text:
QuantLib/FinancialVisualization

Design specification on building an open source infrastructure for financial visualization. Installation instructions for the demo are available

source code is located at

Why open source?
The wish - If we keep this closed source, we can make a lot of money and get a competitive advantage

The reality - Closed source implementation commit a company to make massive investments to keep a system running which duplicated functionality found elsewhere, often very badly.

Always ask, are we in the ..... business? Most finance companies are in the algorithm business and not in the GUI infrastructure/computer language/database maintainence/programming tool business.

You close it, you maintain it.

The Pieces

 * QuantLib - financial analysis
 * VTK - 3-d graphical output
 * Python TraitsUI - controller

 * Nokia 800
 * Wiimote

Other traps

 * Letting infrastructure drive implementation rather than the other way around.
 * Making the infrastructure too abstract

Design paradigm
Start with specific needs. Find open source packages that almost fit those needs. Modify the open source packages so that they do.

Example Applications

 * Visualize volatility surface in conjunction with real data to see if how close the surface matches the data. Optimization will give you the closest parameter match, but without visualization techniques, you have no idea whether the match makes sense across the entire surface.

 * Sanity checks. You've calculated the solution to a derivatives pricing problem. Does this solution make sense?  Are there numerical issues (i.e. noisy output, singular points).

 * Qualitative descriptions - How do you characterize the behavior of the derivative price or Greeks in words?

 * Presentations to non-technical audiences. - Make points to people who are non-technical specialists.

Basic framework

 * model, view, controller

 * model - QuantLib
 * view - Mayavi2 + can possibly add 2-d plots with Chaco
 * controller - Enthought Traits for parameter controller. Wiimote (?!!!) for visualization.

Scripting language (Python) for rapid application development + C++ for building blocks

Why Python - Because there is already support for scientific computing via numpy and scipy.

Toy application
Calculate basket option values for min, max, average options while varying underlying. Use monte carlo for NPV calculations.

Python-SWIG
Connect QuantLib with python using SWIG wrapper generator

Connect QuantLib with MayaVi2
Both are Python applications. Right now uses python for surface rendering

Plotspace View
Problem - mayavi2 was built for CFD and medical imaging. These have homogenous scales. But finance has hetrogenous scales. Need an API for converting "plot coordinates" to "world coordinates"

Problem - Equations take a long time to calculate. Need to put computational infrastructure to support multi-threading

Status - Minimal implementation there.

Traits controller
Problem - Need to be able to edit the parameters of the model

Status - Try to figure out how to do this

Data Frame
Problem - VTK and visualization systems were designed to handle either arrays or unstructured 3-d data (imaging and CFD background). But financial data is usually multi-dimensional time indexed data with attributes associated with columns and with the data as a whole.

Solution - Implement something like R data.frames

Status - Basic implementation there. Right now road block is implementing database joins. (Simple, just need the time to do it).

Note - The data frame unifies some of the basic tools in finance - The spreadsheet and the database

QuantLib surface interface
Problem - Need standard interface to retrieve surface and volume data from QuantLib

Solution - Implement surface interface. Example of implementation of Surface interface would be time indexed curves.

Wiimote interface
Problem - Control view more naturally than with mouse

Solution - Use wiimote - This is actually straight foward. Wiimote uses bluetooth and protocol has been reverse engineered. Hardware is cheap. Map wiimote calls to mouse actions in controlling mayavi

Impedence mismatches
Classic problem with system integration are bad joints. Need to think about deep integration issues while we are in duct tape mode.

1) How do we integrate Traits event model with QuantLib event (observer model)?

2) How do we connect QuantLib arrays with numpy arrays?

3) What do we do about econometric time series analysis?

4) How do we connect the structured objects (i.e. surfaces) within QuantLib to the outside?

Why this needs to be open source
No proprietary information. No complete application. Just lots and lots of duct tape.

Danger of proliferation of API's and implementation. You close it, you maintain it.

title: QuantLib/FinancialVisualization


text: File:Least squares excell xy.PNG

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

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text: Category:Assignments

title: Category:Assignments


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title: File:Least squares excell graph.PNG


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Category:Resources

Resources are a broad category of items intended to help you succeed in your endeavors.

title: Category:Resources


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Least squares/Calculation using Excel

We can calculate the function f(x) = ax + b that is obtained by applying the Least squares method to a given set of points.

We will first make Excel help us calculate parameters a and b, and later make Excel calculate them by itself, showing that the function it finds is the same we calculated (or, in other words, that Excel used the Least squares method). We will also see how the function obtained matches the set of points fairly well.

"Manual" calculation of the parameters
First, as said, we will make Excel help us in the calculation of a and b. We introduce our data in columns, and add columns for $$x_i^2$$ and $$x_iy_i$$. This is the way to make Excel calculate those two columns:

We must copy the formula to the other cells of the column. Excel is smart enough to adjust the formula so that each value is calculated correctly in each row.

We then instruct Excel to sum these columns:

 * (Note Cell B6 should say -7 not -6, if you look at the chart below it plots -7.)

When we have the sums, we calculate a and b using these values:

 * (Note that the formula should have "5*D7" and "5*C7" instead of "D7" and "C7" respectively.)

Make a graph
To make Excel calculate directly the parameters of the least squares fit, we must first make a graph of the points. To do this, select all the x and y values (care not to select the sums) and click on:

We select the graph type "XY (Dispersion)":

We can preview the graph to be sure that no incorrect values were selected:

On finishing, our graph should look like this:

Calculate parameters
Now we are ready to tell Excel to calculate a Least Squares fit. First we select the points on our graph (by clicking on one of them) and select "Add tendency line" in their context menu:

Make sure the selected type of fit is linear:

To instruct Excel to show us the a and b parameters that will be used for the fit, go to the "Options" tab and select "Show equation in the graph":

On clicking "Accept", Excel will calculate a Least Squares fit, show the formula of the line obtained, and plot the line. We can check that the formula of the line plotted by Excel is the same whose parameters a and b we found previously:

title: Least squares/Calculation using Excel


text:
Category:Computer science

Note: During the first 10 months of Wikiversity, pages were equally likely to be placed in either Category:Computer science or Category:Computer Science. According to both Wikiversity Naming conventions and the established system at Wikipedia, we should use Category:Computer science (lower case "s").

title: Category:Computer science


text:
User:Chewbaca~enwikiversity

I'm Chewbaca, just landed here, am reading on how this works, I'll be back to edit.

title: User:Chewbaca~enwikiversity


text:
Talk:Least squares

Matrix version would be nice.

And the modulus minimization actually is used in Ecology, Economics (and yes, Econophysics).

Old
This lesson is targeted to 1st year students of Physics which begin doing things in the lab and are requested to find the linear approximation of the values they've measured. But I'm aware the lesson is taught to other people too, so I'm adding it to the school of Mathematics, where it belongs. We from the school of Physics only have to link to it.

The last section was written speedily, so it could be expanded. But its content doesn't really belong here, but as an example of the lesson of minimizing functions of n variables (Calculus II, concretely partial derivatives). --Jorge 01:10, 19 April 2007 (UTC)

 * Sí Cristina, es pa tí ;P --Jorge 01:11, 19 April 2007 (UTC)

title: Talk:Least squares


text:
Template:Construct

''This Wikiversity page is under construction. If you see a Red link, turn it into a Blue link. If you see something that needs Translation, translate it. If you don't agree with something or have a question, simply go to : with your concerns. This is a wiki!''

title: Template:Construct


text:
Talk:Least squares/Calculation using Excel

Need to add the equation to determine b in the first section

he screenshots should be replaced by english excell ones, and the one with the incorrect formula for a, replaced with one with the correct formula.

Ah, and the last section should be written hehe. --Jorge 01:19, 19 April 2007 (UTC)

Excel has the option to 'anchor' the y-intercept to a given point. Please add instructions for the foumula changes needed to accomplish this.--Jlyons (talk) 21:12, 26 November 2012 (UTC)


text:
User talk:WikiversityJack

Welcome to RedLink City!

Do you want to support Wikiversity the Movie
Jack my dear friend, did someone inform you already about this ? I'd like to see you support this. What do you say ? Erkan Yilmaz uses the Chat (try) 18:52, 24 August 2008 (UTC)

Thanks for the Welcome Freak Jack
the wikiworld is addicting, I have to control myself, I need to tie myself to a tree! keep in touch, Ricardoramalho 17:47, 9 March 2009 (UTC)

Where is the cafeteria?
Dear Jack, what happened to the cafeteria? Please don't tell me they shut it down, or even worse, renamed it... We need to keep Wikiversity fun! Wikibooks is already too serious... We must resist wikiburocracy. see ya Ricardoramalho 12:57, 6 April 2009 (UTC)

title: User talk:WikiversityJack


title: User:Chicken7


text:
User talk:Andreasmeiszner

Open source learning
Hi Andreas! I'm knocked backwards by the depth of your experience - I deepy wish you can become involved in the ever-unfolding imagining of Wikiversity. There are many questions that you bring up on Wikiversity talk:Main Page - amongst them being "Wikimedia only uses our own software". Well, that may be true to some extent, but I think that Wikiversity may very well need some further structuring to its software - possibly integrating MediaWiki with a suite of other open source tools and/or extensions. The MediaWiki developer community are pretty stretched, from what I can gather - but if there is a ReallyGoodIdea TM, then it may have a good chance of gathering some momentum behind it. However, in all of these questions, we need to step back and ask what Wikiversity is and how it facilitates learning. All of our activity should be addressing this central question - and it is quite a profound one. It's also a really interesting one - one I'm deeply engaged in - and I very much hope you can be involved too.

On your specific question, it's not just the Learning to learn a wiki way project that addresses the questions you raised - for me, it is a multitude of activity clustered around various interests. However, that's one good place to start. So, what are we brainstorming? Should our brainstorming have its own page on Wikiversity? Or is this work ongoing on a mailing list/wiki/workspace elsewhere?

