text:
Euroscience response to EU Consultation on scientific information in the digital age

The response has been submitted.

About
The European Commission have set up a questionnaire (PDF version) regarding their future Open Access policy, and it has been suggested that the Euroscience Working Group on Science Publishing draft a response to it as an organization. Note that several organizations are drafting a response in public, of which some are listed under See also - the final submissions will be separate, but the message may be even stronger if the drafting of the submitted text has been coordinated. This page shall facilitate the drafting. The submission deadline for the questionnaire is September 9, 2011.

Full text
Taken from http://ec.europa.eu/research/consultations/scientific_information/consultation_en.htm.

In late 2011, the European Commission intends to adopt a Communication and Recommendation on access to and preservation of digital scientific information. This initiative builds on earlier policy developments in this area, and is being developed within the policy contexts of the EU Flagship Initiatives Innovation Union and Digital Agenda for Europe, and of the push for improved knowledge circulation in the European Research Area.

The Communication will take stock of the developments in the area of scientific information, and set out the actions that the Commission intends to take on open access to publications and data in the context of research projects funded by the Union budget. The Recommendation will detail specific actions to be taken at Member State level.

Consultation of interested parties forms part of the policy process. The purpose of this open consultation is to gather information from as many sources as possible, including governments, research institutions and universities, libraries, scientific publishers, research funding organisations, businesses, individual researchers, and other interested parties on their views on scientific information in the digital age. The consultation will feed into the development of possible policy options to be considered, and will contribute to the ex-ante impact assessment that will be carried out.

The consultation is set up as follows:

 * 1) The respondent
 * 2) What role for Europe?
 * 3) Access to digital scientific information (including open access): scientific publications
 * 4) Access to digital scientific information (including open access): research data
 * 5) Preservation of digital scientific information
 * 6) Comments

It will take you approximately 15 minutes to complete the survey. The consultation will close on 9 September 2011.

Results will be published on the Commission's website, including a list of respondents (without e-mail addresses). Regarding personal data protection, please also refer to the European Commission's legal notice:http://ec.europa.eu/geninfo/legal_notices_en.htm.

The Commission thanks you in advance for your collaboration and valuable input.

Definitions:

In this questionnaire, "scientific information" refers to both 1) scientific (and scholarly, academic) publications published in peer-reviewed journals and 2) research data.

"Research data" or "data" may be numerical/quantitative, descriptive/qualitative or visual, raw or analysed, experimental or observational. Examples are digitised primary research data, photographs and images, films, etc.

"Open access" refers to access over the internet that is free of charge for the reader.

"Preservation" refers to policies, strategies and actions that ensure permanent access to digital content over time.

I am replying as /on behalf of a(n) (if you represent more than one category, please choose the most relevant one):* (compulsory)
National government

Regional or local government

Research funding organisation

University/research institute

Library

Publisher

International organisation

Individual researcher

Citizen

Other

2. What role for Europe?
'' 2.1 There are already many developments regarding access to and preservation of scientific information in Europe, at governmental, funding body and institutional level. For some years, the European Union has also been developing policies in these areas. ''

==== In your opinion, in what specific areas can and should the European Union best contribute to improving the circulation of knowledge, and specifically access to and preservation of scientific information (including both publications and data)? ====

Policy formulation at European level on access and preservation issues (optional)

agree strongly agree no opinion disagree disagree strongly

Co-ordinating existing initiatives in EU Member States (optional)

agree strongly agree no opinion disagree disagree strongly

Supporting the development of a European network of repositories (online archives) (optional)

agree strongly agree no opinion disagree disagree strongly

Encourage universities, libraries, funding bodies, etc., to implement specific actions (optional)

agree strongly agree no opinion disagree disagree strongly

2.2 Comments
(optional) (maximum 400 characters)

For all publicly funded research, EU should promote open access (OA) policies, by universities, research institutions and research funders, that mandate (i.e. require) researchers to deposit the refereed final drafts of all refereed journal articles in their institutional repositories immediately upon acceptance for publication. Also promote (but do not require) immediate OA to research data.

3.1 Do you agree with the following statement: "there is NO problem with access to scientific publications in Europe"? (optional)
agree strongly agree no opinion disagree disagree strongly

3.2 How would you rate the importance of the following potential barriers to access to scientific publications?
Insufficient national/regional strategies/policies on access to scientific publications (optional)

very important important no opinion not very important not important at all

High prices of articles/journal subscriptions (optional)

very important important no opinion not very important not important at all

Limited or reduced library budgets (optional)

very important important no opinion not very important not important at all

Different Value Added Tax (VAT) rates for online media and printed material (optional)

very important important no opinion not very important not important at all

Lack of awareness and interest within the research community on access and open access (optional)

very important important no opinion not very important not important at all

No incentive system in place encouraging and rewarding practices that enhance access (optional)

very important important no opinion not very important not important at all

3.3 Comments (optional) (maximum 400 characters)
High journal prices and limited library budgets are aggravating factors, but even if journals were sold at cost (no profit), online access should be free for all, whether or not their institutions can afford to subscribe. In the online era there is no longer any reason research should not be accessible to any potential user in the world. This is optimal for research progress and public welfare.

==== 3.4 Do you think that publications resulting from publicly funded research should, as a matter of principle, be available free of charge to readers on the internet (i.e. open access mode)? (optional) ====

agree strongly agree no opinion disagree disagree strongly

3.5 Do you think that open access can increase access to and dissemination of scientific publications? (optional)
agree strongly agree no opinion disagree disagree strongly

3.6 Do you think that open access to scientific publications can co-exist with the traditional scientific publication system? (optional)
agree strongly agree no opinion disagree disagree strongly

3.7 Green or Gold?
Open access to scientific publications can be achieved in different ways, in particular through researchers self-archiving in repositories ("green open access") and through publication in open access journals for a fee ("gold open access").

 * Which of the following different modes should public research policy facilitate in order to increase the number and share of scientific publications available in open access? Please rate the following options from 1 to 4 (1 = first choice; 4 = last choice):

Open access publishing (author-pays model/"gold open access") (optional)

3

Self-archiving ("green open access") (optional)

1

A combination of self-archiving and open access publishing (optional)

2

Funded conversion of traditional subscription-based journals to open access journals (optional)

4

3.8 Comments
(optional) (maximum 400 characters)

Research funding is scarce. Mandating Green OA will already generate 100% OA. No need to divert any research funds to pay for Gold OA publishing. While institutional subscriptions remain sustainable, they are paying for publishing. If/when Green OA causes cancellations, making subscriptions unsustainable, that will itself release the institutional subscription funds to pay for Gold OA.

3.9 In the case of self-archiving ("green open access"), what embargo period (period of time during which publication is not yet open access) is desirable?
18 months (optional)

agree strongly agree no opinion disagree disagree strongly

12 months (optional)

agree strongly agree no opinion disagree disagree strongly

9 months (optional)

agree strongly agree no opinion disagree disagree strongly

6 months (optional)

agree strongly agree no opinion disagree disagree strongly

3.10 Other embargo period/comments
(optional) (maximum 400 characters) There is no need for any OA embargo period at all. But if the only way that a Green OA mandate can be agreed is if embargoes are allowed, then (1) they should not exceed 6 months, (2) deposit should be required at the time of acceptance anyway, (3) embargoed deposits can be made Closed Access, and (4) the repositories' "email eprint request" button can allow authors to fulfill researcher needs.

4.1 Do you agree with the following statement: "generally speaking, there is NO access problem to research data in Europe"? (optional)
agree strongly agree no opinion disagree disagree strongly

4.2 How would you rate the importance of the following potential barriers to enhancing access to research data?
Insufficient national/regional strategies/policies on access to research data (optional)

very important important no opinion not very important not important at all

Lack of funding to develop and maintain the necessary data infrastructures (optional)

very important important no opinion not very important not important at all

Insufficient credit given to researchers making research data available/lack of incentives (optional)

very important important no opinion not very important not important at all

Lack of mandates to deposit research data (optional)

very important important no opinion not very important not important at all

Lack of data management requirements in research projects (optional)

very important important no opinion not very important not important at all

Confidentiality/privacy issues (optional)

very important important no opinion not very important not important at all

4.3 Comments
(optional) (maximum 400 characters) Open access to data is important too, but more complicated and less urgent than open access to refereed research articles, because researchers need to have enough time to mine the data they have gathered, and this will vary from project to project and field to field, whereas every refereed research report should be OA immediately upon acceptance for publication.

