous principle enounced by Gustav Theodor Fechner, the sensation of perception doesn’t follow a linear law, but a logarithmic one. The perception of the intensity of light, or the sensation of weight, follow this law, as well. This observation legitimates the use of logarithmic scales in the field of acoustics. A 80 dB (10-4 W/m²) sound seems to be twice as loud as a 70 dB (10-5 W/m²) sound, although there is a factor 10 between the two acoustic powers. This is quite a naïve law, but it led to a new way of thinking about acoustics: trying to describe the auditive sensations. That’s the aim of psychoacoustics. As the neurophysiological mechanisms of human hearing haven’t been successfully modeled, the only way of dealing with psychoacoustics is by finding metrics that best describe the different aspects of sound.

Perception of sound
The study of sound perception is limited by the complexity of the human ear mechanisms. The figure below represents the domain of perception and the thresholds of pain and listening. The pain threshold is not frequency-dependent (around 120 dB in the audible bandwidth). At the opposite side, the listening threshold, as all the equal loudness curves, is frequency-dependent. In the center are typical frequency and loudness ranges for human voice and music.

Phons
Two sounds of equal intensity do not have the same apparent loudness, because of the frequency sensibility of the human ear. An 80 dB tone at 100 Hz does not sound as loud as an 80 dB tone at 3 kHz. A new unit, the phon, is used to describe the loudness of a harmonic sound. X phons means “as loud as X dB at 1000 Hz”. Another tool is used : the equal loudness curves, a.k.a. Fletcher curves.

Sones
Another scale currently used is the sone, based upon the rule of thumb for loudness. This rule states that the sound must be increased in intensity by a factor 10 to be perceived as twice as loud. In decibel (or phon) scale, it corresponds to a 10 dB (or phons) increase. The sone scale’s purpose is to translate those scales into a linear one.

$$\log (S) = 0,03(L_{ph} - 40)$$

Where S is the sone level, and $$L_{ph}$$ the phon level. The conversion table is as follows:

Metrics
We will now present five psychoacoustics parameters to provide a way to predict the subjective human sensation.

dB A
The measurement of noise perception with the sone or phon scale is not easy. A widely used measurement method is a weighting of the sound pressure level, according to frequency repartition. For each frequency of the density spectrum, a level correction is made. Different kinds of weightings (dB A, dB B, dB C) exist in order to approximate the human ear at different sound intensities, but the most commonly used is the dB A filter. Its curve is made to match the ear equal loudness curve for 40 phons, and as a consequence it’s a good approximation of the phon scale.

Example : for a harmonic 40 dB sound, at 200 Hz, the correction is -10 dB, so this sound is 30 dB A.

Loudness
It measures the sound strength. Loudness can be measured in sone, and is a dominant metric in psychoacoustics.

Tonality
As the human ear is very sensible to the pure harmonic sounds, this metric is a very important one. It measures the number of pure tones in the noise spectrum. A broadwidth sound has a very low tonality, for example.

Roughness
It describes the human perception of temporal variations of sounds. This metric is measured in asper.

Sharpness
Sharpness is linked to the spectral characteristics of the sound. A high-frequency signal has a high value of sharpness. This metric is measured in acum.

Blocking effect
A sinusoidal sound can be masked by a white noise in a narrowing bandwidth. A white noise is a random signal with a flat power spectral density. In other words, the signal's power spectral density has equal power in any band, at any centre frequency, having a given bandwidth. If the intensity of the white noise is high enough, the sinusoidal sound will not be heard. For example, in a noisy environment (in the street, in a workshop), a great effort has to be made in order to distinguish someone’s talking.


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Introduction to Library and Information Science/Contextualizing Libraries: Their History and Place in the Wider Information Infrastructure

This chapter will draw on two important fields to define roles and contexts for librarianship and other information work. First, we will explore the many diverse roles libraries have played throughout history, exploring the different motivations for libraries and services library workers have provided towards these motivations. We will then look at how different individuals and fields conceive of information in today's world, and how these conceptions inform their practice. We will conclude by drawing on historical LIS practice and lessons learned from related disciplines to establish roles and a scope for contemporary LIS practice and scholarship.

After reading this chapter, a student should be able to articulate:
 * 1) what a library is
 * 2) the value of critically examining library history to inform current library practice
 * 3) the missions and practices of libraries in ancient and medieval European libraries
 * 4) the contributions of pre-modern East Asian, Middle Eastern, and African libraries to contemporary library practice
 * 5) exclusionary practices and policies in 19th- and 20th-century libraries in the United States
 * 6) the concepts of ahistoricism and tunnel vision
 * 7) definitions of information from several different fields, and how they inform LIS practice
 * 8) how the following fields relate to LIS
 * 9) * Computer science
 * 10) * Education
 * 11) * Information theory
 * 12) * Social work

Defining libraries
A library can be defined as a major department concerned with the collection, organization, dissemination of recorded information, facts or readable material for the purpose of teaching, learning and research.

Libraries of the past
This section will introduce characteristics and purposes of libraries throughout time, and then introduce some critical issues and methods of library history.

Early libraries (2600 BC – 800 BC)
The first libraries consisted of archives of the earliest form of writing - the clay tablets in cuneiform script discovered in temple rooms in Sumer.

The earliest discovered private archives were kept at Ugarit (in present-day Syria); besides correspondence and inventories, texts of myths may have been standardized practice-texts for teaching new scribes. There is also evidence of libraries at Nippur about 1900 BC and those at Nineveh about 700 BC showing a library classification system.

Over 30,000 clay tablets from the Library of Ashurbanipal have been discovered at Nineveh, providing modern scholars with an amazing wealth of Mesopotamian literary, religious and administrative work. Among the findings were the Enuma Elish, also known as the Epic of Creation, which depicts a traditional Babylonian view of creation, the Epic of Gilgamesh, a large selection of "omen texts" including Enuma Anu Enlil which "contained omens dealing with the moon, its visibility, eclipses, and conjunction with planets and fixed stars, the sun, its corona, spots, and eclipses, the weather, namely lightning, thunder, and clouds, and the planets and their visibility, appearance, and stations", and astronomic/astrological texts, as well as standard lists used by scribes and scholars such as word lists, bilingual vocabularies, lists of signs and synonyms, and lists of medical diagnoses.

Philosopher Laozi was keeper of books in the earliest library in China, which belonged to the Imperial Zhou dynasty. Also, evidence of catalogues found in some destroyed ancient libraries illustrates the presence of librarians.

The Library of Alexandria
The Library of Alexandria, in Egypt, was the largest and most significant great library of the ancient world. It flourished under the patronage of the Ptolemaic dynasty and functioned as a major center of scholarship from its construction in the 3rd century BC until the Roman conquest of Egypt in 30 BC. The library was conceived and opened either during the reign of Ptolemy I Soter (323–283 BC) or during the reign of his son Ptolemy II (283–246 BC). An early organization system was in effect at Alexandria.

Much of what we know about the Alexandrian library is not based on verifiable fact, but rather a collection of stories, many of which we should forego according to Jochum’s research. There are no physical remnants of the library left, only written allusions from classical writers, but he believes that the great library did not exist merely as single building. The Alexandrian library claimed to have contained every book on every subject in every language. The methods for acquiring these books varied. One reported method was to employ traders to buy books wherever they could be found. Another claimed that books were confiscated from ships in the Alexandrian harbor, then copied for the library and returned to their owners. Catalogs were made of the collection’s books, including the metadata on the original owners and where the copy was copied or written.

Today, the thought of a library containing every book on every subject in every known language is impossible, especially as technology advances. As long ago as 1976, having the information available digitally was proposed as the way to emulate the ideal of the Alexandrian library. The economies offered by digitalization can get us access to the type of knowledge sought by the Greeks. Jochum offers that the Alexandrian may not have existed as the ultimate facility. Once we can weed out the lore from fact, we can then begin to move forward with the library as a learning center instead of a just physical repository for books.

Other Classical libraries
Private or personal libraries made up of written books (as opposed to the state or institutional records kept in archives) appeared in classical Greece in the 5th century BC. The celebrated book collectors of Hellenistic Antiquity were listed in the late 2nd century in Deipnosophistae. All these libraries were Greek; the cultivated Hellenized diners in Deipnosophistae pass over the libraries of Rome in silence. By the time of Augustus there were public libraries near the forums of Rome: there were libraries in the Porticus Octaviae near the Theatre of Marcellus, in the temple of Apollo Palatinus, and in the Bibliotheca Ulpiana in the Forum of Trajan. The state archives were kept in a structure on the slope between the Roman Forum and the Capitoline Hill.

Private libraries appeared during the late republic: Seneca the Younger inveighed against libraries fitted out for show by illiterate owners who scarcely read their titles in the course of a lifetime, but displayed the scrolls in bookcases (armaria) of citrus wood inlaid with ivory that ran right to the ceiling: "by now, like bathrooms and hot water, a library is got up as standard equipment for a fine house (domus). Libraries were amenities suited to a villa, such as Cicero's at Tusculum, Maecenas's several villas, or Pliny the Younger's, all described in surviving letters. At the Villa of the Papyri at Herculaneum, apparently the villa of Caesar's father-in-law, the Greek library has been partly preserved in volcanic ash; archaeologists speculate that a Latin library, kept separate from the Greek one, may await discovery at the site.

In the West, the first public libraries were established under the Roman Empire as each succeeding emperor strove to open one or many which outshone that of his predecessor. Unlike the Greek libraries, readers had direct access to the scrolls, which were kept on shelves built into the walls of a large room. Reading or copying was normally done in the room itself. The surviving records give only a few instances of lending features. As a rule, Roman public libraries were bilingual: they had a Latin room and a Greek room. Most of the large Roman baths were also cultural centres, built from the start with a library, a two room arrangement with one room for Greek and one for Latin texts.

Libraries were filled with parchment scrolls as at Library of Pergamum and on papyrus scrolls as at Alexandria: the export of prepared writing materials was a staple of commerce. There were a few institutional or royal libraries which were open to an educated public (such as the Serapeum collection of the Library of Alexandria, once the largest Great library in the ancient world), but on the whole collections were private. In those rare cases where it was possible for a scholar to consult library books there seems to have been no direct access to the stacks. In all recorded cases the books were kept in a relatively small room where the staff went to get them for the readers, who had to consult them in an adjoining hall or covered walkway.

