OpenLLM-France/wikimedia huggingface dataset:
# Auxiliares de Conversación, Language and Culture Assistants in Spain Directory/Andalucía

Welcome to the Auxiliares de Conversación, Language and Culture Assistants in Spain Directoy listing for Andalucía.

## Browse Other Regions

==2009-2010
Dierking, Gretchen From:Juneau, AK Location in Spain: Palomares, Almeria Universities attended: Western Washington University Degree recieved: Spanish, TESOL Has Facebook: yes Email: gretch.dierking@gmail.com

#### Amato, Kaitlyn

Name:* (Amato, Kaitlyn) From:* (Stamford, CT, USA) Location in Spain:* (Jerez de la Frontera, Casiz) Level of Instruction:* (Secondary) University(ies) Attended: (Northeastern University) Degree(s) Received: (BS Psychology) Has Facebook: (Yes) E-mail : (secretkt@gmail.com) Message Board Name: (Kaitlyn Amato)

#### Callaghan, Ian

Name:* (Callaghan, Ian) From:* (Bellingham, WA, USA) Location in Spain:* (El Arahal, Sevilla) Level of Instruction:* (Secondary) University(ies) Attended: (Western Washington University) Degree(s) Received: (BS Spanish, BS Global Studies, Cultural Competency and Latin America) Has Facebook: (Yes) E-mail : (callaghan313@hotmail.com) Message Board Name: (Ian Callaghan)
# Auxiliares de Conversación, Language and Culture Assistants in Spain Directory/Aragón

Welcome to the Auxiliares de Conversación, Language and Culture Assistants in Spain Directoy listing for Aragón.
# Auxiliares de Conversación, Language and Culture Assistants in Spain Directory/Asturias

Welcome to the Auxiliares de Conversación, Language and Culture Assistants in Spain Directoy listing for Asturias.
# Auxiliares de Conversación, Language and Culture Assistants in Spain Directory/Cataluña

Welcome to the Auxiliares de Conversación, Language and Culture Assistants in Spain Directoy listing for Cataluña.
# Auxiliares de Conversación, Language and Culture Assistants in Spain Directory/Cueta y Melilla

Welcome to the Auxiliares de Conversación, Language and Culture Assistants in Spain Directoy listing for Cueta y Melilla.
# BCP/Amelanchier canadensis

Amelanchier canadensis
| Closeup of flowers Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Amelanchier canadensis (Shadbush) Identifying Characteristics Habit:large shrub or small tree Recent Logs Jomegat 12:36, 10 May 2009 (UTC) (view all logs) |
Global data: Temperate zone season(s): Mid Spring
Regional data: Southeastern Pennsylvania: (native) (cultivated) April Central Pennsylvania: April
Additional images:
# BCP/Amelanchier arborea/Logs

This page contains recent bloom logs for Amelanchier arborea (Downy Serviceberry). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
##### Recent Logs

* Trinity507 20:14, 24 April 2010 (UTC)
# BCP/Amelanchier bartramiana

Amelanchier bartramiana
| Search for Amelanchier bartramiana on commons) Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Amelanchier bartramiana (Mountain Juneberry, Oblongfruit Serviceberry) Identifying Characteristics Habit:shrubFlowers:5 white petals with long pinkish stamens. Flowers are about 2cm across and appear either singly or in clusters of up to four.Foliage:Oblong-shaped leaves have fine teeth almost all the way to the base. The leaves are tapered on both ends.Growing Conditions:Partial shade, dry-to-moist soilsFruit:Pear-shaped edible berries about 1cm long. Red, ripening to purplish-black.Life Cycle: perennialSimilar Plants:Choke Cherry, other Amelanchier species. Recent Logs (no logs yet) (view all logs) |
Global data:
Regional data:
Additional images:
# BCP/Amelanchier bartramiana/Logs

This page contains recent bloom logs for Amelanchier bartramiana (Mountain Juneberry, Oblongfruit Serviceberry). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
#### 2008 Logs

* (no archived logs yet)

##### Recent Logs

* (no logs yet)
# BCP/Amelanchier canadensis/Logs

This page contains recent bloom logs for Amelanchier canadensis (Shadbush). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
#### 2007 Logs

* --SB_Johnny | 11:33, 26 April 2007 (UTC)
* --SB_Johnny | 17:27, 29 April 2007 (UTC)

#### 2008 Logs

* --SB_Johnny | 12:17, 20 April 2008 (UTC)
* --Luai lashire 22:00, 21 April 2008 (UTC)
* --SB_Johnny | 10:18, 27 April 2008 (UTC)
* --Luai lashire 22:00, 28 April 2008 (UTC)

