text:
File:Teacher-cartoon.png

Summary
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 * Description="Teacher" by Jone / dcatcherex, published in the Open Clip Art Library. Image is in the public domain, as
 * Source=Teacher
 * Date=2010-12-03
 * Author=Jone / dcatcherex
 * Permission=Creative Commons 0 1.0 Universal Public Domain Dedication

title: File:Teacher-cartoon.png


text:
Computer Essentials/Archived Homework

Archived homework for ICNS141

 * /Term 2, 2009/2010/
 * /Term 2, Sect 1, 2010/2011
 * /Term 2, Sect 2, 2010/2011

Top PC

 * /PC Term 2, 2010/2011

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

title: Computer Essentials/Archived Homework


text: User:Icns141/Archived Homework/Term 2, 2009/2010


text:
Zeitgeist the movie

This page is a space for people to explore the claims and propositions made in the Zeitgeist movie, and develop a range of responses, points of view, debates, and projects. It is an attempt to find truth and meaning in both the movie and the reaction.

Watch Zeigeist on Google Video.

ZEITGEIST, The Movie - Official Release - Full Production (including the 'Overture') 1 hr 56 min 23 sec - Jun 26, 2007

Transcript
Please assist by helping to transcribe the movie's audio into text.

/Transcript/

Check the facts
Based on the transcript above and the movie's own web page, make subpages for the facts, figures, claims and sampled media used in the movie and expand on or critique that element.

Web Skeptic on Zeitgeist the Movie

title: Zeitgeist the movie


text:
Engineering Experience 4: Design a Small Solar Vehicle/Nl/Team AM5

Team 5: The S-team

Acht industrieel ingenieurs in de 2de fase van hun opleiding zullen 10 weken werken aan het bouwen van een Small Solar Vehicle. Het uiteindelijke doel is deel te nemen aan een wedstrijd tegen de andere groepen. Deze wedstrijd zal de wagen beoordelen op zijn uiterlijk en performance. Op deze pagina kan u het volledige project volgen. Ook zal er een blog bijgehouden worden om onze vooruitgang aan te tonen.

Belangrijke documenten
WBS

Blog
The S-team zal wekelijks een blog bijhouden met daarin de vooruitgang en de gebeurtenissen i.v.m. het EE4 project, Design a Small Solar Vehicle.

Week 1
Vandaag hebben we voor het eerst kennisgemaakt met het project en onze begeleiders. Zij hebben ons verdeeld in teams waardoor we al een paar dingen konden bespreken zoals de naam van het team, de functies van de teamleden en de planning voor de vergaderingen. We hebben gebrainstormd over alle taken zodat Koen de WBS thuis kon afwerken. Er werden ook al logo's ontworpen door Jan en de PVA en het samenwerkingscontract werden ook afgewerkt door Simon en Jens. Philip was begonnen aan de Gantt Chart en deze werd met hulp van Michael vrijdag in de voormiddag afgemaakt om zo alles te kunnen doorsturen van de deadline. We kregen ook al ons zonnepaneel en de DC motor. Hiermee hebben we enkele metingen uitgevoerd waardoor we een grafiek konden maken met de karakteristieken van het zonnepaneel bij invallend licht.
 * Dinsdag 15/02

Alle oriëntatiedocumenten zijn afgewerkt, nagelezen en werden doorgestuurd rond 16 uur via assignments op toledo.
 * Vrijdag 18/02
 * - Plan Van Aanpak
 * - Gantt Chart
 * - WBS
 * - Samenwerkingscontract

Week 2

 * Dinsdag 22/02

Vandaag hebben we meer informatie gekregen over overbrengingen, het huidige zonnewagenteam en FABLAB in Leuven. In tegenstelling met vorig jaar mogen wij daar gebruik van maken voor onze SSV. De presentatie over de overbrenging zullen moeten gebruiken voor onze berekeningen.

Na de presentatie hebben we besproken welke materialen we zouden kunnen gebruiken voor onze SSV, alsook de vorm van de wagen. We zochten informatie op over de verschillende materialen. Iedereen kreeg de taak om een schets te maken zodat we in week 3 konden beslissen welke het zal worden.

Week 3

 * Dinsdag 01/03

De verschillende schetsen van onze SSV werden besproken en er werd de beste tot nu toe uitgehaald. We hebben de beste schets nog wat verder uitgewerkt met het hele team samen. We zijn ook begonnen met de berekeningen voor onze motor en de tandwielen. Ten slotte werd deze site volledig ge-update.

Schets ontwerp:

Week 4

 * Dinsdag 08/03

We hebben een seminarie gehad van Simulink en hebben daarna gewerkt aan de berekeningen voor de SSV. We spreken misschien vrijdag af om al wat te kunnen bouwen.

Week 5
Vandaag hebben we verder gewerkt aan onze berekeningen. We hebben ze laten controleren door onze coach en er moesten nog enkele aanpassingen aan gebeuren. Deze zijn nu bijna volledig in orde. Ook is er nog verder aan Simulink gewerkt. Hier moet wel nog volgende week aan gewerkt worden, want dit is nog niet klaar. Er zijn ook een paar mensen van ons team al eens naar Fablab gegaan om te zien wat we daar allemaal kunnen doen. We hebben een soort sleutelhanger gemaakt met ons logo erop. We hebben ook al eens bekeken wat er gedaan moet worden voor de economische analyse, hier zal vanaf volgende week ook al aan gewerkt worden.
 * Dinsdag 15/03

Week 6
Vandaag hebben we nog verder gewerkt aan de berekeningen en aan het opbouwen van het simulink programma. Het verliep niet zo vlot omdat we in zowel onze berekeningen als in het simulink gedeelte onze fouten niet vonden. Aangezien het vrijdag een deadline is hebben we afgesproken om vrijdag om 9 uur af te spreken om alles af te werken.
 * Dinsdag 22/03

Zoals dinsdag afgesproken zijn we vandaag weer bijeen gekomen. Aangezien we de fout in de brekeningen niet vonden, zijn we bijna helemaal opnieuw begonnen. Na wat rekenwerk kwamen we goede waarden uit. Ook aan het Simulink programma werd er verdergewerkt, tegen 3 uur was het programma in orde en zijn we begonnen met grafieken te bespreken. Er werd ook de afstand gesimuleerd die de wagen zou afleggen moest je hem vanop een helling van 3° 1 meter ver laten vertrekken. Ook werd het Sankey diagram gemaakt. We werkten tot 17:30, juist op tijd voor de deadline dus. Hierna konden we naar huis na een lange dag werken.
 * Vrijdag 25/03

Week 7
Vandaag kregen we feedback van ons tussentijds verslag. Ons verslag voldeed blijkbaar niet aan de verwachtingen. De uitleg bij de meeste onderdelen liet te wensen over. Voor een groot deel was dit te wijten aan een verkeerde interpretatie van de opdracht door ons, ons "verslag" was meer een samenraapsel van alle resultaten dan een effectief verslag. Tijd dus om er nog harder tegen aan te gaan zodat we door ons wagentje zelf en het eindverslag kunnen laten zien wat we kunnen. In de tussentijd is onze tekening in solid edge af, enkel het zonnepaneel en een tandwielkastje om de tandwielen (2 paar) stevig vast te maken op de rest van de constructie moeten nog getekend en bevestigd worden. Van het tweede deel van het project is het enterprisingdeel, buiten enkele kleine aanpassingen, afgewerkt. Ook werd er begonnen aan het educating deel. Deze namiddag wordt er nogmaals naar Fablab gegaan. Alle getekende onderdelen gaan uitgesneden worden in hout om te kijken of alles past.
 * Dinsdag 29/03

Week 8
Vandaag zijn er een paar mannen op zoek gegaan naar deftige tandwielen, deze hebben ze gevonden bij Hobby Vandoren. Tijdens dat ze onderweg waren naar de winkel, werkte de rest van de groep verder aan de technische tekeningen en de economische analyse. Wanneer de tekeningen af zijn, kunnen we naar Fablab gaan om onze wagen in plexiglas uit te snijden.
 * Dinsdag 05/04

Week 9
Eerst was er een seminarie van technische tekenen. We moeten namelijk 2D tekeningen maken van onze wagen. Vandaag hebben we ook de wagen getest op het parcour. De wagen deed het goed, hij reed de helling zeer vlot op. We hebben een paar keer getest om te zien hoe we de wagen nog gingen aanpassen om over L-profiel te rijden zodat we mooi recht kunnen zijden. Voor de rest was de wagen in orde.
 * Dinsdag 26/04

We besloten ook om een busje zoals dat van het A-team te maken in karton om over onze wagen te zetten zodat we de wagen zo lang mogelijk uit de zon konden houden.

