Showing posts with label LEARNING. Show all posts
Showing posts with label LEARNING. Show all posts

Wednesday, June 17, 2009

BE COMPITENT IN SPEAKING

Pubilc Speaking - The theme of your speech
At the heart of every speech is a message. Your job as a public speaker is to pass that message to your audience and in so doing, convey a theme, evoke an emotion or elicit a response - be it emotional or otherwise.
The first step is to identify the single most important idea, theme or message you want to convey in your speech. This message will likely be informed by the public speaking occasion you identified earlier.
For example, if you identified the occasion as the retirement of much loved lifelong company man whose grandson has just joined the firm, some potential themes you identify may include:
Family (grandson & grandfather, also the company family)
CPubilc Speaking - The theme of your speech
At the heart of every speech is a message. Your job as a public speaker is to pass that message to your audience and in so doing, convey a theme, evoke an emotion or elicit a response - be it emotional or otherwise.
The first step is to identify the single most important idea, theme or message you want to convey in your speech. This message will likely be informed by the public speaking occasion you identified earlier.
For example, if you identified the occasion as the retirement of much loved lifelong company man whose grandson has just joined the firm, some potential themes you identify may include:
Family (grandson & grandfather, also the company family)
Continuity
Gratitude
Respect
The future
Once you have identified 3-7 potential themes, it's time to decide which of theme will be the dominant one. Again, there is no right and wrong answer. It's your speech, pick the theme that resonates most with you. It's important to note that the themes not selected as your primary theme should still play a part in your speech. DO not discard them just yet.
ontinuity
Gratitude
Respect
The future
Once you have identified 3-7 potential themes, it's time to decide which of theme will be the dominant one. Again, there is no right and wrong answer. It's your speech, pick the theme that resonates most with you. It's important to note that the themes not selected as your primary theme should still play a part in your speech. DO not discard them just yet.
Draft your speech
It is now time to add flesh to your outline and create a first draft of the speech. Before we start, note that a draft is just that, a first-cut at your speech. Your first draft of a speech should never, ever be the final draft.
The outline we created in the last step will serve as the basis for our first draft. We take each element of the outline and apply our creative writing juices to turn that outline into a portion of a speech.
There is no right or wrong way to move from outline to draft. Be yourself, use your own voice and remember, you can change anything and everything you write later. For now it's just important to establish that first draft.
Let's take some examples from the outline in the last step.
The conversion from outline to draft can be simple, exchanging an outline element for a speech sentence...
Outline:
Introduce myself
Speech draft
"As my perspiring brow and nervous demeanor might suggest, I am honored to introduce myself as the Best Man for today's wonderful occasion. I will not be speaking for long today because of a throat problem. John says he will cut it if I bring up any embarrassing stories about him."
... or more likely the process is less direct and more creative...
Outline:
Pay tribute to key participants
Compliment & raise toast to the bride
Thank & compliment the bridesmaids
Pay tribute to parents of bride and groom
Speech draft
"I know it is a cliché but I would just like to comment on how stunning Sarah looks today, she is beautiful, John is a very lucky man. And without further ado I would like to raise a toast for Sarah.
"As is traditional in any wedding I would like to complement the Bridesmaids on their help with the wedding, particularly for managing to get Sarah to the church today. It's amazing what a pair of handcuffs can do. The Bridesmaids look beautiful, outdone only by our stunning bride.
"I would like to pay special tribute to John and Sarah's parents. They have helped make this a very special day. Can I also say how beautiful both mom's look, they are simply divine."
Once you have finished your first draft of the speech, it's time to take a rest. Put the speech down and forget about it for a day or two. First, you need a rest. But second, your critical eyes will function much better in the cold light of day. You will be amazed at how much your speech will improve when you go from first to second to third draft - but only if you leave time between each draft.
There is no scientific way to know when you have reached your speech's final draft, but here is a good indication: If you find yourself broadly happy with the speech and find yourself making minor changes from draft to draft, it's time to stop.
Draft your speech
It is now time to add flesh to your outline and create a first draft of the speech. Before we start, note that a draft is just that, a first-cut at your speech. Your first draft of a speech should never, ever be the final draft.
The outline we created in the last step will serve as the basis for our first draft. We take each element of the outline and apply our creative writing juices to turn that outline into a portion of a speech.
There is no right or wrong way to move from outline to draft. Be yourself, use your own voice and remember, you can change anything and everything you write later. For now it's just important to establish that first draft.
Let's take some examples from the outline in the last step.
The conversion from outline to draft can be simple, exchanging an outline element for a speech sentence...
Outline:
Introduce myself
Speech draft
"As my perspiring brow and nervous demeanor might suggest, I am honored to introduce myself as the Best Man for today's wonderful occasion. I will not be speaking for long today because of a throat problem. John says he will cut it if I bring up any embarrassing stories about him."
... or more likely the process is less direct and more creative...
Outline:
Pay tribute to key participants
Compliment & raise toast to the bride
Thank & compliment the bridesmaids
Pay tribute to parents of bride and groom
Speech draft
"I know it is a cliché but I would just like to comment on how stunning Sarah looks today, she is beautiful, John is a very lucky man. And without further ado I would like to raise a toast for Sarah.
"As is traditional in any wedding I would like to complement the Bridesmaids on their help with the wedding, particularly for managing to get Sarah to the church today. It's amazing what a pair of handcuffs can do. The Bridesmaids look beautiful, outdone only by our stunning bride.
"I would like to pay special tribute to John and Sarah's parents. They have helped make this a very special day. Can I also say how beautiful both mom's look, they are simply divine."
Once you have finished your first draft of the speech, it's time to take a rest. Put the speech down and forget about it for a day or two. First, you need a rest. But second, your critical eyes will function much better in the cold light of day. You will be amazed at how much your speech will improve when you go from first to second to third draft - but only if you leave time between each draft.
There is no scientific way to know when you have reached your speech's final draft, but here is a good indication: If you find yourself broadly happy with the speech and find yourself making minor changes from draft to draft, it's time to stop.
< Final version

Preparing to make a speech >>
How to deliver a speech

It's time to commence your public speaking career and deliver a speech in public. You're probably nervous now, but that's okay. There is much preparation you can do that will put your mind at ease and make your public speaking event a comfortable, even enjoyable, day.

You have already learnt how to write a speech. Hopefully you now have a speech with which you are happy. This set of exercises will take you from nervous speechwriter to successful speechmaker.

It's time to lose your novice public speaker wings.

GEOGRAPHY

Map projection
From Wikipedia, the free encyclopedia
Jump to: navigation, search
Part of a series on:
Graphical projection
Planar[show]

* Perspective
o Linear perspective
+ One-point perspective
+ Two-point perspective
+ Three-point perspective
+ Zero-point perspective
o Curvilinear perspective
o Reverse perspective
* Parallel
o Orthographic projection
+ Multiviews
# Plan, or floor plan
# Section
# Elevation
+ Auxiliary view
+ Axonometric projection
# Isometric projection
# Dimetric projection
# Trimetric projection
o Oblique projection
+ Cavalier perspective
+ Cabinet projection

Other[show]

* 3D projection
* Stereographic projection
* Anamorphic projection
* Map projection

Views[show]

* Bird's-eye view/Aerial view
* Detail view
* 3/4 perspective
* Exploded view drawing
* Fisheye
* Fixed 3D
* Panorama
* Top-down perspective
* Worm's-eye view
* Zoom

Topics[show]

* Computer graphics
* Computer-aided design
* Descriptive geometry
* Engineering drawing
* Foreshortening
* Projective geometry
* Technical drawing
* Vanishing point

v • d • e

A map projection is any method of representing the surface of a sphere or other shape on a plane. Map projections are necessary for creating maps. All map projections distort the surface in some fashion. Depending on the purpose of the map, some distortions are acceptable and others are not; therefore different map projections exist in order to preserve some properties of the sphere-like body at the expense of other properties. There is no limit to the number of possible map projections.
Contents
[hide]

* 1 Background
* 2 Metric properties of maps
* 3 Construction of a map projection
* 4 Choosing a projection surface
* 5 Orientation of the projection
* 6 ScaleMap projection
From Wikipedia, the free encyclopedia
Jump to: navigation, search
Part of a series on:
Graphical projection
Planar[show]

* Perspective
o Linear perspective
+ One-point perspective
+ Two-point perspective
+ Three-point perspective
+ Zero-point perspective
o Curvilinear perspective
o Reverse perspective
* Parallel
o Orthographic projection
+ Multiviews
# Plan, or floor plan
# Section
# Elevation
+ Auxiliary view
+ Axonometric projection
# Isometric projection
# Dimetric projection
# Trimetric projection
o Oblique projection
+ Cavalier perspective
+ Cabinet projection

Other[show]

* 3D projection
* Stereographic projection
* Anamorphic projection
* Map projection

Views[show]

* Bird's-eye view/Aerial view
* Detail view
* 3/4 perspective
* Exploded view drawing
* Fisheye
* Fixed 3D
* Panorama
* Top-down perspective
* Worm's-eye view
* Zoom

Topics[show]

* Computer graphics
* Computer-aided design
* Descriptive geometry
* Engineering drawing
* Foreshortening
* Projective geometry
* Technical drawing
* Vanishing point

v • d • e

A map projection is any method of representing the surface of a sphere or other shape on a plane. Map projections are necessary for creating maps. All map projections distort the surface in some fashion. Depending on the purpose of the map, some distortions are acceptable and others are not; therefore different map projections exist in order to preserve some properties of the sphere-like body at the expense of other properties. There is no limit to the number of possible map projections.
Contents
[hide]

* 1 Background
* 2 Metric properties of maps
* 3 Construction of a map projection
* 4 Choosing a projection surface
* 5 Orientation of the projection
* 6 Scale
* 7 Choosing a model for the shape of the Earth
* 8 Classification
* 9 Projections by surface
o 9.1 Cylindrical
o 9.2 Pseudocylindrical
o 9.3 Hybrid
o 9.4 Conical
o 9.5 Pseudoconical
o 9.6 Azimuthal (projections onto a plane)
* 10 Projections by preservation of a metric property
o 10.1 Conformal
o 10.2 Equal-area
o 10.3 Equidistant
o 10.4 Gnomonic
o 10.5 Retroazimuthal
o 10.6 Compromise projections
* 11 Other noteworthy projections
* 12 See also
* 13 References
* 14 External links

[edit] Background
The Mercator projection shows courses of constant bearing as straight lines.