==== 4.4 Do you think that research data that is publicly available and that results from PUBLIC funding should, as a matter of principle, be available for re-use and free of charge on the internet? (optional) ====

agree strongly agree no opinion disagree disagree strongly

4.5 Comments
(optional) (maximum 400 characters) The issues of access and reuse overlap only partially but publicly funded data should be publicly accessible (OA) and re-usable by anyone. Explicit dedication of data underlying published science into the public domain via PDDL or CCZero is strongly recommended, as per the Panton Principles for sharing scientific data.

==== 4.6 Do you think that research data that is publicly available and that results from PARTLY PUBLIC AND PARTLY PRIVATE funding should, as a matter of principle, be available for re-use and free of charge on the internet? (optional) ====

agree strongly agree no opinion disagree disagree strongly

4.7 Comments
(optional) (maximum 400 characters) For simplicity and enforceability, it is better not to distinguish between different degrees of public funding and to follow instead the example of most funding agencies, i.e. to apply their open access and open data policies to research they fund "in whole or in part".

5.1 Do you agree with the following statement: "Generally speaking, the issue of preservation of scientific information is at present sufficiently addressed"? (optional)
agree strongly agree no opinion disagree disagree strongly

5.2 Do you agree with the following statements regarding potential barriers to enhancing preservation of scientific information in the digital age?
It is not always clear which scientific information should be preserved (optional)

agree strongly agree no opinion disagree disagree strongly

It is not always clear who is responsible for preserving scientific information (research organisations, libraries, governments?) (optional)

agree strongly agree no opinion disagree disagree strongly

There is no harmonised approach to legal deposit (legal requirement that copies of publications be submitted to a repository, usually a library) (optional)

agree strongly agree no opinion disagree disagree strongly

Funding for preservation is inadequate (optional)

agree strongly agree no opinion disagree disagree strongly

The quality and interoperability of repositories need to be further developed (optional)

agree strongly agree no opinion disagree disagree strongly

5.3 Comments
(optional) (maximum 400 characters) Please don't conflate access issues & preservation issues. For refereed research, mandated Green OA institutional repositories solve the access problem, but contain only the author's refereed final draft. What needs preservation is the published version of record. This is a different issue from institutional repositories & mandates, and should not be conflated with it (or data preservation).

6.1 Please provide any further comments or inputs in the space below. (optional) (maximum 600 characters)
The questionnaire was a bit slanted (for example, forcing a rank-ordering of choice on embargo length, as well as the various options for funding Gold OA). Be careful not to mix up the independent issues of (1) mandating OA to refereed research, (2) mandating OA to research data, (3) funding Gold OA, (4) preservation of refereed research publications and (5) preservation of research data. These are five almost-independent issues, and the most urgent one, as well as the most readily (and economically) solvable one is (1): mandating OA to refereed research.


text:
OKFN response to EU Consultation on scientific information in the digital age

The response has been submitted.

About
The European Commission have set up a questionnaire (PDF version) regarding their future Open Access policy, and it has been suggested that the Open Knowledge Foundation draft a response to it as an organization. This page shall facilitate the drafting. Note that several organizations are drafting a response in public, of which some are listed under See also - the final submissions will be separate, but the message may be even stronger if the drafting of the submitted text has been coordinated. The submission deadline for the questionnaire is September 9, 2011.

Full text
Taken from http://ec.europa.eu/research/consultations/scientific_information/consultation_en.htm.

In late 2011, the European Commission intends to adopt a Communication and Recommendation on access to and preservation of digital scientific information. This initiative builds on earlier policy developments in this area, and is being developed within the policy contexts of the EU Flagship Initiatives Innovation Union and Digital Agenda for Europe, and of the push for improved knowledge circulation in the European Research Area.

The Communication will take stock of the developments in the area of scientific information, and set out the actions that the Commission intends to take on open access to publications and data in the context of research projects funded by the Union budget. The Recommendation will detail specific actions to be taken at Member State level.

Consultation of interested parties forms part of the policy process. The purpose of this open consultation is to gather information from as many sources as possible, including governments, research institutions and universities, libraries, scientific publishers, research funding organisations, businesses, individual researchers, and other interested parties on their views on scientific information in the digital age. The consultation will feed into the development of possible policy options to be considered, and will contribute to the ex-ante impact assessment that will be carried out.

The consultation is set up as follows:

 * 1) The respondent
 * 2) What role for Europe?
 * 3) Access to digital scientific information (including open access): scientific publications
 * 4) Access to digital scientific information (including open access): research data
 * 5) Preservation of digital scientific information
 * 6) Comments

It will take you approximately 15 minutes to complete the survey. The consultation will close on 9 September 2011.

Results will be published on the Commission's website, including a list of respondents (without e-mail addresses). Regarding personal data protection, please also refer to the European Commission's legal notice:http://ec.europa.eu/geninfo/legal_notices_en.htm.

The Commission thanks you in advance for your collaboration and valuable input.

Definitions:

In this questionnaire, "scientific information" refers to both 1) scientific (and scholarly, academic) publications published in peer-reviewed journals and 2) research data.

"Research data" or "data" may be numerical/quantitative, descriptive/qualitative or visual, raw or analysed, experimental or observational. Examples are digitised primary research data, photographs and images, films, etc.

"Open access" refers to access over the internet that is free of charge for the reader.

"Preservation" refers to policies, strategies and actions that ensure permanent access to digital content over time.

I am replying as /on behalf of a(n) (if you represent more than one category, please choose the most relevant one):* (compulsory)
National government

Regional or local government

Research funding organisation

University/research institute

Library

Publisher

International organisation

Individual researcher

Citizen

Other

What role for Europe?
'' There are already many developments regarding access to and preservation of scientific information in Europe, at governmental, funding body and institutional level. For some years, the European Union has also been developing policies in these areas. ''

==== In your opinion, in what specific areas can and should the European Union best contribute to improving the circulation of knowledge, and specifically access to and preservation of scientific information (including both publications and data)? ====

Policy formulation at European level on access and preservation issues (optional)

agree strongly agree no opinion disagree disagree strongly

Co-ordinating existing initiatives in EU Member States (optional)

agree strongly agree no opinion disagree disagree strongly

Supporting the development of a European network of repositories (online archives) (optional)

agree strongly agree no opinion disagree disagree strongly

Encourage universities, libraries, funding bodies, etc., to implement specific actions (optional)

agree strongly agree no opinion disagree disagree strongly

Comments
(optional) (maximum 400 characters)

Raising awareness for open licensing is the most important aspect. Focussing on repositories as the primary infrastructural tool might not be a good thing. It is more important to establish shared practices of publishing research, data and metadata. Fostering open web standards of the Linked Open Data community is a promising way to go.

Holger: http://okfn.org/about/vision/ -> "Develop tools and services in relation to the above" also would justify a slightly stronger point on repositories. Fine with the answer as is too, though.

Do you agree with the following statement: "there is NO problem with access to scientific publications in Europe"? (optional)
agree strongly agree no opinion disagree disagree strongly

How would you rate the importance of the following potential barriers to access to scientific publications?
Insufficient national/regional strategies/policies on access to scientific publications (optional)

very important important no opinion not very important not important at all

High prices of articles/journal subscriptions (optional)

very important important no opinion not very important not important at all

Limited or reduced library budgets (optional)

very important important no opinion not very important not important at all

Different Value Added Tax (VAT) rates for online media and printed material (optional)

very important important no opinion not very important not important at all

Lack of awareness and interest within the research community on access and open access (optional)

very important important no opinion not very important not important at all

No incentive system in place encouraging and rewarding practices that enhance access (optional)

very important important no opinion not very important not important at all

Comments (optional) (maximum 400 characters)
In the online era, there is no reason that research should be inaccessible to any potential user, even if publications were sold at no profit. As the rate and amount of publications are rapidly expanding, the current predominant model – via journals subscriptions – is hardly sustainable and not working effectively. There are no clear and consistent correlations between price, quality and impact.

