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https://en.wikipedia.org/w/index.php?title=Ministry_of_Higher_Education_(Afghanistan)&diff=480199870&oldid=480199742	The '''Afghan Ministry of Higher Education''' is the [[Afghan Cabinet\|Government ministry]] that is in charge of regulating, expanding and developing Afghanistan's institutions of higher education. It is responsible for the training of teachers and for establishing a national higher education curriculum as well as special education programmes, in-service training, and promoting further education for university faculty members. It also develops partnerships with international universities, organises seminars and conferences, ensures that residential accommodation is available for students and teachers of universities and provides expertise and training in accounting and management procedures and in computer literacy. <ref name="mohehistory">[http://www.mohe.gov.af/?lang=en&p=history History Ministry of Higher Education]>/ref> On January 2nd, The [[Wolesi Jirga\|Afghan Parliament]] voted down the candidate minister that President [[Hamid Karzai]] had selected, Dr. [[Obaidullah Obaid]]. His second candidate, [[Mohammad Hashim Esmatullahi]] was voted down on the 16th of January. Since then, Dr. [[Sarwar Daneesh]] has functioned as acting minister, even when he was formally presented to the Parliament and rejected on 26 of June, 2010.	2012-03-04T19:49:36Z	The '''Afghan Ministry of Higher Education''' is the [[Afghan Cabinet\|Government ministry]] that is in charge of regulating, expanding and developing Afghanistan's institutions of higher education. It is responsible for the training of teachers and for establishing a national higher education curriculum as well as special education programmes, in-service training, and promoting further education for university faculty members. It also develops partnerships with international universities, organises seminars and conferences, ensures that residential accommodation is available for students and teachers of universities and provides expertise and training in accounting and management procedures and in computer literacy. <ref name="mohehistory">[http://www.mohe.gov.af/?lang=en&p=history History Ministry of Higher Education]</ref> On January 2nd, The [[Wolesi Jirga\|Afghan Parliament]] voted down the candidate minister that President [[Hamid Karzai]] had selected, Dr. [[Obaidullah Obaid]]. His second candidate, [[Mohammad Hashim Esmatullahi]] was voted down on the 16th of January. Since then, Dr. [[Sarwar Daneesh]] has functioned as acting minister, even when he was formally presented to the Parliament and rejected on 26 of June, 2010.	2012-03-04T19:50:27Z
https://en.wikipedia.org/w/index.php?title=Ministry_of_Higher_Education_and_Scientific_Research_(Algeria)&diff=474808645&oldid=474808358	The '''Ministry of Higher Education and Scientific Research'''<ref>"[http://www.mesrs.dz/document_pub/drsicu/2011/appel%20offres_an.pdf EXTENSION OF DEADLINE OF NATIONAL AND INTERNATIONAL LIMITED CALL FOR TENDERS N° 01/AC/2011]." Ministry of Higher Education and Scientific Research. Retrieved on 3 February 2012.</ref> ({{lang-ar\|وزارة التعليم العالي والبحث العلمي)), {{lang-fr\|'''Ministère de l'enseignement supérieur et de la recherche scientifique'''}}) is a government agency of [[Algeria]].	2012-02-03T16:49:28Z	The '''Ministry of Higher Education and Scientific Research'''<ref>"[http://www.mesrs.dz/document_pub/drsicu/2011/appel%20offres_an.pdf EXTENSION OF DEADLINE OF NATIONAL AND INTERNATIONAL LIMITED CALL FOR TENDERS N° 01/AC/2011]." Ministry of Higher Education and Scientific Research. Retrieved on 3 February 2012.</ref> ({{lang-ar\|وزارة التعليم العالي والبحث العلمي}}), {{lang-fr\|'''Ministère de l'enseignement supérieur et de la recherche scientifique'''}}) is a government agency of [[Algeria]].	2012-02-03T16:51:19Z
https://en.wikipedia.org/w/index.php?title=Ministry_of_Education_(Ghana)&diff=265103443&oldid=265103245	The ''Ministry of Education, Science and Sports''' is a multiportfolio [[government ministry]] of [[Ghana]], responsible for the government and management of Ghana's [[education]], [[science industry]] and [[sports]]. The Ministry is responsible for the [[curriculum\|national education curriculum]].	2009-01-19T16:52:23Z	The ''Ministry of Education, Science and Sports''' is a multiportfolio [[government ministry]] of [[Ghana]], responsible for the government and management of Ghana's [[education]], [[science\|science industry]] and [[sports]]. The Ministry is responsible for the [[curriculum\|national education curriculum]].	2009-01-19T16:53:26Z
https://en.wikipedia.org/w/index.php?title=Ministry_of_Education_(India)&diff=739256143&oldid=739195588	\|jurisdiction = {{flagicon\|India}}[[Republic of India]]	2016-09-13T09:31:11Z	\|jurisdiction = {{flagicon\|India}} [[Republic of India]]	2016-09-13T17:16:45Z
https://en.wikipedia.org/w/index.php?title=Secretary_for_Public_Administration,_Education_and_Youth&diff=154831952&oldid=154831895	The '''Secretary for Public Administration, Education and Youth''' was a a bureau secretary in the [[Portuguese]] administration in [[Macau]]. The Secretary headed the '''Secretariat for Public Administration, Education and Youth''', which was responsible for the civil service, education and youth affairs in the colony. The department's civil service section was re-assigned to the [[Secretariat for Administration and Justice]], while the youth and education affairs section was given to the [[Secretariat for Social Affairs and Culture (Macau)]] following the handover.	2007-08-31T16:09:23Z	The '''Secretary for Public Administration, Education and Youth''' was a a bureau secretary in the [[Portuguese]] administration in [[Macau]]. The Secretary headed the '''Secretariat for Public Administration, Education and Youth''', which was responsible for the civil service, education and youth affairs in the colony. The department's civil service section was re-assigned to the [[Secretariat for Administration and Justice (Macau)]], while the youth and education affairs section was given to the [[Secretariat for Social Affairs and Culture (Macau)]] following the handover.	2007-08-31T16:09:41Z
https://en.wikipedia.org/w/index.php?title=Ministry_of_Colleges_and_Universities&diff=25511269&oldid=25510746	This ministry one of two education ministries, the other being the [[Ministry of Education (Ontario)]] (responsible for primary and secondary schools across Ontario]]. The Ministry's offices are in downtown [[Toronto, Ontario]].	2005-10-14T15:03:37Z	This ministry one of two education ministries, the other being the [[Ministry of Education (Ontario)]] (responsible for primary and secondary schools across Ontario). The Ministry's offices are in downtown [[Toronto, Ontario]].	2005-10-14T15:11:47Z
