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User:Egm6341.s10.team3.heejun/Meeting 12 transcript

 MTG 12: Thu. 21 Jan 10 [[media: Egm6341.s10.mtg12.djvu | Page 12-1]]

$$ \displaystyle G(t)=0\,\,\,\,\,\, \Rightarrow G(\cdot)\,\, has\,\, (n+2)\,\, zeros\,\, \underbrace{(t, x_{0},..., x_{n})}_{\color{blue}{(n+2)\,\, points}} $$

$$ \displaystyle G(x_{i})=0\,\,\,\, where\,\, i=0,...,n $$

Rolle's Theorem: $$ \displaystyle G^{(1)}(\cdot)\,\, has\,\, \color{red}{at\,\, least\,\, (n+1)}\,\, \color{black}{zeros.} $$

 * Rolle's Thm. is  a particular case of Deriv. MVT:

 * Deriv. MVT means $$ \displaystyle f:\mathbb{R} \rightarrow \mathbb{R}\,\, cont.\,\, diff.\,\, \exists \,\, at\,\, least\,\, one\,\, point\,\, \xi \in [a,b] \,\, such\,\, that\,\, \frac{f(b)-f(a)}{b-a} = f^{1}(\xi)\,\, or\,\, f(b)-f(a) = f^{1}(\xi)(b-a) $$

Rolle's Theorem: $$ \displaystyle f(a)=f(b)= constant\,\,\,\,\,\, \Rightarrow \exists \,\, at\,\, least\,\, \xi \in [a,b]\,\, such\,\, that\,\, f^{1}(\xi)=0 $$

$$ f_{(1)}(\cdot) \,\, has \,\, 3\,\, zeros\,\,\,\, \color{red} $$

[[media: Egm6341.s10.mtg12.djvu | Page 12-2]]

$$ f_{(2)}(\cdot) \,\, has \,\, 2\,\, zeros\,\,\,\, \color{red} $$

$$ f_{(3)}(\cdot) \,\, has \,\, 1\,\, zero\,\,\,\, \color{red} $$

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 * * $$ \displaystyle Apply\,\, Rolle's\,\, Thm.\,\, to\,\, G(\cdot): $$
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$$ \displaystyle G^{(1)}(\cdot) \,\, has\,\, \color{red}{at\,\,least}\,\, \color{black}{(n+1)}\,\, zeros $$ $$ \cdot \cdot \cdot $$ $$ \displaystyle G^{(n+1)}(\cdot) \,\, has\,\, \color{red}{at\,\,least}\,\, \color{black}{1}\,\, zero\,\, \Rightarrow \exists \xi \in I_{t}\,\, such\,\, that\,\, G^{(n+1)}(\xi)=0 $$
 * $$ \displaystyle G^{(0)}(\cdot) \,\, has\,\, \color{red}{at\,\,least}\,\, \color{black}{(n+2)}\,\, zeros $$
 * $$ \displaystyle G^{(0)}(\cdot) \,\, has\,\, \color{red}{at\,\,least}\,\, \color{black}{(n+2)}\,\, zeros $$
 * }.
 * }.

Note: $$ E^{(n+1)}(x)=f^{(n+1)}(x) - \underbrace{0}_{\color{red}{f_{n}^{(n+1)}(x)}} $$

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HW: Lagrange Interpolation Error - $$ \displaystyle (n+1)^{th} $$
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Prove that $$ \displaystyle E^{n+1}(x) = f^{n+1}(x) $$
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Recall, $$ f_{n} \in \mathbb{P}_{n} $$

[[media: Egm6341.s10.mtg12.djvu | Page 12-3]]

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 * $$ \displaystyle q_{n+1}^{(n+1)}(x)=(n+1)! $$
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HW: Proof: $$ \displaystyle (n+1)^{th} $$ derivative of $$ \displaystyle q_{n+1}(x) = (n+1)! $$ Show that $$ \displaystyle q_{n+1}^{(n+1)}(x) = (n+1)! $$
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 * $$ \displaystyle G^{(n+1)}(x) = f^{(n+1)}(x) - \frac {(n+1)!}{q_{n+1}(t)} \underbrace{E(t)}_{\color{red}{constant}}\,\,\,\,\,\, \Rightarrow t\,\, is\,\, not\,\, a\,\, variable,\,\, only\,\, x\,\, is\,\, a\,\, variable $$
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 * $$ \displaystyle Let\,\, x= \xi $$
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 * $$ \displaystyle G^{(n+1)}(\xi) = 0 = f^{(n+1)}(\xi) - \frac{(n+1)!}{q_{n+1}(t)} E(t) $$
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 * $$ \displaystyle E(t)= \frac {q_{n+1}(t)}{(n+1)!}f^{(n+1)}(\xi) $$
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HW: Error analysis of function $$ f(x)=log(x) $$ [[media: Egm6341.s10.mtg11.djvu | P.11-2]] Consider the function $$\displaystyle f(x)=log(x) $$ and set $$\displaystyle t=2, x_{0}=3, x_{1}=4, x_{2}=5, \cdot \cdot \cdot, x_{6}=9$$
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(i) Plot $$\displaystyle f(x) $$ and $$\displaystyle f_{n}(x)$$

(ii) Plot $$\displaystyle l_{i,n} $$ when $$\displaystyle n = 3 $$

(iii) Plot $$\displaystyle q_{n+1}(x) $$

(iv) Obtain $$\displaystyle G(x) $$ for $$\displaystyle x = 5.5 $$
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User:Egm6341.s10.team3.sa/Mtg9

Mtg 9: Tue, 19 Jan 10 [[media: Egm6341.s10.mtg9.djvu | Page 9-1]]

LAGRANGE BASIS FUNCTIONS (Continued): In the previous lecture we saw the general form for the Lagrange Basis functions. Continuing with the special case of Simpson's rule, $$\displaystyle l_1(x) $$ is given by $$\displaystyle l_1(x) = \prod_{j=0, j \neq i, i=1}^{2} \frac{x-x_j}{x_i - x_j} = \bigg(\frac{x-x_0}{x_1 - x_0}\bigg) \bigg( \frac{x-x_2}{x_1 - x_2}\bigg)$$  where,

$$\displaystyle l_1 \in \mathbb p_2$$, where $$\displaystyle \mathbb P_2 $$ denotes polynomial of order $$\displaystyle \leq $$ 2 Note: The suffix 1 denotes the node number.

Since we have three points $$\displaystyle x_0, x_1, x_2$$ we can pass a parabola. Also recall, $$\displaystyle l_i(x_j) = \delta_{ij} $$ Hence, $$\displaystyle l_1(x_1) = 1 \; l_1(x_0) = l_1(x_2) = 0$$

Figure: $$\displaystyle l_1(x)$$

Note here that the parabola is inverted because the coefficient of $$\displaystyle x^2$$ is negative. $$\displaystyle l^{''}(x_1) = 0$$

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HW:
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$$\displaystyle \color{blue} where\, c_0,\, c_1\,and\,  c_2\,  are\, constants.$$  $$\displaystyle \color{blue} P_2(x) = \sum_{i=0}^{2} l_i(x) f(x_i)$$  $$\displaystyle \color{blue} Find\, the\,  coefficients\,  c_i\, in\, terms\,  of\,  x_i\, and\,  f(x_i)\;\; i=0,1,2. $$
 * $$\displaystyle \color{blue} f_2(x) = P_2(x) = c_0 + c_1x + c_2x^2 $$
 * $$\displaystyle \color{blue} f_2(x) = P_2(x) = c_0 + c_1x + c_2x^2 $$
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HW:
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Starting from $$\displaystyle \color{blue} p_2(x_j) = \sum_{i=0}^2 l_i(x_j) f(x_i)$$ derive the Simple Simpson's rule Use Eqn(4) in [[media:Egm6341.s10.mtg8.djvu|Page 8-3]] to derive the Simple Simpson's rule Eqn (2) [[media:Egm6341.s10.mtg7.djvu|Page 7-2]]

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[[media: Egm6341.s10.mtg9.djvu | Page 9-2]]  We have now seen how Trapezoidal and Simpson's rule are special cases of Newton-Cotes. Now if we look at Eqn(1) and Eqn(2) on [[media: Egm6341.s10.mtg7.djvu | Page 7-3]], they are nothing but the a general form of Newton-Cotes method with n+1 data points $$\displaystyle x_0, x_1, \dots x_n$$ i.e, $$\displaystyle f_n(x) = p_n(x) \in \mathbb P_n$$ : set of polynomials of order $$\displaystyle \leq $$ n $$\displaystyle l_{i,n} \in \mathbb P_n$$ where, i denotes the node number and n denotes the order of the polynomial.

