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Talk:Controversies in Science/What killed the dinosaurs/A Critique of The Extinction of the Dinosaurs in North America

An up to date and humble explanation of the extinction of dinosaurs in North America. Though some who refute current theories about the Chicxulub crater claim there was no cause and effect, at least this one acknowledges that it certainly played a role - it is the overall impact that is to be discussed. Otherwise, one could not explain an alternate reasoning as to why there was such a mass extinction of dinosaurs. Dlodh574 (talk) 01:01, 9 April 2012 (UTC)
 * Which organisms specifically were studied? The proposed meteorite that may or may not have caused the extinction of the Dinosaurs did not cause the extinction of all life on Earth - did this study include the extinction rates of other species during this era?Cyabl420 (talk) 00:40, 11 April 2012 (UTC)

Dinosaurs were killed off in a relatively short period of time which appears to have been triggered by the period of global warming and devastation caused by a meteorite. Bomor394 (talk) 05:36, 18 April 2012 (UTC)

 * The dinosaurs were killed from the meteorite and not from volcanoes because we humans have been around for a long time and volcano has not eruptured hard enough to kill all human on the planets, the bones of the dinosaurs in the ground proves that it is the meteorite's work because a volcano is hot enough to burn off bones that was remaining from the dinosaurs.Bomor394 (talk) 05:36, 18 April 2012 (UTC)

 * Dinosaurs in North America became extinct in a geological instantaneous way. Which means this extinction occurred over the course of tens of thousands of years.Mcder (talk) 01:27, 26 September 2012 (UTC)

 * the researchers technique is proven by how deep the bones are in the earth and how old the bones are when they are found, all of these comes to a conclusion that states the extinction of the dinosaurs.Bomor394 (talk) 05:40, 18 April 2012 (UTC)

The patterns of survival are not verifiable when compared to an asteroid impact. The continuation of life, such as species whose diet was detritus-based, should not have survived when events such as wildfires, acid rain and atmospheric dust are considered.Nitoryu (talk) 01:34, 26 September 2012 (UTC)

It is important to note that shelter during this event would have been more important than a detritus-based diet. While shelter could not guarantee protection from the global event, species that would find themselves without shelter would be exposed to lethal levels of heat and exposure.Nitoryu (talk) 01:35, 26 September 2012 (UTC)

 * Extinction of the dinosaurs by climate change is very possible. We can see evidence today of quick changes in an environment having an impact on life. Migratory birds are threatened because wetlands are drying, warmer temperatures in the arctic are threatening the polar bears. Unfortunately there seems to be little evidence as to what may have caused the quick change.Tlouc287 (talk) 17:25, 13 April 2012 (UTC)


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Portal talk:Hebrew

Revamping the portal page
Good day, I have created a new version of this portal in my user space. My goal is to have the same basic standard for the portal of all languages, while keeping the specifics of existing portals, and to update the portals. You can see it there. Any comments? I will replace the current portal by this one if noboby oppose. Thanks, Amqui (discuss • contribs) 18:30, 9 February 2017 (UTC)

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

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Portal:Hebrew/Division News Archive

The following is an archives for the Hebrew Language Division.

April 2012, 2012
 * Creation of Hebrew Language Division

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Portal:Hebrew/Division News

July 5th, 2012 April 10, 2012 April 9, 2012 April 8, 2012
 * Hebrew Language Division undergoes major renovation.
 * Creation of the Biblical Hebrew Department.
 * Courses are being created and organized.
 * Hebrew Stream successfully completed.
 * Creation of Hebrew Language Division.

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Portal:Hebrew/Hebrew stream

The Hebrew Language Division and subsequent departments are organized between students, teachers, and staff members in order to facilitate the most effective learning environment. In order to benefit substantially from this community we highly recommend you register as a student, teacher, or staff member.

Courses
The following is a list of courses offered in the Hebrew Language Division divided by departments, if you develop a course make sure to add it to the list. If you plan on creating multiple cumulative courses make sure you use a subheading to organize them.

Intensive Modern Hebrew
The following courses are cumulative and should be taken in order. If you are not sure where to begin you can contact a teacher and have them give you a brief placement test. The following courses are actively maintained and any development should be coordinated with the contribution creator.
 * Introduction to Modern Hebrew
 * Elementary Modern Hebrew I
 * Elementary Modern Hebrew II
 * Intermediate Modern Hebrew I
 * Intermediate Modern Hebrew II
 * Advanced Hebrew I
 * Advanced Hebrew II

Intensive Biblical Hebrew
The following is a list of recommended Biblical Hebrew courses, but as of now they are currently unmaintained.
 * Beginning Biblical Hebrew I
 * Beginning Biblical Hebrew II
 * Intermediate Biblical Hebrew
 * Classical Hebrew Texts

Registration
In order to officially register with the Hebrew Language Division it is important that you adhere to the following steps to ensure organization and clarity among members.

Students

 * Add the Student template to your user page.
 * Add the Language Level template to your Hebrew student page (User:"your username"/Hebrew). You can find a link to this page in your Hebrew userbox. Your teacher and you will use this page for Hebrew homework, assignments, questions, comments, etc.
 * Add yourself as a student to the member list below.
 * Start the first lesson of your chosen Hebrew course.

Teachers

 * Add the Teacher Template to your user page.

Members
To add yourself as a student or a teacher to the member list use the following code: |-
 * "username" || Your HE level || Your EN level || Notes

Student

 * oreo_deese || Beginnerl || Native|| Trying to teach myself Hebrew, but I need a little guidance.

Staff Members
If you contribute substantially to the division or one of the departments list yourself as a staff member using the following code: |-
 * "username" || Notes

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User talk:Egm4313.s12.team8.tclamb/R6-2

=R6.5 Plots=

Excitation shoots off after radius of convergence.

Behavior of excitation with added perturbation of 0.01.

Behavior of excitation with added perturbation of 0.01. We note the addition of a positive perturbation decreases the accuracy of the perturbed solution.

Behavior of excitation with added perturbation of -0.01.

Behavior of excitation with added perturbation of -0.01. we note the addition of a negative perturbation increases the accuracy of the perturbed solution.

Behavior of excitation with added perturbation of -0.035.

Behavior of excitation with added perturbation of -0.035. Here we experimented with small perturbations until -0.035 brought the perturbed solution very close to the exact solution over the interval.

=R6.5 Equations= [y11p, d, c1, c2, c] = coeffsa(11, x, 0.01); d = 0  1.010000000000000  -0.490000000000000   0.343333333333333  -0.240000000000000   0.210000000000000  -0.156666666666667   0.152857142857143  -0.115000000000000   0.121111111111111  -0.090000000000000   0.100909090909091 c = 1.0e+006 * 0.000000050454545  0.000000787500000   0.000009098055556   0.000087328750000   0.000720491428571   0.005119876666667   0.030948675000000   0.155316792500000   0.622414176666667   1.868962795000001   3.739646360000001   3.740506745000001 c1 = -3.741362201271275e+006 c2 = 8.546807658191294e+002

[y11p, d, c1, c2, c] = coeffsa(11, x, -0.01); d = 0  0.990000000000000  -0.510000000000000   0.323333333333333  -0.260000000000000   0.190000000000000  -0.176666666666667   0.132857142857143  -0.135000000000000   0.101111111111111  -0.110000000000000   0.080909090909091 c1 = -2.862267947552182e+006 c2 = 6.151088875157343e+002 c = 1.0e+006 * 0.000000040454545  0.000000612500000   0.000007013055556   0.000067046250000   0.000552151428571   0.003920206666667   0.023686775000000   0.118847582500000   0.476217906666666   1.429894829999999   2.861031264999998   2.861652067499998

[y11p, d, c1, c2, c] = coeffsa(11, x, -0.035);

d = 0  0.965000000000000  -0.535000000000000   0.298333333333333  -0.285000000000000   0.165000000000000  -0.201666666666667   0.107857142857143  -0.160000000000000   0.076111111111111  -0.135000000000000   0.055909090909091 c1 = -1.763400130403329e+006 c2 = 3.156440396443165e+002 c = 1.0e+006 * 0.000000027954545  0.000000393750000   0.000004406805556   0.000041693125000   0.000341726428571   0.002420619166667   0.014609400000000   0.073261070000000   0.293472569166667   0.881059873750000   1.762762396250001   1.763083720625001

=R6.4 Code=

=R6.4 Plots=

=R6.4 Equations=
 * $$\begin{array}{rl}

y_2(x) = y_1(x) \approx & 1.30381 e^{1 x}-0.682487 e^{2 x} +0.25 \\ & + 0.038936 \sin (1.5708 x)+0.128673 \cos (1.5708 x) \end{array}$$

 * $$\begin{array}{rl}

y_4(x) \approx & 1.29577 e^{1. x} - 0.682847 e^{2. x} + 0.25 \\ & + 0.00705066 \sin (1.1781 -4.71239 x)+0.00493286 \cos (1.1781 -4.71239 x) \\ & + 0.038936 \sin (1.5708 x)+0.128673 \cos (1.5708 x) \end{array}$$

 * $$\begin{array}{rl}

y_8(x) \approx &1.31162 e^{1 x}-0.700209 e^{2 x} + 0.25 \\ &+0.0000985159 \sin (9.03208 -36.1283 x) \sin (6.28319 -25.1327 x) \\ &+0.000364302 \sin (8.24668 -32.9867 x) \sin (6.28319 -25.1327 x) \\ &+0.00246643 \sin (7.46128 -29.8451 x) \sin (6.28319 -25.1327 x) \\ &+0.0668894 \sin (6.67588 -26.7035 x) \sin (6.28319 -25.1327 x) \\ &+0.0668894 \sin (6.28319 -25.1327 x) \sin (5.89049 -23.5619 x) \\ &+0.00246643 \sin (6.28319 -25.1327 x) \sin (5.10509 -20.4204 x) \\ &+0.000364302 \sin (6.28319 -25.1327 x) \sin (4.31969 -17.2788 x) \\ &+0.0000985159 \sin (6.28319 -25.1327 x) \sin (3.53429 -14.1372 x) \\ &+0.0000985159 \cos (9.03208 -36.1283 x) \cos (6.28319 -25.1327 x) \\ &+0.000364302 \cos (8.24668 -32.9867 x) \cos (6.28319 -25.1327 x) \\ &+0.00246643 \cos (7.46128 -29.8451 x) \cos (6.28319 -25.1327 x) \\ &+0.0668894 \cos (6.67588 -26.7035 x) \cos (6.28319 -25.1327 x) \\ &+0.0668894 \cos (5.89049 -23.5619 x) \cos (6.28319 -25.1327 x) \\ &+0.00246643 \cos (5.10509 -20.4204 x) \cos (6.28319 -25.1327 x) \\ &+0.000364302 \cos (4.31969 -17.2788 x) \cos (6.28319 -25.1327 x) \\ &+0.0000985159 \cos (3.53429 -14.1372 x) \cos (6.28319 -25.1327 x) \\ &+0.000355107 \sin (9.03208 -36.1283 x) \cos (6.28319 -25.1327 x) \\ &+0.000922816 \sin (8.24668 -32.9867 x) \cos (6.28319 -25.1327 x) \\ &+0.00352533 \sin (7.46128 -29.8451 x) \cos (6.28319 -25.1327 x) \\ &+0.00663447 \sin (6.67588 -26.7035 x) \cos (6.28319 -25.1327 x) \\ &-0.00663447 \sin (5.89049 -23.5619 x) \cos (6.28319 -25.1327 x) \\ &-0.00352533 \sin (5.10509 -20.4204 x) \cos (6.28319 -25.1327 x) \\ &-0.000922816 \sin (4.31969 -17.2788 x) \cos (6.28319 -25.1327 x) \\ &-0.000355107 \sin (3.53429 -14.1372 x) \cos (6.28319 -25.1327 x) \\ &-0.000355107 \sin (6.28319 -25.1327 x) \cos (9.03208 -36.1283 x) \\ &-0.000922816 \sin (6.28319 -25.1327 x) \cos (8.24668 -32.9867 x) \\ &-0.00352533 \sin (6.28319 -25.1327 x) \cos (7.46128 -29.8451 x) \\ &-0.00663447 \sin (6.28319 -25.1327 x) \cos (6.67588 -26.7035 x) \\ &+0.00663447 \sin (6.28319 -25.1327 x) \cos (5.89049 -23.5619 x) \\ &+0.00352533 \sin (6.28319 -25.1327 x) \cos (5.10509 -20.4204 x) \\ &+0.000922816 \sin (6.28319 -25.1327 x) \cos (4.31969 -17.2788 x) \\ &+0.000355107 \sin (6.28319 -25.1327 x) \cos (3.53429 -14.1372 x) \\ \end{array}$$

