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There were also similarities in many of the strategies teachers used to increase children’s motivation to read, including use of good children’s literature, books on interesting topics, emphasizing social aspects of reading, and incorporating art, music, and poetry into communicating about text. Practice in beginning reading skills was usually framed as a game or fun activity. As shown in Figure 2, increasing skill brought with it opportunities to read and to discuss more interesting texts, reducing the concern with mastery and increasing the salience of interest as a motivator in both schools. Teachers in this study believed that finding interesting activities and texts would lead students to develop a “love of” reading. This is similar to the developmental hypotheses of Renninger, Hidi, and others (Hidi et al., 2. Krapp, 2. 00. 2; Lipstein & Renninger, 2. Renninger & Hidi, 2. A particularly interesting story, for example, or a class activity where children read to find out more about the Titanic after seeing the movie with family, might trigger a child’s interest and hold it for an hour or a day. If some aspect of the context sustained interest in particular books, genres, or activities over time (e. Titanic as a theme relating reading, writing, art, and science), students could develop a more stable interest that might extend to other contexts (e. Beginning in Grade 1, aspects of the context in both classes afforded opportunities for this development. Teachers raised student interest by positioning reading and books as interesting, informative, and enjoyable. Early in Grade 1, Ms. Adams introduced a unit on Antarctica, by asking for predictions about “what we’ll find there,” and reading interesting bits out of a book with lots of expression. She encouraged interest through modeling her own. Oh, my goodness, listen to this!” she gasped, “They think there might be gold there?”. A. A1C A form of hemoglobin used to test blood sugars over a period of time. ABCs of Behavior An easy method for remembering the order of behavioral components. In conventional usage, boredom is an emotional or psychological state experienced when an individual is left without anything in particular to do, is not interested. 23. If you live in a larger metropolitan area, there may be day camps and other structured activities designed especially for children with Aspergers. Asociality refers to the lack of motivation to engage in social interaction, or a preference for solitary activities. Developmental psychologists use the synonyms. In both classrooms, lessons and units of instruction were modified or scrapped to capitalize on students’ current fascinations. Students’ writing was also held up as interesting and enjoyable, positioning them as producers of these fascinating objects. In October, Ms. Norman read a funny, high- interest story about animals wearing underwear, then introduced their journal prompt: (Field notes, October 2. What do you think I’m going to let you write about in journals today?”“Underwear!” chorus the kids.“There’s only going to be one rule: When we write about underwear today, we’re going to write about animals. Do you want to give me some names of animals so I can write them on the board for you?”Several hands go up. A boy asks if he can put underwear on a pumpkin? Ms. Norman expands the rules to allow animals and plants. ![]() ![]() ![]() Marsha raises her hand, “Boa constrictors.”“That word makes me laugh, just hearing it,” smiles T. During journal time, Marsha works on describing her boa constrictor wearing underwear. Others at her table suggest funny ways to show how a snake could wear underwear, having no legs. Regular opportunities to share good stories, poems, and books also provide the social space to interact around reading. In all the classes in this study, there was a semistructured period of reading self- selected books each day. In Ms. Norman’s and Ms. Oliver’s classroom, this period could involve reading to other children or sharing books. Most children, especially in Grades 1 and 2, referred to this quiet reading period when asked about “reading in school,” rather than to reading lessons. This free- reading period provided a natural context for children to discuss and recommend books they had read, leading to the spread of interest in particular books or (later) series and authors. Both Ms. Adams and Ms. Norman used partner reading to provide social reasons to practice reading. Karen, a girl in the Norman–Oliver class, exemplifies the development of interest in classroom social context. Karen declared that, “reading is fun” in Grade 1 because she gets to sound out words. However, she did not like to read at home. In Grade 2, Karen’s decoding skills had improved (perhaps related to increased opportunities to read with partners as Ms. Norman