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Talk:Instructional design/Affective behaviors

=Design Document= The following describes the design driving this instructional module. Phonebein

A (for Affective) design team, I have done some minor editing in the Lesson One Prototype and think we should structure other activities/lessons similarly.

Lesson Objective:

Interim Objectives:

Introduction and Lesson Organizer

Learning Resources

Task

Key Points/Lesson Summary

Assessment

Cheers, Brent --Jonesbre 11:07, 10 March 2007 (UTC)

Target Audience

 * Individuals studying or practicing instructional design
 * Age: Adult
 * Individuals interested in learning more about:
 * the affective domain and affective learning outcomes
 * strategies and/or methods useful in designing instruction to elicit specific affective outcomes
 * evaluating and/or critiquing instructional effectiveness
 * Individuals interested in developing skills in the following areas:
 * designing instruction when presented with a topic and affective domain objectives
 * selecting effective and efficient micro strategies to elicit specific affective domain outcomes
 * Individuals with at least general understanding of the ID field and component sub-fields
 * Individuals with at least basic familiarity with common ID terminology, models and processes
 * Practical-minded individuals who are able to think critically.

Course Goal
Trainers or instructional designers will develop a rich toolbox of affective methods and strategies and be able to apply those methods and strategies to develop affective behaviors in learners. Additionally, trainers or instructional designers will be able to critique and defend the application of affective instructional methods and strategies. The result shall be instruction that is effective, efficient, and appealing.

Learning Objectives

 * Given an interpersonal skill, the learner will be able to generate a micro-level instructional strategy that teaches the interpersonal skill.
 * Given a design document, evaluate whether or not the strategies and methods within the document meet the affective needs of the particular course.
 * Given a list of instructional strategies and methods, associate them in a diagram with the different elements of the affective domain and taxonomy.
 * After observing an example that teaches an affective behavior, evaluate how well the instructional strategies and methods used meet the apparent objectives.
 * Presented with a context (conditions), target outcome(s) and instructional micro strategy (methods), learners will demonstrate the ability to write a critique of the selected micro strategy.
 * Learners will develop an appreciation for affective strategies by exploring their own learning experiences and identifying the presence or absence of affective considerations in their experiences

Learning Experience
Describe the learning experience and how it will achieve the goal and objectives.

=Discussion= Team, I have taken Laurie's draft of the design document and other work, edited things, and moved it above into our wiki design document template. I suggest from now on all we do is edit what is above as the project moves forward. Look over the design document as it stands above and edit/elaborate as appropriate. Your next task is to develop a prototype lesson for one of the enabling objectives. Someone should take the lead on starting the lesson, with others contributing and elaborating. Ultimately, for fairness, each one of you should take the lead on designing a lesson for the other enabling objectives. Let's try to keep the work and deliverables focused within the wikiversity environment, since that is the key part of our grand experiment. In other words, avoid MS Word documents, etc. and posting them -- let's experiment and figure out how to do the similar create and edit tasks in the wiki environment. Phonebein 20:31, 27 February 2007 (UTC)

Thank you! Lkirkner 17:49, 1 March 2007 (UTC)

You might find this reference helpful: Krathwohl et al (1964), Taxonomy of Educational Objectives, Book 2: Affective Domain. See Taxonomy Phonebein 22:53, 14 February 2007 (UTC)

Also for discussion:

I know we've tossed around some objectives, how do we want to go about agreeing/narrowing/etc?

Also, from Morrison, Ross and Kemp (p. 7), here are the elements to an instructional design plan, I thought they might be helpful, especially for the "design decisions" section:

1. Identify instructional problems and specify goals for creating instruction

2. examine learner characteristics

3. Identify subject content and analyze task components related to stated goals and purposes

4. specify the instructional objectives

5. sequence content within each instructional unit for logical learning

6. design instructional strategies so that each learner can master the objectives

7. plan the instructional message and devlop the instruction

8. develop evaluation instruments

9. select resources to support instruction.

Chrisie 14:00, 23 February 2007 (UTC)

Design Document Outline
To get us started on the design document, I suggest the following outline. Please offer any suggestions you have for improvement.

Introduction This should include our collective understanding of what it is we are attempting to do and how this will fit with what the others are doing.

Analysis Here we can include our proposed objectives for the module as well as a review of relevent literature.

Design Decisions This section can be used for both macro (page) and micro (activity) level guidelines. We should also discuss evaluation issues.

Next Steps Here we can get down to specifics and maybe include the division of labor we decide upon.

Conclusion

Lesson One Prototype
TEAM: I moved this lesson over to the main page, I figured we could continue editing there. Chrisie 14:38, 26 March 2007 (UTC)

Intro/grabber

Welcome to the affective domain module! "The affective domain describes the way people react emotionally and their ability to feel another living thing's pain or joy. Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings" (wiki aricle: Taxonomy of Instructional Objectives).

Before we delve into what that definition means, let's take a look at this video.

The video teaches a very simple concept: the proper way to cough. The message is also simple: cough into your clothing and not into your hand. The video likely could have gotten its point across in only a few seconds. Why then is the video over five minutes long?

The answer to this lies in the true objective of the video. One might at first assume the objective of the video to be psychomotor in nature, and indeed, the video does want to change your physical behavior. The video however, reveals a deeper objective in the first few seconds when is states "The purpose of this video is to make coughing into one's sleeve fashionable". The video wants to change your attitude or belief toward coughing. This places the objective squarely in the affective domain.

Chrisie 19:51, 16 March 2007 (UTC)

 * move on to Recollection of prior experience

Lesson Objective: In this lesson, you will learn what the affective domain is and how if can affect learning. At the end of this lesson, you should be able to identify situations calling for an affective strategy by recalling prior experiences and identifying the presence or absence of affective considerations in those experiences.

Interim Objectives:
 * Learners will be able to differentiate between the affective domain and other domains
 * Learners will recall personal learning experiences and identify the affective components
 * Learners will examine new situations to determine the affective considerations

Introduction and Lesson Organizer

 * There are five major categories to the affective domain (from http://itc.utk.edu/~jklittle/edsmrt521/affective.html):
 * Receiving (Here's a link to the "Bueller" video we talked about on the call)  Chrisie 20:18, 13 March 2007 (UTC)
 * Responding (Shall We Dance a link to a seen from the movie where Richard Gere's character responds well to what he's learned. Lance 03:51, 21 March 2007 (UTC)
 * Valuing - here is an example of valuing. Homer Simpson quickly reaches the valuing stage.
 * Homer: Aw, twenty dollars! I wanted a peanut!
 * Homer's Brain: Twenty dollars can buy many peanuts!
 * Homer: Explain how!
 * Homer's Brain: Money can be exchanged for goods and services!
 * Homer: Woo-hoo!

Lance 03:51, 21 March 2007 (UTC)
 * Organization
 * Value or Value Complex (Characterization)

Taking a stab at this, please feel free to correct/edit as necessary (I may not be 100% clear on all stages) Chrisie 18:10, 19 March 2007 (UTC)

Let's take a look at each of these stages with respect to the video from the beginning of the lesson.

Receiving is being open to the information; you haven't yet made any decisions at this stage, but you've agreed to at least receive the information. In our example, merely watching the video satisfies the receiving stage.

Responding is actively participating in the information. If the video had included tasks or an assessment and you had completed them, you would be satisfying the requirements of responding.

Valuing is attaching worth to the ideas presented. In our video example, if you had believed that the technique offered was worth considering and begun to think about implementing it in your everyday life, you have reached the valuing stage.

Organization is incorporating the new information into your existing schema. In the case of the video, this would include implementing the technique presented in your daily life.

Characterization occurs when you truly become an advocate of the new information. In the video example, this may mean telling others about the technique or finding some way to pass the information along to others.

Chrisie 18:10, 19 March 2007 (UTC)

Comparing the Affective Domain

Lance 03:55, 21 March 2007 (UTC)

"Learning Resources'

Expanding on the above description, the affective domain includes behaviors not covered by the cognitive, psychomotor and interpersonal domains. Namely, we are talking about values, attitudes, beliefs, feelings and emotions. Some examples of positive and negative affective learning outcomes include:

"Positive"
 * A teacher praises a young learner on the picture she is drawing. The child feels good about herself and is encouraged to challenge new areas.
 * A trainer uses a think-aloud protocol in explaining how to add animation to PowerPoint presentations. The trainee(s) recognizes the value of using this type mental checklist and decides to use this in the future.
 * An online interactive time line of women's history Lkirkner 20:36, 17 March 2007 (UTC)
 * A video driven expose of Susan B. Anthony & Elizabeth Cady Statton Lkirkner 20:36, 17 March 2007 (UTC)

"Negative"
 * A piano teacher slams her fist down on the piano and asks their pupil why they are so dense and talent-less. The pupil goes away feeling worthless and begins thinking of ways to get out of the next lesson.
 * A lecturer in an introductory philosophy class spends the first half of class reading from the assigned text without looking up. Half of the students are talking among themselves or text messaging on the mobile phones. The few learners who were interested in the topic begin to feel that registering for the class was a mistake.
 * A (boring) text-based time line of women's suffrage Lkirkner 20:36, 17 March 2007 (UTC)

The following articles should help you toward a better understanding of affective domain as related to learning outcomes.

The survey instrument in this article will help you understand some of the dimensions of the affective domain.
 * Learning and Teaching in the Affective Domain by Mary Miller
 * Cleveland-Innes, M. & Ally, M. (2004). Affective learning outcomes in workplace training: A test of synchronous vs. asynchronous online learning environments. Canadian Journal of University Continuing Education. 30 (1)
 * Transferable Skills and Affective Learning Outcomes by Rod Jeffcote

Tasks

You, the learner, will think back on your own experiences and describe in a learning journal (online or paper based) one good learning experience and one bad one. Include in your discussion the affective outcomes (such as increased/decreased motivation, constructive or destructive anxiety, changes in self-confidence). You will also need to relate your own experiences to the concepts and discussion in articles from the Learning Resource section and other relevent readings of your own choosing. Finally, you should discuss the affective dimensions of your learning as you progressed through this activity.

