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Collaboratively Building Concepts

This resource explores an idea for the use of collaborative learning environments. The idea was originally developed by User:Saidkassem.

We build concepts everyday
Without concepts, how would we be able to think and form thoughts? Through human language, we have constructed for ourselves a multitude of concepts, some primitive, some new --others "under construction"-- that guide the way we think about phenomena and surrounding objects. Concepts are more than words (which are symbols). Concepts are ideas. The singular term "dog" is not a concept because it is not considered a mental construct; it is, rather, a term or a word, the denotation of an object. A dog is conceptualized, for example, when one begins to differentiate between "dog as best friend" and "dog as delicacy". By attaching another attribute ("edible") to the object ("dog"), we add meaning and make it more conceptually developed.

Fuzzy concepts
Concepts, however, are sometimes total abstractions from the physical realm, unavailable to the naked eye, necessarily fuzzy. Yet we find many instances of consensus across societies on the properties of concepts. Take the idea of "happiness". It is a concept that most people of similar ages from Peru to Pakistan will recognize on similar ("intersubjective") standards. It is only when discussing the particulars of what may constitute happiness, does one begin to observe a divergence in the way different societies conceive the mental models that shape concepts of "happiness" for them. For example, in some societies, there may be a close relationship between the dual concepts of "vocational success" and "happiness", whereas in others, there may be no obvious correlation.

Even under circumstances of extreme agreement over the nature of a concept between two thinkers, there is still room to explore the specific shape and form these concepts take within the cognizer's mental imagery. Chances are, the way they measure what is and what is not a part of the concept, diverges at a certain point.

The perspective of cognitive psychology
Cognitive psychology posits that the human mind understands new concepts by assimilating them to a pre-constructed framework of understanding. Like a fingerprint, the cognitive structure of an individual is always unique and will have the effect of appropriating new information in a way that relates to the overall framework or cognitive structure humans develop (or inherit) during the course of their lives. Stated simply, humans do not conceive meanings for objects/abstractions in a vacuum; meanings arise vis-a-vis their relation to pre-formulated intellectual structures of the individual and society. The most obvious intermediary, of course, being language which entangles itself into the individual's thought process.

Necessarily, then, we are all "seeing" these concepts a bit differently since, at the social level, we do not escape language, its discourses, as well as our life narrative which imbues the field of vision/imagination with individualized mental constructs.

Building concepts in a collaborative learning environment
Within the context of a collaborative learning environment, "seeing" concepts differently is a very good thing. Collaborators may want both to conserve these differences and blend them in collaboration. A concept building space properly designed helps co-participants flex their intellectual powers through a dialogical process of mutual discovery.

First Exercise: "Backing Away from Knowledge" or "Blind Concept Building"
This exercise would still harness the powers of Wiki collaboration, but departs drastically from the Wikipedia model in one sense: the exercise, rather than drawing from the genealogy of produced knowledge (that has already cast its definitions onto concepts), it is attempting to intellectualize from scratch. Since the introduction of the Gutenberg Press, there may have been, let's say, 678 books written to serve the purpose of explaining what happiness is. The traditional encyclopedic task then, is to synthesize all the authoritative literature on happiness into a knowledge compendium format. Wikipedia's happiness article does exactly just that.

As noble as that may be, this particular exercise isn't about "standing on the shoulders of giants". Rather, the exercise, by design, guides students to think through the legacy of human-made mental constructs (thanks to literature and research) of the phenomena and ideas that constitute our lived experiences. There are so many socially accepted ideas already existing as "stable" knowledge or concept that can, and should be, re-conceived by way of the conceptualization process: such concepts exist under terms like terrorism, freedom, war, modernity, God-- to name a few.

Conceptualizing within the context of this project entails drawing from one's inner voice when searching for the right language to explain a concept. Imagine having to write a book on a newly discovered emotion, but you are confined to a jail cell that affords you no access to any books or reference materials. Students placed into this exercise would now be in the position of producing knowledge from the first link onward.

Students would be specifically asked to produce definitions for concepts through collaborative composition under similar guidelines used to craft exploratory essays (thesis, supporting arguments, conclusion, etc..). Students would italicize what they believe to be the thesis, or the irreducible, core essence of the concept's definition.

During the crafting of the "concepts" article, it is the facilitator's role to make sure participants are insulating their definitions from tautological explanations and external sources (reference works, literature, research) which relieves participants of the burden of explication (hence "blind" concept building).

Second exercise: Citation-supported concept building
This second exercise can either be an alternative or supplement to blind concept building. This time, participants are allowed to propose definitions for concepts that are supported with research of primary reference materials. As with college research papers, citing encyclopedias, dictionaries and other derivative sources are not allowed. It would be fair to equate this with collaborative research; however, unlike the traditional collaborations found within academic and corporate research communities, the Wikiversity is opening itself to new participant pools that combine a diverse multitude of minds.

Third exercise: Collaborative Excavations
In this case, a single news report of a politically controversial event is submitted for a collaborative attempt at highlighting different words in the text whose meanings are polyvalent. Ernesto Laclau and Chantal Mouffe in their theory of discourse refer to such words as "floating signifiers" -- these word's meanings are contingent upon a particular discourse which temporarily "fixes" the "floating" signifer in place. In this case a particular word or phrase, most likely conceptually-loaded, will be identified as a potential "floater" and submitted for collaborative scrutiny. Once the words are isolated for analysis, collaborators will attempt to identify all the various, local/regional/national discourses that favor using this word in alternative ways that diverge from other discourses. Participants will attempt to rewrite sections of the article as it would have been written under the identified list of discourses. All the re-writings will be juxtaposed for comparison.

List of suggested concepts for exploration

 * Justice and/or Righteousness

 * Heaven (inspired by Barbara Walter's recent ABC documentary covering what Heaven means to several communities, religious and non)

 * War
 * See also: War Seminar

 * Apartheid (Jimmy Carter has sparked a furor over his use of the term "apartheid" to characterize Palestinian living today under the Israeli state

 * Human Nature (related to: original sin and holiness)
 * mind, brain, soul
 * See also: God Gene

 * Masculinity / Femininity (or Social roles of men and women)

 * Globalization (and its diverse and enigmatic counterparts: nationalization, regionalization, localization and personalization)

 * Extreme Sport (performing spectacular feats of skill, strength, discipline and balance involving speed, height, danger, physical exertion, specialized eqipment, ... courage, drive and spirit) See Extreme sport

 * Atheism or Rationalism(The idea about the world without a God. Exploring the reasons for everything)

 * Night vision or: how to see (or see better) in the dark

 * Topic_talk:Collaborative learning consider education

 * Add your own concepts!

The benefits of collaboratively building concepts

 * Co-participants expose and share their thought processes. By doing this, they discover how their own mental models (that aid in understanding purportedly "obvious" characteristics of a given concept) fare in a comparative learning environment. They may find commonalities or differences, thus prompting the reconstruction, refinement, or blending of their concepts.

 * Without any sources to draw (and depend) from, participants are strengthening their own critical thinking and composition skills.

title: Collaboratively Building Concepts


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Talk:Collaboratively Building Concepts

"collaboratively building concepts"
I like the idea of a project to focus on concepts. In a wiki that depends on volunteers who do what they want to do, it might be wise to facilitate a process by which Wikiversity participants are able to explore the concepts that they are most interested in. This is in contrast to goals such as trying to copy traditional curricula into wiki format. For example, we have War Seminar which could be explicitly oriented around an attempt to question traditional thinking and concepts about war. --JWSchmidt 20:42, 22 December 2006 (UTC)

 * The Israeli-Palestinian conflict is what got me to go to grad school and think about everything I'm currently writing. There are so many concepts there worthy of deconstruction: defense, Zionism, terrorism, Human Rights, bantustan, suicide bomber, homicide bomber, Apartheid (holy crap, now that's a very hot word these days)Saidkassem 21:16, 23 December 2006 (UTC)

 * And what about the "counterparts" of globalization, such as nationalization, internationalization and localization and even ersonalization. --CQ 14:58, 25 February 2007 (UTC)

 * Yeah, I think that discussing and defining what and how we think about globalis/zation would bring up a rich array of issues around these topics. I think it might be best to start with a particularly 'hot' topic like globalis/zation (considering it has generated so much passionate debate particularly over the last ten years or so) and then start to explore other concepts as they arise from this discussion. In response to Said above - what about the obvious 'distinction' between "terrorist" and "freedom fighter"? (And how would you go about building these concepts on one page? Or should we have to?) Cormaggio beep 17:42, 25 February 2007 (UTC)

At one time I thought that the best way to get Wikiversity started would be to create Wikiversity learning projects for anything that was already a heavy-traffic topic at one of the other Wikimedia Foundation wikis. I became afraid of that idea because many of the high-traffic topics are rather wild, and I did not want Wikiversity to be swamped with people looking for a soap box. However, if we could identify groups of dedicated participants for a topic area, we could start moving into some high-profile and controversial areas. Wikiversity could run study groups and citation evaluation projects that would help find high quality and reliable sources for Wikipedia articles where there is more heat than light. --JWSchmidt 02:48, 24 December 2006 (UTC)

 * I'm glad that you'd be interested in this turning into something. A citation evaluation project could be in order as well. Stay tuned, I'm doing more reading...Saidkassem 23:00, 27 December 2006 (UTC)

 * After watching a documentary movie called "The Prophesy" [Teton Gravity Research (2003)] about the extreme sport of freestyle skiing and freeriding (snowboarding), I added Collaboratively Building Concepts/Extreme Sport to the mix. I was astonished by the feats accomplished by the twenty or so death-defyers on, what appeared to be impossible slopes. This may be one of those high-traffic topics JWS mentions, but I think there is much enthusiasm about it and certainly has its share of uncited statements at Wikipedia. What makes the so-called "adrenaline junkies" place themselves in such danger? What discipline, peer support (pressure?), upbringing, and other factors make these activities possible? What is the cause and effect relationship between youth culture and mass media predicated within the phenomenal growth if extreme sports? Food for thought. --CQ 14:58, 25 February 2007 (UTC)

 * I think we can safely say that identity is a complex thing - maybe this should be explored for itself (or perhaps it's too broad)? "Youth culture" and "mass media" would both be rich topics to explore in themselves - what about "beauty", or "cool"? We could go on endlessly here. :-) So, would it be an idea to start from a general topic or one more specific? What would work best? I would hypothesise the former, but of course I'm open to suggestions.. :-) Cormaggio beep 17:42, 25 February 2007 (UTC)

maths concepts
Not sure how useful this might be, but i use concept models when teaching maths. For example, I use those plastic models used to represent molecules to show the complexity of fractions for example, or the simplicity of times versus division... Maths is also taught after it is broken down into parts, and in so doing, it loses a lot of its life. I think concepts are more like static things, whereas I am interested in the processes. I try to teach maths by principle, with simultaneous concepts rather than linear construction. Is this in the ballpark or not...? --Fidocancan 19:03, 28 November 2007 (UTC)

Participants in this project

 * Saidkassem - I would really encourage others to make bold edits so that the thinking that goes into this page can become a truly collaborative effort. I would like to see some cognitive linguists, especially, come in since it is their territory I have just waltzed into.
 * Cormaggio - interested in linking this project with the larger one of developing an understanding of Wikiversity itself.

