text:
User talk:Ifnkovhg

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 05:21, 23 April 2008 (UTC)

Welcome
Hello Ifnkovhg, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * [ Ask] a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 05:21, 23 April 2008 (UTC)

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

title: User talk:Ifnkovhg


text:
User talk:Shelleyboo

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 05:29, 23 April 2008 (UTC)

Welcome
Hello Shelleyboo, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * [ Ask] a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 05:29, 23 April 2008 (UTC)

title: User talk:Shelleyboo


text:
User talk:Fernando122192

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 05:29, 23 April 2008 (UTC)

Welcome
Hello Fernando122192, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * [ Ask] a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 05:29, 23 April 2008 (UTC)

title: User talk:Fernando122192


text:
User:Namshik

This is a collaborative business plan. What will this business do? What will this business sell? Who will particpate in this business? How will it make money? Will it benefit society? These are the questions to answer. Be creative, be imaginative.

There are many projects, like RepRap, OpenCores, OLPC, Cambrian House, Zopa, WikiMedia, etc, in which people collaborate to create something they deem good.

 * This page was adapted from Wikipedia: Content of a business plan.

 * There is no fixed content for a business plan.
 * The content and format of the business plan is determined by the goals and audience.
 * A business plan should contain whatever information is needed to decide whether or not to pursue a goal.
 * Once a business plan has been developed, the key decision making points are usually summarized in an executive summary.

Please edit this plan and feel free to fork it and create another plan, or subplan. Be Bold!

Executive summary
The executive summary summarizes the key points of the business plan, and should define the decisions to be made and the reasons for approval. The specific content will be highly dependent on the core purpose of the business and target audience to whom to direct requests for funding and permissions.

To get a sense of the difference the purpose and target audience can make, here are three different sets of key points for an executive summary. One is for a loan request, one is for a start-up seeking venture finance, and one is for an internal plan. Items unique to a particular kind of plan are highlighted in bold. –

A loan request executive summary might contain the following information:
 * Company information: name of company, years in business, legal structure, minority and majority owners
 * Brief description of project
 * Amount and length of loan
 * Objective reasons why the bank should be confident that the loan will be paid back. This likely will include
 * Financial track record
 * The future revenue stream
 * Any contracts in place that might guarantee the revenue stream is more than just a forecast.

For a new venture, the executive summary might contain:
 * Company information: name of company, proposed legal structure, current legal structure, minority and majority investors.
 * Amount of investment requested
 * Expected terminal value
 * Description of market opportunity
 * Objective reasons why the market opportunity can be exploited by this particular team

For an internal project plan, the executive summary might look like this:
 * Company information: not applicable
 * Description of project
 * Project mandate: who requested the proposal, who is being assigned to carry it out
 * Strategic, tactical and financial justifications
 * Summary of resources needed: staff, funds, facilities

In some cases information will overlap. For example, some of the reasons why a loan is likely to be repaid might equally as well be used as justification for why extraordinary returns are expected by venture capitalists.

In some cases the business plan as a whole contains similar information, but for one type of plan it is mere detail and for another it is a key decision making factor. For instance, both start-ups and internal projects need staff and facilities. However the staffing and facilities needs are considered details in a plan for start-up financing. In a plan for internal projects they are key elements and, in fact, may be the only resources needed.

Key points of this specific plan:
 * Funding will come from a diverse size of monetary investments, from fifty cents to an unlimited amount.
 * The products that will be used to create a return on investment will be created by and decided upon by the investors and community involved in the business.

Organizational background
Wikiversity was established around August 2006. It is part of the Wikimedia Foundation and is a sister project to Wikipedia, a rather large project. Participants of Wikiversity can use Wikiversity as a way to explore different modes of learning. Specifically, "learning by doing" is the prefered way to learn. Businesses, can involved different people from a myriad of different disciplines. Running a business can be an invaluable learning experience for those who participate in such an endeavor. Wikiversity is an open community. Anyone can join as long as they adhere to the community standards arrived upon via the consensus of the community. In general, if participants act civil, are bold, and assume good faith in others, things function fairly smoothly, and because Wikiversity is a wiki, that anyone can edit, it tends to grow.

With all that in mind, this business plan is a seed that may or may not grow. Theoretically, because there are over a billion users on the Internet, and because everyone has access and the rights to constructively edit this plan in good faith, it could potentially become something that is useful to both individuals and society on a wider level. It seems that social entities and systems come about because of a need and a want, and perhaps this plan could fulfill an unfilled need and want.

So in summary, anyone can join this organization, and anyone can help fulfill the mission that is decided upon by the participants. In a written plan information may appear in a separate section, an appendix, or may be omitted all together depending on the nature of the plan.

If the plan is directed at people outside of the company, a brief synopsis may appear in the executive summary. This will be supplemented with a more detailed discussion else where in the plan.

Mission statement
Please edit this copiously. "Our mission is to help alleviate problems in the world through innovative and collaborative means. To democratize education, and remove barriers to access"

A mission statement is a brief (one sentence or less) description of a company or other organization's purpose. It typically explains what the organization provides to its clients, in general terms that most of the employees can relate to. Although a company might use its mission statement as an advertising slogan, a more common use is to remind executives and employees of the overall goal they are expected to pursue.

Corporate motto/slogan
Do good.

Current status

 * Number of employees
 * 0

 * Annual sales figures
 * 0

 * Key product lines
 * To be determined.

 * Location of facilities
 * There are no facilities at this point.

On a scale from 1 to 10, a 1.
 * Current stage of development (start-ups)
 * Corporate structure - in the U.S. the options are:
 * Sole proprietor
 * Partnership
 * Joint Venture
 * Publicly traded corporation
 * If micro to macro financed, could sorta be this

 * Limited liability company
 * Maybe

 * Public utility
 * Non-profit organization
 * Co-op perhaps

 * Names of the majority investor, if any
 * Not applicable

History

 * Founding date
 * 19 October 2007

 * Major successes

 * Strategically valuable learning experiences

Management team

 * Board members
 * Owners
 * Senior managers
 * Managing partners
 * Head scientists and researchers

Marketing plan
The marketing plan has five objectives: If the product is a new product with no existing market, one must identify all substitute products. For each significant substitute product one must explain:
 * Name, features, why substitute, why proposed product better
 * Create a product with a subpage like /One Laptop Per Person/, /wPhone/ and so forth
 * Switching costs and why new product justifies switching
 * Expected adoption dynamics
 * Expected role once market begins to develop (see above for existing products)

Pricing

 * Chosen price points
 * Proposed pricing strategy
 * Research supporting chosen price points

Demand management
In economics, demand management is the art or science of controlling economic demand to avoid a recession. The term is also used to refer to management of the distribution of, and access to goods and services on the basis of needs. An example is social security and welfare services. Rather than increasing budgets for these things, governments may develop policies that allocate existing resources according a hierarchy of need.

Distribution

 * Distribution strategy
 * List of major distributors
 * Current status of negotiations

Promotion and brand development
The promotion of this company and this companies products will be done virally.
 * Promotion strategy

Current product/project status
Suggest some. Use subpages please.

Research and development plan
Suggest one.

Manufacturing/deployment plan

 * Supply chain requirements
 * Suggest some...

 * Production inputs

 * Facility requirements - size, layout, capacity, location

 * Equipment requirements
 * Warehousing needs for raw materials, finished goods
 * Space requirements

Information and communications technology plan
Wikis...
 * Systems needed
 * Operations: Billing, HR, SCM, CRM, Knowledge bases, etc
 * Websites: internal, public
 * Security and privacy requirements
 * Hardware requirements
 * Off-the-shelf software needed
 * Custom development requirements

Staffing plan
Once capital is accrued utilize those desiring to learn, and where someone can't fulfill a role in a safe learning capacity, hire someone to do it and teach others how to do what they are doing when appropriate.

Please add...

Staffing needs
Add some.
 * List of roles
 * Management structure
 * For each role
 * Number of employees
 * Proposed compensation
 * Availability

Intellectual property plan

 * Intellectual property inventory...
 * Portfolio development plan...

Acquisition plan
Some business plans gain competitive advantage by buying companies up and down the value chain. Some gain competitive advantage by buying up companies and consolidating them. Sometimes a business plan will seek to earn a superior return by adding superior management talent to an existing weak company.

For more information see: Mergers and Acquisitions.

When acquisitions form a major part of the business strategy, the acquisition plan needs to be included in the business plan.
 * Acquisition strategy
 * Proposed acquisition targets
 * Effect on market structure (if consolidation plan is being proposed)

Organizational learning plan
The organizational learning plan discusses what lessons will be learned from the marketing, operational, and finance plans and how those lessons will be consolidated to gain strategic advantage.
 * Market sensing - organization's method for collecting information about customers (George Day)
 * Strategic Staircase - the accumulation of future competencies by building on existing competencies. (Michael Hays, Costas Markides)

Cost allocation model
If variable costs play an important role in the business plan, it may be helpful to include a cost allocation model. This is particularly true if one has a unique business model that creates competitive advantage by transforming traditionally fixed costs into variable costs.
 * Fixed cost
 * Variable costs

Financial plan
Nanoinvesting.

