text:
TAO/Meetings/2012-04-11

Online Meeting in AdobeConnect on 11.04.2012 from 1400 to 1600 (UTC+1) Participants: Beat Estermann, Markus Marquard, Patrick Kenel, Meike Westerhaus, Daniel Reich

Discussion of the Concept
Based on the concept-paper/short report of the TAO Handbook/CoP

 * Include list of contents?To be discussed.
 * Meike creates first contents, creates a concept of connections/links on the website and sees how implement it with Daniel - results to be discussed in the next meeting

 * Feedback on concept:
 * (Beat) Current situation is:
 * Question: "clearly designated as TAO result" - makes sense or not? to be discussed once there is a concept of how we can designate results as such.
 * Quality/Maturity of contributions: Evaluation is still unclear - add this to the milestones/to dos at the end of the concept paper.
 * "TAO working days will be opened" intead of "would"
 * Language issue: no restriction to german speaking community members; although different languages are a challenge, different subgroups should be promoted - e.g. by having facilitating organisations in different countries. Having different language communities will most likely lead to different developments concerning the contents, as continual translating of all editing is impossible
 * milestones: usability, not accessibility as focus (e.g. making the website accessible is a wish)
 * need roadmap for collecting TAO contents
 * missing from the concept: vision/ sustainability of the handbook/community / consulting concept (e.g. consultants as facilitators for multiplying the concept)
 * Discussion: Invite relevant partners/consultants from different countries to participate via the English version of the website. Train them to build up a community. These facilitating partners could then start communitites in their own language).
 * Missing: outside-in thinking/target-group-orientation, involving target groups (taking external persons' perspectives, e.g. while drafting)

 * (Markus) Agrees:
 * Vision missing, include consulting concept and sketch common TAO business model starting from that
 * Clarify responsibilities for the contents - Markus tells Meike who's in charge of what, she asks partners for contributions

Creating contents: Inventory of the TAO project: http://en.wikiversity.org/wiki/TAO/Taking_stock_of_the_project_TAO
 * start by drafting a model activity description of one or two activities (Silver Knowledge or Free Cruise on the Internet)
 * Markus - amend the list
 * Meike: include the definitions mentioned here

TAOBot
RSS-Feed Link https://en.wikiversity.org/w/api.php?action=feedwatchlist&wlowner=TAOBot&wltoken=TAOBotToken&allrev&hours=72&linktodiffs&feedformat=rss Homepage for visualisation http://tao.zawiw-ulm.de/plain/ Bot should take up less space for the information offered (cf. Wikiversity, recent versions/history); maybe concentrate the edits with the same informations

Brainstorming use scenarios for "managers"
https://zawiw.edupad.uni-konstanz.de/25 Evaluation, feedback; how should we further proceed with this appoach?
 * Preparation of RL meetings (ask participants to provide their questions)
 * Generate problem-based entries to the TAO Handbook
 * Ask visitors of the TAO Handbook as well as new partners to provide their own questions and/or to rate existing questions in terms of relevance for their own situation
 * Generate questions for the two other target groups.

Several persons participated, mostly project partners. A certain amount of questions has thus been raised. Before the meeting in Ulm all partners should contribute one or two questions to prepare the meeting. An issue is whether the questions should be clearly connected to a person. In public, some statements have to be anonymous/ not public/confidential (e.g. business ideas), but for the preparation of the meeting, it would be easier to know who has which questions. Further discuss the matter in Ulm.
 * Create restricted areas in Wikiversity?
 * Let everybody sign a non-disclosure agreement (details to be defined)?
 * Alternative: At first, ask participants not te reveal confidential elements

"Open" Workshop Day - Ulm, 23.05. 2012
'''Purpose? Objectives? Approach?''' Markus: Problems, expectations and questions need to be collected (before the meeting), then clustered to create workshops (parallel or consecutive). Try to identify additional "blind spots"/problems of the partners (suggestion: by using Stijn's context analysis model to interview partners before or at the beginning of the meeting... too time-consuming?) Markus will invite German partners with Meike; size and structure of meeting depends on the topics demanded. Provide space for exchange for all participants to create links between them. A possible challenge is the heterogenity of partners/possible participants or too related activities (which could result in reluctancy to reveal ideas and strategies) or existing personal conflicts. Proposition: Stick to current partners, ask them about additional invitations (propose to them and have them propose): Markus, Meike: Draft message to people from Beat's list (except for Reich and Hirsig), asking for open questions for the meeting, create list of additional participants. Seniorweb.ch with 4 volunteers (Markus will invite them).
 * Demand from new partner from Switzerland: Have all participants sign a non disclosure agreement
 * New partners: In what form are they allowed to advertise their participation in the TAO CoP on their own website? (it's a real question, not a hypothetical one)
 * Beat's list
 * Markus/Meike's list (to be created)

SeniorsKS Meeting - Prague, 2/3.07.2012
What role will ZAWiW play? Meike will join the mailing list to follow discussions. Andreas&Beat (bfh): glossary eLearning
 * Invitation to the TAO CoP

WikiConvention - Dornbirn, 31.8. - 2.9.2012
Who co-ordinates the inputs from the TAO side? Role of the practice partners? The point is to present Silver Knowledge and other community activities, so Elvira and Patrick should take the lead. (all three will be present, Beat, Karen, Edi and someone from "Zugang für alle" might attend). Edi and accessibility crew want to contribute to this subject, will be directly in contact with the organisers.
 * Meike will attend, clarify contribution with Patrick and Elvira.

Implementation of new layout for start pages - status report
New version of start page (different entry points) online. Template improved for further editing. Old contents still on start page (to avoid deleting content). Future linking needs to be discussed (How can all contents be integrated into new layout?). Problems to be solved:
 * corners of the boxes aren't round in some browsers
 * when enlarging the website, the layout changes
 * icons on the lower part of the page need to be adjusted (one for consultants needs to be found, the hand is for external people wishing to contribute)

Next round of module development
What? When? Coordination with other activities?

Target groups defined, so the community members should start creating content (based on the examples of Silver Knowledge and Free Cruise on the Internet). Handbook content generation is priority, others can continue developing their modules if they wish, but no strong moderation from TAO side. Beat moderates the further process to collect questions from the point of view of "consultants" (second half of April)

Next Meeting
Doodle poll: http://doodle.com/e2y48u4kq8eekr8z

title: TAO/Meetings/2012-04-11


text: File:Egm6322.s12.team1.zheng.zx.motivation latest.JPG

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


text:
Talk:Wikipedia and Nupedia

 * Metrics, April, 2012

title: Talk:Wikipedia and Nupedia


text: File:Circut.jpg

title: File:Circut.jpg


text: File:Pole holes.jpg

title: File:Pole holes.jpg


text: File:Holes with leds.jpg

title: File:Holes with leds.jpg


text: File:Connector .jpg

title: File:Connector .jpg


text: File:Slit in pole.jpg

title: File:Slit in pole.jpg


text:
User talk:1sfoerster/enes100/Tri-BotHack

10/10/0...include pictures... Stop talking about your projects in class...no one cares...


text: File:Vanilla excitation.png

title: File:Vanilla excitation.png


text: File:Vanilla solution.png

title: File:Vanilla solution.png


text: File:(add -0.01) excitation.png

title: File:(add -0.01) excitation.png


text: File:(add -0.01) solution.png

title: File:(add -0.01) solution.png


text: File:(add -0.035) excitation.png

title: File:(add -0.035) excitation.png


text: File:(add -0.035) solution.png

title: File:(add -0.035) solution.png


text: File:(add 0.01) excitation.png

title: File:(add 0.01) excitation.png


text: File:(add 0.01) solution.png

title: File:(add 0.01) solution.png


text: File:Log(1+x) projected on polynomial basis.png


text:
Survey research and design in psychology/Lectures/ANOVA

Outline
Explains the principles of ANOVA, starting with explanation of t-tests and includes the design, assumptions, and interpretations for one-way ANOVA, one-way repeated measures ANOVA, factorial ANOVA, mixed-design ANOVA (SPANOVA), and ANCOVA.

Assumed knowledge

 * t-tests
 * One-sample t-test
 * Independent samples t-test
 * Paired samples t-test
 * Howell Ch3 The Normal Distribution
 * Howell Ch4 Sampling Distributions and Hypothesis Testing
 * Howell Ch7 Hypothesis Tests Applied to Means

Readings

 * Howell Ch11 Simple Analysis of Variance
 * Howell Ch12 Multiple Comparisons Among Treatment Means
 * Howell Ch13 Factorial Analysis of Variance
 * Howell Ch14 Repeated-Measures Designs
 * Howell Ch16 Analyses of Variance and Covariance as General Linear Models
 * Inferential statistics decision-making tree

Handout

 * 2012 handouts:
 * [[Media:SRDP Lecture09Handout ANOVA 2012 6slidesperpage.pdf|Download 6 slides to a page]]: SRDP Lecture09Handout ANOVA 2012 6slidesperpage.pdf
 * [[Media:SRDP Lecture09Handout ANOVA 2012 3slidesperpage.pdf|Download 3 slides to a page]]: SRDP Lecture09Handout ANOVA 2012 3slidesperpage.pdf


text: File:SRDP Lecture09Handout ANOVA 2012 3slidesperpage.pdf


text: File:SRDP Lecture09Handout ANOVA 2012 6slidesperpage.pdf


text:
Survey research and design in psychology/Tutorials/ANOVA/Instructor notes

Timing
Approximate timings:
 * 1) General steps - 10 mins
 * 2) Assumptions - 10 mins
 * 3) Visualising ANOVA - 10 mins
 * 4) Error-bar graphs - 10 mins
 * 5) Descriptive statistics - 10 mins
 * 6) One-way repeated measures - 15 mins
 * 7) Mixed design ANOVA - 15 mins
 * 8) ANCOVA - 15 mins
 * 9) Effect size - 10 mins
 * 10) Sample write-up - 5 mins
 * 11) Lab report 5 - 5 mins


text: Category:Survey research and design in psychology/Tutorials/ANOVA


text:
User:Egm4313.s12.team12/R7

Right now there are 5 problems. I will update it if there is more.

title: User:Egm4313.s12.team12/R7


text: File:Cordic acc.20120416.pdf

title: File:Cordic acc.20120416.pdf


text:
Engineering Projects/Rubberband gun/Howard Community College/spring2012/p1501kmd 3

Problem Statement
To construct a 10 round rubber band gun

Team Members

 * Kimberly
 * Martin
 * David

Summary
Our group started with deciding the model of rubber band guns we were going to try to build for our project. Once we had decided on a model, the 10 round rubber band gun, we all decided it would be best if each of us built our own rubber band gun using the 10 round design to see who's gun gave the best result then we could build on top of that. We each took a sheet of plywood and used different forms of saws (jigsaw, hacksaw, etc.) to cut out the small and precise pieces of the gun. We then all used wood glue, wood pins, screws, etc. to hold the gun together making the final product. All measurements of the gun was taken in millimeters.

Story
Week 1 - Week one consisted of making a decision of which model of the rubber band gun we were going to build by narrowing down the selection using youtube videos and the website, Rubber Band Gun Models.

