text:
User talk:Pal.mahe

 Hello Pal.mahe, 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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title: User talk:Pal.mahe


text:
User:Moulton/Agnosimnesia

There is a kind of amnesia known as collective amnesia or cultural amnesia. The technical name for it is Agnosimnesia. It means that society at large has virtually forgotten some long lost cultural knowledge or wisdom.

The opposite of Agnosimnesia is Gnosimnesia — recovering or rediscovering long lost cultural knowledge or wisdom.

See also Mindfulness.

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

title: User:Moulton/Agnosimnesia


text:
User talk:Guilhermewwendt

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title: User talk:Guilhermewwendt


text: User:Cherurbino

title: User:Cherurbino


text:
User:JWSchmidt/vector.js

import_script("User:MichaelBillington/ircform.js"); import_script("User:Darklama/monobook.js");

title: User:JWSchmidt/vector.js


text:
User:Ascoboo

 * Part of the classic of Wutsje

title: User:Ascoboo


text:
User:Vanished user 565478

 * Hello, and welcome to my user site!
 * Hallo, und willkommen auf meiner Benutzerseite!
 * Saluton, kaj bonvenon al mia uzanto ejo!
 * ¡Hola, y bienvenidos a mi sitio de usuario!

Personal Information
The user currently resides in the Midwestern United States of America. He is an adolescent male currently attending Francis Tuttle Technology Center with deep interests in computers, science and technology, and medicine. He is a strict grammarian and frequently corrects poor prose on the various Wikis. He tries to hold Wiki projects up to a high standard of excellence, in an effort to encourage responsible and academic use. He is an ardent follower of all Wiki projects currently in progress, and contributes freely and often to all projects requiring assistance. He wishes to learn all major languages in the world. He talks exclusively in the third person. This user's optimal career path would be to study a dual major in college, preferably Computer Science and Biology, and then to go on to Medical school, and afterward to attain a residency in Neurosurgery.

Wikipedias

 * English Wikipedia
 * Deutsch Wikipedia
 * Esperanto Vikipedio
 * Espanõl Wikipedia

Other Wiki Projects

 * English Wikibooks
 * English Wikisource

title: User:Vanished user 565478


text:
User talk:Nicoborup

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title: User talk:Nicoborup


text:
User talk:JamesCrook

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title: User talk:JamesCrook


text:
User talk:Cherurbino

 Hello Cherurbino, 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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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! --Ottava Rima (talk) 19:05, 8 February 2011 (UTC)

title: User talk:Cherurbino


text:
File:Morphemetype.png

Licensing
for school project

title: File:Morphemetype.png


text:
User:EML5526.S11.Team3.risher/homework3

3.1
Repeat homework problem 2.9 w/ poly. basis functions $$ (x + k)^j, j = 1,2,...n $$

Choose k=1 to avoid $$ b_j(0) = 0 $$

3.2
FB, p. 37, problem 2.1

For the spring system given in Figure 2.16 on page 37,HH1488

A.) Number of elements and nodes

B.) Assemble the global stiffness and force matrix

C.) Partition the system and solve for the nodal displacements

D.) Compute the reaction forces

3.3
FB, p. 37, problem 2.3

Consider the truss structure given in Figure 2.18 on page 37. Nodes A and B are fixed. A force equal to 10N acts in the positive x-direction at node C. Coordinates of joints are given in meters. Young's modulus is $$E = 10^{11}$$ Pa and the cross-sectional area for all bars are $$ A = 2*10^{-2} m^{2}$$.

A.) Number the elements and nodes

B.) Assemble the global stiffness and force matrix

C.) Partition the system and solev for nodal displacements

D.) Computer the stresses and reactions

3.4
$$ \alpha = b_{i} \left[ a^{'}_{2} b^{'}_{j} + a_{2} b^{''}_{j} \right] $$

$$ \beta = b_{j} \left[ a^{'}_{2} b^{'}_{i} + a_{2} b^{''}_{i} \right] $$

Show $$ \alpha \ne \beta $$

Ex:

$$ \left. \begin{matrix} \begin{matrix} b_i(x) = cos(ix) \\ \end{matrix} \\ \begin{matrix} b_j(x) = cos(jx) \\ \end{matrix} \\ \end{matrix} \right\} i \ne j $$

3.5
FB, p. 37, problem 2.2

Show that the equivalent stiffness of a spring aligned in the x direction for the bar of thickness t with centered hole shown in Figure 2.17 on page 37 is:

$$ k = \frac{5Etab}{(a+b)l'} $$

where E is the Young's modulus and t is the width of the bar (Hint: subdivide the bar with a square hole into 3 elements).

3.6
FB, p. 38, problem 2.4

Given the three-bar structure subjected to the prescribed load at point C equal to $$ 10^{3} $$ N as shown in Figure 2.19 on page 38. The Young's modulus is $$ E = 10^{11} $$ Pa, the cross-sectional area of the bar BC is $$ 2*10^{-2} m^{2} $$ and that of BD and BF is $$ 10^{-2} m^{2} $$. Note that point D is free to move in the x-direction. Coordinates of the joints are given in meters.

A.) Construct the global stiffness matrix and load matrix

B.) Partition the matrices and solve for the unknown displacements at point B and displacement in the x-direction at point D

C.) Find the stresses in the three bars

D.) Find the reactions at the nodes C, D, and F

3.7
Do problem 3.1 with k = 0

3.8
FB, p. 72, problem 3.1

3.9
FB, p. 72, problem 3.3

3.10
FB, p. 72, problem 3.4

3.11
Do problem 2.9 with full Fourier basis {$$ 1, cosx, sinx, cos2x, sin2x,... $$}

$$ b_j (0) \ne 0 $$ for some j

Risher's WikiHome
Go to Risher's WikiHome

title: User:EML5526.S11.Team3.risher/homework3


text:
User talk:Calvin~enwikiversity

 Hello Calvin, 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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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! --Leutha 21:53, 8 February 2011 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:29, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:04, 19 April 2015 (UTC)

title: User talk:Calvin~enwikiversity


text:
User talk:Right meow

 Hello Right meow, 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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title: User talk:Right meow


text:
User talk:Mataluis

 Hello Mataluis, 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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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! --Leutha 21:54, 8 February 2011 (UTC)

title: User talk:Mataluis


text:
User talk:Gurvinder.muhar

 Hello Gurvinder.muhar, 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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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! --Leutha 21:54, 8 February 2011 (UTC)

title: User talk:Gurvinder.muhar


text:
User talk:Andrewgreene

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title: User talk:Andrewgreene


text:
User talk:Insurance01

 Hello Insurance01, 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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title: User talk:Insurance01


text:
Psycholinguistics/DownsSyndromeLanguage

Description
Down Syndrome was first described in 1866 by Langdon Down. By the early 1930’s it was recognized at a chromosomal abnormality and was one of the first conditions to be examined chromosomally using detailed analysis of human chromosomes. 98% of all people with Down’s syndrome have Trisomy 21, resulting from a meiotic nondisjuncture of the chromosome on the 21st pair. .The risk of having a child with Trisomy 21 increase with maternal age. Robertsonian Traslocation accounts for approximately 4% of peoples with Down’s syndrome. The occurs when part of chromosome 21 attaches to another chromosome (Martin et al., 2009). In this case the child would have 46 chromosomes which is the number typically developing children have but, unlike Trisomy 21 where the child would have 47. Maternal age does not increase the risk of Robertsonian Traslocation, however, it has a seemingly high rate of recurrence when a parent is a carrier of the translocation. Lastly, there is Mosaic Down Syndrome, which occurs when some cells include an extra copy of chromosome 21 (Martin et al., 2009). Mosacism only accounts for 2% of Down syndrome. In Mosaic Down Syndrome, the phenotype is similar to trisomy 21, but is typically milder and patients with this represent the more clinically severe cases. All combined, Down syndrome occurs in about 1 in 800 live births and can happen in any race( Thomson & Thompson, 2007). Patterson and Lott (2008) suggest that maternal age has been shown to increase the risk of Down’s syndrome, with exception to the $5 with Robertsonian Traslocation, and can be tested for prenatally using amniocentesis and chorionic villus sampling. Thompson & Thompson (2007) state that one defining feature of Down syndrome is mental retardation, along with dysmorphic features.

