text:
User talk:Skmaybe

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 19:52, 3 March 2010 (UTC)

Informative Writing
Hi! I noticed your lessons on informative writing and thought they would provide easier user navigation if they were all together under that main page rather than under a user page. So that your history would carry over, I moved the user page with the links to Informative Writing, then moved the lesson pages below it. I hope you don't mind the intrusion. If you'd prefer I roll it back, just let me know. Thanks! -- Dave Braunschweig (discuss • contribs) 04:18, 8 September 2013 (UTC)

title: User talk:Skmaybe


text:
User talk:Diagramma Della Verita

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 19:54, 3 March 2010 (UTC)

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

title: User talk:Diagramma Della Verita


text: User:Bequw

title: User:Bequw


text:
User:PalmdaleHermit/blog/rss

   My Wikiversity Blog http://en.wikiversity.org/wiki/PalmdaleHermit/Blog (Type your Blog Punch Line) en

title: User:PalmdaleHermit/blog/rss


text:
User:Mbrad/WorkBench

Identity
Name: Meadowlark Bradsher Email: meadowlarkb@gmail.com Project title: Microformat conversion: GIFT to Mediawiki

Contact/working info
Timezone: UTC-08 Typical working hours: 9-5 IRC or IM networks/handle(s):

Project summary
This is a project to write conversion algorithms that translate from the GIFT microformat to the Mediawiki microformat. Microformats are very simple, very high level, human readable formats designed to aid non-programmers in writing formatted data. Writing a microformat is an alternative to writing a UI (User Interface). In this case the formatted data are quiz questions and Mediawiki has one as does Moodle (which is called GIFT). The purpose of this project is to write code that can convert GIFT microformat to Mediawiki microformat, or alternately simply to support GIFT as a microformat.

The value of doing this can be expressed on a few levels:

 * The Importance of Assessment: "Assessment" is the word currently being used to describe what Quiz.php does. It provides feedback to the learner, and to instructors, about the status of a learner's academic transformation. For hundreds of years it had been done in the same way but in the last 30 years that the Assessment Movement has been growing, roughly concurrently with the growth of information technology. Because of information technology, like many things, it now makes sense to have a full time discipline dedicated to the study of assessments. The academics that support this idea have been growing and some colleges and universities are running pilot programs based upon the research of these academics. Therefore, since mediawiki is a locus of the knowledge commons, it would make sense that it pays attention to the value of assessment advances.

 * The Importance of Assessment on Mediawiki: One of the forms of information that Wikimedia explores is that of the lesson-form of content on Wikiversity, a structure designed particularly for information with a high learning curve. However because it has a community based orientation these lessons-structures are designed for self-motivated learners, not for students with a motivated instructor and a grade as incentive. Interestingly in academia the pedagogy is shifting from instruction-centric learning to experiential learning, an increasingly learner directed pedagogy (see experiential learning. That means that academia is moving closer to the autodidactic learning that Wikimedia seeks to facilitate. Any advances that are learned by Wikimedia as it explores the low-stakes, self-directed learner, is going to automatically be relevant to work on learner-centric pedagogy as well. In an odd way Wikimedia, and information sources similar to it, are in a unique position to advance all of academia.

 * The Importance of GIFT and Moodle: In much the same way that only one information institution will often predominately represent a single concept, with Amazon representing internet retail, Google representing search, Wikimedia represents the idea of the information commons, information that serves a community, like a public park or a road may serve a community. Moodle in turn largely represents the open source Learning Management System, the system that connects paid instructors with paying students. The difficulty with the social behavior that creates this kind of phenomenon, is that it can either stifle innovation or facilitate it depending on how the dominating institution behaves. While it is stifling if the institution seeks only to maintain its dominance, whereas it is perhaps more beneficial if there is a dominant institution in information-space that shares its resources with smaller parties than if there was none at all. Otherwise with everyone still working either in silos or with modest efforts to work cooperatively, innovation is prevented from lateral movement much of the time by differences in protocols, code, and best practices. The act of creating conversion code is a way of prevent the forking of creative energy that is generated by instructors and amateurs alike in creating assessment content. It is a modest step but it signals editors that conceptually a commons exists for assessment content, even if it is not within a single entity, and it allows Wikiversity editors, and other educational Mediawiki users, access to Moodle's assessment content.

About you
I am strongly attracted to autodidacticism, something I have worked at trying to figure how to maximize for myself. My interests include serious games for democratic collaboration, personal computer adaptive testing, visualization work along the lines of Edward Tufte, the reduction of information asymmetry in everyday consumer and citizen life, the potential for more cross-disciplinary knowledge, and cognitive science topics that pertain to learning such as the spacing effect. Naturally, even one of these interests in this range of extra-curricular subjects begs for competent self-educating skills, and that brings me back to my initial interest, autodidacticism. I am interested in anything that appears to make high learning-curve information easier to process and share, and I am equally interested in applying it to develop my own interests.

On a more specific level I have interests in computer programming. In reality my interest is in information which in my mind is inseparable from computer programming. I am currently working on an undergrad in computer science with an emphasis on information. I see education as a domain of interest in this field, in particular computer-enabled consumption of information whether for education or social reasons such as a better democratic process.

My participation with Wikimedia started as a consumer of Wikipedia information. I turned to Wikiversity out of frustration with self-learning problems such as picking up a Wikipedia topic and not understanding it, nor knowing what I need to understand to understand it. Wikiversity didn't have the content I had hoped for so I started imagining the solutions I thought I needed, or that I thought Wikiversity needed. I haven't been here long but my education on the context of this subject as well of my ideas and beliefs surrounding assessment and self-education have grown exponentially since I began. This to me is a sign that I am onto something fulfilling.

Required deliverables

 * An object designed to reading GIFT microformat and populating variables
 * An object that can write the results when Parser is called thus Quiz is called.

If time permits

 * Exportation of Wikiversity to GIFT format
 * A conversion to XML of Wikiversity and an XSLT engine (easier to maintain and GIFT already has a XML export).

Project schedule
This is going to be the hardest part for me on this proposal. I have so little experience with Quiz.php but it looks mostly readable to me. Prior to the event I hope to have completed a much more granular project plan with specific heuristics. This is merely tentative.

 * Week of May 24 Start with design, build empty functions (classes too if extending Quiz and/or Question)
 * Week of May 31 Begin algorithm for identifying question types.
 * Week of June 7 Continue on question type identification.
 * Week of June 14 Test question type identification.
 * Week of June 21 Work on each question type. Test. Iterate.
 * Week of June 28 Work on each question type. Test. Iterate.
 * Week of July 5 Work on each question type. Test. Iterate.
 * Week of July 12 Work on each question type. Test. Iterate.
 * Week of July 19 Work on comments, text blocks, and feedback. Test. Evaluate Project for Midterm.
 * Week of July 26 Work on point configuration, and markup. Test.
 * Week of August 2 Test. Provide documentation.