The basic economics of this business are important. From start to finish, this business is wiki wiki wiki. It doesn't matter who contributes. There will need to be policies and guidlines specific to this business. Be civil. Act in good faith. Assume good faith. Don't revert. Don't delete. Change, play, be creative.

Finances are of importance.
 * Everyone earns a share in the profits depending on how much they invest.
 * Share of profits = (% of Business owned) * (Net earnings - a certain % reinvested in the company)
 * % of business owned = (An individual's investment) / (Total all owners have ever invested)

Everyone decides together (consensus) how money is allocated. Everyone decides what projects are funded. People stick to what they are good at (and can teach others) and what they want to learn about.

Intellectual property will be licensed creatively. GFDL, CC-By... and so forth (to be determined)... probably just GFDL unless they're is a compelling reason to switch.

See also: Financial plan

Current financing

 * Key investors or owner:
 * Angels, friends, and family:
 * Existing loans and liabilities:
 * Terms, obligations

Funding needs
What say you?

Funding plan

 * IMF?
 * World Bank?
 * Micro investments?
 * Everyone earns a share in the profits depending on how much they invest.
 * Share of profits = (% of Business owned) * (Net earnings - a certain % reinvested in the company)
 * % of business owned = (An individual's investment) / (Total all owners have ever invested)

Financial forecasts

 * Sometimes called 'pro formas'
 * Balance sheet
 * Income statement
 * Cash flow statement
 * 1-3-5-7 year projections (depends on length of project)
 * For loans, the repayment period determines length of projections. For example, a six month loan doesn't need a seven year forecast.
 * For investments, points at which returns are stabilize (terminal value) determines length of forecast.
 * Annual, quarterly, and monthly versions should be provided.
 * Graphs of key values like gross revenue, EBITDA, NPV, and so forth are often helpful.
 * Financial portions of the marketing, asset development, and operations are often placed in this section rather than in the section discussing the specific aspects of the plan. They are viewed as elaboration on the various line items in the pro-formas.

Risk analysis
For more information, see Risk analysis.

Risk evaluation

 * Market risks- lack of surgeons; large geographical area so that we don't compete against our own clients;
 * New entrants to market
 * Ease of entry
 * Potential threat to market share - advertising companies
 * Slower than expected adoption
 * Operational risks
 * Staffing risks- embedding the right candidate for the right surgeon
 * Availability of skilled workforce- x-pharma reps, x-equipment reps
 * Union issues
 * Financing risks
 * Liabilities
 * Poorly worded investor contracts at risk for litigation
 * Investor pull-out
 * Lack of follow-on funding to complete project
 * Managerial risks
 * Poor board or investor dynamics
 * Agency risk particular to the venture

Risk management plan
Detailed plans are more often found as part of in internal plans.

For both companies and consumers that participate in online business, security concerns are very important. Many consumers are hesitant to buy items over the Internet because they do not trust that their personal information will remain private. Recently, some companies that do business online have been caught giving away or selling information about their customers. Several of these companies have guarantees on their websites, claiming customer information will be private. By selling customer information, these companies are breaking their own, publicized policy. Some companies that buy customer information offer the option for individuals to have their information removed from the database (known as opting out).

Plans written for funders may need to include a high level description if there are significant controllable risks.
 * Methods and procedures to limit liabilities
 * Reserve funds
 * Continuity of operations plan

Business plans typically cover five major content areas:
 * Background information
 * A marketing plan
 * An operational plan
 * A financial plan
 * A discussion of the decision making criteria that should be used to approve the plan.

title: User:Namshik


title: File:EE-102-L01-Fig1.7.png


title: File:EE-102-L01-Fig1.6.png


text:
Electric Circuit Analysis/Passive Sign Convention/Answers

 * 1) It is a resistor because it dissipates +16 Watts.
 * 2) It is a source because it is dissipating -2.25 milli-Watts (or supplying 2.25 milli-Watts).
 * 3) It is a source because it is supplying 225 Watts (or dissipating -225 Watts).
 * 4) It is a resistor because it is dissipating +30 milli-Watts.


text:
BCP/Pyrus communis

Pyrus communis

title: BCP/Pyrus communis


text:
BCP/Pyrus communis/Logs

This page contains recent bloom logs for the plant Pyrus communis (Pear).

Archived Logs
(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 08:26, 23 April 2008 (UTC)

title: BCP/Pyrus communis/Logs


text:
BCP/Fagus grandifolia

Fagus grandifolia

title: BCP/Fagus grandifolia


text:
BCP/Fagus grandifolia/Logs

This page contains recent bloom logs for the plant Fagus grandifolia (American Beech).

Archived Logs
(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

Recent Logs

 * SB_Johnny-LM 10:59, 20 April 2008 (UTC)

title: BCP/Fagus grandifolia/Logs


text:
BCP/Fagus sylvatica

Fagus sylvatica

title: BCP/Fagus sylvatica


text:
BCP/Fagus sylvatica/Logs

This page contains recent bloom logs for the plant Fagus sylvatica (European Beech).

Archived Logs
(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

Recent Logs

 * (no logs yet)

title: BCP/Fagus sylvatica/Logs


text:
BCP/Fagus sylvatica 'Purpurea'

Fagus sylvatica 'Purpurea'

title: BCP/Fagus sylvatica 'Purpurea'


text:
BCP/Fagus sylvatica 'Purpurea'/Logs

This page contains recent bloom logs for the plant Fagus sylvatica 'Purpurea' (Copper Beech).

Archived Logs
(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

Recent Logs

 * SB_Johnny-LM 10:59, 20 April 2008 (UTC)

title: BCP/Fagus sylvatica 'Purpurea'/Logs


text:
Experimental Architectural Design Lab

Part of the School of Architecture

Please help by expanding on this leading article and Resource Collection.

Experimental Architecture is as old as building itself and broadly characterises any studies of architecture, theoretical or practical/built, that diverge from the norm of the day. Many think of work by the group Archigram in the 1960's as the initial defining paradigm of Experimental Architecture. Some practitioners, patrons and critics hold that architecture can be considered experimental by nature.

Fundamental drivers in the public, university and private contexts seem to require at least some level of experimentation; as the adage has it, 'stagnate or die'. This is certainly the case in the current university context, where research (which many use as a thin veil for experimentation) is a core requirement imposed by the degree assessment bodies (RIBA/ARB).

Experimental Architecture in the university context is isolated but not entirely divorced from the endeavour in the context of practice (i.e. the architect's practice as it is traditionally known for taking on paid commissions from clients to design, sometimes procure and oftentimes oversee the construction of a building project).

Whilst this isolation of higher education's experimentation initially sounds problematic, it is effective and ultimately essential to remove some element of the research and experimentation gamut from the commercial pressures of traditional architecture practice. In this way, Experimental Architecture in the university context can be seen as a manifestation of the 'laboratory' metaphor in its truest sense, such that the output is an advancement of the field but not one that is necessarily commercially driven or marketable.

Commercial practice can be seen as the melting pot of inspiration, aspiration, research, experimentation, reality and the end user (either owners, tenants or simply 'beings' of one form or another - think of a zoo or aviary).

Current Experimental Design Resources include:
 * - Lunar Boom Town Lunar Boom Town
 * - AA (Architectural Association)
 * - MIT EDG (Emergent Design Group - MIT)

title: Experimental Architectural Design Lab


text:
User:Hillgentleman/Main Page

Wikiversity is a Wikimedia Foundation project devoted to learning resources and learning projects for all levels, types and styles of education from pre-school and school to university, professional training and informal and lifelong learning. We invite all kinds of learners (teachers, students, and researchers) to join us in creating educational resources and collaborative learning communities.

title: User:Hillgentleman/Main Page


text:
User talk:Stationaloha3

Welcome
Hello Stationaloha3, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * [ Ask] a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Jtneill - Talk 12:05, 23 April 2008 (UTC)

title: User talk:Stationaloha3


text:
User talk:Namshik

Welcome
Hello Namshik, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * [ Ask] a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Jtneill - Talk 12:06, 23 April 2008 (UTC)

title: User talk:Namshik


text:
BCP/Prunus pensylvanica

Prunus pensylvanica

title: BCP/Prunus pensylvanica


text:
BCP/Prunus pensylvanica/Logs

This page contains recent bloom logs for the plant Prunus pensylvanica (Pin Cherry).

Archived Logs
(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 12:27, 23 April 2008 (UTC)
 * --SB_Johnny | talk 10:30, 27 April 2008 (UTC)
 * --SB_Johnny | talk 12:13, 4 May 2008 (UTC)

title: BCP/Prunus pensylvanica/Logs


text:
BCP/Rhododendron 'PJM'

Rhododendron 'PJM'

title: BCP/Rhododendron 'PJM'


text:
BCP/Rhododendron 'PJM'/Logs

This page contains recent bloom logs for the plant Rhododendron 'PJM' (PJM Rhododendron).

Archived Logs
(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 12:33, 23 April 2008 (UTC)
 * SBJ 09:59, 26 April 2008 (UTC)

title: BCP/Rhododendron 'PJM'/Logs


text:
File talk:Universe expansion.png

Please note that the Big Bang theory is merely hypothetical and, although some observations do support it, cannot be proven. EugenSpierer 12:54, 23 April 2008 (UTC)

title: File talk:Universe expansion.png


text:
BCP/Dicentra spectabilis var. 'alba'

Dicentra spectabilis var. 'alba'

title: BCP/Dicentra spectabilis var. 'alba'


text:
BCP/Dicentra spectabilis var. 'alba'/Logs

This page contains recent bloom logs for the plant Dicentra spectabilis var. 'alba' (White Bleeding Heart).

