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https://en.wikipedia.org/w/index.php?title=Zulu_Cannibal_Giants&diff=59045658&oldid=59045626 | * [[http://www.negroleaguestore.com/Zulu.htm page at negroleaguestore.com]] | 2006-06-17T02:19:56Z | * [http://www.negroleaguestore.com/Zulu.htm page at negroleaguestore.com] | 2006-06-17T02:20:14Z |
https://en.wikipedia.org/w/index.php?title=Electrophone_(information_system)&diff=43026724&oldid=41185368 | [http://earlyradiohistory.us/sec003.htm News and Entertainment by Telephone] | 2006-02-25T17:03:10Z | *[http://earlyradiohistory.us/sec003.htm News and Entertainment by Telephone]
| 2006-03-09T21:19:31Z |
https://en.wikipedia.org/w/index.php?title=Blocking_(stage)&diff=12719466&oldid=9290654 | '''Blocking''' is a [[theatre]] term which refers to the precise movement and positioning of [[actor]]s on a [[stage]] in order to facilitate the [[performance]] of a [[play]], [[ballet]] or [[opera]].
| 2005-01-09T13:48:19Z | '''Blocking''' is a [[theatre]] term which refers to the precise movement and positioning of [[actor]]s on a [[stage]] in order to facilitate the [[performance]] of a [[play]], [[ballet]], or [[opera]]. | 2005-01-11T19:16:12Z |
https://en.wikipedia.org/w/index.php?title=Didascaly&diff=430639088&oldid=430638963 | '''Didascaly''', Greek Antiquity [modern ad. Greek ''διδασκαλία'' instruction, teaching; in plural as in quotation. So modern French ''didascalie''.]
1. In The Catalogues of the ancient Greek Dramas, with their writers, dates, etc., such as were compiled by Aristotle and others.<ref>James Murray, Editor (1897) ''A New English dictionary on Historical Principles'', Clarendon Press Oxford</ref><ref>''Oxford English Dictionary'' (2003)</ref> | 2011-05-24T07:07:00Z | '''Didascaly''', Greek Antiquity [modern ad. Greek ''διδασκαλία'' instruction, teaching; in plural as in quotation. So modern French ''didascalie''.]<ref>''Oxford English Dictionary'' (2003)</ref>
1. In The Catalogues of the ancient Greek Dramas, with their writers, dates, etc., such as were compiled by Aristotle and others.<ref>James Murray, Editor (1897) ''A New English dictionary on Historical Principles'', Clarendon Press Oxford</ref> | 2011-05-24T07:08:41Z |
https://en.wikipedia.org/w/index.php?title=Naturalism_(theatre)&diff=252880650&oldid=252809735 | '''Naturalism''' is a [[Literary movement|movement]] in European [[drama]] and [[theatre]] that developed in the [[Nineteenth-century theatre|late-19th]] and [[Twentieth-century theatre|early 20th]] centuries. It refers to theatre that attempts to create a perfect illusion of reality through a range of dramatic and theatrical strategies: detailed, three-dimensional settings (which bring [[Charles Darwin|Darwinian]] understandings of the determining role of the environment into the staging of human drama); everyday speech forms ([[prose]] over [[poetry]]); a [[secular]] world-view (no ghosts, spirits or gods intervening in the human action); an exclusive focus on subjects that are contemporary and indigenous (no exotic, otherworldly or fantastic locales, nor historical or mythic time-periods); an extension of the social range of characters portrayed (away from the [[aristocrats]] of classical drama, towards [[bourgeois]] and eventually [[Working class|working-class]] protagonists); and a style of acting that attempts to recreate the impression of reality (often by seeking complete identification with the role, understood in terms of its 'given circumstances', which, again, transcribe Darwinian motifs into performance, as advocated by [[Stanislavski]]).<ref name="theatre">See Williams (1989 and 1993), Stanislavski (1936) and Hagen (1973).</ref> | 2008-11-19T17:18:45Z | '''Naturalism''' is a [[Literary movement|movement]] in European [[drama]] and [[theatre]] that developed in the [[Nineteenth-century theatre|late 19th]] and [[Twentieth-century theatre|early 20th]] centuries. It refers to theatre that attempts to create a perfect illusion of reality through a range of dramatic and theatrical strategies: detailed, three-dimensional settings (which bring [[Charles Darwin|Darwinian]] understandings of the determining role of the environment into the staging of human drama); everyday speech forms ([[prose]] over [[poetry]]); a [[secular]] world-view (no ghosts, spirits or gods intervening in the human action); an exclusive focus on subjects that are contemporary and indigenous (no exotic, otherworldly or fantastic locales, nor historical or mythic time-periods); an extension of the social range of characters portrayed (away from the [[aristocrats]] of classical drama, towards [[bourgeois]] and eventually [[Working class|working-class]] protagonists); and a style of acting that attempts to recreate the impression of reality (often by seeking complete identification with the role, understood in terms of its 'given circumstances', which, again, transcribe Darwinian motifs into performance, as advocated by [[Stanislavski]]).<ref name="theatre">See Williams (1989 and 1993), Stanislavski (1936) and Hagen (1973).</ref> | 2008-11-19T23:23:20Z |
https://en.wikipedia.org/w/index.php?title=Summer_stock_theater&diff=2058450&oldid=2058445 | Summer stock theaters are generally theaters that produce only in the summertime. The name "stock" comes from the tradition of putting on the same shows year to year and using and re-sing the same "stock" scenery and costumes. While some smaller theaters still continue this tradition, many summer stock theaters have become highly-egarded summer festivals producing new plays, musicals and operas and employing high-profile performers and large staffs. Some high quality summer theaters include: [[Utah Shakespeare Festival]], [[Sante Fe Opera]], [[Oregon Shakespeare]], and [[Glimmerglass Opera]]. | 2003-12-31T16:31:04Z | Summer stock [[theaters]] are generally theaters that produce only in the summertime. The name "stock" comes from the tradition of putting on the same shows year to year and using and re-sing the same "stock" scenery and costumes. While some smaller theaters still continue this tradition, many summer stock theaters have become highly-egarded summer festivals producing new plays, musicals and operas and employing high-profile performers and large staffs. Some high quality summer theaters include: [[Utah Shakespeare Festival]], [[Sante Fe Opera]], [[Oregon Shakespeare]], and [[Glimmerglass Opera]]. | 2003-12-31T16:31:41Z |
https://en.wikipedia.org/w/index.php?title=Supporting_character&diff=14816967&oldid=6737103 | A [[character]] of a [[book]], [[play]], [[movie]], [[TV show]] or other form of [[storytelling]] usually used only to give dimension to a [[main character]], by adding a relationship with this character, although sometimes [[supporting characters]] may develop a complexity of their own. | 2004-10-20T22:17:19Z | A [[character]] of a [[book]], [[play]], [[movie]], [[TV show]] or other form of [[storytelling]] usually used only to give dimension to a [[main character]], by adding a relationship with this character, although sometimes supporting characters may develop a complexity of their own. | 2004-10-20T22:19:34Z |
https://en.wikipedia.org/w/index.php?title=Theatre_pedagogy&diff=464854219&oldid=464851785 | Tanja Bidlo: Theatre Pedagogy. Introduction. Oldib Verlag, Essen, 2006
Hans Hoppe: Theatre and Education. Principles, criteria, models of educational theater. Lit Verlag, Munster 2003.2. Aufl.2011, ISBN 3-825-87130-4
Felix Rellstab: drama Manual, Volume 4, theater education. Stutz Publishing Printing Ltd., CH-2000 Wädenswil
Gerd Koch / Marianne Streisand (eds): Dictionary of Theatre Education, Berlin Milow 2003: Schibri
Marianne Streisand / Susan Hentschel / Andreas Poppe / Bernd Ruping (eds): Generations in the conversation. Archaeology of Theatre Pedagogy I. Schibri-Verlag, 2005 Milow
Jürgen Weintz: Theatre Education and Dramatic Art. Aesthetic and psycho-social experience by working role. Schribri-Verlag, Milow, 2007, ISBN 3-937-89564-7 | 2011-12-08T22:44:09Z | * Tanja Bidlo: Theatre Pedagogy. Introduction. Oldib Verlag, Essen, 2006
* Hans Hoppe: Theatre and Education. Principles, criteria, models of educational theater. Lit Verlag, Munster 2003.2. Aufl.2011, ISBN 3-825-87130-4
* Felix Rellstab: drama Manual, Volume 4, theater education. Stutz Publishing Printing Ltd., CH-2000 Wädenswil
* Gerd Koch / Marianne Streisand (eds): Dictionary of Theatre Education, Berlin Milow 2003: Schibri
* Marianne Streisand / Susan Hentschel / Andreas Poppe / Bernd Ruping (eds): Generations in the conversation. Archaeology of Theatre Pedagogy I. Schibri-Verlag, 2005 Milow
* Jürgen Weintz: Theatre Education and Dramatic Art. Aesthetic and psycho-social experience by working role. Schribri-Verlag, Milow, 2007, ISBN 3-937-89564-7 | 2011-12-08T23:00:32Z |
https://en.wikipedia.org/w/index.php?title=Theatrical_blood&diff=252895868&oldid=252895702 | '''Theatrical blood''' (rather than artificial blood) is used in movie-making and theatre. For example, when a director needs to simulate an actor being shot or cut, a wide variety of chemicals and natural products can be used. [[Alfred Hitchcock]] famously used [[Bosco Chocolate Syrup]] as fake blood in his 1960 thriller ''[[Psycho]]''. | 2008-11-20T00:49:59Z | '''Theatrical blood''' (rather than [[artificial blood]]) is used in movie-making and theatre. For example, when a director needs to simulate an actor being shot or cut, a wide variety of chemicals and natural products can be used. [[Alfred Hitchcock]] famously used [[Bosco Chocolate Syrup]] as fake blood in his 1960 thriller ''[[Psycho]]''. | 2008-11-20T00:51:06Z |
https://en.wikipedia.org/w/index.php?title=Excitante&diff=459968816&oldid=459968775 | '''Excitante''' is a [[Argentina|Argentine]] [[Musical]] & Theater Show that acts in the theater of '''Mar del plata'''. The show is presented and let by the creators ''Miguel Ángel Cherutti'' & ''Nito Artaza'' and also led by [[Vedette|1st Vedette]], [[Adabel Guerrero]]. The show debuted in ''Mar del Plata'' in December 2,2011.<ref>[http://www.haceinstantes.net/2011/09/artaza-y-cherutti-definen-el-elenco-de.html]</ ref>
The show featured [[acrobatics|acrobat]] and [[dancer]] ''Cinthya Fernández'' and ''Flavio Mendoza'' who is also a [[choreographer]] and created the mayority of the choreography, [[model (person)|model]] and [[dancer]] ''[[Jesica Cirio|Jésica Cirio]]'' would perform as second vedette and [[model (person)|model]] ''Alejandra Maglietti'' as third, [[pole dancer]] Estefania Bacca y [[professional]] [[dancer]] Virginia Dobrich would be the lead female dancers as well as perform as vedettes. The magazine debuted in December 2 in the theater of ''Mar del Plata''. The [[Theatrical producer|producer]] was ''Daniel Comba'' and the show was led and presented by ''Miguel Angel Cherutti'' & ''Nito Artaza''. Other cast members where ''Luciana Salazar, Estela Raval, Bicho Gómez & Campi''.<ref>[http://www.haceinstantes.net/2011/09/artaza-y-cherutti-definen-el-elenco-de.html]</ ref><ref>[http://www.diariopanorama.com/seccion/espectaculos_18/cinthia-fernandez-feliz-de-formar-parte-del-elenco-de-excitante_a_74149]</ ref> | 2011-11-10T13:55:36Z | '''Excitante''' is a [[Argentina|Argentine]] [[Musical]] & Theater Show that acts in the theater of '''Mar del plata'''. The show is presented and let by the creators ''Miguel Ángel Cherutti'' & ''Nito Artaza'' and also led by [[Vedette|1st Vedette]], [[Adabel Guerrero]]. The show debuted in ''Mar del Plata'' in December 2,2011.<ref>[http://www.haceinstantes.net/2011/09/artaza-y-cherutti-definen-el-elenco-de.html]</ref>
The show featured [[acrobatics|acrobat]] and [[dancer]] ''Cinthya Fernández'' and ''Flavio Mendoza'' who is also a [[choreographer]] and created the mayority of the choreography, [[model (person)|model]] and [[dancer]] ''[[Jesica Cirio|Jésica Cirio]]'' would perform as second vedette and [[model (person)|model]] ''Alejandra Maglietti'' as third, [[pole dancer]] Estefania Bacca y [[professional]] [[dancer]] Virginia Dobrich would be the lead female dancers as well as perform as vedettes. The magazine debuted in December 2 in the theater of ''Mar del Plata''. The [[Theatrical producer|producer]] was ''Daniel Comba'' and the show was led and presented by ''Miguel Angel Cherutti'' & ''Nito Artaza''. Other cast members where ''Luciana Salazar, Estela Raval, Bicho Gómez & Campi''.<ref>[http://www.haceinstantes.net/2011/09/artaza-y-cherutti-definen-el-elenco-de.html]</ref><ref>[http://www.diariopanorama.com/seccion/espectaculos_18/cinthia-fernandez-feliz-de-formar-parte-del-elenco-de-excitante_a_74149]</ref> | 2011-11-10T13:56:05Z |
https://en.wikipedia.org/w/index.php?title=Faceboyz_Folliez&diff=481209035&oldid=481208579 | Inspired by the famed [[Folies Bergères]] of [[Paris]], Faceboyz Folliez cast and guests present a show that is usually as daring as the [[Folies Bergères]] was considered to be in its time.<ref>http://newyork.timeout.com/music-nightlife/nightlife/2652801/scene-spotlight-faceboyz-folliez-nsfw</ref> Past guests have included; [[Jonathan Ames]], [[John S. Hall]] [[Joey Gay]] and Zoe Hansen.<ref>http://www.blackbookmag.com/good-night-mr-lewis-1.109/faceboyz-follies-at-bowery-poetry-club-don-cornelius-tribute-at-submercer-goodbye-to-ben-barna-1.44602</ref> | 2012-03-10T20:18:04Z | Inspired by the famed [[Folies Bergères]] of [[Paris]], the cast of Faceboyz Folliez present a show that is usually as daring as the [[Folies Bergères]] was considered to be in its time.<ref>http://newyork.timeout.com/music-nightlife/nightlife/2652801/scene-spotlight-faceboyz-folliez-nsfw</ref> Past guests have included; [[Jonathan Ames]], [[John S. Hall]] [[Joey Gay]] and Zoe Hansen.<ref>http://www.blackbookmag.com/good-night-mr-lewis-1.109/faceboyz-follies-at-bowery-poetry-club-don-cornelius-tribute-at-submercer-goodbye-to-ben-barna-1.44602</ref> | 2012-03-10T20:21:32Z |
https://en.wikipedia.org/w/index.php?title=Late-night_talk_show&diff=854666832&oldid=854666742 | * ''Conversa Com Bial'' ([[Rede Globo]]; may 2, 2018 - present) | 2018-08-13T00:20:50Z | * ''Conversa Com Bial'' ([[Rede Globo|Globo]]; may 2, 2018 - present) | 2018-08-13T00:21:28Z |
https://en.wikipedia.org/w/index.php?title=Paris_by_Night&diff=494425044&oldid=494424978 | * [http://www.facebook.com/pbnforum Paris by Night's NEW Facebook Forum for fans to connect]. | 2012-05-26T06:08:05Z | # [http://www.facebook.com/pbnforum Paris by Night's NEW Facebook Forum for fans to connect]. | 2012-05-26T06:08:53Z |
https://en.wikipedia.org/w/index.php?title=RuPaul's_Drag_Race_Live!&diff=914605303&oldid=914605107 | In September 2019, at the first day of [[RuPaul's DragCon NYC]], ''RuPaul's Drag Race Live!'' was announced. The show will be a [[Las Vegas]] residency from January to August 2020 at the [[Flamingo Las Vegas]].<ref name=":32">{{Cite web|url=https://deadline.com/2019/09/rupauls-drag-race-live-show-las-vegas-dragcon-rupaul-charles-1202713647/|title=‘RuPaul’s Drag Race’ Sets Live Show In Las Vegas|last=Ramos|first=Dino-Ray|date=September 7, 2019|website=Deadline|url-status=live|archive-url=|archive-date=|access-date=2019-09-08}}</ref> It will feature [[RuPaul discography|RuPaul’s music]] and seven of a rotating cast of twelve queens: [[Yvie Oddly]] (season eleven winner), [[Aquaria (drag queen)|Aquaria]](season ten winner), [[Asia O'Hara]](season ten), [[Coco Montrese]](season five, ''All Stars'' season two), [[Derrick Barry]](season eight), [[Eureka O'Hara]](season nine and ten), [[India Ferrah]](season three), [[Kahanna Montrese]](season eleven), [[Kameron Michaels]](season ten), [[Kim Chi (drag queen)|Kim Chi]](season eight), [[Naomi Smalls]](season eight), and [[Shannel]](season one, ''All Stars one'').<ref name=":32" /> | 2019-09-08T09:56:45Z | In September 2019, at the first day of [[RuPaul's DragCon NYC]], ''RuPaul's Drag Race Live!'' was announced. The show will be a [[Las Vegas]] residency from January to August 2020 at the [[Flamingo Las Vegas]].<ref name=":32">{{Cite web|url=https://deadline.com/2019/09/rupauls-drag-race-live-show-las-vegas-dragcon-rupaul-charles-1202713647/|title=‘RuPaul’s Drag Race’ Sets Live Show In Las Vegas|last=Ramos|first=Dino-Ray|date=September 7, 2019|website=Deadline|url-status=live|archive-url=|archive-date=|access-date=2019-09-08}}</ref> It will feature [[RuPaul discography|RuPaul’s music]] and seven of a rotating cast of twelve queens: [[Yvie Oddly]] (season eleven winner), [[Aquaria (drag queen)|Aquaria]] (season ten winner), [[Asia O'Hara]] (season ten), [[Coco Montrese]] (season five, ''All Stars'' season two), [[Derrick Barry]] (season eight), [[Eureka O'Hara]] (season nine and ten), [[India Ferrah]] (season three), [[Kahanna Montrese]] (season eleven), [[Kameron Michaels]] (season ten), [[Kim Chi (drag queen)|Kim Chi]] (season eight), [[Naomi Smalls]] (season eight), and [[Shannel]] (season one, ''All Stars one'').<ref name=":32" /> | 2019-09-08T09:59:14Z |
https://en.wikipedia.org/w/index.php?title=Time_Crisis_with_Ezra_Koenig&diff=828538020&oldid=828537984 | * [[Hannah Fiddell]] | 2018-03-03T05:00:59Z | * Hannah Fiddell | 2018-03-03T05:01:19Z |
https://en.wikipedia.org/w/index.php?title=Entertainment_Express&diff=623941187&oldid=623941120 | '''Entertainment Express Nigeria''' is a Nigerian newspaper centered around movies, music and sports.<ref>http://www.e-expressnigeria.com/news/2012/07/entertainment-express-anniversary-bash-holds-tomorrow-at-niteshift-coliseum</ref><ref>http://www.vanguardngr.com/2012/07/ay-elenu-lecturaothers-for-entertainment-express-1-yr-anniversary/</ref><ref>http://dailypost.ng/2012/07/18/kimono-ay-raw-yemi-sax-others-perform-entertainment-express-anniversary-bash/</ref><ref>http://www.pmnewsnigeria.com/2012/07/30/stephanie-victor-osuagwu-others-honour-entertainment-express/</ref><ref></ref> | 2014-09-03T01:28:07Z | '''Entertainment Express Nigeria''' is a Nigerian newspaper centered around movies, music and sports.<ref>http://www.e-expressnigeria.com/news/2012/07/entertainment-express-anniversary-bash-holds-tomorrow-at-niteshift-coliseum</ref><ref>http://www.vanguardngr.com/2012/07/ay-elenu-lecturaothers-for-entertainment-express-1-yr-anniversary/</ref><ref>http://dailypost.ng/2012/07/18/kimono-ay-raw-yemi-sax-others-perform-entertainment-express-anniversary-bash/</ref><ref>http://www.pmnewsnigeria.com/2012/07/30/stephanie-victor-osuagwu-others-honour-entertainment-express/</ref> | 2014-09-03T01:28:43Z |
https://en.wikipedia.org/w/index.php?title=Cirque_Rocks&diff=72570598&oldid=72570167 | On [[August 29]], [[2006]], It was been reported that a [[chinese]] performer associated with the [[Chasing Sun]] chair balance act failed to turn up for her flight back to [[China]]. No further details are apparent and her disappearance remains a mystery. | 2006-08-29T08:25:46Z | On [[August 29]], [[2006]], It was been reported that a [[chinese]] performer associated with the [[Chasing Sun]] chair balance act failed to turn up for her flight back to [[China]]. No further details are apparent and her disappearance remains a mystery. | 2006-08-29T08:29:37Z |
https://en.wikipedia.org/w/index.php?title=Studio_54_(Las_Vegas)&diff=98704531&oldid=98704378 | '''Studio 54''' opened in Las Vegas in December of 1997 at the [MGM Grand Las Vegas|MGM Grand]. Designed to be a replica of the original club, it has most of the original elements and equipment, including the "Man in the Moon" and the spoon - however the two are never displayed together. | 2007-01-05T19:44:38Z | '''Studio 54''' opened in Las Vegas in December of 1997 at the [[MGM Grand Las Vegas|MGM Grand]]. Designed to be a replica of the original club, it has most of the original elements and equipment, including the "Man in the Moon" and the spoon - however the two are never displayed together. | 2007-01-05T19:45:23Z |
https://en.wikipedia.org/w/index.php?title=Nature_(journal)&diff=662244561&oldid=662201062 | Research scientists are the primary audience for the journal, but summaries and accompanying articles are intended to make many of the most important papers understandable to scientists in other fields and the educated general public. Towards the front of each issue are [[editorial]]s, news and feature articles on issues of general interest to scientists, including current affairs, science funding, business, scientific ethics and research breakthroughs. There are also sections on books and arts. The remainder of the journal consists mostly of research papers (articles or letters), which are often dense and highly technical. Because of strict limits on the length of papers, often the printed text is actually a summary of the work in question with many details relegated to accompanying ''supplementary material'' on the journal's website.
