text:
Web 2.0 and Emerging Learning Technologies/Literature Reviews of PLE

Definition of PLE
The initial idea of Personal Learning Environments (PLEs) was discussed in 2001 by Olivier and Liber and later many others have contributed to enrich the concept, like Stephen Downes, Ray Sims, Mark van Harmelen, George Siemens, James Farmer, Michelle Martin, Scott Wilson, Steve Barth, Terry Anderson, Will Richardson, David Delgado and so on. In simple words, PLEs help people to control and arrange their own learning process and provide supports to “(1) set their own learning goals (2) manage their learning; managing both content and process and (3)communicate with others in the process of learning and thereby achieve learning goals.” (Mark van Harmelen) http://en.wikipedia.org/wiki/Personal_Learning_Environment

And the term also suggests “a collection of tools, brought together under the conceptual notion of openness, interoperability, and learner control.”(George Siemens) http://www.elearnspace.org/blog/archives/002884.html

An authoritative definition of PLEs does not exist yet. Various ideas could be found on the internet:

(1)“the heart of the concept of the PLE is that it is a tool that allows a learner (or anyone) to engage in a distributed environment consisting of a network of people, services and resources. It is not just Web 2.0, but it is certainly Web 2.0 in the sense that it is (in the broadest sense possible) a read-write application.” (Stephen Downes, 2006) and Downes describes PLE as “an aggeration of tool, service,people and resources.”

(2) “a collection of tools, brought together under the conceptual notion of openness, interoperability, and learner control.” http://www.elearnspace.org/blog/archives/002884.html

(3) “a facility for an individual to access, aggregate, configure and manipulate digital artifacts of their ongoing learning experiences.” (Ron Lubensky) http://members.optusnet.com.au/rlubensky/2006/12/present-and-future-of-personal-learning.html

(4) “a collection of free, distributed, web-based tools, usually centered around a blog, linked together and aggregating content using RSS feeds and simple HTML scripts.” (Sean FitzGerald) http://seanfitz.wikispaces.com/creatingyourple

PLE is a concept, rather than a website, software or any online community named. An example of PLEs changes, grows and covers various medium in different times. While formal education was dominant and learning was designed and managed by teachers and schools, the PLE was not as powerful as it is today. Nowadays, with advanced communication technology, individuals could construct their own learning maps, which are their own PLEs.

Here’s an example of a PLE, a mind map of Ray’s PLE : http://simslearningconnections.com/ple/ray_ple.html.

An individual could establish his or her own PLE by a personal blog with many web links and RSS subscriptions or one can combine his or her institutional education and other learning resources with a LMS (Learning Management System). Or, a PDA with internet access could make one PLE as well. PLEs differ from time to time, case by case.

Reference

boyd, d. m., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1), article 11. http://jcmc.indiana.edu/vol13/issue1/boyd.ellison.html Downes, Stephen (2005). E-learning 2.0 Olivier, Bill, & Liber, Oleg. (2001) Lifelong Learning: The Need for PortablePersonal  Learning Environments and Supporting Interoperability Standards. The JISC Centre for Educational Technology Interoperability Standards, Bolton Institute December 2001. van Harmelen, Mark (August 2006). Personal Learning Environments.

Why PLE
PLE is not a new concept, but, with the development of the technologies such as blogs, social bookmarking, wikis, podcasts, RSS feeds, social software, web application programming interfaces (APIs), online web services and so on,we come into web2.0 ,and because of web2.0,PLE has a second life. The most compelling point for the PLE is to develop educational technology which can respond to the way people are using technology for learning and which allows them to themselves shape their own learning spaces, to form and join communities and to create, consume, remix, and share material.From then on,people has the rights and ability to build their own learning spaces.,this is a revolution.

For the learner,everything of the world around us could be changed ,except the ability of creating our PLE.
 * Increased need for learner-driven lifelong learning.
 * The increased rate of technology, social and market changes that drive the need to more continuously and aggressively upgrade skills and knowledge to remain relevant in professions
 * The change in the employer-employee relationships:
 * A more frequent necessity to “re-tool” as entire industries disappear or employment locations shift globally
 * Even within “stable” industries, a decrease in job security
 * More frequent employment and/or career changes
 * More free agents within a network economy — a “company of one” with no corporate learning and development group to depend on
 * The responsibility for driving employee development shifting to the employee, from the corporation
 * We are living longer and have an increased likelihood of an active retirement that involves a sense of purpose and discovery beyond recreation
 * Increased access to information and people.
 * An exponentially increasing volume of information that we have access to, leading to the question of “what to pay attention to?” and feelings of information overload
 * Increased opportunities, desire and need for creating connections with other people on behalf of both work production and learning.


text:
MediaWiki:Gadget-purge.js

/** * Add "Purge" content action link. * * Dependencies: mediawiki.util * * @source www.mediawiki.org/wiki/Snippets/Purge_action * @revision 2014-05-14 */ $( function {    if ( !$( '#ca-purge' ).length && mw.config.get( 'wgIsArticle' ) ) {        mw.util.addPortletLink( 'p-cactions', mw.util.wikiScript + '?' + $.param({ title: mw.config.get( 'wgPageName' ), action: 'purge' }), mw.config.get( 'skin' ) === 'vector' ? 'Purge' : '*', 'ca-purge', 'Purge the server cache of this page', '*'       );    } } );

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

title: MediaWiki:Gadget-purge.js


text: Category:Book:French For Football

title: Category:Book:French For Football


text:
MediaWiki:Gadget-sixtabs.js

$(document).ready( function {	var $action, $main, $talk, $edit, $hist, $move, $clone, href, title, ns = mw.config.get( 'wgNamespaceNumber' );

if ( ns < 0 || mw.config.get('skin') !== 'monobook' ) { return }

$action = $('#p-cactions').find('li'); $main = $action.eq(0); $talk = $action.filter('#ca-talk'); $edit = $action.filter('#ca-edit'); $hist = $action.filter('#ca-history');

if ( ns % 2 ) { $clone = $main; $move = $talk; id = 'subject'; title = ''; } else { $clone = $talk; $move = $main; id = 'talk'; title = 'Talk:'; }	if ( !$edit.length ) { $edit = $action.filter('#ca-viewsource'); }	if ( !$main.length || !$talk.length || !$edit.length || !$hist.length || $clone.hasClass( 'new' ) ) { return; }

$move.after( $hist ); $move.after( $edit ); href = mw.util.wikiScript('index') + '?title' + mw.util.wikiUrlencode( title + mw.config.get( 'wgTitle' ) ) + '&action='; mw.util.addPortletLink (		'p-cactions', href + 'history', $hist.text, 'ca-history-' + id, id + ' history', '', $clone.next.get(0)	); mw.util.addPortletLink (		'p-cactions', href + 'edit', 'Edit', 'ca-edit-' + id, 'Edit ' + id, '', $clone.next.get(0)	); });

title: MediaWiki:Gadget-sixtabs.js


text:
Talk:French For Football/Introduction

Untitled
The French on this page was produced with the aid of the Google automatic translator, so if you can improve it, that would be most appreciated! Recent Runes 08:41, 20 November 2007 (UTC)

title: Talk:French For Football/Introduction


text:
MediaWiki:Gadget-edittop.js

// Imported from User:Alex Smotrov/edittop.js, version as of: 2007-06-19T04:28:52 // Updated from User:TheDJ/Gadget-edittop.js, version as of: 2009-04-28T11:54:22

if ($.inArray( mw.config.get('wgAction'), [ 'view', 'purge' ]) !== -1 && mw.config.get( 'wgNamespaceNumber' ) >=0) { $(function edittop_hook {    var localtitles = {      bg: 'Редактиране на началото',      bn: 'সূচনা অনুচ্ছেদ সম্পাদনা করুন',      cs: 'Editovat úvodní sekci',      en: 'Edit lead section',      fa: 'ویرایش بخش آغازین',      fr: 'Modifier le résumé introductif',      id: 'Sunting bagian atas',      it: 'Modifica della sezione iniziale',      ja: '導入部を編集',      kk: 'Кіріспе бөлімді өңдеу',      min: 'Suntiang bagian ateh',      ko: '도입부를 편집',      pa: 'ਸੋਧ',      pt: 'Editar a seção superior',      'pt-br': 'Editar a seção superior',      sr: 'Уреди уводни део',      vi: 'Sửa phần mở đầu'    };

var our_content = $("#content, #mw_content").first; var span1 = our_content.find("span.mw-editsection:not(.plainlinks)").first; if (!span1.length) { return; }   var span0 = span1.clone;

$("#mw_header h1, #content h1").first.append(span0); span0.find("a").each(function (idx) {     var a = $(this);      a.attr("title", localtitles[mw.config.get( 'wgUserLanguage' )] || localtitles.en);      if ( !/&(ve|)section=T/.test( a.attr( "href" ) ) ) { // not transcluded        a.attr( "href", a.attr( "href" ).replace( /&(ve|)section=\d+/, "&$1section=0&summary=/*%20top%20*/%20" ) );      } else if ( /&vesection=/.test( a.attr( "href" ) ) ) { // transcluded, VE        a.attr( "href", mw.util.getUrl( mw.config.get( 'wgPageName' ) ) + "?veaction=edit&vesection=0&summary=/*%20top%20*/%20" );      } else { // transcluded, not VE        a.attr( "href", mw.util.getUrl( mw.config.get( 'wgPageName' ) ) + "?action=edit&section=0&summary=/*%20top%20*/%20" );      }    }); }); }

title: MediaWiki:Gadget-edittop.js


text:
MediaWiki:Gadget-bottomtabs.js

$(document).ready( function {	var find_ids = [ '#left-navigation', '#right-navigation', '#p-cactions' ], tabs;	for (var i = 0; i < find_ids.length; ++i) {		tabs = $(find_ids[i]).clone(true).attr('id', function(i, a) { return 'b-' + a; });		tabs.find('li').attr('id', function(i, a) { return 'b-' + a; });		mw.util.$content.append(tabs);	} });

title: MediaWiki:Gadget-bottomtabs.js


text:
MediaWiki:Gadget-autodel.js

/** * Replacement for the old MediaWiki:Gadget-autodel.js that is now on User:Mike.lifeguard/Gadget-autodel.js * Eases deletion of pages * Documentation at Help:Gadget-autodel.js * * @rev 1 (2012-07-02) * @author Rillke, 2012 */ // List the global variables for jsHint-Validation. Please make sure that it passes http://jshint.com/ // Scheme: globalVariable:allowOverwriting[, globalVariable:allowOverwriting][, globalVariable:allowOverwriting] /*global jQuery:false, mediaWiki:false*/ // Set jsHint-options. You should not set forin or undef to false if your script does not validate. /*jshint forin:true, noarg:true, noempty:true, eqeqeq:true, bitwise:true, strict:true, undef:true, curly:false, browser:true*/ ( function ( $, mw ) { "use strict"; var autoDel = null,	server = mw.config.get('wgServer'),	articlePath = mw.config.get('wgArticlePath');