On another note, I actually met one of the heads of OpenLearn recently, and I'd love to further explore the differences and possible synergies between the two projects. In short, we've plenty to talk about - do you use IRC at all by any chance? Or Skype? Cormaggio talk 09:04, 19 April 2007 (UTC)

Hi. “Listening and observing first” might be the smartest way. This is to say: before changing wikiversity (or any other environment) we might want to bring the wikimanians, flosse posse, students and some educators all together within this environment to discuss on future learning in a wiki / open source way. The summer university that we will run is exactly about that – though aimed to be “Medium neutral”. There seem to be a clear added value of using wikis, but there also seem to be other “Medium” that are equally important. So but how to mix them in the right form & dress them nice, this is something we want to find out. By running the summer school within the wiki/floss/openlearn environment we might also get some good feedback on what works well and not. You can get me at skype, I will mail you my ID! --andreas 10:25, 19 April 2007 (UTC)

 * "Listening and observing first" - we certainly need to do this. But, for me, action research is also a great fit with the wiki model - collaboratively discussing, planning, acting, observing, reflecting. But what are you interested in listening out for? Do you want to know how, for example, a set of educators would like to see Wikiversity developing? Or wat their own particular needs are? Or what their problems so far have been? This is all work in progress - there are pages like Problems I have encountered (just set up), Developing Wikiversity through action research (and its talk page), Technical needs and others where we have been discussing these issues. So, I'd like to start right now, and work our way up to this session in the summer. I don't think we'll have found definitive answers by then, but we may have more concrete questions and data to address them. I'll try to discuss this more via Skype - though I've a few other projects to work at the moment. Cheers! Cormaggio talk 10:40, 19 April 2007 (UTC)

Well, what I would like to learn (coming from the floss side) is how do people learn within floss. The tools they use, the artefacts, and how they use them, and the different roles they have, and …

Since they know best what “learning the open source way” is, we would like them to develop a course together with us on, well, “learning the open source way” – by providing an initial basic course outline within a floss-like environment. The summer university will be developed around this (this is what we are right now working on).

The summer university thus will be designed to be “active”, at least if we manage it to get enough participants (and if so it should allow us by the same time to "listen and observe").

We do know that around 20% of floss people are HE students and around 75% have visited HE – that means they can compare and tell us the difference between the one and the other, the pro’s and con’s, the limitations, and what and how learning might be in a lifelong context.

Just asking educators and programmers might not be enough, but if all together are up to the same thing within the same environment (like e.g. developer and user of phpbb, joomla, linux,etc) than we might get the "product definition" of a suitable learning environment.

The EUA Trend Reports claimed in the past that students are actively involved in the Bologna change process and participate in learning experiments using emerging tools and services – so let them raise their word here too.

Though we do have some incentives (download!)and eye catcher (download!)a challenge is certainly to make them all participate!

Also: many floss projects now use wiki’s (from the 80 projects I checked 50%). They seemed to use wiki’s mainly as a “knowledge base” – but not as a substitute for all other tools, namely: see here(download!).

I don’t see Wikiversity “rocking up” as is, but it might if integrated into a larger framework including (integrated in) the out and running communities and tools – and this is what we need to find out: what’s the right framework to make them come and to provide them with the benefits they are looking for. --andreas 12:09, 19 April 2007 (UTC) OK, just now remembered that c/p from a text would not move the links.--andreas 13:14, 19 April 2007 (UTC)

notification
"notification option on responses" See Wikiversity_talk:Main_Page. --DavidCary 00:08, 25 April 2007 (UTC)

title: User talk:Andreasmeiszner


text:
Draft:Operating system/Operating Systems/Booting

Overview
After powering on, the first series of steps a computer goes through is known as booting. During the boot process, the system will load some form of startup instructions, then perform a series of common steps to prepare and load the operating system.

Common Steps
While each computer system has a slightly different boot process, they all go through a set of common steps, outlined below.

1) The user, an internal timer, or some other event activates the power to the system.

2) The CPU performs a self test.

3) The system loads an initial set of instructions from a Read Only Memory (ROM). On the x86 IBM/PC compatible systems, this is the BIOS.

4) The startup instructions initialize the video card (if present) or other output device and performs a series of system self tests.

5) The startup instructions locate, load, and passes control to the boot loader.

6) The boot loader initializes the system to a known state.

7) The boot loader locates, loads, and passes control to the operating system kernel or a larger boot manager like grub.


text:
Wikiversity:Announcements/Archive

Previous months' announcements

[ edit announcements] · watch announcements

title: Wikiversity:Announcements/Archive


text:
Draft:Operating system/Operating Systems/Scheduling

Every process that needs to be be executed, must reside in RAM and process that need to be executed must have CPU access. In single processor systems, the CPU can handle only one task at a time, so what if there are too many processes that are ready to be executed? The answer is that the operating system then schedules the process accordingly, so that the processor will be able to execute all the process. "Scheduling is an activity that will be done by the operating system component called the Scheduler. The purpose of the scheduler, is to choose processes from the list of ready processes". Dispatcher id: the component of the Operating System that dispatches the ready process to the processor, so that it can be executed. Scheduling algorithms are listed below: a)First Come First Serve.

b) Shortest Job First.

c) Priority Based Scheduling.

d) Round Robin.

Lets see, one by one, what we mean by these algorithms.

a) First Come First Serve : As meaning suggests, the process that will come first will be served first by the processor.  This algorithm is simple and can be easily implemented.  To implement this FIFO is maintained. FIFO(First in; First Out).  The process site in front of ready queue(The queue contains processes that can be executed by CPU) will be executed first. But the disadvantage of this algorithm is that average waiting time for any process is longer.

b) Shortest Job First: As the name suggests the processor executes the job which requires the shortest execution time. Even when there are 24 or more processes in the ready queue the processor would pick the 24th process if it was the one that needed less time.

c) Priority based scheduling:

d) Round robin:


text:
User:Evil Trevor

Evil Trevor

I am a experienced I.T. professional with extensive experience ina number of I.T. diciplines.

I'll add more details later

title: User:Evil Trevor


text:
User:Serdelll

Wikiversity User: serdelll Commons •  WikiNews •  Wikipedia EN •  Wikipedia PL •  Wikisource

title: User:Serdelll


text:
Film school:Narrative Dialog Editing:Story of Penny and Eggbert:Film Score

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" An example for the course on Narrative Film Editing {| border=0 cellspacing=0 cellpadding=5 style="margin:0em 0em 0em 0em; width:100%"
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |
 * bgcolor=Cornsilk |

Planning the movie score

 * Before we can create the film score, we need to understand how to create a film score.
 * Because there are no words or action in this scene, the audience can only understand the scene by understanding the moods of the scene.
 * Moods can only be produced by music.

 * Therefore, we need to figure out how we can create the correct music for this scene.

 * bgcolor=Cornsilk |

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Possible music for this movie
 * bgcolor=Cornsilk colspan="2" |Note: Penny and Eggbert are 3D Poser models created by 3D Universe.  For this lesson, these characters were posed and rendered with the free DAZ Studio.
 * }
 * }
 * style="width:40%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="1"|

The five sources of music
There are five sources of music for a scene.

 * 1. The melody line of the dialog.

 * 2. Songs (pre-recorded by popular artists)

 * 3. Background music

 * 4. Narrative music

 * 5. Sound effects

 * style="padding:0em 0.5em 0em 0.5em;" |

Eliminating the obvious
 * style="width:60%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

No songs and no melody line music

 * We cannot use songs to create the mood for this scene and we cannot get the mood from the melody line of tha ctors. Therefore, we can immediately elimiate these two options.

 * 1. Pre-recorded songs

 * Songs can only be used in a motion picture if there is just a single mood throughout the song. Songs don't change moods so you cannot use a song if there is more than one mood for the entire time the song is playing.

 * This movie should have more than a single mood. Otherwise, it will be very dull indeed!

 * Therefore, you cannot use a single song to create the mood for this scene. Your choices are to use multiple songs (not recommended) or find some other way to create the necessary moods for this scene.

 * 2. Melody line of the dialog
 * There are no words other than quacks and cheeps. And since there is no dialog, obviously, there is no music built into the dialog.  A duck quacking and a penguin cheerping creates very little music as they speak.

 * Note: The tonal range of the quacks and peeps does not vary in our example. However, in a Luney Toons cartoon, the peeps and quacks have a wide range of tonal pitch so they do create a kind of music in those movies.  Unfortunately, our movie does not have expressive cartoon voices.

What's left?

 * Therefore, we are left with background music and narrative music.

 * Which shall we use? And where?

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Enhance the mood?
 * style="width:40%; vertical-align:top; border:1px solid #9cf; background-color: #f1f5fc;" rowspan="1"|

Background music
Background music is gentle music (never the same frequency as the dialog and without any percussion, complex structure, etc.) that can easily fit in the background.

However, remember that the purpose of background music is to enhance the mood of this scene. Initially, that is a problem since initially, there is absolutely no mood in this scene. (Not with just a duck and a penguin making noise.)

 * style="padding:0em 0.5em 0em 0.5em;" |

How to add background music
 * style="width:60%; vertical-align:top; border:1px solid Gold; background-color:#ffe;" |

Adding background music

 * We can add background music anywhere we want. Because background music does not interfer with the dialog, we are not limited to where we put background music.

 * But background music will not exlain what is going on in this scene. We need music which will immediately explain to the audience what is happening in this scene.  Therefore, we will need at least some narrative music which is music that acts like a narrator.

 * So before we add any background music to enhance the mood of the scene, we need to add the narrative music.