In 1996, ''Nature'' created its own website<ref>{{Cite web|url = http://www.nature.com/npg_/company_info/timeline2.html|title = Branching out (1970-1999)|date = |accessdate = 2014-11-13|website = nature.com|publisher = Nature Publishing Group|last = |first = }}</ref> and in 1999 Nature Publishing Group began its series of ''Nature Reviews''.<ref name="NPG" /> Some articles and papers are available for free on the Nature web site. Others require the purchase of premium access to the site. | 2015-05-13T20:09:22Z | Research scientists are the primary audience for the journal, but summaries and accompanying articles are intended to make many of the most important papers understandable to scientists in other fields and the educated public. Towards the front of each issue are [[editorial]]s, news and feature articles on issues of general interest to scientists, including current affairs, science funding, business, scientific ethics and research breakthroughs. There are also sections on books and arts. The remainder of the journal consists mostly of research papers (articles or letters), which are often dense and highly technical. Because of strict limits on the length of papers, often the printed text is actually a summary of the work in question with many details relegated to accompanying ''supplementary material'' on the journal's website.
In 1996, ''Nature'' created its own website<ref>{{Cite web|url = http://www.nature.com/npg_/company_info/timeline2.html|title = Branching out (1970-1999)|date = |accessdate = 2014-11-13|website = nature.com|publisher = Nature Publishing Group|last = |first = }}</ref> and in 1999 Nature Publishing Group began its series of ''Nature Reviews''.<ref name="NPG" /> Some articles and papers are available for free on the Nature website. Others require the purchase of premium access to the site. | 2015-05-14T02:27:59Z |
https://en.wikipedia.org/w/index.php?title=List_of_herbaria_in_North_America&diff=220430536&oldid=220429788 | | [[Mexico City]]
| [[Mexico City]] | 2008-06-19T20:39:12Z | | [[Mexico City]]
| [[Mexico City]] | 2008-06-19T20:43:05Z |
https://en.wikipedia.org/w/index.php?title=Inverted_Earth&diff=882475462&oldid=882458424 | '''Inverted Earth''' is an imaginative concept in which the land and bodies of water are swapped with land becoming body of water and body of water becoming land. The current Earth comprises of 29% land and 71% water, while Inverted Earth comprises of 71% land and 29% water. On the inverted Earth, all the land are connected around the Earth, so people can walk to any point on the surface. When inverting the Earth, lakes become islands while rivers become a long, narrow strip of land. The mountains on real Earth would be trenches on Inverted Earth and vice versa. One of the prominent geological features on Inverted Earth is the Marianas Mountains, which would have the highest peak ("Challenger Peak" or "Mount Challenger") on Earth, even higher than Mount Everest. Another feature countering the last sentence is the Himalayas Trench, in which the Everest Deep is the deepest point on Inverted Earth. | 2019-02-09T06:37:59Z | '''Inverted Earth''' is an imaginative concept in which the land and bodies of water are swapped with land becoming body of water and body of water becoming land. The current Earth comprises 29% land and 71% water, while Inverted Earth comprises 71% land and 29% water. On the inverted Earth, all the land are connected around the Earth, so people can walk to any point on the surface. When inverting the Earth, lakes become islands while rivers become a long, narrow strip of land. The mountains on real Earth would be trenches on Inverted Earth and vice versa. One of the prominent geological features on Inverted Earth is the Marianas Mountains, which would have the highest peak ("Challenger Peak" or "Mount Challenger") on Earth, even higher than Mount Everest. Another feature countering the last sentence is the Himalayas Trench, in which the Everest Deep is the deepest point on Inverted Earth. | 2019-02-09T10:34:32Z |
https://en.wikipedia.org/w/index.php?title=Purple_Earth_hypothesis&diff=129700520&oldid=129700360 | The [astrobiological] hypothesis that life forms of early Earth were [retinal]-based rather than [chlorophyll]-based thus making Earth appear purple rather than green. An example of a retinal-based organism today is the photosynthetic microbe called [halobacteria]. <ref>[http://www.livescience.com/environment/070410_purple_earth.html] | 2007-05-10T01:20:40Z | The [[astrobiological]] hypothesis that life forms of early Earth were [[retinal]]-based rather than [[chlorophyll]]-based thus making Earth appear purple rather than green. An example of a retinal-based organism today is the photosynthetic microbe called [[halobacteria]]. <ref>[http://www.livescience.com/environment/070410_purple_earth.html] | 2007-05-10T01:21:19Z |
https://en.wikipedia.org/w/index.php?title=Substorm&diff=351837196&oldid=351831591 | A '''substorm''', sometimes referred to as a '''magnetospheric substorm''' or an '''auroral substorm''', is a brief disturbance in the [[Earth's magnetosphere]] which causes energy to be released in the "tail" of the magnetosphere. Substorms were first described by Japanese geophysicist [[Syun-Ichi Akasofu]] in 1964.<ref>{{cite journal | title = Evolution of the dispersionless injection boundary associated with
substorms | author = Sarris, T. and Li, X. | journal = Annales Geophysicae | volume = 23 | pages = 877–884 | date = 30 March 2005 | url = http://lasp.colorado.edu/~lix/paper/AG/Sarris.Li.AG05.pdf}}</ref><ref>{{cite journal | title = The development of the auroral substorm | author = Akasofu, S.-I. | journal = Planetary and Space Science | volume = 12 | issue = 4 | date = April 1964 | pages = 273–282 | doi = 10.1016/0032-0633(64)90151-5 }}</ref> | 2010-03-24T21:00:55Z | A '''substorm''', sometimes referred to as a '''magnetospheric substorm''' or an '''auroral substorm''', is a brief disturbance in the [[Earth's magnetosphere]] which causes energy to be released in the "tail" of the magnetosphere. Substorms were first described by Japanese [[geophysicist]] [[Syun-Ichi Akasofu]] in 1964.<ref>{{cite journal | title = Evolution of the dispersionless injection boundary associated with substorms | author = Sarris, T. and Li, X. | journal = Annales Geophysicae | volume = 23 | pages = 877–884 | date = 30 March 2005 | url = http://lasp.colorado.edu/~lix/paper/AG/Sarris.Li.AG05.pdf}}</ref><ref>{{cite journal | title = The development of the auroral substorm | author = Akasofu, S.-I. | journal = Planetary and Space Science | volume = 12 | issue = 4 | date = April 1964 | pages = 273–282 | doi = 10.1016/0032-0633(64)90151-5 }}</ref> | 2010-03-24T21:29:03Z |
https://en.wikipedia.org/w/index.php?title=Amity–enmity_complex&diff=800897912&oldid=800897851 | 'Men like fighting and women like men who are prepared to fight on their behalf.' <ref> [[Martin Van Creveld]] quoted by [[Robert Winston]], Human Instinct, BBC, 2002, p287 | 2017-09-16T11:07:53Z | 'Men like fighting and women like men who are prepared to fight on their behalf.' <ref> [[Martin Van Creveld]] quoted by [[Robert Winston]], Human Instinct, BBC, 2002, p287 </ref> | 2017-09-16T11:08:39Z |
https://en.wikipedia.org/w/index.php?title=Endogenosymbiosis&diff=751887198&oldid=751887010 | This idea challenges the canonical natural selection models based on the gradualism of the mutation-adaptation pattern, providing more support to the punctuated equilibrium theory proposed by [[Stephen Jay Gould|Stephen Jay Gould]] and [[Niles Eldredge|Niles Eldredge]]. | 2016-11-28T09:36:17Z | This idea challenges the canonical natural selection models based on the gradualism of the mutation-adaptation pattern, providing more support to the [[punctuated equilibrium theory]] proposed by [[Stephen Jay Gould|Stephen Jay Gould]] and [[Niles Eldredge|Niles Eldredge]]. | 2016-11-28T09:37:41Z |
https://en.wikipedia.org/w/index.php?title=Evolutionary_algorithm&diff=44773848&oldid=42866274 |
Apart from their use as mathematical optimizers, evolutionary computation and algorithms have also been used as an experimental framework within which to validate theories about [[biological evolution]] and [[natural selection]], particularly through work in the field of [[artificial life]]. Techniques from evolutionary algorithms applied to the modelling of biological evolution are generally limited to explorations of [[microevolution|microevolutionary processes]], however some computer simulations, such as ''[[Tierra (computer simulation)|Tierra]]'' and ''[[Avida]]'', attempt to model [[macroevolution|macroevolutionary]] dynamics.
[[Category:Cybernetics]][[Category:Evolutionary algorithms]][[Category:Machine learning]][[Category:Optimization algorithms]][[Category:Evolution]] | 2006-03-08T21:37:00Z | Apart from their use as mathematical optimizers, evolutionary computation and algorithms have also been used as an experimental framework within which to validate theories about [[biological evolution]] and [[natural selection]], particularly through work in the field of [[artificial life]]. Techniques from evolutionary algorithms applied to the modelling of biological evolution are generally limited to explorations of [[microevolution|microevolutionary processes]], however some computer simulations, such as ''[[Tierra (computer simulation)|Tierra]]'' and ''[[Avida]]'', attempt to model [[macroevolution|macroevolutionary]] dynamics.
[[Category:Cybernetics]]
[[Category:Evolutionary algorithms]]
[[Category:Machine learning]]
[[Category:Optimization algorithms]]
[[Category:Evolution]] | 2006-03-21T05:34:33Z |
https://en.wikipedia.org/w/index.php?title=Evolutionary_epistemology&diff=14522535&oldid=14418967 | *[http://pespmc1.vub.ac.be/EVOMEMLI.html Links on Evolutionary Theory and Memetics] from[http://pespmc1.vub.ac.be/DEFAULT.html Principia Cybernetica Web] | 2005-05-29T22:08:46Z | *[http://pespmc1.vub.ac.be/EVOMEMLI.html Links on Evolutionary Theory and Memetics] from [http://pespmc1.vub.ac.be/DEFAULT.html Principia Cybernetica Web] | 2005-05-29T22:23:36Z |
https://en.wikipedia.org/w/index.php?title=Evolution_of_languages&diff=952185864&oldid=952185670 | Across the North Sea, [[Old Dutch]] diverged from earlier Germanic languages around the same time as Old English, [[Old Saxon]] and [[Old Frisian]]. <ref name=":0">{{harvp|Willemyns|2013|p=xiii}}</ref> It gained ground at the expense Old Frisian and Old Saxon, but the area where it is spoken has since contracted from portions of France and Germany. The Netherlands has one of the only possible remnants of the older poorly attested Frankish language with [[Bergakker inscription]] found in [[Tiel]]. <ref>{{harvp|Willemyns|2013|pp=40–41}}</ref> Old Dutch remained the most similar to Frankish, avoiding the [[High German consonant shift]].
