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User talk:John Bessa

About contacting me: Please don't be shy about contacting me through this wikiversity email link as I may not otherwise get your message.

Middle School Science
I remember taking a look at Middle School Science a while ago. I agree that you might want to split off the scientific method information to a subpage. Or perhaps some of the article news or preamble. In general, as a single page begins to grow in length it makes sense to me to create subpages for major sections to keep the material organized. It is also possible to create a navigation box to tie the subpages together. See Template:Recovery psychology for an example. But, decisions on page organization are really up to you. These are just suggestions. I'll take a closer look at the page, and put it on my watchlist.

One thing I'm unclear on - are the links to google docs (ie. ) pages that you created? Do you have plans to start similar pages here at wv? I'm not sure where I could help out if much of the material is off-site.

Let me know if there are any astonomy topics that you might be interested in collaborating on. I also have an interest in meteorology. I'll be working on some weather station pages over the next few months.

BTW, I am in Providence, RI, so we are nearly neighbors :) --mikeu talk 15:07, 24 January 2009 (UTC)

 * Ok, I understand now. (about the copyright) We have a few pages on Moodle but they do not appear to be active.  There is also a stub for Dokeos which looks like it has some interesting features.  --mikeu talk 17:11, 30 January 2009 (UTC)

steward election
I just now noticed your post at meta:Talk:Stewards. I replied there. Let me know if you have any more questions about the subject. --mikeu talk 01:48, 3 February 2009 (UTC)

WV:NOT
Hi John Bessa. I hope I'm understanding you correctly in that your main objection to WV:NOT is the advocacy clause. Would you feel comfortable supporting the policy with that clause removed? See Wikiversity_talk:What_Wikiversity_is_not for details. --SB_Johnny talk 12:27, 13 February 2009 (UTC)

Trolling
Trolling is a real phenomena. Calling people troll is offensive, but denying the phenomena of trolling exists and is a real problem is a major mistake. See What is a troll?. --Piotrus 21:23, 17 February 2009 (UTC)

A song for you...
Hi John,

By happenstance, I've written a song about empathy.

You wrote a kind note to me, and looking at your profile and then your thinman.com page on empathy...well, sometimes there are strange coincidences in this universe...

Now I have to remember that song:

Empathy
There's empathy.

No matter where the problem's from

There's empathy. (ooh, ooh, ooh-ooh)

Turning away ugly fears

There's really no reason for

Hypocracy. (ooh, ooh, ooh, ooh)

Learning to love the others that's

Democracy. (ooh, ooh, ooh, ooh)

Learning to be free from your fears

We'd not even be hear but for empathy

Learning to learn the others that's

Democracy (ooh, ooh, ooh, ooh)

Well, you get the gist...have to rummage through my notes to find the rest of the song.

Best wishes to you, and thank you for the note,

TWFred 02:05, 20 February 2009 (UTC)

Welcome back

Good to see you back on the scene here, John. I read the Empathy paper. Nice. Especially the part about the congruency of Maslow's hierarchy of needs and the OSI model. Nice! --CQ 02:01, 5 September 2009 (UTC)

The idea of layers, or levels
This text is from writing about my learning from working in theraputic environments

Tying together ideas so apparently different was helped by my information engineering background; I adapted the abstract concept of "network layering" that links different abstract approaches to Internet communications. The different layers describe all the various aspects of network communication abstractly ranging from the user's applications, through addressing and routing protocols to a physical layer that describes the wires and electrons. For every interaction on the Internet, each layer is utilized and they all work towards the same purpose but each layer describes, abstractly, a different aspect of the communication linking process. Empathy, as emotional communication, can likewise be described in layers as every empathic action has many facets, perhaps even more than Internet communications protocols. Immediately apparent is an idea of scale that follows each aspect of an emotional communication from birth of ideas and emotions within individuals at the neural level that are communicated through expressions, to the wider reaching effects that these communications have on social relationships, and even society.

This adaption of network layering helps me conceive of how every emotional communication event "hits" on every level. In the education of children, for instance, happy emotions "hit" their surrounding world through positively constructive activities because they spring forth from healthy neurons. It is entirely misleading to think of any empathic event in isolation. Empathy is what the world needs more of, and on a worldly scale, empathy is the most profoundly human concept.

Apologies
My apologies for accidentally undoing your edit. I accidentally clicked "rollback" on Recent Changes. Warmest regards, Maximillion Pegasus 02:11, 19 June 2010 (UTC)

HiFi
Now that is something I can discuss. I have two tube amps, a Sherwood stereo receiver with lots of noise coming from old (and rare) tubes; and an AMI jukebox amp from the 40s that uses generic 6L6 tubes, but has hanging wires.

Hifi discussion moved here.

I am a photographer, so much of today was spent setting up a printer. I will upload pictures of my two, actually four, and soon to be five, amps--like rabbits! Then I think I will make a HiFi class/article/page for tubes, which I think is fair because the "golden age" of sound preceded solid state, just as the automotive Renaissance preceded fuel injection, and even safety glass! Then I will have to order books for my counseling classes. On that topic, I have a friend who wants to make a movie in an abandoned but accessable mental hospital, read tub-fulla-blud! Do I have material for him! Mengle was not the only sick bastard, not by a long shot. Watson is well-known and the present day psych-types rationalize is sadism with children in terms of zeitgeist.--JohnBessatalk 20:32, 17 January 2011 (UTC)

Intuition on the Collowuium
Thank you for your reply. If you looked some through my talk-page then you might have gotten an idea where my stand in my statement on the colloquium came from. I would like to go through my statement with you because as I have seen on the 'google docs' my wording seems to be important to understand what I am saying. You left some important parts out, which changed the meaning. I also would like to find out what collaboration means on Wv. All my attemps to find an satifactory answer failed. So please don't worry about to pollute my talk page. We can carry on there if you will find the time. I would also like to find somebody to which I can talk to. Everybody (2 so far) simply stopped replying. So be warned.Martin Lenoar 06:34, 15 February 2011 (UTC)

Seminar
I suggested converting the intellectual property (IP) argument into a seminar. The immediate reason is that I was apparently trashing the discussion process by preventing other edits, so I thought about my ideas about having editors work in separate sections to keep from stepping on each other's POV, or "world-views" as we use in psych. Then I realized how easy it would be to create a seminar where each participant puts his or her topic view into a sub-section, and then new sections are created by evaluating the input to that point.

Here is the section I started to create: Intellectual_property

Just to look at WP's reasons for success for a moment, I think its power is in that it introduced a unique concept: wiki mono-diet of encyclopedia pages where everything is an article, even discussion. What I think the WV needs is something similar: a mono-diet of learning -- every article (within reason) is lesson--a teachable moment.

This would work for IP, because IP is so subjective; we would not only come to consensus, everyone would get evaluated, and we could actually give grades. We could also require supporting material: citations. This would make us respected by the brick and mortar educators, which is something we desperately need. --JohnBessatalk 18:10, 21 October 2011 (UTC)

See above
If you are looking at my discussion page (for what ever reason), seriously, please the OSI stack / Hierarchy of needs comparison above made by CQ after he read my CV. It is probably the most important thing in the social sciences today, and it originated right here on this talk page.--JohnBessatalk 15:04, 23 October 2011 (UTC)

File:6K6 pentode power amplifier.JPG
We appreciate your effort to contribute to Wikiversity. This work appears to be a copy of http://www.co-bw.com/Audio_Vacuum_Tubes_Types.htm. If you have permission or can get permission from the copyright owner soon to release the work freely under CC-BY-SA 3.0, please comment to that effect at, and we may be able to accept the work. Otherwise you may need to consider rewriting the content in your own words. If you have any questions, feel free to contact me on my talk page or the Wikiversity community at the Colloquium. Thank you.

With regards to the source you've indicated at http://www.co-bw.com/Audio_Vacuum_Tubes_Types.htm Calvert indicates at the bottom of the page that it is Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Generic which is not the same as the Creative Commons Attribution 2.0 Generic tag that you've initially applied. I know from personal experience that copyright law can be very confusing and frustrating, but Wikimedia Foundation asks that commercial use of image also be allowed, so this is incompatible with Wikiversity's license. We can specify a fair use exemption for the image to stay on Wikiversity, but as I'm not familiar with exactly how the image would be educationally useful for the linked pages, I'm afraid the burden of creating a fair use rationale lies on the uploader - in this case, namely you. TeleComNasSprVen (discuss • contribs) 00:25, 23 February 2014 (UTC)

I suppose it should go without saying that the following files are affected: I want to give you some more time to develop the fair use rationales necessary for each one, however this is an urgent matter according to the Wikimedia Foundation's Licensing Policy. TeleComNasSprVen (discuss • contribs) 00:35, 23 February 2014 (UTC)
 * File:12b4 triode power amplifer.JPG
 * File:6sj7 pentode amplifier.JPG
 * File:6sn7 triode amp 1.JPG
 * File:6sn7 triode amp 2.JPG
 * File:Split phase tube amp tri-pent 3 tubes.gif
 * File:Split phase tube amp tri-pent 4 tubes.gif

 * John, I see that you have not been active here since 2012. The user above is not authorized to represent or speak for the Wikiversity community, nor for the Wikimedia Foundation, nor does he have the authority to remove the files. He may request that.

