text:
Talk:Technical writing/Presenting

I don't really understand this page. I understand its relevance to technical writing but there's insufficient context linking it to the subject at hand.--Ironmilo2009 22:22, 2 June 2010 (UTC)

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

title: Talk:Technical writing/Presenting


text:
User talk:Purplepeople~enwikiversity

 Hello Purplepeople, 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.
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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) 00:11, 3 June 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 Purplepeople. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Purplepeople~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 23:48, 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) 06:18, 19 April 2015 (UTC)

title: User talk:Purplepeople~enwikiversity


text:
User talk:Ironmilo2009

 Hello Ironmilo2009, 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.
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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
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 * 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) 00:11, 3 June 2010 (UTC)

title: User talk:Ironmilo2009


text:
User:Backward

I am currently a high school student, but I believe I can contribute to Wikiversity.

Currently, I am focusing on General Chemistry, but I hope to start/join some learning projects at Wikiversity soon.

title: User:Backward


text: File:Invimage.jpg

title: File:Invimage.jpg


text:
User talk:Kayau

 Hello Kayau, 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) 04:05, 3 June 2010 (UTC)

title: User talk:Kayau


text:
File talk:100gridtwotenths.png

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FKKFS F--98.112.138.57 04:43, 3 June 2010 (UTC)VMAVAGJ

title: File talk:100gridtwotenths.png


text:
User talk:Aikaterine

 Hello Aikaterine, 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.
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 * 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, 3 June 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 3 June 2010 (UTC)

title: User talk:Aikaterine


text:
User talk:Deadbonesdancing

 Hello Deadbonesdancing, 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.
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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, 3 June 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 3 June 2010 (UTC)

title: User talk:Deadbonesdancing


text:
Adobe Photoshop/Sharpen Tool

Sharpen tool can be used on blurred images. The blurred pixels gets sharpened. The resulting picture will have more contrast.

title: Adobe Photoshop/Sharpen Tool


text:
Adobe Photoshop/Path Selection Tool

Path selection tool in Photoshop is used to select and move Paths.

Paths can be created with the Pen Tool. With the path mode activated, The following tools also can be used to create paths:
 * Rectangle Tool
 * Rounded Rectangle Tool
 * Ellipse Tool
 * Line Tool
 * Custom Shapes Tool

title: Adobe Photoshop/Path Selection Tool


text:
Adobe Photoshop/Direct Selection Tool

Direct Selection Tool is used to select, move or modify paths or shapes. With this tool you can select individual Anchor points in a path/shape and manipulate it.

Paths and shapes can be created with the Pen Tool. The following tools also can be used to create paths and shapes:
 * Rectangle Tool
 * Rounded Rectangle Tool
 * Ellipse Tool
 * Line Tool
 * Custom Shapes Tool

title: Adobe Photoshop/Direct Selection Tool


text:
User:Rhetor~enwikiversity

Profile Links

 * Faculty Home Page
 * Center for Advancing Teaching and Learning at UW-La Crosse

title: User:Rhetor~enwikiversity


text:
Open academia: A philosophy of open practice

  Open academia: A philosophy of open practice University of Canberra Intellectual Property (UC-IP) Mini-conference 2-5pm Friday 11th June, 2010 University of Canberra, ACT, Australia James Neill Accompanying slides Presentation (screencast) Pt 1 Presentation (screencast) Pt 2

The aim of this introductory article and presentation is to share some of the story about the vision and reality of open academia.

Introduction
Open academia refers to a philosophy and practice – ideas and action – which foster symbiotic, transparent relations between academia and society. Principles of openness (philosophy) and acts of sharingness (practice) are proposed as vital ingredients for a healthy, productive relationship between academia and society. Within such a world-view, the mutual goal is collaborative participation in developing and sharing a knowledge commons. Open academia can be pursued via commitment to provide and use open access, open licensing, open formats, free software and open governance of scholarly materials and activities (Neill, 2010).

Pt 1: Open academia philosophy
Academia involves society giving some people privileged roles which allow relative freedom in scholarly exploration and discovery. In return, society expects academia to share its knowledge and skills. Ideally, this leads to a symbiotic relationship in which society resources academia (e.g., with finance and infrastructure) and academia resources society (e.g., by sharing intellectual capital and providing training).

To foster such a symbiosis, it is proposed that openness is a key ingredient. Academia should maximise the accessibility and openness of its scholarly resources and learning activities – and society should provide concomitant support to academia to the value of its sharing. This is a basic, transactional model for the role of academia in modern society and one which is not entirely foreign, for example, to the rhetoric and actions of federal governments (e.g., Gillard, 2009).

Given such a transactional model, a strategic starting point for would be for the doors of academic institutions to be open by default, thereby maximising potential availability of its resources and interactivity with society. Only where there is sound rationale for closedness, in such an approach, should doors of academia be closed. Openness, transparency and accessibility are increasingly becoming progressive hallmarks of publically-funded institutions such as parliament, public services, and research institutes. Public-funded universities should similarly be championing knowledge-sharing and access to scholarly resources.

It is worth noting that the prefix “open” shouldn't really be necessary. Academia, by definition, implies scholarly openness. However, by using “open” as a prefix, the intention is to emphasise that greater shareability in academia is desirable, particularly given the current, relatively closed practices to which attention is now turned.

In summary, open academia refers to academia's raison d'etre – scholarly discovery and sharing. Let's now consider open academia in practice.

Pt 2: Open academia in practice
Openness is being suggested here as a generic, theoretical principle and being hypothesised as vital to authentic scholarship. In principle, open academia is simple (i.e., maximise sharing), but becomes surprisingly complicated, challenging, and disruptive in practice.

Consider, for example, an open academic who teaches a unit of study. There are several key decisions to be made, each with various options. At each point, there is one fundamental fork in the road – open or closed? The closed option masquerades as easier, but in the long-run often achieves less for academia and society than an open approach. For example, for any given unit of study (or research output or community service):

 * 1) Who can access learning content (such as textbooks and lectures)? (Access)
 * 2) * Currently enrolled students?
 * 3) * University staff?
 * 4) * Public?
 * 5) * People of the future?
 * 6) Who is permitted to copy, reuse and remix the learning materials? (Licensing)
 * 7) * Staff member?
 * 8) * University?
 * 9) * External body?
 * 10) * Public?
 * 11) What electronic file formats are used? (Formats)
 * 12) * Proprietary? (Using a secret, protected code)
 * 13) * Open? (Using an openly known structure)
 * 14) What software is required (by staff and students)? (Software)
 * 15) * Proprietary?
 * 16) * Free?
 * 17) How is the unit of study to be taught, managed, and governed? (Governance)
 * 18) * Opaquely? (Closed)
 * 19) * Transparently? (Open)

The current academic norm embodies closedness: Typically, learning materials are restricted in access to currently enrolled students, the material is copyrighted with restricted usage and distributed in expensive hard copy format and/or in proprietary electronic formats which require use of proprietary software. Governance and management of these units of study is generally opaque (closed) to students, the public, and colleagues.