 * Later, we can come back and add additional music which will be background music.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Narrate this movie with music
 * style="width:40%; vertical-align:top; border:1px solid #9cf; background-color: #f1f5fc;" rowspan="1"|

Narrative music
The only option left is narrative music.

For our scene, narrative music must be used to explain a scene.

We must add narrative music because nothing else will do this. We have already eliminated all other possibilities.

 * style="padding:0em 0.5em 0em 0.5em;" |

Now to add narrative music
 * style="width:60%; vertical-align:top; border:1px solid Gold; background-color:#ffe;" |

It needs its own space

 * Narrative music needs its own space. We can add narrative music in four places:

 * 1. At the beginning of the scene before anyone says a peep (pun intended).

 * 2. At the end of the scene after everyone is finished talking.

 * 3. Inbetween the dialog. That is after Eggbert says his first lines and after Penny says her lines.

 * In the third option, we must pull the dialog apart to leave a gap where we can insert narrative music. This is a very common way to insert narrative music into a scene and this is the ideal scene to practice on.

 * For this scene, we can do all three.

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" How to insert narrative film music
 * }
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Gold; background-color:LightYellow;" |

The next page

 * Next I show you the steps for inserting narrative music in the middle of dialog. Click here to go to the next page.

 * }


text:
Wikiversity workshop at Wikimania 2007

This proposed workshop in Wikimania 2007 will explore how learning could work in Wikiversity. It is intended to be a participative, discursive session - and also to yield ideas that can be practically implemented afterwards. Please discuss this workshop's scope or structure on the talk page, or edit this page with your own ideas.

Note: This has been submitted to the Wikimania program committee under the title: "Understanding, defining, and developing Wikiversity". Cormaggio talk 00:47, 15 May 2007 (UTC)

Draft structure
Introduction: Overview of Wikiversity activity - hopefully prompted by paper submission and presentation (5-10 mins)

Activity: Split into groups for discussion about each of the following questions:

1) What do the following things look like done in a "wiki way"?
 * Learning activity
 * Course
 * Learning community
 * Research group

2) What is learning by doing? How can activities be organised that really engage learners, ie that are relevant to their lives/needs/interests?

3) How can Wikiversity interface with other Wikimedia projects (and others too)? Think about working together on linking up information and learning, and feeding this learning back into creating resources.

Questions for both groups:
 * What are the implications of doing all of these things a wiki way? What possible strengths and weaknesses are inherent in the wiki model?

(5 mins organising of mini-groups; 20 mins mini-group discussion)

Discussion (Back to whole group): Pool together thoughts into large brainstorm about what implications these ideas have for Wikiversity, and how they can be put into practice (or integrated with current practice). (20 mins)

Materials required

 * White/blackboard to put up main points (ie activity questions)
 * Paper and markers!!!
 * Roving video camera and mics (?), as well as fixed recording device (minimum audio)

Physically attending Wikimania
Please list yourself if you are going to be at Wikimania, and if you would be interested in this workshop. Also indicate if you would like to help facilitate the workshop.

 * Cormaggio talk 16:12, 19 April 2007 (UTC) Willing to facilitate this workshop

Not physically attending but interested in participating remotely
If you will not be at Wikimania but would like to participate remotely, please sign here.
 * Rich Learning Resources Platform - JWSchmidt 14:09, 14 May 2007 (UTC)
 * I would.--Juan 12:21, 24 July 2007 (UTC)

Issues
Issues to be addressed before the workshop.

Remote participation
How can we facilitate the involvement of people remotely? Will this be limited to the monitoring and storing of questions in IRC and discussing them within the session? Cormaggio talk 14:49, 14 May 2007 (UTC)

I think we should have some "online presentations" for Wikimania such as Rich Learning Resources Platform. --JWSchmidt 01:19, 18 May 2007 (UTC)

Recording
If we are going to be using some "roving" recording devices (such as video cameras and mics) how can we be sure whether people taking part in the session will want to be recorded. If people want to "opt out" of being recorded, how will this affect the "recordability" of the smaller or larger groups' discussions? Cormaggio talk 14:49, 14 May 2007 (UTC)

title: Wikiversity workshop at Wikimania 2007


text:
Talk:Machine design

I'm a young engineer who is fascinated by the world of machines. I like to design for low-quantity production, and not have to worry about quality-control production issues. I've found pages talking about mechanical and machine designing. However, I suppose what I hope this subject of wikiversity will do is to discuss how to design machines, and not merely the fundamentals that make up a machine.

I hope I'm making this page right. I'm not sure if it ("Machine Design") is a division, subdivision, or if someone else already started this. I'll start by writing tidbits of information that I know on the subject. I hope others will help me organize and expand on this matter.

While growing up, I have always pictured Machine Design whenever I think of "engineering". It's attraction comes from its complexity, with so many open-ended solutions to problems. The problem solver needs to be a "scientist" (an occupation I was striving for in school), an "inventor", a general a designer, mechanical engineer, and some electrical and software engineering. Machine Design touches base with many of the other disciplines of Topic: Mechanical Engineering.

I went to a top-notched ME school. Even so, I was disappointed to see so few courses in machine design (in general mechanical design, for that matter). The courses that were available did not address it as well as I'd hoped. I want to deliver my working experience to others, especially for students who could not find such training in their regular university studies.

I do not know of a good flow for the courses. Maybe starting out with basic, more simple courses like CAD/CAM, general ME design, and simple static stress analysis. For me, the next level of complexity includes Tribology, more in-depth static and some dynamic analysis, and electrical engineering (including sensor and motor-selection). The later courses can include brief gleams of thermodynamics, vibration, control, and software (usually for control, and includes PLC and other software to make use of the mechatronics).

Due to my lack of time, I hope to touch base with the more-simple (e.g. less math-intensive) areas that makes me like this subject so much.

Here is what I hope this area of study will cover:
 * materials
 * manufacturing (low volume, from prototypes to a few thousand pieces a year)
 * fasteners
 * bearings
 * gears and power transmission
 * CAD
 * motor selection
 * sensor selection

Regards, Polikmus 17 March 2007, 9 pm (CST)

title: Talk:Machine design


text:
Home economics/How to clean a toilet

There are two main parts to cleaning a toilet. The first is cleaning the outside of the toilet. The second is cleaning within the toilet bowl.(113)

Caution needs to be used. If you get cleaning solution on your skin, wash it off with soap and water. If you get it in your eyes, rinse your eyes with water for twenty minutes. Some people also worry about breathing in air born particles of cleaning chemicals.(24) They use cleaning wipes instead of spray.(118)

Toilet cleaning follows the general principals of cleaning any hard surface. Sweep the loose dirt and debris away. Soak the stuck dirt with cleaning solution. Wipe it and the solution away with a dry towel.(9)

When cleaning the outside, work from the top to the floor.(61) When cleaning the toilet bowl, be careful not to splash.(29)

Tools needed include rubber gloves(29), disinfecting wipes, paper towels, plunger, scrubber, and toilet bowl cleaner to dissolve lime and calcium deposits.(118 & 119)

title: Home economics/How to clean a toilet


text:
Free Learning

Welcome to the A. S. Neill School of Free Learning.

Content development project
The School of Free Learning promotes efforts to develop Wikiversity learning resources for learners who are encouraged to explore their personal interests while participating in a self-governing learning community. This style of education was developed by A. S. Neill at Summerhill School and is well suited for Wikiversity, where learners are free to come and go as they please and make use of the collaborative wiki environment for exploration of their personal learning goals. See: the Wikiversity learning model.

Special content development efforts
The School of Free Learning is a central hub for coordination of more focused content development projects.

One focus area for content development in the School of Free Learning is the development of learning resources about Wikiversity itself. Wikiversity provides learning opportunities that are strange and unfamiliar for most learners. The Wikiversity content development project coordinates efforts to help new Wikiversity participants become familiar with using wiki technology as a tool to assist them in their pursuit of learning goals.

Wikiversity is one of the family of education-oriented wiki websites of the Wikimedia Foundation. It is important that Wikiversity participants understand the cooperative relationship between Wikiversity and its sister projects. Topic:Wikimedia is a content development project that coordinates the development of learning resources about Wikipedia, Wikibooks, Wikimedia Commons and the other Wikimedia Foundation wiki projects.

Wiki websites are just one type of website that characterizes the growing trend of websites that support online communities of participants who are engaged in the creation and sharing of digital files. Topic:Web 2.0 is a content development project that coordinates the development of learning resources about Web 2.0 and supports Wikiversity participants who want to make and share digital media files such as podcasts.

Learning Resources

 * Learning fun - exploration of how to have fun while editing Wikiversity webpages.
 * How to use wiki technology as a free learner - strategies for how to explore personal learning goal by making use of wiki technology.
 * History of free learning - Historical review of A. S. Neill, Summerhill School, Unschooling and related educational philosophies.
 * Composing free and open online educational resources - The course reading and the assignments will familiarize the participants with the main concepts related to open education resources and to the historical and philosophical ideas behind them. The participants will also carry out hands-on exercises and will this way learn to create and participate in projects producing free and open educational resources.

 * Ivan Illich: Deschooling Society/Learning Webs

title: Free Learning


text: Category:Free Learning

title: Category:Free Learning


text:
La Gerda-kurso

This is a more advanced course and is taught entirely in Esperanto. If you are interested in a more basic course you may want to take Introductory Esperanto first.

Texts

 * Esperanto Wikibook
 * Esperanto Wiktionary
 * Esperanto Online Chat!

