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Wiki Resources/Glossary

Home | Learning Theories | Instructional Design & eAuthoring | ePortfolio | Storyboard | Wiki Analysis | Communication Tools | Resources Analysis | Group Work | Teaching Philosophy | Accessibility | Glossary

Introduction
In this chapter you will find the meaning of some unfamiliar words in this wiki project. You also will find some terms used in elearning environment. As the information technology is frequently applied in elearning projects, we decided to include some words in our Glossary.

Learning Outcomes
At the end of this chapter the learner will be able to:
 * 1) Clarify the unknown terms described in this wiki project.
 * 2) Know new terms used in elearning environment.
 * 3) Understand the meaning of some terms used in information technology.

We would appreciate if you give us your contribution in this project. If you have any query, suggestion or feedback, don't hesitate to contact us sending a message to our email: wikiresourcesgroup@gmail.com

eGlossary
ARCS

Keller's theory of motivation, which includes Attention, Relevance, Confidence, and Satisfaction.

ASP

An Application Service Provider (ASP) is a company that offers access over the Internet to software applications that would otherwise need to be located on a client's own computer. Using ASP applications frees a company from the cost and effort of software installation and upgrades since the application resides on the ASP's servers.

Asynchronous

Asynchronous e-learning is when communication between people does not occur simultaneously. Some examples of asynchronous e-learning include taking a self-paced course, exchanging e-mail messages with a mentor, and posting messages to a discussion group. The advantages of asynchronous learning are convenience, accessibility, and the fact that it is self-paced. The disadvantages of asynchronous learning are that the student may feel isolated or be less motivated without any real-time human interaction. In addition, asynchronous e-learning does not provide immediate feedback on a student's performance, leaving adjustments to training until after an evaluation is completed. See also Synchronous.

Authoring Tool

A software application used by non-programmers that uses a metaphor (book, flow chart) to create online courses.

Behavior

An action that is an overt, observable, measurable performance.

Business Requirements

Business requirements define conditions that any acceptable solution should meet. Business requirements identify the needs of the learner, manager, and training administrator regarding what the system can do for them. See also System Requirements.

CBT

Computer-Based Training, typically delivered on CD-ROM or from a mainframe.

Chunk of Content

Instruction required to teach an objective.

Collaborative Tools

Collaborative tools allow learners to work with others via e-mail, threaded discussions, or chat. In some cases, collaboration is used on team-based projects. Collaborative tools can sometimes provide the ability to host moderated discussion groups, where students and instructors can collaborate on course related materials or assignments in an asynchronous environment. In addition, real-time synchronous chat allows learners to communicate with their peers and instructors, emulating a physical classroom setting.

Competency Management

Competency management is used to identify skills, knowledge, and performance within an organization. Such a system helps an organization spot gaps and introduce appropriate training, compensation, and recruiting programs based on current or future needs.

Content Management System

Content Management Systems (CMS) are used to store and subsequently find and retrieve large amounts of data. CMSs work by indexing text, audio clips, images, etc., within a database. In addition, CMSs often provide version control and check-in/check out capabilities. Using robust, built-in search capabilities, users can quickly find a piece of content from within a database by typing in keywords, the date the element was created, the name of the author, or other search criteria. Content management systems are often used to create information portals for organizations and can serve as the foundation for the practice of knowledge management. They can also be used to organize documents and media assets. For example, a newspaper agency may use a content management system to provide an archive of every story ever written for the paper. Likewise, they might use the CMS to provide an extensive library of photographs that are reusable for future stories.

Criterion Reference Test

Items designed to measure performance for one objective.

Discussion Forums

Not to be confused with a chat application where people exchange typed messages in real time, discussion forums allow people to communicate about various topics by posting messages and replies to messages under the heading of a particular topic. A collection of messages and replies about a topic is often referred to as a thread.

Distance Learning

Instruction provided by a human separated by place.

Entry Behavior

Specific competencies a learner must possess in order to master new content.

ERP/HRIS

Enterprise Resource Planning is an industry term for large, often multi-module software applications that manage many facets of a company's operations, including product planning, parts purchasing, maintaining inventories, interacting with suppliers, providing customer service, tracking orders, and managing resources and financials. SAP, PeopleSoft, and J.D. Edwards are some well-known ERP providers. Human Resource Information Systems (HRIS) are similar to ERP applications but are aimed specifically at the management of a company's human resources.

Feedback

Information provided to learners about the correctness of their response (different from remediation).

Formative Evaluation

Evaluation designed to improve a program while the program is being developed (e.g., quality assurance).

Goal

A broad general statement of course or instruction intent (higher than an objective).

ILT

Instructor-Led Training provides instruction in a classroom or virtual classroom under the direction of an instructor or facilitator.

IMS

The Instructional Management System is a set of technical specifications defining how learning materials will be exchanged over the Internet and how organizations and individual learners will use these materials. Initiated by Educom and developed through a partnership of academic, commercial, and government organizations, the goal of these specifications is the adoption of a set of open standards for Internet-based education.

Instructional Analysis

Procedures to determine what type of skills or knowledge is required for a learner to achieve a goal.

Instructional Strategy

Plan of activities (with or without an instructor) to teach content and sequence learning experience.

Instructor Guide

A set of materials that provide direction, answers to tests, helpful hints, or any supplemental information.

ISD Model

The Instructional Systematic Design model, developed in the 1960's, provides a methodical process for the design and development of instruction.

JDBC

Java Database Connectivity is an application program interface to connect programs written in Java to the data in popular databases. Whereas programs written for Microsoft, Windows, UNIX, OS/2, and Macintosh platforms often use the Open Database Connectivity (ODBC) standard, programs written in Java use JDBC.

Job Aid

Often generated in paper or electronic format, job aids are used to relieve the learner from relying on memory to remember a skill (typically a procedure).

Kirkpatrick Training Evaluation

Many years ago, Donald Kirkpatrick created four levels of evaluation for training. Level One answers the question: Did the trainees like the training? Level Two assesses whether they understood the material and could pass a test on it. Level Three, usually involving a follow-up to the training six months down the road, examines whether the training changed the behavior of the trained. Level Four evaluation tries to determine whether the training had a bottom-line impact on the company; e.g., did trainees sell more or waste less or somehow affect the financials of the company in a positive way as a result of the training?

Knowledge Management System

A knowledge management system is an application that collects, stores, and makes information available among individuals in an organization. This system's primary purpose is to capture a company's collective knowledge and then make it simple to retrieve and reuse. A knowledge management system can help companies avoid reinventing the wheel. It can also enhance the exchange and dissemination of understanding within an enterprise and can increase the level of collaboration between employees.

LCMS

A Learning Content Management System, or LCMS, is an environment where developers can create, store, reuse, manage, and deliver learning content from a central object repository, usually a database. LCMSs generally work with content that is based on a learning object model. These systems usually have good search capabilities, allowing developers to quickly find the text or media needed to build training content. Learning content management systems often strive to achieve a separation of content – which is often tagged in XML – from presentation. This allows many LCMSs to publish to a wide range of formats, platforms, or devices such as print, Web, and even wireless information devices (WID) such as Palm and Windows CE hand-helds, all from the same source material.

