Thursday, May 31, 2012

Why Read? Why learn how to read better?

Why Read?

by Kevin Woolsey
Editor of The 5 Best of Everything






The question is a good one. Why should a boy or girl, man or woman, go through the difficult and time consuming training of learning how to read? The answer is also a good one. A person who can decipher hundreds and even thousands of words in their own language or another language is able to connect with the smartest minds and the best thoughts across time and space. I know this sounds to good to be true, but it is the absolute truth. How would you like to sit down with a King David or President Franklin Roosevelt and chat with them. How would you like to have a cup of tea with Copernicus, Plato or Da Vinci and talk about the great problems facing mankind. You can listen to them talking and sharing their best ideas in books. That is why reading and books should be valued above so many other things.

Television is mostly to entertain and get our mind off of our problems. It is designed to divert attention much like a circus or a theater performance. Television is not reality in its every day form. It is suped-up reality. There is nothing wrong with it except when a person measures their life against this pretend and invented reality and partially believes that it is the standard for happy living. The inventions of others minds are not the standard for living, they are only experiments of the imagination.

What about books, aren't they experiments, too? There are two kinds of books, fiction (made-up) and nonfiction (not made up). Television has this same distinctions but because it has to appeal to the eye, it has to fabricate what truth might look like. Books only have to appeal to the imagination. If the imagination of a person has to be put to use then it will get stronger in function. Television does not have to engage imagination in the mind because it displays pictures for the mind, therefore the mind does not have the obligation of creating its own pictures.

When a human mind looses its capacity to form its own pictures, its own visions, it runs a terrible risk of being lead by the nose of other's visions. Unfortunately, other's visions do not always serve to the good of all, but much to the benefit of one, or a small groups interest.

Why read? Because by it your vision grows. With the capacity to create vision, you have the power to change the future. Without the power to imagine, you loose the ability to control your future. This is more scary than you can probably imagine. No need to imagine that one, read about the people who live, right now, in Cuba under Fidel Castro. Read about those who lived under the heavy hand of Adolph Hitler, a man who ruined millions of lives and brought torture and pain to other millions. Read to think and imagine for yourself. Nothing is darker than having others do your thinking, planning and living for you.

by Kevin Woolsey
Editor of The 5 Best of Everything

Why learn how to read? Why bother reading? Why read?