Lessons

 * Before you begin, sign up with a tutor.
 * Lesson 1:
 * Lesson 2:
 * Lesson 3:
 * Lesson 4:
 * Lesson 5:
 * Lesson 6:
 * Lesson 7:
 * Lesson 8:
 * Lesson 9:
 * Lesson 10:
 * Lesson 11:
 * Lesson 12:
 * Lesson 13:
 * Lesson 14:
 * Lesson 15:
 * Lesson 16:
 * Lesson 17:
 * Lesson 18:
 * Lesson 19:
 * Lesson 20:
 * Lesson 21:
 * Lesson 22:
 * Lesson 23:
 * Lesson 24:
 * Lesson 25:

Readings

 * Word List for La Gerda-Kurso
 * Vocabulary, Affixes and Correlatives
 * Esperanto
 * Wikipedia en Esperanto

title: La Gerda-kurso


text:
PN Junction

In electronic engineering a PN junction describes a junction between a P-type and N-type semiconductor material. To understand what this means one need to know a little bit about semiconductors.

Some Semiconductor Basics
In a semiconductor material, such as silicon, the atoms have 4 electrons in the outermost electron energy band, called the valence band. This leaves room for 4 more electrons in the valence band, and these available "electron-slots", often referred to as holes, are easily borrowed by electrons from nearby atoms. Such materials will under the right conditions form a crystalline lattice where each atom borrows one electron from each of four nearby atoms. By introducing atoms with different electron-configurations into the lattice we can create what referred to as a doped semiconductor. For example if we introduce the occasional boron atom to a silicon lattice we get a p-doped or p-type semiconductor. It is the fact that boron only has three valence electrons that makes it P-type, because this will leave occasional holes in the valence bands in the lattice. At room temperature these holes will move quite freely around in the material effectively making it a positive charge carrier, hence the name "p-type". Similarly a n-type semiconductor can be formed by doping the same silicon lattice with e.g. arsenic. Arsenic has 5 valence electrons and will at room temperature provide the material with easily movable electrons, which is a negative charge carrier, hence the name "n-type" semiconductor.

The PN-junction
When a piece of semiconductor material changes type from p-type to n-type over a cross-section it forms a PN-junction. It is easy to think of it as two materials of different doping simply brought together, however in practice the junction is not formed that way. At temperatures well above absolute zero, holes from the p-side of the P-N junction will start to wander into the n-side due to thermal "vibrations". At the same time electrons from the n-side starts to wander into the p-side. This effect is called diffusion. The result is an excess of negative charge accumulating at the p-side and an excess of positive charge accumulating at the n-side. These changes in turn forms an electric field which counteracts the effect of the wandering charge-carriers (the electrons and holes) effectively stopping it at a distance into the opposite side. When the wandering electrons encounters the holes on the p-side they will fill the holes, and vice-versa. This leaves the area over the junction pretty much free of charge-carries. This area is called the depletion area, since it is depleted of charge-carriers. This is when the junction is not experiencing any outside electrical force.

The Bipolar Junction Diode
The simplest application of the PN junction is the bipolar junction diode (often made from silicon or germanium). A bipolar junction diode is basically a PN junction with conducting terminals attached to each side of the junction. The diode uses the properties caused by the depletion area of the junction. As the depletion area has very few free charge-carries it acts effectively as an insulator. If a voltage drop is applied from n- to the p-side of the diode the depletion area only gets wider, and very little current is allowed to pass through the diode. If we however apply a voltage drop form the p- to the n-side of the diode we will counteract the diffusion current and almost eliminate the depletion area, allowing a current to flow through the diode. The resulting effect is that the diode only carries current in one direction. As we need to overcome the electric field in the junction we will experience a voltage drop over the diode in the conducting direction. This is called the diode's threshold voltage, and is typically in the range 0.5-1V for standard off-the-shelf diodes. Even in the "non-conducting" direction diodes carry a small current due to a small amount of thermically generated charge-carriers in the depletion area. This is called the diode's leakage current.

Other Applications
The PN junction is essential to almost all modern electronics and is utilized in a lot of different components. It is the building block of the transistors that forms the basis for almost all digital electronics such as computers, and also most modern analog electronics such as audio amplifiers. It is essential in optical components such as light emitting diodes (LEDs) and semiconductor lasers, and an abundance of other more or less exotic electronic components.

title: PN Junction


text:
Category:Learning Objects

The content development project for developing this category is Topic:Learning Objects.

title: Category:Learning Objects


text:
History of free learning

Within the Free Culture movement, "free" means "free to distribute and modify creative works". For a "free curriculum", we are concerned with learning resources that are not restricted from being copied and that are available to be modified and used by others as needed. Within the A. S. Neill School of Free Learning, "free learning" also means that learners are free to explore their personal interests while participating in a self-governing learning community.

A. S. Neill
Western education is dominated the "factory" school in which students are grouped according to age and taught a fixed set of materials from traditional textbooks. Students are expected to be passive and nearly identical containers that can be efficiently filled with knowledge as they ride down the factory floor towards graduation. Many educators have rejected the "factory model" of education and they have instead advocated "student-centered models" of education. A. S. Neill created Summerhill School and explored the idea that the school could facilitate the individual growth of each student instead of making the students conform to a "one size fits all" factory school.

A. S. Neill had a deep faith in the innate wisdom of children and trusted that they could do well in life if given the chance to explore their own personal interests and learning goals. "The function of the child is to live his own life - not the life that his anxious parents think he should live." Neill was an advocate of active learning; "one learns to live, not by hearing of other lives, but by living; for words are infinitely less important than acts." This educational philosophy fits well with the Wikiversity "learn by doing" model of education. Wiki technology facilitates collaborative webpage editing. Within Wikiversity, learners are free to explore their own interests by way of collaborative learning projects.

Additional reading:
 * Educational Choice “on the Side of the Child” by Peter Collopy (2006)
 * Free Radicals by Grace Rubenstein and Amy Standen
 * Strategies for Unearthing the Genius in Our Students by John D. Lawry
 * Summerhill, A Radical Approach to Child Rearing (1960) by A. S. Neill.

Summerhill School

 * Summerhill School
 * school website

Free learning

 * Erich Fromm's Forward to A. S. Neill's Summerhill
 * Unschooling and related educational philosophies

title: History of free learning


text:
Portal talk:Foreign Language Learning/Participant Coordination

Clearing inactive
Some users on this pages listed there names at the beginging of the formation and have never come back since. Should list be cleared?--Balloonguy 23:04, 19 April 2007 (UTC)
 * Maybe they are working through the lessons? Perhaps if participants have not contributed in over a year they could be cleared. Jonathan Webley 06:35, 20 April 2007 (UTC)
 * Some of the lists are quite large...maybe we should put them into subpages instead? --HappyCamper 03:20, 25 April 2007 (UTC)
 * I like that idea. Reduces clutter.
 * It would appear that some of the languages listed haven't been started yet, and also that there are (clearly) languages missing. I'm interested in learning Romanian, so I'm going to add it to the list, and if anyone sees something wrong with that, just let me know. Opiaterein 18:02, 3 May 2007 (UTC)
 * Some of the languages, such as French, have their own pages. This page provides a place for other unorganized and smaller languages to recruit participants.  It is recommended that the more active languages create a page for this sort of thing, and send participants thither.  The Jade Knight 07:38, 26 May 2007 (UTC)

 * I agree! I've commented out the "participants" with no activity in the last year. I encourage the other languages to do the same.
 * I think we can even remove the language projects that are inactive. This kind of coordination between temporally seperate contributors has little use. --Swift 11:39, 24 February 2009 (UTC)
 * Actually, these lists are great recruiting tools for when languages become active—many people that haven't been around editing at Wikiversity in ages showed up at the French mentoring program when that launched; I had used the "email" feature to contact several of them, and left messages on the talk pages of all. The lists may be dormant, but they are still useful in 1:  showing interest over time, and 2: providing a list of potential participants for anyone that wants to kick-start a project.  As such, I'm going to undo your commenting of stuff.  The Jade Knight (d'viser) 04:08, 28 February 2009 (UTC)
 * On second thought, as you've done this only for Japanese, I'm leaving it be, as you seem to be involved in that project. The Jade Knight (d'viser) 04:10, 28 February 2009 (UTC)

Useful Templates and Techniques
Would this be a useful section? Including for example:

 * Translations - tutorial - a navigation bar to translations of a page.
 * Category:Language templates

 * They would likely be useful, but I'm not convinced they would be useful here at Participant Coordination. What are your thoughts?  The Jade Knight (d'viser) 18:59, 30 August 2009 (UTC)


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User talk:Durova

Are you a Troll or a Sockpuppet, LOL
I love the content. feel free to move the template to the discussion page if it gets in the way of the feel of the page.

Otherwise, who knows maybe I make a few of these puppets. ;-) --JoliePA 03:13, 17 November 2008 (UTC)
 * Thank you. :) Durova 03:19, 17 November 2008 (UTC)

A course in troll sockpuppets/Introduction to trolling
LOL, very nice. I am wondering if you might be interested to nominate a troll sockpuppet for the Wikiversity mascot contest? Sincerely, James. -- Jtneill - Talk - c 03:48, 17 November 2008 (UTC)
 * Oh dear, I probably don't know enough about Wikiversity to try that. But if you think any of these puppets is appropriate please go ahead. :) Durova 03:50, 17 November 2008 (UTC)
 * Can't quite get the pictures right. I wanted them side by side.  best of all would be to have pseudoscience, pseudointellectual, and hamlet all in a row (and all categorized as mascots). --JoliePA 13:39, 17 November 2008 (UTC)

title: User talk:Durova


text:
Template:Support

ar:قالب:مع el:Πρότυπο:Υποστήριξη es:Plantilla:A favor fr:Modèle:Pour ru:Шаблон:За sv:Mall:Stödjer

title: Template:Support


text:
Template:Oppose

ar:قالب:ضد el:Πρότυπο:Αντίρρηση es:Plantilla:En contra fr:Modèle:Contre pt:Predefinição:Discordo sv:Mall:Emot

title: Template:Oppose


text:
User:Cellesta

Objective

To learn and share information.

