text:
Cookbook:Monkey Butter

Ingredients

 * 1 mashed banana
 * 2 tablespoons reduced-fat peanut butter
 * 1 cup (250 g/8.8 oz) vanilla yoghurt
 * 2 teaspoons cinnamon sugar

Procedure

 * 1) Combine all the ingredients until smooth.

Notes, tips, and variations

 * Works well as a spread for French toast.

title: Cookbook:Monkey Butter


text:
Ada Programming/Libraries/Interfaces.C

is a unit of the Predefined Language Environment since Ada 95.

Let's see the use of this package and its children through two examples, one for C and another for C++.

Example for C
PCRE is a popular C-library that implements regular expression pattern matching using the same syntax and semantics as Perl 5. PCRE means Perl Compatible Regular Expressions. The site of this library is pcre.org

Within Gnat, there are Ada library for regular expressions : Unix-style :, and Spitbol-like :.

As an alternative, interfacing with PCRE will show some techniques for dealing with a C library. There are enough primitives inside the package to avoid a wrapper in C.

Abstract of header file pcre.h
Using version 8.02 of the file. The header file is quite long, we will just use 2 types and 4 operations, so what we need is just

Interface of the thin binding
The objective of the interface is to hide the dependency from the package Interfaces.C. and the types exposed by the interface are : Integer, String, Pcre_Type, Extra_type, (and also System.Address in the complete binding).

The types Pcre and Extra are opaque pointers and should not be accessible outside the interface so they are made private. No operation on the components of pcre_extra are necessary, so pcre and pcre_extra are just declared as System.Address.

The complete cycle in PCRE is (compile/study/exec) where Gnat.Regex has 2 phases (compile/match); the study phase is an optimization of the pattern, that output an object of type Extra. Here we by-pass the study phase.

Compile allocates and returns a pointer to the compiled pattern, that is null if some error occured. In that case, an error message is available as well as the position of the error.

Free is used to deallocate the compiled pattern.

Match takes as inputs the compiled pattern, the subject Ada string to parse. The parameter  of string is necessary in case of partial scan.

ouputs a return code (Result) that is negative if there is no match or an error. For a zero or positive return code, the match_array has the same output as the C library.

Implementation of the thin binding
In C, a string is implemented as a pointer to char terminated by a nul. Using Gnat, an Ada string is implemented with the 2 bounds first, and afterwards the content of the string.

The function

This function allocates a new copy of the data and adds a terminating null. So the data are duplicated, which can be a burden when the data weight 50 Mb.

Also to avoid a memory leak, this data must be freed after use.

The procedure Match deals with :

1/passing by reference the content of an Ada string. Due to the difference between the Ada string and the C string, the trick is to point to the first element of the Ada String. In this case, there is no terminating nul, but as we pass the length of the data, this is no trouble.

2/getting back a vector from the C code. Ada allocates this vector that is used by the C code. Therefore a  is required for the vector, as well as a  so that the Ada compiler does not interfere/optimize it.

The whole package has been tested for memory leaks with Valgrind and does not leak.

Test of Pcre binding
Example taken from Regex at the site Rosetta.org

test_0.adb
Output :

Complete code of the binding
The complete code of the binding and some examples can be download at sourceforge.net

Example for C++
How to use C++ functions from Ada. Please consider the following C++ code:

source file random_number.cpp
How can we call the C++ function  from an Ada program?

The solution
Start by creating an Ada specification based on the C++ header file (assuming a suitably recent GCC):

gcc -c -fdump-ada-spec random_number.h

Or read this for examples on auto-generating Ada bindings from C and C++ headers.

Comment out the  in. They are unused and they are repeated in  anyway. Save it as. (This forces C++ style Ada specs rather than C style, which is essential to link to the C++ code). Generate the Ada specification automatically:

/usr/gnat/bin/gcc -fdump-ada-spec random_number.hpp

This produces the file.

random_number_hpp.ads
While not essential, it is recommended to write a wrapper package to hide the C interface and C types, and to make the interface look like Ada:  and. (This constitutes a "thick binding", while package  is a  ). At this point you can choose what to expose to the Ada code; I have been selective (or lazy!).

random_wrapper.adb
Now write your main Ada program:

random.adb
Compile the C++ portion (more complex examples may need a Makefile):

g++ -g -m64 -c -o random_number.o random_number.cpp

Build the Ada portion:

gnatmake -m64 -gnat05 -gnato -gnatwa -fstack-check -o random random.adb -largs ./random_number.o -lstdc++

Note additional arguments  to gnatlink; extend these if you add more C++ objects and libraries.

Run it.

./random Five random numbers 9       40         2        77        66

Specification
PureC CHAR_BIT    implementation_defined SCHAR_MIN   implementation_defined SCHAR_MAX   implementation_defined UCHAR_MAX   implementation_defined int    implementation_defined  implementation_defined short  implementation_defined  implementation_defined long   implementation_defined  implementation_defined signed_char  SCHAR_MIN  SCHAR_MAX signed_char CHAR_BIT unsigned        implementation_defined unsigned_short  implementation_defined unsigned_long   implementation_defined unsigned_char  UCHAR_MAX1 unsigned_char CHAR_BIT plain_char unsigned_char ptrdiff_t  implementation_defined  implementation_defined size_t  implementation_defined C_float      implementation_defined double       implementation_defined long_double  implementation_defined char x     nul   char  implementation_defined To_C  Item   Character  char To_Ada Item  char  Character char_array  size_t     char Pack char_array char_array CHAR_BIT Is_Nul_Terminated Item  char_array  Boolean To_C  Item         String Append_Nul  Boolean  True char_array To_Ada Item      char_array Trim_Nul  Boolean  True String To_C Item        String Target      char_array Count       size_t Append_Nul  Boolean  True To_Ada Item      char_array Target    String Count     Natural Trim_Nul  Boolean  True wchar_t wide_nul  wchar_t  implementation_defined To_C  Item   Wide_Character  wchar_t To_Ada Item  wchar_t         Wide_Character wchar_array  size_t     wchar_t Pack wchar_array Is_Nul_Terminated Item  wchar_array  Boolean To_C  Item         Wide_String Append_Nul  Boolean  True wchar_array To_Ada Item      wchar_array Trim_Nul  Boolean  True Wide_String To_C Item         Wide_String Target      wchar_array Count       size_t Append_Nul   Boolean  True To_Ada Item       wchar_array Target    Wide_String Count     Natural Trim_Nul   Boolean  True char16_t x      char16_nul   char16_t  implementation_defined To_C Item  Wide_Character  char16_t To_Ada Item  char16_t  Wide_Character char16_array  size_t     char16_t Pack char16_array Is_Nul_Terminated Item  char16_array  Boolean To_C Item        Wide_String Append_Nul  Boolean  True char16_array To_Ada Item      char16_array Trim_Nul  Boolean  True Wide_String To_C Item            Wide_String Target         char16_array Count          size_t Append_Nul      Boolean  True To_Ada Item          char16_array Target       Wide_String Count        Natural Trim_Nul      Boolean  True char32_t x      char32_nul   char32_t  implementation_defined To_C Item  Wide_Wide_Character  char32_t To_Ada Item  char32_t  Wide_Wide_Character char32_array  size_t     char32_t Pack char32_array Is_Nul_Terminated Item  char32_array  Boolean To_C Item        Wide_Wide_String Append_Nul  Boolean  True char32_array To_Ada Item      char32_array Trim_Nul  Boolean  True Wide_Wide_String To_C Item            Wide_Wide_String Target         char32_array Count          size_t Append_Nul      Boolean  True To_Ada Item          char32_array Target       Wide_Wide_String Count        Natural Trim_Nul      Boolean  True Terminator_Error InterfacesC

Wikibook

 * Ada Programming/Libraries/Interfaces
 * Ada Programming/Libraries/Interfaces.C.Strings

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

title: Ada Programming/Libraries/Interfaces.C


text:
Ruby Programming/Reference/Objects/Regexp

= Regexp Regular Expressions =

Class Regexp holds a regular expression, used to match a pattern of strings.

Regular expressions can be created using /your_regex_here/ or by using the constructor "new".

>> /a regex/ >> /a case insensitive regex/i or use the new constructor with constants, like >> Regexp.new('a regex') >> Regexp.new('a regex', MULTILINE)

To see all available creation options, please see the regex rdoc.

oniguruma
Starting with 1.9, ruby has a new Regular Expression engine (oniguruma), which is slightly faster and more powerful, as well as encoding aware/friendly. To see a good explanation of how it works, please see its rdoc.

Simplifying regexes
Strategy: name them, then combine them.

float = /[\d]+\.[\d]+/ complex = /[+-]#{float}\.#{float}/

Helper websites
"rubular":http://rubular.com lets you test your regexps online

Alternative Regular Expression Libraries
Some other wrappers exist:

PCRE Boost Regex

|


text:
Cookbook:Cuisine of Serbia

= Recipes =
 * Ajvar - spread of roasted bell peppers.
 * Boranija - green beans with tomato and onion, topped with a bit of yogurt.
 * Gibanica - phyllo cheese pie.
 * Lepinja - flatbread.
 * Proja - cornbread.

title: Cookbook:Cuisine of Serbia


text:
User:User142~enwikibooks/monobook.js

// Script from User:Lupin/recent2.js mw.loader.load(            'https://en.wikipedia.org/w/index.php?title=User:Lupin/recent2.js'             + '&action=raw&ctype=text/javascript&dontcountme=s');

title: User:User142~enwikibooks/monobook.js


text:
Cookbook:Green Beans with Tomato and Onion (Boranija)

Boranija, Serbian for "green beans", is an easy-to-make dish that tastes very fresh. You can eat it with bread.

Ingredients

 * Green beans, trimmed
 * Oil
 * Onions, chopped
 * Tomatoes, peeled and chopped
 * Salt
 * Garlic, minced
 * Plain yoghurt

Procedure

 * 1) Boil the green beans in salted water. Drain.
 * 2) Heat the oil in a pan over medium-high heat.
 * 3) Add chopped onion to the pan. Cook until onions are translucent.
 * 4) Add the chopped tomato to the pan. Heat through, and season to taste with salt.
 * 5) Add the beans to the pan, and heat through.
 * 6) Stir in the minced garlic just before serving.
 * 7) Serve with yoghurt.