=R6.2 Images=

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Category:Hebrew Student

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Category:Hebrew Teacher

This category belongs to the Hebrew Language Division, and its purpose is the coordination of teachers.

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Numeral systems

Main Course Launch Page - Data Size and Speeds Exit Supplmental Material

Supplemental Course Navigation This is a lesson in in the course Introduction to Computers, which is a part of The School of Computer Science

Objective
Familiarize the learner with method for expressing numbers and convert one method to another.

Introduction
A writing method for expressing numbers is called a "numeral system". In the most common numeral system, we write numbers with combinations of 10 symbols {0,1,2,3,4,5,6,7,8,9}. These symbols are called digits, and numbers that are expressed using 10 digits are called "decimal" or "base-10" numbers. The other most common numeral systems are binary, hexadecimal and octal. The binary numeral system, or base-2 number system, represents numeric values using two symbols: 0 and 1. More specifically, the usual base-2 system is a positional notation with a radix of 2. Because of its straightforward implementation in digital electronic circuitry using logic gates, the binary system is used internally by almost all modern computers.

Decimal Numeral System
In the first method discussed we write numbers with combinations of 10 symbols {0,1,2,3,4,5,6,7,8,9} called digits. Numbers that are expressed with 10 digits are called "base-10" numbers or "Decimal Numeral System". For example:

2 (one digit)

45 (two digit)

643 (three digit)

8785 (four digit)

etc.

In Decimal Numeral Systems, the value of a digit is multiplied according to its placement in a numerical sequence: (base-number ^ 0,1,2,3,...), from right to left.

First digit = (base-number ^ 0): 10^0 = 1

Second digit =(base-number ^ 1): 10^1 = 10

Third digit =(base-number ^ 2): 10^2 = 100

Fourth digit =(base-number ^ 3): 10^3 = 1000

etc.

For example:

20= (2*10)+(0*1)=20+0=20

456=(4*100)+(5*10)+(6*1)=400+50+6

84568=(8*10000)+(4*1000)+(5*100)+(6*10)+(8*1)=80000+4000+500+60+8

Binary Numeral System
Numbers expressed with 2 symbols (0, 1) are called binary, or "base-2" numbers.

For example:

1 (one-digit-read: 1)

10 (two-digit-read: 1, 0)

100 (three-digit-read: 1,0,0)

1101 (four-digit-read: 1, 1, 0, 1)

etc.

In the Binary Numeral System, digits have a value specified, this value being equal with (base-number ^ 0,1,2,3,...): (right to left)

First digit (base-number^0): 2^0 = 1

Second digit (base-number^1): 2^1 = 2

Third digit (base-number^2): 2^2 = 4

Fourth digit (base-number^3): 2^3 = 8

etc.

Converting Binary to Decimal
To convert binary to decimal, each digit is multiplied by the value of its position, and the results are added.

For example:

10 = (1*2^1) + (0*2^0) = 1*2 + 0*1 = 2 + 0 = 2 → 10 (binary) =2 (decimal)

101 = (1*2^2) + (0*2^1) + (1*2^0) = 1*4 + 0*2 + 1*1 = 4 + 0 + 1 = 5 → 101 (binary) =5 (decimal )

11001 = (1*2^4) + (1*2^3) + (0*2^2) + (0*2^1) + (1*2^0) = 1*16 + 1*8 + 0*4 + 0*2 + 1*1 = 16 + 8 + 0 + 0 + 1 = 25 → 11001 (binary) =25 (decimal)

111011 = (1*2^5) + (1*2^4) + (1*2^3) + (0*2^2) + (1*2^1) + (1*2^0) = 1*32 + 1*16 + 1*8 + 0*4 + 1*2 + 1*1 = 32 + 16 + 8 + 0 + 2 + 1 = 59 → 111011 (binary) =59 (decimal)

Converting Decimal to Binary
To convert decimal to binary

Divide the decimal number by 2 Then repeat the process, moving one column to the left each time until you have divided down to 1. Example 1 15/2 = 7 remainder 1 (Binary number = ???1) 7/2 = 3 remainder 1 (Binary number = ??11) 3/2 = 1 remainder 1 (Binary number = ?111) The final result will always be 1 in the leftmost column (Binary number = 1111) Example 2 74/2 = 37 remainder 0 (Binary number = ??????0) 37/2 = 18 remainder 1 (Binary number = ?????10) 18/2 = 9 remainder 0 (Binary number = ????010) 9/2 = 4 remainder 1 (Binary number = ???1010) 4/2 = 2 remainder 0 (Binary number = ??01010) 2/2 = 1 remainder 0 (Binary number = ?001010) The final result will always be 1 in the leftmost column (Binary number = 1001010) NB - Although I've put ? in at each stage, you won't know how many columns are needed until you complete the process. For a shortcut to see how many columns are needed, find the largest factor of 2 that is smaller than the decimal number you started with, e.g. Example 1: The largest factor less than 74 is 64, which is 2 to the power 6. As the furthest right column is 2 to the power 0, this means we need 7 columns.
 * If there IS a remainder the rightmost column will be a 1
 * If there is NO remainder, the rightmost column will be a 0.

Hexadecimal Numeral System
Numbers written with 16 symbols {0,1,2,3,4,5,6,7,8,9,A,B,C,D,E,F} are called "base-16" numbers. For example:

A (one digit)

B5 (two digit)

6C3 (three digit)

AF85 (four digit)

etc.

so: A(hexadecimal)=10(decimal). B(hexadecimal)=11(decimal). C(hexadecimal)=12(decimal). D(hexadecimal)=13(decimal). E(hexadecimal)=14(decimal). F(hexadecimal)=15(decimal)

In the "Hexadecimal Numeral System", digits have a value specified, this value of digits is equal with (base-number^ 0,1,2,3,...):(right to left)

First digit (base-number ^ 0): 16^0 = 1

Second digit (base-number ^ 1): 16^1 = 16

Third digit (base-number ^ 2): 16^2 = 256

fourth digit (base-number ^ 3): 16^3 = 4096

etc.

Converting Hexadecimal to Decimal
To convert hexadecimal to decimal, each digit is multiplied by the value of its position, and the results are added.

For example:

A = (10*16^0) = 10*1 = 10 → A(hexadecimal) =10(decimal)

B5 = (11*16^1) + (5*16^0) = 11*16 + 5*1 = 181 → B5(hexadecimal) =181(decimal)

6C3 = (6*16^2) + (12*16^1) + (3*16^0) = 6*256 + 12*16 + 3*1 = 1536 + 192 + 3 = 1731 → 6C3(hexadecimal) =1731(decimal)

AF85 = (10*16^3) + (15*16^2) + (8*16^1) + (5*16^0) = 10*4096 + 15*256 + 8*16 + 5*1 = 40960 + 3840 + 128 + 5 = 44933 → AF85(hexadecimal) =44933(decimal)

Converting Decimal to Hexadecimal
To convert decimal to hexadecimal

•	Divide the decimal number by 16 - the remainder given is the last hexadecimal value.

•	The quotient is then divided by 16 to get another remainder. Like the binary calculation the values are read right to left (first remainder value is the last in the hexadecimal number, then next to last, third to last, etc.)

•	The process is terminated once a dividend (numerator) of less than 16 is reached. Continuing to divide by 16 would give a quotient of 0 which is indivisible.

•	Keep in mind that 10-15 are represented as single character "numbers" in the hexadecimal system. A=10, B=11 , C = 12 , D = 13 , E= 14 , F =15 - remainders must reflect their appropriate hexadecimal value.

Examples

•	Decimal 15
 * o	15/16 remainder is 15 (>16 so process terminates) so the "number" value is F

•	Decimal 16
 * o	16/16 remainder is 0 [hex ?0]
 * o	The quotient of 1 is then divided - 1/16 which leaves a remainder of 1 (giving a quotient of 0 so process terminates) [hex 10]

•	Decimal 45
 * o	45/16 – remainder 13 [hex ?D]
 * o	Quotient 2 | 2/16 – remainder 2 [hex 2D]

•	Decimal 47825
 * o	47825/16 - remainder 1 [hex ???1]
 * o	Quotient 2989 | 2989/16 – remainder 13 [hex ??D1]
 * o	Quotient 186 | 186/16 – remainder 10 [hex ?AD1]
 * o	Quotient 11 | 11/16 – remainder 11 [hex BAD1]

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User:Leighblackall/Education as instrument of colonisation

This is a notespace on the questions of colonisation through systems of education. My own questioning along these lines began with reading Ivan Illich's works, and was fed further by Chet Bowers' Let Them Eat Data, and False Promises of Constructivist Theories of Learning. I first publicly exposed my questioning at the Open Educational Resources conference in Vancouver in 2009, with the blog post the New Colonialism in OER. I have since published notes around this idea to the category on my blog, Neo Colonialism.

Recently I was handed a valuable book called Aboriginal Knowledge Narratives and Country by Payi Linda Ford (Rak Mak Mak Marranunggu), and while reading the introductory chapters, I emailed the book's online catalogue to Chet Bowers. Chet generously responded with directional tuition on a number of related issues he saw, as well as experiences he has had in Peru. Chet's permitting me to copy his words into more public spaces, has prompted me to start this notespace, in the hope that it may assist others in finding some direction in this very dense and complex space.

