text:
User:KenzieLockhart

My name is Kenzie and I am a student at the Art Institute of Seattle. I love to ride horses and dance and sing and i love playing video games with my best friend Courtney. I am in love and engaged to the man of my dreams and can't wait to spend the rest of my life with him.

Personal Essay

In this class I feel as though I learned the most in the group projects. At first, I was not turned on to the idea of doing a paper on homelessness. I thought that being homeless was easy to get out of and that the homeless were just too lazy to do anything about it. After doing research on the subject though, I have come to realize that this is not true. I believe that because of all the laws that Seattle has created, it makes it nearly impossible to get out of the rut that is being homeless. I think that I could have shown improvement with reading the assigned readings every week. I now feel that those were assigned for a reason and were meant to teach us things. I do wish that in this class we would have had weekly writing assignments and done more in-class writing and less group work time. I feel as though it would have been more beneficial to me to work with different people for the group project. I think that I didn’t really have a voice in how things went and I wish I could have picked a few of my group members rather than having them all picked for me. I did enjoy having you as a teacher though. You make it very easy to learn and seem to really care about your students and what you are teaching. See you in another class!

title: User:KenzieLockhart


text:
Template:Presentation (projectbox)

Usage

 * Specify the desired text and link e.g.,

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

title: Template:Presentation (projectbox)


text:
Neurosociety Media Centre/Research/Funding

Potential funding sources:


text:
Making classroom videos for learning resources

There have been a few mentions lately about making classroom videos for learning resources on Wikiversity, and as companion media for textbooks on wikibooks (see talk page). This resource is about how to make these videos, upload them, and integrate them into materials on Wikimedia's wikis.

Permissions, and how to document them
British schools I know now get parents to sign a coverall permission as their school enters education. It can be that some students have prents who object but they know who they are and will volunteer that they should not be photographed. In the uk there is a lot a paranoia about pictures but this approach enables photography to take place. 86.145.218.207 20:33, 9 February 2009 (UTC)

For minors
As far as I know, here in the U.S., the image or voice of a minor may not be used in any way without the express permission of that minor's legal guardian. I taught Mass Communications for a time at my high school in Washington, D.C. (McKinley Technology). Part of my lesson planning involved students creating audio and video for class projects. Since the idea was to create audio or video podcasts and to make those available on our McKinley Tech Web page, I created a "permission form" for parents/guardians of minors to sign. In that form, I made it clear that the intent was to allow my students to learn how to edit audio and video.

This permission form expressly said that the images and voices might be posted on the McKinley Tech Web page. That implies the viewability of all images by the entire Internet community.

When my students went out on a video/audio taping assignment, they took some of these forms with them. If any of my students recorded the voice or image of another student, the subject of the taping was handed a form to take home and return signed. Legal experts may point out that this appears to be an after-the-fact grant of permission. Strictly speaking, that's probably true.

Our school also has a working relationship with a DC-government-owned TV station. None of our in-class projects advanced to the level of broadcast-quality material so we never explored the need to get a separate, signed permission form to broadcast the images of students.

There is probably a legal distinction between granting permission to Webcast an image or voice and granting permission to broadcast an image or voice. At the moment, I don't know how to define that distinction.


text:
Talk:Making classroom videos for learning resources

What's this for
Hi all. I'm trying to get some input here because over the past couple weeks a high school teacher and a university instructor who teaches people to be high school teachers have both asked about the logistics of doing this. I'll leave them messages on their talk pages, and will be asking for input from the commons village pump. --SB_Johnny talk 11:23, 9 February 2009 (UTC)

 * See commons:Commons:Village_pump, User talk:SB Johnny, User_talk:MathTeacherTony, b:User talk:Whiteknight, b:User_talk:SB_Johnny, and b:User_talk:PbakerODU for background. --SB_Johnny talk 11:48, 9 February 2009 (UTC)


text:
Wikiversity:Open Proxies/Archive

Todo list
This list of open proxies was compiled by. Every one of them needs to be blocked. Please read the section that applies to you:

Custodians can use the 'block' button next to each IP listed, which will fill out the block form (so all you need to do is confirm). Tip: In Firefox, you can open up several tabs at a time by clicking each link with the scroll wheel, then cycle through them using Ctrl+Tab, clicking confirm on each tab, without even moving the mouse.

Non custodians can do talk page posting of openproxy in order to categorise the addresses blocked into Category:Open proxies blocked on Wikiversity. This can be done quickly using the 'inform' buttons, or even faster if you are willing to install some javascript from my monobook.js. Please remember to mark all edits as minor so they can be filtered from recent changes.

In the table below, find a list of IP addresses that still shows red links to the talk pages for IPs. Click on the "inform" button. Mark these edits as minor.

Progress: 15,529 / 15,529 (100%)

title: Wikiversity:Open Proxies/Archive


text: Category:Workshop

title: Category:Workshop


text:
IRC/IRC as an online community

UNDER CONSTRUCTION

This learning project or essay is about the motivations of people to go to a chat network, such as Internet Relay Chat (IRC). We will discuss certain characteristics such as the types of users who go to the channels (which receive special names such as newbies, sysops, trolls, vandals, etc), their expectations and their reactions to this interaction with other people in an online community. Due to the way Internet works, some new behavior not commonly found on real life can be experienced, such as that related to Internet anonymity. We will explore why some users seem to hide behind a nickname and take a role on the IRC channel and thus, they become actors in a drama. So, we will explore the personality of the person behind the nickname and the apparent personality that person creates to be able to interact on chat channels.

This project will focus specifically on IRC and will paste excerpts of chat logs (with permission) to illustrate some aspects. In case the logs are not available, we will illustrate the concepts creating a dialog similar to an existing one.

Motivations
Hypotheses for different motivations.

 * 1) To discuss with people having similar interests.
 * 2) To ask questions about specific topics.
 * 3) To discuss things faster than using talk pages (in wikis) or e-mail.
 * 4) To socialize, as in other chat networks.

Technical nature of IRC
As an hypotheses, I propose that IRC is different to other socialization and chat networks, such as Facebook, Yahoo Messenger, Windows Live, etc., due to the fact that IRC networks usually focus on specific topics. It is common practice on most channels to maintain the conversation in the topic and ops and people try to follow that guideline. Although, there are "non topic" channels too, where, regardless of the topic, people go mainly to socialize, like in ##c++-social, users of IRC may want to go there to engage in conversation about an interesting topic and thus, to learn. So, the objective of some users on that chatting conferencing is learning and sharing knowledge with other people with similar interests.

Questions
Most of this questions and answers were taken from the freenode network. Feel free to add your signed reply. The interviewer is Sybil.

1. What are your motivations to come to IRC?

 * Sybil, talking to other people with the same interests as me (what that interest is depends on the channel) and watching interesting discussion. So, pretty much the same reasons I hang out with people in real life (but different interests, of course; otherwise, there would be no need to seek things like IRC channels :p). By Dearon.

2. Do you use another chat or social networks like Yahoo Messenger, Windows Live, Facebook?

title: IRC/IRC as an online community


text:
Template:Policy discussion

This is the discussion page, where you can propose changes to  as a Wikiversity policy.

Usage:

This template adds pages to a category which will be used to track recently edited policy discussions pages on Policy review.

title: Template:Policy discussion


text:
Historical Information Science

Historical Information Science is an integrative inter- and transdisciplinary field of study that critically investigates the nature of historical informations, its structure and use and especially asks how secondary use affects present research.

Methods
Data is collected, classified and stored in the course of this examination; Yet, the question idea is how modern information technology can be used to process historical data as interchanged objects in time and place and how to link and analyse such data with the aid of computing. HIS, however, is neither exclusively field of Scientific History nor of Information Science but rather a synergetic branch of both; By additionally cooporating with other departments such as Law and Social Science, HIS, as an interdisciplinary cooperation, presents a multidimensional outprint of the "varieties of history".

Topic
Its key issue is how to collect, classify, save, re-invastigate and finally display historical data by ever considerating modern storage media. All this is done for the purpose of using (examining, analysing, etc.) historical data in present and also future days.

