text:
User:GerhardNortje

CURRICULUM	VITAE GERHARDUS LUKAS NORTJÉ (B.Sc. Agric.); (B.Sc. Agric. Hons.); (M.Sc. Agric.); (D.Sc. Agric.); M.N.Z.I.F.S.T.) PROFILE: Previously engaged as a Science, Research and Technology Development Manager which provided an extensive Research and Organizational Management background in food production and processing, with special reference to Meat Science including Animal Production, Carcass Evaluation, Meat Microbiology, Meat Biochemistry, Sensory Evaluation and pilot plant management. Part of the responsibillity was to define strategic direction and goals and achieve financial targets.  It was also required to transfer outcomes into practice.  I had the oportunity to lead, motivate, develop and encourage staff, combining a dynamic management style with strong team building skills.

CAREER HISTORY HIGHLIGHTS: Since 2006 - Self employed Jun. 2003 – 2005 Vice President - Science and Development Encos Global Systems (a start-up IT company) Jan. 2002 – Jun.2002	General Manager Encos Global Systems Feb. 2000 – April 2001:	Appointed as Senior Food Microbiology Consultant at ESR (Environmental Science Research Institute)Christchurch New Zealand. Aug. 1998 – Sept. 2000	General Manager: MIRINZ Food Technology & Research Ltd, Hamilton, New Zealand 1992 – August 1998	Senior Deputy Director of the Meat Industry Centre, Animal Nutrition & Animal Products Institute (ANPI), of the South African Agricultural Research Council (ARC). 1991:	Deputy Director: ADSRI, Irene: Animal Physiology and Meat Science Division. 1986:	Assistant Director: Animal & Dairy Science Research Institute, (ADSRI), Irene of the Department of Agriculture: Meat.

MEMBERSHIP OF PROFESSIONAL BODIES: •	Member of the Food Science and Technology Society of New Zealand •	Member of the Microbiology Society of New Zealand •	Member of the South African Society for Microbiology, (till 1998) •	Member of the South African Society for Animal Production, (till 1998) •	Member of the South African Society for Food Science and Technology, (till 1998) •	Member of the South African Academy of Science, (till 1998) •	Member of the South African Society of Professional Scientists (1985 through 1996)

ACADEMIC ACTIVITIES: •	Member of the Science Advisory Committee for the Christchurch Polytechnic’s Health and Science Faculty •	Acted as promoter and advisor for 5 M.Sc. and 2 Ph.D. studies •	Acted as external examiner for 3 M.Sc. and 2 Ph.D. thesis’s •	Acted as external moderator for the final year Public Health paper of the Technicon Pretoria (1995 through 1998)

EDUCATIONAL QUALIFICATIONS: SCHOOL EDUCATION:	Goudrif High School, Primrose Germiston, South Africa

1971				Compulsory military training.

UNIVERSITY EDUCATION: 1977:		B.Sc. (Agric.) (Microbiology), University of Pretoria 1979:		B.Sc. (Agric. Hons.) (Microbiology), University Pretoria 1981:		M.Sc. (Agric.) (Food Microbiology), University Pretoria: "The evaluation of carcass monitoring techniques.* 1987:		D.Sc. (Agric.) (Food Microbiology), University Pretoria: “Microbial ecology of fresh meat with reference to the abattoir, wholesale and retail situations."

PUBLICATIONS: Scientific publications	38 either as senior or co-author, mostly in international journals, ie 7 in Meat Science, 5 in Food Protection, 3 in Journal of Food Science, etc. Semi Scientific publications: 	10 either as senior or co-author Travel Reports;	9 Confidential and Other Reports:	17 either as senior or co-author Congress and Symposia Papers and Posters:	32 either as senior or co-author

•	A full list of publications is available on request.

title: User:GerhardNortje


text:
Talk:Geographic touchpoints

I think I should like to conduct a study of "average distance" between an individual's birth place and death place, based on the year they were born. I suppose one could use Wikipedia biographies to randomly select data points. Anyone else interested in helping? -- Thekohser 20:27, 5 July 2011 (UTC)
 * Using WP biographies would introduce a significant bias. Moving tends to make a person known by more people, and hence ups their chances to have an article in Wikipedia. Cheers, Guido den Broeder 22:41, 6 July 2011 (UTC)

 * I'll help, because I want to encourage original research on WV. All original research is biased, to answer Guido's point. If Wiki bios are used, they will show patterns, if any, for people considered notable. I'm not sure what such a study would show, but that's the point of original research. "If we look at this from this point of view, putting together these observations, what do we see?"

 * Sometimes you see things you did not expect to see, that's when it gets really interesting! --Abd 14:07, 17 July 2011 (UTC)

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

title: Talk:Geographic touchpoints


text:
Excellence in Research for Australia

The Excellence in Research for Australia initiative is a federal government initiative to assess research quality in Australia and its research institutions.

Official page: http://www.arc.gov.au/era/

title: Excellence in Research for Australia


text:
Open publishing

Open publishing is a process of freely and openly sharing content with readers.

title: Open publishing


title: File:Control.1.A.20110706.pdf


text:
Category:Cognitive science literature

 * This category contains all cognitive science literature.

title: Category:Cognitive science literature


text:
Category:All literature

 * This category contains all literature in all science.

title: Category:All literature


text:
Category:Anthropology literature

 * This category contains all anthropology literature.

title: Category:Anthropology literature


text:
Category:Computer science literature

 * This category contains all computer science literature.

title: Category:Computer science literature


text:
Category:Philosophy literature

 * This category contains all philosophy literature.

title: Category:Philosophy literature


text:
Category:Sociology literature

 * This category contains all sociology literature.

title: Category:Sociology literature


text:
Category:Information science literature

 * This category contains all information science literature.

title: Category:Information science literature


text:
Category:Humanities literature

 * This category contains all humanities literature.

title: Category:Humanities literature


text:
Category:Education literature

 * This category contains all education literature.

title: Category:Education literature


text:
Category:Psychology literature

 * This category contains all psychology literature.

title: Category:Psychology literature


text:
Category:Linguistics literature

 * This category contains all linguistics literature.

title: Category:Linguistics literature


text:
Category:Systems science literature

 * This category contains all systems science literature.

title: Category:Systems science literature


text:
Literature/2011/Markoff

 * http://www.nytimes.com/2011/03/22/technology/internet/22internet.html?_r=1

Authors

 * John Markoff

Excerpts

 * The effort is a departure from the traditional way the Internet works. As designed by military and academic experts in the 1960s, the Internet has been based on interconnected computers that send and receive packets of data, paying little heed to the content and making few distinctions among the various types of senders and receivers of information.

Wikimedia

 * Open Networking Foundation

Chronology

 * Open Networking Foundation Formed to Speed Network Innovation.
 * Open Networking Foundation Formed to Speed Network Innovation.

title: Literature/2011/Markoff


title: Template:P2


title: Template:P1


text:
Template:If pagename/doc

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title: Template:If pagename/doc


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Template:Main other/doc

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title: Template:Main other/doc


text:
Template:Template other/doc

This is the template other meta-template.

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title: Template:Template other/doc


text:
Template talk:Navigate20c

Something needs to be done about the 'category:' bit, as this template is being used on the literature category pages as well and they are nesting themselves infinitely. I tried messing around with a couple of the namespace detect templates, but had no luck. --Gaidheal1 01:44, 6 July 2011 (UTC)

title: Template talk:Navigate20c


text:
Literature/1998/Fodor J

 * http://www.lrb.co.uk/v20/n02/jerry-fodor/the-trouble-with-psychological-darwinism
 * http://humanities.uchicago.edu/faculty/goldsmith/CogSciCourse/Fodor.htm

Excerpts

 * Pinker and Plotkin are reporting a minority consensus. Most cognitive scientists still work in a tradition of empiricism and associationism whose main tenets haven't changed much since Locke and Hume. The human mind is a blank slate at birth. Experience writes on the slate, and association extracts and extrapolates whatever trends there are in the record that experience leaves. The structure of the mind is thus an image, made a posteriori, of the statistical regularities in the world in which it finds itself. I would guess that quite a substantial majority of cognitive scientists believe something of this sort; so deeply, indeed, that many hardly notice that they do.
 * Pinker and Plotkin, by contrast, epitomise a rationalist revival that started about forty years ago with Chomsky's work on the syntax of natural languages and that is by now sufficiently robust to offer a serious alternative to the empiricist tradition. Like Pinker and Plotkin, I think the New Rationalism is the best story about the mind that science has found to tell so far. But I think their version of that story is tendentious, indeed importantly flawed. And I think the cheerful tone that they tell it in is quite unwarranted by the amount of progress that has actually been made. Our best scientific theory about the mind is better than empiricism; but, in all sorts of ways, it's still not very good. Pinker quotes Chomsky's remark the 'ignorance can be divided into problems and mysteries' and continues: 'I wrote this book because dozens of mysteries of the mind, from mental images to romantic love, have recently been upgraded to problems (though there are still some mysteries too!)' Well, cheerfulness sells books, but Ecclesiastes got it right: 'the heart of the wise is in the house of mourning.'