emphasized fluency more), allowing her to read more smoothly. In her interview, Ms. Norman cited feeling competent in reading as one of the main reasons for her focus on fluency.) Although Karen was still vague about what she read at home and school (“Just books, that’s all”), a particular book caught her fancy around the time of the interview. The source of this triggered situational interest was the fact that the title character shared her family name. By Grade 3, Karen had become a fluent reader. She had been introduced to a series of books by a friend; the series was a popular one among children in Oliver’s and Norman’s class. She describes her ongoing interest in that series. Karen (3rd): I read these books that are really good, they’re a series kind? And it’s really good. It’s different than books I read last year. Because I just read them out of the tubs [of reading books in school] but this was from my friend, she had these books and I read them. And they’re good. Karen contrasted her current, ongoing interest in a specific group of books to her former, rather random selection of books to read “out of the tubs,” books the teacher provided. The fact that it is a series with the same characters in each book, in combination with the social value of reading and talking about this series, afforded an opportunity to develop a more stable interest. In both schools, children in the sample moved from describing their interest in specific books to favorite series. Since these were often mystery or fantasy series, other similar books and series were shared among the children. The triggered situational interest in specific stories or books appeared to be sustained by the plots and characters of series and/or by multiple books on specific topics. As librarians, teachers, and parents built on these interests, they seemed to expand into emerging individual interests in particular genres (mysteries, adventures). Based on interview data, 3. In the 2. 2 children mentioning interest in 2 or more years, 1. In four cases there was evidence of expanding to interest in multiple genres. Spontaneous sharing of books and series was observed in both schools. The general trend of interest in reading is shown graphically in Figure 4. Developmental changes in how children talk about reading preferences. Social meaning, identity, and the development of ego concerns As children develop, they become increasingly aware of their ability relative to others (Nicholls, 1. The classroom social context is likely to play an important role in determining the meaning these differences have for children’s status in the group. These meanings and students’ identities are continually co- constructed by teachers, children, and parents through their acts in the classroom and school (Holland, Jr., Skinner, & Cain, 1. Vauras, Salonen, Lehtinen, & Lepola, 2. Using longitudinal ethnographic data, it is possible to look for the emergence of these meanings and how reading skill is or is not linked to the development of ego concerns. The role of helping has been identified as important in negotiating the meaning of skill differences and the positions of less- skilled readers and writers (Berry, 2. Children who are over- helped or who are always the one receiving help, never providing it, may come to be identified as individuals who have nothing of value to contribute. In Grades 1 and 2 there is a great deal of oral reading, making obvious that some children can read fluently while others must sound out or guess at many words. When a student hesitates while reading aloud to a peer or to a group, questions of power, learning, and group purposes are raised. Norman–Oliver In Ms. Norman’s first- and second- grade class in School 2, children were assigned rotating partners for reading practice. Fix Obtaining IP Address Android WiFi Problem. This is a common problem in android. The name of the issue says it all. Android fails to obtain an IP. Hi, look at Control Panel, Device Manager, Imaging devices Do you see your WebCam there? · Hello, when trying to Skype last night on my Acer Aspire, I could see my party but they couldn't see me. This has never happened in the past but now I am getting the. Android, prononcé à la française / ɑ̃. d ʁ ɔ. i d /, en anglais / ˈ æ n ˌ d ɹ ɔ ɪ d /, est un système d'exploitation mobile [6], [7] basé sur le noyau. Fix obtaining ip address android wifi problem. Fix Obtaining IP Address Android Wi. Fi Problem. This is a common problem in android. The name of the issue says it all. 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Paint” became the metonym for that aesthetic, even if an image was actually created in another app. TV Tropes lists major limitations that came to define a certain look: the wobbly freehand lines, awkward color handling, and inappropriate export settings that give Paint its distinctive look. In 2. 01. 