text:
User:Jmaustin/Books/STEM Challenges

A Compilation of Challenges

 * UTPA STEM
 * UTPA STEM/Instructors
 * UTPA STEM/CBI Courses
 * UTPA STEM/CBI Courses/Applied Linear Algebra
 * UTPA STEM/CBI Courses/Aquatic Entomology
 * UTPA STEM/CBI Courses/Aquatic Entomology/Understanding Populations
 * UTPA STEM/CBI Courses/BIOL 1402
 * UTPA STEM/CBI Courses/BIOL 1402/Blood Circulation
 * UTPA STEM/CBI Courses/BIOL 1402/Surface Area to Volume Ratio
 * UTPA STEM/CBI Courses/Biology
 * UTPA STEM/CBI Courses/Biology/Parasite distribution
 * UTPA STEM/CBI Courses/Biomedical
 * UTPA STEM/CBI Courses/Biomedical/Challenge
 * UTPA STEM/CBI Courses/Business Algebra
 * UTPA STEM/CBI Courses/Business Algebra/Linear Programming
 * UTPA STEM/CBI Courses/Business Calculus
 * UTPA STEM/CBI Courses/Business Calculus/Optimization Applications
 * UTPA STEM/CBI Courses/Calculus Based Physics
 * UTPA STEM/CBI Courses/Calculus Based Physics/1-D Motion
 * UTPA STEM/CBI Courses/Calculus Based Physics/2-D Non-Rotional Motion
 * UTPA STEM/CBI Courses/Calculus Based Physics/Angular Momentum and its Conservation
 * UTPA STEM/CBI Courses/Calculus Based Physics/Circular Motion
 * UTPA STEM/CBI Courses/Calculus Based Physics/Faraday's Law
 * UTPA STEM/CBI Courses/Calculus Based Physics/Fluid Mechanics
 * UTPA STEM/CBI Courses/Calculus Based Physics/Linear Momentum and Collisions
 * UTPA STEM/CBI Courses/Calculus Based Physics/Oscillatory Motion
 * UTPA STEM/CBI Courses/Calculus Based Physics/Static Equilibrium and Elasticity
 * UTPA STEM/CBI Courses/Calculus Based Physics/Universal Gravitational Force
 * UTPA STEM/CBI Courses/Calculus Based Physics/Vectors and Free Body Diagrams
 * UTPA STEM/CBI Courses/Calculus Based Physics/Waves and Vibrations
 * UTPA STEM/CBI Courses/Calculus Based Physics/Work Energy Theorem and the Conservation of Energy
 * UTPA STEM/CBI Courses/Calculus I
 * UTPA STEM/CBI Courses/CalculusII
 * UTPA STEM/CBI Courses/CalculusII/Applied Optimization Problems
 * UTPA STEM/CBI Courses/CalculusII/Mean Value Theorems
 * UTPA STEM/CBI Courses/CalculusII/Representing Functions as Power Series
 * UTPA STEM/CBI Courses/CalculusII/Sequence
 * UTPA STEM/CBI Courses/CalculusII/Taylor Series
 * UTPA STEM/CBI Courses/CalculusII/Volume
 * How to use Maxwell Model to Reconstruct Radar Image
 * UTPA STEM/CBI Courses/CAM
 * UTPA STEM/CBI Courses/CAM/PLC Lab 01
 * UTPA STEM/CBI Courses/CAM/PLC Lab 02
 * UTPA STEM/CBI Courses/Chemistry Problem
 * UTPA STEM/CBI Courses/Chemistry Problem/Chromatography
 * UTPA STEM/CBI Courses/Circuits II
 * UTPA STEM/CBI Courses/Circuits II/Laplace Transform
 * UTPA STEM/CBI Courses/College Algebra
 * UTPA STEM/CBI Courses/College Algebra/Logarithmic Functions
 * UTPA STEM/CBI Courses/College Algebra/Logarithmic Functions I
 * UTPA STEM/CBI Courses/Comparative Embroyology
 * UTPA STEM/CBI Courses/Comparative Embroyology/Birth Defects and Their Causes
 * UTPA STEM/CBI Courses/Computer Science
 * UTPA STEM/CBI Courses/Computer Science/Algorithm Design
 * UTPA STEM/CBI Courses/Computer Science/Operating Systems
 * UTPA STEM/CBI Courses/Computer Science/Repetition
 * UTPA STEM/CBI Courses/Computer Science/Selection
 * UTPA STEM/CBI Courses/Contemporary Math
 * UTPA STEM/CBI Courses/Contemporary Math//The Mathematics of Apportionments
 * UTPA STEM/CBI Courses/Contemporary Math/Compound Interest and Annuities
 * UTPA STEM/CBI Courses/Contemporary Math/Statistics
 * UTPA STEM/CBI Courses/Critical Thinking Skills
 * UTPA STEM/CBI Courses/CSCI4345 Computer Networks
 * UTPA STEM/CBI Courses/CSCI4345 Computer Networks/Socket Programming
 * UTPA STEM/CBI Courses/Data Structures and Algorithms
 * UTPA STEM/CBI Courses/Data Structures and Algorithms/NP-Completeness
 * UTPA STEM/CBI Courses/Databases
 * UTPA STEM/CBI Courses/Databases/Partitioning
 * UTPA STEM/CBI Courses/Digital Systems
 * UTPA STEM/CBI Courses/Dynamics
 * UTPA STEM/CBI Courses/Dynamics/Linear Momentum
 * UTPA STEM/CBI Courses/Educational Math
 * UTPA STEM/CBI Courses/Educational Math/Function Set
 * UTPA STEM/CBI Courses/Elementary Algebra
 * UTPA STEM/CBI Courses/Elementary Algebra/Factoring
 * UTPA STEM/CBI Courses/Engineering Economics
 * UTPA STEM/CBI Courses/Engineering Economics/Using Methods of Project Assessment
 * UTPA STEM/CBI Courses/Environmental Chemistry
 * UTPA STEM/CBI Courses/Environmental Chemistry/Challenge
 * UTPA STEM/CBI Courses/General Chemistry I
 * UTPA STEM/CBI Courses/General Chemistry I/Molecular Structure
 * UTPA STEM/CBI Courses/General Chemistry II
 * UTPA STEM/CBI Courses/General Chemistry II/Electrochemistry
 * UTPA STEM/CBI Courses/General Chemistry II/Gravity and Atmospheric Pressure
 * UTPA STEM/CBI Courses/General Microbiology
 * UTPA STEM/CBI Courses/General Microbiology/Genetic Engineering Using Bacteria
 * UTPA STEM/CBI Courses/General Physics
 * UTPA STEM/CBI Courses/General Physics I
 * UTPA STEM/CBI Courses/General Physics I/Waves
 * UTPA STEM/CBI Courses/General Physics II
 * UTPA STEM/CBI Courses/General Physics II/Nuclear Physics
 * UTPA STEM/CBI Courses/Geometry and Measurement
 * UTPA STEM/CBI Courses/Geometry and Measurement/Properties of area of triangles
 * UTPA STEM/CBI Courses/Graduate Seminar (combined with BVP-MATH 4318)
 * UTPA STEM/CBI Courses/Graphics
 * UTPA STEM/CBI Courses/Graphics/Introduction to CAD
 * UTPA STEM/CBI Courses/Intermediate Algebra
 * UTPA STEM/CBI Courses/Intermediate Algebra/Application of Quadratic Equations
 * UTPA STEM/CBI Courses/Intermediate Algebra/Motion Problem
 * UTPA STEM/CBI Courses/Intermediate Algebra/Right Triangle Problems
 * UTPA STEM/CBI Courses/Intermediate Algebra/Work Problems
 * UTPA STEM/CBI Courses/Introduction to Mechanical Engineering
 * UTPA STEM/CBI Courses/Introduction to Mechanical Engineering/Engineering Estimation
 * UTPA STEM/CBI Courses/Introduction to STEM
 * UTPA STEM/CBI Courses/Introduction to STEM/Batteries From Coins
 * UTPA STEM/CBI Courses/Introduction to STEM/Cold and Hot Packs
 * UTPA STEM/CBI Courses/Introduction to STEM/DNA Extraction
 * UTPA STEM/CBI Courses/Introduction to STEM/Polymers
 * UTPA STEM/CBI Courses/Introduction to STEM/Preparation of Soap
 * UTPA STEM/CBI Courses/Introduction to STEM/UV Sensitive Beads
 * UTPA STEM/CBI Courses/Introduction to VLSI
 * UTPA STEM/CBI Courses/Manufacturing Processes Lab
 * UTPA STEM/CBI Courses/Manufacturing Processes Lab/t-statistic
 * UTPA STEM/CBI Courses/Materials
 * UTPA STEM/CBI Courses/Materials/Material Properties
 * UTPA STEM/CBI Courses/Measurements
 * UTPA STEM/CBI Courses/Measurements/Pressure Measurement
 * UTPA STEM/CBI Courses/Measurements/Probability & Statistics
 * UTPA STEM/CBI Courses/Measurements/Temperature Measurement
 * UTPA STEM/CBI Courses/Mechatronics
 * UTPA STEM/CBI Courses/Mechatronics/Basic Electronics
 * UTPA STEM/CBI Courses/Mechatronics/Microcontrollers
 * UTPA STEM/CBI Courses/MEMS & NEMS
 * UTPA STEM/CBI Courses/MEMS & NEMS/AFM
 * UTPA STEM/CBI Courses/Microbial Biotechnology /Immunology
 * UTPA STEM/CBI Courses/Microbiology
 * UTPA STEM/CBI Courses/Microprocessor System Design
 * UTPA STEM/CBI Courses/Microprocessor System Design/Microprocessor System Design
 * UTPA STEM/CBI Courses/Numerical Methods and Statistics
 * UTPA STEM/CBI Courses/Numerical Methods and Statistics/Loop and Case Structures
 * UTPA STEM/CBI Courses/Numerical Methods and Statistics/Taylor Series
 * UTPA STEM/CBI Courses/Nutrition
 * UTPA STEM/CBI Courses/Nutrition/Enzymes
 * UTPA STEM/CBI Courses/Operating Systems
 * UTPA STEM/CBI Courses/Operating Systems/Security
 * UTPA STEM/CBI Courses/Organic Chemistry I
 * UTPA STEM/CBI Courses/Organic Chemistry I/Chromatography
 * UTPA STEM/CBI Courses/Organic Chemistry II
 * UTPA STEM/CBI Courses/Organic Chemistry II/Electrophilic Aromatic Substitution Reaction
 * UTPA STEM/CBI Courses/PHYS 4304
 * UTPA STEM/CBI Courses/Physical Chemistry
 * UTPA STEM/CBI Courses/Physical Chemistry/Magic Blue Bottle
 * UTPA STEM/CBI Courses/Precalculus
 * UTPA STEM/CBI Courses/Precalculus/Applications of Trigonometric and Inverse Trigonometric Functions
 * UTPA STEM/CBI Courses/Precalculus/Inverse Trigonometric Functions
 * UTPA STEM/CBI Courses/Precalculus/Trigonometic Functions
 * UTPA STEM/CBI Courses/Precalculus/Trigonometic Functions: Solving Right Trianges
 * UTPA STEM/CBI Courses/Probability and Statistics
 * Probability and Statistics I
 * UTPA STEM/CBI Courses/Quantum Mechanics
 * UTPA STEM/CBI Courses/Quantum Mechanics/Particles For Waves
 * UTPA STEM/CBI Courses/Soil Mechanics
 * UTPA STEM/CBI Courses/Soil Mechanics/Phase Relationships
 * UTPA STEM/CBI Courses/Statics
 * UTPA STEM/CBI Courses/Statics/Force Equilibrium
 * UTPA STEM/CBI Courses/Thermal Systems Design and Optimization
 * UTPA STEM/CBI Courses/Thermal Systems Design and Optimization/Economics
 * UTPA STEM/CBI Courses/Thermodynamics
 * UTPA STEM/CBI Courses/Thermodynamics/The First Law for Closed Systems
 * UTPA STEM/CBI Courses/Thermodynamics/The First Law for Open Systems

title: User:Jmaustin/Books/STEM Challenges


text:
Colleges and Universities/Technical University of Denmark

Technical University of Denmark is a technical university in Kongens Lyngby, suburb of Copenhagen, Denmark. The course catalogue is available from

Wikiversity learning resources from courses at DTU:

 * Computer Architecture Lab - This course is a hands-on introduction into computer architecture. The main target is to build a simple, pipelined microprocessor and run it in an FPGA.

