text:
User:EGM6341.s11.TEAM1.HW4

Problem 1: Find exact integration $$ I \ $$ and Simple Simpson's integration $$ I_2 \ $$
 Solved without assistance

Given Integrate the given polynomial(deg=3) with the range of $$\displaystyle [ -2, 1 ] $$

Where $$ c_0=1 \ $$, $$ c_1=3 \ $$, $$ c_2=-9 \ $$ and $$ c_3=12 \ $$

Exact integration
The exact value is

$$ I_2 \ $$ Approximation with Simpson's rule
Determining variables for Simpson's method,

Calculating values,

Applying the above values into Simpson's equation yields,

The value by Simpson's rule is

Matlab

Result

Author EGM6341.s11.TEAM1.Yoon 00:00, 26 February 2011 (UTC)

Problem 2: Transformation of Variables
 Solved without assistance

Given(Method of transformation of variable)
Derive the first derivative of A(t) with respect to t,

Find the first derivative of A(t)
Through transformation of variables, show that Eq2.2 can be obtained from Eq2.1

Solution using Transformation of variables
The derivation flow is straigtfoward,

Author EGM6341.s11.TEAM1.Yoon 00:00, 26 February 2011 (UTC)

Problem 3:Second derivative involving Rolle's Theorem
 Solved without assistance

Given
Where

Find
Show that the second derivative in Eq3.3 equals zero.

Solution
For Rolle's theorem, if there exists a continuous function $$ G(.) \ $$ on a closed interval $$   \left ] a,b \right [ $$ then there exists a point c on the open interval $$  \left ( a,b \right ) $$ such that $$ G'(c)=0 \ $$ For this problem, there exists a continuous function $$ G(.) \ $$ such that $$ G^{(2)}(\zeta\ _2) \ $$ lay outside of the open interval $$  \left ] 0,\zeta\ _1 \right [ $$ Taking the first derivative of $$ G( \zeta\ ):=e( \zeta\ )- \zeta\ ^5e(1) \ $$ gives:

Where:

Where:

Thus at $$ \zeta\ = 0 $$ plugging this back into Eq3.6 and Eq3.7 it can now be shown that Taking the second derivative gives the following:

Where:

From Eq3.9, it can be shown that $$ A(0)=0 \ $$ ,thus $$ A'(0)=0 \ $$ and $$ A''(0)=0 \ $$

Setting $$ \zeta\ = 0 $$ it can now be shown from Eq3.11:

Author EGM6341.s11.TEAM1.WILKS 16:29, 27 February 2011 (UTC)EGM6341.s11.TEAM1.WILKS

Problem 4: Rolle's Theorem third derivative error demonstration
 Solved without assistance

Find
Show Eq.4.1

Solution
Note: We are using below definition at all coverage of this problem. $$\displaystyle F(t):=f(x(t))$$

Taking First derivative of e(t) yields,

Taking second derivative of e(t) yields,

Taking third derivative of e(t) yields,

In Conclusion,

Author --User:EGM6341.s11.TEAM1.Sujin 03:06, 27 February 2011 (UTC)User:EGM6341.s11.TEAM1.Sujin

Problem 5: Show relationship in Simple Simpson's Error Theorem
 Solved without assistance

Find the relation between the two variables
Find relation between $$ \xi\ \ $$ and $$ \zeta_4\ \ $$

Solution
Applying Rolle's theorem, there exist $$\displaystyle \zeta_1$$ so that

Applying Rolle's theorem, there exist $$\displaystyle \zeta_2$$ so that Applying Rolle's theorem, there exist $$\displaystyle \zeta_3$$ so that

Applying Rolle's theorem, there exist $$\displaystyle \zeta_4$$ so that From the above result, we are ready to compare the two given equations,

Thus,

Simply, switch $$\displaystyle t_4 \ $$ and $$ x \ $$ to $$ \zeta\ _4 $$ and $$ \xi \ $$ respectably, and $$\displaystyle ht+\beta=x$$ yileds $$\begin{align} \Rightarrow h\zeta_4+\beta=\xi \; (h=\frac{b-a}{2},\; \beta=\frac{a+b}{2}) \end{align}$$

The origin of $$ \zeta\ _4 \ $$ is moved to $$ \xi\ \ $$ by scaler $$ h \ $$ and translation $$ \beta\ \ $$

Author --User:EGM6341.s11.TEAM1.Sujin 03:08, 27 February 2011 (UTC)

Problem 6: Fix Runge phenomenon
 Solved without assistance

Use nonuniform distribution of nodes for Lagrange Interpolation, together with Newton-Cotes.

Use roots of Legendre polynomial and increase until desired accuracy achieved
Legendre Polynomial $$ \Rightarrow \ P_n(x_i)=0 $$ Graph of the integral of the function below.

Increase $$ n \ $$ until $$ I_n \ $$ is accurate to $$ \theta\ (10^6) \ $$ Plot $$ f_n^L \ $$ and $$ f(.) \ $$

Use roots of Chebyshev polynomial
Find $$ f_n^L(.) \ $$ and plot $$ f_n^L \ $$ and $$ f(.) \ $$

Use Gauss-Legendre quad
Find $$ I_n \ $$ accurate to $$ \theta\ (10^6) \ $$

Compare Legendre polynomial, Chebyshev polynomial and Gauss-Legendre quad
Compare results from 1), 2) and 3)

Author User: Egm6341.s11.team-1.langpm 02:12, 3 March 2011 (UTC)

Problem 7: Prove Composite Simpson's Error Bound using Breaking n Simple Simpson's Equations
'''Solution 1. Solved without assistance; Referenced Lecture Note Day22 only '''

Find(Derivation process of the above composite Simpson's rule)
Show how to obtain composite Simpson's Error as outlined in Eq7.1

Solution by Yoon
Applying error bound by taking max and absolute sign on the both side,

We can define bound of each sub-f(x)s by,

Since the summation of each bound is equal or less than n times of M4,

Applying above relation onto our inequality yields,

In conclusion,

Author EGM6341.s11.TEAM1.Yoon 00:00, 1 March 2011 (UTC)

Problem 8: Plot and integrate error estimates using Taylor Series, Composite Trapezoidal and Composite Simpson's Methods
 Solved without assistance

Find n using error estimates
Find n such that Error in Eq8.1 can be proved using error estimates for Taylor Series, Composite Trapezoidal and Composite Simpson's Rule. Compare to numerical results.

Taylor series

The error of a numerical integration is given as following, The error of Taylor series is the integral of the reminder term, which is For the given function, the error is Using the Integral Mean Value Theorem, It has a minimum when $$\displaystyle \xi=0$$ and maximum when $$\displaystyle \xi=1$$, we have Set the maximum of the error to $$10^{-6}$$, Solving this equation, we get

Composite Trapezoidal rule

The error of trapezoidal rule is given as, Setting the function $$f(x)=\frac{e^{x}-1}{x}$$, we have With the given interval$$\displaystyle [0,1]$$, we get the maximum of$$\displaystyle f^{(2)}(x)$$ at $$\displaystyle x=1$$ Setting the error to the $$\displaystyle 10^{-6}$$ and solving for $$\displaystyle n$$, we get

Composite Simpson's rule

The error of Simpson's rule is given as, Setting the function $$f(x)=\frac{e^{x}-1}{x}$$, we have With the given interval $$\displaystyle [0,1]$$, we get the maximum of $$\displaystyle f^{(2)}(x)$$ at $$ \displaystyle x=1$$ Setting the error to the $$\displaystyle 10^{-6}$$ and solving for $$\displaystyle n$$, we get

Numerically find the power of h in error
Plot log(error) vs log(h) and measure slope using least squares method

To get the power of h in error, data from Problem 4 of HW2 is used. A log-log plot(log(y) vs log(x)) is a straight line, for which the equation is given as, It is seen that the slope of the line in the log-log plot is the power of the x-variable.

Composite Trapezoidal Rule

The table below is the data from the numerical evaluation of the given function using Composite Trapezoidal Rule. The graph is shown below:

With the evaluation above, we get that the slope of line is 1.999 which is essentially the analytical value of 2.

Composite Simpsons Rule

The table below is the data from the numerical evaluation of the given function using Composite Simpson's Rule. The graph is shown below:

With the evaluation above, we get that the slope of line is 3.945 which is very close to the analytical value of 4.

Taylor Series

The table below is the data from the numerical evaluation of the given function using Taylor series. h can be defined for taylor series as $$\displaystyle (b-a)/n$$.Since h is not used in the Taylor series method, it might be dependent on how error affected by the number of terms of the series. The graph is shown below:

As can be seen in the figure, the trend is not linear.

Author--EGM6341.s11.TEAM1.Chiu

Problem 9: Proof of Simple Simpson's Error Theorem
 Solved without assistance

Rework Simple Simpson's Error Theorem (SSET)
SSET proven in Eq9.1 Redo the proof for Eq9.2 and Eq9.3 Point out where the proof breaks down

If $$\displaystyle G(t)$$ is given by Eq9.2

$$\displaystyle e(t)$$ is defined as

Therefore,

and

By Rolle's Theorem, this means that there exists a point $$\displaystyle \xi_1$$ such that

Looking at the $$\displaystyle G^{(1)}(t)$$,

As shown in Lecture 20 notes ,

Taking the derivative of $$ \displaystyle e(t) $$,

Since $$\displaystyle G^{(1)}(0) = 0$$ and $$\displaystyle G^{(1)}(\xi_1) = 0$$, by Rolle's Theorm there exists a point $$\displaystyle \xi_2$$ such that

Using the solution from Problem 4.3,

Since $$\displaystyle G^{(2)}(0) = 0$$ and $$\displaystyle G^{(2)}(\xi_2) = 0$$, by Rolle's Theorm there exists a point $$\displaystyle \xi_3$$ such that

Evaluating $$\displaystyle G^{(3)}(t)$$at $$\displaystyle \xi_3$$,

Using the solution from Problem 4.4,

And employing the Derivative Mean Value Theorem

Evaluating for $$\displaystyle e(1)$$, the proof breaks down because $$\displaystyle \xi_3$$ does not cancel out and remains unknown:

If $$\displaystyle G(t)$$ is given by Eq9.3

Analysis is similar to that of Eq9.4 - 9.17.

Eq9.17 then becomes:

The proof again breaks down when solving for $$\displaystyle e(1)$$ because $$\displaystyle \xi_3$$ does not cancel out:

Repeat Steps to determine what happens at $$ G^{(3)}(0) \ $$
Follow same steps for proof of Eq9.1, with $$ t^5 \ $$. Find $$ G^{(3)}(0) \ $$ and determine what happens.