What is the autonomic nervous system? Summary


What is the autonomic nervous system?
Summary for http://en.wikipedia.org/wiki/Autonomic_nervous_system
  • The autonomic nervous system (ANS or visceral nervous system or involuntary nervous system) is the part of the peripheral nervous system that acts as a control system functioning largely below the level of consciousness, and controls visceral functions. [1] The ANS affects heart rate, digestion, respiratory rate, salivation, perspiration, pupillary dilation, micturition (urination), and sexual arousal. (188)
  • It is classically divided into two subsystems: the parasympathetic nervous system (PSNS) and sympathetic nervous system (SNS). neurons (because they use nitric oxide as a neurotransmitter) have been described and found to be integral in autonomic function, particularly in the gut and the lungs. (146)
  • The following table reviews the actions of these neurotransmitters as a function of their receptors. α1: stimulates potassium secretions M3: stimulates watery secretions lacrimal glands (tears) β: stimulates protein secretion [12] --- juxtaglomerular apparatus of kidney β1:[5] renin secretion --- parietal cells --- M1: Gastric acid secretion liver α1, β2: glycogenolysis, gluconeogenesis --- adipose cells β1,[5] β3: stimulates lipolysis --- GI tract (smooth muscle) motility α1, α2,[13] β2: decreases M3, (M1) [4]: increases sphincters of GI tract α1,[5] α2,[4] β2: contracts M3:[5] relaxes glands of GI tract no effect [4] M3: secretes [edit] Endocrine system Target Sympathetic (adrenergic) Parasympathetic (muscarinic) pancreas (islets) α2: decreases insulin secretion from beta cells, increases glucagon secretion from alpha cells M3[14][15]: increases secretion of both insulin and glucagon. eMedicine/Stedman Medical Dictionary Lookup!". . Retrieved 2008-11-30. (202)
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  1. neurons (20)
  2. parasympathetic (16)
  3. system (16)
  4. nervous (16)
  5. sympathetic (16)
  6. visceral (10)
  7. sensory (9)
  8. ganglia (8)
  9. spinal (8)
  10. division (8)
Sentences:
  1. This article needs additional citations for verification.
  2. Please help improve this article by adding citations to reliable sources.
  3. Unsourced material may be challenged and removed.
  4. The autonomic nervous system (ANS or visceral nervous system or involuntary nervous system) is the part of the peripheral nervous system that acts as a control system functioning largely below the level of consciousness, and controls visceral functions. [1] The ANS affects heart rate, digestion, respiratory rate, salivation, perspiration, pupillary dilation, micturition (urination), and sexual arousal.
  5. Whereas most of its actions are involuntary, some, such as breathing, work in tandem with the conscious mind.
  6. The ANS is located in the medulla oblongata which is then divided into the rcc(respiratory control centre) the ccc(cardiac control centre) and the vmc(vasomotor centre).
  7. These then subdivide into other areas.
  8. The ccc to parasympathetic and sympathetic, the rcc to inspiratory control centre and expiratory control centre.
  9. It is classically divided into two subsystems: the parasympathetic nervous system (PSNS) and sympathetic nervous system (SNS). neurons (because they use nitric oxide as a neurotransmitter) have been described and found to be integral in autonomic function, particularly in the gut and the lungs.
  10. With regard to function, the ANS is usually divided into sensory (afferent) and motor (efferent) subsystems.
  11. Within these systems, however, there are inhibitory and excitatory synapses between neurons.
  12. The enteric nervous system is sometimes considered part of the autonomic nervous system, and sometimes considered an independent system.
  13. ANS innervation is divided into sympathetic nervous system and parasympathetic nervous system divisions.
  14. The sympathetic division has thoracolumbar “outflow”, meaning that the neurons begin at the thoracic and lumbar (T1-L2) portions of the spinal cord.
  15. The parasympathetic division has craniosacral “outflow”, meaning that the neurons begin at the cranial nerves (CN 3, CN7, CN 9, CN10) and sacral (S2-S4) spinal cord.
