text:
Variable

A variable in statistics refers to a measurement whose value can vary. For example, the variable "speed" (e.g., of a car) can vary between 0 and the maximum speed of the car.

A variable differs from a constant, which is a fixed value.

More
For people used to basic math, it may be confusing to think of a math problem that starts with, but in algebra such combinations are common.

a stands for a number we don't know. It could be 1, 5, 7, ¾: any number you can imagine. What we call a is a variable, because unlike normal, or constant, numbers, it may vary.

A variable can be any letter. t is seldom used as a variable because it can get mixed up with +, but x is a commonly used variable. It doesn't get confused with X, the sign for multiplication, because in algebra X is not used for that purpose: * or parentheses are used instead. ( and   mean the same thing as  .)

How is it used?
Variables are used as placeholders in problems; they stand for unknown numbers. It may be easy to figure out what the variable stands for; it may be difficult; it may be impossible.

In the problem, c could be any number which can be made by combining two other numbers. c could be 3, as. c could be 72, as. Where a problem gives more information, the number of solutions becomes more limited. In the problems  and , there are limited values that could be true of c.

Figuring out the variable can be as simple as doing the basic math. With the problem, we simply add 1 and 2 to figure out that the variable, c, equals 3. It can become considerably more complex. Sometimes, a solution is not possible, and the goal is to simplify or reduce the problem as far as it can be simplified. We cannot figure out what c is in the problem, but we can simplify it into.

Exercises
For more information, see Solving equations. Here are a few simple problems to help you get used to the idea.

Find the value of the variable.  {1 + 3 = e e={ 4_2 }
 * type="{}"}

{3 + 9 = x x={ 12_2 }
 * type="{}"}

{10 - 4 = a a={ 6_2 }
 * type="{}"}

{4 * 2 = y y={ 8_2 }
 * type="{}"}

{10(2) = k k={ 20_2 }
 * type="{}"}

{7 + 11 = l l={ 18_2 }
 * type="{}"}

{5(a) = 15 a= { 3_2 } Back to Pre-Algebra
 * type="{}"}

title: Variable


text:
Research methods

Research methods relate to how research is conducted, designed, analyzed, and disseminated.

Critical thinking about research methods

 * Why does thinking critically about research methods matter?
 * What eight years of writing the Bad Science column have taught me: Pulling bad science apart is the best teaching gimmick I know for explaining how good science works, Ben Goldacre, Friday 4 November 2011

Learning resources

 * Research methods in psychology
 * Action research
 * Survey research and design in psychology
 * Statistical Analysis

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

title: Research methods


text:
Regular expressions

A regular expression (or regex) is a string of characters, (some of which being reserved control characters,) which represent a pattern, i.e. a string designed to match a particular sequence of characters. Regular expressions provide the basic tool in searching, and are ubiquitous in the electronic world.

Getting started
There are many editors with regex functionalities. Here are a few examples (Please feel free to add or remove if you find better ones.)
 * Regex tester - try your hand at regex here
 * Regex101 - compose and test your regex
 * meta:User:Pathoschild/Scripts/Regex menu framework - a simple and useful wiki-editing javascript
 * Codeproject
 * - a useful editor with regex functionality
 * Geany editor - a flexible, extensible free and open source editor that supports regex for search and replace operations
 * Regexps manual - Emacs regular expression manual
 * Regex tester - a firefox add-on

A lightning introduction
There are several "dialects" (e.g. javascript, perl, php, python) of regular exprssions which differ slightly in grammar. Let us focus on python regex for the moment (because I happen to have a reference for it).

Control characters

 * Python regex has the control characters :

First examples
[please verify]
 * Any string (e.g. )which does not contain any control characters is trivially a regular expression ("regex") pattern.  It matches only itself
 * The pattern matches a character between A and Z (in the ASCII table)
 * A backslash (\) followed by any control character, such as or even the backslash itself, match the character itself (this pattern is called an "escape").  In our examples, \. matches the single dot .  and \\ matches the backslash
 * Combining the two examples above, the pattern matches any single alphanumeric character or the dash "-".
 * The pattern matches a newline
 * The pattern  matches a string that starts with abc, then contains any character except an end-of-line character, then ends with xyz
 * The pattern matches a string with as many characters "a" as possible; it also matches the empty string "".
 * Combining the previous two examples, we get a very common pattern: matches a string which starts and ends with "abc" and "xyz" respectively, and between which is the longest available string (which could be empty) of any character except the newline.

Exercises

 * Question: What is ?
 * Write a regular expression to match (a) the URL of any wikiversity page; (b) the URL for any page on any wikimedia site, and (c) the email address of all your friends. Check with a regex editor that your regex actually works.

Further lessons
[proposals]
 * /Basics - the bare minimum to get one start working
 * /Groups
 * /How a regex engine works
 * /Lookahead and lookbehind
 * /Regex objects in python
 * /The good and the bad
 * /Cookbook

Wikimedia links

 * regular expressions
 * regular expressions
 * mediawiki:titleblacklist - an application on wikiversity

title: Regular expressions


text:
User talk:Levtchenkov

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 15:55, 17 April 2008 (UTC)

Welcome
Hello Levtchenkov, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Ask a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 15:55, 17 April 2008 (UTC)

title: User talk:Levtchenkov


text:
Portal:Social entrepreneurship/ToDo

Things which need to be done (and you can help :-):

=Once-off Tasks=

 * Reformulate, redesign and restructure the portal to encourage a community to grow organically (the original participants have moved on to other things).
 * Fix the named navigation templates to not take parameters.
 * i.e. redesign the full page intro template (for example) to take a parameter which represents a combination of themes for the various boxes on an intro page.
 * Develop an initial curriculum.
 * Sort out the FAQ.
 * Design and upload a diagram equivalent to one in the .pdf of the Introduction to Community-Based Learning.
 * Consolidate the Resources for Educators. K 08:17, 18 September 2008 (UTC)
 * Design templates for a consistent look and feel
 * Make these customisable (themed) and
 * easy for non-technical people to edit.
 * Extend and document the list of images. Rather call them icons and start a new one for images if needed.
 * Apply the bwes templates across the site.
 * Check the less used templates - Template:Three Box Section, Template:Two Box Section TW, Template:One Box Section and variations. Are they still needed?
 * They have some advantages ...
 * Try to eliminate the need for redirects - check discussion pages.
 * Apply the Activity templates and restructure to use Activity lists, summaries and sheets.
 * First adapt it to offer Simple Activity and Comprehensive.
 * Page generators for Intro and variations on Activities, etc.

=On-going/ repeat actions=

 * Check that pages are correctly categorised.
 * Populate the Issue Tracker.
 * Check that pages are correctly categorised.
 * Browse the site and comment on the "discussion" pages.
 * Simplify the tasks for first time users
 * Remove the requirement for table editing for first time users (e.g. when first adding an organisation etc.).
 * Done - mostly - but check from time to time for improvements -- Kim 18:53, 19 May 2008 (UTC)
 * (check game quests)
 * The tabulated pages might still be useful - move them somewhere ....
 * Check hierarchies - e.g. learning resources should generally not be in the Portal:Social Entrepreneurship hierarchy (and not in the Portal: namespace).
 * Check links - and populate internal links to required modules - at least to some existing resource/module out there.

 * Set this page's subheadings to match the theme|categories].

 * When people add links to the front page, check that the link is also added to the associated /more page.

=See Also=

 * Issue Tracker
 * How can we do this better? (for To Do ideas).

=Done=

Module Intro Page

 * Make a full page intro template based on Template:SSE Full Page Intro (or modifying it) to work without subst (done). This will become a fixed page layout using default themes for the standard boxes.
 * Remember to add a 'project boxes' parameter.
 * Check what happens with the generated name for the navigator. Think about the relative links to /Activities, /Resources, etc. Name via:
 * , or
 * ... does it matter? Is it possible to get a handle to the containing page?
 * Almost done:
 * Ensure default themes are applied for the non-subst option.
 * Think about themes (e.g. 'sandy' --> colours for box theme attributes).
 * i.e. send one theme name down which supplies attributes for all the boxes.
 * Using subst results in a more flexible editable page. Currently, without subst, the generated page has fixed themes. Need to check that these are consistently applied. This should only involve editing the template code within this template (but need to check). Kim 21:05, 21 December 2008 (UTC)
 * Check for name space issues - navigator generation and between 'edit pages' included and links to them from 'edit' in box header.
 * All done via Template:Module Intro Page
 * Check for name space issues - navigator generation and between 'edit pages' included and links to them from 'edit' in box header.
 * All done via Template:Module Intro Page

title: Portal:Social entrepreneurship/ToDo


text:
User:Sbrookman/Humerus

The Humerus is the major bone in the upper arm. It is the largest bone in the upper limb.

Its smooth, ball-like head (proximal end) articulates with the glenoid cavity of the scapula. Close to the head are the greater and lesser tubercles for the insersion of the muscles that surround and move the shoulder joint. The greater and lesser tubercles are seperated from each other by the intertubercular groove, in which lies the tendon of the long head of the biceps brachii muscle. The head is seperated from the tubercles by the anatomical neck. Distal to the anatomical neck is the surgical neck which is the most frequent fracture site of the proximal end of the humerus.

The distal end of the humorous connects through the elbow joint to the lower arm.

