text:
User talk:Anocha

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title: User talk:Anocha


text:
User talk:Pellicule

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

title: User talk:Pellicule


text:
User talk:ChanakarnA

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What is the best OS in a smart phone?
There is a battle between 3 Operating Systems in the mobile industry. Windows Phone 7, iOS, and the Andriod systems are neck in neck; chosing which OS is better than eachother will have to come down to personal preferences. For the user interface, the Windows Phone 7 is more of a information-centric OS. As for Application Openess, Andriod is the best choice because they allow different systems to run in their devices. It has a wider range of apps; apps that are from the iOS can be used in the Andriod but is not vice versa (gives you openess and flexibility). The iOS is limited to only Apple apps whereas the Windows Phone places itself in between iOS and the Andriod. As for getting information fast, the best choise would be the Windows Phone 7. For the Service and Intergration, Andriod is the best out of the bunch even though most OS' have each of their strengths and weaknesses; this is because the Andriod has different services to choose from such and Google, Gmail, Google Calendar, and Google Maps (iOS has only the iTunes and moblie me). For customization, Andriod wins again because they are designed initially for the highest customization (might be a bit complicated for normal users). In conclusion, if you want openess and high customization, Andriod is the best choice (though their program is a little rough around the edges) while iOS has a much more perfect and elegant system that connects and works perfectly with Apple products and Windows Phone 7 has the highest compatability because it gets information and performs tasks fast.

title: User talk:ChanakarnA


text:
User talk:Philin

 Hello Philin, 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.

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MaintenanceBot (discuss • contribs) 03:51, 11 November 2013 (UTC)

title: User talk:Philin


text:
User talk:Sasakorn

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title: User talk:Sasakorn


text:
User talk:Patchamon

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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! --Abd 19:44, 20 May 2011 (UTC) w

title: User talk:Patchamon


text:
User talk:Vivivan92

 Hello Vivivan92, 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.

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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! --Abd 19:44, 20 May 2011 (UTC)

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MaintenanceBot (discuss • contribs) 03:59, 11 November 2013 (UTC)

title: User talk:Vivivan92


text:
User talk:Term101

 Hello Term101, 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.

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MaintenanceBot (discuss • contribs) 03:54, 11 November 2013 (UTC)

title: User talk:Term101


text:
User talk:Ickky157

 Hello Ickky157, 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.

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title: User talk:Ickky157


text:
User talk:Chalit S.

 Hello Chalit S., 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.

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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! --Abd 19:45, 20 May 2011 (UTC)

title: User talk:Chalit S.


text:
User talk:Panlekha

 Hello Panlekha, 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.

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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! --Abd 19:45, 20 May 2011 (UTC)

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MaintenanceBot (discuss • contribs) 03:51, 11 November 2013 (UTC)

title: User talk:Panlekha


text:
User talk:Poespoess

 Hello Poespoess, 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.

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title: User talk:Poespoess


text:
User talk:Klortho

 Hello Klortho, 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.

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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! -- Devourer09 ( t · c ) 22:15, 20 May 2011 (UTC)

title: User talk:Klortho


text:
Literature/1984/Levy

Principles

 * See also Hacker ethic

 * 1) Access to computers -- and anything which might teach you something about the way the world works -- should be unlimited and total. Always yield to the Hands-on Imperative!
 * 2) All information should be free.
 * 3) Mistrust authority -- promote decentralization.
 * 4) Hackers should be judged by their hacking, not bogus criteria such as degrees, age, race or position.
 * 5) You can create art and beauty on a computer.
 * 6) Computers can change your life for the better.

Wikimedia

 * Hacker (programmer subculture
 * Richard Stallman
 * GNUPedia (1999)
 * Nupedia (2000)
 * Wikipedia (2001)
 * Counterculture
 * Fred Turner (academic)

title: Literature/1984/Levy


text:
Wikiversity:Colloquium/archives/June 2006

Contentious Objects
"Knowing that BLP articles have the potential for contention embedded within them, Wikipedia has adopted a threat management strategy through the BLP policy, which attempts to manage the expectations of participants, both those creating and editing articles and those who are the subjects of articles. Guidelines within the policy and its supporting materials provide approaches for editors and subjects, not to avoid conflict, but to ensure that the conflict does not escalate unmanageably.

Guidelines for editors

One effort to reduce threats is to set up clear guidelines for editors and writers of BLP articles with such a threatening attitude that they will feel compelled to follow them. The introduction to the BLP policy is written in forceful imperative tones. The verb .must. is repeated five times and replaced an additional time with .should be.. Words like .any,. .strictly. and .right. are italicized for emphasis. Other words in the brief policy description suggest the potential volatility of the BLP article in their extreme nature: .contentious,. .sensationalist,. .titillating,. egregious.. The rest of the policy lays out in detail exactly what editors need to keep in mind when writing these articles. These instructions are in an authoritative, imperative voice, using .do not,. .should not,. .should be,. and .never.. BLP policy is rarely cited by itself; it is almost always buttressed with reference to its supporting Wikipedia guidelines: Neutral point of view (NPOV), Verifiability (V) and No original research (NOR). This persistent reliance on external reinforcement suggests, not just the complexity of articles of this category, but the degree to which they are fraught with conflict. Any misstep could lead to conflagration. An example of an editor.s assessment of a BLP article indicates this excess care: The inclusion of the intimate details of the Harvard election and airport incident isn't, I think, proscribed by WP:BLP--indeed, the details, as sourced per WP:RS and WP:V and as formulated consistent with WP:NPOV, were compliant with our policies generally--but is militated against by WP:NOT, viz., that WP is not an indiscriminate collection of information.. Joe 05:51, 3 June 2006 (UTC) [24]. (RS refers to reliable sources.)