Archived Logs
(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 12:57, 23 April 2008 (UTC)
 * --SB_Johnny | talk 10:24, 27 April 2008 (UTC)
 * --SB_Johnny | talk 11:40, 4 May 2008 (UTC)
 * --SB_Johnny | talk 10:39, 20 May 2008 (UTC)
 * --SB_Johnny | talk 17:13, 27 May 2008 (UTC)
 * --SB_Johnny | talk 08:48, 2 June 2008 (UTC)


text:
BCP/Prunus avium

Prunus avium

title: BCP/Prunus avium


text:
BCP/Prunus avium/Logs

This page contains recent bloom logs for the plant Prunus avium (Sweet Cherry, Wild Cherry).

Archived Logs
(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 14:01, 23 April 2008 (UTC)

title: BCP/Prunus avium/Logs


text:
Green exercise

Overview
There is growing interest in the potential physical and mental health benefits of green exercise (exercising in natural environments).

This page contains some research notes and summaries for those conducting or interested in green exercise research.

Goals
Goals this resource is working towards include:
 * 1) Understanding what "green exercise" is.
 * 2) Reviewing the theoretical and empirical green exercise literature
 * 3) Documenting theories, models, and processes involved in the physical and psychology effects of "green exercise".
 * 4) Developing methodologies to better understand the potential benefits and mechanisms of green exercise.

What is green exercise ?
"Green exercise is activity in the presence of nature." (Barton & Pretty, 2010, p. 3947)

Green exercise is physical activities undertaken whilst exposed to natural environments (Pretty et al., 2005).

Green exercise, in its simplest form, is physical exercise performed in (relatively) natural environments (Mackay & Neill, 2010 ; Neill, 2009 ).

What does "green" really mean?
"Green" is a somewhat problematic term and interpretation of "green" warrants further consideration. "Green" is a proxy for "natural" - or the relatively absence of "artificial".

"Greenness" can be conceptualised and measured:

 * Objectively: e.g., Sugiyama, Leslie, Giles-Corti, and Owen (2008) define “green” environments as vegetated areas such as parks, open spaces, and playgrounds.
 * Subjectively: e.g., green exercise as exercise performed in environments with a greater ratio of natural to artificial elements than is typically encountered by that person in everyday life.

There is also the issue of green vs. natural. They do not always go together. Many natural environments are not green (and some artificial environments are green). Thus, the green in green exercise is not meant literarally, but rather figuratively to refer to naturalness (vs. artificialness) of an environment. Further conceptualisation and measurement of “greenness”, particularly as a psychological construct, however, remains underexplored (Bodin & Hartig, 2003).

Theory
Understandings of green exercise potential can potentially draw on and test aspects of several different theories including:

 * Biophilia,
 * Evolutionary psychology,
 * Attention Restoration Theory
 * Exercise psychology theories such as:
 * Thermogenic hypothesis
 * Cardiovascular conditioning

University of Essex
The main researcher in the area of green exercise to date has been Professor Jules Pretty et al. at the University of Essex. The key studies are:

 * Pretty et al. (2005)
 * Pretty et al. (2007)
 * Barton & Pretty (2010).
 * See http://greenexercise.org for a summary of their research work.

"Recent research has investigated the effects on depression and overall mental health of exercising outside in a nature-based setting, such as a park—termed ‘green exercise’. Pretty et al. (2005), reporting on a study involving simulated green exercise (exercise on a treadmill while exposed to photographs of green spaces compared with other spaces), found that green exercise appears to have benefits both for cardiovascular health and mental health. A subsequent study by Peacock, Hine and Pretty (2007) compared exercising outdoors (in a ‘Country Park’) and exercising indoors (in a shopping centre). In comparison to the indoor exercise, the outdoor exercise was found to have more positive outcomes in terms of mood, and to be associated with an increase in the level of vigour or energy."

(p. 16, http://www.healthyparkshealthypeoplecongress.org/images/stories/documents/hphp.pdf.pdf)

"Research conducted at the University of Essex identified four principal reasons why people enjoy green exercise:

 * 1) natural and social connections—being with friends and family, bonding with pets, watching wildlife, evoking memories of happier times in the past (e.g., special outings), stimulating spiritual feelings
 * 2) sensory stimulation—noting colors and sounds from nature’s diversity, breathing fresh air, being exposed to weather, experiencing a sense of adventure/excitement/fun, enjoying an escape from pollution
 * 3) activity—learning manual skills, achieving physically challenging tasks, enjoying the energy of physical activities
 * 4) escape from modern life—having time to think and reflect/clear the head, getting away from pressures and stress, recharging batteries"

(Source: http://www.inneridea.com/library/news/body-mind-benefits-of-green-excercises)

University of Canberra

 * 1) Neill et al. - see http://wilderdom.com/wiki/James_Neill%27s_Publications_by_Topic#Green_exercise
 * 2) Mackay (2008) and Mackay and Neill (2010)
 * 3) Holgate (2010)
 * 4) Rugendyke (2012)
 * 5) Neill, Mackay, Holgate, & Rugendyke (2012)

Deakin

 * 1) See Townsend et al.
 * 2) Townsend, M. & Ebden, M. (2006). 'Feel Blue, Touch Green': Final report of a project undertaken by Deakin University, Barwon Helath, Parks Victoria, Alcoa Angelsea, ANGAIR and Surf Coast Shire. Retrieved from http://www.interenvironment.org/cipa/Feel%20Blue,%20Touch%20Green.pdf

QUT

 * 1) See Brymer et al.
 * 2) Brymer, E., Cuddihy, T. F., & Sharma-Brymer, V. (2010). The role of nature-based experiences in the development and maintenance of wellness. Asia-Pacific Journal of Health, Sport and Physical Education, 1, 21-28.

Research and discussion questions
Some possible research and/or discussion questions:

 * 1) What kind of green exercise do you participate in?
 * 2) Type of activity?
 * 3) Length of time?
 * 4) Location?
 * 5) Intensity?
 * 6) Alone or with others?
 * 7) How "green" (natural) is the exercise?
 * 8) Is it informally or formally organised?
 * 9) What happens to you when you participate in green exercise?
 * 10) How does a green exercise experience differ (if at all) from physical exercise in non-natural environments?
 * 11) What do you like about green exercise?
 * 12) What do you not like about green exercise?
 * 13) How much green exercise would you ideally like to do?
 * 14) What would be your 'ideal' green exercise experience?
 * 15) Is this a one off or a routine?
 * 16) What enables green exercise?
 * 17) What are the barriers to green exercise?
 * 18) What is the role of cognition during green exercise? e.g., what is the impact of using associative, dissociative, and environmental thinking during GE?

title: Green exercise


text:
Talk:Finite elements/Linear heat equation

There's a 'cite note' at the end of the first paragraph that doesn't lead anywhere.

But when I wanted to edit that first paragraph, I was unable to. Clicking on 'edit' on top only gives me the title. Editing further below is only possible after that first paragraph.

Confused.
 * There was missing the references tag. fixed, Erkan Yilmaz uses the Wikiversity:Chat (try) 06:14, 24 April 2008 (UTC)


text:
Content prioritization References

References and Resources
Content prioritization happens at all levels from macro to micro. Here is the link to a Indiana University (IU) process that explains the suggestion-gathering and prioritization process used at IU for the online learning community Oncourse.

 * Task Analysis Methods for Instructional Design(Paperback)by David H. Jonassen, Martin Tessmer, Wallace H. Hannum
 * Department of Defense Handbook for Instructional Systems Development - An extensive resource of ISD information, including prioritization models CSS, CDF, and ACR.
 * An Alternative to Brainstorming - A short article from the Journal of Extension. Brief explanation of the advantages of Nominal Group planning over traditional brainstorming.
 * Quality Tools: Nominal Group Technique - Examples and variations of how to conduct a nominal group planning session.
 * Group Techniques for Problem Identification and Research Project Development - A compilation of various group techniques for problem identification, including a very detailed step-by-step directions for conducting a nominal group planning session.
 * American Society for Quality: Decision Matrix - Brief overview of the advantages of a decision matrix along with descriptions of a few types.
 * National Center for Early Development and Learning - Another overview for creating a generic decision matrix. Includes cautionary note against depending too heavily on the results of the matrix.

title: Content prioritization References


text: File:Prioritization Process Chart.png

title: File:Prioritization Process Chart.png


text:
Talk:Criminal Justice

Hi, I would like to post references/links to the Criminal Justice educational videos and materials contained at http://clientelevision.com/criminal_justice.html; however, I want to learn whether such links are welcome here or not. I unwittingly got into trouble when I tried to contribute this information to Wikipedia. Please review the materials, which I believe would be quite appropriate to the mission of this site, and let me know.

http://uk.reuters.com/article/topNews/idUKN2343136220080423?feedType=RSS&feedName=topNews --Remi 22:16, 23 April 2008 (UTC)

title: Talk:Criminal Justice


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Floating point/Lesson Two

Introduction to Binary
Computers have to store numbers as either a '0' or a '1.' Thus, binary digits must be used, where a number is represented as a string of zeros and ones.