Testrace : http://www.youtube.com/watch?v=jyCy6eVRBhs

Week 10
Vandaag was het de race! Eerst hadden we een klein probleempje, wa waren namelijk ons scopische kop vergeten. Jan ging het snel halen en we waren toch nog juist op tijd klaar voor de race. Eerst was er de voorronde, hierin moeste we twee wedstrijden rijden, we wonnen beide racen en gingen dus door naar de kwart finale. Hierin verlore we tegen de uiteindelijk finalist. Onze wagen deed tijdens zijn kwartfinale er 5.7 seconden over, dus we konden zeker tevreden zijn van onze wagen.
 * Dinsdag 03/05

Filmpjes:

http://www.youtube.com/watch?v=kdCaKQTkbnM

http://www.youtube.com/watch?v=YvxxFRgAlPo

http://www.youtube.com/watch?v=T8BWxDY3Ki4

Week 11
Vandaag hebben we gewerkt aan de resterende taken van case 2. We hebben de taken verdeeld zodat we donderdag alles bij elkaar kunnen zetten en alles nog eens kunnen nalezen want vrijdag moet namelijk het eindverslag binnen gebracht worden. De coach kwam ook eens langs om te zien of we aan alle taken bezig waren die moesten gedaan worden.
 * Dinsdag 10/05

Aangezien we donderdag nog niet klaar waren met al onze taken hebben we vandaag weer afgesproken om 15u. Er moesten nog een paar teksten nagelezen worden. Ook moesten er nog een paar taken gewerkt worden zoals het voorwoord en de inleiding dat nog moest geschreven worden. Rond 17 uur waren we klaar met alles, maar we hebben toch nog een uur moeten werken aan de lay out van onze tekst, dit hadden we toch een beetje onderschat, maar om 10 voor 18 was alles dan af en konden we ons verslag op toledo posten en het gaan afprinten om af te geven aan onze coach. Na 11 weken werken aan de zonnewegan zit het project er nu op, buiten de test die we nog moeten afleggen in week 14. Wij vonden het fijn dat we deze ervaring konden opdoen tijdens dit EE-4 project.
 * Vrijdag 13/05


text:
User talk:Vanished user adhmfdfmykrdyr/IRC log - 17/2/2011

Permission is given to edit my subpage under the following conditions:
 * To remove privacy related issues, such as outing some one's real name against that person's permission,
 * To remove the whole page should it be in violation of Wikiversity policy regarding privacy.
 * To add links to where other, more complete versions of this transcript can be found.

Permission is not given to edit this subpage to:
 * Fix typos.
 * Make keywords active links on Wikiversity.
 * To add links to further explain things.

This post is a transcript of a conversation. In essence, it is a historical document and by changing the text to not contain what was originally said, it changes the meaning of what happened. I've reverted the text largely back to the original, before people started editing it. I've left the noindex intact as I believe that was an admin decision related to privacy issues on Wikiversity. If there were privacy violations that I reinserted by reverting, please feel free to redact those lines again. --LauraHale 12:25, 19 February 2011 (UTC)

Thanks for keeping the redactions
I made specific redactions, and I'm happy to see you kept my version, exactly, Laura.

Those redactions, if someone needs to see the original, still allow it, because the original log is in history, so far. If it is decided that these reveal too much regarding a person, i.e., they involve privacy violations, the revisions can be revision-deleted by any custodian. --Abd 18:03, 19 February 2011 (UTC)


text:
Wisdom/Curriculum

Applied Wisdom
T. S. Eliot asked:

Where is the wisdom we have lost in knowledge? Where is the knowledge we have lost in information?

This Applied Wisdom Curriculum is being designed by asking how we can best prepare ourselves to solve the great universal problems that prevent us from realizing and enjoying all that is most important in life. Knowledge has not been enough; we need the broad scope, human perspective, and good judgment of wisdom.

Shih-Ying Yang writes: “In the last analysis, individual actualization of conceptions of wisdom in real life, and the positive impact of these wise decisions and actions, may be the vehicle of the advance of human civilizations.”

This curriculum is based on the simple premise: If folly brings us problems, then perhaps wisdom can bring us solutions. The goal of the curriculum is to help you develop a tough mind and a tender heart. lbeaumont Pursuit of well-being is the unifying theme for these courses, eudaimonia.

The collection of wise affirmations can help you live more wisely each day. The Wise Living Toolkit assembles various resources that can help you live wisely.