  16. The ANS is unique in that it requires a sequential two-neuron efferent pathway; the preganglionic neuron must first synapse onto a postganglionic neuron before innervating the target organ.
  17. The preganglionic, or first, neuron will begin at the “outflow” and will synapse at the postganglionic, or second, neuron’s cell body.
  18. The post ganglionic neuron will then synapse at the target organ.
  19. The sympathetic division (thoracolumbar outflow) consists of cell bodies in the lateral horn of spinal cord (intermediolateral cell columns) from T1 to L2.
  20. These cell bodies are GVE (general visceral efferent) neurons and are the preganglionic neurons.
  21. These ganglia provide the postganglionic neurons from which innervation of target organs follows.
  22. These all contain afferent (sensory) nerves as well, known as GVA (general visceral afferent) neurons.
  23. The parasympathetic division (craniosacral outflow) consists of cell bodies from one of two locations: brainstem (Cranial Nerves III, VII, IX, X) or sacral spinal cord (S2, S3, S4).
  24. These ganglia provide the postganglionic neurons from which innervations of target organs follows.
  25. The sensory arm is made of “primary visceral sensory neurons” found in the peripheral nervous system (PNS), in “cranial sensory ganglia”: the geniculate, petrosal and nodose ganglia, appended respectively to cranial nerves VII, IX and X.
  26. These sensory neurons monitor the levels of carbon dioxide, oxygen and sugar in the blood, arterial pressure and the chemical composition of the stomach and gut content. (They also convey the sense of taste, a conscious perception).
  27. Blood oxygen and carbon dioxide are in fact directly sensed by the carotid body, a small collection of chemosensors at the bifurcation of the carotid artery, innervated by the petrosal (IXth) ganglion.
  28. Primary sensory neurons project (synapse) onto “second order” or relay visceral sensory neurons located in the medulla oblongata, forming the nucleus of the solitary tract (nTS), that integrates all visceral information.
  29. The nTS also receives input from a nearby chemosensory center, the area postrema, that detects toxins in the blood and the cerebrospinal fluid and is essential for chemically induced vomiting or conditional taste aversion (the memory that ensures that an animal which has been poisoned by a food never touches it again).
  30. Motor neurons of the ANS are also located in ganglia of the PNS, called “autonomic ganglia”.
  31. They belong to three categories with different effects on their target organs (see below “Function”): sympathetic, parasympathetic and enteric.
  32. Sympathetic ganglia are located in two sympathetic chains close to the spinal cord: the prevertebral and pre-aortic chains.
  33. Parasympathetic ganglia, in contrast, are located in close proximity to the target organ: the submandibular ganglion close to salivary glands, paracardiac ganglia close to the heart etc...
  34. Enteric ganglia, which as their name implies innervate the digestive tube, are located inside its walls and collectively contain as many neurons as the entire spinal cord, including local sensory neurons, motor neurons and interneurons.
  35. It is the only truly autonomous part of the ANS and the digestive tube can function surprisingly well even in isolation.
  36. For that reason the enteric nervous system has been called “the second brain”. ) located in the central nervous system.
  37. Preganglionic sympathetic neurons are in the spinal cord, at thoraco-lumbar levels.
  38. Preganglionic parasympathetic neurons are in the medulla oblongata (forming visceral motor nuclei: the dorsal motor nucleus of the vagus nerve (dmnX), the nucleus ambiguus, and salivatory nuclei) and in the sacral spinal cord.
  39. Enteric neurons are also modulated by input from the CNS, from preganglionic neurons located, like parasympathetic ones, in the medulla oblongata (in the dmnX).
  40. The feedback from the sensory to the motor arm of visceral reflex pathways is provided by direct or indirect connections between the nucleus of the solitary tract and visceral motoneurons.
  41. Sympathetic and parasympathetic divisions typically function in opposition to each other.