if ( (-1 === $.inArray(mw.config.get('wgCanonicalSpecialPageName'), ['Contributions', 'Whatlinkshere', 'Log', 'Prefixindex', 'Newpages'])) &&	(!mw.config.get('wgArticleId') || -1 === $.inArray(mw.config.get('wgAction'), ['submit', 'view', 'edit', 'delete'])) ) return; mw.util.addCSS('.autodel-dellink { background-color:#CEEDB4; font-size:.8em; position:relative; top:-0.5em; }'); autoDel = { aDelInstall: function { var p = mw.util.addPortletLink('p-cactions', '#', 'Add DeleteLinks', 'ca-dellink', 'generate deletion links'); if (p) { p = $(p); } else { return; }		p.click(function(e) {			e.preventDefault;			autoDel.tasks = ['aDelQueryDefaultReason', 'aDelAddDelLinks'];			autoDel.nextTask;		}); if ('delete' === mw.config.get('wgAction') && mw.util.getParamValue('submitdelete')) { $('#mw-content-text').prepend($(' ').addClass('error').text( "Either you are using an old version of autoDel or you opened a link in a new tab. " + "Deletion via URL is evil and therefore not done. " + "If you are using the latest version of autoDel, simply click the delete link. " + "An in-page-dialog will be opened. You can submit deletion immediately pressing the enter-key. " + "While it makes your account vulnerable, you can skip this dialog adding " ), $(' ', { text: 'window.skipAutodelConfirm = true;' }),			$('', { text: " to your common.js", href: 'Special:MyPage/common.js' }),			$(' ').addClass('error').text( "If you decided to add it to your js, be careful where you are clicking and double-check the tool tips." ));		}		// Providing functionality for // Additional safeguard: only run on the delinker-command-page or those the user wants it		window.autodelPages = $.extend({'User:CommonsDelinker/commands': true}, window.autodelPages); if (!window.autodelPages[mw.config.get('wgPageName')]) return; var $ins = $('.instant-nuke').css('display', 'inline-block').attr('title', 'Invoke immediate deletion'); $ins.each(function(i, el) {			try {				var $el = $(el),					h = $el.find('a:first').attr('href'),					pg_ = mw.util.getParamValue('title', h),					pg = pg_.replace(/_/g, ' '),					r = mw.util.getParamValue('wpReason', h),					bt = $el.find('.selToBlock').text,					$b = $el.parents(bt),					// WikiUrlencode does too much, same for encodeURIComponent					$ol = $b.find('a[href$="' + encodeURI(pg_).replace(/\'/g, '%27').replace(/\"/g, '%22') + '"]');				$el.data('autoDel', { page: pg, $parent: $b, $oLink: $ol, reason: r });				if (!autoDel.aDelPages[pg]) autoDel.aDelPages[pg] = [];				autoDel.aDelPages[pg].push($el);				$(el).find('a').attr('title', 'Delete ' + pg);				$el.click(autoDel.__aDelConfirmDelete);			} catch (ex) {}		});	},	aDelQueryDefaultReason: function {		var c = mw.cookie.get('com-autodel-reason');		this.reason = c || 'per COM:SPEEDY';		this.prompt([{			message: 'default reason', prefill: this.reason, returnvalue: 'reason', cleanUp: true, noEmpty: true, byteLimit: 250, parseReason: true }], "Adding links: Set the default reason.");	},	aDelAddDelLinks: function {		if (this.delLinksAdded) return;		var tryDecode = function(title) {			try {				// MediaWiki also encodes "=" even if not required (not a query string)				if (title) title = decodeURIComponent(title);				return title;			} catch(ex2) {				try {					if (title) title = decodeURI(title);				} catch (ex) {}				return title;			}		};		var tryDecodeComponent = function(title) {			try {				if (title) title = decodeURIComponent(title);			} catch (ex) {}			return title;		};		var addLink = function(pg, $el) {			if (!pg) return;			if (0 === pg.indexOf(mw.config.get('wgFormattedNamespaces')[-1])) return;			pg = pg.replace(/_/g, ' ');			var $dLink = $('', { 'class': 'autodel-dellink', href: '#', text: 'Delete!', title: 'Delete ' + pg });			$el.wrap(' ').after($dLink);			$dLink.data('autoDel', { page: pg, $parent: $el.parent, $oLink: $el }); $dLink.click(autoDel.__aDelConfirmDelete); if (!autoDel.aDelPages[pg]) autoDel.aDelPages[pg] = []; autoDel.aDelPages[pg].push($dLink); return true; };		$('#mw-content-text').find('a').each(function(i, el) {			var $el = $(el),				h = $el.attr('href'),				pg, REArticle, m;			if ($el.hasClass('new')) return;

pg = mw.util.getParamValue('title', h); if (addLink(tryDecodeComponent(pg), $el)) return; REArticle = new RegExp('^' + mw.RegExp.escape(articlePath.replace('$1', '')) + '(.+?)(?:#.*)?$'); m = h.match(REArticle); if (m) if (addLink(tryDecode(m[1]), $el)) return; REArticle = new RegExp(mw.RegExp.escape(server + articlePath.replace('$1', '')) + '(.+?)(?:#.*)?$'); m = h.match(REArticle); if (m) if (addLink(tryDecode(m[1]), $el)) return; });		this.delLinksAdded = true;		// Finally save the reason into a cookie		mw.cookie.set('com-autodel-reason', this.reason, { expires: 14, // expires in 14 days path: '/' // domain-wide, entire wiki });	},	__aDelConfirmDelete: function(e) {		e.preventDefault;		e.stopPropagation;		var $dLink = $(this),			d = $dLink.data('autoDel'),			$toRemove = $dLink,			$toBlock = d.$parent, 			$toSetNew = d.$oLink;		// Add all links with the same target page		$.each(autoDel.aDelPages[d.page], function(i, el) { var $el = $(el), di = $el.data('autoDel'); if (!di) return; $toRemove = $toRemove.add($el); $toBlock = $toBlock.add(di.$parent); $toSetNew = $toSetNew.add(di.$oLink); });		var wasValidLink = !!$dLink.inView.length && (/[Dd]elete/.test($dLink.text) || /\/16px-Gr%C3%BCnerm%C3%BClleimer\.svg\.png$/.test($dLink.find('img').attr('src')) && $dLink.find('img').inView.length );		// The last param is the check whether the delete-link was probably faked		autoDel.secureCall('aDelConfirmDelete', d.page, $toRemove, $toBlock, $toSetNew, d.reason, wasValidLink);	},	aDelFillInfoNode: function(page, $node) {		var query, isFile = (0 === page.indexOf(mw.config.get('wgFormattedNamespaces')[6]));		if (isFile) {			query = {				action: 'query',				prop: 'imageinfo|info',				intoken: 'delete',				iiprop: 'user|timestamp|url',				iiurlwidth: 250,				iiurlheight: 250,				iilimit: 1,				titles: page			};		} else {			query = {				action: 'query',				prop: 'info|revisions',				rvprop: 'user|timestamp',				rvlimit: 1,				rvdir: 'newer',				intoken: 'delete',				titles: page };		}		this.queryAPI(query, function(r) {			var pgs = r.query.pages,				rv,				type = "page",				pg;			$.each(pgs, function(i, pgObj) { pg = pgObj; });

autoDel.deletetoken = pg.deletetoken; $node.append($(' ').append( $(' ').text("You are going to delete "), $('', { href: mw.util.getUrl(pg.title), text: pg.title }), $(' ').text(" (" + pg.length + " Bytes, PageID: " + pg.pageid + ", Changed: " + pg.touched + ").") ));			if ('undefined' !== typeof pg.missing) return $('.ui-dialog').find('.ui-button-green').button('option', 'disabled', true); if (isFile) { if (!pg.imageinfo) return; rv = pg.imageinfo[0]; type = "file"; $node.append($(' ', { src: rv.thumburl, height: rv.height, width: rv.width })); } else { if (!pg.revisions) return; rv = pg.revisions[0]; }			$node.append($(' ').text("This " + type + " was created by " + rv.user + " on " + rv.timestamp )); });	},	aDelConfirmDelete: function(page, $dLink, $toBlock, $toSetNew, reason, wasValidLink) {		var $infoNode = $(' ', { css: { 'min-height': '300px' } });		this.tasks = ['aDelExecDelete'];		this.pageToDelete = page;		this.$toRemove = $dLink;		this.$toBlock = $toBlock;		this.$toSetNew = $toSetNew;		// WARNING: SETTING THIS IN YOUR common.js WILL IMMEDIATELY DELETE ON CLICK		// Always watch the tooltip to prevent accidental wrong deletions		// You are responsible if you delete the world!		if (window.skipAutodelConfirm && wasValidLink) {			if (reason) this.reason = reason;			return this.nextTask;		}		this.secureCall('aDelFillInfoNode', page, $infoNode);		this.prompt([{ message: 'Delete reason (used in the deletion log)', prefill: reason || this.reason, returnvalue: 'reason', cleanUp: true, appendNode: $infoNode, noEmpty: true, byteLimit: 250, parseReason: true }], "WARNING: You are going to DELETE " + page);	},	aDelExecDelete: function {		var $toRemove = this.$toRemove,			$toBlock = this.$toBlock,			$toSetNew = this.$toSetNew,			pg = autoDel.pageToDelete;		$toBlock.block({ message: 'Deleting', css: { color: '#A0C828', fontWeight: 'bold', background:'none', border:'none', width: '8em' } });		if (autoDel.deletetoken) mw.user.tokens.set('deleteToken', autoDel.deletetoken);		mw.loader.using(['ext.gadget.libAPI'], function { mw.libs.commons.api.deletePage({				cb: function {					autoDel.secureCall('aDelExecDeleteCB', $toBlock, $toSetNew, $toRemove, pg);				},				// r-result, query, text				errCb: function(t, r, q) {					if (r && r.error && r.error.code === 'missingtitle') {						$toBlock.block({ message: 'Not found!', css: { color: '#C8A028', fontWeight: 'bold', background:'none', border:'none', width: '10em' } });						$toBlock.unblock( { fadeOut: 5000 } );					} else {						$toBlock.unblock;						autoDel.fail(t);					}				},				title: pg,				reason: autoDel.reason			}); //console.log(pg); autoDel.aDelExecDeleteCB });	},	aDelExecDeleteCB: function($toBlock, $toSetNew, $toRemove, pg) {		$toBlock.unblock;		$toSetNew.addClass('new');		if ($toSetNew.hasClass('image')) $toSetNew.find('img').fadeTo(500, 0.5);		$toRemove.remove;		delete this.aDelPages[pg];	},	aDelPages: {} };

mw.loader.using([	'ext.gadget.jquery.blockUI', 	'ext.gadget.AjaxQuickDelete', 	'ext.gadget.jquery.in-view', 	'mediawiki.util', 	'mediawiki.user', 	'mediawiki.cookie',	'user' ], function {	// Merge into AjaxQuickDelete	autoDel = $.extend(window.AjaxQuickDelete, autoDel);