 * He is pointing to a genuine WMF policy. The matter is important, but not necessarily "urgent," which is obvious from how long it takes to handle these issues.

 * The uploader is not the only person who may claim fair use. This is an interesting case, because we clearly have permission to use the files here, this is a noncommercial use. (We also do not necessarily know the licensing at the time you uploaded, it may have changed, that might take some research.) However, a commercial re-user of the material would want to have all files that are not usable in this way tagged as such, so they may readily remove them, negotiate for usage, or themselves, possibly, claim fair use.

 * The files are all in use, and the usage appears educational to me, and replacing them is not necessarily easy. Hence these files may, under our WV:EDP, be retained for Fair Use. Strictly speaking, this is not Fair Use, but is permitted use (i.e, more permitted than Fair Use.)

 * I will be consulting with the community on how to handle this situation. I do not want to see the educational resources that you developed damaged, unnecessarily. --Abd (discuss • contribs) 15:48, 23 February 2014 (UTC)

 * Ignoring the above, I've tried to give you a head start by attempting to write up a fair use rationale for the first image. It's not perfect because I cannot discern the educational value you intend to derive by uploading the image, so I gave a generic rationale. But I think, as you understand your own intentions best, you are most qualified to put together a rationale yourself, as far as judging educational merit of images goes. If you supply some similar acceptable fair use rationale for each of them, it would be much appreciated. TeleComNasSprVen (discuss • contribs) 08:53, 24 February 2014 (UTC)

Files Missing Information
Thanks for uploading files to Wikiversity. All files must have source and license information to stay at Wikiversity. The following files are missing and/or License tags, and will be deleted if the missing information is not added. See Uploading files for more information.

 * File:Duck surfing us govt photo.jpg
 * File:Marconi nova scotia2.jpg
 * File:Rattlesnake b n w.jpg

MaintenanceBot (discuss • contribs) 15:26, 16 April 2016 (UTC)

File for deletion
Hello. The following file has been tagged for proposed deletion. If you wish to retain it on Wikiversity, please remove the prod tag but note the file may be nominated for deletion.
 * File:Missy.jpg

-Green Giant (discuss • contribs) 11:19, 6 January 2020 (UTC)

Suggestions for the Empathy Model
Hello! I would like to suggest a few things to improve the wikivesity page 'Empathy Model'. The 'Empathy Model' features an extensively worked on theory regarding empathy and its relation to many aspects of life. The shortcoming of this model, concerning mental illnesses, is that the number of people it is based on is too small to be able to accurately represent the entire group. Thus, deleting the unverifiable parts or adding statistics to it will help enhance the overall quality. Thank you! //1ab23c

'Empathy Model' will be nominated for deletion
Dear John Bessa

It is with regret that I inform you that 'Empathy model' will be nominated for speedy deletion. As its claims concerning mental disorders lack supporting evidence, it is difficult to say that it is anything but prejudice against those with mental disorders. Thank you. Template:Delete Template:Hangon

//1ab23c 1ab23c (discuss • contribs) 11:53, 5 November 2021 (UTC)

title: User talk:John Bessa


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User talk:Allioshida

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 05:30, 25 July 2008 (UTC)

 Hi! Our name is Vicky-Verity. We are twins and are Wikiversity mascots. We think Wikiversity is a great place to learn and make friends (when we aren't sleeping). Leave us a message!

Spanish 1
Are you the anonymous user with all the tremendous enthusiasm going into Spanish 1? If so, many thanks. But I have a question. Can you tell me where this material is coming from? For example, I found an exact copy of one paragraph at http://www.esmiplaneta.com/countries/guatamala.htm. Did you know that you aren't supposed to copy copyrighted material onto Wikiversity? Do you need some help with working out what you can and cannot copy? Please reply on my talk page. --McCormack 04:27, 4 August 2008 (UTC)

 * I don't know, I got it of Wikipedia. I that case, oops you can swiggle the paragraph around to not make it look precise. [Allioshida]

 * The question then would be "who got the text passages first?". Did Esmiplaneta copy the material from Wikipedia, or the other way round? Either way, can you please give precise sources for all this material - i.e. URL's of whichever pages you are using the copy material from. This is a great resource, and it would be a great shame if it fell foul of anti-copyright-violation policies. --McCormack 05:03, 4 August 2008 (UTC)

 * I've looked at this further. Copying short sections from Wikipedia is fine, although strictly speaking you should note this fact somewhere. I think it is rather likely that Esmiplaneta violated Wikipedia's copyright, rather than the other way round, so we don't need to worry too much right now. Ask me if you need any help with this project. --McCormack 05:15, 4 August 2008 (UTC)

Featuring your work
I have provisionally proposed Spanish 1 for featuring on the main page of Wikiversity. If I seem a little picky about the course, it's because I want to get it to featured status! Hope you like this idea. --McCormack 08:10, 4 August 2008 (UTC)

Spanish subpages
Hopefully you won't be alarmed at my changes to Spanish 1. The page was so large that I have broken it up into "subpages" following your chapter breaks. I've also created a provisional table of contents - feel free to reformat it! If you look at Featured (list of featured projects), you'll see that subpages are a normal thing. In fact the average featured project has almost 100 subpages! --McCormack 04:24, 5 August 2008 (UTC)

 * I also added in a couple of images to the contents page - after I moved all the subpages out, it looked a little empty, so I livened it up a bit. But feel welcome to change it to suit your tastes - you're the author of this resource! --McCormack 04:33, 5 August 2008 (UTC)

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

title: User talk:Allioshida


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User talk:Chennai08

 Hello Chennai08, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 05:30, 25 July 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:Chennai08


text:
User:Coldacid/monobook.css

body, #globalwrapper { font-family: Book Antiqua, Georgia, serif; }

title: User:Coldacid/monobook.css


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User talk:Andrewthomas84

 Hello Andrewthomas84, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 09:38, 25 July 2008 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn by creating new learning resources or help us by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

title: User talk:Andrewthomas84


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User talk:Chaoransun

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 09:38, 25 July 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:Chaoransun


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Portal:Social entrepreneurship/networking/Core Team Activities/Preparing for the Use Case Workshop 7 August 2008

= Preparing for the Use Case Workshop 7 August 2008=

PROPS

 * Index Cards - +/- 200
 * Felt tip pens (white board markers ok)
 * Flipcharts x 2
 * White board and markers
 * Decent sized table we can cluster around with index cards spread across it
 * Data projector (optional).

Handout 1: Table of Use Cases

 * use case number
 * actor (student, educator, some other party or system)
 * use case name
 * use case description
 * priority (blank - to be set by the educators and students)
 * estimate (blank - to be set by developers)
 * status (blank - to be set by the reviewers via demo)

This should be based on work already done.

The use cases may be derived from the Scope document.

Handout 2: Activity Diagrams for the system (SNM)
See example.

A clear and simple way to describe the system and activity flows from the user point of view.

Use this as a basis for the Conceptual Walk-through during the workshop (agenda below).

2. User Story cards
Write the id#, name and description of each use case on an index card. (SNM)

DRAFT AGENDA FOR 7 AUGUST
The following is the draft plan - a learning experience for us all.

We will play it by ear.

background reading for developers

 * Alistair Cockburn's web site - a wealth of really useful information on agile software development methodologies.
 * Articles (general)
 * For use cases specifically, see:
 * Resources for writing use cases.


text: File:StoryCardTemplate.png

title: File:StoryCardTemplate.png


text: File:SampleStoryCard.png

title: File:SampleStoryCard.png


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Portal talk:Social entrepreneurship/Curriculum

This page is for comments/discussion on the front page of the curriculum (as a whole). The "Curriculum" here is a framework upon which a specific curriculum for a particular school/institution may be based. Some of the learning resources may be useful with a little modification.

Structure of the Curriculum
The syllabus began as a step by step walk through a proposed process (community based learning) for a set of learners in an institution in South Africa. Ideally, it should be more generic and in a form which is easy to customise for different situations.

 * Consider structuring it for self-learners - "becoming a social entrepreneur". K 17:20, 3 September 2009 (UTC)

Approach
Variation on Community based learning but activities and resources may be provided with other approaches. Social Entrepreneurship is not the same as Community based learning.

Proposed New Modules

 * Facilitating and Catalysing Change
 * This could be about organisational development and change management in a "developing" context.

