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User:Samantha B

Bio
email yoshi_no_rei@hotmail.com

Group Name
Ring of fire

Final Presentation
Coffee shop My clientele would be women, probably young who are into fashion and cute things. I would offer coffee, but special coffee. It would be colored(the main one would be pink) and flavored.The flavors would be more candy or fruit like. Such as strawberry, watermelon, honeydew, white chocolate,taro,mint..etc. I would serve it with milk and whipped cream. I would also have bubbles(tapioca balls as an option) I would serve special cupcakes or cookies or little sandwhiches on the side. I would display pictures of street fashions of patrons and others. I would also hold small fashion shows of my line, and other interesting people. I would probably have music playing in the background. The tables and and seating would be more victorian. The cups and silverware would be in pastel colors and scalloped, and put into different shapes. The store front would be kind of like these http://www.flickr.com/photos/23711449@N00/527773399/

ware/food/interior examples: http://www.weddingthings.com/product/pink_and_gold_tea_cups_and_saucer_6/coffee_tea_wedding_favors http://www.cancer-fund.org/pink/html/eng/images/support/img_shop_03large.jpg http://www.countryliving.com/cm/countryliving/images/Pink-White-Sugar-Cookies-SHOP0206-de.jpg http://chezpaulettesfrenchmarket.com/themarket/product_info.php?products_id=96 --Samantha B 04:42, 19 June 2009 (UTC)

(these pictures aren't mine):)

Self-Assessment
* "What did I learn in this class, and what do I have left to learn?" This class has taught me a variety of things; not just from one set curriculum, but through the variety of discussions. I learned about many interesting artists, and took a look at many other peoples perspectives. Like how seriously baristas take their art and the discussions showed me other peoples views.(like the monster discussion)

I think this class has taught me that I still need to look for news on art and seek different opinions every day. * "What did I do well in this class, and what could I have done better?" I have researched well, and put together my point of views. I let my group mates have their input to lead us to a great topic, and then to find interesting avenues. I could have been less shy and participated more, and worked to make my group a little more cohesive. * "How do I feel prepared, or unprepared, to continue my studies at this point?" I feel prepared to continue my studies because this class has helped me see that art is viewed from different perspectives and I got to see some of them. * "How did I contribute to the experiences of other students in this class?" I helped make the experience of my group mates easy and fun. * You are also encouraged to consider any other questions relevant to your experiences. This class has been fun. I think it is important because it gives students time and a way to look into some social issues or questions about art. Also sometimes to look into their own area of study potentially and learn about what they would want to.

title: User:Samantha B


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

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File:Drvo razvitka.jpg

Summary
Na posteru je dana jednadzba razvitka, gdje se varijanca profitabilnosti objasnjava moralnim, intelektualnim, socijalnim, fizickim i financijskim kapitalom, te okruzenjem. Na grafu profita sugerira se kopernikanski prevrat ulaganjem u ljude i tek tada u fizicki kapital. Sada proces ide obrnuto. Na grafu ABCD se sugerira bolje samoorganiziranje, jer dok je c>b narod je u d, a ako b>c narod ce doci u a. Na drvetu (zivota) razvitka polazi se od 6 korijenja (prema knjizi Metodologija..), 5 kriterija, kroz permanentno obrazovanje i timski rad u 4 vrste razvitka. Ukazuje se na Boga kao top down i znanost - bottom up pristup, a to je moguce povezati autopoieticnim pristupom, gdje se svaki element povezuje sa drugima podizanjem motivacijskih(Plutchik, Maslow itd), kognitivnih (Piaget itd), socijalnih (G. Homans, P. Berger,itd.), tehnickih (Shingo itd.) procesa ka optimalnim alokacijama u ljudske i fizicke resurse i regulirano kroz autopoietcno pravo (N. Luhmann itd.)

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User:Leipoldt

wo:User:Leipoldt

de:Benutzer:Leipoldt fr:Utilisateur:Leipoldt

title: User:Leipoldt


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User talk:Stevenarntson/group spaces/2009springhumanitiesii/group 1

this goes to google

Hey guys, I know class is only an hour away! I have been deathly ill all this week and have been barely able to function. Though I do have some controversial artists to mention.

Such as:

The Doors Johnny Cash The Beatles Elvis 2livecrew Trent Reznor Madonna

I'm working on a few more. any suggestions? I will be working harder to make up for all the time I have lost though. JennaJohnson


text: User:Mattcarr

title: User:Mattcarr


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User:Bassbread

student

title: User:Bassbread


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Simplex Method

Learning project summary

 * Project code: Simplex Method
 * School: Computer Science
 * Department: Scientific_Computing

Content Summary
A brief introduction of the Simplex Method and related topics in Linear Programming.

Goals
The lessons in this learning project start with describing what Linear Programming is and lead up to demonstrating how the Simplex Method works. After completing these lessons, one should have a basic understanding of how to use the Simplex Method and why it works. Assignments are given at the end to reinforce the material.

Texts
[1] Numerical Mathematics and Computing Chapter 17

Lesson 1: Linear Programming
The purpose of the Simplex Method is to solve a Linear Programming problem, maximizing a linear function subject to certain constraints. Any linear programming problem can be written in what is called First Primal Form:

Maximize: $$\sum_{j=1}^{n}c_jx_j$$ Given the constraints: $$\sum_{j=1}^{n}a_{ij}x_j \le b_i$$ for i = 1,...,m and $$x_j \ge 0$$ for j = 1, ..., n Everything is known except for the xj's. There are n dimensions and m constraints.

This problem can also be written in matrix form: Maximize: $$\textbf{c}^T\textbf{x}$$ given constraints: $$\textbf{x} \ge \textbf{0}$$ and $$\textbf{Ax} \le \textbf{b}$$

c and x are vectors of length n, A is a matrix of dimensions $$m \times n$$, and b is a vector of length m.

Note that using this notation, for two vectors v and w, $$\textbf{v} \le \textbf{w}$$ means that each component of v is less than or equal to the corresponding component of w.

Example: Consider a 2-dimensional linear programming problem:

Maximize $$\left( \begin{array}{rcl} 1&2 \end{array} \right) \left( \begin{array}{rcl} x_1\\x_2 \end{array} \right)$$ given the constraints $$\left( \begin{array}{rcl} x_1\\x_2 \end{array} \right) \ge 0$$ and $$\left( \begin{array}{rcl} 11&2 \\ 1&3 \\ 5&6 \end{array} \right) \left( \begin{array}{rcl} x_1\\x_2 \end{array} \right) \le \left( \begin{array}{rcl} 44\\12\\30 \end{array} \right)$$ The image to the right, made with the help of Matlab, shows this example in graphic form. The goal is to maximize x1+2x2 in the region bounded by the axes and the three lines.

Lesson 2: Idea Behind the Simplex Method
Suppose that we are given a Linear Programming problem. We are given matrix A and vectors b and c. Let K be the set of all vectors that obey the constraints: $$\textbf{K} = \{\textbf{x} \epsilon \mathbb{R}^n: \textbf{x} \ge 0 \ and \ \textbf{Ax} \le \textbf{b}\}$$. We are trying to find an x in K such that $$\forall \textbf{y} \epsilon \textbf{K}, \textbf{c}^T\textbf{x} \ge \textbf{c}^T\textbf{y}$$. To guarantee that there is such a solution, let us for the moment assume that K is non-empty and bounded.

In this situation, the region K is a convex polytope. Convex means that if you draw a line between any two points of K, the line will be in K. Formally, $$\forall \textbf{x,y} \epsilon \textbf{K}, \forall c \epsilon [0,1], (c\textbf{x} + (1-c)\textbf{y}) \epsilon \textbf{K}$$. A "polytope" is an extension of a polygon to higher dimensions. The boundaries of a polytope are segments of hyperplanes, like the edges of a polygon are segments of lines.

Because the polytope is convex, it can be shown that one of the vertices of K is a solution to the linear programming problem maximizing $$\textbf{c}^T\textbf{x}$$. Also because the polytope is convex, if a vertex has a higher (or equal) $$\textbf{c}^T\textbf{x}$$ value than its neighboring vertices, it can be concluded that this vertex also has a higher (or equal) $$\textbf{c}^T\textbf{x}$$ value than all other vertices in the polytope. In other words, a local maximum is a global maximum.

The Simplex Method takes advantage of these features. In order to maximize $$\textbf{c}^T\textbf{x}$$ given an initial vertex, travel along the edges of the polytope to vertices with increasing $$\textbf{c}^T\textbf{x}$$ values. Once a local maximum is found, stop, because you know that is also a global maximum.

Lesson 3: Second Primal Form
The next question to answer is how to find the neighboring vertices of a vertex in a convex polytope. The simplex method solves this by redefining the problem. The form of this redefined problem is called second primal form. The main difference between second primal form and first primal form is that second primal form uses equalities instead of inequalities for the main constraints.

Consider a constraint in first primal form: $$\sum_{j=1}^{n}a_{ij}x_j \le b_i$$. This is the same as saying for some number $$p_i \ge 0$$, we know $$(\sum_{j=1}^{n}a_{ij}x_j) + p_i = b_i$$. Since we have m inequalities and each pi is an unknown, let us add m unknowns to the x vector to be our pi values. These new x variables are called slack variables. So our new constraints are, for i = 1,...,m, $$(\sum_{j=1}^{n}a_{ij}x_j) + x_{n+i} = b_i$$.