Inserting Eq9.18 into the third derivative of Eq9.1,

Evaluating at $$\displaystyle t=0$$,

Since $$\displaystyle G^{(3)}(0)=0$$ and $$\displaystyle G^{(3)}(\xi_3)=0$$, by Rolle's Theorem, there exists a point $$\displaystyle \xi_4$$ such that

Evaluating the derivative,

Evaluating the derivative of Eq9.18,

Inserting into Eq9.26 and evaluating at $$\displaystyle t=0$$,

The proof can not be continued at this point since $$\displaystyle G^{(4)}(t)$$ has only one known zero because

Author Egm6341.s11.team1.arm 04:09, 1 March 2011 (UTC)

Problem 10: Compose MATLAB code to produce composite trapezoid comparison Tables
 Referenced Egm6341.s10.team3.HW3, but solved with s11 values

Write your own MATLAB code for Composite Trapezoidal Rule to reproduce Table5.1 in Atkinson (p255)
From Wolfram Alpha ,

Also, the asymptotic error estimate is defined for the trapezoidal rule in Atkinsion eq. 5.1.9 as:

Evaluating 10.2 with the appropriate derivatives for $$\displaystyle f$$,

Using the MATLAB code below, the following table was generated:

 Matlab code:

Write your own MATLAB code for Composite Simpson's to reproduce Table5.3 in Atkinson (p258)
From Wolfram Alpha ,

Also, the asymptotic error estimate is defined for the trapezoidal rule in Atkinsion eq. 5.1.8 as:

Evaluating 10.6 with the appropriate derivatives for $$\displaystyle f$$,

Using the MATLAB code below, the following table was generated:

 Matlab code:

Given an integral, use your own MATLAB code to reproduce Table5.4 in Atkinson (p261)
From Wolfram Alpha ,

Using the MATLAB code below, the following table was generated:

 Matlab code:

Author Egm6341.s11.team1.arm 19:48, 28 February 2011 (UTC)

Signatures
Solved problem 1 -- EGM6341.s11.TEAM1.Yoon 00:00, 26 February 2011 (UTC)

Solved problem 2 -- EGM6341.s11.TEAM1.Yoon 00:00, 26 February 2011 (UTC)

Solved problem 3 -- EGM6341.s11.TEAM1.WILKS 16:29, 27 February 2011 (UTC)EGM6341.s11.TEAM1.WILKS

Solved problem 4 -- --User:EGM6341.s11.TEAM1.Sujin 03:09, 27 February 2011 (UTC)

Solved problem 5 -- --User:EGM6341.s11.TEAM1.Sujin 03:09, 27 February 2011 (UTC)

Solved problem 6 -- User: Egm6341.s11.team-1.langpm 02:12, 3 March 2011 (UTC)

Solved problem 7 -- EGM6341.s11.TEAM1.Yoon 00:00, 1 March 2011 (UTC)

Solved problem 8 -- EGM6341.s11.TEAM1.Chiu 01:21, 1 March 2011(UTC)

Solved problem 9 -- Egm6341.s11.team1.arm 04:10, 1 March 2011 (UTC)

Solved problem 10 -- Egm6341.s11.team1.arm 19:53, 28 February 2011 (UTC)

title: User:EGM6341.s11.TEAM1.HW4


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User talk:EGM6341.s11.TEAM1.HW4

 Hello EGM6341.s11.TEAM1.HW4, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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User talk:Leobusti

 Hello Leobusti, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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 * Visit a (kind of) random project.
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 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --CharleyQuinton 08:48, 17 February 2011 (UTC)

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User:CharleyQuinton

Hi there. I'm User:CQ.

title: User:CharleyQuinton


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Survey research and design in psychology/Tutorials/Correlation/General steps

In correlational analysis we are asking the general question: "To what extent are two variables related (dependent) or un-related (independent)?"

More specifically, in the case of linear correlation, we are asking the question: "To what extent do two variables exhibit a linear relationship?"

Recommended steps for conducting correlational analyses are:
 * 1) Determine the level of measurement for each variable.
 * 2) Examine univariate descriptive statistics and graphical displays for each variable, paying particular attention to the sample size (N >= 50; VanVoorhis & Morgan, 2007), frequencies, central tendency, and distribution of responses.
 * 3) Recode if necessary (e.g., if there are too few responses for a response option or data is not normally distributed).
 * 4) Examine a bivariate graph (e.g,. clustered bar graph or scatterplot)
 * 5) Examine bivariate descriptive statistics if variables are discrete (i.e., cross-tabs or contingency tables)
 * 6) Examine relevant correlational statistics, including indicators of size (e.g., Phi, Cramer's ν, Point biserial, Spearman's Rho or Kendall's Tau, or product-moment correlation (r)) and statistical significance of the relationship
 * 7) Interpret/conclude - Explain, in clear, simple language, what the correlational analysis indicates about the relationship (direction, strength, and significance) between the constructs of interest.


text: Category:Survey research and design in psychology/Tutorials/Correlation


text:
Survey research and design in psychology/Tutorials/Correlation/Types of correlation and level of measurement

Graphical and statistical measures of association by level of measurement


text:
Survey research and design in psychology/Tutorials/Correlation/Types of correlations - Exercises

Nominal by nominal
What is the relationship between two nominal variables?

 * 1) Univariate frequencies and bar charts
 * 2) Check that there is sufficient data in each category (> ~20)
 * 3) Consider whether recoding may be necessary
 * 4) Crosstabs (also known as contingency tables)
 * 5) Examine contingency table cell frequencies, with marginal totals, and consider also whether it might be useful to provide row and/or column percentages.
 * 6) Clustered bar chart
 * 7) Consider whether to use frequencies or percentages on the Y-axis and whether to include data labels.
 * 8) Inferential test of association: Pearson chi-square test
 * 9) Effect size: Phi (Φ) or Cramer's V (as correlations (or effect sizes)) for analysing the degree of relationship (or dependence) between two nominal variables.
 * 10) Phi (Φ) is used for 2 x 2, 2 x 3 or 3 x 2 tables
 * 11) Cramer's V is is used for >= 3 x 3 tables
 * 12) Chi-square, phi, and Cramer's V are *non-parametric statistics* which do not rely much on assumptions about distribution.
 * 13) But you should check for a minimum expected frequency of 5 per cell. Obtain the minimum expected frequency via Descriptives - Crosstabs - Cells - Expected. If you don't have > 5 minimum expected frequency per cell, you should recode the data into fewer categories.
 * 14) * The sign (+ or -) of Phi (Φ) and Cramer's V needs interpretation because there is no pre-set meaningful order to the way the variables are coded (the codes are arbitrary).

What is the relationship between Gender and Belief in God?
Data file: qfsall_3.sav

 * 1) What is the relationship between Gender and Belief in God? (nominal by nominal)
 * 2) Check univariate frequencies and bar charts.
 * 3) Analyze → Descriptives → Frequencies (place Gender and God into the frequencies box). On the right-hand side click on Charts and tick bar charts. Optional: Choose frequencies or percentages.
 * 4) You should notice in the output that Belief in God has an extra category (3s) which needs to be removed (recode as system missing), plus for this exercise we will just focus on the "believers" (Yes/No), so 2s (Sort of) will be also be recoded as missing.
 * 5) Recode God into a new variable GodR for which the mis-entered data (the 3s) and the "sort of" responses (the 2s) are missing. Switch the decimal places to 0, and add variable and value labels to GodR, plus drag it next to the original God variable. Check univariate frequencies and bar chart for the recoded variable.
 * 6) Transform → Recode into Different Variables. Click across God and in the name box rename it "GodR", you can also give it a label (e.g., God (recoded)). You then need to click the Change box to enter the new variable name. Then click "Old and New Values" to recode - you want to keep 0 (No) and 1 (Yes) the same and just get rid of the additional values. This can be done in a number of ways (see example in box below)
 * 7) Click Continue and Paste. Then go to the syntax screen and run the Recode syntax. Check at the right-hand end of the data file in Data View that a new variable, GodR, has appeared.
 * 8) Go to Variable View and add Value Labels ((0 = Yes, 1 = No) or copy the value labels from God). Change the decimal points to 0.
 * 9) Go into Analyze --> Descriptives ---> Frequencies and add in the new GodR variable (God (recoded)) variable to check the frequencies of the recoded variable.
 * 10) Crosstabs (Gender by God). To test whether there is a dependent relationship between Gender and Belief in God, calculate the chi-square as a test statistic and Phi or Cramer's V for the correlation statistic. To do this go to:
 * 11) Analyse → Descriptives → Crosstabs and enter Gender and GodR. Also check on the box to get a clustered bar chart.
 * 12) Statistics (Chi square - Phi and Cramer's V): In the Statistics box, select Chi-Square and Phi/Cramer's V.
 * 13) Cells (Expected - Row and Column %s): To simply get the observed cell counts, there is no need to change the options in the Cells box. However, in the Cells box you can also choose to get Expected scores and/or Row or Column percentages. Adding both %s into one analysis can make the output confusing to interpret; so try adding row %s to one analysis and column %s to another analysis in order to break it down - see which is most useful/interpretable.
 * 14) Continue and Paste, and then run the test from the syntax file using the big green play button.
 * 15) The result should be: χ2 (1, 127) = .10, p = .76; Φ = -.03. There is a very, very small relationship such that females were slightly more likely to believe in God than males, however this is not a statistically significant relationship. In other words, the observed relationship in the data could easily have occurred by chance.
 * 16) Tip: Clustered bar graphs can be generated directly (without using Cross-tabs) via Graphs → Legacy dialogs → Bar → Clustered. Try putting Gender on the Category Axis and Bars Clustered by GodR, with % on the Y-axis; but it could also be drawn the other way with GodR on the Category Axis and Bars Clustered by Gender. Which chart is easiest to interpret?

Old > New 0 --> 0 1---> 1 2---> System Missing 3---> System Missing
 * Recoding

 * Gender by Belief in God - Cross-tabs, chi-square, phi and clustered bar graph.

FREQUENCIES VARIABLES=Gender God /BARCHART PERCENT /ORDER=ANALYSIS.

RECODE God (0=0) (1=1) (2=SYSMIS) (3=SYSMIS) INTO GodR. VARIABLE LABELS GodR 'God (recoded)'. EXECUTE.

FREQUENCIES VARIABLES=GodR /BARCHART PERCENT /ORDER=ANALYSIS.

CROSSTABS /TABLES=Gender BY GodR /FORMAT=AVALUE TABLES /STATISTICS=CHISQ PHI /CELLS=COUNT /COUNT ROUND CELL.

GRAPH /BAR(GROUPED)=PCT BY Gender BY GodR.

