text: User talk:用戶

title: User talk:用戶


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Template:Protected research

The template
Use this template to protect research pages that you have created.Note: Place this template on the discussion page of a course; you must include a username in the template call. Use the template this way:

and replace "username" with the username of the editor for this page. See Page protection templates for details on when and how to use this template.

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

title: Template:Protected research


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User:Newone

Newone commons:user:Newone vi:Thành viên:Newone

title: User:Newone


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User talk:Newone

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Adambro 09:19, 20 July 2010 (UTC)

title: User talk:Newone


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Template:Neural Symbolic Learning and Reasoning/Links

 * Neural Symbolic (NeSy) workshops
 * Neural Symbolic (NeSy) mailinglist


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Portal:Neural Symbolic Learning and Reasoning/Intro

Welcome to the Neural Symbolic Learning and Reasoning Project.

The project is hosted at the Artificial Intelligence Department of the School of Computer Science.

Project participants collaborate on research about integrating machine learning and symbolic reasoning using neural networks. Neural-symbolic computation is an interdisciplinary research area borrowing from computer science, artificial intelligence, neural computation, machine learning, computational logic, cognitive and neurosciences, psychology and philosophy.

The goal of this project is to come to a unified architecture that supports symbolic learning and reasoning using neural networks.

Topics of interest include: Network reasoning and inference, Reasoning about uncertainty, Learning from structured data, Statistical relational learning, Integrated reasoning and learning, Expressive reasoning with robust learning, Nonclassical models of computation, Computational theories of mind, Cognitive computation, abduction and analogy, Knowledge extraction from complex networks, Deep learning and reasoning, Combination of systems, Efficient implementations of integrated learning and reasoning.

Applications in large-scale data analysis problems including simulation and training, robotics, the web, multi-agent systems, fault diagnosis, bioinformatics, argumentation, normative systems, security, multi-modal learning, visual information processing, anomaly detection, fraud prevention.


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Portal:Neural Symbolic Learning and Reasoning/Links

Links

 * Neural Symbolic (NeSy) workshops
 * Neural Symbolic (NeSy) mailinglist

Books

 * Artur S. d'Avila Garcez, Luis C. Lamb and Dov M. Gabbay. Neural-Symbolic Cognitive Reasoning. Cognitive Technologies. Springer, 2008, ISBN 978-3-540-73245-7, 2008.
 * Barbara Hammer, Pascal Hitzler (Eds). Perspectives of Neural-Symbolic Integration. Studies in Computational Intelligence, Vol. 77. Springer, 2007, ISBN 978-3-540-73953-1.

Journals

 * Marco Gori, Barbara Hammer, Pascal Hitzler, Günter Palm, Perspectives and Challenges for Recurrent Neural Networks. Special Issue of the Elsevier Journal of Algorithms in Cognition, Informatics and Logic.
 * A. S. d'Avila Garcez, D. M. Gabbay, S. Holldobler and J. G. Taylor (eds). Journal of Applied Logic, Volume 2(3), Special Volume on Neural-Symbolic Systems, Elsevier, September 2004.


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Portal:Neural Symbolic Learning and Reasoning/Participants

 * Leo de Penning, MSc. - Research scientist at TNO, The Netherlands. Currently doing a PhD on Neural Symbolic Cognitive Agents
 *  - Reader at Department of Computing, City University London, United Kingdom. Co-organizer of the Neural Symbolic (NeSy) workshops.


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Portal:Neural Symbolic Learning and Reasoning/Todo

 * Joint paper on perspectives of Neural Symbolic Computation
 * Adding domain knowlegde to deep belief networks


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Portal:Neural Symbolic Learning and Reasoning/Quote

Put interesting quotes here.


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Portal:Neural Symbolic Learning and Reasoning/News and events

General

 * 14 July 2010 - Project started at Wikiversity!

Workshops on Neural-Symbolic Learning and Reasoning

 * Sixth International Workshop on Neural-Symbolic Learning and Reasoning at AAAI-10
 * Fifth International Workshop on Neural-Symbolic Learning and Reasoning at IJCAI-09
 * Fourth International Workshop on Neural-Symbolic Learning and Reasoning at ECAI-08
 * Third International Workshop on Neural-Symbolic Learning and Reasoning at IJCAI-07
 * Second International Workshop on Neural-Symbolic Learning and Reasoning at ECAI-06
 * First International Workshop on Neural-Symbolic Learning and Reasoning at IJCAI-05

Other Workshops

 * Dagstuhl Seminar on Learning paradigms in dynamic environments, July 2010
 * Dagstuhl Seminar on Perspectives of Recurrent Neural Networks - Models, Capacities, and Applications, January 2008

Tutorials and Courses at Summer Schools

 * Integrating Logic Programs and Connectionist Systems at ESSLLI2008 Summer School
 * Knowledge Technologies, Hybrid Approaches and Neural Networks at ICANN 2006 Conference
 * Neural-symbolic learning and reasoning at IK2006 Summer School
 * Connectionist Knowledge Representation and Reasoning at KI 2005 Conference
 * Integrating Logic Programs and Connectionist Systems at ESSLLI2005 Summer School


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User talk:Indogemstones

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 13:36, 20 July 2010 (UTC)

Warning
Your pages are copies of other posts, contain your signature, and spam a website. Please review our policies and standards provided above. Ottava Rima (talk) 17:05, 20 July 2010 (UTC)

title: User talk:Indogemstones


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Human Legacy Course/Classical Greece (2100 BC - 150 BC)

Classical Greece. See also Hellenistic Greece.

The small, rugged peninsula in southern Europe called Greece was the home of a series of advanced civilizations. From the far-reaching trade of the early Minoans to the democracy of Athens and the later empire of the Macedonian, Alexander the Great, Greek culture left behind a legacy that helped define what we think of as Western civilization.

Though the ancient Greeks practiced many forms of government during their long history, they are best known as the founders of democracy, or rule by the people. First created by the citizens of Athens in the sixth century BC, Greek democracy helped inspire the creation of modern democracies, including its own government in the United States.

Let's Begin!


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Human Legacy Course/Rome & Early Christianity (750 BC - 500 AD)

The city of Rome was the seat of one of the greatest powers of the ancient world. Over its 1,200-year history, Roman society experienced tremendous changes in both its government and its culture. Many of those changes were caused by the beginning and spread of one of the world’s largest and most influential religions—Christianity.

The ancient Romans made great advances in the areas of science and technology. This week, you will learn about some of those advances and the advantages they gave the Romans in building their powerful civilization.

Let's Begin!


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Human Legacy Course/The Americas (1000 BC - 1500 AD)

As an advanced civilization developed in Rome, other civilizations were developing in the Americas. These early American cultures found unique ways of adapting to the varied environments of the Americas. Some groups even developed sophisticated government structures and works of art and engineering that rivaled those of the ancient Romans.

