text:
User talk:Ramprakash

Physical Theray Discussions are welcomed

Looking for Fellow PT's interested in Discussions

title: User talk:Ramprakash


text:
CIRCLE/instructions

Some day, this will be a learning project for students and teachers at CIRCLE, Lund University. The course Internet_and_Project_Competence of Michael Kratky will serve as role model.

{| id="Todo" cellspacing="0" cellpadding="0" style="width:85%; border:2px #A3D9BE solid;"  CIRCLE Learning Project - first instructions
 * colspan="2" style="background:#cef2e0; text-align:center; padding:2px; border-bottom:1px #A3D9BE solid;" |
 * colspan="2" style="background:#cef2e0; text-align:center; padding:2px; border-bottom:1px #A3D9BE solid;" |
 * style="background:#f5fffa; padding:1.2em;" valign="top" |
 * style="background:#f5fffa; padding:1.2em;" valign="top" |

{| style="width:100%; background-color:transparent;"
 * style="width:90%; padding-right:1.2em;" valign="top" |

Register with wikiversity

 * Create a user account at http://en.wikiversity.org/wiki/Wikiversity:Main_Page
 * Do the newcomers tour and get used to wikis: http://en.wikiversity.org/wiki/Help:The_original_tour_for_newcomers
 * Edit Your personal user page: upload a photo, present yourself (cf. http://en.wikiversity.org/wiki/User:Mk )

Sign up on the inscription list

 * Here: http://en.wikiversity.org/wiki/Wikiversity:IPC#participants

KWL Chart

 * Insert the KWL chart in Your user page: http://en.wikiversity.org/wiki/Wikiversity:IPC#KWL_CHART_.28template.29

Posting on discussion board

 * Please register with zum.de via the following link: http://www.zum.de/Foren/internet/auth/userform.php

 * You will be sent a confirmation email from "foren-admin@zum.de". Use the answer function of your email account and do not change the subject. Thus your account will be activated

 * Then log in on http://www.zum.de/Foren/internet/threads/thread414.php, enter Your user name and password and write a posting in which you briefly present yourself including the link to your wikiversity site. Write Your text directly into the box, then click on "Weiter zur Vorschau" which means "Show Preview" and then click on "publizieren und Nutzungsbedingungen anerkennen" which means "submit".

 * all threads of IPC: http://www.zum.de/Foren/internet/cgi/forum.cgi

Survey I

 * Answer the questions in Survey I: http://www.surveyshare.com/survey/take/?sid=76724
 * You will need the numerical identifier Your Professors will assign you before.

Come together

 * get in touch with international partners on our main discussion board: http://www.zum.de/Foren/internet/threads/thread414.php
 * Think about a topic you would like to work on or...
 * ... sign up for (a) topic(s) on the doodle-site: Doodle poll: IPC working groups

new thread for each group

 * Open a new thread as soon as you have found international partners:
 * Go to http://www.zum.de/Foren/internet/cgi/forum.cgi and...

 * ...click on "Neues Thema hinzufügen" (You find this link up left) and insert a name for your working group, i.e. the topic you are working on, for instance open education.

discussion on common reading
In your group discussion forum, please discuss the following questions on the common readings:

1. The reading on ICT/Global Awareness describes two examples of how ICT (Information and Communications Technology)skills can support global awareness. What do you think are the benefits to students who participate in these types of projects? What similar types of projects might you do with students when you begin teaching?
 *

2. The Framework for 21st Century Learning list 4 areas that are important for a 21st education: Core Subjects and 21st Century Themes; Learning and Innovation Skills; Information, Media, and Technology Skills; and Life and Career Skills. Which of these, if any, are the schools in your area addressing? What does a teacher in training like yourself need to know and be able to do in order to teach 21st century skills to children?
 *

week 4-7
WORK ON PROJECTS

week 8

 * upload the final version of your group powerpoint to your group wiki!

 * Please do the second survey at http://www.surveyshare.com/survey/take/?sid=76955

 * Remember the numerical identifier your instructors assigned you at the beginnig of the project.

 * style="width:10%; background:#f5fffa; border-left:1px solid #cef2e0; padding-left:1.2em;" valign="top" |
 * }
 * }

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

title: CIRCLE/instructions


text:
Wikiversity:Creating your first Wikiversity page

It may be your userpage, or it may not.
 * 1) choose a page name
 * 2) go to the page by entering the page name into the search box in the top left corner
 * 3) click on "create" on the top of the page
 * 4) write anything you like in the edit box: you don't need any mark-ups to start with, but if you do, you may check here
 * 5) scroll down and click on "save page": don't worry, you may improve it later, or submit it for deletion if you don't like it


text:
User:Zahid shaikh

Hey this is Zahid Shaikh from Mumbai,India. A 19yr old Graphic Artist, Motion Graphic Artist, Web Deseloper (Designer/Developer), Computer Hardware Engineer, Computer Tutor by profession -- Musician by Nobbyist and Game Developer by ambition.

title: User:Zahid shaikh


text:
Template:Atp/ref-cmad

Baylor University's Community Mentoring for Adolescent Development (CMAD) Mentor Trainer's Manual

title: Template:Atp/ref-cmad


text:
User:Wgraziadei

Bill Graziadei, Ph.D. is a State University of New York (SUNY) Professor Emeritus and (e)Learning Consultant. I have served in various capacities which included CLO, Director of Distance Learning, online instructor/trainer, (e)learning implementation specialist; analysis, design, development and implementation of learning strategies for classroom- and web-based learning with an emphasis on distributed and collaborative learning environments. I taught online and trained instructors at most of the 64 SUNY campuses, made presentations at national and international symposia, published numerous (e)learning and scientific articles and papers and continue to develop and revise online courses and training using both asynchronous (Angel, Blackboard, edu20. Studeous,TopClass, WebCT, etc.), synchronous (Centra, Elluminate, HorizonLive, iLinc, WebTrain, Yugma) software and Web 2.0 tools. For details see my online resume at http://wgraziadei.home.comcast.net/WGraziadei.htm

I'm interested in the added value of (e)learning in teaching-learning and technology in business, education and government. I have worked with both business and educational institutions that are interested in using asynchronous and/or synchronous web-based instruction to enhance their strategic (e)learning environments. I have 26 years experience as a professor in the SUNY system and more than 20 years of hands-on teaching, learning and technology consulting experience that involved the implementation of enterprise systems for higher education institutions (Pennsylvania State System, San Francisco State University, Deakin University - Melbourne Austalia, University of West Indies and others) and Global 2000 companies (Nokia, Dow, Bayer, ST Microelectonics, and others). I consider myself a dedicated and accomplished educator as well (general biology, molecular biology, immunology, information/educational technology). In 1978 I received the SUNY Chancellor's Award for Excellence in Teaching.