Omero (osso)

title: User:Sbrookman/Humerus


text:
User talk:Sbrookman

Hello Sbrookman, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 17:09, 17 April 2008 (UTC)

Welcome
Hello Sbrookman, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Ask a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 17:09, 17 April 2008 (UTC)

title: User talk:Sbrookman


text:
User talk:Dvaladao

Welcome
Hello Dvaladao, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Ask a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Jtneill - Talk 22:41, 17 April 2008 (UTC)

title: User talk:Dvaladao


text:
User:Jamessoper86

Hi, I'm James from Melbourne, Fl.

title: User:Jamessoper86


text: File:OrbitalMechanicsEllipseParameters.jpg


text:
User:Levtchenkov

Russian native speaker Interested in contributing to vikipedia. Intereted in learning about: China, Hypnosis, Astronomy, Freedom

title: User:Levtchenkov


text:
User talk:Jamessoper86

Welcome
Hello Jamessoper86, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Ask a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Jtneill - Talk 04:51, 18 April 2008 (UTC)

title: User talk:Jamessoper86


text:
Talk:Electrical Engineering Orientation/Physics Science Laws

Question 5
The problem doesn't say the train suddenly stops, it says it suddenly brakes. The train and the rider will continue to move due to the sum of their inertias.

Question 6
I dis agree with you Molniya on your edit on Question 6.

Betty and Cindy each weigh 100kg and 110kg respectively on earth. They both fly to the moon on board NASA space shuttle. On the moon their weight are measured again. Which of the following readings are the most probable results?

 * (C) Betty: 16.7kg ; Cindy: 18.3kg

could you Explain how you arrived at the above answer? Because I don't think that it is correct, they are weight less and if they do manage to stand on the scales, there must be an external force, pushing them on to the scale, this would not be gravity and thus would not be reflecting their weights.

Please feel free to comment on above, in the mean-time i will revert the answer to Weightless. -Thuvack 06:48, 18 April 2008 (UTC)
 * Hi I think I made a mistake, you are quite right with the above.I intended to ask their weight on board the Shuttle at zero gravity. Maybe we can make this an extension question. :-0 Thuvack 06:57, 18 April 2008 (UTC)
 * Looks good as you have it now. --Molniya 05:00, 19 April 2008 (UTC)
 * Actually, I feel this is a trick question. For one thing, "Weight" is the force of gravity on an object. However, weight is not measured in kilograms. Kilograms, as is well known, are a measure of the mass of an object, which never changes, regardless of gravity. Thus, in both questions 6 and 7, I believe the answers should both be "100kg and 110kg." 96.8.218.203 20:43, 13 August 2009 (UTC)
 * You could make an answer in Newtons and another in kilograms, as a trick question. --00iCon 01:19, 9 December 2009 (UTC)

Question 4
What is it asking? The answer appears very incorrect. --00iCon 01:17, 9 December 2009 (UTC)


text:
BCP/Fraxinus pennsylvanica

Fraxinus pennsylvanica

title: BCP/Fraxinus pennsylvanica


text:
BCP/Fraxinus pennsylvanica/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 08:46, 18 April 2008 (UTC)
 * --SB_Johnny | talk 10:27, 27 April 2008 (UTC)

title: BCP/Fraxinus pennsylvanica/Logs


title: File:EE-102-L03-Fig3.3.png


text:
User talk:Sonal sharma

Welcome
Hello Sonal sharma, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Ask a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Jtneill - Talk 09:55, 18 April 2008 (UTC)

UFO research
Thanks for tidying up UFO research. -- Jtneill - Talk 09:55, 18 April 2008 (UTC)

It's my pleasure. --Sonal sharma 17:26, 23 April 2008 (UTC)

title: User talk:Sonal sharma


text:
Wikiversity:Templates for deletion/Log

08Bullying

I was bullied by a manager for over 12 months. I made a formal complaint to the Local Government Ombudsman with regards to the way Liverpool City Council dealt with my Grievance and Appeal. I was informed that they were unable to investigate personnel matters. The Grievance was based on Bullying and Oppressive Behaviour the witnesses where not questioned on these matters.

There are public policy issues beyond my individual dispute in the way in which the system is administered, the inability for a grievance to be addressed fairly and dispassionately, the need for the equivalent of an ombudsman to be able to investigate such contested cases.

There are 34 County Councils and 238 District Councils in England, 32 in Scotland and 22 in Wales. How many employees have been subjected to Bullying and Oppressive Behaviour by managers who have in effect dealt with the matters internally and reached the required result the council wishes to achieve. Local councils investigate there own complaints, which I feel is a conflict of interest.

I feel this matter needs addressing and the way to achieve this is through Legislation in the House of Commons, by introducing a Local Government Bill, or Parliament to extend the powers of the Local Government Ombudsman to include personnel issues.

[ http://petitions.pm.gov.uk/08Bullying/]. When you complete the petition - it will email you a link which you have to click to actually have your name added to the list. Please do remember to check your spam folder if your email doesn't appear and make sure your name is on the list!

Retrieved from "http://en.wikipedia.org/wiki/Employee_relations"

title: Wikiversity:Templates for deletion/Log


text:
Category:WikiU Class Assignment 1

These files is used for the "WikiU Class Assignment 1".

title: Category:WikiU Class Assignment 1


text:
Category:GPL images

These are listed under "GPL images" category.

title: Category:GPL images


text:
Category:Chess templates

This is used for pages under "Chess templates" category.

title: Category:Chess templates


text:
Category:Pd users

This is used for user's listed under "Pd users" category.

title: Category:Pd users


text: Category:Russian History

title: Category:Russian History


text:
User:Araike

Antti Raike Elokuvantaju-CinemaSense

title: User:Araike


text: Regular expressions/h

title: Regular expressions/h


title: File:EE-102-L03-Fig3.4.png


text:
Electric Circuit Analysis/Resistors in Parallel/Answers

1. $$R_{eq} = 2.5\Omega$$.

2.1 $$R_{eq} = 1.024\Omega$$.

2.2 $$I_1= 7.68A$$.

2.3 $$I_2= 5.12A$$.

2.4 $$I_3= 2.19A$$.

2.5 $$V_s = 15.36Volts$$.

3. $$R_{eq} = 3.377\Omega$$.

4  Voltage Sources can be connected in parallel if they have the same voltage output.


text:
User talk:Tophfoo

Hello, welcome around here and thank you for your corrections. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 15:26, 18 April 2008 (UTC)

Welcome
Hello Tophfoo, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Ask a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 15:26, 18 April 2008 (UTC)

title: User talk:Tophfoo


text:
Translocation board games

Welcome to the Topic of Translocation Board Games Part of the School of Olympiads

The Topic of Translocation Board Games is about Strategic Problem Solving of situations in strategy games like Arimaa where it is a race of translocation along with warring pieces.

Textbooks

 * Wikibook on Arimaa

Active participants
The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed).
 * Tushant Jha

title: Translocation board games


text:
User talk:The bellman

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 21:03, 18 April 2008 (UTC)

Welcome
Hello The bellman, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Ask a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 21:03, 18 April 2008 (UTC)

title: User talk:The bellman


text:
Template talk:Test

This template links to m:Help:Reverting at meta. We should probably have a more user friendly page locally that explains the basic concept for new users. --mikeu talk 21:48, 18 April 2008 (UTC)

title: Template talk:Test


text:
BCP/Epigaea repens

Epigaea repens

title: BCP/Epigaea repens


text:
BCP/Epigaea repens/Logs

2008 Logs

 * --Jomegat 00:50, 19 April 2008 (UTC)
 * --Jomegat 00:22, 27 April 2008 (UTC)
 * --Jomegat 00:14, 1 May 2008 (UTC)
 * --Jomegat 23:10, 6 May 2008 (UTC)
 * --Jomegat 20:41, 10 May 2008 (UTC)
 * --Jomegat 22:41, 14 May 2008 (UTC)
 * --Jomegat 19:30, 17 May 2008 (UTC)
 * --Jomegat 17:04, 27 May 2008 (UTC)

Recent Logs

 * Jomegat 23:07, 16 April 2009 (UTC) (first bloom at my house this season).
 * Jomegat 02:08, 30 April 2009 (UTC)
 * Jomegat 22:30, 4 May 2009 (UTC)
 * Jomegat 23:00, 6 May 2009 (UTC)

title: BCP/Epigaea repens/Logs


text:
User talk:Struthious Bandersnatch

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 07:20, 19 April 2008 (UTC)

Welcome
Hello Struthious Bandersnatch, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Ask a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 07:20, 19 April 2008 (UTC)

Colloquium note
I replied to your note at Colloquium. It turns out we do have a start at pages like Lie algebra study guide and others at Category:Lie algebra. As you can see, these would need some work to give the novice a starting place to explore the topic. I encourage you to make some suggestions on how we get something like this going. --mikeu talk 00:30, 4 February 2009 (UTC)

title: User talk:Struthious Bandersnatch


text: User:Hersfold/Icons

title: User:Hersfold/Icons


text:
Template:Edit page

Usage

 * This template is designed to be shown, for example, on user pages, to remind visitors that all pages are open to editing.
 * Why? ... because sometimes there is unnecessary taboo against editing user pages.
 * Transclude:  or
 * Substitute:
 * If you would like a fancier version, try

title: Template:Edit page


text:
Bloom Clock/Keys/New Hampshire/January

January

 * 1) All Flowers blooming in January (category list)

title: Bloom Clock/Keys/New Hampshire/January


text:
Bloom Clock/Keys/New Hampshire/February

February

 * 1) All Flowers blooming in February (category list)

title: Bloom Clock/Keys/New Hampshire/February


text:
Bloom Clock/Keys/New Hampshire/March

March

 * 1) All Flowers blooming in March (category list)

title: Bloom Clock/Keys/New Hampshire/March


text:
Bloom Clock/Keys/New Hampshire/April

April

 * 1) All Flowers blooming in April (category list)

title: Bloom Clock/Keys/New Hampshire/April


text:
Bloom Clock/Keys/New Hampshire/May

May

 * 1) All Flowers blooming in May (category list)

title: Bloom Clock/Keys/New Hampshire/May


text:
Bloom Clock/Keys/New Hampshire/June

June

 * 1) All Flowers blooming in June (category list)

title: Bloom Clock/Keys/New Hampshire/June


text:
Bloom Clock/Keys/New Hampshire/December

December

 * 1) All Flowers blooming in December (category list)

title: Bloom Clock/Keys/New Hampshire/December


text:
Topic talk:Meta-ethics

What's up with Kant? Sure he has made his contribution but if we are going historical instead of contemporary one ought to list Hume and his works about human nature... Another name that can't be excluded is GE Moore and his Principia Ethica but only namedropping some classics on the subject won't get anyone so much wiser on the subject...
 * Welcome at Wikiversity. If you have ideas how to extend the page, just be bold. Thank you already for the future edits. Erkan Yilmaz uses the Wikiversity:Chat (try) 15:20, 19 April 2008 (UTC)

title: Topic talk:Meta-ethics


text:
User talk:Gtkalec

Ladd obs.
hi, this is mike from the observatory. My username is User:Mu301. --mikeu talk 15:43, 19 April 2008 (UTC)

title: User talk:Gtkalec


text:
User talk:Trevor trevains

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 17:40, 19 April 2008 (UTC)

