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User talk:La comadreja/Archive Summer '09

Graeme's books and articles
Graeme, that's really cool you're getting professionals in the field to comment on your work. Anything else new? What do they seem to think about it? --AFriedman 00:34, 13 May 2009 (UTC)

 * Well one professional does not accreditation make, but at least he can point out where my reasoning is a little weak. I have talked to the professor before I got involved at Wikiversity, and the effect was that I felt we were talking past each other. He is invested into the ART theory of consciousness, which I find naively to assume that consciousness is an electrical field phenomena. However his attention work is critical to my explanation of the operation of demand type memory. I just think he takes it too far in an attempt to claim status as a consciousness researcher. The problem is that I think that Attention is necessary but not sufficient to explain Consciousness, but that consciousness does not need an arcane theory to explain it, it is really quite simple once you have the requisite cognitive engine underneath it. And he thinks that attention is so much of the necessary information for consciousness that research into attention will explain consciousness, and where it doesn't ART will make up the difference. ART, or Adaptive Resonance Theory, seems to think that the coupling of cells at the electro-physical layer, can explain consciousness. Problem is that Dr. LaBerge in a previous article eliminated the known forms of electrical coupling from contention, either we are talking about a completely unknown electrical field, or he has already shown that this approach will be empty of meaning. Of course if Stanley wants to support work in a completely new electro-physical field, he can open a second laboratory at Simon's Rock, and get more funding.I added a couple of new articles in the last few days, the latest one is on the Scope and Limitations of phenomenally implicit memory. Dr. Laberge got the article on multi-phase attention but hasn't commented on it yet.--Graeme E. Smith 01:05, 13 May 2009 (UTC)

Thanks and interesting. I'll have more time tomorrow. --AFriedman 04:52, 14 May 2009 (UTC)
 * Got your note, I am currently working on Phenomenally Explicit Memory: Scope and Limitations, but it is going slowly.--Graeme E. Smith 17:14, 14 May 2009 (UTC)

Dr. LaBerge got back to me, and he was confused by some parts of my The Dual Mode Cortex article, he says he has read the other articles I sent twice but perhaps does not understand where I am coming from. I have brushed it up a bit, but it still might be ambiguous. He noted a parallel theory by JC Eccles, back in 83, which i think I can use to support my work, but it might be a while before I can see the text, because it is not available over the internet, and he has to go to Seattle to get it from the U of Washington. The article was written in hungary, and published there so it is not easily available locally. It was referenced in another article he sent me about Martinotti Neurons which would be much less important but might have a useful general inhibitive effect that would increase classification by encouraging that activity stay within the columns of the cerebral cortex. I attempted to get a look at the abstract from Eccles article but the only place that admitted having it, barred me from access.--Graeme E. Smith 23:44, 16 May 2009 (UTC)

In a spirit of getting more scientific background for my theory, I decided to log onto a couple of Scientific contact sites. I advertised the portal there so maybe we will get a little scientific interest. I asked a question about implicit memory on a site that claimed to have scientific solutions that was recommended by a guy from CalTech, so we will see if anything comes of it.--Graeme E. Smith 17:52, 18 May 2009 (UTC)

I gave Dr. LaBerge a copy of an Article I had written on the roles of the Micro-Architectural divisions in the Cerebral Cortex, and he suggested a few improvements and when asked suggested that it might make the Dual Mode Cortex article more readable if I incorporated the information into the earlier article. So I have rewritten my Dual Mode Cortex article. He thinks that I might have a point, and in fact suggested that I might be making an important contribution with my bottleneck article. He had to admit however that I am coming at this project from an unfamiliar tangent, and he has had to think really hard to understand what I am saying. So I am incorporating more explanation of terms. He also seemed startled that I would take on phenomenality in the way that I have, he thought the use of the word Quale, must be a mistake for instance because it is primarily used by Phenomenalist Philosophers to prove that physical systems can't explain experience, and here I am using it as if it does explain the experience of a particular type of physical system. Anyway, I am sure that part of the problem is that he is working too hard at trying to understand me, and so missing the point of my work. I simply have to find a way to explain myself so that it leaves less room for error.--Graeme E. Smith 20:52, 31 May 2009 (UTC)

I am currently working on my 5th protocol for proving some of the hypotheticals in my memory model Dr. LaBerge liked the first two I suggested, so he might be willing to accept the last three, based on a suggestion he made to me. (I think he expected one from the suggestion but I was talking to my mother and suddenly It twigged that I knew how to do three instead of just one. Now if I just knew some way of financing the use of a psychology rodent lab.... ;)--Graeme E. Smith 17:56, 3 June 2009 (UTC)

I've come up with 12 protocols now, Dr. LaBerge seems busy right now as I haven't heard from him since I sent him the third, fourth, and fifth protocols. In any case, I have also started an Artificial Consciousness group on ResearchGATE, and so far have 32 members, I invited them over to look at the Artificial Consciousness Sites here on Wikiversity. Also, I am in touch with Gary Marcus, a well known proffessor of linguistics in New York. His approach is to look at Cognitive Architecture from an evolutionary perspective. He also has expressed an interest in doing a hostile take-over of connectionism.--Graeme E. Smith 18:17, 7 June 2009 (UTC)

Dr. LaBerge got back to me on my Attention model, he had some problems with the way I talked about attention he thought I should have mentioned one aspect related to his work that I had ignored, He said that most of it was what he thought the others in Attention were doing, and that he supported the part about implicit attention that I had suggested. It was a fairly positive reaction. Let me know when you get back, eh?--Graeme E. Smith 03:17, 17 June 2009 (UTC)

Mentoring

 * Got an idea how we might be able to set up a marks regimen but I need access to the variable they put the score from the quiz into. I have tried to look up the people who were working on it, but none of them have responded. I can do an honors system mark, but that is the best I have been able to work out so far because I can't retrieve the score automatically. The idea is that we would have a class marks database say, at Portal:GreySmith Institute/Marks. We would extract the Username of the student, possibly from the history page for the quiz, and check to see if they had a marks page such as User:XXX/marks if the user page already existed, we would then search within the user page for the course name, and if the course name existed, we would then add a line at the bottom of the course section to put the quiz mark on. If not we would put into place a double equals header with the course name then use that to edit the section of the course and put in the score line.
 * At the same time, we would take the User Name, and in the Portal:GreySmith Institute/marks page, we would search for the student name, then if it exists use the student name to edit the section of the student, search for the course name, and edit the section under the course name, and finally, add a line at the end of the section to record the quiz name or sequence number and the mark.

 * Students could then get an official transcript of all their quizzes and marks, or we could use some formula say involving how many times they took the quiz and what their last results were, to create an overall mark. For instance each time they take the quiz they could be getting less marks for a perfect score, so the marks for the quiz would be the highest mark times 1/number of quizzes they retook. Or say highest mark - number of quizzes retook or something. Alternately we could award bonus points if they get a perfect mark the first time they take the quiz. Because the link to the marks page would only be accessed indirectly, via a template that could be marked to keep it from being altered, it would be more difficult for the student to poison the marks for others.--Graeme E. Smith 00:11, 15 May 2009 (UTC)

Great idea re: looking for scientific contact. You also might want to sign up for E-mail subscriptions to journal tables of contents (these are basically always free, and you can usually get the abstracts too). I also subscribe to the EvolDir (Evolution Directory, I think) mailing list which has lots of information about what's going on in the field of evolutionary biology. The instructions for subscribing to this list are at http://evol.mcmaster.ca/brian/evoldir_instr.html. There could be other lists like this in Psychology, Neuroscience etc.

I also like your idea about grading the courses. How successful have you been in implementing this? --AFriedman 18:30, 18 May 2009 (UTC)

 * I haven't really started yet, I have to do some research on wiki language templates especially the extensions to the parser, and I wanted to discuss with you where we would for instance put the marks page for your quiz since it is available to work from. I can for instance use my own user page for marks, and perhaps yours if you agree, and I could host the marks page at GreySmith Institute, or at some location of your choice. Then I have to test the templates until I know that I have got them working correctly only then can we insert them into the quiz page and see how it works.--Graeme E. Smith 21:10, 18 May 2009 (UTC)

GSI would probably be an appropriate place to put a marks page. Or, perhaps we could create a portal for teachers and mentors, if it doesn't exist already? Teachers shouldn't need to be directly affiliated with GSI but they should come from all over WV, and there should be some way to coordinate all teaching. This portal thing could be connected to our expanding the various sections of Mentorship. What do you think? --AFriedman 22:39, 18 May 2009 (UTC)

 * See That is why I wanted to talk to you about this, Now that you have opened my eyes, I see a Faculty Portal, and a marks namespace, we could ask that the marks namespace not be searchable (that means not listed via the search engine)and access would normally be by template tools that are available to faculty members. So direct access by a member would be easily noted in case of a vandalism incident. I am not sure if we could restrict the access to the faculty portal without causing problems with the Terms of Reference of Wikiversity but maybe we could have different tools for different levels of mentors, just like there are for different levels of Custodians, etc. Maybe we could ask that they shut off the edit tab for the marks namespace so that people can read the marks but can't edit them directly. I don't think that will affect people using templates outside the namespace from writing to them.
 * --Graeme E. Smith 00:30, 19 May 2009 (UTC)