In matrix form, second primal form looks like: maximize: $$\textbf{c}^T\textbf{x}$$ given the constraints: $$\textbf{x} \ge 0$$ and $$\textbf{Ax} = \textbf{b}$$. A is an $$m \times (n+m)$$ matrix, which has the same values as the matrix from first primal form except with an $$m \times m$$ identity matrix added to the right side. x is an unknown vector of length n+m. b is a vector of length m which is the same as in first primal form. c is a vector of length n+m, which is the same as it was in first primal form except with m zeros added on the end (we want to add zeros, because the slack variables should not improve the solution).

Note that in this form, the number of dimensions (n+m) exceeds the number of constraints (m). This will make it easier to find the vertices. A solution x in second primal form is also a solution for first primal form if you ignore the last m values of x.

Recall our example linear programming problem in first primal form. Let us now write it in second primal form: Maximize: $$\left( \begin{array}{rcl}1&2\end{array} \begin{array}{rcl}0&0&0 \end{array} \right) \left( \begin{array}{rcl} x_1\\x_2\\x_3\\x_4\\x_5 \end{array} \right)$$ given the constraints: $$\left( \begin{array}{rcl} x_1\\x_2\\x_3\\x_4\\x_5 \end{array} \right) \ge 0$$ and $$\left( \begin{array}{rcl} 11&2 \\ 1&3 \\ 5&6 \end{array}            \begin{array}{rcl} 1&0&0 \\ 0&1&0 \\ 0&0&1 \end{array} \right) \left( \begin{array}{rcl} x_1\\x_2\\x_3\\x_4\\x_5 \end{array} \right) = \left( \begin{array}{rcl} 44\\12\\30 \end{array} \right)$$ Since there are so many dimensions to handle in even simple problems like this, it is difficult to picture the second primal form graphically.

Let K be the set of all vectors that obey the constraints. Notice that K is an intersection of hyperplanes, bounded so that no component of a vector in K is negative. Typically, an intersection of hyperplanes is a lower-dimensional hyperplane, but in the same space (for example, a line in 3-D space is the intersection of two planes in 3-D space). The region K is smooth until it hits the point where a component of the vector is zero, when it halts abruptly. Thus the vertices are at locations with one or more zeros in the vector. If you consider a plane in 3-D space, say x+y+z=1, bounded so that x>=0 and y>=0 and z>=0, it results in a triangle with one vertex on the x-axis, one vertex on the y-axis, and one vertex on the z-axis, so each vertex has two zero components. If you consider an appropriate line in 3-D space, bounded so that x>=0 and y>=0 and z>=0, it results in a line segment, where the endpoints typically have only one zero component.

There is a theorem which says for any x in K, the following two statements are equivalent: 1) x is a vertex of K 2) The set of columns {a(i): the ith component of x is non-zero} from A is linearly independent.

One interesting thing to note about this theorem is that it restricts the number of non-zero components of a vertex to be no larger than m. If it were larger than m, then the set described in #2 would have more columns than the length of a column, so it would be linearly dependent.

Lesson 4: The Algorithm of the Simplex Method
To start with, we are given a linear programming problem in second primal form: maximize: $$\textbf{c}^T\textbf{x}$$ given the constraints: $$\textbf{x} \ge 0$$ and $$\textbf{Ax} = \textbf{b}$$.

Since we are traveling from vertex to vertex along edges, we need a start vertex. Let k1, k2, ..., km be the indices of the non-zero components of our vertex. For a starting vertex, let k1 = n+1, k2 = n+2, ..., and km = n+m. These are the slack variables.

On each iteration of the simplex method, we do the following:

Put the k1th, k2th, ..., and kmth columns of A into its own matrix called B. Then solve $$\textbf{Bx} = \textbf{b}$$. Since B is an $$m \times m$$ matrix, this will have a unique solution as long as the columns of B are linearly independent. Using k1 = n+1, k2 = n+2, ..., km = n+m for the first iteration makes B be the identity matrix, which is definitely linearly independent.

In a sense, x and k together define a vertex of K. To demonstrate, let x' be an n+m component vector with values $$\ \ x'_i = \left\{\begin{array}{lr} x_j, & for \ some \ j, \ k_j = i \\ 0, & k_1,\ k_2,\ ...\, k_m \ne i \end{array}\right. \ \ $$. Then x' is a solution to Ax'=b, and by the theorem we know that x' is a vertex of K. Note that all components of x should be positive. If a component of x is negative, the algorithm has failed.

So we have a vertex. Next, we need to travel along an edge to get to another vertex which brings us closer to the solution. To travel along an edge, we want to swap one of the zero components of the vertex with a non-zero component. In other words, we want to change the value of ki for some i. We need to decide which ki to change, and what value to change it to. The value of cTx' should increase as a result of this swap.

Do the following to decide which component that is currently zero should be made non-zero: Let $$\textbf{e} = \left( \begin{array}{rcl} c_{k_1} & c_{k_2} \ ... & c_{k_m} \end{array} \right)^T$$, and solve $$\textbf{B}^T\textbf{y} = \textbf{e}$$. Let s (the component index to be made non-zero) be a number such that $$c_s - \textbf{y}^T\textbf{a}^{(s)}$$ is maximized (a(i) denotes the ith column of A). Candidates for s are any number between 1 and n+m, but not one of the current ki's. If $$c_s - \textbf{y}^T\textbf{a}^{(s)}$$ is very small or negative (essentially zero or less, but allowing for some computational error), it means that moving along an edge will no longer help; in this case, exit the algorithm, since the current vertex described by x and k is the solution.

Next, do the following to decide which component that is currently non-zero should be made zero: Solve $$\textbf{Bz} = \textbf{a}^{(s)}$$. If all components of z are very small or negative (essentially zero or less, but allowing for some computation error), this means K is unbounded, so exit the algorithm and there is no solution. Otherwise, look at the ratios of xi/zi for i = 1,...,m and zi > 0. Choose r (the non-zero component index to be made zero) so that xr/zr is the smallest such ratio.

Now, change kr to equal s, and move on to the next iteration. Keep on doing this until the algorithm finishes.

At the end, you will have two vectors x and k of length m. As shown above, this describes a vertex of K which is the solution to the linear programming problem.

Many modifications have been made to this basic algorithm to make it run more efficiently. You should not normally try to code your own simplex method. Rather, use a program that is already made.

Question 1: First Primal Form
Consider the following scenario:
 * A factory produces clocks, music boxes, and watches.
 * Each clock costs 5 units of wood and 3 units of metal to make.
 * Each music box costs 3 units of wood and 2 units of metal to make.
 * Each watch costs 3 units of metal to make.
 * The factory has 100 units of wood and 80 units of metal to work with.
 * The profit for each clock is $40, for each music box is $20, and for each watch is $35.

The goal is to maximize profit. Set up a linear programming problem in first primal form that represents this problem.

Answer to Question 1
Let x1 be the number of clocks produced, x2 be the number of music boxes produced, and x3 be the number of watches produced. We are trying to solve for these three variables. We can set up inequalities based on the available units of wood and metal: $$5x_1 + 3x_2 + 0x_3 \le 100$$ $$3x_1 + 2x_2 + 3x_3 \le 80$$ We are also trying to maximize profit, which is $$40x_1 + 20x_2 + 35x_3$$ In matrix form: Maximize: $$\left( \begin{array}{rcl} 40&20&35 \end{array} \right) \left( \begin{array}{rcl} x_1\\x_2\\x_3 \end{array} \right)$$ Given the constraints: $$\left( \begin{array}{rcl} x_1\\x_2\\x_3 \end{array} \right) \ge 0$$ and $$\left( \begin{array}{rcl} 5&3&0\\3&2&3 \end{array} \right) \left( \begin{array}{rcl} x_1\\x_2\\x_3 \end{array} \right) \le \left( \begin{array}{rcl} 100\\80 \end{array} \right)$$

Question 2: Second Primal Form
Convert the answer from Question 1 into second primal form.

Answer to Question 2
Maximize: $$\left( \begin{array}{rcl} 40&20&35 \end{array} \begin{array}{rcl} 0&0 \end{array} \right) \left( \begin{array}{rcl} x_1\\x_2\\x_3\\x_4\\x_5 \end{array} \right)$$ Given the constraints: $$\left( \begin{array}{rcl} x_1\\x_2\\x_3\\x_4\\x_5 \end{array} \right) \ge 0$$ and $$\left( \begin{array}{rcl} 5&3&0\\3&2&3 \end{array} \begin{array}{rcl} 1&0\\0&1 \end{array} \right) \left( \begin{array}{rcl} x_1\\x_2\\x_3\\x_4\\x_5 \end{array} \right) = \left( \begin{array}{rcl} 100\\80 \end{array} \right)$$

Question 3: Matlab Example
Consider the example problem from the lessons: Maximize $$\left( \begin{array}{rcl} 1&2 \end{array} \right) \left( \begin{array}{rcl} x_1\\x_2 \end{array} \right)$$ given the constraints $$\left( \begin{array}{rcl} x_1\\x_2 \end{array} \right) \ge 0$$ and $$\left( \begin{array}{rcl} 11&2 \\ 1&3 \\ 5&6 \end{array} \right) \left( \begin{array}{rcl} x_1\\x_2 \end{array} \right) \le \left( \begin{array}{rcl} 44\\12\\30 \end{array} \right)$$ Solve this problem using the Simplex method in Matlab. Don't write you're own code for the Simplex method. Rather, use the "linprog" function in Matlab (type "help linprog" in Matlab for information).

