text:
User talk:Rocketteam9

 Hello Rocketteam9, 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! --mikeu talk 18:29, 24 March 2011 (UTC)

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 * File:Gantt Chart - Jet Solar Team.pdf
 * File:GanttChart-TeamRocket.pdf
 * File:Logo-Jet solar team.jpg
 * File:Marketing part.pdf
 * File:Meeting report 01.03.2011.pdf
 * File:Meeting week 6.pdf
 * File:New Sankey Diagram.pdf
 * File:POA-Jet Solar Team.pdf
 * File:POA-TeamRocket.pdf
 * File:Process report Jet Solar Team.pdf
 * File:Report of solutions - Jet Solar Team.pdf
 * File:Sankey diagram - Jet Solar Team.pdf
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MaintenanceBot (discuss • contribs) 03:52, 11 November 2013 (UTC)

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

title: User talk:Rocketteam9


text:
User talk:Wim lemkens

 Hello Wim lemkens, 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! --mikeu talk 21:42, 24 March 2011 (UTC)

title: User talk:Wim lemkens


text:
User:Knwodo

I am working on SPIR608 Political Simulations and Gaming/2011/"Nuclear War?"

title: User:Knwodo


text:
Template:The Game

The aim of the "Nuclear War" is to accumulate as much money as possible whilst surviving.

The countries involved are divided between members of the NPT and non-members with France, UK, Russia, South Africa, Japan, China, USA and Iran being signed up to the former and Israel, India, Pakistan and North Korea being a part of the latter group.

The first player is decided with the roll of a dice;with the 'highest roller' starting the game. The game then commences clockwise.

The game "Nuclear War" wll include nuclear counters, nuclear and intelligence cards as well as artifical money, nuclear clouds and a dice.

title: Template:The Game


text:
User:Kariba~enwikiversity/SPIR608

The aim of the "Nuclear War" is to accumulate as much money as possible whilst surviving.

The countries involved are divided between members of the NPT and non-members with France, UK, Russia, South Africa, Japan, China, USA and Iran being signed up to the former and Israel, India, Pakistan and North Korea being a part of the latter group.

The first player is decided with the roll of a dice;with the 'highest roller' starting the game. The game then commences clockwise.

The game "Nuclear War" wll include nuclear counters, nuclear and intelligence cards as well as artifical money, nuclear clouds and a dice.

title: User:Kariba~enwikiversity/SPIR608


text:
User talk:Burmesegroup

Burmese Politician Myoma U Than Kywe

He was born Thonn Gya Township in Rangoon 1924.He was a sacrificed politician of Burma Independence. It was during the Second World War that Myoma U Than Kywe’s life as a high minded politician started. He is an educated from the Rangoon University. He was about 20 years old in 1944 and modest. “Myoma” is not part of his given name but is an honorific. “U” is not part of his given name but is an honorific. He was a Chairman of the Myoma National school. So he used his Politician name is “Myoma U Than Kywe”. His youngest son is Myoma Myint Kywe, a Writer and historian and karate chief instructor from Burma.

“Myoma” meaning is a name of very famous first national high school in Rangoon Burma since 1920. Almost well known prime minister, politicians, democracy leaders, human rights activists, ministers, generals, nationalists, writers, medical specialists, engineers, artists, sport men, actors, actress, merchants and senior top officers etc were came from Myoma national school. No.2 Basic Education High School Dagon Township was formerly well known as “Myoma” National Boy's High School. No.3 Basic Education High School Dagon Township was formerly well known as “Myoma” National Girl's High School. In the 1920s national schools were opened across the whole Burma with the purpose of implementing the national education objectives with patriotism. Only with the strong effort of U Ba Lwin, the first headmaster of the Myoma National School and Bagan Set U Thaw, Chairman of the Myoma National school and the parents' donation, could the school be successfully completed. Myoma national schools first born out of the national freedom struggle together with national education and national spirit. Myoma school was the first-born all National High School in Burma. The foundation of Myoma school began in 1920. Myoma school gained recognition in the course of Burma history and Burma national education sector. Then Myoma another definition is centre of city (or) metropolitan region in Burmese in Burma.

He became “Thakin Than Kywe”. (Thakin mean is Lord or Master –a politically motivated title that proclaimed that the Burmese people were the true masters of their country, not the colonial rulers who had usurped the title for their exclusive use) when he joined the Do bama Asiayone (Our Burma Union), and acted as their member.

He was a colleague of National Leader General Aung San. He was a colleague of first Prime Minister U Nu and Second Prime Minister U Ba Swe, etc since 1938. He became a leader to the pinlong (Panglong) conference negotiated with General Aung San and other top leaders in 1947.All these leaders decided to join together to form the Union of Burma. Union day celebration is one of the greatest in the history of Burma. General Aung San was a father of Daw Aung San Suu Kyi. She is a Nobel Peace Prize Laureate and Leader of the Burmese Opposition, the National League for Democracy.

He became School Master of the Asia Youth Asiayone (1942-1945). He was elected President of the All Burma Students Union, vice president of the All Burma students Union, Vice President of the Rangoon University Students Union, President of the All Rangoon Students Union and President of the Rangoon Myoma National High School Students Union from 1946 to 1948. He was elected to above positions by the Unanimous votes of his colleagues and all students in Burma.

He became C.E.C member and General Secretary and President of the State Economic and Trade Council (1948-1963). He became Junior Leader of Burma Independence Army and member and C.E.C member of Anti-Fascist People’s Freedom League and (1942-1963). He was elected head of department and chairman of the Rangoon Municipal Council (since 1953). He became an executive member of the Governing council of the Rangoon Myoma National High School (1948-1964).

We are very fortunate to have met our master Myoma U Than Kywe. He has influenced us very greatly. He speaks clearly and wisely with a commanding voice. He is kind, good-natured and helpful. He gives reasons when we admonish pupils. He always encourages us to work hard and honest. He maintained good character, good discipline and sobriety. He was a teetotaler, a wealthy person. His parents are Land owners in Burma. Due to his guidance and encouragement, we improve our education and politics a good deal. He would tell us the rise and fall of great Burmese kings. He also told us splendour of our ancient kingdoms. He inspired us to love our country, our people and our culture.

He teaches us not only politics and education but also about Burmese self defence, good discipline humility, honesty, bravery, civics duty, sociology, patriotism and basic democracy. He told us that to maintain good discipline means to be polite and to have consideration for others. With good discipline we will become good citizens and succeed in life. He also emphasizes the importance of morality. He points out that morality is more valuable than wealth and health. It is indeed our more precious possession. The best morality is to do good, to avoid all evil and to keep our mind pure. He says that it is good to be humble and modest. Pride and vanity will bring a fall. Truth is noble and honesty is the best policy.

We are very much impressed by his guidance and good behaviour. He teaches us not only by precepts but also by examples. And example is always better than precept. He always disliked hypocrisy, bureaucracy, inhumanity, tyrannical government, facism, colonialism, anarchism, malevolence and terrorism. He has influenced us to walk on the right path to success and happiness and struggle for Burmese independence. He said to us: “Do not defile your mind and good character in any way…….Never lower your pure mind and good character and excellent effort in any occasion……Do your part to build a happy family…. Do your part to build a happy group………. Do your part to build a happy association……… Do your part to build a happy country……….Seek to be a peacemaker rather than to tease, fight and quarrel……..you have the ability to choose righteousness and truth, no matter what your circumstances………Do not idle away your time……..Be willing to work hard for yourself and other…….Choose to do many good things of your own free will…….I want to have a mind of gratitude in all you do and say…….You must maintain an enthusiasm for learning in education throughout your life……Young men motto is stand for truth, righteousness, efficiency, courage and courtesy…….Do not participate at any crime and all evil………Be honest with yourself, others and your country”.

