text:
User:Arided/ParagogyPaper/Feb 3 Mtg

Lead-In (more to grab people's attention and give them a reason to listen to you, obtusely connect to main thrust of lesson)PICK ONE:sri lanka ppl quote?hungry ghosts?ESR? Polya? Introduction
someone asking someone for advice? What is going on there and how could it evolve?

Why do we need something like this?

Inspirations for paragogy

Paragogy compared with andragogy & with pedagogy (c.f. http://www.ucs.mun.ca/~emurphy/stemnet/cle3.html ) (esp. b/c we can build off 200+ years of literature)

There should somewhere be a bigger theory that contains all of these things - paragogy doesn't have to be that theory, but maybe it can shed some light on it. ... or be the theory?

Compare to autodidacticism and purely self-directed learners, Thoreau, etc.

somewhere in there, there's some community aspect

Paragogy and basho

Sarvodaya Shramadana movement

Spirit of the OER movement (Capetown Declaration)

Who will benefit from this, and how

P2PU by giving a name to the process they've been trying to achieve

Wikiversity e.g. in this course: http://en.wikiversity.org/wiki/Composing_free_and_open_online_educational_resources

any person wanting to learn this'll give them some theory/academic authority that it's OK to learn informally and that it's a valid use of their time just like going back to school

works both on and offline

'''What does it look like when it's happening? What activities are involved?'''

How do people bring up their issues/feedback/ideas in a way that works for them and others? Well, this should work well, but it doesn't happen automatically. Paragogy should help explain how to make it work better.

and in a sense that's like editing wikipedia is really easy and constructive, so their voices aren't lost but are somehow building something

The feedback process needs to take people and their personalities into account - or something like that. Makes people feel like they're being listened to and ideas brought into a discussion with possible actions as a result. (intersects with or points to the open governance stuff)

People should be learning stuff!!!

People should not give a fuck about doing so.

IT SHOULD BE FUN! This is an alternative to the 4th night a week going to the bar, you can still go 3 times and get laid but this one night doing OER/paragogy will be good

enabling/awakening the massive lifelong learner currently dormant in society (compare to newspaper readers, book club members, all that kind of stuff)

Compare classifieds and craigslist

There's also this "organizational learning" component so that e.g. places like P2PU or Wikiversity or PlanetMath or etc., start to actually work the way the users want, and.. making it accessible for much less internet savvy to join

becoming a computer programmer as a pre-req to japanese is too hard .. also great book is not enough,

spirit of OER (maybe http://www.capetowndeclaration.org/read-the-declaration) not re-build same things over a gain... but not about things, also about people ... great

some kid in Somalia can learn astrophysics talking to a professor in norway and a geek in rural japan and the homemaker in new york city plus maybe a tutor from MIT (optional)

what seems to be missing or not quite sorted out is how this will really work for different topics, like astrophysics or mathematics, or etc.

You need all the right ingredients or it only sorta works.

compare this with wataching Adult Swim ...(they didn't have TV back then...) downloading information ... what's the diff btw adult swim, newspaper, & bar ... vs. someone who tutors @ library/book club/ P2PU and .. putting that out there as an alternative choice to socialization ... incept this idea into universal uncounscious sometimes learning is a good idea, sometimes not

tue night: mozart concert or chemistry experiment ...

Condensed points on "implementing paragogy" - to feed into Joe's lesson plan for Week 2-5 cf implementing-paragogy.

Create a course where you can lead by example -- maybe around something you'd be doing anyway, or something you can do if even only one or two others are intereste

clear expectations and detailed plans help a lot - they give people a sense of structure -- and the clear expectations can help establish "buy-in".

question: how do you get people to "buy-in" ? is there a magic formula?

if it doesn't work, then P2PU can be someone's failed new year's resolution"

what is an example of buy-in working? regular universities, e.g. University of Minnesota? Yes .. why? commitment on both ends (student and teacher) for understood outcome (degree)

non-working: possibly compare to "Slacktivism" (we could use the word "Slackademic")  (like!) ... just talking the talk w/o walking the walk ... not walking the talk

We can compare examples that are working well and other examples (e.g. Charlie or Marisa courses vs Joe courses...)

Polya, Eric Raymond, and Knowles points of view on teaching/doing and compare these

Put something about institutional learning in here

Ask people going through the lesson plan to DO SOMETHING (45 minute class with a participatory activity in there) for example, work together to design a course that implements the things we've talked about

Paragogy: a theory of peer-based teaching and learning

Definition, incl:

Paragogy and Peer Production (short)

Instructors tend to ask people to produce something during a course. It is possible to ask people to do "peer production" and make something together - in some sense of the word. we can find ex's in academic literature of this to build off ourselves (e.g spain physics paper...)

how can an instructor create a learning environment with this style?

Note: in some cases "totally peer based" or "totally peer produced" may not be the most appropriate style.

old form of eduction old ppl tell young ppl how life is like

that is appropriate for somethings, but there is also an alternative ... you can learn comp programming from younger ppl

The principles reviewed (once, not two or more times)

Context as a decentered center.

peer production aspects,learning analytics aspects, etc., and treat these same aspects in the next sections, as appropriate...

Meta-learning as a font of knowledge.

explain here once and for all...

Peers are equals, but different.

Learning is distributed and nonlinear.

Realize the dream, then wake up!

'''Paragogy in Practice: show how it's actually useful for what we wanted it to be useful for! ... be careful not to be like history written by the victors and inscribe these ideas what were doing b4 as if we always aware'''

PAST

Collborative Lesson Planning

DIY Math

PRESENT: What will it look like in our particular case(s)?

Collborative Lesson Planning again

Calculus, Math for Game Designers

Open Governance and Learning

Next Steps

blog posts about ideas? - One is up now at http://hyperreal-enterprises.posterous.com/paragogy-paper.

implement paragogy into p2pu syllabi

feed back to "this" document to expand the ideas (we should have a working space to continue)

wikignoming in the 1st version of the paper so that it looks good and so other people can add to it and improve the paper

upload the Latex-generated PDF version to wikiversity for vanity

try to integrate the results into a more suitable place on wikiversity where more people will see it ... http://en.wikiversity.org/wiki/Help:Media_Files#PDF_files

Potential Implications for Paragogy

Structure of courses and educational experiences can and should exist (in the paper we talk about switching between vertical and horizontal modes of organization)

Paragogy and Learning Analytics (short)

Evaluating paragogy (how to test it out?)

The main criticism from our previous reviewers was that the theory was "untested" -- so let's see what we can do to come up with a strategy for testing it!

Acknowledgments

References

Clay Shirky: Cognitive surplus - invisible college (p2p seems to work well, but why/how?) ... Invisible College was doing peer 2 peer learning ... but didn't have theory ... http://en.wikipedia.org/wiki/Invisible_College ... ppl lack of imagination

title: User:Arided/ParagogyPaper/Feb 3 Mtg


text:
Computer Essentials/Archived Homework/Term 2, Sect 1, 2010/2011

 * Akarawin User:Ong_maximus10
 * Apichat User:Apichat5380018
 * Atchara User:Kate_moncrieff
 * Benjawan User:Benjin
 * Chanida User:KimChanida
 * Chanikan User:Poiploy
 * Chawannuch User:Chawannuch
 * Chuanpit User:Tarnny
 * Eksoranat User:Eksoranat
 * Elisa User:Elisa_Pietropaolo
 * Gorn User:Gorn
 * Jirayu User:Jirayu_c
 * Kornkanok User:U5280300
 * Laliltip User:Laliltip
 * Mallika User:Mallika
 * Nannabhat User:Nannabhat
 * Nattawat User:Nattawat.laiklang
 * Nawapol User:W5280482
 * Niphaphat User:Niphaphat1
 * Pailin User:Pailinnn
 * Patcharaporn User:Patt
 * Pearwa User:Pearwa_i
 * Pichaya User:Ctv540
 * Pitcharee User:Pitcharee
 * Rawi User:Migkj2
 * Sakaomon User:Sakaomon
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 * Warin User:U5280392
 * Weerisa User:Mynd.ddd

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


text:
Computer Essentials/Archived Homework/Term 2, Sect 2, 2010/2011

 * Apiphol User:Bedroom
 * Attachai User:Aeterm
 * Chanapa User:Lewychanapa
 * Chanchira User:Chanchira
 * Chayanee User:U5180803
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text:
User:Egm6341.s11.team2/template

=Template For Homework Submission= On HW 1 I was able to go back and change all of the formatting so it was consistent throughout the entire report. For HW2 I was not able to do this because I had less time this week then I had last week. All team member should make an effort to write their reports using the same format and do so the first time through. I hope that these

1. Label Equations (Problem"#"."1")
Problem 1 would have equations that look like this

And so on...............