Welcome
Hello Trevor trevains, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Ask a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 17:40, 19 April 2008 (UTC)

Welcome
Welcome, Trevor. I hope we can learn from you too! :) -- Jtneill - Talk 02:29, 20 April 2008 (UTC)

Consciousness
Hi Trevor. Your questions have got me thinking :). I can only share my perspective, of course, but happy to do that. Interesting to note that Consciousness suggests "Consciousness is a state that defies definition". That probably arises from the contested nature of attempts to define, describe, and locate consciousness. I personally see it from a psychological point of view - that is, consciousness as a state of self-awareness arising as an adaptive, complex brain function. However, other belief systems may define or view consciousness more universally. Without a brain to attribute it to, then it seems we are looking for where to put some form of universal consciouness - e.g., in God, inbetween atoms, etc. My guess is you've done more thinking about this than me, so feel free to elaborate further. FYI, I also found Introduction to Psychology/Consciousness which may be of interest. -- Jtneill - Talk 05:12, 23 April 2008 (UTC)

 * Trevor, if you can, you might be interested to watch this Global Brain by Peter Russell (35 min. Google Video) and let us know what you think. -- Jtneill - Talk 05:22, 23 April 2008 (UTC)

title: User talk:Trevor trevains


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User:Mm40

I'm Mm40 on English Wikipedia.

title: User:Mm40


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Category:Diagrams

This is for pages listed under the "Diagrams" category.

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Bloom Clock/Keys/New Hampshire/April/All

Bloom Clock Keys for New Hampshire, All flowers in April


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User talk:Mm40

Welcome
Hello Mm40, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Ask a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Terra 20:24, 19 April 2008 (UTC)

title: User talk:Mm40


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Topic talk:Metallurgy

'Book by metallurgists blames rivets for Titanic tragedy' --Remi 21:11, 19 April 2008 (UTC)

title: Topic talk:Metallurgy


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User:Trevor trevains

Hey I'm 14 years old, and like to learn to lessen my ignorance of the world around me. I speak close to fluent spanish, well versed in mathematics, and have many other qualities, i hope to learn much from the users on this site.

title: User:Trevor trevains


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Template:Sign/editintro

On wikiversity we sign with four tildes " " at the end of every personal comment.

When you are done, please scroll down for the "Save page" key below the lower left corner of the edit box.

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Template talk:Sign/editintro

This is an editintro message, used in template:welcome. Hillgentleman|Talk 23:50, 19 April 2008 (UTC)

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Template talk:Sign

This is a preload text used in several external links to "&action=edit"s, including one in template:welcome.Hillgentleman|Talk 23:52, 19 April 2008 (UTC)

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Graphing

Graphing visualises data to facilitate perception and interpretation of distributions and relationships. Graphs should be accompanied by descriptive statistics.

This page provides an overview of graphing steps and principles and types of graphs.

Steps
Creating effective data visualisations is not easy. Suggested basic steps are:
 * 1) Identify the purpose of the graph
 * 2) Select which type of graph to use, based on the variable(s)' level of measurement
 * 3) Draw an appropriate graph
 * 4) Modify the graph to be clear, non-distorting, and well-labelled.
 * 5) Disseminate the graph (e.g., include it in a report)

Principles

 * 1) Maximise objective display of truth. According to Tufte, the “lie factor” in graphs is size shown in graph divided by statistical size. It should be 1.
 * 2) Avoid distortion (Tufte)
 * 3) Avoid excessive use of colour - effective graphs are often monotone.
 * 4) Clearly label axes and provide a meaningful, descriptive figure caption. Use a legend and/or footnotes as appropriate to provide sufficient information for the graph to be interpretable as a whole without detailed references to accompanying text.
 * 5) Graphs are subject to the law of parsimony - i.e., they should be as simple as necessary to clearly communicate about data of interest.
 * 6) The whole of the data is more than the sum of the parts (Gary Flake, 2010)
 * 7) Show the data (Tufte)
 * 8) Reveal data at several levels (Tufte)

Graph types
The choice of graph will depend on the variables' level of measurement.

Univariate
Graphs of a single variable.

{| class = "wikitable"

Bar chart

 * Also referred to as bar graphs
 * Used for illustrating frequencies or percentages for categories or the means of different groups or variables.
 * The x-axis shows the categories, groups or variables, the y-axis shows the quantity (frequency, percentage or a statistic such us a mean).
 * Tips for creating bar charts

Pie chart

 * Represents percentage data as pie slices (angles).
 * Generally not as effective as bar or error-bar graphs and are to be avoided.
 * Can be difficult to compare the relative size of similar-sized slices.
 * Can be difficult to label very small slices

Error-bar graph

 * Shows means with confidence intervals
 * Alternative to bar chart
 * [[Image:Pulse_Rate_Error_Bar_By_Exercise_Level.png|thumb|center|160px|Error-bar graph showing mean pulse rates and 95% confidence intervals by exercise level.]]

Box plot

 * Also known as the box and whisker plot
 * Plots the mean, quartiles, confidence interval and outliers

Stem and leaf plot
-2 | 4 -1 | 2 -0 | 3 0 | 4 6 6 1 | 6 2 | 4 3 |  4 |  5 | 7
 * Displays stem (e.g., 10s) and leaves (e.g., 1s).
 * Each leaf represents a case
 * The exact data is provided in a visual display (like a histogram)

Histogram

 * Displays the frequency of occurrence of data for intervals within a single variable continuous distribution.
 * }

Bivariate
Graphs of the relation between two variables.

Clustered bar-graph
{| class = "wikitable"
 * Clustered bar-graphs are used to include an additional independent variable (e.g., gender). The separate groups are represented by different coloured bars.
 * Clustered bar-graphs are used to include an additional independent variable (e.g., gender). The separate groups are represented by different coloured bars.
 * Clustered bar-graphs are used to include an additional independent variable (e.g., gender). The separate groups are represented by different coloured bars.

Scatterplot

 * Plots the relation between two variables on a continuous x and y axis
 * }

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Descriptive statistics

Two aspects of single variables (univariate) should be graphed and described:
 * 1) Central tendency
 * 2) Shape and spread of the data distribution

The choice of which graphs and descriptive statistics to use depends on the level of measurement and whether the variable is normally distributed.

Normally distributed variables
For normally distributed variables:
 * 1) Descriptive statistics:
 * 2) Central tendency: mean, median, mode
 * 3) Spread: standard deviation, skewness and kurtosis,  range, inter-quartile range, percentiles, minimum and maximum.
 * 4) Graphs:
 * 5) histogram
 * 6) box plot

Non-normally distributed variables
For non-normally distributed variables:
 * 1) Descriptive statistics:
 * 2) Central tendency: frequencies, percentages, mode
 * 3) Spread: range, inter-quartile range, percentiles, minimum and maximum
 * 4) Graphs: bar chart, pie chart

title: Descriptive statistics


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User:THunt2792/Operating Systems/OS X

Mac OS X: From Beginner to Full User
Welcome to all seeking refuge from Microsoft. We welcome you to the beginning of a new age, the fast growing age of Mac OS X! Start your world going again with Mac OS X! Even if you have absolutely no idea what a so called Dock is or what a Finder does, you will know without fail by the end of this course! Then if you want to show off to your friends your knowledge and coolness, you can advance to the Advanced Mac OS X class! So what will it be? Stay back in the dark ages with Windows, or restart with Mac OS X! This course will include step by step instructions, extra tips, and have exciting projects! It will cover the latest and greatest in Mac OS X and answer all your mysterious questions and beliefs about the Mac. Learn how it all began and how it has evolved from the dust into a promising way of life. To get started, just click the edit button next to Enrolled Students and put your name, username, and email down. Then get started on the first assignment.

Enrolled Students
Instructor: Tom Hunt THunt2792 hvandd08@gmail.com

Jeadi Vilchis

Luis Izquierdo | Luisthegeek | luisthegeek@gmail.com

Asssignments
4/25/08 - 1. Email me the following with your name or Wiki username: What Mac computer you have (e.g. MacBook, MacMini, Powerbook, MacBook Air...) and what version of Mac OS X (e.g. Mac OS X 10.1, 10.2, 10.3, 10.4, 10.5...). To find out what version of Mac OS X your have, do the following: At the top of the screen is a whole bunch of words and icons lined out in a simple bar. Things like Finder, File, Edit, View, Go... Just before the word File, you should see the picture of an apple with a bite taken out of it. Click on that picture and release the mouse button afterward. Now a box or menu called the Apple Menu shows up just below it and the apple picture is highlighted. The first item that you can select says About This Mac. Move your mouse down to this item and click once with your mouse to select. Now it might take a second but a box should appear in the middle of the screen that has another picture of the Apple on it and says Mac OS X. Right below the Apple logo and the words Mac OS X, it says Version and then something like 10.3 or 10.4 or a number after a 10 and a period. This is your version of Mac OS X. I highly recommend that for this class especially you have Mac OS X 10.3 or later. Once you have done this, you will recieve 20 points. All grades will be posted bi-weekly at a given location. This location will probably be on Google® docs with a link to the page from this Wikiversity page.