Notes, tips, and variations

 * You can use peeled tomato and broken beans from a can to make this dish quickly, or use fresh ingredients for a more professional experience.
 * The best is to use thick yoghurt, such as Greek yoghurt.

Kookboek/Boranija


text:
Educational Technology Innovation and Impact/Why use Technology in Education/Intrapersonal Intelligence

INTRAPERSONAL INTELLIGENCE There are 8 learning styles or intelligences as researched and published by Howard Gardner: Musical, Kinaesthetic, Mathematical / Logical, Visual / Spatial, Linguistic, Interpersonal, Intrapersonal and Naturalist

Picture taken from: http://www.multi-intell.com/

Gardner's Definition:

Intrapersonal intelligence, (self smart) refers to having an understanding of yourself, of knowing who you are, what you can do, what you want to do, how you react to things, which things to avoid, and which things to gravitate toward. We are drawn to people who have a good understanding of themselves because those people tend not to screw up. They tend to know what they can do. They tend to know what they can’t do. And they tend to know where to go if they need help.

http://www.chariho.k12.ri.us/curriculum/MISmart/intra.htm

Intrapersonal intelligence is the ability to gain access to understand one's inner feelings, dreams and ideas. This form of intellect entails the ability to understand one's own emotions, goals and intentions.

Although it is difficult to assess who has this capacity and to what degree, evidence can be sought in students' uses of their other intelligences - how well they seem to be capitalizing on their strengths, how cognisant they are of their weaknesses and how thoughtful they are about the decisions and choices they make.

Their Skills include: Recognizing their own strengths and weaknesses, reflecting and analyzing themselves, awareness of their inner feelings, desires and dreams, evaluating their thinking patterns, reasoning with themselves, understanding their role in relationship to others

The two personal intelligences are, perhaps, the hardest to observe and at the same time, are the most important to success in any societal domain.

Technology can be used to facilitate learning in each intelligence area. There is no "right way" to integrate intelligences or technology into the classroom. The key is to provide the most effective learning environment for students

These "self smart" people learn best through metacognitive practices such as getting in touch with their feelings and self motivation. They are able to concentrate and be mindful. Provide tools to help students "think about their thinking" through writing, diagramming, or recording ideas.

Roles: They are good at setting and pursuing goals and assessing work. They are good at working independently toward a group goal.

Technology Tools •	Computer-based journaling •	Concept maps (Inspiration and Kidspiration) - idea webs •	Problem solving software - self paced software •	Internet research - self paced •	Word processing - brainstorming, diaries, journals •	Video projects - record personal ideas •	Multimedia portfolios

http://eduscapes.com/


text:
Educational Technology Innovation and Impact/Why use Technology in Education/Spatial Intelligence

Phillip Simmons - New Educational Technologies

Visual-spatial

Spatial awareness is to do with vision and spatial judgement. People with good spatial awareness can usually boast excellent hand-eye coordination, can interpret art well and can tessellate objects easily (as in loading a truck or laying tiles).

In other words, spatial awareness is, very simply, an organized awareness of the objects in the space around us, and also an awareness of our body’s position in space.

According to http://www.balametrics.com/explain.htm#spatial_awareness, without this awareness, we would not be able to pick food up from our plates and put it in our mouths. We would have trouble reading, because we could not see the letters in their correct relation to each other and to the page. Athletes would not have the precise awareness of the position of other players on the field and the movement of the ball, which is necessary to play effectively.

As mentioned, spatial awareness requires that we have a model of the three dimensional space around us, and it requires that we can integrate information from all of our senses.

Deficiencies in spatial awareness can hold people back from achieving their full learning potential. However, there are products and therapies that can be applied in a learning environment to help develop people’s spatial awareness. http://www.balametrics.com/explain.htm#spatial_awareness illustrates some of these products.

Virtual Reality (VR), for instance, is a multi-sensory highly interactive computer based environment that can be applied in a learning environment to powerful effect. According to Education and Information Technologies, a VR system shows and exploits pedagogical principles. Passive learning is transformed into active with the experiential education provided from virtual environments. In a virtual environment the scale, information density, interaction and response, the time and the degree of user participation, can be defined and altered. Virtual learning environments allow the students to exercise different facets of their repertoire of cognitive skills.

There are practical examples of where learning technologies can be applied in a learning environment to support people relying on spatial awareness as a multiple intelligence. The training of airline pilots and forestry commission operatives historically relied on very sophisticated, expensive and remote equipment as a means of training. VR can now be applied to the same affect using desktop systems, demonstrating that the basic principles of fully immersive 3D training systems can be transferred successfully to desktops and hence increase student accessibility.

Research has also shown that the use of 3D virtual worlds can support children’s spatial abilities. An appreciation of spatial awareness can also assist certain types of problem solving activities especially in the field of mathematics.

References:

http://www.balametrics.com/explain.htm#spatial_awareness accessed 27 February 2006.

http://www.edu.ge.ch/cptic/prospective/projects/ifip/publications/educ_infv5-4.html accessed 27 February 2006.

Education and Information Technologies, Official Journal of the IFIP Technical Committee on Education, Volume 5 Number 4 December 2000.

Retrieved from "http://en.wikibooks.org/wiki/Educational_Technology_Innovation_and_Impact/Why_use_Technology_in_Education/Spatial_Intelligence"


text:
Talk:Educational Technology Innovation and Impact/Virtual Learning Environments

Phillip Simmons - New Educational Technologies

Virtual Learning Environment (VLE)

According to wikipedia, 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 principle 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.


text:
Talk:Educational Technology Innovation and Impact/Mobile Learning

Phillip Simmons - New Educational Technologies

Using Portable Media for Education

As we enter the 21st Century, teaching practices are being developed to help engage and motivate learners in new ways. These new practices in teaching and learning exploit Information Technology and new media, particularly portable Information and Communication Technology (ICT) devices.

A portable ICT device is usually defined as a computer able to be carried by a person with reasonable ease with regard to its size and weight. Such devices must be able to be used without connection to a main power supply. Examples of such devices could include multimedia notebook computers (laptops), personal digital assistants (PDAs), hand-held computers, palmtop computers, programmable calculators, Compact Discs (CDs) and memory sticks.

According to research by the British Educational Communications and Technology Agency (Becta), there are several benefits to students, teachers and parents of using portable media devices in learning environments. For students, gains in understanding and analytical skills, development of writing skills, increased motivation, organisation skills and responsibility are all reported. Teachers are shown to benefit through gains in ICT literacy skills, confidence and enthusiasm. Portable devices allow access to up-to-date pupil and school data, any time and anywhere. Finally, parents gain through increased involvement in education and in some cases, self-esteem. Parents’ knowledge of children’s learning and capabilities is increased because of the increase in learning activity being situated in the home.

The Becta research also highlighted factors for effective use of portable devices. For instance, teachers and students need sufficient time for familiarisation with the devices. There needs to be ready access to technically competent staff and their use must be supported by clear pedagogical approaches and identification of specific learning goals.

A practical example of where new portable technology is being used to help students is taking place at the University of Wales, Bangor. Here, students are downloading extra information provided by some of the University’s School of Psychology lecturers to support their learning. Students have been making pod casts of lectures and even making videos which are then stored in their MP3 players and listened to or watched at a later date. These lectures can also be viewed on the internet. The University are now recording all first and second year lectures and intend to make them available to all students with disabilities.

Finally, it’s worth noting that ‘ownership’ of portable ICT devices increases students’ motivation and responsibility, with attendance and punctuality increasing as a result. Disadvantaged pupils or students can benefit in particular, as they are less likely to own ICT devices at home.

References:

British Educational Communications and Technology Agency (Becta) (2004) What the research says about portable ICT devices and learning. Becta ICT Research.

Bibliography:

http://www.newswales.co.uk/?section=Education&F=1&id=8454 accessed 13th March 2006.

Hennessy, S. 1998. The Potential of Portable Technologies for Supporting Graphing Investigations. Milton Keynes: Open University.


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

Cognitivism is a learning theory which deals with, in particular, how people perceive and remember information, solve problems and ultimately learn. The term 'cognition' refers to all processes by which sensory input is transformed, reduced, elaborated, stored, recovered and used. A key focus of cognitive psychology is looking at how to communicate or transfer knowledge to learners in the most effective and efficient way by looking at mental processes and how the structure of the brain is changed during the course of learning.

The thinking behind cognitivism has come mainly as a result of the work of many learning theorists and psychologist. One Swiss psychologist, Jean Piaget, [link?] was very influential in the development of the cognitivist theory but it was not until the 1950s that cognitive psychology became a dominant theory of learning. A key concept of cognitivism is that learning constructs mental maps in the brain and learning process is the means by which these mental structures are understood. Piaget’s theory was that developing children build these structures or mental maps for understanding and responding to physical experiences within their environments. Piaget believed that cognitive structures were interrelated and new knowledge would have to fit into the existing system for it to be properly understood. These mental maps are changed to make way for new information and it is the integration of new information that forces our cognitive structures to become more elaborate.

Understanding the cognitivist theory can be beneficial for learning as the theory can be applied to all learning style preferences [link]. If learners acquire understanding by building mental maps based on the information they are given, it makes sense to ensure that they have as many opportunities as possible to properly understand what they are learning. Therefore if the cognitive demand of the learner is increased during instruction it is likely they will be able to make more links with prior learning and be able to apply what they have learnt. Therefore to support a cognitive approach instructional materials should be varied and include audio visual examples, demonstrations, opportunities for practical application along with corrective feedback. The use of feedback to guide and support the learner in creating accurate mental connections is a key component of the cognitive theory. The use of technology can be used effectively by providing interest and variety, thereby aiding comprehension and the elaboration of existing cognitive structures.

To summarise, a key belief of cognitivists is that new knowledge must be understood in a meaningful way and if the correct understanding is not there then learning has not really taken place.

Word Count 429

http://web.cocc.edu/cbuell/theories/cognitivism.htm accessed 23/02/06

http://www.revision-notes.co.uk/revision/67.html - accessed 23/02/06

http://www.personal.psu.edu/users/w/x/wxh139/gognition_1.htm - accessed 23/02/06

http://edweb.sdsu.edu/courses/edtec540/perspectives/perspectives/html - accessed 23/02/06


text:
Physics Exercises/Rotational Kinematics

  A particle of mass m is constrained to move on a horizontal circle of radius R. This circle also rotates in space about a fixed point (P) on the circumference of the circle. The rotation of the circle is about an axis of rotation perpendicular to the plane of the circle and tangent to the circle, at point (P); the rotation is at a constant angular speed ω.