https://en.wikipedia.org/w/index.php?title=National_Student_Financial_Aid_Scheme&diff=869974015&oldid=869973702	==National Student Financial Aid Scheme Loan==	2018-11-21T15:51:12Z	==National Student Financial Aid Scheme Loan==	2018-11-21T15:54:09Z
https://en.wikipedia.org/w/index.php?title=Ministry_of_Higher_Education_and_Scientific_Research_(Tunisia)&diff=543280585&oldid=543280551	The '''Ministry of Higher Education and Scientific Research''' ('''MHESR''',<ref>"[http://www.etcproject.eu/index.php?option=com_content&view=article&id=51&Itemid=80&lang=en Ministry of Higher Education, Scientific Research (MHESR) - Tunisia]."</ref> {{lang-fr\|''Ministère de l'Enseignement supérieur''}} is a ministry of the [[Tunisian]] government.	2013-03-10T21:04:35Z	The '''Ministry of Higher Education and Scientific Research''' ('''MHESR''',<ref>"[http://www.etcproject.eu/index.php?option=com_content&view=article&id=51&Itemid=80&lang=en Ministry of Higher Education, Scientific Research (MHESR) - Tunisia]."</ref> {{lang-fr\|''Ministère de l'Enseignement supérieur''}}) is a ministry of the [[Tunisian]] government.	2013-03-10T21:04:47Z
https://en.wikipedia.org/w/index.php?title=Ministry_of_Education_and_Training_(Vietnam)&diff=265785539&oldid=265784314	College of Social Labour College of Chemicals Ho Chi Mihn City College of Marketing College of Mining Engineering Ho Chi Minh City Procuratorial College University of Trade Unions Institute of Journalism and Propaganda Hanoi University of Education No.2 Hanoi University of Education Quy Nhon University of Education Ho Chi Minh City Technical Teacher Training University Hanoi Open University (HOU) Phuong Dong University Van Lang University (VLU)	2009-01-22T21:30:20Z	[[College of Social Labour]] [[College of Chemicals]] [[Ho Chi Mihn City College of Marketing]] [[College of Mining Engineering]] [[Ho Chi Minh City Procuratorial College]] [[University of Trade Unions]] [[Institute of Journalism and Propaganda]] [[Hanoi University of Education No.2]] [[Hanoi University of Education]] [[Quy Nhon University of Education]] [[Ho Chi Minh City Technical Teacher Training University]] [[Hanoi Open University]] (HOU) [[Phuong Dong University]] [[Van Lang University]] (VLU)	2009-01-22T21:36:35Z
https://en.wikipedia.org/w/index.php?title=Academic_quarter_(year_division)&diff=230384231&oldid=230382649	An '''academic quarter''' refers to the division of an an academic year into four parts, found in a minority of universities in the United States and in some European and Asian countries.	2008-08-07T11:00:54Z	An '''academic quarter''' refers to the division of an academic year into four parts, found in a minority of universities in the United States and in some European and Asian countries.	2008-08-07T11:14:19Z
https://en.wikipedia.org/w/index.php?title=Educational_program&diff=71145104&oldid=71144478	[[Philosophy of education]]	2006-08-22T10:54:56Z	*[[Philosophy of education]]	2006-08-22T10:58:59Z
https://en.wikipedia.org/w/index.php?title=Seliger_(forum)&diff=324105203&oldid=324104447	'''«Seliger»''' is the educational forum for youth since 2005, at lake 'Seliger' in the Tver region, near a city Ostashkov (in 370 km from Moscow). The most talented and clever young men in a science, art, literature and culture have gathered at Seliger. According to Jakemenko, «Seliger aim – to give the chance to each talented young man to open as much as possible full the potential, to convert talent into success. In the forum took part about 50 000 young men at the age from 11 till 25 years in 2009. To forum brings projects and activity, there are all possibilities for realisation of bright and talented projects. All projects winners of forum – not only have received investments and services of the producer, but also will be supervised at level of region by the representative of the regional authorities.	2009-11-05T16:30:02Z	'''«Seliger»''' is the educational forum for youth since 2005, at lake 'Seliger' in the Tver region, near a city Ostashkov (in 370 km from Moscow). The most talented and clever young men in a science, art, literature and culture have gathered at Seliger. According to Jakemenko, «Seliger aim – to give the chance to each talented young man to open as much as possible full the potential, to convert talent into success. In the forum took part about 50 000 young men at the age from 11 till 25 years in 2009. To forum brings projects and activity, there are all possibilities for realisation of bright and talented projects. All projects winners of forum – not only have received investments and services of the producer, but also will be supervised at level of region by the representative of the regional authorities.	2009-11-05T16:35:05Z
https://en.wikipedia.org/w/index.php?title=Abecedarian_Early_Intervention_Project&diff=83594744&oldid=83589510	111 infants born between 1972 and [[1977]] participated in this project, 57 of which were given high-quality childcare while another 54 acted as a control group. 98% of the children who participated in this experiment were [[African-American]], with the average age of participants being 4.4 months upon participation. <ref>http://www.childtrends.org/Lifecourse/programs/CarolinaAbecedarianProgram.htm Child Trends: Guide to Effective Programs for Children and Youth</ref> Whereas other childhood programs commenced from 2 years old onwards, the Abecedarian Project started from [[infancy]] and continued for a period of 5 years, a period longer than most other programs. The participants received child care for 6 - 8 hours a day, five days a week. Educational activities were game-based, and emphasized on language. The control group was provided with [[nutritional supplement]]s, social work services and [[medical care]] to ensure that these factors do not affect the outcomes of the experiment. <ref>http://www.childtrends.org/Lifecourse/programs/CarolinaAbecedarianProgram.htm Ramey & Campbell, 1991</ref> Follow-up assessment of the participants involved in the project has since been completed. Progress was monitored at ages 3, 4, 5, 6.5, 8, 12, 15 and 21. <ref>Campbell, Pungello, Miller-Johnson, Burchinal, & Ramey, 2001</ref>. The areas covered were [[Cognition\|cognitive functioning]], academic skills, [[educational attainment]], [[employment]], [[parenthood]], and social adjustment. The significant findings of the experiment were as follows: <ref>http://www.fpg.unc.edu/~abc/summary.cfm The Calorina Abecedarian Project</ref>	2006-10-25T06:37:07Z	111 infants born between 1972 and [[1977]] participated in this project, 57 of which were given high-quality childcare while another 54 acted as a control group. 