The policy's attention to reliable sources also indicates the organization's effort to reduce the flammability of BLP articles. The word contention appears multiple times and the use of that word itself provokes lengthy discussion on the part of editors working on the BLP policy. This section of the article also threatens immediate removal of articles that do not comply with its dictates, the ultimate threat available to Wikipedians, with multiple sentences starting with the phrase, do not [emphasis Wikipedia's]. The section on sources and their citations culminates with .External links about living persons in BLPs and elsewhere are judged by a stricter standard than for other articles, indicating an emphasis on valid sources, and suggesting that these types of articles are more likely to seed conflict than others." - http://community.mis.temple.edu/seminars/files/2011/03/Joyce-Pike-Butler-Contentious-Objects.doc - - WAS 4.250 16:58, 12 April 2011 (UTC)

 * It seems to me that the primary BLP (biogs of liv'n peeps) threat is getting sued by him or her for diss'n. Generally, if there is a problem on the Web, the aggrieved party makes a complaint (usually with a threat to sue) if the material isn't removed.  Most Web entities react to this by removing the material, which makes sense to me.  Perhaps this is the route we should take -- not to remove material, but to look into it to see if we have a valid legal liability.

 * Developing an "objective" approach such as looking at notable living "peeps" as to what they have done, effects they have had, and various minor vital details is a weak approach to me. I give Smuts as a non-living example; he coined "holism" which is a basis for humanistic psychotherapeutics, but the guy architected Apartheid soon after!  In my mind it is impossible for someone to be both a true humanist and a fascist at the same time.  As it happens, holism is the weakest of the "whole system models" and was chosen only because Perls (of Gestalt therapy) went to South Africa to be influenced by Smuts.  Perls should have dumped holism and adopted some other whole systems theory when he arrived in New York City, or maybe whole systems itself as it was in existence by the early 20th Century.

 * What I am saying is that we should be allowed to apply the critical inquiry that Perls should have applied(!), and then back off when it looks like we will get punished for our inquisitiveness--then we document that, and win anyway!--John[[Image:bessa66.png|12px]]Bessatalk 18:10, 29 April 2011 (UTC)
 * Actually, now that I think about this a little, perhaps we need to initiate a law college and stop worrying so much about our law-making and focus on real laws!--John[[Image:bessa66.png|12px]]Bessatalk 18:18, 29 April 2011 (UTC)


text:
User:Bender2k14

See my page on the English Wikipedia.

title: User:Bender2k14


text:
User:Frankkj2

My Name is Sranphol Yongyingsaktavorn ID: 5380050 Majoring TIM Studying Computer Essential Instructor: Mr. Brian Philips :D

World fastest Computer Specification:

Mainboard: Asus RAMPAGE III MOTHERBOARD BLACK EDITION

Processor: Intel Core i7 975 3.86GHz (29×133.6)

Memory: Corsair Dominator GTX 8GB( dual channel) DDR3 kits operate at 2400mhz

6GB RAM

Case: BMW designs PC case for Thermaltake

Power supply: RS850 EMBA is a powerful 850-W ATX12V/EPS12V 2.2 power supply for high-end computers

Optical Drive: samsung SH-B123 combo drive

Hard drive: Seagate Barracuda® XT, a 7200RPM product featuring 2TB of storage

Graphic card: Nvidia GeForce GTX 570

Sound car. Creative Sound Blaster X-Fi Titanium Fatality Professional

SMARTPHONE OPERATING SYSTEM

Android is the best smartphone operating system Android is just the codename for SkyNet Android has really matured as a platform. it is powerful, open source and is available on a variety of form factors from 100% touch operated phones. Even though sandriod came out for a long time it is still fast and smart

title: User:Frankkj2


text:
Research in education: Open and networked practices

Robert Fitzgerald, Leigh Blackall, Keith Lyons and James Neill, University of Canberra

Hobart HGC Grand Ballroom 1, 11:30am Thursday, 1 December 2011

Presentation to an Australian Association for Research in Education 2011 symposium on eResearch for education: What it offers and how educational researchers should address this question?

More info: Presentation slides | Visible tweets Storified tweets

Abstract
Networked technologies combined with the ethics of openness offer unprecedented opportunities for improving access to digital information, facilitating involvement, and helping researchers to address questions in new and resourceful ways. For many universities, however, 'eResearch' is focused on establishing digital repositories for storing and delivering finished scholarly articles and some other research outputs, but with limited consideration of how research processes might become more accessible. One of the barriers to opening up academic research is that it is often constructed as a specialised activity undertaken by experts pursuing "higher goals of truth and truthfulness". Gough argues that the focus on truth distracts us from what we don’t know and that the reduction of ignorance may be a more useful approach to research than the search for truth. Open data is critical to open, networked research and open management practices are arguably desirable as well, particularly if volunteers are to be attracted to work on large data sets and to trust lead researchers enough to help organise, gather and interpret information. Complimenting such participatory research projects are web services that can assist people and organisations build investment and social capital around their proposals, such as Wikiversity. Key elements of the emergent open, networked research culture are openness, transparency, digital formats, asynchronicity, and a tolerance for anonymity and open participation. But as in any culture, there is also a darker side, such as the presence of bullying, trolling, fickleness, new and opache hierarchies, prejudices, group think and cultish behaviours. In an increasingly complex and commodified world, the application of large-scale, collaborative networks to identify knowledge ‘blind spots’ may be vital to help reduce our collective ignorance. The affordances of network technologies to support new forms of collaborative knowledge construction may engage people in practices traditionally the preserve of the expert, particularly when based on an ethic of openness. Such a scholarly research/learning should encourage and allow for the rise of the enfranchised researcher who will want to ask their own questions and generate their own data. These researchers will build their own smart tools for sense-making and theory building that help ensure the most productive partnerships between expert and other researchers. We will need such a new generation of social research tools and deeper adoption of new practices in order to support large-scale participation in research practices.

/Full paper/ (Work in progress)

Impact data

 * View count


text:
File:Process report2.pdf

Licensing
for school project

title: File:Process report2.pdf


title: File:DFT.5.B.Analysis.20110521.pdf


text:
User talk:Weiwei.xu

 Hello Weiwei.xu, 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.

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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! --Abd 16:36, 21 May 2011 (UTC)

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 * File:Enterprising report.pdf
 * File:Gantt chart.png
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 * File:Solar+Panel+Characteristics.pdf

MaintenanceBot (discuss • contribs) 03:59, 11 November 2013 (UTC)

title: User talk:Weiwei.xu


text:
User talk:Alexander.croes

 Hello Alexander.croes, 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.