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


text:
User talk:NeftcVosm

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --JWSchmidt 14:07, 14 July 2010 (UTC)

title: User talk:NeftcVosm


text:
User talk:Rock drum

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 15:37, 14 July 2010 (UTC)

logo

Thanks for making that logo today.

How is it licensed and how do I attribute it to you properly? --JWSchmidt 01:58, 19 July 2010 (UTC)
 * Thanks, I was pleased to do it. Just attribute it to User:Rock drum on the wikimedia projects. Please do put my name somewhere, though. BTW, what's the picture to the right got to do with anything? Rock drum (talk • contribs) 14:51, 19 July 2010 (UTC)
 * That drum horse is a friend of mine. --the winner..... Beetlebaum 15:37, 19 July 2010 (UTC)

title: User talk:Rock drum


text:
Template:Drum set

I'm currently in the process of creating this course. Rock drum (talk • contribs)

title: Template:Drum set


text: Template:Drum set/Header

title: Template:Drum set/Header


text:
User talk:Morrowg

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 16:13, 14 July 2010 (UTC)

title: User talk:Morrowg


text:
Drum set/What's in a drum set?

You've probably heard the term 'drum set' or 'drum kit' before but have you actually given much thought as to what is actually in one? In this lesson, we're going to try and introduce you to what is in a basic drum set; what it looks like, what it sounds like etc. We'll be going through each indivudual part of the drum kit in detail; cymbals and drums. The diagram to the right shows the parts of a standard, 5-piece drum set (5-piece referring to the number of drums - cymbals aren't counted here). Throughout this lesson, we'll be referring back to it so that you can see where everything goes.

Cymbals
Crash (8)

Ride (7)

Splash

Drums
Bass (1)

title: Drum set/What's in a drum set?


text:
User:Egm6341.s10.team3.heejun/Meeting 16 transcript

 MTG 16: Thu. 28 Jan 10

[[media: Egm6341.s10.mtg16.djvu | Page 16-1]]

Note: Open Intervals

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

& end\,\, points\,\, a,b\,\, \in\,\, [a,b] \\\end{align}\ $$
 * $$ \begin{align} \displaystyle [a,b] &:\,\, closed\,\, interval \\
 * $$ \begin{align} \displaystyle [a,b] &:\,\, closed\,\, interval \\
 * }
 * }

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

& \underbrace{end\,\, points\,\, a,b}_{\color{blue}{i.e.,\,\, excluded\,\, from\,\, the\,\, open\,\, interval}}\,\, \notin\,\, ]a,b[ \\\end{align}\ $$
 * $$ \begin{align} \displaystyle ]a,b[ \,\, \equiv (a,b)&:\,\, open\,\, interval \\
 * $$ \begin{align} \displaystyle ]a,b[ \,\, \equiv (a,b)&:\,\, open\,\, interval \\
 * }.
 * }.

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

HW: Runge Phenomenon S+M p.208
 * style="width:100%; padding:10px; border:2px solid #8888aa" |
 * style="width:100%; padding:10px; border:2px solid #8888aa" |

$$ \displaystyle I = \int^{5}_{-5} \frac{1}{1+x^2} dx $$

(i) Find $$ \displaystyle I_n $$ using Newton-Cotes for n=1, 2,. . ., 15

(ii) Plot $$ \displaystyle f, f_n $$ $$ \displaystyle \mbox{,  } $$ for n=1, 2, 3, 8, 12

(iii) Plot $$ \displaystyle I_n $$ Vs. $$ \displaystyle n $$ and observe that $$ \displaystyle I_n $$ does not converge as $$ \displaystyle n \rightarrow \infty $$

(iv) Observe weight $$ \displaystyle W_{i,n}:=\int^{b}_{a} l_{i,n}(x),\ dx $$ are not all positive for n $$ \displaystyle \ge $$ 8. Then plot $$ \displaystyle l_{i,n}(x) $$ for i=1, 2, ... ,8 & n=8

 * style = |
 * }.
 * }.

[[media: Egm6341.s10.mtg16.djvu | Page 16-2]]

Motivation for Comp. rules :

Runge Pheno. $$ \displaystyle \Rightarrow \,\, keep\,\, n\,\, small\,\, (i.e.,\,\, n=1,2),\,\, and\,\, subdivide\,\, [a,b]\,\, into\,\, smaller\,\, subinterv. $$
 * {| style="width:100%" border="0" align="left"

$$ \displaystyle n=2\,\, Simple\,\, Simpson $$
 * $$ \displaystyle n=1\,\, Trap.\,\, Simple $$
 * $$ \displaystyle n=1\,\, Trap.\,\, Simple $$
 * }.
 * }.

Error for Comp. Trap :

 * $$ \displaystyle h $$ is the step size on $$ \displaystyle [a,b] $$

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

&= \int_{a}^{b} f(x)dx - h[\frac{1}{2}f(x_{0})+ f(x_{1}) + ... + f(x_{n-1}) + \frac{1}{2}f(x_{n})] \\ &= \sum_{i=1}^{n} [\int_{x_{i-1}}^{x_{i}}f(x)dx - \frac{h}{2}[f(x_{i-1})+f(x_{i})]] \\\end{align}\ $$
 * $$ \displaystyle \begin{align} \underbrace{E^{1}_{n}}_{\color{blue}{Trap.}}\, &:=\, I-I_{n} \\
 * $$ \displaystyle \begin{align} \underbrace{E^{1}_{n}}_{\color{blue}{Trap.}}\, &:=\, I-I_{n} \\
 * }.
 * }.

[[media: Egm6341.s10.mtg16.djvu | Page 16-3]]

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

 * $$ \displaystyle \left| E^{1}_{n} \right| \leq \frac{h^{3}}{12} \underbrace{ \sum_{i=1}^{n} (max \left| f^{(2)}(\zeta) \right|\,\,\,\, \zeta \in [x_{i-1},\,\, x_{i}] ) }_{\color{blue}{\bar{M}_{2}}} $$
 * }
 * }
 * }

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

 * $$ \displaystyle \Rightarrow M_{2} = max \left| f^{(2)}(\zeta) \right|\,\,\,\, \zeta \in [a,b]\,\,\,\, $$
 *  [[media: Egm6341.s10.mtg13.djvu | p.13-2]]
 * }
 * }
 * }

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

 * $$ \displaystyle \bar{M}_{2} \leq n \cdot M_{2}$$
 * }
 * }
 * }

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

 * $$ \displaystyle \Rightarrow \left| E^{1}_{n} \right| \leq \frac{(b-a)^{3}}{12n^{3}} n M_{2} \,\,\,\, = \frac{(b-a)^{3}}{12n^{2}} M_{2}  \,\,\,\, = \underbrace{ \frac{(b-a)h^{2}}{12} M_{2}}_{\color{blue}{A.\,\, p.253}} $$
 * }.
 * }.
 * }.

 * $$ \displaystyle M_{2}\,\, Vs.\,\, \bar{M_{2}} $$

$$ \displaystyle M_{2} $$ is the max second order deriv. within whole interval $$ \displaystyle [a,b] $$

$$ \displaystyle \bar{M_{2}} $$ is the max second order deriv. within each subinterval


text:
Category:Drums

This category is used specifically for pages in the Drum set project, originally started by User:Rock drum in 2010.

title: Category:Drums


text:
User:Brinpegasus/Literature for teens/The Absolutely True Diary of a Part-Time Indian

This text is wonderful for teens everywhere. Junior is incredibly relatable as a teenage character. Sherman Alexie has not forgotten what it is like to be a teenage boy. Though there is some adult language used, it is not done for shock value, but rather to add to the literature and characterization.

I have found many useful lessons online, but I would like to turn this over to the students. Have you read this book? If so, why is or is it not a book worth reading? --Sashak 20:20, 14 July 2010 (UTC)


text:
User talk:Sashak

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --JWSchmidt 20:22, 14 July 2010 (UTC)

Literature for teens
Hey, just wanted to say thank you for adding Absolutely True Diary of a Part-Time Indian to the list of units! I'm excited to read the book, and I look forward to seeing student comments in the future. =) --Trinity507 02:52, 7 August 2010 (UTC)

title: User talk:Sashak


text:
User:John Bessa/Scratch

__NOINDEX__

About me
I primarily work in the public domain, and support it so much that I often do not attribute my work. I essentially grew up in the world of GNU and have applied the GPL in a liberal sense to my work, but not the GFDL. Correspondence with GNU's creator, Richard Stallman, has shown me that I may have a different concept of "free" than he has; my concept springs from the idea of the Public Domain, the place where the public is, both intellectually and on the Earth. Stallman opposes this idea; he wrote me not to use the words "public domain," as it confuses people. I found my ideas well-illustrated by Lewis Mumford's Technics and Civilization, a classic I refer to for many things, including my opposition to wildlife hunting.

Most important of my writing is my page/site "Empathy: Spiritual Darwinism" that I wrote for my professor/mentor at the Empire State College, Alan Mandell.

Proudest, though, is my photography best of which I hope to upload to wv as time allows.

My recent goal for making a living was to become a middle school science teacher. I spent the hey-day of technology on Wall Street (mostly) implementing free software, and after the ruinous American technology crash of 2000-2002, I successfully connected with North America as a long haul driver while finishing my degree at Empire. I planned to take an "alternate route" to teaching specializing in project-based learning, but failed.

As I got deeper and deeper into issues of my own creation at Empire, I found I have strength in therapy topics, and I saw the links between learning and therapy, and idea I hope to extend here as knowledge construction. Here is a document that started as a resume that evolved into a summary of my experiences with teaching and therapy. It is uncharacteristically positive for my writing, and has little if any critical analysis in it, which in a sense is a lie--I witnessed much abuse while working with disabled children and youth.

All along I have worked hard on the Internet, first on Wall Street and in the many open user groups of New York, and then through web communities such as Care2. At first we were simply building a highway just to build more highway, and then in the late 90s everything changed, and big money was introduced in the form of investment and credit card transactions (I, for one, was confused). We in "open systems" were very socially active in New York City at the time, grouping around the free software movement. The groups I organized in the New York open software community were PUNY, or Perl/Unix of NY, and the Linux Society, which still exists as a blog.

=Experience with Democracy in the Information Society: the Internet=

I founded and moderated two great groups on Care2: Katrina flood victim support group, and the empathy research group.