Week 2 - Week two, after we had chosen the model in which we were going to design, we all decided it would be best to split up and do our own rubber band guns using the 10 round gun model. Then, whoever gun gave the best result, use that gun to add upon and make better. Week 3 - Week three consisted of all of us building the rubber band gun out of plywood using the tutorial, 10 round gun, as a guide to build our own.

Week 4 - The final week consisted of us finishing our rubber band guns, testing them, and comparing them to each others.

Decision List

Out of ten gun each of us selected the top five guns we would like to work on, the best out of 3 won. Then we selected out of those 5, the top 3. Then decided on the final model.

Material List

 * Jigsaw, 1, $20
 * Hacksaw, 1, $26
 * Plywood, 1 sheet, ?
 * Wood Glue, 1, $4
 * 1/8" wood pins, 2, $2
 * 1/8" drill bit, 1, $4
 * power drill, 1, $119
 * Sand Paper, 1, $5
 * Double wheel grinder shield, 1, $85
 * wood screws, 2, $4

Software List
No software was used in this project.

Time
38.6 Hours Spent

Tutorials
10 Round Rubber band Gun Tutorial

Next Steps
For the next group, we would suggest purchasing the Tamiya's gear from the website and seeing if u can't make our 10 round gun automatic gun compared to a semi-automatic, all u would have to do is rebuild the trigger system and add more cuts to the barrel if u wanted more ten 10 rounds firing.


text:
User:Dross4565/enes100/My Work 3

[|Link To Rubberband Project]

Write problem/project Goal
Design and make rubber band gun

My First Task
Make a decision matrix and let class or team pick out model/structure of rubber band gun team will start building. Take the sheet of wood we found in class and start cutting out pieces for gun.

Design of Rubberband gun group picked:

10 Round Gun Video

Summary of actual work over second weekend
Decided on which Model we were going to use for the project, and started cutting out pieces for gun.

Week1 Narrative
Each member all using the same design that we all picked out, the 10 round rubber band gun, using the tutorial.

Materials:
 * A 48x4.5 inch piece of wood
 * A basic ruler with centimeter and inches
 * Pencil
 * A wood saw(or anything else that will help you cut wood)
 * A calculator (to help convert millimeters to centimeters if you don't know how)

Found a piece of wood in the back of the class room, but thickness wasn't big enough for the specifications of the rubber band gun. So decided to use the piece of wood anyways, just using wood glue to glue to pieces together of the same cut to make exact thickness needed. Using the tutorial I started to make measurements. First, I measured off all the specifications for the barrel, trigger bar, sliding bar, etc. just using the outline. Once the outline of the pieces were cut out, I measured the "special" cuts each piece had. For example, the sliding bar and barrel have knicks in them to make the sliding bar move. Once this was done, I glued together the same pieces making it the right thickness and then trimmed the pieces up to rid off overlaying wood.

My Second Task
Start gluing pieces of gun together and attaching to one another to make gun. Then test gun out.

Summary of actual work over second weekend
Forgot to cut out pieces to the gun, making building difficult. So had to rebuild gun.

Week2 Narrative
Last week I cut out all the pieces for the gun with a hack saw, but forgot to cut out the wood and plastic plates to hold the gun together. So putting the gun together was complicated until I figured out I had pieces missing. Also using the hack saw to cut the pieces out of the plywood made the pieces rigid along the edges. So had to rebuild the gun, but this time used a jigsaw to cut the wood and plastic pieces making it more smooth and precise. In building the new gun I used the following steps:
 * 1) Drill a hole 2mm in diameter in pieces P1 and P2.
 * 2) Glue P1 to P8, and P5 to P6 to Trigger-Bar. Then glue the P1/P8 piece to one side of the trigger bar
 * 3) Glue P2 to the side opposite of P1 on the Trigger-Bar.
 * 4) Insert Ratchet into Ratchet-box, and insert two wood pins (2-3mm diameter) to the each holes.
 * 5) Fix Barrel to Frame L with screws.
 * 6) Glue P7 and P9 to Frame L.
 * 7) Put Trigger-Set on Frame L, and contact it with P7. Glue P10 and P11 to Frame L. Glue P3 to Frame L. Glue P4 to Frame L.
 * 8) Glue Grip L to P3 and P4. Glue P12 to Grip L.
 * 9) Put Trigger-Set and Sliding Bolt on Frame L. Contact Trigger-Set with P7.
 * 10) Drill a hole (2-3mm diameter) to Sliding Bolt, and insert a wood pin to the hole.
 * 11) Glue Releasing Plate L to Sliding Bolt with a glue for plastics.
 * 12) Glue Release-Plate R to Sliding Bolt.
 * 13) Fix Frame R with screws.
 * 14) Glue Trigger Guard to gun. Glue Grip R to P3, P4 and P12. Set a rubber band for Trigger-Spring and Ratchet-Spring.

My Third task
Start testing the rubber band gun and make sure it works properly. If not, make proper adjustments. Also compare my rubber band gun to the rest of the team, pick the best one out of the group and start making advancements on that gun.

Summary of actual work over third weekend
Last week I didn't have the opportunity to post the video on my father and I cutting out the wood pieces using a jigsaw because for some reason the video wouldn't upload completely from a mac to youtube in time. I took a day for the video to actually show up on youtube, so here is that video: Rubberband Gun Cut Out. Last week was all about building the gun, which I finished. This week I want to enhance the gun.

Week3 Narrative
This week, after finishing the gun, I tested the fire capability of the rubber band gun by using different size rubber bands to see how far each rubber band shot. What I found was that rubber bands being 1/8" thick and 2" in length seemed to shot the farthest. Any rubber bands in less thickness than that, seemed to not have the resistance to spring back into original shape. Making it so when you fired the rubber band from the gun it just seemed to fall off. The rubber bands thicker than 1/8", like 1/4", were too resilient and were hard to stretch enough from the back of the gun to the tip. After finding out which rubber bands suited best with the gun, I wanted to upgrade the gun to make it less difficult to reload. For example, the gun is built so that after the rubber bands are shot, the barrel of the gun slides forward pushing the rubber bands off. To reload the gun, there is a built in rachet box in which u have to pull down in order to push the barrel back to its initial setting then reload the gun with rubber bands. I want to make a recall system on the barrel so when it finishes firing it will spring back into place on its own.

My Fourth task
For my fourth task, I'm building a decision matrix on how to go about building this recoil system for the barrel of the gun instead of having to push it back after pulling down the rachet system built in to it. After deciding which recoil system will work best for the gun, begin building and testing in trail and error fashion.

Summary of actual work over fourth weekend
Over the weekend, the rebuilt gun I had built broke at the trigger part because the piece was divided into three parts. upon pulling the trigger, it had split where I had glued and instead of re-glueing the whole thing, I decided to recut the trigger and make it into one big part making it stronger.

Week4 Narrative
This week, I presented my idea for a recoil system to the class in which this experiment has taken place and expressed my ideas on the matter, but none was concerned about the recoil system as much as the completion of the gun itself. So looking more on the tutorial site I found numeral recoil systems the company had used Recoil Systems for Rubberband Gun. I decided that type A was the best one that resembled the rachet system within our gun design and researched the different guns the company had built with the same rachet system as ours. What I found was that only the machine guns had a recoil system with this type of rachet system by using a motor the website called a Tamiya's gear box and the rotary cam. Because they made machine gun's the motor was more ideal and it pulled the sliding bolt within the gun back itself by attaching string from the motor to the sliding bolt. Within our gun, we have no use for a motor so I thought about attaching a rubber band from the tip of the sliding bolt to the back of the barrel. That way when we would release the rachet system, the sliding bolt would snap into place instead of us having to guide it back with our hands. Im currently building and testing this method by trial and error, using wood nails for the holding spots on the barrel and sliding bolt and seeing how much strain I need to put on the rubber band for it to force the sliding bolt backwards.

Video of completed rubberband gun firing Finished Rubberband Gun

For the next group, I would suggest purchasing the Tamiya's gear from the website and seeing if u can't make our 10 round gun automatic gun compared to a semi-automatic, all u would have to do is rebuild the trigger system and add more cuts to the barrel if u wanted more ten 10 rounds firing.

Complete Team Page
[|Link To Rubberband Project]

title: User:Dross4565/enes100/My Work 3


text:
User:Egm4313.s12.team1.armanious/Level 2

Statement
'''K 2011 p. 491 pbs. 11 and 12 (see R6.2 Lect. 9 pgs. 26-27):''' Figure 1 Find the Fourier series expansion of f(x) as follows: Develop the Fourier series expansion of $$f(\bar{x}) \! $$ and plot for n=0,1,2,4,8. Observe this plot at points of discontinuities and the Gibbs phenomenon. Transform the variable to obtain the Fourier series expansion of $$f(x) \! $$. Do the same for $$f(\tilde{x}) \! $$ and compare to the results above.

Solution
'''Part 1: K 2011 p.491 pb. 11'''
 * {| style="width:100%" border="0"

$$  \displaystyle f(x)=x^2, (-1<x<1), p=2 $$     (2.0) The preceding function is an even function. Even functions are functions where $$f(-x)=f(x)\!$$. Odd functions on the other hand are functions where $$f(-x)=-f(x)\!$$. The Fourier series of even and odd functions can be found more easily than the Fourier series of a function that is neither even nor odd. Normal Fourier series contain both sine and cosine terms. Because of the nature of even functions, the coefficient of all sine terms in their series is zero. Likewise, all cosine terms in odd functions have a coefficient of zero. Therefore its Fourier series expansion will be of the form:
 * style="width:95%" |
 * style="width:95%" |
 *
 * }
 * {| style="width:100%" border="0"

$$  \displaystyle f(x)=a_0+\sum_{n=1}^{\infty}a_n \cos \frac{n\pi}{L}x $$     (2.1) Where:
 * style="width:95%" |
 * style="width:95%" |
 *
 * }
 * {| style="width:100%" border="0"

$$  \displaystyle a_0=\frac{1}{L} \int_0^Lf(x)dx $$     (2.2) And
 * style="width:95%" |
 * style="width:95%" |
 *
 * }
 * {| style="width:100%" border="0"

$$  \displaystyle a_n=\frac{2}{L} \int_0^Lf(x) \cos \frac{n\pi x}{L}dx $$     (2.3) To get the constant term of the expansion, equation (2.0) will be substituted into equation (2.2) with L=1:
 * style="width:95%" |
 * style="width:95%" |
 *
 * }
 * {| style="width:100%" border="0"

$$  \displaystyle a_0=\frac{1}{1} \int_0^1x^2dx=\left [ \frac{x^3}{3} \right ]^1_0=\frac{1}{3} $$     (2.4) To get the coefficients of the rest of the terms in the expansion, equation (2.0) will be substituted into equation (2.3) with L=1:
 * style="width:95%" |
 * style="width:95%" |
 *
 * }
 * {| style="width:100%" border="0"

$$  \displaystyle a_n=\frac{2}{1} \int_0^1x^2 \cos \frac{n\pi x}{1}dx=2\left [ \frac{(\pi^2n^2x^2-2)\sin (\pi n x)+2\pi n x \cos(\pi nx)}{\pi^3n^3} \right ]^1_0 $$     (2.5) Simplifying, this yields:
 * style="width:95%" |
 * style="width:95%" |
 *
 * }
 * {| style="width:100%" border="0"