Template for Social Entrepreneurship Learning Resources
Would it help to have a template or a consistent way of presenting each section. For now we could try:

 * Anticipated Learning Outcomes
 * Activities
 * Relevant Tools and Other Resources
 * Outputs

 * See Discussion on draft template

 * We could also design a template (or a collection of templates) for learners to start with for their reporting. What could this look like?

...

Discussions of Interest at Lower Levels

 * Comments on the General section.
 * Comments on the Valuation section.
 * Discussion on Tying it all together


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User talk:Cjpenguin~enwikiversity

Salut Chris, welcome around here. I hope we can help you succeed in your (language) learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 14:29, 25 July 2008 (UTC)

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 14:29, 25 July 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 Cjpenguin. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Cjpenguin~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) 06:05, 19 April 2015 (UTC)

title: User talk:Cjpenguin~enwikiversity


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Wikiversity:Candidates for Custodianship/Mikegodwin

Mikegodwin
This self-nomination is as per w:Wikipedia:Requests for adminship/Mikegodwin. --Mikegodwin 15:39, 25 July 2008 (UTC)
 * Please provide a confirmation link at foundation wiki linking to the page here, so we at least know it is not someone impersonating. After this the normal process will take place, Erkan Yilmaz uses the Chat (try) 15:46, 25 July 2008 (UTC)
 * background info, Erkan Yilmaz uses the Chat (try) 15:50, 25 July 2008 (UTC)
 * We definitely need a confirmation link, as we had a vandal on an OP less than a week ago which related to Mike Godwin. If confirmation is not provided the stewards need to be informed. --SB_Johnny | talk 16:32, 25 July 2008 (UTC)
 * Mike Godwin has done sul on User:MGodwin. This is most assuredly not he. Bastique 17:25, 25 July 2008 (UTC)

Got a reply from this email stating that it is not him. Erkan Yilmaz uses the Chat (try) 20:23, 25 July 2008 (UTC)
 * OK, let us remove this from the RFC page. --HappyCamper 12:14, 30 July 2008 (UTC)
 * , Erkan Yilmaz uses the Chat (try) 21:33, 1 August 2008 (UTC)


text:
Autism spectrum/Educational needs of people on the autistic spectrum

Autism spectrum disorders are an area that, like all special educational needs, comes under the Disability Discrimination Act 1995.

Like all people, there is no "one-size-fits-all" model.


text:
User:Goodgirl

Hello, I am Goodgirl and active on German and English WP. I contribute in other projects and languages as well, but only occasionally.

title: User:Goodgirl


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User:Mdm61~enwikiversity

Mark Mueller was born on September 16, 1961 in Pittsburgh, Pennsylvania. Hia father worked for AT&T during its “Ma Bell” days and his mother was a stay-at-home mom. His siblings include an older brother, an older sister, and three younger brothers. From them he have eleven nieces and nephews. he have never been married and he doesn’t have any children. Because of his father’s frequent job transfers with AT&T, his family had moved often when he was young. He moved to Fairfax, Virginia when he was four years old, to Arnold, Maryland when he was six, to Berwyn, Pennsylvania when he was seven, and to Basking Ridge, New Jersey when he was nine. Most of Mark's grade-school education took place in the Basking Ridge, New Jersey public schools. Ge graduated from Ridge High school in 1980 and had begun attending Alvernia College in Reading, Pennsylvania as a music and communications major. He eventually transferred his studies to Kean University in Union, New Jersey and graduated from there in 1987 with a BA degree in Elementary Education and a minor in English. During his college years he earned money by first working as a convenience store clerk, and then as a security guard at his father’s office building. After he graduated from college Mark had taught fifth grade for a year at Hurden-Looker School in Hillside, New Jersey and then he had taught fifth grade for two more years at Camden Middle School and Louise A. Spencer School in Newark, New Jersey. Burnt out from teaching, Mark changed careers. Since leaving teaching, Mark has worked as a customer service representative for Olivetti North America in Milford, Connecticut, and as a dispatcher for Door Boy Overhead Door in Berkeley Heights, New Jersey. Some of the things Mark like to do include spending time with my family, writing, music music, watching movies, and fallowing the baseball seasons of the Pittsburgh Pirates and the football seasons of tbe Pittsburgh Steelers. Mark play the the violin, viola, cello and bass violin. He first learned how to play the violin when, as a child, he had discovered that my paternal grandfather had learned to play the violin as a child, himself, and still has a violin in his posession. When Mark was tewlve years old and expressed an interest in learning how to play, his grandfather had given him his violin, along with a letter. In the letter, Mark's grandfather had asked him to take care of his violin and to give it to another descendent of his once he was finished with it. That way the violin will always stay in the family. Mark still have the violin, though he don’t play as often as he’d like, and he also still have the letter. Mark moved to Clinton, New Jersey in 2005, where he currently lives.

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text: User:Stevenldaughtry/Spanish

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President of the United States/Final Exam Essay

 * Question: Who is your Favorite President and Why?
 * Grade
 * 25% of grade- opinion is given
 * 75% of grade- Sufficient evidence for opinion is given.


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Talk:Electronics Fundamentals

This is the talk page for this course and all of its sub pages.

old course content for archival untell its decidily uneeded
Syllabus==

 * Day 1: Atoms, electrons, electron flow.
 * Day 5: Ohm's Law
 * Day 10 Conductors and Circuits

Day 1=== What are electronics?

Electronics is the study and use of electrical devices that operate by controlling the flow of electrons or other electrically charged particles in devices such as thermionic valves and semiconductors. The pure study of such devices is considered as a branch of physics, while the design and construction of electronic circuits to solve practical problems is part of the fields of electrical, electronic and computer engineering. (wiktionary)

In basic terms, electronics deal with electrons, photons, atoms, magnetic field, quantum physics, math, and components used to build machinery.

Don't worry if you've never taken a chemistry class, a physics class, or a class in quantum physics.

To tell you my opinion.
 * 1. No one truly understands quantum physics. (even the professors, it's all guesswork)
 * 2. Many of the physics included in basic electronics are conceptual meaning you can imagine it.
 * 3. The main type of chemistry you will be dealing with is identifying elements and seeing how they react to one another more than using tons of math figuring out chemical formulas.

I would like to say before we begin that having a basic understanding of algebra is useful.

x*y=xy (if you don't understand that you may want to work on your algebraic expressions)

Today we will be covering the atomic part of elements. (Don't worry it isn't too hard)

The atomic model that will be used for today's lesson is the Bohr Model. The Bohr Model is a physical model that depicts the atom as a small positively charged nucleus with electrons in orbit at different levels, similar in structure to the solar system. Although essentially false, the Bohr model is still commonly used and taught today because of its simplicity.

--- If you've ever taken two magnets and tried to connect North to North, you would notice that they repel each other. The reason for this is because they are like charges. However, when you take North to South they attract each other. -- Opposites Attract. *Law of nature, science, and infinitive theoretical views.
 * Atoms, the smallest particles of matter that retain the properties of the matter, are made of protons, electrons, and neutrons. Protons have a positive charge, electrons have a negative charge that cancels the proton's positive charge. Neutrons are particles that are similar to a proton but have a neutral charge. Particles with the same charge repel each other and particles with opposite charge attract each other. If a solitary positive proton and negative electron are placed near each other they will come together to form a hydrogen atom. This repulsion and attraction (force between stationary charged particles) is known as Electrostatic Force and extends theoretically to infinity, but is diluted with distance.

For the : Electrons could be seen as antisocialist. Electrons are like negative people. They think that protons are repulsive and a bunch of fascist dictators. The neutron stays out of it, however the protons are cowards and sticks close to the neutron. I'm pretty sure that the electron stays negatively charged and away because it thinks the proton and neutron are both nuts.

Since electrons, also called negatrons are negative, they have been given a special symbol.
 * e−

Have you figured out why they are called negatrons? If not, the reason is because they are negative. --- Long ago scholars would argue about electrons. People wondered if they were positive or negative. No one at that time really knew. However, as technology had become more sophisticated, people were able to tell the electrons were actually negative (through hall effect).

Thus, the term negatron came about.

 * Convential flow was the first predetermined way that an electron flowed out of a terminal.

What is a terminal?

A terminal is the positive side of a "battery" or else the negative side. (They are both a terminal.)

The word battery is too commonly used today and the correct term is cell. In case you are wondering, a battery is one or more cells connected together. (All this will be explained in later lessons)

People believed that electrons flowed out of the positive terminal of a cell. This idealistic view was known as conventional flow.

However, people eventually had enough technology to track the tunneling of the electron. Tunneling has to do with traces an electron leaves behind. Somewhat like a person leaving behind foot tracks in the mud.