Chronology

 * Henry Plotkin (1997). Evolution in Mind: An Introduction to Evolutionary Psychology. Allen Lane.
 * Henry Plotkin (1997). Evolution in Mind: An Introduction to Evolutionary Psychology. Allen Lane.
 * Henry Plotkin (1997). Evolution in Mind: An Introduction to Evolutionary Psychology. Allen Lane.
 * Henry Plotkin (1997). Evolution in Mind: An Introduction to Evolutionary Psychology. Allen Lane.
 * Henry Plotkin (1997). Evolution in Mind: An Introduction to Evolutionary Psychology. Allen Lane.

title: Literature/1998/Fodor J


text:
The History of the Paralympic Movement in Australia/Library

Free for reuse
The following media is free for reuse. The copyright licenses and subject's release have been cleared. & Flickr (7)
 * http://commons.wikimedia.org/wiki/Category:Images_from_the_Australian_Paralympic_Committee

Free for reuse
The following sources are free for reuse. The copyright licenses and subject's release have been cleared.

Reference only
While we work on obtaining copyrights and release for reuse, the following resources are for reference only.

 * all the APC/APF annual reports from 1994 to 2010. Two are missing from that period – 2003/04 and 2004/05.
 * 2008 Beijing Media Guide
 * 2004 Athens Media Guide

Existing content

We're trying to collate all works on http://en.wikipedia.org/wiki/Wikipedia:WikiProject_Olympics/Paralympics and under the Wikipedia Category Australia at the Paralympics. Please add to any works you initiate for this project.

 * Madeleine Hogan created by w:user:Waacstats

In progress
Below is an list of works we know our project participants are actively working on or have recently made major efforts to improve:
 * 1) http://en.wikipedia.org/wiki/Australia_at_the_1996_Summer_Paralympics
 * 2) http://en.wikipedia.org/wiki/Louise_Sauvage
 * 3) http://en.wikipedia.org/wiki/Priya_Cooper
 * 4) http://en.wikipedia.org/wiki/User:LauraHale/Australia_at_the_1960_Summer_Paralympics
 * 5) http://en.wikipedia.org/wiki/User:LauraHale/Australia_at_the_1976_Summer_Paralympics
 * 6) http://en.wikipedia.org/wiki/User:LauraHale/Australia_at_the_1998_Winter_Paralympics
 * 7) http://en.wikipedia.org/wiki/User:LauraHale/Australia_women%27s_national_wheelchair_basketball_team
 * 8) http://en.wikipedia.org/wiki/User:LauraHale/Australia_women%27s_national_goalball_team
 * 9) http://en.wikipedia.org/wiki/User:LauraHale/Australia_men%27s_national_goalball_team


text:
Literature/1981/Kornfeld & Hewitt

Abstract
Scientific communities have proven to be extremely successful at solving problems. They are inherently parallel systems and their macroscopic nature makes them amenable to careful study. In this paper the character of scientific research is examined drawing on sources in the philosophy and history of science. We maintain that the success of scientific research depends critically on its concurrency and pluralism. A variant of the language Ether is developed that embodies notions of concurrency necessary to emulate some of the problem solving behavior of scientific communities. Capabilities of scientific communities are discussed in parallel with simplified models of these capabilities in this language.

Wikimedia

 * Scientific community metaphor

Chronology

 * Kornfeld, William A. (1982). "Combinatorially Implosive Algorithms." CACM.
 * Kornfeld, William A. (1981). "The Use of Parallelism to Implement a Heuristic Search." IJCAI.
 * Kornfeld, William A. (1981). Parallelism in Problem Solving. MIT EECS Doctoral Dissertation. August 1981.
 * Kornfeld, William A. (1981). Parallelism in Problem Solving. MIT EECS Doctoral Dissertation. August 1981.

title: Literature/1981/Kornfeld & Hewitt


text:
User:Marksleem/Books/Introduction to Computers

Introduction to Computers

 * Introduction to Computers/What is a computer
 * Introduction to Computers/History
 * Introduction to Computers/Computer types
 * Introduction to Computers/Hardware and software
 * Introduction to Computers/Basic operations
 * Introduction to Computers/Data sizes and speeds
 * Introduction to Computers/Motherboard
 * Introduction to Computers/Processor
 * Introduction to Computers/Memory
 * Introduction to Computers/Disks
 * Introduction to Computers/Input Devices
 * Introduction to Computers/Output Devices
 * Introduction to Computers/Future Peripherals
 * Introduction to Computers/System software
 * Introduction to Computers/Application software
 * Introduction to Computers/Personal
 * Introduction to Computers/Networks
 * Introduction to Computers/Security
 * Introduction to Computers/Internet
 * Introduction to Computers/Development
 * Introduction to Computers/Databases
 * Introduction to Computers/AI


text:
Literature/1977/Simonyi

Authors

 * Charles Simonyi

title: Literature/1977/Simonyi


text:
Literature/1994/Brodie

Chronology

 * Brodie, Richard (1993). Getting Past OK: The Self-Help Book for People Who Don't Need Help, Hay House, 2009.
 * "... why money and success didn't make me happy."
 * "... why money and success didn't make me happy."

title: Literature/1994/Brodie


text:
Literature/2000/Fodor

 * http://books.google.com/books?id=vHFPYg5XwewC

Excerpts

 * Over the years, I've written a number of books in praise of the Computational Theory of Mind.... It is, in my view, by far the best theory of cognition that we've got; indeed, the only one we've got that's worth the bother of a serious discussion. There are facts about the mind that it accounts for and that we would be utterly at a loss to explain without it; and its central idea -- that intentional processes are syntactic operations defined on mental representations -- is strikingly elegant. There is, in short, every reason to suppose that the Computational Theory is part of the truth about cognition. (p. 1)

Chronology

 * Fodor, Jerry (1998). In Critical Condition. MIT Press.
 * Fodor, Jerry (1996). Concepts: Where Cognitive Science Went Wrong. The 1996 John Locke Lectures. Oxford University Press, 1998.
 * Henry Plotkin (1997). Evolution in Mind: An Introduction to Evolutionary Psychology. Allen Lane.
 * Fodor, Jerry (1990). A Theory of Content and Other Essays. MIT Press.
 * Fodor, Jerry (1987). Psychosemantics: The Problem of Meaning in the Philosophy of Mind. MIT Press.
 * Fodor, Jerry (1983). The Modularity of Mind: An Essay on Faculty Psychology. MIT Press.
 * Fodor, Jerry (1979). Representations: Essays on the Foundations of Cognitive Science, MIT Press.
 * Fodor, Jerry (1987). Psychosemantics: The Problem of Meaning in the Philosophy of Mind. MIT Press.
 * Fodor, Jerry (1983). The Modularity of Mind: An Essay on Faculty Psychology. MIT Press.
 * Fodor, Jerry (1979). Representations: Essays on the Foundations of Cognitive Science, MIT Press.

title: Literature/2000/Fodor


text:
Literature/1979/Ortony

Authors

 * Some authors and contents may not have originated in 1979, but included in the revised edition in 1993.

Contents

 * Metaphor, language and thought, Andrew Ortony
 * More about metaphor, Max Black

 * Part I. Metaphor and Meaning

 * Figurative speech and linguistics, Jerrold M. Saddock
 * The semantics of metaphor, L. Jonathan Cohen
 * Some problems with the notion of literal meanings, David E. Rumelhart
 * Metaphor, John Searle
 * Language, concepts, and worlds: Three domains of metaphor, Samuel R. Levin
 * Observations on the pragmatics of metaphor, Jerry L. Morgan

 * Part II. Metaphor and Representation
 * Generative metaphor: A perspective on problem-setting in social policy, Donald A. Schön
 * The conduit metaphor: A case of frame conflict in our language about language, Michael J. Reddy
 * The contemporary theory of metaphor, George Lakoff
 * Process and products in making sense of tropes, Raymond W. Gibbs, Jr.
 * Metaphor, induction, and social policy: The Convergence of macroscopic and microscopic views, Robert J. Sternberg and Roger Tourangeau

 * Part III. Metaphor and Understanding

 * Psychological processes in metaphor comprehension and memory, Allan Paivio and  Mary Walsh
 * The interpretation of novel metaphors, Bruce Fraser
 * The role of similarity in similes and metaphors, Andrew Ortony
 * Images and models, Similes and Metaphors, George Armitage Miller
 * How Metaphors Work, Sam Glucksberg and Boaz Keysar
 * Metaphor and irony: two levels of understanding, Ellen Winner and Howard Gardner

 * Part IV. Metaphor and Science

 * The shift from metaphor to analogy in western science, Dedre Gentner and Michael Jeziorski
 * Metaphor and theory change: What is 'etaphor' a metaphor for? Richard Boyd
 * Metaphor in science, Thomas Kuhn
 * Metaphorical imprecision and the 'top-down' research strategy, Zenon Pylyshyn