LMS

A Learning Management System, or LMS, is software that automates the administration of training events. All LMSs manage the log-in and registration of users, manage course catalogs, record data from learners, and provide reports to management. There used to be a distinction between learning management systems and more powerful "integrated" learning management systems. That distinction has now disappeared. The term learning management system is now used to describe a wide range of applications that track student training and may or may not include functions such as:

* Authoring * Classroom management * Competency management * Knowledge management * Certification or compliance training * Personalization * Mentoring * Chat * Discussion boards

Learning Object

Learning objects (LO), also called reusable learning objects, are not really a set technology, but rather a philosophy for how content is created and deployed. Learning objects refer to self-contained chunks of training content that can be assembled with other learning objects to create courses and curricula, much the same way a child's Lego blocks are assembled to create all types of structures. Learning objects are designed to be used in multiple training contexts, aim to increase the flexibility of training, and make updating courses much easier to manage. Update a part of a learning object, and the change should appear in any course using that learning object. The size of a learning object differs based on the instructional designer, from as small as a single page of content to as large as is required to contain an objective, presentation material, a practice section, and an assessment.

Media

Text, graphics, audio, video, or human element used to teach.

Module

An integrated "theme" of content. Typically, one component of a course or a curriculum.

Modality

Delivery medium determined for the delivery of instruction; ranges from ILT, CBT, WBT, and distance learning to paper-based, read-ahead packages, journals, and peer modeling.

Needs Assessment

Formal process of identifying discrepancies between a learner's current performance versus an organization's desired performance for that employee. In other words, identifying whether training is the solution.

ODBC

Open Database Connectivity (ODBC) is an application program interface to access information from numerous different types of databases including Access, dBase, DB2, etc. Although Microsoft Windows was the first to provide an ODBC product, versions now exist for UNIX, OS/2, and Macintosh platforms as well.

Pre-test and Post-test

Tests that are given to learners prior to learning or after the learning experience. Pre-test judges whether learners need to take training or can "prescribe" which pieces of a course a learner must take. a post-test will provide remediation for reinforcement and sometimes reports back to management with scores.

QA

Quality assurance (QA) is a widely used term to describe the techniques, processes, and workflows used to ensure that a company's products and services meet standards for excellence.

Remediation

Provides direction to students to review specific content in a training program based on some performance criteria.

RFP

A Request For Proposal is a document produced by a company seeking goods and/or services and distributed to prospective vendors. Vendors then provide proposals based on the criteria specified within the RFP. A request for proposal forces the company seeking goods or services to identify its business and technical requirements. It also forces the vendor to state in writing to what extent they can meet the company's requirements.

SCORM

The Sharable Content Object Reference Model (SCORM) is a set of standards that, when applied to course content, produces small, reusable learning objects. A result of the Department of Defense's Advanced Distributed Learning (ADL) initiative, SCORM-compliant courseware elements can be easily merged with other compliant elements to produce a highly modular repository of training materials.

Skill Gap Analysis

A skill gap analysis compares a person's skills to the skills required for the job to which they have been, or will be, assigned. The purpose is to identify clearly the skills employees need in order to succeed in their current or planned positions and to compare employee skills against those requirements. The result is an improved understanding of exactly which skills employees need to develop further. A simple skill gap analysis consists of the list of skills required for a specific job along with a rating of the employee's level for each skill. Ratings below a certain pre-determined level identify a skill gap.

SME

A Subject Matter Expert is an expert in the domain of the course. They are a critical component in the success of task analysis and content gathering.

Summative Evaluation

Used after an instructional program to determine the worth of a program and the usefulness to the learner.

Synchronous

Synchronous, or live e-learning, means that communication occurs at the same time between individuals, and information is accessed instantly. Examples of synchronous e-learning include real-time chat and video/audio conferencing. Synchronous e-learning can provide instant feedback on a student's performance and allows the training to be adjusted immediately, if needed. The disadvantages of synchronous e-learning are that the training is not self-paced and the logistics of scheduling, time zones, and student availability need to be managed. See also Asynchronous.

System Requirements

System requirements focus on the technological conditions, including the operating system, programming language, database, hardware configuration, bandwidth, processing power, etc., required to run a software application correctly. Business requirements focus on the needs of people; system requirements focus on the needs of machines. See also Business Requirements.

Task Analysis

Process by which an instructional designer (through observation, questionnaires, focus group sessions, or one-on-one Q&A with an SME) extrapolates the steps necessary to perform a skill or to build knowledge. This identifies learning objectives and sequence of instruction.

TBT

Technology-Based Training is an all encompassing term that can include anything from online learning to CD-ROM, and uses technology for learning, usually outside the classroom.

WBT

Web-Based Training is "self-paced" training that is delivered using an Internet browser.

title: Wiki Resources/Glossary


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

title: File:Team6HW6.pdf


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User:AdamCollet

http://en.wikiversity.org/wiki/User:AdamCollet/Calculus1

title: User:AdamCollet


title: User:AdamCollet/Calculus1


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Portal:Egyptian language

Egyptian language Welcome to the Ancient Egyptian Language Department at Wikiversity. Part of Wikilang and Egyptology.

title: Portal:Egyptian language


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User:Cseki

JAPANESE of KANSAIBEN (kansai dialect)
Kansai-ben takes up a large slice of even the Tokyo resident's mind. The comedians on TV speak it incessantly, three large cities (Osaka, Kyoto, and Kobe) speak it, and most Japanese accept the differences as quaint and interesting, just as most Americans think of Southern accents, and Londoners think of Northern accents.

Kansai-ben has many different variations (there are the lowly country variations like southern Wakayama Kansai-ben, and almost elitist, ultra-polite Kyoto-ben) as well as many different levels of depth. Some Kansai residents from Nara speak very little Kansai-ben, while people from Amagasaki speak a very strong and distinct Kansai-ben.

Grammatical Differences
Kansai-ben varies from one part of Kansai to another, but here are some of the more common features.

The most noticeable difference is the substitution of the negatives -hen / -n or -mahen for -nai or -masen. (Sometimes only one of "-hen" or "-n" is acceptable in a particular grammar construction. For example, kawande mo ee (kawanakute mo ii) cannot be replaced by "kawahende mo ee".)

Hyojungo (Standard Japanese): Wakaranai. (I don't know) Kansai-ben: wakarahen / wakarehen / wakaran (note that when attaching -hen, the conjugation does not always follow that for -nai).

Also, while hyojungo uses "yo" for emphasis, many times Kansai-ben uses either an elongated "na" or "de".

Hyojungo: Natto wa tabenai yo. (I don't eat natto.) Kansai-ben: Natto wa tabehen de~.

Furthermore, when using "da", "datte", or "daro", many times Kansai people will substitute "ya" for "da". "Metcha" or "mutcha" is also substituted for words like very emphatic words like "cho" (Yokohama/Tokyo-ben) and "sugoi".

Hyojungo: Natto wa sugoku kusai, daro? (Natto is very smelly, isn't it?) Kansai-ben: Natto wa metcha kusai, yaro?

Many of the grammatical constructions have a classical feel to it; one can find many traces from older Japanese pronunciation: sabui (samui), hayo (hayaku), yuuta (itta)...

Vocabulary Differences
Verbs

throw away: suteru > hokasu

exhausted: tsukareru > shindoi

title: User:Cseki


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User talk:Cseki

Hell!! Cseki --Cseki 04:32, 19 November 2009 (UTC)

title: User talk:Cseki


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Ancient Egyptian vocalization project

This site is dedicated to researching and teaching the vocalization of the ancient Egyptian language. Ancient Egyptian is here understood to mean the languages of the Old Kingdom, Middle Kingdom, New Kingdom and Coptic, whether written in hieroglyphs, hieratic, demotic or using the Greek alphabet. As only the Greek alphabet systematically recorded vowels, the true sounds of the language are virtually unknown for the first three millenia of its history. Not only does this make Ancient Egyptian harder to learn (e.g. distinguishing between verb forms that were separated primarily by their vocalization), but it also prevents an intuitive appreciation of Egyptian literature and poetry.