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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! --Abd 16:40, 21 May 2011 (UTC)

title: User talk:Alexander.croes


text:
User talk:Frankkj2

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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! --Abd 16:40, 21 May 2011 (UTC)

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 * File:221891 10150157550247404 515932403 6679887 7670756 n.jpg

MaintenanceBot (discuss • contribs) 03:46, 11 November 2013 (UTC)

title: User talk:Frankkj2


text:
User talk:Karmbrecht

 Hello Karmbrecht, 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.

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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! --Abd 16:43, 21 May 2011 (UTC)

title: User talk:Karmbrecht


text:
User talk:Bender2k14

 Hello Bender2k14, 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.

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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! --Abd 16:47, 21 May 2011 (UTC)

title: User talk:Bender2k14


text:
User talk:Dduane

 Hello Dduane, 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.

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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! --Abd 16:47, 21 May 2011 (UTC)

title: User talk:Dduane


text:
User talk:Sadiki

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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! --Abd 16:50, 21 May 2011 (UTC)

title: User talk:Sadiki


text:
User talk:Rttew

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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! --Abd 16:52, 21 May 2011 (UTC)

title: User talk:Rttew


text:
User talk:Mystar~enwikiversity

The page you created, How to obtain a copy of a greenland divorce agreement, is not appropriate for Wikiversity. However, you may ask a question at WV:Help desk. It may not be seen, few people seem to be watching that page. There is also a reference desk at Wikipedia, w:Wikipedia:Reference desk, which may be better watched. Good luck. --Abd 17:00, 21 May 2011 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Mystar. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Mystar~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:44, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:16, 19 April 2015 (UTC)

title: User talk:Mystar~enwikiversity


text:
User talk:TimMartin

 Hello TimMartin, 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.

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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! -- Devourer09 ( t · c ) 17:55, 21 May 2011 (UTC)

title: User talk:TimMartin


text:
User talk:Stidmatt

 Hello Stidmatt, 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.

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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! -- Devourer09 ( t · c ) 17:56, 21 May 2011 (UTC)

title: User talk:Stidmatt


text:
User talk:AnjaKotobide

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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! -- Devourer09 ( t · c ) 22:12, 21 May 2011 (UTC)

title: User talk:AnjaKotobide


text:
User talk:Btdoowopper

 Hello Btdoowopper, 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.

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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! -- Devourer09 ( t · c ) 22:36, 21 May 2011 (UTC)

title: User talk:Btdoowopper


text:
Talk:Research in education: Open and networked practices

Thanks for moving this back,Leigh Rnfitzgerald 22:55, 21 May 2011 (UTC)
 * And thanks to James, for moving it out into the main wiki and working the structure over --Leighblackall 23:59, 22 May 2011 (UTC)

Abstract (submitted)
This is what was submitted. Need to work it into the page. References are embedded, but not displayed in this talk page.. --Leighblackall 23:59, 22 May 2011 (UTC)

eResearch in education: Open and networked practices and the rise of the citizen researcher

Robert Fitzgerald, Leigh Blackall, Keith Lyons and James Neill,

University of Canberra

Networked technologies combined with the ethics of openness offer unprecedented opportunities for improving access to digital information, facilitating communication, and helping researchers to ask and address new questions in new ways. For many universities, however, eResearch is focused on providing digital repositories which document and distribute scholarly articles and other research outputs, but with limited consideration of how research processes might become more accessible. One of the barriers to opening up academic research is that it is often constructed as a specialised activity undertaken by experts pursuing "higher goals of truth and truthfulness". Gough argues that the focus on truth distracts us from what we don’t know and that the reduction of ignorance may be a more useful approach to research than the search for truth. Open data is critical to open, networked research. Open management practices are arguably desirable as well, particularly if volunteers are to be attracted to work on large data sets and to trust lead researchers enough to help organise, gather and interpret information. Complimenting participatory research projects are web services that assist people and organisations to build investment and social capital around their proposals. Key elements of the emergent open, networked research culture are openness, transparency, digital formats, asynchronicity, and a tolerance for anonymity and open participation. But as in any culture, there is also a darker side, such as the presence of bullying, trolling, fickleness, new and opache hierarchies, prejudices, group think and cultish behaviours. In an increasingly complex and commodified world, the application of large-scale, collaborative networks to identify knowledge ‘blind spots’ may be vital to help reduce our collective ignorance. The affordances of network technologies to support new forms of collaborative knowledge construction may engage citizens in practices traditionally the preserve of the expert, particularly when based on ethic of openness. Such a scholarly research/learning should encourage and allow for the rise of the citizen educational researcher who will want to ask their own questions and generate their own data. These research citizens will build their own smart tools for sense-making and theory building. To ensure the most productive partnerships between expert and citizen researchers, we will need a new generation of social research tools and deeper adoption of practices in order to support large-scale democratisation of the research in ways that ensure all have the right to research.

Key Words

eResearch, participatory research, democratisation, digital technologies


text: User:Petunia

title: User:Petunia


text:
User talk:ToddSt11

Warning
Your creation of Toddst1 is cross-wiki disruption, and this account has a deceptive name. Coming so quickly after the question asked by Rttew, it may be suspected that you are that user. If Rttew wants any hope of recovering use of an account at Wikipedia, or of having his or her concerns heard, this needs to stop immediately. --Abd 02:22, 22 May 2011 (UTC)

title: User talk:ToddSt11


text:
User talk:Petunia

 Hello Petunia, 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.

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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! --Abd 17:51, 22 May 2011 (UTC)

title: User talk:Petunia


text:
User talk:BeHereNow

 Hello BeHereNow, 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.

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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! --Abd 17:53, 22 May 2011 (UTC)

title: User talk:BeHereNow


text:
User talk:Aishwarya.Rao

 Hello Aishwarya.Rao, 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.

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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! --Abd 17:53, 22 May 2011 (UTC)

title: User talk:Aishwarya.Rao


text:
Wikiversity talk:Welcoming committee

Welcome process
I've been following this practice: I look at Recent changes for a user with a redlinked "discuss" page. If the user has edited any WV page, including their user page, with anything that seems legitimate or a good-faith effort to do something useful or even merely allowed (such as creating their own user page), I welcome them, with the welcome template, and use an edit summary of "welcome". I do not welcome-template IPs because those are often unstable, not the same user. I do not welcome on raw account creation. (This appears to match prior practice.)

