text:
User talk:WikiCalvin

Hello WikiCalvin, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 14:34, 20 June 2007 (UTC)

title: User talk:WikiCalvin


text:
Portal:Premedical Studies

Welcome to the Division of Premedical Studies. This is a Wikiversity Content development project for creating, organizing and developing learning resources for premedical students.

Subdivisions and Departments
Like divisions, subdivisions and departments are pages in the Topic namespace, and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the Template:Subdivision boilerplate template to start a subdivision.
 * Biochemistry
 * Biology
 * Calculus
 * General Chemistry
 * Organic Chemistry
 * Physics

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

title: Portal:Premedical Studies


text: Category:Medical physics

title: Category:Medical physics


text:
File:AgentOO Film Formatting.pdf

Used with the WikiU Film School Lesson on how to format a movie script

title: File:AgentOO Film Formatting.pdf


text:
Talk:Latin stream/Latin Lesson One

I'm debating moving the exercises to their own page, but I can't decide whether to put all the exercises on one page or break it down by topic. Ideas? --Siandt 19:57, 20 June 2007 (UTC)

 * It's a good question. Personally, I feel that resources should be broken down into manageable "chunks", and mapped and interlinked extensively and creatively, allowing the user to hop between what's important or meaningful to them at that specific point in time. However, some people will want to have a huge big chunk to reference - or print out easily. I suppose we could have it both ways - small pieces loosely joined, AND one big long text to reference/print. This is yet another area we need to clarify our distinction from Wikibooks - or whether there is a distinction in this regard. I'd also appreciate your thoughts/ideas on the matter. :-) Cormaggio talk 20:56, 20 June 2007 (UTC)

Dat?
Why is "give" used in the first lesson when it's an irregular verb? Wouldn't it be better to start the first with regular verbs and then move to irregular one's later?--MPLost 20:58, 29 July 2007 (UTC)
 * Hello MPLost, if you have ideas to make the learning resource better, just be bold. You (or someone else) can either add another example or optimize the existing one. Waiting for your help, Erkan Yilmaz uses the Chat (try) 07:04, 20 July 2008 (UTC)

Concerning thechart and right below it
In the chart in which it briefly discusses each of the parts of speech, the ablative (while not incorrect) is overcomplicated and omits the other prepositions, which is what the ablative is for. Also, in the example directly below the chart it should mention that puellae in this case (haha clever pun not really) is DATIVE and not GENITIVE. It might be wiser to use a second declension verb for this example (even though a similar ambiguity will exist, the ablative is significantly less common).
 * Hello, thank you for your observation. I don't know Latin to say anything to this. Just be bold and edit it into the page. Someone else later can add other info, Erkan Yilmaz uses the Chat (try) 06:55, 20 July 2008 (UTC)

title: Talk:Latin stream/Latin Lesson One


text:
Talk:External link

Merge
This page seems to be more oriented towards the Wikiversity namespace (ie dealing with Wikiversity policy/practice/organisation). There is already a page (stub) at External_links - I propose we merge the two at that page, leaving this as a redirect. Thoughts? Cormaggio talk 20:17, 20 June 2007 (UTC)
 * This is what I was thinking when I edited it earlier today. On the other hand, look at what links to this and who edited the pages. On the third hand, I remain in favour of putting it in the Wikiversity namespace. McCormack 21:36, 20 June 2007 (UTC)
 * The context in which it's been used is usually either towards either the "Wikiversity:" or "Help:" namespaces, and I think the pages where it's been used also need to be clarified, delineated and/or merged. I'm still in favour of a straightforward merge between these two pages, keeping the main (ie non-redirect) page in the Wikiversity namespace. Cormaggio talk 22:44, 20 June 2007 (UTC)
 * I do not agree to the merge. The two pages can serve totally different uses. Policy pages can go in the "Wikiversity:" namespace. Pages in the main namespace should be crafted as learning resources. Some of us are gradually creating a set of pages in the main namespace for learning about all aspects of the MediaWiki software. --JWSchmidt 23:26, 20 June 2007 (UTC)
 * JWSchmidt's distinction between policy and learning is both correct and unsustainable, which brings is again to the dilemma over the status of many of his activities, namely, that he does (very useful) things which lie between policy and teaching (and "help", for that matter - let's bring in that 3rd namespace). If they were "my" creations, I'd put them in the Wikiversity (or Help) namespace with a few redirects from the main namespace where crucial keywords were involved, but I can see the validity of an alternative point of view and the need to respect this. Perhaps the solution is that for those of his pages which have this multi-functional role, redirects from identically named pages in the other two namespaces should be added routinely. What do you think, JWS? McCormack 04:07, 21 June 2007 (UTC)

 * I do not understand why you use the term "unsustainable". I've been thinking about these matters a lot during the past several weeks (for example, see User:JWSchmidt/Blog/27 May 2007) and I've reached the conclusion that it is good for Wikiversity and all of Wikimedia if we take seriously the idea of having main namespace learning resources about wiki, MediaWiki, Wikiversity and all Wikimedia projects. When you say, "If they were my creations," I suspect your thinking is being guided by the way things are done at Wikipedia. In my own case, I feel like I have been struggling to both escape from aspects of Wikipedia that are bad for Wikiversity while trying to learn from those aspects of Wikipedia that are relevant to Wikiversity. I've started to look at the "Help:" and "Wikiversity:" namespaces in new ways that I think are healthy, although they do take some getting used to. I'm trying to explore what can (and should) be done at Wikiversity and such exploration will undoubtedly lead to problems, errors, backtracking, correction but also hopefully a few useful advances. I agree that we need to do a better job of linking related pages. In many cases, I am cautious about categorizing and linking new pages I create. I view many of the pages I create and edit as being experimental and under construction and as scaffolding for a more (hopefully) coherent final product....the coherence of which might only become manifest at a future time when there is a network of such pages...the sense of each page will only be fully apparent in the context of a more complete network of pages. I'll try do a better job of linking related pages as I create them and I certainly invite other people jump in to help/question/debate/explore. --JWSchmidt 06:29, 21 June 2007 (UTC)
 * Hi, JWS. By "unsustainable", I mean that the distinction collapses (in some circumstances) because you, as an author, specialise in pages which subvert the distinction. It's a trademark of your (excellent) approach to Wikiversity. That's why I originally told Cormaggio to look at where the page linked back to, and who made them - because it went back to your Wiki 101 learning project - and I remember your views about namespaces and learning projects! For myself, I'd try to stick to more straightforward, traditional distinctions. But the JWS-trademark namespace-crossing approach is a valid alternative. Hence my suggestion that we go with your approach, but where appropriate add redirects from the other namespaces. McCormack 06:39, 21 June 2007 (UTC)
 * I am in favor of trying to have clear definitions of the types of content that are suitable for each namespace. The natures and uses of the MediaWiki "project" and "help" (as originally defined at Wikipedia) reflect the nature of the Wikipedia project and the fact that in that project only encyclopedia articles are allowed in the main namespace. In my view, the natures of the "Wikiversity:" namespace and Wikiversity's "help" namespace should reflect the needs of this wiki project and the differences between Wikipedia and and Wikiversity. "Distinctions" between main namespace content and "help" namespace content that are suitable for Wikipedia are not automatically suitable for Wikiversity. Rather than call what is going on here a "namespace-crossing approach", I think we should think in terms of trying define for ourselves how Wikiversity should make use of its namespaces. --JWSchmidt 18:15, 21 June 2007 (UTC)
 * This is a useful discussion. I think that, firstly, it's good (indeed, necessary) to stress the learning in all that we do - whether it is in developing policies, learning materials, help pages, organiser pages, etc. So, in this sense, I suppose, Wikiversity has to allow some blurring of namespaces, since our policies are themselves learning projects, and our learning projects can, in some cases, refer to our policies/practices (or those of Wikipedia, or other wikis). However, I think these learning projects which refer to Wikiversity need to be clearly marked as such, in order to avoid confusion. Saying something like: "This is a learning project about external links in MediaWiki wikis" would be a good start - and preferably along with a link to a "Topic:" page (or some organiser page) that links similar resources together. I think, to avoid the confusion I had about this page, the more we clearly label our pages (and what they're for), the more useful they will be. Cormaggio talk 14:59, 21 June 2007 (UTC)
 * "learning projects which refer to Wikiversity need to be clearly marked as such" <-- Part of my problem is that my thinking about such projects continues to evolve. My original expectation was that Wikiversity would mostly start out with experienced editors from Wikipedia. If that had been the case, then providing help pages in the form of traditional "user manual" pages in the "help" namespace would have been adequate. However, my concerns have now turned to the fact that there is a large number of Wikiversity participants who are new to wiki and so we need alternatives to the "user manual" approach. I agree that there should be a centralized content development project to organize work on main namespace pages that are about Wikiversity. Right now we have Topic:Wiki, Topic:Wikiversity, Topic:MediaWiki and Topic:Wiki Science, each of which link to pages such as Introduction to Wikiversity and Wiki 101. We also have Topic:Developing Wikiversity which links to Topic:MediaWiki. --JWSchmidt 18:15, 21 June 2007 (UTC)