Holger: "even if publications were sold at no profit" -> do not understand what that clause stands for. Can live with text as is though.

Do you think that publications resulting from publicly funded research should, as a matter of principle, be available free of charge to readers on the internet (i.e. open access mode)? (optional)
agree strongly agree no opinion disagree disagree strongly

Do you think that open access can increase access to and dissemination of scientific publications? (optional)
agree strongly agree no opinion disagree disagree strongly

Do you think that open access to scientific publications can co-exist with the traditional scientific publication system? (optional)
agree strongly agree no opinion disagree disagree strongly

Green or Gold?
Open access to scientific publications can be achieved in different ways, in particular through researchers self-archiving in repositories ("green open access") and through publication in open access journals for a fee ("gold open access").

 * Which of the following different modes should public research policy facilitate in order to increase the number and share of scientific publications available in open access? Please rate the following options from 1 to 4 (1 = first choice; 4 = last choice):

Open access publishing (author-pays model/"gold open access") (optional)

1

Self-archiving ("green open access") (optional)

3

A combination of self-archiving and open access publishing (optional)

2

Funded conversion of traditional subscription-based journals to open access journals (optional)

4

Comments
(optional) (maximum 400 characters)

"Author pays" is a deeply misleading term. Most OA journals charge no fees at all, and in many cases, fees will be paid by the author's funder or employer or sometimes waived on grounds of economic hardship. "Article processing charges" is more accurate. Mandating Libre OA provides opportunities for reuse. Overlay journals are missing here. These combine journal publishing and repository deposit.

Holger: IEEE is at about 2x00-3000 USD/article, and for SMEs that is a good amount of money. I would be careful with putting "author pays" at option one.

In the case of self-archiving ("green open access"), what embargo period (period of time during which publication is not yet open access) is desirable?
18 months (optional)

agree strongly agree no opinion disagree disagree strongly

12 months (optional)

agree strongly agree no opinion disagree disagree strongly

9 months (optional)

agree strongly agree no opinion disagree disagree strongly

6 months (optional)

agree strongly agree no opinion disagree disagree strongly

Other embargo period/comments
(optional) (maximum 400 characters) There is no need for any OA embargo period at all. But if the only way that a Green OA mandate can be agreed is if embargoes are allowed, then (1) they should not exceed 6 months, (2) deposit should be required at the time of acceptance anyway, (3) embargoed deposits can be made Closed Access, and (4) the repositories' "email eprint request" button can allow authors to fulfill researcher needs.

Do you agree with the following statement: "generally speaking, there is NO access problem to research data in Europe"? (optional)
agree strongly agree no opinion disagree disagree strongly

How would you rate the importance of the following potential barriers to enhancing access to research data?
Insufficient national/regional strategies/policies on access to research data (optional)

very important important no opinion not very important not important at all

Lack of funding to develop and maintain the necessary data infrastructures (optional)

very important important no opinion not very important not important at all

Insufficient credit given to researchers making research data available/lack of incentives (optional)

very important important no opinion not very important not important at all

Lack of mandates to deposit research data (optional)

very important important no opinion not very important not important at all

Lack of data management requirements in research projects (optional)

very important important no opinion not very important not important at all

Confidentiality/privacy issues (optional)

very important important no opinion not very important not important at all

Comments
(optional) (maximum 400 characters) Incentives for publishing data must be created, e.g. by making data publications citeable, by giving them scientific reward functions and by integrating them into research publications. There are specifics for many research fields, which legal regulations should take into account (e.g. concerning data with implications for patient privacy or endangered species).

==== Do you think that research data that is publicly available and that results from PUBLIC funding should, as a matter of principle, be available for re-use and free of charge on the internet? (optional) ====

agree strongly agree no opinion disagree disagree strongly

Comments
(optional) (maximum 400 characters) Making publicly funded data openly available will foster innovation. It fosters scientific discourse & progress, so large cost savings can be expected. As OA to research data provides transparency, it facilitates the detection of scientific fraud. Explicit dedication of data behind published science into the public domain e.g. via CC0 is strongly recommended, as per http://pantonprinciples.org/.

==== Do you think that research data that is publicly available and that results from PARTLY PUBLIC AND PARTLY PRIVATE funding should, as a matter of principle, be available for re-use and free of charge on the internet? (optional) ====

agree strongly agree no opinion disagree disagree strongly

Comments
(optional) (maximum 400 characters) For simplicity and enforceability, it is better not to distinguish between different degrees of public funding and to follow instead the example of most funding agencies, i.e. to apply their open access and open data policies to research they fund "in whole or in part".

Holger: is it so that open access and open data policy are usually applied to partially funded projects? If so, it would be good to name one or two funding agencies that have this policy for partially funded projects. (The 400 char limit would still allow this.)

Do you agree with the following statement: "Generally speaking, the issue of preservation of scientific information is at present sufficiently addressed"? (optional)
agree strongly agree no opinion disagree disagree strongly

Do you agree with the following statements regarding potential barriers to enhancing preservation of scientific information in the digital age?
It is not always clear which scientific information should be preserved (optional)

agree strongly agree no opinion disagree disagree strongly

It is not always clear who is responsible for preserving scientific information (research organisations, libraries, governments?) (optional)

agree strongly agree no opinion disagree disagree strongly

There is no harmonised approach to legal deposit (legal requirement that copies of publications be submitted to a repository, usually a library) (optional)

agree strongly agree no opinion disagree disagree strongly

Funding for preservation is inadequate (optional)

agree strongly agree no opinion disagree disagree strongly

The quality and interoperability of repositories need to be further developed (optional)

agree strongly agree no opinion disagree disagree strongly

Comments
(optional) (maximum 400 characters) Preservation has technical aspects (standards, storage media, file formats) as well as legal (licensing) and editorial ones (what to preserve). What needs preservation is the published version of record, along with supplementary materials. Repositories do not and cannot provide long-term preservation. Libre OA solves the licensing problems & open standards the technical problems of preservation.

Holger: but does libre OA not also address repository issues? (I'd also vote to put "inadequate funding" to top priority.) Maybe weaken to "Without supporting measures for interoperability and sharing/mirroring of data, repositories do not and cannot provide long-term preservation." Can live with text "as though" too.

Please provide any further comments or inputs in the space below. (optional) (maximum 600 characters)
Generally, the EU should seek to develop a scholarly communication infrastructure based on open access to, open licensing of and open standards for both publications & data, in short: an infrastructure that conforms to http://www.opendefinition.org. This would maximize transparency, efficiency & innovation. The Linked Open Data approach should be seriously considered. Exceptions from a general open access & open data mandate should be possible but require public justification for each publication. If such an opt-out is possible, no general embargo period for OA or OD is necessary.

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


title: File:EGM6341.s11.cavalcanti.L9f1.svg


title: File:EGM6341.s11.cavalcanti.L9f2.svg


text:
Impedance of different devices (derivations)

Impedance of different devices or circuir elements(derivation)
For a resistor:

The Ohm's law for a linear constant resistor is:

V_\mathrm{R} = RI_\mathrm{R} \, $$

If V_\mathrm{R} is sinusoidal then I_\mathrm{R} will also be sinusoidal. So Ohm's law holds if both V_\mathrm{R} and V_\mathrm{R} are phasors. By definition:

Z_\mathrm{Resistor} = \frac{V_\mathrm{R}}{I_\mathrm{R}} $$

Thus comparing above equation with Ohm's law we have:

Z_{Resistor}=R \, $$ For a capacitor:

By definition:

i_C=C\textstyle \, $$

For

v_C(t) = V_\mathrm{p} \cos \left( \omega t + \varphi \right) $$ IC is:

IC=-ωCVpsin(ωt+φ) =ωCVpcos(ωt+φ+π/2)

In terms of phasor rerpresentation:

VC=Vpe^(jφ)

and

IC=ωCVpe^(j(φ+π/2)) =jωCVpe^(jφ)

Therefore by defenition of Zcapacitor:

Zcapacitor=VC/IC =Vpe^(jφ)/jωCVpe^(jφ) =1/jωC=-j/ωC

For an inductor:

By definition:

VL=LdIL/dt

For

IL=Ipcos(ωt+φ)

VL is:

VL=-ωLIpsin(ωt+φ) =ωLIpcos(ωt+φ+π/2)

In terms of phasor rerpresentation:

IL=Ipe^(jφ)

and

VL=ωLIpe^(j(φ+π/2)) =jωLIpe^(jφ)

Therefore by defenition of Zinductor:

Zinductor=VL/IL =jωLIpe^(jφ)/Ipe^(jφ) =jωL


text:
User talk:Alexander21~enwikiversity

how many people are online now?