98% of the children who participated in this experiment were [[African-American]], with the average age of participants being 4.4 months upon participation. <ref>[http://www.childtrends.org/Lifecourse/programs/CarolinaAbecedarianProgram.htm Child Trends: Guide to Effective Programs for Children and Youth]</ref> Whereas other childhood programs commenced from 2 years old onwards, the Abecedarian Project started from [[infancy]] and continued for a period of 5 years, a period longer than most other programs. The participants received child care for 6 - 8 hours a day, five days a week. Educational activities were game-based, and emphasized on language. The control group was provided with [[nutritional supplement]]s, social work services and [[medical care]] to ensure that these factors do not affect the outcomes of the experiment. <ref>[http://www.childtrends.org/Lifecourse/programs/CarolinaAbecedarianProgram.htm Ramey & Campbell, 1991]</ref> Follow-up assessment of the participants involved in the project has since been completed. Progress was monitored at ages 3, 4, 5, 6.5, 8, 12, 15 and 21. <ref>Campbell, Pungello, Miller-Johnson, Burchinal, & Ramey, 2001</ref>. The areas covered were [[Cognition\|cognitive functioning]], academic skills, [[educational attainment]], [[employment]], [[parenthood]], and social adjustment. The significant findings of the experiment were as follows: <ref>[http://www.fpg.unc.edu/~abc/summary.cfm The Calorina Abecedarian Project]</ref>	2006-10-25T07:35:44Z
https://en.wikipedia.org/w/index.php?title=Digital_Classicist&diff=96414851&oldid=96414555	* [Classics] * [Digital Humanities] * [Digital Medievalist]	2006-12-25T14:25:16Z	* [[Classics]] * [[Digital Humanities]] * [[Digital Medievalist]]	2006-12-25T14:29:18Z
https://en.wikipedia.org/w/index.php?title=Learning_Resource_Metadata_Initiative&diff=551952955&oldid=551952889	* [http://wiki.creativecommons.org/LRMI] (LRMI) (creativecommons.org)	2013-04-24T12:54:53Z	* [http://wiki.creativecommons.org/LRMI LRMI] (creativecommons.org)	2013-04-24T12:55:27Z
https://en.wikipedia.org/w/index.php?title=Nordic_Summer_University&diff=58828398&oldid=58824204	The activity is organized in a maximum of ten study circles. With meetings twice a year, these interdisciplinary groups develop novel approaches and challenging views on a wide range of topics, primarily within the humanistic and the social sciences. During the main summer event, all circles join for a week of intense academic discussion. A unique thing about this session is that children are welcome, and taken good care of while parents work during the daytime. NSU has a publishing house, NSU Press, with distribution secured through Århus University Press [http://www.unipress.dk]. The organization is sponsored by the Nordic Council of Ministers [http://www.norden.org] and can be accessed at http://www.nsuweb.net.	2006-06-15T20:38:38Z	The activity is organized in a maximum of ten study circles. With meetings twice a year, these interdisciplinary groups develop novel approaches and challenging views on a wide range of topics, primarily within the humanistic and the social sciences. During the main summer event, all circles join for a week of intense academic discussion. A unique thing about this session is that children are welcome, and taken good care of while parents work during the daytime. NSU has a publishing house, NSU Press, with distribution secured through Århus University Press [http://www.unipress.dk]. The organization is sponsored by the [[Nordic Council]] of Ministers [http://www.norden.org] and can be accessed at http://www.nsuweb.net.	2006-06-15T21:03:25Z
https://en.wikipedia.org/w/index.php?title=Ukraїner&diff=1045494095&oldid=1045494047	}}'''Ukraїner''' — is an educational, multimedia [[Ukrainian studies]] project, the materials of which are based on the results of socio-cultural expeditions.	2021-09-20T20:55:59Z	}} '''Ukraїner''' — is an educational, multimedia [[Ukrainian studies]] project, the materials of which are based on the results of socio-cultural expeditions.	2021-09-20T20:56:18Z
https://en.wikipedia.org/w/index.php?title=World_Oral_Literature_Project&diff=298314197&oldid=298314029	The '''World Oral Literature Project''' is an urgent global initiative to document and make accessible endangered oral literatures before they disappear without record. Directed by Dr [[Mark Turin]] and affiliated to the Museum of Archaeology and Anthropology at the [[University of Cambridge]], the project began in January 2009.	2009-06-24T09:21:11Z	The '''World Oral Literature Project''' is an urgent global initiative to document and make accessible endangered oral literatures before they disappear without record. Directed by Dr [[Mark Turin]] and affiliated to the [[Museum of Archaeology and Anthropology]] at the [[University of Cambridge]], the project began in January 2009.	2009-06-24T09:22:30Z
https://en.wikipedia.org/w/index.php?title=Teach_the_Controversy&diff=129991483&oldid=129987317	By May 2006 the Discovery Institute, in a carefully calculated move,<ref name=meyer_seattle_times/> sought to broaden the faltering "teach the controversy" strategy to include examples of other supposed legitimate scientific controversies. In Ohio and Michigan where school boards are again reviewing science curricula standards the Discovery Institute and its allies proposed lesson plans that included [[global warming]], [[cloning]] and [[stem cell research]] as further examples of controversies that are akin to the alleged scientific controversy over evolution. All four topics are widely accepted by the majority of the scientific community as legitimate science, and all four are areas where US political conservatives have been known be critical of the [[scientific consensus]]. Members of the scientific community have responded to this tactic by pointing out that like evolution whatever controversy may exist over cloning and stem cell research has been largely social and political, while dissident viewpoints over global warming are often viewed as [[pseudoscience]].