text:
User:Egm6936.s11/CTIF

=Computational turbulent incompressible flow=

This work is a review of a reading of Computational Turbulent Incompressible Flow by Hoffman as part of the Body and Soul project. The book is a 'test' of the Generalized Galerkin (G2) method by applying it to the incompressible Navier-Stokes equations. Note that no turbulence modeling is performed, instead automatic stabalizing dissipation is introduced which acts as a turbulence model. This stabilization is addressed in Chapter 18, where the dissipation is shown to affect only the smallest unresolved scales.

Treatment of viscosity
The approach taken is to assume that the physical viscosity is less than the artificial viscosity so that the physical viscosity may remain unknown. Then if the solution converges as the artificial viscosity decreases a solution to the physical viscosity is found. The 'trick' of the method is to turn the disadvantage of artificial viscosity into an advantage for small physical viscosity.

Treatment of conduction
Conduction in turbulent flow is also assumed small and overcome by convective heat transfer. In this way the conduction coefficient may also remain unknown.

Two important assumptions so far in the text, small viscosity (Euler) and small conduction coefficients.

= Chapter 1 - introduction =

The introduction starts the first part of the book which serves the purpose to motivate the reader and introduce them to Fluids concepts. An undergraduate level understanding of fluids is more than sufficient for this text.

The chapter provides:

 * A description of a fluid and turbulence
 * Discussion on the history of Eueler and Navier-Stokes equations with regard to Leonhard Euler (1707-1783), Claude Louis Marie Henri Navier (1785-1836), George Gabriel Stokes (1819-1903), Siméon Denis Poisson (1781-1840), and Adhémar Jean Claude Barré de Saint-Venant (1797–1886)

Some discussion, mostly motivating, on the use of G2 for NS and Euler equations is made.
 * The main objective of solving the NS/Euler equations will be achieved by using the General Galerkin method. Actually, the author solves the Euler equation with numerical dissipation; the solution of the Euler equation with numerical dissipation would converge to the solution of the NS equation (with real, physical dissipation).
 * It should be noted the author takes a standpoint that turbulence is often sufficient to model features often assumed viscous features of NS (i.e. D'Alembart's phenomena)
 * A solution in finite element space with residual orthogonal to a set of finite element test functions is sought with a weighted least squares control of residual.
 * Automatic turbulence modeling
 * Automatic error control
 * Adaptivity is based on solving a linearized dual problem to obtain sensitivity with respect to the mesh.

= Chapter 2 - Mysteries and Secrets =

This chapter is motivating, with the intent of showing classical mysteries and how solving solutions of turbulent flow may resolve them.

 * Three paradoxes are discussed
 * d'Alembert's Mysteru: Zero drag of inviscid flow
 * Loschmidt's Mystery: Violation of the 2nd law of thermodynamics
 * Sommerfeld's Mysetery: Stability of Couette flow
 * Brief mention of the magnus effect

These effects are shown to be related to turbulence within the scope of Euler. Traditionally NS is used to justify these "viscous" effects.

= Chapter 3 - Turbulent Flow and History of Aviation =

This chapter provides a chronological development of aviation and turbulent flow. There is an interesting addition of Otto and Cayley that was unexpected, perhaps a European perspective.

= Chapter 4 - The Euler Equations =

This chapter is also introductory, but it more formally introduces the Euler equations. The Euler Equations are stated and derived in this chapter from a volume integral method.

In breif:

Consider a small fixed volume $$V$$ in $$\Omega$$ with the boundary $$S$$, then by mass conservation and the Divergence Theorem (covered in Body and Soul Vol 3) we derive for all Volumes, $$V$$.

$$ \begin{align} &\int_V\dot\rho dx = \frac{\partial }{\partial t}\int_V \rho dx = - \int_S (\rho u)\cdot n ds \\ &\int_V \nabla \cdot (\rho u) dx = \int_S ( \rho u)\cdot n ds \\ &\int_V \dot \rho dx + \int_V \nabla \cdot (\rho u)dx = 0 \end{align} $$

With continuous integrands we then have

$$\dot \rho + \nabla \cdot (\rho u) = 0 $$

 * The continuum assumption is discussed
 * The incompressibility is discussed and the Total Derivative (time plus spatial). Note that the derivation of the total derivative here was nice, with a chain rule perspective.

= Chapter 5 - The Incompressible Euler and Navier-Stokes Equations =

The Incompressible Euler Equations are discussed in this chapter along with the Navier-Stokes Equations. The issue of boundary conditions is discussed, in particular how the NS equations allow no slip walls, while Euler does not.

 * The Incompressible N-S Equations are discussed and the concept of a Newtonian Fluid is introduced. They note the modeling of the viscous term in the N-S equations and how this makes the N-S equations not ideal by Einstein's definition.  That is its not free of non-dimensional parameters (Re for example).
 * Viscosity is introduced and some words spent on justifying it being small, smaller than the artificial dissipation (specific to simulation of air?).
 * Friction (no slip) boundary conditions are discussed now that viscosity has been introduced.
 * Einstein's Ideal: self contained equations with no modeling or non-dimensional numbers.

ASIDE: They mention Einstein's biggest blunder here. But it should be noted that his biggest blunder, the introduction of a constant to make physical sense (he added a cosmological constant) turned out to be the way in which they are modelling dark matter/energy. Turns out his biggest blunder may be in assuming it a blunder.

It is also mentioned that these equations are just particular dynamic systems

= Chapter 6 - Triumph and Failure of Mathematics =

This chapter is also motivational, providing a historical perspective on the use of mathematics to model physical systems.

Laplace's formulation of Newton's theory of gravity in the form $$-\Delta \phi = \rho$$ was extremely successful and inspired the same approach in potential flow, $$\Delta \phi = 0$$, where the potential is the velocity potential and $$\nabla \phi$$ the velocity field (by irrotational flow).

This led to d'Alembert's drag paradox. Laplace's equation for fluid mechanics was a 'complete failure.'

A potential solution for fluids is not complete, nor as successful as it is for celestial mechanics.

= Chapter 7 - Laminar and Turbulent Flow =

This chapter discusses the transition from laminar to turbulent flow, and how the Reynolds number comes into play (and the issues with Reynolds number)

The onset of turbulent flow based on Reynolds number is elusive and varies from day-to-day. Chapter 36 will discuss why in detail. In short it's because "transition occurs if a product of perturbation growth and perturbation level is above a certain threshold, and only the perturbation growth can be connected to Re." In experiments, perturbation level varies from day-to-day. However, perturbations are always physically present, so turbulent flow is typical for Re>10^3.

For bluff bodies with high Reynolds numbers the wake region is turbulent. The boundary layer may be turbulent for very high (Re~10^6) Re the boundary layer may become turbulent and delay separation reducing the drag at higher speed (the drag crisis).

'''This book focuses on flows with medium Reynolds numbers (10^2 - 10^4) over large bodies (Re~10^-10^6) to very large (~10^7). They normalize to $$U=L=1$$, focusing on medium to small viscosity (v~10^-2-10^-4) to zero viscosity.'''

= Chapter 8 - Computational Turbulence =

Two interesting quotes extracted from the text:

 * I am an old man now, and when I die and go to heaven there are two matters on which I hope for enlightenment. One is quantum electrodynamics, and the other is the turbulent motion of ﬂuids. And about the former I am rather optimistic. (Horace Lamb, 1932)

 * Consider a transport airplane with a 50-meter-long fuselage and wings with a chord length (the distance from the leading to the trailing edge) of about ﬁve meters. If the craft is cruising at 250 meters per second at an altitude of 10,000 meters, about 10 quadrillion (1016 ) grid points are required to simulate the turbulence near the surface with reasonable detail. (Parviz Moin and John Kim in Scientiﬁc American 1997)

In this chapter the difficulty of resolving turbulence is discussed (i.e., the need for modelling).

A rough DNS rule of thumb is $$Re^3$$ mesh points are needed in space-time, assuming the smallest scale in space and time is $$Re^{-3/4}$$. Thus, fully resolving a flow is not practical for many situations.

= Chapter 9 - A first study of stability =

In this chapter Euler solutions are shown to not be stable, and that the instability results in perturbations that evolve into turbulence, which itself is stabilizing. Thus the turbulent solution is stable.

 * Shows any Euler solution to be unstable by eigen analysis, and thus not practical.
 * Points out that Coutte flow is unstable because of the non-modal linear growth which leads to exponential growth. Sommerfeld assumed the non-modal growth was zero so that the flow was stable
 * Simulations of these exact solutions would evolve into turbulent flow.
 * Turbulence provides stability to the solution.

= Chapter 10 - d'Alembert's Mystery and Bernoulli's Law =

With stability and turbulent solutions introduce the mysteries first introduced are resolved.