You can contact me at http://wgraziadei.home.comcast.net/WGBusCard.html

title: User:Wgraziadei


text:
Talk:Introduction to Non-Genetic Darwinism/Non-Biological Darwinism

Do you want to finish this module, or do you consider it done? --AFriedman 16:11, 17 February 2009 (UTC)


text:
User:Sajid86

Hello, I am Sajid.

title: User:Sajid86


text:
Bloom Clock/Keys/Southern Ontario/August/All

The plants pictured below have been recorded as blooming during the month of August in Southern Ontario.


text:
User:Egm6322.s09.Three.ge/MyReport3

J is a constant matrix for linear and affine maps.

$$\begin{Bmatrix} \underline{x}\\ \underline{y} \end{Bmatrix} = \underline{E} \begin{Bmatrix} x\\ y \end{Bmatrix} + \underline{F}$$

Where:

$$\underline{J}=\underline{E}$$

$$\alpha=\begin{Bmatrix} \partial_{x}\\ \partial_{y} \end{Bmatrix} \left \lfloor \partial_{x} \ \partial_{y} \right \rfloor$$

$$\begin{Bmatrix} \partial_{x}\\ \partial_{y} \end{Bmatrix}\left ( \lfloor \partial_{\overline{x}} \; \partial_{\overline{y}} \right \rfloor  \underline{J}(x,y))$$

If J is not a constant, take the product rule of the above function.

$$\underline{J}^{T}\begin{Bmatrix} \partial_{\underline{x}}\\ \partial_{\underline{y}} \end{Bmatrix} \left \lfloor \partial_{\overline{x}} \; \partial_{\overline{y}} \right \rfloor \underline{J}+ \begin{Bmatrix} \partial_{x}\\ \partial_{y} \end{Bmatrix} \left \lfloor \partial_{\overline{x}} \; \partial_{\overline{y}} \right \rfloor \underline{J}$$

$$Let \ \beta=\underline{J}^{T}\begin{Bmatrix} \partial_{\underline{x}}\\ \partial_{\underline{y}} \end{Bmatrix} \left \lfloor \partial_{\overline{x}} \; \partial_{\overline{y}} \right \rfloor \underline{J}; \; and \  \gamma= \begin{Bmatrix} \partial_{x}\\ \partial_{y} \end{Bmatrix} \left \lfloor \partial_{\overline{x}} \; \partial_{\overline{y}} \right \rfloor \underline{J}$$

In $$\beta$$ J is treated as a constant while in $$\gamma$$ the operator $$\left \lfloor \partial_{\overline{x}} \;  \partial_{\overline{y}} \right \rfloor$$ is treated as a constant. This results in a non-zero $$\gamma$$ matrix of:

$$\gamma= \begin{bmatrix} a & b\\ c & d \end{bmatrix}$$

If J is a constant then the $$\gamma$$ matrix is equal to zero.

Example of affine map that is not rotation.

(Picture of coordinate transform.)

$$\begin{matrix} \widehat{\underline{i}}=m \widehat{i}+n \widehat{j}\\ \widehat{\underline{j}}=p \widehat{i}+q \widehat{j} \end{matrix}$$

How to get the transformation matrix.

$$\overrightarrow{OP}=\overrightarrow{O\overline{O}}+\overrightarrow{\overline{O}P}$$

Noting that:

$$\begin{matrix} \overrightarrow{OP}=x\widehat{i}+y\widehat{j}\\ \overrightarrow{O\overline{O}}=x_{o}\widehat{i}+y_{o}\widehat{j}\\ \overrightarrow{\overline{O}P}=\overline{x}\widehat{\underline{i}}+\overline{y}\widehat{\underline{j}} \end{matrix}$$

We get ... (Homework Problem)

title: User:Egm6322.s09.Three.ge/MyReport3


text:
Boundary Value Problems/Solving inhomogeneous linear ODEs

Return Boundary Value Problems

$$ \displaystyle y'' + p(t)y' + q(t) y =f(t) $$ is a second order linear inhomogeneous differential equation. $$ f(t) \neq 0 $$ for the complete interval $$ t \in [c,d] $$. An example: $$ \displaystyle 2y'' + 3y' + y = sin(2t) $$.

General information on Ordinary Differential Equations may be found at [Ordinary Differential Equations http://en.wikipedia.org/wiki/Ordinary_differential_equation]. We are interested in a specific type: One where the coefficients are constants. $$ \displaystyle a y'' + by' +cy =f(t) $$.


text:
Boundary Value Problems/ODE BVPs

Two point BVPs for an ODE
Begin with second order DEs, $$ x'' = f(t,x,x')$$, with conditions on the solution at $$ t=a $$ and $$ t=b $$.

$$\displaystyle \frac {d^2 x}{dt^2} + p(t) \frac {d x}{dt} + q(t) x(t) = f(t)$$ with $$\displaystyle a_0x(a) +a_1x'(a)= g$$ and  $$\displaystyle b_0x(b) +b_1x'(b)= h$$ on the interval $$\displaystyle I_{ab} = \{x | a \leq t \leq b \} $$

Example
$$\displaystyle \frac {d^2 x}{dt^2} + 4 \frac {d x}{dt} + 2 x(t) = f(t)$$ with $$\displaystyle x(0) = 0$$ and  $$\displaystyle x(1)=0$$ on the interval $$\displaystyle I_{ab} = \{x | 0 \leq t \leq 1 \} $$

title: Boundary Value Problems/ODE BVPs


text: File:String.png

title: File:String.png


text: Category:Educational technology

title: Category:Educational technology


text: Category:Energy storage

title: Category:Energy storage


text: Category:Environmental education

title: Category:Environmental education


text:
User:Egm6322.s09.bit.sahin/r3

$$J_{12}=\frac{y}{\left (x^{2}+y^{2} \right )^{1/2}}=\frac{rsin\theta }{r}=sin\theta $$

$$J_{21}=\frac{1}{1+\left (\frac{y}{x} \right )^{2}}\left (-\frac{y}{x^{2}} \right )=\frac{-y}{x^{2}+y^{2}}=\frac{-rsin\theta }{r^{2}}=-\frac{sin\theta }{r}$$

$$J_{22}=\frac{\partial \overline{x}_{2}}{\partial x_{2}}=\frac{\partial \theta }{\partial y}$$

Remembering that $$\theta =tan^{-1}\left (\frac{y}{x} \right )$$, If we define $$s=y/x$$ then

$$\frac{\partial \theta }{\partial y}=\frac{\partial }{\partial s}tan^{-1}(s)\frac{\partial s}{\partial y}=\frac{1}{1+\left (y/x \right )^{2}}\left (\frac{1}{x} \right )=\frac{x}{x^{2}+y^{2}}=\frac{rcos\theta }{r^{2}}=\frac{cos\theta }{r}$$

As a result, we obtain Jacobian matrix as

$$\underline{J}=\begin{bmatrix} cos\theta & sin\theta \\ -\frac{sin\theta }{r}&\frac{cos\theta }{r} \end{bmatrix}=\frac{1}{r}\begin{bmatrix} rcos\theta &rsin\theta  \\ -sin\theta &cos\theta \end{bmatrix}$$

In addition to this method, a simpler method can be used to determine the Jacobian matrix directly in polar coordinates.

$$x_{i}=x_{i}\left (\overline{x}_{1},\overline{x}_{2} \right )=x_{i}\left (r,\theta \right )$$

Instead of inversing the equation, differentiating $$\frac{\partial x_{i}}{\partial \overline{x}_{j}}$$ is simpler (e.g., $$\frac{\partial x}{\partial r},\frac{\partial x}{\partial \theta})$$.