4, Gawker’s Sam Biddle noted Paint’s influence on conspiracy theory images, calling the form “Chart Brut.” In amateur detectives’ attempts at identifying the Boston Marathon bombers, the simplicity and jaggedness of Paint evokes the “crazy wall” aesthetic of red string and scribbled notes, apparently without irony. The same year, internet historian Patrick Davison explored Paint’s influence on the last decade of meme culture, particularly Rage Comics. The outsider- art aesthetic feels appropriate to the relatable everyday content, and makes the art form unthreatening. 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It also supports automatic selection tools and content- aware fill to rival Photoshop’s.)By automatically improving art, Paint 3. D hides the process behind the image. Paint’s sloppiness is probably why rage comics got so popular. Looking at a rage comic, you can tell exactly how it was drawn, and how you might draw one yourself. By delivering exactly what the artist draws, MS Paint forms an image that the viewer can mentally reverse- engineer and imitate. Unless you go absolutely nuts with it. Reddit user Toweringhorizon painstakingly assembled the drawing “To a Little Radio” using MS Paint tools like the oil brush, stretching the medium while maintaining a pixelated look. It’s one of the top submissions to MS Paint subreddit, a beautiful collaborative art gallery. Scrolling through this art feels like flipping through the sketchbook of the most artistic kid in high school. There’s an accepted roughness, a desired minimalism. 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CV, here is where we set that. Just execute the following line at the console to create the appropriate Makefile. Note that there is a dot at the end of the line, it is an argument for the cmake program and it means current directory. D WITH_TBB=ON - D BUILD_NEW_PYTHON_SUPPORT=ON - D WITH_V4. L=OFF - D INSTALL_C_EXAMPLES=ON - D INSTALL_PYTHON_EXAMPLES=ON - D BUILD_EXAMPLES=ON . Check that the above command produces no error and that in particular it reports FFMPEG as 1. If this is not the case you will not be able to read or write videos. Also, check that Python reports ON and Python numpy reports YES. Also, check that under Use TBB it says YES. If anything is wrong, go back, correct the errors by maybe installing extra packages and then run cmake again. You should see something similar to this: Now, you are ready to compile and install Open. CV 2. 2. sudo make install. Now you have to configure Open. CV. First, open the opencv. Add the following line at the end of the file(it may be an empty file, that is ok) and then save it. Run the following code to configure the library. Now you have to open another file. Add these two lines at the end of the file and save it. PKG_CONFIG_PATH=$PKG_CONFIG_PATH: /usr/local/lib/pkgconfig. PKG_CONFIG_PATH. Finally, close the console and open a new one, restart the computer or logout and then login again. Open. CV will not work correctly until you do this. There is a final step to configure Python with Open. CV. You need to copy the file cv. You can do that by just executing the following command. Now you have Open. CV 2. 2 installed in your computer with Python and TBB support. Let’s check some demos included in Open. CV. First, let’s see some C demos. Open. CV- 2. 2. 0/samples/c. Some of the training data for object detection is stored in /usr/local/share/opencv/haarcascades. You need to tell Open. CV which training data to use. I will use one of the frontal face detectors available. Let’s find a face. Note the scale parameter. It allows you to increase or decrease the size of the smallest object found in the image (faces in this case). Smaller numbers allows Open. CV to find smaller faces, which may lead to increasing the number of false detections. Also, the computation time needed gets larger when searching for smaller objects. You can also detect smaller objects that are inside larger ones. For example you can search for eyes inside any detected face. You can do that with the nested- cascade parameter. Feel free to experiment with other features like mouth or nose for example using the corresponding cascades provided in the haarcascades directory. Now let’s check some C++ demos. Open. CV- 2. 2. 0/samples/cpp. Now all the C++ demos are built in ~/Open. CV- 2. 2. 0/bin. Let’s see a couple of them. For example, a simulated chessboard calibration. Open. CV- 2. 2. 0/bin/calibration_artificial. In Open. CV 2. 2, the grabcut algorithm is provided as a C++ sample. This is a very nice segmentation algorithm that needs very little user input to segment the objects in the image. For using the demo, you need to select a rectangle of the area you want to segment. Then, hold the Control key and left click to select the background (in Blue). After that, hold the Shift key and left click to select the foreground (in Red). Then press the n key to generate the segmentation. You can press n again to continue to the next iteration of the algorithm. Open. CV- 2. 