Subjects
Historians at work thoroughly examine historical data and then display the results for both layman (non-experts) and experts. Therefore, historians who are information specialists and also professional historians are highly required.

title: Historical Information Science


text:
User:Strom83

Hello I am Strom83. I am studying English Language and Linguistics.

title: User:Strom83


text:
User:Maura52

Maura52
50-something woman from NY, USA. Former medical paraprofessional, a Yang Fire Monkey with Sagittarius Sun, Taurus Moon, Capricorn rising, and Scorpio Venus. Pagan Deanist - one who believes in the Divine Feminine - with strong desire to further study spirituality. My 2x-great-grandmother emigrated from Ireland with parents and siblings during The Great Famine. I am seeking further my Irish ancestry. I hold an Associate of Science degree in Liberal Arts.

Areas of Interest: Deanism- The Divine Feminine Astrology Mysticism Celtic Spirituality Irish Gaelic Irish History Scottish History

Presently studying: https://en.wikiversity.org/wiki/Irish_basics https://en.wikipedia.org/wiki/Celtic_studies https://en.wikipedia.org/wiki/Portal:Ireland https://en.wikipedia.org/wiki/Portal:Scotland

Erin Go Bragh Alba Gu Brath

title: User:Maura52


text:
User:Euni

midterm
Yunhee Choi GE100 Olympic Sculpture Park 2-9-09

When I first moved to Seattle in 2004, the current location of the Olympic Sculpture Park was in a developing phase. Although the construction just started and it was only big piles of dirt that I could see at the time, I was thrilled to have more than 20 of innovative sculptures in as a completed piece. After the construction was completed in the summer of 2005, I have visited the park few times whenever I needed some refreshing ideas and to get some fresh airs. Most of the talented pieces of art are creative and inspiring; I had my favorite and the least favorite ones among them. My favorite piece in the Olympic Sculpture Park is “Split,” by Roxy Paine (2003). Basically, it is stainless steel sculpture. According to the brochure, on the sculpture, the cantilevered branches are comprised of more than twenty different diameters of steel pipes, weighing a surprising 5,000 pounds. At the first time I saw the tree’s structure, I could not realize it was the sculpture, men made. It was on the shade of the roof while I was walking into the entrance. When I walked up to the second level of the building, however, I saw the tree. And then, I noticed that it was the sculpture from the window. It was sunny day, so the tree was sparking. The deep blue sea background made it perfect. I am still remembering is as the beautiful picture of my head. I could not be able to walk away from the window, so I decided to sit and just watch it until I finished a cup of coffee. How can it possible that stainless steel sculpture has such an emotional expression like nature. “What is nature; what is art?” based on the brochure. My least favorite piece is “Typewriter Eraser, Scale X,” by Claes Oldenburg and Coosje van Bruggen (1998-1999). While I drove by nearby the sculpture park, I ignored the piece all the time. Even I was in the park, I turned my face to other side to avoid it. The reason why I did is that I did not know what it is, and I did not want to know. However, I saw the title of the sculpture, I changed my mind. According to the brochure, it is recognized by many but is ambiguous as civic messages. Moreover, since the computer had made them obsolete. I think because I did not know what it is representing, that is why I did not like it. But, after I do know what it is, I started to like it. Especially, when I looked at it under the hill, it represents more than only an eraser I think.

reflective assessment
Yunhee Choi GE100 Reflective assignment 3-27-09

What I have learned

Thanks to my sister Yunseo Choi who had taken this class a quarter ago, and she recommended to me to take this class with the professor, Steven Arntson. I would not believe her if she did not work hard which was very unusual behavior. But, she had made her work perfectly at least to me. That is the main reason why I took this class for the first time. For the first three weeks, I had hard but interesting time to figure it out what I was going to do for final project. As I did, I made a humongous plan for New York travel with my sister and friends. After I decided to do this project, I bought a book which is travel guide with very detail information in it. While I read through the book, I was already in New York far from Seattle. I was so excited; I gathered all the movies that I knew those were based on city of New York. It was not a project to me actually. It was more like an exhilarating experience. Before this project, I have never made a plan for trip since I always traveled with my parents. I just followed their decision. After 11 weeks later, I am the master of the planning New York trip. Except one tiny thing, as I was researching the city of New York, I had too much place where I want to go. And it still came out until yesterday. Now, I realized that I should make the list of priority places I really want to go to see and feel. Not only the excitement, I have a skill to research it with critical thinking. And I can plan the time line well to finish the project. I enjoyed this class a lot. If I have a chance to take this class again, I will definitely take it again.

title: User:Euni


text:
User:Graeme E. Smith/GreySmith Life Sciences Working Group

 Life Sciences Working Group  This page is sponsored by the GreySmith Institute of Advanced Studies

 Instructions:  Put general topic title on line led and followed by two equals signs, and course name on line led and followed by three equal signs. Please add topics alphabetically, Course descriptions go in plain text after the course names.

Introduction to Non-Genetic Darwinism
Non-genetic aspects of evolution

Fundamentals of Neuroscience
A survey course for nonspecialists that provides an introduction to the many different approaches used to study Neuroscience.

Comparative Neuroscience
An introduction to the anatomy and physiology of the nervous system, from a phylogenetic perspective.


text:
Introduction to Non-Genetic Darwinism

 Introduction to Non-Genetic Darwinism

Although this course is nearly complete, feel free to help out! You are encouraged to add or edit lessons.

The aim of the course is to discuss the possibility of applying evolutionary principles to other fields, including fields outside biology. We discuss the principles of self-organization down to the Physical Laws that regulate it, then give numerous examples of how Darwinism is being used. We argue that the term for such applications should be "Non-Genetic Darwinism." A discussion of relevant topics is presented.

Conventional Darwinism

 * Lesson 1: Darwin's Theory of Natural Selection

 * Lesson 2: Classical Darwinism in Biology

 * Lesson 3: Darwinism, Culture and Philosophy

Non Conventional Darwinism

 * Lesson 4: Physics of Self-Organization

 * Lesson 5: Complexity Theory

 * Lesson 5: Immune System Darwinism

 * Lesson 6: Neural Selection

 * Lesson 7: Non-Biological Darwinism

 * Lesson 8: Conclusion

Instructors

 * AFriedman 15:10, 22 February 2009 (UTC)

 * Graeme E. Smith 16:36, 22 February 2009 (UTC)

Links

 * Resources for Research

title: Introduction to Non-Genetic Darwinism


text:
Survey design/Readings

These recommended readings explain survey (questionnaire) design in more detail:
 * Online articles
 * 1) Author unknown (nd). Smart survey design.
 * 2) Creative Research Systems (2008). Survey design: How to begin your survey project.
 * 3) Frary, R. B. (1996). Hints for designing effective questionnaires. ERIC Digest.
 * 4) Leung, W. (2001). How to design a questionnaire. Student BMJ, 9, 171-216.
 * 5) Pollograph (2008). Designing a survey.
 * 6) StatPac (c. 2007). Questionnaire design considerations.

 * Book chapters
 * 1) Fowler, F. J., Jr. (2002). Designing questions to be good measures. In In F. J. Fowler, Survey research methods (3rd ed.) (pp. 76-103). Thousand Oaks, CA: Sage.
 * 2) * Google Books (Note: pp. 80-81, 87-89, 91-92, 95, 97, 100-102 are missing)
 * 3) * html (earlier version, full text)
 * 4) * Or contact the instructor for a full copy
 * 5) Nardi, P. (2006). Developing a questionnaire (Ch 4). In Doing survey research: A guide to quantitative methods (2nd ed.). Boston, MA: Pearson. eReserve

 * Books
 * 1) Alreck, P. L., & Settle, R. B. (2004). The survey research handbook (3rd ed.). Boston: McGraw-Hill/Irwin.
 * 2) Backstrom, C. H., & Hursh-César, G. (1981). Survey research (2nd ed.). New York: Wiley.
 * 3) De Vaus, D. (2002). Surveys in social research (5th ed.) London: UCL Press.
 * 4) Dillman, D. A. (2007). Mail and internet surveys: The tailored design method 2007 Update with new internet, visual, and mixed-mode guide (2nd ed.). Hoboken, NJ: Wiley.
 * 5) Frazer, L., & Lawley, M. (2000). Questionnaire design & administration: A practical guide. Brisbane, Australia: John Wiley.
 * 6) Tourangeau, R., Rips, L. J., & Rasinski, K. (2000). The psychology of survey response. Cambridge: Cambridge University Press.