For simplicity, this article usually assumes that the surface to be mapped is the surface of a sphere. However, the Earth and other sufficiently large celestial bodies are generally better modeled as oblate spheroids, and small objects such as asteroids may have irregular shapes. These other surfaces can be mapped as well. Therefore, more generally, a map projection is any method of "flattening" into a plane a continuous surface having curvature in all three spatial dimensions.

Projection as used here is not limited to perspective projections, such as those resulting from casting a shadow on a screen. Rather, any mathematical function transforming coordinates from the curved surface to the plane is a projection.

Carl Friedrich Gauss's Theorema Egregium proved that a sphere cannot be represented on a plane without distortion. Since any method of representing a sphere's surface on a plane is a map projection, all map projections distort. Every distinct map projection distorts in a distinct way. The study of map projections is the characterization of these distortions.

A map of the earth is a representation of a curved surface on a plane. Therefore a map projection must have been used to create the map, and, conversely, maps could not exist without map projections. Maps can be more useful than globes in many situations: they are more compact and easier to store; they readily accommodate an enormous range of scales; they are viewed easily on computer displays; they can facilitate measuring properties of the terrain being mapped; they can show larger portions of the Earth's surface at once; and they are cheaper to produce and transport. These useful traits of maps motivate the development of map projections.

[edit] Metric properties of maps
An Albers projection shows areas accurately, but distorts shapes.

Many properties can be measured on the Earth's surface independently of its geography. Some of these properties are:

* Area
* Shape
* Direction
* Bearing
* Distance
* Scale

Map projections can be constructed to preserve one or more of these properties, though not all of them simultaneously. Each projection preserves or compromises or approximates basic metric properties in different ways. The purpose of the map determines which projection should form the base for the map. Because many purposes exist for maps, many projections have been created to suit those purposes.

Another major concern that drives the choice of a projection is the compatibility of data sets. Data sets are geographic information. As such, their collection depends on the chosen model of the Earth. Different models assign slightly different coordinates to the same location, so it is important that the model be known and that the chosen projection be compatible with that model. On small areas (large scale) data compatibility issues are more important since metric distortions are minimal at this level. In very large areas (small scale), on the other hand, distortion is a more important factor to consider.

[edit] Construction of a map projection

The creation of a map projection involves three steps:

1. Selection of a model for the shape of the Earth or planetary body (usually choosing between a sphere or ellipsoid). Because the Earth's actual shape is irregular, information is lost in this step.
2. Transformation of geographic coordinates (longitude and latitude) to plane coordinates (eastings and northings or x,y)
3. Reduction of the scale (it does not matter in what order the second and third steps are performed)

Most map projections are not "projections" in any physical sense. Rather, they depend on mathematical formulae that have no direct physical interpretation. However, in understanding the concept of a map projection it can be helpful to think of a globe with a light source placed at some definite point relative to it, projecting features of the globe onto a surface. The following discussion of developable surfaces is based on that concept.

[edit] Choosing a projection surface
A Miller cylindrical projection maps the globe onto a cylinder.

A surface that can be unfolded or unrolled into a plane or sheet without stretching, tearing or shrinking is called a developable surface. The cylinder, cone and of course the plane are all developable surfaces. The sphere and ellipsoid are not developable surfaces. As noted in the introduction, any projection of a sphere (or an ellipsoid) onto a plane will have to distort the image. (To compare, you cannot flatten an orange peel without tearing or warping it.)

One way of describing a projection is first to project from the Earth's surface to a developable surface such as a cylinder or cone, and then to unroll the surface into a plane. While the first step inevitably distorts some properties of the globe, the developable surface can then be unfolded without further distortion.

[edit] Orientation of the projection
This transverse Mercator projection is mathematically the same as a standard Mercator, but oriented around a different axis.

Once a choice is made between projecting onto a cylinder, cone, or plane, the orientation of the shape must be chosen. The orientation is how the shape is placed relative to the globe. The orientation of the projection surface can be normal (such that the surface's axis of symmetry coincides with the Earth's axis), transverse (at right angles to the Earth's axis) or oblique (any angle in between). These surfaces may also be either tangent or secant to the spherical or ellipsoidal globe. Tangent means the surface touches but does not slice through the globe; secant means the surface does slice through the globe. Insofar as preserving metric properties goes, it is never advantageous to move the developable surface away from contact with the globe, so that possibility is not discussed here.

[edit] Scale

A globe is the only way to represent the earth with constant scale throughout the entire map in all directions. A map cannot achieve that property for any area, no matter how small. It can, however, achieve constant scale along specific lines.

Some possible properties are:

* The scale depends on location, but not on direction. This is equivalent to preservation of angles, the defining characteristic of a conformal map.
* Scale is constant along any parallel in the direction of the parallel. This applies for any cylindrical or pseudocylindrical projection in normal aspect.
* Combination of the above: the scale depends on latitude only, not on longitude or direction. This applies for the Mercator projection in normal aspect.
* Scale is constant along all straight lines radiating from two particular geographic locations. This is the defining characteristic an equidistant projection, such as the Azimuthal equidistant projection or the Equirectangular projection.

[edit] Choosing a model for the shape of the Earth

Projection construction is also affected by how the shape of the Earth is approximated. In the following discussion on projection categories, a sphere is assumed. However, the Earth is not exactly spherical but is closer in shape to an oblate ellipsoid, a shape which bulges around the equator. Selecting a model for a shape of the Earth involves choosing between the advantages and disadvantages of a sphere versus an ellipsoid. Spherical models are useful for small-scale maps such as world atlases and globes, since the error at that scale is not usually noticeable or important enough to justify using the more complicated ellipsoid. The ellipsoidal model is commonly used to construct topographic maps and for other large and medium scale maps that need to accurately depict the land surface.

A third model of the shape of the Earth is called a geoid, which is a complex and more or less accurate representation of the global mean sea level surface that is obtained through a combination of terrestrial and satellite gravity measurements. This model is not used for mapping due to its complexity but is instead used for control purposes in the construction of geographic datums. (In geodesy, plural of "datum" is "datums" rather than "data".) A geoid is used to construct a datum by adding irregularities to the ellipsoid in order better to match the Earth's actual shape (it takes into account the large scale features in the Earth's gravity field associated with mantle convection patterns, as well as the gravity signatures of very large geomorphic features such as mountain ranges, plateaus and plains). Historically, datums have been based on ellipsoids that best represent the geoid within the region the datum is intended to map. Each ellipsoid has a distinct major and minor axis. Different controls (modifications) are added to the ellipsoid in order to construct the datum, which is specialized for a specific geographic regions (such as the North American Datum). A few modern datums, such as WGS84 (the one used in the Global Positioning System GPS), are optimized to represent the entire earth as well as possible with a single ellipsoid, at the expense of some accuracy in smaller regions.

[edit] Classification

A fundamental projection classification is based on the type of projection surface onto which the globe is conceptually projected. The projections are described in terms of placing a gigantic surface in contact with the earth, followed by an implied scaling operation. These surfaces are cylindrical (e.g. Mercator), conic (e.g., Albers), or azimuthal or plane (e.g. stereographic). Many mathematical projections, however, do not neatly fit into any of these three conceptual projection methods. Hence other peer categories have been described in the literature, such as pseudoconic (meridians are arcs of circles), pseudocylindrical (meridians are straight lines), pseudoazimuthal, retroazimuthal, and polyconic.

Another way to classify projections is according to properties of the model they preserve. Some of the more common categories are:

* Preserving direction (azimuthal), a trait possible only from one or two points to every other point
* Preserving shape locally (conformal or orthomorphic)
* Preserving area (equal-area or equiareal or equivalent or authalic)
* Preserving distance (equidistant), a trait possible only between one or two points and every other point
* Preserving shortest route, a trait preserved only by the gnomonic projection

NOTE: Because the sphere is not a developable surface, it is impossible to construct a map projection that is both equal-area and conformal.

[edit] Projections by surface

[edit] Cylindrical
The space-oblique Mercator projection was developed by the USGS for use in Landsat images.

The term "cylindrical projection" is used to refer to any projection in which meridians are mapped to equally spaced vertical lines and circles of latitude (parallels) are mapped to horizontal lines (or, mutatis mutandis, more generally, radial lines from a fixed point are mapped to equally spaced parallel lines and concentric circles around it are mapped to perpendicular lines).

The mapping of meridians to vertical lines can be visualized by imagining a cylinder (of which the axis coincides with the Earth's axis of rotation) wrapped around the Earth and then projecting onto the cylinder, and subsequently unfolding the cylinder.

By the geometry of their construction, cylindrical projections stretch distances east-west. The amount of stretch is the same at any chosen latitude on all cylindrical projections, and is given by the secant of the latitude as a multiple of the equator's scale. The various cylindrical projections are distinguished from each other solely by their north-south stretching (where latitude is given by φ):

* North-south stretching is equal to the east-west stretching (secant φ): The east-west scale matches the north-south scale: conformal cylindrical or Mercator; this distorts areas excessively in high latitudes (see also transverse Mercator).
* North-south stretching growing rapidly with latitude, even faster than east-west stretching (secant² φ: The cylindric perspective (= central cylindrical) projection; unsuitable because distortion is even worse than in the Mercator projection.
* North-south stretching grows with latitude, but less quickly than the east-west stretching: such as the Miller cylindrical projection (secant[4φ/5]).
* North-south distances neither stretched nor compressed (1): equidistant cylindrical or plate carrée.
* North-south compression precisely the reciprocal of east-west stretching (cosine φ): equal-area cylindrical (with many named specializations such as Gall-Peters or Gall orthographic, Behrmann, and Lambert cylindrical equal-area). This divides north-south distances by a factor equal to the secant of the latitude, preserving area but heavily distorting shapes.

In the first case (Mercator), the east-west scale always equals the north-south scale. In the second case (central cylindrical), the north-south scale exceeds the east-west scale everywhere away from the equator. Each remaining case has a pair of identical latitudes of opposite sign (or else the equator) at which the east-west scale matches the north-south-scale.