Fields

Naval Architecture, Ship Design, Offshore Engineering and Computer Science

Motto

Knowledge is power.

title: User:Cellesta


text:
Instructional design/Affective behaviors/Character Education - Back in Style

"Character is higher than intellect. A great soul will be strong to live as well as think." - Ralph Waldo Emerson

"Education has for its object the formation of character." - Herbert Spencer

Welcome to the lesson on character education. You should have reviewed the other lessons in the affective domain module and now have a better understanding of what the affective domain is and that it is concerned primarily with feelings, attitudes and behaviors. Since character education is all about feelings, attitudes and behaviors, instructional theory and strategies for it are related to the affective domain (although the other domains - cognitive, psychomotor and interpersonal - are also involved).

Please note that the outline and information for this lesson on character education is taken from Thomas Lickona's Character Education: The Cultivation of Virtue theory as presented in the book Instructional-Design Theories Volume II. Additional resources have also been used throughout the lesson and are cited.

Before we review the learning objectives for this lesson and get started, take a minute to watch the following video. from The Foundation for a Better Life.While you are watching the video, think about why Pedro’s soccer ball was returned to him. Keep this in mind, as we will come back to Pedro and his soccer ball later on in the lesson.

Learning Goals & Objectives
In this lesson, you will learn what character and character education is. This will be done by reviewing the history, character, goals and psychological components of character education. You will also learn about specific strategies, guidelines and assessment relating to character education development. At the end of this lesson, you should possess a basic understanding of what character and character education is as well as a basic understanding of the specific strategies, guidelines and assessment relating to character education development. A review activity "In the Character Education Designer's Shoes" is provided at the end of the lesson to help you tie everything together in order to help you design character education.

Additionally, you should be able to:

 * List at least five values upon which this theory is based.

 * List the three goals of character education.

 * List the six pillars of character education and provide an example for each one.

 * Identify character education strategies as either being classroom strategies or school-wide strategies when presented with a list of strategies.

 * List the six guidelines presented by Simonson and Maushak (2001) for effective design of attitude instruction.

 * List the three key instructional approaches relating to the behavioral aspects of attitude learning presented by Smith and Ragan (1999).

What is Character?
The word 'character' has many different connotations and uses. For example:
 * A person represented in a drama, story, etc.
 * A person who seems a bit larger than life might also be called 'a real character'.
 * 'Character' is often considered to refer to how 'good' a person is - in other words, a person who exhibits personal qualities which fit with those considered desirable by a society might be considered to have a good character and developing such personal qualities is often then seem as a purpose of education. Commonly emphasized qualities include honesty, respect, and responsibility.
 * Here are the dictionary definitions of character.
 * Here's a few more definitions from Googlism:
 * character is what you do when no one's watching
 * character is what you are in the dark
 * character is needed to lead a good life
 * character is higher than intellect
 * character is the jewel of human life
 * character is the only secure foundation of the state
 * character is in the eye of the beholder
 * character is defined by what you do
 * character is shaped in the womb
 * Quotes about character by presidents of the United States

The above definitions of character can be summed up as follows:

 * Character is the acquisition, internalization, and application of commonly held and time-honored principles that promote optimal personal growth, establish an upright citizenry, and support the common good.

Now, think back to the video you watched at the beginning of this lesson about Pedro and his soccer ball. Why did Pedro get his soccer ball back? Because, the boy who found it had good character. At some point he was taught that it was bad to steal (or to keep something that isn’t yours). He then internalized it, meaning that he believed it is wrong to keep something that isn’t yours, and then as we see in the video, he applied what he learned by giving the soccer ball back to Pedro. This is an example of someone who has developed good character.

Now that we have defined what character is and have viewed an example of it, let’s find out what character education is and the strategies and guidelines for designing effective character education instruction.

What is Character Education?
"To educate a person in mind and not in morals is to educate a menace society." - Theodore Roosevelt

Thomas Lickona has defined character education as:

the deliberate, proactive effort to develop good character in kids—or, more simply, to teach children right from wrong. It assumes that right and wrong do exist, that there are objective moral standards that transcend individual choice—standards like respect, responsibility, honesty, and fairness—and that we should teach these directly to young people.

Lickona goes on to say, “One of the most important ethical developments of recent times has been renewed concern for character. Scholarly discussion, media attention, and everyday conversation have focused attention on the characters of our elected leaders, our fellow citizens, and our children.”

The psychiatrist Pittman (1992) writes:

 * The stability of our lives depends upon our character. It is character, not passion, that keeps marriages together long enough to do their work of raising children into mature, responsible productive citizens. In this imperfect world, it is character that enables people to survive, to endure, and to transcend their misfortunes.

In its underlying philosophy, character education asserts the reality of objective moral truth, the notion that some things are truly right and others truly wrong. Objective moral truths have a claim on our conscience and behavior. A variety of approaches to morality exist in philosophy including the idea that morality does not exist as a set of objective truths, but are either biologically intrinsic or human creations, or some combination of these.

Character Education Values

Some of the values upon which character education is based include:

 * the reality of objective moral truth-that virtues are objectively good human qualities,
 * the acquisition of objectively worthwhile virtues as an important educational goal,
 * context as influencing the choice of which virtues to teach,
 * behavior as the ultimate measure of character,
 * knowing the good (the cognitive side), desiring the good (the emotional side), and doing the good (the behavior side) as important to character development,
 * being comprehensive and objective in teaching virtues,
 * a whole-school effort to create a community of virtue for fostering character development,
 * students' active participation and responsibility for constructing their own characters, but also adults' exercise of moral authority and leadership,
 * transmitting a moral heritage of tested virtues, but also equipping students to think critically about how to apply the virtues in cases of value conflicts.

Brief History of Character Education
"Character education is as old as education itself. Down through history, all over the world, education has had two great goals: to help people become smart and to help them become good.

The American Founders believed that democracy has a special need for character education, because democracy is government by the people themselves. The people must therefore be good, must develop "democratic virtues": Respect for the rights of individuals, regard for law, voluntary participation in public life, and concern for the common good." - Thomas Lickona from his book The Return of Character Education

Early Days

In the early days of the republic, the Bible was the source book of both moral and religious instruction. When disputes arose over whose Bible to use, William McGuffey offered his McGuffey Readers as a way to teach schoolchildren the "natural virtues" of honesty, hard work, thriftiness, kindness, patriotism, and courage.

Character education -- instruction in virtue through edifying stories, the teacher's example, and discipline -- remained a central part of the public school's mission until the middle part of the 20th century. It declined for several reasons:

 * The rise of logical positivism ("There is no moral truth, no objective right and wrong") and moral relativism ("All values are relative")
 * Personalism ("Each person should be free to choose his own values; who are we to impose our values?")
 * Increasing pluralism ("Whose values should we teach?")
 * The secularization of society and the fear that teaching morality in the schools would mean teaching religion.

In the 1960s and 70s, values education that emphasized "process" or thinking skills -- clarifying your values (values clarification), reasoning about values (moral dilemma discussions), and decision making processes -- replaced character education's traditional emphasis on moral content (learning right from wrong and acting rightly).

Responsibility

As societal moral problems have worsened, character education has made a comeback. Adults realize that the young need moral direction. Parents and teachers have a responsibility to provide it -- to pass on a moral heritage. The school has a responsibility to stand for good values and help students form their character around such values. Character education is directive rather than non-directive; it asserts the rightness of certain values -- such as respect, responsibility, honesty, caring, and fairness -- and helps students to understand, care about, and act upon these values in their lives. The above was summarized from Thomas Lickona's book The Return of Character Education

Note: Character education is not without controversy as there have been an increasing number of critiques of the assumptions, methods and values typically promoted in character education (e.g., Brookes, 2003; Cornwall, 2005; Giampietro, 2003).

The Character of Character Education
According to Lickona, character education is a return to the conscious attempt to help students acquire objectively worthwhile virtues. Students don’t decide for themselves what is right and wrong; rather, the school (or other organizations) stands for virtues like respect and responsibility and promotes them explicitly at every turn.

Character education is not just talk; thinking and discussing are important, but the bottom line is behavior, taken to be the ultimate measure of character. It is desired that a community of virtue where behaviors such as respect, responsibility, honesty, kindness, diligence, and self-control are modeled, taught, expected, celebrated, and continuously practiced in everyday interactions.

A core theoretical principle guiding character education is Aristotle’s: Virtues are not mere thoughts but habits we develop by performing virtuous actions. We become kind by doing kind deeds, self-controlled by exercising self-control.

Acting on that principle, character educators seek to help children to perform kind, courteous, and self-disciplined acts repeatedly, until it becomes relatively easy for them to do so and relatively unnatural for them to do the opposite.

The Goals of Character Education
Character education has three goals:

 * 1) Good People – Asserts that we need good character to be fully human. We need strengths of mind, heart, and will and qualities like good judgment, honesty, empathy, caring, perseverance, and self-discipline to be capable of love and work, two of the hallmarks of human maturity.
 * 2) Good Schools - Asserts that we need schools that embody good character. Schools are better places – certainly more conducive to teaching and learning – when they are civil, caring, and purposeful communities that model, teach, and uphold high standards of conduct in all phases of school life.
 * 3) Good Society – Asserts that character education is essential to the task of building a moral society. Societal problems, such as violence, dishonesty, greed, family disintegration, the growing number of children living in poverty, the battering of women, have deep roots and require systemic solutions. But it is not possible to build a virtuous society if virtue does not exist in the minds, hearts, and souls of individual human beings. The school, like the family and the church, is one of the potential seedbeds of virtue.

The Content of Character
When character education is embraced, the question of what virtues should a school teach as the basis of good character?

Some schools stress the “hard virtues” of self-discipline, hard work, perseverance, and self-control; others emphasize the “soft virtues” of empathy, kindness, compassion and tolerance. In choosing what to teach, schools should aspire to be comprehensive and objective. The governing criterion could be: What truly serves the best interests and development of the child? Alternately, the governing criterion could be : What truly serves the best interests and development of society?