As civilizations emerged, they developed a number of ways to keep their societies orderly and productive. This week, you will learn the different ways in which the early cultures of the Americas governed themselves.

Let's Begin!


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Human Legacy Course/Empires of China & India (350 BC - 600 AD)

Beginning in the 300s and 200s BC, strong empires unified much of China and India. Under these empires, China and India grew and prospered. This prosperity helped lead to classical periods in their histories, during which China and India developed many of the characteristics that would come to define their civilizations into modern times.

Throughout history, civilizations have produced classical, or golden, ages during which outstanding contributions have been made in cultural and intellectual life. This week, you will learn about golden ages in China and India.

Let's Begin!


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Human Legacy Course/Muslim Civilization (550 - 1250)

The Qur’an, Islam’s holy book, states that Muhammad was the last prophet sent by God to humanity. In the centuries after his death, Islam spread across much of the Eastern Hemisphere, becoming one of the world’s major religions. Muslim civilization developed states that touched three continents and produced some of history’s most notable achievements in the arts and sciences.

Islam, one of the world’s major monotheistic faiths, spread to a vast area over a very short time. This week, you will learn how Islam is a belief system that affects every aspect of a devout follower’s life.

Let's Begin!


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Human Legacy Course/African Kingdoms (100 - 1500)

The early peoples of Africa adapted to many different environments and created a variety of societies. As these societies grew, different forms of government arose to lead them. In time, great trading kingdoms and empires developed in West and East Africa. In addition to trade, strong rulers and religion shaped the accomplishments, characteristics, and culture of African kingdoms and empires.

Economics has played a major role throughout the history of Africa. This week, you will learn how the trade of valuable goods and the control of trade contributed to the economic development and wealth of early African kingdoms and empires.

Let's Begin!


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Human Legacy Course/Cultures of East Asia (550 - 1400)

Beginning in the AD 500s, a series of dynasties reunified China and produced a prolonged golden age. The influence of China’s advanced civilization spread across East Asia. In Korea, kingdoms borrowed from Chinese culture and made it their own. In Japan, rulers borrowed from both China and Korea to produce a cultural flowering. In Southeast Asia, several kingdoms and empires thrived while borrowing from both India and China.

This week, you will learn how Chinese and Indian cultures spread, or diffused, through trade, conquest, migration, and religious missionaries to influence Japan, Korea, and Southeast Asia. Nomadic Mongols then spread their culture through conquest as well.

Let's Begin!


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Human Legacy Course/Kingdoms of Christianity (300 - 1250)

After the fall of Rome, large and small kingdoms appeared in Europe. In most of these kingdoms, Christianity had a powerful influence on people’s lives.

Christianity became a world religion in the centuries after the Roman Empire’s fall. The faith was central to Byzantine culture for a thousand years. As missionaries brought Christianity to Europe and Russia, the faith had a deep impact on societies.


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Human Legacy Course/The Early Middle Ages (800 - 1215)

At the outset of the early Middle Ages, western Europe was a land without empire. With the Roman Empire gone, new forms of community took hold. Christianity spread throughout western Europe, forging unity at a spiritual level. Strong, new political systems also arose, uniting much of Europe.

The relationships between people and their governments have changed greatly across time. This week, you will learn about sweeping political changes in Europe during the Early Middle Ages, some of which continue to shape citizenship and government today.

Let's Begin!


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Human Legacy Course/The High Middle Ages (1000 - 1500)

During the High Middle Ages, many changes took place in Europe. The growth of trade brought about new business practices and bigger towns. As people’s lives changed, one element remained constant: Religion continued to play a huge role in people’s lives. Religion inspired the arts and, at times, caused conflict among different groups.

The High Middle Ages was a time of advances in arts and learning. New art forms, such as stained glass windows, became more prominent. Also, medieval thinkers emerged to challenge former methods of teaching and learning.

Let's Begin!


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Human Legacy Course/Renaissance & Reformation (1300 - 1650)

Major changes in Europe caused the medieval period to give way to a new period. As trade with the East increased, Europeans rediscovered the classical knowledge of ancient Greece and Rome. This knowledge led to a period of creativity and learning called the Renaissance. A new focus on the individual emerged, contributing to new ideas about religion. These ideas caused a struggle in Christianity, known as the Reformation.

The migration of people and the diffusion of ideas have encouraged the development of a more global culture. This week, you will read about the diffusions of ideas that changed the cultural and religious lives of Europeans after the Middle Ages.

Let's Begin!


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Human Legacy Course/Exploration & Expansion (1400 - 1700)

Between 1400 and 1700, a new world opened up for Europe. Sailors set out on great voyages of discovery to lands that the people of Europe had not previously known existed. As news of the discoveries spread, countries scrambled to claim new lands, setting up colonies in hopes of gaining wealth and power. Once colonies were established, ships crossed the Atlantic in both directions laden with goods of all kinds.

The arrival of Christopher Columbus in the Americas in 1492 was a turning point in world history. In the years that followed Columbus’s voyage, European migration to the Americas took off, and the diffusion of goods and ideas changed societies worldwide.

Let's Begin!


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Human Legacy Course/New Asian Empires (1200 - 1800)

In Asia, the period from 1200 to 1800 was a time of great empires and shifts in power. From east of the Mediterranean Sea to India, strong Muslim rulers built large empires. In China a new dynasty sought to revive the traditions neglected under the Mongols, while a military society arose in Japan.

The civilizations of Asia have contributed many lasting achievements in the arts and ideas throughout history. This week, you will learn about the contributions of China, Japan, and Muslim empires in Asia in the arts, learning, science, and technology.

Let's Begin!


text: File:Name that block Adambro.png

title: File:Name that block Adambro.png


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Survey about Wikipedia

This page contains data collected from a January 22, 2010 survey designed and implemented by Gregory Kohs (using Amazon's Mechanical Turk population), answering questions about Wikipedia. Respondents resided primarily in India and the United States, and they were paid 8 cents each for their time (about equivalent to $4.80 in hourly compensation, as the exercise took the respondents an average of 59.58 seconds to complete).

Admittedly, n=100 is a small data set, but if preliminary results are intriguing enough, additional respondent data could be gathered in a follow-up wave and appended to this data set. Or, an entirely new survey could be designed.