What is the relationship between Smoking and Snoring?
Data file: qfsall_3.sav

 * 1) What is the relationship between Smoking and Snoring?
 * 2) Univariate frequencies, bar chart (Snoring and Smoking): Analyse → Descriptives → Frequencies → enter Smoking and Snoring and request bar charts.
 * 3) The bar chart for Smoking shows a very positively skewed distribution and thus it would be better if it were recoded into a dichotomous variable which indicates whether each respondent is a non-smoker or a smoker.
 * 4) To recode Smoking: Transform → Recode into Different Variables. Enter Smoking and rename it as SmokingR. Change the label (e.g., Smoking status) and then click Change. Then click Old and New Variables – remove any rules that were placed there from the previous exercise.
 * 5) Add 0 as old value and 0 as new value (i.e., non-smokers will keep the same coding).
 * 6) For the second rule, select Range Through to HIGHEST and enter .01 (this will include anyone who reports smoking but smokes less than 1 cigarette per day) and make the new value 1. This means that all non-zero values will become 1 (Smoker).
 * 7) Click Continue, Paste, and run from the syntax file.
 * 8) Add Value labels via Variable View to the new SmokingR variable (e.g., 0 = Non Smoker, 1 = Smoker) and change the number of decimal places to 0. Run and check frequencies and bar chart for the new variable (SmokingR).
 * 9) Crosstabs, with Statistics (Chi-square and Phi/Cramers V) and Clustered Bar Chart.  To test the significance, use Chi-square. Analyse → Descriptives → Crosstabs. The chosen statistics from last time should have been saved so you can just click Paste and Run.
 * 10) Examination of the clustered bar chart(s) and contingency table (with cell row and/or column percentages) should reveal that: Smokers are almost twice as likely to report Snoring than Non-smokers, with χ2 (1, 188) = 8.07, p = .004; Φ = -.21.
 * 11) However, be careful with the interpretation of causality - e.g., the observed relationship could be because:
 * 12) Smoking increases the likelihood of snoring (e.g., by restricting airway)
 * 13) Snoring may cause smoking (e.g., snoring might make people tired and then more likely to smoke)
 * 14) The relationship may be bidirectional - i.e., they cause each other
 * 15) The relationship may be due to a third variable (e.g., age or weight)

 * Smoking and Snoring - Cross-tabs, chi-square, phi and clustered bar graph.

GRAPH /BAR(SIMPLE)=PCT BY Snoring.

GRAPH /HISTOGRAM(NORMAL)=Smoking.

FREQUENCIES VARIABLES=Snoring Smoking /ORDER=ANALYSIS.

RECODE Smoking (0=0) (.01 thru Highest=1) INTO SmokingR. EXECUTE.

VARIABLE LABELS Smoking 'Smoking (recoded)'.

GRAPH /BAR(SIMPLE)=PCT BY SmokingR.

FREQUENCIES VARIABLES=SmokingR /ORDER=ANALYSIS.

CROSSTABS /TABLES=Snoring BY SmokingR /FORMAT=AVALUE TABLES /STATISTICS=CHISQ PHI /CELLS=COUNT /COUNT ROUND CELL /BARCHART.

See Extra exercises

Dichotomous by interval/ratio
What is the relationship between a dichotomous variable and an interval/ratio variable?

 * 1) The point biserial correlation (rpb) is for analysing the relationship between a dichotomous and an interval/ratio variable.
 * 2) Possible graphical depictions of such a relationship include: scatterplot (with point bins and line of best fit), bar chart (showing the mean interval/ratio value for each dichotomous value), or error-bar chart (as per the bar chart, but with confidence also indicated)
 * 3) Compute the product-moment correlation (r).
 * 4) Interpret the r taking into account the direction of coding for the dichotomous scale.
 * 5) Note that the significance test for a rpb is equivalent to an independent samples t-test.

What is the relationship between Gender and Australianness?
Data file: qfsall_3.sav

 * 1) What is the relationship between Gender (dichotomous) and Australianness (interval)?
 * 2) Examine univariate frequencies and bar graphs. Analyse → Descriptives → Frequencies - Enter Gender and Australianness.
 * 3) Three different types of graphs could be drawn to depict this bivariate relationship:
 * 4) Scatterplot - Gender and Australianness: Because there is interval data we should look at a scatterplot. To create go to Graphs → Legacy Dialogs → Scatter/Dot → Simple scatter → Define. Then add the predictor variable Gender to the x axis, and the dependent variable, Australianness to the y axis, click Paste and then run the syntax.
 * 5) To edit the chart:
 * 6) Double-click chart editor to go into chart editor
 * 7) Double click on a data point and change to point bins
 * 8) Add line of best fit ("add fit line to total")
 * 9) Alternative ways of graphing this data include:
 * 10) Bar graph - with mean of Australianness on the Y-axis and Gender on the X-axis (category axis)
 * 11) Error-bar graph - with Australianness as the (dependent) variable and Gender as the X-axis (category axis)
 * 12) To obtain the correlation and its significance, go to Analyze → Correlate → Bivariate - Add Gender and Australianness (order doesn't matter) - Paste and Run
 * 13) The result should be rpb = -.04, p = .62, N = 189. This indicates that there is a very small, slightly negative and non-significant linear relationship. Males (coded as 0) in the sample perceive themselves as very slightly more Australian then females (coded as 1), but this result is likely to have come about by chance.

FREQUENCIES VARIABLES=Australianness /BARCHART FREQ /ORDER=ANALYSIS.

GRAPH /SCATTERPLOT(BIVAR)=Gender WITH Australianness /MISSING=LISTWISE.

CORRELATIONS /VARIABLES=Australianness Gender /PRINT=TWOTAIL NOSIG /MISSING=PAIRWISE.

See Extra exercises

Interval/ratio by Interval/ratio
What is the relationship between two interval/ratio variables?

 * Statistical tasks/techniques
 * 1) Scatterplot
 * 2) Scatterplot with markers to consider the relationship for sub-groups
 * 3) Product-moment correlation or Pearson's correlation for analysing the linear relationship between two continuous (or near continuous e.g., interval > \~5 categories data) variables

What is the relationship between Gender Role and Australianness?
Data file: qfsall_3.sav

 * 1) What is the relationship between Gender Role and Australianness? (interval by interval)
 * 2) Scatterplot for Australianness and Gender_role
 * 3) Graphs → Legacy Dialogs → Scatter/Dot → Simple scatter → Define. Add the predictor variable (Gender_role) to the x axis, and the dependent variable (Australianness) to the y axis and paste and run.
 * 4) Double-click the chart to enter the chart editor.
 * 5) Add line of best fit ("Add fit line to total").
 * 6) Obtain the product-moment correlation and its statistical significance - Analyse → Correlate → Bivariate - enter Australianness and Gender_role (order is arbitrary)
 * 7) r is .12, p = .100, N = 185
 * 8) This is larger than the rpb between Gender and Australianness, but is still very small (r2 is .01 (i.e., 1% of shared variance)) and non-significant.
 * 9) There may be heterogenous samples. So, to further consider the role of Gender:
 * 10) Create a new scatterplot, adding Gender to the "Set markers by" box. Paste and Run. The scatterplot will then use green for predominantly female points and blue for predominantly male points. Double-click the chart and add the overall line of best fit. Then add lines of best fit for subgroups (button next to “add fit line at total”) – this should show that females who score high on femininity also score high on Australianness and males who score high on masculinity also score high on Australianness. Note: There is a bug in SPSS v.23. To fit linear lines of best fit at the sub-group level: (a) add a total line of best fit, then undo (so it disappears) (CTRL-Z), then (b) add fit lines for sub-groups.
 * 11) To test for significance of correlations separately for males and females, split the file by gender, then re-run the correlation command.
 * 12)  Data → Split File → Compare Groups by Gender. Then click OK or Paste and Run.
 * 13) Then re-run the correlations either from existing syntax or Analyse → Correlation → Bivariate: Australianness and Gender_role. The output will provide correlations for males and females separately.
 * 14) Interesting results! The correlation for males is moderately positive (.50; 25% shared variance - see coefficient of determination) and the correlation for females is small and negative (-.23; 5% shared variance). Both these correlations are statistically significant (p < .05) even though the overall correlation (.12) was non-significant. Therefore:
 * 15) gender role is related to Australianness, but in different directions for males and females (being more masculine for males is associated with higher Australianness, whereas being more feminine for females is associated with higher Australianness), and
 * 16) Australian men’s national identity is more strongly tied (25% shared variance) to their gender identity than it is for females (5% of shared variance).

 * Femininity-Masculinity and Australianess - Scatterplot and Point bi-serial correlation.

GRAPH /BAR(SIMPLE)=PCT BY Gender_role.

FREQUENCIES VARIABLES=Australianness Gender_role /BARCHART PERCENT /ORDER=ANALYSIS.

GRAPH /SCATTERPLOT(BIVAR)=Gender_role WITH Australianness /MISSING=LISTWISE.

CORRELATIONS /VARIABLES=Australianness Gender_role /PRINT=TWOTAIL NOSIG /MISSING=PAIRWISE.

GRAPH /SCATTERPLOT(BIVAR)=Gender_role WITH Australianness BY Gender /MISSING=LISTWISE.

SORT CASES BY Gender. SPLIT FILE LAYERED BY Gender.

CORRELATIONS /VARIABLES=Australianness Gender_role /PRINT=TWOTAIL NOSIG /MISSING=PAIRWISE.


text:
Survey research and design in psychology/Tutorials/Correlation/Scatterplot correlation guess

These online exercises involve guessing the product-moment correlation for various scatterplots. This helps to improve intuitive understanding of the correspondence between scatterplots and correlations. To get started, try out Correlation explore and then, when you're ready, try Correlation guess:
 * 1) Correlation explore - explore scatterplots  with .1 increments
 * 2) Correlation guess - guess 30 scatterplots with .1 increments
 * 3) * > 14 / 30 (outstanding)
 * 4) * 11 - 14 / 30 (very well done)
 * 5) * 8 - 10 / 30 (solid effort)
 * 6) * 5 - 7 / 30 (you're getting there)
 * 7) * < 5 / 30 (more practice needed)

For some similar, alternative exercises try:
 * 1) Correlation explore
 * 2) * Simulate scatterplots for any correlation with sample sizes up to 100
 * 3) Guessing correlations
 * 4) * 4 scatterplot matching to correlations multiple choice exercises
 * 5) * try to average over 75%
 * 6) Guess the correlation (requires java)
 * 7) * single scatterplot, guess exact correlation
 * 8) * try to get within .1
 * 9) Guessing correlations (onlinestatbook.com) (requires java)
 * 10) * Guess the correlation for each scatterplot from the 5 options, then click new data - after some practice, you should be able to get 100%


text:
Survey research and design in psychology/Tutorials/Correlation/Effects of outliers

 * 1) Create some distributions and try out the options noting:
 * 2) * correlation
 * 3) * line of best fit
 * 4) * mean X and Y lines
 * 5) * moving data points
 * 6) Explore the impact of an outlier by adding data points or moving data points around until you can answer:


text:
Survey research and design in psychology/Tutorials/Correlation/Correlations and non-linear relations

The purpose of this exercise is to emphasise the importance of visualising bivariate relationships to check whether a linear correlation best represents the patterns in the data. CORRELATIONS /VARIABLES = x1 y1. CORRELATIONS /VARIABLES = x1 y2. CORRELATIONS /VARIABLES = x1 y3. CORRELATIONS /VARIABLES = x2 y4.
 * Data file: xy.sav
 * Syntax:
 * Correlations between 4 pairs of variables.

GRAPH /SCATTERPLOT(BIVAR)=x1 WITH y1. GRAPH /SCATTERPLOT(BIVAR)=x1 WITH y2. GRAPH /SCATTERPLOT(BIVAR)=x1 WITH y3. GRAPH /SCATTERPLOT(BIVAR)=x2 WITH y4.
 * Scatterplots between 4 pairs of variables.