The choice of which virtues to teach is also influenced by context. In democratic societies, for example, character education should logically include “democratic virtues” such as respect for individual rights, concern for the common good, reasoned dialogue, regard for due process, tolerance of dissent, and voluntary participation in public life – virtues that are important to the kind of character needed for democratic citizenship.

Religious schools can teach faith-based reasons for leading a moral life (achieving union with God in this life and the next) and lessons about the ultimate source of goodness (God’s grace) that, in a public school, can be studied as a worldview, or justified in utilitarian terms.

In deciding what to teach, many schools have chosen to implement the Character Counts approach that promotes the Six Pillars of Character. These pillars are provided for informational purposes in the table below.

Six Pillars of Character

The Psychological Components of Character
In addition to defining the content of character, schools also need a psychology of character. What are the psychological components required for living the moral life? Character must be broadly conceived to encompass the cognitive, affective, and behavioral aspects of morality: moral knowing, moral feeling, and moral action.

Good character consists of knowing the good, desiring the good, and doing the good: habits of the mind, habits of the heart, and habits of behavior.

The cognitive side of character includes at least six components:
 * 1) Moral alertness (does the situation at hand involve a moral issue requiring moral judgment?)
 * 2) Understanding the virtues and what they require of us in specific situations
 * 3) Perspective taking
 * 4) Moral reasoning
 * 5) Thoughtful decision making
 * 6) Moral self-knowledge

People can be very smart about matters of right and wrong, however, and still choose the wrong. The emotional side of character serves as the bridge between moral judgment and moral action.

This emotional side includes at least five components:
 * 1) Conscience (the felt obligation to do what one judges to be right)
 * 2) Self-respect,
 * 3) Empathy
 * 4) Loving the good
 * 5) Humility (a willingness to both recognize and correct our moral failings)

There are time when we know what we should do, feel strongly that we should do it, and yet still fail to translate moral judgment and feeling into effective moral behavior.

Moral action, the third part of character, involves three additional components:
 * 1) Moral competence (including skills such as listening, communication, cooperating, and solving conflicts
 * 2) Moral will (which mobilizes our judgment and energy and is at the core of self-control and courage)
 * 3) Moral habit (a reliable inner disposition to respond to situations in a morally good way).

Task: Check Your Understanding of Character and Character Education
Now that you have reviewed what character is, what character education is, the history of it as well as its goals, content and psychological components, let's stop a moment to see what you have learned so far. Please complete the following worksheet.

Page Two: A Comprehensive Approach to Character Development
Now that you have had a chance to learn about character and character education, its history, character, goals, and the psychological components of character education, it's time to learn about strategies, guidelines, and assessment relating to character education development.

The next page of this lesson has sections relating to these topics. This next page also contains sections for "In the Character Education Designer's Shoes," a Lesson Summary, and References for this lesson.

Please continue on to the next page to complete this lesson.


text:
Talk:Instructional design/Affective behaviors/Character Education - Back in Style

Task: Check Your Understanding
These sections hav brief text and then link to a blank worksheet learners feel out relating to identifying, listing or defining methods, strategies, values relating to the first three objectives for this lesson. An answer sheet is also available for learners to check their answers.

In the Character Education Designer’s Shoes
Still working on adding this, but the idea is that this next part of the lesson will go through and review an e-Learning lesson that is character education within a religious context. (See - http://www.lds.org/pa/display/0,17884,5812-1,00.html)

This section of the lesson will go through the different character education strategies used in designing this e-Learning lesson as well as talk about the different aspects of designing the presentation, practice, feedback and evaluation aspects of this lesson. It will also identify the audience, learning objectives, and context for this lesson.

Lesson Summary
Will briefly summarize the lesson.

The learner will also be directed to participate in the affective domain class blog.

Additional Resources
Deleted for now, may go back and add later.


text:
Talk:Woodworking

Some basic introductory courses to wood work. Techniques and joints to make basic projects. Beginners tips. Those things could be nice for a first course sylabus. Im a beginner ;) I would like to see something like that ;).

Also advices when there is no workshop aviable but only a small set of tools.

Woodwork is something that I shall try my hand at sometime soon, fine woodwork is exciting stuff, how do they make those beautiful artifacts?

My suggestion for a standard layout of technical drawings is a free resource provided by Google, called Google SketchUp. This program is available for download free of charge from Google for anyone. Many woodworking publications are using this program for woodworking project plans, because it is available to everyone, and provides powerful resources for creating three dimensional models, and the ability to produce video of all views of three dimensional project plans. The program is easily mastered by anyone that can use a personal computer and mouse. In contrast traditional drafting can take years to master, and become expensive to scan. CAD programs are far more difficult and expensive. Without a doubt, all woodworkers will benefit from this free resource that can preserve and create a beautifully rich environment for new exponents of our craft.

Subpages
I think that the current structure probably uses subpages too much. Future resources would be better as their own top-level pages I think. — Sam Wilson ( Talk • Contribs ) … 08:21, 10 March 2014 (UTC)

title: Talk:Woodworking


text:
User:Yann

Yann Forget, from France and India.

See also m:User:Yann, w:fr:Utilisateur:Yann, s:fr:Utilisateur:Yann, commons:User:Yann and my personal web sites :

 * Draft:UFO sightings

de:Benutzer:Yann fr:Utilisateur:Yann it:Utente:Yann

title: User:Yann


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User talk:John McQuilkin

Hi, and welcome to Wikiversity. I noticed you uploaded Image:WinVista warn.png, Image:WinVista TrueType font.png and Image:WinVista important.png - unfortunately these aren't free images, and they will have to be deleted. Please feel free to upload a free alternative, or leave me a note if you want to ask anything. Thanks. PS: Why are you editing User:Mr oompapa's page? We are performing site maintenance, then while some functions of the site -- such as commenting on videos, video uploads and new user registration -- are temporarily disabled, the basics of the YouTube site are still available. Cormaggio talk 12:12, 20 April 2007 (UTC)

title: User talk:John McQuilkin


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User talk:Yann

Hi Yann, and welcome to Wikiversity! Cormaggio talk 12:20, 20 April 2007 (UTC)

Ghandi timeline and copyright issues...
Hello, and welcome again to Wikiversity. I appears the the page you have created on Ghandi's life is being copied from here. All content at Wikiversity is licensed under the GDFL; for this content to be used on Wikiversity, permission would need to be given to allow the content to be released under the GFDL, or else the content would already have to be released under the GFDL on the site it originated from. Your contributions are appreciated very much, but as a project founded in certain principles, we need to ensure that all content is licensed correctly. --Remi 21:31, 22 April 2007 (UTC)

Please feel free to edit at Chronology of Mahatma Gandhi's life. Note that Verifiability encourages Wikiversity participants to cite sources. --JWS 14:27, 27 January 2008 (UTC)

UFO sightings
I've moved UFO sightings to Draft:UFO sightings to give you time to more fully develop this resource and demonstrate the direction you want to go with this. Let me know if you have any questions. -- Dave Braunschweig (discuss • contribs) 13:40, 13 February 2023 (UTC)

title: User talk:Yann


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Circulatory system

The circulatory system has several functions:

the system comprises blood, the heart to pump the blood, and blood vessels through which blood may flow. A simplified diagram of the human circulatory system clearly demonstrates how the structure of the system relates to its function in providing oxygen for tissues; deoxygenated blood returning from the systemic circulation enters the right side of the four-chambered heart, whence it is pumped into the pulmonary circulation that it may be oxygenated in the lungs. The newly oxygenated blood flows through the pulmonary vein into the left side of the heart, where it is pumped to the body.
 * Transports nutrients and oxygen to tissues;
 * Carries waste away from tissues;
 * Acts as a vehicle for the immune system;
 * Transport hormones from the endocrine glands ( ductless glands ) to the target organs.
 * Produce human milk, the most precious infant food to the growing child .--Shkumara (discuss • contribs) 15:04, 8 January 2014 (UTC)

the sound that is often heard when you put your ear to somebody's chest i.e the sound lub-dub lub-dub......is nothing but the opening and closing of valves in the heart.

PARTS:
 * Heart; located inside the chest behind the sternum. It is not located in the exact center of the chest; it lies slightly more to the left of the sternum than to the right.
 * Blood vessels
 * Blood

The heart, when beating @ 65 beats/minute, with 2-3 oz. of blood being pumped with each beat, it could fill a 2,000 gallon tanker in one day.

Basic Structure of the circulatory system
Blood - The blood is composed of oxygen-carrying erythrocytes (red blood cells, or RBCs), immunological white blood cells (of varying types), puncture clogging platelets, and plasma, a straw-coloured liquid containing many dissolved substances, such as glucose, hormones, and carbon dioxide.

Heart - The heart is a four-chambered muscular pump. On examination, the left side of the heart is larger than the right side of the heart, and this illustrates an important division of labour in the heart. The right heart receives blood from the systemic (body) circulation, and pumps it through the lungs, the blood doesn't have to travel very far, so there isn't much resistance to flow, resulting in a relatively weak muscle. The left heart receives blood from the pulmonary circulation and pumps it to the systemic circulation, it has to supply the entire body, from head to toe, with fresh, oxygenated blood, the resistance to flow is much greater, which causes a relative hypertrophy of the left side (imagine using a 15kg weight with one arm and a 5kg weight with the other, and the difference in the arm muscles that would result.

Arteries

Arterioles

Capillaries

Venules

Veins

title: Circulatory system


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Portal:Astrophysics

Welcome to the Wikiversity Institute of Astrophysics Part of the School of Physics

In modern language the term Astronomy relates to making observations of universe and categorizing the objects seen. Consequently in modern language, Astrophysics is about understanding what the objects actually are and the role they play in our universe. Hence Astrophysics is about understanding the physical laws that govern said objects. See Astrophysics on Wikipedia for further information about the definition of the terms Astronomy and Astrophysics.