 * Solution to d'Alembert's mystery is presented differently from Prandtl's (viscosity changes the flow in Prandtl's solution, whereas the author uses turbulence).
 * Some basic review of potential flow and Bernoulli's Law
 * Argues there is no stationary pointwise solution (turbulent solution instead).

= Chapter 11 - Prandtl's Resolution of d'Alembert's Mystery =

Prandtl's boundary layer discovery solved d'Alembert's Mystery. The author provides quotes from the original report and others on the topic to provide a traditional interpretation.

The author offers that stability with the vorticity generated at the boundary is the cause.

= Chapter 12 - New Resolution of d'Alembert's Mystery =

The author offers that the potential flow solution is not stable and instead a turbulent approximate solution develops with substantial drag. The drag results from the low pressure inside tubes of strong vorticity in the streamline direction. This is different than boundary layer effects of vanishing viscosity offered by Prandtl. The author leaves it to the reader to decide which explanation is more accurate.

G2 Simulations start appearing here where a simulation is shown of a sphere behaving physically without a boundary layer.

The author comments that the effect of the boundary layer should vanish with vanishing viscosity.

 * A stability analysis is done that shows vorticity is generated at the separation point. This part is worth reviewing.

The author sums with a turbulent solution to Euler resolves d'Alembert's Mystery without invoking boundary layer or NS.

= Chapter 13 - Turbulence and Chaos =

The author refers to the NS as a chaotic dynamical system (sensitive to perturbations). Some discussion on predictability is made with reference to weather prediction.

The challenge is to identify the order in the chaos (ie, longer term patterns)

The author argues that it is a matter of cancellation between all the possibilities (trajectories) that mean values become so predictable while shorter term values are unpredictable. It's said this is more than statistics.

A harmonic oscillatory is used as an example of a chaotic system. If the frequency is large relative to the averaging time period the value will be consistent. If the frequency is low, the average value will vary. This seems more a sampling issue than chaos theory, however.

A point is made that the time mean is comparable to a large ensemble of samplings. This appears to be leading to an average of turbulent flow in time is as good as taking many different measurements and finding a mean.

= Chapter 14 - A $1 Million Prize Problem =

 * There is a $1M prize for the existence, uniqueness and regularity of (pointwise) solutions to the NS equations for incompressible flow.
 * Jean Leray proved the existence of weak solutions, or turbulent solutions
 * By the nature of turbulent solutions the problem may not be solvable.

 * Well-posed: small variation in data results in small variations in the solution (Jacques Salomon Hadamard)"if very small changes in data could cause large changes in the solution, it would clearly be impossible to reach the basic requirement in science of reproducibility."
 * The author introduces a new concept of well-possed mean pointwise values "output uniqueness of approximate weak solutions"

 * The NS equations can be regularized many ways. Two ways are by introducing biLaplacian and a velocity dependent viscosity term.

 * The author shows weak uniqueness by computation after brief discussion on classical uniqueness efforts.

= Chapter 15 - Weak Uniqueness by Computation =

 * The author looks into convergence for flow around a cube with mixed results. Drag is found to be non-unique... I'm not sure I agree the specific test case having broader implications other than to show non-uniqueness.

= Chapter 16 - Existence of e-Weak solutions by G2 =

 * This chapter shows uniqueness in *stabalized* Galerkin finite element methods in the form of G2

 * An energy estimate is performed by multiplying the momentum equation by the velocity $$u$$, and integrating in space. Partial integration is used along with vector identities to bound the kinetic energy (conservation of energy).  Note, an integral in time remains to account for the dissipated energy through viscosity.  With a large dissipative term (about 1 for turbulent flow), a pointwise solution is expected.
 * G2 is a stabilized Galerkin method.
 * The existence of a solution is shown for the stabilized Galerkin method (bound on kinetic energy is used).
 * My concern is that a stabilized Galerkin solution (or stabilized NS for that matter) may not be a solution to the NS equations.

= Chapter 17 - Stability Aspects of Turbulence in Model Problems =

 * The author looks into stability properties of the linearized problem by looking into the real part of the eigenvalues, but notes that the imaginary contributions are not well understood at this point.
 * The author then looks at rotating flow results from G2 (and the eigenvalues).
 * The author also looks at flow over a cube.
 * Comments are made about ensemble values, in that the mean is relatively insensitive to the input variation/distribution.

= Chapter 18 - A convection-diffusion Model Problem =

Important: Here the issue of least squares stabilization of G2 introducing an artificial viscosity is addressed. The artificial viscosity acts as a turbulent diffusion on the smallest scales only, and therefore does not degrade the solution.

p 167

title: User:Egm6936.s11/CTIF


text:
Psycholinguistics/Neural Basis of Speech Perception/Learning Exercises Answers

Examples of potential responses to the learning exercises on the neural basis of speech perception.

1.
Using a passive listening task to speech, the study may not have controlled for temporal differences in the speech stimuli. The right auditory cortex is less sensitive to temporal cues, only responding to slow speech stimuli. The left auditory cortex is highly selective for fast changing temporal information that is characteristic of speech signals. If the study was only examining early speech perception, and chose to use a fast speech signal, it may have shifted this activation to predominately the left hemisphere. Conversely, if they slowed it down it may have caused activation to favour the right hemisphere. It is has been shown that there are bilateral, but asymmetrical differences in phonological processing.

2.
The ventral stream maps phonological information onto semantic representations. It is organized bilaterally, but asymmetrically. The Dorsal stream translates speech signals into articulatory representations in the frontal lobe.

3.
Moment-to-moment shifts in goals or strategies, phonological rehearsal and analysis, all require the active manipulation of words, or thoughts. Therefore, the researchers appear to be discussing under the same umbrella term of executive functions that are commonly classed as a function of the lateral prefrontal cortex. In terms of Broca’s area precise function, it appears more likely to be involved in multiple aspects of utilizing language.

4.
The two processing streams have a common area bilaterally organized in the superior temporal gyrus. This is the location where the primary auditory cortex resides, and is attributed to early stages of speech perception. Activations are attributable to preliminary speech and auditory processing, differentiating the auditory stimuli into the perception of speech or sounds in general. Therefore, this would also be the location that musical sounds would be initially analyzed.

5.
The researchers are investigating the same topics, but use very different measures to evaluate them. It is difficult to compare activations observed in a PET study, against one in an fMRI study, as they are not attempting to replicate the same results. Although different methods can provide additional support, in this case they use different tasks. The word listening and repetition task is going to elicit wider brain activations for listening to, and producing speech. The semantic decision task will give a better idea of the areas that are associated with semantic decision-making that can be compared against the nouns that did not require a button press.

1.
The temporal lobe is involved in language processing, including the processing of auditory sounds, phonemes, syllabic/phonological structures, grammatical, and semantic information.

2.
The superior temporal gyrus is where the primary auditory cortex resides, and is the initial point of sound processing. Phonological processing of syllables and phonemes also takes place here.

3.
The middle temporal gyrus is involved lexical and semantic information processing, in other words, linking the phonological representations with the mental lexicon.

4.
Opercular part, Triangular part, Orbital part; known as Broca‘s area. The inferior frontal gyrus was shown active in response to phonological judgment, word retrieval, and semantic judgment tasks. These tasks all require auditory-verbal short-term memory during perception and/or repetition, and therefore caused researchers to attribute Broca’s area activations to phonological rehearsal.

5.
Angular and supramarginal gyri

6.
The ATL would be an appropriate candidate because it is neuroanatomically proximal to the orbito-frontal cortex implicated with an executive function in the linguistic literature, as well as the medial temporal lobe, which is almost always active in semantic decision-making tasks for semantic processing. Further, it is proximal to limbic structures, which influence the affective response in the way we perceive, and the things we know.

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


text:
User:Anindita~enwikiversity

hello everyone....it's anindita here.... how r u al???

title: User:Anindita~enwikiversity


text:
Preschool Language and Skills/3

 * Created: 2011 03 07 | Percent completed: [[Image:100%.png]]

Pairing
Pairing is a simple term to describe making something non preferred (such as a person, puzzle, flashcard, table and chair) into something that is preferred or reinforcing. You do this in a variety of steps. Pairing allows the expansion of interests and reinforcer list. It is important to understand how to pair and how to include pairing in each moment of teaching. When starting therapy, all therapists, teachers, and especially parents should use these techniques to pair themselves with reinforcers. The setting (#1) must be in place first in order to start the pairing process (#2). The pairing process can take days to many months, depending on previous teaching environments.