// Fire off the rest as soon as the dom is ready $( document ).ready( function { autoDel.secureCall('aDelInstall'); } ); });

}( jQuery, mediaWiki ));

title: MediaWiki:Gadget-autodel.js


text:
User talk:Ngch89~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 09:38, 20 November 2007 (UTC)

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 Ngch89. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Ngch89~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 23:32, 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) 05:18, 19 April 2015 (UTC)

title: User talk:Ngch89~enwikibooks


text: User talk:194.223.81.75

title: User talk:194.223.81.75


text: User talk:205.210.223.130

title: User talk:205.210.223.130


text: User talk:204.65.0.24

title: User talk:204.65.0.24


text:
User talk:Xiuli zhuang

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 10:20, 20 November 2007 (UTC)

WB:NP
Please review our naming policy. Some of the pages you've created have not been named properly, and as a result, your book is in many pieces. By following this policy, you harness the software fully, and keep all book pages well-organized. Please move pages to the correct locations using the move tab at the top of each page. Thanks! – Mike.lifeguard  | talk 04:51, 12 December 2007 (UTC)

title: User talk:Xiuli zhuang


text: User talk:203.187.230.99

title: User talk:203.187.230.99


text: User talk:63.147.134.5

title: User talk:63.147.134.5


text: User talk:86.158.5.154

title: User talk:86.158.5.154


text: User talk:203.145.189.66

title: User talk:203.145.189.66


text:
User talk:71.233.131.22

– Mike.lifeguard  | talk 10:24, 20 November 2007 (UTC)

title: User talk:71.233.131.22


text: User talk:64.229.197.22

title: User talk:64.229.197.22


text:
User talk:Houney lee

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 11:00, 20 November 2007 (UTC)

title: User talk:Houney lee


text:
User talk:Pbteen32904

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 11:00, 20 November 2007 (UTC)

title: User talk:Pbteen32904


text:
User talk:Joaospam

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 11:00, 20 November 2007 (UTC)

title: User talk:Joaospam


text:
User talk:Cubrad

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 11:03, 20 November 2007 (UTC)

title: User talk:Cubrad


text:
User talk:213.121.24.35

--AdRiley 13:56, 20 November 2007 (UTC)

title: User talk:213.121.24.35


text:
User:Kalan

Hi there!

These are some facts about me that you may be interested in:

 * I'm a male living in Krasnoyarsk, Russia, and my timezone is UTC+7.
 * m:User:Kalan is me. I'm also w:ru:User:Kalan (admin).
 * I have a Toolserver account at tools:~kalan, and I'm going to write a tool that will indicate the book authorship (requested by User:SB Johnny).
 * Most probably, I will not write books there, but I can occasionally help with page formatting and illustrations.

title: User:Kalan


text: User:Fasten/Parent Education Course Writer's Guide


text:
User talk:Chen93

Multiple Intelligences Theory and Implementation in the Classroom

With the birth of some innovative language teaching methods and strategies, the mode within language education has turned to the learner-centered mode. However, the mode of evaluation of learning in my country--i.e., Taiwan-- still tends to the standardized tests, which result in many students’ frustration in learning. As an English teacher, I taught at a senior vocational industrial high school in Taiwan, where I experienced tremendous challenges and, at times, some frustrations. Vocational students are often less confident in or less motivated for learning English. Consequently, they are also less prepared and competent in language learning. Although I found that my students own different talents in various fields such as story telling, singing, or painting, they are marked with a poor image-- “academic failure.” To encourage them, I incorporated dozens of different methods and attempted to incorporate their learning styles into my curriculum. From my teaching experience, I find the basic concept of MI theory conforms to my students’ need. In addition, it helps my students with their confidence and self-esteem as well as their interest in language learning. Thus, many learn their English skills and competencies much better. That change or shift from a demotivating learning environment to one rich with student interest, ownership, and learning is the reason I choose the topic to discuss.

I. Introduction

Dr. Howard Gardner, a psychologist and professor from Harvard University, developed Multiple Intelligences Theory (MI) in 1983. His theory is an important contribution to educational practices and reform movements around the world. It challenges the traditional view of “IQ” and enables educators to take a renewed look at our views about learning and development. In the book Frames of Mind, Gardner questioned the validity of “IQ” score in deciding human intelligence because IQ tests only measures one's ability to handle academic subjects, and it predicts little of success in later life. He proposed that there are at least seven basic intelligences ((1) Visual/Spatial Intelligence, (2) Musical Intelligence, (3) Verbal/Linguistic Intelligence, (4) Logical/Mathematical Intelligence, (5) Interpersonal Intelligence, (6) Intrapersonal Intelligence, and (7) Bodily/Kinesthetic Intelligence). Gardner pointed out that “it is not if you are smart, but how you are smart.” (Gardner, 1983) The following criteria have been used in MIT to identify intelligence: it “entails the ability to solve problems, it involves a “biological proclivity,” it has “an identifiable neurological core operation or set of operations” and it is susceptible to encoding in a symbol system…which captures and conveys important forms of information” (Gardner 1999: 15-16). These different kinds of intelligences reflect learners’ myriad ways of interacting with the world. Although each person possesses all intelligences to some degree, some intelligences are more strongly exhibited than others. By various stimuli and education, MI can be nurtured and strengthened or ignored and weakened.

II. Multiple Intelligences Theory

II a. Description of the Seven Intelligences:

Linguistic Intelligence involves the capacity to use language effectively and creatively no matter in writing or speaking. Linguistic people like to use language to express their ideas, convey information, and understand other people. They are good at memorizing names, places, or other detailed information.

Logical-mathematical intelligence is the ability to use numbers effectively and engage in higher order thinking. People with this intelligence like to reason and analyze problems, work with numbers, and explore patterns and relationships. They are able to control visuals and mental pictures from various perspectives.

Spatial intelligence is the ability to manipulate and perceive objects or forms mentally and then to transfer those perceptions either mentally or concretely. They like to learn and think by visual stimuli and tend to organize things spatially. So, they learn best through graphic images.

Bodily-Kinesthetic intelligence involves using people’s whole body or parts of their body to solve problems, to express ideas and emotions. Bodily-Kinesthetic learners like to touch, talk, create things, and move around. They are good at physical activities such as dance, hands-on tasks, constructing models, and any kind of movement.

Musical intelligence is the capacity to think and express in musical forms. People with this intelligence own the sensitivity to the melody, sound, pitch or tone. They learn best through activities wherein they discriminate, transform, and express sounds. Interpersonal intelligence involves the capacity to perceive the feelings, intentions, and motivations. Interpersonal learners can discriminate the cues from facial expressions, gestures, or intonation and response effectively to those cues. They like to join groups, communicate with others, and make a lot of friends. Such interpersonal learners learn best by interacting with people, cooperating, and leading others.

Intrapersonal intelligence means learners have the ability to understand themselves. They have a clear picture in who they are, what they can do, and what they want to do. They like to work alone and achieve their goals. They learn best through getting in touch with their inner moods, intentions, and self motivations.

II b. Key points in MI theory

With the reference of Thomas Armstrong (1994: 11-12), four points are listed below to display a few of the key ideas of MI theory.

First, each person possesses capacities in all intelligences. Some people perform extremely high levels of functioning in all intelligences while others tend not to display many, if any. Most of us, however, appear to possess some highly developed intelligence as well as some weak ones.

Second, most people have the capacity to develop each intelligence to an adequate level of competency. The combination of the environmental influences such as school instruction, parents, and exposure to cultural activities can strengthen or weaken certain intelligence. If given appropriate instruction and encouragement, all intelligences can develop and reach to a higher level.

Third, intelligences usually work together in complex ways. No intelligence works alone because intelligences always interact with each other. For example, to make a cake, one should read the receipt, weigh the flour, and decide the flavor to satisfy all members of the family and one’s own preference. The process of making a cake needs the intelligences such as linguistic, logical-mathematical, interpersonal, and intrapersonal intelligences.

Fourth, there are many ways to be intelligent within each category. In other words, one can perform each intelligence in different ways. For example, a bodily-kinesthetic person cannot dance well, but is highly bodily-kinesthetic because he can make manual products well.

III. The Application of MI Theory in the Classroom Everyone owns different learning styles and preferences. Some people may find that they have a preferred style of learning or way of encountering the world and less use or experience with other styles. Others may find that they use different styles in different situations. As teachers, we need to know students’ learning preference, help them to make good use of their learning styles, and develop ability in less dominant ones. Thus, teachers need to present information using different styles. This variety in presentation of content and overall instructional approach allows students to learn better and more quickly; especially if the chosen teaching methods used better match their preferred learning styles. Also, students can learn in other ways, not just in their preferred style. There are various modes used to discriminate a learner’s learning styles. Kanar (1995) describes the three most common styles (1) visual, (2) auditory, and (3) kinesthetic in her book, The Confident Student. Teachers can integrate the following teaching strategies into the class to meet students’ learning styles. Visual learning style involves learning through seeing images such as reading or writing tasks. Such students learn better by writing the information down, reading, and watching. They seem to have a vivid image in their mind, so visual learners can recall what they learn easily by a glance at the context.

Strategies for teaching Visual students 1.Various visual materials can be present in the class. For example, pictures,charts, fresh cards, videos, and maps are good resources for visual learners. 2.Use bright colors to draw or write some key points or concepts on the board. 3.Write the information in detail in handouts for students to reread. 4.Draw the picture on the board when it is necessary or have students draw pictures on  the board or margin to connect the concepts. 5.Provide the assignment in writing and reading.

Auditory learning style involves filtering and transferring information through listening. They learn better by talking to people and hearing what was said. In addition, they may have some problem in reading and writing.

