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User talk:Salsarocket

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 19:21, 2 August 2010 (UTC)

title: User talk:Salsarocket


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Talk:English basics

+++++++++++++++++++++++++++++++++++++++ Hello Please check out English basics 101 for work in progress +++++++++++++++++++++++++++++++++++++++ What about to add in quiz technology?--Juan de Vojníkov 19:34, 2 August 2010 (UTC)
 * Definitely, the quiz technology would be suitable for flashcards.--Juan de Vojníkov 18:09, 5 August 2010 (UTC)

Option 1: Quiz
{ Question 1: - + - -
 * type="[]"}
 * Wrong, try again.
 * Right. Question 2.
 * Wrong, try again.
 * 'Wrong, try again.

Option 2: Imagemap
Note: ''the following links project which is still it development. Thus some links may not work. The technology of imagemaps might has problem with different resolutions and internet explorers.''

There is an interactive course of a Solar System for children. They are clicking on imagemaps and at the same time, they can here or read the text. When they want to leave Solar System to far space, they have to answer some questions. E.g. How many planets are in Solar System: cs:Sluneční soustava/init/Země je kulatá/Sluneční soustava - přehled/KODV 1. If you choose a right answer you are redirected to another question, otherwise you are linked back to SS overview: cs:Sluneční soustava/init/Země je kulatá/Sluneční soustava - přehled (English version: Solar System/Earth/Solar System overview.

Extension Memorize
There is an extension, which might be enabled in wikiversity. It is about flashcards. You can test it here:. There are examples on discussion page. This wiki is locked to IPs so you have to register there. The problem of this extension might be in license, I wanted to add it to Czech Wikiversity, but I forget to take care (plus we would need to translate it to the Czech language).--Juan de Vojníkov 07:23, 17 August 2010 (UTC)

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

title: Talk:English basics


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User talk:I.rashad0808

Azerbaijan mugams
Hello, and welcome to Wikiversity! We welcome and appreciate your contributions, such as Azerbaijan mugams, but we regretfully cannot accept copyrighted text or images borrowed from either web sites or printed material. This article appears to be a direct copy from http://www.mugamradio.az/about-mugam/mugams/. As a copyright violation, Azerbaijan mugams appears to qualify for deletion. Azerbaijan mugams has been tagged for deletion, and may have been deleted by the time you see this message. If the source is a credible one, please consider rewriting the content and citing the source.

If you believe that the article is not a copyright violation, or if you have permission from the copyright holder to release the content freely under the GFDL, you can comment to that effect on Talk:Azerbaijan mugams. If the article has already been deleted, but you have a proper release, you can reenter the content at Azerbaijan mugams, after describing the release on the talk page. However, you may want to consider rewriting the content in your own words. Thank you, and please feel free to continue contributing to Wikiversity. Juan de Vojníkov 20:02, 2 August 2010 (UTC)

title: User talk:I.rashad0808


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User:Tiptoptoe2006

Tiptoptoe2006 is the nickname for Mohammad Ehsan Nabati, an iranian writer and researcher. He was born in December 8th 1991 in Tehran.

title: User:Tiptoptoe2006


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User talk:Tiptoptoe2006

 Hello Tiptoptoe2006, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --JWSchmidt 21:53, 2 August 2010 (UTC)

title: User talk:Tiptoptoe2006


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User:PJOS/vector.js

document.write('<\/script>'); document.write('<\/link>')

title: User:PJOS/vector.js


text:
User:Memo18/vector.css

@import "http://meta.wikimedia.org/w/index.php?title=User:Memo18/vector.css&action=raw&ctype=text/css";

title: User:Memo18/vector.css


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User talk:PJOS

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 02:12, 3 August 2010 (UTC)

title: User talk:PJOS


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User talk:Sharpk

I'm leaving the help info below for the time being until I'm comfortable here.

I've been looking at Wikiversity from the perspective of a home for our open resources - See our project page at http://wikieducator.org/TasmanianPolytechnicOER which sorely needs an update. Some more background - http://www.otheredge.com.au/klogs/blog/?p=248 My current thinking is as follows: Draft recommendations

1. A combination of external and self-hosted wiki pages will give the following benefits: Branding and online presence as a leader in Open and Connected Learning. Participation in a wider, global community of educators and learners. Support with technical issues and ongoing maintenance. and so on  2. Teachers use Wikiversity/WikiEducator to create and host their learning materials. Student group and collaborative work is also done on Wikiversity/WikiEducator. 3. All materials from the Category “TasPoly” to be mirrored on a Polytechnic hosted wiki. This builds in risk management as well as raising our profile in the global education community. 4. A blog platform for learners and teachers to be hosted by the Polytechnic. Support also given to those staff and students for a limited range of externally hosted services eg Flickr, YouTube, Blogger, Edublogs… 5. Staff and learners supported to use RSS readers to streamline accessing information from multiple points. This can be achieved through Outlook and/or Google Reader. 6. Policy will support teachers releasing learning materials through a Creative Commons Attribution – ShareAlike licence.

Areas to investigate: Sharpk 02:42, 24 August 2010 (UTC)
 * Acceptance of Mediawiki platform by teachers and staff.
 * Suitability of materials for location on WV/WE sites.
 * Options for self-hosting and mirroring.

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 02:40, 3 August 2010 (UTC)

title: User talk:Sharpk


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Wikiversity talk:Candidates for Custodianship/Abd

Opposing, Ottava Rima wrote:
 * Oppose - he has abused the tools on multiple occasions. He stated he wanted adminship for rollbacks. He did not do any of the work he promised to do, and instead got into long fights with members of our community about various issues, such as making claims about policy that he lacked the experience to back up. Furthermore, with arbitrary acts such as unblocking Thekohser without discussion showed a lack of actually relying on community input before using the block feature. He was repeatedly told to stop fighting with JWS and stop being incivil to him through multiple emails and refused to follow through with that. There is plenty more, but I'm not going to make a multi-paragraphed statement. Ottava Rima (talk) 02:09, 3 August 2010 (UTC)

Ottava is not obligated to answer, but I'll ask anyway.
 * If I abused tools on multiple occasions, could Ottava specify them, so they could be individually examined? There is a list of all my tool usage sat User talk:Abd/Custodian actions, it might be convenient to find and mark them there. Certainly I may have made mistakes, and so, even if I am not approved for custodianship now, it would be useful to know what the mistakes were.
 * I'm not aware of what work I "promised to do." Indeed, I wrote: I cannot promise to put in a lot of effort here. But I actually did more than I expected. Rollback isn't recorded in the logs, I know I used it when doing some Recent Changes work.
 * "Long fights." Those were discussions, not fights. And they did not involve the use of admin tools, and I will continue to discuss quite the same without the tools. Now, if I see serious incivility or other disruption on the part of a user (custodian or not), I would warn. The only difference is that then an actual block on ignoring the warning would be done by a different person, which is actually an improvement, I think. ottava would think of this as fighting, I suspect. It's just being straight.
 * The unblock of Thekohser wasn't arbitrary at all, and it can -- and will -- be justified before the community. Ottava, did Adambro, reblocking -- and surely blocking requires more consensus than unblocking! -- "rely on community input." Where? Can you point me to it? I asked him for justification, he gave a vague answer about Wikipedia Review. Which should be irrelevant.
 * Being incivil (sic) to JWS, I was telling JWS that he was likely to get himself blocked. Ottava has predicted the same thing. Again, if I was uncivil to him, as distinct from being straight with him and with the community, I'd like to know where. I think JWS has some examples diffed somewhere. In one place, I was accused of incivility, it was pretty mild, I think, but I struck it. Wikiversity has tolerated far worse, routinely, and that's part of what must stop. Again, none of this involved tool usage or threat of tool usage. If I was uncivil, why have I not been formally warned and blocked if I continued? Ottava is a strange one to claim incivility.
 * I have actually been working steadily to address the concerns of JWS and others. JWS was badly burned two years ago, and the community was badly damaged, as far as I can see. I have serious experience with dispute resolution, and was bringing these skills here. Sometimes it involves being very frank with both sides, and people don't necessarily like that at first. And sometimes my skills are inadequate or I forget.... At best, it takes time, and I'm not perfect.
 * Except for the first two items, the comments have nothing to do with custodianship, ops will not make the situation worse, and withholding custodianship will not make it better. So the most important thing here would be the alleged abuse of tools. I know of only three possible things, the block of Ottava himself for incivility (I'd think he'd disclose that!), and working with Moulton and Thekohser, representing long-term community problems. Ottava mentions Thekohser, but unblocking Thekohser, by policy, should not require a discussion, since it was not based on a discussion, there is no community ban here of Thekohser. Moulton is a much more difficult case, and I only unblocked Moulton as a very brief trial and did not heavily insist on it. I was disappointed that when Moulton was on his best behavior, he was still re-blocked, but I also understand that. I don't understand why Thekohser was reblocked, but that will go to a community discussion. Before I would start a community discussion on that, I'd want to know if it was necessary, and the fastest and, having been satisfied there there was very little risk, the least disruptive way to do that was just to try it. It's a wiki! If Adambro had not reblocked, we might have been done. But if he wants a discussion, he will get a discussion, where he gets to explain his action and, presumably, Thekohser may have some input too, as well as the rest of the community, including JWS. I don't need tools to start a discussion and even to facilitate it. And since I'm seeking consensus, I don't need the tools to decide the matter, someone else will do the close.
 * I was disappointed to find out how little Ottava and Adambro understand basic wiki process, particularly how to resolve disputes instead of inflaming them. Could this explain why certain disputes have been so tenacious? --Abd 04:50, 3 August 2010 (UTC)