An open academic approach, alternatively would prioritise and champion:
 * 1) Open access: Materials are easy to find and are openly available via multiple channels
 * 2) Open licensing: Materials are re-usable with no or minimal restriction
 * 3) Open formats: File formats allow access from free software platforms
 * 4) Free software: Knowledge is generated, stored and shared using free software
 * 5) Open governance: Management of the unit is transparent and participatory

These proposed components of open academia apply to various embodiments and expressions of academic knowledge, such as:
 * 1) Courseware: Lectures, tutorials, readings, discussions, activities etc. within a unit of study
 * 2) Textbooks: Detailed guides to specific fields of study
 * 3) Articles: Reviews and reports about academic theory, research and practice
 * 4) Theses: Supervised research investigations
 * 5) Conferences: Presentations, papers and discussions
 * 6) Data: Make research data downloadable for re-analysis and further use

Pt 3: Open academia spotlight: Textbooks
Let's consider the problem and opportunity of textbooks in light of the principles and strategies of open academia. Most subjects taught at universities use proprietary textbooks, in part because of the lack of high quality, free and open textbooks. Proprietary textbook content has generally received more development time and resources than free alternatives, so they present initially as attractive options. However, proprietary textbooks come with several downsides which become increasingly obvious to staff, students and the public as one works with them. The issues with proprietary textbooks include:
 * 1) Exorbitant financial cost typically paid to a small number of large multinational publishing companies (whose main motivation is profit-making).
 * 2) All rights reserved proprietary material (typically text and images) which allowslimited re-use beyond lectures and tutorials.
 * 3) Undertones or overtones of Western hegemony - or at least often lacking in authentic localisation.

Teaching with closed, proprietary textbooks builds creates a deflating inflexibility despite the considerable cost involved. Proprietary textbooks costs approx. AU$600-$800 per full-time student per semester. Therefore an academic institution with 10,000 full-time students leads to approx. $12 to $16 million dollars per annum for publishers who permit limited use of restricted content. Storehousing of academic knowledge has been almost completely privatised, especially when we consider the similar story with commercial academic journals.

An an alternative, what if this money was used for the development of open, collaborative textbooks which could be readily adapted and printed locally at low-cost? This would require an institutional commitment to a more open approach to teaching, authorship and sharing.

Conclusion
Academia is largely predicated largely upon ideals of open sharing about knowledge, information and skills – at least in principle. However, normative academic practices emphasise closedness. Nevertheless, there are encouraging, bold steps towards openness being taken by governments, the public service, progressive institutions and many individuals. Academic institutions are being invited to champion open practices (open access, open licensing, open formats, free software and open governance) and to thereby vitalise their role and relevance in future society.


text:
User talk:Rhetor~enwikiversity

 Hello Rhetor, 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.
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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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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) 17:57, 3 June 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 Rhetor. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Rhetor~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 23:50, 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) 06:19, 19 April 2015 (UTC)

title: User talk:Rhetor~enwikiversity


text:
User talk:Mela91

 Hello Mela91, 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

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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) 03:38, 4 June 2010 (UTC)

title: User talk:Mela91


text:
User talk:12evanrey12

 Hello 12evanrey12, 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

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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) 03:41, 4 June 2010 (UTC)

title: User talk:12evanrey12


text:
Talk:Nonlinear finite elements/Nonlinear axially loaded bar

I think the second last equation is wrong, or at least I don't see how $$ \left(\sum_j u_j\cfrac{dN_j}{dx}\right)^2 = \sum_j u_j \left(\cfrac{dN_j}{dx}\right)^2 $$

 * I had the same thought after reading it. There should remain terms with $$ u_j $$ squared, which makes it not possible anymore to write the DE as a matrix problem. This makes sense to me, since it is a nonlinear DE in the first place. I think it is wrong and should be corrected/removed. --141.135.57.121 (discuss) 23:33, 10 September 2014 (UTC)
 * Thank you to all of you who pointed this out. The expression has been corrected. 203.160.120.29 (discuss) 20:11, 31 August 2016 (UTC)


text:
User talk:Gold1618

 Hello Gold1618, 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

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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, 4 June 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 4 June 2010 (UTC)

title: User talk:Gold1618


text:
User:Twisties34

About Me
I'm a 40 something person from Australia, married with teenage children, I enjoy reading Fantasy novels such as Wheel of Time by Robert Jordan and the Harry Potter series by JK Rowling. Currently employed with the University of Ballarat and Wimmera Hub as a VET tutor.

Certificates

 * Certificate IV Training and Assessment
 * Certificate IV IT (General)
 * Certificate IV Website Design
 * Certificate IV Small Business Management
 * Certificate III Aged Care
 * Certificate II Business Administration

Current Study
I'm currently trying to make my way through the MCSE accreditation with resources from Microsoft Press, Prep Logic, Virtual Training Company and other books and videos.

I hope to
Eventually, I hope to be able to open a retail business that combines my love of teaching and computers into a resource for Rural Victoria encompasing
 * Full Internet Cafe
 * Gaming Lounge
 * Private & Small group tuition
 * Technology Sales & Service
 * Business Services
 * Coffee Shop

title: User:Twisties34


text:
User talk:Twisties34

 Hello Twisties34, 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.

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 * Give feedback about your initial observations
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 * 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) 13:08, 4 June 2010 (UTC)

title: User talk:Twisties34


text:
User talk:Dviwedi

 Hello Dviwedi, 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

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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
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 * 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) 13:08, 4 June 2010 (UTC)

title: User talk:Dviwedi


text:
User talk:Twinsday

 Hello Twinsday, 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.
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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
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 * 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) 13:08, 4 June 2010 (UTC)

A course in troll sockpuppets
Hi there. I've removed the speedy deletion request from this page since the reason given doesn't seem to meet the criteria for speedy deletion such as being obvious vandalism, an empty page, or similar. If you think it should be deleted then I would suggested adding Deletion request to that page and then listing it at Requests for Deletion for discussion as per the instructions there. Regards. Adambro 11:36, 2 August 2010 (UTC)

title: User talk:Twinsday


text:
Motivation and emotion/Assessment/Quizzes

Quizzes about each of the 6 modules

Overview

 * Weight: 25%
 * Due: Fortnightly - see schedule
 * Tasks
 * 6 equally-weighted, 10-question, 10-minute, multiple-choice, online quizzes.
 * One quiz per module.
 * Based on theories and research as described by the  textbook and discussed in lectures and tutorials.
 * Follow the instructions

Marking and feedback

 * Marks will be available immediately after each quiz is submitted
 * Automated feedback will be provided to indicate correct answers
 * Once the feedback screen has been closed, this information will no longer be available
 * Follow up if you don't understand the feedback

Extensions and late submissions

 * Extension requests require an Assignment Extension Form (available on ) and appropriate documentary evidence
 * No late submissions are accepted for this exercise

Learning outcomes
How the learning outcomes are addressed by this assessment exercise:

Graduate attributes
How this assessment exercise addresses the graduate attributes:

Instructions

 * Attempts:
 * Quizzes can be attempted at any time before the due date from any internet-connected computer. Google Chrome is the recommended browser
 * Each quiz can be attempted once
 * Missed quizzes receive 0

 * Content: Quizzes consist of 10 randomly selected multiple-choice questions from a test bank designed to assess knowledge of content covered in the corresponding textbook chapters, lectures, and tutorials
 * Time limit: 10 minutes
 * Academic integrity: Quizzes should be completed independently, with no assistance from other people or generative AI. Study materials including the textbook, lecture/study notes, and internet resources are permitted
 * Bug bounty (bonus marks): Email the unit convener if you identify a quiz error or possible improvement. Accepted revisions will earn a bonus quiz mark.