The goal of the present project is to restore as much as possible of the original sound by combining all available historical sources and phonological research. At the core of this project is the /List of vocalized forms/. Sublists (like /Pronouns/, /Numbers/, and /Plural/) are meant to help the learner practice. Hopefully, one day there will be fully vocalized texts, too. Until then, there is lots to do - please join and add any material you can, just don't forget to cite your sources (or explain your derivations). :-)

--Hakseng 05:02, 19 November 2009 (UTC)

You may have a look here: http://xoomer.virgilio.it/omezzabo

I made some experiments, but they are just amateurish. There you'll find my explanations too.

I did some of the words. Perhaps it'll help.

 * /Pronouns
 * /General principles
 * /List of vocalized forms
 * /Numbers

title: Ancient Egyptian vocalization project


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Ancient Egyptian vocalization project/List of vocalized forms

This list is the core of the Ancient Egyptian vocalization project. It is supposed to become a compilation of all known reconstructed forms of the ancient Egyptian language, sorted alphabetically (in the traditional order). Please feel free to add - whether your reconstruction is based on Akkadian, Greek, Coptic, Meroitic, Hebrew, rhyme or puns in works of Egyptian literature, peculiarities of the writing system or phonetic considerations - just make sure to explain your reasoning or to provide a source if copying from another work. Thanks in advance!

See also: Ancient Egyptian vocalization project/General principles

Note: Please add new words using the alphabetic order, listing plurals, nisbes and other derivatives under the main entry. Use v/v: for an unknown vowel and state which period of the Egyptian language you think the reconstruction is valid for (where possible).

Abbreviations for commonly used reference works
The following list is meant to make referencing the sources easier (endnotes would take up significantly more space). Please use this format and add the page number to make future look-ups easier!

 * AE: Antonio Loprieno "Ancient Egyptian - A linguistic introduction"
 * EAS: Wolfgang Schenkel "Einfuehrung in die Altaegyptische Sprachwissenschaft"
 * EP: Carsten Peust: "Egyptian Phonology"

Note: There are many conventions for transcribing Egyptian consonants. The following set was chosen to obtain (subjectively) maximum intercompatibility combined with ease of use for editing.

ɜ
ɜbd [ɜabád] (EAS, 64) (AE, 53) - month     Copt: Sg. ΕϐΟΤ,

ɜbdw [ɜabūdaw] (AE, 53) - months          Copt: Pl. ΕϐΗΤ and [e'bote]

ɜpp [ʻAʼpāpī] - snake Apep Copt: Ⲁⲫⲱⲫ, Greek: Ἄποφις

ʲ
ʲɜq.t [ʲuRqat] (AE, 32) - vegetables Afroas: wrķ

ʲwn [ʲa'win] (AE, 31) - color Afroas: *lwn; Sem: *lawn

ʲwn [Āwanu] - Heliopolis

ʲwr.tʲ [ʲa'wirtVʲ] (AE, 78) - she is pregnant → [ʔaʔeʔtɘ]

ʲb [ʲib] (AE, 31) - heart Afroas: *lib

ʲmʲ [ʲamíʲ] - he who is in, which is in

ʲm.t [ʲāmʲat] - she who is in

ʲmn [amānu] - Amun

ʲmnʲ [ʲamīniʲ] - he who is in the west

ʲmn.t [ʲamnat] (AE, 56) - right side

ʲmn.tʲ [ʲa'mintiʲ] (AE, 56) - West Copt: EMNT

ʲmn.tt [ʲa'mintit] (AE, 57) - Western Land, Afterlife, Amentet Copt: AMNTE

ʲmr.wt [ʲa'mirwat] (AE, 250) - Inundation Copt: AMHIPI

ʲfdw [ʲaf'daw], fem. ʲfd.t [ʲaf'dat] - four Copt: ϤΤΟΟΥ

ʲ.ʲnʲ [ʲa'niʲ] (AE, 81) - fetch! (imperative!) Copt: E/ANAI

ʲnk [ʲa'nak] - I Copt: ΑΝΟΚ

ʲnn [ʲa'nan] - we Copt: ΑΝΟΝ

ʲnpw [ʲa'na:pa(w)] - Anubis Copt: ANOYП, Akk: a-na-pa

ʲr=f [ʲa'raf] - to him Copt: EPOϤ

ʲr.t [ʲīrit] - to do, to make → [ʔi:rɘ] (1,000 BCE) Copt: EIPE

ʲrʲ=f [ʲarīʲuf] (AE, 86) - he makes

ʲrʲ.n=k [ʲarnak/ʲariʲnak] (AE, 77) - you make

ʲrr=s [ʲa'rārVs] (AE, 79) - she does

ʲr.t [ʲārat] - eye

ʲqʲ [ˤuʲqVʲ] (AE, 47) - consecration Copt: AEIK

ʲsw.t [ʲiswat] (AE, 50) - price Copt: ACOY

ʲzr [ʲazrVw] (AE, 31) - tamarisk

ʲḥʲ [ʲa'ḥiʲ] (AE, 58) - ox Copt: EϨE

ʲḥ.w [ʲa'ḥiww] (AE, 58) - oxes Copt: EϨEY

ʲt [ʲātVʲ] (AE, 33, 35, 36) - father Copt: EIωΤ

ʲtʲ.w [ʲatʲaw] (AE, 49) - fathers Copt: EIAϮ

ʲt=f [ʲātʲif] (AE, 36) -  his father

ʲtrw [ʲatraw] (AE, 47) - river Copt: EIOPE

ʲdmʲ [ʲV'dU:mVʲ] (AE, 245) - red linen Hebr: 'ēṭûn

ʲ.ḏd [ʲa'ḏid] (AE, 81) - say! (imperative) Copt: AϪI

ˤ
ˤɜ [ˤaR] (AE, 260) - big

ˤff.j [ˤuffiʲ] - fly (insect) Copt: AϤ

ˤnḫ [ˤaná:ḫ] - life, to live Copt: ⲰⲚⲀϨ, ⲀⲚⲀϨ

ˤnḫ [ˤa'ná:ḫ], pl. ˤnḫ.w [ˤa'ná:ḫw] (AE, 58) - oath Copt: ANAϢ, ANAYϢ

ˤq.w [ˤaqwuw] (AE, 53) - food, income

ˤšɜ [ˤi'šiR] (AE, 46) - many, to become many Copt: AϢAI

ˤḏɜ [ˤaḏɜV] (EP, 124) - guilty Copt: OϪ

W
wɜḏ [wāRiḏ] (AE, 31) - green Sem: *warq; Copt: OYωT

wɜḏ.wrʲ [wāRiḏ'wūriʲ] (AE, 83) - sea

wˤb [wī'ab] (AE, 30, 44) - priest Copt: ΟΥΗΗϐ

wˤb [wa'ắb] (AE,30) - to be pure, to become pure Copt: OYOП

wˤbw [wǎ'baw] (AE, 30) - he is pure (stative form)