Cylindrical projections map the whole Earth as a finite rectangle, except in the first two cases, where the rectangle stretches infinitely tall while retaining constant width.

[edit] Pseudocylindrical
A sinusoidal projection shows relative sizes accurately, but grossly distorts shapes. Distortion can be reduced by "interrupting" the map.

Pseudocylindrical projections represent the central meridian and each parallel as a single straight line segment, but not the other meridians. Each pseudocylindrical projection represents a point on the Earth along the straight line representing its parallel, at a distance which is a function of its difference in longitude from the central meridian.

* Sinusoidal: the north-south scale and the east-west scale are the same throughout the map, creating an equal-area map. On the map, as in reality, the length of each parallel is proportional to the cosine of the latitude. Thus the shape of the map for the whole earth is the region between two symmetric rotated cosine curves.[1]

The true distance between two points on the same meridian corresponds to the distance on the map between the two parallels, which is smaller than the distance between the two points on the map. The true distance between two points on the same parallel – and the true area of shapes on the map – are not distorted. The meridians drawn on the map help the user to realize the shape distortion and mentally compensate for it.

* Collignon projection, which in its most common forms represents each meridian as 2 straight line segments, one from each pole to the equator.
* Mollweide
* Goode homolosine
* Eckert IV

* Eckert VI

* Kavrayskiy VII
* Tobler hyperelliptical

[edit] Hybrid

The HEALPix projection combines an equal-area cylindrical projection in equatorial regions with the Collignon projection in polar areas.

[edit] Conical

* Equidistant conic
* Lambert conformal conic
* Albers conic

[edit] Pseudoconical

* Bonne
* Werner cordiform designates a pole and a meridian; distances from the pole are preserved, as are distances from the meridian (which is straight) along the parallels
* Continuous American polyconic

[edit] Azimuthal (projections onto a plane)
An azimuthal projection shows distances and directions accurately from the center point, but distorts shapes and sizes elsewhere.

Azimuthal projections have the property that directions from a central point are preserved (and hence, great circles through the central point are represented by straight lines on the map). Usually these projections also have radial symmetry in the scales and hence in the distortions: map distances from the central point are computed by a function r(d) of the true distance d, independent of the angle; correspondingly, circles with the central point as center are mapped into circles which have as center the central point on the map.

The mapping of radial lines can be visualized by imagining a plane tangent to the Earth, with the central point as tangent point.

The radial scale is r'(d) and the transverse scale r(d)/(R sin(d/R)) where R is the radius of the Earth.

Some azimuthal projections are true perspective projections; that is, they can be constructed mechanically, projecting the surface of the Earth by extending lines from a points of perspective (along an infinite line through the tangent point and the tangent point's antipode) onto the plane:

* The gnomonic projection displays great circles as straight lines. Can be constructed by using a point of perspective at the center of the Earth. r(d) = c tan(d/R); a hemisphere already requires an infinite map,[2][3]
* The General Perspective Projection can be constructed by using a point of perspective outside the earth. Photographs of Earth (such as those from the International Space Station) give this perspective.
* The orthographic projection maps each point on the earth to the closest point on the plane. Can be constructed from a point of perspective an infinite distance from the tangent point; r(d) = c sin(d/R).[4] Can display up to a hemisphere on a finite circle. Photographs of Earth from far enough away, such as the Moon, give this perspective.
* The azimuthal conformal projection, also known as the stereographic projection, can be constructed by using the tangent point's antipode as the point of perspective. r(d) = c tan(d/2R); the scale is c/(2R cos²(d/2R)).[5] Can display nearly the entire sphere on a finite circle. The full sphere requires an infinite map.

Other azimuthal projections are not true perspective projections:

* Azimuthal equidistant: r(d) = cd; it is used by amateur radio operators to know the direction to point their antennas toward a point and see the distance to it. Distance from the tangent point on the map is proportional to surface distance on the earth (;[6] for the case where the tangent point is the North Pole, see the flag of the United Nations)
* Lambert azimuthal equal-area. Distance from the tangent point on the map is proportional to straight-line distance through the earth: r(d) = c sin(d/2R)[7]
* Logarithmic azimuthal is constructed so that each point's distance from the center of the map is the logarithm of its distance from the tangent point on the Earth. Works well with cognitive maps[citation needed]. r(d) = c ln(d/d0); locations closer than at a distance equal to the constant d0 are not shown (,[8] figure 6-5)

[edit] Projections by preservation of a metric property
A stereographic projection is conformal and perspective but not equal area or equidistant.

[edit] Conformal

Conformal map projections preserve angles locally:

* Mercator - rhumb lines are represented by straight segments
* Stereographic - shape of circles is conserved
* Roussilhe
* Lambert conformal conic
* Quincuncial map
* Adams hemisphere-in-a-square projection
* Guyou hemisphere-in-a-square projection

[edit] Equal-area
The equal-area Mollweide projection

These projections preserve area:

* Gall orthographic (also known as Gall-Peters, or Peters, projection)
* Albers conic
* Lambert azimuthal equal-area
* Mollweide
* Hammer
* Briesemeister
* Sinusoidal
* Werner
* Bonne
* Bottomley
* Goode's homolosine
* Hobo-Dyer
* Collignon
* Tobler hyperelliptical

[edit] Equidistant
A two-point equidistant projection of Asia

These preserve distance from some standard point or line:

* Plate carrée - distances along meridians are conserved
* Equirectangular - a Plate carrée centered at the equator.
* Azimuthal equidistant - distances along great circles radiating from centre are conserved
* Equidistant conic
* Sinusoidal - distances along parallels are conserved
* Werner cordiform distances from the North Pole are correct as are the curved distance on parallels
* Soldner
* Two-point equidistant: two "control points" are arbitrarily chosen by the map maker. Distance from any point on the map to each control point is proportional to surface distance on the earth.

[edit] Gnomonic
The Gnomonic projection is thought to be the oldest map projection, developed by Thales in the 6th century BC

Great circles are displayed as straight lines:

* Gnomonic projection

[edit] Retroazimuthal

Direction to a fixed location B (the bearing at the starting location A of the shortest route) corresponds to the direction on the map from A to B:

* Littrow - the only conformal retroazimuthal projection
* Hammer retroazimuthal - also preserves distance from the central point
* Craig retroazimuthal aka Mecca or Qibla - also has vertical meridians

[edit] Compromise projections
The Robinson projection was adopted by National Geographic Magazine in 1988 but abandoned by them in about 1997 for the Winkel Tripel.

Compromise projections give up the idea of perfectly preserving metric properties, seeking instead to strike a balance between distortions, or to simply make things "look right". Most of these types of projections distort shape in the polar regions more than at the equator:

* Robinson
* van der Grinten
* Miller cylindrical
* Winkel Tripel
* Buckminster Fuller's Dymaxion
* B.J.S. Cahill's Butterfly Map
* Steve Waterman's Butterfly Map
* Kavrayskiy VII
* Wagner VI

[edit] Other noteworthy projections

* Chamberlin trimetric
* The French cartographer Oronce Fine developed a heart-shaped projection in the sixteenth century

[edit] See also
Atlas portal

* World map
* Reversed map
* Cartography
* Cartographer
* Geographic information system (GIS)
* Plans (drawings)
* Brain mapping

[edit] References

1. ^ "Sinusoidal Projection -- From MathWorld". http://mathworld.wolfram.com/SinusoidalProjection.html. Retrieved on November 18 2005.
2. ^ "Gnomonic Projection -- From MathWorld". http://mathworld.wolfram.com/GnomonicProjection.html. Retrieved on November 18 2005.
3. ^ "The Gnomonic Projection". http://members.shaw.ca/quadibloc/maps/maz0201.htm. Retrieved on November 18 2005.
4. ^ "Orthographic Projection -- From MathWorld". http://mathworld.wolfram.com/OrthographicProjection.html. Retrieved on November 18 2005.
5. ^ "Stereographic Projection -- From MathWorld". http://mathworld.wolfram.com/StereographicProjection.html. Retrieved on November 18 2005.
6. ^ "Azimuthal Equidistant Projection -- From MathWorld". http://mathworld.wolfram.com/AzimuthalEquidistantProjection.html. Retrieved on November 18 2005.
7. ^ "Lambert Azimuthal Equal-Area Projection -- From MathWorld". http://mathworld.wolfram.com/LambertAzimuthalEqual-AreaProjection.html. Retrieved on November 18 2005.
8. ^ "http://www.gis.psu.edu/projection/chap6figs.html". http://www.gis.psu.edu/projection/chap6figs.html. Retrieved on November 18 2005.

* Fran Evanisko, American River College, lectures for Geography 20: "Cartographic Design for GIS", Fall 2002
* Snyder, J.P., Album of Map Projections, United States Geological Survey Professional Paper 1453, United States Government Printing Office, 1989.
* Snyder, John P. (1987). Map Projections - A Working Manual. U.S. Geological Survey Professional Paper 1395. United States Government Printing Office, Washington, D.C.. This paper can be downloaded from USGS pages
* Paul Andersons' Gallery of Map Projections - PDF versions of numerous projections, created and released into the Public Domain by Paul B. Anderson ... member of the International Cartographic Association's Commission on Map Projections"]

[edit] External links
Sister project Wikimedia Commons has media related to: Map projections

* A Cornucopia of Map Projections - A visualization of distortion on a vast array of map projections in a single image.
* G.Projector, free software by NASA GISS can render many projections.
* Map Projections. The world we live in... HyperMaths.org: Sorted list and descriptions
* RadicalCartography.net: Table of examples and properties of all common projections
* UFF.br: An interactive JAVA applet to study deformations (area, distance and angle) of map projections
* US Geological Survey overview
* USGS Map Projections: A Working Manual, freely downloadable book by USGS with details on most projections, including formulas and sample calculations.
* Map projections intro
* MathWorld's formulae
* Prognosis.com: How Projections Work
* PDFs of projections
* Mapthematics: GIFs of projections
* U.S. WWII Newsmap, "Maps are Not True for All Purposes, These are three of many projections", hosted by the UNT Libraries Digital Collections
* BTInternet: Java applet for interactive projections
* 3DSoftware: USGS info
* Geodesy, Cartography and Map Reading from Colorado State University
* MapRef: A collection of map projections and reference systems for Europe
* KartoWeb: What is a map projection?
* NewMag: The World Turned Upside Down by Katy Kramer
* PROJ.4 MapTools: Cartographic projections library
* GMT (Generic Mapping Tools), for creating maps, processing data, and learning first-hand about projections
* Understanding Map ProjectionsPDF (1.70 MB) ESRI publication.
* World Map Projections by Stephen Wolfram based on work by Yu-Sung Chang, Wolfram Demonstrations Project.
* B.J.S.Cahill Butterfly Map Resource Page: Octahedral Map of the World

