text:
User talk:Swift

Hello, welcome around here. You have a reply here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 07:20, 28 June 2008 (UTC)

 Hello Swift, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * 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! Erkan Yilmaz uses the Chat (try) 07:20, 28 June 2008 (UTC)

Contribute first, delete later
Dear Wikibooker,

It is in general a good idea for a new member in a community to contribute and try to improve on existing materials before you go and submit a lot of pages for deletion. It would be great if you could turn the wikiversity pages into useful resources. If not, please leave the chance open for somebody else. Hillgentleman | //\\ |Talk 06:21, 25 February 2009 (UTC)

 * Please don't bite. I have a username which you are fine to address me with. I, furthermore, look at myself more as a Wikimedian and have no intention of crippling the Japanese stream or topic but hope to make them useful resources. They currently aren't. If you want to be involved in improving these educational resources feel free to contribute. Just don't block others trying to clean up the mess that well-intentioned, but half-hearted attempts have created. --Swift 08:22, 25 February 2009 (UTC)

 * Dear Wikimedian Swift, I am surprised. I have absolutely no intention to "bite" you in any way. And I appologise if you perceive it otherwise, and would be grateful if you point out how that happened.  As to the notion of "don't bite", And as I can see, you are an experienced wikimedia but not an experienced wikiversian, and I think it rarely happens that a newbie submit half a dozen pages for deletion.   Your work is much appreciated.  It is just that, in general, creating content is much more urgent and important than trying to organise them in one way or another.  Please keep coming back. Hillgentleman | //\\ |Talk 13:26, 25 February 2009 (UTC)

 * Both of your comments here sound pretty snarky to me, Hillgentleman. Whether or not creating is more important than organizing (I think so too, of course), if someone wants to get involved by organizing, we shouldn't insist that they "build up some WV street cred" before jumping in. Addressing someone as "dear Wikibookian" and telling them how to do things certainly seems like biting to me. --SB_Johnny talk 20:40, 25 February 2009 (UTC)

title: User talk:Swift


text:
FCP/Rubus occidentalis

Rubus occidentalis

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

title: FCP/Rubus occidentalis


text:
FCP/Rubus occidentalis/Logs

This page contains fruit logs for the plant Rubus occidentalis (Black Raspberry).

Logs
(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).

Recent Logs (click edit to add a log →)

 * --SB_Johnny | talk 07:45, 28 June 2008 (UTC)

title: FCP/Rubus occidentalis/Logs


text:
Bloom Clock/Maintenance/Updating Keys

The Global-temperate keys should now always be kept updated, particularly for seasons that are currently being actively logged.

Example
Using Bloom Clock/Keys/Global/Temperate/Late Spring/Black Flowers:
 * 1. go to the bottom of the page and follow the link to the DPL page.
 * 2. "Toggle" the DPL by editing, hitting the space bar twice after the template on that page (the mediawiki software caches the DPLs)
 * 3. copy the first list (some browsers may pick up the numbers from the second list, so use only the first one)
 * 4. go back to the key page and edit. The edit window will show something like this:

 * 5. Replace the old list by pasting the new one in (you can leave the initial bracket and colon and the end brackets to save time):

 * 6. Add colons and brackets to each line but the first one, update the count at the bottom, and replace the update date with 5 tildes:

 * 7. Hit save (see diff for this example).

title: Bloom Clock/Maintenance/Updating Keys


text:
User:Metaphor

The drive toward the formation of metaphors is the fundamental human drive, which one cannot for a single instant dispense with in thought, for one would thereby dispense with man himself. ~ Friedrich Nietzsche, in On Truth and Lies in a Nonmoral Sense (1873)

title: User:Metaphor


text:
User talk:Metaphor

The drive toward the formation of metaphors is the fundamental human drive, which one cannot for a single instant dispense with in thought, for one would thereby dispense with man himself. ~ Friedrich Nietzsche, in On Truth and Lies in a Nonmoral Sense (1873)

title: User talk:Metaphor


text:
User:Mohamed0

Hi

w:ar:user:mohamed

title: User:Mohamed0


text:
BCP/Stachys byzantina

Stachys byzantina

title: BCP/Stachys byzantina


text:
BCP/Stachys byzantina/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 11:59, 28 June 2008 (UTC)
 * --Clarinetguy097 (discuss • contribs) 04:18, 3 June 2018 (UTC)
 * --Clarinetguy097 (discuss • contribs) 01:57, 10 June 2018 (UTC)
 * --Clarinetguy097 (discuss • contribs) 20:21, 16 June 2018 (UTC)
 * --Clarinetguy097 (discuss • contribs) 23:32, 24 June 2018 (UTC)
 * --Clarinetguy097 (discuss • contribs) 22:04, 26 May 2019 (UTC)
 * --Clarinetguy097 (discuss • contribs) 00:56, 27 June 2019 (UTC)
 * --Clarinetguy097 (discuss • contribs) 20:35, 3 July 2019 (UTC)
 * --Clarinetguy097 (discuss • contribs) 13:43, 12 July 2020 (UTC)
 * --Clarinetguy097 (discuss • contribs) 23:53, 29 August 2021 (UTC)
 * --Clarinetguy097 (discuss • contribs) 20:27, 14 October 2021 (UTC)

title: BCP/Stachys byzantina/Logs


text:
User talk:Michael Khelawan

welcome
 Hello Michael Khelawan, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * 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! Erkan Yilmaz uses the Chat (try) 12:42, 28 June 2008 (UTC)

Image copyright problem with Image:Cost Analysis of IGCC.JPG
Thanks for uploading Image:Cost Analysis of IGCC.JPG. However, the image may soon be deleted unless we can determine the copyright holder and copyright status. The Wikimedia Foundation is very careful about the images included in Wikiversity because of copyright law (see Wikiversity' Copyright policy).

The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Copyright information on images is signified using copyright templates. The three basic license types on Wikiversity are open content, public domain, and fair use. Find the appropriate template in Image copyright tags and place it on the image page like this:.

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at Colloquim. Thank you. --Erkan Yilmaz uses the Chat (try) 12:42, 28 June 2008 (UTC)

 * And other simmillar youve uploaded:-)--Juan 13:30, 28 June 2008 (UTC)
 * In case you don't know how to find them, please have a look here - I also emailed you Erkan Yilmaz uses the Chat (try) 13:45, 28 June 2008 (UTC)

title: User talk:Michael Khelawan


text:
Talk:How to increase motivation so more extensions can be used at Wikiversity ?

I want to test and set up Extension:Bibwiki. Where I can do so?--Juan 13:28, 28 June 2008 (UTC)
 * Please put a request at Testing Mediawiki extensions on the Sandbox server. Erkan Yilmaz uses the Chat (try) 13:49, 28 June 2008 (UTC)


text:
User talk:Bernardo~enwikiversity

Salut, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 13:31, 28 June 2008 (UTC)

 Hello Bernardo, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * 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! Erkan Yilmaz uses the Chat (try) 13:31, 28 June 2008 (UTC)

French Mentoring
Salut, Bernardo. You are listed at the French stream as being a beginning student of French who is interested in learning French. The French Mentoring project has recently been launched, and if you add your name to that list, I will do my best to put you in contact with an appropriate Mentor who would be glad to help you. The Jade Knight (d'viser) 10:01, 22 November 2008 (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 Bernardo. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Bernardo~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 23:28, 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) 06:04, 19 April 2015 (UTC)

title: User talk:Bernardo~enwikiversity


text: File:Linden flowers.jpg

title: File:Linden flowers.jpg


text:
Talk:Wastewater treatment

Let me think loud: There is not an active course currently. The aim is to study Wastewater treatment. And also instead of static page course we are wiki and we prefer something active. So, approaches:
 * 1) one approach might be based on the development of the static course or semi-static course by the participants
 * Do we want to have static courses? No we dont, deffinately. But what about to teach via continuaous development and refreshing of the course by participatns?

--Juan 18:12, 28 June 2008 (UTC)

First approach framework

 * 1) make a basic skelleton
 * 2) create general resources (texts, pictures, scheems, videos, recorded interwievs)
 * 3) improve and update these resorces
 * 4) create modified resources
 * 5) create wv course
 * 6) maintaine wv course

Note: generaly all those general resources can be placed on appropriate projects. The question is, if thay can be created there also or not, because of original research.--Juan 18:12, 28 June 2008 (UTC)

 * I have started to do so. The question is where to find participants and if this way is enought interesting.--Juan 19:07, 28 June 2008 (UTC)

title: Talk:Wastewater treatment


text:
BCP/Delosperma cooperi/Logs

2008 Logs

 * Ngravagna 18:20, 28 June 2008 (UTC)

Recent Logs

 * Ngravagna 18:44, 28 April 2009 (UTC)

title: BCP/Delosperma cooperi/Logs


text:
User:Billweaver

I am a mechanical designer. What that means is I am not a degreed engineer but I have progressed from making drawings of other people's designs to making my own designs and then, usually, drawing them and getting them built.

I presently work for a company that refurbishes asphalt plants and in some cases provides new equipment for those plants. In my several months with the company I have learned some and contributed some but definitely am no authority on the subject. My twenty year work history in mechanical design in general is full of twists and turns and I feel that I have seen a pretty good cross section of how people do this work in American industry. Their methods are as many and varied as their company cultures and product peculiarities.

My interests include playing the piano, building free flight balse airplanes and fooling around with Microsoft Flight Simulator.

I am bothering to sign on with Wikiversity because I would like to fill in the considerable gaps in my engineering knowledge but I can't stomach the idea of going to a traditional engineering program. (Or afford it either.) (And they probably wouldn't admit me anyway because of previous academic misadventures.)