Rewarding drama creation
Some editors seem to always be the focus of a firestorm of criticism and drama. The community seems to assume, in such situations, that the person who is that focal point probably has a habit of saying or doing things that, if not patently inappropriate, are at least provocative and that therefore the person should not be elevated to a higher position lest such drama continually recur on an even larger scale. But this rewards drama creation by letting those who create it get their way when they seek to sabotage a candidate. In the end, the best interests of the community might be served by ignoring such drama mongers and judging candidates on their objective merits. That could set new and better norms, encouraging better behavior and improving the quality of custodianship discussions which in turn can ripple across the project to positively affect the project as a whole.

I would also like to draw your attention to Weaver's study (described at 6:07 of this video). I think there is a certain individual who is repeating his opinion over and over in this discussion, and we should not let that distort our impressions of what the consensus is. Granted, I know we hold the opinions of custodianship mentors to be important, but still... Tisane 06:52, 3 August 2010 (UTC)

 * I don't think that in this discussion one person has over-participated, except maybe for me and, after all, I'm the candidate and I assume that the community would want to get a glimpse of how I think and act. Nice video, by the way, presents some excellent arguments for atheism, but posits belief as a straw man, ultimately. And that's not a discussion for here.

 * In my probationary period I acted *exactly* as I'd act as a permanent custodian. I did not refrain from controverial actions that I'd feel free to make as other than a probationer. There are, contrary to what one might expect from some of what is being said, only a handful of such actions, and my arguments are being mistaken for problematic custodial action. The status quo at Wikiversity is that it's still in trouble, and most custodians are inactive, and the two most active custodians are generally *not* acting consistently with community consensus. The best immediate solution is not to prevent controversial editors from becoming custodians, but to restrain abusive custodial action, and provide balance. Some of the best custodians were removed or resigned based on outside interference. The active custodians left were those who seemed aligned with that interference, but, overall, the Wikiversity community and the whole WMF community spoke out firmly against it, which is why Jimbo resigned the intrusive Founder tools that allowed him to personally interfere.

 * I do not need custodial tools to act. It is claimed that I should have discussed certain actions first. That's an error, and would only be correct if reversing these actions were difficult or disruptive. Because, even as a permanent custodian, I do not and will not wheel-war, there is no harm in bold and controversial actions provided they are not maintained with stubborn insistence, which would include wheel-warring. We have two present custodians who will, in fact, wheel-war. The most efficient way to confront this is not with shotgun allegations (JWS's) approach, but with specific, immediate examples. If there is no custodian bold enough to assert a contrary position, there will be few specific examples, and when there is only an isolated custodial position, with no opposition expressed through a contrary action by another custodian, many wiki participants will assume the norm: a disgruntled single individual. When it is a dispute between custodians, they will perk up and take more notice. That's my experience. Hence having bold custodians, who do *not* wait for community consensus, is necessary, and proper, provided they do not wheel-war.
 * But it doesn't have to be me. It could be anyone bold enough to clearly and patiently oppose the actions of those who appear powerful. There are a number of custodians who might eventually do this, and more will do it if provided with clear support from the community.

 * Wikipedia went the supermajority consensus route for custodianship, and the result? Too many custodians who, as soon as they are promoted, or not much later, are actively promoting their own agenda, once they are free of substantial review. It's understood there, and accepted as routine, that if a bold custodian were to go up for an adminship vote again, the vote would be negative. That is an admission and an institutionalization of a problem. Rather, I'd suggest, clearly guidance about recusal policy, and stricter enforcement of it, done efficiently (not with a sprawling RfAr that consumes massive resources) and fairly (deliberative in character, soliciting the best arguments, not the most !votes), would allow far more people to become administrators. I suggested ways on Wikipedia as to how the community could move beyond the impasse, but on Wikipedia, the impasse favors a certain special group, what Jimbo called the "administrative cabal." And ArbComm is entirely composed of administrators, the foxes guarding the henhouse. I'm not saying that administrators are "bad," but that unrestrained power corrupts. Always. I'm under a so-called "MYOB" ban on Wikipedia. Permanent, not a one-year ban. Why? Well, ArbComm didn't actually explain it, they just did it. My guess is that they were uncomfortable with an "outsider," not an administrator, one of them, was suggesting how to fix the problems, but they have set up conditions that require that becoming an insider means a long period of non-controversial work, and passing RfAr. There is the claim that adminship is "no big deal," but that is good theory and not actual practice. I made it to 50% in my last RfAr, on Wikipedia, with most of the oppose votes saying, "you have too few edits (1400 at that time)," come back in a few months and we will happily approve." I didn't need admin tools and I didn't come back. What would the vote now be? My guess is that it would snow oppose, because those who vote in these things are those who pay attention to the community process activities, which is heavily biased toward administrators and, in fact, people taking advantage of the system to promote their own agenda. I was pushing them out of their comfort zone, without violating any policies, no revert warring, no incivility (at least not on-wiki!) but their comfort zone is an institutionalized problem.

 * Same here. No wheel-warring as a custodian. That ought to be noticed. A custodian who does not wheel-war won't cause major disruption by the use of custodian tools, except possibly for hidden actions, and there is no example of that from my history. The alleged problem actions were transient, and immediately reversed. Problem? That I'd do something that another custodian disagrees with? I'll point out the consequences of excluding people who would do that from being custodians: the freezing of the custodial community into a biased position, biased by those who may be acting against actual community consensus. I am probably exactly what this community needs: someone who will boldly test these positions with a single action, which can then be discussed and resolved, if it is reversed. No custodian here was trapped into a long discussion attempting to justify his reversion, beyond some Talk -- not necessary for that custodian! -- on User talk:Ethical Accountability. I have not begun community process to discuss what's controversial, which would be the two standing effective bans, but I did start process to discuss the issue of Ottava: Custodian feedback, because of what I saw as the seriousness and urgency of that situation. And that was filed as a community member, not as a custodian. It is only slightly more efficient if I'm a custodian, it's not necessary, as far as these controversies are concerned. I do assume that if there is no custodian willing to act, I should not assert a position with review process.

 * There is a contrary position, that of JWS, who, in the Ottava Rima feedback, has claimed that no custodian will dare oppose Ottava, and he points out that Ottava has, elsewhere, claimed to be the main organizer of Wikiversity, and I do think it's necessary to nip that in the bud, it is what I saw as Ottava's attitude quite without seeing his explicit statement of it. If he's right, it will be very difficult to address the problems that face Wikiversity. But I don't think he's right, and I think that there may be custodians who have been waiting for a proper opportunity to clearly express what they know and see, without it being complicated by all the personality crap and blame that gets tossed in. --Abd 16:43, 3 August 2010 (UTC)
 * One abuse of tool was egregious enough to warrant an oppose - your attempt to unban/unblock Thekohser without community discussion, etc. It is one thing to talk to a globally locked/banned user and it is another to suddenly unblock them without discussion and community consensus. It is ironic that you try to challenge me on whatever while you, yourself, takes unilateral actions. Examine my actions and you'll never find one instance in which I imposed a block or anything like that with large scale ramifications without thorough discussion and negotiation first. You have taken unilateral actions and imposed your own view of what is right and wrong upon the system. Ottava Rima (talk) 17:55, 3 August 2010 (UTC)
 * Thanks for being clear. Thekohser was not blocked based on community consensus, so policy requires no restraint from unblocking. Sysops take unilateral actions all the time, but it gets dicier when the unilateral action is contrary to block policy. Mine was not contrary to block policy for Wikiversity, and meta has no authority over whether or not we block users. They may apply a global lock because of "cross-wiki issues," but those do not have authority over us. In the case of Thekohser, the broad "cross-wiki" consensus, including an agreement of stewards, was to remove the global lock on Thekohser. Quite some time later, and without any public discussion, a single steward re-imposed the global lock, thus defeating a number of local project who had explicitly decided to unblock Thekohser. If the WMF wants to impose and enforce a true global ban, it can do so explicitly, not by some isolated, unilateral action by a single steward, one whom I know is considered a problem by other functionaries.