$$  \displaystyle a_n=\frac{4}{n^2 \pi^2} \cos n\pi $$     (2.6) Therefore, the Fourier expansion of f(x) is:
 * style="width:95%" |
 * style="width:95%" |
 *
 * }
 * {| style="width:100%" border="1"

$$  \displaystyle x^2=\frac{1}{3}+\sum_{n=1}^{\infty}\left (\frac{4}{n^2 \pi^2} \cos n\pi \right ) \cos n\pi x $$ (2.7) '''Part 2: K 2011 p.491 pb. 11'''
 * style="width:95%" |
 * style="width:95%" |
 *
 * }
 * {| style="width:100%" border="0"

$$  \displaystyle f(x)=1-\frac{x^2}{4}, (-2
 * }
 * {| style="width:100%" border="0"

$$  \displaystyle a_0=\frac{1}{2} \int_0^21-\frac{x^2}{4}dx= \frac{1}{2}\left[ x-\frac{x^3}{12} \right ]^2_0=\frac{4}{3} $$     (2.9) To get the coefficients of the rest of the terms in the expansion, equation (2.0) will be substituted into equation (2.3) with L=1:
 * style="width:95%" |
 * style="width:95%" |
 *
 * }
 * {| style="width:100%" border="0"

$$  \displaystyle a_n=\frac{2}{2} \int_0^2\left (1-\frac{x^2}{4} \right ) \cos \frac{n\pi x}{2}dx=\left [ \frac{(8-\pi^2n^2(x^2-4))\sin\frac{n\pi x}{2}-4n\pi x\cos\frac{n\pi x}{2}}{2\pi^3n^3} \right ]^2_0 $$     (2.10) Simplifying, this yields:
 * style="width:95%" |
 * style="width:95%" |
 *
 * }
 * {| style="width:100%" border="0"

$$  \displaystyle a_n=\frac{-4\cos(n\pi)}{n^2 \pi^2} $$     (2.11) Therefore, the Fourier expansion of f(x) is:
 * style="width:95%" |
 * style="width:95%" |
 *
 * }
 * {| style="width:100%" border="1"

$$  \displaystyle 1-\frac{x^2}{4}=\frac{4}{3}+\sum_{n=1}^{\infty}\left (\frac{-4\cos(n\pi)}{n^2 \pi^2} \right ) \cos \frac{n\pi x}{2} $$     (2.12) Part 3 The Fourier series expansion of the function f(x) in Figure 1 can be found in one of two ways. The first way involves transforming x in the following way:
 * style="width:95%" |
 * style="width:95%" |
 *
 * }
 * {| style="width:100%" border="0"

$$  \displaystyle \bar x=x-\frac54 $$     (2.13) The resulting function is now an even function that alternates between the constant value A and zero and has period 4. Using the same methods used above, the Fourier series of the function can be found. The constant coefficient of the series is found by:
 * style="width:95%" |
 * style="width:95%" |
 *
 * }
 * {| style="width:100%" border="0"

$$  \displaystyle \bar a_0=\frac12 \int_0^2f(x)dx=\frac12 \int_0^1Adx+\frac12 \int_1^20dx=1/2\left [ Ax \right ]_0^1=\frac A2 $$ (2.14) Note that because the function is discontinuous at the midpoint, the integral must be split into two different integrals. The coefficients of the cosine terms of the series can be found by:
 * style="width:95%" |
 * style="width:95%" |
 *
 * }
 * {| style="width:100%" border="0"

$$  \displaystyle \bar a_n=\frac22 \int_0^2f(x)\cos \frac{n\pi x}{2}dx= \int_0^1A\cos \frac{n\pi x}{2}dxdx+\frac12 \int_1^20dx=\left [ \frac{2A}{n\pi}\sin\frac{n\pi x}{2} \right ]_0^1=\frac{2A}{n\pi}\sin \frac{n\pi}{2} $$     (2.15) Therefore, the Fourier series for the transformed function is:
 * style="width:95%" |
 * style="width:95%" |
 *
 * }
 * {| style="width:100%" border="1"

$$  \displaystyle f(\bar x)=\frac A2 + \sum_{n=0}^{\infty} \left ( \frac{2A}{n\pi}\sin\frac{n\pi}{2} \right )\left ( \cos \frac{n\pi\bar x}{2} \right ) $$     (2.16) Through a change in variables, the Fourier series of the original function, f(x), can be found:
 * style="width:95%" |
 * style="width:95%" |
 *

 * }
 * {| style="width:100%" border="1"

$$  \displaystyle f(x)=\frac A2 + \sum_{n=0}^{\infty} \left ( \frac{2A}{n\pi}\sin\frac{n\pi}{2} \right )\left ( \cos \frac{n\pi(x-1.25)}{2} \right ) $$     (2.17) The following figure shows a plot of $$f(\bar x)\!$$ with its truncated Fourier series for n=0,1.
 * style="width:95%" |
 * style="width:95%" |
 *

 * }

Figure 2 Figure 3 shows the same plot with more values of n:

Note that all plots assume that A=1. It should be noted that the accuracy of the expansion increases with an increase in the number of terms in the expansion. Also, there is strong fluctuation at points of discontinuity. These fluctuations are apparent even at high values of n, but they decrease in size and move closer to the points of discontinuity. This is a property of Fourier series known as the Gibbs phenomenon. The other method of developing the Fourier series is to transform the function into an odd function. This can be done by transforming both the independent variable and overall function as follows:
 * {| style="width:100%" border="0"

$$  \displaystyle \tilde x=x-\frac14 $$     (2.18)
 * style="width:95%" |
 * style="width:95%" |
 *

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

$$  \displaystyle f(\hat x)=f(\tilde x)-\frac A2 $$ (2.19) An odd function has a Fourier series expansion of the form:
 * style="width:95%" |
 * style="width:95%" |
 *

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

$$  \displaystyle f(x)=\sum_{n=0}^{\infty}b_n\sin \frac{n\pi x}{L} $$     (2.20) Where:
 * style="width:95%" |
 * style="width:95%" |
 *

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

$$  \displaystyle b_n=\frac2L\int_{0}^{L}f(x)\sin \frac{n\pi x}{L}dx $$     (2.21) Applying this to the transformed function, with L=2:
 * style="width:95%" |
 * style="width:95%" |
 *

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

$$  \displaystyle \hat b_n=\frac22\int_{0}^{2}f(x)\sin \frac{n\pi \hat x}{2}d\hat x=\int_{0}^{2}\frac A2\sin \frac{n\pi \hat x}{2}d\hat x=\left [ -\frac{A}{n\pi}\cos\frac{n\pi\hat x}{2} \right ]^2_0=\frac{A}{n\pi}(1-\cos n\pi) $$     (2.22) The Fourier series is therefore:
 * style="width:95%" |
 * style="width:95%" |
 *

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

$$  \displaystyle f(\hat x)=\sum_{n=0}^{\infty}\left (\frac{A}{n\pi}(1-\cos n\pi) \right )\left ( \sin\frac{n\pi\hat x}{2} \right ) $$     (2.23)
 * style="width:95%" |
 * style="width:95%" |
 *

 * }
 * {| style="width:100%" border="1"

$$  \displaystyle f(\tilde x)=\frac A2+\sum_{n=0}^{\infty}\left (\frac{A}{n\pi}(1-\cos n\pi) \right )\left ( \sin\frac{n\pi\tilde x}{2} \right ) $$     (2.24)
 * style="width:95%" |
 * style="width:95%" |
 *

 * }
 * {| style="width:100%" border="1"

$$  \displaystyle f(x)=\frac A2+\sum_{n=0}^{\infty}\left (\frac{A}{n\pi}(1-\cos n\pi) \right )\left ( \sin\frac{n\pi(x-0.25)}{2} \right ) $$     (2.25) The following figure shows a plot of $$f(\tilde x)\!$$ with its truncated Fourier series for n=0,1.
 * style="width:95%" |
 * style="width:95%" |
 *

 * }

Figure 4 Note that all plots assume A=1. The accuracy of the expansion as shown on the plot is expected given the low number of terms used in the expansion. As Figure 3 shows, if the number of terms used to form the plot in Figure 4 is increased, the accuracy of the expansion will greatly increase (but more slowly at points of discontinuity because of the Gibbs phenomenon). This level of accuracy is shown in Figure 5, which contains the expansion to 100 and 200 terms.

Author
Solved and Typed By - Egm4313.s12.team1.armanious (talk) 14:53, 16 April 2012 (UTC) Reviewed By - Egm4313.s12.team1.armanious (talk) 14:53, 16 April 2012 (UTC)


text: TESOL/Guilt

title: TESOL/Guilt


text:
Application of Articulation Strategies

Discussion
Please think about following questions, and post your answers. Also feel free to comment on other's postings. (Click "edit" for this section, and add your answer below each question or posting. When commenting other's postings, please add ":" before your comment.)

1. Mr. Anderson teaches geography in a middle school of Indiana. One day, he is teaching his 16 students about the factors that affect average temperature. Instead of doing a lot of talking himself, Mr. Anderson decides to make students think and discover.
 * a. If Mr. Anderson uses the Inquiry Teaching way of articulation, what would he ask students to do?

 * b. Do you think the Assisted Monologue strategies will work here?
 * If yes, what will the activities be like? If no, why?

2. Remember the context you described in the practice of cognitive apprenticeship? Let's go further with that situation.
 * a. When are you going to use articulation method in your process of instruction?

 * b. Which way/strategy of articulation will you use?

 * c. What will you ask your students to do specifically?

 * d. What if students cannot answer some of your questions? What would do you do? Please provide one or two examples.

Click to see Exemplar answers to Question 1.a

References of This Lesson
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. Retrieved from http://links.jstor.org/sici?sici=0013-189X%28198901%2F02%2918%3A1%3C32%3ASCATCO%3E2.0.CO%3B2-2 Collins, A., Brown, J. S., & Newman, S. E. (1987). Cognitive apprenticeship: Teaching the craft of reading, writing, and mathematics. In L.B. Resnick (Ed.), Cognition and Instruction: Issues and Agendas. Hillsdale, NJ: Lawrence Erlbaum Associates. Retrieved from http://eric.ed.gov/ERICWebPortal/recordDetail?accno=ED284181 Collins, A., & Brown, J. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 1-18. Retrieved from http://elc.fhda.edu/transform/resources/collins_brown_holum_1991.pdf Collins, A., & Stevens, A.L. (1982). Goals and strategies of inquiry teachers. In R. Glaser (Ed.), Advances in Instructional Psychology (Vol. 2). Hillsdale, NJ: Erlbaum. Collins, A., & Stevens, A.L. (1983). A cognitive theory of interactive teaching. In C.M. Reigeluth (Ed.), Instructional Design Theories and Models: An Overview. Hillsdale, NJ: Erlbaum. Scardamalia, M., Bereiter, C., & Steinbach, R. (1984). Teachability of reflective process in written composition. Cognitive Science, 8, 173-190.

title: Application of Articulation Strategies


text:
Dominant group/Business

A business (also known as enterprise or firm) is an organization engaged in the trade of goods, services, or both to consumers.

