text:
Motivation and emotion/Assessment/No longer used/E-portfolio/Marking criteria

3}}/Marking criteria|Marking criteria
Two key criteria will be used in marking the |e-portfolio exercise: For more detail, see marking criteria
 * 1) Regularity/continuity (33.3%): Consistent and continuous engagement in learning activities throughout the unit.
 * 2) Depth/insightfulness  (66.7%): In depth, thoughtful, questioning, insightful reflection on the unit's learning activities

Regularity/continuity

 * 1) Consistent and continuous engagement : Demonstrate consistent and continuous engagement throughout the unit by participating in, and reflecting on, the unit's learning activities (lectures, tutorials, readings, and assessment tasks). Regularity isn't necessarily about the date of posting, although regular posting (e.g., weekly) is recommended.
 * 2) Additional exploration : The e-portfolio can also be used to record additional exploration of motivation and emotion concepts (such as further reading) in the Wikiversity environment. For example, development of ideas for the textbook chapter and multimedia components may be recorded as part of the e-portfolio.

Depth/insightfulness

 * 1) In depth engagement : Demonstrates in depth engagement (thinking, questioning, reading, researching, investigating etc.) in the unit's learning activities.
 * 2) Indicators of depth : Indicative aspects of depth/insightfulness include: length, quality of thinking/writing, use of citations, including relevant links, clarity of expression and explanation, voicing of opinions, discussion of ideas with others, use of relevant images, use of examples etc. Note that whilst length of contributions may be an indicator, the intellectual quality of engagement is more important.
 * 3) Additional contributions : Additional contributions to Wikiversity beyond your user page and textbook chapter (such as comments on other people's e-portfolios and textbook chapters) will also be considered as part of your e-portfolio (they demonstrate engagement). Such participation is optional (an HD-level e-portfolio could be written without such participation), but will be counted. If you wish to have non-user page contributors considered as part of your e-portfolio, include relevant explanation on your user page.

Rubric
This marking rubric offers generic qualitative descriptions of typical characteristics for e-portfolios for each grade level:


text: File:Campus-map-east.png

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

title: File:Campus-map-east.png


text:
University of Canberra/RCC2010/Schedule

Schedule
The sessions below were determined on the morning by attendees at the 10 - 11:30 Welcome and agenda building.

10:00 - 10:30 Welcome
Mixed platter of slices, pastries, mini muffins, fresh fruit with tea, coffee & orange juice

The human timeline activity worked quite well. Everyone was asked to communicate with each other and arrange themselves in a standing order based on how long people have been editing wikis. One that was done, each person talked briefly about their first wiki experience. From that we started to get a bit of an idea of what sessions whould be proposed...

10:30 - 11:30 Agenda building
After the human time line, we created a list of possible sessions to discuss. People who suggested a session were expected to lead the session. Then everyone placed their names next to the sessions they wanted to attend.

11:30 - 12:30 Sessions

 * Wikiversity - James
 * /Wiki community and usability/ - Andrew

12:30 - 1:30 Lunch
Gourmet pizas and salad, from Crust, and Mixed platter of slices, pastries, mini muffins, fresh fruit with tea, coffee & orange juice

1:30 - 4:30 Sessions
The group decided to stay as one after lunch, and discuss the following sessions
 * Wikis for applied learning
 * Conversations behind wikis
 * /Wikis for Community Consultation/ - Marghanita da Cruz
 * Twitter stream

Transportation
The University of Canberra is located in Bruce, ACT. To get there via bus, you get off at the University of Canberra (College Street) stop. The following weekday routes serve the University of Canberra: 3, 7, 30, 31, 56, 58, 59, 73, 74, Intertown, 300, 312, 313, 314, 315, 318, 319.
 * To the University of Canberra

The University of Canberra is easily accessible by bicycle. Bicycle paths can be found here. The easiest way is to look for signs to Belconnen Town Centre. Cross the little wooden bridge going away from the mall, continue straight past the aquatic center and college, continue under the underpass, past the student housing and you will arrive in the centre of campus. There are a number of bike racks available.

CountryLink (train), Murray's Coaches (bus), and Greyhound Australia(bus) all serve Canberra. You can also fly into Canberra. From the airport, there is coach service into the city centre.
 * To Canberra

Lodging
The following hostels are recommended by the University of Canberra :

Victoria Lodge 29 Dawes St, Kingston ACT 2604 Phone +61 2 6295 7777 Fax:+61 02 6295 2466 Email: contact@victorlodge.com.au Website: http://www.victorlodge.com.au/

Canberra City YHA 7 Akuna Street, Canberra City ACT 2601 Phone: +61 2 6248 9155 Fax: +61 2 6249 1731 Email: canberracity@yhansw.org.au Website: http://www.yha.com.au/hostels/details.cfm?hostelid=240 Reception Hours: 24 hrs

General ongoing coordination

 * Coordination mailing list : http://groups.google.com/group/rcc-planning
 * Chat on irc://irc.freenode.net/#wiki (see[ http://freenode.net/using_the_network.shtml how to use the network] )
 * Synchronic edition tool: http://meetingwords.com/RCCAU
 * Twitter search for #ucrcc: http://twitter.com/#search?q=%23ucrcc

Filming
Rafael Florez from the University of Canberra Media Production Society will be there to document the event, kindly editing a mini doco for posting online after.

Food
The University of Canberra Union will provide teas, coffes, juices and snacks for morning and afternoon tea, and UCNISS is providing gourmet pizas and salads for lunch.

Morning tea:

Mixed platter of slices, pastries, mini muffins, fresh fruit with tea, coffee & orange juice

Lunch:

Mixed platter of slices, pastries, mini muffins, fresh fruit with tea, coffee & orange juice

2 x Mediterranean Lamb. Slow Cooked Mediterranean Lamb, Tomato, Fresh Capsicum, Spanish Onions, Feta, Oregano, garnished with Mint Yoghurt & Lemon on a Garlic Infused base

2 x Florentine Ricotta. Fresh Spinach blended with Ricotta & Parmesan, Kalamata Olives, Spanish Onions, Cherry Tomatoes, Feta, served with Cracked Pepper & Sea Salt

2 x Sweet Potato. Roasted Sweet Potato, Roasted Capsicum, Spanish Onions, Toasted Pinenuts, Cherry Tomatoes, Gorgonzola, garnished with Fresh Herbs, Cracked Pepper & Sea Salt

2 x Veggie Moussaka. Grilled Eggplant, Roasted Rosemary Potatoes and Garlic, garnished with Parmesan on a Bechamel sauce base

2 x Tandoori. Chicken Breast Fillets Marinated in Tandoori Spices with Shallots & crushed Cashews, topped with Mint Yoghurt

2 x Gourmet Smoked Ham & Pineapple. Smoked Ham, Pineapple, Tomato & Brie, garnished with Fresh Basil

2 x Philly Steak. Certified Black Angus Roast Beef, Roasted Capsicum, Fresh Capsicum, Caramelised Onions, Mushrooms, garnished with Dijon Mustard & Wild Rocket

2 x Mixed Green Leaf salad with Balsamic Vinaigrette

2 x Rocket Leaf & Parmesan salad with Balsamic Vinaigrette

2 x Greek Salad with Balsamic Vinaigrette, Mixed Leaf, Tomatoes, Feta, Cucumber, Kalamata Olives, Oregano

2 x Caesar Salad. Mixed Leaf, Bacon, Parmesan, Croutons, Anchovies, chicken, tossed in Caesar dressing

List of materials needed

 * Sticker paper (need before hand so Laura Hale can print stickers for name tags)
 * Name tags
 * Pens, pencils, markers
 * White boards or large sheets of paper (maybe?)