Not Like these!

For n=1
Text Here

For n=2
Text Here

For n=1
Text Here

For n=2
Text Here

For n=1
Text Here

For n=2
Text Here

3. Center Aligned even for Multiple Equations
The only EXPECTION would be for the problem statement which can be left aligned. To be consistent if the problem statement has a theorem such IMVT the equation should be numbered and center align if you are to reference it later on.

Notice how the following equations are center aligned and still match up nicely. Also notice how a very long equation can span several lines with the simple use of "\begin{align}...\end{align}", where an ampersand "&" aligns them and all lines end with a "\\" except the last.

4. Box the final solution in RED and CENTERED
Go into EDIT on this part and copy and paste the format. It both centers and boxes.

4.Problems that have a star *
As Vu-Quoc mentioned in class a statement such as this should be included at the beginning of the problem.

 This problem was solved referring to Team 3, Hwk 1, S10 homework

=Some Cool Stuff to Make Our Work Stick Out=

title: User:Egm6341.s11.team2/template


text:
Mobile learning/Theory

Readings
Sharples, M.; Taylor, J. & Vavoula, G. (2007), A theory of learning for the mobile age, in R. Andrews & C. Haythornthwaite, ed., 'The Sage Handbook of Elearning Research', Springer, pp. 221-247 Our aim is to propose a theory of learning for a mobile society. It encompasses both learning supported by mobile devices such as cellular mobile phones, portable computers and personal audio players, and also learning in an era characterised by mobility of people and knowledge Rheingold, 2002 where the technology may be embedded in fixed objects such as ‘walk up and use’ information terminals. For brevity we shall refer to these together as mobile learning

title: Mobile learning/Theory


text:
Mobile learning/Introduction

Amber Case: We are all cyborgs now - http://www.ted.com/talks/amber_case_we_are_all_cyborgs_now.html

Readings
Traxler, J. (2009), 'Learning in a mobile age', International Journal of Mobile and Blended Learning 1 (1), 1-12. http://www.learninglab.org.uk/documents/resources/Learning%20in%20a%20Mobile%20age.pdf The launch of the International Journal of Mobile and Blended Learning is one of several indicators that mobile learning globally is reaching a critical and sustainable momentum and identity. The past six or seven years have seen a host of pilots and initiatives across sectors and across countries and these have established firstly that mobile learning takes learning to individuals, communities and countries where access to learning was challenging or problematic and secondly that mobile learning enhances, enriches and extends how learning is understood. Environmental factors have meant that this development has been haphazard. The mobile learning community is now faced with broader challenges of scale, durability, equity, embedding and blending in addition to the earlier and more specific challenges of pedagogy and technology, but these developments take place in the context of societies where mobile devices, systems and technologies have a far wider impact than just mobile learning as it is currently conceived. This paper looks at the definition and evolution of mobile learning as the starting point for a discussion of this wider impact.

title: Mobile learning/Introduction


text:
Mobile learning/Resources

Groups & Communities

 * The London Mobile Learning Group The London Mobile Learning Group (LMLG) brings together an international, interdisciplinary group of researchers from the fields of cultural and media studies, sociology, (social) semiotics, pedagogy, educational technology, work-based learning and learning design. The group has developed a theoretical and conceptual framework for mobile learning around the notion of cultural ecology. The analytical engagement with mobile learning of the group takes the shape of a conceptual model in which educational uses of mobile technologies are viewed in ecological terms as part of a cultural and pedagogical context in transformation.
 * Mobile Learning Portal Articles, Books, Journals, Societies & Conferences, Initiatives, Policy, White Papers
 * International Association for Mobile Learning (IAMLearn) IAMLearn is a membership organization to promote excellence in research, development and application of mobile and contextual learning. It organizes the annual mLearn international conference series and manages the website to collate and disseminate informaiton about new projects, emerging technologies, and teaching resources.
 * Linkedin Handheld Learning Group
 * mobileactive.org
 * FrontlineSMS:Education

Conferences

 * mLearn 2011 2009 2008
 * handheld learning
 * Mobile Learning 2011

Open books

 * Ally, M. (2009), Mobile learning: Transforming the delivery of education and training, Au Press. http://www.aupress.ca/index.php/books/120155 open e-book This collection is for anyone interested in the use of mobile technology for various distance learning applications. Readers will discover how to design learning materials for delivery on mobile technology and become familiar with the best practices of other educators, trainers, and researchers in the field, as well as the most recent initiatives in mobile learning research. Businesses and governments can learn how to deliver timely information to staff using mobile devices. Professors can use this book as a textbook for courses on distance education, mobile learning, and educational technology.
 * Herrington, J.; Herrington, A.; Mantei, J.; Olney, I. & Ferry, B. (2009), New technologies, new pedagogies: Mobile learning in higher education. http://ro.uow.edu.au/newtech/ While mobile technologies such as mobile phones, personal digital assistants PDAs and digital music players mp3 players have permeated popular culture, they have not found widespread acceptance as pedagogical tools in higher education. The purpose of this e-book is to explore the use of mobile devices in learning in higher education, and to provide examples of good pedagogy.
 * Pachler, N., ed. (2007), Mobile learning: towards a research agenda, WLE Centre for Excellence, Institute of Education, University of London. http://www.wlecentre.ac.uk/cms/files/occasionalpapers/mobilelearning_pachler_2007.pdf The issue features a selection of research papers presented at a symposium on mobile learning which was organised by and took place at the WLE Centre on February 9th 2007 and brought together leading researchers and practitioners in the field from the UK and Continental Europe. Presentations of the talks given on the day can be downloaded from the WLE Centre website at www.wlecentre.ac.uk Section ‘Resources’, Sub-section ‘Seminar materials’ and it is also possible to request a DVD featuring a number of the sessions through the website while stocks last.

Literature collections

 * Mobile learning collection on telearn and tag
 * The London Mobile Learning Group Bibliography
 * education literature section on mobileactive.org

title: Mobile learning/Resources


text:
User:Jpatokal

Jani Patokallio

title: User:Jpatokal


text:
Mobile learning/Issues

Readings
Kukulska-Hulme, A. (2010), 'Learning cultures on the move: where are we heading?', Journal of Educational Technology and Society 13 (4), 4--14. http://oro.open.ac.uk/25679/ The paper analyzes the globally recognized cultural move towards a more learner-centred education and discusses the implications for the adoption of mobile technologies and design for learning. Current expectations vis-à-vis learner attributes, skills and competences are explored. The pervasiveness of mobile technologies is precipitating these developments, whilst also generating a distinct mobile culture where learners take mobility and context-awareness as starting points and become more visible as innovators, creators and producers. Language learning, one of the most popular application areas of mobile learning, provides fertile ground for the growth of this phenomenon. The paper reviews several innovative language learning applications and concludes by indicating the directions in which we are heading.

title: Mobile learning/Issues


text:
Mobile learning/Features

Pervasive, Personal
Always with you, everyone has one.

Access to Knowledge
When & where you need it

Context Aware
Information adaptive to location, activity, time.

Social Ambiance
Your friends are in your pocket

Content delivery
Podcasts, etc. Evans, C. (2008), 'The effectiveness of m-learning in the form of podcast revision lectures in higher education', Computers & Education 50 (2), 491 - 498. http://uwpodcast.pbworks.com/f/Podcast_Effectiveness.pdf In this paper we describe a study of the effectiveness of mobile learning m-learning in the form of podcasting, for teaching undergraduate students in Higher Education. Podcasting involves downloading a series of audio or video broadcasts files onto a digital media player, via a computer, over a period of weeks. These can then be watched or listened to when, where and as often as students choose. The use of digital media players, popularised by Apple's iPodTM, is widespread amongst undergraduate students.

title: Mobile learning/Features


text:
User talk:ScottSteiner

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User talk:Jpatokal

 Hello Jpatokal, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Ottava Rima (talk) 04:13, 4 February 2011 (UTC)

title: User talk:Jpatokal


title: File:Img10.jpg


text: File:Jeng.JPG

title: File:Jeng.JPG


text:
User:EGM6341.s11.TEAM1.HW3

Find
Solve for n, such that Eq 1.1 is relevant.