Answer to Question 3
Use the following code in Matlab: options = optimset('LargeScale', 'off', 'Simplex', 'on'); lb = zeros(2,1); A = [11,2; 1,3; 5,6]; b = [44; 12; 30]; c = [1;2]; x = linprog(-c, A, b, [], [], lb, [], [], options); disp(x); The output is: Optimization terminated. 2.0000    3.3333 The solution vector is (2, 10/3). Note that you have to specify at the beginning that you prefer to use the Simplex method. Setting lb (lower bound) to zero requires that $$\textbf{x} \ge 0$$. Also, note that -c is input instead of c, because linprog finds a minimum value instead of a maximum value.

Question 4: Example Walkthrough
Consider the same example from question 3. Perform one iteration of the Simplex Method using the algorithm described in lesson 4.

Recall that the second primal form of this example is as follows: Maximize: $$\left( \begin{array}{rcl}1&2\end{array} \begin{array}{rcl}0&0&0 \end{array} \right) \left( \begin{array}{rcl} x_1\\x_2\\x_3\\x_4\\x_5 \end{array} \right)$$ given the constraints: $$\left( \begin{array}{rcl} x_1\\x_2\\x_3\\x_4\\x_5 \end{array} \right) \ge 0$$ and $$\left( \begin{array}{rcl} 11&2 \\ 1&3 \\ 5&6 \end{array}            \begin{array}{rcl} 1&0&0 \\ 0&1&0 \\ 0&0&1 \end{array} \right) \left( \begin{array}{rcl} x_1\\x_2\\x_3\\x_4\\x_5 \end{array} \right) = \left( \begin{array}{rcl} 44\\12\\30 \end{array} \right)$$

Answer to Question 4
Start out with k1 = 3, k2 = 4, and k3 = 5. In the first iteration of the algorithm, the matrix B is the identity matrix. This makes solving $$\textbf{Bx} = \textbf{b}$$ very simple: x = b = (44,12,30)T. Thus, the start vertex in the algorithm is (0,0,44,12,30)T. The 2-D vertex is just (0,0)T.

Next we need to solve $$\textbf{B}^T\textbf{y} = \textbf{e}$$, where e = (0,0,0)T. Since BT is still the identity matrix, y = (0,0,0)T is the solution. We want to choose s from the numbers 1 and 2 to maximize $$c_s - \textbf{y}^T\textbf{a}^{(s)}$$. Since y is zero, we just need to maximize cs. c1=1 and c2=2, so cs is maximized when s=2.

Next solve $$\textbf{Bz} = \textbf{a}^{(2)}$$, which again is a trivial system of equations. a(2) is the second column of A, which is (2,3,6)T. So z = (2,3,6)T. x1/z1 = 44/2 = 22 x2/z2 = 12/3 = 4 x3/z3 = 30/6 = 5 Thus, choosing r = 2 minimizes xr/zr.

Next we let kr=s, which means k2=2. Go to the next iteration with k1=3, k2=2, and k3=5.

The next vertex will be (0,4,36,0,6)T, which makes the 2-D vertex (0,4)T. The image at the right, made with the help of Matlab, shows the step that the first iteration takes. The eventual solution is marked with a circle.

title: Simplex Method


text:
User:TonyChung

Always Wanted To Schedule

 * Topic To Customize a DIY (Do It Yourself) toy made by Kidrobot.

 * Research Component

 * week 1

 * week 2

 * week 3

 * week 4

Draw up a design that I would like to customize, and figure out what materials I would need in order to complete the design.

 * week 5

Do some research on ways to customize the DIY Munny and try to learn some new techniques that would go well with my design.

 * week 6

Draw on the parts that clay will be added on to and start sculpting out the design.

 * week 7

Once I'm done sculpting the custom I would then bake it, sand it, prime it, and then paint it. After all this has been accomplished clean up the custom as much as possible and then put a protection layer as the final coat to the Munny Predator design to keep it from fading, chipping of the paint etc.

 * week 8

Do some more research on the origins on how Munny's, Dunny's and/or how other vinyl toys got popular. I could also look up how how some people actually customize toys for a living, and getting commission for their work. Places that vinyl toys are popular and why etc.

Why Do I Like What I Like?
Look at the work in person. Learn about the artist at the AIS library, or online. Look at more examples of that artist’s work. Find work by other artists that relates to this artist’s work. Go back later in the week and look at the piece again. Finally, write a typed page about what happened. Were you able to manipulate yourself into changing your mind, or not? If so, how does that feel? If not, is it depressing to know that you can’t control your own brain?

At first when I saw Mark di Suvero's Bunyan"s Chess Sculpture it didn't come to my liking. Even though I appreciate all types and forms of art his scuplture to me seemed too boring at first. But then when I read about him and how he grew up in New York growing up around abstract art I slowly started to understand how he creates and/or makes his art. Mark di Suvero was also a construction worker back in the day so that also explains why his "Bunyan's Chess" sculpture is very simple with some geometric shapes, like that of beams of a buildings. Now that I know more about the artist's background it helped me understand where the artist got his inspiration and idea from how he creates, what he liked etc.

Every artist is different in there own way. Learning more about the artist for me helped me understand what the art work was more about. Rather then judging ones work based on the appearance. Reading up on the artist's history also might tell you their style in which they like to create, for me I like art that is more modern and not so simplistic. So when I first saw the "Bunyan's Chess" my first reaction was "man this is way boring, lets move on to the next one," but after observing his other works of art, where he grew up, what affected him in his life the basic sculpture started to make more sense to me and wasn't so boring.

Self-Assessment
Overall I felt like I did alright in the class. There weren’t many assignments to do so the class to me seemed pretty laid back and boring at the same time. Whenever we did have homework it was all outside of class so that kinda threw me off. Thinking that since its on my own time I could put off the assignments to the very last moment, the final “I’ve Always Wanted To” for example. Considering I that usually procrastinate a lot this didn’t really help me much. But by the end of the quarter I learned that I should work on homework when I have time to do so instead of holding it off until later.

In my point of view its like when we didn’t have assignments due or were about to start an assignment people wouldn’t show up to class. If you could include the class to participate more in some way that might get the class to be more interesting, or you could have some more group activities so we could meet new people in the process of learning or include participation to be 10% of our final grade or whatever you choose to be. The class was pretty awesome to me because you were a pretty cool teacher and I also liked my fellow classmates. Class is always better when your fellow students get along so it think more group activities would be a plus.

P.S Hope you get better and that your leukemia goes away

title: User:TonyChung


text:
Talk:New car design

Pinzgauer
The design would be visually similar to the Pinzgauer_High_Mobility_All-Terrain_Vehicle (4x4 type). Perhaps they can be contacted.

M@ Twike 433, www.illinois.edu/goto/twike
The term "joystick" when referring to the TWIKE is an artifact of translation from German to English. It in no way resembles a gamepad and is not drive by wire -- it is a direct physical linkage. A more correct translation that would make more sense to a native english speaker would be 'tiller' as one would find on a sailboat -- you swing the tiller to point to the left, it pushes a bar that's connected to the base of the right-side of the tiller and then to the front wheel forward, and that pushes the front wheel on it's pivot to angle to the left. Push the tiller to the right, it pulls back on the linkage bar running to the front wheel pulling the wheel to angle right.

title: Talk:New car design


text:
Talk:Debian

Experiences
I used debian-501-i386-netinst.iso to put debian on an older Dell laptop. It went well. The installer got me up and running quickly without any confusion at all. The network setup was darned near automated. I just accepted the defaults and blazed on through. There's a few problems with the wireless device, but I'm a happy camper.

Next step is to try debian-501-amd64-netinst.iso on a Compaq Presario desktop to use as a production studio. I've done a dress rehearsal already and it's very fast. Yeoman 13:11, 2 May 2009 (UTC)
 * Alright. The base system went in ok, but the mirrors we used were either down or incomplete. No X,,, not much of anything but bare bones linux.. a fast bbl... • CQ 17:05, 2 May 2009 (UTC)

title: Talk:Debian


text:
User:Remigius

cfr. http://remigius.org/

title: User:Remigius


text: File:Syndai virus cell fusion.jpg

title: File:Syndai virus cell fusion.jpg


text: File:Cell membrane protein diagram.jpg

title: File:Cell membrane protein diagram.jpg


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User:Jtneill/Teaching/Introduction to psychological research

This was an initial planning space for unit which was not in the end delivered on Wikiversity. It was delivered instead as a semester-long, on-campus unit, July-October, 2009, at the University of Canberra.

Possible textbooks

 * 1) Haslam, S. A., & McGarty, C. (2003). Research methods and statistics in psychology. London: Sage.
 * 2) Jackson, S. L. (2008). Research methods: A modular approach. Belmont, CA: Thomson Wadsworth.
 * 3) Jackson, S. L. (2009). Research methods and statistics: A critical thinking approach. (3rd ed.) Belmont, CA: Wadsworth Cengage Learning.
 * Ray, W. J. (2006). Methods toward a science of behaviour and experience (8th edition). Belmont, CA: Thomson Wadsworth.


