iSEEK - Education

Open questions Is it really useful/worth the trouble? yes: consistency yes: automatic help for acquiring new knowledge Link with numeric data for segmentation and labeling: new approach...

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Open questions Is it really useful/worth the trouble? yes: consistency yes: automatic help for acquiring new knowledge Link with numeric data for segmentation and labeling: new approach

15 0 http://ontology.buffalo.edu/anatomy_GIS/Dameron.pdf#page=15 ontology.buffalo.edu/anatomy_GIS/Dameron.pdf#page=15

current segmentation algorithms are dumb only rely on the value of voxels (and neighbors) no matter how complicated the algorithms are, this is still the wrong approach we have a priori knowledge about what entities should look like we have a priori knowledge about the constraints that have to be respected currently, this aspect is ignored or at best harcoded and application-specific Segmenting images

52 0 http://ontology.buffalo.edu/anatomy_GIS/Dameron.pdf#page=52 ontology.buffalo.edu/anatomy_GIS/Dameron.pdf#page=52

Benefits: link with numeric information Information = data or knowledge Automatic interpretation, labelling... Use automatic segmentation and labelling for: automatic validity checking of Kn. Base obtaining new knowledge (e.g. statistical studies of variabilities)

58 0 http://ontology.buffalo.edu/anatomy_GIS/Dameron.pdf#page=58 ontology.buffalo.edu/anatomy_GIS/Dameron.pdf#page=58

Open questions Is it really useful/worth the trouble? yes: consistency yes: automatic help for acquiring new knowledge Link with numeric data for segmentation and labeling: new approach

ontology.buffalo.edu/anatomy_GIS/Dameron.pdf#page=58

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Brain Research: Implications for Second Language Learning. ERIC Digest.

meaning. Some of the brain sites for these other neurons are far from the neural circuits that correspond to the component sounds of the words; they include sites in other areas of the left hemisphere and even sites in the...

www.ericdigests.org/2001-3/brain.htm

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Brainy 'Bots

feature of neural networks will allow a robot pioneer to choose behaviors based on the general features of its surroundings, much like humans do. To accomplish this, neural nets contain several layers of "nodes," which are analogous to neurons. Each node in...

science.nasa.gov/headlines/y2001/ast29may_1.htm

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Oral Segmentation Accuracy, What's the Secret?

Materials: Word List Generator Goal: Given three words, the student can identify the common phoneme ("ship" "shark" "shoe" -> /sh/). Items: 1 syllable words [edit] What to do Before introducing the game, use the Word List...

www.freereading.net/index.php?title=Oral_Segmentation_Accuracy%2C_What%27...

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Stanford Encyclopedia of Philosophy: neuroscience, philosophy of

will return to this argument for EM (five paragraphs below). At one level of analysis the basic computational element of a neural network (biological or artificial) is the neuron. This analysis treats neurons as simple computational devices, transfor...

plato.stanford.edu/entries/neuroscience/

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Reading/Language Arts (CA Dept. of Education)

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beginning sounds, and blending sounds into words. Midyear screen ing of all students to determine their phonemic awareness and need for further instruction is also important. In a review of phonemic awareness interventions to enhance the early reading achievement of students with and without disabilities, the following instructional strategies were found effective (Smith, Simmons, and Kame’enui 1998): 1. Modeling phonemic awareness tasks and responses orally and following with students’ production of the

17 0 http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=17 www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=17

� Chapter 1 Introduction to the Framework need to master a standard by the end of the grade and introduce and sequence instruction within and between grades to ensure mastery at least by the grade in which the standard is identified. For example, Reading Standard 1.9 specifies that students will be able to divide single-syllable words into their components (e.g., /c/ /a/ /t/ = cat). This standard does not propose that students wait until the first grade to begin sequential segmentation but

38 0 http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=38 www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=38

and sounds to write words. That knowledge of the alphabetic principle continues in the first grade as students write sentences. By the second grade writing extends to para graphs, and by the third grade students write paragraphs with topic sentences. In penmanship students progress from legible printing in the first grade to the use of cursive or jointed italic in the third grade. The systematic progression of instruction and application from kindergarten through grade three prepares students to write

39 0 http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=39 www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=39

write. The National Research Council (1998, 8) states that temporary spellings, specifically those used in the phonetic stage, can be “helpful for developing understanding of the identity and segmentation of speech sounds and sound-spelling relationships. Conventionally correct spelling should be developed through focused instruction and practice. Primary children should be expected to spell previously studied words and spelling patterns correctly in their final writing products.” Fundamental skills in

45 0 http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=45 www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=45

beginning sounds, and blending sounds into words. Midyear screen ing of all students to determine their phonemic awareness and need for further instruction is also important. In a review of phonemic awareness interventions to enhance the early reading achievement of students with and without disabilities, the following instructional strategies were found effective (Smith, Simmons, and Kame’enui 1998): 1. Modeling phonemic awareness tasks and responses orally and following with students’ production of the

116 0 http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=116 www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=116

107 Writing 1.0 Writing Strategies Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students prog ress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions). Organization and Focus 1.1 Create a single paragraph: a. Develop a topic sentence. b. Include simple supporting facts and details. Penmanship 1.2 Write legibly in cursive or joined

129 0 http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=129 www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=129

120 Chapter 4 Content Standards and Instructional Practices— Grades Four Through Eight Fourth Grade Standards and Instruction at the beginning of Chapter 3.) They particularly emphasize the importance of revising and editing for coherence and progression by adding, deleting, consoli dating, and rearranging text (see the fourth-grade curricular and instructional profile in a later section). Such a standard assumes that students are able to create multiple-paragraph compositions and use