 * 1) Setting
 * 2) *Area (perferably whole house) is sanitized so that child does not have access to toys and activities without adult help [[Image:Crystal_Clear_mimetype_video.svg|12px|link=http://www.youtube.com/watch?v=z0C1gR9_lSs]]
 * 3) *Materials needed are organized and ready
 * 4) *Variety of reinforcers are available
 * 5) Pairing Process
 * 6) *Good to pick pairing activities that require a person for it to be fun [[Image:Crystal_Clear_mimetype_video.svg|12px|link=http://www.youtube.com/watch?v=ZIK4Q3uRDlo]]
 * 7) *Gradually fade in proximity, eye contact, voice, touch, etc.
 * 8) *Entice student by creating fun activity
 * 9) *Join student during reinforcing activities
 * 10) *Deliver item without arbitrary demands
 * 11) *Deliver item while saying item’s name [[Image:Crystal_Clear_mimetype_video.svg|12px|link=http://www.youtube.com/watch?v=rPUII8DWlCo]]
 * 12) *Ensure there are no competing reinforcers
 * 13) *Does not chase/corner/force student
 * 14) *Offers a variety of reinforcers
 * 15) *Avoid satiation (making the child full or tired of a toy)
 * 16) *Attempt to make ongoing activity more fun (change it up) [[Image:Crystal_Clear_mimetype_video.svg|12px|link=http://www.youtube.com/watch?v=w83Ko_wbNRA]]
 * 17) *Do not interrupt reinforcing activities
 * 18) *Do not take away reinforcers
 * 19) *Do not use escape as a reinforcer
 * 20) *Reinforce all appropriate interactions
 * 21) Fading in Demands
 * 22) *First demand is requiring student to mand
 * 23) *Prompt student, if necessary, to keep response effort low
 * 24) *Demands are presented while student is still motivated
 * 25) *Student’s response is immediately followed with reinforcement
 * 26) *Number of demands is gradually increased
 * 27) *Difficulty of demands is gradually increased
 * 28) Morphing to ITT (generally table work, Intensive Teaching)
 * 29) *Placing unrelated demands while playing
 * 30) *Pair chair and/or table with reinforcement
 * 31) *Place demand to sit at table
 * 32) *Require student to mand at table
 * 33) *Fade in the number of instructional demands
 * 34) *Fade in the difficulty of instructional demands
 * 35) Behaviors
 * 36) *Only reinforce appropriate behaviors
 * 37) *Use extinction procedures appropriately
 * 38) *Use differential reinforcement

title: Preschool Language and Skills/3


text:
Talk:Psycholinguistics/Syntax in the Brain

 * This chapter is well-written and well-organized. Good job!

 * In the discussion of Broca, a few additional details would help underscore the importance of his findings. Firstly, he was really the first "localizationist" who provided solid scientific evidence that a particular brain area served a specific function. This was in contrast to Gall's phrenology, which made similar claims but was not based on any real data. As well, Broca's first patient gave every evidence of being cognitively intact, including being able to comprehend speech, other than his speech production deficit. This was a critical piece of evidence in favour of localization - speech output could be selectively impaired while other functions were spared. The fact that the second patient was able to produce speech with a lesion to a different part of the left frontal lobe helped solidify the claim that a very specific part of the left frontal lobe was critical to speech production.

 * The discussion of Broca is good but his pioneering work on localization should be separated from a discussion of nonfluent and agrammatic aphasias (which both qualify as "Broca's aphasia"). I would suggest a separate section titled "neuropsychology" (or even "agrammatica aphasia"), but it should come after the historical review (so after the bits on Wernicke)

 * In the "separating syntax from semantics" section you do not need a citation of the same paper at the end of every subsequent sentence. Once you've cited it in the first sentence, we can infer that all the subsequent information is from the same source unless you state otherwise. Apply this advice throughout your chapter.

 * unclear why "Separating Syntax from Semantics" and "Semantic Processing vs Syntax Processing" are separate sections. They seem to be the same thing. More importantly, I don't think they frame the issue properly since your chapter is specifically on syntax. I recommend including Wernicke in the first section, along with Broca, to further support the notion of localization of different aspects of language processing in the brain. The fact that syntax and semantics are distinct aspects of language processing is addressed elsewhere in the course, so you don't need to make much of it here. You can make reference to the distinction when describing specific effects (e.g., different ERP components), but keep the chapter headings centered around syntax.

 * Careful with tense. For example, you write "Further evidence suggested that there was a distinct difference between semantic and syntactic processing." - but there is still a difference between syntax and semantics, right? Not just in the past?

 * I don't understand what you mean by "Freedman and Forster (1985) that showed that there were different systems involved in grammar" - different brain systems?

 * Your discussion of the different ERP components elicited by syntactic and semantic violations is a bit jumbled because you end up trying to use the different components to make the point of different processing, but you don't really describe the components well. In light of my above suggestion, I recommend re-working this section as "Temporal Aspects of syntactic processing" since that is what the ERP and MEG studies primarily give us. You could frame it as previous studies showing N400s for semantic processing (including violations and priming). Neville et al showed distinct components for syntactic violations. These included a LAN (describe the timing and scalp distribution) and a P600 (again describe timing and scalp distribution).

 * Grodzinsky & Friederici (2006) did not actually perform an experiment - theirs is a review paper of previously-published experiments.

 * In "the seat of syntax" (nice title BTW!) you should mention the assertion from the G&F (2006) paper regarding the specific functions of discrete parts of the IFG. It's also probably better to start early on referring to it as the IFG rather than "Broca's area" since the latter term has certain implications that, as you describe, have been disproven, and in fact this region has several functional subdivisions.

 * The jabberwocky figure should have a caption explaining what it is - it will likely be confusing for a naive reader

 * many of the subsections under "the seat of syntax" seem out of place. As well, "where does syntax work within the brain?" seems an odd heading for a subsection, since that's the topic of the whole chapter. I suggest reorganizing everything from "syntax vs semantics" on down.

 * The section on Friederici is really about the model, not the person. So Make the title reflect that.

AaronJNewman 22:15, 7 March 2011 (UTC)


text:
Talk:Psycholinguistics/Hemispheric Lateralization of Language

 * Your chapter is nicely organized and quite comprehensive. The images are effective.

 * However do be careful with your wording. For example, the first sentence is inaccurate: "Hemispheric lateralization refers to the distinction between locations of right and left functions in the brain." Actually, the term refers to the distinction between functions of the left and right hemispheres of the brain.

 * Lateralization is not, in general, primarily of interest for language - it's of interest for lots of functions. Language is a function that tends to be strongly lateralized however.

 * The sections on "the Left hemisphere" and "the right hemisphere" seem out of place. First off, they are quite short and don't come close to covering what we know about language in either hemisphere. Nor do they seem comparable in what they talk about. Everything that's in these sections seems like it would fit in one of the preceding sections on different techniques. These two sections would be a good place to list which aspects of language processing are generally lateralized in one or the other hemisphere. This is a very important aspect of your topic that you really haven't put anywhere - you discuss various methods and studies, but nowhere do you make clear how language is actually lateralized.

 * Do not cite Jay's Psychology of Language textbook, nor Kolb & Wishaw's neuropsych textbook. Cite primary sources. For example in the section on sign language, you should cite Hickok, Bellugi, and Poizner's work on aphasia in signers, and some of the many fMRI studies of sign language (Neville et al. 1998 was the first; there have also been papers specifically addressing the question of lateralization in signers. There's a recent review paper by Campbell & MacSweeney). In other cases you are citing K&W even though you mention the names of the people who actually did the studies.

 * You absolutely need to read and discuss Knecht et al's work using transcranial doppler to investigate the relationship between handedness and language lateralization

AaronJNewman 22:37, 7 March 2011 (UTC)


text:
Preschool Language and Skills/4

 * Created: 2011 02 28 | Percent completed: [[Image:100%.png]]

Assessments
It is essential to know where the student stands where current skills are concerned. This will influence the starting point and future skills to be taught via an Individual Family Services Plan (IFSP) or Individual Education Plan (IEP) within the Early Intervention or Special Education system (respectively).

Two assessments that can be completed by any parent or teacher includes:

 * ABLLS-R $65
 * VB MAP $70

A full assessment using ABLLS-R or VB MAP should be then done. It is possible to hire someone but this could cost upwards of $200 or more. The full assessment can take 20 minutes to several hours depending on the skill level of the student.

Below is a Quick Assessment that helps determine whether the student's skill level in basic areas are missing, early, intermediate, or advanced. This assessment is designed for a quick look at both the student and the people to work with the student including parents, therapists, consultants, or teachers. Each person to work with the student should run the Quick Assessment in order to determine who needs to pair more with the student. This will become obvious if one person can work with the student easily without inappropriate behaviors but another person elicits far more inappropriate behaviors. Many, if not most, times, the problem lies with the teacher, not the student.