Astrophysics relies on all areas of physics to be completely understood. To obtain a degree in Astrophysics a student should have a good grasp of Mathematics (noteably Algebra and Calculus). Also necessary to making progress is a good foundation in fundamental Physics (Newtonian Mechanics, Optics, Electromagnetism, Relativity, Quantum Mechanics, Nuclear Physics), and if any progress is to be made uniting gravity with the quantum world, then understanding Particle Physics is the next step for Astrophysicists to make.

Additional recommended knowledge lies in Computer programming, Chemisty and Geology.

Curriculum
In terms of the framework of an ordinary University, a student must complete a set amount of credits in order to be awarded with a degree. Similarly, students are also required to meet a certain amount of credits per year in order to progress from one year to the next. In an online free-form university such as this, such a notion of obtaining the requisite number of credits for being awarded a degree is a difficult concept. As such, the following can only serve as a guideline; this curriculum will mimic that of an ordinary university.

(the following is a work in progress and will be clarified as the department evolves)

Level 1

 * Level 1 Physics
 * Linear Algebra

Level 2

 * Astrophysics
 * Level 2 Physics
 * Vector Calculus
 * Stellar Evolution

Level 3

 * Astronomical Statistics and measurements
 * Computational Astrophysics
 * Cosmology
 * General Relativity
 * High Energy Astrophysics
 * Magnetohydrodynamics
 * Quantum Mechanics II
 * Relativistic Electromagnetism
 * Statistical Mechanics

Postgraduate & Research

 * String Theory
 * Quantum Gravity

Learning resources
Please feel free to create courses and learning projects. Be bold!
 * Astrophysics Source Code Library
 * Relativistic Astrophysics
 * Where to start in astrophysics

Participants

 * Since 16 December 2011 with the lecture Astrophysics. --Marshallsumter (discuss • contribs) 23:51, 27 April 2018 (UTC).

Inactive participants

 * user:Ndriscoll up to 9 July 2011.
 * user:HenkvD up to 5 March 2009.
 * user:Augustus~enwikiversity up to 19 November 2008.
 * user:Emesee up to 7 September 2008.
 * user:Remi up to 26 May 2008.

Articles

 * Astrophysics
 * Nuclear astrophysics
 * Particle astrophysics
 * Astrophysics Data System
 * Atomic and Molecular astrophysics
 * Von Zeipel theorem

title: Portal:Astrophysics


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User:Hans anderson

Educational Background
I graduated from Minnehaha Academy in 2005 and am enrolled at Yale in New Haven, CT. I plan to graduate in 2010.

In the fall semester of my sophomore year, I declared my major to be Ethics, Politics, and Economics (a combined program in the humanities and social sciences) with a second major in international studies. I plan to study abroad at Sciences Po in Paris during the 2007-2008 academic year, earning a certificate in international relations.

title: User:Hans anderson


text: User talk:Unforgettableid

title: User talk:Unforgettableid


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User talk:Hans anderson

Some suggestions
Welcome again! From reading your userpage, I gather you may interested in Schools of Law, Theology and Music. We have a distinct need for others interested in content development for Topic:International Studies. (note the red link) CQ 17:19, 20 April 2007 (UTC)

Welcome!
Greetings in the name of Our Lord, and God, and Savior Jesus Christ! And welcome to Wikiversity! May you find your work here to be most productive! (s)Dionysios (talk), a Participant in the Wikiversity School of Advanced General Studies, Date: 2007-04-20 (April 20, 2007) Time: 181401 UTC

title: User talk:Hans anderson


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Instructional design/Affective behaviors/Character Education - Back in Style/Task One Worksheet

Back to Lesson 3: Character Education - Back in Style

Task One Worksheet

To fill out worksheet, please print.

1. List at least five values upon which this theory is based.

2. List the three goals of character education.

3. List the six pillars of character education and provide an example for each one by filling out the table below.

Check your answers to find out how you did!

Back to Lesson 3: Character Education - Back in Style


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Digital Electronics/Lecture number systems and logic states

Overview
This lecture will introduce some basic number system concepts and introduce number systems useful in electrical and computer engineering.

The decimal number system
In childhood, people are often taught the fundamentals of counting by using their fingers. Counting from one to ten is one of many milestones a child achieves on their way to becoming educated members of society. We will review these basic facts on our way to gaining an understanding of alternate number systems.

The child is taught that the fingers and thumbs can be used to count from one to ten. Extending one finger represents a count of one; two fingers represents a count of two, and so on up to a maximum count of ten. No fingers (or thumbs) refers to a count of zero.

The child is later taught that there are certain symbols called digits that can be used to represent these counts. These digits are, of course:

$$0, 1, 2, 3, 4, 5, 6, 7, 8, 9\,\!$$

Ten, of course, is a special case, since it is comprised of two digits.

Before we go deeper, we need a few fundamental definitions.

Digit
A digit is a symbol given to an element of a number system.

Radix Notation
The radix, or base of a counting system is defined as the number of unique digits in a given number system.

Back to our elementary example. We know that our hypothetical child can count from zero to ten using their fingers and thumbs. There are ten unique digits in this counting system, therefore the radix of our elementary counting system is ten.

We represent the radix of our counting system by putting the radix in subscript to the right of the digits. For example,

$$3_{10}\,\!$$

represents 3 in decimal (base 10).

Our special case (ten) illustrates a fundamental rule of our number system that was not readily apparent - what happens when the count exceeds the highest digit? Obviously, a new digit is added, to the left of our original digit which is "worth more", or has a higher weight than our original digit. (In reality, there *always* are digits to the left; we simply choose not to write those digits to the left of the first nonzero.)

$$10_{10} = 010_{10} = 0010_{10} = 0000000000000000000000000000000000000010_{10}\,\!$$

When our count exceeds the highest digit available, the next digit to the left is incremented and the original digit is reset to zero. For example:

$$9_{10} + 1_{10} = 10_{10}\,\!$$

Because we are dealing with a base-10 system, each digit to the left of another digit is weighted ten times higher. Using exponential notation, we can imagine the number 10 as representing:

$$10_{10} = 1 \times 10^1 + 0 \times 10^0 \,\!$$

$$314_{10} = 3 \times 10^2 + 1 \times 10^1 + 4 \times 10^0 \,\!$$

The fundamentals of decimal arithmetic will not be expanded on in this lecture.

The binary number system
It is widely believed that the decimal system that we find so natural to use is a direct consequence of a human being's ten fingers and thumbs being used for counting purposes. One could easily imagine that a race of intelligent, six-fingered beings could quite possibly have developed a base-six counting system. From this perspective, consider the hypothesis: the most intuitive number system for an entity is that for which some natural means of counting exists.

Since our focus is electronic and computer systems, we must narrow our focus from the human hand to the switch, arguably the most fundamental structure that can be used to represent a count.

The switch can represent one of two states; either open, or closed. If we return to our original definition of a digit, how many digits are required to represent the possible states of our switch? Clearly, the answer is 2. We use the binary digits zero and one to represent the open and closed states of the switch.

Counting in Binary
Counting in binary like base 10 can be accomplished with your fingers with some differences. In decimal base 10 each finger represents a number in the first digit 1, 2, 3, 4, 5, 6, 7, 8, 9 ,10. When counting in binary each finger represents a separate digit so counting is more like this.

WHOA, hold on, that pattern doesn't make sense? Well when you consider that each digit in binary is worth 2 times more than the previous (right to left always) then it makes sense. Lets compare number lines.

TO BE CONTINUED

Bits and bytes
A bit is a digit in the binary counting system.

A nybble (also spelled nibble) is a binary number consisting of four bits.

A byte, or octet is a binary number consisting of eight bits.

From our earlier definition of radix, the binary system has a radix of two. We use the radix in the subscript much like we do with decimals:

$$0110_2\,\!$$

Counting
Similar to decimals, binary digits are weighted. Each bit is weighted twice as much as the bit to the right of it:

$$0110_2 = 0 \times 2^3 + 1 \times 2^2 + 1 \times 2^1 + 0 \times 2^0\,\!$$

Counting from one to ten (base 10) in binary yields:

$$0001_2, 0010_2, 0011_2, 0100_2, 0101_2, 0110_2, 0111_2, 1000_2, 1001_2, 1010_2\,\!$$

Basic binary arithmetic
Binary addition, subtraction, multiplication and division operations work essentially the same as they do for decimals.

For addition, you add equally-weighted bits, much like decimal addition (where you add equally-weighted digits) and carry as required to the left.

$$0100_2 + 0111_2 \Rightarrow \begin{matrix} & & 0100 \\ & + & \underline{0111} \\ & = & 1011 \end{matrix} \,\!$$

As you can see, a carry is generated in the $$2^2\,\!$$ column which increments the $$2^3\,\!$$ column.

Subtraction works just like decimal arithmetic, using borrowing as required.

$$1011_2 - 0111_2 \Rightarrow \begin{matrix} & & 1011 \\ & - & \underline{0111} \\ & = & 0100 \end{matrix} \,\!$$

Here, a borrow is required, reducing the $$2^3\,\!$$ column to $$0-0=0\,\!$$ and changing the $$2^2\,\!$$ column to $$2-1=1\,\!$$.

Multiplication is straightforward also:

$$1011_2 \times 0111_2 \Rightarrow \begin{matrix} & & \; \; \; \; \; \; 1011 \\ & \times & \underline{\; \; \; \; \; \; 0111} \\ & & \; \; \; \; \; \; 1011 \\ & & \; \; \; \; 10110 \\ & & \underline{\; \; 101100 }\\ & = & 1001101 \\ \end{matrix} \,\!$$

Division is left as an exercise to the student [hint: use long division].