 * In order to challenge the global lock, however, it would be easiest if one or more local wikis come to consensus on unblock. A discussion like that on meta can be premature and disruptive, I've already seen what happens there when Thekohser is involved, there are some admins there who will even be deceptive to keep something seen as favoring Thekohser out. So I didn't want to go to meta until we had a local consensus. Now, without some demonstration that Thekohser might be able to make positive contributions to Wikiversity, even though JWS is correct that there was no local reason for a block, I felt that a discussion here would be premature and premature discussions are disruptive. So I set up a means for Thekohser to nondisruptively make contributions. He did it, fully cooperating, and the method involved him explicitly cooperating with the block. Think about that. This procedure has been suggested before to a banned user, who rejected it out of hand, probably precisely it involved cooperation, and who wants to cooperate with a community that is banning one? But I also saw other banned users do it, and the result was cooperation between those who were banned and those who were not. In the Wikipedia example I have in mind, the cooperating unblocked editor was the very editor who had asked for the ban in the first place, and I saw another example of that as well. The technique builds cooperation, and a banned editor who used it to put up junk would simply be ignored. Waste of time for him, not for anyone else except maybe those who trusted him and who will then walk away in disgust. Natural consequences, as a parent, one learns to work this way.

 * So, we have a single unblock that caused no disruption at all, and that would have been likely to cause minimal disruption if Thekohser had turned into a disruptive editor. See, Ottava, I was not about to tolerate disruption from Thekohser, and I warned him even when straying into unnecessary controversy on his Talk page. I was watching. What an admin can do, the admin can always undo. If my unblock turned out to be unwise, I could immediately reblock and walk away.

 * You have, unfortunately, lost all perspective on this. I'm confident that the community, when it looks at the actions, will support my position. If I'm so badly wrong about that, frankly, I shouldn't be a custodian. Or perhaps the community, as distinct from someone who has clearly become attached to a position, will show me the error of my ways. I always do consider that.

 * Suppose Adambro had not reblocked. What harm would have been done? A discussion can involve a lot of back and forth, and this one could prove to be disruptive. If the user had become disruptive, any custodian could have blocked, and it would have been quick; I was personally committed to watching closely. And I had developed a positive relationship with Thekohser, I believe that he would have remained cooperative -- and he has remained cooperative, even after the reblock! See, Ottava, this method of dealing with blocked and banned users works, period. It cannot be stopped except by draconian measures which would not be accepted by the community, and it is non-disruptive by design. That's why it was immediately accepted by an arbitrator on Wikipedia when proposed, and it was never clearly rejected there, it's never been really tested with a focused and adequate discussion. It will be discussed here. In any case, if Adambro had no reblocked, and if Thekohser continued to be cooperative and responsive to warnings and corrections that are issued with respect, the controversy here would have been over without a disruptive discussion.

 * That's wiki theory which newcomers to process like yourself and Adambro don't understand. It's highly effective and efficient. You'll see. It's pretty hard to stop someone like me. But -- I would never do this kind of action contrary to consensus, I'll just appear to do it when I see a warped local consensus, warped by participation bias, that is contrary to what I understand the larger community of users will accept. And I stay within policy and guidelines, so if I'm blocked, I'm blocked contrary to policy (or in error, something different). You might spend some time looking over my history on Wikipedia. And consider the fate of administrators who tried to push me out. Wikipedia is extraordinarily conservative, the general thinking on Wikipedia Review is that it's hopeless. I don't think it's hopeless, merely quite difficult, and I moved on. I was last blocked by two admins. The first was in clear recusal failure and I could have taken this all the way up, but I didn't. It had become too much trouble. The next was more interesting, it was a ban enforcement action based on a self-reverted edit. That one was more likely to be appealed, but, again, I didn't. Just simply too much trouble, for not enough gain. But WV is smaller and simpler and I think I can be more effective here. That, however, has practically nothing to do with use of tools. With Moulton and Thekohser, without tools, I'd have simply asked an admin to do the deed. I bet I could have found one, fairly easily, especially with Thekohser, the basis for the unblock was very clear. And that is getting easier. Ottava, you are trying to hold back the tide. It won't work.

 * From my point of view, Ottava, you are committing wiki-suicide, at least as far as your ops here are concerned, it will simply take time, unless you change your course and attitude of ownership. As to your account here, the claims you made that SBJohnny was lying would have been quite adequate for any custodian paying attention to block you, and what would you have done? From what I've seen, you'd have converted it into indef pretty quickly. You don't know when to let go.

 * Look around at what I did. I'm not attached in the first place. There is voting going on now, not because I requested it, but because Darklama thought it was time, enough was visible to the community, and I agree, as long as the community actually looks. Sometimes it doesn't. As a custodian, I have no special rights, the way I interpret policy, I only have the ability to act, carefully, in advance of consensus, to anticipate it, and even the right to be wrong about that, as long as I don't insist on my error and keep repeating it. That's something that you apparently don't understand, Ottava. Understand it or you will lose your ops, my prediction. --Abd 18:57, 4 August 2010 (UTC)

 * You've said "Thekohser was not blocked based on community consensus, so policy requires no restraint from unblocking. Sysops take unilateral actions all the time, but it gets dicier when the unilateral action is contrary to block policy." Could you clarify exactly which "block policy" you are referring to? As far as I am aware Wikiversity doesn't currently have a "block policy". Adambro 19:08, 4 August 2010 (UTC)

 * Thekohser's block/lock is not your call. An unblock would have major ramifications for both this project and the WMF. You, as a probationary custodian without community support for full custodianship and without even bothering to talk to the community about it, do not have the right to put Wikiversity into a potentially problematic position. Ottava Rima (talk) 19:10, 4 August 2010 (UTC)
 * Is "Horseshit" one word or two, so I can know that I'd be giving a one word or two word response?

 * Aw shucks, I'll go on. I know for a fact that there will be no problem from nondisruptive participation of Thekohser here. If Thekohser uses WV as a platform to attack other users or the WMF, outside of carefully crafted guidelines, and we don't do something about it, yes, some risk, basically of intervention by stewards. If this became a burden from repetition, then there might be some pressure to close Wikiversity as a pain in the ass. Ottava, you turned the bluster of Jimbo about discussing the closure of Wikiversity -- I had direct confirmation from him about the real situation, which I had correctly inferred -- into an unrealistic threat that then justified your personal control. Jimbo's concerns are my concerns, and I'm not going to allow his concerns to be neglected. I just know alternate ways that can be less disruptive. In a way, though not directly, I'm mediating between Jimbo and these critics of WMF policy. Jimbo knows that there are problems with our wiki reality. I believe that he wants to see true constructive criticism, and he will be quite tolerant of it. I know what happened between him and Moulton. I don't know so well the situation of Thekohser, but I know enough to know that he is not a lamebrain vandal and troll. Outspoken, yes. Uncivil, sometimes. But so are a lot of bright people. When we have a face to face deliberative meeting, we sometimes show such people the door, but it's only temporary, until they can stop disrupting procedure, talking out of order, so to speak. It's not about censorship, it's about process, very necessary process, and the order that it requires.

 * My unblock and Adambro's block of Thekohser gave the local community something to discuss, a specific action to review, entirely local in nature, and that was my goal, if the direct, simple solution didn't work. The global lock is indeed not my call. But the local bloc of User talk:Ethical Accountability certainly was, as it was also Adambro's. That's how a wiki works, when it isn't being run by self-involved self-defined prime movers. The policy gives probationary custodians no reduction in rights, beyond the right of a mentor to regulate their behavior.