Subpages
If this project has, they are listed below:

-

Macbook 2,26Ghz mac osx 10.6

title: User:THunt2792/Operating Systems/OS X


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BCP/Corylus cornuta

Corylus cornuta

title: BCP/Corylus cornuta


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BCP/Corylus cornuta/Logs

2008 Logs

 * --Jomegat 03:01, 20 April 2008 (UTC)
 * --Jomegat 00:21, 27 April 2008 (UTC)

2009 Logs

 * Jomegat 22:45, 23 April 2009 (UTC)

Recent Logs
--Jomegat 16:52, 25 March 2010 (UTC)

title: BCP/Corylus cornuta/Logs


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User talk:Gch~enwikiversity

Welcome
Hello Gch, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * [ Ask] a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Jtneill - Talk 06:47, 20 April 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Gch. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Gch~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 23:36, 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:Gch~enwikiversity


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BCP/Barbarea verna

Barbarea verna

title: BCP/Barbarea verna


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BCP/Barbarea verna/Logs

This page contains recent bloom logs for the plant Barbarea verna (Pale yellow rocket).

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

Recent Logs

 * --SB_Johnny | talk 12:04, 20 April 2008 (UTC)
 * --SB_Johnny | talk 10:19, 27 April 2008 (UTC)

title: BCP/Barbarea verna/Logs


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Template:Time

Monday, July 29 2024, (UTC)

title: Template:Time


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BCP/Quercus alba

Quercus alba

title: BCP/Quercus alba


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BCP/Quercus palustris

Quercus palustris

title: BCP/Quercus palustris


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BCP/Quercus rubra

Quercus rubra

title: BCP/Quercus rubra


text:
BCP/Quercus alba/Logs

This page contains recent bloom logs for the plant Quercus alba (White Oak).

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

Recent Logs

 * --SB_Johnny | talk 12:26, 20 April 2008 (UTC)

title: BCP/Quercus alba/Logs


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BCP/Quercus palustris/Logs

This page contains recent bloom logs for the plant Quercus palustris (Pin Oak).

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

Recent Logs

 * --SB_Johnny | talk 12:28, 20 April 2008 (UTC)
 * --SB_Johnny | talk 12:11, 4 May 2008 (UTC)

title: BCP/Quercus palustris/Logs


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User:Erkan Yilmaz/translations with sound files

 * On this page you can find different words and sentences with their translations in other languages. Some include also sound files.
 * More info here
 * This is a html 2 wiki conversion of another of my pages. I will slowly update it to Wiki syntax! Sound files will be uploaded to commons. And later the content itself will be used for language learning projects

=Greetings and useful sayings=

=months=

=days=

=proverbs=

=season greetings=

=dreamland=

=colors=


text:
BCP/Quercus rubra/Logs

This page contains recent bloom logs for the plant Quercus rubra (Red Oak).

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

Recent Logs

 * --SB_Johnny | talk 12:48, 20 April 2008 (UTC)

title: BCP/Quercus rubra/Logs


text: Main Page/Subpages

title: Main Page/Subpages


text:
Help:Creating educational content at Wikiversity

Welcome to the tour about Creating Educational Content at Wikiversity

On this tour we'll be visiting some of Wikiversity's pages for helping people create educational content on Wikiversity. This is a tour, not a tutorial. It simply takes you on a journey through pages which may be of help to you, so that you can better find them later.

As we progress through this tour, various pages from Wikiversity will appear on the screen as if in a slideshow. Keep clicking on the "back" or "next" buttons in the green box above, and watch as the pages fly past. Return to the list of available guided tours


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Help:Creating educational content at Wikiversity/7

Thank you for attending Tour No.4!

You may now return to the list of available guided tours.


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Computer literacy

If anyone would like to get involved in creating a computer literacy course, please visit the discussion page.

Basic Computer Literacy Task List

 * 1) Turn on the computer and log in.
 * 2) Open a word processing  application (e.g.  MS Word or  OpenOffice Writer), write a brief letter and print it.
 * 3) Make a folder in  My Documents and save the letter inside it.
 * 4) Send an email with the letter created in part 2 as an attachment.
 * 5) Look up information on Wikipedia and copy and paste it into a Word or OpenOffice document.
 * 6) Create a chart in  Excel or  OpenOffice Calc.
 * 7) Make a short slideshow presentation using a suitable application (e.g.  MS Powerpoint or  OpenOffice Impress).
 * 8) Look up directions in  Google Maps.
 * 9) Look up public transport timetables.
 * 10) Fill out online forms.

 * 1) Scan a document or photograph.
 * 2) Spam and malware awareness.

Beginners word processing 1

 * Demonstrate: 'How to open a word processor' ;

1. Go to the Start Menu and click on programs.

2. Look for the word processor and click on it.

3. When it opens, click on "File" toward the left top corner.

4. Scroll down to "New", when the new window appears,click on "Blank Document".

NOTE:(Complete these steps only if you're not already on a new blank document.) Before typing, make sure you have the proper margin.

5. Write ‘Hello, my name is [type your name] and I am from [type your country].’

 * Demonstrate: Show how to highlight text

'Hello, my name is [type your name] and I am from [type your country]. 1. To highlight the text you just typed above, place the cursor at the beginning of your sentence. Click and hold the left mouse button and slide the mouse to the right until the entire text is highlighted.

 * Demonstrate: Change font size, Color, Underline and Make letters bold.

Changing font size: NOTE: '''Before you begin your text must be highlighted. Refer to the directions above on highlighting text.'''

1. Go to the top of your menu bar and Click the "Format" menu.

2. Scroll down and click "Font"

3. Under "size" scroll down to 14. The size of the text should change.

Changing font color:

NOTE: '''Before you begin your text must be highlighted. Refer to the directions above on highlighting text.'''

1. Go to the top of your menu bar and Click the "Format" menu.

2. Scroll down and click "Font"

3. Pull down the box "Font Color" and change the font color to any color of your choice.

Underlining Text:

NOTE: '''Before you begin your text must be highlighted. Refer to the directions above on highlighting text.'''

1. Go to the top of your menu bar and Click the "Format" menu.

2. Scroll down and click "Font"

3. Pull down the box "Underline" and choose the first single black line.

Practice Exercise: The student writes the following sentence below, underline every second word, and change each word to a different colorand size.

“I now live in America."

Beginners word processing 2

 * Demonstrate: How to save a document in 'My Documents'

1. The student should open a new document in Word and write a couple of sentences. For example: ‘Hello, I would like to apply for a job in your company. I am available to work from Monday to Saturday. I hope you can interview me for this job.’

 * Demonstrate: Save Document:

1. Click the the 'File' tab in the left corner of the menu bar. 2. Scroll down and click 'Save As' (Verify that the 'Save in' box at the top says 'My Documents' )

3. In the box 'File Name', type 'My First Document'.

4. Press the 'Save' button to the right of that box. The file will be saved to the 'My Documents' folder.

5. After the document has been saved, close down Microsoft Word by clicking the red X at the top right of the page.

 * Demonstrate: Open your saved document:

1. Open Microsoft Word

2. To the top left corner of the menu bar, click 'File'.

3. Scroll down and click 'Open'.

4. Make sure the 'Look In' box to the top says, 'My Documents'.

5. In the 'My Documents' window, look for your document 'My First Document'. Double click it. A new window will open your saved document.

 Exercise:

1. Have the student edit their document by adding:

Yours Faithfully, [Type your name]

2. After the text has been edited, save the new changes.

3. Close word.

4. Open ‘My Documents’ and open the saved document.

Beginners word processing 3

 * Demonstrate: Further editing and printing.

  Exercise:

The student opens their 'My First Document' and practices formatting the text.

Printing the document:

1. Check to ensure that the printer has paper and is turned on.

2. Click on the 'File' tab, and scroll down to print. 3. Verify the printer name that you will be printing to and make sure its name is located in the box 'Name' If not, click the box, and scroll down until you have located the printer.

4. Once the printer is chosen and you are ready to print, click 'OK'. The paper should be printed to the designated printer.

Close word/writer, remove paper from printer and turn it off.

 Exercise:

The student opens and prints their letter

Make a folder in 'my doc' and save the letter inside it.

 * Scatter a lot of papers around the student desk to demonstrate how hard it is to work disorganized, get a couple of folders and put the papers inside a folder , then put a folder inside a folder.

 * Make a folder on the desktop by right clicking, give the folder a name and drag and drop a document on the desktop into the folder.

 Exercise :

1. Have the student make a folder on the desktop with their name and drag and drop a document into their folder.

2. Show the student how to make a folder in 'my documents'.Open word and write a sentence then save as into the new folder in 'my documents'.

3. Close 'my documents' and delete the students folder from the desktop.

 Exercise :

1. Have the student make a folder in 'my documents'. Then they open word, write a sentence and save as to their new folder.