 * I placed a stub explaining the nature of the Faculty Portal at Faculty Portal Who would be best to talk to about creating the Marks Namespace?--Graeme E. Smith 02:05, 19 May 2009 (UTC)

I like your ideas. I would talk to the custodians about this Portal. They have more powers than we do (e.g. they can protect pages from edits), and they also tend to have the most experience. Which ones are the most responsive right now can probably be found based on who's made the most recent changes. --AFriedman 06:00, 19 May 2009 (UTC)

 * Looks like I might have to learn PHP to be able to program what I want. I am not sure Wikilanguage is up to it. I tried some experiments in my template sandbox yesterday, and they were anything but successful, it seems # based addressing isn't accurate enough for what I want to do. This is good, because it demands a higher level of technical knowledge to get past the security requirements of the templates. I'll check of course but I don't remember seeing substring functionality in wikilanguage.--Graeme E. Smith 14:26, 19 May 2009 (UTC)

 * Well it's confirmed there is no substring capability in Wikilanguage or the Parser extensions. That means I have to program in php, or figure out how to talk to MySQL, the database generator for this mediawiki software. It looks like the smallest discrete software element is a section, which means that even extracting lines of code is difficult in wikilanguage. Since what we want to do is extract the mark from a line or record of code, wikilanguage simply isn't the right choice of programming mechanism to deal with it. Somewhere in my copious private library I should have a book on MySQL, possibly not the version they use here, but not too old a version either. It just got a whole lot more complicated, to program the Faculty utilities but that is computing for you, lift up a rock, and find a whole bucket of worms. Not to worry, once you know that all programming languages use the same logic, learning a new programming language is relatively easy, it just takes a while to learn to be proficient in it.--Graeme E. Smith 23:21, 19 May 2009 (UTC)

 * It turns out that PHP is a C++ like language similar to java that can be inserted in templates as if it were a markup language. This should reduce the learning curve a bit, since I am familiar with Java. However in C like languages the killer part of the job, is learning to use the libraries, which may take some time. Because PhP actually has a string type variable, I can probably manipulate strings, which is what will be needed to make the marks database work.
 * It looks like MySQL is a built in interface in Php, so access to the SQL database directly looks possible. I am confident that this is the level at which I should approach the problem. The trick, as I understand it, is to minimize Php parsing so as to reduce the cost of parsing the template generally. A template with too much Php might end up tagged as an "Expensive" function and be deprecated.--Graeme E. Smith 00:46, 20 May 2009 (UTC)

 * It turns out that php is not used in the templates like I thought, it is used to interpret the actual mediawiki software package. This means I can't develop it on site I have to write a parser extension on my own computer, and then present it to Wikimedia for testing and approval before it is installed. this involves downloading my own copy of Mediawiki, for test purposes. Well good enough, I could probably incorporate some mentoring tools into the quiz extension, and fix that annoying false negative.Such is life --Graeme E. Smith 06:39, 20 May 2009 (UTC)

I don't know how to use PHP and what you're doing is very impressive! The programming language that I myself know best, aside from the wiki markup language, is Java. If you really need someone's feedback on PHP there are probably online tutorials that offer that. (I don't know how I would have learned Java without people ready to answer questions when I got really, really stuck, and having living people there for me during my wiki markup language course was also very helpful.) Best of luck. --AFriedman 14:27, 20 May 2009 (UTC)

 * C/C++ is a really simple language, before you put in the libraries. The thing that bounced me off of it a couple of times, is simply that it is a functional language and my training was in procedural languages, the voids in the method declarations didn't make sense to me, when I thought of them as being procedures, or subroutines. By the time I learned JAVA I was already beginning to understand object oriented programming which is the main difference between C and C++ essentially C++ is a preprocessor for C that implements object oriented programming. One reason that C type languages have prospered, is that they can be used to do complex things because of their libraries.

 * PHP 5.X is an object oriented language similar to java so you might not find it too difficult to program in, if it weren't that it probably has it's own unique library system to learn. However it has been designed to operate in a hypertext environment, where the volume of text is much higher than most programming languages. Think of it as a way of adding a programming language to html.

 * Unlike Java, which has to have an interpreter in the web browser, PHP has it's interpreter in the server, so unless you look at the actual source document, you will not see the programming that makes the services possible. This is slightly more secure, because it does not expose the internals of the server to the public. The combination of Java, and PHP, gives you a very powerful package, because you can share the responsibility for the services between the server and the web browser, putting the things that the server needs to do on the server, and the things that the server doesn't need to do, on the web to be done locally by the users computer. The main problem is to tell the two languages apart, which is easier with PHP because it requires a special syntax to escape the document mode of the server.--Graeme E. Smith 21:13, 20 May 2009 (UTC)

I don't really know C+/C++. I'm taking a course next year that has a major C+/C++ component, but I'm not there yet. I'm curious what resources you are using to learn about all these languages, and what you think of them. --AFriedman 02:06, 22 May 2009 (UTC)

 * Well, to give you a little history, C was invented by Ken Thompson, the designer of Unix, as an improvement on B, an illfated language that might have been an attempt to improve Assembler. The idea was to come up with a high level language that took very little room to implement. I believe C++ was invented by Dr. Strousap or something like that, as an attempt to make C object oriented. The original C++ was written as a preprocessor that was run on the C compiler. Java was originally designed as an interpretive version of C++ with some enhancements meant to make it more friendly.
 * C and C++ being quite quirky. One of the main improvements that java took on, was an improved library more or less built into the distribution. While some C++ compilers such as Microsquishes Visual C, had advanced libraries, there was little standardization between C variations as to what the library contained. Many libraries were afterthoughts especially when dynamic loading made it possible to add a library as a DLL file. Today it is virtually impossible to learn c/c++ if only because C# is taking over the windows programming world, Essentially C# is a C compiler more compatible with Java, than with the original C/C++. The main problem being that the Unix crowd, are not porting linux over to C# if only because it seems to be proprietary to Microsquish.

 * Bear with me, I have been meaning to learn C/C++ forever, but have never found the time, and so I have read a number of introductory chapters of a number of C manuals. For your purposes think of C/C++ as being a quirky variation of Java, even if the actual history is the opposite way around. One of the books I have in my library is a book on security requirements of writing in C/C++ which suggests that there are distinct caveats to writing in C/C++ caused partially by the haste, and reduced size of the programming language and the standard Libraries that come with it. Some very basic library entries are deprecated for security purposes, if only because they do not deal well with buffer over-runs etc. When such a vulnerability is adjacent to a jump vector it is possible to overwrite the jump vector and redirect the program to an unplanned address where a malware program may be waiting. Attempts to build more security conscious Libraries have been attempted and newer versions of C/C++ probably contain some of these innovations. However if you are not aware of the current standards, and the compilers compliance to them, how will you know?

 * Anyway I am currently madly scrambling trying to figure out how to install the 4 or 5 programs that are needed to run mediawiki software. So far they aren't configured correctly, so they do not talk to each other. Further the available versions of the software are not the versions wikiversity uses, and some of the functinoality of the available versions might be temporarily broken, so even if I get them running there is no assurance that they will work together. Although most of them have MSI type installation software, they seem to need to be configured to work together, and installation errors seem to preclude me getting them to configure. In short, I have a real snarl to overcome and no idea whether at the end the system I get will 1. work, 2. be close enough to installed systems to be compatible, and 3. make sense to me, once I put it all together.

 * On the other hand, perhaps reworking the quiz extension is not as good an idea as I thought. The wikiversity interest in rewriting the quiz extension seems to have petered out once they got a good look at MOODLE. In Moodle they have Quizzes, that you get a report from, surveys, that can include essay questions, and an interface that allows the upload of SCORM modules from other training platforms. The question becomes do we reinvent the wheel, on Wikiversity, or combine the two projects, perhaps by incorporating Wiki-like pages into MOODLE? Moodle has teacher roles, and Administrator roles already implemented, and you can get a Windows memory stick with moodle already installed. The technology is strikingly similar even to having PHP and MySQL as the base technology. If you want to look at it, Draconis, has implemented a wikiversity moodle on a sandbox machine, so you can play with it, and there is significant documentation, on wiki-moodle.--Graeme E. Smith 05:41, 22 May 2009 (UTC)

 * Well it looks like microsoft doeasn't really like PHP, I've been trying to install it on a windows machine for almost 2 days, and it just isn't coming together. I am beginning to think I should give this up as a bad installation, especially since something is cranking on my floppy drive when there is nothing in the drive to write to. The last time that happened, I had a malware attack, but the virus scanner just gave me a passing grade. (As if I trusted THAT source). I may have to rebuild my machine. In any case It will probably run on a linux box, so I can look into that approach later.--Graeme E. Smith 16:27, 23 May 2009 (UTC)

 * I did some work on Portal:Faculty Let me know what you think--Graeme E. Smith 21:40, 24 May 2009 (UTC)

A couple things.