<ref name=hoppe>[http://www.pandasthumb.org/archives/2006/07/ohio_here_we_go_1.html Ohio: Here We Go Again] Richard B. Hoppe. The Panda's Thumb. July 6, 2006</ref><ref>[http://scienceblogs.com/dispatches/2006/06/id_legislation_in_michigan.php ID Legislation in Michigan] Ed Brayton. Dispatches from the Culture Wars, June 7, 2006</ref> Richard B. Hoppe, holder of a Ph.D. in Experimental Psychology from the University of Minnesota, described the tactic in the following way:	2007-05-11T01:21:54Z	By May 2006 the Discovery Institute, in a carefully calculated move,<ref name=meyer_seattle_times/> sought to broaden the faltering "teach the controversy" strategy to include examples of other supposed legitimate scientific controversies. In Ohio and Michigan where school boards are again reviewing science curricula standards the Discovery Institute and its allies proposed lesson plans that included [[global warming]], [[cloning]] and [[stem cell research]] as further examples of controversies that are akin to the alleged scientific controversy over evolution. All four topics are widely accepted by the majority of the scientific community as legitimate science, and all four are areas where US political conservatives have been known to be critical of the [[scientific consensus]]. Members of the scientific community have responded to this tactic by pointing out that like evolution whatever controversy may exist over cloning and stem cell research has been largely social and political, while dissident viewpoints over global warming are often viewed as [[pseudoscience]].<ref name=hoppe>[http://www.pandasthumb.org/archives/2006/07/ohio_here_we_go_1.html Ohio: Here We Go Again] Richard B. Hoppe. The Panda's Thumb. July 6, 2006</ref><ref>[http://scienceblogs.com/dispatches/2006/06/id_legislation_in_michigan.php ID Legislation in Michigan] Ed Brayton. Dispatches from the Culture Wars, June 7, 2006</ref> Richard B. Hoppe, holder of a Ph.D. in Experimental Psychology from the University of Minnesota, described the tactic in the following way:	2007-05-11T01:41:29Z
https://en.wikipedia.org/w/index.php?title=Central_composite_design&diff=67545619&oldid=67545490	#A matrix, with <math>2k</math> row, where each factor is placed at <math>+-α</math> and all other factors are at zero. The α value is determined by the designer, and it can have just about any value. Thus, this part, denoted by <math>{\cal E}</math>, will have the following form: <math>\[ \]</math> #'''Orthogonal design:''' <math>\[ \]</math> #Rotatable design: <math>\[ \]</math>, which is the design implemented by MATLAB’s “ccdesign(k)” function.	2006-08-04T00:39:18Z	#A matrix, with <math>2k</math> row, where each factor is placed at <math>+-α</math> and all other factors are at zero. The α value is determined by the designer, and it can have just about any value. Thus, this part, denoted by \cal E}, will have the following form: \[ \] #'''Orthogonal design:''' \[ \] #Rotatable design: \[ \], which is the design implemented by MATLAB’s “ccdesign(k)” function.	2006-08-04T00:40:18Z
https://en.wikipedia.org/w/index.php?title=Social_protection_floor&diff=446805523&oldid=446805478	'''Social Protection Floor''' The Social Protection Floor, or SPF, is the first level of social protection in a national social protection system. It is a basic set of social rights derived from human right treaties , including access to essential services (such as health, education, housing, water and sanitation, and others, as defined nationally) and social transfers, in cash or in kind, to guarantee income security, food security, adequate nutrition and access to essential services.	2011-08-26T11:15:36Z	'''Social Protection Floor''' The Social Protection Floor, or SPF, is the first level of social protection in a national social protection system. It is a basic set of social rights derived from human right treaties , including access to essential services (such as health, education, housing, water and sanitation, and others, as defined nationally) and social transfers, in cash or in kind, to guarantee income security, food security, adequate nutrition and access to essential services.	2011-08-26T11:16:17Z
https://en.wikipedia.org/w/index.php?title=Camphill_Movement&diff=15706806&oldid=15694769	The Camphill Movement is a movement of therapeutic [[intentional communities\|Intentional community]] for those with special needs or disabilities. Unsalaried workers and their families live with people with special needs. The movement is inspired by Christian ideals and the philosophy of [[Rudolf Steiner]].	2005-06-23T15:42:36Z	The Camphill Movement is a movement of therapeutic [[Intentional community\|intentional communities]] for those with special needs or disabilities. Unsalaried workers and their families live with people with special needs. The movement is inspired by Christian ideals and the philosophy of [[Rudolf Steiner]].	2005-06-23T15:43:08Z
https://en.wikipedia.org/w/index.php?title=Master_of_Arts_in_Special_Education&diff=656627147&oldid=656621251	* [Individualized Education Program]]	2015-04-15T15:43:50Z	* [[Individualized Education Program]]	2015-04-15T16:32:18Z
https://en.wikipedia.org/w/index.php?title=Special_needs&diff=317216039&oldid=312616860	The term Special Needs as a short form of Special Education Needs.<ref>http://portal.unesco.org/education/en/ev.php-URL_ID=11895&URL_DO=DO_TOPIC&URL_SECTION=201.html</ref><ref>http://specialchildren.about.com/od/gettingadiagnosis/p/whatare.htm</ref> and is a way to refer to students with disabilities. the term Special Needs in the education setting comes into play whenever a child's education program is officially altered from what would normally be provided to students through a Individual Education Plan which is sometimes referred to as a Individual Program plan. <ref>http://www.bced.gov.bc.ca/specialed/iepssn/whyiep.htm</ref>	2009-09-08T16:59:44Z	The term Special Needs as a short form of Special Education Needs.<ref>http://portal.unesco.org/education/en/ev.php-URL_ID=11895&URL_DO=DO_TOPIC&URL_SECTION=201.html</ref><ref>http://specialchildren.about.com/od/gettingadiagnosis/p/whatare.htm</ref> and is a way to refer to students with disabilities. The term Special Needs in the education setting comes into play whenever a child's education program is officially altered from what would normally be provided to students through a Individual Education Plan which is sometimes referred to as a Individual Program plan. <ref>http://www.bced.gov.bc.ca/specialed/iepssn/whyiep.htm</ref>	2009-10-01T03:27:10Z