 * Part V. Metaphor and Education
 * The instructive metaphor: metaphoric aids to students' understanding of science, Richard E. Mayer
 * Metaphor and learning, Hugh G. Petrie and Rebecca S. Oshlag
 * Learning without metaphor, Thomas F. Green
 * Educational uses of metaphor, Thomas G. Sticht

title: Literature/1979/Ortony


text:
Literature/1954/Black

Chronology

 * Black, Max (1979). "More about Metaphor." In:
 * Black, Max (1962). Models and Metaphors: Studies in Language and Philosophy. Cornell University Press.
 * Black, Max (1937). "Vagueness: An exercise in logical analysis". Philosophy of Science 4: 427-455. Reprinted in: R. Keefe & P. Smith, eds., Vagueness: A Reader, MIT Press, 1997.
 * Black, Max (1962). Models and Metaphors: Studies in Language and Philosophy. Cornell University Press.
 * Black, Max (1937). "Vagueness: An exercise in logical analysis". Philosophy of Science 4: 427-455. Reprinted in: R. Keefe & P. Smith, eds., Vagueness: A Reader, MIT Press, 1997.
 * Black, Max (1937). "Vagueness: An exercise in logical analysis". Philosophy of Science 4: 427-455. Reprinted in: R. Keefe & P. Smith, eds., Vagueness: A Reader, MIT Press, 1997.

title: Literature/1954/Black


text: Special relativity and steps towards general relativity/image gallery


text:
Template:MONTH/doc

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title: Template:MONTH/doc


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Template:Dtsh/doc

Usage
This template is the same as dts, but it does not display any text.

title: Template:Dtsh/doc


text:
Literature/1976/Fish

 * Reprinted in: pp. 147-174.

title: Literature/1976/Fish


text:
Literature/1980/Fish

Chronology

 * Reprinted in:
 * Reprinted in:
 * Reprinted in:
 * Reprinted in:
 * Reprinted in:
 * Reprinted in:

title: Literature/1980/Fish


text:
University of Florida/Egm6341/s11.team1.Gong/Mtg8

Mtg 8: Wed, 19 Jan 11

page8-1

Legendre poly. Pn(x):

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ {P}_{n}(x)= \sum_{i=0}^{{\color{red}[{\color{black}n/2}]} } {(-1)}^{i} \frac{(2n-2i)! {x}^{n-2i}}{ {2}^{n}i!(n-i)!(n-2i)!}$$

(1)
 *
 * }

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ {\color{red}[ {\color{black} n/2}]} = integer \ part \ of \ n/2$$

(2)
 *
 * }

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

e.g., m = 5, n/2 = 2.5 , [2.5] = 2

$$ {\color{red}(3)} \ {P}_{0}=1 \color{blue} \in {P}_{0} $$

$$ {\color{red}(4)} \ {P}_{1}=x \color{blue} \in {P}_{1} $$

$$ {\color{red}(5)} \ {P}_{2}= \frac{1}{2}(3{x}_{2}-1)  \color{blue} \in {P}_{1} $$

$$ {\color{red}(6)} \ {P}_{3}= \frac{1}{2}(5{x}_{3}-3x)  \color{blue} \in {P}_{1} $$

$$ {\color{red}(7)} \ {P}_{4}= \frac{35}{8}{x}^{4}-\frac{15}{4}{x}^{2}+\frac{3}{8}  \color{blue} \in {P}_{1} $$

$${\color{blue}{P}_{n}} \ = \ set \ of \ poly. \ of \ degree \ \leqslant \ n$$

HW 2.6:Verify(3)-(7) using(1)-(2)

$${\color{red}(5)} \Rightarrow \ {P}^{2}=0 \Rightarrow {x}_{1,2} = {\color{red}-} \frac{1}{\sqrt{3}} \ or {\color{red}+} \frac{1}{\sqrt{3}}$$

page8-2

Weights wi, i = 1,...,n ((1)p.7-5)

$$ \underline { \color{blue} {NOTE:}} \ {E}_{n}(f)=0 \ \forall f \in {P}_{2n-1} \ since \ f^{\color{red}(2n)}(x)=0 \. \ Only \ need \ to \ use \ n \ int. \ pts\ \left\{x_{i}, \ i=1,...n\right\} \ to \ int. \ exactly \ any \ poly \ in \ P_{2n-1} \ i.e., \ of \ degree \ \leqq \ 2n-1$$

$${\color{blue} {Newton-cotes \ method:}} \ I(f)$$

$$History \ Newton \ cotes \ \color{blue}  \rightarrow \ Lecture \ plan \ suli+Meyers(2003)$$

page8-3

$${\color{blue}1)} \ Approx. \ f(.) \ using \ {\color{blue} { \underline { {\color{black} Lagrange}}}} \ interp. \  funcs \  \Rightarrow \  {f}^{ {\color{red} L}}_{n}(x) $$

$$ Int. \ exactly \ {f}^{ {\color{red} L}}_{n}(x) \ \Rightarrow \ \color{blue}  \underbrace{ \color{black} I( {f}^_{n})}  $$

$$I_{n}(f) \ := I( {f}^_{n})=\int {f}^_{n}(x)dx \ \color{red} (1) $$

$${f}^_{n}(x)=P_{n}(x)= \sum_{i=0}^{\infty} {\color{blue} \underset{Lagrange \ interp. \ func}{ {\color{black} \underbrace{l_{i,n}(x)}}}} \ f(x_{i}) \ \color{red} (2)$$

NOTE: Demonstrated Wolfram Alpha(WA) e.g., (debt usa)/(gdp usa) integrate x from 0 to 1 link WA comp. results in HW reportsAvoid plagiarism
 * }


text:
User talk:Jbrown

 Hello Jbrown, 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:Jbrown


text:
University of Florida/Egm6341/s11.team1.Gong/Mtg10

Mtg 10: Sat, 22 Jan 11

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

page10-1

HW2.9:Use (1) p.8-1 to generate P5(x), and matlabl command"roots"to comp. the roots of P5(x)to check values in table on p. 7-5. Plot the roots on [-1,+1] using
matlab "plot" command (plot dots "."

with coordinator (xi,yi), i = 1,...,5 : use "markersinge" 15)

xi: roots of P5(x)

yi: yi = 0

Plot (x, y, '.', 'markersige', 15)

Repeat the above for P10(x)

observe the location of the roots near end points -1 and +1

(prepare for Runge phenomenon)

NOTE:

Lagrange interp. cont'd p.9-4

page10-2

Simpson's rule (simple)

$$[a,b] \ x_{0}=a, \ x_{1}=\frac{a+b}{2}, \ x_{2}=b \ \color{red} (1)$$

$$ {\color{blue} { \underline {Method 1:}}} \ f_{2 }(x)=P_{2}(x) \overset{=}c_{2}x^{2}+c_{1}x+c_{0}$$

c0, c1,  c2   unknowns

p2=(xi) = f(xi)   i= 0, 1, 2               (3)

3 equations for 3 unknowns {ci}

Method 2:Use lagrangeinterp.(2) p.8-3(1) p.9-2

$$ {\color{red} {(4)}} = \sum_{i=0}^  {\color{blue} \underset{l_{i}(x)}{ \underbrace}}f(x_{i})$$

Equiv. of meth1 and meth 2:           (3)

$$p_{2}(x_{j})= \sum_{i=0}^{2} \color{blue} \underset{ \delta_{ij}}{ \underbrace}f(x_{i})=f{x_j} \ \color{red}(5)$$

page10-3

$$l_{0{\color{blue},2}}=l_{0{\color{blue},2}}= \prod_{j=0 {\color{red}j \neq i}}^{n=2} \frac{x-x_{j}}{x_{0}-x_{j}}= \frac{(x-x_{1})(x-x_{2})}{(x_{0}-x_{1})(x_{0}-x_{2})} \ {\color{blue} \in P_{2}}$$

It can be verified that

l0(x0)=1, l0(x1) = l0(x2) = 0

li(xj) = δij                 i,j = 0. 1. 2

$$  {\color{blue} \underset{ \underbrace{\color{black}l_{1{\color{blue}(i=1),2(n=2)}}(x)}}}= \prod_{j=0, {\color{red}{j \neq 1}}}^{2 {\color{blue}(n=2)}}\frac{x-x_{j}}{x_{i{\color{blue}(i=1)}}-x_{j}}=\frac{(x-x_{0})(x-x_{2})} \ {\color{blue} \in P_{2}}$$

$$l_{1}(x_{1})=1 \, \ l_1(x_{0})=l_{1}(x_{2})=0$$

page10-4

$${l}^{''}_{1}(x_{1})<0$$

HW*2.10: Use(2) & (3)p.10-2 to find

expression for {ci} in terms (xi, f(xi)) i=0,1,2.

HW*2.11: Use (4) p.10-2 to

derive simple Simpson's rule

HW*2.11:f(x)-ex1/x on [o,1] S10and on [-1,1]S11

x0=-1, xn=+1

Consider n=1(Trap), 2(Simp), 4, 8, 16

page10-5

Constrast fn(x) as in (2) p.8-3.