 * I'm satisfied that the ultimate judgment will be the community's not yours, Ottava. Are you? --Abd 19:27, 4 August 2010 (UTC)

 * Above, Adambro wrote, As far as I am aware Wikiversity doesn't currently have a "block policy". <-- The Custodianship policy says that Custodians can, "block users from editing as prescribed by policy and community consensus". There are four Wikiversity policies that prescribe how the block tool can be used. The only problem is that a few people ignore policy and misuse the block tool. In order to protect the Wikiversity community from further misuse of the block tool, there should be an official policy on blocking that would provide a more detailed description of how the block tool can be used. --JWSchmidt 00:12, 5 August 2010 (UTC)

Ottava reverts !vote.
I had !voted to support myself. Unusual, perhaps, could be considered voting twice, because of my statements in a formal and featured position outside of the voting itself, but so could the !vote of the mentor who was opposing, who had already outside the vote expressed opposition in a formal and featured position. Simplest way for me to address this was with my !vote in the poll, to show that there were three community members in favor of my promotion, and three against (as it stood with my !vote). Simple. This is what I'd voted:

 * Support. I'm guessing that if my mentor, who is hardly unbiased, can !vote against me, I can vote for myself. Obviously, a closing 'crat can consider any problematic !votes. --Abd 16:48, 4 August 2010 (UTC)

Nothing deceptive there. Ottava reverted. He should be the last person to touch that. I'm not going to revert, because I don't revert war, I discuss. Someone, any editor, may decide to. Or not. --Abd 18:23, 4 August 2010 (UTC)
 * I agree with Ottava's actions here. It seems quite bizarre to vote in support of yourself being given custodianship but particularly when the reason given for doing so is to try to cancel out the opposition of another member of the community. Clearly however, the closing 'crat would have considered that so it would have been unlikely to have influenced the outcome. The closing 'crat is expected to do more than simply count the votes so if they do consider there to be an issue with Ottava's vote they will give it the weight they consider appropriate in deciding what the community feels should happen. By removing your vote, Ottava has actually done you a favour in my view, by hiding what seems to be an example of an error of judgement on your part. I'd suggest not drawing more attention to it. Adambro 18:36, 4 August 2010 (UTC)

 * Let's look at precedent. I know that it's not normal for a candidate to vote, I certainly did not vote for myself in my two RfAs on Wikipedia. But there could be a reason for it, and it's not prohibited, to my knowledge. What inspired it was this consideration. I don't vote because I'm the candidate, though in a real election by secret ballot I'd be able to vote for myself. In every process vote I've seen, in real life, a candidate may vote, though in a contest face-to-face, sometimes all candidates leave the room. That's considered inferior to secret ballot, which allows everyone to vote. I have, however, a privileged position, a "bully pulpit," so to speak, from which I can express my position. So, too, does the listed mentor. Normally, I'd have gained a substitute mentor or this vote would not be held. I preferred that, but also agreed that Darklama had a point. So, then, what about the mentor's voting. The mentor has already made a featured recommendation. What's the precedent on that, does the mentor also vote in addition, which is a kind of redundancy, a kind of double vote? Secret ballot, no problem, the mentor and the candidate may vote if they meet the voter qualifications.

 * Candidates_for_Custodianship/AFriedman. Recommending mentor: Jtneill. Mentor did not vote.
 * Candidates for Custodianship/Pmlineditor. Recommending mentor: Ottava Rima. Voted, but did not bold vote and questioned if it was proper.
 * [Bureaucrat Jtneill] There was a recommending mentor, thought that is not provided for in 'crat policy, it's unclear. The mentor was Mu301, and the mentor did not vote.
 * Candidates for Custodianship/Leighblackall Recommending mentor: Jtneill. Mentor did not vote.
 * Candidates for Custodianship/Trinity507. Recommending mentor: SB_Johnny. Mentor did vote for the candidate.

 * Normally, the issue of an opposing mentor voting would not come up, because process provides for the process to close if the mentor opposes and is not replaced. In this case, there was no replacement period provided as policy provides. The vote is out-of-process, as has been noted. But it's happening. I'd say that the bolded !vote of the mentor adds undue weight, given that the same person has a whole section opposing. Just my opinion. How about my vote is restored, without bold and "candidate" added, and Ottava's is also unbolded with a note "mentor" or something like that? Whatever. --Abd 20:07, 4 August 2010 (UTC)
 * Why did you ignore Terra's nomination where the mentor did not recommend and also voted oppose? That is the precedence and it has been mentioned quite a lot lately. Ottava Rima (talk) 20:18, 4 August 2010 (UTC)
 * Perhaps because I didn't go that far back? That was more than two years ago. I did the most recent cases, all of them, no cherry-picking, and you know quite well why an example of a mentor voting against a candidate would be rare: normally the rejection of the mentor, if there is no replacement, finishes the process without voting. It's not clear to me what happened in the Terra case, why it wasn't simply closed. It certainly would have been simpler! --Abd 21:46, 4 August 2010 (UTC)
 * Terra had 1. rejection by mentor without an extension of the probationary period, 2. a vote on full custodianship and 3. oppose by the mentor. That is the only equivalent case. None of the others are applicable. Ottava Rima (talk) 21:52, 4 August 2010 (UTC)

 * That you, Abd, are continuing to suggest you should be able to vote for yourself in this situation is surprising me. As I've said, the closing 'crat won't just count votes. Do you not trust the closing 'crat to properly consider what has been said and who has said it? You are right though that this is an unconventional situation. Normally, as you note, the mentor won't vote but their support will be implicit in that they will have started the vote. Ottava seems to have highlighted a more similar situation though where the mentor, or perhaps more accurately, the ex-mentor voted to oppose as Ottava has done. I think you'd be better moving on and not worrying so much about this. Adambro 20:39, 4 August 2010 (UTC)

 * Where did I "continue to suggest I should be able to vote" for myself? I described why I made the edit, and why there is a possible imbalance problem without it. If SB_Johnny was the "ex-mentor," and if there was no mentor, why did Terra proceed to vote at all? I'm not "worried" about this, I just comment on what I see. Old habit. There is one important difference with the Terra case, though. There wasn't an opposing statement from a mentor outside the voting. There was a substituted statement by someone asked to provide a report by the mentor. It was called a "non-mentor's report"! This suggests both why the application was not closed (there was no formal negative report from the mentor), but ... who opened the !voting without a mentor recommendation to promote? It was McCormack who had prepared the "non-mentor's report" which did not make a recommendation. Totally outside process without consideration for the basic time-saver, the community doesn't normally vote when a mentor does not recommend. SB_Johnny probably voted then because the report didn't make a truly negative recommendation in a clear way. The non-mentor voted, but with a Neutral vote. Not at all a good precedent, but, indeed, the closest we know about. I proposed, in the future, sticking with the process that is given in policy! Consider how much wasted time is involved in this !vote. Maybe it will do some good, though. --Abd 21:46, 4 August 2010 (UTC)


text:
Exercise and metabolic disease

This site is used to accumulate student created resources relating to relationships between a number of chronic disease states and exercise/physical activity.

This unit aims to develop the clinical decision making processes, knowledge and skills necessary for effective assessment and treatment of patients with metabolic conditions. Students will evaluate the pathophysiology and functional consequences of metabolic conditions including obesity, dyslipidaemias, impaired glucose tolerance and diabetes mellitus. The unit will also consider cancers that can be modulated through exercise. Students will examine management strategies for the patient following typical interventions and the role of exercise in the prevention, management and treatment of these conditions will be scrutinised.

Learning Objectives
At the completion of this unit you will be expected to:
 * 1) Be competent in assessment and interpretation, planning, implementation and evaluation of intervention skills required for the practice of exercise physiology in cancers and metabolic conditions
 * 2) Integrate these competencies into clinical exercise physiology treatment
 * 3) Demonstrate sound knowledge in primary and secondary prevention strategies for patients with these disorders.

Topics
Being constructed with anticipated project completion rate of May 2012.

Breast cancer related lymphoedema and exercise
Links to resources once created will appear above. Resources will include information on: The teaching principles behind the creation of these activities are described on Ben Rattray's page Pedagogy.

title: Exercise and metabolic disease


text:
Talk:Exercise and metabolic disease

=Development notes 13 October 2010= After Ben completed an assignment where he was encouraged to use Wikispaces to develop this unit, Leigh copy pasted the content into Wikiversity Leighblackall 05:52, 13 October 2010 (UTC)

= Development notes 17 Aug 2010 =
 * Discussing and thinking about options to initially modelling the running of sessions on a couple of topics
 * then providing constructive tasks to build the resource (on wikiversity)
 * 1) annotated bibliography (min. 10 contemporary references - 8 original source for each part) covering:
 * 2) relevant pathophysiology,
 * 3) exercise contra-indications and limitations, and
 * 4) evidence of exercise effectiveness in prevention, treatment and/or management
 * 5) expansion of annotations into related points of evidence
 * 6) manipulation of references into a useful evidence based resource
 * and finally the enhancement of the resource into a multi-media presentation with links to further recommended readings

Groups
 * groups of 3, making 3-4 groups, covering topics
 * 1) hypertension
 * 2) dyslipidemia/hyperlipidemia
 * 3) End-stage renal disease

Teaching
 * to cover, exemplify and model using the other topics
 * provide some information across all topics, e.g. scope of practice

= Development notes 4 Aug 2010 =
 * copied over University approved unit overivew and learning outcomes
 * proposed initial disease groups and sections to be covered for each

= Development meeting 3 Aug 2010 = Ben and Leigh
 * 12 week course of 13 hours study per week (total needs to be 150 hours - edited 10 August)
 * This breaks down to 4 hors lectures and tutorials, followed by 6 hours directed study per week
 * Ben will prepare a list of topics to be covered, and curate a <1 hour lecture, event, seminar, lab, or other to introduce that topic
 * Small groups of students will be assigned 1 topic each week to further develop into a structured text
 * The small groups use each other's topics to conduct a lab
 * An open book exam finishes he course

title: Talk:Exercise and metabolic disease


text:
User:Aszokalski

Previous Education
In 2004 studied the Ba of Naturopathy at the Southern Cross University, in Lismore, Australia.