title: Survey design/Readings


text:
Talk:Network devices

Commonly used networking icons
i am working on incorporating either the CISCO Device Logos or similar device logos on thos device page as thumbnails to the right of the description. this will give more visual stimulation to the reader and also allow them to identify a networked device on a network map or possibly even create tier own network maps.

title: Talk:Network devices


text:
User:Gaisthebest

Ai of Washington Art History II

title: User:Gaisthebest


text:
User talk:Bankhub

in accordance with Wikiversity's blocking policy for. Once the block has expired, you are welcome to make constructive contributions. If you believe this block is unjustified, you may contest the block by adding the text below.

title: User talk:Bankhub


text:
The Abbasid City of Peace

The Abbasid City of Peace

In 750, after years of civil war, the Abbasids, who claimed descent from from Addas, an uncle of Muhammad, overthrew the Umayyad caliphs. The new rulers moved the capitol from Damascus to a site in Iraq near the old Sasanian captiol of Ctesiphon. There the caliph al-Mansur established a new capitol,(caliph Al-Mansur was Fatimids not Abbasids) Baghdad, which he called Madina al-salam, the City of Peace. The city was laid out in 762 at a time astrologers determined as favorable. It was round in plan, about a mile and a half in diameter. The shape signified that the new capitol was the center of the universe. At the city's center was the caliph's palace, oriented to the four compass points. For almost 300 years Baghdad was the hub of Arab power and of brilliant Islamic culture. The Addasid caliphs were renowned throughout the world and even established diplomatic relations with Charlemagne at Aachen in Germany. The Abbasids lavished their wealth on art, literature, and science and were responsible, for the translation of numerous Greek texts that otherwise would have been lost. Many of these works were introduced to the medieval West though their Arabic version.

[]

Reference sites:

http://www.atlastours.net/iraq/baghdad.html

Bagdad

title: The Abbasid City of Peace


text:
User talk:Gaisthebest

The Abbasid City of Peace
The Abbasid City of Peace

In 750, after years of civil war, the Abbasids, who claimed descent from from Addas, an uncle of Muhammad, overthrew the Umayyad caliphs. The new rulers moved the capitol from Damascus to a site in Iraq near the old Sasanian captiol of Ctesiphon. There the caliph al-Mansur established a new capitol, Baghdad, which he called Madina al-salam, the City of Peace. The city was laid out in 762 at a time astrologers determined as favorable. It was round in plan, about a mile and a half in diameter. The shape signified that the new capitol was the center of the universe. At the city's center was the caliph's palace, oriented to the four compass points. For almost 300 years Baghdad was the hub of Arab power and of brilliant Islamic culture. The Addasid caliphs were renowned throughout the world and even established diplomatic relations with Charlemagne at Aachen in Germany. The Abbasids lavished their wealth on art, literature, and science and were responsible, for the translation of numerous Greek texts that otherwise would have been lost. Many of these works were introduced to the medieval West though their Arabic version.

[]

Muhammad http://en.wikiversity.org/wiki/Muhammad

The Umayyad Caliphate http://en.wikiversity.org/wiki/Lecture:The_Umayyad_Caliphate

Arabic http://en.wikiversity.org/wiki/Arabic

title: User talk:Gaisthebest


text:
Russian revolution timeline

Russian Revolution in Dates

1905 Jan Bloody Sunday - Tsarist troops open fire on a peaceful demonstration of workers in St Petersburg. 1905 October General Strike sweeps Russia which ends when the Tsar promises a constitution.

1905 December In response to the suppression of the St Petersburg Soviet the Moscow Soviet organises a disastrous insurrection that the government suppresses after five days

1906 The promised parliament, the Duma, is dissolved when it produces an anti government majority even though elected on a narrow franchise.

1911-1914 A new wave of workers unrest ends with the outbreak of the First World War

1917 Feb After several days of demonstrations in Petrograd (formally St Petersburg) the government orders troops to open fire. The next day these troops mutiny. The Tsar abdicates when he hears that Moscow too has joined the Revolution. An agreement is reached between the Petrograd Soviet and the Provisional Government headed by Lvov.

1917 March 12th Abolition of the death Penalty

1917 April 18th Milyukov note. Milyukov tells allies that war aims unchanged.

1917 April 20 - 21 The April Days. Opposition to the Foreign Minister Milyukov boils over due to his refusal to renounce annexations.

1917 May Milyukov resigns. Members of the Mensheviks and the Socialist Revolutionaries join the government.

1917 June 3 First All-Russia Congress of Workers and Soldiers Soviets opens.

1917 June 18 Offensive launched by Russia against Austria Hungary.

1917 July The July Days. (3rd and 4th) Workers and soldiers in Petrograd demand the Soviet takes power. Sporadic fighting results and the Soviet restores order with troops brought back from the front. Trotsky arrested. Lenin goes into hiding. A new provisional government is set up with Kerensky at it's head (8th).

1917 July 12th Death Penalty reintroduced for the front.

1917 Aug The Kornilov putsch. An attempt by General Kornilov to establish a right wing dictatorship is a disastrous flop. Chernov the leader of the Socialist Revolutionaries resigns from the government denouncing Kerensky for complicity in the plot.

1917 Sept The Bolsheviks win control of the Petrograd Soviet. In the countryside peasant seizure of land from the gentry continues and reaches the level of near insurrection in Tambov.

1917 Oct The Bolsheviks overthrow the Provisional government on the eve of the meeting of 2nd All-Russia Congress of Soviets.

1917 26/27 Oct Soviet proclamations on land and peace. Death Penalty abolished.

1917 30 Oct Kerensky repulsed outside Petrograd

1917 2 Nov Bolsheviks gain Moscow

1917 7th Nov Ukraine proclaimed independent by the Central Rada.

1917 Nov 12-14 Elections to the Constituent Assembly. Socialist Revolutionaries the largest party.

1917 12 Dec Left-SRs join Sovnarkom

1917 Dec (early) Congress of Socialist Revolutionaries results in victory for the left under Chernov. Likewise Menshevik Congress gives victory to Martov's Menshevik internationalists.

1918 Jan 5th The Constituent Assembly in which the Bolsheviks are a minority meets for one day before being suppressed. Earlier that day a demonstration is fired on by Bolshevik units and several demonstrators are killed

1918 10-18 Jan 3rd Soviet Congress

1918 Jan 28th Trotsky denounces the German Peace Terms as unacceptable and walks out of the peace negotiations at Brest- Litovsk.

1918 Feb 1/14 Russia adopts Western (Gregorian) calendar.

1918 Feb 18th The Germans invade Russia which is all but defenceless as virtually the entire army has deserted.

1918 March The Bolsheviks accept the dictated peace of Brest-Litovsk. The Left SRs denounce the peace and leave the government.

1918 April 12th Moscow headquarters of the anarchists surrounded and attacked by Bolshevik troops

1918 May 9th Bolshevik troops open fire on workers protesting at food shortages in the town of Kolpino

1918 May (late) The Czechoslovak legion mutinies against the Bolshevik government. Using the railways they are able to sweep away Bolshevik control from vast areas of Russia. The Socialist Revolutionaries support the rising.

1918 July Fifth Soviet Congress. The left SRs assassinate the German ambassador and are in turn crushed by the Bolsheviks.

1918 16 July Gorky’s Novaia Zhizn, the last opposition paper, banned.

1918 23rd Aug 3 ministers of the Siberian Government are arrested by supporter of Mikhailov, the finance Minister, when they arrive in Omsk. They are told to resign their posts. Two agree. The third, Novoselov, refuses and is hacked to death.

1918 22nd Sept Siberian Oblast Duma dismisses Mikhailov and is itself dispersed by Mikhailov

1918 18th November Kolchak, stages a coup against the Directory, the multi party government in Siberia, and establishes a counterrevolutionary despotism.