wˤw [wuˤˤuw], fem. wˤ.t [wuˤˤut] - one Copt: OYAI

wˤw [wīˤiw] (AE, 39) - soldier → [we:ˤɘ] Akk: ú-i-ú (1,000) → ú-e-eḫ / ú-e-e - ú-e-ú

wˤr.ty [wuˤrūtVj] (AE, 60) - (two) legs Copt: OYEPHTE

wbḫ [wa'baḫ] (AE, 37) - to become white Copt: OYϐAϢ

wbn [wabāna] - to rise (like sun), to shine

wn [wan] (AE, 16) - to be, to exist Copt: OYON

wpw.t [wapwat] (AE, 49, 57) - occupation Copt: EIOПE

wpw.ty [wap'wūtiʲ] (AE, 37, 57) - messenger Meroitic: apote

wpw.tyw [wap'wūtʲVw] (AE, 37) - messengers Akk: ứ-pu-ti, ứ-pu-ut

wrʲ [wūriʲ] (AE, 260) - great

wsḫ [wiḫat] (AE, 47) - breadth Copt: OYEϢCE

wsḫ [sǎḫat] (AE, 53) - field

wdḥ [wi'daḥ] (AE, 50) - fruit Copt: OYTAϨ

wḏɜ [wV'ḏiRV] (EP, 124) - to be safe Copt: OYϪAI

wḏɜ [wiḏRV] (EP, 124) - to go away Copt: OYEITE

B
bʲn [bāʲin] (AE, 33) - bad (m.) Copt: ϐωωNE

bʲn.t [báɜnat] (AE, 60) - bad (f.) Copt: ϐOONE

bʲn.t [baʲnVt] (AE, 248) - harp Copt: ϐOINE

bnn [bānana] - phoenix

br [bār] - cargo boat Greek: βαρις

bz.tʲ [buztVʲ] (AE, 78) - you have been introduced → [best] (1,000 BCE)

bst.t [wubesti] - Bastet

P
pr [pāruw] (ΑE, 12) - house

prʲ [pīraʲ] (AE, 260) - one who has come out

pr.t=k [pirtVk] (AE, 89) - your going forth

pr.t [pu'rut] (AE, 57) - seed Copt: (E)ϐPA

pḥ [pāḥ] - strength

pḥ.wʲ [paḥwVʲ] (AE, 60) - buttocks Copt: ПAϨOY

psd.w [pisi:ḏaw], fem. psd.t [pisi:ḏat] - nine Copt: ΨIT

pšs.t [pušsat] (AE, 47) - half Copt: ПIϢE/ПAϢE

pt [pit] (AE, 49, 57) - sky Copt: ПЕ

p.wt [pīwat] (AE, 59) - skies Copt: ПHYE

Ptḥ [Pītaḥ] (AE, 34) - god Ptah Greek: Фθα

pḏ.t [pīḏat] (AE, 38) - bow Akk: pi-ta; Copt: ПITE

F
fɜʲ.t [faRʲat] (AE, 87) - carrying → [faʔʔ] (1,000 BCE); Copt: ϤOE

M
m [ʲamāʔ] (AE, 81) - ''come! (m.)'' (imperative) Copt: AMOY

m [ʲamīʔ] (AE, 81) - ''come! (f.)'' (imperative) Copt: AMH

m ʲr.w [ʔVm'ʔāraw] (AE, 99) - not to do Copt: MПωP

mɜˤt [muRˤat] (AE, 39) - truth → [muʔˤɘ] (1,000 BCE); El Amarna letters in Akkadian to Amenhotep III call pharaoh Ni-ib-mu-wa-ri-ia Akk: -mu-a; Copt: ME/ MEI

mˤḥˤw.t [maˤḥíˤwat] (AE, 53) - tomb

mw [māw] (AE, 12, 44) - water Copt: MOOY/ MAY/ MωOΥ

mw.t [muʔwat] (AE, 245) - mother Copt: MAAY

mn [mān] (AE, 36, 53) - to stay, to remain, to be stable; Akk: Royal name of king Seti I mn-mɜˤ.t-rˤw /minmuʔˤɘ'riˤɘ/ is mi-in-mu-a-ri- (1,000 BCE) 'Ra is stable of truth' ; Copt: MOYN

mn [min] (AE, 87) - stable Greek: Mεμ

mn nfr - [minnafir] (AE, 57) - enduring beauty Greek: Мεμφις Copt: MNEϤ [menfɘ]

mrw [mūraw] (AE, 250) - river bank Copt: MHP

mrw.t [marūt] - love, desire

mrʲ.t [mirʲit] (AE, 89) - to love → [meʔʔ] (1,000 BCE); Copt: ME

mrʲ.t=f [mir'ʲītVf] (AE, 99) - to love him Copt: MEPITϤ

mrr=f [marāruf] (AE, 86) - which he loved

mrʲw [marʲiw] (AE, 38) - beloved Akk: ma-a'-ia/ ma-a-i

mrʲ nṯr [māriʲ'naṯar] (AE, 99) - pious Copt: MAINOYTE

mḥʲ.t [ma'ḥīʲVT] (AE, 39) - Northwind → [mɘ'ḥe:ʔ] ; Akk: ma-ḫe-e (1,000 BCE)

Mḥʲ.t [ma'ḥūʲVt] (AE, 39) - Goddess Mehit → [mɘ'ḥu:ʔ] ; Akk: ma-ḫu-ú (1,000 BCE); Greek: Mχης

msʲ.w [masʲaw] (AE, 78) - he was born

msḏw [masḏiw] (AE, 55) - enemy

msḏw.t [mas'ḏīwat] (AE, 87) - hated → [mɘs'de"wɘ]; Copt: MECTH

mšʲ [mašˤVʲ] (AE, 44) - to walk Copt: MOOϢE

mdw [maduw] (AE, 58) - word

mdw.w [mā'dūw] (AE, 36, 37) - words Copt: MTAY

N
n(n) [nai] - no

nɜ-msḥ.w [naR-masḥaw] (EP, 67) - crocodiles Akk: nam-su-ḫa

nʲw.t [nūʔat] (AE, 245) - city, Thebes Akk: né-e

nb [nīb] – every Copt: NIBI, NIBЄ

nb [nīb] (AE, 36, 55) - lord El Amarna letters in Akkadian to Amenhotep III call pharaoh Ni-ib-mu-wa-ri-ia (from his royal cartouche nb-mɜɜ-rˤ 'Ra is the lord of the truth); Copt: NEП

nb.f [nībif] (AE, 55) -  his lord Greek: νηφχις

nb.t [nībat] - lady nb.t ḥw.t [nībat ḥāwit] - Nephthys (lit. Lady of the Enclosure) Greek: Νέφθυς

nbw [nābaw] (AE, 41, 248) - gold Copt: NOYϐ

nfr [nāfir], fem. nfr.t [nafrat] (EAS,89) (AE, 39) - good, beautiful, perfect → [na:fɘ(ʔ)] (1,000 BCE); Akk: na-a-pa (Dyn. XIX); Copt: NOYФE

nfr.t [nāfrat] - perfection, beauty

ns [nis] (AE,31) - tongue Copt: λΑc Sem: liš-ān

nsw-bjt [insiw-bīʲVt] - King of Upper and Lower Egypt → [ensɘbīʲɘ] (1,000 BCE); Akk.: in-si-bi-ya