Plot f, fn , n= 1, 2, 4, 8, 16

Compare
$$ {I}_{n}= \int_{a}^{b}f_{n}(x)dx $$ n=1, 2, 4, 8

and compare to I (use WA with more digits)

For n=5 plot l0, l1, l2 How would l3, l4, l5 look like?

HW*2.13:show

$$ \underset{Simple \ Trap.}{ \underbrace} \Rightarrow  \underset{Compare \ Trap.}{ \underbrace}$$

$$\underset{Simple \ Trap.}{ \underbrace} \Rightarrow  \underset{Compare \ Trap.}{ \underbrace} $$
 * }


text: File:Australia at the Paralympics Category July 2011.jpg


title: File:CORDIC.Background.1.20110707.pdf


text:
User:Svmanikantakumar/Books/Italian Language

Introduction

 * Introduction to Italian/Lesson 1
 * Introduction to Italian/Lesson 2
 * Introduction to Italian/Lesson 3
 * Introduction to Italian/Lesson 4
 * Introduction to Italian/Lesson 5
 * Introduction to Italian/Lesson 6
 * Introduction to Italian/Lesson 7
 * Introduction to Italian/Lesson 8
 * Introduction to Italian/Lesson 9
 * Introduction to Italian/Lesson 10
 * Introduction to Italian/Exam 1
 * Introduction to Italian/Lesson 11
 * Introduction to Italian/Lesson 12
 * Introduction to Italian/Lesson 13


text:
Web application file-reference methods

Faculty of Engineering and Technology → School of Computer Science → Database Department

This research project examines the different methods employed by web applications to refer, from within the database, to non-application files in the filesystem. We aim to determine what attributes (of database schema, filesystem, file, user, etc.) are used to determine the location of the files in the filesystem.

Introduction
Most database-backed web applications store non-application files, such as those uploaded by users, in the filesystem rather than as objects in the database. These files relate to tables and rows in the databases in various ways, and there are many different ways of recording these relationships.

The 'non-application' files are those that are considered part of the application's data, rather than 'resource' files such as icons and other files used as part of, and distributed with, the application. Generally, these are files that are uploaded by users, and there will often be ancillary versions of them created by the application (such as, in the case of images for example, lower-resolution versions for quicker web display).

Here we investigate the methods used by a number of web applications to store file reference information in their databases. We

The web applications examined here all: use a database; and store attached files in the filesystem.

For each application, we aim to find out what attributes are stored about files, and how they are used when accessing files. Ultimately, we are trying to determine what information is required, given an arbitrary database schema, to determine whether files exist that relate to any given row, and where and how to access such files.

WordPress
WordPress is a MySQL-backed blogging platform in which uploaded files are saved to a user-configurable uploads directory. Files in this directory can be organised into a number of different subdirectory structures (by default, named by year and month) under  in the installation directory. Files are accessed directly by the web server (and not read/written via the application). Each uploaded file has a single row in the  table (which may or may not be linked to an actual post row via the  key). The  column of this row has a value of 'attachment'. Rows in the  table are linked to this row. Where the  column of   is '_wp_attached_file', the   column is a filename, relative to the WP upload directory.

Drupal
Drupal is a general-purpose Content Management System, again using MySQL for its database. For the purposes of this reseach, Drupal 7.4 was installed, using the 'minimal-7.4' installation profile. File information is stored in the  table, with a custom-URI in the   column. Files can be stored in either the public or private hierarchies, depending on the prefix of the  value: or.

Bespoke Application 'A'
This is a bespoke database application built to manage personnel training records for a medium-sized organisation. The source code is not freely available, but the method used is explained here and intended to stand alone, as it could be taken as a hyphothetical example of how this type of file reference could be done and so there is no need to be able to examine the original source.

MediaWiki
MediaWiki keeps its files in directories whose names are constructed from the first two characters of the MD5 hash of the file's name.

Conclusion
Given an arbitrary database schema and the absolute path to the highest directory in which files are stored, it is possible to construct an SQL statement that will provide the latter part of the path to the file or files.

title: Web application file-reference methods


text:
Literature/1992/Buckland

 * http://people.ischool.berkeley.edu/~buckland/goldbush.html

Abstract
Vannevar Bush's famous paper "As We May Think" (1945) described an imaginary information retrieval machine, the Memex. The Memex is usually viewed, unhistorically, in relation to subsequent developments using digital computers. This paper attempts to reconstruct the little-known background of information retrieval in and before 1939 when "As We May Think" was originally written. The Memex was based on Bush's work during 1938-1940 developing an improved photoelectric microfilm selector, an electronic retrieval technology pioneered by Emanuel Goldberg of Zeiss Ikon, Dresden, in the 1920s. Visionary statements by Paul Otlet (1934) and Walter Schuermeyer (1935) and the development of electronic document retrieval technology before Bush are examined.

Excerpts

 * Visionary statements by Paul Otlet (1934) and Walter Schuermeyer (1935) and the development of electronic document retrieval technology before Bush are examined.
 * Neumann complained that Vannevar Bush's account of the Rapid Selector in Life did not mention Goldberg "the true inventor, who had actually built and demonstrated such a machine years before." (Neumann, 1957, v).
 * Fairthorne (1958) ... was critical of Bush's ideas, commented that "few of his suggestions were original," and also mentioned Goldberg's prior work.
 * As Fairthorne observed, Bush's paper was timely and "opened people's eyes and purses."
 * Can we draw any conclusions concerning the sociology or scholarship of information science from the striking contrast between the constant acclaim of Bush and the continuing comparative oblivion of Goldberg?

Wikimedia

 * Emanuel Goldberg
 * Paul Otlet
 * Otlet's writings have sometimes been called prescient of the current World Wide Web. His vision of a great network of knowledge was centered on documents and included the notions of hyperlinks, search engines, remote access, and social networks -- although these notions were described by different names.
 * Vannevar Bush
 * As We May Think predicted (to some extent) many kinds of technology invented after its publication, including hypertext, personal computers, the Internet, the World Wide Web, speech recognition, and online encyclopedias such as Wikipedia: "Wholly new forms of encyclopedias will appear, ready-made with a mesh of associative trails running through them, ready to be dropped into the memex and there amplified." @ As We May Think
 * H. G. Wells
 * In 1936, before the Royal Institution, Wells called for the compilation of a constantly growing and changing World Encyclopedia, to be reviewed by outstanding authorities and made accessible to every human being. In 1938, he published a collection of essays on the future organisation of knowledge and education,  World Brain, including the essay, "The Idea of a Permanent World Encyclopaedia."
 * World Brain
 * "World Brain = World Wide Web" (essay title)
 * World Brain cf. 1975/Rayward
 * "The march of the modern and the reconstitution of the world's knowledge apparatus: H.G. Wells, encyclopedism, and the world brain" (essay title)

Comments

 * Tall librarians may be fully inspired only by Otlet (1934) Traité de Documentation without reading it, while digitall librarians may be so inspired only by Bush (1945) without respecting it. Nevertheless, both parties indeed, including Otlet and Bush themselves, may have been so inspired only by Wells (1938) only without acknowledging it. Such may be the behavior of academic pseudoscientific paradigms in Kuhn's (1962) sense. -- KYPark [T] 09:35, 7 July 2011 (UTC)
 * The author is making such a point that Bush is posterior to Goldberg technologically and to Otlet ideologically, suggesting his likely academic misconduct by making reference to neither. Then the author should better have added Wells (1938) as another likely, if not more likely, powerful source of inspiration. His doing no good to Wells may be doing no good to his authority, which Wells took so seriously for successful World Encyclopedia, and which Wikipedia may suffer. Perhaps no authority without avoiding invested interests, say, tall or digitall librarianship. --  KYPark [T] 09:35, 7 July 2011 (UTC)

title: Literature/1992/Buckland


text:
Category:Librarianship literature

 * This category contains all librarianship literature.

title: Category:Librarianship literature


text:
User talk:Ndriscoll

 Hello Ndriscoll, 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:Ndriscoll


text:
User talk:Krishbisht

 Hello Krishbisht, 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! --Abd 11:48, 7 July 2011 (UTC)

title: User talk:Krishbisht


text:
User:EGM6341.S11.team5.cavalcanti/Mtg21

 Mtg 21: Fri, 18 Feb 11

[[media:Nm1.s11.mtg21.djvu | Page 21-1]]

Proof of SSET: p. 20-3 cont'd

(7) p.20-3: $$\begin{array}{c}e\left(1\right)=\frac{-1}{90}{F}^{\left(4\right)}\left({\xi }_{4}\right)\\ =\frac{-{\left(b-a\right)}^{4}}{1440}{f}^{\left(4\right)}(\xi )\end{array}$$

→ E2: SSET P.18-2

Goal (4) p.19-1

(end of proof of SSET)

title: User:EGM6341.S11.team5.cavalcanti/Mtg21


text:
User talk:Dumi

 Hello Dumi, 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! --Abd 11:49, 7 July 2011 (UTC)

title: User talk:Dumi


text:
User talk:Nicholas Webber

 Hello Nicholas Webber, 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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 * 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! --Abd 11:50, 7 July 2011 (UTC)

Human Legacy Course
Hello Nicholas! I am very glad that you have decided to join my Human Legacy course and I'm very sorry that it took so long for me to respond. If you would like to have an orientation session so that you can get the basics of what will be going on with this course and any other questions that you may have, please tell me when you are free and I will create the class. In order to come to these classes, you must be a member of WiZiQ. If you are interested in any other courses, please take a look at my website: http://www.mrblair.co.cc/ I hope to hear from you very soon and if you have any questions at all, please do not hesitate to ask! :) --MrABlair23 15:34, 12 July 2011 (UTC)

Mr. Blair, I have a question. I checked out the Wiziq.com webcite and it appears I log in and creat a user account. But the free trial for wiziq.com only lasts 30 days. Does this mean that one would have to pay to take your course? Thanks for your help.

