Easter Eggs

Citrix MetaFrame Easter Egg - Citrix Toolbar

 

1. Right click on the ICA Administrator toolbar and click customize.

2. Highlight any of the button selections and click rename.

3. Rename the toolbar button to "i love citrix" w/o the quotes and click ok.

4. Click OK to exit the Customize dialog box.

5. Click on the button you just renamed and wait approximately 3 seconds.

6. The Easter Eggtooth has arrived!

 

Palm OS Easter Egg - Easter Egg and Taxi

 

1. Go to Preferences, General Tab
2. Draw a small circle, counter-clockwise, on the screen right above the calculator silk-screen button. If done properly, you should see an Easter Egg appear.
3. Now, hold down the page down button in any application (you might need to exit the Prefs app - some have reported this) and draw a line from the middle of the Graffiti input area to the left edge of the screen right between the applications and menu silkscreen buttons.

Wernike´s

Wernicke's area is one of the two parts of the cerebral cortex linked since the late nineteenth century to speech (the other is Broca's area). It is involved in the understanding of written and spoken language. It is traditionally considered to consist of the posterior section of the superior temporal gyrus in the dominant cerebral hemisphere(which is the left hemisphere in about 97% of people).

Wernicke and aphasia

 

Wernicke's area is named after Carl Wernicke, a German neurologist and psychiatrist who, in 1874, hypothesized a link between the left posterior section of the superior temporal gyrus and the reflexive mimicking of words and their syllables that associated the sensory and motor images of spoken words. He did this on the basis of the location of brain injuries that caused aphasia. Receptive aphasia in which such abilities are preserved is also known as Wernicke's aphasia. In this condition there is a major impairment of language comprehension, while speech retains a natural-sounding rhythm and a relatively normal syntax. Language as a result is largely meaningless (a condition sometimes called fluent or jargon aphasia).

While neuroimaging and lesion evidence generally support the idea that malfunction of or damage to Wernicke's area is common in people with receptive aphasia, this is not always so. Some people may use the right hemisphere for language, and isolated damage of Wernicke's area cortex (sparing white matter and other areas) may not cause severe receptive aphasia. Even when patients with Wernicke's area lesions have comprehension deficits, these are usually not restricted to language processing alone. For example, one study found that patients with posterior lesions also had trouble understanding nonverbal sounds like animal and machine noises. In fact, for Wernicke's area, the impairments in nonverbal sounds were statistically stronger than for verbal sounds.

Right homologous area

Research using Transcranial magnetic stimulation suggests that the area corresponding to the Wernicke’s area in the non-dominant cerebral hemisphere has a role in processing and resolution of subordinate meanings of ambiguous words—such as (‘‘river’’) when given the ambiguous word (‘‘bank’’). In contrast, the Wernicke's area in the dominant hemisphere processes dominant word meanings (‘‘teller’’ given ‘‘bank’’).

 

 

Technophobia

 

Technophobia : Is the fear or dislike of advanced technology or complex devices, especially computers. Although there are numerous interpretations of technophobia, they seem to become more complex as technology continues to evolve at such an unstoppable rate. The term is generally used in the sense of an irrational fear, but others contend fears are justified. It is related to cyberphobia and is the opposite of technophilia. Dr. Larry Rosen, research psychologist, computer educator, and professor at the California State University suggests that there are three dominant subcategories of technophobes- the "uncomfortable users", the "cognitive computerphobes", and "anxious computerphobes

First receiving widespread notice during the Industrial Revolution, technophobia has been observed to affect various societies and communities throughout the world. This has caused some groups to take stances against some modern technological developments in order to preserve their ideologies. In some of these cases, the new technologies conflict with established beliefs, such as the personal values of simplicity and modest lifestyles. A number of examples of technophobic ideas can be found in multiple forms of art, ranging from literary works such as Frankenstein to films like Metropolis. Many of these works portray the darker side of technology as perceived by the technophobic. As technologies become increasingly complex and difficult to understand, people are more likely to harbor anxieties relating to their use of modern technologies.