Please choose courses from this curriculum and study them in any order that suits your interests. The Living Wisely course calls on these courses in a particular sequence intended to allow each new course to build upon concepts learned from previous courses. The currently available courses are listed below in that sequence.
 * Wisdom for the ages - Practical advice for living wisely
 * The Virtues — Attaining intrinsically valuable character traits
 * Social Skills — Building Relationships
 * Earning Trust — Relying on Another
 * Unmasking the True Self — Exploring the stories we tell ourselves about ourselves
 * Practicing Dialogue — Thinking Together
 * Clarifying values — What we find most important
 * What Matters — Identifying what is truly most significant to you, your family, community, nation, and world.
 * Sleep Soundly — Attaining essential rest and restoration
 * Stoic joy — Seeking tranquility.
 * Courses from the Clear Thinking curriculum. — Become more accurate and consistent in thinking.
 * Facing Facts — Embracing Reality
 * Evaluating Evidence — Seeking Reality
 * Media Literacy — Identifying reliable sources
 * Seeking True Beliefs — Excellence in the Quest for Knowledge
 * Exploring Worldviews — Challenging our deeply embedded assumptions
 * Deductive Logic — Tools for evaluating consistency
 * Recognizing Fallacies — Describing inconsistencies
 * Thinking Scientifically — Reliable ways of knowing
 * Knowing How You Know — Developing and applying your own Theory of Knowledge.
 * Intellectual Honesty — Seeking Real Good Together
 * Socratic Methods — Seeking real good by questioning beliefs
 * Street Epistemology — Exploring the basis for belief
 * Exploring Social Constructs — Constructing Reality
 * Finding Common Ground — Aligning concepts with reality
 * Natural Inclusion — Experiencing the world from nature.
 * Beyond Theism — A real basis for hope
 * Global Perspective — Applying our Wisdom to meet the Grand Challenges
 * Courses from the Emotional Competency curriculum:
 * Emotional Competency — Developing the essential social skills to recognize, interpret, and respond constructively to emotions in yourself and others.
 * Studying Emotional Competency — a path for studying the emotional competency material
 * Dignity — Improving our world by learning to preserve dignity for all people
 * Recognizing Emotions — Know how you feel
 * Forming beliefs — Evaluating what you accept as true
 * Resolving Anger — Resolving an urgent plea for justice and action
 * Resolving Dominance Contests — The classic show down
 * Confronting Tyranny — Resisting abusive power
 * Overcoming Hate — Learning acceptance
 * Appraising Emotional Responses — Explaining Events
 * What you can change and what you cannot — Gaining the wisdom to know the difference
 * Attributing Blame — Analyzing Cause and Effect
 * Coping with Ego — Confronting the prime mover
 * Apologizing — Expressing remorse.
 * Forgiving — Choosing to overcome your desire for revenge
 * Foregoing Revenge — Deescalating conflict
 * Communicating Power — Projecting power as we speak
 * Earning Trust — Relying on Another
 * Practicing Dialogue — Thinking Together
 * Candor — Gaining Common Understanding
 * Understanding Fairness — Your interpretation of what is fair is likely to be arbitrary and biased.
 * Transcending Conflict — Resolving contradictory goals
 * Unmasking the True Self — Exploring the stories we tell ourselves about ourselves
 * Finding Equanimity — Calm throughout the storm
 * Cherishing awe — Connecting with vastness
 * Alleviating Loneliness — Reconnecting
 * Creating Communities — Belonging
 * Toward congruence — Attaining alignment and agreement
 * Pursuing Collective Wisdom — Improving collaborative decision making.
 * Grand Challenges — The great problems and opportunities facing humanity
 * Courses from the Possibilities curriculum:
 * Creating Possibilities—Navigating problem space
 * Unleashing Creativity — Welcoming new and useful ideas
 * Thinking Tools — Boosting Imagination
 * Problem Finding — Discovering the real problem
 * Solving Problems—Creating solutions
 * Embracing Ambiguity—Keep thinking
 * Transcending Conflict—Resolving contradictory goals
 * Playing — Enjoyable Activity
 * Envisioning Our Future — Describing your vision of our future.
 * Coming Together—Becoming wiser together
 * Evolving Governments — Unleashing collaboration
 * Dignity — Improving our world by learning to preserve dignity for all people
 * Wisdom — Choosing Humanity
 * Assessing Human Rights — Essential protections for every person
 * Moral Reasoning — Knowing what to do
 * Living the Golden Rule — Treating others as you want to be treated
 * Understanding the Golden Rule — Treat others only as you consent to being treated in the same situation.
 * Practicing Dialogue — Thinking Together
 * Understanding Fairness — Your interpretation of what is fair is likely to be arbitrary and biased.
 * Transcending Conflict — Resolving contradictory goals
 * Limits To Growth — Recognizing the earth is finite
 * Envisioning Our Future — Describing your vision of our future.
 * A Journey to GameB — Life as it could be
 * Intentional Evolution — Choosing our future
 * Level 5 Research Center — The Next Big Thing
 * The Wisdom and the Future Research Center — How can we wisely create our future?
 * Finding Courage — Value-based action despite temptation.
 * Doing Good — Take real good action.
 * A Quiet Mind — Controlling Discursive Thought; cultivating Pure Awareness
 * Guided Meditations — A selection of guided meditation scripts you may wish to practice.
 * Living Wisely — Enjoy seeking real good throughout your life.
 * Natural Inclusion — Experiencing the world from nature.

Related Lectures and Essays
Several of the courses in this applied wisdom curriculum include lectures or assign essays to read as part of the course work. Those lectures and essays are listed here, in alphabetical order.
 * Advance no Falsehoods
 * Ambiguity breeds schisms
 * Aligning Worldviews
 * Authentic Humility
 * Being 99.9% Ignorant
 * Beyond Olympic Gold
 * Choosing my beliefs
 * Coping with Abundance
 * Divided by epistemology
 * Doubt and our Bayesian Brains
 * Earth at One Billion
 * Economic Faults
 * Fair Enough
 * Friendly Persuasion
 * From Demagoguery to Dialogue
 * Genesis of Debt
 * Good Government
 * Height of the Eiffel Tower
 * How can you change another person?
 * Luck, Land, and Legacy
 * One World
 * Perceptions are Personal
 * Pinnacles
 * Real, Good Insights
 * Reality is our common ground
 * Reality is the Ultimate Reference Standard
 * Resolving a Vital Paradox
 * Science is like a living tree
 * Seeking Real Good
 * Significance
 * Simply Priceless
 * Spontaneous Conflict and Deliberate Restraint
 * The Hearing
 * The role and limitations of scientific reduction
 * The World We Want in 2075
 * Tobacco Road
 * Toward a Global Perspective—seeing through illusion
 * Toward Compassion—Unleashing the power of kindness
 * Transcending Dogma
 * Tyranny of Evidence
 * What Fish Don’t See
 * What there is
 * Wisdom, Intelligence, and Artificial Intelligence

Research Projects
Several research projects are associated with this Applied Wisdom curriculum. These research projects include:
 * The wisdom and the future research center
 * Causes of Suboptimal Life Experiences
 * Improving our Social Operating Systems
 * The Level 5 Research Center is helping to shape the next big thing.

Proposed Courses yet to be Developed
Related Courses, some still to be developed, include:
 * Determining What is
 * Evidence
 * The Tyranny of Evidence
 * Logic and logical fallacies
 * Theory of Knowledge This is now available as the course Knowing How You Know. This course covers many of the topics listed above.
 * Street Epistemology Learning to conduct genuine conversations that examine the foundations of belief.
 * Using the metric system
 * Seeking Real Good
 * Scientific Method
 * Taxonomy of Reality
 * Deep Pragmatism
 * Ethics
 * Knowing what to do -- Getting from is to ought.
 * Developing Accurate Empathy -- Why are they feeling that way?
 * Systems Analysis
 * Systems Design
 * Problem Seeking
 * Rational Decision making
 * The Analytic Hierarchy Process
 * Using decision matrices
 * Quality Function Deployment
 * Choosing Excellence!
 * Critical thinking
 * Root cause analysis
 * Understanding Risk — Estimating likelihood and consequence.
 * Problem solving
 * Creativity
 * Big History — An integrated history of the universe from the Big Bang to the present
 * Emotional Competency
 * Marriage Excellence
 * The nature of social constructs
 * Designing social constructs for greater well-being
 * Debugging Social Constructs
 * Money Architectures — exploring implications and alternatives to national fiat currencies.
 * Collective Wisdom — This is now available as the course Pursuing Collective Wisdom.
 * Forecasting using Bayes Theorem
 * Inner Growth
 * The wisdom of ubuntu.
 * Biomimicry and sustainable design.
 * Effecting change - How change propagates, or fails to propagate, through an organization or society.
 * Influencing beliefs

You can help by becoming a student, improving the above list, or by developing one of these courses.

title: Wisdom/Curriculum


text: Online communities

title: Online communities


text:
Dignity/how you experience dignity in your own life

Assignment: Describe how you experience dignity in your own life. Describe what you perceive as its source or origins. Describe an occasion where your dignity was abridged or assaulted. Describe what happened and what that felt like (i.e. your emotional response to the event). Describe the conditions in your life that allow dignity to flourish, or that prevent you from fully experiencing your own dignity. If you would like feedback on the paper or blog post you write to complete this assignment, please click here to send me an email.

Students are encouraged to link from this page to material they have written to complete this assignment.
 * (Begin your link here by replacing this link - Thanks!)


text:
Dignity/when your dignity was threatened or abridged

Assignment: Describe an occasion when your dignity was threatened or abridged. When and how did you recognize the infringement? How did you react? How did you respond or cope?

Notice the role that victim status plays in these accounts. Did you or any other participants in these events attain or seek victim status? Were any privileges obtained or expected as a result?

Students are encouraged to link to their responses from this page. Please establsh your own responsible boundries for personal privacy, especially the privacy of others, when sharing (and publishing) your experiences here.