Hello Nicholas!

Well, I am very glad that you have replied back. If you sign up for WiZiQ, you will have an unlimited free plan. The 30-day trials are simply for the paid memberships. Just sign up for WiZiQ and also let me know when you are available and when you would like an orientation session. :) --MrABlair23 02:12, 13 July 2011 (UTC)

Mr. Blair, I am very excited to hear that wiziq is free to the public. I was unaware of this program. Class has not started and I am already learning. My user name is the same here as there. I will write back shortly with an orientation date. Might be a week or so from today. Thanks! Nick

Hello Nick! I know that it has been a while, however, I would like to invite you to join my Human Legacy Course. If you are interested, please contact me on my talk page and we can set up an orientation session. I hope to see you soon! :) --MrABlair23 15:56, 3 September 2011 (UTC)

title: User talk:Nicholas Webber


text:
User talk:Silviac

 Hello Silviac, 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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 * 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.

Thanx. --Silviac (discuss • contribs) 19:00, 15 December 2015 (UTC)
 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
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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! --Abd 11:56, 7 July 2011 (UTC)

Nice to find you here!
And I really mean it! Wikiversity is not our most active project and we need people willing to share their work here. By the way, some of the articles could also go to the English Wikipedia (as individual articles or -most often- enhancing existing articles) -the challenge of doing so is that a huge community of native speakers will watch and correct the texts. Let's talk about that the next time we meet. Patricio.lorente (talk) 23:16, 6 June 2012 (UTC)

Thanks!
And let's also talk about what names and data I can mention in the project. --Silviac (talk) 17:56, 7 June 2012 (UTC)Silviac--Silviac (talk) 17:56, 7 June 2012 (UTC) 14:55, 7 june 2012

Academic writing/Projects/Argentina
I moved your page "About Argentina" to a subpage as shown above. We would not normally name a mainspace page with a title like that, every resource is about its topic!

The subpage I created with an index will automatically display all pages created underneath it. So that subspace can be used for projects in process. It is okay, in fact, to work in mainspace, but this is a bit more protected. Users may, of course, always work on pages in their user space as well. For for a collaborative project, while in process, I'd recommend that.

I think there is a better way to display the index but I don't remember right now....

Thanks for working on Wikiversity, you are creating some great pages; looking at a few, I see that some formatting might help ... so much to do, so little time. --Abd (discuss • contribs) 21:29, 28 August 2014 (UTC)

About the changes
Dear Abd, Thanks for the help, but I really think we would need to make some more changes. I don't really think this new project should be considered academic writing, since it's about English for beginners. Besides, the "Academic Writing" project is still in progress, and not completed as it appears now. I'd rather not modify anything until you tell me what options there may be, as I don't know them all. One detail, in case it's relevant: there won't be so many different users editing here, because many of them are too old to be willing to learn how to. There will be a small group of people uploading all the texts. --Silviac 16:02, 29 August 2014 sig added by Abd (discuss • contribs) 16:32, 29 August 2014 (UTC) Silviac
 * Yes, I noticed that issue, it is, in fact, ESL, more so than "academic writing." I'll think about it. In any case, as we sort this, it's easy to move a subpage structure with a single command, a custodian can do that, so, for now, how about any new projects being in the Projects subspace? I did edit the title for "About Argentina," when I moved it, to be an acceptable mainspace title, but in the Projects subspace, I probably would not edit titles like that. In such a subspace, titles don't matter so much.
 * Most Wikiversity resources are never complete, they are always opportunities for continued "learning by doing." Thanks again for your participation. --Abd (discuss • contribs) 16:29, 29 August 2014 (UTC)
 * I actually wanted the project to be in the pojects subspace, I just didn't see hout how to do it. In fact, the first one (Academic writing) should be there too, but I don't know if it's a good idea to move it after such a long time because it's been there for years now. I'll be waiting for your suggestions about how to solve this.

One more thing: what am I not doing well here? How do usernames appear at the end of each answer? --Silviac 19:24, 29 August 2014 hopefully the last time I add a Silviac signature. --Abd (discuss • contribs) 04:53, 30 August 2014 (UTC)]]
 * That drove me nuts when I was first editing Wikipedia. I tried for hours to figure out how to make the signature. Turns out there is a funny symbol above the edit window with a pen drawing cursive text. Who knew? It adds --~ to the edit cursor position, and when the edit is saved, that is converted to a signature link and timestamp. Of course, once I knew, I manually added the hyphens and tildes. (Three tildes just produces the user name, and five just the timestamp.) The bit about adding the signature is in the welcome template I added to this page in 2011. I get it! Who reads that thing?
 * As to page names, there is no reason to keep a name and page location just because it's been there for years. If incoming links are likely, page moves by ordinary editors leave a redirect in place, so someone coming in will be redirected to the new location. We can expressly state that on the redirect page, so it doesn't get deleted, as orphaned links tend to be (i.e, no links on the wiki to the page). My intention is to look at the situation and assist you. I'll show you whatever you need to know to handle situations in the future.
 * By "Project," do you mean English as a second language?
 * Wikiversity organization was never clearly defined. It's something we need to work on. But it would be easy to move the Academic Writing resource to a subpage of the ESL page. It would simply become English as a second language/Academic writing. I'd say that should be done. What do you think? We would also link the page from the ESL page. Subpage links are easy to enter and easy to maintain. I'd say that the pages that have been created in mainspace as student writing projects should be moved to more appropriate locations, in some cases. They are essays, largely. We can also look at that. One step at a time.
 * In any case, thanks for all your work. --Abd (discuss • contribs) 04:53, 30 August 2014 (UTC)

Now I've seen the signature, I have to admit it was easy to find but, as you say, I hadn't read it! If pages can be moved so easily and there is going to be a redirect, I agree that that is the best idea. What I am thinking about is that I have mentioned this project in a couple of papers I wrote, and I'd like the link to go on working there. When I said "the project" I meant "Academic Writing", but of course I'd like both of them to be in the right place. If there is an ESL page, both projects should naturally be there, not just "Academic writing". I also think that this is the best solution. But they should be kept as separate projects, even if I have started them both. Academic writing is actually mine because my students write there, but the other is for a number of teachers in courses I am in charge of at the Escuela de Lenguas.Some of them are ready to start uploading contributions.Is this something editors do? Because I wouldn't know how to without some help. When you mention the "pages that have been created in mainspace as student writing projects" do you mean the texts that are listed under "Academic writing"? Because I'm not sure about their location either, and I've never had the time to see to that. More than essays, they are brief academic texts for university degree students, so I guess they should be considered that, or dissemination texts. If their location should be changed, we could do that also. I know they need some editing in some cases, but I've never had the time to do that. Thanks for all your help. All that is left now is see if I can sign in the right way.--Silviac (discuss • contribs) 18:49, 2 September 2014 (UTC)

Images
Dear Abd, I need some help. I have just uploaded an image to Wikimedia Commons, which I called "Meridiano V". The thing is that there is another one by the same name which I didn't notice in time, uploaded by Jbover. Besides, when I want to upload it to my project I get this one, not mine. Is there any way to change its name so that they are not both called the same? I can't see the "More" tab I used on other occasions to change names of articles. Thanks in advance --Silviac (discuss • contribs) 20:05, 24 October 2014 (UTC) I have also found out that I can't go back to that image: when I search for images of Meridiano V in Commons I get several, but not mine.--Silviac (discuss • contribs) 19:21, 28 October 2014 (UTC)

 * Abd is no longer active at Wikiversity. If you have questions, the best place to ask is at the Colloquium.  There is no record of you uploading a file named File:Meridiano V.jpg at Commons.  See Commons:Special:Contributions/Silviac for more information.  You should try to upload the new file again with a different name.  -- Dave Braunschweig (discuss • contribs) 15:53, 29 October 2015 (UTC)

La Plata Museum
I noticed you recently removed relevant information from the page La Plata Museum. Why was this information removed? -- Dave Braunschweig (discuss • contribs) 15:53, 29 October 2015 (UTC)

 * Because that is not the purpose of what was published at all, it is never going to be a page about La Plata Museum. That topic is part of my writing project (Academic Writing) and it has to be linked there. I had forgotten to link it and of course that made the purpose unclear. Now I have linked it, you will see it under "education" in the project.
 * The question is that I have two projects and, in spite of everything I have already tried to explain, another editor modified it without paying attention to my explanations about how his changes affected the nature of my projects. This change you noticed is one of several that needed to be made to go back to my original idea. I understand that the organisation of the wiki has certain requirements but at the same time the projects have their own requirements, and I don't think my reasons have been respected.--Silviac (discuss • contribs) 16:45, 29 October 2015 (UTC)