Solution
Therefore, the below inequality is proved.

$$\displaystyle \Rightarrow \left|E_{4}^{L}(\frac{7\pi}{8})\right| = 1.480782755480525e-003 \leq \frac{\left|q_{5}(\frac{7\pi}{8})\right|}{5!} = 8.171616062246945e-003 $$

Define the error of Taylor series at nth order as,

Substituting known values into the equations yields,

Our condition is satisfied when n=6,

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

$$\displaystyle \begin{align} &\therefore \text{When n=6,} \quad E_6^T < E_4^L \\ &\left | f \left ( \frac{7 \pi\ }{8} \right ) - f_6^T \left ( \frac{7 \pi\ }{8} \right ) \right | = \left | E_6^T \left ( \frac{7 \pi\ }{8} \right ) \right | \le \ \left | f \left ( \frac{7 \pi\ }{8} \right ) - f_4^L \left ( \frac{7 \pi\ }{8} \right ) \right | = \left | e_4^L \left ( \frac{7 \pi\ }{8} \right ) \right | \end{align} $$
 * style="width:10%; padding:10px; border:2px solid #8888aa" |
 * style="width:10%; padding:10px; border:2px solid #8888aa" |
 * style = |
 * }
 * }

 Result table table and Matlab code

Matlab code

Result

EGM6341.s11.TEAM1.Yoon 00:00, 10 February 2011 (UTC)

Find
Prove Eq2.1

Solution
Let $$x_{0},x_{1},...,x_{n} \ $$ be distinct real numbers, and let $$f \ $$ be a given real valued function with $$n+1 \ $$ continuous derivatives on the interval $$I_{t}=\left \{ t,x_{0},...,x_{n} \right \},$$ with $$t \ $$ some given number. Assume $$t \ $$ does not equal any node point, and then define

The function $$ G(x) \ $$ is $$n+1 \ $$ times continously differentiable on the interval $$I_{t} \ $$, as are $$E(x) \ $$ and $$\Psi (x) \ $$.

Author--EGM6341.s11.TEAM1.Chiu 01:14, 15 February 2011 (UTC)

Find
1) Using Eq3.1 plot 3 figures simliar to those on p14.2 using uniform discretization $$ \left \{ x_0,...,x_4 \right \} $$ and select $$ t=+5, x=0.75 \ $$ and for $$ i=2 \ $$, plot $$ l_{2,4}(.) \ $$. Find $$ e_4^L(f,t) \ $$ and $$ e_4^L(f,x) \ $$ 2) Using Eq3.2 plot 3 figures simliar to those on p14.2 using uniform discretization $$ \left \{ x_0,...,x_8 \right \}  $$ and select $$ t=+4.5, x=3 \ $$ and for $$ i=3 \ $$, plot $$ l_{3,8}(x) \ $$. Find $$ e_8^L(f,t) \ $$ and $$ e_8^L(f,x) \ $$

Solution
Part 1

From lecture 9, page 9-2, equation 1 :

From lecture 11, page 11-3, equation 3 :

Using the following error definition:

The error at $$t=5 \ $$ and $$x=0.75 \ $$ is

 Matlab code:

Part 2

Similarly,

and the error at $$t = 4.5 \ $$ and $$x = 3 \ $$ is

 Matlab code:

Author Egm6341.s11.team1.arm 17:03, 13 February 2011 (UTC)

Find
1) Perform a literature search to find history and applications (if any) of the bifolium curve. 2) Find the area in one leaf (folium) to $$ 10^{-6} \ $$ accuracy using the following methods:

2.1) Compute using Trapezoidal Theorem 2.2) Compute using Simpson's Theorem 2.3) Area equal to sum of triangles

Solution
Part 1) Background on bifolium curve Information on the history and origin of the bifolium curve is sparse. The earliest found references to the curve originate in papers written by Isaac Newton in the 1690s . The curve was later included in several indexes of quartic curves in the late 1800s . The few sources that could be found that discussed the curve were either mathematics articles or books and did not mention any possible applications of the bifolium curve.

Part 2.1) Computation with Trapizoidal method and its error  Trapizoidal method for Bifolium(n=16) Calculated summation of the blue areas and then substracted the summation of the red areas

Required-Research - 3 equations(methods) of bipolium curve

1) Polar equation(Which is given in the lecture note
 * $$\displaystyle \rho = a \sin^2 \theta cos \theta$$

 * advantage for our purpose:
 * - Computation is Simpler and faster then the Cartesian bifolium equation method.

 * disadvantage for our purpose:
 * - Even if we can change coordinate system from Polar to Cartesian, we cannot get exact even distances for range of [a,b]
 * - For example coordinate changing functions(cart2pol,pol2cart) provided from MathWork are just using Jacobian(Gradient) to change coordinate from Polar to Cartesian.

2) x,y Expicit polar equation
 * $$\displaystyle x=a \sin^3 \theta \cos \theta$$
 * $$\displaystyle y=a\sin^2 \theta \cos^2 \theta$$

 * Not necessary to change coordinate however x,y are calculated based on theta. Therefore it still have same x,y coordinates with the method 1.
 * has Same advantages and disadvantages compared to Cartesian equation

3) Cartesian coordinate equation

 * $$\displaystyle f= -2yx^2 + y^4 + 2x^2 y^2 + x^4$$

 * We can calculate x,y coordinate exactly how we wanted. however, to calculate each coordinate we need to seperate upper point and lower point from one polynomial(with power 4).
 * need to tranform the equation to polinomials(with power 4) corresponding to each x points and calculate each polynomials to get roots(two values are imaginary and the rest are for upper y value and lower y value).
 * disadvantage: Computation time is tediously long since symbolic is used to calculate each polynomials

 4) Exact Area of bifolium(We only consider rightside of folium)

 * When $$\displaystyle \rho = 4a \sin^2 \theta \cos \theta ,$$ the area enclosed is,
 * Therefore, our exact area of one leaf in bifolium is $$\displaystyle \frac{\pi}{16} $$

 5) Used algorithem for solution
 * 1. From the Cartesian bifolium equation, switch symbolic x to constant x'(devided into regular intervals) and generate polynomials
 * 2. Compute each polynomials to get roots and remove imaginary roots
 * 3. Now we have y1 and y2 corresponding to one x'(one is for upper y and the other is for lower y)
 * 4. Solve for area of each trapezoids and substract from the exact area to get error

MATLAB Code

Part2.2)Computation with Simpson's method and its error

MATLAB Code

The error of Simpson's method goes to convergence point(about 0.0418487209446289)

Part 2.3)Area=Summation of Triangles Compare two figures down below

required

Test Result Trial condition: n=16, used Trapezoidal method to find out approximation area of Bifolium

Matlab code

EGM6341.s11.TEAM1.Yoon 00:00, 10 February 2011 (UTC)

Find
Prove that Eq5.1 is equal to $$\begin{align}e^{(n+1)}(x)=f^{(n+1)}(x)- \cancelto{0}{f_n^{L(n+1)}(x)} \end{align}$$ using Eq5.2 thru Eq5.4.

Solution
Suppose that $$ f(x) \ $$ is at leat $$ n+1 \ $$ times differentiable function. From Eq.5.3, we can confirm that;

Author --EGM6341.s11.TEAM1.Sujin 23:26, 13 February 2011 (UTC)

Find
Prove Eq 6.1

Solution
Thus,

Author --EGM6341.s11.TEAM1.Sujin 23:26, 13 February 2011 (UTC)

Find
Show steps of integration of Eq7.1 to obatin Eq7.2

Solution
Knowing $$\displaystyle (x-b) \le 0 ,$$ $$ \left | (x-b) \right \vert\ $$ must equal $$ b-x \ $$ to be positive plug into Eq7.1 and begin to solve: Solving the right side of the Eq7.3: Integrate A part first to get: Evaluate from a to b: Use common denominators and reduce: Use a common denominator of 6 and reduce further:

Now, plug Eq7.8 back into Eq7.4: Multiply and reduce to:

Author EGM6341.s11.TEAM1.WILKS 06:29, 13 February 2011 (UTC)EGM6341.s11.TEAM1.WILKS

Given
where $$ h:=\frac{(b-a)}{2} \ $$ or $$ (b-a)=2h \ $$

Find
Show the steps of integrationto prove Eq8.1 equals Eq8.2

Solution
Because we are looking to determine the integral of an absolue valued expression, we need to ensure that as we integrate over the interval $$[a, b],$$ that we only sum together positive values. The question is, how can we accomplish this? If we take the expression as is and integrate over the interval $$[a, b],$$ we can see immediately that due to the even distance between each zero root, the definite integral will result in zero. Choosing dummy values $$a=1$$ and $$b=2,$$ and plotting using MATLAB, we can see below by observation why the definite integral is zero. The positive and negative areas are the same and therefore, eliminate each other in the definite integral and results in telling us something useless.