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Alexander21. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Alexander21~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:27, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:02, 19 April 2015 (UTC)

title: User talk:Alexander21~enwikiversity


text:
User talk:Ag0059985

y cant u gift me BMW

title: User talk:Ag0059985


text:
Literature/1996/Ingwersen

Abstract
The objective of the paper is to amalgamate theories of text retrieval from various research traditions into a cognitive theory for information retrieval interaction. Set in a cognitive framework, the paper outlines the concept of polyrepresentation applied to both the user's cognitive space and the information space of IR systems. The concept seeks to represent the current user's information need, problem state, and domain work task or interest in a structure of causality. Further, it implies that we should apply different methods of representation and a variety of IR techniques of different cognitive and functional origin simultaneously to each semantic full-text entity in the information space. The cognitive differences imply that by applying cognitive overlaps of information objects, originating from different interpretations of such objects through time and by type, the degree of uncertainty inherent in IR is decreased. Polyrepresentation and the use of cognitive overlaps are associated with, but not identical to, data fusion in IR. By explicitly incorporating all the cognitive structures participating in the interactive communication processes during IR, the cognitive theory provides a comprehensive view of these processes. It encompasses the ad hoc theories of text retrieval and IR techniques hitherto developed in mainstream retrieval research. It has elements in common with van Rijsbergen and Lalmas' logical uncertainty theory and may be regarded as compatible with that conception of IR. Epistemologically speaking, the theory views IR interaction as processes of cognition, potentially occurring in all the information processing components of IR, that may be applied, in particular, to the user in a situational context. The theory draws upon basic empirical results from information seeking investigations in the operational online environment, and from mainstream IR research on partial matching techniques and relevance feedback. By viewing users, source systems, intermediary mechanisms and information in a global context, the cognitive perspective attempts a comprehensive understanding of essential IR phenomena and concepts, such as the nature of information needs, cognitive inconsistency and retrieval overlaps, logical uncertainty, the concept of 'document', relevance measures and experimental settings. An inescapable consequence of this approach is to rely more on sociological and psychological investigative methods when evaluating systems and to view relevance in IR as situational, relative, partial, differentiated and non-linear. The lack of consistency among authors, indexers, evaluators or users is of an identical cognitive nature. It is unavoidable, and indeed favourable to IR. In particular, for full-text retrieval, alternative semantic entities, including Salton et al.'s 'passage retrieval', are proposed to replace the traditional document record as the basic retrieval entity. These empirically observed phenomena of inconsistency and of semantic entities and values associated with data interpretation support strongly a cognitive approach to IR and the logical use of polyrepresentation, cognitive overlaps, and both data fusion and data diffusion.

Cited

 * Web of Science® Times Cited: 219

Wikimedia

 * Human-computer interaction, HCI
 * Originally, CHI sounding like Greek "X" and suggesting the crossing or interaction between computer and human, as shown by the above schematic diagram.

Chronology

 *
 * -- cf. semantic externalism
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 * : Maybe dehumanizing or cognitivist symptoms.
 *
 * -- cf. semantic externalism
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 * : Maybe dehumanizing or cognitivist symptoms.
 * -- cf. semantic externalism
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 * : Maybe dehumanizing or cognitivist symptoms.
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 * : Maybe dehumanizing or cognitivist symptoms.
 * : Maybe dehumanizing or cognitivist symptoms.
 * : Maybe dehumanizing or cognitivist symptoms.
 * : Maybe dehumanizing or cognitivist symptoms.
 * : Maybe dehumanizing or cognitivist symptoms.
 * : Maybe dehumanizing or cognitivist symptoms.

title: Literature/1996/Ingwersen


text:
Wikiversity talk:Colloquium/Length of a course

(m) = takes Course level (1) ... ( -m- ) = Takes course level (2) ... ( -*-m-*- ) = Takes course level (3)

S)peed 1st + A)ccuracy 2nd = Mistakes = Complications =( -&^%$%$#@@@!)= Not Good =NG

A)ccuracy 1st + S)peed 2nd = Mind Growth = MG = Good = G !

= Problem Solutions and Preventions = (Ps) + (Pr) = Inventions and Innovations = (Inv) + (Inn)

There can be many different Lengths of courses, The same course can be tailored, or modified, to the specific Individuals Mental capacity, current understanding etc... until they are ready to Progress to the next Level of understanding. In this way they are not rushed by time, which would cause confusion of ideas and connections in the brain, because they are fastly learning, without being Accurately learning. Accuracy always is 1st, then Speed, if you reverse that equation you will make mistakes, so if we follow the Correct equations, then Mind Growth will be more Productive. Their education will then be guided by the students curiosity, thus making learning fun and anticipational. There should be no jelousy over who is smarter..etc.. that is counter productive, just focus on your own education, encourage others in their education, and life will be much simpler, If you fail a course, just take it again, or a course of a lower level, so your mind can adapt, or expand, to the educational content, thus you can advance to a higher level, and who said there had to be Limits, as to what level you can get to ? We could make a level (1000 ), and still advance forward. --Gaon Abhinava 05:26, 29 July 2011 (UTC)

( ^**--~^=M=^~--**^  )  = Mind Growth =  MG = Level ( 1000 ) = No Limits = NL


title: File:DFT.5.B.Analysis.20110729.pdf


title: File:RAND.1.A.Spectra.20110729.pdf


text:
Literature/1999/Craig

Author

 * Robert T. Craig (scholar)

Wikimedia

 * Communication Theory as a Field

title: Literature/1999/Craig


text: Effective EU Simulations

title: Effective EU Simulations


text:
Talk:Greater Access Choice and Flexibility: Learning at University of Canberra

Open education is about Process
There is a wide-spread misunderstanding (myth?) that "open educational resources" are what's important for the goals you've mentioned (access, choice, flexibility). However, they are really far from being enough. Once someone has "access" there is still a question about what they are going to do. This is true whether we're talking about access to a material resource or a community. Research into how people learn is called for, and probably not just that. Learning is only one of the things people do at University: they also socialize, network, and achieve (the list could go on). I would suggest to draw on the efforts of people and organisations who have been thinking about these issues for a while: they're not particularly easy. To sum up, I think the innovations that Leigh Blackall talks about below could be "incubated" by strategic partners who are coming from outside of the University. Now is probably not the time for shameless self-promotion, but if you're interested in following up you know where to find me! Arided 09:18, 31 July 2011 (UTC)

Thoughts on the choice of words...
I am in the post go-live of a significant grant where we have "increased access to education" for the lawyers of British Columbia Canada. The title of the grant was "Increasing Access to Education". After three years of having this as the title I have great appreciation for the words chosen. It provided great flexibility (and little to no restraint) from many perspectives. When I read your identified need to create port holes I wonder about the optics of the choice in words - Greater choice and flexibility to what?... why not just name the initiative as "Increasing Access to Learning at the University of Canberra" - Choice and Flexibility I perceive as solution approaches, that don't necessarily provide greater access. To much choice and flexibility can confuse and decease access. And giving lots of choice and flexibility can incur costs that could be better utilized elsewhere. As an example could be search engine technology (a good search technology well implemented does amazing things to increase access to learning). We have used a federated / faceted search approach where all information sources are within one search engine with facets to allow discovery and organize within our defined taxonomy (or subject areas for U of Canberra). We have given no choice in this matter and the cost of giving everyone the choice of search engine would have been considerable. What we did do is increase access, but not choice and flexibility.