In order to make this process more efficient, I will here sign, below, with timestamp when I last reviewed Recent Changes for such situations. I will replace my signature whenever I have an update on that. I'll ask others who want to cooperate with this to similarly sign, let the most recent signature be at the top. (And I'll delete older signatures of mine, I recommend that others do the same.) In this way, we don't have to duplicate the labor of looking for unwelcomed users. If issues arise, please discuss below this comment or in a new section.

(I have only gone back so far in reviewing changes, it is possible that some qualifying edits still exist in Recent changes, but if this process is maintained, with each new signature below affirming that the process has been completed since the previous signature, this will become efficient and effective.) --Abd 18:25, 22 May 2011 (UTC)
 * I've been doing the same lately. I pretty much use the exact same process you described above. I'm only doing this because I feel if we greet people who look like they are interested they will be more likely to get connected with the community and stay. One of Facebook's causes of success is that the social aspect it provides is so engaging to the average user that they ending up spending more time on Facebook than the average user of another website. Once the WV community begins to grow more and more content will eventually be produced and it'll basically follow something similar to Wikipedia's growth. Anyways, I don't think I'll update my signature here though... I feel too lazy and like it's an extra step. I just randomly peruse the recent edits page to see what's happening here. There is relatively little activity that a person can go through a whole days of changes in an hour or less. Relatively speaking in comparison to WP. Devourer09  ( t · c ) 22:48, 22 May 2011 (UTC)
 * It's up to you. If you don't sign here, it simply means that I'll need to review the same set of changes, but I'll notice quickly that you have already welcomed; I just can't assume a specific time. I'll still update my signature here, so feel free to stop your search at that time, or not, as you like. There are other values to reviewing Recent Changes, of course. --Abd 02:04, 23 May 2011 (UTC)

One more point. If a user's edit is spam or vandalism, I don't "welcome." I may not do anything but revert the spam or vandalism. That way, next time I sweep for newcomers editing, I'll again see the redlinked talk page and check the contribution. If it's decent, I'll go ahead and welcome. Otherwise, I might, looking at contributions, ask for custodial attention.

One of the utilities of looking for new users to welcome is that naive vandalism is often caught this way. --Abd 01:21, 17 June 2011 (UTC)

Last review of Recent Changes

 * Abd 23:29, 7 October 2011 (not necessarily checked before Oct 4.)

Objection to welcoming practice.
In this Colloquium comment, a user objected to my welcoming process. I'm describing that process, as it exists now, so that we can discuss it and possibly so that we can agree upon broader standards to apply to welcoming. Regardless, of any standards we settle upon, any user may welcome any other user, as an individual action, based on some personal knowledge of that user, and encouragement of the user, just as any user may warn, on their own personal responsibility. The standards I'm applying and following apply to "mass welcoming," "routine welcoming," or the like.

 * I set up Recent Changes to display all edits for logged-in users, back to the last known review.
 * I review the edits for general purposes, but specifically, as to Welcoming, I specially look for two things:
 * Redlinked user talk pages.
 * User talk pages created by the user, not by someone else. (New user talk pages created by another new user may also get some special attention)
 * I then look at Contributions for such users.
 * If I see vandalism or linkspam, and no positive contributions, I may block the user. If the problem is blatant, I do not warn the user or explain the block on the user talk page. (This was considered controversial, but I'll explain it below.) (For non-admins participating in welcoming, the equivalent of blocking is requesting block on RCA. I do not suggest warning blatant vandals or linkspammers on Wikiversity. -- but, caution, "linkspam" and "links to personal web sites" are not the same. If the user may have a collaborative purpose in placing a link, the user should not be blocked.)
 * If I block, I do not welcome at that time. Normally, I leave the user Talk page access. For known linkspammers and cross-wiki vandals, I may shut it all down. (Hence, for non-admins, I do not recommend placing anything on the Talk page where you would recommend a block.)
 * If I see a positive contribution, or potentially positive contribution, such as a test edit to the Sandbox, I template the user's talk page with the welcome template. I copy this template into the edit summary and save the page.
 * If I see potentially positive or good faith contributions, but "errors," I may welcome *and* warn or "complain." I word the warning gently, assuming good faith, and truly welcoming and inviting cooperation. I may not continue to do this if the user continues with the problems without discussion, but this is now outside the realm of the Welcoming committee. The user has been welcomed and the Talk page is no longer redlinked.
 * If I have time to look for IP vandalism, I then hide logged-in users. I do not formally welcome IP editors, because usually the IPs are not stable. My general practice is to encourage account creation and use at Wikiversity, because it reduces site maintenance labor. --Abd 19:36, 18 September 2011 (UTC)

Discussion
My welcoming practice has resulted from experience as a Recent Changes patroller here, and particularly as one also looking, as a custodian, for vandalism and linkspam. Once a user talk page has edits, the edit no longer stands out so clearly in Recent Changes, and vandalism and linkspam are no longer as easily caught. When RCP is more formally organized here, which will probably require formal "duty periods," where specific users mark off that they have reviewed all recent changes for a defined time period, the redlinking may become irrelevant. Wikipedia never set up structure to make RCP efficient, and thus it can be very spotty there, in spite of many RCP volunteers. The flow of edits is too great, but with the number of volunteers, and some system, all edits could, in fact, be carefully reviewed. Instead it's a game of Whack-a-Mole, with points to the user who first catches a problem, never mind that a dozen other editors saw and tried to revert that within a minute. This encourages snap judgments.

We have the opportunity at Wikiversity to set up better systems while we are still small.

But some possible welcoming practices can interfere with this. It is not that they are forbidden, but that they do not fit within an overall site management philosophy, making site management more difficult, less effective, or less efficient. I'd see the welcoming practice as becoming tighter, not looser. For example, I welcome, and intend to continue to welcome, for test edits to the Sandbox, or the user's User page. If such an edit shows an intention to cooperate, that's fine. But what if it's just, say, the user's initials placed in the Sandbox? Not so clear. We may wish to wait for an actually useful edit or attempt to positively participate or cooperate -- or even just to learn.