Notations
Notation: let the symbol B2B stand for business to business.

Business
Def. a "specific commercial enterprise or establishment" is called a business.

Dominant group
Examples from primary sources are to be used to prove or disprove each hypothesis. These can be collected per subject or in general.

 * 1) Accident hypothesis: dominant group is an accident of whatever processes are operating.
 * 2) Artifact hypothesis: dominant group may be an artifact of human endeavor or may have preceded humanity.
 * 3) Association hypothesis: dominant group is associated in some way with the original research.
 * 4) Bad group hypothesis: dominant group is the group that engages in discrimination, abuse, punishment, and additional criminal activity against other groups. It often has an unfair advantage and uses it to express monopolistic practices.
 * 5) Control group hypothesis: there is a control group that can be used to study dominant group.
 * 6) Entity hypothesis: dominant group is an entity within each field where a primary author of original research uses the term.
 * 7) Evolution hypothesis: dominant group is a product of evolutionary processes, such groups are the evolutionary process, produce evolutionary processes, or are independent of evolutionary processes.
 * 8) Identifier hypothesis: dominant group is an identifier used by primary source authors of original research to identify an observation in the process of analysis.
 * 9) Importance hypothesis: dominant group signifies original research results that usually need to be explained by theory and interpretation of experiments.
 * 10) Indicator hypothesis: dominant group may be an indicator of something as yet not understood by the primary author of original research.
 * 11) Influence hypothesis: dominant group is included in a primary source article containing original research to indicate influence or an influential phenomenon.
 * 12) Interest hypothesis: dominant group is a theoretical entity used by scholarly authors of primary sources for phenomena of interest.
 * 13) Metadefinition hypothesis: all uses of dominant group by all primary source authors of original research are included in the metadefinition for dominant group.
 * 14) Null hypothesis: there is no significant or special meaning of dominant group in any sentence or figure caption in any refereed journal article.
 * 15) Object hypothesis: dominant group is an object within each field where a primary author of original research uses the term.
 * 16) Obvious hypothesis: the only meaning of dominant group is the one found in Mosby's Medical Dictionary.
 * 17) Original research hypothesis: dominant group is included in a primary source article by the author to indicate that the article contains original research.
 * 18) Primordial hypothesis: dominant group is a primordial concept inherent to humans such that every language or other form of communication no matter how old or whether extinct, on the verge of extinction, or not, has at least a synonym for dominant group.
 * 19) Purpose hypothesis: dominant group is written into articles by authors for a purpose.
 * 20) Regional hypothesis: dominant group, when it occurs, is only a manifestation of the limitations within a region. Variation of those limitations may result in the loss of a dominant group with the eventual appearance of a new one or none at all.
 * 21) Source hypothesis: dominant group is a source within each field where a primary author of original research uses the term.
 * 22) Term hypothesis: dominant group is a significant term that may require a 'rigorous definition' or application and verification of an empirical definition.

Business to business
"It is interesting that our clustering of India B2B sales force ads reveals the BE group as the dominant group."

Entrepreneurship
"Theories of residential segregation and succession point to forces reducing interethnic competition for business vacancies, although we recognize that segregation itself reflects a dominant group's success in insulating itself from a minority group."

Finance
"[T]he dominant group of financial institutions in the USA are bank trust departments who manage almost two thirds of the total institutional stock ownership, about $290 billion in 1978 (Farrar & Girton, 1981; Herman, 1975)."

Consumers
"For the dominant group among baby boomers - women in educated two-income families - it was not money that determined where to shop. Time was the primary factor, and this generation's women could not afford to spend their time shopping in department stores."

"Kabyle women are attracted by new fashion codes that imitate, re-interpret, or contest dominant group aesthetics, and recent exogamic marriages offer them a greater opportunity to attend Arab marriages."

Producers
"But once this dominant group has been deposed, other producers take their place and can assert their hegemony, drawing authority away from consumers by a process of de-commodification."

Markets
"Markets where the Islamic population is the dominant group."

"These concerns regarding the level of concentration are heightened by fears that the size of the dominant group could reduce further."

Trade
"From 1650, the slave trade flourished in the city of Cadiz as a consequence of its increasing involvement in American colonial trade. The city received North African Muslims, subjects of the Ottoman Empire and especially black Africans, who started to be the dominant group in the 1670s."

Labor
"Firms are classified into four groups depending on whether the dominant group in the firm is blue-collar low-skilled (production), blue-collar high-skilled (technical), white-collar low-skilled (clerical) or white-collar high-skilled (professional/managerial)."

"The dominant group of Hindu nationalists come from the three upper castes ( Brahmins, Kshatriyas, and Vaishyas ) that constitute only 10 per cent of the total Indian population. But, they claim perhaps 80 % of the jobs in the new economy, in sectors such as software, biotechnology, and hotel management."

Management
“This approach begs the empirical question of whether or not such a single dominant group actually exists in a given situation.”

"Unwilling or unable to take on the dominant business culture and also not assimilated into the dominant group, this individual, if she is a manager, is likely to be dissatisfied with the organization and probably will not remain with or succeed in it."

"[A]n alternative view suggests that men, as the typically dominant group in most business organizations, wish to maintain that dominance by intentionally excluding women from informal interactions."

"[T]hose in power, who tend to be members of a dominant group, perpetuate their group's dominance by conferring senior positions on those with the same group membership (for example, Thomas, 1989; Cox and Nkomo, 1991; Friedman and Carter, 1993; Ibarra, 1993; Feagin and Sikes, 1994)."

Hypotheses

 * 1) Each dominant group in business is only and always interested in monopolistic practices.

title: Dominant group/Business


text:
User:Egm6322.s12.team2.Xia/RP14.2

= R 14.2 - The relation of coefficient $$ h_n$$ of the polynomial $$ p_n$$=

Given
Using the following fomula

$$\displaystyle C_{n}=\frac{A_{n}}{A_{n-1}}\frac{h_{n}}{h_{n-1}}$$ (14.2.1) Where $$\displaystyle {\color{red}C_{n}} $$ is the coefficent of the following orthogonal polynomials $$\displaystyle {P_{n}(x)}$$  relations:

$$\displaystyle p_{n+1}(x)=(A_{n}x+B_{n})p_{n}(x)-{\color{red}C_{n}}p_{n-1}(x)$$

Find
Prove that

$$\displaystyle h_{n}=h_{0}\frac{A_{0}}{A_{n}}C_{1}C_{2}\ldots C_{n}$$ (14.2.2) where $$ h_n$$ represents the square of the magnitude of the polynomial $$ p_n$$.

Solution
From the 14.2.1, we have

$$\displaystyle \begin{array}{l} C_{1}=\frac{A_{1}}{A_{0}}\frac{h_{1}}{h_{0}}\\ \\ C_{2}=\frac{A_{2}}{A_{1}}\frac{h_{2}}{h_{1}}\\ \\ C_{3}=\frac{A_{3}}{A_{2}}\frac{h_{3}}{h_{2}}\\ \vdots\\ C_{n-1}=\frac{A_{n-1}}{A_{n-2}}\frac{h_{n-1}}{h_{n-2}}\\ \\ C_{n}=\frac{A_{n}}{A_{n-1}}\frac{h_{n}}{h_{n-1}} \end{array} $$ (14.2.3) then multiply left hand side by left hand side and right hand side by right hand side.

$$\displaystyle C_{1}\cdot C_{2}\cdot C_{3}\cdot\ldots C_{n-1}\cdot C_{n}=\frac{\bcancel{A_{1}}}{A_{0}}\frac{\bcancel{h_{1}}}{h_{0}}\cdot\frac{\cancel{A_{2}}}{\bcancel{A_{1}}}\frac{\cancel{h_{2}}}{\bcancel{h_{1}}}\cdot\frac{\bcancel{A_{3}}}{\cancel{A_{2}}}\frac{\bcancel{h_{3}}}{\cancel{h_{2}}}\cdot\cdots\cdot\frac{\bcancel{A_{n-1}}}{\cancel{A_{n-2}}}\frac{\bcancel{h_{n-1}}}{\cancel{h_{n-2}}}\cdot\frac{A_{n}}{\bcancel{A_{n-1}}}\frac{h_{n}}{\bcancel{h_{n-1}}}$$ (14.2.4) thus

$$\displaystyle C_{1}\cdot C_{2}\cdot C_{3}\cdot\ldots C_{n-1}\cdot C_{n}=\frac{1}{A_{0}h_{0}}\frac{A_{n}h_{n}}{1} $$ (14.2.5) and the equation 14.2.2 exists.

title: User:Egm6322.s12.team2.Xia/RP14.2


text:
User:Kdelvill4474/enes100/My Work 3

[|Link To Rubberband Project]

Write problem/project Goal
My project is to build a rubberband gun out of wood.

My First Task
What I am going to do is decide which type I want to choose from since the designs are endless. As well as start to buy my wood and make my measurements.

Summary of actual work over first weekend
What I did over the weekend was actually very much like I said I would do.

Week1 Narrative
Over the past weekend each one of my team members decided that we should each build our own rubberband guns. The type that I decided that I wanted to build was a 10 rounds Rubber Band Hand Gun, P201 Ai-Oh (1/2). The tutorial on how to make it is here Tutorial.

Materials:
 * A 48x3.5 inch piece of wood
 * A ruler
 * Pencil
 * A wood saw(or anything else that will help you cut wood)

So what I ended up doing was heading over to the Home Depot over the past weekend to get the perfect wood size that I would need. I ended up getting a long piece of wood that was 48x3.5 inches. Like the picture below illustrates.

Then from the tutorial I started to make my measurements. The first thing I needed to measure out was the Barrel. I measured out 345mm (or 34.5cm) and 15mm(1.5cm) in width. Next I measured out the 10 holding spaces for the rubberband that were each 10mm(1cm) apart with a depth of 5mm. This was kind of difficult because I had to mark 200mm from the end and then work back words 10mm each space. This is what it looked like when I was done measuring it out. Once you've done this you are done with the barrel.

Next would be measuring out the sliding bolt. The sliding bolt is 200mm by 15mm in width. That was the first step is just marking off the space you would need. Now just like the first one where I had to measure out the 10 holding spaces I will have to do something very similar but for 10 notches spaced out 10mm from each other with a depth of 4-5mm. However for this one you measure out 107mm from the end back to the front and start off right there your 10mm marks. Unlike the barrel where you measured back and started from the end. A picture of how this will look like is below.

After this it's just measuring out your block of pieces 1-6. Each of these pieces of wood are 15mm by width but vary by length. P1 and P2 are 60mm, P3 and P4 are 40mm, and P5 and 6 are 20mm.

The last two parts are very similar to the last procedure. We are just building parts P7-12 and the trigger tool. For P7-9 they are all in a width of 9mm but length varies. P7 is 55mm, P8 is 15mm, and P9 is 185mm. For P10-12 they have a width of 9. P11 has length of 25 while P10 and 12 have a common length of 30mm. Lastly the trigger bar has a dimension of 177x9 inches. The picture below illustrates this.

Sadly I didn't have anything to cut this with so now that I have all my essential parts measured out and ready to go I will go in the engineering room tomorrow in order to complete that task. Overall I have everything I need for this project. The pictures all combined with the parts at the end will look like the picture above.