Strategies for teaching Auditory students 1.Give a brief explanation about the content of the lesson in the beginning and summarize the new material at the end of the class. 2.Have students read out loud the questions or whisper new information to themselves. 3.Auditory activities such as group discussion, brainstorming, and presentation all allow students to acquire auditory stimuli. 4.Advise the students to take notes by using tape recorders so that they can review what they learn or discuss in the class. 5.Ask questions and encourage students to share their ideas.

Kinesthetic learning styles involves learning through moving or touching. These learners seem to have more difficulty paying attention in the traditional classroom. They like to speak out what they learn and express emotion physically. They learn best by physical experience such as touching, holding, or doing hands-on activities. Strategies for teaching Kinesthetic students 1.Advise students to take notes during lectures and underline the key points in the text. 2.Provide activities such as role-plays, project work, and games to help students to  join learning. 3.Take frequent stand up and stretch breaks. 4.Have students transfer new information from the text books to another medium such as  computers or posters. 5.Provide objects that are related to the subjects of the lesson so that students can learn things by touching, feeling, or operating the objects.

IV. Lesson Plan

In order to help teachers to gain a better understanding about how MI theory applies to classroom teaching, I sketched a lesson plan which was used in my English reading class. The reading material I chose is a novel "The Chocolate War" written by Robert Cormier. The activities in this lesson will address all of the intelligences:

Step 1: Ask students to browse the title and the picture of the cover of the book and answer some questions. (linguistic/spacial) Step 2: Ask students to read the opening section of the story and work in the group to        write down their prediction about the following events of the story. Next, students read out loud their prediction to the class. (linguistic/ interpersonal/ logical-mathematical) Step 3: Distribute ten cards with the descriptions of the following events of the story. Ask students to work together with the other group members to arrange cards in        appropriate order according the plot of the story. (logical-mathematical/ linguistic/interpersonal) Step 4: Do a role play of the story, The Chocolate War, according to one of the role play cards. Students choose music which matches the plot to play while performing their little drama. (musical/ body-kinesthetic ) Step 5: Write a letter to the author about their responses to the story. (intrapersonal/linguistic)

V. Authentic Assessment in the MI Classroom

Gardner believes that standardized tests only measure linguistic and logical/mathematical intelligences within artificial settings and tend to ignore the capability in other intelligences. In his opinion, the purpose of assessment should measure students’ learning processes in order to obtain information about students’ understanding of skills or knowledge as well as their approach to solving problems. In addition, assessment, from Gardner’s perspective, should connect their class work to real-life experiences and apply their knowledge to new situations. Thus, Gardner (1993) points out that instruments for measuring intelligence should be "intelligence-fair." Consequently, we should get away from traditional paper and pencil test that reflects only logical/mathematical and linguistic abilities and look instead at more specific intelligences in operation. The following examples are some important components in implementing authentic assessment.

Observation: The best way to assess students’ multiple intelligences is by observing students’ learning processes. For example, a teacher can observe how students operate a machine, solve problems, or interact with their group members. The teacher can create a checklist or notecards to write down students’ performances. The teacher uses these tools to make records while students are working rather than checking the learning products.

Portfolio: This is the way to collect students’ products and acknowledge their accomplishments. The teacher (or the students) can put student’s writing draft, final report, photos, videotapes, self-assessment essays, or drawings in the portfolio. Students might also be asked to reflect on their work and their various learning journeys. In this way, the teacher not only can evaluate students’ work but also grasp additional information about students’ learning progress.

Performance: Performance assessments require students to demonstrate their skills or multiple talents for the class or other audiences. Performance tasks can be presented individually or in groups. Tasks such as oral presentations, role plays, exhibits, or instrument playing all directly help instructors evaluate a student’s complex skills and high-level understanding.

Teacher-made tests or response: The teacher can prompt questions and let students display their understanding in response of their work. For example, students can write down their comments or feedback to the work. Questions allow students to think more on their own opinion, and develop insightful thinking.

VI. Conclusion

In the classroom, teachers need to keep in mind that all students have at least seven intelligences, but differ in the strengths. Gardner discovered that these intelligences are not fixed but malleable capacities which can be enhanced by educational opportunities. So, as teachers, we should exercise teaching methods and activities to develop student’s intelligences. Each student’s learning style and intelligences should be respected because the teachers’ attitude toward students’ ability will influence the ways teacher’s present material to their students and the methods to evaluate students’ capacity. If we can provide opportunities for authentic learning based on students’ interest, talents, and needs, students will be able to present their strengths, while acquiring more motivations to be an “expert” and leading to increased confidence. Thus, it is extremely important to develop a curriculum that can nurture the undeveloped intelligences and strengthen the developed ones. In fact, this new curriculum based on MI theory can be used for students with weak linguistic and logical intelligences. With the implementation of MI, it is clear that a more “student-centered” curriculum is necessary. Gardner's purpose in MI theory is to create “real life” learning situations for learners. For this reason, teachers have to help students activate new knowledge that they learned at school in order for them to apply outside the classroom. Once the knowledge is gained, students will have ability to solve their own problems in new situations and become successful learners.

Reference

1. Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New York: Basic Books. 2. Thomas, A. (1994). Multiple intelligences in the classroom. USA: the Association for Supervision and Curriculum Development. 3. Vincent, A.,＆Ross, D. (2001). Personalize training: determine learning styles, personality types and multiple intelligences online. The Internet Journal, 8(1), 36-43. 4. Declan, K.,＆Tangney, B. (2003). A framework for using multiple intelligence in an  ITS, Retrieved October 7, 2007, from https://www.cs.tcd.ie/crite/publications/sources/EDMEDIA03Paper4.pdf 5. Mind Tools.(2004). Learning styles learn effectively understanding your learning preferences. Retrieved October 7, 2007, from http://www.mindtools.com/mnemlsty.html. 6. Simcoe County District School Board (1996). Multiple Intelligence Theory. Retrieved October, 7, 2007, from http://www.psych.utoronto.ca/usersreingold/courses/intelligencereingold/ courses/intelligence/cache/mi.htm 7. Karen L. Currie.(2003). Multiple Intelligence Theory and the ESL Classroom. The Internet TESL Journal,9(4). http://iteslj.org/Articles/Currie-MITheory.html 8. Smagorinsky, P.(1995). Multiple Intelligence in the English Class: An overview The English Journal, 84(8), 19-26. 9. New Horizons for Learning and America Tomorrow (2000). Applying MI in schools Retrieved October 7, 2007, from http://www.newhorizons.org/strategies/mi/hoerr2.htm 10. IMEJ multimedia team (2005). Writing Interactive Stories in the Classroom. Retrieved October 7,2007, from http://imej.wfu.edu/ articles /dex.asp 11. New Horizons for Learning and America Tomorrow (2000). How Technology Enhances Howard Gardner’s Eight Intelligences. Retrieved October 7, 2007, from http://www.america-tomorrow.com /ati/nhl80402.htm 12. New Horizons for Learning and America Tomorrow (2000).My experience using the Multiple Intelligences. Retrieved October, 7, 2007, from http://www.newhorizons.org/trans/international/ribot.htm 13. New Horizons for Learning and America Tomorrow (2000). The Naturalist Intelligence. Retrieved October, 7, 2007, from http://www.newhorizons.org/strategies/mi/campbell.htm 14. New Horizons for Learning and America Tomorrow (2000). Five-Phrases To PBL:MITA (Multiple Intelligence Teaching Approach). Retrieved October, 7, 2007, from http://www.newhorizons.org/strategies/mi/weber3.htm 15. The s-files. (2006). Implementing Howard Gardner’s Theory of multiple Intelligences. Retrieved October,7, 2007, from http://www.studentretentioncenter.ucla.edu.sfiles/multipleintelligences.htm 16. Keid, J. M. (1987).The Learning Style References of ESL students, TESOL Quarterly, 21(1), 87-111.

title: User talk:Chen93


text:
User talk:AbuUzair

Welcome message
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Urbane  (Talk)   (Contributions)  19:38, 20 November 2007 (UTC)

title: User talk:AbuUzair


text:
User talk:Kalan

Welcome message
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Urbane  (Talk)   (Contributions)  19:39, 20 November 2007 (UTC)

title: User talk:Kalan


text:
User talk:ToddC

Welcome message
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Urbane  (Talk)   (Contributions)  19:39, 20 November 2007 (UTC)

title: User talk:ToddC


text: User talk:Skyliner778

title: User talk:Skyliner778


text:
User talk:Nputhika

Welcome message
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Urbane  (Talk)   (Contributions)  20:07, 20 November 2007 (UTC)

Content Removal
Hi Nputhika, I am writing to ask why you have removed so much content from the page The Practice of Learning Theories. Do you have a legitimate reason for doing this? Please respond asap on my talk page. If you don't respond in reasonable time i may have to revert your edits. Thanks, Urbane   (Talk)   (Contributions)  20:10, 20 November 2007 (UTC)
 * Thanks for your reply, that clears everything up. I hadn't noticed that you had put the information there in the first place. Welcome to Wikibooks. If you need anything don't hesitate to ask me or any of the other members. Urbane   (Talk)   (Contributions)  20:20, 20 November 2007 (UTC)

title: User talk:Nputhika


text:
User:Countrymike

See: v:User:Countrymike

title: User:Countrymike


text:
User:Whiteknight/WEP

The Wikibooks Page Evaluator (WEP) is a prototype Expert system for use in determining whether a book or page from Wikibooks should be deleted. WEP downloads the book or page in question for analysis, and asks the operator a series of questions about the book, it's contents, it's status, etc. As a result, WEP will produce both a recommendation about the fate of the book (keep, delete, transwiki, etc), and a suitable justification as to why that recommendation was made.