Look up information on Wikipedia and copy and paste to a word/openoffice document.
Exercise The student opens wikipedia and looks up information relevent to them eg their country or state, their profession, their favorite subject in school. Excercise Give the student a list of 10 questions which they have to find the answers to using Wikipedia. If you have more than one student make a competition of it to see who finishes first.
 * Show the student how to go to wikipedia.
 * Click on Start-Run-type www.wikipedia.org
 * Show the student the range of infomation available, look up the country thet are from, look up a famous person, look up math, look up the heart.
 * Close wikipedia.
 * Demonstrate how wiki hyperlinks work.
 * [[media:Wiki Quiz.pdf]]
 * [[media:Wiki Quiz answers.pdf]]

Excercise The student open a wikipedia article and copys and pastes into a word document which they then save into their folder in 'my documents'.
 * 1) When did Albert Einstein die?
 * 2) What is the capital of Sweden?
 * 3) When did WW2 end?
 * 4) What is the population of the Republic of Ireland?
 * 5) What is the melting point of lead?
 * 6) What is 24 deg celcius in Farenheit?
 * 7) How many teeth does an adult person have?
 * 8) What is the chemical symbol for copper?
 * 9) In what country is the city of Lyon?
 * 10) Who wrote the book 1984?
 * Open word and demonstrate how to cut and paste from wikipedia to word.(use an article from one of the previous questions)

4: Send an email with the letter created in part 1 as an attachment.
Exercise Have the student send you an email with their letter from part 1 as an attachment.
 * Go to gmail or yahoo mail and help the student make a new account, even if they already have email it is good practice in filling out online forms.
 * Show the student how to attach a document to an email.
 * Login to you email account and show the student their mail in you inbox and open the attachment.
 * This section will be expanded***

5: Draw a chart ic excel/calc
Exercise Have the student enter the data from 'Calc data entry exercise' into an excel or calc spreadsheet.  Exercise Have the student make a table of data, one column called NAME , with a list of their families names and another column called AGE with a list of their family members ages. Exercise Have the student use chart wizard on their data table.
 * Show the student how to open Calc/Excel and show him a cell, a column and a row.
 * Click in a number of cells and have the student name that cell eg A5,F4 ect.
 * Show the student how to enter data into a cell.
 * Demonstrate to the student how to select the data and use the chart wizard to draw a chart.
 * Delete the chart

Exercise
 * The students main Excel/Calc project is to create a budget for the year and draw charts using different subsets of data.Also the student will learn to perform calculations with excel.
 * The first step is to create the following table.

 * Then the student fills in the data, if possible the student should use their own data but they can also just copy.

 * This is a good place to show the student how to format the table by adding colour and changing cell size.

 * Next show the student how to autosum the columns and Auto average the rows.You can show them how to do one of each and let them do the rest.

 * Next the student can draw charts using data from different rows and columns.
 * Here they can use all the different types of charts until they are very confident with the chart wizard.

 * Some cells will have been left empty because they are in the future, this is a good place to show the student how data can be added in the future and the charts will automatically be updated.

6: Lookup directions in Google maps.
Exercise
 * Show the student how to start Google Maps. The student will also learn how to navigate.
 * Go to http://www.google.com/maps
 * Type in the address of where you are (i.e. #### Street Name, City, State, Zip Code #####)
 * North, South, East, West
 * Zoom In and Out
 * Map View
 * Satellite View
 * Click and Drag
 * Exit Google Maps.
 * Start google maps and enter their address and look around their neighborhood.

Exercise
 * Show the student how to get directions . Type in the address of where you are and Get direction to here from the student address.
 * Close Google Maps.
 * Open google maps and gets direction to their place of work/study for a car and for public transit.

7: Make a short slideshow presentation using a suitable application eg MS powerpoint or Open Office Impress.

 * Objective: There are going to be two presentations . The first one is an easier one where there will be Text and Photographs.The second one is more advance and will include charts and spread sheets using files from the previous lessons.
 * At the end of this lesson the student will be able to make a short slide show presentation.They will be able to use images downloaded from wikimedia/commons.
 * For this lesson our presentation will be on African animals.
 * Sample Images

Exercise The student makes a folder on their computer and downloads all of the above images. Exercise The student opens the program and makes the title page. Exercise The student make the rest of the slides.
 * Show the student how to download one of the above images.
 * Show the student how to launch the slideshow program and make a title page.
 * Close The program without saving.
 * Show the student how to make the first slide.

 * slide 2

title: Computer literacy


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Talk:Computer literacy

Hello, If anyone would like to get involved in creating a computer literacy course please discuss it here ,.

Basic computer literacy; everyone has a different definition of computer literacy.I think any level of computer literacy is going to include the ability to preform number of simple tasks.The list that I use for my students is; 1: Open word/openoffice write a brief letter and print it. 2: Make a folder in 'my doc' and save the letter inside it. 3: Look up information on wikipedia and copy and paste to a word/openoffice document. 4: Send an email with the letter created in part 1 as an attachment. 5: Draw a chart in excel. 6: Lookup directions in google maps. 7: Make a short powerpoint presentation. 8: Turn on a PC, login , standby , logoff , shutdown. 9: Connect Keyboard, mouse and monitor.

I don't think they have to be done in that order. I've made lesson plans for some of these and will post them.

 * Comment: This is not computer literacy; it is strictly Microsoft literacy. The OS and applications are all MS products. Suggest either a) this be renamed appropriately, or b) be expanded to encompass other software builds. KillerChihuahua 15:16, 11 September 2008 (UTC)

Your are incorrect when you say that is Strictly ?Microsoft literacy. 1: Open word/openoffice''. 3: Look up information on wikipedia No MS here. 4: Send an email No MS here. 5: Draw a chart in excel. I agree, I should have added /openoffice calc , which I have now done. 6: Lookup directions in google maps One of the computers I use with my class for this is a mac.Google is not MS (yet). No MS here. 7: Make a short powerpoint presentation. I agree, I should have added /openoffice calc , which I have now done. 8: Turn on a PC, login , standby , logoff , shutdown. No MS here. 9: Connect Keyboard, mouse and monitor. No MS here

10:Scan a document/photograph  No MS here. 11: Fill out online forms. No MS here. 12: Look up local public transport timetables. No MS here. 13: Spam and malware awareness. No MS here (technically)

So out of 13 tasks 2 made reference to MS products without also referring to an open source product. That hardly makes it an MS course. Any terms I use that imply this is an MS only course please feel free to edit and add to any of the content.

 * You are quite right to correct me; perhaps I should have said MS biased, perhaps? At any rate, in spite of my poor phrasing, it seems it has led to some changes. May I suggest that Internet skills be a sub-heading with associated skills organized under that? also the hardware tasks, well down the list, might best be listed first as a section of their own. KillerChihuahua 22:20, 26 September 2008 (UTC)

Hi, Just a small comment after using your valuable material with two students. We only worked on the Wikipedia Search assignment. They had difficulty realizing that they had to use the formula provided by the website to calculate how many 24 degrees Celsius was in Fahrenheit. You may want to rephrase your question introducing "Using the provided formula..." A second comment was about the last question: the author of the book 1984. I would suggest using "1984" or spell the date out "nineteen eighty-four" as it is the key word used on Wikipedia to find information about the book. I believe that it would still keep the ambivalent component, without making knowing the novel a requirement to understand the question. I hope this helps and I am looking forward to using the website for some more assignments and post my comments. Thanks,

Adding a Page
I have been teaching some computer literacy classes at a local library. Is there a way to add a page for viewing without disturbing the current one?

 * What type of page are you wanting to add? This page hasn't seen much attention for seven years. I think you could change it if you wanted to. Also see Computer Skills for more current resources. -- Dave Braunschweig (discuss • contribs) 02:14, 3 April 2018 (UTC)

title: Talk:Computer literacy


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Wikiversity:Introduction/Part 1

Wikiversity is a wiki, which means you can edit pages right now e.g., try editing the Sandbox.

What is Wikiversity?
Wikiversity is a community devoted to collaborative learning. We build learning resources from the ground up and also link to existing internet resources. Wikiversity uses wiki software, which makes collaboration easy. Wikiversity participants are continually improving the educational content of Wikiversity's pages. See also more about Wikiversity.

Can I help?
Sure! Don't be afraid to edit—anyone can edit, and we encourage you to be bold! Find something that can be improved, either in content, grammar or formatting, and fix it.

You can't break Wikiversity. Anything can be fixed or improved later. So go ahead, edit, and help make Wikiversity the best learning center on the Internet. We should contribute our own efforts to perfect it!

title: Wikiversity:Introduction/Part 1


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Wikiversity:Introduction/Part 2

The edit toolbar

 * When you edit pages there is an edit toolbar at the top of the edit window. The toolbar provides one-click access to 14 common editing tasks such as creating bold text.
 * If you are new to wiki, just type and add plain text. Your knowledge and ideas are the most important contribution to Wikiversity. Other Wikiversity participants will help to format your text. In fact, since this is a wiki, you should expect all of your contributions to be altered and improved by others!
 * For more advanced information about editing wiki pages, such as creating hypertext links, see Introduction to Wikiversity (for new wiki participants) and Editing help (for more advanced participants).

Start a new Wikiversity webpage

 * An easy way to create a new Wikiversity page is to think of a descriptive name for a topic and then type it into the window of your web browser that shows page URLs. Just add the new page name after, and hit your enter or return key.
 * Additional help is available about creating new pages.

If your "new" page already exists

 * If the page name you select is already in use you will be shown the existing page.
 * It is good practice to use "search" before creating a new page. You may find that there is already an existing page about the topic you are interested in.

What to say on your new page

 * Wikiversity accepts educational content. Just start typing!
 * For additional information see Adding content.
 * Experiment with editing in the Sandbox

title: Wikiversity:Introduction/Part 2


text:
Wikiversity:Introduction/Part 3

Explore Wikiversity

 * The Wikiversity side bar has useful links and a search tool.
 * The Help item in the side bar links to the Wikiversity help pages.
 * The Wikiversity Colloquium is a place to ask questions.
 * The search tool allows you to search for Wikiversity pages about a topic.
 * The toolbox contains handy links to pages such as the file upload page.
 * Another way to explore is to browse Wikiversity content.