 * Perhaps we need to delineate the Help and Main namespaces better by identifying what they're both good at/for? I think the Help namespace is useful in its traditional way on Wikipedia - ie guiding people through the process of a certain task, like creating a new page, a link, a table, etc. The Wikiversity Main namespace sometimes does this for non-Wikiversity materials, but it also allows for collaborative learning projects, which go beyond the "read the manual/material" model. My thinking is that the Main namespace should concentrate on explicitly collaborative learning activities in instances where other namespaces can take care of "manual reading/development" (about Wikiversity). I think the Main namespace doesn't then need to duplicate too much of the Help or Wikiversity namespaces - but rather provide added backup, with a clear goal that can't be met by the other pages. Cormaggio talk 22:02, 21 June 2007 (UTC)

title: Talk:External link


text:
User:Radiodoc100

I have been wanting to learn Arabic for some time. Many years ago I learned the alphabet but stopped there. Once I worked in Algeria as an elective while at medical school. This was better for my French than my Arabic but started my interest. When working in England as a GP I have many arabic speaking patients and would like to communicate better with them.

title: User:Radiodoc100


text:
Existentialism

Existentialism is the philosophy of, well, existence. It states that life and existence is without purpose. Life, the universe, and everything is void of any purpose or meaning. Existentialism rejects the use of reason to define some meaning, as it is an attempt to impose a sort of order in the world of phenomena, which is essentially irration, unscrutured, and random. Rationality hinders us from finding meaning--it's "bad faith". To try and suppress our anxiety and dread that we feel in our own freedom and our awareness of death, we confine ourselves in the everyday experience, in which we give up our freedom. In Existentialism, people make decisions based on their interpretation of meaning rather than what's rational. The individual longs for an order, and this conflicts with the world of phenomena's randomness. This means the universe, where people try to be rational in an irrational world, is absurd.

How do we, then, find meaning? In Existentialism, meaning is not provided by some divine order, but rather is created by the individual's actions and interpretations. In the absurdity of the universe, where the universe has you in a void of nothingness and you're feel like you're just thrown into existence, meaning is sought through embracing existence, the individual creates the meaning.

"Existence Precedes Essence"

title: Existentialism


text:
User talk:Radiodoc100

Hello Radiodoc100, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 23:29, 20 June 2007 (UTC)

title: User talk:Radiodoc100


text:
User:Strothatynhe~enwikiversity

I am a university student from Ontario who is mostly interested in Classics, Philosophy and Religion. I am a native English speaker and hope to help in the English Department, as well as the French Department.

title: User:Strothatynhe~enwikiversity


text:
User:PhD²

Hi

I am a graduate in economics from RSA.

title: User:PhD²


text:
Bloom Clock/2007 part two

This bloom clock will run from the first solstice of 2007 (June 21) to the second solstice of 2007 (December 22). To participate, just add yourself to the contributors page (so we know where you are), and just add *~ below any plant you noticed blooming today.

~
 * If you're not sure what the name of a plant is (and you have a photo to share), use the unknown plants page.
 * If you know the name of the plant but it isn't on the list yet, add the following to this page (using alphabetical order by the scientific name), replacing "Scientific name" with the binomial (Genus and species), and Common name with the English word for the plant:
 * If you know the common (English) word but not the scientific name, please try searching on wikipedia to find the scientific name.

Blooming plant list
Note: In order to keep the page size reasonably short, log entries are regularly moved to the log pages. For the same concern, please don't substitute bcp or bcp+.

S-T
Isildil 20:05, 3 July 2007 (UTC)

title: Bloom Clock/2007 part two


text:
User talk:PhD²

Hello PhD², and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 13:45, 21 June 2007 (UTC)

title: User talk:PhD²


text:
Introduction to Web Services

This is an introductory tutorial about the fundamental elements of Web services.

What are Web Services?
Web services
 * are application components
 * communicate using open protocols
 * are self-contained and self-describing
 * can be discovered using UDDI
 * can be used by other applications
 * based on XML

According to the W3C, the World Wide Web Consortium, two major classes of Web services exist:
 * REST-compliant Web services: the primary purpose of this kind of Web service is to manipulate XML representations of Web resources using a uniform set of "stateless" operations
 * Arbitrary Web services: these Web services may expose an arbitrary set of operations.

How Does it Work?
The basic Web services platform is XML + HTTP.

The HTTP protocol is the most used Internet protocol.

XML provides a language that can be used between different platforms and programming languages and still expresses complex messages and functions.

Platform elements
Web services platform elements are

 * SOAP (Simple Object Access Protocol)
 * SOAP is a protocol specification for exchanging structured information in the implementation of Web Services in computer networks.

 * UDDI (Universal Description, Discovery, and Integration)
 * UDDI is a platform-independent, Extensible Markup Language (XML)-based registry for businesses worldwide to list themselves on the Internet and a mechanism to register and locate web service applications.

 * WSDL (Web Services Description Language)
 * WSDL is an XML-based language that provides a model for describing Web services.

We will explain these topics later in the tutorial. Thank you

title: Introduction to Web Services


text: Category:Web services

title: Category:Web services


text:
SARSA

Overview
SARSA is an algorithm for applying reinforcement learning in artificial neural networks (ANN).

Exercise
We propose the construction of such an artificial neural network in order to understand the complicated concepts of this interesting field.

Context
The ANN itself will represent a simple model of a rat's hippocampal place cells and action taking neurons when thrown into a Morris water maze. What is happening in the rat's brain as it learns to swim consistently straight to the platform after a couple of trials? At this point, science can't really answer this question in full detail. One can only speak of spatial learning, place learning, cognitive maps formation and memory in general. This project tries to place a simple mathematical model on these processes.

The SARSA algorithm
We now explain how our ANN will be constructed. It will be structured of only 2 layers (a bit like a perceptron). One named the 'input layer' comprised of 100 neurons and a second titled the 'output layer' comprised of only 4 neurons. The input neurons (i) correspond to the fictional rat's place cells and are arranged in a grid of 10 by 10 covering the whole pool area. These neurons modulate their firing rate (Φ) according to the rat's position in the pool (s). Next, each of the four output neurons (a) have their own firing rate (Q) which is modulated solely by the activity of the input neurons to which they are connected. Every output neuron is connected to every input neuron with a different weight (w).

title: SARSA


text:
Introduction to Tactics/Combat formations

Summary
The object of this class is to teach students about combat formations and their usage.

Introduction
In this class we will learn about the various kinds of combat formations, their benefits and drawbacks, and when they should be used.

Readings
This will delineate the readings that should be done prior to undertaking the exercises in this class.

Wedge
This can come in two methods: Squad in wedge, or Squad in file, teams in wedge.

With squad in wedge, the Alpha team leader takes the point. The Alpha team automatic gunner will be to his left. The Bravo team grenadier will be to his right. To the left of Gunner A will be the Alpha rifleman (usually the radio telephone operator.) To that man's left will be the Alpha grenadier. To the right of the Bravo grenadier is the Bravo automatic gunner. To the right of him is the Bravo team leader. To the right of him is the Bravo rifleman. In the middle of the wedge, is the Squad leader, and any attached members. Each man will stand approximately 3-5 meters to the side, and 3-5 meters behind the man preceding him, forming a wedge shape.

Squad in wedge creates a very wide, very broad wedge. This is not suitable to flanking. To counteract that, most often a platoon will use "Squads in file, teams in wedge). In this formation (usually abbreviated simply to "wedge"), the Alpha team is first in file, followed by the squad leader, who is followed by the Bravo team. Within the team, the point man is rifleman (in Alpha team) or the team leader (in Bravo team). To his left is the automatic gunner (in Alpha team) or the grenadier (in Bravo team). To his right are the grenadier (in Alpha team) or the automatic gunner (in Bravo team) and the team leader (in Alpha team) or the rifleman (in Bravo team).

=forgeting the line The Ranger file is a variation on the single file principle. Each man walks approximately 5-7 meters behind the man in front of him, except in darkness or extremely heavy foliage in which case he will walk at a 3-5 meter interval. Each man has an assigned field of fire and an assigned mission. This technique is not solely restricted to infantry, despite it's name: it can be effectively used by cavalry and armored formations in line.

Point man
The point man, first in line, is in charge of direct frontal security and scanning for booby traps and ambushes. He is the primary compass reader to determine the file's azimuth. He's also an alternate pace count maintainer, and alternate EPW (enemy prisoner of war) handler.

Slack man
Second in line is the slack man, who is in charge of maintaining the primary pace count. The slack man is an alternate compass reader, and provides alternate frontal security when the point man is otherwise engaged. In many ranger files, the slack man is a grenadier or fire team leader. He is also the alternate aid and litter bearer.

Squad Leader
The squad leader, third in line, is in charge of the entire file. In engagements he may quickly grab the grenadier in front of him, and the automatic gunner behind him. His area of responsibility is either to the left or right.

Automatic Gunner A
The file's first automatic gunner is immediately behind the squad leader. His area of responsibility is the opposite of the Squad Leader's

Middle riflemen
These positions alternate left and right areas of responsibility. They also alternate responsibility as primary aid & litter bearer, radio telephone operator, primary EPW handler, and grenadiers.