Possible correlations
It is interesting to determine a coefficient of correlation (R-squared) for various pairings of data. Here, we will rather arbitrarily format the correlations with color coding:

 * stronger positive correlations (0.2+) in bold green
 * mild positive correlations (0.1 up to 0.2) in green
 * insignificant correlations (between -0.1 and 0.1) in normal black
 * mild negative correlations (-0.1 down to -0.2) in red
 * stronger negative correlations (-0.2 and lower) in bold red

Gender
If we consider male respondents to represent the "positive" direction, is there a correlation between gender and...
 * time to complete the survey?
 * age of the respondent?
 * Correlation coefficient: -0.041229657

 * country of the respondent?
 * education level of the respondent?
 * Correlation coefficient: 0.040967982

 * frequency of accessing Wikipedia?
 * Correlation coefficient: 0.114762602
 * 1-week average number of times accessed by males: 3.543
 * 1-week average number of times accessed by females: 2.309

 * frequency of editing Wikipedia?
 * Correlation coefficient: 0.145207003
 * 12-month average number of edits by males: 8.241
 * 12-month average number of edits by females: 1.976

 * opinion of accuracy of Wikipedia?
 * Correlation coefficient: 0.092126566

 * opinion of reputation of the Wikimedia Foundation?
 * Correlation coefficient: 0.047348845

Age
The average age of respondents was 30.0 years.

Is there a correlation between age of the respondent and...
 * time to complete the survey?
 * Correlation coefficient: 0.037026501

 * country of the respondent?
 * education level of the respondent?
 * frequency of accessing Wikipedia?
 * frequency of editing Wikipedia?
 * opinion of accuracy of Wikipedia?
 * opinion of reputation of the Wikimedia Foundation?

Country
Is there a correlation between country of residence and...
 * time to complete the survey?
 * education level of the respondent?
 * frequency of accessing Wikipedia?
 * frequency of editing Wikipedia?
 * opinion of accuracy of Wikipedia?
 * opinion of reputation of the Wikimedia Foundation?

Education
The average attainment of education was 15.52 years in school. (Where "some high school" = 10 years; "high school graduate" = 12 years; "some college, no degree" = 13 years; etc.) Is there a correlation between education level and...
 * time to complete the survey?
 * frequency of accessing Wikipedia?
 * frequency of editing Wikipedia?
 * Correlation coefficient: -0.024859808

 * opinion of accuracy of Wikipedia?
 * Correlation coefficient: 0.068177301

 * opinion of reputation of the Wikimedia Foundation?
 * Correlation coefficient: 0.299400451

Frequency of accessing Wikipedia
The average number of times accessing Wikipedia per week was 3.025.

Is there a correlation between frequency of accessing Wikipedia and...
 * time to complete the survey?
 * frequency of editing Wikipedia?
 * opinion of accuracy of Wikipedia?
 * opinion of reputation of the Wikimedia Foundation?

Frequency of editing Wikipedia
The average times editing Wikipedia per year was 5.61.

Is there a correlation between frequency of editing Wikipedia and...
 * time to complete the survey?
 * opinion of accuracy of Wikipedia?
 * Correlation coefficient: -0.000506988

 * opinion of reputation of the Wikimedia Foundation?

Opinion of accuracy of Wikipedia
The accuracy of Wikipedia was given a score of 77.8, on average. (Where "extremely reliable" = 100; "mostly reliable" = 80; "only somewhat reliable" = 50; and "quite unreliable" = 20.)

Is there a correlation between opinion of accuracy of Wikipedia and...
 * time to complete the survey?
 * opinion of reputation of the Wikimedia Foundation?

Opinion of reputation of the Wikimedia Foundation
The reputation of the Wikimedia Foundation averaged 3.15. (Where "I know it is honest and reputable" = 6; "I think it may be honest and reputable" = 3; "I don't know or have an opinion" = 0; "I think it may be dishonest and unreputable" = -3; and "I know it is dishonest and unreputable" = -6.)

title: Survey about Wikipedia


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Talk:Survey about Wikipedia

The attached resource page was created by a blocked user, User:Thekohser, who self-reverted as a demonstration of cooperation with the block. I do not consider self-reverted edits, unless clearly and seriously disruptive in themselves, as a violation of any ban, because they leave behind no possible mess to clean up.

Any editor may revert this back in, taking responsibility for it being non-disruptive. I do not consider the page disruptive, based on what I've seen, but I have not had time to thoroughly review it. I do have questions, though. How was this data obtained, and who ran the survey? Thekohser may answer on his Talk page (User talk:Ethical Accountability)or, self-reverted, here. If we come to the point that self-reversion seems like a silly and unnecessary formality, I assume that we would be ready to unblock Thekohser, who is already demonstrating the cooperation with the community that has been, too often, missing from some blocked editors.

Ratio of male:female subjects in Wikipedia BLPs
A recent study found that 81% of biographies of living people on Wikipedia are about males. This dovetails with the gender skew shown among editors in the data here. -- Thekohser 18:41, 14 January 2011 (UTC)

familiarity breeds respect?
Interesting work. Skimming through the data and looking at the examples where people have least confidence in Wikipedia I think see a correlation between never using Wikipedia and having less confidence in it. Would it be fair to conclude from this that the people who use Wikipedia have more confidence in it than those who don't? WereSpielChequers 14:14, 27 May 2011 (UTC)

title: Talk:Survey about Wikipedia


text: File:Accident.png

title: File:Accident.png


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18th century European scholarly societies and academies/L'Académie Royal de Chirurgie

Overview
L'Académie Royal de Chirurgie translates to The Royal Academy of Surgery. This academy eventually is revised to the National Academy of Surgery which is still around today.

The Royal Academy of Surgery was founded by George Mareschal, who was the first surgeon of Louis XV, in 1731. He created the academy to "associate the attention of surgeons in the Kingdom and foreign countries that are most successful in the art of surgery." The Academy flourished until the year of 1793 when a law was passed that demanded the Royal Academy of Surgery and the Royal Society of Medicine be disbanded. In 1820, the law passed in 1793 was overturned and this allowed a new group to be created. Society for Surgery of Paris was founded in 1843 and replaced the Royal Academy of Surgery. Auguste Berard and his companions wanted to create a Society that could meet the needs of the surgery field. This is because of the incredibly fast growth in different techniques. 1865 comes with a name change from Society for Surgery of Paris to Imperial Society of Surgery. Then 1875 another name change to National Society of Surgery. Finally the final name change to The National Academy of Surgery happens in 1997.