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User talk:Untitled~enwikiversity

Welcome to User talk:Untitled

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 05:13, 3 May 2009 (UTC)

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

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 Untitled. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Untitled~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 00:09, 18 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) 06:24, 19 April 2015 (UTC)

title: User talk:Untitled~enwikiversity


text:
User:Assembler

I have recently decided to help edit some of the Wikiversity pages that I find invite me to do so. I desire only to help, and learn while I do. I have some technical writing experience, am retired, and need to keep my mind active. Please do contact me either with the discussion or talk feature, or email.

title: User:Assembler


text:
Talk:Precalculus

The linking for this topic/course listing was made as requested with much care and for the specific intention to relate with only the most comprehensive content, namely Wikipedia Precalculus. The last topic was added from the Wikipedia Precalculus listed links so that they might not conflict, and that the Wikiversity Precalculus topics concur with Wikipedia's completion. assembler 07:23, 3 May 2009 (UTC)

Shouldnt Limits be part of the calculus course rather than precalculus? Limits removed Graemeb1967 11:46, 25 November 2009 (UTC)

title: Talk:Precalculus


text:
User:LeMorvandiau

__NOINDEX__

See: fr:user:LeMorvandiau.

title: User:LeMorvandiau


text:
User:Egm6322.s09/Report table/Best of report R7

 Under construction; not final (but close to being stable after a couple of weeks). The intention here is to document the best features in any report for the readers (including you); if you see any excellent features in any of the reports (including your team's) that I may have missed noticing, don't hesitate to let me know. I don't have time to read all reports in detail. Due to time constraint, I would only selectively looked at a few important features. I also added some annotations (e.g., related to errors, improvements, etc.) where I looked through for the benefit of everyone. Egm6322.s09 13:45, 15 March 2009 (UTC)

Latest archived version (possibly with comments): Team Mafia

Current version (possibly with comments): Team Mafia

 * classnotes (including simple HW problems), graded over 100%

To correct and submit updated version of the report.


text:
User:Kidvisions

Kidvisions (29/04/1989)Tunisia Singer, song writer, guitar player and poet.Student of English Literature.

Intrested in : Humanities.

title: User:Kidvisions


text:
User:CarrieBerg/Senses

The serene breeze wended between the slender trees. Elder, yew, elm, beech fleches bent deep then scended, reeled defenseless, when the gentle tempest blew. Tree tethered creepers, well fleshed yet pendent, trembled when the breeze pestered them. Sweet herbs scented the breeze, the fresh essences blew well elsewhere, yet when remembered, tempt the senses. The fleet creek, reckless, heedless, free, veered left then swept west, nestled between terrene trenches. Where the effervescent creek ended, the fens emerged. The fens teemed green where cresses grew. The fens sheltered geese, egrets, grebes, wrens, these tweeted treble, cheeped, screeched, then slept when the eve fell. Dense hedges defended the verge where the desert meets the fens. Few deer, elk crept where the deterrent hedges screened the severe desert. The herds preferred preserved glens, deep settled dells. Wretched sere sedges, nettles, weeds whelmed the desert veld. Deep secret egresses speckled the sheer, steep steppes. The steppes resembled perfect depressed shelves. Vepser descends. The resplendent bejeweled celeste spheres wheel delft, ember red, merle, then endless seed strewn jet velvet. The erd sleeps, rests. Except the ferrets, sleepless, clever, crept free refreshed... wreck the serene scene.

.:.:.:.:.:.

This one is fairly obvious - but not as easy as it seems. I took two pages worth of notes, going through two different dictionaries and writing down all the words with the only vowel being "e". I already had a pretty good idea of what I wanted to write about, and so I made extensive use of a thesaurus to find alternative "e"-ful words. It's a shame that there are so few synonyms for "dark, black or night," that have "e's" in them.

What? You don't think some of my words are real? Hah! Little do you know. If it is still in the dictionary, it can still be used! Here are some descriptions of the little known words I used:

Delft: noun: earthenware having an opaque white glaze with an overglaze decoration, usually in blue, or any pottery resembling this. Delft blue is a color, and since I couldn't find many synonyms for blue without "e"s, I chose this word.

Celeste: Latin for heavenly.

Erd: noun: the earth, land, country; in Old English.

Fleches: noun: a slender spire, especially one on a church above the intersection of the nave and transepts. I used it to describe treetops in the forest.

Pendent: adjective: hanging or suspended.

Merle: noun: European blackbird; or as I used it: a bluish gray color mottled with black. Exactly the color the sky turns before ebony takes the heavens.

Scend: verb: to heave or swell.

Terrene: adjective: earthy, worldly; as a noun: the earth; in Middle English.

Vesper: noun: evening; Archaic, Middle English. I couldn't find any other "e"-ful word for night.

title: User:CarrieBerg/Senses


text:
User:Maurice Rivkind

Medical Student
--

title: User:Maurice Rivkind


text:
User:Fapril

Hello you have reached my page. I am working on developing some cell biology and biochemistry material. Please leave me a note if you like. Thanks April

title: User:Fapril


text:
User:Devbost

My Schools:

General Studies of Business Administration

School of Information Technology

title: User:Devbost


text:
Novial/Li Verdi Kordie/Lektione 2

Back to the Novial front page

Back to Li Verdi Kordie Contents

VOCABULARY
Back to the Novial front page

Back to Li Verdi Kordie Contents

title: Novial/Li Verdi Kordie/Lektione 2


text: File:The Bottleneck a New Perspective.pdf


text:
User talk:Ka.latendresse

 Hello Ka.latendresse, 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! --Gbaor 08:51, 4 May 2009 (UTC)

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

Truman state university
Hi! Was Truman state university just a test page, or it will be developed further? --Gbaor 08:51, 4 May 2009 (UTC)
 * Deleted. --Gbaor 12:00, 20 January 2010 (UTC)

title: User talk:Ka.latendresse


text:
User talk:ClemRutter

 Hello ClemRutter, 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! --Gbaor 08:53, 4 May 2009 (UTC)

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

Thx
Thank you for link check and fix! :) --Gbaor 08:53, 4 May 2009 (UTC)

title: User talk:ClemRutter


text:
User talk:Schmuumf

 Hello Schmuumf, 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! --Gbaor 08:54, 4 May 2009 (UTC)

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

title: User talk:Schmuumf


text:
What is social entrepreneurship?

The phenomenon of Social entrepeneurship has always been around, we just didnt label it right. Shortly, Social entrepeneurs find the most efficient way to serve their social cause most effectively.

Resource list

 * [[media:The meaning of Social Entreneurship.pdf|The meaning of Social Entrepeneurship]]
 * [[media:Social Entrepreneurship Basics.pdf|Social Entrepeneurship Basics]]
 * This article explores social entrepreneurship as a strategy to enhance your organizational capacity, mission impact and financial sustainability.

title: What is social entrepreneurship?


text:
Talk:Sustainable Enterprise

Does this actually make sense? The idea is to be more holistic than "social entrepreneurship" and stimulate ideas generation for enterprises which develop products and offer services orientated towards sustainable development.

title: Talk:Sustainable Enterprise


text:
Emotional intelligence

Definitions
"The term ‘emotional intelligence’ does not yet appear in dictionaries; as such, its definition is still an unsettled issue as are the boundaries of this new domain. Bar-On (1997)"

"Emotional intelligence concerns the ability to carry out accurate reasoning about emotions, and the ability to use emotions and emotional knowledge to enhance thought. Mayer, Roberts and Barsade (2007"

"“…the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions." Salovey and Mayer (1990"

Topics
Emotional intelligence (EQ) has become a popular topic for staff training in organisations during the late 1990s and 2000s. Some of the topics commonly taught include:
 * EQ: why it can matter more than IQ
 * 1) The framework
 * 2) Personal competencies
 * 3) Self awareness
 * 4) Self management
 * 5) Positive psychology - how to use your strengths to enjoy your work and improve performance
 * 6) Group EQ and teams
 * 7) Social competencies
 * 8) Social awareness
 * 9) Relationship management
 * 10) Solutions focused coaching strategies

An Emotional Intelligence Framework
from Daniel Goleman, Emotional Intelligence see http://danielgoleman.info/topics/emotional-intelligence/
 * SELF AWARENESS
 * Emotional self awareness: attuned to inner signals and guiding values. Able to be candid and authentic about own emotions and guiding vision.
 * Accurate self-assessment: knows own limitations and strengths. Exhibits a sense of humour about themselves. Graceful in learning and in receiving feedback. Knows when to ask for help.
 * Self confidence: knows own abilities and can play to own strengths. Self assured and happy to take on difficult assignments.
 * SELF MANAGEMENT
 * Self Control: Can manage disturbing emotions and impulses. Calm and clear under stress.
 * Transparency: an authentic openness to others about one’s feelings, beliefs and actions.
 * Adaptability: flexible in adapting to new challenges. Can juggle multiple demands without losing focus or energy.
 * Achievement: High personal standards, continually seeks ways to improve.
 * Initiative: controls own destiny. Cuts through red tape or bends the rules in order to achieve better outcomes.
 * Optimism: Sees situations as an opportunity rather than a threat.
 * SOCIAL AWARENESS
 * Empathy: able to attune to a wide range of emotional signals.
 * Organisational Awareness: politically astute. Able to network and read the key power relationships.
 * Service: delivers high level service to clients and customers
 * RELATIONSHIP MANAGEMENT
 * Inspiration: creates a compelling vision that inspires others to follow.
 * Influence: is persuasive, influential and engaging.
 * Develop others: cultivates other’s abilities through feedback, coaching and opportunities.
 * Change catalyst: recognises and drives change.
 * Conflict Management: is able to manage conflict through understanding different perspectives and finding common ground.
 * Teamwork and collaboration: is an able team player and team builder.