Fire Team Leader
The fire team leader is one of the two fire team leaders in the file (the other is usually in the slack position or the fifth position). This man is in charge of maintaining control over the rear part of the file.

Squad Automatic Weapon Gunner
The second squad automatic gunner is the second to last member of the file. In event of an attack from behind or the flank, this gunner is likely to be out of the immediate kill zone, and is more likely to be able to lay down a base of suppressing fire. He also shares rear security and overhead security responsibility.

Rear security
The last man in the file is the rear security. He is primarily in charge of the rear field of fire in the file.

Flank
The bold flanking maneuver is the staple of the military maneuver operations. By attacking the flank of an enemy unit, one divides the enemy attention to two fronts, lessening the effective firepower he can bring to bear, and typically bypassing enemy cover and concealment protection.

The flank has two elements:

Base of fire element
The base of fire element generally consists of the first element to engage in contact with the enemy. However, if one element possesses a significant fire advantage over another (for example, one fire team has a medium machine gun team attached, and the other does not), it should take over operations as the base of fire element.

The actions of the base of fire element are simple. It is to fix the enemy in place and suppress him with fire superiority. The base element should ensure that the enemy cannot maneuver, and it should attempt to suppress his visibility and fire opportunity. A strong base of fire provides excellent support cover for the Maneuver element. The base of fire also should attempt to ensure that the maneuver element is not seen by the enemy, or if it is, that the enemy cannot maneuver to react to the flank.

Upon contact, the element lays down a strong base of fire, gradually moving into a line sub-formation, while the maneuver element conducts their business.

At some point, the base element will need to be signalled to shift their fire off target as the maneuver team begins their assault, and then to lift fire entirely. Upon completion of the flank, the base element will continue past the now destroyed enemy to provide cover in the initial direction of travel, while also clearing any enemy threats on the objective that the maneuver element may have missed.

Maneuver element
The maneuver element, upon contact, endeavors not to be seen. If it is the lead element, it allows the base element to come onto line, then disengages to begin the flank. The element will drop back, typically 50 meters, but often more depending on visibility and foliage conditions, and begin a deep, bold flanking maneuver, around to a position at least perpendicular to that of the base element's field of fire. Once set in, they will begin an assault, signaling to the base element to shift fire off the target objective, in order to prevent. As the flanking team comes onto the objective, they signal again for the base team to lift fire completely, and again a final time after they have cleared across the objective and set into defensive positions, signaling for the base team to cross the objective.

The positions occupied by both teams after the maneuver are called "Limit of Advance".

Further study
In later classes you will learn advanced variations on these, such as the long range reconnaissance patrol, paratrooper assault, amphibious landings, etc.

Project
Apply the lessons learned above to aerial formations, separate out the non-combat formations, and list them above in a section for aerial.

Denouement
You should now be familiar with the types of ../Non-combat formations/ that are relevant to all kinds of units. Please help improve this class.


text:
8:00 class/21 June 2007

This is an archive of Wikiversity current events from 21 June 2007.

Colloquium summary
Short summaries of active discussions at Colloquium.

 * More Online Repositories of courses

Internet Relay Chat topics of the day
Re-cap of topics discussed in #wikiversity-en.

 * External link - what is spam? what is an acceptable link to a commercial website?
 * Wikiversity Blog howto
 * Sandbox Server - a way forward?
 * MediaWiki Project - threaded discussions

Email discussions and blogs
Summaries of Email discussions and blogs with relevance to Wikiversity participants.

 * Board election

Recent changes
Recent trends in active editing efforts.

 * Combat formations
 * School:Advanced General Studies
 * Introduction to Web Services
 * Crochet
 * Nerd Project
 * LessonPage:Introduction to FrameForge
 * Topic:Premedical Studies
 * Topic:Operational Meteorology
 * Topic:Science communication
 * Web 2.0
 * Topic:Klingon/klingons
 * Topic:New Media Arts

title: 8:00 class/21 June 2007


text:
User talk:Thomas Jackson

Hello Thomas Jackson, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --HappyCamper 23:07, 21 June 2007 (UTC)

title: User talk:Thomas Jackson


text:
User:Thomas Jackson

Greetings!

About Me

 * I am a newly hatched entrepreneur enjoying its complementary freedoms.
 * I have an extensive background in automotive dealership service management.
 * I have a BBA in management from Northwood University where I graduated Summa Cum Laude.

What I Want to Accomplish

 * I want to contribute to topics on leadership while learning more about the same.
 * I'd like to invent a way to teach "lost" voters in an unbiased way how to vote responsibly. Not that I claim to own the ultimate wisdom on the subject, I fear that many voters either vote for superficial reasons or don't vote at all out of frustration with the system. I believe ignorance of public policy theory, for example, limits a voter's ability to make a fully informed decision.

My Interests

 * I love dogs. My new business involves products for the keeping of dogs.
 * History
 * Astronomy
 * Life sciences
 * Entrepreneurialism

title: User:Thomas Jackson


text:
Topic talk:Leadership and strategy

I feel like I'm getting in on the ground floor here. I hoped to add my experiences about leadership to an ongoing discussion about leadership theory. All I found is a "no page exists" message prompting me to create one. I'm a first timer. If I understand correctly I am typing in a discussion forum, not adding learning material per se. After some discussion, several of us might hammer out some relevant text on the subject suitable for adding to Wikiversity proper.

Well, here goes...

Among other things, I believe a good leader has a direction in mind. A goal that is of interest to others as well. Through his or her energy and passion to achieve such goals, the leader is seen by other interested parties as the one who will help them all realize said goal. In this way a mutually beneficial relationship develops where the leader depends on his or her followers for support and the followers depend on the leader(s) for direction. If successful, The whole group achieves its objective. Thomas Jackson 00:54, 22 June 2007 (UTC)

 * Yes, your understanding is spot on. Generally, page names with "talk" on them are not content pages, but are generally used as a forum. Feel free to create pages as you see fit. I don't usually frequent the leadership pages, but I'll offer some of my thoughts too. A good leader knows how to make good use of subordinates - for want of a better word. It would be interesting to characterize how leadership manifests itself on a Wiki, I think. --HappyCamper 01:22, 22 June 2007 (UTC)

OK, we're on a roll! I can see part of the leadership curriculum being a list of attributes of a good/great leader each accompanied with a discussion of its meaning and examples of their application. So far we have...
 * A shared vision
 * Ability to spot and utilize certain talents from among the constituents of the organization Thomas Jackson 01:41, 22 June 2007 (UTC)

 * Actually, since we are trying to experiment with using Wiki as a unique medium for teaching, it wouldn't hurt to create a subpage where newcomers could go to and simply list/compare/discuss attributes of "effective/ineffective" leaders, etc...Another provocative thought: Leaders should recognize their place in bureaucracy and properly act as a mediator for those "above" and "below". --HappyCamper 01:59, 22 June 2007 (UTC)

Well put Happy! 'You know how to start that subpage?

 * I'll add that a good leader maintains a high level of confidence among the group. They have to believe that you really can deliver the attainment of the desired goals of the group. They have to be convinced that you are talented enough to complete the mission and that their efforts, sacrifice, help, and support will not be squandered or wasted. Thomas Jackson 02:09, 22 June 2007 (UTC)

Aside from the attributes of leadership, we should discuss the various environments in which leadership exists, such as voluntary and involuntary. Also the scope of the goals involved such as one time accomplishments after which the group disbands and perpetual goals like those in a business cycle. Thomas Jackson 02:17, 22 June 2007 (UTC)

A good leader understands what motivates his people. It ain't all about money. Also, a leader can discern those who are internally motivated from those who are externally motivated. Thomas Jackson 02:33, 22 June 2007 (UTC)

 * I put the subpage at Topic:Leadership and Strategy/Brainstorming... --HappyCamper 02:44, 22 June 2007 (UTC)

title: Topic talk:Leadership and strategy


text:
Management/Brainstorming

1. Believe in the categorical imperative and utilitarian principle that what’s good for all is good for me. (Jack Numan, May 16, 2019)

Confidence
Not just self confidence, the followership must have confidence in the leadership. It is up to the prospective leader to engender this confidence. Some traits that foster confidence include; achievements in the field of endeavor relevant to the skills needed for organizational success, decisiveness, and levelheadedness. Thomas Jackson 17:44, 22 June 2007 (UTC)

Here is an example of how confidence effects the strength of a one's position as leader:

Suppose you are on a large commercial passenger jet flying to Bermuda. You are in the first row of the first class section in the isle seat with a great view of the cockpit. Suddenly the pilot and co-pilot both disappeared. They just vanished! There is no time to debate what happened to them as the jet begins to dive for the Atlantic Ocean!

The situation is now characterized as one in dire need of leadership. Does the prospective leader need to know how to fly the plane? Not necessarily. Many different stories may unfold at this point, each will be rife with illustrations that show how certain characteristics and traits of leadership manifest themselves as well as those of followership. Let's take the diving jet story to examine the importance of confidence.