He said to us: 1. Love is better than fighting 2. Tolerance is better than fighting 3. Friendship is better than fighting 4. Forgiveness is better than fighting 5. Smile is better than fighting 6. Humility is better than fighting 7. Peace is better than fighting 8. Kindness is better than fighting 9. Negotiation is better than fighting 10. Compromise is better than fighting 11. Boycott is better than fighting 12. Fighting is better than surrender

Myoma U Than Kywe (Thakin Than Kywe) often told us the following “Than-pauk”, a kind of significant verse between 1940 and 1948. • “Love your parents, the benefactors • Treat others like your blood brothers and sisters. • On dealing with others, manners and etiquette shall be cultured. • Husband and wife shall love mutually for life. • Friends must be faithful to one another. • Moral and morality shall be observed. • All creatures shall be treated with love. • Learn education and acquire skills and build up character. • Do for the good of the public. • All laws shall be abided by. • On facing critical times for the nation, take risk”

When he died at the age of 59, on 22nd Sep 1983, he left wife Daw Myint Myint Win (a) Daw Ahmar and daughter Daw Khin Mar Kywe, son U Htay Kywe, daughter Daw Mya Mya Than and son Myoma Myint Kywe. He and his brothers and sister U Maung Maung, Thakin Thein Tun, Daw Nyunt Khin, U Myo Myint and U Myo Thant were already well known in the Burmese resistance movement post second world war.

He was well known as a good master and as a venerated politician in Burma. So we bow our heads to him because of he kept his promise and integrity to people and country forever.

He said us: “Until I die, I shall not take away my integrity”. He always had been strongly on the side of non-violence.

References:

www.knowledgerush.com/kr/jsp/db/board.jsp?id=62351

http://www.museumstuff.com/learn/topics/Myoma_Myint_Kywe

http://www.ask.com/wiki/Myoma_Myint_Kywe

http://burmamonitor.blogspot.com/2010/12/book-review-making-enemies-war-and.html

http://www.ngajari.com/tulisan/myoma-u-than-kywe.html --Burmesegroup 02:44, 25 March 2011 (UTC)

title: User talk:Burmesegroup


text:
User:WhatSayYouPlato?

Hmmm

title: User:WhatSayYouPlato?


text:
Direct current/Motors

DC motor

title: Direct current/Motors


text:
User:Stanqo

Stanqo@gmail.com Stanqo

title: User:Stanqo


text:
User:Jayantanth

+

title: User:Jayantanth


text:
Tutorial instruction

One thing we seem to know about learning from research, experimentation and practice is that tutorial instruction is effective. Researched and discussed by Benjamin S. Bloom. Properly understanding this concept will be key to fostering effective learing in a Web 2.0 or Cloud based world. Much of what goes on in classrooms today is something other than tutorial learning. Therefore, by definition, what is going on is something less the most effective form of learning.

It seems that concepts like this are either not understood, or are misunderstood; and worse yet, misapplied. Therefore, perhaps the first order of business on the subject needs to be to deconstruct the concept. By stating what tutorial instruction is not we can better define what it is. This way we are not about the business of assuming what we do contitutes tutorial learning.

Among the many things tutorial instruction is not, it is not lecture, it is not voice-over PowerPoints, it is not chats, office hours, nor instructor feedback. Again, much of what is going on under the umbrella of education is not tutorial instruction. In fact, much of what is being done in the name of education detracts and distracts from engaging in tutorial instruction. They are "lesser order" activities, if you will, in that they are less effective than tutorial instruction. They are not as impactful and have less academic value. None the less they seem to prevail. Probably the most damaging term that seves to actually prevent tutorial instruction is the term "Quality." This term is used to justify and/or mandate lesser order practices. Despite it's banishment in 1992 by Lake Superior State University, this is still a frequently occuring word in higher education or education in general.

Benjamin S. Bloom Educational Researcher Vol. 13, No. 6 (Jun. - Jul., 1984), pp. 4-16

title: Tutorial instruction


text:
Talk:Tutorial instruction

Trying to figure out how to modify the title in order to capitalize the term instruction.

title: Talk:Tutorial instruction


text: SPIR608 Political Simulations and Gaming/2011/Election Enmity


text:
SPIR608 Political Simulations and Gaming/2011/Fight for Libya!

Premise
Fight For Libya! Is an Avalon Hill-inspired war game that models the 2011 Libyan Uprising. Players take the side of either Muammar Gadafi’s Libyan Army or the rebel forces of the  Libyan People’s Army. Players fight gain control of Libya.

Rebels

 * 6 Militia pieces in Benghazi
 * 6 Militia pieces in Tobruk

Gaddafi

 * 5 Militia & 4 Army pieces in Tripoli
 * 5 Militia & 3 Army pieces in Ghadamis
 * 5 Militia & 1 Army piece in Adiri

Pieces
The game contains two different kind of pieces that represent different kinds of soldiers: Army pieces and Militia pieces

Army Pieces
Army pieces represent the highly-trained, loyalist fighting forces of Gaddafi’s army. They are “regular army”, professional soldiers rather than conscripted help. They also have access to tanks, heavy weaponry, and artillery. As a result of their higher training and access to more powerful weaponry, Army pieces have a far greater attacking power than the other pieces on the board. Each Army piece has an attack power of 4. However, their use of larges weapons makes these units slower and therefore, each of these pieces can only move 3 hexes per turn.

Militia Pieces
Militia pieces make up the entirety of the Rebel army and a significant part of Gaddafi’s army. They are poorly trained, without strong leadership, and don’t have access to the powerful weapons that Army pieces do. These defects cause them to have a much smaller attack power than Army pieces – only 2. However, because heavy weapons and large battalions do not hamper them, these pieces can move slightly faster than army pieces – each militia piece moves 4 hexes per turn.

Defection
Because militia pieces are not loyal members of Gaddafi’s army, militia pieces that serve in his army have the ability to “defect” to the rebel side. At the end of each of his turn, the Gaddafi player must role a die and compare the roll to the combat results table to determine how many militia pieces defect to the other side. Additionally, if rebel forces defeat a faction of Gaddafi’s militia forces in battle that are not lead by an Army faction, or that Army faction is destroyed in the battle, those militia troops automatically defect to the rebel side rather than be destroyed.

Movement
Each player receives five moves per turn and can use these moves to move any faction or group of factions any number of hexes, up to its maximum move value.

Attacking
In order to attack, factions must occupy the same hex as the factions they wish to attack. Each player much add up the total attacking power of their factions involved in the battle to determine the attack ratio. The attacking player than roles one die and looks in the appropriate column of the Combat Results Table to determine the result.

Ex.

Rebel forces wish to attack Gaddafi’s Army at Sirt. The total attack power of the Rebel forces is 20. The total attack power of Gaddafi’s forces is only 6. Since the attack power of the Rebels is more than 3x the attack power of Gaddafi’s, but not quite 4x, the Attack Ratio for this attack is 3-1.

Air Strikes
In addition to ground forces, Gaddafi’s army is supplemented by air forces that can deliver one Air Strike per turn. The Gaddafi player simply needs to announce where they would like to attack with this Air Strike, roll the dice, and compare the results to the Air Strike column of on the Combat Results Table.

UN-Imposed No-Fly Zone
If the Gaddafi player at any point has more than 75 victory points or the combined total rebel forces becomes 20 or less, NATO forces backed by the  UN intervene in Libya to stop Gaddafi from slaughtering his own people. NATO forces impose a no-fly zone over Libya, which prevents Gaddafi from performing Air Strikes for the rest of the game.

Reinforcements
Each player gets reinforcements before their 5th turn. Rebels get 5 militia pieces in any city they control. Gaddafi gets 5 army pieces and 5 militia pieces in any city they control.

Victory Points and Winning the Game
Each city on the board contains a certain number of victory points. A player receives the victory points for a city by occupying the hex that contains it. Below is a list of the cities and their corresponding Victory Point values

 * Tripoli 30
 * Benghazi 30
 * Ajdabiya 15
 * Ghadamis 15
 * Houn 5
 * Tobruk 20
 * Sabha 5
 * Adiri 10
 * Sirt 10
 * Al Jawf 15

The game ends after 10 turns. If at this time Rebel forces have at least 25 more victory points than Gaddafi’s forces than the rebels win. If the Rebels are not able to achieve this, than Gaddafi wins. Cities that, at the end of 10 turns, contain both Rebel and Gaddafi forces give all of their victory points to the Rebels.