$$\underline{A}=\begin{bmatrix} \frac{\partial x_{i}}{\partial \overline{x}_{j}} \end{bmatrix} =\begin{bmatrix} cos\theta &-rsin\theta  \\ sin\theta & rcos\theta \end{bmatrix}$$

Here $$\underline{A}=\underline{J}^{-1}$$. Therefore it can be written that

$$\underline{J} \underline{A}=\underline{I}=\left [\partial _{ij} \right ]=\begin{bmatrix} 1 & 0\\ 0 & 1 \end{bmatrix}$$

$$\underline{J} $$ can easily be determined.

$$\underline{J}= \underline{A}^{-1}=\left (\underline{J}^{-1} \right )^{-1}=\begin{bmatrix} cos\theta & -rsin\theta \\ sin\theta & rcos\theta \end{bmatrix}^{-1}$$

$$\underline{A}^{-1}=\frac{1}{det\underline{A}}\begin{bmatrix} rcos\theta & rsin\theta \\ -sin\theta & cos\theta \end{bmatrix}$$

Eventually,

$$\underline{J}=\frac{1}{r}\begin{bmatrix} rcos\theta & rsin\theta \\ -sin\theta & cos\theta \end{bmatrix}$$

which is identical with the previous result.

title: User:Egm6322.s09.bit.sahin/r3


text: Category:Wikiversity Studies

title: Category:Wikiversity Studies


text:
Wikiversity:Wikiversity Studies

Please note the discussion page. There is evolution at the Wikipedia wrt to article development with a loosening of the rules for discussion pages (where Wikipedia article development happens). There is no more appropriate site to support Wikipedia evolution than the Wikiversity.

As there is only one editor for this page (and hence little chance of editor disagreement), this material will be incorporated directly into a new page, Wikiology. Wikiology is what it sounds like, the Science of wikis, and a request will be made to redirect this page to that one.

The Wikiversity in it's uniqueness will have to be described, and perhaps debated, specifically, but as a subset of the greater Wikiology.

This article
.. is meant to build an understanding of the Wikiversity as a unique component of the mw sphere, and also the more general wiki-sphere. It is also a category and seeks to provide an index to documents about the Wikiversity (on the Wikiversity) that can help wv-ers:
 * Build better courses
 * Understand how information can interrelate within the Wikiversity
 * Help form Wikiversity policy
 * Help development of wiki page authoring style that benefits the Wikiversity
 * Document names (is this a page, document, article, or course?)

I initiated this page, and so far I am the only contributor. I have not promoted the page to invite other editors, but when I do I will be moving this explanatory text to the talk page.--JohnBessatalk

Policy discussion
I am trying to form this page with material gathered from policy debate, which I find fascinating, and rich in ideas. I will be able here to "throw" ideas, especially those that may controversial, where others can edit and discuss the ideas. I hope it will focus principles while directly creating text for policy, and I hope it will test ideas of parallel opposing idea development, as part of wv information development.

Test cases can be developed as courses to experiment with policy to assure that wv can grow quickly, and flexibly enough to prevent internal conflict, such as experienced on the wp by Piotrus.

'''Who are the Wikiverisans? Is this a valid word?''' Who are the people most active in policy making?

Building a page
Pages can be built in two ways; they can be started from scratch, or material can be imported, but not duplicated. Since the wv is in huge need of material, then importing material makes sense, but the material has to be deconstructed and reassembled to make it unique.

I have writing that I wish to import, but more important to me is helping wv organize its principles. I recently got involved in a policy debate, "what wv is not," and I got a lot of insight to the meaning of wv, and learned about the opinions of other wikiversians. So I want to initiate this page by importing material from the debate to create an article about what wv is not, and also to aggregate some of the ideas of what wv-ians expressed that have higher reaching meaning.

Idea Incubator
A good way to describe one of my goals for this article is as an incubator. An article can start here, and then move to its own page, and then a synopsis of the page, or an annotation, can augment an index of successfully incubated wv study articles.

My way of writing a wiki article is to paste in all the material I can find, and then disassemble the writing into key words, and then move the key words to the top of the document until nothing but chafe is left below in the original text. Then I tend to create headings followed by text followed by lists of attributes as bullets followed by descriptions. I developed this technique as a tech writer. If the text needs to be further developed, then normal prose can be constructed from the text.

Raw editing
As it happens it is not practical to build a page right here from raw material because the rendering does funny things; it can only be done in a text editor. In the very-ancient text browsers, text areas were enacted as text editors by actually calling up a text editor, such as notepad on Windows, or VI (or Emacs) on GNU/Linux. (This was a great feature, I thought, and might be helpful here.) For now I am editing the text on google docs (which irritates some wv-ers), but I want to edit it in a place where other wv-ers can look over my shoulder if they want to.

Sidelining
I call this sidelining and I do it when text is inappropriate for wv, but is relevant. An example is when there are copyright issues being resolved, but still creating a liability. This is why I bring up the text browser editor technique; I think we need a "sidelining" facility as a [server-type service].

Other Ideas
Primary discussion can be:
 * Policy documents and the debate surrounding them
 * Potential new policy documents
 * The meanings of the components of these policy principles and how they form the philosophy, or "personality," of the Wikiversity. Does the wv have a wv agenda?
 * The types of educational and research techniques that we want to implement
 * WikiMedia technology that benefits the Wikiverstiy
 * Creation of wikimedia technology specifically to benefit the Wikiversity

Suggested components:
 * Annotated bibliographies -- rather than point directly to citations, relevant phrases can be cited in a seperate artcile, and then critical analysis can enhance the phrase, followed by a link to the work and the phrase's location.
 * Scientific Method, Augmenting it as a guideline, or even policy, for wv courses and research
 * Levels of support in the reference material sense:
 * Reasonably supported
 * Protected pages
 * Personal experiences
 * Hypotheses-level reference material
 * Well supported
 * Peer review
 * Documented events
 * WP-level support material
 * Main page vs. talk page
 * Level of support
 * Editing styles

Raw Material
Raw material is a collection of text that is stripped to create lists of ideas as terms, nearly as tags to create new agregatted material, such as for this wv study.

I am collecting the material from policy debates as they happen, because many parallel concepts are introduced, and the emotional nature of the debate ensures collaboration (though it may not seem that way), then an aggregated picture of what wv-ers think is constructed. That is part of the wiki phenomena as I have experienced it.

This material will be cut and place above in specific categories to create documentation that goes above policy documents as a guide to the principles of wv.