Schedule
The recommended schedule for regular completion of the quizzes is: Due dates


text: Category:Motivation and emotion/Assessment


text:
Motivation and emotion/Assessment/Chapter

Collaborative online book chapter authoring

Overview

 * Weight: 45%
 * Due:
 * Tasks
 * Author an online book chapter up to 4,000 words on Wikiversity that explains psychological theory and research about a unique, specific motivation or emotion topic
 * Includes a social contribution component
 * Follow the instructions and address the marking criteria

Marking and feedback

 * Submissions will be marked according to the marking criteria
 * Feedback will be provided to explain how well the chapter meets the marking criteria
 * Marks and feedback should be returned within 3 weeks of the due date
 * Marks will be available via - keep an eye on Announcements
 * Written feedback will be available via the topic's Wikiversity discussion page
 * Follow up if you don't understand the feedback

Extensions and late submissions

 * *Extension requests require an Assignment Extension Form (available on ) and appropriate documentary evidence
 * Submissions are accepted up to 3 days late (-10% per day late)
 * If you don't submit this assessment it is unlikely that you will pass the unit

Learning outcomes
How the learning outcomes are addressed by this assessment exercise:

Graduate attributes
How the graduate attributes are addressed by this assessment exercise:

Instructions
The following instructions should be used to guide the development of the book chapter.

Theme

 * Chapters should fit the book theme which is "understanding and improving our motivational and emotional lives using psychological science"

Audience

 * The target audience is a general (non-topic-expert) reader interested in personal growth and development based on knowledge in psychological science (theory and research). This is a science communication exercise.

Wikiversity

 * Present the chapter as a single page on the English Wikiversity website. A link to the chapter should appear in the table of contents along with the lead author's Wikiversity user name

Topic

 * The title and sub-title must be approved by the unit convener

Collaboration and feedback

 * Chapters should be independently developed and written primarily by the lead author, but collaboration is strongly encouraged (e.g., by incorporating useful edits and feedback from others)
 * Generative AI may be used with appropriate acknowledgement
 * Lead authors are encouraged to seek feedback about the chapter during the drafting process (e.g., start a discussion thread)
 * Feedback is usually best placed on the chapter's wiki discussion page
 * Feedback on the topic development (chapter plan) will be provided by the unit convener

Length (word count)

 * There is no minimum length
 * Maximum 4,000 words. There is no additional 10% allowance. Words beyond this will not be considered for marking purposes. Count everything from top to bottom of the editable page (in view mode, not edit mode):
 * Include the title, subtitle, table of contents, headings, text, tables, figures, references, see also, and external links
 * Do not include the top and side navigation bars or content in linked Appendices (see subpages)
 * Use this Word Counter Plus (Google Chrome Extension) or paste the URL into Website Word Count (it will overcount by 114 words) or cut and paste into a word processing document. Don't use the in-built Wikiversity word count (it underestimates).
 * If you are having difficulties complying with the maximum word count, see these suggestions

Submission

 * Submit the chapter URL (website address) and your Wikiversity user name via

Marking criteria
Book chapters will be marked against the following criteria.

Overview (5%)

 * Easy to read and understand
 * Explain the practical problem to be solved in an engaging way. Bring the problem to life (e.g., through an example or case study).
 * Outline key concepts
 * Establish focus question(s)

Theory (20%)

 * Well selected and clearly explained theoretical framework for understanding the topic
 * Select the most relevant psychological theories/models that apply to the problem. Depending on the topic, this may involve focusing on a single theory or comparing and contrasting two or more theories
 * Use at least the best dozen or so peer-reviewed theory references about the topic
 * Clearly explain and apply the theory(ies)
 * Include illustrative examples, such as case studies
 * Demonstrate a critical perspective

Research (25%)

 * Explain how key, peer-reviewed research findings apply to the problem. Utilise at least the best dozen or so peer-reviewed research references about the topic. Include major reviews.
 * Demonstrate critical thinking. Critically analyse key peer-reviewed research findings and explain the implications.

Integration (10%)

 * Integrate discussion of theory and review of relevant research
 * Use the research to critically inform utility of the theory(ies)

Conclusion (5%)

 * Emphasise the key points and take-home messages (what is the "golden nugget"?), particularly in relation to the subtitle and any focus questions, with implications for personal growth and development

Style (20%)

 * Present and illustrate the problem and knowledge in an interesting and readable way, using a logical structure and clear layout, correct spelling and grammar, and APA style
 * Readable for a layperson interested in psychological science
 * Address the book theme by providing practical, academically sound, self-improvement information
 * Address an international audience (i.e., avoid an overly local or national perspective)
 * Narrative point of view:
 * In the main text, use 3rd person perspective (e.g., "it", "they").
 * Where asides are used, such as examples, case studies, and feature boxes, 1st person perspective (e.g., "I" and "we") and/or 2nd person perspective (e.g., "you") can work well.
 * Structure
 * Use a logical heading structure
 * Sub-headings are optional. Avoid using a single sub-heading - each sections contains 0 or 2+ sub-headings.
 * If sub-headings are used, provide at least 1 introductory paragraph before branching into sub-sections.
 * Paragraphs
 * A well-constructed paragraph is generally 3 to 5 sentences (opening sentence, body sentences, and a concluding/linking sentence). Avoid one-sentence paragraphs and overly long paragraphs.
 * Paragraphs flow logically
 * Use APA style (as much as reasonably possible), paying particular attention to citations, references, table and figure captions, and quotes
 * Use default wiki style for paragraph alignment, font colour, type, and size, and heading styles
 * Use Australian spelling (e.g., hypothesise, behaviour, fulfilment) rather than American spelling (e.g., hypothesize, behavior, fulfillment)
 * Correct grammar (e.g., see writing tips)
 * Citations
 * Use APA style or wiki citation style. Only use one style throughout the chapter - don't mix and match. For most psychology students, APA style will be the choice.
 * Maximum of 3 citations per point (i.e., avoid 4 or more citations together).
 * References
 * List cited academic references in APA style or wiki citation style. Only use 1 style to list references.
 * Non-academic sources are not used in references. They can be included in the external links section.

Learning features (5%)

 * Use interactive learning features such as case studies, feature boxes, figures, quizzes, and links
 * Case studies: Include 1 or more examples, scenarios, or case studies. They can be true (if so, include citations) or fictional. Use these examples to enhance understanding of theory, research, focus questions, and/or take-home messages. Consider presenting in a feature box and perhaps including a figure. Consider using a "progressive case study" (i.e., a case study presented in separate parts which describe, for example, the problem, attempt at change, and resolution/outcomes). Examples of chapters which make effective use of case studies:
 * emotional abuse (2019)
 * food and fear (2019)
 * opioid system and human emotion (2019)
 * social support and emotion (2019)
 * Feature boxes: Use to highlight key information, but avoid overuse. There are various ways of creating coloured boxes, but the RoundBox template is a good option.
 * Figures: Include relevant, accompanying figures (e.g., photos, drawings, diagrams) to facilitate readers' understanding of the concepts. Figures are accompanied by explanatory captions and be cited at least once in the main text. For more information, see How to use figures).
 * Links:
 * In-text (embedded) links: Key words and concepts are linked to Wikipedia articles and/or related book chapters. Provide in-text wiki links the first time that key concepts are mentioned. For example:
 * This sentence includes a link to the Wikipedia article about emotion. The syntax for creating this link is emotion ). It is also possible to link to a section on this same page e.g., <nowiki>Overview<nowiki> will link to the Overview section.
 * This chapter provides an excellent example of embedded links to Wikiversity pages.
 * See also
 * Provide up to about half a dozen wiki links to related Wikiversity book chapters and/or Wikipedia articles.
 * Include source in parentheses
 * External links
 * Provide at least a couple of links to high quality, relevant external resources
 * Include author and/or source in parentheses
 * Published academic sources belong in References
 * Tables: Use accompanying tables to help organise information and communicate concepts to readers. Tables are accompanied by APA style explanatory captions. See example.
 * Quizzes: Consider using quiz questions or reflection questions. Focus on key concepts rather than trivia. Incorporate throughout the chapter rather than lots at the end.