https://en.wikipedia.org/w/index.php?title=Graduate_Student_Paper_Award&diff=20114858&oldid=20114800	[[1999]] - Shelley Rodrigo Blanchard, " 'Resistance is Futile,' We Are Already Assimilated: Cyborging, Cyborg Societies, Cyborgs, and The Matrix." [[2000]] - Sonja Fritzsche, "Out of the Western Box: Rethinking Popular Cultural Categories from the Perspective of East German Science Fiction." [[2001]] - Eric Drown and Sha LaBare (tie). Drown for "Riding the Cosmic Express in the Age of Mass Production: Independent Inventors as Pulp Heroes in American SF 1926-1939" and LaBare for "Outline for a Mode Manifesto: Science Fiction, Transhumanism, and Technoscience." [[2002]] - Wendy Pearson, "Homotopia? Or What's Behind a Prefix?" [[2003]] - Sarah Canfield Fuller, "Speculating about Gendered Evolution: Bram Stoker's White Worm and the Horror of Sexual Selection." [[2004]] - Melissa Colleen Stevenson, "Single Cyborg Seeking Same: The Post-Human and the Problem of Loneliness."	2005-08-02T14:08:27Z	[[1999]] - Shelley Rodrigo Blanchard, " 'Resistance is Futile,' We Are Already Assimilated: Cyborging, Cyborg Societies, Cyborgs, and The Matrix." [[2000]] - Sonja Fritzsche, "Out of the Western Box: Rethinking Popular Cultural Categories from the Perspective of East German Science Fiction." [[2001]] - Eric Drown and Sha LaBare (tie). Drown for "Riding the Cosmic Express in the Age of Mass Production: Independent Inventors as Pulp Heroes in American SF 1926-1939" and LaBare for "Outline for a Mode Manifesto: Science Fiction, Transhumanism, and Technoscience." [[2002]] - Wendy Pearson, "Homotopia? Or What's Behind a Prefix?" [[2003]] - Sarah Canfield Fuller, "Speculating about Gendered Evolution: Bram Stoker's White Worm and the Horror of Sexual Selection." [[2004]] - Melissa Colleen Stevenson, "Single Cyborg Seeking Same: The Post-Human and the Problem of Loneliness."	2005-08-02T14:09:51Z
https://en.wikipedia.org/w/index.php?title=CodeCombat&diff=719070032&oldid=715826265	CodeCombat was founded in February, 2013 by George Saines, Scott Erickson, and Nick Winter, who had previously developed the language-learning application [[Skritter]].<ref name="zdnet">{{cite news\|last1=Verstegen\|first1=Paul\|title=Leer programmeren in CodeCombat\|url=http://www.zdnet.be/nieuws/153807/leer-programmeren-in-codecombat/\|accessdate=18 April 2016\|publisher=[[ZDNet]]\|date=February 20, 2014}}</ref> In 2014, the company received backing from the [[Seed money\|seed stage]] venture capital firm [[Y Combinator]]. According to CodeCombat, its products are free, and the company plans to make money from recruiting bonuses by referring skilled players to software companies.<ref name="cnet">{{cite news\|last1=Starr\|first1=Michelle\|title=CodeCombat: Learn to code through dungeon crawling\|url=http://www.cnet.com/news/codecombat-learn-to-code-through-dungeon-crawling/\|accessdate=18 April 2016\|publisher=[[CNET]]\|date=February 19, 2014}}</ref><ref name="tc">{{cite news\|last1=Crook\|first1=Jordan\|title=YC-Backed CodeCombat Wants You To Learn To Code By Playing Games\|url=http://techcrunch.com/2014/03/19/yc-backed-codecombat-wants-you-to-learn-to-code-by-playing-games/\|accessdate=18 April 2016\|publisher=[[TechCrunch]]\|date=March 19, 2014}}</ref> However, CodeCombat has introduced a monthly paid subscription that gives access to additional game content.<ref name="linmag">{{cite news\|last1=Powers\|first1=Shawn\|title=Non-Linux FOSS: Code Your Way To Victory!\|url=http://www.linuxjournal.com/content/non-linux-foss-code-your-way-victory\|accessdate=18 April 2016\|publisher=[[Linux Magazine]]\|date=October 5, 2015}}</ref>	2016-04-18T07:33:36Z	CodeCombat was founded in February, 2013 by George Saines, Scott Erickson, and Nick Winter, who had previously developed the language-learning application [[Skritter]].<ref name="zdnet">{{cite news\|last1=Verstegen\|first1=Paul\|title=Leer programmeren in CodeCombat\|url=http://www.zdnet.be/nieuws/153807/leer-programmeren-in-codecombat/\|accessdate=18 April 2016\|publisher=[[ZDNet]]\|date=February 20, 2014}}</ref> In 2014, the company received backing from the [[Seed money\|seed stage]] venture capital firm [[Y Combinator (company)\|Y Combinator]]. According to CodeCombat, its products are free, and the company plans to make money from recruiting bonuses by referring skilled players to software companies.<ref name="cnet">{{cite news\|last1=Starr\|first1=Michelle\|title=CodeCombat: Learn to code through dungeon crawling\|url=http://www.cnet.com/news/codecombat-learn-to-code-through-dungeon-crawling/\|accessdate=18 April 2016\|publisher=[[CNET]]\|date=February 19, 2014}}</ref><ref name="tc">{{cite news\|last1=Crook\|first1=Jordan\|title=YC-Backed CodeCombat Wants You To Learn To Code By Playing Games\|url=http://techcrunch.com/2014/03/19/yc-backed-codecombat-wants-you-to-learn-to-code-by-playing-games/\|accessdate=18 April 2016\|publisher=[[TechCrunch]]\|date=March 19, 2014}}</ref> However, CodeCombat has introduced a monthly paid subscription that gives access to additional game content.<ref name="linmag">{{cite news\|last1=Powers\|first1=Shawn\|title=Non-Linux FOSS: Code Your Way To Victory!\|url=http://www.linuxjournal.com/content/non-linux-foss-code-your-way-victory\|accessdate=18 April 2016\|publisher=[[Linux Magazine]]\|date=October 5, 2015}}</ref>	2016-05-07T12:12:45Z
https://en.wikipedia.org/w/index.php?title=Digital_media_in_education&diff=892813821&oldid=892810205	Digital media can take several different forms in terms of creating voice. Email, video, websites, photos, slideshows. Emails allow direct communication with a student and teacher outside the classroom. Students can have dialogue at any time with their professors on problems or questions they are having. This is a convenient way of discussion for students and teachers. In a study done by Alison Cook-Sather, students tend to be more comfortable with communicating by e-mail. It has the effect of socially leveling student and teacher.[https://eds.b.ebscohost.com/ehost/detail/detail?vid=4&sid=a6f77366-ec1b-42ef-a598-00c458979997%40pdc-v-sessmgr06&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=124545255&db=aph] Through digital media people are given the opportunity to showcase their work, social standpoints, and more. Student’s work can reach a larger crowd and receive comments and opinions. Reddit, youtube, vimeo, pages like these allow public display of anyone’s ideas and work. This feedback also gives students perception on how there work will be received in the real world. Students looking for work or internships to strengthen their resumé also will find opportunity online through sites such as linkedin. Linkedin is a social networking site that allows one to network and to build their professional portfolio. It also enables anyone to search for work opportunity.[https://eds.