| 2020-04-21T00:12:34Z | Across the North Sea, [[Old Dutch]] diverged from earlier Germanic languages around the same time as Old English, [[Old Saxon]] and [[Old Frisian]]. <ref name=":0">{{harvp|Willemyns|2013|p=xiii}}</ref> It gained ground at the expense Old Frisian and Old Saxon, but the area where it is spoken has since contracted from portions of France and Germany. The Netherlands has one of the only possible remnants of the older poorly attested Frankish language with [[Bergakker inscription]] found in [[Tiel]]. <ref>{{Willemyns|2013|pp=40–41}}</ref> Old Dutch remained the most similar to Frankish, avoiding the [[High German consonant shift]]. | 2020-04-21T00:14:04Z |
https://en.wikipedia.org/w/index.php?title=Level_of_support_for_evolution&diff=632908265&oldid=632572656 | 59% of Canadians believe that humans evolved from less advanced life forms, but 42% agree that humans and dinosaurs co-existed on earth. Only 22% believe that God created human beings in their present
form within the last 10,000 years.<ref>[http://www.angus-reid.com/wp-content/uploads/archived-pdf/ARS_Evo_Cre.pdf Angus Reid Polls]</ref> | 2014-11-05T16:25:49Z | 59% of Canadians believe that humans evolved from less advanced life forms, but 42% agree that humans and dinosaurs co-existed on earth. Only 22% believe that God created human beings in their present form within the last 10,000 years.<ref>[http://www.angus-reid.com/wp-content/uploads/archived-pdf/ARS_Evo_Cre.pdf Angus Reid Polls]</ref> | 2014-11-08T02:38:48Z |
https://en.wikipedia.org/w/index.php?title=Earliest_known_life_forms&diff=844102852&oldid=843193008 | Currently, Earth remains the only place in the observable universe known to harbor life forms.<ref name="NASA-1990">{{cite web |url=https://ntrs.nasa.gov/archive/nasa/casi.ntrs.nasa.gov/19900013148.pdf |title=Extraterrestrial Life in the Universe |last=Graham |first=Robert W. |date=February 1990 |place=[[Glenn Research Center|Lewis Research Center]], Cleveland, Ohio |publisher=[[NASA]] |type=NASA Technical Memorandum 102363 |format=PDF |accessdate=2 June 2015}}</ref><ref name="Alterman-2009">{{cite book |last=Altermann |first=Wladyslaw |year=2009 |chapter=From Fossils to Astrobiology – A Roadmap to Fata Morgana? |chapterurl=http://download.springer.com/static/pdf/317/bfm%253A978-1-4020-8837-7%252F1.pdf?originUrl=http%3A%2F%2Flink.springer.com%2Fbook%2Fbfm%3A978-1-4020-8837-7%2F1&token2=exp=1433302127~acl=%2Fstatic%2Fpdf%2F317%2Fbfm%25253A978-1-4020-8837-7%25252F1.pdf%3ForiginUrl%3Dhttp%253A%252F%252Flink.springer.com%252Fbook%252Fbfm%253A978-1-4020-8837-7%252F1*~hmac=76abd49e5cbcaa8a0308a5e36fa76f514dfd07d4113d34f7929bb12adf277a8c |editor1-last=Seckbach |editor1-first=Joseph |editor2-last=Walsh |editor2-first=Maud |title=From Fossils to Astrobiology: Records of Life on Earth and the Search for Extraterrestrial Biosignatures |series=Cellular Origin, Life in Extreme Habitats and Astrobiology |volume=12 |location=Dordrecht, the Netherlands; London |publisher=[[Springer Science+Business Media]] |isbn=978-1-4020-8836-0 |lccn=2008933212 |accessdate=5 June 2015 |p=xvii}}</ref> | 2018-05-27T14:40:04Z | Currently, Earth remains the only place in the [[observable universe]] known to harbor life forms.<ref name="NASA-1990">{{cite web |url=https://ntrs.nasa.gov/archive/nasa/casi.ntrs.nasa.gov/19900013148.pdf |title=Extraterrestrial Life in the Universe |last=Graham |first=Robert W. |date=February 1990 |place=[[Glenn Research Center|Lewis Research Center]], Cleveland, Ohio |publisher=[[NASA]] |type=NASA Technical Memorandum 102363 |format=PDF |accessdate=2 June 2015}}</ref><ref name="Alterman-2009">{{cite book |last=Altermann |first=Wladyslaw |year=2009 |chapter=From Fossils to Astrobiology – A Roadmap to Fata Morgana? |chapterurl=http://download.springer.com/static/pdf/317/bfm%253A978-1-4020-8837-7%252F1.pdf?originUrl=http%3A%2F%2Flink.springer.com%2Fbook%2Fbfm%3A978-1-4020-8837-7%2F1&token2=exp=1433302127~acl=%2Fstatic%2Fpdf%2F317%2Fbfm%25253A978-1-4020-8837-7%25252F1.pdf%3ForiginUrl%3Dhttp%253A%252F%252Flink.springer.com%252Fbook%252Fbfm%253A978-1-4020-8837-7%252F1*~hmac=76abd49e5cbcaa8a0308a5e36fa76f514dfd07d4113d34f7929bb12adf277a8c |editor1-last=Seckbach |editor1-first=Joseph |editor2-last=Walsh |editor2-first=Maud |title=From Fossils to Astrobiology: Records of Life on Earth and the Search for Extraterrestrial Biosignatures |series=Cellular Origin, Life in Extreme Habitats and Astrobiology |volume=12 |location=Dordrecht, the Netherlands; London |publisher=[[Springer Science+Business Media]] |isbn=978-1-4020-8836-0 |lccn=2008933212 |accessdate=5 June 2015 |p=xvii}}</ref> | 2018-06-02T16:47:27Z |
https://en.wikipedia.org/w/index.php?title=Unequal_crossing_over&diff=425948917&oldid=425948886 | '''''Unequal Crossing-Over''''' is a type of reciprocal [[recombination] that deletes a sequence in one strand and replaces it with a duplication from its sister [[chromatid]], in [[meitosis]] or from its homologous chromosome during [[meoisis]]. It is a type of [[Chromosomal crossover]] between homologous sequences that are not paired precisely. It exchanges sequences of different links between chromosomes. Along with [[gene conversion]] it is believed to be the main driver for the generation of [[gene duplications]] and is a source of mutation in the genome.<ref name="Dan">[[Dan Graur]] and [[Wen-Hsiung Li]]. Fundamentals of Molecular Evolution: Second Edition. Sinauer Associates, Inc. 2000</ref>. | 2011-04-26T03:36:06Z | '''''Unequal Crossing Over''''' is a type of reciprocal [[recombination] that deletes a sequence in one strand and replaces it with a duplication from its sister [[chromatid]], in [[meitosis]] or from its homologous chromosome during [[meoisis]]. It is a type of [[Chromosomal crossover]] between homologous sequences that are not paired precisely. It exchanges sequences of different links between chromosomes. Along with [[gene conversion]] it is believed to be the main driver for the generation of [[gene duplications]] and is a source of mutation in the genome.<ref name="Dan">[[Dan Graur]] and [[Wen-Hsiung Li]]. Fundamentals of Molecular Evolution: Second Edition. Sinauer Associates, Inc. 2000</ref>. | 2011-04-26T03:36:22Z |
https://en.wikipedia.org/w/index.php?title=Biological_organisation&diff=95811685&oldid=95811277 | Cell organization is the organization of cells in multicellular organisms. From simplest to complex, it is: [Cell], [Tissue], [Organ], [Organ System], and [Organism]. | 2006-12-21T22:35:41Z | Cell organization is the organization of cells in multicellular organisms. From simplest to complex, it is: [[Cell]], [[Tissue]], [[Organ]], [[Organ System]], and [[Organism]]. | 2006-12-21T22:37:55Z |
https://en.wikipedia.org/w/index.php?title=Armenian_bole&diff=36285567&oldid=36285424 | *{{web reference|url=http://palimpsest.stanford.edu/don/don.html|title=Armenian bole|work=Bookbinding and the Conservation of books:
A Dictionary of Descriptive Terminology|date=2006-01-22}} | 2006-01-23T00:10:30Z | *{{web reference|url=http://palimpsest.stanford.edu/don/don.html|title=Armenian bole|work=Bookbinding and the Conservation of books: A Dictionary of Descriptive Terminology|date=2006-01-22}} | 2006-01-23T00:11:41Z |
https://en.wikipedia.org/w/index.php?title=Clay&diff=794061609&oldid=793971843 | '''Clay '''is a fine-grained natural [[Rock (geology)|rock]] or [[soil]] material that combines one or more [[clay minerals]] with traces of [[metal oxide]]s and [[organic matter]]. Geologic clay [[deposit (geology)|deposits]] are mostly composed of [[Silicate minerals#Phyllosilicates|phyllosilicate minerals]] containing variable amounts of water trapped in the mineral structure. Clays are [[Plasticity (physics)|plastic]] due to that water content and become hard, brittle and non–plastic upon drying or [[Pottery#Firing|firing]].<ref name="guggenheim">{{harvnb|Guggenheim|Martin|1995|pp=255–256}}</ref><ref name="University College London Geology on Campus: Clays">{{cite web|title=University College London Geology on Campus: Clays|url=https://www.ucl.ac.uk/earth-sciences/impact/geology/london/ucl/materials/clay|website=Earth Sciences department|publisher=[[University College London]]|accessdate=10 January 2016}}</ref><ref name="Science Learning Hub">{{cite web|title=What is clay|url=http://sciencelearn.org.nz/Contexts/Ceramics/Science-Ideas-and-Concepts/What-is-clay|website=Science Learning Hub|publisher=[[University of Waikato]]|accessdate=10 January 2016}}</ref> [[Soil classification|Depending on the soil's content]] in which it is found, clay can appear in various colours from white to dull grey or brown to deep orange-red. | 2017-08-05T01:07:20Z | '''Clay '''is a fine-grained natural [[Rock (geology)|rock]] or [[soil]] material that combines one or more [[clay minerals]] with traces of [[metal oxide]]s and [[organic matter]]. Geologic clay [[deposit (geology)|deposits]] are mostly composed of [[Silicate minerals#Phyllosilicates|phyllosilicate minerals]] containing variable amounts of [[water]] trapped in the mineral structure. Clays are [[Plasticity (physics)|plastic]] due to that water content and become hard, brittle and non–plastic upon drying or [[Pottery#Firing|firing]].<ref name="guggenheim">{{harvnb|Guggenheim|Martin|1995|pp=255–256}}</ref><ref name="University College London Geology on Campus: Clays">{{cite web|title=University College London Geology on Campus: Clays|url=https://www.ucl.ac.uk/earth-sciences/impact/geology/london/ucl/materials/clay|website=Earth Sciences department|publisher=[[University College London]]|accessdate=10 January 2016}}</ref><ref name="Science Learning Hub">{{cite web|title=What is clay|url=http://sciencelearn.org.nz/Contexts/Ceramics/Science-Ideas-and-Concepts/What-is-clay|website=Science Learning Hub|publisher=[[University of Waikato]]|accessdate=10 January 2016}}</ref> [[Soil classification|Depending on the soil's content]] in which it is found, clay can appear in various colours from white to dull grey or brown to deep orange-red. | 2017-08-05T15:59:18Z |
https://en.wikipedia.org/w/index.php?title=List_of_woods&diff=423737175&oldid=419165025 | See also: [[Golf#Clubs|woods]] (golf clubs), [[forest]], and the [[:Category:Forests|list of forests]].
*** [[White Birch]] (''Betula pubescens'')
* Blackwood
** [[Lyptus]]
** ''Eusideroxylon zwageri''
** ''Ipe'' also known as Brazilian Walnut.
* [[Intsia bijuga|Merbau]] (''Intsia bijuga'')
*** [[Swamp chestnut oak]] (''Quercus michauxii'')
** [[Yellow poplar]] or Tulip (''[[Liriodendron tulipifera]]'')
* [[Sapele]] (''[[Entandrophragma]] cylindricum'')
** [[Atherosperma moschatum|Southern Sassafras or Australian ]] (''[[Atherosperma moschatum]]'')
* [[Grevillea robusta|Silky Oak]] (''[[Grevillea]] robusta'') - Sold as '''Lacewood''' in North America
* [http://www.globaltimber.org.uk/africa.htm African Timber Export Statistics] | 2011-03-16T18:52:42Z | See also: [[Golf#Clubs|woods]] (golf clubs), [[forest]], and the [[:Category:Forests|list of forests]].
*** [[White Birch]] (''Betula pubescens'')
* Blackwood
** [[Lyptus]]
** ''Eusideroxylon zwageri''
** ''Ipe'' also known as Brazilian Walnut.
* [[Intsia bijuga|Merbau]] (''Intsia bijuga'')
*** [[Swamp chestnut oak]] (''Quercus michauxii'')
** [[Yellow poplar]] or Tulip (''[[Liriodendron tulipifera]]'')
* [[Sapele]] (''[[Entandrophragma]] cylindricum'')
** [[Atherosperma moschatum|Southern Sassafras or Australian]] (''[[Atherosperma moschatum]]'')
* [[Grevillea robusta|Silky Oak]] (''[[Grevillea]] robusta'') - Sold as '''Lacewood''' in North America
* [http://www.globaltimber.org.uk/africa.htm African Timber Export Statistics] | 2011-04-12T19:56:01Z |
https://en.wikipedia.org/w/index.php?title=Dicerandrol_C&diff=832771205&oldid=827068814 | '''Dicerandrol C''' is a [[natural product]]. It is a less toxic isomer of [[phomoxanthone A]] (PXA) and [[phomoxanthone B]] (PXB), all three of which are members of the class of [[phomoxanthone]] compounds. The phomoxanthones are named after the fungus ''[[Phomopsis]]'', from which they were first isolated, and after their [[xanthonoid]] structure. Chemically, they are dimers of two tetrahydroxanthones that are covalently linked to each other. Dicerandrol C itself is a homodimer of two identical diacetylated tetrahydroxanthones. The position of the link between the two tetrahydroxanthones is the only structural difference between dicerandrol C and its isomers PXA and PXB: In PXA, the two xanthonoid monomers are symmetrically linked at C-4,4’, while in PXB, they are asymmetrically linked at C-2,4’, and in dicerandrol C, they are symmetrically linked at C-2,2’.<ref name=Wagenaar2001>{{cite journal|doi=10.1021/np010020u|pmid=11520215|title=Dicerandrols, New Antibiotic and Cytotoxic Dimers Produced by the Fungus ''Phomopsis longicolla'' Isolated from an Endangered Mint|journal=Journal of Natural Products|volume=64|issue=8|pages=1006|year=2001|last1=Wagenaar|first1=Melissa M|last2=Clardy|first2=Jon}}</ref><ref name=Ganapathy2017>{{cite journal|doi=10.1002/chem.201700020|title=Enantioselective Total Synthesis and Structure Confirmation of the Natural Dimeric Tetrahydroxanthenone Dicerandrol C|journal=Chemistry - A European Journal|volume=23|issue=10|pages=2299|year=2017|last1=Ganapathy|first1=Dhandapani|last2=Reiner|first2=Johannes R|last3=Valdomir|first3=Guillermo|last4=Senthilkumar|first4=Soundararasu|last5=Tietze|first5=Lutz F}}</ref><ref name=Frank2015>{{cite journal|doi=10.2174/0929867322666150716115300|pmid=26179997|year=2015|author1=Frank|first1=M|title=Phomoxanthone A--From Mangrove Forests to Anticancer Therapy|journal=[[Current Medicinal Chemistry]]|volume=22|issue=30|pages=3523–32|last2=Niemann|first2=H|last3=Böhler|first3=P|last4=Stork|first4=B|last5=Wesselborg|first5=S|last6=Lin|first6=W|last7=Proksch|first7=P}}</ref> | 2018-02-22T16:11:09Z | '''Dicerandrol C''' is a [[natural product]]. It is a less toxic isomer of [[phomoxanthone A]] (PXA) and [[phomoxanthone B]] (PXB), all three of which are members of the class of [[phomoxanthone]] compounds. The phomoxanthones are named after the fungus ''[[Phomopsis]]'', from which they were first isolated, and after their [[xanthonoid]] structure. Chemically, they are dimers of two tetrahydroxanthones that are covalently linked to each other. Dicerandrol C itself is a homodimer of two identical diacetylated tetrahydroxanthones. The position of the link between the two tetrahydroxanthones is the only structural difference between dicerandrol C and its isomers PXA and PXB: In PXA, the two xanthonoid monomers are symmetrically linked at C-4,4’, while in PXB, they are asymmetrically linked at C-2,4’, and in dicerandrol C, they are symmetrically linked at C-2,2’.<ref name=Wagenaar2001>{{cite journal|doi=10.1021/np010020u|pmid=11520215|title=Dicerandrols, New Antibiotic and Cytotoxic Dimers Produced by the Fungus ''Phomopsis longicolla'' Isolated from an Endangered Mint|journal=Journal of Natural Products|volume=64|issue=8|pages=1006|year=2001|last1=Wagenaar|first1=Melissa M|last2=Clardy|first2=Jon}}</ref><ref name=Ganapathy2017>{{cite journal|doi=10.1002/chem.201700020|title=Enantioselective Total Synthesis and Structure Confirmation of the Natural Dimeric Tetrahydroxanthenone Dicerandrol C|journal=Chemistry - A European Journal|volume=23|issue=10|pages=2299|year=2017|last1=Ganapathy|first1=Dhandapani|last2=Reiner|first2=Johannes R|last3=Valdomir|first3=Guillermo|last4=Senthilkumar|first4=Soundararasu|last5=Tietze|first5=Lutz F}}</ref><ref name=Frank2015>{{cite journal|doi=10.2174/0929867322666150716115300|pmid=26179997|year=2015|author1=Frank|first1=M|title=Phomoxanthone A--From Mangrove Forests to Anticancer Therapy|journal=[[Current Medicinal Chemistry]]|volume=22|issue=30|pages=3523–32|last2=Niemann|first2=H|last3=Böhler|first3=P|last4=Stork|first4=B|last5=Wesselborg|first5=S|last6=Lin|first6=W|last7=Proksch|first7=P}}</ref> | 2018-03-27T22:24:57Z |
https://en.wikipedia.org/w/index.php?title=Natural_food&diff=28017734&oldid=28017696 | Food produced or sold according to the ideals of the natural food movement is sometimes known colloquially as 'health food,' although many people also use that term in a broader sense to mean any type of healthy eating. Natural-food philosophy can also include elements of the [[organic movement]], [[vegetarianism]], the [[whole food]], [[macrobiotics]] and [[herbalism]], although it is not synonymous with any of these. | 2005-11-11T11:34:07Z | Food produced or sold according to the ideals of the natural food movement is sometimes known colloquially as 'health food,' although many people also use that term in a broader sense to mean any type of healthy eating. Natural-food philosophy can also include elements of the [[organic movement]], [[vegetarianism]], [[whole food]], [[macrobiotics]] and [[herbalism]], although it is not synonymous with any of these. | 2005-11-11T11:34:56Z |
https://en.wikipedia.org/w/index.php?title=Naturalized_epistemology&diff=9148066&oldid=9147759 | [http://plato.stanford.edu/entries/epistemology-naturalized/}] | 2005-01-06T11:17:33Z | [http://plato.stanford.edu/entries/epistemology-naturalized] | 2005-01-06T11:20:51Z |
https://en.wikipedia.org/w/index.php?title=Vacuum_deposition&diff=68641527&oldid=58421810 | Common vacuum deposition techniques include [[sputtering]], in which the vapor is created by directing an [[electron beam]] at a [[target]] made of the material to be deposited; and [[ion implantation]], in which ions of the coating material are accelerated directly to land on (and possibly implant within) the surface of the substrate. | 2006-06-13T17:22:57Z | Common vacuum deposition techniques include [[sputtering]], in which the vapor is created by directing an [[electron beam]] at a target made of the material to be deposited; and [[ion implantation]], in which ions of the coating material are accelerated directly to land on (and possibly implant within) the surface of the substrate. | 2006-08-09T16:50:45Z |
https://en.wikipedia.org/w/index.php?title=Flexible_learning&diff=81142279&oldid=81142231 | [[E-Learning]]
[[Mobile Learning]] | 2006-10-13T03:19:46Z | * [[E-Learning]]
* [[Mobile Learning]] | 2006-10-13T03:20:07Z |
https://en.wikipedia.org/w/index.php?title=Hothousing&diff=79461458&oldid=79461241 | [Category:Education] | 2006-10-04T14:48:34Z | [[Category:Education]] | 2006-10-04T14:50:31Z |
https://en.wikipedia.org/w/index.php?title=Social_studies&diff=695901296&oldid=695901228 | '''Social Studies''' is the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world. <ref>(NCSS Task Force on Standards for Teaching and Learning in the Social Studies, 1993, p. 213)<ref> | 2015-12-19T14:07:01Z | '''Social Studies''' is the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world. <ref>(NCSS Task Force on Standards for Teaching and Learning in the Social Studies, 1993, p. 213)</ref> | 2015-12-19T14:07:46Z |
https://en.wikipedia.org/w/index.php?title=Visual_literacy_in_education&diff=278034745&oldid=278034514 | As technology advances, so too do the tools that teachers gain in teaching [[visual literacy]] skills to students. Scientific [[virtual models]] and figures, [[digital mapping]], and other computer-based visual programs are all tools available as resources for higher education in schools. These tools can be used to "promote students' capabilities and skills" and create a new understanding of writing and learning in the classroom<ref>Felten, Peter. "Visual Literacy." ''Change'' 40.6 (Nov. 2008): 60-64.</ref>. | 2009-03-18T04:22:05Z | As technology advances, so too do the tools that teachers gain in teaching [[visual literacy]] skills to students. Scientific virtual models and figures, [[digital mapping]], and other computer-based visual programs are all tools available as resources for higher education in schools. These tools can be used to "promote students' capabilities and skills" and create a new understanding of writing and learning in the classroom<ref>Felten, Peter. "Visual Literacy." ''Change'' 40.6 (Nov. 2008): 60-64.</ref>. | 2009-03-18T04:23:43Z |
https://en.wikipedia.org/w/index.php?title=Learning_and_skills_in_England&diff=247231392&oldid=231919767 | These programmes are accredited by various [[United Kingdom Awarding Bodies|awarding bodies]], under the supervision of the [[QCA|Qualifications and Curriculum Authority]] which regulates the qualifications system in England. | 2008-08-14T15:33:38Z | These programmes are accredited by various [[United Kingdom Awarding Bodies|awarding bodies]], under the supervision of the [[Qualifications and Curriculum Authority|QCA|Qualifications and Curriculum Authority]] which regulates the qualifications system in England. | 2008-10-23T19:27:03Z |
https://en.wikipedia.org/w/index.php?title=Primary_school&diff=732245132&oldid=731764244 | [[File:Head, Shoulders, Knees and Toes.jpg|thumb|A Shōgakkō or Elementary school class in Japan]] | 2016-07-27T11:05:44Z | [[File:Head, Shoulders, Knees and Toes.jpg|thumb|A Shōgakkō or Elementary school class in [[Japan]]]] | 2016-07-30T16:27:23Z |
https://en.wikipedia.org/w/index.php?title=Learning_pyramid&diff=914141790&oldid=914141713 | <references /> | 2019-09-05T12:57:38Z | <references>
</references> | 2019-09-05T12:58:09Z |