Show that the particle’s motion about one end of a diameter passing through the pivot point and the center of the circle, perpendicular to the axis of rotation, is the same as that of a plane pendulum in a uniform gravitational field.

(Note: This is a difficult question, most likely requiring the use of Lagrangian mechanics, not simple Newtonian mechanics.)  What is the average density of a planet if an orbital period of a spacecraft on a low orbit is N minutes? Assume that by "low orbit" means that the spacecraft's orbital radius approximately equal to the planet's.

title: Physics Exercises/Rotational Kinematics


text:
Educational Technology Innovation and Impact/Multimedia Courseware/Animation

Few would dispute the fact that people learn better when they are having fun and that generally learning is more effective when there is enjoyment linked to it. Using animation within education settings can really command the attention of the learner and when learning is presented in a fun, game like way, using sound and movement, then it is often seen as entertainment rather than education or learning. The word animation literally means to breathe life into something and animating topics within education can breathe life into what can sometimes be difficult to understand topics.

Animation within an educational setting can be used to support amongst others the teaching of English, foreign languages, music and mathematics. It is particularly beneficial for science subjects as it can clearly demonstrate how things work in a way that paper based or audio techniques alone could not.

As well as for educational support animation can also be used to educate both children and adults on health issues. Animation can provide general advice and/or create a training programme to educate patients on the effects and treatment of various conditions. Whilst these training programmes are likely to also make use of photographs, audio and video effects, animation will be crucial in creating a product to suit a multi-aged audience. Within the medical profession animation is used to enhance medical training bringing to life difficult topics and creating learning materials for different audiences. There are different animation techniques that can be used such as keeping backgrounds muted so that the main message is clear or to use a more dramatic style that has a lot of action to hold the learner’s attention.[link] Over the last century there has been much research into and theories developed about how people learn. In 1984 David Kolb created a model based on the different ways that people learn and absorb information [link http://education.academicinfo.net/articles6.html ]. Kolb believed there were four distinct styles of learning and also four distinct types of learners with most people and their learning styles falling into more than one category. Being aware of these learner types and learning styles can help ensure that the animated information presented to a group of learners is likely to be beneficial to the majority by using sound, visual effects and some interactivity.

Within business animation can support the fields of science and engineering who may have need of high quality, dynamic, photo realistic animations. Scientists and engineers already use animation to communicate complex ideas that would be otherwise difficult to visualise. In summary, computer animation can be used very effectively in all kinds of learning environments to make learning more enjoyable and ultimately more effective by stimulating and enlivening situations.


text:
Educational Technology Innovation and Impact/Virtual Learning Environments/Virtual Learning Environments

Phillip Simmons - New Educational Technologies

Virtual Learning Environment (VLE)

According to wikipedia, 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 13 March 2006.

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


text:
Educational Technology Innovation and Impact/Multimedia Courseware/audio/media

Can audio media player technology when used in an education context actually widen participation and provide equality of opportunity to a broad range of students. In my view this is a resounding yes. The new generation of audio media players have an increasing role to play in providing enhanced learning opportunities to learners not in traditional learning environments. A very good example of this is in the area of Work Based Learning. Work based Learning is mainly a programme of study in the work place and includes a significant amount of work based assessment. Although it may include attendance at further education institutions, it is typically for people in paid employment. This can present significant barriers to achievement and in particular, progression to further and higher education and progression routes are an even greater than ever priority for increasing participation. Foundation Degrees are a good example of the sector’s response to this issue and are designed to offer the flexibility of study to attract employed students. With this work based element in mind audio media player technology can play a major part in bringing the classroom into the work place and make studying and revision more accessible. Many education and training institutions are now utilising the use of IPOD technology to enable students to learn in the workplace. Students can be issued with MP3 players onto which they can down load lecture notes, handouts and training materials which can be viewed multiple times in the workplace without the need for attendance in a formal classroom setting. The benefits are not just confined to presenting lecture notes but have direct benefits in the workplace environment. For example the NHS Greater Hospital Glasgow issue staff with this technology to deliver audio induction to the workplace which is followed by a computer-based knowledge test. They are then used to train staff about issues like workplace safety, infection control and coping with violence. New hand held technology such as Smartphones can be easily and efficiently used to undertake learning in the work place. Examples of software applications include Letterdraw which teaches students literacy skills which may be particularly beneficial to a student reluctant to attend formal literacy classes but needs to improve these skills in order to progress both on their programme of study and to progress within the workplace. Pod casting technology is also a significant development in supporting work based learners. Students can listen to broadcast lectures and view materials multiple times with out the need for classroom attendance and have the opportunity to multitask whilst listening to lectures. Obviously this is a major benefit to a student that is primarily based in the workplace. http://www.f-a-c-e.org.uk/workbased.htm (accessed 05/04/06) http://www.personneltoday.com/Articles/2006/03/30/34697/Hospitals+use+iPods+to+assist+induction+training.htm (accessed 05/04/06) Handheld Computers and Smartphones in Secondary Schools: A Guide to Hands-on Learning by Dr. Bard Williams found on http://www.iste.org/eseries/source/orders/excerpts/handco.pdf (accessed 30/03/06)


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User talk:Destroyer~enwikibooks

...
hello???????????????

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Destroyer. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Destroyer~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:05, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:53, 19 April 2015 (UTC)

title: User talk:Destroyer~enwikibooks


text:
Template:Chinese Intro TOC

About Chinese —  How To Use This Textbook  —  How To Study Chinese  —  Writing in Chinese  —  Pinyin Basics  —  Initials  —  Finals  —  Tones

title: Template:Chinese Intro TOC


text: Category:User ga

title: Category:User ga


text:
User talk:DarkNShadow

=All about MapleStory Monsters= bone fish can  hit  14k  dmg  ++  if  u  go  near  it  u  will  die  straiht  away  so  becarfule

The to Orbis/Ellinia is rigged so dark sight and haste won't do anything, this means Crimson Barlogs will hit you even with darksight on. If you try hitting a C rog and survive the physical damage (2000+) the almost unavoidable lightning attack will kill you(4000+ damage).~ Gamefreak

Ghost Online/Monster
Hi -could you give me some more information about the graphics on this page - I realise they have an apparent license however checking it out the original site is not in english. Equally Wikibooks does not usually have any form of game guide on it - could you give me an idea of where the article is going - as it stands it is not any form of "text book" I have seen and so its overall status is questionable. Thanks -- Herby talk thyme 19:22, 5 January 2007 (UTC)

title: User talk:DarkNShadow


text: User:Merrheim/C++ Programming

title: User:Merrheim/C++ Programming


text:
ZK/How-Tos/HowToSetupEclipseWtpForZK

Step by Step
To setup ZK in Eclipse you can use description in HowToSetupEclipseWtp for Apache Tapestry with some adoptions for ZK:

Except the tapestry stuff you have the same benefits and prerequisites... probably sourcelevel debugging is not possible for java code inside *zul files...

Changes in the steps:
 * Steps 1 and 2: as they are...
 * Step 3: instead of Add .application, .page, .jwc and .library extensions to the Text > XML node add the ZK specific extensions to the XML node (*.xul, *.zuml ...)
 * Step 4: not applicable for ZK... a template file for ZK files could be created...
 * Steps 5 and 6: as they are...
 * Step 7: not applicable for ZK... probably there are other useful switches for the VM for developement purposes
 * Step 8: as is... but probably don't call it TapestryTest... ;)
 * Step 9: of course you have to copy the ZK jars (as in Quickstart instead of the Tapestry jars
 * Step 10: Setup a Sceleton Site... setup the WebContent/WEB-INF/web.xml and the WebContent/hello.zul as in Quickstart.
 * Step 11: as is...

Verification
Verify the installation with http://localhost:8080/ZKTest/hello.zul (replace ZKTest with your Project name...)

See also:

 * How to setup Eclipse WTP and XAMPP for ZK

title: ZK/How-Tos/HowToSetupEclipseWtpForZK


text:
ZK/How-Tos/HowToSetupEclipseWtpForZK/web.xml

  ZKTest <![CDATA[The servlet loads the DSP pages.]]> dspLoader  com.potix.web.servlet.dsp.InterpreterServlet   dspLoader *.dsp  Used to cleanup when a session is destroyed ZK Session Cleaner <listener-class> com.potix.zk.ui.http.HttpSessionListener </listener-class> ZK loader for evaluating ZK pages <servlet-name>zkLoader</servlet-name> <servlet-class> com.potix.zk.ui.http.DHtmlLayoutServlet </servlet-class> <init-param> <param-name>update-uri</param-name> <param-value>/zkau</param-value> </init-param> <load-on-startup>1</load-on-startup> <servlet-mapping> <servlet-name>zkLoader</servlet-name> <url-pattern>*.zul</url-pattern> </servlet-mapping> <servlet-mapping> <servlet-name>zkLoader</servlet-name> <url-pattern>*.zhtml</url-pattern> </servlet-mapping> The asynchronous update engine for ZK 		<servlet-name>auEngine</servlet-name> <servlet-class> com.potix.zk.au.http.DHtmlUpdateServlet </servlet-class> <servlet-mapping> <servlet-name>auEngine</servlet-name> <url-pattern>/zkau/*</url-pattern> </servlet-mapping> <mime-mapping> dsp <mime-type>text/html</mime-type> </mime-mapping> <mime-mapping> gif <mime-type>image/gif</mime-type> </mime-mapping> <mime-mapping> html <mime-type>text/html</mime-type> </mime-mapping> <mime-mapping> htm <mime-type>text/html</mime-type> </mime-mapping> <mime-mapping> jpeg <mime-type>image/jpeg</mime-type> </mime-mapping> <mime-mapping> jpg <mime-type>image/jpeg</mime-type> </mime-mapping> <mime-mapping> js 		<mime-type>application/x-javascript</mime-type> </mime-mapping> <mime-mapping> png <mime-type>image/png</mime-type> </mime-mapping> <mime-mapping> txt <mime-type>text/plain</mime-type> </mime-mapping> <mime-mapping> xml <mime-type>text/xml</mime-type> </mime-mapping> <mime-mapping> zhtml <mime-type>text/html</mime-type> </mime-mapping> <mime-mapping> zul <mime-type>text/html</mime-type> </mime-mapping> <welcome-file-list> <welcome-file>index.zul</welcome-file> <welcome-file>index.zhtml</welcome-file> <welcome-file>index.html</welcome-file> <welcome-file>index.htm</welcome-file> <welcome-file>index.dsp</welcome-file> </welcome-file-list> </web-app>


text:
ZK/How-Tos/HowToSetupEclipseWtpForZK/hello.zul

 Hello, ZK in Eclipse!


text:
User:Nerd42

=Once upon a time ... =

... there was ME!
= Teh End. =

title: User:Nerd42


title: User:Yorktown1776~enwikibooks/top


text:
Straw Bale Construction/Bibliography

=Bibliography=

This is a bibliography of texts referred to in this book, there is also a section on Technical Studies, Reports and Tests. Some of these texts are available on the internet.