In the decimal (10-based) system, a number is written as we normally write it. The placement of the number indicates how many of each power of ten the number has. For instance,

572001.5 = 5 × 10-1 + 1 × 100 + 0 × 101 + 0 × 102 + 2 × 103 + 7 × 104 + 5 × 105

The number ½ is written as 0.5 = 5 × 10-1.

Instead of using '10' as the above indicates we do in decimal, we use a '2' in binary. Thus, 0.5 = 1 × 2-1 = 0.1 (base 2).

Conversion into binary
To convert a number into binary, consider it's decimal and it's whole parts.

Let's say we have to convert the number 452.5505 into binary. The first part is the whole number. We need to divide the number by 2, and then note the remainder. Repeat the process.

452 ÷ 2 = 226 R 0

226 ÷ 2 = 113 R 0

113 ÷ 2 = 56 R 1

56 ÷ 2 = 28 R 0

28 ÷ 2 = 14 R 0

14 ÷ 2 = 7 R 0

7 ÷ 2 = 3 R 1

3 ÷ 2 = 1 R 1

1 ÷ 2 = 0 R 1

Thus, the remainders are 0, 0, 1, 0, 0, 0, 1, 1, and 1. Go backwards; the result is 111000100.

This works because by dividing by 2, we are determining the number of places. The remainder tells us if we need to add an additional number to that binary spot.

For the decimal, we do the opposite. We multiply by 2, and we record the non-decimal.

.5505 × 2 = 1.101 (1)

.101 × 2 = .202 (0)

.202 × 2 = .404 (0)

.404 × 2 = .808 (0)

.808 × 2 = 1.616 (1) ... and so on.

The number is then 1111000100.10001..., base 2.

Conversion out of Binary
To convert out of binary, simply use the definition.

110.01 = 1 × 2-2 + 0 × 2-1 + 0 × 20 + 1 × 21 + 1 × 22

110.01 = 6.25

Problems with conversion into binary
When numbers are converted into binary, sometimes, an otherwise easy-to-notate number becomes burdensome to store. An example is 0.1.

0.1 × 2 = 0

0.2 × 2 = 0.4

0.4 × 2 = 0.8

0.8 × 2 = 1.6

0.6 × 2 = 1.2

0.2 (repeats)

0.1 (base 10) thus repeats as 0.0001100110011...

This can cause a problem if the user is not aware of the issue. If a number has a finite representation in decimal, it does not necessarily have this in binary.

Matlab Code
In Matlab, there is code which will convert integers from binary to decimal and vice versa. The command is dec2bin and bin2dec. The bin2dec command must be entered as a string, so single quotes must be put around the number. Below is an example of the command.

>> dec2bin(452)

ans =

111000100

>> bin2dec('111000100')

ans =

452

Homework
1. Convert the following decimal numbers into binary: 46, 578.2, 205.4.

2. Convert the following binary numbers into decimal: 1001.1, 10, 111.01

Source
Cheney Ward and David Kincaid. Numerical Methods and Computing. Belmont, CA: Thomson, 2004.

title: Floating point/Lesson Two


text:
Wikiversity:Developing Wikiversity through action research/Theories

Page for outlining and developing theories informing the project Developing Wikiversity through action research. The page is only a skeleton at the moment - please, feel free to add ideas or comments here or on the talk page.

Activity theory
Activity theory visualises activity as a fundamentally social act - where social structures and artifacts mediate the activity of a group of people.
 * Specifically Engestrom's "expansive learning"
 * See also Georgy Shchedrovitsky

Communities of practice
Communities of practice - Etienne Wenger

Collaboration
Theories on how we collaborate, why we collaborate, how collaboration works, and what effect collaboration has on the immediate context and society in general

Radical pedagogy

 * Paulo Freire

Power

 * Michel Foucault

Democracy

 * Dewey: Democracy and education
 * Chantal Mouffe
 * Ricardo Blaug

Organisational learning
There's a lot of such theory that errs on the "management-speak" side - I'll be using this to some extent, but also applying critical angles from within and outside this field.


text:
File talk:Majeur-kruisen.jpg

Surely this is the worst possible thing to store as a jpg. 218.215.190.183 05:04, 24 April 2008 (UTC)
 * If you would provide more info why, this could help also others understand your thoughts.
 * btw: the picture is uploaded on commons. So could be better perhaps to add there your improvement ideas if it is regarding the picture itself: commons:Image:Majeur-kruisen.jpg Erkan Yilmaz uses the Wikiversity:Chat (try) 06:17, 24 April 2008 (UTC)

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Psychiatric rehabilitation

Psychiatric Rehabilitation, or Psychosocial Rehabilitation as it is sometimes referred to as, is a field of social work that provides rehabilitation services to persons with psychiatric disabilities. Psychiatric Rehabilitation differs from psychiatric treatment, as treatment may be medical interventions more than rehabilitative; and in some circumstances the two different fields intersect or compliment one another.

Psychiatric Rehabilitation on Wikipedia

Text

 * Psychiatric Rehabilitation and Recovery
 * Psychiatric Rehabilitation(under construction)

Journals

 * International Journal of Psychosocial Rehabilitation
 * Psychiatric Rehabilitation Journal
 * American Journal of Psychiatric Rehabilitation

Major Universities

 * UIC
 * BU
 * UMDNJ

Professional Organizations

 * USPRA
 * IASPRS
 * New Life Psychiatric Rehabilitation Association Hong Kong
 * Psychiatric Rehabilitation Association UK
 * Psychiatric Rehabilitation Association Austrailia

Category
Psychiatric Rehabilitation used to be known as Psychosocial Rehabilitation. It is a specified field within Social work, under the category of Behavioral Health Services. Although different listings may categorize it differently.

title: Psychiatric rehabilitation


text: Category:Regression analysis

title: Category:Regression analysis


text: Talk:Psychiatric rehabilitation

title: Talk:Psychiatric rehabilitation


text:
Rock and minerals formations

Also see Sedimentary rocks, /Metamorphic rocks/, Igneous rocks and /Precipitate rocks/

The worlds’ surface is made of rock. The rock type in a specific area is dependent on the complex history of the Rock cycle for that area.

In the formation of rocks, there are two main types, Sedimentary and Igneous rock.

Another minor formation is the Precipitates out of a solution, similar to how salt is formed from saline water.

Metamorphic rock is made from any of these existing rock formations with the addition of heat and/or pressure.

Igneous rocks
First we will look at Igneous rock. This is rock that begins as molten rock or magma. It melts within the asthenosphere and rises through the lithosphere.

Intrusive rock either settles beneath the crust or solidifies within the country rock (crust) forming plutons.

Extrusive rock breaks through the crustal rock and extrudes onto the surface of the Earth through Volcanoes, spreading centres and mantle plumes.

Intrusive Igneous rock

For the rest of this page we will cover only on this topic and its effects on fossilization.

For a rock to be an intrusive igneous rock or plutonic rock it must have risen as a magma and solidified within the lithosphere.

Igneous rock makes up 95% of crustal rock and is one of the oldest types of rock the main rocks formed through intrusion are Granite, Diorite, Gabbro and Ultramafic Rocks. Of these the most common type is the Granite which is composed mainly of potassium and silicon rich Feldspars and quartz.

Because intrusive rock cools within the lithosphere rather than the atmosphere, the heat release is slow and the magma can cool slowly over thousands to millions of years. Mineral crystals form slowly within the cooling rock and the crystal structure can become quite large if there is enough room.

Intrusive rocks are named and classified according to:
 * 1) Whether the body large ar small.
 * 2) Whether it has a particular geometric shape.
 * 3) Whether the rock formed at considerable depth or was a shallow intrusion.
 * 4) The geometric relationship of the intrusion to the country rock? (McGeary and Plummer 1994, p.217)

Small intrusive bodies
Dikes, Sills and Laccoliths are small but important intrusions. Dikes are discordant and sills are concordant and tubular intrusions, while a laccolith is a domed concordant intrusion. A laccolith is also rare as an intrusion because of the pressure needed to force other rock apart and make its unique shape. These small intrusions are generally offshoots of banoliths and other magmatic hotspots.

Affects of intrusive bodies on fossilization
When an intrusive body penetrates a rock strata like siltstone, shale etc, the effects of heat from the intrusion on the country rock on the fossils it may contain can be drastic.

Any fossils directly in contact with the molten intrusion will be destroyed. Rock not directly melted but still receiving substantial heat, may be metamorphosed into another type of rock, eg. limestone into marble. This metamorphosis will likely distort any fossils’ appearance or destroy them.

Readings

 * Resources from the central Michigan University
 * Rock types and hardness By Kim Brannon
 * Igneous Rock by Dave Jessey and Don Tarman

title: Rock and minerals formations


text:
Floating point/Lesson Three

Absolute and Relative Error
Before delving further into a discussion of storing a number, how can we measure how wrong a number is can be an important issue. If the correct answer is 100, is 100.9 might not be a bad approximation. What if the answer is 1, and we store the number as 1.9?

Denote the correct answer as x, and the stored value as x0. Then, the absolute error is simply | x - x0 |. Thus, in the previous example, our absolute error was 0.9 (in both cases).