What do the linear correlations and bivariate scatterplots indicate about the relationship between the following pairs?
 * 1) X1 by Y1
 * 2) * r = .82 is appropriate - a strong, linear relationship
 * 3) X1 by Y2
 * 4) * r = .82 is somewhat accurate, but really the relationship is curvilinear
 * 5) X1 by Y3
 * 6) * r = .82 is not appropriate - really there is a perfect linear relationship plus an outlier
 * 7) X2 by Y4
 * 8) * r = .82 is not appropriate - there is a restricted range for x2 and an outlier


text:
Survey research and design in psychology/Tutorials/Correlation/Outliers and restricted range

 * 1) Data file: aggr.sav
 * 2) This dataset was collected by Bernd Heubeck (Division of Psychology, ANU) comparing a sample of 89 "normal" children, aged 8 to 14 years, from Western Sydney with a sample of 89 "clinic" children from the same area who had been referred to a children's psychiatric clinic. The variable clinic is coded 1 for normal children and 2 for clinic children. Separate aggressiveness ratings of the child were obtained independently fromfathers (faggr) and mothers (maggr). The aggressiveness rating scale can range from 0 (low) to 40(high).
 * 3) To what extent do mothers' and fathers' Aggressive Behaviour ratings (maggr and faggr respectively) agree with one another for the normal sample? (i.e., what is the product-moment correlation and what % of variance does one variable explain in the other variable?)
 * 4) * Select only the normal cases (Data - Select Cases\- If Clin = 1 - Filtered)
 * 5) * Scatterplot maggr by faggr
 * 6) ** Chart editor - add bins for datapoints
 * 7) * Correlation - bivariate
 * 8) * r = .56, r2 = .31 (i.e., 31%), p < .001, N = 89
 * 9) What happens if you remove the outliers (children in the normal sample with maggr and faggr ratings over 20)? Why?
 * 10) * To identify the cases which are outliers you can sort the data in descending order by maggr and faggr. Then manually the two cases (case 4 and 15 after sorting) from the normal sample with maggr and faggr ratings over 20 and re-run the scatterplot and correlations.
 * 11) * r = .38, r2 = .14, p < .001_, N = 87
 * 12) * r drops from .56 because the outliers were "in-line" with the line of best fit, and therefore inflating the correlation; outliers can also deflate the correlation to the extent that they lie perpendicular to the line of best fit - if you don't understand this, go back to exploring the effect of an outlier in regressp.exe)
 * 13) Now include the rest of the sample. Examine a new scatterplot, and compute the r and r2. What has happened? Why?
 * 14) * To regain the outliers, close the datafile without saving, then open the datafile.
 * 15) * r = .68, r2 = .46, N = 178
 * 16) * r is greater than .38 and almost three times as much variance is now explained. The reason is RANGE RESTRICTION in the normal sample, since there tend to be only low ratings. By including the clinic sample, we now have high aggressiveness data and no range restrictedness.)


text: File:07A MU R200701050002.jpg

title: File:07A MU R200701050002.jpg


text:
Talk:Python Concepts/Operators

Slicing
Reading an example:

Type: >>> x = "0123456789" Now Type: >>> x[1:-1:3] '147'

I just don't get how it gives such a result. Re-reading relevant description before the code didn't help. Please add a more detailed explanation! Thank you in advance.
 * I added a note on the page that links to the relevant documentation as to what is going on here. The syntax is explained that given x[i:j:k]

So if x = "0123456789"
 * i represents the position of the element to start with; defaults to '0'
 * j represents the position of the element to end with; defaults to the length of the sequence data-type
 * k represents the step (e.g. counting every other element, or counting every third element, etc.)

Then the operation x[1:-1:3] would mean: Start at position 1 (which is equal to '1') then go to position -1 (which is equal to '9' because -1 is the very last element of a sequence) and only include every 3rd element.

So '1' would be added to the result and then it would move 3 elements forward which would be '4' which is added to the result and then move 3 steps forward which would be '7' and then it would move 3 steps forward but reach the end of the sequence before it got to the next 3rd position. Therefore the result would be '147'. Hope that helps. Devourer09 ( t · c ) 01:36, 9 May 2011 (UTC)

title: Talk:Python Concepts/Operators


text:
User:Mu301/Refs

Wikiversity specific research

Wiki general research

 * Quotes specific contributers, but does not give usernames. Instead, quotes are attributed to (Participant 1) or (Participant 2) etc.
 * Quotes specific contributers, but does not give usernames. Instead, quotes are attributed to (Participant 1) or (Participant 2) etc.

 * References usernames with the note: "The ‘real nicknames’ of the editors are kept due to the public nature of their work; as is clear from the examples, their identity is not at stake, not more than by creating an account in the Wikipedia website." Covers wp articles on topics such as: Evolution/Creationism, Intelligence (IQ tests) and Global Warming,
 * References usernames with the note: "The ‘real nicknames’ of the editors are kept due to the public nature of their work; as is clear from the examples, their identity is not at stake, not more than by creating an account in the Wikipedia website." Covers wp articles on topics such as: Evolution/Creationism, Intelligence (IQ tests) and Global Warming,

 * Presents aggregate data, no reference to specific contributers. Covers wp articles on the Terri Schiavo case and the disputed isle of Dokdo.
 * Presents aggregate data, no reference to specific contributers. Covers wp articles on the Terri Schiavo case and the disputed isle of Dokdo.

 * Cites the real name of the wp editor who modified the John Seigenthaler biography. Details of the Wikipedia biography controversy described in the paper are sourced to: "Economist. 2006. “The Wiki Principle.” The Economist April 22."
 * Cites the real name of the wp editor who modified the John Seigenthaler biography. Details of the Wikipedia biography controversy described in the paper are sourced to: "Economist. 2006. “The Wiki Principle.” The Economist April 22."

 * Paragraph on John Seigenthaler biography is sourced to "http://en.wikipedia.org/wiki/John_Seigenthaler_Sr._Wikipedia_biography_controversy (Dec. 27, 2005)" (!) in footnote along with A false Wikipedia 'biography' in USA Today.
 * Paragraph on John Seigenthaler biography is sourced to "http://en.wikipedia.org/wiki/John_Seigenthaler_Sr._Wikipedia_biography_controversy (Dec. 27, 2005)" (!) in footnote along with A false Wikipedia 'biography' in USA Today.

 * Refers to specific usernames or IP addresses for anonymous edits. Uses Charles Darwin, Terri Schiavo case and Acid rain as examples.
 * Refers to specific usernames or IP addresses for anonymous edits. Uses Charles Darwin, Terri Schiavo case and Acid rain as examples.

 * Quotes specific contributers, but does not give usernames. Instead, quotes are attributed to (Talk page for the article on Yasser Arafat) or (Talk page for the article on George W. Bush) etc.
 * Quotes specific contributers, but does not give usernames. Instead, quotes are attributed to (Talk page for the article on Yasser Arafat) or (Talk page for the article on George W. Bush) etc.

 * Refers to specific usernames or IP addresses for anonymous edits. Covers wp articles in w:Category:Religious objects
 * Refers to specific usernames or IP addresses for anonymous edits. Covers wp articles in w:Category:Religious objects

title: User:Mu301/Refs


text:
Reviewing My Semester with the FUN WITH ENGLISH 7A & 8A Textbooks/Competitive Hangman

Idea is from a couple of students at Anqing Foreign Language School who wanted to spice up hangman.
 * 1) Competitive Hangman
 * 2) * 8 Min
 * 3) * Divide the class in half.
 * 4) * Draw two hang man diagrams.
 * 5) * Explain the two halves will be playing against one another with the goal of finishing Hangman first.
 * 6) * Give each team one word with the same number of letters and a similar level of difficulty.
 * 7) * Start with one side, then alternate back and forth with the questions.
 * 8) * First team to finish or the last team to be hung wins.


text:
Engineering Experience 4: Design a Small Solar Vehicle/Nl/Team AM7

Teamsamenstelling
Team lightspeed bestaat uit volgende leden:

Opdracht
Voor het vak Engineering Experience 4 hebben wij als team de opdracht gekregen om een 'Small Solar Vehicle'(SSV) te bouwen. Om dit te doen krijgen we reeds een zonnepaneel en een DC-motor ter beschikking, zodat alle teams van dezelfde basis kunnen vertrekken. Na het volgen van een aantal seminaries is het de bedoeling dat we zelf aan de slag gaan met de opgedane kennis om eerst op papier berekeningen te maken en uiteindelijk aan de hand daarvan zelf een SSV te bouwen, die het in een race tijdens 1 van de laatste weken van het project zal opnemen tegen de SSV's van de andere teams.

Work breakdown structure
Zoals steeds moet er voor ons project een work breakdown structure gemaakt worden, waarin alle taken die tot het project behoren tot in de kleinste deeltaken uitgeschreven worden en op een grafische manier weergegeven worden.

Documenten voor deadline 2
Voor de 2e deadline moesten case I en case Simulink afgerond zijn en moest er een eerste procesverslag geschreven worden, wat uiteindelijk het onderstaande bestand geworden is.

Blog
Voor het onderdeel "Educating" van onze opdracht moeten we minstens 1 keer per week een blog-bericht posten zodat iedereen die wilt onze vorderingen kan volgen.

Blog week 1
Week 1 van het 2e semester, start van een nieuw EE-project en wat voor één: het bouwen van een kleine zonnewagen!

Dinsdag voor het eerst met het team samengezeten en aangezien vrijdag al de eerste deadline is, zijn we er maar onmiddellijk goed ingevlogen. Tijdens de zitting van EE zelf al begonnen aan de WBS en de Gantt-chart, waaraan we nog verder gewerkt hebben in de namiddag. Onderling afgesproken wie voor de dingen die vrijdag binnenmoeten verder verantwoordelijk zijn, maar uiteraard worden de documenten druk heen en weer gemaild om de nodige aanpassingen door te voeren (als het nodig is uiteraard) Morgen tegen 18u moeten de documenten klaar zijn en hier op de wiki te vinden zijn. Hopelijk lukt het.

Blog week 2
Deze week hebben we tijdens de les zelf 3 seminaries gekregen: eentje over de berekeningen die we moeten maken, een van het solarteam met wat meer info over hun zonnewagen en de concepten die wij mogelijk ook zullen moeten toepassen en een laatste over Fablab, hun werking, de toestellen die ze hebben, wat mogelijk is,...

Ons team is er na de les onmiddellijk ingevlogen met een aantal tests en een eerste aanzet tot de berekeningen. Jammer genoeg vlotte deze berekeningen niet, waardoor Wout ze uiteindelijk meegenomen heeft en er zich thuis eens mee bezig gehouden heeft.

Blog week 3
De week begon met een feedback-sessie met onze docent, waaruit bleek dat we, als we de Gantt-chart strikt volgen, veel meer uren in ons project gaan steken dan gemiddeld. Na deze opmerkelijke commentaar hebben we ook nog even gesproken over onze berekeningen, waardoor we een aantal dingen te weten gekomen zijn, die van pas kunnen komen bij de verdere optimalisatie van de berekeningen.

Na de bespreking met de docent hebben we gezamenlijk naar de berekeningen gekeken en ook een eerste test uitgevoerd om te zien welk soort wielen we gaan gebruiken en aangezien de zon door de wolken brak, hebben we ons zonnepaneel aangesloten op de motor en in de zon gehouden en daaruit bleek dat de motor duidelijk veel krachtiger zal kunnen draaien dan aanvankelijk voorzien, nu draaide hij al met een mooi toerental, dus kunnen we enkel hopen dat de intensiteit van de zon de komende weken nog meer zal toenemen en we de motor nog sneller zullen kunnen laten draaien.