Facilities
 1731:  Facilities at Barber Surgeons St Como (in the amphitheater next to Couvent des Cordeliers)

 1768-1775:  Gondouin Building at College of Burgundy, Construction of new building ordered by Louis XV

 1843:  Room in Hotel de Villi in Paris

 1852:  Abbey Company No. 3 (old abbey of Saint-Germin-des-Pres)

 1900:  Rue de Seine (rented mansion)

 1974:  Apartment at 26 Boulevard Raspail, Meetings held at Council of Chambers of the Old School of Medicine

 1993:  Back at original facility, St Como

Journals

 * Memoirs of the Royal Academy of Surgery - 1743
 * Memoirs Royal Academy Surgery - 1787
 * Memoirs of the Surgical Society of Paris - 1847
 * Bulletin of the Surgical Society of Paris - 1848
 * Bulletin - 1848 - 1850
 * Bulletin Imperial Society Surgery - 1865
 * Bulletins and Memoirs of the Surgical Society of Paris - 1875
 * Bulletins and Memoirs of the National Society of Surgery - 1924 - 1936
 * Memoirs of the Academy of Surgery - 1936 - 1969
 * Surgery, Memoirs of the Academy of Surgery - 1970 - 1997
 * Surgery - 1998 - 1999
 * Annals of Surgery - 2000


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Marijuana/How to build a pykrete bong

Pykrete is a strong material made of wood pulp or sawdust that has been frozen. It can be easily formed using water and common pulp, such as toilet paper or paper towels. Basically anything you can mold with this wet pulp will freeze and be extremely hard and cold. This is great for those where a bong is legal; making ice bongs from this material is very simple and straightforward.

A bong is a water pipe, a smoking device, a modern variation to the hookah or Shisha; a long tube passing through an urn of water that provides filtration and cools the smoke as it is drawn through. In this case the Pykrete is not only used as the construction material but replaces the water to further reduce the temperature of the inhalant.

Materials required

 * An entire roll of paper-towels.
 * A ready supply of water.
 * A freezer large enough to hold your completed bong.
 * A bowl and stem for your completed bong.

Basic: The structural inner tube from a roll of paper towels.

Advanced: A length of PVC tube that is the diameter and length you desire for your completed bong.

Procedures
Basic: Take the tube from the paper towel roll and wrap 15-20 feet of paper towels around it while continuously applying water. Freeze the cardboard tube and paper towels.

Advanced: Take the PVC tube and wrap 15-20 feet of paper towels around it while continuously applying water. Freeze the PVC tube and paper towels. Once it is frozen, thaw for 5 minutes to allow the PVC tube to be removed easily.

Both methods: Once you have the tube of ice, cut smooth ends with a serrated knife. You can then 'weld' a bottom onto the tube.

Take a square of wet paper towels that are folded to a thickness of 15-20 layers and put the wet square on the smooth end of your pykrete tube. Put that in the freezer to harden. Once it has hardened, you can trim the square down to a circle.

Now you have a half closed cylinder made entirely of pykrete. The next step is to create the hole for your stem. You can either use a drill bit or a knife to make the opening.

Once you have an opening big enough to fit your stem, insert the stem into the hole. Take a small amount of wet toilet paper (it works best for detail work) and wrap it around the stem to create a tight seal. Carefully remove your stem and re-freeze the bong. Be sure to avoid messing up the wet opening.

Once the seal is completely frozen, use a knife to shave a little bit off the inside (this is because the pykrete expands a bit and will not be big enough to fit your stem).

Once the bong is completed, insert stem and smoke.

Maintenance
Prolonged storage in the freezer will cause the bong to dry out due to sublimation. Simply re-wet the bong in a sink and allow to refreeze.

Customizations
A highly recommended customization is to use a foam beer/can cooler that will fit around the outside of the unit. This will give you a dry place to grip and also keep the bong from melting from direct contact with your warm skin. Add food dye to the first few layers during the initial watering to create vivid, colorful patterns. Take care not to use too much as it may stain if the bong is left out to melt.

Place the bong vertically on a saucer or small plate to give it a stand. It will freeze to the plate and give it a sturdy base that will keep it from dripping on your floor.

Warnings
Do not add water - This will melt the pykrete and leave you extremely messy. Since it is made entirely of ice, it will cool the smoke tremendously! There is no need for water. However, it is possible to embed plastic in the unit during creation and create a water tight inner chamber where you can put water. That water will get extremely cold due to it being surrounded by ice.

Do not leave bong out - It will melt into a big sloppy mess.

Bongs can be used to smoke various substances. At least one of these, cannabis, is illegal in some countries. Be aware of local laws.

Smoking any substance can be fatal to your health, and may result in lung cancer, emphysema, bronchitis, and other respiratory deficiencies.

title: Marijuana/How to build a pykrete bong


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18th century European scholarly societies and academies/Royal Irish Academy

Royal Irish Academy on Wikipedia.


text: User:Leonardlow

title: User:Leonardlow


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User talk:Raw george

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 02:18, 21 July 2010 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn by creating new learning resources or help us by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 07:04, 19 August 2010 (UTC)

emotional intelligence
G'day RG - I noticed you signed up for the emotional intelligence bit of JTN's project - I'm just a nosy wiki volunteer editor in Sydney, and hence nothing to do with the UC unit per se, but I started the page anyways because I noticed a quote from blair, and thought it was a good fit :-) - I have no idea what your plans may be for developing that work, but would highly recommend using this wiki as a notepad / play area to post any and all ideas / material you may have - there's a specific 'discussion' page at Talk:Motivation_and_emotion/Textbook/Emotion/Emotional_intelligence (just click through, and hit 'edit' to post) - maybe see you there.... Privatemusings 01:12, 2 September 2010 (UTC)

title: User talk:Raw george


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Teaching EFL Listening via FUN WITH ENGLISH Books/7A/Preparing to Travel

Lesson

 * Listening Set Skill: Listen for gist
 * Listening Specific Skill: Recognize varying purposes of discussion.
 * Speaking Set Skill: Awareness of Context

Topic

 * The context of a conversation.

Why?

 * Because if you know the context, you can understand a conversation even if you do not know all the words.
 * e.g. If you know people are talking about food, you can understand phrases like “eggplant is delicious”, even if you do not know what eggplant is.

Definition
Example Context: Two people are talking about food. B: do you like anchovies? A “I think anchovies are delicious and you?” B “I hate anchovies.”
 * Context = What people are talking about in a conversation.

Lesson Question

 * What is the context?

Contact Information
e-mail danoff.charles@gmail.com
 * QQ ID 867996874
 * QQ Name Danoff

Teaching Materials

 * FUN WITH ENGLISH 7A Textbook
 * Mr. Brown & Mr. Danoff soccer dialogue cards

0 Before class
Arrive at least 20 minutes before it begins, then make sure chairs are set up correctly,and lesson topic, definition, why, Examples, lesson question, my contact info and plan are written on the board. Ask if everyone has their textbooks and pens. If they don't tell them to go get them, maybe have them write their names in my notebook under “Class __ Grade ___ I forgot my textbook.” If not done already, have them rip the answers out of their textbooks.

1 Conversation
After they answer, continue with follow up questions, e.g., Why?, When?, Where?, How?
 * The weather
 * The seasons
 * What do you like more hot or cold weather?