Any other info
As of this time I have one document. It compares GIFT microformat with Wikimedia's microformat and looks for problems without yet committing to any solutions.

Comparison of GIFT and Wikiversity Microformats

title: User:Mbrad/WorkBench


text:
Boundary Value Problems/Ordinary-Differential-Equations

In mathematics, an ordinary differential equation (or ODE) is a relation that contains functions of only one independent variable, and one or more of its derivatives with respect to that variable.

A simple example is Newton's second law of motion, which leads to the differential equation

 * $$m \frac{d^2 x(t)}{dt^2} = F(x(t)),\,$$

for the motion of a particle of constant mass m. In general, the force F depends upon the position of the particle x(t) at time t, and thus the unknown function x(t) appears on both sides of the differential equation, as is indicated in the notation F(x(t)).

Ordinary differential equations are distinguished from partial differential equations, which involve partial derivatives of several variables.

Ordinary differential equations arise in many different contexts including geometry, mechanics, astronomy and population modelling. Many famous mathematicians have studied differential equations and contributed to the field, including Isaac Newton|Newton, Leibniz, the Bernoulli family, Riccati, Alexis Claude Clairaut, d'Alembert and Euler.

Much study has been devoted to the solution of ordinary differential equations. In the case where the equation is linear, it can be solved by analytical methods. Unfortunately, most of the interesting differential equations are non-linear and, with a few exceptions, cannot be solved exactly. Approximate solutions are arrived at using computer approximations (see numerical ordinary differential equations).

Ordinary differential equation
Let y be an unknown function

 * $$y: \mathbb{R} \to \mathbb{R}$$

in x with $$y^{(n)}$$ the nth derivative of y, then an equation of the form

 * $$F(x,y,y',\ \dots,\ y^{(n-1)})=y^{(n)}$$

is called an ordinary differential equation (ODE) of order n; for vector valued functions,
 * $$y: \mathbb{R} \to \mathbb{R}^m$$,

it is called a system of ordinary differential equations of dimension m.

When a differential equation of order n has the form
 * $$F\left(x, y, y', y'',\ \dots,\ y^{(n)}\right) = 0$$

it is called an implicit differential equation whereas the form
 * $$F\left(x, y, y', y'',\ \dots,\ y^{(n-1)}\right) = y^{(n)}$$

is called an explicit differential equation.

A differential equation not depending on x is called autonomous.

A differential equation is said to be linear if F can be written as a linear combination of the derivatives of y

 * $$y^{(n)} = \sum_{i=0}^{n-1} a_i(x) y^{(i)} + r(x)$$

with ai(x) and r(x) continuous functions in x. The function r(x) is called the source term; if r(x)=0 then the linear differential equation is called homogeneous, otherwise it is called non-homogeneous or inhomogeneous.

Solutions
Given a differential equation
 * $$F(x, y, y', \dots, y^{(n)}) = 0$$

a function u: I ⊂ R → R, is called the solution or integral curve for F, if u is n-times differentiable on I, and
 * $$F(x,u,u',\ \dots,\ u^{(n)})=0 \quad x \in I.$$

Given two solutions u: J ⊂ R → R and |v: I ⊂ R → R, u is called an extension of v ifI ⊂ J and
 * $$u(x) = v(x) \quad x \in I.\,$$

A solution which has no extension is called a global solution.

A general solution of an n-th order equation is a solution containing n arbitrary variables, corresponding to n constant of integration|constants of integration. A particular solution is derived from the general solution by setting the constants to particular values, often chosen to fulfill set 'initial value problem|initial conditions or boundary conditions. A singular solution is a solution that can't be derived from the general solution.

Reduction to a first order system
Any differential equation of order n can be written as a system of n first-order differential equations. Given an explicit ordinary differential equation of order n and dimension 1,

 * $$F\left(x, y, y', y'',\ \dots,\ y^{(n-1)}\right) = y^{(n)}$$

we define a new family of unknown functions

 * $$y_n := y^{(n-1)}.\!$$

We can then rewrite the original differential equation as a system of differential equations with order 1 and dimension n.

 * $$y_1^' = y_2$$

 * $$y_2^' = y_3$$

 * $$\vdots$$

 * $$y_{n-1}^' = y_n$$

 * $$y_n^' = F(y_n, \dots, y_1, x).$$

which can be written concisely in vector notation as

 * $$\mathbf{y}^'=\mathbf{F}(\mathbf{y}, x)$$

with

 * $$\mathbf{y}:=(y,\ldots,y_n).$$

Linear ordinary differential equations
A well understood particular class of differential equations is linear differential equations. We can always reduce an explicit linear differential equation of any order to a system of differential equation of order 1

 * $$y_i'(x) = \sum_{j=1}^n a_{i,j}(x) y_j + b_i(x) \, \mathrm{,} \quad i = 1,\ldots,n$$

which we can write concisely using matrix and vector notation as

 * $$\mathbf{y}^'(x) = \mathbf{A}(x) \mathbf{y}(x) + \mathbf{b}(x)$$

with

 * $$\mathbf{y}(x):=(y_1(x),\ldots,y_n(x))$$
 * $$\mathbf{b}(x):=(b_1(x),\ldots,b_n(x))$$
 * $$\mathbf{A}(x):=(a_{i,j}(x)) \, \mathrm{,} \quad i,j = 1,\ldots,n.$$

Homogeneous equations
The set of solutions for a system of homogeneous linear differential equations of order 1 and dimension n

 * $$\mathbf{y}^'(x) = \mathbf{A}(x) \mathbf{y}(x)$$

forms an n-dimensional vector space. Given a basis for this vector space $$\mathbf{z}_1(x), \ldots, \mathbf{z}_n(x)$$, which is called a fundamental system, every solution $$\mathbf{s}(x)$$ can be written as

 * $$\mathbf{s}(x) = \sum_{i=1}^{n} c_i \mathbf{z}_i(x).$$

The n × n matrix

 * $$\mathbf{Z}(x) := (\mathbf{z}_1(x), \ldots, \mathbf{z}_n(x))$$

is called fundamental matrix. In general there is no method to explicitly construct a fundamental system, but if one solution is known d'Alembert reduction can be used to reduce the dimension of the differential equation by one.

Nonhomogeneous equations
The set of solutions for a system of inhomogeneous linear differential equations of order 1 and dimension n

 * $$\mathbf{y}^'(x) = \mathbf{A}(x) \mathbf{y}(x) + \mathbf{b}(x)$$

can be constructed by finding the fundamental system $$\mathbf{z}_1(x), \ldots, \mathbf{z}_n(x)$$ to the corresponding homogeneous equation and one particular solution $$\mathbf{p}(x)$$ to the inhomogeneous equation. Every solution $$\mathbf{s}(x)$$ to nonhomogeneous equation can then be written as

 * $$\mathbf{s}(x) = \sum_{i=1}^{n} c_i \mathbf{z}_i(x) + \mathbf{p}(x).$$

A particular solution to the nonhomogeneous equation can be found by the method of undetermined coefficients or the method of variation of parameters.