Download Free Quick Assessment Excel spreadsheet at

Quick Assessment

 * 1) Student sits at table ready to work
 * 2) Does not cooperate at all, tries to escape
 * 3) One known demand until inappropriate behavior
 * 4) 5 or more known demands until inappropriate behavior
 * 5) 2 minutes per year of age of work until inappropriate behavior
 * 6) Play appropriately with toys
 * 7) Uses no toys appropriately
 * 8) Attempts to play with at least 1-2 toys appropriately
 * 9) Plays with 2-5 or more toys appropriately
 * 10) Plays with multitudes of toys appropriately
 * 11) Motor Imitation
 * 12) No motor imitation
 * 13) 1-3 motor imitations (gross or fine)
 * 14) 3-6 motor imitations (gross or fine)
 * 15) Imitates any gross or fine motor movements
 * 16) Matching
 * 17) Can't match any objects, pictures, shapes, or colors
 * 18) Can match 1-2 objects, pictures, shapes, or colors
 * 19) Can match 3-50 objects, pictures, shapes, or colors
 * 20) Can match well over 50 objects or pictures/easily match any objects, pictures, shapes, or colors
 * 21) Vocal
 * 22) No sounds or sounds that have no communicative intention
 * 23) Imitate 1-2 sounds
 * 24) Imitate 3-5 sounds
 * 25) Imitates any sound with proper intonation
 * 26) Tact (Identify/label)
 * 27) Can't identify any objects or movement
 * 28) Can identify 1-2 objects or movements
 * 29) Can identify 3-50 objects or movements
 * 30) Can identify well over 50 objects or movements/easily identify objects or movements
 * 31) Follow Directions (get shoes, point to item, touch item)
 * 32) Can't follow any simple directions
 * 33) Can follow 1 simple direction
 * 34) Can follow 2-3 simple directions
 * 35) Can follow 4 or more simple directions and follow 2 or more simultaneous directions (get your shoes and coat)
 * 36) Mand (Request)
 * 37) Is unable to ask for any needs or wants
 * 38) Asks for 1-5 needs or wants via vocal, sign, or PECs communication
 * 39) Asks for 6-20 needs or wants via vocal, sign, or PECs communication
 * 40) Asks regularly for needs or wants without items present
 * 41) Receptive Feature, Function, Category (with item present)
 * 42) Can't pick item in a field of 4 items given a feature, function, or category
 * 43) Can pick 1-3 items
 * 44) Can pick 4-50 items
 * 45) Can easily pick over 50 items given a feature, function, or category
 * 46) Intraverbals (Fill in the blank)
 * 47) Can't fill in words when given a sentence or song
 * 48) Can fill in 1-3 words when given a sentence or song
 * 49) Can fill in 5-50 words when given a sentence or song
 * 50) Can fill in over 50 words when given a sentence or song

title: Preschool Language and Skills/4


text:
User:Moulton/Truth and Reconciliation Process

This unit is used in

 * Managing conflict
 * Laughter Therapy

Resources

 * Archive of discussion with AGK
 * Moulton and the FeloniousMonk Story on NYBrad's talk page
 * Failed mediation with Death Eater Bitch
 * Discussion of failed mediation with Death Eater Bitch
 * New mediation between SBJ and JWS
 * Community review of IDCab corruption
 * Question to ArbCom about Due Process
 * Acknowledgement to Mark Pellegrini of a pleasurable encounter
 * Cheery note from Alison
 * Moulton and Abd discuss methods of epistemology
 * Abd's silly psychodrama descends into farce
 * Slime and Punishment — a tragic short story by Fyodor Moultonevsky
 * Rime and Punishment — a tragic short story by Fyodor Moultonevsky
 * Wikiversity Follies
 * Peer Review


text:
Hindi 1/Pad parichay

Pad Parichay is the particular information given about a word of a sentence.

Pad parichay means giving all info about the word and describing it. If it is a noun, what type of noun it is, or if it is a verb what type of verb it is, the gender, and whether it is plural or singular is described.

For example:- Reema khana kha rahi Idhar, Reema is vyaktivachak sangya, striling, ek vachan and the kriya ke saath sambhand is khana.

title: Hindi 1/Pad parichay


text:
User:Faulkner~enwikiversity

Robyn Faulkner
I am a PhD student in the Faculty of Education at the University of Canberra. I have completed my Initial Seminar and my Ethics has been approved. I am just waiting on approval from teacher employer authorities before I start my interviewing!

Project Title
KNOWING TEACHERS: A COMPOSITIONAL STUDY OF EXPERTISE, AUTONOMY AND PROFESSIONAL STATUS OF PRIMARY SCHOOL TEACHERS IN THE AUSTRALIAN CAPITAL TERRITORY

Project Overview
''“How teacher professionalism is defined, and by whom, is important. If teachers’ occupational identity is defined from outside, by the power of the state or the pressure of the market, it is likely to be limited in important ways. The capacity to talk back to management, to dissent, or to follow independent judgement, it is not likely to bulk large in such definitions of teaching. Yet this may be crucial on educational grounds, allowing teachers to pursue the interests of the pupils they actually have in front of them”'' (Connell, 2009, p. 222)

Professional status is an equivocal notion and its applicability to a teacher’s identity is problematic. This project’s focus will be on ‘autonomy’ and ‘expertise’ as factors which contribute to the ‘professional status’ of a teacher’s identity. The enactment and acknowledgement of a teacher’s expertise and autonomy take place in a number of contexts. This project’s focus will pan between a ‘local context’, the nexus of classroom and home; and a ‘structural context’, the overarching political and economic environment. The ‘local context’ will be investigated through in-depth interviews with teachers, students and their parents in a number of primary schools in the Australian Capital Territory. The ‘structural context’ will be investigated via texts relevant to the 2009 National Partnership Agreement on Improving Teacher Quality (Council of Australian Governments (COAG), 2009). This oscillation between a ‘local context’ and a ‘structural context’ is deliberate: the study is framed with a perspective which sees identities as constructed relationally, within and amongst the constructions of others’ identities, and dialectically, within and amongst the constructions framed by the broader economy and culture (Fine & Weis, 2008).

Contact

 * eMail: [mailto:robyn.faulkner@canberra.edu.au Robyn]

title: User:Faulkner~enwikiversity


text:
Talk:The Number System

what is the fractional number? Any number that can be written in the form of P/q where p and q are intigers and q is not euqul to zero(since division by zero is not defined)

title: Talk:The Number System


text: User:Amitee

title: User:Amitee


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File:SankeyEE4.jpg

Licensing
for school project

title: File:SankeyEE4.jpg


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EuroHiT/sample

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Information on Other Languages
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Related Concepts
(Cf. also the guidelines for the EuroHiT Project.)

title: EuroHiT/sample


text:
EuroLex

Welcome to EuroLex (European Lexemes), a Eurolinguistic project!

Goal of the Project
In this project we want to collect Europeanisms or European internationalisms, words that occur in the large majority of European languages (everday vocabulary, not specialized vocabulary) and go back to These are six most important source languages for internationalisms in Europe. The project also serves to find out how Europe differs from other civilizations. We will look at when a certain internationalism was borrowed into a European language (potentially also when it died out), whether it is a general term or only part of a certain style or dialect and what the meaning of the word is in the adopting language.
 * Latin (and Greek)
 * English
 * French
 * Arabic
 * Italian
 * German

The first categories, we want to cover are Anglicisms (EuroLex/E: European lexemes from English) and Gallicisms (EuroLex/F: European lexemes from French).

 * NOTE: There is already a number of studies whose data we will first have to enter here (if you'd like to contribute systematically and enter the data from a specific book, contact the coordinator). In a second step we shall see where data and information are missing.

Click the "►" below to see a list of items that have so far been accepted for the Project.

Article Structure
Each article is structured the following way:
 * 1) the entry word is the English form of the (assumed) Europeanism, always supplemented by “(EuroLex)”, e.g. “international (EuroLex)”
 * 2) the original word-form in the source language, together with its meaning
 * 3) a table with the languages, the word-form, the borrowing date (and date of obsolescence), the current meaning and status (geographical and stylistic distribution), earlier meanings and statusses, the source of information
 * 4) a section for other annotations
 * 5) a section for information on non-European languages
 * 6) potentially a list of links
 * 7) a list of relevant categories

(Here is a sample for new articles).

Guidelines

 * Whenever you add information be as precise as possible: say for which situation, for which age group, for which region, for which speaker-hearer constellation your information is valid.
 * Linguistic forms should be written in italics (xxx), meanings and translations should be given in single inverted commas (‘xxx’). Citations should be given in (“...”)
 * Particular attention should be paid to languages which are also spoken outside Europe (English, French, Spanish, Portuguese). Say whether the non-European varieties also use the word or not.
 * If you would like to add information on another European language feel free to do so and add a new language section.
 * If you would like to analyze an existing etymological dictionary systematically, please contact the project coordinator, Joachim Grzega (joachim.grzega@ku-eichstaett.de)

Frequent Sources
For studies on European vocabulary see the bibliography in the ELiX section Varia; for etymological dictionaries see the Bibliography of Onomasiological Sources of Onomasiology Online (OnOn).