Key Points/Lesson Summary (This needs some work) Effective instructional design for most contexts should include careful consideration of affective dimensions of the learning event. The following key points should help you in your future ID endeavors: Effective Affective Instruction Smith and Ragan (1999) focus on the behavioral aspect of attitude learning and emphasize the importance of three key instructional approaches: Adding Affective Components: most often less is better! '' Miller, M. (2005). Learning and teaching in the affective domain. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Available Website: http://www.coe.uga.edu/epltt/affective.htm.'' Lkirkner 20:36, 17 March 2007 (UTC) Assessment
 * realistic, relevant & stimulating
 * presents new information
 * persuasive in a credible manner
 * elicits emotional involvement for a purpose
 * involves learners in planning, production and/or delivery
 * allows for discussion or critique after lesson
 * demonstration of the desired behavior by a respected role model
 * practice of the desired behavior, often through role playing
 * reinforcement of the desired behavior

Assessment will be based on your demonstration of:
 * an advanced understanding of key concepts related to affective behavoirs
 * a synthesis of ideas from the various readings and your own personal experiences
 * the ability to deliniate effective and efficient instructional strategies from those that those that are not

Chrisie 19:35, 2 March 2007 (UTC)

Lesson Two Prototype
Hi Team, I wanted to include some notes regarding design decisions. This lesson is definitely a work in progress. Please jump in and add any suggestions for improvement.

First, I was working with the following objective.

"After observing an example that teaches an affective behavior, evaluate how well the instructional strategies and methods used meet the apparent objectives."

I was originally thinking of preparing a lesson based on personal stories/anecdotes. I was looking for an entry point and remembered the IST colloquia page. The Bonk lecture jumped out at me because of the discussion that came up regarding the value of the lecture as a mirco strategy. I decided then to change course and see if I could prepare a lesson that might bring about affective change in our classmates.

I didn't want to jump right in with the video, so I prepared a short survey about attitudes/beliefs related to lecturing. My thinking was that this would get learners/users to think about their own opinions/feelings regarding lectures. Please post any additional statements here or in oncourse and I will add them to the quia survey.

I also came across the Martin and Reigeluth paper in the green book and thought it contained some important considerations regarding design for the affective domain. At the same time, I liked the table that Chrisie included in her lesson and wanted to experiment. I do not have my heart set on including this table in my lesson if anyone on the team would like to move it to their lesson.

As for the task and assessment, I wanted to target Level 3 (Valuing) behavior in our learners. I liked the idea of contributing to a blog that we discussed in our telephone conference. I was hoping learners would be able to pick out at least three lecture strategies they liked and discuss the merits. I also brought back the idea of having learners share their stories/anecdotes. I know Prof. Honebein was thinking about having learners set up their own individual blogs, but I thought it would be neat to have one blog with a collection of stories.

I hope this gives you a better understanding of my thought process with this lesson. Again, I welcome any comments/suggestions.

Jonesbre 07:53, 2 April 2007 (UTC)

Oh no! Not another lecture

Introduction How many hours of your life have you wasted in boring lectures? This lesson is offered as a critical look at this often overused (abused) instructional strategy. Before proceeding, take the Survey of Lecture Attitudes/Beliefs at quia.com (http://www.quia.com/sv/112182.html). You will need to enter the password “affect” to proceed.

Online Lecture Now, take some time to watch a lecture by Curtis Bonk in the online colloquia archives Distance Education: Instructional Systems Technology http://crlt.indiana.edu/video/ offered by the School of Education at Indiana University -

Go to the April 29, 2005 colloquia titled Hyper-Engaging Lectures: Low-Risk, Low-Cost, Low-Time by Curtis Bonk

Reading Assignment Read the article by Martin and Reigeluth (1999) for a discussion of the controversies surrounding the affective domain as well as a useful conceptual model for considering the major components and dimensions of development in the affective domain.

Table 1. Martin & Reigeluth (1999). Conceptual Model for Affective Development

Tasks
 * 1) Top Three - Select from the Bonk lecture the three strategies you believe are most effective in bringing about target behavior outcomes in the affective domain. Offer support for each of your choices in exactly 50 words. Post to the Stories from the Affective Domain blog.
 * 2) Go to the Stories from the Affective Domain blog and post a short description of one lecture you have received or given that was especially effective or ineffective as an instructional strategy in terms of eliciting behavior in the affective domain.
 * 3) Go to the Stories from the Affective Domain blog and comment on at least two other posts.

Assessment You will be assessed by the level of understanding demonstrated in your arguments for the above tasks.

References Martin, B. L. & Reigeluth, C. M. (1999). Affective education and the affective domain: Implications for instructional-design theories and models. In Reigeluth, C. M. (Ed). Instructional-design theories and models: A new paradigm of instructional theory (Vol II). Mahwah, New Jersey, Lawrence Erlbaum Associates.

Jonesbre 01:10, 29 March 2007 (UTC)

Lesson 3 Prototype
Laurie, I would like to offer a few comments and suggestions about your lesson plan. First, I like the idea of listing the specific micro strategies and having learners match these to specific affective outcomes. I was hoping that someone would do this.

I was a little confused by the meaning of "elements" in the objective and your lesson plan. Are we talking about the "levels" in Krathwohl's taxonomy? We should clarify this for the learners with a clear definition and/or examples. Without this support, I am afraid learners may have trouble completing the task.

The CloudNet link includes a few good examples but I also worry that there are too many unrelated links and a few dead links as well. Maybe we should link directly to the best 5 or 6 articles/sites.

The task (Compile your findings) seems reasonable. Having learners post this to the discussion area might work but we might think about setting up a blog for this like we are thinking about for Lesson 1 and 2. This would have the added benefit of making the learner feel more like a member of our community of learners.

I understand your intention in linking to the youtube of the sleepy student, but felt that it didn't add much to your overall lesson. To tell the truth, I was a little irritated by the first twenty or so seconds.

Let us know if there is anything we can do to help move this lesson along. We will try to help where needed.

Jonesbre 07:10, 2 April 2007 (UTC)

'''What methods best support affective elements? (working on title)''' Lesson Goal: Given a list of instructional strategies and methods, associate them in a diagram with the different elements of the affective domain and taxonomy. Lesson Introduction As we begin looking at this objective, notice that two components are necessary for you to complete this task: the instructional strategies list and the affective domain elements. The task is to connect these components in a diagram of your choosing. To get started, you will need to clearly know & understand the elements of the affective domain, which are not provided for you here. Take some time to list these elements in a Word document with notes of important for each. As you identify and take notes, keep in mind the three components of each affective domain element; each element has a cognitive, an affective and a psychomotor component to it. Save this document and return to this lesson. When you’ve completed this, consider taking a moment to reflect on the differences of each element; what are the overt and subtle differences and connections?

Affective Objective Terms for Each Element It may help you to familiarize yourself with commonly used affective objectives. Consider visiting CloudNet at http://www.cloudnet.com/~edrbsass/affectiveeducation.html. This site breaks down objectives per the elements of the affective domain.

1. Receiving "refers to the learner's sensitivity to the existence of stimuli - awareness, willingness to receive, or selected attention." 2. Responding "refers to the learners' active attention to stimuli and his/her motivation to learn - acquiescence, willing responses, or feelings of satisfaction." 3. Valuing "refers to the learner's beliefs and attitudes of worth - acceptance, preference, or commitment. An acceptance, preference, or commitment to a value."
 * feel
 * sense
 * capture
 * experience
 * pursue
 * attend
 * perceive
 * conform
 * allow
 * cooperate
 * contribute
 * enjoy
 * satisfy
 * believe
 * seek
 * justify
 * respect
 * search
 * persuade

4. Organization "refers to the learner's internalization of values and beliefs involving (1) the conceptualization of values; and (2) the organization of a value system.  As values or beliefs become internalized, the leaner organizes them according to priority." 5. Characterization "refers to the learner's highest of internalization and relates to behavior that reflects (1) a generalized set of values; and (2) a characterization or a philosophy about life. At this level the learner is capable of practicing and acting on their values or beliefs." Affective Domain & Instructional Methods Now that you’ve returned with a document on affective domain elements, look over the following list. If you’d like further information on some of these strategies refer to: http://www.honebein.com/astd/Methods.htm From the list below, choose 20 instructional methods and categorize them into the affective element they most support in your opinion. You may list an instructional method under more than one affective element. Analyzing the Data Are there blatant methods that don’t help support affective considerations? (http://www.youtube.com/watch?v=fwkiGV5Mp3Q) Where are the gray lines? Which methods appear in the most affective element categories? It may be helpful to gather some basic occurrence statistics in a diagram or pie chart. Consider some of the following as a means of summarizing your findings (your visual interpretations would contain specific labels, where generics are used below):
 * examine
 * clarify
 * systematize
 * create
 * integrate
 * internalize
 * review
 * conclude
 * resolve
 * judge

Compile Your Findings Compile a findings report in the discussion/submission area of this site.
 * Include any diagrams & pie charts (see image-loading instructions under this site's resources area (I'll put this up later).
 * Discuss what you judge to be the most successful and least successful methods for addressing affective issues/objectives.
 * Create an affective objective and describe 1 instructional method you would use to construct a lesson covering your created objective.
 * Submit your example affective objective and instructional method choice in the discussion/submission area of this lesson.

Other Affective Strategies The linked-article below discusses Affective considerations in the Pharmaceutical discipline. Read this article identifying what affective techniques were used and for what objective. Did the techniques-objectives discussed work? Do you see these as solid affective decisions? Is there something else or more that you might do to encourage the achievements mentioned in the article?

Self-Directed Professional Development: The Pursuit of Affective Learning

Lesson Resources Below you will find instructional materials to aid you in the navigation & participation in this lesson; you will also find academic articles and points of interest. Instructions on Loading a File to Wikiversity Lesson Submission Area

Lkirkner 02:41, 29 March 2007 (UTC)

Day to Day Discussions
Tasks - I compared the tasks of this lesson to our objectives and found that they didn't quite match up. So, I've reworked them a little. Please rework again as anyone sees fit, but I think there should be a near direct correlation. 1) Create a table in a Microsoft Word document that outlines the major components of cognitive learning, psychomotor & affective. Submit this via email to the professor. 2)  You, the learner, will think back on your own experiences and describe in a learning journal (online or paper based) one good learning experience and one bad one. Include in your discussion the affective outcomes (such as increased/decreased motivation, constructive or destructive anxiety, changes in self-confidence). You will also need to relate your own experiences to the concepts and discussion in articles from the Learning Resource section and other relevant readings of your own choosing. 3) Finally, using this lesson as a new situation, you should discuss the affective dimensions of your learning as you progressed through this activity. Detail affective experiences present and absent.  These tasks seem to more closely align with the objectives at the opening of our lesson, which I reprint here:

1) Learners will be able to differentiate between the affective domain and other domains 2)  Learners will recall personal learning experiences and identify the affective components 3) Learners will examine new situations to determine the affective considerations   Lesson Summary: I also added some material here (appears in the actual lesson above, most of which came from the articles in our lesson. Again, please add/modify as you see fit. Thanks, Laurie. Lkirkner 17:59, 18 March 2007 (UTC) Hi Chrisie - I was thinking more about the format than the content. I liked how the lesson flowed and felt this structure might help us along.