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=4&sid=d7c16ff1-2eba-4654-be35-93d288b8771a%40sessionmgr4010]	2019-04-17T01:26:36Z	Digital media can take several different forms in terms of creating voice. Email, video, websites, photos, slideshows. Emails allow direct communication with a student and teacher outside the classroom. Students can have dialogue at any time with their professors on problems or questions they are having. This is a convenient way of discussion for students and teachers. In a study done by Alison Cook-Sather, students tend to be more comfortable with communicating by e-mail. It has the effect of socially leveling student and teacher. [https://eds.b.ebscohost.com/ehost/detail/detail?vid=4&sid=a6f77366-ec1b-42ef-a598-00c458979997%40pdc-v-sessmgr06&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=124545255&db=aph] Through digital media people are given the opportunity to showcase their work, social standpoints, and more. Student’s work can reach a larger crowd and receive comments and opinions. Reddit, youtube, vimeo, pages like these allow public display of anyone’s ideas and work. This feedback also gives students perception on how there work will be received in the real world. Students looking for work or internships to strengthen their resumé also will find opportunity online through sites such as linkedin. Linkedin is a social networking site that allows one to network and to build their professional portfolio. It also enables anyone to search for work opportunity. [https://eds.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=4&sid=d7c16ff1-2eba-4654-be35-93d288b8771a%40sessionmgr4010]	2019-04-17T01:52:15Z
https://en.wikipedia.org/w/index.php?title=Sleep-learning&diff=7750859&oldid=7750853	Hypnopædia (sleep-learning) is a concept used in the [[conditioning]] of children in the [[Huxley\|Aldous Huxley]] novel ''[[Brave New World]]''. It was said to have been discovered by a boy named [[Reuben Rabinovitch]] while listening to a radio in his sleep. He woke up and recited the entire broadcast in English, even though he was Polish. The broadcast was [[George Bernard Shaw]] talking about himself.	2004-11-22T14:39:46Z	Hypnopædia (sleep-learning) is a concept used in the [[conditioning]] of children in the [[Aldous Huxley\|Huxley]] novel ''[[Brave New World]]''. It was said to have been discovered by a boy named [[Reuben Rabinovitch]] while listening to a radio in his sleep. He woke up and recited the entire broadcast in English, even though he was Polish. The broadcast was [[George Bernard Shaw]] talking about himself.	2004-11-22T14:40:23Z
https://en.wikipedia.org/w/index.php?title=Virtual_exchange&diff=781047948&oldid=781047357	Virtual exchange is an umbrella term for communication and interaction between individuals or groups who are geographically separated and who overcome that distance using technology. Such activity may be included in language learning or situated in educational programmes in order to increase mutual understanding for example the Soliya programme<ref>{{Cite web\|url=https://www.usnews.com/opinion/articles/2013/11/20/online-study-abroad-benefits-students-and-american-foreign-policy\|title=Studying abroad without leaving the classroom.\|last=\|first=\|date=\|website=\|archive-url=\|archive-date=\|dead-url=\|access-date=}}</ref> and E Twinning.<ref>{{Cite journal\|date=2016-07-28\|title=eTwinning\|url=https://en.wikipedia.org/w/index.php?title=ETwinning&oldid=731958681\|journal=Wikipedia\|language=en}}</ref> '''Online Intercultural Exchange''' ('''OIE''') is an academic field of study connected to virtual exchange. It "involves instructionally mediated processes...for social interaction between internationally distributed partner classes" <ref>{{Cite web\|url=https://www.routledge.com/Online-Intercultural-Exchange-Policy-Pedagogy-Practice/ODowd-Lewis/p/book/9781138932876\|title=Online Intercultural Exchange: Policy, Pedagogy, Practice (Hardback) - Routledge\|website=Routledge.com\|language=en\|access-date=2017-05-18}}</ref> This activity has its roots in [[computer-assisted language learning]] (CALL) and [[computer-mediated communication]]. OIE is not restricted to language learning but happens across many educational disciplines where there is a desire to increase the international nature of learning. Such activities are also known as [[Telecollaboration\|telecollaboration.]] Groups such as Soliya use OIE techniques in order to connect young people internationally and improve their understanding of each other's contexts.	2017-05-18T19:03:48Z	Virtual exchange is an umbrella term for communication and interaction between individuals or groups who are geographically separated and who overcome that distance using technology. Such activity may be included in language learning or situated in educational programmes in order to increase mutual understanding for example the Soliya programme<ref>{{Cite web\|url=https://www.usnews.com/opinion/articles/2013/11/20/online-study-abroad-benefits-students-and-american-foreign-policy\|title=Studying abroad without leaving the classroom.\|last=\|first=\|date=\|website=\|archive-url=\|archive-date=\|dead-url=\|access-date=}}</ref> and E Twinning.<ref>{{Cite journal\|date=2016-07-28\|title=eTwinning\|url=https://en.wikipedia.org/w/index.php?title=ETwinning&oldid=731958681\|journal=Wikipedia\|language=en}}</ref> Such activities are also known as [[Telecollaboration\|telecollaboration.]] '''Online Intercultural Exchange''' ('''OIE''') is an academic field of study connected to virtual exchange. It "involves instructionally mediated processes...for social interaction between internationally distributed partner classes" <ref>{{Cite web\|url=https://www.routledge.com/Online-Intercultural-Exchange-Policy-Pedagogy-Practice/ODowd-Lewis/p/book/9781138932876\|title=Online Intercultural Exchange: Policy, Pedagogy, Practice (Hardback) - Routledge\|website=Routledge.com\|language=en\|access-date=2017-05-18}}</ref> This activity has its roots in [[computer-assisted language learning]] (CALL) and [[computer-mediated communication]]. OIE is not restricted to language learning but happens across many educational disciplines where there is a desire to increase the international nature of learning. Groups such as Soliya use OIE techniques in order to connect young people internationally and improve their understanding of each other's contexts.	2017-05-18T19:07:26Z
https://en.wikipedia.org/w/index.php?title=WebQuest&diff=1119864&oldid=1119860	* Introduction * Task * Process * Evaluation * Conclusion * Teacher Page	2003-07-06T19:26:52Z	* Introduction * Task * Process * Evaluation * Conclusion * Teacher Page	2003-07-06T19:27:21Z