2. 0/bin/grabcut ~/Open. CV- 2. 2. 0/samples/cpp/lena. This image shows the initial rectangle for defining the object that I want to segment. Now I roughly set the foreground (red) and background (blue). When you are ready, press the n key to run the grabcut algorithm. This image shows the result of the first iteration of the algorithm. Now let’s see some background subtraction from a video. The original video shows a hand moving in front of some trees. Open. CV allows you to separate the foreground (hand) from the background (trees). Open. CV- 2. 2. 0/bin/bgfg_segm ~/Open. CV- 2. 2. 0/samples/c/tree. And finally, let’s see Python working with Open. CV. cd ~/Open. CV- 2. Let’s run the kmeans. This script starts with randomly generated 2. D points and then uses a clustering method called k- means. Each cluster is presented in a different color. Now let’s see the convexhull. This algorithm basically calculates the smallest convex polygon that encompasses the data points. Python scripts can also be executed directly like the following example. This script reads a video file (./c/tree. Have fun with Open. CV in C, C++ or Python…. Install Ubuntu 1. Windows 8. 1 in 1. Introduction. Those instructions have helped people install Ubuntu since 1. Ubuntu 1. 4. 0. 4 and many Windows users upgrading to Windows 8. Over the weekend I have played around with dual booting Ubuntu 1. Windows 8. 1 and the following article highlights the steps that I took to get it to work. It may be tempting to jump in and skip the steps that show you how to back up your Windows files but I can’t impress on you enough the importance of doing so. Update. I have written a new guide for dual booting Windows 8. Ubuntu. There are a few differences to the instructions below using the new method which are mainly as follows: The backup section advises only using Macrium Reflect for creating system images. The USB drive created uses a new method to create a UEFI bootable USB drive. Instead of using the “something else” option the new guide allows you to use the default install alongside Windows 8. In essence I have found the Windows recovery tools to be flaky with regards to restoring from a system image. For instance if you create a recovery image on an external hard drive and then copy it to another external hard drive or NAS drive there is no guarantee that Windows 8. I have used Macrium Reflect for creating system images and restoring them (even after moving images around) and it works. The software is free to use as well although there is a paid for version for extra options. Creating a UEFI bootable only Ubuntu USB drive ensures that Ubuntu is installed to a GPT partition. The Ubuntu installer therefore also recognises the existence of the Windows 8. This enables you to choose the default option for installing alongside Windows 8. Using this method it appears that there is no longer a requirement to turn off secure boot. I still had to manually set the Windows bootloader using BCDEdit. Feel free to give the new guide a try or you can stick with the tried and trusted method below. A review of Ubuntu 1. Before you start it might be worth reading the latest review of Ubuntu 1. Windows 8. 1 is something you want to do. Back up Windows. There are two steps to backing up Windows: Create a recovery drive for backing up Windows 8. Create a file history for backing up personal files. For the recovery drive you will need a USB flash drive with at least 1. Insert the USB drive into your computer. You should make sure that you have no data that you need to keep on the drive as it will be wiped during this process. If you don’t have a USB drive you can create recovery DVDs. For the file history backup I would recommend using an external hard drive but it depends on how much data you have. If you don’t have much then a USB drive will do. If you have nothing else to hand you can backup to DVDs. This guide assumes that you are using Windows 8. Windows 8. In my original guide I showed how to create recovery disks and a system image using the Windows 7 recovery tools. In this guide I use the simpler Windows 8 recovery drive tool. To create a recovery drive press the super key (Windows key) on your keyboard and then click on the magnifying glass in the top right corner. Now start typing “Recovery”. An option will appear called “Create a recovery drive”. Click this option. You will be asked if you are happy to give permissions for this application to run. The answer is yes you do. A recovery drive lets you get Windows 8. When the “Create a recovery drive” window appears click “Next” to continue. Click the available USB drive to be used and click “Next”. A message will appear confirming that you want