https://en.wikipedia.org/w/index.php?title=21st_century_skills&diff=709660829&oldid=709659592 | In 2002 the Partnership for 21st Century Skills (now the Partnership for 21st Century Learning, or '''P21''') was founded as a [[non-profit]] organization by a coalition that included members of the national business community, education leaders, and policymakers: the [[National Education Association]] (NEA), [[United States Department of Education]], [[AOL Time-Warner|AOL Time Warner Foundation]], [[Apple Computer, Inc.]], [[Cable in the Classroom]], [[Cisco Systems, Inc.]], [[Dell Computer Corporation]], [[Microsoft Corporation]], [[SAP SE|SAP]], Ken Kay (President and Co-Founder), and Dins Golder-Dardis.<ref name="P21history">[http://www.p21.org/about-us/our-history P21 Our History]. Retrieved 2016-03-09</ref> To foster a national conversation on "the importance of 21st century skills for all students" and "position 21st century readiness at the center of US K-12 education", P21 identified six key skills: <ref name="P21history"</ref><ref name="P21skills">[http://www.21stcenturyskills.org P21 Skills]. Retrieved 2016-03-09</ref> | 2016-03-12T07:20:14Z | In 2002 the Partnership for 21st Century Skills (now the Partnership for 21st Century Learning, or '''P21''') was founded as a [[non-profit]] organization by a coalition that included members of the national business community, education leaders, and policymakers: the [[National Education Association]] (NEA), [[United States Department of Education]], [[AOL Time-Warner|AOL Time Warner Foundation]], [[Apple Computer, Inc.]], [[Cable in the Classroom]], [[Cisco Systems, Inc.]], [[Dell Computer Corporation]], [[Microsoft Corporation]], [[SAP SE|SAP]], Ken Kay (President and Co-Founder), and Dins Golder-Dardis.<ref name="P21history">[http://www.p21.org/about-us/our-history P21 Our History]. Retrieved 2016-03-09</ref> To foster a national conversation on "the importance of 21st century skills for all students" and "position 21st century readiness at the center of US K-12 education", P21 identified six key skills: <ref name="P21history"></ref><ref name="P21skills">[http://www.21stcenturyskills.org P21 Skills]. Retrieved 2016-03-09</ref> | 2016-03-12T07:35:24Z |
https://en.wikipedia.org/w/index.php?title=Academic_advising&diff=203057742&oldid=203057606 | Academic advising, based in the teaching and learning mission of [[higher education]], is a series of intentional interactions with a [[curriculum]], a [[pedagogy]], and a set of [[student learning outcomes]]. Academic advising synthesizes and contextualizes students’ educational experiences within the frameworks of their aspirations, abilities and lives to extend learning beyond campus boundaries and timeframes.[ref name="nacada-advising-def">[[http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Concept-Advising.htm National Academic Advising Association. (2006). ''NACADA concept of academic advising.'']]</ref> | 2008-04-03T15:16:27Z | Academic advising, based in the teaching and learning mission of [[higher education]], is a series of intentional interactions with a [[curriculum]], a [[pedagogy]], and a set of [[student learning outcomes]]. Academic advising synthesizes and contextualizes students’ educational experiences within the frameworks of their aspirations, abilities and lives to extend learning beyond campus boundaries and timeframes.<ref name="nacada-advising-def">[[http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Concept-Advising.htm National Academic Advising Association. (2006). ''NACADA concept of academic advising.'']]</ref> | 2008-04-03T15:17:16Z |
https://en.wikipedia.org/w/index.php?title=Asia-Pacific_Regional_Conference_on_Service-Learning&diff=794647559&oldid=794647534 | | 3rd || style="text-align:right;"| 2nd week of June 2011 || {{Flag|Hong Kong}} || [[Hong Kong]] ||]]<ref>{{cite web|title=The 3rd Asia-Pacific Regional Conference on Service Learning: Make a Difference: Impacts of Service-Learning|url=http://commons.ln.edu.hk/osl_conference/3rd/|website=Lingnan University|accessdate=9 August 2017|language=en-us|date=9 August 2017}}</ref><ref>{{cite web|title=SG's speech on "3rd Asia-Pacific Conference on Service-Learning"|url=http://www.ugc.edu.hk/eng/ugc/about/press_speech_other/speech/2011/sp20110609.html|website=University Grants Committee|accessdate=9 August 2017|language=en-us|date=9 August 2017}}</ref>
| 4th || style="text-align:right;"| 4-7 June 2013 || {{Flag|Hong Kong}} || [[Hong Kong]] ||]]<ref>{{cite web|title=The 4th Asia-Pacific Regional Conference on Service-Learning|url=https://www.ln.edu.hk/osl/conference2013/intropage.html|website=Lingnan University|accessdate=9 August 2017|language=en-us|date=9 August 2017}}</ref><ref>{{cite web|title=4th Asia-Pacific Regional Conference on Service-Learning- Call for Award Submissions.|url=http://communityservicelearning.ca/4th-asia-pacific-regional-conference-on-service-learning-call-for-award-submissions/|website=Canadian Alliance for Community Service Learning|accessdate=9 August 2017|language=en-us|date=9 August 2017}}</ref>
| 5th || style="text-align:right;"| 27‒29 May 2015 || {{Flag|Taiwan}} || [[Taiwan]]||]]<ref>{{cite web|title=5th Asia-Pacific Regional Conference on Service-Learning Focused on Community Engagement|url=https://www.meettaiwan.com/en_US/news/2015050014/0/558CDDB1809ADAA0D117A9CC8F65A72E586DB2B9F3DF9E266A9BE5462C463C82D8CE0D94E9BAB17AB9AF3F62937D8800719DD2C8A2306091C9108F2D4DA33D394ACBF1934226B9F4942A8A80686B1F7C56BEC8CF4C04F177D0636733C6861689.html|website=meettaiwan.com|accessdate=9 August 2017|language=en-us|date=9 August 2017}}</ref><ref>{{cite web|title=5th Asia-Pacific Regional Conference on Service-Learning | 2017-08-09T07:18:37Z | | 3rd || style="text-align:right;"| 2nd week of June 2011 || {{Flag|Hong Kong}} || [[Hong Kong]]]]<ref>{{cite web|title=The 3rd Asia-Pacific Regional Conference on Service Learning: Make a Difference: Impacts of Service-Learning|url=http://commons.ln.edu.hk/osl_conference/3rd/|website=Lingnan University|accessdate=9 August 2017|language=en-us|date=9 August 2017}}</ref><ref>{{cite web|title=SG's speech on "3rd Asia-Pacific Conference on Service-Learning"|url=http://www.ugc.edu.hk/eng/ugc/about/press_speech_other/speech/2011/sp20110609.html|website=University Grants Committee|accessdate=9 August 2017|language=en-us|date=9 August 2017}}</ref>
| 4th || style="text-align:right;"| 4-7 June 2013 || {{Flag|Hong Kong}} || [[Hong Kong]]]]<ref>{{cite web|title=The 4th Asia-Pacific Regional Conference on Service-Learning|url=https://www.ln.edu.hk/osl/conference2013/intropage.html|website=Lingnan University|accessdate=9 August 2017|language=en-us|date=9 August 2017}}</ref><ref>{{cite web|title=4th Asia-Pacific Regional Conference on Service-Learning- Call for Award Submissions.|url=http://communityservicelearning.ca/4th-asia-pacific-regional-conference-on-service-learning-call-for-award-submissions/|website=Canadian Alliance for Community Service Learning|accessdate=9 August 2017|language=en-us|date=9 August 2017}}</ref>
| 5th || style="text-align:right;"| 27‒29 May 2015 || {{Flag|Taiwan}} || [[Taiwan]]]]<ref>{{cite web|title=5th Asia-Pacific Regional Conference on Service-Learning Focused on Community Engagement|url=https://www.meettaiwan.com/en_US/news/2015050014/0/558CDDB1809ADAA0D117A9CC8F65A72E586DB2B9F3DF9E266A9BE5462C463C82D8CE0D94E9BAB17AB9AF3F62937D8800719DD2C8A2306091C9108F2D4DA33D394ACBF1934226B9F4942A8A80686B1F7C56BEC8CF4C04F177D0636733C6861689.html|website=meettaiwan.com|accessdate=9 August 2017|language=en-us|date=9 August 2017}}</ref><ref>{{cite web|title=5th Asia-Pacific Regional Conference on Service-Learning | 2017-08-09T07:18:59Z |
https://en.wikipedia.org/w/index.php?title=Authoring_system&diff=109822270&oldid=109822215 | A recent book reviews some atempts to build authoring tools.
In Tom Murray, Stephen Blessing, and Sharon Ainsworth, editors, Authoring Tools for Advanced Technology Learning Environ-ment. Kluwer Academic Publishers, Dordrecht, 2003 | 2007-02-21T15:07:33Z | A recent book reviews some atempts to build authoring tools.
In Tom Murray, Stephen Blessing, and Sharon Ainsworth, editors, Authoring Tools for Advanced Technology Learning Environ-ment. Kluwer Academic Publishers, Dordrecht, 2003 | 2007-02-21T15:07:52Z |
https://en.wikipedia.org/w/index.php?title=Automaticity&diff=9031604&oldid=7818496 | *[http://psyche.cs.monash.edu.au/v5/psyche-5-05-tzelgov.html Automaticity and Processing Without Awareness} | 2004-11-24T17:45:28Z | *[http://psyche.cs.monash.edu.au/v5/psyche-5-05-tzelgov.html Automaticity and Processing Without Awareness] | 2004-11-24T17:47:08Z |
https://en.wikipedia.org/w/index.php?title=Collaborative_Control_Theory&diff=741861066&oldid=741859860 | Collaborative Control Theory (CCT) is a collection of principles and models for supporting the effective design of collaborative e-Work systems<ref>{{cite journal|last1=Nof|first1=S.Y.|title=Collaborative control theory for e-Work, e-Production, and e-Service|journal=Annual Reviews in Control|volume=31|page=281-292}}</ref>. Beyond human collaboration, advances in [[Information and Communications Technologies|information and communications technologies]], [[Artificial intelligence|artificial intelligence]], [[Multi-agent system|multi-agent systems]], and [[Cyber-physical system|cyber physical systems]] have enabled cyber-supported collaboration in highly distributed organizations of people, [[Robot|robots]], and [[Autonomous system|autonomous systems]]. The fundamental premise of CCT is: Without effective augmented collaboration by cyber support, working in parallel and in anticipation to human interactions, the potential of emerging activities such as [[E-commerce|e-Commerce]], [[Virtual manufacturing network|virtual manufacturing]], [[telerobotics]], [[Remote surgery|remote surgery]], [[Building automation|building automation]], [[Smart grid|smart grids]], [[Cyber-physical system|cyber-physical infrastructure]], [[Precision agriculture|precision agriculture]], and [[Intelligent transportation system|intelligent transportation systems]] cannot be fully and safely materialized. CCT addresses the challenges and emerging so-lutions of such cyber-collaborative systems, with emphasis on issues of computer-supported and com-munication-enabled integration, coordination and augmented collaboration. CCT is composed of eight design principles<ref>{{cite book|last1=Nof|first1=S.Y.|last2=Ceroni|first2=J.A.|last3=Jeong|first3=W.|last4=Moghaddam|first4=M.|title=Revolutionizing collaboration through e-Work, e-Business, and e-Service|date=2015|publisher=Springer-Verlag Berlin Heidelberg|isbn=978-3-662-45777-1}}</ref>: (1) Collaboration Requirement Planning (CRP); (2) e-Work Parallelism (EWP); (3) Keep It Simple, System (KISS); (4) Conflict/Error Detection and Prevention (CEDP); (5) Fault Tolerance by Teaming (FTT); (6) Association/Dissociation (AD); (7) Dynamic Lines of Collaboration (DLOC); (8) Best Matching (BM).
Collaboration is an essential means for effective design and control of e-Work. It enables all the entities involved in a decentralized system to share their resources, information, and responsibilities, such that mutual benefits are obtained and sustained. The level of collaboration, however, may vary from minimal information sharing, to fully collaborative networks<ref>{{cite book|last1=Camarinha-Matos|first1=L.M.|last2=Afsarmanesh|first2=H.|title=Concept of collaboration. In: Encyclopedia of Networked and Virtual Organizations|date=2008|publisher=Hershey, Pennsylvania}}</ref>. Often the terms “coordination”, “cooperation”, and “collaboration” are used interchangeably; but even though they are closely related, they do exhibit significant differences:
CRP<ref>{{cite journal|last1=Rajan|first1=V.N.|last2=Nof|first2=S.Y.|title=Cooperation requirement planning (CRP) for multi-processors: optimal assignment and execu-tion planning|journal=Journal of Intelligent Robotic Systems|date=1996|volume=15|page=419–435}}</ref> includes two phases for: (1) Detailed requirement planning of how, when, and with whom to collaborate (CRP-I) based on the objectives and available resources; (2) Real-time execution and revi-sion of plans (CRP-II) to meet spatial and temporal challenges, changes, and constraints. Future exten-sions need to incorporate methods such as [[Robust optimization|robust optimization]], [[Fuzzy logic|fuzzy logic]], [[Machine learning|machine learning]], and [[Dynamic optimization|real-time optimization]] to further enable real-time changes and learning. The effective implementation of this principle requires both advanced and adaptive real-time planning in order for the cooperation and collaboration efforts to be fruitful and efficient. revision
EWP<ref>{{cite journal|last1=Ceroni|first1=J.A.|last2=Nof|first2=S.Y.|title=A workflow model based on parallelism for distributed organizations|journal=Journal of Intelligent Manufacturing|date=2002|volume=13|page=439–461}}</ref> implies that the activities and interactions in cyber and physical workspaces can and must be allowed to run in parallel. That is, systems cannot be constrained by sequential/linear tasks. The implications of the EWP principle span various human/software spaces and activities including human-human, [[Human-Computer Interaction|human-computer]], and [[Machine to machine|machine-machine interactions]]. EWP defines the degree of parallelism as the level of resources/activity parallelism required to balance the tradeoff between the communication, transportation, and equipment costs, as well as the gained productivity. EWP also addresses the design and implementation of [[Collaborative problem-solving group|collaborative problem-solving]], [[Decision support system|decision-support systems]], and co-X tools, where “co-” implies coordinated, cooperative, and/or collaborative support concepts such as co-design and co-plan.
KISS focuses on the human-computer/-automation [[Usability|usability]] design principles<ref>{{cite book|last1=Albers|first1=M.|last2=Still|first2=B.|title=Usability of Complex Information Systems: Evaluation of User Interaction|date=2012|publisher=CRC Press|isbn=9781439828946}}</ref>. In addition to the need for human interaction with the emerging systems that are typically complex and not well understood (in terms of their internal mechanisms) by their human users, imagine the additional workload, confusion, and cost when those systems keep changing. KISS is a central principle for effective collaborative e-Work. This principle states that systems must be as complex as needed in their cyber sides, as long as the e-Work support system is enabled to work autonomously, in parallel to and supportive of humans, and subject to the humans’ inputs and instructions. At the same time, for the users, the system must be the simplest to comprehend and operate, in order to minimize the need for repeated and costly human retraining.
CEDP<ref>{{cite book|last1=Chen|first1=X.W.|last2=Nof|first2=S.Y.|title=Interactive conflict detection and resolution for air and air-ground traffic control|date=2014|publisher=U.S. Patent No. 8,831,864}}</ref> enables dynamic diagnosis, prognosis, and resolution of conflicts between entities in a collaborative e-Work space. CEDP implies that the larger the rate of interactions, the larger the number of active collaborating parties and thus the rates of [[Conflict (process)|conflicts]] and [[Error|errors]]. A conflict is defined as the inconsistencies between the goals, plans, tasks, and activities of two or more individuals. An error, on the other hand, refers to any input, output, or intermediate result which does not meet the predefined specifi-cations, expectations, or comparison objectives of a system. Errors and conflicts are different but related. The key difference is that an error may involve only one individual, while for a conflict to occur, at least two individuals must be involved. An error may cause a conflict (or a series of conflicts) and vice versa. CEDP consists of a set of functions for detecting existing errors/conflict, classifying the observation as an error or a conflict, determining the exact point of error/conflict in the system, determining the type, magnitude, time, and cause of the out-of-control status, analyzing, predicting, and preventing propagation of the error/conflict, mitigating the negative effects of the error/conflict, and handling exceptions (constructive deviations from the process).
FTT<ref>{{cite journal|last1=Jeong|first1=W.|last2=Nof|first2=S.Y.|title=A collaborative sensor network middleware for automated production systems|journal=Computers and Industrial Engineering|date=2009|volume=57|page=106–113}}</ref> addresses fault-tolerant, feed-forward collaborative control of distributed processes. The goal of the FTT principle is to enable better efficiency and reliability from a network of weak agents (e.g., micro- and nano-sensors) rather than a single strong agent. FTT implies that an optimized team of collaborative agents generally yields better results compared to more powerful but individual agents. The latter may fail, and without backup, the system risks failure. The [[Reliability|reliability]] and [[Availability|availability]] of system is improved through application of multiple redundant agents. [[Fault tolerance]] relates to the structure of a collaborative e-Work system. The combination of the FTT and CEDP principles extend into [[Resilience|resilience]] by teaming frameworks<ref>{{cite journal|last1=Reyes Levalle|first1=R.|last2=Nof|first2=S.Y.|title=A resilience by teaming framework for collaborative supply networks|journal=Computers & Industrial Engineering|date=2015|volume=90|page=67–85}}</ref> that enable the formation, re-configuration, and operation of e-Work systems via “disruption-prone agents” that achieve higher resilience than an equivalent system of “flaw-less/more reliable” agents.
AD<ref>{{cite journal|last1=Yoon|first1=S.W.|last2=Nof|first2=S.Y.|title=Affiliation/dissociation decisions in collaborative enterprise networks|journal=International Journal of Production Economics|date=2011|volume=130|page=135–143}}</ref> addresses dynamic variations in the formation, topology, size, and/or operations of collaborative systems such as enterprise alliances; self-organizing agent teams; sensor clusters; modular systems, and others. The AD principle analyzes the conditions and timing for individual/teams of agents to associate with or dissociate from a collaborative network. The AD decisions are made at different levels in the entire network, by individual agents, sub-networks or clusters of agents, or among multiple net-works. The analysis includes several phases, from creation and execution to dissolution and support. Some generic AD decisions include: When and why should to join a network? What are the benefits/costs of participating in a network? Why would an individual opt to remain in a network? What are the criteria to characterize and evaluate the performance of a network? The AD principle can be analyzed at the overall [[Collaborative network|collaborative network]] level, at the individual/organization level, or at the sub-/multi-network level. The analysis may include various phases of the individual/organization/network lifecycle, from design to creation, activity, dissolution, and support.
DLOC<ref>{{cite journal|last1=Zhong|first1=H.|last2=Nof|first2=S.Y.|title=The dynamic lines of collaboration model: Collaborative disruption response in cyber-physical systems|journal=Computers & Industrial Engineering|date=2015|volume=87|page=370–382}}</ref> addresses the dynamic nature of collaborative networks, including emergency situations and the volatility of formal and informal communications between the individual and clustered agents. DLOC finds adjustments when networks evolve and undergo gradual changes over time. Specifically, successful realization of the previous design principles depends on the efficiency of the established lines of collaboration. The DLOC principle enables effective decision-making in complex and dynamic environments when they are being challenged or forced to change, sustainable information exchange and knowledge creation despite emergency/evolution, and optimal control of the emergent networks. An emergent network is a network that evolves through adding or removing nodes (e.g., agents) and/or links (e.g., interaction, communication, collaboration). Emergent networks are defined as evolutionary mechanisms of interaction which build upon the well-established theories of organizational learning and that are characterized by ad hoc decisions, effective improvisation, on-the-spot creation of contacts, and best-matching protocols for pairing system alerts with decisions, decision-makers, and the executors of the decisions.
BM<ref>{{cite book|last1=Moghaddam|first1=M.|last2=Nof|first2=S.Y.|title=Best Matching Theory & Applications|date=2017|publisher=Springer International Publishing Switzerland|isbn=978-3-319-46070-3}}</ref> implies that an e-Work system with a system with “mismatched” individuals is always outperformed by an equivalent system with “best-matched” individuals. The growing complexity and dynamic behavior of systems along with competitive and globalized markets have gradually transformed traditional [[Centralized system|centralized systems]] into [[Distributed network|distributed networks]] of e-Work systems. These systems, regardless of context and application, have a property in common: They all involve certain types of interactions (col-laborative, competitive, or both) among their distributed individuals—from clusters of sensors and ma-chines to complex networks of computers, intelligent robots, humans, and enterprises. Having this common property, such systems may encounter common challenges in terms of suboptimal interactions and thus poor performance, caused by potential mismatch between individuals. BM provides the PRISM taxonomy of best matching [12], a set of concepts, models, and frameworks for systematic analysis, taxonomy, analogical and structural assessment of matching processes, specification, modeling, and real-time optimization of matching processes in distributed manufacturing, supply, and service networks.