How to become more emotionally intelligent
(adapted from LexisNexis)
 * 1) Be aware of your body. Posture and gesture reflect your feelings. Practise reading body signals.
 * 2) Notice which situations or people make you uncomfortable. Work out why.
 * 3) Anticipate situations you don't like. Think what you want to achieve and keep focused.
 * 4) If you feel you are going to lose it, count to 10. Then ask: do I want to shout or do I have an alternative?
 * 5) Ask for feedback. Knowing how you come across identifies strengths and weaknesses.
 * 6) Give feedback not criticism. Challenge behaviour, not people.
 * 7) If criticised, acknowledge appropriate responsibility then see it as an opportunity to solve a problem.
 * 8) Twice a day listen to someone without interruption. Then repeat what they say: 'So you think ...." It helps you understand others' feelings.
 * 9) Identify and cultivate key people who would be useful when difficulties occur. They will respond more willingly when you need them.
 * 10) Be available to talk to people; this is more important the higher up you go.
 * 11) Set achievable targets, eg I'll make two points at the meeting.

Behaviours for Inclusion (Judith Katz - Change Champions Fieldguide)
 * 1) Greet others authentically
 * 2) Create a sense of safety for you and your team members
 * 3) Address misunderstandings and resolve disagreements
 * 4) Listen carefully to the person speaking until that person feels understood.
 * 5) Communicate clearly, directly and honestly
 * 6) Solidify the team’s vision of its tasks and its relationship to the organisation’s mission.
 * 7) Hear all voices. Allow for options.
 * 8) Ask others to share their thoughts and experiences and accept their frame of reference.
 * 9) Speak up when people are being excluded.
 * 10) Make careful choices about group actions and schedules. Treat everyone’s time as valuable and their presence as critical
 * 11) Be brave.

Short articles, tools and resources

 * Salovey & Mayer on emotional intelligence 1990 (Melissa Karnaze)
 * Entitlement-thinking (Leadership Freak)
 * Emotional intelligence (EQ) (Businessballs)
 * Ten tips to improve your EQ (eqi.org)
 * Ladder of Inference (Chris Argyris and Society for Organisational Learning) Diagram
 * Search for Learn-About-Emotional-Intelligence 5min30sec video by Daniel Goleman
 * 20min video Brené Brown - Wholeheartedness (TED)
 * The Art of Possibility (Ben Zander)
 * EQ self assessment tool (Institute for Health and Human Potential)
 * Authentic Happiness and Positive Pyschology questionnaires (Dr. Martin Seligman, Director of the Positive Psychology Center at the University of Pennsylvania)
 * The Emerging Field of NeuroLeadership (David Rock)
 * Maintain Your Mental Wellbeing (David Rock)
 * Science of Motivation (Dan Pink)
 * Conflict is the Stuff of Life - 12 steps (Conflict Resolution Network)
 * Turn conflict into connection and collaboration (John Kinyon)
 * 9 Unexpected Questions that Create Engagement (Leadership Freak, Dan Rockwell)
 * WikiLove and emotional intelligence have much in common
 * The Path to Eldership (Tjanara Goreng Goreng)
 * Three part assertive communication
 * 1) Identify the 'real problem'. The presenting behaviour is rarely the real problem. The real problem is often the emotional reaction as a consequence the thinking and emotions from a flight or fight response.
 * 2) State your feelings using 'I' statements. Be direct, honest and specific.
 * 3) Offer solutions and/or negotiate mutual agreement for resolution.
 * Karpman drama triangle — a useful model, supporting emotional intelligence.

title: Emotional intelligence


text:
User:Camw (usurped)

Request for Usurpation
Hello, Camw. A request has been made at Changing username to usurp, or "take over", your username because you have not used it to edit, and another user would like to use it to edit. w:Wikipedia:Changing username/Usurpations says that any unused username may be usurped if the user is given 14 days notice to object and does not do so.

If you have an email set in your preferences, you should be getting an email from a bureaucrat explaining how to consent or object to this process.

If you do not object to being renamed to a new username in order for another user to utilize the name you currently have, please log in and post a reply here saying so (you may also tell us what username you would like to be renamed to, or we will provide you with a generic one).

If you do nothing : the request will be filled after 14 days, and your account will be moved to a generic username. You may request that it be moved to a new username of your choice at any time.

If you object to being renamed : please log in and make an edit. You may make an edit here saying "No", you may make an edit to blank this page, or any other edit you like; making any edit at all prevents your username from being usurped, because users with edits cannot have their usernames usurped.

Please note that even if your current username is usurped, you can still edit and your data will not be lost; your preferences, watchlist, and other user settings will be transferred to a new username.

Thank you for your time. --Cam 12:57, 4 May 2009 (UTC)

title: User:Camw (usurped)


text:
User talk:Traffic Safety

40,000 lives are lost in road accidents every year in the EU. An additional 1.7 million people get injured in those accidents. This translates into an estimated cost (indirect and direct) of €160 billion each year. Thus, EU Parliament passed a resolution in 2006 to halve the number of traffic deaths by 2010. The White Paper, “European Transport Policy for 2010: Time to decide”

In order to meet these challenges, Driving Instructors need to be prepared with skills and knowledge of the pedagogical methods to be used in communication with various client groups. Among them are elderly drivers, pre-school children entering the traffic for the first time, school children on their bicycles and teenagers with their first motored vehicles.

Driving Instructors need to know what road safety means especially for groups aged 0–30 years, and how these issues can be taught and made part of everyone’s daily behaviour, values and way of thinking.

The PROCADRIN project is an attempt, based on education, to cope with the urgent problems of improved road security, The Project duration : 2007-2009

PROCADRIN aims to modernise the professional capabilities of Driving Instructors, and to facilitate the future of Lifelong Traffic Safety Learning.

This aim is fulfilled by different steps. One is to support participants in training and further training activities, in the acquisition and the use of knowledge, skills and qualifications. This will probably facilitate personal development, employability and participation in the European Labour Market.

A second step is to support improvements of quality and innovation in vocational education and training systems, institutions and practices.

A third step is to enhance the attractiveness of vocational education, training and mobility for employers and individuals and to facilitate the mobility of working trainees.

And the last one is to support the development of innovative ICT-based content, services, pedagogies and practice for lifelong learning.

The tangible outcomes include:

* Curricula for the Driving Instructors to teach various age groups (0–30 years old) in their work * Online learning material and discussion forum for the Driving Instructors that can be used to expand their abilities to meet both young children an d experienced drivers * Different media to spread the information about the project and its goals

Another important outcome will be a growing network supporting lifelong traffic safety learning and responsibility in traffic behaviour.

The online learning material and discussion forum will constitute a web based communication platform which will be free to use after.

title: User talk:Traffic Safety


text:
User:Traffic Safety

40,000 lives are lost in road accidents every year in the EU. An additional 1.7 million people get injured in those accidents. This translates into an estimated cost (indirect and direct) of €160 billion each year. Thus, EU Parliament passed a resolution in 2006 to halve the number of traffic deaths by 2010. The White Paper, “European Transport Policy for 2010: Time to decide”

In order to meet these challenges, Driving Instructors need to be prepared with skills and knowledge of the pedagogical methods to be used in communication with various client groups. Among them are elderly drivers, pre-school children entering the traffic for the first time, school children on their bicycles and teenagers with their first motored vehicles.

Driving Instructors need to know what road safety means especially for groups aged 0–30 years, and how these issues can be taught and made part of everyone’s daily behaviour, values and way of thinking.

The PROCADRIN project is an attempt, based on education, to cope with the urgent problems of improved road security, The Project duration : 2007-2009

PROCADRIN aims to modernise the professional capabilities of Driving Instructors, and to facilitate the future of Lifelong Traffic Safety Learning.

This aim is fulfilled by different steps. One is to support participants in training and further training activities, in the acquisition and the use of knowledge, skills and qualifications. This will probably facilitate personal development, employability and participation in the European Labour Market.

A second step is to support improvements of quality and innovation in vocational education and training systems, institutions and practices.

A third step is to enhance the attractiveness of vocational education, training and mobility for employers and individuals and to facilitate the mobility of working trainees.

And the last one is to support the development of innovative ICT-based content, services, pedagogies and practice for lifelong learning.

The tangible outcomes include:

* Curricula for the Driving Instructors to teach various age groups (0–30 years old) in their work * Online learning material and discussion forum for the Driving Instructors that can be used to expand their abilities to meet both young children an d experienced drivers * Different media to spread the information about the project and its goals

Another important outcome will be a growing network supporting lifelong traffic safety learning and responsibility in traffic behaviour.

The online learning material and discussion forum will constitute a web based communication platform which will be free to use after.

title: User:Traffic Safety


text:
User:Yaozi

Yaozi is a pseudonym of an itinerant Erisian pope. E has studied at universities other than Wikiversity up and down the East Coast of the U.S. Megalopolis and continues es studies of languages and linguistics, religion and philosophy currently in Southeast Asia in the Thai city of Chiang Mai. E enjoys the gender neutral pronoun "e" and uses it and its associated forms where possible, though any IRL contact would reveal Yaozi to be firmly in the "him" category.