Blog week 4
Deze week het voorlaatste seminarie gekregen, deze keer ging het over simulink, het programma waarin we een simulatie moeten maken van onze wagen, zodat we kunnen controleren of onze berekeningen kloppen en simuleren hoelang de race zou duren (in het meest optimale geval).

Na het seminarie zijn we als team samen aan een paar pc's op groep T gaan zitten en terwijl een deel van de groep zich bezighield met het controleren en verbeteren van de berekeningen, is een ander deel al aan de slag gegaan met simulink, om hiermee zo snel mogelijk van start te kunnen gaan. Ondertussen is ook de zoektocht naar materialen volop bezig en is een eerste ontwerp bedacht, geschetst en in Solid edge gemaakt om ons al een beter idee te geven waar we uiteindelijk naar toe moeten werken.

Blog week 5
Deze week is de laatste hand gelegd aan de berekeningen en hebben we volop gewerkt aan onze simulaties met simulink, wat op bepaalde momenten problemen met zich meebracht. Aangezien we niet met iedereen aan de berekeningen en simulatie konden werken, zijn we ook al begonnen met het verslag voor het Enterprising-gedeelte van het project. Ondertussen hebben we ook tandwielen besteld, die vrijdag aangekomen zijn, zodat we volgende week volop kunnen beginnen met het maken van een eerste assemblage van de SSV. Volgende week zullen we echter ook nog voldoende week hebben met de papieren kant van het project aangezien vrijdag de eerste case wordt afgesloten en de eerste verslagen binnen moeten zijn.

Blog week 6
Deze week was de deadline voor de verslagen van case 1 en case Simulink, dus is er veel tijd gekropen in het maken, verbeteren, samenzetten,... van deze verslagen, maar toch hebben we nog de tijd gevonden om naar Fablab in Heverlee te gaan om daar onze bodemplaat te laten lasercutten, onze ophanging te laten maken, waardoor we volgende week eindelijk van start kunnen gaan met het uiteindelijke bouwen van onze SSV.

Blog week 7
Dinsdag hebben we feedback gekregen op de verslagen van onze eerste 2 cases en die was overwegend positief, hier en daar een aantal dingen die opnieuw geschreven moeten worden naar het eindverslag toe, maar het totaal was zeer goed, net zoals de punten. Daarna zijn we samengekomen om de wielen aan onze SSV te bevestigen, hiervoor zijn we noodgedwongen moeten terugvallen op CD's (het oorspronkelijke idee was mini-CD's, maar vanwege de grootte van onze tandwielen kan dit niet meer), maar deze waren vlug gemonteerd, nu blijft het grootste probleem nog hoe we ons zonnepaneel gaan vastmaken aan onze wagen, wat we volgende week verder zullen bestuderen en maken. Ondertussen werkt een deel van de groep ook aan het economische verslag, dus alles lijkt voorlopig vlot te gaan.

Blog week 8
Aangezien we er nog niet helemaal uit waren hoe we ons zonnepaneel gaan vastmaken aan de wagen, zijn we naar de winkel geweest om te weten te komen welke verschillende mogelijkheden we hebben. Om ons paneel niet te beschadigen hebben we alvast een stuk isolatieschuim ter grote van het paneel aan de achterkant ervan vastgemaakt. In de gamma hebben we uiteindelijk alles gevonden dat we nodig hadden: klemmetjes om de motor vast te maken op de bodemplaat en een (hopelijk) betrouwbare manier om ons zonnepaneel vast te maken: een voet waarop we een stuk van een autospiegel gaan monteren. Hiervoor moeten wel nog extra gaatjes in de bodemplaat gemaakt worden, wat Dieter tijdens het paasverlof zal doen.

Blog week 9
Deze week was het eindelijk zo ver, de test-race. Vol goede moed trokken we naar het test-parcours, om, eens aangekomen, vast te moeten stellen dat onze SSV een stuk groter en zwaarder was uitgevallen dan die van de andere teams. Met als gevolg ook dat onze tijd een stuk hoger lag dan dat van de meeste teams. Dit voorval deed ons beseffen dat we nog veel werk voor de boeg hebben, aangezien we tijdens een crisis-vergadering is er beslist om vrijwel volledig opnieuw te beginnen. De nieuwe plannen zijn dinsdag op papier gezet, tegen woensdag waren ze omgezet naar een model in Solid edge, de onderdelen zijn gekocht en/of onderweg naar hier. Het nieuwe model van de wagen werd uiteindelijk wrijdag uit plexiglas gecut in FabLab maar aangezien de bestelde onderdelen nog niet aangekomen waren, is het assambleren tot de maandag uitgesteld moeten worden. Hopelijk zijn de benodigde onderdelen tegen dan reeds aangekomen. Hopelijk is het volgende dinsdag geen goed weer, zodat de race pas na week 10 kan plaatsvinden.

Blog week 10
De week van de race. Maandag middag wisten we dat het dinsdag middag race was, dus zijn we allemaal een versnelling hoger geschakeld, maandag waren de bestelde tandwielen nog steeds niet geleverd, dus hebben we besloten van zelf de tandwielen te tekenen en dan te laten cutten in fablab. ondertussen is ook een deel van de groep op zoek gegaan naar een vervanging voor het bestelde statief. Uiteindelijk is dit ook een simpel statief geworden, omdat dit ons de makkelijste oplossing leek. Dinsdagmorgen om 9u stond ons teazm aan FabLab om de tandwielen en laatste kleine onderdelen nog te laten cutten om daarna op Jeroen zijn kot samen te komen om alles te assembleren. Dit bracht nog de nodige stress met zich mee op vlak van loskomende lijm, stukken die niet 100% in elkaar passen,... Maar uiteindelijk is het ons toch gelukt en om 14.00u stonden we met een afgewerkte wagen aan het Martelarenplein. De race verliep vlotter dan verwacht aangezien we tijdens de poule-races 2 keer geluk hadden met onze tegenstanders: de eerste had problemen met de tandwielen, waardoor deze nauwelijks vooruit ging en de 2e tegenstander reed vlot, maar raakte de helling niet op. Beide races werden met een acceptabele tijd gewonnen, maar eens het serieuse werk begon konden we niet meer mee, waardoor we uiteindelijk als eerste uit de achtse finales lagen.


text:
User:Mu301/Zodiac

We shall use the names of the signs of the zodiac for the twelve [30°-] divisions of the ecliptic, according to the system in which the divisions begin at the solsticial and equinoctial points. We call the first division, beginning at the spring equinox and going towards the rear with respect to the motion of the unvierse, 'Aries', the second 'Taurus', and so on for the rest, in the traditional order of the 12 signs.

One might add that it seems unnatural to define the sun's revolution by its return to [one of] the fixed stars, especially since the sphere of the fixed stars is observed to have a regular motion of its own towards the rear with respect to the [daily] motion of the heavens. For, this being the case, it would be equally appropriate to say that the length of the solar year is the time it takes the sun to go from one conjunction of Saturn, let us say, (or any other of the planets) to the next.

The latitudinal distances will remain always unchanged, and the positions in longitude can provide a ready means of determining the [corresponding] longitude at other points in time, if we [calculate] the distance in degrees between the epoch and the time in question on the basis of a motion of 1° in 100 years, [and] subtract it from the epoch position for earlier time, but add it to the epoch position for later times.

title: User:Mu301/Zodiac


text:
Mr. Danoff's FWE 8A Lesson 2

OBJECTIVE
L4 - Orientation to text, students will be able to "identify the role/relationships of the speakers."

PLAN

 * 1) Warmup Conversation
 * 2) * What did you do on Sunday? & then follow up questions.
 * 3) * Did you remember to bring your notebooks?
 * 4) *Do you have any questions for me?
 * 5) Page 3 Exercises A & B
 * 6) * Ask for volunteers to read parts.
 * 7) *If no volunteers, read it myself.
 * 8) *After the first conversation, ask "Why is Julie sad?" and "Why is her teacher calling her mother?"
 * 9) Page 4 Exercise A
 * 10) *Ask for volunteers to read parts.
 * 11) *If no volunteers, read it myself.
 * 12) Page 5 Exercise A
 * 13) *Ask for volunteers to read parts.
 * 14) *If no volunteers, read it myself.
 * 15) *Why would Julie invite her new friends over for dinner?
 * 16) Page 5 Exercise B
 * 17) *Ask for volunteers to read parts.
 * 18) *If no volunteers, read it myself.
 * 19) *Is Calvin fat?
 * 20) *Is Emma's hair short?
 * 21) Name Check & Seat Assignments
 * 22) *Have all the students stand up.
 * 23) *Go through their names, and give them seats based on their number. Check to make sure all the names/pictures are correct.
 * 24) *Do this by picture and explain to them what's going on.
 * 25) Game
 * 26) *Ask if they remember what game we played the week before?
 * 27) *2 Truths, 1 Lie - Class 4?
 * 28) *Run For Your Friends - Class 5
 * 29) *Simon Says

Changelog

 * 0.1 / 14 Sep 2009
 * 0.2 / 17 Feb 2011
 * Wikignomed the original for publication.

title: Mr. Danoff's FWE 8A Lesson 2


text:
Reviewing My Semester with the FUN WITH ENGLISH 7A & 8A Textbooks/8A Lesson 3

Plan

 * 1) Greeting
 * 2) * How's it going?
 * 3) * Depending on their answers, ask "why?"
 * 4) Conversation
 * 5) * What did you do after school yesterday?
 * 6) * What are you going to do this Sunday?
 * 7) * Who is your favorite actress?
 * 8) Page 7 Exercise A
 * 9) * Ask for volunteers, if none, split the class in half.
 * 10) *After they read twice, have them do the exercises.
 * 11) *Why is she writing the letter?
 * 12) P 7 Ex B
 * 13) * Ask for volunteers, if none, split the class in half.
 * 14) *After they read twice, have them do the exercises.
 * 15) P8 EA
 * 16) * I read.
 * 17) P8 EB
 * 18) * I read.
 * 19) *Ask about their timetables.
 * 20) 7 P9
 * 21) * I read.
 * 22) *What does Mary say is "the most important part about choosing a job?"
 * 23) Name Practice
 * 24) * Have all the kids stand up, then sit down as I list of their names.
 * 25) Simon Says
 * 26) * For instructions write "Stand up" and "Simon says stand up" on the board. Explain the former is not OK, while the latter is, then start the game.
 * 27) * Lead 2 or 3 rounds depending on how fast it goes, then ask if any students would like to read.

Changelog

 * Ver 0.1 / c. Late Sep 2009
 * Ver 0.2 / 17 Feb 2011
 * Wikignomed for publication on Wikiversity.


text:
Complex socio-ecological systems/Operationalizing Resilience

Assessing Resilience

Facilitators: Adam and Danielle

Required readings:

'''Carpenter, S., B. Walker, J. M. Anderies, and N. Abel. 2001. From Metaphor to Measurement: Resilience of What to What? Ecosystems 4: 765–781.'''