Han Chinese scholar Liu Xiang established the first library classification system during the Han Dynasty, and the first book notation system. At this time the library catalogue was written on scrolls of fine silk and stored in silk bags.

Middle Ages (501 AD – 1400 AD)
In the 6th century, at the very close of the Classical period, the great libraries of the Mediterranean world remained those of Constantinople and Alexandria. Cassiodorus, minister to Theodoric, established a monastery at Vivarium in the heel of Italy with a library where he attempted to bring Greek learning to Latin readers and preserve texts both sacred and secular for future generations. As its unofficial librarian, Cassiodorus not only collected as many manuscripts as he could, he also wrote treatises aimed at instructing his monks in the proper uses of reading and methods for copying texts accurately. In the end, however, the library at Vivarium was dispersed and lost within a century.

Through Origen and especially the scholarly presbyter Pamphilus of Caesarea, an avid collector of books of Scripture, the theological school of Caesarea won a reputation for having the most extensive ecclesiastical library of the time, containing more than 30,000 manuscripts: Gregory Nazianzus, Basil the Great, Jerome and others came and studied there.

By the 8th century first Iranians and then Arabs had imported the craft of papermaking from China, with a paper mill already at work in Baghdad in 794. By the 9th century public libraries started to appear in many Islamic cities. They were called "halls of Science" or dar al-'ilm. They were each endowed by Islamic sects with the purpose of representing their tenets as well as promoting the dissemination of secular knowledge. The 9th century Abbasid Caliph al-Mutawakkil of Iraq, ordered the construction of a "zawiyat qurra" – an enclosure for readers which was "lavishly furnished and equipped". In Shiraz, Adhud al-Daula (d. 983) set up a library, described by the medieval historian al-Muqaddasi as "a complex of buildings surrounded by gardens with lakes and waterways. The buildings were topped with domes, and comprised an upper and a lower story with a total, according to the chief official, of 360 rooms.... In each department, catalogs were placed on a shelf... the rooms were furnished with carpets". The libraries often employed translators and copyists in large numbers, in order to render into Arabic the bulk of the available Persian, Greek, Roman and Sanskrit non-fiction and the classics of literature. This flowering of Islamic learning ceased centuries later, after many of these libraries were destroyed by Mongol invasions. Others were victim of wars and religious strife in the Islamic world. However, a few examples of these medieval libraries, such as the libraries of Chinguetti in West Africa, remain intact and relatively unchanged. Another ancient library from this period which is still operational and expanding is the Central Library of Astan Quds Razavi in the Iranian city of Mashhad, which has been operating for more than six centuries.

The contents of these Islamic libraries were copied by Christian monks in Muslim/Christian border areas, particularly Spain and Sicily. From there they eventually made their way into other parts of Christian Europe. These copies joined works that had been preserved directly by Christian monks from Greek and Roman originals, as well as copies Western Christian monks made of Byzantine works.

Buddhist scriptures, educational materials, and histories were stored in libraries in pre-modern Southeast Asia. In Burma, a royal library called the Pitaka Taik was legendarily founded by King Anawrahta; in the 18th century, British envoy Michael Symes, upon visiting this library, wrote that "it is not improbable that his Birman majesty may possess a more numerous library than any potentate, from the banks of the Danube to the borders of China". In Thailand libraries called ho trai were built throughout the country, usually on stilts above a pond to prevent bugs from eating at the books.

In the Early Middle Ages, monastery libraries developed, such as the important one at the Abbey of Montecassino. Books were usually chained to the shelves, and these chained libraries reflected the fact that manuscripts, created via the labour-intensive process of hand copying, were valuable possessions. Despite this protectiveness, many libraries loaned books if provided with security deposits (usually money or a book of equal value). Lending was a means by which books could be copied and spread. In 1212 the council of Paris condemned those monasteries that still forbade loaning books, reminding them that lending is "one of the chief works of mercy." The early libraries located in monastic cloisters and associated with scriptoria were collections of lecterns with books chained to them. Shelves built above and between back-to-back lecterns were the beginning of bookpresses. The chain was attached at the fore-edge of a book rather than to its spine. Book presses came to be arranged in carrels (perpendicular to the walls and therefore to the windows) in order to maximize lighting, with low bookcases in front of the windows. This "stall system" (fixed bookcases perpendicular to exterior walls pierced by closely spaced windows) was characteristic of English institutional libraries. In European libraries, bookcases were arranged parallel to and against the walls. This "wall system" was first introduced on a large scale in Spain's El Escorial.

Renaissance

In Rome, the papal collections were brought together by Pope Nicholas V, in separate Greek and Latin libraries, and housed by Pope Sixtus IV, who consigned the Bibliotheca Apostolica Vaticana to the care of his librarian, the humanist Bartolomeo Platina in February 1475.

The 16th and 17th centuries saw other privately endowed libraries assembled in Rome: the Vallicelliana, formed from the books of Saint Filippo Neri, with other distinguished libraries such as that of Cesare Baronio, the Biblioteca Angelica founded by the Augustinian Angelo Rocca, which was the only truly public library in Counter-Reformation Rome; the Biblioteca Alessandrina with which Pope Alexander VII endowed the University of Rome; the Biblioteca Casanatense of the Cardinal Girolamo Casanate; and finally the Biblioteca Corsiniana founded by the bibliophile Clement XII Corsini and his nephew Cardinal Neri Corsini, still housed in Palazzo Corsini in via della Lungara.

The Republic of Venice patronized the foundation of the Biblioteca Marciana, based on the library of Cardinal Basilios Bessarion. In Milan, Cardinal Federico Borromeo founded the Biblioteca Ambrosiana. This trend soon spread outside of Italy, for example Louis III, Elector Palatine founded the Bibliotheca Palatina of Heidelberg. These libraries don't have so many volumes as the modern libraries. However, they keep many valuable manuscripts of Greek, Latin and Biblical works.

Tianyi Chamber, founded in 1561 by Fan Qin during the Ming Dynasty, is the oldest surviving library in China. In its heyday it boasted a collection of 70,000 volumes of antique books.

17th and 18th centuries
During the 17th and 18th centuries, some of the more important European libraries were founded, such as the Bodleian Library at Oxford, the British Museum Library in London, the Mazarine Library and the Bibliothèque Sainte-Geneviève in Paris, the Austrian National Library in Vienna, the National Central Library in Florence, the Prussian State Library in Berlin, the Załuski Library in Warsaw and the M.E. Saltykov-Shchedrin State Public Library of St Petersburg.

The 18th century is when we see the beginning of the modern public library. In France, the French Revolution saw the confiscation in 1789 of church libraries and rich nobles' private libraries, and their collections became state property. The confiscated stock became part of a new national library – the Bibliothèque Nationale. Two famous librarians, Hubert-Pascal Ameilhon and Joseph Van Praet, selected and identified over 300,000 books and manuscripts that became the property of the people in the Bibliothèque Nationale. During the French Revolution, librarians were solely responsible for the bibliographic planning of the nation. Out of this came the implementation of the concept of library service – the democratic extension of library services to the general public regardless of wealth or education.

19th century
_The Industrial Revolution_

20th century
After the World Wars, Cold Wars and the introduction of Technology in libraries Stephen Cresswell reviews literature concerning libraries, the civil rights movement and the end of segregation in Southern libraries. The ALA did not actively support library integration. As Rubin notes, until the 1960s, the ALA considered itself an association representing only its constituency of librarians (Rubin, 294). Efforts by the ALA included:
 * 1) The 1936 decision to boycott convention cities where hotels and restaurants were segregated.
 * 2) In the late 1950s and 1960s ALA denied membership to segregated state library associations and ruled a state could have only one state association.
 * 3) The 1961 amendment to the Library Bill of Rights stated that the right of an individual to the use of a library should not be abridged because of his race, religion, national origins or political views.
 * 4) In 1962 the organization undertook an “Access Study” to evaluate freedom of access throughout the country.

The study revealed more segregation and inequities in libraries in northern cities than in the South. Northern libraries were sometimes the focus of destructive demonstrations. In the South they were often the first focus of civil rights demonstrations rather than schools, because they evoked sympathy for the individual’s right to learn, rather than the more emotional reactions to integrating public schools.

Ahistoricism
Lancaster, F.W. (1978). Toward paperless information systems.

Harris and Hannah (1992). Why do we study the history of libraries?

Black, Alastair. "Information and Modernity: The History of Information and the Eclipse of Library History." Library History 14 (May 1998): 39-45.

Gender
Garrison, writing in 1972, highlights a problem of the public image of librarianship: it has not attained the status of the more scientific professions such as doctor, sociologist, etc. One possible reason, the one central to this article, is the entrée of women into the field during the Victorian era. Garrison examines three tenets that make a profession: service, knowledge, and autonomy. Librarians, as professionals, serve their clients (community or society); female librarians, on the other hand, were to be almost subservient. The knowledge required of a librarian, considered highly educated for a woman at the time, lacked the standardized training for a doctor. Libraries were governed by boards populated by men, not female librarians, who made key decisions. Garrison concludes that until library science comes to terms with women’s early employment in libraries and the way it has shaped the current assumptions, it will never attain the rank of other professions. Garrison provides a lively essay on the history of female librarians and its manifestations today. Her perspective, however, is colored by feminism’s second wave in the 1970s.

Perhaps the public image of librarianship today should not focus so much on doctors and sociologists, but the more technology-based professions under the information science umbrella. For instance, librarians are not seen as the driving force behind innovation like software engineers and others in the IT field. Would an analysis of women in the early stages of librarianship give insight into why some have trouble with the information science moniker?