 * Alternate ending number 1:

A uniformed stewardess stands up and asks "Does anyone know how to fly this thing?!" A hush fell across the panicked passengers. One person stands up and says "My name is Skip and I fly my own small aircraft!". Skip is an long haired fellow with a scruffy beard. He is wearing a faded Hawaiian shirt that is barely covering a pronounced beer gut. Skip is also wearing cutoff camouflage shorts and flip flops. Immediately another person stands and says " My name is James and I'm a pilot with 20 years experience flying this same model for this same airline!". James is a dapper fellow with a meticulously kept somewhat grey head of hair wearing a blue sport coat over a white oxford shirt and crisply ironed slacks. Whew.. you think, we're saved! Almost in unison, 100 passengers yell for James to take the pilot's seat and for Skip to sit in the co-pilot's seat. It seems that James has risen to the role of leader and all the other occupants are at his beck and call. As the new flight crew passes by your seat on their way to the cockpit, you ask James "Is there any thing I can do to help?" James replies "Thank you, I'll Let you know." At this point you are ready to obediently do anything the leadership asks you to do without question. Shortly after, James yells for you to come up to the cockpit. You can't respond fast enough! It takes about a nanosecond for you to be in the cockpit. "Yes James! What do you need?!" You say out of breath. James says one of the starboard wing flaps is jammed and he wants you to climb out of the emergency door proximate to that wing and see if you can free the jammed flap! He tells you that everyone is counting on you and you must hurry or everyone will die! He said he can throttle back so the wind won't be so bad and that the loss of altitude means it's a survivable 40 degrees outside the plane. You agree to try your best and start to head out of the cockpit. The sport coat James was wearing was thrown in the corner, you grab it on your way as added protection for your upcoming e.v.a. (extra vehicular activity) You approach the row where the starboard emergency door is located above the starboard wing. The three seat occupants in that row quickly dive out of your way. You clamber awkwardly toward the emergency exit. You read the instructions on the door and prepare to open it. "I cannot believe what I am about to do" you think. The reassuring looks on the faces of the other passengers and their nodding gestures give you courage.

Just then, a few things fell out of James' jacket pocket. You pick them up and see that he had a pamphlet from The North American Society of Recovering Pathological Liars. Attached was a "Welcome to the 2007 conference in Bermuda" information package. Along with the pamphlet, a small zippered case fell out of James' (if that's his real name) pocket. You unzip the case to find a crack pipe! You hesitate, and think you might go back to the cockpit just to double check that this whole thing is necessary. You don't say anything as you push back past the crowd of passengers who moan in disappointment.

As you enter the cockpit, you notice that the jet is diving just a little steeper than before and there is a heated argument taking place between James and Skip. The two so called pilots are so fixated on each other that they don't notice the ocean rushing up to the windshield. "Aahem!" you clear your throat "Hey guys, don't you think we aught to pull back on the stick some?" You can't make out the response as both men are speaking at the same time. "But..but.." you say. "To hell with this!" You exclaim. You reach for the control stick and pull it back with all your might. Skip helps you as James, defeated, sulks in the corner. The huge plane leaps skyward. You hear cheers from the passengers. Skip goes on to successfully land the plane in Bermuda. Thomas Jackson 21:16, 22 June 2007 (UTC)

Some points to ponder:

 * Once the crisis began the first person to assume leadership was the uniformed stewardess. She brought order to the mob and successfully recruited (or at least she thought) not one but two pilots. Did the uniform help? Once her vision was accomplished she stepped aside.
 * Skip (the first applicant) was initially past over for "promotion" by the organization. He was in fact more qualified than James but James lied about his qualifications and Skip did not look the part. (It's shallow but it is the way we are)
 * James fooled the group and took command. Did his appearance help? Had he got Skip on his side, possibly by using heavy delegation rather than arguing with him, how much longer might he have pulled it off? Long enough to retire?
 * Does appearance get you in the door? Is that all it does?
 * We saw the level of confidence in leadership swing from both extremes. When confidence is high the constituents follow orders with little question. See how questioning authority and hesitation begin to take over as confidence wanes? "maybe these guys really can't lead us to our desired goal."
 * Its not enough to look the part, you have to have or get someone with (which is almost if not exactly the same) the needed skills.
 * When you see two superiors arguing, how does it affect your confidence in their leadership? Thomas Jackson 21:16, 22 June 2007 (UTC)

Vision
How can one lead without a vision in mind of the goal to be achieved? What is in it for the followers? Thomas Jackson 16:18, 22 June 2007 (UTC)

Before the crisis began in the case if the diving jet, there was a shared vision among everyone on the plane including the pilot, co-pilot, stewards, stewardesses, and passengers. That vision was to fly safely to Bermuda. Its called a shared vision because everyone on the plane feels more or less as passionately about the same goal. You might have polled everyone on board and asked them what their vision was. They might have given you answers like; "I'm going to Bermuda to see a wedding." or I'm going to Bermuda to vacation." or I'm going to Bermuda to attend a conference." Each answer slightly different but all sharing the same destination. You could call people on the ground who are not on the flight with you but have an interest in it such as; the air traffic controllers, executives of the airline, and the families of the passengers, and they all would say that they expect the flight to land in Bermuda safely and on time.

If you took the same poll at a business that designs, builds and sells widgets you might get answers like; "I'm just here to put up with the b.s. for eight hours, collect my paycheck and get out of here." and "I'm a member of senior management and if I keep my head down I'll be retiring soon." as well as some who say "I have always loved widgets, I have widgets on the brain and I like to help people with their widgets. I am so lucky to get paid to do what I love to do. I just wish everyone else around here felt the same way." You might ask some people external to the business such as customers, suppliers, neighbors and get answers like "They just want your money." or "They are a real asset to the community." Its more of a mixed bag of opinions as opposed to a shared vision.

Suppose now you were hired in as a manager at some company. In order to become a leader you will have to develop a vision in your mind as to how your department would look and feel if you were to be successful. Literally close your eyes and envision how your subordinates interact, level of productivity, morale, the work environment, profitable, sustainable. Are there awards on the walls? See yourself, are you confident, supportive, firm, decisive, charismatic? Do you want to be respected, well liked? Do your employees feel comfortable talking to you? Are you consistent, fair, and trustworthy? What ever your vision is you must internalize it. You have to see it in detail. You have to know that it's a win/win for everyone including employees, customers, suppliers, management, other departments etc. Once its fixed in your mind you have to make it a shared vision by sharing it! Tell everyone involved what your vision is and see who will get on board the plane with you. You won't walk in the door on the first day with a fully developed vision. You won't walk out the door at the end of the first day with a fully developed vision, but it should be completed soon. There are a lot of folks to talk to in order to fully develop your vision.

It is a good idea for new managers to to have a one on one talk with each subordinate to see what each individual's vision is. Also ask them how they think things could be improved. Get a feel for the needs and wants each employee because only then will you be able lead them to their individual goals. Ideally, eventually, you can essentially say to each subordinate "Help support this one overall shared vision and I will help you realise your dreams and ambitions!" Don't lie to them and don't over promise or you will eventually become James, defeated sulking in the corner.

It's a good idea to talk to customers, internal and external. Ask what they like or don't like. do the same with other department managers even your boss. Each conversation can add to your vision. Thomas Jackson 13:13, 23 June 2007 (UTC)

Once you have covered all the stakeholders, you should schedule an ongoing cycle of getting feedback from them. Such as quarterly reviews with employees and regular discussions with customers. Be guided by their feedback as to weather or not you and your organization are making progress toward your shared vision. There are times when an employee will mention that the XYZ tool is malfunctioning and it is causing the employee to use different methods to accomplish certain tasks. You have to see to it's repair. Now the leader is a good follower. The leader takes direction from employees, suppliers and customers.

You should now have put together a fairly detailed vision. A good mission statement can be formed from parts of your vision. You could stand before all the stake holders and honestly tell them that you will devise ways, systems, and processes that will cause each stake holder to get what they want from their involvement in the organization. You know their wants and needs because you cared enough to ask them. You have begun to win some respect. By showing how you have incorporated each stakeholder's wants and needs into an overall vision that keeps business success at its core, you get people on board the plane with you. It is only through being perpetually profitable as a business that the stakeholders can realize their personal goals.

Accountability
Now you take your vision and identify what and who fits in the vision and what or who does not. Suppose there are 88 people in your department beside yourself. Most of them like what you have done so far but maybe a little skeptical as to how long it will last. That's OK at this point. Still others are scornful at the direction things are headed. Perhaps they have their own agenda that does not include the health of the business in it. Their agenda may be diametrically opposed to the health of the business. These are the "criminals" who feel it's easier to steal from the business than to work for it. Hoping for short term gain and to not get caught these people are threatening 87 other people's dreams of success. You owe it to the other 87 to reform, reassign or dismiss those whose hearts are just not in it. Hold yourself accountable to your group that you will not tolerate the rotten apples so as to benefit the group. Hold yourself accountable that you will only let in new recruits that will benefit the whole group. Ask each member of the group to hold themselves accountable to each other member of the group.