Fundamental systems for homogeneous equations with constant coefficients
If a system of homogeneous linear differential equations has constant coefficients

 * $$\mathbf{y}^'(x) = \mathbf{A} \mathbf{y}(x)$$

then we can explicitly construct a fundamental system. The fundamental system can be written as a matrix differential equation

 * $$\mathbf{Y}^' = \mathbf{A} \mathbf{Y}$$

with solution as a matrix exponential

 * $$e^{x \mathbf{A}}$$

which is a fundamental matrix for the original differential equation. To explicitly calculate this expression we first transform A into Jordan normal form

 * $$e^{x \mathbf{A}} = e^{x \mathbf{C}^{-1} \mathbf{J} \mathbf{C}^{1}} = \mathbf{C}^{-1} e^{x \mathbf{J}} \mathbf{C}^{1}$$

and then evaluate the Jordan blocks

 * $$J_i =

\begin{bmatrix} \lambda_i & 1           & \;     & \;  \\ \;       & \ddots       & \ddots & \;  \\ \;       & \;           & \ddots & 1   \\ \;       & \;           & \;     & \lambda_i \end{bmatrix} $$ of J separately as
 * $$e^{x \mathbf{J_i}} = e^{\lambda_i x}

\begin{bmatrix} 1        & x       & \frac{x^2}{2}      & \dots         &  \frac{x^{n-1}}{(n-1)!} \\ \;       & \ddots  & \ddots             & \ddots        & \vdots             \\ \;       & \;      & \ddots             & \ddots        & \frac{x^2}{2}       \\ \;       & \;      & \;                 & \ddots        & x                    \\ \;       & \;      & \;                 & \;            & 1       \end{bmatrix} .$$


text:
Java Programming/Strings

Strings are a collection of characters implemented under the String class. However, they may also appear directly in the source code.

String operations
The only operation permitted on a string is the + operator. In the context of a string, this operator performs concatenation. The value on the right, a string, is appended to the string on the left.

Strings can also be concatenated with integers or other numbers. If this is the case, the variable or object is automatically converted to a string.

String performance
Even though you may be able to concatinate strings indefinitely, this is not the best means to do what you want. Since strings are immutable objects, attemtping to change a string will create a new string object, and making identical copies of the strings.

If you need to constantly append characters to a string, you may want to use a StringBuilder class.

String constructors
You can also create strings using these methods. Explanation to below every example of the String constructor.

title: Java Programming/Strings


text:
User talk:Manishearth

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 04:22, 4 March 2010 (UTC)

title: User talk:Manishearth


text:
Machine learning

Machine learning is a scientific discipline that is concerned with the design and development of algorithms that allow computers to evolve behaviors based on empirical data, such as from sensor data or databases. A major focus of machine learning research is to automatically learn to recognize complex patterns and make intelligent decisions based on data; the difficulty lies in the fact that the set of all possible behaviors given all possible inputs is too complex to describe generally in programming languages, so that in effect programs must automatically describe programs. Artificial intelligence is a closely related field, as also probability theory and statistics, data mining, pattern recognition, adaptive control, and theoretical computer science.

Topics

 * Bird's Eye View
 * Reinforcement Learning
 * Unsupervised Learning
 * Supervised Learning
 * Statistics Fundamentals
 * Artificial Neural Networks
 * Inductive Inference
 * PAC Learning
 * VC Dimension
 * Artificial Neural Network

MIT Open Learning Library

 * Introduction to Machine Learning, undergraduate course 6.036.

Mathematical Monk

 * Machine Learning, 160 video lectures hosted on Youtube.

Udacity

 * Machine Learning—Supervised, Unsupervised, and Reinforcement Learning
 * Machine Learning—Unsupervised Learning
 * Machine Learning—Reinforcement Learning

Lecture notes

 * Foundations of Machine Learning and Data Science, Nina Balcan and Avrim Blum, Carnegie Mellon University, Fall 2015
 * Machine Learning, Rohil Singh, Tommi Jaakkola, and Ali Mohammad, MIT, Fall 2006.

Wikipedia

 * Machine learning
 * Artificial intelligence
 * Computational learning theory
 * Pattern recognition
 * Genetic algorithm
 * Deep learning
 * Artificial neural network
 * List of machine learning concepts
 * Journal of Machine Learning Research
 * List of datasets for machine learning research
 * Quantum machine learning

Textbooks

 * Machine Learning by Tom Mitchell, published McGraw Hill, 1997.
 * Deep Learning by Ian Goodfellow, Yoshua Bengio, and Aaron Courville, published MIT Press, 2016.

title: Machine learning


text:
UTPA STEM/CBI Courses/Engineering Economics/Using Methods of Project Assessment

Course Title: Engineering Economics - Financial Viability

Lecture Topic: Using Methods of Project Assessment - Determine the Project or Projects that Are Financially Viable

Instructor: Dr. Alley Butler

Institution: UTPA

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Use engineering economics techniques to assess the financial viability of a project or projects.

 * Sub Objectives- The objectives will require that students be able to:
 * Compute the payback, present worth, annual worth, future worth, internal rate of return, and external rate of return for projects,
 * Employ these methods for the determination of financial viability of a project or a group of projects, and
 * Understand the difference between mutually exclusive and independent scenarios and their treatment

 * Difficulties- Students may have difficulty:
 * Understanding each of the different metrics and how to compute these metrics (payback, present worth, annual worth, future worth, internal rate of return, and external rate of return),
 * Employing metrics to determine courses of action for financial viability with a project or a portfolio of projects
 * Understanding the difference between portfolios of projects which are independent and those which are mutually exclusive
 * Understanding the differences in methods for project portfolios which are independent from those which are mutually exclusive

 * Real-World Contexts- There are many ways that students can use this material in the real-world. Here is an example:
 * All engineering projects are examined for financial feasibility. Those projects which are not financially feasible are not undertaken and those projects which are financially feasible may be undertaken.