Even though the profession of a librarian is considered "women's work" there are men who have chosen this profession. However, they usually hold positions of upper management and other higher paying areas. What exactly is "women's work" within the library environment? Suzanne Hildenbrand argues that cataloging and services for children and youth are most often seen in this way. There are statistics that show these two positions are the lowest paid and are not held in high esteem within the library workplace. The author raises a great point that what needs to be focused on is not the movement of women into management positions and other high paying positions but one that focuses on the equality of salaries and conditions within the most female concentrated specialties up to the standard of the profession

Inclusions and exclusions
Before 1960, there were no public library services for ethnic minorities. During the 1960’s and 1970’s, many attempts to design and develop library services for ethnic groups were put into motion. The cultural programs that flourished were programs that had adequate federal funding for services and experimentation. Other factors that contributed to successful programs: Ethnic library services have been dropping gradually since 1981; and libraries are still failing to include: books, periodicals, films, recording, and archives that relate to various minority groups. Rethinking ideas to meet different needs is required when there are demographic changes, and libraries should take proper steps to appeal to everyone.
 * Recruitment of appropriate staff to identify information needs and promote library programs
 * Involvement by the community in planning and developing services
 * Developed mechanisms that enable the community to identify its own needs
 * Link the needs to the expertise of librarians

It is important to have a diverse staff, particularly when a diverse clientele is involved. There has been a decrease in college enrollment amongst minorities; and in 1991-1992, only 8.5% of the Library and Information Science graduates were minorities. There are five tasks administrators and librarians should implement, so the number of graduates increase in the library program: In 1993, a few efforts have been made to recruit minorities, but none had been particularly successful. In order to make recruitment more successful, it must be considered a priority
 * Cooperative efforts to hire minority graduates
 * Additional monetary incentives ? scholarships, tuition waivers, and housing
 * Recruitment activities aimed at students as early as the junior high school
 * Recruitment of nontraditional students from military or community colleges
 * Development of an academic and social environment on campus conducive to success

Salvador Guerena and Edward Erazo have three recommendations for the future of Latinos and libraries:
 * 1) Increase recruitment, retention, and mentoring of bilingual/ bicultural Latino professional personnel.
 * 2) Include members of the Latino community in the process of planning library services for the community.
 * 3) Foster networking among libraries providing service to the Latino community.

Hispanics represent the fastest growing demographic group in the United States, but Latino librarianship has remained constant at 1.8% of librarians. Shortages of bilingual librarians will continue to increase. Foreign language proficiency is not required of library schools so graduates are not prepared to serve the needs of the Latino community. REFORMA, LSTA, and ALA have been advocates for training, improving technology and curriculum in response to changing multicultural, multiethnic and multilingual society. The article is informative yet pessimistic. It recognizes the technological divide in the Hispanic community and the need for education and availability of computers in libraries. The affordability of computers has not increased ownership of computers in their homes. In West Chicago Middle School, many Latino students use the computers in the classroom to complete their assignments. For many of these students, high school will be the end of their formal education. At the Olcott library, the greatest demand for Spanish titles comes from Miami and Los Angeles not locally. A telling observation of the article is that Hispanics do not feel welcome in libraries because Hispanics feel libraries are Anglo American institutions run by and for Anglo Americans.

Tunnel vision
Wayne Weigand says that "a constant re-examination of our past [...] can show the parameters of tunnel vision and reveal many of the blind spots". Librarians often act as "stewards" of the past, which may mean perpetuating many of the past's close-minded views.

Library collections, like the steward-librarians Weigand mentions are "products of our pasts". Unless we have the luxury of throwing out our entire collection and starting anew, we are stuck with including the tunnel vision of the past in our libraries.

Defining information
There are many ways of defining and conceptualizing information. Definitions can focus on the technical aspects of information, or the societal aspects.

Information as a sequence of symbols
In its most restricted technical sense, is a sequence of symbols that can be interpreted as a message. Information can be recorded as signs, or transmitted as signals.

Information as a right
In an article written for the Bowker Annual in 1987, Kenneth Dowlin discusses the need for the library profession to ensure that access to information remains available, as a basic human right, to everyone in an age where we are moving from an industrial to an information society. He argues that the mission of libraries should be to develop minimum standards of access and “promote the compatibility of information systems”. Dowlin gives a brief discussion of why information must be considered a human right, and identifies several barriers to this, namely He then proposes some strategies to reduce these barriers and defines the role the library profession should play in implementing them.
 * 1) Legislative barriers
 * 2) Competitive barriers
 * 3) Technological barriers
 * 4) Perceptual barriers
 * 5) Economic barriers

I believe that he is correct in his assessment of the barriers that exist, and that libraries should play a role in ensuring access for all to information, but disagree with most of his proposed solutions, which in my mind are based on false assumptions, which time has borne out. He asks the library profession to implement solutions they are not equipped to deal with and have no control over. The library profession has no way to set standards of technology to ensure access for all. Letting the private sector derive solutions to these barriers, has proven the best way to overcome the barriers he has identified. Although Dowlin’s fundamental statement is correct, it is questionable whether his solutions are practical or achievable in the real world.

Quantifying information
There is a plethora of ways to think about information, and those involved in information and knowledge work have a number widely divergent agendas. This can make evaluation of information services very difficult. Some groups attempt to make such evaluation mathematical and scientific, while others rely on tools from the social sciences, such as surveys and studies. The mathematical and scientific groups often try to measure a service's value using calculations and monetary values.

While the United Kingdom conducted a survey that had people evaluate how much service they received and how it contributed to their productivity. The article wasn't necessarily aimed at just the business world. The author did a great job at relating this to the library field by talking about the amount of knowledge you poses and how useful that makes you. It talked about the more knowledgeable you are, the more productive you will be, and the more assistance you will be able to provide. From our discussion last week in class about what makes a good librarian this was one of the major things that we all thought made a good librarian. I feel the more informed and versatile you are in all different aspects, the more you will have to draw upon and offer. All of that contributes to your ability to be more productive for the patrons that you assist.

Defining knowledge
Knowledge is a general understanding or familiarity with a subject, place, situation, etc. Knowledge can be acquired through experience or education.

Information needs
An information need is a gap in a person's knowledge. When a person identifies such a gap, it may be expressed as a question or a search query.

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


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Introduction to Library and Information Science/Re-contextualizing Libraries: Considering Libraries within Their Communities

After reading this chapter, students should be able to articulate
 * 1) how the concept of third place applies to libraries
 * 2) the difference between information insiders and outsiders
 * 3) how libraries reproduce and combat racism
 * 4) how library policies affect poor people
 * 5) typical outreach services
 * 6) limitations and strengths of rural library services
 * 7) best practices for providing library services to diverse patron groups
 * 8) library advocacy concepts and techniques

Economically poor
Berman, S. (2005). Classism in the stacks: libraries and poor people. Counterpoise, 9(3), 51-55.

Information poor
There are two groups when it comes to learning and sharing information: insiders and outsiders. Insiders are people who are comfortable with society. Outsiders are people who are more withdrawn from society, and often feel removed from everyone else. Outsiders may be secretive, deceitful, and/or afraid to take risks. Insiders and outsiders rarely exchange ideas with each other, because they may be suspicious of each other, and have a difficult time with trust.

Chatman implemented three studies focusing on three theories (gratification, alienation, and diffusion). She wanted to figure out why the insiders and outsiders were so different. She concluded that race and socioeconomic standings played a role. If an individual is forced to not trust others, they will also have a difficult time with trusting information (giving or receiving).

If people are forced to survive on their own, how can they be expected to embrace "outside ideas"? Embarrassment may be a factor for the outsiders too. The last thing they want to admit is that they may not be as knowledgeable as others. There may be obstacles they need to focus on that are much more crucial than learning new information.

Many barriers, including physical, economic, and social barriers, prevent or hinder people from finding the information they need. Many outsiders face a combination of these barriers, and do not want to try to overcome them just to obtain more information.

People with disabilities
Imagine having a disability and having no idea what to do. A library can be a wealth of information. They can connect the disabled person with organizations that can assist them. The library can also provide books, magazines, videos, products, and other resources to help the individual live independently. However, not many libraries are equipped with the information or the knowledge to be effective. A few suggestions to become better informed are to get on as many mailing lists of as many organizations for people with disabilities as possible and to use the Internet. Having the information is great, but it needs to be accessible. Libraries need to have assistive technology, like electronic magnifiers, machines that read aloud, modified keyboards, page turning devices, and assistive listening devices in order to serve this population. On top of having the accessible information, outreach services need to be used to bring people with disabilities into their community’s library. How could you disagree with this article? After many years working with children with physical and mental disabilities it is very evident that many libraries don’t offer programs and services to this population. It is very discouraging. Libraries are willing to bring in book collections for their culturally diverse populations but not for people with disabilities. Why doesn’t Dominican offer a course for providing services to people with disabilities? We offer courses for children and adults. Maybe this topic should be integrated into the curriculum of existing courses?

Rural communities
Fulfilling the informational and recreational needs of rural Americans is an important but challenging task for libraries. Staff creativity has helped counter the effects of budget constraints and lack of resources. Librarians can reach many people by meeting with local clubs and adult education classes. Librarians have an obligation to speak out in the community and communicate with city government to ask for and offer support. Linda Johnson wrote a literature review that provides examples of rural library programs that benefit this underserved population. Outreach services include Books by Mail, bookmobiles, deposit collections, and services to nursing homes, shelters, schools, and to the homebound. Programs for children offer social interaction and learning and frequently involve parents. There is also a need to serve youths who receive homeschooling.

Anne Nelson shared her experiences of growing up in a small town and using its even smaller library. The library went above and beyond in purposely trying to keep things “safe” and not controversial to “protect” its community. Anne was looking for her library to challenge her not shield her from the world and its history. She also believed her library didn’t reach out to the minority citizens of the community. She was convinced her library needed to establish itself as a “democratic institution” in order to be able to serve everyone in the community. As the title of this article states, Anne’s library failed her.

Youth services
School and public libraries need to work together in order to provide the most effective services to the children/young adults of our nation. They are the future of this country and librarians can and should support their needs for growth and achievement. Libraries and librarians can help meet those needs in many ways. A few examples are:

 * 1) 	Provide a positive sense of self worth.
 * 2) 	Prepare them to use present day technology and to adapt to a changing technological world.
 * 3) 	Teach them to think critically in order to solve problems.
 * 4) 	Guide them in the process in becoming lifelong learners.
 * 5) 	Prepare them to communicate effectively – to listen, to speak, to read, and to write.