Become a part of the community
You can create your own username. There are many benefits of creating one.
 * Find out about the Wikiversity model for online learning.
 * Learn about the History of Wikiversity.
 * Keep abreast of the latest Wikiversity news.
 * The Community Portal has announcements about the Wikiversity project.

Find out more

 * Frequently Asked Questions
 * Puzzled by Wikiversity jargon? We have a Glossary.
 * For further help, see Questions and Welcome, newcomers.

title: Wikiversity:Introduction/Part 3


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Help:The original tour for newcomers

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The newcomers' tour!
Welcome to the newcomer's Wikiversity tour. My name is Percy and for the next few pages I will be your host, along with my little smiley friend. This tour contains basic information about using and exploring Wikiversity.

As you progress (at your own pace), pages will change (like a slideshow). You control the tour by using the navigation buttons: "Back" or choose a page number or "Next".
 * }

title: Help:The original tour for newcomers


text: Template:The original tour for newcomers/Nav


text: Help:The original tour for newcomers/1

title: Help:The original tour for newcomers/1


text: Help:The original tour for newcomers/2

title: Help:The original tour for newcomers/2


text: Help:The original tour for newcomers/3

title: Help:The original tour for newcomers/3


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Help:The original tour for newcomers/4

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This ends the tour

 * Thank you very much for attending!
 * Want a thrill? How about visiting a random project?
 * Or return to the list of guided tours.
 * }

title: Help:The original tour for newcomers/4


text:
Category:BCP/Genus/Clivia

Clivia is a genus of monocotyledone flowering plants, from the family Amaryllidaceae, native to southern Africa.

title: Category:BCP/Genus/Clivia


text: Wikiversity:Help desk/Help desk header 0.5


text:
Talk:Introduction to Swedish

Scope of the course
 Vocabulary: 12 lessons should cover 500 words. Grammar: The course shall give a firm grammatical base. Spelling: Focus on connection between spelling and speaking. Translation: Each lesson shall have example sentences and example text. Exercises: The exercises should be in level with the lesson. Listening: Spoken examples shall be available for each lesson. Level: The work load of each lesson should be in level with the others. Diagnostic Test shall cover all lessons. There shall be correct answers to each exercise available. This course has focus on nouns and their declension. Following course should focus on verbs and vocabulary.

Prerequisities
University level introductory course, which means that the audience has a certain knowledge of grammar. The student has studied other languages before. No previous knowledge of Swedish is required.

Remaining work on this course

Example texts for lessons spelling, definite forms and possessive forms
Make spoken examples
Complete Swedish-English vocabulary
Complete English-Swedish Vocabulary

Continuation to this course
This is a sketch how the continuation could be organised. Please feel free to give other suggestions.

Intermediate Swedish 1

 12 lessons covering basic Swedish vocabulary for buying, medical, computers, animals, sports, maths, geography
 Grammar focus on verbs, aspects etc, follow up on declensions.

Intermediate Swedish 2

 12 lessons covering basic Swedish vocabulary for botanic, grammar, interview, history, archeology, letters, winter sports
 Spoken language, basic slang,

Intermediate Swedish 3

 12 lessons covering basic vocabulary for botanic, news paper articles, dialects, old swedish, games, astronomy

Advanced Swedish 1

 12 lessons covering advanced Swedish vocabulary for computers, mechanics, physics, economy, law, grammar
 Swedish language history.

Advanced Swedish 2

 12 lessons covering advanced Swedish vocabulary for maths, history, archeology, chemistry, electronics, military terminology
 Swedish literature, comparison to other Germanic languages.

Advanced Swedish 3

 12 lessons covering advanced Swedish vocabulary for music, dance, political language, botanic/zoological, astronomy
 Swedish culture, Swedish history

--Mats 21:55, 31 May 2008 (UTC)

Pronunciation
There's no pronunciation guide... it's difficult to learn a language if you can't pronounce it. --Teemeah 09:48, 1 August 2008 (UTC)
 * Can this help wiktionary:Wiktionary:About Swedish/Pronunciation ? Erkan Yilmaz uses the Chat (try) 15:31, 1 August 2008 (UTC)
 * Looking over this course in brief, definitely Swedish spelling (lesson 7 I think) is the weak link. (It's actually a guide on special cases of pronunciation).  It should be split into two lessons - first, "Swedish phonetic spelling rules" defining combinations like gn, then a second lesson covering pronunciation of everything from A to Ö.  Little gems in that section like "r can be pronounced five different ways" without detailing what they are -- not nearly good enough.  Either settle on a dialect that you're going to teach the student or else go over them all, but the student should not finish this course without being able to read words out loud with some minimal amount of confidence. Wnt 19:56, 21 June 2011 (UTC)

Certificate
Informal, Non-Academic Certificate of Completion

Would it be possible to issue a Certificate of Completion to those taking this course? It would be an informal one, of course. --Leonardo T. Cardillo (discuss • contribs) 23:25, 18 January 2020 (UTC)

 * Wikiversity is not a credential-granting institution. -- Dave Braunschweig (discuss • contribs) 04:32, 19 January 2020 (UTC)

 * It does not have to be one to issue a Certificate. The Certificate may even include the disclaimer: "Wikiversity is not a credential-granting institution." --Leonardo T. Cardillo (discuss • contribs) 04:50, 19 January 2020 (UTC)

 * What you are suggesting was explicitly denied by the WMF when granting the Wikiversity charter. You might be able to issue completion certificates on your own somehow for a course you run, but Wikiversity isn't part of that effort and should not be mentioned. -- Dave Braunschweig (discuss • contribs) 15:25, 19 January 2020 (UTC)

 * "What you are suggesting was explicitly denied by the WMF when granting the Wikiversity charter." I would also like to read that somewhere else, other than your words. May you please provide a link? Thank you, --Leonardo T. Cardillo (discuss • contribs) 16:54, 19 January 2020 (UTC)

 * See History of Wikiversity. -- Dave Braunschweig (discuss • contribs) 19:59, 19 January 2020 (UTC)

 * CTRL F for Cer in your links shielded nothing: https://en.wikiversity.org/wiki/Wikiversity:History_of_Wikiversity#Wikimedia_Foundation_approval; https://en.wikiversity.org/wiki/Wikiversity_talk:History_of_Wikiversity . So I wrote certificate wikiversity in Google and found this link: https://meta.wikimedia.org/wiki/Wikiversity/What_Wikiversity_is_not. There, I read: "Wikiversity does/will not confer academic degrees/diplomas/certificates etc." I believe the confusion may be with the word "academic". At the very beginning of this discussion, I used the word "informal". I am rewriting my original question, to aid in clarity: Would it be possible to issue a Certificate of Completion to those taking this course? It would be an informal, non-academic one, of course. --Leonardo T. Cardillo (discuss • contribs) 02:13, 20 January 2020 (UTC)

I repeat, what you are suggesting was explicitly denied by the WMF when granting the Wikiversity charter. You might be able to issue completion certificates on your own somehow for a course you run, but Wikiversity isn't part of that effort and should not be mentioned. -- Dave Braunschweig (discuss • contribs) 04:00, 20 January 2020 (UTC)

 * I repeat, I have not seen such a denial anywhere on WMF other than in your words. The Wikiversity creators of this Swedish Course may grant an Informal, Nonacademic Certificate of Completion for this Course if they want, it is not their obligation but it is not prohibited either. --Leonardo T. Cardillo (discuss • contribs) 05:28, 20 January 2020 (UTC)

 * This is denied. Evidence has been provided. Your blatant intent to disregard a founding Wikiversity principle has resulted in your account being blocked indefinitely. Any continued discussion will follow at User talk:Leonardo T. Cardillo. -- Dave Braunschweig (discuss • contribs) 14:12, 20 January 2020 (UTC)

title: Talk:Introduction to Swedish


text:
Crowdsourcing/Case Studies

Resources

 * Crowdsourcing
 * Search for Crowdsourcing at Wikiversity
 * Brainstorming on crowdsourcing

title: Crowdsourcing/Case Studies


text:
Talk:Filmmaking Basics/Understanding Film Dailies/Filming a conversation

Perhaps this could just be moved to Filming a conversation. How would that seem? --Remi 22:51, 20 April 2008 (UTC)

The current file structure
I use "Lesson Page" to identify what pages are part of my lessons and what pages are not. Until the file structure of Wikiversity is expanded, this is the easiest way for me to keep track of things. Robert Elliott 16:05, 22 April 2008 (UTC)


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User talk:OhanaUnited/Sister Projects Interview/Summary

discursive approach ? --Remi 02:42, 21 April 2008 (UTC)


text:
Talk:Filmmaking Basics/Film Score Pop Quiz

what if this was moved to Film score quiz or Film score pop quiz; how would that sound? Should the "score" be changed to "scoring"? --Remi 04:56, 21 April 2008 (UTC)

Changing page names
Yes, Score should be chenged to scoring. But there is no easy way in Wikiversity to change a file name and all the references to that name. Creating another copy only confuses me more. Robert Elliott 16:04, 22 April 2008 (UTC)
 * [Technological comment]: Robert Elliott, The title is your choice. But note that a redirect will be created after a pagemove, and so the old links will still work.  And if you don't like that, there is the possibility of replacing the old links with a new link by a bot run (see replace.py, with the -ref parameter, i.e. special:whatlinkshere). Hillgentleman|Talk 17:05, 22 April 2008 (UTC)


text:
Web 2.0 tools for teaching and learning

Welcome to the learning project on Web 2.0 Tools for Teaching and Learning!