Physical Attributes and Cognitive Abilities
The expression of the extra chromosome on the 21st pair is evident on specific physical characteristics, especially of the face. An individual with Down syndrome typically has, a round face, a flattened skull, and extra fold of skin over the eyelids, which causes a significant slant and a protruding or oversized tongue (macrogolssia) (Santrock, 2010). Also, they usually have shorter limbs and only two joints in their baby finger along with a single transverse palmar crease in their palm. The feet show a wide gap in the first and second toes with a furrow extending proximally on the plantar surface. Also, the neck is typically short with loose skin over the nape and there are Brushfield spots around the iris. (Thompson & Thompson, 2007) Children with Down Syndrome have poor muscle tone and often health consequences. Gardiner et al., (2010) suggest that people with Down Syndrome have reduced brain volume, specifically in the frontal, temporal lobes and cerebellum. However it seems the parahippocamal gyrus, which play a role in the ability to learn new representations of environmental information, is larger (Kolb and Whishaw, 2009). Thompson (2007) states that the developmental delay in Down syndrome is not usually evident till after the first year, where when they are tested, their IQ is 30 to 60. LOOK AT DEVELOPMENT TEXTBOOK. FIND PICTURE

Language Development in children with Down's Syndrome compared to typically developing children
The main difference between typically-developing children and children with Down Syndrome, in terms of language development is the rate at which language develops. For example, what would normally take a typically-developing child 30 months to learn would take 12 years for a child with Down syndrome. Compared to typically-developing children where first words occur around 12 months, children with Down syndrome do not begin to speak until around 24 months. Gleason and Ratner (2009) state that on average a child with Down syndrome is 20 months behind typically-developing children by age three and more than 24 months behind by age 4.The areas of language development that children with Down syndrome lag behind in are, expressive syntactic development, grammatical comprehension, verbal working memory and unsupported narrative tasks (Gleason and Ratner, 2009). Although children with Down syndrome may be behind typically-developing children, they still do develop language and because of more life experience, compared to other children or adolescents with the same mental age, they do end up showing a strong receptive vocabulary (Gleason and Ratner, 2009).

Cleland et al. (2009) notes that individuals with Down syndrome have differences in their anatomy that make it difficult for them to produce the correct phonemes. Such differences include a smaller than average oral cavity, hypotonia of the muscles around the mouth, fusion of the lip muscles and extra lip musculature. This leads to a problem with articulation, especially with fricatives

Language Characteristics of Down's Syndrome
Estigarribia B., Klusek J., Martin G., Roberts J., (2009) Language characteristics of individuals with down syndrome. Top lang Disorders. Vol. 29 No. 2 pp. 112-132.Wolters Kluwer Health | Lippincott Williams & Wilkins

-poor expressive language,especially phonology and syntax

- categorical, medical model of language development

-cognitive–behavioralphenotype

-2/3 of children with DS also have hearing loss

-otitis media, more susceptible 96% Patterson and Lott (2008) hearing loss could hinder language development, especially comprehension of grammatical morphemes

-

Interventions
Articulation Disorders in Down’s Syndrome; Visual Leaning with Electropalatography Cleland, Timmins, Wood, Hardcastle & Wishart (2009)

title: Psycholinguistics/DownsSyndromeLanguage


text:
User talk:Michaelc~enwikiversity

 Hello Michaelc, 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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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! --Ottava Rima (talk) 02:09, 9 February 2011 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:43, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:15, 19 April 2015 (UTC)

title: User talk:Michaelc~enwikiversity


text:
User talk:Meduk

 Hello Meduk, 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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 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

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! --Ottava Rima (talk) 02:09, 9 February 2011 (UTC)

title: User talk:Meduk


text:
User:Imageofreality

Typically, trying to define something can lead to endless philosophical speculation of ever increasing complexity with no guarantee that the speculation is approaching an accurate description of the thing that is supposedly defined. Bertrand Russell said (in one of his books) to the effect that the philosophy espoused in that particular book was not useful on a day to day level. That means, it does not work...and does not really describe reality...since reality also contains the day to day activities to which Russell admitted his work did not explain.

Any perceived object can contain an infinite amount of information..since it can be regarded from infinite perspectives and it could be regarded as containing an infinite number of parts...the nature of which could be endlessly described...and the different descriptions could be endlessly compared and argued over.

Anything can generate an endless stream of information which can appear as meaningless static or be shaped into an idea of an object or thing by an observer. Out of an infinite sea of information apparently finite things appear in the mind of the observer...walking on a path that has the infinite chaos of the unknown on one side and the apparent solidity of the known on the other.

Defining things in terms of other definitions is endlessly recursive and generates noise. The meaning or definition of something is always going to be a personal interpretation, open to dispute by observers seeking to promote their view of the definition. The definition of something is the thing itself, not a description of it.

Things exist within the perception of the observer. The substance of the perception is a combination of the observer and the object of thought. The connection is the knowing of something. The perception can generate infinite complexity if the nature of separation is considered and recursive processes entered into. Infinite simplicity...the identification of what exists...the knowing of all things...the integral connection between them...the maintainer of all systems...contains the possibility for apparent separation and consequent unknowns, but is of the nature of infinite knowing and connection. This is verifiable through analysis of what knowing is by any node or entity that can conceive of the question.

The nature of ourselves is what defines the things around us in our minds. To summarise information requires that the nature of information is known.Imageofreality 04:05, 9 February 2011 (UTC)

title: User:Imageofreality


text:
User talk:Imageofreality

 Hello Imageofreality, 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.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

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! --Ottava Rima (talk) 04:35, 9 February 2011 (UTC)

Hi
I saw your question on the Colloquium talk page. First point: it is quite helpful if you can finish a posting with four tildes ( ~ ) as this automatically generates a signature and date stamp. Second as regards your question, at the top of the page you will find a series of tabs: It is here that the talk pages are linked to the resource pages. Click the tab and you're there. One of the interesting features of wikiversity is that it does not use a hierachical filing system. users link pages together in a variety of ways. If there is a category page at the bottom of the article you can click on this to see other items so categorised. I agree, I think it would be useful to have more facilities for those just starting out using a wiki like wikiversity.Leutha 12:36, 9 February 2011 (UTC)
 * Hi. Thanks for your reply. I forgot the tildes. I get the bit about if you are on a talk page you can find the article or resource from there..that was what I was trying to say in the colloquium. The difficulty I had was with finding the resource in the first place ( I came across it by chance )- the point I was trying to make was that I could only find the resource again by finding my own contribution to its talk page. If I had not made a contribution I would not have been able to find it again. If the position of the resource was shown in the context of the site using the "folder a/folder b/ etc/ what you are looking at is here" method which websites usually use, then one would at least have a visual cue as to find the resource again. This method is universally used within computers, the internet, and dusty old filing cabinets in things called libraries because it works. If it exists at wikiversity, it is not clear from the menu on the left. As for users linking pages together in a variety of ways...that sounds a bit random. If information is to be communicated then any potential barriers should be removed whether its exclusive jargon or arcane modes of site navigation. My first impression as a visitor here was that navigation is non-intuitive..starting with the menu on the left. I am concerned that many websites become ghettoised, populated by citizens who devise their own language and modes of operation that act as a barrier to those unfamiliar with the site. Wikipedia and maybe wikiversity have a bizarre amount of techno babble and jargon foisted on anyone using them..which is great for the experts but a clear path for the novice should remain.Imageofreality 15:15, 9 February 2011 (UTC)

 * I agree, navigation and finding things are non-intuitive. I agree that linking pages together in a variety of ways sounds random. I too am concerned by the barrier to entry for people unfamiliar with the site. Do you have any suggestions how we might address these problems? -- dark lama  15:59, 9 February 2011 (UTC)

 * Off the top of my head...what about a library model? A list of subjects sub-divided as necessary. In UK libraries (probably world wide also) each subject has a number. A menu could be presented that lists all the subjects on the left, each subject could be expanded to show its sub-divisions. The current menu giving options such as "Main Page, Browse, Recent Changes" etc is not much help...if I were to walk into a university to immediately acquire specific information in its library I would not want to have to go through a guided tour or read brochures first. When a resource is submitted to wikiversity the author or editors could classify it. It could be tagged with relevant data such as its educational level also ( I presume articles already are ) so any subject could be broken down further to a particular level or grade.