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HW:
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Consider $$ \color{blue} f(x)=\frac{e^{x}-1}{x} $$ on $$ \color{blue} x\in[0,1], \quad  x_{0}=a=0, \quad x_{n}=b=1 $$.

(i) Construct $$ \color{blue} f_{n}(x)= \sum_{i=0}^{n}l_{i,n}(x)f(x_{i}) $$ for n = 1, 2, 4, 8, 16.

(ii) Plot $$\displaystyle \color{blue} f(x) $$ and $$\displaystyle \color{blue} f_{n}(x) $$ for n = 1, 2, 4, 8, 16.

(iii) Compute $$ \color{blue} I_{n}=\int_{b}^{b}f_{n}(x)dx $$ for n = 1, 2, 4, 8 and compare to $$\displaystyle \color{blue} I $$.

(iv) For n = 4, plot $$\displaystyle \color{blue} l_{0}, l_{1}, l_{2} $$.

(v) Why don't we have to take a look at $$\displaystyle \color{blue} l_{3}, l_{4} $$ for n = 4?

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[[media: Egm6341.s10.mtg9.djvu | Page 9-3]]

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HW:
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Derive composite Trapezoidal rule [[media:Egm6341.s10.mtg7.djvu|Page 7-1]] from Simple Trapezoidal rule [[media:Egm6341.s10.mtg7.djvu|Page.7-1]]

and

Derive composite Simpson's rule [[media:Egm6341.s10.mtg7.djvu|Page7-2]] from simple Simpson's rule [[media:Egm6341.s10.mtg7.djvu|Page 7-2]]

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 * }

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

title: User:Egm6341.s10.team3.sa/Mtg9


text:
User:JonathanSimon

My name is Jonathan Simon.

title: User:JonathanSimon


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User:Jonpadang

Hope I'm getting this wright by putting some brief details about myself. name is john and am retired small boat captain but previously an Electrical Engineer in the computer and Audio fields. Currently cruising my yacht around SE Asia. Still interested in learning more so here i am.

title: User:Jonpadang


text:
Motivation and emotion/Readings

Journals

 * Emotion
 * Emotion Review
 * Motivation and Emotion

Textbooks

 * Textbooks

title: Motivation and emotion/Readings


text:
Motivation and emotion/Readings/Textbooks/Reeve/2009

Reeve, J. (2009). Understanding motivation and emotion (5th ed.). Hoboken, NJ: Wiley. Amazon. Kindle. Google Books. Instructor companion site. ISBN 0470392231, 9780470392232

 * Table of contents

 * Chapter 1: Introduction
 * Chapter 2: Motivation in Historical and Contemporary Perspectives
 * Chapter 3: The Motivated and Emotional Brain
 * Chapter 4: Physiological Needs
 * Chapter 5: Intrinsic and Extrinsic Motivations
 * Chapter 6: Psychological Needs
 * Chapter 7: Social Needs
 * Chapter 8: Goal Setting and Goal Striving
 * Chapter 9: Personal Control Beliefs
 * Chapter 10: The Self and Its Strivings
 * Chapter 11: Nature of Emotion: Five Perennial Questions
 * Chapter 12: Aspects of Emotion
 * Chapter 13: Personality Characteristics
 * Chapter 14: Unconscious Motivation
 * Chapter 15: Growth Motivation and Positive Psychology
 * Chapter 16: Conclusion


text:
Motivation and emotion/Readings/Textbooks

Other suggested textbooks
Suggested book references for tertiary-level study of motivation and emotion.
 * 1) Beck, R. C. (2004). Motivation: Theories and principles (5th ed.). Englewood Cliffs, NJ: Prentice Hall.
 * 2) Borod, J. C. (2000). The neuropsychology of emotion. Oxford University Press, Oxford.
 * 3) Deckers, L. (2014). Motivation: Biological, psychological, and environmental (4th ed.). Boston, MA: Allyn & Bacon.
 * 4) DeCatanzaro, D. A. (1999). Motivation and emotion: Evolutionary, physiological, developmental, and social perspectives. Prentice-Hall, Upper Saddle River, NJ.
 * 5) Dalgleish, T. & Power, M. J. (1999). Handbook of cognition and emotion. John Wiley & Sons, Chichester, UK.
 * 6) Edwards, D. C. (1999). Motivation and emotion: Evolutionary, physiological, cognitive, and social influences. Sage, Thousand Oaks, CA.
 * 7) Ekman, P. & Davidson, R. J. (1994). The nature of emotion: Fundamental questions. Oxford University Press, New York.
 * 8) Ferguson, E. D. (2000). Motivation: A biosocial and cognitive integration of motivation and emotion. Oxford University Press, New York.
 * 9) Franken, R. E. (2006). Human motivation (6th ed.). Wadsworth Thomson Learning, Belmont, CA.
 * Fox, E. (2008). Emotion science: Cognitive and neuroscientific approaches to understanding emotions. Basingstroke, Hampshire, UK: Palgrave Macmillan.
 * 1) Frijda, N. H. (1986). The emotions. Cambridge University Press, New York.
 * 2) Gollwitzer, P. M. & Bargh, J. A. (1996). The psychology of action: Linking cognition and motivation to behavior. Guilford Press, New York/
 * 3) Gorman (*). Motivation and emotion
 * 4) Heckhausen, J. & Dweck, C. S. (1998). Motivation and self-regulation across the life span. Cambridge University Press, New York.
 * 5) Kalat, J. W., & Shiota, M. N. (2012). Emotion (2nd ed.). Belmont, CA: Wadsworth.
 * 6) Lane, R. D. & Nadel, L. (2000). Cognitive neuroscience of emotion. Oxford University Press, New York.
 * 7) Lewis, M. & Haviland-Jones, J. M. (Eds) (2000). Handbook of emotions (2nd ed.). Guilford Press, New York.
 * 8) Minsky, M. (2006). The Emotion Machine: Commonsense Thinking, Artificial Intelligence, and the Future of the Human Mind.  Simon & Schuster (Paperback), New York.
 * 9) Nunez, R. & Freeman, W. J. (1999). Reclaiming cognition: The primacy of action, intention, and emotion. Imprint Academic, Thorverton, UK.
 * 10) Ortony, A., Clore, G. L., & Collins, A. (1988). The cognitive structure of emotions. Cambridge University Press, New York. (Reprinted 1999)
 * 11) Pert, C. B. (1997).  Molecules of emotion: Why you feel the way you feel.  Scribner, New York.
 * 12) Petri, H. L., & Govern, J. M. (2013). Motivation: Theory, research, and applications (6th ed.). Belmont, CA: Thomson Wadsworth.
 * 13) Sansone, C. & Harackiewicz, J. M. (2000). Intrinsic and extrinsic motivation: The search for optimal motivation and performance. Academic Press, San Diego, CA.
 * 14) Sheldon, K. M. (Ed.) (2010). Current directions in motivation and emotion. Boston, MA: Allyn & Bacon.
 * 15) Strongman, K. T. (2003). The psychology of emotion: From everyday life to theory (5th ed.). Wiley.
 * 16) Vail, P. L. (1994). Emotion: The on/off switch for learning.  Modern Learning Press.
 * 17) Wagner, H. (1999). The psychobiology of human motivation. Routledge, New York.


text:
User talk:JonathanSimon

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 14:05, 28 June 2010 (UTC)

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User:Kaihsu/EUlawC2

Constitutional and institutional law of the European Union.

Section C: Remedies and procedures in European Union law.

Chapter 2: Enforcement proceedings by the Commission.

Notes by Kaihsu Tai, 2011-07-05.