In any case, by following the standards I've proposed and that I use, any user can help with Recent Changes patrol, or just with welcoming itself. When I see users welcoming outside these standards, I've often asked them to consider doing it differently. Most users simply cooperate with this, but occasionally a user has taken offense, as if I were ordering them to follow my suggestions. That's unfortunate, but it has happened. For the future, I will attempt, even more carefully, to make it clear that these are suggestions, seeking cooperation. --Abd 19:36, 18 September 2011 (UTC)

 * I just came across an example of the possible problem with welcoming users without a review of their edits. Lgonfa15 was welcomed after making 9 edits, all of which were spam or vandalism, it's unclear which. (The net result of the edits.) The vandalism was found and corrected the next day, by an IP editor with no other edits to Wikiversity.

 * The reductio ad absurdem of the practice of incautious welcome is found at User talk:Abusemerump, which may have been a deliberate trap.

 * When we have had users welcoming who don't review the edits to see that they are reasonable, before welcoming, other recent changes patrollers may overlook the edits, seeing that the talk page is no longer a redlink. It's not reliable, and a sophisticated vandal/spammer might edit their own talk page, but every little bit of practice that helps catch vandalism and spam is useful; at the same time, having a real user welcome new users is far better than the practice of using a bot on some wikis, which doesn't feel welcoming to me at all. On one wiki, I looked *once* at a page there and saw the message notification immediately. It is apparent that a really fast bot had seen my page request, identifying me from SUL information, and had managed to add the welcome template before the page was served up to me. A bot welcome doesn't feel sincere to me, and it creates no user who will be watching my Talk page, perhaps to help if some problem comes up. --Abd (discuss • contribs) 02:27, 2 February 2014 (UTC)

title: Wikiversity talk:Welcoming committee


text:
Second Life

Second Life

 * /Sustainability considerations relating to the use of Second Life for education/
 * /Second Life Architectural Building Tutorial/
 * /Boellstorff (2008)/

title: Second Life


text:
Second Life/Boellstorff (2008)

Review of Bollstorff book, Coming of age in Second Life.

title: Second Life/Boellstorff (2008)


text:
User:DustyComputer

This is my user page!

title: User:DustyComputer


text:
User talk:Rnfitzgerald

 Hello Rnfitzgerald, 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 21:54, 22 May 2011 (UTC)

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

title: User talk:Rnfitzgerald


text:
User talk:DustyComputer

 Hello DustyComputer, 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! -- Devourer09 ( t · c ) 22:39, 22 May 2011 (UTC)

title: User talk:DustyComputer


text:
User talk:Rajveetee

 Hello Rajveetee, 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! -- Devourer09 ( t · c ) 22:57, 22 May 2011 (UTC)

title: User talk:Rajveetee


text:
ACT Teaching Nursing Home Bid/Writing teams - 19 May 2011

University of Canberra Faculty of Health Teaching Nursing Home Bid 1 - 4pm, 19 May Open Forum Room 25, on level D of building 7 (7D25, University of Canberra

An Educational Research Hub within the Faculty of Health@UC

At this meeting we will form writing teams and identify key points to be made in the submission, based on the thematic analysis of the group discussion held on 24 March and our subsequent reflections.

The meeting opened at 1.10pm, with introductions. Professor John Howard, Pro-Vice Chancellor Development and Engagement addressed the meeting from 2 to 3pm. This is a report of outcomes/ decisions taken at the meeting rather than a minuted account.

Attendance: Rosemary Oates (Anglicare South Coast), Margaret Thornton (KW IRT), Rachel Bacon (UC), David Jeffries (BCS), Luke Oborn (IRT), Jo Gibson (UC), Nikki vanDieman (Morshead), Gabrielle Cooper (UC), Laurie Grealish (UC- Chair).

Apologies: Mary Cruickshank (UC), Mark Naunton (UC), Jane MacIsaac (UC), Debbie Booth (CRCC), Leigh Blackall (UC), Greg Kyle (UC), Keith Lyons (UC), Rachel Davey (UC), Jenny Symons (Banksia Village), Darlene Cox (HCCA)

Agenda
13.00 Welcome, introductions. Overview of the writing program

1315 Small group work. We will break into two groups to develop concepts for a bid proposal in the areas of:

The work done at the Open Forum can be used to inform small group discussions (see pages 2-3)
 * 1) Possible projects, prioritized based on need
 * 2) Possible governance models.

1400 Presenting back – key issues/considerations

1430 Afternoon Tea

1500 Group Discussion

1540 What next?

Possible projects

 * 1) Current nomenclature and history limits development.
 * 2) A community of care, centred around a residential care facility, would include students from schools, vocational training, higher education in work placements for learning.
 * 3) A community of care would model best practice in service delivery informed by research and monitored by quality assurance measures.
 * 4) Quality improvement, action research, and a culture of learning is an essential feature of the community of care.
 * 5) A community of care provides learning experiences from students from various organizations and disciplines as well as novice carers.
 * 6) Intercultural competence for carers is increasingly important.
 * 7) The tension between RACF as one person’s home and another person’s workplace needs to be acknowledged.
 * 8) Research, practice and policy must be linked to ensure best practice environment and monitoring measures are employed.
 * 9) Person-centred care is critical.
 * 10) An inclusive approach to the network can promote a ‘right care, right place, right time’ principle.
 * 11) The RACF as a hub in a community outreach program in clinical and primary care, including health promotion.
 * 12) Specialised palliative care for older people, located in RACF.
 * 13) Use NGOs for student learning experiences.
 * 14) Workforce planning requires more information about the unregulated workers in aged care.
 * 15) Pathways for education and training from high school to university.
 * 16) Health promotion, early detection and primary health through student-led clinics supported by a community bus.
 * 17) Bring in dentistry and oral health.
 * 18) Increase use of IT in placement education.
 * 19) Person-centred student projects that build individual identity can be developed
 * 20) The RACF with fluid boundaries, engaged with the community.
 * 21) RACF as the hub for a community.
 * 22) Students experience a continuum of care.
 * 23) Inclusive of professional bodies.