[hide]
v • d • e
Atlas

Atlas • Cartography • Geography • Map • Map projection • Topography

Early world maps • History of cartography • List of cartographers

Cartogram • Geologic map • Linguistic map • Nautical chart • Pictorial maps • Thematic map • Topographic map • Weather map

Find a map by geographic area or type
Retrieved from "http://en.wikipedia.org/wiki/Map_projection"
Categories: Cartographic projections | Cartography | Infographics | Descriptive geometry
* 7 Choosing a model for the shape of the Earth
* 8 Classification
* 9 Projections by surface
o 9.1 Cylindrical
o 9.2 Pseudocylindrical
o 9.3 Hybrid
o 9.4 Conical
o 9.5 Pseudoconical
o 9.6 Azimuthal (projections onto a plane)
* 10 Projections by preservation of a metric property
o 10.1 Conformal
o 10.2 Equal-area
o 10.3 Equidistant
o 10.4 Gnomonic
o 10.5 Retroazimuthal
o 10.6 Compromise projections
* 11 Other noteworthy projections
* 12 See also
* 13 References
* 14 External links

[edit] Background
The Mercator projection shows courses of constant bearing as straight lines.

For simplicity, this article usually assumes that the surface to be mapped is the surface of a sphere. However, the Earth and other sufficiently large celestial bodies are generally better modeled as oblate spheroids, and small objects such as asteroids may have irregular shapes. These other surfaces can be mapped as well. Therefore, more generally, a map projection is any method of "flattening" into a plane a continuous surface having curvature in all three spatial dimensions.

Projection as used here is not limited to perspective projections, such as those resulting from casting a shadow on a screen. Rather, any mathematical function transforming coordinates from the curved surface to the plane is a projection.

Carl Friedrich Gauss's Theorema Egregium proved that a sphere cannot be represented on a plane without distortion. Since any method of representing a sphere's surface on a plane is a map projection, all map projections distort. Every distinct map projection distorts in a distinct way. The study of map projections is the characterization of these distortions.

A map of the earth is a representation of a curved surface on a plane. Therefore a map projection must have been used to create the map, and, conversely, maps could not exist without map projections. Maps can be more useful than globes in many situations: they are more compact and easier to store; they readily accommodate an enormous range of scales; they are viewed easily on computer displays; they can facilitate measuring properties of the terrain being mapped; they can show larger portions of the Earth's surface at once; and they are cheaper to produce and transport. These useful traits of maps motivate the development of map projections.

[edit] Metric properties of maps
An Albers projection shows areas accurately, but distorts shapes.

Many properties can be measured on the Earth's surface independently of its geography. Some of these properties are:

* Area
* Shape
* Direction
* Bearing
* Distance
* Scale

Map projections can be constructed to preserve one or more of these properties, though not all of them simultaneously. Each projection preserves or compromises or approximates basic metric properties in different ways. The purpose of the map determines which projection should form the base for the map. Because many purposes exist for maps, many projections have been created to suit those purposes.

Another major concern that drives the choice of a projection is the compatibility of data sets. Data sets are geographic information. As such, their collection depends on the chosen model of the Earth. Different models assign slightly different coordinates to the same location, so it is important that the model be known and that the chosen projection be compatible with that model. On small areas (large scale) data compatibility issues are more important since metric distortions are minimal at this level. In very large areas (small scale), on the other hand, distortion is a more important factor to consider.

[edit] Construction of a map projection

The creation of a map projection involves three steps:

1. Selection of a model for the shape of the Earth or planetary body (usually choosing between a sphere or ellipsoid). Because the Earth's actual shape is irregular, information is lost in this step.
2. Transformation of geographic coordinates (longitude and latitude) to plane coordinates (eastings and northings or x,y)
3. Reduction of the scale (it does not matter in what order the second and third steps are performed)

Most map projections are not "projections" in any physical sense. Rather, they depend on mathematical formulae that have no direct physical interpretation. However, in understanding the concept of a map projection it can be helpful to think of a globe with a light source placed at some definite point relative to it, projecting features of the globe onto a surface. The following discussion of developable surfaces is based on that concept.

[edit] Choosing a projection surface
A Miller cylindrical projection maps the globe onto a cylinder.

A surface that can be unfolded or unrolled into a plane or sheet without stretching, tearing or shrinking is called a developable surface. The cylinder, cone and of course the plane are all developable surfaces. The sphere and ellipsoid are not developable surfaces. As noted in the introduction, any projection of a sphere (or an ellipsoid) onto a plane will have to distort the image. (To compare, you cannot flatten an orange peel without tearing or warping it.)

One way of describing a projection is first to project from the Earth's surface to a developable surface such as a cylinder or cone, and then to unroll the surface into a plane. While the first step inevitably distorts some properties of the globe, the developable surface can then be unfolded without further distortion.

[edit] Orientation of the projection
This transverse Mercator projection is mathematically the same as a standard Mercator, but oriented around a different axis.

Once a choice is made between projecting onto a cylinder, cone, or plane, the orientation of the shape must be chosen. The orientation is how the shape is placed relative to the globe. The orientation of the projection surface can be normal (such that the surface's axis of symmetry coincides with the Earth's axis), transverse (at right angles to the Earth's axis) or oblique (any angle in between). These surfaces may also be either tangent or secant to the spherical or ellipsoidal globe. Tangent means the surface touches but does not slice through the globe; secant means the surface does slice through the globe. Insofar as preserving metric properties goes, it is never advantageous to move the developable surface away from contact with the globe, so that possibility is not discussed here.

[edit] Scale

A globe is the only way to represent the earth with constant scale throughout the entire map in all directions. A map cannot achieve that property for any area, no matter how small. It can, however, achieve constant scale along specific lines.

Some possible properties are:

* The scale depends on location, but not on direction. This is equivalent to preservation of angles, the defining characteristic of a conformal map.
* Scale is constant along any parallel in the direction of the parallel. This applies for any cylindrical or pseudocylindrical projection in normal aspect.
* Combination of the above: the scale depends on latitude only, not on longitude or direction. This applies for the Mercator projection in normal aspect.
* Scale is constant along all straight lines radiating from two particular geographic locations. This is the defining characteristic an equidistant projection, such as the Azimuthal equidistant projection or the Equirectangular projection.

[edit] Choosing a model for the shape of the Earth

Projection construction is also affected by how the shape of the Earth is approximated. In the following discussion on projection categories, a sphere is assumed. However, the Earth is not exactly spherical but is closer in shape to an oblate ellipsoid, a shape which bulges around the equator. Selecting a model for a shape of the Earth involves choosing between the advantages and disadvantages of a sphere versus an ellipsoid. Spherical models are useful for small-scale maps such as world atlases and globes, since the error at that scale is not usually noticeable or important enough to justify using the more complicated ellipsoid. The ellipsoidal model is commonly used to construct topographic maps and for other large and medium scale maps that need to accurately depict the land surface.

A third model of the shape of the Earth is called a geoid, which is a complex and more or less accurate representation of the global mean sea level surface that is obtained through a combination of terrestrial and satellite gravity measurements. This model is not used for mapping due to its complexity but is instead used for control purposes in the construction of geographic datums. (In geodesy, plural of "datum" is "datums" rather than "data".) A geoid is used to construct a datum by adding irregularities to the ellipsoid in order better to match the Earth's actual shape (it takes into account the large scale features in the Earth's gravity field associated with mantle convection patterns, as well as the gravity signatures of very large geomorphic features such as mountain ranges, plateaus and plains). Historically, datums have been based on ellipsoids that best represent the geoid within the region the datum is intended to map. Each ellipsoid has a distinct major and minor axis. Different controls (modifications) are added to the ellipsoid in order to construct the datum, which is specialized for a specific geographic regions (such as the North American Datum). A few modern datums, such as WGS84 (the one used in the Global Positioning System GPS), are optimized to represent the entire earth as well as possible with a single ellipsoid, at the expense of some accuracy in smaller regions.

[edit] Classification

A fundamental projection classification is based on the type of projection surface onto which the globe is conceptually projected. The projections are described in terms of placing a gigantic surface in contact with the earth, followed by an implied scaling operation. These surfaces are cylindrical (e.g. Mercator), conic (e.g., Albers), or azimuthal or plane (e.g. stereographic). Many mathematical projections, however, do not neatly fit into any of these three conceptual projection methods. Hence other peer categories have been described in the literature, such as pseudoconic (meridians are arcs of circles), pseudocylindrical (meridians are straight lines), pseudoazimuthal, retroazimuthal, and polyconic.

Another way to classify projections is according to properties of the model they preserve. Some of the more common categories are:

* Preserving direction (azimuthal), a trait possible only from one or two points to every other point
* Preserving shape locally (conformal or orthomorphic)
* Preserving area (equal-area or equiareal or equivalent or authalic)
* Preserving distance (equidistant), a trait possible only between one or two points and every other point
* Preserving shortest route, a trait preserved only by the gnomonic projection

NOTE: Because the sphere is not a developable surface, it is impossible to construct a map projection that is both equal-area and conformal.

[edit] Projections by surface

[edit] Cylindrical
The space-oblique Mercator projection was developed by the USGS for use in Landsat images.

The term "cylindrical projection" is used to refer to any projection in which meridians are mapped to equally spaced vertical lines and circles of latitude (parallels) are mapped to horizontal lines (or, mutatis mutandis, more generally, radial lines from a fixed point are mapped to equally spaced parallel lines and concentric circles around it are mapped to perpendicular lines).

The mapping of meridians to vertical lines can be visualized by imagining a cylinder (of which the axis coincides with the Earth's axis of rotation) wrapped around the Earth and then projecting onto the cylinder, and subsequently unfolding the cylinder.