 * 1) Portal:Faculty--I like your subclassifications of mentorship. It looks like a really good start.  However, I'm a bit concerned about whether enough of the right people will use it.  I think you should add links to this portal, e.g. on the main page, and tell the custodians and other active members about it.  I'm also concerned that newcomers to the site might think it's for people who have been active for a while, since "faculty" are usually carefully selected based on their advanced degrees &c.  Perhaps call it Portal:Instructors instead?  One of the first things people learn, when they come to this site, is that anyone can be an instructor.
 * 2) I can't help you with PHP and the other software because I don't know myself. Your writing would not be wasted if you added it to the course about programming in C, C++ and C#.  Have you done this? --AFriedman 01:43, 25 May 2009 (UTC)

Hey, sorry didn't think about that.... or How about Portal:Mentorship. I could just rename it...

I wanted to get your ideas about the portal, before I started pushing it on anyone else, if there was something objectionable, I thought you would know what it might be. I took the rough outline from Wikiversity:Mentors and just filled in the roles that I thought were needed. you might note that I changed the order of the content mentors, to come before course mentors. this was because I thought that it was a natural progression to learning. First you learn how to express yourself in wikilanguage then you help out on a couple of courses then you start some courses of your own...

Maybe it doesn't work like that in real life but at least, it makes sense that it might.

Don't worry I don't expect your help with C C++ and C# If I wanted to learn them I have a compiler that will do any one of them. I suppose I can look at the books and courses on programming languages and see how I can help with them, but I don't think of myself as any type of expert. on programming.... still as they say, those that can does, and those that can't teach....;) Frankly, I don't know which way to jump right now. I thought I knew how to express myself on my theory, but the response I am getting back from the scientists is underwhelming, The general consensus is ??? ??? ??? what is he talking about? I haven't had one person yet tell me I am wrong. They just don't send me any responses.--Graeme E. Smith 09:46, 25 May 2009 (UTC)

I put a blurb on the Wikiversity:Mentors page about Portal:Mentorship, and Darklama got involved. It seems he objects to the "Business Model" aspect of our contribution, and Insists that it be a Task oriented community model instead. What he did to the Research Mentor program is strip out all the Roles and replace them with a list of tasks. No more Research Directors... or Research Apprentices... Oh well. I am having a discussion with him about whether or not peer review needs more emphasis. Course mentors are gone, Subject mentors are gone and all that is left is a list of tasks for something called an Education mentor. He did manage to incorporate most of the sub-roles I suggested within the larger role as tasks, so I guess I should be glad he didn't object more.--Graeme E. Smith 21:06, 31 May 2009 (UTC)

Portal, etc.
Mentorship works, as a portal name. But I prefer "Instructors" because I think it is more inviting to beginning users of the wiki. Some newcomers may well be there to help teach and "mentorship" still sounds like something that has special requirements.

In terms of the responses to your work, the professionals in the field tend to be very busy and usually don't have time to give feedback to someone who is doing something not directly related to their work. They're often the same with their own graduate students, so I think you're expecting too much of them for yourself. I do suggest you write short (1 page) summaries of your theories and the evidence for them/experiments you can perform to test them. Then you can make the writing as cogent as possible. You might also want to go to local universities and try to meet people in related fields in-person, if you can. --AFriedman 19:41, 25 May 2009 (UTC)

 * Instructor seems kind of formal for me. If we are going to call them mentors, then Mentor or mentorship, makes more sense. Besides some of the roles I have suggested for mentors don't fall under the rubric of Instruction, and have more of an administrative flavor. One of the things I think Wikiversity lacks is organizational infrastructure. Not that we have to get all stuffy and build a bunch of policies, that hem in the students, but that we need some organization, in order to see where we need to improve the product. One of the things I was thinking about doing, was to create "Offices" for the roles that were organizational, and the "Office" could be a discussion board discussing the role, without voting anyone into the role, sort of a collaborative "office" instead of a physical or voted position. For instance the "Office of Chancellor" Would have an overview of all the schools and Portals, and a discussion about how they fit together. Merging decisions could be made at the chancellor level once the editing frenzy of a new school or Portal had died down. For instance if there were enough courses that bridged the neurosciences and the pshycology, we could move them into a Brain Sciences school, and merge the schools. same thing with the school of thinking.

 * This would allow us to deal with orphaned subjects that are all stubs, and no meat, and would help with the Annealing process that is supposed to make Wikiversity better over time. Unlike Wikipedia or WikiBooks, we are dealing with much more diffuse organizations of information that can't be as easily condensed when the projects fail half built. So having an overview would seem more critical to this approach, than to either of the others. The chancellors office could trigger merges of schools and portals, the School or Portal administration could trigger merges at the resource and course levels within the schools. This reminds me has anyone done a study on the life-cycle of the various organizational structures in Wikiversity? I can see with my own projects that there is a life-cycle to it, It has definitely gone through different stages I think it went through a mapping stage, where I tried to map out the subject matter, a development stage where I tried to build supports for it, and found the map too large to work with, now I think it must go through some sort of consolidation phase where I make it a little more focused, but I don't yet know how to do that since my map is so comprehensive. One of the reasons that I need to work on it, is because I am getting so little feedback on what I think are basic principles needed to develop the structure, that I think that perhaps the basics need to be dealt with first. I have even sent messages of one line, asking direct questions and had no significant responses, so I think I am just working out of the focus of existing science, and All the scientists I am working with are unable to respond.--Graeme E. Smith 21:51, 25 May 2009 (UTC)

Interesting ideas regarding offices. They do sound like good ideas, at least to me. Perhaps what we need is just more people working on this project. The organization will more or less come of itself if we get that. Wikipedia certainly has some very interesting organization. I'm on several of Wikipedia's WikiProjects (have been contributing to articles about Judaism of late) and those are often organized quite well. I have been doing some very interesting collaborations over there. The level of feedback on Wikipedia edits is quite impressive, sometimes for worse because I've had to defend my edits against people who reverted some of them.

Perhaps if you really want feedback, you could put some of your theories as theories in Wikipedia articles? Then the experts, who sometimes look at those articles, might give you feedback. --AFriedman 22:22, 25 May 2009 (UTC)

 * The problem is that Wikipedia, because of its nature has adopted a "No Original Research" policy similar to that of WikiBooks. So, yes I would get feedback, perhaps more than I want... like happened on Wikibooks the minute I even mentioned that my book had overtones from my original research. I might use Wikipedia to fact check some of my background research but I would hesitate to put anything original on it.--Graeme E. Smith 02:19, 26 May 2009 (UTC)

That is a problem. I guess it's which comes first, the chicken or the egg...once you get your work published, it can go on Wikipedia, but you need to communicate with people on Wikipedia to get your work published. Can't think of anything to do about that, except to talk to the custodians. --AFriedman 23:49, 26 May 2009 (UTC)

 * It's a problem that Wikiversity will eventually get around to dealing with, it just hasn't been an issue up until now. Besides I am not so sure that my writings are up to standard yet, I am still fact checking them which is difficult because I don't know exactly where to go for the answers. I keep running up against pay sites, that want an arm and a leg for a copy of an article. I just got directed to a pay site by Elsevier of all companies because it offered a free trial. As if a free trial was actually free access... sheesh! Anyway, I think that explaining phenomenality is beyond my current comfort level, so I am looking a little deeper into the micro-anatomy to support my work that way. I have a couple of articles perking in my Article sandbox, but they look a little anemic on the references section as yet.--Graeme E. Smith 02:23, 27 May 2009 (UTC)

You can get access to plenty of pay sites if you can somehow find access to a major university library. Might be able to go into one even if you aren't enrolled, and I'm not sure it always costs a whole lot of money to use them. --AFriedman 17:23, 27 May 2009 (UTC)

 * Yep, the UofA Library here in Edmonton, allows 1 day temporary accounts that you can use for pay sites. The main problem being I have to physically relocate to the library, and use one of their often well-used computers to access it. They don't like us to get the account and sign in from outside the library. As an old Fat Man with Mental Health Issues that affect his motivation as far as affecting his willingness to physically relocate very often, I probably don't get as much use of the offer as I should. Besides, I think that my library card needs to be renewed...;) I put a comment into the talk pages at Wikiversity:Mentors that should indicate how to get to Portal:Mentorship for anyone that was involved in the original discussion. I was thinking of using anchors on a start page that defined the types of Mentors, as a jump into the subpages that deal with each type of mentor, what do you think?--Graeme E. Smith 19:34, 27 May 2009 (UTC)