2 Introduce the Lesson
7 Minutes
 * Go over the words: plan, introduction and lesson.
 * Have the class read the Lesson Plan
 * Explain that saying “i don't know” and “no reason” is perfectly fine
 * Explain explain “i know, I know” and “no why” are not English
 * Have the class read the Lesson, Definition, Why, Examples, Words of the Day, & Today's Question
 * Tell them my contact info, and say if I don't respond on QQ, I apologize, sometimes I am busy.

3 Joke

 * Pig joke from The Internet TESL Journal.

4 Page 14 Let's get ready A & B

 * Students read instructions and complete on their own. Teacher walk around, check to see everyone is working. Take the opportunity to give individual attention to the less able students.
 * Go over rugby at the end of B.
 * 2 teams where you can pass the ball sideways or backwards. try to get a “try” 4/5 or a “kick” 1.

5 Page 15 Let's Listen 1 A - Tapescript Page 78

 * Divide class in half to read the two parts.
 * At the end, ask if John and his mother are chatting or arguing?
 * Lesson ?
 * Explain argument as two people yelling at each other and chat as two people talking about the weather.

6 Review “What time is it?“

 * Ask the current time.
 * Next, ask the students what time “will it be in 10 minutes?” “was it 10 minutes ago?”
 * If they can't answer those questions, draw a clock on the board.
 * Call on different students, as you draw the hands in different spots.

7 Page 16 Let's Listen 2 A - Tapescript Page 79

 * Ask for student volunteers to read.
 * When they finish, ask if the class wants them to read again? If they do, have them do it.
 * If not, ask the questions.
 * Lesson ?

8 Page 16 Let's Listen 2 B - Tapescript Page 79

 * Ask for student volunteers to read.
 * When they finish, ask if the class wants them to read again? If they do, have them do it.
 * If not, ask the questions.
 * Lesson ?
 * Ask, “Why is Helen's father talking to her uncle?”

9 Soccer Dialogue Illustrating Argument vs. Conversation
6 Minutes
 * Select one student, give them the lines and have them be “Mr. Brown.”
 * Depending on how it goes, have 2 students come up and do both parts.
 * Mr. Brown - I think david Beckham is too old.
 * Mr. Danoff - Really? How old is he?
 * Mr. Brown - He's 34.
 * Mr. Danoff - 34! 34 is not old.
 * Mr. Brown - He's old for a football player.
 * Mr. Danoff - Don't you mean soccer player?
 * Mr. Brown - No I don't. I mean football player?
 * Mr. Danoff - No. You mean SOCCER!
 * Mr. Brown - NO! I mean football!
 * Mr. Danoff - SOCCER!
 * Mr. Brown - FOOTBALL!
 * What is the context of their conversation?
 * Are Mr. Brown & Mr. Danoff having an argument or a chat?

Extra Time

 * Rows & Crosses Game
 * Competitive Hangman
 * “How high can you clap?“ Game
 * Simon Says
 * Telephone

g7 c3

 * 43 seconds delay b/c of kids arriving late

 * 8:06
 * 1) 10 min
 * 2) joke 2 min 16 secs
 * 3) Page 15 A 3 min 12 sec
 * 4) page 15a 11 min 18 sec
 * 5) what time 3 min 18 sec
 * 6) page 16a 7 min 55 sec
 * times aren't entirely accurate
 * clearly the intro is taking too long
 * doesn't help that i'm then not making sure to ask follow up questions
 * perhaps break the 2 examples into 2 weeks
 * class was responsive, quiet and engaged this week
 * having the stick figures to illustrate the conversation as opposed to A & B was better
 * too much gunk on the board
 * having “i don't know” & “no reason” there was good
 * introduction took too long

g7 c8

 * they laughed a lot at the context bit about cf, but I had trouble getting a lot of volunteers
 * they seem like a class that might be trouble in certain settings, but right now is not
 * high level of engagement
 * would calling role every day to start class be helpful?
 * how am I going to connect consistently with these classes that are always changing on me?
 * am I hoping for too much?

Learning Outcome Achieved?

 * Maybe. A lot of the kids, answered the questions. far more than usual.

What I did well

 * energy, patience, working with that one young man 1 on 1, asking a lot of kids questions

What I could improve upon

 * my pace. it was not good.

Next Week

 * put help for speaking up on the board
 * don't clutter the board so much

Thoughts

 * do I really need an extended explanation of context?

Acknowledgments

 * Soccer dialogue was written by Mr. Brown and myself.

Page 17 Let's Listen 3 - Tapescript Page 79

 * Teacher reads once, or twice if necessary.
 * Lesson ?
 * Ask, “What is the mother doing?”

5 What do you do in the evening?

 * Write that question on the board, then jot down individual student's answers.

Contact Information
I am actively seeking feedback on how to improve this lesson, please email me at, danoff.charles@gmail.com


text:
Using the internet for learning and research

What
The Internet has evolved rapidly, fast becoming a primary source of information for many, on almost any topic. Many people are simply overwhelmed by the quantity of information, and are at a loss on how to make sense of it all. This page sets out a method in which you can harness Internet information for your learning and research.

Why
Relying on mere search will not bring you information in either a timely or precise way. You must engage with information as it moves if you wish to understand better its context and the effect it has. Following the advice set out here will help you keep on top of new and emerging information, as well as to track it as it evolves.

How
Creating and involving yourself in an online network is an excellent way to access and keep on top of information. Here, we think of information as a flow rather than a static product. We have broken the steps toward tapping a 'flow' into 3 parts:

Search

 * Use a traditional search, such as google.
 * Use google scholar, and include scholar preferences that suit your need (such as your University library and BibliographyManager to import references quickly). Don't just search on google scholar, click on the "cited by" link to see what articles have used this particular reference. Here's a short video tutorial to google scholar.
 * How to use Google Blog Search

Follow

 * Take RSS feeds from leading journals (such as Ben's)
 * Take RSS feeds from blogs (Again, example of Ben's RSS feed network)
 * Video: RSS in Plain English
 * How to follow someone on Twitter

Share

 * Socially bookmark significant finds (for example, this might be as varied as the journals Ben is interested in to resources for teaching a biochemistry unit)
 * Tweet (or micro blog) links and/or comments on finds (example of Ben's tweets)
 * Video: Social Bookmarking in Plain English

Generate

 * Write and discuss information in online collaborative spaces such as wikis
 * Write to a blog post comments, notes, thoughts of finds and/or original work (example Skype collobrative discussion, generated blog post, and comments that lead to increasing network)
 * Set up a professional blog and youtube channel
 * How to edit Wikipedia

Regenerate

 * As you become aware of other work, other individuals online and other resources through the following, sharing and generating steps you will gradually develop, grow, refine and evolve your network.


text: File:Wikiversity scapegoat.png

title: File:Wikiversity scapegoat.png


text:
User:Anshul

Hi!