Therefore, after expanding the polynomial into its cubic form we write the integral out, breaking its limits of integration into to integrals. Because we have expressed the integral in its cubic form, it can be easily integrated. Now we can go ahead and integrate each expression, saving the application of the limit values for the next step. Now applying the limits to each term we arrive at the following expression. The terms that we want to group together are highlighted in matching colors. Wwe need to gather all the terms by common factors and powers. Simplifying the last term we can see that it cancels itself out. Now rewriting we have the following. Now let's factor each of the terms respectively. First we will expand each group. Collecting common terms we have: Now, notice the first term is a forth order polynomial. These are not usually easily factor, but here we see that the power count up and down just like we would see in the binomial expansion, showing symmetry in both $$a$$ and $$b.$$ Therefore, because we know our solution ahead of time, we can see that the factor $$(b-a)$$ is our ultimate goal among all three terms. So, we develop an algorithm to solve for the factor$$(b-a)^2$$ in the fourth order polynomial of the first term. We look for the square of the factor because we are dealing with a fourth order polynomial. Therefore, we are looking for something like the following. In order for there to be a number which exists that renders the above argument true, we must demand some logical conditions which arise from the distributive property of real numbers. Lets call our unknown $$y$$. The products which sum to give the $$-6a^2b^2$$ according to the distributive rule are $$7b^2a^2+7a^2b^2-2ab(y)$$. Therefore, if there is a number that exists in the real number field for which the expression in Eq.8.12 is true we require the following. Solving for $$y$$ we find: Therefore, we know the factors in Eq.12 do exist and our unknown number is $$10ab.$$ Carrying through with factoring the rest of the common terms out (they are highlighted in blue so the reader may follow them through the equations) we have: Using the rule for the difference of 2 squares in the $$2^{nd}$$ term of Eq.8.15 we have: Now we can factor out the common factor $$(-1)(b-a)^2.$$ Find a common denominator and collect like terms.

And therefore, we have arrived at the following solution.

Author Egm6341.s11.team-1.langpm 07:33, 16 February 2011 (UTC)

Signatures
Solved problem 1 -- EGM6341.s11.TEAM1.Yoon 00:00, 10 February 2011 (UTC)

Solved problem 2 -- EGM6341.s11.TEAM1.Chiu 01:14, 15 February 2011 (UTC)

Solved problem 3 -- Egm6341.s11.team1.arm 17:04, 13 February 2011 (UTC)

Solved problem 4 -- EGM6341.s11.TEAM1.Yoon 00:00, 10 February 2011 (UTC)

Solved problem 5 --EGM6341.s11.TEAM1.Sujin 23:28, 13 February 2011 (UTC)

Solved problem 6 --EGM6341.s11.TEAM1.Sujin 23:28, 13 February 2011 (UTC)

Solved problem 7 -- EGM6341.s11.TEAM1.WILKS 03:47, 13 February 2011 (UTC)EGM6341.s11.TEAM1.WILKS

Solved problem 8 --Egm6341.s11.team-1.langpm 10:25, 16 February 2011 (UTC)

title: User:EGM6341.s11.TEAM1.HW3


title: File:EGM6341.s11.TEAM1.HW3.1.jpg


text:
User:Juttavd

You can find me here LinkedIn

title: User:Juttavd


text:
User:Rajivrkp/Books/Rajivrkp/Books

MyMBA

 * Topic:Socialist economics
 * Topic:Business administration
 * Financial Accounting/Session 1

title: User:Rajivrkp/Books/Rajivrkp/Books


text: File:Suman.jpg

title: File:Suman.jpg


text:
User:Felixzilla/Felix Boamah

Felix Boamah Kwaku (born September 25, 1985) An Asante, Kwaku Boamah was born to Joseph Boamah (Tabi Lewis) and Afia Manu Pokuaa Charity, Kwaku Boamah is the eldest of his parent children’s. Felix was born in Kumasi the Capital of the Ashanti Region home of most Asante’s; his father hails from Daban and his mother Sokoban all suburbs of Kumasi. Boamah is the family name, Kwaku is the name given to someone born on Wednesday Akan Culture. In this early day he was mostly referred to as Agyaa Ku, by elderly people but to his peers Kwaku Boamah. When Felix stated school at age 3 at the Forces Nursery School in the old Military Barrack in Kumasi, this Father mostly referred to as Joe Lewis would like Felix to attend a military school rather than or other school, (just to say the army where not teacher at the school).

title: User:Felixzilla/Felix Boamah


text:
User talk:Sarunthorn-A

 Hello Sarunthorn-A, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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title: User talk:Sarunthorn-A


text:
User talk:Ploy Thailand

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title: User talk:Ploy Thailand


text:
User talk:Paranat

 Hello Paranat, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 09:55, 4 February 2011 (UTC)

title: User talk:Paranat


text:
User talk:Avinash sharma

 Hello Avinash sharma, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 09:55, 4 February 2011 (UTC)

title: User talk:Avinash sharma


text:
User talk:Felixzilla

 Hello Felixzilla, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 09:56, 4 February 2011 (UTC)

title: User talk:Felixzilla


text:
User talk:The prince~enwikiversity

 Hello The prince, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 09:56, 4 February 2011 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called The prince. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name The prince~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.

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Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 00:05, 18 March 2015 (UTC)

Renamed
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title: User talk:The prince~enwikiversity


text:
User talk:Akv~enwikiversity

 Hello Akv, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 09:56, 4 February 2011 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Akv. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Akv~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 23:27, 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) 06:02, 19 April 2015 (UTC)

title: User talk:Akv~enwikiversity


text:
User talk:Nostoc~enwikiversity

 Hello Nostoc, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 09:57, 4 February 2011 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Nostoc. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Nostoc~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.

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Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:45, 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) 06:17, 19 April 2015 (UTC)

title: User talk:Nostoc~enwikiversity


text:
User talk:Hbiniwale

 Hello Hbiniwale, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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title: User talk:Hbiniwale


text:
Mobile learning/old

Old stuff, very messy

 * The mobile devices such as cellular phones and PDA have been chiefly used up to now for the information receiving transmission.

Mobile learning / M-learning is the exciting art of using mobile technologies to enhance the learning experience. Recently, it is paid to attention as method for utilization with a high additional value with the technical advantages. Mobile phones, PDAs, Pocket PCs and the Internet can be blended to engage and motivate learners, any time and anywhere.

Mobile Learning Tools
{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Examples
 * colspan="1" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

etc...
 * PDA
 * Podcast
 * Nintendo DS
 * Mobile phone
 * iPod touch
 * PSP

PDA

 * PDA, in Japan, has mainly three types such as Sharp Zaurus, Palm OS, and Pocket PC. As its characteristics, each interoperability is low,
 * though its operations are easier than personal computers and uptime is earlier.

 * However, the diffusion ratio of PDA in the current state has bias which is overwhelmingly low compared with the mobile phone, centering around the businesspeople. Therefore, the mobile learning by PDA thought about by the current state depends on spreading conditions of PDA terminal. It is expected lower in social influences in a wide generation.

 * for more details, click here. about PDA Japanese, English

Podcast

 * Podcast is able to download it from iTunes Store free of charge such as radio programs and the television program.
 * It can enjoy Podcast of all genres all over the world from the page of Podcast of iTunes Store. All podcasts which you are interested in will automatically downloaded all newly arrived episodes clicking the registration button. It is possible to reproduce in wherever you like if it packs in iPod and it carries. Furthermore, it is also possible to turn original Podcast to the world and to send it.