WEP was started as a class project, and I am working now to make it more robust, and more useful. I would like to start testing it on real-life deletion decisions, and eventually release the code to the public for further use, testing, and modification.

title: User:Whiteknight/WEP


text:
User talk:Bparks00

Environmental Health

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 02:22, 21 November 2007 (UTC)

title: User talk:Bparks00


text:
Teaching Elementary School Health Education/Environmental Health

Environmental Health
Environmental Health may consist of up to ten different sub-topics but the area of environmental health that this wiki book page will display is the focus on the hot topic of the Greenhouse Effect/Global Warming while incorporating the ten sub-topics of environmental health that Linda Meeks, Phillip Heit, and Randy Page have written about in their textbook entitled Comprehensive School Health Education: Totally Awesome Strategies for Teaching Health, Fifth Edition, 2007:

Ten Sub-Topics :

Environmental Issues
The most widely talked about environmental issue of this century is the devastating events that are occurring all around the world which many scientists are believing is due to global warming. For those who are unfamiliar with the topic of global warming or may struggle with some science concepts, global warming is when the temperature of the Earth rises due to either natural or unnatural events. For example, every year the Earth breathes in and out. First, during the spring and summer months when leaves and plant life are at their highest growth rates, the Earth's plant life is taking in lots of carbon dioxide therefore releasing oxygen into the atmosphere or sky. This cycle continues until fall and winter time when plant life begins to dwindle and decay away. Lastly, during the winter months, the Earth's plant life begins to decrease its intake of carbon dioxide which leads to the Earth heating up naturally. However, the Earth can heat up unnaturally too due to deadly liquids, solids, and gases being emitted into the air by industrial buildings and humans. Therefore, these pollutants can affect the air, water, and visual environment which are topics that Meeks, Heit, and Page (2007) discuss in their school health book. This is why I thought it would be important to tie a topic to these sub-topics so it would make more sense to the reader instead of just talking about all of these topics separately. All of them blend together, and individuals can make a difference by advocating to stop pollutants from entering into the environment as well. Overall, I have stated the topic that I will be discussing on this wiki-book along with how some of the sub-topics will be tied into this environmental issue while also trying to touch on other areas of environmental health that relate to this issue. This way, the topics will make more sense in context versus isolation.

Again, there are two ways that the Earth heats up. First, the Earth heats up naturally, and second, the Earth heats up due to pollutants. Therefore, this has a detrimental effect on Earth's natural heating mechanism called the Greenhouse Effect. Teaching the greenhouse effect to children could be difficult because of its complexity. However, when put into terms that relates to them, the concept greenhouse effect will make more sense. For example, the greenhouse effect is when water vapors and gas in the sky or atmosphere take in and reflect rays and warm the Earth's surface. Therefore, an analogy that can be demonstrated to children is by having them reflect upon a time when they opened up a car door on a hot summer day when heat is pouring out of the car. There are two different kinds of light rays that enter into a car through its windows. One light ray can escape but another cannot. When the windows are not rolled down a little bit then these rays have no where to go. Therefore, the car continues to heat up. These are infrared rays that can not exit glass. To conclude, naturally, water vapors and gas can absorb and release infrared rays. On the other hand, when pollution piles up into the atmosphere or sky, this acts as a shield (or the windows in a car) where infrared rays can not escape. Above all, this is what causes global warming when infrared rays cannot escape back to outer space due to being trapped by pollutants in the atmosphere. Human beings are the only ones that can reverse this problem by opening a window (stopping pollution) to allow infrared rays to release back into outer space.

Organizations and Global Initiatives to Protect the Environment
There are many agencies in the world that are taking global initiatives to protect the environment. Here are a few groups that are trying to make a difference in the world.

Environmental Protection Agency (EPA):
 * is a federal regulatory agency responsible for reducing and controlling environmental pollution.

Occupational Safety and Health Administration (OSHA):
 * is a federal regulatory agency responsible for workplace environment.

National Institute for Occupational Safety and Health (NIOSH):
 * is a federal regulatory agency that conducts research on health hazards in the workplace.

Environmental Defense:
 * is an agency that partner with businesses, governments, and communities to find practical environmental solutions.

An Inconvenient Truth:
 * a website produced for Al Gore and his associates in the fight to stop global warming.

Clean Air
Without clean air, many children are at risk of developing severe health illnesses. For example, due to air pollution, children are at higher risk than adults for developing respiratory tract illness, asthma, and impaired lung function because they breathe heavier and are outside more than the typical adult. Sources of air pollution range from fossil fuel burning power plants to carbon monoxide from motor vehicles. In addition, sulfur and nitrogen oxides contain chemicals that if breathed into the body can cause respiratory problems. These oxides are produced from power plants as well. Below are some websites that can inform children and teachers along with parents and everyone in the community about the air quality in their areas along with what they can do to prevent air pollution.

New Air Standards

Threats to the Clean Air Act

Water Safety
Did you know that the average person on a daily basis uses this amount of water in a day:
 * Toilets-35 gallons
 * Baths and showers-28 gallons
 * Clothes washing-18 gallons
 * Faucets-13 gallons
 * Dishwashing-3 gallons

Water pollution is all around us and in order to make children aware of water pollution and its dangers, we must educate them on the general knowledge of where water pollution comes from and why we have it. In addition, we need to tell them how it can travel from one place to another and then end up in our drinking water days down the road. First, water pollution is when water is contaminated from sewage, chemicals, radioactive wastes, and other materials that are dumped or spilled in or near fresh or salt water. Runoff is a term used when water runs off of land such as a lawn, park, crop field, etc. into a body of water (river, stream, lake, etc.). Some dangerous substances to watch out for are PCBs or polychlorinated biphenyls, Dioxins, fertilizers, trihalomethanes, red tides, and radioactive waste. A good idea would be to see if these substances are used in your community. If they are, water testing would be a good step to take to ensure that your water meets federal regulations or is clear of any harmful substances. First, PCBs are used in electrical equipment, carbonless copy paper, and pigments. Second, dioxins are a group of chemicals used in insecticides and fertilizers that are used in the process of growing crops. Third, trihalomethanes are harmful chemicals produced when chlorine attacks pollutants in water. Fourth, radioactive waste is any radioactive by-product that comes from nuclear research and development of nuclear medicines. Lastly, red tides are caused by blooms of certain microscopic algae that result in a discoloration of water.

Overall, a serious concern right now in the science field is whether our oceans can withstand the amounts of carbon dioxide being absorbed in the world's oceans. When too much carbon dioxide is absorbed in the ocean, coral reefs begin to diminish and the life that dwells in these environments vanishes. Now, some carbon dioxide is good for the ocean's plant life to absorb because they need it to survive. Moreover, volcanic activity on the abyssal plain naturally emits carbon dioxide. On the other hand, the gaseous material in abundance will kill plant and animal life in the oceans due to too much air pollution. It was once said that the ocean could absorb or rid of anything in the world. Since our world it getting smaller, the ocean is not being able to withstand the hurtful things being done to it. Below are some websites that may be of assistance in educating children about water pollution.

Acid Rain

Mercury

Noise Safety
OSHA: Noise and Hearing Conservation

CDC: Noise and Hearing Loss Prevention

OSU Noise and Hearing Conservation

Visual Environment
Visual pollution is things that people see that are unattractive. For example, litter, graffiti, and old buildings that are falling apart are unattractive sites. When dealing with the visual environment and global warming, smog may be visually unappealing. For instance, whenever a person or persons are driving into the city, they may see a thick shield of gas particles that have come together as if it were fog. However, unlike fog, this smog can be visually unappealing and hazardous to people's health. Scientist and the public recommend that young children, the elderly, and athletes stay indoors during bad smog days or ozone days. Even though visibility is ok in smog it is still unhealthy. A positive visual environment improves mood, motivation, social health, and helps relieve stress. Here are some ways to improve visual environments:
 * Pick up clutter
 * Clean up litter
 * Put up pictures
 * Add plants and other living things
 * Improve the view outside of windows
 * Change the colors
 * Organize a cleanup campaign
 * Write to community leaders about visual pollution in the community

Lastly, to tie into with global warming, litter and garbage around the community may contribute to global warming. For instance, methane from waste and landfills along with other kinds of harmful gases can add to global warming. This is why precycling and recycling are so important because when people pick up litter around their community, they simply do not have to throw it in a waste basket but in a recycling tub or crate. Therefore, a person will not only be creating a positive environment that sets a good mood in people but will be preventing more trash from entering into a landfill which could be harmful to the air.

Energy Conservation and Natural Resources
Due to global warming, many advocates are proclaiming that our power system businesses need to begin focusing more on renewable sources of energy that give off no harmful pollutants in our environment while also cutting back on nonrenewable sources. A natural resource is anything obtained from the natural environment to meet people's needs. In addition, the law of conservation of energy is a scientific law that says that energy cannot be created or destroyed but can be changed in form. Therefore, even though energy is neither created nor destroyed, citizens would like to see our energy used in productive ways that give off fewer pollutants. Businesses and home owners can begin by cutting back on the amount of energy they use by simply changing the lights in their home to better efficient light bulbs. However, one argument that my classmates and I had discussed in our last summer's oceanography class was that the new energy efficient light bulbs contain mercury in them. Mercury is very deadly and can harm human beings. In an article that one of my classmates had used in his argument against energy efficient light bulbs was that a woman home owner who was using energy efficient light bulbs had to spend over $3,000.00 dollars to have professionals come in and clean out the mercury that was dispersed throughout her home by the fumes of a shattered light bulb. There are pros and cons to conserving energy.

Many power plants can begin by leaning away from coal, petroleum, and natural gas by taking advantage of the energy sources such as hydroelectric power, solar energy, biomass, geothermal energy, wind energy, or hydrogen power. Moreover, some power plants being built in the United States right now are nuclear power plants. Nuclear energy is effective. However, the toxic by-products are not and can be very harmful to humans. Congress is urging citizens to go green this holiday season. There are many things that citizens of our country can do to save energy. This category would be great to teach young ones in the classroom because of the real life, day-to-day contact with a majority of these materials that they come into contact with along with how it relates to their lives. By providing children with a list of ways to help keep the Earth healthy, they will begin to act at a young age with a firm foundation of how to keep the world clean and green.

Country Conservation Center
 * Turn off lights when leaving a room.
 * Use fluorescent lights except for reading.
 * Use light bulbs with a low wattage except when reading or when doing activities that require adequate lighting.
 * Turn off electrical appliances such as TVs, stereos, and radios when not in use.
 * Use rechargeable instead of disposable batteries.
 * Use fans instead of air-conditioning
 * Plant fast-growing trees near your home to keep it cooler.
 * Wear an additional layer of warm clothing in cold weather instead of turning up the heat.
 * Install weather stripping around windows and seal air leaks around doors to prevent heat loss.
 * Turn down the thermostat at night and when away from home.
 * Reduce the amount of hot water used for showers or baths.
 * In warm weather, dry clothes on a clothesline.
 * Energy-efficient lighting
 * Energy-efficient appliances
 * Properly operate and maintain appliances
 * Heat and cool house efficiently
 * Insulate house
 * Home energy audit
 * Conserve hot water
 * Reduce standby power waste
 * Improve efficiency of home office
 * Switch to green power
 * Reduce miles by walking, biking, carpooling, or taking mass transit
 * Drive smarter
 * Efficient purchase of vehicle
 * Hybrids
 * Alternative fuels
 * Fuel-cell vehicles
 * Telecommute from home
 * Reduce air travel
 * Consume less
 * Buy things that last
 * Pre-cycle-reduce waste before you buy
 * Recycle
 * Don’t waste paper
 * Bag your groceries and other purchases in a reusable tote
 * Compost
 * Carry own refillable bottles for water
 * Modify diet to include less meat
 * Buy local
 * Purchase offsets to neutralize remaining emissions

Conservation Officers Organization

ICE (Indiana Conservation Effort)

Precycling, Recycling, and properly disposing of waste
Keep America Beautiful Great American Cleanup

Recycling in the USA

Natural Environment Protection
Nature Serve
 * NatureServe is a non-profit conservation organization whose mission is to provide the scientific basis for effective conservation action. NatureServe and its network of natural heritage programs are the leading source for information about rare and endangered species and threatened ecosystems.