You can find me at my homewiki.

title: User:Anshul


text:
User talk:Anshul

= Hi =

Please post new comments/discussions/etc at the bottom of the page. Thanks! --Anshul 17:22, 21 July 2010 (UTC)

title: User talk:Anshul


text: File:Banned by SBJ.png

title: File:Banned by SBJ.png


text:
French/Phrase Books

Go back to French

How to use these resources
The idea is to build up useful French phrase books for people interested in any subject. If you have any phrases to suggest - with or without translations - just add them on the relevant page. Don't worry too much about where to put your contribution, though. (Someone can always tidy up after you if they feel like it!)

Phrase Books

 * /Common TV and Radio Phrases/

title: French/Phrase Books


text:
French/Phrase Books/Common TV and Radio Phrases

News
Back to top

Business
Back to top

Sport
Back to top

Travel
Back to top

Weather
Back to top

Links
Back to top

Commercials
Back to top


text:
User:MarkDilley

Wiki walker of many years - co-founded WikiIndex.org - my home wiki is at http://MarkDilley.org

title: User:MarkDilley


text:
User talk:Lalam

--Lalam 00:37, 22 July 2010 (UTC) Lubna Alam is a lecturer at the University of Canberra currently enrolled in a doctoral degree. Lubna has over 9 years of teaching experience at tertiary level in australia and overseas.Lubna is interested in educational technlogy and recently in social media (aka web 2.0). Lubna has published in peer-reviwed conferences and journals.

title: User talk:Lalam


text:
School:Computer science/School News Archive

 * February 2, 2007 - CQ remembers to update CS news!
 * March 2, 2007 - aicra, joins! - I am working on.....
 * March 5, 2007 - Mattman059 joins! - I am working on Topic:Introductory Discrete Mathematics for Computer Science
 * March 19, 2007 - Vermishis joins! - I am working on organization, appearance, and uniformity. Throughout, the lessons, and departments.


text:
User:Sueyoung

I'm with UCNISS, helping staff to add unit outlines to Wikiversity

title: User:Sueyoung


text:
School:Computer science/Related News Archive

 * March 7, 2007 - 10.5 GHz 220W (underload) mini-itx cluster
 * February 21, 2007 - Scientists make Quantum computer break through
 * See also: ...
 * See also: Quantum Computing
 * February 26, 2007 - Scientists teach computers to use Wikipedia to learn.
 * February 26, 2007 - Intel creates terraflop research chip. It contains 80 processor cores on the one chip and give supercomputer like performance.
 * February 28, 2007 - Second life avatars to "speak" in game.


text:
User talk:Sueyoung

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 02:41, 22 July 2010 (UTC)

title: User talk:Sueyoung


text:
User talk:Kenia53

hi my name is Kenia56 as you can notice i am new at this

Your editing experiment
Thank you for experimenting with Wikiversity. Your test was recorded, and it has been reverted or removed. Please use the sandbox for further testing. You may wish to learn more about what Wikiversity is to help you contribute. If you haven't done it yet, consider registering if you are keen on our project. -- Ruy Pugliesi ◥ 19:13, 20 July 2011 (UTC)

title: User talk:Kenia53


text:
User:SkepticUsh

Rock Out With Your Brain Out
The Who? My name is Ush. I enjoy being an autodidact, skeptic, and an un-snobby atheist. I enjoy reading anything with words on it, mostly books because they have a lot of words in them. I also enjoy wasting brain cells on such feats as video games, and eating copious amounts of Fruit-Loops. I love my wife, puppies, and sunshine. The What? I am here to "get my learn on" as it were. Hopefully I will have great conversations with people and, as long as The Flying Spaghetti Monster permits, make a friend ... or two ... or three. But three is my limit. I can't make more than three, I am terribly deficient when it comes to social skills. The How I am new to Wiki in all her illustrious glory, and I have absolutely no idea how to do anything on here. So bare with me as I fumble around and knock a few things over until I get my bearings. If you can help me in anyway, It would be much appreciated. Final Address Best Wishes To All. P.S. Be genteel, it's my first time. SkepticUsh 03:13, 22 July 2010 (EST)

title: User:SkepticUsh


text:
User talk:Jbrosner

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:17, 22 July 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 22 July 2010 (UTC)

title: User talk:Jbrosner


text:
User talk:Jking~enwikiversity

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:17, 22 July 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 22 July 2010 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:35, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:12, 19 April 2015 (UTC)

title: User talk:Jking~enwikiversity


text:
User talk:Teret02

 Hello Teret02, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:18, 22 July 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 22 July 2010 (UTC)

title: User talk:Teret02


text:
User talk:Graeme Bartlett

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 14:14, 22 July 2010 (UTC)

title: User talk:Graeme Bartlett


text:
User talk:Ada Adler

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --JWSchmidt 18:09, 22 July 2010 (UTC)

title: User talk:Ada Adler


text:
User:Littlehaze416

I am an aspiring filmmaker from the Washington, DC area in Northern Virginia. I am currently a sophomore in high school. {| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: LemonChiffon; border: 1px solid Gray; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

About me

 * Name
 * Ryan Hazelgren

 * External Links

 * Location
 * Washington, DC

 * School
 * Stafford Senior High School

 * Why I want to learn filmmaking.
 * Films touch and fascinate a vastly broad audience.

 * Contact
 * littlehaze416@gmail.com

 * }

 * Littlehaze416 has completed the following assignments in the course on Basic filmmaking (pre-production) for narrative motion pictures.

 * [[Image:Blancovinkjeup.png|16px]] Formatting the Script [[Image:Nuvola apps package wordprocessing.png|28px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Pop Quiz - What is the first shot? [[Image:Crystal Clear app clock.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Creating the thumbnail storyboards [[Image:Crystal Clear app gimp.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Quick Exercise - Over-the-shoulder shot [[Image:Applications-accessories.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Creating the 3D storyboards [[Image:Crystal Clear app Login Manager.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] A simple DVD-Video Editing Workshop [[Image:Crystal Clear device cdwriter unmount.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Learning about camera lenses [[Image:Crystal Clear app camera.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Record the dialog for the animatic [[Image:Crystal Clear app krec.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Intro to narrative filmmaking [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Draw the movie poster for "Star Wars" [[Image:Crystal Clear app kcoloredit.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding dailies [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Create a matte painting [[Image:Crystal Clear app kcoloredit.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding editing [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Pop Quiz - Creating the moods (film scoring) [[Image:Crystal Clear app clock.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding "L-Cuts" [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Create the animatic [[Image:Clapboard-Small.png|28px]]

title: User:Littlehaze416


text:
User talk:Littlehaze416

 Hello Littlehaze416, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 19:06, 22 July 2010 (UTC)

title: User talk:Littlehaze416


text:
Teaching EFL Listening via FUN WITH ENGLISH Books/7A/Trip to Italy

/ BEFORE CLASS /

Lesson
 * 1) Talk again about context.