The Katrina group had a US Senator in the discussion, but as a lurker, Evan Bayh. We would get 24hr turn around time w/ acts of Congress with contributions coming from the ground. I wrote a paper for my degree on it (getting an A), which sums up the disaster and the experience of the group; it is unique is that nearly everything in it is eye-witness. Later on I tried to lure Bayh into the fray, but he got immediately attacked. I wrote about that too.

Writing: http://thinman.com/text/katrina_story.html

Group: http://www.care2.com/c2c/group/katrina_in_memoriam

The empathy group was a collection of my 100 or so friends from Care2 and we were supposed to go after China, but I hesitated, and got pressure from the group to give it direction. My final degree paper was on "Spiritual Darwinism" talking about the evolution of morality from its animal roots as Darwin's "natural affection," so I focused on that seeing I was becoming an expert on the topic. The discussion became an acid test for the empathic ideas starting with Aristotle going on to de Waal's experiments with Elephants, and much more. Unfortunately Care2 lost its viability as a genuine community because of the introduction of fascistic-level control; after all it is about advertising, so the group has languished. I put most of the significant discussions on permanent display for reference.

The [Empathy Model] article was intended as a template for action for the Empathy group, now named Empathy Action. The, wiki stands on its own now, and stands as "number one" on Google (last I checked) for "empathy neurology." One if its goals is to show that a lack of "emotional communication" is the causing all the problems in the World; it should really be named [Emotional Communication], as empathy is widely accepted as an intellectual option, and in some cases the implementation of empathetic ideas can be shown to countermand free communication.

And here is the discussion group on Care2. My degree work on the topic is presented on thinman.com.

As an extension of online empathy discussion I created a model for web communities based on the successes of the two groups, which were essentially action research groups. The paper covers so many other topics, though, that the activist component is minor. It is extremely thick, and I only got an A- for it, I think probably because the professor could not understand much of it:

Learning

 * Learning the "new" way gives a broad understanding of education during the critical middle school years, and promotes style that every Wikiversitan should adore.

 * Middle school science ideas applied to hurricane learning for students who may face this kind of weather, and associated trauma.

Photography
Galleries Photography writing
 * | JohnBessa.com and Thinman > Photography
 * Flickr
 * Empathy and the photographers' finger is my case for the mechanically-released shutter, rather than the fully electronic shutter.

= Wikiversity policy studies proposal = When my studies become complex, I like to put myself on a mono-diet of my ideas to create a pure test model. In a sense a wiki is a on a wiki mono-diet, because everything is a wiki article page, and the results of the information developed in the page fit the phenomena of the wiki model.

After looking over the pages suggested to me in the "what wikiversity is not" discussion, I concluded that Wikiversity is not on a wiki mono-diet, but should be. The policies seem to be defining Wikiversity in terms of everything except wiki-based learning.

A wiki by itself is an educational vehicle in the purest sense following the wiki phenomena, where an aggregate of wiki pages in a single wiki community should create a wiki-produced conceptual view of the world. I believe that such a conception should be nearly completely accurate. A wiki is not the only web community format to produce a nearly perfect conception, but it may be the best (so far). My personal experience with web-based information aggregation has been that, given contributor freedom, the knowledge created will be the best available.

I am seeing a lot of ideas in Wikiversity policy that do not support the Internet as the modern Information Society, let alone the wiki phenomena, but ideas that want to re-implement antiquated structure that has no place in the modern Information Society.

Going with the idea of a wiki mono-diet, we might want to create an aggregate study as a single article of exactly what is going on, and what should be going on with respect to our growth: Wikiversity studies.

The primary problem is this: I do not see that the policy structure is going to promote wiki-based studies, and those that are produce here seem to wander off to other wiki-communities. I think we need to work primarily towards wiki-retention, to fight wiki-attrition. To fight this we need to provide things that our scholars need, specifically support, and also we need to define what value we want add to the planet, how we want to help humanity. In other words, we need to define the Wikiversity in terms of six billion others rather than ourselves. Otherwise the good courses will simply move on to other wikis, as I am seeing.

Within that we need to define what server-type services we need to have to facilitate our scholars (I have a lot of ideas about this). And to do this we can simply study ourselves and our own needs. Such a study would be unique and would probably become famous because it could show how learning in a democratic environment can be the information source for policy making.

Ideally wv should generate ideas to be used in other wikis and similar study sites, but not necessarily the Wikiversity.

I think that this mission is valid and necessary, and that the "charity should start at home," should fully embrace the wiki phenomena. And hence my idea of wiki-education policy studies as a Wikiversity mono-diet. Unfortunately there is no place to post this idea... except to start a Wikiversity policies study article.

=Wiki and Wikiversity Studies= The Information Society, of which wikis are now a (if not the) key component, has two sides, the technical aspects, and the social effects, and the two sides are closely related we here on the wv operate on both sides.

Knowledge construction

 * Wiki effects on knowledge construction
 * Aggregation of information bits to form constructed knowledge

Wiki page development

 * Wiki format standardizes information structure
 * Wiki community rearranges information
 * Negative side: edit wars

Wikimedia effects on page development

 * Effectively a technical document
 * Rendering

Defining the mission

 * Educators' needs
 * Protection
 * Academic freedom
 * Tenure
 * Publications

Wiki Technology
Ours is the most relevant, and I believe that it needs to be expanded, if not forked, for the education mission

Advanced Components
Tables: how the technical and social aspects can interrelate in a single discussion
 * How to create a table
 * Effects of tables on information construction

PHP Programming

 * Bringing back Mediawiki programming
 * Building scholar's extensions
 * Editing
 * Increased power, such as the editor on Ning.com

Other
--JohnBessatalk 17:36, 19 February 2009 (UTC)

title: User:John Bessa/Scratch


text:
User:John Bessa/Other writing

Other writing
These articles will be moved to my main user page as they become relevant

Oligarchy: What we learned in the Empathy Group

[http://linux-society.blogspot.com/2010/01/might-was-well-bring-it-up-wiki-ml.html Might was well bring it up... Wiki ML ]

Happy New Year

Google Docs: No privacy, No free speech

Photographs at Brazen Betty's

Zwik's Defiance: "Nazi, Soviet, Zionist, same thin...

The Art Roots

[http://linux-society.blogspot.com/2009/09/who-killed-christ-newsflash.html Who killed Christ ?? Newsflash !! ]

Open letter to L4 developers

[http://linux-society.blogspot.com/2009/08/no-virtue-in-virtualization-vmware-qemu.html No virtue in virtualization: VMWare, Qemu, Virtual... ]

[http://linux-society.blogspot.com/2009/07/why-obama-nomics-will-ultimately-fail_3037.html Why Obama-nomics will ultimately fail most America... ]

[http://linux-society.blogspot.com/2009/06/ideas-for-codezero-native-l4-implemen.html Ideas for Codezero native L4 Implemen... ]

Open Letters to Perl and Linux

Remembering Krishna

OpenEOS

Obama's Environmentalism Embraces Destruction

[http://linux-society.blogspot.com/2008/02/notes-from-emails-from-gernot-heiser.html  Notes from emails from Gernot Heiser about L4 an... ]

[http://linux-society.blogspot.com/2007/01/why-linux-is-failing-it-is_116935072524702572.html Why Linux is Failing? It isn't, look at this grap... ]

Spiritual Darwinism :: Scientific Buddhism

Bubble 2 dot Oh

[http://linux-society.blogspot.com/2006/11/pure-insanity-animal-enterprise.html Pure Insanity: The Animal Enterprise Terrorism Act... ]

[http://linux-society.blogspot.com/2006/10/negative-flip-side-of-knowledge.html The (Negative) Flip-side of Knowledge Construction... ]

[http://linux-society.blogspot.com/2006/10/thought-linking-and-resulting-language.html Thought Linking and Resulting Language Technologie... ]

Learning to Learn the "New Way"

Beyond the Discussion Thread

Why We Need Linux

[http://linux-society.blogspot.com/2006/07/linking-constructs-in-information.html Linking Constructs in the Information Society: Pus... ]

[http://linux-society.blogspot.com/2006/07/katrina-hurricane-about-care2.html The Katrina Hurricane About the Care2 Discussion F... ]

Mystery Over the Road

Carl Rogers and Humanistic Healing

Einstein and Linux

Meshing, A Free Networking Matrix

Techological Sharing, The MP3 Rebellion

Short History of the Information Society

The Natural Life of a Networked Machine

Rattlesnake Rebellion: Recent notes-This writing was part of an email to Ellen Brown, author of Web of Debt

History of hunting for animal lovers and social activists-Hunting relates to us today: our nation

Objective reality is a misnomer; it is not Science-The first thing I want to know about a s

Not Zionist Fairy Tales: Deconstructing Engelmayer's rationale-Jews have played a central role to my wa

Empathic Model in response to torture-This writing is inspired by Stephen Sold

Oligarchy today: The top-down structure-Didactic is a familiar synonym for top-d

Libertarian Hate in Our Present Post-Apartheid Period-This is about conflict on the Wikipedia,

US Break-up into culturally-based regions-Time to break up the US into 6 or 7 geog

Humans tend to anthropomorphism with respect to the inhumane-A friend of mine wrote me this: "The peo

Reason Vs Sense: The calculated destruction of naturally open thought-This is about my recent journey into the

American contagion: photos and thoughts on my return from Canada-It is difficult to visit another nation,

Capital Structure Cheat Sheet -- 2nd Draft-This is the second milestone for this do

Capital Structure Cheat Sheet-This is a work in progress to de-mystify

My Tea Party Reaction: Legalize homicide-This is my craziest piece yet; it extend

[http://www.opednews.com/Diary/Who-killed-Christ--Newsf-by-John-Bessa-090929-895.html Who killed Christ ?? Newsflash !!-According to the Gospel of Judas, a genu]

Housing and education: a economic relationship-This is a reality check: There is a r

Obama's America: Still Hemorrhaging-Obama is an obvious -improvement over Bus

Yetta Kurland, NYC Candidate for City Council, A Photo Tour-Yetta Kurland is a refreshing and highly

Defining "Foreignism"-Bias, without question, is the social ma

All Out War-Please note that this article is a "what

Why Obama-nomics will ultimately fail-American decline is simple: complete rel

Rattlesnake Manifesto, a fundamental appeal-I crafted this manifesto when, as a truc

Americans kill, so what is the kindest way to kill?-The death penalty is with us to stay bec

Hyper-DE-flation makes sense-An open letter to Ellen Brown, who wrote

Saying Good-bye to Krishna-Krishna was bigger than life, certainly

Lies of the Times: Obama needs to fulfill his promise-With the horrendous decline of Republica

The New "Spys" are not James Bond types-With Obama's impending offensive into Af

Anatomy of a Hack-Hack means kludge, hacks hack software t

Israeli posturing?-I believe that the apparent Israeli disg

American Break-Up: 1) Ending the CIA-The greatest rationalization for the bre

Role of feminism in destruction-Liberalness on OEN is not the Liberalnes

AARP Retirees: Winners now whining-America's retirees represented by the AA

[http://www.opednews.com/Diary/The-End-of-the-Age-of-the-by-John-Bessa-090124-747.html The End of the Age of the Predator-We are in a new age. I just got back fr]

OpEdNews Writers Discussion Group on Care2-Care2 has been pretty good to me; I had

Op Ed News on Care2: Discussions-Op Ed News is on Care2 with a discussion

Gaza peace rally in New York City, on January 3rd, 2009-There was a Gaza peace rally in New York

Inflation Key to the Recession Cycle-Inflation is the other half of recession

Empathic Is The Way.........?-Empathy has broad meaning, and everyone

My Empathy Monodiet-I see everything in terms of the neurons

title: User:John Bessa/Other writing


text:
Karpman drama triangle

The Karpman drama triangle (Wikipedia) describes an interpersonal dynamic between people playing victim, persecutor and rescuer roles.