Look for his contributions in the Languages and Linguistics Pages, especially in the realm of Chinese translations and the establishment of Thai and Lao language learning resources.

He is closer to thirty years old than he would have expected. --Yaozi 15:14, 4 May 2009 (UTC)

title: User:Yaozi


text:
User:Graeme E. Smith/Dual Mode Memory

Dual Mode Cortex Hypothesis Limits to Phenomenally Implicit Memory, and explanation of Cortex Function

Graeme E. Smith, GreySmith Institute of Advanced Studies  http://en.wikiveristy.org/wiki/Portal:GreySmith_Institute   http://en.wikiversity.org/wiki/User:GreySmith_Institute  grysmith@telus.net

In 1970 David Marr wrote A Theory on cerebral neocortex and described the first 4 layers of the cerebral cortex as a "self-classifying Content Addressable Memory". While some of the details of his theory have proven wrong or misguided by posterity, this remains a cogent description of the cerebral neocortex, and how phenomenally implicit memory becomes accessible. It is by no means a complete description of cortex function, and has been roundly criticized because it makes no attempt to explain certain frequency effects of the natural cortex. Since then, other authors have added to our knowledge of the cerebral cortex, with the result that today our model is much more complete. In this article, I draw from recent work on the Attention System, in an attempt to explain the function of layers of neocortex unexplained by Marr's work, and how those layers contribute to the function of the Cerebral cortex. I draw a parallel between the cerebral cortex, and Dual Port Memory to illustrate my hypothesis.