Here is an example of how you might hold employees accountable to each other. Suppose you have an employee who is habitually late to work. Explain to him that you as department manager are not personally offended by his breaking your rules and thereby offending your authority. But there are his other coworkers that are counting on him. You might tell him "When you are late you cause Sally to have to apologise to a customer who's job is not finished on time. If that customer gets mad enough they may never come back. Then someone in sales will suffer. there are probably a few people directly affected by your lateness and eventually everyone is affected. You have to be an employee that these other 87 people can depend on. And if they can't depend on you, then they have to depend on me to either reform, reassign or dismiss you. And I am not going to let them down." In so doing you take the focus off any rebellious attitude towards authority figures such as yourself and shift the focus to employees taking pride in the fact that they can be counted on by the other stakeholders. You ideally create an atmosphere where it would be difficult for an employee to boast "Yea, I know old Wonderjerk wants me to come in on time, I say screw him!" The employee he is boasting to might reply "Well your doing more damage to the rest of us than you are to him." If you stress the importance of employees accountable to employees rather than employees accountable to management, you create an environment where employees do not tolerate poor performance from themselves or among the members of the group. Everyone understands that their job effects every other employee's income. They recognize you are working in their best interest as you don't let other employees frequently let them down. Thomas Jackson 15:36, 23 June 2007 (UTC)

The above example is not just some razzle dazzle way to handle an isolated and uncomfortable situation. It's how you see the big picture. Your vision is the cornerstone for how you lead. You know that poor performance on the part of one employee adversely affects all the others. In your leadership you don't intimidate your subordinates. You don't threaten them like some archaic tyrant who needs people to kiss his ring to feel important. You are not on a power trip. If anything its your job to care for the group. This sometimes involves training, discipline and unfortunately firing those who can't do their part. It's often a sad duty but you have to keep the other 87 employees and their family's best interest in mind not to mention all the other stakeholders. Thomas Jackson 15:49, 23 June 2007 (UTC)

Motivational Skills
What motivates people? It ain't all about money. Certainly money is important but I have yet to see one poll where employees were asked what was most important to them concerning their jobs where they answered that their pay was most important. Its always other things like dignity and respect that rank higher. Employees hate to be ignored. They want someone who will listen to them to be in charge. A good leader will actively seek points of frustration in the organization. Ask about roadblocks or obstacles that get between an employee and the job they want to do. Most people want to do a good job. But not everyone.

Alfie Cohen said in his book Punished by Rewards That the only thing between a stick and a carrot is a jackass. That one made me think. I pictured the Mexican fellow with his sombrero riding atop his donkey driven cart. He is holding a stick with a carrot tied to the end so he can suspend the carrot just beyond the reach of the donkey. Naturally the donkey pulls the cart in the direction of the carrot. I suppose he could whack the donkey's behind with that stick also. I have had the displeasure of working with some real jackasses. All they wanted to know was how much they were going to get paid and how little they would have to do to get it. "That's not my job!" "Ask someone who cares!" "What will I get?" "Why should I pick up that litter? I didn't throw it there!"

A jackass is someone who is only motivated by two things: The carrot (his or her pay) and the stick (fear of getting caught). They are externally motivated. They don't identify with excellence, pride or enthusiasm. Those are internal traits. I've become good at identifying jackasses. I like to toss their carrots outside and quickly slam the door behind them.

If you know what any group of people want and you convince them you know how to lead them to it, they are likely to follow you. This is another reason a leader needs to know what his people want, so he knows how to motivate them. The level of motivational energy involved seems to be a product of several factors:

 * How bad do they want it? See Maslow's Hierarchy of Needs [[Image:Maslow's hierarchy of needs.svg|thumb|right|400px|This diagram shows Maslow's hierarchy of needs, represented as a pyramid with the more primitive needs at the bottom.]]
 * What will have to be sacrificed to get it? The higher the perceived cost the less motivated one is to obtain it.
 * Confidence. A leader might claim that he can lead his group to the desired end. But can he? A low level of confidence in leadership makes for low level of motivation among the followership. Thomas Jackson 17:48, 23 June 2007 (UTC)

title: Management/Brainstorming


text:
User:XApple~enwikiversity

Currently working on: SARSA

title: User:XApple~enwikiversity


text:
Topic talk:Energy storage

Overview and Plan
A suggested table of contents has been given.

Under the Technologies section, the sub-sections probably should be given the main sub-headings as in the previous sections so that their classification can be clearly seen.

 * This is looking good. I have a few suggestions. First, I encourage modularity. The goal may be a "brief" course, but if all these page sections are filled in there will be a very long page. Second, all actual learning resources for this course should ultimately be on pages in the main namespace. The page Topic:Energy storage should be a central point of organization and development for the course, a content development project where people collaborate to create, organize and develop the actual learning resources for the course. --JWSchmidt 13:15, 22 June 2007 (UTC)

 * Point taken. Still new to this. How about we fill out each section, then as they grow migrate them to new pages in their own right and then leave behind the links to them as you essentially suggest. That way enthusiam can be retained. -ts 14:37, 22 June 2007 (GMT)
 * I have no problem with the method you suggest for developing the course content; it is a strategy that is frequently used. I went ahead and started a page called Energy Storage in Biological Systems. I would be interested to hear what you are thinking of as the target audience for this course. --JWSchmidt 15:01, 22 June 2007 (UTC)

 * I will read up on the name space stuff and try to start following your template. Target audience would be those interested with some technical knowledge, familiar with basic physics. Hopefully some key equations can be added to the physics section to get a feel for doing quick order of magnitude calulations. Making it more technical would narrow the audience. What audience had you in mind? Goal is probably to increase awareness of energy storage and show how useful it is and that it is key to the success of renewables plus to flag research areas. Still open to more ideas.

 * I like the idea of including some math. It might be good to eventually have a list of math prerequisites, although sometimes it is possible to do a good job of verbally describing the quantitative aspects so that people without a good math background can get interested and maybe be motivated to learn some math. Eventually it would be nice to have something to offer to a wide range of people from different backgrounds. I often imagine that Wikipedia aims for a middle-of-the-road audience and that Wikiversity might be able to add some value both to help people who get confused when technical jargon is used at Wikipedia and to also provide more advanced learning opportunities for people who want to go into more detail than is possible at Wikipedia. In particular, Wikiversity is open to research and explorations beyond the existing well-established facts. --JWSchmidt 20:18, 22 June 2007 (UTC)

Basic Physics
The text and subsections as they get filled out can be migrated to the suggested new page Basic Physics of Energy Storage

The level this is pitched at is to give enough physics so that people can understand the principles of all the various energy storage mechanism and devices. There is no point getting into heavy physics that gives a much more detailed and correct explanation because inevitably it will require more equations and scare people off. The ideal would be to add a sub-section at the end of each energy type explaining that more detailed info can be found elsewhere like wikipedia or elsewhere on wikiversity.

Kinetic Energy
The explanation of this will need to be tied up later and a link to a more detailed explanation added that shows for working out the moment of inertia, it is not quite so simple for various shaped.

It would also be nice to have some diagrams at some point.

 * There are some pages such as Work and energy that could be developed and linked to. --JWSchmidt 21:55, 27 June 2007 (UTC)

 * Hmm, not quite sure because it is important to make it applicable to the particular topic here. There will be many other courses that will probably have energy and would need their own slant. A pure physics course would be the best place to do a proper job on Work and energy and that could also be linked to at the end of all the other course that dip into this area. Terence wiki 22:38, 27 June 2007 (UTC)

Thermal Energy
There probably should be more mention of the convectional flows. I was going to give the example of ocean currents, but that is not all thermal as different densities due to salinty difference are at work too, so that might serve to confuse more than clarify

lin
http://discovermagazine.com/2008/oct/29-the-element-that-could-change-the-world Emesee 23:30, 29 September 2008 (UTC)

title: Topic talk:Energy storage


text:
Portal:Klingon/feedback

Comments & Feedback
Please use this page to leave feedback or comments on course material, reference material or other matters relating to the Klingon Language Department. Feel free to contact me regarding anything to do with the department or with the Klingon Language in general. At the time of writing, the department is under development, and I will be here reasonably frequently. maw'wI' 12:21, 22 June 2007 (UTC)

title: Portal:Klingon/feedback


text:
Energy Storage in Biological Systems

Living organisms use two major types of energy storage. Energy-rich molecules such as glycogen and triglycerides store energy in the form of covalent chemical bonds. Cells synthesize such molecules and store them for later release of the energy. The second major form of biological energy storage is electrochemical and takes the form of gradients of charged ions across cell membranes. This learning project allows participants to explore some of the details of energy storage molecules and biological energy storage that involves ion gradients across cell membranes.

Examples of energy storage molecules
Glucose is a major energy storage molecule used to transport energy between different types of cells in the human body.

Starch

Fats
Fat itself has high energy or calorific value and can be directly burned in a fire. In the human body and presumably other animals, it serves a number of roles as there are different kinds of fats, but for the purpose of the discussion here, fats are frequently found associated with each of the organs in the body.