In 2002 studied the Cert IV in Personal Training at the CIT (Canberra Institute of Technology), in Canberra, Australia.

In 2000 studied the Cert IV in 3D Animation at the AIE (Academy of Interactive Entertainment), in Canberra, Australia.

Current Studies
I'm a 28 year old male, currently studying undergraduate Psychology at the University of Canberra.

In the second semester of 2010 I am taking the units Motivation and Emotion & Learning.

E-Portfolio for Motivation & Emotion
In this blog I will share my ideas, opinions and reflections, topic by topic, on what I have learned while studying the unit Motivation and Emotion.

Text Book Chapter
As part of my assessment in the unit Motivation & Emotion, I will be contributing to the creation of a text book chapter on motivation and psychological disorders. In specific, the focus of my research and final contribution will be on Narcissism. Additionally, as part of my assessment for the text book chapter I have also had to provide a short multimedia presentation which summarizes my chapter. You can view this here via YouTube.

If there is anyone who needs help any elements of wiki I would be more than happy to help. To contact me, please use the talk link in the contact section of my page. Additionally, bellow are some links that I have found useful in creating my wiki pages so far.

 * Wiki Tutorial - Wiki tutorial

 * Simple Markup Sheet for wiki - Simple mark up language

 * Picture Tutorial - Great tutorial for using pictures in wiki

 * Wikimediacommons - Where to upload your pictures and videos

 * FireFogg - Use this to convert .wmv to .ogg in order to upload to wikimediacommons

Personal Interests

 * Psychology

 * Languages: Currently studying:
 * Japanese
 * Chinese
 * Polish
 * Russian
 * French

 * Physical Health: Weight Training, Kettle Bells  & Martial Arts

Contact
Feel free to contact me via the talk link.

title: User:Aszokalski


text:
User:Severo

w:User:Severo

title: User:Severo


text:
User talk:Severo

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Juan de Vojníkov 12:12, 3 August 2010 (UTC)

title: User talk:Severo


text:
User talk:Aszokalski

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Juan de Vojníkov 12:12, 3 August 2010 (UTC)

Welcome aboard with Motivation and emotion
I look forward to learning with you! Sincerely, James -- Jtneill - Talk - c 03:45, 4 August 2010 (UTC)

-- Jtneill - Talk - c 00:35, 15 December 2010 (UTC)

title: User talk:Aszokalski


text:
User:Lordravindran

K.Ravindran Consultant in Industrial elecricity

title: User:Lordravindran


text:
User talk:Lordravindran

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 15:01, 3 August 2010 (UTC)

title: User talk:Lordravindran


text:
User:Egm6341.s10.team3.heejun/Meeting 28 transcript

 '''MTG 28: Thu. 4 Mar 10'''

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Note:  Typeset of Transparencies, not lecture transcript  Heejun Chung 20:59, 11 August 2010 (UTC)

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  [[media: Egm6341.s10.mtg28.djvu | Page 28-1]]

[[media: Egm6341.s10.mtg21.djvu | Page 21-2]]:

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&= [P_{2}g^{(1)} + P_{4}g^{(3)} + ... + P_{2l}g^{(2l-1)}]^{+1}_{-1} - \int^{+1}_{-1} P_{2l}(t) g^{(2l)}(t) dt \\\end{align} $$
 * $$ \displaystyle \begin{align} & E = \int^{+1}_{-1} P_{1}(t) g^{(1)}(t)dt \\
 * $$ \displaystyle \begin{align} & E = \int^{+1}_{-1} P_{1}(t) g^{(1)}(t)dt \\
 * }
 * }

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

 * $$ \displaystyle \color{blue}{A} = [P_{2}(t)g^{(1)}(t)]^{+1}_{-1} = P_{2}(+1)g^{(1)}(+1) - P_{2}(-1)g^{(1)}(-1) $$
 * }
 * }
 * }

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

 * $$ \displaystyle P_{2}\,\, even\,\, function\,\, \Rightarrow\,\, P_{2}(-1) = P_{2}(+1) $$
 * }
 * }
 * }

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 * $$ \displaystyle P_{2i}\,\, even\,\, function $$
 * }
 * }
 * }

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

 * $$ \displaystyle \color{blue}{A} = P_{2}(+1) [g^{(1)}(+1) - g^{(1)}(-1)] $$
 * }
 * }
 * }

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

 * $$ \displaystyle E = \sum ^{l}_{r=1} P_{2r}(+1) [g^{(2r-1)}(+1) - g^{(2r-1)}(-1)] $$
 * }
 * }
 * }

[[media: Egm6341.s10.mtg28.djvu | Page 28-2]]

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

 * $$ \displaystyle - \int^{+1}_{-1} P_{2l} (t) g^{(2l)}(t) dt $$
 * }
 * }
 * }

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

HW: Derive $$ E_n^1 = \sum_{r=1}^{l} \bar{d}_{2r}\big[ f^{2r-1}(b) - f^{2r-1}(a) \big] - \frac{h^{2l}}{2l} \sum_{k=0}^{n-1} \int_{x_k}^{x_{k+1}} p_{2l}(t_k(x))f^{(2l)}(x) \,dx$$ Reference:    (1)   [[media:Egm6341.s10.mtg27.djvu|p.27-1]]
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 * }.
 * }.

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HW: Bernoulli numbers $$\displaystyle x\,coth(x) = \sum_{r=0}^{\infty}\underbrace{\frac{B_{2r}}{(2r)!}}_{\color{blue}{-\bar{d_{2r}}}}x^{2r} $$ i) Verify $$\displaystyle \bar{d_{2}}, \; \bar{d_{4}}, \; \bar{d_{6}}$$ by comparing the results from $$\displaystyle \bar{d_{2r}} = \frac{P_{2r}(1)}{2^{2r}}$$. ii) Compute $$\displaystyle \bar{d_{8}}, \; \bar{d_{10}}$$ iii) Compare to $$\displaystyle \bar{d_{2r}} = \frac{P_{2r}(+1)}{2^{2r}} $$   Reference:     (3)   [[media:Egm6341.s10.mtg27.djvu|p.27-1]]
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 * }.

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HW: Redo steps in proof of Trapezoidal error by trying to cancel terms with odd order of derivative of $$ \displaystyle g $$. (i.e., instead of even order)
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 * }.


text:
User talk:Hjchung2

 Hello Hjchung2, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --JWSchmidt 18:30, 3 August 2010 (UTC)

title: User talk:Hjchung2


text:
User:Egm6341.s10.team3.heejun/Meeting 30 transcript

 '''MTG 30: Tue. 16 Mar 10'''

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Note:  Typeset of Transparencies, not lecture transcript  Heejun Chung 20:58, 11 August 2010 (UTC)

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 * }

[[media: Egm6341.s10.mtg30.djvu | Page 30-1]]

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 * Summary: Error of Trapezoidal
 *   (1)  [[media: Egm6341.s10.mtg27.djvu | Page 27-1]]
 * }.
 * }.
 * }.

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

1) $$ \displaystyle \bar{d_{2i}} = \frac{P_{2i}(+1)}{2^{2i}} $$  $$ \displaystyle P_{1}(t) = -t $$  $$ \displaystyle (P_{2i},\,\,  P_{2i+1}) $$ obtained by integration by parts  $$ \displaystyle P_{2i+1}(t) = \int P_{2i} (t) dt $$  $$ \displaystyle P_{2i+1} $$ odd function such that $$ \displaystyle P_{2i+1}(0) = 0,\,\,  P_{2i+1}(\pm1)=0 $$  $$ \displaystyle P_{2i} $$ even function.
 * Composite of $$ \displaystyle \bar{d_{2i}} $$
 * Composite of $$ \displaystyle \bar{d_{2i}} $$
 * }.
 * }.

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

$$ \displaystyle x\,\, coth\,\, x $$
 * 2) $$ \displaystyle \bar{d_{2i}} = - \frac{B_{2i}}{(2i)!}\,\,\,\, $$ Taylor series of
 * 2) $$ \displaystyle \bar{d_{2i}} = - \frac{B_{2i}}{(2i)!}\,\,\,\, $$ Taylor series of
 *  [[media: Egm6341.s10.mtg28.djvu | Page 28-2]]
 * }.
 * }.

[[media: Egm6341.s10.mtg30.djvu | Page 30-2]]

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 * 3) obtain $$ \displaystyle (P_{2i},\,\, P_{2i+1}) $$  using recurrence formula
 *   (6)  [[media: Egm6341.s10.mtg29.djvu | Page 29-2]]
 * }.
 * }.
 * }.