 * See also
 * Transactional analysis

title: Karpman drama triangle


text: Motivation and emotion/About/Schedule/2009


text: Category:Motivation and emotion/Schedule


text: Motivation and emotion/About/Schedule/2010


text:
Motivation and emotion/Assessment/No longer used/E-portfolio

A learning portfolio about motivation and emotion

The goal
To develop and share an open record of your learning journey through the Motivation and emotion unit in the form of an e-portfolio.

Overview
This assessment task involves:
 * 1) Ongoing record : Keeping an ongoing record of one's learning experiences throughout the unit. Use the e-portfolio to explore and synthesise what you discover during your learning journey.
 * 2) Deep processing : Reflecting on learning experiences helps to encourage deeper processing and understanding of the ideas.
 * 3) Sharing : Sharing of one's learning experiences facilitates social interaction and peer-to-peer learning.
 * 4) Style and format : The style and format are open, as long it reflects your participation and engagement in the unit's learning activities (esp. lectures, tutorials, readings, and assessment exercises).

Create a webspace

 * 1) Create a public-facing webspace : The first step is to create a public-facing webspace (anywhere) where you keep and demonstrate a record of your engagement with the learning activities in this unit.
 * 2) Location : E-portfolios can be created anywhere (as long as the content is accessible to the public), but unless you've got a particularly good reason, it is strongly recommended that you create a Wikiversity account and build an e-portfolio within on your user page.
 * 3) Tell the convener : Once you have created your e-portfolio page, email or message the convener with the website address amd your real name (if different), and your student ID.
 * 4) Welcome and set-up : The convener will then drop by to check your page, help you to set it up, and post a welcome message.
 * 5) Then, you are 'underway' ... !

Building content

 * 1) Free style : Style requirements for the e-portfolio are very open. How you organise and what you put into your e-porfolio is entirely up to you.
 * 2) You do not need to use APA style, but providing links and references to sources should be used where appropriate (this can add to the depth).
 * 3) You can write in the 1st person.
 * 4) You do not necessarily need to write in full sentences and paragraphs (e.g., bullet-point lists can be effective). However, note that only providing short-bullet point material may not indicate much in the way of depth/insightfulness.
 * 5) You can post summaries of content (e.g., textbook, lectures or tutorials) but ideally these would be accompanied by personal reflection, comment, examples etc.
 * 6) You can post comments to other people's portfolios and to the discussion forum. This can be a good way to build/expand your portfolio (e.g., invite others to visit your page and discuss with you).
 * 7) Feedback : You can ask for feedback along the way, plus you can get ideas from watching other students' e-portfolios develop → see list of participants.
 * 8) Content is king : Its primarily the text that matters (content is king). Fancy stuff (e.g., layout and images) can come later, and only if you wish. What really matters is your depth of sharing about your responses to the learning content and activities in this unit. Of interest could be anything that genuinely reflects the depth of your engagement in the unit and its learning activities, such as:
 * 1) notes
 * 2) summaries
 * 3) questions
 * 4) observations
 * 5) insights
 * 6) ideas
 * 7) conversations
 * 8) debate
 * 9) examples
 * 1) Record of engagement : The e-portfolio provides a tangible record of your involvement in the unit.
 * 2) Sharing : Sharing and reading about each others' experiences can also foster collaboration (e.g.,  commenting about others' reactions and offering feedback).
 * 3) CV for the unit : It is recommended that you approach the e-portfolio as a professional development exercise - you are creating a "CV for the unit". Would you like potential employers to see your e-portfolio? Ideally you should be proud of it and want to add it to your CV/resume to show potential employers your knowledge and ability to communicate - it might help you to get a job!

Submission

 * Submission is not required as long as your e-portfolio is listed in participants. If your e-portfolio is not listed, contact the convener.
 * Your e-portfolio prior to the due date/time will be deemed as your submission.

How can I get technical help?

 * 1) Technical know-how should NOT be a barrier. But it is up to you to ask for assistance - e.g., via HELP.

How long should my e-portfolio be?

 * 1) There is no upper or lower limit. To give some very rough idea - perhaps 200 to 300 words per major topic or learning activity (13 lectures + 6 tutorials) -> ~ 2,000 to 4,000 word e-porfolio
 * 2) Quality and regularlity is more important than overall size.
 * 3) "Flat text" (i.e., with no hyperlinks) is probably not as "rich" as one with well-selected links.
 * 4) Particularly long e-portfolios might be best structured into sub-pages.

Can I see some examples?

 * 1) Check out these e-portfolios from Social psychology in 2008: Participants (Click user names to see each  e-portfolio)
 * 2) See other e-portfolios already in progress for this unit: Participants (Click user names to see each  e-portfolio)


text: File:Speedy del.png

title: File:Speedy del.png


text:
User talk:Sramgopalr

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:17, 15 July 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 15 July 2010 (UTC)

title: User talk:Sramgopalr


text:
User:Nileshbandhiya

My name is Nilesh Bandhiya. I am from Junagadh, Gujarat, India.

title: User:Nileshbandhiya


text:
User:JPLeRouzic/Icelandic stream/Swadesh list

English	German	Icelandic

I	ich	ég

thou

(singular)	du	þú

he	er	hann

we	wir	við

ye, you

(plural)	ihr	þið

they	sie	þeir / þær / þau

this	dieses	þessi / þetta

that	jenes, das	hinn / hin / hitt

here	hier	hér

there	dort, da	þar

who	wer	hver

what	was	hvað

where	wo	hvar

when	wann	hvenær

how	wie	hvernig

not	nicht, net (informal)	ekki

all	alle	allt

many	viele	margir

some	einige	nokkuð

few	wenige	lítið

other	andere	annar

one	eins	einn

two	zwei, zwo (informal)	tveir

three	drei	þrír

four	vier	fjórir

five	fünf	fimm

big/great	groß	stór

long	lang	langur

wide, broad	breit, weit	breiður

thick	dick	þykkur

heavy	schwer	þungur

small, little	klein	lítill

short	kurz	stuttur

narrow	eng, schmal	krappur, þröngur

thin	dünn	þunnur

woman	Frau	kona

man

(adult male)	Mann	karlmaður

man

(human being)	Mensch	maður

child

(a youth), dialectal "bern", kid	Kind	barn

wife	Frau, Ehefrau	eiginkona

husband	Mann, Ehemann	eiginmaður

mother	Mutter	móðir

father	Vater	faðir

animal, deer (specific type of animal)	Tier	dýr

fish	Fisch	fiskur

bird, fowl	Vogel	fugl

dog, hound	Hund	hundur

louse	Laus	lús

snake	Schlange	slanga, snákur

worm	Wurm	maðkur, ormur

tree, cf. "beam" in eye -see bible	Baum	tré

forest, wood	Wald	skógur

stick

(of wood)	Stock	stafur

fruit	Frucht, Obst	ávöxtur

seed	Samen	fræ

leaf, cf. "blade" (of grass)	Blatt	blað

root	Wurzel	rót

bark

(of tree)	Rinde	börkur

flower, bloom	Blume	blóm

grass	Gras	gras

rope	Seil	reipi

skin

(of a person)	Haut	hörund

meat

(as in flesh)	Fleisch	kjöt

blood	Blut	blóð

bone	Knochen, Bein (leg)	bein

fat

(noun)	Fett	feiti

egg	Ei	egg

horn	Horn	horn

tail	Schwanz	hali

feather

(rather not down)	Feder	fjöður

hair	Haar	hár

head	Kopf, Haupt	höfuð

ear	Ohr	eyra

eye	Auge	auga

nose	Nase	nef

mouth	Mund	munnur

tooth

(rather not molar)	Zahn	tönn

tongue	Zunge	tunga

fingernail	Fingernagel	nögl

foot	Fuß	fótur

leg cf. "bone"	Bein	leggur

knee	Knie	kné

hand	Hand	hönd

wing	Flügel	vængur

belly	Bauch	búkur

guts	Eingeweide, Gedärme	kjarkur

neck	Hals	háls

back	Rücken	hryggur

breast	Brust	brjóst

heart	Herz	hjarta

liver	Leber	lifur

to drink	trinken	drekka

to eat	essen	[[borða], éta

to bite	beissen	bíta

to suck	saugen	sjúga

to spit	spucken	skyrpa, spýta

to vomit, spew (dialectal)	erbrechen	spýja

to blow

(as wind)	blasen	blása

to breathe	atmen	anda

to laugh	lachen	hlæja

to see	sehen	sjá

to hear	hören	heyra

to know

(a fact), cf. "wit", meaning cunning or intelligence	wissen	vita

to think	denken	hugsa

to smell

(sense odor)	riechen	lykta

to fear	fürchten	hræðsla

to sleep	schlafen	sofa

to live	leben	lifa

to die, cf. "to starve"	sterben	deyja

to kill	töten	drepa

to fight	kämpfen	rifast

to hunt

(transitive)	jagen	veiða

to hit, cf. "to slay", slug (colloquial)	schlagen	berja

to cut	schneiden	skera

to split	spalten	klofna

to stab

(or stick)	stechen	stinga

to scratch

(an itch)	kratzen	klóra

to dig, cf. "a grave" (ie. a thing that is dug out)	graben	grafa

to swim	schwimmen	synda

to fly	fliegen	fljúga

to walk	gehen	ganga

to come	kommen	koma

to lie

(as on one's side)	liegen	liggja

to sit	sitzen	sitja

to stand	stehen	standa

to turn

(change direction)	drehen	snúa

to fall

(as in drop)	fallen	falla

to give	geben	gefa

to hold

(in one's hand)	halten	halda

to squeeze	quetschen	þrýsta

to rub	reiben	núa, nudda

to wash	waschen	þvo

to wipe	wischen	þurrka

to pull	ziehen	toga, draga

to push	drücken	ýta

to throw	werfen	verpa

to tie, to bind	binden	binda

to sew	nähen	sauma

to count	zählen	telja

to say	sagen	segja

to sing	singen	syngja

to play	spielen	leika

to float	schweben	fljóta

to flow	fließen	streyma, renna

to freeze	frieren	frjósa

to swell	schwellen	þrútna, bólga

sun	Sonne	sól

moon	Mond	tungl

star	Stern	stjarna

water	Wasser	vatn

to rain	Regen	rigna

river cf. "stream", cf. "flood"	Fluß	á

lake	See	vatn

sea

(as in ocean)	Meer	sjór

salt	Salz	salt

stone	Stein	steinn

sand	Sand	sandur

dust	Staub	ryk

earth

(as in soil)	Erde, Boden	jörð

cloud	Wolke	ský

fog	Nebel	þoka

sky, heaven cf. "aloft" (in the sky)	Himmel	himinn

wind

(as in breeze)	Wind	vindur

snow	Schnee	snjór

ice	Eis	ís

smoke	Rauch	reykur

fire	Feuer	eldur

ash	Asche	aska

to burn

(intransitive)	brennen	brenna

road, way	Weg	gata, vegur

mountain	Berg	fjall

red	rot	rauður

green	grün	grænn

yellow	gelb	gulur

white	weiß	hvítur

black, cf. "swarthy"	schwarz	svartur

night	Nacht	nótt

day

(daytime)	Tag	dagur

year	Jahr	ár

warm

(as in weather)	warm	hlýr, heitur

cold

(as in weather)	kalt	kaldur

full	voll	fullur

new	neu	nýr

old	alt	gamall

good	gut	góður

bad	schlecht	vondur, slæmur

rotten

(as a log)	verrottet	fúinn

dirty	schmutzig	skítugur, óhreinn

straight	gerade	beinn

round	rund	kringlóttur, umferð

sharp

(as a knife)	scharf	hvass, skarpur

dull

(as a knife)	stumpf	sljór

smooth	glatt	sleipur, sléttur

wet	nass, feucht	blautur

dry

(adjective)	trocken	þurr

right

(correct)	richtig	leiðrétta, rétt

near	nah, nahe	nálægur

far	weit, fern	langt

right

(side)	rechts	hægra megin

left

(side)	links	vinstra megin

at	bei, an	hjá

in	in	í

with

(accompanying), cf. now obsolete "mid", also "middle"	mit	með

and	und	og

if	wenn, falls, ob	ef

because	weil	því

name	Name	nafn


text:
User:JPLeRouzic/Icelandic stream/Useful generic words

Viðauki: Islensku orðið listi This is a list of the 850 words in the Basic English core vocabulary. Þetta er listi yfir 850 orð í Enska algerlega orðaforða.