Hotwords
In his essay "Is the Wikipedia neutral?", Joseph Reagle explains that Wikipedia's "Neutral Point of View"-- the guideline which stresses objective, unbiased, fair writing-- functions primarily as a "heat shield". Points of View and knowledge creation, by definition, don't go well together, so Wikipedia relies on "neutrality" as a convention to keep the collaborative process well oiled.

But this is not Wikipedia. This is Wikiversity, where the learning process takes precedent over the ability to present neat, ready-to-consume knowledge products. Quickly, if everything is designed just right, participants will begin to converge on "hotwords," and things indeed will become quite hot.

So, what are we to explore or learn from this? Perhaps we might begin by trying to define some of the suggested themes that follow - and see how our perceptions differ from other people's, and how this might help or hinder the building of a shared understanding of that theme/concept.

The above comments by Saidkassem were moved to the talk page. --McCormack 16:26, 4 August 2008 (UTC)

Second exercise: citations...
As with college research papers, citing encyclopedias, dictionaries and other derivative sources are not allowed. (ambiguous) Do college research papers "not allow" such citations? Perhaps the statement should read "Unlike college research papers..." Orschstaffer (talk) 19:00, 24 June 2012 (UTC)

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: Talk:Collaboratively Building Concepts


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User talk:Saidkassem~enwikiversity

Collaborative concepts and Action Research
Hi there - and I'm very happy to see you've added yourself to Developing Wikiversity through action research/Participants. Fascinating page at Collaboratively Building Concepts - this is something that needs to be done in order to do any sort of collaborative work - find common languages/frameworks to be able to comment on and critique our joint work. I'm sorry I hadn't seen this page before, but now that I have done, it seems that it could be a very useful space to develop as we start to define what our collective work will look like. These themes are already emerging on the project's talk page, so I'd be very interested in going through this in further detail. Good to meet you - and hopefully I'll get a better chance to go over your work, on MySpace(!) or elsewhere, over the course of this project. Cheers! Cormaggio beep 17:24, 24 January 2007 (UTC) (PS: should I call you "Saidkassem", or "Said"?)

 * Thanks for the response, Said! Sounds like a very interesting project you're implementing there. Shamefully enough, I don't have a reference to hand that deals with the experience and/or product of a collaboration (which I presume is what you mean) from a theoretical point of view. Or perhaps I just can't think of any - I am sure there is quite a lot written on this subject, or close enough to be of direct relevance to this project. I think I will add anything I come across to that page instead of putting it here - that way it can be accessible to more people than just us two (and whoever else may be reading this page). ;-) A great number of academics write collaboratively - and collaborative writing can take different forms - but it would be a very useful project to tease out how academics might be put off from editing work done by another person whom they don't already know (which, again, is what I think you were alluding to here). That seems to be a slightly different project - though interconnected, of course - but all of which I'm fascinated to explore as part of building a bigger picture of what Wikiversity is, how it's used, what it offers, etc. Looking forward to working on that... Cormaggio beep 23:18, 24 February 2007 (UTC)

Decolonizing of Concepts
Hi, Saidkassem, you might find the following interesting in the context of your concept building project. Kind regards Nannus 17:40, 13 February 2007 (UTC)
 * Kwasi Wiredu Toward Decolonizing African Philosophy And Religion In: African Studies Quarterly, The Online Journal for African Studies, Volume 1, Issue 4, 1998

 * Hi, thanks for the reply. I don't have a chat address yet (in fact I have never done an internet chat :-) and I am a bit busy at the moment (I'm sure you know the feeling). I have just started the Division of African Philosophy. Maybe you'll be interested. I will be trying to contact professors of African philosophy (e.g. Kwasi Wiredu) and invite them to let their students work on that project. I am not sure that will work, but if it does it could become very interesting. I won't have the time to do all the work myself.Nannus 14:17, 25 February 2007 (UTC)

Image licences
An image you uploaded, pictured at right, does not have proper licence information associated with it. Wikiversity needs this information to ensure it's contents properly comply with our policy. To ensure this image isn't deleted, if you could visit the page and add the licence info it would be a great help. Thanks. Historybuff 03:34, 10 April 2007 (UTC)

Some ideas
Hi Saidkassem. I like the Collaboratively Building Concepts unit and added a couple of ideas a while back (Extreme Sport and Globalization). I noticed your recent edits bring linguistics into the mix, so I wanted to make sure you are aware of the computational linguistics department and the OmegaWiki project as these relate to expanding our understanding of words and meanings. Also, as a jounalist, you might wish to join the efforts to build up the School of Journalism. Just a couple of ideas I thought I might throw your way. Thanks for your contributions! CQ 18:30, 11 May 2007 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Saidkassem. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Saidkassem~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:54, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:21, 19 April 2015 (UTC)

title: User talk:Saidkassem~enwikiversity


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User:Engram

Hello all! I am very interested here at Wikiversity, I'm glad that this has been brought upon the Internet, and will willingly participate and contribute.

Background
I'm new, but for whoever's reading this, i am not a "noob" or "newcomer". I have plenty of wiki experience, I am a regular editor on Wikipedia. An editor in exile on Memory Alpha, a major contributer to NSwiki, and I've created wikis of my own.

Sorry for disturbing you. i want to register also but i don't know how please help me. Ahdc.

title: User:Engram


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Talk:Classical Mythology

Regarding the "Question" and definition of what a myth is:

The abrupt "question" about Christianity's place towards the bottom is apropros to nothing, and likewise with the segment asking about the factuality of biblical events. That religion, while overwhelmingly popular in some areas, means very little in many countries. In the attempt to keep this kind of article non-specific, which increases its usefulness to people in markedly non-Christian nations or areas, it may be more useful to inquire about religious mythology in general and let the reader fill in the blanks. I won't edit it directly at this time as it appears to be a work in progress anyways.

Remember that Religion X may be unfamiliar or unimportant in other nations. However, most areas do have a Religion X, which in a more generic sense could be referenced without calling out specific names.

Starting
I think I'm going to actually start making this course more of a reality; it is currently extremely vague. I'll start with preqs, etc. Verin Sedai 17:42, 12 March 2007 (UTC)

"What is a myth"
This is the original way myth was defined:

What is a Myth?
The word 'myth' comes to us from the greek word 'mythos' which means, quite simply, a story. For our purposes we will define myth as "a story, assumed to have taken place in the past, whose main function is neither to entertain nor present facts, but rather to inform the listener morally, spiritually, and/or culturally."

Please note that this definition allows a story to be both fictitious AND factual, but in order for a story to qualify as a myth it must have value as a tool of "moral, spiritual, and/or cultural" instruction even if it is perceived as part of the realm of fiction.

Using this definition, the following ARE myths:

 * Stories about the gods of ancient cultures (Roman, Grecian, Egyptian, Mayan etc.)
 * Stories about King Arthur and his Knights
 * Grimm's Fairy Tales
 * Star Wars (A long time ago, in a galaxy far, far away..)
 * Stories about the life of the Buddha, Christ, Zoroaster, etc.

(Remember! Even if these men really existed and really performed the deed attributed to them, stories about them fall firmly under our definition of myth.)

And this is the way the "alternate" was:

What is a Myth?
A myth is a history or fictitious character, whose purpose to explain, in simplistic way, a phenomenon that the listener would not have conditions of understanding case it was explained in its real form Examples: to explain to a child a sexual relationship The myths of the well-known mythologies (Greek, Roman, Hindu) they try to explain those things that the human being (same adult) have not as understanding. Examples: as the Universe was created, as the Man was created, what happens after the death, as it would be the end of the world, and and so on. Thus, for example, biblical Gênesis would be a mythological book about the creation of the world and of the man (Adam and Eva). The Tower of Babel would be a mythological narrative to explain because the people speak different languages. It is interesting to read the Bible under that point of view, without fanaticisms.

Suggestion for an alternative definition of "Myth" (Nannus 20:48, 1 March 2007 (UTC))
I suggest a definition that is a bit narrower (and maybe this should be called "religious myth"):

Definition

 * a myth is a story
 * it is or was sacred for the members of some culture (religion, group sharing a belief system, denomination, sect, individual, ethnic group, family, clan...)
 * some members of this group believe ore believed it to be factual or historic
 * other people, especially those belonging to other cultures (religions, groups sharing a belief system, denominations, sects, individuals, ethnic groups, families, clans...) do not belive in its factuallity or believe it is fictious.

This definition means:
 * calling one of these stories "fiction" would be offending for the members of the culture believing in it.
 * calling it "fact" would be offending for the members of othter cultures.

Therefore, a third category is introduced called "myth", marking it as The culture to which the story was sacred may be extinct or still existing and the stories may be written or my be oral traditions.
 * a story sacred to some and
 * a story with disputed factuality.

In an environment where neutral point of view is to be enforced - like Wikipedia (see NPOV ) - calling such a story fact would violate the NPOV principle in giving the associated belief system a special status and disregarding other belief systems. Calling it fiction would violate the NPOV principle by disregarding the possibility of the truth of its associated belief system. Therefore, to respect all sides and to avoid an NPOV violation, we would talk about such stories as "Myth". Therefore "Myth" in the sense of this definition does not indicate that the story is not fact. It indicates that its status as fact is disputed between cultures and that it is sacred for some.