 * City of Cortex, City of Cortex Straw Bale Code Colorado, USA
 * Development Center for Appropriate Technology, 1993, Summary of New Mexico ASTM E-119 Small Scale Fire Tests On Straw Bale Wall Assemblies SHB Agra Engineering and Environmental Services Laboratory, New Mexico, USA
 * Hayes, Katrina 2000 ASTM E84-98 Surface Burning Characteristics report Omega Point Laboratories, USA
 * Jones, Barbara 2001 Information guide to straw bale building Amazon Nails, UK
 * Olivier, Paul A., The Rice Hull House around 2004
 * Stone, Nehemiah 2003, Thermal Performance of Straw Bale Wall Systems Ecological Building Network, USA
 * Theis, Bob, 2003 Straw Bale Fire Safety - A review of testing and experience to date Ecological Building Network, USA
 * Wanek, Catherine, 2003 The New Strawbale Home Gibbs Smith Publisher, Layton, Utah, USA http://www.gibbs-smith.com/

title: Straw Bale Construction/Bibliography


text:
User:Fourohfour~enwikibooks

This account is called "Fourohfour".

'''The similarly-named account "FourOhFour" (different capitalisation) here on Wikibooks belongs to a different person. '''

I am the same user as "Fourohfour" on English and Simple Wikipedias, and on Wikimedia Commons.

To avoid any confusion between the two of us, I do not intend using this account for contributions to Wikibooks.

Fourohfour (not FourOhFour ;) ) 18:42, 16 March 2006 (UTC)

title: User:Fourohfour~enwikibooks


text:
Speech-Language Pathology/Stuttering/Incidence and Prevalence

About 2.5% of preschool children stutter. This prevalence of preschool stuttering is less important than the incidence figure, which is about 5%. I.e., about 5% of children stutter at some point, and about 2.5% of children stutter now.

Less than 1% of adults stutter. 0.73%, or about one in 135 adults, was the figure found in a recent study. That suggests that about two million Americans stutter. But this seems high. The number of adults who’ve sought treatment is somewhere around 25,000. How many stutterers have you met, outside of speech clinics and support groups? You likely hear 135 people talking every week. Do you hear someone stutter every week?

Extensive publicity for several anti-stuttering devices was seen by over 100 million people, yet only about 2500 devices of each device were sold. The membership figures for the National Stuttering Association are similar.

This suggests that stuttering is either relatively common, but unimportant to 90% to 99% of the people who stutter; or that stuttering is a rarer disorder than the non-profit organizations say in their fundraising letters.

References

 * 1) Proctor A., Duff, M.. and Yairi, E. (2002). "Early childhood stuttering: African Americans and European Americans."  ASHA Leader, 4:15, p.102.
 * 2) Craig. A, Hancock  K, Tran. Y, Craig. M, & Peters, K. (2002). "Epidemiology of stuttering in the communication across the entire life span." Journal of Speech Language Hearing Research, 45:1097-1105.
 * 3)  The National Center for Stuttering and the Hollins Communications Research Institute have each treated around 5,000 stutterers. Most of the other three hundred Fluency Specialists have treated a few dozen stutterers.


text:
Speech-Language Pathology/Stuttering/Neurology of Stuttering

Most brain scan studies have found no differences between stutterers’ and non-stutterers’ cerebral activity during silent rest and during ﬂuent speech.. But during stuttering, cerebral activity changes dramatically. Changes include:

 * Left-hemisphere areas active during normal speech become less active, and areas in the right hemisphere not normally active during speech become active.
 * Underactivity in the central auditory processing area.
 * Overactivity in the speech motor control area.

No brain scans have been done of stuttering children. We don't know whether these neurological abnormalities cause stuttering or are caused by stuttering. It's possible that stuttering causes a child's brain to develop abnormally in these two areas. It's also possible that some children have one or both neurological abnormalities before they start stuttering, which cause them to stutter.

Right-Hemisphere Overactivity
This abnormal right-hemisphere activity has produced a variety of speculative hypotheses from researchers. According to one hypothesis, something is wrong with stutterers’ left-brain speech areas, and so right-brain areas not developed for speech take over. This seems unlikely, given that most stutterers are capable of normal, ﬂuent speech in certain conditions. In contrast, neurogenic speech disorders (resulting from head injuries, strokes, etc.) result in disordered speech under all conditions. Because stutterers sometimes speak fluently and sometimes stutter, it seems unlikely that stutterers have something wrong with their left-hemisphere speech areas.

Another hypothesis says that the right-hemisphere activity is the fears and anxieties that stutterers experience, generated by the limbic and paralimbic structures. But brain scans haven't shown these areas to be abnormally active during stuttering.

A third hypothesis suggests that stutterers' auditory processing underactivity reduces the left-brain communication of sensory information processed in the rear brain to frontal speech and language areas. The abnormal right-brain activity may be an alternative pathway for rear-brain sensory information to travel to the front of the brain.

Auditory Processing Underactivity

 * Wikipedia article about Auditory processing disorder

Our ears hear sounds. Our brains process those perceived sounds into useful information, such as words. Central auditory processing disorder (CAPD) is not a single disease but rather is the term for anything wrong with how our brains process auditory information. A wide variety of disorders seem to have a CAPD component, including ADHD and language disorders. CAPD is not a hearing disorder, i.e., a person with CAPD usually has nothing wrong with his or her ears.

What's wrong with adult stutterers' auditory processing is unknown. Speculatively, stutterers have something wrong with how we hear our own voices. A study suggested that adult stutterers have an inability to integrate auditory and somatic processing, i.e., comparing what we hear ourselves saying to how we feel our muscles moving.

A brain scan study examined the planum temporale (PT), an anatomical feature in the auditory temporal brain region. Typically people have a larger PT on the left side of their brains, and smaller PT the right side (leftward asymmetry). A brain scan study found that stutterers' right PT is larger than their left PT (rightward asymmetry). A second study found that stutterers with this abnormal rightward asymmetry had significantly improved fluency with DAF (Delayed Auditory Feedback), but stutterers with the normal leftward asymmetry didn't improve with DAF. The study also found that stutterers with this abnormal rightward asymmetry stuttered more severely than stutterers with the normal leftward asymmetry.

Do you have other symptoms associated with CAPD? Such symptoms include:

 * Preferring to watch movies with the subtitles on.
 * Preferring to learn a foreign language (or challenging vocabulary words, or difficult last names) by learning to read and write the words first, and then learning to hear and speak the words, and then only when the words are spoken slowly.
 * Difficulty understanding what people are saying when there's background noise, such as noise at a party or wind on an outdoor hike.
 * Difficulty picking out one musical instrument from a band or orchestra.
 * Sensitivity to certain noises (e.g., inability to "tune out" a television on in the background while "tuning in" a conversation with a person).
 * Difficulty identifying the direction of sounds.
 * Difficulty following multi-step directions, especially if given in one sentence.
 * Difficulty paying attention when reading long lists of stuff. Just joking!

For general treatments of CAPD, see the Wikipedia article about Auditory processing disorder.

Speculatively, exercises that train a stutterer to listen to his voice might improve fluency, but this hypothesis has not been tested. Such exercises might include acting or telling jokes with different voices for different characters, or doing actors' accent training. Learning to switch from an Irish brogue to sounding like a Mississippi Delta blues musician to a Korean shopkeeper might enhance your brain's ability to integrate auditory and somatic processing.

Speculatively, altered auditory feedback anti-stuttering devices may correct stutterers' auditory processing underactivity. This hypotheses has never been tested but is the most likely explanation how anti-stuttering devices work. This would also explain the "chorus effect" of speaking with another person. For more information, see the chapter Anti-Stuttering Devices.

Left Caudate Nucleus Speech Motor Area Overactivity
The other neurological abnormality associated with stuttering is overactivity in the left caudate nucleus speech motor control area. Because stuttering is primarily overtense, overstimulated respiration, vocal folds, and articulation (lips, jaw, and tongue) muscles, it should be no surprise that the brain area that controls these muscles is overactive. (Citations of peer-reviewed research supporting these statements would be appreciated.)

However, research also documents that the left caudate is associated with decreased glucose uptake in people who stutter in both stuttering and enhanced fluency speaking conditions (Wu, et al., 1995); as such, this data argues that people who stutter demonstrate left caudate hypometabolism as a possible trait marker for stuttering. Further research documents increased FDOPA uptake in the left caudate tail (Wu et al., 1997).

Fluency shaping therapy trains stutterers to speak with relaxed breathing, vocal folds, and lips, jaw, and tongue. A study tested stutterers before and after fluency shaping therapy, finding left-hemisphere activity, although large areas of activation in the right hemisphere remained. No specific changes were seen in the left caudate nucleus.

This left caudate nucleus overactivity appears to be related to the neurotransmitter dopamine. Speculatively, if stutterers' left caudate nucleus is too sensitive to dopamine, then this would explain why dopamine antagonist medications reduce stuttering (see the chapter Anti-Stuttering Medications).

Speculatively, if stutterers' left caudate nucleus is too sensitive to dopamine, then varying levels of dopamine would explain the "good days, bad days" phenomenon, in which stutterers have days with relatively fluent speech, and other days when they "can't get a word out."

For more about dopamine, see Wikipedia article Dopamine or the book The Edge Effect, by Eric Braverman (ISBN 1402722478).

Tourette's and Stuttering
Three genes that correlate with stuttering also correlate with Tourette's Syndrome (see the chapter Genetics of Stuttering). Tourette's and stuttering have many commonalities, suggesting that the neurology of Tourette's may shed light on the neurology of stuttering. Stuttering happens frequently in Tourette's syndrome. Many of the medications that help control tics also help stuttering. Abnormalities in the basal ganglia and the cortical motor systems may be shared by both disorders.