For example, there is a deposit of fat on the heart and it was only relatively recently that it was realized that this acts as a temporary storage of buffer for energy. If one thinks of the blood system flowing around a heart, the glucose levels in it can fluctuate depending on a number of factors, such as whether one has recently digested a meal or engaged in strenuous activity. As with most machines, steady inputs cause less strain on the system than large fluctuations and the aforementioned cardiac fat assists in smoothing out during those lean periods and allows the heart to continue operating without additional strain.

Adenosine triphosphate
Adenosine triphosphate or ATP is one of the key molecular energy carriers in the biological world.

Chemiosmosis
The term chemiosmosis refers to the inter-conversion of chemical energy (energy in the form of chemical bonds) and energy in the from of a transmembrane electrochemical gradient. The idea of "chemiosmotic coupling" arose largely from the work of Peter D. Mitchell and revolutionized the way biologists think about energy storage in biological systems.

ATP
Adenosine Triphosphate (ATP) is synthesized by the F0-F1 ATP Synthase Complex. ATP Synthase is situated with one side facing into the inner membrane space, using a proton gradient (chemiosmotic gradient) to initiate changes in conformation of the subunits of the complex by allowing protons to move through the complex and into the inner membrane space. The changes in conformation (From Loose to Tight to Open) facilitate the binding of ADP and a phosphate (to the Loose site), covalently bonding of the ADP and Phosphate to form ATP (Tight site) and release of the completed ATP molecule (Open site). Four protons must move through the complex to initiate change in conformation necessary for change between Loose, Tight and Open; That is, twelve protons moving through the complex makes one complete turn, and 3 ATP. See ATP Synthase.

Transmembrane ion gradients
..........

Other uses for energy in transmembrane gradients
Action potential

title: Energy Storage in Biological Systems


text:
User:Jwwicks/Sandbox

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" Introduction to [Insert Course Name Here] in Topic : Computer Science
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Highlights Of This Lesson

 * This lesson introduces the participant to the [insert course name here].

What You Will Learn

 * This lesson will teach you how to...
 * Item one

Before You Begin

 * The prerequisites for this course are...

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" Section One
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Resources
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Name of first Staff Member Description on right
 * Staff
 * Description of Staff for this lesson
 * Readings
 * Item
 * Feedback
 * Your instructor for this lesson is John W. To email me, you simply @undefined. [[Image:Crystal Clear app xfmail.png|32px|right]]
 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" Section Two
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Keys To Success
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Key terms to remember from this section are...
 * Definitions
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{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" Section Three
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{Question + The correct answer. - Distractor. - Distractor. - Distractor.
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Keys To Success
 * style="width:40%; vertical-align:top; border:1px solid Silver; background-color:GhostWhite;" |

Key terms to remember from this section are...
 * Definitions
 * Item
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{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" Conclusion title
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The next page

 * Continue this lesson on Next Lesson Description

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title: User:Jwwicks/Sandbox


text:
User:Mu301/Observatory

Meade telescope

 * Meade LX200 (Classic) manual
 * Meade Advanced Products Users Group

H-Alpha Solar Telescope

 * SolarMax 90
 * SolarMax manual

Sunspotter

 * SunSpotter solar telescope

Orion StarShoot Solar System Color Imaging Camera

 * StarShoot specifications

SBIG STV

 * STV Announcement
 * STV Operating Manual
 * STV Remote (download Windows software or STV Firmware V1.06)
 * STV Serial Command Protocol manual

Color camera

 * ST-4000XCM camera

All Sky / Meteor / Cloud Camera

 * SBIG All Sky Camera
 * ST-402ME CCD Imaging Camera
 * ST-402ME Overview
 * ST-402ME Specifications
 * ST-402 Operating Manual
 * Kodak KAF-0402ME CCD Specifications
 * Schott RG630 Glass Filter Data
 * All Sky Camera review
 * JATObservatory Meteor Cam
 * see also: The Night Sky Live CONtinuous CAMera (CONCAM)

SBIG Spectroscope

 * Self-Guiding Spectrograph (SGS)
 * SGS manual

Software

 * Satellite Tracker homepage (website is down, see discussion group below for current info.)
 * satellitetracker discussion group

Weather station

 * Vantage Pro2 Plus description (6162)
 * Vantage Pro2 Plus documentation
 * WeatherLink software description (6510USB)
 * WeatherLink software documentation

title: User:Mu301/Observatory


text:
User talk:Jtangowski

Hello Jtangowski, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 22:46, 22 June 2007 (UTC)

title: User talk:Jtangowski


text:
User talk:Strothatynhe~enwikiversity

Hello Strothatynhe, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --HappyCamper 23:06, 22 June 2007 (UTC)

French Mentoring
Salut, Strothatynhe. You are listed at the French stream as being a proficient student of French who is interested in learning French. The French Mentoring project has recently been launched, and if you add your name to that list, I will do my best to put you in contact with an appropriate Mentor who would be glad to help you. The Jade Knight (d'viser) 06:57, 13 November 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Strothatynhe. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Strothatynhe~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 23:44, 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) 06:23, 19 April 2015 (UTC)

title: User talk:Strothatynhe~enwikiversity


text:
Action management

Action Management is synonymous with business improvement and is a methodology of managing the operational actions that managers and staff need to do to drive better business performance and achieve "business excellence".

In all operational areas it is management's job to remove obstacles and stimulate actions so that “the things employees do” have a positive impact on the performance of the business. Action Management is therefore about improving the day-to-day operational management, efficiency and productivity of a business (any business). Financial accounting systems are by nature historical, so if management only relies on these systems then they are normally operating in "catch up" mode. Action Management introduces pro-activity and is a system for taking non-financial business initiatives, setting targets, and then tracking the improvements that result. In creating this pro-active management environment, Action Management then permeates through the whole organisation. Action Management focuses on the operational management elements of a business that approaches business improvement in a remarkably simple and logical way. Action Management can be applied to any size of business. Small to medium sized businesses (SME’s) will see Action Management as a whole-of-business system whereas larger businesses may implement Action Management with a divisional or departmentalized focus that can be later consolidated into an overall Action Management system covering the entire business. For example a larger business may start with the Information Technology function and create Action Management for IT that has an impact right across the business. Action Management can be applied to support any major cross-functional areas of a business.

It is a strong endorsement for Action Management that The Australian National Institute of Accountants are now implementing it to help them run their business better, and are now taking initiatives to introduce it to their 15,000+ members.

Action Management can be applied to any organisation where the CEO wishes to systemize and improve the operational management of the business. It helps the CEO better manage the critical "operational" areas of the business. It also helps all staff better manage and perform in their own day-to-day "actions". Action Management directly aligns all staff actions with those of the business so that staff can not only get a better understanding of the business, but can also see how their own job is making a relevant contribution to the business. Action Management also provides staff access to all of the information and tools they need to do the best job that they can. So Action Management improves business management from both the BUSINESS PROCESS perspective and the PEOPLE perspective.

title: Action management


text:
History of China

Readings

 * History of China

Units/courses

 * /Ancient China/
 * /Imperial China/
 * /Late Empire and Nationalist China/
 * /People's Republic of China and the Modern World/
 * /The Three Kingdoms/

title: History of China


text:
User talk:DanSto

Department of Asian History
I've proposed the creation of a Department of Asian History which would combine the three current Asian history departments. Please share your thoughts. The Jade Knight (d'viser) 19:32, 7 October 2008 (UTC)

title: User talk:DanSto


text:
User talk:Themanagementpractice

Hello Themanagementpractice, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 02:55, 23 June 2007 (UTC)

title: User talk:Themanagementpractice


text:
User:Sweetmisery667

My name is Claude Saravia. I am interested in studying journalism.

title: User:Sweetmisery667


text:
User talk:Sweetmisery667

Hello Sweetmisery667, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 02:58, 23 June 2007 (UTC)

title: User talk:Sweetmisery667


text:
User:Gergo~enwikiversity

About
There's not much here for now. I am a student of computer science interested in computer languages, code generation, theoretical computer science, functional, logical and real (Smalltalk-style) object oriented programming, program analysis, optimization and transformations, natural language understanding and other topics that are not very marketable.

title: User:Gergo~enwikiversity


text:
User talk:Gergo~enwikiversity

Hello Gergo, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --HappyCamper 04:25, 23 June 2007 (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 Gergo. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Gergo~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 23:37, 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) 06:09, 19 April 2015 (UTC)

title: User talk:Gergo~enwikiversity


text:
User:Glenncando~enwikiversity

I am Glenncando, I am currently developing the Department of Southeast Asian History in the School of History. Visit the School today!

title: User:Glenncando~enwikiversity


text:
User talk:Glenncando~enwikiversity

Hello Glenncando, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 04:56, 23 June 2007 (UTC)

General
Hello Glenn, how are you? My name is Daniel, I have begun the Department of Chinese History, if you would like to work together on any aspect I would really find that beneficial to both departments. By the way I believe that this department is very well thought out and very well structured. Hope to hear from you. --DanSto 05:14, 23 June 2007 (UTC)