Social contribution (10%)
Social contributions are edits which enhance the quality of other book chapters.
 * Useful actions include, but are not restricted to:
 * direct edits which improve past or current chapters or flag potential improvements by adding clarification templates - search for chapters to improve
 * feedback provided on book chapter talk pages
 * creating and/or uploading free-to-use images to Wikimedia Commons
 * discussion posts
 * Tweets using the hashtag.
 * In order to be accepted for marking purposes, contributions must be publicly logged (i.e., with a user name and time-stamp) and summarised on your Wikiversity user page (in a section called "Social contributions") using a numbered list with hyperlinks to direct evidence for each contribution. For info about how to do this, see summarising social contributions.
 * Contributions are assessed based on their:
 * Quantity (breadth) refers to the scope and quantity of contribution, including:
 * the number of different chapters contributed to
 * range of communication channels used
 * Quality (depth) refers to the contributions':
 * insightfulness
 * practical value
 * Timeliness recognises that there is:
 * greater value in earlier contributions
 * lesser value in "last minute" feedback
 * Marks will be allocated to each summarised social contribution with direct links to evidence as follows:
 * Minor <= 0.25%
 * Moderate 0.50%
 * Major 1.00%
 * Very significant > 1.00%
 * Bonus marks up to 5.00% may be awarded for exceptional levels of contribution

Grade descriptions
This section describes typical characteristics of chapters at each grade level, based on the marking criteria.

Examples
Some examples of high quality book chapter submissions:
 * Illicit drug taking at music festivals: What motivates young people to take illicit drugs at music festivals? (2016)
 * Organisational change motivation: How can leaders build a culture of agility, adaptability, and resilience to deal with a constantly changing workplace? (2019)
 * Phobias: What are phobias and how can they be dealt with? (2019)

For more examples, see the s in the lists of previous book chapters and the top chapters of 2022.

Licensing
Contributions to Wikiversity are made under Creative Commons 3.0 Share-alike (CC-BY-SA 3.0) and GFDL licenses which are irrevocable. These licenses give permission for others to edit and re-use contributed content, with appropriate acknowledgement. For more information, see the Wikimedia Foundation's Terms of use. If you do not wish to contribute your work under this license, discuss alternative options with the unit convener.


text:
Motivation and emotion/Assessment/Multimedia

Audiovisual to accompany the book chapter

Overview

 * Weight: 20%
 * Due:
 * Tasks
 * Create and share a public link to an online multimedia presentation up to 3 minutes long which engagingly summarises psychological science about a unique motivation or emotion topic.
 * Address the same topic as covered by the book chapter.
 * Follow the instructions and address the marking criteria

Marking and feedback

 * Submissions will be marked according to the marking criteria
 * Feedback will be provided to explain how well the presentation meets the marking criteria
 * Marks and feedback should be returned within 3 weeks of the due date
 * Marks will be available via - keep an eye on Announcements
 * Written feedback will be available via the topic's Wikiversity discussion page
 * Follow up if you don't understand the feedback

Extensions and and late submissions

 * Extension requests require an Assignment Extension Form (available on ) and appropriate documentary evidence
 * Submissions are accepted up to 3 days late (-10% per day)

Learning outcomes
How the learning outcomes are addressed by this assessment exercise:

Graduate attributes
How this assessment exercise addresses the graduate attributes:

Instructions

 * Overview: Explain the motivation or emotion problem, key points related to theory and research, and emphasise practical, take-home messages
 * Style and format:
 * Style is open - could be in third person, second person, or first person narrative point of view
 * Format is open - could be a screencast, slidecast, animation, or video
 * Effectively communicate key psychological ideas using basic online multimedia tools
 * Present a "stand alone" work. The audience should not need to read the chapter in order to understand the presentation. Avoid repeated mentions of the chapter, although the presentation should be hyperlinked to the chapter for further information.
 * Platform:
 * Platform is open - as long it allows public viewing online via a web browser without having to login or download.
 * A common method is to record a screencast by narrating slides and then exporting the video file to a hosting service such as YouTube. Other possible methods are listed here.
 * Scripting:
 * Better quality productions tend to be scripted beforehand and involve at least a few takes.
 * Generative AI may be used with appropriate acknowledgement (e.g., to help develop the script and with production)
 * Equipment: Recommended equipment:
 * electronic recording device (e.g., computer, tablet, or phone) connected to the internet
 * microphone (better sound quality will be achieved by connecting an external microphone (rather than an inbuilt/onboard microphone)
 * Length:
 * 3 minutes (max.). Beyond the max. will not be counted for marking purposes
 * No minimum
 * Submission: Submit the chapter URL (website address) and Wikiversity author name into the assignment drop-box via

Marking criteria
Multimedia presentations will be marked against the following criteria.

Overview (10%)

 * Title and sub-title matches the book chapter
 * Outline focus question(s) and/or the purpose of the presentation
 * Introduce a specific, "real-world" problem or case study

Content (10%)

 * Well organised explanation of how key motivation or emotion theory(ies) and research apply to the problem

Conclusion (10%)

 * Provide practical take-home message(s). Take-home messages are very brief summaries of what the best available psychological science says about the sub-title question. They can also be practical, self-help, implementation-type messages.

Audio (30%)

 * Clear, well-paced, engaging style of audio communication. A common mistake is to verbalise too many technical words and concepts too quickly and in a monotone manner.
 * Speaking rate: Target 125 to 150 words per minute for public speaking. Develop a script that is no longer than 450 words to fit within 3 minutes. This is roughly 10% of the written chapter. More info:
 * Recording quality: Clearly audible with minimal background noise (e.g., use an external rather than on-board microphone)
 * Some excellent examples of short, clearly explained audio about scientific findings can be found on the Great Moments in Science ABC Radio National podcast by Dr Karl Kruszelnicki. For example: What we know about misophonia, the 'hatred of sounds'.