Examples
According to this definition the following examples are myths:

 * Stories about the gods of ancient or present cultures (Roman, Grecian, Egyptian, Mayan, Baluba, Yoruba, Hindu etc.)
 * Stories about the life of the Buddha, Christ, Zoroaster, etc., a long as their factuality is disputed and they are sacred within the context of the associated belief system
 * Religious stories about creation (Creation myths) from the book of Genesis (Hebrew people) or the story of the creation of the world by Kabezya-Mpungu (Baluba people)
 * Stories about the great flood from Genesis and perhaps from the Gilgamesh epic
 * The story of the babel tower from Genesis
 * The story fo the ancestor Abraham from the book of Genesis (Hebrew people) or about the ancestor Ngurangurane (Fang people ) - (ancestral myths)
 * The story that the Japanese emperor is a descendant of the solar goddes Amaterasu
 * What about Ragnarok and the end-of-world myths? They would still be myths by definition right? Dragonzflyte 15:08, 20 June 2009 (UTC)

The following are not myths according to this definition:

 * Stories about King Arthur and his Knights (except the grale story is or was sacred and believed true for some)
 * Grimm's Fairy Tales (although the story of "Frau Holle" might be derived from ancient German mythology)
 * Star Wars (a long time ago, in a galaxy far, far away..) - definitely just fiction
 * Stories about Eru Ilúvatar, the god in J. R. R. Tolkien's fictional fantasy world Middle-earth (just fiction - fictive mythology)

Which should be used?

I'll put it as a separate lesson anyway. Verin Sedai 02:34, 13 March 2007 (UTC)

Removal of Content
Users may find useful content in the delitions made by Verin Sedai here. The Jade Knight 20:37, 4 September 2007 (UTC)

Activities/Assignments
what kind of things should be added? keeping goals in mind it should probably have something to do with different types of myths -maybe something to do with creating your own realistic myth based on the different characteristics of the myths region, time religions already in place etc.Or would that go under comparitive mythology? Dragonzflyte 22:25, 2 November 2009 (UTC)

Title of course and structure
I want to develop and use this course for my class on Classical Mythology.

Since the descriptions seem to be about Classical Mythology, the title seems wrong. Can we change it to Introduction to Classical Mythology or just Classical Mythology ?

Unfortunately, this course will require a lot of writing, and I want to make my students do part of it.

I'm trying to find model completed courses for structuring this. Will this one work for us? https://en.wikiversity.org/wiki/Fundamentals_of_Neuroscience

Thanks! --Kenmayer (discuss • contribs) 14:14, 26 November 2013 (UTC)

title: Talk:Classical Mythology


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Adobe Photoshop/Background Removal

Background Removal
In Photo editing a fair amount of what people do on a daily basis is removing the background of a picture or image. This can be accomplished many ways, but this lesson discusses only 4.

Easy Methods
2 of the easiest ways to remove a background are using "wizard" tools and using the lasso tool.

Wizard Tools
Wizard tools are very useful if you want to remove the background of something with a solid background. Lets say we want to remove the blue background of the following image: First, get out the magic wand tool. It can be found next to the lasso tool and below the move tool. Then look at the background. If it is 100% one color, set the Tolerance to 0 (If you don't know what that means, please refer to the basics tutorial) Otherwise, set it slightly higher (use this method only on solid or mostly solid backgrounds)

title: Adobe Photoshop/Background Removal


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Fundamentals of Hardware/Registration

Students:
 * 1) Ragpicker14@gmail.com
 * 2) Ahdc_me@yahoo.com
 * 3) ChDaemon 00:50, 26 February 2010 (UTC) email not given for privacy

Alternative students:

title: Fundamentals of Hardware/Registration


text:
School:Information technology/Old Registration Center/IT-142 (Fundamentals of The Internet)

STUDENTS:
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School:Information technology/Old Registration Center/IT-150 (Fundamentals of Operating Systems)

Students:
 * 1) Ragpicker14@gmail.com
 * 2) lorned@gmail.com

Alternative students:


text:
School:Information technology/Old Registration Center/IT-160 (Fundamentals of Programing)

STUDENTS:
 * 1) Engram 18:38, 26 December 2006 (UTC)
 * 2) ragpicker14@gmail.com
 * 3) Ahdc_me@yahoo.com
 * 4) KERIANKO
 * 5) lorned@gmail.com
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Template:IT-141 Info

This course is designed to be an introduction to computer hardware. The goal of this course is to provide the students with the fundamental understanding of computer hardware.

Credits: 3.0

title: Template:IT-141 Info


text:
Template:IT-142 Info

This course is designed to provide the students with a fundamental understanding of what this thing called the internet is and how it applies in a business environment.

Credits: 1.0

title: Template:IT-142 Info


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Template:IT-150 Info

This course is designed to provide students with the fundamental understanding of what an operating system consists of, as well as how they are used in the business environment.

Credits: 2.0

title: Template:IT-150 Info


text:
Template:IT-160 Info

This course is designed to provide a fundamental understanding of programming to the students and involves basic hands-on work with macro programming in VBA for Excel. For those students without Excel please contact the instructor for alternate coursework.

Credits: 3.0

title: Template:IT-160 Info


text:
Draft:Operating system/Operating Systems/Fundamentals

About This Course
This course is designed to provide students with the fundamental understanding of what an operating system consists of, as well as how they are used in the business environment.

What is an operating system?
An operating system (OS) is a computer program that manages the hardware and software resources of a computer. At the foundation of all system software, an operating system performs basic tasks such as controlling and allocating memory, prioritizing system requests, controlling input and output devices, facilitating networking, and managing files. It also may provide a graphical user interface for higher level functions. It forms a platform for other software.


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Talk:Energy

Energy system design
I'm interested in the design of Sustainable energy systems and would like to find (or help form) a learning project of some sort that deals with this topic in a holistic way. Please drop me a note.

title: Talk:Energy


text:
User:Alex beta~enwikiversity

Currently working on ...

 * The origins of philosophy
 * The elegant solution
 * The principle of induction

Contributions

 * Logic is about consistency

Old contributions to the Wikiversity site at Wikibooks
I started the School of Philosophy when the Wikiversity was still part of Wikibooks. Unfortunately, the discussion about whether the Wikiversity belonged in Wikibooks brought all the courses in Wikiversity to a complete stand-still and I must admit that I lost some hope. Many contributors, however, stood their ground and carried out the transition to wikiversity.org. I would like to thank them all. Here is a list of pages that I contributed to at the old (Wikibooks) version of Wikiversity, which have been moved here:
 * Hegel
 * Introduction to Japanese Philosophy
 * The origins of philosophy

Resources

 * User:Alex beta/resources

es:Usuario:Alex beta

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User talk:Amethystarlight

Hello, this is Alex beta from the School of Philosophy. It has been suggested that The history of Philosophy (Ancient Philosophy) in the School of Philosophy should be coordinated with the School of Classics. If you have any thoughts on this, please let me know. (Alex beta 15:12, 23 December 2006 (UTC))

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User talk:Alex beta~enwikiversity

Please feel free to leave your comments here.

import of material from WIkibooks
If there is non-textbook Wikiversity material still at Wikibooks, list the pages at Import. --JWSchmidt 00:11, 31 December 2006 (UTC)

History of Philosophy
I think some order in the Philosophy departmet would be great. My one concern is that with the disorganization if we move our link it will make it difficult for people to find our section. If you would like to move the link that is ok. The front page for the philosophy department really needs to clean up and (I think) made into a table of contents through which one can access all the different links that are present. For the layperson, with EVERYTHING on the front page like it is makes it overwhelming. User:MaryCordova

In re-reading my previous statement I realize it sounds a little abrasive and derogatory. My apologies. Let me know if you need any help in cleaning things up a bit. Feel free to move us wherever you like. As much as I would like us to be the first thing one sees Im not sure it matters. Sad as it is I dont see many people searching for independent courses on philosophy. I actually have a psych professor this semester who is constantly bashing philosophy. It seems the view that philosophy is useless has permeated even academia. Hope is alive however, else we'd not be creating the course! MaryCordova 07:16, 20 February 2007 (UTC)

Invitation
Dear user of Wikiversity,

Do you like to join a reading club, where you can read and discuss literature? Reading clubs could have active and inactive participants. Active participants could be required to edit on a regularly basis untill a deadline is reached and another topic can be chosen for reading and discussing. Hopefully, reading clubs can ensure a social network on Wikiversity of people cooperating with eachother and becoming friends while discussing knowledge.--Daanschr 09:41, 1 November 2007 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Alex beta. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Alex beta~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:27, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:02, 19 April 2015 (UTC)

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User talk:Riad

Curriculum
Do the active participants wish to collaborate on an overall curriculum?

title: User talk:Riad


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Design engineering

Design Engineering (or Engineering Design) is Design within the context of the applied arts and sciences, in a number of generalized fields of engineering. This developing learning resource begins as a treatment of Engineering and Technology "through a wide-angle lens" from a design perspective and continues as a learning path toward a set of specific exemplary subjects. The goal is to take a learning group on a journey together into real-world problem-solving and critical thinking. General topics will be subjects like Energy, Architecture, Systems theory, and such. Specific topics might include Geospatial Information Systems (GIS), Web Design, ..add yours...

The topics and schools linked from the Engineering and Technology Portal provide a generalized structure for moving forward down the Practicum. The term "path" is used in place of "course" for the simple reason that this resource is designed to be flexible, adaptable, scaleable, consensus-driven, collaborative and most-of-all applicable to the real world.

Starting point
The philosophical basis for this resource is called Participatory Action Research or PAR. The principles are discussed in depth at the project page entitled Learning to learn a wiki way. This is a pilot implementation for that project group. Please familiarize yourself with the goals there and meet us back here at the discussion page. This resource by design is dependant upon your participation, thus, may not move any further until someone "breaks the ice" on the discussion page. Go for it!

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User:Riad

Hi, I am a registrar in Gastroenterology and.. at the moment based in London. Should you have any question on the topic feel free to ask.