The title of this paper neatly sums up an important point about resilience: it is not a dimensionless concept, but one which must be expressed in units relevant to the system under consideration. In other words, talking about the resilience of a particular system without reference to the particular components of that system is not useful. An ecological proverb bears repeating here: "Before you analyze a system, you have to define it." Carpenter et al. are essentially making this argument for resilience studies, since one cannot know how resilient a system is without making some attempt to figure out how it works. The authors argue that for resilience as a concept to advance, an operational, measurable definition of resilience is necessary; further, this definition needs to be as universal for SES systems. An important initial step, Carpenter and colleagues state, is to define the system and its drivers, states, and disturbances. The disparate examples of a lake district and a rangeland system are used to illustrate the concept, but these illustrations stop short of functional case studies because the authors avoid going further than qualitative variables. Their decision to do so is justified, since this Minireview paper's main point is to reinforce definitions of some key resilience concepts that, at the time, were in danger of being misappropriated. Ideally, this paper should be considered in concert with other studies that go beyond identifying qualitative system attributes, to actual measurement of those variables (as in this trio of papers).

'''Cumming, G. S., G. Barnes, S. Perz, M. Schmink, K. E. Sieving, J. Southworth, M. Binford, R. D. Holt, C. Stickler, and T. Van Holt. 2005. An Exploratory Framework for the Empirical Measurement of Resilience. Ecosystems 8: 975–987.'''

The UF "roadies" group that produced this paper here make an attempt to apply the advice of Carpenter et al. to their particular socio-ecological system, namely the MAP tri-country area in South America. One of this paper's most useful contributions may be that it walks the reader through the process that was used to define the region under study (considering where the system boundaries lie), and to identify measurable variables to define the current system state, thresholds, and future possible states. Cumming et al. provide some easily-understood examples of quantifiable, characteristic system attributes--variables--and provide defensible values for thresholds beyond which the system may begin to behave differently: or, to use slightly different terminology, to lose its identity. An important step the authors describe in some detail is to imagine some possible future, alternative states of the system--or, to again use terminology encountered elsewhere, to identify plausible worlds. This step additionally forces the careful consideration of important system drivers.

'''Ostrom, E. 2009. A General Framework for Analyzing Sustainability of Social-Ecological Systems. Science 325: 419-422.''' Although Ostrom and colleagues do not provide case studies, their short paper does provide a quite useful example of how a complex system can be considered as a group of interacting subsystems with their own major defining variables. The list they provide could be transferred to many other studies of complex systems, with some changes depending on the particular system under consideration. A companion observation to this list that Ostrom et al. make is that "[o]btaining measures for these 10 variables is the first step in analyzing whether the users of one or more SESs would self-organize." In other words, because self-organization is one important characteristic of a complex system, providing measures of the variables one has chosen to define it will provide both a test of the user's definition of the system, and the adequacy of their choice of variables in describing it.

Supplementary:

'''Walker B., L. Gunderson, A. Kinzig, C. Folke, S. Carpenter, and L. Schultz. 2006. A Handful of Heuristics and Some Propositions for Understanding Resilience in Social-Ecological Systems. Ecology and Society 11 (1):13 online: (http://www.ecologyandsociety.org/vol11/iss1/art13/)''' Walker et al. recount the collected ideas and propositions that broadly categorize resilience in social- ecological systems. It describes how complex systems change and what governs responses to perturbations in ecological and social domains. The authors use the word “propositions” because they recognize that they are not sufficiently defined to be considered hypotheses using the scientific method. The data for these propositions were developed over the course of two workshops, whereby participants compared the dynamics of 15 case studies in variable regions throughout the world, not unlike the other article in this week’s reading list by Ostrom (2009). Walker et al. do not claim that their propositions are conclusive about SES and resilience, but rather view this list as a way to help define the next phase of resilience-related research.

Clicking on this link will download the list of compiled resilience components from the above readings: http://plaza.ufl.edu/tropical/Resilience_of_what.doc


text:
User talk:Magister Mathematicae

 * If you have any questions or I can be of any assistance, my talk page and email are open. --Abd 00:23, 18 February 2011 (UTC)

Señor Pedro, es un agrado verlo dando vueltas por aquí. Ciertamente, me enfadé al responderle a Abd, el personaje tiene un gran conflicto de interés en el problema generado entre él y Ottava Rima, yo solamente he comentado mas a favor de este último, y es por eso que, entre otras cosas, responde con tonos desafiantes, etc. Yo no formo más parte de esta comunidad, que quede claro, pero, no cree usted que el drama tiene consumido este antro? Saludos. Diego Grez 21:49, 17 February 2011 (UTC)
 * Mister Pedro, it's a pleasure to see you around here. Certainly, I got annoyed when I responded Abd, the guy has a strong conflict of interest in the problem generated amidst him and Ottava Rima, the only thing I have done is commenting in favour of the latter, and that's why, amidst other things, Abd responds in a defiant tone, etc. I am not a part of this community anymore, I want it to be clear, but, don't you think the drama has consumed this place? Cheers. Diego Grez 21:49, 17 February 2011 (UTC)

 * If you respond here, MM, Diego may not be able to respond, he was blocked a month for his disruptive editing, it appears. However, his Talk page on Wikinews will presumably be fine. --Abd 00:27, 18 February 2011 (UTC)
 * Actually this is misleading. Diego's account was hacked, so he is unavailable for comment. TeleComNasSprVen (discuss • contribs) 22:11, 15 March 2014 (UTC)
 * That was accurate as of the time written. Diego was indeed upset that day. As a sysop, I warned him, he blew up, and SB_Johnny blocked him. However, Diego was unblocked the same day, having promised there would be no more problems. His Wikinews account, as I mentioned, remained active until September, 2012. We cannot say for sure that Diego's account was "hacked," but there is a block on Wikinews saying that there were "credible allegations." However, reviewing global contributions, and so far, I have found nothing that looks like the activity of a hacked account. What Diego says about that account, recently, is that he lost access to it. He did move on and register another account and use it. He is, however, now inactive and has privately stated he intends to stay that way. If you wish to reach him, I have his current email; send me an email and I'll forward it to him. It's my wish to protect his privacy. --Abd (discuss • contribs) 22:50, 15 March 2014 (UTC)

title: User talk:Magister Mathematicae


text: File:AFLS English Salon Diagram.pdf

title: File:AFLS English Salon Diagram.pdf


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User:Amanda.dunn84

A student in the New Media and Global Education graduate program at Appalachian State University.

title: User:Amanda.dunn84


text:
User talk:Arided/ImplementingParagogy

It would be good to mark up the links with brackets (in LaTeX they were footnotes, but they look funny in mid-line here). --Arided 01:27, 18 February 2011 (UTC)

 * Done --Arided 04:54, 19 February 2011 (UTC)

I've used an informal first-person storytelling style here, which I think will help make the lesson accessible for readers. However, it comes with the drawback that it may be less accessible to other contributors! I'm open to suggestions about this... --Arided 04:55, 19 February 2011 (UTC)

Dr. Marjorie King reminds me that it would be good to have an evaluation strategy for this process (implied: both for the lesson and for peer-to-peer learning structures more generally). --Arided 21:38, 19 February 2011 (UTC)

I like the new "thing"/"sub-thing" structure, but I think the flow might work better if the "things" were tasks and the "sub-things" were principles. --Arided 18:30, 20 February 2011 (UTC)

I'd like to integrate the stuff about how "the idea here is to stay aware of how the learning context facilitates learner participation in shaping the learning context!" from http://p2pu.org/general/node/15138/document/24874 into the conclusion. Arided 03:04, 7 March 2011 (UTC)

small note
while i am very supportive of this resource being in the public domain, wikiversity is not the place for it as i just discovered in the colloquium. it just complicates things un-necessarily. kind of annoyed 'cause I wanted to edit public domain resources here too, but c'est la vie. better overall to not complicate things probably. you are free to upload the original PDF and CC0 license it. --Charles Jeffrey Danoff 06:35, 23 February 2011 (UTC)

 * I think I understand this to some degree; if Wikiversity isn't planning to include a license selector any time soon, we can no doubt find another "home" for live CC0 documents... anyway, as long as we own the copyrights to these docs we can license them however we want (including no rights reserved). The minute other people come and start making significant edits, that won't apply (unless they agree to the CC0 terms explicitly).  Wikisource would work as well, but only after the work has been published somewhere with peer review.  Not huge deal, but certainly a tedious enough distraction... Arided 03:02, 7 March 2011 (UTC)

piratepad discussions of this lesson plan on 28 Feb & 02 Mar 2011

 * Contributors Joe, Charlie, Dr. King and Marisa (also including some earlier IRC chat btw Joe & Charlie) --Charles Jeffrey Danoff 19:19, 2 March 2011 (UTC)
 * link: http://piratepad.net/collab-lesson-planning
 * direct link to pasted edition (might be different now): http://piratepad.net/ep/pad/view/collab-lesson-planning/9FKmjRtKPV

pad html re-pasted
For this exercise:envisioning a peer learning experience that worksmaking it easier for people to participatebridge between traditional classroom folks (teachers and students) into the P2P modelbut when the course is based on volunteer participation it is hard to keep motivation high -- life has a tendency to derail us.how can we make it as easy as possible for volunteers to participate without interrupting their livesif you can get something out of it, that is good.
diversity increases the difficulty for organizers

right now too heterogenous

Peer-to-peer or "peer-based" learning is what happens when a group of people with different backgrounds and aims agree to come together for a  learning activity, most likely without a teacher and without an  explicit learning plan (at the outset). There are both benefits and hazards to this kind of learning. This lesson is aimed at persons who are interested in helping facilitate such learning experiences, to get  the greatest benefit and diminish the overall hazard. You might be an official "facilitator", or an administrator, or a peer learner aiming to  help your learning group achieve more. The lesson reflects back on half a year of experience at P2PU and continues to grow and develop -- in working through this lesson, you will have the opportunity to  contribute to the theory of "paragogy".

Purpose of this lesson

Learn techniques for designing and running a peer-to-peer course.

Learn techniques for fostering organizational learning in your institution or other shared context.

Develop plans for balancing the above with your own learning needs and ambitions.

Audience Anyone who is already involved in peer-to-peer education or who aims to become involved with it.

Time to complete Initial exercise: about 1 hour - Practice in the field: at least 1 quarter.

Requirements Can be studied alone, but should be practiced with a group.

Dr. King's Comments on the introduction to "Implementing Paragogy":

It just says two people who doesn't make any difference who they are. They can learn together. How does that become a peer?

says its ok as a defeiniton, but not as a theory

how is he going to evaluate?

sugggestion: people learning japanese ... end of two months of people learning japanese, they can "evaluate" themselves by seeing if they can write 500 characters down on a blank piece of paper

she said that is a logical evaluation and its fine

these are same questions from before, I think we keep going around with them... so can we get more specific with it?

does the japanese character thing count?

The paragogical principles

context as decentered center

trying to improve governance of p2pu ... run course together

other principles more minor?

meta-learning as a font of knowledge

peers are equal but different

learning is distributed and nonlinear

realize your dream then wake up!