 * Regarding La Plata Museum, content moved to subpages of projects will generally be left alone. Content left at the main level is more general and open to editing for a variety of purposes.  Should La Plata Museum be moved to a subpage of Academic writing so that you can feel more free to modify and maintain that content?
 * Separately, the other editor is no longer active here. So, let's back up.  What is your original idea, and what organization would help accomplish that?  -- Dave Braunschweig (discuss • contribs) 17:01, 29 October 2015 (UTC)

 * Thanks a lot! Moving it to a subpage would be a solution, but then the same should be done for all the other articles published there, which as you will see are dozens. In fact, we are also deciding how to structure the other project, Argentina, which has a lot of text by now and we are about to upload some more. I suppose both projects could improve by opening subpages. How is that done? If I ever did know, I don't remember now. Besides, "la Plata museum" should not exist as the name of a page, as I said before. If the text about the educational project goes to a subpage, then it should be called like that article.
 * Besides that, both projects should be separated, because my second project, about Argentina (Academic writing/Projects/Argentina), appears now as a sort of secondary part of the project about Academic Writing when it is not academic writing at all. But I have already asked Patricio.lorente for help about that, because I don't know how to separate them. If you can help me make this change, I should let him know that he doesn't need to take care of it.--Silviac (discuss • contribs) 18:06, 29 October 2015 (UTC)

 * Class projects can be handled in different ways. One example that's active right now is Motivation and emotion/Book/2015.  Each year gets its own subpage, and then each student has a subpage under that.  Another one that just finished is Federal Writers Project -- Life Histories -- Fall 2015.  There, each course section has a subpage, and then each student has a subpage.  My own course is more integrated.  At Information Systems and Computer Applications, each week has a subpage, and all students edit that one page during the week.  It just depends on what you are trying to accomplish, and whether it is a group effort, or an individual effort that is combined into a group product.
 * Regarding moving a bunch of pages, it is what it is. I have a script (bot) I can use to move hundreds of pages at a time, if need be.  So, the issue isn't the work involved, but the correct structure for the learning project you have in mind.  If content belongs together, we should move it.  If it isn't related, or only mildly related, we should separate it.
 * What structure is appropriate for Academic writing? In your vision, what should it look like?  -- Dave Braunschweig (discuss • contribs) 18:46, 29 October 2015 (UTC)

How to organise the projects is not an issue, we did that a long time ago. This is precisely why I insisted so much that they had to be kept apart when they moved them together: I have a clear idea of what I want. Academic Writing should be organised exactly the way it is now, but adding the subpages, which I think is what I see in Motivation and emotion. Am I right? There would be one subpage for each subtitle (agronomy, anthropology, etc). The same goes for "Argentina".

As I said, the contents of these two projects are clearly different and they should be separated, they were never meant to be together and all I need to do is help to separate them again. So what I would need to know is how to create a subpage and how to move the links. Thanks a lot for your help!--Silviac (discuss • contribs) 20:20, 29 October 2015 (UTC)

 * You can move pages using the Move option on the More menu at the top of any page. If I wanted to move Chemical Control of Weeds and its Implications under Academic writing, I would move the page to Academic writing/Chemical Control of Weeds and its Implications.  Then I would edit the link in the Academic writing page to be /Chemical Control of Weeds and its Implications/ .  This sets up a subpage link to the page.
 * To move Argentina somewhere else, just do the same thing. Use the Move option and give it a new name.  If you want it under something else, use pagename/Argentina.  Links to subpages of other learning projects are spelled out, such as I've done above.  Links to subpages of the same learning project are specified using /title/ syntax.
 * One thing to consider before proceeding is the capitalization you want to use for the project. Some of the pages linked from Academic writing are in Title Case, and some are in Sentence case.  You should pick one or the other and name the pages accordingly as you move them.  In other words, it's either Academic Writing and matching Title Case subpage capitalization, or it's Academic writing and matching Sentence case subpage capitalization.  If you need any help moving pages or correcting links, let me know.  -- Dave Braunschweig (discuss • contribs) 20:57, 29 October 2015 (UTC)
 * Thanks a lot! We've already begun to make changes. Some will be made by Marianaevabgn, who works with me. All seems to be quite clear. --Silviac (discuss • contribs) 20:52, 3 November 2015 (UTC)

Page which already exists but has only a redirect
Hello! I need to open a page called "Spiders" to publish an article written by one of my students, but I have the following problem: the page already exists but has only a redirect to "Arachnology" which is a project. Can I erase the redirect, or how do I publish my student's article? Thanks in advance --Silviac (discuss • contribs) 18:48, 15 December 2015 (UTC)

 * Yes, that's actually a redirect to Topic:Arachnology, which isn't even an article, but a department page. You might consider helping your student to publish his or her own article at Spiders rather than doing it for them.  Also note that if you ask questions on your own page, only people following you will see the question.  The best place to ask would be in the Colloquium.  -- Dave Braunschweig (discuss • contribs) 18:54, 15 December 2015 (UTC)

Academic writing/projects
This may be just a detail, but a page with this name was created in the same modification that was made against what I said about the project (it's in the conversation above this one). It doesn't lead anywhere, could it just be eliminated? And how is that done?--Silviac (discuss • contribs) 12:21, 17 December 2015 (UTC)

 * If you view history on that page, you'll see that it was created at the same time as the discussions above. It isn't new.  That editor is also no longer active, so there won't be any objections to us changing it now.  The page itself may be eliminated.  You can tag it with  .  But before it can be deleted, we need to do something with About Argentina.  If this page is part of Academic writing, it should be moved to Academic writing/Argentina.  If it isn't part of Academic writing, it should be renamed.  Every page in Wikiversity is about something, so starting the title with About is pointless.  We could rename it Argentina, putting it in place of the redirect there.  But a better option would be to split it up, creating a main Argentina page, and then splitting the writing into subpages for Argentina/People, Argentina/Presidents, and Argentina/Tourism, or similar.
 * You need to decide whether what your students are creating is primarily a writing project, meaning a subpage of Academic writing that you want others to leave alone, or if they are creating content for others to learn from, in which case you need to be open to others editing and improving that content. Which way do you want to go with this effort?  -- Dave Braunschweig (discuss • contribs) 13:52, 17 December 2015 (UTC)

 * Yes, I know it isn't new. This is a detail that wasn't solved when I asked you how to make the two projects independent, as they should always have been because this is how I created them. The original problem was, precisely, that what is now called "About Argentina" is not part of the Academic Writing poject but that editor decided to move it there anyway, even when I asked him not to. About the name, it will never really cover all aspects of Argentina because the students who edit there will not be able to deal with some topics, as they are beginner learners of English. This is why I never wanted it to be called just "Argentina" and I added "about", in an attempt to make it clear that only some aspects will be covered. We could leave that name anyway or think of another name for the project. Dividing what we have in this project into subpages is our next step, and the reason why I had asked you before how to do it. I am now creating subpages in "Academic Writing" to begin with.
 * As I said before, this has always been a writing project, and one that is independent from Academic Writing. The problem has never been that I haven't decided that but that what I planned and decided for my students from the beginning was not respected. I'd like to solve this once and for all to go on just doing the work that is necessary. Thanks in advance. --Silviac (discuss • contribs) 14:07, 17 December 2015 (UTC)

 * Clearly there is misunderstanding in what you are trying to do. What I don't know yet is whether it is my misunderstanding of your vision, or your misunderstanding of how Wikiversity works.  If you want to create a project that others will leave alone, that is done with subpages.  If you want to create a project that others will feel free to edit, move, etc., that is done with main pages.  About Argentina is currently a main page.  If you want it to stay as About Argentina, we should move it somewhere more protected.  Otherwise, it is open to be renamed and edited as anyone else wishes.
 * Please describe exactly what your vision is, as I'm not understanding it yet. Thanks!  -- Dave Braunschweig (discuss • contribs) 14:39, 17 December 2015 (UTC)

 * Probably I wasn't clear enough. What I have tried to do from the beginning is precisely a project that will be left alone, like Academic Writing, but I simply haven't had the time (and enough knowledge about how to do edit in this wiki) to finish shaping it. In fact, someone who was working with me added text but didn't understand it well enough and has made things a little more difficult. Now I'll finish organising this myself. As I say, "About Argentina" is now work in progress, but it will have subpages and I'd like it to keep its name. Where would "somewhere safer" be? The rest of what I can say is pedagogical: we have created a project for students of English in the first years of their studies to write and publish a short text in English. As they know little grammar, we cannot publish those texts on Wikivoyage or Wikipedia. We do the same for more advanced students, but these do publish on Wikivoyage. So this is the main idea: I have been trying to create projects that will be left alone, I don't need any pedagogical help for that but I do need some assistance to edit here. I think I know almost all I need by now, though.--Silviac (discuss • contribs) 15:10, 17 December 2015 (UTC)
 * I'll wait until the location of "About Argentina" is decided upon - what more protected place do you suggest moving it to? - to create the subpages, as I'm not sure if it makes any difference when you move pages.--Silviac (discuss • contribs) 20:25, 17 December 2015 (UTC)