Learning project summary

 * Portal: Portal:Learning Projects
 * School: School:Free Learning
 * Topic: Topic:Web 2.0

Goals
The Internet is transforming rapidly, guided by grand visions that are challenging traditional models of teaching and learning. This project seeks to explore these trends, identifying and generating practical applications for Web 2.0 tools and principles.

Learning materials

 * Wikiversity: Web 2.0

Readings and other resources

 *  Web 2.0

Learning Activities

 * Web 2.0 Tools for Teaching & Learning Presentation
 * Lesson 1: /What is Web 2.0?/
 * Lesson 2: /What tools are available?/
 * Lesson 3: /Social bookmarking/
 * Lesson 4: /Wikis/
 * Lesson 5: /Image & video sharing/
 * Lesson 6: /Blogs/
 * Lesson 7: /Others/

title: Web 2.0 tools for teaching and learning


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User:Jenny Rosen Gomez/Linell, Per The Written Language Bias in Linguistics

Örebro Universitet KOIIA I Jenny Rosén Gomez 08.04.12

'''Per Linell, 2005. The Written Language Bias in Linguistics'''

Linell utgår i sin bok från den spänning mellan talat och skrivet språk som finns inom lingvistiken. Det talade språket ses å ena sidan som det naturliga språket av vilket det skrivna språket är en kopia av medan det å andra sidan är det skrivna språket som har status inom det vetenskapliga fältet och i de flesta samhällen. Det skrivna språket blir således normen och standarden vilket man sedan paradoxalt nog jämför och värderar det talade språket gentemot (Linell 2005:12, 30) Denna paradox mellan det talade och det skrivna språket kan ses som grunden för Linells argumentation, i vilken han utvecklar 101 teser/ poänger.

Linell utgår i sin text från fyra grundantaganden (2005:32).

1)	Det finns ett språk därute som inkluderar både talat och skrivet språk (samt andra modaliteter), 2)	talat och skrivet språk exhibit någon grad av autonomi och oberoende trots det flertaliga och självklara ömsesidiga beroendet. 3)	beroendet är inte envägsriktat från talat till skrivet språket, då vårat sätt att tala inte är fritt från påverkan från skriftspråkliga praktiker, skrivande och skrivet (samt andra artefaktburna former av) språk samt inte heller av de försök (av mänskliga användare såsom lingvister, politiker och andra) att konstruera, reglera och reformera språk, ofta genom och i skrift, 4)	trots detta måste språk i interaktion, talat språk och talad diskurs beskrivas enskilt snarare än inom WBLs villkor.

Vad är då språk? Jag har i tidigare texter tagit upp Saussures uppdelning av språk i langue och parole och denna åtskillnad mellan språket som struktur och språket som funktion är central inom lingvistiken där språket som form/struktur länge setts som överordnat språket som funktion dvs. det språk som människor använder. Linell skriver att språkandets grundstenar är handlingar, interaktioner och kommunikativa projekt (2005:42). I studier av språkets funktion återfinns ytterligare en motpol mellan språket som statisk form och språket som dynamisk interaktion. Vad gäller kommunikation så kan denna antingen beskrivas som en form av överföring mellan sändare och mottagare eller som en social interaktion. Linell belyser dessa två motpoler i förståelsen av diskurs i termer av monologism och dialogism (1998:6-7) där mononlogism grundar sig i en syn på språket som struktur och system. Vidare, bygger denna språkförståelse på att språket är något som finns i individen, vilket gör det möjligt att tala om individuell kompetens oberoende av kontext. Diskursen är i detta synsätt sekundär till strukturen, dvs. diskursen är där strukturen och den individuella kompetensen omsätts i handling. Således ses språkliga yttranden i en diskurs som omsättningen eller uttryck för de syntaktiska och semantiska representationer som en individ besitter. Individens yttranden i diskursen blir således ett uttryck för individens intentioner, vilka påverkas av sociala faktorer såsom kön, utbildning, ålder etc. Dialogism, å andra sidan, ser inte diskurs som sekundärt till strukturen utan betonar istället det ömsesidiga beroendet mellan dem. Individer, kultur, ”sociala faktorer” föregår inte interaktionen utan förhandlas i den. Interaktionen är således inte ett utbyte som sker mellan individer utan det blir istället relevant att prata om individer i dialog med partners och kontexter (Linell 1998:8, Linell 2005:9). Språkande handlar således om att relatera till och interagera med andra samt att vara i/  bli till i världen (Linell 2005:42).

Att man inom lingvistiken länge fokuserat och prioriterat det skrivna språket som det ”riktiga” och intressanta kan delvis ses som ett uttryck för en positivistisk epistemologi som syftade till att hitta ett system med lagar och regler för språket. Utifrån en sådan kunskapssyn handlade det vetenskapliga arbetet om att skapa objektiv kunskap kring språket som system. Den lingvistiska forskningen har dock varit långt från objektiv då den ofta haft en central roll i skapandet och upprätthållandet av nationalstatsprojektet i fråga om vad som är vårt/våra språk samt vad som är deras främmande språk (Linell 2005:15,162). Ett nationellt språk kan således ses som en social och politisk artefakt än en beskrivning av en verklig språkgemenskap (Linell 2005:145). Framförallt har den lingvistiska och språkdidaktiska forskningen en central roll i den språkpolitiska debatten kring hur det lingvistiska landskapet inom en stat eller region bör se ut (Blommaert 1999:436, Phillipson 1992:2). Att nationella standardspråk ses som sociala, kulturella och politiska konstruktioner innebär dock inte för Linell, till skillnad mot Roy Harris, att det inte finns något språk ”därute” (Linell 2005:200). Linell argumenterar för en kontextuell konstruktivism i vilken den sociala konstruktionen till viss del är beroende av den materiella världen och etablerade sociokulturella traditioner (2005:45,209). Genom arbetat med standardisering och normer för vad som utgör det korrekta språket upprätthålls även en social hierarki i samhället där människors språkliga bagage, habitus, i olika omfattning kan omvandlas till symboliska kapital inom exempelvis utbildningsväsendet (Bourdieu 1991). Således bör den lingvistik som beskrivits som deskriptiv inte ses som en objektiv beskrivning av språk utan som medskapare av språkpolitiska diskurser. Denna diskussion kan även kopplas till synen på språk och kultur som enhetliga, homogena och separata i förhållande till andra språk och kulturer. Linell vänder sig emot denna förhärskande myt och menar att det aldrig finns ett språkligt system utan överlappande regionala och sociala varieteter vilka i sin tur är knutna till olika kommunikativa aktiviteter och genrer (2005:47). Vidare skriver han att kulturer precis som språk inte bör ses som enhetliga system, utan karaktäriseras av mångfald, motsättningar och variation likväl som gemenskap (2005:122). Människor är medlemmar i olika språkgemenskaper och olika kulturer och deltar i olika kodöverskridande aktiviteter (Linell 2005:122, Rampton 2005). Kodöverskridande kan ses som en form av rekontextualisering, vilket innebär att ord och begrepp cirkulerar mellan olika praktik- och kunskapsdomäner. I denna cirkulation sker (om)skapas meningspotentialen i dem, vilket gör att den finns både en continuity och discontintuety i processen (Linell 2005:131).

Linell menar att det finns skillnader mellan talat och skrivet språk (2005:32). Det talde språket är dynamiskt, situationsbundet och förkroppsligat då individer i en kommunikationsakt använder sig av en rad olika semiotiska resurser i interaktion med varandra. Således är kommunikation i en ”face-to-face” inbäddad i individernas sociokulturella praktik och man kan således tala om talande språk istället för talat språk (Linell 2005:19-21). Skrivet språk är å andra sidan i form av bokstäver, ord, meningar, i högre grad en form av objekt och därmed också mer långvarigt och statiskt än det talade språket. Ofta är syftet med skrivet språk att det ska kommunicera något utan närvaro av sändare och mottagare. Traditionellt används det skrivna språket således främst i den icke-privata sfären, vilket gör den mindre inbäddad i den sociokulturella kontexten (Linell 2005:23). Halliday har beskrivit skillnaden mellan talat och skrivet språk såsom ”writing exists whereas speach happens” (i Linell 2005:101). Jag är dock kritisk till att denna uppdelning av privat och offentligt i former av talat och skrivet språk. Även skrivet språk används, särskilt i form av elektronisk kommunikation såsom chat och sms men även traditionella brev för mycket privata syften som delvis även är integrerade i ett sociokulturellt sammanhang. Även Linell uppmärksammar att uppdelningen mellan talat och skrivet språk inte alltid är gångbar och att det finns ett ömsesidigt beroende mellan dem. Att se skrivet språk som oberoende av den sociokulturella kontexten samt skrivande och läsande som neutrala färdigheter är även något som kritiserats inom litteracitetsforskningen. Även Linell tar upp denna kritik och menar att hans teori kring WBL aldrig framställts som universialistisk utan har sin grund i en specifik västerländsk utbildningskultur (2005:190). Linell uppmärksammar också att det skrivna standardiserade språk som elever möter i skolan ofta är ett nytt språk för dem, eftersom detta inte kan ses som enbart en annan form av det talade språket (2005:140). Vidare kan uppdelningen av talat och skrivet språk kritiseras för att helt utesluta andra former av modaliteter i språket såsom blickar, kroppsrörelser, kläder och gester och Linell menar att dessa bör ses som integrerade med talet i kommunikativa praktiker (2005:63). Frågan är dock huruvida dessa andra semiotiska handlingar erkänns som språk i sig eller endast som kompletterande till det talade språket. Linell framhåller dock en åtskillnad mellan språk (vilket jag tolkar som talade och skrivna språk) och andra former av kommunikation (2005:193).