Video (30%)

 * Easy-to-grasp, interesting style of visual communication. A common mistake is to present too much text and/or use font which is too small.
 * Consider supplementing text-based visuals with tables, pictures, and/or diagrams. But also try to avoid over-complicated visuals because it can be difficult for a viewer to simultaneously process audio and video.
 * Recording quality: Clearly visible (e.g., not too light/dark, good resolution, not blurry or jerky)

Meta-data (5%)

 * Accurate title and sub-title (i.e., matches the book chapter)
 * Informative description
 * Provide a clickable, working hyperlink from the multimedia presentation to the book chapter (e.g., in the description field).
 * Provide a link from the book chapter to the multimedia presentation (by adding underneath the title).
 * Acknowledge academic sources used in the presentation in a list of APA style references (e.g., at the end of the presentation and/or in the description field).
 * It is a bonus if the presentation also includes:
 * Linked time codes in the description
 * Sub-titles/closed captioning

Licensing (5%)

 * Copyright license for the presentation is clearly indicated (as appropriate to the hosting platform). For example:
 * at the beginning (e.g., on title slide) and/or end of the presentation (e.g., last slide)
 * in the description and/or license field
 * Apply your preferred licensed. Options include:
 * Creative Commons licenses (e.g., see Figure 1). This is preferred so that the presentation can be re-used.
 * Acknowledge the source of any images used. A common mistake is to re-use copyright restricted images without permission or to re-use Creative Commons images without appropriate acknowledgement. Acknowledge image authors, sources, and licenses in at least 1 of the following locations:
 * directly on the slide where the image is presented
 * on a separate slide at the end of the presentation
 * in the description of the presentation (this is probably the best way because then the hyperlinks will likely be clickable or at least copyable)
 * in the description of the presentation (this is probably the best way because then the hyperlinks will likely be clickable or at least copyable)

Grade descriptions
This section describes typical characteristics of multimedia presentations at each grade level, based on the marking criteria.

Examples
Examples of high quality multimedia presentations:
 * Dark humour: Why do we enjoy dark humour? (2019)
 * Methamphetamine and emotion: What is the effect of methamphetamine on emotion? (2020)
 * Phobias: What are phobias and how can they dealt with? (2019)

For more examples, see the red Ms in the lists of previous book chapters.


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User talk:Sara Wells

 Hello Sara Wells, 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) 18:23, 4 June 2010 (UTC)

title: User talk:Sara Wells


text:
User talk:Nadine.adel

 Hello Nadine.adel, 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) 18:40, 4 June 2010 (UTC)

title: User talk:Nadine.adel


text:
User:Jacob J. Walker/Education for Americans about the Culture of Arab Israelis Project

The Education for Americans about the Culture of Arab Israelis Project is being created to help teach Americans about the culture of Arab Israelis (1948 Arabs) and Palestinians. This project is not meant to be political in nature, and will not focus on the conflicts.

Introduction
The Arab world and the United States of America are linked to one another in many ways. Economically the two worlds are tied tightly to each other with oil as the bond. Technologically the present day Arab world benefits from many of the advances developed in America, but these advances are built upon much of the mathematics whose roots lead back to the Arab world. Further there are 3,500,000 Arabs living in the United States, and many Americans living in the Arab world.

Yet, with the bond that exists between these two worlds, the population of both do not have a good understanding of the other. Most Americans do not have a good understanding of Arabs. This is primarily caused by Americans seeing only a small distorted view of the Arab world through their media.

No place is this phenomenon greater than with the Palestinians and Arab Israelis (“1948 Arabs”). The American media, which focuses on the suicide bombers, the political conflict, and a few key political leaders, usually ignores the cultural history of the Palestinians and Arab Israelis. In fact less than 0.5% of the articles about Arab Israelis deal with “Arab Israeli culture”, compared with 85% of the articles that deal with “Arab Israeli conflict”. In fact, there are less than 5 books that focus on the culture of the Arab Israelis or Palestinians, and all of these books are academic texts that the general American populous are not likely to read.

President George Bush Sr. once wisely said, "Think about every problem, every challenge, we face. The solution to each starts with education." This could not be more true than with the problems and challenges shared by the United States, the Arab world, and specifically the problems and challenges faced in Israel.

Most Americans do not realize that over 20% of Israelis (not Palestinian by Israeli legal definition) are Arab. Further, most Americans are not aware of the diversity of beliefs and religions that Arab Israelis have. For example while a little over two-thirds (68%) are Muslim, there are a large minority of Christians (7%) and Druze(7%).

While most Americans have heard of Nazareth, most would be surprised to learn that Nazareth is primarily an Arab city, and that nearly one third of the Arabs living in Nazareth are Christian.

Most Americans are not aware of any of those facts, nor do they know about the culture of Arab Israelis and/or the Palestinians. Further, many Americans have misconceptions about parts of Arab Israeli culture. Most Americans know little about the art of Arab Israelis, with a few more knowing about the customs.

More Americans believe they know about the clothing and culture of Arab Israelis, but there are many misconceptions. One of the primary misconceptions center around the Hijab, or head scarf that may be worn by Muslim women. In Nazareth, most Arab women do not wear a Hijab, and those who do, usually do so because of their own choice and will, not unlike how a Catholic nun may choose to wear their Habit. Islam is practiced in a variety of ways, with only a small minority practicing more fundamentalist forms.

Grant Proposal
It is still being determined whether this project will require outside funding. If it does need outside funding a grant proposal is being created:

Education for Americans about the Culture of Arab Israelis Project/Grant Proposal


text:
User talk:Emoyion

 Hello Emoyion, 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) 20:34, 4 June 2010 (UTC)

title: User talk:Emoyion


text:
Psychosis

Psychosis is a derived term. Psych is an ancient Greek term for that which exists because of, or in relation to, the mind, the activity of the brain. The suffix -osis implies an ongoing, a possibly changing, state. Psychosis therefore is a reference to an "Ongoing state of the mind" and can be an accurate description of imagination and/or hallucination. This differs from Psychotic which, with the suffix -otic, describes an un-changing state of the mind, most often used to describe drugs which affect the mind without exception or a period of hallucination in the past, a psychotic drug or a pyschotic "episode" (a period in which the ideas of the mind do not match reality). The mind is not the brain. The brain exists without function. The mind is produced by the brain, most likely in conjunction with the nervous system.

History and meaning
The idea of the psyche (sigh key), that based in thought, dates back to the time when the Greek language was very common in Europe, several thousand years ago. All persons think with their mind regardless of communicative ability or disability. If the brain ceases to function and produce a mind, the body ceases to function therefore the mind is an indistinguishable part of life for any organism capable of producing a mind (anything which has a brain only lives so long as the brain functions).

Psychosis in relation to reality
That which is physical exists with or without the mind. The mind is aware of that which is reality through the body and the five senses, sight. sound, touch, taste and smell. The bodys ability to sense may become impaired and the minds ability to register the senses may become impaired. The mind may also imagine sensation. In these situations, that which does not exists in reality can be believed to exist by the mind. Psychosis can include sight, sound, touch, taste, smell and other imagined senses such as the ability to interpret another mind, to make thoughts *audible*, to have ones thoughts interpreted, to touch or taste objects without physical contact or to smell that which does not produce an odour within a detectable range.

title: Psychosis


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User:Jacob J. Walker

Most of the stuff that I was developing here, I have moved to the Effective Education wiki. As more stuff is developed there, I plan to freely move back the progress that is made there back to Wikiversity and Wikibooks. For the time being, developing these ideas on their own site gives more flexibility and allows for more creation.