When this was found out people decided to call this new flow, electron flow.

Each atom has a different number of shells. Electrons are located on these shells. There may be one shell. There may be two shells. There may even be 5 shells. One has to wonder, what are these shells? The shells are planes that the electrons are located on and they spin around in a path around the atom on them.

There are a certain number of electrons on each shell though.

The easiest way of figuring out how many electrons are on each shell is to use some simple algebra.

 * 2n^2 = Amount of electrons on a certain atomic shell.

2*n^2 = 2(n*n).

If you look on the picture of the Bohr Model, you'll notice that each shell is marked with a
 * n = 1 OR
 * n = 2 OR
 * n = 3 OR/AND
 * so and and so on.

n is basically like a question mark. If i were to show you the word Racec?r and I were to ask what the question mark stood for, a majority would probably reply "a". The letter is just a letter represent what shell the electron is on.

 * Shell 1 is (n = 1)
 * Shell 2 is (n = 2)
 * Shell 3 is (n = 3)

in other words.. the n stands for shell number but is a simplified way of saying shell number.

All of Earth's elements can be found on the Periodic table of elements.
 * Note under construction.

Day 5: Ohm's Law
Ohms law is the most basic law we use in electronics. Most problems we will encounter will involve ohms law, or another law derived from ohm's law.

V = I · R

Voltage = Current times Resistance

There will be many problems for you to work out. There are different version of this.

 * P = Power (watt) Example: To power the flux capacitor I would need 1.21 gigawatt of power.
 * I = Current (ampere) Example: I have a current of 5 ampere.
 * E = Electromotiveforce (volt) Example: I have an electromotive force of 12 volt.
 * R = Resistance (ohm) Example: I have a resistance of 1000 ohm.

NB. Sometimes it is more useful to think of voltage as potential difference. Voltage is a measure of the difference in potentials between two points. This helps to explain the current's tendency to flow around a circuit.

Also, always remember that voltage must be measured in parallel with a line, where current should be measured in series. Power metres must be connected in series AND in parallel, as power is a measure of voltage times current (a power meter measure voltage and current separately, then multiplies the two to find the power)

A good way to remember all of this. P-I-E-R

I went fishing on the pier.

P = I * E

A good way to remember this: Everyone loves pie. How it's used:

I = E/R I = the square root of P/R I = P/E

Hopefully by now you should be ready to do some basic calculations. Knowledge of common algebra is assumed, and most definately required.

1) Most cars these days have a stereo player in them, as does mine. My stereo runs off 12 volt (from the battery) and draws upto 10 mA.

-What resistance would be encountered at this point? -How much power will the stereo consume at this point?

2) If I use a 15 A fuse to protect a pre-amplifier circuit with an internal resistance of 10 ohm, how much voltage can I source before the fuse will burn out?

3)Using a 200 W amplifier powered by 12 V, how much current can I source?

-If this amplifier is running a 5 ohm speaker, how much power will be delivered?

Day 10 Conductors and Circuits
Conductors are materials that conduct electricity (usually metals), allowing it to flow through with minimal resistance. All materials offer some resistance but it wont matter for now as long as your not trying to use wires that are hundreds of feet long.

Type of conductors are conductor materials, semi-conductor materials and non-conductor materials.

The semi-conductor materials are mainly based on an important process called (Doping) i.e: inserting certain type of elements to the atomic structure of other elements, this process leads to obtain positive holes and excess negative charges ,which moved by an applied voltage to run in a certain route which we called it then, the P-N junction. first: the excess negative charges cause we should be aware that all (Group V) elements have usually more than 4 electrons,when they applied to other elements, it leads to let an individual negative electron charge(free electron) which leads to a Negative charge carrier. second: postivie holes cause

Some elements materials from (Group IV) when they applied to other elements they attach by all surrounded atoms leaving a hole on the atom nuclei (unattached) which leads to form the positive other part they called it a positive hole.

Where we have positive hole and negative, we have then a P-N junction which is widely used in electronics field. P-N junction leads to run electricity in certain circuit route determined by the forwared Bias or the reverse Bias in circuits.

An electronic circuit is an instance where electricity flows from the one terminal of a battery to the other. when current is flowing through a circuit it is a "closed" circuit. When you flip a switch on a flashlight. "on" it "closes" the ciruit making the light come on. When you flip it to "off" it turns it into an "open" circuit, meaning that there is now a gap in the connection between the + and – terminals of the battery, not allowing electricity to flow.

resistors are connected in parallel to LED's to reduce the amount of current entering it
I think this is bad example, usually resistors are connected with LED in series: "Example, in Light Emitting diodes (LED's) resistors are connected in parallel to LED's to reduce the amount of current entering it likewise it is connect in series to capcitors e.t.c." -- Alexey Vazhnov (discuss • contribs) 01:32, 2 January 2023 (UTC)

title: Talk:Electronics Fundamentals


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Talk:Electronics Fundamentals/Lecture Resistors and Ohms law

For all Course content pls use Talk:Electronics_fundamentals_in_electrical_engineering


text: Category:The US Presidents

title: Category:The US Presidents


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User talk:Kotla Mohsin Khan

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title: User talk:Kotla Mohsin Khan


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User:SchfiftyThree

I am mostly found on the main Wikipedia as SchfiftyThree.

title: User:SchfiftyThree


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Talk:Agile software development

In the section "", there is a conflict. It says:

''it is fair to say that a methodology which doesn't have the following principles cannot consider itself Agile.

... bullet points

It's also fair to say that an Agile team that fails to realize any of these principles will struggle and probably fail.''

By the given definition, a team that does not meet the bullet points is not an Agile team. Therefore to say "an Agile team that fails to realize any of these" makes no sense - the text has just defined such teams as non-agile. This needs clarifying as it is not clear what is intended to be communicated (a reference would be useful). First of all the intent may be to communicate that teams which do not comply with the bullet points are likely to fail in their task. This seems unlikely since many businesses currently exist and have existed profitably for decades on the basis of following processes that don't conform to the bullet list. Secondly it could mean that a team aiming to be agile that doesn't fully conform to the bullet list is likely to fail. The implication here is that having aimed to be agile the team has already removed the mainstays which make successful waterfall developments work, but failed to implement the core principle which make agile developments successful.

It would be useful to have some reflection on the importance of each of the bullet points. I.e. if I miss just "Complete buy-in from all stakeholders", but have all the other things, does that affect the chances as much as if I miss "Least Design Up Front". It is interesting to note that co-location is not on the list.

Finally it would be nice to have an overall reference for this statement that "team that fails to realize any of these principles will struggle and probably fail".

Responsibilities of the product owner
Can we add some information about the responsibilities of the product owner? The product owner is responsible for communication with all the external stakeholders of a project. Timboliu (discuss • contribs) 10:33, 16 February 2015 (UTC)

Use of links
The page would become more readable if we added some links. I suggest makinging the following links: agile manifesto, scrum Timboliu (discuss • contribs) 10:42, 16 February 2015 (UTC)

title: Talk:Agile software development


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User:Katrina Fry

Introduction
After listening to the 1st lecture I was really eager to learn more about social psychology. It seems a refreshing break from some of the dull units that I have been subjected to recently. It has been the reason that I (and many others) wanted to study psychology as noted in the Baumeister and Bushman text that we have an innate curiosity about people and we want to help make the world a better place.

Of particular interest from the lecture and the text was the initial thought that ‘if I had been born in China 1000 years ago, would I have still had the same thoughts and attitudes', probably not. Intriguing concept really.

Gordon Allport’s definition of Social Psychology was ‘how the thoughts, feelings and behaviours of people are influenced by the actual, imagined or implied presence of others. I’d never really thought about how the implied presence of others could influence me, until I thought of the last time I visited my Grandmother’s grave. I’m a very colloquial person who can be rather crude, loud and abrupt but in the ‘implied presence’ of my late Nanna, butter wouldn’t melt in my mouth when I walk around the Gungahlin cemetery.

Social psychology followed Behaviourism and Freudian Psychoanalysis, between the 50’s and 60’s and various current psychology streams (biological, clinical, cognitive, developmental and personality) intertwine with social psychology. Many sciences (anthropology, economics, history, sociology and political) focus on social elements.

Of particular note when doing my readings was Baumeister and Bushman’s comments, on page 23, regarding the reliance on student samples in social psychology experiments and how they are not really generalizable. I found it humorously ironic that, in my last 2 units of my Psychology degree, I have 6 hours worth of research participation to complete. I can’t complain, can I? 10% of my marks from helping follow students? No-brainer really.

Through the tutorial I found it really interesting to learn that I am the only person in the entire tute who is a Christian without siblings. The definition for social psychology that my group came up with was ‘The study of how groups and culture influence the behaviour of a living being’.