Preparation / Onsite work

 * Nametags - who is responsible for making? - maybe participants could be encourage to byo
 * Writing on the wiki how to get there.
 * giving phone contact just in case for lost people.
 * Signs pointing out how to get to the location inside the facility
 * Handout or signs regarding how to connect to wifi
 * Moving any chairs around to facilitate open space
 * Registration table set up with nametags, stickers, general greeting of people who are attending and reassuring that they are in the right place, holder for extra pens.

Poster
The University of Canberra's Marketing department is designing us a poster. Please add links to example posters, and graphics we should include on the poster.

WIKI

Interested locals, contributors and users of online collaborative spaces:

 * Recent Changes Camp Canberra
 * 10am - 5pm, Wednesday 11 August. 2010
 * University of Canberra, Building 7, Level C, Room 7XC37
 * Contact Leighblackall 0404561009
 * Tags: #RCC and #UC-RCC

'''RecentChangesCamp is an open conference about collaborative practices centered on wikis. The conference is named after the "Recent changes" feature that is found in most wikis. Recent Changes Camp follows an unconference model, being: free to attend, having a program that is determined on the day by attendees, with the aid of a facilitator. In this way, we expect everyone attending will have a chance to get out of it what they came for.'''

wifi
We're counting on UC's new WiFi network to be up and running and servicing the space. Guest access provided for

title: University of Canberra/RCC2010/Schedule


text:
Motivation and emotion/About/Help

Reach out and join in:
 * Discussion
 * Drop-in
 * Teaching team
 * Wikiversity editing

title: Motivation and emotion/About/Help


title: Template:Big4


text:
User talk:Romperlevis~enwikiversity

 Hello Romperlevis, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:17, 16 July 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 16 July 2010 (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 Romperlevis. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Romperlevis~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 23:42, 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) 06:20, 19 April 2015 (UTC)

title: User talk:Romperlevis~enwikiversity


text: Category:Motivation and emotion/Assessment/Multimedia


text:
Wikiversity talk:Community Review/Problematic actions

Suggestions
This is shaping into a wide-ranging review. It may make sense to separate some specific parts into separate reviews. -- Jtneill - Talk - c 10:47, 16 July 2010 (UTC)
 * When Ottava defined the scope of this review, I knew he had set before me a daunting task, but I agreed to take it on. The problematic actions of Wikimedia functionaries that have and continue to disrupt Wikiversity are so numerous that it might take months of hard work to document them all. --JWSchmidt 11:22, 16 July 2010 (UTC)

An interesting case.
http://meta.wikimedia.org/wiki/Requests_for_comment/ace.wikipedia_and_Prophet_Muhammad_images - WAS 4.250 21:34, 18 July 2010 (UTC)


text: File:Catch 22.222222222222.png

title: File:Catch 22.222222222222.png


text:
User talk:Audriusa

 Hello Audriusa, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --JWSchmidt 13:07, 16 July 2010 (UTC)

title: User talk:Audriusa


text:
User talk:Bfondario

 Hello Bfondario, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 18:37, 16 July 2010 (UTC)

title: User talk:Bfondario


text:
Science, Sexuality and Colonialism: A History

This is a wikipage for a class on the History of Science, Sexuality and Colonialism at Free School Denver (Denver, CO, US). We will be using this as an educational resource for our class that meets in real life, but anyone is welcome to contribute. We are still in the beginning stages now but there should be more on here soon. For more about Free School Denver check out freeschooldenver.org.

The First class met on 7/15/2010

Below are the names of the reading assignments from the first class. Please enter your responses:

Kuhn Structure of Scientific Revolutions-- Ch 1

Keen Black Legend Revisited

Somerville Scientific Racism and the Homosexual Body

Stepan Race and Gender, the Role of Analogy in Science

Cañizares-Esguerra Iberian Science

Stoler Making Empire Respectable

The Second Class will meet on 7/29/2010:


text:
Human Legacy Course/Quiz 9

{What was the process that prevented the breakdown of a dead body? -Papyrus +Mummification -Ka -Quarry
 * type=""}

{What was the name of someone who copied texts or kept public records? -Osiris -Horus +Scribe -Quarry
 * type=""}

{What was the name of a granite slab used by historians to decode Egyptian writing? +Rosetta Stone -Thoth -Papyrus -Quarry
 * type=""}

{Who was the Egyptian god of the sun? -Osiris +Amon-Re -Thoth -Horus
 * type=""}

{What is the name of the Egyptian writing system? -Rosetta Stone +Hieroglyphics -Scribe -Obelisk
 * type=""}

{Who was the god that was credited with introducing civilization to Egypt? -Thoth -Amon-Re +Osiris -Horus
 * type=""}

{What is the name of the famous stone statue of a creature with the body of a lion and the head of a person? -Thoth -Osiris -Ka +Great Sphinx
 * type=""}

{What is a tall, thin pillar with a pyramid-shaped top? +Obelisk -Papyrus -Ka -Thoth
 * type=""}

{What is the name of a reedy plant growing along the Nile? -Scribe -Quarry +Papyrus -Amon-Re
 * type=""}

{What is the life force, or an individual’s personality that is separated from the body? -Horus +Ka -Osiris -Thoth
 * type=""}

title: Human Legacy Course/Quiz 9


text: File:Rollback violation .png

title: File:Rollback violation .png


text:
User talk:Lucasgrodriguez

 Hello Lucasgrodriguez, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:17, 17 July 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 17 July 2010 (UTC)

title: User talk:Lucasgrodriguez


text:
Motivation and emotion/About/Discussion

The electronic communication channels for this unit are via the site:     Announcements  , general announcements from teaching staff    Discussion   , discuss, ask questions, ask for feedback, share ideas etc.  Come along to   Drop-in    In addition, use the:       , hashtag on Twitter   Wikiversity talk pages   , every page has its own discussion page  or get in touch with the   Teaching team

title: Motivation and emotion/About/Discussion


text:
User:JohnnyG~enwikiversity

Hi. My name is John and I am from the United States. I signed up for Wikiversity because I am interested in learning some basic French. I may further pursue French in the future. I also know Spanish. I'm 19 years old. I don't know what else to say haha :) Go ahead and send me a message!

title: User:JohnnyG~enwikiversity


text:
User talk:JohnnyG~enwikiversity

Hey feel free to message me if you want to. I'm interested in French, Spanish, soccer, and science. So yeah :). JohnnyG 08:41, 17 July 2010 (UTC)

Welcome to Wikiversity
 Hello JohnnyG, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --JWSchmidt 08:58, 17 July 2010 (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 JohnnyG. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name JohnnyG~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 23:35, 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) 06:12, 19 April 2015 (UTC)

title: User talk:JohnnyG~enwikiversity


text:
Motivation and emotion/Participants/2011/2010

 * Login then click here to add your signature (at the bottom of the list)