 * I applaud you for using Wikiversity for these projects. Projects serve two purposes.  The first is a learning experience for those creating the project.  The second is for those who later view, and perhaps contribute to the project.  About Argentina isn't a title we would use to help others learn about Argentina.  It would just be named Argentina.  I understand that your students wouldn't make it a complete article, but if it's at the top level, it is available for others to extend and make more complete.
 * As for alternatives, we can make it a subpage of anything else that would make sense. For example, Guy vandegrift has created folders for his classes under the name of the institution.  See Wright State University Lake Campus.  Others have students create their writing projects under the subject.  See Data Networking and Menomonie, Wisconsin History for examples.  One of our long-time contributors has his students write a book every year.  See Motivation and emotion/Book.  What makes more sense for your students?  Should the content be under the subject, or under a container for your school, or a more general container for student writing?  -- Dave Braunschweig (discuss • contribs) 20:28, 17 December 2015 (UTC)

Thank you! Most of our students are in their 70s or 80s, you should see how proud they feel to be able to publish this! If I add the name of the school to the name, that makes a lot more sense to the students and me, so I'll do that and rename the project Argentina. Should that be done by using "move"? And if I use the name of the school in Spanish, will that be objected to?--Silviac (discuss • contribs) 20:41, 17 December 2015 (UTC)

 * The name of the school should be fine. It wouldn't hurt if you have a picture of the school with the sign out front showing that as its actual name.  Then you can have /About Argentina as a subpage and it should be left alone as a student project.  That design also allows you to extend the project with other About pages written by your students later.  And the new students will be able to see the accomplishments of previous students.
 * To do this, I would create the school page first, then move About Argentina to school name/About Argentina. -- Dave Braunschweig (discuss • contribs) 21:43, 17 December 2015 (UTC)
 * Thanks a lot for all your help! See the end result in Escuela de Lenguas UNLP. It's almost finished!--Silviac (discuss • contribs) 21:54, 18 December 2015 (UTC)

 * Those look good. I've moved the rest of the subpages from Academic Writing over.  When you have a lot of pages to move, it's easier to ask a custodian for assistance.  We can move without creating redirects.  Also note for subpage links, you only need to enter /Subpage Title/.  The full path isn't necessary.  I've corrected the explicit links.  -- Dave Braunschweig (discuss • contribs) 22:41, 18 December 2015 (UTC)
 * Thanks for your last changes. Now I am trying to edit again, and I see that all the items in Agronomy have disappeared! Could this have anything to do with your moving the subpages over? I'm not sure how to read the revision history to understand what has happened. --Silviac (discuss • contribs) 13:10, 7 July 2016 (UTC)

 * Now corrected. -- Dave Braunschweig (discuss • contribs) 13:21, 7 July 2016 (UTC)
 * Thank you for responding so soon! --Silviac (discuss • contribs) 13:24, 7 July 2016 (UTC)

title: User talk:Silviac


text:
Literature/1931/Goldberg

Wikimedia

 * Emanuel Goldberg
 * Goldberg and his former teacher and collaborator Robert Luther were instrumental in the acceptance at the International Congress of Photography in Dresden in 1931 of the widely adopted German national film speed DIN 4512. At the same Congress Goldberg introduced his "Statistical Machine," a document search engine that used photoelectric cells and pattern recognition to search the metadata on rolls of microfilmed documents (US patent 1,838,389, 29 December 1931). This technology was used in a variant form in 1938 by Vannevar Bush in his "microfilm rapid selector," his "comparator" (for cryptanalysis), and was the technological basis for the imaginary  Memex in Bush's influential 1945 essay " As We May Think."

title: Literature/1931/Goldberg


text:
Talk:A Translation of the Bible

The translation itself belongs on Wikibooks, where such a project exists and is much farther along. –SJ + > 12:21, 7 July 2011 (UTC)
 * That is a different project, and is a different translation. "Farther along" is therefore irrelevant. The goal here is the translation process, which is highly educational. The goal there is a result, a "wikisource" translation. That project is fraught with difficulties that don't apply here, because religious source text translation raises problems which have occupied scholars for centuries and on which there is no consensus, there can be different camps. Wikisource already hosts many different translations of the Bible, so it is unclear to me why a new "Wikisource" translation, which must involve unreviewed original research and the collapse of many opinions into a single text, a kind of synthesis, is even allowed. Perhaps there are users who think that translation is just a matter of looking up words in a dictionary and using a grammar. We can see problems with Discussion_of_the_Wikisource_Translation_of_the_Bible (which should really be moved to a subpage.) Those are very minor problems, there can be and will be much more significant ones. See for the translation guideline there, which is naive or at least highly restrictive.

 * The Wikisource translation is incorporated by reference, and other Wikisource translations should also be linked.

 * I see the projects as complimentary. Certainly the project here may create content that could be ported there, if it is considered ready, and any user can do this. Here, though, the possible discussion that can arise over translation may be of more value than the translation itself. This is Wikiversity, education is our product. --Abd 17:41, 9 July 2011 (UTC)

title: Talk:A Translation of the Bible


text:
Literature/1932/Goldberg

Wikimedia

 * Emanuel Goldberg
 * After four years working for Zeiss subsidiaries in France, Goldberg moved to Palestine in 1937 where he established a laboratory, later called Goldberg Instruments, which became the Electro-Optical Industries ("El-Op") in Rehovot. A photograph taken 1943 by John Phillips for Life Magazine shows Goldberg in his work shop in Palestine.

title: Literature/1932/Goldberg


text:
User:Juandev/From the Wikiversity content to its conflicts

cs:Uživatel:Juan de Vojníkov/Současnost a budoucnost Wikiverzity, aneb dva druhy otevřené spolupráce = From the Wikiversity content to its conflicts =
 * Author: Ing. Jan Lochman and people
 * User: Juan de Vojníkov
 * Contact: juandevojnikov-thatthing-gmail.com
 * Date: August 6, 2011
 * Event: Wikimania 2011, Haifa, Israel

Introduction
This presentation:
 * summarizes what is Wikiversity
 * sort its content by type
 * describes conflicts around the project
 * recommend some solutions for the future

About Wikiversity – short overview

 * founded in 2006 after 3 years of discussions; available in 13 languages, others in preparation at Wikiversity Beta
 * everybody is welcomed, there are no social barriers
 * Wikiversity is not a university (children, school students, adults, and university students and staff participate)
 * one person can have multiple roles – once you are a student, in other "project" you are a teacher (P2P education)
 * currently research is not peer-reviewed
 * in spite of this many teachers and researchers study, research and teach on Wikiversity
 * some are attempting to build a peer review process for research that is conducted and written up on Wikiversity (see PhD for example).
 * Wikiversity doesn't give certificates and assessments at present, nor are there any direct examination without revealing answers to students exists
 * However, some educational institutions are engaging with Wikiversity, setting up open access courses, and discussing ways to formally credit people doing those open courses. (See University of Canberra for example).
 * Wikiversity is compatible to other WMF projects by its software and copyright licensing (MediaWiki software, and Creative Commons Attribution-ShareAlike copyright license)
 * this software was considered by some people as unsuitable for Wikiversity, and they have suggested it would require extensions e.g. via MediaWiki extensions

Wikiversity scope

 * 1) Create and host a range of free-content, multilingual learning materials/resources, for all age groups and learner levels
 * 2) Host learning and research projects and communities around existing and new materials (e.g. Archive of Simulations and Games for the Enhancement of the Learning Experience)

Conflicts around its content

 * during the last 5 years conflicts around some content, some projects, and a seeming lack of coordination and clear purpose, has led to deletions, user blocks, and even suggestions of closure of the entire project. Outside perspectives include:
 * That it is a duplicate of Wikipedia
 * That it is a duplicate of Wikibooks
 * That the content is chaotic, messy or inconsistent
 * That some Users treat it like a hosting service
 * That some institutions use it for promotional purposes
 * That Wikiversity is an inappropriate space for original research

Courses
A course is a unit of teaching where subjects or topics for learning are sequenced (e.g. ordering topics and activities from the basics to more difficult matters), and services are sometimes set up to support people undertaking the course.

Units point out to information and resources to assist learning (slide presentations, texts, videos, recordings); and assignments and activities are set to focus learning, and sometimes for use in formal and informal assessment and feedback of learning (writing essays, blogs, chat meetings, discussion forums).

These course units are designed for individuals or for groups, where communication and feedback can take place between students and a teacher, and sometimes so that assignments can be submitted.

Example 1: Composing free and open online educational resources
Scope: is to give participants skills to find, create and share free and open education resources (OER) online. It is focused on teachers and future teachers. Every participant create it own OER during the course.

Advertising: via IRC and maillist, participants have to sign down before.