By the geometry of their construction, cylindrical projections stretch distances east-west. The amount of stretch is the same at any chosen latitude on all cylindrical projections, and is given by the secant of the latitude as a multiple of the equator's scale. The various cylindrical projections are distinguished from each other solely by their north-south stretching (where latitude is given by φ):

* North-south stretching is equal to the east-west stretching (secant φ): The east-west scale matches the north-south scale: conformal cylindrical or Mercator; this distorts areas excessively in high latitudes (see also transverse Mercator).
* North-south stretching growing rapidly with latitude, even faster than east-west stretching (secant² φ: The cylindric perspective (= central cylindrical) projection; unsuitable because distortion is even worse than in the Mercator projection.
* North-south stretching grows with latitude, but less quickly than the east-west stretching: such as the Miller cylindrical projection (secant[4φ/5]).
* North-south distances neither stretched nor compressed (1): equidistant cylindrical or plate carrée.
* North-south compression precisely the reciprocal of east-west stretching (cosine φ): equal-area cylindrical (with many named specializations such as Gall-Peters or Gall orthographic, Behrmann, and Lambert cylindrical equal-area). This divides north-south distances by a factor equal to the secant of the latitude, preserving area but heavily distorting shapes.

In the first case (Mercator), the east-west scale always equals the north-south scale. In the second case (central cylindrical), the north-south scale exceeds the east-west scale everywhere away from the equator. Each remaining case has a pair of identical latitudes of opposite sign (or else the equator) at which the east-west scale matches the north-south-scale.

Cylindrical projections map the whole Earth as a finite rectangle, except in the first two cases, where the rectangle stretches infinitely tall while retaining constant width.

[edit] Pseudocylindrical
A sinusoidal projection shows relative sizes accurately, but grossly distorts shapes. Distortion can be reduced by "interrupting" the map.

Pseudocylindrical projections represent the central meridian and each parallel as a single straight line segment, but not the other meridians. Each pseudocylindrical projection represents a point on the Earth along the straight line representing its parallel, at a distance which is a function of its difference in longitude from the central meridian.

* Sinusoidal: the north-south scale and the east-west scale are the same throughout the map, creating an equal-area map. On the map, as in reality, the length of each parallel is proportional to the cosine of the latitude. Thus the shape of the map for the whole earth is the region between two symmetric rotated cosine curves.[1]

The true distance between two points on the same meridian corresponds to the distance on the map between the two parallels, which is smaller than the distance between the two points on the map. The true distance between two points on the same parallel – and the true area of shapes on the map – are not distorted. The meridians drawn on the map help the user to realize the shape distortion and mentally compensate for it.

* Collignon projection, which in its most common forms represents each meridian as 2 straight line segments, one from each pole to the equator.
* Mollweide
* Goode homolosine
* Eckert IV

* Eckert VI

* Kavrayskiy VII
* Tobler hyperelliptical

[edit] Hybrid

The HEALPix projection combines an equal-area cylindrical projection in equatorial regions with the Collignon projection in polar areas.

[edit] Conical

* Equidistant conic
* Lambert conformal conic
* Albers conic

[edit] Pseudoconical

* Bonne
* Werner cordiform designates a pole and a meridian; distances from the pole are preserved, as are distances from the meridian (which is straight) along the parallels
* Continuous American polyconic

[edit] Azimuthal (projections onto a plane)
An azimuthal projection shows distances and directions accurately from the center point, but distorts shapes and sizes elsewhere.

Azimuthal projections have the property that directions from a central point are preserved (and hence, great circles through the central point are represented by straight lines on the map). Usually these projections also have radial symmetry in the scales and hence in the distortions: map distances from the central point are computed by a function r(d) of the true distance d, independent of the angle; correspondingly, circles with the central point as center are mapped into circles which have as center the central point on the map.

The mapping of radial lines can be visualized by imagining a plane tangent to the Earth, with the central point as tangent point.

The radial scale is r'(d) and the transverse scale r(d)/(R sin(d/R)) where R is the radius of the Earth.

Some azimuthal projections are true perspective projections; that is, they can be constructed mechanically, projecting the surface of the Earth by extending lines from a points of perspective (along an infinite line through the tangent point and the tangent point's antipode) onto the plane:

* The gnomonic projection displays great circles as straight lines. Can be constructed by using a point of perspective at the center of the Earth. r(d) = c tan(d/R); a hemisphere already requires an infinite map,[2][3]
* The General Perspective Projection can be constructed by using a point of perspective outside the earth. Photographs of Earth (such as those from the International Space Station) give this perspective.
* The orthographic projection maps each point on the earth to the closest point on the plane. Can be constructed from a point of perspective an infinite distance from the tangent point; r(d) = c sin(d/R).[4] Can display up to a hemisphere on a finite circle. Photographs of Earth from far enough away, such as the Moon, give this perspective.
* The azimuthal conformal projection, also known as the stereographic projection, can be constructed by using the tangent point's antipode as the point of perspective. r(d) = c tan(d/2R); the scale is c/(2R cos²(d/2R)).[5] Can display nearly the entire sphere on a finite circle. The full sphere requires an infinite map.

Other azimuthal projections are not true perspective projections:

* Azimuthal equidistant: r(d) = cd; it is used by amateur radio operators to know the direction to point their antennas toward a point and see the distance to it. Distance from the tangent point on the map is proportional to surface distance on the earth (;[6] for the case where the tangent point is the North Pole, see the flag of the United Nations)
* Lambert azimuthal equal-area. Distance from the tangent point on the map is proportional to straight-line distance through the earth: r(d) = c sin(d/2R)[7]
* Logarithmic azimuthal is constructed so that each point's distance from the center of the map is the logarithm of its distance from the tangent point on the Earth. Works well with cognitive maps[citation needed]. r(d) = c ln(d/d0); locations closer than at a distance equal to the constant d0 are not shown (,[8] figure 6-5)

[edit] Projections by preservation of a metric property
A stereographic projection is conformal and perspective but not equal area or equidistant.

[edit] Conformal

Conformal map projections preserve angles locally:

* Mercator - rhumb lines are represented by straight segments
* Stereographic - shape of circles is conserved
* Roussilhe
* Lambert conformal conic
* Quincuncial map
* Adams hemisphere-in-a-square projection
* Guyou hemisphere-in-a-square projection

[edit] Equal-area
The equal-area Mollweide projection

These projections preserve area:

* Gall orthographic (also known as Gall-Peters, or Peters, projection)
* Albers conic
* Lambert azimuthal equal-area
* Mollweide
* Hammer
* Briesemeister
* Sinusoidal
* Werner
* Bonne
* Bottomley
* Goode's homolosine
* Hobo-Dyer
* Collignon
* Tobler hyperelliptical

[edit] Equidistant
A two-point equidistant projection of Asia

These preserve distance from some standard point or line:

* Plate carrée - distances along meridians are conserved
* Equirectangular - a Plate carrée centered at the equator.
* Azimuthal equidistant - distances along great circles radiating from centre are conserved
* Equidistant conic
* Sinusoidal - distances along parallels are conserved
* Werner cordiform distances from the North Pole are correct as are the curved distance on parallels
* Soldner
* Two-point equidistant: two "control points" are arbitrarily chosen by the map maker. Distance from any point on the map to each control point is proportional to surface distance on the earth.

[edit] Gnomonic
The Gnomonic projection is thought to be the oldest map projection, developed by Thales in the 6th century BC

Great circles are displayed as straight lines:

* Gnomonic projection

[edit] Retroazimuthal

Direction to a fixed location B (the bearing at the starting location A of the shortest route) corresponds to the direction on the map from A to B:

* Littrow - the only conformal retroazimuthal projection
* Hammer retroazimuthal - also preserves distance from the central point
* Craig retroazimuthal aka Mecca or Qibla - also has vertical meridians

[edit] Compromise projections
The Robinson projection was adopted by National Geographic Magazine in 1988 but abandoned by them in about 1997 for the Winkel Tripel.

Compromise projections give up the idea of perfectly preserving metric properties, seeking instead to strike a balance between distortions, or to simply make things "look right". Most of these types of projections distort shape in the polar regions more than at the equator:

* Robinson
* van der Grinten
* Miller cylindrical
* Winkel Tripel
* Buckminster Fuller's Dymaxion
* B.J.S. Cahill's Butterfly Map
* Steve Waterman's Butterfly Map
* Kavrayskiy VII
* Wagner VI

[edit] Other noteworthy projections

* Chamberlin trimetric
* The French cartographer Oronce Fine developed a heart-shaped projection in the sixteenth century

[edit] See also
Atlas portal

* World map
* Reversed map
* Cartography
* Cartographer
* Geographic information system (GIS)
* Plans (drawings)
* Brain mapping

[edit] References

1. ^ "Sinusoidal Projection -- From MathWorld". http://mathworld.wolfram.com/SinusoidalProjection.html. Retrieved on November 18 2005.
2. ^ "Gnomonic Projection -- From MathWorld". http://mathworld.wolfram.com/GnomonicProjection.html. Retrieved on November 18 2005.
3. ^ "The Gnomonic Projection". http://members.shaw.ca/quadibloc/maps/maz0201.htm. Retrieved on November 18 2005.
4. ^ "Orthographic Projection -- From MathWorld". http://mathworld.wolfram.com/OrthographicProjection.html. Retrieved on November 18 2005.
5. ^ "Stereographic Projection -- From MathWorld". http://mathworld.wolfram.com/StereographicProjection.html. Retrieved on November 18 2005.
6. ^ "Azimuthal Equidistant Projection -- From MathWorld". http://mathworld.wolfram.com/AzimuthalEquidistantProjection.html. Retrieved on November 18 2005.
7. ^ "Lambert Azimuthal Equal-Area Projection -- From MathWorld". http://mathworld.wolfram.com/LambertAzimuthalEqual-AreaProjection.html. Retrieved on November 18 2005.
8. ^ "http://www.gis.psu.edu/projection/chap6figs.html". http://www.gis.psu.edu/projection/chap6figs.html. Retrieved on November 18 2005.