Contents Efnisyfirlit

* 1 Operations - 100 words (1 aðgerða - 100 orð) * 2 400 general words( 2 400 almenn orð) * 3 Things - 200 picturable words * 4 Qualities - 100 descriptive words (4 eiginleikum - 100 lýsandi orð) * 5 Qualities - 50 opposites 5 eiginleika - 50 andstæður * 6 References 6 Tilvísanir

Operations - 100 words (Starfsemi - 100 orð)

 * come, get , give , go , keep , let , make , put , seem , take , be , do , have , say , see , send , may , will , about , across , after , against , among , at , before , between , by , down , from , in , off , on , over , through , to , under , up , with , as , for , of , till , than , a , the , all , any , every , no , other , some , such , that , this , I , he , you , who , and , because , but , or , if , though , while , how , when , where , why , again , ever , far , forward , here , near , now , out , still , then , there , together , well , almost , enough , even , little , much , not , only , quite , so , very , tomorrow , yesterday , north , south , east , west , please , yes.

 * koma, fá , gefa , fara , geyma , láta , gera , setja , virðist , fara , vera , gera , hafa , sagt , að sjá , að senda , gæti , mun , um , yfir , eftir , gegn , meðal , hjá , fyrir , milli , með því , niður , frá , í , á , á , yfir , í gegnum , að , undir , upp , við , eins og , fyrir , á , þar til er , en , a , á , allir , allir , sérhver , ekkert , annar , sumir , svo , að , þetta , ég , hann , þú , sem , og , vegna þess , en , eða , ef , þótt , á meðan , hvernig , hvenær , hvar , hvers vegna , aftur , alltaf , langt , fram , hér , nálægt , Nú , út , enn , þá , þá , saman , vel , nær , nógur , jafnvel , lítið , mikið , ekki , bara , alveg , svo , mjög , á morgun , í gær , norður , suður , austur , vestur , vinsamlegast , já.

400 general words (400 almenn orð)

 * account, act , addition , adjustment , advertisement , agreement , air , amount , amusement , animal , answer , apparatus , approval , argument , art , attack , attempt , attention , attraction , authority , back , balance , base , behaviour , belief , birth , bit , bite , blood , blow , body , brass , bread , breath , brother , building , burn , burst , business , butter , canvas , care , cause , chalk , chance , change , cloth , coal , colour , comfort , committee , company , comparison , competition , condition , connection , control , cook , copper , copy , cork , cotton , cough , country , cover , crack , credit , crime , crush , cry , current , curve , damage , danger , daughter , day , death , debt , decision , degree , design , desire , destruction , detail , development , digestion , direction , discovery , discussion , disease , disgust , distance , distribution , division , doubt , drink , driving , dust , earth , edge , education , effect , end , error , event , example , exchange , existence , expansion , experience , expert , fact , fall , family , father , fear , feeling , fiction , field , fight , fire , flame , flight , flower , fold , food , force , form , friend , front , fruit

 * reikning, athöfn , að auki , aðlögun , auglýsingu , samkomulag , loft , magn , skemmtunar , dýr , svarið , tæki , samþykki , rifrildi , list , árás , tilraun , athygli , aðdráttarafl , yfirvald , bak , jafnvægi , undirstaða , hegðun , viðhorf , fæðing , hluti , naga , blóð , blása , líkami , kopar , brauð , andardráttur , bróðir , bygging , brenna , springa , fyrirtæki , smjör , striga , umönnun , orsök , Kalksteinn , tækifæri , breyta , klút , kol , lit , þægindi , Nefndin , fyrirtæki , samanburður , samkeppni , ástand , tengingu , eftirlit , elda , kopar , afrita , Cork , bómull , hósti , Country , þekja , sprunga , trúnaður , glæpastarfsemi , mylja , gráta , núverandi , bugða , tjón , hætta , dóttir , degi , dauða , skuldir , ákvörðun , próf , hönnun , löngun , eyðingu , smáatriði , þróun , meltingu , stjórn , uppgötvun , umræður , sjúkdóma , disgust , fjarnám , dreifingu , deild , vafi , drekka , akstur , ryk , jörð , brún , menntun , gildi , enda , villa , atburður , td , skiptast á , tilvist , stækkun , reynslu , sérfræðingur , staðreynd , haust , fjölskyldu , faðir , ótta , tilfinning , skáldskapur , sviði , berjast , eld , eld , flug , blóm , pakka , matur , gildi , formi , vinur , fyrir framan , ávöxtur

 * glass, gold , government , grain , grass , grip , group , growth , guide , harbour , harmony , hate , hearing , heat , help , history , hole , hope , hour , humour , ice , idea , impulse , increase , industry , ink , insect , instrument , insurance , interest , invention , iron , jelly , join , journey , judge , jump , kick , kiss , knowledge , land , language , laugh , law , lead , learning , leather , letter , level , lift , light , limit , linen , liquid , list , look , loss , love , machine , man , manager , mark , market , mass , meal , measure , meat , meeting , memory , metal , middle , milk , mind , mine , minute , mist , money , month , morning , mother , motion , mountain , move , music , name , nation , need , news , night , noise , note , number , observation , offer , oil , operation , opinion , order , organization , ornament , owner

 * gler, gull , ríkisstjórn , korn , gras , grip , hópur , vöxt , handbók , höfn , samhljóm , hatur , heyrn , hita , hjálpa , sögu , gat , von , klukkustund , húmor , ís , hugmynd , högg , auka , iðnaður , blek , skordýrum , hljóðfæri , tryggingar , vextir , uppfinning , járn , hlaup , ganga , ferð , dómari , hoppa , sparka , koss , þekkingu , landið , tungumálið , hlátur , lög , blý , læra , leður , bréf , stigi , lyfta , ljós , takmörk , hör , vökva , lista , útlit , tap , ást , vél , maður , framkvæmdastjóri , merkja , markaður , massi , mat , mál , kjöt , fundi , minni , málmur , miðja , mjólk , hugur , mín , mínútur , mistur , peningar , mánuð , í morgun , móðir , hreyfing , fjallið , hreyfa , tónlist , nafn , þjóðin , þurfum , fréttir , nótt , hávaða , athugið , tala , athugun , bjóða , olíu , gangur , álit , röð , skipulagi , skraut , eigandi

 * page, pain , paint , paper , part , paste , payment , peace , person , place , plant , play , pleasure , point , poison , polish , porter , position , powder , power , price , print , process , produce , profit , property , prose , protest , pull , punishment , purpose , push , quality , question , rain , range , rate , ray , reaction , reading , reason , record , regret , relation , religion , representative , request , respect , rest , reward , rhythm , rice , river , road , roll , room , rub , rule , run , salt , sand , scale , science , sea , seat , secretary , selection , self , sense , servant , sex , shade , shake , shame , shock , side , sign , silk , silver , sister , size , sky , sleep , slip , slope , smash , smell , smile , smoke , sneeze , snow , soap , society , son , song , sort , sound , soup , space , stage , start , statement , steam , steel , step , stitch , stone , stop , story , stretch , structure , substance , sugar , suggestion , summer , support , surprise , swim , system , talk , taste , tax , teaching , tendency , test , theory , thing , thought , thunder , time , tin , top , touch , trade , transport , trick , trouble , turn , twist , unit , use , value , verse , vessel , view , voice , walk , war , wash , waste , water , wave , wax , way , weather , week , weight , wind , wine , winter , woman , wood , wool , word , work , wound , writing , year.

 * síðu, sársauki , málningu , pappír , hluti , líma , greiðslu , friður , manneskja , staður , planta , leika , ánægja , benda , eitur , pólskur , Porter , stöðu , duft , máttur , verð , prenta , ferli , framleiða , hagnaður , eign , prósa , mótmæli , rífa , refsingar , tilgangur , ýta , gæði , spurning , rigning , svið , tíðni , geisli , viðbrögð , lestur , ástæða , hljómplata , eftirsjá , tengslum , trúarbragða , fulltrúi , beiðni , virðingu , hvíld , laun , hrynjandi , hrísgrjón , ána , vegi , rúlla , herbergi , nudda , regla , hlaupa , salt , sandur , mælikvarða , vísindi , sjór , sæti , ritari , val , sjálf , vit , þjónn , kynlíf , skugga , hrista , skömm , áfall , hlið , skilti , silki , silfur , systir , stærð , himinn , sofa , miði , brekku , Smash , lykt , bros , reykja , sneeze , snjór , sápu , samfélag , son , söngur , tegund , hljóð , súpa , rúm , leiksvið , byrja , yfirlýsing , gufu , stál , stíga , sauma , steinn , hætta , saga , teygja , uppbygging , efni , sykur , uppástunga , sumar , stuðning , koma á óvart , synda , kerfi , tala , bragð , skatta , kennslu , tilhneiging , próf , kenningar , hlutur , hugsun , þrumuveðri , tími , tini , toppur , snerta , verslun , samgöngur , bragð , vandræði , snúa , snúa , eining , notkun , gildi , vísu , skip , sjá , rödd , ganga , stríð , þvo , úrgangur , vatn , bylgja , vax , vegur , veður , viku , þyngd , vindur , vín , Vetur , kona , tré , ull , orð , vinna , sár , ritun , ár.

Things - 200 picturable words

 * angle, ant , apple , arch , arm , army , baby , bag , ball , band , basin , basket , bath , bed , bee , bell , berry , bird , blade , board , boat , bone , book , boot , bottle , box , boy , brain , brake , branch , brick , bridge , brush , bucket , bulb , button , cake , camera , card , cart , carriage , cat , chain , cheese , chest , chin , church , circle , clock , cloud , coat , collar , comb , cord , cow , cup , curtain , cushion , dog , door , drain , drawer , dress , drop , ear , egg , engine , eye , face , farm , feather , finger , fish , flag , floor , fly , foot , fork , fowl , frame , garden , girl , glove , goat , gun , hair , hammer , hand , hat , head , heart , hook , horn , horse , hospital , house , island , jewel , kettle , key , knee , knife , knot , leaf , leg , library , line , lip , lock , map , match , monkey , moon , mouth , muscle , nail , neck , needle , nerve , net , nose , nut , office , orange , oven , parcel , pen , pencil , picture , pig , pin , pipe , plane , plate , plough , pocket , pot , potato , prison , pump , rail , rat , receipt , ring , rod , roof , root , sail , school , scissors , screw , seed , sheep , shelf , ship , shirt , shoe , skin , skirt , snake , sock , spade , sponge , spoon , spring , square , stamp , star , station , stem , stick , stocking , stomach , store , street , sun , table , tail , thread , throat , thumb , ticket , toe , tongue , tooth , town , train , tray , tree , trousers , umbrella , wall , watch , wheel , whip , whistle , window , wing , wire , worm.