Introduction
The four ways in which the European Court of Justice (ECJ) hears a case are state v state (Article 259 TFEU, ex 227 TEC); Commission action (258 TFEU, ex 226 TEC); reference from national court (267 TFEU, ex 234 TEC); and appeal from the General Court (ex Court of First Instance; 256 TFEU, ex 225 TEC) and specialized courts (257 TFEU, ex 225a TEC). The first is rarely used and the leading case is Case 141/78 France v UK. In this chapter, the second (Commission action) is discussed.

Article 258 TFEU:"If the Commission considers that a Member State has failed to fulfil an obligation under the Treaties, it shall deliver a reasoned opinion on the matter after giving the State concerned the opportunity to submit its observations.

If the State concerned does not comply with the opinion within the period laid down by the Commission, the latter may bring the matter before the Court of Justice of the European Union."

Grounds
The failure ‘to fulfil an obligation under the Treaties’ (Article 258 TFEU) covers also EU secondary law and general principles as well as Treaty provisions. Common Foreign and Security Policy is largely excluded from the Court’s jurisdiction: Article 24(1) TEU. But included are international agreements concluded by the Union: Case C-61/94 Commission v Germany (International Dairy Arrangement). The seriousness of the violation is not a relevant consideration: Case C-209/89 Commission v Italy.

A violation may be constituted either in fact or in law. Even if the law formally observes EU law obligations, an informal administrative practice, if it is sufficiently consistent and general, will be enough to constitute a violation: Case 249/81 Commission v Ireland (Buy Irish). To avoid uncertainty in law, member states have a positive obligation to repeal conflicting national legislation even if it is not being enforced: Case 167/73 Commission v France (French Merchant Seamen).

The subject of the failure is the member state, which includes the legislature and the judiciary thereof, as well as the executive: Case 77/69 Commission v Belgium, Case C-129/00 Commission v Italy. (For the separate issue of damages and remedies in such breaches, see Case C-6/90 Francovich v Italy, Case C-46/93 Brasserie du Pêcheur v Germany, Case C-224/01 Köbler v Austria; distinguish from lump-sum fine and penalty payment below, and from possible restitution in state-aid cases.) This can also include other agencies of the member state such as local authorities and other organs or agencies.

Actions of individuals can exceptionally be ground for Commission action; for example, France was held to have failed in its Treaty obligations by failing to control private protests against foreign products: Case C-265/95 Commission v France (Spanish Strawberries). A member state can be found to violate EU law in a ‘general and persistent’ manner in a Commission enforcement action: Case C-494/01 Commission v Ireland (Irish Waste). Once a failure has been found to exist, force majeure, civil disturbances, or organized crime are irrelevant: Case C‑297/08 Commission v Italy (Campania Waste).

Procedure
There are two stages of the process. The first is the administrative stage, in which Member States are under a duty to cooperate with the Commission throughout this process: Case C-375/92 Commission v Spain. Only after this, a second, judicial, stage of bringing proceedings before the ECJ may be engaged: Article 258 TFEU (ex 226 TEC); Rules of Procedure of the ECJ.

The Commission is subject to a general duty to ‘ensure the application of the Treaties, and of measures adopted by the institutions pursuant to them’ (Article 17(1) TEU, ex 211 TEC), but it has discretion in whether bringing an action against a member state before the ECJ is the best way to achieve this: Case 48/65 Lütticke v Commission, Case C-29/92 Asia Motors v Commission.

"When the Commission brings a case before the Court pursuant to Article 258 on the grounds that the Member State concerned has failed to fulfil its obligation to notify measures transposing a directive adopted under a legislative procedure, it may, when it deems appropriate, specify the amount of the lump sum or penalty payment to be paid by the Member State concerned which it considers appropriate in the circumstances.

If the Court finds that there is an infringement it may impose a lump sum or penalty payment on the Member State concerned not exceeding the amount specified by the Commission. The payment obligation shall take effect on the date set by the Court in its judgment."

Interim measures
‘The Court of Justice of the European Union may in any cases before it prescribe any necessary interim measures’: Article 279 TFEU (ex 243 TEC). Interim measures are covered by Articles 83 to 89 of the Rules of the Procedure of the ECJ. Three considerations are taken into account in granting an interim order: 1 likelihood of the proceedings being successful; 2 urgency; 3 balance of irreparable damage in the interest of either party: illustrated in Case C-195/90 R Commission v Germany (Road Tax).

Effects
The effect of a successful action under Articles 258 and 259 TFEU is only declaratory; ‘the State shall be required to take the necessary measures to comply with the judgment of the Court’: Article 260(1) TFEU (ex 228 TEC). Further Commission action for a ‘lump sum’ (fine) or (daily) ‘penalty payment’ is possible in case of continued infringement: Article 260(2); distinguish from damages: Francovich, above. The Court can apply both in a single action, the lump sum for past violation, the penalty payment for future: Case C-304/02 Commission v France (French Fisheries II).

title: User:Kaihsu/EUlawC2


text:
User:Egm6341.s10.team3.heejun/Meeting 14 transcript

 MTG 14: Tue. 26 Jan 10

[[media: Egm6341.s10.mtg14.djvu | Page 14-1]]

Theorem: Simple Simpson's Rule

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&= - \frac {h^{5}}{90}f^{4}(\xi),\,\,\,\, h:= \frac {b-a}{2} \\\end{align}\ $$
 * $$ \begin{align} \displaystyle E_{2} &= -\frac{(b-a)^{5}}{2880}f^{4}(\xi),\,\,\,\, \xi \in [a,b] \\
 * $$ \begin{align} \displaystyle E_{2} &= -\frac{(b-a)^{5}}{2880}f^{4}(\xi),\,\,\,\, \xi \in [a,b] \\
 * }
 * }

Reference: 1) Atkinson p.257, proof based on divided differences 2) Suli & Mayers = S&M, p.205 * E-book of Suli & Mayers, An introduction to numerical analysis (2003), can be found on UF libraries catalog

Use Lagrange  (L.) interpolating error

Remark: If $$ \displaystyle f \in \mathbb{P}_{3}\,\,\,\, \Rightarrow f^{(4)} = 0\,\,\,\, \Rightarrow E_{2}=0 $$

Simple Simpson exact for polynomial degree $$ \displaystyle \leq 3 $$

Proof: (Similar technique of proof for L. interpolating error) Shift origin of $$ \displaystyle x $$ axis to point $$ \displaystyle x_{1} $$: Transformation of valiable (fig. [[media: Egm6341.s10.mtg13.djvu | Page 13-3]])

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$$ \displaystyle h:= \frac {(b-a)}{2} $$
 * $$ \displaystyle x(t) = x_{1} + ht, \,\,\,\, t \in [-1,1] $$
 * $$ \displaystyle x(t) = x_{1} + ht, \,\,\,\, t \in [-1,1] $$
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 * }.

[[media: Egm6341.s10.mtg14.djvu | Page 14-2]]

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$$ \displaystyle t=+1,\,\,\,\, x(+1)=x_{1} + h = x_{2} $$ $$ \displaystyle t=-1,\,\,\,\, x(-1)=x_{0} $$
 * $$ \displaystyle t=0,\,\,\,\, x(0)=x_{1} $$
 * $$ \displaystyle t=0,\,\,\,\, x(0)=x_{1} $$
 *  (1)
 * }.
 * }.

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 * $$ \displaystyle E_{2} = I - I_{2} = \underbrace{\frac{b-a}{2}}_ e(1) \underbrace{=}_ h \cdot e(1) $$
 *  (2)
 * }.
 * }.
 * }.

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 * $$ \displaystyle \underbrace{e(t)}_ := \int_{-t}^{+t} \underbrace{f(x(t))}_ dt - \frac {t}{3} [f(-t) + 4F(0) + F(t)] = error\,\, of\,\, int.\,\, on \,\, [-t, +t] $$
 *  (3)
 * }.
 * }.
 * }.

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 * $$ \displaystyle \underbrace{e(1)}_ = error\,\, of\,\, int.\,\, on \,\, [-1, +1]$$
 * }.
 * }.
 * }.