On the other hand, it may be important to see what the error is in relation to how large the number is. An error of 0.9 is usually less important when the number is 100 instead of 1. The relative error is defined as | x - x0 |/| x |.

In our two examples, the relative errors are | 100.9 - 100 |/| 100 | = 0.009 and | 1 - 1.9 | / | 1 | = 0.9.

Binary representation in a Computer
In a computer, numbers are stored in normalized floating-point representation. The numbers are converted to binary, and are represented as ±x × 2n, where x is a number with only decimal digits and a 1 as the first digit before the decimal, and n is an exponent of 2.

The number, stored as the portion after the 1 (1.f), is called the normalized mantissa. The exponent is simply called the exponent.

For instance, 55.5 would be 55.5 base 10 = 110111.1 base 2 = 1.101111 base 2 × 25 = 1.101111 × (2)101.

Limited Storage
The computer has a limited amount of storage space for a number. Let's say that this amount is three digits (0.xyz), with a 1 digit exponent, and the exponent can be either positive or negative. Thus, we have the following numbers (table from Cheney & Kincaid):

0.000 × 2° = 0    0.000 × 2¹ = 0     0.000 × 2-¹ = 0 0.001 × 2° = 1/8   0.001 × 2¹ = 1/4   0.001 × 2-¹ = 1/16 0.010 × 2° = 1/4   0.010 × 2¹ = 1/2   0.010 × 2-¹ = 1/8 0.011 × 2° = 3/8   0.011 × 2¹ = 3/4   0.011 × 2-¹ = 3/16 0.100 × 2° = 1/2   0.100 × 2¹ = 1     0.100 × 2-¹ = 1/4 0.101 × 2° = 5/8   0.101 × 2¹ = 5/4   0.101 × 2-¹ = 5/16 0.110 × 2° = 3/4   0.110 × 2¹ = 3/2   0.110 × 2-¹ = 3/8 0.111 × 2° = 7/8   0.111 × 2¹ = 7/4   0.111 × 2-¹ = 7/16

We have the following numbers: 0 1/16  1/8 3/16  1/4 5/16  3/8 7/16  1/2      5/8      3/4      7/8       1      5/4, 7/4 X    X    X    X    X    X    X    X    X        X        X        X        X  ... X...X(off screen)

As you can tell, the numbers are not equally spaced.

You may ask, why are we including 0.000, 0.001, 0.010, and 0.011? That is a good question, as computers assume that the first number is a '1'. Computers do this so that they can save space. This means that, in actuality, the numbers in our machine are the following (we also note that computers normally store as 1.f, but that's not the exercise now):

0.100 × 2° = 1/2  0.100 × 2¹ = 1     0.100 × 2-¹ = 1/4 0.101 × 2° = 5/8   0.101 × 2¹ = 5/4   0.101 × 2-¹ = 5/16 0.110 × 2° = 3/4   0.110 × 2¹ = 3/2   0.110 × 2-¹ = 3/8 0.111 × 2° = 7/8   0.111 × 2¹ = 7/4   0.111 × 2-¹ = 7/16

Now, the number line looks like this:

0                 1/4 5/16  3/8 7/16  1/2      5/8      3/4      7/8       1      5/4, 7/4 X                   X    X    X    X    X        X        X        X        X  ... X...X (off screen)

This phenomenon, where computers miss really small numbers, is known in computer science as the hole at zero. When a number is in the hole and rounded down to zero, it is considered part of underflow.

Rounding
If the computer can only process a finite amount of numbers, it has to choose to round answers to another number. It can choose to round up always, round down always, or round to the nearest computer number. We will assume that the computer rounds to the nearest number. This is done in practice as well.

Rounding down to the nearest integer always is known as chopping.

Computer Epsilon
A special number in computers is computer epsilon. This number is defined as the smallest number such that:

1 + ε ≠ 1.

In our special computing system developed in the previous section, the space between 1 and 5/4 is 1/4. So the computer epsilon is 1/8, because anything above 1 + 1/8 rounds to 5/4, and anything below 1 + 1/8 is rounded to 1.

In lesson four, we will outline a proof that states that the roundoff error when digits are rounded up always or rounded down always is ε, but when the rounding is done to the nearest machine number, the error is ε/2.

Overflow
Another important number is overflow. When the computer cannot process a number because it is too large, it runs to overflow. An overflow error is extremely important, because it stops most computer problems. If a number is underflowed, it is considered not as serious, and the computer will simply round to zero. This makes sense because underflow is bounded by 1/2 the distance between 0 and the next computer number; whereas in overflow, there is no bound on how large the relative error is.

Matlab Example
Matlab has the code for the computer epsilon, the real max, or the last machine number before overflow, and the real min, the first machine number after zero:

>> eps

ans =

2.2204e-016

>> realmax

ans =

1.7977e+308

>> realmin

ans =

2.2251e-308

Homework
1. Assume a system of 2 binary digits with an exponent of 0 or ±1. Draw a number line indicating the available numbers to the computer, if a zero is allowed as the first number. Then, remove the appropriate numbers. How large is the hole at zero? What is computer epsilon?

2. In the three digit number system we developed in this lesson (with the hole at zero), perform the following operations:

a) 1/12 + 1/3 (assume that 1/12 is stored in the system BEFORE it is operated on)

b) 1/2 + 1/2

c) 1/8 + 1/3 (assume that the number is added BEFORE it is stored)

d) 1 + 9

Source
Cheney Ward and David Kincaid. Numerical Methods and Computing. Belmont, CA: Thomson, 2004.

title: Floating point/Lesson Three


text:
Talk:Nonlinear finite elements/Solution of heat equation

From "Computing M, K, f" onwards I find this page incomprehensive. I don't know what we try to do, how and where it's going to take us.

Some "stiffness matrix" shows up that hasn't been mentioned before (I think) and it's not clear what it is about.

It seems like we use quadrangular elements, but why and how has not been introduced. Aren't triangles more common? Isn't the subject of grid creation somewhat important? Maybe we don't have to explain it all, but at least point out that something 'fancy' is happening there. And it needs to be fleshed out.


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Medical videos

Medical videos
Medical videos are the videos which are directed to physicians, medical students and health care professionals either all the medical stuff or even the paramedical staff and physiotherapists. These videos primarily contain educational materials or new trends of medical procedures. The term "Medical Videos" also include the videos which are filmed during surgeries either to be used as an educational material or for medicolegal purposes.

Medical Videos are normal videos with the same normal extensions of any type of videos for example the can be WMV,MPEG,AVI,FLV...etc.

These videos can be found on medical websites that provide them for example:MedicalVideos.us Medical Videos can be played by any video player however it is most recommended to play medical videos or videos of surgery using the "Medical Videos Player" which is a specially designed free program for playing medical videos, with certain additions and plugins to suit medical presentations and medical conferences. "Medical Videos Player" is provided for free by the Medical Students Associations and can be downloaded from the official website

The Benefits of Watching Medical Videos: are mainly avoiding hurting real patients to learn medical examination because these videos shows the medical student or the physician the general and most important points that should be considered during physical examinations. They also show hazards and maneuvers that should be avoided for the benefit of the patient. Watching videos of surgeries helps junior surgeons avoid fatal mistakes that can affect the patient's life, and they make the surgeon more familiar with the surgical techniques, including what is right and what is wrong.

title: Medical videos


text:
User talk:Dr.Magdy

Welcome
Hello Dr.Magdy, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * [ Ask] a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Jtneill - Talk 10:53, 24 April 2008 (UTC)

title: User talk:Dr.Magdy


text: Category:Medical microbiology

title: Category:Medical microbiology


text:
Creativity

What is creativity? According to Wiktionary, creativity is, "The ability to use imagination to produce a novel idea or product that is useful to society". Here you can learn about creativity, and possibly how to be more creative.

Creativity — New, valuable ideas!?

Discussion questions

 * Can computers be creative?
 * Can artificial intelligence be creative?
 * What are the limits of creativity? Are there any?

Techniques

 * Ideation (idea generation)
 * Dream journal
 * Improvisation
 * SCAMPER
 * Lateral thinking
 * Trial and Error
 * Creative problem-solving
 * And this list of Creativity Techniques from Mycoted.