 * Wikipedia and its offspring (?) Wikiversity seem to have acquired some etymological tics as a result of being based in the world of IT. On first glance it is not even clear what a talk page is about...sure it soon becomes apparent that it is a parallel wiki-verse to discuss the article it is attached to...but why not give things a descriptive name that make it clear what they are? "Talk" is an abrupt-non-sequiteur given that talk pages are not supposed to be any old chit chat. Are there any more overheads in calling talk pages "comment on this article" for instance..or an even more relevant title.

 * Back to the menu..things like "Community, Portal" etc etc again feel like heading into the long grass when it comes to finding an article. A "you are here" link at the top of each page showing the position of the page within the site would also help.

 * The current system obviously could still be used, but a simple direct and efficient index a described could be superimposed on top.

 * Any kind of index needs to work without any instruction on its functioning, otherwise it is likely the instructions will need their own menu and so on.

 * Perhaps a system of bookmarks within Wikiversity would be helpful? I don't know how hard that would be to do in practice..it may already exist. I would always suggest to website designers that they get someone who is not that acquainted with computers to use their site, and take notes while the user stumbles and falls at every hurdle...rather than follow exsting modes of design rooted in specialist interest.Imageofreality 16:54, 9 February 2011 (UTC)

 * You can find resources listed by subject and subdivided at Browse, if you didn't already know. I agree that whatever index is used should ideally work efficiently without any need for instructions on its functioning. I recognize the importance of getting feedback from users. I was actually hoping you were maybe one of those users that had stumbled and fell at every hurdle that could provide Wikiversity with notes on their experiences. I would also love to hear what experiences website designers and developers have gained from building websites aimed at a global audience, and what they have learned does and does not work when it comes to indexing works for a global audience to find. -- dark lama  19:14, 9 February 2011 (UTC)

 * I'm new to Wikiversity and did indeed stumble at the first hurdle. I since managed to find the page I was looking for using the search box..which hadn't worked for me before..so it's probably fair to say that the error is mine and I wasn't trying hard enough.. I guess the modern indexing method is the search engine....for a technical site like Wikiversity it may be even more useful that the search engine can suggest searches if the user either miss-spells or has a near miss by using a word or phrase related to the one in the searched for document..like Google does. Imageofreality 01:35, 11 February 2011 (UTC)

 * I must admit I have always found hierarchical categorisation problematic. I try and use navigation bars, such as here and here. These take a bit of time to get the hang of, but I learnt through cutting and pasting from pages I thought were groovy. Portals can be effective if people spend the time on them. What topics are you looking for?Leutha 22:52, 9 February 2011 (UTC)

 * I consider indexing, classifying, categorizing, and organizing works when the audience is global to be an interesting problem. I have been tempted to gather various essays I have found on the Internet together for analysis at Wikiversity. -- dark lama  15:04, 10 February 2011 (UTC)

 * Re: Leutha's comment-I take your point about taking time to use a portal. I was not sure what subject heading the page I had been looking under fell under and had hit a couple of blind alleys, and the search box hadn't worked for me. As I mentioned in reply to Darklama above, the mistake was probably mine...though a better search engine might help compensate for similar user error. I had been looking for a page about the relationship between chemistry and consciousness. Thanks for your replies.Imageofreality 01:54, 11 February 2011 (UTC)

The realness of information
The writing on your user page is interesting to me in that I have been hung up on an idea that information is reality since I read some odd language from a cosmologist in an old Scientific American. He said that "information is lost at the edges of black holes." I cannot possibly imagine what that means; I would think that matter becomes unrecognizable as it becomes altered by super-real gravity. But it has stuck with me as a relationship between matter and understanding.

The truth is that information is particles and that knowledge constructed from these particles is very close to reality. Further, particles are actually points of energy that live by laws that scale upward to define life, which, for us humans is creation's greatest achievement, with our humanness as life's greatest achievement.

The information the determines what holds together particulate structure is the composition, and hence definition, of the particles themselves (which is energy) just as the information that determines how life is structured--DNA--is a representation of life, and just as with particulate structure, the loss of this information is the dissolution of life's function (which is also energy).

As a consistent result of evolution (humanity is also found in animals along different evolutionary branches) our thoughts are functionally points of energy interacting intelligently in fields using emotional waves that are ultimately governed by the same laws that determine particle interaction (Lewin).--JohnBessatalk 04:51, 10 February 2011 (UTC)

title: User talk:Imageofreality


title: File:Fe1.s11.team5.HW3.fig3.5.1.jpg


title: File:Fe1.s11.team5.HW3.fig3.5.2.jpg


title: File:Fe1.s11.team5.HW3.Fig3.5.3.jpg


text:
User:Pearwa i

Hello! My name is Pearwa, and I'm TIM student. My ID is 5280498. Nice to meet you ^^"

title: User:Pearwa i


text:
User:Tarnny

GOOD DAY! My name is tarn. My id is 5280889. I'm a TIM student.

Homework#4:Mobil Specs'''

We have chose to compare Iphone4, Blackberry torch 9800, and iPad as they are common  in term of touch screen. After comparing the spec of the three, we have decided that iPhone 4 is the best out of all. iPhone seems to be the best because it got the most appropriate size; meaning that, the size is not too big as iPad, and its is larger than blackberry torch and at the same time, has lower weight. The second reason that we chose iPhone 4 is because the battery; which is is a necessary aspect of a smart phone. The battery usage of iPhone4  last longer than the other two; for example, talk time on iPhone for 2G is 14 hours but for blackberry is only 5h 40. Even though the battery time of iPhone is similar to iPad, we did not choose iPad because it’s unable to use as a telephone to communicate. However, there are few other aspects that blackberry torch 9800 and iPad are better than iPhone, such as camera, memory, resolution, etc., but we chose iPhone because it is better in the necessary term.

Group members:

weerisa suksuratchai 5280475

pearwa iamsa-ard 5280498

chuanpit singthotong 5280889

title: User:Tarnny


text: User:Shivan~enwikiversity

title: User:Shivan~enwikiversity


text:
Survey research and design in psychology/Tutorials/Psychometrics

Contents

 * 1) Lab report overview
 * 2) General steps
 * 3) Exploratory factor analysis
 * 4) Internal consistency
 * 5) Composite scores
 * 6) Sample write-ups

Recordings

 * 1) Virtual tutorial recording, 2018
 * 2) Screencasts


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


text:
Survey research and design in psychology/Web resources

This unit makes use of two main websites: and Wikiversity.

UCLearn

 * 1) UC's official learning management system and main page for the unit.
 * 2) Unit-specific information such as Announcements, Discussion, Grades, Assignments and Links out to other resources.

Wikiversity
Wikiversity

 * 1) Sister project of Wikipedia, for hosting open educational resources.
 * 2) Generic teaching and learning materials which have a broader audience.

Other
Other websites which the unit makes use of include:

 * 1) eReserve - for electronic access to copyright-restricted articles and book chapters
 * 2) Slideshare - for hosting and rendering presentation slides
 * 3) Youtube - for screencasts


text:
Survey research and design in psychology/Tutorials/Drop-in

Drop-in tutorials

 * 1) Drop-in tutorials provide individualised and small-group academic support from the unit convener.
 * 2) They are optional.
 * 3) They are not repeat or replacement tutorials.
 * 4) You can work independently during this time and/or consult about any aspect of the unit (e.g., bring questions, problems, examples etc. and receive additional tutoring and support).
 * 5) Participants generally get a lot more done during a drop-in tutorial than during an equivalent period of time working alone.