https://en.wikipedia.org/w/index.php?title=Boyer's_model_of_scholarship&diff=414631576&oldid=414631378	* The scholarship of discovery that includes original research that advances knowledge. * The scholarship of integration that type involves synthesis of information across disciplines, across topics within a discipline, or across time. * The scholarship of application (also later called the scholarship of engagement) that goes beyond the service duties of a faculty to those within or outside the University and involves the rigor and application of disciplinary expertise with results that can be shared with and/or evaluated by peers. * The scholarship of teaching and learning that the systematic study of teaching and learning processes. It differs from scholarly teaching in that it requires a format that will allow public sharing and the opportunity for application and evaluation by others.	2011-02-18T15:43:20Z	* The scholarship of discovery that includes original research that advances knowledge. * The scholarship of integration that type involves synthesis of information across disciplines, across topics within a discipline, or across time. * The scholarship of application (also later called the scholarship of engagement) that goes beyond the service duties of a faculty to those within or outside the University and involves the rigor and application of disciplinary expertise with results that can be shared with and/or evaluated by peers. * The scholarship of teaching and learning that the systematic study of teaching and learning processes. It differs from scholarly teaching in that it requires a format that will allow public sharing and the opportunity for application and evaluation by others.	2011-02-18T15:44:40Z
https://en.wikipedia.org/w/index.php?title=Cognitive_apprenticeship&diff=14903307&oldid=14903300	Constructivist approaches to human learning have led to the development of a theory of cognitive apprenticeship (Collins, Brown, & Newman, 1987; Brown, Collins, & Duguid, 1989). This theory holds that masters of a skill often fail to take into account the implicit processes involved in carrying out complex skills when they are teaching novices. To combat these tendencies, cognitive apprenticeships “…are designed, among other things, to bring these tacit processes into the open, where students can observe, enact, and practice them with help from the teacher…” (Collins, Brown, & Newman, 1987, p. 4). This model is supported by Bandura’s (1997b) theory of modeling, which posits that in order for modeling to be successful, the learner must be attentive, must have access to and retain the information presented, must be motivated to learn, and must be able to accurately reproduce the desired skill. By using processes such as modeling and coaching, cognitive apprenticeships also support the three stages of skill acquisition described in the expertise literature: the cognitive stage, the associative stage, and the autonomous stage (Anderson, 1983; Fitts & Posner, 1967). In the cognitive stage, learners develop declarative understanding of the skill. In the associative stage, mistakes and misinterpretations learned in the cognitive stage are detected and eliminated while associations between the critical elements involved in the skill are strengthened. Finally, in the autonomous stage, the learner’s skill becomes honed and perfected until it is executed at an expert level (Anderson, 2000). Like traditional apprenticeships, in which the apprentice learns a trade such as tailoring or woodworking by working under a master teacher, cognitive apprenticeships allow the master to model behaviors in a real-world context with cognitive modeling (Bandura, 1997). By listening to the master explain exactly what she is doing and thinking as she models the skill, the apprentice can identify relevant behaviors and develop a conceptual model of the processes involved. The apprentice then attempts to imitate those behaviors with the master observing and providing coaching. Coaching provides assistance at the most critical level – the skill level just beyond what the teacher could accomplish by herself. Vygotsky (1978) referred to this as the Zone of Proximal Development and believed that fostering development within this zone leads to the most rapid development. The coaching process includes additional modeling as necessary, corrective feedback, and reminders, all intended to bring the apprentice’s performance closer to that of the master’s. As the apprentice becomes more skilled through the repetition of this process, the feedback and instruction provided by the master “fades” until the apprentice is, ideally, performing the skill at a close approximation of the master level (Johnson, 1992).	2005-06-09T00:02:32Z	Constructivist approaches to human learning have led to the development of a theory of cognitive apprenticeship (Collins, Brown, & Newman, 1987; Brown, Collins, & Duguid, 1989). This theory holds that masters of a skill often fail to take into account the implicit processes involved in carrying out complex skills when they are teaching novices. To combat these tendencies, cognitive apprenticeships “…are designed, among other things, to bring these tacit processes into the open, where students can observe, enact, and practice them with help from the teacher…” (Collins, Brown, & Newman, 1987, p. 4). This model is supported by Bandura’s (1997b) theory of modeling, which posits that in order for modeling to be successful, the learner must be attentive, must have access to and retain the information presented, must be motivated to learn, and must be able to accurately reproduce the desired skill. By using processes such as modeling and coaching, cognitive apprenticeships also support the three stages of skill acquisition described in the expertise literature: the cognitive stage, the associative stage, and the autonomous stage (Anderson, 1983; Fitts & Posner, 1967). In the cognitive stage, learners develop declarative understanding of the skill. In the associative stage, mistakes and misinterpretations learned in the cognitive stage are detected and eliminated while associations between the critical elements involved in the skill are strengthened. Finally, in the autonomous stage, the learner’s skill becomes honed and perfected until it is executed at an expert level (Anderson, 2000). Like traditional apprenticeships, in which the apprentice learns a trade such as tailoring or woodworking by working under a master teacher, cognitive apprenticeships allow the master to model behaviors in a real-world context with cognitive modeling (Bandura, 1997). By listening to the master explain exactly what she is doing and thinking as she models the skill, the apprentice can identify relevant behaviors and develop a conceptual model of the processes involved. The apprentice then attempts to imitate those behaviors with the master observing and providing coaching. Coaching provides assistance at the most critical level – the skill level just beyond what the teacher could accomplish by herself. Vygotsky (1978) referred to this as the Zone of Proximal Development and believed that fostering development within this zone leads to the most rapid development. The coaching process includes additional modeling as necessary, corrective feedback, and reminders, all intended to bring the apprentice’s performance closer to that of the master’s. As the apprentice becomes more skilled through the repetition of this process, the feedback and instruction provided by the master “fades” until the apprentice is, ideally, performing the skill at a close approximation of the master level (Johnson, 1992).	2005-06-09T00:06:45Z