A frequent reference for Anglicisms is:
 * Birken-Silvermann, Gabriele (2003), ' Lexikalische Europäismen französischer Provenienz -- soziolinguistische und lexikalische Aspekte historischer Sprachkontaktsituationen in ausgewählten europäischen Sprachen', in: Ureland, P. Sture (eds.), Convergence and Divergence of European Languages, 109-146, Berlin: Logos.
 * DEA = Görlach, Manfred (2001), Dictionary of European Anglicisms, Oxford: Oxford University Press.
 * OED = Murray, James A. H. (ed.) (1884-), Oxford English Dictionary, Oxford: Oxford University Press.

title: EuroLex


text:
ECSTRA

Welcome to ECSTRA (European Communicative Strategies), a Eurolinguistic project!

Goal of the Project
In this project we want to compare different communicative strategies for given situations in order to find out where different European nations are similar and where they differ; in a second step we also want to find out where Europe differs from other civilizations.

 * NOTE: There is already a number of studies whose data we will first have to enter here (if you'd like to contribute systematically and enter the data from a specific book, contact the coordinator). In a second step we shall see where data and information are missing.

When the project is in an advanced stage, we plan to compose printed works for a general audience that will enable general and specific intercultural competence so that people will more easily manage communication with people from different nations.

We’ve started this project with the help of this questionnaire (DOC, PDF).

If you click on the Category link at the bottom there is a list of items that have so far been accepted for the Project.

Article Structure
Each article is structured the following way:
 * 1) the entry word which expresses the general communicative act, always supplemented by “(ECSTRA)”, e.g. “greeting (ECSTRA)”
 * 2) a list of typical situations that should be referred to in the single language sections
 * 3) the various European language sections
 * 4) for some countries: a reminder that regional differences might be prominent
 * 5) a section for other annotations
 * 6) a section for information on non-European languages
 * 7) a section for listing frequent errors that certain non-natives make in certain languages
 * 8) a list of relevant categories

(Here is a sample for new articles).

Guidelines

 * Whenever you add information be as precise as possible: say for which situation, for which age group, for which region, for which speaker-hearer constellation your information is valid.
 * Use the form of your original language and add a literal translation in one or two of the languages used on ELiX Wiki.
 * Linguistic forms should be written in italics (xxx), meanings and translations should be given in single inverted commas (‘xxx’). Citations should be given in (“...”)
 * If you would like to add information on another European language feel free to do so and add a new language section.
 * If you would like to carry out a larger questionnaire study, please contact the ELiX coordinator, Joachim Grzega.

Frequent Sources
For studies on European communicative stategies see the bibliography in the ELiX section Varia.

title: ECSTRA


text: File:Academic references on micro and nano flows.png


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Adapted Physical Education

Adapted Physical Education (APE) is the art and science of developing, implementing, and monitoring a carefully designed physical education instructional program for a learner with a disability, based on a comprehensive assessment, to give the learner the skills necessary for a lifetime of rich leisure, recreation, and sport experiences to enhance physical fitness and wellness.Adapted physical education is an individualized programme of instruction created for student with disabilities that enables success in physical education.In the context of APE adapt means to adjust or to fit modifications to meet the needs of students.

Adapted Physical Education National Standards (APENS)
The content an Adapted Physical Educator must know was identified and divided into 15 broad standards. The purpose of the Adapted Physical Education National Standards project was to ensure that physical education for children with disabilities be delivered by a qualified Adapted Physical Educator.

See APENS Standards

Direct Services
-Adapted Physical Education is a direct service, meaning it must be provided to the student with a disability as part of the special education services received. APE is a federally mandated component of special education services.

Related Services
-These are services that are necessary to assist the student in benefiting from special education. Examples of related services are Occupational Therapy (OT), Physical Therapy (PT), Speech and Language, and School Health Services. Adapted Physical Education is not a related service.

Least Restrictive Environment (LRE)
-LRE is an IDEA principle that requires students with disabilities be educated to the maximum extent appropriate with students who do not have a disability and that they be removed from regular education settings only when the nature or severity of their disability cannot be addressed with the use of supplementary aids and services.

Free Appropriate Public Education (FAPE)
-FAPE means special education and related services that are provided at public expense, under public supervision and direction, without charge. These special education and related services must be provided in conformity with an Individual Education Program (IEP).

Individual Education Program (IEP)
-An IEP is a written plan for serving students with disabilities ages 3 through 21. The IEP is the cornerstone of the educational process that ties together the parent and data from the comprehensive assessment and information from the child’s classroom and physical education teacher, with a specific program to intervene to meet goals and objectives specially designed for the student.

Individual Transition Plan (ITP)
-An ITP must be developed for each student with a disability, no later than his or her 16th birthday. The ITP must address, specifically, the instructional strategies that will be used to prepare the student for the transition from school to community and work environments.

Person-First Terminology
-Person-First Terminology is the language used to describe individuals with disabilities.
 * Put the person first. Say “person with a disability” rather than “disabled person.”
 * Use disability over handicap.
 * Avoid outdated terms such as “crippled”, “mute”, or “retarded.”
 * Avoid the term “normal.”
 * Avoid terms that project an unnecessary negative connotation such as “victim” or “sufferer.”

Laws
The following U.S. Laws have been influential in the advancement of APE:

Education of all Handicapped Children Act of 1975
Education of all Handicapped Children Act of 1975 (P.L. 94-142)

The history of adapted physical education within public education began with the implementation of P.L. 94-142 in 1975. This act recognized physical education as a direct, educational service. It also mandated the creation of Individual Education Program (IEP) for all students with disabilities; students be educated in their Least Restrictive Environment (LRE); and a Free and Appropriate Public Education (FAPE) for students with disabilities. This law requires that all students with disabilities be provided with physical education services.

Individuals with Disabilities Education Act (IDEA)
Individuals with Disabilities Education Act (IDEA) Enacted in 1990, this act is the reauthorization of P.L. 94-142. It was also reauthorized in 1997 and 2004. Person-first terminology was instituted into this act and is evident by the name change from “Education of all Handicapped Children Act” to “Individuals with Disabilities Education Act.” Each student, no later than 16, must have an Individual Transition Plan (ITP) as part of their IEP. Students must also have one of the 13 disability categories to qualify for this special programming. This act also allows for 3-year IEP’s.

For more information on IDEA 2004 as it relates to Adapted Physical Education visit PE Central: Individuals with Disabilities Education Act (IDEA 2004).

The Rehabilitation Act (Section 504)
The Rehabilitation Act (P.L. 93-112, Section 504) Created in 1973, this act mandated that individuals with disabilities cannot be excluded from any program or activity receiving federal funds solely on the basis of their disability. Students with disabilities who do not qualify for services under IDEA, yet require reasonable accommodations to benefit from their education must have a written 504 plan. A 504 plan is a written document that states modifications and accommodations the student will need to be given the same program as those individuals who do not have a disability. The student's disability and corresponding need for reasonable accommodation are identified and documented in the plan. All school staff involved in the provision of accommodations should be contacted by the 504 coordinator and made aware of their duties and responsibilities. This law also prevents exclusion from intramurals and interscholastic athletics on the basis of disability.

Americans with Disabilities Act
Americans with Disabilities Act (P.L. 101-336) Enacted in 1990, this act expanded civil rights protection for individuals with disabilities in both the public and private sectors. Among the many facets of this law, include the requirement that physical education facilities be accessible for individuals with disabilities. For example, ample space for a wheelchair between weight machines, ramps leading into gyms, and accessible field space.

Purpose
Federal law mandates that each student receiving special education and related services must have an Individualized Education Program (IEP) developed for them. An IEP must be designed and written specifically for one student, outlining individualized needs, and used to establish an appropriate educational placement. Some consider the IEP to be a "management" program to guide appropriate service delivery, which includes the area of physical education. The IEP creates an opportunity for teachers, parents, school administrators, related services personnel and students (when appropriate) to work together to improve educational results for learners with disabilities.

It is important to encourage maximum student participation in the IEP process.