What I am seeing is that there is a lack of structure and content in the Wikiversity ME program. This does not bother me but I would like to help with this grand enterprise which has been a long time in coming to the internet. That may involve adding content to the best of my ability. The fact that I came here to learn rather than to hold forth reflects the fact that I have more to learn than to share so please be patient with my efforts.

title: User:Billweaver


text:
User talk:Finley~enwikiversity

Hello Finley, thank you for your interest. Your comment was moved to here: German_stream. This will hopefully lead that others also list themselves there and communicate with each other. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 19:54, 28 June 2008 (UTC)

 Hello Finley, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * 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! Erkan Yilmaz uses the Chat (try) 19:54, 28 June 2008 (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 Finley. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Finley~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 23:32, 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) 06:08, 19 April 2015 (UTC)

title: User talk:Finley~enwikiversity


text:
Topic talk:Dermatology

After completion of introductory dermatology schooling students with an interest in dermatology and medicine in austere / remote places may be interested in the military dermatology course offered by the Department of Military Medicine here --> http://en.wikiversity.org/wiki/Topic:Military_medicine

title: Topic talk:Dermatology


text:
User talk:Chiola

This page is for use by the students enrolled in 15:300:495, Reading in Elementary and Middle School. Here, you will find articles and other references, discussions regarding readings in your textbook and classroom ideas. I hope you will all respond and share your ideas throughout the year. I look forward to seeing you all in the fall. Chiola 23:29, 28 June 2008 (UTC)Thomas Chiola

title: User talk:Chiola


text:
User talk:Billweaver

 Hello Billweaver, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * 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! Jtneill - Talk - c 01:14, 29 June 2008 (UTC)

title: User talk:Billweaver


text:
Survey research and design in psychology/Assessment/Lab report/Topics

Lab reports for Survey Research and Design in Psychology need to:
 * 1) Conduct psychometric analysis (exploratory factor analysis, reliability analysis, and descriptive statistics) of either the university student satisfaction or time management items and factors.
 * 2) Test an explanatory model involving one DV and at least three IVs using multiple linear regression. Possible constructs for use in this model are listed below.

/Demographics/

 * 1) Age
 * 2) Gender
 * 3) Type of enrolment (part-time / full-time)
 * 4) Hours of work
 * 5) Percentage of degree completed
 * 6) Average grade
 * 7) Stress and coping with university

University student satisfaction

 * 1) Education/Teaching
 * 2) Social
 * 3) Admin/Student support/Flexibility
 * 4) Technology/Library
 * 5) Utility/Relevance
 * 6) Layout/Navigability

General health and well-being

 * 1) Diet
 * 2) Sleep
 * 3) Exercise
 * 4) Physical health
 * 5) Physical fitness
 * 6) Mental well-being

Time management

 * 1) Time management effectiveness
 * 2) Time management action
 * 3) Procrastination

/Learning self-efficacy/

 * Study Work Ethic/Orientation or Effort/Persistence
 * Academic Ability/Mastery

/Motivation/

 * Altruism
 * Career & Qualifications
 * Social Pressure
 * Social Opportunity
 * Self-Development

Future possibilities

 * /Engagement/
 * Psychological resilience


text:
Survey research and design in psychology/Assessment/Project/Lab report/Topics/Motivation

The study of motivation is concerned with understanding processes that drive and direct behaviour.

This page provide information specifically about university student motivation. Much theoretical and research attention has been given to determining different aspects, or factors, of motivation. A multidimensional model of student motivation could help to explain and better understand different motivational influences which may contribute to university participation (Hwang, Echols & Vrongisitinos, 2002).

Douvan and Kaye (1967, cited in Bogler & Somech, 2002) described four types of motives:
 * 1) vocational preparation
 * 2) intellectual broadening
 * 3) attractive social life, and
 * 4) release from parental control.

Clark (1962, as cited in Bogler & Somech, 2002) and Clark and Trow (1966, as cited in Bogler & Somech, 2002) characterized the student subcultures according to the foregoing distinctions:
 * 1) vocational subculture: students interested mostly in job preparation
 * 2) academic subculture: oriented toward “serious students” who seek to broaden their knowledge and to be associated with prominent intellectuals and scholars
 * 3) collegiate subculture: stresses the importance of student life on campus (i.e., sports, dating, fraternities, and sororities (in the US context))
 * 4) students' wishes to be released from their parents' control.

Henderson-King and Smith (2006) identified 10 underlying motivators for attending university:
 * 1) career preparation
 * 2) independence
 * 3) finding direction for the future
 * 4) learning
 * 5) self development
 * 6) taking the next step
 * 7) making social connections
 * 8) changing the world
 * 9) stress, and
 * 10) escape.

Career preparation was discovered to be the most common motivation for university attendance, whilst escape was the least indicated motivator. Age- and gender-related differences were also analysed. There was no gender difference for total overall motivation, however females scored higher on the career, learning, independence, self and world factors, whilst males scored higher on stress and escape motivations for university. No significant age differences in motivation were discovered.


text:
Survey research and design in psychology/Assessment/Project/Lab report/Topics/Satisfaction

Satisfaction can be understood as a function of the degree of match between needs/expectations and actual experiences. According to Starr, Betz, and Menne (1972), satisfaction represents the extent to which an individual feels a particular environment is meeting his/her needs. Students must interact effectively with their academic environments to remain in them and academic environments must reflect individual needs and reward students for their efforts (Pennington, Zvonkovic, & Wilson, 1989)

Investment model
Student satisfaction can be seen as a measure of the effectiveness of a university (Orpen, 1990). Satisfied students have been reported to study harder and perform better (Orpen). Hatcher, Kryter, Prus, and Fitzgerald (1992) proposed an investment model of student satisfaction (see also Witt & Handal, 1984). This model stated that satisfaction is determined by rewards minus costs. Rewards can be seen as the positive outcomes of attending university whereas costs can be seen as the negative features of attending university (Hatcher et al.). For example, if a student has a favourable perception of staff/teaching quality, academic opportunities, and social opportunities then their satisfaction levels are likely to be higher (Hatcher et al.; Orpen, 1990). As for costs, if a student experiences hardship as a result of their university experience (such as financial trouble, social problems and feelings of pressure) then their satisfaction levels are like to be reduced (Hatcher et al.). Overall satisfaction levels have been found to be valid predictors of students' commitment to complete their course (Hatcher et al.); low satisfaction for university students is likely to contribute to a higher likelihood of not completing. See also Bennett (2003).

Attrition
A number of studies suggest that dissatisfaction is significantly related to high student turn over, rates of attrition and lower levels of achievement (Betz, Menne, Starr & Klingensmith; Hatcher et al., 1992).

DEST (2004) reported university attrition rates (for commencing students) as: Mature-age undergraduate students as well as postgraduate students generally have higher attrition rates than their younger counterparts (DEST, 2004). However, whilst enrolled, mature-age students tend to equal or out-perform standard students in scholastic achievement (DEST).
 * 18.0% (international)
 * 21.2% (Australia)


text:
Survey research and design in psychology/Assessment/Project/Lab report/Topics/Learning self-efficacy

Perceived self-efficacy is an individual’s belief in their own ability to perform a specific task or behaviour (Bandura, 1977). The degree of self-efficacy in a certain domain can effect how an individual performs a particular behaviour and their level of persistence when engaging in that behaviour (Bandura).

Individuals scoring higher on self-efficacy have reported higher levels of university satisfaction and satisfaction has been identified as having a greater effect on performance than performance on satisfaction (Bean & Bradley, 1986; De Witz & Walsh, 2002). Students with a strong sense of academic self-efficacy seem to self-regulate more productively, apply more effort, set higher goals, achieve better academic performances and cognitively process information more effectively.

As self-efficacy beliefs have been linked to expended effort and task persistence, university teaching staff, need to help students maintain high, accurate learning self efficacy beliefs. Providing accurate feedback and challenging achievable tasks are two ways to maintain high learning self efficacy (Schunk, 1991). Another implication is for student support services. Learning self efficacy could potentially be enhanced by providing workshops designed to teach specific study, time management and stress reduction strategies (Quimby & O’Brien, 2006).


text:
User:Billhackett

My name is Bill Hackett. I am currently studying photography in college; but my main interest is editing. At 62 years old I'm a little long in the tooth to be starting a new career; but since I plan to be over a hundred before I consider retiring, I've still got 20 or 30 good years left. Have a great day, Bill Hackett

title: User:Billhackett


text:
User talk:Billhackett

 Hello Billhackett, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * 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! Jtneill - Talk - c 07:44, 29 June 2008 (UTC)

 Woof! My name is Jack(Russell). I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

title: User talk:Billhackett


text:
BCP/Lysimachia ciliata

Lysimachia ciliata

title: BCP/Lysimachia ciliata


text:
BCP/Lysimachia ciliata/Logs

2008 Logs

 * --SB_Johnny | talk 08:14, 29 June 2008 (UTC)
 * --SB_Johnny | talk 09:01, 2 July 2008 (UTC)
 * --SB_Johnny | talk 10:32, 14 July 2008 (UTC)
 * Jomegat 13:56, 18 July 2008 (UTC)
 * Jomegat 19:46, 26 July 2008 (UTC)
 * Jomegat 21:59, 2 August 2008 (UTC)
 * Jomegat 00:10, 10 August 2008 (UTC)
 * Jomegat 01:16, 17 August 2008 (UTC)
 * Jomegat 23:40, 23 August 2008 (UTC)

2009 Logs

 * Jomegat 23:48, 18 July 2009 (UTC)
 * Jomegat 15:47, 26 July 2009 (UTC)
 * Jomegat 03:50, 2 August 2009 (UTC)

Recent Logs

 * Jomegat 20:37, 10 July 2010 (UTC)
 * Jomegat 19:45, 24 July 2010 (UTC)

title: BCP/Lysimachia ciliata/Logs


text:
BCP/Oenothera speciosa

Oenothera speciosa

title: BCP/Oenothera speciosa


text:
BCP/Oenothera speciosa/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 08:47, 29 June 2008 (UTC)
 * --SB_Johnny | talk 08:58, 2 July 2008 (UTC)
 * --SB_Johnny | talk 10:21, 14 July 2008 (UTC)
 * --SB_Johnny talk 10:12, 10 August 2008 (UTC)
 * --SB_Johnny talk 09:13, 5 September 2008 (UTC)

title: BCP/Oenothera speciosa/Logs


text:
Networked learning/Processes and tools

Following is a range of processes for communicating online and accessing a wide variety of information. Familiarise yourself with these processes, experiment, find and make contact with people and information relating to your areas of interest. If you feel confident in assisting people in the development of networked learning skills.