My overall motivation is admittedly naive at this point. I want to try and find a way to reverse colonisation, and learn as much as may be permitted, a different way of thinking and perhaps being. One that is more sensitive toward others, and one that may solve some of the problems we-as-colonisers face in our own cultural context.

Critiquing constructivism - the premise of today's education systems

 * The false promises of constructivist theories of learning: a global and ecological critique. C. A. Bowers published by Peter Lang, 2005 - 152 pages
 * "My first critique of Freire's notion of an emancipatory pedagogy started with an effort to reconcile his ideas with the Scollon's ethnographic study of a First Nation culture in Northern Alberta. What led to the False Promises book was the Peruvian government reforms that were to be based on a constructivist theory of learning.  At the time I was co-teaching a course on environmental issues there, and was deeply involved in the Quechua effort to clarify the different forms of colonization occurring through government sponsored educational reforms." Chet Bowers, in an email to Leigh Blackall, April 2012. Published with permission.

Deep cultural/consciousness: The differences between oral and literacy based cultures

 * The Way Forward: Educational Reforms that Focus on the Cultural Commons and the Linguistic Roots of the Ecological/Cultural Crises. By C. A. Bowers
 * "Understanding how print, for all of its virtues, plays a major role in the colonization of nonwestern cultures, and in undermining ecological intelligence."

 * Perspectives on the Ideas of Gregory Bateson, Ecological Intelligence, and Educational Reforms. By C. A. Bowers
 * "One of the epistemological problems in the West is to think of isolated things, and he [Bateson] makes the point that everything exists in a relationship––and this is what we should have been focused on. I have gone back to look at the origins of the Greek word, oikos, that Ernst Haeckel reduced to mean the study of natural systems. Its original meaning related to all relationships outside of the polis. This chapter also has a good discussion of Bateson's other insights about language." Chet Bowers in an email to Leigh Blackall, April 2012. Published with permission.

 * Steps to an Ecology of Mind
 * A collection of Gregory Bateson's short works over his long and varied career. Subject matter includes essays on anthropology, cybernetics, psychiatry and epistemology. It was originally published by Chandler Publishing Company in 1972 (republished 2000 with foreword by Mary Catherine Bateson).

 * '''One of the Legacies of Print-Dominated Thinking: How Ayn Rand’s Abstract Theory is Being Perpetuated in Current Republican Thinking. By Chet Bowers.
 * "...if you are interested in the print/orality debate and how print can be understood as undermining the ecological of information that is available when we rely upon all our senses, memory, and exchanges with others, there is an essay on my website under the category of Issues in Eco-Justice. It focuses on how print has led to the use of abstract political language that has no connections with the ecology of people's lives--or to the natural ecologies."

 * Aboriginal Knowledge Narratives & Country: Marri kunkimba putj putj marrideyan. By Payi Linda Ford
 * "...it is argued that the paradigm, within which the enclave-derived approach to Indigenous higher education is located, is compatible with the normalising imperialistic ideology of higher education. The analysis of the Mirrwana/Wurrkama participatory action research project, central to the research, supported an argument for the Mirrwana/Wurrkama model of Indigenous higher education. Further analysis identifi ed fi ve key pedagogical principles embedded within this new model as metaphorically equivalent to wilan~bu of the pelangu. The book identifi es the elements of the spirituality of the narrative exposed in the research-in-action through the “Marri kubin mi thit wa!”. This is a new paradigm for Tyikim participation in higher education within which the Mirrwana/Wurrkama model is located. Finally, the book identifi es the scope for Tyikim knowledge use in the construction of contemporary ‘bureaucratic and institutionalised’ higher education ngun nimbil thit thit teaching and learning experiences of Tyikim for the advancement of Tyikim interests. Here the tyangi yigin tjan spiritual concepts of narrative and landscape are drawn upon both awa mirr metaphorically and in marri kubin mi thit wa Tyikim pedagogical practice..."


text:
Portal:Hebrew/Active participants

The following is a list of users who actively contribute, edit, and monitor pages in the Hebrew Language Division. If you have any questions, comments, or concerns please direct them to one of the following:

 * Readyokaygo

title: Portal:Hebrew/Active participants


text:
User:Leighblackall/Open Education Practices: A User Guide for Organisations

A project on Wikibooks: Open Education Practices: A User Guide for Organisations

Still needs work, better referencing, more critical feedback, replication, and general editing


text:
Portal:Hebrew/Intro

The Hebrew Language Division offers free and open-source modern Hebrew and biblical Hebrew language courses and resources for all levels of learners. Our goal is to become the largest open-source internet resource for learning the Hebrew language. Not only do we seek to provide free resources and educational material for those who want to learn Hebrew, but we also want to create a community that allows you to use Hebrew after you have learned it. We want to engage and motivate learners as much as possible. If you support our cause and are motivated please consider joining us. We appreciate any help you can offer, and the success of the Hebrew Language Division depends on its users.

title: Portal:Hebrew/Intro


title: File:Hw13.jpg


text:
Exercises of Cognitive Apprenticeship

Do you have a basic knowledge of cognitive apprenticeship now? Try the exercises below to check your understanding.

Exercises
{Which of the following presents a key feature of cognitive apprenticeship? (Check all that apply) + 1. - 2. - 3. - 4.
 * type="[]"}
 * explanation1.

{In which of the following instructional situation, cognitive apprenticeship approach is NOT appropriate? - 1. - 2. - 3. + 4.
 * type=""}
 * explanation2.

{XXX represents the teaching method of - Modeling - Coaching + Scaffolding - 4.
 * type=""}
 * explanation3.

{The articulation method - encourages learner autonomy, not only in carrying out expert problem-solving processes but also in defining or formulating the problems to be solved. + helps students both to focus their observations of expert problem solving and to gain conscious access to (and control of) their own problem-solving strategies. - helps students acquire an integrated set of skills through observation and guided practice. - 4.
 * type=""}
 * explanation4.

{XXX is an example of control strategies. - TRUE. + FALSE.
 * type=""}
 * explanation5

{According to Collins et al.'s cognitive apprenticeship framework, it is appropriate to sequence XXX learning contents as follows: XXXX XX XXX. - TRUE. + FALSE.
 * type=""}
 * explanation6

{The cognitive apprenticeship approach creates a learning environment in which the participants actively communicate about and engage in the skills involved in expertise. + TRUE. - FALSE.
 * type=""}
 * explanation7

How did your understand the key features of cognitive apprenticeship? Let's have a little discussion here.

Discussion
Can you think of any real-life context in which you may apply the cognitive apprenticeship approach? Please describe it briefly.

(Click "edit" for this section, and add your answer below)

Click Articulation below to take a close look at the articulation method:

title: Exercises of Cognitive Apprenticeship


text:
User:ولد ببال

مرحبا بك في صفحتي http://ar.wikipedia.org/wiki/%D9%85%D8%B3%D8%AA%D8%AE%D8%AF%D9%85:%D9%88%D9%84%D8%AF_%D8%A8%D8%A8%D8%A7%D9%84

title: User:ولد ببال


title: File:CORDIC.General.1.A.20120409.pdf


title: File:CORDIC.General.2.A.20120409.pdf


title: File:CORDIC.General.3.A.20120409.pdf


title: File:CORDIC.General.4.A.20120409.pdf


title: File:13.5.jpg


text: User:The duke

title: User:The duke


text:
User:Egm6322.s12.team1.zheng.zx/R13

Problem 6: Prove that a Polynomial belongs to a Real Set of Numbers
 Solved without assistance

Find:
Show that:

Solution:
For
 * {| style="width:100%" border="0" align="left"

\displaystyle \begin{align} p_n&\in \mathcal P_n\\ p_n(x)&= \sum_{i=0}^n k_i^nx^i \end{align} $$
 * }
 * }
 * }

Consider the polynomial:
 * {| style="width:100%" border="0" align="left"

\displaystyle \begin{align} s(x): &= p_{n+1}(x)-A_nxp_n(x)\in \mathcal P_{n+1}\\ &= \sum_{i=0}^{n+1}k_i^{n+1}x^i-A_n \sum_{i=0}^n k_i^nx^{i+1}\\ &= \sum_{j=-1}^n k_{j+1}^{n+1}x^{j+1}-A_n \sum_{i=0}^n k_i^nx^{i+1}\\ &= \sum_{j=-1}^{n-1}k_{j+1}^{n+1}x^{j+1}+k_{n+1}^{n+1}-A_n \sum_{i=0}^{n-1}k_i^nx^{i+1}-A_nk_n^nx^{n+1}\\ &= \sum_{j=-1}^{n-1}k_{j+1}^{n+1}x^{j+1}-A_n \sum_{i=0}^{n-1}k_i^nx^{i+1}+(k_{n+1}^{n+1}x^{n+1}-A_nk_n^nx^{n+1}) \end{align} $$
 * }
 * }
 * }

If
 * {| style="width:100%" border="0" align="left"

\displaystyle A_n=\frac{k_{n+1}^{n+1}}{k_n^n}=:\frac{k_{n+1}}{k_n} $$
 * }
 * }
 * }

Then
 * {| style="width:100%" border="0" align="left"

\displaystyle k_{n+1}^{n+1}x^{n+1}-A_nk_n^nx^{n+1}=(k_{n+1}^{n+1}-A_nk_n^n)x^{n+1}=0 $$
 * }
 * }
 * }

 * {| style="width:100%" border="0" align="left"

\displaystyle \begin{align} s(x) &= \sum_{j=-1}^{n-1}k_{j+1}^{n+1}x^{j+1}-A_n \sum_{i=1}^{n-1}k_i^nx^{i+1}+0\\ &= \sum_{i=0}^n k_i^{n+1}x^i-A_n \sum_{j=2}^nk_{j-1}^nx^j \in \mathcal P_n \end{align} $$
 * }
 * }
 * }

Thus:
 * {| style="width:100%" border="0" align="left"

\displaystyle s(x)=p_{n+1}(x)-A_nxp_n(x)=\sum_{i=0}^n d_ip_i(x) $$
 * }
 * }
 * }

Problem 7: Show Orthogonality using Scalar Products
 Solved without assistance

Find
Show that: for $$ j \ne n-1 \ $$ and for $$ j = n-1 \ $$ Also using Eqs 7.1 and 7.3, show that: for $$ j < \ n-1 \ $$

Solution:

 * {| style="width:100%" border="0" align="left"

\displaystyle \langle p_j,p_{n+1}-A_nxp_n(x)\rangle= \sum_{i=0}^n d_i \underbrace{\langle p_j,p_i \rangle}_{\displaystyle h_j\delta_{ij} } =h_jd_j $$
 * }
 * }
 * }

For the equation above to be satisfied
 * {| style="width:100%" border="0" align="left"

\displaystyle j\leq n $$
 * }
 * }
 * }

 * {| style="width:100%" border="0" align="left"