From Chapter 2 of the text we are again reminded of the importance of both nature and culture in shaping behaviour (will we never tire of this debate – NO). I was again reminded of the tragic story of Brenda, who was raised as a girl, but who was biologically a boy. David’s (as he wanted to be known after making the decision to be a man) story always makes me feel like I’m watching/reading Shakespeare’s Romeo and Juliet, I always know how it’s going to end, but I can’t help but wish the finale will somehow be different this time.

Part of culture is sharing beliefs, values and ways of things being accomplished. As humans, we are more social than any other animal.

Social Self
In Lecture 2 we continued to progress through Culture and Nature. The differences between a social animal (who will help kin and resolve conflict with aggression), and a cultural animal (which will help strangers and resolve conflict with many other alternatives).

I found it fascinating to learn of the cultural differences concerning sex. Until recently you had to have a medical to confirm your virginity in Turkey, while in Guam there’s a law that you can’t get married if you’re a virgin so women can hire a gigolo in order to get hitched. In Indonesia, you get your head cut off if your caught jerking-off (yet if you kill 100s of people you get 3 years imprisonment)! In Lebanon it’s fine to rape a female animal, but sodamise a male animal and you can get the death penalty (apparently the chick goats dig it).

In Social Brain Theory (SBT) from Robin Dunbar – Though the human brain only makes up 2% body weight, it uses 20% of our fuel sources – They are expensive things to have and the larger they are the more resources they require (and the more women that would die from childbirth). Dunbar found in his research that bigger brains were not from having ‘richer’ fuel sources but were linked to having more complex social structures.

We also learned about the Duplex mind, which was reminiscent of Freud’s Superego and ID. This is the idea that the mind has two processing systems (conscious and automatic). Rather complimentary to this is the Nature says Go, Culture says Stop rationale.

Going on to the idea of ‘Self’ which is shown in the text as Self Knowledge (self concept – describe yourself), Interpersonal Self (public self, includes social roles), and Agent Self (executive functioning). We use many means to convey what we want others to think of us. I use clothing, piercings and make up to portray an image to the public. From an evolutionary perspective you could say I do this aesthetically identify with others who are in my culture and to warn others who are not part of it to back off.

I agreed that the idea of self can be multiple/plural as I know I have many faces to different groups that I belong to. I also identified with the thought that the most unusual aspect of you can be your ‘trademark’ (Jez – you were dark clothing to work occasionally and suddenly you’re known as ‘that goth girl’).

I found an interesting online lecture on the Social Self available at the Utah State University. This lecture has an interesting article, from Utah, about the negative effects on self-esteem from holding a child back a year at school, regardless of academic performance.

Social Thinking
Social cognition is the study of people thinking about people and social relationships. People spend more time thinking about other people than any other topic, which is why the majority of our TV, reading and social activity revolves around it. There are 3 reasons for this either:

 * 1) We want to be accepted by people;
 * 2) We want to compete with people; or
 * 3) We want to avoid people.

To be a cognitive miser you try to do as little thinking as possible. We can conserve cognitive effort by relying on automatic ways of thinking such as:

 * 1) Knowledge structures (organized package of information)
 * 2) Schemas (substantial information, including relationships and attributes, about a concept)
 * 3) Scripts (knowledge structures that include how things may change in accordance to changing stimuli).

If we plant an idea in someone’s mind this is known as priming. If we frame a statement positively we focus on gains (eg. more income from quitting smoking), if we frame things negatively we focus on losses (eg. potential to develop lung cancer) – when I last gave up smoking I focused on the gains. Since I’ve subsequently started again after 3 years, perhaps I’ll focus on the health benefits next time.

Attributions are causal statements people provide for their own (internal) and other’s (external) behaviors. People usually take credit for their achievements and blame others for their failures (self-serving bias). In Kelly’s attribution cube there are 3 dimensions of consensus, consistency and distinctiveness.

Heuristics are mental shortcuts that give us quick estimates about what might happen in uncertain events. The most common are:

 * 1) Representativeness (judging the likelihood of an outcome based on how it resembles a typical case – e.g. 10 coin tosses HHHHHHHHHH is not likely in our minds).
 * 2) Availability (judging the likelihood of an outcome by how easy it is to think of a relevant instance – e.g. people overestimating death in a plane crash due to media exposure).
 * 3) Simulation (judging the likelihood of an outcome based on how easily you can imagine it happening – e.g. bronze medalists happier because they weren’t as close as the Silver medalist)
 * 4) Anchoring and adjustment (judging the likelihood of an outcome based on an anchor point – e.g. bartering based on the initial offer).

Further information can be found on the Wikiversity Heuristics page

The most common cognitive errors are confirmation bias, conjunction fallacy, illusionary correlation, base rate fallacy, gambler’s fallacy, false consensus effect, false uniqueness effect, statistical regression, illusion of control, magical thinking, and counterfactual thinking.

I felt confronted by the story of Jack Kervorkian (Dr. Death). I though it provided a good basis for the chapter on attitudes, beliefs and consistency. In this chapter we covered a variety of elements, including how opinions are formed and explored classical conditioning, and social learning theory. Looking at consistency we explored Heider’s P (person)- O (other person)-X (attitude object) theory and the Cognitive Dissonance Theory (inconsistencies produce psychological discomfort, causing people to change their attitudes or rationalize their behavior).

In beliefs we covered Ronnie Janoff-Bulman’s theory of ‘assumptive worlds’:

 * 1) The world is benevolent
 * 2) The world is fair and just
 * 3) I am a good person

Violation of these beliefs (e.g. purse snatching or attack) can force coping strategies to be employed.

So to with the introduction to chapter 13 on social influence and persuasion, the depiction of Jim Jones was fascinating and really informative (considering my essay topic is on cults). As Aristotle stated in Rhetoric, there are three elements required to persuade an audience – emotional appeal, intellectual appeal and charisma. Still seems to be a winning combination more than 2000 years later.

There are several different types of social influence. Normative influence involves going along with a crowd, due to a motivation to be liked. From an evolutionary standpoint humans have a fundamental need to belong to groups as chances of survival are heightened. Individuals have been proven to conform to majority group member’s opinions to try and assimilate and be liked by the crowd. In a 1955 study it was established that individuals also did not want to be socially rejected and as such agreed with the wrong answer. As opposed to going along with the crowd because you want to be liked, individuals can go along with the crowd because they think the crowd knows more than they do. This phenomenon is known as informational influence and is also utilized by cults to recruit and maintain members.

An interesting article on social influence is found on Wikiversity. It contains information regarding Kelman's theory of conformity and issues such as peer pressure interaction with the media.

There is also various online collaborations on social influence, including Papers from the Fifth Ontario Symposium on Personality and Social Psychology, held at the University of Waterloo, August 21-23, 1984 and normative influence specific.

Communication
There are various cognitive levels of communication from shallow, which include greetings and small talk. These communication modes follows scripts and are based on information, or fact, sharing. We escalate through to deep cognitive levels of communication where we drill through thoughts, opinions, emotions, feeling and unconscious information (such as a Freudian slip).

The channels utilized for communicating are about 7% verbal and 93% non-verbal. This differs between genders, cognitive abilities and situations. Non-verbal communication includes

 * 1) eye contact
 * 2) body language (which encompasses facial expressions, posture)
 * 3) tone.

Humans employ deep eye mapping, where we focus on the triangle of recognition. Part of my last job involved doing manual and electronic facial comparisons to compare people's face to either a seperate photograph or one in an identity document. In the manual comparisons we drew heavily from the 'triangle of recognition' but were also trained to see the face as more than 'the sum of it's parts', which entailed looking at each individual part of the face. We were trained to focus on 6 key parts of the face including:

 * 1) nose
 * 2) eyes (including shape and distance between)
 * 3) jawline
 * 4) ears (which are as unique as fingerints)
 * 5) mouth
 * 6) face shape

For electronic facial comparisons we utilised a software program which provided a 16 point algorithm to mathematically determine if two photographs were of the same person. For more information please see the Cognitec website.

Research into telemarketers indicates that higher saless rates are achieved when the seller is looking into a mirror, due to higher attention and awareness of their body language.

Dunbar’s maximum number of people in your life is 150. Humans do not connect with many people at a high level because it is too cognitively taxing.

Further information about Gender differences in communication please see Gender Issues: Communication Differences in Interpersonal Relationships .

Aggression
Ah aggression, a bit of the old ultra-violence. For those who have no idea what I’m on about, please refer to the following website and visit your local DVD store for a bit of perspective. This movie, produced in 1971 (and subsequently banned for many years) it’s really a brilliant work of cinematic art, with reference to numerous psychological theories, including aversion therapy, used to attempt to contain aggression.