En central fråga är dock hur vi ska undgå att falla tillbaka i i WBL då vi inom akademin är beroende av skrift för att formulera och kommunicera våra resultat. För att analysera och presentera talat språk använder vi fortfarande det skrivna språket som medium genom transkription (Linell 2005:32,118). Inom samtalsanalys (CA) är just transkriptionen av ett talat yttrande till ett skriftligt central och ses som en tolkning, inte ett överförande. Det är således centralt att i analysen arbeta både med transkriptionen och med det inspelade materialet, vilket även är en styrka som Linell framhåller med CA (2005:213). Är det möjligt och/eller önskvärt att försöka komma ur detta beroende av det skrivna språket för att kunna analysera och presentera forskning kring det talade språket? Detta handlar i grunden om det skrivna språkets status inom akademin då möjligheterna att exempelvis att kommunicera sin forskning genom en film eller en ljudfil tekniskt sett redan är övervunna.

Språk är i grunden socialt och ”public” snarare än något som finns i en individs huvud. Eftersom språk alltid finns i en sociokulturell kontext blir relationen mellan språk och kultur central. Linell menar att språk existerar i interferance mellan kultur och individerna som är inbäddade i denna kultur (2005:56). Detta öppnar för aktivt aktörskap i relation till struktur och således är varken språket eller kulturer statiska utan kan förhandlas och förändras av de individer som är en del av dem. I förhållande till mitt eget forskningsområde blir spänningen mellan kultur och språk central. Linell menar att det i kommunikation är mer relevant med situationsanpassning än grammatisk korrekthet (2005:71). Detta kan ses som den totala kontrasten till den universella grammatiken som presenterats av Chomsky, i vilken allt form av kultur rensats bort från språket (Linell 2005:153). Utifrån detta antagande är det således utvecklande av kommunikativ och kulturell kompetens snarare än grammatiskt korrekthet som bör fokuseras i undervisningen. Frågan är dock huruvida dessa kompetenser kan läras i klassrummet, då språkande inte i enbart handlar om att följa regler utan är ett resultat av individers förkroppsligade och delvis automatiserade habitus (Linell 2005:92,173). Ytterligare en viktig faktor med konsekvenser för undervisning är i vilken utsträckning vi ser språkets lexikon öppna i förhållande för meningsförhandlande i relation till kontext eller om det finns en fast mening (Linell 2005:81). Syftet i ett kommunikativt projekt är dock inte enbart att förhandla om en sann representation kring något i världen utan även att skapa sociala allianser och åtskillnader med deltagare i interaktionen (Linell 2005:90).

Linell betonar det talade språkets kontextualitet, men detta innebär dock inte att ett yttrande existerar som en enskild enhet i en specifik situation. Varje yttrande skapas av samtalsdeltagare tillsammans och inte av enskilda samtalsdeltagare. Likväl är varje yttrande både historiskt och framtidsorienterande då yttrandet alltid befinner sig i en kedja av andra yttranden (Linell 2005:109). Dialogens oändlighet är något som framhållits av Bakhtin i förhållande till texters intertextualitet, men även ifråga om hur dialogen mellan olika röster i en text. Detta är även en central aspekt som skiljer dialogismen från CA, då den senare framförallt det situerade meningsskapandet utan att ta hänsyn till deltagarnas tidigare (sociokulturella) biografier. Dessa normer och rutiner ska dock inte ses som absoluta utan möjliga för aktörerna att bryta (Linell 2005:213). Språket är således förkroppsligat i individen och inbäddad i kulturen på samma gång (2005:214) och språkandet situerat och situationsöverskridande (2005:217).

Sammanfattningsvis menar Linell att språk existerar i världen i tre områden (2005:220-221): a)	i människors levda erfarenheter, deras kommunikativa aktiviteter i tal i interaktionen. b)	på papper i skrivande och skrivna texter (observera att även skrivet språk måste levas) c)	som lingvistiska produkter i deras metadiskurser om språk genom idealiserade och (normativa eller teoretiska) begrepp gjorda av dem.

Litteratur

Blommaert Jan (1999) Language ideological debates. New York : Mouton de Gruyter

Bourdieu, P (1991) Language and symbolic power. Cambridge, Mass: Harvard University Press.

Linell, Per (1998): Approaching Dialogue: Talk, Interaction and Contexts in Dialogical Perspectives. Amsterdam: John Benjamin.

Linell, Per (2005): The Written Language Bias in Linguistics. Its nature, origins and transformations. Routledge Advances in Communication and Lingvistic theory. London: Routledge

Rampton, Ben (2005) Crossing : language & ethnicity among adolescents. Manchester, UK : Northampton, MA : St. Jerome Pub.


text:
Chest X-ray

ID

 * name
 * age
 * date
 * modality

Marker

 * Right or Left

Position

 * Medial ends of the clavicles should be equidistant from the spinous processes at the midline to rule out rotation

Quality

 * Penetration
 * thoracic disc spaces should be just visible through the heart
 * overexposure → too dark
 * underexposure → too white

Respiration

 * good inspiration → 6th anterior, 10th posterior ribs at MCL
 * right hemidiaphragm at 6th anterior rib
 * poor inspiration:
 * poor aeration, vascular crowding, widened central shadow

Hardware

 * Comment on any lines, lead placements, tubing, etc.

Bones

 * C-spine, T-spine → alignment, disc space spacing, lytic or blastic lesions
 * shoulder girdle, ribs, humerus, sternum → fractures, osteopenia, deformities
 * vertebra OA (lateral view)
 * subchondral (beneath the cartilage) sclerosis
 * subchondral cysts
 * narrowing of joint space
 * osteophytes

Extrathoracic soft tissue

 * breast shadow, nipple
 * supra-clavicular, axillary areas → masses
 * subcutaneous emphysema

Mediastinum

 * size, shape
 * mainstem and segmental bronchi, lymph nodes
 * great vessles
 * hila → relationship, size

Trachea

 * position (centered, some rightward shift at level of carina)
 * shift - pneumothorax, mass
 * carina widened - LA enlargement, subcarinal node

Heart Shadow

 * cardiothoracic ratio (only on full inspiration PA views)
 * should be < 50%
 * enlarged chambers
 * LA - double shadow on right border
 * RA - ↑ width of right hemidiaphragm
 * LV - ↑ heart width
 * RV - lateral view: retrosternal space ↓
 * calcifications
 * aortic knuckle - unfolded due to age

Chest Wall

 * follow pleura for signs of pneumothorax
 * loss of lung markings in the periphery
 * line of visceral pleura seen on expiration view
 * pleural thickening
 * ↑ width of white line along inside of ribcage, esp. near diaphragm
 * costophrenic angles → pleural effusion
 * small effusions (< 100 mL) may be only seen in the lateral view

Diaphragms

 * compare hemidiaphragms
 * obscured → lower lobe pneumonia, pleural effusion
 * flattened → hyperinflation, tension pneumothorax
 * elevated → phrenic nerve paralysis, hepatomegaly
 * air under diaphragms → perforated GI tract

Lung Fields

 * compare lung fields in the ICS on L vs. R, up vs. down

Air Space Disease

 * cardinal features:
 * air bronchogram
 * fluffy, patchy poorly marginated appearance
 * lobar or segmental distribution
 * ddx:
 * pus (pneumonia)
 * fluid (pulmonary edema)
 * blood

Interstitial Disease

 * pathology involves the interlobular connective tissue
 * cardial features:
 * linear densities - Kerley B lines (< 2 cm long, 1 mm thick, reach lung edge)
 * reticular pattern (thin, well defined linear densities, honeycomb arrangement)
 * nodular pattern
 * ddx: pulmonary edema, collagen disease (fibrosis), sarcoidosis, viral pneumonia

Pulmonary Edema

 * edema initially collects in the interstitium
 * loss of definition of pulmonary vasculature
 * peribronchial cuffing
 * bronchi seen end-on appear as white rings
 * in CHF, the normally thin-walled bronchi become framed in interstitial fluid
 * best seen in vicinity of hila
 * Kerley B lines
 * reticulonodular pattern
 * thickening of interlobar fissures
 * with progression, fluid begins to collect in the alveoli, causing diffuse air space disease (bat wing or butterfly pattern), tend to spare the intermost lung fields
 * ddx: cardiogenic, renal failure

Atelectasis

 * cardinal signs:
 * deviation of a fissure
 * crowding of vessels
 * hilar, mediastinum shift
 * common causes: obstructive, compressive
 * in absence of a known etiology, bronchogenic carcinoma must be ruled out

Lymphadenopathy

 * lymph node groups: paratracheal, hilar, aorto-pulmonary window, subcarinal
 * hilar, AP window → widen mediastinum, flatten AP window contour
 * lung cancer, lymphoma, sarcoidosis, and tuberculosis
 * subcarinal - ↑ angle of tracheal bifurcation to 90°

Abdomen
- free air under diaphragm - pneumoperitoneum
 * liver size
 * spleen size
 * stomach (gastric bubble)
 * colon (bowel gas)

CHF

 * upper lobe redistribution of vessels
 * Kerley B-lines (usually seen near diaphragm)
 * right effusion at base
 * perivascular cuffing
 * pulmonary edema (interstitial, then airspace consolidation)
 * venous engorgement
 * normally extend 2/3 of the distance to periphery
 * vessels seen to extend farther than normal

Unilateral Left Sided Effusion

 * trauma, infection, SLE, PE, malignancy

Mediastinal Mass

 * anterior mediastinum
 * thyroid masses, thymomas, teratomas, lymphomas
 * middle mediastinum
 * lymphadenopathy, lymphoma, aortic aneurysm
 * posterior mediastinum
 * aneurysm of descending aorta, esophageal masses, hiatus hernia
 * lateral view
 * RVH
 * effusion → accentuation of lines of major and minor fissures

title: Chest X-ray