Manufacturing-as-a-service, effective integration and distribution of resources on the cloud.<ref>{{cite journal|last1=Xu|first1=X.|title=From cloud computing to cloud manufacturing|journal=Robotics and Computer-Integrated Manufacturing|date=2012|volume=28|page=75–86}}</ref>
Preventing and eliminating any conceivable errors, failures, and conflicts, and sustaining critical continuity of operations, assuring information and managing risks associated with the use, processing, storage, and transmission of information.<ref>{{cite journal|last1=Foster|first1=I.|last2=Kesselman|first2=C.|last3=Tuecke|first3=S.|title=The anatomy of the grid: Enabling scalable virtual organizations|journal=International Journal of High Performance Computing Applications|date=2001|volume=15|page=200–222}}</ref>
Learning, adaptation, and evolution mechanisms, bio-inspired heterarchical control of distributed manufacturing networks and shop-floor devices.<ref>{{cite journal|last1=Jammes|first1=F.|last2=Smith|first2=H.|title=Service-oriented paradigms in industrial automation|journal=IEEE Transactions on Industrial Informatics|date=2005|volume=1|page=62–70}}</ref> | 2016-09-30T03:10:50Z | Collaborative Control Theory (CCT) is a collection of principles and models for supporting the effective design of collaborative e-Work systems <ref>{{cite journal|last1=Nof|first1=S.Y.|title=Collaborative control theory for e-Work, e-Production, and e-Service|journal=Annual Reviews in Control|volume=31|page=281-292}}</ref>. Beyond human collaboration, advances in [[Information and Communications Technologies|information and communications technologies]], [[Artificial intelligence|artificial intelligence]], [[Multi-agent system|multi-agent systems]], and [[Cyber-physical system|cyber physical systems]] have enabled cyber-supported collaboration in highly distributed organizations of people, [[Robot|robots]], and [[Autonomous system|autonomous systems]]. The fundamental premise of CCT is: Without effective augmented collaboration by cyber support, working in parallel and in anticipation to human interactions, the potential of emerging activities such as [[E-commerce|e-Commerce]], [[Virtual manufacturing network|virtual manufacturing]], [[telerobotics]], [[Remote surgery|remote surgery]], [[Building automation|building automation]], [[Smart grid|smart grids]], [[Cyber-physical system|cyber-physical infrastructure]], [[Precision agriculture|precision agriculture]], and [[Intelligent transportation system|intelligent transportation systems]] cannot be fully and safely materialized. CCT addresses the challenges and emerging so-lutions of such cyber-collaborative systems, with emphasis on issues of computer-supported and com-munication-enabled integration, coordination and augmented collaboration. CCT is composed of eight design principles <ref>{{cite book|last1=Nof|first1=S.Y.|last2=Ceroni|first2=J.A.|last3=Jeong|first3=W.|last4=Moghaddam|first4=M.|title=Revolutionizing collaboration through e-Work, e-Business, and e-Service|date=2015|publisher=Springer-Verlag Berlin Heidelberg|isbn=978-3-662-45777-1}}</ref>: (1) Collaboration Requirement Planning (CRP); (2) e-Work Parallelism (EWP); (3) Keep It Simple, System (KISS); (4) Conflict/Error Detection and Prevention (CEDP); (5) Fault Tolerance by Teaming (FTT); (6) Association/Dissociation (AD); (7) Dynamic Lines of Collaboration (DLOC); (8) Best Matching (BM).
Collaboration is an essential means for effective design and control of e-Work. It enables all the entities involved in a decentralized system to share their resources, information, and responsibilities, such that mutual benefits are obtained and sustained. The level of collaboration, however, may vary from minimal information sharing, to fully collaborative networks <ref>{{cite book|last1=Camarinha-Matos|first1=L.M.|last2=Afsarmanesh|first2=H.|title=Concept of collaboration. In: Encyclopedia of Networked and Virtual Organizations|date=2008|publisher=Hershey, Pennsylvania}}</ref>. Often the terms “coordination”, “cooperation”, and “collaboration” are used interchangeably; but even though they are closely related, they do exhibit significant differences:
CRP <ref>{{cite journal|last1=Rajan|first1=V.N.|last2=Nof|first2=S.Y.|title=Cooperation requirement planning (CRP) for multi-processors: optimal assignment and execu-tion planning|journal=Journal of Intelligent Robotic Systems|date=1996|volume=15|page=419–435}}</ref> includes two phases for: (1) Detailed requirement planning of how, when, and with whom to collaborate (CRP-I) based on the objectives and available resources; (2) Real-time execution and revi-sion of plans (CRP-II) to meet spatial and temporal challenges, changes, and constraints. Future exten-sions need to incorporate methods such as [[Robust optimization|robust optimization]], [[Fuzzy logic|fuzzy logic]], [[Machine learning|machine learning]], and [[Dynamic optimization|real-time optimization]] to further enable real-time changes and learning. The effective implementation of this principle requires both advanced and adaptive real-time planning in order for the cooperation and collaboration efforts to be fruitful and efficient. revision
EWP <ref>{{cite journal|last1=Ceroni|first1=J.A.|last2=Nof|first2=S.Y.|title=A workflow model based on parallelism for distributed organizations|journal=Journal of Intelligent Manufacturing|date=2002|volume=13|page=439–461}}</ref> implies that the activities and interactions in cyber and physical workspaces can and must be allowed to run in parallel. That is, systems cannot be constrained by sequential/linear tasks. The implications of the EWP principle span various human/software spaces and activities including human-human, [[Human-Computer Interaction|human-computer]], and [[Machine to machine|machine-machine interactions]]. EWP defines the degree of parallelism as the level of resources/activity parallelism required to balance the tradeoff between the communication, transportation, and equipment costs, as well as the gained productivity. EWP also addresses the design and implementation of [[Collaborative problem-solving group|collaborative problem-solving]], [[Decision support system|decision-support systems]], and co-X tools, where “co-” implies coordinated, cooperative, and/or collaborative support concepts such as co-design and co-plan.
KISS focuses on the human-computer/-automation [[Usability|usability]] design principles <ref>{{cite book|last1=Albers|first1=M.|last2=Still|first2=B.|title=Usability of Complex Information Systems: Evaluation of User Interaction|date=2012|publisher=CRC Press|isbn=9781439828946}}</ref>. In addition to the need for human interaction with the emerging systems that are typically complex and not well understood (in terms of their internal mechanisms) by their human users, imagine the additional workload, confusion, and cost when those systems keep changing. KISS is a central principle for effective collaborative e-Work. This principle states that systems must be as complex as needed in their cyber sides, as long as the e-Work support system is enabled to work autonomously, in parallel to and supportive of humans, and subject to the humans’ inputs and instructions. At the same time, for the users, the system must be the simplest to comprehend and operate, in order to minimize the need for repeated and costly human retraining.
CEDP <ref>{{cite book|last1=Chen|first1=X.W.|last2=Nof|first2=S.Y.|title=Interactive conflict detection and resolution for air and air-ground traffic control|date=2014|publisher=U.S. Patent No. 8,831,864}}</ref> enables dynamic diagnosis, prognosis, and resolution of conflicts between entities in a collaborative e-Work space. CEDP implies that the larger the rate of interactions, the larger the number of active collaborating parties and thus the rates of [[Conflict (process)|conflicts]] and [[Error|errors]]. A conflict is defined as the inconsistencies between the goals, plans, tasks, and activities of two or more individuals. An error, on the other hand, refers to any input, output, or intermediate result which does not meet the predefined specifi-cations, expectations, or comparison objectives of a system. Errors and conflicts are different but related. The key difference is that an error may involve only one individual, while for a conflict to occur, at least two individuals must be involved. An error may cause a conflict (or a series of conflicts) and vice versa. CEDP consists of a set of functions for detecting existing errors/conflict, classifying the observation as an error or a conflict, determining the exact point of error/conflict in the system, determining the type, magnitude, time, and cause of the out-of-control status, analyzing, predicting, and preventing propagation of the error/conflict, mitigating the negative effects of the error/conflict, and handling exceptions (constructive deviations from the process).
FTT <ref>{{cite journal|last1=Jeong|first1=W.|last2=Nof|first2=S.Y.|title=A collaborative sensor network middleware for automated production systems|journal=Computers and Industrial Engineering|date=2009|volume=57|page=106–113}}</ref> addresses fault-tolerant, feed-forward collaborative control of distributed processes. The goal of the FTT principle is to enable better efficiency and reliability from a network of weak agents (e.g., micro- and nano-sensors) rather than a single strong agent. FTT implies that an optimized team of collaborative agents generally yields better results compared to more powerful but individual agents. The latter may fail, and without backup, the system risks failure. The [[Reliability|reliability]] and [[Availability|availability]] of system is improved through application of multiple redundant agents. [[Fault tolerance]] relates to the structure of a collaborative e-Work system. The combination of the FTT and CEDP principles extend into [[Resilience|resilience]] by teaming frameworks <ref>{{cite journal|last1=Reyes Levalle|first1=R.|last2=Nof|first2=S.Y.|title=A resilience by teaming framework for collaborative supply networks|journal=Computers & Industrial Engineering|date=2015|volume=90|page=67–85}}</ref> that enable the formation, re-configuration, and operation of e-Work systems via “disruption-prone agents” that achieve higher resilience than an equivalent system of “flaw-less/more reliable” agents.
AD <ref>{{cite journal|last1=Yoon|first1=S.W.|last2=Nof|first2=S.Y.|title=Affiliation/dissociation decisions in collaborative enterprise networks|journal=International Journal of Production Economics|date=2011|volume=130|page=135–143}}</ref> addresses dynamic variations in the formation, topology, size, and/or operations of collaborative systems such as enterprise alliances; self-organizing agent teams; sensor clusters; modular systems, and others. The AD principle analyzes the conditions and timing for individual/teams of agents to associate with or dissociate from a collaborative network. The AD decisions are made at different levels in the entire network, by individual agents, sub-networks or clusters of agents, or among multiple net-works. The analysis includes several phases, from creation and execution to dissolution and support. Some generic AD decisions include: When and why should to join a network? What are the benefits/costs of participating in a network? Why would an individual opt to remain in a network? What are the criteria to characterize and evaluate the performance of a network? The AD principle can be analyzed at the overall [[Collaborative network|collaborative network]] level, at the individual/organization level, or at the sub-/multi-network level. The analysis may include various phases of the individual/organization/network lifecycle, from design to creation, activity, dissolution, and support.
DLOC <ref>{{cite journal|last1=Zhong|first1=H.|last2=Nof|first2=S.Y.|title=The dynamic lines of collaboration model: Collaborative disruption response in cyber-physical systems|journal=Computers & Industrial Engineering|date=2015|volume=87|page=370–382}}</ref> addresses the dynamic nature of collaborative networks, including emergency situations and the volatility of formal and informal communications between the individual and clustered agents. DLOC finds adjustments when networks evolve and undergo gradual changes over time. Specifically, successful realization of the previous design principles depends on the efficiency of the established lines of collaboration. The DLOC principle enables effective decision-making in complex and dynamic environments when they are being challenged or forced to change, sustainable information exchange and knowledge creation despite emergency/evolution, and optimal control of the emergent networks. An emergent network is a network that evolves through adding or removing nodes (e.g., agents) and/or links (e.g., interaction, communication, collaboration). Emergent networks are defined as evolutionary mechanisms of interaction which build upon the well-established theories of organizational learning and that are characterized by ad hoc decisions, effective improvisation, on-the-spot creation of contacts, and best-matching protocols for pairing system alerts with decisions, decision-makers, and the executors of the decisions.
BM <ref>{{cite book|last1=Moghaddam|first1=M.|last2=Nof|first2=S.Y.|title=Best Matching Theory & Applications|date=2017|publisher=Springer International Publishing Switzerland|isbn=978-3-319-46070-3}}</ref> implies that an e-Work system with a system with “mismatched” individuals is always outperformed by an equivalent system with “best-matched” individuals. The growing complexity and dynamic behavior of systems along with competitive and globalized markets have gradually transformed traditional [[Centralized system|centralized systems]] into [[Distributed network|distributed networks]] of e-Work systems. These systems, regardless of context and application, have a property in common: They all involve certain types of interactions (col-laborative, competitive, or both) among their distributed individuals—from clusters of sensors and ma-chines to complex networks of computers, intelligent robots, humans, and enterprises. Having this common property, such systems may encounter common challenges in terms of suboptimal interactions and thus poor performance, caused by potential mismatch between individuals. BM provides the PRISM taxonomy of best matching [12], a set of concepts, models, and frameworks for systematic analysis, taxonomy, analogical and structural assessment of matching processes, specification, modeling, and real-time optimization of matching processes in distributed manufacturing, supply, and service networks.
Manufacturing-as-a-service, effective integration and distribution of resources on the cloud. <ref>{{cite journal|last1=Xu|first1=X.|title=From cloud computing to cloud manufacturing|journal=Robotics and Computer-Integrated Manufacturing|date=2012|volume=28|page=75–86}}</ref>
Preventing and eliminating any conceivable errors, failures, and conflicts, and sustaining critical continuity of operations, assuring information and managing risks associated with the use, processing, storage, and transmission of information. <ref>{{cite journal|last1=Foster|first1=I.|last2=Kesselman|first2=C.|last3=Tuecke|first3=S.|title=The anatomy of the grid: Enabling scalable virtual organizations|journal=International Journal of High Performance Computing Applications|date=2001|volume=15|page=200–222}}</ref>
Learning, adaptation, and evolution mechanisms, bio-inspired heterarchical control of distributed manufacturing networks and shop-floor devices. <ref>{{cite journal|last1=Jammes|first1=F.|last2=Smith|first2=H.|title=Service-oriented paradigms in industrial automation|journal=IEEE Transactions on Industrial Informatics|date=2005|volume=1|page=62–70}}</ref> | 2016-09-30T03:22:08Z |
https://en.wikipedia.org/w/index.php?title=Committee_machine&diff=150406873&oldid=109193204 | *Ensemble averaging
*Boosting
*Mixture of experts
*Hierarchical mixture of experts | 2007-02-19T01:05:40Z | *[[Ensemble averaging]]
*[[Boosting]]
*[[Mixture of experts]]
*[[Hierarchical mixture of experts]] | 2007-08-10T15:21:34Z |
https://en.wikipedia.org/w/index.php?title=Example_choice&diff=384968365&oldid=384966049 | For example, when teaching the joint probability of two independent events, teachers often explain the abstract procedure (p<sub>1</sub> * p<sub>2</sub>) first and illustrate this procedure with an example (e.g., throwing a dice twice). In example choice, by contrast, teachers or students first collect or construct examples from topics that are of potential interest to high school students, such as contracting [[hereditary diseases]], [[contraception]], or winning in a two-step lottery to meet one's favorite artist. After the students selected the example that interests them most, they are given a problem related to the chosed example that they have to try to solve. After the solution attempt, the principle behind the joint probability of two independent events will be explained, using the chosen example. Teachers may then use the other examples in order to deepen the understanding of joint probabilities, for example by using [[Worked-example effect|worked examples]]. | 2010-09-15T11:53:08Z | For example, when teaching the joint probability of two independent events, teachers often explain the abstract procedure (p<sub>1</sub> * p<sub>2</sub>) first and illustrate this procedure with an example (e.g., throwing a dice twice). In example choice, by contrast, teachers first collect or construct examples from topics that are of potential interest to high school students, such as contracting [[hereditary diseases]], [[contraception]], or winning in a two-step lottery to meet one's favorite artist. After the students selected the example that interests them most, they are given a problem related to the chosed example that they have to try to solve. After the solution attempt, the principle behind the joint probability of two independent events will be explained, using the chosen example. Teachers may then use the other examples in order to deepen the understanding of joint probabilities, for example by using [[Worked-example effect|worked examples]]. | 2010-09-15T12:10:31Z |
https://en.wikipedia.org/w/index.php?title=Initial_Teaching_Alphabet&diff=694701&oldid=641242 | * http://www.unifon.org/ita-eval.html Educashunal lunacie or wizdom?]