Instant Communication
Instant communication, text messaging, Online chat, live video and audio conferencing are increasingly impacting our learning and living in an always-connected, always-on world with multiple ways to communicate with one another at any given time. Knowing how best to communicate with someone at any given time is the challenge, most people try the fast-and-light stuff first - IRC, Jabber or SMS - then bring out the heavy guns like email. The advantage of instant communication is that it is instant, you can learn here and learn now.

Uses for Instant Communication
 * Facilitate real-time Learning
 * Personal discussion

More information about Instant Communication
 * Wikiversity Chat
 * Instant Messaging using Libre Software

eMail Lists
eMail list, news list, eGroup, but probably most accurately called an electronic mailing list. Electronic mailing lists are a special usage of email that allows for widespread exchange of information to a list of email addresses. Lists can be set for private or public viewing, announcement only or for anyone to post, or so that reading is open to the public but posting is open to members only. Today, mailing lists are most often used for collaboration on various projects and as a way of exchanging information.

Free web-based services offering an easy way to run and maintain such lists have been around since the mid 1990's and remain a popular and effective tool for online group communications. Currently the most popular free web-based services are Yahoo Groups, MSN Groups, and Google Groups.

Uses for eMail lists
 * Make announcements and distribute information to a group of people with similar interests.
 * Stimulate topical discussions.
 * Socialisation tool for a class or new group.
 * A learning resource when used with a broader community of practice or industry.

More information about eMail lists
 * http://blendedlearning.wikispaces.com/Setting+up+free+email+groups+for+class
 * http://screencasting.blogspot.com/2005/05/everything-you-need-to-teach-and-learn.html

Blogging
A blog (or web-log) is a website in which items are posted on a regular basis and displayed with the newest at the top. Like other media, blogs often focus on a particular subject, such as food, politics, or local news. Some blogs function as online diaries. A typical blog combines text, images, and links to other blogs, web pages, and other media related to its topic. Since its appearance in 1995, blogging has emerged as a popular means of communication, affecting public opinion and mass media around the world.

There are web based services that offer weblogging for free such as the popular Blogger, and free blogging software to install on servers such as WordPress.

Uses for blogs
 * Record, process and reflect on what you learn.
 * Teachers can use blogs to record and process what they teach. For example, a teacher can blog a course - specifying what homework students are required to carry out, including links to Internet resources, and recording day-by-day what is taught.
 * Practitioners blog their work and research to share information and make connections with others working in the field.
 * Flexibility for learners - students can catch-up if they miss a class.
 * Blog as a course plan.
 * A summary of a course that prospective students or new teachers can refer to.
 * Students can refer to each other's blog and support each other's learning.
 * Other faculty can refer to course blogs of their colleagues and improve team teaching.
 * Topical and subject focused blogs can be an engaging learning resource.

How to blog
 * Blogger screencast. Audio, text and screen grabs on setting up a blog with blogger.
 * Adding pictures to blogger. A video demonstrating how to insert images into a blog post.
 * Making Hyperlinks. A video demonstrating how to make hyperlinks.

More information about blogs
 * http://blendedlearning.wikispaces.com/Weblogs+in+Education
 * http://screencasting.blogspot.com/2005/05/everything-you-need-to-teach-and-learn.html
 * http://static.hcrhs.k12.nj.us/gems/edtech/WebLoggingFinal.mov
 * Wikiversity: Category:Blogging

Wikis
A wiki is a type of website that allows anyone visiting the site to add, remove, or otherwise edit all content quickly and easily, often without the need for registration. Most wikis also offer a discussion forum for each page being developed. This ease of interaction and operation makes a wiki an effective tool for collaborative writing. http://en.wikipedia.org/wiki/Wiki March 2006

The best examples of successful wiki developments are Wikipedia, Wikiversity, and the South African Curriculum There are free web based services that offer wiki authoring such as Wikispaces and PBWiki, and then there is free wiki software for servers such as MediaWiki. The key to the success of a wiki is in having an active participant base, which is why it is often better to work into existing wiki communities rather than setting up new ones.

Uses for wikis
 * Collaborative learning resource development.
 * Subject related discussion.
 * Easy to maintain currency of online resources.
 * Relatively easy way to build a website.
 * This website is a wiki.
 * Safe environment for K-12 when anonymous usernames are established under teacher management

More information about wikis
 * http://en.wikibooks.org/wiki/Wikiversity
 * http://screencasting.blogspot.com/2005/05/everything-you-need-to-teach-and-learn.html
 * http://mobiled.uiah.fi/

RSS webfeeds
Web feeds are a form of syndication in which a section of a website is made available for other sites to use. Commonly a regularly updated website will make a feed available so other people can display an updating list of content from it (for example one's latest forum postings, etc.). This originated with news and web-log (blog) sites but is increasingly used to syndicate any information. Web feeds are very useful to people who obtain media and information from a number of online sources as they help the reader to bring all that information into one place (called a news reader) instead of having to manually go to each website to obtain the information.

There are many web services that offer enhancements to web feed generation such as Feedburner, and news readers such as Bloglines that enable you to subscribe to a number of feeds, and there is free newsreader software to install on desktop computers such as FeedReader.

Uses for web feeds
 * Students can subscribe to a teacher's website and receive updated content to their personal web spaces (blog, start page, news reader).
 * Teachers can subscribe to their student's personal web spaces and have student's work arrive centrally.
 * Students can subscribe to each other's feeds enabling them to share resources and perspectives.
 * Teachers and students can subscribe to other experts in the field, broadening their field of reference, building a personalised reading list, and bringing it back to their teaching and learning contexts.
 * Librarians can subscribe to feeds relevant to topics taught by the school faculties, and filter information and offer quality assured resources to teaching staff.
 * Professional development units can subscribe to feeds related to teacher training and filter information and build PD resources for their staff.

More information about web feeds
 * http://blendedlearning.wikispaces.com/Learning+with+a+News+Reader
 * http://networkedlearning.wikispaces.com/knowledge+sharing
 * http://screencasting.blogspot.com/2005/05/everything-you-need-to-teach-and-learn.html
 * Practical introduction to Web browsing and Web feeds

Podcasting
Podcasting is the distribution of media files, such as audio and videos, over the Internet using a type of web feed. Listeners subscribe to the podcast's web feed for automated download to mobile devices and personal computers. The benefit of a podcast web feed over a standard web feed is that once the user subscribes the feed their podcast reader will automatically download any new media that is offered by the distributer.

Generating a podcast involves creating the media, usually an audio file using a free audio recorder and editor like Audacity, then uploading that file to a server such as the free and unlimited media storage space Our Media, announcing the file in a blog such as the popular and free Blogger, and enhancing that blog's web feed into a podcast using a free service such as Feedburner. To subscribe to a podcast and have media automatically downloaded to a portable device or personal computer you must use "podcatching" software such as the free MyPodder.

Uses for podcasting
 * Teachers record lectures and distribute the audio for listening to on portable digital audio players.
 * Students subscribe to a range of lectures they might otherwise not have been able to attend
 * Students record their own audio and make it available in a podcast for their peers and/or teacher's assessment
 * Students create a podcast for the subject they are studying

More information about Podcasting
 * Guide to podcasting using Free Libre Software for windows users
 * http://www.netsquared.org/blog/britt-bravo/7-ways-nonprofits-can-use-podcasts
 * http://www.podcastingnews.com/articles/Make_Podcast_Blogger.html
 * http://epnweb.org/

Finding and reusing learning resources
With so many great resources already out there on the net, why re-invent the wheel. Whatever your subject, whatever your need, chances are there is someone else in the world that has already produced it, and made it available for free and open reuse.

When sourcing such content, be careful to check the copyright statement for all items before you attempt to use it. Creative Commons.org has made this usually painful process quite simple. Yahoo.com indexed over 80 million CC items loaded to the Internet in 2005. Major universities and learning organisation are lisencing their content and resources Creative Commons. These initiatives are generally called open courseware initiatives, and we are free to use and even modify some of the content that is made available this way.

The most significant projects include Wikipedia and Wikiversity, where people are collaborating to produce free and open resources which use GNU licences.

GNU Licenses are based on 4 freedoms or rights.

 * 1) use the work for any purpose
 * 2) study its mechanisms, to be able to modify and adapt it to their own needs
 * 3) make and distribute copies, in whole or in part
 * 4) enhance and/or extend the work and share the result similarly.

Uses for Free and Open Courseware
 * Cost effective way to build learning resources (all the content in these workshops are taken from CC lisences)
 * Marketing of programmes and courses
 * Social acess and equity to learning resources
 * Simplies copy right and Intellectual Property concerns
 * A wider range of inputs to a resource development

More information about Free and Open Courseware
 * http://creativecommons.org
 * http://del.icio.us/leighblackall/OpenCourseWare
 * http://opencontent.org/ocwfinder/
 * http://blendedlearning.wikispaces.com/Sourcing+Content+to+Teach+and+Learn+With
 * http://community.flexiblelearning.net.au/TechnologiesforLearning/content/article_6885.htm

Tagging
Social bookmarking and tagging occurs on web based services where shared lists of user-created Internet bookmarks are displayed. Social bookmarking sites generally organize their content using tags and are an increasingly popular way to locate, classify, rank, and share Internet resources through the practice of tagging, and inferences drawn from grouping and use of such tags. The concept of shared online bookmarking dates to the mid 1990s. An early generation of social bookmarking companies launched in the late 1990s failed as the dot-com bubble burst. The concepts of social bookmarking and tagging took root with the launch of a web site called del.icio.us in approximately 2003. http://en.wikipedia.org/wiki/Social_bookmarking March 2006

Uses for Tagging
 * Teacher bookmarks websites and online resources for access away from PC
 * Students subscribe to teacher's bookmark web feed as a reading list
 * Students collaborate in bookmarking resources for their subject
 * Searching
 * Combining resources to create a unique resource

More information about Tagging

 * http://del.icio.us/leighblackall
 * http://weblog.infoworld.com/udell/gems/delicious.html
 * http://screencasting.blogspot.com/2005/08/tagging-for-collaboration.html
 * http://www.flickr.com/photos/leighblackall/tags/tekotago/
 * http://youtube.com/results?tag=tekotago

Creating digital images, video and audio
There's no doubt that images, video and audio can be an excellent way to communicate more complicated things to learners. In this workshop we'll use a range of recording devices and free and simple software to record and edit our own videos. You'll be surprised at how easy it can be. Participants are urged to bring along any digital image recording devise they may already own, as well as the cables it came with to plug into a computer.