Fundamentals of Neuroscience
I took the liberty to add some information on the membrane potential module of your Fundamentals of Neuroscience course, It looked like you might need some information to link Membrane potentials, Ions and the Electrical Theory together, Take a look at it, and see if I captured what you wanted the module to be. On the same topic, we had our first annonymous editor on the course, they changed one question in the basic electrical quiz. I put a blurb in the talk page to explain why, and changed it back.--Graeme E. Smith 21:21, 27 May 2009 (UTC)
 * Cool re: the anonymous editor. Thanks for your work on Fundamentals of Neuroscience, it looks great so far.  Re: the library, I wonder if you could talk with a librarian at U. Alberta to bring up your specific issues.  Glad to know that you actually can get access to a library.  --AFriedman 16:25, 28 May 2009 (UTC)

Oh, I talked to a librarian a year or so ago, and was told that the policy is relatively inflexible. I can get the "Alberta Card" at the local library which gives me access to the UofA library, and my drivers license gets me a day pass at the computers, but to get anything better I would have to be registered at the UofA for a course. Right now it doesn't make sense to take a course for longer than 5 days because of my health. I could probably take extension courses, and correspondence courses from a number of Universities that have offices here in Edmonton, but free access to science sites, is not quite that easy to arrange. I am hoping they will put a branch of the UofA library downtown here, in the Enterprise Square building, but so far I haven't heard of one. It's only a 15 minute trip across the river on the LRT, To the main library, but I just don't seem to make it all that often.--Graeme E. Smith 17:23, 28 May 2009 (UTC)
 * Well you seem to be working awfully hard on this site. It might be worth taking correspondence/extension courses just to get feedback from someone else and put fresh ideas into your head.  I know it's difficult for me not to be taking any courses.  Have you ever gotten the "Alberta card"?  --AFriedman 21:46, 28 May 2009 (UTC)

Oh yes, it was valid up until last month I think I haven't looked to see. Problem with correspondence courses is that I don't do as well on the tests as I do with a real teacher. Maybe that was just because the last course I took was Calculus, and I had a bit of trouble with it, even when I started taking the course in a live class. It took a while to get it through my thick skull that dx/dy was not a fraction. The problem with calculus is that it takes too much memorization because each separate process was someones lifes work and they don't teach you the history at the same time they teach you the calculus. Or at least not at the basic levels. We were taking heavyside calculations at one point, and I didn't know until months after that they were really a short cut for laplace transforms. I used to like applied math, but I can't keep the calculus in my mind, it's like fractions and trigonometry, I never felt I could keep a grasp on them. I can work my way to fractions from first instances usually but not with calculus. I prefer learning in a structured environment, or "Weeding it" where I set my own agenda by what captures my attention. Correspondence courses would probably be too structured for me to "Weed it" and too unstructured for me to learn in detail.--Graeme E. Smith 00:13, 29 May 2009 (UTC)

Oh where oh where has my little Ann Gone?
You must be suddenly exceedingly busy you have missed two return dates already. I hope it's not my breath?--Graeme E. Smith 05:06, 8 July 2009 (UTC)

 * Hi Graeme! I have been very busy and sorry.  My summer school course was very time consuming and I'm still catching up with some of the other non-wiki things I should have done earlier.  What is new with you? --AFriedman 21:14, 10 July 2009 (UTC)

Glad to hear you are back! Well I've been busy, found a couple of books I wanted so I refreshed my library card, and ordered them via interlibrary loan. So the last few weeks I have been pushing myself trying to get as much out of them as possible in the 2 weeks I got them for. One was Heiko Braaks Architectonics of the Human Telencephalic Cortex. A small book but just packed with information on how the telencephalic Cortex is organized at the cellular level, and how to interpret staining studies. My dad's out of the hospital, but I have to act as a respite worker 2 days a week, to let my mother do some singing and get her shopping done. I have an Artificial Consciousness Group forming on ResearchGATE, and I am arguing my theory with some of the guys on NatureNetwork. I have a gazillion Articles in the works, and I have started writing a book on geothermal heating and cooling on Wikibooks. I've updated your talk page a number of times since you left so it will take a while for you to get up to date. I have been accepted for a therapy group locally, so maybe I can work on some of my mental health issues there. It's a good thing I don't have a life! I wouldn't have time to think!--Graeme E. Smith 06:40, 11 July 2009 (UTC)
 * Oh good. Where is your online discussion group?  Who else is participating?  --AFriedman 16:07, 14 July 2009 (UTC)

ResearchGATE is the Artificial Consciousness Group (over 175 members most of which do not post) and NatureNetwork is where I have been discussing my memory model (over 370 members on the Brain physiology Cognition and Consciousness group) my discussion thread is called "from neuron to Memory System: How memory might work". I recently had to re-find the group because it was promoted from a forum to a group without notice when it broke 370 members. If you want an idea of how busy I have been take a look in my Article Sandbox I have recently begun to classify the articles as to their topical sections and stage of completion, many of them are only 25% complete, but that is because the number of articles I want to write keeps increasing faster than my ability to write them. I managed to get in trouble with JTNeil because I was classifying the articles as I wrote them and he objected to the classifications being projected onto his Psychology Page. The problem being that they were showing up as User files, which looked bad. We agreed that I should classify them GreySmith/Psychology instead of Psychology alone.Oh, yeah my book is at Geothermal Heating and Cooling--Graeme E. Smith 17:31, 14 July 2009 (UTC)
 * Wow, a lot has happened since I last left! I just signed up for Research Gate.  When I clicked on the Nature Network link, though, the domain seemed for sale.  Which article do you think is the most important for explaining your theory?  --AFriedman 02:00, 15 July 2009 (UTC)

Sorry I missed a dot. Try nature network again now. The Nature Network link has an explanation of my memory theory which is needed to understand my consciousness theory, which is necessary to understand my Cognitive Architecture, which is necessary to understand my Artificial Consciousness Architecture. So start with Nature Network.--Graeme E. Smith 06:23, 15 July 2009 (UTC)
 * So the address is http://nature.network.com? I still can't get to it.  --AFriedman 21:07, 15 July 2009 (UTC)

Sorry this time I actually checked the URL, they had reversed the names, it works now.--Graeme E. Smith 23:56, 15 July 2009 (UTC)
 * Interesting and thanks. --AFriedman 18:54, 16 July 2009 (UTC)

no problem, I started another thread called from neuro-system to Mind, How Mind Might Work on Nature Network, but so far no comments--Graeme E. Smith 17:13, 17 July 2009 (UTC)
 * Graeme, how are you? I'm still getting into the rhythm of being back on Wikiversity, which is a bit more difficult given how busy I am.  Sometimes I feel like my real life is overwhelming and I need space, time and Internet space to just take a step back and think.  I won't be back to my full WV self for some time, and I'm going back on bit by bit.  Have you had any real, positive comments yet from professionals in the field about the things you wrote?  --AFriedman 18:17, 20 July 2009 (UTC)

If I get a positive comment, it is usually followed up by a negative one. My stuff is too fresh for much buy in yet. The most positive stuff I get comes from the fringe guys, and the minute my head is not turned they attack me, so I guess I can say that positive reactions are not expected. Frankly I am getting a bit discouraged though, I haven't seen much evidence that anyone really understands my work.--Graeme E. Smith 21:29, 20 July 2009 (UTC)
 * Well, I don't really understand your work. Why don't you write a paragraph or two somewhere on the GSI site, summarizing what you think you've found, or at least what you'd like to experiment on?  --AFriedman 21:37, 20 July 2009 (UTC)

It's just a little model of how the mind might work, that's all, just a little model, Ok, it's based on an understanding of multiple disciplines without too much buy-in to the disciplines own particular slant on consciousness, but still, all it is, is a model. Either my mind is very rare, to find the necessary connections to make the model work, or I am completely wrong, but that is not the reaction I get exactly, mostly what I get is silence. I was hoping for a good argument, but instead all I get is silence.--Graeme E. Smith 23:57, 20 July 2009 (UTC)
 * Silence is what so many people get. What is your overall conclusion about how the mind might work?  --AFriedman 02:12, 22 July 2009 (UTC)

Well probably 60%-80% or more of the brain seems to be tied up in a memory system/Processing system that is self-programming.

 * How is this different from other models of the brain? What does "self programming" mean?

--AFriedman 15:24, 22 July 2009 (UTC)

 * Well this model tracks how the different parts of the brain work together to create the holistic memory system, while many other models just show the architecture without the explanation.--Graeme E. Smith 21:30, 22 July 2009 (UTC)

The architecture of the brain is dependent on the limitations of Neural Memory/Processing networks
 * in what way? --AFriedman 15:24, 22 July 2009 (UTC)

 * Well the bottleneck probably wouldn't exist if it weren't or the fact that the brain is based on a Neural Network implimentation of memory, and if Neural Networks weren't a better fit for content addressable memory than for demand type memory. We would not need the cerebral cortex to be quite so large if it wasn't for the fact that neural network memory systems don't easily lend themselves to addressing individual storage elements, things like that.--Graeme E. Smith 21:30, 22 July 2009 (UTC)

and the structure of the neural processing centers seem to be determined mostly by the nature of the Attention System
 * how? --AFriedman 15:24, 22 July 2009 (UTC)

 * Well, each sensory modality has its own processing centers that consist of Core/Belt/Associative areas, and these seem to jibe quite well with my model of three different types of explicit attention.--Graeme E. Smith 21:30, 22 July 2009 (UTC)

and it's job of controlling the transfer of data from one area of memory to another. The main problem is how to limit my overall conclusions since whenever I learn more about the brain, it seems to indicate that what I have already modeled is relatively accurate.