* [http://news.bbc.co.uk/1/hi/uk/1523708.stm BBC News story: | 2003-02-04T12:23:03Z | * http://www.unifon.org/ita-eval.html
* [http://news.bbc.co.uk/1/hi/uk/1523708.stm BBC News story: Educashunal lunacie or wizdom?] | 2003-02-04T12:23:37Z |
https://en.wikipedia.org/w/index.php?title=Knowledge_of_results&diff=677787013&oldid=677786932 | '''Knowledge of results''' is a term in the [[psychology]] of [[learning]].<ref name=John/><ref name=Art> Lumsdaine A.A. 1963. Instruments and media of instruction. In N.L. Gage (ed) ''Handbook of research on teaching''. Chicago: AERA and Rand McNally, 583–682.</ref><sup>p619</sup> A psychology dictionary defines it as [[feedback]] of information:
Knowledge of results,<ref name=John>Annett J. 1964. The role of knowledge of results in learning: a survey. In ''Educational Technology'', De Cecco (ed), Holt, Rinehart & Winston, 279–285.</ref> or sometimes ''immediate'' knowledge of results,<ref>Rowntree, Derek 1966. ''Basically branching: a handbook for programmers''. London: Macdonald, p41.</ref> can be used for any learning where a student (or an animal) gets information after the action. The information is about how satisfactory the action is. | 2015-08-25T14:25:56Z | '''Knowledge of results''' is a term in the [[psychology of learning]].<ref name=John/><ref name=Art> Lumsdaine A.A. 1963. Instruments and media of instruction. In N.L. Gage (ed) ''Handbook of research on teaching''. Chicago: AERA and Rand McNally, 583–682.</ref><sup>p619</sup> A psychology dictionary defines it as [[feedback]] of information:
Knowledge of results,<ref name=John>Annett J. 1964. The role of knowledge of results in learning: a survey. In ''Educational Technology'', De Cecco (ed), Holt, Rinehart & Winston, 279–285.</ref> or sometimes ''immediate'' knowledge of results,<ref>Rowntree, Derek 1966. ''Basically branching: a handbook for programmers''. London: Macdonald, p41.</ref> can be used for any learning where a student (or an animal) gets information after the action. The information is about how satisfactory the action is. | 2015-08-25T14:26:37Z |
https://en.wikipedia.org/w/index.php?title=Low-residency_program&diff=21056789&oldid=21056668 | [[Antioch University]], creative writing
[[University of British Columbia]], creative writing
[[Danube University Krems]], with [[Transart Institute]], new media
[[Fairleigh Dickinson University]], creative writing
[[Naropa University]], creative writing
[[University of New Orleans]], creative writing
[[Pacific University]], creative writing
[[Queens College, Charlotte]]
[[University of Southern Maine]], creative writing | 2005-08-15T10:55:44Z | * [[Antioch University]], creative writing
* [[University of British Columbia]], creative writing
* [[Danube University Krems]], with [[Transart Institute]], new media
* [[Fairleigh Dickinson University]], creative writing
* [[Naropa University]], creative writing
* [[University of New Orleans]], creative writing
* [[Pacific University]], creative writing
* [[Queens College, Charlotte]]
* [[University of Southern Maine]], creative writing | 2005-08-15T10:59:01Z |
https://en.wikipedia.org/w/index.php?title=Machine_learning&diff=1135944759&oldid=1135934346 | '''Machine learning''' ('''ML''') is a field of inquiry devoted to understanding and building methods that 'learn', that is, methods that leverage data to improve performance on some set of tasks.<ref>{{Cite book |last=Mitchell |first=Tom |url=http://www.cs.cmu.edu/~tom/mlbook.html |title=Machine Learning |publisher=McGraw Hill |year=1997 |isbn=0-07-042807-7 |location=New York |language=en-US |oclc=36417892 |author-link=Tom M. Mitchell |access-date=2020-04-09 |archive-date=2020-04-07 |archive-url=https://web.archive.org/web/20200407075538/http://www.cs.cmu.edu/~tom/mlbook.html |url-status=live }}</ref> It is seen as a part of [[artificial intelligence]]. --- | 2023-01-27T19:40:05Z | '''Machine learning''' ('''ML''') is a field of inquiry devoted to understanding and building methods that 'learn', that is, methods that leverage data to improve performance on some set of tasks.<ref>{{Cite book |last=Mitchell |first=Tom |url=http://www.cs.cmu.edu/~tom/mlbook.html |title=Machine Learning |publisher=McGraw Hill |year=1997 |isbn=0-07-042807-7 |location=New York |language=en-US |oclc=36417892 |author-link=Tom M. Mitchell |access-date=2020-04-09 |archive-date=2020-04-07 |archive-url=https://web.archive.org/web/20200407075538/http://www.cs.cmu.edu/~tom/mlbook.html |url-status=live }}</ref> It is seen as a part of [[artificial intelligence]]. | 2023-01-27T20:55:00Z |
https://en.wikipedia.org/w/index.php?title=Mate_choice_copying&diff=408673927&oldid=408673715 | Mate choice copying (or just "mate copying") describes a non-independent mate choice event. Mate choice copying is said to occur when the likelihood that one individual (the "observer" or "focal individual") will mate with a particular individual (the "target") increases or decreases based upon observing a sexual interaction between the "target" and another individual. This is typically broken down into three steps ([http://www.psych.upenn.edu/~whitedj/lab/quail.htm]): | 2011-01-18T22:26:29Z | Mate choice copying (or just "mate copying") describes a non-independent [[mate choice]] event. Mate choice copying is said to occur when the likelihood that one individual (the "observer" or "focal individual") will mate with a particular individual (the "target") increases or decreases based upon observing a sexual interaction between the "target" and another individual. This is typically broken down into three steps ([http://www.psych.upenn.edu/~whitedj/lab/quail.htm]): | 2011-01-18T22:27:41Z |
https://en.wikipedia.org/w/index.php?title=Observational_learning&diff=520823497&oldid=520823378 | When adequate practice and appropriate feedback follow demonstrations, increased skill performance and learning occurs. Lewis (1974) did a study <ref>Weiss, Maureen et al. (1998). Observational Learning and the Fearful Child: Influence of Peer Models n Swimming Skill Performance and Psychological Responses. 380-394</ref> of children who had a fear of swimming and observed how modelling and going over swimming practices affected their overall performance. The experiment spanned over nine days and included many steps. The children were first assessed on their anxiety and their swimming skills. They were then placed into one of three conditional groups and where exposed to these conditions over a few days. At the end of each day, there would be a group swimming lesson with every child involved. The first group was a control group where the children would watch a short cartoon video each day that was unrelated to swimming. The second group was a peer mastery group where the subjects would watch a short video of children similar in age who had very good task performances and high confidence statements. Lastly, the third group was a peer coping group where the subjects watched a video of children similar in age who progressed from low task performances and low confidence statements to high task performances and high confidence statements. The day following the exposures to each condition, the children were assessed. Finally, the children were also assessed a few days later for a follow up assessment. Upon reassessment, it was shown that the two model groups who watched videos of children similar in age had successful rates on the skills assessed because they perceived the models as informational and motivational. | 2012-10-31T23:50:59Z | When adequate practice and appropriate feedback follow demonstrations, increased skill performance and learning occurs. Lewis (1974) did a study <ref>Weiss, Maureen et al. (1998). Observational Learning and the Fearful Child: Influence of Peer Models n Swimming Skill Performance and Psychological Responses. 380-394</ref> of children who had a fear of swimming and observed how modelling and going over swimming practices affected their overall performance. The experiment spanned over nine days and included many steps. The children were first assessed on their anxiety and their swimming skills. They were then placed into one of three conditional groups and were exposed to these conditions over a few days. At the end of each day, there would be a group swimming lesson with every child involved. The first group was a control group where the children would watch a short cartoon video each day that was unrelated to swimming. The second group was a peer mastery group where the subjects would watch a short video of children similar in age who had very good task performances and high confidence statements. Lastly, the third group was a peer coping group where the subjects watched a video of children similar in age who progressed from low task performances and low confidence statements to high task performances and high confidence statements. The day following the exposures to each condition, the children were assessed. Finally, the children were also assessed a few days later for a follow up assessment. Upon reassessment, it was shown that the two model groups who watched videos of children similar in age had successful rates on the skills assessed because they perceived the models as informational and motivational. | 2012-10-31T23:51:55Z |
https://en.wikipedia.org/w/index.php?title=Socratic_questioning&diff=118825384&oldid=118824306 | Both critical thinking and Socratic questioning share a common end. [[Critical thinking] provides the conceptual tools for understanding how the mind functions (in it’s pursuit of meaning and truth); and Socratic questioning employs those tools in framing questions essential to the pursuit of meaning and truth. | 2007-03-29T17:35:34Z | Both critical thinking and Socratic questioning share a common end. [[Critical thinking]] provides the conceptual tools for understanding how the mind functions (in it’s pursuit of meaning and truth); and Socratic questioning employs those tools in framing questions essential to the pursuit of meaning and truth. | 2007-03-29T17:40:10Z |
https://en.wikipedia.org/w/index.php?title=Universal_design_for_instruction&diff=223355815&oldid=223355565 | Principle 1: Equitable use
Principle 2: Flexibility in use
Principle 3: Simple and intuitive
Principle 4: Perceptible information
Principle 5: Tolerance for error
Principle 6: Low physical effort
Principle 7: Size and space for approach and use
Principle 8: A community of learners
Principle 9: Instructional climate<ref>Scott, SS, McGuire, J., & Shaw, SF. ''Principles of Universal Design for Instruction''. Storrs, CT: Center on Postsecondary Education and Disability, University of Connecticut.</ref>
The UDI principles were developed by the [Center on Postsecondary Education and Disability at the University of Connecticut]http://www.cped.uconn.edu | 2008-07-03T18:45:03Z | *Principle 1: Equitable use
*Principle 2: Flexibility in use
*Principle 3: Simple and intuitive
*Principle 4: Perceptible information
*Principle 5: Tolerance for error
*Principle 6: Low physical effort
*Principle 7: Size and space for approach and use
*Principle 8: A community of learners
*Principle 9: Instructional climate<ref>Scott, SS, McGuire, J., & Shaw, SF. ''Principles of Universal Design for Instruction''. Storrs, CT: Center on Postsecondary Education and Disability, University of Connecticut.</ref>
The UDI principles were developed by the [[Center on Postsecondary Education and Disability at the University of Connecticut]]http://www.cped.uconn.edu | 2008-07-03T18:46:27Z |
https://en.wikipedia.org/w/index.php?title=Visible_learning&diff=547471564&oldid=547471470 | '''Visible Learning''' was introduced by [[John Hattie]] in his groundbreaking meta study Visible Learning. Hattie compared the [[effect size]] of many aspects that influence learning outcomes in schools and points out that in education most things work. The questions is which strategies and innovations work best and where to concentrate efforts in order to improve student achievement. The [[Times Educational Supplement]] described Hatties [[meta-study]] "Visible Learning" as nothing less than the “holy grail of education“. According to Hattie Visible Learning occurs when teachers see learning through the eyes of students and help them become their own teachers. | 2013-03-28T16:59:15Z | '''Visible Learning''' was introduced by [[John Hattie]] in his groundbreaking [[meta-study]] Visible Learning. Hattie compared the [[effect size]] of many aspects that influence learning outcomes in schools and points out that in education most things work. The questions is which strategies and innovations work best and where to concentrate efforts in order to improve student achievement. The [[Times Educational Supplement]] described Hatties meta-study "Visible Learning" as nothing less than the “holy grail of education“. According to Hattie Visible Learning occurs when teachers see learning through the eyes of students and help them become their own teachers. | 2013-03-28T16:59:53Z |
https://en.wikipedia.org/w/index.php?title=Alternative_teacher_certification&diff=84086721&oldid=84086257 | An '''Alternative Teaching Certification''' is an [[license]] that is awarded to someone who has not earned a traditional [[bachelor's degree]] in [[education]], but still possess a four-year degree from an [[accredited]] [[college]] or [[university]]. In the [[United States]], Alternative Certifications are offered in forty-eight states and the [[District of Columbia]]. | 2006-10-27T17:56:29Z | An '''Alternative Teaching Certification''' is a [[license]] that is awarded to someone who has not earned a traditional [[bachelor's degree]] in [[education]], but still possess a four-year degree from an [[accredited]] [[college]] or [[university]]. In the [[United States]], Alternative Certifications are offered in forty-eight states and the [[District of Columbia]]. | 2006-10-27T17:59:09Z |
https://en.wikipedia.org/w/index.php?title=List_of_physics_concepts_in_primary_and_secondary_education_curricula&diff=504020635&oldid=504018606 | This '''list of physics concepts in pre-college curricula''' includes topics that are included in high school physics curricula<ref>{{harvnb|Bruton|Ong|2000}}</ref> or textbooks.<ref>{{harvnb|Eisenkraft|2010}}{{harvnb|Giancoli|2004}}{{Harvnb|Haber-Schaim|Dodge|Gardner|Shore|1991}}{{harvnb|Hewitt|2002}}{{harvnb|Zitzewitz|2005}}
</ref> | 2012-07-24T22:08:54Z | This '''list of physics concepts in pre-college curricula''' includes topics that are included in high school physics curricula<ref>{{harvnb|Bruton|Ong|2000}}</ref> or textbooks.<ref>{{harvnb|Eisenkraft|2010}}</ref><ref>{{harvnb|Giancoli|2004}}</ref><ref>{{Harvnb|Haber-Schaim|Dodge|Gardner|Shore|1991}}</ref><ref>{{harvnb|Hewitt|2002}}</ref><ref>{{harvnb|Zitzewitz|2005}}</ref> | 2012-07-24T22:23:31Z |
https://en.wikipedia.org/w/index.php?title=Comprehensive_examination&diff=19645587&oldid=19596929 | The form and general requirements for the comprehensive exam varies according to the [[faculty]] or department, [[degree] sought, [[university]], and [[country]], but typically tests general knowledge of the subject area and may be used to determine a candidate's eligibility to continue their course of study. | 2005-07-25T20:43:23Z | The form and general requirements for the comprehensive exam varies according to the [[faculty]] or department, [[degree]] sought, [[university]], and [[country]], but typically tests general knowledge of the subject area and may be used to determine a candidate's eligibility to continue their course of study. | 2005-07-26T15:02:30Z |
https://en.wikipedia.org/w/index.php?title=Open_Access_Week&diff=457636526&oldid=457636458 | </reflist> | 2011-10-27T10:45:22Z | {{reflist}} | 2011-10-27T10:46:03Z |
https://en.wikipedia.org/w/index.php?title=Academic_term&diff=779184995&oldid=776526014 | The academic year originated in the pre-industrial era when all able-bodied young people were expected to work through the period of July and August. For the purposes of education, the remainder of the year was arranged into three terms accommodating the Christian holidays of Christmas and Easter. Half-term breaks divide the 16-17 week terms. | 2017-04-21T15:11:05Z | The academic year originated in the pre-industrial era when all able-bodied young people were expected to work through the period of July and August. For the purposes of education, the remainder of the year was arranged into three terms accommodating the Christian holidays of Christmas and Easter. Half-term breaks divide the 16- to 17-week terms. | 2017-05-07T14:00:25Z |
https://en.wikipedia.org/w/index.php?title=Strategic_enrollment_management&diff=207233953&oldid=207231847 | '''Strategic Enrollment Management''' is a crucial element of planning for new growth a university or college as it concerns both academic program growth and facilities needs. {{ref|western}} A real strategic enrollment management approach looks at the entire student cycle, from entry through graduation. {{ref|inside}} | 2008-04-21T22:59:51Z | '''Strategic Enrollment Management''' is a crucial element of planning for new growth at a university or college as it concerns both academic program growth and facilities needs. {{ref|western}} A real strategic enrollment management approach looks at the entire student cycle, from entry through graduation. {{ref|inside}} | 2008-04-21T23:11:04Z |
https://en.wikipedia.org/w/index.php?title=University_Council_for_Educational_Administration&diff=680443869&oldid=680443848 | The '''University Council for Educational Administration''' ('''UCEA''') is a leading [[[nonprofit]], research-oriented, institutional-only member organization dedicated to improving the profession of [[educational administration]]. The organization was founded at [[Columbia University in the City of New York]] in 1954 by a group of fifteen universities concerned about the advancing the quality of educational leadership professionals and the state of the field.<ref>http://www.ucea.org/history-2/</ref> Today, membership includes almost 100 member schools, mostly from the [[United States]], but also universities in Australia and Hong Kong.<ref>https://members.ucea.org/member-directory/organizations</ref> Many of the public universities in the [[Association of American Universities]] are also members of the UCEA. The organization is also notable for publishing the ''[[Educational Administrative Quarterly]]'', one of the leading research journals dedicated to educational administration.<ref>http://eaq.sagepub.com/</ref> | 2015-09-10T22:25:30Z | The '''University Council for Educational Administration''' ('''UCEA''') is a leading [[nonprofit]], research-oriented, institutional-only member organization dedicated to improving the profession of [[educational administration]]. The organization was founded at [[Columbia University in the City of New York]] in 1954 by a group of fifteen universities concerned about the advancing the quality of educational leadership professionals and the state of the field.<ref>http://www.ucea.org/history-2/</ref> Today, membership includes almost 100 member schools, mostly from the [[United States]], but also universities in Australia and Hong Kong.<ref>https://members.ucea.org/member-directory/organizations</ref> Many of the public universities in the [[Association of American Universities]] are also members of the UCEA. The organization is also notable for publishing the ''[[Educational Administrative Quarterly]]'', one of the leading research journals dedicated to educational administration.<ref>http://eaq.sagepub.com/</ref> | 2015-09-10T22:25:40Z |
https://en.wikipedia.org/w/index.php?title=Alternative_school&diff=94587362&oldid=94586752 | * Reduce the alienation and improve the self-concept of [[at-risk]] students | 2006-12-15T21:56:19Z | * Reduce the alienation and improve the self-concept of at-risk students | 2006-12-15T21:59:30Z |
https://en.wikipedia.org/w/index.php?title=Deschooling&diff=9321676&oldid=8167230 | '''Deschooling''' is the mental process a person goes through after being removed from a formal schooling environment. It usually refers to children who have been removed from school for the purpose of [[unschooling]], but technically applies any person leaving school, either by dropping out or graduating. | 2004-10-27T09:36:57Z | '''Deschooling''' is the mental process a person goes through after being removed from a formal [[schooling]] environment. It usually refers to children who have been removed from school for the purpose of [[unschooling]], but technically applies any person leaving school, either by dropping out or graduating. | 2004-12-06T02:13:59Z |
https://en.wikipedia.org/w/index.php?title=List_of_Friends_schools&diff=13588053&oldid=12697404 | [[Category:Quaker schools]] | 2005-03-30T17:39:02Z | [[Category:Quaker schools|*]] | 2005-04-23T06:19:22Z |