 * 1) Jtneill - Talk - c 16:52, 4 June 2010 (UTC)
 * 2) E.herbert 02:13, 12 July 2010 (UTC)
 * 3) Mylie 21:54, 12 July 2010 (UTC)
 * 4) Storm 01:11, 2 August 2010 (UTC)
 * 5) Aszokalski Talk 22:00, 3 August 2010 (UC)
 * 6) Sallybradford 23:50, 3 August 2010 (UTC)
 * 7) clinton.mcculloch 23:50, 3 August 2010 (UTC)
 * 8) LBGibbons 02:28, 8 August 2010 (UTC)
 * 9) AlEdwardson 00:10, 8 August 2010 (UC)
 * 10) MichelleK 04:47, 13 August 2010 (UTC)
 * 11) Klammer 11:43, 16 August 2010 (UTC)
 * 12) Madeline 23:13 17 August 2010 (UTC)
 * 13) Spartan117 06:41, 18 August 2010 (UTC)
 * 14) Gabrielleblair 20:15, 18 August 2010 (UTC)
 * 15) Mia 12:37, 18 August 2010 (UTC)
 * 16) Gajah 13:38, 19 August 2010 (UC)
 * 17) AriWright 16:05, 19 August 2010
 * 18) U11882719:01, 19 August 2010
 * 19) Lozh 13:48, 19 August 2010 (UTC)
 * 20) Raw george 00:09, 20 August 2010 (UTC)
 * 21) Ra.shell 03:59, 20 August 2010 (UTC)
 * 22) C.aitken 03:17, 21 August 2010 (UTC)
 * 23) Boubles 13:47, 23 August 2010 (UC)
 * 24) Skye.marie 04:17, 23 August 2010 (UTC)
 * 25) George902 00:54, 24 August 2010 (UTC)
 * 26) Megan O'Connell 08:10, 24 August 2010 (UTC)
 * 27) SandyC 09:09, 24 August 2010 (UTC)
 * 28) KmpH 00:55, 25 August 2010 (UTC)
 * 29) CEB 00:56, 25 August 2010 (UTC)
 * 30) Jtneill student 02:52, 25 August 2010 (UTC)
 * 31) Tyrtaeus 06:21, 25 August 2010 (UTC)
 * 32) Esha434 07:17, 25 August 2010 (UTC)
 * 33) Christie88 10:22, 25 August 2010 (UTC)
 * 34) Bails  9:26, 25 August 2010 (UTC)
 * 35) U3017048 11:36, 25 August 2010 (UTC)
 * 36) Hannahdawes 11:59, 25 August 2010 (UTC)
 * 37) WMLee 12:21, 25 August 2010 (UTC)
 * 38) Hamish24 13:01, 25 August 2010 (UTC)
 * 39) Thenub314 17:08, 25 August 2010 (UTC)
 * 40) Lisa Watson 22:35, 25 August 2010 (UTC)
 * 41) Rachelle21 06:06, 26 August 2010 (UTC)
 * 42) S.emp 12:06, 26 August 2010 (UTC)
 * 43) JennyJ 10:11, 26 August 2010 (UTC)
 * 44) N.Leahey 02:15, 27 August 2010 (UTC)
 * 45) I.REID 05:23, 27 August 2010 (UTC)
 * 46) Mish795 06:03, 27 August 2010 (UTC)
 * 47) Mixie 03:01, 30 August 2010 (UTC)
 * 48) Harro242 10:52, 30 August 2010 (UTC)
 * 49) MariaMaljevac 21:40, 30 August 2010 (UTC)
 * 50) Jmcb 13:52, 30 August 2010 (UTC)
 * 51) EBruce 10:29, 31 August 2010 (UTC)
 * 52) Mandy_gal1304 08:00, 1 September 2010 (UTC)
 * 53) MissadventureX 15:28, 2 September 2010 (UTC)
 * 54) Dos 09:05, 2 September 2010 (UTC)
 * 55) Tink22 20:28, 2 September 2010 (UTC)
 * 56) Stephmartin 02:54, 4 September 2010 (UTC)
 * 57) Haddo 03:06, 4 September 2010 (UTC)
 * 58) Emma22 06:47, 5 September 2010 (UTC)
 * 59) Salbo 08:22, 5 September 2010 (UTC)
 * 60) Rotorhead15 00:26, 8 September 2010 (UTC)
 * 61) Lmckenz 03:15, 8 September 2010 (UTC)
 * 62) Nikki24 07:19, 11 September 2010 (UTC)
 * 63) JackStraw 02:38, 12 September 2010 (UTC)
 * 64) Matt.Long 11:32, 16 September 2010 (UTC)
 * 65) Gccartledge 16:38, 19 September 2010 (UTC)
 * 66) Siar 22:55, 19 September 2010 (UTC)
 * 67) Jcole15 22:17, 21 September 2010 (UTC)
 * 68) Shannonld
 * 69) MannaRaps 22:48, 6 December 2010 (UTC)
 * 70) You can sign here with four squiggles
 * 71) You can sign here with four squiggles
 * 72) You can sign here with four squiggles
 * 73) You can sign here with four squiggles


text:
User talk:Learner20

 Hello Learner20, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 13:10, 17 July 2010 (UTC)

title: User talk:Learner20


text:
User talk:Michlvlouis

 Hello Michlvlouis, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --JWSchmidt 17:20, 17 July 2010 (UTC)

title: User talk:Michlvlouis


text:
User:Dustkateb

{| id="mp-topbanner" style="width:100%; background:#FFFFF3; margin-top:1.2em; border:1px solid #ffc9c9;"
 * style="width:61%; color:#000;" |

Hello there!
I'm DustKateb (pronounced doost-kay-teb, but it really doesn't matter! :D), and I am a newer editor to both Wikipedia and Wikia. I already have very good knowledge in wikimarkup (without using the toolbox buttons of course! :D), and I'm very interested in web development and making wikis!

If I need to be contacted in anyway, although I doubt I might need to be very much, please send me a message on my talk page or email me!
 * }

"[20:22] LauraHale is doing her research degree on social media and the web and outside of Wikipedia, often the best source of wiki articles is wikia... and those are mostly dead. :(

....

[20:25]  ^-- That is very true. >.> I DEMAND BETTER WIKIS..... What do you mean I can just do it myself???... Ohhh... right...."

title: User:Dustkateb


text: File:False block log entry.png

title: File:False block log entry.png


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User talk:Josemiguel93

 Hello Josemiguel93, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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User:Teret02

I am an American currently living in both France and New England. I have bachelor's degrees in French and History and am currently teaching undergraduates while pursuing a Masters in French and Francophone studies. I have spent a considerable amount of time living in France over the last four years and continue to do so in the home my partner and I have in Paris.

title: User:Teret02


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User talk:Ida Shaw

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text: MediaWiki:Revdelete-confirm

title: MediaWiki:Revdelete-confirm


text:
User talk:Waexu

 Hello Waexu, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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title: User talk:Waexu


text: File:Repeated once.png

title: File:Repeated once.png


text:
Interactive Promotions

Interactive Promotions (or Interactive Advertising) is new trend in advertising that focuses on creating a dynamic and engaging "conversation" between the consumer and the advertiser. Most often these types of promotions harness the power and creativity of the internet and have most recently started utilizing social media platforms as an extension of an overall bigger interactive promotions/advertising campaign. As it is implied in its name, interactive promotions relies on some sort of interactive component whether it is a user generated contest, a game, a sweepstakes or any other number of actions. The idea is for the consumer to take some action and participate in the campaign rather than just being on the receiving end of a message.

Types of Interactive Promotions
Below are some of the most popular interactive promotions that are currently being used by major companies as means of engaging their customers beyond traditional advertising.