  42. But this opposition is better termed complementary in nature rather than antagonistic.
  43. For an analogy, one may think of the sympathetic division as the accelerator and the parasympathetic division as the brake.
  44. The sympathetic division typically functions in actions requiring quick responses.
  45. The parasympathetic division functions with actions that do not require immediate reaction. feed and breed". situations.
  46. For example, standing up from a reclining or sitting position would entail an unsustainable drop in blood pressure if not for a compensatory increase in the arterial sympathetic tonus.
  47. Another example is the constant, second to second modulation of heart rate by sympathetic and parasympathetic influences, as a function of the respiratory cycles.
  48. More generally, these two systems should be seen as permanently modulating vital functions, in usually antagonistic fashion, to achieve homeostasis.
  49. Some typical actions of the sympathetic and parasympathetic systems are listed below. response, corresponds with arousal and energy generation, and inhibits digestion. response, promotes calming of the nerves return to regular function, and enhances digestion.
  50. The following table reviews the actions of these neurotransmitters as a function of their receptors. α1: stimulates potassium secretions M3: stimulates watery secretions lacrimal glands (tears) β: stimulates protein secretion [12] --- juxtaglomerular apparatus of kidney β1:[5] renin secretion --- parietal cells --- M1: Gastric acid secretion liver α1, β2: glycogenolysis, gluconeogenesis --- adipose cells β1,[5] β3: stimulates lipolysis --- GI tract (smooth muscle) motility α1, α2,[13] β2: decreases M3, (M1) [4]: increases sphincters of GI tract α1,[5] α2,[4] β2: contracts M3:[5] relaxes glands of GI tract no effect [4] M3: secretes [edit] Endocrine system Target Sympathetic (adrenergic) Parasympathetic (muscarinic) pancreas (islets) α2: decreases insulin secretion from beta cells, increases glucagon secretion from alpha cells M3[14][15]: increases secretion of both insulin and glucagon. eMedicine/Stedman Medical Dictionary Lookup!". . Retrieved 2008-11-30.
  51. Nitric oxide is the endogenous neurotransmitter of bronchodilator nerves in humans Maria G. Belvisi, C.
  52. David Stretton, Magdi Yacouba, Peter J. Barnes". . a b c d e f g h i j k l m n Rang, Dale, Ritter & Moore (2003). Pharmacology 5th ed.. Churchill Livingstone. p.  127. ISBN 0-443-07145-4. a b c d e f g h i j k l m Page 37 in: Costanzo, Linda S. (2007). Physiology.
  53. Hagerstwon, MD: Lippincott Williams & Wilkins. ISBN 0-7817-7311-3.
  54. Coronary vasoconstriction mediated by alpha 1- and alpha 2-adrenoceptors in conscious dogs O. L. Woodman and S. F. Rang, H. P. (2003). Pharmacology.
  55. Edinburgh: Churchill Livingstone. ISBN 0-443-07145-4.
  56. Circulation & Lung Physiology I M. A. S. T. E. R. Elliott, J (1997).
  57. Alpha-adrenoceptors in equine digital veins: Evidence for the presence of both alpha1 and alpha2-receptors mediating vasoconstriction".
  58. Journal of Veterinary Pharmacology & Therapeutics (Blackwell Publishings) 20 (4): 308–317. DOI:10. 1046/j. 1365-2885. 1997. 00078. x. PMID 9280371. ;jsessionid=8lm5thggpj1x. alice? format=print.
  59. Protein secretion induced by isoproterenol or pentoxifylline in lacrimal gland P. Mauduit, G. Herman and B.
  60. Sagrada, A; Fargeas, MJ; Bueno, L. , A; Fargeas, MJ; Bueno, L (1987).
  61. Involvement of alpha-1 and alpha-2 adrenoceptors in the postlaparotomy intestinal motor disturbances in the rat". Gut 28 (8): 955–959. DOI:10. 1136/gut. 28. 8. 955. PMC 1433140. PMID 2889649. // ;artid=1433140. a b Page 47 in: Poretsky, Leonid (2010).
  62. Principles of diabetes mellitu. New York: Springer.
  63. ISBN 978-0-387-09840-1. a b Duttaroy, A. ; Zimliki, C. L. ; Gautam, D. ; Cui, Y. ; Mears, D. ; Wess, J. (2004).
  64. Muscarinic Stimulation of Pancreatic Insulin and Glucagon Release is Abolished in M3 Muscarinic Acetylcholine Receptor-Deficient Mice".
  65. Diabetes 53 (7): 1714–1720. DOI:10. 2337/diabetes. 53. 7. 1714. PMID 15220195.
  66. Nerves – autonomic nervous system (sympathetic nervous system/ganglion/trunks and parasympathetic nervous system/ganglion) (TA A14. 3, GA 9.
What is the autonomic nervous system?