nhzʲ [nihVsʲV] (EP, 98) - to awake Copt: NEϨCE

nḥḏ.t [nuḥḏat] (AE, 251) - tooth Copt: NAϪPE

nkt [nu'kut] - (AE, 251) thing Copt: NKA

nṯr [nāṯar], pl. nṯr.w [naṯūraw] (AE, 13, 35, 45, 53) - god Copt.: NOYTE, NTAIP

nṯr.t [naṯārat] (AE, 35) - goddess Copt: NTωΡΕ

nṯrʲ [nuṯriʲ], fem. ntr.t [nuṯrit] (AE, 53) - divine

nḏm [nāḏim], fem. nḏm.t [naḏmat] (AE, 32) - sweet Sem: *n'm

R
r [rāR] (AE, 58) - mouth, utterance, magic spell, speech Copt: PO

r.w [rā:Raw] (AE, 58) - mouths, utterances, magic spells, speeches Copt: PωOY

rˤ [ri:ˤu(w)] (AE, 39) - sun, sun god → [re:ˤɘ] (1,000 BCE) ;El Amarna letters in Akkadian to Amenhotep III call pharaoh Ni-ib-mu-wa-ri-ia (from his royal cartouche nb-mɜɜ-rˤ 'Ra is the lord of the truth', also Nim-mu-ria, Mi-im-mu-ri-ia, Im-mu-ri-ia, Nam-hurya Akk: ri-ia/ re-e; Coptic: PE

rmṯ [ra:maṯ] (AE, 36, 45) - man Copt: PωΜΕ

md.t rmṯ [madat'ra:maṯ] (AE, 57) - thing of man, mankind Copt: MNTPωΜΕ

rmṯ ˤɜ [ra:maṯ'ɜaR] (AE, 57) -  great man, rich Copt: PMΜAO

rn [rin] (AE, 46) - name  → [ren] (1,000 BCE) Copt: PAN

rnp.t [ranpat] (AE, 59) - year Copt: POMПE

rnp.wt [ran'pawwat] (AE, 59) - years Copt: PMПOOYE

rdw [ra:duw] (AE, 58) - plant Copt: PωT

rdw.w [raduwaw] (AE, 58) - plants Copt: POϮ

H
hɜbw [haRbuw] (AE, 59) - event Copt: ϩωϐ

hɜbw.w [haR'bu:waw] (AE, 59) - event Copt: ϩϐHYE

hɜb=f [hVR'bif] (AE, 77) - he sends

hʲbw [hiʲbaw] (ΑΕ, 48) - ibis  → [hi:b] Copt: ϩIП

hʲbʲ.w [hiʲ'ba:ʲVw] (ΑΕ, 48) - ibises Copt: ϩIϐωΙ

hrw [harwuw] (AE, 36) - day Copt: ϩOOY

hrw.w [haruww] (AE, 58) - days Copt: ϩPEY

hnw [hi:niw] (AE, 88) - bent

Ḥ
ḥɜ.t [ḥuʀīt] (AE, 41) - front, beginning  [ḥuʀīt] → [ḥe] (EP,224); Akk: pa-re-a-ma-ḫu-ú (2,000 BCE) → ma-an-ti-me-AN-ḫe-e (1,000 BCE); Copt: ϩH

ḥɜ.tʲ [ḥu'ʀītij] (AE, 72) - first

ḥʲpw [ḥuʲpVw] - god Apis → [ḥeʔp(Vw)] Copt: ϩAПЕ

ḥw.t [ḥāwit] - mansion, palace, sanctum Gr: Αἴγυπτος (< Ḥāwit-kuз-Pitáḥ the temple of the ka of Ptah)

ḥfɜw [ḥafɜaw] (AE, 55) - snake Copt: ϩOϤ

ḥm [ḥam] - man

ḥm nṯr [ḥam'naṯar] (AE, 57) - priest Copt: ϩONT

ḥm.t [ḥiʲmat] (AE, 59) - woman Copt: ϩIME

ḥm.wt [ḥiʲamwat] (AE, 49) - women Copt: ϩIOME

ḥnˤ [ḥāna] - together with, and

ḥnw [ḥīnaw] (AE, 38, 47) - jar →  [ḥV'new] (1,000 BCE); Akk: ḫi-na; Copt: ϨNAY

ḥr [ḥar] (AE, 32, 56) - upon, face, for Afroas: *xal; Sem: *'al; Copt: ϨO

ḥr=f [ḥa'rif] (AE, 56) - his face Copt: ϨPAϤ

ḥrʲ [ḥaríʲ] (AE, 56) - upper part Copt: ϨPAI

Ḥr.(w) [Ḥāruw] (EAS, 36, 60) (AE, 38, 55) - Horus → [Ḥārɘ] → [Ḥor] (1,000 BCE); Assyr: dḪa-a-ra/mḪu-u-ru (1,000 BCE); Greek Ὡρος; Copt: ϩOP

ḥrʲ-pḏ.t [ḥariʲ'pīḏat] (AE, 39) - overseer of the troop → [ḥɘ:ri'pi:dɘ]; Akk: uḫ-ri-pí-ta

ḥḥ [ḥāḥ] - eternity, eternal, million, god Heh

ḥzʲw [ḥasʲiw] - praised → [ḥɘs'ʲeʔ] (1,000 BCE); Copt: ϨACIE

ḥqr [ḥa'qar] (AE, 248) - hungry → [ḥqoʔ] (1,000 BCE); Copt: ϨKO

ḥqr.tʲ [ḥa'qirtVʲ] (AE, 257) - she is hungry

ḥtp [ḥātip] (AE, 36) - pleasing

ḥtp=ṯ [ḥVt'piṯ] (AE, 82) - may you be satisfied → [ḥɘt'peʔ] (1,000 BCE)

ḥṯṯ.t [ḥaṯ'ṯat] (AE, 57) - armpit AϬO

Ḫ
ḫɜw [ḫūʀuw] (AE, 250) - blow of the wind Copt: ϩH

ḫnmw [ḫa'nāmuw] - the god Khnum Greek: Χνούμ

ḫmnw [ḫa'ma:naw], fem. ḫmn.t [ḫa'ma:nat] - eight Copt: ϢΜΟΥΝ

ḫmtw [ḫamtaw], fem. ḫmt.t [ḫamtat] - three Copt: ϢOMT

ḫrw [ḫi'raw] (AE, 41) - voice Copt: ϩPOOY

ḫʕʲ=k [ḫaʕ'ʲak] - you will appear

ḫprw [ḫupraw] (AE, 55) - shape, form, transformation → [ḫuprɘ] ; Akkadian: ḫu-u'-ru (1,000 BCE)

ḫprw.w [ḫu'pirwaw] (AE, 37) - shapes, transformations → [ḫpeʔr] ; Akkadian:(a)ḫ-pi-ir

ḫpr [ḫupVr] - become (AΕ, 22) → [ḫa:pɘ], [ḫο:pɘ] (1,310 - 1,195 BCE) Copt: ϢωΠΕ

ḫpr.w [ḫapraw] (AΕ, 41) - has become (stative) Copt: ϢOΠ/ϢOOΠ

ḫt [ḫit] - tree, wood

H
ẖɜb.t [ẖa'ʀabʲVt] (AE, 245) - sickle Copt: XPOϐI

ẖˤq [ẖa'ˤaq] (AE, 248) - wool Copt: ϩKA

ẖt ['ẖūwat] (AE, 41) - body, belly → ['ẖūwa’] (1700 BCE) → ['ẖēw] (800 BCE); Copt: ϩH