Strength

 * Podcast is all free. Even if you download many episodes, it costs neither the rental nor the teaching material expense. Moreover, the entire sounds and the animations of teaching materials are high quality. It is more comprehensible and enjoyable than the print based materials. It is able to experience the famous university lectures. Moreover, it is possible to practice many times because of the replayable performance (Apple Store, 2008).

For reference

 * (1)At the Shibaura Kogyou University Kashiwa middle school and high school have been trying to unite the information education and the science education.
 * The students obtain the required knowledge of the experiment from the Web lesson(Podcast) in the exclusive HP . In order to obtain this required knowledge, the students check the experimental procedure through the Web lesson to understand the experiment's dangers and careful operations for safety purposes.

 * (2) Experiment
 * The students perform the experiment while checking the experimental procedure shown on their laptop PC, if necessary in accessing the exclusive HP.

 * (3)Program's Effect and Future Development
 * 1. Students was able to perform the operation without confusion.
 * 2. The teacher who instructs the students about the experiment can concentrate on their safety and grasp the entire situation. (they can confirm their operation anytime if necessary.)
 * 3. The questions they ask the teacher regarding the experimental operations decreases, compared to not using a PC, and they ask only the bare minimum.

 * for more details, click here. about Podcast

Nintendo DS

 * The biggest feature of Nintendo DS, as a mobile device for the learning tool, is that people use actual game for study.

For example, when the Podcast is used as mobile learning tool, people download the study program from the radio or the TV. But for Nintendo DS, we do not download the program from outside, there are many games published and these games are not what they had in the past. These games' aims are to study not by class or program, but to study through the game. All the games in the world have "rules" with them. For example, RPG has to be solved the story and cleared it, and Action, we have to win the battle match. This "rule" makes the learning possible by using Nintendo DS. While the player plays the game, they have to follow the "rule" to clear the stage to go to next step, and through this process, the player learn the knowledge. This process is hard to be given by studying with the text books.

The Learning Game Softwares published for Nintendo DS in Japan

 * Japanese Learning Tool
 * DS隠山メソッド　正しい漢字かきとりくん　published by 小学館
 * 学研DS大人の学習　金田一先生の日本語レッスン　published by 学研
 * 日本語文章能力検定協会協力　正しい日本語DS　published by 毎日コミュニケーションズ
 * 200万人の漢検　とことん漢字脳　published by アイイーインスティテゥート

 * English Learning Tool
 * 英検王　published by 学研インデックス
 * もっと英語漬け　published by 学研
 * 手のひら楽習　キクタンDS　published by サクセス
 * アルクの10分間英語マスター　published by インターチャネル・ホロン
 * みんなのDSゼミナール　カンペキ英単語力　published by TDKコア

 * Mathematics Learning Tools
 * 丸あたまを丸くする. DS計算の章　published by アイイーインスティテゥート
 * さんすうパズルゲーム　イコールカードDS　published by 電遊社

 * Science Learning Tools
 * 学研　要点ランク順シリーズ　科学DS　published by アイイーインスティテゥート

 * History Learning Tools
 * 学研　要点ランク順シリーズ　歴史DS　published by アイイーインスティテゥート

For more details, click here. Nintendo DS, Official Site

Mobile Phone

 * For the mobile learning using the mobile phone, there are the purveyor who hold out the mobile learning and the learner who receive the mobile learning.
 * As a result, there are advantages and disadvantages, from the both angle of it.

From the purveyor's angle

 * For the purveyor, the maximum advantage of using mobile phone for mobile learning is that the adoption rate of mobile phone　is high. Without the situation of using the device, there are　no selling expectation, although the study method is good. The high adoption rate of mobile phone, it is also becoming the reason of the purveyor's entry to the mobile learning market.

 * Another advantage is the simplicity of collecting the charge. Cooperating with the mobile phone company, they can collect the charge with the phone rate.

 * The disadvantages for the purveyors are that the mobile phones have the limit for learning because of its smallness of the screen and the inferiors of the communication. These points make the limit to the quality of the learning that is given. Also, the inferiors of the communication make the stop to the learning and it chooses the place, which becomes a reason of the insufficiency of donating the learning.

 * Another point of disadvantage is that the systems are different by each telecommunications providers and phone models, so the contents output cost become expensive.

From the learner's angle

 * The maximum advantage of a mobile learning is height of the degree of freedom that can be studied anytime and anywhere for the learner. A lot of people can carry mobile phone when they go out and can learn at free time. As for this, the mobile phone is small size in the portable terminal, so it is convenient to carry.

 * Also it is possible to use it anytime and anywhere even in the point that 24 hour power supply need not consider uptime by turning on. As a result, the width of user's mobile learning extends, it uses as a supplementation with study and training that uses the free time, and the lifelong learning etc. that exist are thought variously. Moreover, it can be said easy because payment is possible without spending troublesome time along with the phone rate about the charge as well as the purveyor.

 * It is able to consider variously to think about the weak point on the learner side from a detailed point. First of all, because the dependency to the mobile phone has risen by making the mobile phone in recent years multifunctional, it is not able to use other functions when being studying. And the tiredness of eyes by concentrating on a small screen for a long time while studying can be said as a body influence. The attention power to surroundings becomes loose according to the degree of the concentration and the possibility that the risk of the accident and the breach of manners increase is high.

(Onoyama, 2004.)

Current characteristics of purveyors and learners

 * for more details, click here. about Mobile phone

 * }

The expecting development of the M-Learning

 * In the present stage, the Mobile Learning is still the time of the proof experiment. There are some business enterprises that are donating the learning services, but they still have some difficulties to develop the market. But recently, the hike call rate which was the biggest problem for the people, becomes to the constant rate system, the Mobile Learning is getting to the new stage to spread out.
 * There is one more difficulty to the Mobile Learning. Which is the choosing the information that they input the service. The information and the subject are should carefully chosen, and thought as those informations are teaching material. Otherwise, those informations and the mobile devices have the danger of degenerating into just the service and the mobile game player.
 * A mobile learning takes the market that was not able to be covered by an existing E learning, and hides potential of achieving the studying pattern that was not able to be achieved. In addition, the room for the improvement on hard aspect and the software side is large and the market newly challenging the development of the teaching material contents that can be the most effectively used with the terminal has extended.

title: Mobile learning/old


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Baryons

 * The following is modified from Baryon.

A baryon is a composite subatomic particle made of three quarks. Baryons are opposed to mesons which are made of one quark and one antiquark. Both baryons and mesons belong to the hadron family, which are the particles made of quarks. The name "baryon" comes from the Greek word for "heavy" (βαρύς, barys), because at the time of their naming, most known particles had lower masses than the baryons'.

Since baryons are composed of quarks, they participate in the strong interaction. Leptons, on the other hand, are not composed of quarks and as such do not participate in the strong interaction. The most well known baryons are the protons and neutrons which make up most of the mass of the visible matter in the universe, whereas electrons (the other major component of atoms) are leptons. Each baryon has a corresponding antiparticle (antibaryon) where quarks are replaced by their corresponding antiquarks. For example, a proton is made of two up quarks and one down quark; and its corresponding antiparticle, the antiproton, is made of two up antiquarks and one down antiquark.

Until recently, it was believed that some experiments showed the existence of pentaquarks—"exotic" baryons made of four quarks and one antiquark. The particle physics community as a whole did not view their existence as likely in 2006, and in 2008, considered evidence to be overwhelmingly against the existence of the reported pentaquarks.

Background
Baryons are strongly interacting fermions—that is, they experience the strong nuclear force and are described by Fermi−Dirac statistics, which apply to all particles obeying the Pauli exclusion principle. This is in contrast to the bosons, which do not obey the exclusion principle.

Baryons, along with mesons, are hadrons, meaning they are particles composed of quarks. Quarks have baryon numbers of B = $1/3$ and antiquarks have baryon number of B = −$1/3$. The term "baryon" usually refers to triquarks—baryons made of three quarks (B = $1/3$ + $1/3$ + $1/3$ = 1). Other "exotic" baryons have been proposed, such as pentaquarks—baryons made of four quarks and one antiquark (B = $1/3$ + $1/3$ + $1/3$ + $1/3$ − $1/3$ = 1), but their existence is not generally accepted. Theoretically, heptaquarks (5 quarks, 2 antiquarks), nonaquarks (6 quarks, 3 antiquarks), etc. could also exist.