 * Schedule
 * 1) Face-to-face in 12B16 (the Psychology Computer Lab)
 * 2) Wed 09:00 to 09:30 (Weeks 1 to 6 and 9 to 10)
 * 3) Wed 11:30 to 12:00 (Weeks 1 to 6 and 9 to 10)
 * 4) Wed 14:30 to 15:00 (Weeks 1 to 6 and 9 to 10)
 * 5) Wed 16:30 to 17:00 (Weeks 1, 3, 5, 9)
 * 6) Wed 09:00 to 17:00 (Week 12)
 * 7) Virtual:
 * 8) Wed 17:30 to 18:00 (Weeks 2, 4, 6, 10)
 * 9) Wed 20:00 to 20:30 (Weeks 2, 4, 6, 10)
 * 10) Wed 17:30 to 20:30 (Week 12)
 * 11) By appointment: Email the unit convener.


text:
User:Jacklover1

 * I`m happy to be at Wikiversity

title: User:Jacklover1


title: File:Nm1.s11.team1.HW3.p1.fig1.svg


text:
User:Inhol24/Fishman & Garcia (2010)

Om texten nedan
Den text som är publicerad nedan är skriven som en personlig läslogg av en text som ingår i forskarutbildningskursen KOIIA I på Örebro universitet. Den är en slags sammanfattning och ska inte betraktas som något annat än som just läslogg. Mer information om det sammanhang texten är skriven i hittar man om man klickar på mitt namn ovan.

Fishman, Joshua & García, Ofelia, ed. (2010): Handbook of language and ethnic identity. Disciplinary and regional perspectives, Volume 1, Second edition

Boken inleds med ett kapitel kring “Foundations”:

“Sociolinguistics: Language and Ethnic Identity in Context” av Joshua A Fishman
Man kan se på det fält som intresserar sig för minoritetsstudier ur ett sociolingvistiskt perspektiv, menar Fishman inledningsvis, men påpekar också att sociolingvistik i sig själv också kan undersökas ur detta perspektiv. Han hävdar att sociolingvistik hjälper oss att bättre uppskatta världen vi lever i och den ökande makten hos språk, mycket mer än den hjälper oss att kontrollera denna värld (s. xxxiv). I sitt inledande kapitel sätter han in språk och etnisk identitet i en sociolingvistisk kontext. Fishman lutar sig mot Johann Gottfried Herder (1744-1803) och Benjamin Lee Whorf (1897-1943), som han menar att är 2000-talets begreppsmässiga stöd för sociolingvistiken, trots att de levde och verkade långt tidigare. Herder avvisade t.ex. kraftfullt den kritik som fördes fram om att de som var lojala mot sina folkspråk hyllade en föråldrad och oföränderlig värld, som var omodern i en ständig förändring och modernisering av den internationella verkligheten. Han hävdade att illojalitet mot familjen, språket och traditionen, liksom en ”falsk modernisering”, skulle leda till en värld som ständigt skulle åderlåtas och där de starka skulle svälja de svaga (s. xxxi). Från Herder går det en filosofisk tråd till Whorf som förenar dem båda, menar Fishman vidare. Det är enligt honom tack vare Whorf som vi alla idag är sociolingvister.

Språk

Om vi tittar på termen ”språk”, så menar Fishman att den omfattar varierande typer, eller ”varieteter” av socialt länkade mänskliga koder, likväl som de attityder, uppträdanden, funktioner och användningskonventioner som är kännetecknande för var och en av dem (s. xxiii f). De vanligaste språkvarieteterna inkluderar fyra kännetecken menar Fishman vidare. Dessa fyra kännetecken är beskrivs på s xxiv :

 * 1) Standardisering, som syftar på den auktoritativa, interna ”icke-informationen” i språket som går genom alla utbildade medlemmar i talgemenskapen. Standardisering kan sägas vara slutprodukten av behovet att man ska ha t.ex. en enhetlig stavning och överenskommelser om grammatik, skiljetecken uttalssystem.
 * 2) Självständighet (autonomi), som hänvisar till den interna inom-gruppsliga utvärderingen av varieteter med avseende på deras” icke-information” och den externa bedömningen av samma varieteter med avseende på konsekvenserna av denna typ av information.
 * 3) Historicitet, som handlar om uppfattningen om att varieteten har en lång och framstående historia.
 * 4) Vitalitet, som hänvisar till övertygelsen att varieteten har ett stort antal talare, läsare, skrivare och människor som förstår den.

Fishman varnar dock för att alla varieteter kan bli ideologiskt/politiskt belastade. Man kan också koppla sådana språkvarieteter som kreolska språk och pidginspråk till etnicitet och alla varieteter kan också stiga eller falla i prestige eller funktionell status (s. xxv).

Etnicitet

Fishman menar att termen ”etnicitet” har en mycket polysemisk och ofta mindre känd funktionell roll i engelska språket och bara kan förklaras genom att man ställer vissa mänskliga kollektiv mot vissa andra (s. xxv). Traditionellt sett så omges termen av både positiva och negativa halvskuggor, men om man beaktar det faktum att nästan alla amerikanska collegen idag erbjuder etniska studier på olika institutioner så kan man förmoda att termen är på väg att genomgå en slags återhämtning och etableras på nytt.

Fram tills mitten av 1930-talet var det fullt tillåtet att försöka skilja mellan t.ex. spansk-amerikaner och grek-amerikaner genom att människor själva fick svara på frågor kring vilken ras man tillhörde. Dessa uppgifter samlades sedan in och sammanställdes till statistik. Men i slutet av decenniet kunde man inte längre lita på frågorna och de svar man fick in, mycket beroende på att nazismen vann mark och där man gjorde inomeuropeiska skillnader mellan folk. På så sätt blev en till synes neutral fråga i princip helt omöjlig för människor att svara på förklarar Fishman. Fortfarande idag är dock etnicitet en folkräkningsfråga och då den har den största andelen mätfel så kommer man under en överskådlig framtid att fortsätta försöka förbättra tillförlitligheten kring de frågor människor svarar på (s. xxvii).

Identitet

Precis som språk och etnicitet är högst kontextuella så är identitet det också. Fishman menar att identitet till och med kan vara den mest kontextuella termen av de tre. Detta beror främst på att den påverkas så mycket av olika omständigheter och motsättningar som spelar på den, ändrar den, och skapar eller återskapar den (s. xxviii).

Etnisk identitet är en slags identitet som både individer och kollektiv kan visa och vara medvetna om menar Fishman.

Finns det då något som kan sägas vara en ”sann identitet”? Fishman hävdar att det är ett mycket partiskt och egennyttigt begrepp utifrån olika perspektiv, som i sig själv är en produkt av ett begränsat och självcentrerat verklighetsperspektiv. En del hävdar att det bara finns situationellt och kontextuellt mer effektiva identiteter och mer eller mindre framträdande identiteter men inte någon ”sann identitet”. Identitet och medvetenhet är inte jämnt fördelade över sammanhängande och samtida samhällen. De kan vara komplexa eller enkla och även om man i en viss tidpunkt inte är medveten om dem så kan de kan innehålla komponenter som kan resas i medvetandet, antingen frivilligt eller ofrivilligt (s. xxix).

Chapter 6: “Linguistic and Ethnographic Fieldwork” av Nanyc C. Dorian
I detta kapitel presenterar Dorian länken mellan språk och etnicitet, både ur idealt och verkligt perspektiv. Hon ger några konkreta exempel på etnografiska studier kring några språk och tar upp dilemman, möjliga källor och framtidsutsikter.