 * horn, maur , epli , bogi , armur , her , elskan , poka , bolti , band , vaskur , körfu , baði , rúm , bí , bjalla , berjum , fugla , blað , stjórn , bátnum , bein , bók , stígvél , flaska , kassi , drengur , heili , bremsa , útibú , múrsteinn , brú , bursta , fötu , peru , hnappur , köku , myndavél , kort , körfu , flutningar , köttur , keðja , ost , bringa , haka , kirkja , hring , klukku , ský , kápu , kraga , kemba , snúra , kýr , bolli , fortjald , draga , hundur , dyr , holræsi , skúffa , dress , falla , eyra , egg , vél , auga , andlit , bæ , fuglar , fingur , fisk , fána , hæð , fljúga , fæti , punga , fugl , grind , garður , stúlku , hanski , geitum , byssu , hár , hamar , hönd , húfu , höfuð , hjarta , krókur , horn , hestur , sjúkrahús , hús , Island , gimsteinn , ketill , lykill , hné , hníf , hnútur , blaða , fótur , bókasafn , línu , vör , læsa , kort , passa , api , tungl , í munni , vöðva , nagli , háls , nál , taug , net , nef , hneta , skrifstofa , appelsína , ofn , pakka , penni , blýantur , mynd , svín , pinna , pípa , flugvél , plata , plóg , vasa , pottur , kartöflur , fangelsi , dælu , járnbrautum , rotta , móttöku , hringur , stangir , þak , rót , sigla , skóla , skæri , skrúfa , fræ , sauðfé , hillu , skip , skyrta , skór , húð , skirt , snákur , sokkar , Skófla , svampur , skeið , vor , veldi , stimpill , stjarna , stöð , stilkur , stafur , upphár sokkur , maga , verslun , stræti , sun , borð , hali , þráður , hálsi , þumalfingur , miða , tá , tungu , tönn , bæ , lest , bakki , tré , buxur , regnhlíf , vegg , horfa á , hjól , svipa , flautu , glugga , væng , víra , ormur.

Qualities - 100 descriptive words (eiginleikum - 100 lýsandi orð)

 * able, acid , angry , automatic , beautiful , black , boiling , bright , broken , brown , cheap , chemical , chief , clean , clear , common , complex , conscious , cut , deep , dependent , early , elastic , electric , equal , fat , fertile , first , fixed , flat , free , frequent , full , general , good , great , grey , hanging , happy , hard , healthy , high , hollow , important , kind , like , living , long , male , married , material , medical , military , natural , necessary , new , normal , open , parallel , past , physical , political , poor , possible , present , private , probable , quick , quiet , ready , red , regular , responsible , right , round , same , second , separate , serious , sharp , smooth , sticky , stiff , straight , strong , sudden , sweet , tall , thick , tight , tired , true , violent , waiting , warm , wet , wide , wise , yellow , young.

 * fær, sýru , reiði , sjálfvirkur , falleg , svartur , sjóða , björt , brotinn , brúnt , ódýr , efna- , höfðingi , hreinn , bjartur , sameiginlegur , flóknar , meðvitund , skera , djúp , háð , snemma , teygjanlegt , rafmagn , jöfnum , fitu , frjósöm , fyrst , fastur , íbúð , frjálsa , tíð , fullur , almennt , góður , frábær , grár , hanga , hamingjusöm , hart , heilbrigður , hár , holur , mikilvægt , góður , eins og , lifandi , langa , karl , giftur , efni , læknisfræði , her , náttúrulegt , nauðsynleg , ný , eðlilegur , opinn , samsíða , fortíð , líkamlegur , pólitísk , fátæk , hægt er , til staðar , einkaaðila , líklega , fljótur , rólegur , tilbúinn , rauður , venjulegur , ábyrgð , hægri , hringur , sama , annað , aðskilið , alvarlegur , skarpur , mjúkt , Sticky , stífur , beinn , sterkur , skyndilega , sætur , hávaxin , þykkt , fastur , þreytt , sannur , ofbeldi , bíða , heitt , blautt , breiður , vitur , gulur , ungur.

Qualities - 50 opposites (eiginleikum - 50 andstæður)

 * awake, bad , bent , bitter , blue , certain , cold , complete , cruel , dark , dead , dear , delicate , different , dirty , dry , false , feeble , female , foolish , future , green , ill , last , late , left , loose , loud , low , mixed , narrow , old , opposite , public , rough , sad , safe , secret , short , shut , simple , slow , small , soft , solid , special , strange , thin , white , wrong.

 * vakandi, slæmt , boginn , bitur , blár , ákveðin , kalt , heill , grimmilegri , myrkur , dautt , vinan , viðkvæm , mismunandi , óhrein , þurr , falskur , feeble , konur , heimskur , í framtíðinni , grænt , illa , síðast , seint , vinstri , laus , hávær , lágt , blandað , þröngum , gömlum , fjær , almennings , gróft , dapur , öruggur , leyndarmál , stutt , lokaður , einföld , hægur , lítill , mjúkur , solid , sérstaka , einkennilega , þunnt , hvítur , rangt.


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Motivation and emotion/Topics

Motivation

 * Recommended reading
 * 1) Motivation (Wikipedia)
 * 2) Functional approach to motivation: Discuss Clary & Snyder's Volunteer Functions Inventory and their conceptual model of volunteer motivations.
 * 3) Maslow's hierarchy of needs: Discuss the model, background, strengths and weaknesses of Maslow's hierarchy of needs
 * 4) Spiritual/religious motivation
 * 5) University student motivation: Discuss the research literature about the motivations of students to attend university and what is known about the possible consequences of different  levels of emotion (e.g., on academic performance)

Emotion

 * Recommended reading
 * 1) Emotion (Wikipedia)

 * Topic
 * 1) Core emotions
 * 2) Empathy
 * 3) Goal-setting
 * 4) Feedback
 * 5) The role of affect in learning - How do our emotions affect what and how we learning? For example, see Cognition, affect, and learning: The role of affect in learning (Barry Kort, Google Knol)

title: Motivation and emotion/Topics


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Motivation and emotion/About

Prerequisites

 * 1) Psychology 101 OR 11399 Understanding People and Behaviour AND
 * 2) Psychology 102 OR Foundations of Psychology OR
 * 3) Permission of unit convener.

IT skills
Required IT skills (wiki editing and multimedia recording) will be taught in the unit.

Websites

 * 1) Wikiversity
 * X:
 * X:

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Motivation and emotion/Textbook

Front matter

 * 1) /Front cover/ - Jtneill
 * 2) /Acknowledgements/ - Jtneill
 * 3) /Preface/ - Jtneill

Introduction

 * 1) What is motivation? - Jtneill
 * 2) What is emotion? - Jtneill
 * 3) Relationship between motivation and emotion - Jtneill

Motivation

 * 1) Biological motives (needs)
 * 2) Hunger motivation - JWSchmidt
 * 3) Sexual motivation - Dos
 * 4) Adultery - S.emp
 * 5) Alcohol consumption and sexual motivation - Ra.shell
 * 6) Gender differences in sexual motivation - Jasmine13
 * 7) Mate-seeking behaviour  - Klammer
 * 8) Promiscuity motivation - Lmckenz
 * 9) Sex offenders - Emmarie
 * 10) Mini-theories
 * 11) Arousal - E.herbert
 * 12) Flow theory - KmpH
 * 13) Learned helplessness -  Jack Straw
 * 14) Motivation and behaviour
 * 15) Dieting - Christie88
 * 16) Exercise motivation - Haddo
 * 17) Gambling - Matt.long
 * 18) Motivation and goal setting - MissadventureX
 * 19) Overeating motivation - Madeline
 * 20) Procrastination - Sallybradford
 * 21) Risk-taking - AlEdwardson
 * 22) Social inhibition  - Harro242
 * 23) Violence - Spartan117
 * 24) Motivation and cognition
 * 25) Positive thinking - Rachelle21
 * 26) Motivation and culture
 * 27) Indigenous Australians and motivation - Mish795
 * 28) Motivation and education
 * 29) Motivation and education - User:U3005872
 * 30) Student motivation theories - U118827
 * 31) Motivation and psychological disorders
 * 32) Anxiety - Hamish24
 * 33) Antisocial personality disorder - AriWright
 * 34) Dementia and motivation - Skye.marie
 * 35) Depression and motivation - Megan O'Connell
 * 36) Narcissism - Aszokalski
 * 37) Narcissism - A Hock
 * 38) Paraphilias - CEB
 * 39) Neurobiology of motivation
 * 40) Motivational toxicity - Mylie
 * 41) Motivation and self
 * 42) Self-concept - Boubles
 * 43) Self-discipline - Mike.j
 * 44) Self-sabotage motivation - Bails
 * 45) Personality and motivation - George902
 * 46) Types of motivation
 * 47) Achievement motivation - Gabrielleblair
 * 48) Aggression in the workplace - Salbo
 * 49) Self-actualisation - Dan.th.man
 * 50) Spiritual - Dchimself
 * 51) Unconscious motivation - Katrina3027900

Emotion

 * 1) Aspects of emotion
 * 2) Emotional expression - Shannonnld
 * 3) Emotion management - Jmcb
 * 4) Emotional stability/instability - Clinton.mcculloch
 * 5) Basic/Core emotions
 * 6) Ekman's basic emotions - MichelleK
 * 7) Emotion and behaviour
 * 8) Facial expression - Tink22
 * 9) Emotion and psychological disorders
 * 10) Antisocial personality disorder - Emma22
 * 11) Psychopathy - Lisa Watson
 * 12) Emotion and specific groups
 * 13) Adolescence - Stephmartin
 * 14) Emotion and specific topics
 * 15) Culture - FilL
 * 16) Sport - Lozh
 * 17) Music - Rotorhead15
 * 18) Sex - Nikki24
 * 19) Sleep - Storm
 * 20) Emotional development in children - WMLee
 * 21) Mood - LBGibbons
 * 22) Specific emotions
 * 23) Neurobiology of aggression - u3006008
 * 24) Anxiety - Gajah
 * 25) Empathy - JennyJ
 * 26) Happiness - SandyC
 * 27) Stress, arousal and coping - Barbie
 * 28) Stress and health - C.aitken
 * 29) Cognitive theories of emotion - U3017048

Motivation & emotion

 * 1) Motivation and emotion in animals - Mixie

Summary

 * 1) Summary and conclusion - Jtneill
 * 2) Feedback

title: Motivation and emotion/Textbook


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Human Legacy Course/Egyptian Culture

Human Legacy Course I Egyptian Culture LECTURER: Mr. Blair

Previous Lecture / Course Page / Take The Quiz / Next Lecture

Hi and welcome to Lecture 2 of Week 3. In this lecture, we will be taking a look at Egyptian culture. Today's question is:

How did a doctor and builder become a god? In the case of Imhotep, the most famous architect in Egyptian history, it was by helping shape Egyptian culture. Imhotep, who lived in the 2600s BC—early in the Old Kingdom—designed the first pyramid ever built in Egypt. Located at Saqqara, the step-sided pyramid was the tomb of Imhotep’s lord, the pharaoh Djoser.