Promoting peaceful co-existence

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Japanese materials on Wikipedia

Information

 * Japanese language
 * Gender differences in spoken Japanese
 * Category:Japanese words and phrases
 * Japanese phonology
 * Japanese pitch accent
 * Japanese sound symbolism
 * Iroha Jiruishō
 * Japanese honorifics
 * Dono
 * Oneesama
 * Senpai
 * Sensei
 * Japanese suffixes
 * Japanese titles
 * Taikun
 * Category:Japanese word games -list of word games

Writing

 * Japanese literature
 * List of Japanese classic texts
 * Goroawase -numeric substitution of syllables
 * Japanese writing system
 * Kanbun -explanation
 * Emoji
 * Gyaru-moji
 * Ruby character -also explains how to display

Romanization

 * Romanization of Japanese
 * Nihon-shiki Rōmaji
 * Hepburn romanization
 * Kunrei-shiki Rōmaji
 * Wāpuro rōmaji

Kana

 * Kana
 * katakana
 * Iroha
 * Hiragana
 * Hentaigana
 * Chōon
 * Okurigana
 * Furigana
 * Historical kana usage
 * Jōdai Tokushu Kanazukai
 * Gojūon
 * Dakuten
 * Sokuon
 * Yōon

Kanji

 * Jōyō kanji
 * kanji
 * Kyōiku kanji
 * Toyo kanji

Linguistic

 * Japanese language classification
 * Classical Japanese language
 * Old Japanese
 * Sino-Japanese -explains how words from china entered the language
 * Rendaku

Grammar

 * Japanese grammar
 * Japanese adjectives
 * Adjectival noun
 * Japanese consonant and vowel verbs
 * Japanese verb conjugations
 * Japanese counter word
 * Japanese Possessives
 * Japanese particles
 * Topic marker
 * Japanese pronouns

Dialects

 * Japanese dialects
 * Yokohama Pidgin Japanese
 * Nyōbō kotoba -secret language
 * Hida dialect
 * Kansai-ben
 * Nagoya-ben
 * Tosa dialect
 * Yamagata-ben

Resources

 * Diego Collado's Grammar of the Japanese Language -contains link to book
 * EDICT -link to dictionary
 * WWWJDIC
 * ATOK -ime
 * Kotoeri -mac os input method
 * Kiten -dictionary
 * JRPG
 * Jimi's Book of Japanese: A Motivating Method to Learn Japanese -interesting learning method
 * Learning kanji -how to guide

Test

 * Examination for Japanese University Admission
 * Japanese Language Proficiency Test
 * Kanji kentei

Unsorted

 * Aizuchi

title: Japanese materials on Wikipedia


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Wikiversity:Assessment

Thank you for your interest in the Quality of Wikiversity. This project page is a central facility for assessing Wikiversity's content, its organization, its effectiveness as a learning/teaching community and its overall value as a free and open educational resource.

This page, like Wikiversity itself – indeed, the whole Wikimedia metacommunity (Wikipedia, Wiktionary, etc.) — is a work-in-progress. The idea is to develop uniform methods for assessing everything here from the quality of individual pages like lessons, learning materials and Portals to large project groups such as Schools, Divisions and Departments. The idea for this facility was first discussed at Meta-Wiki and Wikibooks, then at learning to learn a wiki way.

Your participation and input is greatly valued. A quick and easy way for you to get involved immediatly is to express your overall assessment of Wikiversity on a scale of 1 to 10 at Quality.

Assessment basics
This facility is based upon assessment methods and tools first used by Wikipedia's Version 1.0 Editorial Team. Please be patient while we adapt this system for use at Wikiversity. To get involved, please participate at Learning to learn a wiki way and join the dicussion there. 22:42, 23 December 2006 (UTC)

Methods
Where Wikipedia's focus is to produce quality of content, Wikiversity's focus is to produce quality of experience. Like WikiProjects at Wikipedia, Project groups here are entities consisting of groups of contributors focused on developing content for general or specific topics. Unlike Wikipedia, which is focused mainly on encyclopedia artcles, Wikiversity must also accommodate more dynamic and diverse types of content and a deeper sense of interactivity.

The university context requires a bit more depth and scope in order to encompass not only content but the learning process as well. Assessment is thus extended to include organizational and social aspects, effectiveness, participation, appeal, aesthetics and other less tangible qualities that apply to a range of colloquial and topical elements.

Alignment
The naming conventions at Wikiversity help to align it with "real-world" colleges and universities. One of the primary goals of our self-assessment strategy is to present an organizational structure that reflects the rest of academia in a logical and general way without becoming overly rigid or conventional. Wikiversity Schools for example, are responsible for establishing Portals that allow easy navigation from the general to the specific. Subject areas should be aligned to some extent with "brick and morter" university settings.

Participation
Participation is crucial to the success and effectiveness of any educational organization. Wikiversity is a wiki – an extremely editable online resource, therefore allows a degree of participation unavailable even on many online universities. Participation is assessed by both the quantity of user-contributors and the quality of that which is contributed.

Collaboration
Learning and teaching in a group setting requires a commitment to relevance and logical integrity. Efforts can be parallel but best not duplicated. Learning group formation should be open, flexible and creative – organized but not too rigid. Context is important. Specificity is likely the key to effective communication.

Civility
As we are learning to learn a wiki way, we should all work together and get along. Wikiversity needs to be "cool".

Content
Wikiversity content pages and sets of pages are assessed similarly to Wikipedia:Version 1.0 methods.

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Wikiversity:Quality

__NEWSECTIONLINK__

At Wikiversity, your participation and input is greatly valued. A quick and easy way for you to get involved with Assessment immediately is to express your overall assessment of Wikiversity on a scale of 1 to 10 below. Just place a hash mark (#), your grade (1..10) and four tildes ( ~ ) on a new line.

Only one entry per month, please. Anonymous entries will reflect your IP address. These will be collected and averaged for each month. Comment on the talk page if you like. See Assessment to get really involved.

2006 December

 * 2 CQ 23:13, 23 December 2006 (UTC)
 * 5

2007 January

 * 3 Historybuff 03:59, 12 February 2007 (UTC)

2007 May

 * 3 --Remi 19:32, 24 May 2007 (UTC)

2008 July

 * 7 or maybe 8 - It seems like there may be a solid foundation in place. Emesee 02:52, 25 July 2008 (UTC)
 * With the new main page and the Featured at least the organization + access is better than it was before. People can easier see what is available (if it is good is another question). So, from that point, I would rate it with a 8. Here again a big thank you (in German) to McCormack + the others who helped here.
 * The grade about interaction/working together: 3 (so from what I see, this may totally be wrong from your POV - hit me then)
 * About quality of contents I will not give a value: this is subjective and everybody probably sees it (slightly) different depending on which learning resource they are interested in.
 * If someone wants, let's do a quality model, so we go back from more subjective to less subjective (I don't say rational with purpose): Wikiversity talk:Assessment Erkan Yilmaz uses the Chat (try) 16:13, 28 July 2008 (UTC)

2008 October

 * almost a 3 unfortunately Emesee 20:47, 11 October 2008 (UTC)

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Wikiversity talk:Quality

Priming the pump
This is a test of an extremely simple precursor for Assessment conducted as part of the Learning to learn a wiki way project. It's worthless and unknown at this time, but it may evolve into something important as Quality becomes an item.

A quality0 template series (, ... ) could be expanded to include different types of assesments (Alignment, Participation, Collaboration...). A template/bot system could be automated for computing daily, weekly, monthly and yearly cumulative averages via simple numeric assessment tid-bits entered by custodial staff, experts, users – registered and anonymous. It could be outfitted with pipes and variables for assessment of Schools, Portals, Topics and what-not.

Quality Assessment, in my view, should be a top priority. The most logical way to do this, I reckon, is from the general to the specific (0..n). It must be quick and easy (wiki wiki) – painless, transparent, automated, succinct.... (Bots). It would need to interact with all or, at least key pages to be meaningful.

The MediaWiki Project and Topic:MediaWiki might even work on getting it into the toolbox with a context-sensitive embedded input, if we get a hand from those devs and gurus over at mediawiki.org. (throw us a bone, guys!). Please PAR-lay at Talk:Learning to learn a wiki way or, better still here to raise the context of this discussion. CQ 01:12, 24 December 2006 (UTC)

which number is the best?
Well, when I read the article, I wonder if the numbers are equal on every country. E.g. I wonder, if 1 or 10 is the best grade. Can you enlighten me? Also state it in the article please. Erkan Yilmaz (evaluate me!, discussion ) 17:49, 24 December 2006 (UTC)

 * Usually the scale is from 1 = poor to 10 = very good.--mikeu 18:34, 11 March 2007 (UTC)

0.02

 * Why only one comment per month?
 * Minor point, but I think people should use an asterisk rather than a hash to bullet-point their opinions - the numbered bullet points interfere with the reading of the numbers.
 * And no, in case you're wondering, the heading is not my rating. ;-) Cormaggio talk 16:53, 17 April 2007 (UTC)

June 2008: Board elections/2008/Candidates/Questions/3
not a number, but surely also helpful, Erkan Yilmaz uses the Chat (try) 19:24, 2 August 2008 (UTC)

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Rover mission analysis and design

Objective
This rover design document is a collection of Mars rover design relationships. For deep space missions, there has been little published work of design rules-of-thumb, such as can be found for Earth orbiters. Space Mission Analysis and Design (SMAD) is a comprehensive resource for rules of thumb, empirical formulas, and algorithms for the design of low-Earth orbit, unmanned satellites. Some design guidelines provided in SMAD are broad enough to be applicable to deep space probes as well. Human Space Mission Analysis and Design (HSMAD) dedicates a few pages to the design of crewed lunar rovers; in particular, it provides a design algorithm to rapidly obtain order-of-magnitude estimates of mass and power requirements for a pressurized rover. The intent of the rover design document is to provide similar resources for the particular case of Mars robotic rover systems. The design document provides design rules of thumb and also references to articles relevant to the field of Mars rover design. The document is a collection of parametric relationships that help design and evaluate rover properties and performance (e.g. speed), both at the system and subsystem level, based on broadly defined scientific mission objectives.

Target Audience
This document is intended for students who desire to understand the high level scaling laws of rover systems and science payload designers who need to measure the impact of their payload on a rover vehicle. This document can also serve as the starting point for the development of more elaborate rover system design tools in the fashion of MSE.