Vad kan vara mer okomplicerat än en människa och hennes språk? Så inleder Dorian sin text men visar sedan att det faktiskt inte alls är så okomplicerat som man kan tro. Det är sällan som det är så okomplicerat i verkligheten, utan det är snarare tvärtom så, att även det idealistiska fältarbetet är fullt av möjliga problem.

Om vi tänker oss att en forskare ska göra ett fältarbete utifrån ett intresse kring språk och etnicitet så skulle det enklaste och mest ideala vara att det fanns en speciell plats där en särskild sorts människor levde och på denna speciella plats, så skulle de tala ett särskilt språk. I verkligheten är det dock mycket svårt att hitta sådana ”rena” och speciella miljöer. Ett exempel på detta menar Dorian att är att de flesta av världens språk inte är begränsade till egna områden. I världen räknar man med att det finns ungefär två hundra länder, men antalet språk beräknas vara uppemot sex-sju tusen. Detta innebär att de flesta språk i världen talas i länder/på platser där något annat språk är officiellt erkänt och gynnat framför lokala språk.

Dorian menar att människor, vars språk inte är officiellt erkänt, kan vara väldigt klara över sin identitet och måna om att bibehålla den. Därför kan de vara mindre villiga att dela med sig av någon kunskap om sig själva och sitt språk. Ju mer underordnade och kuvade de upplever sig vara, desto mer beslutna kan de vara att behålla för sig själva vad som är kvar i deras egen kultur, inklusive sitt språk (s 90). Detta kan medföra problem för t.ex. etnografiska forskare.

Dorian ger exempel på några fall där forskare mött fältet och uppnått lyckade respektive misslyckade resultat; Garo i Indien, Ugong i Thailand, Cayuga i Oklahoma, Nordamerika och Elmolo i Kenya.

Längre fram i texten diskuterar Dorian moderna förutsättningar för och hot mot små språks livskraft och överlevnad. Något som är svårt är att lokala politiska system sätts under press av staten för att t.ex. skicka unga män för tjänstgöring inom militären långt hemifrån. Även skolgång kan utgöra en fara för de små språken om skolorna är statligt sponsrade, eftersom man då främst lär ut det officiella språket. Fältarbetare som vill studera t.ex. ett lokalt språk och som ser fram emot att lära sig ett mindre välkänt språk och lära sig om det traditionella livet i en by kan upptäcka att befolkningen inte längre lever i en enspråkig miljö med traditionella metoder, utan i en tvåspråkig sådan där man hellre köper konserverad mat utifrån än lagar den på traditionellt sätt med lokala grödor.

Hursomhelst – idag kan vi uppleva en känsla av brådska på grund av att så många språk tenderar att försvinna, menar Dorian. Hon menar att talare och forskare möter en drastisk förlust av historia och kunskap då små och strikt lokala språk går förlorade. Många gånger kan det tyvärr vara så att forskaren på fältet möter informationen att den sista talaren av språket precis har dött. Självklart är det så att man kan göra lyckade översättningar, men översättningar kan aldrig förväntas täcka exakt samma sak som de ursprungligen täckte på sitt originalspråk menar hon.

De språk som är kända som ”isolater” anses vanligtvis vara de mest viktiga att studera och bevara menar Dorian. Isolater är språk som inte har några kända släktingar (eller i alla fall inga andra överlevande språk) som utvecklats från deras ursprungliga talade form. Isolater representerar därmed en hel lingvistisk familj i och av sig själva. Det finns alltså ett stort intresse för att studera isolater och tidigare var det ofta ensamma forskare som genomförde fältarbeten, men på sista tiden har detta övergått till att istället ofta utgöras av team av forskare. Fördelen med att man istället för enskilt arbetar i team är att forskare kan vara olika bra på olika saker och därmed kompletterar varandra. Men det finns ett evigt etiskt dilemma i fältarbeten: det faktum att forskaren introducerar en slags störning genom att föra med sig utomstående influenser till isolatens miljö – och ett team av forskare mångdubblar dessa effekter.

Chapter 7: “Mapping Linguistic Diversity in Multicultural Contexts: Demolinguistic Perspectives” av Guus Extra
Vid skrivandet av denna läslogg fastnade jag redan i första meningen, eftersom det slog mig att jag inte hade någon term på svenska för att översätta ”demolinguistics” med. Jag gjorde en sökning på Internet för att se om det fanns något etablerat begrepp men jag hittade inget. Kanhända en språkforskare kan tipsa mig om en lämplig översättning av termen, men tills vidare väljer jag att använda mig av ”demolingvistik” eftersom det hjälper mig att hålla fokus på vad texten handlar om. Extra börjar själv med att förklara att termen ”demolinguistics” myntats av demografer i Quebec under 1970-talet och att det under de senaste decennierna förekommit internationella korsningar av demografi och lingvistik. I nyare forskning har man kallat det för ”linguistic landscaping”.

I detta kapitel vill Extra erbjuda tvär-nationella ”demolingvistiska” perspektiv på språk som är annat än ”nationella” språk. Geolingvistisk och ”demolingvistisk” forskning kännetecknas av att de använder sig av ett empiriskt tillvägagångssätt som hyser ett starkt intresse för stora samlingar data och som vill visa resultaten i form av tabeller och språkkartor. Extra visar med hjälp av en tabell (s. 108) hur etnografisk forskning och demo/geolingvistisk forskning förhåller sig till varandra. Då det gäller forskningsmetoder menar han att etnografisk forskning kännetecknas av att vara induktiv, kvalitativ och att den använder sig av deltagande observationer medan demo/geolingvistisk forskning istället är deduktiv och kvantitativ, och håller distans mellan forskaren och informanterna. Då det gäller data så är det vanligaste att man i etnografisk forskning använder sig av observerade data i multipla kontexter och intervjuer som är öppna och djupa medan demo/geolingvistisk forskning stället använder sig av rapporterade data i ensamma kontexter och utvalda uppsättningar frågor i enkäter som är utformade i förväg. I etnografisk forskning gör man dessutom gärna fallstudier med ensamma eller ett fåtal informanter medan man i demo/geolingvistisk forskning genomför storskaliga studier med många informanter.

Extra menar att ”demolingvistik” på flera olika sätt kan hjälpa till då man analyserar frågor om språk och etnicitet. Till exempel kan storskaliga språkdata erbjuda viktig information om både spridningen av och livskraften hos språk som en kärna i etniska identiteters värde för olika grupper i flerspråkiga samhällen. Språkdata kan också korsas med andra typer av data, på både individ- och gruppnivå, såsom utbildning, kön och ålder.

I sitt kapitel vill Extra jämföra den kunskap som finns i Europa kring kartläggning av den språkliga mångfalden i olika mångkulturella sammanhang, med initiativ som tagits i andra delar av värden. Han visar sedan i texten hur dels några engelsktalande länder, som Australien, Canada, Sydafrika och USA använt sig av frågor kring språk och etnicitet i folkräkningen och sedan hur man gjort i några europeiska länder. Extra diskuterar också kring att det inte finns något enkelt sätt att lösa identifikationsproblem och att frågor om etnicitet, härkomst och/eller ras har varit bevisat problematiska i alla länder.

Avslutningsvis menar Extra att han i sitt kapitel har diskuterat begrepp, mönster, metoder och databaser för att kartlägga lingvistisk mångfald i multikulturella kontexter. Då det handlat om databaser har han gjort en skillnad mellan folkräkningsdata, registerdata och enkätdata.

Chapter 8: ”Borders” av Tope Omoniyi
Omoniyis text handlar om gränser – eller egentligen mer om gränsland, som jag tolkar honom. Han skriver att han skiljer mellan ”boundaries”, som han menar att är fysiska eller begreppsmässiga avgränsningar mellan två enheter, vilka kan uttryckas i relation till individuella nationer antingen som oberoende enheter eller som en skiljelinje som separerar sådana enheter, och ”borders” eller ”borderlands” som hänvisar till kulturella platser eller gemenskaper som utvecklas kring gränser. I min läslogg översätter jag eventuell förekomst av ”boundaries” till ”gränslinjer”, ”borders” till ”gränser” och ”borderlands” till ”gränsland”. Översättningarna kan säkerligen diskuteras och jag välkomnar förslag på alternativ.