Model of Knowledge

 * Concept Map
 * Understand the concept of payback period
 * Understand the concept of present worth
 * Understand the concept of annual worth
 * Understand the concept of future worth
 * Understand the concept of internal rate of return
 * Understand the concept of independent projects
 * Understand the concept of mutually exclusive projects
 * Understand the treatment of independent projects
 * Understand the treatment of mutually exclusive projects

 * Content Priorities
 * Enduring Understanding
 * The metrics for determining financial viability of projects
 * There is a difference between independent and mutually exclusive projects
 * When financial viability of a project is indicated
 * Important to Do and Know
 * Procedures for evaluating independent projects
 * Procedures for evaluating mutually exclusive projects
 * Worth Being Familiar with
 * Use of MS-Excel to Complete Computations

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * In class questions about metrics
 * In class questions about independent projects
 * In class questions about mutually exclusive projects
 * Homework (individual)
 * Homework to compute payback, present worth, annual worth, future worth, internal rate of return, and external rate of return
 * Homework to evaluate portfolios of independent projects
 * Homework to evaluate portfolios of mutually exclusive projects
 * Summative Assessment
 * In class oral presentation by groups
 * Questions on In Class Examination

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to:
 * Compute payback period for a project
 * Compute present worth for a project
 * Compute annual worth for a project
 * Compute future worth for a project
 * Compute internal rate of return for a project
 * Compute external rate of return for a project
 * Evaluate a portfolio of independent projects
 * Evaluate a portfolio of mutually exclusive projects
 * Decide which project or projects are financially viable and which are not financially viable
 * Accept information on capital cost, annual costs, and salvage value of projects and determine the payback period, present worth, annual worth, future worth, internal rate of return, and external rate of return. Use the metrics of payback period, present worth, annual worth, future worth, internal rate of return, and external rate of return to evaluate projects in the portfolios.  The result is a determination of which project or projects are financially viable.

THE CHALLENGE

You are an engineer working for the ABC Company. Capital costs, annual costs, and salvage values for various projects are available to you. Some projects are independent and some projects are mutually exclusive. Your boss, the company president, wants your recommendations on what to do with regard to these projects.

GENERATE IDEAS

Students need to decide how to financially evaluate a project.

With an understanding of how to evaluate a project, students need to understand how to financially evaluate portfolios of projects.

MULTIPLE PERSPECTIVES

There are six different ways to financially evaluate a project. Which way is best? Which methods are rapid to produce? Which methods are more lengthy to produce? Which methods give answers that are analogous with other answers? Which methods use questionable assumptions?

What is the difference between a portfolio of independent projects and a portfolio of mutually exclusive projects? How does independence influence the choice of projects? How does mutually exclusivity influence the financial selection of projects?

RESEARCH & REVISE

Some group or team activity takes place in class. Other team activity takes place outside of class. The research and revise activity involves: 1) computation of the various metrics (payback, present worth, annual worth, future worth, internal rate of return, and external rate of return), 2) selection of projects as independent or mutually exclusive, and 3) selection of projects within a portfolio. These issues are split between in-class and out-of-class research and activity to maximize information transmission to the students.  Essentially, out of class research activity is used to save in class time and support the team based active learning activities undertaken in class.

TEST YOUR METTLE

The students should report the values of payback, present worth, annual worth, future worth, internal rate of return, and external rate of return. The students should report on which projects are selected for implementation from the different portfolios.

GO PUBLIC

The students take an exam over the material covered in this challenge.

Pre-Lesson Quiz

 * 1) How is payback period computed?
 * 2) What does payback period mean?
 * 3) How is present worth computed?
 * 4) What does a positive present worth mean?
 * 5) How is annual worth computed?
 * 6) What does annual worth mean?
 * 7) How is future worth computed?
 * 8) What does future worth mean?
 * 9) How is internal rate of return computed?
 * 10) What does internal rate of return mean?
 * 11) How is external rate of return computed?
 * 12) What does external rate of return mean?
 * 13) What is the relationship among projects which are independent?
 * 14) What is the relationship among projects which are mutually exclusive?
 * 15) How are portfolios of independent projects evaluated?
 * 16) How are portfolios of mutually exclusive projects evaluated?

Test Your Mettle Quiz

 * 1) What is the payback period for an example project?
 * 2) Is the payback for the example project good or bad? Why?
 * 3) What is the present worth of an example project?
 * 4) Does the present worth for the example project indicate that the project is or is not financially viable?
 * 5) What is the annual worth of an example project?
 * 6) Does the annual worth for the example project indicate that the project is or is not financially viable?
 * 7) What is the future worth of an example project?
 * 8) Does the future worth for the example project indicate that the project is or is not financially viable?
 * 9) What is the internal rate of return for an example project?
 * 10) Does the internal rate of return for the example project indicate that the project is or is not financially viable?
 * 11) What is the external rate of return for an example project?
 * 12) Does the external rate of return for the example project indicate that the project is or is not financially viable?
 * 13) Are the projects in an example portfolio independent or mutually exclusive?
 * 14) Evaluate financial viability for projects in a portfolio of independent projects.
 * 15) Evaluate financial viability for projects in a portfolio of mutually exclusive projects.
 * 16) Based on theory taught in the course, which financial indicators are analogs of other financial indicators?
 * 17) Based on theory taught in the course, which financial indicators are better suited for use than others and why?


text:
Ethnographic Research in SL and IRL

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Subject: Sociology
 * }
 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Sub-category: Ethnographic Research Methods
 * }
 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Length/Duration: 3 hours in class and 3 hours outside of class
 * }
 * {| cellpadding="4" cellspacing="0" width="350px"

{| cellpadding="5" cellspacing="5" style="width: 90%; background-color: inherit; margin-left: auto; margin-right: auto"
 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Technologies Used: Second Life, Posterous
 * }
 * }
 * style="width: 60%; background-color: #e4e3c8; border: 2px solid #969696; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

Lesson Overview
Students will learn how to do ethnographic research and conduct a mini-ethnographic study in Second Life (SL) and in real life (IRL) Stage 1: Enter USD space in Second Life Stage 2: Watch a video on ethnographic research methods Stage 3: Explore Second Life with an eye for issues of race/ethnicity and gender Stage 4: Explore Purple Haze Classic Rock Club & Mall Stage 5: Explore Bootylicious Club & Shopping Mall Stage 6: Reflect on SL experience using Posterous Stage 7: Explore a shopping area or nightclub that caters primarily to people of color IRL Stage 8: Explore a shopping area or nightclub that does not cater primarily to people of color IRL Stage 9: Reflect on IRL experience using Posterous Stage 10: Compare and contrast SL and IRL experiences on Posterous {| cellpadding="5" cellspacing="5" style="width: 90%; background-color: inherit; margin-left: auto; margin-right: auto"
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Lesson Plan
Stage 1: Students sign up for a Second Life account at Second Life. Encourage students to customize their avatar so it suits the “self” they want to represent in Second Life. Stage 2: Students enter USD's SL space. Students watch a video called Introduction to Ethnographic Research that talks about the differences between “traditional” research and ethnography. Instruct students to think about how ethnographic research can be used to study race/ethnicity. - Ethnographic Research Methods Stage 3: Explore Second Life with an eye for issues of race/ethnicity and gender Second Life Stage 4: Students visit Purple Haze Classic Rock Club & Mall for 20 mins. During this time, students should walk through both the mall and the nightclub and observe and/or interact with the mall/club patrons. Students should take field notes on their experiences. Encourage students to take photos of events/objects/people at this location. Photos can be emailed directly to post@posterous.com from Second Life. Students should be aware of: - representations of race/ethnicity and/or gender - their feelings of comfort and/or fitting in  Stage 5: Students visit Bootylicious Club & Shopping Mall for 20 mins. During this time, students should walk through both the mall and the nightclub and observe and/or interact with the mall/club patrons. Students should take field notes on their experiences. Encourage students to take photos of events/objects/people at this location. Photos can be emailed directly to post@posterous.com from Second Life. Students should be aware of: - representations of race/ethnicity and/or gender - their feelings of comfort and/or fitting in  Stage 6: Students reflect on their experiences in both SL locations. Reflections need to be posted to Posterous. Reflections should respond to the following questions: - What is the student's overall impression of the culture of both SL locations? (compare & contrast) - How did the student feel in each location? (comfortable/uncomfortable, insider/outsider, etc.) - What stood out in terms of representations of race/ethnicity? Stage 7: Explore a shopping area or nightclub that caters primarily to people of color IRL for 20 mins. During this time, students should walk through the mall or nightclub and observe and/or interact with the mall/club patrons. Students should take field notes on their experiences. Stage 8: Explore a shopping area or nightclub that does not cater primarily to people of color IRL for 20 mins. During this time, students should walk through the mall or nightclub and observe and/or interact with the mall/club patrons. Students should take field notes on their experiences. Stage 9: Students reflect on their experiences in both IRL locations. Reflections need to be posted to Posterous. Reflections should respond to the following questions: - What is the student's overall impression of the culture of both SL locations? (compare & contrast) - How did the student feel in each location? (comfortable/uncomfortable, insider/outsider, etc.) - What stood out in terms of representations of race/ethnicity? Stage 10: Compare and contrast SL and IRL experiences on Posterous {| cellpadding="5" cellspacing="5" style="width: 90%; background-color: inherit; margin-left: auto; margin-right: auto"
 * }
 * style="width: 50%; background-color: #c9e4c8; border: 2px solid #969696; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" |