Information in the IEP
The IEP must include the following:

 * A statement of the child's present level of performance
 * How the child's disability affects involvement and performance in the general physical education class
 * A statement of goals
 * A statement of how progress toward the annual goals will be measured
 * Indications of how the child can be involved and progress in the general curriculum
 * A statement describing how each of the child's other needs that result from the child's disability will be met
 * A statement describing special education and related services
 * A statement describing supplementary aids and services
 * A statement of program accommodations or modifications or supports for school personnel that will advance the child toward attaining educational goals
 * A statement of services needed for the child to participate in extracurricular and other nonacademic activities
 * A statement describing how the child is to be educated so he or she can participate with other children with and without disabilities
 * An explanation of the extent, if any, to which the child will participate with children without disabilities in the general class
 * A statement describing how the child's parents will be regularly informed, at least as often as parents of children without disabilities in the general class
 * A statement that provides information of the extent to which progress is sufficient to enable the child to achieve his or her goals by the end of the year
 * Beginning at age 14, a statement of transition service needs that focuses on the student's course of study
 * Beginning at age 16, a statement of needed transition services of interagency responsibilities or any needed linkages
 * A plan for positive behavioral management if the child is disruptive

Placement Options
What is the relationship between placement and the IEP?
 * Decisions based on IDEA qualifications are generally discussed and determined during an Individual Education Program (IEP) meeting. IEP recommendations for services and supports must consider a student's unique needs, as well as the Least Restrictive Environment (LRE)." The LRE will be based upon the assessment process and where the IEP goals can best be met. There are a variety of placement options which should be considered including:

 * Full-time General PE (GPE)
 * General PE with a younger class
 * Part-time Adapted PE (GPE for some units or parts of a lesson)
 * Reverse Mainstreaming
 * Small Group or One on One PE
 * Separate School
 * Home/Hospital

Do all students with disabilities need an IEP for physical education?
No, IDEA 2004 mandates each individual with a disability have an IEP developed if necessary to benefit their education. If an appropriate assessment is completed and the IEP team decides the student is not safe and/or successful in general physical education without supplementary aids and services, then an IEP is developed and services provided. A student can have IEP goals related to physical education needs regardless of their educational placement.

Use of Technology
With the development of new and improved technology with physical education, and especially adapted physical education, it is important for APE teachers to know and understand different ways to implement technology for increased success for their students. APE teachers can develop an updated website regarding a fitness workout plan, in which students can download and follow at home with a sibling or parent. Students can be taught how to keep track of their physical fitness goals and record the data on a spreadsheet. Video files can also be used to demonstrate proper technique. Teachers can easily create videos of students doing an activity and download them onto an iPod or computer so that the students have an easily accessible reference to use during transition periods or after they graduate. In APE, pedometers can easily be introduced into any lesson and taught how to use and how to keep track of steps. Teachers can also play appropriate and motivating music for aerobic activities. Video games are also starting to become more and more predominant in physical education classes, such games can be used outside of school as well. New applications (Apps) are constantly being created to assist people with disabilities in numerous ways. With technology growing, APE teachers need to continue to develop as professionals in providing new ways to enhance their students physical development.

title: Adapted Physical Education


text:
Neurologist

Neurologists are physicians that are specialized neurology which includes nerves, brains, spinal cord and muscles. Neurologists have patients that have diseases or mental disorders.

The duty a neurologist performs is to perform surgery and diagnosing, treating, and managing brain and nervous system disorders. This may include disorders affecting a person's speech, memory, language, and cognitive abilities. Neurologists may specialize in research or clinical trials, generalized neurological patient care, or may receive additional training to become a neurosurgeon.

Knowledge on how to treat people that are afflicted by those diseases and disorders is taught during the studying period before becoming a neurologist. Diseases such as Parkinson’s disease and Alzheimer’s disease and schizophrenia, depression and autism are some of the main disorders and diseases the patients that come to the neurologist are afflicted with.

Neurologists are employed by hospitals and medical clinics. Some are self-employed, opening their own private practice offices. They could be either hired on a salaried basis by an institution such as a hospital, or they can bill the government for each medical service action they provide. Annual earnings vary depending on a number of factors, including experience, location, sub-specialty, and whether or not they are self-employed.

According to a report by the Canadian Institute for Health Information (CIHI), neurologists bill their local(sometimes higher in level) governments an average of about $237,000 a year for medical services provided to the public.

title: Neurologist


text:
User:Moulton/Dramaturgy Workshop

This unit is used in

 * Managing conflict
 * Laughter Therapy

Resources

 * The Core Model of Dostoevskian Drama, as developed by Professor Rene Girard of Stanford University, and as applied to Wiki-Culture.

 * WikiCulture as a high-efficiency Drama Engine.

 * The Generic Governance Model of Wikipedia, reprinted from the Peer-to-Peer Foundation, edited by Michel Bauwens.

Moulton's Examples

 * The classic short story, per Fyodor Dostoevsky, which repeats endlessly in Wiki-Culture about every six months. Six months ago, it featured Ottava and Adambro.  This time around, it's Abd and Darklama, with Laura as their current understudy.

 * Moulton and Abd Discuss Epistemological Methods — an XtraNormal cartoon animation featuring caricatures of Moulton and Abd, adapted from an IRC chat

 * Abd's Silly Pyschodrama Descends Into Farce — an XtraNormal cartoon animation featuring caricatures of Moulton and a Wikiversity Custodian, adapted from an IRC chat

 * Terrorist vs. Anti-Terrorist Negotiations — two utterly dreadful characters gleefully engage in a zany and banal animadversive psychodrama in which they come to a mutual agreement to terrorize each other into perpetuity.

title: User:Moulton/Dramaturgy Workshop


text:
EuroHiT

Welcome to EuroHiT (European Historical Thesaurus), a Eurolinguistic project!

A thesaurus is book that doesn’t list words and their definitions, but lists the words for a given definition. It lists designations. In other words: this is an onomasiological project. Onomasiology deals with the question “What are the names for a thing/concept/object X?”, e.g. Question: “What are the names of entrance floor of a house in English standard dialects?” - Answer: “First floor in the US, ground floor in the UK, ...”.

Goal of the Project
In this project we want to find out how certain things are called in different periods of the European languages. We want to find out how and why expressions changed. We want to compare the various European languages with one another and see where there are similarities.

 * NOTE: There is already a number of studies whose data we will first have to enter here (if you'd like to contribute systematically and enter the data from a specific book, contact the coordinator). In a second step we shall see where data and information are missing.

If you click on the Category link at the bottom you will get a list of items that have so far been accepted for the Project.

When the project is in an advanced stage, we plan to compose printed dictionaries for a general audience.

Article Structure
Each article is structured the following way:
 * 1) the entry word which expresses the concept/idea/object, always supplemented by “(EuroHiT)”, e.g. “father (EuroHiT)”
 * 2) a longer definition of the concept/idea/object so that everyone knows what exactly the expressions given in this article stand for
 * 3) tables for various European languages that first show a word-type (in its different variants—e.g. Mom and Mum belong to the same word-type, Mom and Mother  to different word-types), its temporal, geographical and social distribution, its origin (etymology), and the bibliographical sources (frequent sources can be abbreviated—a list of the abbreviations and the full bibliographical data is given below)
 * 4) a section for explanations of the various changes (where sources should be indicated as well)
 * 5) a section for other annotations
 * 6) information on other languages
 * 7) list of related concepts, e.g. “Cf. mother, brother, sister” under "father".
 * 8) a list of relevant categories

(Here is a sample for new articles).

Guidelines

 * Add new lines to the tables if you need to.
 * If you would like to add information on another European language feel free to do so.
 * If you like to extract an onomasiological source systematically, please tell the Project coordinator that you would like to do so.

Remember our general guidelines:
 * 1) ELiX Wiki permits multilingualism. For reasons of communication, though, the languages that you should use in this Wiki are the five most wide-spread languages in Europe: English, French, German, Spanish, Italian.
 * 2) We would appreciate if you registered, although this is not an absolute reguirement. Feel free to start a User page which allows others to see who you are and where you are an expert in.
 * 3) Only add information to existing articles, don’t start new articles (except for the Project EuroLex). All articles have been deliberately chosen for the single projects. If you feel that an article should be added please write an e-mail to the main coordinator first (joachim.grzega@ku-eichstaett.de).
 * 4) When you add information, please indicate your sources (if the information is your own personal observation indicate this by writing “PO”).
 * 5) If you doubt the correctness of data, please discuss this on the corresponding Talk page first before you make any changes.
 * 6) When you discuss something on the Talk page, always be friendly and be aware that different users have different expertise in different things.
 * 7) Sign your contributions on the Talk page, but don’t sign the ones on the Article pages.
 * 8) Try to formulate your comments as simply as possible that people with other mother tongues have a bigger chance to follow as well.
 * 9) Use jargon if you must, but explain it, if possible.
 * 10) Try to stick to the layout suggested—this will later facilitate working your information into books.

Frequent Sources
If you are looking for studies on a specific concept or for etymological and onomasiological dictionaries and linguistic atlasses in general, check the bibliographies of Onomasiology Online (OnOn).