 * So I am disgusted with Wikipedia — Reprint on Wikipedia Review Editorials of a personal blog post, Scathing Glances, by User:Moulton in the aftermath of indignities visited on him and his colleagues in academia at the hands of the Wikipedia Cabal on Intelligent Design (IDCab)
 * Wikipedia makes for a nightmare in online journalism ethics — Reprint in the Op-Ed section of the online newspaper, Hard News Cafe at Utah State University, of a personal blog post, Wikipedia and Ethics in Online Journalism by User:Moulton in the aftermath of indignities visited on him and his colleagues in academia at the hands of the Wikipedia Cabal on Intelligent Design (IDCab)
 * Archive copy of Moulton's Wikiversity talk page documenting an instance of indignity including an instance of scientific hypothesis testing to demonstrate a corrupt sham as a result of Wikiversity custodians being intimidated and bullied by IDCab
 * (Please replace this link with a link to your materials. Thanks!)


text:
User talk:SB Johnny/Killerchihuahua and Moulton

Truth and reconciliation
So, what is the deal? Does the squeaky wheel get some grease? If I make enough noise do I get some obscure page where I can ask questions about the absurd blocks that have been imposed on me by disruptive sysops like SB Johnny and the role that abusive sysops like KillerChihuahua have played, and continue to play, in disrupting the Wikiversity community? Or, if I make enough noise, do I get the standard Ruling Party treatment of censorship, blocks and bans? What about all the other honest Wikiversity community members who have been driven away from this learning community since the Hostile Takeover? Do they just quietly slip into history while more sociopaths are recruited and installed as misguided sysops who will continue the the reign of terror that has disrupted Wikiversity since 2008? --JWSchmidt 13:54, 19 February 2011 (UTC)
 * I can't speak for the Ruling Party (whoever they might be), but I offered Moulton to act as a mediator because he's proven to me that he has a lot to offer, and I also happen to be on pretty good terms with KC. I wouldn't make the same offer to you (JWS), because you don't seem to have anything to offer (aside from bile, vitriol, and desperate calls for pity). --SB_Johnny talk 21:04, 19 February 2011 (UTC)
 * For the record, JWS provided a valuable independent analysis of the corrupt practices of IDCab, for which he paid a dear price at the hands of the Four Custodians of the Apocalypse. I, for one, would like to see a peaceable and gracious Truth and Reconciliation Process to resolve that festering wound.  —Moulton 02:44, 20 February 2011 (UTC)
 * "you don't seem to have anything to offer"
 * As the Party Head you should put it on the main page: "If you want to participate at Wikiversity you have to offer me something". Or is that only posted in the secret back channel where off-wiki deals are cut among those who disrupt Wikiversity and terrorize honest Wikiversity participants? In my case, the "something" was clearly stated long ago: I am to fuck off and leave Wikiversity. Sure, your lackeys allow you to disrupt Wikiversity and drive away honest Wikiversity participants and they back you up with censorship, bad block by absurd ban, but like all despots you cannot escape from the truth. I did not include you in the community review that I was asked to create last Summer because I thought you had slithered away from Wikiversity after Jimbo bashed you with his toy banhammer. Now that you are back and continuing to disrupt Wikiversity I will continue to study and probe your abusive behavior and write about the vast harm that you have done to Wikiversity. In the end the only thing that tyrants seem to slink away with is the bile that their abusive behavior stimulated other people to vomit forth. --JWSchmidt 23:11, 19 February 2011 (UTC)
 * John's persistent state of indignation is unmistakable evidence of the failure of the community to remedy the atrocious indignities visited upon him two and a half years ago in the wake of a notorious episode of the corrupt exercise of raw political power that demonstrably sundered and undeniably crippled the community. He deserves to have his dignity restored by means of a sincere Truth and Reconciliation Process, because the inevitable alternative medicine is simply too atrocious live with.  —Moulton 10:43, 24 February 2011 (UTC)

Abd doing....what he does
KillerChihuahua, meet JWS, our resident crank, who still thinks it's 2008. One would think WV history was full of banned editors. I'm trying to think of any. We unblocked the two most notable ones, and JWS and Moulton aren't blocked at this point. The bulk of the disruption I've seen lately, since the mess of early 2010, has been your rants, JWS, until Ottava and Moulton eclipsed you, and I know that your comments, as well as theirs, are driving away some segment of scholars. In any case, SBJ did request we tone it down here and not comment in this -- even on this Talk page -- unless absolutely necessary. There is a reason for that. Couldn't you have put this on Talk:SBJ, or are you deliberately trying to poke KC with a claim that she's abusive? Please don't! Let Moulton and KC work this out, with SBJ's guidance. They deserve a chance. (I'm putting this here so that KC knows there is attention to this. I will not respond further here unless some new and important reason comes up.) --Abd 18:15, 19 February 2011 (UTC)
 * Abd, I suppose it is frustrating for you to have lost your toy banhammer, but I don't understand why it is apparently so very hard for you to stand by and watch people try to have free and open discussions of the horrors that have been inflicted upon peaceful collaborative learners at Wikiversity. Abd, you might not care about the people who have been harassed, sickened and driven away from Wikiversity by misguided Wikimedia Functionaries like yourself, KC and SBJ, but I do. Abd, it appears that you are either clueless about many of the past Wikiversity horrors or of a mind set that leads you to believe the horrors are "business as usual". In either case, please don't disrupt attempts to move this community towards a Truth and Reconciliation process that could return Wikiversity to its peaceful roots of the days before Jimbo facilitated a Hostile Takeover of Wikiversity. I commented on this talk page because I wanted to learn the answers to some questions. Abd, can you understand that a Wikiversity community member might be motivated by a desire to learn and use Wikiversity as a place of collaborative learning? --JWSchmidt 19:18, 19 February 2011 (UTC)
 * "The time has come," the Walrus said, "to speak of many things: abuse and snits and searing whacks, and clipping IDCab's wings." —Albatross —07:32, 21 February 2011 (UTC)

Wikimedia Foundation Policy on Biographies of Living Persons
In the context of this mediation, I would urge the parties to scrupulously adhere to item #4 above, especially when an aggrieved party has lodged a complaint of false and defamatory characterization of living persons by allied teams of authors, some of whom have notably published such false characterizations in the pages of Wikipedia, Meta, and Wikiversity.

Moulton 16:47, 22 February 2011 (UTC)

Aborted dialogue salvaged from KillerChihuahua's local talk page
The following unfinished dialogue originally took place on KillerChihuahua's local talk page:

Moulton 17:07, 22 February 2011 (UTC)

Comment on development of this mediation
KC's response. Moulton has, in fact, stated his "number one grievance" clearly, if mixed with a lot of blame; such mixture is common beginning a mediation. The grievance is that KC blocked Moulton. Moulton provides a link to her expression of the decision. Moulton also complains or implicitly alleges misconduct about what she allegedly did not do. This could be broken down into a simple series of specific allegations. But that KC blocked Moulton is not in dispute.

Wiki actions are not infrequently correct, but with defective justifications having been given. Looking at the decision KC made, I'm struck by it being the result of an RfC. In theory, RfC is an attempt to negotiate agreement, RfC was not designed to determine bans, for example. I've seen quite a few exceptions, where the effect was a ban.

I've argued for stated restrictions, managed bans as a substitute for indef blocks. Blocks, then, would result from ongoing assessment of compliance with stated restrictions, with the fact of the ban and its legitimacy being considered in appeal process. An indef block largely interrupts any possible negotiation. From my experience with Moulton, the likelihood of success with stated restrictions is low, and he may, in fact, prefer being banned. But that is another issue. This process should take his complaint seriously.

It is possible that Moulton's dedicated "outsider" status resulted from the insult he felt over KC's action. KC, I'm hoping, will be able to step back from defending her action, just enough to see how it may have appeared to Moulton, and some others. The kind of action KC took is common on Wikipedia, and frequently people see nothing wrong with it. Until it happens to them.