Förverkligande av begreppet gräns kan ske både abstrakt och fysiskt och är på intressanta sätt sammanlänkat med inom-gruppsliga och utom-gruppsliga identiteter, liksom av de nyanser som produceras diskursivt menar Omoniyi.

Omoniyi använder sig av Momoh´s tre typer av gränsländer: maximala, minimala och zero-gränsländer. De maximala gränsländerna kännetecknas av kulturell och lingvistisk samhörighet över gränslinjer medan minimala gränsländer istället kännetecknas av avsaknaden av kulturell eller etnisk samhörighet inom en diameter om två till fem kilometer. I zero-gränsländer separeras samhällen som är ideologiskt motsatta och benägna till friktion och spänning genom gränslinjer som ofta utgörs av fysiska barrikader, som t.ex. i Nord- och Sydkorea.

I sin text ställer sig Omoniyi frågan vad gränser för med sig då det handlar om hur vi föreställer oss etnicitet och hur etnicitet påverkar vår syn på gränser. Han menar att folkgrupper som sträcker sig över internationella gränslinjer uppfattar gränslandet annorlunda än folkgrupper som befinner sig inom samma gränslinjer.

Nationalitet länkar människor till ett hemland, som en slags identitetsmarkör. Nationalitet är vad som står på resedokument som t.ex. pass, vilka människor måste ha med sig då de passerar internationella gränslinjer skriver Omoniyi. I maximala gränsland kan invånare välja sin nationalitet utifrån rådande omständigheter men ibland är populationen offer för den nationella språkpolitik som råder på deras sida om gränsen, så att de måste lära sig t.ex. engelska eller franska. Omoniyi vill poängtera att det inte alltid är lätt att prata om identiteter i relation till gränsländer i termer av ensamma variabler som t.ex. nationalitet, etnicitet, språk osv.

Som avslutning på sin text drar Omoniyi några generella slutsatser kring relationen mellan språk, etnicitet och identitet å ena sidan och gränser å den andra:
 * 1) Relationen kan variera beroende på en klyftas karaktär, t.ex. så som Momoh gör mellan maximala, minimala och zero-gränsland där minimala och maximala gränsländer betonar etniska identiteter.
 * 2) Invånare i gränsländer möter språkfrågor som motiverar till val och planering på individnivå eller statlig nivå.
 * 3) Medan samarbete i form av handel och sämja har möjlighet att underlätta gränsländers interaktion, och möjligen till att omskapa minimala gränsländer till maximala gränsländer, så har konflikter motsatt effekt.

Conclusion: ”Languaging and ethnifying” av Ofelia García
Detta kapitel fungerar som en sammanfattning och börjar med att sammanställa hur språk och etnisk identitet har utvecklats genom historien. García presenterar också begreppen ”languaging” och ”ethnifying” utifrån bokens alla kapitel. Det är svårt att hitta bra termer på svenska som fångar innebörden av dessa begrepp, men ”languaging” kan ganska enkelt översättas till den nu allt mer vanligt förekommande svenska termen ”språkande” medan det är mycket svårare att hitta en svensk översättning för ”ethnifying”. I denna läslogg har jag tillfälligt och förenklat valt att använda mig av ”etnifierande”.

Om vi väljer att använda oss av verb istället för substantiv då vi namnger språk och etnicitet kan vi lägga fokus på att det är människor, både individer och grupper, som använder sig av diskursiva och etniska praktiker för att uttrycka vad de vill vara menar García. Hon menar att det är just förmågan ”att språka” och ”att etnifiera” som är de mest viktiga uttrycken för den roll vi har som mänskliga varelser, för det är det som ger livet mening. Identifierande sker helt enkelt genom språkande och ”etnifierande” menar Gacía (s. 519).

Språkande hänvisar till människans diskursiva praktiker medan ”etnifierande” pekar på handlingen att tillkännage och påtala uppmärksamhet för en identitet. Detta sker genom ett utpekande av vissa etniska praktiker, inklusive språkande.

García presenterar tre huvudteman som hon menar att har framkommit i de olika texterna i boken:
 * Språkande och ”etnifierande” är möjliga att hantera, genomföra/utföra och föreställa sig och är dessutom viktiga.
 * Språkande och ”etnifierande” påverkas av globaliseringen men också av det lokala.
 * Språkande och ”etnifierande” kan störas eller stödas av utbildning.

title: User:Inhol24/Fishman & Garcia (2010)


text:
User talk:Samamathews

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title: User talk:Samamathews


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User talk:Tarnny

 Hello Tarnny, 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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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! --Ottava Rima (talk) 16:34, 9 February 2011 (UTC)

Computer Spec
Processor Intel Core i7 Processor Speed 2.8 GHz Amt RAM 6144 MB Max RAM (MB) 8192 MB Hard Disk (GB) 1000 GB Model Graphic ATI Radeon HD 5850 Operating System Windows 7 Home Premium 64-bit

Homework#4:Mobil Specs

We have chose to compare Iphone4, Blackberry torch 9800, and iPad as they are common  in term of touch screen. After comparing the spec of the three, we have decided that iPhone 4 is the best out of all. iPhone seems to be the best because it got the most appropriate size; meaning that, the size is not too big as iPad, and its is larger than blackberry torch and at the same time, has lower weight. The second reason that we chose iPhone 4 is because the battery; which is is a necessary aspect of a smart phone. The battery usage of iPhone4  last longer than the other two; for example, talk time on iPhone for 2G is 14 hours but for blackberry is only 5h 40. Even though the battery time of iPhone is similar to iPad, we did not choose iPad because it’s unable to use as a telephone to communicate. However, there are few other aspects that blackberry torch 9800 and iPad are better than iPhone, such as camera, memory, resolution, etc., but we chose iPhone because it is better in the necessary term.

Group members:

weerisa suksuratchai 5280475

pearwa iamsa-ard 5280498

chuanpit singthotong 5280889

File:Tarnny.jpg
Hi! I noticed that you uploaded the file File:Tarnny.jpg, and that you're using it on your userpage. It looks very good - I rather like the snowman. :) However, when you uploaded it you didn't include a license. I was wondering if you still wished to use the image, in which case you'll need to add a license to the image's description page. Information on licensing is available from License tags. - Bilby 03:18, 7 October 2011 (UTC)

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User talk:Ricmel

 Hello Ricmel, 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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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! --Ottava Rima (talk) 16:34, 9 February 2011 (UTC)

title: User talk:Ricmel


text:
E-participation in the EuroDIG/Questionnaire/Remote participant

Welcome,
 * this is a questionnaire to evaluate the remote participation activities during EURODIG.