Creation of New Educational Ideas

 * Wikiversity: Systems And Tools Educational Model
 * Wikiversity: Public Pupil Pizza Project
 * Wikiversity: Extraordinary School Project
 * Wikiversity: Economic Leap Frogging through Trading Information via the Internet
 * Wikiversity: Human Democratic News

Expanding the Use of Existing Ideas in Education

 * applied academics
 * Teaching with Applied Academics
 * Teaching with Applied Academics
 * Secretary's Commission on Achieving Necessary Skills (SCANS)
 * Bachelor of Vocational Education
 * How to Become a Vocational Teacher
 * List of films about school

Other Educational Ideas and Organizations

 * How to Become a School Administrator
 * Find Employment
 * How to pass the SLLA
 * Continuing education unit
 * Career Clusters
 * Grant Adult Education
 * Grant Joint Union High School District
 * User:Jacob Walker/Education for Americans about the Culture of Arab Israelis Project

WikiMedia Reference Pages
The following are pages that I utilize on a regular basis

 * Citation Templates
 * Help:Interwiki linking
 * Special:Boardvote

My Educational & WikiMedia Philosophy
My goal in life is to make meaningful contributions to this planet by sharing what I have learned with others. I have chosen Wikiversity as one of the primary places to be able to share for the following reasons:

 * 1) I want these ideas to be available to everyone, regardless of economic resources.  WikiMedia projects allow this by using the  GPL, and not charging for their site.
 * 2) I want these ideas to spread as far as possible.  WikiMedia projects, especially Wikipedia, have attracted a large number of readers and contributors.
 * 3) I believe the best ideas are those that have been collaborated on.  By the very nature of being a Wiki, the WikiMedia projects embody this concept.
 * 4) I want to be able to communicate these ideas in a standard format with a single "language" so I can focus more on the content and less on the creation.  WikiMedia's wiki has become the de facto standard on the Internet.

My philosophy at this point is, whenever possible and appropriate, to do my creation of content on Wikiversity or related Wikimedia project. On many of these projects, I will not necessarily seek out collaboration, but I am very open to collaborating with whoever wants to join and help. Some projects may be created out of personal need, such as writing a paper for an in-person class I am teaching or I am taking, others will be created here purely as Wiki projects.

Del Oro High School
Loomis, CA - 1990-1994

 * Graduated with about a 3.5 GPA
 * SAT Verbal: 550 (85th national percentile)
 * SAT Math: 660 (91st national percentile)
 * Earned High Honors in my Economics Golden State Examination (I believe this was in the 99th percentile)
 * Received the Tandy Technology Scholars Outstanding Student Award for Del Oro
 * Received the Bank of America Achievement Award in the field of Computer Studies

Sierra College
Rocklin, CA - 1993-1997 (Plus extra classes)

 * Earned my AA in Computer Science - Management Information Systems
 * My current GPA is 3.369
 * Earned 4th Place within Sierra College in the 1995-1996 National Mathematics Competition

California State Fair
(Non-Accredited and Non-Academic Institution) Sacramento, CA - 1996

 * College of Agricultural Knowledge - PhD (Honorary)
 * I won this while participating in a "quiz show", so it doesn't really mean anything :-)

California State University Sacramento
Sacramento, CA - 2001-2007

 * Originally in the Bachelors of Vocational Education Program
 * 4.0 GPA
 * Transfered to Charter Oak State College

Charter Oak State College
Distance Learning (Connecticut) - Fall 2007

 * I plan on transferring to finish my B.S. degree with a focus on Technology Education

California State University Sacramento
Distance Learning (Sacramento, CA) - 2009-2010 (Planned)

 * I plan on getting my Masters degree, most likely with the iMet program through CSUS
 * User:Jacob Walker/iMet Cohort 11 – Statement of Purpose

MIT
A Dream?

 * My Application

University of Non-Institutional Education
(Self Accredited) 2003-Present

 * Working towards my Bachelors of Management Science degree in Business Systems, CIS Emphasis
 * This degree is part of the Schools Of Non-Institutional Education concept

Designated Subjects Vocational Education Teaching Credential: Full Time

 * Issued by the California Commission on Teacher Credentialing
 * Authorized Subjects: Computer Applications
 * Issued on 8/6/2001

Designated Subjects Adult Education Teaching Credential: Full Time

 * Issued by the California Commission on Teacher Credentialing
 * Authorized Subjects: Computer Applications
 * Issued on 9/28/2001

WGNA Certified Network Engineer

 * Issued by the International Academy of Science
 * Issued on 5/17/2002

A+ Certified Professional

 * Issued by CompTIA
 * Career ID No.: COMP001001190741
 * Issued on 9/27/2004

Employment History
Coming Soon

title: User:Jacob J. Walker


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User talk:Jacob J. Walker

Feedback for Jacob Walker
Please place new feedback at the top of this section. And please use the heading 3 style for new topics.

Applied Academics feedback
I took a quick look at "Teaching with Applied Academics". I wonder if you have any feedback from people at Wikibooks. I like the way the book and the course are linked together. I want to do something similar with Consciousness Studies, but I'm not sure that what I want to do (such as make links from Wikibooks to Wikiversity) will be welcomed at Wikibooks. --JWSchmidt 01:24, 22 May 2007 (UTC)

 * It's interesting, and I also very much like the linking of Wikibooks and Wikiversity (which I think should be done much more comprehensively). However, I'm wondering about whether it should be on Wikibooks in the first place - is it in its "finished" form (ie scope) at the moment in Wikibooks? If so, then it seems like it would fit with the "smaller chunks" scope of Wikiversity... (Also, as with linking to Wikipedia, using the "b" prefix makes links to Wikibooks, ie Teaching with Applied Academics - see Help:Interwiki linking.) Cormaggio talk 09:58, 22 May 2007 (UTC)

 * That is a good question about where it belongs. I'm not sure if I have the proper mental model.  I assumed the seperation between Wikibooks and Wikiversity is that Wikibooks is for learning material in a textbook form, and wikiversity is for other learning materials, research, and other educational information.  Although short, the "Teaching with Applied Academics" is a textbook, or possibly a chapter from a more comprehensive textbook. --Jacob Walker 17:27, 24 May 2007 (UTC)  P.S. - Thanks for that linking help topic, I knew there must be a way of doing it, but didn't know how!  I'll fix my links.

Linking to Wikipedia
Hi there! Nice article at Systems And Tools Educational Philosophy. I thought I might drop by and let you know that you can link to Wikipedia by adding w: in front of the article. For example, Education would point to Education...I thought it might be easier to do than say, cutting-and-pasting links! --HappyCamper 05:36, 30 April 2007 (UTC)

 * Thank You Very Much! I knew there must be an easier way to link to Wikipedia Articles! --Jacob Walker 20:16, 1 May 2007 (UTC)

Welcome
Hi Jacob - great to have you around! From the looks of your userpage already, it seems you'll have plenty to contribute to this project. So, welcome to Wikiversity! Maybe you'll even find a "more involved wit" ;-) Cormaggio talk 16:10, 11 January 2007 (UTC)

 * Hey, Thanks. Sometimes my wit is actually better than my typos, but that was pretty funny.. ;-)  I have finished my thought a little more there now.  BTW, I saw that you are working on some of the guidelines for research projects, I am working on an article that is both information for instructors, and a collaborative creation, which could be classified as research.  It is under Systems And Tools Educational Philosophy and I would be very interested in your feedback, both on the topic itself, and how you think it fits within the name spaces, and hierarchy of Wikiversity.  Thanks! --Jacob Walker 00:49, 12 January 2007 (UTC)

Neat wiki you got...
Hello, I like your Wiki. I wonder. What makes you say this? That is, how is your intent "...started to potentially grow beyond the policies of the site, or have other potential future issues"? Hope to see you around. --Remi 09:17, 28 May 2008 (UTC)

Help with a new initiative?
I have proposed an idea for a new way of creating technical learning content: http://en.wikiversity.org/wiki/Improving_Technical_Topics_At_Wikiversity