1918 Dec Perm falls to Kolchak's Whites

1919 Jan Mensheviks legalised and allowed to publish Vsegda Vpered in Moscow. Era of relative freedom begins in Bolshevik controlled Russia

1919 25 Feb The Cheka closes down Vsegda Vpered. This marks a return to despotic rule by Bolsheviks.

1919 White Armies attack the Bolsheviks from all directions but the Red Army is finally victorious.

1920 25 Apr Poland invades Russia.

1920 19th Aug Start of peasant insurrection in Tambov

1920 14 Nov. Last White army under Wrangel evacuates the Crimea

1921 Peasant unrest sweeps Russia. These risings are suppressed but the New Economic Policy is proclaimed that gives the peasants the right to sell their grain surpluses

1921 1-17 Mar The old Bolshevik stronghold of Kronstadt rises demanding free election to the Soviets but is suppressed.

1921 May Tambov insurrection suppressed

1924 Lenin dies. Trotsky is defeated by a triumvirate of Stalin, Kamenev and Zinoviev. Though Stalin stays in the background it is he who is the real power as the other two will shortly discover.

title: Russian revolution timeline


text: Category:Wikiversity functionaries

title: Category:Wikiversity functionaries


text: Category:Wikiversity dispute resolution

title: Category:Wikiversity dispute resolution


text:
Wikiversity:Candidates for Custodianship/Juan de Vojníkov

Juan de Vojníkov
I am requesting for a custodian tools here, bacause I see I can help in here. There are just a few people who takes care of RC. With the custodian tools I can delete nonsence pages and other necessary, block vandals, connect users with same or simmilar interests. I cant promise you, that I will be very active, but time by time I can help. I would like to focus on controlling recent changes, especially new edits, problems with copyvio, kategories, files. But I hope, even my little help, can help the project and especially its users.

I am mostly based on cs Wikiversity, which is also my mother tongue. I used to edit here on en, but I found English to difficult to be able create good resources in here. For the position of custodian, I think en-3 is the sufficient knoweledge. Before I was interested in creating courses for plant production, Spanish and the childrens course of Solar System. Maybe one day, when Ill have more time, I will come to help as a Spanish help for students. Actually I am a bureaucrat on cs Wikiversity and administrator on Wikiversity Beta, cs Wikiversity and yi Wiktionary; I used to be administrator on cs Wikipedia.--Juan 22:56, 30 December 2008 (UTC) As you can noticed, recently I asked to to be renamed. With a new name I can easier go for SUL.--Juandev 21:44, 31 December 2008 (UTC) Last rename, I promise :-)--Juan de Vojníkov 19:19, 25 January 2009 (UTC)

Custodians willing to mentor

 * I have strong support for Juan and I encouraged him to request here. He has a lot of experience and most importantly I think he will be welcoming to new users and use the tools wisely.  I would be very happy to mentor.  --mikeu talk 23:02, 30 December 2008 (UTC)

Candidate, please indicate here if you accept one of the above custodian mentors:
 * Well, I would be glad to study with Mikeu:]--Juandev 22:32, 31 December 2008 (UTC)

 * ✅, good luck with the tools, Juan, you're now a probationary custodian :-). --SB_Johnny talk 04:41, 1 January 2009 (UTC)


text:
User talk:ÇİĞDEM YILMAZ

Welcome
Hello ÇİĞDEM YILMAZ, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Ask a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies; or
 * Chat with other Wikiversians on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Hillgentleman | //\\ |Talk 11:43, 10 February 2009 (UTC)

title: User talk:ÇİĞDEM YILMAZ


text:
User talk:Stevenarntson/group spaces/analytical writing/group 2

Hey guys, I posted what is a roughly organized outline of what I think we were all thinking as far as how to get some of these ideas we have down. I know we won't have any problems tomorrow with our quick in-class show and tell, but I noticed that nothing else had been posted since last week, and I figured that if I put some ideas down they could serve as a spring board for other thoughts and suggestions. Feel free to post if you have done more research on a certain topic that I might have just glazed over. See you guys in class tomorrow.

-Luc M.

 * Hi Group 2,
 * This framework seems like it will function well, I think; the question now is largely one of amplification--more examples, links, subtopics, etc, to fully establish these ideas.
 * Stevenarntson 14:45, 11 February 2009 (UTC)

Here are a few websites I have found that may prove useful to our research. I have not necessarily reviewed the credibility of them yet, so I would advise doing so before you cite them. Even so, it can't hurt to look them over.

http://atheism.about.com/library/FAQs/phil/blphil_eth_realitytv.htm

http://www.informaworld.com/smpp/content~content=a785351837~db=all

http://www.psychologytoday.com/articles/pto-20010901-000029.html

http://www.msnbc.msn.com/id/9315503/

http://www.psychologicalscience.org/observer/getArticle.cfm?id=1742

I will be posting my section on "the pros of reality TV" tonight as soon as I am able.

-Andrew

 * Group 2,
 * Good additions here; I'd like to see these new sections merged successfully with the information that was posted earlier. Additionally, I'd like to see a more aggressive conclusion--right now it ends on a note of "well, it is what it is;" but that doesn't seem quite like what you've been discussing through the quarter. Certainly we do have freedom of speech, but are we using it in the most productive way? If not, how could we be more productive with it? Your observations about "Mean Girls" and the effect of America's Next Top Model on young women would be a good jumping off point.
 * Best, Stevenarntson

Hey Biotches,

I cleaned up the paper a little bit and threw some more information up. Tell me what you think, and post your works cited if you have any!

Love you,

Gabrielstinchfield 01:10, 23 March 2009 (UTC)


text:
User talk:Geb958

'''Got Skills? Then lend a hand!''' VOLUNTEER AT THE BRUCE NORMILE JUVENILE JUSTICE CENTER

A volunteer is someone who provides his/her time without compensation or promise of reward. You can support, enhance, and make a difference in the lives of children by donating your time at BNJJC through volunteering.

BNJJC is a residence for juveniles ages 12 to 18 who are alleged to have committed a law violation. The adolescents remain in detention until the court hears their case or until appropriate alternative arrangements have been made. You can assist to these juveniles by helping them with homework, participating in recreational activities, watching over them, or simply being a friend.

You may have a few questions like:

“Why should I volunteer?” “What is in it for me?” “What difference can I make?“

10 Reasons why you should volunteer

 * 1) It’s free
 * 2) It’s fun!
 * 3) New friends and establish references
 * 4) Role model for struggling adolescents.
 * 5) Leadership experience
 * 6) A positive impact on the community
 * 7) Gain new skills and develop talents
 * 8) Personal Growth
 * 9) Satisfaction in the work you do
 * 10) Acquire practical knowledge of successful non-profit work.

 * Feeling inspired? Please view the contact information below
 * Garla L. Mills- Director of Residential Services
 * 1400 S. Boundary
 * Kirksville, Mo 63501
 * (66)665-4224 ext. 28

title: User talk:Geb958


text: Margin of error

title: Margin of error


text:
Template:Official

[ Official website] Use this template to link to "official" websites. The only parameter is the URL.

title: Template:Official


text:
Fashion

Fashion is a style that is accepted and used by the majority of a group at any one time for a substantial period. They tend to grow slowly, remain popular for a while, then decline slowly. There are certain seasons for fashion like the weather. Fashion is an important part of everyday life and has to do with everyone since everyone wears clothes.

High fashion
It refers to those styles or designs accepted by a limited group of fashion leaders-elite class-who are first to accept fashion change. These articles are sold in low quantity but at outrageous prices to socialites, entertainers and fashion innovators.

High fashion refers to fashion produced by established fashion houses. High fashion has its foundation in the haute couture traditions of Europe in general, Paris, France in particular.

High fashion maintains time honoured traditions of handwork; the quality of textiles and trims used; creating unique textiles for the fashion house; and being at the forefront of trendsetting. The aforementioned factors contribute to the high cost of garments produced seasonally. Primarily as a result of the cost of garments, high fashion houses have a limited pool of customers which they serve. This pool of customers generally includes members of high society, celebrities and high net worth individuals.

In order to be more accessible to a wider consumer base, high fashion brands often have diffusion lines. Diffusion lines are often less expensive than the high fashion lines, due to the use of less expensive textiles or less labour intensive techniques.