https://en.wikipedia.org/w/index.php?title=Retroactive_learning&diff=277420808&oldid=277420614	Retroactive learning <ref>http://deepblue.lib.umich.edu/bitstream/2027.42/57720/2/anuxoll_1.pdf</ref>: reviewing experiences and learning from them when sufficient time (or another resource) becomes available. Andrew M. Nuxoll: Enhancing Intelligent Agents with Episodic Memory. Dissertation, 2007.	2009-03-15T15:33:25Z	Retroactive learning <ref>Andrew M. Nuxoll: Enhancing Intelligent Agents with Episodic Memory. Dissertation, 2007. http://deepblue.lib.umich.edu/bitstream/2027.42/57720/2/anuxoll_1.pdf</ref>: reviewing experiences and learning from them when sufficient time (or another resource) becomes available.	2009-03-15T15:34:25Z
https://en.wikipedia.org/w/index.php?title=Student_engagement&diff=142159781&oldid=142159683	In a number of studies student engagement has been identified as a desirable trait in schools; however, there is little consensus among students and educators as to how to define it.<ref>Farmer-Dougan, Farmer-Dougan and McKinney, K. (nd) [http://www.teachtech.ilstu.edu/resources/teachTopics/examEngage.php "Examining Student Engagement at Illinois State University: An Exploratory Investigation."] Center for Teaching and Learning with Technology. Retrieved 7/2/07.</ref> A number of studies have shown that student engagement overlaps with, but is not the same as, student [[motivation]].<ref>Sharan, S. Shachar, H. and Levine, T. (1999) ''The Innovative School: organization and instruction. Praeger/Greenwood. p. 85.''	2007-07-03T03:17:42Z	In a number of studies student engagement has been identified as a desirable trait in schools; however, there is little consensus among students and educators as to how to define it.<ref>Farmer-Dougan, Farmer-Dougan and McKinney, K. (nd) [http://www.teachtech.ilstu.edu/resources/teachTopics/examEngage.php "Examining Student Engagement at Illinois State University: An Exploratory Investigation."] Center for Teaching and Learning with Technology. Retrieved 7/2/07.</ref> A number of studies have shown that student engagement overlaps with, but is not the same as, student [[motivation]].<ref>Sharan, S. Shachar, H. and Levine, T. (1999) ''The Innovative School: organization and instruction. Praeger/Greenwood. p. 85.''</ref>	2007-07-03T03:18:24Z
https://en.wikipedia.org/w/index.php?title=Acting_workshop&diff=182281663&oldid=182281639	An '''acting workshop''' is a meeting of actors, voice actors, writers, or others of one specific trade to learn how to hone their skill and to [[networking\|network]] with other actors or casting directors. Many actors will critique their peers and offer tips on how to enhance their abilities. Acting workshops are often staffed by professionals, which can include coaches, directors, or actors themselves.<ref>{citeweb	2008-01-05T10:09:16Z	An '''acting workshop''' is a meeting of actors, voice actors, writers, or others of one specific trade to learn how to hone their skill and to [[networking\|network]] with other actors or casting directors. Many actors will critique their peers and offer tips on how to enhance their abilities. Acting workshops are often staffed by professionals, which can include coaches, directors, or actors themselves.<ref>{{citeweb	2008-01-05T10:09:39Z
https://en.wikipedia.org/w/index.php?title=Arts-based_training&diff=53821493&oldid=53818936	musicatwork - the sound approach to training [http://musicatwork.co.uk]	2006-05-18T06:36:01Z	[[musicatwork - the sound approach to training]] [http://musicatwork.co.uk]	2006-05-18T07:07:24Z
https://en.wikipedia.org/w/index.php?title=Blanket_training&diff=231525054&oldid=231524520	{{stub}}	2008-08-12T20:28:11Z	{{stub}}	2008-08-12T20:30:05Z
https://en.wikipedia.org/w/index.php?title=Discipline&diff=982619980&oldid=982619821	[[File:Estampe-p1000686.jpg\|250px\|thumb\|right\|"To think good thoughts requires effort. This is one of the things that discipline – [[training]] – is about". -[[James Clavell\|James Cringe Clavell]] , ''[[Shōgun (novel)\|Shōgun]]'' (1975).]]	2020-10-09T08:16:27Z	[[File:Estampe-p1000686.jpg\|250px\|thumb\|right\|"To think good thoughts requires effort. This is one of the things that discipline – [[training]] – is about". -[[James Clavell\|James Cringe Clavell]], ''[[Shōgun (novel)\|Shōgun]]'' (1975).]]	2020-10-09T08:18:37Z
https://en.wikipedia.org/w/index.php?title=Facila&diff=413916981&oldid=413869228	[[sv:Facila]] [[en:Facila]]	2011-02-14T12:47:52Z	[[sv:Facila]] [[en:Facila]]	2011-02-14T18:29:31Z
https://en.wikipedia.org/w/index.php?title=Fartlek&diff=375744864&oldid=375276003	'''Fartlek''', which means "speed play" in [[Swedish language\|Swedish]], is a form of conditioning which puts stress the whole on the [[aerobic exercise\|aerobic]] energy system due to the continuous nature of the exercise. The difference between this type of training and continuous training is that the [[exercise intensity\|intensity]] or speed of the exercise varies, meaning that aerobic and [[Anaerobic exercise\|anaerobic]] systems can be put under stress. Most fartlek sessions last a minimum of 45 minutes and can vary from aerobic walking to anaerobic sprinting. Fartlek training is generally associated with running, but can include almost any kind of exercise.	2010-07-24T22:34:58Z	'''Fartlek''', which means "speed play" in [[Swedish language\|Swedish]], is a form of conditioning which puts stress on the whole [[aerobic exercise\|aerobic]] energy system due to the continuous nature of the exercise. The difference between this type of training and continuous training is that the [[exercise intensity\|intensity]] or speed of the exercise varies, meaning that aerobic and [[Anaerobic exercise\|anaerobic]] systems can be put under stress. Most fartlek sessions last a minimum of 45 minutes and can vary from aerobic walking to anaerobic sprinting. Fartlek training is generally associated with running, but can include almost any kind of exercise.	2010-07-27T15:21:55Z