About digital video Getting video into a digital format and deliverable over the Internet has become a very simple process compared to 6 years ago. Effective video can be recorded on most digital cameras, directly to a format that is suitable for the Internet. Video tape cameras have become significantly cheaper, and editing software has become more freely available and stable on modern computers.

Uses for digital video
 * Demonstrating technical skills
 * Representing scenarios
 * Assessing student skills
 * Material profiling

More information about digital video
 * http://current.tv/studio/survivalguide/
 * http://teachandlearnonline.blogspot.com/2005/07/digital-video-and-documentary-making.html

Audio and video blogging
A vlog or video blog is a blog (short for weblog) which uses video as the primary content; the video is linked to within a videoblog post and usually accompanied by supporting text, image, and additional metadata to provide context.

Uses for Vlogging
 * Demonstrative videos for distribution to students and workplace learners
 * Screencast demonstrations for staff training in the use of software
 * Students recording tasks and blogging the video for assessment
 * Learner generated content

More information about Vlogging

 * Vlog lesson using Free Libre Software
 * http://freevlog.org/
 * http://groups.yahoo.com/group/videoblogging/

Using free and open source software
Using free and open source software is an effective way to save money, maintain flexibility, consider new economic models, and develop more sustainable software skills and capacity.

Open Office A free alternative to Microsoft Office, Open Office can not only be a great way for students to obtain affordable (free!) office software, but also a remarkably easy way for you to create PDFs and Flash movies!

GNU Image Manipulation Program GIMP is a powerful image editing program.

Open Clip Art Open Clip Art Library Over 10000 clips + Over 600 artists. High quality and attractive clipart.

title: Networked learning/Processes and tools


text:
Networked learning/Participants

Participants
This section lists participants of the Networked_learning self-paced course. When you sign up please send an email to the people offering learning support.

Learning support
Informal learning support for this topic is offered by:

Leigh Blackall Chris Harvey Cormac Lawler Valerie Schmitz, Ph.D.
 * Senior Lecturer at the University of Canberra, Australia.
 * email: leighblackallATgmailDOTcom
 * skype: Leigh_Blackall (be sure to introduce yourself when making skype contact so I know it is about NL)
 * face to face: I am based at the University of Canberra, and more than happy to assist anyone from there. We are slowly working towards offering a course in this and other related topics.
 * Chris Harvey Blog/Wiki
 * Ekiga:sip:gnuchris@ekiga.net
 * email:gnuchrisATgmailDOTcom
 * Freenode IRC username: chrismo
 * PhD student in the University of Manchester - subject: Wikiversity in the context of the provision of education. Also interested in the use of media in learning - both formal and informal.
 * Skype/irc username: cormaggio
 * Email: cormaggio (at) gmail (dot) com
 * blog
 * Interested in technology based collaboration tools to enhance peace education initiatives.
 * Skype/irc username: valerieschmitz
 * Email: valerie (at) teachmepeace (dot) org
 * IM: isis670 (almost every IM)
 *

Martin King B.A. M.Sc.
 * Senior Educational Technologist
 * Royal Holloway, University of London
 * email martin (dot) king (at) rhul (dot) ac (dot) uk
 * msn el_swedgio
 * interests/ expertise: Virtual learning environments. particularly Moodle, Discussion fora, Online Assessment

If you are able to assist people in the developing skills in networked learning, please add your contact details.

title: Networked learning/Participants


text:
Wikiversity:What shall we do with Wikipedia?/Expert commentaries

This page describes a proposal for a new resource type on Wikiversity. Please join the discussion of this proposal.

What is an expert commentary?
An expert commentary is a commentary on a Wikipedia article (or a part thereof) by an expert in the area. It is a piece of writing with an article-level standard and style. It is placed on Wikiversity primarily as a means of expert retention, because Wikiversity's style of resource development is more merciful to expert contributions than Wikipedia.

The context of an expert commentary
An expert commentary is not a free-standing educational resource in its own right, but has a close relationship to a particular outside resource (encyclopedia article on Wikipedia). In this sense, Wikiversity is directly facilitating the work of Wikipedia in the same way that Wikimedia Commons does. Wikimedia Commons does not (primarily) offer a self-standing set of resources - the images become useful mainly through their integration into sister projects. Likewise, the expert commentary is only primarily useful in the context of its sister project relatives. However in the course of time, the image collection on Wikimedia Commons has become a valuable internet entity in its own right, and the expert commentary resource type on Wikiversity might go through a similar development.

Who are expert commentaries for?
The opportunity to write an expert commentary is primarily aimed at Wikipedians, and would be offered (in a way not yet worked out) to Wikipedians as a part of their work at Wikipedia. The target audience is not primarily existing Wikiversity users.

What kind of content does an expert commentary have?
The word "commentary" is intended to cover a very wide field of meaning. It may be a summary, expansion, interpretation, addition or any other text which an expert, fuelled by detailed knowledge of an area, feels impelled to add to a Wikipedia article. NB: Wikipedians already have their talk pages for discussions of articles, so a commentary is not a discussion. It is a more formal and coherent kind of contribution.

The need for expert commentaries
Experts constantly add their uniquely useful expertise to articles on Wikipedia. Because Wikipedia does not allow forking, any subsequent editor is obliged to spoil the expert contribution. The quality improvement of a Wikipedia article is not linear - it is bumpy. An expert may be followed by amateurs, fools and vandals of varying degrees, followed by an expert who disagrees with the first one. Generally quality tends to move upwards, but at the cost of the loss of many valuable contributions during a stormy process. While this process is good for Wikipedia and good for people using Wikipedia for reference, it is an unpleasant and even degrading experience for experts.

Experts also fall tend to foul of Wikipedia's strict interpretation of NPOV and policy against original research. Experts are, undoubtedly, qualified to make statements which adopt a point-of-view and which may be original. These statements are a form of knowledge which is educational, and which should be collected and shared with humanity. However such statements are usually re-written, watered down or deleted from Wikipedia for policy reasons.

Expert commentaries are not just something needed by the experts themselves, to satisfy their personal intellectual needs. There is also a wider human need here on the part of all of mankind. There needs to be a Wikimedia project which acts as a repository of wisdom in a wider sense than a mere encyclopedia.

Why is Wikiversity the right place for this?

 * 1) Wikiversity permits forking. This is a big selling point for experts who hate having their hard-written contributions written over on Wikipedia. The general practice on Wikiversity is to give great respect to previous editors' edits/pages and create new pages with similar titles (called "forking") when writing a similar project. Forking is not allowed on Wikipedia. The Wikipedia ban on forking leads to edit wars between experts and suppression/loss of high quality contributions.
 * 2) Wikiversity allows experts and academics a greater leeway with regard to the expression of a point-of-view. People who know a lot about a subject ("experts") possess valuable knowledge which needs collecting and sharing with mankind, but experts tend, more than others, to form opinions or adopt points-of-view. This makes it difficult for them to participate on Wikipedia.

See also:
 * Expert retention: the lengthy and controversial debate on expert retention at Wikipedia
 * Expert editors: advice to expert editors on Wikipedia
 * Expert rebellion: a shorter and more radical page

Formal criteria for an expert commentary

 * 1) Title: the expert commentary has the same title (on WV) as the equivalent page on Wikipedia. In the case of pre-existing resources on WV with the same name, a kind of disambiguation list should be created. In the case where a WP page has more than one expert commentary, the main WV equivalent page should be a list of the commentaries, and the commentaries should be out into subpages.
 * 2) Interwiki links: the WV pages should link back to WP using the standard Template:Wikipedia box. The Wikipedia article should have a special inline reference - something like this (with hyperlinks added):
 * Expert commentaries: Wikiversity has expert commentaries on this topic or section.
 * 1) An expert commentary should stay on topic, the topic being the content of the equivalent Wikipedia article. If it strays off-topic, it could become a different kind of learning resource. Such an evolution might be welcome.
 * 2) We need to think about how policies (such as NPOV and verifiability) attach to commentaries. We would be hosting them on Wikiversity precisely because they are out-of-scope on Wikipedia. But while we want to preserve valuable or "expert" commentaries, we don't want to encourage charlatanism. An expert may have a point-of-view, but the style should be academic/professional and the resource should be properly informed.

How radical a change is this for Wikiversity?
At the time of writing, the first initiative to exhaustively catalogue all naturally-occurring resource types on Wikiversity was drawing to an end, and about 26 top-level resource types (e.g. lessons, quizzes, reading groups, activities, assignments, papers) had been identified, many of which had subtypes (e.g. blogs were categorised as a subtype of essay).

The "expert commentary" suggestion needs to be seen in this light. It is a 27th top-level resource type, alongside the existing 26 (the exact numbers will change anyway, because they constantly do). In other words, there is no suggestion here that the "core philosophy" (if there is one) of Wikiversity is being changed. We are adding a mere single further ingredient to a fruit salad which already contains dozens of ingredients.