 Tourettec tics and stuttering disfluencies are embarrassing. The more a Touretter tries not to make a certain movement, or a stutterer tries not to stutter, the less he or she can control the behavior. Touretters control the disorder by substituting more-acceptable tics. Stutterers substitute words they can say. Both Touretters and stutterers enjoy support groups, where they can "let go" and move or stutter without embarrassment. Environmental cues can "switch off" Tourette's and stuttering temporarily. E.g., a surgeon with Tourette's has tics everywhere but the operating room. Stress can "switch off" Tourette's and stuttering temporarily. Dopamine-blocking medications, such as Haldol, reduce both stuttering and Tourette's. Both disorders run in families.

The prevalence of Tourette's and adult stuttering is similar.

Both disorders originate in childhood.

Both disorders can be disabling, but Touretters and stutterers who achieve success say that their disorder was a gift.

To learn more, see the Wikipedia article about Tourette's syndrome. Or invite a Tourette's support group to meet with your stuttering support group.

A Trigger for Tourette's
Why do some individuals with these three genes develop stuttering, while others develop Tourette's or OCD, and still other individuals with these genes develop none of these disorders?

In a subgroup of individuals with Tourette's, a childhood autoimmune "trigger" leads to Tourette's. A childhood streptococcal infection can cause a child's immune system to attack brain cells in the putamen area. The putamen controls gross (large) muscle movements. Excessive dopamine in the putamen area of the brain is associated with Tourette's. The child recovers from the fever, but then develops Tourette's.

For more about this controversial hypothesis, see P.A.N.D.A.S.. No one has suggested that stuttering is a PANDAS disorder, but the three PANDAS disorders (Tourette's, OCD, and tics) are genetically linked to stuttering, so perhaps PANDAS shouldn't be ruled out in the development of stuttering.

Tourette's involves a genetic predisposition and an autoimmune trigger leading to a neurological abnormality. Combined with later psychological issues, Tourette's is a multifactoral disorder. Because only some individuals with Tourette’s developed the disorder from this autoimmune trigger, Tourette’s has multiple development pathways.

"Good Days, Bad Days"—and the Anti-Stuttering Diet
Stutterers have "good days"—with less stuttering—and "bad days"—when they can't get a word out. The "good days/bad days" syndrome may be due to varying levels of dopamine in the brain.

Dopamine is affected by several factors, including diet. Dopamine is produced from the amino acids phenylalanine and tyrosine. Both amino acids are components of protein. Meat sources of protein have more tyrosine than plant sources of protein. The exception is wheat germ, which is high in tyrosine. The foods highest in phenylalanine are soy and fish.

''A vegetarian, wheat-free, low-protein diet should lower dopamine levels. I tried this. I stuttered less, but felt sluggish and depressed. I'd rather eat protein, feel mentally alert, and stutter.''--Thomas David Kehoe 05:06, 28 March 2006 (UTC)

Concepts involving dietary modifications have never undergone scientific study in stuttering and this is unlikely to significantly alter dopamine synthesis. Reducing dopamine synthesis may be detrimental to other neurophysiological processes. Pharmacological agents are a much more effective way of modulating dopaminergic activity. The ideal drug would be a dopamine receptor modulator that is precise enough to modulate dopaminergic activity without causing detrimental neurological side effects, but such medications don't currently exist. Aripiprazole is the first drug to have some properties similar to a dopamine receptor modulator, but its metabolite acts as a full dopamine antagonist, negating the selective modulating activity of aripiprazole itself.

More Stuttering Brain Scan Studies
Different studies found different results because a variety of technologies were used (EEG vs. SPECT vs. PET, H2150 vs. FDG). Most studies were small, usually a half-dozen stutterers. The subjects were usually right-handed men — women and left-handed men may have different cerebral activity.

 * Salmelin, 1998: “Neuromagnetic responses to monaural tones [found that] the basic functional organization of the auditory cortices was found to be different in stutterers and controls…and more severely by self-paced [stuttered] than accompanied [ﬂuency induced by the chorus effect] speech.”
 * Braun, 1997: Language processing shifted to the right hemi-sphere, including the dorsolateral prefrontal cortices, middle temporal gyrus, and anterior cingulate cortex. Motor function shifts to the right hemisphere, including the “anterior fore¬brain regions and associ¬ated archicortical paralimbic areas.”  Visual processing also appeared to shift to the right hemisphere.  Decreased sensory perception, including post-rolandic sensory areas and related paleocortical paral¬imbic regions.  Increased somatosensory processing (sensation of the body), including the “dorsal region of the angular gyrus, adjacent to the superior parietal lobule, as well as somatosensory association cortices in the medial SPL.”
 * De Nil, 1995: During silent reading, increased activation in the left angular cingulate cortex, a “reﬂection of covert anticipation of stuttering.”
 * Ingham, 1996: “Present ﬁndings do not support recent suggestions that developmental stuttering is associated with abnormalities of brain blood ﬂow at rest. Rather, our ﬁndings indicate an essentially normal functional brain terrain…”
 * Ingham, 1997: “Diffuse overactivity throughout the cerebral and cerebellar motor systems…Deactivation of a verbal production circuit between left frontal (BA47) and temporal (BA22) cortex that has been previously identiﬁed in normal speakers.”
 * Kalinowski, 1997: Some stutterers showed the greatest reduction in the temporal-parietal area, and others showing greatest reductions in the right hemisphere posterior sites.
 * Kroll, 1997: After ﬂuency shaping stuttering therapy there is increased left-hemisphere activity, although large areas of activation in the right hemisphere remain.
 * Watson, 1994: Abnormal right-hemisphere activity only in stutterers who also had language deﬁcits.

References

 * 1)  Ingham, R.J., Fox, P.T., et al. “Functional-Lesion Investigation of Developmental Stuttering With Positron Emission Tomography.”  Journal of Speech & Hearing Research, 39, 1208-1227, December 1996.
 * 2) Braun, A.R., Varga, M., Stager, S., Schulz, G., Selbie, S., Maisog, J.M., Carsom, R.E., Ludlow, C.L. "Atypical Lateralization of Hemispehral Activity in Developmental Stuttering: An H215O Positron Emission Tomography Study," in Speech Production: Motor Control, Brain Research and Fluency Disorders, edited by W. Hulstijn, H.F.M. Peters, and P.H.H.M. Van Lieshout, Amsterdam: Elsevier, 1997.
 * 3)  Ingham R.J., Fox, P.T., Ingham, J.C.. “A H215O Positron Emission Tomography (PET) Study On Adults Who Stutter: Findings and Implications,” in Speech Production: Motor Control, Brain Research and Fluency Disorders, edited by W. Hulstijn, H.F.M. Peters, and P.H.H.M. Van Lieshout, Amsterdam: Elsevier, 1997.
 * 4) Kutscher, Martin L. Kids in the Syndrome Mix (Jessica Kingsley Publishers, 2005, ISBN 1-84310-8100), pages 178-179.
 * 5) Foundas, A.L., Bollich, A.B., Corey, D.M., Hurley, M., Heilman, K.M. "Anomalous Anatomy in Adults with Persistant Developmental Stuttering: A Volumetric MRI Study of Cortical Speech-Language Areas," Neurology, 2001 57:207-215.
 * 6) Braun, A.R., Varga, M., Stager, S., Schulz, G., Selbie, S., Maisog, J.M., Carsom, R.E., Ludlow, C.L. "Atypical Lateralization of Hemispehral Activity in Developmental Stuttering: An H215O Positron Emission Tomography Study," in Speech Production: Motor Control, Brain Research and Fluency Disorders, edited by W. Hulstijn, H.F.M. Peters, and P.H.H.M. Van Lieshout, Amsterdam: Elsevier, 1997.
 * 7) A. L. Foundas, MD, A. M. Bollich, PhD, J. Feldman, MD, D. M. Corey, PhD, M. Hurley, PhD, L. C. Lemen, PhD and K. M. Heilman, MD. "Aberrant auditory processing and atypical planum temporale in developmental stuttering," Neurology, 2004;63:1640-1646.
 * 8) Kroll, R.M., De Nil, L.F., Kapur, S., Houle, S. “A Positron Emission Tomography Investigation of Post-Treatment Brain Activation in Stutterers,” in Speech Production: Motor Control, Brain Research and Fluency Disorders, edited by W. Hulstijn, H.F.M. Peters, and P.H.H.M. Van Lieshout, Amsterdam: Elsevier, 1997.
 * 9) Sacks, Oliver. An Anthropologist on Mars. (Vintage, 1996, ISBN: 0679756973).
 * 10) Singer, H.S., J.D. Giuliano, B.H. Hansen, J.J. Hallett, J.P. Laurino, M .Benson, and L.S. Kiessling. "Antibodies against human putamen in children with Tourette syndrome", Neurology, June 1998; 50: 1618-1624, summary.
 * 11) Salmelin R, Schnitzler A, Schmitz F, Jancke L, Witte OW, Freund HJ.  “Functional organization of the auditory cortex is different in stutterers and ﬂuent speakers.”  Neuroreport 1998 Juyl 13;9(10):2225-2229
 * 12) Braun, A.R., Varga, M., Stager, S., Schulz, G., Selbie, S., Maisog, J.M., Carsom, R.E., Ludlow, C.L. "Atypical Lateralization of Hemispehral Activity in Developmental Stuttering: An H215O Positron Emission Tomography Study," in Speech Production: Motor Control, Brain Research and Fluency Disorders, edited by W. Hulstijn, H.F.M. Peters, and P.H.H.M. Van Lieshout, Amsterdam: Elsevier, 1997.
 * 13) De Nil, L., Kroll, R., Houle, S., Ludlow, C., Braun, A., Ingham, R.J. (1995).  “Advances in stuttering research using positron emission tomography brain imaging.” ASHA, 37, 89.
 * 14) Ingham, R.J., Fox, P.T., et al. “Functional-Lesion Investigation of Developmental Stuttering With Positron Emission Tomography.”  Journal of Speech & Hearing Research, 39, 1208-1227, December 1996.
 * 15) Ingham R.J., Fox, P.T., Ingham, J.C.. “A H215O Positron Emission Tomography (PET) Study On Adults Who Stutter: Findings and Implications,” in Speech Production: Motor Control, Brain Research and Fluency Disorders, edited by W. Hulstijn, H.F.M. Peters, and P.H.H.M. Van Lieshout, Amsterdam: Elsevier, 1997.
 * 16) Kalinowski, J., Rastatter, M., Cranford, J., Stuart, A. “Topographic EEG Mapping Of Stuttering Subjects During Speech Tasks Under Normal and Altered Feedback Conditions.” 1997. East Carolina University, unpublished.
 * 17) Kroll, R.M., De Nil, L.F., Kapur, S., Houle, S. “A Positron Emission Tomography Investigation of Post-Treatment Brain Activation in Stutterers,” in Speech Production: Motor Control, Brain Research and Fluency Disorders, edited by W. Hulstijn, H.F.M. Peters, and P.H.H.M. Van Lieshout, Amsterdam: Elsevier, 1997.
 * 18) Watson, B.C., Freeman, F.J., Devous, M.D., Chapman, S.B., Finitzo, T., Pool, K.D. “Linguistic Performance and Regional Cerebral Blood Flow in Persons Who Stutter.”  Journal of Speech and Hearing Research, 37:6, December 1994, 1221-1228.


text:
ZK/How-Tos/Integrate-Other-Frameworks/HowToHandleHibernateSessions

Preliminary!