Sweepstakes and Advergames
 * Branded digital games that engage consumers with prize incentives

Contests Social Media Applications and Management Customer Rewards Programs E-mail Clubs Text Messaging / Mobile Apps / Desktop Apps and Widgets
 * Skill tests and user-generated promotions such as video and photo contests
 * Develop promotions and offers within social media channels
 * Ongoing management and maintenance of brand Facebook pages and other social media
 * Online points programs – earn prizes for incremental purchase behavior
 * Promotional auctions – bid for prizes with points earned from incremental purchase behavior
 * Manage overall subscription databases – national and/or segmented by market
 * Design, develop and publish e-mail blasts
 * Develop templates specific offers and promotions / delivery
 * SMS Promotions
 * iPhone apps
 * Branded web apps

Non-Internet Specific Interactive Promotions
Although most interactive promotions have a web component there are other very effective interactive promotions. Scratch-and-win cards, peel-off cards, and collect and win games have been successful in the past and have helped push the needle for sales. McDonalds, for instance, is an excellent example of a promotion that did not have an internet component when it began but was able to really help with customer involvement. When McDonalds partnered with Monopoly for their peel off cards game, it was an instant hit and people were going to McDonalds 2-3 times a day to try and collect all three of a property on the Monopoly board. This type of creative thinking and partnership proved to be extremely profitable and has returned year after year. Successful interactive promotions have the ability to gain a place in the minds of consumers as more than a cheap advertising ploy.

Why Use Interactive Promotions
Interactive promotions have begun to appeal to advertisers because they have far more measurable metrics and analytics than traditional advertising. With the use of such tools as Google Analytics, advertisers can see exactly how customers are accessing their promotions, where they are coming from, how many unique visits there are and how many peoplea returning again and again. With these tools, advertisers are able to moderate their campaigns much more effectively and make changes quickly and easily if they need to in order to increase the effectiveness of the campaign.

Consumers like to feel engaged and in a world with ever increasing technology, it is easier than ever to make consumers feel as though they have a voice in the products and things being advertised to them. By creating promotions that encourage the consumer to take some sort of action, companies are building brand loyalty by offering more than just an advertisement. Offering incentives like big prizes creates an environment in which customers see the advertiser as more than just the advertiser. By giving away something for a truly minimal action, it establishes a connection that is no longer based on the advertiser trying to sell something. Individuals are far more likely to come back to a company that uses interesting interactive promotions than a company with a static message of "buy our brand because we're the best."

Companies
Many companies and advertisers have begun to move towards this type of advertising. Currently several companies specialize in this type of advertising. These companies are quickly making a name for themselves as the newest members of advertising and pioneers in the field of interactive promotions.

These companies generally follow the same type of business model and offer a variety of services to help facilitate the venture into new media. Most often the basic service of interactive agencies is as follows: Promotion Consulting Account Management Administration and Ongoing Support
 * Understand brand and marketing objectives to determine overall campaign strategy.
 * Develop promotional concept and tactics.
 * Assign account team to work jointly with brand/account teams on time and on budget.
 * Program Execution and Analysis
 * Web programming and development, secure hosting, administer database management, reporting and analytics, opt-in/opt-out management, e-mail marketing and post analysis.
 * Manage legal compliance - comply with sweepstakes/game of chance regulations /CAN-SPAM / state or country regulations, bonding requirements, alternate method of entry handling, etc.
 * Prize insurance, prize sourcing, prize indemnification, redemption coverage, customer service hotline, winner notification, prize fulfillment, affidavits of *eligibility and publicity release.

title: Interactive Promotions


text:
User talk:Rshirey

 Hello Rshirey, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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title: User talk:Rshirey


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User talk:M1$ty$m0m

 Hello M1$ty$m0m, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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title: User talk:M1$ty$m0m


text: File:Rollback vio.png

title: File:Rollback vio.png


text:
Grants and fundraising/Raising funds for the arts

What is fundraising?

[Fundraising]http://en.wikipedia.org/wiki/Fundraising] also known as development is a growing profession by which solicitors use various methods to request [contributions]http://wiki.answers.com/Q/What_is_a_contribution from donors in support of an organization or cause. The act began way before biblical times and becomes more sophisticated year after year. The term fundraising is generally associated with nonprofit organizations http://en.wikipedia.org/wiki/Non-profit_organization and there are several ways to solicit funding in today’s society.

Common solicitation methods

[Direct Mail]http://www.google.com/search?hl=en&defl=en&q=define:direct+mail&sa=X&ei=jV9DTILUJYP48AbA4YzGAw&ved=0CBUQkAE

[Email]http://www.google.com/search?hl=en&q=define%3Aemail

[Capital Campaigns]http://www.google.com/search?hl=en&q=define%3Acapital+campaign

[Endowment Support]http://www.google.com/search?hl=en&q=define%3Aendowment

[Special Events]http://www.google.com/search?hl=en&q=define%3Aspecial+event

[Face to Face meetings]http://www.google.com/search?hl=en&q=define%3Aface+to+face

[Over the phone requests]http://www.google.com/search?hl=en&q=define%3Aphone+call

[Direct selling]http://www.google.com/search?hl=en&q=define%3Adirect+selling

[Planned Giving]http://www.google.com/search?hl=en&q=define%3Aplanned+giving

http://www.google.com/search?hl=en&q=define%3Atext+message

[Social Networks]http://www.google.com/search?hl=en&q=define%3Asocial+network

[Sponsorships]http://www.google.com/search?hl=en&q=define%3Asponsorship

[Grant writing]http://www.google.com/search?hl=en&q=define%3Agrant+writing

Statement of ethics for fundraisers

The nationally recognized [statement of ethics] http://www.aprahome.org/ProfessionalStandards/StatementofEthics/tabid/74/Default.aspxmust be followed throughout the profession to ensure consistency and trustworthiness. This code of ethics covers four basic principles that outline standards in behavioral practices within the profession.

Integrity

Accountability

Practice

Conflicts of Interest

How to become a development professional

One might start by pursuing a degree in [arts administration]http://en.wikipedia.org/wiki/Arts_administration. Topics of study in arts administration also known as arts management generally include how to start a nonprofit, fundraising, marketing, program management, professional writing, accounting and finance. [Internships]http://www.google.com/search?hl=en&q=define%3Ainternship are another great way to learn more about the field. Students get an opportunity to receive hands on experience while assisting with real life projects. In addition to higher education and internships, professional associations might also prove to be helpful; however, be forewarned that associations can be costly. The [Association of Fundraising Professionals] Association of Fundraising Professionalsis a great resource for those working in the field of development. This organization is committed to advancing [philanthropy]http://en.wikipedia.org/wiki/Philanthropy efforts through education and professional networking.

Raising funds for the arts

When raising funds for arts and cultural organizations solicitors must be passionate about the organization’s mission and dedicated to finding prospects who want to align themselves with the goals and target beneficiaries of the organization. [Donors]http://en.wikipedia.org/wiki/Donor must have a connection to the cause or group and usually expect something in return for their contribution. Other factors that play a large role in donor satisfaction are pristine [database management]http://en.wikipedia.org/wiki/Database_management_system, timely acknowledgement of donations and excellent [prospect research]http://www.google.com/search?hl=en&defl=en&q=define:Prospect+research&sa=X&ei=5WlDTK3PKcL78AaM8elZ&ved=0CBIQkAE. Arts fundraising can be seen as a huge disadvantage because the arts are commonly perceived to be of a frivolous nature. Organizations must combat this negative thinking by showcasing the large impart arts and culture has on society and education at large.