I will work on designing a story telling activity when I have some time. I hope everyone can share at least one story about an affective learning outcome, good or bad. Again, I will try to contribute to the existing proto activity and Overview and/or Theoretical Underpinnings. Jonesbre 14:38, 7 March 2007 (UTC)Brent

Brent - Hope skiing was fun!! About the activity - are you wanting to pull the idea of having the learner think about different theorists and what they would have to say about the affective domain? Or something more than that? I definitely like the idea of sharing personal stories, especially if one of our goals is to get the learners to come up with their own stories, this will be a nice jumping off point.

I also will continue to fill in information above: I think the next step is to determine high-level topics, then to decide how we want to present each one.

Chrisie 15:42, 6 March 2007 (UTC)

Hi team, Sorry to be incommunicado for the past few days. I took a short ski trip with my family and have been busy moving offices. I have most of the boxes unpacked but still don't have an internet connection. I am writing this from home. It seems like we have a good start on the first lesson. Here are a few of my observations, ideas.

First, I like the structure of the lesson in the following link listed by Laurie.

http://midsolutions.org/samples/MC72quest/gagne_and_boys_online.htm

I think we can use this as a model for one or more of our activities. This example also provides a nice structure for evaluation, i.e. we list what the evaluation will include but don't actually offer formal evaluation or feedback.

I also agree with Laurie that we will need to provide some resources but suggest we limited this to two or three really good articles per activity. I think the Miller paper (http://www.coe.uga.edu/epltt/affective.htm) offers some useful insight and the Turk article (http://www.ecu.edu.au/conferences/herdsa/main/papers/ref/pdf/Turk.pdf) builds on this. We will eventually have a comprehensive overview, background information and links under Theoretical Underpinnings and elsewhere, so we don't need to go overboard.

I will try to add to the activity and one or more of the other headings when I have time this week. I was also thinking of an activity where we each share a story or anecdote about a learning experience and then ask learners to identify the affective behaviors and micro strategies. I can take the lead on this if everyone agrees this might be something we want to pursue.

Talk to you soon. Brent

Chrisie and Lance, I like what you've done with the language of the objective. I think as we hone in on the details of this, an even more particular list of interim objectives will take shape...methods-conditions-outcomes I found some resources that group members can evaluate for usefulness in this lesson. resources about the domain resources about the application of the domain More Later ~ Thanks ~ Lkirkner 03:04, 4 March 2007 (UTC)
 * "A Revision of Bloom's Taxonomy: An Overview"
 * "Case study: Learning in the affective domain within two undergraduate IT subjects"
 * "Mediated Conversations and the Affective Domain: Two Case Studies"
 * "Teaching with Case Studies"
 * "What would Gagne and the boys have to say"
 * "Multimedia art projects that address kindness"
 * "FOREIGN LANGUAGE FOR THE GIFTED: EXTENDING AFFECTIVE DIMENSIONS"
 * "Using Student Journals to Stimulate Authentic Learning: Balancing Bloom’s Cognitive and Affective Domains"
 * "CARING as an Imperative for Nursing Education"
 * "Cognitive structure and the affective domain: on knowing and feeling in biology"

I reworded the objective slightly per Lance's suggestions - please feel free to edit further though. I've also started an outline for our first lesson (posted above); again, this is nothing more than brainstorming, I may be thinking too big or too small for one lesson, feel free to edit. Chrisie 19:35, 2 March 2007 (UTC)

I posted some of my ideas in the document right after it was posted earlier but I don't know if any of you have seen it. It might be obsolete now. I can post it in here if you'd all like. Chrisie, I will support your first try! I will contribute as much as I can to your effort. I'm sure you'll do fine.

I think the objective you've chosen to start is great (activates prior knowledge and experience). I think we need to be careful with "develop an appreciation". What does this mean? At what level? How do we measure it? I think that we should maybe change it to something like what we are doing in this class, writing a pro position. If our learners are able to write a good pro position for affective considerations, we would have a pretty good idea that they at least understands its importance and possibly appreciate its existence as a domain. Rewrite "Support (in writing) a pro position for affective stratefies by exploring past learning experiences and identifying the presence or absense of affective considerations in those learning experiences.Lance 22:46, 1 March 2007 (UTC)

Laurie - Great idea, I like the red/blue idea and I especially like leaving them a color until they’re no longer relevant or have been decided then back to black. I also like starting with your suggested objective “Learners will develop an appreciation for affective strategies by exploring their own learning experiences and identifying the presence or absence of affective considerations in their experiences.”

As for leading – In the spirit of total honesty – I am feeling a bit out of my element here and am nervous; I’m not sure I yet have a clear vision of how this will shake out or how it will look. That being said, I am willing to collect and polish and post as long as everyone promises to be really supportive and kind. =)   Now – if someone else is feeling really confident or has a great vision of this in their head, I will certainly yield and will lead later, but if everyone is feeling equally unsure….   Chrisie 18:43, 1 March 2007 (UTC)

Chrissie, I agree that we could use colored text to track the newness of information being posted. I would like to suggest that new comments be posted in red ("CC0000"). After a day the comment can be changed (either by author or whomever notices that the post isn't new). We could change posts over a day (or a week?) old in a paler color, perhaps this blue ("3333CC"). Items that we finalize can be changed to black. What do you all think? I've been involved in some home renovations that have kept me off-line for a few days, but am digging in today all aspects of our class. I liked Pete's suggestion that for each objective one person volunteers to take the lead and handle the editing/posting primarily. We submit work and the leader polishes. Would anyone like to take the driver's seat on this first objective? I like the idea of starting with the objective, "Learners will develop an appreciation for affective strategies by exploring their own learning experiences and identifying the presence or absence of affective considerations in their experiences." It's a 'friendly' way to ease learners into the topic of affective study; it starts by having learners attach a perceived value (of the affective domain) to previous experiences, which may increase their motivation for studying the rest of the lesson. It seems the first two orders of business are to pick the objective to address first and to determine who will drive on this one. Thanks! Lkirkner 17:30, 1 March 2007 (UTC)

In light of what Dr. Honebein has said above, one suggestion would be to decide on an objective to begin with and then start working on a strawman (I don't know if this is a term the people I work with made up or not, but it means basically an outline that the storyboard is built upon) and then since we will be our own SMEs, start filling in from there.

I'm assuming that each objective will be a lesson and then each lesson will have interim objectives, will provide information, will include a task for review and then will have some type of assessment (does wiki support any kind of assessment?).

Where does everyone else stand on how to proceed?

PS - I'm making this red b/c it's new, but obviously if we keep doing that, it will just all be red - we should have some sort of system or organization or this thing is going to get very clutered and I fear people will miss new information posted. Mabye a font color the first day then back to black? Maybe making sure we post at the top? Other suggestions? Chrisie 19:02, 28 February 2007 (UTC)

Good Afternoon, Team! It's 02/26/07 & I believe our design document is due sometime today. I attach here a draft that I've been working on. I tried to include what we brainstormed and removed the repetitiveness of most of it. There are still some unfinished areas that need attention. Perhaps we can each take a look at it, each add to the "empty" sections today, and share. I would volunteer to collect everyone's work and consolidate it again into one document. And, we might have a final revision. How does this sound? Let's try to hammer something out ASAP, please. Attached file: Affective Domain design document DRAFT Lkirkner 18:10, 26 February 2007 (UTC) "Lance's"

Goal: Present instructional strategies (concepts) and how to use them in designs or how to design with them (procedure).

Learning Outcome: Learners will become confident and knowledge affective domain designers with a rich toolbox of affective methods and strategies.

Audience: Our audience will be instructional designers who are having a hard time designing for the affective domain. They could be new IDers or veterans. They all have a GAP!! Designing for the affective domain and eliciting affective behaviors!

Objectives:

1. Given objectives that are based on the affective domain, list instructional strategies and methods that would help acheive the objectives, discuss why, and defend your reasoning.

2. Identify instructional strategies and methods that best align with each level of the affective taxonomy, discuss why, and defend your reasoning.

3. Given a design document, evaluate whether or not the stratgies and methods within the document meet the affective needs of the particular course.

4. Given a list of instructional strategies and methods, associate them in a diagram with the different elements of the affective domain and taxonomy.

5. Given a "affective" instructional scenario, create a design document and design one module to meet the needs of the audience.

6. After observing instructional examples, evaluate how well the instructional strategies and methods used meet the apparent objectives.

There could be much more

Here are some ideas for course objectives. We also need to compile a design document by Monday. I will post the outline below. Please add to or modify any section you feel needs it.

"Brent's" These are fairly generic and could have wide applicability.

 * 1) Learners will demonstrate a willingness to invest time in unsolicited self study activities.
 * 2) Learners will demonstrate a tolerance for ambiguity when presented with an as-yet unencountered problem.
 * 3) Learners will demonstrate a willingness to consult with peers when they have a question or are unsure of how to proceed.

Some ideas I included earlier are

Goal 1 Learners will gain an understanding of important considerations when selecting micro strategies for eliciting target affective behaviors.

Objective 1 Presented with a context (conditions) and target affective outcome(s), learners will demonstate the ability to select an appropriate instructional micro strategy (method) and explain their selection process.

Objective 2 Presented with a context (conditions), target outcome(s) and instructional micro strategy (methods), learners will demonstrate the ability to write a critique of the selected micro strategy.

"Chrisie's" (theory) Learners will defend their choice of instructional method using resources provided in [our] instructional unit.

(practice) Learners will create quality instruction using their knowledge of the affective domain.