System level design
Wilson et al. provide a database of eight Team X rover designs which are used to derive mass fraction relationships.

Payload mass fraction
Inputs Instrument mass

Outputs Rover total mass

Based on Team X designs, Sojourner and MER, the payload mass fraction $$a_{science}$$ of a rover is between 8% and 16% of the total rover mass and it is on average 12%. Therefore, for a given scientific payload mass $$M_{science}$$, including instruments and acquisition tools, the expected total rover mass $$M_{rover}$$ is provided by the following relationship.

Operations Cost
According to the NASA budget request for 2005 and to a NASA press release about the MER operations extension the average operations cost rate of a rover is approximately $1.25M per month.

Exploration performance
Inputs wheel diameter

Outputs Rock clearance and obstacle density

Rock Clearance
A rover equipped with a rocker-bogie suspension is able to drive over rocks whose size is less than one and a half times the wheel diameter.

Rock abundance
The number of rocks that are larger than a given size is derived from the rock abundance model developed by Golombek.

Rover Hardware Subsystem Decomposition
The remaining of this page is organized according to a subsystem decomposition of a rover system, as illustrated in the figure. Each subsystem section provides sizing and scaling relationships.

Power
Design rules that govern a rover power system are no different from those that apply to a regular spacecraft power system. SMAD provides guidelines for the design of spacecraft power systems.

Two types of power system have so far been used on Mars: solar power (MPF, MER) and radioisotope power (Viking landers). The MSL rover is expected to be the first Mars rover to use a radioisotope power system (RPS).

Solar power
The solar power system of surface vehicle differs from that of a satellite due to interactions with planetary dust. Over time, the deposition of dust on solar panels contributes to the degradation of power output.

Experience with the first 300 sols of Spirit operations shows that dust deposition losses reach a maximum of 30% over time . The experimental curve of loss due to dust ($$L_{dust}$$) as a function of mission duration can be approximated by the following function:

$$L_{dust} = 0.7 + 0.3*exp(-T/100)$$

where T is the mission duration measured in sols. Loss due to dust is combined with losses ($$L_{i}$$) due to solar array inherent degradation. The resulting formula for end-of-life power ($$P_{EOL}$$) as a function of beginning of life power ($$P_{BOL}$$) is:

$$P_{EOL} = L_{i}* L_{dust} * P_{BOL}$$

Multi-mission radioisotpe thermoelectric generator
A MMRTG generator is about 0.64 meters in diameter (fin tip to fin tip) by 0.66 meters long and weighs about 43 kilograms. A MMRTG generates 125 We at beginning of life; the output power diminishes over time at a rate of 1.6% per year.

A MMRTG uses 4kg of Pu$$^{238}$$; one gram of Pu$$^{238}$$ costs approximately $2000.

Mobility
The rover mobility subsystem includes hardware aspects (e.g. suspension, wheels, motors) but also performance aspects (e.g. ground clearance, mechanical speed).

Mobility hardware
As a reference, the mass of the MER mobility subsystem is 34.5 kg.

Mechnical speed
The figure shows the mechanical speed of various Mars rovers and Earth testbed rovers (References: MER ; Sojourner and MSL ; ExoMars ; Marsokhod 75 ; FIDO ; Nomad ; IARES-L and KWM

Sojourner
Sojourner references: ,

The mass of Sojourner is 11.5kg of which 9kg go into the vehicle. The rover's dimensions are 65cm in length, 48cm in width, and 30cm in height.

Power subsystem:

Solar arrays use GaAs cells; they weigh 0.340 kg and have an area of 0.22 m2. The nominal peak power is 16.4W. Primary batteries weigh 1.24 kg.

Thermal subsystem:

Three RHUs were installed in the axle of the rover inside the WEB.

title: Rover mission analysis and design


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Wikiversity talk:Assessment

motivation :-)
Let's get our ASSES[sment] in gear! CQ 01:18, 24 December 2006 (UTC)

methodology
Well, we should structure this a little more. When we reduce it down to just a number, we at least must guide the users a little, otherwise we can have "wrong" values. E.g. one user has probs with internet connection. When (s)he now gives a very bad grade only because of this, how would we know?

We can use quality models for this. Here is a FCM picture (no panic, we can build also a simple one, see below :-) ), how this can be structured in general: Factor: Qualitätsmerkmal Criterion: Qualitäts-Teilmerkmal Metrics: Qualitäts-Indikatoren

There are quality models already available, like ISO 9126 (this is specific for software). So we need to build our own quality model with GQM (Goal, Question, Metric). Erkan Yilmaz (evaluate me!, discussion ) 19:01, 24 December 2006 (UTC)

title: Wikiversity talk:Assessment


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Talk:Filmmaking Basics/Thumbnail Storyboard

Confusing
Was it just me, or is this lesson a little confusing?--Elatanatari 02:08, 24 December 2006 (UTC)

15 minute warning
The 15 minute warning is a nice touch.Elatanatari 23:11, 24 March 2007 (UTC)


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E-Learning

E-learning is a learning environment which uses information and communication technologies (ICT's) as a platform for teaching and learning activities. It has been defined as "pedagogy empowered by technology", though 'digital technology' is more accurate. Note that, due to the difference in terms of institutional goals, higher education and the industry have very different ideas about what e-learning is and how e-learning can be/should be used.

E-learning has its root in distance learning and is part of the revolution brought by the new media: the Web. Educators and trainers soon found the potentials to advance learning at the advent of the new Web technologies. The advocates of e-learning voice for the breakdown of barriers to learning (especially for adult learners in higher education) such as the limitations in time and distance. Research on media comparison "proves" that there is no difference in the learning outcome of e-learning from traditional face-to-face instruction. Over time, more and more instructors/institutions are incorporating e-learning components in the practice of instruction in higher education as a way of facilitating learning.

Learning Tasks

 * (COVID-19) Explore the requirement workflow transformations during an epidemic output break and identify the requirements and constraints of e-Learning during the COVID-19 pandemic.

title: E-Learning


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User:Ecotype

Hello there, My real name is Kevin. I am 22 years old and I am studying to be an ecologist. I am very interested in photosynthetic pathways and enjoy fishing and hiking very much. I am an avid book collector/reader. I am very fond of wikiversity and their dream of a worldwide revolution. May God bless it and fulfill the dream. Godspeed.

title: User:Ecotype


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User:Juan Marquez

kws: surface N_3 surface, Stiefel-Whitney surface, superficie de Stiefel-Whitney, Juan Manuel Marquez Bobadilla, Juan Marquez, kid, JMMB, vaquero, mathematician, trigenus, trigénero, topology, topología, low dimensional topology, three-manifold, tres-variedad, surface-bundle, circle-bundle, homeotopía, mapping class group, homeotopy of non-orientable manifolds, abstract embedding, the seven N_3-bundles over the 1-sphere, Universidad de Guadalajara, CIMAT, mathe-mathe, mathe-toon, flecha, TQFT, multilinear, multilineal, covector, banda de mobius, quantum mechanics, matemáticas, tensorólogo, tensor-man, topological end, ends of a group, mathemagizian

Hi, I am a topologist and I will try to pour some of my little knowledge to grow this enterprice...and yes, I am the same as in the wikiversity in spanish.

articles

 * in the Sociedad Matemática Mexicana
 * in the Revista Colombiana de Matemáticas
 * some recent advances on the subjet in spanish (please push entrar como invitado to enter)

$$ \begin{matrix} \begin{align} &V\times V\overset{M}{\longrightarrow}\mathbb{R} \\ &(v,w)\mapsto v'Mw \\ &M_{ij}=M(b_i, b_j) \\ &M\in V^{*}\otimes V^{*} \\ &M=M_{st}\beta^s\otimes\beta^t \\ ~ \\ ~ \end{align}

& \begin{align} &V\times V^{*} \overset{M}{\longrightarrow}\mathbb{R} \\ &(v,f)\mapsto v'Mf' \\ &M_{i}^j=M(b_i, \beta^j) \\ &M\in V^{*}\otimes V \\ &M=M_s^t\beta^s\otimes b_t \\ &M_s^t=M_{su}g^{ut} \\ &MG^{-1} \end{align}

\\

\begin{align} &V^{*}\times V\overset{M}{\longrightarrow}\mathbb{R} \\ &(f,w)\mapsto fMw \\ &M_j^i=M(\beta^i, b_j) \\ &M\in V\otimes V^{*} \\ &M=M_t^s b_s\otimes\beta^t \\ &M_t^s=g^{su}M_{ut} \\ &G^{-1}M \end{align}

& \begin{align} &V^{*}\times V^{*} \overset{M}{\longrightarrow}\mathbb{R} \\ &(f,g)\mapsto fMg' \\ &M^{ij}=M(\beta^i, \beta^j) \\ &M\in V\otimes V \\ &M=M^{st}b_s\otimes b_t \\ &M^{st}=g^{su}M_{uv}g^{vt} \\ &G^{-1}MG^{-1} \end{align} \end{matrix} $$

update
i'm working in the ends of a space concept and here, i'm learning by doing, don't mattering to me if i make mistakes or errors... in spanish is in ... dare to interact!

I just had learned to solve the Rubik's puzzle and... i firmly believe that this serves to makes u more clever in your 3d intuitions, What do u think?

 * I like to wander around my webplaces...

es:Usuario:Juan Marquez

title: User:Juan Marquez


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Talk:Filmmaking Basics/Thumbnail Pop Quiz

There might be a way of making a template to automatie the pop quiz... I'll look into it after I get back from my trip.--Rayc 06:09, 24 December 2006 (UTC)


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School:Mathematics/Philosophy of Mathematics/Defining Mathematics

Math is the rigorous investigation of quantity, number, and pattern by the use of deductive reasoning. It attempts to build from the fewest, simplest atomic structures more complex ideas, all the while maintaining generality. The level of rigor required in mathematical proof ensures that logical inconsistency is not allowed within the system, although investigation into the foundations of mathematics has revealed that certain aspects of the theory remain unprovable within the system itself. While mathematics as a discipline concerns itself with varied topics (geometry, topology, algebra, analysis), the nomenclature remains the same within each subtopic and the same methodologies can often be employed in numerous fields. Much of the variety of mathematics, though, is usually considered a particular interpretation or application of a more abstract substratum, one that usually consists of formal logic with set theoretic considerations (or set theory phrased in the terminology of formal logic).