ẖnw [ẖānaw] (AE, 48) - inside Copt: ϩOYΝ

ẖnn [ẖānan] (AE, 48) - to approach Copt: ϩωΝ

ẖr [ẖur] (AE, 58) - beneath

ẖrʲ [ẖuriʲ] (AE, 58) - lower part ϩPAI

ẖr.t [ẖurit] (AE, 58) - food ϩPE

Z
zɜ [siɜ] (AE, 13) - son

zɜ=ʲ [si:Raʲ] (AE, 56) - my son

zɜ tɜ [siRtaR] (AE, 57) - basilisk Copt: CITE

zɜ.t [siɜat] - daughter

zʲnw [siʲnVw] (AE, 47) - physician Copt: CAEIN

znḥmw [sun'ḥu:mVw] (AE, 34) - locust Afroas: *sulxam; Sem: *sol'ām

zp [sāpa] - time

zẖɜw [sá h ɜaw] (EAS, 65) - scribe Copt: CAϧ

zẖɜ.w [sá h ɜa:waw] (EAS, 58) - scribes → [sɘẖ'ʔa:ʲ]; Copt: CϧOYI

zẖɜ [si' h iR] (AE, 46) - to write Coptic: CϨAI

Ś
sbɜ [subɜāwat] (AE, 59) - star

sbɜ.wt [subɜáwwat] (AE, 59) - constellation

sbɜw [sabɜíw] (AE, 60) - wise (m.) Copt: CAϐE

sbɜw.t [sabɜīwat] (AE, 60) - wise (f.) Copt: CAϐH

sp.t [sa:pat] (ΑΕ, 34) - lip Afroas: *ṥapat; Sem: *ṥapat

sp.tʲ [sāptVʲ] (AE, 60) - (two) lips Copt: CΠOTOY

spd.tʲ [sa'pidtVʲ] (AE, 78) - you are sharp (stative) → [sɘpedtɘ] → [spet] (1,000 BCE)

s.mn.t [simī:nit] (AE, 53, 250) - to establish Copt: CMINE

s.mn.tʲ [sa'mantVʲ] (AE, 257) - she was established

sfḫw ['safḫaw], fem. sfḫ.t ['safḫat] - seven Copt: ϢAϢϤ, Afroas.: *sṗɣ

sn [san] (AE, 46, 53) - brother Copt: CON

sn.t [sá:nat] (AE, 53) - sister Copt: CωNE

sn.w [sanú:waw] (AE, 53, 55) - brothers Copt: CNHY

snwj [sinuwwaj], fem. sntj [sinu:taj] - two Copt: CNAY

snsn [sansan] (AE, 53) - befriend

sḩn.t [siḩVntV] (AE, 81) - to command Copt: CAϨNE

s.ḩtp [saḩ'tip] (AE, 81) - pacify! (imperative) → [sḩtep] (1,000 BCE)

sḫm [sāḫam] (AE, 59), pl. sḫm.w [sáḫmaw] - power → [so:ḫm], [saḫm] (1,000 BCE)

s.t [uːsat] - Isis → [ʔuːsəʔ] (1,000 BCE)

stḫ [sūtaḫ] - Seth

stp [sā:tap] - to choose    El Amarna letters in Akkadian give royal name of Ramses III as šá-te-ep-na-ri-a (stp-n-rˤ /satepna'ri:ˤa/ 'the one whom Re has chosen'); Copt: CωTΠ

stp=k(w) [sVt'pā:ku] (AE, 36) - I choose (stative)

stp=kʲ [satVpakVʲ] (AE, 78) - I was chosen

stp=tʲ [sVt'pa:taʲ] (AE, 257) - you choose (m.) (stative)

stp= [sVt'pa:tiʲ] (AE, 257) - you choose (f.) (stative)

stp=w [satpaw] (AE, 37) - it was chosen Copt: COTΠ

sḏm [sá:ḏam] (AE, 89) - to hear him

sḏm=f [saḏmVf] (AE, 53) - may he hear

sḏm [sáḏma=N] (AE, 53) - may N hear

sḏm=s [saḏāmas] (AE, 53) - that she hear

sḏm=f [saḏmaf] (AE, 53) - may he hear

sḏm.n=f [saḏímnaf] (AE, 53) - he heard

sḏm [sāḏim] (AE, 53) - he who hears

sḏmw [sáḏmiw] (AE, 53) - he who is heard

s.ḏd.w [saḏdiw] (AE, 87) - told → [sɘḏ'dej] (1,000 BCE) Copt: ϢϪHI

s.ḏd.t [siḏdit] (AE, 49) - cause to tell Copt: ϢAϪE

Š
šˤnw [šV'nuw] (AE, 47) - net → [šɘneʔ] (1,000 BCE); Copt: ϢNE

šwt [šawīt] - shadow

špʲ.tʲ [šapiʲtVʲ] (AE, 78) - she is ashamed → [šɘpi:tɘ] (1,000 BCE)

šmsʲ [šimsiʲ] - to worship Copt: ϢMϢE

šny [šūnVʲ] (AE, 38) - tree → [še:nɘ]; Akk: si-ni (1,000 BCE)

šrr [ši:rar] (AE, 260) - small

Ḳ/Q
qbb [qa'bab] (AE, 42) - to cool Copt: XϐOϐ

qnʲ.t [qinʲit] (AE, 47) - to become fat Copt: KNNE/KNNIE

qrf [qa'raf] (AE, 46) - ambush Copt: KPOϤ

qdʲ [qādaʲ] (AE, 60) - to turn Copt: KωTE

qd.w [qu:daw] (AE, 78) - it was built

K
kɜ [kuR] - soul, ka

kɜm [kaRmVw] (AE, 31) - vineyard Sem: *karm

kɜmw [kaRmiw] (AE, 56) - gardener Copt: ϬME kmm [ka'mam] (AE, 88) - to become black Copt: KMOM

km.t [kūmat] (AE, 42) - Egypt Copt: KHME

G
gɜw [ga:Riw] (AE, 260) - narrow Copt: KOYI

gmʲ.t [gī:mit] (AE, 42) - to find Copt: ϪIMI/ϬINE

grg.t [ga'rū:gat] (AE, 42) - dowry Copt: ϬPHϪI

gstʲ [gastVʲdmʲ] (AE, 245) - palette Hebr: qešet

T
tɜ [taʔ] (AE, 41, 49) - land Copt: TO

tɜ.wy [taRwVʲ] (AE, 38) - two lands → Akk: ta-a-wa

tɜš [ta'Raš] (AE, 56) - border Copt: TOϢ

tɜš.w [taRšaw] (AE, 59) - borders Copt: TOOϢ

tɜšʲ [taR'šiʲ] (AE, 56) - neighbor Copt: TEϢE

tɜšʲ.w [taR'šiʲwaw] (AE, 59) - neighbors → [tɘʔšeʲwɘ]; Copt: TEϢEEY

tpj [ta'piʲ] (AE, 36) - glorious, chief, above, first

tppwḥ [tap'pu:ḥ] (AE, 48) - apple Heb: תפוח; Copt: ϪMПЕϨ

tf [tif] (AE, 42) - spittle Copt: TAϤ

Ṯ
ṯɜʲ.t [ṯi:Rʲit] (AE, 42) - to receive, to take Copt: ϪI

ṯʲw [ṯiʲu] - yes

ṯr.t [ṯa:rat] (AE, 42) - willow Copt: ΘωΡΙ

ṯzʲ.w [ṯasʲaw] (AE, 97) - he was exalted

D
dʲ [di:j] (AE. 82) - to give → [diʔ] (1,000 BCE)