"Laurie's" Modified Objectives in a Procedure-Oriented framework… These are overarching goals/objectives, for which specific sub-objectives would be written, but I thought we should nail down what the procedural (and/or topical) we want to include before working on specific tasks to induce the achievement of…

 * 1) Procedure: Review and become familiar with history/research of affective learning/domain
 * 2) Procedure: Distinguish & apply the dimensions of development
 * 3) Procedure: Given a series of general goals (cognitive, psychomotor or affective), write specific applicable objectives containing: procedure, conditions, criteria
 * 4) Procedure: Apply Reigeluth’s et al’s application model to real-world situations
 * 5) Procedure: designing a lesson for a cognitive or psychomotor skill, using affective techniques/principles

Design Document
Here is Chrisie's Morrison structure

--Lance 04:18, 24 February 2007 (UTC) Introduction
 * 1) Identify instructional problems and specify goals for creating instruction
 * 2) examine learner characteristics
 * 3) Identify subject content and analyze task components related to stated goals and purposes
 * 4) specify the instructional objectives
 * 5) sequence content within each instructional unit for logical learning
 * 6) design instructional strategies so that each learner can master the objectives
 * 7) plan the instructional message and devlop the instruction
 * 8) develop evaluation instruments
 * 9) select resources to support instruction.

This document outlines our team's analysis of the task of designing an instructional unit on micro-strategies with affective domain objectives.

Course Goals/Objectives

Our working list of goals and objectives includes:

Goals

 * 1) To help learners understand what the affective domain is and how it differs from other domains. (from Brent in oncourse) To use examples, anecdotes, metaphors, and analogies to help learners understand the affective domain. (these are the same goal. Brent just mentions some strategies to achieve it. Basically, we want our audience to understand [what level?] the affective domain)(UTC)--Lance 04:18, 24 February 2007 (UTC))Chrisie 20:25, 23 February 2007 (UTC)
 * 2) Present learners with instructional strategies, methods and theories (concepts) and how to use them in designs or how to design with them for the affective domain (procedure). (I combined these as well because, again, they are essentially the same. Basically we want learners to have a toolbox of strategies and methods and to know how to apply them)))Chrisie 20:25, 23 February 2007 (UTC)--Lance 04:37, 24 February 2007 (UTC)
 * 3) To help learners to evaluate and critique examples of instruction based on affective domain objectives (basically, they would be able to support a position of whether what they observe is good uses of strategies, good choices of strategies or vice versa for instruction in the affective domain)--Lance 04:37, 24 February 2007 (UTC)
 * 4) to help learners actually create some instruction for objectives based on the affective domain--Lance 04:37, 24 February 2007 (UTC)

Summary - we make sure they understand the domain. we make sure they master the strategies and how they apply (toolbox and its use). We make sure they can critique any affective situation for its use of stratgies and methods. Finally, we make sure they can design for the affective domain. that how I see it. I just took what Chrisie did and expanded a bit.--Lance 04:37, 24 February 2007 (UTC)

Audience Characteristics

 * A student or practitioner or instructional design; male and female

 * Age: 23-65 - this takes into account the youngest grad student just starting out to the nearly retired practitioner.

 * Within the age group, our audience could be lacking in the following areas:
 * Knowledge or awareness of the affective domain
 * Knowledge or awareness of strategies and/or methods useful in designing instruction  to elicit affective behaviors
 * Skills in evaluating and critiqueing instructional effectiveness
 * Design skills when presented with a topic and objectives aligned with the affective domain

(I think that, considering the proposed age range, individuals would come to this site because they lack a good understanding of this domain and how to design for it. It can be very difficult, even for the best designers, to acheive learning outcomes in this area. Our lessons would give this audience a good foundation and a toolbox to apply to any instructional challenge that is based on the affective domain.)
 * Our audience has a basic to expert knowledge in much of the ID field. We can assume the they would be familiar with common ID terminology and process at least at the basic level.

 * our audience is mostly self motivated and eager to learn and improve upon skills. The majority would seek our lessons as a key resource. Few might be sent to our site to learn. Many will come thinking of specific projects they are currently working on or will in the future.

 * ID is still somewhat of a specialized field which may help us know what kind of individual is in our audience. We should design for an audience that is very smart, academically and practically minded, and able to think critically. They will obviously be wired to grasp instructional design concepts and procedures more quickly than someone not associated with or interested in ID.--Lance 05:21, 24 February 2007 (UTC)

Subject Content

Affective domain content references: http://itc.utk.edu/~jklittle/edsmrt521/affective.html (Krathwohl) or http://www.olemiss.edu/depts/educ_school2/docs/stai_manual/manual9.htm (Bloom)--Lance 05:58, 24 February 2007 (UTC)

Definition of Affective Domain Chrisie 04:52, 25 February 2007 (UTC)

Applying the affective domain (fairly specific to the sciences) Chrisie 04:52, 25 February 2007 (UTC)

What other content overview can we add here?

Key Concepts and Procedures: Task Breakdown

Attach to previous experience Journal about poor learning experiences vs the most memorable learning experiences (What separates the two? What was essential to the positive experience (regarding the people there, the environment, what was going on internally)?

 * Research at least 2 articles on affective learning (allow choice, but provide at least a handful)

Article Suggestion: WBL vs. f2f instruction - differences in affective domain. (Probably need to log in to view) Chrisie 04:40, 25 February 2007 (UTC)
 * Outline major concepts…then choose either a argumentation, comparison, evaluation perspective and share in a discussion area
 * After reading peer postings, post a summarizing statement in which you articulate the overarching ideas found in all.
 * Create an FAQ for a basic affective domain introduction website/class

 * Learn the six dimensions

Sorry for the stupid question, but I must have missed something - what acronym are you referring to here? Chrisie 05:19, 25 February 2007 (UTC)

 * Create an alternate phrase from the acronym (EMSSAM, can change order)
 * Create an image-term slide show to help learn the dimensions
 * Distinguish between and know which goals fall into which dimension
 * Create a 2-example-2-non-example chart of the dimensions
 * Create a role-play scenario in which participates experience a particular affective dimension
 * Discuss: How could you handle, say, the social dimension through cognitive, psychomotor and affective means? Can you begin to think of each dimension in these different contexts (cognitive, psychomotor, affective)?

 * Learn components of application model (topics, orientation, breadth, integration, duration, personal, instructional methods of curriculum)
 * Using personal workplace, determine a problem or preemptive issue that could be addressed and the dimensions of affective development being affected
 * Interview/apprenticeship, role model exercise
 * Culmination of knowledge/application
 * Lesson creation…

more here... Lkirkner 02:03, 25 February 2007 (UTC)
 * Select appropriate affective strategies for given goals/problem-resolution

(obviously a lot more work can go into this)
 * CONCEPTS
 * Affective Domain
 * Instructional Strategies and Methods
 * PROCEDURES
 * Evaluating, Critiqueing
 * Designing
 * Applying conceptsLance 05:58, 24 February 2007 (UTC)

Our goal is to present micro-strategies that can be used by designers to teach learners concepts in the affective domain (such as attitude and motivation). Our procedure to accomplish this will include the following:

Chrisie 19:55, 24 February 2007 (UTC) '''this needs to go in the goals section. If you read what is already in the goals section, I think what you have written is covered. I would suggest that we edit what is already there. Just a thought'''--Lance 21:58, 24 February 2007 (UTC)
 * introduce several micro-strategies we feel are particularly useful for the affective domain
 * offer examples, stories, etc of how these methods can be implemented in various types of instruction
 * offer research that supports the use of these methods?
 * Explain some of the theory/models that support instructing on the affective domain?

Sounds good - what are we envisioning for the "procedures" then? Chrisie 23:26, 24 February 2007 (UTC)

Objectives

(1) Provided with a bank of literature (texts, articles, websites) and the option to conduct independent research, learners will differentiate the dimensions of affective development in a short essay. Lkirkner 01:17, 25 February 2007 (UTC)

(2) Given a series of general goals (cognitive, psychomotor or affective), learners will write specific applicable affective objectives containing: procedure, conditions, criteria. Lkirkner 01:17, 25 February 2007 (UTC)

(3) Learners will design a short lesson (or activities within a lesson) for an affective, cognitive or psychomotor skill, using affective techniques/principles. Lkirkner 01:17, 25 February 2007 (UTC)

(4) Provided with a bank of literature (texts, articles, websites) and the option to conduct independent research, learners will select a few strategies and connect the strategy with affective objectives.

(5) Learners will develop an appreciation for affective strategies by exploring their own learning experiences and identifying the presence or absence of affective considerations in their experiences. Lkirkner 02:03, 25 February 2007 (UTC)

(6)

Sequence

Lkirkner 02:30, 25 February 2007 (UTC)
 * Learners are lured into the lesson with "something" and begin stimulating their recollections about affective experiences
 * Learners visit websites, read provided articles, are encouraged to research on their own, and just generally begin acclimating themselves to the affective domain, its dimensions and components.
 * gaining first an overall sense of the domain
 * breaking the domain into smaller parts and having students conduct application practice
 * provide examples (non-examples, anecdotes, etc.) of applications of affective methods...have students identify, evaluate, defend, discuss
 * begin building components of an affective lesson or building the affective components of a cognitive/pyschomotor lesson...
 * just brainstorming here...

Our Strategies

Plan for development

Evaluation of Design and Learning

References/SupportLance 05:58, 24 February 2007 (UTC)

Design Decisions Here are some of the design decisions I was considering. (Brent)

 * 1) Clear performance objectives will be established at both the macro (module) and micro (task/activity) levels.
 * 2) Criterion-referenced test items will be developed to clearly measure progress and performance.
 * 3) All components will have the underlying goal of increasing familiarity with designing instruction targeting the affective domain.
 * 4) Material should be relevant to IDers who design for either face-to-face or online contexts.
 * 5) Material should complement the work done by teams working on the other domain modules.

In designing the module and component activities we will rely on the following list of guiding principals.