Neuroscientists don't like the brain being compared to computer technology, but bear with me I might have a background in computing, but I am not a classical A.I. researcher. Some computer architecture ideas are however, I believe useful as an illustration of a system that might work similar to a neural system, even though the technology (Nerves and stuff) is completely different. During this discussion I will use terminology from a number of different disciplines if only because the terminology doesn't translate well between them, because the disciplines are not often brought together in an overview, where the overlap can be seen and the differences counted.One of these terms that is critical to this discussion, is the idea of Demand Memory, Based loosely on Cartesian models {Philosophy} of the mind, the idea of demand memory is that the brain is a reservoir of memory, and we cause it to come to our service, by demanding it. Although most philosophers no longer follow cartesian concepts slavishly, some of the ideas of how memory works, would seem very familiar to a philosopher from DesCartez time. Computer memories for instance demand the contents of a memory area by presenting it's place-code or Address on the buss, and then reading the Databuss to see what the contents were. This should be seen as different from a form of memory where a stimulus, is used by each memory cell to determine if it contains relevant information about that stimulus, in which case it volunteers its contents freely. Such a memory is often called Content addressable memory since it is the content that triggers the output. Another of these terms, that I think are useful, is the concept of Dual Ported Memory. In computer hardware, a Dual Ported memory is often installed where two separate systems need to access the same memory. Because each system can access the memory by its own port, it doesn't have to wait while the other system accesses the memory by IT'S port. This article is about a similar type of system that is built out of neurons, and is called the Cerebral Cortex. Where there might be some interference is in the writing of memory, if both systems write to the same memory location at the same time, a collision is said to occur, and one of those systems or both, is going to lose their data. Having said all that, I am not someone who believes that the brain is a digital computer. Nor that the analogy is anything but a useful illustration, it can't capture the function of the cerebral cortex completely, because natural systems are often inextricably interwoven with each other, but it does suggest a role for the strange way the cerebral cortex is constructed. To look at the Cortex from a perspective that is completely different but comes with illustrations that show details about the arrangement of the cells in the first 4 cortex layers. I like to start with David Marrs A theory on Cerebral Neocortex In this theory which was an early attempt at developing a theory of the cerebral neocortex, Marr describes a neural circuit he calls a CODON, and shows a schematic of the circuit, to support his concept. In this diagram Layer 1 can be seen to be primarily mossy dendrite neurons, Layer 2/3 can be seen to be pyramidal neurons and layer 4 can be seen to be a range of stellate neurons of different types. Connecting the vertical axons of the layer 1 neurons with the Layer 2/3 neurons seems to be some horizontal parallel fiber like transport neurons that carry outputs of the mossy dendrites to the Apical Dendrites of the Pyramidal Neurons. What Marr says this circuit is doing is making up a self-classifying content addressable memory element. Theoretically according to information theory, there are two ways that a memory can address it's content. 1 is by searching the content, for the specific memory, and one is to search by a place-code, somewhat like the postal code that the Post Office uses to tell which mailman should get the mail. While some of his assumptions have not held up to the light of more recent work, such as his assumption that the functions of the layer 4 neurons can be captured as basic mathematical calculations, and so the self-classifying element of the system seems more remote than he indicated, I think that the role of the memory as a content addressable memory, can be born out by the neural functions as we understand them today   Another place that might not survive in today's scientific environment, is his assumptions about Layer 1 sometimes also called Laminae I, which he clearly associates with Mossy Dendrites. Eccles in 1983 published an article that noted that Laminae I had very few neurons in the Adult Brain. This might however simply be related to the fact that the population of mossy dendrites does not stay constant over the life of the organism. The Mossy Dendrite Layer, is thought to be highly inhibitive, causing the mossy dendrite neurons to compete for output to the rest of the system. The Pyramidal Neurons on the other hand, seem ideally situated to convert the signals from the horizontal parallel fibers, into signals that indicate patterns of activity in the mossy dendrites, and between other pyramidal neurons. It is interesting to note that in Marr's many models of Cortex Tissues, almost every case associates pyramidal cells with close proximity to Mossy Dendrite Neurons. The one possible exception being the hippocampus or Archeocortex, where the Mossy Dendrite Neurons are in the Dentate Gyrus rather than in the hippocampus itself. It is the feedback from other pyramidal neurons that best supports the idea of a self classifying system. Essentially the pyramids are the output neurons for the content addressable memory, and their distinctive pyramidal shape might have to do with the basal dendrites that interconnect them. Layer 4 neurons can be seen to be both a special input layer for Thalamo-cortical fibers that have the senses as their source, and as a management layer, that allows other brain systems to reach into the context addressable memory and influence it in a number of ways. Marr of course thought that these cells did mathematical functions on the pyramidal outputs, but later work has thrown some discussion into the mix, by pointing out that the nature of the connections is more random than Marr would have thought, and so mathematical functions are less likely to be terribly effective, where process management functions might be much more effective. The difference is less one of Function, as much as degree, Marr thought that his Probabilistic Functions would give him the ability to detect patterns in the connections between neurons that never materialized. His failure brought home to neuroscientists just how individualistic brains were, and eliminated the idea of the circuits being comparable mathematical functions. Despite Marr's failure to explain the connections, and his eventual death in 1980, his theory remains a landmark in Neuroscience because it approximates the function of the first 4 layers of the cerebral cortex. There is still some question as to whether the cerebral neocortex is actually a homogeneous function or whether there are areas that perform other functions, but it is a useful theory if only because it opens the question of content addressability in Neural Systems. Before I go on, I would like to introduce to you, the concept of cortex micro-anatomy. Essentially the Neocortex is primarily a 6 layer cortex, numbered inwardly from the surface of the cortex in layers or laminae. Layer 1 or Laminae I is the outer cortex, and layer 6 or Laminae VI is the inner layer of the cortex. Such 6 layer cortex tissues have been called Isocortical tissues or Granular tissues. A variation of this architecture has a missing granular or laminae iv layer, and is therefore called Agranular. Other tissues have 4 or less layers and are called Allocortical tissues. This should be kept separate in your mind from Allocortex Tissues which are tissues in a specific part of the cortex, (The Allocortex) not a type of tissue designated by its micro-architecture. It can be said that most of the tissues in the Allocortex are Allocortical, and perhaps most of the Allocortical Tissues can be found in the Allocortex, but some Allocortical tissues are found outside the Allocortex. In fact it has been noted that the tissues underlying the Sulcys, and Divides of the brain are Allocortical and they exist in nearly all parts of the Cerebral cortex. Some of the Allocortical Tissues can even be found in the Archeocortex, but they are a special case because they are not stacked vertically like other cortex elements but tend to wrap or coil around each other. If we look closely at Marr's model we see that he is actually describing Allocortical Tissue not Isocortical or Agranular Tissues. However, there is no reason to think that Isocortical Tissues or Agranular tissues are differently organized in their top 4 layers, there are just 2 other layers missing from Marrs model. If this is correct then maybe just maybe Allocortical Tissue is content addressable memory, and Isocortical Tissues have some added function. The next thinker I would like to introduce you to, is Jerry Fodor. Fodor is well known for his Modular Mind theory, but it is his work in the representational limits of Computational Psychology, that I want to draw to your attention. In The Mind Doesn't Work That Way!: The Scope and limits of Computational Psychology Fodor's comments lightly touch on the fact that Phenomenal Systems like Neural Networks are unsuited for isolation of specific memories, because of the distributed nature of the processing and storage functions. In essence what he is telling us, is that the representation limits the function of memory in phenomenal (Neural Network) systems. Now this is a much more important concept than I think even Jerry Fodor knew when he wrote about it, He probably wouldn't have passed over it, as quickly as he did, if he knew the value of the concept, but his main push is Modularity, so he filled the remainder of the book with representational stuff about modularity. Now we get into a philosophical concept called "Phenomenality" Phenomenality means that much of our experience can't be broken down into smaller parts. Along with this concept comes the idea of a Quale or indigestible lump of data that refuses to split into smaller parts. Phenomenalist Philosophers are always going on about Qualia, and how we can't represent the color red, even though everybody understands what it is. The it, that we understand may not be at all the same as the It that everybody else understands (Especially if your are Red-Green colorblind). There is quite a spirited discussion going on on PhilPapers (http://www.philpapers.org) in a thread called the "Explanatory Gap" where the Phenomenalists are arguing with the physicalists as to whether there is some part of our experience that we will never be able to explain. This something we will never explain (some claim)is called the explanatory gap. The fact that we have not yet managed to explain it, is held up as at least an indicator that it is a "Hard Problem" in Consciousness Philosophy. So why would something exist that couldn't be broken down into smaller parts? The answer lies in a not well understood aspect of Content Addressable Memory. We are more familiar with demand type memories, in fact we assume that our Declarative Memory is just such a thing, we demand a memory and it appears as if by magic in our mind. But in a Content addressable memory it is the Content of the stimulus, that triggers the memory not the demand for it. And, as some scientists have learned to their sorrow, If once you can do something, someone else will be able to do it too. David Marr noticed this in his article back in 1970, he thought that most of the processing in the brain was probably being done to deal with redundancy. If we see content addressable memory as places with contents that trigger at the hint of anything that looks like them, then we can envision a flurry of contents being released in a big data-cloud all at once. Now add to that flurry of activity the idea that at the neural level every brain is individualistically connected, in other words no two brains are alike, and the idea that the location in which a memory is placed is arbitrary to the network and its state just before the memory was placed there, and you get a big ball of data, that can't be sorted directly. In other words you get a Quale. So one thing we can say about allocortical memory is that it is phenomenal and it's output is a Quale. What this suggests is that Demand Memory, the ability to isolate specific memories requires a redescription to a different representation in order to work. This is counter intuitive to computer guys like me, because computer memories are so easy to isolate that there is a tendency to think in terms of remapping instead of redescription. This is also where the Dual ported memory seems to break down, in that if we have two different ways of addressing the same memory, can we say that the memory has been redescribed? Unless, of course as in this case, it is the addressing mechanism that makes up the new representation and conversion is mostly a case of trading one addressing technique for another. In this case, in fact, I propose a hypothesis that it IS the addressing technique that is being redescribed, not the content of the memory. This brings us back into frame with the Dual Ported Memory illustration. It makes sense that if two different systems use two different addressing techniques to access the same memories, that in a dual ported memory, the main difference between the two memory ports would be the techniques that they use to access the memory. Now suppose that the two addressing techniques are mutually exclusive, that you can't transfer information between them except through the dual ported memory. In this case you have a problem, either the data has to be formatted in the originating system to be retrieved by the using system, or the using system has to have some way of searching the memory in order to find out what it contains. In computer programming this wouldn't be a problem as long as there was documentation, a standard by which we could translate memories into a form useable in the other system. In fact a lot of computing is simply finding the right symbolic standard for transferring information from one format to another   Natural Neural Networks however, do not come with manuals, and they are phenomenal, in the sense that the location of a memory is a function of the whole network, and it's experience. In other words location of memory does not have a standard. So if you don't have a standard storage format, you can't have a standard translation package waiting ready to go. Now add the fact that your data is all balled up in a Quale, and it's enough to have Dr. Fodor asking whether it is possible to implement a phenomenal demand memory. So this is the problem that requires redescription. Phenomenally Implicit (Content Addressable) memory can't be translated into demand memory, without some form of search during which the memories are redescribed into a demand memory addressing format. Having described the necessity for that role, I will mention that redescription is not my own idea, but was explored in Annette Karmiloff-Smith's book, Beyond Modularity: A Developmental Perspective on Cognitive Science. I will leave the discussion of how the redescription is achieved for a different article, and concentrate mostly in this article on the nature of the dual ported memory that it implies. There are two problems with implementing a Demand type memory on neural networks, the first is that neural networks tend not to have stable storage locations, so place-code addressing them is difficult, the second is that you would need some method of addressing the stable storage locations if they did, but the location of any particular storage element is indeterminate in natural neural networks. In order to understand how the brain could possibly stabilize neural networks to have at least semi-stable storage locations we need to understand the idea of Neural Groups. A neural group is a cluster of some hundreds of neurons that acts as a single unit when it comes to firing. It is how we get to this point that is tricky, and the research is still ongoing to fully explain it. What we think is happening is that the pyramidal neurons in the cortex, are attached by basal dendrites that sense the pre-firing activation levels of their surrounding neighbors. This is a little controversial because it was thought that firing was the important part of neural function at one point. One way of looking at this, is as a community of neurons all encouraging each other to fire.The more neurons in the group, that encourage firing, the more likely that a neuron in the group will fire. Now we add to this the idea of a Center Surround, in that if the group fires it is usually one or two neurons that fire, and the rest stay dormant. It is as if there were a suppressive field that acted to inhibit the surrounding neurons and just let the centroid of the set fire. We think that this effect is mediated by the 6th layer pyramidal neurons, which form distinct columns of neurons that fire if the column is stimulated at any layer. What might be happening is that the 6th layer pyramidal neuron is regulating the suppression field needed for the center surround function. A candidate for the generation of the suppression field, is the Martinotti Neurons which act on layer 1 to suppress the firing of layer 2/3 neurons. If the sixth layer pyramidal neuron fires, so does the column, and by extension the Neural group it contains. So the sixth layer pyramidal Neuron balances the inhibitory effects of the Martinotti Cells. By allowing only a few neurons to fire at the same time. Now why does the brain work in this manner? the current concept is that the columns reduce the resolution of the memory, causing it to cluster like signals together into a single signal. This might have the added effect of causing the the memory to stabilize the location of a memory when it tends to reinforce other memories around it. Sort of helping the self-organization of the memory, so that it is also self-classifying. If this latter interpretation is true, then it suggests that in fact the existence of Neural Groups might promote the stability of the memory locations. To get at the second requirement some way of addressing the stable neural groups we need to step outside the cerebral cortex, and look at the attention system. Dr. David LaBerge has worked on the Attention system and has written several articles on it, that might be useful. the first, is an article called Attention, Awareness and the Triangular Circuit of Attention a second is Attentional Control: Brief and Prolonged Together what these articles suggest is that there is a form of bottom-up attention mediated by the thalamus that connects to the 5th layer apical dendrites acting to pre-activate clusters of neurons that he calls mini-columns which are part of the larger columns. What the triangular theory of attention is about is the fact that in order for a person to become aware of something, three areas of the brain need to light up simultaneously. The Cerebral Cortex, where the memory will be stored, the bottom-up attention system as moderated by the thalamus, and the Top-Down Attention system which is moderated by the PreFrontal Cortex (PFC). What the Attentional Control: brief and prolonged article is about is how the cortico-thalamic connections use the 5th layer pyramidal neurons to trigger the pre-activation of 2/3 layer pyramidal neurons in small neural groups that in combination make up the larger column. Since pre-activation is the mode in which neural groups are triggered this pre-activation step is all that is needed, in order to address a memory by triggering a neural group to fire. In other words, this 6 layer model of the cerebral neocortex, (An Isocortical Model) includes everything we need to have a phenomenally implicit content addressable memory, and a demand based portal to the same memories that were accessed formerly solely by content. It defines if you will the Dual Port Memory, that is needed to achieve both addressability by content and by demand. However be advised I have intentionally glossed over how the information is redescribed so that the demand based memories have meaning. I have just pointed out that it must involve a search, because the two types of memories are incompatible in a neural network system, and no reformatting by mapping is possible because no map is possible at the connection level. Thus the 6 layer (Isocortical) architecture that makes up the Cerebral Neocortex, describes a mechanism whereby implicit memories can be retrieved using a place-code addressing scheme based on mini-column pre-activation. There is only one problem with this theory, and that is that the Quale that is output by this addressing, is still an indigestible data cloud with redundancy and a real lack of order. I will endeavor to clear this problem up later in another article by describing the stages of redescription necessary to create accessible memories.

title: User:Graeme E. Smith/Dual Mode Memory


text:
User:Cenarium

Wikipedia:User:Cenarium __NOINDEX__

title: User:Cenarium


text:
User:Jim8107

Live in Billings, MT. Hold MBA from Crummer Graduate School of Business, Rollins College, Winter Park, FL. BA Business Administration Columbia College. Navy Veteran, Nuclear Propulsion Program (Enlisted). Served aboard USS Swordfish SSN579 (1982-1985) and part of commisioning crew (Plankowner) Nuclear Field "A" School, Orlando, FL, taught Electronics and Power distribution. Currently pursuing BS Mathematics, minor CB Physics at MSU-Billings.

title: User:Jim8107


text:
User talk:JustineB

 Hello JustineB, 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! --Gbaor 18:03, 4 May 2009 (UTC)

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

title: User talk:JustineB


text:
User talk:Jhuh

 Hello Jhuh, 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! --Gbaor 18:15, 4 May 2009 (UTC)

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

title: User talk:Jhuh


text:
User talk:Jim8107

 Hello Jim8107, 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
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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! --Gbaor 18:15, 4 May 2009 (UTC)

 Woof! My name is Jack(Russell). I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

title: User talk:Jim8107


text:
User talk:Mallette

 Hello Mallette, 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! --Victuallers 18:21, 4 May 2009 (UTC) --Victuallers 18:21, 4 May 2009 (UTC)

title: User talk:Mallette


text:
User talk:Yaozi

 Hello Yaozi, 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! --Gbaor 19:21, 4 May 2009 (UTC)

 Woof! My name is Jack(Russell). I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

title: User talk:Yaozi


text:
Orthodox Judaism

'Orthodox' Judaism comprises many different practices and viewpoints, under the umbrella of certain commonly held beliefs. It is therefore not 'one' main sect of Judaism, but many.