On the other hand, there is a sense in which this suggestion is more radical. Like the project What shall we do with Wikipedia?, this resource type subtly shifts Wikiversity's stance towards its sister projects. It moves the focus away from the Wikibooks parent project and towards Wikipedia. This does not mean that everything will revolve around Wikipedia in future. It adds to what is currently being done and thought.

Future consequences
One of the future consequences which should be borne in mind are side effects. The expert commentary resource type, if welcomed and properly supported by Wikipedia, will raise awareness of Wikiversity and its multiple uses among Wikipedians. While Wikipedian experts may initially be attracted here by the promise of less cruel editing of their hard-written texts, during their stay they may come across other possible uses of Wikiversity and shift their editing interests. The expert commentary is, to a small and subsidiary extent, a form of marketing for Wikiversity. The audience targetted by this market is precisely the audience we need: not just any Wikipedia contributor, but precisely those with higher ability levels, such as academic and professional trainers who really know their fields well.

Do we already have expert commentaries on Wikiversity?
Probably. It's just that nobody has ever set out to find or catalogue them. About 6000 pages would need investigating to find some.

Related material on Wikipedia

 * w:Wikipedia:WikiProject
 * w:Wikipedia:Expert retention
 * w:Wikipedia:Expert editors
 * w:Wikipedia:Expert rebellion


text:
Wikiversity talk:What shall we do with Wikipedia?/Expert commentaries

Please discuss! --McCormack 10:48, 29 June 2008 (UTC)

 * Right at begin when seeing the page title and reading the page I thought: "What about the comment possibility on Wikipedia's talk pages ?" Perhaps there could be offered/moved up an argument right at begin how/why/if this is different ? Erkan Yilmaz uses the Chat (try) 15:49, 29 June 2008 (UTC)
 * Talk pages on Wikipedia are rarely intelligent. It is true they can contain expert "fights", but this gets lost in other stuff, and the nature of talk pages is scrappy. An "expert commentary", to my mind, is a formal piece of writing from an expert which is usually of a higher standard than a mere discussion. We also do discussions on WV, but there is no point in offering this to Wikipedians, as they already have their talk-and-fight pages. --McCormack 16:03, 29 June 2008 (UTC)
 * Can there be gained info from WikInfo - since they also allow original research and have a Sympathetic point of view ? Erkan Yilmaz uses the Chat (try) 15:49, 29 June 2008 (UTC)

 * The question posed on this discussion, "What shall we do with Wikipedia?" reminds me of a similar question my manager, Pete Lopiparo, asked of me at Bell Labs some 30 years ago. He said, "Barry, I don't know what to do with you."  Without losing a beat, I replied, "Pete, enjoy me."  Wikipedia is a game.  Enjoy the game.  —Moulton 11:48, 16 August 2008 (UTC)

Who chooses the experts?
Apologies if this is just blatant ignorance of the workings of Wikiversity, but I just came across this article & said I'd jump straight in =) Somewhat after the discussion, but still…

If 'expert commentaries' are created that allow POV & somewhat original research – wouldn't Wikiversity promoting these opinions under the heading of Expert Commentaries be giving weight to the opinion of the editor themselves? As such, it seems that knowing how qualified someone is in an area & vetting their expertise in a subject would become important? Dáithí-eile 16:32, 30 June 2010 (UTC)


text:
Category talk:BCP/Mid summer

 category=BCP/Mid summer category=BCP/Using old color field ordermethod=lastedit mode=ordered

title: Category talk:BCP/Mid summer


text:
Assistant teacher course/Instructors' guide/Proposals for philosophical workshops/Imagine you were alone as an assistant teacher

Imagine you were alone as an assistant teacher
Imagine you were alone as an assistant teacher. What would be your obligations? Would you have any obligations?

Here are some questions that can be discussed in this context. All questions allow to speculate about surrounding conditions of the school and society. Are the answers the same in a developing country, in a developed country and in possible future societies that have further improved education?
 * 1) Do you have an obligation to (help to) teach?
 * 2) Do you have an obligation to learn pedagogy and psychology?
 * 3) Do you have an obligation to become a mentor?
 * 4) Do the same obligations exist for an individual in a group of assistant teachers?
 * 5) Can the policies of the group change the obligations of the individual?
 * 6) Does the individual have an obligation to participate in the governance of the group?
 * 7) If you were alone on an alien planet and the aliens didn't seem to have proper teachers - would the same obligations apply?

The instructor should be tolerant and allow most opinions. Socratic debate should be useful to challenge positions that are not yet well-founded.

 * Questions 1-3 may ask for an explanation of the categorical imperative and how it can be applied in this context. The instructor can discuss each of the three questions for several minutes and allow the participants to develop their views. After question 3 the instructor can then explain the categorical imperative in abstract form and allow the participants to review their positions. After several more minutes the instructor can then explain how it can be applied, if the participants haven't applied it appropriately themselves. Question 2 hides an answer by combining pedagogy and psychology: One could see it as an obligation to learn psychology to better understand one's own thinking, which is not directly related to pedagogy.
 * Question 4-6 allow the discussion of citizenship education topics.
 * Question 7 introduces a new perspective and allows, among other things, to verify if the group has understood the arguments in the earlier questions. The instructor can invent conditions on an alien planet and make claims that simply refuse that earlier arguments apply (the aliens have a culture that rejects education; the aliens are aggressive; the aliens don't seem to understand much). The new perspective can invite the participants to reconsider their earlier positions or to fail to notice that they might apply.


text: Category:Self-efficacy

title: Category:Self-efficacy


text:
Wikiversity:FAQ/Fork

Here, a fork is the splitting of a project into two different efforts.

What is a fork?
The use of the word in wiki-development originates from the programming use of the word (see Fork (software development)). In programming, a fork is a point at which a project splits into two. After the fork, there are two versions of the same software. Each version subsequently develops in its own direction, usually diverging increasingly from the other.

Wikipedia defines two kinds of fork:

 * A content fork is usually an unintentional creation of several separate articles all treating the same subject. A point of view (POV) fork is a content fork deliberately created to avoid neutral point of view guidelines, often to avoid or highlight negative or positive viewpoints or facts. Both content forks and POV forks are undesirable on Wikipedia, as they avoid consensus building and therefore violate one of our most important policies. See Wikipedia:Content forking for more information.

Forks are regarded as bad on Wikipedia. On Wikiversity, they are regarded as good. This is a key difference between the two projects, and reflects their different missions.

Types of forks which may be found on Wikiversity:

 * Unintentional forks. These may need merging.
 * Type-forks. This is where two or more pages exist on a topic and belong to a different type of resource. For example, a topic might have both a lesson and a reading group.
 * Level-forks. This is where two or more pages exist on a topic which differ in the educational level (class, age group) for which they are intended. For example, the topic "prime numbers" might be covered as a research project and as a children's lesson.
 * Subject-forks. This is where two or more pages exist on a topic, but approach the topic from within different subject specialisations. For example, educational resources on Bogotá might exist both for geography and history courses.
 * Style-forks. This is where two or more pages exist on a topic, but adopt a different educational approach. For example, one page might adopt a participatory educational approach, while the other might be directed at passive learners. Or an individual teacher might maintain several similar pages for the same course, each of which experiments with slightly different methods or caters for subtly different circumstances.
 * FOO-forks. FOO = "Field Of Observation". A FOO-fork reflects the fact that the content of a good educational resource is strongly dependent on its particular audience (FOO). An encyclopedia article, by contrast, is audience-neutral (NFOO). We can describe this as the inverse of (N)POV (NPOV = Neutral Point of View). (N)POV has to do with the point of origin, or with the contributor. (N)FOO has to do with the point of arrival, or with the audience. Wikipedia is NFOO. Wikiversity is FOO. A FOO-fork is like a level-fork, but much more subtle. Even two 8th grade classes from the same town can differ in their educational needs, and a project might have to be forked to deal with this educational reality.
 * POV-forks. This is the same concept as used on Wikipedia, where two or more versions of the same resource exist to reflect different points of view. It is essential, for example, with resources which are of the type "academic paper". A POV-fork is similar to a style-fork and FOO-fork.

The above typology of Wikiversity forks primarily serves to illustrate the many reasons why Wikiversity needs forking, and the many ways in which it can be done. In particular, the typology shows how Wikiversity's educational mission necessitates forking.

Using forks on Wikiversity
If you wish to create a fork, just go ahead. First, choose a new title for the second version of the page. MediaWiki, the software used by Wikiversity and Wikipedia (among many other projects), requires every page to have a different title. Second, once you have created the new page, copy in any content from any other Wikiversity pages which you need, and then start to modify it to suit your purposes. Remember to acknowledge previous contributors from the original page as sufficiently as GFDL requires - e.g. when you move material, add a comment such as "content moved from [name_of_page]".

title: Wikiversity:FAQ/Fork


text:
BCP/Rosa 'Peace'

Rosa 'Peace'

title: BCP/Rosa 'Peace'


text:
BCP/Rosa 'Peace'/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 14:31, 29 June 2008 (UTC)
 * --SB_Johnny | talk 08:56, 2 July 2008 (UTC)
 * --SB_Johnny | talk 10:26, 14 July 2008 (UTC)
 * --SB_Johnny talk 12:23, 9 August 2008 (UTC)
 * Anna reg 20:33, 3 June 2010 (UTC)

title: BCP/Rosa 'Peace'/Logs


text:
BCP/Thymus vulgaris

Thymus vulgaris

title: BCP/Thymus vulgaris


text:
BCP/Thymus vulgaris/Logs

Recent Logs

 * --Juan Pisek 14:35, 29 June 2008 (UTC)

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).

title: BCP/Thymus vulgaris/Logs


text:
BCP/Campanula patula

Campanula patula

title: BCP/Campanula patula


text:
BCP/Campanula patula/Logs

Recent Logs

 * --Juan Pisek 14:44, 29 June 2008 (UTC)

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).

title: BCP/Campanula patula/Logs


text:
BCP/Astilbe arendsii

Astilbe arendsii

title: BCP/Astilbe arendsii


text:
BCP/Astilbe arendsii/Logs

Recent Logs

 * --Juan Pisek 14:51, 29 June 2008 (UTC)

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).

title: BCP/Astilbe arendsii/Logs


text:
BCP/Leucanthemum

Leucanthemum

title: BCP/Leucanthemum


text:
BCP/Leucanthemum/Logs

Recent Logs

 * --Juan Pisek 15:09, 29 June 2008 (UTC)

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).

title: BCP/Leucanthemum/Logs


text:
KTurtle

KTurtle is an educational programming environment for turtle graphics.

title: KTurtle


text:
User:GamerGoneGood

I'm working in the field of medical product design and looking to expand my working knowledge of mechanical engineering. I also have experience with mold-making, MEMS, & laser-machining.