What wv is not: discussion
This came from the debate and versions of the policy article

Participants are all considered equals

No: Diplomas Certificates Titles

Professor Doctor

Creating, or linking to, useful learning resources

Beneficial to learning and research

For all age groups

Unbiased

Reasonably supported information

Promote learning

Research

benefit the project

isolated thinking resistant to new information

Exploring potential learning resources

differing or opposing approaches

reasonable criticism

no agenda

differences of opinion

accommodate

protect

personal experiences

off the wall

psychosis

truthing

parallel opposing research threads

knowledge and experiences

unbiased and informative

bias

biased or unsupported information

mental isolation bad information dominate

bias biased people feel justified different species

No duplication

Projects maintain focus

Overlapping

Consolidate Sharing

research freedom

develop new information

free of the harassment

Scholarship
 * Teachers
 * Researchers
 * Lifelong learners

Advertising platform
 * Products
 * Services
 * Commercial products
 * unwelcome advertisements

Self-promotion:
 * Causes or advocacy
 * Personal agenda

Policy abuse instruction creep

Disruption

grow and evolve rapidly

policies, guidelines, practices, and services

not prematurely limit future options

mono-diet

everything is an article

lack the discussion threads

Science: one set of phenomena

New information

wiki pages structure information create knowledge

unexpected meanings

much information is simply wrong

Scientific Method

lifelong learning

Learning to learn

Ideal learner

Transnational

Multilingual

Localized support

Trans-cultural

Multicultural

isolated places

multilingual community barriers

Research

Attract collaborators

knowledge construction

construction techniques

scientific method

social science

research freedom

Developed knowledge

Policy

Purpose

Support

Technology

Connections to educational institutions

Support research in schools

applicable knowledge

protected mode

peer review

validate

all approaches are protected

parallel projects

individuals develop their own ideas

individual focus Protect individual learning project indivdual's scope

community knowledge

consensus

aggregation of ideas

opinions respected

protection

protected mode gives "ownership"

owner

contributors

inherit the validation

recognized for the accomplishment

GFDL: given credit when the article is duplicated

title: Wikiversity:Wikiversity Studies


text:
Canadian Wilderness

The wilderness of Canada can be found outside its major cities and towns.

Animals Found There
There are many animals in the Canadian Wilderness. Some are: and
 * ruffed grouse
 * moose
 * black bears
 * snowshoe rabbits
 * striped skunks

Cirque Glaciers
Cirques, as diagrammed at the left, are formed by a glacier (the cirque glacier) and usually exhibit a Bergschrund, randkluft and the headwall gap. The image at the right shows a glacier on Baffin Island that has retreated back to a cirque glacier.

Labrador
The Torngat Mountains have nominal coordinates of 59°25′N 64°30′W.

Yukon
Two or more glaciers as in the image on the left and second right make the Kluane icefield. Mount Logan has a location at 60°34'02"N 140°24'10"W.

Mount Vancouver is at 60.3361°N 139.6947°W.

Keele Peak has coordinates 63°25′53″N 130°19′26″W.

British Columbia

The ice on the young basaltic cinder cone in the image on the right is a glacier. The young cinder cone is on the flanks of Mount Edziza. Mount Edziza is located at 57°42'58"N 130°38'02"W.

Mount Silverthrone is located at 51°31'41.9"N 126°06'47.9"W.

Ha-Iltzuk Icefield has a nominal location at 51°25'N 125°55'W.

"The Heiltskuk (also written Ha-Iltzuk) Icefield covers an area of approximately 3,600 square kilometers (1,389 square miles) in the southern Coast Mountains of British Columbia. This detailed astronaut photograph illustrates the icefield—mostly covered by snow across the upper mountain slopes—and two major valley glaciers that extend from it. Valley glaciers are large masses of slowly flowing ice and entrained debris that move downhill, carving out wide U-shaped valleys in the process. The locations of former valley glaciers can frequently be identified by the presence of these U-shaped valleys on a now glacier-free landscape."

"The two largest valley glaciers in the image, Silverthrone Glacier and Klinaklini Glacier, both flow towards Knight Inlet to the south (not shown). Several moraines—accumulations of rock and soil debris along the edges and surface of a glacier—are drawn out into long, dark lines by the flowing ice, and they extend along the length of both glaciers. The confluence of the two glaciers at image center illustrates how a moraine located along the side of a glacier can become a medial moraine, in the center of the joined ice mass. Smaller valley glaciers are visible near Mount Silverthrone""

Mount Robson in British Columbia has coordinates 53.1106°N 119.1564°W.

Alberta
Mount Columbia has coordinates 52°08′50″N 117°26′30″W.

Mount Hector is at 51°34′24″N 116°15′30″W in Banff National Park, Canada.

Mount Temple is located at 51.3506°N 116.2067°W.

Mount Joffre has coordinates 50°31′40″N 115°12′30″W.

Victoria Island
Victoria Island is at 71°N 110°W.

Bathurst Island
Bathurst Island is located at 75°46'N 99°47'W.

Devon Island
The Devon Ice Cap is on eastern Devon Island, Nunavut, Canada, at 75°20′52″N 82°10′26″W.

The Treuter Mountains (75°42′N 82°30′W are on eastern Devon Island, Nunavut, Canada. They are part of the Devon Ice Cap.

Ellesmere Island
Ellesmere Island is located at 79°50'N 78°W.

The Agassiz Ice Cap is located at 80°30'N 75°W.

Baffin Island
Baffin Island has a nominal position of 69°N 72°W.

The Penny Ice Cap has a nominal position at 67°15'N 66°W.

title: Canadian Wilderness


text:
Talk:Canadian Wilderness

This is OK

title: Talk:Canadian Wilderness


text:
User:Skip~enwikiversity

Skip -- CISSP, GSEC

title: User:Skip~enwikiversity


text:
Pandemic flu

Avian Flu: The Pandemic of the Future

Recently, media reports have been informing the world of the pandemic flu and the horrific possibilities of it spreading. But what is the pandemic flu? What really will happen if it spreads? The World Health Organization states that “an influenza pandemic occurs when a new influenza virus appears against which the human population has no immunity, resulting in epidemics worldwide with enormous numbers of deaths and illnesses” (World Health Organization, 2009).

The specific type of influenza health officials are concerned with is the avian flu. This type of flu travels by bird and the CDC states that infection results from “contact with infected poultry or surfaces contaminated with secretion/excretions from those infected birds” (CDC, 2007). An example would be contact with contaminated domesticated chicken or ducks.

Symptoms

The avian flu is just as contagious as the regular flu. Regular flu symptoms usually involve respiratory illness such as sore throat, cough, fever, and muscle aches. The CDC states that “Symptoms of avian influenza in humans have ranged from typical human influenza symptoms to eye infections, pneumonia, severe respiratory diseases, and other severe and life-threatening complications” (CDC, 2007).

As with the regular flu, the avian flu will spread when individuals who are infected cough or sneeze on others. Also, if those particles are spread onto surfaces and other susceptible individuals touch those surfaces they may become infected. With worldwide travels being more common today than in the past, it puts the world at a greater risk because it can easily be carried across countries. Thus, the importance of hand washing cannot be stressed enough. The reason why pandemic flu is worse than the regular flu is because the regular flu comes in seasons, making everyone partially immune to it. The pandemic flu, or avian virus, undergoes mutations rapidly so that the body has never encountered such virus and no person can be prepared. Because of the rapid mutation the vaccinations towards the avian flu may not work because the strain of the virus may have mutated, leaving the vaccine ineffective. Are YOU Ready in 3?—Pandemic Flu Preparedness

Because pandemic flu is so severe, it is important to prevent the spread and contraction of it in the general population. Vaccines can be made, but as the avian flu can mutate (change) so quickly, an effective vaccine is hard to produce and would probably not be available to many people right away in the case of an outbreak. This does not have to be a hopeless situation, however. In the case of a major outbreak, “businesses and other employers will play a key role in protecting employees’ health and safety as well as limiting the negative impact to the economy and society.” (U.S. Department of Health & Human Services, 2009) Businesses should therefore take great care to make emergency plans today.