Mass fashion/volume fashion
Mass produced fashion, fast fashion or retail fashion are those apparel items which conform to fashion trends introduced by the high fashion industry.

Mass produced fashion, although emulating colour and/or silhouette of high fashion, is usually produced using less expensive fabric and less labour intensive techniques in order to be accessible to the retail or mass consumer market. Furthermore, depending on the regional consumer base, local designers might adjust the style in order to satisfy mores of modesty, practicality or particular climate conditions of the local consumer base. These adjustments might be related to fabrication (materials and trims) or style (necklines, hemlines, fit).

title: Fashion


text:
User talk:Spacevezon

This is my user talk.

title: User talk:Spacevezon


text:
Health Literacy

Health Literacy Defined According to Healthy People 2010 health literacy is defined as "The degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions." (To read to entirety of Healthy People 2010 please visit )

Health literacy includes a variety of topics including, navigating health care systems, understanding your health insurance, knowing how to locate important health information, understanding your prescription drugs, understanding appointments slips and consent forms, and much more. In general, the average person in the United States is not competent in one or more of these areas. According to the Institute of Medicine, in 1999 there were nearly 90 million Americans who had trouble locating and using health information.

Populations at Risk According to the National Assessment of Adult Literacy in 2003, the population at most risk of being illiterate in health information are those who have between 0 and 8 years of education. Ninety-six percent of this population proved not to be health literate. Eighty-one percent of citizens over 65 were not health literate. The National Adult Literacy Survey, also completed in 2003 shows that seventy-eight percent of those that are not health literate, were unemployed at the time, and seventy-one percent of them were male. Almost twenty-four percent of the subjects surveyed had reading levels that were below third grade. (It is important to keep in mind that this survey targets populations that tend to have poor health literacy and it is not necessarily representative of the entire population.)

Cost of being Health Illiterate A study done by the National Academy on Aging Society estimated the costs at about $73 billion in 1998. The 2003 Assessment of Adult Literacy suggests that this lack of health literacy costs $106-238 billion a year. The National Adult Literacy Survey mentioned earlier shows that those subjects with a reading level above fourth grade spent an average of $2890 in health care costs, while subjects with a reading level at or below third grade spent an average of $10,688 a year. (That’s over $7000 more per year!) Some reasons for this expense are that on average, patients with low health literacy stay in the hospital more often, and for longer periods of time. To put these numbers in perspective, the government has estimated that it would cost around $200 billion a year to cover all of the uninsured people in the United States, and low health literacy costs between $106-238 billion a year.

Factors Contributing to Poor Health Literacy There are a number of factors that could lead to someone having poor health literacy. A few contributing factors are physicians using terminology that patients cannot understand or misunderstand, having low education skills, cultural differences, language barriers, and complexity of health care systems. The American Medical Association says that health literacy is “a stronger predictor of a person's health than age, income, employment status, education level, and race”

Misunderstanding health information – Many people have trouble understanding their health information because of the way that it is delivered by their health care professionals. Many physicians use terminology that is too complex for the average person to understand. Also, many physicians do not take the time to completely explain medication instructions, consent forms, insurance forms, applications, and a variety of other paperwork. Also, people do not take the time to ask questions and give their care providers an opportunity to explain.

Having low education skills – The reading level of the average American is 4th grade and most health information is published at the 8th grade level. This simple fact discourages a lot of people from even attempting to read health information on their own. Also, spending less time in the classroom and less time being taught about health topics, people are not as apt to research health issue are their own.

Cultural differences and language barriers – A health care professional not being trained in cultural differences could cause problems in health literacy. An example would be if a health care professional was not aware that it was a sign of respect to Asian-Americans to not make eye contact with them, but it is a sign of respect to black Americans. This could cause conflict because if a patient or client feels disrespected they are less likely to listen or ask questions about information they don’t understand. Language barriers cause problems in health literacy simply because there is a lack of translators in health care settings and the majority of health care professionals are not bilingual.

Complexity of Health Care Systems - The health care systems in the United States are made more complex when people do not understand how to navigate through them. Common barriers that people are stopped by include: evaluating physicians, evaluating hospitals, communicating with physicians, understanding Medicare and Medicaid, obtaining and understanding insurance, accessing information about a diagnosis, making a plan for the end of life, and privacy rights.

Bauman, D. (2007). New report estimates cost of low health literacy between $106-238 billion annually. Retrieved February 03, 2009 from National Patient Safety Foundation: http://www.npsf.org/pr/pressrel/2007-10-11.php.

Carmona, Vice Admiral R. H.,M.D.,M.P.H,FACS. (2003). American Medical Association House of Delegates meeting: Health literacy in America: The role of health care professionals. Retrieved February 02, 2009 from U.S. Department of Health and Human Services, Office of the Surgeon General: http://www.surgeongeneral.gov/news/speeches/ama061403.htm.

Glassman, P. (2008). Health literacy. Retrieved February 02, 2009 from National Network of Libraries of Medicine: http://nnlm.gov/outreach/consumer/hlthlit.html.

Health Literacy. (2008). Retrieved February 03, 2009 from U.S. Department of Health and Human Services: Health Resources and Services Administration: http://www.hrsa.gov/healthliteracy/.

Health literacy and older adults. (2008). Retrieved February 02, 2009 from U.S. Department of Health and Human Services: http://www.health.gov/communication/literacy/olderadults/literacy.htm#p5.

Potter, L. (2005). Health literacy fact sheets. Retrieved February 03, 2009 from Center for Health Care Strategies, Inc., Family Health Research: http://www.chcs.org/publications3960/publications_show.htm?doc_id=291711.

Quick guide to health literacy: Fact sheet. (2003). Retrieved February 03, 2009 from U.S. Department of Health and Human Services, Health Literacy Basics: http://www.health.gov/communication/literacy/quickguide/factsbasic.htm.

Statistics at a glance. (2008). Retrieved February 04, 2009 from Pfizer, Clear Health Communication Initiative: http://www.clearhealthcommunication.com/media/stats-at-a-glance2.html.

http://www.coverageforall.org/pdf/BC-BS_Uninsured-America.pdf Article explaining that a segment of the uninsured in America are eligible for government healthcare, but dont know it

title: Health Literacy


text: Category:Policy discussion pages

title: Category:Policy discussion pages


text:
CamelCase

 * Navigation: Engineering and Technology » Computer Science » Computer Programming » CamelCase

(or camelCase) is a style of writing in which the writer avoids using spaces between consecutive words. CamelCase is one of two ways that are frequently used in professional programming. CamelCase is used in most modern programming languages, including several popular languages such as C, C++, Visual Basic (VB), and JavaScript to name just a few.

Introduction
CamelCase is a very easy concept to pick up. It should only take about 20-30 minutes at most. If you have any issues or need any help please contact me on my Wikipedia User Talk Page by Clicking Here. I will be more than happy to help anyone who is willing to put some honest effort into this.

What you should learn out of this Lesson
This lesson will teach you basic CamelCase the way I learned it from my experience as a student in Information Technology. The lesson covers basically everything that you really need to know about CamelCase.

Introductory Example
The best way to learn, I always say, is "learning by doing", so below I have listed a sentence in regular plain old English, then that same sentence in CamelCase. Regular sentence: The quick brown fox jumps over the lazy dog. Sentence in CamelCase: theQuickBrownFoxJumpsOverTheLazyDog Now, after reading those two sentences take a look at the sentence in CamelCase bellow: theQ uickB rownF oxJ umpsO verT heL azyD og As you can see, I have marked words in a pattern of alternating red and blue text to show you where each word is located. I have also underlined and bolded the first character of every word after the first word. The first character or letter of each word excluding the first word should be capitalized. Notice that The first letter of the first word in the CamelCase sentence is not capitalized. This is because the capitalization of the first letter of each word is meant to distinguish the words from one another. The first word in a CamelCase sentence is already clearly marked out as the first word which means that you do not have to capitalize it. If you are looking to go into professional programming or a job in programming, you MUST follow these rules.