Background Paper
Fight For Libya is an Avalon Hill-inspired war game that models the  2011 Libyan Uprising. Players take the side of either Muammar Gaddafi’s Libyan Army or the rebel forces of the Libyan People’s Army. Players fight gain control of the Libyan government. The game includes ground troops of two different kinds, simulated air strikes, and conditions that simulate the imposition of a NATO  no-fly zone over Libya. This game is most inspired by the Avalon Hill war game 1776. Fight For Libya is our attempt to bring the revolutionary war aspects of 1776 into a modern context through a simulation of a more recent conflict, as well as an attempt to improve some of the its noted flaws – namely, to make Fight For Libya a simulation that is specific to the Libyan uprising and not just a set of game mechanics that could be applied to any martial conflict. The two games utilize many of the same game mechanics, including dice rolling with combat results tables, hex-and-counter movement, and variable player powers.

The hex-and-counter game board was chosen because it allows players to move in almost every direction at the same speed. Whereas a board with square markers only allows pieces to move equally in four different directions – or unequally in eight directions if diagonal movement is allowed, since pieces move faster when traveling on a diagonal than they do while moving in rank and file – the hex grid allows pieces to move at equal speeds in six of the eight possible directions. While still not perfect, this provides a compromise between the equal four directions and unequal eight directions of a square grid board. The use of dice to determine the outcomes of battles and other situations in the game was chosen to provide an element of chance and randomness into the game. By adding combat results tables to the use of dice, more powerful players are provided with a statistical advantage over weaker players, while still allowing for a certain amount of chance. Finally, variable player powers were chosen to provide differentiation between the two armies in the game. Gaddafi’s army is much more powerful, with loyal, trained regular army troops and the ability to perform air strikes. However the less loyal and relatively untrained militia members of his army can defect quite easily to the rebel army, giving the rebels a much larger but much weaker and less trained fighting force.

The most helpful things that came out of play-testing Fight For Libya were improved differentiation between the two different armies and clearer, streamlined rules. In the first design of the game, each arm contained three different kinds of pieces – infantry, artillery and planes. After playing through this version of the game several times, it was decided that the two armies were too similar to each other and did not accurately reflect the differences between the two armies in the conflict that was being simulated. It was at this time that the decision was made to have only two types of troops – trained and untrained – as well as the inclusion of a mechanism for troops to defect to the other side. Play testing also helped to streamline and improve the mechanisms for air strikes and the imposition of the NATO no-fly zone.


text:
BCP/Viola odorata

Viola odorata

title: BCP/Viola odorata


text:
BCP/Viola odorata/Logs

2009 Logs

 * Anna reg 29 March 2010 (Photo)

Recent Logs

 * Anna reg 15:10, 25 March 2011 (UTC)

title: BCP/Viola odorata/Logs


text:
SPIR608 Political Simulations and Gaming/2011/"Nuclear War?"

Introduction
The aim of the "Nuclear War" is to accumulate as much money as possible whilst surviving.

The countries involved are divided between members of the NPT and non-members with France, UK, Russia, South Africa, Japan, China, USA and Iran being signed up to the former and Israel, India, Pakistan and North Korea being a part of the latter group.

The first player is decided with the roll of a dice;with the 'highest roller' starting the game. The game then commences clockwise.

The game "Nuclear War" wll include nuclear counters, nuclear and intelligence cards as well as artifical money, nuclear clouds and a dice.

Game mechanics

 * Dice Rolling


text:
Talk:Breton/Skoazell

Is there any teacher here whose mother tongue is English? There seem to be two teachers both of whose mother tongues are French; that's all very well except for the fact that I don't know French. User:Scorpio 25th March 2011 8:48 PM IST

title: Talk:Breton/Skoazell


text:
User talk:Knwodo

If you need help please contact me on User talk:Leutha.Leutha 15:36, 25 March 2011 (UTC)

title: User talk:Knwodo


text:
Happiness/Happiness and Life

The modern Western consumer capitalism
The external wealth has doubled in the West in the last fifty years. At the same time the number of depression has increased tenfold. If we look closely to the situation we may find that Western capitalism leads to a large external wealth by a few people and a large inner unhappiness with the most people.

The model of Western consumer capitalism is a bad example for the world. Capitalist globalization will bring a few super-rich, a little wealth for a small middle class and massive impoverishment for a large underclass. It creates externally huge slums, crime and a lot of great addictive problems. The mass of the people becomes not internally happy by the predominant focus on external values.

If we make so on with no wisdom by the capitalist globalization, the destroying of the environment, the poverty and the mental impoverishment of the people wiil be horrible. There will be forever meaningless distribution wars. We need a globalization of love, peace and wisdom. The world must be comprehensive new organized based on the values of happiness and brotherhood.

I believe that a happy world can be achieved when we connect economics and happiness research. The world community should be centered in the principles of universal love, global peace, happiness for all, enough work for all, enough food for all and adequate health care for all.

The division in employed and unemployed must be overcome. The human right to work must be enforced worldwide. Enough land for landless farmers. Expansion of community service. Equitable sharing of work and income. Everyone is entitled to at least a one part-time work and enough money to live. This planning task the world community must deal with in the future. Anything is possible if there is enough political will. People create the world and not unwise systems.

In my ideal world, people work part-time, deal part-time with the development of inner happiness or the free service to their fellow human beings, have happy relationships and make joyous celebrations. They grow all their lives long in happiness and love.

The Western consumption television
The "main religion" of the world today is the Western consumption television. It teaches the path of the outer pleasure and destroys the inner happiness. Television reduces the personal satisfaction by about 5% per hour. Happy people spend less than one-fifth as much time watching TV than other people. (David Niven: The 100 secrets of happy people, Munich 2000, page 32)

The happiness research has recognized that Western television makes people unhappy inside and causes disintegration of positive values. The researchers investigated an Indian tribe in Alaska. Before the time of television, people lived together peacefully and positively. After that selfishness, discontent, violence and addiction severely attacked around. This process of disintegration of traditional cultures by the influence of Western television consumption is currently happening worldwide. (David Niven, cited, Page 160 f)

The people in India lose their traditional values. People in China are growing despite external wealth inwardly unhappy. The people in Africa want to go to Europe because they think they can be happy there. They are blinded by the external wealth and do not see the inner misery of the people in the West. After several years in the West, they are just burned out like the majority of people in the West.

After Richard Layard the present studies show clearly that the people are aggressive, the more they watch TV. (Richard Layard. The Happy Company, 2005, page 102). Much television promotes a penchant for violence (Science ORF.at): ''More than an hour of television a day by young adults promotes in the long run a propensity for violent behavior. If the daily TV time exceeds three hours, the rate of violent attacks such as assault and robberies increases dramatically.''

The television should be positive. It should give the path of inner happiness a sufficient space in its programs. The TV content should be based on the values of love, peace and wisdom. In the schools the children should be taught the positive use of the TV. All pupils should know the current happiness research, the principles of health, the rules of inner happiness and the way of a happy relationship. They should learn to deal positively with the television.

What should I do if I cannot find a meaning in life?
Lady: You have to give meaning to life by yourself. Pick something that you can really feel a passion.

Monica: Look, think on, and go into the silence. I speak of the silence, deep within you, where you will find the I AM, and this is responsible for your meaning of life. If you have lost the connection to the inner stillness, you lose your sense of life and chase after meaningless things just to fill this gap.

Nils: The sense of life is to live a good life. It is even better to be happy than to be unhappy. Find your personal path. Look closely at your skills, your life situation and the world around you. Then you know what you have to do. There is a way for everyone to be happy and to live permanently in the embracing love.

Sole: Attempt to draw your eyes on the positive. Get a diary of happiness. Every day write down three things that you've got (even little things!) - after 2 to 4 weeks you can see that every day was nice too. Meanwhile, I think every night before bed about what made me happy that day.