Implementing Paragogy
This lesson is based on my experiences in several enrichment courses at P2PU, in Autumn 2010 and Winter 2011. Some of the courses went well, and others didn't, and I was curious about why. Charles Jeffery Danoff and I wrote up some of our inital thoughts on this topic in a short  paper called Paragogy: Synergizing individual and organizational learning  (2011), but we needed another round of experiments to put our ideas  into practice. This lesson integrates what we've learned in our second round and will help you work through the process of designing a  peer-to-peer learning experience. In turn, your feedback on this process will help take the theory of paragogy to the next level! More information on how to submit feedback will be provided below. For now, your first task is to begin designing a new course.

plan: 10 minutes/task

Task 1: Select your topic wisely - approp for the tech

our conversation was going to happen anyway but we're the only people here?

and every time people don't show up, it seems likely that they feel bad and won't necessarily show up again.

We've found that some of the most successful learning experiences enhance projects that were "going to happen anyway". For example, Marisa Ponti and I were planning to write a book chapter on the topic of Open Governance and Learning,  and we decided to convert our abstract for the chapter into a syllabus for a 6 week course. Our conversations were going to happen anyway, but now they have expanded to include a lively discussion with a diverse group of interested participants, including some contributions from noted experts in the field. (But in a 02 March 2011 chat the only participants are Marisa, Joe & Charles)

For contrast, consider the Short Calculus course I ran contemporaneously with the one I just mentioned. I had to hunt hard to even find candidate participants for this course, and it  did not come as much of a surprise when participation turned out to be  very low.

DIY Math was perhaps even worse??

choice of topic is crticial

hesitant: doing an opinon poll ... what are you interested in? (note: p2p is doing this )

b/c people don't always know what they want

something emergent is difficult ... we need to explore it ... can be developed in the course of a course

beckett: Ever tried. Ever failed. No matter. Try Again. Fail again. Fail better. http://pages.citebite.com/f4q3f2f9hire

Principle: Realize your dream then wake up!
The topic you pick should help you realize your dream. Ideally as you sketch out the topic in a bit more detail, you'll be able to  find others who share the same dream to a reasonable extent. In  addition, once the course has progressed far enough, you should get a  sense that you've reached its potential.
Cf. the "starting a movement" video that was shared on the P2PU list...

Task 2: Engage your peers in the design process early on
Whether it's by talking with friends with whom you share an interest, or running a survey to get feedback from interested participants  online, making the design of the course into a collaborative process may  encourage buy in; and it will certainly help you decide many  pragmatic points. Do you need live meetings, or will an asynchronous discussion do just fine? What sort of background do people have (or should they have) with the topic? Etc.
For purposes of this exercise, it's enough to write down a few questions that you'll want to ask would-be participants before the  course starts.

what are you really interested in doing?

course might not be the right way to do that?

but there is no harm in doing the course, right?

connect course to larger body of work

blog was good? allowing other people with similar interests to connect to the blog & participate if they want ... maybe they don't want to  connect now, but they might want to connect in the future ... blog is an  artifact that can connect to larger groups/network dealing with open  governance & topics related to open-ness ... in this way we might find other people able to

e.g. ?

http://www.wandel.person.dk/japanese.html ... slower process "peer" producing something

flaw?

peer learning exp's aren't designed, they just happen

when do we need design?

large-scale social networking!!
when do we need "design"???

Principle: Peers are equal but different
Peer learners work together to create the key resources in the course -- learning opportunities  that come from interaction. Presumably you'll want to foster an egalitarian culture: remember that in peer learning there isn't anyone  who dictates what others have to do. However, this doesn't mean that the course should be a structureless blob. Some participants will want more overt structures given to them, others will want to create new ones. Does your course accommodate people with these and other personal characteristics?

- get peopled in this that would be good
- P2PU context: just using standard social networking tools to help people identify their common interest
-- can go beyond the P2PU context itself and connect a course to a broader context

middle way? what works for you? ... requires a fair amount of self-knowledge or self-questioning ...

maybe you need to get to a certain level of self-work on a topic to make it clear enough that people can

conditions that promote your learning -- this could be kept track of in a learner profile.

software development: put it out there right away, even though you know it isn't going to have major uptake until later.
 - easy? until it is as easy as Etherpad, it is too difficult!

Maybe we haven't developed paragogy enough for it to work very well, but that's OK because we are still in the "beta" period.
probably paragogy is like a "framework" at this stage
in order to develop a "theory" it is necessary to establish connections with long-established theories of learning

Marisa: well actually wenger saus that you do not design learning
Marisa: but only the conditions that promote or hinder learning
Marisa: but of course a point is what is learning?
Marisa: got disconnected?
donald duck: what were you saying :)
Marisa: takes a lot of time to develop a "theory"
Marisa: if this is what you have in mind

critique of P2PU?

not negative enough? ... difficulty of task is washed away ... instead of actually doing stuff we just talk about how wonderful p2pu is

Jaron Lanier?

Task 3: Make the scope and structure clear
You don't have to provide everything, but as a course (co-)organizer,  you are likely to be largely responsible for finding (or creating) the  initial set of resources for the course. P2PU has been described as  follows: think of it as book clubs for open educational resources. That pointer may be helpful (or potentially confusing).

The question to sort out here is what shape your course is likely to take. Is it even appropriate to think of it as a course,  or would it be better to think about it as some other sort of  structured activity? Be as explicit as possible. It is OK to put your answer in the form of further questions to ask to course participants before the course begins, or at its outset. However, note that if part of the course is building the course, you must make sure that the course participants are really up for it,  and make sure the overall course design is sufficiently flexible to  accomodate changes.

For example, in the first week of the Mathematics for Game Designers course, many of the particpants declared that they mainly wanted to  write code -- but many of these people were not heard from much after  the first week.

Principle: Learning is distributed and nonlinear

Given the ongoing difficulties I've had organizing mathematics courses on P2PU, and the comparative success of programming and other computer-related courses, I've spent a lot of time thinking about what I might be doing wrong  as a course organizer. Then I think back to my original goal for these courses, namely, to build a useful bridge between P2PU and PlanetMath.org. This can only happen slowly. In particular, it seems essential for PlanetMath to offer much better support for independent mathematics  learners. There is then a serious question to consider, about how peer learning is useful in mathematics.
The key point is that you may find an important part of your course's critical mass elsewhere -- but the any external resources you choose  need to be the right ones.

              Task 4: Define your objectives

I'm personally not a great fan of the term learning objectives; in light of the principle we just discussed, I think they can be too  hard to specify. However, I do think there is significant value to be obtained by being clear about your objectives in general.

In one of the key documents of the Sarvodaya Shramadana Movement, A. T. Ariyaratne tells a story of how working with a group of villagers to  clarify their real objectives resulted in them getting out of a tangle  of red tape and resolving their problem directly [1]. To sort all of this out, you may need to get to the (third) norming stage from Bruce Tuckman's theory of group development in order to find shared objectives, and this is not likely to happen overnight.

For the purposes of this exercise, it is enough to come up with some your own most important objectives for the course, possibly including a  rough time-table. You can later invite course participants to go through a similar exercise.

learning math: it's not just a cool idea, but rather something that we have to understand better

research: what are the objectives here? To try to become plausible. It is EXTREMELY difficult to find out how people learn. Not sure if "learning" will be the follow-up topic.

conditions at this point do not reall
Principle: Meta-learning as a font of knowledge

Frankly, I have not been doing this long enough to know precisely what works and what doesn't work. Indeed, one of the themes of paragogy is that even after a rich career in peer-to-peer learning one would  still be learning a lot -- that's part of the point! It may be helpful to address the question what do I hope to learn about the learning process through my work in this course?

One way to amp up your meta-learning is to acknowledge the need to support it explicitly. This lesson plan reflects on several courses I was organizing or co-organizing, but has been developed as an assignment  in another course where I've been (twice!) a participant, Collaborative Lesson Planning. P2PU maintains various structures to help -- a good place to ask questions is the general community mailing list, or the research list.

When are we learning something interesting?

p2pu ... create a roadmap?

joe's a goal oriented person ... doesn't apply to others

maybe joe could write his own p2pu roadmap?

we should not glorify P2PU, in the sense that it

Marisa's objective: learning how it works? how does Marisa do research?

cannot be detatched

this is her (big word) position

qualitative researcher ... Cf. tacit assumption of science

do not assume researchers can be detatched to be effective

try to explain best i can all the choices i make ... not in order for others to replicate, but more to understand every step of the process

it is extremely difficult to understand how people learn

there isn't any one approach that is used all the time -- people do all kinds of different things

not job to say good or not

very difficult to undersand

data allows me to understand many different things

congrats Marisa!

don't insist too much on the idea of creating courses as we know ... maybe there are other opportunities for developing learning opportunites in p2pu? affinitive spaces?

conditions do not allow people to learn

role of technologies - elearning & digital media paper.

affinity spaces: people gathering together be

online and offline

p2p is good place for learning, but is it a good object of study?

fan of mathematics? ... can be, but may not impress the girls at the bar cf. "beautiful mind" ... nice counter
p2pu open to every topic, but only covers a few topics- but this is ok
there is the need to accommodate diversity of needs and interests

Task 5: Report back
This lesson will be undergoing development as long as feedback keeps coming in: you can get in touch by emailing the author directly (contact  details below) -- or you can just dive in and edit this Wikiversity  page. Since at present I'm just playtesting this lesson, I'd be particularly curious to know what flaws or omissions you see in it, and  in what ways you've found it useful. If you run the courses you've designed with the help of this plan, I will be very curious to know how  they go, and your feedback will be hugely valuable in improving this  document for next time. I hope that by including this participatory component, I've also made a good example of a paragogical lesson plan! :)

basic question: has this exercise been useful?

Charlie's answer: yes

what would we report back to p2pu? or to some broader context? what are we gonna

outcomes: a way to evaluate paragogy is by the outcomes. If Charlie writes a paper that is useful and/or published then it is probably useful. Yes, this is a good point - a rating system can be used

rating system can be part of peer-production

please expand Marisa?

seems like Amazon is an example... yeah Amazon is an example ... people rate your work! put a rating system near papers on my website? and/or how often something is dugg or liked on facebook?

outcome has to be expanded

gets back to what is a good evaluation?

individual based & other options

how can we send a message to the larger context?

3 of us write papers? / collab paper?

edit the course handbook in the p2pu wiki?

joe: write angry memo, then put it away for a few weeks

joe's blog post: link = ... he will focus more on planet math

joe's take home paragogy... is useful in other contexts.

evaluation of this exercise?

comments on blog post in http://open-governance-and-learning.posterous.com...

charlie: exercise was sweet, accomplished the goals of the lesson plan i believe

Principle: Context as decentered center
In paragogy, we recognize that we are not merely teachers or learners, but are actually co-creating the learning context as a whole. This is a good time to reflect on your context, generally speaking. What role does learning play in your life and in the life of your  communities? What was it that brought you here? Why this learning in this context?