My Second Task
My second task will be to cut out all my pieces and start assembling them together.

Summary of actual work over second weekend
What I did wasn't very different than what I planned.

Week2 Narrative
What I did was cut all of my pieces that I need for example my trigger bar, my barrel, the sliding bolt, and P1-12. What I used to cut this was a jewelers saw which was very thin and precise for my cutting. I also used a table saw to cut the main big pieces and the jewelers to cut the individual small pieces.

First I started off with the table saw to cut the barrel, the sliding bolt, and the three pieces p1-6, then p7-p9, and finally the bar with the trigger tool and p10-12.

After this all I had to do was use the jewelers saw since the table saw was too thick to cut such thin and precises pieces. First I cut up the individual pieces of p1-p12 and the trigger bar. However it didn't come out as smooth as I wanted it. What I need to do is just sand it down a little bit to make the surface smooth and precise.

The next two parts were the most difficult just because cutting out the 1inch holding spaces was so complicated. For the barrel I accidentally over cut it so I had to remeasure it and cut it out again. This time I didn't cut out the holding spaces just because I want to find something in class that will be more precise for me to cut it out.

I also went to home depot and got wood plates that were 5mm thick.

My Third task
During the third week I will put all the pieces together doing all the gluing, drilling, and assembling.

Summary of actual work over third weekend
What I did over the past week isn't very different from what I said. I started to put all the parts together.

Week3 Narrative
Over the past weekend I headed over to the home depot to purchase a few items that I needed to complete my cut outs. The first thing I got was a 2 foot 5mm thick wood plate, and a 2 foot 9mm wood plate, and wood glue since I knew I would need it for later.

The first thing I did was the left frame cut out. This was a bit difficult since the cut out of it was kind of complicated. First I measured out 322mm in length and 58mm in width, and traced this out. Then what I decided to do was measure out the top first and then work on the bottom. For the top left I measured 22mm and marked it, from that point I measured out 25mm downward and marked it. From this I measured 150mm across and then 17mm going up. Finally the rest was just 150mm across from that point. Now to work on the bottom half of the wood plate all I did was measure out 190mm across and then 28mm going up and marked that point. Then I measured 86mm across from that point and 10mm down. From this trace I took my piece outside to cut it out. I used wood clamps to hold it in place while I used a wood cutter to cut the plate precise. After I was done cutting I used a sanding sponge to get rid of the ridged edges and make it smooth. Now since I needed both a left and right what I did was just tracing the one I already cut out and cutting it and sanding it down so that they can be exactly equal and I wouldn't run into any problems later.

Then the next piece I did was the left and right grips. For this I just measured out 35mm on the top and 100mm on the left side. Then the length of the bottom piece was 45mm so it is a angled piece. Then I connected the end of 35mm and 45mm and I got my piece. I then took this to the wood cutter and cut it out and sanded it down as well. I used this piece to trace out my right grip and did the exact same thing.

Last but not least I made my ratchet piece which was very difficult with all the measurements and angles, a picture of how it came out is down below.

Now that I had all my pieces cut and sanded out all I had left was just start the building process. The first step was taking my P1 and drilling a hole of 2-3mm on the point where it measured out 23x5 from the right and marking that piece as the picture shows. Then on that mark I drilled a small hole and did the same for P2.

Next I took my P5 and P6 and glued them together with the wood glue that I purchased from home depot. Next I took the end of P5 and glued it to the trigger bar. I also glued P1 and P8 together and glued the end of P1 to the right end of the trigger bar 10mm away. Next I glued P2 on the opposite side of the trigger bar parallel to P1. This is what I did for this past week and overall I don't have much more to go.

My Fourth task
For my last and final week since there isn't much to do but just do gluing and more drilling I will finish the gun.

Summary of actual work over fourth weekend
What I did over the weekend is very similar to what I said I would do I did all the drilling, cutting and assembling of other parts.

Week4 Narrative
From the point that I left off last week what I continued to do this week was just more assembling. The first thing I did was insert my ratchet box in between pieces P1 and P2 and drilled a whole in them to connect it. Then I started to work with the barrel and the frame L. I took the barrel and layed in on top of the frame and measured 43mm and then drilled a hole there to later connect my pieces. After I drilled my holes I took a small 2-3mm screw and screwed it in. I then proceeded to my P7 and P9 and glued them on the frame L. Then like in the picture below shows I took my p3 and p4 and glued them at the end of frame L and the trigger bar 12mm away from it. Next was gluing in my grip l to the frame. This grip went on the back side of my gun and had p12 glued to the bottom of it so it could later glue grip R to it. Now inserting the sliding bar was the difficult part. The sliding bolt went in between my barrel and the frame. It had to be adjusted so that the ratchet went in between the first notch and it was 2mm away. Once I finally got this I glued it down so it could stay in place. However my sliding bolt wasn't exactly where it had to be which is where my problem came in. There wasn't the exact space that I needed for the ratchet to be 2mm away from the first notch and this potentially threw off my whole project. However I did get to build the whole gun but because of this essential piece it wouldn't release the rubberbands correctly.

Complete Team Page
[|Link To Rubberband Project]

title: User:Kdelvill4474/enes100/My Work 3


text:
Explanation of Articulation Method

As described previously, articulation involves any method of getting students to articulate their knowledge, reasoning, or problem-solving processes. It helps students both to focus their observations of expert problem solving and to gain conscious access to (and control of) their own problem-solving strategies.

Then, how would you use the articulation method in actual instructions? You might say, "ask them to explain", or "I propose questions for them to answer." -- Are you doing well or not? Information below may give you more inspiration.

Three Ways of Articulation
Conceptual Map of Articulation Method

Inquiry Teaching & Learning
Questioning students to lead them to articulate and refine their understanding of concepts and procedures in different domains.

For example, an inquiry teacher in reading might systematically question students about why one summary of the text is good but another is poor, to get the students to formulate an explicit model of a good summary.

This way includes three categories of strategies:
 * 1. Getting students to identify hypotheses (cases, factors, rules, predictions, etc.).
 * For example, getting students to formulate general rules on the factors affecting average temperature.
 * There are three forms of identification strategies:
 * a. Questioning (ask for)
 * The teacher asks the student to think about sufficient/necessary/relevant factors, prior/intermediate/subsequent steps, similarities, differences, etc. This strategy is most commonly used among the three.
 * b. Suggesting (suggest)
 * The teacher does not try to elicit the information from the student, but instead proposes a factor, rule, prediction, etc. for the student to consider, without telling the student whether the proposed information is correct or not. It is used when the teacher wants students to think hypothetically.
 * c. Commenting (point out)
 * The teacher simply tells the student what the correct information is. It is used when the teacher does not think the student can generate the information.
 * 2. Entrapping students into revealing their misconceptions about a domain.
 * The teacher can entrap students based on:
 * a. insufficient factors
 * b. unnecessary factors
 * c. irrelevant factors
 * d. incorrect values of factors

 * Example: In a geography class, a student thinks they grow rice in Louisiana because it rains a lot. The teacher questions him:
 * Can you grow rice anywhere there is a lot of rain? (insufficient factors)
 * Do you always need a lot of rain to grow rice? (unnecessary factors)

 * 3. Getting students evaluate hypotheses.
 * The evaluation category shares the same forms of strategies as the identification category:
 * a. Questioning
 * b. Suggesting
 * c. Commenting
 * However, instead of "asking for" what are sufficient/necessary/relevant factors, prior/intermediate/subsequent steps, similarities, or differences, the teacher asks students if factors are sufficient or insufficient, if a rule is correct or not, etc.

Assisted Monologue
Encouraging students to articulate their thoughts as they carry out their problem solving.

An exemplar framework is:
 * 1. Procedural facilitation
 * Before doing the task, the teacher lead students to think aloud by answering questions like "An important point I haven't considered is..." and "Someone might think I'm exaggerating because...". The teacher scaffolds during this process.
 * 2. Modeling thought
 * Modeling is used during the task process, both with the teacher as model and with students modeling for each other, with and without cues, and with follow-up discussions of the thinking strategies exhibited.
 * 3. Direct strategy instruction
 * The teacher directly teaches important cognitive strategies to students, and get students to revise their work.

Criticizing & Monitoring
Having students assume the critic or monitor role in cooperative activities, and thereby lead students to formulate and articulate their ideas to other students.

 * An example is from the reciprocal teaching of reading. In reciprocal teaching, students not only produce good questions and summaries, but they also learn to evaluate the summaries or questions of others. By becoming critics as well as producers, students are forced to articulate their knowledge about what makes a good question, prediction, or summary.

NOTE: There is no best strategy among the strategies introduced above. Each of them promotes the effectiveness of instruction. They can be used individually or synthetically, according to specific contexts.

Click Application of Articulation below to continue:

title: Explanation of Articulation Method


text:
User talk:Ready (old)

Request for Usurpation
Hello,. A request has been made at Changing username to usurp, or "take over", your username because you have not used it to edit, and another user would like to use it to edit.

If you have an email set in your preferences, you should be getting an email from a bureaucrat or clerk explaining how to consent or object to this process.

If you do not object to being renamed to a new username in order for another user to utilize the name you currently have, please log in and post a reply here saying so (you may also tell us what username you would like to be renamed to, or we will provide you with a generic one).

If you do nothing : the request will be considered after 14 days.

If you object to being renamed : please log in and make an edit. You may make an edit here saying "No", you may make an edit to blank this page, or any other edit you like; making any edit at all prevents your username from being usurped, because users with edits cannot have their usernames usurped.

Please note that even if your current username is usurped, you can still edit and your data will not be lost; your preferences, watchlist, and other user settings will be transferred to a new username.

Thank you for your time. --  Ready12 (talk) 19:08, 16 April 2012 (UTC)

title: User talk:Ready (old)


text:
Dominant group/Semantics

Semantics is a branch of linguistics and logic concerned with meaning. Semantics is an area of study within the school of linguistics, a part of the Social Sciences.

The meaning, use and association of dominant group with semantics is of interest.

Semantics
Def.
 * 1. "the study of meanings:"
 * 1.a: "the historical and psychological study and the classification of changes in the signification of words or forms viewed as factors in linguistic development",
 * 1.b: "a branch of semiotic dealing with the relations between signs and what they refer to and including theories of denotation, extension, naming, and truth"
 * 2.a: "the meaning or relationship of meanings of a sign or set of signs; [especially]: connotative meaning"
 * 2.b: "the exploitation of connotation and ambiguity (as in propaganda)"

is called semantics.