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

HW: Use $$ \displaystyle (P_{2},\, P_{3}),\,\, (P_{4},\, P_{5}), \,\, (P_{6},\, P_{7}) $$ to understand the Kessler's code
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 * }.

Arc Length

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$$ \displaystyle \bar{OB} = r (\theta +d \theta) $$ $$ \displaystyle \bar{AB} = dl $$ infinite arc length
 * $$ \displaystyle \bar{OA} = r(\theta) $$
 * $$ \displaystyle \bar{OA} = r(\theta) $$
 * }.
 * }.

Goal: Find $$ \displaystyle dl $$ in terms of $$ \displaystyle (r,\, \theta),\,d \theta. $$
 * {| style="width:100%" border="0" align="left"

 * $$ \displaystyle \bar{AB}^{2} = dl^{2} = \bar{AA'}^{2} + \bar{A'B}^{2} $$
 * }.
 * }.
 * }.

[[media: Egm6341.s10.mtg30.djvu | Page 30-3]]

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

$$ \displaystyle \bar{A'B} = dr \cong r(\theta + d \theta) - r(\theta) \cong \frac{dr(\theta)}{d \theta}d \theta + hot $$
 * $$ \displaystyle \bar{AA'} = r(\theta) d \theta $$
 * $$ \displaystyle \bar{AA'} = r(\theta) d \theta $$
 * }
 * }

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

 * $$ \displaystyle dl^{2} = r^{2}d \theta^{2} + dr^{2} = d \theta^{2} (r^{2} + (\frac{dr}{d \theta})^{2}) $$
 * }
 * }
 * }

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

 * $$ \displaystyle dl = d \theta [r^{2}+(\frac{dr}{d \theta})^{2}]^{\frac{1}{2}} $$
 *   (1)
 * }
 * }
 * }

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

 * $$ \displaystyle Arclength (PQ) = \int^{\theta_{Q}}_{\theta_{P}} d \theta [r^{2}+(\frac{dr}{d \theta})^{2}]^{\frac{1}{2}} $$
 *   (2)
 * }
 * }
 * }

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

 * $$ \displaystyle Ellipse:\,\, r(\theta) = \frac{a(1-e^{2})}{1-ecos \theta} $$
 *   (3)
 * }
 * }
 * }

a=1 [[media: Egm6341.s10.mtg25.djvu | Page 25-2]]

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

 * $$ \displaystyle Circumference:\,\, \int^{\theta=2\pi}_{\theta=0} dl = C $$
 *   (4)
 * }.
 * }.
 * }.

[[media: Egm6341.s10.mtg30.djvu | Page 30-4]]

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

 * $$ \displaystyle C = 4aE(e^{2}) $$
 *   (5)
 * }
 * }
 * }

Elliptic integral of the second kind

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

 * $$ \displaystyle E(e^{2}) = \int^{\frac{\pi}{2}}_{0} [1-e^{2}sin \theta]^{\frac{1}{2}} d \theta $$
 *   (6)
 * }
 * }
 * }

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

HW: Composite C using 1)  (4)  [[media: Egm6341.s10.mtg30.djvu | Page 30-3]]   2)   (5) + (6)  [[media: Egm6341.s10.mtg30.djvu | Page 30-4]] Using 3 most efficient codes (methods) a) Composite Trapezoidal b) Romberg c) Clencurt
 * style="width:100%; padding:10px; border:2px solid #8888aa" |
 * style="width:100%; padding:10px; border:2px solid #8888aa" |
 * style = |
 * }.
 * }.


text:
User talk:Mjmohio

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 19:33, 3 August 2010 (UTC)

title: User talk:Mjmohio


text:
User:Mjmohio/College Algebra (Ohio TAGS)

College Algebra (Ohio TAGS)
This course is designed to follow the State of Ohio's Transfer Assurance Guidelines (TAGS) for College Algebra. You cannot actually get credit for this course in Ohio, but you will know that you are studying the correct material. Good uses of this course include:
 * A student about to start college learning here so they can take a placement test that allows them to skip College Algebra completely and start with a higher level course.
 * A high school student getting a head start.
 * A college student supplementing their college algebra.
 * A returning student refreshing their knowledge of the subject.

To learn mathematics on your own, you need to hold yourself to a high standard. If you do not understand something, you cannot just skip it; instead keep working on it. If you do not know how to do an exercise, you cannot look at the answer and try to work backwards; instead go back to the material and figure it out. The superficial understanding you would get by just clicking through this course will not enable you to actually do anything, and in particular will not prepare you for the next course.

The guidelines for College Algebra are organized by
 * The successful College Algebra student should be able to:

so that is how we organize this course. All references in the guidelines to functions are footnoted to:

 * This course should consider the following types of functions:
 * polynomial
 * rational
 * root/radical/power
 * exponential and logarithmic
 * piece-wise defined

Represent functions verbally, numerically, graphically, and algebraically.
Wikipedia resources: function (mathematics), list of mathematical functions, graph of a function .

Exercises: .

Quizzes: .

View a function as a set of ordered pairs or a correspondence between two sets.
Wikipedia resources: .

Exercises: .

Quizzes: .

Find the domain and range of functions.
Wikipedia resources: .

Exercises: Domain .

Quizzes: Domain .

Perform translations and dilations of functions.
Wikipedia resources: .

Exercises: .

Quizzes: .

Perform operations (addition, subtraction, multiplication, division, composition) with functions.
Wikipedia resources: .

Exercises: .

Quizzes: .

Use functions to model a variety of situations.
Wikipedia resources: .

Exercises: .

Quizzes: .

Solve equations, including application problems.
Wikipedia resources: .

Solve systems of linear equations, including systems and application problems.
Wikipedia resources: .

Exercises: .

Quizzes: .

Solve nonlinear inequalities.
Wikipedia resources: .

Exercises: .

Quizzes: .

Apply the factor theorem, the remainder theorem, and the rational roots theorem, including application problems.
Wikipedia resources: .

Find inverses of functions and relate the graph of a function to the graph of its inverse.
Wikipedia resources: .

Exercises: .

Quizzes: .

==== Analyze the graph of a function to answer questions about the function (such as intercepts, domain, range, intervals where the function is increasing or decreasing, possible algebraic definitions, etc.) ====

Wikipedia resources: .

Exercises: .

Quizzes: .

Exercise Template
Insert exercise pages with answers hidden like:

blah blah blah question? Solution: No, 2 is not a member of the orginal set.

$$\pi \theta2 $$

Quiz template
Insert quiz pages with quizzes like:

{LU decomposition is - A name of the algorithm to solve any linear systems + a matrix decomposition which writes a matrix as the product of a lower triangular matrix and an upper triangular matrix - A the program to solve any linear systems - None of those
 * type=""}

{Is it true that any matrix can be factorize to LU form without pivoting? - Yes + No
 * type=""}

{ The determinant of $$\left[\begin{array}{c c}3 & 4 \\2 & 1\end{array} \right]$$ is { -5 _3 }.
 * type="{}"}

{
 * type="{}"}

$$ \displaystyle \ y_1 = $$ { 4 } $$ \displaystyle \ y_2 = $$ { -1 } $$ \displaystyle \ y_3 = $$ { 6 }

Next, we have Ux = y

$$ \begin{bmatrix} 2&-1&3\\0&4&-5\\0&0&6\end{bmatrix}$$ X $$\begin{bmatrix} x_1\\x_2\\x_3\end{bmatrix} $$ = $$\begin{bmatrix} y_1\\y_2\\y_3\end{bmatrix} $$

Use backward substitution we have:

$$ \displaystyle \ x_1 = $$ { 1 } $$ \displaystyle \ x_2 = $$ { 1 } $$ \displaystyle \ x_3 = $$ { 1 }


text:
Category:Motivation and emotion/Admin

Motivation and emotion/Book/2021/Work and passion

title: Category:Motivation and emotion/Admin


text:
User talk:Sallybradford

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 02:35, 4 August 2010 (UTC)

Welcome aboard with Motivation and emotion
I look forward to learning with you! Sincerely, James -- Jtneill - Talk - c 03:47, 4 August 2010 (UTC)

Thoughts about Procrastination
Glad I could help, and if I can help in any other way let me know. I am not part of the course at the university and I am missing much of the background necessary to help out with this resource. So I will bounce any ideas I have off of you. Primarily I think there is a lot of procrastination goes back to fear of failure, and a sense of being overwhelmed. You can't fail if you never start. But with most people who procrastinate there is an intense burst of activity just before any sort of deadline. In fact, anecdotally, procrastinators tend to be a fairly successful group in general. If I would relate this back pyramid on your page I think that Saftey (keeping my job, staying in school) might be the need which drives that sudden burst of activity, where as esteem drives the avoidance of work. Often substitute work seems to be used to avoid guilt. These are my general impressions as a procrastinator, enforced by some procrastination groups I have taken part in during college. I would be curious to see if these ideas have some truth to them, or if they just my imagination. Thenub314 22:17, 9 September 2010 (UTC)