The majority of an American’s waking hours are spent at work, making their workplace one of the most logical places for preventative and protective care and a likely place they may contract pandemic flu if there is an outbreak. In addition, if there is an outbreak, it is projected that absenteeism could reach as high as 30 to 40 percent everywhere, people may need to stay at home for many days, and disruptions may occur in such critical areas as public safety and emergency response, fuel delivery and product shipping.” (Missouri Department of Health and Senior Services, 2009). As one can see, any of these scenarios could cause major problems for different worksites. Fortunately, one program that can prepare a business for a pandemic flu outbreak is the Ready in 3 Program, in which a business can create a plan, prepare a kit, and listen for information (Missouri Department of Health and Senior Services, 2009).

How to Implement the Ready in 3 Program

According to the Missouri Department of Health and Senior Services (2009), to implement the Ready in 3 Program, a business should:

1. Create an Emergency Planning Team

business could be shut down in the case of mass absenteeism
 * Identify the most important areas of the business as well as what parts of the
 * Describe exactly how an outbreak could affect the business, processes, and people
 * Prioritize the risks

2. Create an action plan/kit

 * Share this plan with everybody in the business and other businesses
 * Prepare all employees with this plan
 * Practice the plan
 * Review the plan yearly to keep it up-to-date

3. Listen for information More detailed information on the Ready in 3 plan can be found at http://www.dhss.mo.gov/Ready_in_3/.
 * About possible pandemic flu outbreaks and vaccination or medications

Don't Catch the Flu this Year

The flu season is just around the corner. It is time to start thinking about ways to keep you and your family healthy.

According to the Center for Disease Control and Prevention (CDC), 5% to 20% of the U.S. population gets the flu every year. Some people are more likely to get the flu than others; they are called an ‘at risk’ population. People who are considered at risk include:

•	Children younger than 5 years old

•	Pregnant women

•	Healthcare workers

•	Adults 65+ years old

•	Adults and children who are in contact with high risk people

•	Adults and children with conditions which weaken the immune system

Children are at risk for catching the flu. Many times children touch things in their environment without washing their hands. Later, another child touches the same object and does not wash their hands after handling the object. All the germs will be transferred to everything the child touches next including their face, eyes, and mouth. All three of these areas are vulnerable places for the flu virus to enter the body.

Prevention is the key to stopping the spread of the flu. The best way to prevent the flu is by getting a flu vaccine. A vaccine works by allowing your body to build immunity against a weakened or dead form of the flu virus before being exposed to a full strength virus. After getting a vaccine, it takes two weeks for your body to build up the antibodies.

There are two different types of vaccines available; a nasal version and a shot version. The nasal vaccine is a spray which is sprayed up your nose. The shot version is injected with a needle typical in your upper arm.

There are other ways to help prevent getting the flu which can be done daily. Washing your hands is very important. It is also important to watch children to make sure they are washing their hands. Children often touch their face, mouth, or nose which are three inlets for the flu virus to enter the body. By properly washing ones hands, the flu virus is killed. To wash your hands correctly, it is widely accepted that you must actively wash your hands for 20 seconds.

For some people, including children, it is easier to clean their hands with an alcohol based hand sanitizer. In a 2002 study by Girou et al. (2002), it was noted that most people have a stigma that hand sanitizers do not clean the hands as well as traditional soap and water. The same studied showed that hand sanitizers actually work better at cleansing the hands than soap and water. The researchers believed hand sanitizer worked better because people do not wash their hands long enough. Hand sanitizers were easier to use and killed the germs quicker than soap and water.

Even when you do your best to prevent catching the flu, there is a good chance that someone around you will get sick, or perhaps even you. It is, therefore, important to know the symptoms of influenza. The CDC lists symptoms which include the following, only to name a few:

•	Fever

•	Extreme tiredness

•	Runny or study nose

•	Chills

While you are sick, it is important to avoid contact with other people. Also it is important to cough and sneeze into a tissue or your elbow to avoid the spread of diseases. As always, wash your hands frequently in order not to spread germs to others.

There are many websites which you can visit to learn more information about the flu. WHACK the Flu is a website which educates children ages pre-kindergarten through fifth grade with fun and interactive activities. For more information, check out the website at http://www.dhss.mo.gov/WHACK.

Reference Page

Centers for Disease Control and Prevention. (2009). Seasonal Influenza (Flu). Retrieved February 13, 2010, from http://www.cdc.gov

Girou, E., Loyeau, S., Legrand, P. Oppein, F., Brun-Buisson, C. (2002). Efficacy of handrubbing with alcohol based solution versus standard handwashing with antiseptic soap: Randomized clinical trial [Electronic version]. BMJ: British Medical Journal, 325(7360), 362-365.

Works Cited

Centers for Disease Control and Prevention. (2007). Avian Influenza. Retrieved February 9, 2009 http://www.cdc.gov/flu/avian/gen-info/facts.htm.

Missouri Department of Health and Senior Services. (2009). Are you ready?. Retrieved February 12, 2009, from http://www.dhss.mo.gov/Ready_in_3/Plan.html.

Missouri Department of Health and Senior Services. (2009). Preparing for an influenza pandemic: A guide to planning for business. Retrieved February 12, 2009, from http://www.dhss.mo.gov/Ready_in_3/PanFluBusinessGuide.pdf.

U.S. Department of Health & Human Services. (2009). Pandemic flu. Retrieved February 12, 2009,from http://pandemicflu.gov/index.html.

World Health Organization. (2009). Epidemic and pandemic alert and response. Retrieved February 9, 2009, from http://web.archive.org/20030202145905/www.who.int/csr/disease/influenza/pandemic/en/.

Cox, Carolyn (2009, February 17). [Weblog] Pandemic of the future: Avian flu. Carolcoxclassroom. Retrieved February 18, 2009, from http://coxclassroom.blogspot.com/2009/02/pandemic-of-future-avian-flu.html

Cox, Carolyn (2010, February 16). [Weblog] Don't catch the bug this year. Carolcoxclassroom. Retrieved February 18, 2010, from http://coxclassroom.blogspot.com/2010/02/dont-catch-bug-this-year.html

title: Pandemic flu


text:
User talk:Khono

 Hello Khono, 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! SB_Johnny talk 10:32, 18 February 2009 (UTC)

Welcome to the Bloom Clock!
Hello, Khono, and thanks for signing up as a contributor to the Bloom Clock!

To get started, all that you need to do is keep your eyes open for flowers on plants growing outdoors. Then, depending on how well you know plants, you can either try to find the plant using the global keys, or just check the master list where plants are listed by their scientific names.

Assuming you find a log page for the plant you saw, all that you need to do is click [edit] above the list of signatures, and add *~ on a new line below the last signature and above the line that begins with, which will make your signature appear on the profile page.

If you don't find a log page, just add an entry for the plant to the Master List using. Someone can then show you how to create a profile and log page for the plant.

If you don't know the name of the plant you saw, try asking on Bloom Clock/Unknown Plants using the template there. Photographs are very helpful, but if you don't have a digital camera, just give the best description you can and hopefully someone can identify it for you.

After you've logged 10 or more plants as flowering for your location, another bloom clock contributor will help you set up the categories and templates used to construct a key for your region, and try to match up your region to the global keys.