\displaystyle q_{j+1}:=xp_j \in \mathcal P_{j+1} $$
 * }
 * }
 * }

When$$j=n$$
 * {| style="width:100%" border="0" align="left"

\displaystyle q_{j+1}=q_{n+1}=xp_n=\sum _{i=0}^{n+1}d_ip_i(x) $$
 * }
 * }
 * }

 * {| style="width:100%" border="0" align="left"

\displaystyle \langle q_{n+1},p_n \rangle =d_n\langle p_n,p_n \rangle =d_nh_n \neq 0 $$
 * }
 * }
 * }

When$$j=n-1$$
 * {| style="width:100%" border="0" align="left"

\displaystyle q_{j+1}=q_n=xp_{n-1}=\sum_{i=0}^nd_ip_i(x) $$
 * }
 * }
 * }

 * {| style="width:100%" border="0" align="left"

\displaystyle \langle q_n,p_n \rangle =d_n \langle p_n,p_n \rangle =d_nh_n \neq 0 $$
 * }
 * }
 * }

When$$j<n-1$$
 * {| style="width:100%" border="0" align="left"

\displaystyle j+1<n $$
 * }
 * }
 * }

And
 * {| style="width:100%" border="0" align="left"

\displaystyle q_{j+1}\in \mathcal P_{j+1} $$
 * }
 * }
 * }

For $$p_n$$ is perpendicular to $$\mathcal P_{j+1}$$ So
 * {| style="width:100%" border="0" align="left"

\displaystyle \langle q_{j+1},p_n\rangle =0 $$
 * }
 * }
 * }

 * {| style="width:100%" border="0" align="left"

\displaystyle \begin{align} & \ \langle p_j, p_{n+1}-A_nxp_n(x) \rangle \\ &= \langle p_j, p_{n+1} \rangle - \langle p_j, A_nxp_n \rangle\\ &= 0-\langle A_n x p_j ,p_n \rangle \\ &= \langle q_{j+1}, p_n \rangle\\ &= 0 \end{align} $$
 * }
 * }
 * }

title: User:Egm6322.s12.team1.zheng.zx/R13


text:
User:Egm4313.s12.team1.wyattling/r6

Statement
Kreyszig pg 491 pbs 15,17 Is the given function even or odd or neither even not odd? Find its Fourier series. Show details of your work. -15)

-17)

- Plot the truncated Fourier series for n=2,4,8

Solution
By definition, a function, $$ f(x)\!$$ is even if $$ f(-x) = f(x)\!$$, and its Fourier series reduces to a Fourier cosine series:
 * {| style="width:100%" border="0"

$$\displaystyle{f(x) = a_{0} + \sum_{n=1}^{\infty}a_{n}cos{\frac{n\pi}{L}}x}$$ (3.0)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

A function, $$ f(x)\!$$ is odd if $$ f(-x) = -f(x)\!$$, and its Fourier series reduces to a Fourier sine series:
 * {| style="width:100%" border="0"

$$\displaystyle{f(x) = \sum_{n=1}^{\infty}b_{n}sin{\frac{n\pi}{L}}x}$$ (3.1) -15) By inspection, it is evident that the given function in problem 15 is odd because for every $$ x\!$$ value that is negative, $$ f(x)\!$$ is negative. Therefore, $$ f(-x) = -f(x)\!$$.
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

The following are the defining functions for the given graph:
 * {| style="width:100%" border="0"

$$\displaystyle{f(x) = \begin{cases} -\pi - x & \text{ if } x= -\pi < x < -\frac{\pi}{2}\\ x & \text{ if } x= -\frac{\pi}{2} < x < \frac{\pi}{2}\\ \pi - x & \text{ if } x= \frac{\pi}{2} < x < \pi \end{cases}}$$ (3.2)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

Because the function is odd, we use equation (3.1) to develop the Fourier series, where the period is $$2\pi\!$$ and $$ L\!$$ equals $$\pi\!$$:
 * {| style="width:100%" border="0"

$$\displaystyle{f(x) = \sum_{n=1}^{\infty}b_{n}sin{\frac{n\pi}{L}}x = \sum_{n=1}^{\infty}b_{n}sin(nx)}$$ (3.3)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

Now we need to find $$ b_{n}\!$$, which is of the following form for odd functions:
 * {| style="width:100%" border="0"

$$\displaystyle{b_{n} = \frac{2}{L}\int_{0}^{L}f(x)\sin{\frac{n{\pi}x}{L}}dx}$$ (3.4)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

 * {| style="width:100%" border="0"

$$\displaystyle{b_{n} = \frac{2}{\pi}\int_{0}^{\pi}sin(nx)dx = \frac{2}{\pi}[\int_{0}^{\pi/2}xsin(nx)dx + \int_{\pi/2}^{\pi}(\pi-x)sin(nx)dx]}$$ (3.5)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

 * {| style="width:100%" border="0"

$$\displaystyle{b_{n} = \frac{2}{\pi}[[\frac{sin(nx)-nxcos(nx)}{n^2}]_{0}^{\pi/2}+[\frac{-sin(nx)+n(\pi-x)cos(nx)}{n^2}]_{\pi/2}^{\pi}]}$$     (3.6)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

Evaluating and simplifying the definite integral gives the following:

 * {| style="width:100%" border="0"

$$\displaystyle{b_{n} = \frac{2}{n^2\pi}[2sin(\frac{n\pi}{2})-sin(n\pi)]}$$ (3.7)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

Evaluating equation (3.7) at $$ n = 1, 2, 3, 4, 5, 6, 7, 8\!$$

 * {| style="width:100%" border="0"

$$\displaystyle{b_{1} = \frac{4}{\pi}, b_{2} = 0, b_{3} = -\frac{4}{9\pi}, b_{4} = 0, b_{5} = \frac{4}{25\pi}, b_{6} = 0, b_{7} = -\frac{4}{49\pi}, b_{8} = 0}$$ (3.8)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

Thus the Fourier series is:

 * {| style="width:100%" border="1"

$$ f(x) = \frac{4}{\pi}(sinx - \frac{1}{9}sin3x + \frac{1}{25}sin5x - \frac{1}{49}sin7x +...) $$
 * style="width:95%" |
 * style="width:95%" |

(3.9)
 *
 * }

Plots of truncated Fourier series:

n = 2:

n = 4:

n = 8:

-17) By inspection, it is evident that the given function in problem 17 is even because for every $$ x\!$$ value that is negative, $$ f(x)\!$$ is positive. Therefore, $$ f(-x) = f(x)\!$$.

The following are the defining functions for the given graph:
 * {| style="width:100%" border="0"

$$\displaystyle{f(x)=\begin{cases}x+1 & \text{ if } -1
 * }

Because the function is even, we use equation (3.0) to develop the Fourier series, where the period is $$2\!$$ and $$ L = 1\!$$:

 * {| style="width:100%" border="0"

$$\displaystyle{f(x) = a_{0} + \sum_{n=1}^{\infty}a_{n}cos{\frac{n\pi}{L}x} = a_{0} + \sum_{n=1}^{\infty}a_{n}cos(n\pi x)}$$ (3.11)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

Now we need to find $$a_{0}\!$$ using Euler's Formula:
 * {| style="width:100%" border="0"

$$\displaystyle{a_{0} = \frac{1}{2L}\int_{-L}^{L}f(x)dx}$$ (3.12)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

 * {| style="width:100%" border="0"

$$\displaystyle{a_{0} = \frac{1}{2}\int_{-1}^{1}f(x)dx = \frac{1}{2}[\int_{-1}^{0}(x+1)dx + \int_{0}^{1}(1-x)dx]}$$ (3.13)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

 * {| style="width:100%" border="0"

$$\displaystyle{a_{0} = \frac{1}{2}[[\frac{x^2}{2}+x]_{-1}^{0}+[x-\frac{x^2}{2}]_{0}^{1}]}$$     (3.14)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

Evaluating the definite integral in equation (3.14) yields $$ a_{0}\!$$:

 * {| style="width:100%" border="0"

$$\displaystyle{a_{0} = \frac{1}{2}}$$ (3.15)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

Now we find $$ a_{n}\!$$ using Euler's Formula:

 * {| style="width:100%" border="0"

$$\displaystyle{a_{n} = \frac{1}{L}\int_{-L}^{L}f(x)cos{\frac{n{\pi}x}{L}}dx = \int_{-1}^{1}f(x)cos(n\pi x)dx}$$ (3.16)
 * style="width:95%" |
 * style="width:95%" |
 *

 * }

 * {| style="width:100%" border="0"

$$\displaystyle{a_{n} = \int_{-1}^{0}(x+1)cos(n\pi x)dx + \int_{0}^{1}(1-x)cos(n\pi x)dx}$$ (3.17)
 * style="width:95%" |
 * style="width:95%" |
 *

 * }

 * {| style="width:100%" border="0"

$$\displaystyle{a_{n} = [\frac{\pi n(x+1)sin(\pi nx) + cos(\pi nx)}{n^2\pi^2}]_{-1}^{0} + [-\frac{\pi n(x-1)sin(\pi nx)+cos(\pi nx)}{n^2\pi^2}]_{0}^{1}}$$ (3.18)
 * style="width:95%" |
 * style="width:95%" |
 *

 * }

Evaluating the definite integral in equation (3.18) yields the following equation for $$a_n\!$$:

 * {| style="width:100%" border="0"

$$\displaystyle{a_{n} = \frac{2(1-cos(\pi))}{n^2\pi^2}}$$ (3.19)
 * style="width:95%" |
 * style="width:95%" |
 *

 * }

Evaluating equation (3.19) at $$ n = 1, 2, 3, 4, 5, 6, 7, 8\!$$ yields:

 * {| style="width:100%" border="0"

$$\displaystyle{a_{1} = \frac{4}{\pi^2}, a_{2} = 0, a_{3} = \frac{4}{9\pi^2}, a_{4} = 0, a_{5} = \frac{4}{25\pi^2}, a_{6} = 0, a_{7} = \frac{4}{49\pi^2}, a_{8} = 0}$$ (3.20)
 * style="width:95%" |
 * style="width:95%" |
 *

 * }

Thus, the Fourier series is:

 * {| style="width:100%" border="1"

$$ f(x) = \frac{1}{2} + \frac{4}{\pi^2}(cos(\pi x) + \frac{1}{9}cos(3\pi x) + \frac{1}{25}cos(5\pi x) + \frac{1}{49}cos(7\pi x) + ...) $$
 * style="width:95%" |
 * style="width:95%" |

(3.21)
 *

 * }

Plots of truncated Fourier series:

n = 2:

n = 4:

n = 8:

Author
Solved and Typed By -

Reviewed By -

title: User:Egm4313.s12.team1.wyattling/r6


title: File:Egm6322.s12.team1.R13.JPG


text:
User talk:Bdragon72

Request for Usurpation
Hello,. A request has been made at Changing username to usurp, or "take over", your username because you have not used it to edit, and another user would like to use it to edit.