Instructor Resources
USD Library guide on Second Life USD's SL space Second Life Education Wiki Sim Teach Wiki How to do almost anything with Posterous

Learning occurs through immersion in subject matter and reflection upon that subject matter. An online, cross-cultural learning environment can promote learning by exposing students to a diverse range of ideas, opinions, and interactions. As students explore Second Life, reflect upon their experiences on Posterous, and read the reflections of other diverse students, they are exposed to ideas that facilitate growth and learning. Technology on its own cannot enhance learning. However, the purposeful use of technology in a finely crafted lesson can and will enhance learning as long as it keeps the student engaged.

Ethnographic research immerses the researcher into the environment being studied. Researchers act and are acted upon by their research subjects. This provides the researcher with experience that may shape how they view the data collected. Dewey states, “the measure of the value of an experience lies in the perception of relationships or continuities to which it leads up” (164). In practicing ethnographic research methods, students get to experience the methodology as well as learn the theory behind it.

Focusing on representations of race/ethnicity and gender in the SL environment allows the students to compare and contrast that data with that collected IRL. Representations of people/cultures in games has implications for society. Williams posits that games need to be understood as “important systems of symbols which might have a broad social impact” (816). He states that the presence, absence, or type of representation of varying social groups has an impact on society. Jones summarized the work of Nakamura (2002), by stating “avatar construction tends to conform to cultural standards of what is considered attractive or normative, and since the majority of user of online worlds are male, white and bourgeoisie, their particular cultural view impacts the virtual space” (p. 23).

The reflection activity in Posterous provides students with a chance to reflect on what they experienced in SL and IRL when practicing their ethnographic research skills. Lapadat asserts that “the nature of onine interactive writing itself, in an appropriately designed conference, supports meaning making” (16). Reflecting on the freflections of their corss-cultural partner school students adds richness to the experience and exposes students to different ideas.

The reflection activity in Posterous provides students with a chance to reflect on what they experienced in SL and IRL when practicing their ethnographic research skills. Lapadat asserts that “the nature of onine interactive writing itself, in an appropriately designed conference, supports meaning making” (16). {| cellpadding="5" cellspacing="5" style="width: 90%; background-color: inherit; margin-left: auto; margin-right: aut
 * style="width: 100%; background-color: #c9e4c8; border: 2px solid #969696; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" |

title: Ethnographic Research in SL and IRL


text:
User talk:Shelbylord67

 Hello Shelbylord67, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --AFriedman (talk) 09:13, 4 March 2010 (UTC)

 Hi , I am Percy. Nice to meet you. I love the beach, swimming, fishing, and I am currently doing some research at Wikiversity on oceanography. I am also learning to play piano. What do you like? Can I be your mascot?

title: User talk:Shelbylord67


text:
User talk:Jhvid

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --AFriedman (talk) 10:02, 4 March 2010 (UTC)

 Woof! My name is Jack Russell. I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

title: User talk:Jhvid


text:
User talk:Lessouth

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --AFriedman (talk) 10:04, 4 March 2010 (UTC)

 Woof! My name is Jack Russell. I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

Welcome!
Welcome to Wikiversity. Very nice creative writing resource you created. Do you want to become active in Portal:Humanities or Topic:English? There are other "schools" on Wikiversity as well, in other areas (my main area is biology). Let me know if you've got any questions. --AFriedman (talk) 10:04, 4 March 2010 (UTC)

title: User talk:Lessouth


text:
User talk:Mlearning~enwikiversity

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. Jtneill - Talk - c 13:09, 4 March 2010 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn by creating new learning resources or help us by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

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 Mlearning. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Mlearning~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

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

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:16, 19 April 2015 (UTC)

title: User talk:Mlearning~enwikiversity


text:
User talk:Chi-Vinh

fec66c564553a676788101d19a20c9d6

TUSC token fec66c564553a676788101d19a20c9d6
I am now proud owner of a TUSC account!

Welcome!
 Hello and Welcome to Wikiversity Chi-Vinh! You can contact us with questions at the colloquium or me personally when you need help. Please remember to sign and date your finished comments when participating in discussions. The signature icon above the edit window makes it simple. All users are expected to abide by our Privacy, Civility, and the Terms of Use policies 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 do not 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! --goldenburg (talk) 01:18, 18 November 2013 (UTC)

Resource Naming
Hi! Welcome to Wikiversity. It is not necessary to put a v: in front of articles on Wikiversity itself. In fact, that actually titles them incorrectly by putting them into a non-existent v: namespace. I've corrected the four you have created so far and updated the links at Portal:Glocal Diaspora Studies/Featured. Please let me know if you have any questions. -- Dave Braunschweig (discuss • contribs) 02:07, 18 November 2013 (UTC)

title: User talk:Chi-Vinh


text:
User talk:Bolo1910

 Hello Bolo1910, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 16:37, 4 March 2010 (UTC)

title: User talk:Bolo1910


text:
User talk:JDHenning

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 16:37, 4 March 2010 (UTC)

something to proofread

 * OK, so far I've proofread the lede for spelling only. A few general comments:

 * 1) I see you are using British spelling. I'm more familiar with American spelling, and, as such, may be unable to determine if a word correctly uses British spelling.  Would you mind if I changed the article over to American spelling, to avoid this problem ?