Example of CamelCase in programming
Here are some examples of CamelCase in programming languages with the CamelCase in red text.
 * VisualBasic: labelMain.Caption = "Whats up?"

if this were for the purpose of teaching you programming I would have abbreviated or prefixed label for lbl

Feel free to add example in other languages following my format.
 * C: stringName = "Tom";

 * Java: String userName = this.name;

CamelCase Rules Cheat sheet

 * The First letter of every new word in a sentence written in CamelCase must be capitalized.
 * This excludes the first letter of the first word in the sentence.
 * Note to People interested as Programing or Web Development as a Profession: If you are working in programing writing code, or working in Web Development writing JavaScript, your employer will often want you to follow these rules.

Dont get it? Need Help?
If you need help, contact me on my Wikipedia User Talk Page by Clicking Here. I am more than willing to help anyone who is willing to give an honest shot and effort at learning this.

Having to Do with Hungarian Notation

 * Hungarian Notation Wikipedia Article

Having to Do with things Mentioned in this Lesson

 * VisualBasic: Wikiversity | Wikipedia Article
 * C++: Wikiversity | Wikipedia|Article

Tools for handling CamelCase

 * CamelCase Converter

title: CamelCase


text: Conservation Entreprenurship/assignments


text:
Conservation Entrepreneurship/Assignments

Assignments

 * Assignment 1 -- Review Business Plans

 * Assignment 2 -- Social Entrepreneur Examples

 * Assignment 3 -- Business Plan Ideas

 * Assignment 4 -- Greening the Amazon

 * Assignment 5 -- Mission and time management

 * Assignment 6 -- Job Description

individual initiative opportunities
Sign up for these optional assignments so that they are not over-subscribed (but 2 people on a topic is not at all bad)

Find and check out the web site / NGO that links donors to projects (allows donors to pick specific projects and aggregates donations)

Read and report back on this article on what motivates social entrepreneurs John C. Allen and Stephanie Malin. 2008. Green Entrepreneurship: A Method for Managing Natural Resources? Society & Natural Resources, Volume 21, Issue 9 October 2008, pages 828 - 844. We identify patterns of social awareness described by green entrepreneurs and how they may be drawn into the natural resource management process. We draw upon case studies of small “green” and “green-green” businesses to learn how they incorporate their businesses into environmental and social justice causes. A few themes emerged from in-depth interviews with a sample of green entrepreneurs, including: low levels of interest in economic success; high degrees of awareness about the business's environmental impact; and high levels of concern for social justice. In addition, several constructs emerged, which included personal motivation and mission, locality, and a forward-thinking orientation about sustainability. The findings reveal innovative models for incorporating green business into environmental causes and natural resource management.

Read and report back on "Why We Shop" or another book by Paco Underhill. Light and readable, talk about consumer culture in USA. Mira.

Check out Fast Company magazine or web site; many interesting articles on innovation, emphasizing design and technology.

Pick an article from Harvard Business Review.

Read and share any piece of The Fifth Discipline Fieldbook.

Understand and explain ISO 9000 and ISO 14000 certification. (There is a link to get you started on the Resources page).

Read and report back on the Republic of Tea business plan. I have the book and can lend it to you. Business plan is in the appendix.

Read part of "How to Change the World" - described on Resources/Literature page. Report back on Bill Drayton and Ashoka.

Look at the blogs on the resource page and report back.

Attend a meeting of the Sierra Club and assess how effectively the group interactions work. What aspects make this likely to be an effective group (team, partnership) and what challenges do you see for the group to be effective?


text:
Secondaries and Complicity Liability

Statutory Provisions

 * s 66 Crimes Act

 * 66	Parties to offences

 * (1)	Every one is a party to and guilty of an offence who—
 * (a)	actually commits the offence; or
 * (b)	does or omits an act for the purpose of aiding any person to commit the offence; or
 * (c)	abets any person in the commission of the offence; or
 * (d)	incites, counsels, or procures any person to commit the offence.

 * (2)	Where 2 or more persons form a common intention to prosecute any unlawful purpose, and to assist each other therein, each of them is a party to every offence committed by any one of them in the prosecution of the common purpose if the commission of that offence was known to be a probable consequence of the prosecution of the common purpose.

*s 70 Crimes Act

 * 70	Offence committed other than offence intended

 * (1)	Every one who incites, counsels, or procures another to be a party to an offence of which that other is afterwards guilty is a party to that offence, although it may be committed in a way different from that which was incited, counselled, or suggested.

 * (2)	Every one who incites, counsels, or procures another to be a party to an offence is a party to every offence which that other commits in consequence of such inciting, counselling, or procuring, and which the first-mentioned person knew to be likely to be committed in consequence thereof.

 * s 311(2) Crimes Act

 * 311	Attempt to commit or procure commission of offence

 * (2)	Every one who incites, counsels, or attempts to procure any person to commit any offence, when that offence is not in fact committed, is liable to the same punishment as if he had attempted to commit that offence, unless in respect of any such case a punishment is otherwise expressly provided by this Act or by some other enactment.

Definitions
aids – assists abets – encourages counsels – provides advice, information incites – instigates procures – produces by endeavour

R v Paterson

 * Facts
 * Principal asked D to collect TV from ‘principal's flat’.
 * However, the flat wasn't the principal's and collecting the TV amounted to theft.

 * Held

 * Section 66(1)(a) covers innocent agents, however, some offences cannot be committed by innocent agent e.g. bigamy, perjury.

R v Renata

 * Facts

 * Secondary charged with manslaughter.
 * Judge told jury that to be guilty, defendant had to advert to the material circumstances – i.e. the defendant must foresee that death could happen.

 * Held

 * For section 66(2) liability for a crime committed pursuant to an unlawful purpose, the defendant need not foresee death for involuntary manslaughter (ie unlawful act causing death) because death was a strict liability element.

R v Te Moni

 * Facts

 * P and S robbed bank.

 * During the robbery, P seemed to abandon the intent to rob. A teller dived for P's gun and was shot and killed.

 * S argued that since P abandoned the robbery, the common purpose ended.

 * Held

 * The common purpose includes everything contemplated as reasonable to the core enterprise including someone fighting back and being injured.

Larkins v Police

 * Facts

 * S overheard people planning liquor store burglary. Decided to act as lookout unknown to principals.

 * Held

 * To be a secondary, a person must actually assist.

 * Lookouts usually provide comfort, however, a lookout can also provide an extra pair of eyes.

 * Therefore, a person may assist even though the principal is not aware of the assistance

R v A

 * Held

 * A woman can be charged as a principal of unlawful sexual connection with a man when that connection involves penetration of the woman without (i) the man’s consent or (ii) a belief on reasonable grounds in his consent.

R v Pink

 * Held

 * A secondary can withdraw as long as his or her influence is abrogated.

 * Withdrawal may be effected by words or actions, must be equivocal and must be communicated to principal offenders. In addition, the person withdrawing must take reasonable steps to undo their previous actions.

R v Hartley

 * Facts

 * Motorcycle gang raided rivals. P killed victim. Others charged as secondaries under s 66(2).