Technophobic groups

Several societal groups may be considered technophobic, most recognizable are the Luddites. Many technophobic groups revolt against modern technology because of their beliefs that these technologies are threatening to their ways of life and livelihoods. The Luddites were a social movement of British artisans in the 19th century who organized in opposition to technological advances in the textile industry. These advances replaced many skilled textile artisans with comparatively unskilled machine operators. The 19th century British Luddites rejected new technologies that impacted the structure of their established trades, or the general nature of the work itself. Resistance to new technologies did not occur when the newly adopted technology aided the work process without making significant changes to it. The British Luddites protested the application of the machines, rather than the invention of the machine itself. They argued that their labor was a crucial part of the economy, and considered the skills they possessed to complete their labor as property that needed protection from the destruction caused by the autonomy of machines.

Another group considered to be technophobic is the Amish. While many technophobic groups take a social stance against technology, the Amish are reluctant to use technology due to their religious beliefs, and fear that it will weaken the family structure. The Amish follow a set of moral codes outlined in the Ordnung, which rejects the use of certain forms of technology for personal use.

Overcoming Technophobia

Since technology has become such a crucial element in the working field, many businesses provide hands on aid and support for those suffering from anxiety due to computer use, or those who classify themselves as technophobes. Articles providing employees with tips and mental processes to take part in are submitted to the web in order to address the issue and give helpful guidelines as to how one can go about feeling more comfortable around their phobia. Certain web action steps mentioned in an article on wholewebimpact.com are as follows: becoming curious, research and learn about technology, be prepared, don't freak out if something goes wrong, get help from experts, and relax

DYSLEXIA

 

Dyslexia is a very broad term defining a learning disability that impairs a person's fluency or comprehension accuracy in being able to read, and which can manifest itself as a difficulty with phonological awareness, phonological decoding, processing speed, orthographic coding, auditory short-term memory, language skills/verbal comprehension, and/or rapid naming.

Dyslexia is distinct from reading difficulties resulting from other causes, such as a non-neurological deficiency with vision or hearing, or from poor or inadequate reading instruction. It is believed that dyslexia can affect between 5 and 10 percent of a given population although there have been no studies to indicate an accurate percentage.

There are three proposed cognitive subtypes of dyslexia (auditory, visual and attentional), although individual cases of dyslexia are better explained by specific underlying neuropsychological deficits and co-occurring learning disabilities (e.g. attention-deficit/hyperactivity disorder, math disability, etc.). Reading disability, or dyslexia, is the most common learning disability. Although it is considered to be a receptive language-based learning disability in the research literature, dyslexia also affects one's expressive language skills,. Researchers at MIT found that people with dyslexia exhibited impaired voice-recognition abilities.

Adult dyslexics can read with good comprehension, but they tend to read more slowly than non-dyslexics and perform more poorly at spelling and nonsense word reading, a measure of phonological awareness. Dyslexia and IQ are not interrelated as a result of cognition developing independent

Signs and symptoms

Some early symptoms that correlate with a later diagnosis of dyslexia include delays in speech, letter reversal or mirror writing, and being easily distracted by background noise. This pattern of early distractibility is partially explained by the co-occurrence of dyslexia and attention-deficit/hyperactivity disorder. Although each disorder occurs in approximately 5% of children, 25-40% of children with either dyslexia or ADHD meet criteria for the other disorder. At later ages symptoms can include a difficulty identifying or generating rhyming words, or counting syllables in words (phonological awareness)a difficulty segmenting words into individual sounds, or blending sounds to make words, a difficulty with word retrieval or naming problems (see anomic aphasia) commonly very poor spelling, which has been called dysorthographia or dysgraphia (orthographic coding), whole-word guesses, and tendencies to omit or add letters or words when writing and reading are considered classic signs. Other classic signs for teenagers and adults with dyslexia include trouble with summarizing a story, memorizing, reading aloud, and learning a foreign language. A common misconception about dyslexia is that dyslexic readers write words backwards or move letters around when reading – this only occurs in a very small population of dyslexic readers. Individuals with dyslexia are better identified by reading accuracy, fluency, and writing skills that do not seem to match their level of intelligence from prior observations.

Cause

Researchers have been trying to identify the biological basis of dyslexia since it was first identified by Oswald Berkhan in 1881 and the term dyslexia coined in 1887 by Rudolf Berlin. The theories of the etiology of dyslexia have and are evolving with each new generation of dyslexia researchers, and the more recent theories of dyslexia tend to enhance one or more of the older theories as understanding of the nature of dyslexia evolves.