Even though this editorial article was written 16 years ago, it is still something that is relevant to the current times. It was an eye opener, and extremely helpful to read about all that is expected and what little assistance you sometimes receive. You would think librarians would have the resources, staffing, and facilities to effectively carry out this responsibility. It all comes back to library policies. As a future librarian, it is scary to see all that comes with the job but not see the support that is needed to perform it. Unfortunately politics are not something that all librarians want to get involved in. However, it is sometimes necessary to become an advocate in order to see the children/young adults, the future of this country, succeed.

Whether you agree or not with the No Child Left Behind Act, it is here for the duration. This doesn’t just impact schoolteachers. School librarians play an important role in a child’s achievements, but it isn’t written out in concrete terms like it is for teachers. It is the librarian’s job to figure out their role in all of this. They have to become active, supportive, and a leader. They need to initiate special projects and collaborate with the schoolteachers and school specialists. They need to become an advocate for the school library and show everyone that it will assist in improving student achievement and NCLB scores.

This editorial article brings up a great point that hasn’t been brought up before in the GSLIS program. The No Child Left Behind Act has an affect on both school libraries and public libraries. Everyone needs to support all children and their efforts to achieve greatness. As an early childhood educator and future school librarian, the importance and necessity of school libraries and children’s/youth departments in public libraries is clearly evident. It will be part of the job, as a school librarian, to convince everyone else of this while maintaining effectiveness.

The relationship between exposure to media violence and aggressive behavior by the viewer has been a major debate for almost 20 years. It is more likely for a child to be aggressive if he or she is reinforced for his or her aggression or if he or she is the object of aggression. In many cases, exposure to media violence increases the chance that a child will respond to frustration with aggression. The following variables may also play a part in the child’s aggression:

 * Intellectual achievement
 * Social popularity
 * Identification with television characters
 * Belief in the realism of television
 * Fantasizing about aggression

Parents should intervene when children are watching something too violent on the television because they provide critical input. Also, it is essential for parents to monitor children during the pre-adolescent years because that is when the media violence begins to stimulate the aggressive behavior.

Many individuals may agree with Huesmann’s statements, but it is important to remember that there are several other factors that can lead to aggression also. Parents should be aware of their child’s actions, and monitor the aggression. They should model proper behavior too. There is no concrete evidence that media violence is the main variable for an individual’s negative behavior, so why aren’t other variables analyzed and discussed regularly too?

Who has the authority to determine what children read?
Libraries? The ALA and Supreme Court agree that libraries do not act in loco parentis.

Parents? Children? Avoidance of harm argument Restrictions on what kids can read may be harmful, as might the parent's knowledge of what the kid is reading (e.g. access to information for queer teens in rural areas, information about pregnancy for teens).


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User:Nanodeath~enwikibooks

UW Student as of February '06. Majoring in Computer Engineering, graduating in '08.

title: User:Nanodeath~enwikibooks


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User:Fushigidane

What is a fushigidane? It's a portmanteau for "strange seed".

I came to WikiBooks to brush up on my Japanese. When I had a question about something in a module, I wanted to make an account, and I came up with this name.

title: User:Fushigidane


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Complex Analysis/Appendix/Proofs/Theorem 1.1

We prove that a set $$\mathfrak{G}\subset\mathbb{C}$$ is closed if and only if it contains all of its limit points.

We assume that $$\mathfrak{G}$$ contains all of its limit points and we show that its complement is open. Let $$z_0 \in \mathbb{C} - \mathfrak{G}$$. Then, since $$z_0$$ is not a limit point of $$\mathfrak{G}$$, there is a ball $$B_\delta(z_0)$$ that contains no point of $$\mathfrak{G}$$, that is $$B_\delta(z_0)\subset \mathbb{C}-\mathfrak{G}$$. Since this is true for all $$z_0\in \mathbb{C}-\mathfrak{G}$$, it follows that $$\mathfrak{G}$$ is closed.

We now assume that there is a limit point of $$\mathfrak{G}$$ in $$\mathbb{C}-\mathfrak{G}$$ and show that $$\mathfrak{G}$$ is not closed. Let $$z_0\in \mathbb{C}-\mathfrak{G}$$ be a limit point of $$\mathfrak{G}$$. Then There is no neighborhood of $$z_0$$ that is contained in the complement of $$\mathfrak{G}$$, and therefore $$\mathfrak{G}$$ is not closed.


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Talk:Do-It-Yourself/Ionic wind thruster

Reference
We are building something similar to this:

 *

From this we should be able to fashion a battery-powered hoverboard out of a snowboard and a car battery.

Always a fun idea, but I defy you to get enough thrust to lift a car battery alone, much less a battery, board and human. ~Nec

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Biblical Studies/Christianity/The Bible/Origin of the Bible/Bible canonization

The Bible derived its name from the Greek expression biblia (the books), which was used in the early centuries of Christianity to designate the sacred compilations of various books of the faith into a singular text which was later confirmed by numerous edicts, ecumenical councils and by general consensus. The Middle Ages Latin neuter plural for Biblia (gen. bibliorum) gradually came to be regarded as a feminine singular noun (biblia, gen. bibliae), in which singular form the word was passed into modern languages - thus, the Bible.

The word “canon” comes from the Greek “kanon,” which meant “reed” and is the root of the word “cane.” In time “kanon” came to refer to a straight rule for measuring, then rules for straight living. Eventually, around 300 C.E., the word came to be used in the Church to refer to the books accepted as holy Scripture measured by the rule of faith.

Pentecost (30/33AD)
The Pentecost period is termed the beginning of the Church; the Church exists before a determination of a canon or a definitive list of books of what was later called the Christian Bible. The New Testament was not written yet. The Bible is the book of the Church, the church is not the Bible.

Melito, Bishop of Sardis (c. 170)
Melito of Sardis produced the first known Christian attempt at an Old Testament. His list maintains the Septuagint order of books but contains only the Old Testament protocanonicals without the Book of Esther, but includes the book of Wisdom.

Council of Laodicea (c. 360)
A local council produced one of the church’s earliest decisions on a canon, a list of books of the Bible considered inspired which was similar to the later Council of Trent's canon.

Council of Rome (382)
This local church council under the authority of Pope Damasus, (366 to 384) gave the first complete list of canonical books of the Old Testament and New Testament which is identical with the list later approved by the Council of Trent. Saint Jerome was a personal secretary under Pope Damasus’ guidance and argued for the Veritas Hebraica, meaning the truth of the Jewish Bible over the Septuagint translation. At the insistence of the Pope, however, he added existing translations for what he considered doubtful books which included the books called apocryphal additions originating in Greek. It reads as follows:

"Likewise it has been said: Now indeed we must treat of the divine Scriptures, what the universal Catholic Church accepts and what she ought to shun.The order of the Old Testament begins here: Genesis one book, Exodus one book, Leviticus one book, Numbers one book, Deuteronomy one book, Josue Nave one book, Judges one book, Ruth one book, Kings four books, Paraleipomenon two books, Psalms one book, Solomon three books, Proverbs one book, Ecclesiastes one book, Canticle of Canticles one book, likewise Wisdom one book, Ecclesiasticus one book. Likewise the order of the Prophets. Isaias one book, Jeremias one book,with Ginoth, that is, with his lamentations, Ezechiel one book,Daniel one book, Osee one book, Micheas one book, Joel one book, Abdias one book, Jonas one book, Nahum one book, Habacuc one book, Sophonias one book, Aggeus one book, Zacharias one book, Malachias one book. Likewise the order of the histories. Job one book, Tobias one book, Esdras two books, Esther one book, Judith one book, Machabees two books. Likewise the order of the writings of the New and eternal Testament, which only the holy and Catholic Church supports. Of the Gospels, according to Matthew one book, according to Mark one book, according to Luke one book, according to John one book. The Epistles of Paul [the apostle] in number fourteen. To the Romans one, to the Corinthians two, to the Ephesians one, to the Thessalonians two, to the Galatians one, to the Phillipians one, to the Colossians one, to Timothy two, to Titus one, to Philemon one, to the Hebrews one. Likewise the Apocalypse of John, one book. And the Acts of the Apostles one book. Likewise the canonical epistles in number seven. Of Peter the Apostle two epistles, of James the Apostle one epistle, of John the Apostle one epistle, of another John, the presbyter, two epistles, of Jude the Zealut, the Apostle one epistle."

Pope Innocent I, (405) Bishop of Rome (401 to 417)
Responded in papal letter #6 to a request by Exuperius, Bishop of Toulouse, with a list of canonical books of Scripture; this list without the distinction between protocanonicals and deuterocanonicals was the same as later approved by the Council of Trent.

Council of Carthage (419)
Local Church council in North Africa under the authority of the Bishop of Rome approved a list of Old Testament and New Testament canon which was the same as later approved by the Council of Trent.

Council of Florence, an ecumenical council (1441)
Complete list of Old Testament and New Testament canon was decided upon; the exact list later adopted by the prelates at the Council of Trent.

German Versions (1522 to present)
The reformer Martin Luther, who published the New Testament in the language of the common people in 1522, made an attempt to remove the books of Hebrews, James, Jude and Revelation from the canon because of the early debate over their inclusion and because they were perceived to go against certain Protestant doctrines such as sola fide, but this was not generally accepted among his followers. However, even to this day, these books are still ordered last in some German-language Lutheran Bibles. In 1596 Jacob Lucius published a Bible at Hamburg which labeled Luther's four as Apocrypha New Testament.