https://en.wikipedia.org/w/index.php?title=Gifted_education&diff=487347697&oldid=487264817 | [[Academic acceleration|Acceleration]] presents gifted children academic material from established curricula that is commensurate with their ability and preparedness, and for this reason is a low-cost option from the perspective of the school. This may result in a small number of children taking classes targeted at older children. However, for the majority of gifted students, acceleration is beneficial both academically ''and socially''.<ref>Nicholas Colangelo, N., Assouline, S., and Gross, M., A Nation Deceived:How Schools Hold Back America's Brightest Students, University of Iowa, Volume I, p. 2</ref> "Radical acceleration (acceleration by two or more years) is effective academically and socially for highly gifted students." <ref>Nicholas Colangelo, N., Assouline, S., and Gross, M., A Nation Deceived:How Schools Hold Back America's Brightest Students, University of Iowa, Volume I, p. 2.</ref> Some advocates have argued that the disadvantages of being retained in a standard mixed-ability classroom are substantially worse than any shortcomings of acceleration. For example, [[psychologist]] Miraca Gross reports: "the majority of these children [retained in a typical classroom] are socially rejected [by their peers with typical academic talents], isolated, and deeply unhappy. Children of [[IQ]] 180+ who are retained in the regular classroom are even more seriously at risk and experience severe emotional distress."<ref>[http://www.gt-cybersource.org/Record.aspx?NavID=2_0&rid=10586 Factors in the social adjustment and social acceptability of extremely gifted children<!-- Bot generated title -->]</ref> These accelerated children should be placed together in one class if possible.<ref>Rogers, Karen B, Ph.D., The Relationship of Grouping Practices to the Education of the Gifted and Talented Learner, (The National Research Center on the Gifted and Talented, 1991)</ref>
==== The Mission and Principles of Gifted Education Policy in Hong Kong ====
==== The Framework for Gifted Education in Hong Kong <ref>{{cite web|url=http://hkage.org.hk/en/background.html |title=The Hong Kong Academy for Gifted Education |publisher=The Hong Kong Academy for Gifted Education |date= |accessdate=2012-04-14}}</ref>====
==== Development of Gifted Education in Hong Kong ====
===== 1990 The Education Commission Report No. 4 =====
===== 2000 A Framework for Gifted Education in Hong Kong =====
===== 2003 Establishment of Gifted Education Section =====
===== 2007 - Current The Hong Kong Academy for Gifted Education =====
schools. The admission process is much more selective in big cities like [[Tehran]], [[Isfahan]],[[Mashhad]] and [[Karaj]] in
Four top schools of NODET (and also Iran's top) are [[Allameh Helli High Schools|Allameh Helli High School]] and [[Farzanegan High School]] located in [[Tehran]], [[Shahid Ejei High School]] located in [[Isfahan]],[[Shahid Hashemi Nejad High School]] located in [[Mashhad]] and [[Shahid Soltani School]] located in [[Karaj]]{{Citation needed|date=February 2012}}. | 2012-04-14T01:05:55Z | [[Academic acceleration|Acceleration]] presents gifted children academic material from established curricula that is commensurate with their ability and preparedness, and for this reason is a low-cost option from the perspective of the school. This may result in a small number of children taking classes targeted at older children. However, for the majority of gifted students, acceleration is beneficial both academically ''and socially''.<ref>Nicholas Colangelo, N., Assouline, S., and Gross, M., A Nation Deceived:How Schools Hold Back America's Brightest Students, University of Iowa, Volume I, p. 2</ref> "Radical acceleration (acceleration by two or more years) is effective academically and socially for highly gifted students."<ref>Nicholas Colangelo, N., Assouline, S., and Gross, M., A Nation Deceived:How Schools Hold Back America's Brightest Students, University of Iowa, Volume I, p. 2.</ref> Some advocates have argued that the disadvantages of being retained in a standard mixed-ability classroom are substantially worse than any shortcomings of acceleration. For example, [[psychologist]] Miraca Gross reports: "the majority of these children [retained in a typical classroom] are socially rejected [by their peers with typical academic talents], isolated, and deeply unhappy. Children of [[IQ]] 180+ who are retained in the regular classroom are even more seriously at risk and experience severe emotional distress."<ref>[http://www.gt-cybersource.org/Record.aspx?NavID=2_0&rid=10586 Factors in the social adjustment and social acceptability of extremely gifted children<!-- Bot generated title -->]</ref> These accelerated children should be placed together in one class if possible.<ref>Rogers, Karen B, Ph.D., The Relationship of Grouping Practices to the Education of the Gifted and Talented Learner, (The National Research Center on the Gifted and Talented, 1991)</ref>
==== The Mission and Principles of Gifted Education Policy in Hong Kong ====
==== The Framework for Gifted Education in Hong Kong<ref>{{cite web|url=http://hkage.org.hk/en/background.html |title=The Hong Kong Academy for Gifted Education |publisher=The Hong Kong Academy for Gifted Education |date= |accessdate=2012-04-14}}</ref>====
==== Development of Gifted Education in Hong Kong ====
===== 1990 The Education Commission Report No. 4 =====
===== 2000 A Framework for Gifted Education in Hong Kong =====
===== 2003 Establishment of Gifted Education Section =====
===== 2007 - Current The Hong Kong Academy for Gifted Education =====
schools. The admission process is much more selective in big cities like [[Tehran]], [[Isfahan]], [[Mashhad]] and [[Karaj]] in
Four top schools of NODET (and also Iran's top) are [[Allameh Helli High Schools|Allameh Helli High School]] and [[Farzanegan High School]] located in [[Tehran]], [[Shahid Ejei High School]] located in [[Isfahan]], [[Shahid Hashemi Nejad High School]] located in [[Mashhad]] and [[Shahid Soltani School]] located in [[Karaj]]{{Citation needed|date=February 2012}}. | 2012-04-14T15:14:06Z |
https://en.wikipedia.org/w/index.php?title=Knowledge_divide&diff=88411986&oldid=88411861 | [[Digital divide]]
Information society commision (2002) http://www.isc.ie/downloads/know.pdf | 2006-11-17T12:42:30Z | [[Digital divide]]
Information society commision (2002) http://www.isc.ie/downloads/know.pdf | 2006-11-17T12:43:42Z |
https://en.wikipedia.org/w/index.php?title=Lessons_of_the_Masters&diff=30238355&oldid=30238142 | Steiner's ''Lessons of the Masters'' is part history, part analysis of the mentor-protégé relationship. From [[Socrates]] and [[Jesus]] to [[Husserl]], [[Heidegger]] and [[Arendt]], not leaving out [[Plotinus]], [[Augustine]], [[Shakespeare]], [[Dante]], [[Marlowe]], [[Kepler]], [[Wittgenstein]], and [[Simone Weil]], Steiner shows how much is at stake in the passing on of wisdom and the risks involved. | 2005-12-05T17:30:10Z | Steiner's ''Lessons of the Masters'' is part history, part analysis of the [[mentor]]-[[protégé]] relationship. From [[Socrates]] and [[Jesus]] to [[Husserl]], [[Heidegger]] and [[Arendt]], not leaving out [[Plotinus]], [[Augustine]], [[Shakespeare]], [[Dante]], [[Marlowe]], [[Kepler]], [[Wittgenstein]], and [[Simone Weil]], Steiner shows how much is at stake in the passing on of wisdom and the risks involved. | 2005-12-05T17:32:14Z |
https://en.wikipedia.org/w/index.php?title=Place-based_education&diff=62138589&oldid=62138494 | Place-based education is often hands-on, project-based and always related to something in the real [[world]]. Thus students embarking upon a unit about the [[Vietnam War]] might [[interview]] [[veterans]] of that [[war]], collecting their stories for a [[radio]]-spot, [[newspaper]] article or educational brochure. In this case, the use of local people to support students’ learning would not only lead to greater comprehension of the Vietnam War, but also to understanding more about the history of their community and people in it. | 2006-07-05T05:44:08Z | Place-based education is often hands-on, project-based and always related to something in the real [[world]]. Thus students embarking upon a unit about the [[Vietnam War]] might [[interview]] [[veterans]] of that [[war]], collecting their stories for a [[radio]]-spot, [[newspaper]] article or educational brochure. In this case, the use of local people to support students’ learning would not only lead to greater comprehension of the Vietnam War, but also to understanding more about the history of their community and the people in it. | 2006-07-05T05:45:19Z |
https://en.wikipedia.org/w/index.php?title=Educational_assessment&diff=206764355&oldid=206426242 | Internal assesment is set and marked by the school (ie teachers)and the students get the mark and feedback regarding the assessment whereas as external assesment is set by the governing body and is marked by non biased personnel. With external assessment students only receive a mark therefore they have no idea how they actually performed (ie what bits the answered correctly) | 2008-04-18T04:29:15Z | Internal assessment is set and marked by the school (ie teachers)and the students get the mark and feedback regarding the assessment whereas as external assesment is set by the governing body and is marked by non biased personnel. With external assessment students only receive a mark therefore they have no idea how they actually performed (ie what bits the answered correctly) | 2008-04-19T21:29:07Z |
https://en.wikipedia.org/w/index.php?title=List_of_law_school_GPA_curves&diff=295404934&oldid=295404751 | |
} | 2009-06-09T17:01:55Z | |-
|} | 2009-06-09T17:03:02Z |
https://en.wikipedia.org/w/index.php?title=Milwaukee_Project&diff=214820172&oldid=214820133 | * [http://www.audiblox.com/iq_scores.htm Q Scores: IQ Score Interpretation] | 2008-05-25T12:26:57Z | * http://www.audiblox.com/iq_scores.htm Q Scores: IQ Score Interpretation | 2008-05-25T12:27:13Z |
https://en.wikipedia.org/w/index.php?title=Robots_and_Avatars&diff=357226507&oldid=357226388 | * Robots
* Avatars
* Future World of Work and Education
* Identity
* Gaming
* Gaming in Education
* Artificial Intelligence
* Virtual Worlds
* Performance
* Telematics
* New media art
* Popular Culture | 2010-04-20T16:18:04Z | * Robots
* Avatars
* Future World of Work and Education
* Identity
* Gaming
* Gaming in Education
* Artificial Intelligence
* Virtual Worlds
* Performance
* Telematics
* New media art
* Popular Culture | 2010-04-20T16:18:45Z |
https://en.wikipedia.org/w/index.php?title=Curriculum_studies&diff=98249325&oldid=98248602 | Curriculum studies is a field that addresses distinct and important issues related to education. These issues tend to transcend the various areas of educational inquiry as they impact upon the design, implementation, and evaluation of educational programs. These issues tend also to be holistic and transdisciplinary, concerned with the interrelationships bewteen various disciplines. Specific questions related to curriculum studies include the follwing: What should be taught in schools? Why should it be taught? To whom should it be taught? What does it mean to be an educated person? Curriculum inquirers also investigate the relationship between curriculum theory and educational practice and the relationhip bewteen school programs and the contours of the society and cultures in whcih schools are located. There are programs in the field of curriculum studies in several Colleges of Education around the world. One of these is at Arizona State University in Tempe, Arizona, USA. Books that have been written within the field of curriculum studies are many in number. They include: The Curriculum: Perspective, Paradigm, and Possibility by William Schubert (New York: Macmillan, 1986; and Understanding Curriulum by William Pinar, et al. (New York: Peter Lang Publishing, 1995). | 2007-01-03T20:36:19Z | Curriculum studies is a field that addresses distinct and important issues related to education. These issues tend to transcend the various areas of educational inquiry as they impact upon the design, implementation, and evaluation of educational programs. These issues tend also to be holistic and transdisciplinary, concerned with the interrelationships bewteen various disciplines. Specific questions related to curriculum studies include the follwing: What should be taught in schools? Why should it be taught? To whom should it be taught? What does it mean to be an educated person? Curriculum inquirers also investigate the relationship between curriculum theory and educational practice and the relationhip between school programs and the contours of the society and cultures in whcih schools are located. There are programs in the field of curriculum studies in several Colleges of Education around the world. One of these is at Arizona State University in Tempe, Arizona, USA. Books that have been written within the field of curriculum studies are many in number. They include: The Curriculum: Perspective, Paradigm, and Possibility by William Schubert (New York: Macmillan, 1986; and Understanding Curriulum by William Pinar, et al. (New York: Peter Lang Publishing, 1995). | 2007-01-03T20:39:39Z |
https://en.wikipedia.org/w/index.php?title=EDUindex&diff=566368803&oldid=566368373 | The EDUindex is a correlation of curricular subjects taught in a particular school to skills as suggested by a pre-defined or custom selected target marketplace. Published class offerings represent the skills taught. [[The Classification of Secondary School Courses (CSSC)]] provides a general inventory of courses taught nationwide in the secondary school level (grades 9 through 12). Further detail is provided by [[High School Transcript Studies]] provided by the [[National Center for Education Statistics]]. Public, Charter, and Private School listings are accessed per geographical area to create a comprehensive data set of all schools and businesses within the analytical focus. Curriculum per School, District, etc. is published individually and is publicly available.
Standard databases like the [[Standard Industry Codes (SIC)]] and [[North American Industry Classification System (NAICS)]] provide defined business focus. Business focus can be further refined into specific occupations and skill sets using [[Standard Occupational Codes (SOC)]]. Together these datasets provide information representing the skills offered and the occupational opportunities available within the designated target area. | 2013-07-30T02:15:10Z | The EDUindex is a correlation of curricular subjects taught in a particular school to skills as suggested by a pre-defined or custom selected target marketplace. Published class offerings represent the skills taught. [[The Classification of Secondary School Courses]] (CSSC) provides a general inventory of courses taught nationwide in the secondary school level (grades 9 through 12). Further detail is provided by [[High School Transcript Studies]] provided by the [[National Center for Education Statistics]]. Public, Charter, and Private School listings are accessed per geographical area to create a comprehensive data set of all schools and businesses within the analytical focus. Curriculum per School, District, etc. is published individually and is publicly available.
Standard databases like the [[Standard Industry Codes]] (SIC) and [[North American Industry Classification System (NAICS)]] provide defined business focus. Business focus can be further refined into specific occupations and skill sets using [[Standard Occupational Codes]] (SOC). Together these datasets provide information representing the skills offered and the occupational opportunities available within the designated target area. | 2013-07-30T02:21:12Z |
https://en.wikipedia.org/w/index.php?title=Passive_learning&diff=713287384&oldid=713266930 | [Category:Educational psychology]] | 2016-04-03T00:28:24Z | [[Category:Educational psychology]] | 2016-04-03T03:19:36Z |
https://en.wikipedia.org/w/index.php?title=Education_economics&diff=247359094&oldid=247359009 | {{Category|Education economics|*}} | 2008-10-24T10:47:35Z |
[[Category|Education economics|*]] | 2008-10-24T10:48:17Z |
https://en.wikipedia.org/w/index.php?title=College_tuition_in_the_United_States&diff=486603550&oldid=486603403 | In his [[2012 State of the Union Address]], [[President Barack Obama]], addressed the rising costs of tuition to attend universities in the United States. Through an executive order in 2011, [[President Obama]] laid out a student loan plan that allows students to pay off debts as they acquire funds, suitably titled “Pay as you Earn”, so that student loans could be paid off without placing too much of a burden of debt on students.<ref>http://www.washingtonpost.com/ blogs/44/post/obama-administration-announces-plan-to-ease-student-loan-burdens/ 2011/10/25/gIQAGbKrGM_blog.html</ref> | 2012-04-10T10:57:19Z | In his [[2012 State of the Union Address]], [[President Barack Obama]], addressed the rising costs of tuition to attend universities in the United States. Through an executive order in 2011, [[President Obama]] laid out a student loan plan that allows students to pay off debts as they acquire funds, suitably titled “Pay as you Earn”, so that student loans could be paid off without placing too much of a burden of debt on students.<ref>http://www.washingtonpost.com/blogs/44/post/obama-administration-announces-plan-to-ease-student-loan-burdens/ 2011/10/25/gIQAGbKrGM_blog.html</ref> | 2012-04-10T10:58:44Z |
https://en.wikipedia.org/w/index.php?title=Educational_attainment&diff=61415228&oldid=61415144 | ==References== | 2006-06-30T18:41:41Z | ==References== | 2006-06-30T18:42:11Z |
https://en.wikipedia.org/w/index.php?title=Learning_space&diff=714759257&oldid=714759207 | [Category:Schools]]
[Category:Educational facilities]] | 2016-04-11T17:54:57Z | [[Category:Schools]]
[[Category:Educational facilities]] | 2016-04-11T17:55:19Z |
https://en.wikipedia.org/w/index.php?title=School_organizational_models&diff=714187600&oldid=714182849 | The '''departmental model''' is an organization where the departments and faculties of different academic subjects are separate and distinct. Each department (e.g. Math, Humanities, Science) may also have its own head (or manager or dean) that is responsible for different aspects of the department. Educators in that department may report to that head who in turn reports reports to a higher level administration, such as a school or college in a university, or directly to the main administration, such as the principal or head of a school. Educational institutions using the departmental model often provide [[traditional education]]. This is a traditional form of organization with an emphasis on [[factory model school|traditional classroom forms and organizations]] that has been the dominant organizing model of [[high schools|high or secondary schools]], colleges, and universities since the late 19th and early 20th century.<ref>[http://eric.ed.gov/?id=ED391257 ERIC: The Subjects in Question: ''Departmental Organization and the High School. The Series on School Reform.'' Abstract, 1995. Siskin, Leslie Santee, Ed.; Little, Judith Warren, Ed. Teachers College Press, Columbia University. ISBN-0-8077-3454-3<ref><ref name="Atlantic">[http://www.theatlantic.com/business/archive/2012/05/how-to-break-free-of-our-19th-century-factory-model-education-system/256881/ ''How to Break Free of Our 19th-Century Factory-Model Education System'', Joel Rose, The Atlantic, May 9, 2012]. Retrieved 2016-03-26</ref> This is reflected in the design of educational facilities with separate faculty buildings on a campus, or in a wing or cluster of standard classrooms or laboratories in a high school (e.g. science labs, vocational shops).<ref>[http://www.designshare.com/index.php/design-patterns/traditional-classroom Design Patterns: Traditional Classroom, DesignShare]. Retrieved 2016-04-07</ref> | 2016-04-08T04:23:19Z | The '''departmental model''' is an organization where the departments and faculties of different academic subjects are separate and distinct. Each department (e.g. Math, Humanities, Science) may also have its own head (or manager or dean) that is responsible for different aspects of the department. Educators in that department may report to that head who in turn reports reports to a higher level administration, such as a school or college in a university, or directly to the main administration, such as the principal or head of a school. Educational institutions using the departmental model often provide [[traditional education]]. This is a traditional form of organization with an emphasis on [[factory model school|traditional classroom forms and organizations]] that has been the dominant organizing model of [[high schools|high or secondary schools]], colleges, and universities since the late 19th and early 20th century.<ref>[http://eric.ed.gov/?id=ED391257 ERIC: The Subjects in Question: ''Departmental Organization and the High School. The Series on School Reform.'' Abstract, 1995. Siskin, Leslie Santee, Ed.; Little, Judith Warren, Ed. Teachers College Press, Columbia University. ISBN-0-8077-3454-3]</ref><ref name="Atlantic">[http://www.theatlantic.com/business/archive/2012/05/how-to-break-free-of-our-19th-century-factory-model-education-system/256881/ ''How to Break Free of Our 19th-Century Factory-Model Education System'', Joel Rose, The Atlantic, May 9, 2012]. Retrieved 2016-03-26</ref> This is reflected in the design of educational facilities with separate faculty buildings on a campus, or in a wing or cluster of standard classrooms or laboratories in a high school (e.g. science labs, vocational shops).<ref>[http://www.designshare.com/index.php/design-patterns/traditional-classroom Design Patterns: Traditional Classroom, DesignShare]. Retrieved 2016-04-07</ref> | 2016-04-08T05:06:01Z |