Paragogy complements didactic and other teaching modes (particularly andragogy [2]) by drawing attention to the central role of context, and the way it shapes, constrains, and supports  learning activities, and the way learning, in turn, can help people  shape the context in which they live.

http://en.wikiversity.org/wiki/User:Arided/ImplementingParagogy

[12:11] == danoff [180f366b@gateway/web/freenode/ip.24.15.54.107] has joined #p2pu-collaborative-lesson-planning-0
[12:11] <holtzermann17> It would be even cooler to see a feed of chat logs
[12:11] <danoff> hey
[12:12] <holtzermann17> I'm currently working on revising that book chapter I mentioned to you a while ago
[12:12] <danoff> with Marisa?
[12:12] <holtzermann17> it talks about "paragogy" in the final section
[12:12] <danoff> slick
[12:12] <holtzermann17> this is one with my supervisor
[12:12] <holtzermann17> I can send you a copy in a day or two
[12:13] <danoff> about like open educational resources or whatever?
[12:13] <holtzermann17> iyep
[12:13] <danoff> kk, plz do
[12:13] <danoff> and i agree it "would be even cooler to see a feed of chat logs"
[12:13] <danoff> sorry for being late, btw
[12:13] <holtzermann17> quite a simple way to make the site more interactive
[12:13] <danoff> yeah
[12:14] <holtzermann17> I guess one useful thing to do for this week would be to think more about how to make a paragogy "intervention" across P2PU
[12:14] <danoff> and also have this feed more naturally into the discussions going on within the site
[12:14] <danoff> ha
[12:14] <holtzermann17> I'm thinking about what to do for the Open Governance and Learning course
[12:14] <danoff> isn't this your week, week 5?
[12:15] <holtzermann17> yep
[12:15] <holtzermann17> but I sort of forgot about it b/c last week I was busy in programming land, thinking about PlanetMath
[12:15] <holtzermann17> will write it into my TODO list for today
[12:15] <holtzermann17> actually...
[12:16] <danoff> ...
[12:16] <danoff> it ca fit into what you just said, right?
[12:16] <danoff> can
[12:16] <holtzermann17> thinking about the idea of integrating these chat logs... that might be a good way to help avoid the sense of "activity die off" in P2PU
[12:17] <holtzermann17> sorry, fit in what?
[12:17] <holtzermann17> didn't understand
[12:17] <danoff> "how to make a paragogy "intervention" across P2PU"
[12:17] <holtzermann17> oh, yes!!
[12:17] <holtzermann17> definitely
[12:18] <holtzermann17> anything that helps make people realize that it's a shared context would work along these lines
[12:18] <holtzermann17> Well, "make" them realize might be a bit strong
[12:18] <danoff> shared context?
[12:19] <holtzermann17> I mean, if all of the different conversations going on around the site were integrated into a feed on the main page, then it would be more obvious that the site is actively shared by many people who are working on many different aspects of the project
[12:19] <danoff> and I agree "make" is a bit strong
[12:19] <holtzermann17> this is sort of how it works on PlanetMath, incidentally
[12:20] <holtzermann17> every object in PlanetMath has a discussion forum attached to it, and all of these discussions appear in one big feed on the main page
[12:20] <holtzermann17> the only problem is that with everything all jammed together like that, conversations can be a bit hard to follow
[12:20] <danoff> isn't that what they already have with the "recent activity"
[12:20] <danoff> ?
[12:20] <holtzermann17> anyway, I'll bring up the idea on the P2PU-dev list
[12:21] <holtzermann17> well, they have one at the individual level
[12:21] <holtzermann17> and at the course level
[12:21] <holtzermann17> but not at the site level
[12:21] <danoff> gotcha
[12:21] <danoff> so you wanna push P2PU in that direction in general?
[12:22] <holtzermann17> I guess it might make people feel very different about conversations if everything was public
[12:22] <danoff> and you feel its connected with paragogy?
[12:22] <holtzermann17> yes
[12:22] <danoff> please expand
[12:22] <holtzermann17> in the sense that "Shared Context as a Decentered Center" is a key point for paragogy
[12:22] <danoff> also, point to the example of it on planetmath, plx
[12:22] <danoff> plz
[12:22] <holtzermann17> The "shared context" is the "public space"
[12:23] <holtzermann17> Just look at the bottom of http://planetmath.org/
[12:23] <holtzermann17> http://planetmath.org/?op=messageschrono
[12:23] <holtzermann17> has more messages
[12:23] <danoff> latest messages?
[12:23] <holtzermann17> the little red upward-pointing triangles indicate the original context of the message
[12:24] <holtzermann17> yep
[12:24] <holtzermann17> but it is latest messages pulled from all over the site
[12:25] <holtzermann17> it would be possible to make a "P2PU Planet" that pulls in all chat logs, all forum posts, etc
[12:25] <holtzermann17> I dunno
[12:25] <holtzermann17> maybe I'm just getting the sense that people around P2PU end up getting too isolated
[12:25] <danoff> it'd be possible w/o any sort of "P2PU Planet"
[12:25] <danoff> w/in their curent software
[12:26] <holtzermann17> because courses start out with a limited number of members, and then people leave, until there are only a few left
[12:26] <danoff> its possible
[12:26] <holtzermann17> possible: I agree it would be possible w/ very small adjustments, probably an hour of work
[12:26] <danoff> agreed about the limited #'s, and then you feel that such a streaming feed would exemplify "`shared context in motion'."
[12:26] <holtzermann17> maybe another 4 hours to make it even better and pull in all sorts of other content
[12:26] <danoff> an hour of work max
[12:27] <holtzermann17> shared context in motion: exactly!!
[12:27] <holtzermann17> it's just about creating designs that implement that idea increasingly well
[12:28] <holtzermann17> And maybe it's in the process of happening... but only after a BIG discussion :)
[12:28] <danoff> you could also have something about who's in chat currently
[12:28] <holtzermann17> yep!!!
[12:28] <holtzermann17> so it is a shared live context
[12:29] <holtzermann17> would be quite nice
[12:29] <danoff> i think howard rheingold's developed social media classroom would be a good platform for p2pu
[12:29] <danoff> http://socialmediaclassroom.com/
[12:29] <holtzermann17> will have to check it out...
[12:30] <danoff> kk, basically does what we're saying and also automatically includes member's personal blog feeds, tweets, social bookmarks, etc. & has a course wiki
[12:30] <holtzermann17> sounds good
[12:30] <holtzermann17> it's curious that so many different communities feel they have to "reinvent" this technology
[12:30] <danoff> yeah
[12:30] <danoff> its a big time waster
[12:30] <danoff> re-inventing the wheel over and over
[12:31] <holtzermann17> Another place where the idea of "shared context in motion" would help
[12:31] <danoff> one sec
[12:31] <holtzermann17> I mean, if people are authentically sharing the results of their individual experiments...
[12:31] <holtzermann17> but I don't have clear evidence that that is what they are doing

title: User talk:Arided/ImplementingParagogy


text:
User:Charles Jeffrey Danoff/ACC 164

Class notes are written by Chuck based on Walter G Shriner's instructions, re-printed on Wikiversity with permission.
 * Class: ACC 164 MICROSOFT EXCEL FOR ACCOUNTANTS @ Oakton Community College
 * Instructor: Walter G Shriner, Instructor of Accounting. Cf. Oakton Community College Accounting Faculty.
 * Textbook: Microsoft Office Excel 2007 In Business ISBN-10: 013199171X
 * Dates: Four 4-hour Thursday evening classes from February - March 2011

Class 1 Notes:

 * What do I want to display? What font is appropriate?
 * He usually uses "Arial 8"
 * In accounting, 1 line is for sub-total / 2 lines for total

 * Your Report is your work ... gotta think about how its gonna look to your supervisors
 * In Excel you want sheets linked so when you make 1 change they're all connected
 * linking + cell referencing are very crucial
 * when using excel always name the sheets

 * always have header/footer

 * always at least 2 ways to do something in Excel

 * accountants used to use "yellow sheets" "green sheets" and it was more difficult to catch mistakes
 * when doing an audit, check if stuff is hidden
 * when you do the homework write in word or excel

 * since we all know this is in US dollars there's no reason to put a dollar sign up there

In-Class Work

 * Pages 33 - 35 | Chapter 2 | Video Workshop | Data Management Skills
 * Page 48
 * "Data Alignment" Video
 * "Number and Font Formats" Video

 * When printing don't go below 65% in compression ratio (Scaling in Page Setup)
 * Internal reports don't need dollar signs, unless you have multiple currencies
 * For reports outside organization put dollar signs on first number of column, not all the way down.
 * Lots of pound signs (indicating column is too narrow) are only for numbers, not for text.

HANDING IN HOMEWORK

 * everything in Excel or Word.
 * Make sure you save the exercises.
 * When using formulas, do 2 print-outs one with formulas shown.
 * So he can see you're not just printing data.

Class 2 Notes

 * gross profit in cost accounting = contribution margin
 * remember one line is for sub-totals
 * less you do on a spreadsheet the better off you are
 * don't assume operation is always 7 days a week or 12 months a year ... might be less
 * gross margin more imp than gross profit?
 * on any financial statement you should have the percentages ... to see a trend
 * businesses have a 5 year cycle ... only thing that changes is if you keep expanding or contracting divisions
 * accounting is recording a value to put on something to see what you are doing

Class 3 Notes

 * Page 135?
 * When you get a house ... only put 1 person's salary on there ... and have 6 months of cash b4 you do anything
 * With formulas always count the open & closed parentheses
 * do not use excel for general ledger
 * can't control it
 * can use Excel for analysis and reports
 * spreadsheet is to save your time and control
 * British accounting are reversed: credits 1st, debits 2nd

In-Class Work

 * pg ? Monthly Mortgage Payments
 * pg 134 >>IF Functions
 * pg 135 >>Price Management
 * When doing "if" statements, nice to have someone helping ... a la going into the woods with a buddy.
 * Certain retail stores price 100% above cost ... includes stuff like "theft" ... markup goes
 * story of JC Penny
 * pg 146
 * With formulas once solved, go back to think of the logic behind them otherwise it just doesn't make sense ... copying formulas.
 * pg 184
 * Important not to use "delete" when you're playing around with charts?
 * When you're making a chart, make sure you highlight all the rows.
 * when you make a chart, you should switch to a new sheet right away.
 * pg 185 ... wants #'s in the bars themselves and if you want lines say the actual %'s
 * pg 272
 * general ledger = summarization of transactions of a corporation or a company
 * journals have detail: sales journal, purchase journal, payroll, acct's payable, receivable, general ... always have debit and credit ... in general always have description so ppl can see what you've done
 * use straight line depreciation for internal books to help managers make better decisions
 * need to know how all the #'s relate ... otherwise you don't understand
 * everything in trial balance should be all formulas. do not bring #'s over.

Class 4 Notes
10 March 2011

In-Class Work

 * page 251 >>NPV Function
 * pg 272
 * For US currency only spreadsheets, don't need dollar sign. If you're going to consolidate foreign and domestic accounts, need the $ sign.
 * In trial balance, putting an extra blank column between debits and credits can be useful to clearly seperate the columns visually.
 * Try to cut down the amount of data you're entering, use more cell referencing.
 * In "Adjustments" adding "a", "b", "c" or whatever next to adjustments can be useful as footnotes to keep track of all of your work.
 * Balance sheet is for a particular day, profit and loss is a statement of operations for the period.
 * Idea in a spreadsheet is not to re-type.
 * In "Final Trial Balance" it should be all formulas.

title: User:Charles Jeffrey Danoff/ACC 164