Resources

 * Imagine: How Creativity Works
 * Koestler's The Act of Creation
 * How to build your creative confidence, May 2012 TED talk by David Kelley
 * Creativity, Wisdom, and Our Evolutionary Future, Thomas Lombardo, Center for Future Consciousness
 * Serious Creativity: Using the Power of Lateral Thinking to Create New Ideas
 * A to Z of Creativity and Innovation Techniques is an introduction to a range of tools and techniques for both idea generation (Creativity) and converting those ideas into reality (Innovation).
 * Harvest sources from Walter Moss's essay: http://www.wisdompage.com/2014%20Articles/Creative%20and%20Imaginative%20Wisdom.doc
 * The Act of Creation, by Arthur Koestler
 * Handbook of Creativity, edited by Robert J. Sternberg
 * How Dogmatic Beliefs Harm Creativity and Higher-Level Thinking, edited by Robert J. Sternberg and Don Ambrose
 * (Evaluate the book: Group Genius: The Creative Power of Collaboration. )
 * (Evaluate the book: Originals: How Non-Conformists Move the World, by Adam Grant )
 * (Evaluate the book: Genius Unmasked, by Roberta Ness )
 * (Evaluate the book: Handbook of Creativity, by Robert J. Sternberg )
 * Handbook of Creativity, edited by Robert J. Sternberg
 * How Dogmatic Beliefs Harm Creativity and Higher-Level Thinking, edited by Robert J. Sternberg and Don Ambrose
 * (Evaluate the book: Group Genius: The Creative Power of Collaboration. )
 * (Evaluate the book: Originals: How Non-Conformists Move the World, by Adam Grant )
 * (Evaluate the book: Genius Unmasked, by Roberta Ness )
 * (Evaluate the book: Handbook of Creativity, by Robert J. Sternberg )

title: Creativity


text:
User talk:Diegull~enwikiversity

Welcome
Hello Diegull, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * [ Ask] a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Jtneill - Talk 13:25, 24 April 2008 (UTC)

Smelf
Thank you for experimenting with Wikiversity. Your test worked, and it has been reverted or removed. Please use the sandbox for any other tests you want to do. Take a look at the what is Wikiversity page if you would like to learn more about contributing. -- Jtneill - Talk 13:25, 24 April 2008 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:34, 17 March 2015 (UTC)

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

title: User talk:Diegull~enwikiversity


text:
User:Thuldai

I'm a physical oceanographer particularly studying and modeling sea ice. And I'm into Ensemble Kalman Filters too.

I can be contacted under my username at hotmail.com, should you want to do so.

title: User:Thuldai


text:
User talk:Yo Vivire

Welcome
Hello Yo Vivire, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * [ Ask] a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Jtneill - Talk 14:04, 24 April 2008 (UTC)

title: User talk:Yo Vivire


text:
Survey research and design in psychology/Tutorials/Multiple linear regression

Contents

 * 1) General steps
 * 2) Assumptions
 * 3) Exercises:
 * 4) Deterrence theory
 * 5) English achievement
 * 6) MLR sample write-ups

Recordings

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


text:
User talk:Tehpeggy

Welcome
Hello Tehpeggy, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * [ Ask] a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Jtneill - Talk 14:34, 24 April 2008 (UTC)

title: User talk:Tehpeggy


text:
Outdoor education

This is a resource for participants and facilitators of outdoor education learning experiences.

''Wikiversity is a place for collaborative learning, sharing of resources, development of learning activities, and original research. Be bold and add stuff.''

How to use a wiki: Register an account, then hit the edit button and start improving things. That's it! :) See Help for the rest.

Places to connect about outdoor education

 * Group discussion and uploading of files, pictures, pages, etc. can take place at the Outdoor Education Google Group.
 * We can also discuss on the accompanying wiki talk page: Talk:Outdoor education.
 * More places: Outdoor & experiential education discussion lists (wilderdom)

Topics

More outdoor education resources on Wikiversity:
 * 1) /What is outdoor education?/
 * 2) /Adventure/
 * 3) /Activities/
 * 4) * Climbing
 * 5) /Images/
 * 6) /Research/
 * 7) /Research/Australia/Schools/Bibliography
 * 8) /Resilience/

General

 * Outdoor education (Google search)
 * Outdoor Education (TeacherTube)
 * OutdoorEd.com
 * Outdoor education research & evaluation center (wilderdom)

Presentations

 * Outdoor education slideshows (slideshare.net)

Units

 * Adventure tourism (WikiEducator)
 * Experiencing the Australian landscape (Monash University)

title: Outdoor education


text:
Topic talk:Petroleum geology

'Brazil Oil Finds May End Reliance on Middle East, Zeihan Says ' --Remi 19:43, 24 April 2008 (UTC)

title: Topic talk:Petroleum geology


text:
User:Bjorn~enwikiversity

My name is Björn Johansson, and I work (since 2004) as a teacher at the department of biology, Minho University in Braga, Portugal.

This page is an primarily an attempt to help my students by making teaching material available on-line. I also hope that participating in wikiversity will increase the quality of the material by collaborations with others. You can reach me through email bjorn_johansson at bio.uminho.pt (Replace the "at" with "@") I teach two courses at the moment: Molecular Genetics and Bioinformatics 2704N9 or ( Genética Molecular e Bioinformática) for students of Applied Microbiology (Biologia Aplicada) Bioinformatics 6605N4 for students of Biomedical Engineering (Engenharia Biomédica) together with Dr. Miguel Rocha

title: User:Bjorn~enwikiversity


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BCP/Nerium oleander

Nerium oleander

title: BCP/Nerium oleander


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BCP/Nerium oleander/Logs

This page contains recent bloom logs for the plant Nerium oleander (Oleander).

Archived Logs
(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

Recent Logs

 * HortMan 21:30, 24 April 2008 (UTC)

title: BCP/Nerium oleander/Logs


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BCP/Rhododendron subsp. vireya

'Rhododendron subsp. vireya'

title: BCP/Rhododendron subsp. vireya


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BCP/Rhododendron subsp. vireya/Logs

This page contains recent bloom logs for the plant Rhododendron subsp. vireya (Vireya Rhododendron).

Archived Logs
(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

Recent Logs

 * HortMan 22:14, 24 April 2008 (UTC)

title: BCP/Rhododendron subsp. vireya/Logs


text:
BCP/Justicia carnea

Justicia carnea

title: BCP/Justicia carnea


text:
BCP/Justicia carnea/Logs

This page contains recent bloom logs for the plant Justicia carnea (Shrimp plant).

Archived Logs
(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

Recent Logs

 * HortMan 22:21, 24 April 2008 (UTC)

title: BCP/Justicia carnea/Logs


text:
Solar System, technical/Earth

School of Earth science > Earth

Earth is the third planet from the Sun, and the largest of the four terrestrial planets in the Solar System in terms of diameter, mass and density. It is also referred to as the World, the Blue Planet, and Terra.

Earth-Moon system
"This is the first image of Earth ever taken from another planet that actually shows our home as a planetary disk. Because Earth and the Moon are closer to the Sun than Mars, they exhibit phases, just as the Moon, Venus, and Mercury do when viewed from Earth. As seen from Mars by MGS on 8 May 2003 at 13:00 GMT (6:00 AM PDT), Earth and the Moon appeared in the evening sky. The MOC Earth/Moon image has been specially processed to allow both Earth (with an apparent magnitude of -2.5) and the much darker Moon (with an apparent magnitude of +0.9) to be visible together. The bright area at the top of the image of Earth is cloud cover over central and eastern North America. Below that, a darker area includes Central America and the Gulf of Mexico. The bright feature near the center-right of the crescent Earth consists of clouds over northern South America. The image also shows the Earth-facing hemisphere of the Moon, since the Moon was on the far side of Earth as viewed from Mars. The slightly lighter tone of the lower portion of the image of the Moon results from the large and conspicuous ray system associated with the crater Tycho."

Spheres
The Earth, like that of the other terrestrial planets, is chemically divided into layers or spheres. Two sets of spheres have been defined: one set above the surface and one set below. Besides the layers above and below the surface other spheres have been identified such as the hydrosphere, the biosphere and the magnetosphere.

Above the surface
The Earth's atmosphere is a layer of gases surrounding the planet that is retained by the Earth's gravity. The fuzzy boundary between the atmosphere and outer space is called the exosphere. As we descend toward the surface, we pass through the ionosphere, which includes the exosphere and the thermosphere. Then we go through increasingly dense layers, the mesosphere, the stratosphere and finally the troposphere which contains the gaseous elements and water vapour that sustain life on the planetary surface. The average atmosperic pressure at sea level is 101.325 kPa (1013.25 mbar, or hPa) or 29.921 inches of mercury (inHg) or 760 millimeters (mmHg) of mercury. See International Standard Atmosphere for much more information about how atmospheric pressure is calculated and standardized.

Atmospheric astronomy
Def. "[t]he lower levels of the atmosphere extending from [a solid or liquid] surface up to the tropopause ... characterized by convective air movements and a large vertical temperature change" is called a troposphere.

Def. "[t]he zone of transition between the troposphere and the stratosphere" is called a tropopause.

Def. "[t]he region ... where temperature increases along with the altitude ... [extending] from the tropopause ... to ... the mesosphere" is called a stratosphere.

Def. the region where "temperature decreases with increasing height" is called a mesosphere.

Def. "[t]he upper boundary of the mesosphere, which can be the coldest naturally occurring place [in the atmosphere of an astronomical object]" is called a mesopause.

Def. a layer within which "ultraviolet radiation (UV) causes ionization ... residual atmospheric gases sort into strata according to molecular mass ... temperatures increase with altitude ... [r]adiation causes ... this layer to become electrically charged" is called a thermosphere.

Ionosphere
Upon reaching the top of the mesosphere, the temperature starts to rise, but air pressure continues to fall. This is the beginning of the ionosphere, a region dominated by chemical ions. Many of them are the same chemicals such as nitrogen and oxygen in the atmosphere below, but an ever increasing number are hydrogen ions (protons) and helium ions. These can be detected by an ion spectrometer. The process of ionization removes one or more electrons from a neutral atom to yield a variety of ions depending on the chemical element species and incidence of sufficient energy to remove the electrons.