Would you be interested in helping with something like this? Once I get a representative from each discipline I have listed, I would like to hold a brainstorming session. Please let me know what you think! Daviddoria 14:03, 14 June 2010 (UTC)

User rename request
The user "Jacob Walker" has been renamed to "Jacob J. Walker". Sincerely, James -- Jtneill - Talk - c 22:41, 1 November 2012 (UTC)

SchoolsONE
The idea of hosting open courses and educational resources on Wikiversity is wonderful, and fully supported by the Mission. Many schools use Wikiversity to host their open courses and resources. However, Wikiversity may not be used as a source of profit, and it may not be used to host a website for a separate, trademarked organization. Please focus your contributions on SchoolsONE courses and resources rather than the SchoolsONE organization. -- Dave Braunschweig (discuss • contribs) 21:07, 16 February 2019 (UTC)

Thank you for your note here, I apologize that I didn't see it at first. The reason I wrote about the business structure of SchoolsONE, is because I was trying to follow the Terms of Service about transparency when it comes to whether content creators are potentially being paid. SchoolsONE has its own website (albeit not very complete at the moment), so my goal was to host the educational resources of the school, and they are all being licensed under the terms of Creative Commons. If you could point me in the direction of where in the Terms of Service there is a delineation about what is allowed and what isn't when it comes to this, I'd be truly grateful. But please don't delete the page outright. Jacob J. Walker (discuss • contribs) 02:34, 17 February 2019 (UTC)

title: User talk:Jacob J. Walker


text: File:Image.jpg

title: File:Image.jpg


text:
Lectures/Literary criticism/Thomas Gray/Elegy's influence

This lecture focuses on the influence of Thomas Gray's Elegy Written in a Country Churchyard, and his other poems to a lesser extent, on British Romantic and Victorian poets. It will study how the poem inspired either an emphasis on different subject matter, including death and the common person, or on the reuse of various phrases by poets.

Contemporary poets
In choosing an "English" feel to the language and setting, Gray provided a model for later poets wishing to describe England and the English countryside. His choice of language, words, and feelings that connected to rural England served as the model for Oliver Goldsmith's and William Cowper's works during the second half of the 18th century. Beyond his own poetry, Goldsmith would play around with the lines of the poem by removing words to emend what it said.

Romantic poets
As a whole, the Romantics believed that Gray represented the poetic orthodoxy they were rebelling against in that he did not try to overcome death in his poem, but they used Gray's ideas when attempting to define their own beliefs. Part of Romanticism, following Wordsworth, sought to overcome what the British Romantic poets felt were problems with the language. During their lifetime, there was a debate between the what constituted "poetry and prose", and they sought to establish a language of poetry, which is the same action Gray sought to accomplish. Gray tried to overcome the problems by using his contemporary diction but separated out certain words that would be deemed "poetic". Wordsworth, in Lyrical Ballads, argued for a simplification of the language to what was "real". Although both are opposite approaches, they do compliment each other as they attempt to attain the same linguistic goal.

William Blake
As an early poet in the Romantic period, Blake's are not truly Romantic nor is he connected to the previous movement, the Augustan poets. Instead, he is viewed as part of a transition into Romanticism and he is similar to the group of writers that include Gray, along with William Cowper, Christopher Smart, Thomas Chatterton, and Robert Burns. While Blake lived in Lambeth, home to many of his illustrations and poems, he illustrated some of Gray's poems. The illustrations are lighter than Blake's normal seriousness, and Blake thought that Gray represented something new.

William Wordsworth
Gray's Elegy was highly influential and provoked a response from the Romantic poets. When William Wordsworth wrote the "Preface" to Lyrical Ballads he responded to Gray's techniques and responded to the ideas Elegy with his "Ode: Intimations of Immortality" ode. However, Wordsworth, in the "Preface" is also relying on Gray's technique of defending his intentions. Gray also influenced the language Wordsworth used when he described his education and the death of his father in The Prelude. Even the idea of the narrator recounting his own development is related to Gray's elegy and the recounting of the swain's life. However, Wordsworth describes discontent with an individual lost to only his outward appearance in his poem, which is what happens in Gray's. In The Excursion, Wordsworth described the "mute" in a manner similar to Gray's "mute inglorious Miltons". Gray's poem connects the muteness to the natural state people are unable to avoid but Wordsworth disconnects nature from such a connection to people. Wordsworth's poem tried to conquer the muteness and to give a voice where there was none before.

Percy Bysshe Shelley
As a schoolboy, Percy Bysshe Shelley translated part of the Elegy into Latin and would visit the churchyard at Stoke Poges. Later in 1815, when Shelley stayed in Lechelade, he visited the churchyard and composed "A Summer Evening Churchyard, Lechlade, Gloucestershire", which echoes the language of Gray.

Alfred Tennyson
Alfred Tennyson adopts many features of the Elegy in his poem In Memoriam. He establishes a ceremonial, almost religious, tone by reusing the idea of the "kneel" and "toll" to mark the coming night. This is followed with the poet narrator looking through letters of his deceased friend that is similar to Gray's narrator reading the tombstones to connect to the deceased. Although Gray is not Tennyson's greatest influence from the 18th century, Tennyson poetry contains more allusions to Gray than to the other poets from the time that may have influenced Tennyson more.

Robert Browning
Robert Browning relied on a similar setting to the Elegy in his pastoral poem "Love Among the Ruins", which describes the desire for glory and how everything ends in death. Unlike Gray, Burns adds a female figure and argues that nothing but love matters.

Thomas Hardy
Thomas Hardy memorized Gray's Elegy and the poem influenced his collection Wessex Poems and Other Verses (1898). Many of Hardy's poems contained a graveyard theme and he based his poems on Gray's views. In particular, "Friends Beyond" was modeled on the Elegy. Even the frontispiece to the collection contained an image of a graveyard with the phrase "At mothy curfew-tide" beneath it. The line is from one of his poems but also refers to Elegys first line: "The curfew tolls the knell of parting day".


text:
User:TutorMeOnlineNowDeb

Hi everyone,

I'm Deb, co-founder and tutor at [1]. Together with co-founder and tutor, Robin, we offer tutoring for English and related subjects and Math and Science at the elementary grade levels. You can learn more at our website, [2]. We're just getting started, folks, so our site is being constructed. "Just getting started" doesn't mean that we don't know what we're doing. Robin's an English expert and I have lots of teaching experience, both live and online!

I'm very surprised I haven't found Wikiversity long before now! I spend lots of time online and am very interested in education, so I'm looking forward to contributing!

In the daytime, I'm a Community Assistant on Answers.com|WikiAnswers. I joined in April of 2006, became a CA in 2007, created two of our amazing groups, the Mentoring Program and WIT (WikiAnswers Influential Teens), and was Program Coordinator for the Mentoring Program before returning to being a CA in 2009. WikiAnswers is the best Q&A site on the web, and of course, I'm not a bit prejudiced.