Once we had the grant in place we had department heads, faculty, managers, IT people... everyone open to submitting proposals that fit within increasing access. Some increased choice and flexibility others did not, choice and flexibility were not a requirement... increasing access to education was. I would see the same here, why put greater choice and flexibility as a goal when it is more about the learning and sometimes decreasing choice is good for learning... What would happen if someone made an outstanding proposal that did not provide greater choice or flexibility. Would the idea be declined?

Really sorry to be a stickler on wording. Though, I do see it as important for success and optics from a high level. I know it is too late to change wording in strategic planning documents, but I really want to share some of my insights into what has happened with our grant that created seven major initiatives that I believe have done amazing things to increase access (and decrease costs) to education. And this wording detail is what jumped out at me.

Peter Rawsthorne 17:32, 29 July 2011 (UTC)

Signing declarations about access
I think their are two declarations UC should sign to:

Leighblackall 09:44, 31 July 2011 (UTC)
 * 1) Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities (2003)
 * 2) Cape Town Open Education Declaration

Seth's Blog : Responsibility and authority
Hi Leigh This sentiment about responsibility and authority is a key part of the dynamic along the spectrum between institutions and self-managed community groups we were talking about today. The tools of communication and rules of governance are different for each.

I think this distinction is an important part of the conceptual framework for using social media or not effectively.

I hope it helps

Warmly, Mark - 2 August 2011

Responsibility and authority by Seth Godin

"Achievers in traditional organizations often say, "I want more authority." They mean that they want the power to make things happen, the mantle of authority that will allow them to get things done.

This is an industrial-era mindset. Management by authority is top-down, risk-averse, measurable and perfect for the org chart. It's essential in organizations that are stable, asset-based and adverse to risk.

There's a different approach, though, one that's based on responsibility instead of authority. "Anyone who takes responsibility for getting something done is welcome to ask for the authority to do it."

Ah, your bluff is called. And so is your boss's."

Notes about CIT's ACE Program
I met with Rob Howarth at CIT Solutions today, to talk about their approach to Adult and Community Education (ACE). Here's my notes. I think in there is a model that UC should certainly consider developing. Leighblackall 04:59, 9 August 2011 (UTC)
 * 1) If UC and CIT merge, this could/would become "our" model? -- Jtneill - Talk - c 21:46, 9 August 2011 (UTC)

Paperless capability
I suggest paperless capabability as one of the "Greater Access, Choice and Flexibility" working party consideration. Currently, much paper-only documentation, procedures and systems limits the institutions accessability and flexibility. -- Jtneill - Talk - c 21:46, 9 August 2011 (UTC)
 * agreed Leighblackall 00:31, 14 October 2011 (UTC)

Meeting minutes
I have asked that the f2f meeting minutes be published and linked here. Leighblackall 00:30, 14 October 2011 (UTC)

Google Doc
The final document is being edited on Google Docs by the core team. Thanks everyone for your comments and suggestions, we will publish the final draft for your review before submission. Leighblackall 00:30, 14 October 2011 (UTC)


text:
File:How to Construct Effective EU Simulations.pdf

Summary
Guidance for developing EU simulations


text: User:Mmdwdeng

title: User:Mmdwdeng


text:
Introduction to Computational Finance

Computational finance is also known as financial engineering. Read this link to get an idea what computational finance is about. Wikipedia: Computational Finance This course will be organized in a series of lessons. Each lesson will contain other "mini-lessons" going over prerequisite materials to get through the main lessons.

The Basics
This section is meant to be a quick review. The goal is to keep this section as brief as possible so that it can be easily used as a quick reference.

Discounted Cash Flows (DCF)
Wikipedia has two pages that you can start with. Discounted Cash Flow and Time Value of Money. They aren't the best sources in terms of quality, but for the time being, they are included here.

Definitions

 * Cash Flow - An expenditure or receipt of cash in a given time period.
 * Cash Flow Stream - A series of cash flows over several periods.

Simple Interest
With simple interest, the future value grows linearly. In this case, interest is not applied to previous payments of interest (i.e. not compounded).

 * $$ FV = (1+rt)PV \!$$

r = Simple interest rate t = Time in years FV = Future Value PV = Present value Note: Unless specified otherwise, for the remainder of the course, these are the default meanings for the variables.

For more info read this: Simple_interest

Compound Interest
For review read this wikipedia article on compound interest. Compound_interest

 * $$ FV = PV\left(1 + \frac{r}{n}\right)^{nt}$$

n = Number of compounding periods in a year.

If n is infinite, we get continuous compounding.

 * $$FV=\lim_{n\to\infty} PV \left(1+\frac{r}{n}\right)^{nt}=PVe^{rt}$$

If you need a review of limits, you can check out the following learning resouces. Introduction to Limits or Calculus/Limits

Present value
(Coming Soon)

Application: Fixed Income Securities
(Coming Soon)

Derivatives
(Coming Soon) - Will mostly cover the basics and definitions. Later sections will cover pricing.

Volatility
(Coming Soon) - A good topic to cover before discussing option pricing.

Portfolio Management
(Coming Soon)

Risk Management
(Coming Soon)

title: Introduction to Computational Finance


text:
User talk:Rdlockrey

 Hello Rdlockrey, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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title: User talk:Rdlockrey


text:
User talk:123Barak

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title: User talk:123Barak


text:
User talk:SjRow

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title: User talk:SjRow


text:
User talk:Bookerread

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 22:47, 29 July 2011 (UTC)

title: User talk:Bookerread


text:
User talk:Bnalohim

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 22:48, 29 July 2011 (UTC)

title: User talk:Bnalohim


text:
User talk:H.osyani

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 22:49, 29 July 2011 (UTC)

title: User talk:H.osyani


text:
User talk:Wikio~enwikiversity

 Hello Wikio, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 22:53, 29 July 2011 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:47, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:25, 19 April 2015 (UTC)

title: User talk:Wikio~enwikiversity


text:
User talk:Gurleenjeet

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 23:00, 29 July 2011 (UTC)

title: User talk:Gurleenjeet


title: File:Series.Structure.1.A.20110730.pdf


title: File:EGM6341.s11.cavalcanti.L11f1.svg


title: File:EGM6341.s11.cavalcanti.L11f2.svg


title: File:EGM6341.s11.cavalcanti.L11f3.svg


title: File:EGM6341.s11.cavalcanti.L15f1.svg


text:
Literature/2001/Warner

Excerpts

 * W(h)ither Information Science?/!1
 * Julian Warner2

 * Library and information studies (LIS) is giving signs of being in crisis as a discipline. To date, institutional transformations have tended to be perceived in local terms but can be more convincingly regarded as products of a quasi-global crisis, mediated by local developments. Such a crisis demands explanation, particularly in view of the diffusion of the information society concept. One explanation is found in the historical development of LIS since 1945 and the concurrent growth of other disciplines with interests in information. The spread of modern information technologies in use and of intermediary functions has also weakened the exclusivity of LIS's claim to its established domains. A failure of communication with educational funders, which can be connected to theoretical impoverishment within LIS, is detected. Continuing possibilities for an expansive LIS, fully situated in relation to contiguous disciplines, still exist.

 * Introduction

Suggestive, if not compelling, indications of a worldwide, or, more strictly, Anglo-American and English language, crisis in library and information studies (LIS) can be found [1, 2].3 A number of LIS departments seem either to be retreating to, or inertly remaining in, established domains or being absorbed into other collectivities (for instance, management or communication studies) and losing their distinctive identity. Informal communication, particularly discussions with col- [...]

 * 1) I would like to acknowledge the insights and encouragement obtained from discussions with Michael Buckland, Elisabeth Davenport, and Cherul Knott Malone.
 * 2) Lecturer, The Queen's University of Belfast, School of Management and Economics, University Road,Belfast, Northern Ireland, United Kingdom BT7 1NN. Telephone +44-28-9024-5133; Fax +44-28-9033-5156; Email j.warner@qub.ac.uk.
 * 3) Forms of educational and library organization in other geopolitical regions, for instance, Mediterranean Europe and the former Soviet Union, have been different. There are geopolitical contrasts within the Anglo-American and English language regions, and the crisis also offers opportunities. The absence of a comprehensive account of the current situation suggest a theoretical paucity rather than a theoretical conflict within LIS.