Tax status

All nonprofit organizations must apply for [501(c)]http://en.wikipedia.org/wiki/501(c) status in order to receive tax exemption benefits. Those interested must complete the [IRS Form 1023 Application for Recognition of Exemption]http://www.irs.gov/pub/irs-pdf/f1023.pdf. Additionally, organizations must register for an [employer identification number] http://www.google.com/search?q=define:Employer+Identification%20Number&aq=0&oq=what%20is%20an%20employer%20i&aqi=l1g1&gs_rfai=CSwimjGpDTJzoOJXcygTKj7DICgAAAKoEBU_Q3DXF(EIN). Applications for the [EIN]EIN can be submitted online. Visit [IRS.gov] http://www.irs.gov/charities/article/0,,id=96109,00.htmlfor more information.

Managing your fundraising plan

Once you have trained in development and your organization has been approved for tax exemption status then you are ready to begin a full fledge fundraising [plan]http://www.google.com/search?hl=en&defl=en&q=define:plan&sa=X&ei=KmhDTJaTJ8P68AaKhoGdDw&ved=0CBkQkAE. Fundraising plans are most important because they set the tone for your overall philanthropic goals. Your organization must begin by raising funds to support [operational costs] http://www.google.com/search?hl=en&q=define%3Aoperating+costsand after a few successful years can move on to weightier campaigns for capital and expansion projects.

You may also find it helpful to read [Fundraising Fundamentals Where do you start?]http://nonprofit.about.com/od/fundraising/a/fundraising101.htm and [6 Steps to a Fundraising Plan for a New Nonprofit]http://nonprofit.about.com/od/fundraisingbasics/tp/basicfundraisingtips.htm by Joanne Fritz to learn more about raising funds in the nonprofit sector. Fundraising for the arts is not an easy task, but is definitely obtainable. Always remember that it takes years of practice to hone your fundraising skills especially in a profession that is ever changing. The fundraising industry continues to make further developments in online donations by using giving websites, email solicitations and social networking blurbs with giving links.

Additional tools and guides

Raising funds for the arts is really no different from fundraising for other nonprofit organizations. When fundraising for a concentrated area like the arts it is a good idea to focus your solicitation approaches by seeking individuals who are passionate about the arts and the goals of your particular organization. The assumption here is that contributors will be more apt to support a cause they believe in. Taking a lesson from [Amnesty International USA]http://www.amnestyusa.org/, a nonprofit organization that stands up for human rights, below are some fundamental practices in fundraising.

[How to Raise Funds – The Basics]http://www.amnestyusa.org/get-activist-toolkit/run-your-group/how-to-raise-funds-the-basics/page.do?id=1031050

1. You don’t get money unless you ask for it.

2. Keep it simple and fun.

3. The best approach is the direct, personal approach.

4. You have to give people something for their money.

5. When you do fundraising right, people give you money because they want to.

Further resources and links

[Successful Fundraising for Arts and Cultural Organizations]http://www.amazon.com/Successful-Fundraising-Arts-Cultural-Organizations/dp/1573560294#reader_1573560294

[The Impact of Arts Education on Workforce Preparation]http://www.nga.org/cda/files/050102ARTSED.pdf

[How to Develop a Fundraising Plan]http://www.npaction.org/resources/WORC/fundplan.pdf


text:
User talk:Boga02~enwikiversity

 Hello Boga02, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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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 Boga02. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Boga02~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.

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Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:31, 17 March 2015 (UTC)

Renamed
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title: User talk:Boga02~enwikiversity


text:
User talk:Dho~enwikiversity

 Hello Dho, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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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 Dho. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Dho~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 23:34, 17 March 2015 (UTC)

Renamed
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title: User talk:Dho~enwikiversity


text:
Microquasar

Definition
A microquasar is an X-ray binary system which launches and collimates relativistic jets. These binary systems are formed by a normal star and a compact object, a black hole or a neutron star, which accretes mass from the star. Other components conform a microquasar: an accretion disk, a hot plasma corona, and relativistic jets. A brief description of these components is given below. Black hole X-ray binaries with relativistic jets mimic, on a much smaller scale, many of the phenomena seen in quasars and are thus called microquasars,.

Description
Star: If the star is a massive star (usually of spectral type O,B) the system is called a high-mass microquasar (HMMQ). On the other hand, if the star is not an early-type star (spectral types A, F, G) the system is said to be a low-mass microquasar (LMMQ).

Accretion disk: the accretion disk is formed from the infalling material from the star which is accreted by the compact object. This material has high angular momentum, therefore a disk structure is formed. The disk has differential rotation, and generates shear which heats the gas. The disk is mainly detected in X-rays produced by viscous dissipation.

Corona: it is an ultra hot plasma which surrounds the compact object. In the innermost part of the accretion disk the temperature is so high that the material evaporates thus forming the corona. In systems where the neutron star is highly magnetized this component is not present. The corona is thought to be responsible for the non-thermal radiation detected at gamma ray energies.

Relativistic jets: the jets are two-sided high collimated outflows of particles and electromagnetic fields. Jet formation is highly associated with the accretion disk and with the large-scale magnetic field. The jets are mainly detected through their synchrotron radio emission.

Emission
The spectral energy distribution of these sources is very complex because it is the result of the sum of different radiative processes which take place in different spatial scales. Microquasars can emit through the entire electromagnetic spectrum. The donor star can emit radiation from the infrared to the ultraviolet. The accretion disk produces soft X-rays, and the corona is responsible for the hard X-rays and soft gamma rays. The jet emits from radio up to gamma rays in some cases.

Microquasars present different spectral states. The most characteristic ones are the thermal dominated state known as high-soft, and the non-thermal dominated state known as low-hard. In both states the spectrum is the sum of two components: a blackbody spectral distribution and a power law with an exponential cutoff.

During the high-soft state, the spectral energy distribution is dominated by a blackbody contribution with a temperature $$\sim$$ 0.5-1 Kev. The non-thermal contribution is weak, it has a power law index $$\sim$$ 2.5-3 and an exponential cutoff with energies greater than 200 KeV.

During the low-hard state the thermal component is diminished and shifted to lower energies. The power law distribution has a harder index $$\sim$$ 1.6 and an exponential cutoff at $$\sim$$ 100 keV. During this state steady relativistic jets are launched.

These two components of the spectrum come from two physically related regions: the accretion disk responsible for the thermal component, and the corona, responsible for the non-thermal one.

SS 433
SS 433 is an unusual X-ray binary. This microquasar consists of a donor star, possible an A-type supergiant and a very extended disk around a black hole. The jets from SS 433 precess, with a period of 13 days. These jets have been observed at radio wavelengths since the seventies.

Cygnus X-1
Cygnus X-1 is the best established candidate for a black hole in the Galaxy. This system is the most studied microquasar. It is located at 2 kpc, and is a HMMQ. The companion star is a O9.7 Iab. This system is the first black hole microquasar detected at gamma-ray energies.

Cygnus X-3
Cygnus X-3 is also a very well studied microquasar. This system is a high-mass X-ray binary with a WN Wolf-Rayet companion star.

LS I +61 303
The X-ray binary LS I +61 303 is formed by a BO-BO.5 Ve star and a dense disk. The compact object is of unknown nature. This system exhibits jet-like features at radio frequencies  which may indicate that is a microquasar. However, some authors claim that the high-resolution radio observations is evidence for a pulsar.