djw [di:jaw], fem. [di:jat] - five Copt: TΙΟΥ

dwn [da:wan] (AE, 32) - to strech Sem: *ṭwl

db [dib] (AE, 41) - horn Copt: TAП

dbn [dī:ban] (AE, 38) - weight Akk: ti-ba-an

dp.t [dV:put] (AE, 58) - boat

dp.wt=f [dV:pwV:tif] (AE, 58) - his boat

dnʲ.t [danʲut] (AE, 40) - part Copt: TOE

Ḏ
ḏb [ḏa:baˤ] (AE, 44) - to seal TωωϐΕ

ḏr.t [ḏārat] (AE, 22) - hand Copt: TωPE

ḏrʲ.w [ḏārʲaw] (AE, 22) - he is strong (stative) Copt: ϪOOP

ḏḥwtʲ [ḏiḥautī] - Toth

ḏd [ḏā:d] (AE, 53) - to speak, to say Copt: Ϫω

ḏd=f [ḏi:duf] (AE, 86) - he said

ḏdd.w [ḏVdV:diw] (AE, 87) - said

ḏdd.t [ḏVdVdat] (AE, 53) - what is said

ḏd.n=k [ḏidnuk] (AE, 53) - what you said

ḏd.n=n [ḏidnan] (AE, 77) - we said


text:
User talk:Manju~enwikiversity

 Hello Manju, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:17, 19 November 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:17, 19 November 2009 (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 Manju. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Manju~enwikiversity 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 23:38, 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) 06:15, 19 April 2015 (UTC)

title: User talk:Manju~enwikiversity


text:
User talk:Jpass715

 Hello Jpass715, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:18, 19 November 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 19 November 2009 (UTC)

title: User talk:Jpass715


text:
User talk:Profaurnobroy

 Hello Profaurnobroy, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 19 November 2009 (UTC)

title: User talk:Profaurnobroy


text:
Why cocomo needs security

secomo:it is nothing but a security cost model. mostly this is the one created for cocomo(constructive cost model). if the s/w size is defined then user can be abled to estimate the security but if it is not then it needs to provide the security. The COnstructive COst MOdel (COCOMO) is an algorithmic Software Cost Estimation Model developed by Barry Boehm. The model uses a basic regression formula, Basic COCOMO Basic COCOMO computes software development effort (and cost) as a function of program size. Program size is expressed in estimated thousands of lines of code (KLOC).

COCOMO applies to three classes of software projects:

Organic projects - "small" teams with "good" experience working with "less than rigid" requirements Semi-detached projects - "medium" teams with mixed experience working with a mix of rigid and less than rigid requirements Embedded projects - developed within a set of "tight" constraints (hardware, software, operational, ...) The basic COCOMO equations take the form

Effort Applied = ab(KLOC)bb [ man-months ] Development Time = cb(Effort Applied)db [months] People required = Effort Applied / Development Time [count] The coefficients ab, bb, cb and db are given in the following table.

Software project   ab      bb      cb      db   Organic             2.4     1.05    2.5     0.38 Semi-detached      3.0     1.12    2.5     0.35 Embedded           3.6     1.20    2.5     0.32 Basic COCOMO is good for quick estimate of software costs. However it does not account for differences in hardware constraints, personnel quality and experience, use of modern tools and techniques, and so on.

with parameters that are derived from historical project data and current project characteristics. We present in this paper an estimation cost model for risk management projects, called SECOMO. This model helps managers reasoning about the cost and schedule implications of network security decisions that security teams may need to make. It aims to achieve several objectives including: (1) providing accurate cost and scheduling estimates for currently security projects, and(2) providing a normative method for the allocation of resources necessary for the development and maintenance of network security solution. INTRODUCTION SECURITY cost estimation is important because it aims to provide accurate cost and schedule for current (and likely future) security solutions to organizations. It also enables security teams to easily recalibrate, customize, and extend the cost model the estimation may produce. An accurate cost-estimation capability provides security teams with a solid basis for determining how much time, cost and personnel each risk management process should take. This helps managers to plan the securing activities, to perform competitive security contract bids, and to tell whether or not a security project is proceeding according to plan. Efficient security cost models should provide a normative mechanism to allocate the resources necessary for effective security solutions development and maintenance. It should be evolving to integrate new capabilities to address needs for protection. Moreover, security cost models should provide an efficient and easy to understand set of definitions of the inputs, assumptions and outputs required for the estimations. Several estimation techniques have been proposed and used during the late decades. However, to our knowledge, these techniques have considered that security projects are aggregate of sub-projects, which may be addressed separately. Estimation techniques include COCOMO, COCOTS, COQUALMO, and Expert COCOMO (see [1] for a description of these models). These techniques have addressed the cost estimation of the development of software, constructive integration, expert-determined defect introduction and removal, and risk assessment, respectively. We believe that a security cost model should be based on the joint estimation of the cost of a set of processes including, but not limited to, the following inter-related processes:1) building systems with commercial-off-the-shelf solutions,2) risk analysis and monitoring,3) security quality assurance,4) project planning and5) security policy definition. To this end, we have developed a security cost model that we describe in this paper. The objective of this paper is then to propose an estimation technique security oriented. This technique, which is inspired from those used successfully in software engineering, aims to develop an estimation cost model allowing managers to estimate the effort needed to set up a security solution. Because of the similarity existing between the security engineering management and the software engineering management, we have chosen to found the development of security cost model on the Constructive Cost Model (COCOMO II version).COCOMO, which represents a basis for the model presented in this paper, can be defined as an objective cost model for planning and executing software projects [1]. COCOMO refers to a parametric software cost model for planning and executing software projects. It supports bottom-up algorithmic model estimates. COCOMO advantages include generality, efficiency, and extensibility [1], and its computations are based on the estimation of a project’s size. Like COCOMO, the estimation model proposed in this paper, which we referred to as SECOMO, supports algorithmic model estimates. The estimation is made for the whole security project. Due to the lack of security data statistics, the model initialization is based on expert judgment. SECOMO is specific to security projects. It is defined as an objective model for planning and per-forming risk management projects in networked environments. The remaining of this paper is organized as follows: Section2 presents the SECOMO model, its estimating equations and the method used to estimate the network size. The estimations are performed using concept of network size and various parameters called scale factors and effort multipliers, that give a measure of the security task complexity. Effort estimation, expressed as    man*time – unit is give n by : E= a X EAF  X  S^b Where a -->constant, EAF---> Effort Adjustment Factor S-> size of the network and b=β+∑wi β->constant   and the wi> are the scale factor SECOMO uses 4 scale factors and 13 effort multipliers classified into 4 categories, Despite the similarity existing between SECOMO and COCOMO in using both Effort Multipliers(EM) and Scale Factors(SF), we highlights the facts that these parameters are different in the two models. For instance, in SECOMO model we use an effort multipliers category that is totally appropriate to security projects called “Information System Factors”.

title: Why cocomo needs security


text: File:6.B.Detect Sensor.pdf

title: File:6.B.Detect Sensor.pdf


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Wiki Resources/Accessibility

Home | Learning Theories | Instructional Design & eAuthoring | ePortfolio | Storyboard | Wiki Analysis | Communication Tools | Resources Analysis | Group Work | Teaching Philosophy | Accessibility | Glossary

Introduction
Products and services, including documentation, should be easy for everyone to use. Content can also be created to maximize accessibility for people with disabilities. For example, printed documentation should be made available in accessible formats for users who have difficulty handling or reading conventionally printed materials. A format most commonly used is XML. HTML is also acceptable if it follows accessible design guidelines.