My description of HibernateSessionHandling is based on a Hibernate/Tapestry configuration described in Enjoying Web Development with Tapestry... I have adapted this to ZK with a set of classes to provide hibernate session support with almost no configuration.

There is also a Spring/Hibernate solution for handling hibernate sessions, which works with a servelet filter. Spring offers also a lot more benefits (i know only from hearsay...) for hibernate and is probably a better solution... i don't know whether the Spring hibernate session handling could also be used for the ZK Ajax request/response cycle... i heard somebody is working on a description...

Assumptions
the main rules for hibernate sessions in web applications (in my opinion... please correct me...):
 * a Hibernate sessionfactory is an expensive resource... it's thread safe and there should be only one instance per Web application
 * a Hibernate session is an inexpensive and non-threadsafe resource.
 * a Hibernate session can be seen as a single piece of work. There should be only one per HttpSession
 * a hibernate session and transaction should normally be closed when the control is back to the client
 * creating a database connection is a time consuming process... use a connection pool!
 * don't access detached Hibernate POJOs (plain old Java objects) after a session is closed, since related data might not be retrieved from the database (lazy initialisation)!

How this solution works
The very first time a hibernate session is needed in the application a Hibernate session is requested with the call of static final HibernateSessionProvider.getHibernateSession(HttpSession) (@tomyeh... how to provide a zul shortcut???). This checks the attributes of the current HttpSession for a HibernateSessionOwner... when not available it creates one and stores it in the current HTTPSession. The constructor of HibernateSessionOwner checks the WebApp attributes for an attribute HibernateSessionCreator... when not available it creates one and stores it in the attributes of the WebApp... so we have one instance of the HibernateSessionCreator in the web application, which is a wrapper for a hibernate session factory, which is used to create hibernate sessions... When the HibernateSessionOwner and -Creator are instantiated the getHibernateSession asks the HibernateSessionOwner for an Hibernate session... SessionOwner gets it from the creator and manages it further on... The HibernateSessionOwner holds the session and provides it every time the session is needed again in the ongoing thread... To cleanup the Hibernate session when the thread ends, the HibernateSessionEventThreadCleanup class is used (and configured in web.xml), which implements the zk interface EventThreadCleanup... in the cleanup routine the threadDidDiscardService of the HibernateSessionOwner of the current session is called, stops the transaction and closes the hibernate session...

Configuration
Configure a jdbc connection pool in Tomcats server.xml: ...    ...

referr to jdbc datasource in web.xml: ...  jdbc/infratour javax.sql.DataSource Container  ...

configure EventThreadCleanup in zk.xml:  com.potix.hibernate.HibernateSessionEventThreadCleanup

configure a SessionFilter in web.xml ??? TODO: provide a class which does the same as EventThreadCleanup for normal HttpSession request/response cycles

Java Sources
Add the following java classes to your clathpath (WEB-INF/classes)

HibernateSessionProvider.java: import org.hibernate.Session; import com.potix.util.logging.Log; import com.potix.zk.ui.http.SessionImpl; public class HibernateSessionProvider { private static final Log log = Log.lookup(HibernateSessionProvider.class); private static final String HIBERNATE_SESSION_OWNER = "de.test.web.services.DefaultSessionOwner"; //TODO add some debug logging public static final Session getHibernateSession(SessionImpl httpSession){ Session hs; HibernateSessionOwner sessionOwner = (HibernateSessionOwner)httpSession.getAttribute(HIBERNATE_SESSION_OWNER); if(sessionOwner==null){ sessionOwner = new HibernateSessionOwner(httpSession); httpSession.setAttribute(HIBERNATE_SESSION_OWNER, sessionOwner ); } 		return hs; } }

HibernateSessionOwner.java:

import org.hibernate.Session; import org.hibernate.Transaction; import com.potix.util.logging.Log; import com.potix.zk.ui.http.SessionImpl; public class HibernateSessionOwner implements SessionOwner { private static final String HIBERNATE_SESSION_CREATOR = "de.test.web.services.DefaultSessionCreator"; private static final Log log = Log.lookup(HibernateSessionCreator.class); private SessionCreator creator; private Session hibernateSession; private Transaction tx; private boolean isToRollback; //TODO add some debug logging public HibernateSessionOwner(SessionImpl httpSession) { creator = (SessionCreator)httpSession.getWebApp .getAttribute(HIBERNATE_SESSION_CREATOR); if(creator == null){ httpSession.getWebApp .setAttribute(HIBERNATE_SESSION_CREATOR, new HibernateSessionCreator); creator = (SessionCreator)httpSession .getWebApp .getAttribute(HIBERNATE_SESSION_CREATOR); if(creator == null){ log.error("Could not install SessionCreatorService" ); throw new RuntimeException("Could not install SessionCreatorService"); } 		} 	} 	public Session getSession { if (hibernateSession == null) { hibernateSession = creator.createSession; if (tx == null) { tx = hibernateSession.beginTransaction; isToRollback = false; } 		} 		return hibernateSession; } 	public void threadDidDiscardService { if (hibernateSession != null) { try { endTransaction; } finally { hibernateSession.close; hibernateSession = null; } 		} 	} 	public void setToRollback { isToRollback = true; } 	public void endTransaction { if (tx != null) { try { if (isToRollback) { tx.rollback; } else { tx.commit; } 			} catch (RuntimeException e) { tx.rollback; throw e; 			} finally { tx = null; } 		} 	} 	public void setSessionCreator(SessionCreator creator) { this.creator = creator; } } HibernateSessionCreator.java:

import org.hibernate.Session; import org.hibernate.SessionFactory; import org.hibernate.cfg.Configuration; import com.potix.util.logging.Log; public class HibernateSessionCreator implements SessionCreator { private static String CONFIG_FILE_LOCATION = "/hibernate.cfg.xml"; /** A session attribute. */ 	private static final Log log = Log.lookup(HibernateSessionCreator.class); private SessionFactory sessionFactory; public HibernateSessionCreator { Configuration cfg = new Configuration; cfg.configure(CONFIG_FILE_LOCATION); sessionFactory = cfg.buildSessionFactory; if (sessionFactory == null){ log.error("Could not crate SessionFactory" ); throw new RuntimeException("Could not crate SessionFactory"); } 	} 	public Session createSession { return sessionFactory.openSession; } }

HibernateSessionEventThreadCleanup.java:

import com.potix.zk.ui.Component; import com.potix.zk.ui.event.Event; import com.potix.zk.ui.event.EventThreadCleanup; public class HibernateSessionEventThreadCleanup implements EventThreadCleanup{ private static final String HIBERNATE_SESSION_OWNER = "de.infratour.web.services.DefaultSessionOwner"; public void cleanup(Component comp, Event event) { if(event.getPage.getSession.getAttribute(HIBERNATE_SESSION_OWNER)==null) return; ((HibernateSessionOwner)event.getPage.getSession 					.getAttribute(HIBERNATE_SESSION_OWNER)) .threadDidDiscardService; } }

HibernateSessionHttpRequestCleanup.java: TODO!!!

External Libs
Add the following jars from the hibernate distribution to your classpath (WEB-INF/lib) :
 * hibernate3.jar

Working with the Hibernate session
With the above-mentioned steps ZK is hibernate enabled... until now you can plug in your hibernate configuration and use it in your *.zul templates...

Add your hibernate POJO classes with the Hibernate mapping and configuration files to the classpath: WEB-INF/lib +-*myhibernate.jar +-*package | +-*Person.class | +-*Person.hbm.xml *hibernate.cfg.xml

Registration form example:  { 	   import de.infratour.hbm.*; import de.infratour.web.services.HibernateSessionProvider; import org.hibernate.Session; void submit { Person person = new Person; person.setNickname(nickname.value); person.setEmail(email.value); person.setForename(forename.value); person.setSurename(surename.value); if(password1.value!=password2.value){ alert("The repeat password is different from password! please enter again!"); password1.value=""; password2.value=""; return; //TODO ...mark textbox red ??? } 			person.setPasswd(password1.value); try { org.hibernate.Session hs = (org.hibernate.Session)HibernateSessionProvider.getHibernateSession(session); hs.persist(person); }catch (Exception e) { alert(e.getMessage); } 		}		 	} 		 Name : Surename : Login Name : Email: Password : <textbox id="password1" type="password"/> Repeat Password : <textbox id="password2" type="password"/> <button label="submit" onClick="submit"/>

Open Points

 * Provide a shortcut to static final routines of HibernateSessionProvider (@Tom... HowTo?)
 * Only one Thread per desktop... what about Hibernate session for multiple browser windows, but same HttpSession?
 * Don't flush a session after Exception occurred... want to handle Exceptions derived from database constrains (e.g. unique...) "nickname already assigned"...


text:
User talk:Merrheim/C++ Programming

The look
This is a proposal for a new look for the book. I propose to hace 3 versions If you dont like this, we 'll change to have only a classical text version. If you want to modify this look, tell me if you need help. Merrheim 19:55, 16 March 2006 (UTC)
 * gui version
 * text version
 * printable (the whole book)

title: User talk:Merrheim/C++ Programming


text:
Visual Basic/Databases

Database management as a subject in its own right is far too big to be dealt with in this book and would distract from the principal subject which is programming in VB Classic. Nonetheless we can explain the basics of connecting to databases, retrieving information from them and so on.