It is different to Ultra-Orthodox Judaism ('Charedim'), in that while certain practices and beliefs are held in common between the two, these are often more stringently applied and kept by Charedim.

Practices of Orthodox Judaism
Certain practices distinguish 'Orthodox' Jews from their secular or cultural counterparts.

These are commonly held to be:

 * Shabbat observance, including the level and stringency of observance.
 * Kashrut observance, including the same.
 * Levels of observance of Tznius ('modesty'), including dress sense, style of clothing worn, e.g. tight skirts or skirts with slits in them, maybe acceptable to certain Orthodox women but considered unacceptable to others.
 * Other factors determining how religiously Orthodox ('frum') may be their adherence to shomer negiya, synagogue attendance and for men, amount of daily prayer.

Differences between Orthodox and Ultra-Orthodox sects
While observing the laws of tznius, many Charedim consider Orthodox/ modern Orthodox observance of this as not stringent enough, for instance married Orthodox women may cover their hair with either a hat, partially, fully or not at all, as they see appropriate, and not a sheitl. Even in the Charedi community, there is a debate as to whether or not sheitls are truly 'tznius', as in some cases the sheitls are more appealing than the wearer's actual hair underneath.

Halachic definition of an Orthodox Jew
Halachically, an Orthodox Jew is any child born of a Jewish mother. For males, there is an additional requirement to be circumcised at 8 days old, as a way of entering the Biblical covenant, as told to Abraham in Genesis.

While the father need not be Jewish in order to have a fully Jewish child, it is preferable for cultural concerns, and for ensuring the continuation of Judaism and Jewish ideals.

Even if a child is born Orthodox, an Orthodox family by this definition need not be a fully practising Orthodox Jewish household, and may be more culturally-Jewish in their daily lives.

title: Orthodox Judaism


text:
User talk:Sarahsheets

Hello Former Student!

I'm writing to you because you took a class from me in the past few years at the Art Institute. As of Spring, 2010, I'll not be teaching further classes at AIS for the foreseeable future. (We're parting ways on good terms!) Until now, you've been able to reach my Wikiversity educational resources from my website, but I've decided to delete that link. You can still reach all of those materials here.

If you're interested in what I'm up to in the future (which will include an album in 2010 and a novel in 2011) you can friend my facebook page or drop me an email at info@stevenarntson.info and you'll receive a periodic update about performances, classes, and publications.

If you know any current or former students of mine who might be interested in any of this, please forward this information if you have a moment.

I hope all is well for you.
 * Best! Stevenarntson

 Hello Sarahsheets, 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! --Gbaor 20:00, 4 May 2009 (UTC)

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

title: User talk:Sarahsheets


text:
BCP/Rubus

Rubus

title: BCP/Rubus


text:
BCP/Rubus/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * Jomegat 21:50, 4 May 2009 (UTC)
 * Jomegat 12:33, 10 May 2009 (UTC)
 * Jomegat 00:51, 12 May 2009 (UTC)
 * Jomegat 00:23, 19 May 2009 (UTC)
 * Jomegat 00:26, 25 May 2009 (UTC)

title: BCP/Rubus/Logs


text:
Coastal Engineering/Water Wave Theories

Objectives

 * 1) What are water waves?
 * 2) Types of water waves.
 * 3) Wind Waves.
 * 4) Governing Equation.
 * 5) Airy theory.

title: Coastal Engineering/Water Wave Theories


text:
User:Anish27

Contributions at Wikiversity
Pattern Recognition

Education
Doctor of Philosophy (Ph.D.): Ph.D. candidate at Department of Electrical and Computer Engineering at Mississippi State University, Mississippi, U.S.A. Dissertation title is Spatio-temporal studies of geophysical data using advanced signal processing methods. Expected graduation date is April 2010.

Master of Science in Engineering: Department of Electrical Engineering and Radio Science at Chalmers University of Technology, Gothenburg, Sweden. Specialization is in Radio Astronomy and space science and graduated in January 2006.

Bachelor of Technology: Koneru Lakshmaiah University (K.L.U), India. Specialization in Electronics and Communication Engineering and graduation date is	April 2002.

Current Research
Graduate Research Assistant at Geosystems Research Institute (GRI), Mississippi State University. Main role is application of pattern recognition techniques and involved with following projects. 1) GPM RPC (Global Precipitation Measurement Rapid Prototyping Capability). 2) SCAN RPC (Soil Climate Analysis Network Rapid Prototyping Capability).

Past Research
At Chalmers University of Technology Master's thesis at COMRAD, An antenna manufacturing and research company. In Tau, Norway with Thesis title: Characterization of Omni-directional Antennas using H-near field Probe. The research was done at Antenna Research Group, Department of Signals and Systems, Chalmers University. Thesis document: Thesis Document

More Info
Web CV

--Anish27 04:02, 5 May 2009 (UTC)

title: User:Anish27


text:
User:SODJI Koffi Edem

Hallo SOKE ist mein Name in bin 22 Jahre alt und sudiere Germanistik an der Universität von Lomé im 6.Semester. Ich treibe gern Sport und Fussball ist beliebeter Sport..Interkulturelle Kommunikationen interessieren mich sehr...In meiner Freizeit lese ich gern..

Projektideen:

Fremde Sprachen interessieren mich sehr..Deshalb habe ich natürlich mich für die deutsche Sprache entschieden...Da ich andere Sprache wie Französisch, Englisch und etwas Spanisch beherrsche,ist mein starker Wunsch ein Dolmetscher oder ein Übersetzer zu werden...Projekt

title: User:SODJI Koffi Edem


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User:Fook

Celebrate the ways of weird wisdom and fair foolery. Enjoy life and the work of Fook, Lunkwill, and Slartibartfast. ~ Fook 11:45, 5 May 2009 (UTC)

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User talk:Fook

42?

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User:Violinguy

Howdy!

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User:Unblock

unblocking

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New Zealand Law/Criminal/Mens Rea

Kilbride v Lake

 * Facts
 * Defendant's car had no WOF sticker, although apparently it had passed its WOF and the sticker had been previously affixed.

 * Held
 * Where an offence requires no mental element, it is premature to discuss mens rea before actus reus.
 * Defendant is not responsible for actus reus if he could not have acted in a different way, ie if failure was involuntary.

Civil Aviation Dept v MacKenzie

 * Facts
 * Aeroplane's tailfin dragged on phone line.

 * Held
 * Due diligence defence available for public welfare regulatory offences.
 * The onus is on the defendant on the balance of probabilities to prove due diligence, after prosecution proves actus reus.

Millar v Ministry of Transport

 * Facts
 * Millar drove while disqualified - claimed he thought the period of disqualification was over.

 * Held
 * Belief has to be honest not reasonable.
 * There are 3 types of offences:
 * - those for which the prosecution must prove guilty mind
 * - strict liability offences for which a due diligence defence is available on the balance of probabilities; and
 * - absolute liability offences for which the prosecution need only prove the actus reus (and for which no defence is available).

R v Howe

 * Facts
 * Rioters turned over police car.

 * Held
 * Prosecution has to prove mens rea for every part of the offence even though defendant unlikely to know vehicle was Crown vehicle.
 * Honest and reasonable belief might provide a defence.

R v Harney

 * Facts
 * Defendant stabbed victim who died, claimed he didn’t mean to injure victim seriously.

 * Held
 * Recklessness = foresight together with an intention to continue with a course of conduct regardless.

===Waaka v the police

 * Facts
 * Defendant is charged with assaulting a policeman in the execution of his duty.

 * Held (CA)
 * Accused must know that policeman is in the execution of his duty, although it is sufficient if he wilfully shut his eyes or was indifferent as to whether the policeman was in the execution of his duty.

Police v Starkey

 * Facts
 * Published defamatory material about a candidate.

 * Held
 * The offence is a hybrid offence.
 * The prosecution has to show:
 * - defendant intended to publish the document
 * - the document contained an untrue statement (strict liability)
 * - the statement was defamatory (civil test); and
 * - the statement was calculated (ie intended) to influence vote of any elector

R v Nedrick

 * Facts
 * Defendant set fire to a house. A child inside the house died. The defendant was charged with murder.

 * Held
 * 1. Usually a jury needs no explanation of intention.
 * 2. If jury does need an explanation, they should be told that a person can intend a result even if he or she doesn’t want it to occur.
 * 3. However, if the defendant doesn’t foresee, he cannot intend.
 * If defendant foresaw but thought risk slight, might intend.
 * If defendant did forsee and thought virtually certain, jury can easily infer intent.

title: New Zealand Law/Criminal/Mens Rea


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BCP/Antennaria parlinii

Antennaria parlinii

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BCP/Antennaria parlinii/Logs

2009 Logs

 * Jomegat 20:20, 5 May 2009 (UTC)

Recent Logs

 * Jomegat 00:11, 16 April 2010 (UTC)

title: BCP/Antennaria parlinii/Logs