-- Definition
 * 1) Context = What a person or people is/are talking about.

-- Why?
 * 1) Because if you know the context, you can understand a conversation even if you do not know all the words.
 * 2) e.g. If you know people are talking about food, you can understand phrases like “eggplant is delicious”, even if you do not know what eggplant is.

-- Example Questions:
 * 1) Draw two stick figures on the board. Explain that the two of them are having a conversation. These are not questions for the students.
 * A: “What do you like to do?” B: “I like playing WOW. Do you?” A: “No, I don't like computer games.”
 * 1) What is the context?
 * 2) What is WOW?

-- Lesson Question
 * 1) What is the context?

-- Word(s] of the Day
 * 1) pronoun

-- Question of the Day
 * 1) “What do you like to do?”

-- Teaching Materials
 * 1) FUN WITH ENGLISH 8A Textbook
 * 2) Lessons Notebook

/ CLASS /

Plan

g7c8
 * 1) AFLS TJ3 Page 39

0
 * 1) In classroom at least 30 minutes before my first class of the day.
 * 2) Before class, make sure chairs are set up correctly
 * 3) Write Lesson plan, Lesson, Definition, Example, my contact info and that it's OK to say “I don't know” or “No reason” on the board.
 * 4) Ask if everyone has their textbooks and pens. If they don't tell them to go get them.
 * 5) Have the students write down where they sit on my seating chart.
 * 6) Depending on who is in the class, hand around my notebook and have them write down their names. Do not announce it, just give it to one student.

1 Conversation 6 Minutes
 * 1) If the kids don't respond, ask them the questions directly.
 * 2) Are you tired?
 * 3) Are you hungry?
 * 4) Is it anyone's birthday today in class?
 * 5) How did the tests go? How were the tests?
 * 6) What did you do after the tests finished?
 * 7) Any questions for me? Add that the longer we talk here, the less time we have to spend on the textbook.

2 Joke 2 Minutes
 * ITELSJ  → jokes and look for the Red Hat.

3 Introduction 4 Minutes
 * 1) Make sure they understand the word “introduction.”
 * 2) Point out the Lesson Plan, mention if we move fast, we can get to the game quicker.
 * 3) Tell them my contact info, and say that “I am busy. I want to talk to you, but if I can't it is not because I don't like them, it is because I am busy. I like all of you. Please say hello again or e-mail me. E-mail is much better.”
 * 4) Mention that if ask a question and they don't know the answer, it's fine to say “I don't know”. Write “No why” and “No reason” ask which is correct if I ask “Why?” cross out “No reason” explain that it is Chinese, not English.
 * 5) Words of the Day
 * 6) Lesson - Ask if they remember what we did last week? Mention we will be focusing on the same idea once again.
 * 7) Definition
 * 8) Example
 * 9) Question of the day: “What do you like to do?”
 * 10) Ask directly to 1 to 3 students?
 * 11) If no responses, say well, you can answer on page 34.
 * 12) Ask for any questions.

4 Page 18 Let's get ready A&B 6 Min
 * 1) Walk around, help those students who need it.
 * 2) Select two or three students to talk about what they selected, and ask some follow up questions.

5 Page 19 Let's listen 1 B - Tapescript Page 80 6 Min
 * 1) Divide the class in half to read.
 * 2) What is the context of the conversation?

6 Page 20 Let's listen 2 B - Tapescript Page 80 5 Min
 * 1) I read it through.
 * 2) What is the context of the conversation?

7 Page 21 Let's Listen 3 A - Tapescript Page 81 5 Min
 * 1) Ask 2 students to play two roles, and I will play the other.
 * 2) Stop after Tim says “he's 1.75 meters tall” to review which picture the students listening should be selecting to make sure everyone is on the same page.
 * 3) What is the context of the conversation?

8 Telephone 7 Min
 * 1) Introduce the race element. Tell them there will be two kinds of winners - race and accuracy.
 * 2) Use a diagram on the board to explain the game.
 * 3) Tell the kids they only have 10 seconds to explain to the next person in line.
 * 4) They can only tell the next person at the front of the room.
 * 5) Only two teams, have students who are done leave the room.
 * 6) Give the last person in line paper and pen to write the message.
 * 7) If possible, play music loudly so students who are finished cannot communicate the message to students who have yet to go.
 * 8) Secret messages
 * 9) Spicy sausages are most delicious on Saturdays.
 * 10) Mr. Orange prefers green oranges to orange ones.

-- Extra Time

/ AFTER CLASS /

Lesson Review Notes

AFLS TJ3 Page 39 G7C8?
 * 1) Great lesson, the kids were all active and very willing to participate.
 * 2) They were the first class to completely fill out the seating chart correctly, which made me quite happy, and made it much easier to call on everyone and start to learn their names.
 * 3) had a pretty long conversation to start class.
 * 4) kids got through the textbook decently quick, but we didn't have time for a game b/c of the opening convo
 * 5) One advanced girl was doing a great job throughout of helping out the kids with lesser abilities.

-- Learning Outcome Achieved?
 * 1) It was the best first context class I've ever had. Many more kids than usual understood what was happening.

-- What I did well
 * 1) Calling on kids, being rested and energetic.

-- What I could improve upon
 * 1) Knowing the kid's names.

-- Next Week
 * 1) try to learn the kid's names.

 * 1) call on the kids I don't usually notice

-- Thoughts

/ APPENDIX /

Acknowledgments
 * 1) Joke is from the ITESLJ.

-- Versions 0.1 7 Oct 2009 0.2 3 Nov 2009 0.3 5 Nov 0.4 8 Nov 2009 0.5 November 11, 2009 11:28 AM
 * 1) Created in a late morning meeting with Mr. Brown.
 * 1) Took the lesson focuses decided on in the original meeting and pushed them back a week, because I think a week focusing on context would be better and more in line with the kids current abilities.
 * 2) Took out Page 20 Let's listen 2 A
 * 1) Cleaned up the before class portion and parts 1, 2 and 3.
 * 2) Added a seating chart because I don't know some of these students.
 * 1) Edited the example to reflect a second week on the subject.
 * 2) Added words of the day that are difficult ones from the chapter.
 * 3) Took out the seating chart. Replaced it with having the kids write their names on my seating chart of where they will sit to start class.
 * 4) Changed the joke & moved it ahead of the introduction.
 * 5) Changed the order of the introduction so that I end by asking “What do you like to do?“ which is a natural introduction to the chapter.
 * 6) Took out 19A and replaced it with 20B, because 19B and 19A are repetitive and 20B is alright.
 * 1) Changed before class and 0 - 3 to reflect the changes made in 8A Lesson 9 ver 0.5 G8 C5 G8 C4 G8 C6.
 * 2) Changed some of the time estimates to reflect how things went in class.
 * 3) Changed the game to telephone, because I am getting bored of Rows & Columns.
 * 4) Took natural out as a word of the day, only pronoun.