to create the drive and you are warned again that all the data on the target drive will be deleted. If you are happy that you don’t need anything on your recovery drive click “Create”. It will take a few minutes for the drive to be created but eventually a screen will appear stating that the drive is ready. Safely remove the drive, put it in a small plastic bag like a sandwich bag or in an envelope. Label the bag or envelope and place it somewhere very safe. If something goes wrong either whilst installing Ubuntu or later on in time you will be grateful that you followed these steps. Now insert the drive that you want to use for storing all your personal data. To be honest you should do this whether you plan to continue installing Ubuntu or not. Press the “super” key (Windows key) on your keyboard and then press the search icon in the top right corner. Enter the words “File History”. Click the option that says “Save backup copies of your files with File History”. A screen similar to the one above should appear. Click on the “Off” button to flick the switch to “On” for File History. Click the link that says “Select a different drive”. Find the drive that you want to back up to and click “Back up now”. After a while all your files will be backed up to the new drive. Note that this application assumes that you store all of your files under your Documents, Music, Pictures, Videos and Desktop folder. If you don’t then I would recommend copying any file that that isn’t stored in these folders manually using Windows Explorer. Create a bootable Ubuntu USB drive. If you choose to create your own bootable USB drive you will need another blank USB drive to continue. Insert the USB drive into your computer. Follow the above link for pendrive Linux and scroll half way down the page until you see the “Download UUI” link. Click on the download link and wait for the program to download. When the download has completed double click on the executable. When the license agreement screen appears read it and then click “I Agree” if you accept the license. Creating the drive is fairly straight forward. The first thing to do is choose your distribution of choice, in this case Ubuntu, from the dropdown list. Click on the “Browse” button. Find the downloaded Ubuntu ISO. Select your chosen USB drive letter and make sure that the “We will format” option is checked. At this point you can create the USB drive so that it persists data. This makes it possible to install software when using the live Ubuntu version and it will still be available the next time you boot from the USB drive. Click “Create” to continue. A summary screen will tell you what is about to happen. Basically your USB drive is about to be completely wiped and Ubuntu is about to be installed as a live image to it. If you are happy to continue click “Yes”. You will now see a progress bar showing how far through the process the installer is and how long it is expected to last. Feel free to get a comfort break, have a drink or boil and egg at this point. Shrink your Windows partition. Windows takes up the whole of the drive when it is first installed. In order to install Ubuntu you will need to make space for it. Press the “super key” (Windows key) on your keyboard and click the magnifying glass in the top right corner. In the search box start typing “Partitions”. Click on the option called “Create and format partitions”. This will bring up the “Disk Management” screen. To shrink the drive, right click on the “OS (C: )” volume and select “Shrink volume”. A screen will appear showing how much you can shrink the drive by. You can of course choose to shrink the drive by less than offered but never go for any more than offered as you will break your Windows 8. Click “Shrink” to continue. When you are finished you will see that there is a lot of unpartitioned space. This is where Ubuntu will be installed. Turn off fast boot. To be able to boot to your Ubuntu USB drive you will need to turn off the fast boot option. Press the “super” key (Windows key) and then click the magnifying glass in the top right corner. Enter “Control Panel”. Click on the “Control Panel” option that appears. When the “Control Panel” appears click on the “System and Security” heading. Now click on “Power Options”. On the following screen click on “Choose what the power button does”. A screen will appear with the heading “Define power buttons and turn on password protection”. Scroll down until you see “Shutdown Settings”. An option should be available called “Turn on fast startup” (recommended). Uncheck this option. Click “Save Changes”. Turn off secure boot. In theory you don’t need to do this any more. In practise it is almost certain that you will. Turning off secure boot depends on the make and model of your computer as each one has slightly different methods for turning it off. Basically though click on the “super” key (Windows key) and then click on the power icon next to your user name.