Of course I expect there to be errors and omissions, I am not yet fully an expert on the brain, but even when I start looking at the highest resolution our current science can achieve, I find support for my model. However many of the people I talk to on the internet seem too impressed with the illusions associated with the brain, and perhaps their own intelligence, and their ideas often clash with the model, but can be clearly defined as being related to a particular illusion, or other. Usually the error is one of omitting some complexity that is clearly there in the brain, but which is hidden from view by the illusions the brain creates about its own operation.

Of course it really doesn't do to tell a tenured professor from Germany that they are naive, but I have been so annoyed at the pettiness of the complaints about my model, that I have actually done so. The professor explained that currently the group while having 371 registered members has lost most of the serious posters due to the annoyance of some of the fringe posters, but for me, at one point they were the only posters willing to give me the time of day, which kind of suggests that I am being treated as a fringe person myself.Which I guess I am, since my model does not yet have the support of a majority of scientists.--Graeme E. Smith 03:14, 22 July 2009 (UTC)
 * So in other words, your model states that neural networks in the cerebral cortex are how memory is stored? --AFriedman 20:46, 23 July 2009 (UTC)

 * Oh, does that ever over-simplify the issues!

 * First of all, I recognize three types of neurons. Some neurons are optimized for Processing, Some neurons are optimized for storage, and some neurons are optimized for transport. Most of the cells in cortex tissue are pyramidal cells which we think are optimized for storage, but don't forget that they also do some processing and transport as well. Most of the stellate cells are optimized for processing, but don't forget they do some storage and transport as well, and some neurons in the fiber bundles are optimized for transport, but don't forget they do some storage and processing as well.

 * Storage is achieved at the Synapse of the cell, in some chemical reactions within the cell, and in the connections that grow between the cells. Kandel got his Nobel Prize for showing that there was a link via the chemical cascade reactions found in cells that have the NMDA synapse, that linked synaptic memory to growth of fibers between cells. So saying that it is the Neural Network that stores memories is a bit simplistic, but the network of connections and synapses associated with each neuron in the brain store memories, and the neural networks affect how those memories can be accessed.

 * Now we get to the questions emphasis on the Cerebral Cortex. The Cerebral cortex has the distinction of being the first place that the neurons from all the senses, project to and therefore the entry point of the senses into the brain. Some of the senses are relayed through the thalamus, but the connections don't get processed as far as we know but just pass through and get switched on or off.

 * However the memory system includes three loops, the Cerebral-Thalamus Loop, the Cerebral-hippocampal loop, and the cerebral cerebellular loop. (The names of these loops have been changed to protect the innocent) Each loop is a distinct part of the memory system that operates in parallel with the other loops. So no, memory isn't all stored in the cerebral loop. Does that answer your question?--Graeme E. Smith 00:26, 24 July 2009 (UTC)
 * To some extent. Thanks.  Why don't we make a special page about this?  --AFriedman 13:43, 27 July 2009 (UTC)

What did you have in mind? I have a copy of Kandel's Principles of Neuroscience we can quote from but it won't have my model in it. Do you want a page on my model, or just a page about the three loops in the brain, or a page on memory in general? Do I find a home for it, at GSI, or do we want it in the main memory space? So many questions.... ;)--Graeme E. Smith 14:16, 27 July 2009 (UTC)

Why don't you make a page at GSI and to start with, basically copy and paste what you just wrote (that I answered earlier today)? It's much clearer to me than most of the other things you've written, although I still have a few questions about the specifics and rationale. I suggest that you put it close to the main page of GSI and have a link to it on your own page. Then people would have an idea for where you are coming from. I would call your page "Fundamental Hypotheses about Cognition" or something. --AFriedman 14:59, 27 July 2009 (UTC)

By the way, I decided not to really look at the social networking sites, for now. So please forgive me about any inactivity on ResearchGATE and elsewhere. I'd rather focus on actual research, both in my real life and on WV, and talk to you and others over here. --AFriedman 15:02, 27 July 2009 (UTC)

Ok, I will look at GSI and see where I can fit it in.--Graeme E. Smith 22:49, 27 July 2009 (UTC)
 * Where is the page? --AFriedman 14:18, 28 July 2009 (UTC)

I was putting together a slide show for a pdf, but one of the pictures from wikimedia commons gave it indigestion, and it wouldn't save. Anyway I thought I would put it into the familiarization and Tutorials page, that links off the lines just below the title. Its the first, right-hand link after you push the familiarization and tutorials button, which goes to a potential list of links, which will eventually link to the PDF. But there is nothing there yet. I am trying to see how much of the work I have already done, I can recover.--Graeme E. Smith 22:38, 29 July 2009 (UTC)

Brain Familiarization Tutorial
Ok you can find the tutorial at: Portal:GreySmith Institute/Theoretical Tutorials/GreySmith Memory Model It's called Brain Familiarization.pdf I just updated it to include some files about Neurons that I found on Wikimedia Commons--Graeme E. Smith 14:50, 1 August 2009 (UTC)
 * Thanks for sharing. Actually, I'm leaving for Spain and will be back in a couple of weeks.  --AFriedman 17:59, 3 August 2009 (UTC)

Have a good trip.... (bumble) darn that hurt!--Graeme E. Smith 15:02, 6 August 2009 (UTC)
 * Hey! Thanks.  How have you been?  I'm back from Spain (wow, awesome place) and even though I have more of a life now than when I started this site, I'll have more time to be online for the next couple of weeks.  School won't start for a bit.  I still have my job, but I probably *could* show this work to my boss, as my job *is* in science and my boss hasn't *yet* given me anything to do since he told me to write a book chapter...I just finished 2 real manuscripts, which are being submitted.  No, they are not any of the "projects" I've listed in my page, but the one that is going to journals is on a related topic.  Basically, this site is about what I wish I did.  Hope you're doing well.  --AFriedman 20:42, 24 August 2009 (UTC)

Not to bad considering. My new life with the mental health organization is not doing too badly, I feel tired all of the time, but I still manage to spend some time every day managing my wikiversity site, and all the science sites I belong to. I think I have a hook to hang my idea of having a Cluster Computer on, since I am putting together a "Computer Club" with some of the other geeks at the mental health group. And my theory has moved in a couple of new directions, one of which is to define weak attention, and model it with a 10 phase model, and other is to realize that what I am trying to base my work on is mostly the psychology of neural Tissues, I call it histo-psychology for short.
 * Good luck with your treatment. What are you doing in your "computer club"?  --AFriedman 15:50, 25 August 2009 (UTC)

Well you have to understand the people involved, to understand what I am trying to achieve, consider a group of people who for various reasons have crawled inside their computers, and never want to come out, even enough to be employed. People like me, for instance. The challenge is to organize them in a manner that will allow them to take advantage of their computer skills, to hold down a job collectively where none of them could hold down a job severally. So far we have thought up 3 different markets for our skills. Preparing computers for charitable donation to needy individuals, Preparing computers for sale to low-income individuals, and Preparing computers for use as a cluster computer. As well, there is some room for upgrading computers, and repairing virus infections etc. It might be too much to ask some of them. One guy for instance is melting down right before my eyes, and I am not sure how much of it is a bad situation in his life, and how much is the pressure he puts on himself to perform. I am trying to keep the program low key and unthreatening, but most of the people involved are self-defeating in some manner or another. It should be fun.--Graeme E. Smith 04:50, 26 August 2009 (UTC)
 * Well, I don't know what to say about that, except that I wish you all well. Computers are very cool.  --AFriedman 03:16, 31 August 2009 (UTC)

I thought I commented on this already, but apparently I lost my edit session before I was finished. I have been watching Marian Diamond on YouTube to brush up my anatomy. I just finished putting 2 and 2 together to link the Pons, the Subiculum, and the Thalamus together as pre-activation organs in the three cortex loops. As well, I am hoping to create a cluster computer at the Computer Club, that could be used for experimenting with cluster processing. What I hope to do, is run some small simulations on it, once I understand MPI a bit better. I envision starting with about 4 nodes, and working up from there.--Graeme E. Smith 13:30, 31 August 2009 (UTC)
 * As for me, I'm back at work but between projects. I'm about to do more.  --AFriedman 14:18, 31 August 2009 (UTC)

Ok good luck with work, I started writing a new book yesterday I call it "A New Glimpse of the Brain" so far I have written 4 sections out of about 7.--Graeme E. Smith 06:16, 1 September 2009 (UTC)


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


text:
Portal talk:Social Sciences/Learn/News

Archive
September 9, 2009

Bosnian War Criminal Sent to UK

 * A former Bosnian Serb leader convicted of war crimes has been sent to the United Kingdom to serve out the remaining years of his sentence. Momcilo Krajišnik is one of the highest-ranking officials convicted by the International Criminal Tribunal for the former Yugoslavia (ICTY).