https://en.wikipedia.org/w/index.php?title=Council_of_International_Students_Australia&diff=416541066&oldid=416541029 | The '''Council of International Students Australia''', or CISA, is the peak representative body for [[international students|international students]] in [[Australia]]. Founded in 2010, CISA provides [[Student unionism in Australia|member associations]] with representation to the [[Government of Australia|Federal government]], and peak bodies such as the [[Australian Research Council]], [[English Australia]] [[ACPET]], [[TAFE Directors Australia]] and [[Universities Australia]], on issues affecting postgraduate students in Australia. | 2011-03-01T11:11:52Z | The '''Council of International Students Australia''', or CISA, is the peak representative body for [[international students|international students]] in [[Australia]]. Founded in 2010, CISA provides [[Student unionism in Australia|member associations]] with representation to the [[Government of Australia|Federal government]], and peak bodies such as the [[Australian Research Council]], [[English Australia]], [[ACPET]], [[TAFE Directors Australia]] and [[Universities Australia]], on issues affecting postgraduate students in Australia. | 2011-03-01T11:12:24Z |
https://en.wikipedia.org/w/index.php?title=Pakistani_students_abroad&diff=437706009&oldid=437705885 | As of 2010, there were 5,222 Pakistani students in the [[United States]], putting Pakistan among the top 25 countries sending students to the U.S.<ref>[http://pdwali.wordpress.com/2010/11/20/u-s-embassy-islamabad-celebrates-international-education-week/ U.S. Embassy Islamabad Celebrates International Education Week]</ref><ref> | 2011-07-04T13:27:55Z | As of 2010, there were 5,222 Pakistani students in the [[United States]], putting Pakistan among the top 25 countries sending students to the U.S.<ref>[http://pdwali.wordpress.com/2010/11/20/u-s-embassy-islamabad-celebrates-international-education-week/ U.S. Embassy Islamabad Celebrates International Education Week]</ref> | 2011-07-04T13:29:04Z |
https://en.wikipedia.org/w/index.php?title=Compensatory_education&diff=214816524&oldid=214816464 | Numerous programs have been created in order to help children and youth at risk reach their full potential. Among the american programs of compensary education are [[Head Start]], the Chicago Child-Parent Center Program, [[High/Scope]], [[Abecedarian Early Intervention Project]], SMART (Start Making a Reader Today), the [[Milwaukee Project]] and the 21st Century Community Learning Centers. In Germany and Great Britain Early Excellence Centres are widely discussed programs of compensatory education. Not all of that programs have been proven to be effective. However scientist were able to identify social programms that work.<ref>[http://www.evidencebasedprograms.org/ Social Programs that work]</ref>Among these are the [[High/Scope]] Perry Preschool Project<ref>Lawrence J. Schweinhart, Helen V. Barnes, and David P. Weikart. Significant Benefits: The High/Scope Perry Preschool Study Through Age 27 (High/Scope Press, 1993)</ref><ref>Lawrence J. Schweinhart, PhD. The High/Scope Perry Preschool Study Through Age 40: Summary, Conclusions, and Frequently Asked Questions (High/Scope Press 2004)</ref><ref>[http://www.evidencebasedprograms.org/Default.aspx?tabid=32 Perry Preschool Project (High-quality preschool for children from disadvantaged backgrounds)]</ref>, the Abecedarian Project<ref>Campbell, Frances A., Craig T. Ramey, Elizabeth Pungello, Joseph Sparling, and Shari Miller-Johnson. “Early Childhood Education: Young Adult Outcomes From the Abecedarian Project,” Applied Developmental Science, 2002, vol. 6, no. 1, pp. 42-57</ref<><ref>Leonard N. Masse and W. Steven Barnett, A Benefit-Cost Analysis of the Abecedarian Early Childhood Intervention, New Brunswick, N.J.: National Institute for Early Education Research, 2002 [http://nieer.org/resources/research/AbecedarianStudy.pdf]</ref><ref>Campbell, Frances A., Elizabeth Pungello, Shari Miller-Johnson, Margaret Burchinal, and Craig T. Ramey. “The Development of Cognitive and Academic Abilities: Growth Curves From an Early Childhood Educational Experiment,” Developmental Psychology, 2001, vol. 37, no. 2, pp. 231-242</ref><ref>[http://www.evidencebasedprograms.org/Default.aspx?tabid=33 Abecedarian Project (High-quality child care/preschool for children from disadvantaged backgrounds)]</ref><ref>FPG Snapshot; No. 42, April 2007 - Poverty and Early Childhood Intervention. [http://www.fpg.unc.edu/~snapshots/snap42.pdf]</ref> and SMART<ref>Baker, Scott, Russell Gersten and Thomas Keating. When less may be more: A 2-year longitudinal evaluation of a volunteer tutoring program requiring minimal training. Reading Research Quarterly, Volume 35, Number 4; Oct-Dec. 2000.</ref><ref>[http://www.evidencebasedprograms.org/Default.aspx?tabid=114 SMART - Start Making a Reader Today (Volunteer tutoring program for at-risk readers in early elementary school)]</ref> | 2008-05-25T11:54:34Z | Numerous programs have been created in order to help children and youth at risk reach their full potential. Among the american programs of compensary education are [[Head Start]], the Chicago Child-Parent Center Program, [[High/Scope]], [[Abecedarian Early Intervention Project]], SMART (Start Making a Reader Today), the [[Milwaukee Project]] and the 21st Century Community Learning Centers. In Germany and Great Britain Early Excellence Centres are widely discussed programs of compensatory education. Not all of that programs have been proven to be effective. However scientist were able to identify social programms that work.<ref>[http://www.evidencebasedprograms.org/ Social Programs that work]</ref>Among these are the [[High/Scope]] Perry Preschool Project<ref>Lawrence J. Schweinhart, Helen V. Barnes, and David P. Weikart. Significant Benefits: The High/Scope Perry Preschool Study Through Age 27 (High/Scope Press, 1993)</ref><ref>Lawrence J. Schweinhart, PhD. The High/Scope Perry Preschool Study Through Age 40: Summary, Conclusions, and Frequently Asked Questions (High/Scope Press 2004)</ref><ref>[http://www.evidencebasedprograms.org/Default.aspx?tabid=32 Perry Preschool Project (High-quality preschool for children from disadvantaged backgrounds)]</ref>, the Abecedarian Project<ref>Campbell, Frances A., Craig T. Ramey, Elizabeth Pungello, Joseph Sparling, and Shari Miller-Johnson. “Early Childhood Education: Young Adult Outcomes From the Abecedarian Project,” Applied Developmental Science, 2002, vol. 6, no. 1, pp. 42-57</ref><ref>Leonard N. Masse and W. Steven Barnett, A Benefit-Cost Analysis of the Abecedarian Early Childhood Intervention, New Brunswick, N.J.: National Institute for Early Education Research, 2002 [http://nieer.org/resources/research/AbecedarianStudy.pdf]</ref><ref>Campbell, Frances A., Elizabeth Pungello, Shari Miller-Johnson, Margaret Burchinal, and Craig T. Ramey. “The Development of Cognitive and Academic Abilities: Growth Curves From an Early Childhood Educational Experiment,” Developmental Psychology, 2001, vol. 37, no. 2, pp. 231-242</ref><ref>[http://www.evidencebasedprograms.org/Default.aspx?tabid=33 Abecedarian Project (High-quality child care/preschool for children from disadvantaged backgrounds)]</ref><ref>FPG Snapshot; No. 42, April 2007 - Poverty and Early Childhood Intervention. [http://www.fpg.unc.edu/~snapshots/snap42.pdf]</ref> and SMART<ref>Baker, Scott, Russell Gersten and Thomas Keating. When less may be more: A 2-year longitudinal evaluation of a volunteer tutoring program requiring minimal training. Reading Research Quarterly, Volume 35, Number 4; Oct-Dec. 2000.</ref><ref>[http://www.evidencebasedprograms.org/Default.aspx?tabid=114 SMART - Start Making a Reader Today (Volunteer tutoring program for at-risk readers in early elementary school)]</ref> | 2008-05-25T11:55:09Z |
https://en.wikipedia.org/w/index.php?title=Hazing_in_Greek_letter_organizations&diff=293494525&oldid=293493155 | Hazing within African American Greek letter organizations, sometimes referred to as Black Greek letter organizations (BGLOs), has been recognized as a significant problem within the literature. While the [[National Pan-Hellenic Council]] explicitly prohibits hazing<ref>{{cite web | title = NPHC Joint Position Hazing Statement 2003 | publisher = National Pan-Hellenic Council | date = 2003 | url = http://www.nphchq.org/docs/NPHCJointPositionStatementAgainstHazing2003.pdf | format = [[Portable Document Format|PDF]] | accessdate = 27 May 2009}}</ref>, hazing still occurs and has resulted in numerous deaths and injuries, such as the 1989 death of Joel A. Harris, who died during an [[Alpha Phi Alpha]] hazing incident<ref>{{Citation | publisher = Associated Press | author-link = Associated Press | title = Fraternity Pledge Dies; School Suspends Frat's Charter | year = 1989 | date = 19 October 1989}}</ref>; the 1996 death of Michael Davis, who died during a [[Kappa Alpha Psi]] hazing ritual<ref>{{Citation | last = Bryant | first = Tim | title = Family Wins $2.25 Million Settlement in Hazing Death | newspaper = St. Louis Post-Dispatch (Missouri) | pages = 1C | year = 1996 | date = 19 December 1996}}</ref>; the 2002 death of Joseph T. Green, who died during an Omega Phi Psi initiation ritual<ref>{{Citation | publisher = Associated Press State & Local Wire | author-link = Associated Press | title = Fraternity sued over hazing death of Tennessee State student | year = 2002 | date = 9 January 2002}}</ref>; and the 2002 deaths of Kenitha Saafir and Kristin High, who died during an [[Alpha Kappa Alpha]] hazing ritual<ref>{{Citation | publisher = Associated Press | author-link = Associated Press | title = Sorority hazing is blamed in 2 deaths | newspaper = The San Diego Union-Tribune | pages = A-4 | year = 2002 | date = 11 September 2002}}</ref>. The problem of hazing with Black Greek letter organizations (BGLOs) has been explored extensively within the literature<ref>{{cite book | editor-last = Parks | editor-first = Gregory S. | title = Black Greek-letter organizations in the twenty-first century | publisher = University Press of Kentucky | date = 2008 | location = Lexington, KY | isbn = 9780813124919}}</ref><ref>{{cite book | last = Jones | first = Ricky L. | title = Black haze: violence, sacrifice, and manhood in Black Greek-letter fraternities | publisher = State University of New York Press | date = 2004 | location = Albany, NY | isbn = 9780791459768}}</ref><ref>{{cite book | last = Kimbrough | first = Walter M. | title = Black Greek 101 | publisher = Fairleigh Dickinson University Press | date = 2003 | location = London | isbn = 9780838640241}}</ref>. | 2009-05-31T10:56:46Z | Hazing within African American Greek letter organizations, sometimes referred to as Black Greek letter organizations (BGLOs), has been recognized as a significant problem within the literature. While the [[National Pan-Hellenic Council]] explicitly prohibits hazing<ref>{{cite web | title = NPHC Joint Position Hazing Statement 2003 | publisher = National Pan-Hellenic Council | date = 2003 | url = http://www.nphchq.org/docs/NPHCJointPositionStatementAgainstHazing2003.pdf | format = [[Portable Document Format|PDF]] | accessdate = 27 May 2009}}</ref>, hazing still occurs and has resulted in numerous deaths and injuries, such as the 1989 death of Joel A. Harris, who died during an [[Alpha Phi Alpha]] hazing incident<ref>{{Citation | publisher = Associated Press | author-link = Associated Press | title = Fraternity Pledge Dies; School Suspends Frat's Charter | year = 1989 | date = 19 October 1989}}</ref>; the 1996 death of Michael Davis, who died during a [[Kappa Alpha Psi]] hazing ritual<ref>{{Citation | last = Bryant | first = Tim | title = Family Wins $2.25 Million Settlement in Hazing Death | newspaper = St. Louis Post-Dispatch (Missouri) | pages = 1C | year = 1996 | date = 19 December 1996}}</ref>; the 2002 death of Joseph T. Green, who died during an [[Omega Psi Phi]] initiation ritual<ref>{{Citation | publisher = Associated Press State & Local Wire | author-link = Associated Press | title = Fraternity sued over hazing death of Tennessee State student | year = 2002 | date = 9 January 2002}}</ref>; and the 2002 deaths of Kenitha Saafir and Kristin High, who died during an [[Alpha Kappa Alpha]] hazing ritual<ref>{{Citation | publisher = Associated Press | author-link = Associated Press | title = Sorority hazing is blamed in 2 deaths | newspaper = The San Diego Union-Tribune | pages = A-4 | year = 2002 | date = 11 September 2002}}</ref>. The problem of hazing with Black Greek letter organizations (BGLOs) has been explored extensively within the literature<ref>{{cite book | editor-last = Parks | editor-first = Gregory S. | title = Black Greek-letter organizations in the twenty-first century | publisher = University Press of Kentucky | date = 2008 | location = Lexington, KY | isbn = 9780813124919}}</ref><ref>{{cite book | last = Jones | first = Ricky L. | title = Black haze: violence, sacrifice, and manhood in Black Greek-letter fraternities | publisher = State University of New York Press | date = 2004 | location = Albany, NY | isbn = 9780791459768}}</ref><ref>{{cite book | last = Kimbrough | first = Walter M. | title = Black Greek 101 | publisher = Fairleigh Dickinson University Press | date = 2003 | location = London | isbn = 9780838640241}}</ref>. | 2009-05-31T11:08:33Z |
https://en.wikipedia.org/w/index.php?title=The_Price_of_Admission&diff=87704567&oldid=77907734 | '''The Price of Admission: How America's Ruling Class Buys Its Way into Elite Colleges - and Who Gets Left Outside the Gates''' is a 2005 book by [[Daniel Golden]], a recipient of the Pulitzer Prize in journalism. The book criticizes various aspects of admissions at elite American universities, including preferences given to the wealthy, children of celebrities, and legacy applicants. It also documents discrimination against Asian-Americans in the admissions process. | 2006-09-26T14:19:12Z | '''The Price of Admission: How America's Ruling Class Buys Its Way into Elite Colleges - and Who Gets Left Outside the Gates''' is a 2005 book by [[Daniel Golden]], a recipient of the [[Pulitzer Prize]] in journalism. The book criticizes various aspects of admissions at elite American universities, including preferences given to the wealthy, children of celebrities, and legacy applicants. It also documents discrimination against [[Asian Americans]] in the admissions process. | 2006-11-14T05:36:51Z |
https://en.wikipedia.org/w/index.php?title=Reclassification_(education)&diff=1142446638&oldid=1142442541 | Critics warn that reclassifying puts too much emphasis on athletics over academics. Opposing players and parents who decide not to reclassify are likley to resent the age gap.<ref name=pell_05132019>{{cite news|first=Samantha|last=Pell|title=In search of an edge, elite basketball prospects are repeating a grade — in middle school|date=May 13, 2019|work=The Washington Post|url=https://www.washingtonpost.com/sports/2019/05/13/search-an-edge-elite-basketball-prospects-are-repeating-grade-middle-school/|access-date=May 30, 2022}}</ref> Reclassified students could experience reverberations from seeing their former classmates reaching milestones ahead of them.<ref name=benstein_01032020/> Some states place restrictions on reclassifying. Public schools in [[California]] do not permit parents to have their child skip a grade for athletic or social purposes, and the [[California Interscholastic Federation]] does not allow athletes to compete if they turn 19 before June 15 of their [[senior (education)|senior]] year. [[Louisiana]] public schools do not allow a student to repeat [[sixth grade|sixth]], [[seventh grade|seventh]] or [[eighth grade]] for athletic reasons.<ref name=sondherimer_06262014>{{cite news|first=Eric|last=Sondheimer|title='Holdbacks' have become common in high school sports|date=June 26, 2014|work=Los Angeles Times|url=https://www.latimes.com/sports/la-xpm-2014-jan-26-la-sp-0127-sondheimer-20140127-story.html|access-date=May 30, 2022}}</ref> In [[Maryland]], public schools do not allow athletes to play after turning 19 or after having played four years.<ref name=james_01132014>{{cite news|first=Chelsea|last=James|title=High school basketball reclassification trend brings mixed results as athletes seek an edge|date=January 13, 2014|work=The Washington Post|url=https://www.washingtonpost.com/sports/highschools/reclassification-trend-in-high-school-basketball-delivers-disparate-results-for-athletes-looking-to-gain-an-edge/2014/01/13/380cc422-7c64-11e3-95c6-0a7aa80874bc_story.html|access-date=May 30, 2022}}</ref> In [[Pennsylvania]], the [[Pennsylvania Interscholastic Athletic Association]] deducts a year of eligibility from athletes who repeat the [[eighth grade]] without a valid reason.<ref>{{cite web|first=Mike|last=White|title=New PIAA rule addresses 'redshirting' and reclassifying athletes who repeat eighth grade|date=February 23, 2023|work=Pittsburg Pst-Gazette|url=https://www.post-gazette.com/sports/highschool/2023/02/22/piaa-board-of-directors-redshirting-reclassifying-bob-lombardi-wpial/stories/202302220078|access-date=March 2, 2023}}</ref> | 2023-03-02T11:39:38Z | Critics warn that reclassifying puts too much emphasis on athletics over academics. Opposing players and parents who decide not to reclassify are likley to resent the age gap.<ref name=pell_05132019>{{cite news|first=Samantha|last=Pell|title=In search of an edge, elite basketball prospects are repeating a grade — in middle school|date=May 13, 2019|work=The Washington Post|url=https://www.washingtonpost.com/sports/2019/05/13/search-an-edge-elite-basketball-prospects-are-repeating-grade-middle-school/|access-date=May 30, 2022}}</ref> Reclassified students could experience reverberations from seeing their former classmates reaching milestones ahead of them.<ref name=benstein_01032020/> Some states place restrictions on reclassifying. Public schools in [[California]] do not permit parents to have their child skip a grade for athletic or social purposes, and the [[California Interscholastic Federation]] does not allow athletes to compete if they turn 19 before June 15 of their [[senior (education)|senior]] year. [[Louisiana]] public schools do not allow a student to repeat [[sixth grade|sixth]], [[seventh grade|seventh]] or [[eighth grade]] for athletic reasons.<ref name=sondherimer_06262014>{{cite news|first=Eric|last=Sondheimer|title='Holdbacks' have become common in high school sports|date=June 26, 2014|work=Los Angeles Times|url=https://www.latimes.com/sports/la-xpm-2014-jan-26-la-sp-0127-sondheimer-20140127-story.html|access-date=May 30, 2022}}</ref> In [[Maryland]], public schools do not allow athletes to play after turning 19 or after having played four years.<ref name=james_01132014>{{cite news|first=Chelsea|last=James|title=High school basketball reclassification trend brings mixed results as athletes seek an edge|date=January 13, 2014|work=The Washington Post|url=https://www.washingtonpost.com/sports/highschools/reclassification-trend-in-high-school-basketball-delivers-disparate-results-for-athletes-looking-to-gain-an-edge/2014/01/13/380cc422-7c64-11e3-95c6-0a7aa80874bc_story.html|access-date=May 30, 2022}}</ref> In [[Pennsylvania]], the [[Pennsylvania Interscholastic Athletic Association]] deducts a year of eligibility from athletes who repeat the eighth grade without a valid reason.<ref>{{cite web|first=Mike|last=White|title=New PIAA rule addresses 'redshirting' and reclassifying athletes who repeat eighth grade|date=February 23, 2023|work=Pittsburg Pst-Gazette|url=https://www.post-gazette.com/sports/highschool/2023/02/22/piaa-board-of-directors-redshirting-reclassifying-bob-lombardi-wpial/stories/202302220078|access-date=March 2, 2023}}</ref> | 2023-03-02T12:17:39Z |
https://en.wikipedia.org/w/index.php?title=Expertise_finding&diff=252050062&oldid=252049836 |
The Oxford English Dictionary defines expertise as | 2008-11-15T23:34:29Z | The Oxford English Dictionary defines expertise as | 2008-11-15T23:35:39Z |
https://en.wikipedia.org/w/index.php?title=Cognitive_clarity_theory_of_learning_to_read&diff=1131163078&oldid=1131159006 | Downing published his theory '''cognitive clarity theory of learning to read''' in a paper which he presented to to the annual meeting of the [[United Kingdom Literacy Association|United Kingdom Reading Association]] between the 23rd and 28th of July, 1971. | 2023-01-02T21:06:04Z | Downing published his theory '''cognitive clarity theory of learning to read''' in a paper which he presented to the annual meeting of the [[United Kingdom Literacy Association|United Kingdom Reading Association]] between the 23rd and 28th of July, 1971. | 2023-01-02T21:31:34Z |
https://en.wikipedia.org/w/index.php?title=Connectivism&diff=148074180&oldid=148074080 | Category:Learning | 2007-07-30T16:27:05Z | [Category:Learning] | 2007-07-30T16:27:46Z |
https://en.wikipedia.org/w/index.php?title=Hypothesis_Theory&diff=82089274&oldid=82089051 |
:<math>{Shape="square", Color="blue", Size="small"} → {Class="good'}</math> | 2006-10-17T22:34:06Z | :<math>\{Shape="square", Color="blue", Size="small"\} → \{Class="good'\}</math> | 2006-10-17T22:35:20Z |
https://en.wikipedia.org/w/index.php?title=Learning_styles&diff=578206068&oldid=578205767 | {| class="wikitable" | 2013-10-22T02:48:39Z | {| class="wikitable" | 2013-10-22T02:51:37Z |