##### Recent Logs

* Jomegat 12:36, 10 May 2009 (UTC)
# BCP/Ambrosia trifida/Logs

This page contains recent bloom logs for Ambrosia trifida (Giant Ragweed). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
#### 2008 Logs

* (no archived logs yet)

##### Recent Logs

* --SB_Johnny | 12:23, 28 August 2006 (UTC)
* --SB_Johnny | 16:28, 4 August 2007 (UTC)
* --SB_Johnny | 11:38, 8 August 2007 (UTC)
* --SB_Johnny | 09:17, 1 September 2007 (UTC)
* --SB_Johnny 11:22, 10 August 2008 (UTC)
* --SB_Johnny 10:30, 17 August 2008 (UTC)
# BCP/Amphicarpaea bracteata

Amphicarpaea bracteata
| Inflorescence Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Amphicarpaea bracteata (Hog-peanut) Identifying Characteristics Habit:Twining herbaceous forbFlowers:Produces two types of flowers. The first is an unbranched, elongated inflorescence with pedicellate flowers maturing from the bottom up. These flowers open before fertilization and are usually cross-pollinated (chasmogamous). The other flowers are self-fertilized without opening (cleistogamous) and are produced on creeping branches near the ground.Foliage:Trifoliate, with broadly lanceolate to ovate leaflets.Stem:Smooth or covered with short hairs, coil around a support for climbingGrowing Conditions:Open woods, thicketsFruit:The fruit is a sickle-shaped, thin-walled legume, 4-6 mm long.Life Cycle: AnnualSimilar Plants:BCP/Phaseolus polystachiosGeneral information:The genus name is from the Greek and indicates that the plant has two types of fruit. Amphi meaning "both", and carpos meaning "fruit". Recent Logs Jomegat 19:22, 2 August 2009 (UTC) (view all logs) |
Global data: Temperate zone season(s): Late Summer, Early Fall
Regional data: New Hampshire: (native) August , September
Additional images:
* Foliage
# BCP/Amorpha fruticosa

Amorpha fruticosa
| Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Amorpha fruticosa (False Indigo, Indigobush) Identifying Characteristics Habit:shrubFlowers:Spike with numerous purple flowers having yellow to orange stamens projecting from the tipsFoliage:bipinnateLife Cycle: perennial Recent Logs Jomegat 17:42, 15 June 2010 (UTC) (view all logs) |
Global data: Temperate zone season(s): Early Summer, Mid Summer, Late Summer
Regional data: New Hampshire: June, August
Additional images:
# BCP/Amorpha fruticosa/Logs

This page contains recent bloom logs for Amorpha fruticosa (False Indigo, Indigobush). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
#### 2008 Logs

* Jomegat 10 June, 2008 (from photos)
* Jomegat 17 June, 2008 (from photos)
* Jomegat 21:16, 12 August 2008 (UTC)

#### 2009 Logs

* Jomegat 22:15, 4 June 2009 (UTC)
* Jomegat 00:40, 26 June 2009 (UTC)

##### Recent Logs

* Jomegat 17:42, 15 June 2010 (UTC)
# BCP/Amelanchier arborea

Amelanchier arborea
| Search for Amelanchier arborea on commons) Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Amelanchier arborea (Downy Serviceberry) Identifying Characteristics Habit:large shrub or small tree Recent Logs Trinity507 20:14, 24 April 2010 (UTC) (view all logs) |
Global data: Temperate zone season(s): Mid Spring Late Spring
Regional data:
Additional images:
# Artificial Consciousness/Neural Correlates/Synaptic Models/Tentative Comprehensive Model
## A Tentative Comprehensive Synapse Model