Formerly I worked with computer animation & videogame development. I would be interested in collaborating on Flash-based presentations for illustrating key concepts within the ME department.

title: User:GamerGoneGood


text:
BCP/Potentilla anserina

Potentilla anserina

title: BCP/Potentilla anserina


text:
BCP/Potentilla anserina/Logs

Recent Logs

 * --Juan Pisek 17:06, 29 June 2008 (UTC)

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).

title: BCP/Potentilla anserina/Logs


text:
BCP/Nigella damascena

Nigella damascena

title: BCP/Nigella damascena


text:
BCP/Nigella damascena/Logs

Recent Logs

 * --Juan Pisek 17:19, 29 June 2008 (UTC)

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).

title: BCP/Nigella damascena/Logs


text:
BCP/Nepeta cataria

Nepeta cataria

title: BCP/Nepeta cataria


text:
BCP/Nepeta cataria/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --Juan Pisek 17:27, 29 June 2008 (UTC)
 * --SB_Johnny | talk 11:47, 9 July 2008 (UTC)
 * --SB_Johnny talk 12:18, 9 August 2008 (UTC)
 * --SB_Johnny talk 09:17, 5 September 2008 (UTC)

title: BCP/Nepeta cataria/Logs


text:
Bloom Clock/Keys/Moravia-Silesia/May/All

The plants pictured below have been recorded as blooming during the month of May in Moravian-Silesian Region, Czech Republic.

last updated --Juan Pisek 17:40, 29 June 2008 (UTC) with 15 plants


text:
Template:Bcpm/sbohem/6

June

This template makes a link to the June key for South Bohemia, and adds plant pages to Category:BCP/SBOHEM/6 and Category:BCP/Flora of the Czech Republic (it automatically adds ), for plants that have been recorded as flowering in June in South Bohemia.

This template should only be used in the "South Bohemia = " field of Bloom clock plant middle

title: Template:Bcpm/sbohem/6


text:
Bloom Clock/Keys/South Bohemia/June

June

 * 1) All plants recorded in June (category list)

title: Bloom Clock/Keys/South Bohemia/June


text:
Category:BCP/SBOHEM/6

This category is for plants found flowering in June in South Bohemia, Czech Republic.

title: Category:BCP/SBOHEM/6


text:
User talk:GamerGoneGood

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 18:49, 29 June 2008 (UTC)

 Hello GamerGoneGood, 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;
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 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
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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! Erkan Yilmaz uses the Chat (try) 18:49, 29 June 2008 (UTC)

title: User talk:GamerGoneGood


text:
BCP/Ratibida columnifera

Ratibida columnifera

title: BCP/Ratibida columnifera


text:
BCP/Ratibida columnifera/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * Ngravagna 19:02, 29 June 2008 (UTC)

title: BCP/Ratibida columnifera/Logs


text: File:Mexican hat.jpg

title: File:Mexican hat.jpg


text: File:Delphinium CO.jpg

title: File:Delphinium CO.jpg


text:
User:Mchua/How to design programs

 * /Pset 1
 * /Pset 2

title: User:Mchua/How to design programs


text:
BCP/Monotropa uniflora

Monotropa uniflora

title: BCP/Monotropa uniflora


text:
BCP/Monotropa uniflora/Logs

2008 Logs

 * Jomegat 20:37, 29 June 2008 (UTC)
 * Jomegat 16:57, 3 July 2008 (UTC)
 * Jomegat 18:40, 12 July 2008 (UTC)
 * Jomegat 21:29, 17 July 2008 (UTC)
 * Jomegat 01:04, 20 July 2008 (UTC)
 * Jomegat 01:16, 26 July 2008 (UTC)
 * Jomegat 01:23, 2 August 2008 (UTC)
 * Jomegat 20:39, 9 August 2008 (UTC)
 * Jomegat 03:47, 12 August 2008 (UTC)
 * Jomegat 01:17, 17 August 2008 (UTC)
 * Jomegat 00:04, 30 August 2008 (UTC)
 * Jomegat 21:59, 2 September 2008 (UTC)

2009 Logs

 * Jomegat 22:47, 26 June 2009 (UTC)
 * Jomegat 00:48, 15 July 2009 (UTC)

Recent Logs

 * Jomegat 02:36, 25 June 2010 (UTC)

title: BCP/Monotropa uniflora/Logs


text:
How to design programs/Problem set 2

Overview
Programs operate on data. Sometimes that data comes from the world (the Internet, etc.), sometimes a database, and sometimes it is typed in by hand, by a user of our software. In every case, we need to represent that data in some way. How we choose to represent information greatly effects the way our code is written. A poor choice in the structure of our data can impact the efficiency and maintainability of our programs greatly. How and why this is the case is something that we will discuss and explore as you learn more about the representation of data in computer programs, and the design of algorithms that consume, manipulate, and generate structured data.

So far, you have seen three types of data: numbers, booleans, and symbols. We introduce structured data types, or compound data types, in this homework.

Instructions
Exercises flagged with a [pra] are flagged as viable for practice. If you're confident that you can, in your sleep, write code like the exercises previous to it, you may skip this exercise. Otherwise, it might be good to work the [p]s as well, as they provide you with an opportunity to get some repetition into your programming diet.

Exercises flagged with a [lab] are intended for your lab notebook. I will check your lab notebook in class; it receives a binary mark, as it is more for your learning than my evaluation.

Exercises flagged with a [*] are ephemeral, and mostly so you see how something works. They are often in the Interactions pane, and therefore have no permanence.

Design recipe
[lab] Without looking at your text, write down the design recipe in your lab notebook. Go back and look at section 2.5. How close were you?

section 6.1
[lab] 6.1.1, #2. This is not just busywork; part of being a successful programmer in any language is understanding what your code will do when executed. Work through #2 by hand, and then use the Stepper to see if you're on track. If you didn't get it, do #1 and #3 as well. If you still can't seem to figure out how the code will execute, drop me a note.

section 6.2

 * [*] 6.2.1
 * 6.2.2
 * 6.2.3
 * 6.2.4
 * 6.2.5

section 6.3

 * [lab] 6.3.1 Do any two. Do more if you feel it is good practice.
 * [lab] 6.3.2
 * 6.3.3 Jet fighters? Mercy. Choose something more world-friendly, and propose a reasonable function over that data. Preferably, draw on some previous experience that you've had at Olin, so I learn something interesting (but not incriminating) about you. For example, you might use a data structure to represent some critical dimensions of an effort to save the local orphanage (cash, food, band-members, etc.), and something that determines how far you can go on half a tank of gas and a pack of cigarettes (apologies to the Blues Brothers).

section 6.4

 * [lab] 6.4.1 #1, 4, 5 (Apparently, there is some kind of parity between boyfriends and cheerleaders that I don't quite understand.)
 * 6.4.2 As an extension, propose a data structure that is useful for capturing time more generally, and in greater detail. Justify your choice of structure definition with some examples (described or in code). In short, defend why you have proposed a good definition for representing time. Specify/constrain your context as necessary, if that makes the problem more tractable.

section 6.5

 * 6.5.2
 * 6.5.x1 The Olin lunch is kinda tricky if you don't have a universal food plan. For example, I know that you can choose a full lunch, soup, salad, sandwich, etc. Different combinations of these things cost different amounts. Propose a data definition for representing a lunch-goer's choice, and a function that calculates the cost of the lunch based on the choices they made.
 * 6.5.x2 Create a new, empty program, and call it something unique and original, like "date-test.scm". Switch from "Beginning Student" to "MzScheme (Textual)". (You'll want to switch back after this exercise.) At the top of your definitions window, type:

(require (lib "date.ss")) (define now (seconds->date (current-second)))

First, a few questions:

 * 1) What do you think the first line is doing?
 * 2) What are all of the function names (operators) in this piece of code?
 * 3) When you run your program, you can then type "now" in the Interactions pane. Is this an accurate representation of the time? Why, or why not.
 * 4) Look in the Help Desk for the date library that you've just imported. What does it tell you about a date?

Now, let's invent our own date structure:

(define-struct mydate (year month day))

Using your new uber-knowledge of structures, write a function called same-day? that consumes:

 * 1) a mydate structure and
 * 2) a date structure

Your function should return 'true' if both structures represent the same date. Write enough tests to convince yourself you have things right. Use the structure design recipe to help break these things down.

section 6.6
The next sequence is important because you're asked to write a sequence of functions that rely on each-other. This is common practice in programming.

 * 6.6.1
 * 6.6.2
 * 6.6.3
 * 6.6.4
 * 6.6.5
 * 6.6.6 (You may skip this for superstitious reasons, if you wish.)

 * [pra] 6.6.7
 * [pra] 6.6.8
 * [pra] 6.6.9
 * [pra] 6.6.10
 * [pra] 6.6.11
 * [pra] 6.6.12

section 6.7

 * [pra] 6.7.* The hangman exercise is left to you as a possible practice exercise. It has you write a number of functions that handle different aspects of the hangman game, and then the hangman teachpack uses those functions to run the game. If you don't write the functions correctly, the game will not work.

section 7, part 1

 * 7.2.1
 * 7.4.* This is an exercise in refactoring. It is far from busywork: this is what happens when you decide to change the definition of your underlying data structures after you've already written your code. These exercises have you revisiting code you wrote previously, changing the underlying representation of data, and then reworking/rewriting the associated code.