Imhotep’s contributions to Egyptian culture go far beyond pyramids, though. As an architect, he may have been the first person in the world to use columns in his designs, a style for which Egyptian architecture is famous. As a skilled physician, he is considered the founder of Egyptian medicine. He was believed to have written descriptions of cures for several diseases and instructions on how to perform surgery. Imhotep also acted as vizier to Djoser and as the high priest of the sun god Re. In these positions, he had great authority and considerable personal influence.

During Imhotep’s lifetime, stories began to circulate in Egypt that he was the son of the god Ptah, the god of crafts and creation. Legends of Imhotep’s brilliance continued to spread after he died, and over time people even began to worship him as a god. By about 2,000 years after his death, Imhotep had entered Egyptian religion as the god of medicine and healing.

Egyptian Religion
Like the people of Mesopotamia, the Egyptians worshipped many gods. Some of the gods were ancient, worshipped from the earliest days of the Old Kingdom. Others, such as Imhotep, were added to the religion later. Egyptian religious beliefs were constantly evolving.

The Egyptians believed that gods controlled all natural events. As a result, a people dependent on the Nile’s natural cycle of flooding for food and survival both feared and respected the awesome powers of the gods.

Chief Gods & Goddesses
Although the Egyptians worshipped hundreds of gods and goddesses, a few were central to their religion. However, the gods that were central changed several times over the kingdom’s long history.

The god of the sun was almost always a key figure in Egyptian religion. In the Old Kingdom, this god was called Re. Later, he became linked to a sky god called Amon and was known as Amon-Re. Amon-Re, the King of the Gods, was also thought to be the father of the pharaohs. The temple to him at Karnak was the largest ever built in Egypt.

Anubis, the protector of the dead, was also widely worshipped in Egypt. The Egyptians believed that he weighed the souls of the dead to decide their fate. Those who had light souls had been good in life and were rewarded after death, while those who were unworthy were fed to a terrible monster.

Also central were the trio of Osiris, Isis, and Horus. According to legend, the god Osiris introduced civilization into Egypt. Shortly afterward, however, Osiris was killed by his brother Seth, who cut the god’s body into pieces that he scattered around Egypt. Isis, the wife and sister of Osiris, sought out the pieces of his body, reassembled them, and brought Osiris back to life. Afterward, they had a child, Horus, who grew up and sought revenge on his uncle Seth. Later, Osiris became the new judge of the dead, replacing Anubis, Isis became known as a goddess of nature and renewal, and Horus became the first king of Egypt.

Other important Egyptian gods included Hathor, the cow-headed goddess of love, and Thoth, the god of wisdom. In addition, the Egyptians worshipped local gods who had power over small areas or single households.

Temples & Religious Practices
The Egyptians built temples to honor their gods and also to provide homes for them. The ruins of many such temples can still be seen around Egypt. Many of them were huge, decorated with massive statues, elaborate paintings, and detailed carvings. Many temples also featured obelisks, tall, thin pillars with pyramid-shaped tops. An obelisk was made from a single piece of stone and carved with intricate designs.

In Egyptian temples, priests performed rituals to fulfill the gods’ needs. For example, each morning the priests placed a statue of their god on an altar, removed its clothing, and cleaned it by burning incense. They then dressed the statue in clean clothes, applied ointment to its face, and presented it with food. The Egyptians believed that such rituals refreshed the gods and kept them alive. In return for these rituals, the Egyptians believed that the gods would grant the pharaohs immortality and bring prosperity to all of Egypt.

Caring for the gods was the responsibility of the priests. Common people had no part in these religious rituals, and ordinary Egyptians never even entered temples. However, people did worship the gods during annual festivals. During these festivals, people sang hymns and songs, danced, and paraded statues of the gods through the streets.

Mummification & Burial
Central to Egyptian religion was the belief in an afterlife. The Egyptians believed that, after a person died, his or her soul would go to live in the land of the dead. Because of this belief in continued life after death, the Egyptians developed elaborate rituals regarding death and burial.

Teachings on the Afterlife
The Egyptians believed that when the physical body died, a force called the ka escaped. The ka was essentially an individual’s personality separated from the body. It was the ka, not the body, that would journey on to the land of the dead.

Although the ka had no physical presence, the Egyptians believed that it needed food and drink to survive. In addition, they believed that the ka might shrivel and vanish if the body decomposed. To keep this from happening, the Egyptians sought a way to prevent dead bodies from breaking down over time.

Mummification
The process that the Egyptians developed to prevent the breakdown of a dead body was mummification, or the making of mummies. Early in Egypt’s history, only kings and members of the royal family could be mummified. Later, though, the process was made available to anyone whose family could afford it. Mummification was a complex process that historians still do not fully understand. From what they have been able to discover, the first step in mummifying a body was to remove its internal organs. Most of the organs were taken out through an incision in the body’s side, but the brain may have been liquefied and drawn out through the nose. The heart, which the Egyptians thought controlled a person’s intellect and emotions, was left in the body. After removal, the organs were placed in jars to be buried with the mummy.

Next, the body was packed with various materials to help it keep its shape. Special salts were then used to dry out the body before it was wrapped in thin strips of linen. Once the mummy was wrapped, artists painted the dead person’s features on the outside of the mummy itself or on a mask to ensure that the ka would be able to recognize its body.

Burial
Mummification was only the first step in preparing the dead for the afterlife. Once a body was prepared, it still had to be buried.

Dead Egyptians were buried with all the possessions people thought they would need in the afterlife. For common people, this might include only some food and drink for the ka. The needs of pharaohs and nobles, however, were much greater. In addition to food, their bodies were surrounded with great treasures, riches to accompany them to the afterlife. Their tombs often sparkled with gold and gems.

Besides treasures, dead pharaohs needed people to serve them. Royal tombs were filled with statues of servants that the Egyptians thought would come to life to serve the pharaoh’s ka. Some tombs also contained models of animals, chariots, and boats to serve as transportation for the dead pharaoh.

The walls of Egyptian tombs were often painted with colorful scenes from the person’s life or from stories about the gods. Egyptians believed the figures from these paintings would come to life to serve the ka and maximize its happiness in the afterlife.

Daily Life
The burial practices of ancient Egypt have taught us a great deal about people’s daily lives. Archaeologists have uncovered thousands of items that had been buried in tombs to keep the ka happy, from furniture and tools to clothing and cosmetics. The images of daily life painted on tomb walls have also answered many questions about how the Egyptians lived. Coupled with the wealth of writings produced by the ancient Egyptians, these burial finds have given historians a fairly clear picture of Egyptian society and culture.

Social Structure
Egyptian society was highly stratified, or layered. At the very top of society, of course, was the pharaoh and the royal family. Also prominent and influential in Egypt were key government officials, priests and priestesses, scribes, military leaders, landowners, and doctors. These people were all among the wealthiest in Egypt.

The next level of society included artisans, craftspeople, and merchants. These were the people who made and sold the goods, such as jewelry and clothing, used by others both in Egypt and in other lands.

The largest part of Egyptian society, about 90 percent of the population, was made up of peasant farmers. Although they spent most of their time in the fields, these farmers could also be recruited to build large public works, such as the pyramids, during the flood season. Farmers were also sometimes asked to work in quarries or mines or to serve in the army.

The Egyptians kept slaves, but slaves never made up a large part of the kingdom’s population. Most slaves were convicted criminals or prisoners of war. They worked on public projects, in private households, or in temples. The number of slaves in Egypt increased during the later New Kingdom.

In some ways, Egyptian society was less rigid than other ancient civilizations. Although sons usually learned the same jobs their fathers had, it was possible—though rare—for people to become educated, to find better jobs, and to gain social status. Perhaps the fastest way to gain status was to become a scribe. Scribes’ ability to write made them highly sought after. Scribes composed and copied religious texts, collected taxes, and kept public records.

Home & Family Life
Egyptian family life varied widely from class to class. For example, marriage practices varied from one class to another. Pharaohs often married their sisters, a practice intended to keep the royal blood pure. In addition, while royalty often had more than one wife, most Egyptian men had only one wife.

Most Egyptians lived as family units. The father usually served as the head of the household, which included children and possibly unmarried relatives. Again, the houses in which families lived varied. Poor families might live in tiny huts, while slightly wealthier families had brick homes with a few rooms. Noble families often lived in huge palaces.

Women & Children
As in most ancient societies, the primary duty of an Egyptian woman was to take care of the home and children. However, Egyptian women had more rights than women in most ancient civilizations. Women could be priestesses, own and inherit property, create wills, and divorce their husbands. Though many jobs were barred to them, women did often work outside the home. They worked as hairdressers, wigmakers, singers, and in other similar jobs.

Few children in Egypt received any kind of education, and most of those who were educated were boys learning trades. Girls, meanwhile, learned from their mothers how to raise children and run a household. When not in school, Egyptian children played with wooden toys and kept pets such as dogs, cats, monkeys, and ducks.

Appearance & Customs
Most Egyptians paid close attention to their appearance. Many people of the upper class, both men and women, shaved their heads and wore wigs, both for fashion and to protect their heads and faces from the sun. Both men and women also wore perfume and makeup, including dark eyeliner that could double as sun protection. Women sometimes added lipstick and rouge.

Egyptian clothing was usually made from linen and wool. Peasant men wore short loincloths wrapped around their waists, while wealthy men wore longer skirts or robes. Women of all social classes wore long dresses that reached down to the floor. Wealthy men and women often decked themselves out in gold jewelry as well. Children, regardless of gender or social class, generally wore no clothes until they reached adolescence.

In their free time, the Egyptians enjoyed sports such as wrestling, javelin throwing, dancing, boating, and hunting. They also swam, fished, and sailed. Board games were also a popular form of entertainment in Egypt. Archaeologists have found many game boards and playing pieces, though they have not yet figured out the games’ rules.

Art, Writing, & Science
Ancient Egyptian civilization lasted more than 2,000 years. During that time, the Egyptians made tremendous advances in many fields. Among the achievements for which the Egyptians are best remembered are those in art, literature, and science.

Egyptian Art
Egyptian art is very distinctive. Both paintings and sculptures from Egypt are easily recognizable and quite distinct from the art of other ancient civilizations.

Egyptian paintings tend to be both detailed and colorful. The subjects of these paintings range widely, from illustrations of stories of the gods to pictures of daily life. Many of the paintings from ancient Egypt that have survived to today are found on the walls of tombs and temples, but illustrations in written manuscripts are also fairly common.

As you look through Egyptian paintings, you may notice some unusual characteristics. In many Egyptian paintings, people’s torsos are seen straight on, but their heads, arms, and legs are seen from the side. In addition, major figures like gods and pharaohs are drawn much larger than other people. Together, these characteristics give Egyptian art a unique style.

Unlike the paintings, which often include tiny details, Egyptian statues are often large and imposing. Most large statues from ancient Egypt show gods or pharaohs and once stood in temples. These statues were designed to show the power and majesty of their subjects.

One of the most famous statues from Egypt is also the largest. The Great Sphinx is a huge stone statue of a creature with the body of a lion and the head of a person, 65 feet high and 260 feet long. It stands at Giza near the Great Pyramid of the pharaoh Khufu.

Egyptian Writing
The Egyptians were prolific writers. They recorded the events of their society in great detail and composed beautiful songs and stories. Before they could create even the simplest tale, however, the Egyptians needed a system of writing.

