Method 1: Microsoft Update (recommended)This service pack is available from Microsoft Update.Enrolling in Microsoft Update is the recommended way to update the products to SP2. Microsoft Update will detect which products that you have installed, and then apply all updates to the products.Method 2: Download the SP2 package from Microsoft Download Center The following files are available for download from the Microsoft Download Center:Download the Microsoft Office 2010 Language Pack Service Pack 2 64-bit package now.Download the Microsoft Office 2010 Language Pack Service Pack 2 32-bit package now. For more information about how to download Microsoft support files, click the following article number to go to the article in the Microsoft Knowledge Base:
FM 2010 Language Pack [9 Languag
2687521 List of all Office 2010 SP2 packages Downloadable list of issues that the service pack fixesThe following workbook is available for download. This workbook lists the issues that are fixed by this service pack.Download the Microsoft Office and SharePoint 2010 Service Pack 2 Changes.xlsx package now.Note This workbook is available only in English. Known issues and behavior changesThe following Microsoft Knowledge Base (KB) article describes a known issue or behavior change that occurs after you install this service pack:
2687520 Known issues when you install Office 2010 SP2 and SharePoint 2010 SP2 Technical information For more information about this service pack that includes a list of files affected, click the following article number to view the article in the Microsoft Knowledge Base:
I've succesfully installed Microsoft Office 2010 on my Ubuntu linux (14.04) using Wine with Playonlinux. No problem here. What I'm trying to achieve (again) is to install both the English and Hungarian languages (proofing and interface language).
This can be achieved much more conviently. IF you install Office through playonlinux you can afterwards just download a language pack e.g. from here. Than you open up playonlinux -> go to Miscellaneous tab -> Run .exe file in this virtual drive, and than choose your downloaded language. It installs automatically.
It is thought that approximately 5% to 8% of children may have difficulties with speech and/or language (Boyle 1996; Tomblin 1997), of which a significant proportion will have 'primary' speech and/or language disorders. The presentation of primary speech and/or language disorders can vary considerably between individuals in terms of severity, pattern of impairment and degree of comorbidity (Bishop 1997). Questions have been raised in recent years as to how 'specific' to speech and language these problems are, but this distinction between primary and secondary difficulties remains clinically useful and is one commonly reported in the literature (Bishop 1997; Leonard 2014; Reilly 2014 and associated papers).
Primary speech and/or language disorders can affect one or several of the following areas: phonology (the pattern of sounds used by the child), vocabulary (the words that a child can say and understand), grammar (the way that language is constructed), morphology (meaningful changes to words to signal tense, number, etc.), narrative skills (the ability to relate a sequence of ideas), and pragmatic language (the ability to understand the intended meaning of others and to communicate effectively in conversation (Adams 2012)). As regards the current review, the majority of these affected areas may be categorised as a 'language' outcome, with 'phonology' categorised as a separate outcome. It is unclear whether primary speech and/or language disorders represent varying levels of a single condition, or a number of different conditions with diverse aetiologies but similar presenting patterns (Law 1998; Tomblin 2004).
Interventions for children with speech and/or language disorders may be carried out directly or indirectly, and in a range of settings, such as the home, healthcare service provision, early years setting (nursery/school), school or private practices, by the specialist professionals themselves or through proxies such as parents, teachers or teaching assistants. There are also examples where interventions are delivered through peers in school.
Parents are often actively engaged in delivering interventions to younger children but tend to be less actively involved in the administration of the intervention as the child gets older. Many intervention models target behaviours using play to enhance generalisation. Interventions for children with primary speech and/or language disorders would, in many cases, meet the criteria for being a complex intervention (Craig 2008), being made up of a number of elements that vary according to both the theoretical assumptions behind the intervention and the perceived needs of the child.
The majority of interventions involve the training of specific behaviours (speech sounds, vocabulary, sentence structures) accompanied by reinforcement. Most commonly this involves rewards of some form (stickers, tokens and, most often, praise). The assumption behind overt behavioural techniques is that language or speech can explicitly be taught and that gaps in the child's skills can be filled by instruction. In the past twenty years, most therapy has shifted from explicit training paradigms to those based on social learning theory, which assumes that children learn most effectively if they are trained within a social context (Miller 2011).