If you have an email set in your preferences, you should be getting an email from a bureaucrat or clerk explaining how to consent or object to this process.

If you do not object to being renamed to a new username in order for another user to utilize the name you currently have, please log in and post a reply here saying so (you may also tell us what username you would like to be renamed to, or we will provide you with a generic one).

If you do nothing : the request will be considered after 14 days.

If you object to being renamed : please log in and make an edit. You may make an edit here saying "No", you may make an edit to blank this page, or any other edit you like; making any edit at all prevents your username from being usurped, because users with edits cannot have their usernames usurped.

Please note that even if your current username is usurped, you can still edit and your data will not be lost; your preferences, watchlist, and other user settings will be transferred to a new username.

Thank you for your time. -- BdragonSUL (talk) 22:16, 9 April 2012 (UTC)
 * Thanks for your email. Your account has been renamed to User:Brdagon72. Sincerely, James -- Jtneill - Talk - c 23:07, 16 April 2012 (UTC)

title: User talk:Bdragon72


text:
User:Egm4313.s12.team11.sheider/R.6.6: Lecture 10 p.10-9

Problem Statement
Given: For the following differential equation: $$ y_{p}''+4y_{p}'+3y_{p} = 2 e^{2x} cos(3x) \!$$

With a particular solution of the form: $$ y_{p} = x e^{-2x}(Mcos(3x) + Nsin(3x)) \!$$

Verify that this solution has a final expression of $$ y_{p} = 6 e^{-2x} (Ncos(3x) - Msin(3x)) \!$$ as follows:

1) Simplify the term $$ y_{p}'' \!$$

2) Simplify the 2nd term $$4y_{p}'\!$$ and combine with the simplified first term

3) Finally add the 3rd term $$ 13y_{p}\!$$

4) Find the final expression for $$ y_{p}(x) \!$$

Solution
1) To find the derivative and simplify $$ y_{p}'' \!$$ we will use www.wolframalpha.com.

The "Simplify" command will be exploited as well as the notation for taking a derivative in mathematica. The following was entered into www.wolframalpha.com:

Simplify[D[D[x*exp(-2x)*(Mcos(3x) + Nsin(3x)),x],x]]

The answer that was yielded is as follows:

$$ y_{p}'' = -6Me^{-2x}sin(3x) + 12Me^{-2x}x sin(3x) - 4Me^{-2x}cos(3x) - 5Me^{-2x} x cos(3x)\!$$

$$ - 4Ne^{-2x}sin(3x) -5Ne^{-2x} x sin(3x) + 6Ne^{-2x}cos(3x) - 12Ne^{-2x} x cos(3x) \!$$

2) In the same fashion, $$4y_{p}'\!$$ was evaluated and simplified using www.wolframalpha.com

The following was entered into www.wolframalpha.com:

simplify[4*[D[x*exp(-2x)*(Mcos(3x) + Nsin(3x)),x]]]

The answer that was yielded is as follows:

$$ 4y_{p}' = -12Me^{-2x} x sin(3x) + 4M e^{-2x}cos(3x) - 8Me^{-2x} x cos(3x) + 4Ne^{-2x}sin(3x) - 8Ne^{-2x} x sin(3x) + 12Ne^{-2x} x cos(3x) \!$$

This term can be added to the previous, and then simplified yet again using www.wolframalpha.com

The following was entered into www.wolframalpha.com

Simplify[D[D[x*exp(-2x)*(Mcos(3x) + Nsin(3x)),x],x]+ 4*[D[x*exp(-2x)*(Mcos(3x) + Nsin(3x)),x]]

The answer that was yielded is as follows:

$$ y_{p}'' + 4y_{p}' = -6Me^{-2x}sin(3x) - 13Me^{-2x} x cos(3x) -13Ne^{-2x} x sin(3x) + 6Ne^{-2x}cos(3x) \!$$

3) The final term $$ 13y_{p} \!$$ is now added to this result, as follows:

$$ y_{p}'' + 4y_{p}' + 13y_{p} = -6Me^{-2x}sin(3x) - 13Me^{-2x} x cos(3x) -13Ne^{-2x} x sin(3x) + 6Ne^{-2x}cos(3x) + 13Me^{-2x} x cos(3x) +13Ne^{-2x} x sin(3x) \!$$

$$ y_{p}'' + 4y_{p}' + 13y_{p} = -6Me^{-2x}sin(3x) + (13-13)Me^{-2x} x cos(3x) + (13-13)Ne^{-2x} x sin(3x) + 6Ne^{-2x}cos(3x) \!$$

$$ y_{p}'' + 4y_{p}' + 13y_{p} = -6Me^{-2x}sin(3x) + 6Ne^{-2x}cos(3x) \!$$

$$ y_{p}'' + 4y_{p}' + 13y_{p} = 6e^{-2x}(Ncos(3x)-Msin(3x) ) \!$$

4) As verified above, the final term is as follows:

$$ y_{p}(x) = 6e^{-2x}(Ncos(3x)-Msin(3x) ) \!$$

--Egm4313.s12.team11.sheider (talk) 22:30, 10 April 2012 (UTC)


text:
Facilitating meaningful activity for people with dementia within residential facilities

Facilitating meaningful activity for people with dementia
The development of credible health innovations are the result of research and experimentation (Australian Institute of Health Innovation AIHI 2005). This essay examine a health innovation within the social environment. The innovation involves facilitating meaningful activity for people with dementia within residential facilities. This exploration will begin with a description of the innovation, followed by a critical analysis of supporting evidence. Finally, a synthesis will be presented of recommendations for individual and group practice, based on the evidence presented.

Dementia is a collection of symptoms resulting from specific diseases and conditions which affect the brain, for example; Alzheimer’s disease (Morris & Morris 2010, p. 3). Symptoms of dementia include various degrees of cognitive and memory decline, as well as decline in the ability to communicate (Cohen-Mansfield, Parpura-Gill & Golander 2006, p. 202). This historical ‘biomedical’ understanding of dementia focuses on the degenerative and irreversible aspects (O’Connor et al. 2007, p. 121). Morris & Morris (2010, p. 85) highlight that this biomedical view of dementia is still evident in today’s society, whereby health care service delivery is focused on individuals’ ‘physical’ health status.

Self-identity is defined as the perception of the roles individual’s espouse throughout their lifetime with growing evidence suggesting that self- identity can survive throughout dementia including the later stages (Cohen- Mansfield, Parpura-Gill & Golander 2006, p. 202). Facilitating meaningful activity for people with dementia has grown from this research, showing that it can lead to improved ‘wellbeing’, a term which encompasses an individual’s achievement of a satisfactory existence (Harris, Nagy & Vardaxis 2006, p. 1827). As such, the notion of ‘facilitating meaningful activity’ involves the recognition of the importance of expressing self identity and individuality through developing and participating in meaningful occupation and activity which brings meaning to each individual. Facilitating meaningful activity involves assisting people with dementia achieve personal goals of activity, made meaningful through aligning them to their individual values, past roles, interests and cognitive ability (Harmer & Orrell 2008, p. 552).

It is important to critically analyse evidence surrounding the facilitation of meaningful activity to people with dementia, in order to discuss the benefits to people with dementia in residential facilities. A qualitative study undertaken by Clare et al. (2008) analyses the subjective experience for people with moderate to severe dementia living in residential care facilities. 10 facilities were incorporated, increasing the generalisability of the results (Crookes and Davies 2004, p. 86). Interviewed were 71 people with moderate to severe dementia, calculated through utilising the Mini- Mental State Examination (MMSE). The results are presented in three broad themes. The theme ‘nothing’s right now’ was conveyed by 89% of participants, which showed expressions of; suffering, loss, isolation, fear, worthlessness, and loneliness (Clare et al. 2008, p. 714). Feelings of loss were associated with loss of abilities, loss in participating in meaningful contribution and sense of little control of one’s own life (Clare et al. 2008, p. 716).

The theme ‘ I still am somebody’ extrapolated from 76% of participants has particular relevance to facilitating meaningful activity, whereby participants showed reflection of ones life and self- identity. The theme ‘it drives me mad’ extrapolated from 48% of participants, showed feelings of frustration, anger and boredom and a desire to engage in appropriate activity. Clare (2008) demonstrates that people with dementia living in residential care experience emotions of loss in life engagement and experience loneliness and boredom. The research in Clare (2008) indicates that residents with dementia living in facilities express a desire for meaningful activity and occupation. This research gives evidence to the value of engaging in appropriate activity from the perspective of people with dementia living within residential facilities.

A study undertaken by Harmer and Orrell (2008) explores the concept of meaningful activity for people with dementia within residential aged care facilities. 17 residents, 8 family members and 15 staff were included in 3 separate focus groups, from a range of 3 residential aged care facilities. Residents expressed enjoyment in engaging in reminiscence, whereby they talked about past experiences, roles, occupations (Harmer & Orrell 2008). Secondly residents expressed value in social engagement, particularly in the involvement of ones family. Some individuals expressed the value and interest in previous activities and roles, as well as the lack of opportunity, sense of boredom and poor opportunity for quality interactions (Harmer & Orrell 2008, p. 552).

In response to questioning what focus groups thought made activity meaningful, many residents responded that it involved enjoyment, feeling a sense of belonging and identity connected to their values and beliefs and past roles as well as inclusion in social interaction. Activities which matched cognitive needs were seen as meaningful (Harmer & Orrell 2008, p. 553). A limitation to this study includes the small sample which may impact on statistical significance and generalisability of results. This research makes evident that from the perspective of people with dementia, engaging in meaningful activity encompasses more than simple activity, but more so; leisure, sense of purpose and adds value to a person’s life.

Cohen-Mansfield, Parpura-Gill and Golander (2006) examined the effect of the implementation of identity specific activities for people with dementia. The sample size included 93 people throughout various stages of dementia. The sample size is statistically significant improving confidence in the results (Crookes & Davies 2004, p. 101). Participants, families and caregivers were interviewed in order to collect information about the individual’s role identity, perception of the importance of role identity and cognitive ability and wellbeing. The intervention (activity) was then individually determined from the interview. An example of an intervention includes constructing a family tree for grandchildren, for a person who stated importance of the family- social role.

The results showed that people who received treatment of the individualised activity, had a greater sense of pleasure and interest while performing the activity than the control group who were performing usual activities. In regards to involvement, the treatment group showed significantly greater levels of involvement in activity than did the control group. Disorientation was slightly decreased in the treatment group throughout the intervention. Agitation was decreased for the treatment group, yet no decrease in agitation was observed in the control group (Cohen-Mansfield, Parpura-Gill & Golander 2006).

Cohen-Mansfield, Parpura-Gill and Golander (2006) provide evidence that through the provision of individually developed activities for people with dementia, which incorporate self- identity, then interest, pleasure and involvement are increased and disorientation and agitation are reduced. A limitation to the study includes only including two facilities, possible decreasing generalisability of results. This study shows that providing meaningful activity can significantly improve the wellbeing and quality of life of people with dementia.