 * Effective and efficient use of existing resources,
 * Balance between theorical and practical considerations,
 * Balance between concept learning and procedural learning,
 * Activities and materials that appeal to various learning styles,
 * Activities and materials that are intrinsically motivating,
 * Teaching methodology based on accepted and emerging theories of learning,
 * Activities and materials that promote success and boost confidence

Conclusions

== Content from Article Page, 3/12/07 I've moved the previous content on the article page here so as to establish a consistent UI Welcome to our discussion of the affective domain as related to instructional design and micro strategies. These pages will include a basic introduction to designing instruction that targets outcomes in this domain. We will also look at the "why" and "how" of selecting specific strategies to promote positive affective outcomes and avoiding or decreasing negative outcomes. "'No profit grows where no pleasure is taken; In brief, sir, study what you most affect.' ~William Shakespeare~"

References/Bibliography
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. Available online at

Duncan-Hewitt, W., Leise, C., & Hall, A. (no date). Affective Domain. Available online at

Koballa, T. (no date). Framework for the Affective Domain in Science Education. Available online at

Miller, M. (2005). Learning and teaching in the affective domain. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Available online at

Site Design Discussion Area (Ask a question)
Team, I have moved this discussion history to the Discussion tab. From now on, that's where discussion and brainstorming should be associated Phonebein 20:37, 27 February 2007 (UTC)


text:
Wikipedia:Templates for discussion/Log/2020 August 17

Template:Symptoms concerning nutrition, metabolism and development

The result of the discussion was merge to Template:Nutritional pathology as proposed per WP:SILENCE. (non-admin closure) Steel1943  (talk) 22:37, 24 August 2020 (UTC) Propose merging Template:Symptoms concerning nutrition, metabolism and development with Template:Nutritional pathology.
 * Symptoms concerning nutrition, metabolism and development
 * Nutritional pathology

The target of this merge (Nutritional pathology is highly relevant, and already contains both disease and symptom entities. I think it would be easier for readers to have these two navboxes, with very similar content and a high degree of cross-over, merged. Tom (LT) (talk) 08:21, 17 August 2020 (UTC)

Template:Article templates/Drug, treatment, or device

The result of the discussion was relisted on 2020 August 27. Primefac (talk) 23:30, 27 August 2020 (UTC)
 * Article_templates/Drug,_treatment,_or_device

Template:Arthritis in children

The result of the discussion was delete. If the contents are required for any sort of additions to childhood arthritis let me know and I'll temporarily restore. Primefac (talk) 23:38, 27 August 2020 (UTC) This navbox is simply a differential diagnosis for arthritis in children. It should be deleted and the content integrated as a list or table in Childhood arthritis.
 * Arthritis in children

The contents of this template are duplicate to Arthropathies and related conditions. The causes of arthritis in all age groups fall in a spectrum and there is no clear delineating age that would make a navbox like this useful. I think it's easier for readers to use the linked template and for this content to be moved to the arthritis in children article as proposed. Tom (LT) (talk) 06:51, 17 August 2020 (UTC)

 * Delete. I concur. --Bsherr (talk) 23:34, 24 August 2020 (UTC)

Template:Water-electrolyte imbalance and acid-base imbalance

The result of the discussion was split per the discussion. Primefac (talk) 23:42, 27 August 2020 (UTC) Electrolyte and acid base disturbances both occur in the human body, but apart from that are quite distinct. I propose that this template is deleted and split into two more focused templates, Acid-base disorders, and Electrolyte abnormalities. Tom (LT) (talk) 06:35, 17 August 2020 (UTC)
 * Water-electrolyte imbalance and acid-base imbalance
 * Support split, per nom. ProcrastinatingReader (talk) 10:49, 24 August 2020 (UTC)
 * These are together because ICD-10 puts them together (in E87). Perhaps they should be separated. --Bsherr (talk) 23:14, 24 August 2020 (UTC)

NSW Light Rail templates

The result of the discussion was delete. (non-admin closure) TheTVExpert (talk) 13:57, 24 August 2020 (UTC)
 * Sydney Light Rail color
 * Sydney Light Rail lines
 * Sydney Light Rail stations
 * Sydney Light Rail style
 * Newcastle light rail color
 * Newcastle Light Rail color
 * Newcastle light rail lines
 * Newcastle Light Rail lines
 * Newcastle light rail stations
 * Newcastle Light Rail stations
 * Newcastle light rail style
 * Newcastle Light Rail style
 * S-line/Newcastle Light Rail left/Newcastle Light Rail
 * S-line/Newcastle Light Rail right/Newcastle Light Rail

Reprecated templates replaced by Module:Adjacent stations/Light Rail in NSW. Fleet Lists (talk) 04:51, 17 August 2020 (UTC)
 * Delete per nom. --Tom (LT) (talk) 23:01, 18 August 2020 (UTC)

source: wikimedia

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


text:
List of cities in Donetsk Oblast

There are 52 populated places in Donetsk Oblast, Ukraine, that have been officially granted city status (місто) by the Verkhovna Rada, the country's parliament. Settlements with more than 10,000 people are eligible for city status although the status is typically also granted to settlements of historical or regional importance. As of 5 December 2001, the date of the first and only official census in the country since independence, the most populous city in the oblast was the regional capital Donetsk with a population of 1,016,194 people, while the least populous city was Sviatohirsk, with a population of 5,136 people. The most recent settlement to receive city status is Mykolaivka, which was granted the status by the Verkhovna Rada on 18 November 2003.

Following an administrative reform on 17 July 2020, the oblast's 28 cities of regional significance were abolished and merged into eight new, expanded districts (raions). The eight raions that make up the oblast are Bakhmut, Donetsk, Horlivka, Kalmiuske, Kramatorsk, Mariupol, Pokrovsk, and Volnovakha raion. Following the Donbas war, pro-Russian separatist forces occupied all cities located in the Donetsk, Horlivka, and Kalmiuske raions by 2015. Additional cities were occupied by Russian troops after 24 February 2022, during Russia's full-scale invasion of Ukraine. As of 14 April 2024, 28 cities are occupied by Russian forces while an additional two cities (Lyman and Sviatohirsk) have been recovered by Ukraine. Two cities in the oblast (Mariupol and Volnovakha) were awarded with the honorary title Hero City of Ukraine in 2022 for their contributions to the country's defense during the invasion.

Following the passing of decommunization laws, ten cities within the oblast were renamed in 2016 for their connection to people, places, events, and organizations associated with the Soviet Union. The renamed cities are Bakhmut, Bunhe, Chystiakove, Kalmiuske, Khrestivka, Lyman, Myrnohrad, Pokrovsk, Toretsk, and Zalizne, which were previously named Artemivsk, Yunokomunarivsk, Torez, Komsomolske, Kirovske, Krasnyi Lyman, Dymytrov, Krasnoarmiisk, Dzerzhynsk, and Artemove, respectively. Due to the occupation of Bunhe, Chystiakove, Kalmiuske, and Khrestivka by separatist forces at the time of the renaming, the new names have only de jure status.

List of cities

title: List of cities in Donetsk Oblast


text:
Wiktionary:Translation requests/archive/2007-05

English to sanskrit translation
Can you please translate in to sankskrit the following words:

"love" - premah - प्रेमः

"light" - prakaashah - प्रकाशः

"spirit" - aatmanah - आत्मनः

Thanks - dhanyvaadam - धन्यावादम

P.S. - I hope this helps!

ENGLISH TO LATIN
English to Latin: "follow His path". I would like to know the translation of: 'peace' and 'God's helper' in Aramiac. Thanks

If memory serves me well, in the infinitive (to follow his path), one translation is sequī sŭum sēmitam. Let us follow his path could be sequāmur sŭum sēmitam. — Beobach972 04:27, 16 May 2007 (UTC) The imperative (which seems warranted here) would be sequere, and path can simply be via. Finally referring to some other "his" (i.e. an individual who is not the subject of the sentence) uses "eius" or "illius", usually the former. So the first translation should be: sequere viam eius.

follow in French
Speaking of follow : what verb is used in French for follow in the semi-abstract sense of ‘I am following his progress, and cheering for him’, ‘I am following (the news stories about) the scandal’? (For that matter, is the same verb used to translate both phrases?) — Beobach972 04:38, 16 May 2007 (UTC)

 * I would say in both cases, the normal translation for follow, which is suivre, will work. Google confirms that by attesting both phrases a fair number of times - there might be another way to say it, but at least this isn't wrong. Paul Willocx 00:20, 20 July 2007 (UTC)

translate english to latin
im gettin a tattoo and would like it in latin, if you could help please,

Since love grows within you, so beauty grows, For love is the beauty of the soul

TRANSLATE ENGLISH INTO IRISH/GAELIC
i would like to know how to translate "luck of the irish" into irish/gaelic

 * ádh na nÉireannach. —Stephen 21:16, 18 May 2007 (UTC)

how do you say "love is the beauty of the soul" in irish/ gaelic??


text:
Breckfield (ward)

Breckfield ward was an electoral district of Liverpool City Council from 1895 until 2004. It was part of the Everton and Anfield districts of Liverpool.

1895 boundaries
The ward was created from parts of the Everton and Kirkdale wards and was within the Liverpool Kirkdale Parliamentary constituency.

1980 boundaries
A report of the Local Government Boundary Commission for England published in November 1978 set out proposals for changes to the wards of Liverpool City Council, maintaining the number of councillors at 99 representing 33 wards. Breckfield ward was retained and was represented by three councillors.

The report describes the boundaries of Breckfield ward as "Commencing at a point where Aubrey Street meets Everton Road, thence northwestwards along said road and Heyworth Street to Grecian Terrace, thence southwestwards along said terrace and Havelock Street to Netherfield Road North, thence northwestwards along said road and continuing northwestwards along the eastern boundary of Vauxhall Ward to the southwestern boundary of Melrose Ward, thence northeastwards along said boundary to Anfield Road, thence southeast wards along said road to Back Rockfield Road, thence southeastwards along said road to a point opposite the rear boundaries of Nos 24-2 Lake Street, thence southwestwards along said boundaries to a point opposite the rear boundary of the Public House (No 185), in Walton Breck Road, thence southeastwards to and along said boundary and southwestwards along the eastern boundary of said Public House to Walton Breck Road, thence southeastwards along said road to Oakfield Road, thence southeastwards along said road and Belmont Road to Whitefield Road, thence southwestwards along said road to and southwestwards along the unnamed road north of Prince Rupert County Primary School to Whitefield Way, thence continuing southwestwards along said way, crossing Queen's Road and continuing southwestwards in a straight line to the junction of Hodson Place and Margaret Street, thence southwards along said street to Aubrey Street, thence southwestwards along said street to the point of commencement".

Until 1983 the ward was within the Liverpool Kirkdale Parliamentary constituency and afterwards the Liverpool Walton Parliamentary constituency.

2004 elections
A report of the Local Government Boundary Commission published in March 2003 recommended the number of wards in the city be reduced to 30 and the number of councillors reduced to 90. The Breckfield ward was dissolved and distributed into the re-arranged Everton and Anfield wards.

Councillors
indicates seat up for re-election after boundary changes.

indicates seat up for re-election.

indicates change in affiliation.

indicates seat up for re-election after casual vacancy.

title: Breckfield (ward)


text:
Volvo Tundra

The Volvo Tundra is a concept car built and designed by Bertone in 1979. Bertone's design prompt was to do "something delicious" based on the Volvo 343. The angular design was by Marcello Gandini, and continued the themes developed for the Lamborghini Silhouette and the Reliant (Anadol) FW11. It was rejected by Volvo, who considered the design too modern and deemed it difficult to market.