"Wikinews"

September 4, 2009

Thousands displaced after heavy flooding in Burkina Faso

 * Following the heaviest rainfull in over 90 years, flooding has displaced some 100,000 people in the West African nation of Burkina Faso. The government has requested international assistance.

"Wikinews"

August 30, 2009

After Century of Growth, Tide Turns in Florida

 * For the first time in nearly a century, the U.S. state of Florida had a negative population growth rate which has brought into question the short-term financial prospects for the state that does not, like it's sister states, have a regular income tax.

"" by Damien Cave

August 28, 2009

Wikimania 2009 held in Buenos Aires

 * The conference held every year to celebrate the accomplishments and future of the wikiverse was held in Buenos Aires, Argentina this year. It is the fifth year that such a conference has been held and it left Wikimaniacs amped up for the next conference which promises to be bigger and better.

"Wikimania 2009"

January 2007

"The Shifting Power Equation" by Emanuele Canegrati 24 - 28 January 2007: World Economic Forum Annual Meeting 2007 - Davos, Switzerland

title: Portal talk:Social Sciences/Learn/News


text:
User:Str4nd

m:User:str4nd

title: User:Str4nd


text:
Template:Blocked user/doc

Categories
If no parameter is provided, the template will add the page to Category:Blocked users. If the "historical" parameter is used, the page will be added to Category:Blocked historical users instead. If the "ip" parameter is used and no "time=" parameter is specified, the page will be added to Category:Indefinitely blocked IP addresses. If the "ip" parameter is used in conjunction with the "time=" parameter, the page will appear in no category.

title: Template:Blocked user/doc


text:
Earth Stewardship/EMP

Developing your Alliance and your community of enquiry : What Is A Healthy Community?
A healthy community relies on a balance of economic, social, human and environmental factors to promote the physical, mental and social well-being of people who live and work in the community. •	A human component gives us the "meaning in our lives."

•	A strong economic base provides opportunities to earn a fair living.

•	A social base provides essential services and opportunities to grow and interact.

•	The health and welfare of our community is delicately balanced on a sustainable and clean environment.

The following factors are necessary to achieve and sustain healthy communities. Is your community ready to face the future?

•	Community spirit.

•	A community vision to guide development. •	Willingness to invest in the community.

•	Understanding the community's economic system in light of the changing world economy.

•	Leaders who can build partnerships.

•	Leaders with the capacity to seek information and make decisions.

•	Commitment to long term planning and action.

•	Strong communication networks.

•	Finding what is unique to a community

•	Being willing to be innovative. •	An active core of community workers.

•	Organizing and maximizing human and financial resources.

Community Change

Changes are occurring throughout the Country. All communities are experiencing change and need to make adjustments. Community leaders must be involved to help deal with and direct these changes. Community leaders and residents have a choice to either plan for change or to let it occur as it will. How involved are you - a person of this community - in bringing about planned change? "Our moral responsibility is not to stop the future, but to shape it...to channel our destiny in humane directions and to ease the trauma of transition." Alvin Toffler

Community Involvement

Community decision making has some basic beliefs and values: •	every community has strengths, every community has problems and concerns •	the people within each community have the ability to solve their own problems and achieve their own goals •	nothing happens in a vacuum - decision making must suit the area where the challenge exists •	the community must involve and have participation by all those affected at each stage of the process •	communities need to identify their own needs, set priorities, plan for the future and take responsibility for their own future.

"Progress is impossible without change and those who cannot change their minds cannot change anything." George Bernard Shaw People have the right to participate in decisions which have an effect on their well-being. It will be to their benefit to exercise that right - to collaborate in setting goals, in organizing themselves and mobilizing the resources to achieve these goals. Initiators Of Change These are the people in the community who recognize the need for change and are willing to initiate action. They create a willingness and motivation for change in the community by building the necessary understanding, acceptance and commitment to change.

Effecitve Decision Making

The community decision making process involves the following:

1.	Examining the situation.

2.	Arriving at goals.

3.	Identifying key problems.

4.	Determining priorities.

5.	Identifying and analyzing alternative solutions.

6.	Selecting a course of action.

7.	Developing an action plan.

8.	Implementing the plan.

9.	Evaluating the outcome. MODEL Key questions to use as a checklist during this process are:

•	Is everyone involved who needs to be?

•	Did everyone agree on the definition of the situation?

•	Was everyone clear on how the decision was made?

•	Were personal or value conflicts resolved to everyone's satisfaction?

•	Was the chosen solution realistic and reachable?

Community Needs

Once the decision has been made, you are ready for the next step - identifying needs. This can be done through a "needs assessment." It is a way of finding out:

•	What is needed?

•	How many have the need?

•	Who are they?

•	How important is it that this decision/need be filled?

•	What is already being done?

•	What else - additional ideas, changes can be done?

•	Who else is interested in doing something about this decision?

The information you collect can be of two types, "quantitative or hard data" (facts, figures and numbers) and "qualitative or soft data" (peoples' opinions and statements). Both types of information can help you take action.

Methods Of Initiating Action

How can we gather information to carry on with good decision making? There are several methods including:

•	a review of population statistics

•	a review of the community resources and services

•	a survey of community leaders

•	focus groups

•	public meetings

•	brainstorming

•	nominal groups

Each of these are explained in the following sections.

Statistics

A wide range of statistical data concerning the demography and economy of your community is available through your municipal, provincial and federal governments, as well as many agencies and institutions in your community, just ask. You can pull the information you need from these. Numbers are interesting, but remember, they are just part of the community picture and are not always the best indicator of the decision to take.

Community Survey

A community survey is usually a standard questionnaire that is widely distributed throughout the community. It can be handled through the mail, by phone, or in face-to-face interviews. Keep in mind your potential target groups - the people you especially want to reach. It is almost impossible to make a community decision that will meet the needs of everyone. You will want to collect your information noting differences across age groups and sex (i.e., seniors, young mothers, pre-schoolers, school age children, teenagers, young men, etc.). Community Leader Interviews Key informants are the people in your community who are seen as leaders - people with a better than average understanding of issues or community dynamics. All people should be asked the same set of questions. Focus Groups This is simply a group interview. An experienced discussion leader meets with six to 12 people whose experience relates directly to the decision. Questions are raised and participants are given a chance to present and discuss their opinions. Their reactions are then analyzed. Public Meetings This is a discussion with many people. Public meetings or forums allow two-way communication between the group interested in this decision and other community members. This is an excellent way to reach a very large portion of your community. Brainstorming Here, creative thinking takes precedence over practicality. The concept is to review all possible ideas, regardless of how impractical they may seem. This gets many new and novel ideas before a group for discussion. It moves people to think beyond normal day to day and conventional techniques that have failed to come up with a solution.

Nominal Groups

The Nominal group is a formal meeting of individual members that proceeds as follows:

1.	Each member silently expresses his or her ideas about the problem and alternative solutions in writing without any consultation with other members.

2.	At the end of the time period (about 10 to 15 minutes), each member shares his or her views with the other members in a highly structured round-robin fashion. When a member's turn comes up he or she may share only one idea per round.

3.	As each member expresses an idea, a recorder writes down the idea on a flip chart or board. The process continues until all ideas are listed, with no reference to whom the ideas belong.

4.	All ideas on the board are then discussed with respect to their merits, feasibility and all other qualities.

5.	The group then votes silently on the ideas (usually ranking the ideas in order of preference). The pooled outcome of the individual ranking or rating determines the group's choice.

title: Earth Stewardship/EMP


text:
Votian/Consonant Stem

Consonant stems occur in limited declensions and conjugations. Their stem-vowel (originally e) was omitted in front of certain morphemes only. Those morphemes started with k, n or t. The stem-consonant was h, *k (> h), l, n, r, s or t.

m was later replaced with n, when stem-vowel was dropped e.g. лume̮-лta ('from the snow' ablative ) vs. лun-ta ('(Take some) snow' partitive ).

Conjugations
Following conjugation types have consonant stems :
 * VIII Conjugation: -e stems e.g. imperative plural pes-kā vs. singular peze-G  ('Wash!').
 * IX Conjugation: -t stems e.g. imperative plural vassat-kā vs. singular vassā-G  ('Answer!').
 * X Conjugation: -ne stems e.g. imperative plural e̮hse̮t-kā vs. singular  e̮hse̮ne̮-G  ('Spew! Vomit!').

Morphemes
Following morphemes take a consonant stem where available:
 * Imperative
 * Plural
 * 1. person e.g. *jute̮л-kamma ('Let us say!' This reconstruction bases on Alutaguse runic songs only.).
 * 2. person e.g. jute̮л-kā ('Say!').
 * 3. person e.g. jute̮л-kō.
 * Singular
 * 3. person e.g. jute̮л-kō.
 * Past Participles e.g. jute̮л-лu < *jute̮л-nut.
 * Indefinite voice e.g. jute̮л-tī.
 * ta Infinitive e.g. jute̮л-лa < *jute̮л-tak.