Dominant group

 * 1) Accident hypothesis: dominant group is an accident of whatever processes are operating.
 * 2) Artifact hypothesis: dominant group may be an artifact of human endeavor or may have preceded humanity.
 * 3) Association hypothesis: dominant group is associated in some way with the original research.
 * 4) Bad group hypothesis: dominant group is the group that engages in discrimination, abuse, punishment, and additional criminal activity against other groups. It often has an unfair advantage and uses it to express monopolistic practices.
 * 5) Control group hypothesis: there is a control group that can be used to study dominant group.
 * 6) Entity hypothesis: dominant group is an entity within each field where a primary author of original research uses the term.
 * 7) Evolution hypothesis: dominant group is a product of evolutionary processes, such groups are the evolutionary process, produce evolutionary processes, or are independent of evolutionary processes.
 * 8) Identifier hypothesis: dominant group is an identifier used by primary source authors of original research to identify an observation in the process of analysis.
 * 9) Importance hypothesis: dominant group signifies original research results that usually need to be explained by theory and interpretation of experiments.
 * 10) Indicator hypothesis: dominant group may be an indicator of something as yet not understood by the primary author of original research.
 * 11) Influence hypothesis: dominant group is included in a primary source article containing original research to indicate influence or an influential phenomenon.
 * 12) Interest hypothesis: dominant group is a theoretical entity used by scholarly authors of primary sources for phenomena of interest.
 * 13) Metadefinition hypothesis: all uses of dominant group by all primary source authors of original research are included in the metadefinition for dominant group.
 * 14) Null hypothesis: there is no significant or special meaning of dominant group in any sentence or figure caption in any refereed journal article.
 * 15) Object hypothesis: dominant group is an object within each field where a primary author of original research uses the term.
 * 16) Obvious hypothesis: the only meaning of dominant group is the one found in Mosby's Medical Dictionary.
 * 17) Original research hypothesis: dominant group is included in a primary source article by the author to indicate that the article contains original research.
 * 18) Primordial hypothesis: dominant group is a primordial concept inherent to humans such that every language or other form of communication no matter how old or whether extinct, on the verge of extinction, or not, has at least a synonym for dominant group.
 * 19) Purpose hypothesis: dominant group is written into articles by authors for a purpose.
 * 20) Regional hypothesis: dominant group, when it occurs, is only a manifestation of the limitations within a region. Variation of those limitations may result in the loss of a dominant group with the eventual appearance of a new one or none at all.
 * 21) Source hypothesis: dominant group is a source within each field where a primary author of original research uses the term.
 * 22) Term hypothesis: dominant group is a significant term that may require a 'rigorous definition' or application and verification of an empirical definition.

Examples from primary sources are to be used to prove or disprove each hypothesis. These can be collected per subject or in general.

Linguistics
Def. "[t]he scientific study of language" is called linguistics.

Logic
Def. "[a] method of human thought that involves thinking in a linear, step-by-step manner about how a problem can be solved" is called logic.

Meanings
Def. "the thing one intends to convey [especially] by language" is called meaning.

Bilingualism
"Although this slowing could be due to late exposure to English in the Spanish-dominant group, late exposure cannot explain the slowing in Spanish in the English-dominant group. Overall, we found that vocabulary proficiency and age of exposure are both important in determining the timing of semantic integration effects during written sentence processing—with vocabulary proficiency predicting the timing of semantic analysis in L1 and both age of exposure and language proficiency, although highly correlated, making additional small but uncorrelated contributions to the speed of semantic analysis/integration in L2."

"However, the English dominant group named better in English than in Spanish, and the Spanish dominant group named better in Spanish than in English. On the semantic rating task, there was a significant difference in ratings between the balanced bilingual group and both other groups, with the balanced bilingual group rating word pairs as more alike in both English and Spanish as compared to the English and Spanish dominant groups."

Cognitivism
"Cognitive semantics is part of the cognitive linguistics movement. The main tenets of cognitive semantics are, first, that grammar is conceptualisation; second, that conceptual structure is embodied and motivated by usage; and third, that the ability to use language draws upon general cognitive resources and not a special language module. " from the Wikipedia entry on cognitive semantics.

"However, that is exactly why this strategy is likely to meet with approval by the dominant group."

Discourse
"That is, 'dominant ideologies', in the exclusive sense of ideologies of a 'dominant' group, or ideologies imposed by a dominant group, are special cases of ideology, and not characteristic of all ideologies (see the discussion in Abercrombie et al., 1980, 1990)."

Definitions
"On the other hand, it served to maintain the Moluccans' challenge of and resistance to the dominant group's definitions."

Races
"Anticipating this prejudice and wishing to please the dominant group, they vocally simulate the point of view of the American."

Hypotheses

 * 1) The meaning of dominant group applicable to all uses is a subgroup having one or more characteristics that are dominant within a specific region.

title: Dominant group/Semantics


text:
Wikiversity:Request custodian action/Archive/15

Sockpuppets of Kalki
Cirt posted this on my talk page:

"Hi Jtneil, saw you on the bureaucrats list, thought I'd come to you for advice. There's a cross-wiki sockmaster, Kalki, who's been indef blocked at en.wikipedia and en.wikinews for socking. I've noticed he's setup a sockfarm here, too: Category:Sockpuppets of Kalki. I've tagged them as such, based on Checkuser information from multiple other wikis. These tagged socks are all ✅ from other wiki investigations. Can they be blocked here, as well? Thank you for your time, -- Cirt (talk) 06:37, 1 February 2012 (UTC)"

 * I checked the contributions of these accounts and there a few trivial edits in 2009 on a couple of the account pages, but no other action. What do others think - should en.wv leave these accounts unblocked since there is no local evidence of problematic behaviour or go ahead and block them on the basis on problems on other wikis? Sincerely, James -- Jtneill - Talk - c 20:13, 4 February 2012 (UTC)
 * Let's leave them unblocked. I am more comfortable with that right now. --HappyCamper 20:43, 4 February 2012 (UTC)

 * Leave these accounts unblocked since there is no local evidence of problematic behaviour. We have others here with more than one account. Marshallsumter 21:37, 4 February 2012 (UTC)

This apparently has something to do with a disagreement on wikiquote. Probably better to just stay out of it IMO. --SB_Johnny talk 22:32, 4 February 2012 (UTC)
 * More information on the sock farm of 200 plus socks
 * Kalki maintains a sockfarm crosswiki projects of over 200 plus socks.
 * More info compiled by FloNight at her subpage investigation here, and the 200 plus sock farm can also be seen here.
 * The question is, if this sock farm should be allowed to lay dormant as sleeper socks, on this project? -- Cirt (talk) 04:38, 5 February 2012 (UTC)
 * I see no problem in it. If you like, you could make certain comments on the talk pages (also) so future readers may see your comments/warnings here, Erkan Yilmaz uses the Chat + Identi.ca 21:37, 5 February 2012 (UTC)
 * Okay sounds good. Thanks very much, I appreciate the community's input on this matter. :) Cheers, -- Cirt (talk) 03:43, 6 February 2012 (UTC)

Deletion + block request
I hesitated to do the deletion/block myself, so that's why I'm requesting it here. Please delete User talk:Sohbet (cross-wiki spam) and block the account as it's a non-sul account. Thanks in advance! And ehm, am I allowed to do these kind of actions myself in the future or not? Trijnstel 21:32, 9 February 2012 (UTC)
 * I deleted the page (foreign language - note that I have assumed it was spam but didn't translate to check) and replaced it with a welcome. I am hesitant to block since its a first offense locally. I think that Stewards are allowed to act locally but for non-urgent matters the community would generally prefer posting to discuss such as you have done here. Thanks for your help. Sincerely, James -- Jtneill - Talk - c 23:26, 9 February 2012 (UTC)
 * Sure. I can understand that. :-) Trijnstel 22:54, 10 February 2012 (UTC)

Motivation and emotion/Book/Shopaholic deletion request
Please delete my http://en.wikiversity.org/wiki/Motivation_and_emotion/Book/Shopaholic Jtneill is the professor who made the assignment, the person opposing Miz.mira (me) the author's request for a good-faith deletion of the submission, and finally the custodian who blocked me the author from trying to delete my submission of said compulsory assignment. Please see Chapter for more comments. Miz.mira (talk) 21:24, 15 April 2012 (UTC)
 * Given that you're apparently pursuing legal action, I suspect that the custodians (who are unpaid volunteers) might be hesitant to get involved at this point. Personally I can see the validity of both sides here, but I'm not anxious to take any action that would result in me being somehow involved in a legal proceeding on the other side of the globe. I suggest you bring this up with the WMF directly, rather than the OTRS (which is also staffed by unpaid volunteers). --SB_Johnny talk 00:22, 16 April 2012 (UTC)

Topic:Meher Baba Move Request
Dear Custodian of Wikiversity.

I do not know how to move a page to where there is a redirect. In the past it has been reverted I think automatically.

The page Topic:Meher Baba seems should simply be Meher Baba, but right now Meher Baba redirects.

The reason it is an issue is that on the Wikipedia page for Meher Baba, the Wikiversity link automatically goes to Meher Baba here, and then gets an unnecessary redirect to Topic:Meher Baba. I have noticed that other articles on people do not do this anymore, such as Albert Einstein which is simpler.

At Wikipedia the html for the link simply says.

Thank you.

Dazedbythebell (talk) 17:30, 11 June 2012 (UTC)

 * A page move can usually be reverted when the redirect has no other history. Additional history was created awhile ago when you edited the redirect page and replaced the redirect with a copy of the topic page's content. The content existed at both locations as a result without proper attribution for the people who had contributed the material. Someone reverted the action, making it a redirect with other history, and requested deletion of the redirect. I have deleted the redirect and moved the page from the topic namespace to the main namespace as there didn't appear to be a specific objection to the move itself, but rather about the way the page was moved. -- dark lama  20:16, 11 June 2012 (UTC)

 * Thank you Darklama. Dazedbythebell (talk) 20:57, 14 June 2012 (UTC)

Account Creation
I am attempting to create an account, I get the message "Cannot create account: the requested username is already taken in the unified login system"

If I try to reset the password, I get a message stating "The username Klhaymon is not registered on this wiki, but it does exist in the unified login system."

What is the "unified login system"?

 * This is a way to ensure that you can use the same acount name across all WMF wikis and nobody else can use that name. Here is the record for your name: .  It seems that you have an account on Wikipedia with one edit and nothing else.  You should just be able to log in here with the same password and the account will be created automatically.  If you have forgotten your password on WP but you have registered an e-mail address, you can reset it there and then use the new password here.--Collingwood (talk) 12:09, 6 July 2012 (UTC)

attempting to obtain a confirmation code
I have just begun a report on an old acquintance and friend, Bernard Jensen. I am at least attempting to join you in presenting this and other subjects on occasion.
 * You do not need a confirmation code; just create an account.--Collingwood (talk) 12:46, 12 September 2012 (UTC)

Request Permission to Upload Picture of Myself
Request Permission to Upload Picture of Myself. This is a project that I am working on for a college course that I am taking at Central Piedmont Community College in Charlotte, NC.