It is often misreported that Bertone instead sold a very similar design to Citroën, where it was produced as the Citroën BX from 1982 to 1994. However, this would have meant Citroën turned a concept into a series production model in less than 18 months. The relationship is simply that the two designs appeared from the same design house.

The Tundra's rear-side window had a pulled-down top edge, an idea also seen on the BX C-pillar. The effect was of a floating roof, a design idea that would become popular in the 2010s.

The car featured a digital speedometer and was powered by a 1.4-litre, four-cylinder engine, giving 70 PS.

title: Volvo Tundra


text:
Niels Siggaard Andersen

Niels Siggaard Andersen (also known as Niels Siggaard) is a Danish and later Norwegian curler.

He is a and a.

title: Niels Siggaard Andersen


text:
Ogilvie (electoral district)

Ogilvie was a territorial electoral district in the Canadian territory of Yukon, which was represented on the Yukon Territorial Council from 1974 to 1978. The district comprised part of Dawson City, extending northerly to the Ogilvie Mountains region, while the southerly part of Dawson City was in the separate district of Klondike. The idea of splitting Dawson City in this manner was controversial, however, due to a perceived risk that if both Ogilvie and Klondike elected councillors who lived in their districts' other, smaller communities, Dawson City itself would have been left effectively unrepresented on the council despite being the most important community in both districts; in the 1974 Yukon general election, however, Dawson City residents won both districts, with Eleanor Millard winning in Ogilvie while Fred Berger carried Klondike.

It was one of four districts, alongside Pelly River, Whitehorse Porter Creek and Whitehorse Riverdale, which existed only for the 1974 election; the districts were newly created in 1974 when the territorial council was expanded from seven to 12 members, but Ogilvie was redistricted back into Klondike when the new Legislative Assembly of Yukon was established.

Millard was the district's sole representative before it was redistricted.

title: Ogilvie (electoral district)


text:
Reaktor/Varia

This is a section for all stuff, which doesn't fit anywhere else - yet. Feel free to add sections, ideas, as it will grow, we will put it somewhere into the book structure.

 * NTF file structure. It's not officially documented, but Chris List analysed it, and is available here

title: Reaktor/Varia


text:
Pippa Steel

Pippa Steel (15 April 1948, Flensburg, Germany – 29 May 1992) was a British actress best known for her roles in two Hammer horror films: The Vampire Lovers (1970) and Lust for a Vampire (1971). Also one appearance in TV series Public Eye (1971)

Career
Her other films included Stranger in the House (1967), Take a Girl Like You (1970) and Young Winston (1972). She was also active in television, making guest appearances in series such as Department S, Z-Cars, UFO, Public Eye, The Adventurer and Blake's 7 (as Maja in the first episode, The Way Back). She also appeared in the 1986 BBC sitcom Dear John written by John Sullivan. She appeared in the pilot episode A Singular Man as Fay the AA counsellor.

Death
She died from cancer, aged 44, in 1992 in London, England.

title: Pippa Steel


text:
HTML/Links

Links are used to connect web pages together. They can do more than link, but for right now, we will focus on the basics.

The tag
A link is denoted by the  tag and requires a   closing tag. For example: The text in between the   tag and the closed   tag is the text that the link will be displayed at. The example above will look like Example. The  attribute, a characteristic with a value inside the opening HTML tag, is the thing that tells  the link where the person is going to go when they click on it. In between the two quotes is the URL of where you want the link to go.

Anchors
Anchors can be used to create links to specific points in an HTML page.

Firstly, place  at the spot you want to link to.

Secondly, place  to create a link on the same page or if its a link from a different page, use   e.g.,.

Tooltips
Tooltips allow revealing details about a link when hovering above it with the mouse pointer:. Sites use it for previewing the meaning of abbreviations and exact time stamps of a relative time.

This can also be done for plain text with  ( demo ). For abbreviations, the dedicated  tag can be used, which browsers usually highlight with a dotted underline, and line breaks can be inserted with   (demo with line break ).

Note that these are not widely supported on mobile devices as of 2021

title: HTML/Links


text:
Blender 3D: Noob to Pro/Nav Demo Page 2

This is page two of this three-page sample wikibook, so it has link to the next page as well as a link to the previous page.

=Test Tutorial=

This is a test tutorial. Please feel free to play around with this and try new things.

title: Blender 3D: Noob to Pro/Nav Demo Page 2


text:
Talk:Green building

Solar energy
I'm interested in researching and developing some cheap easy Green building plans straw bail houses, yurts, etc.. Anyone else? Please leave a note here or on my user talk page. --CQ 17:58, 2 March 2007 (UTC)

a
http://www.jetsongreen.com/2009/09/scottsdale-firehouse-gets-leed-platinum.html

title: Talk:Green building


text:
Mirabad (36°13′ N 58°40′ E), Mazul

Mirabad (, also Romanized as Mīrābād) is a village in Mazul Rural District, in the Central District of Nishapur County, Razavi Khorasan Province, Iran. At the 2006 census, its population was 238, in 60 families.

title: Mirabad (36°13′ N 58°40′ E), Mazul


text:
Almería air raid shelters

The Spanish city of Almería suffered up to 52 bombings from air and sea, with a total of 754 bombs dropped during the Spanish Civil War. This led to the decision to create a system of underground shelters for the protection of approximately 40,000 civilians. These shelters measure more than 4.5 km long, and they are equipped with a surgery room and a food storage room. They were designed by the local architect Guillermo Langle Rubio, being today the most important and better preserved shelters in all Europe. These refuges have stood the most important attack in all Almería's history, the Bombardment of Almería, by the Nazis in 1937.

History
Its history began on 22 January 1937, after signing a project known as "The Project of Shelters against bombings in the city of Almería. The cost of its construction was estimated to be 4.5 million pesetas, of which the Central Government subsidized for 2 million. During the construction of these shelters, the government of the city established a special tax of 1% on all purchases to allow this expenditure, along with the cooperation of political parties and unions, contributions from business and voluntary labor work of some citizens. Its construction took a total of 16 months.

There is only one original plan, which is supposedly incomplete, that of the layout of the shelters. It is a document printed on onionskin paper dating from 1937, which designs for engravings on the outside of the shelters taken after rehabilitation.

title: Almería air raid shelters


text:
Talk:Changshan Commandery

Shijiazhuang?
If it was located in modern-day Shijiazhuang, why not mention that basic information in the article? <IP_ADDRESS> (talk) 04:26, 3 January 2023 (UTC)

title: Talk:Changshan Commandery


text:
User:Mill 1/DOY trimming and review

Sample data unqualified DOY entries
In the table below articles are listed that are currently present in WP:DAYS. The entries are an excerpt of data in this file and link to unreferenced and unnotable articles. Per row you see the DOY page in which the entry exists, the referenced article and some of its properties. Only January data is shown. I think that we can agree that all of them are absolute crap do not qualify for DOY-listing based on verifiability and/or notability (people). The challenge is to come up with a rule set to identify more of them. What should be the lower limit of article size? Are stubs allowed? Should size limits vary per century? The entries in the table meet the conditions of the following rule set: This Excel file contains more entries potentially unqualified for DOY for you to play with.
 * Content size of the article < 1,500 characters
 * AND The number of references = 0

title: User:Mill 1/DOY trimming and review


text:
Wikipedia:Featured picture candidates/The incredible small-headed horse

The incredible small-headed horse
Voting period ends on 19 Feb 2015  at 16:04:02 (UTC)
 * Reason:An excellent scan of one of the Flemish Baroque greats, Anthony van Dyck (1599–1641)
 * Articles in which this image appears:Equestrian Portrait of Charles I, Charles I of England + 2 others
 * FP category for this image:Featured pictures/People/Royalty and nobility
 * Creator:Anthony van Dyck

 * Support as nominator – SchroCat (talk) 16:04, 9 February 2015 (UTC)
 * Support (though I like this van Dyck better). — Crisco 1492 (talk) 00:34, 10 February 2015 (UTC)
 * Support (though I like this van Dyck better) - but it's too late for that...Hafspajen (talk) 01:40, 10 February 2015 (UTC)
 * Will no-one admit to preferring this Van Dyke instead? BencherliteTalk 03:44, 10 February 2015 (UTC)
 * Well, I do like him too, of course...Hafspajen (talk) 05:05, 13 February 2015 (UTC).

 * Support.--Jobas (talk) 12:31, 10 February 2015 (UTC)
 * Support – do I prefer this one? [*thinking ...] ... [*still thinking ...] Yes! SagaciousPhil  - Chat 09:06, 11 February 2015 (UTC)

--Armbrust The Homunculus 16:08, 19 February 2015 (UTC)
 * Added image to Featured pictures/Artwork/Paintings, as there is an article about the painting. Armbrust The Homunculus 16:08, 19 February 2015 (UTC)


text:
Van Heyningen and Haward Architects

van Heyningen and Haward is an architectural practice, founded in 1983 by Birkin Haward and Joanna van Heyningen, and now owned and managed by James McCosh and Meryl Townley. The London architects work primarily in education, and have also worked in the heritage, community and health sectors.

In 2010 the practice produced a monograph detailing their work to date; van Heyningen and Haward – Buildings and Projects. The book was published by Right Angle Publishing and edited by Ian Latham. As well as giving an overview of the projects undertaken by the practice from inception until publication, it also includes essays by Trevor Garnham and contributions by Ken Powell and Patrick Lynch. The launch party for the book was held at Latymer Upper School, a long-standing client of the practice.