Aggression is defined as an intentional behaviour that is meant to harm and that the victim wants to avoid harm. It is interesting to think that, via this explanation, if a victim was masochistic (enjoys pain) this would not be defined as an aggressive act. The brutal example provided in the Baumeister and Bushman text was Armin Meiwes, who killed and cannibalized Bernd Juergen Brandes, when he responded to an online ad seeking a man ‘for slaughter’.

Hostile aggression is hot and impulsive. Instrumental aggression is cold and premeditated. Passive aggression is harming others by withholding. Active aggression is harming others by performing a behaviour. Violence is defined as aggression that has extreme physical harm (such as injury or death) and antisocial behaviour is classed as behaviour that damages interpersonal relationships or is culturally undesirable.

In context with the Clockwork Orange example, Alex and his droogs would have been described as both violent and displaying antisocial behaviour in the antics that they demonstrated.

In studies pertaining to gender and aggression, it has been noted that when male rats are under stress they demonstrate ‘fight or flight syndrome’, whereas female rats demonstrate ‘tend and befriend syndrome’. This is reflected in human behaviour too.

Also noted in the text was the concept of deindividuation, where a sense of anonymity and absence of individuality can make a person prone to engage in antisocial behaviour. Like what happens in a riot situation.

Further information regarding types of aggression can be viewed on the google book Human Aggression.

Ghosts of Rwanda
The Frontline documentary was made at the 10th anniversary of the Rwandan genocide and details one of the worst atrocities of the 20th century. The documentary interviewed Diplomats that remained after the call to evacuate was made and Government Officials and eye witnesses. This documentary really showed the failures of international powers that led to the slaughter of 800,000 people to occur. The mass violence of Hutu against Tutsi tribes left a nation of corpses.

The Kigali Memorial Centre, in Rwanda, was opened on the 10th Anniversary of the Rwandan Genocide, in April 2004. This memorial was constructed on the site where over 250,000 people are buried. Below we see a rememberance wall at the Kigali Memorial Centre in Rwanda.

Doing a little more research proved that, more than 30 years after the atrocities, that the Rwandian people’s pain is just as fresh.

I must admit that I don’t think I have seen anything as confronting as this documentary. I understand what the objective of watching it was, but it was very hard. I spent most of the time just listening, because the visual was too much for me. What was worse for me was going through the comments provided on you tube where the blame game of who was responsible for the genocide was pitting strangers savagely against each other – HAVE WE LEARNED NOTHING FROM THIS ATTROCITY PEOPLE!

Prejudice
This week’s topic was Prejudice, which is defined as a negative feeling toward an individual based solely on his or her membership in a particular group. In human nature there is a natural tendency to sort things into groups (which we call categorization). Social Categorisation is sorting people into groups on the basis of characteristics they have in common which can include

 * 1) race
 * 2) gender
 * age
 * 1) religion
 * 2) sexual orientation)

Discrimination is when there is unequal treatment of different people based on the groups or categories to which they belong.

Further still we have beliefs that associate groups of people with certain traits, which are called stereotypes and are usually negative in nature. If someone does not fit into a stereotype, we then can employ subtypes which are categories that people use for individuals who do not fit a general stereotype.

Blue-eyed/Brown-eyed Experiment - Jane Elliott
In the tutorial we watched the Australian Eye Story on the blue-eyed/brown-eyed experiment by Jane Elliot. I found this documentary of an adult sample who attended an anti-discrimination workshop, very confronting. Elliot demonstrated the effects of prejudicial constructs, such as the effects of being in an in-group (people who belong to the same group or category as we do) and out-group (people who belong to a different group or category than we do) members and demonstrated preferential treatment of, or more favorable attitudes toward, people in one’s own group (in group favoritism). Also demonstrated in the documentation was displaced aggression.

In the film there was evidence of the following aspects of prejudice:

In-group favoritism – preferential treatment of, or more favorable attitudes toward, people in one’s own group. Demonstrated by brown-eyed group, when they made comments like ‘stupid blue-eyes, not bright like brown-eyes’.

In-group members (people who belong to the same group, or category, as we do) and Out-group members (people who belong to a different group, or category, than we do) were quickly established.

Stigma by association was shown by the blue-eyes when asked if the gentlemen was given a chance – most said yes.

Minimal group effect – when people show favoritism toward in-group members even when group membership is arbitrary or randomly determined.

Out-group homogeneity bias – the assumption that out-group members are more similar to one another than in-group members are to one another.

In tutes, we also discussed the Contact hypothesis – where regular interaction with a minority person reduces prejudice. There was an example where someone had grown up with another person from another race and never saw them as any different.

Relationships
The need to belong is one of the most basic needs. This is the desire to form and maintain close, lasting relationships with other individuals and also includes having positive regular social contacts. What was very interesting to learn was that neutral social contacts can also be satisfying such as TV viewing or eating together. Amazingly if we fail to meet the need to belong can lead to significant health problems. Loneliness can effect a person’s immune system and therefore ability to recover from sickness or injury. You could try to satisfy the need to belong by joining a group, through which you could develop close friendships.

When learning about attraction I was curious about the process of developing initial closeness, similarity is an important contributor. Thinking about my husband we are very, very different in all spheres, so I found this theory not relevant to my current circumstances. We also learned that it is also important to adapt your behaviour in different situations, which is known as self-monitoring.

Other key things learnt for me was that attraction is classed as anything that draws two or more people together, making them want to be together and possibly to form a lasting relationship. I will admit that I’d really only thought of the physical aspects, but this definition opened my eyes to think past the obvious. I found it funny to learn of the bad apple effect (the idea that one social loafer can cause other people to loaf as well) because it made me think of all the times my mum wouldn’t let me hang out with another kid at school because they were a ‘bad influence) – turns out that apparently mum had a point! I have always been conscious of the level of ingratiation (what people actively do to try to make someone like them) that I do. I sometimes feel like a try-hard by being complementary and actually listening to what people say. Through this week I also learned more about reinforcement theory (the proposition that people and animals will perform behaviors that have been rewarded more than they will perform other behaviors) which compounded what I’d previously covered in the Learning Unit.

I’ve witnessed rejection sensitivity (a tendency to expect rejection from others and to become hypersensitive to possible rejection) first hand as I have lived with someone who is so chronically sensitive to any form of criticism or possible rejection. It was really sad, I couldn’t even say that a fork needed rewashing without her crawling in a hole!

When I started reading about the social allergy effect, which is the idea that a partner’s annoying habits become more annoying over time, I couldn’t stop laughing for the longest time. Coming up to my first wedding anniversary and I completely agree that every time he bites his nails, sucks his thumb, or cuts a loud fart in my general direction it aggravates me more than the last time.

Rejection can be demonstrated internally and externally. Inwardly a person can experience a range of feelings including depression and suicidal thoughts, helplessness. Outwardly a person can develop eating disorders, or demonstrate promiscous or aggressive behaviours.

Bowlby’s Attachment Theory demonstrated various different attachment styles which were:

 * 1) anxious
 * 2) secure
 * 3) avoidant.

I remind myslf of this theory by remembering the acronym ASA. Bowlby’s theory basically postulates that how children interact will dictate how they relate in their adult lives. This theory was revamped in the 80’s and in it’s current form states that people are capable of change and, as such they are able to develop new styles of relating to each other.

Further research on healthy relationships is available at.

Cross-Cultural Training
In tutes we participated in the What's in a name? exercise. In this exercise we had to pair up and explain what your name means, where it comes from, any nicknames. I found it really interesting to learn about the history and origin of class member's names, and a lot of people had a giggle at the origin of mine - since it's been changed on several occasions. We didn't really have any ethnic names in the class, which I was dissapointed in, because this interests me - With some additional research I found a few good websites with origins of some other countries:

African specific

Various Nationalities Last Names

We also went through culture shock, which occurs after the honeymoon tourist period. If you successfully move through culture shock you can adjust and adapt (bi-cultural) or if you don’t move past culture shock you breakdown and have to leave.

Groups
A group is classified as at least 2 people doing or being something together. If there is conflict between groups, this can assist in developing feelings of belonging to your group. For example, if two teams class in sport this helps you to feel more like a team member to engage in the dispute.

To have a loss of self-awareness and of individual accountability in a group is to have deindividuation. Deindividuated people usually behave badly, such as mob violence and the Nazi movement.

Conversely, optimal distintiveness theory (from Marilynn Brewer ) states that when people feel very similar to others in a group, they seek a way to be different, and when they feel different, they try to be similar.

In studies of social facilitation (presence of others increases a dominant response)– cyclists who raced alone were slower than those who had competition or someone watching. This demonstrates evalutation apprehension (concern about how others are evaluating you).

Narcissists are people who see themselves as better than others and are constantly trying to win the admiration of others. Reminds me of some car owners I know :)

The social loafer (free-rider problem) is where people reduce their effort because they are in a group. Haven’t we all encountered this in university group projects - where the majority of you put in all the effort and at the end of it there were a few rogues that just sat back, did bubkis, and got an equal share of credit?