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User:Harshalhayat

Hi,
 * I am Harshal.
 * Please visit my page on Marathi Wikipedia.
 * Regards,

Harshalhayat

title: User:Harshalhayat


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Template:User hi-4

Please note, if your browser does not properly display the Devanagari script characters, please see Upgrading your computer's Devanagari fonts instructions.

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Wikiversity:Recruitment

Wikiversity:Recruitment is focused at coordinating the recruitment for projects of Wikiversity. This to ensure continuance of projects and to get things started. Main aim for the recruiters is not only to get as many volunteers as possible, but also to get volunteers who are willing to commit themselves. Commitment is measured by the time volunteers put into the projects they assigned themselves in.

The most important recruitment task for the moment is to get more recruiters. If you want to recruit, please put your name on the lists below. Rules will be made to determine the difference between committed and non committed recruiters.

Interested in recruiting, but are not committed
Please give a reason why you are not committed. i also have a life, but no lol because i am totally serious.
 * Daanschr 08:47, 24 December 2006 (UTC) (I am too busy writing my final paper)
 * Rayc, done some before, but not very active due to thesis
 * Elatanatari 19:09, 31 December 2006 (UTC), I have a life, lol

Reasons for this project
At Wikipedia, the success of a project is mainly measured by the continuance of it. This recruitment project is aimed at ensuring continuance of a project, so quality can become more important in the measurement of success.

Wikiversity is still in a starting phase. Recruitment has the potential bring new and existing parts of Wikiversity alive. Everyone has something to offer, they just need to see how their contributions will be of benefit to society so they can gain satisfaction out of contributing to the project.

Procedure for recruitment
Recruiters can use their own time and methods for recruiting. They can view it as a game, and should be creative in their approach. The success of a recruiter depends on the amount of recruits and the amount of time and quality recruits bring to a project. Recruiters for Wikiversity should convey the long term vision of Wikiversity, and be able to accurately convey to others what Wikiversity is and what it is not.

title: Wikiversity:Recruitment


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User:Nitrobot~enwikiversity

This bot is to be an automated account operated by User:Student Galaxy its task is to welcome new users to wikiversity using templates detecting a change in the blocklog, detect page move vandalism by picking up certain words, and it will send an automated message to set custodians with the user name or Ip.

Note: This bot will be out of order until it is appealed.

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Wikiversity talk:Recruitment

"Commitment is measured by the time volunteers put into the projects" <-- I assume that the assumption here is that the more time spent the more committed. Trying to attract and keep editors who spend a large amount of time editing is fine, but the point of a wiki project is that everyone contributes according to their own schedule and even small contributions are welcome. Editors can be very committed to the project but also very busy in the "real world". --JWSchmidt 13:29, 24 December 2006 (UTC)

 * I agree with you. It is not the recruit, but the recruiter who will be judged by the commitment of the recruit he recruited. Perhaps i should make that more clear.--Daanschr 15:12, 24 December 2006 (UTC)

Forum recruitment?
I'm running accross a lot of forums that I would like to recruit people from, but don't know if it is appropreate to spam them. We should try to come up with an generalized approch for certain situations, like:

 * Wikias
 * Forums
 * Particular people
 * Email lists
 * Real university bulliten boards
 * Banners for personal websites

Try to fingure out a standardized method of determining when a group or person should be contacted (without spamming) and deelop standardized web banners/flyers/posts/emails--Rayc 06:41, 25 December 2006 (UTC)

 * Having standardized web banners/flyers/posts/emails would be very useful.

 * You are right about your concern on spamming.
 * Instead of annoying people, we should make them enthusiastic about Wikiversity. This means that Wikiversity needs to offer people something they want to be part of. We should try to recruit people for those projects which could be appealing, without losing what Wikiversity stands for. The more diversity Wikiversity has to offer, the more people can be attracted. I wanted to start a marketing department with the main aim to let Wikiversity grow. The marketing department will support projects that have a chance to strengthen Wikiversity.
 * The recruiter need to invest time in convincing people to join. Just sending standard information about Wikiversity will not be enough. Recruiters need to socialize with those they want to recruit. The best recruiter is the one who already belongs to the group that Wikiversity tries to reach. The marketing department can support recruiters by constantly improving advertisements, reasons for joining Wikiversity. Recruiters need to develop their own tactics. Standardized methods can easily fail. Recruiters can learn from eachother of course to make their performance better.

 * We can start to discuss which projects of Wikiversity can be appealing and where we can start with recruiting. The marketing department can emerge from this talk page, if the recruitment becomes a success.

 * There are too little people interested in recruiting at the moment, so i fear that we will not be able to get much recruits.--Daanschr 16:05, 27 December 2006 (UTC)
 * Isn't that a paradox? We'll never get recruiters if we don't recruit. But to recruit we need recruiters.--Rayc 04:23, 31 December 2006 (UTC)
 * A certain minimum amount of interested people is needed to get this project running.
 * It would be an idea to replace this recruitment section to Meta-Wiki. I have some projects running on Wikipedia that are not doing very well, just like many other projects.--Daanschr 11:01, 3 January 2007 (UTC)

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User:Joel Lamoure

Professional Website: http://www.joelwlamoure.com/

'''Joel Lamoure RPh., B.Sc.Phm., FASCP. Adjunct Associate Professor and Assistant CME Director, Department of Psychiatry University of Western Ontario; Associate Scientist, Lawson Health Research Institute; Teaching Associate, Faculty of Pharmacy University of Toronto; Mental Health Pharmacist, London Health Sciences Centre, South St Hospital'''

Publications
Lamoure J, Stovel J. Abrupt Stop: Managing Discontinuation Syndrome Associated with Psychoactive Medications. Pharmacy Practice. 2010; 26 (5) Sept 2010: 40-47,53

Lamoure J. Stovel J., Recovery from Schizophrenia. Cdn J of CME 2010; 22(9): 22

Lamoure J. Stovel J., Difficulties in Treating Patients with Lewy Body Dementia. Cdn J of CME 2010; 22(8): 21

Lamoure J., Stovel J. Issues in Switching to Generic Antidepressants and Bioequivalence. Canadian Healthcare Network ATE Panel. June 30, 2010. http://www.canadianhealthcarenetwork.ca/pharmacists/discussions/the-experts/mental-health

Lamoure J, Stovel J, Chandarana P. Probable Topiramate-Induced Hemiparesis. Cdn J Hospital Pharmacists 2010; 63 (3); 242-244

Lamoure J. Bipolar Disorder in Teenagers. Cdn J of CME 2010; 22(6): 22

Gignac M, Legare N (Rev), Lamoure J (Rev). The Long and the Short Story of ADHD... Advances in Pharmacotherapy. Web Education Module www.rxbriefcase.com May 2010

Lamoure J. Treatments for ADHD in Teens and Adults in Both the Medical and Neuropathic Medications? Cdn J of CME 2010; 22(5): 27

Lamoure J. Depression in Pre-Teens with Somatization. Cdn J of CME 2010; 22(3):20

Lamoure J., Stovel J. Suggestions for Treating Major Depression with Concomitant PTSD? Canadian Healthcare Network ATE Panel. Republished March 25, 2010. http://www.canadianhealthcarenetwork.ca/pharmacists/discussions/the-experts/mental-health

Lamoure J., Stovel J. What Precautions Should be Taken with SSRI's in the General Population? Canadian Healthcare Network ATE Panel. Republished March 25, 2010. http://www.canadianhealthcarenetwork.ca/pharmacists/discussions/the-experts/mental-health

Lamoure J., Stovel J. What are the Best Strategies to Treat Insomnia Related to Antidepressant Use? Canadian Healthcare Network ATE Panel. Republished March 25, 2010. http://www.canadianhealthcarenetwork.ca/pharmacists/discussions/the-experts/mental-health

Lamoure J., Stovel J. How do Newer Psychiatric Medications Compare with Older Ones in Terms of Efficacy? Canadian Healthcare Network ATE Panel. March 24, 2010. http://www.canadianhealthcarenetwork.ca/pharmacists/discussions/the-experts/mental-health

Lamoure J. How is Zolpidem Dependence Managed? Medscape Pharmacist ATE February 2010 http://www.medscape.com/viewarticle/717142

Stovel J. Lamoure J (Rev). Constipation in Children. Pharmacy Practice 2010; 26(2): 36-47

Stovel J, Lamoure J, Barr J, Takhar J. (Poster Abstract) Ziprasidone-Analgesia Induced Serotonin Syndrome. CSHP PPC Toronto January 31,2010

Lamoure J. Medicating Pregnant or Nursing Manic-Depressives. Cdn J of CME 2010; 22(1):25

Lamoure J. Early Indications of Dementia. Cdn J of CME 2010; 22(1):33

Lamoure J. Which Antidepressant is Right for a Given Patient? Medscape Pharmacist ATE December 2009 http://www.medscape.com/viewarticle/714113

Lamoure J. Seasonal Affective Disorder Treated by UV Lights (Current thinking for optimal length of exposure) Cdn J of CME 2009; 21(11):30

Lamoure J, Stovel J. Which Antidepressants Treat Comorbid Anxiety and Depression. Medscape ATE October 2009 http://www.medscape.com/viewarticle/711111

Lamoure J. Assessing Attention Deficit Hyperactivity Disorder. Cdn. J of CME 2009; 21(10):27 Lamoure J. How Often is Male Hypogonadism Associated with depression? Cdn. J of CME 2009; 21(10):21

Lamoure J. Theory of Mindfulness. Cdn. J of CME 2009; 21(9):20

Lamoure J. When Should Antidepressants Not be Used for Depression? Cdn. J of CME 2009; 21(9): 34

Lamoure J. Anxiety, Depression and Dual SSRI Use Pharmacy Gateway Mental Health ATE. Aug 2009 http://www.pharmacygateway.ca/index/asktheexpert/mental_health.jsp

Lamoure J. What is the First-line Treatment for Bipolar Disorder for GP’s? Cdn. J of CME 2009; 21(6): 28