 * 2) You use a lower opening double quotation mark („), while I believe both American and British English normally use the higher character for both opening and closing: "as in this example".

 * 3) You don't mention one of the criteria being the current sort status of the data. If there is a good possibility the data is already sorted, or perhaps nearly sorted, or perhaps sorted in reverse order, then different sorting methods may be appropriate.

 * 4) The nature of the key is also important, as longer keys are less suitable to certain types of sorts, such as radix. The length of the data can also be important, depending on whether the data itself must be moved around or whether pointers to the array can be sorted, instead.  Multiple keys, especially of different data types, can also complicate sorting.

 * 5) The number of records to sort is also critical, with a bubble sort only being appropriate for a small number of records.

 * 6) As for reducing the sorting time, there's the average time and also the maximum. Sometimes one is more important, sometimes the other. StuRat 16:25, 8 March 2010 (UTC)

 * 1) I'm German and when in doubt I use my old dictionary, That is, I have no preferences concerning the spelling. Additionally I have the problem that often I have no clue about the level of words and mix slang and snob English. Please feel free to change whatever you think to be not ok or what sounds strange to you (a friend once said to me about a text of mine: "It's absolutely clear what you mean, but we wouldn't say so!" Please make the necessary changes so that it is both).

 * 2) Never knew that; it's just the default setting of my computer.

 * 3) Thats right. My idea was: first some general information, then some algorithms in more detail giving their main characteristics, and I was still thinking about a general discussion about which algorithms to use best at the end. Thinking finished: there will be such a chapter.

 * 4) See chapter Stability and Indirect Sort; I think these topics will be handled in the last chapter again.

 * 5) Because of the work I was only thinking about it but not planing it yet: The different algorithms are characterized by a function with a constant. Idea is to make reference implementations, calculate the constants and make up a table and discuss the differences. I think I will come back to that later.

 * 6) For any algorithm discussed in detail I want to make a text block (don't know ho to make a nice green background) with the key information, including the big O-operator.

 * 7) Talking about bubble sort: I had a look at that chapter and decided to rewrite it as well. It got a lot of structure but too little content.

 * 8) Thanks for help!--JDHenning 11:11, 12 March 2010 (UTC)

 * You can create a green text box like so:

 * StuRat 12:21, 12 March 2010 (UTC)

title: User talk:JDHenning


text:
User talk:SNuffles McPorcupine

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 21:30, 4 March 2010 (UTC)

Note
I have deleted your recent creations. Please read above for our inclusion policies and standards of behavior. Also, please visit Sandbox if you would like to make test edits. Ottava Rima (talk) 21:30, 4 March 2010 (UTC)

title: User talk:SNuffles McPorcupine


text:
User:Johnpersico

Biography for Dr. John Persico Jr.

Headline text
3671 Sun Terrace White Bear Lake, MN: 55110 BUS:	 612-429-6021 EMAIL:  persico.john@comcast.net CELL:    612-310-3803

Dr. John Persico is a partner with Ms. Peg Peck-Chapman in the Minnesota Consulting Alliance. Dr. Persico has been in management consulting since 1986. He has worked with organizations in both the profit and non-profit sector. He has done extensive work in the area of community engagement, quality improvement, service management, leadership development, team building and strategic planning. John also holds faculty positions at Globe College and Metropolitan State University. For nearly ten years now, Dr. Persico has taught the Capstone class “Case Studies in Strategic Management” for graduating seniors and for the MBA program at Metropolitan State University. John has written two books on business strategy including the “TQM Transformation and “The New Business Values.”

Organizations John has worked with include: Allina Health Care, The City of Minneapolis, American Express, The Printing Industry of Minnesota, Chevron Corp., The U.S. Navy, The U.S. Dept. of Defense, International Nickel Corp., Dominion Bridge Inc., Raychem Corp., Fletcher Challenge Corp., and Pillsbury Corp. The City of Minneapolis and Blue Cross Blue Shield of Minnesota.

title: User:Johnpersico


text:
User talk:Johnpersico

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 23:35, 4 March 2010 (UTC)

title: User talk:Johnpersico


text:
Talk:Tibetan language/Common words and phrases

I just don't see how this You-tube is helpful for beginners. Hopefully someone will find a better approach to introducing the basic vocabulary. --PalmdaleHermit 00:09, 5 March 2010 (UTC)


title: File:Egm6341.s10.mtg28.djvu


text:
Instructional design/Force field analysis

Back to ID Homepage > ../Force field analysis/ > ../What is FFA?/ > ../How FFA is presented in a figure?/ > ../A case study for practicing FFA/ > ../Other FFA figure/ > ../Making change successful/ > ../How FFA is used?/

Introduction
Six months ago, Anna, an internal performance consultant at Indiana University, completed a needs analysis and assessment for the Risk Management Department. Today she sat in the office of her client, the Risk Management Manager, for an update on the status of project that was initiated based upon her recommendations. As the manager started talking, Anna realized that something was not going well.

Manager: We have been trying to implement the plans you and our department had set up six months ago, but now it seems that many unexpected things have happened and obstructed our implementations. I like these valuable recommendations and I don't think we did improperly in data collection, but recently I have a feeling that we planned everything too perfect to be true.

Anna: Well, I know what you mean. Probably it is not enough to only think about and conduct what we want because at the same time, our plans also increase tension and the degree of conflict.

Manager: Yes, conflict. And now I don't even have confidence to tell my supervisor when these will work out and bring benefits to the department. Do you have any suggestion?

Anna: Uh......

Do you ever wonder why your plan is never implemented? Have you ever felt that you have a lack of method to help you identify your client's problem? As you might know, there are many ways to analyze data for planning, implementation, and evaluation. In this lesson, you will be able to know one of them, force field analysis (FFA), a technique for introducing change in organizations.

Objectives
During the lesson, you will be acting as a consultant practicing and applying the knowledge of force field analysis to various examples and cases. The lesson will guide you to use this method in the field of needs analysis. In other words, given the characteristics and examples of force field analysis, you will be able to define its role and functions in organization development. After completing the lesson, you are expected to:

 * State the role of force field analysis,
 * Identify the elements in a force field analysis figure and explain the meaning of the figure, and
 * State the functions of force field analysis.

Lesson Organization
Three main sections of the lesson with their subsections are listed below. Navigate to each section by clicking the "Next" at the bottom of each page. Return to previous pages by clicking the "Back" on the bottom of each page. Or you can follow the labeled links at the top of each page which correspond to each of these sections:

 * ../What is FFA?/
 * ../How FFA is presented in a figure?/
 * ../A case study for practicing FFA/
 * ../Other FFA figure/
 * ../Making change successful/
 * ../How FFA is used?/

Click the Next button to continue.


text:
Instructional design/Task analysis

Introduction
Let's start off slow and simple. Imagine if you will the task of making a peanut butter and jelly sandwich. If you can get someone in the house to make you a sandwich, please tell me how to do this!