[Library Quarterly, vol. 71, no, 2, pp. 243-255] © 2001 by the University of Chicago. All rights reserved. 0024-2519/2001/7102-0007$02.00

 * The above is the first page 243 @ http://www.jstor.org/pss/4309508

Wikimedia

 * Library and information science
 * redirected to Library science

Comments
Michael Gorman is said to have mentioned the assault of information science as one of the problems facing libraries today. By so doing, he in effect differentiated information science with library science or librarianship of his major. Nevertheless, library and information science (LIS) is heard more and more. Graduate schools of librarianship are changing their name from "l" something to "i" something! Which is supposed to "assault" which, to be fair? For what should or would information science assault librarianship? The more "assault" to librarianship, would the more IS benefit from it? But librarians may be too hypersensitive to their own fault to agree with information scientists who may claim that something of science itself may be wrong indeed! Scientists may not like being closely watched.

What is needed indeed for science to survive? It is science itself. Should it be corrupt, it would collapse. It would survive as far as it is sound indeed, however sound it may sound.

title: Literature/2001/Warner


text:
User:Supergluuued

Angela

United States Government/Blair

United States History/Blair

Spanish 1

Gross Anatomy

Biblical Studies NT

title: User:Supergluuued


text:
User:Gaon Yincang Abhinava/Origin of Evil

The Origin of Evil

I have found, in all my studies of multiple arts, sciences and interconnected idea formulations, that behind the Veil of Secrecy and Limited Capacity of the human brain, There Lurks a Very, Very... Real, Love impoverished,Manical, Skeleton, Void of Kindness, and Depth of clarity, Causing Confusion with his Menacing snarls........ Prowling the Earth , like a roaring Lion, seeking whom he may devour = Seeking to Replicate "it's" or "his" Illogical, abusive, Insanity, Imprinting his input into the Minds and Hearts of the Collective Societal Human race.

Who or What is it ?

1)

Call "it" or "him" Satan, the Devil, The Accuser or enemy .... some Inter-dimensional spirit creature, having un-imaginable and un-fathomable, form of intergalactic Body Structure... with a certain capacity of influence, with negative energy, over the minds and affairs of men. Being Pure evil and Grossly Portaid as the Vilest force imaginable.

2)

Or Simply the Selfishness, and Animalistic Barbarism, that is functionably dis-functional... the Lowest parts of the brain... the reptile brain... home of the fight or flight response... they dwell in this ignorant, stupidity... and can't seem to climb out of the hellish, limited, problematic Dark Cave, that they RE-fuse to ackowledge or Attempt to Cure. Their only inventions are the manical ideas of how to Cause more suffering, and deepen the pit of insanity, FOR the innocent and well meaning, decent and Survival oriented Human race... as a conceiled trap.. existing and REplicating... entirely... from mind... to mind.

What does this mean ?

I have come to the Absolute Conclusion, That such a Being, Creature, Energy, Force or Sick, twisted, infection of Thoughts and evil ideas Does in fact exist, and Whether we like it or not, we are Engaged in this Spectrum of Materialistic Matrix ... In COMBATIVE, Memetical, Game Theoristic, Psychological WARFARE... Causing, and full of death, sufferings, atrocitys, hostililty, lack of compassion and the Giant In-ability to determine, or distinguish, who, what or how... this Maniacle.. Lion of a sick Shadow, exists. and Why... But I am angry, at the shadow, I want to help Mankind, get away from the shadow  :_(    ./// and the untold amount of countless Sufferies it helped Perpetuate, in destrucive and predictable hell cycles..... Propagating his sickness into the lives, minds and kingdom of men...we must try and COUNTER-ATTACK, the CHILLS and wickedness of "it" or "his" spiny tentacles... and loosen their grip from producing evil, un-necessary Illusory, LIMITATIONS inbetween and blockage, of the vast connection systems of the Human Brain.--Gaon Abhinava 11:04, 30 July 2011 (UTC)

Conclusion

The Power of Love

We must be the Kingdom of Warriors... of Good, Freedom Of Thought, purity, and Love, in an attempt to purge the shadow... FROM OUR MINDS--Gaon Abhinava 11:04, 30 July 2011 (UTC)'''W V. Instructor, Survival Intelligence (S.I)'''

To Be Concluded.....


text:
User talk:Supergluuued

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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! Jtneill - Talk - c 22:20, 30 July 2011 (UTC)

 Hi , I am Percy. Nice to meet you. I love the beach, swimming, fishing, and I am currently doing some research at Wikiversity on oceanography. I am also learning to play piano. What do you like? Can I be your mascot?

Links
WIKIBOOKS: US History

Cliff Notes US History I

US History Course
Hello Supergluuued! I am very glad that you have decided to join my United States History course and I'm very sorry that it took so long for me to respond. If you would like to have an orientation session so that you can get the basics of what will be going on with this course and any other questions that you may have, please tell me when you are free and I will create the class. However, please know that each lesson is $5 and you have the option of paying daily, weekly, or the whole course up front. In order to come to these classes, you must be a member of WiZiQ. If you are interested in any other courses, please take a look at my website: http://www.mrblair.co.cc/ I hope to hear from you very soon and if you have any questions at all, please do not hesitate to ask! :)

US Government Course
Hello Supergluuued! I am very glad that you have decided to join my United States Government course and I'm very sorry that it took so long for me to respond. If you would like to have an orientation session so that you can get the basics of what will be going on with this course and any other questions that you may have, please tell me when you are free and I will create the class. However, please know that each lesson is $5 and you have the option of paying daily, weekly, or the whole course up front. In order to come to these classes, you must be a member of WiZiQ. If you are interested in any other courses, please take a look at my website: http://www.mrblair.co.cc/ I hope to hear from you very soon and if you have any questions at all, please do not hesitate to ask! :)

Ignore the solicitations
Please ignore the solicitations above, as they are not in line with Wikiversity's purpose. - Sidelight12 Talk 03:45, 2 November 2013 (UTC)

title: User talk:Supergluuued


text:
File talk:Digestive system diagram numbered.svg

Hello, I would like to schedual an online meeting, with the professors here at Wikiversity, I need simple detailed instruction, on how to create Strategic freedom lessons, with Diagrams and other media files. Thank you.--Gaon Abhinava 05:00, 31 July 2011 (UTC)


text:
Literature/1980/Schank

 * http://portal.acm.org/citation.cfm?id=636676

Authors

 * Roger C. Schank : Department of Computer Science, Yale University
 * Janet L. Kolodner : Department of Computer Science, Yale University
 * Gerald DeJong : Department of Computer Science, Yale University

Abstract
If we want to build intelligent information retrieval systems, we will have to give them the capabilities of understanding natural language, automatically organizing and reorganizing their memories, and using intelligent heuristics for searching their memories. These systems will have to analyze and understand both new text and Natural Language queries. In answering questions, they will have to direct memory search to reasonable places. This requires good organization of both the conceptual content of text and knowledge necessary for understanding those texts and accessing memory. The CYRUS and FRUMP systems (Kolodner (1978), Schank and Kolodner (1979), Dejong (1979)) comprise an information retrieval system called CyFr. Together, they have the analysis and retrieval capabilities mentioned above. FRUMP analysis news stories from the UPI wire for their conceptual content, and produces summaries of those stories. It sends summaries of stories about important people to CYRUS automatically adds those stories to its memory, and can then retrieve that information to answer question posed to it in natural language. This paper describes the problems involved in building such an intelligent system. It proposes solutions to some of those problems bases on recent research in Artificial Intelligence and Natural Language processing, and describes the CyFr system, which implements those solutions. The solutions we propose and implement are based on a model of human understanding and memory retrieval. (Author)

Wikimedia

 * Case based reasoning
 * Natural language understanding

title: Literature/1980/Schank


text:
Literature/1950/Wiener

The hour is very late, and the choice of good and evil knocks at our door.