* Fran Evanisko, American River College, lectures for Geography 20: "Cartographic Design for GIS", Fall 2002
* Snyder, J.P., Album of Map Projections, United States Geological Survey Professional Paper 1453, United States Government Printing Office, 1989.
* Snyder, John P. (1987). Map Projections - A Working Manual. U.S. Geological Survey Professional Paper 1395. United States Government Printing Office, Washington, D.C.. This paper can be downloaded from USGS pages
* Paul Andersons' Gallery of Map Projections - PDF versions of numerous projections, created and released into the Public Domain by Paul B. Anderson ... member of the International Cartographic Association's Commission on Map Projections"]

[edit] External links
Sister project Wikimedia Commons has media related to: Map projections

* A Cornucopia of Map Projections - A visualization of distortion on a vast array of map projections in a single image.
* G.Projector, free software by NASA GISS can render many projections.
* Map Projections. The world we live in... HyperMaths.org: Sorted list and descriptions
* RadicalCartography.net: Table of examples and properties of all common projections
* UFF.br: An interactive JAVA applet to study deformations (area, distance and angle) of map projections
* US Geological Survey overview
* USGS Map Projections: A Working Manual, freely downloadable book by USGS with details on most projections, including formulas and sample calculations.
* Map projections intro
* MathWorld's formulae
* Prognosis.com: How Projections Work
* PDFs of projections
* Mapthematics: GIFs of projections
* U.S. WWII Newsmap, "Maps are Not True for All Purposes, These are three of many projections", hosted by the UNT Libraries Digital Collections
* BTInternet: Java applet for interactive projections
* 3DSoftware: USGS info
* Geodesy, Cartography and Map Reading from Colorado State University
* MapRef: A collection of map projections and reference systems for Europe
* KartoWeb: What is a map projection?
* NewMag: The World Turned Upside Down by Katy Kramer
* PROJ.4 MapTools: Cartographic projections library
* GMT (Generic Mapping Tools), for creating maps, processing data, and learning first-hand about projections
* Understanding Map ProjectionsPDF (1.70 MB) ESRI publication.
* World Map Projections by Stephen Wolfram based on work by Yu-Sung Chang, Wolfram Demonstrations Project.
* B.J.S.Cahill Butterfly Map Resource Page: Octahedral Map of the World

[hide]
v • d • e
Atlas

Atlas • Cartography • Geography • Map • Map projection • Topography

Early world maps • History of cartography • List of cartographers

Cartogram • Geologic map • Linguistic map • Nautical chart • Pictorial maps • Thematic map • Topographic map • Weather map

Find a map by geographic area or type
Retrieved from "http://en.wikipedia.org/wiki/Map_projection"
Categories: Cartographic projections | Cartography | Infographics | Descriptive geometry

BEST FOR STUDENTS AT HIGHER INSITUTIONSLearning disability From Wikipedia, the free encyclopedia (Redirected from Learning disabilities) Jump to: na

Learning disability

From Wikipedia, the free encyclopedia

(Redirected from Learning disabilities)
Jump to: navigation, search
Learning disability
Classification and external resources
ICD-10 F81.
ICD-9 315
MeSH D007859

In the United States and Canada, the terms learning disability, learning disabilities, and learning disorders (LD) refer to a group of disorders that affect a broad range of academic and functional skills including the ability to speak, listen, read, write, spell, reason and organize information.

As the term is generally understood in the US and Canada, learning disability is not indicative of low intelligence. Indeed, research indicates that some people with learning disabilities may have average or above-average intelligence. Causes of learning disabilities include a deficit in the brain that affects the processing of information.

In the UK, terms such as specific learning difficulty (SpLD), dyslexia, dyspraxia and dyscalculia are more usually used to cover the type and range of learning difficulties referred to in the United States and Canada as "learning disability". In the UK, "learning disability" is more usually taken to refer to a range of conditions, including autism and autistic spectrum disorders, as well as many others, almost invariably associated with general more severe cognitive impairments; the term therefore generally is taken in the UK to be indicative of low intelligence, and to cover conditions that in the US and Canada are termed mental retardation. In the UK, terms such as "mental retardation" and "mentally retarded" have an offensive and pejorative association that is absent in the US and Canada.

Contents

[hide]

[edit] Overview

The National Joint Committee on Learning Disabilities (NJCLD) defines the term learning disability as:

a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning or mathematical abilities. These disorders are intrinsic to the individual and presumed to be due to Central Nervous System Dysfunction. Even though a learning disability may occur concomitantly with other handicapping conditions (e.g. sensory impairment, mental retardation, social and emotional disturbance) or environmental influences (e.g. cultural differences, insufficient/inappropriate instruction, psychogenic factors) it is not the direct result of those conditions or influences.

The NJCLD used the term to indicate a discrepancy between a child’s apparent capacity to learn and his or her level of achievement.[1]

[edit] Types of learning disabilities

Learning disabilities can be categorized either by the type of information processing that is affected or by the specific difficulties caused by a processing deficit.

[edit] Information processing deficits

Learning disabilities fall into broad categories based on the four stages of information processing used in learning: input, integration, storage, and output.[2]

  • Input
This is the information perceived through the senses, such as visual and auditory perception. Difficulties with visual perception can cause problems with recognizing the shape, position and size of items seen. There can be problems with sequencing, which can relate to deficits with processing time intervals or temporal perception. Difficulties with auditory perception can make it difficult to screen out competing sounds in order to focus on one of them, such as the sound of the teacher's voice. Some children appear to be unable to process tactile input. For example, they may seem insensitive to pain or dislike being touched.
  • Integration
This is the stage during which perceived input is interpreted, categorized, placed in a sequence, or related to previous learning. Students with problems in these areas may be unable to tell a story in the correct sequence, unable to memorize sequences of information such as the days of the week, able to understand a new concept but be unable to generalize it to other areas of learning, or able to learn facts but be unable to put the facts together to see the "big picture." A poor vocabulary may contribute to problems with comprehension.
  • Storage
Problems with memory can occur with short-term or working memory, or with long-term memory. Most memory difficulties occur in the area of short-term memory, which can make it difficult to learn new material without many more repetitions than is usual. Difficulties with visual memory can impede learning to spell.
  • Output
Information comes out of the brain either through words, that is, language output, or through muscle activity, such as gesturing, writing or drawing. Difficulties with language output can create problems with spoken language, for example, answering a question on demand, in which one must retrieve information from storage, organize our thoughts, and put the thoughts into words before we speak. It can also cause trouble with written language for the same reasons. Difficulties with motor abilities can cause problems with gross and fine motor skills. People with gross motor difficulties may be clumsy, that is, they may be prone to stumbling, falling, or bumping into things. They may also have trouble running, climbing, or learning to ride a bicycle. People with fine motor difficulties may have trouble buttoning shirts, tying shoelaces, or with handwriting.

[edit] Specific learning disabilities

Deficits in any area of information processing can manifest in a variety of specific learning disabilities. It is possible for an individual to have more than one of these difficulties. This is referred to as comorbidity or co-occurrence of learning disabilities.[3] In the UK, the term dual diagnosis is often used to refer to co-occurrence of learning difficulties.

  • Reading disability (ICD-10 and DSM-IV codes: F81.0/315.00)
The most common learning disability. Of all students with specific learning disabilities, 70%-80% have deficits in reading. The term "dyslexia" is often used as a synonym for reading disability; however, many researchers assert that there are different types of reading disabilities, of which dyslexia is one. A reading disability can affect any part of the reading process, including difficulty with accurate and/or fluent word recognition, word decoding, reading rate, prosody (oral reading with expression), and reading comprehension. Before the term "dyslexia" came to prominence, this learning disability used to be known as "word blindness."
Common indicators of reading disability include difficulty with phonemic awareness -- the ability to break up words into their component sounds, and difficulty with matching letter combinations to specific sounds (sound-symbol correspondence).
  • Writing disability (ICD-10 and DSM-IV codes F81.1/315.2)
Speech and language disorders can also be called Dysphasia/Aphasia (coded F80.0-F80.2/315.31 in ICD-10 and DSM-IV).
Impaired written language ability may include impairments in handwriting, spelling, organization of ideas, and composition. The term "dysgraphia" is often used as an overarching term for all disorders of written expression. Others, such as the International Dyslexia Association, use the term "dysgraphia" exclusively to refer to difficulties with handwriting.
Sometimes called dyscalculia, a math disability can cause such difficulties as learning math concepts (such as quantity, place value, and time), difficulty memorizing math facts, difficulty organizing numbers, and understanding how problems are organized on the page. Dyscalculics are often referred to as having poor "number sense".[4]
Nonverbal learning disabilities often manifest in motor clumsiness, poor visual-spatial skills, problematic social relationships, difficulty with math, and poor organizational skills. These individuals often have specific strengths in the verbal domains, including early speech, large vocabulary, early reading and spelling skills, excellent rote-memory and auditory retention, and eloquent self-expression.[5]
Sometimes called motor planning, dyspraxia refers to a variety of difficulties with motor skills. Dyspraxia can cause difficulty with single step tasks such as combing hair or waving goodbye, multi-step tasks like brushing teeth or getting dressed, or with establishing spatial relationships such as being able to accurately position one object in relation to another.
  • Disorders of speaking and listening
Difficulties that often co-occur with learning disabilities include difficulty with memory, social skills and executive functions (such as organizational skills and time management).
Difficulties processing auditory information include difficulty comprehending more than one task at a time and a relatively stronger ability to learn visually.

[edit] Diagnosis

[edit] IQ-Achievement Discrepancy

The presence of a learning disability is sometimes suspected by a child's parents long before problems are seen at school. However, the issues typically become visible when a child begins having difficulty at school. Difficulty learning to read is often one of the first signs that a learning disability is present.

Learning disabilities are often identified by school psychologists, clinical psychologists, and neuropsychologists through a combination of intelligence testing, academic achievement testing, classroom performance, and social interaction and aptitude. Other areas of assessment may include perception, cognition, memory, attention, and language abilities. The resulting information is used to determine whether a child's academic performance is commensurate with his or her cognitive ability. If a child's cognitive ability is much higher than his or her academic performance, the student is often diagnosed with a learning disability. The DSM-IV and many school systems and government programs diagnose learning disabilities in this way.