The usual way to connect to a database from VB is to use ADO (ActiveX Data Objects).

Connecting to databases usually happens with a connection string. Here are some example connection strings to connect to some common database types

A

ACCESS

ODBC Standard Security Driver={Microsoft Access Driver (*.mdb)};Dbq=C:\mydatabase.mdb;Uid=Admin;Pwd=; Workgroup Driver={Microsoft Access Driver (*.mdb)};Dbq=C:\mydatabase.mdb;SystemDB=C:\mydatabase.mdw; Exclusive Driver={Microsoft Access Driver (*.mdb)};Dbq=C:\mydatabase.mdb;Exclusive=1;Uid=admin;Pwd=; Enable admin statements To enable certain programatically admin functions such as CREATE USER, CREATE GROUP, ADD USER, GRANT, REVOKE and DEFAULTS (when making CREATE TABLE statements) use this connection string. Driver={Microsoft Access Driver (*.mdb)};Dbq=C:\mydatabase.mdb;Uid=Admin;Pwd=;ExtendedAnsiSQL=1;

Specifying locale identifier Use this to specify the locale identifier which can help with non-US formatted dates. Driver={Microsoft Access Driver (*.mdb)};Dbq=C:\mydatabase.mdb;Locale Identifier=2057;Uid=Admin;Pwd=; The above example uses the en-gb locale identifier (2057).

OLE DB, OleDbConnection (.NET)
Standard security Provider=Microsoft.Jet.OLEDB.4.0;Data Source=C:\mydatabase.mdb;User Id=admin;Password=; With database password This is the connection string to use when you have an access database protected with a password using the Set Database Password function in Access. Provider=Microsoft.Jet.OLEDB.4.0;Data Source=C:\mydatabase.mdb;Jet OLEDB:Database Password=MyDbPassword; Workgroup (system database) Provider=Microsoft.Jet.OLEDB.4.0;Data Source=C:\mydatabase.mdb;Jet OLEDB:System Database=system.mdw; Workgroup (system database) specifying username and password Provider=Microsoft.Jet.OLEDB.4.0;Data Source=C:\mydatabase.mdb;Jet OLEDB:System Database=system.mdw;User ID=myUsername;Password=myPassword;

DataDirectory functionality Provider=Microsoft.Jet.OLEDB.4.0;Data Source=|DataDirectory|\myDatabase.mdb;User Id=admin;Password=;

ACCESS 2007 Standard security Provider=Microsoft.ACE.OLEDB.12.0;Data Source=C:\myFolder\myAccess2007file.accdb;Persist Security Info=False;

With database password Provider=Microsoft.ACE.OLEDB.12.0;Data Source=C:\myFolder\myAccess2007file.accdb;Jet OLEDB:Database Password=MyDbPassword;

Datadirectory functionality Provider=Microsoft.ACE.OLEDB.12.0;Data Source=|DataDirectory|\myAccess2007file.accdb;Persist Security Info=False;

E

Excel Files ODBC Driver={Microsoft Excel Driver (*.xls)};DriverId=790;Dbq=C:\MyExcel.xls;DefaultDir=c:\mypath;

Remark: SQL syntax "SELECT * FROM [sheet1$]". -- i.e. excel worksheet name followed by a "$" and wrapped in "[" "]" brackets.

OLEDB Provider=Microsoft.Jet.OLEDB.4.0;Data Source=C:\MyExcel.xls;Extended Properties="Excel 8.0;HDR=Yes;IMEX=1";

Important note!

The quote " in the string needs to be escaped using your language specific escape syntax. c#, c++  \" VB6, VBScript  "" xml (web.config etc)  " or maybe use a single quote '.

"HDR=Yes;" indicates that the first row contains columnnames, not data. "HDR=No;" indicates the opposite.

"IMEX=1;" tells the driver to always read "intermixed" (numbers, dates, strings etc) data columns as text. Note that this option might affect Excel worksheet write access negative. SQL syntax "SELECT * FROM [sheet1$]". -- i.e. Excel worksheet name followed by a "$" and wrapped in "[" "]" brackets.

Check out the [HKEY_LOCAL_MACHINE\SOFTWARE\Microsoft\Jet\4.0\Engines\Excel] located registry REG_DWORD "TypeGuessRows". That's the key to not letting Excel use only the first 8 rows to guess the columns data type. Set this value to 0 to scan all rows. This might hurt performance. If the Excel workbook is protected by a password, you cannot open it for data access, even by supplying the correct password with your connection string. If you try, you receive the following error message: "Could not decrypt file." Excel 2007 Files

Provider=Microsoft.ACE.OLEDB.12.0;Data Source=c:\myFolder\myExcel2007file.xlsx;Extended Properties="Excel 12.0 Xml;HDR=YES";

title: Visual Basic/Databases


text:
Italian/Vocabulary/Family

 * Mia sorella My sister

 * Mio fratello My brother

 * Mia madre My mother

 * Mio padre My father

 * Mia zia My aunt

 * Mio zio My uncle

 * I miei genitori My parents

 * Mio nonno My grandfather

 * Mia nonna My grandmother

 * I miei parenti My relatives

 * Mio cugino My cousin (male)

 * Mia cugina My cousin (female)

 * Mio nipote My grandson/nephew

 * Mia nipote My granddaughter/niece

 * Il mio nipotino My grandson/nephew

 * La mia nipotina My granddaughter/niece

 * Il mio patrigno My stepfather

 * La mia matrigna My stepmother

 * Mio suocero My father-in-law

 * Mia suocera My mother-in-law

 * Mio genero My son-in-law

 * Mia nuora My daughter-in-law

 * Mio cognato My brother-in-law

 * Mia cognata My sister-in-law

 * Mio marito My husband

 * Mia moglie My wife

oc:Italian: La famiglia, la familha

title: Italian/Vocabulary/Family


text:
Template:Hanzigallery

     strokes

title: Template:Hanzigallery


text:
Chinese (Mandarin)/Lesson 1/Stroke Order

This page shows the stroke orders to write the characters introduced in ../. Click on an image to see the full-sized image. Red links are replaced with images as soon as they are made available. All images are from the Stroke Order Project on Wikimedia Commons.

The leftmost column gives the number of the character according to the lesson's vocabulary section. The letters by some numbers indicate extra notes:
 * - "s" and "t" refer to simplified and traditional ways of writing the same character.
 * - "f" refers to the feminine equivalent of the same word.
 * - "a" and "b" refer to parts of multi-character words and phrases.

Mandarin/İçindekiler/1. Ders - Merhaba!/Çizme sırası


text: Template:Future

title: Template:Future


text: Template:Expert

title: Template:Expert


text:
User:Prometheuspan~enwikibooks/wikimarkupnotes

This is red text.

a red word

or

a red word.

giving

a red word

a red word


text:
User talk:Gh0st

Seeking Enrollment in Political Science Course
Hi, my name is Justin Herald. I am interested in enrolling in the Wikiversity School of Political Science. My email is justin.herald[at]gmail.com

Symphoniq 03:32, 17 March 2006 (UTC)Symphoniq

Wikiversity
Ok, I'm willing to forget all the comments you've been deleting, if you just listen to one point. Wikiversity has already been through one round of getting approval from the board of the Wikimedia Foundation, having already been proposed for deletion from Wikibooks - yes, deletion. See the top of Wikiversity/Modified project proposal for details. In this, the board recommended that Wikiversity "exclude online courses" - that's right, no online courses. They also said "no credentials".

Since then, however, there has been confusion about this, and I for one have been arguing that, while we might not want to go down the full e-learning route at the moment, we can still go about setting up learning activities around materials that we host on Wikiversity, instead of simply being a repository of materials. What I propose is that we set up "study groups" (or "learning communities") around individual topics, where people can raise questions, discuss, and maybe use this for further research on the topic. This is my idea and the growing consensus of how learning takes place.

So, don't get me wrong - I think that the fact that you're getting the political science course off the ground is great. But I'm also recommending that you think about how to manage this course. Have you, for example, asked any of the potential participants what they want out of the course? Have you asked them what their experience is? Were you going to do that? How were you going to manage the question on Talk:Pos 1000 about not being able to make it to online lectures? And on a pragmatic note, where are the materials for the course? These aren't accusations - they're just questions.

I'm also asking you, please, please, to listen to this. I'm trying to work with you here, but the more you ignore me, the less likely this is. Considering that I'm spearheading getting Wikiversity actually set up through the Special projects committee, this is not good for you. If you've any questions, if you're not clear about anything, please just ask. Please don't delete, it's not good. Cormaggio 11:27, 23 March 2006 (UTC)

 * Hi Gh0st, I'd just like to say that some of what I've said so far has been too strong and over the top. I want to apologise to you for coming in too aggressively on the Wikiversity course you're working on. I actually meant my comments to open a discourse, rather than set up a conflict, but in reality, I only succeeded in the latter.

 * On a more positive note, I see that there is a steady interest in the course, and I wish you all the best with it. How is it going by the way? Have you done any group work or had any online lectures? Cormaggio 05:38, 7 April 2006 (UTC)

Jesus, Cormaggio!
I realize that you are under thirty, a rising star with an education in education, and now selected by the Wikimedia Foundation power structure as their special representative less disliked than any other incorrigables at Wikiversity. Personally, I did not care for the syllabus or outlined approaches of Gh0st's Poly Sci classes or apparent leadership style but would it be so difficult to simply advise him/her to title his activity a series of seminars and leave them alone to prototype some online learning? If the newcomer user:Wikizach takes me up on prototyping some poly sci classes then the student body will have some options in at least one learning area at Wikiversity.

Meanwhile I have found nothing promised at meta regarding submitting the proposal and getting our permanent URLs active. Get your paperwork done and leave the harassing of other participants to us other mere participants. How are you going to play mediator or leader when you are defining yourself as one side of the newly arising disputes that the Wikimedia Foundation has suckered you into taking on? Do yourself a favor. Go find out if Roberth or Maveric149 (former leaders in charge of proposal of Wikiversity now going on three years slow rolling by Board) and find out if they have hard feelings towards you being picked to take credit for leading their project into the promised land. In fact, go consult JWSurf and MFinney regarding office politics in private. Notice both of them are experienced managers and instructors. Try not to threaten them with spurious charges of incivility or your new found status as the selected minion of the stacked Board's selected committee.