Preface

 * This book is devoted to the impact of the Gibbsian point of view on modern life, both through the substantive changes it has made to working science, and through the changes it has made indirectly in our attitude to life in general. (p 11)

1) Cybernetics in History

 * For any machine subject to a varied external environment to act effectively it is necessary that information concerning the results of its own action be furnished to it as part of the information on which it must continue to act. For example, if we are running an elevator, it is not enough to open the outside door because the orders we have given should make the elevator be at the door at the time we open it. It is important that the release for opening the door be dependant on the fact that the elevator is actually at the door; otherwise something might have detained it and the passenger might step into a empty shaft. This control of a machine on the basis of actual performance rather than its expected performance is known as feedback, and involves sensory members which are actuated by motor members and perform the function of tell-tales or monitors - that is, of elements which indicate a performance. It is the function of these mechanisms to control the mechanical tendency towards disorganization; in other words, to produce a temporary and local reversal of the normal direction of entropy. (p 24-25)

2) Progress and Entropy

 * It is possible to believe in progress as a fact without believing in progress as an ethical principle; but in the catechism of many Americans, the one goes with the other. (p 42)

3) Rigidity and Learning: Two Patterns of Communicative Behaviour

 * [F]eedback is a method of controlling a system by reinserting into it the results of its past performance. If these results are merely used as numerical data for the criticism of the system and its regulation, we have the simple feedback of the control engineers. If, however, the information which proceeds backward from the performance is able to change the general method and pattern of performance, we have a process which may well be called learning. (p 61)

4) The mechanism and history of Language

 * Semantically significant information from the cybernetic point of view is that which gets through the line-plus-filter, rather than that which gets through the line alone. (...) Semantically significant information in the machine as well as in man is information which gets through to an activating mechanism in the system which receives it, despite man's and/or nature's attempts to subvert it. From the point of view of Cybernetics, semantics defines the extent of meaning and contols its loss in a communication system. (p 94)

5) Organization as the Message

 * If we consider the two types of communication:namely, material transport, and the transport of information alone, it is presently possible for a person to go from one place to another only by the former and not as a message. However, even now the transportation of messages serves to forward an extension of man's senses and his capabilities of action from one end of the world to another. We have already suggested in this chapter that the distinction between material transportation and message transportation is not in any theoretical sense permanent and unbridgeable.(p. 98)

6) Law and Communication

 * The whole nature of our legal system is that of conflict. It is a conversation in which at least three parties take part—let us say, in a civil case, the plaintiff, the defendant, and the legal system as represented by judge and jury. It is a game in the full Von Neumann sense; a game in which litigants try by methods which are limited by the code of law to obtain the judge and jury as their partners. In such a game the opposing lawyer, unlike nature itself, can and deliberately does try to introduce confusion into the messages of the side he is opposing. He tries to reduce their statements to nonsense, and he deliberately jams the message between his antagonist and the judge and jury.(p. 111)

7) Communication, Secrecy and Social Policy

 * Like so many Gaderene swine, we have taken unto us the devils of the age, and the compulsion of scientific warfare is driving us pell-mell, head over heels into the ocean of our own self-destruction. Or perhaps we may say that among the gentlemen who have made it their business to be our mentors, and who administer the new program of science, many are nothing more than apprentice sorcerers, fascinated with the incantation which starts a devilment that they are totally unable to stop. Even the new psychology of advertising and salesmanship becomes in their hands a way for obliterating the conscientious scruples of the working scientists, and for destroying such inhibitions as they may have against rowing into this maelstrom.(p 129-130)

8) Role of the Intellectual and the Scientist

 * Heaven save us from the first novels which are written because a young man desires the prestige of being a novelist rather than because he has something to say! Heaven save us likewise from the mathematical papers which are correct and elegant but without body and spirit.(p 134)

9) The First and Second Industrial Revolution

 * The existing state of industrial techniques includes the whole of the results of the first industrial revolution, together with many inventions which we now see to be precursors of the second industrial revolution. What the precise boundary between these two revolutions may be, it is still too early to say.(p 153)

10) Some Communication Machines and Their Future

 * It may be thought that the present great expense of computing machines bars them from use in industrial processes; and furthermore the delicacy of the work needed in their construction and the variability in their construction and the variability of their functions precludes the use of the methods of mass production in constructing them. Neither of these charges is correct. (p 155)

11) Language, Confusion and Jam

 * The soldier is trained to regard life as a conflict between man and man, but even he is not as tightly bound to this point of view as the member of a militant religious order—the soldier of the Cross or the Hammer and the Sickle. Here the existence of a fundamentally propagandist point of view is much more important than the particular nature of the propaganda. (p 190)

People referred to:

 * William Ross Ashby
 * John Locke
 * John Von Neumann
 * William Grey Walter
 * Jerome Wiesner
 * Clifford Witcher

title: Literature/1950/Wiener


text:
User:Gaon Yincang Abhinava/Wikiversity talk- Colloquium - Gaon Yincang Abhinava

Gaon Abhinava : A Scientist of experimentation in the Following Subjects.

World Wide Peace Efforts and Nation Reconciliation, Theology, Memetics, Psychology, Sociology, Behavioral Science, Self-Defense, Psychological Warfare, Trade Finance- Entrepenurial enterprise and business administration, Survivalistic Knowledge and applications....etc...


text:
Category:ASGELE Guidance and Theory

This category contains resource offering guidance for developing simulations and games or theoretical discussions about their use.

title: Category:ASGELE Guidance and Theory


text:
User talk:Anisa

 Hello Anisa, 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.
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 * 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.
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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 13:30, 31 July 2011 (UTC)

Human Legacy Course
Hello Anisa! I am very glad that you have decided to join my Human Legacy course and I'm very sorry that it took so long for me to respond. If you would like to have an orientation session so that you can get the basics of what will be going on with this course and any other questions that you may have, please tell me when you are free and I will create the class. In order to come to these classes, you must be a member of WiZiQ. If you are interested in any other courses, please take a look at my website: http://www.mrblair.co.cc/ I hope to hear from you very soon and if you have any questions at all, please do not hesitate to ask! :)

 * Well Anisa, thank you very much for responding so quickly. Now, I see that you are currently in Turkey as you mentioned, so the time difference may be a bit constrained, but we can work something out. Can you tell me in what time zone you are in and what dates or times you may be free? Thanks! :) --MrABlair23 20:25, 2 August 2011 (UTC)

 * Are you possibly available in about 45 minutes? If you are, then please follow this link and register for the class: http://www.wiziq.com/online-class/593954-united-states-history --MrABlair23 21:15, 2 August 2011 (UTC)

 * Anisa, the class has begun. Just click on the Launch Class button and you can come in. :) --MrABlair23 22:01, 2 August 2011 (UTC)

title: User talk:Anisa


text:
Time management for programmers

Introduction
—Relics (Star Trek), Commander La Forge and Captain Montgomery Scott Are programmers properly in control of time management? Project managers are likely to disagree with this view. While project managers are likely to use project management tools and draw gantt charts for their projects, the individual programmer is often left to manage the time of their assigned units of work themself. The problem with this approach is obviously that the programmer may not be able to report progress with a measurement but will fill in arbitrary information, which may easily follow cognitive biases or simply confirm the expectations of the project management. This course is meant to help the individual programmer to support the project management in tracking the time required for the implementation of units of work. The planning of whole projects and their work breakdown structure is outside the scope of this course.

Analyzing a unit of work
A unit of work may have different phases depending on the project management and the type of project. The most naive approach of planning your units of work is to estimate programming time and to report this estimate to the project manager. Unless the project manager is aware that your estimate is not including overhead like testing, debugging, documenting and possibly supporting your unit of work your estimate will most probably be as wrong as it can be.

The time requirements for the different units of work and the type of work required may vary from project to project. A good idea is to request the expectations of the project management about type of work and distribution of these types of work at the beginning of the project. Significant differences between the projected use of time and the actual use of time should be recorded in order to compile statistics for future use.