Lamoure J, Stovel J.  Parker N.  Do older "typical" antipsychotics share the same warnings as "atypical" regarding their use in the elderly with dementia? Are any of them safer? Pharmacy Gateway Mental Health ATE. June 2009 http://www.pharmacygateway.ca/index/asktheexpert/mental_health.jsp

Lamoure J, Stovel J,  Marchioni D. What Drug Interactions Are Common in Treatment-Resistant Depression? Medscape ATE June 2009 http://www.medscape.com/viewarticle/703441

Lamoure, JW., Rudnick,A. (Poster Abstract) A retrospective case report series of patients (post-marketing) receiving olanzapine intramuscular (IM) outside of product monograph does and indications:  Assessing safety and tolerability. UWO Psychiatry Research Day June 18, 2009

Lamoure, JW., Rudnick,A. (Poster Abstract) A retrospective case report series of patients (post-marketing) receiving olanzapine intramuscular (IM) outside of product monograph does and indications:  Assessing safety and tolerability. RMHC Research Day May 13, 2009

Lamoure J. Which Types of Psychotherapy are Effective for the Different Anxiety Disorders (Empirically Validated)? Cdn. J of CME 2009; 21(5):38

Lamoure J. How Common is Attention Deficit- Hyperactivity Disorder (ADHD)? In Adults/In Children? Cdn. J of CME 2009; 21(5):24

Lamoure J. What is the Best Treatment for Generalized Anxiety Disorder (GAD)? Cdn. J of CME 2009; 21(4):33

Lamoure J. How Can We Best Help and Treat the Depressed Adolescent? Cdn. J of CME 2009; 21(3):15

Lamoure J. What is the Medication/Treatment for Somatic Delusions?. Cdn. J of CME 2009; 21(2):20

Lamoure J, Stovel J. (Poster Abstract) Topiramate-Induced Hemiplegia. CSHP PPC Toronto February 1, 2009

Lamoure J, Stovel J. Depression: A Deeper Shade of Blue. Pharmacy Practice. 2009; 25 (1): 38-42

Lamoure J, Stovel J, Boivin M.  Schizophrenia for Pharmacists. Beyond the Diagnosis. Web Education Module. December 2008 www.rxbriefcase.com

Lamoure J, Stovel J. Inflammatory Bowel Disease: Medications and Mental Health. Cdn J. CME 2008: 20 (11):51-54

Lamoure J, Stovel J, Bateman K. How Common or Significant Is Serotonin Syndrome? Medscape ATE November 2008 http://www.medscape.com/viewarticle/582862

Lamoure J, Stovel J. Do SSRIs medications cause bleeding in general patients? Is there need to be cautious when patients take SSRI’s with other medications such as aspirin or NSAID’s? September 2008 http://www.pharmacygateway.ca/index/asktheexpert/mental_health.jsp

Lamoure J. Como funciona a estimulação magnética transcraniana no tratamento da depressão refratária. Jornal Mineiro de Psiquiatria. Edição No. 28 (agosto de 2008) Ano XII

Dixon D, Harris S,  Lamoure J,  Stovel J.  Webmodule: TZD in the news. Putting Evidence into Perspective. August 2008. http://www.rxbriefcase.com/process/view.asp?cid=358

Lamoure J, Stovel J. Overview of New Treatments and Efficacy of Medications in Mental Health. Pharmacy Gateway Mental Health ATE. July 2008 http://www.pharmacygateway.ca/index/asktheexpert/mental_health.jsp

Lamoure J, Bombardier S. Overview of  Options for Treatment Resistant depression and SSRI Augmentation. Pharmacy Gateway Mental Health ATE. June 2008 http://www.pharmacygateway.ca/index/asktheexpert/mental_health.jsp

Lamoure J. Neurobiology of rTMS. Medscape ATE May 2008  http://www.medscape.com/viewarticle/572342

Lamoure J, Stovel J. Does Quetiapine Produce False-Positive Methadone Tests? Medscape ATE January 2008 http://www.medscape.com/viewarticle/568245

Andrews E, Bombassaro A, Mills D, Lamoure J, Baskette J. (Poster Abstract) Medication Reconciliation In a Pre-Admission General Surgery Service. CSHP PPC January 2008

Pang S, Facca N ,Lamoure J, Delamere K. (Poster Abstract) Medication Reconciliation on 4-IP (Medicine). CSHP PPC January 2008

Lamoure J. Stovel J. Are Duloxetine's Side Effects Dose Related? Medscape Pharmacist ATE December 2007 http://www.medscape.com/viewarticle/566867

Lamoure J. Stovel J What are the Troublesome Side Effects of Topiramate? Cdn J of Diagnosis 2007; 24(12); 25

Lamoure J. Stovel J. Is It Safe to Use "Natural" Sleep Aids While Taking Antidepressants? Medscape Pharmacist ATE October 2007 http://www.medscape.com/viewarticle/563447

Lamoure J. Psychopharmacology Drug Case. Summary of Case and Conclusions. . UWO Department of Psychiatry Fall 2007 Issue 47:6-7

Chiu A, Lamoure J, Naidu K. Lamotrigine-Induced Blood Dyscrasias in Association with Rash. Cdn J Hospital Pharmacists 2007; 60 (4); 257-259

Smith L, Lamoure J. Drug-Disease Psychopharmacology Review. Clinical QandA Antipsychotics in Breastfeeding. UWO Department of Psychiatry Summer 2007 Issue 46:8-9

Lamoure J. Regarding expired medications, other than a decreased efficacy, is there a significant health risk? Cdn J. of Diagnosis 2007; 24(5) (In press-publication date May07)

Lamoure J. Does Combining Duloxetine and Amitriptyline Raise the Risk for Seizures? Medscape Pharmacist ATE April 2007. http://www.medscape.com/pharmacists/asktheexperts

Lamoure J. Schizophrenia.Getting the Right Drug to the Right Patient. Pharmacy Practice 2007; 23(4) 48-54, 63-64

Lamoure J. Somatization/Personality Disorders and Adverse Effects "My antidepressants or my eyesight?". Cdn J. of Diagnosis 2007; 24(4):47-50

Lamoure J, Turgay A, Sumpton J, Weiss G. Diagnosis and Management of ADHD in Children. Web Education Module March 2007 www.rxbriefcase.com Loder J, Lamoure J, Northcott S. Clarithromycin and Clozapine Interaction “Doctor, I don’t feel well”. Cdn. J of Diagnosis 2006; 23(12):34-37

Lamoure J. Treatment of Social Anxiety in Teenagers. Cdn. J of CME 2006; 18(10):10

Lamoure J. Antidepressant Use Associated with Type 2 Diabetes. UWO Department of Psychiatry Fall 2006 Issue 43 pp12-13

Lamoure J. Discontinuation Syndrome: Relapse vs. Withdrawal. Cdn. J of Diagnosis 2006; 23(9):95-98

Lamoure J, Smith L. Methamphetamine...Madness to the Method. : Cdn. J of CME 2006; 18(7): 51-54

Lamoure J. Role of Dalteparin in Stroke. Cdn. J of Diagnosis 2006;23(2):21

Lamoure J. IM MPA and BC Failure. Cdn. J of CME 2006;18(1):39

Lamoure J. Metformin and Glyburide. Cdn. J of CME 2005; 17(9):31

Lamoure J, Bush H. Atypical Antipsychotics as Poison in Overdose. Cdn. J of CME 2005; 17(5):71-73

Flinn A, Lamoure J. Olanzapine Induced Pancreatitis (Case Review): CSHP Journal PPC Feb 2004:p50

Bio
Bio (June 2009)

Joel Lamoure is an award-winning Assistant Professor and Assistant Director of CME in the Department of Psychiatry at the Schulich School of Medicine and Dentistry (SSMD), University of Western Ontario serving as Chair of the ACCME-WG and award-winning Teaching Associate, Faculty of Pharmacy, University of Toronto. In his hospital clinical practice, he serves as a Mental Health Pharmacist with a primary place of practice is at London Health Sciences Centre, South Street Hospital. He is an Accreditor with Accreditations Canada specializing in medication management and mental health with an interest in infection control. There are almost a dozen Ask The Expert publications under Medscape written by Professor Lamoure. Starting in December 2008, Joel took over as the Psychiatry Consultant expert for the Canadian Journal of CME and Pharmacy Mental Health expert for Pharmacy Gateway.

He has won the Western Teaching Roll of Honour in Medicine for 5 consecutive academic years, the most recent being the 2009-2010 academic year. He has also won the UWO CME Award in Medicine for 2007 and the University Of Toronto Teaching Award in 2006. He has published over 70 journal papers and consultant reviews on mental health medications and their impact to the patient and their quality and quantity of life. He writes as a psychopharmacotherapy expert for several national and international publications.

Joel was awarded a Fellowship in the American Society of Consultant Pharmacists (Geriatrics) in 2000. Areas of interest and research include medical conditions that overlap and augment the severity of psychiatric disorders, impacts of alternative treatments and psychopharmacology.

He is an inductee in numerous prestigious publications recognizing his work including the Canadian Book of Who’s Who (2008 and 2009 and 2010 Centennial edition candidate), Strathmore’s Who’s Who (2009), the prestigious Marquis Book of Who’s Who in Medicine in the World (7th International edition 2009-2010 (Published August 2009)) and the International Marquis Book of Who's Who in the World (2011).

title: User:Joel Lamoure


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User talk:Joel Lamoure

Welcome to Wikiversity!
Hello, and welcome to Wikiversity. It's good to run into someone from the same geographic area finally. :) ... I hope you enjoy your time here at Wikiversity. Historybuff 05:55, 22 February 2007 (UTC)

 * Thanks for your reply. As for your interests, pictures of the Civil War sites might be an interesting addition for our History area. I'm not sure what else you might be interested in here, but we are trying to do something in the areas of published research and grants -- you might have insights that could be helpful, for sure. I'm currently working on the Computer Science bits, but would like to learn more about History, among other things.
 * Do you teach in Toronto often? Historybuff 22:07, 5 March 2007 (UTC)

Image copyright problems

 * This is the image in question; please provide a source and a license template for it. Thanks. – Mike.lifeguard | @en.wb 22:20, 13 February 2008 (UTC)

title: User talk:Joel Lamoure


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Lesson:Script writing for highschool drama departments

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Daoism

Daoism (sometimes Taoism) is a variety of related philosophical and religious traditions originating in China, with similar practices to Buddhism, although Daoism was said to have been practiced in China hundreds of years before Buddhism came from India.