Power Meditation
1st Relaxation = We gently move our arms, legs and head. Our thoughts come to rest. We relax.

2nd Self-reflection = We look at our life. What are the main goals in your life? What is your way of life? Through which landscape goes your way? Does the sun shine? Does it rain? Is the landscape flat, mountainous, desert or filled with flowers? Is your road to go easily, difficulty or straight?

3rd Power Animal = You meet your power animal. On the horizon lights up your goal. What is your life goal? Create a pictorial vision. Look at the way you have to take to reach your goal. What is your way of victory? On your way you meet your power animal. It embodies the qualities you need to succeed. What power animal accompanies you on your life? What does it say about you? Think his words several times as a mantra.

4th Meditation= Stop a minute every thought, until you are completely at rest.

5th Succeed = Moving the feet and hands. Rotate the spine from side to side. Relax. Link up again with your power animal and then go your way with optimism. Your power animal will always be with you. It will give you the ability to succeed.

Poem about happiness
May the sun shine forever.

May the flowers bloom forever.

May the masters always teach the truth,

all people realize their inner happiness,

all beings in the world live together in peace.

May a golden age arise.

May there be no more sorrow.

May the light be internally and externally.

May all beings live forever in the light.

May love, peace, wisdom and happiness

be everywhere in the world and in all beings.

title: Happiness/Happiness and Life


text:
File:Simulink+Report.pdf

Licensing
for school project

title: File:Simulink+Report.pdf


text:
File:Sankey+Diagram.pdf

Licensing
for school project

title: File:Sankey+Diagram.pdf


text:
File:PROCESS+REPORT.pdf

Licensing
for school project

title: File:PROCESS+REPORT.pdf


text:
File:CALCULATION+REPORT.pdf

Licensing
for school project

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User talk:Qazxswqazxsw

 Hello Qazxswqazxsw, 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! --mikeu talk 17:19, 25 March 2011 (UTC)

unblock denied
 * [original reason:] My username is cool. Qazxswqazxsw 17:10, 25 March 2011 (UTC)
 * [denial reason:] I do not see any current blocks on this account, so I do not understand why you are requesting unblock. --mikeu talk 17:19, 25 March 2011 (UTC)

 * Please let me know if you are having trouble editing and will try to help you resolve the difficulty. At this time I do not see any active block that would prevent you from editing. --mikeu talk 17:19, 25 March 2011 (UTC)

title: User talk:Qazxswqazxsw


text:
User:Qazxswqazxsw

I want to make constructive edits to this site, since all my accounts on other Wikis are blocked.

title: User:Qazxswqazxsw


text:
User:Remi arnold

 * SPIR608 Political Simulations and Gaming/2011/Sex Slaves
 * Uploading files

Sex Slaves
The game is based on a book called Sex Slaves, and two films Angels of The Sun and Desert of Happiness, all tell stories of girls who are given away by their parents that belive they will have a better life away from their villages. These girls end up being abused and sold as prostitutes to strange men for drugs, money and survivor. All these girls fight for the freedom during the whole saga of the story, which is what the game is about.

The game consist of collecting cards, money and clients to complete the scenario card that tells you exactly what you have to achieve to win the game and win your freedom, die, marry a client or even become a madam. The players have to go around the board and figure out the best strategy to get the cards they need and to go to the right places where they can get more money, more clients, but they need to be careful to the risk level not to be too high, because if it is , even if they have all the cards they cannot win the game.

In the beginning we made the game based on the game monopoly, where they would have to go around the board and role the dice to get their cards, but it was much of a luck game than strategy. After reflecting we decided to make the game based on clue, where the players would have to go around the board to different locations such as nightclub, hotels, shops, brothels and even the streets to collect the cards and money necessary to complete the scenario that are given to the in the start of the game. Also was based on the war on terror game, as you have to go to as many places as possible and we have the ‘ handcuff card’ which prevents the player to play for a whole round, inspired on the evil mask from war on terror.

The games mechanics are Area Movement, Auction/Bidding, Simulation, Point to Point Movement and Role and Move. You have to whole the dice to make your movement from point to point, and it is a simulation of the reality of many young women and children.

The playing-test helped us on seeing that the game did not fill the purpose the teacher asked us, that would be strategy. We then changed the game to something similar to clue and war on terror, although our game for being based on a real situation such a child prostitution, could not be strictly strategic, because the game would have to be played by real personal decisions on how and what you would have to do to win the game. I believe with our changes, it fits for both purposes.

Reflective Analysis Log
Games are art, and treating them as such we have to consider that political games are an alternative form of media. They are as important as radical art was to the Bolsheviks or détournement was to the Guy Debord and the Situationists in educating an individual and influencing their political position. The four games that will be analysed in this essay all have different purposes because they are all political commentary on different events in history and different political models. Monopoly a fact unbeknownst to many is a socialist game, like Machiavelli's The Prince (2005), it is not often received as intended. The game is satirical but unfortunately it is believed to praise capitalism rather than critique the social system. Both the Red Guard and Vietnam 1955 are simulations of political conflict and want the player to empathise with the leaders at the time; to understand what happened, so that these mistakes cannot be made again. Games like these, that are historical reflections of political events, have often been devised to train military and political actors on how to act in real life scenarios. As Bracken and Shubik (2001) state, war games were used to train the American navy. Furthermore the gaming model has been developed to teach strategy and technique and a measure of how successful these games are will be: how strategic they require the player to be and whether the player learned anything. War on Terror is a contemporary game which reflects the controversy between the Western world and the Middle East; this differs greatly from the other games aforementioned because it is not supposed to be realistic and jovial. Nonetheless it is making two comments the first is on the importance of trade and what that trade funds, in some cases terrorism; the Al Qaeda raised funds from Middle Eastern states (Political Simulations and Gaming, 2011a). The second is on the relationship between security and insecurity, these two work together as antagonistic pairs. Countries that feel insecure based on a perceived threat will pay in order to feel secure. A country cannot feel secure without constantly searching for impending threats. The Cold War is a poignant example of the insecure, secure relationship that countries operate. The fear that both the USSR and the US felt that either country would attack made them one of the safest places to live because it was the fear that kept the finger above and not on the button. (Cuban Missile Crisis)

I have chosen to compare and contrast these four games because I wanted to compare the least popular games with the more popular games. Looking at the different elements of the games, the design, the mechanics, the political simulation and the reception from players on the Wikiverity Website (Political Simulations and Gaming, 2011a), will form the bases of the analysis of what makes a successful political simulation. The games ranked as follows: Vietnam 1955 was the most popular followed closely by the War on Terror; the Red Guard and Monopoly were at the other end of the spectrum. This analysis will discover why some games are better received than others, and also what improvements could have been made to game to improve the experience for the gamer.

Although, game rules often refer to the player as 'player' (monopoly rules, n.d), with all the games tested you had to take on a role, a new identity, in Monopoly for example you’re a property tycoon. The reason being is games are a transformation of oneself; therefore, the measure of a games success should be whether you remained in role for the duration. Baudrillard's opinion of games is that they are a tool, a mechanism in the hyperreality, similarly with his critique of society your conscious mind cannot differentiate between the fantasy and the reality; this is the objective of all of the games. Consequently, the purpose of the games tested were to simulate real life situations for the player to submerge themselves in and a game can be deemed poor quality if this process is stopped and the conscious can differentiate between the playing and being. Further theories on the hyperreality of games come from Salen, the objective of the ‘gamewright’ is to create a game which has the shortest time for the player to reach the ‘sweat spot’ (Salen, 2006). The ‘sweat spot’ is when the hyperreality is achieved: the player no longer is consciously playing the game and thinking about the mechanics; instead the player has absorbed the rules and is focused solely on playing the game. Monopoly has achieved this, within a short period of playing the game the ‘sweat spot’ has been reached (ibid).