What is Active Learning? Summary and Excerpts


What is Active Learning?
Summary for http://en.wikipedia.org/wiki/Active_learning
  • For active learning in the context of machine learning, see Active learning (machine learning). (78)
  • Bonwell and Eison (1991) popularized this approach to instruction (Bonwell & Eison 1991). of the 1980s became their 1990s report to the Association for the Study of Higher Education (ASHE). active learning." (79)
  • One study has shown evidence to support active learning. [4] Bonwell and Eison (1991) state that active learning strategies are comparable to lectures for achieving content mastery, but superior to lectures for developing thinking and writing skills. (98)
  • According to another study by Armstrong (1983), students who receive a formal education learn better when they are actively engaged in the learning process as opposed to those who do not partake in the learning process. Renkl, A. , Atkinson, R. K. , Maier, U. H. , & Staley, R. (2002). (75)
  • Learner Responsibility in Management Education, or Ventures into Forbidden Research (with Comments)". . active learning means active engagement and understrshijoup. Renkl, A. , Atkinson, R. K. , Maier, U. H. , & Staley, R. (2002). (80)
Best words:
  1. learning (16)
  2. active (12)
  3. education (7)
  4. study (6)
  5. eison (6)
  6. bonwell (5)
  7. research (5)
  8. instruction (5)
  9. jean-pol (4)
  10. (1983) (3)
Sentences:
  1. This article is about an educational technique.
  2. For active learning in the context of machine learning, see Active learning (machine learning).
  3. Active learning is an umbrella term that refers to several models of instruction that focus the responsibility of learning, on learners.
  4. Bonwell and Eison (1991) popularized this approach to instruction (Bonwell & Eison 1991). of the 1980s became their 1990s report to the Association for the Study of Higher Education (ASHE). active learning."
  5. While there has been much enthusiasm for active learning, a variety of research studies since the 1990s, has since promoted an important principle: Guidance early, and then practice later is suggested for the best results.
  6. Bonwell and Eison (1991) suggested learners work in pairs, discuss materials while role-playing, debate, engage in case study, take part in cooperative learning, or produce short written exercises, etc.
  7. The argument is when should active learning exercises be used during instruction. exercise or as application of known principles, it may not make sense to use them to introduce material.
  8. Proponents argue that these exercises may be used to create a context of material, but this context may be confusing to those with no prior knowledge. may vary according to the task and its place in a teaching unit. (Martin 1985, Martin/Oebel 2007).
  9. This strategy allows students to teach the new content to each other.
  10. Of course they must be accurately guided by instructors.
  11. This methodology was introduced during the early 1980s, especially in Germany, and is now well-established in all levels of the German educational system. is integration of behaviorism and cognitivism and offers a coherent framework for theory and practice.
  12. Policy may be satisfied by demonstrating the instructional effectiveness of instruction. based instruction.
  13. These instructional tools can be used to describe the various qualities of any activity.
  14. In addition, if given to the student, they can provide additional guidance (here is an example rubric).
  15. In the past few years outcome-based education policy has begun to limit instructors to only using those techniques that have been shown to be effective. effectiveness."
  16. One study has shown evidence to support active learning. [4] Bonwell and Eison (1991) state that active learning strategies are comparable to lectures for achieving content mastery, but superior to lectures for developing thinking and writing skills.
  17. According to another study by Armstrong (1983), students who receive a formal education learn better when they are actively engaged in the learning process as opposed to those who do not partake in the learning process. Renkl, A. , Atkinson, R. K. , Maier, U. H. , & Staley, R. (2002).
  18. From example study to problem solving: Smooth transitions help learning.
  19. Journal of Experimental Education, 70 (4), 293–315. McKeachie, W. J. , Svinicki,M. (2006).
  20. Teaching Tips: Strategies, Research, and Theory for College and University Teachers. Belmont, CA. Wadsworth.
  21. Jean-Pol Martin: Zum Aufbau didaktischer Teilkompetenzen beim Schüler.
  22. Fremdsprachenunterricht auf der lerntheoretischen Basis des Informationsverarbeitungsansatzes. Dissertation. Tübingen: Narr. 1985; Jean-Pol Martin, Guido Oebel (2007): Lernen durch Lehren: Paradigmenwechsel in der Didaktik?
  23. Active Learning: Creating Excitement in the Classroom.
  24. ERIC Digest, Bonwell & Eison, 1991. J. Scott Armstrong (1983).
  25. Learner Responsibility in Management Education, or Ventures into Forbidden Research (with Comments)". . active learning means active engagement and understrshijoup. Renkl, A. , Atkinson, R. K. , Maier, U. H. , & Staley, R. (2002).
  26. From example study to problem solving: Smooth transitions help learning.
  27. Journal of Experimental Education, 70 (4), 293–315. McKeachie, W. J. , Svinicki,M. (2006).
  28. Teaching Tips: Strategies, Research, and Theory for College and University Teachers. Belmont, CA. Wadsworth.
  29. Jean-Pol Martin: Zum Aufbau didaktischer Teilkompetenzen beim Schüler.
  30. Fremdsprachenunterricht auf der lerntheoretischen Basis des Informationsverarbeitungsansatzes. Dissertation. Tübingen: Narr. 1985; Jean-Pol Martin, Guido Oebel (2007): Lernen durch Lehren: Paradigmenwechsel in der Didaktik?
  31. Active Learning: Creating Excitement in the Classroom.
  32. ERIC Digest, Bonwell & Eison, 1991. J. Scott Armstrong (1983).
  33. Learner Responsibility in Management Education, or Ventures into Forbidden Research (with Comments)". .
What is Active Learning?