Scorpius X-1
An example of a neutron star microquasar is Scorpius X-1. This system is a low-mass microquasar where the donor star has a mass of  0.48 solar masses, and the compact object is a neutron star of 1.4 solar masses.

title: Microquasar


text:
User talk:Mvdelvalle

 Hello Mvdelvalle, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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title: User talk:Mvdelvalle


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User:Jbrosner

Who Am I?

title: User:Jbrosner


text:
User talk:Wilna~enwikiversity

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Renamed
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title: User talk:Wilna~enwikiversity


text:
User talk:Abkumsingh

 Hello Abkumsingh, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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title: User talk:Abkumsingh


text:
User talk:Djaghloul

 Hello Djaghloul, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 19 July 2010 (UTC)

title: User talk:Djaghloul


text:
User talk:Nileshbandhiya

 Hello Nileshbandhiya, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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title: User talk:Nileshbandhiya


text: Category:Community Review

title: Category:Community Review


text: Category:Community Review archives

title: Category:Community Review archives


text:
Talk:Nonlinear finite elements/Timoshenko beams

this page could use some conclusions and a short introduction. what is the difference between this formulation and others? what this brings new to the old FE formulation for beems?


text:
User:VegasDiva2010

I am an avid student of life, philosophy, psychology, metaphysics, and spiritual matters. I am glad to be a part of this website.

title: User:VegasDiva2010


text:
User talk:VegasDiva2010

 Hello VegasDiva2010, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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title: User talk:VegasDiva2010


text:
User:Wayiran

wayiran

fa:user:Wayiran

title: User:Wayiran


text:
User talk:Wayiran

wayiran

fa:user:Wayiran

title: User talk:Wayiran


text:
User:Nakamoto

Auditory Cortical Evolution

About Kyle

title: User:Nakamoto


text:
User talk:Nakamoto

 Hello Nakamoto, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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title: User talk:Nakamoto


text:
User:Egm6341.s10.team3.sa/Mtg13

Mtg 13: Tue, 26 Jan 10 [[media: Egm6341.s10.mtg13.djvu | Page 13-1]]

ERROR IN NEWTON-COTES FORMULA: In the previous lecture, we looked at the proof for error in Lagrange interpolation method. We now apply those concepts and formulas to study the error in Newton-Cotes formula.

Theorem: $$\displaystyle E_n := I - I_n$$ $$\displaystyle = \int_a^b \underbrace{\bigg[f(x) - f_n(x) \bigg]}_{e_n(x)} \,dx $$

Recall here that the suffix n denotes the order of the polynomial Also note that, $$\displaystyle e_n(x) $$ is the same as E(x) on [[media: Egm6341.s10.mtg10.djvu | Page 10-2]].

Since we need to have a limit on the error, we now study about the maximum error that can occur in Newton-Cotes method So we turn our attention to the absolute value of $$\displaystyle E_n(x). $$

$$\displaystyle |E_n(x)| \leq \int_a^b |e_n(x)| \,dx$$

Recall from [[media: Egm6341.s10.mtg10.djvu | Page 10-1]] that, $$\displaystyle e_n(x) = \frac{q_{n+1}(x)} {(n+1)!} f^{(n+1)}(\xi), \;\;\; \xi \in [a,b] $$

Let us define, $$\displaystyle M_{n+1} := max f^{(n+1)} (\xi), \;\;\; \xi \in [a,b] $$ So we have,

$$\displaystyle |E_n(x)| \leq \frac{M_{n+1}}{(n+1)!} \int_a^b |q_{n+1}(x)| \,dx$$

APPLICATION: Simple Trapezoidal Rule Let us now apply the above formula (Max error) to the simple trapezoidal rule. Recall that for the simple trapezoidal rule, n=1 and we need two points - i.e,the end points a and b. Hence,

$$\displaystyle q_{n+1}(x) = q_2(x) = (x-a)(x-b)$$

[[media: Egm6341.s10.mtg13.djvu | Page 13-2]]

Proceeding similarly, $$\displaystyle |E_1| \leq \frac{M_2}{2!} \int_a^b \underbrace{|q_2(x)|}_{\geq 0} \,dx $$

$$\displaystyle = \frac{M_2}{2!} \int_a^b \underbrace{(x-a)}_{\geq 0} \underbrace{(b-x)}_{\geq 0}\,dx$$

$$\displaystyle = \frac{(b-a)^3}{12}M_2 \;\; = \frac{h^3}{12} M_2$$ where, h:= b-a

Note: x-a > 0 for all x and b-x > 0 for all x.

 * {| style="width:100%" border="0" align="left"

HW:
 * style="width:100%; padding:10px; border:2px solid #8888aa" |
 * style="width:100%; padding:10px; border:2px solid #8888aa" |

Show that $$ \displaystyle \color{blue} \left| {E}_{1}\right| \leq \frac{M_{2}}{2!}\int_{a}^{b}\left | q_{2}(x) \right | dx = \frac{{M}_{2}}{2!}\int_{a}^{b}(x-a)(b-x) dx = \frac{{(b-a)}^{3}}{12}{M}_{2} = \frac{h^{3}}{12}M_{2} $$

where $$ \displaystyle \displaystyle \color{blue} h:= b-a $$

 * style = |
 * }
 * }

APPLICATION: Simple Simpson's Rule Let us now apply the above formula (Max error) to the simple Simpson's rule. Recall that for the simple Simpson's rule, n=2 and we need three points. Hence,

$$\displaystyle q_{n+1}(x) = q_3(x) = (x-x_0)(x-x_1)(x-x_2)$$ where, $$\displaystyle x_0 = a \;\;\; x_2 = b \;\;\; and\; x_1 = \frac{a+b}{2} $$

Proceeding similarly, $$\displaystyle |E_2| \leq \frac{M_3}{3!} \int_a^b |(x-a)(x-(a+b)/2)(x-b)| \,dx $$

$$\displaystyle = \frac{(b-a)^4}{196}M_3 \;\; = \frac{2^4 h^4}{196} M_3$$ where, h:= (b-a)/2

 * {| style="width:100%" border="0" align="left"

HW:
 * style="width:100%; padding:10px; border:2px solid #8888aa" |
 * style="width:100%; padding:10px; border:2px solid #8888aa" |

Show that $$ \displaystyle \color{blue} \left| {E}_{n}\right| \leq \frac{{M}_{3}}{3!}\int_{a}^{b}\left|(x-a)(x-\frac{a+b}{2})(x-b) \right| dx = \frac{{(b-a)}^{4}}{196}{M}_{3} = \frac{{2}^{4}{h}^{4}}{196}{M}_{3} $$

where $$ \displaystyle \color{blue} h:=\frac{b-a}{2} \Rightarrow b-a = 2h $$

 * style = |
 * }
 * }

[[media: Egm6341.s10.mtg13.djvu | Page 13-3]]

 Simpson's rule can integrate exactly a polynomial of order less than or equal to 3

Consider a third order polynomial (as shown in figure) We know that, $$\displaystyle E_2 = \int_a^b (f-f_2) \,dx$$ From the figure, $$\displaystyle E_2 = \underbrace{\alpha_1}_{>0} + \underbrace{\alpha_2}_{<0}$$

It will be seen that $$\displaystyle \alpha_1 \; and \;\alpha_2 $$ will exactly cancel each other and result in zero error.