Brooker, Woolley and Lee (2007) discuss the implementation of the innovation of facilitating meaningful activity, through a broader innovation, known as the ‘Enriched Opportunities Program (EOP)’. Brooker, Woolley and Lee (2007, p. 361) set an aim to examine the effects 12 to 24 months after the implementation of the EOP program in three dementia specific aged care facilities in the United Kingdom (UK), incorporating 99 residents. The Dementia Care Mapping (DCM) tool was utilised- an observational method of data collection in aim to see the perspective of people with dementia (Brooker, Woolley & Lee 2007, p. 361). However a limitation to this method of data collection includes the chance of the ‘Hawthorn effect’, which is when the subjects may change their behaviour due to observation of the researchers and lack of blinding (Crookes & Davies 2004, p. 228). Results showed a reduction in depression levels and improvement in wellbeing. This implementation of the innovation of facilitating meaningful, individualised activities gives evidence that it can be achieved and that wellbeing and quality of life can be improved.

It is also important to discuss the cognitive abilities of people with dementia, in considering facilitating meaningful activity. A study undertaken by Chung (2004) examines activity engagement and participation of people with dementia. The study sample included 43 participants across six aged care facilities. Results showed that the people with severe dementia were more likely to withdraw and be isolated (Chung 2004, p. 30). People with mild to medium severity dementia, were more likely to be engaged in activities provided in the facilities (Chung 2004, p. 30). A limitation to the study includes that the participants were divided into three groups of level of severity of dementia which equated to a relatively small sample size per group, hence this may decrease the generalisability of results to the wider population (Crookes & Davies 2004, p. 101). The study gives evidence that in order to facilitate engagement and make activity ‘meaningful’, it must be tailored to each individual’s cognitive abilities.

The evidence presented gives rise to resulting recommendations for the improvement of practice of oneself and further health providers. The first recommendation includes the movement towards understanding the importance of holistic health provision. Within this it is crucial to acknowledge that facilitating meaningful activity has been shown to improve wellbeing for people with dementia in residential facilities (Brooker, Woolley & Lee 2007, p. 361). Not only can this recommendation be focussed towards solely the dementia care facility, but it can be generalised for an improvement in practice across all settings. The next recommendation includes individualising activity for people with dementia. Cohen- Mansfield, Parpura- Gill & Golander (2006) made evident in their research, that individualising activities incorporating self-identity, roles and attributes of the person into the facilitation of activity can assist in increased; pleasure, involvement and interest, and self awareness, as well as decreased agitation.

The individualisation of treatments can be facilitated through comprehensive assessment with the person with dementia as well as collaboration with the persons family, in assisting determine the importance and priority of identity roles, values and purpose for that person in the facilitation of meaningful activity (Cohen- Mansfield, Parpura- Gill & Golander 2006). As made evident in Cohen- Mansfield, Parpura- Gill & Golander (2006) collaborating with family can assist determining the most important past roles, occupation, values and interests. In the development of meaningful activity, it is important to provide the recommendation of incorporating cognitive capabilities as Chung (2004) made evident that different abilities determined levels of participation and engagement. Important is to match abilities of the resident with activity development, as overstimulation can cause confusion and under stimulation can cause agitation and boredom (Morris & Morris 2010, p. 98).

Another recommendation for implementation includes acknowledging the importance of quality social interactions and the importance of social inclusion, thus facilitating this in activity planning (Harmer & Orrell 2008, p. 554). This can be achieved through collaborating with community recreation programs, which can result in residents feeling improved sense of; belonging, social inclusion and needs fulfilment (Dupuis, Smale & Wiersma 2005, p. 293). Quality social interaction can also be achieved through developing a sense of community within the residential setting, through introducing residents to one another and encouraging group interaction.

Facilitating meaningful activity for people with dementia has shown to be valid. Presented evidence has shown that improved wellbeing can result from facilitating meaningful activity for people with dementia. Recommendations for practice have incorporated the importance of holistic assessment of individuals including self identity, roles, psychological capability, social inclusion, incorporating family collaboration. In influencing others’ practice this paper has explored five key attributes to successful innovation in transferring evidence and facilitating change and sustainability, and how this may be done within the innovation of facilitating meaningful activity for people with dementia.

Appendix: Learning and implications for present and future clinical practice
Through the understanding of the traditional ‘biomedical’ model of health care provision, I have acknowledged the gap between this traditional care and the evidence based best practice of providing holistic care. This has shifted my clinical assessment and decision making to incorporate a more elaborate approach including individual person’s priorities. One way in which I have put this into practice is by communicating with an individual resident and family discussing their previously enjoyed activity of ‘bingo’. In this scenario the resident identified the previous enjoyment of playing bingo with her friends. Another way I will utilise this learning is through active goal setting, collaborating with the people to develop and facilitate meaningful activity. In the mentioned scenario I identified that this was an enjoyed activity and consequently discussed with the diversional therapist this expression of interest who then developed a ‘weekly bingo playing group’, which ultimately assisted in the reduction of boredom for this resident and an increased engagement interacting within the social residential community .The third component applicable in practice includes utilising evidence-based material to develop best practice. A way in which I demonstrated this is by critically analysing the paper by Cohen-Mansfield, Parpura-Gill & Golander (2006) and suggesting the validity of these results for current practice. From this I learnt to individualise activities, such as the circumstance whereby I engaged with a person in a conversation about horticulture as many cues such as; pictures of flowers and plant books around the person’s room indicated the interest.

Acknowledgements
The original version of this essay was by Lara Moriana and was a prize winner NSW/ACT Dementia Training Student Centre essay competition, 2011.


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User talk:The duke

Hebrew Language Division
Hey Duke, thanks for signing up as a teacher with the division. I just started this project yesterday and I'm pretty optimistic about it. If you have any ideas or suggestions for how we can make this project successful let me know. Readyokaygo (talk) 02:30, 10 April 2012 (UTC)

 * My pleasure.
 * It needs publishing at real-world universities where people are learning hebrew, and it needs easy texts to practice on. From there people will have to help themselves, and we'll be there to help.
 * I won't be able to help much with administration or with live chatting (sorry, time limitations), but I'll be able to answer people's questions.
 * --The duke (talk) 17:36, 10 April 2012 (UTC)

title: User talk:The duke


text:
Portal:Hebrew/Learn Hebrew

The following is a list of all courses offered in the Hebrew Language Division divided by departments.

Interactive Biblical Hebrew
A Biblical Hebrew course that is being developed as the author is learning the language. Please feel free to ask questions.

Intensive Biblical Hebrew
The following is a list of recommended Biblical Hebrew courses, but as of now they are currently unmaintained.
 * Beginning Biblical Hebrew I
 * Beginning Biblical Hebrew II
 * Intermediate Biblical Hebrew
 * Classical Hebrew Texts

title: Portal:Hebrew/Learn Hebrew


text:
Portal:Biblical Hebrew

 עִבְרִית מִקְרָאִית

H EBREW L ANGUAGE D IVISION  Department of Modern Hebrew · Department of Biblical Hebrew · Department of Hebrew Philology Welcome • How do I begin? • Questions • Help • Browse

fr:Département:Hébreu pt:Portal:Letras/Hebraico

title: Portal:Biblical Hebrew


text:
Dominant group/Theoretical definition

A theoretical definition is a definition within a theory. A theory is one or a system of ideas intended to explain something.

To prevent circularity of meaning by using words in the definition that are or mean the exact same as that intended to be defined, a theoretical definition is based on general principles independent of the thing to be explained.

At the extreme, a theoretical definition should use no terms that are relative or exact synonyms for the thing to be defined. This excludes any term with its much more popular synonyms in the same synonymy categories as the thing to be defined.

A theoretical definition of dominant group could use any concepts in any way. Usually, some effort is made to use the scientific term in close proximity to its suggested meaning based on the common meanings of the two words chosen.

In addition to searching for more theoretical definitions, it may be beneficial to compose a variety of such definitions and test them against control groups or a control group.

Theoretical definition
Proof of concept for a theoretical definition of dominant group ideally is a definition that uses no exact or relative synonyms of dominant group.

Def. "the meaning of a word in terms of the theories of a specific discipline" is called a theoretical definition.

Def. that "which attempts to formulate a theoretically adequate characterization of the objects to which it is applied." is called a theoretical definition.

Dominant group
Examples from primary sources are to be used to prove or disprove each hypothesis. These can be collected per subject or in general.

 * 1) Accident hypothesis: dominant group is an accident of whatever processes are operating.
 * 2) Artifact hypothesis: dominant group may be an artifact of human endeavor or may have preceded humanity.
 * 3) Association hypothesis: dominant group is associated in some way with the original research.
 * 4) Bad group hypothesis: dominant group is the group that engages in discrimination, abuse, punishment, and additional criminal activity against other groups. It often has an unfair advantage and uses it to express monopolistic practices.
 * 5) Control group hypothesis: there is a control group that can be used to study dominant group.
 * 6) Entity hypothesis: dominant group is an entity within each field where a primary author of original research uses the term.
 * 7) Evolution hypothesis: dominant group is a product of evolutionary processes, such groups are the evolutionary process, produce evolutionary processes, or are independent of evolutionary processes.
 * 8) Identifier hypothesis: dominant group is an identifier used by primary source authors of original research to identify an observation in the process of analysis.
 * 9) Importance hypothesis: dominant group signifies original research results that usually need to be explained by theory and interpretation of experiments.
 * 10) Indicator hypothesis: dominant group may be an indicator of something as yet not understood by the primary author of original research.
 * 11) Influence hypothesis: dominant group is included in a primary source article containing original research to indicate influence or an influential phenomenon.
 * 12) Interest hypothesis: dominant group is a theoretical entity used by scholarly authors of primary sources for phenomena of interest.
 * 13) Metadefinition hypothesis: all uses of dominant group by all primary source authors of original research are included in the metadefinition for dominant group.
 * 14) Null hypothesis: there is no significant or special meaning of dominant group in any sentence or figure caption in any refereed journal article.
 * 15) Object hypothesis: dominant group is an object within each field where a primary author of original research uses the term.
 * 16) Obvious hypothesis: the only meaning of dominant group is the one found in Mosby's Medical Dictionary.
 * 17) Original research hypothesis: dominant group is included in a primary source article by the author to indicate that the article contains original research.
 * 18) Primordial hypothesis: dominant group is a primordial concept inherent to humans such that every language or other form of communication no matter how old or whether extinct, on the verge of extinction, or not, has at least a synonym for dominant group.
 * 19) Purpose hypothesis: dominant group is written into articles by authors for a purpose.
 * 20) Regional hypothesis: dominant group, when it occurs, is only a manifestation of the limitations within a region. Variation of those limitations may result in the loss of a dominant group with the eventual appearance of a new one or none at all.
 * 21) Source hypothesis: dominant group is a source within each field where a primary author of original research uses the term.
 * 22) Term hypothesis: dominant group is a significant term that may require a 'rigorous definition' or application and verification of an empirical definition.