Declensions
Following declension types have consonant stems :
 * X Declension: -e stems e.g. plural nominative tuлe̮-D vs. singular partitive tuл-ta ('fire').
 * XI Declension: -ks stems e.g. plural nominative vare̮hse̮-D vs. singular partitive vare̮s-sa ('crow') < *vare̮s-ta.
 * XII Declension: -nen stems e.g. plural nominative naize̮-D vs. singular partitive nais-sa ('wife') < *nais-ta.
 * XIII Declension: -n stems e.g. plural nominative sēmene-D vs. singular partitive sēmē-tä ('seed') < *sēmen-ta.
 * XIII Declension: -m stems e.g. plural nominative ve̮ttime̮-D vs. singular partitive ve̮tī-ta ('key') < *ve̮tin-ta.
 * XIII Declension: -nt stems e.g. plural nominative ke̮лme̮tte̮̮me̮̮-D vs. singular partitive ke̮лme̮t-te̮̮ ('the third') < *ke̮лme̮tte̮̮n--ta Jõgõperä dialect.
 * XIV Declension: -s stems e.g. plural nominative ampā-D vs. singular partitive ammas-sa ('tooth') < *ammas-ta.
 * XIV Declension: -k stems e.g. plural nominative sitē̮-D vs. singular partitive sie̮t-ta ('tie') < *sie̮k-ta.
 * XIV Declension: -h stems e.g. plural nominative ernē-D vs. singular partitive erneh-tä ('pea').
 * XV Declension: -t stems e.g. plural nominative lühǖ-D vs. singular partitive lühüt-tä ('short').

Morphemes
Following morphemes take a consonant stem where available: (in certain dialects also:)
 * Singular partitive e.g. tuл-ta ('fire').
 * Singular essive e.g. tševän-nä ('in spring') < *kevät-na.
 * Plural genitive e.g. ammas-te ('of teeth') in late Alutaguse and Vaiga dialects of Estonia influenced by Mid Estonian dialect.

title: Votian/Consonant Stem


text:
User:Nagy

Nagy (Discussion • Contributions)

cs:Uživatel:Nagy de:Benutzer:Nagy el:Χρήστης:Nagy es:Usuario:Nagy fr:Utilisateur:Nagy it:Utente:Nagy ja:利用者:Nagy pt:Usuário:Nagy

title: User:Nagy


text:
User talk:Nagy

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 21:59, 1 September 2009 (UTC)

title: User talk:Nagy


text:
User talk:Elizabeth Vander Lei

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 22:40, 1 September 2009 (UTC)

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

title: User talk:Elizabeth Vander Lei


text:
Portal talk:Ethnology/Directory

Thanks for doing this! I was planning to do something like this ages ago and then got sidetracked. Much appreciated. Trinity507 00:22, 2 September 2009 (UTC)

title: Portal talk:Ethnology/Directory


text:
Portal talk:Social Sciences/Learn/Quotes

Archive
September 30, 2009

"The purpose of anthropology is to make the world safe for human differences".

-David Ben Gurion

| ThinkExist.com

September 28, 2009

"Anyone who believes you can't change history has never tried to write his memoirs".

-David Ben Gurion

| WisdomQuotes.com

September 27, 2009

"Linguistics will have to recognise laws operating universally in language, and in a strictly rational manner, separating general phenomena from those restricted to one branch of languages or another".

-Ferdinand de Saussure

| BrainyQuotes.com

September 24, 2009

"Until politics are a branch of science we shall do well to regard political and social reforms as experiments rather than short-cuts to the millennium".

-J.B.S. Haldane

| BrainyQuotes.com

September 22, 2009

"Science Fiction is not just about the future of space ships travelling to other planets, it is fiction based on science and I am using science as my basis for my fiction, but it's the science of prehistory - palaeontology and archaeology - rather than astronomy or physics".

-Jean Auel

| BrainyQuotes.com

September 19, 2009

"People say conversation is a lost art; how often I have wished it were.".

-Edward Murrow

| Wisdomquotes.com

September 18, 2009

"At least two thirds of our miseries spring from human stupidity, human malice and those great motivators and justifiers of malice and stupidity, idealism, dogmatism and proselytizing zeal on behalf of religious or political idols".

-Aldous Huxley

| Wisdomquotes.com

September 17, 2009

"Quality is the result of a carefully constructed cultural environment. It has to be the fabric of the organization, not part of the fabric".

-Philip Crosby

| ThinkExist.com

September 16, 2009

"To know the truth of history is to realize its ultimate myth and its inevitable ambiguity".

-Roy Basler

| History News Network

September 15, 2009

"There will be no end to the troubles of states, or of humanity itself, till philosophers become kings in this world, or till those we now call kings and rulers really and truly become philosophers, and political power and philosophy thus come into the same hands".

-Plato

| ThinkExist.com

September 13, 2009

"To think that the new economy is over is like somebody in London in 1830 saying the entire industrial revolution is over because some textile manufacturers in Manchester went broke".

-Alvin Toffler

| Worldofquotes.com

September 12, 2009

"People keep asking how anthropology is different from sociology, and everybody gets nervous".

-Clifford Geertz

| Brainyquote.com

September 11, 2009

"Political ideology can corrupt the mind, and science".

-Edward Wilson

[http://thinkexist.com/quotes/with/keyword/political_science/| ThinkExist.com

September 10, 2009

"I, however, place economy among the first and most important republican virtues, and public debt as the greatest of the dangers to be feared".

-Thomas Jefferson

| ThinkExist.com

September 9, 2009

"Social Security is a plan that actually was designed in a much different time, in a different era, and with a different set of American demographics in mind. ".

-Ginny Waite

| Brainyquote.com

September 8, 2009

"To understand one's self is the classic form of consolation; to delude one's self is the romantic".

-George Santayana

| Thinkexist.com

September 7, 2009

"The trend of all knowledge at the present is to specialize, but archaeology has in it all the qualities that call for the wide view of the human race, of its growth from the savage to the civilized, which is seen in all stages of social and religious development".

-Margaret Murray

| Brainyquote.com

September 6, 2009

"Man is the only animal for whom his own existence is a problem which he has to solve".

-Erich Fromm

| ThinkExist.com

September 5, 2009

"Economists are pessimists: they've predicted 8 of the last 3 depressions ".

-Barry Asmus

| ThinkExist.com

September 4, 2009

"A foolish man may be known by six things: Anger without cause, speech without profit, change without progress, inquiry without object, putting trust in a stranger, and mistaking foes for friends.".

-Arabic Proverb

[http://www.worldofquotes.com/proverb/Arabic/1/| World of Quotes.com

September 2, 2009

"All the ancient histories, as one of our wits say, are just fables that have been agreed upon".

-Voltaire

September 1, 2009

"All men by nature desire knowledge".

-Aristotle


text:
User:Trinity507/Mentorship

custodian request
Hi Maggie. Your request has been open for a few days now, so I just wanted to repeat that I'm happy to serve as mentor if you're comfortable with me. If you're not, that's fine too :-). --SB_Johnny talk 02:20, 31 August 2009 (UTC)
 * Thank you very much for your offer, I think that would be wonderful! I was waiting for you to get the message on my time zone (it's Central if you haven't read it yet). I'm excited for my mentorship, and hopefully, future custodianship. Trinity507 03:52, 31 August 2009 (UTC)

 * Okay, let's start! You'll notice you have a couple new buttons now: "protect" and "delete". Best way to experiment is create some pages in your userspace and see how they function.
 * On your watchlist and recent changes you'll also notice 2 more options: edits can be rolled back, and you have the option to block users. Try rolling back your own edits somewhere, and maybe block yourself to see what blocked users see when they try to edit (don't worry, you can unblock yourself... you just can't edit while your block is in place).
 * Finally, have a look at Special:Log/delete. If you go to one of the deleted pages, you'll see an option to view/undelete. have a look at pages deleted recently to get an idea of what should just be deleted.
 * I'll be around on and off the next few days (working on the farm). Let me know if you have any questions. There's nearly always custodians on our IRC chanel as well, if you want to pop in! --SB_Johnny talk 13:19, 31 August 2009 (UTC)
 * I'll give those new options a go over the next few days. Thanks! Trinity507 21:33, 31 August 2009 (UTC)

Okay, tested everything, deleted, protected, blocked, etc. Wow. The block was certainly a weird experience. I think I understand how to use them; the when to use them is a little trickier. I checked the deletion log too for a good idea, and the block list. How many blocks does Wikiversity get a month, and what is the primary reason? Where is the best place to request/discuss a block? I know the deletion requests, etc. so that's pretty easy. Also, when is protecting a page necessary, and does it need to be discussed first like deletion and blocks? Ditto rollbacks - I don't really understand when to use them. Trinity507 03:08, 2 September 2009 (UTC)