 * {| style="width:100%" border="0" align="left"

HW:
 * style="width:100%; padding:10px; border:2px solid #8888aa" |
 * style="width:100%; padding:10px; border:2px solid #8888aa" |

 * {| style="width:100%" border="0" align="left"

 * $$\displaystyle \color{blue} c_0=3,$$ $$\displaystyle \color{blue}  c_1=8,$$  $$\displaystyle \color{blue} c_2=-2, \, c_3 =6.$$
 * }
 * }
 * }

 * {| style="width:100%" border="0" align="left"

$$ \displaystyle \color{blue} Compare\, the\, results.$$
 * $$\displaystyle \color{blue} Find\, I\, and\, I_2 \,using\, Simpson's\, rule.$$
 * $$\displaystyle \color{blue} Find\, I\, and\, I_2 \,using\, Simpson's\, rule.$$
 * }
 * }

 * style = |
 * }
 * }

title: User:Egm6341.s10.team3.sa/Mtg13


text:
Human Legacy Course/The Nubian Kingdoms

Human Legacy Course I The Nubian Kingdoms LECTURER: Mr. Blair

Previous Lecture / Course Page / Take The Quiz / Go to Week 4

Hello and welcome to our final lecture of Week 3. In this lecture, we will be looking at the Nubian Kingdoms. Our question for the day is:

How could a man from outside of Egypt become a pharaoh? In about 750 BC, a new king rose to power in Kush, a kingdom in the region of Nubia south of Egypt. His name was Piankhi. For centuries, the Nubians had lived in the shadow of their more powerful northern neighbors, and for much of that time had been ruled by them.

By Piankhi’s time, however, Egypt was no longer so mighty. The powerful pharaohs of the New Kingdom had died, and there was no strong leader to keep order. Various nobles claimed to be the pharaoh and were tearing Egypt apart in their struggles for power.

Sensing an opportunity in this confusion, Piankhi sent a Kushite army north into Egypt. Steadily, this army marched northward, defeating army after army of Egyptians. Piankhi was not content to simply beat the Egyptians, though. He wanted them to know that they had been crushed. As he told his troops: “It is a year for making an end, for putting the fear of me in Lower Egypt, and inflicting on them a great and severe beating!”

Within a few years, Piankhi’s army had reached the Nile Delta. From his capital deep within Kush, he now ruled all of Egypt. A foreigner had become Egypt’s pharaoh.

The Region of Nubia
Nubia was located south of Egypt along the Nile. If you look at a map, you will see that two rivers, the Blue Nile and the White Nile, flow together to form the Nile. The point at which these rivers meet—near modern Khartoum, Sudan—may have been the southern boundary of Nubia. The region stretched north to the first cataract, Egypt’s southern boundary.

Like the Egyptians, Nubians depended upon the Nile for its life-giving waters. However, Nubia’s landscape made farming difficult. Unlike the flat riverbanks of Egypt, in Nubia the Nile flows through rocky mountains, making farming almost impossible.

A Wealth of Resources
Although Nubia was not blessed with Egypt’s rich farmland, it did have great mineral wealth. Mines in Nubia produced gold, granite, and precious stones that could be exported and sold.

Nubia’s location was also a valuable resource. Goods from central Africa flowed into Nubia to be sent to Egypt, lands on the Red Sea, and elsewhere. Among the goods traded through Nubia were ostrich eggs and feathers, animal skins, ivory, ebony, and slaves.

Nubia's People
Most of what we know about the people of Nubia is from Egyptian writings. The Nubians were expert traders and skilled makers of pottery. They were also regarded as expert archers. In fact, the Egyptians called Nubia the Land of the Nine Bows. They were so impressed by Nubian archers that some Egyptian rulers hired them as police and soldiers.

Early History
The history of Egypt is so vast and so well documented that it often overshadows the history of its southern neighbor, Nubia. However, recent research into Nubian history has led to interesting findings. About the same time the Old Kingdom began in Egypt, the Nubians formed a kingdom of their own.

With its rich mineral resources, this early Nubian kingdom possessed great wealth and traded with Egypt and other lands. Before long, Nubia and Egypt became rivals, fighting for control of land and resources. During Egypt’s Middle Kingdom, the rivalry led to war as Egypt invaded and conquered much of Nubia. While under Egyptian rule, the Nubians adopted some elements of the Egyptians’ culture, including their religion and building style.

The Growth of Kush
Although northern Nubia was controlled by Egypt during the Middle Kingdom, a powerful Nubian state began to develop at the same time. This state was called Kush, and it was based around the city of Kerma in southern Nubia, in what is now Sudan.

The Beginnings of Kushite Power
When the Middle Kingdom collapsed around 1700 BC, Kush seized the opportunity to grow. During this time, Kush expanded to rule all of Nubia, not just the southern part.

The rulers of Kush made an alliance with the Hyksos, the invaders who had ended the Middle Kingdom and now controlled Egypt. Under the Hyksos, Egyptian trade with Kush increased dramatically, and riches flowed into Kush. The Kushites used their wealth to build magnificent royal tombs in Kerma.

After Egyptian nobles drove the Hyksos out, in about 1550 BC, and began the New Kingdom, they also sought revenge on the Hyksos’ allies. The Egyptians invaded Kush, destroyed Kerma, and added the land to their empire. Egypt ruled all of Kush by 1500 BC. Egyptian rulers, including Ramses the Great, built temples and other monuments throughout Kush.

The Kushites In Egypt
Egypt ruled Kush for more than 400 years, but eventually Kush regained its strength and power. This shift in power began as the New Kingdom weakened after the reign of Ramses the Great. By about 1100 BC, Kush was free from Egyptian control. Years of Egyptian control, however, had left the Kushites weak and disorganized.

Several centuries later, around 750 BC, a new Kushite kingdom began to grow and develop strength. The capital of this new kingdom was Napata, south of Kerma. Seeing the weakness that had beset Egypt after the fall of the New Kingdom, Kush’s rulers decided to expand their power to the north.

The ruler who led the Kushites north into Egypt was named Piankhi, also known as Piye. Monument inscriptions from this period describe Piankhi as a compassionate ruler who granted pardons in exchange for loyalty. However, he could also be ruthless, as when he chased down fleeing soldiers after a battle to keep any from escaping.

In the end, Piankhi conquered all of Egypt. However, Kushite rulers only held power in Egypt for about a century. In the mid-600s BC, the Assyrians from Mesopotamia swept into Egypt. Unable to stand up to the Assyrians, the Kushite pharaohs fled back into Nubia, to their old capital at Napata.

Kushite Culture
Although they were not Egyptian, the Kushite pharaohs saw themselves as guardians of Egyptian tradition, and they tried to preserve Egyptian traditions. For example, they had their bodies mummified and buried in pyramids like Old Kingdom pharaohs, even though New Kingdom rulers had usually been buried in temples. (Kushite pyramids were smaller than Egyptian ones, though.) In addition, the Kushites adopted Egyptian hieroglyphics as their own writing system.

The Kushites did not abandon all their own customs when they ruled Egypt, however. For example, they did not adopt the Egyptian style of dressing to try to make themselves look Egyptian. Statues of Kushite pharaohs show distinctly Nubian features and clothing. These statues also show the pharaohs wearing a crown with two cobras, symbolizing the union of Egypt and Kush.

Later Kush
The period immediately following the Kushite expulsion from Egypt by the Assyrians is a mystery to historians. There are few records from this period.

Our knowledge of Kushite history resumes in the mid-200s BC. At that time, the Kushites moved their capital to Meroë, a city farther south along the Nile from Napata. No one is certain what led to the move, or even exactly when the move took place. However, it appears that Kushite culture changed substantially after the capital’s move. In fact, the scope of the change was so great that some people refer to later Kush as a separate culture entirely from the earlier period.

The City of Meroë
The new capital of Kush was located near the junction of two rivers. Because the city was near so much water, ancient writers often referred to the area as the island of Meroë, though the city did not actually lie on an island.