I was, myself, first blocked (as to a serious block) with somewhat similar arguments, i.e., that I was allegedly not interested in contributing to an encyclopedia. That wasn't true, I was very much interested in the project, and in contributing, but saw my most important role as different from simply writing articles or wikignoming, which, valuable as it is, is only part of what's needed. I did not, however, take the "rejection" personally, and was able, in fact, to later negotiate resolution of the "dispute" with the two admins most involved. I got an apology, actually. A real one, voluntarily given.

Moulton's "desired outcome," however, is far too complex to address yet. I suggest simply exploring the complaint, in its details. KC, you were asked some questions by SBJ that you could answer. If the questions incorporate incorrect assumptions, you can correct them. I agree with you, you should not have to guess about the "desired outcome," and it may be that a true and satisfactory outcome would not be what anyone expects at this time. --Abd 17:11, 28 February 2011 (UTC)

Idol Thoughts
Eyes have they and they see not. Ears have they but they listen not. Brains have they but they think not. Hearts have they, but they care not.

Caprice 03:25, 1 March 2011 (UTC)

 * This is absolutely not the way to encourage KC to participate, Moulton. The opposite. You will get what you make. --Abd 03:27, 1 March 2011 (UTC)
 * Encourage KC to engage in collaborative learning and joint problem-solving? Surely you jest.  —Caprice 03:29, 1 March 2011 (UTC)
 * Not at all. You will get what you make. Treat people with respect, you might find that they will communicate with you. Ridicule, blame, and attempt to humiliate them, what do you expect? --Abd 03:33, 1 March 2011 (UTC)
 * Um... A dopamine high? —Caprice 03:37, 1 March 2011 (UTC)

Continued thoughts
Today, Moulton wrote on the attached mediation page, ''KC, I am unclear on what your objectives are here. Could you briefly and clearly state what your objectives are here at Wikiversity in general and in this mediation process in particular. Specifically, are you here for collaborative learning and joint problem-solving? If not, please clarify what you are here for.''

KC returned to comment at Wikiversity recently, with, in which she protested "outing" edits by Moulton. This mediation was started by SBJ with This page is for Moulton to ask questions of KillerChihuahua (KC for short) regarding her part in his being blocked on the English Wikipedia several years ago, and likewise for KC to ask questions of Moulton regarding his own actions.

KC is, on the face, only here to deal with the immediate dispute, and KC was not asking for this, to my knowledge. So she has been here to cooperate with what SBJ set up, that's clear. She last responded yesterday, but Moulton has been claiming that she's not cooperating. I see the reverse. I see that Moulton has not cooperated with SBJ's instructions, is displaying impatience over a process that has been over three years coming, and that apparently has been attempted before with similar results. Moulton was dealing with a collection of Wikipedia administrators who were sometimes less than forthcoming, who were, sometimes, themselves, impatient and ready to act impulsively. But others who acted with sober consideration. There are some simple questions to be asked, and, hopefully, answered, but Moulton, as is common, makes everything into a great war between Good and Evil. KC came here to defend her name, to stop what could aid stalkers. She was under no obligation to agree to any process here, since, even if it should be true that she improperly blocked Moulton years ago, that action long ago became moot by his continued behavior. SBJ, if you are not willing to guide Moulton more closely in this process, I'd say it's doomed, and is just putting off the day. --Abd 19:07, 1 March 2011 (UTC)
 * KillerChihuahua is welcome to come here to defend her name, even though she declared that I was not welcome on WP to defend my name or the names of Rosalind Picard, James Tour, and a number of other distinguished academics whom IDCab had egregiously defamed, libeled, and grossly inconvenienced. —Moulton 19:21, 1 March 2011 (UTC)
 * You became unwelcome on Wikipedia because you had abused Wikipedia process and editors. I recommend anyone trying to understand this situation read w:User:Filll/Moultonunblock. It appears that the way Moulton interacted with the Wikipedia community may have damaged the Picard article, rather than improving it. I wish I had read that page before attempting to help Moulton return to participation here (though I did see that caution was in order, I did not support unblocking Moulton without restriction, and Moulton was not willing to abide by voluntary restrictions, or I'd have been able to arrange unblock sooner). It was all tried before. In the permanent link) current discussion with AGK et al], we can see an unwillingness to understand Wikipedia and to work in cooperation with the community. --Abd 19:49, 1 March 2011 (UTC)
 * KC has apparently been the target of Moulton because of her close of the RfC on Moulton with an indef block, see her justification at . That has been presented in cherry-picked form by Moulton to emphasize what he wishes to ridicule, but this was simply a close, confirming the comments of many editors, and was followed by consultation with AN/I. At AN/I, there were six editors confirming the block, including a number who claimed to have attempted to help him previously. True or not, this was an effective community ban, which Moulton did not appeal through normal process. I once tested what would happen with a block I thought defective, by waiting to put up an unblock template for a week. I had reason to believe that there were admins willing to unblock, would they intervene for "justice"? No. They were waiting for an unblock template. Once I put one up, a hostile -- or clueless -- admin declined it and was then overruled by another, based on argument that the community would accept. That's how a wiki community works. Moulton wanted something else, but was, and remains, completely clueless about how to create it, other than by making as much fuss and disruption as possible. It must have worked for him, some time in the distant past, so he keeps trying. --Abd 19:49, 1 March 2011 (UTC)
 * Is that your original theory of mind? —Moulton 21:05, 1 March 2011 (UTC)


text:
User talk:Pino zollo

 Hello Pino zollo, 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
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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! --Ottava Rima (talk) 14:07, 19 February 2011 (UTC)

title: User talk:Pino zollo


text:
User talk:Phille

 Hello Phille, 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! --Ottava Rima (talk) 14:07, 19 February 2011 (UTC)

title: User talk:Phille


text: Survey research and design in psychology/Tutorials/Templates/Description


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


text:
User talk:Neil1990

 Hello Neil1990, 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! --Ottava Rima (talk) 15:06, 19 February 2011 (UTC)

title: User talk:Neil1990


title: User:Donaldson114


text:
Engineering Experience 4: Design a Small Solar Vehicle/Team phoenix (team 11)

Introduction:
In the folowing wiki you'll find everything there is to know about team phoenix. Team phoenix is a mixture of 4 Flemish and 4 Chinese students who are building a small solar vehicle for the course Engineering Expierience 4 (EE4). The ultimate goal of the project is to win the race. This race will take place at the end of the semester, on a sunny day.

meetings

 * 01/03/2011

 * 08/03/2011

Basic characteristic of the component part
Here is the constant that we use during the caculations Weight in total :                    800g coefficient of rolling:              0.015 Surface area(look from frount):      0.05 m^2 Drag coefficient :                   0.5 Power from the sun:                  800w/m^2 Quality factor, N of Solar Panel:    1.256 Short-circuit current, Isc:          0.94 A Open-circuit voltage, Voc:            0.56 V Gravity:                              9.81 N/kg density of air:                      1.29(kg/m3)

 * Solar Panel

Links
The phoenix project website: http://users.telenet.be/jonas.de.beckker/phoenix/news.html The phoenix project blog: http://thephoenixssv.wordpress.com/


text:
User:EGM6341.s11.TEAM1.Yoon.HW4

=1= Given:
 * {| style="width:100%" border="0" align="left"

 * $$\displaystyle P_3(x) = 3+ 8x -2x^2 + 6x^3 $$
 * $$\displaystyle (Eq. 1) $$
 * }
 * }
 * }

EXACT INTEGRAL Integrating Eq (1),

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

 * $$\displaystyle I = \int_{a}^{b} \Bigg(3+ 8x -2x^2 + 6x^3\Bigg)\,dx $$
 * }
 * }
 * }