Like I said, we're starting simple here. Making a sandwich is a task that is comprised of many little tasks. Those little tasks are called subtasks. Those subtasks are made up of even littler parts called elements. Think about it... find the bread, get a knife, and so on. This will be a sample task later in this lesson. If you can break down making a PB&J sandwich, you will be able to handle nearly any HTA.

With that being said, let's get on with the lesson!

As a side note, there are several forms a task analysis can take. For the purpose of this lesson, we will be working with the hierarchical task analysis (HTA). An HTA is also known as task-decomposition.

After completing this lesson, you will be able to:

 * state the conditions for using HTA.
 * identify the elements of an HTA.
 * state the procedure for conducting an HTA.
 * apply a rule that classifies content as a subtask, element, or step.
 * write a learning (performance) objective associated with the HTA.

Click Next to continue. The entire lesson should only take you approximately 20 minutes.

Back to Topic: Instructional Design

title: Instructional design/Task analysis


text:
Instructional design/Technology-based lessons

Textbook Based Chapter Lesson (TBCL)
Imagine sitting in a classroom, being lectured to for 45 minutes straight, then being told to go home and answer 25 questions on what has just been lectured about.

Technology Based Lesson (TBL)
Imagine taking that same material, going to a computer lab, researching the topic, creating a visually dazzling display of your knowledge, and using your specific skill set to accomplish this goal.

Classrooms Today
In our classrooms today, children are expected to sit through monotonous explanations of materials that they feel has no application whatsoever to their lives. By changing the way a lesson is taught,our students will take more interest in their learning, more interest in the material at hand, and become better able to navigate the technological world that we live in today. This technology knowledge will assist them in their future even if the subject matter knowledge won't.

What to expect from this tutorial
After completing this tutorial, you will be able to: Convert a textbook chapter lesson into a technology based lesson. This will be accomplished through the following steps:

 * Differentiate examples of “textbook chapter lesson” (TBCL) and “technology based lesson” (TBL)

 * Have procedures for converting a TBCL into a TBL.

 * Take a rubric with you to determine if you have a good converted lesson.

 * See an example TBCL converted into a TBL and graded against the rubric.

Navigating
This lesson is set up into sections. We are starting at Converting TBCL into TBL

Next, we will continue on to TBCL, the to TBL, continue with Elements of a good TBL, finishing with a Check for Understanding.

At the top and bottom of this page, there is a user bar that allows you to click on any page of the tutorial that you would like. There is also a back and next button at the bottom of each page.

Please click the NEXT button to continue.

 * Back
 * Next

Back to Topic: Instructional Design


text:
Instructional design/Rapid prototyping plan

Introduction
Have you, as a designer, ever had to worked under strict time, budget, and quality constraints? Of course, we've all dealt with these struggles. Managers and clients often establish high demands, pushing us to be the best designers possible. At times, it probably seems impossible to work within such confines. What if there were a design framework with which we could not only meet these constraints, but flourish within them?

Ladies and gentlemen, prepare to embrace your new best friend: Rapid Prototyping.

Key Learning Objectives
At the completion of this lesson, you will be able to:

 * Develop a rapid prototyping plan, given a scenario.
 * Define “rapid prototyping.”
 * Identify an example of rapid prototyping.
 * Match a prototyping method with its key characteristics.
 * Differentiate strengths and weaknesses of rapid prototyping.
 * State the procedure for developing a rapid prototyping plan.

Click the Next button to continue.


text:
Instructional design/Level 2 cognitive

This is the page where Karen will start here level 2 evaluation lesson.

Back to Topic: Instructional Design

title: Instructional design/Level 2 cognitive


text:
User talk:Netzler85

hello to myself ....just testing

 Hello Netzler85, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
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 * Find out about research activities on Wikiversity.

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User:JDHenning

My name is Jürgen Henning and I live in the city of Kiel which is between Hamburg and the Danish border and known because of the Kiel-Canal and the sailing events every summer.

I'm an electronic engineer but mostly engaged in programming. One of my babies is a sorting algorithm called ExtraDix. It is an extension of the well known RadixSort and should be faster than anything else, if you have to sort more than a few hundred records.

title: User:JDHenning


text:
User:Devine

devine-a person who is created and fabolus on the inside

title: User:Devine


text:
User:Devine/Devine

devine-a person who create and fabolus on the inside

title: User:Devine/Devine


text:
UTPA STEM/CBI Courses/Calculus/Inverse Trigonometric Functions

Course Title: Precalculus

Lecture Topic: Inverse trigonometric Functions

Instructor: Dr. Constantin Onica

Institution: University of Texas - Pan American

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Define the inverse sine, inverse cosine, and inverse tangent functions.
 * Evaluate inverse trigonometric functions without a calculator.
 * Evaluate inverse trigonometric functions using a calculator.

 * Sub Objectives- The objectives will require that students be able to:
 * Know the domain and range for each inverse trigonometric function.
 * Know the inverse function identities.

 * Difficulties- Students may have difficulty:
 * Remembering the domains and ranges of inverse trigonometric functions ( they tend to interchange some of them).
 * Applying the inverse trigonometric identities.

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * the height of a ballon, view from a satellite, surfing the perfect wave, etc.

Model of Knowledge

 * Concept Map
 * Definition of inverse trigonometric functions
 * Evaluation of inverse trigonometric functions

 * Content Priorities
 * Enduring Understanding
 * Inverse sine, inverse cosine, inverse tangent functions.
 * Evaluate inverse trigonometric functions for some classical numbers.
 * Use the calculator to evaluate inverse trigonometric functions for arbitrary numbers.
 * Important to Do and Know
 * Know the domain and range for each inverse trigonometric function.
 * Inverse trigonometric function identities.
 * Worth Being Familiar with
 * Composing a trigonometric function and an inverse.
 * Graphs of inverse trigonometric functions and their relationship with the graphs of trigonometric functions.

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Lecture
 * Homework (individual)
 * From textbook
 * Online homework on Webassign
 * Summative Assessment
 * Weekly quiz
 * Exam

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to:
 * Define the inverse sine, inverse cosine and inverse tangent functions.
 * Evaluate inverse trigonometric functions without a calculator.
 * Evaluate inverse trigonometric functions using a calculator.
 * Know the domain and range for each inverse trigonometric function.
 * Know the inverse function identities.

THE CHALLENGE

Where to sit at the movies?

Here is a particular problem concerning the above question that will be asked during class:

The screen in a theatre is 20 ft. high and is positioned 9 ft. above the floor, which is flat. The first row of seats is 8 ft. from the screen and the rows are 3 ft. apart. Suppose your eyes are 4 ft. above the floor. Find the row in which you should sit to maximize the view.