Relative synonymy
A synonymous definition “cannot be used in the construction of precising or theoretical definitions.” But, relative synonyms are often used in theoretical definitions.

With a two-word term, genus classes (or categories ) may consist of three varieties:
 * 1) category1 + category2,
 * 2) "dominant" + category2, or
 * 3) category1 + "group".

Here "category1" refers to any category of relative synonyms for "dominant" (adjective or noun), and "category2" is the same for "group" (noun or verb).

The added possibilities of "group" as a verb suggests usages like "dominantly grouped", with the adverb "dominantly", or "dominant grouping".

These variations in part due to analyzing a two-word term allow additional possibilities to consider in forming genus differentia definitions.

The term dominant group appears to be used to identify entities of importance. The genera differentia for possible definitions of dominant group fall into the following set of orderable pairs:

'Orderable' means that any synonym from within the first category can be ordered with any synonym from the second category to form an alternate term for dominant group; for example, "superior class", "influential sect", "master assembly", "most important group", and "dominant painting". "Dominant" falls into category 171. "Group" is in category 61. Further, any word which has its most or much more common usage within these categories may also form an alternate term, such as "ruling group", where "ruling" has its most common usage in category 739, or "dominant party", where "party" is in category 74. "Taxon" or "taxa" are like "species" in category 61. "Society" is in category 786 so there is a "dominant society".

Hypothetical theoretical definitions
For example,

Def. F(x) such that y = F(x), whenever F(x) ⊆ X and y > x ∈ X is called a dominant group.

If such a definition existed for dominant group in a theory for any field, then this definition may be a theoretical definition, or specifically a purely theoretical definition.

Def. "[t]he nobility, or the hereditary ruling class" is called an aristocracy.

One synonym for dominant group is ruling group. Another is ruling class. A hypothetical theoretical definition might be

Def. a governing group from the aristocracy that is "[o]f high birth or social position" is called ruling elites.

A state could be said to "succeed" if it maintains, according to philosopher Max Weber, a monopoly on the legitimate use of physical force within its borders. When this is broken (e.g., through the dominant presence of warlords, paramilitary groups, or terrorism), the very existence of the state becomes dubious, and the state becomes a failed state. Bold added.

Legacy of vengeance-seeking group grievance: based on recent or past injustices, which could date back centuries. Including atrocities committed with impunity against communal groups and/or specific groups singled out by state authorities, or by dominant groups, for persecution or repression. Institutionalized political exclusion. Public scapegoating of groups believed to have acquired wealth, status or power as evidenced in the emergence of "hate" radio, pamphleteering and stereotypical or nationalistic political rhetoric. Bold added.

Criminalization and/or delegitimisation of the state: endemic corruption or profiteering by ruling elites and resistance to transparency, accountability and political representation. Includes any widespread loss of popular confidence in state institutions and processes. Bold added.

Progressive deterioration of public services: a disappearance of basic state functions that serve the people, including failure to protect citizens from terrorism and violence and to provide essential services, such as health, education, sanitation, public transportation. Also using the state apparatus for agencies that serve the ruling elites, such as the security forces, presidential staff, central bank, diplomatic service, customs and collection agencies. Bold added.

Security apparatus as "state within a state": an emergence of elite or praetorian guards that operate with impunity. Emergence of state-sponsored or state-supported private militias that terrorize political opponents, suspected "enemies," or civilians seen to be sympathetic to the opposition. An "army within an army" that serves the interests of the dominant military or political clique. Emergence of rival militias, guerilla forces or private armies in an armed struggle or protracted violent campaigns against state security forces. Bold added.

Rise of factionalised elites: a fragmentation of ruling elites and state institutions along group lines. Use of aggressive nationalistic rhetoric by ruling elites, especially destructive forms of communal irredentism or communal solidarity (e.g., "ethnic cleansing", "defending the faith"). Bold added.

Lexical definition
Def. "a social group that controls the value system and rewards in a particular society" is called a dominant group, occurs in Mosby's Medical Dictionary.

Ethnical dominant group
"For purposes of this analysis, I define a dominant ethnic group as the ethnic group in a society that exercises power to create and maintain a pattern of economic, political, and institutional advantage, which in turn results in the unequal (disproportionately beneficial to the dominant group) distribution of resources." Bold added.

Def. "the ethnic group in a society that exercises power to create and maintain a pattern of economic, political, and institutional advantage, which in turn results in the unequal (disproportionately beneficial to the dominant group) distribution of resources", bold added, is called a dominant ethnic group.

Psychological dominant group
"[A] group is dominant if it possesses a disproportionate share of societal resources, privileges, and power."

Def. "if [a group] possesses a disproportionate share of societal resources, privileges, and power" it is called a dominant group.

Dominance
Notation: let the symbol BSRI stand for Bern Sex Role Inventory.

"Several weeks after completing the BSRI subset, 24 students (12 males, 12 females) from the dominant group and 24 students (12 males, 12 females) from the submissive group were asked to participate in the study."

"This manipulation is consistent with the theoretical definition of dominance as being the tendency to make decisions for others and command and direct others to take certain actions."

Def. "the tendency to make decisions for others and command and direct others to take certain actions" is called dominance.

Hypotheses

 * 1) Appointed leaders are not members of the dominant group.

title: Dominant group/Theoretical definition


text:
Portal talk:Modern Hebrew

Development
Any discussion on the development of the Modern Hebrew Language Department should be added below:

Just quick introduction, my name is Brandon and I've been developing the bulk of the Hebrew Language Department. If you have any questions or ideas let me know. Readyokaygo (talk) 03:35, 10 April 2012 (UTC)

title: Portal talk:Modern Hebrew


text: Category:Modern Hebrew

title: Category:Modern Hebrew


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Instructional design/ARCS

◀ ID Homepage

Prelude
In the modern age, a majority of us have gone through a number of e-learning products which are designed by using a combination of images, text, and of course voiceover. However, it happens sometimes that there is an inherent flaw in the way some of these products fail to engage and motivate the learner to the fullest, just like what the character James encounters in this video. The reasons that he may not like an e-learning course can be many such as information overload, irrelevance presentation of examples, or too much text scrambled on screen. A good e-learning product not only should be effective, efficient, and appealing; but its choice of information design strategies should also motivate learners in different ways based on the analysis of them such as learning styles.

Objectives
Upon the completion of this Wikiversity lesson, you will be able to plan instruction and use methods that includes all-around motivational strategies related to information design, given an e-learning product with a scope less than 30 minutes.

(You will need to score 75% or higher in order to pass the task.)

Specifically, you will be able to (You will need to score 75% or higher in order to pass the section quiz.)
 * Recognize and apply all 4 components of Keller’s ARCS Model of Motivational Design, given examples and counter-examples.
 * Describe the purpose of conducting a learner analysis.
 * Recognize all 4 learner-style preferences of Fleming's VARK Model, given examples and counter-examples.
 * Explain why the use of information design strategies can motivate participants of e-learning.

Meanwhile, given a list of information design strategies and learner's learning-style preference, you will be able to
 * Apply at least 2 strategies that gain the customer’s attention in e-learning.
 * Apply at least 2 strategies that establish relevance to customers in e-learning.
 * Apply at least 2 strategies that boost the confidence of customers in e-learning.
 * Apply at least 2 strategies that increase customer satisfaction in e-learning.

Steps
This lesson includes the following parts:
 * Introduce Keller’s ARCS Model of Motivational Design and the role of a learner analysis.
 * View provided examples that present the choices of information design strategies with regards to attention, relevance, confidence, and satisfaction perspectives in Keller’s Motivational Design Model.
 * Apply motivational information design strategies within a given e-learning project scenario and defined characteristics of the targeted audience.
 * Review the evaluation criteria.

Let's get started!

title: Instructional design/ARCS


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Template:Modern Hebrew/Projects

The following is a list of projects that are currently being developed, if you begin developing a project it list it here so members can help you.

Modern Hebrew

 * Games
 * Grammar
 * Picture Dictionary
 * Useful Phrases
 * Word Lists
 * Word of the Day
 * Verbs
 * Dictionary
 * Workbook
 * Exams
 * Homework
 * Listening Comprehension
 * Quizzes
 * Reading Comprehension
 * Tests
 * Worksheets

title: Template:Modern Hebrew/Projects


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Template:Modern Hebrew/Courses

Ever member of the Modern Hebrew Department is allowed to develop a course. If you develop a course remember to add it to the course list so others can find it.

Intensive Modern Hebrew
The Intensive Modern Hebrew program consists of 7 cumulative college level courses designed to bring the absolute beginner to Hebrew to fluency.
 * Introduction to Modern Hebrew
 * Elementary Modern Hebrew I
 * Elementary Modern Hebrew II
 * Intermediate Modern Hebrew I
 * Intermediate Modern Hebrew II
 * Advanced Hebrew I
 * Advanced Hebrew II

title: Template:Modern Hebrew/Courses


text: Instructional design/ARCS/intro

title: Instructional design/ARCS/intro


text:
Instructional design/ARCS Introduction

◀ ID Homepage

This lesson includes the following components:

 * preview Keller’s ARCS Model of Motivational Design and the role of a learner analysis.
 * viewing provided examples that present the choices of information design strategies with regards to attention, relevance, confidence, and satisfaction perspectives in Keller’s Motivational Design Model.
 * Draft a paper prototype plan within a given e-learning project scenario and defined characteristics of the targeted audience.
 * Review a completed sample solution to the scenario.

Let's get started!

title: Instructional design/ARCS Introduction


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Instructional design/ARCS Learner Analysis

Analyzing Learners
As instructional designers, we have learned that instruction should not be created without any consideration being given to who the learners are on the receiving end. If you remember, a key focus of instructional design is to individualize learning experiences; in other words, it is important to know who the learners are. Remember we are not teaching to groups but to groups of individuals. Additionally, by knowing about the learners the learning environment can be better arranged to increase the probability of individual performance. With a learner analysis, learners’ abilities as well as the deficiencies in their skills are assessed. This will tell us how if they are ready to reach the learning goal, and where the instruction should start.

In general, learner analysis is the description of the target population. We analyze learners to discover their characteristics that impact learning and instruction. Common tools used to find out more about learners include
 * surveys,
 * observations,
 * interviews,
 * existing reports,
 * test scores and so on.

On the other side, there are different approaches to learner analysis.
 * The Dick and Carey Systems Approach Model describes the process of analyzing the learners and identifies a set of learner characteristics that affect learning: Apart from general characteristics (i.e. age, grade level, and topic), the characteristics of learners should be described as entry behaviors, prior knowledge, attitudes, motivation, educational and ability levels, group characteristics, and learning-styles preferences.
 * The KEMP Model outlines three categories of learner characteristics: general characteristics, specific entry competencies, and learning styles.
 * According to the Strategic Development of Talent, learning styles is one of the learner-related characteristics to answer the question of who the intended and appropriate learner is prior to preparing instructional strategies or materials.