Def:

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 * $$ \displaystyle G(t):= e(t) - t^{5} e(1) $$
 *  (4)
 * }.
 * }.
 * }.

Goal:

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 * $$ \displaystyle G^{(3)}(\xi_{3}) = 0 $$
 * }.
 * }.
 * }.

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 * $$ \displaystyle = - \frac {2(\xi_{3})^{2}}{3} [F^{4}(\xi_{4}) + 90 e(1)] $$
 *  (5)
 * }.
 * }.
 * }.

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 * $$ \displaystyle \Rightarrow e(1) = - \frac {1}{90} F^{4} (\xi_{4}) = - \frac {(b-a)^4}{1440}f^{4}(\xi) $$
 *  (6)
 * }.
 * }.
 * }.

[[media: Egm6341.s10.mtg14.djvu | Page 14-3]]

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

 * $$ \displaystyle E(2) = h \cdot e(1) = - \frac {(b-a)^{5}}{2880}f^{4}(\xi) $$
 *  (1)
 * }.
 * }.
 * }.

Remark: Similarity with proof for L. interpolating error

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

 * $$ \displaystyle G(t) := e(t) - t^{5} \cdot e(1) $$
 *  (4)   p.14-2
 * }.
 * }.
 * }.

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

 * $$ \displaystyle G(x) := E(x) - \frac {q_{n+1}(x)}{q_{n+1}(t)} E(t) $$
 *  (1)   [[media: Egm6341.s10.mtg10.djvu | p.10-3]]
 * }.
 * }.
 * }.

Error:

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

 * $$ \displaystyle Simpson:\,\,\,\, (b-a)^{5} \leftrightarrow t^5 $$
 *  (1)
  p.14-3
 * }.
 * }.
 * }.

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

 * $$ \displaystyle L.\,\, interpolating\,\, error:\,\,\,\, \underbrace{q_{n+1}(x)}_ \leftrightarrow \underbrace{q_{n+1}(x)}_ $$
 *
 (3)
  [[media: Egm6341.s10.mtg10.djvu | p.10-1]]
 * }.
 * }.
 * }.

Montesquieu: Darwin NOVA: "What Darwin never knew."


text:
User talk:Martin.Kaileen

 Hello Martin.Kaileen, 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

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title: User talk:Martin.Kaileen


text:
File:Ray bradbury illustrated man.jpg

Summary
Book cover, copyright 1950

title: File:Ray bradbury illustrated man.jpg


text:
User:Vaigaikarthik

Forests and our Climate

Forests are the “lung of the earth”. Trees and forests are important for our environment.

Trees

 * absorb carbon dioxide and other gases that contribute to the “greenhouse effect”
 * produce oxigen
 * give wildlife a habitat
 * reduce water run-off and erosion
 * reduce sedimentation and regulate flooding and drought periods
 * reduce the risk of flooding during high water periods
 * cool the earth's soil by shading and by trapping snow longer
 * conserve energy by reducing heating (screening cool winds) and cooling (shading buildings) by up to 50%%

The environmental impact of planting trees is significant. On average 1 tree stores more than half a ton of carbon dioxide over its lifetime and will assimilate other pollutants such as carbon monoxide, sulphur dioxide and ozone.

On a daily basis, each tree lifts about 400 litres of water from the ground and evaporates it into the air.

Imagine the impact that 1 million trees will have and then envision the effect of 6 billion trees - or more.

We believe that climate change is a phenomena that has a number of causes.

1. changes in exposure to sun radiation 2. oscillations of nature 3. volcanic activity (above and below sea level) 4. number of people 5. deforestation and land loss 6. human conflicts (wars and warefare) 7. industry (including power generation) 8. agriculture (cattle)

There are many more and we are only learning about the complexities of our climate. We believe that the current scientific group think is triggering a wave of desirable regulations and adorable recommendations on what humans can do. What we believe is critical is that emissions from humans burning fossil-fuel are largely eradicated, where possible and economically feasable in order to reduce the risks of catastrophic climate changes in the future. There are initiatives under way. Most notable is the long-term storage of C02 emissions stemming from coal and gas power plants who are said to be responsible for one-third of global C02 emissions. Cutting those emissions alone will have a profound impact. There will have to be a lot of thinking around gas refineries and which of the gases have the least impact on emissions, considering the entire supply chain from harvesting to burning for energy. A lot of thinking has to go into air travel where emissions are brought high up into the atmosphere and stratosphere, unchecked, leaving an increasingly dense layer of pollutants and vapour behand. Also, our military activities will have to come under scrutiny where vehicles on water, ground, and air are evading all environmental regulations.

However, one must not forget the risks of reducing CO2 levels substantially. If the exposure to sun radiation is naturally reduced simultaneously, we might as well trigger the long overdue next ice age that has been postponed possibly by human induced global warming.

Here at one-tree.org we are not scientists in the field. However, from all the measures that are being taken through government regulations and taxations, we believe that there is a single most important issue that is not addressed whole heartedly. We know that the lung of the earth, our forests, has been devastated and reduced to an extent that the remains are insufficient to either assimilate enough C02 or produce enough Oxygen to keep our planet healthy, whether warm or cold. Over 70% of the forests have been chopped away to make room for asphalt jungles, agricutlrue and wastelands.

Planting trees is scientifically considered inefficient. It is believed that machines can do a better job. We believe that, as a society, we should nor wait for these machines nor should we rely on them. We are convinced that restoring forests and planting trees, billions of trees, will do a far better job than any machine can do. An average tree stores about half a ton worth of CO2 for a long time.

title: User:Vaigaikarthik


title: File:Mtg9-Fig1.svg


text:
File:The-Illustrated-Man l.jpg

Summary
Movie Marquee

title: File:The-Illustrated-Man l.jpg


text:
User talk:Krysjez

 Hello Krysjez, 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

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Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 29 June 2010 (UTC)

title: User talk:Krysjez


text:
User talk:Felix.kara

 Hello Felix.kara, 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

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Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 29 June 2010 (UTC)

title: User talk:Felix.kara


text:
User talk:Bneil

 Hello Bneil, 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

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Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 29 June 2010 (UTC)

title: User talk:Bneil


text:
User talk:SaraBB

 Hello SaraBB, 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

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Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 29 June 2010 (UTC)

title: User talk:SaraBB


text:
Ray Bradbury Fiction and Film

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%"  The Fiction and Film of Ray Bradbury: "The Illustrated Man."
 * colspan="1" style="width:100%; vertical-align:top; border:10px solid #D44942; background-color:#EEE9E9;" |

Taking Bradbury Seriously
Classifying Ray Bradbury's fictional narratives is a complicated matter. Starting with assumptions and a rigorous analysis regarding the importance of artistic experiences in his short fiction, novels and adaptations to film, science fiction and fantasy hold a high regard for his explorations into reality by way of dreams, memories and imagination.
 * The Illustrated Man was first published in 1951. The written collection contains eighteen short fictional narratives. Three of Bradbury's strongest works were adapted and dramatized in a 1969 film directed by Jack Schmidt. Film Credits The film contains, "The Veldt," "The Long Rain," and "The Last Night of the World." Film in it's entirety on line
 * The film, directed without the cooperation of Bradbury, offers Rod Steiger (Carl) as the first person narrater. Similar to the written collection, with each scene changes of the tales, the protagionist also changes but there remains an implied narration of Steiger. Rod Steiger has starred in such classic films as On the Water Front (1956), Dr. Zhivago (1965), and The Godfather (1972) Rod Steiger biography among other successful films. Steiger utilizes the style of language and dialogue to portray his characters via a command voice, incorporating four elements: distinctness, loudness, inflection and projection.
 * The story line of the film The Illustrated Man is linear and easy for the viewer to follow, with an effective use of flashbacks to tell the story. The screen play consists of eight scenes, positioned in the early 1900's. The main character Carl is a professional Hobo who at one time worked in a traveling carnival as a "carnie" equipment and tent hand. Carl is barely literate. In a synchronistic manner he runs into a young man (William) who is also on the road to see his family. While the young man seems educated, in keeping with defining opposites, Carl becomes the teacher and William the student. [[Image:The-Illustrated-Man_l.jpg|300px|thumb| Movie Marquee ]]
 * The illustrations that cover Carl's body, come alive to tell the stories. The artistic tatooing completed by a seductive beautiful woman, Felicia. The name Felicia is latin in origin and means happy,  lucky, or fortunate dictionary.comThis could be a purposeful play on words, due to the fact that Carl is anything but happy; rather a nightmare in reality. Carl's demeaner towards Felicia at this time could be looked upon as submissive and obeying, as if Felicia cast a spell. She promises to make Carl "the most beautiful man in the world." A sexual nuance of reward is insinuated by Felicia in both speech and action. Using non-verbal communication, looking into each other eye's, is romanticaly suggestive of Bradbury's communication style.
 * The tales in the film are unified as the stories are told in one night and in a single location. Futuristic terms are infused in the film: "be well," instantaneous atmosphere," "minister of mental health," and "globalization" further identifying Bradbury's focus on future events. They also exemplify Bradbury's attention to gothic horror, through predictions of future events, and the sexual overtones of a carnival atmosphere. The wearing of illustrations could be a metaphor for the author himself or any storyteller. The hullicinations William experiences could be a warning regarding the implications of modernity being unimaginable and sterile without supernatural literature, bring predicitons that Bradbury explores in overting possible futures.
 * Themes explored include: Space exploration, dependency on technology, relience on governments and a rejection of creative literature and inventive myths.