Governance issues

 * 1) Risks of competition, rather than collaboration, associated with limited resources and differing systems at work on landscape of aged care.
 * 2) Practical solutions to promote collaboration are required.
 * 3) Language (terminology) awareness is important.
 * 4) A strong engagement plan, using processes such as roundtable forum to communicate, and employ systems to monitor engagement.
 * 5) Provide clear framework for levels of involvement.
 * 6) Clarify values in regard to network processes.
 * 7) Manage expectations of stakeholders, including students.
 * 8) Planning and budget are critical.
 * 9) Staff may be fearful of change.
 * 10) Cross-sector differences between aged care and health care need to be negotiatied.
 * 11) Manage expectations early; prepare people.
 * 12) Be aware of tensions between service focus and home focus in RACF.
 * 13) Tension between the RACF as home and institution.
 * 14) Negotiation of difference is critical.
 * 15) Community education for families about ageing options.

Agreements

 * The core aim of the teaching nursing home could be ‘professionalising the workforce’
 * A pathway for people from school (year 10) to later in professional life; from Cert 3 to Cert 4, Diploma/Associate Degree, Degree, and post graduate certificates, diplomas and Masters degrees.
 * Leisure and lifestyle is important – include students in sports studies, exercise science/physiology, physiotherapy, nutrition
 * Include newer courses in occupational therapy, public health
 * Commit to financial analysis as part of research into workforce innovation
 * All UC Faculties, not just health for placements/projects within aged care facilities
 * Volunteer/ service learning should be explored as well as formal placements for students
 * We need to collect profiles of team members for inclusion in the bid document
 * Need to prioritise activities

The UC team members will develop a draft bid document for this writing group to review and comment upon before circulation to the broader collaborative group (those who attended the Open Forum on 23 March). There may be another broader group meeting in August.

Possible research topics

 * Standard E-health records to use across aged care
 * Residential aged care as CARE centres, research transition work
 * Innovative workforce models

Possible governance considerations

 * Loose network maintained through email
 * Contracts and MOUs for core partners in TNH bid – to demonstrate sustainability
 * Consortium agreements could be developed

People we should include in the teaching nursing home bid

 * Audiologist
 * St Marks for pastoral care Schools such as UC Gininderra
 * College and UC Kaleen as well as
 * Optometrist
 * ACU for social work
 * Hawker (in relationship with KW).
 * Dementia Training
 * ANU for medical
 * ACT Health
 * study centres eg CSU for dentistry & Wollongong Uni
 * ACAT
 * podiatry
 * Geriatricians
 * RADAR
 * CIT
 * Division of GPs
 * MAPU
 * RTOs
 * Aged Care Stream (ACT Health)
 * Southern and Murumbidgee Local
 * Health Networks
 * Employment agencies/ DEEWR

From Jenny Symons

 * Possible titles: ‘Teaching Aged Care Partnerships’, ‘Teaching Aged Care Services’,
’Teaching Aged Care Professions’,
’Teaching Aged Care Program’, and ‘Teaching Aged Care Joint Ventures’.
 * Look at professions other than nursing

From Leigh Blackall
carers (with synergies to institutions) and stair-casing career development opportunities for in-home carers opportunities
 * Education practices that preference WIL (work integrated learning) to work with in-home
 * Research that explores questions like foreign labor opportunities and impacts, or offshore care
 * A mix of 1 and 2, where foreign labor can come to Australia for in-home care, as well as institutional service, and also have innovative career development
 * WIL opportunities in other countries, particularly non or less-industrial countries where innovations and realisations might be more likely to return to Australia


text:
User:Poompigpig

Name: Poomrapee Major: International Business Poomrapee Rajpakdee ID: 5280932 Computer Specification Motherboard: ASUS P6X58D-E Price: 7,350 Baht

•Processor: Intel® Core™ i7 Processor Extreme Edition Price: around 35,910 Baht

•Memory: Super Talent 32GB Mini 2PCI-E SATA2 Solid State Drive (MLC) for Asus Eee PC FPM32GLSE Price : 32GB: 3,132 Baht, 64GB: 6,887 Baht

•Case: Thermaltake Level 10 Price: above 7,000 Baht

•Power supply: SilverStone Zeus SST-ST65EF 650W Power Supply nVIDIA SLI Certified Price: 4,550 Baht

•Floppy drive: Macally FDD-USB USB Floppy Drive Price: around 2,413 Baht

•Hard drive:  Western Digital Caviar Green 2TB WD20EADS Price: Around 3,500 Baht

•Optical drive: LG BE12LU30 Price: around 7,000 Baht

Keyboard : Logitech G19 Price: Around 6,000 Baht

•Mouse: Razer Mamba Wireless Gaming Laser Mouse 5600 DPI Price: around 4,000 Baht

•Video card : Diamond Multimedia 6990PE54G Radeon HD 6990 Video Card (4GB, PCI Express x16, Dual DVI) Price: around 25,249 Baht

•Monitor: Dell UltraSharp U2711 27-inch Widescreen Flat Panel Monitor - Max Resolution 2560 x 1440 (WQHD) Price: around 30,000 Baht

•Sound card: ASUS Xonar Essence STX Virtual 7.1 Channels 24-bit 192KHz PCI Express x1 Interface 124 dB SNR / Headphone AMP Card Price: around 7000 Baht

•Modem: Zoom Telephonics Zoom 42M External Cable Modem Price: around 2300 Baht

-The best smart phone In my opinion the best smartphone is Iphone4. Since, it has a unique design, and loads of options. For example, as all of you know that Iphone4 use the IOS4 as its operation system, which is one of the most advance operating device. Moreover, Iphone4 has loads of benifits, wihch are great pictures quality, loads of applications that both kids and adult can access, and facetime, whivh considered as the most unique system on cell phone, because other phone may have the facetime system, but on Iphone4 is the best due to it's guality. However, one bad thing toward this smartphone is the short battery life if compare to other phone, because it can stay just one day or 420 minutes per one charge. Anyhow, Iphone4 is still considered as the best smartphone in year 2011.

title: User:Poompigpig


text:
User talk:Poompigpig

 Hello Poompigpig, 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! -- Devourer09 ( t · c ) 04:40, 23 May 2011 (UTC)

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MaintenanceBot (discuss • contribs) 03:51, 11 November 2013 (UTC)

title: User talk:Poompigpig


text:
File talk:Premir-1a.jpg

File Pregnancy Miracle has been deleted. Source: http://article-board.com/pregnancy-miracle-reviews-scam/ deleted.

title: File talk:Premir-1a.jpg


text:
User:Donna V

www.thisisdonna.com

title: User:Donna V


text:
User:Kvanichsangsopon

My name is Krit, and my student number is 5380151. I am study in Mahidol University International college or MUIC, I choose Maketing as my major. I have been study in the collge for 3 terms.I am living in a dormitory around the campus during week days.