Thanks.
 * You do not need permission from a custodian. However, you do need to check the copyright position; the copyright probably belongs to the photographer, not to you.  When you upload, say who owns the copyright and put in  .  Be aware that anyone can then re-use your photo without payment, and even alter it, provided they give the name of the copyright holder.--Collingwood (talk) 12:16, 28 September 2012 (UTC)

Pages protect
Request protection of the pages Template:Sidebar Template:Div col Template:Div col end. Thank you in advance. Sidelight12 Talk 00:00, 4 October 2012 (UTC)

 * Thanks. Sidelight12 Talk 15:52, 5 October 2012 (UTC)
 * Done, but I have not enabled cascade protection.--Collingwood (talk) 21:44, 6 October 2012 (UTC)

important
Hello, I am writting an essay and I am interested in this topic: http://en.wikiversity.org/wiki/Symptomatic_Relief_for_PD/Tremor please, how can I make a citation, to reference in my work? the author and year and other details please. please reply to me as soon as possible : s_fatayat@hotmail.com

Thank you Regards, Asmaa Houssien

 * In the Toolbox section of the left hand navigation bar of each page there is a link labeled "Cite this page." For the page that you are interested in the citation details are at this link. --mikeu talk 13:33, 14 October 2012 (UTC)

98.255.32.20
I recently performed a CheckUser block on on en.wiki as the IP is being used by an individual as one of many to promote "America's next new singer (season 2)." Given that they have now moved to Wikiversity I ask that their contributions be deleted and the IP blocked. Thanks, Tiptoety  talk 01:08, 3 December 2012 (UTC)
 * ✅--Collingwood (talk) 12:50, 3 December 2012 (UTC)

It's happening again on America's next new singer 2, please block and delete. Techman224 (talk) 21:39, 24 December 2012 (UTC)
 * ✅--Collingwood (talk) 22:03, 24 December 2012 (UTC)

Wikiversity inquiries
Is there a way to automatically make the links direct in order of first wikiversity availability, second wikipedia, without having to do it manually. Once the wikiversity page is made, the link won't have to be changed. Letting w: or v: be an override. Or a way to make a template for this to be used per page.

Also, I think portals should be exclusive to wikiversity or its own wiki (unfeasible), since it is the learning resource. Having portals on many wikis seems like overdo. I'm not asking for action on this idea, since it is far fetched.

Thanks. Sidelight12 Talk 11:01, 5 December 2012 (UTC)

 * Interesting idea regarding automatically linking to wikipedia if no wikiversity page exists - that could be quite helpful. I imagine it wouldn't be too hard to do with a template, but not sure if it can be programmed automatically site-wide. Sincerely, James -- Jtneill - Talk - c 11:31, 5 December 2012 (UTC)

 * I posted it to Colloquium. This seems to belong there more than here. Per page is good enough. Sidelight12 Talk 11:47, 5 December 2012 (UTC)

math formula rendering problem, texvc
We recently encountered a strange problem related to math formula rendering on wikiversity. For example, the simple math formula below cannot be rendered (parsed by texvc):

$$a = b_1$$

Here is the code for the above equation: $$a = b_1$$

See more examples of similar math rendering problem in my talk page.

I wonder if there were any recent changes to the mediawiki software, and in particular texvc, on wikiversity.

There was no problem of math formula rendering in wikipedia; see my sandbox page in wikipedia.

In the Spring 2013 semester, which starts on Mon, 7 Jan 2013, I will have close to 100 students using wikiversity, and hope that this problem could be resolved long before the start of the semester.

Thanks, Egm6321.f12 (talk) 12:31, 13 December 2012 (UTC)
 * I doubt that the math extension has been altered lately; we're still running version 1.0.--Collingwood (talk) 12:49, 14 December 2012 (UTC)

 * for some reasons, the problem had been fixed ! i just tried out this morning, just by opening up the text area of my talk page to edit, but without editing anything, then just saved the same text area; et voila`, the math formulas were rendered as in my sandbox page in wikipedia. very strange.  thanks for checking anyway.  you also see that the above math formula in this section was also rendered correctly.  clearly, there was something wrong that had been fixed since you yourself could not render the above math formula when you edited this section to reply to my request.  Egm6321.f12 (talk) 13:23, 16 December 2012 (UTC)

Edit request
Protected template Please add Wikivoyage to Main Page/Wikimedia projects Thanks. —Justin ( koavf ) ❤T☮C☺M☯ 06:57, 20 January 2013 (UTC)

 * ✅.--Juan de Vojníkov (talk) 07:26, 21 January 2013 (UTC)

How to start a Wikiversity research project
What do I need to do to start a Wikiversity research project, including verifying suitability, etc.?

I want to create a home for research and investigative journalism on crony capitalism. I want to bring together data on campaign contributions, lobbying, and the actions of elected officials with data (if we can get it) on advertising budgets spent with the major media conglomerates with more open discussions of interpretation. I'm working with Lawrence Lessig and his Rootstrikers organization. From those and elsewhere I hope to energize an army of volunteers to document the corrosive influence of money in politics -- in sufficient detail in a sufficiently timely basis to allow people to actually do something. The Wikipedia article on contains a section on  that would serve as primary resources in this work.

Example: Andrew Feinstein's 2011 book, The Shadow World: Inside the Global Arms Trade, reports that an estimated "40 percent of all corruption in all world trade" is in the arms trade. There needs to be a place where reports on this can be tied to current governmental actions and elections. That space needs to be meticulously managed to respect honest differences of opinion while controlling sabotage.

Part of this needs to interface with Wikidata. However, that seems to be secondary (though important).

What should I do to get started? What rules do we need to live by to clearly distinguish data from conjectures, etc.? Thanks. DavidMCEddy (talk) 06:16, 21 January 2013 (UTC)

 * Well to start the Wikiversity research project you dont need nothing special. Just start it: My first wv research project. Add it to category Research would be nice. What also would be nice to follow here "normal" ethical lines, but you are welcome to present your point of view if it is not aggressive. If you want to know more, lets read a few pages starting with Research. Does this help to you?--Juan de Vojníkov (talk) 07:31, 21 January 2013 (UTC)

 * Yes, it helps, but it doesn't get me there yet. I've started Wikipedia pages before, but I don't know how to start a Wikiversity research project -- and My first wv research project is a broken link.  I've skimmed Research without finding instructions on how to do this;  if they're there, I've overlooked them and could use help to find them.  Thanks very much.  DavidMCEddy (talk) 08:36, 22 January 2013 (UTC)

 * Reading Research process may help give you some ideas on how to get started. You need to be more specific about what help you want for more specific assistance. -- dark lama  15:51, 22 January 2013 (UTC)

May I suggest that this discussion be moved to Colloquium. --Marshallsumter (talk) 15:09, 22 January 2013 (UTC)

How can I stop someone repeatedly changing a page?
Someone, with a different IP address each time, keeps changing a page in the same way. They add some innocuous minor changes as a camouflage and then put some advertising links at the bottom. The page in question is Portal:The_Science_Behind_Parkinson%27s/Things_you_can_do. Any suggestions about how to stop this? Thanks.

Droflet (discuss • contribs) 10:37, 18 April 2013 (UTC)
 * I've semi-protected the page for 1 month so that only logged in users can edit. -- Jtneill - Talk - c 10:42, 18 April 2013 (UTC)
 * Thanks very much. Is limiting edits to logged in users a policy to be recommended for all pages in a project?  Or is it regarded as 'overkill'?

 * Droflet (discuss • contribs) 10:47, 18 April 2013 (UTC)

 * There is a draft Course protection policy with some ideas. If any page or set of pages is overly targetted as a focus for disruption, then we can protect or semi-protect for any amount of time. Generally, such disruption is quite rare - have there been other related pages with unwelcome edits? Happy to help. -- Jtneill - Talk - c 04:41, 19 April 2013 (UTC)
 * Yes a handful of other pages have had minor things done to them. But this has been the most sustained and the 'minor' changes have always been the same as if some bot is doing it.  The latest one, after you protected it, was done by a registered user but this user had no User page. So let's see whether anymore attacks happen; I'll let you know if they do.

 * Droflet (discuss • contribs) 13:55, 19 April 2013 (UTC)

Domtheo is back! He/she has changed the same page again and inserted advertising which I have 'undone': Portal:The_Science_Behind_Parkinson%27s/Things_you_can_do. Can you block him again please? Thanks.

Droflet (discuss • contribs) 09:20, 14 June 2013 (UTC)

 * I've blocked Domtheo indefinitely because their edit history consists only of spam edits. -- dark lama  12:11, 14 June 2013 (UTC)

Custodian Request!
Draubb- I am Draubb, I have been here for more than one year and have supported this wiki. I would like to became custodian because I want to help Wikiversity from harmful pages that can harm Wikiversity. I am Draubb, Please request me! ---Draubb

quicker confirmation
dear custodian, I'm a bit late, but tomorrow I have a presentation on my work on wikiversity. Could you please confirm me so that I can upload pictures (mindmaps I made myself).

If not, I suppose I will be able to by the end of the week ?

best regards, --VBrees (discuss • contribs) 13:40, 21 May 2013 (UTC)
 * Dear VBrees, apologies for the late response. You can also upload pictures at Wikimedia Commons, the central media repository of the Wikimedia Foundation wikis. All media uploaded on that wiki can be used on this wiki just as easily. See the upload page on Wikimedia Commons for more information. Good luck, Mathonius (discuss • contribs) 19:42, 23 May 2013 (UTC)

Kedar Joshi
The works of Kedar Joshi was nominated for deletion in last January Requests_for_Deletion. I don't know what is happening there at this moment. Now, someone added a speedy tag at Kedar_Joshi_on_India, an anonymous editor is removing this tag and adding some irrelevant quotes. --Tito Dutta (Talk) 04:23, 25 May 2013 (UTC)

 * The page insults people from Asia and India. This page has no educational value. Joshi says "India is cancer" while he does not explain why. And also, Wikiversity is for facts and learning resources while the "Kedar Joshi" page has negative opinions of India. Any custodian please delete the following - Kedar Joshi on India. I am a native citizen of India, I was born in an Island sort of like India and is south - Sri Lanka. I mean, "Kedar Joshi lookes like a Native Indian(related to India). My "native friend" User:Tito Dutta is really annoyed by who anonymous user created the page. --Draubb (discuss • contribs) 17:57, 25 May 2013 (UTC)

 * Thank you Draubb. The main deletion request is this Requests_for_Deletion where we have attempted to provide our rationale in details. The article was deleted at Wikipedia Wikipedia:Wikipedia:Articles for deletion/Kedar Joshi. They have created it in other language Wikipedias too! --Tito Dutta (Talk) 18:10, 25 May 2013 (UTC)

✅: closed RfD and deleted the nominated pages. Mathonius (discuss • contribs) 21:48, 26 May 2013 (UTC)

Deletion policy
The discussion will have been open for three weeks tomorrow, and there are four !votes in support and none in opposition to adopting the proposed deletion policy. I therefore believe it would be good if an uninvolved custodian closed this discussion. --Claritas 19:09, 30 January 2012 (UTC)

 * Sorry for the delay, I had a look last week but wasn't sure if 5 votes (one opposing) is really sufficient. Maybe it should go on sitenotice for a couple weeks? It might also help if the poll could be restarted using a particular version, since it seems to have gone through some changes since the latest voting began. --SB_Johnny talk 14:53, 6 February 2012 (UTC)

 * Closing this request after 12+ months. There's been no recent activity. A poll about making the guidelines and proposal can be re-started if desired. -- Jtneill - Talk - c 01:31, 9 September 2013 (UTC)

Page move candidate
Please see Talk:Toy. It would appear that that resource should not be occupying Wikiversity's page entitled "Toy". -- Thekohser (discuss • contribs) 15:45, 14 February 2013 (UTC)
 * ✅ moved page to subpage of Arduino page. Converted "toy" into a disambiguation page. - Sidelight12 Talk 23:28, 8 September 2013 (UTC)