GENERATE IDEAS

Present the problem and ask for opinions without telling them what "maximizing the view" means.

MULTIPLE PERSPECTIVES

Next I will present what maximizing the view means (see below) and ask the students to group up and discuss the problem.

The apparent size of an object depends on its distance from the viewer. This apparent size is determined by the angle the object subtends at the eye of the viewer. With that in mind we want to answer the following question: How far from the screen of a movie theatre should you sit in order to maximize the view?

RESEARCH & REVISE

Teach the material referring to the challenge problem from time to time.

TEST YOUR METTLE

 * Homework from textbook covering the above topics will be assigned.
 * Online homework will be due next class for immediate feedback.
 * Weekly quiz containing some problems involving inverse trigonometric functions.

GO PUBLIC

Students will solve the problem given as challenge giving all details and explaining the conclusion.

Pre-Lesson Quiz

 * 1) Draw the graphs of sine and cosine on $$[-\pi,\pi]$$ and tangent on $$\left[-\frac{\pi}{2},\frac{\pi}{2}\right]$$.
 * 2) Fill in the blanks: $$\sin$$______$$=1/2$$, $$\cos$$______$$=-\sqrt{3}/2$$, $$\tan$$______$$=-1$$.


text:
UTPA STEM/CBI Courses/Gravity and Atmospheric Pressure

Course Title: General Chemistry II

Lecture Topic: Gravity and Atmospheric Pressure

Instructor: Frank Dean

Institution: The University of Texas Pan American

Backwards Design
Course Objectives

 * Primary Objectives- By the end of the challenge the students will be able to:
 * Use the equation P = h x d x g
 * Understand the meaning of each of the variables in the equation.

 * Sub Objectives- The objectives will require that students be able to:
 * Understand the interaction of the density of a liquid with the force of gravity to explain the actual height of the column of liquid that is supported by the atmospheric pressure.

 * Difficulties- Students may have difficulty:
 * Understanding how the units for height, density, and the force of gravity combine to be equivalent to units of pressure

 * Real-World Contexts- Ways that students can use this material in the real world:
 * In an application to or in an interview with NASA for an internship or a work-study program

Model of Knowledge

 * Concept Map
 * Predicting the height of a column of a particular liquid supported by atmospheric pressure
 * Identifying the device that can be used to measure atmospheric pressure
 * Identifying how the device will be used to measure atmospheric pressure

 * Content Priorities
 * Enduring Understanding
 * text
 * text
 * text
 * Important to Do and Know
 * Review the calculation for the pressure exerted on a column in the atmosphere
 * Review the density of various liquids
 * Review the reason for the units associated with the force of gravity
 * Worth Being Familiar with
 * text
 * text
 * text

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Students will assemble into groups
 * Homework (individual)
 * Each student will write a report outside of class incorporating their own understanding of the solution after the work in groups.
 * Summative Assessment
 * An in-class quiz will individually test students over their ability to clearly describe the method of measuring the force of gravity on Mars.

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to:
 * 1234567
 * text
 * text
 * text
 * text
 * text

THE CHALLENGE

A group of astronauts takes an experiment to Mars to measure the force of gravity there. They know that on earth the pressure of the atmosphere will support a column of liquid of a certain height. How can they use this concept to calculate the Martian gravitational constant?

GENERATE IDEAS

text

MULTIPLE PERSPECTIVES

text

RESEARCH & REVISE

text

TEST YOUR METTLE

text

GO PUBLIC

text

Pre-Lesson Quiz

 * 1) question
 * 2) question
 * 3) question
 * 4) question
 * 5) question
 * 6) question
 * 7) question
 * 8) question

Test Your Mettle Quiz

 * 1) question
 * 2) question
 * 3) question
 * 4) question
 * 5) question
 * 6) question
 * 7) question
 * 8) question


text:
User talk:Yanevgp

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User talk:Bedeb

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User talk:Nnguyen

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User talk:Onicac

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User talk:Frank Dean

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title: User talk:Frank Dean


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User talk:Choutapalli

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title: User talk:Choutapalli


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User talk:Cjvitek

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User talk:Rairpr

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User talk:Acbutler

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User talk:Grivera

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User talk:Binfu

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title: User talk:Binfu


text:
UTPA STEM/CBI Courses/Computer Science

Topics

-

Algorithm Design

Arrays

/Linked Lists/

Operating Systems

Repetition

Selection

-

title: UTPA STEM/CBI Courses/Computer Science


text:
UTPA STEM/CBI Courses/Computer Science/Algorithm Design

Course Title: Computer Science

Lecture Topic: Algorithm Desigm

Instructor: Bin Fu

Institution: University of Texas - Pan American

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Understand the basic dynamic programming method
 * Find the recursion for dynamic programming
 * Find the right order to build up the table for dynamic programming
 * Solve a knapsack problem with dynamic programming

 * Sub Objectives- The objectives will require that students be able to:
 * Input of data
 * Implementation
 * Performance
 * Complexity analysis

 * Difficulties- Students may have difficulty:
 * Identifying the recursion for dynamic programming, and the hardship to build up the table.

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * A knapsack problem has many interesting applications. It is one of the classical NP-hard problems.

Model of Knowledge

 * Concept Map
 * Recursion
 * Dynamic Programming
 * Greedy Method
 * Approximation
 * NP-completeness

 * Content Priorities
 * Enduring Understanding
 * Recursion
 * Dynamic Programming
 * Greedy Method
 * Approximation
 * Important to Do and Know
 * Find the size of sub-problems
 * Determine the size of the table of dynamic programming
 * Finding an accurate approximation
 * Worth Being Familiar with
 * Memory allocation
 * Complexity analysis
 * Approximation

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Give an example to the students and ask them solve it with dynamic programming method.
 * Homework (individual)
 * Ask them to solve the Knapsack problem with dynamic programming method.
 * Summative Assessment
 * Try to solve more problems with dynamic programming method.

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to:
 * Be efficient in finding a recursion for solving a computational problem.
 * Effectively shrink a computational problem.

THE CHALLENGE

How to handle the exponential number of cases in a knapsack problem.

GENERATE IDEAS

When the size of a knapsack is not too large, using a table to save the sum of subsets is better than trying all subsets.

MULTIPLE PERSPECTIVES

NP-hardness.

The methods of algorithm design depend on problems.

Each method can be applied to a specific class of problems.

RESEARCH & REVISE

Find new method to attack the problem with large Knapsack.

TEST YOUR METTLE

Implement the method with dynamic programming.

GO PUBLIC

Post software implementation over internet.

Pre-Lesson Quiz

 * 1) What is recursion?
 * 2) What is the limitation of divide and conquer in solving a knapsack problem?
 * 3) What is computational time for brute force method in solving a knapsack problem?

Test Your Mettle Quiz

 * 1) What is the computational complexity of dynamic programming method for solving a knapsack problem?
 * 2) Apply the method to the longest common sequence problem.