Conversion between binary and decimal
When you consider a binary number in exponential form, you can easily perform a decimal conversion:

$$0110_2 = 0 \times 2^3 + 1 \times 2^2 + 1 \times 2^1 + 0 \times 2^0\,\!$$

...simply add up the factors.

$$0 \times 2^3 + 1 \times 2^2 + 1 \times 2^1 + 0 \times 2^0 = 0 + 4 + 2 + 0 = 6\,\!$$

To convert from decimal to binary, you can repeatedly divide the decimal by two until the result of the division is zero. Starting from the rightmost bit, write 1 if the division has a remainder, zero if it does not. For example, to convert the decimal 74 into binary:

* 74 / 2 = 37 remainder 0; ->      0 * 37 / 2 = 18 remainder 1; ->     10 * 18 / 2 = 9 remainder 0; ->     010 * 9 / 2 = 4 remainder 1; ->    1010 * 4 / 2 = 1 remainder 0; ->   01010 * 2 / 2 = 1 remainder 0; ->  001010 * 1 / 2 = 0 remainder 1; -> 1001010

$$1001010_2 = 1 \times 2^6 + 1 \times 2^3 + 1 \times 2^1 = 64+8+2=74\,\!$$

The octal number system
The name octal implies eight, if you consider that an octagon has eight sides. Octal has a radix of eight, and uses the following octal digits:

$$0, 1, 2, 3, 4, 5, 6, 7\,\!$$

An octal number has the subscript 8.

Counting
Counting from one to ten (base 10) in octal yields:

$$01_8, 02_8, 03_8, 04_8, 05_8, 06_8, 07_8, 10_8, 11_8, 12_8\,\!$$

Octal arithmetic
Octal arithmetic, like binary arithmetic, follows the same rules and patterns of decimal arithmetic. As an exercise, verify the following:

$$32_8 + 56_8 = 110_8\,\!$$

$$32_8 \times 56_8 = 2254_8\,\!$$

$$52_8 / 25_8 = 2_8\,\!$$

Conversion between binary and octal
Each octal digit is representable by exactly three bits. This becomes obvious when you consider that the highest octal digit is seven, which can be represented in binary by $$111_2\,\!$$.

To convert a binary number to octal, group the bits in groups of three starting from the rightmost bit and convert each triplet to its octal equivalent.

$$100010011101_2 = (100 \ 010 \ 011 \ 101)_2 = (4 \ 2 \ 3 \ 5)_8 = 4235_8\,\!$$

To convert an octal number to binary, simply write the equivalent bits for each octal number.

$$752_8 = (111 \ 101 \ 010)_2 = 111101010_2\,\!$$

Conversion from decimal to octal
The repeated-division method described for binary will also work for octal, simply by changing the divisor to eight. To convert 67 (base 10 into octal):

* 67 / 8 = 8 remainder 3; ->       3 * 8 / 8 = 1 remainder 0; ->      03 * 1 / 8 = 0 remainder 1; ->     103

$$67_{10} = 103_8\,\!$$

The hexadecimal number system
The most commonly-used number system in computer systems is the hexadecimal, or more simply hex, system. It has a radix of 16, and uses the numbers zero through nine, as well as A through F as its digits:

$$0, 1, 2, 3, 4, 5, 6, 7, 8, 9, A, B, C, D, E, F\,\!$$

Hex numbers can have the subscript 16, but more often have a leading *0x* to indicate their type.

$$0x0B45\,\!$$

Counting
Counting from zero to twenty (base 10) in hex yields:

$$0x0, 0x1, 0x2, 0x3, 0x4, 0x5, 0x6, 0x7, 0x8, 0x9, 0xA, \,\!$$ $$0xB, 0xC, 0xD, 0xE, 0xF, 0x10, 0x11, 0x12, 0x13, 0x14\,\!$$

Hexadecimal arithmetic
Hex arithmetic, yet again, follows the same rules and patterns of decimal arithmetic. As an exercise, verify the following:

$$32_{16} + 56_{16} = 88_{16}\,\!$$

$$32_{16} \times 56_{16} = 10CC_{16}\,\!$$

$$4A_{16} / 25_{16} = 2_{16}\,\!$$

Conversion between hexadecimal and binary
Each hex digit is representable by exactly four bits. This becomes obvious when you consider that the highest hex digit represents fifteen, which can be represented in binary by $$1111_2\,\!$$.

To convert a binary number to hex, group the bits in groups of four starting from the rightmost bit and convert each group to its hex equivalent.

$$10001111_2 = (1000 \ 1111)_2 = (8 \ F)_{16} = 8F_{16}\,\!$$

To convert an hex number to binary, simply write the equivalent bits for each hex number.

$$7D_{16} = (0111 \ 1101)_2 = 01111101_2\,\!$$

Representing Logic States
VCC to Vhigh in = logic high vlow in to gnd = logic low Most 5v logic will have no problem with a 5V high or a 0V low. You should always refer to the data sheet before choosing your device.

The range in between "vhigh lower" and "vlow higher" should be avoided and as little time as possible should ever be spent here.

Exercises
1. Convert the following binary numbers to decimal:
 * $$ i)1001_2, ii) 11001010_2, iii) 101011111\,\!$$

2. Convert the following decimal numbers to binary:
 * $$ i)102_{10}, ii)432_{10}, iii)7654\,\!$$

3. Add the following numbers:
 * $$ i)1010_2 + 1100_2\,\!$$
 * $$ ii)165_{8} + 544_{8}\,\!$$
 * $$ iii)0x29AB + 0x567\,\!$$


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Turkish

Turkic Language

Welcome to the Turkish Language Division of the Schools of Language and Literature and Linguistics.

The Turkish language is a very old language (rooted to at least 7th century BC (Orhun Tablets), although it is known that the language was formed well before then).

The learning resource here is still being developed, so your help is very welcome. In this Turkic Language Division, you can find in the future resources about both grammatical aspects of the Turkish Language and its vocabulary.

Available resources

 * Turkish Alphabet
 * /Basic words/
 * /Numbers/
 * /Pronouns/
 * /Plural/
 * /Colors/

Task List
Enter the title of your new page into the box below and click the button. This will create a new page for you and start off the page with some boilerplate.

title: Turkish


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Template:Turkish/to do

Turkish Grammar I - Türkçe Dilbilgisi I Thelorien 18:08, 20 April 2007 (UTC)

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Turkish Vocabulary I - Türkçe Kelime Bilgisi I Thelorien 18:15, 20 April 2007 (UTC)

title: Template:Turkish/to do


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Talk:Latin/First Declension

Hello. As regards the note on convention, it is not intended to be authoritative. Until we have some kind of consultation on what conventions we will adopt in the Latin section, I'll be using this one. Treesilhouette 18:14, 20 April 2007 (UTC)

Is this going to be an in-depth section on the first declension? Or will this be a simpler one, for beginners? If it is going to be a more difficult section for reference, I think that it might be good to add first declension Greek loan words here, and certain other peculiarities sometimes used in Latin poetry. Wierdw123 13:26, 2 June 2007 (UTC)

title: Talk:Latin/First Declension


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Topic talk:Turkish

I have listed all of your resources in the School of Language and Literature resource catalog--please post any further resources there! Thanks! --Trinity507 03:30, 26 February 2009 (UTC)

Please help us with the improvement of this article. Thelorien 18:21, 20 April 2007 (UTC)

I can help.I am a native speaker of Turkish D. Can Aktan 12:20, 16 June 2007 (UTC+2)

title: Topic talk:Turkish


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Instructional design/Affective behaviors/Character Education - Back in Style/Task One Worksheet Answers

Back to Lesson 3: Character Education - Back in Style

Task One Worksheet Answers

1. List at least five values upon which this theory is based.

 * the reality of objective moral truth-that virtues are objectively good human qualities,
 * the acquisition of objectively worthwhile virtues as an important educational goal,
 * context as influencing the choice of which virtues to teach,
 * behavior as the ultimate measure of character,
 * knowing the good (the cognitive side), desiring the good (the emotional side), and doing the good (the behavior side) as important to character development,
 * being comprehensive and objective in teaching virtues,
 * a whole-school effort to create a community of virtue for fostering character development,
 * students' active participation and responsibility for constructing their own characters, but also adults' exercise of moral authority and leadership,
 * transmitting a moral heritage of tested virtues, but also equipping students to think critically about how to apply the virtues in cases of value conflicts.

If you listed any five of the above, good job! If not, please review the character education values section again.

2. List the three goals of character education.

 * Good People
 * Good Schools
 * Good Society

If you got the three goals right, good job! If not, please review the goals of character education section again.

3. List the six pillars of character education and provide an example for each one by filling out the table below.

If you listed all of the values above and at had least one example for each one as listed above, good job! If you didn't get all of the pillars/values or examples correct, please review the content of character section of the lesson again.

Back to Lesson 3: Character Education - Back in Style


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Latin stream/Second Declension

Latin nouns are divided into five declensions, plus irregulars. Most second declension nouns are of the masculine gender. The second declension endings are as follows in the singular: Our example word will be: vir, viri, m. Man.

Here is the plural:

Common second declension masculine nouns: Ager, agri, m. field Gladius, gladii, m. sword Oculus, oculi, m. eye Puer, pueri, m. boy Servus, servi, m. slave

Now, second declension also accommodates neuter nouns, but the endings are slightly different. Neuter nouns are as the declension given above, with the following exceptions (using Pilum, -i, n. javelin, as an example word):

Common second declension neuter nouns: Bellum, belli, n. war Periculum, periculi, n. danger Regnum, regni, n. kindgom saxum, saxi, n. rock

Note that the nominative and accusative forms are the same in both the singular and the plural.

title: Latin stream/Second Declension