Reviews
Reviews As such, it's as fascinating as visiting Dickens' London, or Poe's New England."
 * The magazine of Fantasy and Science Fiction suggests in their October 1997 article: "It's hard to believe that it's now been forty-six years since these stories first saw print because they're still as vibrant and startling and telling...with strong characters, fascinating ideas, crisp dialogue.

What follows are 18 horror and science-fiction short stories that the narrator witnesses being acted out in the tattoos, from stranded astronauts to home technology gone bad. This classic book from 1951 is perfect for summer reading because you can breeze through a good story in one sitting."
 * The New York Times review of Bradbury by Paul Malouf article, June 2010 states: "Everyone wants to see the pictures, and yet nobody wants to see them..." The scenes hypnotize the narrator.

Suggested Readings & Websites
The Foundation Trilogy
 * Asimov, Isaac

The Handmaid's Tale
 * Atwood, Margaret

Dandelion Wine, Fahrenheit 451, The Illustrated Man, The Martian Chronicles, and Something Wicked This Way Comes
 * Bradbury, Ray

A Clockwork Orange
 * Burgess, Anthony

2001: A Space Odyssey
 * Clarke, Arthur C.

The Man in the High Castle, and Ubik
 * Dick, Philip K.

Neuromancer
 * Gibson, William

Stranger in a Strange Land, and Time Enough for Love
 * Heinlein, Robert

Dune
 * Herbert, Frank

Brave New World
 * Huxley, Aldous

The Left Hand of Darkness
 * Le Guin, Ursula K.

The Chronicles of Narnia
 * Lewis, C. S.

The Road
 * McCarthy, Cormac

Harry Potter & the Sorcerer's Stone
 * Rowling, J.K.

Journey to the Center of the Earth
 * Verne, Jules

The Island of Dr. Moreau, and The Time Machine
 * Wells, H.G.

title: Ray Bradbury Fiction and Film


text:
Category:User:KYPark

This category will list User:KYPark's contributions.

title: Category:User:KYPark


text:
Cite:As We May Think

Related works

 * Bush, Vannevar (1939). "Mechanization and the Record."

Cited by

 * Doug Engelbart (another hypertext pioneer)
 * Ted Nelson (still another hypertext pioneer)

Sisters

 * Wikipedia
 * Vannevar Bush
 * As We May Think
 * Memex
 * Hypertext
 * Mind map since 1975
 * Internet since 1975
 * Internet Protocol Suite since 1975
 * Enquire (CERN, 1980)
 * Guide (hypertext) (U. Kent, 1982)
 * The Interactive Encyclopedia System (U. Maryland, 1983)
 * NoteCards (U. Maryland, Xerox PARC, 1984)

title: Cite:As We May Think


text:
Cite:Allen & Bennett 2008

 * Price: ~AU$53
 * Companion site:

Critiques
This book was a most valuable guide through planning and analysing my research data. The clear instructions and step by step diagrams made understanding statistics simple. Highly recommended to anyone doing research. (Amazon Review).

title: Cite:Allen & Bennett 2008


text:
User talk:Jefferysurya

 Hello Jefferysurya, 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.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 13:29, 29 June 2010 (UTC)

title: User talk:Jefferysurya


text:
User:Beatlesflag1/Beatles

2010 Challenge

2009 Challenge

title: User:Beatlesflag1/Beatles


text:
2010 Challenge

Research Project: Engineering Meets Medicine

We have formed a plan for team Beatles to compete in the 2010 First Lego League challenge, and our team consists of the following members:

Mia Armstrong

Jonas Armstrong

Zane Czarnecki

Hannah Doscisz

Abbie Downard

Jacob Downard

Sam Herring

Sean Stevens

Based on our experience in 2009 as a first year team, we have learned a few things. First, we have learned that more parental help is needed. As such, this year Joe Armstrong and I will share the coaching responsibilities, and we’ll be asking all of the parents to help with one part of the challenge. Second, we need to have longer meetings. As such, I am suggesting that we meet on the weekends and not after school. The Downards and Armstrongs can take turns hosting many of the meetings in their garages (where we can leave the playing field set up), and we can have some special gatherings to work on research at the houses of other members of our team. Third, there may be a second team from Flagstaff Junior Academy, but it will have its own set of coaches with its own time and place for practices. It was simply too difficult to keep things on track last year with so many kids pulling us in different directions. Finally, we need to get an earlier start.

Here is the list of activities. A parent from each family needs to pick one to act as a helper:

1) doing the research and writing the presentation;

3) building the lego objects for the playing field and the robot;

3) programming the robot. (Laurie)

Last, but not least, we need to organize snacks for each gathering. (Marian)

When the parts for the challenge arrive in early August, we can set aside some days to get everything built. That way, when the rules and points for the playing field are announced in early September, we'll be able to spend more time on the design of the robot and programming in the fall.

The challenge for 2010 is "Engineering Meets Medicine." Information about the challenge is available at the FLL website.

Our initial idea is build on what we did last year on bicycles and focus on the use of adaptive bikes by folks with one or another kind of medical problem. The options include the challenges faced by those who have visual impairments, difficulties with muscular control, or balance and cognitive impairments. It might be possible, for instance, to use an adaptive trike with a seeing eye dog and/or a Lego brick with ultrasonic sensors to help a person with visual impairment ride a bike safely.

title: 2010 Challenge


text:
Research Project: Engineering Meets Medicine

Ideas:

Bicycle for the deaf-- use of sound sensors.

Bicycle for the blind--use of guide dogs and ultrasound sensors.

Improvement of mobility for cyclists with any sorts of amputations or other disabilities that include a loss of limb.

Bicycle for those with mental disabilities--cycle is equipped with a robotic system and a GPS. The rider would input destination prior to leaving. This would aYllow the machinery to make decisions for the rider along the route. The rider would be able to both pedal and brake, although an automatically deployed emergency brake would also be installed.

Improvement of bicycles for individuals suffering from paralysis.


text:
User talk:Beatlesflag1

 Hello Beatlesflag1, 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

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Question
Is this a test: Beatles? Ottava Rima (talk) 16:50, 29 June 2010 (UTC)

title: User talk:Beatlesflag1


text:
Learning Paths

OVERVIEW The concept of a learning path is describe the in book, "Learning Paths: Increase profits by reducing the time it takes to get employees up-to-speed" (Pfieffer and ASTD Press 2004) by Steve Rosenbaum and Jim Williams. In this book, a Learning Path is described as the entire sequence of learning activities that go from day one to a pre-determined level of proficiency. A learning activity is defined as any formal or informal training that includes: classroom training, elearning, job aids, practice, experience, coaching, on-the-job instruction or anything else that will lead to proficiency.

LEARNING PATHS VERSUS CURRICULUMS A curriculum is a series of courses designed to cover the basic skills and knowledge that have been identified. Typically a curriculum doesn't include the informal learning that typically happens after a curriculum is completed.