Selected projects

 * Quintin Kynaston Community Academy (now Harris Academy St John's Wood), St John's Wood, North London
 * Leicester Cathedral reordering
 * Bow School, East London
 * Cory Environmental Centre, Mucking Marshes, Essex
 * Rainham Marshes Nature Reserve, Environment and Education Centre
 * Clovelly Visitor Centre, North Devon
 * Platform, Islington
 * Lerner Court, Clare College, Cambridge
 * Refurbishment of No.1 Smithery, Chatham Historic Dockyard, Kent
 * Bolton Market Hall
 * City and Islington College Sixth Form Centre
 * Latymer Upper School
 * Rivergate Centre, Barking
 * Kaleidoscope, Lewisham
 * New North London Synagogue
 * Wilson Court, Fitzwilliam College, Cambridge
 * West Ham station
 * Gateway to the White Cliffs, Dover
 * Jacqueline Du Pré Music Building, St Hilda's College, Oxford
 * Stelios Ioannou Centre for Classical and Byzantine Studies, University of Oxford
 * National Centre for Early Music, York
 * Sutton Hoo Visitor Centre, Suffolk
 * Polhill Library, University of Bedfordshire
 * Chinese Picture Gallery, Ashmolean Museum, University of Oxford
 * Tomb of Richard III, Leicester Cathedral

2015

 * Civic Trust Award Commendation for Bow School

2013

 * RICS East of England Design and Innovation Award for Cory Environmental Centre
 * RICS East of England Leisure and Tourism Award for Cory Environmental Centre
 * RICS East of England Project of the Year Award for Cory Environmental Centre
 * Shortlisted for RIBA East Award for Cory Environmental Centre
 * Civic Trust Community Benefit Award for Cory Environmental Centre, Commendation

2012

 * RICS Regeneration Highly Commended Award for Rivergate Centre, Barking
 * RICS Community Benefit Highly Commended Award for Platform, Islington

2011

 * RIBA South Conservation Award for No.1 Smithery, Chatham
 * Camden and Islington Business Award for Best Property Business
 * RIBA Award for No.1 Smithery, Chatham Historic Dockyard
 * Regeneration and Renewal Awards Highly Commended for No.1 Smithery, Chatham Historic Dockyard

2010

 * Brick Award, Best Outdoor Space for Corfield Court, St John's College
 * LABC Regional Award, Best Technical Design for Corfield Court, St John's College
 * RIBA Award for Edward Alleyn Building, Alleyn's School
 * Building Award Highly Commended for Architectural Practice of the Year
 * Civic Trust Award Commendation for Dennis Sciama Building, University of Portsmouth

2012

 * Architecture Today, October – "Wild at Heart", Cory Environmental Visitor Centre
 * Architects Journal, October – "vHH completes another nature reserve scheme", "Week in Pictures", Cory Environmental Visitor Centre
 * Building Magazine – "Back to Nature", Cory Environmental Visitor Centre
 * Architects Journal, April – "Bricks and Torah", New North London Synagogue
 * RIBA Journal, April – "Hide and Seek", Cory Environmental Visitor Centre
 * RIBA Sector Review, London 2012 – Featuring: Rivergate Centre

2011

 * School Building Magazine – "The Science of Renewable's", Science and Library Building, Latymer Upper School
 * Architecture Today, February – "Three part harmony:van Heyningen and Haward at Latymer School ", Science and Library Building, Latymer Upper School
 * RIBA Sector Review, London 2011 – Featuring: Edward Alleyn Building, Alleyn's School
 * RIBA The List 2011 – Featuring: Edward Alleyn Building, Alleyn's School
 * 21st Century London: The New Architecture, Kenneth Powell – Merrell Publishing – Featuring: Kaleidoscope Children and Young People's Centre

2010

 * Architects' Journal, 10 June – "RIBA Awards 2010", Edward Alleyn Building
 * PLAN, June/July – "Schools of the Future", Edward Alleyn Building
 * Building, 23 July – "Salvage Operation", No.1 Smithery, Chatham Historic Dockyard
 * Building Design, 30 July – "Naval Gazing", No.1 Smithery, Chatham Historic Dockyard
 * van Heyningen and Haward Buildings and Projects – Right Angle Publishing
 * RIBA Sector Review, Education 2010 – Featuring: Edward Alleyn Building, Alleyn's School
 * RIBA Sector Review, Conservation 2010 – Featuring: Corfield Court, St John's College

2009

 * Architects' Journal, 19 November – "Cash Injection for England's Youth Centres", Hornsey Road Baths Development
 * Building Design, 31 July – "Education" Barking Riverside
 * Building Design, 17 July – "Reaching for the Stars" Dennis Sciama Building, University of Portsmouth
 * AR Ketipo, May – RSPB Environment and Education Centre, Technical Study
 * Architects' Journal, 23 April – "New Court, Clare College" Building Study
 * RIBA Journal, 1 April – "State of the Market", Bolton Market Hall
 * Architecture 09 RIBA Buildings of the Year, Tony Chapman, Merrell, London – Featuring: Lerner Court, Clare College

2008

 * Architecture Today, January – "Fit For Purpose" Classical Studies Centre, Oxford University
 * Sustainable Healthcare Architecture, Wiley – Featuring: Kaleiodsope, Children and Young People's Centre

2007

 * Architects' Journal, 13 December – Ysgol Ifor Bach, Caerphilly Primary School
 * Architects' Journal, 28 June – RIBA Awards – RSPB Environment and Education Centre, Rainham Marshes and Kaleidoscope, Children and Young People's Centre
 * Architectural Design, May/June – Kaleidoscope, Children and Young People's Centre, Lewisham
 * HD, April – "The Green Trial" Kaleidoscope, Children and Young People's Centre, Lewisham
 * A10, March/April – "Optimistic Look-out" RSPB Environment and Education Centre, Rainham Marshes
 * Grand Designs, March – Eye Catcher – RSPB Environment and Education Centre, Rainham Marshes
 * The Telegraph, 13 January – "Life returns to a wasteland of war" RSPB Environment and Education Centre, Rainham Marshes
 * RIBA Journal, January – "Gone with the Wind" RSPB Environment and Education Centre, Rainham Marshes
 * Sustain, January – "RSPB Timber Take-Off" RSPB Environment and Education Centre, Rainham Marshes
 * Building Design, January – "Colour and light create Kaleidoscope" Kaleidoscope, Children and Young People's Centre, Lewisham
 * New London Architecture, Kenneth Powell, Merrell, London – Featuring: Enfield College, London

2006

 * Architects' Journal, December – "van Heyningen and Haward / Rainham Marshes" RSPB Environment and Education Centre, Rainham Marshes
 * The Times, 14 November – "Spare A Thought For Old Man River" RSPB Environment and Education Centre, Rainham Marshes
 * The Guardian, 13 November – "A Walk On The Wild Side" RSPB Environment and Education Centre, Rainham Marshes
 * Building Design, November – "One for the birds" RSPB Environment and Education Centre, Rainham Marshes
 * FX Magazine, November – "Getting better" Kaleidoscope, Children and Young People's Centre, Lewisham
 * Architecture Today, November – "Spectacular Vernacular" Trinity Events Centre, Suffolk Showground
 * Architects' Journal Specification, September – Trinity Events Centre, Suffolk Showground
 * The Guardian, 15 June – "Not strictly for birds" RSPB Environment and Education Centre, Rainham Marshes
 * School Building, April/May – Kingfisher House, Enfield College, London

2005

 * Architecture Today, September – "Bending the Rules" Wood Lane Pavilion, Latymer Upper School, London
 * Grand Designs, August – The Grand Guide: The New Barns "Pastures New" Salthouse, Norfolk
 * Building Magazine, May – "Help the non-aged" Kaleidoscope, Children and Young People's Centre, Lewisham
 * Building Design, 25 February – "Modern Classic for Meeting of Minds" Centre for Classical and Byzantine Studies, Oxford University
 * Sports Facilities, Loft Publications, Barcelona – Featuring: Wood Lane Pavilion, Latymer Upper School, London

2004

 * Architecture Today, September – "School of Thought" New Library, Luckley-Oakfield School
 * The Guardian, 30 August – "Strictly for the birds" RSPB Environment and Education Centre, Rainham Marshes
 * Architects' Journal, 18 March – "An Englishman's Home" English Heritage East of England's Headquarters, Cambridge
 * The Phaidon Atlas of Contemporary World Architecture, Phaidon Press London – Featuring: West Ham Station The Magic of Tents, Loft Publications, Barcelona. Featuring: Burghley Yard

2003

 * Blueprint, December – "Beauty and the Birds" RSPB Environment and Education Centre, Rainham Marshes
 * Architecture Today, November – "Birds of a feather" RSPB Environment and Education Centre, Rainham Marshes
 * RIBA Journal, November – "NHS responds to treatment" Kaleidoscope, Children and Young People's Centre, Lewisham
 * Architecture in Britain, Kenneth Powell Merrell Publishers Ltd London. Featuring: The National Centre for Early Music
 * RIBA Sector Reviews, RIBA – Creating Excellent Buildings – A Guide for Clients, CABE London. Featuring: Sutton Hoo
 * Architecture and Building, The Architect's Publishing Partnership Limited – Featuring: De Montfort University
 * A Guide to London Contemporary Architecture – Architectural Press Allinson & Thornton

2002

 * Building Design, March – "National Treasure" Sutton Hoo Visitors Centre, Suffolk
 * Architecture Today, February – "Learning with Louvres" Polhill Information Centre, De Montfort University, Bedford
 * RIBA Journal, February – "Teen Dream" Click, Youth Technology Centre, London
 * Europe: The Contemporary Architecture Guide – Toto Shuppan Publishing, Tokyo
 * The Architecture of London – Jones & Woodward, Weidenfeld Nicolson Illustrated

2000

 * Building Design, 24 November – "Prints of Darkness" Ashmolean Museum, Oxford
 * Casabella, May – "West Ham" Jublilee Line Extension, West Ham
 * Building Design, 24 March – "Work of High Praise" National Centre for Early Music, St Margarets Church, York
 * RIBA Journal, March – "Theatre Studies" Latymer Upper School and Theatre, Hammersmith, London

1999

 * Architects' Journal, 27 May – "Clifftop Hideway" Gateway to the White Cliffs, Dover

1998

 * Architecture Today, October – "Building Stable Condition" Burghley Yard, London
 * Building Design, 4 September – Burghley Yard, London
 * The Times, 7 August – "White Cliff visitors get a greener view" Gateway to the White Cliffs, Dover
 * 581 Architects in the World – Toto Shuppan Publishing, Tokyo
 * Oxford, An Architectural Guide – Tyack, Oxford Press

1997

 * Architects' Journal, September – "Abbey Anniversary" St Augustine's Abbey Museum, Canterbury

1995

 * Architects' Journal, 26 October – "A sensitive container for Music" Jacqueline du Pre Music Building, Oxford
 * Architects' Journal, 24 August – "Variations on an Arts and Crafts Theme" Lucy Cavendish College, Cambridge

1994

 * Architects' Journal, December – "Re-Interpretation of Tradition" Fitzwilliam College, Cambridge
 * The Independent, 5 October – "Designing a past for the future" Gateway to the White Cliffs, Dover
 * Building Design, 30 September – Gateway to the White Cliffs, Dover
 * Building Magazine, June – King Alfred School, London