---

The Fastest Personal Computer From ACER, I recommended K.Vanichsangsopon 08:27, 29 May 2011 (UTC)

---

Best Smart Phone Operating System : Android 2.3.4

 * Android 2.3.4 is the newest android operation system. In my oppinion, Android 2.3.4 is the best smart phone operation system for serveral reasons.

K.Vanichsangsopon 03:22, 14 June 2011 (UTC)
 * Cheaper comparing with ios which has equivalent performance rate
 * Easier to customize and manage files
 * Web browsing is faster than other os, such as ios, blackberry os, windows phone 7
 * Have various phones to choose comparing with ios that only have iphone
 * Have an easy syncing system, and easy to customize using laptop
 * Have SD memory socket, which give more convenience to store and back up data

title: User:Kvanichsangsopon


text:
User:Kritvanichsangsopon

My name is Krit. I am study in Mahidol International college, I choose Maketing as my major. I have been study in the collge for 3 terms.

title: User:Kritvanichsangsopon


text:
Time management/Dimensionality

Dimensionality
Time management can be conceptualised as a multidimensional construct (e.g., Macan, Shahani, Dipboye, & Phillips, 1990). Psychological research literature has identified several possible factor structures for time management.

3-factors (Britton & Tesser, 1991)
A study of 90 USA college students found that time management could be represented by three factors, based on 35 items (Britton & Tesser, 1991 .):
 * 1) Short-range planning - daily or weekly planning, such as making a daily to-do list
 * 2) Long-range planning - setting goals for the entire quarter and being well organised
 * 3) Time attitudes - feeling in control of how time was spent and using time effectively

This three factor structure was replicated in a study of 350 Spanish students (Garcia-Ros, Pérez-González, & Hinojosa, 2004).

4-factors (Macan et al., 1990)
A more widely cited model identifies four underlying factors (Macan et al., 1990) :
 * 1) Setting goals and priorities
 * 2) Mechanics of scheduling and planning
 * 3) Preference for disorganisation
 * 4) Perceived control of time

The Time Management Behaviour Scale (TMBS), for which there is some validity evidence (TMBS, Macan et al., 1990 ), is designed to measure these four factors. Macan's (et al. 1990, 1994 ) models of time management have received the most support in the literature (Claessens et al., 2007 ). However, there are some consistency issues and disagreement as to whether perceived control of time should be included (Claessens et al., 2007). Macan (1994) has indicated that the perceived control of time factor is actually an outcome of time management and not a component.

The factor structure of the TMBS has been confirmed by Adams and Jex (1997) via confirmatory factor analysis.

5-factors (Bond & Feather, 1988)
Bond and Feather (1988) conducted a survey study of three samples of university students, extracting a five factor model of time management:
 * 1) Sense of Purpose
 * 2) Structured Routine
 * 3) Present Orientation
 * 4) Effective Organisation
 * 5) Persistence

5-factors (Francis-Smythe & Robertson, 1999)
Francis-Smythe and Robertson (1999 ) studied individual differences in time personality and identified five factors:
 * 1) Leisure Time Awareness
 * 2) Punctuality
 * 3) Planning
 * 4) Polychronicity
 * 5) Impatience

4-factors (Neill, 2017)
An alternative four-factor structure is shown in Figure 2.

These four factors are operationalised in the TSQFUS1 (which is derived from an earlier version, the TUSSTMQ9):
 * 1) Efficiency and effectiveness - General efficiency and effectiveness in use of one's time to get tasks done
 * 2) Meeting deadlines - The extent to which important deadlines are met. König and Kleinman (2005) also argue that Meeting Deadlines is also an important factor of time management.
 * 3) Scheduling or Goal setting and Planning - Setting goals, making plans, and self-organising allocations of time to tasks
 * 4) Procrastination or Distractability - Engagement in distraction and goal-irrelevant behaviour

title: Time management/Dimensionality


text:
User:ArunaPanneerselvam/Bharathiar university distance education questions for mba hr final year

Please post some previous year question papers for MBA HR final year at bharthiar university through distance education.


title: File:Fourier.0.A.Overview.20110523.pdf


text:
User:Eml5526.s11.team01.roark/Mtg31

[[media: Fe1.s11.mtg31.djvu| Mtg 31]]: Fri, 19 Mar 11 [[media: Fe1.s11.mtg31.djvu| Page 31-1]] Element viewpoint: Element Matices

Instead of using [[media: Fe1.s11.mtg30.djvu|(2) p. 30-4]], [[media: Fe1.s11.mtg30.djvu|(1) p. 30-5]], consider
 * {| style="width:100%" border="0"

$$\displaystyle \tilde{\mathbf K}=\left[ {{K}_{ij}} \right],\underbrace_{\left( n+1 \right)\times \left( n+1 \right)}=\underset{e=1}{\overset{nel}{\mathop \sum }}\,{{\tilde{\mathbf K}}^{e}},{{\underbrace_{\left( n+1 \right)\times \left( n+1 \right)}}^{e}}=\left[ K_{ij}^{e} \right]$$ Recall: “Tilde” means include all degrees of freedom (E (essential)+F (free))
 *  (1)
 * }
 * }

End Element Viewpoint Section

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

 * style="width:92%; padding:10px; border:2px solid #FF0000" |
 * {| style="width:100%" border="0"
 * {| style="width:100%" border="0"

$$\displaystyle \tilde{\mathbf K}_{\left( n+1 \right)\times (n+1)}^{e}=L_{(n+1)\times {{n}_{e}}}^k_{{{n}_{e}}\times {{n}_{e}}}^{e}L_{{{n}_{e}}\times (n+1)}^{e}$$
 *  (2)
 * }
 * }
 * }