IMPROVING A LEARNING PATH As described by Steve Rosenbaum, the ultimate measure of a Learning Path is time to proficiency. In other words the length of time it takes to be come proficiency or fully up-to-speed. Improving a Learning Path means dramatically reducing time to proficiency. Through using process improvement tools and methods, the first step is to map out a current Learning Path and then look for opportunities to take to out time, waste and variability. This ultimately should also lead to a reduction in cost.

More informationa about Learning Paths is available at www.learningpathsinternational.com

title: Learning Paths


text:
User talk:Learningpaths

 Hello Learningpaths, 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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 18:32, 29 June 2010 (UTC)

Steve Rosenbaum
Steve Rosenbaum is clearly promotional and will most likely be deleted as such. We are not here to promote your off Wikiversity book or the rest. If you would like to create free content on Wikiversity for others to use, then that is acceptable. Ottava Rima (talk) 18:33, 29 June 2010 (UTC)

title: User talk:Learningpaths


text:
User talk:Rhysda

 Hello Rhysda, 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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Juan de Vojníkov 21:34, 29 June 2010 (UTC)

title: User talk:Rhysda


text:
User:MC10/monobook.js

// User:MC10/OtherWiki.js mw.loader.load('//en.wikipedia.org/w/index.php?title=User:MC10/OtherWiki.js'             + '&action=raw&ctype=text/javascript');

title: User:MC10/monobook.js


text:
Sport event management

This unit is under development and being used in a UCNISS course until end 2010.

This unit examines sports event management and special events management, within the broad field of sport as entertainment. Attention is given to event marketing and sponsorship strategies used in the promotion and financing of major events. Other areas of focus include event feasibility, site selection, event scheduling, event logistics, risk management and event evaluation.

Learning objectives

 * 1) Understand the process of organising major sports events;
 * 2) Have demonstrated a thorough understanding of the logistical details relevant to organising major sports events;
 * 3) Be able to develop and implement a risk management plan;
 * 4) Be able to effectively evaluate a major sports event.

Generic skills:

It is expected that students, in achieving the above learning outcomes, will also further their skills of:
 * 1) Locating, identifying, collating, analysing, manipulating, evaluating, interpreting and presenting information and numerical data.
 * 2) Identifying problems and analysing the main features of problems relevant to their professional field.
 * 3) Working with others as part of a group.
 * 4) Taking responsibility for carrying out tasks.
 * 5) Acting responsibly, ethically, and with integrity in the context of their profession and their obligations to society
 * 6) Having an understanding of how to apply their knowledge and abilities to many different contexts and fields.

Skills and Strategies for running event staff workshops
/Event planning checklist/

Bidding for an Event
/Learning agreement for event management/

Media Launch 30%
The purpose of this assessment is for students to understand the importance of engaging the media to promote an event and allow them to experience a media launch

Each tutorial will be divided into groups of 4. Each group will conduct a media launch. Students within each group will take the responsibility for a specific component of running a mock media launch for an event during the tutorial. You will be graded on your ability to come up with an innovative and practical idea that will attract the media to your event, completion of required tasks, attention to detail and level of professionalism in delivery of the "product". At the end of your launch you must hand in a list of what each member of your group did to organise and stage your launch. In addition, each group is required to nominate a minimum of two representatives from their group who will attend and provide feedback on other media launches from their tutorial session. Failure to attend other media launches will result in the non-attending group losing 5 marks off their total final grade.

The media launch should include:
 * 1) An innovative new concept
 * 2) Engaging delivery
 * 3) Seamless set up and attention to detail
 * 4) The opportunity for general feedback from audience

Grading criteria
 * 1) How well you demonstrate innovative and new concepts to attract media attention
 * 2) Clear and concise verbal presenting of your concept
 * 3) How well the concept was delivered (was it sold?) to the media
 * 4) The overall set up and attention to detail
 * 5) The group's ability to engage the media
 * 6) General feedback from audience
 * 7) Attendance at other media launches (if at least two members from your group do not attend the other scheduled launches on your day you will lose 5 marks)

Conference Style Poster 20%
Value: 20% Due: Week 10 on Wednesday 20 October at midday. Poster details: Minimum Poster size A1 and maximum is AO. This is done individually or in pairs.

Students are to compile and deliver, at the appropriate level and quality, a poster to be presented to an International Conference on Sport Event Management. The poster must focus upon an approved (by the Unit Convener) original piece of research or investigation informing the conference attendees on a selected aspect of sport event management. The poster should be eye-catching, informative, present original information or an innovative perspective, and add to the conference attendees’ understanding of event management. The poster may have as its subject a significant piece of event research based upon an event for which a wider group is to be responsible.

Grading Criteria The poster will:
 * 1) Inform on the event and host organisation
 * 2) Provide participant demographics
 * 3) Engage the viewer
 * 4) Clearly set out the purpose of the poster
 * 5) Add to our understanding or consideration of event management.
 * 6) Demonstrate depth of knowledge and understanding of research
 * 7) Effectively use graphics and tables to produce an eye catching and engaging poster
 * 8) Have an effective use of overall layout, including use of graphics, font size and overall design
 * 9) Appropriately provide bibliography/references
 * 10) Be presented with clear and appropriate use of writing style, spelling and grammar

Organisation & Operation of Sport event 50%
Value: 50%. Due: Weeks 12-14 or as agreed with the Unit Convener. A detailed plan of the event preparation and planned operation is handed in on the day of the event at 9am and an evaluation is handed in two days after the event at 9am.

The purpose of this assessment is to give students the opportunity to work in industry to gain field experience and practical knowledge of sport event management. Students will be expected to form, or work with, a sporting organisation of their choice to plan, organise, run and evaluate a sport event. Students are expected to work a minimum of 70 hours with the sport organisation, taking on a leadership role organising and staging an event. In addition, students are to develop and maintain a record of the process through to the evaluation stage. Students are expected to use their existing networks to arrange their placement. If for some reason they are unable to do this they may contact the lecturer for assistance. One group will be formed to coordinate the overall event programme (i.e. the programme of student-initiated events). All students will need to volunteer to play key roles in organising and running the event. You must keep a logbook of your experiences. You will need to complete a learning agreement, clearly identifying the organisation you are working with, their contact details and the name of your supervisor or event Coordinator. This organisational commitment is to be for a minimum of 70 hours.

Students may form their own organisation, with the approval of the Unit Convener, to plan and run an event. The group must nominate a supervisor from within the group or co-opt an outside person for this role. The event is to be held in the final three weeks of the semester but special circumstances will be considered for a group seeking to hold the event earlier than the due dates.

The group log book must include dates and times of meetings (and those present and decisions made), actions and preparation, details of tasks performed and be signed by the supervisor. The event must have equivalent participation by the group members. If students are experiencing problems with their events or group members it is essential they see the Unit Convener before the end of semester so that appropriate assistance may be given.

On the day of the event, the group is required to hand in a chapter for a book of Case Studies in Event Management (each person writing three pages, each of 500 words) that outlines their event management process including planning, the practical preparation for the day, the log book, discussion of key factors considered and implemented and gives the demographics of participants. The evaluation (800 words) is handed in within two days following the event. A detailed outline of the assignment and assessment criteria will be given to the class in Week Three. The actual event is assessed out of 25% and the chapter 25%.

Illustrative grading criteria An assessment guide will be handed out in class but the following is provided to indicate the range of criteria.
 * 1) The log book is clear and shows each person’s participation, purposes of meetings and results.
 * 2) Clear planning is evident.
 * 3) Critical consideration of the key factors noted in lectures is apparent.
 * 4) Marketing of the event is set out and well done.
 * 5) The event is in an appropriate environment with activity appropriate for the participants.
 * 6) Implementation of the event is well organised, enjoyable for participants, cognisant of safety and risk and reflects clear understandings of event management requirements.
 * 7) There are clear participatory student roles.
 * 8) The chapter is well-written, sequentially sound, informative, engages the reader and reflects best practice.
 * 9) A clear and critically reflective evaluation is provided.