Frequent abbreviated dictionaries used in this project:
 * Barnhart = Barnhart, Robert K. (1995), The Barnhart Concise Dictionary of Etymology, New York: Harper Collins.
 * Buck = Buck, Carl Darling (1949), A Dictionary of Selected Synonyms in the Principal Indo-European Languages, Chicago: University of Chicago Press.
 * Knoop = Knoop, Ulrich (2001), Wörterbuch deutscher Dialekte: Eine Sammlung von Mundartwörtern aus zehn Dialektgebieten im Einzelvergleich in Sprichwörtern und Redewendungen, Köln: Parkland.
 * MED = Kurath, Hans et al. (1956-), Middle English Dictionary, Ann Arbor (Michigan): University of Michigan Press. Cf. also MED website
 * OED = Murray, James A. H. et al. (1928-), Oxford English Dictionary, Oxford: Oxford University Press. Cf. also OED website
 * SED = Orton, Harold / Dieth, Eugen (1964-1971), Survey of English Dialects, Leeds: Arnold.

title: EuroHiT


text:
Open Web Sources

 Links to open educational web resources for teaching and learning in many fields are listed here.

1. Wikieducator Open Educational Resources

Wikieducator portal providing links to exemplary open educational resources, institutional repositories, subject portals and collections and community developed content in many fields of education. This is a valuable portal for educators around the globe.

2. The Aspen Institute Center for Business Education (CBE)

The Aspen Institute Center for Business Education equips business leaders for the 21st century with a new management paradigm—the vision and knowledge to integrate corporate profitability and social value. CBE is a part of the Aspen Institute Business and Society Program (BSP), an organization dedicated to developing leaders for a sustainable global society.

Caseplace.org is a dynamic and practical on-line resource for up-to-date case studies, syllabi, and innovative teaching materials on business and sustainability - from corporate governance and ethical issues to sustainable development. It is the leading resource for business school teaching materials that incorporate social and environmental elements into mainstream b-school discussion topics.CasePlace.org partners with case publishers and top business journals to connect the real-world practice of sustainability to education in the business school classroom. Their case collection is carefully selected from the largest and most prominent case publishers, including Harvard Business School Publishing, ecch, Darden and Ivey and the most high quality materials that touch carefully on social, environmental and ethical issues are chosen.

3.Cloudworks

The vision statement of Cloudworks’ states that "it is a site for finding, sharing and discussing learning and teaching ideas, experiences and issues”. Cloudworks  emphasis is on building a dynamic collection of ideas and experiences; via a variety of educational content (learning designs, case studies, resources and tools) plus active discussions about the use and effectiveness of this content in different contexts.

 1. TALCIE

TALCIE stands for Teaching and Learning for Creativity, Innovation and Entrepreneurship. The TALCIE community of practice is a group of people - students, alumni, teachers and practitioners - that elicits the participation of its members and community to make it easier for us to enable the best possible learning experience for people who want to become more creative, innovative and entrepreneurial. TALCIE offers free educational resources under Creative Commons license on various creative and innovative entrepreneurial activities and competitions. Venture Design Studio under the The Entrepreneurial Experience Course by Dr.Alex Bruton provides the method to conduct a Venture pitching and assessing session. The Mount Royal Innovation Tournament contains interesting videos of students’ competition entries on creating and measuring as much value as possible from ordinary objects like a business card, string, paper bag, plastic bottle etc.,

2. The Stanford Technology Ventures Program (STVP)

The Stanford Technology Ventures Program (STVP) is the entrepreneurship education and research center located within the School of Engineering at Stanford University.The Stanford Technology Ventures Program (STVP) Entrepreneurship Corner is a free online archive of entrepreneurship resources for teaching and learning. STVP offers a wide range of teaching resources in the form of links to books, journals, videos etc.,

STVP's Entrepreneurship Corner is an internationally recognized resource for educators who teach students about technology and high-growth entrepreneurship. It is an online archive of content from the Stanford Technology Ventures Program and leading entrepreneurship faculty at universities world-wide. This constantly-expanding resource includes an extensive searcheable database of video clips and podcasts of entrepreneurial thought leaders; reading lists; case studies on entrepreneurship; and links to conferences, foundations, and groups that support entrepreneurship education.

3. MIT Sloan Teaching Innovation Resources

MIT Sloan Teaching Innovation Resources (MSTIR) is a collection of teaching materials, including case studies, simulations, deep dives, and industry, business and country overviews that MIT Sloan provides as a free teaching resource open and available to the world. The various materials posted on this site have been developed by MIT Sloan faculty and students. The areas currently include the global financial crisis, sustainability, industry evolution, and global entrepreneurship.

MIT OpenCourseWare (OCW) is a web-based publication of virtually all Massachusetts Institute of Technology course content. OCW is open and available to the world and is a permanent MIT activity. It is a free publication of MIT course materials that reflects almost all the undergraduate and graduate subjects taught at MIT. Excellent teaching resources are available on Managing Innovation and Entrepreneurship and Developmental Entrepreneurship. A search function with key words is an efficient way to find the resources in this website.

 1. London Women Mean Business – LinkedIn group

London Women Mean Business is a networking group managed by Business Link in London. Use the group to network, access free business support, find out about free events, and ask questions about all aspects of running a small or medium sized business in London. Exclusive invites to women-only events and access to free guides and information.

2. UnLtdWorld – Social Network for Entrepreneurs

UnLtdWorld is a open platform social network aimed at connecting social entrepreneurs, social innovators and socially-minded people. It allows entrepreneurs to build a personal business community, make connections, collaborate and network to make new contacts. It also helps to promote business, get business insights and find resources, toolkits and guides.

 1. International Council for Small Business (ICSB)

The International Council for Small Business (ICSB) was the first international membership organization to promote the growth and development of small businesses worldwide. It is devoted to the advancement of management development practices for potential entrepreneurs and existing small business owner/managers through education, research, and the free exchange of ideas. The knowledge center offers information on all of ICSB conference proceedings, white papers, innovative teaching resources, and experiential learning materials for registered members. The knowledge links to SME and Entrepenuership Blogs and a number of SME business websites.

2. StartupNation

StartupNation is a free service founded by entrepreneurs for entrepreneurs. It has grown to be the leading online content and community resource for entrepreneurs. It connects to the local business and entrepreneurial networks in the North America and contains a lot of useful information for budding entrepreneurs. Links to podcasts, articles and business advise blogs can also be found here.

3. Business Link in London - Social Enterprise

Business Link in London for Social enterprise is a free, impartial, independent business advisory service available to anyone starting up or running a small or medium sized business. BLL provides high quality, actionable information and practical advice, connecting to expert assistance to help one to succeed. BLL website contains excellent free tool kit for setting up social enterprises, guides on business plans to market analysis, videos and many more useful resources for entrepreneurs. The Resource Directory is a valuable repository of case studies, templates, tips and fact sheets on a wide array of entrepreneurial topics. The other BLL links are, [www.businesslink.gov.uk/london/women Women's Online Centre for female entrepreneurs] and [www.businesslink.gov.uk/london/enable ENABLE website ] for deaf and disabled entrepreneurs.

 1. BBC’s Dragons’ Den

BBC’s Dragons’Den is a series of video shows on Entrepreneurs pitching for investment in the Den from the ‘ Dragons’, who are  five venture capitalists willing to invest their own money into the ventures of the budding entrepreneurs, in  exchange for equity. The Dragons Den webpage also contain an online resource bank called the ‘Business School’ to learn about nine essential elements of business. It also connects to many of BBC business links and external sources useful for doing business.

title: Open Web Sources


text:
Web 2.0 Tools for Teaching

This page contains a number of useful links to the Web 2.0 tools and social media tools that can be used in teaching, presentations, collaboration and communication activities.

 1.Common Craft

Common Craft is a small company building a library of educational videos that can be licensed for use in classrooms, on Learning Management Systems, Intranets and on websites. The Common Craft website contains short and simple videos in plain English that explain social media and web 2.0 tools in an interesting way.

2.OpenOffice.org

OpenOffice.org 3 is the leading open-source office software suite for word processing, spreadsheets, presentations, graphics, databases and more. It is available in many languages and works on all common computers. It stores all the data in an international open standard format and can also read and write files from other common office software packages. It can be downloaded and used completely free of charge for any purpose. This is an interesting tool for a wide variety of usage in education.

3.Kathy Schrock guide page

The Kathy Schrock guide page contains an extensive list of Web 2.0 tools with brief descriptions of use. Her Diigo list of Web 2.0 tools is also very useful to know and understand hundreds of free and easy to use tools.

4.Centre for Learning and Performance Technologies (C4LPT)

C4LPT is one of the most visited learning sites on social media and technology. It contains a number of free resources on social media tools for working and learning. The Directory Of Learning Tools has over 2,000 Tools For Learning - for schools, colleges, universities and the workplace. The Top 100 tools for learning provides descriptions of the tools and ranks them based on voting by professionals.

 In this section you can find links to articles, publications and books related to social media tools and their various applications

1.Blogs in teaching – Monash University

Monash University page on blogs tells everything about using blogs in teaching. This is an excellent page with links to popular blogging services, educational blogs and case studies on the use of blogs in teaching different subjects.