Audubon International
 * Audubon International is a not-for-profit, 501(c)(3), environmental education organization dedicated to educating, assisting, and inspiring millions of people from all walks of life to protect and sustain the land, water, wildlife, and natural resources around them.

Earth Justice
 * Earthjustice is a non-profit public interest law firm dedicated to protecting the magnificent places, natural resources, and wildlife of this earth and to defending the right of all people to a healthy environment. We bring about far-reaching change by enforcing and strengthening environmental laws on behalf of hundreds of organizations and communities.

The North and South Rivers Watershed Association
 * The North and South Rivers Watershed Association, Inc. (NSRWA) is a non-profit grassroots environmental organization located on the South Shore of Massachusetts.

Environmental Media Fund
 * Environmental Media Fund was created by a small group of individuals who are dedicated to being a catalyst for change and solutions to the challenges before us all.

Advocate for the Environment
Clear the Air:
 * a National Campaign against Global Warming

Clean Water Action
 * is an agency that promotes clean water.

Environmental Defense:
 * is an agency that partner with businesses, governments, and communities to find practical environmental solutions.

An Inconvenient Truth:
 * a website produced for Al Gore and his associates in the fight to stop global warming.

What to Teach
Indiana's Academic Standards for Science Education

National Science Teachers Association (Standards)

American Alliance for Health, Physical Education, Recreation and Dance (National Health Standards)

Strategies

 * Power Model for Decision-Making
 * Michigan Model for Comprehensive School Health
 * Role-Playing
 * Buzz Groups
 * Case Studies
 * Cooperative Learning
 * Critical Essays
 * Debate
 * Committee Work
 * Lecture, Group, and Panel Discussion
 * Resource Speakers
 * Dramatizations
 * Flannel, Felt and Magnetic Boards
 * Demonstrations and Experiments
 * Field Trips
 * Models and Specimens
 * Self-Appraisals
 * Storytelling
 * Crossword Puzzles
 * Exhibits
 * Games
 * Peer Helpers
 * Computer-Software
 * The Internet
 * Television, Videotape, and DVD
 * Slides
 * Overhead Transparencies
 * Audio Tapes

Sample
Global Warming, What Do We Do?

Clever Title : Global Warming, What Do We Do?

Designated Content Area : Environmental Health

Designated Grade Level : Grade 1

Infusion Into Curriculum Areas Other Than Health : Science Studies

Health Literacy : Responsible Citizen

Health Education Standard(s) :

•	NHES 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

•	NHES 8: Students will demonstrate the ability to advocate for personal, family and community health.

Performance Indicator(s):

•	Explain ways pollution harms the environment

•	Identify ways to keep Earth clean

Health Goals :

•	I will help stop pollution

•	I will stay informed about environmental issues

Materials :

 * PowerPoint video clip
 * Internet
 * Butcher paper, easel, or chalkboard with chalk
 * PowerPoint slideshow
 * Ready made note paper for children that has indicators of what to write
 * Written reinforcement
 * Pencils

Motivation :

Introduction (Six minutes):

1.	Teacher will show students a two minute and 30 second video clip about global warming off an internet site that deals with Al Gore’s DVD and book entitled An Inconvenient Truth. Website:[]

2.	Teacher will ask students his/her first question. What is the greenhouse effect? For example, the teacher could explain to the class that the greenhouse effect is when liquid and gas water in the sky holds and reflects infrared rays and warm Earth’s surface. This naturally happens. But… when too many bad liquids or gases are in the sky, too much heat is held. This leads me to my next question.

3.	Teacher and students will have a discussion about what the greenhouse effect means.

4.	Teacher will ask students his/her second question. What is global warming? Global warming is when the Earth’s temperature goes up. For example, when each of you has a fever, too much bacteria is in your system and your body must heat up to kill the bacteria. When the Earth heats up, there are too many bad gases that are in the sky that do not allow some of the sun’s rays to leave Earth. Trees are like your bodies when they heat up due too much bacteria in your system. When trees breathe in the bad gases, they allow the sky to clear up and have the Earth cool again (Carbon dioxide clears the sky so rays may leave).

5.	 Teacher and students will have a discussion about what is global warming.

Main (16 minutes):

1.	Teacher will lecture to students what causes global warming. S/he will pass out a note sheet to all students.

 * Human causes: Gases, Chemicals (harmful liquids)
 * Natural causes: Water vapor, Temperature, Volume

 * Just to add (children will not be assessed on this) Signs of global warming: A chart that scientist have been keeping on carbon dioxide for over the past 30 years has increased dramatically, melting of land and mountain glaciers, weather changes (increase in hurricanes)

2.	Teacher will lecture to students on solutions that are suggested may help to decrease, prevent, and even stop global warming (teacher may want to limit this selection to around five to no more than ten that will relate to their lives).

 * Energy-efficient lighting
 * Energy-efficient appliances
 * Properly operate and maintain appliances
 * Heat and cool house efficiently
 * Insulate house
 * Home energy audit
 * Conserve hot water
 * Reduce standby power waste
 * Improve efficiency of home office
 * Switch to green power
 * Reduce miles by walking, biking, carpooling, or taking mass transit
 * Drive smarter
 * Efficient purchase of vehicle
 * Hybrids
 * Alternative fuels
 * Fuel-cell vehicles
 * Telecommute from home
 * Reduce air travel
 * Consume less
 * Buy things that last
 * Pre-cycle-reduce waste before you buy
 * Recycle
 * Don’t waste paper
 * Bag your groceries and other purchases in a reusable tote
 * Compost
 * Carry own refillable bottles for water
 * Modify diet to include less meat
 * Buy local
 * Purchase offsets to neutralize remaining emissions

3.	Teacher will hand students a solution written reinforcement. Each student is to write down at least one cause of global warming (may discuss ideas with group members). Each student is to write down a solution that may stop either the cause that they had written down or a solution to another cause that may prevent, decrease, or even stop certain aspects of global warming.

Closing (3 minutes):

1.	Students will have the opportunity to share their cause and solution with the rest of the class.

2.	Teacher will follow up the sharing time with requesting students to communicate what they learned about the greenhouse effect and global warming to him/her.

3.	Teacher may want to close the activity by informing children of ways they can advocate about global warming: a.	Learn more about climate change b.	Let others know c.	Encourage schools or businesses to reduce emissions d.	Vote with dollars e.	Consider the impact of investments f.	Take political action g.	Support an environmental group

Evaluation :

1.	Teacher will evaluate each child’s cause and effect written reinforcement based on two marks (satisfactory or incomplete). The teacher will look to see if each child had come up with a cause to global warming and a solution to help prevent, decrease, or stop global warming.

2.	Teacher will keep the responses (written on chalkboard transferred to note paper or write responses on butcher paper) that children make about what they think global warming and the greenhouse effect mean.

3.	Teacher will use these two pieces of assessment to figure out if further instruction, practice, or application is necessary in order to help students further develop the concepts of the greenhouse effect, global warming, and causes and solutions to global warming.

Multicultural Infusion :

In addition to this activity, students could have the opportunity to:

 * Research countries that are taking big steps in advocating the stop of the causes that are enhancing global warming around the world

 * Research pollutants that other countries are emitting into the atmosphere or water systems around the world

 * Research the effects other countries are having on the environment

 * Communicate with a first grade class from another country about global warming and to find out what they are doing about it

Note: All of the research activities would be created by the teacher to make sure students at the first grade level are not clicking on harmful sites. The websites could be created on a first grade level Webquest that would be navigable for first graders. This way, the research would be more structured and time would be saved instead of turning first graders loose on researching for long periods of time.

Inclusion :

 * Gifted and talented students could write a letter or plug in information on an already made template letter to their local, state, and national representatives to advocate a stop to global warming.
 * Learn more about climate change
 * Let others know
 * Encourage schools or businesses to reduce emissions
 * Vote with dollars
 * Consider the impact of investments
 * Take political action
 * Support an environmental group

Sources :

 * Comprehensive School Health Education: Totally Awesome Strategies for Teaching Health 5th Edition by Linda Meeks, Phillip Heit, and Randy Page (2007)

 * Al Gore’s Global Warming website: http://www.climatecrisis.net/


text:
User talk:216.96.106.130

– Mike.lifeguard  | talk 01:12, 21 November 2007 (UTC)

title: User talk:216.96.106.130


text:
Cookbook talk:Chicken Rice Salad

how are you gonna have a recipe and all them ingredients and nothing under the preperations. ugh thats not good. —The preceding unsigned comment was added by 216.96.106.130 (talk • contribs) 23:50, November 20, 2007.

title: Cookbook talk:Chicken Rice Salad


text:
User talk:Countrymike

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 01:20, 21 November 2007 (UTC)

title: User talk:Countrymike


text: User talk:68.187.163.190

title: User talk:68.187.163.190


text:
Biology, Answering the Big Questions of Life/reproduction3

What happens during puberty?
Puberty is the time when the sex organs first become functional. Puberty is first triggered by signals from the brain. The hypothalamus will secrete a hormone called Gonadotropin Releasing Hormone (GnRH) which will travel to the Pituitary gland and signal it to begin releasing the hormones (FSH) Follicle stimulating hormone  and (LH) Lutenizing hormone. These hormones travel through the blood stream to the gonads and signal the testis to produce testosterone in men and the ovaries to produce estrogen in women.

These hormones are responsible for the secondary sexual characteristics that occur in the sexes. In men, they grow hair on their face, chest, arms, groin, and legs, they grow in size, their voice drops, and they become more aggressive. In women, their skin soften and their breasts and hips grow.