Council of Trent, an ecumenical council called to respond to the supposed heresy of the Reformers (1545 to 1563)
The Roman Catholic canon of Old Testament and New Testament received finality: 45 books in the Old Testament (Lamentations is not included in the count); 27 in the New Testament. "Henceforth the books of the Old Testament and the New Testament, protocanonical and deuterocanonical alike, in their entirety and with all their parts, comprise the canon and are held to be of equal authority," is the statement declaring the Latin Vulgate as the authoritative edition of the Bible. In attendance were 255 members over the history of the council, including four papal legates, two cardinals, three patriarchs, twenty-five archbishops, 168 bishops, two-thirds of them being Italians. For the Old Testament its catalogue reads as follows:

 * The five books of Moses (Genesis, Exodus, Leviticus, Numbers, Deuteronomy), Josue, Judges, Ruth, the four books of Kings, two of Paralipomenon, the first and second of Esdras (which latter is called Nehemias), Tobias, Judith, Esther, Job, the Davidic Psalter (in number one hundred and fifty Psalms), Proverbs, Ecclesiastes, the Canticle of Canticles, Wisdom, Ecclesiasticus, Isaias, Jeremias, with Baruch, Ezechiel, Daniel, the twelve minor Prophets (Osee, Joel, Amos, Abdias, Jonas, Micheas, Nahum, Habacue, Sophonias, Aggeus, Zacharias, Malachias), two books of Machabees, the first and second.

 * Apocrypha or deuterocanonical (Old Testament)
 * Tobit
 * Judith
 * Additions to Esther
 * Wisdom of Soloman
 * Sirach or Ecclesiasticus
 * [Jeremy] With Baruch
 * Additions to Daniel
 * Maccabees 1
 * Maccabees 2
 * Douay-Rheims Bible (1609)
 * 2 Esdras or 4 Ezra

English Versions (1599 to present)
Beginning with Coverdale in 1535 and including the King James version, the Apocrypha is separated as useful reading but not inspired, just as Luther had determined in his 1534 German edition of the complete Bible. In 1599, for the first time since the Bible had been printed in English, the books of the Apocrypha were omitted in fourteen editions of the Geneva version, although the table of contents continued to list the titles of these books. James I authorized the King James Bible partly to reinforce Anglican orthodoxy against the Geneva Bible. A punishment of one year's imprisonment was decreed in 1615 by George Abbot, Archbishop of Canterbury, for printing Bibles without the Apocrypha. The Apocrypha was omitted from one printing of the King James Version in 1629. Both Puritans and Presbyterians argued for the complete removal of the Apocrypha from the Bible and in 1825 the British and Foreign Bible Society formally agreed. Since that time, the six books and other minor additions contained in the intertestamental Apocrypha have been eliminated from practically all English Bibles with the exception of Catholic versions and some lectern Bibles. This action resulted in a canon generally accepted by Protestants of 66 books, 39 in the Old Testament and 27 in the New Testament.

Vatican I Council (1869 to 1870)
Reaffirmed the decree of Trent. The Church holds those books of Holy Scripture included in the decree as sacred and approves the additions to Mark (v.16:9-20), Luke, (22:19b-20,43-44) and John, (7:53-8:11) which are not present in early manuscripts.

Providentissimus Deus (1893), Pope Leo XIII, Bishop of Rome (1878 to 1903)
Presented a new plan for Roman Catholic biblical studies. The definition of inspiration is, "By supernatural power God so moved and impelled the human authors to write - he so assisted them in writing - that the things he ordered and those only they first rightly understood, then willed faithfully to write and finally expressed in apt words and with infallible truth."

Pascendi Dominica Gregis (1907), Pope Pius X, Bishop of Rome (1903 to 1914)
Reported to refute the errors of the Modernists on the distinction between the purely human Christ of history and the divine Christ of faith and on the origin and development of the Scriptures.

Spiritus Paraclitus (1920), Pope Benedict XV, Bishop of Rome (1914 to 1922)
Stated that the goal of biblical studies is to learn spiritual perfection through interpretation in the literal sense assisted by modern critical methods.

Divino Afflante Spiritus (1943), Pope Pius XII, Bishop of Rome (1939 to 1958)
Allowed scholars to use original text of Scriptures. Only seven biblical passages have been definitively interpreted by the authority of the Church of Rome in defending traditional doctrine and morals. (Jn 3:5, Lk 22:19, 1 Cor 11:24, Jn 20:22, Jn 20:23, Rom 5:12, Ja 5: 14)

Humani Generis (1950), Pope Pius XII, Bishop of Rome (1939 to 1958)
Instruction on evolution, polygenism and Old Testament historical narratives.

Vatican II Council (1962 to 1965)
The decree, On Divine Revelation, declares that Jesus Christ is the one source of Divine Revelation and that there are two methods of handing down revelation: Holy Scripture and Holy Tradition. That, "The Books of Scripture must be acknowledged as teaching firmly, faithfully, and without error that truth which God wanted put into the sacred writings for the sake of our salvation," while emphasizing, "in order to see what God wanted to communicate in Scripture, we must investigate the intention of the sacred author, and one way to do this is by paying attention to the literary form employed by the sacred writer."

The Tanakh and the Protestant and Roman Catholic Old Testaments

 * Unless I am convinced by the testimonies of the Holy Scriptures or evident reason ... I am bound by the Scriptures that I have adduced, and my conscience has been taken captive by the Word of God; and I am neither able nor willing to recant, since it is neither safe nor right to act against conscience. God help me. Amen.
 * — Luther at the Diet of Worms


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Sanskrit/Transliteration

There are two common transliteration schemes employed to represent Sanskrit alphabet using Latin characters: Itrans and Harvard-Kyoto.

title: Sanskrit/Transliteration


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Educational Technology Innovation and Impact/Virtual Learning Environments

Virtual Learning Enironments

 * Managed Learning Environments (MLEs)
 * virtual Learning Environment(MLEs)
 * Virtual Classroom (MLEs)
 * Assessment Tools

Phillip Simmons - New Educational Technologies

Virtual Learning Environment (VLE)

According to wikipedia (http://en.wikipedia.org/wiki/Managed_learning_environment), a Virtual Learning Environment (VLE) is a software system designed to facilitate teachers in the management of educational courses for their students, especially by helping teachers and learners with course administration. The system can often track the learners’ progress, which can be monitored by both teachers and learners. While often thought of as primarily tools for distance education, they are most often used to supplement face-to-face classroom.

The systems usually run on servers, displaying the course to students as internet pages. Typically, the systems contain templates for content pages, discussion forums, chat, quizzes and exercises.

A VLE, which nearly all make extensive use of computers and the internet, should comprise all the following elements:

	The syllabus for the course 	Administrative information including the location of sessions 	A notice board for up-to-date information 	Student registration and tracking facilities 	Basic teaching materials.

The principal functions needed from a comprehensive VLE include controlled access to curriculum that has been mapped to elements that can be separately assessed and recorded. Student activity and achievement should be able to be tracked against these elements using simple processes for course administration. This makes it possible for tutors to define and set up a course with accompanying materials and activities to direct, guide and monitor learner progress. There should be good communication between the learner, the tutor and other learning support specialists, providing direct support and feedback for learners, as well as peer group communications building a sense of group identity.

VLEs are becoming increasingly popular within Universities, thanks to the benefits offered. For instance, there are economies on the time of teaching staff, especially those involved in research and administration. VLEs ensure that quality control requirements are met by providing a standard vehicle for collecting the required information.

There are risks associated with the use of VLEs. As reported by The Learning Development Centre at Staffordshire University (http://www.staffs.ac.uk/COSE/cose10/posnan.html), relying on VLEs can sometimes result in a failure to engage properly with the learner, to mistake “interactivity” for engagement and to focus on content rather than outcomes. Some adopt a view of learning as an information delivery process, where the learner is seen as operating individually “for themselves”. When this view is upheld in the context of VLEs, it can lead to a genuine sense of isolation, ignoring the social aspects of effective learning.

References:

http://en.wikipedia.org/wiki/Managed_learning_environment accessed 13th March 2006.

http://www.staffs.ac.uk/COSE/cose10/posnan.html accessed 13th March 2006.


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Educational Technology Innovation and Impact/Blogs, Wikis and Online Interaction

Blogs, Wikis and Online Interaction

Instant Messaging in education

Instant messaging was originally designed to facilitate one to one personal chats. Starting out initially as a text based on line chat facility, instant messaging has been accepted over telephone and email communication as a quick, efficient and streamlined method of getting real time information between students' workstations.

Instant messenger services such as MSN Messenger enable users to chat on line via text, voice, mobile phone and video. The video function allows users to see one another whilst voice features enable users to hear each other while they chat. Therefore, audio/video synchronisation enables a real time experience to be felt by students. This is particularly useful students studying distance learning programmes who may otherwise feel remoteness from either their lecturer or teacher and from fellow students.

Furthermore, Instant Messaging can bring stimulate communication in the learning environment by making communication more fun and amusing. For example, users are able to express themselves with a range of animations such as winks, dynamic backgrounds and display pictures. Shared search facilities enable users to share photographs and files using shared searches. If users are not currently on line, messages are stored until the user logs on to the service the next time. However, there is the potential for students to be distracted by constant communication from less motivated learners.

Whilst there are many benefits to this real time communication there is the question of intrusion and as instant messaging has become more advanced users can now set their status to a wide range of options such as, away, offline, busy, etcetera to deal with unwanted or untimely contact. Whilst the use of instant messaging in an educational setting is relatively new, it is being used more and more frequently and although there are several benefits to instant messaging in an educational context there are a number of drawbacks, not least the question of security. Instant Messaging is not considered a secure method of communication and whilst most Instant Messaging providers offer what is known as encryption, it is not advisable to transmit data or other confidential information. Some of the benefits and drawbacks to instant Messaging in an educational context can be summarised as follows. Benefits of IM in educational settings: •	Increased integration for distance/remote students •	Stimulates communication and collaboration •	Fun aspect can provide motivation •	Connect from anywhere – home, office, mobile Drawbacks of IM in educational settings: •	Creates an additional distraction to the learning environment •	Not secure for transmitting data or other confidential information •	Misuse of tool while online and face to face •	Connect from anywhere – home, office, mobile

Instant Messaging – Collaborative Tool or Educator’s nightmare! Robert Farmer, Mount Saint Vincent University, Canada found on http://naweb.unb.ca/proceedings/2003/PaperFarmer.html (accessed 05/03/06)

http://computer.howstuffworks.com/encryption6.htm(accessed 24/04/06)

http://www.8e6.com/internet-resources/im-peer-to-peer-threats.htm(accessed 05/03/06)

http://messenger.msn.com/Xp/Default.aspx(accessed 05/03/06)

http://en.wikipedia.org/wiki/Instant_messenger(accessed 05/03/06)


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Educational Technology Innovation and Impact/Assistive Technologies

 * Speech Recognition Software

 * Screen Readers
 * Mouse and Keyboard Alternatives
 * Mind Mapping Software
 * Augmentative Communication Technology
 * Screen Magnifiers
 * Switch Access Technology
 * PDAs to support Dyslexic Students


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User talk:German Men92

Congrats
Hey, would just like to say that I greatly appreciate what you do, and am making great use of the german book. Keep up the great work!