With Baudrillard's understanding of games, it is no wonder that the role play scored the highest of all the games. The game makes you take on the role of a country in the Vietnam conflict in the mid-fifties, there are very little mechanics, just a piece of paper (with the countries victory objectives) a dice and a judicature. The advantage of having very little mechanics with this game is these external factors although essential to the games execution, they have no place in the fantasy and work to create disillusion. Additionally, the role play exercise is a form or escapism “I know that when I put it in my mouth, the Matrix is telling my brain that it is juicy and delicious [....] Ignorance is bliss (Philosophical Films, n.d)”As with hyperreality, the simulation becomes so much a part of your reality that you do not want to see it as pretending you want to be someone else- you are someone else.

Another reason why the game was favoured by the class was because the players interacted and there was full class participation, no body felt left out. As the Situationists said the revolution should be a festival, not a spectacle (Debord, 1987). Rousseau too shared this opinion that participation is the method that people should use to govern themselves. This game is successful because it give the individual firsthand experience of this political position, but also it emphasises the importance of the socialist cultural movement that people are more power (and enjoy themselves more) as a collective than as a spectator, playing their own game with minimal interaction.

There are numerous comparisons between the Red Guard and Vietnam 1955, the most crucial is that they are historical simulations. When a game is a documentation of real events it adds to the realism, because there are legitimate events and testimonies that you as the player can draw on to form the hyperreality. One reason why Red Guard may not have been as successful as Vietnam 1955 is because this revolution is not as topical and as well known as the Vietnam War. Furthermore, many of the countries in the game are Western European; therefore the students in the class are more likely to have heard of them. The greater your understanding of the character you are adopting, the easier it is to assimilate and abandon reality.

There are two hundred and fifty-two pieces with this game and two hundred and sixteen of which are very small tiles made out of card, (BoardGamegeek, n.d a). Players found this game mechanism very problematic because the pieces were “fiddly” (Political Simulations and Gaming, 2011b), the consequence was players were distracted from the games because they had to concentrate on maintaining the number of pieces they had at the start of the game. Furthermore, the game was disrupted further because of the poor set up of the combat results table. These rules were the crux of the game and putting them on a card would have made them easier to refer to (ibid). Monopoly follows this logic and the game flows because it gives the perfect information to the player as and when it is required without having to refer back to the rules.

This game does not have full class participation like Vietnam 1955; however it does encourage interaction between players. Players are able to negotiate and make allies as a gaming strategy. These alliances are very fragile and add to the game, because they are easily made and easily broken. The alliances work in this way because each player has their own unique objective to win the game. This game structure that there can only be one winner appeals to people's passions, as Kant says human beings are driven by passion (Kant, 1784); so our morality is thin. This is true of the players of this game their desire to win out-weighted their loyalty to their alliance, because when players playing Red Guard did take pieces from their allies in order to win. This game structure of having a clear and decided winner appeals to the nature of humans according to Kant and games that didn't have this structure, and so Monopoly was the least enjoyed game (Political Simulations and Gaming, 2011c). Monopoly differed the most from the games analysed in the essay the reason being is the bases of this game is luck, dice throwing. That is not to say that you cannot have a strategy, many people often plan which properties they want to buy, nonetheless, the greatest strategy is flawed if lady luck is not on your side. The games should model reality, leaving so much of the game’s outcome to chance makes the game an unrealistic reflection of the property market.

Additionally, The same problem that plague the Red Guard plague Monopoly there are too many pieces, there are over one hundred components in Monopoly (BoardGameGeek, n.d b), which make it harder to get into character because you are constantly fiddling. In addition, these two games in comparison with the others have the greatest element of luck, Monopoly with the dice throwing and Red Guard with the random tiles being dealt out, which is one reason why the games have been voted for the least. Games that rely heavily on strategy are better received (Political Simulations and Gaming, 2011c) and allow the player to come into his own, use the brain and make choices, whereas games that rely on the luck of the draw do not make the game winner self-determined but pre-determined. The cards in Monopoly maintain the pace of the game because the cards have a lot of information on them; the benefit of not having to revisit the rule book is the focus is constantly on the board, and not on a paper which break the illusion. Also, as humans we experience the world through our sense so as well as sound and sight there are pieces in all of the games with the exception of Vietnam 1955 so that you can touch, so there is a constant reminder of the hyperreality to enable you to full in to it. One similarity between Monopoly and the war of terror is that you have to develop, and you exchange pieces to illustrate this progress. This progress is a successful feature because it appeals to our most primitive instincts, as Locke theorises about the state of nature, that man has the natural right to property, “every man has a property in his own right (Locke, n.d)”; so, man's natural instinct is to acquire land and develop it. The game designers have realistically simulated capitalism, and this natural instinct is what make the players play the game and believe in the realism of the simulation.

There are definitely benefits to the game pieces however, in Monopoly the game pieces which visual represent the player on the board tokens (boardgamegeek monopoly), are a good size for the board; they do not represent anything relevant to the game. More relevant pieces, perhaps going round the board as an Uncle Sam figure, would help players to understand the true meaning and objective of the game. In Red Guard the tiles represent military, so you are reminded that you’re launching an attack and there are also tiles with the image of the person you are playing.

The idea of representing the player visual is used in the War on Terror also, each player has a colour which represents their identity. Having an identity, in reality as in the game is imperative. Players need to be able to differentiate between themselves, know who their enemies are so that they can focus on the objective-winning the game.

The most unique game component is found in the War on Terror, the black balaclava, which was well received by the game players. Players had to wear this when their empire became evil; this component keeps the simulation going. Additionally, it makes it clear to the players who their enemy is this. This gives the players a common goal, to destroy the evil empire. Collectivism is the model that appears to be the most successful in political game simulation.

Although most of the games played in the module were enjoyed, the class did critique the games and came up with some possible improvements. The critiques of the War on Terror, was that the players had too much to do per turn: the players had to roll multiple dice per game. The complexity of the players turned mixed with the numerous made the game time consuming, and stopped the illusion.

Although, the game is not intended to be a serious reflection on the global community, it could be made more realistic. It was too easy to become a terrorist and the game placed too much importance on oil. This game reflects the post 9/11 American opinion of terrorism but when playing the game in the present day making oil the commodity that all of the player are hoping to trade is anachronistic. This game could be improved by varying the commodities to make them regional specific and by limiting the actions per turn. Additionally like Red Guard, this game should adopt the information structure of Monopoly because this would maintain the pace of the game.

Monopoly is the most popular game studied and consequently most of the players knew the rules before playing which adds to the pace and the hyperreality of the game. To add to the political simulation of the game, the luck element should be replaced with strategy. Making the players make choices in order to win will simulate political situations realistically. In the world people are faced with constructed choices (Thaler and Sunstein, 2009) because real life is not entirely dependent on luck. Another flaw is that players are easily able to ‘game the game’, because there are only 32 houses in the game (and there would need to be 112 houses to give each player an equal opportunity to develop (BoardGameGeek, n.d b) so players are reluctant to develop their properties in order to restrict the development of others. Therefore the capitalism paradigm that this game is based on is not explored in the game, so the simulation fails. The most enjoyed game Vietnam 1955 did not need many improvements; the criticism with this game is that players need some prior knowledge of historical events. Without this knowledge you cannot play the political leader accurately, you cannot simulate the events and spoil the illusion. This could be improved by giving the players more background information of their country and their leader, not just their political objectives in the simulation. One improvement suggested (Political Simulations and Gaming, 2011d.) would be to give the players badges so that they can visually identify with their country. Visual representation gives the player a sense of identity and further develops the role. Finally, the Red Guard like War on terror there are too many pieces which spoil the illusion. Also, there is no mechanism to randomly select tiles for players, the game players found that some of them were at a disadvantage when it came to selecting pieces. Therefore players could 'game the game' by strategically placing their pieces last so as to stand more chance of winning the game.

With the both the War on Terror and Monopoly the final improvement that could be made to the game experience is to allow the players to make their own town names in Monopoly or naming their empires in the War on Terror. This would have similarly results to the Situationist method derive, players would re-imagine their commitment to the game because the places that they are trying to conquer and develop are relevant and person to themselves.