1993

 * RIBA Journal, July – "School of Thought" King Alfred School, London

1992

 * Building Design, October – "Jubilee Line" Jubilee line extension, West Ham
 * Hauser, February – "Tradition and Modern in Harmony" Laurier Rd, London
 * New British Architecture – Jonathan Glancy
 * Architects London Houses – Newton
 * Library Builders – Academy Edition
 * Building Sights – Academy Edition

1990

 * Architecture Today, July – "Lessons in logic" Sir George Monoux College

1989

 * Architects' Journal, May – "On the Heritage Trail" Clovelly Visitors Centre, Devon

1988

 * Building Design, 18 November – "Class Structures" Clovelly Visitors Centre, Devon / Jacqueline du Pre Music Building
 * Building Design, 28 October – "Music Memorial" Jacqueline du Pre Music Building, Oxford
 * Architects' Journal, 27 January – "Housing Traditions" Laurier Rd, London

1987

 * Architects' Journal, 8 April – Clovelly Visitors Centre

1985

 * 12 June – "A rare books case" Newnham College, Cambridge

title: Van Heyningen and Haward Architects


text:
Teletraffic engineering/Limited availability

Author: Stephen Kyalo Musango Makonge

Module 9 of the Teletraffic Textbook

What is the limited availability calculation?
Summary

This discussion explores the limited availability calculation in teletraffic engineering. The effects of limited availability on switching systems is introduced and the calculation to determine the two  important parameters, the occupancy distribution and the blocking probability which are important metrics in determining the grade of service of a telecommunications system. Erlang lost call calculation does not take regard to a limited availability system, and alternative calculations or simulations must be sought in such a system, which is the basis of this discussion.

What is limited availability and how can it be calculated?
In a switching system with input (ingress) points delivering teletraffic and output (egress) points exiting teletraffic, it is possible that the input can be connected to a free or idle outlet at any at the given time of service request. Such a system is referred to as a full availability system. A case arises when an inlet cannot be connected to an outlet because of busy outlets or unavailable internal path in the switch a system referred to as a limited availability system. Below in figure 1.0 is an illustration of a symbol of a switching system with m input and n outputs.

Effects of a limited availability system
A limited availability system leads to congestion. A system that has encountered congestion can handle incoming calls in two possible ways; blocking or waiting. In the former case a call will be completely blocked and such a system is referred to as a loss system or lost call systems, while in the former, the caller may wait for an available resource a scenario called a waiting or delay system [2] in a delay system the calls are placed in a queue. In a lost call system the offered traffic does equal the carried traffic, the shortfall being the lost calls. The carried traffic is therefore the offered traffic less the lost traffic [1]. Knowledge of the limited availability is important in defining the grade of service (GoS) of a telecommunications system.

Modern electronic switching systems have been designed to provide full availability service to call service requests. An incoming call requiring a group resource has been designed to have access to any circuit in that given group. The need to formulate the full availability metric was occasioned by electromechanical switched which offered only limited availability [4]. To illustrate this, let us assume a call can access only 25 circuits out of a total 76 circuits, the availability of the system is 25.

Exercise 1

1. A switching system has 86 circuits. The only one circuit out of half the total number of circuits is not available to a given call while the others are available. Determine the availability of the system.

Solution

Erlang lost call calculations.
The knowledge of the availability of a system is essential in determining the grade of service. Erlang lost call calculations are based on full availability systems [1]. The Erlang assumptions for lost call are stated below.

1.	Traffic has a pure chance arrival.

2.	System is at statistical equilibrium.

3.	A full availability system is under consideration. 4.	Complete blocking or loss of calls encountering congestion.

Therefore assumption 3 above implies that the system of limited availability cannot be determined by the traditional Erlang lost call calculations. Shown in figure 1.1 below is a generalized model of a limited availability system. The model is give for a system with a group of links with similar capacities this consideration applies to narrowband ISDN Pulse code modulation (PCM) links [3]. When the number of outlets N is less than the inlets M, i.e. (M>N), incoming calls will be engaged only until N=M and any further call will be blocked due to lack of resources. The challenge is to determine the probability that a call will be blocked because of a limited availability of circuits in a full availability group. This probability is called a blocking probability and can be calculated from Erlang B formula as:

Erlang –B formula is based on the following assumptions:

1.That call arrival is a random process. If the calling interval is α the probability that a call will begin in any one second is 1/ α.

2.The calls in progress have no effect on the calling rate. If the total users are M and there are N active callers at any one time, the calling rate is assumed as Mα.

3.That ending of any call in progress has an equal probability and is a random event.

We can determine the inlet occupancy ai of the system as: ai= αh Erlang where h is the mean holding time (average duration of a call). The units of occupancy are given in Erlang. The occupancy of the outlets ao can be determined from the knowledge of the input occupancy as: ao = ai M/N Given N and ao it is possible to determine the blocking probability from lookup tables give for Erlang-B formula. Modern switches have multiple stages, and there is a need to calculate the overall blocking probability of a multi-stage switch. As the sum of blocking probabilities of individual stages as: B= B1+B2+B3+……….. by taking the outlet occupancy of a link to be the inlet occupancy of the next stage or ain+1=aon..An iterative process can be applied to obtain a more accurate value [5].

In broadband networks the bit rate offered by the links is variable and we consider it as multi-rate traffic. The output links of broadband networks carrying multi-rate traffic can be considered as limited availability systems and an algorithm for determining blocking probability of a limited availability group has been proposed in [3] for two different scenarios, where one has bandwidth reservation and the other without bandwidth reservation. The proposed analytical methods are subjected verification through comparing the results obtained with simulation results. The simulation is done through use of computer simulation techniques where calls are modeled and an arrival process made of pseudorandom numbers is generated from programming languages or specialized simulation application software. This method can be used to visualize different scenarios and make problem solving easier [1]. For the analysis to be done, an integer number of basic bandwidth unit (BBU) need to be determined. The BBU is the greatest common divisor of all the bandwidths of the multi-rate traffic offered.

Scenario of a limited availability group without bandwidth reservation
The links are considered of varying capacities. Let us assume that the system is composed of j types of links where each link is characterized by hj ¬being the number of links of type j and Pj being the capacity of links of type j, the capacity G of the group can be determined as:

Traffic of M independent classes with a Poissonian distribution is offered to the group. The traffic has streams with different intensities as. A class i call requires ti BBU’s to set up a connection. Let the holding time for any particular call have an exponential distribution with the parameters as: µ1, µ2,. . .,µM. For class i the mean offered traffic is equal to:

Distribution of the occupancy in system the can be determined by the generalized Kaufman-Roberts recursion relation as:

Where P (n) is a state probability representing the probability that a BBU is busy. σi (n) is the probability of admission of a call of class i when the system is in a state n. This probability is state dependent hence referred to as a conditional probability because it depends on the n factor. A generalization of the possible number of ways x of ways in which free BBU can arrange is shown by the following relation assuming a system with j types of links.

A conditional blocking probability for class i  traffic stream in state n BBUs being busy can be determined using the equation (4 above) as:

Where β i (n) denotes the number of events for which there are less BBUs to service calls for class i or when the system is in a state of blocking while α (n) denotes the total number of possible arrangements of n BBUs that are in a busy state.

To determine the possible number of ways of arranging n BBUs in a busy state in a limited availability system, we can determine the number of arrangements of  of j link types of capacity ps.The problem of determination of the number of arrangements of n busy BBU’s in the limited availability system. From relation (4),

The number of events for which blocking occurs denoted earlier as βi(n) as the of arrangements of  BBU’s that are free in links of j types, with each of their capacities as ti - 1 BBU’s can be determined as:

The probability of passing which is a conditional probability can be determined as:

After determining the conditional passing probability (σi) we can determine the distribution of occupancy and the blocking probability for class i calls from the generalized Kaufman-Roberts relation in equation (3). The blocking probability states for the limited availability system can be determined by a condition below:

Applying the total probability theory the blocking probability in a limited availability group can be determined as:

For the case of a system with bandwidth reservation.
Three algorithms have been proposed in [3]. We shall limit our present discussion to one algorithm. In this scenario, a quantity Q called the reservation threshold is introduced. This refers to the boundary in which the capacity of the system service a call of a given class request is still possible. Any calls of a given class above this value are blocked and belong to the reservation space R designated as:

R=V-Q ……………………………………………………………… (11)

In this algorithm the threshold Q is defined for all classes of calls excluding those that require the highest number of BBUs to establish a connection or otherwise tm= tmax, that can be established when the system is operating in the region R(reservation space). The conditional passing probability from Kaufman-Roberts recursion can be defined as:

If i= M the passing probability can be obtained as:

From equations (10) and (12), a derivation of the blocking probability can be made for as:

The challenge to find a value of Q for which all the blocking probability of all the classes of traffic stream is equalized can be solved through an iterative process where capacity of the group is taken as the initial value of Q ; the reservation threshold.

Conclusion
In the foregoing discussion, a description of a full availability system and a limited availability system has been made and the effects of the as a system on telecommunications service and the importance in defining the grade of service stated. The Erlang lost call calculation limitation to determine limited availability system parameters has prompted the derivation of a limited availability calculation which is largely the aim of this discussion. The derivations advanced are largely propositions extensively adapted from a systematic analysis presented in [3]. Justification of any numerical calculation is necessary. “This research has confirmed a great accuracy of the proposed model, which is comparable to the accuracy of the method worked out for the limited-availability groups without reservation. A lot of simulation experiments carried out by the author indicate that the accuracy also remains the same regardless of reservation algorithm, system capacity and the number of traffic classes. It confirms all the adopted theoretical assumptions accepted in the proposed method” [3].

Exercise
1. Define the following terms;

a. Full availability system

b. Limited availability system

c. Delay system or waiting system

2. State four assumptions for Erlang lost call calculation.

3. What method can you use to determine a value of a reservation threshold for which the blocking probability of multi-rate traffic streams is equalized?

4. What are the two important parameters for determination in a limited or full availability group and why are they important in telecommunications?

Solution


text:
1163 in Norway

Events in the year 1163 in Norway.

Incumbents

 * Monarch: Magnus V Erlingsson.

Events

 * The first Battle of Re.
 * The Norwegian Law of Succession was introduced.
 * Archbishop Eysteinn Erlendsson crowned Magnus V of Norway. This was the first time such a ceremony had taken place in Norway.

Deaths

 * 29 September – Sigurd Markusfostre, pretender and rival king (born c. 1155).

title: 1163 in Norway