 1. Social Media group in Cloudworks

This cloudworks link connects to exemplary groups collaborating to learn and share ideas and experiences in using the Web2.0 tools, social media tools and e-learning technologies. A must see site for educators interested in Web 2.0 tools for teaching.

2. Educator 2.0

Educator 2.0 is a free social knowledge network for everyone who uses the web to educate people. In this group innovative educators share their knowledge with one another. Classes are held in live online classrooms and can be created by everyone in the community. This is an excellent group to teach and study about the newest technologies and techniques in online education.

 1. Second Life to teach Entrepreneurship

An interesting article on using Second Life to teach entrepreneurship can be found in this link. The article is by Howard Van Auken, Iowa State University .

 '''Please create case examples in this section to show the application of Web 2.0 tools and Social Media tools in teaching Innovation and Entrepreneurship. Feel free to share your creative ways of using the web tools for the benefit of educators around the globe'''

title: Web 2.0 Tools for Teaching


text:
Creative Teaching Techniques for Teaching I&E

Creative Teaching Techniques for Teaching Innovation &Entrepreneurship
 1. Wisc-Online Game Builder

Wisc-Online is a digital library of Web-based learning resources called "learning objects." The digital library of objects has been developed primarily by faculty from the Wisconsin Technical College System (WTCS) and produced by multimedia technicians who create the learning objects. Wisc-Online offers an ever-growing library of high-quality educational teaching materials free to educators.

Wisc-Online offers a creative tool called game builder. The users can choose from templates for many different games and enter their content in a game format of their choice: Baseball, Build Your Fortune, Matching, Tic-Tac-Toe, Jeopardy, Case Study, Hangman, LearningLand, Quiz, Game Show, Bingo, TimeOut, Spin to Win, and Media Quiz. These online 'make your own games' are used for educating students in a fun way. A free registration is needed to avail this service.

2. Going SOLO

Going SOLO emphasizes the whole range of skills required for success. Going SOLO is a curriculum designed by the University of Illinois Extension staff that includes activities that encourage creative problem solving, critical thinking, and communication skills. In addition to the activities, Going SOLO uses an online simulation game to enhance learning.

 '''This section connects the users of this portal to the extremely creative educators in the field of Innovation and Entrepreneurship. Their contributions on the creative techniques that they have designed and recommend is shared here for educational and non-commercial use. Educators all around the globe are welcome to be a part of this creative group and encouraged to share their creative teaching techniques, recommended readings, favorite educational games etc, in this section.'''

Dr Peter Kelly
Senior Lecturer, School of Science, Aalto University MBA (University of Notre Dame USA), PhD (London Business School UK)

Peter Kelly is an award winning entrepreneurship educator and practitioner. He obtained is PhD in Entrepreneurship from London Business School (UK) and an MBA from the University of Notre Dame (USA). Over the past 15 years, he has worked with entrepreneurs in Finland, Sweden, UK, Portugal, Russia, Latvia, Estonia, Norway, Switzerland, and Canada. Since arriving in Finland in 1998, Peter has been the driving force behind entrepreneurship education at Aalto University heading up the Helsinki School of Creative Entrepreneurship, an initiative that involved all the Schools and the largest private donor to Aalto University. During 2010, he held an appointment as Professor of Practice at the School of Art & Design where he developed a rapid opportunity prototyping course to explore the intersection between the disciplines of design and entrepreneurship. Dr Kelly was directly involved in the creation of Europe’s first university pre-seed fund and an associated angel network. He is also a business angel.

Peter Kelly's Creative Techniques
Peter Kelly’s creative exercises focus on generating ideas, team building, creating novelty, and handling surprise by exploring how to make something memorable from a fixed set of inputs in a fun way.

[[Media:Effectual_Coffee.pdf|Effectual Coffee By Peter Kelly]]

[[Media:Effectual Drinks.pdf|Effectual Drinks By Peter Kelly]]

[[Media:Effectual Meal.pdf|Effectual Meal By Peter Kelly]]

[[Media:Idea Workshop Instructions.pdf|Idea Workshop By Peter Kelly]]

[[Media:Mobile Creativity Instructions.pdf|Mobile Creativity By Peter Kelly]]


text:
File:DC-Das-wichtigste-ueber-maxonmotoren 10 EN 036.pdf

Licensing
for school project


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File:DC-Technik-kurz-und-buendig 10 EN 024-025.pdf

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ECSTRA/sample

Typical situations to be focussed on:

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(Please remember our guidelines.)

AT: Austria
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BE: Belgium
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CZ: Czech Republic
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title: ECSTRA/sample


text:
EuroLex/sample

 * Original language:
 * Original form and meaning:

(Note: If the status is not specifically indicated then the word is stylistically neutral and generally used; if earlier meaning and status equals current use the former may be expressed by writing "dito". Cf. also the project guidelines.)

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title: EuroLex/sample


text:
Category:ECSTRA

These are the items dealt with in the project ECSTRA (European Communicative Strategies).

title: Category:ECSTRA


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Category:European Historical Thesaurus

These are the items dealt with in the project EuroHiT (European Historical Thesaurus).

title: Category:European Historical Thesaurus


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Category:EuroLex

These are the items dealt with in the project EuroLex (European Lexemes).

title: Category:EuroLex


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User talk:Uncle Brian

--BRSimmons 14:06, 9 March 2011 (UTC)

title: User talk:Uncle Brian


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User:Uncle Brian

--BRSimmons 14:07, 9 March 2011 (UTC)

title: User:Uncle Brian


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User:Atcovi/Disney Shaltz

Welcome to Disney Shaltz! This a wikiversity show to watch so we can have it so much fun!

 * 1) Aqib Aze (No New shows on June 18)
 * 2) Fib Hurtan  (No Shows since Januray 4, 2011)
 * 3) (One Two) Scene 3
 * 4) Tover-ID
 * 5) Hooks!
 * 6) Mad Serious 1 (It is funny than anything)
 * 7) AstroBoy, 1st

- Fib Hurtan for awesome stories to come on!

See new shows on the Aqib Aze show.

Disney

Shaltz.

About Disney Shaltz

Disney Shaltz is a channel page of Wikiversity that has fun pages and stories to read for more fun about taking time.

Disney Shaltz!

Have fun

New Message
2/7c | Crazy2 Frogs and Gummibar are the new TV Show, Disney will start begging to being a best TV serious. 2014

Schedule at April 23

Mad Serious 1= Clifford time
When people like Aqib and Hooks were there, Clifford the big red dog started to drool and hit Banana (Hooks!).

title: User:Atcovi/Disney Shaltz


text: Talk:Complex socio-ecological systems/Resilience 2011 conference


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User talk:Learner101

Hi. If you don't stop vandalising articles you will be blocked from editing. -- Tegel 19:00, 9 March 2011 (UTC)

title: User talk:Learner101


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User:Tegel

m:   :Tegel

title: User:Tegel


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EuroHiT/Anemone

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EuroHiT/Ankle

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EuroHiT/Ant

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EuroHiT/Autumn

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title: EuroHiT/Autumn


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EuroHiT/Bark

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EuroHiT/Barn

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title: EuroHiT/Barn


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EuroHiT/Bell

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title: EuroHiT/Bell


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EuroHiT/Bilberry

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title: EuroHiT/Bilberry


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EuroHiT/Blackberry

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title: EuroHiT/Blackberry


text:
EuroHiT/Box on the ear

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title: EuroHiT/Box on the ear


text:
EuroHiT/Boy

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title: EuroHiT/Boy


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EuroHiT/Briefcase

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EuroHiT/Bud

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title: EuroHiT/Bud


text:
EuroHiT/Bump

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title: EuroHiT/Bump


text:
EuroHiT/Butcher

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title: EuroHiT/Butcher


text:
EuroHiT/Buy

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title: EuroHiT/Buy


text:
EuroHiT/Candy

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title: EuroHiT/Candy


text:
EuroHiT/Cap

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title: EuroHiT/Cap


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EuroHiT/Car-manufacturer

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title: EuroHiT/Car-manufacturer


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EuroHiT/Carpenter

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title: EuroHiT/Carpenter


text:
EuroHiT/Carrot

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title: EuroHiT/Carrot


text:
EuroHiT/Catch (game)

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Related Concepts
(Cf. also the guidelines for the EuroHiT Project.)

title: EuroHiT/Catch (game)


text:
EuroHiT/Cereal

Definition of the Concept: ....

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Related Concepts
(Cf. also the guidelines for the EuroHiT Project.)

title: EuroHiT/Cereal


text:
EuroHiT/Chimney

Definition of the Concept: ....

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Related Concepts
(Cf. also the guidelines for the EuroHiT Project.)

title: EuroHiT/Chimney