A Synapse is a Chemo-Electric connection between neurons, although some purely electrical connections may be found in the early stages of development, these are thought to be attempts to keep the neurons involved from learning before their development is sufficiently advanced. Learning in a Neuron, is controlled by the synapse partially through the leverage associated with the number of ion channels that amplify the signal or inhibit it, and partially through protein tags that are sequestered in active synapses and thus indicate which synapses are more likely to be candidates for other types of learning such as conversion to long term memory.
Synapses sequester two types of tags, Ephemeral tags, which are an indication to the membrane replacement mechanism, to increase the number of ion channels in the sensitive patch of the synapse but are not replaced during membrane replacement, and Survivable tags, which are replaced during membrane replacement, and so, are not allowed to degrade as quickly as free proteins, and can act as guides to long-term processes such as the conversion to long-term memory by the production of new synapses and fibrils to connect the neurons.
The primary difference between these two types of protein tags, is a feedback connection caused by a chemical produced only during the firing of the presynaptic buds of the neuron, and pumped back into the body of the neuron where it influences protein production. Without this signal, the survivable tags would not be produced, and only ephemeral tags would be available to be sequestered.
Some synapses such as the S synapse and the NMDA synapse trigger other functions within the cell, including chemical cascades that result in the conversion of short term memories into long-term memories by the growth of new connections between cells.
Of interest is the role of Calcium in Habitutation a mechanism that causes neurons that fire too often to gradually lose their firing strength, possibly because the calcium in the presynaptic bud is used up by its role in attaching vessicles of Neuro-Transmitter to the cellular membrane, or maybe because propagation of the signal along the axon requires calcium ion channels to pump calcium out of the axon, reducing the supply of calcium and thus reducing the propagation of the signal down the axon fiber as supplies dwindle. It is interesting to note that Facilitation, the recovery from Habituation is virtually instantaneous once calcium ion channels start pumping calcium back into the cell. A role of facilitation in deciding which memories survive long enough to impinge on attention, might be indicated. It is also noteworthy that both the NMDA and S synapse are Calcium ion channels pumping calcium into the cell, and thus Facilitating the output of the neuron. The linking of Facilitation to long-term memory development might be interesting.
# Artificial Consciousness/Neuroscience

Neuroscience
Neuroscience is the catchall phrase for the various neural sciences. A Neural Science is a science that studies The Nervous System. There are a lot of Neuro-Sciences, including Neuropsychology, Neurobiology,Neurochemistry, Molecular Neuroscience, CellularNeuroscience, etc. The Neuro Sciences are all fairly young in the terms of science, if only because the Nerve was only discovered in the 1900's. What has made this field interesting in the last 20 years is the growth of technology capable of looking into the nature of the neuron, and how it connects together to form larger units like the brain.
When evaluating theories in Neuroscience we must accept that much of what we know will change over time, and that the nature of the images we get about the brain are not yet good enough to capture the whole operation of the brain at the neural level.
Phenomenal Consciousness, and especially the work of Dr. Edelman are partly supported by the Neuro Sciences Institute (NSI) which was started by Dr. Edelman as a technolgical monastery to support research into Neuroscience. As a result, the Phenomenal Consciousness School is closer to Neuroscientific thought.
For a more detailed overview, see the Fundamentals of Neuroscience course.
# Artificial Consciousness/Neural Correlates/Synaptic Models/Synaptogenesis
## Synaptogenesis: How Synapses are Formed

While Synaptogenesis might be still somewhat controversial, at least after the growth stage of the Neuron, There is some indirect evidence that the percentage of Permease proteins goes up by proportion of weight of neuron puree after learning, suggesting that more synapses might be formed as part of the learning process. Since this is Neurochemistry, many scientists are not sure exactly how to interpret this, in terms of learning processes.
Some scientists note that we do not yet understand the functions of early DNA involved with the cascade reactions formed during LTP, and therefore that there might be a Synaptogenesis component to the LTP cascade reactions, that proliferates synapses as part of the conversion from short term to long term memory. If this synaptogenesis component exists, then it is thought that it might be responsive to synaptic activity, favoring more active synapses over less active synapses.
One possible interpretation is that during membrane replacement, some synapses get cloned according to a protein tag, that survives membrane replacement and indicates active synapses. Thus the more active a synapse is, the more likely that it will be cloned, and a new synapse will form near it. To keep the volume of synapses down, there would probably be a synapse absorption mechanism that absorbs synapses that become too inactive. In simulations we simply remove all synapses with 0 weights.--Graeme E. Smith 17:11, 23 February 2009 (UTC)
# Assistant teacher program/Developing countries/Introduction for visiting assistant teachers
## Introduction for visiting assistant teachers

Teaching and mentoring in developing countries requires intercultural competence and understanding for the possible perspectives of people in developing countries.

### The value of education

Educationally deprived families who participate in primary education in the first generation may not understand the value of education properly. One could say that the purpose of education is a secret that has not been fully revealed to them, because without primary education the purpose of education may remain dubious and the pupils are usually to young to fully understand the value of education on their own. The problem can still apply to pupils in secondary education, because education may have been realized as a means towards a simple goal, like a specific vocational education, but not as an end in itself. An assistant teacher program can help to encourage pupils to see education as a self-sufficient goal, as an end in itself.