The primary function of these signals, is that boys will begin to produce sperm (spermatogenesis), and girls will begin to release eggs (ovulation).


text:
User talk:Wanlee

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 01:44, 21 November 2007 (UTC)

Copyright problem with Image:TABLE 2.jpg

 * Please see m:Help:Tables for how to create tables using wiki markup; there is no need to upload images of tables. The wikitext version will be easy to edit, and will be higher quality than the table you uploaded. Please consider switching to wiki markup. Thanks. Happy editing! – Mike.lifeguard  | talk 01:44, 21 November 2007 (UTC)

title: User talk:Wanlee


text:
Cookbook:Cherry Delight

Crust

 * 2 packages graham crackers, crushed to fine crumbs
 * 2 Tbsp sugar
 * ¾ cup melted margarine

Cheesecake mixture

 * 1 large package of cream cheese
 * 1½ cup powdered sugar
 * 2 packages whipped cream or Dream Whip (frozen non-dairy topping)
 * 1 can cherry pie filling

Procedure

 * 1) Combine graham cracker crumbs, sugar, and melted margarine. Press this mixture into a large pyrex pie dish to make a crust.
 * 2) Bake crust for 8 minutes at 325°F (160°C). Let cool completely.
 * 3) Beat cream cheese and powdered sugar together.
 * 4) Prepare the whipped topping according to directions (if necessary).
 * 5) Fold the whipped topping into the cream cheese mixture. Place this mixture into the cooled crust, and smooth the top.
 * 6) Top with cherry pie filling.

title: Cookbook:Cherry Delight


text:
Radiation Oncology/Eye/Ocular melanoma/Randomized

In progress ...

Ocular Melanoma - Randomized Data

Enucleation vs. RT

 * COMS Medium (1987-1998)
 * Randomized. 1317 patients. Choroidal melanoma, height 2.5 - 10.0 mm, size <=16.0 mm. Ineligible if contiguous with optic disc. Arm 1) Enucleation vs. Arm 2) I-125 brachytherapy
 * Brachytherapy: episcleral plaque, 2-3 mm margin beyond base of tumor (i.e. 4-6 mm larger than maximum basal diameter). If near optic nerve, allowed notches. Dosimetry based on TG43. If tumor height 2.5-4.9 mm, prescription 5 mm from interior surface of sclera; if tumor height >=5 mm, prescription to apex. Dose 85 Gy (dose rate 0.42-1.05 Gy). Organs at risk sclera (1mm from surface of plaque), optic nerve (center of optic disc), macula (foveola), opposite retina (22 mm from scleral surface along diameter of globe)
 * 5-years; 2001 PMID 11448319 -- "The COMS randomized trial of iodine 125 brachytherapy for choroidal melanoma, III: initial mortality findings. COMS Report No. 18." (Diener-West M, Arch Ophthalmol. 2001 Jul;119(7):969-82.). Minimum F/U 2 years, 81% F/U 5+ years, 32% F/U 10+ years
 * Outcome: 5-year OS enucleation 81% vs. I-125 82% (NS); Risk of death from metastatic disease 11% vs. 9% (NS)
 * Predictors: age, height, diameter, distance to optic disc, smoking
 * Toxicity: I-125 5-year visual acuity <20/200 63%, <5/200 45%, enucleation 12%
 * Conclusion: No difference in mortality between enucleation and I-125 brachytherapy
 * 12-years; 2006 PMID 17159027 -- "The COMS randomized trial of iodine 125 brachytherapy for choroidal melanoma: V. Twelve-year mortality rates and prognostic factors: COMS report No. 28." (COMS, Arch Ophthalmol. 2006 Dec;124(12):1684-93.). Minimum F/U 5 years, 39% F/U 12+ years
 * Outcome: 12-year OS enucleation 59% vs. I-125 57% (NS); Risk of death from metastatic disease 17% vs. 21%
 * Predictors: age, diameter
 * Conclusion: No survival difference between enucleation and I-125 brachytherapy

Periocular Triamcinolone

 * Thomas Jefferson (2005-2005) -- Plaque RT +/- periocular triamcinolone
 * Randomized. 163 patients, new diagnosed uveal melanoma, I-125 plaque brachytherapy. Arm 1) control vs. Arm 2) periocular injection of triamcinolone acetonide (40 mg in 1 ml) at time of plaque insertion, 4 months, and 8 months later. Optical coherence tomography
 * 2009 PMID 19481812 -- "Periocular Triamcinolone for Prevention of Macular Edema after Plaque Radiotherapy of Uveal Melanoma A Randomized Controlled Trial." (Horgan N, Ophthalmology. 2009 May 28.) Mean F/U >1.5 years
 * Outcome: Macular edema control 58% vs. triamcinolone 36% (SS). NNT 4.5 patients. Moderate vision loss 48% vs. 31% (SS), severe vision loss 15% vs. 5% (SS)
 * Toxicity: elevated IOP (NS), cataract progression (NS)
 * Periocular triamcinolone beneficial in reducing risk of macular edema, and moderate/severe vision loss

Protons

 * MGH; 2000 (1989-1998) PMID 10865313 -- "A randomized controlled trial of varying radiation doses in the treatment of choroidal melanoma." (Gragoudas ES, Arch Ophthalmol. 2000 Jun;118(6):773-8.)
 * Randomized. 188 patients with small/medium choroidal melanoma (<15mm diameter, <5mm height), within 4 disc diameters of optic disc or macula. Arm 1) 50 CGE vs. Arm 2) 70 CGE
 * 5-year outcome: visual acuity >20/200 similar at 55%; tumor regrowth similar at ~3%; mets similar at ~8%
 * Toxicity: 50 CGE significantly less visual loss; no difference in radiation papillopathy or maculopathy
 * Conclusion: Lower dose resulted in similar outcome, similar visual acuity loss, but improved visual field loss

Heavy Ions

 * UCSF; 1993 PMID 8414414 -- "Helium ions versus iodine 125 brachytherapy in the management of uveal melanoma. A prospective, randomized, dynamically balanced trial." (Char DH, Ophthalmology. 1993 Oct;100(10):1547-54.)
 * Randomized. 184 patients, diameter <15mm, thickness <10 mm. Arm 1) helium ion with vs. Arm 2) I-125 plaque brachytherapy. Dose 70 Gy in both arms, but significantly different in delivery: Helium ion given 70/5 over 2 minutes each vs. I-125 continuous LDR 0.7-0.75 Gy /hr
 * Outcome: local failure He 0% vs. 13%; enucleation 2x more common after plaque. No difference in survival
 * Toxicity: More anterior segment complications after He.
 * Conclusion: RT can be used to manage uveal melanoma, with eye retention. Better control with He ion
 * Comment: Results led to increase in dose and dose-rate of plaque treatments


text:
Radiation Oncology/Brainstem Glioma

Epidemiology

 * 10-20% CNS tumors in children
 * 5% CNS tumors in adults

Diffuse brainstem glioma

 * Usually located in the pons.
 * Generally high grade (WHO III/IV).
 * Locally invasive.
 * Universally poor prognosis (median survival <1 yr).
 * 80% brainstem gliomas.

Focal brainstem glioma

 * Located in medulla or midbrain.
 * Low grade.
 * Well circumscribed without local infiltration or edema.
 * Significant proportion can have long term survival.
 * 15-20% brainstem gliomas.

Treatment

 * Diffuse brainstem glioma - treated with steroids and RT/temodar like a high grade astrocytoma.
 * Hyperfractionation has been extensively studied and does not appear to benefit.
 * Focal brainstem glioma
 * Tectal glioma treated with CSF diversion and observation.
 * Tegmental glioma treated with surgical resection.
 * Dorsal exophytic focal brainstem glioma treated with surgical resection.
 * Medullary focal brainstem glioma often treated with RT.

Radiation Therapy for Diffuse Brainstem Glioma

 * Nijmegen, Netherlands; 2009 PMID 18990510 -- "The role of hypofractionation radiotherapy for diffuse intrinsic brainstem glioma in children: a pilot study." (Janssens GO, Int J Radiat Oncol Biol Phys. 2009 Mar 1;73(3):722-6. Epub 2008 Nov 5.)
 * Prospective. 9 children, diffuse brainstem glioma. RT 39/13. Mean F/U 15 months
 * Outcome: Median OS 8.6 months, median TTP 4.9 months; both comparable to "standard" regimens
 * Toxicity: No Grade 3-4
 * Conclusion: Radical hypofractionation feasible, offers quick relief with minimal overall treatment time

 * Harvard; 2003 (1990-96) - PMID 12654425 -- Marcus KJ et al. "A phase I trial of etanidazole and hyperfractionated radiotherapy in children with diffuse brainstem glioma."  Int J Radiat Oncol Biol Phys. 2003 Apr 1;55(5):1182-5.
 * 18 pts w/ brainstem glioma tx'd w/ etanidazole + hyperfractionated RT on dose escalation protocol. (66 Gy in 1.5 BID to 1st 3 pts, 63 Gy in 1.5 BID to next 15).
 * 3 grade 3 toxicities (skin, 1 vomiting)
 * Median survival 8.5 mo
 * Conclusion: dose limiting toxicity of etanidazole in childhood pt was rash (compared to adults when it is peripheral neurophathy).

 * POG 9239, 1999 (1992-97) - PMID 10192340 -- Mandell LR et al. "There is no role for hyperfractionated radiotherapy in the management of children with newly diagnosed diffuse intrinsic brainstem tumors: results of a Pediatric Oncology Group phase III trial comparing conventional vs. hyperfractionated radiotherapy."  Int J Radiat Oncol Biol Phys. 1999 Mar 15;43(5):959-64.
 * 130 pts w/ diffuse brainstem glioma tx'd w/ concurrent cisplatin and randomized to hyperfractionated RT (117 cGy BID to 70.2 Gy) vs conventional RT (180 cGy qD to 54 Gy).
 * OS at 1 yr was 30.9% (conventional) vs 27% (HF); OS at 2 yrs was 7.1% (conventional) vs 6.7% (HF)
 * Median time to progression was 6 mo's (conventional) vs 5 mo's (HF).
 * Conclusion: no benefit to hyperfractionated RT for diffuse brainstem glioma.

 * Egypt, 2012 (2007-11) - Abstract 2012 -- Zaghloul M et al. "Hypofractionated radiotherapy for pediatric diffuse intrinsic pontine glioma (DIPG): A prospective controlled randomized trial" Neuro Oncol (2012) 14 (suppl 1): i26-i32.
 * 64 pts w/ diffuse brainstem glioma randomized to conventional RT (55.8 Gy / 1.8 Gy) vs. hyporfractionated RT (39 Gy / 3 Gy).
 * OS at 1 yr was 36.2% (conventional) vs 41.4% (hypofractionated); OS at 2 yrs was 32.3% (conventional) vs 28.4% (hypofractionated)
 * Median time to progression was 7.7 mo's (conventional) vs 7.0 mo's (hypofractionated).
 * Improvement in symptoms in both arms, earlier response in hypofractionated arm.
 * Conclusion: hypofractionated RT for diffuse brainstem glioma offers similar PFS and OS as conventional RT with faster response and less burden for patients/families/clinic

title: Radiation Oncology/Brainstem Glioma


text:
User:Xixtas/Counting Baby Animals/Three kittens

THREE Kittens


text:
User talk:AdventChildren06

– Mike.lifeguard  | talk 04:41, 21 November 2007 (UTC)

title: User talk:AdventChildren06


text:
User talk:70.174.113.223

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 04:41, 21 November 2007 (UTC)

title: User talk:70.174.113.223


text:
Talk:XForms/Trigger

Error in the example
I had to modify the example as :  was sending an error when clicking the button.