If you have any questions, ideas, or need something explained, please feel free to leave a message on my talk page, and I'll get back to you as soon as I can!--SB_Johnny talk 10:32, 18 February 2009 (UTC)

Region templates
Hi Khono. I'm happy to help set you up. First thing is to define the region you're going to be logging from (southern Ontario is a rather large area, and I imagine the western part will have different bloom times from the eastern part). I'll help set up the templates for you after that :-). --SB_Johnny talk 10:32, 18 February 2009 (UTC)

 * boing. --SB_Johnny talk 18:53, 18 February 2009 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:41, 17 March 2015 (UTC)

title: User talk:Khono


text:
User talk:Rene~enwikiversity

 Hello Rene, 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! SB_Johnny talk 10:32, 18 February 2009 (UTC)

Welcome to the Bloom Clock!
Hello, Rene, and thanks for signing up as a contributor to the Bloom Clock!

To get started, all that you need to do is keep your eyes open for flowers on plants growing outdoors. Then, depending on how well you know plants, you can either try to find the plant using the global keys, or just check the master list where plants are listed by their scientific names.

Assuming you find a log page for the plant you saw, all that you need to do is click [edit] above the list of signatures, and add *~ on a new line below the last signature and above the line that begins with, which will make your signature appear on the profile page.

If you don't find a log page, just add an entry for the plant to the Master List using. Someone can then show you how to create a profile and log page for the plant.

If you don't know the name of the plant you saw, try asking on Bloom Clock/Unknown Plants using the template there. Photographs are very helpful, but if you don't have a digital camera, just give the best description you can and hopefully someone can identify it for you.

After you've logged 10 or more plants as flowering for your location, another bloom clock contributor will help you set up the categories and templates used to construct a key for your region, and try to match up your region to the global keys.

If you have any questions, ideas, or need something explained, please feel free to leave a message on my talk page, and I'll get back to you as soon as I can!--SB_Johnny talk 10:32, 18 February 2009 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:50, 17 March 2015 (UTC)

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

title: User talk:Rene~enwikiversity


text:
User talk:Chungw

 Hello Chungw, 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! SB_Johnny talk 11:21, 18 February 2009 (UTC)

title: User talk:Chungw


text:
User:Chungw

Profile
Name: Wesley Chung

Company: Lombardi Software, Inc.

Position: Alliances Manager, Global Systems Integrators

Last Updated: 18:25, 15 July 2009 (UTC)

Summary Bio
I'm an Alliances Manager at Lombardi Software, Inc.. My career has involved enterprise software projects and programs in both professional services and product management contexts. I recently returned from London where I was responsible for Lombardi's Delivery practice.

After returning to our headquarters in Austin, TX, I moved into Solutions Management. My main focus was extrapolating the good and the bad experiences that our customers have gone through to arrive at patterns for scaling BPM programs. Part of this work has brought me to Wikiversity, where I am looking to increase the level of knowledge around BPM program governance. Have a look at some of the governance work.

My main focus these days is partnerships with global systems integrators, but BPM program governance remains a topic near and dear.

title: User:Chungw


text:
User talk:Lawrenztreasure

 Hello Lawrenztreasure, 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! SB_Johnny talk 17:33, 18 February 2009 (UTC)

title: User talk:Lawrenztreasure


text: Category:Fluid dynamics

title: Category:Fluid dynamics


text: Category:Public health

title: Category:Public health


text:
Category:BASIC

This category is meant to link subcategories that belong to the BASIC family. Try not to link pages.

title: Category:BASIC


title: File:Bessa66.png


text:
User:Klseifert

Hi!

I'm Kelvin Seifert, Professor of Educational Psychology at the University of Manitoba. My main experiences with wikis is from writing and posting most of the Wikibook called Contemporary Educational Psychology, and from helping teacher education students to compose two editions of a student-written textbook called [Educational psychology]. If you wish, leave me a message here, or on my user page for Wikibooks.

130.179.184.28 21:12, 18 February 2009 (UTC)

title: User:Klseifert


text:
Educational psychology

Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms "educational psychology" and "school psychology" are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. Educational psychology is concerned with the processes of educational attainment among the general population and sub-populations such as gifted children and those subject to specific disabilities.

Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology and also between Engineering and Physics. Educational psychology in turn informs a wide range of specialities within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology both draws from and contributes to cognitive science and the learning sciences.

title: Educational psychology


text:
User:Freek Verkerk

Hi, i am dutch living in Diemen, in the Netherlands. I am interested in Gifted education.

title: User:Freek Verkerk


text:
Scientific writing

This workshop is an introduction to the very basics of science writing for those with little or no experience. Work through the tasks below and do add to the tips and list of resources.

Types of paper
'''TASK 1: Gather a list of the research papers that interest you most. Extract a list of the journals these authors have published in.''' Remember that journals have impact factor ratings and you get more points for higher quality journals. Check ISI Web of Knowledge (Sussex Web of Knowledge) and the 'additional resources' link on that page to find out which journals (Sussex electronic journals link) rank the highest - aim realistically high.

Each of these journals will have different slots for original research papers, reviews and other types of paper. For example, the journal Biomedical Imaging and Intervention describes the different kinds of papers as:

 * Original article
 * Case report
 * Technical note
 * Pictorial essay
 * Review
 * Commentary
 * Editorial
 * Letter to the editor
 * Others
 * Non-scientific material

Follow the link to get a description of each of these. Which ones do you think are the most time-dependent (This will also depend on the journal)? Compare these descriptions to those used by the journal Nature.

Task 2: Look up your list of journals online.

If you are affiliated with a university, the library will have an 'electronic journals' page (e.g. (Sussex electronic journals). If not, you may find that the electronic journals offer early views of Online First articles for free. Download a few papers from different parts of the journal and compare them.

Why bother?
Take a look at this image. It is a description of a research paper by Jorge Cham, the creator of PhD Comics. For incremental science, it is certainly a case of 'many a true word spoken in jest', as you can see from this handout from MIT, which emphasises the importance of establishing a research territory, a niche, and showing the importance of the research area. Whether this is to be described in scientific or socio-economic terms has been a political hot potato for a long time. (See George Monbiot's article in the Guardian this week).

'''TASK 3: Write two or three sentences describing why scientists think your research field matters. If you can, add another few sentences relating this to important social concern. How might you use this to explain to a policymaker what your research is about, and why it is relevant to policy and society?'''

Research questions and your title
The title of your paper will strongly hint at the major research question or hypothesis in your work. If you pick the title well, it will also refer to other work and show how your work relates to what has gone before, or what is new or distinctive about your approach.

'''TASK 4: Look at your list of journals and think about the research questions/hypotheses explored in your work. Which topic looks most appropriate for which journal? You will know this by being familiar with the papers from the journals - read, read, read! If a good match jumps out at you, you have a place to start.'''

TASK 5: Write down a working title and specify the journal, and article type.

Abstract and structure
The best overall web resource for writing a research paper is this one from Columbia University.

This MIT presentation gives good tips on how to pick a title, and the structure of a paper. Here is another good article, this time looking at how to structure a paper in maths.