Department of Asian History
I've proposed the creation of a Department of Asian History which would combine the three current Asian history departments. Please share your thoughts. The Jade Knight (d'viser) 19:31, 7 October 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Glenncando. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Glenncando~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 23:37, 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) 06:09, 19 April 2015 (UTC)

title: User talk:Glenncando~enwikiversity


text:
Talk:History of China

Welcome
Hey guys, Welcome to the department's discussion page. Please feel free to discuss anything related to the department or units/courses offered by the department.--DanSto 05:29, 23 June 2007 (UTC)

Tasks
Would like to see a tasks page, per School request. The Jade Knight 04:02, 14 March 2008 (UTC)

Merge (Pan-Asian History)
I propose that we merge the three Asian History Dep'ts into a single "Department of Asian History". This would correspond to the current Departments of European History, African History, and the pending (pan-)American History Department. This way there will be more interaction among the members of a department, and it will be easier to reach critical mass in regads to cooperation and momentum of paricipation. The Jade Knight (d'viser) 19:25, 7 October 2008 (UTC)
 * Knowing Chinese History from my experience, I oppose the merging. I feel like this should be known as a Subdepartment and not merged into the Asian Department. And it may seem "easier", but hey... not everything should be easy. I feel like a separate topic for Chinese History allow more spread of content related to Chinese History. ---Atcovi (Talk - Contribs) 23:25, 21 December 2015 (UTC)

title: Talk:History of China


text:
Shock

Circulatory shock or simply shock refers to a syndrome characterized by serious reduction of tissue perfusion with a relatively or absolutely inadequate cardiac output. Lack of oxygen delivery may be due to several conditions such as hypovolemia (decrease in blood volume), bleeding diatheses, cardiac failure, neurogenic disturbances and anaphylactic response. Main changes in shock are observed in the cardiovascular, renal and central nervous systems. Initial efforts are in compensation for the reduced oxygen levels. It can be treated, but if not treated rapidly, it may lead to death in a couple of minutes. Circulatory shock is a life-threatening medical condition that occurs due to inadequate substrate for aerobic cellular respiration. In the early stages this is generally an inadequate tissue levels of oxygen. A circulatory shock should not be confused with the emotional state of shock, as the two are not related. Medical shock is a life-threatening medical emergency and one of the most common causes of death for critically ill people. Shock can have a variety of effects, all with similar outcomes, but all relate to a problem with the body's circulatory system. For example, shock may lead to hypoxemia (a lack of oxygen in arterial blood) or cardiac arrest (the heart stopping).One of the key dangers of shock is that it progresses by a positive feedback mechanism. Once shock begins, it tends to make itself worse. This is why immediate treatment of shock is critical.

CLINICAL MARKERS OF SHOCK
Brachial systolic blood pressure: <110mmHg

Sinus tachycardia: >90 beats/min

Respiratory rate: 29 breaths/min

Urine Output: <0.5cc/kg/hr

Metabolic acidemia: [HCO3]<31mEq/L or base deficit>3mEq/L

Hypoxemia: 0-50yr: <90mmHg; 51-70yr: <80mmHg; >71yo<70mmHg;

Cutaneous vasoconstriction vs. vasodilation.

Mental Changes: anxiousness, agitation, indifference, lethargy, obtundation

Causes, incidence, and risk factors

Losing about 1/5 or more of the normal amount of blood in your body causes hypovolemic shock.

Blood loss can be due to:

Bleeding from cuts

Bleeding from other injuries

Internal bleeding, such as in the gastrointestinal tract

The amount of circulating blood in your body may drop when you lose too many other body fluids, which can happen with:

Burns

Diarrhea

Excessive perspiration

Vomiting

TYPES OF SHOCK

 * 1) Hypovolemic
 * 2) Distributive OR Vasogenic Shock
 * 3) Cardiogenic Shock
 * 4) Distributive Shock
 * 5) Neurogenic Shock

Hypovolemic Shock
Hypovolaemic shock also known as cold shock is caused by a low blood volume resulting in decreased cardiac output.It is characterized by - Hypotension; a rapid, thready pulse; a cold, pale, clammy skin; intense thirst; rapid respiration; and restlessness.

It may be due to:

 * 1) hemorrhage
 * 2) trauma
 * 3) surgery
 * 4) burns

Direct loss of effective circulating blood volume leading to: A rapid, weak, thready pulse due to decreased blood flow combined with tachycardia Cool, clammy skin due to vasoconstriction and stimulation of vasoconstriction Rapid and shallow respirations due to sympathetic nervous system stimulation and acidosis Hypothermia due to decreased perfusion and evaporation of sweat Thirst and dry mouth, due to fluid depletion Cold and mottled skin (cutis marmorata), especially extremities, due to insufficient perfusion of the skin The severity of hemorrhagic shock can be graded on a 1-4 scale on the physical signs. This approximates to the effective loss of blood volume.

Hypovolemic shock is commonly subdivided into categories on the basis of cause:-

Hemorrhagic shock
Bleeding in hemorrhage causes decline in the blood volume which decreases venous return, and cardiac output falls. In response to this heart rate increases, and with severe hemorrhage, there is always a fall in blood pressure while with moderate hemorrhage, pulse pressure is reduced but mean arterial pressure may be normal. The skin is cool and pale and may have a grayish tinge because of stasis in the capillaries and a small amount of cyanosis. Respiration is rapid, and in patients whose consciousness is not obtunded, intense thirst is a prominent symptom.

Rapid compensatory reactions
When blood volume is reduced and venous return is decreased, the arterial baroreceptors are stretched to a lesser degree and sympathetic output is increased. Even if there is no drop in mean arterial pressure, the decrease in pulse pressure decreases the rate of discharge in the arterial baroreceptors, and reflex tachycardia and vasoconstriction result. It is interesting that with more severe blood loss, tachycardia is replaced by bradycardia. With even greater hemorrhage, the heart rate rises again. The bradycardia is presumably due to unmasking a vagally mediated depressor reflex, and the response may have evolved as a mechanism for stopping further blood loss.

Long-term compensatory reactions
- Renin Angiotensin II

- Aldosterone

Distributive Shock
Low resistance or distributive shock occurs when the blood volume is normal but the capacity of the circulation is increased by marked vasodilation. It is also called "warm shock" because the skin is not cold and clammy ,as it is in hypovolemic shock. Causes:

 * Neurogenic shock occurs due to anaesthesia (marked reduction in sympathetic vasomotor tone) or vasovagal syncope(pronounced increase in vasomotor tone).
 * Anaphylactic shock. Anaphylaxis releases large quantities of histamine, causing increased capillary permeability and widespread dilation of arterioles and capillaries
 * Septicaemic shock. Septicaemia develops due to marked vasodilation,and disseminated intravascular coagulation.Endotoxic shock is caused by endotoxins of gram-negative bacteria.

CARDIOGENIC SHOCK
Cardiogenic shock is caused by inadequate pumping action of heart as a result of myocardial abnormalities.

It may be due to:

 * 1) Myocardial infarction
 * 2) Congestive heart failure
 * 3) Arrhythmias

it is Characterized by high preload (CVP) with low CO

Signs/SXS: Dyspnea, rales, loud P2 gallop, low BP, oliguria

Monitor/findings: CXR pulm venous congestion, elevated CVP, Low CO.

Tx: CHF– diuretics & vasodilators +/- pressors. LV failure – pressors, decrease afterload, intraaortic ballon pump & ventricular assist device.

OBSTRUCTIVE SHOCK
Obstructive shock is caused by inadequate cardiac output as a result of obstruction of blood flow in lung,great vessels or heart.Pulmonary embolism and cardiac tamponade are considered forms of obstructive shock.

It may be due to:

 * 1) Tension pneumothorax
 * 2) Pulmonary embolism
 * 3) Cardiac tumor
 * 4) Cardiac tamponade

TREATMENT OF SHOCK
treatment of shock aimed at correcting the cause and helping physiologic compensatory mechanism to restore and adequate level of tissue perfusion. if the primary cause of shock is blood loss, the treatment should include early and rapid transfusion of adequate amounts of compatible whole blood. in shock due to burns and other conditions in which there is hemoconcentration plasma is the treatment of choice to restore he fundamental defect, the loss of plasma. concentrated human serum albumin and other hypertonic solutions expand the blood volume by drawing fluid out of interstitial spaces. they are valuable in emergency treatment but have the disadvantage of further dehydrating the tissues of an already dehydrated patient.

Get immediate medical help. In the meantime, follow these steps:

Keep the person comfortable and warm (to avoid hypothermia). Have the person lie flat with the feet lifted about 12 inches to increase circulation. However, if the person has a head, neck, back, or leg injury, do not change the person's position unless he or she is in immediate danger. Do not give fluids by mouth. If person is having an allergic reaction, treat the allergic reaction, if you know how. If the person must be carried, try to keep him or her flat, with the head down and feet lifted. Stabilize the head and neck before moving a person with a suspected spinal injury. The goal of hospital treatment is to replace blood and fluids. An intravenous (IV) line will be put into the person's arm to allow blood or blood products to be given.

Medicines such as dopamine, dobutamine, epinephrine, and norepinephrine may be needed to increase blood pressure and the amount of blood pumped out of the heart (cardiac output).