 * Held

 * Where a secondary didn’t contemplate killing with murderous intent, it is possible for P to be guilty of murder and S of manslaughter.

title: Secondaries and Complicity Liability


text:
User:Impel~enwikiversity

'''Are you looking for an international experience regarding your education? At this site you will get to see an extensive number of Universities with a wide number of courses you can choose from Impel has a highly qualified professional counselling team that aims to offer you a highlighted class university profiling. Among many other services you can get access to at this site, you will also able to know more about counselling, as well as support services for SOP, RECO letters and Visa Guidance. One of the best things about these services is the fact that you can get access to the 24 hours a day 7 days a week via a self-service portal. If you want to apply to different universities in USA, UK, Australia now you can doing with the assistance of Impel Overseas Consultants Limited, an ISO 9001:2000 certified Company, that is the first and only limited company engaged exclusively in Overseas Education with ISO accreditation. You will be at the right place, where the educational high standards are always present, and where the facilities and the infrastructure are designed in order to meet your needs of International Standards. Our core activity lies in counseling students on the right education opportunities at overseas educational institutions. They deal with several leading institutions in USA, UK, Australia. Impel Overseas Consultants Limited

'''

title: User:Impel~enwikiversity


text:
Talk:Film Scoring/Theory of Film Scoring/Examples of Narrative Music

give me some example of narrative


text:
Response rate

 * Wikiversity's main article on this subject is Survey design

 * Category:Survey design links to other Wikiversity resources

 * See also Response rate (Wikipedia)

title: Response rate


text:
User talk:Stevenarntson/group spaces/analytical writing/group 5

 * Hi Group 5,
 * I browsed through some of these sources--there's a good variety here. I'm skeptical about the value of wikiAnswers for serious research, but many of these other spots look good. I mentioned Ivan Illich the other day as an example on the far left of someone who advocates for the end of compulsory education. You can find his book online here and a wikipedia page about it here.
 * Stevenarntson 15:09, 11 February 2009 (UTC)

 * Hi Group 5,
 * I was hoping to see a bit more posted here this week--keep in mind that you'll be presenting this to the class in seven days! We'll talk more later this morning.
 * Best, Stevenarntson 14:25, 11 March 2009 (UTC)

"Cadieblaser 08:57, 11 February 2009 (UTC)"

Here is a list of different sources that we have gathered over the last couple weeks:

Social Problem – Education System

School Funding http://www.ed.gov/about/overview/fed/10facts/index.html The United States is a world leader in education investment. However, nations that spend far less achieve higher levels of student performance.

School funding background: http://www.pbs.org/newshour/backgrounders/school_funding.html

Private & public; politics and the structure of education funding Source: http://www.voxeu.org/index.php?q=node/559

Low Standards Article about public education standards Source: http://www.edweek.org/rc/issues/standards/ Is public education an effective means of educating children? Source: http://wiki.answers.com/Q/Is_public_education_an_effective_means_of_educating_children

No Child Left Behind : http://en.wikipedia.org/wiki/No_Child_Left_Behind_Act

Negative views on No Child Left Behind:

-A plurality (40%) had an unfavorable view of No Child Left Behind in 2007, up from 13% in 2003.(Gallup, September 2007)

-52% of public school parents said in 2007 there is too much emphasis on testing, up from 32% in 2002. (Only 43% of all adults agree there is too much emphasis, up from 31%.) (Gallup, September 2007)

-Only one-third of public school parents say NCLB is helping their schools, with the rest saying it is hurting or making no difference. (Gallup, September 2007)

-Only one-third of public school parents say the “increase in testing” is helping their schools, with the rest saying it is hurting or making no difference. (Gallup, September 2007)

Source: http://www.ourfuture.org/public-pulse/negative-views-no-child-left-behind-are-growing-rapidly

History History of the public education system: Source: http://www.servintfree.net/~aidmn-ejournal/publications/2001-11/PublicEducationInTheUnitedStates.html

Higher Education: college; interesting article about the progression of college and high school standards Source: http://thecollegepuzzle.blogspot.com/2007/05/disjuncture-between-k12-and-higher.html

GPA/Competition Good source: http://www.degreedriven.com/education/gpa-tips GPA’s are starting to be less of an issue when applying for college and more of what classes you took Source: http://www.petersons.com/common/article.asp?id=477&sponsor=1&path=ug.gs.advice

Tips on how to maintain a better GPA	http://hubpages.com/hub/increasegpa

Davedoumis 20:05, 4 February 2009 (UTC) -

''After meeting together we put together an outline, to help narrow the topic. We designated a sub-topic to cover for each person in our group, so next week we can piece each individual part into a paper:''

CADIE: Funding of college? Is the money spent really worth it? What is the percentage of people who go to college? What is the rise of cost in college? Have to be rich to get in Does the expense of college pay for it self? Does college mean you have better job opportunities? Going to college a gamble?

BRETT: Why are we going to school other than diploma? Alternate education? Trade schools? You need a diploma? Why do schools have to be the only educators? School: Bright people

DAVE: What is the transition between high school and college? Is high school setting you up for success in college? What function does collage serve? Perfect school? Perfectly meeting our needs?

SAM: Who are the type of people attending college? Tuition rate? Kind of people Wealthy? Race? Economics? Diversity?

Davedoumis 20:05, 4 February 2009 (UTC)

Alternate Forms of Education.

Draft

Society has made a post-secondary education a requirement for most any job worth having. What if you could fulfill your dreams without the cost of a diploma? It hasn’t always been that a college education and a diploma is the only way to get a descent paying job. I believe this has caused many social problems. With thousands of families in debt, and a country facing an economic depression, a job shouldn’t cost $40,000+. Society needs to learn to accept alternate forms of education as equivalent to the diploma.

Certain jobs, like being a doctor or surgeon, require specific education and training. But for trade jobs; like being an electrician, plumber, mechanic, audio engineer, graphic designer, or photographer, you shouldn’t have to acquire a diploma just to work.

Vocational schools, career colleges, or trade schools are schools that focus learning towards one career goal. Essentially what the Art Institute offers. Both private, and state vocational schools exist, and the state grants financial aid for both. You come out of a vocational school with an education, and a diploma to showcase your education. Other organizations offer education by means of work. Essentially, the main difference in these two forms of education is the diploma.

The Work to Learn Center is a privately operated trade school that “provides a 4-semester sequence of academic courses and related work experiences that emphasize a core academic curriculum for each semester.” Students at the Work to Learn Center work half time, and go to class half time. Students work as a team on projects, like building a house with the skills they have acquired. This prepares them for what working in the real world is really like. Sitting in class and talking about how an industry operates, is nothing like working in the industry to learn first hand how it operates. Going to a school like this doesn’t give you a diploma to showcase your knowledge and education, and doesn’t stand next to a diploma from a vocational school or university in an interview situation.

Another form of education that I feel deserves to be equivalent to a diploma is an internship or apprenticeship. By working in the shadow of an employer or professional, you develop a clear vision of the future. You are given a chance to understand how the industry operates before spending thousands of dollars going to school, to find out that a different job would suit yourself better. It allows you to work hands-on in a professional environment, and see first hand how what you’re learning applies in the real world. During an internship you are applying what you are learning, while you are learning.

Imagine if we could gain our education for free, if we could learn everything we need to work in a specific industry without the outrageous cost of acquiring a diploma. Too many people start school without knowing what they want to do in their future, and suffer financially in debt for years because of it. The most logical solution to this problem is accepting alternate forms of education equivalent to the diploma.


text:
User:Sb f

This is an alternate account of --SB_Johnny talk, used for logging on bio-clocks. Logs from this account are specifically for things seen on my farm.

title: User:Sb f


text:
User:Graeme E. Smith/GreySmith Virtual Architecture Theory

 Virtual Architecture Theory

In this theory, an Architecture is a structure, within which machines work. A Virtual Architecture is a structure in which Virtual Machines work. A Virtual Machine is a mechanism where, a machine of a particular architecture, is run on a machine of the same or a different architecture as if it were a different entity. The Virtual Architecture of Mind Theory, states that the mind is made up of a number of machines in a structure, and that some of these machines are Virtual Machines in that they run on machines of a completely different architecture. In this theory, a biological element whose function is fully known can be replaced by a machine, and therefore operates as if it were a machine, and is so classified.

Consciousness, if it even exists, represents a specific architecture of mind, that has certain characteristics which are knowable. It is thought that the particular architecture of mind needed to achieve primary consciousness, is the result of vertebrate evolution, and is probably limited to the Birds and Mammals. It is thought that the particular architecture of mind needed to achieve Higher Order Consciousness, is limited to the Hominid Species, of which there is only one species currently known to exist, that of Homo Sapiens.

Where a biological element is fully known it can be replaced with a functional equivalent, However where a biological element is still incompletely understood, it can be better replaced with a simulation that presents as many currently known elements as is possible. This theory recognizes that it comes at a time of great change in the understanding of how the brain works, and that thus, it must be at least partially a simulation, rather than a Functional Model of the brain. This theory is therefore intentionally left incomplete with the intention of upgrading the simulations as new versions become possible.