It goes without saying that you should do a thorough review of literature. Dont just rely on PubMed, go for a research database with a wider disciplinary reach, such as Web of Knowledge. If you are locked out of academia, try searching Google scholar, or doing an advanced Google search limited to academic domains. Similarly, if you want to look beyond the academic literature, don't be afraid to gain insight from trade press, other grey literature and news media (just be aware of the advantages and limitations of each source type). Work your networks to get access to data sources as well as literature. Write it up as you go along, so you can capitalise on the energy of discovery.

NOTE: It is well worth getting in touch with some of the best authors in the field, perhaps asking them for a copy of a specific paper if you cannot get it, or asking them if they are about to publish anything new tackling a specific issue. Researchers are surprisingly willing to send copies of papers 'in Press' to those who demonstrate a real engagement with the topic.

'''TASK 6: Create a structure for your research paper. Who are the key authors that you will need to cite in the introduction? Acknowledge the historical basis of your work. This is especially important because some of these people may well be your peer reviewers.'''

'''TASK 7: Check out the 'Guide for authors' for the journal you wish to write for. What system of referencing does it use? How many words should your paper be? Which section are you going to write for? Who is the editor of that particular section? Do you know anyone who has written for this journal, or who knows the editor of this journal? Ask around, or do a search for your department or institution to find out.'''

Graphics
You can also see the parallels between Jorge's illustration of the importance of the graph, and this presentation, 'How to Write a Research Paper' about the importance of graphics, from MIT. The MIT presentation will give you lots of tips about how to improve your graphs and illustrations.

TASK 8: Create a list (just one or two to start with - maybe that is all you need) of potential figures, tables and graphs.

'''TASK 9: After getting advice from those who have published in the journal before, begin writing (if you havent already - it is easier to write as you are going along). Start with the section you find easiest to get over writing inertia. This can be the research questions or methods section. Dont start with the abstract! This is the last thing you should write.'''

'''TASK 10: Finish the paper! You end by writing the abstract and maybe tweak the title.'''

Referencing
Use either the Numeric (Vancouver) or Harvard system of referencing. Sussex has a good page describing these styles too.

Writing is a social process
The content of a research paper is the product of a long effort and communications process. Frank Stockdale of Stanford explains the purpose and process of scientific writing in this video is available from ITunesU. A companion lecture on writing grant proposals is also available.

Getting help
Why not join the Nature Network? Here there is a group called 'Ask the Nature editor' for scientists who want to learn more from the journal editors about writing papers and other aspects of getting their work published in the Nature journals. You can post questions in the forum. Another Nature Network group is the Good Paper Journal Club, in which members post and discuss examples of well-written papers.

Writing policy briefings
Keep them short! Yes, one page will do. Tips on how to write policy briefings: here is a great set of instructions from Citizens for Public Justice. Also here is another one from an AIDS charity.

Writing press releases
STEMPRA is the organisation for PR in Science in the UK. You can find examples of Press Releases at AlphaGalileo and other sources such as Science Daily.

Writing for the media
See an Introduction to Science Journalism, and the activities of the Association of British Science Writers.

Getting involved in science communication
To find more opportunities for communicating science, look at the Introduction to Science Communication in the UK and the British Council's Talking Science.

title: Scientific writing


text:
User:Egm6322.s09.bit.sahin/r3-2

$$\overrightarrow{\overline{O}P}=\overline{x}\left (m\widehat{i}+n\widehat{j} \right )+\overline{y}\left (p\widehat{i} +q\widehat{j}\right )$$

$$x\widehat{i}+y\widehat{j}=x_{0}\widehat{i}+y_{0}\widehat{j}+\overline{x}\left (m\widehat{i}+n\widehat{j} \right )+\overline{y}\left (p\widehat{i}+q\widehat{j} \right )$$

then,

$$x=x_{0}+\overline{x}m+\overline{y}p$$

$$y=y_{0}+\overline{x}n+\overline{y}q$$

from this equation system $$\overline{x}$$ and $$\overline{y}$$ are obtained as

$$\overline{x}=\frac{q}{\left (mq-np \right )}x-\frac{p}{\left (mq-np \right )}y-\frac{q}{\left (mq-np \right )}x_{0}+\frac{p}{\left (mq-np \right )}y_{0}$$

$$\overline{y}=\frac{m}{\left (mq-np \right )}y-\frac{n}{\left (mq-np \right )}x+\frac{n}{\left (mq-np \right )}x_{0}-\frac{m}{\left (mq-np \right )}y_{0}$$

we can rewrite these equations

$$\overline{x}=xcos\alpha +ysin\alpha -x_{0}cos\alpha -y_{0}sin\alpha $$

$$\overline{y}=ysin\theta +xcos\theta -x_{0}cos\theta -y_{0}sin\theta$$

where $$\alpha$$ is an angle between $$x$$ and $$\overline{x}$$, $$\theta$$ is an angle between $$y$$ and $$\overline{y}$$.

Recall:

$$\begin{Bmatrix} \underline{x}\\ \underline{y} \end{Bmatrix} = \underline{E} \begin{Bmatrix} x\\ y \end{Bmatrix} + \underline{F}$$

$$\begin{Bmatrix} \overline{x}\\ \overline{y}

\end{Bmatrix} =\begin{bmatrix} e_{11} &e_{12} \\ e_{21} &e_{22} \end{bmatrix}\begin{Bmatrix} x\\ y

\end{Bmatrix}+\begin{Bmatrix} f_{11}\\ f_{21}

\end{Bmatrix}$$

therefore,

$$\overline{x}=e_{11}x+e_{12}y+f_{11}$$

$$\overline{y}=e_{21}x+e_{22}y+f_{21}$$

Eventually we obtain $$\underline{E}$$ and $$\underline{F}$$ as following

$$\underline{E}=\begin{bmatrix} cos\alpha &sin\alpha \\ cos\theta&sin\theta \end{bmatrix}$$

$$\underline{F}=\begin{Bmatrix} \left (-x_{0}cos\alpha-y_{0}sin\alpha \right )\\ \left (-x_{0}cos\theta-y_{0}sin\theta \right ) \end{Bmatrix}$$

title: User:Egm6322.s09.bit.sahin/r3-2


text:
User talk:Sanciatron

 Hello Sanciatron, 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! --AFriedman 04:13, 19 February 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:Sanciatron


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User talk:Elisam2081

 Hello Elisam2081, 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! --AFriedman 04:17, 19 February 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:Elisam2081


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User talk:Eofeapr

test of messages page

--Joe 05:28, 19 February 2009 (UTC)

title: User talk:Eofeapr


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User talk:Stevenarntson/group spaces/english composition/group 5

 * Hi S/sonics group,
 * I haven't seen much activity here for awhile ... how is the work coming along?
 * Stevenarntson

 * Hi S/sonics group,
 * This page is stagnating; I'm beginning to worry about the capability of your group to finish it in a reasonably complete manner. Let me know what's going on.
 * Stevenarntson 15:02, 5 March 2009 (UTC)

 * Hi S/sonics
 * Glad to see the renga up; let's talk today about the research component and the short story.
 * Best, Stevenarntson 14:07, 12 March 2009 (UTC)


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User talk:Stevenarntson/group spaces/english composition/group 6

 * Hi Juice Group,
 * Things are looking good here. Add some breaks between the stanzas of the renga--the Wiki does recognize or ; I added one break to the poem as an example.