Workload
The amount of time you will need to spend on study in this unit will depend on a number of factors including your prior knowledge, learning skill level and learning style. Nevertheless, in planning your time commitments you should note that for a 3cp unit the total notional workload over the semester or term is assumed to be 150 hours. These hours include time spent in classes.

Feedback
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title: Sport event management


text:
The sport workplace

This unit is under development, as the course runs in 2010

This subject is designed to provide insight into, and understanding of, the historical development of player associations and labour unions in professional sport. It will explore international and domestic trends in the player/management relationship, highlight significant legal precedents in regard to labour issues in sport, and examine various examples of sports labour agreement.

Learning objectives

 * 1) The importance of player unions and associations in Australian sport;
 * 2) How enterprise bargaining agreements are developed for the sporting environment;
 * 3) The structure and implications of other industrial relations issues in foreign countries and how they affect Australian sport.

Generic skills:

It is expected that students, in achieving the above learning outcomes, will also further their skills of:
 * 1) Expressing ideas, knowledge and opinions with clarity and confidence
 * 2) Presenting arguments and ideas effectively
 * 3) Actively listening and responding to others’ ideas
 * 4) Negotiating effectively
 * 5) Creating and expressing new ideas
 * 6) Locating, identifying, collating, analysing, manipulating, evaluating, interpreting, presenting information and data and to select and use appropriate information and communication technology in so doing
 * 7) Working with others in a group, taking responsibility for tasks and respecting the rights of others.

Careers in Sport
/Jobs and careers in the sport and fitness industry/

The Employment Interview
/The employment interview/

Assignment 20%: Depiction of Industrial Relations in Sport
This will be a creative presentation of the student’s understanding of a topic in Industrial Relations in Sport. Students may work individually or in pairs. This mode of presentation allows students to engage in a creative opportunity to show their academic understanding of the topic. Format/mode of presentation and selection of the topic must have prior approval from the unit convener by August 18th. Requirements for this are discussed in the Week 2 tutorials.

Word Limit Each mode of presentation requires an additional written piece of 500-550 words for individual assignments and 800 words for paired assignments.

Objectives
 * 1) To express a critical understanding of the sport workplace.
 * 2) To express such understandings through a creative medium, such as art, poetry, drama, fiction or as agreed with the unit convener.
 * 3) To present an accompanying written piece, of 500-550 words that explains the creative work and its significance in terms of its representation of a critical understanding of industrial relations in sport.

Requirements
 * 1) The art work submitted should be in the range of  90cm x 60cm to 40cm x 70cm
 * 2) A piece of fiction or drama script should be approximately 1000 words.  Poetry would be expected to be of sufficient length to demonstrate the critical concepts..
 * 3) Assignments may be done individually or in pairs.  If done in pairs the written piece (3 above) will be 800 words.  Paired students will receive the same mark unless there are extenuating circumstances.

Guidelines
 * 1) This mode of assessment is offered to allow students the opportunity to demonstrate their understanding of key concepts in a creative mode that does not necessarily place an emphasis upon a traditional written assignment format.
 * 2) Material submitted is handed in with the signature of the student affirming that the assignment is their own work.  Paired submission requires both students’ signatures.
 * 3) The unit convener is available for discussion and guidance in this assignment.  The assignment will be fully discussed in Tutorials.

Marking Criteria
 * 1) The work clearly conveys a critical concept or critical concepts of Industrial Relations in Sport (7 marks)
 * 2) The engagement of the work and the respondent reader, viewer etc. (7 marks).
 * 3) The content and quality of the written piece explaining the significance of the work as a medium of expression of the key concepts. (6 marks).

Broad Grade Descriptors
 * Distinction Standard  This would be earned through an outstanding representation of key understandings in such a way that the respondent is engaged fully and gains an understanding of the concepts and appreciation of the quality of creative expression.   The accompanying written piece would be clear in its understandings, well-written and relate explicitly to the creative piece.  The written work would be correctly referenced and grammatically sound.
 * Pass Standard. This would be characterised by such aspects as: variable with possible inconsistencies, a lack of understanding in places, an acceptable but moderate quality of the creative work and a flawed piece of the written work that does have some good points.
 * Fail Standard. This could have a creative work that was lacking depth, did not engage the respondent and did not have clarity in representing critical concepts.  The written work may be poorly written and not adequate in explaining the creative work and the critical concepts.

Small Group Presentations 35%
Due Date: To be arranged in the first week of tutorials Grade Proportion: Word Limit: 1,000 word summary Time limit:

Students will form small groups and select a topic from a provided list to research and present for 35 minutes followed by 15 minutes for discussion.

Objectives
 * 1) To provide students with the opportunity to work co-operatively in group situations.
 * 2) To generate effective presentations on an agreed topic within Industrial Relations in Sport.

Requirements
 * 1) That the students form groups with no more than five members to select a topic from the list provided by the unit convener and present the topic at an assigned tutorial session.
 * 2) That the students will participate equally in the group preparation and presentation.  Non-contributing or minimally contributing members may be required to present as individuals.
 * 3) The time for the presentation is 35 minutes, with 15 minutes for possible discussion and activities.
 * 4) That the group will hand in a 1,000 word referenced summary of the key points of their presentation plus any materials used in the presentation.

Guidelines
 * 1) A guide sheet will be given to the class, in tutorials, on presenting a seminar.
 * 2) The presentation should include at least one class activity.
 * 3) It is strongly recommended that groups should meet regularly and plan early.

Marking Criteria
 * 1) A clear and coherent presentation that engages the class. (8 marks).
 * 2) Content is well selected, relevant and shows an understanding of the selected topic (11 marks).
 * 3) All group members are equally involved. (6 marks).
 * 4) The written summary is pertinent and clear. (10 marks).

Note that the marks allocated are the same for each group member.

Broad Grade Descriptors
 * Distinction Standard. This would be attained by a group that has a palpable group dynamic which is manifested in an engaging, thoughtful and relevant presentation.  The written piece is clear and researched with no grammatical or referencing errors.
 * Pass Standard. This would reflect a variable presentation, probably with uneven contributions and engagement that was inconsistent.  The written piece may have some good points but lack cohesion and depth.
 * Fail Standard. This presentation would probably appear hastily constructed, lack depth and/or relevance and not engage the class in critical reflection or beneficial participation.  The written piece lacks depth and efficacy.

The marks are allocated with 25% for the presentation and 10% for the written piece.

Examination 45%
Due date: Within the official examination period. Grade:

The examination is based on the topic list.

Objectives
 * 1) To offer students the opportunity to express their understandings of industrial relations and sport.
 * 2) To provide students with a form of assessment different from the other two modes of assessment in this unit.
 * 3) To simulate life situations where sport management persons work under constraints with relevant source material available to them.

Requirements
 * 1) To sit a two-hour examination under examination conditions.

Guidelines
 * 1) The examination will have a compulsory multiple-choice section and require answers to three of four other questions.
 * 2) Effective note-taking will be discussed at the first lecture to assist the acquisition of knowledge.
 * 3) Students are urged to discuss, with the course convener, any aspect of the unit that they do not understand with confidence.
 * 4) The examination will test a student’s ability to organise and synthesize material under constraints of time such that excellent answers are provided to the set questions - so planning for the examination is important.

Workload
The amount of time you will need to spend on study in this unit will depend on a number of factors including your prior knowledge, learning skill level and learning style. Nevertheless, in planning your time commitments you should note that for a 3cp unit the total notional workload over the semester or term is assumed to be 150 hours. These hours include time spent in classes. The total workload for units of different credit point value should vary proportionally. For example, for a 6cp unit the total notional workload over a semester or term is assumed to be 300 hours.

Feedback
Please feel free to leave feedback on the discussion page for this course (see tabs at top)

title: The sport workplace


text:
User:Robinmcconnell

Bio
Dr Robin McConnell has established an international reputation in the fields of sport, coaching, sports development, leadership and, particularly leadership development and sport leadership. After a background in education, including principalships and being an Adviser to Schools he was appointed as an Inspector of Schools. This included responsibility for the oversight of school leadership in some 300 schools. He joined the staff of the University of Waikato in 1990, where he introduced the first paper on sport leadership.