An assigned unit of work can be analyzed individually or can be categorized into a category of typical units of work. This analysis, if not performed by the project management, should allow the programmer to determine the expected overhead: the types of work and their distribution. A specification work unit, for instance, may require more meetings and more documentation but no testing and debugging and an entirely different quality of support. An eager programmer doing specification work, however, may easily overspecify an interface (e.g. interface bloat), thus increasing the work for others programmers, too.

Reporting changing expectations
Feedback is important for the project management. Especially the time required for debugging is difficult to predict and bug tickets your receive may depend on third parties and are thus outside your control. Therefore it is important to monitor your time estimates permanently and to report back to project management when and if you discover changing expectations. Reporting changing expectations can, of course, easily fill a narrow communication channel with signal noise. The best way to communicate back changing expectations should therefore either use a tool that can filter those information depending on the amount of time or at least depending on thresholds specified by the project management: Another day of work may not require reporting but an additional week or two may disturb the project timeline seriously, especially if a programmer is on a critical path.

Testing your time management skills
Think of some simple programming tasks and give estimates for how long it will take you to complete each task; complete the tasks and verify how good your estimates where. If the tasks where simple enough your estimates shouldn't be too far away from the expectations. Now think of a more complex task, like a whole program with several functions, some of them non-trivial and possibly requiring some reading of documentation. Your estimate for completion should be at least 12 hours, otherwise make the program more complex. Now break down the units of work and write down estimates for each independent task, including reading of documentation, implementation of prototypes for each function or for newly acquired knowledge about previously unknown libraries. You will probably notice that the time management is getting more difficult if new knowledge has to be acquired and estimates for previously unknown tasks are required. This is, however, not an uncommon event for a programmer (which is why Scotty is right in a way).

An example project
To test your own ability to estimate the time of work required for a unit of work and the different types of work you can work alone or in a team. A team has the advantage that the interaction will be more realistic. As an example project you can work, for instance, on your own copy of vsrs.sf.net. The advantage is that the resulting software can be used to operate a web site or can be sold as an internet booking engine, just in case you want to make some money, too. Of course you can also work on other projects, like a calculator, an editor or a web browser.

The example project will allow you to create statistics for the estimated time and the actual time of work and the time required for the different types of work. If you work in a team you can verify each others work and file bug tickets in order to create the overhead for reading and writing bug tickets and documenting your work. You can also use project management software to track and to document the overall progress of your example project. Programmers who work on open source software or hobbyist projects often avoid the less interesting (and in these cases irrelevant) overhead of planning use of time. The example project is, of course, the chance to learn to plan use of time.

Preparing knowledge
The first phase of preparing for the project can be to determine what additional knowledge is required and how many persons require specific knowledge.
 * Which books have to be read?
 * Who has to read which books?
 * How fast do people read? Are the books easy to read or hard to read?

Project management may frequently avoid this problem by selecting people who already have the required skills or by sending people to in-service training outside of specific projects. For the individual programmer this can be an interesting measurement that does not directly involve implementation.

Breaking down your units of work
The project management in your example project will probably create some ad hoc assignments (design by committee), meaning your units of work will be crude and underspecified, which is good, because this way you can learn to deal with modifications of the assignments and giving feedback to the project management. One should note that "design by committee" gives committees a bad name, which is, of course, in itself an anti-pattern. A committee is a sensible form of organization, it merely does have a penalty; the trick is to minimize the penalty.

Before you begin to work on your assignments you should break down your work into task lists and categorize units of work and/or tasks. The better your task list is the more precisely you will obviously be able to estimate time requirements and measure your actual progress through this list. An anti-pattern to be avoided during preparation is analysis paralysis, although that should be of minor importance for the individual programmer.

Implementation pitfalls
Not everything that is called a programming anti-pattern is always and everywhere an anti-pattern, but in general it helps to know the most relevant anti-patterns for a given type of task. An understanding for organizational anti-patterns and project management anti-patterns is also useful for the individual programmer in order to avoid problems in a project team.

Just because you didn't cause a problem doesn't mean you shouldn't try to solve it. The categorical imperative could be seen to suggest that this attitude would not be "a maxim whereby you could at the same time will that it became a universal law". As far as time management is concerned some of the anti-patterns to be aware of are gold plating, escalation of commitment, coding by exception, repeating yourself, copy and paste programming, improbability factor, not invented here, premature optimization and tester driven development.

Unit testing
Unit testing is an established standard and should only be avoided if there is a good explanation for not providing a unit test for a specific piece of code or for a feature. Unit testing is usually very costly in development time but worth the effort. Of course the exact details of mandatory unit testing are part of the project guidelines and policies in every serious large-scale project. In your example project a good policy is to test every piece of code that contains non-trivial algorithms and even pieces of code that contain trivial algorithms but can be imagined to malfunction in ways the program will not be able to report as errors. If the unit test is more complicated than the function being tested then that may be a pointless effort. One should be careful also to test for boundary conditions and special cases. Obviously undiscovered software bugs may become more difficult to track once larger subsystems are assembled and the unit tests appear to confirm that these subsystems are functional. A side note on documentation: If you apply the categorical imperative you should write the kind of documentation you would like to receive, which means the Java documentation from Sun Microsystems is a reasonable example.

Debugging, logging and exception handling
Obviously the way the issues of debugging, logging and exception handling are dealt with can affect the time management for a project. Bad debugging, logging and exception handling can increase the time required to trace software bugs and tracing software bugs can, depending on the type of project, be a large part of the whole development time, therefore it is sensible to plan ahead and allow for enough time to debug a software unit and to do that in a way that doesn't waste too much time. There is a large choice of programs and libraries which can be used for these issues and it is worthwhile to know which are useful for what type of work and how logging or debugging facilities should be configured to allow efficient work. A prominent example is the decision for or against checked exceptions or when to use what type of exception, which should be part of the project guidelines and not be left to the individual programmer.

Managing priorities
Different units of work can have different priorities. If the project management provided a schedule with different completion dates for different units of work the priorities will depend on that schedule, of course. Usually that means the more important task is the one which must be completed first. If a task cannot be handed to another programmer that may affect priorities, however. If a task is already difficult to accomplish in the available time frame that may also affect priorities: It may be more important to complete a task in time which has a later completion date but a more critical path for the whole project. Some types of work may have assigned priorities, others may not have priorities or may even have their own priorities (e.g. bug tickets). The individual programmer should be aware of priorities and not take assigned priorities (especially those of bug tickets) as the final decision. Requesting explicit decisions from the project management, again may fill a narrow communication channel with signal noise, therefore the individual programmer should be willing to make priority decisions themself and be able to decide when and where that is appropriate.

Improving time management skills
Besides better planning and more realistic task lists you can improve your time management skills by improving your estimates with a "Scotty factor", which is the factor by which your estimates are usually wrong, which is actually something you can measure and which can be used to improve your estimates. Simply multiply your future estimates silenty with the currently valid factor, but continue updating the "Scotty factor", because your estimates may, of course, improve over time. Another way to improve estimates is to check your expectations for cognitive biases. Do you have biases that affect your estimates? Most people will now and then discover that cognitive biases do affect decisions and views that should be primarly subject to logic. Knowing cognitive biases and consciously countering their effects should be a useful exercise anyway and if you didn't learn that in school it's most probably a good choice to learn it now, which means you should read more or less all the Wikipedia articles concerning cognitive biases, just in case that wasn't already obvious. Planning fallacy and well travelled road effect should be the first articles to read from this list.

One could also argue, for instance, that the belief in Sod's law (or Murphy's law), if one ascribes any meaning to it, is most probably merely brought about by a combination of some of the following cognitive biases: Selective perception, pessimism bias, confirmation bias/experimenter's bias/observer-expectancy effect, contrast effect, anchoring/framing, negativity bias, availability heuristic, availability cascade, base rate fallacy, belief bias, clustering illusion, conjunction fallacy, gambler's fallacy, hindsight bias, illusory correlation, recency effect, Von Restorff effect, self-serving bias. Thus the claim that Sod's law applies could also be seen as the challenge to understand and overcome the cognitive biases that may lead to the perception of Sod's law.

title: Time management for programmers