I am going to make this a more challenging process than expressed in the text.

 * Write tests for the existing code from 6.6 (if you haven't already) that give you some sense that given a known set of inputs, you get a known set of outputs. If necessary, break apart the existing functions so you can test parts of them independent of the drawing functionality. (Tricky.)
 * Introduce your new data definitions.
 * Write tests for your existing code from 6.6 that makes use of the new data definitions. All of these tests should fail.
 * Begin refactoring the functions as described in 7.4.1, 7.4.2, but in doing so, make sure that all of your tests continue to pass.
 * When all of your tests pass, evaluate how your code looks now. Is it clear? Confused? Propose a possible way of reorganizing it (if necessary) and demonstrate this with one of the functions that you've just written.

Questions for reflection (writeup and include in "questions.txt" in your repos). Feel free to do a bit of Googling if it helps you formulate answers.

 * Is refactoring as easy as writing code from scratch? Why or why not?
 * What part of the software lifecycle do you think refactoring lives in? How does that relate to cost?
 * Why would software engineers and developers engage in this process?
 * How common do you suspect this process is "in the real world?" Is that good or bad?
 * What do you see as the relationship between testing and refactoring?

section 7, part 2
These last two hint at some more powerful tools you'll see later, and relate to a process that is actually built into some other languages (eg. Java, Haskell, ML), but not languages like C and Python (to name just two). These are a breath of fresh air after the last question.

 * 7.5.2
 * 7.5.3

A note on submission
Create a directory in your repository called 'hw2', and do your work in this directory. That is, create one or more files in that directory where you do the exercises and save them. There might be one file called "all-hw2.scm", or perhaps you'll end up with "sec6.scm" and "sec7.scm"... I am only asking that all of your homework for this set of exercises ends up in a directory called "hw2".

If you feel you need to tell me about how you organized things, create a file called "layout.txt" (assuming it is a file written in Notepad) that tells me what is where. Most likely, I'll be able to figure out that the ".scm" files are your Scheme files containing code.

title: How to design programs/Problem set 2


text:
User:Mchua/How to design programs/Pset 1

Installing Scheme

 * 1) Install DrScheme. This will also install Scheme on your computer.
 * 2) Read the Wikipedia article on the Scheme programming language.

Setting up a versioning system

 * 1) Install TortoiseSVN or an appropriate SVN client for your platform.

Polish notation
i.    (+ 1 2) = 3 ii. (- 5 3) = 2 iii. (* 2 2) = 4 iv. (* (+ (- 5 2) 2) 1) = 5 v.    (exp 2 (+ 2 1)) = 8
 * 1) Read the Wikipedia article on Polish Notation. Prefix Notation is the way that Scheme works. EVERYTHING is (operator parameter parameter).
 * 2) Evaluate the following expressions:

Scheme exercises
Work the following exercises as you're reading through the text. (Or, read the text, then go back and do the exercises.)

 * 2.1.1: Find out whether DrScheme has operations for...
 * squaring a number - (sqr x)
 * for computing the sine of an angle (sin angle-in-radians)
 * and for determining the maximum of two numbers (max a b)

 * 2.1.2: Evaluate in DrScheme...
 * (sqrt 4) = 2
 * (sqrt 2) = #i1.4142135623730951
 * (sqrt -1) = 0+1i
 * Then, find out whether DrScheme knows an operation for determining the tangent of an angle. (tan angle-in-radians)

 * 2.2.1 - Define the program Fahrenheit->Celsius,6 which consumes a temperature measured in Fahrenheit and produces the Celsius equivalent. Use a chemistry or physics book to look up the conversion formula.

(define (Fahrenheit->Celsius temp) (* (/ 5 9) (- temp 32)))

 * 2.2.2 - Define the program dollar->euro, which consumes a number of dollars and produces the euro equivalent. Use the currency table in the newspaper to look up the current exchange rate.

(define (dollar->euro x) (* x 0.634437254))

 * 2.2.3 - Define the program triangle. It consumes the length of a triangle's side and the perpendicular height. The program produces the area of the triangle. Use a geometry book to look up the formula for computing the area of a triangle.

(define (triangle side height) (/ (* side height) 2))

 * 2.2.4 - Define the program convert3. It consumes three digits, starting with the least significant digit, followed by the next most significant one, and so on. The program produces the corresponding number.

(define (convert3 a b c) (+ (* 100 c) (* 10 b) a))

 * 2.2.5 - skipped (I already know how to do these, and have a feel for the Scheme syntax and interpreter by now)
 * 2.3.1 - skipped
 * 2.3.2 - skipped
 * 2.3.3 - skipped

(These are good candidates for the lab notebook)

 * 2.4.1 - read and understand error messages for the following.

> (+ (10) 20) function call: expected a defined name or a primitive operation name after an open parenthesis, but found a number > (10 + 20) function call: expected a defined name or a primitive operation name after an open parenthesis, but found a number > (+ +) +: this primitive operator must be applied to arguments; expected an open parenthesis before the primitive operator name

 * 2.4.2 - Read the error messages, fix the offending definition in an appropriate manner, and repeat until all definitions are legal.

(define (f 1) (+ x 10))

>>> define: expected a name for the function's 1st argument, but found a number

(define (f x) (+ x 10))

(define (g x) + x 10)

>>> define: expected only one expression for the function body, but found at least one extra part

(define (g x) (+ x 10))

(define h(x)  (+ x 10))

>>> define: expected only one expression after the defined name h, but found one extra part

(define (h x)  (+ x 10))

 * 2.4.3 - Evaluate the following grammatically legal Scheme expressions in DrScheme's Interactions window:

(+ 5 (/ 1 0))

>>> /: division by zero

(sin 10 20)

>>> sin: expects 1 argument, given 2: 10 20

(somef 10)

>>> somef: name is not defined, not a parameter, and not a primitive name

 * 2.4.4 - Enter the following grammatically legal Scheme program into the Definitions window and click the Execute button.

(define (somef x) (sin x x))

Then, in the Interactions window, evaluate the expressions:

> (somef 10 20) somef: this procedure expects 1 argument, here it is provided 2 arguments > (somef 10) sin: expects 1 argument, given 2: 10 10

also note that DrScheme highlights the nesting level of the function that throws an error.

Section 2.5 is where the design recipe really comes in. Read carefully, take notes, create a "cheat sheet", if you like. (I had one on my wall for a while. What does yours look like?)

 * 3.1.1
 * 3.1.2
 * 3.1.3
 * 3.1.4

I'm going to skip these, because I can see how to do them immediately.

This is a powerful, yet simple, idea in computing: giving names to values. 3.2.1 asks you to do just that. If you're not convinced of what you're supposed to do or why, you should ask for help.

 * 3.2.1

''skipping. see above.''

These should have a full recipe followed:

 * 3.3.2
 * 3.3.3

''skipping. see above.''

The "stepper" is a powerful debugger. We'll use/discuss/reflect on this tool more. 3.3.6 is the first time you're explicitly asked to use it, I believe.

 * 3.3.6 - Recall the program Fahrenheit->Celsius from exercise 2.2.1. The program consumes a temperature measured in Fahrenheit and produces the Celsius equivalent. Develop the program Celsius->Fahrenheit, which consumes a temperature measured in Celsius and produces the Fahrenheit equivalent.

(define (Fahrenheit->Celsius temp) (* (/ 5 9) (- temp 32)))

(define (Celsius->Fahrenheit temp) (+ 32 (* (/ 9 5) temp)))

(define (I f) (Celsius->Fahrenheit (Fahrenheit->Celsius f)))

Evaluate (I 32) by hand and using DrScheme's stepper. What does this suggest about the composition of the two functions?

They're inverses.

Work through all the bits in sections 4 and 5. - done

Stop at section 6. The concepts and ideas change a bit.

Scheme problem set

 * 1) Complete hw1 Scheme exercises from HTDP.
 * 2) The file is in the repository. You will be able to read it once you have checked it out.
 * 3) I’d recommend making separate files for each problem (2.2.1.scm, 2.2.2.scm). Some are modifications of earlier programs, just do a save as.
 * 4) This took me about 4-6 hours to complete. I’d expect it takes you a similar amount. Break it into three or so two hour chunks. Talk someone else into going through it with you if you can. Pair programming (use VNC!) is awesome.

Reflection
So, the last questions are (from me) are reflective in nature:

 * 1) What syntaxes in Scheme have you encountered so far? - Prefix notation, syntax for defining variables and functions, conditionals.
 * 2) What types of data have you seen? - booleans, integers, fractions (with various ways of printing them), decimals, and representations of imaginary numbers... no strings, objects, or files yet.
 * 3) What kinds of programs can you write? Are they interesting? Why or why not? - So far, programs involving numerical input and computation, as well as boolean logic implementations. They can be mathematically interesting, but I want to learn how to write interfaces for people soon... oh, and how to do network stuff.


text:
User:Mchua/How to design programs/Pset 2

Design recipe
[lab] Without looking at your text, write down the design recipe in your lab notebook. Go back and look at section 2.5. How close were you?

Purpose Description Inputs and outputs Statement (body of the program) Tests

''Wow, I'm off. This is the actual thing.''

 * Contract: area-of-ring : number number ->  number

 * Purpose: to compute the area of a ring whose radius is
 * outer and whose hole has a radius of inner

 * Example: (area-of-ring 5 3) should produce 50.24

(define (area-of-ring outer inner) (- (area-of-disk outer) (area-of-disk inner))) (area-of-ring 5 3) 50.24
 * Definition: [refines the header]
 * Tests:
 * expected value

section 6.1
[lab] 6.1.1, #2. This is not just busywork; part of being a successful programmer in any language is understanding what your code will do when executed. Work through #2 by hand, and then use the Stepper to see if you're on track. If you didn't get it, do #1 and #3 as well. If you still can't seem to figure out how the code will execute, drop me a note.