Sunday, May 27, 2012

What is Web Harvesting or Web Scraping?


Web harvesting

Five of Everything - Powerful Directories 

From Wikipedia, the free encyclopedia
Jump to: navigation, search
Web harvesting is commonly used to describe Web scraping from a multitude of sites.[1] It also refers to an implementation of a Web crawler that uses human expertise or machine guidance to direct the crawler to URLs which compose a specialized collection or set of knowledge. Web harvesting can be thought of as focused or directed Web crawling.

Contents

 [hide

[edit] Purpose

Web harvesting allows Web-based search and retrieval applications, commonly referred to as search engines, to index content that is pertinent to the audience for which the harvest is intended. Such content is thus virtually integrated and made searchable as a separate Web application. General purpose search engines, such as Google and Yahoo! index all possible links they encounter from the origin of their crawl. In contrast, search engines based on Web harvesting only index URLs to which they are directed. This implementation strategy has the effect of creating a searchable application that is faster, due to the reduced size of the index; and one that provides higher quality and more selective results since the indexed URLs are pre-filtered for the topic or domain of interest. In effect, harvesting makes otherwise isolated islands of information searchable as if they were an integrated whole.
Another common purpose of Web harvesting is to supply content to vertical search engines.

[edit] Process

Web Harvesting begins by identifying and specifying as input to a computer program a list of URLs that define a specialized collection or set of knowledge. The computer program then begins to download this list of URLs. Embedded hyperlinks that are encountered can be either followed or ignored, depending on human or machine guidance. A key differentiation between Web harvesting and general purpose Web crawlers is that for Web harvesting, crawl depth will be defined and the crawls need not recursively follow URLs until all links have been exhausted. The downloaded content is then indexed by the search engine application and offered to information customers as a searchable Web application. Information customers can then access and search the Web application and follow hyperlinks to the original URLs that meet their search criteria.

[edit] Focused web harvesting

Focused web harvesting is similar to the targeted web crawler. Instead of letting the general purpose crawler harvest the web, the mechanism works under certain pre-defined conditions to specify the information.[2][3] Especially this mechanism is intended to realize an indirect data integration. An implementation of this kind of data integration can be found at the Indonesian Scientific Index - ISI which integrates all information related to the science and technology in Indonesia.[4]

[edit] References

  1. ^ "What is scraping?". ForNova.net. http://www.fornova.net/blog/?p=4. Retrieved 2010-12-16. 
  2. ^ L.T. Handoko, A new approach for scientific data dissemination in developing countries: a case of Indonesia, Earth, Moon, and Planets 104 (2009) 331.
  3. ^ Z. Akbar and L.T. Handoko, A Simple Mechanism for Focused Web-harvesting, Proceeding of the International Conference on Advanced Computational Intelligence and Its Applications, arXiv:0809.0723 (2008).
  4. ^ Indonesian Scientific Index

[edit] See also

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Saturday, May 19, 2012

Who was Paul Pimsleur?

Who wasPaul Pimsleur?

Do you have a passion for learning? Then CLICK HERE to join an awesome community!



Paul Pimsleur

From Wikipedia, the free encyclopedia
Jump to: navigation, search
Paul Pimsleur
BornOctober 17, 1927 (1927-10-17)
DiedJune 22, 1976(1976-06-22) (aged 48)
France [1]
Cause of deathheart attack
Alma materCity College of New York (B.A.)
Columbia University (Ph.D., M.S.)
Occupationprofessor, linguist, educator
Known forPimsleur Language Aptitude Battery
Pimsleur language learning system
Paul Pimsleur (October 17, 1927 – June 22, 1976) was a scholar in the field of applied linguistics.