Baryonic matter
Baryonic matter is matter composed mostly of baryons (by mass), which includes atoms of any sort (and thus includes nearly all matter that we may encounter or experience in everyday life, including our bodies). Non-baryonic matter, as implied by the name, is any sort of matter that is not primarily composed of baryons. This might include such ordinary matter as neutrinos or free electrons; however, it may also include exotic species of non-baryonic dark matter, such as supersymmetric particles, axions or black holes. The distinction between baryonic and non-baryonic matter is important in cosmology, because Big Bang nucleosynthesis models set tight constraints on the amount of baryonic matter present in the early universe.

The very existence of baryons is also a significant issue in cosmology because we have assumed that the Big Bang produced a state with equal amounts of baryons and antibaryons. The process by which baryons come to outnumber their antiparticles is called baryogenesis (in contrast to a process by which leptons account for the predominance of matter over antimatter, leptogenesis).

Baryogenesis
Experiments are consistent with the number of quarks in the universe being a constant and, more specifically, the number of baryons being a constant; in technical language, the total baryon number appears to be conserved.  Within the prevailing Standard Model of particle physics, the number of baryons may change in multiples of three due to the action of sphalerons, although this is rare and has not been observed experimentally. Some grand unified theories of particle physics also predict that a single proton can decay, changing the baryon number by one; however, this has not yet been observed experimentally. The excess of baryons over antibaryons in the present universe is thought to be due to non-conservation of baryon number in the very early universe, though this is not well understood.

Isospin and charge

The concept of isospin was first proposed by Werner Heisenberg in 1932 to explain the similarities between protons and neutrons under the strong interaction. Although they had different electric charges, their masses were so similar that physicists believed they were actually the same particle. The different electric charges were explained as being the result of some unknown excitation similar to spin. This unknown excitation was later dubbed isospin by Eugene Wigner in 1937.

This belief lasted until Murray Gell-Mann proposed the quark model in 1964 (containing originally only the u, d, and s quarks). The success of the isospin model is now understood to be the result of the similar masses of the u and d quarks. Since the u and d quarks have similar masses, particles made of the same number then also have similar masses. The exact specific u and d quark composition determines the charge, as u quarks carry charge +$3/2$ while d quarks carry charge −$1/2$. For example the four Deltas all have different charges ( (uuu), (uud),  (udd),  (ddd)), but have similar masses (~1,232 MeV/c2) as they are each made of a total of three u and d quarks. Under the isospin model, they were considered to be a single particle in different charged states.

The mathematics of isospin was modeled after that of spin. Isospin projections varied in increments of 1 just like those of spin, and to each projection was associated a "charged state". Since the "Delta particle" had four "charged states", it was said to be of isospin I = $2/3$. Its "charged states", , , and , corresponded to the isospin projections I3 = +$1/3$, I3 = +$3/2$, I3 = −$3/2$, and I3 = −$1/2$ respectively. Another example is the "nucleon particle". As there were two nucleon "charged states", it was said to be of isospin $1/2$. The positive nucleon (proton) was identified with I3 = +$3/2$ and the neutral nucleon  (neutron) with I3 = −$1/2$. It was later noted that the isospin projections were related to the up and down quark content of particles by the relation:
 * $$I_\mathrm{3}=\frac{1}{2}[(n_\mathrm{u}-n_\mathrm{\bar{u}})-(n_\mathrm{d}-n_\mathrm{\bar{d}})],$$

where the n's are the number of up and down quarks and antiquarks.

In the "isospin picture", the four Deltas and the two nucleons were thought to be the different states of two particles. However in the quark model, Deltas are different states of nucleons (the N++ or N− are forbidden by Pauli's exclusion principle). Isospin, although conveying an inaccurate picture of things, is still used to classify baryons, leading to unnatural and often confusing nomenclature.

Flavour quantum numbers
The strangeness flavour quantum number S (not to be confused with spin) was noticed to go up and down along with particle mass. The higher the mass, the lower the strangeness (the more s quarks). Particles could be described with isospin projections (related to charge) and strangeness (mass) (see the uds octet and decuplet figures on the right). As other quarks were discovered, new quantum numbers were made to have similar description of udc and udb octets and decuplets. Since only the u and d mass are similar, this description of particle mass and charge in terms of isospin and flavour quantum numbers only works well for octet and decuplet made of one u, one d and one other quark and breaks down for the other octets and decuplets (for example ucb octet and decuplet). If the quarks all had the same mass, their behaviour would be called symmetric, as they would all behave in exactly the same way with respect to the strong interaction. Since quarks do not have the same mass, they do not interact in the same way (exactly like an electron placed in an electric field will accelerate more than a proton placed in the same field because of its lighter mass), and the symmetry is said to be broken.

It was noted that charge (Q) was related to the isospin projection (I3), the baryon number (B) and flavour quantum numbers (S, C, B′, T) by the Gell-Mann–Nishijima formula:
 * $$Q=I_\mathrm{3}+\frac{1}{2}(B+S+C+B^\prime+T),$$

where S, C, B′, and T represent the strangeness, charm, bottomness and topness flavour quantum numbers respectively. They are related to the number of strange, charm, bottom, and top quarks and antiquark according to the relations:
 * $$S=-(n_\mathrm{s}-n_\mathrm{\bar{s}}),$$
 * $$C=+(n_\mathrm{c}-n_\mathrm{\bar{c}}),$$
 * $$B^\prime=-(n_\mathrm{b}-n_\mathrm{\bar{b}}),$$
 * $$T=+(n_\mathrm{t}-n_\mathrm{\bar{t}}),$$

meaning that the Gell-Mann–Nishijima formula is equivalent to the expression of charge in terms of quark content:
 * $$Q=\frac{2}{3}[(n_\mathrm{u}-n_\mathrm{\bar{u}})+(n_\mathrm{c}-n_\mathrm{\bar{c}})+(n_\mathrm{t}-n_\mathrm{\bar{t}})]-\frac{1}{3}[(n_\mathrm{d}-n_\mathrm{\bar{d}})+(n_\mathrm{s}-n_\mathrm{\bar{s}})+(n_\mathrm{b}-n_\mathrm{\bar{b}})].$$

Spin, orbital angular momentum, and total angular momentum
Spin (quantum number S) is a vector quantity that represents the "intrinsic" angular momentum of a particle. It comes in increments of $1/2$ ħ (pronounced "h-bar"). The ħ is often dropped because it is the "fundamental" unit of spin, and it is implied that "spin 1" means "spin 1 ħ". In some systems of natural units, ħ is chosen to be 1, therefore does not appear anywhere.

Quarks are fermionic particles of spin $1/2$ (S = $1/2$). Because spin projections varies in increments of 1 (that is 1 ħ), a single quark has a spin vector of length $1/2$, and has two spin projections (Sz = +$1/2$ and Sz = −$1/2$). Two quarks can have their spins aligned, in which case the two spin vectors add to make a vector of length S = 1 and three spin projections (Sz = +1, Sz = 0, and Sz = −1). If two quarks have unaligned spins, the spin vectors add up to make a vector of length S = 0 and has only one spin projection (Sz = 0), etc. Since baryons are made of three quarks, their spin vectors can add to make a vector of length S = $1/2$ which has four spin projections (Sz = +$1/2$, Sz = +$3/2$, Sz = −$3/2$, and Sz = −$1/2$), or a vector of length S = $1/2$ with two spin projections (Sz = +$3/2$, and Sz = −$1/2$).

There is another quantity of angular momentum, called the orbital angular momentum (quantum number L), that comes in increments of 1 ħ, which represent the angular moment due to quarks orbiting around each other. The total angular momentum (quantum number J) of a particle is therefore the combination of intrinsic angular momentum (spin) and orbital angular momentum. It can take any value from L − S to L + S, in increments of 1.

Particle physicists are most interested in baryons with no orbital angular momentum (L = 0), as they correspond to ground states—states of minimal energy. Therefore the two groups of baryons most studied are the S = $1/2$; L = 0 and S = $1/2$; L = 0, which corresponds to J = $1/2$+ and J = $1/2$+ respectively, although they are not the only ones. It is also possible to obtain J = $1/2$+ particles from S = $3/2$ and L = 2, as well as S = $1/2$ and L = 2. This phenomena of having multiple particles in the same total angular momentum configuration is called degeneracy. How to distinguish between these degenerate baryons is an active area of research in baryon spectroscopy.