Where $$\displaystyle {{n}_{e}}$$ = number of degrees of freedom per element and $$\displaystyle {{\mathbf L}^{e}}$$ = “Location” or “scatter” matrix. From
 * {| style="width:100%" border="0"

 * style="width:92%; padding:10px; border:2px solid #FF0000" |
 * {| style="width:100%" border="0"
 * {| style="width:100%" border="0"

$$\displaystyle \mathbf{d}_{{{n}_{e}}\times 1}^{e}=\underbrace{\left\{ d_{i}^{e} \right\}}_{\left( 5 \right)p.30-3}=\mathbf{L}_{{{n}_{e}}\times (n+1)}^{e}\tilde{\mathbf d}\underbrace{_{(n+1)\times 1}}_{\left( 4 \right)p.22-2}$$
 *  (3)
 * }
 * }
 * }

[[media: Fe1.s11.mtg31.djvu| Page 31-2]] Example:

[[media: Fe1.s11.mtg30.djvu| p. 30-2]], ID QLEBF -> $$\displaystyle {{n}_{e}}=3$$

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

$$\displaystyle {{\mathbf d}^{(1)}}=\left[ \begin{matrix} d_{1}^{(1)} \\ d_{2}^{(1)} \\ d_{3}^{(1)} \\ \end{matrix} \right],{{ \mathbf d}^{(2)}}=\left[ \begin{matrix} d_{1}^{(2)} \\ d_{2}^{(2)} \\ d_{3}^{(2)} \\ \end{matrix} \right]{{ \mathbf d}^{(3)}}=\left[ \begin{matrix} d_{1}^{(3)} \\ d_{2}^{(3)} \\ d_{3}^{(3)} \\ \end{matrix} \right]$$
 *  (1)
 * }
 * {| style="width:100%" border="0"
 * {| style="width:100%" border="0"

$$\displaystyle \mathbf L_{3\times 7}^{(2)}=\left[ \begin{matrix} 0 \\   0  \\   0  \\ \end{matrix}\begin{matrix} 0 \\   0  \\   0  \\ \end{matrix}\begin{matrix} 1 \\   0  \\   0  \\ \end{matrix}\begin{matrix} 0 \\   1  \\   0  \\ \end{matrix}\begin{matrix} 0 \\   0  \\   1  \\ \end{matrix}\begin{matrix} 0 \\   0  \\   0  \\ \end{matrix}\begin{matrix} 0 \\   0  \\   0  \\ \end{matrix} \right]$$ End Section
 *  (2)
 * }
 * }

[[media: Fe1.s11.mtg31.djvu| Page 31-3]] $$\displaystyle {{\mathbf k}^{e}}$$=Element stiffness / conductance matrix
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$$\displaystyle {{\mathbf k}^{e}}=\left[ k_{ij}^{e} \right],k_{ij}^{e}=\underset{\overset – {\mathop \int }}\,b{{_{i}^{e}}^{\prime }}{{a}_{2}}b{{_{j}^{e}}^{\prime }}dx,i,j=1,2,\ldots ,{{n}_{e}}$$
 *  (1)
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In general, $$\displaystyle n={{n}_{F}}$$= number of free degrees of freedom
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$$\displaystyle {{n}_{E}}$$= no. of prescribed degrees of freedom on $$\displaystyle {{\text{ }\!\!\Gamma\!\!\text{ }}_{g}}$$ (essential boundary conditions)
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$$\displaystyle ~n={{n}_{E}}+{{n}_{F}}$$= total number of degrees of freedom
 *  (2)
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$$\displaystyle \tilde{\mathbf K}=\left[ {{K}_{ij}} \right],\underbrace_{\tilde{n}\times \tilde{n}}=\underset{e=1}{\overset{nel}{\mathop \sum }}\,{{\tilde{\mathbf K}}^{e}},{{\underbrace_{\tilde{n}\times \tilde{n}}}^{e}}=\left[ K_{ij}^{e} \right]$$
 *  (3)
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$$\displaystyle \tilde{\mathbf K}_{\tilde{n}\times \tilde{n}}^{e}=\mathbf L_{\tilde{n}\times {{n}_{e}}}^\mathbf k_{{{n}_{e}}\times {{n}_{e}}}^{e}\mathbf L_{{{n}_{e}}\times \tilde{n}}^{e}$$
 *  (4)
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 * }

[[media: Fe1.s11.mtg31.djvu| Page 31-3]]

HW 6.1:

Similar to HW 5.{1,3,7}, but using QLEBF with uniform discretization (equidistant element nodes) nel=2,4,6,7,… End HW 6.1
 * 1) For nel=2, compare $$\displaystyle \tilde{\mathbf K}=\underset{e=1}{\overset{2}{\mathop \sum }}\,{{\tilde{\mathbf K}}^{e}}$$with $$\displaystyle {{\tilde{\mathbf K}}^{e}}$$ by [[media: Fe1.s11.mtg30.djvu|(1) p. 30-5]], display $$\displaystyle {{\tilde{\mathbf K}}^{e}}$$, e=1,2.
 * 2) Compare $$\displaystyle {{\tilde{\mathbf k}}^{e}}$$, $$\displaystyle {{\mathbf L}^{e}}$$for e=1,2.
 * 3) Compare $$\displaystyle {{\mathbf K}^{e}}={{\mathbf L}^}{{\mathbf k}^{e}}{{\mathbf L}^{e}}$$for e=1,2. Compare to 1)
 * 4) Plot all QLEBF for nel=3.
 * 5) Plot $$\displaystyle u_^{h}$$ vs $$\displaystyle u,\left[ u_^{h}\left( 0.5 \right)-u(0.5) \right]$$ vs $$\displaystyle \tilde{n}$$.

HW 6.2:

Similar to HW 5.{2,4,8}, but using QLEBF with uniform discretization (equidistant element nodes) nel=2,4,6,8,… Same tasks as in HW 6.1

End HW 6.2

title: User:Eml5526.s11.team01.roark/Mtg31