"The ionosphere is a shell of electrons and electrically charged atoms and molecules that surrounds the Earth, stretching from a height of about 50 km to more than 1000 km."

"As a spacecraft travels through the solar system, a targeted radio signal sent back to Earth can be aimed through the ionosphere of a nearby planet. Plasma in the ionosphere causes small but detectable changes in the signal that allow scientists to learn about the upper atmosphere."

Exosphere
Def. "a ... volume ... [with] molecules ... where the density is too low for them to behave as a gas by colliding with each other" is called an exosphere.

Into the exosphere or outer space, temperature rises from around 1,500°C (centigrade) to upwards of 100,000 K (kelvin).

Climatology
Climatology "is the study of climate, scientifically defined as weather conditions averaged over a period of time, and is a branch of the atmospheric sciences."

"Climate encompasses the statistics of temperature, humidity, atmospheric pressure, wind, rainfall, atmospheric particle count and numerous other meteorological elements in a given region over long periods of time."

The map at right shows the global long term monthly average surface air temperature for Earth.

The zones of Earth's climates, going from the equator upward (and downward) are Tropical, Dry, Moderate, Continental and Polar. There are subzones within these zones.

Below the surface
Geology of the interior of Earth:

1. continental crust

2. oceanic crust

3. upper mantle

4. lower mantle

5. outer core

6. inner core

A: Mohorovičić discontinuity (Moho boundary)

B: Gutenberg Discontinuity

C: Lehmann discontinuity (inner core-outer core boundary)

The Earth has an outer silicate solid crust, a highly viscous mantle, a liquid outer core that is much less viscous than the mantle, and a solid inner core. The Inner Core of the earth is believed to be composed primarily of a nickel-iron alloy, with very small amounts of some other elements. The Outer Core of the earth is a liquid layer made of iron and nickel.

On and near the surface
On or near the surface of the Earth are oceans and landforms.

Rocky objects
"In the latest map, as many as 20,000 previously unknown seamounts, between 1.5 and 2 kilometres high, pop into view scattered along relatively young sections of the sea floor."

"The gravity model of the North Atlantic ocean basin [above] reveals tectonic history in sharp detail. [The red] dots show the [locations] of past earthquakes of magnitude 5.5 or higher."

Crater astronomy
In the image at left is an aerial view of the Barringer Meteor Crater about 69 km east of Flagstaff, Arizona USA. Although similar to the aerial view of the Soudan crater, the Barringer Meteor Crater appears angular at the farthest ends rather than round.

"Meteor Crater is a meteorite impact crater approximately 43 miles (69 km) east of Flagstaff, near Winslow in the northern Arizona desert of the United States. Because the US Department of the Interior Division of Names commonly recognizes names of natural features derived from the nearest post office, the feature acquired the name of "Meteor Crater" from the nearby post office named Meteor. The site was formerly known as the Canyon Diablo Crater, and fragments of the meteorite are officially called the Canyon Diablo Meteorite. Scientists refer to the crater as Barringer Crater in honor of Daniel Barringer, who was first to suggest that it was produced by meteorite impact. "

From space the crater appears almost like a square. The image at right has a resolution of 2 meters per pixel, and illumination is from the right. Layers of exposed limestone and sandstone are visible just beneath the crater rim, as are large stone blocks excavated by the impact.

"The Holsinger meteorite is the largest discovered fragment of the meteorite that created Meteor Crater and it is exhibited in the crater visitor center." "The Canyon Diablo meteorite comprises many fragments of the asteroid that impacted at Barringer Crater (Meteor Crater), Arizona, USA. Meteorites have been found around the crater rim, and are named for nearby Canyon Diablo, which lies about three to four miles west of the crater." "There are fragments in the collections of museums around the world including the Field Museum of Natural History in Chicago. The biggest fragment ever found is the Holsinger Meteorite, weighing 639 kg, now on display in the Meteor Crater Visitor Center on the rim of the crater."

Occasionally, objects fall from the sky. When and where this occurs, depending on the energy dumped into the atmosphere and the impact on the crust of the Earth, life forms nearby hear it, feel the vibrations from it, and recoil if the intensity is too high.

But asteroid impacts, though rare, occur once in a while, over very large areas, at aperiodic intervals such as the Chicxulub crater. Most scientists agree that this impact is the cause of the Cretatious-Tertiary Extinction, 65 million years ago (Ma), that marked the sudden extinction of the dinosaurs and the majority of life then on Earth. This shaded relief image of Mexico's Yucatan Peninsula shows a subtle, but unmistakable, indication of the Chicxulub impact crater.

At right is a natural color photograph of the Aurora Borealis or northern lights and the Manicouagan Impact Crater reservoir (foreground) in Quebec, Canada. They are featured in this photograph taken by astronaut Donald R. Pettit, Expedition Six NASA ISS science officer, on board the International Space Station (ISS).

title: Solar System, technical/Earth


text:
User talk:Bjorn~enwikiversity

Welcome
Hello Bjorn, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * [ Ask] a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Jtneill - Talk 01:52, 25 April 2008 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:31, 17 March 2015 (UTC)

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

title: User talk:Bjorn~enwikiversity


text:
Multivariate outlier

Overview
In statistics, an outlier refers to a case that deviates to a notable extent from the typical range or pattern of observations exhibited for other cases.

It's important to distinguish between univariate, bivariate, and multivariate outliers.

Univariate outliers only matter, in the context of MLR, in so much as they contribute to bivariate and/or multivariate outliers, although normally distributed variables enhance the solution.

Bivariate outliers (check scatterplots) matter if they influence the linear lines of best fit. If unsure, remove the outlying data points and recalculate the correlation. Does it make any difference? If not, the bivariate outlier may as well be retained. If there is a difference, decide which sample to use.

It is also possible to have multivariate outliers (MVOs), which are cases with an unusual combination of scores on different variables.

An assumption of many multivariate statistical analyses, such as MLR, is that there are no multivariate outliers.

MVOs can be detected by calculating and examining Mahalanobis' Distance (MD) or Cook's D. These statistics can usually be requested through a statistical analysis software program, as part of the options or save menus in the linear regression function. Selecting these options will save a MD and D value in the data file for each case. These values indicate how extreme or influential each case is with regard to the combination of variables included in the MLR design.

If there are MVO test statistics which exceed critical values, then caution should be used in interpreting results - they may be in part influenced some particular cases. If you the MD and/or D indicate the presence of MVOs, then:
 * 1) Sort the data file by descending order of the MD value
 * 2) Closely examine the cases with MVO outlier test statistics that exceed critical values.
 * 3) In particular, check the values for these cases for each of the variables involved in the analysis.
 * 4) Can you work out why these cases appear to be MVOs? (What is each case particularly high or low on? How severely deviating is each case's results from typical responses?)
 * 5) Try the inferential analysis (e.g., MLR) with and without these cases. What difference does it make to the results?
 * 6) If no difference, then you may as well include the cases.
 * 7) If it does make a noticeable difference to the results when the MVO cases are removed, then consider which solution is more valid.
 * 8) If in doubt, perhaps present both sets of results.

Mahalanobis' Distance

 * 1) Calculate the MD for each case (by conducting an MLR and checking this option from the Scores dialog box)
 * 2) From the results table for residual statistics, check the maximum MD
 * 3) If the max. value is greater than the critical χ2 value (where df = the number of predictors with p = .001 (for MLR)) then there could be at least one case which is a MVO.
 * 4) Check a χ2 table (see below).
 * 5) Investigate further by consulting the data file - note that each case should now have an automatically calculated MD column (far right in SPSS)
 * 6) Sort the data in descending order by the MD (r. click on the column heading and sort)
 * 7) Identify which cases have a MD which exceeds the critical χ2 value
 * 8) Examine these flagged cases - they have an unusual combination of values for the variables involved in the MLR. Try to work out why e.g. the relationship amongst the values may be in the opposite direction to that for most respondents.
 * 9) The key question is - are these cases having undue influence on the MLR? To find out, try running the MLR with and without the MVO cases - does it make any difference?
 * 10) If not, keep the cases.
 * 11) If their removal makes a difference, then consider reporting the results without the MVOs - or perhaps both sets of results.
 * 12) To remove a case from an analysis, first backup the data file, then delete either the values or cases which are MVOs, re-run the MLR analysis, and compare the results with the previous MLR.  Depending on the difference, decide which analysis to include in the results.

Cook's distance
Cook's distance (Cook's D) provides another test statistic for examining multivariate outliers. The higher the D, the more influential the point is. The lowest value that D can assume is zero.

There are varying criteria for what cut-off to use for identifying MVOs using Cook's D (i.e., is D for any case above these critical values? If yes, there may be a problem with these case(s) being overly influential):
 * 1) Critical value = 1
 * 2) Critical value = 3 times the mean D value
 * 3) Critical value = 4 divided by n (where n is the sample size)

For more info, see Cook's distance (Wikipedia)

title: Multivariate outlier


text:
User:LambdaComplex

Currently residing in Carrollton Georgia, United States of America.

I am an Computer Science Major at the University of West Georgia. I have no minor yet, most likely Business.