Parity
If the universe were reflected in a mirror, most of the laws of physics would be identical—things would behave the same way regardless of what we call "left" and what we call "right". This concept of mirror reflection is called intrinsic parity or parity (P). Gravity, the electromagnetic force, and the strong interaction all behave in the same way regardless of whether or not the universe is reflected in a mirror, and thus are said to conserve parity (P-symmetry). However, the weak interaction does distinguish "left" from "right", a phenomenon called parity violation (P-violation).

Based on this, one might think that if the wavefunction for each particle (more precisely, the quantum field for each particle type) were simultaneously mirror-reversed, then the new set of wavefunctions would perfectly satisfy the laws of physics (apart from the weak interaction). It turns out that this is not quite true: In order for the equations to be satisfied, the wavefunctions of certain types of particles have to be multiplied by −1, in addition to being mirror-reversed. Such particle types are said to have negative or odd parity (P = −1, or alternatively P = –), while the other particles are said to have positive or even parity (P = +1, or alternatively P = +).

For baryons, the parity is related to the orbital angular momentum by the relation:
 * $$P=(-1)^L.\ $$

As a consequence, baryons with no orbital angular momentum (L = 0) all have even parity (P = +).

Nomenclature
Baryons are classified into groups according to their isospin (I) values and quark (q) content. There are six groups of baryons—nucleon, Delta , Lambda , Sigma , Xi , and Omega. The rules for classification are defined by the Particle Data Group. These rules consider the up, down and strange  quarks to be light and the charm , bottom quark , and top  to be heavy. The rules cover all the particles that can be made from three of each of the six quarks, even though baryons made of t quarks are not expected to exist because of the t quark's short lifetime. The rules do not cover pentaquarks.
 * Baryons with three and/or  quarks are 's (I = $3/2$) or 's (I = $1/2$).
 * Baryons with two and/or  quarks are 's (I = 0) or 's (I = 1). If the third quark is heavy, its identity is given by a subscript.
 * Baryons with one or  quark are 's (I = $5/2$). One or two subscripts are used if one or both of the remaining quarks are heavy.
 * Baryons with no or  quarks are 's (I = 0), and subscripts indicate any heavy quark content.
 * Baryons that decay strongly have their masses as part of their names. For example, Σ0 does not decay strongly, but Δ++(1232) does.

It is also a widespread (but not universal) practice to follow some additional rules when distinguishing between some states which would otherwise have the same symbol.
 * Baryons in total angular momentum J = $3/2$ configuration which have the same symbols as their J = $5/2$ counterparts are denoted by an asterisk ( * ).
 * Two baryons can be made of three different quarks in J = $3/2$ configuration. In this case, a prime ( ′ ) is used to distinguish between them.
 * Exception: When two of the three quarks are one up and one down quark, one baryon is dubbed Λ while the other is dubbed Σ.

Quarks carry charge, so knowing the charge of a particle indirectly gives the quark content. For example, the rules above say that a contains a c quark and some combination of two u and/or d quarks. The c quark as a charge of (Q = +$7/2$), therefore the other two must be a u quark (Q = +$5/2$), and a d quark (Q = −$7/2$) to have the correct total charge (Q = +1).

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User talk:Juttavd

 Hello Juttavd, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 11:03, 4 February 2011 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

RCC
Great to meet you at RCC Canberra on the Friday - keep up the inspiring wiki work with the Cancer Council. Sincerely, James -- Jtneill - Talk - c 11:03, 4 February 2011 (UTC)

Your file moved to Commons
See File:Rccx Sydney 2011.jpg. --Abd 14:15, 9 August 2011 (UTC)

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Mobile learning/Cases

 * Health education and healthworkers training
 * Literacy
 * Mathematics

title: Mobile learning/Cases


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Mobile learning/Cases/Health

Learning About Living
http://www.bibsonomy.org/tag/LearningAboutLiving

Readings
Zolfo, M.; Iglesias, D.; Kiyan, C.; Echevarria, J.; Fucay, L.; Llacsahuanga, E.; de Waard, I.; Suàrez, V.; Llaque, W. C. & Lynen, L. (2010), 'Mobile learning for HIV/AIDS healthcare worker training in resource-limited settings', AIDS Research and Therapy 7 (1), 35. http://www.biomedcentral.com/content/pdf/1742-6405-7-35.pdf We present an innovative approach to healthcare worker HCW training using mobile phones as a personal learning environment. Twenty physicians used individual Smartphones Nokia N95 and iPhone, each equipped with a portable solar charger. Doctors worked in urban and peri-urban HIV/AIDS clinics in Peru, where almost 70% of the nation’s HIV patients in need are on treatment. A set of 3D learning scenarios simulating interactive clinical cases was developed and adapted to the Smartphones for a continuing medical education program lasting 3 months. A mobile educational platform supporting learning events tracked participant learning progress. A discussion forum accessible via mobile connected participants to a group of HIV specialists available for back-up of the medical information. Learning outcomes were verified through mobile quizzes using multiple choice questions at the end of each module.

Ofomata, U. & Groves, A. (2010), 'Learning about Living - Lessons learnt 2007-2009'. http://mobile.oneworld.net/docs/lal/Lessons_Learnt_Nigeria_2009.pdf

title: Mobile learning/Cases/Health


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Fever Ship

Fever Ship is an early poem by John Masefield. It was first published in his Salt-Water Ballads.

There'll be no weepin' gells ashore when our ship sails, Nor no crews cheerin' us, standin' at the rails, 'N' no Blue Peter a-foul the royal stay, For we've the Yellow Fever — Harry died to-day. —   It 's cruel when a fo'c's'le gets the fever!

'N' Dick has got the fever-shakes, 'n' look what I was told (I went to get a sack for him to keep him from the cold): "Sir, can I have a sack?" I says, "for Dick 'e's fit to die." "Oh, sack be shot!" the skipper says, "jest let the rotter lie !" —   It 's cruel when a fo'c's'le gets the fever!

It 's a cruel port is Santos, and a hungry land, With rows o' graves already dug in yonder strip of sand, 'N' Dick is hollerin' up the hatch, 'e says 'e's goin' blue, His pore teeth are chattering, 'n' what 's a man to do?— It 's cruel when a fo'c's'le gets the fever !

Masefield was himself a sailor in early life, so this is probably an accurate image of life on a merchantman around 1900 when yellow fever strikes. What can it tell us about conditions then, and how the seamen themselves reacted?

title: Fever Ship


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Conservation and Development Entrepreneurship

Introduction
Conservation Entrepreneurship is a conservation skills course of the Tropical Conservation and Development Program at the University of Florida.

The central theme of this course is: “How can we apply private sector approaches to promote the goals of Tropical Conservation and Development?” It includes an introduction to both organizational management practices, leadership, and income generation. The course emphasizes partnership and social network approaches, and is relevant to advocacy and policy initiatives as well as commercial enterprises. Also, major part of the course is development of a business plan for a student-selected enterprise linked to conservation and development.

Key Learning Objectives

 * Understand the requirements for successful operation of an income-generating enterprise.
 * Appreciate the practical challenges and difficulties of small-scale enterprises in developing countries, and consider how these can be addressed.
 * Learn personal skills to be a more effective team member and leader.
 * Become familiar with various aspects of managing conservation and development programs and non-profit organizations.

This is a “conservation skills” course intended for grad students with little or no business background who envision themselves working in a conservation organization or community enterprise and would like to learn business skills that will be useful in that work. The “Conservation skills” courses are offered by the Tropical Conservation and Development Program to provide students with professional abilities that are essential to the effective implementation of Tropical Conservation and Development, but that would not normally be addressed in a natural or social science academic curriculum. This TCD Conservation Skills course applies leadership, management and business tools and practices to develop strong conservation and development organizations, enterprises, and programs. It emphasizes partnership and social network approaches, and is relevant to advocacy and policy initiatives as well as income-generating projects.