Images
I see you are doing great work with language books and I would like to thank you for your effort. I have few hints for you. Please don't upload any images from any Wikipedia here - it's a waste of server space. Instead, upload them to Commons and mark with {NowCommons} temlate on their parent Wikipedias. Images from Commons are easier to maintain (there's a single version for all Wikimedia projects). I also noticed that you don't include author and license when you copy files. Please be very careful with that - some images from English Wikipedia are fair use and cannot be used at Commons and other Wikipedias. If you aren't familiar with Commons, just let me know.

Other thing is organisation of German book. German: Level III and German: Level II have in fact the same chapters. I suggest creating new table of contents for Level III, in my opinion this material is rather basic, not intermediate and should belong to Level II.

I think you can tweak look of the book a bit. If you add class="wikitable" to table, you'll get a nicer table. --Derbeth talk 10:02, 16 February 2006 (UTC)

 * I was planning do to something with Level 3, after I get German more in shape. I don't really know commons very well. Could exprot thst image I have upload to wikibook to commons? and sorry about the pictures, I don't know the author, I just thought if it is allowed on wikipedia, it's allowed everywhere else.

 * English Wikipedia has bad image use policy, it allows anything, you cannot be sure whether an image can be safely used or not. I reccomend you to only use images from Commons and do not upload any images here. For example, I don't understand why you uploaded Image:Osterreich Wappen 2.jpg, where there was much better version of it at Commons. Another problem is that you don't include licenses - every image has to have a license, no matter where it comes from. --Derbeth talk 10:03, 22 February 2006 (UTC)

 * Can I have the link to the austria coat of arms, which is better. Where can I go to edit stuff, so I can put the license.

About the image size for German: Front Page, are you sure you want to keep it so big? I know you must have a 1024x768 monitor resolution or higher, but many, many people still haven't upgraded to that yet. About 20% of internet users have only 800x600 resolution. For them, even at the compromise 750 size, all they see are the hills in the picture (without scrolling), not even any buildings. Sidescrolling is needed to see the whole thing lengthwise and even when centered on the screen it doesn't fit height-wise. Do you really want that to be what 1/5 of visitors see? To test what things look like, just make a bookmark with the address: javascript:void(window.resizeTo(800,600)) Click on the link to resize your browser window and see the world from a new perspective. ;)

— Everlong 21:20, 6 April 2006 (UTC)

I did, it really wasn't all that bad, I would I will turn it down to 700 or 715, that would be good, becuase it not HUGE in 800x600, however big, and it isn't too small for the rest of them. --German Men92 22:52, 6 April 2006 (UTC)

Please do not decrease the sizes of images (namely Image:SchlossHeidelberg2.jpg) on the Commons. Doing so has no benefit, and the image may be used on other projects at a larger size. --Hagindaz 04:03, 30 April 2006 (UTC)

It actually does have benefits, no matter what increasing or decreasing the image, it will be higher quality. --German Men92 13:00, 30 April 2006 (UTC)

Helping out
I see you're learning dutch. I'm learning norwegian myself, like you. We might be able to help eachother out. Especially if you use a VoIP program. (pronounciation is important too ;) ) Let me know if you're on some type of IM or VoIP program, and i could contact you. Or let me know if you don't want that at all. Linforcer 11:18, 24 February 2006 (UTC)Tommy Quist (linforcer)

German Textbook
Great to see your efforts to keep the German Language text moving along. I'll check in every once in awhile, but do not need to be "consulted" on any changes you think will improve. The book needs a strong proponent and does not need me - marsh 18:51, 27 February 2006 (UTC)

Norwegian articles
Thanks for fixing them up and such, but please, do not subst the NorwegianTOC template. It will make it horribly cumbersome when you add, say, the seventh lesson, and you need to go back and update six pages for that. Or say you add lesson number 20, for that sake. 19 other articles to fix. The template is there for a reason, you see. DarkPhoenix 21:51, 30 March 2006 (UTC)

about image:French main image.png
There is a 's' missing in the word at the center. Greudin 10:08, 1 April 2006 (UTC)

 * There isn't suppose to be a 's' in the center. --German Men92 15:47, 1 April 2006 (UTC)

Can I use the image as a redirect? Thanks again for creating it. And I do think he's right. I don't think réaliez is a word in French and the command "realize" is "réalisez." --Hagindaz 02:19, 2 April 2006 (UTC)--Hagindaz

Okay, i'll try to fix it. --German Men92 15:07, 2 April 2006 (UTC)

 * Just a reminder, update the image whenever you have some free time. Thanks --Hagindaz 17:48, 8 April 2006 (UTC)

Ok, will I've just been busy, I'll do it today, or tomorrow. And about the ne image thing for the French book, i'll have to get to later, after I'm done with a German wikibook, or take a break from it.

--German Men92 17:51, 8 April 2006 (UTC)

 * I think Réalisez! is great. I just changed it temporarily while I changed the background from transparency to white (IE has problems with clear pngs, also see w:Wikipedia:Browser notes) and trimmed it a bit. I don't have enough photo editing knowledge to add the s in there, so I decided to temporarily change it to français . So, please change it back and add an s in there. Thanks. (and how would it violate WB:NPOV?) Thanks again! --Hagindaz 17:39, 9 April 2006 (UTC)

I did add the 's' lol. I'll put the white on too. --German Men92 18:35, 9 April 2006 (UTC)

Image:Germany orb.jpg and Image:Switzerland orb.jpg
I noticed that your Image:Austria orb.jpg is under GFDL, because you put the template GFDL-self on the image page (or you chose that license/licence from the menu on Special:Upload). However, your Image:Germany orb.jpg is missing a license. Could you please add one? If you add the GFDL-self, tag, your Germany orb would have the same license as your Austria orb. Also, Image:Switzerland orb.jpg is missing a license.

Thanks for adding images to Wikibooks, --Kernigh 20:24, 2 April 2006 (UTC)

I tried adding on after reading this, but it won't work, I'm sorry. --German Men92 22:54, 2 April 2006 (UTC)

Image:German.jpg
Please remember about licence of images. --Derbeth talk 15:38, 10 April 2006 (UTC)

Oh, yea, I forgot, I'll put it on today. --German Men92 19:39, 10 April 2006 (UTC)

Polish
From what I see on your user page, you are learning Polish. Well, good luck :) If you have any question, you can write to me.

I was planning to do something with Polish Wikibook, because I think in current shape it is rather unusable and does not teach practical language skills. I don't have much time now but I think that if I do something with it, I will borrow some ideas from German Wikibook, like order of lessons and so one. --Derbeth talk 16:13, 10 April 2006 (UTC)

Yes, I am, it's the most difficult language I'm learning, lol, I'm glad the German book has been benefical to other (future) books. --German Men92 19:37, 10 April 2006 (UTC)

Congratulations
Congratulations, you have just been made sysop. I hope you will use new functions with consideration. If you have any questions about administrator's tools, you can leave me a message.

When it comes to Mfinney case, there is still no consensus (it is general practice, but no policy, to consider user gained community trust when he has more than 80% support). I also am not contented that you put admin userbox on your user page before the vote was officially closed. I was away from computer and could not made you sysop before and anyone could cast oppose vote. --Derbeth talk 21:05, 19 April 2006 (UTC)

Block conflict
You have just created a block conflict with user:82.211.102.138. When two bocks are applied, only shorter one is used. When you see a vandal, go to his contributions page. You can find "block" and "block log" links there; use second one first. And another thing: never block IP's infinitely unless they are confirmed open proxies. It is not important how serious vandalism was - many other people can be using that IP. You can use spam database lookup at http://dnsstuff.com but remember that there are some false positives and IP can be considered spam/open proxy only when there are many listings (more than 5). Gernerally, IPs shouldn't be blocked for longer than 3 or (in extreme cases of mass spam) 6 months. --Derbeth talk 20:34, 24 April 2006 (UTC)

Thank you for that, and wasn't totally sure, but now I know, thank you. --German Men92 20:38, 24 April 2006 (UTC)

 * Oh, and another thing. This does not apply in this case, but if there is a block conflict or you want to prolong a block, you have to unblock the IP first (this would remove all blocks) and then apply new block. --Derbeth talk 21:14, 24 April 2006 (UTC)

Policy review
Policy is not the most exciting subject at Wikibooks but we do have some major unresolved issues.

The most important issue, in my opinion, is Dispute resolution which starts by declaring that:

"Currently there is no official organized process to resolve disputes between users"

The suggested remedy for this is: Ad hoc administration committee which puts into place the absolute minimum in terms of an enforcement apparatus.

The second most important is No personal attacks where a vote has recommended the policy be enforced but it still languishes as "proposed".

The third policy that is needed and which will prevent edit disputes from getting out of hand is Editing disputes policy.

Other policies that need consideration are at: Policies and guidelines.