Learning Outcomes
At the end of this chapter the learner will be able to:
 * 1) Understand the importance of accessibility in your learning object.
 * 2) Understand which the items you have to provide to became your learning object accessible.
 * 3) Understand how to evaluate your learning object to fill with the accessibility norms.

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Accessibility Appendix

 * In both online and printed documentation, every product should include an appendix describing features and services that can aid persons with disabilities. Each appendix describes accessibility options available in the product or from other sources, such as recording for the blind. This appendix makes it easier for users with disabilities to use products, raises public awareness of the available options, and demonstrates a company’s commitment in this area. Include this appendix as a Help topic and in the printed book most likely to be the first one opened.

Accessible Web Page

 * Keep in mind that not only do people with various kinds of disabilities need information from your Web site, but so do people using various kinds of browsers, who have graphics turned off, or who may not have the latest technical wizardry. The guidelines given here are brief reminders. You can find more details about the rationale for these guidelines and some ways to accomplish them on these web sites:

 * 1) Web Accessibility Initiative
 * 2) MSDN Accessibility
 * 3) Center for Information Technology Accommodation

Perceivable

 * 1. Provide alternatives text for non-text content.
 * Consider what the page looks like or sounds like when the images are not shown. Then write for each image an alt text that best works as a replacement.
 * If the image is purely decoration then use an empty alt tag.
 * For short simple descriptions of less than 50 characters, for example 'pie chart showing 80% of sales are overseas' enclose the text in quotation marks.
 * For images that are merely described, for example, 'this is a pie chart' enclose the text in square brackets to delineate it from the rest of the general text.
 * For images which need to be described in detail you will need to link the alt tag to a separate web page describing this. Some types of links often work best if the link text is accompanied with an image.
 * Instead of using two links pointing to the same destination, it is best to make them one link, using markup like the following:  linktext.
 * An important reason for using a single link instead of two links is that when the user tabs from one link to another, redundant links make the use less convenient. Moreover, if there are two links, the question easily arises whether they really point to the same resources. :Note that the alt attribute should have an empty value, since the image is "redundant".

 * 2. Provide captions and alternatives for audio and video content:
 * Make content adaptable; and make it available to assistive technologies.
 * Use sufficient contrast to make things easy to see and hear: do not use colour coding alone.
 * Use additional cues, such as textual annotations or the underlines.
 * Alternatively, use patterns as well as colours to indicate different types of information in charts and graphs.
 * Avoid hard-to-read colour combinations, such as red and green or light green and white. People with some types of colorblindness may have difficulty seeing the differences between the colors.
 * Avoid screened art. Contrasting black and white is easiest to read. Especially avoid text on a screened background, which is difficult to see and for a machine to scan. For the same reason, avoid shaded backgrounds and watermarks or other images behind text.
 * Avoid printing text outside a rectangular grid. People with low vision may have difficulty seeing text outside of an established grid. Try to keep text in a uniform space for both visibility and scannability.

Operable

 * 1) Make all functionality keyboard accessible
 * 2) Give users time to read and use content
 * 3) Do not use content that causes siezures
 * 4) Help users navigate and find content

Accessible Writing
To enhance the accessibility of Web pages for people who use screen readers, follow these guidelines: ~Always provide alt text for nontext elements, including graphics, audio, and video. For simple elements, a brief but accurate description is enough. Use an asterisk (*) or the word “bullet” for bullets, not a description such as “little blue ball.” Leave blank information about invisible placeholders. For more complex elements, provide a link to a separate page with more details. Standard toolbar, or in the title bar, is also included. Directional terms are also acceptable when a sighted user with dyslexia can clearly see a change in the interface as the result of an action, such as a change in the right pane when an option in the left pane is clicked.
 * 1) Provide text links in addition to image maps.
 * 2) Write link text that is meaningful but brief. Do not use phrases such as click here. Use links that can stand alone in a list. Use the  tag to distinguish links and names in image maps from ambiguous or duplicate text.
 * 3) Make link text distinct. Use redundant visual cues, such as both colour and under-line, so colour blind users can identify link text.
 * 4) Plan links and image map links so that navigation with the TAB key moves from left to right and top to bottom, not randomly.
 * 5) If you use frames, provide alternate pages without them.
 * 6) If you use tables, provide alternate pages without them. Make sure that tables make sense when read from left to right, top to bottom. Note that Internet Explorer versions 3 and 4 have some different and strict requirements.
 * 7) Provide closed captions, transcripts, or descriptions of audio content.
 * 8) Avoid using scrolling marquees. Accessible Writing  Many of the following suggestions for maximizing accessibility also help make documentation clearer and more useful for everyone:
 * 9) Provide clear, concise descriptions of the product and initial setup, including a section or card that gets the user up and running with the basic features.
 * 10) Keep the number of steps in a procedure short. Individuals with cognitive impairments may have difficulty following multistep procedures. Keep the steps simple, and keep the reader oriented.
 * 11) Keep sentence structure simple. Try to limit most sentences to one clause. Individuals with language difficulties and those who speak English as a second language, as well as some people who are deaf or hard of hearing, may have difficulty understanding long, complicated sentences.
 * 12) Provide descriptions that do not require pictures, or that include both pictures and writing. Using only diagrams causes difficulty transcribing to other media. To test whether the writing is effective, try removing, one at a time, first the words and then the pictures. With only one method, can you still figure out what to do?
 * 13) Avoid using directional terms (left, right, up, down) as the only clue to location. Individuals with cognitive impairments might have difficulty interpreting them, as do blind users relying on screen-reading software. A directional term is acceptable if another indication of location, such as in the Save As dialog box, on the
 * 1) Emphasize key information and put it near the beginning of the text. Use bullets or headings to additionally emphasize important points.
 * 2) Keep paragraphs short or otherwise create small sections or text groupings.
 * 3) In product documentation, document all keyboard shortcuts. A two-column format, in which the first column describes the user task and the second column describes the shortcut, is best. That way, users with screen readers can hear the task before they hear the keyboard shortcut. #Organize keyboard shortcuts in task groupings so related shortcuts appear close together.

Accessible Graphics and Design
It is possible to work within the requirements of standard design templates to make written content as visually accessible as possible. For example, use short paragraphs and break up long passages of text with subheadings. Follow these guidelines for visually accessible documents:
 * 1) Do not use colour coding alone. Use additional cues, such as textual annotations or the underlines. Alternatively, use patterns as well as colours to indicate different types of information in charts and graphs.
 * 2) Avoid hard-to-read colour combinations, such as red and green or light green and white. People with some types of colorblindness may have difficulty seeing the differences between the colours.
 * 3) Avoid screened art. Contrasting black and white is easiest to read. Especially avoid text on a screened background, which is difficult to see and for a machine to scan. For the same reason, avoid shaded backgrounds and watermarks or other images behind text.
 * 4) Avoid printing text outside a rectangular grid. People with low vision may have difficulty seeing text outside of an established grid. Try to keep text in a uniform space for both visibility and scannability.

title: Wiki Resources/Accessibility