In 1994 Robin McConnell was appointed as the first Senior Lecturer in Sport Management and Coaching at New Zealand's Massey University Albany campus, teaching sport coaching and leadership at undergraduate and postgraduate levels.

His doctorate on elite team leadership was the first doctorate to obtain first-hand research data on an international team’s leadership and the first doctoral study of elite rugby leadership, coaching and captaincy. The doctorate was based upon four years with the All Blacks and Robin McConnell is still the only outsider or researcher to be so included by an elite international team.

The doctorate findings have been used overseas and led to the publication of Robin McConnell’s books Inside the All Blacks and The Successful Coach. The former ran into three editions and the latter was sold out. Following the doctoral study, Dr McConnell was frequently asked to act as a consultant or presenter on leadership and team development with a range of business, sport and public service bodies.

In 2000 he accepted the position as New Zealand’s first Professor of Sport at UNITEC, Auckland, and as Head of the School of Sport Studies. From that position he was asked to take up the High Performance Manager role of the New Zealand Rugby Football Union, which he left in late 2002 to support his wife who had been diagnosed with breast cancer.

In his senior NZRFU rugby management role he had responsibility for coach development, coaching resources, research and development, high performance referees, the adidas Institute of Rugby and professional coaches. The Manager of High Performance Referees and the Manager of National Player Development were responsible to Dr McConnell. He had already established credibility with All Black and provincial coaches prior to his appointment and worked closely with them in the High Performance role, including sitting on selection panels.

Following his wife’s recovery from her serious illness, Robin McConnell moved to the University of Ulster in Northern Ireland. His reputation, which had already led to a number of international presentations, resulted in his being asked to work closely on team leadership with leading Gaelic Football coaches (the major team sport in Ireland) and with the Irish Rugby Football Union. He also was a media guest and invitee on a major media panel. Following his wife contracting leukemia in Europe, he returned with her to New Zealand. After treatment in 2004-5 Puna McConnell was in remission but became terminally ill in 2006 and died late in 2007.

From 2009 to 2011 Dr McConnell was on the staff of the National Institute of Sports Studies, in the Faculty of Health, University of Canberra. His major responsibilities were in the development of post graduate qualifications in leadership, sport and media, event management and working with community and sport organisations.

He is presently a writer in a range of genre and a consultant on team leadership.

Books authored:
 * Taua of Kareponia: Leader from the North.
 * Inside the All Blacks.
 * Laurie Mains (co authored)
 * Iceman: The Michael Jones story
 * Nothing is as Physical as a Poem
 * The Successful Coach

Dr McConnell has contributed to many publications, conferences and workshops, also authoring entries on leadership and sport leadership for encyclopaedias.

=Projects=
 * Creating a video lecture

title: User:Robinmcconnell


text: User:Zantorzi

title: User:Zantorzi


text:
User talk:Zantorzi

 Hello Zantorzi, 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.

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 06:52, 30 June 2010 (UTC)

title: User talk:Zantorzi


text:
User talk:Robinmcconnell

 Hello Robinmcconnell, 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) 06:53, 30 June 2010 (UTC)

Recent Changes Camp Canberra Aug 11, 2010
I saw your profile on the Wikiversity page for University of Canberra staff, and thought, by chance, you might like to come to this: RecentChangesCamp, Canberra is being held at the University of Canberra, Building 7, Room 7XC37 on 11 August 2010. ABOUT | REGISTRATION | SCHEDULE

Hope we'll see you and friends there. Leighblackall 00:27, 21 July 2010 (UTC)

title: User talk:Robinmcconnell


text:
User talk:Dragonking191

 Hello Dragonking191, 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. --Mu301Bot 07:17, 30 June 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 30 June 2010 (UTC)

title: User talk:Dragonking191


text:
User talk:Mylie

 Hello Mylie, 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. --Mu301Bot 07:18, 30 June 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 30 June 2010 (UTC)

Welcome to Motivation and emotion
Thanks for signing up - I look forward to learning with you. -- Jtneill - Talk - c 23:22, 12 July 2010 (UTC)
 * Love the description of your desk (sounds like mine too) and pleased to hear that Lecture 2 / Tutorial 1 have helped to make the assessment tasks more accessible. Sincerely, James. -- Jtneill - Talk - c 22:49, 26 August 2010 (UTC)

Hi. Blunt, when were you blunt? Oh no! does that mean you did not appreciate my ravings on? Just joking. You did not come across as blunt and at least you spoke up. Don't worry about it, tutorials are a place for learning and discussion, not stifled self-censorship. Unless, I got it wrong..... Anyways, I look forward to seeing you in the last tut. Best of luck with your assessment items. I will check out your portfolios soon. Bye! AlEdwardson 04:08, 29 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 2. -- Jtneill - Talk - c 12:00, 14 October 2010 (UTC)

-- Jtneill - Talk - c 01:09, 15 December 2010 (UTC)

title: User talk:Mylie


text:
User:Prashantgautam

I am Prashant Gautam

title: User:Prashantgautam


text:
Assistant teacher course/Kindergarten internship

The kindergarten internship is intended as a possible requirement for qualification as an assistant teacher. A special course module to prepare for this internship can be beneficial in order to prepare young pupils for working with very young children. A kindergarten student internship can motivate to see social interaction with younger children as a serious task and to practice proper social behavior in dealing with younger children.

Scientific work: The Sally–Anne test
... (Translation from German Wikiversity pending) ...


text:
User talk:Decltype

 Hello Decltype, 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) 14:57, 30 June 2010 (UTC)

 * Thanks Ottava :) Decltype 16:26, 30 June 2010 (UTC)

title: User talk:Decltype


text:
User talk:Prashantgautam

 Hello Prashantgautam, 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

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 * 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) 14:57, 30 June 2010 (UTC)

title: User talk:Prashantgautam


text:
User talk:Troyatlarge

 Hello Troyatlarge, 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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 14:57, 30 June 2010 (UTC)

title: User talk:Troyatlarge


text:
User talk:Cuisinier Gros

 Hello Cuisinier Gros, 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.
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 * 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) 15:00, 30 June 2010 (UTC)

title: User talk:Cuisinier Gros


text:
User talk:Tncarey

 Hello Tncarey, 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) 19:13, 30 June 2010 (UTC)

proposed deletion of School of Extended Studies at Portland State University
Welcome to Wikiversity. I'm sorry to drop in so quickly to suggest that the page you created today is not a learning resource in itself, but rather is an article on a division of a school. While some kind of listing of the School of Extended Studies may be appropriate here, this is not Wikipedia, and an article on the school is not appropriate here. Instead of deleting the page myself, though, I've put a deletion tag on it and some other administrator will review this. It seems that the creation of this page spawned a discussion at Colloquium, if you'd like to see what others think and comment. You will see some possible suggestions there and perhaps you could help to make it so. --Abd 01:19, 1 July 2010 (UTC)

I had to delete the page because much of it was copied and pasted from various material provided on the website of the Portland State University. It can be recreated using original material but material from the home website cannot be copied over as we do not have the copyright to allow that. Ottava Rima (talk) 20:49, 14 July 2010 (UTC)

response from tncarey
OK, I'm working on a new page, in the 'regular' wikipedia section... I wasn't sure how to delete the one I created in Wikiveristy; If I work for the school and wrote most of what is on the site, can I re-use some of the text?

 * See User talk:Tncarey/School of Extended Studies at Portland State University. Please obtain your copy of this within two weeks. When you have made your copy, you could replace the reason in the deletion tage with "author request" and it may be deleted sooner. Wikipedia is stricter than Wikiversity about copy and paste, and you might wish to consider if the School of Extended Studies needs its own separate article or if a section in the University article is sufficient. Best wishes.... --Abd 01:04, 15 July 2010 (UTC)

 * You can have the whole website released for use, but it would mean that it would be GFDL compliant and anything could be republished that appears on Wikiversity. Many schools want to keep control over what is put on their website and how other websites use it, so it might be in the best interest to have a similar but differently written statement here which is "free" for people to copy and use without worrying about the website's material. Ottava Rima (talk) 01:08, 15 July 2010 (UTC)

title: User talk:Tncarey