Candidates for Custodianship/Draubb
There is CU-confirmed sockpuppetry going on at this RFA above; I don't know what the local policy is regarding socking, but bringing this to the attention of admins if they want to block the users. --Rschen7754 05:51, 30 May 2013 (UTC)

 * I have blocked Drackalarimo, Yingshong, and Hommbo indefinitely for being sockpuppets/meatpuppets for Draubb. -- dark lama  11:05, 30 May 2013 (UTC)

Full protection of sock userpages
What appear to be IP socks are now messing around with the userpages. After Darklama protected User:Yingshong, they went on to User:Hommbo. Thus, I'm looking for indefinite protection of all three to stop this nonsense.--Jasper Deng (talk) 21:01, 18 June 2013 (UTC)
 * There's been no activity on these user pages for a few months, so no further action taken at this stage. -- Jtneill - Talk - c 01:29, 9 September 2013 (UTC)


text:
User talk:Deepak885

w:ml:User talk:deepak

title: User talk:Deepak885


text:
User:Reebee123

Hello! I am a street musician in San Francisco named Jim. I play the ukulele, eat at whole foods (yum!) and work odd jobs. I know a lot of folk wisdom from my grandpa Sam and smoke pipes. I am a libertarian and an agnostic. I believe that people should be free to believe whatever, whenever they want. I think that whether or not god exists is a unknowable fact that only leads to parodoxes. So get back on wikiversity and learn somthing!

title: User:Reebee123


text:
User talk:Reebee123

 Hello Reebee123, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 23:10, 16 April 2012 (UTC)

 Hello , you can call me Jacob Frank. I'd like to be your mascot and welcome you to Wikiversity. Even though I was a plain and untutored man back in 18th-century Europe, that still didn't stop me from contributing my ideas to the world. Neither should it stop you. As a religious leader who developed the doctrine of "purification through transgression," my advice to you is to be bold and to ignore all rules—yes, these are two of Wikiversity's official policies! Happy editing.

title: User talk:Reebee123


text:
User talk:Jsnyder6518/Enes100/My Work 3

Good job making the team page and starting on designing the archsStevecole888 (talk) 23:13, 16 April 2012 (UTC)

good job on starting the project lets finish this one strong.dgilliland (talk) 23:51, 16 April 2012 (UTC)

week 1 p3 grading 1sfoerster (talk) 19:49, 24 April 2012 (UTC)
 * 10/5/0 ... nothing to grade

lets get this project done good work on what you did so far.dgilliland (talk) 21:43, 24 April 2012 (UTC)

great job this weekStevecole888 (talk) 05:32, 26 April 2012 (UTC)

week 2 p3 grading 1sfoerster (talk)
 * 5/5/10 ... there needs to be a summary and some narrative, not just a picture. Need to comment on other people's pages.

good job this week.dgilliland (talk) 17:26, 7 May 2012 (UTC) week 3 p3 grading 1sfoerster (talk) 13:13, 8 May 2012 (UTC)
 * 10/10/15 ... I don't know what how balsa wood would be better than regular wood at clamping the spaghetti. You say the "balsa wood would flatten out." I can not visualize this. Are you thinking of foam or rubber ... something soft like that which grabs paper in a printer? I still don't any design details.

good job this week.dgilliland (talk) 18:56, 14 May 2012 (UTC)

week 4 p3 grading 1sfoerster (talk) 20:34, 15 May 2012 (UTC)
 * 0/0/0 .. nothing to grade

title: User talk:Jsnyder6518/Enes100/My Work 3


text:
User talk:Dgilliland/enes100/my work 3

Good job making the team page and starting on designing the archsStevecole888 (talk) 23:13, 16 April 2012 (UTC)

Good job on pushing the project forward.Jsnyder6518 (talk) 15:02, 18 April 2012 (UTC)

week 1 p3 grading 1sfoerster (talk) 19:50, 24 April 2012 (UTC)
 * 10/5/0 .. just a report .. no details or incentive for anyone to replicate what you have done

great job this weekStevecole888 (talk) 05:31, 26 April 2012 (UTC)

week 2 p3 grading 1sfoerster (talk)
 * 10/10/15 .. one picture that is repeated .. what were your thoughts on the hanger? That information would have been valuable.

week 3 p3 grading 1sfoerster (talk) 13:15, 8 May 2012 (UTC)
 * 10/10/30 ... would have been more with a picture of the holder, and diagram showing how it was going to be used ... belt sander is in the room

week 4 p3 grading 1sfoerster (talk) 20:35, 15 May 2012 (UTC)
 * 10/10/10 ... need the pictures, not just the words

title: User talk:Dgilliland/enes100/my work 3


text:
Instructional design/CPBL

{|

Designing Collaborative Project Based Learning
Welcome to the lesson of Designing Collaborative Project Based Learning! This lesson is prepared for K-12 teachers who want to learn about Collaborative Project Based Learning (CPBL) and how to design one for their own classroom.

Learning Objectives
Given certain academic standards, the learner will be able to: Let's get started! Go to the next page: Introduction to CPBL.
 * Define CPBL
 * State the benefits of a CPBL
 * State the design principles of a CPBL
 * Apply the design principles to a CPBL
 * }

title: Instructional design/CPBL


text:
Dominant group/Terminology

“[T]he main goal of terminology is not to represent concepts in order to manipulate them (as in artificial intelligence) but to define a common vocabulary we hope is consensual.” Bold added.

It should be possible to take an apparent term, especially a likely technical or scientific term, and locate its domain, etymology, lexicography, and pragmatics. This may be possible with dominant group.

Terminology
It should be possible to take an apparent term and locate its domain, etymology, lexicography, and pragmatics.

Dominant group

 * 1) Accident hypothesis: dominant group is an accident of whatever processes are operating.
 * 2) Artifact hypothesis: dominant group may be an artifact of human endeavor or may have preceded humanity.
 * 3) Association hypothesis: dominant group is associated in some way with the original research.
 * 4) Bad group hypothesis: dominant group is the group that engages in discrimination, abuse, punishment, and additional criminal activity against other groups. It often has an unfair advantage and uses it to express monopolistic practices.
 * 5) Control group hypothesis: there is a control group that can be used to study dominant group.
 * 6) Entity hypothesis: dominant group is an entity within each field where a primary author of original research uses the term.
 * 7) Evolution hypothesis: dominant group is a product of evolutionary processes, such groups are the evolutionary process, produce evolutionary processes, or are independent of evolutionary processes.
 * 8) Identifier hypothesis: dominant group is an identifier used by primary source authors of original research to identify an observation in the process of analysis.
 * 9) Importance hypothesis: dominant group signifies original research results that usually need to be explained by theory and interpretation of experiments.
 * 10) Indicator hypothesis: dominant group may be an indicator of something as yet not understood by the primary author of original research.
 * 11) Influence hypothesis: dominant group is included in a primary source article containing original research to indicate influence or an influential phenomenon.
 * 12) Interest hypothesis: dominant group is a theoretical entity used by scholarly authors of primary sources for phenomena of interest.
 * 13) Metadefinition hypothesis: all uses of dominant group by all primary source authors of original research are included in the metadefinition for dominant group.
 * 14) Null hypothesis: there is no significant or special meaning of dominant group in any sentence or figure caption in any refereed journal article.
 * 15) Object hypothesis: dominant group is an object within each field where a primary author of original research uses the term.
 * 16) Obvious hypothesis: the only meaning of dominant group is the one found in Mosby's Medical Dictionary.
 * 17) Original research hypothesis: dominant group is included in a primary source article by the author to indicate that the article contains original research.
 * 18) Primordial hypothesis: dominant group is a primordial concept inherent to humans such that every language or other form of communication no matter how old or whether extinct, on the verge of extinction, or not, has at least a synonym for dominant group.
 * 19) Purpose hypothesis: dominant group is written into articles by authors for a purpose.
 * 20) Regional hypothesis: dominant group, when it occurs, is only a manifestation of the limitations within a region. Variation of those limitations may result in the loss of a dominant group with the eventual appearance of a new one or none at all.
 * 21) Source hypothesis: dominant group is a source within each field where a primary author of original research uses the term.
 * 22) Term hypothesis: dominant group is a significant term that may require a 'rigorous definition' or application and verification of an empirical definition.

Examples from primary sources are to be used to prove or disprove each hypothesis. These can be collected per subject or in general.

Linguistics
“Linguistics is the scientific study of human language. Linguistics can be broadly broken into three categories or subfields of study: language form, language meaning, and language in context.”

Vocabulary
"What is reason for one man is rationalization for another. The variable is the accepted vocabulary of motives, the ultimates of discourse, of each man's dominant group about whose opinion he cares."

Theoretical terminology
Def. a doctrine of words or phrases, "especially one from a specialised area of knowledge". is called terminology.

Def. "words which are not found in a dictionary", are called out-of-vocabulary words.

“The discipline of terminology consists primarily of the following aspects:

 * analysing the concepts and concept structures used in a field or domain of activity
 * identifying the terms assigned to the concepts
 * in the case of bilingual or multilingual terminology, establishing correspondences between terms in the various languages
 * compiling the terminology, on paper or in databases
 * managing terminology databases
 * creating new terms, as required”.

Co-cultures
"The term co-culture is embraced over other terminology to signify the notion that no one culture in our society is inherently superior (but may be dominant) over other co-existing cultures. ... In its most general form, co-cultural communication refers to interactions among underrepresented and dominant group members."

Diversity
"Not only does confusion and ambiguity in terminology make it difficult for writers to build on previous work, but with this topic perhaps more so than others, they might also give rise to interpretations which can then be used to undermine the value or support of the work. ... A common element in the study is that members of outgroups tend to experience less favorable fit and outcomes than members of the dominant group."

Folk
"Folk terminology is revealing in this regard. ... Some of the same connotations are found in “Uncle Tom,” but this refers to one who acts as the dominant group wants him to act rather than as a member of the dominant group."

Marginality
"In conclusion the authors state: 'The greatest incidence of marginal personality characteristics occurs in those individuals who are inclined to identify with the dominant group, but encounter a relatively impermeable barrier' (Kerckoff and McCormick, 1955). It should be noted that Dickie-Clark, mentioned before as the proponent of the strictly sociological theory of marginality, pursues the same idea except that he uses a different terminology."

Medicine
"The power base of the dominant group is reinforced and the passivity of the recipients is maintained (Leap, 1992). The use of medical terminology by midwives and obstetricians can exclude women and their families from participating in any real way in decisions about their care, if terms are not explained and discussions conducted using common language which the lay person can understand (Hewison, 1995; Markus, 1997".

Races
"[T]he large numbers of miners arriving from the US during the Gold Rush of 1849 clashed with the Mexicans who had been living for generations in California, and the dominant group (the Forty Niners), prepared by their readings of the early "Yankee" accounts of the native 'people," quickly saw these former citizens of Mexico in terms of race."

"This continued with the colour-bound 1991 Census categories, the heavy emphasis on race being constructed by Isajiw (1993) as an attempt 'to enforce the external boundaries given by the dominant group … done in the name of combatting discrimination and prejudice'."

Hypotheses

 * 1) Dominant group is an accepted two-word term.

title: Dominant group/Terminology