The main Egyptian writing system was hieroglyphics. This system, which uses picture symbols to represent objects, sounds, and ideas, was one of the world’s first writing systems. Archaeologists have found examples of Egyptian hieroglyphics that date back to about 3200 BC. Only Sumerian cuneiform is thought to be older.

The Egyptians most often used hieroglyphics for formal writing, such as you might find on stone monuments, and for religious texts. Hieroglyphics were difficult to learn and took time to compose. Once written, however, they were appreciated for their beauty. Written words were appreciated as an art form.

For texts that needed to be written more quickly, the Egyptians had two other writing systems. The first was called hieratic, and it was used mostly for religious texts. The other system, demotic, was used mainly for legal and literary writings after about 500 BC.

Both simpler and less attractive than hieroglyphics, hieratic and demotic writings were seldom carved into stone. Instead, writings were made on wood, leather, pottery, and papyrus sheets.

Papyrus is a reedy plant that grew along the Nile. The Egyptians used the pulp of the papyrus to make paperlike sheets. Once dried, these sheets provided an excellent writing surface. Because Egypt’s climate is so dry, papyrus did not decompose quickly. Many papyrus scrolls are still readable after thousands of years.

For centuries after the decline of Egypt, no one could read Egyptian writing. Historians knew that the hieroglyphs they found in tombs were a form of writing, but they had no idea how to decipher it.

In 1799 a French soldier discovered a broken granite slab near the Nile Delta village of Rosetta. On this Rosetta Stone, as it came to be called, were long passages of ancient writing. In fact, the writing turned out to be the same text written in three different scripts: hieroglyphic, demotic, and ancient Greek. Using the Greek text as a guide, a French scholar managed to figure out the meaning of the hieroglyphs and of the demotic characters. This discovery unlocked the mystery of Egyptian writing, giving historians the key they needed to translate ancient texts.

Egyptian Math & Science
The Egyptians were interested in math and science mainly for their practical applications. Rather than trying to understand how the world worked, they used science and math as tools to improve their lives. In doing so, however, they made many key discoveries.

In math, the Egyptians had a thorough understanding of basic arithmetic. They knew how to add, subtract, multiply, and divide. Also, the Egyptians obviously understood the basic principles of geometry. Without such an understanding, there is no way that they could have built the pyramids so precisely.

Building the pyramids also required a firm grasp of engineering. Engineers and architects had to understand how well buildings would stand and how much weight a column or wall could support. The fact that some of their buildings have stood for thousands of years is a testimony to their great building skills.

Perhaps the greatest Egyptian scientific advances, though, were in medicine. The Egyptians were masters of human anatomy. Doctors used this anatomical knowledge to treat patients, both at home and at certain temples regarded as healing centers. These doctors set broken bones, treated wounds, and performed simple surgical procedures, such as removing certain types of tumors. To cure simpler illnesses, they used medicines made from plants and animals. Doctors also prescribed regimens of basic hygiene, including regular bathing, in order to prevent people from getting sick. Written compilations of the Egyptians’ medical knowledge were studied by doctors for many centuries after Egypt’s decline.

Assignment

 * Question #1: What were Egyptian temples like?
 * Question #2: Why were the Egyptians careful not to offend any of their gods?
 * Question #3: What were the Egyptians’ burial practices?
 * Question #4: How did the Egyptian idea of the afterlife lead to the beginning of mummification?
 * Question #5: What were the main social classes in ancient Egypt?
 * Question #6: How did the lives of women in ancient Egypt differ from the lives of women in other ancient societies?
 * Question #7: What was the Rosetta Stone, and why was it important in translating hieroglyphics?
 * Question #8: How did mummy-making advance Egyptian science?
 * Question #9: What makes Egyptian painting and sculpture distinctive?

title: Human Legacy Course/Egyptian Culture


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University of Canberra/RCC2010/Registration

Sign up!

Please help us with catering arrangements by indicating your intensions to attend. While pre-registration for RecentChangesCamp is not required, it helps to gauge how many people are coming if you add yourself to this page. Not sure if you're ready to come to RCC? You might be interested in the Invitation and  Location. You can also RSVP on Facebook or LinkedIn.

There is no fee to attend RCC. If you want to come from out of town but are not sure if you can afford a place to stay or travel expenses, sign up anyway and note that. We budget some money to help people out. You can also check out lodging and transportation to see if you can find some gift offers in the RCC community.

Definitely going

 * 1) Leighblackall 03:04, 16 July 2010 (UTC)
 * 2) Anne Bartlett-Bragg - Headshift
 * 3) Robinmcconnell 07:48, 16 July 2010 (UTC) UCNISS
 * 4) James Neill, Lecturer, Centre for Applied Psychology, University of Canberra - until 2.30pm
 * 5) Margaret O'Connell - CIT
 * 6) Jamie Ranse - Lecturer, Nursing, University of Canberra
 * 7) Kerrie Doyle, Lecturer, Nursing & Midwifery, Faculty of Health, University of Canberra
 * 8) Margaret Robson - CIT
 * 9) Robert Fitzgerald - Dean - Education (Research), Faculty of Education, University of Canberra
 * 10) aAron Pont - CIT
 * 11) Michael de Percy - Broadbanding the Nation
 * 12) Dr Bob Jansen - Cancer Council of Australia I am a private consultant to the Cancer Council and am interested in using wiki technology to foster collaboration between people at a distance
 * 13) Paul Harvey - Taxonomy Research & Information Network informatics
 * 14) Colin Simpson - CIT
 * 15) Alice Winter-Irving - Cancer Council Australia
 * 16) Christine Vuletich - Cancer Council Australia
 * 17) Marina Lobastov - ANU
 * Graeme Bartlett a Wikipedia editor
 * 1) Joelle Vandermensbrugghe, Research Services Office, UC
 * 2) Marghanita da Cruz, Ramin Communications Pty Ltd, Local Community Engagement 2.0 (will be arriving in the afternoon)
 * 3) Kirsty Sharp, Tasmanian Polytechnic
 * 4) Andrew Garrett, Wikimedia Foundation
 * 5) Tony Krone - University of Canberra
 * 6) Mark Spain - UC Organisation Development
 * 7) Peter Shanks - Skills Tasmania
 * 8) Ben Rattray UCNISS

Probably going

 * 1) Rose Grozdanic - Australian Flexible Learning Framework
 * 2) Nerida Hart - Australian River Restoration Centre
 * 3) Sue Hollands - ACODE, TLC, University of Canberra
 * 4) Lauren Kane- Educational Developer, Australian National University
 * 5) Lulu Turner, Business &Government/HDR, University of Canberra
 * 6) Pat Tandy, Library

Might be going

 * 1) Leonard Low - University of Canberra, Teaching & Learning Centre
 * 2) Keith Lyons - UCNISS
 * 3) Lubna Alam - UC
 * Jani Patokallio
 * 1) Alan Arnold - UC Teaching & Learning Centre
 * 2) Paul Krix - UC Teaching & Learning Centre

Probably not going (but keep me informed)

 * 1) † DustKateb (Talk to Me!)† 22:05, 17 July 2010 (UTC)
 * 2) Steven Parker - SWSI TAFE

Definitely not going (but keep me informed)

 * 1) Confusing Manifestations
 * 2) Tom Worthington  - Adjunct Senior Lecturer at the Australian National University and Green ICT course designer for the Australian Computer Society. Sorry I can't attend as I will be presenting in Sydney. I wanted to show off my Green ICT e-book, now used for e-learning courses offered to students of nine universities around the world.
 * 3) Sorry - not this time as it's a long trip from the Central Coast. I hope the event is successful and leads to many more RCCs across Australia. Angela 14:34, 5 August 2010 (UTC)
 * 4) Sterry2607 What a shame, I'm out of Canberra that day. Would love to have come.
 * 5) Privatemusings 10:32, 10 August 2010 (UTC) - good luck all, I'll follow the twitter feed, and look forward to watching the doco. :-)


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User talk:Vanished user adhmfdfmykrdyr

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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --JWSchmidt 00:16, 16 July 2010 (UTC)

=Elections= Hi Laura. How come your elections work sits under the UC namespace? It seems to me to be quite relevant to the wiki main space. If not, then under your User space. When I saw University of Canberra/Elections I got really excited, thinking that someone was developing up a way for UC governance to operate by elections.. not to talk down to your interesting work at all, but it seems to me to be quite a bit different. It is your research data, so a research project that either exists under your names space, or out on the main wiki space as an invite to collaboration on the project. Leighblackall 02:15, 25 January 2011 (UTC)

 * Feel free to delete. That was an experiment gone amuck. --LauraHale 02:19, 25 January 2011 (UTC)

 * Certainly won't delete. If it's amuck, perhaps you could help by moving it to under your User Name? Leighblackall 03:12, 25 January 2011 (UTC)

Resolutions
Hi Laura. I think we're making some progress with reforming Community Review to make it more useful and approachable. I've created a "resolutions" subpage in the interests of adopting the things we might agree upon, and leaving the things we still need to discuss for later. My hope is that by getting these reforms through we will be able to pursue further reforms, since that's pretty much what CRs should do.

With that in mind, please comment on Community Review/CR process discussion/Resolutions.

I'm leaving this note because you've already commented. If you comment on nothing else, please let your opinion be clear on using the sitenotice (part of resolution #4). --SB_Johnny talk 23:31, 11 February 2011 (UTC)

Pics
/me waves. I got several mails with those pics. --Brian McNeil /TALK: Here • There The Other Place 09:53, 11 December 2011 (UTC)

Caregiving and dementia
This wiki project is underway with building initial structure and demonstration content. In the next phase, we would like to conduct mediawiki training to engage experts and stakeholders in the area of dementia care to contribute collaborative resources. Do you think this is something we could discuss with WMF Australia to partner/sponsor/support? -- Jtneill - Talk - c 14:39, 12 April 2012 (UTC)
 * The main support I envisage is that would be helpful to the project to engage a co-trainer from WMFA for a workshop to train dementia care experts and stakeholders in how to contribute content. The second support is really strategic partnership/outreach between WMFA and the Dementia Training Study Centres (DTSC). Lowest need is for $ - this can be discussed and built into future funding application for the DTSCs. Happy to proceed however you advise. -- Jtneill - Talk - c 14:52, 12 April 2012 (UTC)
 * No worries - let's chat down the track. -- Jtneill - Talk - c 15:00, 12 April 2012 (UTC)
 * Thanks very much for your time, knowledge and energy today - much appreciated. Sincerely, James -- Jtneill - Talk - c 10:01, 30 April 2012 (UTC)

title: User talk:Vanished user adhmfdfmykrdyr


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User:Vanished user adhmfdfmykrdyr

1. Laura's User Page

It is currently Monday, July, 2024.

My sport teams are: Chicago Cubs, Chicago Bears, Chicago Red Stars, Chicago Bandits, Chicago Blackhawks, Rockford Ice Hogs, Canberra Capitals, Canberra United, Canberra Raiders, All Whites, USMNT, USWMT, Matildas, and USA Sevens.

I’ve been known to tell people about my research by describing it as “Mmmm. Tasty data. Mmmm.” My whole approach tends to involve around gathering a data set, identifying patterns and seeking an explanations for these patterns. The general framework for how I gather data and approach analysis is based on my professional experiences, my educational background and my involvement in media fandom.

 * Stats and location of contributions to WMF projects as they relate to sports

title: User:Vanished user adhmfdfmykrdyr


text:
Motivation and emotion/About/Outline

 * 7124 Motivation and emotion (2023)

title: Motivation and emotion/About/Outline