As I said, there were always a few losers like this in the groups that I’ve been involved in. This could be due to the bad apple effect, where one social loafer can cause others in the group to loaf as well. You know who you are lazy-bones! P.S - good luck getting someone to give you a free ride in the real world after uni, ha, ha, ha!

Groups can brain-storm, and can encounter what is known as group-think (where group members think alike). They can also have self-censorship – where members can chose not to express doubts or other information that goes against a group’s plans. A risky shift is the tendancy for groups to take greater risks than would’ve been taken individually, which can lead to a group polarisation effect.

Other links:

Learning from conflict and incivility - Cormaggio.

Australian Zeitgeist
A Zeitgeist is classified as  the Spirit" or "flavour" of the times or an "era" (for a particular society at a particular time). So what is the Australian Zeitgeist?

In Hugh Mackay’s address at the 6th Annual Manning Clark Lecture in 2005, he states a 4 key issues that are making up the flavour of the Australian times including:

 * 1) The gender revolution from the 1970s which has effected birth and divorce rates and changed the character of the Australian family.
 * 2) Economically there is a wider divide between the rich and poor, and the possibility of having a 3 tiered class system.
 * 3) Information technology revolution – which is still not completely understood how this is effecting us.
 * 4) Cultural Identity – Coming to terms with our multiculturalism.

For further information on this speech please see Mackay, H. (2005). Social disengagement: A breeding ground for fundamentalism. 6th Annual Manning Clark Lecture, 3 March, National Library of Australia, Canberra. Further information about Hugh Mackay can be found on his homepage.

Also of interest, I found a brilliant Government website dedicated to 'Australia's Culture and Recereation'.

I also found articles based on how Australia is changing. Of particular current interest is the economic changes that are facing Australia (and other nations more globally), that will change (if it hasn't already) the zietgiest of Australia. In previous years we have seen economic boom periods, full of plenty, with no forseeable end. Now we have entered into more uncertain economic times, with fears of a recession.

Prosocial Behavior
The introduction to Chapter 8 of the Baumeister and Bushman text tells the story of Oskar Schindler. I have never seen Schindler's List and I admit that this was purposely. I'm a bit ostridge-like in nature and my grandmother was in a concentration camp, before coming to Australia. As such I never knew the story until reading it in the text. The heroism shown by Schindler and his wife was nothing short of a miracle that saved the lives of 1200 Jewish people. The text demonstrated that he was no saint, and died from Alcoholism at age 66, but I think that this just amplifies the message that a common man, can do very uncommon things for the good of mankind.

Prosocial behaviour is the act of doing something that is good for other people, or society as a whole. If a society has people that follow the rules, then it is said to have effective 'rule of law'. Research shows positive correlation between effective rule of law and happiness. Think the smurfs 'la, la, la, la, la, la, la, la, la, la, la! Very happy and prosocial indeed!

The act of reciprocity is the obligation to return in kind what another has done for you (if you scratch my back...).

Through the need to belong in our genes, we have a culture that encompassess fairness. Norms are standards established by society and we see equity and equality as part of these standards, to live in a world based on fairness and social exchange. If we outperform, compared to another, we may experience sensetivity about being the target if a threatening upwards comparison.

The common dilemma (tragedy of the commons) is the depletion or destruction of resources that are owned collectively. The example of the fishery I thought was very relevant now, even though it was the first example provided to explain the theory. We still have issues with the management of Australia's waterways. The Government authority responsible for this vital role is the Australian Fisheries Management Authority.

In Chapter 8 the concepts of conformity, and normative and informational influence were discussed at length. Further information is in the notes from Social Thinking above. I found it strange that the text would have an entire chapter dedicated to the subject but also mention it earlier.

From an evolutionary viewpoint it pays to receive help, but not to provide it (according to Dawkin's The Selfish Game). An documentary analysis of this book can be found here. This documentary was recorded in 2006 (the 30th anniversary of the publication of Richard Dawkins' book) and interviews the author.

Alot of prosocial behaviour occurs because someone is watching you, which begs the motivational question of determined vs free will (or acts) in prosocial behaviour? Example - you pick up litter off the road, in front of someone. Was your motivation to pick up the litter because of true altruism (eg. a better world was had by all, because there was less litter), or was the act motivated by the need to appear that you were altruistic in nature? Further information on supposed free will can be found here. This matter is discussed through the explaination of altruistic helping (through empathy - when a helper does something to increase another's welfare without expecting anything in return) and egotistic helping (to increase their own welfare, and not empathy based). The negative state relief thory says that people only help others to eliviate there own distress.

The damsel in distress theory was so tragic to read - this being the fact that attractive people are more likely to be helped. I found an American study that supported this theory.

Environmental Psychology
According to Oskamp & Schultz, environmental psychology is the interactions and relations between people and their environments. They also stated that the discipline has looked at how the environment affects human thoughts, feelings, and behaviours. In the current times a lot of the research has focussed on how human actions affect the environment. It is a new theme that has grown out of social psychology.

I think this makes sense to focus on everything we are doing that is putting the planet in jeopardy, and I was glad to hear this in the lecture. Organisations such as Greenpeace, and individuals such as Al Gore have been trying to demonstrate the effects of our existence. There are also dedicated psychology interest groups including the APS Interest Group and APA Division 34

Environmental psychology is known by over 10 other names such as:

 * 1) environmental social sciences
 * 2) architectural psychology
 * 3) socio-architecture
 * 4) ecological psychology
 * 5) ecopsychology
 * 6) behavioural geography
 * 7) environment-behavior studies
 * 8) person-environment studies
 * 9) environmental sociology
 * 10) social ecology
 * 11) environmental design research

In studying Human spatial behaviour we looked at Density (which is the number of people per space) and the concept of Crowding (which is the negative feelings and experiences we get from density).

I found it very interesting to think in evolutionary terms that 'it is not a man's nature to be too much indoors’ and the studies into Richard Louv’s Nature-Deficit Disorder. I find it to be true on a personal level. If I don’t get outdoors very often (especially just to walk, or sit on the grass as squish my bare feet into it is a favourite of mine) I get grumpy. Studies have proven links to lack of outdoor activity and Vitamin D deficiencies from lack of sunlight. This deficiency is associated with osteoporosis, diabetes, high blood pressure, 'stroke', heart disease, depression (particularly seasonal), body muscle mass wasting, gum disease, & certain forms of cancer and possibly Alzheimer’s disease.

Population Psychology is the bigger picture examination of the impacts of human population and consumption on the environment. For a current population counter please see the ABS website.

title: User:Katrina Fry


text:
User talk:Katrina Fry

Well done
Well done, Katrina! 'Official' Wikiversity welcome below. Click on "talk" in my signature if you want to send me a message. Let me know if I can do anything. -- Jtneill - Talk - c 08:19, 26 July 2008 (UTC)

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 08:19, 26 July 2008 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

Headings
I've added headings for the first four weeks. You could try the rest. Make a heading using two equal signs before and after. e.g., ==Week 5== -- Jtneill - Talk - c 05:02, 14 October 2008 (UTC)
 * Great, well done! -- Jtneill - Talk - c 05:26, 15 October 2008 (UTC)

Image display
I played a bit with the display of the images - hope this helps - here's the changes I made - http://en.wikiversity.org/w/index.php?title=User%3AKatrina_Fry&diff=352426&oldid=352416 -- Jtneill - Talk - c 05:26, 15 October 2008 (UTC)

Thanks James, that's much better :)

Damn it, I forgot to log in again before making some more changes - it was me! - Kat :)

Wikipedia links
Nice work on adding the wikipedia links. A small tip - see this edit for how to change to an internal link. You can see what it looks like at User:Katrina Fry. -- Jtneill - Talk - c 23:20, 21 October 2008 (UTC)

Thanks for all your help with this, it's looking much nicer now! :)Katrina Fry

Numbered list
Another little tip. In this edit, I made it into an auto-numbered list. -- Jtneill - Talk - c 23:22, 21 October 2008 (UTC)

 * Sweet! Many thanks again James . Katrina Fry

title: User talk:Katrina Fry


text: Category:Aesthetics

title: Category:Aesthetics


text:
Poetry/Practice/Who are you?

This learning project aims to explore more the answers and effects to the question "Who are you ?"

The Question of Identity
Who are you?

→ What are the different ways in which one can answer the question "who am I"? How can one answer this question other than with a name? Remember when attempting to answer that a personal description of qualities answers more the question "what am I". To answer the question is it unavoidable to involve other questions; is this question valid; is the answer a record of deeds or personality-- what purpose does identity serve? What can we gain from answering this question; if better understanding is possible, how are this understanding useful?