(distance-to-0 (make-posn (* 2 3) (* 2 4)))

(distance-to-0 (make-posn (* 2 3) 8))

(distance-to-0 (make-posn 6 8))

(distance-to-0 (make-posn 6 8))

(sqrt (+ (sqr 6)(sqr 8)))

(sqrt (+ 36 64))

(sqrt 100)

10

section 6.2

 * [*] 6.2.1 - done
 * 6.2.2
 * 6.2.3
 * 6.2.4
 * 6.2.5

all solutions presented together.

(define (distance-to-0 a-posn) (sqrt (+ (sqr (posn-x a-posn))      (sqr (posn-y a-posn)))))

(define WIDTH 50) (define HEIGHT 160) (define BULB-RADIUS 20) (define BULB-DISTANCE 10)
 * dimensions of traffic light   [curriculum1aa-Z-G-18.gif]

(define X-BULBS (quotient WIDTH 2)) (define Y-RED (+ BULB-DISTANCE BULB-RADIUS)) (define Y-YELLOW (+ Y-RED BULB-DISTANCE (* 2 BULB-RADIUS))) (define Y-GREEN (+ Y-YELLOW BULB-DISTANCE (* 2 BULB-RADIUS)))
 * the positions of the bulbs

(start WIDTH HEIGHT) (draw-solid-disk (make-posn X-BULBS Y-RED) BULB-RADIUS 'red) (draw-circle (make-posn X-BULBS Y-YELLOW) BULB-RADIUS 'yellow) (draw-circle (make-posn X-BULBS Y-GREEN) BULB-RADIUS 'green)
 * draw the light with the red bulb turned on

(define (fill-bulb erase-y-pos color) (draw-solid-disk (make-posn X-BULBS erase-y-pos) (- BULB-RADIUS 1) color))
 * fill the bulb position with the given color
 * used in clear-bulb and draw-bulb

(define (clear-bulb color) (cond [(symbol=? 'red color) (fill-bulb Y-RED 'white)] [(symbol=? 'yellow color) (fill-bulb Y-YELLOW 'white)] [(symbol=? 'green color) (fill-bulb Y-GREEN 'white)]))
 * turns the given light bulb "off" (white)

(define (draw-bulb color) (cond [(symbol=? 'red color) (fill-bulb Y-RED 'red)] [(symbol=? 'yellow color) (fill-bulb Y-YELLOW 'yellow)] [(symbol=? 'green color) (fill-bulb Y-GREEN 'green)]))
 * turns the given light bulb "on" (fill with color)

(define (switch color-off color-on) (and (clear-bulb color-off) (draw-bulb color-on)))
 * switches color-off off and color-on on

(define (next current-color) (cond [(and (symbol=? current-color 'red) (switch 'red 'green)) 'green] [(and (symbol=? current-color 'yellow) (switch 'yellow 'red)) 'red] [(and (symbol=? current-color 'green) (switch 'green 'yellow)) 'yellow]))
 * next : symbol ->  symbol
 * to switch a traffic light's current color and to return the next one

section 6.3

 * [lab] 6.3.1 Do any two. Do more if you feel it is good practice.

How about a generalized one? (define-struct NAME (FIELD1 FIELD2 ... FIELDN))

gives us the constructor: make-NAME

and the selectors: NAME-FIELD1 NAME-FIELD2 . . . NAME-FIELDN

Box representation:

-- -- --
 * FIELD1 | FIELD2 | ... | FIELDN |
 * value1 | value2 | ... | valueN |

 * [lab] 6.3.2

(movie-title (make-movie x y)) = x (movie-producer (make-movie x y)) = y

 * 6.3.3 Jet fighters? Mercy. Choose something more world-friendly, and propose a reasonable function over that data. Preferably, draw on some previous experience that you've had at Olin, so I learn something interesting (but not incriminating) about you. For example, you might use a data structure to represent some critical dimensions of an effort to save the local orphanage (cash, food, band-members, etc.), and something that determines how far you can go on half a tank of gas and a pack of cigarettes (apologies to the Blues Brothers).

(define-struct repaircenter (ntf m-stock d-stock to-fix))
 * repaircenter - describes the stock of an XO repair center
 * ntf == no trouble found
 * m-stock == mangled; turns on, but something's broken
 * d-stock == dead; doesn't even turn on
 * to-fix == laptops sent to you by users

(define olin-repaircenter (make-repaircenter 15 6 6 1))
 * and of course we have one at Olin...

(define (fixed-them-all centername) (make-repaircenter (+ (repaircenter-ntf centername) (repaircenter-to-fix centername)) (repaircenter-m-stock centername) (repaircenter-d-stock centername) 0))
 * turns all your to-fix machines into ntf/fixed machines

section 6.4

 * [lab] 6.4.1 #1, 4, 5 (Apparently, there is some kind of parity between boyfriends and cheerleaders that I don't quite understand.)
 * 6.4.2 As an extension, propose a data structure that is useful for capturing time more generally, and in greater detail. Justify your choice of structure definition with some examples (described or in code). In short, defend why you have proposed a good definition for representing time. Specify/constrain your context as necessary, if that makes the problem more tractable.

section 6.5

 * 6.5.2
 * 6.5.x1 The Olin lunch is kinda tricky if you don't have a universal food plan. For example, I know that you can choose a full lunch, soup, salad, sandwich, etc. Different combinations of these things cost different amounts. Propose a data definition for representing a lunch-goer's choice, and a function that calculates the cost of the lunch based on the choices they made.
 * 6.5.x2 Create a new, empty program, and call it something unique and original, like "date-test.scm". Switch from "Beginning Student" to "MzScheme (Textual)". (You'll want to switch back after this exercise.) At the top of your definitions window, type:

(require (lib "date.ss")) (define now (seconds->date (current-second)))

First, a few questions:

 * 1) What do you think the first line is doing?
 * 2) What are all of the function names (operators) in this piece of code?
 * 3) When you run your program, you can then type "now" in the Interactions pane. Is this an accurate representation of the time? Why, or why not.
 * 4) Look in the Help Desk for the date library that you've just imported. What does it tell you about a date?

Now, let's invent our own date structure:

(define-struct mydate (year month day))

Using your new uber-knowledge of structures, write a function called same-day? that consumes:

 * 1) a mydate structure and
 * 2) a date structure

Your function should return 'true' if both structures represent the same date. Write enough tests to convince yourself you have things right. Use the structure design recipe to help break these things down.

section 6.6
The next sequence is important because you're asked to write a sequence of functions that rely on each-other. This is common practice in programming.

 * 6.6.1
 * 6.6.2
 * 6.6.3
 * 6.6.4
 * 6.6.5
 * 6.6.6 (You may skip this for superstitious reasons, if you wish.)

 * [pra] 6.6.7
 * [pra] 6.6.8
 * [pra] 6.6.9
 * [pra] 6.6.10
 * [pra] 6.6.11
 * [pra] 6.6.12

section 6.7

 * [pra] 6.7.* The hangman exercise is left to you as a possible practice exercise. It has you write a number of functions that handle different aspects of the hangman game, and then the hangman teachpack uses those functions to run the game. If you don't write the functions correctly, the game will not work.

section 7, part 1

 * 7.2.1
 * 7.4.* This is an exercise in refactoring. It is far from busywork: this is what happens when you decide to change the definition of your underlying data structures after you've already written your code. These exercises have you revisiting code you wrote previously, changing the underlying representation of data, and then reworking/rewriting the associated code.

I am going to make this a more challenging process than expressed in the text.

 * Write tests for the existing code from 6.6 (if you haven't already) that give you some sense that given a known set of inputs, you get a known set of outputs. If necessary, break apart the existing functions so you can test parts of them independent of the drawing functionality. (Tricky.)
 * Introduce your new data definitions.
 * Write tests for your existing code from 6.6 that makes use of the new data definitions. All of these tests should fail.
 * Begin refactoring the functions as described in 7.4.1, 7.4.2, but in doing so, make sure that all of your tests continue to pass.
 * When all of your tests pass, evaluate how your code looks now. Is it clear? Confused? Propose a possible way of reorganizing it (if necessary) and demonstrate this with one of the functions that you've just written.

Questions for reflection (writeup and include in "questions.txt" in your repos). Feel free to do a bit of Googling if it helps you formulate answers.

 * Is refactoring as easy as writing code from scratch? Why or why not?
 * What part of the software lifecycle do you think refactoring lives in? How does that relate to cost?
 * Why would software engineers and developers engage in this process?
 * How common do you suspect this process is "in the real world?" Is that good or bad?
 * What do you see as the relationship between testing and refactoring?

section 7, part 2
These last two hint at some more powerful tools you'll see later, and relate to a process that is actually built into some other languages (eg. Java, Haskell, ML), but not languages like C and Python (to name just two). These are a breath of fresh air after the last question.

 * 7.5.2
 * 7.5.3

A note on submission
Create a directory in your repository called 'hw2', and do your work in this directory. That is, create one or more files in that directory where you do the exercises and save them. There might be one file called "all-hw2.scm", or perhaps you'll end up with "sec6.scm" and "sec7.scm"... I am only asking that all of your homework for this set of exercises ends up in a directory called "hw2".

If you feel you need to tell me about how you organized things, create a file called "layout.txt" (assuming it is a file written in Notepad) that tells me what is where. Most likely, I'll be able to figure out that the ".scm" files are your Scheme files containing code.


text:
School talk:Geophysics

Might this be better as a topic? --Emesee 23:41, 29 June 2008 (UTC)

title: School talk:Geophysics


text:
Topic talk:Mental freedom

What is this actually about? --Emesee 23:43, 29 June 2008 (UTC)

title: Topic talk:Mental freedom