Feedback about procrastination chapter
Hi Sally, FYI, I've added some feedback about the draft procrastination chapter here: Talk:Motivation and emotion/Textbook/Motivation/Procrastination. Sincerely, James, -- Jtneill - Talk - c 08:22, 29 September 2010 (UTC)
 * I'll hopefully take another look at your chapter next week. Just came across this FYI - http://www.newyorker.com/arts/critics/books/2010/10/11/101011crbo_books_surowiecki?currentPage=all - if you can dig up the reference to the book let me know and I'll get it into the library, although it may not come in time. -- Jtneill - Talk - c 15:01, 8 October 2010 (UTC)

Emotion Q-sort
FYI, I've uploaded the photos of your group's Emotion Q-sort to here: commons:Category:Emotion Q-sort Group 1. -- Jtneill - Talk - c 11:30, 14 October 2010 (UTC)

-- Jtneill - Talk - c 21:45, 14 December 2010 (UTC)

title: User talk:Sallybradford


text:
Wikiversity:History of Wikiversity/Custodianship

 * August 15, 2006 Wikiversity project launch.
 * Cormaggio had shepherded the Wikiversity proposal through approval and he was given bureaucrat tools.

 * The first Colloquium thread was about the need for sysops, see this page version

 * The Administrators page was soon started, see: day #1 version

 * August 18, 2006. Wikiversity:Administrators linked to Requests for Adminship (and moved to Candidates for Custodianship on August 19). See: day #1 version

 * Administrator Creation and Behavioral Criteria Guidelines and Policy was started, see: day #1 version

 * The term "custodian" was selected to replace "administrator", see: Wikiversity talk:Custodianship

 * Cormaggio suggested that Wikiversity, "have some sort of nomination system and not voting system for choosing admins", see: this chat log.

 * The Custodianship page was started with the idea of probationary custodians. See: original version of the page

 * The one month duration of probationary custodianship was established on August 18, 2006, see: duration of the probationary period.

 * August 19, 2006. Probationary custodians started, User:Digitalme made a probationary custodian, see: day #1 version.

 * List of custodian mentors started, see: day #1 version.

 * November 3, 2019. Probationary custodians marked as historical.


text:
Motivation and emotion/Admin

Changes
For a summary of what has changed each year, see changes.

Assessment

 * Multimedia review process

Evaluation
For a summary of student feedback each year, see evaluation.

Lectures

 * Lecturer notes
 * Videos

Templates
Category:Motivation and emotion/Templates

Topic development

 * Due date
 * ME/BCS (for getting started)
 * HC | Heading casing
 * METF (Topic development feedback)

Book chapter

 * Motivation and emotion/Book (for embedding in sentences)
 * Due date
 * MEBF (Book chapter feedback template)
 * Notes for markers

Chapter page was pre-existing

 * METE (Pre-developed topic which was abandoned)
 * METP (Previously attempted topic which was insufficient and therefore relisted)

Multimedia

 * Due date
 * MEMF (Multimedia feedback)

Quizzes

 * Due date

Inline comments

 * Category:Clarification templates
 * Inline comment
 * Comment

User talk

 * Welcomeip

No longer used

 * MEP2010
 * MET
 * Motivation and emotion/Textbook/Chapter
 * Motivation and emotion/Textbook/Chapter/Recording - MECR
 * Motivation and emotion/Chapter/Feedback/2010 - MECF
 * Motivation and emotion/Assessment/Multimedia/Feedback/2010 -
 * Motivation and emotion/E-portfolio/Feedback/2010

Unused/notes

 * 1) Evaluation
 * 2) Favourite people
 * 3) Questions
 * 4) Readings
 * 5) References
 * 6) Topics
 * 7) Videos

Update annually

 * Motivation and emotion
 * Due dates:
 * Motivation and emotion/Assessment/Selection/Due
 * Motivation and emotion/Assessment/Topic/Due
 * Motivation and emotion/Assessment/Chapter/Due
 * Motivation and emotion/Assessment/Multimedia/Due
 * Motivation and emotion/Assessment/Quizzes/Due
 * Getting started
 * About
 * Assessment
 * Book
 * Motivation and emotion/Book
 * Motivation and emotion/Assessment/Chapter/Contents
 * MEBF
 * Motivation and emotion/Book
 * Multimedia
 * MEMF
 * Discussion
 * Motivation and emotion/Canvas
 * Motivation and emotion/Hashtag
 * Lectures
 * Link to recordings
 * Motivation and emotion/Lectures/In development
 * Motivation and emotion/Lectures/Complete
 * Outline
 * Timetable
 * Tutorials
 * Drop-in
 * Motivation and emotion/Tutorials/In development
 * Motivation and emotion/Tutorials/Complete2

title: Motivation and emotion/Admin


text:
Motivation and emotion/About/Unit description

This unit covers theories of motivation (such as brain processes, extrinsic and intrinsic motivation, goal-setting, and the self) and emotion (including biological and cognitive perspectives, core emotions, and emotional regulation) and considers their application to everyday life.


text:
English basics/101

''This is a test page for creating a web based English learning environment.The basic idea is to have an phrase and a choice of pictures and have the user choose the right picture corresponding to the phrase. For more information go to English basics.''

Table Of Contents

Numbers

Calender & Classroom

Family

Body, Health & Illness

Time & Everyday Activities

Colors

Clothes

Houses & Furniture

Transportation & Street Safety

Places in Town & Directions

Food

Numbers
One ++++++++++++++++++++++++++

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19 20

Spell your numbers!

A Man

 * Question 1:

A Woman

 * Question 2:

A Girl

 * Question 3:

A Boy

 * Question 4:

A Baby

 * Question 5:

The Boy Is Standing

 * Question 6:

The Man Is Standing

 * Question 7:

The Woman Is Standing

 * Question 8:

 * Oprah_closeup.jpg
 * man-standing.jpg
 * Oprah_closeup.jpg
 * Oprah_closeup.jpg

The Girl Is Standing

 * Question 9:

The Girl Is Sitting

 * Question 10:

The Woman Is Sitting

 * Question 11:

 * Femme-au-journal pos.jpg
 * Oprah_closeup.jpg
 * Oprah_closeup.jpg
 * Oprah_closeup.jpg

The Man Is Sitting

 * Question 12:

The Boy Is Sitting

 * Question 13: The boy is sitting.

The Boy Is Running

 * Question 14:

The girl is running

 * Question 15:

The Man Is Running

 * Question 16:

The Woman Is Running

 * Question 17:

The man and the woman are sitting

 * Question 18:

The boy and the girl are sitting

 * Question 19:

The woman is holding the baby

 * Question 20:

The Boy Is Jumping

 * Question 21: The boy is jumping.

The Girl Is Jumping

 * Question 22:

Arm

 * Question 1:

Leg

 * Question 2:

Head

 * Question 3:

Foot

 * Question 4:

Hand

 * Question 5:

Eyes

 * Question 6:

Mouth

 * Question:7:

Nose

 * Question 8:

A finger

 * Question 9:

Toes

 * Question 10:

Teeth

 * Question 11:

The woman has a headache

 * Question 12:

The woman is coughing

 * Question 13:

The man has a headache

 * Question 14:

The man is coughing

 * Question 15:

The girl is sick

 * Question 16:

The boy is sick

 * Question 17:

The woman is blowing her nose

 * Question 18:

The man is blowing his nose

 * Question 19:

12:00

 * Question 1:

11:00

 * Question 2:

6:00

 * Question 3:

12:30

 * Question 4:

9:30

 * Question 5:

2:00

 * Question 6:

5:00

 * Question 7:

4:30

 * Question 8:

8:00

 * Question 9:

1:30

 * Question 10

Red

 * Question 1:

Blue

 * Question 2:

Black

 * Question 3:

Yellow

 * Question 4:

Green

 * Question 5:

Orange
[[File:Orangecolor.ogg]
 * Question 6:

Pink
[[File:Pinkcolor.ogg]
 * Question 7:

Grey

 * Question 8:

Purple
[[File:purplecolor.ogg]
 * Question 9:

Light Blue
[[File:Lightbluecolor.ogg]
 * Question 10:

Shirt

 * Question 6:

Pants

 * Question 7:

Shoes

 * Question 8:

Hat

 * Question 9:

Coat

 * Question 10:

Socks

 * Question 11:

Boots

 * Question 12:

Sweater

 * Question 13:

Gloves

 * Question 14:

Scarf

 * Question 15:

Wrist Watch

 * Question 16:

Table

 * Question 1:

Desk

 * Question 2:

Drawer

 * Question 3:

Bed

 * Question 4:

A door

 * Question 5:

Window

 * Question 6:

Floor

 * Question 7:

Sofa

 * Question 8:

Refrigerator

 * Question 9:

Stove

 * Question 10:

Microwave Oven

 * Question 11:

Toilet

 * Question 12:

Sink

 * Question 13:

Milk

 * Question 1:

Bread

 * Question 2:

Cheese

 * Question 3:

Rice

 * Question 4:

Potatoes

 * Question 5:

Corn

 * Question 6:

Fish

 * Question 7:

Chicken

 * Question 8:

Lamb

 * Question 9:

Apple

 * Question 10:

Pear

 * Question 11:

Orange

 * Question 12:

Mango

 * Question 13:

Banana

 * Question 14:

Sugar

 * Question 15:

title: English basics/101


text:
English basics/101 q1

A man

title: English basics/101 q1


text:
English basics/101 q1 correct

Correct!

| CLICK HERE

title: English basics/101 q1 correct


text:
English basics/101 q1 clicked2

Try again!