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

$$\displaystyle = \int_{0}^{1} \Big(3+ 8x -2x^2 + 6x^3\Big)\,dx $$
 * }
 * }

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

$$\displaystyle =\Big[ 3x + 4x^2 - \frac{2x^3}{3} + \frac{3x^4}{2} \Big]_0^1 $$
 * }
 * }

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

$$\displaystyle = \Big[ 3 +4 - \frac{2}{3} + \frac{3}{2}\Big]$$
 * }
 * }

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

$$\displaystyle = \frac{47}{6} $$
 * }
 * }

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

 * style="width:15%; padding:10px; border:2px solid #8888aa"
 * $$\displaystyle \therefore I = 7.8333$$
 * style = |
 * }
 * }
 * }

SIMPSON'S RULE We know from lecture slide Eq(2) [[media:Egm6341.s10.mtg7.pdf|p.7-2]] that the Simple Simpson's Rule is given by,

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

 * $$\displaystyle I_2 = \frac{h}{3}\bigg[ f(x_0)+ 4f(x_1)+ f(x_2)\bigg]$$
 * $$\displaystyle (Eq. 2) $$
 * }
 * }
 * }

where,

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

 * $$\displaystyle x_0\, = a\,=0 $$
 * $$\displaystyle (Eq. 3) $$
 * }
 * }
 * }

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

 * $$\displaystyle x_2\, = b\,=1 $$
 * $$\displaystyle (Eq. 4) $$
 * }
 * }
 * }

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

 * $$\displaystyle x_1\, = \frac{a+b}{2}\,= \frac{1}{2} $$
 * $$\displaystyle (Eq. 5) $$
 * }
 * }
 * }

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

 * $$\displaystyle h\, = \frac{b-a}{2}\,= \frac{1}{2} $$
 * $$\displaystyle (Eq. 6) $$
 * }
 * }
 * }

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

 * $$\displaystyle f(x_0)\, = \Big[ 3 + 4(0) - 2\cdot(0)^2 + 6\cdot(0)^3 \Big]\,= 3 $$
 * $$\displaystyle (Eq. 7) $$
 * }
 * }
 * }

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

 * $$\displaystyle f(x_1)\, = \Big[ 3 + 4(0.5) - 2\cdot(0.5)^2 + 6\cdot(0.5)^3 \Big]\,= 7.25 $$
 * $$\displaystyle (Eq. 8) $$
 * }
 * }
 * }

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

 * $$\displaystyle f(x_2)\, = \Big[ 3 + 4(1) - 2\cdot(1)^2 + 6\cdot(1)^3 \Big]\,= 15 $$
 * $$\displaystyle (Eq. 9) $$
 * }
 * }
 * }

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

 * $$\displaystyle \therefore\, Substituting\, Eq (6)\, through\, Eq (9)\, in\, Eq(2)\, we\, have\,$$
 * }
 * }
 * }

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

 * $$\displaystyle I_2 = \frac{1}{6}\bigg[ 3+ 29 + 15 \bigg] =\, \frac{47}{6} $$
 * }
 * }
 * }

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

$$\displaystyle \therefore I_2 = 7.8333$$
 * style="width:15%; padding:10px; border:2px solid #8888aa" |
 * style="width:15%; padding:10px; border:2px solid #8888aa" |
 * style =|
 * }
 * }

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

 * $$\displaystyle Since\, I = I_2\, it\, is\, very\, clear\, that\, the\, Simpson\, rule\, integrates\, a\, 3^{rd}\, order\, polynomial\, exactly $$
 * }
 * }
 * }

=7= $$ \begin{align} \displaystyle E_{n}^{2} &:= I - I_{n} \\ &=\int_{a}^{b}f(x)dx - \frac{h}{3}[f(x_{0})+4f(x_{1})+2f(x_{2})+...+2f(x_{n-2})+4f(x_{n-1})+f(x_{n})] \\ &=\sum_{i=1}^{n} [ \int_{x_{i-1}}^{x_{i}}f(x)dx - \frac{h}{3}[f(x_{i-1}) + 4f(\frac{(x_{i-1}+x_{i})}{2}) + f(x_{i})] \\\end{align}\ $$

$$ \left| E_{n}^{2} \right| \leq \left| \frac{h^{5}}{90} \underbrace {\sum_{n}^{i=1}max\left(F^{(4)}(\xi )\right)}_{Call \bar{M}_{4}} \right| $$

$$ \displaystyle \xi \in [x_{i-1},x_{i}] $$

Ref: Lecture Notes [[media:Egm6341.s10.mtg14.pdf|p.14-1]]

$$ \Rightarrow M_{4} := max \left| f^{(4)}(\xi)\right| $$

$$ \displaystyle \xi \in [a,b] $$

$$ \bar{M}_{4} \leq n \times M_{4} $$

$$ \Rightarrow \left| E_{n}^{2} \right| \leq \left| \frac{(b-a)^{5}}{2880n^{5}}nM_{4} \right| = \left| \frac{(b-a)(b-a)^{4}}{2880n^{4}} \right| = \frac{(b-a)h^{4}}{2880}M_{4} $$

where $$ \displaystyle h= \frac{(b-a)}{n} $$

Therefore,
 * {| style="width:100%" border="0" align="left"

$$\displaystyle \displaystyle \left| {E}_{n}^{2} \right| \leq \frac{(b-a)^{5}}{2880 n^{4}} M_{4} = \frac{(b-a)h^{4}}{2880} M_{4} $$
 * style="width:10%; padding:10px; border:2px solid #8888aa" |
 * style="width:10%; padding:10px; border:2px solid #8888aa" |
 * style = |
 * }
 * }

title: User:EGM6341.s11.TEAM1.Yoon.HW4


text:
Talk:Psycholinguistics/Neural Basis of Multi-Lingualism

Possible Answers
1) Similarities or differences in the languages being learned. If all languages being learned are similar in structure then it would be easier for the simultaneous multilingual because the rules would be similar and there would be less confusion. For the successive multilingual the primary language would have a minor influence in affecting subsequent languages. Neural organisation: since all languages were learned within the critical period we would assume that similar neural structures would be activated regardless of language or sequence of language acquisition. Different tasks however would activate different neural regions, but we would see the same populations activated in a similar task whether the individual was a simultaneous or successive multilingual. Language interference: a simultaneous multilingual is at a higher risk for confusing the languages learned at the same time. This is because early in development there is a steep learning curve for a new language and proper organisation of the rules pertaining to a particular language can get mixed up if many languages are learned simultaneously. A successive multilingual is less at risk because they learn different languages successfully, therefore the structure of one language is developed before establishing a new language structure. The simultaneous bilingual is more likely to develop one structure to accommodate all the learned languages since they are acquired simultaneously.

2) Early language acquisition individuals would use the same neuronal populations for all their languages therefore they are less likely to suffer from partial aphasias due to cortical insults. If the main language areas of the brain in the left hemisphere are injured we would likely see similar deficits in all the learned languages within a early acquisitioned individual. However in a late language acquisitioned individual, who learned languages after the critical period additional cortical areas are recruited in addition to the regular language regions of the brain. This means that cortical insults to brain regions other than the main language centers of the brain could impose some deficits within certain languages depending on the region of brain injury, the type of language used and the task being performed. An example would be the recruitment of prefrontal cortex in late acquisitioned individuals for certain tasks, whereas no prefrontal cortex activation in early acquisitioned individuals for the same task. Therefore damage to the prefrontal cortex would cause impairments in the late acquisitioned individual, but not to the early acquisitioned individual on that particular task. Damage to main language centers of the brain would cause similar impairments to both early and late acquisitioned individuals because they both activate these regions.