However, do you know how many learning styles are there?

Fleming's VARK Model
Many of us recognize that each learner may prefer a different learning style and technique than others. Learning styles categorize common ways that people learn, but everyone may or may not a mix of learning styles. Among many models that describe learning styles, this lesson includes the VARK Model as an example. The VARK questionnaire was developed by Neil Fleming in order to determine the learner's preferred mode(s) of receiving and exchanging information in the context of learning. Similar to ARCS, there are also 4 components in the VARK model:

• Visual

This preference does not include still pictures or photographs of reality, movies, videos or PowerPoint. On contrary, it includes visual elements to highlight and convey information such as designs, whitespace, patterns, and shapes. It consists of the depiction of information in maps, spider diagrams, charts, graphs, labelled diagrams, all the symbolic arrows, circles, hierarchies and so on. For example, when new sales representatives are trained to understand the sales over the twelve months last year, use a line graph instead of showing a video clip of the department head making an annual sales report.

• Auditory

Instruction that is spoken or heard facilitates learning for this preference. Lectures, recordings, discussions and emails are all mechanisms that allow people with this modality to have conversations with others with regards to the content. For example, when new sales representatives are observing the line graph, the e-learning courseware provides narration to describe the sales trend of last year.

• Reading/Writing

Learners with a preference for the reading/writing modality learn best when receiving and returning information as text-based input and output. Their tools of choice include dictionaries, the Internet, PowerPoint, written responses and so on. For example, the e-learning courseware for the new sales representatives provides printable scripts of the narration for those who prefers text.

• Kinesthetic

Although kinesthetic may invoke other preferences, Fleming (2001) states the key is that learners who prefer this mode are connected to reality, "either experience or practice through concrete personal experiences, examples, practice or simulation." It includes demonstrations, simulations, videos and movies of real events, as well as case studies, practice and applications. For example, in the e-learning courseware new sale representatives are presented with a real case of how their sales manager used interpersonal skills to communicate with clients.

Click this link to complete a questionnaire, find out about your learning-style preference now! Record your scores in the format below by clicking the "edit" tab. Keep in mind that this is a great example of using questionnaire or survey as an approach to conducting learner analysis and find about learners.

Relating to E-Learning
Multimedia learning principles by Ruth Colvin Clark and Richard Mayer define e-learning. Besides content and instructional methods that facilitate the learning of the content, e-learning courses are delivered via digital devices "using words in the form of spoken or printed text and pictures such as illustrations, photos, animation, or video." With most e-learning courses using multimedia to present information, typically, there is a mix of visuals and narration. It is not uncommon to use onscreen text, visuals as well as audio that elaborate the onscreen text to ensure that all kinds of learners can process information through their preferred sensory channel.

Keep in mind that there are many researchers who challenge the statement that visual, auditory, read/write, and kinesthetic learners definitely need visual, auditory, reading/writing, and kinesthetic instruction. Daniel Willingham, Professor of Psychology at the University of Virginia, states the decisions on presenting content through a certain mode should be taken based on the type of content. This lesson bases on the same statement. However, the key of this lesson to instruct you, when content should really decide the modality of presentation, to secondarily consider the possibility of a given piece of content being presented equally effective in more than one modality, based on the learning-style preference.

Another caution is that it is necessary to avoid placing too many demands on the learners’ capacity to process information. Two assumptions of multimedia learning principles is that 1) all people have separate channels for processing verbal and pictorial material and 2) each channel is limited in the amount of processing that can take place at any time. For example, using interesting or emotional background music may distract learners when they read on a computer screen.

In summary, while every learner has the own "style" for collecting and organizing information into meanings, and the e-learning environment can be particularly well suited to the personal learning-style preference and needs. As a result, learners are more likely to pay attention, establish relevance to the content, boost confidence, and increase their satisfaction to be motivated.

Practice
{Which of the following best describes the following illustration in a correct order?

- A. Kinesthetic, Auditory, Reading/Writing, Visual - B. Reading/Writing, Kinesthetic, Visual, Auditory - C. Visual, Kinesthetic, Reading/Writing, Auditory + D. Kinesthetic, Reading/Writing, Auditory, Visual
 * type=""}
 * Oops, try it again! You are almost there. Visual learners learn best by seeing graphic displays such as charts, diagrams, and illustrations. Auditory learners learn best by hearing information. Reading and writing learners prefer to take in information displayed as words. Kinesthetic learners learn best by having or learning from real experiences.
 * Oops, try it again! You are almost there. You are almost there. Visual learners learn best by seeing graphic displays such as charts, diagrams, and illustrations. Auditory learners learn best by hearing information. Reading and writing learners prefer to take in information displayed as words. Kinesthetic learners learn best by having or learning from real experiences.
 * Oops, try it again! You are almost there. You are almost there. Visual learners learn best by seeing graphic displays such as charts, diagrams, and illustrations. Auditory learners learn best by hearing information. Reading and writing learners prefer to take in information displayed as words. Kinesthetic learners learn best by having or learning from real experiences.
 * Yes, you are great!

{Which of the following appropriately describes the VARK Model?

- A. VARK's visual learning-style preference consists of all the multimedia elements such as fact-based documentaries. + B. Lectures, recordings, discussions and emails are like conversations that auditory learners enjoy. - C. Reading/Writing only focuses on text-based input. - D. Kinesthetic learning may involve video making instead of video watching.
 * type=""}
 * Oops, try it again! You are almost there. "Visual" only includes visual elements to highlight and convey information such as designs, whitespace, patterns, and shapes. It consists of the depiction of information in maps, spider diagrams, charts, graphs, labelled diagrams, all the symbolic arrows, circles, hierarchies and so on.
 * Yes, you are great!
 * Oops, try it again! You are almost there. This preference learns best when receiving and returning information as text-based input and output such as note-taking and answering essay questions.
 * Oops, try it again! You are almost there. VARK's kinesthetic learning-style preference may include the viewing of demonstrations, simulations, videos and movies as long as they are about real experience or example because these learners are connected to the reality.

{Why should a learner analysis should be conducted prior to the design of instruction?

+ A. Because providing information about your learners to better prepare instructional strategies or materials for individuals to enhance performance. - B. Because finding out about the learner's specific learning style. - C. Because Fleming's VARK questionnaire in a learner analysis analyzes the learner's entry behaviors. - D. Because Common tools of of a learner analysis consist of surveys, observations, interviews, existing reports, test scores and so on.
 * type=""}
 * Yes, you are great!
 * Oops, try it again! You are almost there. Learning style is NOT the only side of the characteristics of learners you need to find out about. For example, Kemp, Morrison, and Ross (2011) include two other categories of learner characteristics: general characteristics and specific entry competencies, besides learning styles.
 * Oops, try it again! You are almost there. The VARK questionnaire is aimed at determining the learner's preferred mode(s) of receiving and exchanging information.
 * Oops, try it again! You are almost there. The statement has nothing wrong. However, it is irrelevant to the question.

{Why the good application of information design strategies can motivate participants of e-learning?

- A. Because the information design of e-learning include as many multimedia elements as possible. + B. Because e-learning products and the design of information both involve words, photos, or narration; and even real-world examples. Good information design ensures different types of learners can process information through their preferred sensory channel. - C. Because the VARK Model is the one and the only approach to deciding the modality of presentation of content for an e-learning product. - D. Information design strategies cause cognitive overload.
 * type=""}
 * Oops, try it again! You are almost there. Remember, Clark and Mayer (2008) prove that all people have separate channels for processing verbal and pictorial material and each channel is limited in the amount of processing that can take place at any time. Hence, we avoid placing too many demands on the learners’ capacity to process information.
 * Yes, you are great!
 * Oops, try it again! You are almost there. The decision, however, should be taken based on the type of content first. After that if content is to be presented equally effective in more than one modality, we then can consider learning styles or other learning characteristics.
 * Oops, try it again! You are almost there. Good information design strategies can gain attention, boost confidence, and increase satisfaction of customers of e-learning and establish relevance to them.

 * }


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Instructional design/ARCS IMDesign

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title: Instructional design/ARCS IMDesign


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Instructional design/ARCS Ready

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title: Instructional design/ARCS Ready


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Instructional design/ARCS others

◀ Going back to ID Homepage

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title: Instructional design/ARCS others


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Instructional design/ARCS Information Design & Motivational Design

Motivational Information Design Strategies
The motivational information design strategies mainly base on the ARCS Model by referring to information design principles by Ronnie Lipton and multimedia learning principles by Ruth Colvin Clark and Richard Mayer. Lipton focuses on 1) word design, covering the content part of information design such as layout, writing style, and use of color; and 2) picture design: how to effectively use illustration and pictures to support what is in the text. On the other side, Clark and Mayer successfully include the use of visual and auditory channels by explaining how graphics with audio improves learning. The audience learns better from animation and narration, than from animation and onscreen text. All the strategies are from synergies and divided into 4 categories with regards to 1) the learning-style preferences of the VARK Model and 2) the 4 components of the ARCS Model.


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Instructional design/ARCS Try It

Problem
The principal of the rural Alaska school was very impressed with the workshop you designed and how students were motivated during the workshop. Now that the school started to offers online high school courses, you are considered to lead the design and development for the same content; however, this time the delivery is changed to a 30-minute self-running module with the same audiences (Grade 9) who are enrolled in the distant program but live in remote villages in the same state.

Your task is to apply motivational information design strategies based on the learners' learning-style preferences as to include
 * at least 2 strategies that gain the student’s attention in e-learning,
 * at least 2 strategies that establish relevance to the student in e-learning,
 * at least 2 strategies that boost the confidence of the student in e-learning, and
 * at least 2 strategies that increase the student's satisfaction in e-learning.

Please also explain the reasons why a typical motivational information design strategy is chosen and give evidence from the case. In order to consider the background and context of the instruction as well as the analysis results of the learner in your design (i.e. the learning-style preference), please refer to the previous case scenario.

  Name:

Description of your lesson:

A1:

A2:

Evidence:

R1:

R2:

Evidence:

C1:

C2:

Evidence:

S1:

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Evidence:

title: Instructional design/ARCS Try It


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Instructional design/ARCS Additional Sample

Rubrics
Before viewing a worked sample solution, please refer to the rubric below for quality assurance. You need to score at least 75% (3 out of 4) or higher in order to pass.


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Portal:Hebrew/Staff Members

The following are staff members at the Hebrew Language Division. Staff members actively contribute and maintain the division, departments, and courses. They are fluent or proficient in Hebrew, and available to help students in the division.

title: Portal:Hebrew/Staff Members


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Portal:Modern Hebrew/Things you can do

The following is a list of tasks that need to be worked on or completed in the Hebrew division and subsequent departments:
 * Organize Category:Hebrew by making sure all pages are properly categorized and structured accordingly.

title: Portal:Modern Hebrew/Things you can do