Focusing heavily on naturalistic ideals, the religion seeks to free its practitioners from the pointlessness of the current form of humanity. Daoism sees the current social structure of humanity as a degeneration of the natural order of things, and seeks to be one with the Dao (literally trans. "way"). Dao is a difficult word to understand, having many different conceptual ties. Dao can refer not only to a pure way of life, but also to all physical things, closely relating to the Chinese concept of Chi.

The most well known texts of Daoism are the Dao-de Ching and the Zhuang-zu, both written around 500 BCE. Although, like Buddhism and Hinduism, Daoism has a large canon of hundreds of texts pertaining to the religion.

Currently, Daoism does not enjoy the popularity of Buddhism or Confucianism in China, although there are still some who follow the old ways.

title: Daoism


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User:Quiddity

please use wikipedia:User talk:Quiddity. thanks :)

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User talk:Quiddity

please use wikipedia:User talk:Quiddity. thanks :)

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Topic talk:Documentary production

Anything else to add, or is the the comprehensive version?

title: Topic talk:Documentary production


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User:Gnangarra

{| width="70%" cellspacing="0" cellpadding="0" style="background-color:#dfdfdf;"
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[[Image:User browser firefox.png|20px]] My Accounts
account originally created to edit images and other information on this
 * Plant identification
 * School:Plant Sciences

title: User:Gnangarra


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Materials Science and Engineering/Phage Display and Materials Science

Phage Display
What is phage display?

Angela Belcher
Selection of peptides with semiconductor binding - April 10 2000

Building nanostructures - April 30, 2002

Ordering of Quantum Dots - May 3 2002

Virus-based films - November 6, 2002

Viral assembly of oriented quantum dot nanowires - June 10 2003

Viruses as vehicles for growth of materials - August 31 2003

Organization of II-VI semiconductor materials - October 2003

Fabrication of fibers - October 20 2003

Virus-based films - November 6, 2002

Assembly of Nanorings - December 16 2003

Molecular orientation of M13 virus on substrate - January 6 2004

Synthesis of Magnetic and Semiconducting Nanowires - January 9 2004

Metal alloy ferromagnetic nanostructures - April 30, 2004

Surface modification and electrostatic deposition of quantum dots - July 16 2004

Protein-encapsulated CoPt Nanoparticles - March 10, 2005

Biomaterials functionalization - May 15 2005

Programmable assembly of nanoarchitectures - June 3, 2005

Biomimetic Co-Pt Hybrid Material - September 19, 2005

Assembly of viruses on polymer surfaces - February 19, 2006

Biomolecular recognition of crystal defects - March 22 2006

Lithium ion battery electrodes - May 12 2006


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Engineering papers

Petroleum Engineering

 * Effects of operating conditions on compositional characteristics and reaction kinetics of liquid derived by delayed coking of nigerian petroleum residue

Ethanol Production

 * Characterisation of agricultural and agro-industrial residues as raw materials for ethanol production

title: Engineering papers


text:
Psychology papers

 * Power and Love: Sadomasochistic Practices in Long-Term Committed Relationships
 * Making Over Masculinity

title: Psychology papers


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Agriculture papers

 * Visual Impact Assessment Methodologies for Rural Building Design
 * Mechanization of Tea Leaf Handling in Trough Withering System
 * Influence of Insect Screens with Different Mesh Sizes on Ventilation Rate and Microclimate of Greenhouses in the Humid tropics
 * Evaluation of Wooden Silo during Storage of Maize (Zea mays) in Humid Tropical Climate
 * The Influence of Machine Speed on Human Work Performance for Simple and Highly Repetitive Work Processes: A pilot study
 * Energy Assessment of Different Weed Management Practices for Rice-Wheat Cropping System in India
 * Usability as a Challenge in Precision Agriculture—Case Study: an ISOBUS VT
 * Energy Consumption Pattern in Palm Kernel Oil Processing Operations
 * Web-based Decision Support System for Rural Land Use Planning-WebLUP-a Prototype
 * Aerodynamic Properties of Wheat Kernel and Straw Materials
 * Behavior of Dairy Cows Housed in Environmentally Controlled Freestall
 * A Methodological Contribution to Landscape Design and Development
 * Design and Optimization of a Photovoltaic Powered Grain Mill
 * Energy Consumption Pattern of Selected Mechanized Farms in Southwestern Nigeria
 * A Novel Azeotropic Mixture for Solvent Extraction of Edible Oils
 * Surface Waters Potential of the Hantebet Basin, Tigray, Norhtern Ethiopia
 * The Demand for Seasonal Farm Labor from Central- and Eastern European Countries in German Agriculture
 * Design Parameters for a Rice Husk Throatless Gasifier Reactor
 * Hot and Cold Weather Heat Load Dynamics of Uninsulated Broiler House in Botswana
 * Modeling of Soil Profile Produced by a Single Sweep Tool
 * Preliminary Evaluation of Guava (Psidium guajava L.) Tree Branches for Truss Fabrication in Nigeria
 * Auditing of Energy Use of Different Cropping Systems in India
 * Development of a Real-time, Variable Rate Herbicide Applicator Using Machine Vision for Between-row Weeding of Sugarcane Fields
 * Performance Characteristics of a Stationary Constant Speed Compression Ignition Engine on Alcohol-Diesel Microemulsions
 * Monitoring of Groundwater Quality for Small-scale Irrigation: Case Studies in the Southwest Sokoto-Rima Basin, Nigeria
 * Performance Evaluation of a Two-Row Okra Planter
 * Modeling the Grain Cleaning Process of a Stationary Sorghum Thresher
 * Airborne Dust Control Measures for Measures against Airborne Dust in a Floor Housing System for Laying Hens
 * Some Hydraulic, Mechanical, and Physical Characteristics of Three Types of Compressed Earth Blocks
 * Comparison of Energy Use Patterns in Maiduguri and Yobe Flour Mills, Nigeria
 * Development and Performance Evaluation of a Melon Depodding Machine
 * Physical Properties of African Oil Bean Seed (Pentaclethra macrophylla)
 * Economic Analysis of Insect Control Strategies Using an Integrated Crop Ecosystem Management Model
 * Modeling of Oil Expression from Palm Kernel (Elaeis guineensis Jacq.)
 * Irrigation Scheduling Scenarios Studies for a Maize Crop in Tanzania Using a Computer-based Simulation Model
 * Influence of Hot Water Treatment on Some Chemical and Mechanical Properties of Potato
 * Process Optimization of Oil Expression from Sesame Seed (Sesamum indicum Linn.)
 * Using Modern Robot Synthesis and Analysis Tools for the Design of Agricultural Manipulators
 * Keeping Freshness in Fresh-cut Horticultural Produce
 * Maturity, Quality and Marketing of Fruits and Vegetables
 * Approach to Life Cycle Analysis of Self-Propelled Agricultural Machines
 * Assessment of the Edo State of Nigeria Tractor Hiring Services
 * Potato Storage Technology and Store Design Aspects
 * Innovative Building Design Criteria for the Confectionary Industry
 * Alternative Energy Crops for Agricultural Machinery Biofuels—Focus on Biodiesel
 * INFLUENCE ON OPERATOR'S HEALTH OF HAND-TRANSMITTED VIBRATIONS FROM HANDLES OF A SINGLE-AXLE TRACTOR
 * Field Operations Planning for Agricultural Vehicles:A Hierarchical Modeling Framework
 * Pew Commission Says Industrial Scale Farm Animal Production Poses “Unacceptable” Risks to Public Health, Environment
 * The foundation of any farm’s success (Fred Kirschenmann -Spring 2009)

title: Agriculture papers


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User:Jorgenelson

Jorge Olaf Nelson was born in Vancouver, WA, on September 28, 1957. He attended school in Fremont, Nebraska, graduating from Fremont High in 1975. In preparation for a vocational career, he enrolled in Piney Point Community College, MD in a joint apprenticeship program with the Harry Lundberg School of Seamanship, graduating in 1978 as an ordinary seaman and was successfully employed to serve on a U.S. flagged oil tanker. Following this tour of duty in the U.S. Merchant Marine, he was accepted into a journeyman mechanic apprentice program funded by the Comprehensive Employment and Training Act (CETA), trained at South Seattle Community College, WA and gainfully employed at the Pete Lovely Volkswagen dealership in Fife, WA. After completing the apprenticeship program, Jorge entered Tacoma Community College, WA, and graduated with an Associate in Arts and Sciences (with honors) in 1983. He was admitted to The Evergreen State College, Olympia, WA, in 1983 and graduated with a Bachelor's of Arts, major in Elementary Education, minor in Drama in 1985. He received his teaching credential from the University of Puget Sound, Tacoma, WA, in 1985.

In 1985 he started his teaching career in a self-contained sixth grade class at the International School Bangkok, Thailand. At ISB, he enrolled in a degree program through Michigan State University and in 1988 he graduated with a Masters of Arts in Curriculum and Teaching. He then taught 7th-12th grade shop classes - power mechanics & technology education - at International School Islamabad, Pakistan. In 1990, he began his work in educational leadership at the American School of Asunción, Paraguay, as Assistant Director. After receiving a doctoral fellowship sponsored by the Office of Overseas Schools, U.S. Department of State and The University of Memphis, he moved to Memphis, TN in 1992 and enrolled as a doctoral student in the College of Education, Department of Leadership. He was awarded the Outstanding Student Award for Scholarship, Professional Accomplishment, and Commitment in Educational Leadership in 1994 and graduated with an Ed.D. in Administration and Supervision (with honors) in 1995.

Dr. Nelson began leading schools as the Director of the American School of Durango, México from 1994 through 1998. After completing his contract in Mexico, Jorge took his family to Anaco, Venezuela where he was the Superintendent at Anzoategui International School for three years. From Venezuela, the Nelson family moved to Bali, Indonesia where Jorge became the Director of Bali International School. He completed his contract in 2003. As Headmaster at St. John’s School, Guam, Micronesia Dr. Nelson led the school community for four years. He is currently consulting in ICT at New Songdo City International School in Incheon, Korea since school year 2007/2008.

title: User:Jorgenelson