In Conclusion, players are passion driven when in the hyperreality of the game and consequently rationality and morality are lost. The best games, War on Terror and Vietnam 1955 take this into consideration because the players have goal, which allows them to be cut-throat (make and break alliances); additionally, these games have a clear victory. Therefore in analysing these four games I have found that a successful political simulation maintains the hyperreality, a player should not be able to differentiate between the game and the real which is Baudrillard's theory of society. I also found that players preferred games that encouraged interaction and group participation the reason being is these games simulate the Situationist and the Rousseauian rationale that life should be a festival and not a spectacle. These games are the greatest simulations and the truest reflections of political situations because we exist in the world as groups and not individuals. Bibliography BoardGameGeek, n.d a. [online] Available at: [Accessed 01 April 2011]

BoardGameGeek, n.d b. [online] Available at: [Accessed 01 April 2011]

Bracken, P., and Shubik, M., 2001. War Gaming in the Information Age: Theory and Purpose. [online] Available at :< http://findarticles.com/p/articles/mi_m0JIW/is_2_54/ai_77034455/> [Accessed 01April 2011]. Baudrillard, J.,1983. Simulations. New York: Semiotexte Cuban missile crises, n.d.[electronic image] Available at:  [Accessed 01 April 2011]

Debord, G., 1987. Society of the Spectacle. S.I: Rebel Press

Kant, I., 1784. Idea for a Universal History from a Cosmopolitan Point of View From 'on history' [online] Available at: [Accessed 01April 2011]

Locke, J., n.d. Two Treatises of Government. [online] Available at: http://www.efm.bris.ac.uk/het/locke/government.pdf [Accessed 01April 2011]

Machiavelli, N., 2005. The Prince. Bedford: Boston

Monopoly Rules, n.d, [online] Available at:  	[Accessed 01April 2011]

Philosophical Films, n.d.[online] Available at: [Accessed 01April 2011]

Political Simulations and Gaming, 2011a. SPIR608 Political Simulations and Gaming/2011/Week. Available at: http://en.wikiversity.org.wiki/SPIR608_Political_Simulation_and_Gaming/2011/Week_4 [Accessed 01April 2011]

Political Simulations and Gaming, 2011b. SPIR608 Political Simulations and Gaming/2011/Week. Available at: http://en.wikiversity.org/wiki/SPIR608_Political_Simulation_and_Gaming/2011/Week_7 [Accessed 01April 2011]

Political Simulations and Gaming, 2011c. SPIR608 Political Simulations and Gaming/2011/Week. Available at: http://en.wikiversity.org/wiki/SPIR608_Political_Simulation_and_Gaming/2011/Week_10 [Accessed 01April 2011]

Political Simulations and Gaming, 2011d. SPIR608 Political Simulations and Gaming/2011/Week. Available at: http://en.wikiversity.org/wiki/SPIR608_Political_Simulation_and_Gaming/2011/Week_6[Accessed 01April 2011]

Rousseau, J., 1973. The social contract; and, Discourses. London: Dent

Salen, K., and Zimmerman, E., 2006. The Game Design Reader: Rules of Playing Anthology. Massachusetts: MIT Press

Thaler, R., and Sunstein, C., 2009. Nudge: Improving Decisions About Health, Wealth and Happiness. Penguin

Bibliography

‘Angels of the sun’- Brazil, 2006-Rudi Lagemann

‘Happy Desert’- Brazil/Germany, 2007-Paulo Caldas

BROWN,Louise;Sex Slaves: The Trafficking of Women in Asia.London.Vigaro Press.2000

title: User:Remi arnold


text:
User talk:Remi arnold

Hi Remi, if you need any help leave a message here. User talk:Leutha.Leutha 17:20, 25 March 2011 (UTC)

title: User talk:Remi arnold


text:
Cosmological simulations

Computer simulations are a powerful and important tool for understanding the cosmos. A detailed simulation can provide a means for understanding processes which occur on such long time scales (millions or even billions of years) that it is not possible to to observe these events in the universe. Cosmological simulations are used to study galaxy collisions and also the formation of large scale structure in the universe. The introductory lesson below assumes no prior background in astronomy. The advanced lesson requires experience in building computer programs from source code.

Introductory
''Note: The Galaxy Crash applet is no longer available online. See this link to download the code: http://burro.case.edu/JavaLab/''

Run the Galaxy Crash applet and try the suggestions in the Lab section.
 * Galaxy Crash "This is an interactive java applet which allows you to model galaxy collisions on your own computer. With this applet you can study how galaxies collide and merge gravitationally and how the effects of the collision depend on the properties of the galaxies. You can also recreate collisions between real interacting galaxies observed in the sky."

Another online simulation is available at Colliding Galaxies

Advanced

GADGET was developed from 2000-2005 to run cosmological simulations on massively parallel computers with distributed memory. This older software was selected for this resource due to the fact that the example programs can now be run on a typical personal computer.

GADGET-2
 * GADGET-2: A code for cosmological simulations of structure formation - Simulation code for galaxy collisions or for early structure formation in the universe.
 * Installing and Running Gadget-2
 * Running your first SPH simulation

SWIFT
 * SWIFT: SPH With Inter-dependent Fine-grained Tasking - Simulation code for galaxy collisions or for early structure formation in the universe, a drop-in replacement of GADGET-2.

Initial conditions
 * Starscream: A GPL code for galactic astronomy - Used to generate initial conditions to use with GADGET for galaxy collision simulations.

GPU version
 * cuda-gadget - "A modified version of GADGET-2 (Springel 2005) that computes tree forces on GPUs using the CUDA programming interface. Based on G2X by Carsten Frigaard." Version of GADGET-2 for GPU hardware.

Visualization
 * IFrIT: A general purpose visualization software - For viewing the results of simulations.

Other resources
 * Data Files and Public Movies from CAST (Computational Astrophysics) group.

title: Cosmological simulations


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User:Ichp01

Dr Peter George is Director of Studies at the Institute of Clinical Hypnotherapy and psychotherapy (Australia). Particularly interested in Neuroscience and the hyopnotic state. Also in Clinicial applications of Neuroscience and evidence-based Hypno-psychotherapy. Website: www.hypnotherapy-australia.com

title: User:Ichp01


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User:கலை

I'm Kalaiarasy, mainly, a contributor in ta.wikipedia and ta.wiktionary. I used a username in Tamil as கலை before. But now changed that name to Kalaiarasy.--கலை 00:26, 26 March 2011 (UTC)

title: User:கலை


text:
User:Kalaiarasy

I'm Kalaiarasy, mainly, a contributor in ta.wikipedia and ta.wiktionary. I used a username in Tamil as கலை before. But now changed that name to Kalaiarasy--Kalaiarasy 00:27, 26 March 2011 (UTC)

title: User:Kalaiarasy


text: User:Liamgreyfrancis

title: User:Liamgreyfrancis


text:
Talk:ACT Teaching Nursing Home Bid

Mentions

 * 1) Sierra Systems in Western Australia, retweeted this forum and page on 24 March 2011.
 * 2) InnovAGE2011  Retweeted this forum and page on 24 March 2011.
 * 3) Australian Aging Agenda (formerly National Healthcare Journal)  tweeted the project with: Uni of Canberra teaching nursing home bid: offer support or contribute if you like the idea! thanx2 @leighblackall 26 March 2011.

title: Talk:ACT Teaching Nursing Home Bid


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User talk:Celestecoronado

 Hello Celestecoronado, 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! --Leutha 10:02, 26 March 2011 (UTC)

title: User talk:Celestecoronado


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User talk:Kenaish

 Hello Kenaish, 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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 * 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! --Leutha 10:03, 26 March 2011 (UTC)

title: User talk:Kenaish


text:
User talk:Njoyalot

 Hello Njoyalot, 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! --Leutha 10:03, 26 March 2011 (UTC)

title: User talk:Njoyalot


text:
User talk:Muruganarasu

 Hello Muruganarasu, 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! --Leutha 10:04, 26 March 2011 (UTC)

title: User talk:Muruganarasu


text:
User talk:Nik chauhan

 Hello Nik chauhan, 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:Nik chauhan


text:
User talk:Kgvisak

 Hello Kgvisak, 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:Kgvisak


text:
User talk:Lucky rana

 Hello Lucky rana, 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:Lucky rana


text:
User talk:Krishnaparajuli

 Hello Krishnaparajuli, 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:Krishnaparajuli


text:
User talk:Jayvind Kumar

 Hello Jayvind Kumar, 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:Jayvind Kumar


text:
User talk:Captanshumanmathur

 Hello Captanshumanmathur, 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:Captanshumanmathur


text:
User talk:Sahabo Mahdi

 Hello Sahabo Mahdi, 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:Sahabo Mahdi


text:
Preventing email spam/Spam identification tactics

This is an incomplete draft resource that will require considerable expansion. If you are able to assist by providing appropriate information, as well as citations to appropriate reference works, please help Wikiversity by contributing on this resource..