Treatment goals vary considerably depending on the perceived difficulty that the child is experiencing. While the focus is often on aspects of expressive language, many studies also focus on receptive language ability or verbal comprehension, and in the last decade there has been an increasing emphasis on pragmatic language difficulties (the way children use language with others). Treatment goals may focus on specific aspects of language or address a number of aspects of language in combination. For many speech and language therapists, the child's social skills and their ability to integrate with peers and negotiate the curriculum are key outcomes.
Children with speech and/or language disorder are often described as having poor auditory skills. There has been an ongoing discussion as to whether the child's auditory skills are the key underlying problem or whether the breakdown is primarily linguistic in nature (Bishop 2005), and there is individual variability in auditory processing skills, which must be recognised prior to intervention delivery in order to personalise intervention to individual strengths and weaknesses. Nevertheless, activities designed to heighten the child's awareness of their auditory environment are common components of most interventions and may be a key ingredient in effective interventions.
There is a strong case for retaining the focus on interventions that include a broad range of language functions across childhood, to act as a benchmark in the field, although care needs to be taken to test for compatibility.
Intervention studies in this area commonly report more than one outcome (reflected in a range of different measures and measures that assess different areas of speech and language) and it may not always be explicit whether such outcomes are primary or secondary. In such cases we will make a judgement as to which of the outcomes are most closely linked to the goal of the intervention specified in the background to the study in question.
We will explore heterogeneity by conducting subgroup analyses in RevMan 2014. Characteristics of heterogeneity to be explored include the presence of more than one type of language impairment based on included outcomes in the current review (for example, expressive language impairment and phonological impairment), and the presence of an additional behaviour impairment (for example, attention deficit hyperactivity disorder, or behavioural, emotional and social difficulties).
This review supersedes the review by Law J, Garrett Z, Nye C. Speech and language therapy interventions for children with primary speech and language delay or disorder. Cochrane Database of Systematic Reviews 2003, Issue 3. Art. No.: "type":"entrez-nucleotide","attrs":"text":"CD004110","term_id":"30320848"CD004110. DOI: 10.1002/14651858.CD004110 (Law 2003a).
Wikipedia was launched by Jimmy Wales and Larry Sanger on January 15, 2001. Sanger coined its name as a blend of wiki and encyclopedia.[6][7] Wales was influenced by the "spontaneous order" ideas associated with Friedrich Hayek and the Austrian School of economics after being exposed to these ideas by the libertarian economist Mark Thornton.[8] Initially available only in English, versions in other languages were quickly developed. Its combined editions comprise more than 60 million articles, attracting around 2 billion unique device visits per month and more than 15 million edits per month (about 5.7 edits per second on average) as of January 2023[update].[9][10] In 2006, Time magazine stated that the policy of allowing anyone to edit had made Wikipedia the "biggest (and perhaps best) encyclopedia in the world".[11]
Various collaborative online encyclopedias were attempted before the start of Wikipedia, but with limited success.[24] Wikipedia began as a complementary project for Nupedia, a free online English-language encyclopedia project whose articles were written by experts and reviewed under a formal process.[25] It was founded on March 9, 2000, under the ownership of Bomis, a web portal company. Its main figures were Bomis CEO Jimmy Wales and Larry Sanger, editor-in-chief for Nupedia and later Wikipedia.[1][26] Nupedia was initially licensed under its own Nupedia Open Content License, but before Wikipedia was founded, Nupedia switched to the GNU Free Documentation License at the urging of Richard Stallman.[27] Wales is credited with defining the goal of making a publicly editable encyclopedia,[28][29] while Sanger is credited with the strategy of using a wiki to reach that goal.[30] On January 10, 2001, Sanger proposed on the Nupedia mailing list to create a wiki as a "feeder" project for Nupedia.[31] 2ff7e9595c
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