I promote rational thought and by extension I am an atheist.

title: User:LambdaComplex


text:
BCP/Betula

Betula

title: BCP/Betula


text:
BCP/Betula/Logs

2008 Logs

 * --Jomegat 04:12, 25 April 2008 (UTC)
 * --Jomegat 00:22, 27 April 2008 (UTC)
 * --Jomegat 17:03, 6 May 2008 (UTC)
 * --Jomegat 17:03, 16 May 2008 (UTC)

2009 Logs

 * Jomegat 23:04, 24 April 2009 (UTC)

Recent Logs

 * --Anna reg 17 April 2010 (Photo)
 * --Anna reg 21:05, 29 April 2010 (UTC)

title: BCP/Betula/Logs


text:
User:Amed6120

Amanda

title: User:Amed6120


text:
User talk:LambdaComplex

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 05:44, 25 April 2008 (UTC)

Welcome
Hello LambdaComplex, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * [ Ask] a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 05:44, 25 April 2008 (UTC)

title: User talk:LambdaComplex


text:
User talk:Beck0367

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 05:45, 25 April 2008 (UTC)

Welcome
Hello Beck0367, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * [ Ask] a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 05:45, 25 April 2008 (UTC)

title: User talk:Beck0367


text:
User talk:Amed6120

Salut, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 05:45, 25 April 2008 (UTC)

Welcome
Hello Amed6120, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * [ Ask] a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 05:45, 25 April 2008 (UTC)

title: User talk:Amed6120


text:
User talk:Drake~enwikiversity

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 05:46, 25 April 2008 (UTC)

Welcome
Hello Drake, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * [ Ask] a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 05:46, 25 April 2008 (UTC)

Sound recording
Hi Drake, and thanks for your contributions to Getting started with sound recording. Maybe we should start to break this page up a bit - it seems like there's a lot there for a genuine beginner (like myself ;-)) - what do you think? Cormaggio talk 11:35, 25 April 2008 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:31, 17 March 2015 (UTC)

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

title: User talk:Drake~enwikiversity


text:
Mentat wiki month

The goal
A month-long intensive exploration of mind hacks with a curriculum based on the materials on the Mentat Wiki. We're going to go meta and see how much we can tinker with and accelerate our own learning processes.

Process
To participate for a given week's cycle within the month of May:

 * 1) Post the hack you're trying to install in your brain under that week's listing (see format below)
 * 2) When the week is up, post your results.
 * 3) Conversations can be had in realtime on the #wikiversity channel on freenode.
 * 4) * Mel will be there during afternoons (EST) but will happily make plans to be online at specific times if someone wants to talk.
 * 5) Please comment and give feedback on what other people do.
 * 6) Also, please improve this process. It's a strawman. (When you improve it, remember to post the old process under /Old Processes as an archive).

Participants
Participation is broken down by study groups that dedicate a month to exploring this topic together. Each group self-governs its own proceedings.

May 1 - 31, 2008

 * Mel Chua
 * Seth Woodworth
 * Ian Daniher
 * Ron Hale-Evans
 * ThufirHawat
 * Sj

Curriculum
For the current session (month of May). When the session ends or the page length gets too onerous, we'll move this to an Archive page. The goal is to build (or revise) a toolbox of mental hacks or things you've always wanted to "learn to help yourself learn."

Ceasing annoying speech patterns (Mchua)
static version posted on blog - may have comments

I read the book Mind Hacks cover-to-cover to get ideas for things to fill my "toolbox" and decided that my first action would be to cut the cruft in what I say and write - a few things in particular are listed below.

 * No ums or ahs. No usages of the word "like" other than in the context of indicating enjoyment of something.
 * No conventional swear words. Cursing like a sailor is allowed iff it is done inventively. For instance, Shakespearean curses are kosher, as are sci-fi curses, mathematical insults, or colorful words from foreign languages. As soon as a curse becomes a habit, it must be discarded.
 * No using phrases like "I think", "I guess", "I don't know", and so on as trailing sentence clauses to downplay statements actually believed to be fact. Instead, come out clean and actually state them upfront as things believed to be fact. In other words, if these clauses are spoken, they've got to be firmly said at the start of the sentence.
 * No saying statements as questions? (This only applies to spoken language and is a common female speech trait).
 * Find alternative ways of intensifying descriptions that do not involve the use of the words "really" or "very." For instance, instead of saying "very good," say "excellent." Instead of saying "really expensive," say "astronomically costly."
 * Avoid using the words "but" and "however" (and other synonyms not listed here) if at all possible. Try to use "and" in the sentence instead; it's remarkable how this will flip the meaning of a phrase. This was inspired by the "Yes, And" rule in improvisational comedy.
 * Minimize the usage of the first person personal pronouns ("I/me") - this not so much as a "cutting the cruft" exercise as it is an experiment in how well English takes to this type of usage, since many other languages imply/omit the pronoun when speaking of oneself.
 * (This probably only applies to me, so I can't think of a way to state this without using personal pronouns.) Speak in a natural voice range. I have the habit of trying to pitch my voice to blend in with the voices of others speaking; since I hang out mostly with males on account of my profession (engineer), it means that I strain my vocal cords by speaking below what I think is my natural range.

Results: I had to do push-ups (my self-imposed penalty) quite a few times, and am still doing them on a fairly regular basis, mostly due to "ums." The most dramatic effect has been due to the moratorium on "but" and "however." I have slacked in terms of preventing "me" and "I" from coming out; it feels like it directly clashes with the English language, so I'm dropping that requirement for the next week, but will continue with the rest of the hack for at least the remainder of the month.

Mchua 06:32, 5 May 2008 (UTC)

Learning shorthand (Mchua)
It's pretty simple. This week, all my written notes must be in some form of shorthand. The lazy cheat in the beginning is coming up with personal abbreviations and adopting them; I already have some special notations for words and concepts I use often, so this isn't much of a stretch. Attempts so far are chronicled below.

 * Dutton speedwords - tried it. Driving me insane. Not worth it. Gave up. I want something phonetic, for gosh sakes.

The computer corollary to this mind hack is to try implementing keyword expansion as much as possible on my laptop (running Ubuntu Gutsy, soon to run Ubunty Hardy - I already use quicktext for email and love it.

Brain-training with software (rwhe)
As part of the Mentat Wiki Month festivities, ThufirHawat has added some substantial new material to the wiki on using special software ti improve your intelligence. For examples, see Brain Training Games and Spaced Repetition. My goals for this week are as follows:

 * Install Mnemosyne or other spaced repetition software plus some substantial, useful data set (possibly work-related) and start learning the latter.
 * Train with the n-back software at http://cognitivefun.net/test/5
 * Pull out my OLPC XO at odd moments and play gbrainy, which I have installed but haven't tried.

title: Mentat wiki month


text:
BCP/Leucojum aestivum

Leucojum aestivum

title: BCP/Leucojum aestivum


text:
BCP/Leucojum aestivum/Logs

This page contains recent bloom logs for the plant Leucojum aestivum (Summer Snowflake).

Archived Logs
(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

Recent Logs

 * --SBJ 09:12, 25 April 2008 (UTC)
 * --SBJ 12:35, 11 May 2008 (UTC)

title: BCP/Leucojum aestivum/Logs


text:
BCP/Aurinia saxatilis

Aurinia saxatilis

title: BCP/Aurinia saxatilis


text:
BCP/Aurinia saxatilis/Logs

This page contains recent bloom logs for the plant Aurinia saxatilis (Basket of Gold).

Archived Logs
(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

Recent Logs

 * SBJ 10:01, 25 April 2008 (UTC)

title: BCP/Aurinia saxatilis/Logs


text:
Bakhtin

 (November 17, 1895 – March 7, 1975) was a Russian philosopher, literary critic, semiotician and scholar who wrote influential works of literary and rhetorical theory and criticism. His works, dealing with a variety of subjects, have inspired groups of thinkers such as neo-Marxists, structuralists, and semioticians, who have all incorporated Bakhtinian ideas into theories of their own. Among the circle of Russian/Soviet writers who made important contributions to aesthetic analysis during the first third of the 20th Century (including Yury Tynyanov and Boris Eikhenbaum), Bakhtin has been the main contributor; he was among the leaders of the Formalism circle in Leningrad who helped develop a new "materialistic" view of Russian literature. After some time out of favour, his work has recently become fashionable once more.

The Utterance
For Bakhtin the basic unit of language was the utterance, defined as the continual speech of one voice. The structuralist tendency to reduce language to the basic unit of the word ignores the dialogic nature of the speech act.

Heteroglossia
Heteroglossia literally means many-voice-ness.

title: Bakhtin


text:
BCP/Gardenia

Gardenia

title: BCP/Gardenia


text:
BCP/Gardenia/Logs

This page contains recent bloom logs for the plant Gardenia (Gardenia).

Archived Logs
(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

Recent Logs

 * --Clarinetguy097 (discuss • contribs) 02:27, 8 June 2020 (UTC)
 * --Clarinetguy097 (discuss • contribs) 14:00, 26 June 2020 (UTC)
 * --Clarinetguy097 (discuss • contribs) 01:46, 8 July 2020 (UTC)

title: BCP/Gardenia/Logs


text:
User:Klymene

Klymene on the French Wikipédia : w:fr:Utilisateur:Klymene.

Homo sum, et nil humani a me alienum puto dixit Terentus.

title: User:Klymene