I would like to know... who are you?

99.179.102.74 00:52, 23 July 2008 (UTC) ...?

 * As you indicate there are many many ways (should I say infinite?) to answer "Who are you?" (even with untrue/not verifyable/not understandable information, ... not answering also provides info to you), so I interpret this "you" as a question to me and not to WV (more info about WV at Help:Contents):
 * I am someone taking the time to read what you wrote
 * I am someone who has a mother and father
 * I am someone writing here something what you then perhaps read
 * I am someone who has 2 arms
 * I am someone motivating you to contribute to the learning resource Who are you?
 * I am someone who breathes
 * I am someone annoying others and losing time with this text
 * I am someone who may continue later on here
 * I am someone who may not continue later on here
 * I am someone from Example country

 * These characteristics above I can share with one or more persons on this earth.
 * What I gain from answering this ? I believe - on short term - your question helped me to think more. About what ? me ? others? useful/unuseful things ? useful/unuseful for whom ? other things I don't know yet ? Sorry, if I didn't answer all your questions.

 * May I ask: Who you are and why you are interested in this question ?
 * You can answer this on your userpage if you like - after registering. Erkan Yilmaz uses the Chat (try) 16:19, 25 July 2008 (UTC)
 * You may also be interested in these lecture notes on Social self - it offers a 'social' perspective on the self, i.e., that the self is at least partly a function of our social environments, groups, etc. i.e., a social identity. -- Jtneill - Talk - c 11:08, 3 August 2008 (UTC)

title: Poetry/Practice/Who are you?


text: Category:Identity

title: Category:Identity


text:
User:Crochet.david.bot/Editcounter

Month-Graph:yes Namespacesum-Graph:yes Weekday-Graph:yes Hour-Graph:yes Usercontributions:yes

title: User:Crochet.david.bot/Editcounter


text:
User:Alexanderhayes

Alexander Hayes is an acknowledged expert on emerging technology in an educational context. He is regularly invited to speak of the impacts that these technologies have on workforce development and more broadly on the implications for society in general.

Hayes is a web developer at the Australian National University, Strategic & Defence Studies Centre, School of International, Political and Strategic Studies. He is a web administrator for the Serving Our Country project, a history of Aboriginal and Torres Strait Islander people in the defence of Australia under the supervision of Professor Joan Beaumont

Alexander Hayes has recently been appointed as a Professional Associate with the College of Adjuncts at the University of Canberra, Bruce ACT until July 2016 engaging with UC researchers, contributing to research projects and the broader research community under the supervision of Professor Robert Fitzgerald.

Alexander Hayes is currently completing a PhD. at the University of Wollongong, NSW within the Faculty of Informatics, School of Information Systems & Technology under the supervision of Associate Professor Katina Michael. His research is leading the way academics and practitioners alike are thinking about the impact of new and emergent technologies such as Google Glass. Key research focus areas also include unmanned aerial systems, national security, wearable technology, privacy, information communication technology, social media, networked and mobile learning.

In early 2013 Alexander spent 6 weeks in Finland as a Visiting Researcher at Aalto University, Media Lab Helsinki visiting his co-supervisor Professor Teemu Leinonen. As a research group member he was immediately drawn into the final preparations and implementation of the Department of Media, Open Design Conference, along with a team of researchers and project team members who are part of the Learning Layers Project, a large-scale research project co-funded by the European Commission’s 7th Framework Programme.

Father of four children, married and happily living in Canberra, Australia he enjoys community activities, cycling and travel amidst a busy schedule of work and research.--alexanderhayes 04:59, 15 April 2014 (UTC)

Personal webpage

title: User:Alexanderhayes


text: File:Alexanderhayes.jpg

title: File:Alexanderhayes.jpg


text: File:MobilizethisHeader.png

title: File:MobilizethisHeader.png


text:
User:Dzonatas/Ethics and MediaWiki/Use cases

 * see Extension:OpenID, a stable extension. --Wikinaut (talk) 23:23, 27 April 2012 (UTC)

A use case is a means of generalization limited by descriptions of a system and actors and how they operate together. It does not have to be in a specific format as prescribed by technology standards. It also does not have to justify all the potential reasons for itself, as it is descriptive rather than prescriptive. Use cases can be easily related to other conditions, suggestions, or processes, which can then create an inference used for prescriptive means.

Feel free to add a use case below.

OpenID at Wikimedia: account.openid.wikimedia.org
Given:
 * MediaWiki software allows OpenID accounts
 * Wikimedia is (or becomes) an OpenID provider: "openid.wikimedia.org"
 * Actor Bob is a user/editor of Wikipedia and an employee of Wikimedia

Scenario: Wikimedia-OpenID login steps

 * Bob clicks on "login / create account" on Wikipedia
 * MediaWiki prompts Bob for his openid
 * Bob enters "bob.openid.wikimedia.org" at Wikipedia
 * MediaWiki forwards the login request to openid.wikimedia.org to request authorization
 * Bob enters password at openid.wikimedia.org
 * Authorization occurs and the result is forwarded back to Wikipedia
 * Bob is now logged in at Wikipedia

Scenario: Wikimedia-OpenID verification steps to edit a protected page

 * Bob trys to edit a page at Wikipedia that only Wikimedia employees can edit
 * MediaWiki querys an attribute at bob.openid.wikimedia.org for verification to allow Bob to perform the edit
 * openid.wikimedia.org provides attributes on accounts, and one to recognize Wikimedia employees
 * bob.openid.wikimedia.org returns true that Bob is an employee of Wikimedia
 * MediaWiki then allows Bob to perform the edit

Scenario: Wikimedia-OpenID CheckUser result for Wikimedia employee

 * A CheckUser is performed on Bob at Wikipedia
 * MediaWiki querys for an attribute at bob.openid.wikimedia.org
 * bob.openid.wikimedia.org returns true that Bob is an employee of Wikimedia
 * Wikipedia's CheckUser result includes that Bob is a Wikimedia employee

System developments

 * 13631 Wikimedia OpenID provider
 * 9604 Support OpenID extension on all wikimedia projects

OpenID-enabled reverse proxy (Web 3.0)
Given:
 *
 * proxy.wikimedia.org: A reverse proxy, like Squid, that allows log-in through OpenID
 * Bob's web browser has his web-proxy set to proxy.wikimedia.org
 * password: a traditional password or secure certificate, primary or secondary

Scenario: complete login through reverse proxy to Wikipedia (expanded)

 * Bob is completely logged-out
 * Bob opens Wikipedia in web-browser
 * request is routed through proxy.wikimedia.org
 * proxy.wikimedia.org requests login to use proxy
 * Bob enters openid account name: bob.openid.wikimedia.org
 * proxy.wikimedia.org forwards the login request (with/without proxy) to openid.wikimedia.org to request authorization
 * Bob enters password at openid.wikimedia.org
 * Authorization occurs and the result is returned/forwarded back to proxy.wikimedia.org
 * Bob now logins to Wikipedia through proxy.wikimedia.org
 * Steps continue the same as:

Scenario: automated proxy login to Wikipedia

 * Bob is already logged into proxy.wikimedia.org, but not logged-in to Wikipedia
 * Bob opens Wikipedia in web-browser
 * request is routed through proxy.wikimedia.org
 * proxy.wikimedia.org requests proxy login at Wikipedia
 * Wikipedia forwards the proxy login request to openid.wikimedia.org to request authorization (automated)
 * openid.wikimedia.org requests proxy.wikimedia.org for Bob's password (automated)
 * proxy.wikipedia.org replies to request (automated)
 * openid.wikimedia.org authorizes the proxy login and returns/forwards back to Wikipedia (automated)
 * Bob is now logged in at Wikipedia

Note: Repeat same steps to log-in to all wikimedia wikis

Scenario: anonymity by reverse proxy

 * Bob is logged into proxy.wikimedia.org
 * Bob opens Wikipedia in web-browser, but stays logged-out of Wikipedia (to edit by "anonymous IP")
 * Bob edits a page in Wikipedia, signs it with tildes, and saves it
 * Wikipedia substitutes the tilde signature as the IP of proxy.wikimedia.org

Note: Further verification steps can be added to this scenario as similar to

Resouces

 * MySpace confirms OpenID support -- Michael Arrington, 2008, TechCrunch
 * MySpace signs up to OpenID scheme -- BBC News, 2008


title: User:MichaelFrey/Test2


text: User:Skittleys

title: User:Skittleys


text:
Optimal classification

Optimal classification refers to any method of classification, which inexclusively minimizes the number of queries necessary to identify a particular element within a bounded class.

Specific applications

 * Artificial Neural Networks
 * Compute minimum number of hidden nodes
 * Minimize training time
 * Dynamic classification of publications
 * Soil taxonomy

title: Optimal classification