Other methods that may be used to manage shock and monitor the response to treatment include:

Heart monitoring, including Swan-Ganz catheterization Urinary catheter to collect and monitor how much urine is produced

Diagnosis
The first changes seen in shock is an increased cardiac output followed by a decrease in mixed venous oxygen saturation (SmvO2) as measured in the pulmonary artery via a pulmonary artery catheter. Central venous oxygen saturation (ScvO2) as measured via a central line correlates well with SmvO2 and are easier to acquire. If shock progresses anaerobic metabolism will begin to occur with an increased blood lactic acid as the result. While many laboratory tests are typically performed there is no test that either makes or excludes the diagnosis. A chest X-ray or emergency department ultrasound may be useful to determine volume state.[2][5]

title: Shock


text:
User:Qbear

Life Science, Science for Life!

title: User:Qbear


text:
BCP/Hosta

Hosta

title: BCP/Hosta


text:
User:B4world

Drill

title: User:B4world


text:
BCP/Berberis x gladwinensis

Berberis x gladwinensis

title: BCP/Berberis x gladwinensis


text:
BCP/Leucanthemum x superbum

Leucanthemum x superbum

title: BCP/Leucanthemum x superbum


text:
BCP/Lonicera pileata

Lonicera pileata

title: BCP/Lonicera pileata


text:
BCP/Asarum europaeum

Asarum europaeum

title: BCP/Asarum europaeum


text: Category:Brown flowered plants

title: Category:Brown flowered plants


text: File:Web 2.0 elements.png

title: File:Web 2.0 elements.png


text:
BCP/Asparagus officinalis

Asparagus officinalis

title: BCP/Asparagus officinalis


text:
BCP/Lycopersicon

Lycopersicon

title: BCP/Lycopersicon


text:
BCP/Robinia pseudoacacia

Robinia pseudoacacia

title: BCP/Robinia pseudoacacia


text:
BCP/Rosa multiflora

Rosa multiflora

title: BCP/Rosa multiflora


text:
BCP/Rubus pensilvanicus

Rubus pensilvanicus

title: BCP/Rubus pensilvanicus


text:
BCP/Rubus phoenicolasius

Rubus phoenicolasius

title: BCP/Rubus phoenicolasius


text:
User:FloNight

See my WikiMatrix for details about my accounts.

title: User:FloNight


text:
Template:Elementary Math Facts

Lesson | Addition | Subtraction | Multiplication | Division |

title: Template:Elementary Math Facts


text:
Template:Elementary Typing

Lesson | 1 | 2 | 3 | 4 | 5 |

title: Template:Elementary Typing


text:
Elementary Writing & Logic 4

Created: 2007 06 23 | Percent completed:

What is Elementary Writing & Logic 4 [[Image:25%.png]]
Elementary Writing & Logic 4 is the teacher's guide for teaching writing and logic at the fourth grade level.

Each unit is numbered and can be taught in one day. Each unit also contains scripted instructions for the teacher.

Authors and contributors
This Wikicurriculum has been written by (please add your name here if you are a contributor in order to comply with licensing):

 * Harriska2 (Contributions)

title: Elementary Writing & Logic 4


text:
Template:Elementary Writing & Logic 4

Lesson | 1 | 2 | 3 | 4 | 5 |

title: Template:Elementary Writing & Logic 4


text:
Elementary Writing & Logic 4/1

Created: 2007 06 23 | Percent completed:

Rules for writing a short story
Write on board, flip sheet, poster, or project on LCD Projector:

Checklist
Write on board, flip sheet, poster, or project on LCD Projector:

title: Elementary Writing & Logic 4/1


text:
Direct instruction approach specifications

Created 2006 11 10 | Percent completed:

Parts of instruction

 * A presentation is giving information and a task is a student response to show the information has been learned.
 * A lesson is the day's worth of presentation (scripted teaching) that takes anywhere from 20 to 60 minutes.
 * Each lesson has 4 to 10 exercises (topics).
 * Each exercise (topic) is from a different track.
 * Tracks are sequences of an exercise (topic) that appear throughout lessons.

Overall: Does the program ensure efficacy and high results

 * 1) Mastery comes at a good rate because you only introduce about 10% new items but keep 90% as review
 * 2) Write so that there are 4 or more exercise or topics per lesson. Each section is designed to be covered in 3-12 minutes
 * 3) Teach with multiple exemplars. Ensure examples show "ness" - "pencilness", "cupness".
 * 4) Ensure you carefully select your examples so that the skill can be learned in the most efficient manner. Analyze, organize be careful.

Lessons need to:

 * 1) Be clear and concise
 * 2) Only include necessary vocabulary
 * 3) Ensure the lesson includes sub skills you know has been taught earlier
 * 4) Information is true and doesn't mislead
 * 5) Only include enough examples to get the idea across, no busy work or too many examples but ensure a wide enough range of exemplars
 * 6) Use rules when needed
 * 7) Ensure rules are simple enough for students to remember after repeating it a few times. Avoid abstract or complicated terms
 * 8) When available, use examples without a rule or lots of verbal definition
 * 9) Ensure you use enough examples to show "ness" in the universe of examples
 * 10) No extraneous prompts in examples (color, specific picture)
 * 11) Information given has only one interpretation
 * 12) Ensure amount of new information can be mastered within a few minutes
 * 13) Information doesn't require student to have great memory (maybe avg or just below avg)
 * 14) Don't use a rule and then contradict it later
 * 15) Give like examples and then dislike examples: "This is xyz, this is NOT xyz"
 * 16) Teach differences use examples that are slightly different and focus on the difference

Ensure students show understanding of information

 * 1) Teacher does testing on skill or information presented and taugh just before the test or present at an earlier time. Do not test information that will be presented in the future in hopes of seeing which students happen to know the information
 * 2) Lesson should link sections to previous lessons and sections
 * 3) Rules presented in sections within the lesson need to be simple enough to repeat and master within a few trials (each time you ask for the rule is a trial - multiple trials can happen within a lesson)
 * 4) The section is efficient and simplified
 * 5) The section has no inadvertant prompting (specific picture, color, font, etc)
 * 6) Ask questions or do fill in the blanks with only one correct answer to the group, if more than one correct answer ask individual students.
 * 7) Wording of the section and examples used to test understanding and mastery are consistent with previous sections and lessons
 * 8) Elicit 9-20 responses per minute with question and fill in the blanks while teaching a section
 * 9) If teaching new vocabulary, ensure you use the vocabulary in the section of the lesson and ensure students use the vocabulary in their oral responding
 * 10) Only prompt the student if the student can not produce the right answer
 * 11) Sections should teach the basic content, not peripheral items to the content

Chaining Sections

 * 1) Examples in a series of sections should be basically the same but with different wording to help generalize
 * 2) Give enough examples to provide "ness" of the example within the universe - "cupness", "pencilness"
 * 3) Examples also help test student mastery of information or understanding of the rule already presented
 * 4) Ensure student apply the rule in the section using careful wording
 * 5) Section has new vocabulary or has the students responding with the new vocabulary
 * 6) Student responses show the students have understanding or show what they don't understand
 * 7) Examples in section don't have a pattern of answers or unintended cues

You know it's DI when...
The lessons go so smoothly and learning takes place so easily that it seems too simple for the student. This is an often voiced concern. The overall goal of DI is to ensure success. If the lessons are too hard then they were not designed correctly (missing steps, not stranded, too much information to memorize at once, etc).

 * 1) Review 1 or 2 lessons. Is the program missing less than 5 areas/features of DI?

General Information about DI

 * 1) For parents, therapists or teachers
 * 2) Communication
 * 3) Gross motor skills
 * 4) Directions (give me, point to, pick up, show me, touch)
 * 5) Mastery means that the student can do it correctly 3 consecutive days (not necessarily days in a row)
 * 6) Teaching involves Model -> Lead/teach (with prompt ie hand over hand) -> Test (do it independently)
 * 7) Mastery stage -> independent work -> build upon it
 * 8) Scope and sequence Example: spreadsheet with tasks/skills along the side and lesson numbers across top. Lessons are blocked out where the task occurs.
 * 9) 3-5 tasks per lesson
 * 10) Must be 100% - repeat until correct sections in lesson
 * 11) Skills are added onto or morphed into more difficult skills

Authors and contributors
This Wikicurriculum has been written by (please add your name here if you are a contributor in order to comply with licensing):

 * Harriska2 (Contributions)


text: Template:DI Approach Specs

title: Template:DI Approach Specs


text:
Template:Body note

To test this, use and ensure the links point to the right places.

title: Template:Body note


text:
Third grade elementary math

Created: 2007 06 23 | Percent completed:

What is Elementary Math 3 [[Image:25%.png]]
Elementary Math 3 is the teacher's guide for teaching math at the third grade level.

Each unit is numbered and can be taught in one day. Each unit also contains scripted instructions for the teacher. Many units contain workbook pages and activities.

Math Facts
Worksheet:

Strands
Strand 1 Strand 2

Authors and contributors
This Wikicurriculum has been written by (please add your name here if you are a contributor in order to comply with licensing):

 * Harriska2 (Contributions)

title: Third grade elementary math