Because this Theory is part simulation and part Model, parts of it fall within the purview of the scientific disciplines that say that consciousness must be simulated to be achieved, and part of it fits within the purview of those that say that consciousness must be modeled to be understood. It is therefore a Hybrid Theory, with portions that fit within the Phenomenal or simulation disciplines and portions that fit within the functional or Modeling disciplines. It should be noted that the portions that are phenomenal in nature are those elements that are the hardest to model, and the portions that are functional in nature are those parts that are the best understood.

If there are two types of Consciousness Architecture, we can't at this time tell them apart, since there is no known difference in the mechanisms of mind, between mammals and homo sapiens, partially since homo sapiens is in fact a mammal. So we must model only the general Primary Consciousness or mammalian architecture, and hope once we have learned enough about it, that our model will show us where the differences are that create the sophistication of the homo sapiens Higher order Consciousness. The primary differences seem to be thought, and Language, and these may turn out to be trivial once we understand the rest of the architecture.

At this point I usually joke that I am trying to capture the consciousness of a Rabbit in my Theory.

Since both the Phenomenalist and Functionalist Schools claim to have developed consciousness, this theory might be seen as un-needed, however it offers something that neither of the other schools do, a basic insight into the nature of consciousness that lets us define it more closely than was heretofore possible. Of course to get there it breaks some of the rules of both schools of thought, and therefore draws itself into question, but it opens up a new vista, a new paradigm of what is happening in the brain, that while it can't be proven to be true at this particular point in time, opens up some questions that I think are important to ask.

The basic architecture of this theory is a mind architecture that incorporates a memory architecture Virtual Architecture Layer with a Mind Architecture Virtual Machine that runs on top of it. It is interesting to note that while the Memory Virtual Architecture is unique, and relies very heavily on phenomenalist principles, the Mind Architecture Virtual Machine that runs on top of it, is very much a Functionalist Mechanism, if only because our simulations do not run far enough to adequately simulate the mind architecture. It is a matter of science, simulation technology lags our attempts to model the functions of the brain, so even if we wanted a full phenomenalist simulation of the brain we couldn't yet achieve it.

My book, How the Memory Might Work (HMemMW) explains the basic Memory Virtual Architecture and how specific organs in the brain contribute to form a memory that involves:

 * An Implicit Memory Layer
 * An Explicit Memory Layer
 * A Declarative Memory Layer
 * A Meta-Index Layer, and
 * A Consolidation Layer

Each of these layers can be seen to be a virtual machine running on the previous layer. The Implicit Memory Layer running on the essential phenomenal Neural network layer. It may not be the only interpretation of the brain, nor even the best interpretation of the brain that is possible but studying the interfaces between the layers offers us a unique perspective on how the brain might work. Of critical importance is the interface between the implicit and explicit Memory layers, as that defines the bottleneck. It is the nature of the Implicit memory as a phenomenal system that requires the bottleneck, and influences the nature of the attention systems used in the brain. Incidentally, this model deals well with the Qualia problem that phenomenalists push as a test of the Qualities of conscious experience.

My second book How the Mind might work (HMindMW) explains the basic Mind Virtual Machine that runs on top of the Memory Virtual Architecture. Unfortunately neither of these books are yet published, and so it would be premature to expand on the theory. However one of the characteristics of my Mind Model, is its dependency on something I call an AM Language short form for Adaptive Macro Language which uses advanced compilation mechanisms to adapt a basic Macro language in a way that overcomes some of the shortcomings of past macro languages such as the Forth Language.

Consciousness, I explain, in HMindMW is an architectural requirement in order to implement a self-programming system using an AM Language. However the Model would not be as complete without the Memory Virtual Architecture that supports it, since it would not implement qualia properly.

It is because I need both phenomenal and Functional components to complete my model of consciousness that I question if either alone could do so. --Graeme E. Smith 17:30, 11 February 2009 (UTC)


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Template talk:Educational Media Awareness Campaign/CALC

Hi there, I am really interested in creating a rotating gallery, but I can't figure the code out. Would you be able to help?

Thanks so much, --Alison.pattern 20:00, 11 February 2009 (UTC)


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Conservation Entrepreneurship/Differences&Similarities

Differences and Similarities between For-Profit and Non-Profit enterprises
We discussed the similarities and differences between For Profit and Non-Profits: (this is not an exhaustive list of course! Feel free to add to it)

What about corporate responsibility?
 * see class handouts


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User talk:Emiliano

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Juan de Vojníkov 20:29, 11 February 2009 (UTC)

title: User talk:Emiliano


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User:Chooseadifferentname~enwikiversity

[under construction :)]

title: User:Chooseadifferentname~enwikiversity


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User:Fantana56

a

title: User:Fantana56


text: Template:Autism-module

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Wikiversity:Twitter

Follow Wikiversity on twitter

Twitter is a popular microblogging service.

Wikiversity Users who Twitter
Who else from around here is on Twitter? We could talk some more about possible uses of micro-blogging tools e.g., for learning projects, and as a communication channel.

Wikiversity Users on the Fediverse
With Twitter under Elon Musk diverging from the spirit of the WMF UCOC rather badly, the w:Fediverse has become a more obvious communication protocol and community compatible with the Wikiversity goals of open education resources, and includes some of the WMF and non-WMF wiki community. Adding your Fediverse contact here might help coordination.

title: Wikiversity:Twitter


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Middleware

Middleware is the software component that acts as a interface between Operating Systems and Applications. This software consists of a set of enabling services that allow multiple processes running on one or more machines to interact across a network. This software actually hides the heterogeneity of the underlying architecture such as Operating Systems and Other Low level Applications as well as hardware of a computer system. This technology evolved to provide for interoperability in support of the move to coherent distributed architectures, which are used most often to support and simplify complex, distributed applications. The Middleware technology includes web servers, application servers, and similar tools that support application development and delivery. Middleware is especially integral to modern information technology based on XML, SOAP, Web services, and service-oriented architecture.

Middleware software sits between an application software(s) and the underlying different operating systems. It is similar to the middle layer of a three-tier single system architecture, except that it is stretched across multiple systems or applications. Examples include database systems, telecommunications software, transaction monitors, and messaging-and-queueing software.

The distinction between operating system and middleware functionality is, to some extent, arbitrary. While core kernel functionality can only be provided by the operating system itself, some functionality previously provided by separately sold middleware is now integrated in operating systems. A typical example is the TCP/IP stack for telecommunications, nowadays included in virtually every operating system.

In simulation technology, middleware is generally used in the context of the high level architecture (HLA) that applies to many distributed simulations. It is a layer of software that lies between the application code and the run-time infrastructure. Middleware generally consists of a library of functions, and enables a number of applications – simulations or federates in HLA terminology – to page these functions from the common library rather than re-create them for each application.

Remote Procedure Call
Client makes calls to procedures running on remote systems. Can be asynchronous or synchronous.

Message Oriented Middleware
Messages sent to the client are collected and stored until they are acted upon, while the client continues with other processing.

Object Request Broker
This type of middleware makes it possible for applications to send objects and request services in an object-oriented system.

SQL-oriented Data Access
middleware between applications and database servers. it can be also acts like broker for networking connections

Embedded Middleware
communication services and integration interface software/firmware that operates between embedded applications and the real time operating system.

title: Middleware


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Java Programming/Mobile phones

You probably have a mobile phone with J2ME (Java 2 Micro-edition) and you want to know how to write a "hello world!" on your mobile phone.

To develop an application on your mobile phone, you need a development kit, e.g. the J2ME wireless toolkit

If you haven't done that before, you can follow the step-by-step guide on .../docs/UserGuide-html/developing.html to develop your first (called " Tiny.java ") MIDlet application.

To transfer your program to your mobile phone, simply use bluetooth or your memory card to transfer the file ...\apps\Tiny\bin\Tiny.jar to your mobile phone memory and then install it there.

Some links

 * http://news.bbc.co.uk/2/hi/technology/7874291.stm?lss
 * http://virtualgs.larwe.com/Virtual_GS/Fun_and_Games.html

title: Java Programming/Mobile phones


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User:Adrish~enwikiversity

adrish matloob. the future of pakistan and the world

title: User:Adrish~enwikiversity


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User:Alison.pattern

Hello,

I am a wiki gnome up in Canada.

title: User:Alison.pattern