### Group dynamics and intercultural competence

People who are susceptible to being manipulated by group dynamics may not be well qualified for social bridging. Especially if you join a group that could in some way be seen to benefit from your influence being unduly manipulated by group processes or attitudes of the group may easily spoil a beneficial influence, consequently the personal attitudes may have to be ensured consciously and possibly even against intercultural competence.
As an example a more academic attitude is easily subverted by group processes that do not appreciate learning.

### If you fail to plan you plan to fail

While the view that "if you fail to plan you plan to fail" could be seen to apply in general it applies even more so in a context where more responsibility and self-reliance are required. Being an assistant teacher in a school that doesn't have enough teachers (compared to developed countries) is such a context.
Questions:
* What planning tasks concerning the curriculum or the classroom management may be left (possibly unexpectedly) for the assistant teacher?
* What degree of planning may be required or possible for individual pupils?
* Are there important plans (for instance with respect to intercultural competence) for situations outside the school, social situations or unexpected events?
The recommended procedure is to write down your plans in a special booklet and to review your plans regularly, for instance once a week.
* Do the plans still apply?
* Were they successful in the past?
* Are there new perspectives or categories that may require further planning?
A personal code of conduct can be a part of your planning endeavors and should be written with respect to intercultural competence, the situation in the school or country and your personal aims during the visit.
# Assistant teacher program/Forum/Ability grouping by grade
## Ability grouping by grade as learning motivation

Ability grouping by grade can be used to provide a stronger motivation for learning. The course is split into one group per grade. Each group is assigned independent learning goals and tasks. The better participants are obligated to help the less good participants. A possible assignment scheme is to assign participants with an A grade point average to C participants and B to D as private tutors. The rationale is that the A participants may be more useful for the C participants and the B participants may be good enough for the D participants. The better participants, especially those with grade point averages in the A and B range, should be given privileges and/or bonus points in order to increase motivation.
# Assistant teacher program/Forum

* This is a forum page. You can discuss issues concerning the assistant teacher program here.
* Please create a new sub page for each new topic.
* If you intend to contribute to the assistant teacher program you might want to
* use the assistant teacher program talk page or the Research forum.

## School development

* Starting a new school

## Assistant teacher course
### All-day school

* Assistant teachers for courses during the afternoon
* Relaxation time

### Assistant teachers

* Employing assistant teachers in the same grade

### Parenting

* Parent cooperation

### School types
#### Secondary education

* Comprehensive schools until grade 10
* Schools until grade 9

#### Post-secondary education

* College school

#### Adult education

* Assistant teacher program in adult education
* Ability grouping by grade

### Subjects

* Assistant teacher training as a subject
* Allowing for changing interests

### Teachers

* Problems of teachers

### Tracking

* Mandatory assistant teacher office only for high-track students
* Advanced courses for assistant teachers

## ATP mentor training
### Mentoring

* Guidance counseling and mentoring
* This resource has been released into the public domain by the copyright holder, its copyright has expired, or it is ineligible for copyright. This applies worldwide. You are advised to consider the possibility of extraterrestrial intellectual property rights claims that do require mentoring duties in compensation ("either mentoring or trouble with extraterrestrials").
* Content released into the public domain may be used for any purpose without attribution, including commercial activities and creation of derivative works.
# Assistant teacher program/Developing countries/Class council and educational games
## Class council and educational games

A class council can be introduced as an educational game and it can be enhanced with social games. A playful approach may help the pupils to see the possibly unusual activity as in their own interest and as relevant to their lives. The necessary activities for a class council can be learned in a game council.

### The game council

An assistant teacher can invite a group of pupils during a break to form a circle and to decide on games they want to play.
The assistant teacher should be prepared to teach the group at least one new game (if possible) or to play a choice of known games. The game council has to decide whether to learn a new game or to play a known game. The council can also try to tie in minorities by offering compromises and concessions or by ordering the minority to join in before the game is chosen. A game council can also aim to discourage misconduct and contravention and impose penalties in case of misconduct or contravention.
The assistant teacher should assume the role of advisor to the speaker but make the council select a speaker. The role of the speaker can follow a ceremony, so the speaker has to follow expected behavior and the other pupils can object if the ceremony isn't followed. The game council can vote each time if the speaker should be chosen randomly or by vote. This vote may appear unnecessary but allows the pupils to train behavior and to consider their choices. If other roles are required the other pupils should be chosen the same way. The assistant teacher should feel free to reject pupils who are chosen frequently and encourage to choose pupils who are chosen less often (but not to the extend of forcing the group to make a choice; if that appears desirable the assistant teacher can ask the group to vote if he should choose the speaker).