-- Additional Questions & Instructions for This Lesson

Page 20 Let's listen 2 A - Tapescript Page 80 6 Min
 * 1) Ask a student to play one role, and I will play the other.
 * 2) What is the context of the conversation?


text:
18th century European scholarly societies and academies/Royal Military and Naval Academy

Summary
Name of Society: Royal Military and Naval Academy

Country: Ireland

City: Dublin

Starting date: 1784

This academy began in 1784, and under the direction of David Bates, was divided into seven schools. All seven schools taught reading, grammar, arithmetic, algebra, drawing, philosophy, latin based languages, fencing, dancing, and music. All of these lessons were applied to military or naval concepts ranging from arillery to agility.


text:
Introduction to Theory of Computation

Lecture notes

 * COMP 2805 at Carleton University

Lectures

 * Finite State Machines
 * Closure and Nondeterminism
 * The Pumping Lemma
 * Minimizing FSMs
 * Recitation 1
 * Context Free Languages
 * CFLs and compilers
 * Recitation 2
 * Pushdown Machines
 * Recitation 3
 * CFGs and NPDMs
 * More lemmas, CYK algorithm
 * Undecidability and CFLs
 * Recitation 4
 * The Bullseye (Hierarchy of Languages)
 * Turing Machines
 * Recitation 5
 * The Halting Problem
 * Decidability
 * Complexity Theory, Quantified Boolean Formula
 * Savitch's Theorem, Space Hierarchy
 * Decidability/Complexity Relationship, Recursion Theorem

Textbooks
Free textbook:
 * An Introduction to the Theory of Computation , by Eitan Gurari

title: Introduction to Theory of Computation


text:
User:Egm6341.s10.team3.sa/Mtg11

Mtg 11: Thu, 21 Jan 10 [[media: Egm6341.s10.mtg11.djvu | Page 11-1]]

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

HW:
 * style="width:100%; padding:10px; border:2px solid #8888aa" |
 * style="width:100%; padding:10px; border:2px solid #8888aa" |

Find n at $$ \displaystyle \color{blue} \left|{f}_{n}^{T}(\frac{7\pi}{8}) - f(\frac{7\pi}{8})\right| \leq \left|{f}_{4}^{L}(\frac{7\pi}{8}) - f(\frac{7\pi}{8})\right| \leq \left| \frac{{q}_{5}(t)}{5!} \right| $$  for  $$ \displaystyle \color{blue} f(x) = sin(x) $$ and $$ \displaystyle \color{blue} x_{0} = 0, x_{1} = \frac{\pi}{4}, x_{2} = \frac{\pi}{2}, x_{3} = \frac{3\pi}{4}, x_{4} = 1 $$.

Here T stands for Taylor series approximation and L stands for Lagrange interpolation.

 * style = |
 * }
 * }

[[media: Egm6341.s10.mtg11.djvu | Page 11-2]]   LAGRANGE INTERPOLATION ERROR We discussed about Lagrange interpolation error in the previous lecture. Recall the expression for G that we studied in [[media: Egm6341.s10.mtg10.djvu | Page 10-3]] Now we give a geometric interpretation for G(x)

Geometric interpretation of $$\displaystyle G(x)$$: As we know, the Lagrange interpolation function has to pass through all points $$\displaystyle x_0 \;x_1\; ... \; x_n$$ Here we are interested in the error $$\displaystyle E(x)\; = \;f-f_n(x) $$ which is the difference between the actual function and the Lagrange interpolation function at the point x.

Also in the figure is the Lagrange basis fuction This should be equal to 1 at $$\displaystyle x_i $$ and zero at all other points. And $$\displaystyle q_{n+1} $$ would pass through all points $$\displaystyle x_i\; through\; x_n $$

[[media: Egm6341.s10.mtg11.djvu | Page 11-3]]

Let's now scale the error at t and x with the values of $$\displaystyle q_{n+1} $$ at t and x respectively. i.e, Scale, $$\displaystyle \frac{E(x)}{q_{n+1}(x)} \; and\; \frac{E(t)}{q_{n+1}(t)} $$

Now look at the difference between the scaled error at t and x. i.e, Define, $$\displaystyle d(x) \; := \; \frac{E(x)}{q_{n+1}(x)} \; - \; \frac{E(t)}{q_{n+1}(t)} $$ Now, multiply both sides by q_n+1(x) - And this product is called G(x). $$\displaystyle \underbrace{d(x) q_{n+1}(x)}_{G(x)} \; = \; E(x) \; - \; \frac{E(t)}{q_{n+1}(t)} q_{n+1}(x) $$

Let us talk about the particular case of derivative mean value theorem, i.e, the Rolle's theorem. It states that, For a continuous function f, If $$\displaystyle f(a) = f(b) = 0 $$ then there is atleast 1 point between a and b such that $$\displaystyle f'(\xi) = 0 $$ where, a and b are the endpoints and $$\displaystyle \xi \in (a,b).$$

In the following figure, f(a)=f(b)=0 and we have 6 points between them where,$$\displaystyle f'(\xi) = 0 $$ Image : Mtg11-Fig2.svg

Here, $$\displaystyle G^{n+1}(.)$$ is continuous since $$\displaystyle E^{n+1}(.)$$ and $$\displaystyle q_{n+1} ^ {n+1} (.)$$ are continuous.

It is important to note the following: $$\displaystyle \underbrace{G(x_i)}_{0} \; = \; \underbrace{E(x_i)}_{0} \; - \; \frac {E(t)}{q_{n+1}(t)} \underbrace{q_{n+1}(x_i)}_{0} $$

title: User:Egm6341.s10.team3.sa/Mtg11


text: File:Mtg11-Fig1 Edited.svg

title: File:Mtg11-Fig1 Edited.svg


text: 18th century European scholarly societies and academies/Societa Botanica Fiorentina


text:
User talk:Aosen01

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Question
Why do you keep putting up pages at Wikiversity when the user page you keep editing refers to en.wikipedia.org for such pages? Those pages belong there, not here. Ottava Rima (talk) 19:05, 24 July 2010 (UTC)

title: User talk:Aosen01


text:
18th century European scholarly societies and academies/Society of Antiquaries of Scotland

Summary
Name: Society of Antiquaries of Scotland

Country: Britain (Scotland)

City: Edinburgh

Active Dates: 1780-present

The Society of Antiquaries of Scotland was the first established antiquarian society of Scotland. David Steuart Erskine, the 11th Earl of Buchan, founded the society. The purpose of the society is to study antiquities and the history of Scotland supported by archaiological evidence. The ultimate goal of the society is to promote the understanding and conservation of Scotland. Members are known as fellows, and the society now has over 3500 fellows.