Please spare a minute or two to peruse these issues and add a comment and/or a vote. RobinH 12:32, 28 April 2006 (UTC)

Vocabulary tables
I suggest you use the input system from es:Plantilla:VocTabla (which also uses es:Plantilla:VocFila). This has a simpler input system than wikitables. See Franc%C3%A9s/Vocabulario/La_ropa for a usage example. --Hagindaz 22:55, 28 April 2006 (UTC)

I like your better though, it better designed, current;y i'm just doing some messing around with it right now. --German Men92 22:57, 28 April 2006 (UTC)

 * I'm talking about not having to start new columns for every word. The title and colors can stay. This will encourage users to contribute vocabulary and make it easier to update. I plan on eventually doing this for the French book. Since the German template hasn't been applied yet, I recommend you go with the easier method from the beginning. Also note that the example templates on the German table page only show the previous update, so you'll have to fake edit the page to see the changes. --Hagindaz 23:05, 28 April 2006 (UTC)

Okay, I'll consider, but right now I HAVE to modernize the german book, so i'll do German table first, i fif I don't like afterwards, I'll change. --German Men92 23:10, 28 April 2006 (UTC)

 * I cleaned up the code on French Table, so you may wish to update yours. I HIGHLY recommend you use the Spanish one. All you would have to enter is:

 * It's much simpler and the template can be copy/pasted without any corrections. You will also be able to create much better borders. --Hagindaz 23:21, 28 April 2006 (UTC)

I actually completed the german table, and I like it might not be the easiest thing, but once one get a handle of it is a pretty good table. --German Men92 23:24, 28 April 2006 (UTC)

 * For clarification: The additions would not affect any part of the template you already have. Just copy/paste them after the "|-" and upload es:Plantilla:VocFila. This will save you a lot of time and will not confuse other contributors. --Hagindaz 23:28, 28 April 2006 (UTC)

Print versions of German
Congrats on (most likely) winning Book of the Month! Are you planning on creating print and PDF versions of the book? If not, would you mind if I do them? Congratulations, Hagindaz 21:44, 29 April 2006 (UTC)

I would love to have print verisons, its been so busy, with be becoming an admin and tring to progress the german book, so can do print verisons for the German book, thanks. --German Men92 21:49, 29 April 2006 (UTC)

 * I created a print version and will do a PDF from it. For level two and above, I used the naming scheme you used for level one, so they will not appear on the print version until you move them. As I was making the print version, I noticed a few discrepencies. Here are some suggestions:

 * First of all, pick a consistent capitalization scheme and stick with it. (For the French book, I only capitalize the first letter after every slash.) Secondly, use descriptive title names. Instead of "/Appendix 2," use "/Phrase book." Thirdly, I suggest that you have a questions and answers page, like French/Q&A (which I shamelessly stole from Japanese).

 * Fourthly, I think the sections outside of the lessons (appedices and grammar) should be more defined. Move the appendices lists to one separate page and link to it from German/Front Page. German Grammar should be integrated into this book, because it is part of the German language, and linked to on the front page.

 * Finally, have a consistent hierarchical scheme. For appendices, you use "German/xxx" and for lessons you use "German/Level I/xxx." Use one or the other. I created the scheme for the French book early on, when I didn't have a good idea of the book's organization. I recommend (and this is what I will eventually do for French): "German/1.01:Wie heißt du?," "German/1.02:Freizeit," etc for level one lessons, "German/2.0x:xxx" for level two lessons, and "German/A.01:Alphabet" for appendices. But if you decide to go with a two-level hierarchy, rename appendices to "German/Appendices/xxx."

 * Note that all of these are only suggestions, so feel free to ignore them all. Best of luck in completeing your book, Hagindaz 23:39, 29 April 2006 (UTC)

Thank you, and funnyly enough, I was doing your suggestions when the new message think appeared, lol. --German Men92 23:44, 29 April 2006 (UTC)

 * Could you make it clear where it is that people should begin. There's an introduction, level one introduction, and first lesson. Maybe at the beginning of the first lesson, have a message box say to first read the forward? Also, make the the level one introduction more prominent, and link to it at the bottom of the general introduction. --Hagindaz 00:06, 30 April 2006 (UTC)

 * German Men92, I think the centered frontpage by Hagindaz looked much better. For me at least, it avoids slight overlap of the underlines with the text below it and makes the links to all the levels occupy one line instead of two. Besides, reverting all Hagindaz's work within five minutes because "it was designed to be this way, and centering looks wierd" doesn't seem fair. He was obviously active at the time, so sending a message to work something out would have been a better course. Also, like Hagindaz, I too feel a bit lost when trying to locate where to begin.
 * -- Everlong 02:03, 30 April 2006 (UTC)

I'm going to delete or edit the introducion and make more like your French/About--German Men92 00:09, 30 April 2006 (UTC)

German naming convention
Do you agree with the following structure structure:
 * Scheme for the chapter contents/info pages:
 * German/Appendices, German/Grammar, German/Level I, German/Level II, German/Level III, German/Level IV, German/Level V
 * And this would the scheme for subpages:
 * German/Appendices/Appendix title, German/Grammar/Subpage title, German/Level I/Lesson title, German/Level II/Lesson title, German/Level III/Lesson title, German/Level IV/Lesson title, German/Level V/Lesson title
 * And this would be the scheme for templates:
 * German/Appendices/Header, German/Grammar/Header, German/Level I/Header, German/Level II/Header, German/Level III/Header, German/Level IV/Header, German/Level V/Header
 * German/Appendices/Footer, German/Grammar/Footer, German/Level I/Footer, German/Level II/Footer, German/Level III/Footer, German/Level IV/Footer, German/Level V/Footer
 * And these would be the lone pages linked to from German/Contents:
 * German/About, German/Q&A, German/Planning, German/Introduction
 * And these would be the main pages and templates:
 * German, German/Contents, German/Contents, German/Contents/Footer

Did I get every page? Do you have any concerns about this namimg scheme. BTW, German/Front Page would have to go, just like I stopped using French/Cover when you introduced your new French cover page. German Lessons Compact would be merged into the contents template. I made it specifically for the French book, and it would only add to the confusion if used on German. --✉haginძazt\c 16:40, 30 April 2006 (UTC)

I'm cool with that, even though I would highly edit the contents page to make it look, at less similar to the front page, and I want to keep the lesson page themself like they are now, (with the "Wikibook's außern!" and the pictures, other then that I guess i'm game). --German Men92 16:49, 30 April 2006 (UTC)

 * Yes, that's what I was talking about when I said to keep your own style. So, first decide on capitalization. (I recommend only the first word after every slash be capitalized, unless a common noun.) Then, move the lessons, appendices, and grammar to the agreed to naming convention. Once that's done, I'll create the templates. --✉haginძazt\c 17:26, 30 April 2006 (UTC)

Sounds great! --German Men92 17:29, 30 April 2006 (UTC)

 * Are the names of the subpages going to be English or German? I personnally recommend English, because your Appendices and chapter titles are in English, and the subject matter is easily recognized by students. --✉haginძazt\c 19:29, 30 April 2006 (UTC)

Lesson names are in German, everything else is English it might seem odd, but it IMHO gives more depth to the lesson itself. --German Men92 20:12, 30 April 2006 (UTC)

 * TOCright doesn't work correctly in IE. Don't use it please. --✉haginძazt\c 22:27, 30 April 2006 (UTC)

I just removed it after be unsuccessful at it, even though I have firefox --German Men92 22:29, 30 April 2006 (UTC)

 * Are you planning to move all of the German pages to the new naming convention and converting problems to German/Exercise? German becomes book of the month in one hour. Make a good first impression! --✉haginძazt\c 22:55, 30 April 2006 (UTC)

Oh god, yes! Right now I'm editing the little details, like colors, ect. And I might be rushing, put I need all the templates that are going to be on the contents page, it (content page) is very bare and that isn't a good first impression either. --German Men92 23:00, 30 April 2006 (UTC)

 * What else can you have on the contents page? German/Grammar is a mess and the lessons have their own pages. It would be pointless to copy links to the five complete lessons. One thing you could do is use German/Front Page, but replace the links at the top with German/Contents and a link to the introduction, similarly to French/Cover. --✉haginძazt\c 23:08, 30 April 2006 (UTC)

Well, I'm going to fix the grammer in a moment, and I would to have a lesson template like on French/Contents, and a Text template, because I have a few links to some German texts. --German Men92 23:12, 30 April 2006 (UTC)

 * Links should not be given such a prominent possition. I will however create the lessons template right now. --✉haginძazt\c 23:16, 30 April 2006 (UTC)

 * Done! I can't do levels 2+ as you haven't renamed them yet. --✉haginძazt\c 23:45, 30 April 2006 (UTC)

Okay good, get ready for one for grammer, even though the info quality isn't the best I'm organizing it. --German Men92 23:47, 30 April 2006 (UTC)

 * Okay, sure thing. We're revolutionizing education, one template at a time! --✉haginძazt\c 23:50, 30 April 2006 (UTC)

Yup! Two wikibookians, a lot of templates, one legend. --German Men92 23:51, 30 April 2006 (UTC)

German naming and subpages
A user changed the heading of the first lesson to "Wie heißt du?" on the print version for capitalization consistency. Please sort out capitalization, and move all pages to that capitalization scheme. Also please update the page names for lessons 2-4. This should only take a few minutes, especially with Firefox tabs.

Why did you delete the subpages of German/Grammar/Nouns? Each subpage had more than enough content to warrent devoting a page to. Secondly, you should never use level one headers, like you did on German/Grammar/Nouns. Thirdly, please update German/Print version whenever you delete or add pages, like your own instructions tell you to do. You also did the same thing for German/Grammar/Verbs. Could you please revert your actions on both pages?