Get our URLs active and turn on the web traffic. If five or fifty fullblooded P'hd Engineers, PE show up to give real courses with official syllabus, exercises, lectures, etc. etc. or retired NASA people grumpy at never getting to design an actual useful spacecraft or technology you do not want to be marginalized as the idiot trying to enforce uninformed Board mandates all by your lonesome. In case you missed it Wikiversity is an experiment. Nobody really knows what is going to work. We need to try some things and find out. The Board has painted themselves into some corners with their premature announcements and promises regarding "freeing the curriculum" and some other idiocies aimed at separating the fiscal entity from the "community" in pursuit of cash donations they control. When the dust settles do you want to be the villian scapegoated and outcast by the "community" of instructors, students, and participants who inevitably choose to do as they please rather than as the Board mandates for the Board's convenience or financial interests? Keep in mind Wikiversity is slowly getting started in spite of mismanagement of the Board. If the permanent URLs are not forthcoming soon how long do you suppose it will be ... nevermind. That argument was old a year ago and the lack of available public student wikis still mystifies me.

Please consider writing a paragraph submission memo for the modified proposal and request some of the regulars show up and express support and state personal exceptions. I personally will rewrite and repropose the alternative Wikiversity is Not section:

Wikiversity is not a place to tell others what they cannot do or try. Productive forking is encouraged, may the best learning community grow faster than its alternatives. cc: Lazyquasar 07:06, 2 April 2006 (UTC)
 * Cormaggio's discussion page.
 * Gh0st's disscussion page

title: User talk:Gh0st


text:
Speech-Language Pathology/Stuttering/Genetics of Stuttering

Dopaminergic Genes
Three genes associated with the neurotransmitter dopamine correlate with five disorders: ADD/ADHD, stuttering, Tourette's syndrome, obsessive compulsive disorder (OCD), and tics. All five disorders involve a combination of stress and movement:

 Persons with ADD/ADHD have normal brain activity when resting, but when they try to concentrate on a task, they have reduced prefrontal cortex blood flow, which reduces their ability to concentrate. Persons with ADHD (mostly children) then become hyperactive and can't sit still. Tics cause a muscle, often in your face, to move rapidly and uncontrollably. Stress usually makes the tic uncontrollable. Individuals with OCD repeatedly perform physical tasks, e.g., hand-washing. Stress usually makes this behavior uncontrollable. Individuals with Tourette's syndrome compulsively touch objects (e.g., floors or walls) or make stereotyped movements or noises. Stress usually makes the movements uncontrollable. Stuttering is excessive speech-production muscle activity resulting in blocked, prolonged, or repeated sounds. Stress usually makes the stuttering uncontrollable.

All five disorders manifest most strongly—and are most difficult to control—in high-stress situations. These disorders may all be stress reducers that work for a few moments but then cause greater stress, resulting in cyclical abnormal behaviors (see the section Stress-Related Changes).

Why do some individuals with these three genes develop stuttering, while others develop Tourette's, while still others develop other disorders, or no disorder at all? In a subgroup of individuals with Tourette's, a childhood autoimmune "trigger" leads to Tourette's. A childhood streptococcal infection causes a child's immune system to attack brain cells in the putamen area. The putamen controls gross (large) muscle movements. Excessive dopamine in the putamen area of the brain is associated with Tourette's. The child recovers from the fever, but then develops Tourette's.

Speculatively, a similar autoimmune disorder involving the left caudate nucleus speech motor control area could trigger childhood stuttering.

Stuttering Families
In 2005, researchers announced that almost half the family members stutter in several extended families in Cameroon, Africa. The lead researcher said, "These families provide hope that we'll be able to identify the gene that appears to be at work to cause stuttering in these families."

A 1940 study investigated five generations of an Iowa family, with stuttering in all generations. In the third generation, three of four children in one family stuttered. When these children grew up, three moved to Kansas and lost contact with the sibling remaining in Iowa. Of the descendants of the woman remaining in Iowa, 40% stuttered. Of the descendants of the Kansas siblings, only 6% stuttered.

The researcher concluded that the Iowa family had a "tone" that was conducive to stuttering. The hypothesis was that this family believed that stuttering was inherited, so they anxiously watched their children looking for signs of stuttering, and this fear of stuttering in the parents caused the children to stutter.

In 1960, another researcher studied the next generation of the family. Only 2% of these children stuttered, and the researcher reported that there had been a change in the familial assumptions and attitudes about stuttering.

In 1940, speech-language pathologists believed that stuttering was caused by parental reactions to normal childhood dysfluencies. The Iowa family "proved" what the speech-language pathologists believed. In 2005, speech-language pathologists believe that stuttering has a genetic cause, and the Cameroon families are expected to prove this hypothesis. In 1986, a speech-language pathologist re-examined the 1940 Iowa study and concluded that, "genetic transmission has been judged to provide an equally viable explanation for the data."

At least 25 studies have investigated family patterns in the incidence of stuttering. The results vary widely. Most studies are contradicted by other studies.

Between 20% and 74% of stutterers say they have a relative who stutters. But other studies found that 1% to 42% of non-stutterers said they have a relative who stutters. In other words, many stutterers and many non-stutterers say they have relatives who stutter. One study found that if you stutter, you are about three times more likely to have a close relative who stutters.

Studies of the families of stutterers failed to find simple Mendelian types of inheritance, such as sex-linked, autosomal dominant, or recessive.

A study of children aged 2 to 6 found that more than two-thirds of stuttering children have relatives who stutter. This study found that male and female children were equally likely to have relatives who stutter. This study also found that stuttering was more likely in first-degree relatives than in second- or third-degree relations.

Twin Studies
A half-dozen studies of twins have found that concordance for stuttering (both twins either stutter or don't stutter, rather than one twin stuttering and the other not stuttering) is much more likely in identical twins than in fraternal twins. The exact numbers vary between studies, in part because some studies only looked at same sex twins (a male and female fraternal twin pair is unlikely to both stutter because males are more likely to stutter than females).

On the other hand, a study of 95 pairs of identical twins reared apart found 5 stutterers (2% of the subjects, the expected prevalence). None of their twins stuttered. This is in spite of finding similarities in talkativeness, pitch, and hoarseness, as well as tastes in clothing, books, etc. This suggests that stuttering is not genetic.

Relatives of Female Stutterers
Several studies have found that female stutterers are more likely than males to have relatives who stutter. This suggested that the few females who stutter might have a stronger genetic component in their families. Analogously, men are more likely to be tall than women, but tall women are more likely to have tall relatives.

However, another study of adult stutterers "did not find that relatives of female [stutterers] were more likely to stutter than relatives of the male [stutterers]."

Stuttering Related to Other Factors

Studies of the family incidence of stuttering have compared left-handed stutterers to right-handed stutterers, speech motor skills, anxiety, and reading ability. Familial differences were found only for speech motor skills.

Two studies of birth or developmental trauma had contradictory results. A study of adults suggested that there are two causes of stuttering: genetic, and trauma or illness. A similar study of children who stutter reached the opposite conclusion.

Two studies found that severe stutterers were no more likely than mild stutterers to have relatives who stutter. Two more studies found no familial differences between recovered and persistent stutterers.

References

 * 1) Comings, D., et al., "Polygenic Inheritance of Tourette Syndrome, Stuttering, Attention Deficit Hyperactivity, Conduct, and Oppositional Defiant Disorder," American Journal of Medical Genetics 67:264-288 (1996).
 * 2) Amen, Daniel. Healing ADD, (2002, ISBN 0425183270).
 * 3) Singer, H.S., J.D. Giuliano, B.H. Hansen, J.J. Hallett, J.P. Laurino, M .Benson, and L.S. Kiessling. "Antibodies against human putamen in children with Tourette syndrome", Neurology, June 1998; 50: 1618-1624, summary.
 * 4) Drayna, D. "Newly discovered families give impetus to genetic research," Stuttering Foundation of America newsletter, Fall 2005, page 1. Viswanath, N., H.S. Lee, R. Chakraborty. "Evidence for a Major Gene Influence on Persistance Developmental Stuttering," Human Biology, June 2004, 76:3, 401-412.
 * 5) }Bloodstein, Oliver (1995) A Handbook On Stuttering, 5th edition, San Diego: Singular Press.
 * 6) Wingate, M. (1986) "Physiological and genetic factors."  In G.H. Shames & H. Rubin, Eds.), Stuttering Then And Now (pp.49-69). Columbus: Charles E. Merrill Publishing Co.
 * 7) Yairi, E. Ambrose, N., Cox, N. (1996) "Genetics of Stuttering: A Critical Review," Journal of Speech and Hearing Research, 39 771-784.
 * 8) Andrews, et al., "Stuttering: a review of research ﬁndings and theories," Journal of Speech and Hearing Disorders, 48, 226-246, 1983.
 * 9) Ambrose, N., Yairi, E., Cox, N.  “Genetic Aspects of Early Childhood Stuttering.”  Journal of Speech and Hearing Research, 36, 701-706, August 1993.
 * 10) Yairi, E. Ambrose, N., Cox, N. (1996) "Genetics of Stuttering: A Critical Review," Journal of Speech and Hearing Research, 39 771-784.
 * 11) Bloodstein, Oliver (1995) A Handbook On Stuttering, 5th edition, San Diego: Singular Press.
 * 12) Yairi, E. Ambrose, N., Cox, N. (1996) "Genetics of Stuttering: A Critical Review," Journal of Speech and Hearing Research, 39 771-784.
 * 13) Janssen, P., Kloth, S., Kraaimat, F., Brutten, G. "Genetic Factors In Stuttering: A Replication of Ambrose, Yairi, and Cox’s (1993) Study With Adult Probands," Journal of Fluency Disorders, 21 (June 1996), 105-106.
 * 14) Yairi, E. Ambrose, N., Cox, N. (1996) "Genetics of Stuttering: A Critical Review," Journal of Speech and Hearing Research, 39 771-784.


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Chinese (Mandarin)/Lesson 2/Stroke Order

This page shows the stroke orders to write the characters introduced in ../. Click on an image to see the full-sized image. Red links are replaced with images as soon as they are made available. All images are courtesy of the Chinese stroke order project on Wikicommons.


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User:Orangehatbrune~enwikibooks

Wikipedia profile: User:Orangehatbrune

title: User:Orangehatbrune~enwikibooks


text:
User:Christopher Parham

See my user page at the English Wikipedia.

title: User:Christopher Parham