 * Just to pick one question. There is a proposal at Rollback that describes when it should be used.  Here is an example where someone inserted a spam link to advertise a commercial product.  Here is another where a vandal had inserted images of nudes on a number of talk pages using different accounts.  --mikeu talk 04:17, 2 September 2009 (UTC)
 * Ah...vandalism. Gotcha. So rollbacks are for good, salvageable pages targeted by vandals, and deletion is mostly for the pages created by the vandals (or other reasons, too, but that's the difference between them). Thanks for clearing that up! Trinity507 19:57, 2 September 2009 (UTC)
 * You do need to be carefull about rollback. Let's say that a user makes four edits to one page, but only the last edit is vandalism.  If you use rollback it will remove all four edits by that user back to the last version edited by someone else.  In this case you would want to use Undo instead.  --mikeu talk 04:52, 3 September 2009 (UTC)
 * Re: page protection. There are certain templates that are targets of vandals, for instance inserting a crude message or image in welcome  Take a look at the log edit summary to get an idea of how it has been used in the past.    A short protection might be used if there is an edit war, but you would need to think about that one carefully.  Would it really cool off a heated argument or make it worse?  Protection may also have been used a couple times to prevent recreating pages that were deleted as being outside the scope of wv.  Advertising, for example.  Also, click on the Protect tab and read the comments in the drop down box which are some of the common reasons.  Notice also that there are options like Block New and Unregistered Users from editing which can be used to prevent vandalism, while allowing existing users to continue working on the page. You can also specify a short duration that is longer than the attention span of a vandal.  --mikeu talk 04:44, 3 September 2009 (UTC)
 * Rollback deletes all subsequent edits by a user? Ouch. I'll be careful, then. The protection thing makes sense, too. Okay. Trinity507 18:11, 3 September 2009 (UTC)
 * The other occasionally tricky thing with rollback is that you're not really sure what the version you're returning to looks like, and on rare occasions you might revert back to a version that was vandalized already by another user (or even the same user if they have a shifting IP). That's more often a problem on Wikipedia than here though... they have a lot more vandals there. --SB_Johnny talk 09:23, 4 September 2009 (UTC)
 * Rollback deletes the current edit and all previous edits by the same user, back to the first edit by someone else. See the history of this page for an example where I made three edits followed by a rollback.  Go ahead and try that on this page.  --mikeu talk 14:33, 4 September 2009 (UTC)

Okay, I tried the rollback with one edit. Sounds like a rather scary but necessary tool to use unless you're sure of what you're doing. And yes, the vandalism problem does seem to be much bigger on Wikipedia, for obvious reasons (much wider usage and individual page traffic). All right. What should I do next? Trinity507 03:19, 5 September 2009 (UTC)
 * Take a look at the pages in Category:Candidates for speedy deletion. What you think should be done with Comparative politics, Finding the Remainder and Topic International Relations Division?  Also go to WV:RFD and read each nomination.  Give some thought to what you personally think should be done with each page, and also try to assess what the community consensus is.  You might want to look at a few of the recent discussions in the archive to see how things have been handled in the past.  --mikeu talk 03:47, 5 September 2009 (UTC)
 * I apologize for my long absence, somehow this edit did not end up in my watchlist and I missed it when I logged on briefly to check. I also have been on-and-off ill lately, so that didn't help things. :-S I'll get right on doing those... Trinity507 03:39, 18 September 2009 (UTC)
 * No problem at all. I'm sorry to hear you have been ill and hope you are feeling better.  Just let us know when you are ready to resume.  --mikeu talk 11:46, 18 September 2009 (UTC)
 * I am now 100% better and should be on all weekend, so I'll check out those links and keep working! Trinity507 03:48, 19 September 2009 (UTC)
 * How should a community discussion be started about a request for deletion, per se? And when is it usually determined that consensus is reached? I read the archives and got a general idea, but are there any hard-and-fast rules to this? It seems to me that Comparative politics doesn't have a clear goal or purpose, and thus might be hard to get "adopted", but it doesn't look like it should have been a speedy deletion request to me. It isn't a copyright violation or offensive. Trinity507 03:57, 19 September 2009 (UTC)
 * Anyone can start a discussion by placing a Deletion request on the page and then creating a rationale for why it should be deleted at WV:RFD. There are no hard and fast rules, and judging concensus can be a bit difficult given that there is often little participation at these forums.  If you encounter a page with a speedy delete tag that you are unsure about, I would change the template to deletion request and start a thread to get more input from others.  Some of these discussions have been a bit contentious.  Some have expressed the opinion that just about nothing but vandalism should be deleted, and others that deletion can be an important part of the process of organizing content.  A number of the deletion discussions stalled and were closed as no concensus.  BTW, did you notice that you can view deleted pages by clicking on Finding the Remainder and then on view or restore deleted edits? --mikeu talk 14:49, 20 September 2009 (UTC)

On another note, I have a bot watching the category for speedy deletion and contested candidates for deletion. By adding User:Mu301Bot/Candidates for speedy deletion and User:Mu301Bot/Contested_candidates_for_deletion to my watchlist I can be alerted when pages are added or removed to these categories. Take a look at the pages in User:Mu301Bot/Candidates for speedy deletion. Some of them are images that are duplicate copies, some are missing source or license info, a few are for other reasons. I've had hangon to a unmber of the images which are now in the contested category. --mikeu talk 14:49, 20 September 2009 (UTC)
 * All right, I'll add those to my watchlist. A heads up that I might not be on as frequently as I'd like for another week, as unfortunately the flu is making another pass through the family. Once again, I apologize for this as my intention was to devote a lot more time to WV during the mentorship period, but life as usual tends to intervene...anything else I should be doing right now? Trinity507 04:59, 23 September 2009 (UTC)
 * Okay, now a personal reason to exercise my deletion tools: In working on my Ethnobotanical research projects/Trinity507 page, I accidentally left quite a redirect mess. The redirect system has always seemed a little wonky (to me) and combine this with a few typos and it's a recipe for a screw-up (and I definitely screwed up). Anyway, this has left me with a few duplicate pages, etc. and I was wondering if I could go ahead and delete those, since this is an attributed project and I'm the only editor. Do cases like these need consensus? Trinity507 04:33, 29 September 2009 (UTC)
 * Things like broken redirects, pagename vandalism, and duplicate copies of images fall into the category of speedy deletion. Go ahead and use your judgement and delete them.  Just check the "what links here" first, to make sure that there are no links that need to be updated, otherwise they will become broken redlinks.  As an aside, we have Special:BrokenRedirects and Special:DoubleRedirects to help us find these.  I also have a bot that runs once each week that fixes double redirects and tags broken redirects for speedy deletion. --mikeu talk 13:05, 29 September 2009 (UTC)
 * I went ahead and deleted three of the pages, as one was a broken redirect and two I had accidentally duplicated. What a mess! :-p Anyway, that's fixed now and I think I have a better idea of the deletion process. Trinity507 16:07, 29 September 2009 (UTC)

How to sysop
Welcome, Maggie to probationary custodianship. You may be interested in the following resources/courses - feel free to join in (entirely optional):
 * How to be a Wikimedia sysop
 * How to be a Wikimedia sysop/Wikiversity

Feel free to let me know if I can do anything else. Sincerely, James. -- Jtneill - Talk - c 02:12, 2 September 2009 (UTC)
 * I'll definitely check those out. I've had a hectic day today but tomorrow should be better; I plan to spend plenty of time on Wikiversity then. Thanks! Trinity507 02:15, 2 September 2009 (UTC)

couple of things
I almost forogt, you should list yourself as a Probationary custodian at WV:STAFF. Please include your timezone and any languages that you speak. You should also watchlist Request custodian action and Notices for custodians if you haven't already. --mikeu talk 12:17, 5 September 2009 (UTC)
 * All right, listed myself and watched the pages. Thanks for pointing this out. Trinity507 18:38, 9 September 2009 (UTC)

Author request deletions
All right, I am a little frustrated right now (with myself). :-S I was trying to work my ethnobotanical research into Wikiversity through the EBP project, but unfortunately I think what I've done so far would be better on Wikibooks. Should I transcribe it into Wikibooks (copy and paste on the edit screen was pretty much what I was thinking and reformat it as needed) and then delete the pages here? Or do you think it should remain on Wikiversity? I'm the only editor so far.

This also begs the question of "author request" deletions. If I am the only contributor to a page, it is fairly new and I judge that that page is no longer useful on Wikiversity, can I delete that page? Unfortunately I've had a few messy projects which haven't worked out, etc. and I'd like to clean them up as part of my maintenance duties on WV. I'd also like to know what to do if somebody comes to me with a request to delete a certain page. How should community discussion be started in this case? I have a feeling that it's pretty rare, but any advice anyway? Trinity507 21:55, 3 October 2009 (UTC)

title: User:Trinity507/Mentorship


text:
User:Pissonyou

My name is Adam Garner. I like history. I am plannig on becoming a high school history teacher.

title: User:Pissonyou