On German/Grammar/Verbs, you started that page on April 30, so it looks like you are the sole author of all that content. Please turn that page into a contents list, and undelete the original subpages and move them to 'German/Grammar/Verbs/...' I cannot fathom why you decided to do what you did. --✉haginძazt\c 18:56, 7 May 2006 (UTC)

I'll get to the capitizion, but have though it's long I just want one page for each part of grammar, not German/Grammar/Verbs/...' but just German/Grammar/Verbs' and German/Grammar/Nouns. --German Men92 20:41, 7 May 2006 (UTC)

-
For future reference, the template - forces everything that follows it to begin at the next line. You would use it after images and templates. See my changes to German/Level I/Zu Hause Essen and French/Lessons/Current events for examples. By the way, would you mind if I include the yellow development warning in the level one header as an optional call like the soundbite request? Either way, add it as part of the 'noinclude' tags. --✉haginძazt\c 22:46, 7 May 2006 (UTC)

Okay. --German Men92 22:49, 7 May 2006 (UTC)

Nickname hint
In your preferences (click on the section next to talk in the top navigation bar), there's a section that allows you to use an automatic nickname. If the "raw signitures" box is unchecked, what you type in the field goes here. If the box is checked, your entire signiture is replaced by what you give. I'm sorry if you already knew this. Cheers, Russian Man 22:47, 15 May 2006 (UTC)

lol, I knew that, but I haven't gotten to yet, and, Russian Man, I thought you French Man or something. --German Men92 00:33, 16 May 2006 (UTC)

Language table
You've done an excellent job with the German table template. It has a very professional finish and helps to make things much more readable. :-) For that reason, I wanted to use it in the Brazilian Portuguese section of the Portuguese Wikibook. Of course, it was specific to the German book, so I made a new version. I decided to make a more general version, called Language table (suggestions for a better name are welcome). I think I have made it general enough for other language-teaching Wikibooks to use it, and I hope it can be used as a base for language-specific tables in the future. Please see the discussion page for some of those plans. I am relatively new to Wikimedia templates, so I would be grateful for any advice you can give on the template as it stands, and the plans. Thanks. Mjkaye

No personal attacks Change of text
You voted for enforcement of No personal attacks. The text of this policy has been changed by Jguk during the vote, I have further modified these changes to restore some of the original "bite". This is highly unusual but without these changes Jguk is unwilling to allow the policy to move to enforced. I am happy that the changes are not sufficiently substantial to undermine the policy, if you disagree then please make your views known. Changes to text during a vote could be construed as a delaying tactic so I have proposed a move to "enforced" status by 1st June. RobinH 10:10, 20 May 2006 (UTC)

PDF Version of the German language book
Hi, I tried to download the PDF version of the German Language book, but somehow even though I have tried for 6 times, each time the screen goes blank and the computer just stops downloading. So I was wondering if there is another alternative PDF version of the German Language Wikibook. Thanks!! 68.48.32.65 01:21, 5 July 2006 (UTC)

Helping you with lesson five
Hey there,

you asked me if I would help you with german lesson five here. I would be happy to do so, but I am going to need a brief introduction first.

Best regards. Human Robot 18:13, 23 July 2006 (UTC)

General voting rules/Proposal
I want to call the attention of all wikibookians, especially active admins to the discussion about the new voting policy. Wikibooks currently does not have a concrete voting policy in effect, so the adaptation of this policy will potentially create immediate differences in the way business is conducted here. Due to large amounts of discussion, changes, and dissention, there are several versions of this policy being considered:

 * Version 1 Written by User:Whiteknight
 * Version 2 Written by User:Jguk
 * Version 3 User:RobinH's revision of Jguk's version
 * Version 4 Written by User:Kellen
 * Version 5 Whiteknight's Revision of Kellen's Version.

Also, there are additional issues being discussed, such as the inclusion of a "minimum contributions" clause, that will limit users with less then 20 votes from editing. Also, there is a proposed clause that would allow this 20 vote minimum to be raised in response to abuse.

I am sending this same message to all currently active admins. I hope you are able to come in and give your opinions on this matter. --Whiteknight (talk) (projects) 20:49, 11 August 2006 (UTC)

Comment on the long list of languages you speak
Hello! Thank you very much for all the efford you put into the wikibook projects, but there's something I wonder about. How is it possible that on the 4th of February 2006 you write in your profile, that you are just beginning to learn the german language, and on March 11st you consider yourself as a native speaker. How does that fit together? Cheonhajangsa 06:53, 25 November 2006 (UTC)

Your De-Adminship
You have been listed on WB:RFA for de-adminship. You will have your rights removed on 3 Aug 2007. If you contest this nomination, please respond on the previously-linked page. Thanks. -within focus 01:28, 3 July 2007 (UTC)

 * Sorry if that above notification seems a little bit harsh, it isn't intended to be antagonistic. A while back we approved a policy that admins who are inactive for more then a year can be de-admined. This isn't any kind of a punishment or anything, so I sincerely hope you don't take it in a negative way. If you have any questions about this policy, let me know. --Whiteknight (Page) (Talk) 01:44, 3 July 2007 (UTC)

German Book
Hello.

Although I see that you have been away from say 2006, I still wanted to post this, so in future in case you see it and have any Q's. I am currently revamping the complete German Book, and am going to amend the chapters, their wises and vices too, so what will happen is that the chapters will switch places also the lessons will be places as per the lektion wises. Like the chapter 01 would be moved to say chapter 03, for e.g., likewise.

Also, the lessons have very less English interpretations, which are required for there are many non German people using this book (at my work place there are a few who use this). So what I am doing is adding the English wordings while going through the chapters in a more prominent way.

Oh, BTW, your work has been splendid and wish you were active while I am doing this, so you could assist me.

Hope it works fine. Danke. Vishal Bakhai - Works 14:46, 25 May 2014 (UTC)

title: User talk:German Men92


text:
Educational Technology Innovation and Impact/Why use Technology in Education/Active Learning Theory

Active Learning Theory Active Learning Theory

Active learning theory comes from “Constructivism” where learning is an active process of knowledge in which learners are active in their own learning. This may be participation in on line discussions through interaction with their peers and tutors. In this active process learners need to do something to make the necessary links between what has bee taught and how they store that knowledge and how the link is made to previous knowledge they have already learnt

Dewey in his book Experience and Education takes this concept further as he identifies that we learn actively through living and experiencing the knowledge we have learnt. We learn from touch feel seeing and hearing etc. and as this is part of living we are learning from being active and experiencing what we are learning

According to Ronald a Berk in his book “professors are from Mars Students are from Snickers” Mendota Press, the only way to get 100% retention of information is by “hearing seeing doing smelling feeling tasting inhaling injecting and purchasing on credit” Most of the time, in a typical classroom setting, students are involved only passively in learning, i.e., in listening to the instructor, looking at the occasional overhead or slide, and reading (when required) the text book. Research shows that such passive involvement generally leads to a limited retention of knowledge by students, as indicated in the 'cone of learning' shown below. The Cone of Learning

http://courses.science.fau.edu/~rjordan/active_learning.htm

Active Learning includes a range of teaching and learning activities. These strategies, supported by decades of classroom research, may be thought of as a continuum from low risk to high risk for both teachers and students. Such a continuum may include (but not be limited to) strategies such as some of the following: •	involving students in well structured question and answer sessions in lecture classes •	individual think and write exercises, such as the pause technique or one minute papers •	pairing activities such as "think, pair, share" •	interactive seminars •	case studies

There may be some resistance to active learning by students who are accustomed to lectures, students who prefer passive learning, or students in large classes (who don't expect it). Thus, you need to prepare students. Explain your objectives and the benefits of the active learning techniques explicitly to students. Expect both successes and failures as you try active learning techniques. Solicit feedback on the activity afterwards from the students to improve it in the future. Some active learning techniques take little faculty preparation and may be done spontaneously; others require much more preparation. Kathleen McKinney, Cross Chair in the Scholarship of Teaching and Learning and Professor of Sociology Illinois State University


text:
Educational Technology Innovation and Impact/Why use Technology in Education/Auditory Learners

Auditory Learners...

The three main learning styles can be categorised as •	visual •	auditory •	kinaesthetic The following passage focuses on auditory learners although it should be noted that no-one uses any one of these styles entirely, and there is usually considerable overlap in learning styles.

To understand the characteristics of the auditory learner we must begin by identifying and understanding a definition of auditory learning. Auditory learning is a learning style in which, as the name suggests, the learner predominantly prefers or engages most effectively with a stimulus that is spoken or that they can hear.

Auditory learners understand things when they hear them spoken, they may be able to follow verbal instructions very quickly and easily with a minimum of repetition. They may also prefer to learn by having music or background noise as a feature of the learning environment

Auditory learners relate most effectively to the spoken word. They will tend to listen to a lecture, and then take notes afterwards, or rely on printed notes. Often information written down will have little meaning until it has been heard - it may help auditory learners to read written information out loud. Auditory learners may be sophisticated speakers, and may specialise effectively in subjects like law or politics. Mind tools website 2006

Characteristics of the auditory learner Auditory learners learn best by hearing information. They can usually remember information more accurately when it has been explained to them orally. The following characteristics are typical of individuals with strong auditory processing skills. They can remember quite accurately details of information they hear during conversations or lectures. They have strong language skills and an appreciation for words which often lead to strong oral communication skills.

They can carry on interesting conversations and can articulate their ideas clearly. Auditory learners may find learning a foreign language to be relatively easy and may often have musical talents. They can hear tones, rhythms, and individual notes with their strong auditory skills. Pennsylvania state university website 2006

Auditory deficits It should be recognised that some learners may enjoy learning environments that offer verbal interaction, discussion, music and the type of stimuli that auditory learners respond best to. However these learners may well experience auditory deficits such as needing information to be repeated more frequently or more slowly, may not distinguish certain consonants or similarly sounding letters. They may not distinguish precisely where sounds are originating from and background noise may be confusing. (Sue Watson specialed.about.com website 2006)

References http://www.mindtools.com/mnemlsty.html(accessed 23/02/06) http://www2.yk.psu.edu/learncenter/acskills/auditory.html(accessed 23/02/06) http://specialed.about.com/cs/iep/a/auditorydeficit.html(accessed 23/02/06) http://en.wikibooks.org/wiki/Educational_Technology_Innovation_and_Impact/Why_use_Technology_in_Education/Auditory_Learners(accessed 23/02/06)


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Educational Technology Innovation and Impact/Why use Technology in Education/Multiple Inelligences

Multiple Intelligences is a theory advanced by Howard Gardner in his work 'Frames of Mind. The theory of multiple intelligences'.


text: Template:Accountancy/Journal Dr

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text: Template:Accountancy/Journal Cr

title: Template:Accountancy/Journal Cr


text: Template:Accountancy/Journal Narration

title: Template:Accountancy/Journal Narration


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User talk:24.45.199.241

You posted a comment on the UK contract law page. I wonder if you know if the parole evidnce bit is correct for the UK. I will chnage the dollars to £s if you think it is but if it might not be right for th UK i will levae it as it is so as to rasise doubt about its approtriateness to the uk.

title: User talk:24.45.199.241


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User:Dolive35

I am a student doing GCSE law in the UK. My special interest is Criminal law and Police powers.

Thank you for the nice welcome words.

Dirk_math

title: User:Dolive35