How to Activate Adobe Flash Player: 1. Steps (with Pictures)1. Open your preferred web browser. This may be Chrome, Firefox, Safari, or any other browser you regularly use. Download the Adobe Flash System plug- in. You'll find this written on a big yellow button (click it). ![]() ![]() Adobe Flash Player Firefox Netscape Opera - View Flash multimedia through your web browser. Head to your download directory after downloading. This is usually located in 'My Computer.'. Double- click the downloaded installer. This will start the installation process. Complete installation. Follow the on- screen instructions to complete the installation. Silently Install Uninstall Adobe Flash Player 2. Package Library. Download and install PDQ Deploy. Enter License Key information. Import the Uninstall Adobe Flash Player 2. PDQ Deploy. Right- mouse click on the imported package > Deploy Once. Choose Targets from Active Directory, PDQ Inventory, Target List, etc. Click Deploy Now. About Uninstall Adobe Flash Player. Removes Adobe Flash Active. X 2. 5. 0. 0. 1. 48 and earlier (for XP – Windows 7). Removes Adobe Flash NPAPI 2. Firefox). Removes Adobe Flash PPAPI 2. Opera). Does NOT remove Flash IE on Windows 8. PPAPI Flash for Chrome. Download_the_Adobe_Flash_Player_uninstaller. Uninstall Adobe Flash Player was released on Apr 1. About PDQ Deploy. PDQ Deploy is a software deployment tool that allows system administrators to deploy a silent installation of almost any application or patch unattended to multiple computers simultaneously. Deploy allows you to update pretty much any application whether it's an msi, exe, batch file, or powershell script. Verizon Is Booting 8,5. Rural Customers Over Data Use, Including Some on 'Unlimited' Plans. Verizon has decided to abruptly cut off wireless internet to some 8,5. Approximately 8,5. October 1. 7th, 2. Verizon corporate communications director Kelly Crummey told BGR. These customers live in 1. Alaska, Idaho, Iowa, Indiana, Kentucky, Maine, Michigan, Missouri, Montana, North Carolina, Oklahoma, Utah and Wisconsin) and in areas outside of where Verizon operates our own network.”Letters Verizon is sending to the affected customers are blunt, to say the least.“During a recent review of customer accounts, we discovered you are using a significant amount of data while roaming off the Verizon Wireless network,” Verizon wrote, according to Ars Technica. While we appreciate you choosing Verizon, after October 1. Verizon service area.”No option to continue, with or without reducing use of mobile data, was given. Per BGR, the issue stems from Verizon’s LTEi. RA program, in which the company pairs with 2. Verizon users get to jump on board those regional networks whenever they want, though when they use roaming data Verizon is responsible for paying the carriers’ fees. While Verizon says some of the users were using as much as a terabyte of data monthly, one family reported they had been using less than 5. Now we are left with very few choices, none of them with good service,” a member of the family told Ars Technica. I guess small- town America means nothing to these people. It’s OK—though I live in a small town, I know a lot of people, and I’m telling every one of them to steer clear of Verizon.”Verizon’s decision has ramifications for the regional carriers as well, which say the company encouraged them to build infrastructure to expand their service areas but is now backing out on the deal. Though US telecoms have long gotten away with the digital equivalent of murder while providing terrible service, Verizon’s decision is particularly ominous given it could soon be given free license to treat rural customers even more poorly. The Federal Communications Commission and its Donald Trump- appointed chairman Ajit Pai have recently sought to slash the agency’s standards for what it considers acceptable access to broadband, including by allowing service providers to pass off mobile service as a replacement for home internet—a decision that would disproportionately impact poor Americans.[BGR, Ars Technica]. Find the latest business news on Wall Street, jobs and the economy, the housing market, personal finance and money investments and much more on ABC News.![]() Verizon has decided to abruptly cut off wireless internet to some 8,500 rural customers in 13 states, saying their heavy data use had made it impossible to profit off. Dmitry Grinberg’s hack of the Dreamcast VMU includes developing an ARM chip emulator for the tiny, under-powered gaming device, allowing it to run the (infamously. ![]() Transformers is a 2007 American science fiction action film based on the toy line of the same name created by Hasbro. The film, which combines computer animation with. |
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