My version is: An XForms button in French.

My configuration is : Windows XP, FireFox 2.0.0.7, Mozilla XForms 0.8.0.3

Dom 06:31, 21 November 2007 (UTC)

title: Talk:XForms/Trigger


text:
User:Feraudyh

A regular minor contributor to the Wikipedia, most of my editing involves small quality improvements for the time being. I've been a technical writer for years and live in Laval, France.

title: User:Feraudyh


text:
User talk:Feraudyh

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Whiteknight (Page) (Talk) 13:22, 21 November 2007 (UTC)

title: User talk:Feraudyh


text:
User:TwoWings

Profile on Wikipedia fr.

title: User:TwoWings


text:
User talk:TwoWings

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 15:19, 21 November 2007 (UTC)

title: User talk:TwoWings


text:
User talk:Lishevita

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 15:26, 21 November 2007 (UTC)

title: User talk:Lishevita


text:
Cookbook:Chocolate Sauce

A simple recipe that is a delicious sauce for Éclairs and other desserts.

Ingredients

 * 1½ oz butter
 * 1½ oz caster sugar
 * 1½ fluid oz (70 ml) double cream
 * 1½ oz plain chocolate

Procedure

 * 1) Melt all the ingredients in a saucepan and allow to bubble for a while until the mixture darkens in colour slightly. Be careful not to let the chocolate burn.
 * 2) Remove from the heat and allow to cool until it thickens.

title: Cookbook:Chocolate Sauce


text:
Adventist Youth Honors Answer Book/Camping/Fire/Trench

The Trench Fire is a simple way to build a cooking fire. By digging a rectangular trench to build a fire in, you can rest a cooking grate, or a pot on the dirt on either side of the trench. If the shallow part of the trench faces the wind, air will be directred into the fire, making it burn hotly.


text: User talk:Dabrace1984

title: User talk:Dabrace1984


text:
User talk:Sstoerge

Welcome message
Hello, and welcome to Wikibooks!

Here are some tips to help you get started:
 * To learn the wiki-markup-language syntax, see Help:Editing.
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~
 * There is a box at the top of the edit window that will insert this, too; it looks like part of a signature.
 * Remember to conduct any editing experiments in the sandbox.
 * You can tell the community something about yourself in your userpage.
 * You can get to this page by clicking the tab at the top of the page labeled with your registered username.
 * If you are a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI (requests for importation) to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using Wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Reading Room with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be a good idea to add this page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck! --Panic 20:59, 21 November 2007 (UTC)

title: User talk:Sstoerge


text:
Mac OS X Leopard

=About This Book= This book is a comprehensive guide to Mac OS X Leopard, the 6th version of the operating system that runs on Apple's Macintosh computers. Its successors were Snow Leopard (2009), Lion (2011), and Mountain Lion (2012).

Who is This Book For?
This book is written for both new and experienced users alike. If you are a new Mac user, you can use this book to familiarize yourself with the Mac environment. If you are a more experienced user, you can use it to learn about advanced features that will make using your Mac easier and more enjoyable.

However, this book cannot be everything for everyone. If you have never used a computer before, you should learn the basics of computing before you read this book. Likewise, if you already know Mac OS X like the back of your hand and want to learn about the operating system's underpinnings, you probably won't find what you're looking for here.

What Does This Book Discuss?
This book includes a thorough discussion of the Mac OS and its included applications. It does not discuss iLife or iWork, suites of multimedia and productivity applications, because they are technically not parts of the Mac OS. Please refer to the book iLife for information on these applications.

This book also does not discuss iTunes, the iPod, or the iPhone. Please see iTunes for information on Apple's music products.

Part 1: Mac Basics

 * Dock
 * Finder
 * Applications

Part 3: Mac Configuration

 * System Preferences

title: Mac OS X Leopard


text:
User:Wikimaster~enwikibooks

Hi I'm the Wikimaster. Well...maybe not yet Still getting used to the interface

Wikipedia is great!

Testing123

title: User:Wikimaster~enwikibooks


text:
Cookbook:Twice-Baked Potatoes II

| American cuisine | Cheese | Potato

See also Twice-Baked Potatoes.

Ingredients

 * 4 ea. (7–9 ounces) medium Russet potatoes
 * 1 tablespoon butter
 * ½ cup sour cream
 * 1¼ cup shredded sharp cheddar cheese
 * 2 tablespoons heavy cream
 * ¼ cup milk
 * Salt and pepper to taste
 * 2 strips bacon, cooked and diced
 * 1 or 2 green onions, finely chopped

Procedure

 * 1) Preheat oven to 400°F.
 * 2) Pierce potato skins with a fork and wrap in foil.
 * 3) Bake potatoes for 1 hour or until soft.
 * 4) Reduce oven temperature to 350°F.
 * 5) Carefully remove potatoes from oven and cool for 10 minutes.
 * 6) Cut potatoes at top ⅓ lengthwise and remove tops.
 * 7) Scoop out pulp with a small spoon, to about ¼ inch from skin.
 * 8) Mash potato pulp with a fork until smooth.
 * 9) Add butter, sour cream, ½ cup shredded cheese, heavy cream, milk, salt, and pepper, mash until well combined and smooth.
 * 10) Stir in bacon and onion.
 * 11) Spoon or pipe the mixture into the empty potato shells.
 * 12) Top with the rest of the cheese.
 * 13) Bake for 15 minutes, or until cheese is melted.

title: Cookbook:Twice-Baked Potatoes II


text:
Template:FAFooter13

/Templates

title: Template:FAFooter13


text: First Aid/Meta content

title: First Aid/Meta content


text: First Aid/List of Images

title: First Aid/List of Images


text:
User talk:Kouzoudis

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 05:46, 22 November 2007 (UTC)

title: User talk:Kouzoudis


text:
User talk:24.225.243.37

– Mike.lifeguard  | talk 05:47, 22 November 2007 (UTC)

title: User talk:24.225.243.37


text:
Communication Theory/Nonverbal Communication

Scholars in this field usually use a strict sense of the term "verbal", meaning "of or concerned with words," and do not use "verbal communication" as a synonym for oral or spoken communication. Thus, sign languages and writing are generally understood as forms of verbal communication, as both make use of words — although like speech, both may contain paralinguistic elements and often occur alongside nonverbal messages. Nonverbal communication can occur through any sensory channel — sight, sound, smell, touch or taste. Nonverbal communication is also distinguished from unconscious communication, which may be verbal or non-verbal.

Voluntary
This is less commonly discussed because it seems unproblematic, refers to movement, gestures and poses intentionally made by the person: smiling, moving hands, imitating actions, and generally making movements with full or partial intention of making them and a realisation of what they communicate. It can apply to many types of soundless communication, for example, formalized gestures.

Involuntary
This applies to involuntary movements that may give observers cues about what one is really thinking or feeling. The ability to interpret such movements may itself be unconscious, at least for untrained observers.

Many elements of involuntary body language can easily be understood, and tested, simply by knowing about them. For example, the tendency for people to raise their eyebrows as one approaches them fact-to-face is usually indicative of esteem. If you walk down the street and encounter someone you do not know then the chances are that neither of you will raise your eyebrows. If you recognize each other, however, even if you do not greet each another, then eyebrows will likely raise and lower. Of particular interest here in a work context is that if one is not rated highly by the other person then that person will not raise their eyebrows, even though one is recognised..

It is widely believed that involuntary body language is the most accurate way into a person's subconscious. In principle, if people do not realize what they are doing or why they are doing it, it should be possible for a trained observer to understand more of what they are thinking or feeling than they intend - or even more than they realize themselves. Interrogators, customs examiners, and others who have to seek information that people do not necessarily want to give have always relied on explicit or implicit hypotheses about body language. However, this is a field that is fraught with risk of error, and it has also been plagued with plausible but superficial or just plain erroneous popular psychology: just because someone has their legs crossed toward you, it does not mean that they want to have sex with you; it could just mean that they are comfortable with you, but it could also be how they always sit regardless of where you are. Furthermore, it is not possible to tell reliably whether body language has been emitted voluntarily or involuntarily, so to rely too heavily on it is to run the risk of being bluffed.

Research conducted by Paul Ekman at the end of the 20th Century resolved an old debate about how facial expressions vary between cultures. He was interested in whether, for instance smiling, was a universal phenomenon, or whether there are cultures in which its expression varies. Ekman found that there were several fundamental sets of involuntary facial muscle movements relating to the experience of a corresponding set of emotions: grief, anger, fear, enjoyment and disgust. He also indicates that, whilst the furrowing of the eyebrows when experiencing grief is difficult to perform voluntarily, such expressions can be learnt through practice. Ekman's ideas are described and photographically illustrated in his book Emotions Revealed.

The use of video recording has led to important discoveries in the interpretation of micro-expressions, facial movements which last a few milliseconds. In particular, it is claimed that one can detect whether a person is lying by interpreting micro-expressions correctly. Oliver Sacks, in his paper The President's Speech, indicated how people who are unable to understand speech because of brain damage are nevertheless able to assess sincerity accurately. He even suggests that such abilities in interpreting human behavior may be shared by animals such as domestic dogs.

A recent empirical study of people's ability to detect whether another was lying established that some people can detect dishonesty consistently reliably. This study showed that certain convicts, American secret service agents and a Buddhist monk were better at detecting lying in others than most people, and it is postulated that this ability is learned by becoming observant of particular facial micro-expressions.

Body language is a product of both genetic and environmental influences. Blind children will smile and laugh even though they have never seen a smile. The ethologist Iraneus Eibl-Eibesfeldt claimed that a number of basic elements of body language were universal across cultures and must therefore be fixed action patterns under instinctive control. Some forms of human body language show continuities with communicative gestures of other apes, though often with changes in meaning - the human smile, for example, seems to be related to the open-mouthed threat response seen in most other primates. More refined gestures, which vary between cultures (for example the gestures to indicate "yes" and "no"), must obviously be learned or modified through learning, usually by unconscious observation of the environment.

Reference
Argyle, M. (1975). Bodily communication. New York: International Universities Press.