There are a number of techniques that can be used as the basis of identifying potential spam.

This can be based on a combination of the following : * Content type identification, such as the presence of MIME data * regular expression matching for specfic textual paterns in the message headers, or body * data pattern analysis in attachements (like for example program code) * Bayesian network analysis of message headers or text. (building upon simple regexp pattern matching) * Language pattern analysis * Traffic pattern analysis over a large group of messages..

Most of the current generation of 'spam' filtering systems use a combination of one or more of the techniques listed above.


text:
Happiness/A World of Peace, Love and Happiness

Philosophy of Happiness

Become a World Savior
If the world were a village of 100 inhabitants, then one man is super rich. He owns a third of the country and 30% of the village's assets. 20 people have 80% of the total wealth of the village. They have much more than they need. 40 people have enough money. They live as small farmers, workers, employees and small self-employed. 40 people (40%) are the poor. Half of them are malnourished or starving directly. In their environment, there is no adequate disease prevention, severe addiction problems (drugs, alcohol) and an escalating crime. (Franz Josef Radermacher, Bert Beyers: Welt mit Zukunft. 2007, p. 115)

The external wealth has doubled in the West in the last fifty years. At the same time the number of depression has increased tenfold. The unregulated capitalism leads to large external wealth for a few people and hunger and unhappiness for ever more people. Capitalist globalization will bring a few super-rich, a little wealth for a small middle class and a massive impoverishment of a large underclass. It creates huge slums, crime and a lot of substance abuse problems.

The number of hungry people has risen significantly in recent years: in 1990 there were about 822 million, in 2008 about 963 million people. On 19. June 2009 the BBC told that now officially a billion people go hungry. That's about one in seven people on earth. Each year die about 8.8 million people, mostly children, from starvation, representing a death every 3 seconds. 50% of the hungry are small farmers. 20% of the hungry are rural workers without land, a further 20% live in urban slums, the remaining 10% are fishermen.

If we do the capitalist globalization with no wisdom, we will destroy the environment, poverty will become uncontrollably large and the unhappiness will grow. There will be many senseless wars. We need a globalization of love, wisdom and peace. The world community should be centered in the principles of universal love, world peace, happiness for all, enough work for all, enough food for all and adequate health care for all. The combination of ecological and social thinking with the modern happiness research can help us in building up a better world.

1. Help that all people in the world have something to eat. According to the Human Rights Charter of the United Nations food is a sufficient human right. The rich are therefore obliged to leave the hungry people of their money so much that everyone can buy enough to eat.

2. Help that all people in the world have suitable work. According to the Human Rights Charter of the United Nations work is a sufficient human right. The rich are furthermore obliged to give the unemployed work, enough land, or money for job creation programs. Jobs may occur in the future much in the social field, if the overall economic wealth is distributed responsibly. Instead of the superfluous luxury of a few we should primarily develop the common happiness of all.

3. '''See the world. What is to do?''' There is the possibility of adequate taxation, protection laws for the poor and an agrarian reform. There is the possibility of a Global Marshall Plan and a global eco-social market economy. And there is the possibility that the poor organize themselves and jointly enforce their rights.

4. '''Consider your options. What can you do?''' Recognize the many opportunities that the internet offers. We can buy fair trade products. We can look for environmentally farming methods and do not buy products from child labor. Even as buyers, we have a certain power, who we should use. Help charity organisations. Help them with donations. There are many organizations in the world who work for a better future.

5. Develop your own inner happiness. Only happy people can build up a happy world. Only positive people have the strength to go a long way up to the end. Only strong people can not be deterred by difficulties. Only clever people recognize the way in which they can achieve their goals. Only wise people live in the right balance of health, activity and rest, so that they do not consume their energy, but grow by the work for a happy world in their own inner happiness.

6. Become a world savior. A world savior works within its means for a happy world. A happy world is a world of love, peace and prosperity for all. May the world be happy. May all world rescuers work together. Humanity is one family. In a good family, all family members contribute to the success of the entire family. May we understand this, accept our social responsibility and act powerful. Be good, think good and do good. This is the way of global happiness.

Save Africa
Most of the extremely poor live in Africa. There is also extreme poverty in India, China and South America. But these countries are in an economic upswing. In Africa, however, the misery rises steadily. The International Monetary Fund (IMF) has tried for forty years with a neoliberal economic policy (privatize state enterprises, liberalize markets, social expenditure savings) to set the economy of Africa in motion. It has the opposite effect. It has failed in Africa.

The number of hungry people is growing not only in Africa but also in other countries in the world like the Philippines and India. In India the social movement Ekta Parishad works with non-violent methods for the poor. Its founder Rajagopal says, that the globalization has been good for India's middle class, but it hurts the poor. 80 percent of the Indians live as farmers. If they have no land, there is no food for them.

Industrial agriculture in developing countries leads to capitalist agricultural corporations, to a great dying under the small farms and to hunger among the rural population. The landless and land-poor farmers in the countries of the so-called Third World represent the majority of the undernourished. What they need above all a piece of land, so that they can feed themselves.

Africa has to learn from India. To overcome the hunger the poor need enough land, enough money to start, enough knowledge to be successful, Protection laws and a fair trade with the west. We shall start with those countries, who have a good Government, little corruption and who want help. They can build up a democratic alliance and help eachother too. Each rich western country can get a partnership to a poor country of the world. They can give money, knowledge and experts to their poor partner country. They can promote mutual tourism and cultural exchange. Step for step we can build up a better world, if we go forward with wisdom, love and good cooperation.

1. Find out about development aid. Harvard Professor Jeffrey Sachs published in 2005 the book "The End of Poverty". In it, he makes concrete suggestions as to how extreme poverty can be overcome in Africa. His main finding is that Africa itself can not escape the economic hardship. The rich Western countries need to help financially and with personnel. Jeffrey Sachs has developed a concrete plan for overcoming poverty in Africa:

 * The agricultural income of the farmers could by good advice and some resources (irrigation, fertilizer, high-performance seed) can be doubled easily.

 * For the larger crop is not eaten immediately, the population growth should be stopped by a specific family counseling and the free distribution of contraceptives.

 * The funds must democratically be managed by the communities themselves so they do not disappear in the government corruption.

 * The poor countries must be freed from their debt burdens, so that they have money to overcome the poverty.

 * There must be an adequate infrastructure (schools, roads, health, electricity).

2. Orient up of successful models. There are examples of ecological self-sufficient communities, where aid workers can be based on. That sustainable development works, proved the actor Karlheinz Böhm in Ethiopia. He has personally supervised four villages and collected donations in Germany. He established an organic agriculture and thus preserves an entire tract of land from starvation. It took more than a decade, but today, the villages are self-sufficient in everything necessary.

3. Connect Help and Self-Help. The main solution to the world hunger problem is the principle of self-sufficiency through their own country. Every farmer should have the right to have his own piece of land from which he can live with his family. The landless farmers have to get fertile land by the governments.

The landlords must give a portion of their land to the poor. Without land reforms, the world hunger problem can not be solved. Some new agricultural land can also be created. This can happen by the forestation of desert areas. Deforestation must be stopped. Instead establishing monocultures (oil palm, biofuel) for export, each country should provide sufficient land for the population. Small farmers in developing countries must be helped with a good advice from agricultural experts, an effective organic farming, with cooperative structures and a fair global trade.