Contents

 [hide

[edit] Early life and education

Pimsleur grew up in New York City and earned a bachelor's degree at the City College of New York and a Ph.D. in French and a master's degree in psychological statistics from Columbia University.

[edit] Career

His first position involved teaching French phonetics and phonemics at the University of California, Los Angeles. After leaving UCLA, Pimsleur went on to faculty positions at the Ohio State University, where he taught French and foreign language education. At the time, the foreign language education program at OSU was the major doctoral program in that field in the US. While at Ohio State he created and directed the Listening Center, one of the largest language laboratories in the United States. The Center, developed in conjunction with Ohio Bell Telephone, allowed self-paced language study using a series of automated tapes and prompts and was delivered over the telephone.
Pimsleur was later a Professor of Education and Romance Languages at The State University of New York at Albany, where he held dual professorships in Education and French. He was also a Fulbright lecturer at the Ruprecht Karl University of Heidelberg in 1968 and 1969 and a founding member of the American Council on the Teaching of Foreign Languages (ACTFL). He did research on the psychology of language learning and in 1969 was Section Head of Psychology of Second Languages Learning at the International Congress of Applied Linguistics.
His research focused on understanding the language acquisition process, especially the organic learning of children who speak a language without knowing its formal structure. For this, he studied the learning process of groups made of children, adults, and multilingual adults. The result of this research was the Pimsleur language learning system. His many books and articles had an impact on theories of language learning and teaching.[2]
In the period from 1958 to 1966, Pimsleur reviewed previously published studies regarding linguistic and psychological factors involved in language learning. He also conducted several studies himself. This led to the publication in 1963 of a coauthored monograph, Underachievement in Foreign Language Learning, which was published by the Modern Language Association of America.
Through this research, he identified three factors that could be measured to calculate language aptitude: verbal intelligence, auditory ability and motivation. Pimsleur and his associates developed the Pimsleur Language Aptitude Battery (PLAB) based on these three factors to assess language aptitude. He was one of the first foreign language educators to show an interest in students who have difficulty in learning a foreign language, while doing well in other subjects. Today, the PLAB is used to determine the language learning aptitude or even a language learning disability among secondary school students.

[edit] Death

Pimsleur died unexpectedly of a heart attack during a visit to France in 1976.[1]

[edit] Legacy

His daughter, Julia Pimsleur, continued the language teaching series with a foreign language DVD for young children, called "Little Pim".[3] Paul's partner, Charles Heinle, continued to develop the Pimsleur courses until he sold the company to Simon & Schuster Audio in 1997.
Since its creation in 1977, The ACTFL-MLJ Paul Pimsleur Award for Research in Foreign Language Education annual award bears his name.[4]

[edit] Selected works

  • Pimsleur, Paul; Quinn, Terence (editors). The psychology of second language learning: papers from the Second International Congress of Applied Linguistics, Cambridge, 8-12 September 1969. London, Cambridge University Press, 1971. ISBN 0521082366
  • Poems make pictures; pictures make poems. Poems by Giose Rimanelli and Paul Pimsleur. New York : Pantheon Books. 1972. ISBN 0394923871
  • Pimsleur, Paul. Encounters; a basic reader. [simplified by] Paul Pimsleur [and] Donald Berger. New York, Harcourt Brace Jovanovich. 1974. ISBN 0155226857
  • Pimsleur, Paul. How to learn a foreign language. Boston, Mass. : Heinle & Heinle Publishers, 1980.

[edit] Further reading

  • Hommage à Paul Pimsleur / mise en œuvre, Robert Galisson. Paris : Didier, 1977. (French)

[edit] References

  1. ^ a b "PAUL PIMSLEUR, 48, DIES IN FRANCE", The New York Times (New York, New York): 34, 1976-06-29 
  2. ^ Lingualgamers.com "Why Pismsleur"
  3. ^ "Little Pim"
  4. ^ "The ACTFL-MLJ Paul Pimsleur Award for Research in Foreign Language Education", American Council on the Teaching of Foreign Languages website
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