Although the discrepancy model has dominated the school system for many years, there has been substantial criticism of this approach among researchers.[6][7] Recent research has provided little evidence that a discrepancy between formally-measured IQ and achievement is a clear indicator of LD.[8] Furthermore, diagnosing on the basis of a discrepancy does not predict the effectiveness of treatment. Low academic achievers who do not have a discrepancy with IQ (i.e. their IQ scores are also low) appear to benefit from treatment just as much as low academic achievers who do have a discrepancy with IQ (i.e. their IQ scores are higher).

[edit] Response to Intervention (RTI)

Much current research has focused on a treatment-oriented diagnostic process known as response to intervention (RTI). Researcher recommendations for implementing such a model include early screening for all students, placing those students who are having difficulty into research-based early intervention programs, rather than waiting until they meet diagnostic criterion. Their performance can be closely monitored to determine whether increasingly intense intervention results in adequate progress.[8] Those who respond will not require further intervention. Those who do not respond adequately to regular classroom instruction (often called "Tier 1 instruction") and a more intensive intervention (often called "Tier 2" intervention) are considered "nonresponders." These students can then be referred for further assistance through special education, in which case they are often identified with a learning disability. Some models of RTI include a third tier of intervention before a child is identified as having a learning disability.

A primary benefit of such a model is that it would not be necessary to wait for a child to be sufficiently far behind to qualify for assistance.[9] This may enable more children to receive assistance before experiencing significant failure, which may in turn result in fewer children who need intensive and expensive special education services. In the United States, the 2004 reauthorization of the Individuals with Disabilities Education Act permitted states and school districts to use RTI as a method of identifying students with learning disabilities. RTI is now the primary means of identification of learning disabilities in Florida.

There are still concerns about the use of RTI, particularly in that it requires a strong intervention program before students can be identified with a learning disability. If students' receive poor quality interventions, they can be judged non-responsive and thus as having a learning disability when the cause is really only poor instruction.

[edit] Assessment

Many normed assessments can be used in evaluating skills in the primary academic domains: reading, not including word recognition, fluency, and comprehension; mathematics, including computation and problem solving; and written expression, including handwriting, spelling and composition.

The most commonly used comprehensive achievement tests include the Woodcock-Johnson III (WJ III), Weschler Individual Achievement Test II (WIAT II), the Wide Range Achievement Test III (WRAT III), and the Stanford Achievement Test–10th edition. These tests include measures of many academic domains that are reliable in identifying areas of difficulty.[8]

In the reading domain, there are also specialized tests that can be used to obtain details about specific reading deficits. Assessments that measure multiple domains of reading include Gray's Diagnostic Reading Tests–2nd edition (GDRT II) and the Stanford Diagnostic Reading Assessment. Assessments that measure reading subskills include the Gray Oral Reading Test IV – Fourth Edition (GORT IV), Gray Silent Reading Test, Comprehensive Test of Phonological Processing (CTOPP), Tests of Oral Reading and Comprehension Skills (TORCS), Test of Reading Comprehension 3 (TORC-3), Test of Word Reading Efficiency (TOWRE), and the Test of Reading Fluency. A more comprehensive list of reading assessments may be obtained from the Southwest Educational Development Laboratory.[10]

Of course, assessment of learning disabilities requires the consideration of more than test scores. The purpose of assessment is to determine what is needed for intervention, which also requires consideration of contextual variables and whether there are comorbid disorders that must also be identified and treated, such as behavioral issues or language delays.[8]

[edit] Treatment and intervention

Poor academic achievement can be addressed with a variety of interventions. Although the underlying processing difficulty is usually considered to be a lifelong disorder, academic skills themselves can be improved with targeted interventions. Some (adjustments, equipment and assistants) are designed to accommodate or help compensate for the disabilities while others (specialized instruction) are intended to make improvements in the weak areas. Practice is a particularly important component in developing competence, regardless of the starting point. Children who start out with a weakness in a basic skill, such as reading, may miss out on the necessary practice because of the need to catch up with their chronological age peers. Thus a small weakness can snowball into a larger problem.

Interventions include:

  • Mastery model:
    • Learners work at their own level of mastery.
    • Practice
    • Gain fundamental skills before moving onto the next level
      • Note: this approach is most likely to be used with adult learners or outside the mainstream school system.
  • Direct Instruction:[11]
    • Highly structured, intensive instruction
    • Emphasizes carefully planned lessons for small learning increments
    • Scripted lesson plans
    • Rapid-paced interaction between teacher and students
    • Correcting mistakes immediately
    • Achievement-based grouping
    • Frequent progress assessments
  • Classroom adjustments:
    • Special seating assignments
    • Alternative or modified assignments
    • Modified testing procedures
    • quiet environment
  • Special equipment:
    • Electronic spellers and dictionaries
    • Word processors
    • Talking calculators
    • Books on tape
    • computer
    • dictation programs
  • Classroom assistants:
    • Note-takers
    • Readers
    • Proofreaders
    • scribes
  • Special Education:
    • Prescribed hours in a special class
    • Placement in a special class
    • Enrollment in a special school for learning disabled students
    • individual education plan (IEP)
    • Neuroplasticity (see Arrowsmith School)

Sternberg[12] has argued that early remediation can greatly reduce the number of children meeting diagnostic criteria for learning disabilities. He has also suggested that the focus on learning disabilities and the provision of accommodations in school fails to acknowledge that people have a range of strengths and weaknesses, and places undue emphasis on academic success by insisting that people should receive additional support in this arena but not in music or sports.

Treatment: Specific Instruction Included in the curriculum should be instruction in: Visual Perception Visual Memory Auditory Perception Auditory Memory

Cusimano’s findings indicate that emphasis should be placed on the development of specific learning skills along with study and basic skills. These learning skills include visual perception, visual memory, auditory perception and auditory memory. Since research indicates that eighty percent of all learning in school takes place by means of the visual mode, emphasis on the teaching of visual memory skills, and in particular, visual memory of words, is an essential element in the treatment of learning disabilities. In addition, most learning disabled students have extremely weak auditory memory skill development (attention, listening and recall). Instruction for the development of auditory memory for both listening for information presented in isolation such as a series of numbers, letters, and words, as well as specific instruction for the listening of information presented in context is essential in the process of helping these children to learn with ease.

Reference: Cusimano, Addie (2001). Learning Disabilities: There is a Cure, Achieve Publications.

[edit] Causes and risk factors

The causes for learning disabilities are not well understood, and sometimes there is no apparent cause for a learning disability. However, some causes of neurological impairments include:

  • Heredity - Learning disabilities often run in the family.
  • Problems during pregnancy and birth - Learning disabilities can result from anomalies in the developing brain, illness or injury, fetal exposure to alcohol or drugs, low birth weight, oxygen deprivation, or by premature or prolonged labor.
  • Accidents after birth - Learning disabilities can also be caused by head injuries, malnutrition, or by toxic exposure (such as heavy metals or pesticides).
  • Behavioral Factors
  • Social environment factors
  • Cognitive Factors

[edit] Impact on affected individuals

Individuals with a learning disability may isolate themselves from society as they may feel:

  • Ashamed of the types of difficulties they struggle with, such as poor literacy skills, attention or memory difficulties
  • Fear of failure, criticism, ridicule or rejection
  • Fear of discrimination
  • Fear that others may think that they are stupid or incapable or Mentally disabled.
  • Ashamed that they are unable to read or that they have poor handwriting
  • Left out of everyday discussions due to lack of understanding
  • Depressed
  • Alone
  • "Learned helplessness"

[edit] Societal Factors

Society both impacts upon, and is impacted by, individuals with learning disabilities. Significant factors in this relationship include poverty (with its concomitant reliance on welfare/public assistance), gender, and crime/imprisonment.

[edit] Welfare/Public assistance relating to educational development

  • A 36 month study conducted by Taylor and Barusch[13] included 284 welfare recipients, who were frequently interviewed, called, and visited with in their homes. In this study the average age was 34 and 97% of the participants were female. Of the welfare participants 22.9% were learning disabled and 32% had no high school diploma or GED. Findings from this study imply that long term learning disabled welfare recipients will not be able to support their family through employment.
  • A study similar to the one stated above, conducted by Margai and Henry[14] found that the laws of identifying special education children have been revised within the past years. Learning disabled children in public schools now make up 6% of all kids.
  • High risk neighborhoods and poor living conditions add to the factor of being more vulnerable to having a learning disability. A study was conducted exploring the areas of pollution and socioeconomic factors related to having a higher risk of a learning disability. Margai and Henry [10] used primary data and analyzed clusters of people in a distinct part of a community near a toxic waste place, living in poor neighborhoods and living in poverty). The results confirmed that a majority of the people with a learning disability came from some socio-economic indicator such as poverty, subdivided housing, and lower adult educational attainment. Individuals with a learning disability will rely more heavily on public assistance/welfare than individuals who do not because of their lack of knowledge

[edit] Gender issues

  • Researchers believe that there are more boys in special education programs compared to girls. Coutinho and Oswald[15] found that data was collected from the U.S. office of Civil Rights to view the underrepresentation of females in special education. Oswald [11] found that 73% of learning disabled individuals in special education programs were boys.
  • Although, in contrast to the statement above if learning disabled students are identified by research criteria as opposed to teachers, the ratio of boys to girls (having a learning disability) is equal. In dealing with learning disabilities no significant gender differences were found in a study of more than 400 children. Bandian[16] found that if identified by research criteria there were no differences in gender, but if learning disabilities were identified by general education teachers and/or special education teachers, there was twice as many boys identified compared to girls. Alongside that, there was another statement said by Bandian [12] that supported the claim stated above “boys were twice as like[ly] to be identified by teachers as in need of a learning disability programs [sic] [compared to girls].”
  • In a study 266 youth between the ages of 12-18 were voluntarily interviewed with 74 structured questions in a small classroom, question structure was based on “special education, juvenile justice, and child and adolescent development literature,” and then categorized into three parts: personal, home, and school. Based on the information the individuals provided to the interviewers the juvenile delinquents were put into a category, special education, or non-special education. Zabel and Nigro[17] stated that “girls are less often viewed as disruptive and disturbing behavior patterns that often lead to special education.” In contrast to that Zabel and Nigro [13] also found that the “gender pattern was reversed for LD classification, with nearly 78.6% of females who had been in special education.” This study relates directly to the information provided in the welfare section because females are being identified with in the schools and are in turn receiving help from welfare programs. Although, this information provided in this section is in contrast to the gender differences section stating that boys are more identified for learning disabled programs compared to girls, this section supports the welfare section.