A man

title: English basics/101 q1 clicked2


text:
English basics/101 q1 clicked3

Try again!

A man

title: English basics/101 q1 clicked3


text:
English basics/101 q1 clicked4

Try again!

A man

title: English basics/101 q1 clicked4


text:
User talk:Rahul08

 Hello Rahul08, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. Jtneill - Talk - c 11:43, 4 August 2010 (UTC)

 Hi! Our name is Vicky-Verity. We are twins and are Wikiversity mascots. We think Wikiversity is a great place to learn and make friends (when we aren't sleeping). Leave us a message!

English Basics
Hi, I have set pages you edited to the category. You can do it also next time, by adding on the end of the page the following string: .--Juan de Vojníkov 18:01, 5 August 2010 (UTC)
 * By the way, have you seen this Help:Quiz-Simple?--Juan de Vojníkov 18:03, 5 August 2010 (UTC)
 * Yes, Juan's suggestion for quiz could be the way to go with English basics 101 - good idea. -- Jtneill - Talk - c 11:07, 6 August 2010 (UTC)

title: User talk:Rahul08


text:
User:Eng Wandera Johnnie

Uganda National Council for Science and

Technology (UNCST)

“Scientists and Technologists recognized for their achievements”

As part of the drive to promote science, technology and innovation for the industrialization of Uganda, the Uganda National Council for Science and Technology (UNCST) announced the winners for the 2nd Round of the Uganda Millennium Science Initiative (MSI) Competitive Grant and 2nd Round of the Presidential Science Award (PSA). The occasion took place at Kampala Serena Hotel-Victoria Conference Hall on Friday, 19th September 2008. The Minster of Information, Communication, Technology (ICT), Hon. Ham Muliira, representing His Excellency, the President of the Republic of Uganda, Yoweri Kaguta Museveni performed the ceremony of presenting awards to the PSA winners and congratulating the MSI Grants winners.

PRESIDENTIAL SCIENCE AWARDS

In pursuance of its mandate of promoting the development and application of science and technology for economic transformation of our country, Uganda National Council for Science and Technology (UNCST) has the obligation to honor scientists and technologists through awards or presentations for outstanding achievements and contributions in the various fields of science and technology. The specific purpose of the awards are, (i) to recognize merit of outstanding individual contribution of Ugandan men and women to the advancement of science and technology and its application to improving the quality of life of the people of Uganda and (ii) to encourage inventiveness and innovativeness among Ugandan women and men.

Against this background, and following the pronouncement by His Excellency, The President of the Republic of Uganda, in the year 2004, of making a provision to recognize scientists through Presidential awards, UNCST established the Presidential Science and Technology Excellence Awards for meritorious achievements in scientific research, technological innovation and education and training.

The First Presidential Science and Technology Excellence Awards were announced and presented to winning scientists by His Excellency, the President of Uganda in 2006. The Second Presidential Excellence Awards were announced in 2007 and the Awards were presented to the winners at the closing ceremony of the National Science Week.

·                 Window B

Under this category, there is the New Undergraduate Programs and Upgrading Undergraduate Programs that assist creating new or upgrade existing undergraduate programs in science and technology.

The winners under this category were:-

New Undergraduate Programs

Dr. Johnnie Wandera, of Busitema University, Department of Engineering, awarded for initiating Bachelor of Science in Textile Engineering.

Currently a Senior Lecturer at Busitema University. And The Principal Investigator of The MSI-Textile Engineering Project.

title: User:Eng Wandera Johnnie


text:
Template:Life-Sciences-stub

This adds page to Category:Life Sciences stubs.

title: Template:Life-Sciences-stub


text:
User talk:George Thanasoglou

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 14:02, 4 August 2010 (UTC)

The Flame Prophecy
Please review the Wikiversity project scope. Encyclopaedic content should be on Wikipedia. Regards. Adambro 17:37, 4 August 2010 (UTC)

title: User talk:George Thanasoglou


text:
User talk:Eng Wandera Johnnie

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 14:02, 4 August 2010 (UTC)

title: User talk:Eng Wandera Johnnie


text:
User:Prasannakumar

प्रसन्नकुमार ह्यांच्या सदस्यपृष्ठावर आपले स्वागत आहे.!. Welcome to Userpage of PRASANNAKUMAR Following text Intended for Marathi Language Users,Which uses Devanagari Font script मी एक मराठी विकिपीडियावरील संपादक सदस्य आहे, महाराष्ट्राची सांस्कृतीक राजधानी आणि विद्येचे माहेर असणार्‍या पुण्यात मी राहतो.वाचन आणि लिखाण हे माझे आवडते छंद आहेत, तसेच माझ्याकडे जी काही जुजबी किंवा सखोल माहिती असते ती मी समर्थ रामदासस्वामींच्या "आपणासी जे जे ठावें, ते दुसर्‍यांसी सांगावे, शहाणे करूनी सोडावे, सकलजन." ह्या उक्तीप्रमाणे ,इतरांना सांगत असतो.माझ्या ह्याच वृत्तीमुळे मी मराठी विकिपीडिया कडे वळलो ,आणि मला जे काही ठाऊक आहे ते लिखाण स्वरूपात मांडू लागलो.मराठी विकिपीडिया हे मराठी लेखनाची (अर्थात टंकलेखन)आवड असणार्‍या रसिकांसाठी खरोखरच एक उत्तम व्यासपीठ आहे.इथे कुणीही मुक्तपणे नविन लेखांद्वारे विविध विषयांची भर घालू शकतो आणि त्याद्वारे मराठी भाषेतील ज्ञानकोश वृद्धींगत करण्यास मदत करू शकतो.मी ह्यास भाषेची एक प्रकारे सेवाच मानतो.इतर भाषांतील लेख आणि माहिती मराठीत आणणे हा माझा सध्याचा उद्योग किंवा कार्य म्हणा, हे म्हणजे माहितीच्या महाजालातील एका खारूताईच्या(Squirrel) कार्यासमान आहे असे मी मानतो.सध्या मराठी विकिपीडियाला अशा अनेक खारीचा वाटा उचलणार्‍यांची गरज आहे,तेव्हा जर आपणांस लिखाण आणि वाचनाची आवड असेल तर आपले अनमोल सहकार्य आपण नविन लेखांची निर्मिती तसेच जुन्या लेखांत अधिक माहिती भरून करु शकता.त्यासाठी आपण खाली नमूद कोणत्याही दूव्याद्वारे अधिक माहिती मिळवू शकतात.विकिपीडियावरील सदस्य आणि प्रबंधक आपणास हवे ते सहकार्य करतीलच ह्याची खात्री बाळगा.तर मग चला आजच, आत्ताच आपल्या लिखाणास आरंभ करा. "कसे करायचे" माहित नाही? सांगतो, .
 * Name-Prasannakumar
 * Home wiki- Marathi Wikipedia.(http://mr.wikipedia.org/)
 * Location-Pune,Maharashtra,India.
 * Primary Languages-Marathi & English.
 * Additional Languages-Hindi,Gujarati,Tamil,Malayalam.(Indian Languages)
 * Contributions-More than 1772 New Articles & Classes,More than 4200 Edits in 11 Month on Marathi Wikipedia.
 * Small Contributions on other Wikipedias
 * Main Interests-Films,Dramas-Plays,Culture,Languages,History & Traditions.
 * My Home WikiPage- http://mr.wikipedia.org/wiki/सदस्य:Prasannakumar
 * मी प्रसन्नकुमार
 * Wish to Create a New Article on Wikipedia?,Make use of the TextBox Given Below and start Editing
 * *माझ्यासोबत चर्चा करा किंवा मला संदेश पाठविण्यासाठी वरती "Discussion" ह्या सदरात "Add Talk" वर टिचकी (क्लिक) मारा
 * To Discuss/Talk with me or to send Message please Click on "Discussion" (Above) followed by "Add Talk".

title: User:Prasannakumar