141 0 http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=141 www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=141

organizational structure, and a point of view based upon purpose, audience, length, and format requirements. 1.2 Create multiple-paragraph compositions: a. Provide an introductory paragraph. b. Establish and support a central idea with a topic sentence at or near the beginning of the first paragraph. c. Include supporting paragraphs with simple facts, details, and explanations. d. Conclude with a paragraph that summarizes the points. e. Use correct indention. 1.3 Use traditional structures for conveying

263 0 http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=263 www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=263

254 Chapter 6 Assessment of Proficiency in the Language Arts assess and when. In the early grades key indicators or predictors can be used to identify students making adequate progress toward literacy standards and those likely to have continued difficulty in learning to read. Those key indicators are derived largely from research on students who learn to read easily in comparison with those who do not. Knowledge of letter names, phonemic segmentation, the reading of nonsense words, and fluency

320 0 http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=320 www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=320

Chapter 9 Criteria for Evaluating Instructional Materials: Kindergarten Through Grade Eight 311 monitor student progress at a minimum of every six to eight weeks (See the progress-monitoring assessment schedules in Chapter 6 for details.) b. Summative assessments (curriculum-embedded, criterion-referenced to lessons at trimester or semester intervals) as required in each type of program c. Diagnostic screening assessments (usually norm-referenced) in the six technical skill areas for use with

345 0 http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=345 www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=345

Kindergarten Through Grade Three Grade 1 Phonemic Awareness a. Phoneme identification, including counting phonemes in words; distinguishing initial, final, and medial phonemes; and matching initial, final, and medial sounds in spoken words K–2 b. Phoneme blending K–1 c. Phoneme segmentation K–3 d. Phoneme manipulation, including phoneme addition and deletion, grade 1; phoneme substitution, grades 1–2; phoneme reversal, grades 2–3 1–3 2 Phonological Awareness a. Recognizing words in sentences K b. Segmenting

347 0 http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=347 www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=347

consonants, short vowels (e.g., CVC words and other short-vowel syllable patterns), diagraphs, and trigraphs (e.g., _tch and _igh) 4–8 e. Consonant blends, long vowels (CV syllables), and vowel diagraphs 4–8 f. Vowel diphthongs and r- and l-controlled vowels 4–8 g. Advanced syllable patterns in multisyllabic words 4–8 h. Word analysis, including word origins and meaning (morphology, syntax, and semantics) 4–8 5 Oral Reading Fluency a. Narrative and expository text for fluency, with accuracy and appropriate

349 0 http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=349 www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=349

Through Eight Level 1 Phonemic Awareness a. Phoneme identification, including counting phonemes in words; distinguishing initial, final, and medial phonemes; and matching initial, final, and medial sounds in spoken words K–2 b. Phoneme blending K–1 c. Phoneme segmentation K–3 d. Phoneme manipulation, including phoneme addition and deletion, grade 1; phoneme substitution, grades 1–2; phoneme reversal, grades 2–3 1–3 2 Phonological Awareness a. Recognizing words in sentences K b. Segmenting words into

www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=45

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Stanford Encyclopedia of Philosophy: connectionism

work on nets that can appreciate grammatical structure has important implications for the debate about whether neural networks can learn to master rules. Elman trained a simple recurrent network to predict the next word in a large corpus...

plato.stanford.edu/entries/connectionism/

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Problem Solving and Response to Intervention/Marston

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Baseline Data for John in February ¾ Read 6 wpm on 2nd grade CBM passages ¾ Identified 18 out of 100 basic sight words ¾ Said 12 segments in one minute on phoneme segmentation 4...

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Baseline Data for John in February ¾ Read 6 wpm on 2nd grade CBM passages ¾ Identified 18 out of 100 basic sight words ¾ Said 12 segments in one minute on phoneme segmentation 4

11 0 http://centeroninstruction.org/files/ImplementationOfRtI.pdf#page=11 centeroninstruction.org/files/ImplementationOfRtI.pdf#page=11

Baseline Data for John in February ¾ Read 6 wpm on 2nd grade CBM passages ¾ Identified 18 out of 100 basic sight words ¾ Said 12 segments in one minute on phoneme segmentation 4

32 0 http://centeroninstruction.org/files/ImplementationOfRtI.pdf#page=32 centeroninstruction.org/files/ImplementationOfRtI.pdf#page=32

Minneapolis Curriculum-Based Measurement •At least 20 equivalent passages grades 1-6. •Elementary passages from District Basal Reading Series. •At least 20 equivalent passages grades 7-12. •Secondary passages from local newspaper curriculum. At Kindergarten multiple probes for the early literacy measures are: •Letter Sounds •Onset Phonemes •Phonemic Segmentation

centeroninstruction.org/files/ImplementationOfRtI.pdf#page=11

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Bionic Technologies LLC

Neural Processing for Neurophysiology - Ripple NEWS NEW Simultaneously record and stimulate with the Grapevine Micro+Stim front end amplifier

www.bionictech.com/

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A Variety of Printable Handwriting Worksheets

start of the most common font type we see used today. a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, u, v, w, x, y, z Standard Core Identified Font (UPPER CASE LETTERS) These sheets walk you turn by turn through the pencil strokes that you need to maker. All ...

worksheets.teach-nology.com/language_arts/handwriting/

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