3) Multiple factors can cause speech problems therefore it is hard to say conclusively that therapy in one language will resolve issues in the others. However based on the neural evidence in multiple language tasks we can assume that if the problem arises from a neural standpoint then an early acquisitioned individual will see progress for multiple languages. This is mainly because all the languages acquired will be represented by similar neural structures therefore if therapy resolves the problems in one language, other languages dependent on the same neural populations will also get some benefit. Even if the problems don’t exist on a neural level, the organisational structures will be similar within the different languages, therefore we could speculate that therapy in one language can have different benefits to the other languages on different levels. A late acquisitioned individual however would probably need therapy in the different languages to see the same amount of benefit as the early acquisitioned individual.

4) The occipitotemporal cortex would first be activated to transfer the visual information to the temporal cortex. Then the medial temporal gyrus would be activated to decipher the lexical information. If the subject was late acquisitioned and since the information is in L2, additional neural populations in the prefrontal cortex will be activated for working memory possibly for translation from L2 to L1. Finally the medial temporal gyrus and hippocampus will be activated for semantic processing and memory retrieval.

Since this is a verbal production task the semantic meanings should first be retrieved. In addition this is an L2 language therefore we will expect to see activations in the frontal gyri as well as some temporal gyri. This information is then passed along to Brocca’s area for processing, which also collaborates with the basal ganglia since the language involved is L2. Finally the information is sent to the primary motor cortex to activate the vocal cords and produce speech. The primary auditory cortex in the left temporal lobe is first activated since this is a listening task. In addition, since this is also an L2, variable other temporal cortex regions also get activated for semantic processing. Specifically we can see consistent anterior cingulate activation and this region is known to be associated with conscious, laboured effort, which is expected since the information is in L2 and not automatically processed. We can also expect some activations in Brocca’s area and the pre-central gyrus for additional processing from L2 to L1 since the information is not the subjects native language.

Edits for Classmate's Chapter
This chapter clearly states the facts, many studies are referenced and it appears that a good amount of research was done on the subject. Although there is not a works cited list as of February 19th, 2011 the author has indicated that one is coming. I gone over and corrected the few grammatical errors that I noticed.

I feel that this chapter is missing an introductory section and a concluding section that first introduces then summarize the body of information in the centre. The information that is there is great, however it feels like the reader is being bombarded with the facts without sufficient introduction. I think the introductory paragraph would help ease the reader into the material and then the concluding paragraph would summarize the important points to make sure that the reader walks away knowing the points that the author felt to be most important.

In the introductory paragraph I would suggest introducing the terminology “L1” and “L2” as they are currently mentioned in the first sentence and are initially confusing until it becomes clear that they are referring to the first and second language of an individual.

Graphics are a great a way to help prove a point. Since many of the studies referenced have to do with neuroanatomy I would suggest looking for some images that show where areas like the “left inferiolateral frontal cortex” or “superior temporal gyrus” are. This will also help the visual learners picture what the author is talking about and where these areas of the brain are that work together. An image showing the Brodmann areas would also help to visualize things.

There are also many different research techniques performed in studies that are mentioned in this chapter. Some of these techniques are clear whereas what is meant exactly by “Macroscopic brain functional neuroimaging studies” might be unclear to some readers.

In terms of formatting, I would suggest making the sections (verbal fluency, word generation etc.) under the heading "Neural Activation During Linguistic Tasks" a bit more distinct with perhaps a small heading for each section. This is because at the moment it is quite a long section and the other sections with headings in the chapter are quite short.

Overall this chapter contains strong research but the wording feels very much like what would be seen in a scientific paper rather than a textbook for a person who is unfamiliar with the subject. I would strongly suggest therefore that the author think about who is going to be reading this textbook we are creating and what sort of vocabulary they could understand. The technicality of the information from the references is great but I think explaining a few things in layman’s terms would be beneficial to the non-expert on the subject.

Out of curiosity, I wonder if the results of these studies are the same if L1 and L2 use the same alphabet (English and French) and if L1 and L2 use completely different alphabets (English and Arabic).

Tayd 18:55, 19 February 2011 (UTC)


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User:SHAWWPG19410425/The Distribution of Addition and Subtraction over Multiplication in Elementary Algebra

A Research Project: The Distribution of Addition over Multiplication in Elementary Algebra. [THIS CONTRIBUTION HAS BEEN REPLACED BY: " The Prime Sequence Problem " In the contribution " The Prime Sequence Problem " an uneven number of primes in the ascending order is added algebraically to its negative summation, thus: Given that the prime sequence is: [3, 5, 7, 11, 13, 17, 19, 23, ... ], noting the absence of the prime, two [2] in the list. The first three primes are written as if they were co-ordinates in a four dimension Euclidean space: [3, 5, 7, - ]. The blank is filled with the integer: - [3 + 5 + 7], which is - 15. The point in 4D is now: [3, 5, 7, - 15]. The next point in 4D space is: [5, 7, 11, - 23]. The next point in 4D is: [7, 11, 13, - 31]. The general point in 4D space is: [p[k - 1], p[k], p[k + 1], - [p[k - 1] + p[k] + p[k + 1]] This sequence of points in 4D space constitutes a polygonal arc in a hyperspace. The purpose of making a zero summation of the co-ordinates is so that the equation: p[k - 1] + p[k] + p[k + 1] - [p[k - 1] + p[k] + p[k + 1] = 0 is always satisfied, noting that an even number of uneven integers has an even summation, remembering that zero is an even integer. Joining successive points and finding the intersections with the planes [axial planes] formed by the axes of co-ordinates enables the dimension to be reduced by unity [because one of the co-ordinates is zero on an axial plane. There is no loss of information in this process. Eventually the dimension can be reduced to 2D and the intercepts in 2D found as a discrete finite function of the gradients. This is an example of a discrete version of the Legendre Transformation. If a regularity could be found in 2D space, then the finite discrete function[s] that represent the prime sequence in 2D could, in principle be extended and the whole process reversed, so allowing the 4D polygonal arc to be augmented. This means that the positions of successor primes located in 4D space could be established. Solving the prime sequence problem then amounts to solving problems in linear algebra and a version of the Legendre transformation, provided that regularity can be found in 2D space.

The reader who is interested in the problem of computing the successive primes is respectfully redirected to the contribution [amongst others]: " The Prime Sequence Problem ".

.SHAWWPG19410425 (talk) 22:01, 20 November 2012 (U.T.C.)SHAWWPG19410425 (talk) 22:35, 1 December 2012 (UTC)


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User:Charles Jeffrey Danoff/PD Sandbox

License Options

 * http://en.wikipedia.org/wiki/Template:PD-retouched-user
 * http://en.wikipedia.org/wiki/Template:PD-self
 * multi-license options
 * http://commons.wikimedia.org/wiki/Category:PD_license_tags
 * http://en.wikipedia.org/wiki/Category:PD_license_tags

Non-Public Domain Licenses of Note

 * PUBLIC DOCUMENTATION LICENSE Version 1.0

Read

 * http://microformats.org/wiki/Category:public_domain_license
 * http://microformats.org/wiki/Template:public-domain-release
 * http://wiki.openstreetmap.org/wiki/Public_Domain_Map

Public Domain Resources on Wikiversity
I am wondering what the policy is on developing public domain resources here. That is, if I created a resource (e.g. lesson plan) and as the creator dedicated it to the public domain, then brought it into Wikiversity. Afterwards, could it still be a public domain resource? Given images that are edited by the community can remain public domain, I don't see why not. I did a rough draft of a license for this, built off one from another Wikimedia project where this goes on. --Charles Jeffrey Danoff 21:16, 21 February 2011 (UTC)
 * Good question, Charles - I'm not sure of the answer, but have wondered about the same thing. There is Userpd which can be added to a user page. -- Jtneill - Talk - c 21:35, 21 February 2011 (UTC)