 * Colin, I still like the juice poem--I'd just go through mainly to make sure that you use your/you're were/we're, etc correctly--proofreading-level fixes.
 * Stevenarntson

 * Hi Juice Group,
 * I'm looking for a little more activity here; try to produce some good content this week for your meeting with me next week, especially on the research and fiction components.
 * Stevenarntson 15:05, 5 March 2009 (UTC)

 * Hi Juice Goup,
 * Good additions this week; format-wise, break these large chunks into some smaller paragraphs,for readability. Generally speaking, I'd like to see the research paper as a single paper that synthesizes together the information you gleaned from your various sources into a single, directed, piece of thesis-based writing. The story has some great images, but I do find myself wondering about the thematic purpose of the narrative?

Best, Stevenarntson 14:15, 12 March 2009 (UTC)


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Conservation Entrepreneurship/Community Projects

Review and discussion of case studies from Anderson and Clay, Greening the Amazon

Community Project Case Studies
The Body Shop

Summarizer: Brian

Discussants: Mira, Emiliano

Vegetal Leather

Summarizer: Emiliano

Discussants: Ryan, Mira

Xapuri Agroextractive Cooperative

Summarizer: Mira

Discussants: Tim, Brian

PRONATUS

Summarizer: Tim

Discussants: Ryan, Brian

Precious Woods

Summarizer: Ryan

Discussants: Tim, Emiliano

Guiding Questions
1.) The institutions / stakeholders involved: who are they, what are their views/interests/goals, and how do these align?

2.) How did the project start? Was there adequate planning?  Clear expectations shared among the stakeholders?

3.) How good is the fit between the "intervention" (project, proposed solution) to the resources, skills and interests of the community who will carry it out?

4.) Accountability / responsiblity of different stakeholders, including executants and supporters (donors or others).

5.) Can you see an "exit strategy", i.e. a path for local takeover, exit by the supporters, and long-term viability?

Summaries
The Body Shop

In the early 1990s, The Body Shop met a Kayapo village leader at a rally for indigenous peoples of Brazil. The Kayapo had a history of concessions to miners and loggers, but those lucrative endeavors were on rapid decline, so the Kayapo were in need of a new profit-making scheme (since, by now, they were accustomed to some modern accomodations, such as televisions, clothing, etc.). The Body Shop’s owners were committed to social, economic and ecological sustainability, and as part of their business, were dedicated to working with people in need. So, they conducted research for several months to determine if there were products the Kayapo could harvest sustainably. A scientist commissioned to conduct the survey determined that Brazil nut was a viable product for the area. Attempting to capture maximum profits for the community, The Body Shop discovered that the Kayapo could get more money for Brazil nut oil rather than the unshelled nuts. The Body Shop, then, put US $80,000 investment into the first year of production, which included the manual press the Kayapo would need to extract the oil from the nuts. They continued to front money for operations, since production didn’t result in any profits. They even introduced other endeavors, such as bracelet making, largely for women. This project failed, and it is unsure that the Brazil nut oil will succeed.

Vegetal Leather

Xapuri Agroextractive Cooperative

PRONATUS

PRONATUS is small business that sells natural personal care products in Manaus, Brazil. Unlike the other case studies, PRONATUS is privately owned. Originally started by two couples, the company was bought out by one of the founding couples two years later and has been maintained by the family ever since. Through careful planning (eight business plans in seven years), the company has never been in debt or had to borrow money. The case study follows the business from creation in 1987 until 1995 as it developed from a small, hand-manufactured industry into a larger company that combines mechanized manufacturing with increased relationships with producers of raw materials to decrease production costs by 33% in five years. These cost savings have not been kept as profit, however, but have been turned over to the consumers in reduced pricing in an effort to increase market share. This strategy appears to be effective as sales were increasing at the time of publication of the case study. Much of the success of the business appears to be from the skills and drive of the owner and CEO, Evandro Silva, who combined knowledge of local plants and their medicinal properties with good entrepreneurial sense and a passion for the business to create a company that was successful even during a recession in Brazil.

Because the company is privately owned and has not borrowed money or been in debt, there is little accountability to outside groups. One area where issues of accountability did arise was in keeping suppliers of raw materials accountable for producing a high quality, steadily shipped product. This was achieved by working with local farmers, appointing and paying one to supervise production, processing, and shipping for that area, as well as specifying greater quality controls. There is also an issue of accountability of the company to the consumer. At the end, the author mentions that the company recently introduced a second line of products that are not natural. Though there were concerns with how this would be perceived by customers who associated the brand with natural products, this had not been seen and sales appeared to be increasing.

As a private, locally owned company there was no apparent exit strategy. The owners likely do not want to turn over their business to others. The lack of donors and of debt as well as the past success of the company suggests that PRONATUS will be sustainable into the future. --Kifaro50 22:51, 24 February 2009 (UTC)

Precious Woods 1.) Mil Madeireira is a timber company that is a wholly owned subsidiary of the Swiss-based company Precious Woods. Precious Woods has previously been involved in reforestation in Costa Rica before venturing into the Brazilian Amazon and sustainable wood harvesting. Their interest is to create a sustainable select harvest timber company that is certified and exports tropical hardwoods internationally. Their goal was to balance economic, environmental and social interests on the basis of sustainable development.

2.) In 1990 Swiss investors invested about US$1 million in reforestation programs in Costa Rica. Following this experience,Mil Madeireira was formed and by 1993 the company had purchased more than 3,000 hectares of degraded, steep areas on which it planted teak and bombicasi. In 1993 the company spent time researching and reviewing different areas that could be bought for timber production. They eventually found an adaquate track of land and were careful to pursue land ownership and the necesary paperwork. The company was also careful to conduct a two year feasibility study to determine the volume and species of trees on the land. The land also had a well maintained dirt road and a number of buildings, sawmill, and easy access exportation facilities on site.

3.) The business plan on paper sounded well planned and organized. However, from the start of the project there appeared to be a disconnect between the owners/ stakeholders interests/ goals and the hired work force. The workers that were hired were unskilled and had little invested in the grander vission of the company. From this review it appears that the local workers saw this more as a job for an income than a long term sustainable project. This relationship eventually had a profound impact on the running and maintainence of the company.

4.) The orginal plan of the business was well thoughout and organized. However after the first few years many of the roles and responsibilities changed hands and the company was left with management that was not present for the creation of the business plan. The communication was missing from the owners/ stakeholder and the work force on the ground that also resulted in many costly mistakes. This disconnect could have been avioded with better planning and organization.

5.) After reading this businenss profile I couldn't see a clear exit strategy. It appeared that the company came up against a number of difficult problems and decisions that had major consequences for business growth and prosperity. The business workers, while trained on the job, had little invested in the company and thus may lead to problems in the future. From this review it appears that the company completed ignored any possibilities in worker equity that may offer a future exit strategy.

The long term viability of this company is dependent on their ability to compete on the international market that is currently dominated by Northern timber companies. Precious Woods believed that their wood was not only of better quality but also cheaper. However, history has shown that tropical timber products are hard to introduce into world markets. Possible routes into the international market include partnering up with other companies, creating new products, or moving into less common markets such as Asia. Lynch 22:34, 24 February 2009 (UTC)


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User talk:Mitchaguilar

 Hello Mitchaguilar, 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! --AFriedman 15:42, 19 February 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:Mitchaguilar