The area in which Meroë was built was not as dry as some parts of Nubia. The city’s inhabitants used wood from nearby forests to build their homes and to obtain valuable trade goods such as ebony. In addition, the area was home to many species of wild animals:

''“In the cities the dwellings are made of split pieces of palm-wood woven together, or of brick. And they have quarried salt, as do the Arabians. And, among the plants, the palm, the persea, the ebony, and the ceratia are found in abundance. And they have, not only elephants to hunt, but also lions and leopards.”''

Iron Industry
One advantage to Meroë’s location was the abundant mineral resources found nearby. In addition to copper, gold, and precious stones, iron was plentiful. The Kushites used the iron ore they found near Meroë to build a large and profitable iron industry.

Iron quickly became Kush’s most valuable product. Archaeological evidence suggests that iron goods from Meroë were shipped throughout the Nile Valley. Rulers used the wealth they made from this trade to support building programs and the expansion of their kingdom.

Later Kushite Culture
With the move to Meroë, Kush’s rulers abandoned many of the elements of Egyptian culture they had adopted. They continued to build pyramids, but they no longer used hieroglyphics for writing. Instead, they created their own alphabet and writing system. Unfortunately, historians have not yet managed to translate their language, so many mysteries remain about later Kush’s culture.

One of these mysteries is the role that women played in Kushite society. Based on carvings found on tombs, women appear to have enjoyed a fairly high status in Kush. In addition, the fact that many pyramids were built for women suggests that female rulers may not have been uncommon. However, historians have not yet been able to learn anything about the lives of these women. For example, they do not know whether they ruled Kush in their own right or as regents in the name of their children.

The Decline of Meroë
As long as trade thrived and its economy stayed strong, Meroë prospered. However, a decline in trade in the AD 200s contributed to the kingdom’s downfall. The decline in trade was caused by several factors. Increased competition for goods reduced the demand for Kushite exports. In addition, hostile peoples continually raided the Nile Valley, disturbing the trade routes that linked Meroë to the outside world. Environmental issues were also a factor. The Kushites needed wood for their forges in order to smelt, or refine, iron from its ore. Centuries of iron-making had taken a toll on Nubia’s forests, and eventually the Kushites could no longer work iron to make the tools they needed to survive as a kingdom.

As Meroë’s economy declined, so did the kingdom. The weakened Kush was an attractive target for invaders. Finally, in about AD 350, the kingdom of Aksum, located in present-day northern Ethiopia, invaded and destroyed Meroë. With the collapse of the capital and nearby towns, Kushite civilization faded.

Assignment

 * Question #1: Where was the region of Nubia? What were the land and resources there like?
 * Question #2: Why and how did the early Nubians come into contact with the Egyptians?
 * Question #3: How did Nubia’s location eventually lead to the growth of a wealthy civilization?
 * Question #4: What was Piankhi’s major accomplishment?
 * Question #5: How did Egypt influence Kushite culture after the Kushites conquered Egypt?
 * Question #6: What were two ways in which Meroë’s location was beneficial to Kush?
 * Question #7: How was Kushite writing during the later Kushite kingdom different from what it had been in earlier Kush?
 * Question #8: In the long run, do you think the mass production of iron was good or bad for Kush? Explain your answer.

Helpful Resources

 * Biography: Khufu
 * Biography: Howard Carter
 * Biography: Queen Shanakdakhete
 * Literature: Book of the Dead
 * Primary Source: The Nubian Kingdom of Kush

title: Human Legacy Course/The Nubian Kingdoms


text:
Human Legacy Course/Ancient India & China (2500 BC - 250 BC)

Like Mesopotamia and Egypt, India and China were each home to an early river valley civilization. The people of India and China developed their own governments, languages, customs, and social structures as well as religions and philosophies that still shape life in Asia.

Belief systems had a profound impact on the lives of people in ancient India and China. The teachings of Hinduism and Buddhism as well as the philosophies of Confucianism and Daoism shaped the way people lived, acted, and thought in those two regions.

Let's Begin!


text:
Human Legacy Course/Quiz 10

{Which is a true statement about the kingdom of Nubia? -Nubia had few natural resources. -Nubia conquered Egypt during the Egyptian Middle Kingdom. +The Nubian people were expert traders, archers, and pottery makers. -The Nubians rejected all Egyptian influences in religion and culture.
 * type=""}

{Farming was almost impossible in Nubia because... +The rocky landscape made agriculture difficult. -The Nile did not flow in Nubia. -Farming tools and technology were not available. -The wrong type of soil existed there.
 * type=""}

{The kingdom of Kush became wealthy as a result of... +Increased trade with Egypt. -An improved irrigation system. -Cutting all ties with the Hyksos people. -An increasingly educated population.
 * type=""}

{The most valuable resource in the Meroitic kingdom was... -Diamonds +Iron -Salt -Llamas
 * type=""}

{Which of the following led to the decline of the Meroitic kingdom? -An invasion by the Egyptians. -The demand for new technology. -A dramatic change in climate. +A decline in trade.
 * type=""}

title: Human Legacy Course/Quiz 10


title: File:Mtg13-Fig1.svg


text: File:800px-RoCoCo session.jpg

title: File:800px-RoCoCo session.jpg


title: File:Mtg11-Fig1.svg


text:
User:Jmaustin/Books/Challenges

A Compilation of Challenges

 * UTPA STEM
 * UTPA STEM/Instructors
 * UTPA STEM/CBI Courses

 * SCIENCE
 * UTPA STEM/CBI Courses/Aquatic Entomology
 * UTPA STEM/CBI Courses/Aquatic Entomology/Understanding Populations
 * UTPA STEM/CBI Courses/BIOL 1402
 * UTPA STEM/CBI Courses/BIOL 1402/Blood Circulation
 * UTPA STEM/CBI Courses/BIOL 1402/Surface Area to Volume Ratio
 * UTPA STEM/CBI Courses/Biology
 * UTPA STEM/CBI Courses/Biology/Parasite distribution
 * UTPA STEM/CBI Courses/Biomedical
 * UTPA STEM/CBI Courses/Biomedical/Challenge
 * UTPA STEM/CBI Courses/Chemistry Problem
 * UTPA STEM/CBI Courses/Chemistry Problem/Chromatography
 * UTPA STEM/CBI Courses/Comparative Embroyology
 * UTPA STEM/CBI Courses/Comparative Embroyology/Birth Defects and Their Causes

 * TECHNOLOGY
 * UTPA STEM/CBI Courses/CAM
 * UTPA STEM/CBI Courses/CAM/PLC Lab 01
 * UTPA STEM/CBI Courses/CAM/PLC Lab 02
 * UTPA STEM/CBI Courses/Computer Science
 * UTPA STEM/CBI Courses/Computer Science/Algorithm Design
 * UTPA STEM/CBI Courses/Computer Science/Operating Systems
 * UTPA STEM/CBI Courses/Computer Science/Repetition
 * UTPA STEM/CBI Courses/Computer Science/Selection
 * UTPA STEM/CBI Courses/CSCI4345 Computer Networks
 * UTPA STEM/CBI Courses/CSCI4345 Computer Networks/Socket Programming
 * UTPA STEM/CBI Courses/Data Structures and Algorithms
 * UTPA STEM/CBI Courses/Data Structures and Algorithms/NP-Completeness
 * UTPA STEM/CBI Courses/Databases
 * UTPA STEM/CBI Courses/Databases/Partitioning
 * UTPA STEM/CBI Courses/Digital Systems

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title: User:Jmaustin/Books/Challenges


text: User:用戶

title: User:用戶