Course Concepts

 * 1) Definition of Entrepreneurship
 * 2) Entrepreneurship and Global Trends
 * 3) Entrepreneurship For-Profit and Not-for-Profit
 * 4) Social Entrepreneurship
 * 5) Entrepreneurship Management
 * 6) Business Plans


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SPIR608 Political Simulations and Gaming/2011/BRIC

Courtney bennett, Ankoor Chibb, Yewande Sobowale
Each player receives one of the four developing State's card : Brazil, Russia, India and China. Each card will detail attributes specific to the State's. Example:

Natural resources Oil Man power Skilled Labour

Each State card will receive the maximum amount of points in whatever it is naturally rich in. The remaining resource will parallel the current status of said countries, therefore providing a balance within the game.

Game Play
Each player has 200 points to start. The Points received are used to negotiate trade in resources needed in achieving objectives. Once the required resources have been reached they are deposited in the bank. In return the corresponding infrastructure piece is received.

After each round has been completed, two things occur. [i] Each player receives 50 points from the bank [ii] The player who started the game receives a chance card. (The player to the right starts the next round)

The effects of the 'Chance Cards' are subjective depending on the status of the player. However, should a player have received an infrastructure piece the effects of the said cards are negated. Should a negative chance card be applied the lost points are returned to the bank.

Background Paper
The acronym BRIC is derived from Jim O’Neill’s, Chairman of Goldman Sachs Global Assets Management, document entitled ‘Building Better Global Economic BRICS’. In this paper he explores the rapid socio-economic rise of: Brazil, Russia, India and China; all seemingly in competition to exert their regional dominance through trade and politics. It was from this hierarchy of international states that the idea to develop a game based on socio-economic gain came about. What remains a vital factor in winning the game is the necessary need for multilateral trade, as is with global situation. Although each BRIC nation is rich in its specific natural or social resource; becoming a highly advanced country is founded on a level of interdependence.

Each player will receive one of the four developing states card: Brazil, Russia, India or China detailing a specific key attribute e.g.: Brazil-Natural resources. At the beginning of the game each player will start with 200 points. The points received are used to negotiate trading resources needed in achieving infrastructure objectives. Once the required resources have been reached they are deposited into the bank, in return, the corresponding infrastructure piece is received. In developing this game out initial inspiration was drawn from the property-developing game Monopoly. Just as is with Monopoly there is the possibility to trade, bribe or manipulate a player(s) in order to obstruct the goal(s) of another. For example, should a player choose to over-price a commodity then other players have the opportunity to under-cut the market price. It was not until later in the module that it became apparent that our trading process strongly resembled Catan, in that trading natural resources was fundamental to reaching one’s objective. Where BRIC differs from Catan is in returning the resources back to their states after achieving the matching infrastructure piece.

As with Catan the mechanics of the game focus in trade; where the players exchange their natural resource for an agreed upon price. For every infrastructural improvement gained the state becomes stronger, an essential factor in order to protect themselves from chance cars. Upon understanding the basic mechanisms integral to BRIC very little play-testing was initially required. Nonetheless, it soon became apparent that the numerical aspect would prove difficult in over-coming. By limiting the number of points, natural resources and requirements for infrastructure objectives it simplified the mathematical process, by working within a defined boundary.


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SPIR608 Political Simulations and Gaming/2011/Law and Disorder

Game Mechanics
We are using this because we can restrict the number of pieces in a space by how we design each point.
 * Point to Point Movement


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Conservation and Development Entrepreneurship/Definitions

Definitions

 * 1) Merriam’s Dictionary: en·tre·pre·neur noun
 * Etymology -- French, from Old French, from entreprendre to undertake one who organizes, manages, and assumes the risks of a business or enterprise
 * 1) The word entrepreneurship literally is very broad, as defined above, and essentially refers to anyone who operates an enterprise.  However, in common meaning there is usually a sense of innovation and speed - as shown by this excerpt from Prof. Bill Rossi of UF’s Center for Entrepeneurship and Innovation
 * 2) Definition of “entrepreneurship” is new and still in construction. Shane (2003) define entrepreneurship as the segment that is creative in generate new opportunities, new processes of organize the production, operational organization chart, new marketing strategies to goods and services. Recently the concept of entrepreneurship was redefined, categorizing entrepreneurship accord the motivations behind the initiative. To Sherman (2006) when “the primary motivation of the entrepreneurship is to catalyze social change and create social value” it denominates as social entrepreneurship, differentiating from entrepreneurship that prioritize profit.

Categories
Entrepreneurial activities are indeed creating the wealth of nations. A recent study of global entrepreneurship concludes that as much as one-third of differences in national economic growth in developed countries can be attributed to entrepreneurial activities.

There is no doubt that the emphasis on entrepreneurship in the United States has led to the prosperity of the past decade. In the United States, 600,000 to 800,000 companies are created each year representing 15 new companies for every existing 100 companies. At any point in time, 6 adults out of every 100 are actively pursuing the formation of a new business. In the past decade, all of the growth in employment has come from new companies that have experienced tremendous growth or from the formation of new companies.

''The entrepreneurial sector is unique in its culture and in its ways of doing business. Although the classic rules of economics and business still hold, working in this sector is different. Management structure is flat; work is done in informal teams brought together for opportunities; the focus is on capitalizing on new opportunities; and providing new and better products and services. The essence of the operation is speed- speed to find opportunities; speed to capitalize on opportunities.''

Social Entrepreneur
The concept of social entrepreneurship has different applications, depend on the context (Dees 2001) (Peredo and McLean 2006) (Alvord, Brown, and Letts 2004). In general, social entrepreneurship are indentified as organizations that work not-for-profit or with social responsibility. Accordingly Alvord et al. (2004) there are three focuses to considering social entrepreneurship: first combining commercial enterprise with social impacts; second promoting innovating for social impacts; third as able of catalyze social transformation well beyond solutions to the initial problems. It imply the social mission is central to social entrepreneurship, differentiating of other entrepreneurships (Dees 2001; Peredo and McLean 2006).
 * Ps. The term "Conservation Entrepreneur" has not been widely used, but the term Social Entrepreneur is widely used. See for example: Schwab Foundation for Social Entrepreneurship - What is a social entrepreneur?

Annotated References

 * Dees, j Gregory. 2001. The Meaning of "Social Entrepreneurship".
 * Peredo, Ana María, and Murdith McLean. 2006. Social entrepreneurship: A critical review of the concept. Journal of World Business 41 (1):56-65.
 * Shane, S. 2003. A General Theory of Entrepreneurship: The Individual-Opportunity Nexus. Cheltenham, UK:: Edward Elgar Publishing Limited.
 * Sherman, David A. 2006. Social Entrepreneurship: Pattern-changing Entrepreneurs and the Scaling of Social Impact. In Case Western Reserve University. Cleveland, Ohio: Weatherhead School of Management.

Good Source of Information

 * 1) Entrepreneurship:
 * 2) Social Entrepreneurship:
 * 3) Social entrepreneur:
 * 4) *http://www.schwabfound.org/sf/SocialEntrepreneurs/Profiles/index.htm
 * 5) *http://www.fastcompany.com/social/2008/index.html
 * 6) *Muhammud Yunus of Grameen Bank (see Grameen Bank including the criticism piece at Wikipedia)
 * 7) *Bill Drayton of Ashoka Foundation


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Survey research and design in psychology/Recent activity

Recent activity
category=Survey research and design in psychology order=descending ordermethod=lastedit mode=unordered shownamespace=true


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User talk:Manavkumarsanand

 Hello Manavkumarsanand, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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 * Take a guided tour and learn to edit.
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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Ottava Rima (talk) 15:03, 4 February 2011 (UTC)

title: User talk:Manavkumarsanand


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User talk:Apichat5380018

 Hello Apichat5380018, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Ottava Rima (talk) 15:03, 4 February 2011 (UTC)

title: User talk:Apichat5380018


text:
User talk:Ruork

 Hello Ruork, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Ottava Rima (talk) 15:03, 4 February 2011 (UTC)

title: User talk:Ruork


text:
User talk:MerlLinkBot

See w:de:User talk:Merlissimo if you need to leave this user a message.

Bot edits
Hello, and thank you for your contributions! If you would like to operate a bot on wikiversity please please see WV:BOT. It is rather easy to get approval for bot operation by requesting here: Bots/Status. --mikeu talk 15:37, 30 March 2011 (UTC)

title: User talk:MerlLinkBot