 * 1) What is your name?
 * 2) How old are you?
 * 3) What is your education?
 * 4) What is your nationality?
 * 5) What is your current occupation?
 * 6) Have you participated in Internet Governance meetings other than the EURODIG? In what years? Was it remote participation?
 * 7) Now I will ask you some questions about each year of the EURODIG [for YEAR in 2008, 2009, 2010]:
 * 8) Tell me what was your involvement in EURODIG [YEAR]?
 * 9) * remote participant (where?)
 * 10) * remote hub organizer (where?)
 * 11) * present in the event
 * 12) * did not take part
 * 13) Was your occupation related or central to your participation in EURODIG?
 * 14) Were you representing or tied to an institution? Which one?
 * 15) What were your motivations for participating that year? Did they change from previous times?
 * 16) [if remote] In that year, from what country did you participate remotely?
 * 17) Regarding that country, can you tell which stakeholders (corporations, both for-profit and not; universities; government agencies; social movements; etc.) do you consider most important to Internet Governance issues there?
 * 18) Can you tell whether those stakeholders were represented in the remote hub? Which ones?
 * 19) Can you tell whether those stakeholders were present in the EuroDIG's main location? Which ones?
 * 20) What about international stakeholders, were they represented in the hub? Which ones?
 * 21) Which regional stakeholders had strong ties to international ones? Could you describe those connections?
 * 22) Was the hub in contact with other hubs directly? How so?
 * 23) How many people do you remember being present at the hub?
 * 24) Regarding the EuroDIG's sessions you attended through the remote hub, did you find that:
 * 25) * you could participate, on the same level as an in place participant
 * 26) * you could participate, but your voice was not as effective
 * 27) * you were able to get information, but not actually participate in discussions
 * 28) * you felt you could not grasp what was going on, let alone participate
 * 29) Being present at the EuroDIG also lets one take part in informal conversations with international peers. Did you feel there was anything like that in the remote hub experience? Do you feel that improving that would be beneficial to the hubs? Why?
 * 30) Did you find it difficult to attend all the sessions you were interested in? Why?
 * 31) What would you say are the main goals of remote hubs?
 * 32) Is improving the level of participation in sessions through remote hubs necessary for them to fulfill their goal?
 * 33) Would you agree that, ideally, participation through remote hubs should be as effective as in person? Or do you consider remote hubs just a secondary instrument to the main event? Can the EuroDIG be made sufficiently participative and inclusive without effective hubs? Why?
 * 1) What about international stakeholders, were they represented in the hub? Which ones?
 * 2) Which regional stakeholders had strong ties to international ones? Could you describe those connections?
 * 3) Was the hub in contact with other hubs directly? How so?
 * 4) How many people do you remember being present at the hub?
 * 5) Regarding the EuroDIG's sessions you attended through the remote hub, did you find that:
 * 6) * you could participate, on the same level as an in place participant
 * 7) * you could participate, but your voice was not as effective
 * 8) * you were able to get information, but not actually participate in discussions
 * 9) * you felt you could not grasp what was going on, let alone participate
 * 10) Being present at the EuroDIG also lets one take part in informal conversations with international peers. Did you feel there was anything like that in the remote hub experience? Do you feel that improving that would be beneficial to the hubs? Why?
 * 11) Did you find it difficult to attend all the sessions you were interested in? Why?
 * 12) What would you say are the main goals of remote hubs?
 * 13) Is improving the level of participation in sessions through remote hubs necessary for them to fulfill their goal?
 * 14) Would you agree that, ideally, participation through remote hubs should be as effective as in person? Or do you consider remote hubs just a secondary instrument to the main event? Can the EuroDIG be made sufficiently participative and inclusive without effective hubs? Why?
 * 1) Being present at the EuroDIG also lets one take part in informal conversations with international peers. Did you feel there was anything like that in the remote hub experience? Do you feel that improving that would be beneficial to the hubs? Why?
 * 2) Did you find it difficult to attend all the sessions you were interested in? Why?
 * 3) What would you say are the main goals of remote hubs?
 * 4) Is improving the level of participation in sessions through remote hubs necessary for them to fulfill their goal?
 * 5) Would you agree that, ideally, participation through remote hubs should be as effective as in person? Or do you consider remote hubs just a secondary instrument to the main event? Can the EuroDIG be made sufficiently participative and inclusive without effective hubs? Why?
 * 1) What would you say are the main goals of remote hubs?
 * 2) Is improving the level of participation in sessions through remote hubs necessary for them to fulfill their goal?
 * 3) Would you agree that, ideally, participation through remote hubs should be as effective as in person? Or do you consider remote hubs just a secondary instrument to the main event? Can the EuroDIG be made sufficiently participative and inclusive without effective hubs? Why?
 * 1) Would you agree that, ideally, participation through remote hubs should be as effective as in person? Or do you consider remote hubs just a secondary instrument to the main event? Can the EuroDIG be made sufficiently participative and inclusive without effective hubs? Why?
 * 1) Would you agree that, ideally, participation through remote hubs should be as effective as in person? Or do you consider remote hubs just a secondary instrument to the main event? Can the EuroDIG be made sufficiently participative and inclusive without effective hubs? Why?


text:
User:Majere723

user: Majere723/SPIR608

title: User:Majere723


text:
E-participation in the EuroDIG/Questionnaire/Hub organizer

Welcome,
 * this is a questionnaire to evaluate the activities of hub organizers during EURODIG. It should be applied together and after the regular remote participant questionnaire.

 * 1) Did you have any experience organizing remote participation events before EURODIG? What, and when?
 * 2) Now I will ask you some questions about each year of the EURODIG in which you organized a hub [for YEAR in HUB_ORGANIZER_YEARS]:
 * 3) Was your occupation related or central to your involvement in organizing the hub for EURODIG?
 * 4) Was the hub representing or tied to an institution? Which one?
 * 5) What were your motivations for organizing a remote hub that year? Did they change from previous times?
 * 6) What steps were taken to stimulate the participation of regional stakeholders in the remote hub?
 * 7) How was the response to that?
 * 8) What steps were taken to stimulate the participation of the general population in the remote hub?
 * 9) What steps were taken to connect the hub to other remote hubs?
 * 10) How was the response to that?
 * 11) What steps were taken to promote interaction between participants of the hub before, during and after the EuroDIG?
 * 12) How was the response to that?
 * 13) What steps were taken to promote the participation of international stakeholders in the hub?
 * 14) How was the response to that?
 * 1) What steps were taken to connect the hub to other remote hubs?
 * 2) How was the response to that?
 * 3) What steps were taken to promote interaction between participants of the hub before, during and after the EuroDIG?
 * 4) How was the response to that?
 * 5) What steps were taken to promote the participation of international stakeholders in the hub?
 * 6) How was the response to that?
 * 1) How was the response to that?
 * 2) What steps were taken to promote the participation of international stakeholders in the hub?
 * 3) How was the response to that?
 * 1) What steps were taken to promote the participation of international stakeholders in the hub?
 * 2) How was the response to that?
 * 1) How was the response to that?


text:
UCNISS/Sport Wiki Academy

Print this

Wikimedia Australia and UCNISS plans to host a series of half day sport wiki academies in Australia in 2011. This page will contain information about these academies and all instructional materials related these courses. The academies will be free to attend.

Purpose
The purpose of the Sport Wiki Academy is to engage the Australian and New Zealand sport community in order to encourage them to use wikis to help meet institutional goals, to start thinking about Wikimedia Australia as an organization that can help them, to figure out how to use wikis to help with potential sponsors, to help improve Australian sport related content on Wikipedia, and to reach out to an underserved Australian population that may not have considered wikis as a tool that can help them.

Attendees
In each city, an attempt will be made to get sport people and organizations of all levels to attend. This includes grassroots clubs like Aussie rules, roller derby, netball and swimming clubs. It also includes leagues like WNBL, W-League, ANZ Championship, NBL, A-League, AFL and NRL clubs. It also includes organizations like State and National branch institutes of sport and universities that have programs in sport studies/management/physiology/history and culture. Beyond this, local sport fans that edit Wikipedia and Commons will be invited. In Melbourne, an attempt will be made to try to set up an academy with the people who run Demons Wiki. University and state institutes of sport may be the primary group targeted as they likely have the best facilities to host half day events.

Academy content
The focus of the academy will depend on who is involved. In general, the broad general scope will be aimed at teaching three things:

 * 1)  How to use Wikipedia, Commons, Books and other WMF projects to help promote sport related organisations;
 * 2)  How to set up a wiki to help an organisation with document management; and
 * 3)  Discussion on why sport interest groups and organisations should be more engaged in wikis.

The content for these academies will be created and will be made available on either Wikimedia Australia's wiki or on Wikiversity. It will all be licensed using the Creative Commons Attribution and Share Alike license.