Methodology: Course for more participants, who have to register before. Reading, listening and following other resources is followed by assignments. People meet via blogs, communication language is English. It needs about 4–6 hours a week of study. Course is divided into 9 weeks (units).

Lets have a look at it --> Composing free and open online educational resources

Conclusion: It was an experiment conducted by the University of Arts and Design Helsinki, Finland. Results were published in the peer reviewed journal First Monday. There were 70 participants on the begging and 19 of them have finished this course:
 * 15 participants passed,
 * 3 got COMPLEMENTARY WORK REQUIRED,
 * 1 participant was not marked.

After the success of the last course in 2008, it inspired several similar courses on Wikieducator, and there are plans to develop more courses like it (such as the derivative course undergoing development Composing educational resources. In the previous one there were problems in communication via blogs, but participants themselves have designed some improvements.

Example 2: Basic filmmaking
Scope: get participants to be able to make animated movies in (FrameForge 3D Studio).

Advertising: ?, on the Main page as featured content.

Methodology: Work on assignments and send answer to teacher via e-mail.

Lets have a look on that --> Basic filmmaking

Conclusion: The teacher left in 2008, but it is still listed as a Feature Content on Wikiversity. 26 participants have started by no one have finished it. Most of the participants passed just a few classes and have left – that is strange!

Example 3: Bloom Clock/Kvetení rostlin
Scope: participants look for blooming plants in their homeplaces each month around year. Plants are categorized by color of flower, leaves and other botanical characteristics. Afterwards keys are being made for each locality and month or year. Statistical data of this research project could be used in gardening or phytogeography. On Czech Wikiversity connected with foreign language education.

Advertising: via Wikiversity. On the Main page as featured/Presented project.

Methodology: Participants creates new herbaria units and write down signatures at the time they saw a plant in flower. Before they have to say where is their locality. Keys are being established by moving templates of herbaria units. There is also a help for those participants, who are not able to determine plants species. Project is connected with Wikipedia and Wikibooks. Than comparison of the blooming time of one plant with the same plant in different regions is being done. Other projects such Pest Clock are connected.

Lets have a look on that --> Bloom Clock (Czech)

Conclusion: Czech version was not developed - no participants, probably because of the lack of advertising. In English version, there are participants from whole around the world (Austria, Czech Republic, USA, GB, Australia, Sweden, etc.). There are 834 herbarium unit and tens of keys. This project need to continue for some years to get enough data.

Example 4: Pračka (Washing machine; problems!)
Scope: there are more scopes, but in general it is about understanding how this washing machine works and be able to repair it. In the future write an book about this topic. Get value images for Wikimedia Commons.

Advertising: none Methodology: set the hypothesis, proceed solutions and see if results support on disprove hypothesis. Repeat it till problem is resolved.

Lets have a look on that --> Pračka

Conclusion: this method works and sometimes there is a feedback from other users. There is a need to get in touch with more washing mashines and more problems to be able to write a book about it.

Example 5: Doctors of Philosophy
A small network of people using Wikiversity to develop and write up the PhD work.

Doctor of Philosophy

Example 6: Technical writing (Sitronics Telecom Solutions)
Scope: Teach participants to write technical documentation in to courses. Wikiversity participants will add more information to the course and make it better.

Advertising: companies recruitments, at the Main page as featured content.

Methodology: every course has it "instructor" and Wikiversity pages probably serve as complementary material to real time education. On the end of each course there are exams held in the company office. Course is divided into different units connected with study materials.

Lets have a look on that --> Technical writing

Conclusion: participants were probably just people from the real time course held in Prague. It is not known if the course is ongoing and if there were participants, who reach it via Wikiversity..

Example 7: Prof. Loc Vu-Quoc (University of Florida)

Scope: get in touch with Wikiversity, use it to set assignments. Students than place their homeworks at the Wikiversity.

Advertising: at University of Florida Quoc clases.

Methodology: students have probably their assignments on the course page (which is in fact user page) and than they user their user pages to deploy homeworks.

Lets have a look on that --> Prof. Loc Vu-Quoc (University of Florida)

Conclusion: Prof. Quaoc uses Wikiversity via this way since 2008. Out of UoF participant cant get in. Course organization is for out-of-Uof participant chaotical, there is a use of user name space, which is not standard, pages are not categorized, uploaded pictures are deleted after some time, etc. But it is probably good enough for prof. Quoc an his students!

See other communities: School and university projects/List of projects

Manuals/notes/original research (problems!)
The most pages in Wikiversity look like small manuals, essays or books, but in fact they are notes, original research or students assignments.

If it is not indicated on the page itself, it is difficult to find out what is it. It is also difficult to figure out if notes doesn't violate license or law.

This kind of pages of Wikiversity, were from the begging criticized by users of Wikibooks saying that this kind of content is a duplicate of Wikibooks. They also proposed Wikiversity for deletion several times.

Wikiversity users doesn't see here a problem – additionally these pages can be moved to Wikibooks. Do teachers write textbooks in libraries and editorials or more like at school (their work) or at home?

Lets have a look on that -->
 * Body parts in Czech
 * Body chemistry
 * Nanotecnologia (Spanish)
 * Historia del Perú/Virreinato del Perú (Spanish)
 * Вироиды (Russian) – looks like the Wikipedia duplicate
 * cs:Bluetooth (Czech)

School structure
Some Wikiversities like Russian, Portuguese or Spanish has several pages, which copy brick and mortar school structures (faculties, departments etc.). Sometimes these structure content is preferred from other content at first.

These pages might have a function or look like disambiguation or portal.

On English Wikiversity these pages are also present, but in lower ratio to other content pages. E.g. Czech Wikiversity doesn't include them at all as Czech Wikiversity intended not to copy these structures nor Wikipedia.

Lets have a look on that -->
 * Факультет биологии (Russian)
 * Институт иностранных языков (Russian)
 * Departamento de Tecnología (Spanish)
 * Facultad de Ciencias Formales y Naturales (Spanish)
 * Institutots --> Instituto de Letras --> Bacharelado em Português --> and nothing! (Portuguese)

So look at: number of pages on different Wikiversities.

Lectures
Like this page. Now lectures are done via changing the user skin (this requires knowledge of CSS). This can only be done, when a person is logged in.

Chats and discussion forums
As there are just LiquidThreads – only stable extension to MediaWiki – people make specific discussion on IRC and/or on normal Wikiversity pages, which they call Discussion pages, Colloquiums etc.

Quizzes
Quizzes used on Wikiversity are only for self-assessment: they cannot be used for examination, as the answers are available to the student – they are not communicating with the server technically.

Some communities test students via their own ways like e-mail or other Internet tools. Some courses use traditional methods of assessment, but make their resources openly available on wikiversity.

Wiki Campus Radio

 * What is it about: Formaly the project of English Wikiversity aiming to found a radio.

 * Scope: Scope of this project is to study all activities, which are contected with running a radio station. Afterwards it should bradcast news (from Wikinews), education programes, music etc.

 * Actual state: After years the project is still on the beginning.

Solar system (for children)

 * What is it about: interactive course for children about the solar system.

 * Scope: prepare a flight thru the solar system. Children can click on different parts of the images. These are combined with recordings, with other pictures which clearly describe facts which are being presented. Older children can also read the texts. If you want to fly away from solar system you have to answer correctly 5 questions. If you pass you can discover deep space, otherwise you are taken back.

Lets have a look on that -->

The Solar System

An interactive (audio-picture) study module for young students

 * Actual state: still not finished after 4 years.

What is next

 * 1) tidy up the mess = categorise pages by content type
 * 2) encourage people to categorise the content type of each page when it is created
 * 3) create and customize namespaces for different content e.g. portals and schools
 * 4) change the skin of Wikiversity
 * 5) deploy WYSIWYG editor
 * 6) ...after some time make evaluation

2008
In 2008 user:Moulton came to English Wikiversity. he had been blocked indefinitely on English Wikipedia. He was researching whether there is a cabal on en.wp. There were also some theatrical poems and plays developed by him and touching on some en.wp members. After a while, steward Jimmy Wales blocked Moulton from Wikiversity indefinitely. In protest about 10 very active users left the project – 7 of whom were administrators. This somehow paralyzed the project.

2010
Some pages called Ethical Breaching Experiments were deleted on English Wikipedia. Then a research project was opened on English Wikiversity about this topic, leading to a discussion. After some time all related pages were deleted by a founder Jimmy Wales. After this was reverted by user SB Johnny, Jimmy Wales desysospsed him and warned "all" the Wikiversity community that he is having a discussion with WMF members about closing Wikiversity project.

The community was divided into 2 groups and most of the core members become inactive.

 * -->after some weeks follows petition for Wikiversity shut down

How to deal with that?
As Wikiversity is 50 % content-focused project (creation of OER) and 50 % people-focused project (hosting learning and research communities), participants think it is open by the means of editing and by the means of thinking.

Unfortunately open thinking might brake polices of other project and disturb their users from fulfilling their scope. On the other side, open thinking is on of the two principals of Wikiversity itself. Thus it seems to me, that Wikiversity would develop better outside of Wikimedia portfolio.


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