4. It is important to promote the common sense in the world. Without a return to the values of frugality, inner happiness, universal love and mutual aid the world can not be saved. If egoism dominates the happiness in the world has no chance. We need a world family, which consists of many small families, and where everyone helps everyone, so it all goes well.

5. Build islands of happiness first. The village communities should become places of happiness, so that rural migration ends. If people have arrived in the city slums, it is very difficult to get them back. In the slums we have to built up positive structures in a special way. But everywhere a new culture of civic spirit is very important.

6. Work for the cooperation of all positive people. We need a global change. This can happen only through a global alliance of all positive forces in politics, science, religion and society. And by the intensive efforts of many individuals, each in his place and within his means. Do not lose heart. At the moment the selfishness is large in the world and the sense of community is small. But things can change. We only have one earth. If we destroyed our earth, we will all perish together. We are a world family. A good family will help the most vulnerable members and does not let them starve. In a good family everyone helps everyone. All work for the happiness of the whole family. So all become happy.

Poignant words of Jean Ziegler
The famous Swiss-globalization critic Jean Ziegler fights against capitalist globalization. Until his retirement in May 2002 he was professor of sociology at the University of Geneva. From 2000 to 2008 he worked as a UN Special Rapporteur on the Right to Food.

Quotes TAZ 2010: "I'll give you an example from Guatemala, where the rich landowners and the Western Fruit corporations have the land in the fertile plains. The descendants of the exiled Maya - 80 percent of the population - have only barren corn fields in 2,500 meters. The pawns are starving. The women view with 30 as 80. The equitable distribution of the country, education for all children, all this will not come because the multinational companies block it. They dominate the most important UN member states. They dominate also the government of Guatemala. A land reform will not come. The white colonialists who exploited Latin America 500 years, not simply renounce on their monopoly of power.

''One billion people still live in absolute poverty. The 500 largest transnational private companies control over 52 percent of global GDP. The companies operate on the principle of pure profit maximization. For the victims of the world dictatorship of finance capital, the globalization is daily terror. Every five seconds starves a child under ten years. The number of hungry and poor is rising again. I call it the destruction of people through starvation. For this globalization, there is no excuse. Every child that dies of hunger could be my child or your child. Thereby all these horrible sacrifices are unnecessary. That's what shocked and angered me immensely. Humanity today has the opportunity to secure a happy life for all people. The great wealth that was generated under capitalism, gives us the possibility to feed all the people. The productive forces are increased dramatically. Therefore, there is no excuse for all this, no moral justification for suffering. The neoliberal delusion must vanish. The financial dictatorship must be replaced by a normative world social order.''

''There's always hope. In our times we are experiencing, as a new planetary civil society rebels against the injustice. At the World Social Forum in Belém, Brazil, in 2009 more than 8,000 social groups and movements were present. Today there is an increasing awareness that we can break the suppression mechanisms through democratic means."''

World Happiness Report
(Quotes First World Happiness Report Launched at the United Nations 2012-04-02 (Columbia University, Earth Institut))

The first World Happiness Report (download PDF), commissioned for the April 2nd United Nations Conference on Happiness (mandated by the UN General Assembly), reflects a new worldwide demand for more attention to happiness and absence of misery as criteria for government policy. It reviews the state of happiness in the world today and shows how the new science of happiness explains personal and national variations in happiness. The report shows that, where happiness is measured by how happy people are with their lives:

 * Happier countries tend to be richer countries. But more important for happiness than income are social factors like the strength of social support, the absence of corruption and the degree of personal freedom.
 * Over time as living standards have risen, happiness has increased in some countries, but not in others (like for example, the United States). On average, the world has become a little happier in the last 30 years (by 0.14 times the standard deviation of happiness around the world).
 * Unemployment causes as much unhappiness as bereavement or separation. At work, job security and good relationships do more for job satisfaction than high pay and convenient hours.
 * Behaving well makes people happier.
 * Mental health is the biggest single factor affecting happiness in any country. Yet only a quarter of mentally ill people get treatment for their condition in advanced countries and fewer in poorer countries.
 * Stable family life and enduring marriages are important for the happiness of parents and children.
 * In advanced countries, women are happier than men, while the position in poorer countries is mixed.
 * Happiness is lowest in middle age.
 * The happiest countries in the world are all in Northern Europe (Denmark, Norway, Finland, Netherlands). Their average life evaluation score is 7.6 on a 0-to-10 scale. The least happy countries are all poor countries in Sub-Saharan Africa (Togo, Benin, Central African Republic, Sierra Leone) with average life evaluation scores of 3.4. But it is not just wealth that makes people happy: Political freedom, strong social networks and an absence of corruption are together more important than income in explaining well-being differences between the top and bottom countries. At the individual level, good mental and physical health, someone to count on, job security and stable families are crucial.

Combine inner happiness with the way of love
There is a danger along the path of unconditional, all-encompassing love. We can overwhelm ourselves and work too hard and have no energy left for happiness. A karma yogi must practice rooted in inner peace. A karma yogi must take care of him or herself, as it is impossible to take care of others unless the self is cared for. Furthermore, a path of exhaustion only leads to burn-out, not enlightenment.

Jesus said, “love God and love your neighbor.” (Meaning, practice spiritually balanced for the development of the self and for the happiness of others.) Swami Shivananda said, “love, serve, give, meditate, purify, and realize your true self.” The Dalai Lama explains, “live balanced by helping and by meditating.“

Sai Baba said, “helping hands are holier than lips which pray.“ Those who work towards happiness for all beings is holier than the yogi who only searches for self-enlightenment. Sai Baba taught balance and the connection between personal practice and all-encompassing love. He recommended six hours per day of helping the fellow man, six hours per day of meditation, six hours per day to enjoy life, and six hours of sleep.

---> Video Dalai Lama: Inner Peace, Happiness (2 min.)

Globe Meditation
1. Globe = We visualize the earth beneath us, rub the earth with our feet and think, "May all beings be happy. May the world be happy."

2. Television = What man on television today touches you negative or positive? Clean the energetic connection, visualize him as a Buddha. Give him a positive sentence. Think the sentence as a mantra until you have overcome all attachment or rejection. Everything you see outside makes a knot in your soul. Create harmony in your mind. The first step to happiness is to create a positive world in your mind. We move a hand and send all the people in the television light: "I send light to .. I wish him / her wisdom, love and happiness. May all people on TV be Buddhas or Goddesses of love."

3. Goddess = We rub our hands before the heart chakra. We visualize ourselves as a Buddha, Goddess or Angel: "I am a Goddess (Buddha, Angel). I go the way of the positive. I live in peace, love and happiness."

4. Enlightened Masters = We rub the hands over our head and ask the enlightened masters for guidance and help. We connect us spiritually with their energy, "Om all enlightened masters. I ask for guidance and help on my spiritual way."

5. Mantra = We put our hands together in the lap, move our feet and think many times the mantra "Om Shanti" in our body, in our legs and in the whole world. We stop a minute every thought. We relax. '''Live in peace and love and save every day the world. That is the correct way to become a Buddha or a Goddess of Love.'''


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User talk:Reeveas2010

Welcome to my talk page!

title: User talk:Reeveas2010


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User:Reeveas2010

Welcome to my userpage! Go to https://en.wikipedia.org/wiki/User:Reeveas2010 to go to my userpage.

title: User:Reeveas2010


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text: Category:Complex socio-ecological systems


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User talk:ShakespeareFan00/Octus Explorer - An experimental visualisation tool

Although, originally intended for construction systems for architectural objects, the uses of modular element construction systems (and regular grids) can be abstracted for use in other fields such as :

 * Biological sciences:
 * Crystalography.
 * Polyhedra.

Chat extract from #Wikiversity:

Sfan00 IMG 23:17, 26 March 2011 (UTC)


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text: Wikimedia Ethics/Fundamentals of ethics

title: Wikimedia Ethics/Fundamentals of ethics


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