Sport Wiki Academy Instructional Booket

 * Why use wikis
 * Using Wikimedia Foundation projects
 * Creating your own sport wiki
 * Mediawiki tricks
 * Copyright licenses
 * Wikipedians in residence
 * Glossary

Sport Wiki Academy Events

 * Canberra: Thursday, 10 March, from 9am to 12 noon. University of Canberra.
 * Sydney: TBA. TBA.
 * Melbourne: TBA. TBA.
 * Brisbane: TBA. TBA.
 * Adelaide: TBA. TBA.
 * Perth: TBA. TBA.
 * Auckland: TBA. TBA.
 * Dunedin: 12 April, from 9am until 11am.

title: UCNISS/Sport Wiki Academy


text: Category:UCNISS/Sport Wiki Academy

title: Category:UCNISS/Sport Wiki Academy


text:
UCNISS/Sport Wiki Academy/Why use wikis

There are many different types of sport organizations, each with their own unique goals and objectives. In general, the reasons you may want to use a wiki include:

 * Improve the quality of the Wikipedia article related to the sport your involved with. Many people turn to Wikipedia first when looking for information. Wikipedia appears near the top of many Google searches.  By improving the quality of information on Wikipedia, fans will be more informed and may visit your site.
 * Provide a chance to network with others who are interested in the same topic as you.
 * Is a chance to empower people inside your sport organization and to make your fan base feel empowered.
 * Information does not disappear just because it gets older. Important content does not disappear, nor feel appear dated.

These are just a few general reasons why your sport organization should use wikis. There are more reasons that are specific to the type of sport organization you are involved with.

Why sport programs at universities should use wikis
University sport studies programs should use wikis because:
 * Wikis provide a great platform to share research, organize coursework that may be valuable to others, and allow for constructivist learning methods.
 * They can help to promote the program to potential research students.

Why state institutes of sport should use wikis
State institutes of sport should use wikis because:
 * Wikis provide an easy to use platform for state institutes of sport to share information with the government, sponsors, member state federations, and the general public.
 * Wikis provide a shared workspace where all those parties can contribute to sharing knowledge around the institute's organizational objectives.

Why sport federations should use wikis
Sport federations should use wikis because:
 * Wikis are a wonderful way for sport federations to easily connect national, state and local competitions, to post calendars that are easily updatable by anyone in the organization.
 * Wikis can be a place to host pictures.
 * Wikis are a place where information from multiple sources, like from state sport federations, can be consolidated.
 * By using a wiki, sport federations can allow stake holders on various levels to participate.

Why sport leagues should use wikis
Sport leagues should use wikis because:
 * Wikis are a great way to help foster a sense of community amongst fans. They are an alternative to social networks, tend to be more factual, less opinionated and thus less of a problem in terms of presenting information that is overly negative about a league.
 * Wikis like Wikipedia are generally viewed as being neutral, which adds credibility to information presented about your league.
 * Wikis provide up to date and accurate information on resources that are viewed by many people.

Why sport teams should use wikis
Sport teams should use wikis because:
 * You can provide current team rosters, updated schedules and a history of the team.
 * Wikis can be used promote athletes affiliated with the team. This can be on Wikipedia, Wikia or others.

Why athletes should use wikis
For many athletes, if there is an article about them on Wikipedia, it will rank highly on Google. Improving the Wikipedia article can help improve an athlete's visibility on search engines like Google. This makes Wikipedia and other wikis important to helping with an athlete's media visibility. Beyond that, athletes should use wikis because:

 * Unlike news stories or blog entries, if a wiki has factually incorrect information or is out of date, athletes can easily update and correct these problems.
 * For athletes, having their own wiki as a fansite hosted by themselves on a service such as Wikia or PB Works means they can help create their own fan community, provide a place for fans to interact on talk pages, and share pictures.
 * Wikis can be a place for an athlete to consolidate all the factual information that they want the public to know. Because it is a wiki, the information is much easier to update.  Most wikis have RSS feeds so that search engines will be easily notified that this content has been updated.

title: UCNISS/Sport Wiki Academy/Why use wikis


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UCNISS/Sport Wiki Academy/Using Wikimedia Foundation projects

Wikimedia Foundation hosts a number of wikis that address specific needs and communities on the internet. Some of these projects can be useful to sport organizations.

Wikipedia
Comprehensive and unbiased information on any sport code, sport organisations, and of course notable sport figures and celebrities. Wikipedia is the first or second site that shows up on Google when people search for it.

When contributing to Wikipedia, there are a few things to keep in mind:

 * 1) Wikipedia is not a place to advertise your sport federation/team/athlete.  All content that you upload and create should be neutral.  If you appear to be advertising, you may get banned and any links you add may get blacklisted. (see WP:FAQ/Organizations on Wikipedia)
 * 2) Be aware of conflicts of interest. When you are editing, cite as many sources that are not you as possible, use talk pages to explain your edits, write as neutrally as possible. (see WP:COI and WP:FAQO on Wikipedia)
 * 3) You do not have control over the content on Wikipedia.  People may revert your changes.  They may add information that is unfavorable to your organization or about you. (see WP:FAQO on Wikipedia)
 * 4) When editing, remember to be as neutral as possible and that anything you include should be verifiable. (see WP:FAQO on Wikipedia)

WikiProjects
Another way to learn about how articles are categorized, assessed and improved is by joining a WikiProject. These reside not in the Wikipedia main namespace where the articles are but "behind the scenes" in Wikipedia's project space. Many WikiProjects comprise active special interest groups who collaborate on whole sets of related articles. A pioneering WikiProject, Wikipedia:WikiProject The Beatles helped pave the way for the assessment and improvement process that has become standard in producing featured articles.

For Sports in general Wikipedia:WikiProject Sports is a good place to start. To drill down to specific topics for specific locales browse the WikiProject Sports Directory. Find your the subject area that relates to your organization, sign up, get involved. Learn to use the assessment system for article quality as it will help increase the number of editors to your articles and improve the chances of the article being featured.

Shortcut: Australian sports

See also Wikipedia:Version 1.0 Editorial Team

Commons
Multi media libraries such as images, video, audio and documents can be uploaded here. All content uploaded needs to be licensed. Licenses that are acceptable include the GNU Free Documentation License, Creative Commons Attribution and Attribution/ShareAlike licenses, other free content and free software licenses, and the public domain.. Media on this project easily integrates with work on the articles on Wikipedia, Wikibooks, Wikisource and Wikinews. This multimedia content is available across all language projects for those wikis.

If you are a sport organization and you have a license to allow for uploading of your content, it can be very helpful in terms of providing link traffic from citations for where the image came from, providing readers with high quality images that better show off your organization, and help instill good will amongst the fan community by demonstrating a willingness to be open and share.

Wikinews
Wikinews sometimes has news articles on sporting current affairs and breaking news. While all articles can be publicly access, the 'front page' has a tough editorial checkpoint managed by Wikinews volunteers. Despite this, if you can follow the style guidelines to write an article, your sport organization may value the additional visibility by having your news reported there as Wikinews gets syndicated on Google News.

Wikiversity
Wikiversity is for research, teaching and learning documents, projects and activities. It can be used by academic programs and institutes of sport to share ongoing research, to develop coursework for students, staff, volunteers and athletes.

Wikibooks
Wikibooks allows contributors to create "free, open content textbooks, manuals, and other texts." It does not allow for original research. Wikibooks may be useful for organizations wishing to write the history of their club, league, federation or sport. It may also be useful for sport related academic programs that want to have staff or students work towards developing course material at a low cost.

Wiktionary
Wiktionary is an online dictionary. While this may not be useful for most sport organizations, it may be very useful for less well known sports that have their own vocabulary. You can create an entry about one of these words, provide an example of that usage with a quote that links back to your site, and link back to an article about the word on Wikipedia. You can even create a glossary for sports with their own vocabulary.

Wikisource
Wikisource is a great place to host primary source documents and make them available to researchers like historians, sport historians, sociologist, sport sociologists. The type of materials that can be uploaded to Wikisource include "published texts; including novels, non-fiction works, letters, speeches, constitutional and historical documents, laws and a range of other documents." Examples of some of the content related to sport on Wikisources can be found at http://en.wikisource.org/wiki/Category:Sports.