[edit] Crime and prison population

  • Individuals in a detention facility are more likely to have a learning disability, receive poor grades, and repeat a grade. Zabel and Nigro [13] conducted a study with 266 youth (currently in a detention facility), with the youths ages ranging from 12-18. The individuals were voluntarily interviewed with 74 structured questions. Based on the information provided from the individuals, the individuals were categorized into two groups, special education or non-special education. Zabel and Nigro [13] stated “a majority of participants had received failing grades, and many had repeated at least one grade.” The researchers also found that 88.6% of the youth had been suspended, and those in the SpEd group were more likely than those in the non-SpEd group to report their first instance of trouble in elementary school. This information provided relates to the factor of when most learning disabled individuals are identified is in elementary school thus proving that it would make sense that the individuals in the SpEd group had their first instance of trouble in elementary school and it is hard for LD individuals to complete the education system, thus resulting in having to rely on welfare and public assistance.
  • Another statistic (calculated from the study stated above) found by Zabel and Nigro [13] was that 37.1% had been involved with special education, and classified having EBD and/or LD. Zabel also found that those individuals with a learning disability were at a higher risk that those with no special education experience (in the violent inmates, 17 of 30 were LD, and in the nonviolent, 13 of 30 were LD).
  • Individuals in detention facilities may have a learning disability and more specifically have dyslexia (severe difficulty in recognizing and understanding written language, leading to spelling and writing problems). Gretchell, Pabreja, Neeld, and Carrio[18] conducted a study that compared the difference of children with dyslexia and without. Twenty six individuals were dyslexic and 23 individuals were not. Individuals were tested with the Test of Gross Motor Development and Movement Assessment Battery for Children. Individuals with dyslexia performed significantly lower than the control group (individuals who aren’t dyslexic). Thus, proving the similarities of how it will be hard for someone who has LD to complete the education system.
  • Youth in a detention facility are more likely to have a special education problem, such as a learning disability, than not. Zabel and Nigro [13] found in their study that “about one half of SpEd participants and nearly 20% of the total sample reported their classification as learning disabilities.” LD individuals make up a large portion of individuals in a detention facility which may have been a result from the LD individual not learning at a significant pace in the education system and also potentially not completing the education system. Zabel and Nigro’s study was made up of 266 youth between the ages of 12-18 who were currently in a detention facility.

[edit] Contrast with other conditions

People with an IQ lower than 70 are usually characterized as having mental retardation (MR), mental deficiency, or cognitive impairment and are not included under most definitions of learning disabilities, because their learning difficulties are related directly to their low IQ scores.

Attention-deficit hyperactivity disorder (ADHD) is often studied in connection with learning disabilities, but it is not actually included in the standard definitions of learning disabilities. An individual with ADHD may struggle with learning, but he or she can often learn adequately once successfully treated for the ADHD. A person can have ADHD but not learning disabilities or have learning disabilities without having ADHD. The conditions can co-occur (see Comorbidity). In order to understand the difference, imagine that someone with a learning disability is affected in only one or a few areas. However, people with ADHD are often affected in all areas.

Some research is beginning to make a case for ADHD being included in the definition of LDs, since it is being shown to have a strong impact on "executive functions" required for learning (planning, organization, etc). This has not as yet affected any official definitions.

[edit] Criticism of the concept of learning disabilities

Some critics of the concept of learning disabilities and of special education take the position that every child has a different learning style and pace and that each child is unique, not only capable of learning but also capable of succeeding. These critics assert that applying the medical model of problem-solving to individual children who are pupils in the school system, and labeling these children as disabled, systematically prevents the improvement of the current educational system.

Describing current instructional methods as homogenization and lockstep standardization, alternative approaches are proposed, such as the Sudbury model of democratic education schools, an alternative approach in which children, by enjoying personal freedom thus encouraged to exercise personal responsibility for their actions, learn at their own pace rather than following a chronologically-based curriculum.[19][20][21][22][23] Proponents of unschooling have also claimed that children raised in this method do not suffer from learning disabilities.

Gerald Coles asserts that there are partisan agendas behind the educational policy-makers and that the scientific research that they use to support their arguments regarding the teaching of literacy are flawed. These include the idea that there are neurological explanations for learning disabilities.[24]

[edit] Marva Collins' experience

Marva Collins started a low cost private school in inner city Chicago specifically for the purpose of teaching low-income black children whom the public school system had wrongly labeled as being "learning disabled." She once wrote, "I have discovered few learning disabled students in my three decades of teaching. I have, however, discovered many, many victims of teaching inabilities." [25]

One article about Marva Collins' school stated, "Working with students having the worst of backgrounds, those who were working far below grade level, and even those who had been labeled as 'unteachable,' Marva was able to overcome the obstacles. News of third grade students reading at ninth grade level, four-year-olds learning to read in only a few months, outstanding test scores, disappearance of behavioral problems, second-graders studying Shakespeare, and other incredible reports, astounded the public." [26]

[edit] Legal & law

[edit] Disability Discrimination

Disability discrimination has been common throughout the world. People with learning disability may receive offending/negative remarks, harassing, bullying, etc as a result of a difference in their neurological wiring when compared to the norm. In response to this, countries such as the United States have enacted programs to help learning disabled people.

[edit] Section 504 of the Rehabilitation Act of 1973

The Section 504 of the Rehabilitation Act was first widely recognized as the "first civil-rights statue for persons with disabilities." Taken in effect in May 1977, this American legislation guarantees certain rights to people with disabilities, especially in the cases of education and work, such being in schools, colleges and university settings.

[edit] Individuals with Disabilities Education Act

The Individuals with Disabilities Education Act, formerly known as the Education for All Handicapped Children Act, is a United States federal law that governs how states and public agencies provide early intervention, special education and related services to children with disabilities. It addresses the educational needs of children with disabilities from birth to the age of 21.[27] Considered as a civil rights law, states are not required to participate.

[edit] See also

[edit] References

  1. ^ 1981; 1985
  2. ^ National Dissemination Center for Children with Disabilities (NICHY), 2004. [1]. Accessed May 11, 2007.
  3. ^ "Amanda Kirby speaking on the co-occurrence of learning difficulties". dysTalk. http://www.dystalk.com/talks/57-co-occurrence-of-learning-difficulties. Retrieved on 2009-04-22.
  4. ^ "Dyscalculia expert Jane Emerson explains number sense and its relevance to dyscalculia". dystalk.com. http://www.dystalk.com/talks/32-what-is-dyscalculia. Retrieved on 2009-04-23.
  5. ^ Lerner, Janet W. (2000). Learning disabilities: theories, diagnosis, and teaching strategies. Boston: Houghton Mifflin. ISBN 0395961149.
  6. ^ Aaron, P.G. (1995). "Differential Diagnosis of Reading Disabilities.". School Psychology Review 24 (3): 345–60. ISSN 0279-6015.
  7. ^ Patti L. Harrison; Flanagan, Dawn P. (2005). Contemporary intellectual assessment: theories, tests, and issues. New York: Guilford Press. ISBN 1-59385-125-1.
  8. ^ a b c d Marcia A. Barnes; Fletcher, Jack; Fuchs, Lynn (2007). Learning Disabilities: From Identification to Intervention. New York: The Guilford Press. ISBN 1-59385-370-X.
  9. ^ Finn, C.E., Rotherham A.J. & Hokanson C.R. (2001), Rethinking Special Education For A New Century, Progressive Policy Institute, http://www.ppionline.org/ppi_ci.cfm?knlgAreaID=110&subsecID=900030&contentID=3344
  10. ^ Southwest Educational Development Laboratory (SEDL), 2007.Southwest Educational Development Laboratory Accessed September 15, 2007.
  11. ^ National Institute for Direct Instruction [2]. Accessed May 23, 2007
  12. ^ Sternberg, R. J., & Grigorenko, E. L. (1999). Our labeled children: What every parent and teacher needs to know about learning disabilities. Reading, MA: Perseus Publishing Group
  13. ^ Taylor, M.J. & Barusch, A.S. (2004). Personal, family, and multiple barriers of long-term welfare recipients. Social Work, 49(2), 175-183
  14. ^ Margai, F. & Henry, N. (2003). A community-based assessment of learning disabilities using environmental and contextual risk factors. Social Science & Medicine, 56(5), 13.
  15. ^ Coutinho, M.J. & Oswald, D.P.(2005). State variation in gender disproportionally in special education: Finding and recommendations. Remedial and Special Education, 26(1), 7-15
  16. ^ Bandian, N.A. (1999). Reading disability defined as a discrepancy between listening and reading comprehension: A longitudinal study of stability, gender differences, and prevalence. Journal of Learning Disabilities,32(2) 138-148.
  17. ^ Zabel, R.H. & Nigro, F.A. (1999). Juvenile offenders with behavioral disorders, learning disabilities, and no disabilities: Self- reports of personal, family, and school characteristics. Behavioral Disorders, 25(1), 22-40.
  18. ^ Gretchell, N., Pabreja, P., Neeld, K. & Carrio, V. (2007) Comparing children with and without dyslexia on the movement assessment battery for children and the test of gross motor development. Perceptual and Motor skills, 105(1), 207-214.
  19. ^ Greenberg, D. (1992), Education in America, A View from Sudbury Valley, "Special Education" -- A noble Cause Sacrificed to Standardization.
  20. ^ Greenberg, D. (1992), Education in America, A View from Sudbury Valley, "Special Education" -- A Noble Cause Run Amok.
  21. ^ Greenberg, D. (1987), Free at Last, The Sudbury Valley School, Chapter 1, And 'Rithmetic.
  22. ^ Greenberg, D. (1987), Free at Last, The Sudbury Valley School, Chapter 5, The Other 'R's'.
  23. ^ Greenberg, D. (1987), Free at Last, The Sudbury Valley School, Chapter 19, Learning.
  24. ^ Gerald Coles (1987). The Learning Mystique: A Critical Look at "Learning Disabilities". Accessed April 4, 2008.
  25. ^ Marva Collins Seminars, Inc.
  26. ^ Excerpts from Ordinary Children, Extraordinary Teachers and Marva Collins’ Way
  27. ^ 20 U.S.C. § 1400 et seq.