Originally from Indiana, I now live in Kentucky. I received a Bachelor of Science degree in elementary education in 1985 from Indiana University-Purdue University in Indianapolis and have been a substitute teacher for grades K-12, Lead Teacher at Head Start, and an Online Teacher for Educate Online. My interests are organic gardening, ebaying, and getting great bargains at yard sales and flea markets.

title: User:TutorMeOnlineNowDeb


text:
User talk:Corporate Equalizer

Stop vandalizing. Further disruption will lead to a block. --Diego Grez 05:18, 5 June 2010 (UTC)

title: User talk:Corporate Equalizer


text:
User:Zihara

I'm Zihara, I'm a student of law at Peradeniya University. I love to read more. I want to join as a member of wikiversity.I want to be a honest person in my future.

title: User:Zihara


text:
User:OffsBlink

en:OffsBlink

pt:user:OffsBlink

title: User:OffsBlink


text:
Student satisfaction

Student satisfaction is "a dynamic process that requires clear and effective action as a result of an institution listening to its students" (Boulding (et al., 1993, cited in Kane, Williams, & Cappuccini-Ansfield, 2008).

title: Student satisfaction


text:
User talk:Zihara

 Hello Zihara, 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
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 * 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. Jtneill - Talk - c 09:00, 5 June 2010 (UTC)

 Hi! Our name is Vicky-Verity. We are twins and are Wikiversity mascots. We think Wikiversity is a great place to learn and make friends (when we aren't sleeping). Leave us a message!

title: User talk:Zihara


text:
User talk:TutorMeOnlineNowDeb

 Hello TutorMeOnlineNowDeb, 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. Jtneill - Talk - c 10:05, 5 June 2010 (UTC)

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

title: User talk:TutorMeOnlineNowDeb


text:
User talk:OffsBlink

 Hello OffsBlink, 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
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 * 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) 11:14, 5 June 2010 (UTC)

title: User talk:OffsBlink


text:
User talk:Lcawte

 Hello Lcawte, 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.
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 * 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) 17:53, 5 June 2010 (UTC)

title: User talk:Lcawte


text:
User talk:Shellzbellz

 Hello Shellzbellz, 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.
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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
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 * 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) 17:56, 5 June 2010 (UTC)

title: User talk:Shellzbellz


text:
User:Canadian

My major interest is to facilitate one's expansion of English vocabulary.

title: User:Canadian


text:
User talk:Canadian

 Hello Canadian, 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.

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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) 20:43, 5 June 2010 (UTC)

title: User talk:Canadian


text:
User talk:FlyingCrow

 Hello FlyingCrow, 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.
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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, 6 June 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 6 June 2010 (UTC)

title: User talk:FlyingCrow


text:
User talk:Backward

 Hello Backward, 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.
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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, 6 June 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 6 June 2010 (UTC)

title: User talk:Backward


text:
Intrusion detection

Abstract

With the rapid development of Internet, it is an important task to ensure that college students accessing the Internet in a healthy way. This paper discusses the monitoring of user behavior by means of SNORT software in order to establish a campus network security monitoring system.

Key words: Campus Network; SNORT; security;

I. INTRODUCTION Developed in 1969, ARPANet, the first form of internet, was initially used for military purposes. In 1993, it started being used for other non-military applications and business and hence entered a stage of rapid development. In 1994, India introduced the Internet; in only a few years, the application of internet technology and services has grown tremendously, providing more and more new services. At the same time, the Internet has also brought forth a multitude of media and information to the public, both beneficial and harmful. Users can view illegal sites of violence, pornographic material, anti-government, and other undesirable content, creating detrimental effects to the user’s mental and physical health. Thus, it is imperative to study, develop, and employ measures which create a real-time security monitoring system capable of controlling and protecting the information available in order to ensure the healthy growth of college students and also the smooth and safe operation of the school network.

This paper investigates the capabilities of SNORT to analyze those specific sensitive vocabularies of web contents and to monitor in real-time any unusual behaviors so as to establish a security system for campus network.

'''II. THE TECHNOLOGY OF SNORT'''

Snort is a lightweight network intrusion detection software, which is based on the network packet sniffer and logging tools in the lib pcap.

Snort is scalable and portable. Developed in C, this open source software is free to use by any organization or individual.

Snort is a software based on feature detection by which suspicious data packets are inspected and analyzed according to pre-defined rules; Once a rule is triggered, it generates an alert message. Snort can generate reporting messages in real-time, each of which can be directed to user defined destination; it also delivers WinPopup messages to Windows client programs by using SAMBA protocols.

Snort is comprised mainly of the following four components: 2. Detection module that detects and analyzes any intrusion behaviors and sends real-time alert messages. 3. Knowledge database that provides necessary supporting data information. 4. Control module that responds automatically or manually to alert messages.
 * 1) 1. Data collection module that collects status data and feeds the data to the detection module.

What are the ways to use the same for the Campus Network System?

title: Intrusion detection


text:
Talk:Intrusion detection

how the tools can run in Widows Environment

title: Talk:Intrusion detection


text:
User:Miacek (usurped)

Hi, I'm User:Miacek from en.wiki, pls check my userpage there, if you wish.

title: User:Miacek (usurped)


text:
User talk:Miacek (usurped)

 Hello Miacek, 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) 12:55, 6 June 2010 (UTC)

title: User talk:Miacek (usurped)


text:
User talk:Arts brain

 Hello Arts brain, 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) 12:56, 6 June 2010 (UTC)

title: User talk:Arts brain


text:
User talk:Tenticle

 Hello Tenticle, 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.
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 * 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
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 * 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) 12:58, 6 June 2010 (UTC)

title: User talk:Tenticle


text:
Martin Lohse

Synopsis
This resource covers the music style, composition techniques and methods of Martin Lohse, a Danish 21st century classical composer and visual artist born May 29, 1971 in Copenhagen, Denmark

Short biography

 * 1)  Martin Lohse

Music style

 * 1)  General description
 * 2)  Mobile
 * 3)  Neoclassic
 * 4)  Modern
 * 5)  Romantic
 * 6)  Baroque
 * 7)  Renaissance/mediaeval
 * 8)  Transcendental/minimalism
 * 9)  Electronic
 * 10)  Chambermusic with electronic
 * 11)  Pure electronic

General techniques

 * 1)  Mobile
 * 2)  Description
 * 3)  Poly-music
 * 4)  Description
 * 5)  Poly-layers of music
 * 6)  Rhythm across harmony
 * 7)  Infiniti rows
 * 8)  Description
 * 9)  Golden sections
 * 10)  Primes
 * 11)  5-tone lydian modus
 * 12)  Canon
 * 13)  Delay

Harmony

 * 1)  All-interval chords
 * 2)  Description
 * 3)  Chord successions
 * 4)  Two plus two voices
 * 5)  Sequences
 * 6)  Minor third + tritonus
 * 7)  Major third
 * 8)  Choral
 * 9)  Patterns
 * 10)  Sequences
 * 11)  All-interval chords
 * 12)  Major third
 * 13)  Shivering chords
 * 14)  Golden section
 * 15)  Interval-music

Rhythm

 * 1)  Tempo
 * 2)  Accelerando/decelerando
 * 3)  Polytempoes
 * 4)  Golden section
 * 5)  Description
 * 6)  Rhythm
 * 7)  Free notation

Melody

 * 1)  Major third
 * 2)  All-interval chords
 * 3)  Golden secton
 * 4)  Interval-music

Chronology of Techniques

 * 1)  1996-1999
 * 2)  1999-2004
 * 3)  2004-2009
 * 4)  2009-

Analyses of works

 * 1)  Smoke
 * 2)  Short analysis
 * 3)  Full analysis
 * 4)  Entity
 * 5)  Short analysis
 * 6)  Full analysis

Classifications of works

 * 1)  Chronology of works
 * 2)  Works classified by techniques

title: Martin Lohse