 * Any modification on Wikiversity or any WMF site is licensed as GFDL/CC.BY.SA.3.0 and not Public Domain. To reuse would require attribution of the authors of the modifications. Ottava Rima (talk) 21:48, 21 February 2011 (UTC)

 * Perhaps surprisingly, it seems that you hit some curious problems when you try to release collaborative works as PD. The main one is that not all legal systems recognize that people can give up their copyright - in many regions copyright can only be removed by specific processes, such as time since first publication. So with a collaborative work such as this, where each contribution needs to be released under a common license, I'd be concerned that you may hit some problems. Indeed, it isn't clear whether or not works created in the US can necessarily be released as PD - some have argued that they can (Lessig says yes, but only with difficulty), but others have said that they can't.
 * Thus the use of CC/GFDL - you may not be able to release works as PD, but you can license them for free use, which isn't identical but overcomes most of the problems while still allowing open, PD-like use of the work. An alternative has been to release the work as PD, but to also specifically outline the free use side of things, so that where PD isn't possible the free use terms come into play instead. From memory I think that this is what is going on with images, especially with Commons and the CC0 1.0 license.
 * I would also have some concern about tagging articles as PD, as when you make your edit you agree to release your work as CC/ GFDL, not PD. So while the article may state that additions are PD, the agreement when you save won't. I'm not sure where that would leave us, but it seems like a potential concern.
 * On the plus side, copying PD works here doesn't change the PD status of the original text. :) Any comments above only relate to derived or new works. - Bilby 22:51, 21 February 2011 (UTC)
 * Jtneill, Ottava Rima & Bilby thx for your thoughtful responses raising new dimensions to this idea I had not yet considered. I will say this discussion thread from the multi license PD template seems to give support against my ideas. In response though, I would first give these three pieces of evidence in regards to developing IDENTIFIED pub dom resources here on Wikiversity:

 * 1) wikipedia template for user public domain contributions
 * 2) Mediawiki PD help project
 * 3) Wikipedia's "Granting work into the public domain".

 * All are instances from our sister sites where (1) users are allowed to make public domain contributions and (2) an entire collaborative project made public domain. Furthermore (3) says

"All text on Wikipedia is submitted under the GNU Free Documentation License. Contributors can choose to multi-license their works under other licenses, and users can then choose which license to accept. Many people have also put public domain deeds on their uploaded content or their user pages. Given the above, it is up to any user of the content to decide whether they consider a public domain deed to be sufficiently legally safe."
 * Also, in the links it has:

A private e-mail from the U.S. Copyright Office sent to User:Dcoetzee that says, among other things, "Please be advised that one may not grant their work into the public domain. However, a copyright owner may release all of their rights to their work by stating the work may be freely reproduced, distributed, etc."
 * Possible Implementation: For a PD resource, add a notice akin to the top of the Mediawiki PD help pages, including the advice from the US Copyright office. If a user contributes whose already released all their contributions PD its fine. For other users, assuming the notice is clear enough, they should play aware of their release or stay away if they're not comfortable. --Charles Jeffrey Danoff 07:08, 22 February 2011 (UTC)

 * I think when a person releases all rights to their work, they also allow other people the right to choose any conditions they want for derived works. I think if there are conditions for derived works, than people are not really releasing all their rights. I think releasing all rights works for individuals because other people can continue to contribute and have their contributions be CC-BY-SA licensed.
 * I think PD help more or less works at MediaWiki because the conditions are guaranteed to be there for any page in the namespace. However I am uncertain whether the situation is clear enough to guarantee there won't be problems down the road. I think there is a risk that the Help must fall back to being CC-BY-SA licensed if the situation is unclear, which I am comfortable with.
 * I think you can't guarantee a person won't create a new page without the notice with the intention for it to be part of the overall work. I think you can't guarantee a person won't remove the notice from a page, and other people won't have contributed in the mean time. I think if there is no notice whether from the start or due to being removed by someone, changes would fall back to being CC-BY-SA licensed as that is the only clear conditions set forth on the project.
 * I have seen debate on this topic play out time and again at other projects without any conclusive results. What do you hope to gain by requiring everyone release all their rights? What conditions of CC-BY-SA do you not like? -- dark lama  13:56, 22 February 2011 (UTC)
 * I think we need to customise MediaWiki:Copyrightwarning or MediaWiki:Copyrightwarning2 to be different for these pages, saying that 'by saving, you agree to release your changes into the public domain'. John Vandenberg 03:14, 23 February 2011 (UTC)
 * That would violate the standard agreement users have with the WMF when registering - you cannot force anyone to adopt anything but the GFDL/CC-BY-SA.30 license. Individual projects trying to rewrite the rules would also run afoul of many things, especially when the WMF legal counsel is not notified first of any proposal regarding it. Ottava Rima (talk) 03:27, 23 February 2011 (UTC)
 * It appears Wikiversity is simply not the place for editing public domain documents. Naturally, I can still upload them if I so choose. I have no "problems" with the CCASA, I just find it annoying at times if I want to mix something that's CCASA with something that's CCA and something public domain in a lesson plan or something and then its complicated how to re-release it. Whatever though, I can figure it out. Wikiversity is an incredible community and there's no reason to complicate things un-necessarily with this kind of worrying. For now I am a editor, delightedly sharing his work CCASA. Thx everyone for your feedback. --Charles Jeffrey Danoff 06:31, 23 February 2011 (UTC)
 * p.s. if you wouldn't mind doing something that improves the community with confusing anything, please add your support to enabling the "cite this page" feature above. --Charles Jeffrey Danoff 06:31, 23 February 2011 (UTC)
 * There are two wikis with clearly defined missions for hosting public domain and other released content: Wikisource, which handles and translates (especially old) texts, and the Commons, which hosts "multimedia files", aka images, pictures, etc. I'm not sure how, but one can release one's contributions into the public domain in the United States (e.g. commons:Template:PD-user-w and other PD templates there). Wikiversity, being a brand new wiki resource to the previously defined/existing stage, with barely a mission carved out for Wikimedia, is a special case I suppose, so your contributions might belong at one of our other projects. TeleComNasSprVen 07:10, 23 February 2011 (UTC)

The primary mission of Wikiversity, as a pseudo-collaborative learning community, is to custom craft educational resources designed to be consumed by just one person. It is well known from the research of Maggie Martinez that Resistant Learners require custom crafted materials designed specifically for a single oddball individual's idiosyncratic learning style. —Barsoom Tork 07:23, 23 February 2011 (UTC)

What Ottava Rima has written above is rubbish. Each project is able to select its own license. e.g. Wikinews changed the entire project to 'Creative Commons Attribution 2.5' in September 2005. Each work on Wikisource has a tag on it which tells the reader which license it is covered by. If Wikiversity wants to use a different license for a few pages, it would be appropriate to discuss this on foundation-l in order that the wider community was aware and can provide opinions or legal advice. John Vandenberg 08:57, 26 February 2011 (UTC)

Releasing new works into the public domain

 * from whitehouse.gov "Copyright Policy: Pursuant to federal law, government-produced materials appearing on this site are not copyright protected."
 * Creative commons uses the phrase "all rights granted" (We also provide tools that work in the “all rights granted” space of the public domain. http://creativecommons.org/licenses/). This is different from the "all rights released" I've found elsewhere online.
 * Reading "Granting work into the public domain" I think something should be mentioned about "Copyright abandoned."

Draft 1
I want to make a public domain template for resources whose original writer(s) want to place in the public domain, therefore all subsequent edits need to be in the public domain as well. It is built off of the Mediawiki "Template PD:Help Page

PD Personally Authored Work Template Attempt

 * I don't necessarily need to-do this because SPUI made one that's wonderful in the commons.

title: User:Charles Jeffrey Danoff/PD Sandbox